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Republic of the Philippines

Commission on Higher Education
Region V (Bicol)
OAS COMMUNITY COLLEGE
Oas, Albay

MC ELT 5
TEACHING AND
ASSESSMENT OF
THE MACRO SKILLS
SY 2022-2023

An Overview of the Teaching and

MODULE 1 Assessment
of the Macro Skills in the K-12 Language
Arts

Prepared for:
AMALIA M. ROS
BSEd II-A Instructor
BSEd II-B
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PREFACE
This course allows the pre-service English teachers to explore the nature of the macro
skills and the theoretical bases, principles, and methods and strategies in teaching and
assessing listening, speaking, reading, writing, and viewing. It aims to provide various
strategies for pre-lesson, during lesson, and post-lesson to develop research-based
knowledge and principles in teaching the macro skills while using differentiated teaching
to suit learners’ gender, needs, strengths, interests, and experiences. Also, they will be
able to identify learning outcomes aligned with the learning competencies and provide
timely, accurate, and constructive feedback to improve learners’ performance in the
macro skills.

At the end of the course, the students should be able to:

A. select differentiated learning tasks in teaching the macro skills to suit learners’
gender, needs, strengths interests, and experiences;

B. demonstrate how to provide timely, accurate, and constructive feedback to

improve learner performance in the different tasks in the macro skills through
simulations;
C. craft a learning plan according to the English curricula that is developed from
research-based knowledge and principles of the five language macro-components
and the theoretical bases, principles, methods, and strategies in teaching these
components; and
D. conduct a teaching demonstration of the assigned learning competencies in the
macro skills.
To realize the objectives of this course, Self-Learning Modules are provided.
Each module contains four lessons, and each lesson is to be accomplished weekly..
The module is composed of the following parts: Pre-test, Lessons 1 to 4, Module
Summary, Post Test and References
The Pre-Test contains at least 12 objective type of questions taken from the
contents.
Each lesson of the lessons from 1 to 4 contains Lesson Title, Lesson
Objectives, Opener, Contents, Activities, and Required Readings.
The Module Summary are the insights on the expected learning outcomes
connected with real world and how it can be applied to the students’ future career.
The Post Test can be an objective type or an essay test.
References are the list of sources of the contents from books and other
reading materials, including those coming from the internet
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TABLE OF CONTENTS

Topic Page No.

Pretest 1
Lesson 1. Philosophy and Guiding Principles of the K to 12 LAMC
Lesson Objectives 2
Opener 2
Content
Philosophy and Rationale 3
Guiding Principles 3
The Four Language Skills 5
The Receptive vs. Expressive Macro Skills 6
BICS and CALP 7
Activities: Tasks 1-4 8
Required Readings and Learning Materials 9
Lesson 2. K to 12 Goals Based on Learners’ Needs
Lesson Objectives 9
Opener 10
Content
Needs of the Learners: The Context 11
Outcomes 11
Activities: Tasks 1-3 13
Required Readings and Learning Materials 13
Lesson 3. Language Learning Process and Effective Language Use
Lesson Objectives 14
Opener 14
Content
Language Learning Process 15
Effective Language Use 16
Activities: Tasks 1-3 18
Required Readings and Learning Materials 19
Lesson 4. Making Meaning Through Language and Holistic Assessment
Lesson Objectives 20
Opener 20
Content
Making Meaning Through Language 21
Holistic Assessment 23
Activities: Tasks 1-4 24
Required Readings and Learning Materials 24
Module Summary 25
Post Test 26
References 28
Sample Lesson Plan for Analysis (Separate File) – to be downloaded
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PRETEST
Before enriching yourself with knowledge about this subject, let
us see how much you know about the subject. This is just a
diagnostic test, so there is no need for you to panic. If you are
not sure of the answer, do not force yourself. You are free to
skip the items you do not have an idea about. DO NOT READ BEYOND THIS
PART. Cheating is a big NO in all the tests and activities, starting with this one.

Write TRUE if the statement given is correct and FALSE if it is not.

_________1. The K to 12 Basic Education Curriculum in English is termed as Language
Arts and Multiliteracies Curriculum.
_________2. There are five main macro skills in the new English curriculum.
_________3. BICS stands for Basic Intrapersonal Communication Skills
_________4. The EPI Results shows that the language proficiency of the Filipinos has
been improving for the past five years.
_________5. The Generation Z learners are good at multi-tasking.
_________6. Sociolinguistic competence include morphology and syntax.
_________7. Integration is a language teaching principle in which students are given the
chance to improve their skills from the foundational level to higher levels of
language use.
_________8. Spiral progression is a language teaching principle where the skills,
content, theme, topic and values are incorporated using a combination of
different macro skills.
_________9. In the holistic approach, students are given an opportunity to choose their
own way of learning and understanding the language lesson.
_______ 10. Reading comprehension can be developed through viewing activities.
_______ 11. Grades 1-3 can already be given reading comprehension lessons.
_______ 12. Self-assessment of students is one of the features of multi-referencing
under holistic assessment.
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Lesson
Philosophy and Guiding Principles of the
K to 12 Language Arts
and Multiliteracies Curriculum

Lesson Objectives
At the end of lesson 1, you are expected to:
1. paraphrase the key points in the philosopy of the K to
12 Language Arts and Multilitracies Curriculum
2. organize the important
points in the principles using appropriate
3. define terms and phrases related to language learning
and competencies

Opener
Task: Answer the following questions:
1. When you decided to take up BSEd, what made you decide to
take English as your specialization?
2. Has someone influenced your decision to take English instead
of Math or Science or other subjects? Who was it?
3. What is interesting in English as a subject?
4. How do you see yourself as a teacher of the English language?
If the curriculum does not change until you become a professional teacher, it is
possible that you will be teaching under the K to 12 Curriculum, particularly the K to 12
Language Arts and Multiliteracies Curriculum.
In this module and in the rest of the modules in this subject, our focus is not what
to learn and how to learn English, but how to TEACH the subject; therefore, you must
assume that you will be a teacher of the English language. .

Content
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Before you learn how to teach and assess your future high school students in
English Language Arts, you have to understand first the philosophy and guiding
principles in teaching this subject.

PHILOSOPHY AND RATIONALE

Language is the basis of all communication and the primary instrument of
thought. Thinking, learning, and language are interrelated. Language is governed by
rules and systems (language conventions) which are used to explore and
communicate meaning. It defines culture which is essential in understanding oneself
(personal identity), forming interpersonal relationships (socialization), extending
experiences, reflecting on thought and action, and contributing to a better society.
Language, therefore, is central to the peoples’ intellectual, social and
emotional development and has an essential role in all key learning areas.
Language is the foundation of all human relationships. All human relationships
are established on the ability of people to communicate effectively with each other.
Our thoughts, values and understandings are developed and expressed through
language. This process allows students to understand better the world in which they
live and contributes to the development of their personal perspectives of the global
community. People use language to make sense of and bring order to their world.
Therefore, proficiency in the language enables people to access, process and keep
abreast of information, to engage with the wider and more diverse communities, and
to learn about the role of language in their own lives, and in their cultures and other
cultures.
GUIDING PRINCIPLES
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following
language acquisition, learning, teaching and assessing principles. All languages
are interrelated and interdependent. Facility in the first language (L1) strengthens
and supports the learning of other languages (L2). Acquisition of sets of skills and
implicit metalinguistic knowledge in one language (common underlying proficiency or
CUP) provides the base for the development of both the first language (L1) and the
second language (L2)2. It follows that any expansion of CUP that takes place in one
language will have a beneficial effect on the other language(s). This principle serves
to explain why it becomes easier and easier to learn additional languages.
Language acquisition and learning is an active process that begins at birth and
continues throughout life. It is continuous and recursive throughout students’ lives.
Students enhance their language abilities by using what they know in new and more
complex contexts and with increasing sophistication (spiral progression). They reflect
on and use prior knowledge to extend and enhance their language and
understanding. By learning and incorporating new language structures into their
repertoire and using them in a variety of contexts, students develop language fluency
and proficiency. Positive learning experiences in language-rich environments enable
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students to leave school with a desire to continue to extend their knowledge, skills
and interests.
Learning requires meaning. We learn when we use what we know to understand
what is new. Start with what the students know; use that to introduce new concepts.
They use language to examine new experiences and knowledge in relation to their
prior knowledge, experiences, and beliefs. They make connections, anticipate
possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their
engagement with and study of texts. The term ‘text’ refers to any form of written
(reading and writing), oral (listening and speaking) and visual communication
involving language. The texts through which students learn about language are wide-
ranging and varied, from brief conversations to lengthy and complex forms of writing.
The study of specific texts is the means by which learners achieve the desired
outcomes of language, rather than an end in itself. Learners learn to create texts of
their own and to engage with texts produced by other people.
Successful language learning involves viewing, listening, speaking, reading
and writing activities. Language learning should include a plethora of strategies
and activities that helps students focus on both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on
students’ existing language competence, including the use of non-standard
forms of the language, and extending the range of language available to
students. Through language learning, learners develop functional and critical
literacy skills. They learn to control and understand the conventions of the target
language that are valued and rewarded by society and to reflect on and critically
analyze their own use of language and the language of others.
An effective language arts and multiliteracies curriculum satisfies the
following principles.
1. develops thinking and language through interactive learning;
2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary
heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary
and strong content knowledge;
5. develops students’ oral language and literacy through appropriately challenging
learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring
to school;
9. nurtures students’ sense of their common ground in using language/s for
communication as present or future global citizens to prepare them to
participate in school and in civic life, and;
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10. assesses and reflects the students’ ability to interpret and/or communicate in the
target language.
.To expand your knowledge about the philosophy and guiding principles, study the
following additional information:

The 4 Language Skills

When we learn a language, there are four skills that we need for complete
communication. When we learn our native language, we usually learn to listen first,
then to speak, then to read, and finally to write. These are called the four "language
skills": Listening, Speaking, Reading, and Writing.

The four language skills are related

to each other in two ways:

 the direction of
communication (in or out)
 the method of communication
(spoken or written)
Input is sometimes called "reception"
and output is sometimes called
"production". Spoken is also known
as "oral".

Note that these four language skills are sometimes called the "macro-skills". This is
in contrast to the "micro-skills", which are things like grammar, vocabulary and
pronunciation.
https://www.englishclub.com/learn-english/language-skills.htm

The four skills can also be grouped another way. Listening and reading are
receptive skills since learners need to process and understand language being
communicated to them in spoken or written form. Speaking and writing are known
as productive skills since learners need to produce language to communicate their
ideas in either speech or text. It is common for language learners to have stronger
receptive than productive skills; that is, they can understand more than they can
produce. Teachers often link activities for developing students’ receptive and
productive skills.
More explanations about these four skills as receptive and expressive macro
skills are found on the next page.

Receptive vs. Expressive Macro Skills

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Receptive and Expressive

Language are two language skills
that develop from infancy. The main
difference between receptive and
expressive language is that
receptive language is the ability to
understand words and gestures
whereas expressive language is the
ability to express thoughts by words
and sentences

What is Receptive Language?

Receptive language is the
ability to understand the
language. Receptive language
skills include understanding and
responding to the spoken language,
and written words. Nonetheless,
receptive language does not only
deal with vocabulary skills, but it
also deals with understanding
gestures, interpreting the difference
between questions, statements and
instructions, and accurately
understanding some grammatical
concepts.

Ability to follow instructions,

understand stories, point out
objects, and gain information through visual and auditory information are some
examples of receptive language skills. Receptive skills are the first language
skills that are developed by a child. Children start to learn language skills from their
birth itself when they recognize and respond to familiar voices and sounds. Children
with receptive language disorders find it difficult to understand directions and may
not respond appropriately. Inability to understand language may result in behavioral
problems as well. However, receptive language skills are relatively easy to develop,
even for children with language disorders. This is because children do not have to
recall words; they can respond by gestures.

What is Expressive Language?

Expressive language is the ability to communicate. This is the ability to
express one’s thoughts, ideas, wants, and needs. Identifying and labeling the objects
in the environment, putting words together to form a sentence, describing events and
actions, answering questions, making requests are some examples of expressive
language skills. Expressive language does not only deal with using language
appropriately, but it includes incorporating facial expressions and gestures as well.
Writing is also considered as an expressive language skill.
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BICS and CALP

It is often argued that our school system does not provide our learners with
sufficient opportunities to use English in real situations, so that their English level is
low at the end of their compulsory studies. To understand and minimize this, it is
advisable to reflect on the different needs and roles of the language at school, also in
a class. The concepts of BICS and CALP may help at this stage.
Following Cummins (1979) 1), we can distinguish two functions of language:
BICS and CALP.
BICS stands for Basic Interpersonal Communication Skills while CALP
means Cognitive Academic Language Proficiency. BICS refers to the everyday
language needed to interact socially, whereas CALP is the type of language which is
essential for students to succeed in school (Linares, Morton and Whittaker, 2012) 2).
This graphic may help understanding BICS and CALP and its characteristics:

In our country, teaching English as a second language is not easy, especially

that students are only taught the language during their class hour in English. For the
rest of the time that they are in school, they use their native tongue outside the
classroom and only use English on the subjects with English as the medium of
instruction. To make it worse, they do not use the language at home or in social
gatherings. They are only exposed to the language outside of the English class when
they watch English movies, television shows with English as a medium. However,
even on televisions, their exposure to the English language is negatively affected
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when some informal shows like talk shows, vlogs and the likes where both hosts and
guests exchange opinions, feelings and ideas using “Taglish.”

Activities
Task 1. Explain in your own words the following key points from
the philosopy of the K to 12 Language Arts and Multilitracies
Curriculum:
A. Language, therefore, is central to the peoples’ intellectual, social
and emotional development and has an essential role in all key learning areas.
B. Therefore, proficiency in the language enables people to access, process and
keep abreast of information, to engage with the wider and more diverse
communities, and to learn about the role of language in their own lives, and in their
cultures and other cultures.
Task 2. Organize the important points in the principles using appropriate graphic
organizer.
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Task 3. In what principle are the following connected? Choose one principle for each
and explain the connection.
A. Receptive language skills B. Expressive language skills
C. BICS D. CALP
Task 4. Watch the 10-minute video on Viewing as the Fifth Macro Skill. Explain why
viewing is an important macro skill based from the video.

Required Readings and

Learning Materials

Watch the 10-minute video on Viewing as the Fifth Macro Skill

https://www.youtube.com/watch?v=pYxWfk7MAEo

Lesson 2
K to 12 Goals Based on Learners’ Needs

Lesson Objectives
At the end of lesson 2, you are expected to:
1. describe the learners known as Generation Z.
2. explain the competencies expected to be mastered by Generation Z.
3. analyze how Generation Z can cope up to achieve the DepEd expected outcomes.

Opener
Task 1.
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Interview your parents how they studied during their high school days. Compare how
they learned with how the new generation learn. Is there any difference?

Task 2.
Read the following extract from a news report. Then answer the question: What do you
think caused the decline in the results of the test in the Philippines?

English Proficiency Index (EPI) is an online Standard English Test (SET)

administered by English Proficiency Education First, a Swiss-based global company
focusing on language, academic, cultural exchange, and educational travel programs. It
gives the test to more or less 100 countries around the world. It measures the average
level of English language skills.

The EPI result is significant because the Philippines has been known as one of
the best English-speaking countries in Asia, and English proficiency is one of its
strengths that has helped drive the economy and even made the country the top voice
outsourcing destinations in the world, surpassing India in 2012.

The following table shows the results of the Phliippines in the said proficiency
tests:

Philippine Ranking in English Proficiency Index (EPI)

Year Rank
2016 13th
2017 15th
2018 14th
2019 20th
2020 27th

In 2018, A Program for International Student Assessment (PISA) by the

Organization for Economic Cooperation and Development (OECD) also revealed that the
Philippines was the lowest in reading comprehension among 79 countries. Results
showed that the Philippines only had an average reading score of 340 – 100 points short
of the OECD average of 487.

As you read the content of this lesson below, try to make a connection between
your tasks 1 and 2 above and the characteristics of Gen Z learners. Try also to analyze
if the Gen Z can cope up with the competencies mandated by the Department of
Education in Learning English Language and Multiliteracies.

Content
NEEDS OF THE LEARNERS : THE CONTEXT
The generation born after the year 1994 until 2004 is
referred to as Generation Z. This is the first generation to
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be born with complete technology. They were born with PCs, mobile phones, gaming
devices, MP3 players and the ubiquitous Internet. They do not know life without
technology. Hence, they are often termed as digital natives and are extremely
comfortable with technology. They can email, text and use computers without any
problems. In addition, members of Generation Z can understand and master
advancement in technology. Unfortunately, this reliance on technology and gadgets
has had a negative effect on the members. They rather stay indoors and use their
electronics than play outdoors and be active. They are leading a sedentary life that
can result in health problems later on.
For them, social media platforms are a way to communicate with the outside
world. They are not bothered about privacy and are willing to share intimate details
about themselves with complete strangers. They have virtual friends and for them
hanging out with friends means talking to them over the cell phones, emails and text
messages. However, at the same time, this generation is considered to be creative
and collaborative and will have a significant impact on the way companies work
when they join the workforce.
Members of Generation Z are adept at multi-tasking. They can text, read,
watch, talk and even eat simultaneously. However, this has also led to reduced
attention span leading to what psychologists call acquired attention deficit disorder.
This generation is unable to analyze complex data and information as they cannot
focus for very long.
While we don’t know much about Gen Z yet...we know a lot about the
environment they are growing up in. This highly diverse environment will make the
grade schools of the next generation the most diverse ever. Higher levels of
technology will make significant inroads in academics allowing for customized
instruction, data mining of student histories to enable diagnostics and remediation or
accelerated achievement opportunities.
Gen Z kids will grow up with a highly sophisticated media and computer
environment and will be more Internet savvy and expert than their Gen Y
forerunners.

OUTCOMES
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to
produce graduates who apply the language conventions, principles, strategies and
skills in
(1) interacting with others,
(2) understanding and learning other content areas, and
(3) fending for themselves in whatever field of endeavor they may engage in.

1. COMMUNICATIVE COMPETENCE
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Communicative Competence is a synthesis of knowledge of basic

grammatical principles, knowledge of how language is used in social settings to
perform communicative functions, and how knowledge of utterances and
communicative functions can be combined according to the principles of discourse.
Communicative competence is classified into the following competencies.
1. Grammatical/Linguistic Competence means the acquisition of phonological
rules, morphological words, syntactic rules, semantic rules and lexical items.
2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various
speech acts, namely, the cultural values, norms, and other sociocultural conventions
in social contexts. They are the context and topic of discourse, the participant’s
social status, sex, age, and other factors which influence styles and registers of
speech. Since different situations call for different types of expressions as well as
different beliefs, views, values, and attitudes, the development of sociolinguistic
competence is essential for communicative social action.
3. Discourse Competence is the knowledge of rules regarding the cohesion
(grammatical links) and coherence (appropriate combination of communicative
actions) of various types of discourse (oral and written). Sociolinguistic rules of use
and rules of discourse are crucial in interpreting utterances for social meaning,
particularly when the literal meaning of an utterance does not lead to the speaker’s
intention easily.
4. Strategic Competence is to DO with the knowledge of verbal and non-verbal
strategies to compensate for breakdown such as self-correction and at the same
time to enhance the effectiveness of communication such as recognizing discourse
structure, activating background knowledge, contextual guessing, and tolerating
ambiguity.

2. MULTILITERACIES
Multiliteracies (multi literacy practices) recognize that there are many kinds of
literacy at work within our society. These include traditional literacy practices using
texts as well as new literacy practices using texts of popular culture such as films.
Social literacy encompasses how we communicate and exchange meaning in our
society while professional literacy links with the notion of literacy for school of the
workplace.
The curriculum aims to help learners acquire highly-developed literacy skills
that enable them to understand that English language is the most widely used
medium of communication in Trade and the Arts, Sciences, Mathematics, and in
world economy. Furthermore, the curriculum aims to help learners understand that
English language is a dynamic social process which responds to and reflects
changing social conditions, and that English is inextricably involved with values,
beliefs and ways of thinking about ourselves and the world we dwell in. Through
multi-literacy skills, learners will be able to appreciate and be sensitive to
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sociocultural diversity and understand that the meaning of any form of

communication depends on context, purpose and audience.

Activities
Task 1. Using hierarchcal organizer, classify the following:
A. Communicative Competence and
B. Multilitiracies

Task 2. Describe the Gen Z learners using a Word Web.

Task 3. Answer the following questions in one paragraph each:
A. Can you consider yourself a Gen Z learner? Why or why not? Which of the given
competencies did you master in your high school and which did you not master?
Why and why not?
B. By the time you graduate in your Bachelor’s Degree and land a teaching job,
what generation do you think will your learners be? Do you think there will be a
change in their characteristics as learners? Do you think they will need to master the
same competencies?
C. Do you think the characteristics of Gen Z has something to do with the decline of
our language proficiency test results in EPI and our very low rating in reading
comprehension in PISA? If yes, support your answer. If no, what other factors
affected the test results?
.

Required Readings and

Learning Materials

Review Communicative Competence and Multiliteracies from your lessons in

Linguistics or research more about them.

Lesson 3
LANGUAGE LEARNING PROCESS AND
EFFECTIVE LANGUAGE USE
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Lesson Objectives
At the end of lesson 3, you are expected to:
1. show understanding of spiral progression
through an illustration;

2. analyze the contents of a sample lesson plan to find out the

communicative competence highlighted;

3. assess whether the sample lesson plan also contains major

applications of the macro-skills of the language (understanding of cultures;
understanding language; and processes and strategies).

Opener
Task 1.
A. Read the following introduction about the Conceptual
Framework of the Language Arts and Multiliteracies Curriculum.
B. Explain in your own words the second sentence which is
italicized.
The world is now in the “Knowledge age” where the challenge
of education is to prepare learners to deal with the challenges of the changing world.
Students in this age must be prepared to compete in a global economy, understand
and operate complex communication and information systems, and apply higher
level thinking skills to make decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these
needs. This is the rationale why Mother Tongue, Filipino and English follow a unified
framework which allows easy transition from acquiring and learning one language to
another.
The Language Arts and Multiliteracies Curriculum has four components. Each
component is essential to the learners’ ability to communicate effectively in a
language leading them to achieve communicative competence and multiliteracies in
the Mother Tongue, Filipino and English.

Content
Study the short description of each component.
Then understand Components 1 and Component 2, which
are our focus in Lesson 3.
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Component 1 illustrates learning processes that will effect acquisition and

learning of the language. It explains the HOW of language learning and therefore
serves as guiding principles for language teaching.
Component 2 describes knowledge and skill areas which are essential to
effective language use (understanding of cultures, understanding language,
processes and strategies) which will be developed through language arts (macro-
skills).
Component 3 shows the interdependence and interrelationships of the
macro-skills of the language (listening, speaking and viewing; reading, viewing and
responding; writing and representing) and the development of thinking skills (critical
thinking, creative thinking and metacognition) allowing students to make meaning
through language.
Component 4 explains the holistic assessment of the Language Arts and
Literacy Curriculum which serves as feedback of its effectiveness to students,
teachers, school administrators, and curriculum developers.

COMPONENT 1. LANGUAGE LEARNING PROCESS

For effective language acquisition and learning to take place, language
teachers must be guided by the six (6) language teaching principles. These
principles explain the natural process of language development.
1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught,
revised and revisited at increasing levels of difficulty and sophistication. This will
allow students to progress from the foundational level to higher levels of language
use.
For an example, see downloadable example by referring to number 1 under
Required Readings and Learning Materials.
2. Interaction
Language learning will be situated in the context of communication (oral and
written). Activities that simulate real-life situations of varying language demands
(purposes, topics, and audiences) will be employed to help students interact with
others thereby improve their socialization skills.
3. Integration
The areas of language learning – the receptive skills, the productive skills,
and grammar and vocabulary will be taught in an integrated way, together with the
use of relevant print and non-print resources, to provide multiple perspectives and
meaningful connections. Integration may come in different types either implicitly or
explicitly (skills, content, theme, topic, and values integration).

4. Learner-Centeredness
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Learners are at the center of the teaching-learning process. Teaching will be

differentiated according to students’ needs, abilities and interests. Effective
pedagogies will be used to engage them and to strengthen their language
development.

5. Contextualization

Learning tasks and activities will be designed for learners to acquire the
language in authentic and meaningful contexts of use. For example, lessons will be
planned around learning outcomes, a theme, or a type of text to help learners use
related language skills, grammatical items/structures and vocabulary appropriately in
spoken and written language to suit the purpose, audience, context and culture.
Learning points will be reinforced through explicit instruction and related follow-up
practice.

6. Construction

Making meaning is the heart of language learning and use. Learning tasks
and activities will be designed for learners in such a way that they will have time to
reflect on and respond to ideas and information. Learners will be provided with
sufficient scaffolding so that they will be able to reach their full cognitive, affective,
and psychomotor potentials and become independent learners who are good
consumers and constructors of meaning.

COMPONENT 2. EFFECTIVE LANGUAGE USE

There are three major applications of the macro-skills of the language
(Understanding of Cultures; Understanding Language; and Processes and
Strategies). They are described as the knowledge and skill areas which are essential
to effective language use demonstrated through the language macro-skills.
1. Understanding Cultures.
Learning language through text types and literary appreciation exposes
learners to different cultures of the world, including one’s culture. Learners develop
sociolinguistic and sociocultural understandings and apply them to their use of the
language (Mother Tongue, Filipino, and English). Sociolinguistic understanding
refers to appropriate language use. It is defined in this document as taking into
account the social significance of linguistic forms and the linguistic implications of
social facts. Language is a complex social practice that reflects and reinforces
shared understandings about appropriate actions, values, beliefs and attitudes within
a community. These shared understandings determine not only what is
communicated and when and how it is communicated, but also who does the
communicating. These collectively constitute the sociolinguistic features of language.
Sociocultural understanding refers to knowing about the language speaking
communities. It means taking into account the non-linguistic features in the life of a
society. Learners broaden their frame of reference beyond their own social and
 17

cultural experiences. They gain insights into different values and belief systems and
acknowledge the cultural contexts which underpin them. They make sense of the
social fabric of the target language community. They understand that the natural and
physical environments – as well as the social, economic, historical and political
environments – influence the language speaking groups and their cultural traditions.
2. Understanding Language. Learners apply their knowledge of the system
of the language to assist them to make meaning and to create meaning. They come
to recognize the patterns and rules of the language which emerge as they interact
with a plethora of texts (literary and informational) to make meaning. They apply this
knowledge and understanding to create their own spoken, written and visual texts.
Differences in language systems are expressed in a variety of ways: for example, in
grammatical differentiations, variations in word order, word selection, or general
stylistic variations in texts. By comparing the system of the language with the
systems of other languages, students understand that each language is different, but
has identifiable patterns within its own system.
3. Process and Strategies. Learners select from a repertoire of processes
and strategies by reflecting on their understanding of the way language works for a
variety of purposes in a range of contexts.
They deliberate on how they use language and apply different language
strategies, depending on their purpose, context and audience.
They use language as a way of coming to grips with new ideas, resolving
difficulties or solving problems.
They use strategies such as brainstorming and discussion as a way of
developing ideas.
They experiment, take risks and make approximations with language as a
way of developing their language skills.
They clarify what they need to know when seeking information for particular
purposes.
They use key-word searches and their understanding of the conventions of
informational texts such as tables of contents, headings, indexes, forewords and
glossaries as aids in locating information.
They assess the usefulness of information for particular purposes.
They treat information and ideas critically and evaluate information in terms of
its reliability and currency.
They make notes and graphic representations of information and combine
information from different sources into a coherent whole by summarizing, comparing
and synthesizing.
Learners reflect on ethical considerations in the use of ideas and information.
They recognize the importance of attributing sources of ideas and information, and of
presenting or representing ideas and information in ways which are not misleading.
 18

They use quotation and sourcing conventions appropriately. They take into account
the possible effects of and responses to the presentation of ideas and information.

Activities
Task 1 (Component 1)
Show an example of how Spiral Progression can be applied in
reading comprehension from Grades 7 to 10 with this same
objective: Interpret message conveyed in the material viewed. Consider the
following in your plan. Use appropriate graphic organizer.
1. learning material to be used
2. level of difficulty based from the objective
3. strategy
4. time allotted

Task 2 (Component 1)

Examine the sample lesson plan and tell in what part of the lesson the five language
principles are applied like interaction, integration, learner-centeredness,
contextualization and construction. Do these by filling in the table below:
(Note: Fill the column with the code which may only apply to each language
principle; leave the column blank if there is none)

Language Principles Tasks Questions Others

Interaction
Integration
Learner-centeredness
Contextualization
Construction
Codes:
Tasks, Questions: 1.a, etc.
For example, you want to say that there is interaction that happens in Task 4 done
by Group 2, so you will write under Tasks: Task 4.3, Group 2.

Task 3 (Component 2)., Answer the following questions basing on the sample
lesson plan:

1. Was there a part in the lesson where students are given the opportunity to
understand culture? If yes, in what part/s of the lesson?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 19

2. Was there a part in the lesson where students given the chance to understand
and apply language? If yes, in what part/s of the lesson?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Enumerate the processes and strategies were applied by students as they go

about the lesson.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Required Readings and

Learning Materials

1. Download and study the graphic on spiral progression in teaching letter writing
https://scholastic.co.in/en/scholastic-active-english/language-skills-through-spiral-
progression-of-increasing-difficulty

2. Module1Lesson3 Sample Lesson Plan for Analysis (Separate pdf file)

Lesson 4
MAKING MEANING THROUGH LANGUAGE
AND HOLISTIC ASSESSMENT

Lesson Objectives
At the end of lesson 4, you are expected to:
 20

1. interpret the alignment of the language and literacy domains with the 5
sub-strands

2. explain how the funneling of domains across the K-12 Basic Education
Integrated Language Arts Curriculum is applied based on Matrix 2.

3. summarize the key points in holistic assessment

Opener
Task 1: Answer the following questions:
1. In your high school days, what strategies of teaching by your
English teacher did you like the most? Why did you like these
strategies?
______________________________________________________
______________________________________________________
______________________________________________________

2. How did your English teacher assess your skills in the following: listening, speaking,
reading, writing, and viewing? Give at least one assessment strategy for each macroskill
used by your English teacher by filling in the table below.

Macroskills Strategies
1. Listening
2. Speaking
3. Reading
4. Writing
5. Viewing

Task 2. While reading the Contents of this lesson, find out if the skills in the language
arts domain are in spiral progression from Grade 7-10 and if the assessements
contained the features of holistic assessment.

Content
We have already discussed the first two components of
the LAMC. This lesson focuses on the last two components,
Component 3 and Component 4. Study them carefully and
answer the tasks for the enhancement of your understanding
of these components.

COMPONENT 3. MAKING MEANING THROUGH LANGUAGE

 21

Language is the major instrument in communication (oral and written) and the
heart of which is the exchange of meaning. Language learning should focus on
guiding students make meaning through language for different purposes on a range
of topics and with a variety of audiences. Students must be able to adapt to various
situations where communication demands greatly vary.
The skills, grammatical items, structures and various types of texts will be
taught, and revisited at increasing levels of difficulty and sophistication. This design
allows students to progress from the foundational level to higher levels of language
use.
The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five
(5) intricately intertwined and integrated sub-strands (listening, speaking, reading,
writing, and viewing) that serve as building blocks for understanding and creation of
meaning and for effective communication across curricula (Matrix 1).
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 5 sub-strands of the Language Arts
and Multiliteracies 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.
Matrix 1. Alignment of the Language and Literacy Domains with the 5 sub-
strands
Integrated Language Arts Domain Listening Speaking Reading Writing Viewing
1. Oral Language
2. Phonological Awareness
3. Book and Print Knowledge
4. Alphabet Knowledge
5. Phonics and Word Recognition
6. Fluency
7. Spelling
Integrated Language Arts Domain Listening Speaking Reading Writing Viewing
8. Writing and Composition
9. Grammar Awareness and Structure
10. Vocabulary Development
11. Reading Comprehension
11.1 schema and prior knowledge
11.2 strategies
11.3 narrative texts
11.4 informational texts
12. Listening Comprehension
13. Attitude towards Language,
Literacy and Literature
 22

14. Study Strategies

Matrix 2. Funneling Of Domains Across the K-12 Basic Education Integrated

Language Arts Curriculum
Grade Levels
Integrated Language Arts Domain
K 1-3 4-6 7-10 11-12
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 and Structure
10. Vocabulary Development
11. Reading Comprehension
12. Listening Comprehension
13. Attitude towards Language, Literacy
and Literature
14. Study Strategies
15. Viewing

Coherence with the Basic Education Program Goals

1. The K-12 language curriculum ensures that processes and products of
learning actively foster and contribute to the achievement of the basic education
program goals.
2. Competencies are spiraled across the curriculum and year levels. Upper
level courses will focus on writing, comprehension and study strategies.
3. Content includes print and electronic texts that are age, context and culture
appropriate.
COMPONENT 4. HOLISTIC ASSESSMENT
Assessment is an important aspect of learning and teaching. It should be
effectively used to support the holistic development of our pupils. Our assessment
practices should go beyond summative evaluation and move towards a more holistic
approach.
Holistic assessment refers to the process of using multiple sources to
continually gather information on a child’s development, to provide feedback to
support and guide learning. Holistic Assessment focuses on achieving quality,
balance and child-centricity in school assessment systems, to support decision-
making and increase student motivation and success in learning. Teachers use
assessment information formatively, to adjust instruction and provide students with
feedback and targeted practice to move learning forward. Students clarify learning
 23

intentions, assess themselves and one another, set goals for improvement,
and track and communicate their progress.
Following are the features of holistic assessment:
1. Proximity to actual language use and performance
Assessment procedures should be based on activities that have authentic
communicative function rather than ones with little or no intrinsic communicative
value. These activities are based on actual performance in authentic situations which
the learner is likely to encounter in his or her daily life.

2. A holistic view of language

Assessment procedures are based on the notion that the interrelationships
among the various aspects of language, such as phonology, grammar, and
vocabulary, among others cannot be ignored. Also the four skills of language-
listening, speaking, reading, and writing - are seen to be parts of a structurally
integrated whole.
Assessment approaches should be used for communication and self-
expression. Assessment also takes into account the whole learner and his or her
social, academic, and physical context.

3. An integrative view of learning

Assessment attempts to capture the learner’s total array of skills and abilities.
It measures language proficiency in the context of specific subject matter.
Assessment procedures are based on the idea that various aspects of a learner’s
life, both academic and personal, are integral to the development of language
proficiency and cannot be ignored. These dimensions include not only processes
such as acquiring and integrating knowledge, extending and refining knowledge, and
using knowledge meaningfully, but also issues such as varying student attitudes
towards learning.
4. Developmental appropriateness
Assessment procedures set expectations that are appropriate within the
cognitive, social, and academic development of the learner. This characteristic of
assessment makes it particularly valuable for second language learners who come
from culturally diverse backgrounds and who may have atypical educational
experiences.

5. Multiple referencing
Assessment entails obtaining information about the learner from numerous
sources and through various means.
 24

For students, assessment should allow them to see their own

accomplishments in terms that they understand and, consequently, allows them to
assume responsibility for their learning. Assessment should allow parents to share in
the educational process and offers them a clear insight into what their children are
doing in school. For teachers, the primary advantage of assessment is that it
provides data on their students and their classroom for educational decision-making.
In addition, it reports the success of the curriculum and provides teachers with a
framework for organizing student’s works.

Activities
Task 1. .Examine Matrix 1. How are the language
and literacy domains aligned with the 5
sub-strands/macro skills? Which of the domains
involve all the five macro skills? Explain why all the
five are involved.
Task 2. Study Matrix 2. Explain how the funneling of domains across the K-12 Basic
Education Integrated Language Arts Curriculum is applied.
Task 3. Read the blog about holistic assessment and education. Enumerate the
Education Models and Teaching Strategies for Holistic Assessment.
Task 4. Summarize the key points in holistic assessment in one paragraph.

Required Readings and

Learning Materials

Read and understand the blog about holistic assessment and education.
Source: https://www.eln.co.uk/blog/holistic-assessment-and-education

MODULE SUMMARY
Teaching English as a second language to Filipino students is not
anymore so difficult due to the exposure of children to
communication technology using the radio, television,
computers, and other gadgets like mobile phones and the like.

However, this same exposure also hinders their ability to focus as their attention
span declines due to different distractions caused by the social media and online games.
 25

Because of this, English teachers should know the strengths and weaknesses of the
learners in this generation of technological revolution. Through this, the teacher will be
able to know what strategies to use in teaching and assessing students’ performance.

Understanding the K to 12 Language Arts and Multilitiracies Curriculum is a must

for Education students like you, for this will guide you as future teachers in planning and
delivering your lessons. Furthermore, this will also give you ideas on how to get
feedback and assess your future learners.

POST TEST
Congratulations for reaching this part with steady
enthusiasm! You are about to tackle your last challenge.
Let us see how well you have learned.

Write a 3-paragraph essay about the K to 12 Language Arts and Multiliteracies

Curriculum using the diagram below as your guide. Be sure to include all the elements in
the diagram. Provide an appropriate title.

When you finish your essay, rate yourself OBJECTIVELY using the rubric below with
the following descriptive rating scale:

6 – completely/perfectly manifested (100%)

5 – very sufficiently manifested (95-99%)
 26

4 – sufficiently manifested (88-94%)

3 – manifested (80-87%)
2 – somewhat manifested (75-79%)
1 – not manifested (70-74%)

Criteria Rating Sample

CONTENT
1. Discussed relevant ideas comprehensively but briefly. 3
2. Covered sufficient content from given inputs. 4
3. Added content from own research. 5
ORGANIZATION
1. Arranged ideas logically and made flow of ideas smooth and clear. 4
2. Used cohesive devices/connectors effectively. 2
STYLE
1. Used a variety of sentence structures without redundancy. 6
2. Used language appropriate to context. 4
GRAMMAR AND MECHANICS
1. Used accurate grammar. 5
2. Used correct spelling, capitalization, and punctuations 5
3. Used well-structured sentences. 4
Total 42
Rating (%) 91%

To compute for the Rating (%)

Total score /2 + 70
Sample computation: Total score = 42/2 =21 +70 = 91

Note: Your post-test will also be rated by me using the same rubric.

REFERENCES
 27

Cabigon, Mike (Nov 2015). State of English in the Philippines: Should We Be

Concerned? British Council Philippines

Retrieved from https://www.britishcouncil.ph/teach/state-english-philippines-should-

we-be-concerned-2

Valderama, Tita C. (Nov. 18, 2019) Pinoys’ English proficiency declines sharply. The
Manila Times retrieved from
https://www.manilatimes.net/2019/11/18/opinion/columnists/topanalysis/pinoys-
english-proficiency-declines-sharply/656784

Sir Chan (December 17, 2020) , Viewing as a Fifth Macro Skill/Communication Arts
https://www.youtube.com/watch?v=pYxWfk7MAEo

Baclig, Cristina Eloisa (November 20, 2020) Philippines Drops Further In Global
English Proficiency Rankings. INQUIRER.net / 12:46 PM

K to 12 English Curriculum Guide (May 2016)