Day 2 PM

K TO 10 REGIONAL TRAINING OF TEACHERS
ON CRITICAL CONTENT IN ENGLISH
Day 2 | July 18, 2018

Angels’ Hills Retreat and Convention Center, Tagaytay City
CLASS
Department of 4 | GILBERT D. ANIAR
Education
1
INSTRUCTIONAL DELIVERY
MODELS FOR ENGLISH
LANGUAGE ARTS
Denn Marc P. Alayon
Teaching and Learning Division
Bureau of Learning Delivery
DepEd Central Office 2
Department of Education
OBJECTIVES
At the end of this session, the participants should be

able to:
1. unpack the learning standard for Grade 7 ELA
Curriculum;
2. recognize the importance of different instructional

delivery models in the teaching and learning
process; and
3. articulate the content knowledge and pedagogical

skills English teachers need to support learners in
developing literacy.
Video # 1
The English
class we
don’t want to
attend!
Department of Education 4
What have you done?
Learning Competencies Strategies
OBJECTIVES
1. unpack the learning standard for Grade 7 ELA

Curriculum;
Unpacking
• What is a standard?
the English • What is the purpose of
Language standards?
• What is the focus of the
Arts Level English Language Arts
Standards standards in the K-12
curriculum?
for Grade 7
Defining learning standards
Academic standards or learning standards
are clearly defined statements and
illustrations of what all students, teachers,
schools, and school districts are expected
and be able to do.
(Ohio Department of Education)
Grade 7 English (First Quarter)
The learner demonstrates communicative
Grade Level competence through his/ her understanding of
Standard Philippine Literature and other texts types for a
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: pre-
Content colonial Philippine literature as a means of
Standard connecting to the past; various reading styles; ways
of determining word meaning; the sounds of English
and the prosodic features of speech; and correct
subject-verb agreement.
The learner transfers learning by: showing
Performance appreciation for the literature of the past;
Standard comprehending texts using appropriate reading
styles; participating in conversations using
appropriate context-dependent expressions;
producing English sounds correctly and using the
prosodic features of speech effectively in various
situations; and observing correct subject-verb
agreement.
Unpacking the Learning Standard
Grade 7 ELA Learning Standard Think about how the
learning standard
can be assessed in
The learner demonstrates
the classroom?
communicative competence through
his/her understanding of Philippine Does the learning
literature and other text types for a standard clearly
state what students
deeper appreciation of Philippine are expected to
culture. demonstrate at the
end of the grade
level?
Defining learning standards
(Ohio Department of Education)
Learning Competencies
Learning Competencies refer to

knowledge, understanding, skills,
and attitudes that students need to
demonstrate in every lesson and/or
learning activity.
Goals of Effective Literacy
Instruction
Reference: Ontario Ministry of Education. (2004). Literacy for learning: The report of the expert panel on literacy in Grades 4 to 6 in Ontario.
What are the critical
contents that need to
be addressed?
Why do we need to
address them?
How should we
address them?
What do high school students need to know
and do to read and write in English?
1. Be sensitive to text structures while

comprehending literary texts and parallel texts.
2. Monitor their understanding while reading
and writing.
3. Evaluate information based on prior
knowledge.
4. Read critically rather than just memorize
information.
What do experts say about
what students should be
reading across content
areas?
There is a need to balance

narrative and informational
text reading in schools.
Text Structure of Two Text Types
Text Structure of Informational Text
Video # 2
Teaching Text
Structures for
Informational
texts reading
.
Explicit Instruction: The What’s, Why’s, How’s

EXPLICIT INSTRUCTION
• an instructional strategy used to
meet the needs of students and
engage them in unambiguous,
clearly articulated teaching.
•meaningful
•direct
•effective and success oriented
Everything is learned
twice: first socially
(that is, with the help
of other human
beings), then
privately
(internalized).
The Zone of Proximal

Development
Beyond reach
at present
ZPD
Child’s current
knowledge
Explicit Instruction is characterized by:

• a series of clear statements about
the purpose and rationale for learning
the new skill
•clear explanations and
demonstrations of instructional target
•and supported practice with feedback
until independent mastery has been
achieved.
Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching.
NY: Guilford Publications.
COMPONENTS
1. Modeling
2. Guided or
directed practice
3. Independent
practice
Gauthier, Bissonnette and Richard (2013)
MODELING
Teacher Behaviors Learner Behaviors

 Initiates  Listens
 Models  Observes
 Explains  Creates an
 Thinks aloud example
 Shows how to based on
do it teacher model
Guided Practice
Teacher
Learner Behaviors
Behaviors
 Listens
 Demonstrates
 Interacts
 Leads
 Questions
 Responds
 Collaborates
 Suggests
 Responds
 Explains
 Tries out
 Acknowledges
 Participates
 Answers Questions
Independent Practice
Teacher Learner
Behaviors Behaviors
 Scaffolds  Applies
 Validates
 Teaches as learning
needed  Takes charge
 Evaluates  Practices
 Observes
 Encourages  Solves problem
 Clarifies  Approximates
 Confirms  Self-corrects
 Coaches Department of Education
Video #3
Teaching
Matters:
Explicit
Instruction
STRUCTURE OF AN EXPLICIT LESSON
Opening it up
•Gain pupils’ attention
•State the goal of the lesson
•Relevance of the lesson
•Review of prerequisite skills
Teaching it Throughout
lesson:
• Involve
• Modeling (I Do) students
• Monitor
• Guided Practice (We Do) performance
• Independent Practice • Provide
(You Do) feedback
Closing it
• Review of the material
- Highlight what was covered
• Brief preview of next lesson
• Assign additional seatwork or

homework to continue practice of the
skill learned
Sample Lesson
Plan applying
Explicit
Instruction
What discussion
strategies can
teachers use to focus
on comprehension
skills?
What discussion strategies can teachers
use to focus on comprehension skills?
1. Asking questions based on Taxonomies of
Reading comprehension
2. Gradual Psychological Unfolding
approach (GPU)
3. Directed Reading-Thinking Activity (DRTA)
4. Asking questions related to text
5. Question-Answer Relationship (QAR)
Teaching Strategy 1
Asking questions based on a
taxonomy (Barrett/ Bloom)
Question Cycle in BDA the Lesson in English
Before During After

Motivate Check knowledge Relate to big
Discover Apply knowledge picture
Predict outcome Analyze Demonstrate
Provoke thinking knowledge success
Assess prior Evaluate Review or recap
knowledge knowledge Exit poll
Synthesize
knowledge
Exercise skill
Elicit
misconception
DEPARTMENT OF EDUCATION
Levels of Thinking/Types of Questions
1. Low inquiry questions tend to reinforce

“correct” answers.
2. High inquiry questions stimulate a much

broader range of responses, and tend to
stimulate high levels range of responses.
DEPARTMENT OF EDUCATION
Questions based on taxonomies of reading comprehension
Barrett’s Taxonomy of comprehension skills Bloom’s Taxonomy
Appreciat
ion creat
critique,
appraise, e
comment,
appreciate
Evaluation
analyze,
evaluat
appraise, e
evaluate,
justify, reason,
criticize, judge
analyze
Inferential
comprehension
predict, infer, guess
apply
Reorganization
classify, regroup, rearrange,
assemble, collect, categorize understand
Literal comprehension
label, list, name, relate, recall, repeat,
state
remember
A guide to question setting based on Bloom’s Taxonomy
• How would you better portray the character of ______?
Create • How would you represent the historical context of the story?
• What is the most important event in the story? Why?

Evaluate • What is your opinion of ___?
• How can you compare the plot of this story to _____?

Analyze • How is the character connected to _____?
• What examples can you find that ____?

Apply • How would you modify the ending of this story?
• How would you compare____?

Understand • What can you infer from ____?
• What do you remember about…?

Remember • Describe what happens when ______?
A guide to question setting (Barrett’s Taxonomy)
Levels of Sample questions
comprehension
Literal comprehension What is the character’s name?
Who was taller?
What is the tallest animal?
Reorganization Can you make a map of where the character traveled in the story?
Summarize the story read.
Inferential comprehension What else might the writer have included to make the story more
interesting?
What kind of a place is Sta. Rosa?
What do you think will happen next?
What is the writer’s purpose
Evaluation Does this make sense?
Is the information accurate? Could this really happen?
Appreciation How did the story make you feel?
Is the argument clearly stated?
Is the sequence of events logical?
Which words were most effective?
Teaching Strategy 2
Gradual Psychological
Unfolding (GPU)
Dimensions of GPU
Knowledge or Literal Understanding
•Answers to information or Wh- questions are explicitly stated in the text.
Comprehension or Interpretation
• The reader is tasked to read between the lines to make inferences
Application
• The reader uses or applies learned materials in new and concrete situations, processes, effects,
conclusions
Analysis
• The reader breaks down the material into component facts so that its organizational structure can be
understood such as elements, hypothesis, statement of facts, others.
Synthesis
• The reader puts parts together to form a whole new pattern, structure, or design. He suggests or makes
plans of action.
Evaluation
• This is judging the value of something using internal criteria
Asking questions based on GPU
Knowledge or Literal What is the title of the story? Who are the characters? Where did Winnie
Understanding live?
Comprehension or Why did Wilbur’s color present a problem? What did Winnie do to solve the
Interpretation problem?
Application If you were Wilbur, how would you feel about being multi-colored? How do
you think Winnie felt every time she sat on or tripped over Wilbur?
Analysis Did the story make you laugh? Which parts of the story were funny?
Synthesis How many problems were met by Winnie in the story? How many solutions?
Would a solution always make sure that it would be he end of a problem?
Evaluation What can you do to show your love for someone?
Video # 4
Red Flag in
Asking
Questions to
Learners!
Teaching Strategy 3
Directed Reading-Thinking Activity
(DRTA)
Directed Reading-Thinking
Activity (DRTA)
• A discussion format
that focuses on
making predictions.
How to use directed reading
thinking activity
D= R= T=
Direct Reading Thinking
Teaching Strategy 4
Asking questions related to
texts
Reference: Ontario Ministry of Education. (2003). A Guide to effective instruction in Reading K to 3. Ontario Early Reading Strategy.
The Question-Answer
Relationship
What kinds of questions

do readers ask themselves
when reading?
Video # 5
I'm a Teacher:
An Educator's
Anthem
REFLECTION & SELF-ASSESSMENT
From the session, I realized that

___________________________________.
With this knowledge, I can

___________________________________.
Arthur Applebee
“Curriculum is often thought of

as a set of specific knowledge,
skills, or books to be covered. I
propose instead that we think of
curriculum as a set of important
conversations that we want
students to engage in.”
Let’s Ponder
“A curriculum guide is just a

piece of paper unless enliven
in the classrooms.”
You’ve been a wonderful participants!
Topic 1: Identifying the Critical Content on the
K to 12 Basic Education Curriculum
Topic 2 : The National Achievement Test: An

Interpretation of the English
Component Results
Topic 3: Instructional Delivery Models For

English Language Arts

Day 2 PM

Cargado por

Información del documento

Descripción original:

Título original

Derechos de autor

Formatos disponibles

Compartir este documento

Compartir o incrustar documentos

Opciones para compartir

¿Le pareció útil este documento?

¿Este contenido es inapropiado?

Copyright:

Formatos disponibles

Day 2 PM

Cargado por

Copyright:

Formatos disponibles

K TO 10 REGIONAL TRAINING OF TEACHERS

ON CRITICAL CONTENT IN ENGLISH

Day 2 | July 18, 2018

At the end of this session, the participants should be

2. recognize the importance of different instructional

3. articulate the content knowledge and pedagogical

Learning Competencies Strategies

1. unpack the learning standard for Grade 7 ELA

Learning Competencies refer to

1. Be sensitive to text structures while

There is a need to balance

Explicit Instruction: The What’s, Why’s, How’s

The Zone of Proximal

Explicit Instruction is characterized by:

Teacher Behaviors Learner Behaviors

• Brief preview of next lesson

• Assign additional seatwork or

Before During After

1. Low inquiry questions tend to reinforce

2. High inquiry questions stimulate a much

• What is the most important event in the story? Why?

• How can you compare the plot of this story to _____?

• What examples can you find that ____?

• How would you compare____?

• What do you remember about…?

Evaluation What can you do to show your love for someone?

What kinds of questions

From the session, I realized that

With this knowledge, I can

“Curriculum is often thought of

“A curriculum guide is just a

Topic 2 : The National Achievement Test: An

Topic 3: Instructional Delivery Models For

También podría gustarte