content,performance standard
TRANSCRIPT
UnderstandingK 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 about Content Standard and Performance Standard?
What you want to know about Content Standard and Performance Standard?
How will you learn or understand the concept of Content Standard and Performance Standard?
Recap Two Learning Standards
Discussed
A. Program StandardB. Grade Level Standard
The Learning Standards
Content Standard:• Describes the
specific content that should be taught and learned.
• Articulates core knowledge and skills that student should master
• Guides teachers in identifying instructions on the knowledge and skills that students should learn.
Performance Standard:
• Defines level of work that demonstrates achievement of standard.
• Provides clear expectations for instruction, assessment,& student at work.
• Helps teachers assessed the extent to which the students have acquired the knowledge and applied the skills learned.
The Learning Standards
Content Standard:• answers the
question: What should students know (knowledge) and do (skills)?
• shares the most important and enduring ideas, issues, principles, skills and habits of mind
• expresses the desired results
Performance Standard:
• answers the question: How well must students do their work?
• presents product or performance as evidence of learning or attainment of content standard
• adds value to what students learned
• demonstrates conceptual understanding of content and skill acquisition
• represents real life, authentic task
• 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.
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.
Performance Standard:
Connection among CS, PS, & LC
The Learning Standards and Learning Competencies
Performance Standard
Content Standard
Learning Competencies
Reading Comprehension
Listening Comprehension
Viewing Comprehension
Vocabulary Development
LiteratureWriting &
Composition
Oral Language &
Fluency
Grammar Awareness
The Learning Standards
English Grade 9 – Module 1
Content Standard – Key Concepts
Appropriate word order
ENHANCING THE SELF
Anglo-American literature
other text
types
Processing, assessing,
summarizing information
Word derivation
and formation strategies
Punctuation marks
Interjections
Participate actively in a Speech
Choir
The Learning Standards
English Grade 9 – Module 1
Performance Standard – Key Concepts
SPEECH CHOIR
Verbal & Non-
verbal Strategie
sVoic
e
Focus
Facial Expressions
Body Movements/
Gestures
Delivery
Audience Contact
activeparticipation in a
The Learning Standards
English Grade 9 – Module 1
Answer the Unpacking CS/PS Worksheet.
The Learning Standards
English Grade 10 – Module 1
Content Standard:
The learner demonstrates understanding of how world literature serves as a way of expressing and resolving one’s personal conflicts through using strategies in linking textual information, repairing or enhancing communication, and crafting formal/informal word definitions; the ethics and strategies of public speaking; and using of emphasis markers in persuasive texts.
The learner transfer learning by composing short persuasive texts using a variety of techniques/devices and words and expressions that emphasize a point, particularly modals and reflexive and intensive pronouns.
Performance Standard:
The Grade 9 Learning Competencies
(Module 1)
The Learning Competencies (LCs)DEPARTMENT OF EDUCATION
English Grade 9 – Module 1: Lesson 1RC
ReadingComprehensio
n
LCListening
Comprehension
VCViewing
Comprehension
VVocabularyDevelopme
nt
LTLiterature
WCWriting andCompositio
n
FOral Language
andFluency
GGrammar Awareness
EN9RC-Ia-16:Share prior knowledge about a text topic
EN9LC-Ia-8:Process information mentioned in the text listened toEN9LC-Ia-3.6:Perform a task by following instructions
EN9VC-Ia-3.8:Infer thoughts, feelings, and intentions in the material viewed
EN9V-Ia-1:Provide words or expressions appropriate for a given situation
EN9LT-Ia-14:Analyze literature as a means of discovering the selfEN9LT-Ia-14.1: Identify the distinguishing features of notable Anglo-American lyric poetry, songs, poems, sermons, and allegories
EN9WC-Ia-8: Distinguish between and among informative, journalistic, and literary writing.
EN9OL-Ia-1.15:Use the appropriate segmentals (sounds of English) and the suprasegmentals or prosodic features of speech when delivering lines of poetry and prose in a speech choir, jazz chants and raps.
EN9G-Ia-1.6/1.7:Use appropriate punctuation marks and capitalization to convey meaning
Refer to your copy of the Curriculum Guide for a complete list of the LCs.What have you observed on the list of LCs? What does it mean?
GUIDING PRINCIPLE:
Prior Learning Learning as Process Learning as Outcome
PRE- ASSESSMENT(Diagnostic)
FORMATIVE ASSESSMENT
(Developmental)
SUMMATIVE ASSESSMENT(Evaluative)
Holistic Assessment
“Your initial task”(LM)(Embedded)
“Pretest” (TG)
“Your Text” “Your Discovery Task”
(Embedded)
“Final Task” (LM)
“Post Test” (TG)
Standard-Based
•Assess for Attainment of Content Standard
Level 1 – KnowledgeLevel 2 – Process/SkillsLevel 3 – Understanding
• Assess for Attainment of Performance Standard
Level 4 – Products/Performances
Holistic Assessment
Example: Lesson 7 (Your Text)Page 223
Knowledge Assessment
Task 5 is a under KNOWLEDGE because it requires students to “recall “ information from the text.
Process AssessmentPROCESS - 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.
Example: Lesson 7 (Your Text)Page 231
Process Assessment
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
Example: Lesson 7Page 234
Assessment at the Level of Understanding
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 student’s 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
Example: Lesson 7Page232
Performance Assessment
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 student’s “true achievement”
that makes pre-assessment an “Assessment for Learning”
Think About This?
SHOULD FORMATIVE ASSESSMENT BE MADE BASIS FORGRADING 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 FORGRADING 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
DEPARTMENT OF EDUCATION
UNDERSTANDING CULTURES Learning language through text types and literary appreciation exposes
learners to different cultures of the world, including one’s 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.
The Conceptual Framework
DEPARTMENT OF EDUCATION
COMPONENT 3Making Meaning Through
Language
LIST
ENIN
G
SPEA
KIN
G a
nd
VIEW
ING
RE
AD
ING
VIE
WIN
G and
RE
SP
ON
DIN
G
WRITING and REPRESENTING
MAKING MEANING THROUGH
LANGUAGE
THINKING
THINKINGTHINKING
THEORIES of LANGUAGE TEACHINGTHEORIES of LANGUAGE LEARNING and ACQUISITION
THEORIES of LANGUAGE
The Conceptual Framework
DEPARTMENT OF EDUCATION
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.
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.
Alignment of the Language and Literacy Domains with the 5 sub-strands
DEPARTMENT OF EDUCATION
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 Comprehension1. schema & prior knowledge2. strategies3. narrative text4. informational text
√ √ √
12. Listening Comprehension √ √
12. Attitudes towards language, literacy and literature √ √ √ √ √
12. Study Strategies √ √ √ √ √
Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum
DEPARTMENT OF EDUCATION
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
The Conceptual Framework
DEPARTMENT OF EDUCATION
COMPONENT 4Holistic Assessment
LIST
ENIN
G
SPEA
KIN
G a
nd
VIEW
ING
RE
AD
ING
VIE
WIN
G and
RE
SP
ON
DIN
G
WRITING and REPRESENTING
MAKING MEANING THROUGH
LANGUAGE
THINKING
THINKINGTHINKING
COMMUNICATIVE COMPETENCE and MULTILITERACIES
THEORIES of LANGUAGE TEACHINGTHEORIES of LANGUAGE LEARNING and ACQUISITION
THEORIES of LANGUAGE
ASSESSMENT
FEEDBACK
The Conceptual Framework
DEPARTMENT OF EDUCATION
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
The Conceptual Framework
DEPARTMENT OF EDUCATION
Holistic Assessment
An integrative view of learning
assessment attempts to capture the learner’s total array of skills and abilities
assessment procedures are based on the idea that various aspects of a learner’s 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
LIST
ENIN
G
SPEA
KIN
G a
nd
VIEW
ING
RE
AD
ING
VIE
WIN
G and
RE
SP
ON
DIN
G
WRITING and REPRESENTING
MAKING MEANING THROUGH
LANGUAGE
THINKING
THINKINGTHINKING
COMMUNICATIVE COMPETENCE and MULTILITERACIES
THEORIES of LANGUAGE TEACHINGTHEORIES of LANGUAGE LEARNING and ACQUISITION
THEORIES of LANGUAGE
ASSESSMENT
FEEDBACK
DEPARTMENT OF EDUCATION
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), Learner’s Material (LM), and Teacher’s 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 group’s output.
DEPARTMENT OF EDUCATION
Understanding and Appreciating the CF, CG, LM & TG
Groups 1 and 4 – CS/PS Analysis
Worksheet
Groups 2 and 5 – Learner’s Material
Analysis Worksheet
Groups 3 and 6 – Teacher’s 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 – Learner’s Material Analysis Worksheet
DEPARTMENT OF EDUCATION
Understanding and Appreciating the CF, CG, LM & TG
Groups 3 and 6 – Teacher’s Guide Analysis Worksheet
ANALYSIS
DEPARTMENT OF EDUCATION
1. How did you find the activity? Why?
3. How do you compare these materials to the one/s you used previously?
2. What can you say about the CG, TG and LM as presented? What commonality did you find in your answers?
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?
ABSTRACTION
DEPARTMENT OF EDUCATION
Finish the incomplete statements below.
The English Curriculum Framework is _______________________________________________________________
With the use of the curriculum guide, _______________________________________________________________
The learner’s material provides / addresses, _______________________________________________________________
The teacher’s guide provides / addresses, _______________________________________________________________
The CF, CG, LM, and TG are ____________________________________________. Therefore, _______________________________________________________________________
APPLICATION
DEPARTMENT OF EDUCATION
We dream of Filipinoswho passionately love
their countryand whose values and
competencies enable them to realize
their full potentialand contribute
meaningfully to building the nation.
As a learner-centered public institution,the Department of
Educationcontinuously improves
itself to better serve its
stakeholders.
To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic
education where:- Students learn in a child-friendly,
gender-sensitive, safe, and motivating environment
- Teachers facilitate learning and constantly nurture every learner
- Administrators and staff, as stewards of the institution,
ensure an enabling and supportive environment for effective
learning to happen- Family, community, and other
stakeholders are actively engaged and share responsibility for developing life-long learners
The DepEd Vision
The DepEd Mission