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The Curriculum: Languages Area (Mother Tongue)

Felicitas E. Pado, PhD

Language Groups
Mother Tongues

Filipino
English

Felicitas E. Pado, PhD

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.

Felicitas E. Pado, PhD

The Twelve Mother Tongues


1. Ilocano

7. 2. Pangasinan 8. 3. Kapampangan 9. 4. Tagalog 10. 5. Bikol 11. 6. Hiligaynon 12.


Felicitas E. Pado, PhD

Waray Cebuano Chavacano Meranao Maguindanaon Tausug

The Domains of Literacy


1. Oral Language 2. Phonological Awareness 10.Grammar Awareness 11. Vocabulary

3. Book and Print Orientation 12. Reading Comprehension 4. Alphabet Knowledge


5. Word Recognition 6.Fluency 7. Spelling 8. Handwriting 9. Composing
Felicitas E. Pado, PhD

a. Activating Schema/Prior Knowledge


b. Comprehension of Literary Texts c. Comprehension of Informational Text 13. Attitude toward Language, Literature and Literacy

T h e D o m a i n s
Felicitas E. Pado, PhD

Domain

Definition

1.Oral Language Knowledge and use of the structure, meanings and uses of the language. 2.Phonological Awareness

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

Felicitas E. Pado, PhD

Domain

Definition

3. Book and Knowing and being Print acquainted with books and Knowledge how print works.
Recognize, name, and sound out all the upper and 4. Alphabet Knowledge lower case letters of the alphabet.
Felicitas E. Pado, PhD

Domain
5. Phonics and Word Recognition

Definition
Being able to identify a written word by sight or by deciphering the relationship between the sounds of spoken language and the letters in written language. The ability to read orally with speed, accuracy and proper expression.

6. Fluency

Felicitas E. Pado, PhD

Domain 7. Spelling

Definition Being able to convert oral language sounds into printed language symbols.
The ability to form letters through manuscript and cursive styles.

8. Handwriting

Felicitas E. Pado, PhD

Domain
9. Composing

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

Felicitas E. Pado, PhD

Domain
10. Grammar Awareness and Structure

Definition
Knowledge of language features and sentence structures in written language as this differs from oral language. Knowledge of words and their meanings in both oral and print representations.

11. Vocabulary

Felicitas E. Pado, PhD

Domain
12. Reading Comprehension

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

Felicitas E. Pado, PhD

Domain a. Use of context and prior knowledge/ schema b. Comprehension strategies

Definition Activating prior knowledge conceptually related to text and establishing a purpose for reading. Being self-aware as they discuss and analyze text to create new meanings and modify old knowledge.

Felicitas E. Pado, PhD

Domain

Definition

c. Respond to literary text through Comprehending the appreciation of literary devices and an understanding literary text of story grammar. d. Comprehending informational text Locate information from expository texts and use this information for discussion or written production.

Felicitas E. Pado, PhD

Domain 13. Attitude toward Language, Literature and Literacy

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

Felicitas E. Pado, PhD

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 Language Arts and multiliteracies
Felicitas E. Pado, PhD

consistent with the sub-strands of the

Alignment of the Language and Literacy Domains with the 5 substrands


Domains of Literacy 1. Oral language 2. Phonological Awareness Listening / / Speaking Reading Writing / Viewing

3. Book and Print Orientation 4. Alphabet Knowledge 5. Word Recognition 6. Fluency


7. Spelling 8. Handwriting

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Felicitas E. Pado, PhD

/ /

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Alignment of the Language and Literacy Domains with the 5 substrands


Domains of Literacy 9. Composition 10. Grammar Awareness & Structure 11.Vocabulary Development 12. Reading Comprehension 13. Attitude toward Language, Literature and Literacy Listening Speaking Reading Writing Viewing / / / / / / / / / / / / / / / / / / / / / / /

Felicitas E. Pado, PhD

Literacy Standards

What literacy skills should the

pupils be equipped with at the end of Grade 3

Felicitas E. Pado, PhD

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.

Felicitas E. Pado, PhD

Literacy Domain

At the end of Grade 1, the pupils should use phonological skills and 2. strategies to select sound Phonological patterns and know how to awareness translate then into spoken language. use book and print knowledge 3. Book and and strategies to select letter patterns and know how to Print translate then into spoken Orientation language by using phonics, syllabication and word parts.. Felicitas E. Pado, PhD

Literacy Domain

At the end of Grade 1, the pupils should use alphabet knowledge and 4. Alphabet strategies to select letter Knowledge patterns and know how to translate then into spoken language by using phonics, syllabication and word parts.

Felicitas E. Pado, PhD

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. 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.
Felicitas E. Pado, PhD

6. Fluency

Literacy Domain

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


use 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.
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.

7. Spelling

8. Handwriting

Felicitas E. Pado, PhD

Literacy Domain

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

9. Composing

use 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.
Felicitas E. Pado, PhD

Literacy Domain

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


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

11. Vocabulary Development

12.Reading Comprehension a. Use of context and prior knowledge

use basic schema or prior knowledge skills and strategies to comprehend and appreciate grade level appropriate materials.

Felicitas E. Pado, PhD

Literacy Domain

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

12.Reading Comprehension b. Reading strategies

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

c. Comprehending literary text

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

Felicitas E. Pado, PhD

Literacy Domain

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

12.Reading Comprehension d. Comprehending informational text

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

13. Attitude toward language, literature Felicitas E. Pado, PhD and literacy

develop love and appreciation towards the language and culture

The Curriculum Planning


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.
Felicitas E. Pado, PhD

Sample Output: Spelling and Orthographic Rules: Bikol


Polisiya 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,

,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.


Felicitas E. Pado, PhD

Sample Common Expressions: Bikol


Bikol
Dios marhay na aga Dios mabalos Daeng anu pa man Puede tabi?

Tagalog
Magandang umaga Maraming salamat Walang anuman Pwede po ba?

English
Good morning Thank you Its all right

May I? Im sorry.

Patawad tabi.

Patawarin mo ako.

Felicitas E. Pado, PhD

Sample Output: Chavacano Alphabet


How many How many How many Dipthongs? Vowels? 5 Consonants? 24 b - baso c - computer ay - palay a atis
e- ekis I -ibon o - okra u - ulan 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 Felicitas E. Pado, PhD

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 books Rules that govern borrowed words (based on KWF)
Felicitas E. Pado, PhD

Lesson Plan Excerpt: Ilokano


A. Pre-reading Activities 1. Unlocking of difficult words Nadungngo (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?
Felicitas E. Pado, PhD

Sample Output: Common Terms for Animals and Plants: Hiligaynon


Hiligaynon Filipino English

alibangbang paruparo alimatok Ahos Bawang linta garlic amo matsing alibangbang Paru-paro butterfly Alimatok Linta leech bagsat surot balagon baging balinghoy bungangkahoy
Felicitas E. Pado, PhD

butterfly leech monkey bedbug vine cassava

Batayang Aklat sa Bawat Wika


Alphabet Vowels and consonants: keywords,

key pictures Spelling and orthographic rules Grammar rules High frequency words with their Filipino and English translations
Felicitas E. Pado, PhD

Sequence of letters for teaching word recognition: Kapampangan


LETTER KEY PICTURE SIGNAL WORD

Lisyun 1: Uu

uma mata asu

uma (kiss) mata(eye) asu (dog)

Lisyun2: M (u) Lisyun3: Aa

Felicitas E. Pado, PhD

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.

Felicitas E. Pado, PhD

Teaching the Domains in L1, L2, L3: Grade 1, First semester


Mother Tongue (L1)
Oral Language and Listening Comp
Phonological Awareness Book and Print Orientation Alphabet Knowledge Word Recognition

Filipino

English
Will start second semester

Fluency
Spelling Writing and Composing Grammar awareness & Structure Vocabulary Development Reading Comprehension
Felicitas E. Pado, PhD

Teaching the Domains in L1, L2, L3: Grade 1, Second Semester


Mother Tongue (L1)
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
Felicitas E. Pado, PhD

Filipino

English

DIOS MABALOS PO!

Felicitas E. Pado, PhD