English

Language Arts
 Language is the basis of all communication and the primary
instrument of thought
Composed of interrelated and rule-governed symbol systems,
language is a social and uniquely human means of exploring and
communicating meaning.
It is essential for forming interpersonal relationships, extending
experiences, reflecting on thought and action, and contributing to
society.
 Language learning is an active process that begins
at birth and continues throughout life.

In their early years, children develop language

informally. They reproduce the language they hear,
and use language to construct and to convey new
meaning in unique ways.
 Language development is continuous and recursive
throughout a students life.
They enhance and use their prior knowledge to
extend and enhance their language and
understanding
 Responsibility for language learning is shared by students, parents,
teachers and the community.
Students require ongoing opportunities to use language in its many
forms.
Schools provide environments where students develop language
knowledge, skills and strategies to achieve academic, personal and
social goals.
 Language development is the responsibility of all teachers.
English language arts teacher, however, have a special role
because of their focus on language, its forms and functions.
They help students develop and apply strategies for
comprehending, composing and responding in a variety of
situations.
 Thinking, learning and language are interrelated
Language enables students to play an active role in various
communities of learners within and beyond the classroom.
Language also facilitates student development of metacognitive
awareness; that is, it enables them to reflect on and control their
own thinking and learning processes.
 The aim of English language arts is to enable each student to
understand and appreciate language and to use it confidently and
competently in a variety of situations for communication, personal
satisfaction and learning.
All the language arts are interrelated and interdependent; facility
in one strengthens and supports the other.
 Oral language is the foundation of literacy.
Through listening and speaking, people communicate thoughts,
feelings, experiences, information and opinions, and learn to
understand themselves and others.
Listening and speaking enable students to explore ideas and
concepts, as well as to understand and organize their experiences
and knowledge.
 Reading and writing are powerful means of communicating and
learning.
Reading provides students with a means of accessing the ideas,
views and experiences of others
writing enables students to explore, shape and clarify their
thoughts, and to communicate them to others.
 Viewing and representing are integral parts of
contemporary life.
These skills allow students to understand the ways in which
images and language may be used to convey ideas, values
and beliefs.
 Viewing is an active process of attending to and comprehending
visual media. It enables students to acquire information and to
appreciate the ideas and experiences of others.
Representing enables students to communicate information and
ideas through a variety of media, such as video presentations,
posters, diagrams, charts, symbols, visual art, drama, mime and
models.
Guiding Principles for English
Language Arts and Literacy
Programs
Guiding Principle 1
An effective English language arts
and literacy curriculum develops
thinking and language together
through interactive learning.
Guiding Principle 2
An effective English language arts
and literacy curriculum draws on
literature in order to develop students
understanding of their literary
heritage.
Guiding Principle 3
An effective English language arts
and literacy curriculum draws on
informational texts and multimedia in
order to build academic vocabulary
and strong content knowledge.
Guiding Principle 4
An effective English language arts
and literacy curriculum develops
students oral language and literacy
through appropriately challenging
learning.
Guiding Principle 5
An effective English language arts
and literacy curriculum emphasizes
writing arguments, explanatory or
informative texts, and narratives.
Guiding Principle 6
An effective English language arts
and literacy curriculum holds high
expectations for all students.
Guiding Principle 7
An effective English language arts
and literacy curriculum provides
explicit skill instruction in reading and
writing.
Guiding Principle 8
An effective English language arts
and literacy curriculum builds on the
language, experiences, knowledge,
and interests that students bring to
school.
Guiding Principle 9

An effective English language arts and

literacy curriculum nurtures students sense
of their common ground as present or
future American citizens and prepares
them to participate responsibly in schools
and civic life.
Guiding Principle 10

An effective English language arts and

literacy curriculum reaches out to families
and communities in order to sustain a
literate society.
Communication
Arts
 Communication Arts
also known as language arts

encompasses a wide range of school

activities designed to help students
become knowledgeable about
language so that they can use it
effectively

suggests that learning involves

artistic as well as functional skills
There are three levels of conceptualization and
organization identified by Anthony (1963):

Approach
Method
Technique or strategy
 Approach

Method

Technique Technique Technique

 Approach Method Technique
A set of correlative An overall plan for the Is the level at which the
assumptions dealing with the orderly presentation of classroom procedures are
nature of language teaching language material no described
and learning part of which contradicts, It is the medium of
It describes the nature of the and all of which is based implementation used to
subject matter to be taught upon, the selected accomplish an immediate
It is the level at which approach objective
assumptions and beliefs It is the level at which
about something to be theory is put into practice
learned
 GOALS
1. to read literature in the target language
2. to memorize grammar rules and
vocabulary of the target language
 Characteristics
1. The major focuses are reading and writing with little or no systematic
attention to listening and speaking.
2. Vocabulary selection is based solely on the reading text used. Words
are taught through bilingual word lists, dictionary study, and
memorization.
3. The sentence is the basic unit of teaching and language practice.
Much of the lesson is devoted to translating sentences from and into the
target language.
 Characteristics
4. Grammar is taught deductively . Rules are presented and studied then
practiced through translation exercises.
5. The students native language is used to explain new items in the
target language and to enable comparisons between the foreign
language and the students native language.
6. Accuracy is emphasized. Students are expected to attain high
standards in translation
 SAMPLE ACTIVITIES
1. The students are asked to translate, for example, the Spanish poem
Adios Patria Adorada by Dr. Jose Rizal into English or into the
native language, or vice versa
2. The students answer questions in the target language based on
their comprehension of a story read.
3. The students are directed to find synonyms and/or antonyms of
given words in an esssay
 GOAL
To communicate in the target language
 Characteristics
1. A foreign language is taught without the use of students native
language.
2. There are extensive drills in listening, imitating, and speaking so that
the students use of the different forms of the language become second
nature to them.
3. There is no memorization of grammar rules. Grammar is taught
inductively by generalizing from examples.
4. Oral communication skills are developed in a carefully graded
progression and organized around question-and-answer exchanges
between the teacher and the student.
 Characteristics
5. New teaching points are introduced orally. Only everyday
vocabulary and sentences are taught.
6. Concrete expressions are taught through demonstration, objects,
or pictures. Abstract words are taught by association of ideas.
7. The emphasis is on correct pronunciation and grammar.
8. The teacher directs the class activities, but the students and the
teacher are partners in the teaching and learning process
 SAMPLE ACTIVITIES
1. The students read aloud a passage on a historical event in the
Philippines.
2. Using a map, the students point out places where the event took place
before recounting it.
3. The teacher asks questions in the target language on passages read, to
which the students reply in complete sentences; or the students asks
questions to which the reader or other students give their answers.
4. The teacher drills the students on the pronunciation of certain terms.
 GOALS
1.To use the target language communicatively
2.To master the target language to enable the
students to use it automatically as new habits
are formed and native language habits are
overcome
 Characteristics
1. New vocabulary and structures are presented through dialogs
which are learned through imitation and repetition.
2. The students interact through chain drills or role playing in
dialogs, all at the teachers direction.
3. Grammar is induced from models.
4. There is a set natural priority of skills listening, speaking,
reading, writingwith emphasis on the first two skills.
 Characteristics
5. Pronunciation is taught from the beginning, often with language
laboratory work and minimal pair drills.
6. Emphasis is given to everyday speech and a graded syllabus is
used, from simple to difficult linguistic structures.
7. The native language is not used in the classroom.
8. Discrete-point tests are given to check the students knowledge of
structure.
9. The teacher strives to prevent student error by predicting trouble
spots and tightly controlling what to teach the students to say.
 SAMPLE ACTIVITIES
1. The teacher reads out a dialog between two people while the students
listen carefully.
2. The students (as a group) repeat the dialog after the teacher. They
continue to do this until mastery of the dialog is achieved.
3. The teacher initiates a chain drill where the students practice the lines
of the dialog individually.
4. The teacher gives clues for substitutions to be made in the dialog
already mastered, starting with simple substitutions before using
correlative and moving-slot substitutions. Pictures or objects can be
used as clues.
 GOALS
1. To use language for self-expression
2.To develop independence from the teacher
3.To develop inner criteria for correctness
 Characteristics
1. Teaching is subordinated to learning. The students are responsible for
their own learning.
2. The teacher is silent most of the time but is very active in setting up
situations and listening to students; he/she speaks only to give clues.
Student-student interaction is encouraged.
3. The students begin with associating sounds in their native language to a
sound-color chart. The teacher then provides situations to focus
attention on structure. The students interact as each situation requires.
4. The teacher uses errors made by the students as index on where
instruction on the target language is not effective.
 Characteristics
5. Translation is not used but the native language is considered a
resource on the students knowledge.
6. To encourage the development of inner criteria in the students,
neither praise nor criticism is given by the teacher.
7. The teacher observes the students ability to transfer what they have
learned to a new context. The students are expected to learn at different
rates. They are also expected to make progress and not necessarily to
speak perfectly. Errors are considered inevitable, a natural part of
learning.
 SAMPLE ACTIVITIES
1. The teacher points to five blocks of color without saying anything.
The blocks represent the sounds of five English vowels close to the
simple vowels of Filipino.
2. The teacher points again to the colored blocks and says /a/ as he/she
points to the first block. The students are expected to say /e/, /i/, /o/,
/u/ as the teacher points to each of the other blocks.
3. The teacher uses gestures to show students how to modify the English
sounds, but he/she does not articulate the new sounds
 SAMPLE ACTIVITIES
4. The students learn the sounds of new blocks of color by calling
out the names of their classmates.
5. The teacher points to a rod and then the three blocks of color
on the sound-color chart.
 GOAL
To learn at accelerated pace a foreign language
for everyday communication by tapping mental
powers and overcoming psychological barriers
 Characteristics
1. The power of suggestion is used to help the students eliminate the
feeling that they cannot succeed.
2. Learning is facilitated in a relaxed comfortable environment with
dim lights and soft music.
3. The students imagination is used to aid learning. The students
assume new names and new identities and respond to the teacher
accordingly, using the target language in communicating.
 Characteristics
4. Grammar and vocabulary are presented and explained but not
discussed at length.
5. Meanings can be made clear through native language translation.
6. Communication takes place on two planes: the conscious, where
the students pay attention to a dialog read (linguistic message), and
the subconscious, where the music played as background suggests
that learning is easy.
 Characteristics
7. The arts such as music, song, and drama are integrated into the
teaching.
8. At beginning levels, errors are tolerated because emphasis is on
content, but in later lessons, these forms are correctly used by the
teacher.
9. Evaluation is conducted on the students normal in-class
performance; no formal tests are given.
 SAMPLE ACTIVITIES
1. The students are seated comfortably, lights are dimmed, and soft
music is heard in the background. With their eyes closed, they listen
to the teacher as he/she says In, out, in, out, making them aware on
their breathing.
2. The students go on an imaginary trip to another land with the
teacher as the guide who describes the airplane flight, what they will
see when they first land, and how they will feel at the airport. The
teacher tells the students to listen to the conversations and the
questions they hear, as they imagine themselves replying to the
questions of customs and immigration officials.
 SAMPLE ACTIVITIES
3. The students are shown a poster on which are written several English
names which they learn to pronounce. Each chooses a new name
together with a new identity and occupation.
4. The teacher addresses each student by his/her name and asks the
student to answer questions relevant to his/her new occupation.
5. The students pretend they are at a party and meet new
acquaintances with whom they have a brief conversation.
 GOALS
1. To learn language communicatively
2. To take responsibility for learning
3. To approach the task non defensively, never
separating intellect from feelings
 Characteristics
1. Nondefensive learning requires security, aggression, attention,
reflection, retention and discrimination.
2. Cooperation is encouraged; the teacher and the students together
make decisions in class.
3. The teacher routinely probes the students attitudes toward
learning and helps them overcome their negative feelings.
 Characteristics
4. Particular grammar, pronunciation and vocabulary points are
treated based on the students expressed needs.
5. The native language is used in conversations, instructions, and
sessions for expressing feelings.
6. Learning about aspects of culture is integrated with language
learning.
 Characteristics
7. A non threatening teaching style is encouraged; correct forms are
modeled.
8. There is no specific means of evaluation but adherence to
principles is urged. Integrative tests are preferred over discrete-point
tests.
9. Self-evaluation is encouraged to promote the students awareness
of their progress.
 SAMPLE ACTIVITIES
1. The students form a circle. A student whispers to the teacher a
message or meaning he/she wants to express in the native language.
The teacher translates it into English and whispers it back to the
student. The students repeats the teachers translation to the others.
The rest of the students do the same.
2. A small group of students prepares a story that will be presented to
the teacher and the class.
3. The students record conversations in the target language.
 SAMPLE ACTIVITIES
4. The students reflect and report on their experiences during an
educational trip to Nayong Pilipino. This report consists of expressions
of feelings and reactions.
5. The students transcribe utterances and conversations they have
recorded for practice and analysis of linguistic forms.
6. The students analyze and study the transcriptions of target language
sentences to focus on a particular grammar rule.
 GOAL

To promote an enjoyable learning experience with

minimum stress
 Characteristics
1. Lessons begin with commands given by the teacher which the
students execute.
2. Activities are novel, often humorous, and include games and skits.
3. There is a teacher-student or student-student interaction: the
teacher speaks, the students respond; or a student gives
suggestions to another student with the teachers guidance.
 Characteristics
4. Oral communication is stressed; the culture of lifestyle of native
speakers is considered when learning the target language.
5. Meanings in the target language are often made clear through
actions.
6. The students are expected to commit errors when they begin
speaking.
7. Evaluation is done through observation of the students actions
 SAMPLE ACTIVITIES
1. The students listen attentively and respond physically to commands
given by the teacher.
2. The teacher asks simple questions which the students can answer
with a gesture such as pointing a finger at a person or thing.
3. The teacher writes new vocabulary items and sentences to illustrate
these items on the chalkboard
 SAMPLE ACTIVITIES

4. The students give orders to other students with the teachers

guidance.
5. Students act out short skits
 GOALS
1. To promote an enjoyable learning experience with
minimum stress
2. To use the language appropriate for given social
context.
3. To manage the process of relating meaning with
interlocutors
 Characteristics
1. Activities are communicative; speakers have a choice of what to
say and how to say it; feedback from their listeners will determine
if the purpose is achieved.
2. Authentic materials are used as text.
3. Emphasis is on developing the motivation to learn through
establishing meaningful things to do with the target language.
 Characteristics
4. Grammar and vocabulary that the students learn follow from the
function, the situational context, and the roles of the interlocutors.
5. The teacher is the facilitator of the students learning: as manager,
he/she establishes situations; as adviser, he/she answers questions
and monitors performance; and as communicator, he/she engages in
communicative activity with the students.
 Characteristics
6. The students use the language through such communicative
activities as games, role plays, and problem-solving tasks.
7. Activities are often carried out by the students in small groups.
8. Informal evaluation is done by the teacher in his/her role as
adviser or communicator. Formal evaluation is done through
communicative tests.
 Characteristics
9. Errors of form are tolerated and are seen as a natural outcome of
the development of communication skills.
10. The use of the native language is accepted when feasible.
Translation may be used when needed.
 SAMPLE ACTIVITIES

1. An authentic material is taken up as the reading text. This is used

to enable the students to gain the skill in making predictions.
2. Language game: The students take turns in making a prediction
of what someone in the class will do for the weekend. Student-to-
student interaction takes place as they agree or disagree with the
predictions
 SAMPLE ACTIVITIES

3. The students see a portion of a comic strip or film and then predict
what will happen next.
4. Role playing: The class plays a game of make-believe. The students,
at the suggestion of the teacher, form groups and then assume roles.
5. A mixed-up dialog is presented and the students decide how to
unscramble it. This is done cooperatively
 GOAL
To integrate listening, reading, and writing skills
development with the existing language of the
students
 Characteristics
1. Instruction is built on the use of reading materials created by
writing the students spoken language.
2. There is no built-in scope and sequence of skills or vocabulary
control; skills and vocabulary are learned as they arise during
dictation.
3. The students spoken language is relied upon more than the strict
adherence to standard English as the only form of acceptable
language.
 Characteristics
4. Emphasis is on familiar words, such as those that appear on labels,
signs, and television.
5. Emphasis is given to expressive activities such as dramatics, arts,
music, and cooking.
6. This is an ungraded and individualized method in which the
students progress at their own rate.
7. There is early fostering of the students independence and self-
directed learning.
 SAMPLE ACTIVITIES
1. The teacher motivates each student to talk about a subject or to
describe a certain event.
2. The teacher writes down the students dictated words.
3. The student and the teacher read the story together after it has
been completed.
4. The student rereads the story while the teacher observes.
5. The student copies the story then proceeds to illustrate it.
 GOAL
To learn different reading skills systematically
 Characteristics
1. Subskills of each major skill vary in difficulty and complexity and
are introduced to the student in a logical, prescribed order.
2. These subskills are integrated into an instructional program so
that the student can interrelate them.
3. Basal series are generally from grades 1 to 6. At every level, there
are teacher manuals, workbooks, and testing materials to
accompany the basal text.
 Characteristics

4. The program identifies and introduces a controlled vocabulary of

new words in isolation and in context.
5. Subsequent activities involve further skills development: word
recognition, comprehension, and study skills
 Characteristics
6. Enrichment activities are designed to relate the topic of the lesson
to the visual arts, music, dance, or literature.
7. Beginning reading methods may differ among the series:
a. code-emphasis programs- emphasis on decoding skills,
specifically phonics
b. meaning-emphasis programs-emphasis on reading for
meaning or comprehension
 SAMPLE ACTIVITIES
1. Word Referents. The students are asked to infer who or what is
being referred to by an underlined word in a sentence from a
previous sentence.
Example:
Ana found a new book. May I check this out? she asked.
a. library
b. shelf
c. book
Answer: book
 SAMPLE ACTIVITIES
2. Letter Sounds and Context. The students are asked to circle the
letter of the word that completes the sentence, then write the word in
the blank provided.
Example:
There are one hundred years in a ___________________.
a. senator
b. certainly
c. century
Answer: C
 SAMPLE ACTIVITIES
3. Book Parts/ General References. The student is asked to use a
dictionary or the glossary of a book to get the meaning of the
underlined word in a sentence.
Example:
The thought that she might be late for the show nagged at
Lorna because she was the shows star performer.
 SAMPLE ACTIVITIES

4. Comprehension Check. The readers are asked to answer each

question.
Example:
What did Clara do in class that day, which tells you how
worried she was about her friend?
 GOAL
To read materials of the students own choice and to
progress at his/her rate
 Characteristics
1. The students are encouraged to select reading materials that
interest them. They set their own pace in reading and the
quantity of materials to work on.
2. There is no static grouping of students by ability for the purpose
of reading instruction.
3. Skills are taught as needed. Skill instruction may occur in
individual, small group, or whole class setting.
 Characteristics

4. Oral reading is used to assess each students reading difficulty.

5. The teacher evaluates the students reading performance using
materials chosen during individual conferences or group sessions.
6. The teacher and the student share in keeping records of the
students progress.
 Characteristics

7. The teacher uses the record to plan specific instruction and

activities.
8. Silent reading is emphasized to encourage wide reading and
promote the students reading comprehension.
 SAMPLE ACTIVITIES

1. Individual conference with each student is held to talk about the

material he/she is reading, to get him/her to express his/her
reaction toward the material, and for him/her to read portions of
the story orally.
2. A checklist developed by the teacher is explained to the class as
the basis for keeping a record of progress made by the students.
 SAMPLE ACTIVITIES

3. Each student consults a list of literary types for the choice of

selection to read.
4. Students reading on the same topic get together to discuss their
books and take turns at practicing oral reading.
5. The students share in reading a play or participating in choral
reading.
 GOAL
To provide an individualized, carefully monitored,
and skill-specific approach to reading instruction
 Characteristics
1. The management systems approach is of several types:
a. Program-dependent types are designed to be used with
basal readers.
b. Program-independent types such as supplementary
materials or modules are used independently of the basal
readers.
2. There is a list of behaviorally stated reading objectives that range
from the pre reading level to the upper grades.
 Characteristics
3. Records, like student-profile cards, indicate the program available
to parents.
4. Guides are provided to match various instructional and periodic
materials to the specific objectives.
5. Various organization plans and grouping strategies are used.
6. A set of criterion-referenced tests determines if the student has
mastered specific objectives. Test are individually administered.
 SAMPLE ACTIVITIES
1. At the end of the school year, all students entering grades 4, 5 or 6
the next year are evaluated and tentatively assigned to reading
groups.
2. A daily 20-minute reading period is allotted for the students to
read interesting materials in a relaxed setting.
3. The lesson for the day focuses on four types of activities: lesson
motivation, vocabulary development, guided reading, and
extended reading activities.
 SAMPLE ACTIVITIES

4. Time is spent at the end of the period to familiarize the students

with the assignment for the next day.
5. The students are assigned to complete a book report or write
original stories, poems, essays, or an article for the class newspaper, if
any.
 GOAL

To master reading skills

 Characteristics
1. Each lesson is divided into small units that are organized for
logical, sequential learning.
2. The learning process may be classified into the following:
a. Linear. No frame is bypassed. The student moves step-by-
step through each frame.
b. Branching. The student reacts through each frame. If the
response is correct, the student moves to the next frame. If it
is wrong, he/she passes the next frame and moves to other
frames which teach him/her what he/she does not know
 Characteristics
3. Instant feedback and immediate correction of error are made.
4. The program may come in different formats: workbook or mechanical.
5. Programs are designed to require individual response or immediate
feedback with reinforcement.
6. The students progress at their own rate and they check their own
answers.
7. Drill and practice programs focus on specific vocabulary or decoding
skills.
 SAMPLE ACTIVITY

Programmed Material on word Learning Skills

This type of programmed material is linear because immediate
feedback is found with the answers in a column to which the student
refers as he/she works on each frame.
 GOALS
1. To use communication situations to express
ideas and feelings
2. to foster love of reading for enjoyment
 Characteristics
1. The teacher and the students work collaboratively.
2. Authentic texts or real childrens literaturefairy tales, folktales,
fables, legends, myths, poems, parables, and riddlesare used for
reading lessons.
3. The teacher provides a lot of group interaction through a variety of
strategies: speech choir, jazz chants, chamber theater, readers
theater, and finger plays.
 Characteristics
4. Comprehension is supported by active interpretation.
5. Comprehension is enhanced by activating prior knowledge, using
advance organizers and prediction techniques.
6. Listening and speaking activities pave the way for setting the
purpose, surveying the text, predicting outcomes, and considering
literary elements.
 SAMPLE ACTIVITIES
1. Reading hour is introduced where the teacher reads aloud daily to
the class and the students do the same.
2. A story learned in class can lead to a readers-theater type of
presentation.
3. The students learn to use color coding to transform a story into a
simple script for chamber theater.
4. A poem is assigned for class reading and discussion followed by its
presentation as speech choir
 SAMPLE ACTIVITIES
5. Before the reading class, the students share experiences which will
serve as a motivation for the lesson.
6. The students make predictions then check these predictions after
the story has been read.
7. They do research on events.
8. They gain firsthand knowledge by performing an experiment and
preparing a report on its outcome.