COURSE OUTLINE IN Teaching English in the Elementary Grades (Language

Arts)

COURSE TITLE : Teaching English in the Elementary Grades

COURSE CODE : TEEGLANARTS

NUMBER OF UNITS : 3 UNITS

CONTACT HOURS : 3 HOURS

PREREQUISITE : 1 PURCOMM

COURSE REQUIREMENTS : Project-based Learning

Plan
Microteaching

COURSE DESCRIPTION :

This course is designed for teaching in the primary level. It will emphasize English as a second
language with main focus on language teaching methodologies to improve knowledge and
fluency in the English language in listening, reading, writing, speaking, and viewing. Use of
content in the structures of English and Children’s Literature in English will be included.
Project-based, task-based learning activities shall be considered.

COURSE LEARNING OUTCOMES:

1. Learn about the methods of teaching English as a second.

2. Learn about some of the strategies and techniques used to address specific language
skills.
3. Learn about the methods of assessing ESL student.
4. Identify the competencies in the different domains of literacy and illustrate how these are
developed in the child’s mother tongue and to his/her second language/s.
5. Use technology in designing integrated lessons and instructional materials that are
culturally relevant and developmentally appropriate for ESL student using children’s
literature in English.
6. Apply the different strategies in teaching ESL through exercises, well-developed lesson
plans, and micro-teaching activities.
COURSE CONTENT
PRELIM and MIDTERM
1.Overview of the Course
2. Perspectives on First and Second
Language Acquisition and Various Factors
that Influence Learning.
3. The Languages Curriculum in the K-12
Program
 Domains of Literacy and the
competencies to be developed in
each domain
 Literacy in the mother tongue and the
second language/s: Bridging among
languages
 K-12 Issues: ESL Standards,
Standards-based Instruction and
Assessment, Collaborating with
Mainstream Teachers and Parents
4. ESL and Bilingual Methods of Teaching
Children
5. Standards-based Unit Lesson Planning
6. The teaching of listening, reading, writing,
speaking, and viewing
7.Oral Language Development and
Grammar Awareness: Integration of
Literature and Skills
 Ways of developing oral language
 Lessons on Grammatical Structure
 Using a story as a springboard in a
grammar lesson
 Explicit instruction in a Grammar
Lesson
 Designing a Grammar Lesson
8.Developing Vocabulary and Spelling
Skills.
 Vocabulary and comprehension skills
development
 Spelling
FINALS
9. Developing reading fluency
 The difficulties in oral reading
 Strategies in developing reading
fluency
 The relationship of fluency to
reading comprehension
10. Developing Composing Skills
 Putting down ideas on paper: the
stages of writing development
 The issue on invented spelling and
mechanics of writing
 Teaching the mechanics of writing
11.Comprehension: the ultimate goal of
reading
 Listening and reading
comprehension
 Formulating questions of different
levels about selection read
 Explicit instruction of composing
skills
12. Developing Study Skills
13. Teaching the ESL Skills in an
Integrated Way
 Micro-teaching Activities
14. Addressing Differences in handling
ability differentiated instruction
 Micro-teaching activities
GRADING SYSTEM (Campus ++):

Class Standing:70%
Major Exams: 30%
Passing Percentage for General Education Subjects: 50%
Passing Percentage for Professional and major subjects: 60%

REFERENCES:

Buchanan, K. (2005). “School administrators’ guide to ESL standards.” This is published

by the TESOL (Teaching English to Speakers of Other Languages) association.
Available directly at:
http://www.tesol.org/s_tesol/bin.asp?CID=112&DID=2040&DOC=FILE.PDF.

Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading.
Reading in a Foreign Language, 14 (2). Available at: http://nflrc.hawaii.edu/rfl/

Godwin-Jones, R. (2005). Emerging technologies: messaging, gaming, peer-to-peer

sharing: Language learning strategies & tools for the millennial generation.
Language Learning and Technology, 9 (1), 17-22. Available at: http://llt.msu.edu

Poole, A. (2005). Focus on Form Instruction: Foundations, Applications, and Criticisms. The
Reading Matrix: An International Journal Online Journal, 5 (1). Available at
http://www.readingmatrix.com/articles/poole/article.pdf