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PRIMING: What is your ultimate role as a school head? Proceed to your group, discuss
PRIMING:
What is your
ultimate role as a
school head?
Proceed to your group, discuss the answer and
write your answers on a metacard.
INSTRUCTIONAL LEADER • The main role of the principal is to assure that the school
INSTRUCTIONAL LEADER
The main role of the principal is to assure
that the school is delivering quality
instruction to the learners.
This includes all functions directly related
to providing teaching and learning within
schools. In other words, this involves
activities that help attain educational
goals.
OBJECTIVES • Familiarize participants with the curriculum framework, components and features of Integrated Language
OBJECTIVES
• Familiarize participants with the curriculum framework,
components and features of Integrated Language Arts
Curriculum
• Gain an in-depth understanding on the basic features
of the Integrated Language Arts Curriculum
• Determine the features, strands, and domains of the
Integrated Language Arts Curriculum

Research tells us that only 7% of

all

communication

is

impacted

by

the

content

or

the

words

used.

The rest is all non-verbal — body language and tone.

“From those situations it made me wonder if most poor communication or mis- communication occurs when things go wrong, and most good communication occurs when things are going well. “

So essentially, communication is driven by the environment.

WISDOM OF WOLVES

WISDOM OF WOLVES
DOMAINS AND STRANDS INTEGRATED LANGUAGE ARTS CURRICULUM (ILAC)
DOMAINS AND
STRANDS
INTEGRATED LANGUAGE ARTS CURRICULUM
(ILAC)
5 STRANDS 14 DOMAINS FOR K TO 12 9 DOMAINS FOR 7 TO 12
5 STRANDS
14 DOMAINS FOR
K TO 12
9 DOMAINS FOR
7 TO 12
LISTENING SPEAKING READING WRITING VIEWING
LISTENING
SPEAKING
READING
WRITING
VIEWING
in addition to the four macro skills VIEWING of multimedia and internet sources of information
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
LISTENING COMPREHENSION
ORAL LANGUAGE
AND FLUENCY
VOCABULARY
DEVELOPMENT
READING
COMPREHENSION
WRITING AND COMPOSITION GRAMMAR AWARENESS AND STRUCTURE ATTITUDE (TOWARDS LEARNING) STUDY STRATEGIES
WRITING AND COMPOSITION
GRAMMAR AWARENESS
AND STRUCTURE
ATTITUDE
(TOWARDS LEARNING)
STUDY
STRATEGIES
Framework, Components & Features of Grade 8 English
Framework,
Components &
Features of Grade 8
English
COMPONENTS
COMPONENTS
COMPONENT 1 - LANGUAGE LEARNING PROCESS (Learner- Centered) 1. Spiral Progression – approach used by
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.
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.
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
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 one’s
culture.
2. Understanding Language – learners apply what they have learned to serve personal and professional
2. Understanding Language – learners
apply what they have learned to serve
personal and professional purposes and to
empower them in their social and academic
interactions.
3. Process and Strategies – Given a repertoire of processes and strategies, the learners decide
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
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
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
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
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
• 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
Salient Features of the K
to 12 Integrated
Language Arts
Curriculum
3 Ts THEME TEXT TASK
3 Ts
THEME
TEXT
TASK
Relationship of the 3Ls of Learning
Relationship of the
3Ls of Learning
• How are language, literature and life woven in the K-12 Language Arts Curriculum? •
• 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
TEXTS
LITERATURE
LANGUAGE
LIFE • Provides life-like experiences • Tackles relevant issues and concerns
LIFE
• Provides life-like
experiences
• Tackles relevant issues
and concerns
LITERATURE • Expresses our emotions, beliefs, aspirations and sentiments. It informs, entertains and teaches a
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
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
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.
LANGUAGE
Language is a tool that
humans use to communicate
thoughts, ideas and emotions.
LIFE LITERATURE LANGUAGE TEXTS Language learning is most effective when it takes place through meaningful,
LIFE
LITERATURE
LANGUAGE
TEXTS
Language learning is
most effective when it
takes place through
meaningful, interactive
tasks, exploring relevant
texts, and focusing on
the themes.
inking life, literature, and language ntegrating themes, texts, and tasks aining mastery of language forms
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
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
FEATURES
USES LITERARY AND PARALLEL INFORMATIVE TEXTS USES CULMINATING PERFORMANCE TASKS HAS A THEME PER QUARTER
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
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 1. Typically weaves study strategies, especially for information management 2.
USES CULMINATING PERFORMANCE
TASKS
1. Typically weaves study strategies,
especially for information
management
2. Balance between individual and
cooperative learning
Features HAS A THEME PER QUARTER QUARTER 1: Searching for Knowledge QUARTER 2: Embracing our
Features
HAS A THEME PER QUARTER
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)
INCLUDES INSTRUCTIONAL PHASES(KPUT
KNOW, PROCESS, UNDERSTAND, TRANSFER)
LEVELS OF ASSESSMENT COVER KPUP
LEVELS OF ASSESSMENT COVER KPUP
PROMOTES DIFFERENTIATED INSTRUCTION
PROMOTES DIFFERENTIATED
INSTRUCTION
APPLICATION
APPLICATION