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 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 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 miscommunication 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

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 (LearnerCentered)

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.

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 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

1. Typically weaves study strategies, especially for information management Balance between individual and cooperative learning

2.

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)

LEVELS OF ASSESSMENT COVER KPUP

PROMOTES DIFFERENTIATED INSTRUCTION

APPLICATION