English

SESSION 4
Curriculum Framework and Basic Features of Grade 8 English (Integrated Language Arts Curriculm)
OBJECTIVES
Familiarize participants with the curriculum framework, components and features of Grade 8 (Integrated Language Arts Curriculum)
Gain an in-depth understanding on the basic features of the Grade 8 English

Determine the features, strands, and domains of the Integrated Language Arts Curriculum
DOMAINS AND STRANDS
INTEGRATED LANGUAGE ARTS CURRICULUM (ILAC)
5 14 9
STRANDS
DOMAINS FOR K TO 12
DOMAINS FOR 7 TO 12
LISTENING SPEAKING READING WRITING VIEWING
in addition to the four macro skills
VIEWING of multimedia and

internet sources of information as the means to develop creativity in transcoding concepts from one medium to another is given importance.
LISTENING COMPREHENSION ORAL LANGUAGE AND FLUENCY

VOCABULARY DEVELOPMENT
READING COMPREHENSION
WRITING AND COMPOSITION

GRAMMAR AWARENESS AND STRUCTURE ATTITUDE (TOWARDS LEARNING)
STUDY STRATEGIES
Framework, Components & Features of Grade 8 English
COMPONENTS
COMPONENT 1 -LANGUAGE LEARNING PROCESS (Learner-Centered)

1. Spiral Progression approach used by the K-12 curriculum 2. Interaction students engage in activities that simulate real-life situations
3. Integration the receptive and productive skills are taught in an integrated manner.
4. Contextualization learning is put in the
context of the learners to aid them in meaning

making
5. Construction meaning making is the

core of language learning and language
use.
COMPONENT 2 - EFFECTIVE LANGUAGE USE

1. Understanding Cultures - Learning language through text types and literary appreciation exposes learners to different cultures of the world, including ones culture.
3. Process and Strategies Given a repertoire of

processes and strategies, the learners decide on
what is appropriate for a given context.
COMPONENT 3 - MAKING MEANING THROUGH LANGUAGE

The Language Arts and Multiliteraries Curriculum (LAMC) is composed of five 5 intricately intertwined and integrated substrands (listening, speaking, reading, writing and viewing) that serves as building blocks for understanding and creation of meaning and for effective communication across curricula.
COMPONENT 4
Holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school administrators, and curriculum developers.
In a nutshell, the framework shows that: The goal of the curriculum is to produce graduates who posses communicative competence and multiliteracies. This can be achieved by developing competencies covering the strands of reading, writing, listening, speaking, and viewing.
These competencies can be targeted and developed by 1. taking into consideration the spiral progression approach, 2. putting learning in context, 3. integrating the macro skills, and 4. allowing the learners to engage in communication activities so that they eventually learn to apply what they have learned in real-life scenarios.
As support, teachers should explore approaches supported by theories and best practices in language teaching and learning. The whole process eventually sees outcomes through a holistic assessment.
Salient Features of the K to 12 Integrated Language Arts Curriculum
3 Ts
THEME TEXT TASK
Relationship of the 3Ls of Learning
How are language, literature and life woven
in the K-12 Language Arts Curriculum?

Why is the study of literature inseparable
with the study of language?
LIFE
TEXTS
LITERATURE
LANGUAGE
LIFE
Provides life-like experiences Tackles relevant issues and concerns
LITERATURE
Expresses our emotions, beliefs, aspirations and sentiments. It informs, entertains and teaches a lesson.
LITERATURE
Language teaching should include literary texts. As students read and reflect on a rich variety of literary text, they develop a deeper understanding of themselves and others and of the world around them.
LANGUAGE
Language is the basis for thinking, communicating, and learning. Students need language skills in order to comprehend ideas and information, to interact socially, to inquire into areas of interest and study, and to express themselves clearly and demonstrate their learning
LANGUAGE
Language is a tool that humans use to communicate thoughts, ideas and emotions.
LIFE
LITERATURE
LANGUAGE
Language learning is most effective when it takes place through meaningful, interactive tasks, exploring relevant texts, and focusing on the themes.
TEXTS
inking life, literature, and language

ntegrating themes, texts, and tasks aining mastery of language forms and rules of usage oning independent study strategies hinking through a variety of texts and tasks
inking life, literature, and language

ntegrating themes, texts, and tasks aining mastery of language forms and rules of usage oning independent study strategies hinking through a variety of texts and tasks
FEATURES
USES LITERARY AND PARALLEL INFORMATIVE TEXTS USES CULMINATING PERFORMANCE TASKS HAS A THEME PER QUARTER
INCLUDES INSTRUCTIONAL PHASES(KPUT KNOW, PROCESS,
UNDERSTAND, TRANSFER)
LEVELS OF ASSESSMENT COVER KPUP PROMOTES DIFFERENTIATED INSTRUCTION
USES LITERARY AND PARALLEL INFORMATIVE TEXTS

Understanding of Afro-Asian Literature and other text types to appreciate Philippine culture and that of other countries.
USES CULMINATING PERFORMANCE TASKS
HAS A THEME PER QUARTER
Features
QUARTER 1: Searching for Knowledge QUARTER 2: Embracing our Heritage QUARTER 3: Overcoming Challenges QUARTER 4: Changing Perspectives
INCLUDES INSTRUCTIONAL PHASES(KPUT KNOW, PROCESS,

UNDERSTAND, TRANSFER)
LEVELS OF ASSESSMENT COVER KPUP
PROMOTES DIFFERENTIATED INSTRUCTION
ACTIVITY
Directions: Choose one feature of the ILAC and discuss its importance in teaching Grade 8 English.
CHALLENGE
An eight-year-old boy approached an old man in front of a wishing well, looked up into his eyes, and asked:
"I understand you're a very wise man. I'd like to know the secret of life."
The old man looked down at the youngster and replied: "I've
thought a lot in my lifetime, and the secret can be summed up in four words.
The first is THINK. THINK about the values you wish to live your life by.
The second is BELIEVE. BELIEVE in yourself based on the thinking you've done about the values you're going to live your life by.
The third is DREAM. DREAM about the things that can be, based on your belief in yourself and the values you're going to live by.
The last is DARE. DARE to make your dreams become reality, based on your belief in yourself and your values
And with that, Walter E. Disney said to the little boy, "Think, Believe, Dream, and Dare."
THANK YOU VERY MUCH

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SESSION 4

Gain an in-depth understanding on the basic features of the Grade 8 English

DOMAINS AND STRANDS

INTEGRATED LANGUAGE ARTS CURRICULUM (ILAC)

LISTENING SPEAKING READING WRITING VIEWING

in addition to the four macro skills

VIEWING of multimedia and

LISTENING COMPREHENSION ORAL LANGUAGE AND FLUENCY

WRITING AND COMPOSITION

Framework, Components & Features of Grade 8 English

COMPONENT 1 -LANGUAGE LEARNING PROCESS (Learner-Centered)

4. Contextualization learning is put in the

context of the learners to aid them in meaning

5. Construction meaning making is the

COMPONENT 2 - EFFECTIVE LANGUAGE USE

3. Process and Strategies Given a repertoire of

what is appropriate for a given context.

COMPONENT 3 - MAKING MEANING THROUGH LANGUAGE

Salient Features of the K to 12 Integrated Language Arts Curriculum

THEME TEXT TASK

Relationship of the 3Ls of Learning

How are language, literature and life woven

in the K-12 Language Arts Curriculum?

with the study of language?

Provides life-like experiences Tackles relevant issues and concerns

inking life, literature, and language

inking life, literature, and language

LEVELS OF ASSESSMENT COVER KPUP PROMOTES DIFFERENTIATED INSTRUCTION

USES LITERARY AND PARALLEL INFORMATIVE TEXTS

USES CULMINATING PERFORMANCE TASKS

HAS A THEME PER QUARTER

INCLUDES INSTRUCTIONAL PHASES(KPUT KNOW, PROCESS,

LEVELS OF ASSESSMENT COVER KPUP

PROMOTES DIFFERENTIATED INSTRUCTION

THANK YOU VERY MUCH

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