Understanding and Appreciating The Conceptual Framework

Understanding and Appreciating th
e CF, CG, LM & TG

Grade 7 - English
Understanding and Appreciating the CF, CG, LM & TG
My first name starts wi

th C and my last name
ends with K, concepts
and principles are insi
de me.
CURRICULUM FRAMEWORK
DEPARTMENT OF EDUCATION
Session Objectives
In this learning session, the participants should

be able to:
1. discuss the English Conceptual Framework by:

• distinguishing its major components
• showing relationship among the components
• explaining how the Curriculum Guide (CG), Lear
ner’s Material (LM) and Teacher’s Guide (TG) are
aligned with the Conceptual Framework
Session Objectives
In this learning session, the participants should

be able to:
2. get familiarized with the contents of the Curricul

um Guide, Learner’s Material (LM), and Teacher’
s Guide (TG)
3. show appreciation of the curriculum in developi

ng and producing a holistic Filipino learner/chil
d
ACTIVITY 1
Group Work.
What do you dream of t

hese Filipino learners?
What to do:
1. Think of your vision for the Filipino

learners.
2. Brainstorm with your group to com

e up with only one vision.
3. Present your group’s output.
ANALYSIS
1. How do you feel about your group’s output? Why?
2. What have you envisioned for these children?
3. How can this vision be achieved?
4. What is your role in realizing this vision?
5. What have you realized from this activity?
Where is ENGLISH in the K-1
2 Basic Education Curriculu
m Framework?
Where is ENGLISH in the K-12 Basic Education C
urriculum Framework?
The K to 12 Basic Education Curriculum Framework
In order to achie
ve holistic deve
lopment, one m
ust have effecti
ve communicati
on skills which
can be learned fr
om the Languag
e subjects (such
as ENGLISH).
Understanding the English Co
nceptual Framework
COMMUNICATIVE COMPETENCE and MU
LTILITERACIES
A
S F
THINKING
S E
E E
MAKING MEANI
S NG THROUGH L D
ANGUAGE
S B
M A
E C
N K
WRITING and REP
T RESENTING
THEORIES of LANGUAGE TEACHING

THEORIES of LANGUAGE LEARNING and ACQUISITION
THEORIES of LANGUAGE
Philosophy, Rationale, and G
uiding Principles
Philosophy and Rationale
• Language is the basis of all communication and the prima
ry instrument of thought.
• Therefore, language is central to the peoples’ intellectual
, social and emotional development and has an essentia
l role in all key learning areas1.
• Language is the foundation of all human relationships.
People use language to make sense of and bring order to
their world.
• Therefore, proficiency in the language enables people to a
ccess, process and keep abreast of information, to engag
e with wider and more diverse communities, and to learn
about the role of language in their own lives, and in thei
r own and other cultures.
Guiding Principles
• All languages are interrelated and interdependent.
• Language acquisition and learning is an active process

that begins at birth and continues throughout life.
• Learning requires meaning.
• Learners learn about language and how to use it effecti

vely through their engagement with and study of texts.
Guiding Principles
• Successful language learning involves viewing, listenin

g, speaking, reading and writing activities.
• Language learning involves recognizing, accepting, val

uing and building on students’ existing language comp
etence, including the use of non-standard forms of the
language, and extending the range of language availabl
e to students.
Guiding Principles
An effective language arts and multiliteracies curriculum satis
fies the following principles:
1. develops thinking and language through interactive learni

ng;
2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understa
nding of their literacy heritage;
4. draws on informational texts and multimedia in order to b
uild academic vocabulary and strong content knowledge;
5. develops students’ oral language and literacy through app
ropriately challenging learning;
Guiding Principles
6. emphasizes writing arguments, explanatory/informative t
exts and narratives;
7. provides explicit skill instruction in reading and writing;
8. build on language, experiences, knowledge and interests t
hat students bring to school;
9. nurtures students’ sense of their common ground in usin
g language/s for communication as present or future glob
al citizens to prepare them to participate in school and in
civic life, and;
10.assesses and reflects the students’ ability to interpret and
/or communicate in the target language;
The Needs of the Learners: T
he Context
The Needs of the Learners: The Context
Generation Z – born after 1994 until 2004

Who are they?
 extremely comfortable with  social media platforms a

technology re a way to communicat  unable to a
e with the outside world nalyze com
 often terme  lead a sedent plex data a
d as digital ary life nd informa
natives  can understand and master advancement in tion
technology
 creative and c  first generation to be born wit  can email, text and
ollaborative h complete technology
use computers with
 rather stay indoors and use their
 adept at out any problems
electronics than play outdoors an
multi-tasking d be active
The Outcomes
The Outcomes
Ultimate goal of the Language Arts and Mult

iliteracies Curriculum
Produce graduates COMMUNICATIVE

(1) interacting with others
who apply the COMPETENCE
language convent (2) understanding and learning other con
ions tent areas
principles
strategies (3) fending for themselves in whatever field
skills of endeavour they may engage in
The Outcomes

Grammatical/Linguistic Discourse
Competence Competence
COMMUNICATIVE
COMPETENCE
Sociolinguistic Compete Strategic
nce Competence
The Outcomes

Traditional Literacy pra Social

ctices Literacy
The Outcomes
 The curriculum aims to help learners acquire highly-developed literacy skills t

hat enable them to understand that English language is the most widely used
medium of communication in Trade and the Arts, Sciences, Mathematics, and i
n world economy.
 Furthermore, the curriculum aims to help learners understand that English

language is a dynamic social process which responds to and reflects changin
g social conditions, and that English is inextricably involved with values, beli
efs and ways of thinking about ourselves and the world we dwell in.
 Through multi-literacy skills, learners will be able to ap

preciate and be sensitive to sociocultural diversity and
understand that the meaning of any form of communic
ation depends on context, purpose and audience.
The Conceptual Framework
LTILITERACIES
A
S F
THINKING
S E
E E
MAKING MEANI
S NG THROUGH L D
ANGUAGE
S B
M A
E C
N K
WRITING and REP
T RESENTING

COMPONENT 1
Language Learning Pr
ocess
Spiral Progression
 Skills, grammatical items, structures and various types of texts will be taught,
revised and revisited at increasing levels of difficulty and sophistication. This w
ill allow students to progress from the foundational level to higher levels of lan
guage use.
Interaction
 Language learning will be situated in the context of communication (oral and
written). Activities that simulate real-life situations of varying language dema
nds (purposes, topics, and audiences) will be employed to help students inter
act with others thereby improve their socialization skills.
Integration
 The areas of language learning – the receptive skills, the productive skills, and
grammar and vocabulary will be taught in an integrated way, together with the
use of relevant print and non-print resources, to provide multiple perspectives
and meaningful connections. Integration may come in different types either im
plicitly or explicitly (skills, content, theme, topic, and values integration).
Learner-Centeredness
 Learners are at the center of the teaching-learning process. Teaching will be d
ifferentiated according to students’ needs, abilities and interests. Effective pe
dagogies will be used to engage them and to strengthen their language develo
pment.
Contextualization
 Learning tasks and activities will be designed for learners to acquire the langua
ge in authentic and meaningful contexts of use. For example, lessons will be pl
anned around learning outcomes, a theme, or a type of text to help learners us
e related language skills, grammatical items/structures and vocabulary approp
riately in spoken and written language to suit the purpose, audience, context a
nd culture. Learning points will be reinforced through explicit instruction and r
elated follow-up practice.
Construction
 Making meaning is the heart of language learning and use. Learning tasks an
d activities will be designed for learners in such a way that they will have tim
e to reflect on and respond to ideas and information. Learners will be provide
d with sufficient scaffolding so that they will be able to reach their full cogniti
ve, affective, and psychomotor potentials and become independent learners w
ho are good consumers and constructors of meaning.
COMPONENT 2
Effective Language Use
UNDERSTANDING CULTURES
 Learning language through text types and literary appreciation exposes learner
s to different cultures of the world, including one’s culture.
UNDERSTANDING LANGUAGE
 Learners apply their knowledge of the system of the language to assist them t
o make meaning and to create meaning.
PROCESS AND STRATEGIES

 Learners select from a repertoire of processes and strategies by reflecting on t
heir understanding of the way language works for a variety of purposes in a r
ange of contexts.
COMPONENT 3
Making Meaning Through Language
THINKING
MAKING MEANI
NG THROUGH L
ANGUAGE
WRITING and REP

RESENTING

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

e heart of which is the exchange of meaning. Language learning should focus
on guiding students make meaning through language for different purposes o
n a range of topics and with a variety of audiences. Students must be able to
adapt to various situations where communication demands greatly vary.
 The skills, grammatical items, structures and various types of texts will be tau
ght, and revisited at increasing levels of difficulty and sophistication. This desi
gn allows students to progress from the foundational level to higher levels of la
nguage use.
 The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5

) intricately intertwined and integrated sub-strands (listening, speaking, reading
, writing, and viewing) that serve as building blocks for understanding and creat
ion of meaning and for effective communication across curricula.
Alignment of the Language and Literacy Domains
with the 5 sub-strands
Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING
1. Oral Language √ √
1. Phonological Awareness √
1. Book and Print Knowledge √
1. Alphabet Knowledge √ √ √ √ √
1. Phonics and Word Recognition √ √ √
1. Fluency √ √
1. Spelling √ √
1. Writing and Composition √ √ √ √
1. Grammar Awareness & Structure √ √ √ √
1. Vocabulary Development √ √ √ √ √
11. Reading Comprehension

1. schema & prior knowledge
2. strategies √ √ √
3. narrative text
4. informational text
12. Listening Comprehension √ √
12. Attitudes towards language, literacy and literature √ √ √ √ √
12. Study Strategies √ √ √ √ √
Funnelling of Domains Across the K-12 Basic Education I
ntegrated Language Arts Curriculum
Domains K-3 4-6 7-10 11-12
Oral language
Phonological awareness
Book and Print knowledge
Alphabet knowledge
Phonics and word recognition
Fluency
Spelling
Writing and composition
Grammar awareness and structure
Vocabulary development
Reading comprehension
Listening comprehension
Attitude towards language, literacy and literature
Study strategies
Viewing
COMPONENT 4
Holistic Assessment
LTILITERACIES
A
S F
THINKING
S E
E E
MAKING MEANI
S NG THROUGH L D
ANGUAGE
S B
M A
E C
N K
WRITING and REP
T RESENTING

Holistic Assessment
Proximity to actual language use and performance

 activities that have authentic communicative function
 actual performance in authentic situations
 A holistic view of language

 based on the notion that the interrelationships among the various asp
ects of language, such as phonology, grammar, and vocabulary, amon
g others cannot be ignored
 assessment approaches should be used for communication and self-e
xpression
 takes into account the whole learner and his or her social, academic,
and physical context
Holistic Assessment
An integrative view of learning
 assessment attempts to capture the learner’s total array of skills
and abilities
 assessment procedures are based on the idea that various aspect
s of a learner’s life, both academic and personal, are integral to the
development of language proficiency and cannot be ignored
 Developmental appropriateness
 assessment procedures set expectations that are appropriate within t
he cognitive, social, and academic development of the learner
 Multiple referencing
 assessment entails obtaining information about the learner from num
erous sources and through various means
LTILITERACIES
A
S F
THINKING
S E
E E
MAKING MEANI
S NG THROUGH L D
ANGUAGE
S B
M A
E C
N K
WRITING and REP
T RESENTING

ACTIVITY 2
Group Work
What to do:
1. Skim through your copy of the document assigned
to your group - Curriculum Guide (CG), Learner’s
Material (LM), and Teacher’s Guide (TG).
2. Answer the worksheet assigned to your group.
3. Consolidate the answers of your group and write it i

n a manila paper.
4. Present your group’s output.
Groups 1 and 4 – C Groups 2 and 5 – L

S/PS Analysis Work earner’s Material A
sheet nalysis Worksheet
Groups 3 and 6 – T
eacher’s Guide Anal
ysis Worksheet
Groups 1 and 4 – CS/PS Analysis Worksheet
Groups 2 and 5 – Learner’s Material Analysis Worksheet
Groups 3 and 6 – Teacher’s Guide Analysis Worksheet
ANALYSIS
1. How did you find the activity? Why?
2. What can you say about the CG, TG and LM as presented?

What commonality did you find in your answers?
3. How do you compare these materials to the one/s you used

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

subject?
5. What difficulty do you foresee in using these materials?
6. What insights did you gain from this activity?
ABSTRACTION
Finish the incomplete statements below.
The English Curriculum Framework is __________________________

_____________________________________
With the use of the curriculum guide, ____________________________

___________________________________
The learner’s material provides / addresses, ____________________

___________________________________________
The teacher’s guide provides / addresses, ______________________

_________________________________________
The CF, CG, LM, and TG are ____________________________________

________. Therefore, ________
_______________________________________________________________
APPLICATION
The DepEd Vision The DepEd Mission
We dream of Filipinos To protect and promote the right of ev

who passionately love the ery Filipino to quality, equitable, cult
ir country ure-based, and complete basic educati
and whose values and co on where:
mpetencies - Students learn in a child-friendly, ge
enable them to realize the nder-sensitive, safe, and motivating e
ir full potential nvironment
and contribute meaningfu - Teachers facilitate learning and con
lly to building the nation. stantly nurture every learner
- Administrators and staff, as stewar
As a learner-centered pub ds of the institution, ensure an enabli
lic institution, ng and supportive environment for eff
the Department of Educat ective learning to happen
ion - Family, community, and other stake
continuously improves its holders are actively engaged and sha
elf re responsibility for developing life-lo
to better serve its stakeho ng learners
lders.

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Understanding and Appreciating th

e CF, CG, LM & TG

My first name starts wi

In this learning session, the participants should

1. discuss the English Conceptual Framework by:

In this learning session, the participants should

2. get familiarized with the contents of the Curricul

3. show appreciation of the curriculum in developi

What do you dream of t

1. Think of your vision for the Filipino

2. Brainstorm with your group to com

3. Present your group’s output.

1. How do you feel about your group’s output? Why?

2. What have you envisioned for these children?

3. How can this vision be achieved?

4. What is your role in realizing this vision?

5. What have you realized from this activity?

THEORIES of LANGUAGE TEACHING

• All languages are interrelated and interdependent.

• Language acquisition and learning is an active process

• Learning requires meaning.

• Learners learn about language and how to use it effecti

• Successful language learning involves viewing, listenin

• Language learning involves recognizing, accepting, val

1. develops thinking and language through interactive learni

Generation Z – born after 1994 until 2004

 extremely comfortable with  social media platforms a

Ultimate goal of the Language Arts and Mult

Produce graduates COMMUNICATIVE

Ultimate goal of the Language Arts and Mult

Ultimate goal of the Language Arts and Mult

Traditional Literacy pra Social

 The curriculum aims to help learners acquire highly-developed literacy skills t

 Furthermore, the curriculum aims to help learners understand that English

 Through multi-literacy skills, learners will be able to ap

THEORIES of LANGUAGE TEACHING

PROCESS AND STRATEGIES

WRITING and REP

THEORIES of LANGUAGE TEACHING

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

 The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5

1. Book and Print Knowledge √

1. Phonics and Word Recognition √ √ √

1. Writing and Composition √ √ √ √

1. Grammar Awareness & Structure √ √ √ √

11. Reading Comprehension

12. Listening Comprehension √ √

12. Attitudes towards language, literacy and literature √ √ √ √ √

12. Study Strategies √ √ √ √ √

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

Book and Print knowledge

Phonics and word recognition

Writing and composition

Grammar awareness and structure

Attitude towards language, literacy and literature

THEORIES of LANGUAGE TEACHING

Proximity to actual language use and performance

 actual performance in authentic situations

 A holistic view of language

THEORIES of LANGUAGE TEACHING

2. Answer the worksheet assigned to your group.

3. Consolidate the answers of your group and write it i

4. Present your group’s output.