WRITTEN REPORTTopic:The Teaching of LiteratureE. The New Curriculum and the Teaching of LiteratureF. Materials Preparation in the Teaching of LiteratureG. Technology and the Teaching and Learning of Literature

INTRODUCTIONLiterature, in its broadest sense, is any written work; etymologically the term derives from Greek litaritura/litteratura "writing formed with letters", although some definitions include spoken or sung texts. More restrictively, it is writing that possesses literary merit, and language that foregrounds literariness, as opposed to ordinary language. 21st Century learners are now into technology and the new curriculum (K-12), because of that the literature will be taught in a new, interactive and innovative way. In this lesson, you will be able to learn the difference of K-12 and RBEC and the materials and technologies to be used in terms of the teaching of literature.

THE NEW CURRICULUM AND THE TEACHING OF LITERATURELiterature in K-12, more than just textWednesday, May 20, 2015DEPARTMENT of Education (DepEd)-Baguio district head Francis Bringas emphasized in a recent gathering at the University of the Philippines-Baguio that neither the Philippine nor world literature was removed in the new curriculum to give way to the incorporated subjects from college."[Literature] was not removed. It was and will be reinforced," Bringas said.He said the K-12 is not only focused on equipping students with technical knowledge and skills through the four tracks in senior high school, but also prepares them to do "authentic tasks" in life with understanding and realizations to motivate them to do so.

"Children always want relevance in the topics that they are taught in school which we have failed to do in the past," he said.Previously, literature was taken only as part of the study in language. Literary pieces were studied as literary texts -- pieces with perfectly used language.But in the new curriculum, literary pieces will be studied to serve as a medium for appreciation of culture and life.In the past, first, second and third year students study Philippine, Afro-Asian and British American based on genre.The objective was to understand the writer's style, the story and its moral lesson.But in the new curriculum, Bringas said, "The students should be able to demonstrate communicative competence through understanding of Philippine, Afro-Asian, British-American and other countries text types and a deeper appreciation of their culture."The objective is to study these texts as the students come to a realization of valuing themselves and other people from the characters, learning lessons from the stories' circumstances, and using these lessons to connect to the world.They should be able to apply the lessons learned in this "authentic tasks" or whatever activities or circumstances they have outside the school.At present, the curriculum for Grades 10, 11 and 12 are still on review for its implementation, but the district head noted the same objectives for students are aimed.Bringas believes the new and more relevant curriculum will not only prepare the students to college but also in life. (Giovanni Joy Fontanilla)

MATERIALS PREPARATION IN THE TEACHING OF LITERATURE

1. Textbooks – helps the students by giving them another source of information, some books have activities and quizzes inside, which would indicate if the students really did learn from the discussion.2. Poems – allows the students to really analyze each line and stanza to find the meaning underneath all the terms and words that were used. Giving this as a task would allow the students to express themselves, their view points about the topic they have chosen.3. Role Playing – this would give the students a chance to show how great they are at acting, and at knowing or understanding the

characters that they have just read. This would allow them to analyze each and every character they are about to enact.4. Book to Film adaptations – this gives the students a chance to see the characters in-life, not just through the pages of the book.5. Graphic Organizers – helps the students in describing the characters piece by piece, and understand each and every part of the story.6. Essays – just like quizzes and activities, this checks the students understanding and knowledge of the topic that was discussed; this also allows the students to express their point of view about the story and the characters.TECHNOLOGY AND THE TEACHING AND LEARNING OF LITERATURE

Now a days, technology had influence the whole world. In other words, everything is changing as well as our students. As future teachers we should use innovative strategies in order to cope up with the changes. Technology, in all of its forms is an integral part of students' lives and they expect to find it in their learning process. Students learn faster and easier than before by

the use of technology; the use of technology in various fields had been beneficial and successful to reach some particular goals especially in education and for those who are learning English and literature.

WEB-BASED LEARNINGA variety of basic language skills can be developed with the help of webbased language learning activities. It is known that; there are four basic skills in English which are listening, speaking, writing, and reading.• well-designed, easy to learn, user friendly • when the tool is good as support, not as replacement of lectures

• when the use of diverse tool features, i.e. chat, bulletin board, is relevant and tied into the specific course structure and content (Storey et al., 2002) Technology is developing and changing very fast, and if it is not used effectively and correctly some problems can be occurred. Technologies which can be used in education as follows:

E-MAILE-mail is a communication tool which is being used in language learning. For example, literature international key pal projects which enable students to correspond with native speakers of the target language are easily implement where participants have the necessary access, equipment, and foreign contacts. So teachers can create a discussion topic and send it to students via e-mail when receiving the e-mail students start to write compositions or essays in English and discuss a work and then send back to teacher. This helps them to improve writing skills and vocabulary as well as their ability to practice analyzing a literary work.WEBLOGS Blogging is investigated as a form of personal communication and expression, with a specific interesting uncovering the range of motivations driving individuals to create and maintain blogs. Blogging becomes communicative and interactive when participants assume multiple roles in the writing process, as writers who write and post, as readers or reviewers who respond to other writers’ posts, and as writer-readers who, returning to their own posts, react to criticism of their own posts. Readers in turn can comment on what they read, although blogs can be placed in secured environments as well.INSTANT MESSENGER

Students writing, listening and speaking could be improved if the above websites are used. Moreover they can make use of them in their literature classes by asking their efriends' ideas and

interpretations about a literary work. Students of English can have better interaction with teachers in these virtual environments; they can communicate with not only teachers but also peers and share information.

SKYPE Nowadays almost all messenger services have audio functions and technological equipments such as laptop computers, also have cameras on them. So students can talk with their instructors and peers far away. "Skype is a relatively newly emerging technology and the potential application of it to language and literature learning and teaching needs to be further explored" (Wu, 2005, p.13).In addition to improving their literary knowledge by discussing intended literary works with native or native-like speakers of English, especially university professors, students can improve their speaking too. Speaking skills can be developed by using this application.MOBILE DEVICES Today’s world has been changed over the years and besides technology has been changed in other words it has been developed. Mobile learning is one of those technologies which have been used for a few years.Mobile learning system is available for delivering education to learners anytime and anywhere they need it. Mobile phones are the most popular devices among people. The following mobile devices could be used in teaching both Language and literature.

GROUP 3 – QUIZ.Name: Date:Year and Section:

ESSAYDirections: Answer the questions based on what you learned in the lesson. 5 points each.

1. What do you like the most, the teaching of literature in K-12 curriculum or the RBEC curriculum? Explain briefly.2. Which of the materials included in the lesson the best suits for the teaching of literature? Explain briefly.3. Which of the technologiesshown that you think is not appropriate in the teaching of literature? Explain briefly

Teaching of LiteratureAugust 6, 2015

1st Semester SY 2015-2016Group 2Group Leader: Rovina Mae Balbuena

Members: Jerimee GomezJennina MazoRacquel Megan Roque

Adlemi Rose TupazTopic: The Literature Teacher The Literature Lesson Plan

THE LITERATURE TEACHER

How to Become a High School English Literature Teacher?

Degree Level Bachelor's degree, master's degree (required in some states)

Degree Field English literature, teaching

Experience Student teaching is generally part of a teacher preparation program

Licensure and Certification

Public school teachers are required to be licensed through the state

Key SkillsInstructional abilities, communication skills, patience, education instruction software, email programs, ability to operate classroom and basic office equipment, such as photocopiers, scanners, printers, televisions and VCRs

Education RequiredMost high school English literature teachers earn a bachelor's degree in English and then pursue state licensing and certification, which may require a master's degree. High school English literature teachers who are employed by private schools may not have to fulfill these requirements. Students interested in becoming high school English literature teachers will take a number of specialized

classes in English literature while in college. High school English literature teachers have studied many aspects of English literature and its relation to society, including major writers, periods and types of writing, plus general educational theory and practice.Licensure and CertificationAll states require public school teachers to be licensed, which requires the completion of a bachelor's or master's degree and passing a licensure exam in their field of study. Students may also require certification, but this varies by state.Skills RequiredHigh school English literature teachers should have good presentation and communication skills to ensure students learn the material presented as well as they can. High school English literature teachers need good time management skills because students change classes several times throughout the day, limiting a teacher's time with any one class. A general passion for both the written word and teaching is needed to engage students in the material.What does an English Literature Teacher do?As an English literature teacher - sometimes simply referred to as an English teacher - you'll teach students how to analyze and interpret English language novels, poetry, short stories, plays and essays. Although you can teach English literature at the elementary level, middle and secondary schools may allow you to work solely as an English teacher. You could also find work as an English teacher at the postsecondary level.

B. Characteristics of a Literature TeacherHe/she must be a lover of literature. – you can’t teach what you do not have so as a literature teacher, you must love literature to be able to teach it He/she must be able to read. – You can’t teach what you do not have so as a literature teacher, you must love literature to be able to teach it.He/she should be able to explicate. – the teacher should be literate enough so that he/she can help students formulate their own thoughts by joining the students in the process of clarifying emergent ideas. He/she should be so well informed that he can branch out from any given work or body of literature to other related pieces. He/she should have experienced languageHe/she should be sufficiently broad in background and philosophic in bent to see before and after, both in time and culture. – the teacher should be literate enough so that

he/she can help students formulate their own thoughts by joining the students in the process of clarifying emergent ideas.THE LITERATURE LESSON PLANI. Subject Matter II. Objectives(articulate the knowledge and skill you want students to acquire by the end of the course)III. Lesson Proper

a. Motivational Activity- this is like a “kick start”. To give the students not just the energy but also to give them some inspiration and clues about the lesson for the day.

b. Background of the Author- for the students to know why the author wrote that particular story. c. Vocabulary Development- for the students to discover new words or know the meaning of some words that seems new to them.d. Discussion - the main part. This is the part where the teacher discusses the lesson for the day, the importance of that lesson/topic, etc.

e. Integration and Valuing- this is “reflection time”. Time for the teacher to review to the students the lesson that was taught, its importance and its values.

f. Application- the teacher will teach the students how to do this and how to do that but the application is not only for academics and school work, the students can also apply the lesson inreal life depending on the topic and the situation.IV. Assignment(are tasks requiring student engagement and a final tangible product that enables you to assess what your students know and don’t know.)

QUIZ:Name: ________________________________

Date:_____________________Year and Section: _______________________

Teacher:__________________

I.Direction: Indicate whether the following statements are TRUE OR FALSE1. A literature teacher must be a lover of literature.2. A literature teacher must be able to read accurately, with perception and penetration.3. A literature teacher should be well-informed that he or she cannot branch out from any given work or body of literature to other related pieces.4. A literature teacher should be able to explicate.

5. A literature teacher should be insufficiently broad in background and philosophic in bent.

II. What are the requirements to become a literature teacher? (give at least 5)

1.2. 3.4. 5.

Why is it important for literature teachers to have technical skills?

III. QUESTION: Using 3-5 sentences, for you, how will you know if a lesson plan is an effective one?TEACHING OF SPEAKING(ACTIVITIES, ASSESSMENT and MATERIALS & MATERIALS PREPARATION)

Introduction Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13). Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance. In order to teach second language learners how to speak in the best way possible, some speaking activities are provided below.

Subtopic 1: teaching speaking What Is "Teaching Speaking? What is meant by "teaching speaking" is to teach ESL learners to:

Produce the English speech sounds and sound patterns

Use word and sentence stress, intonation patterns and the rhythm of the second language.Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter.Organize their thoughts in a meaningful and logical sequence.Use language as a means of expressing values and judgments.Use the language quickly and confidently with few unnatural pauses, which are called as fluency. (Nunan, 2003)How to Teach Speaking?Now many linguistics and ESL teachers agree on that students learn to speak in the second language by "interacting". Communicative language teaching and collaborative learning serve best for this aim.  Communicative language teaching is based on real-life situations that require communication. By using this method in ESL classes, students will have the opportunity of communicating with each other in the target language.  In brief, ESL teachers should create a classroom environment where have real-life communication, authentic activities, and meaningful tasks that promote oral language. This can occur when students collaborate in groups to achieve a goal or to complete a task.

Subtopic II: Activities in Teaching SpeakingDiscussions After a content-based lesson, a discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Before the discussion, it is essential that the purpose of the discussion each activity is set by the teacher. In this way, the discussion points are relevant to this purpose, so that students do not spend their time chatting with other about irrelevant things. For example, students can become involved in agree/disagree discussions. In this type of discussions, the teacher can form groups of students, preferably 4 or 5 in each group, and provide controversial sentences like “people learn best when they read vs. people learn best when they travel”. Then each group works on their topic for a given time period, and presents their opinions to the class. It is essential that the speaking should be equally divided among group members. At the end, the class decides on the winning group who defended the idea in the best way. This activity fosters critical thinking and quick decision making, and students learn how to express and justify themselves in polite ways while disagreeing with the others. For efficient group discussions, it is always better not to form large groups, because quiet students may avoid contributing in large groups. The group members can be either assigned by the teacher or the students may determine it by themselves, but groups should be rearranged in every discussion

activity so that students can work with various people and learn to be open to different ideas. Lastly, in class or group discussions, whatever the aim is, the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on.

Role PlayOne other way of getting students to speak is role-playing. Students pretend they are in various social contexts and have a variety of social roles. In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and…" (Harmer, 1984)

SimulationsSimulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment. For instance, if a student is acting as a singer, she brings a microphone to sing and so on. Role plays and simulations have many advantages. First, since they are entertaining, they motivate the students. Second, as Harmer (1984) suggests, they increase the self-confidence of hesitant students, because in role play and simulation activities, they will have a different role and do not have to speak for themselves, which means they do not have to take the same responsibility.

Information Gap In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information.  Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need. These activities are effective because everybody has the opportunity to talk extensively in the target language.

Brainstorming On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristics of brainstorming are that the students are not

criticized for their ideas so students will be open to sharing new ideas.

Story telling Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Students also can tell riddles or jokes. For instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes as an opening. In this way, not only will the teacher address students’ speaking ability, but also get the attention of the class.

Interviews Students can conduct interviews on selected topics with various people. It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized. After interviews, each student can present his or her study to the class. Moreover, students can interview each other and "introduce" his or her partner to the class.

Story Completion This is a very enjoyable, whole-class, free-speaking activities for which students sit in a circle. For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed to add from four to ten sentences. Students can add new characters, events, descriptions and so on.Reporting Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class.?

Picture Narrating This activity is based on several sequential pictures. Students are asked to tell the story taking place in the sequential pictures by

paying attention to the criteria provided by the teacher as a rubric. Rubrics can include the vocabulary or structures they need to use while narrating.

Picture Describing Another way to make use of pictures in a speaking activity is to give students just one picture and having them describe what it is in the picture. For this activity students can form groups and each group is given a different picture. Students discuss the picture with their groups, and then a spokesperson for each group describes the picture to the whole class. This activity fosters the creativity and imagination of the learners as well as their public speaking skills.

Find the Difference For this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis. Students in pairs discuss the similarities and/or differences in the pictures.

Suggestions for Teachers in Teaching SpeakingHere are some suggestions for English language teachers while teaching oral language:

Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.Try to involve each student in every speaking activity; for this aim, practice different ways of student participation.Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students.Indicate positive signs when commenting on a student's response.Ask eliciting questions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more.Provide written feedback like "Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the materials and efficient use of your voice…"Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech.Involve speaking activities not only in class but also out of class; contact parents and other people who can help.Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs.

Provide the vocabulary beforehand that students need in speaking activities.Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language.sUBTOPIC III: ASSESSMENtPart 1: Defining speaking for Assessment PurposesValues in fair assessment practices:Transparency- of the meaning and role of the assessment in society. Coherence – between learning, teaching, assessment, and score use Shared understanding- of the meaning and purpose of the assessmentValidity- of the scores for the intended purposeReliability- or consistency of measurement.Why do we assess speaking skills?Important part of lifeImportant part of a language curriculumAssessment needs to reflect thatImportant to define in ensuring fairnessRubric in assessing Teaching of Speaking:

Apprentice

Basic

Learned

Exemplary

Vocal Expression-Expressiveness 

(Voice Usage)Vocal Expression-Audibility (Appropriateness of the vocal volume used by the speaker)Vocal Expression-Clarity (Distinctness of the articulation and pronunciation of words)Physical Expression-Eye

Contact (Degree to which the speaker maintains eye contact with the listener(s))Physical Expression – Bodily Movement (Movements of the entire body as well as facial expression, and to the use of gestures)Adaptation to Audience (Extent to which the speaker uses language and conventions appropriate for the listener/audience).Support and Elaboration-Illustrating, Exemplifying, Clarifying and Documenting (The way the speaker works with each idea).

Subtopic IV: materials and materials preparation The materials needed in teaching of speaking are the following:Tapes of poems, tongue twisters to improve Files of jokes, riddles, student anecdotes for sharing and resharing.Pictures, scribbles puppets for conversation starters.Lab materials Articles, brochures, poems, application forms, and instruction for use of equipment. Audiotapes, videotapes, podcasts, vodcasts

Kinds of instructional materials:Printed materialsTextbooks Supplemental materialsWork books Duplicated outlineTeacher- prepared study guidesReference booksPamphletsMagazines articlesNewspaperConclusionTeaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skills necessary for life. These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them.

Quiz in Teaching of Speaking:Direction: Choose the answers from the box.Name: 1.______________________ is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues.2._____________________ The activity wherein the students are asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric. 3. ____________________ This activity helps students to express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have.4.____________________Activity wherein the students will conduct interviews on selected topics with various people.5.____________________ The activity which is very similar to role-plays but what makes simulations different than role plays is that they are more elaborate.

6.___________________ It is the activity wherein the students pretend they are in various social contexts and have a variety of social roles.7. __________________ Students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news.8. _________________ The meaning and role of the assessment in society.9.________________ The meaning and purpose of the assessment.10._______________ The scores for the intended purpose

REFERENCES: http://www.nclrc.org/essentials/speaking/spindex.htmhttp://writing.colostate.edu/guides/teaching/esl/speaking.cfmhttp://www.nclrc.org/essentials/speaking/developspeak.htm

WRITTEN REPORT

Subject: Teaching of Speaking, Listening, and ReadingDay/Time: MTH/10:00-11:30am

1st Semester : SY 2015-2016Topic: Teaching of ReadingTEACHING OF READINGReading is one of the most important things that a child should learn, That's why it is more important to teach Reading effectively. There are three main goals of Teaching of reading: First, is of course, good comprehension, second is to give motivation to read and enjoyment of reading, the last one is to provide a foundation for lifelong habits through literacy.

APPROACHES TO THE TEACHING OF READINGCLOZE PROCEDURECloze procedure is a method which encourages learners to develop and rely upon their own ability to predict meaning in what they are reading, through the use of context clues and their own previous knowledge.The method involves deleting certain words or letters from a text and leaving an underlined blank space. Learners can then read the passage to themselves, guessing at the missing words or letters and filling in the blanks. It should be emphasized that there are no right or wrong answers – whatever makes sense when read back is okay.It is important to avoid leaving too many blank spaces because the reader may become frustrated by the break in the flow of their reading. About one deletion for every ten words is the maximum

Interview Speaking Validity Shared understanding Story telling Simulations Role plays Transparency Reporting Picture narrating

recommended. Read the Cloze passage yourself to check that it isn’t too difficult and that not too much meaning has been lost through deletion.The Cloze method can be used for a number of different purposesTo assess comprehension. Using Cloze procedure gives a good idea of the reader’s potential for understanding a passage. Cloze can test:

word recognitionthe use of semantic and syntactical information to predictability to seek meaning outside the context of the immediate sentence

To develop prediction skills for reading. It is best to eliminate words central to the meaning of the passage, so that an appropriate word should spring easily to mind.

To emphasize grammatical points. In this case it is best to leave out only those words that are the same part of speech (e.g. adjectives, adverbs, prepositions etc.).

To highlight spelling patterns. As with grammatical points, you can eliminate words that begin or end with the same letter combinations, vowel sounds or rhyming patterns.

PHONICS-BASED TEACHINGThe phonics approach tries to create an association in the child's mind between the 'graphemes' (written symbols) and 'phonemes' (sounds) of language. Through the use of repetitious exercises to drill this link between text and sound, teachers aim to build a familiarity and comfort with the basic building blocks of written texts.Once the child has achieved this proficiency, teachers then encourage them to blend the individual written elements together to produce whole words; this is known as the 'synthetic approach'. As such, synthetic phonics is described as a bottom-up approach which builds towards comprehension through a journey from the smallest elements of written texts.Advocates of synthetic phonics claim that an emphasis on the child's ability to 'decode' written texts is essential for creating a foundation on which an understanding of meaning can be constructed.Its detractors, on the other hand, decry the rigour and repetition of phonics, arguing that children are often bored and disengaged by the slavish focus on rules and individual sound-text associations.

The discipline required for this approach gives it a traditionalist, back-to-basics quality that has a recurring appeal for generations of educators.MULTI-SENSORY APPROACHMulti-Sensory approaches teach reading and writing (including spelling) through using Auditory (hearing), Visual (sight) and Kinesthetic (movement/touch) pathways. This gives multiple pathways for the information to reach the brain. It is diagnostic as it involves constant testing and reflection on the knowledge of the student. It is systematic and seeks to unite the components of written language. Thus it treats sound-symbol knowledge, oral language (grammar and pronunciation), written language conventions and handwriting in an organised and integrated fashion.Teaching and learning in this way is an exciting journey of discovery. It is a fast paced and creative process where learning is fun since each small step is mastered and the learner is aware of what they have gained. Everyone now can call themself a success. Confidence is built through growing mastery of written language. The students can see themselves as successful learners and this helps each individual learner gain independence and a great “can do” attitude. Basal Reader ApproachThe basal reading approach is a method of teaching children to read that employs books, workbooks and activities in a sequence in which each book or activity is designed to build on the skills learned previously. The word “basal” means “basis” or “fundamental.

Role of the teacher:To determine the scope and mechanics of instructions.To pre-teach the vocabularyTo model fluent reading To model reading strategiesLiterature- Based Approach

The literature-based approach uses the author’s original narrative and expository writings as the core experiences to support the children literacy. This also means that literature is the basis for classroom instructions.

Role of the teacher:Plans and supports activities that allow the children to do things naturally does with literature.Plans and teaches mini-lessons using the literature as a model for a learning need of skill or strategy.By reading aloud to students, the teacher models language,Plays as the decision maker and mentor.

Language Experience ApproachThe language-based approach is a method that promotes

reading and writing through the use of personal experiences and oral language. In this approach the materials are learner generated, all communication skills are integrated which are the reading, writing, listening and speaking, the difficulty of vocabulary and grammar are determined by the learners own language use and the learning and teaching in his approach is personalized, communicative and creative.

Role of the teacher:To model the writing and the thinking by thinking aloud process.To develop writing skills and introduce different writing genres through mini-lessons.To promote reading strategy for them to remember what are they writing.To develop purpose of writing.To demonstrate writing conventions.Balanced Approach

This is an approach which combines the skills of language experience approach and basal reader approach. It incorporates all reading approaches realizing students need to use multiple strategies to be come proficient readers. It also combines themed, guided instruction with independent work in reading, writing and oral language. This develops a balanced approach where the students are learning to understand the text as well as how to read them.

Role of the teacher:To encourage the students to develop their interests and abilities.To create a classroom environment that supports emerging readers and writers through scaffolding, monitoring, and facilitating classroom talks.To maintain an environment that places emphasis on meaningful dialogue, negotiated meaning and understanding facilitates authentic literacy experiences. Strategies and Techniques in Teaching Reading Using Reading Strategies Effective language instructors show students how they can adjust their reading behaviour to deal with a variety of situations, types of input, and reading purposes. They help students develop a set of reading strategies and match appropriate strategies to each reading situation. Strategies that can help students read more quickly and effectively include Previewing: reviewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection

Predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and content Skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions Guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up Paraphrasing: stopping at the end of a section to check comprehension by restating the information and ideas in the text Instructors can help students learn when and how to use reading strategies in several ways. By modelling the strategies aloud, talking through the processes of previewing, predicting, skimming and scanning, and paraphrasing. This shows students how the strategies work and how much they can know about a text before they begin to read word by word. By allowing time in class for group and individual previewing and predicting activities as preparation for in-class or out-of-class reading. Allocating class time to these activities indicates their importance and value. By using cloze (fill in the blank) exercises to review vocabulary items. This helps students learn to guess meaning from context. By encouraging students to talk about what strategies they think will help them approach a reading assignment, and then talking after reading about what strategies they actually used. This helps students develop flexibility in their choice of strategies.

Integrating Reading Strategies Instruction in reading strategies is not an add-on, but rather an integral part of the use of reading activities in the language classroom. Instructors can help their students become effective readers by teaching them how to use strategies before, during, and after reading. Before reading: Plan for the reading task Set a purpose or decide in advance what to read for Decide if more linguistic or background knowledge is needed Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases) During and after reading: Monitor comprehension Verify predictions and check for inaccurate guesses Decide what is and is not important to understand

Reread to check comprehension Ask for help After reading: Evaluate comprehension and strategy use Evaluate comprehension in a particular task or area Evaluate overall progress in reading and in particular types of reading tasks Decide if the strategies used were appropriate for the purpose and for the task Modify strategies if necessary Using Authentic Materials and Approaches For students to develop communicative competence in reading, classroom and homework reading activities must resemble (or be) real-life reading tasks that involve meaningful communication. They must therefore be authentic in three ways. 1. The reading material must be authentic: It must be the kind of material that students will need and want to be able to read when traveling, studying abroad, or using the language in other contexts outside the classroom. When selecting texts for student assignments, remember that the difficulty of a reading text is less a function of the language, and more a function of the conceptual difficulty and the task(s) that students are expected to complete. Simplifying a text by changing the language often removes natural redundancy and makes the organization somewhat difficult for students to predict. This actually makes a text more difficult to read than if the original were used. Rather than simplifying a text by changing its language, make it more approachable by eliciting students' existing knowledge in pre-reading discussion, reviewing new vocabulary before reading, and asking students to perform tasks that are within their competence, such as skimming to get the main idea or scanning for specific information, before they begin intensive reading. 2. The reading purpose must be authentic: Students must be reading for reasons that make sense and have relevance to them. "Because the teacher assigned it" is not an authentic reason for reading a text. To identify relevant reading purposes, ask students how they plan to use the language they are learning and what topics they are interested in reading and learning about. Give them opportunities to choose their reading assignments, and encourage them to use the library, the Internet, and foreign language newsstands and bookstores to find other things they would like to read. 3. The reading approach must be authentic: Students should read the text in a way that matches the reading purpose, the type of text, and the way people normally read. This means that reading aloud will take place only in situations where it would take place

outside the classroom, such as reading for pleasure. The majority of students' reading should be done silently. Reading Aloud in the Classroom Students do not learn to read by reading aloud. A person who reads aloud and comprehends the meaning of the text is coordinating word recognition with comprehension and speaking and pronunciation ability in highly complex ways. Students whose language skills are limited are not able to process at this level, and end up having to drop one or more of the elements. Usually the dropped element is comprehension, and reading aloud becomes word calling: simply pronouncing a series of words without regard for the meaning they carry individually and together. Word calling is not productive for the student who is doing it, and it is boring for other students to listen to. There are two ways to use reading aloud productively in the language classroom. Read aloud to your students as they follow along silently. You have the ability to use inflection and tone to help them hear what the text is saying. Following along as you read will help students move from word-by-word reading to reading in phrases and thought units, as they do in their first language. Use the "read and look up" technique. With this technique, a student reads a phrase or sentence silently as many times as necessary, then looks up (away from the text) and tells you what the phrase or sentence says. This encourages students to read for ideas, rather than for word recognition.

Reading Comprehension in Grade 7-10Grade 7Establish the relevance and unity of the elements of a text vis-à-vis its intended purpose and production milieu.Establish the validity and unity of the details of a text vis-à-vis its intended purpose and production milieu.Grade 8Identify dominant literary devices and figures of speech that add color and heighten meaning in the reading or viewing selection.Grade 9Ascertain the features of the reading or viewing selection that clarify its adherence to or dismissal of a particular tradition of literary production.Grade 10Evaluate content, elements, features, and properties of a reading or viewing selection using a set of text analysis strategies developed in consultation with peers and the teacher.

Teaching of Speaking, Listening, and Reading

Teaching of ReadingIntroduction:

The teaching of reading is very complicated, that’s why at an early age a child must know how to read in order for them to have the advantages of reading. All teachers teach reading because it is one of the most important essential in learning a certain subject. Teaching reading involves activities, assessment, and the materials to be use by the teacher in order for the students to have the ability to understand what they are reading.

Subtopic I: Activities in Teaching of Reading 5 Activities for Teaching Reading Strategies

One of the most essential reading skills is scanning for specific information. By training students to scan the page to look for key words, they learn to group specific letters together and quickly identify words, thus improving their fluency over time. 

Activities: A good scanning activity is a “running race.” To do this activity, prepare 9 or 10 questions about the details of a text; these questions should not be subjective but have one clear objective answer. Skimming is an essential skill because it previews the text for the learner. Just like knowing the topic of a conversation beforehand helps us be better listeners, knowing the main idea of a text is extremely beneficial before students begin to read closely.

Activity: Have skimming activities where you copy the text, blocking out everything but the title, pictures, first lines of each paragraph, and the last paragraph. From this information, get your students to identify the main idea and why the author is writing this story. Have a discussion about what they already know about the text and what they think they will learn in the details.

Main idea is one of the most difficult skills for students because it’s one of the only test questions where the answer can’t always be found in an exact line within the text. Students need to be able to comprehend an entire text and then decide what is the big picture idea.

Activities: Give students the “6W questions” to ask about the author’s purpose after reading an entire text. Context Clues - Many times students are too reliant on their dictionaries; they use their dictionaries every time they encounter an unfamiliar word which disrupts reading fluency and sentence comprehension. A better and more

realistic approach to help them master unknown words is discovering meaning through context. Activity: Choose a made-up word (for example, noubit ) and use it in many different contextual sentences, and ask students to determine the meaning of this non-word. Keep the same made-up word for each sentence, but use appropriate word endings to illustrate the change in part of speech (i.e. noubits, noubiting, nubition, nubitous, noubitously, etc…). Like main idea, inferences can’t be found directly in the lines of the text; you must teach your students to read between the lines. Being good at making inferences relies a lot on critical thinking skills which can be a difficult thing to teach.Activity: Using riddles with your students is a good way to illustrate the importance of inference. Start with something simple like, “I love my job. I go to the hospital everyday, and I take care of my patients. What am I?” Students should easily be able to identify the description of a doctor/nurse. Ask them how they knew that when you never explicitly stated what your job was.

These activities are very useful in the teaching of reading, it does not only enhance their reading skills but also their understanding on a certain topic they just read.

Subtopic II: Approaches in Teaching Reading Reading Comprehension Reading comprehension assessments are the most common type of published reading test that is available. The most common reading comprehension assessment involves asking a child to read a passage of text that is leveled appropriately for the child, and then asking some explicit, detailed questions about the content of the text (often these are called IRIs). There are some variations on reading comprehension assessments, however.Language ComprehensionBecause comprehension is what is being measured, language comprehension can be assessed in basically the same way reading comprehension is assessed. With language comprehension assessment, however, the child should not be expected to read any text. Everything from the instructions to the comprehension questions should be presented verbally to the child.

DecodingAs mentioned earlier, oral reading accuracy is one form of decoding assessment, but it is not a very "clean" assessment. Teachers need to be aware that, in their early attempts to acquire reading skills,

children apply many different strategies, some of which are hard to detect. Children often attempt to guess words based on the context or on clues provided by pictures — most of the time, a child’s guesses are inaccurate, and their difficulties with decoding are revealed, but sometimes the child guesses correctly, making the teacher believe that the child accurately decoded the word. 

Background KnowledgeThere are many assessments on the market that measure a child’s general knowledge of facts about the world. Usually some estimation is made of what one could reasonably expect children in the first grade to know (e.g. birds build nests in trees, or bicycles have two wheels), and the child is asked to answer these simple "fact" questions (similar to what would be found on the old intelligence tests). 

Linguistic Knowledge Linguistic Knowledge is the synthesis of three more basic cognitive elements -- phonology, semantics, and syntax. Linguistic knowledge is more than the sum of its parts, but it does not lend itself to explicit assessment.

PhonologyThe most common assessment for phonology involves discriminating between two words that sound similar. In this assessment, the child is asked to listen to the teacher say pairs of words and decide if they are the same word repeated twice (which sometimes, they should be), or if they are different words. When pairs of different words are presented, they should only differ by one phoneme (and they should be similar phonemes, such as /sh/ and /s/ or /d/ and /g/).

SemanticsSemantics is a general term that just refers to "meaning." Vocabulary specifically refers to the meaning of isolated words, and morphology specifically refers to the meaning of word parts, but semantics can generally be applied to the meaning of word parts, whole words, sentences and discourse.

SyntaxIt is difficult to assess a child’s syntactic knowledge without using printed text, but as was the case with semantics, if the child must process text to take the test, then the test becomes more of a decoding skills test than a test of syntax. It is possible to make some estimations about the child’s productive syntactic knowledge

by listening to the sentences that the child forms when he or she is talking.

Cipher KnowledgeThe best test of the child’s ability to sound out regular words is to ask them to name isolated (out of context) words that they are not familiar with. This insures that they are decoding them, and not just recognizing them or guessing based on contextual cues. Some tests simply use real, regular words that are so rare that it is unlikely that the words are familiar to the child (e.g. PUN, MOCK, LOOT), but some tests use invented or made-up words (called pseudowords) to insure that the child does not have any prior experience with the test items (e.g. PARD, ORT, SERT).

Lexical KnowledgeFirst a child learns to sound out words; then the child learns that when certain words are sounded out, they do not make sense. As we grow, and as we are exposed to more and more text, we learn new irregular words.

Phoneme Awareness Phonological awareness is a general term, and phoneme awareness is a specific term which is covered by the phonological awareness umbrella. As such, there are many tests that can be described as phonological awareness tests, but only a few of those tests are specific enough to also be called phoneme awareness tests.

Knowledge of the Alphabetic PrincipleA child’s understanding of the alphabetic principle can be assessed very early, even before the child can read or write simple words. The most direct approach is to ask the child to write words that you dictate — even if the child can not write the words accurately, her understanding of the alphabetic principle is revealed by whether or not she writes one symbol for each sound in the word.

Letter KnowledgeTypically, testing a child’s knowledge of the letters of the alphabet involves presenting the child with a page full of letters, and asking the child to name them. The page usually contains upper-case letters and lower-case letters, and a few odd characters like the two versions of the lower case "a" and the lower-case "g". This is not, however, the only approach to assessing letter knowledge.

Concepts about Print

 A child’s writing is a good way to reveal their understanding of the mechanics of text. Even children that are not writing well-formed letters can reveal what they know about print — very young children who have some experience with text "write" starting at the top, left corner of the page, writing in parallel, horizontal lines from left to right, and from the top of the page to the bottom of the page. 

There are variety of measure on how the student very well understand the subject or the story that he/she read. Reading assessments will help the teacher to know how they can help their student by teaching reading.

Subtopic III: Materials to be Use in Teaching Reading

TextbooksThese are from school; it is given to the students for them to read and understand the topics and the teacher’s guide in reading. The textbooks are based from the curriculum standards of the school.

ArticlesThe most effective way of getting information from magazines is to scan the contents tables or indexes and turn directly to interesting articles. If you find an article useful, then cut it out and file it in a folder specifically covering that sort of information. In this way you will build up sets of related articles that may begin to explain the subject.Newspapers tend to be arranged in sections. If you read a paper often, you can quickly learn which sections are useful, and which ones you can skip altogether.When we choose articles for them to read, we must pick something that they’ll get a lesson from.Power pointSome teachers use power points for the students to read the certain topic that the teacher will discuss.

These materials are very much useful in teaching reading that can help the teachers to improve their students reading skills that will allow the students ti have a high potential in learning.

Subtopic IV: Advantages of Developing Reading Ability

Educational ReasonsReading opens the door to your child's early academic success, imparts a love of learningand leads to higher grades in every subject. Numerous studies have shown that strong oral language skills are the basis for literacy development. When children learn to read at an early age, they have greater general knowledge, expand their vocabulary and become more fluent readers. They also have improved attention spans and better concentration. 

Psychological ReasonsA child who learns to read joyfully at home, at an early age, with a loving parent or caregiver, grows in self-confidence and independence. Reading promotes greater maturity, increases discipline and lays the basis for moral literacy. It sparks curiosity about people, places and things and also satisfies the child's curiosity by providing explanations of how things work. It exposes the child to a range of problem-solving techniques. In addition, early reading ignites the child's creativity and imagination.

Social ReasonsEarly readers have the opportunity to relate to their peers on a more confident, more competent level as they are already being recognized for their superior accomplishments. Such experiences increase the child's social status among peers as well as his or her self-image and self-confidence.

Linguistic ReasonsChildren who can read independently and early have more opportunities to encounter the written word. The sooner children learn how to read, the more books, knowledge, and ideas they will be exposed to. The result? Improved linguistic skills in the form of a richer vocabulary, correct grammar, improved writing, better spelling and more articulate oral communication.

Conclusion:

The teaching of reading is essential especially for a language teacher. Teaching reading is one of the macro skills that is complicated to teach that is why all teacher must be able to know how to teach to their students how to read and understand what they are reading. The purpose of teaching has an access also on literature that would allow student to appreciate whatever they are reading especially the books that will help them to improve their skills.

Reading is an activity with purpose, you don’t only read because you have to but because you need to. A person should read in order to gain more knowledge or information on a certain topic. A teacher should teach reading because it is one of the only way how you will know the status of your students.

The purpose for reading also determines the appropriate approach to reading comprehension. Reading has the advantage of improving a student’s academic status, and social status. The purpose(s) for reading and the type of text determine the specific knowledge, skills, and strategies that readers need to apply to achieve comprehension.

Quiz:

It previews the text to the learners.ScanningSkimmingContext cluesInferencesA better and more realistic approach to help them master unknown words is discovering meaning.SkimmingScanningMain IdeaContext cluesIt can’t be found directly in the lines of the text; you must teach your students to read between the lines.InferencesMain IdeaContext cluesSkimmingOne of the most difficult skills for students because it’s one of the only test questions where the answer can’t always be found in an exact line within the text.Main IdeaScanningContext cluesInferenceThis activity is training students to scan the page to look for key words, they learn to group specific letters together and quickly identify words, thus improving their fluency over time.Context cluesSkimmingScanning

InferencesThis assessment involves asking a child to read a passage of text that is leveled appropriately for the child.Language comprehensionDecodingReading comprehensionLetter knowledgeThis is the synthesis of three more basic cognitive elements -- phonology, semantics, and syntax.DecodingReading comprehensionLetter knowledgeLinguistic knowledgeAs we grow, and as we are exposed to more and more text, we learn new irregular words. What is this called?Letter knowledgeLinguistic knowledgeLexical knowledgeCipher knowledgeIt can be assessed very early, even before the child can read or write simple words.Linguistic knowledgeCipher knowledgeLetter knowledgeKnowledge of the Alphabetic PrincipleTypically, testing a child’s knowledge of the letters of the alphabet involves presenting the child with a page full of letters, and asking the child to name them.Cipher knowledgeLinguistic knowledgeLexical knowledgeLetter knowledge

Teaching of Speaking, Listening, and Reading

Teaching of Speaking

Group leader: Manalad, Juan CarlosMembers: Aceveda, Jemalyn Beatriz

Bustillos, Ritchie AnneFajardo, Aiya Justeen

Rivera, Vanessa MaeTarusanan, Andrea

Introduction:

Speaking is about using our mouth and vocal cords to make sounds that people understand as language.  It certainly involves other elements like grammar and vocabulary. We used speaking to communicate to others, of course speaking is part of our daily routine which we cannot control by our mouth. We speak to express ourselves, we speak to tell something important to others, and as a future teacher we are not teaching them to speak, because they already knew it. They are not an infants or a baby. Our role is to help them to improve fluency in speaking of English, to enhance proper pronunciation and to develop their enunciation-saying words, phrases clearly.

Subtopic: Goals of Teaching of Speaking Goals in teaching of Speaking

Communicative EfficiencyAbility to make themselves understood using their current proficiency.Organize their thoughts in a meaningful and logical sequence.To avoid confusion in the messageUse to faulty pronunciation, grammar or vocabularyUses word and sentence stress, intonation patterns and the rhythm of the second language.To observe the social and cultural rules in each communication situationSelect appropriate words and sentences according to the proper social setting, audience, situation and subject matter. ∴ Rather than pure memorization, providing rich environment where meaningful communication takes place is desired.

Subtopic II: Content of Speaking (Gr.7-Gr.9 Competencies)Grade 7:uses the right stress, intonation, phrasing, tone etc. uses appropriate verbal and nonverbal turn-taking, turn-giving. Talks about significant human experiences and ideas on literaty or expositore reading.Grade 8: varies the stress, intonation, phrasing etc. uses appropriate verbal and nonverbal strategies. And provide structure feedback on the quality of spoken.Grade 9: Employ effective and appropriate non-verbal communication strategies Use the appropriate suprasegmentals: pitch, stress, juncture, intonation, etc. Use appropriate multi-media resources appropriately, effectively and efficientlyGrade 10: Identify the factors of public speaking Describe and interpret the ethics of public speaking Employ the techniques in public speaking in a sample public speaking situation

Subtopic III: strategies for Developing Speaking SkillsUsing Minimal Responses

It is predictable and it is often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying.

Strategy: Encourage them by helping them to build up a stock of minimal responses that they can use in different types of exchanges.

Effect: Enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response.

Recognizing Scripts

Associated with a predictable set of spoken exchanges – Greetings, apologies, compliments, invitations and other functions that are influenced by social and cultural norms often follow patterns or scripts.

Strategy: Do the transactional exchanges involved in interactive activities such as obtaining information and making a purchase.

Effect: Making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Students can also practice in managing and varying the language that different scripts contain.

Using Language to Talk about Language

Learners tend to pretend that they understand the speaker when actually they do not and they feel shy or embarrassed to say anything because they think that there conversation partner has not understood them.

Strategy: (1) Give students strategies and phrases to use for clarification and comprehension check. (2) Assure them that misunderstanding and the need to clarification can occur in any type of interaction whatever the participant’s language skill level is. (3) Create an authentic practice environment within the classroom itself.

Effect: Students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.

Subtopic IV: Approach to the Teaching of SpeakingThe key aim for most learners is spoken fluency. English in

common supports fluency by providing approaches to teaching of speaking. As a teacher of speaking we need to draw on more than one approach and use varieties of instructional tools such as: audiotapes, videos, multimedia computer technology.Here are some approaches to the teaching of speaking:‘How to boxes’ that teach key discourse strategies. Model that provides support for the students.Tasks that motivate the learners to communicate.Interesting discussion topics.

Subtopic V: Techniques in Teaching of SpeakingThere are 3 main and common techniques in teaching of

speaking. First is the Language input that comes in form of listening activities, teacher talk and reading passages and it can be in the content oriented input which focuses on information and descriptions then the other one is called form oriented input which focuses on ways of using the language in different purposes with specific competence. The second technique is called Structured output that focuses on correct form, students can use different ways of responses provided that the options includes the form that has been introduced by the teacher. Lastly, the communicative output which is the main goal is to complete a task, accuracy is not a consideration unless the lack of it interferes the message.Conclusions:

Teaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that a teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking activities can contribute a great deal to students in developing basic interactive skills necessary for life. These activities make students more active

in the learning process and at the same time make their learning more meaningful and fun for them.

Quiz:Speaking is key to communication.TrueFalseMaybeI don’t knowSpeaking is part of what?Four language skillsTalentsDreamsBodyIn our own language speaking is usually the _______ language skill that we learn.FirstSecondThirdFourthSpeaking is the delivery of language through _______ .HandsFeetMouthEyesSubject: Teaching of Speaking, Listening and Reading.

Date/Time: MTH/8:30-10:00Semester/School Year:1stsem/SY: 2015-201

Group #: Group 1GoalsInstructors want to produce a well-educated student. In terms of listening, the main goal of an instructor is to produce students with confidence to fend themselves in communication situations.ContentIn the K-12 English Curriculum Guide for English, the content of listening are:Grade 7:To recognize prosodic features, listen for important points, note the changes in volume, projection, pitch, stress, intonation, juncture and rate of speech that affect meaning.Use listening strategies based on purpose, familiarity with the topic and levels of difficulty of short text, note specific details/elements of the text, determine the tone and mood of the speaker or characters, infer the purpose, make predictions about the content, infer thought and feelings expressed, Note specific details,

Recognize main points and supporting ideas,Determine the worth of ideas mentioned in the text listened to, and to recognize main/key ideas and to recognize signals/cues to determine the order of ideas/events.Determine the order of ideas as signaled by cues, Follow steps in a process Identify the persons speaking and addressed, and the stand of the, speaker based on explicit statements made, Formulate predictions about the contents of the text, Determine the intentions of speakers by focusing on their unique verbal and non-verbal cues, Predict the outcomes of a verbal exchange listened to and their possible effects on the speakers, and Express appreciation for entertaining texts (anecdotes, jokes, fables, myths, tales) by recognizing the punch linesGrade 8:Listen for important points signaled, Determine how these serve as carriers of meaning, Note the changes that affect meaning in, volume, projection, pitch, stress, intonation, juncture, and rate of speech.Employ appropriate listening skills and strategies suited to long descriptive and narrative texts, Employ projective listening strategies with longer stories, Infer dominant thoughts and feelings expressed in the text listen, Listen to paraphrase information/ideas, Determine the target audience of a listening text and the objective/s of the speaker, Use text type knowledge (narrative in literature, instructions, explanation, factual and personal recount, persuasive, expository) to process information in a text.Infer the theme, Judge the relevance and worth of ideas presented, Employ different listening strategies suited to the topic, purpose, and level of difficulty of, Judge the relevance and worth of ideas presented, Determine the stand of the speaker on a given issue presented in, Distinguish facts from opinion cited in, Employ different listening strategies suited to the topic, purpose, and level of difficulty of, Determine various social, moral, and economic issues discussed in, Predict what is to follow after a segment of a, Infer thoughts and feelings expressed in a, and Raise questions about the text listened to. Process speech delivered by making inferences from what has been listened toGrade 9:Process information mentioned in the text, Paraphrase the text, Make decisions based on what is, Draw generalizations and conclusions from the material, Compare and contrast information, Make a stand based on the text, Draw conclusions based on the text, Share personal opinion about the ideas, Compare and contrast ideas, Judge the relevance and truthfulness of the ideas listened to.Perform a task by following instructions, Accept or reject ideas mentioned, Judge the relevance and worth of ideas presented,

Make inferences from what was said, Anticipate the points that will be made based on the speaker’s purpose, Analyze the content and feeling levels of utterances in persuasive texts, Reflect on the ideas of the speaker, Recognize faulty logic, unsupported facts, and emotional appeal, Provide appropriate and critical feedback/ reaction to a specific context or situation, Get the different sides of social, moral, and economic issues affecting the nation, Employ analytical, Analyze the stand of the speaker based on the explicit statement made, Differentiate biases from prejudices, and Make generalizations.Infer thoughts, feelings and intentions of, Agree or disagree with the ideas of, the speaker.Analyze the content and feeling levels of utterances in, Shift from one listening strategy to another based on topic, purpose, and level of difficulty of the argumentative or, Listen to get important information from argumentative or, persuasive texts.

Grade 10:Get information that can be used in everyday life from news reports, speeches, informative talks, panel discussions, etc., Determine the implicit and explicit signals, verbal, as well as non-verbal, used by the speaker to highlight significant points, Single out direct and indirect signals used by a speaker, Point out the effectiveness of the devices used by the speaker to attract and hold the attention of the listener, Make generalizations, Show appreciation for songs, poems, and other listening texts.Examine how spoken communication may be repaired or enhanced, Switch from one listening strategy to another to extract meaning from the listening text, Assess the effectiveness of a material listened to taking into account the speaker’s purpose, Assess whether the speaker’s purpose is achieved or not, Evaluate listening texts in terms of accuracy, validity, adequacy, and relevance, Employ analytical listening in problem solving, Detect biases and prejudices, Determine unsupported generalizations and exaggerations.Listen to simplify, reorganize, synthesize, and evaluate information to expand, review, or update knowledge, Distinguish the important points from less important ones in a text listened to, Summarize important points discussed in the text listened to, Raise questions and seek clarifications on issues discussed in the text listened to., Get different viewpoints on various local or global issues, React intelligently and creatively to the text listened to, React to the falsity or soundness of an argument.Show appreciation for, Describe the emotional appeal of a listening text, React intelligently and creatively to the text listened to, Listen to simplify, reorganize, synthesize and evaluate information to

expand, review, or update knowledge, Get different viewpoints on various local or global issues, Distinguish the important points from less important ones in any listening text, Get different viewpoints on various local or global issues, Distinguish the important points from less important ones in any listening text, Summarize important points discussed in the text listened to.Conclusion:

With this, I can conclude that in the K-12 curriculum guide for English, just like in the other curriculum guide for other subjects, the focus of this is the outcome. It focuses on how the students will apply the things that they learn from the classroom, their classmates and especially from their teachers.

It is also evident that the comprehension for listening in the K-12 Curriculum is mainly focused on listening to texts and then letting the students give the meaning of these texts the students listen to.Listening StrategiesListening strategies are techniques or activities that contribute directly to the comprehension and recall of listening input. Listening strategies can be classified by how the listener processes the input.Top-down strategies are listener based; the listener taps into background knowledge of the topic, the situation or context, the type of text, and the language. This background knowledge activates a set of expectations that help the listener to interpret what is heard and anticipate what will come next. Top-down strategies includelistening for the main ideapredictingdrawing inferencessummarizingBottom-up strategies are text based; the listener relies on the language in the message, that is, the combination of sounds, words, and grammar that creates meaning. Bottom-up strategies includelistening for specific detailsrecognizing cognatesrecognizing word-order patternsStrategic listeners also use metacognitive strategies to plan, monitor, and evaluate their listening.They plan by deciding which listening strategies will serve best in a particular situation.They monitor their comprehension and the effectiveness of the selected strategies.

They evaluate by determining whether they have achieved their listening comprehension goals and whether the combination of listening strategies selected was an effective one.

Listening TechniquesThe best way to improve is to listen to English. A lot. There's no way around it; you have to spend hours and hours listening to people speaking English. Listen to things that interest you. If you don't enjoy something, it's going to be hard for you to continue. You'll get bored and stop.Other listening tips:The amount of listening that you do is the most important thing. But you can also improve the quality of your listening practice. Here are some things to think about:Interactive listening is best. In other words, it's better to talk with someone than just to listen to a recorded TV show, radio program, or podcast. When you talk to people live, you listen more carefully, and you also think about how you're going to respond.Don't just listen to the same kind of English all the time. Don't just listen to the news, or only watch TV comedies. Expose yourself to a variety of different kinds of situations and topics.Try listening Prefer English captions to subtitles in your native language. When you read subtitles in your language, it keeps your brain locked into "native language mode". English subtitles are good, though. They help you to match words that you know with their natural pronunciations.Approaches

Most students nowadays use different gadgets that distract them from learning. Here are some approaches in teaching listening skills:Interpersonal Activities

One way for the students to develop listening skills is through interpersonal activities like interviews and storytelling. First is to divide the class in smaller groups and then give them tasks to accomplish. Let one of the students to interview another student using news articles. In storytelling activity, let the students interact from one another but first the teacher must provide a story or a question for them to start the interaction.

Group Activities

In this activity, it requires larger group because it’s also a helpful approach in teaching listening skills. For the first part of the activity, divide the class into five groups and give them a topic for them to use in their discussion. Encourage the students to ask clarifying questions during the activity and let them to takes notes if needed. Then let the students to take notes only after their group discussion. For the second part, let the students interact with the other group members without taking notes. It will help them to improve their listening skills. In addition, this will also help them to be aware in the time where they can speak and listen.

Audio Segments

Teachers can also teach listening skills by the use of radio or any other gadgets that produce sounds. First is to let the students listen to a live broadcast or news and let them to take notes during the activity. As they gain confidence and experience in this activity, repeat the process but instruct them to take notes only after the audio segment has ended.

Video Segments

Like in the Audio segments, this is also a helpful approach that involves news program, documentary films, interview segments and other videos that are educational. First, watch the segment without any sound and discuss it together. Encourage the students to identify what they think will be the content of the segment. Then, watch the segment again, this time with sound, allowing students to take notes if helpful for their skill level. After the completion of the video segment, you can have students write a brief summary of the segment, or you can take time to discuss as a group how the segment compares with the students' expectations.

Instructional Tips

Whatever method you use for teaching listening, keep a few key instructional tips in mind that will help both the teacher and the students navigate the learning process. One, keep your expectations simple, as even the most experienced listener would be unable to completely and accurately recall the entirety of a message. Two, keep your directions accessible and build in

opportunities for students not only to ask clarifying questions, but also to make mistakes. Three, help students navigate their communication anxiety by developing activities appropriate to their skill and confidence level, and then strengthen their confidence by celebrating the ways in which they do improve, no matter how small.

In order for the students to learn and comprehend very well, it is necessary for them to become effective listeners. Teachers use different approaches in a non-threatening way for the students to cooperate with them. Using different and effective strategies and techniques in teaching will help the students, not just inside the classroom but they can also use it in their daily life.1ST SEM: SY 2015-2016Group #: 6Topic: Teaching NarrativesA. Goals in Teaching NarrativesB. Strategies in Teaching NarrativesC. Activities in Teaching NarrativesD. Assessment

Group Leader: Madeline Audrie TanMembers: Ritchie-Anne BustillosGeenross Ashley LumbangAxel Rose Mitchell RetananMary Joy VillalinoINTRODUCTIONNARRATIVE – Latin verb narrare, “to tell”, which is derived from the adjective gnarus. “knowing” or skill. - is any report of connected events, actual or imaginary, presented in a sequence of written or spoken words, or still or moving images.Narrative can be organized in a number of thematic and/or formal categories:Non-fiction – definitely including creative non-fiction, biography, journalismFictionalization of historical events – anecdote, myth, legendFiction proper – literature in prose and sometimes poetry; short stories, novels and narrative poems and song, etc.

GOALS IN TEACHING NARRATIVESStories create a learning situation

Allows our mind to think outside the box of our own experiences and develop ways to problem-solve.Allows us to identify with the theme and character of the story and to see their way of thinking.It can change a student’s perspective.Stories allow expressionAllows us to act out the story with voices and faces, creating ownership of the story, which is beneficial in relation to what is going on our lives.Stories exposes us to different worlds and make situations realIt activates background knowledge and invokes emotions which helps us learn and retain information better and later apply concepts to our lives.Stories are less abstract and can be very powerful fur putting ourselves in someone else’s shoes and assisting them to see solutions and alternatives to their problems.Stories make learning funStories keep the classroom lively for the teacher and when there is laughter then the students are engaged in learning.It is more interesting and less boring and definitely piques our interest.

STRATEGIES IN TEACHING NARRATIVES

CHOOSE AN APPROPRIATE TOPIC OR TEXTChoose a topic that is appropriate for the age of the reader and a text in which the student can relate.HAVE A SMALL DISCUSSIONThis includes the discussion about the terms used in the text, the plot settings and the characters of the narrative.USE ANIMATIONS OR OTHER PICTURE TO CATCH THE READER’S ATTENTIONThis will help the readers to visualize the real situation in the text.COLLECTING AND STUDYING ORAL NARRATIVESStudents can ask adults different narratives and they can study a recording and transcribe the narrative in it.RELATE THE STORY WITH THE REAL-LIFE SITUATIONRelate the story in the experiences or events that you encounter.SHARING OF INSIGHTSShare your feelings and ideas about the narrative.INFERRING SPEECH ACTSLet the students make a role playing to test their knowledge about the narrative.

ACTIVITIES IN TEACHING NARRATIVES

FRIENDLY LETTERSSuggest that students narrate a recent autobiographical incident as part of a letter to a friend or relative.CLASS REPORTSSuggest that as a follow-up to a field trip or science investigation, students write a sequential narrative about the experience.IMAGINATION DIARIESAsk students to project themselves ten or twenty years into the future. Ask them to write journal or diary entries based on what they predict or imagine themselves doing in this future time. POSTCARD MINI-NARRATIVESUse postcards of your community or state, or repros of photos of local sites or of your own class’s trips or projects as materials. Ask students to use scrap paper to rough-draft three or four sentences that narrate in sequence an event related to the picture and then to write the proofread sentences as the postcard message. Encourage students to address and send their postcards.SILENT DIALOGUESPartners choose a book or story and two characters in it to represent. The students/characters then write notes to one another about big issues or events in the story. Partners may wish to use play-script form.USING ILLUSTRATIONSStudents choose an illustration in a book they’ve finished reading, then write freely about all that the illustration shows or predicts about the story.

LITERARY RECIPESStudents choose a book they like, then—using an index card—list the “ingredients” and “directions” the writer has used to “cook” a good story.CHARACTER ADVERTISEMENTSAsk students to choose a favorite character from a story, then write and illustrate and advertisement that aims to convince other readers why they’ll enjoy reading about the character. Students may want to post their ads on a class bulletin board.

ASSESSMENT  In assessing a narrative, you should not focus only on the grammar and spelling aspect. You also need to criticize what is the

content of the narrative such as the describing of the characters and the setting. You also need to see if the student starts his/her narrative with an effective lead. This rubric below is just an example of how can you criticize a student's narrative but do not be confuse and only stick to this rubric because you can use your own rubric based on what you want to achieve and what you want to see in your student's narrative.

NARRATIVE ESSAY RUBRIC

Objective 

0 pointsDid not attempt

1 pointMade some attempt

2 pointsMade an good attempt

1. Started using an effective lead 

     

2. Used details to describe characters 

     

3. Used details to describe the setting 

     

4. Used quotation marks when characters spoke.  

     

5. Kept narration clear 

     

6. Wrote appropriate paragraphs (didn't skip lines). 

     

7. Indented paragraphs 

     

8.  Created Conflict 

     

9.  Resolved Conflict 

     

10.  Used figurative language to create a sense of vertical time.

      

 Total: ________________

WRITTEN REPORT

Topic: Teaching of LiteratureA. History of LiteratureB. Development of the Teaching of LiteratureC. Approaches in the Teaching of LiteratureD. Strategies in the teaching of literature

INTRODUCTIONStudents nowadays have been introduced to many kinds of technologies and it’s a great challenge for every teacher and becoming one, on how they would deal and teach their students in a way that they will be interested in literature despite of the presence of technologies. The purpose of this report is to help our teachers with the different kinds of strategies that they might use in teaching of literature, and introduce to them the different approaches that may help them conduct a teaching process that would help their students understand the history, development and the factors that we need to consider in teaching of literature.

The History of teaching of literatureThe teaching starts when the printing press was made by

Johannes Gutenberg because of the mass production of books. Mostly the topic of literature are about religion, morality or values and the government and when there is a common language that some countries know and they use it as a key to learn literature. It also serves as a chance to draw moral, ethical, and philosophical qualities and meanings of older studies from a richer and broader source of literature not only for one country. Teaching of literature emphasize three core skills: analyzing literature, a process which requires logic and reflective analysis; creativity and imagination with regards to the production of good writing; and an understanding of different cultures, civilizations, and literary styles from various time periods.

Development of the Teaching of Literature

What is literature? First of all, any method or approach towards using literature in the classroom must take as a starting point the question: What is literature? The Macmillan English Dictionary gives the following definition: Literature/Noun 1. Stories, poems, and plays especially those that are considered to have the value as art and not just entertainment (c) Macmillan Publishers Ltd. 2003 many authors, critics and linguists have puzzled over what literature is. One broader explanation of literature says that literary texts are products that reflect different aspects of society. They are cultural documents which offer a deeper understanding of a country (Basnet and Mountfold 1993). Other linguists say that there is no inherit quality to a literary text that makes a literary text, rather it is the interpretation that the reader gives to the text (Eagletoon 1983). This brings us to back to the above definition in the sense that literature is only literature if it is considered as art. Before doing any study of a literary text with your learners, one idea would be ask to them what they think literature is. Attached below is a short discussion lesson you can do with your students on the subject “What is literature?” Why use literature? There are many good reasons for using literature in the classroom.

Here are a few more:

-Literature is authentic material. It is good to expose learners to this source of unmodified language in the classroom because the skills they acquire in dealing with difficult or unknown language can be used outside the class. -Literature encourages interaction. Literary texts are often rich in multiple layers of meaning, and can effectively mine for discussions and sharing feelings or opinions.-Literature expands language awareness. Asking learners to examine sophisticated or non-standard examples of language (which can occur in literary texts) makes them more aware of the norms of language use (Widdow, 1975 quoted by Lazar 1993). -Literature educates the whole person. By examining values in literary texts, teachers encourage learners to develop attitudes towards them. These values and attitudes relate to the world outside the classroom.-Literature is motivating. Literature holds high status in many cultures and countries. For this reason, students can feel a real sense of achievement at understanding a piece of highly respected literature. Also, literature is often more interesting than the texts found in course books.

APPROACHES IN TEACHING LITERATURE

There are three approaches in teaching literature:Cultural ModelWhich is the traditional approach to teaching literature that requires learners to explore and interpret the social, political, literary and historical context to a specific text, this model will encourage learners to understand different cultures and ideologies in relation to their own.Language ModelThis enables learners to access a text in a systematic and methodical way in order to exemplify specific linguistic features.Personal Growth ModelThis approach attempts to bridge the two other approaches by focusing on the use of a particular language in a text as well as placing it in a specific cultural context, learners are encourage to express their opinions, feelings and make connections between their own personal and cultural experiences.

STRATEGIES IN TEACHING LITERATUREThe teachers could use different kinds of strategies in teaching of literature. To help our students in their learning and enables them to understand the literature in a better and much exciting ways. These are some useful strategies that still applicable in teaching of literature:CHARACTER CHARTSIt can be used to help students organize information about major and minor characters in a text.It is a useful tool for writing essays and studying for tests.It is often used to record information about literacy characters.CHUNKINGA strategy that helps student breakdown difficult text into more manageable pieces.This strategy can divide content into smaller parts that help students identify key words and ‘ideas.It develops students’ ability to paraphrase, and makes it easier for students to organize and synthesize informationINTRODUCINGA NEW BOOKIt is a pre-reading activityIs an effective way to introduce students to a new book from a work of literature to a historical bookCan provide students with context that will help them engage with the material

LIFE ROAD MAPS (Who we are and where we’ve come from)

It will help students better understand key life events of historical or literary figures by focusing attention on the many factors which have contributed to the array of choices they have made.This strategy can also be a part of a RESEARCH PROJECT, ASSESSMENT TOOL, FOCUS ON STUDENTS’ OWN DECISIONS, and HELP THEM REFLECT ON KEY CHOICES. Those have shaped their identity.

READ ALOUDReading text aloud provides a way to help all students access the material and develop students’ as active listeners.Listening to proficient readers provides a model for fluent reading and can help students to recognize how to pronounce unfamiliar words.This can also encourage class participation and takes the focus off of the teacher as the only source of information.

READERS’THEATERIn readers’ theater, group of students are assigned a small portion of the text to presents to their peers.Readers’ theater asks students to create a performance that reveals a message, theme or conflict represented by the text.STORY BOARDThis strategy helps students keep track of main ideas and supporting details in a narrative by having them illustrate important scenes in a storyUsed to help students summarize and retain main ideas of a story they have read to them.It is an effective way to evaluate reading comprehension before moving on to more analytic tasks.

TEXT-TO-TEXT, TEXT-TO-SELF, TEXT-TO-WORLDThis strategy helps students comprehend and make meaning of ideas in the text.Can be used when reading any text-historical or literary and it can also be used with other media as well, including films.Strategy that helps student develop the habit of making these connections

Literature is filled with ideas that needed to be explored. It’s is something that the teachers should introduce to his/her students very well with the use of visuals, role play, watching movies etc. to deepen and widen their understanding about literature.We all know that literature can change our thinking, our feeling, or the way you look at things or view your life. Because there are

some books that deeply influenced and are meant to change lives that helps us to see our world in new ways. It brings us to a deeper understanding of life.

References:https://www.facinghistory.org/for-educators/educator-resources/resource-collections/literature-resource-collection/teaching-strategiesTEACHING OF literature

Monday/ Thursday; 1:00pm-2:30pm1st semester: school year 2015-1016Group 4

Topic:Values integration in teaching of literatureAssessment and evaluation in teaching of literature

Group members:ACEVEDA, Jemalyn Beatriz MAGPUSAO, Janisa DE GUZMAN, EmmanuelSANTIAGO, Franchesca Mayla Beatriz

IntroductionLearning different kinds of values is important for the students in their lives. Values are the ones which enable us to be a good person in our society. In literature, values are obtained and taught in different ways. It is also the goal of the teacher to integrate values in teaching literature. Also in literature different assessment procedure are made to know how much the students have learned on the unit in literature and what more to learn I their studies. VALUES INTEGRATION in the TEACHING of LITERATUREValues of Literature The phrase "values of literature" refers to those qualities of poems, stories, novels, etc. that make them worthwhile to read. If we feel our time reading is well spent, we can say that a work has value for us. If reading the work was a complete waste, then we might say it has no value for us. And there is a spectrum between the two extremes.

Note:This is only an example of a rubric used in assessing a play of students

students confidents, develop many skill particularly in this topic drama. When assessing the judge, teacher, etc. should be careful to the words he/she says for the

ELEMENT 1 2 3PREPAREDNESS UN PREPARED SEMI PREPARED PREPAREDORGANIZATION UN ORGANIZED SEMI ORGANIZED ORGANIZEDPROPS AND COSTUMES NO PROPS OR COSTUME NO PROPS; HAS COSTUME HAS CATUME AND PROPSSETTING (MANIPULATION PF SOUND,OBJECTS, AND SPACE TO COMMUNICATE A MOOD, FEELING, OR SETTING)

LITTLE EVIDENCE OF MANIPULATION OF SOUND,OBJECTS, AND SPACE TO COMMUNICATE A MOOD, FEELING, OR SETTING

MANIPULATES SOUND,OBJECTS, AND SPACE TO COMMUNICATE A MOOD, FEELING, OR SETTING

MANIPULATES SOUND,OBJECTS, AND SPACE AND LIGHT TO COMMUNICATE A MOOD, FEELING, OR SETTING

Literature has . . .

Entertainment value

Political Value

Artistic Value

Cultural Value

Historical Value

Philosophical Value

Moral Value

Ethical Value

if reading it . . .

Is an enjoyable way to pass the time.

Can change the way p

People live with and influence each other.

Helps us contemplate the nature of beauty and human creativity.

Sheds light on the place and time of the author of the work.

Helps one understand the past and how the world has evolved.

Explores human knowledge, how we know and what we know.

Teaches a lesson that will inspire the reader to live a better life.

Helps us ask questions related to the standards of a "good" life.

SOUND EFFECTS WRONG CHOICE OF SOUND WRONG TIMING OF PLAYING THE SOUND EFFETCS

CORRECT CHOICE OF SOUND BUT WRONG TIMING OF PLAYING THE SOUND EFFETCS

CORRECT CHOICE OF SOUND AND RIGHT TIMING OF PLAYING THE SOUND EFFETCS

ROLE DEVELOPMENT LITTLE EVIDENCE OF ROLE DEVELOPMENT

DEVELOPS A ROLE WITH THE OF OTHERS

DEVELOPS ONE OR MORE ROLES APPROPRIATE TO THE DRAMA

LOUNDNESS AND CLEARNESS OF VOICE

VOICE INAUDIBLE, WORDS UNCLEAR

VOICE INAUDIBLE, WORDS CLEAR

VOICE AUDIBLE, WORDS CLEAR

ROLE SOUNDS AND FEELING RARELY OR INEFFECTIVE USE OF TONE, GESTURE, FACIAL EXPRESSION AND VOCABULARY OF THE ROLE

USES OF TONE, GESTURE, FACIAL EXPRESSION AND VOCABULARY OF THE ROLE

SKILLFULLY AND CONFIDENTLY ADAPTS ONE, GESTURE, FACIAL EXPRESSION AND VOCABULARY OF THE ROLE

PERFORMANCE RARELY SUSTAINS ENGAGEMENT IN THE DRAMA

SUSTAINS ENGAGEMENT IN THE DRAMA BUT ONLY FOR A PORTION

SUSTAINS ENGAGEMENT THROUGHOUT THE DRAMA AND ENCOURAGES THE INVOLVEMENT OF OTHERS

AUDIENCE IMPACT DID NOT CATCH THE AUDIENCE ATTENTION, AND DID NOT MOVE THEIR FEELINGS

DID CATCH THE AUDIENCE ATTENTION, AND DID NOT MOVE AUDIENCE FEELINGS

DID CATCH THE AUDIENCE ATTENTION, AND DID MOVE THE AUDIENCE FEELINGS

ASSESMENT