The Curriculum: Languages Area (Mother Tongue) Felicitas E. Pado, PhD

The Curriculum:Languages Area(Mother Tongue)

Felicitas E. Pado, PhD

Language Groups

Mother Tongues Filipino English


Basis for the Languages Curriculum

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 Twelve Mother Tongues

1. Ilocano 7. Waray2. Pangasinan 8. Cebuano3. Kapampangan 9. Chavacano4. Tagalog 10. Meranao5. Bikol 11. Maguindanaon

6. Hiligaynon 12. TausugFelicitas E. Pado, PhD

The Domains of Literacy

1. Oral Language 10.Grammar Awareness2. Phonological Awareness

11. Vocabulary

3. Book and Print Orientation

12. Reading Comprehension

4. Alphabet Knowledge a. Activating Schema/Prior

Knowledge5. Word Recognition b. Comprehension of

6.Fluency Literary Texts7. Spelling8.Handwriting9.Composing

c. Comprehension of Informational Text13. Attitude toward Language, Literature and Literacy


The Domains


DomainDomain DefinitionDefinition

1.Oral Language1.Oral Language

2.Phonological2.Phonological

AwarenessAwareness

Knowledge and use of the Knowledge and use of the structure, meanings and structure, meanings and uses of the language.uses of the language.

The ability to hear and The ability to hear and manipulate the sounds of a manipulate the sounds of a language. There are 4 language. There are 4 levels of PA: word, syllable, levels of PA: word, syllable, onset and rime, phoneme.onset and rime, phoneme.



3. Book and 3. Book and Print Print KnowledgeKnowledge

4. Alphabet 4. Alphabet KnowledgeKnowledge

Knowing and being Knowing and being acquainted with books and acquainted with books and how print works.how print works.

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



5. Phonics and 5. Phonics and Word Word RecognitionRecognition

6. Fluency6. Fluency

Being able to identify a written Being able to identify a written word by sight or by deciphering word by sight or by deciphering the relationship between the the relationship between the sounds of spoken language and sounds of spoken language and the letters in written language.the letters in written language.

The ability to read orally with The ability to read orally with speed, accuracy and proper speed, accuracy and proper expression.expression.



7. Spelling7. Spelling

8. Handwriting8. Handwriting

Being able to convert oral Being able to convert oral language sounds into language sounds into printed language symbols.printed language symbols.

The ability to form letters The ability to form letters through manuscript and through manuscript and cursive styles.cursive styles.



99.. Composing Composing Being able to formulate Being able to formulate ideas into sentences or ideas into sentences or longer texts and represent longer texts and represent them in the conventional them in the conventional orthographic patterns of orthographic patterns of written language.written language.



10. Grammar 10. Grammar Awareness and Awareness and StructureStructure

11. Vocabulary11. Vocabulary

Knowledge of language Knowledge of language features and sentence features and sentence structures in written structures in written language as this differs language as this differs from oral language.from oral language.

Knowledge of words and Knowledge of words and their meanings in both their meanings in both oral and print representa-oral and print representa-

tions.tions.Felicitas E. Pado, PhD


12. Reading 12. Reading Comprehen-Comprehen-

sionsion

A complex and active A complex and active process in which vocabulary process in which vocabulary knowledge is a crucial knowledge is a crucial component and which component and which requires an intentional and requires an intentional and thoughtful interaction thoughtful interaction between the reader and the between the reader and the text.text.



a. Use of a. Use of context and context and prior prior knowledge/knowledge/

schemaschema

Activating prior knowledge Activating prior knowledge conceptually related to text conceptually related to text and establishing a purpose and establishing a purpose for reading.for reading.

b.b.

Comprehen-Comprehen-

sion strategiession strategies

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



c.c.

Comprehending Comprehending literary textliterary text

Respond to literary text through Respond to literary text through the appreciation of literary the appreciation of literary devices and an understanding devices and an understanding of story grammar.of story grammar.

d. d. Comprehending Comprehending informational informational texttext

Locate information from Locate information from expository texts and use this expository texts and use this information for discussion or information for discussion or written production.written production.



13. Attitude13. Attitude

toward Language, toward Language,

Literature and Literature and

LiteracyLiteracy

Having a sense of being a Having a sense of being a reader and developing reader and developing individual choices of and individual choices of and tastes for texts to read for tastes for texts to read for various purposes such as various purposes such as for learning or for for learning or for pleasure.pleasure.


The Integrated Language Arts Curriculum for the Primary Grades

the revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic education

fleshes out the areas that children need to learn and that teachers need to teach in greater detail

consistent with the sub-strands of the Language Arts and multiliteracies


Alignment of the Language and Literacy Domains with the 5 sub-strandsDomains of Literacy

Listening Speaking Reading Writing Viewing

1. Oral language / /

2. Phonological Awareness

/

3. Book and Print Orientation

/

4. Alphabet Knowledge

/ / / / /

5. Word Recognition / / / /

6. Fluency / /

7. Spelling / /

8. Handwriting / /Felicitas E. Pado, PhD

Alignment of the Language and Literacy Domains with the 5 sub-strands

Domains of Literacy

Listening Speaking

Reading Writing Viewing

9. Composition / / / /

10. Grammar Awareness & Structure

/ / / /

11.Vocabulary Development

/ / / / /

12. Reading Comprehension

/ / / / /

13. Attitude toward Language, Literature and Literacy

/ / / / /


Literacy Standards

What literacy skills should the pupils be equipped with at the end of Grade 3


Literacy Domain At the end of Grade 1, the pupils should

1. Oral Language

have sufficient functional vocabulary to name and describe people, places, concrete objects and communicate personal experiences, ideas, thoughts, actions, and feelings in different context in a culturally appropriate manner.


Literacy Domain

At the end of Grade 1, the pupils should

2. Phonological awareness

use phonological skills and strategies to select sound patterns and know how to translate then into spoken language.

3.Book and PrintOrientation

use book and print knowledge and strategies to select letter patterns and know how to translate then into spoken language by using phonics, syllabication and word parts..


Literacy Domain

At the end of Grade 1, the pupils should

4.Alphabet Knowledge

use alphabet knowledge and strategies to select letter patterns and know how to translate then into spoken language by using phonics, syllabication and word parts.


Literacy Domain At the end of Grade 1, the pupils should be able to

5. Word Recognition

use basic knowledge on word recognition skills and strategies to select letter patterns and know how to translate then into spoken language by using phonics, syllabication and word parts and apply this knowledge to achieve fluent oral and silent reading.

6. Fluency use basic knowledge on fluency skills and strategies to select letter patterns and know how to translate them into spoken language by using phonics, syllabication and word parts and apply this knowledge to achieve fluent oral and silent reading.


Literacy Domain

At the end of Grade 1, the pupils should be able to

7. Spellinguse basic knowledge on spelling skills and strategies to select letter patterns and know how to translate them into spoken language by using spelling patterns, syllabication and word parts and apply this knowledge to achieve fluent oral and silent reading.

8. Handwriting use basic knowledge on the features of handwriting to be able to write clear and coherent sentences and paragraphs that develop a central idea in different audience and purpose following the stages of writing process.



9. Composinguse basic knowledge, skills and strategies on written composition to write clear and coherent sentences, paragraphs, short stories that develop a central idea in different context and purposes.

10. Grammar Awareness &Structure

use basic knowledge, skills and strategies on basic grammatical rules to be able to speak and write correctly and effectively.



11. Vocabulary Development

use basic vocabulary knowledge, skills and strategies in both oral and written communications to express ideas, opinions, reactions in various contexts and language functions.

12.Reading Comprehen-

siona. Use of

context and prior knowledge

use basic schema or prior knowledge skills and strategies to comprehend and appreciate grade

– level – appropriate materials.




sionb. Reading

strategies

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

c. Comprehen- ding literary

text

use literary texts to develop use literary texts to develop comprehension and comprehension and appreciation of grade – level – appreciation of grade – level – appropriate materials.appropriate materials.




siond. Comprehen- ding

informatio-nal text

use informational texts to use informational texts to develop comprehension of develop comprehension of grade – level – appropriate grade – level – appropriate materials.materials.

13. Attitude toward language, literature and literacy

develop love and appreciation develop love and appreciation towards the language and towards the language and cultureculture


The Curriculum PlanningAs 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.


Sample Output: Spelling and Orthographic Rules: BikolPolisiya sa pagsubli nin mga tataramon- An 20 letra na a, b, k, d, e, g, h, i,l, m, n,

ng,o,p r,s, t,u,w,y supisyente sa pag-be-aba kan mga tubong tataramon kan Bikol.

- Gagamiton ang (8) dagdag na letra (c,f, j,

ñ,q,v,x,z) sa pag-be-aba (Baybay) kan mga sinubling tataramon buda mga eksaktong pangaran kan tawo, lugar, institusyon buda mga scientific/technical na tataramon.

-Kun dai nin katumbas an subling tataramon gamiton an orihinal na pag-be-aba kaini.


Sample Common Expressions: Bikol

Bikol Tagalog EnglishDios marhay na aga

Magandang umaga

Good morning

Dios mabalos Maraming salamat

Thank you

Daeng anu pa man

Walang anuman It’s all right

Puede tabi? Pwede po ba? May I?

Patawad tabi. Patawarin mo ako.

I’m sorry.


Sample Output: 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


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 booksRules that govern borrowed words

(based on KWF)Felicitas E. Pado, PhD

Lesson Plan Excerpt: IlokanoA.Pre-reading Activities

1.Unlocking of difficult wordsNadungngo (Context Clue)Arubayan (Synonym)Nagtagibi (Context clue)Nanakem (Context Clue

2. Motivation Malaksid kada tatang ken nanang yo, siasinno pay naayat kadakayo? With the teacher showing the cover picture, the teacher asks: Apay ngata nga adda iggem diay ubing a bag? Ania ngata ti gagara

dagiti agaama ti balay ti baket?

3. Motive Question Apay nga ina ti awag ni Lallay kenni Innok Kallang ket baket a

Balasang isuna?


Sample Output: Common Terms for Animals and Plants: Hiligaynon

Ahos Bawang garlicalibangbang Paru-paro butterflyAlimatok Linta leech

Hiligaynon Filipino English

alibangbang paruparo butterflyalimatok linta leechamo matsing monkeybagsat surot bedbugbalagon baging vinebalinghoy bungangkahoy cassava


Batayang Aklat sa Bawat Wika

AlphabetVowels and consonants: keywords, key

picturesSpelling and orthographic rulesGrammar rulesHigh frequency words with their Filipino

and English translations


Sequence of letters for teaching word recognition: Kapampangan

(u)

LETTER KEY PICTURE

SIGNAL WORD

Lisyun 1: Uu

uma uma (kiss)

Lisyun2: M mata mata(eye)

Lisyun3: Aa asu asu (dog)


Sample Story: Tausug BANSAG KAN PUTI KAY PULA

Ha hula Ginhawa baz tawagun sinmahardika bazsa, awn piyag anak kambalnahiluwakag pa kamatauran. ziyanan sinmaas nila hi Puti (WBC) kay Pula (RBC)pagka in sila piyag anak mapula ibanmaputi in warna sin pamaranan nila.


Teaching the Domains in L1, L2, L3: Grade 1, First semesterMother Tongue (L1) Filipino English

Oral Language and Listening Comp Will start second semester

Phonological Awareness

Book and Print Orientation

Alphabet Knowledge

Word Recognition

Fluency

Spelling

Writing and Composing

Grammar awareness & Structure

Vocabulary Development

Reading Comprehension

Attitude toward Language, Literature and Literacy


Teaching the Domains in L1, L2, L3: Grade 1, Second SemesterMother Tongue (L1) Filipino English

Oral Language and Listening Comp

Phonological Awareness

Book and Print Orientation

Alphabet Knowledge

Word Recognition

Fluency

Spelling

Writing and Composing

Grammar awareness & Structure

Vocabulary Development

Reading Comprehension

Attitude toward Language, Literature and Literacy


DIOS MABALOS PO!


Documents

The Curriculum: Languages Area (Mother Tongue) Felicitas E. Pado, PhD