Content Standard:

Oral language in English

Oral language (OL), sometimes called spoken language, includes speaking and listening—the ways that
humans communicate with one another. OL skills provide the foundation for word reading and
comprehension.

-Oral language at the core; includes, text comprehension and written awareness, phonemic awareness,
phonics and spelling, syntax, vocabulary and morphology.

Phonemic awareness (PA) is an awareness of and the ability to manipulate the individual sounds (called
phonemes) in spoken words. It is a subset of phonological awareness—the ability to manipulate oral
language at the level of word, rhyme, or syllable. PA is essential to the development of word recognition
and ultimately automatic word reading.

Phonics- use of sound/spelling correspondences and syllable patterns to help students read written
words. The ultimate goal of phonics instruction is to ensure that students can read each and every word
accurately and automatically.

Spelling, also referred to as encoding, is reciprocal to decoding. Spelling turns speech into writing (i.e.,
speech-to-print). In order to spell, we must first hear the individual sounds in a word, and then write the
letter(s) that represent the sounds. When reading, we go from print to speech.

Syntax, a linguist’s word for sentence structures, is the rule system that governs how words and phrases
are arranged into clauses and sentences. Grammar, though related, is not the same as syntax. It has to
do with the function (i.e., role) of words and phrases in a sentence.

Vocabulary refers to the body of words and their meanings that students must understand to
comprehend text. Vocabulary knowledge is one of the strongest predictors of reading comprehension.

Morphology is the study of meaningful units of language, called morphemes, and how they are
combined in forming words. For example, the word contradiction can be broken up as contra-dict-ion,
with the prefix contra- (against), the root word dict (to speak), and the suffix –ion (a verbal action).

Comprehension—the ability to make meaning—is the ultimate goal of reading. It is much more than a
collection of skills and strategies that students apply to text. It requires metacognitive skills, vocabulary,
background knowledge, and verbal reasoning ability

Written expression refers to a highly complex, cognitive, self-directed process. Higher order
components include planning, translating (drafting), reviewing and revising. The translation process
includes lower-level transcription skills (i.e., handwriting and spelling) and text generation at three
different language levels–word, sentence, and text.

Performance Standard

-Have sufficient facility in English to understand spoken discourse and to talk and interact with others
about personal experiences and text listened to or read.
Learning, Competencies

-Reading to short stories/poems and infer the character's feelings and traits.

EN1OL-Ila-j-1.1 p.18