MARYLAINE M.

RIVERA

POWERPOINT TEMPLATE V. 2.0

Session Objectives
 
At the end of the session, teachers should be able to:
 
analyze the learning progression in the English Language Arts (ELA)
curriculum standards expected of Grades 4 to 6 students;
articulate the framework of the ELA curriculum and its various
domains in relation to reading skills;
describe the salient features of the DepEd ELA curriculum; and
make connections about how the various literacy domains are
interrelated literacy skills.
PRIMING
 ic i pa te
’s P art
Le t
Brainstorming: What are LS, CS and PS?
Procedure:
The participants are divided into groups.
Each participant receives a bond paper.
Participants write their own definition of the following:
Learning Standards
Content Standards
Performance Standards
After 5 minutes, the group comes up with a group
definition based on the answers of the members.
Group reporting follows.
 i s cus s
Let ’ s D
 Unpacking the English Language Arts
Level Standards for Grades 4 to 6
• What is standards?
• What is the purpose of standards?
• What is the focus of the Language Arts as
standards in the K to 12 Curriculum ?
What is LEARNING STANDARDS?

Learning Standards are clearly defined

statements and illustrations of what all the
students, teachers, schools and school district .
Grade 4 ELA Learning Standards
The learners listens critically to various text types and
expresses ideas accurately in both oral and written
forms; demonstrates confidence in the use of the
language to meet everyday needs; and reads
independently and gets relevant information from
various text types
Grade 4 ELA Learning Standards
The learners listens critically to
varous text types and expresses
ideas accurately in both oral and
written forms; demonstrates
confidence in the use of the
langauge to meet everyday
needs; and reads independently
and gets relevant information
from various text types
Think about how the learning
standard can be assessed in the
classrooms?
Does the learning standards
clearly states what the students
are expected to demonstrate at
the end of the grade level
DEFINING LEARNING
STANDARDS
Content Standards
•Describe the knowledge and skills that the students should
attain, often called the “what” of what the students should
be able to do
•They indicate the ways of thinking, communicating,
reasoning and investigating the importance and enduring
ideas, concepts issues dilemmas and knowledge essential to
the discipline
DEFINING LEARNING
STANDARDS
Performance Standards
•Are concrete statements of how well the students must
learn what is set out in the content standards,often called
the ”be able to do” of what the students should know and
able to do”.
•Performance standards specify how good is good enough.
They are the indicators of quality that specify how adept or
competence a student demonstration must be.
DEFINING LEARNING
STANDARDS
Content Standards Performance
the knowledge and skills Standards
that the students should
attain, often called the how well the students
“what” of what the must learn what is set out
students should be able in the content standards
to do
 Grade 4 ELA Learning Standards
The learners listens critically
to various text types and
expresses ideas accurately in
both oral and written forms;
demonstrates confidence in
the use of the langauge to
meet everyday needs; and
reads independently and gets
relevant information from
various text types
Think about how the
learning standard can be
assessed in the classrooms?
Does the learning
standards clearly states
what the students are
expected to demonstrate at
the end of the grade level ?
DepEd Curriculum- Reading Comprehension
Grade 4 Standards

Content Standard Performance Standard

Demonstrates an understanding of various linguistics Uses linguistic cues to appropriately construct meaning
nodes to comprehension of various texts from a variety of text for variety of purposes.

Demonstrates an understanding of text elements to Uses knowledge of text types to correctly distinguish
comprehend various text literary from informational texts.

Demonstrate an understanding of writing styles to Uses diction(choice of words) to accurately analyze text
comprehend the author’s message elements

Demonstrate an understanding that reading in a wide Uses literal information from texts to aptly infer and
range of texts provides pleasure and an avenue for self- predict outcomes
reflection and personal development.
Goals of Effective Literacy Instruction
Using Reading, Writing, Speaking and Listening in Combination to make Meaning
 A p p l y
Let ’ s
 Activity
• . Small Group Workshop
Procedure
• Ask the groups/participants to revisit the English
Curriculum Guide and have them answer the
following questions:
• What are the salient features of the English
Curriculum Framework?
• What are the literacy domains in the English
Curriculum Guide?
• Where do these domains fall within the five macro-
skills of language learning?
• Let each group present their outputs.
Closure

“As educators, we are only as effective as what we

know.
If we have no working knowledge of what students
studied in previous years, how can we build on their
learning?
If we have no insight into the curriculum in later
grades, how can we prepare learners for future
classes?”
- Dr. Heidi Hayes-Jacobs
Thank you !