Understanding

K to 12
Language Learning Standards
 My first name starts
with C and my last
name ends with S,
knowledge and skills
are inside me.

Content Standard
 My first name starts
with P and my last
name ends with S, the
level of work that
demonstrates
achievement of
standard is inside me.

Performance Standard
 Understanding Content Standard
and Performance Standard

K W L

What you know What you want to How will you learn
about Content know about Content or understand the
Standard and Standard and concept of Content
Performance Performance Standard and
Standard? Standard? Performance
Standard?
 Recap
Two Learning Standards
Discussed

A. Program Standard
B. Grade Level Standard
 The Learning Standards

Content Standard: Performance Standard:

Describes the
specific content that Defines level of work that
should be taught and demonstrates achievement of
learned. standard.
Articulates core Provides clear expectations for
knowledge and skills instruction, assessment,& student
that student should at work.
master
Helps teachers assessed the extent
Guides teachers in
to which the students have
identifying
acquired the knowledge and applied
instructions on the
the skills learned.
knowledge and skills
that students should
learn.
 The Learning Standards

Content Standard: Performance Standard:

answers the answers the question: How well
question: What must students do their work?
should students presents product or performance
know (knowledge) as evidence of learning or
and do (skills)? attainment of content standard
shares the most adds value to what students
important and learned
enduring ideas, demonstrates conceptual
issues, principles,
understanding of content and skill
skills and habits of
acquisition
mind
represents real life, authentic task
expresses the
desired results encompasses the standard
 The Learning Standards
English Grade 9 Module 1
Content Standard:
The learner demonstrates
understanding of how Anglo-
American literature and other text
types serve as means of enhancing
the self; also how to use processing,
assessing, summarizing information,
word derivation and formation
strategies, appropriate word order,
punctuation marks and
interjections to enable him/her to
participate actively in a speech
choir.
Performance Standard:
The learner actively
participates in a
speech choir through
using effective verbal
and non-verbal
strategies based on the
following criteria:
Focus, Voice, Delivery,
Facial Expressions,
Body Movements/
Gestures and Audience
Contact.
 Connection among CS, PS, & LC

The Learning Standards and Learning Competencies

Reading Listening Viewing Vocabulary

Comprehension Comprehension Comprehension Development

Le
ar Content
ni
ng Standard
Co
m
pe
Performance te
nc
Standard ie
s

Oral Grammar
Writing &
Literature Language & Awareness
Composition
Fluency
 The Learning Standards
English Grade 9 Module 1
Content Standard Key Concepts

Word
derivation
ENHANCING and
formation
THE SELF strategies
Anglo-
American
literature Participate
Processing,
actively in a assessing,
Speech summarizing
Choir information
other
Interjections
text
types
Punctuation Appropriate
marks word order
 The Learning Standards
English Grade 9 Module 1
Performance Standard Key Concepts

Delivery

Focus Audience
Contact
Verbal &
Non-verbal
active SPEECH
participation in a CHOIR
Strategies
Voice Body
Movements/
Gestures
Facial
Expressions
 The Learning Standards
English Grade 9 Module 1
Answer the Unpacking CS/PS Worksheet.
 The Learning Standards
English Grade 10 Module 1
Content Standard: Performance Standard:
The learner demonstrates The learner transfer
understanding of how world literature learning by composing
serves as a way of expressing and short persuasive texts
resolving ones personal conflicts using a variety of
through using strategies in linking techniques/devices
textual information, repairing or
and words and
enhancing communication, and crafting
formal/informal word definitions; the expressions that
ethics and strategies of public speaking; emphasize a point,
and using of emphasis markers in particularly modals
persuasive texts. and reflexive and
intensive pronouns.
The Grade 9 Learning
Competencies
(Module 1)
 The Learning Competencies (LCs)
English Grade 9 Module 1: Lesson 1
RC LC VC V WC F G
Listening LT Oral Language
Reading Viewing Vocabulary Writing and Grammar
Comprehensio Literature and
Comprehension Comprehension Development Composition Awareness
n Fluency
EN9RC-Ia- EN9LC-Ia- EN9VC-Ia- EN9V-Ia- EN9LT-Ia- EN9WC- EN9OL-Ia- EN9G-Ia-
16:Share prior 8:Process 3.8:Infer 1:Provide 14:Analyze Ia-8: 1.15:Use the 1.6/1.7:Use
knowledge information thoughts, words or literature as a Distinguish appropriate appropriate
about a text mentioned in feelings, and expressions means of between and segmentals punctuation
topic the text intentions in the appropriate discovering among (sounds of marks and
listened to material viewed for a given the self informative, English) and the capitalization
EN9LC-Ia- situation EN9LT-Ia- journalistic, suprasegmentals to convey
3.6:Perform a 14.1: Identify and literary or prosodic meaning
task by the writing. features of
following distinguishing speech when
instructions features of delivering lines of
notable poetry and prose
Anglo- in a speech
American lyric choir, jazz chants
poetry, songs, and raps.
poems,
sermons, and
allegories
Refer to your copy of the Curriculum Guide for a complete list of the LCs.
DEPARTMENT OF EDUCATION
What have you observed on the list of LCs? What does it mean?
 Holistic Assessment
GUIDING PRINCIPLE:

Prior Learning Learning as Process Learning as Outcome

PRE- FORMATIVE SUMMATIVE

ASSESSMENT ASSESSMENT ASSESSMENT
(Diagnostic) (Developmental) (Evaluative)

Your Text Final Task (LM)

Your initial task(LM)
Your Discovery Task
(Embedded)
(Embedded) Post Test (TG)
Pretest (TG)
 Holistic Assessment
Standard-Based

Assess for Attainment of Content Standard

Level 1 Knowledge
Level 2 Process/Skills
Level 3 Understanding

Assess for Attainment of Performance Standard

Level 4 Products/Performances
 Knowledge Assessment
Example: Lesson 7 (Your Text)
Page 223

Task 5 is a under KNOWLEDGE because it requires students to

recall information from the text.
 Process Assessment
PROCESS - skills or cognitive operations that the
student performs on facts and information or the
purpose of constructing meanings and
understanding.

Key words:
Illustrate, outline, apply, change, compute, construct
demonstrate, discover, manipulate, modify, operate,
predict, prepare, produce, relate, show, solve, use.
 Process Assessment
Example: Lesson 7 (Your Text)
Page 231

Task 14 is a under PROCESS because it requires students to perform

cognitive operations on facts and information in the form of
application and/ or establishing relationships
 Assessment at the Level
of Understanding

UNDERSTANDING Enduring big ideas,

principles and generalizations inherent to
the discipline, which may be assessed
using the facets of understanding or other
indicators of understanding which may be
specific to the discipline

Key words:
Appraise, conclude, criticize, critique,
defend, evaluate, explain, justify, relate,
summarize, support
 Assessment at the Level of Understanding
Example:
Lesson 7
Page 234

My Treasure is under UNDERSTANDING because it requires

students to see the big or enduring ideas.
 Performance Assessment

PRODUCT/PERFORMANCE - real-life application of understanding as

evidence d by the students performance of authentic tasks.

Key words:
Compile, compose, create, devise, design, generate, modify,
organize, plan, rearrange, reconstruct, reorganize, revise,
rewrite, summarize, write
apply, change, compute, construct, demonstrate, discover,
manipulate, modify, operate, predict, prepare, produce, relate,
show, solve, use
 Performance Assessment
Example: Lesson 7
Page232

Task 16 is under PERFORMANCE because it requires students to

perform an developmental /enabling / culminating activity..
Think About This?
 Should pre-assessment be made basis for grading?

NO! Pre-assessment is used to collect data as to where the teacher should start delivering the
lesson. It is not a means to measure students true achievement that makes pre-assessment
an Assessment for Learning
 Think About This?

SHOULD FORMATIVE ASSESSMENT BE MADE BASIS FOR

GRADING THE STUDENTS?
 Should formative assessment be made basis for grading the
students ?

NO! Formative assessments is used to collect data to improve

teaching or improve strategies. That makes formative assessment
an Assessment for Learning. It also helps students track their
own progress that makes it Assessment as Learning
 Think About This?

IS IT FAIR TO THE STUDENTS PART

NOT TO RECORD THEIR
FORMATIVE TESTS?
WHY?
(Pair-Think-Share)
 Think About This?

SHOULD SUMMATIVE ASSESSMENT BE MADE BASIS FOR

GRADING THE STUDENTS?
 Should summative assessment be made basis for grading the
students ?

YES! Summative assessments are used to EVALUATE students

true achievement . That makes summative assessment
an Assessment of Learning.
 REFLECTION PAPER
1st paragraph - The lessons you learned (use past tense)

2nd paragraph -The things you realize from the lessons you
learned (use present tense)

3rd paragraph - As future educators, how will you apply the

lessons you have learned? (use future tense)-
THANK YOU
 The Conceptual Framework

UNDERSTANDING CULTURES
Learning language through text types and literary appreciation exposes
learners to different cultures of the world, including ones culture.

UNDERSTANDING LANGUAGE
Learners apply their knowledge of the system of the language to assist them
to make meaning and to create meaning.

PROCESS AND STRATEGIES

Learners select from a repertoire of processes and strategies by reflecting on
their understanding of the way language works for a variety of purposes in a
range of contexts.

DEPARTMENT OF EDUCATION
 The Conceptual Framework

COMPONENT 3
Making Meaning Through Language

DEPARTMENT OF EDUCATION
 G d

VIE PON
VI KIN ING

RE NG ING
RE
IN a n
THINKING

WI
EA EN

AD an
EW G

S
SP LIST

ING d
D
MAKING
MEANING
THROUGH
LANGUAGE
G TH
KIN IN
KI
IN NG
TH

WRITING and
REPRESENTING

THEORIES of LANGUAGE TEACHING

THEORIES of LANGUAGE LEARNING and ACQUISITION
THEORIES of LANGUAGE
 The Conceptual Framework

Language is the major instrument in communication (oral and written) and

the heart of which is the exchange of meaning. Language learning should
focus on guiding students make meaning through language for different
purposes on a range of topics and with a variety of audiences. Students must
be able to adapt to various situations where communication demands greatly
vary.

The skills, grammatical items, structures and various types of texts will be
taught, and revisited at increasing levels of difficulty and sophistication. This
design allows students to progress from the foundational level to higher levels
of language use.

The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five

(5) intricately intertwined and integrated sub-strands (listening, speaking,
reading, writing, and viewing) that serve as building blocks for understanding
and creation of meaning and for effective communication across curricula.

DEPARTMENT OF EDUCATION
 Alignment of the Language and Literacy Domains
with the 5 sub-strands
Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

1. Oral Language

1. Phonological Awareness

1. Book and Print Knowledge

1. Alphabet Knowledge

1. Phonics and Word Recognition

1. Fluency

1. Spelling

1. Writing and Composition

1. Grammar Awareness & Structure

1. Vocabulary Development

11. Reading Comprehension

1. schema & prior knowledge
2. strategies
3. narrative text
4. informational text

12. Listening Comprehension

12. Attitudes towards language, literacy and literature

12. Study Strategies

DEPARTMENT OF EDUCATION
 Funnelling of Domains Across the K-12 Basic Education
Integrated Language Arts Curriculum

Domains K-3 4-6 7-10 11-12

Oral language

Phonological awareness

Book and Print knowledge

Alphabet knowledge

Phonics and word recognition

Fluency

Spelling

Writing and composition

Grammar awareness and structure

Vocabulary development

Reading comprehension

Listening comprehension

Attitude towards language, literacy and literature

Study strategies

Viewing

DEPARTMENT OF EDUCATION
The Conceptual Framework

COMPONENT 4
Holistic Assessment

DEPARTMENT OF EDUCATION
 COMMUNICATIVE COMPETENCE and
MULTILITERACIES

A
S F

G d

VIE PON
VI KIN ING

RE NG ING
RE
IN a n
THINKING
S E

WI
EA EN

AD an
EW G

S
SP LIST

ING d
E E

D
MAKING
S MEANING D
THROUGH
S LANGUAGE B
M KIN
G TH
IN
KI
A
IN NG
E TH C
N K
WRITING and
T REPRESENTING

THEORIES of LANGUAGE TEACHING

THEORIES of LANGUAGE LEARNING and ACQUISITION
THEORIES of LANGUAGE
 The Conceptual Framework

Holistic Assessment

Proximity to actual language use and performance

activities that have authentic communicative function

actual performance in authentic situations

A holistic view of language

based on the notion that the interrelationships among the various
aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored
assessment approaches should be used for communication and self-
expression

takes into account the whole learner and his or her social, academic,
and physical context
DEPARTMENT OF EDUCATION
 The Conceptual Framework

Holistic Assessment
An integrative view of learning
assessment attempts to capture the learners total array of skills
and abilities
assessment procedures are based on the idea that various
aspects of a learners life, both academic and personal, are integral
to the development of language proficiency and cannot be ignored
Developmental appropriateness
assessment procedures set expectations that are appropriate within
the cognitive, social, and academic development of the learner

Multiple referencing
assessment entails obtaining information about the learner from
numerous sources and through various means

DEPARTMENT OF EDUCATION
 COMMUNICATIVE COMPETENCE and
MULTILITERACIES

A
S F

G d

VIE PON
VI KIN ING

RE NG ING
RE
IN a n
THINKING
S E

WI
EA EN

AD an
EW G

S
SP LIST

ING d
E E

D
MAKING
S MEANING D
THROUGH
S LANGUAGE B
M KIN
G TH
IN
KI
A
IN NG
E TH C
N K
WRITING and
T REPRESENTING

THEORIES of LANGUAGE TEACHING

THEORIES of LANGUAGE LEARNING and ACQUISITION
THEORIES of LANGUAGE
Understanding and Appreciating the CF, CG, LM & TG

ACTIVITY 2

Group Work

DEPARTMENT OF EDUCATION
 Understanding and Appreciating the CF, CG, LM & TG

What to do:
1. Skim through your copy of the document assigned
to your group - Curriculum Guide (CG), Learners
Material (LM), and Teachers Guide (TG).

2. Answer the worksheet assigned to your group.

3. Consolidate the answers of your group and write it

in a manila paper.

4. Present your groups output.

DEPARTMENT OF EDUCATION
Understanding and Appreciating the CF, CG, LM & TG

Groups 1 and 4 Groups 2 and 5

CS/PS Analysis Learners Material
Worksheet Analysis Worksheet

Groups 3 and 6
Teachers Guide
Analysis Worksheet

DEPARTMENT OF EDUCATION
Understanding and Appreciating the CF, CG, LM & TG

Groups 1 and 4 CS/PS Analysis Worksheet

DEPARTMENT OF EDUCATION
 Understanding and Appreciating the CF, CG, LM & TG

Groups 2 and 5 Learners Material Analysis Worksheet

DEPARTMENT OF EDUCATION
 Understanding and Appreciating the CF, CG, LM & TG

Groups 3 and 6 Teachers Guide Analysis Worksheet

DEPARTMENT OF EDUCATION
 ANALYSIS

1. How did you find the activity? Why?

2. What can you say about the CG, TG and LM as presented?

What commonality did you find in your answers?

3. How do you compare these materials to the one/s you used

previously?

4. How will these materials help the teachers in teaching the

subject?

5. What difficulty do you foresee in using these materials?

6. What insights did you gain from this activity?

DEPARTMENT OF EDUCATION
 ABSTRACTION
Finish the incomplete statements below.

The English Curriculum Framework is

_______________________________________________________________

With the use of the curriculum guide,

_______________________________________________________________

The learners material provides / addresses,

_______________________________________________________________

The teachers guide provides / addresses,

_______________________________________________________________

The CF, CG, LM, and TG are

____________________________________________. Therefore,
________
_______________________________________________________________
DEPARTMENT OF EDUCATION
 APPLICATION
The DepEd Vision The DepEd Mission

We dream of Filipinos To protect and promote the right of

who passionately love
their country
and whose values and
competencies
enable them to realize
their full potential
and contribute
meaningfully to building
the nation.
As a learner-centered
public institution,
the Department of
Education
continuously improves
itself
to better serve its
stakeholders.
DEPARTMENT OF EDUCATION
every Filipino to quality,equitable,
culture-based, and complete basic
education where:
- Students learn in a child-friendly,
gender-sensitive, safe, andmotivating
environment
- Teachers facilitate learning and
constantly nurture everylearner
- Administrators and staff, as
stewards of the institution, ensurean
enabling and supportive environment
for effective learningto happen
- Family, community, and other
stakeholders are activelyengaged
and share responsibility for
developing life-longlearners