BACKFOLLOWING are recommended grade-level goals and competencies for
grades 1-3 in the English Program.
Each goal and set of competencies is explained and correlated in
terms of behavorial objectives, concepts and understandings, values and
attitudes, skills, activities, and assessment instruments.
The grade-level demarcations are broad enough here to take into
account individual differences in prior knowledge and aptitudes in particular
classrooms. Teachers should work gradually and carefully with students
for whom acquisition of English skills and concepts within the grade-level
spectrum is relatively difficult. On the hand, teach-ers of highly capable
children should not hesitate to move them from competencies for grade 1-3
to those for grades 4-6, or even further.
Teachers should feel free, too, to select from the suggested Activities
those that will best suit the in-terests and needs of their pupils. Creative
teachers may also wish to devise additional Activities that meet these
needs and interests.
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| I. AUDITORY
COMPREHENSION Comprehend the mail idea of a message heard
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* auditory Comprehension precedes oral language production
* Comprehensible input is a requisite for auditory comprehension * Comprehensible input has to be meaningful, for retention
to occur
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*discriminate the sounds of English
* react to verbal instructions * react to commands * react to phrases, sentences, and questions
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* awareness of the existence of a language different
from our own
* develop a positive attitude toward English * enjoyment in listening to English
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| II. ORAL COMMINICATION
Produce messages orally to Communicate ideas
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*oral language is a tool for communication
*oral language facilitates social interaction *language is used to establish differences and similarities
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* talk about
* identify * think alouds * describe * retell * role play * ask and answer questions about:
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* develop a positive attitude toward the English language
by using it to communicate
* awareness of the existence of a language different from our own * develop a willingness to take risks to acquire the
second language
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| III. READING
COMPREHENSION/ LITERARY APPRECIATION To use reading as a process to obtain information.
Information becomes meaningful when readers react by thinking, appreciating
or applying.
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*Comprehension is the very heart of the reading act:
to read is to comprehend
* the reading process is viewed as continuous and interrelated with readers' experience * reading is a critical thinking process * words can convey different meanings depending on
the context
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*retell stories
*identify and recall details *identify events and their sequence *identify the main idea of a story read *predict outcomes *infer from picture details
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*recognize through the readings that there are universal
values across cultures
*positive attitude toward reading *positive attitude toward using English to express ideas about reading material *a willingness to risk using English to communicate
personal values and attitudes
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| IV. WRITTEN
COMMUNICATION Transmit messages through writing
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* language expresses thought
* words convey meaning * writing is a thinking process which helps us organize
our thoughts
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*write words, phrases, and sentences
*use of writing mechanics *write cooperative stories *dictation: words, phrases, and sentences
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*positive attitude towards the importance and usefulness
of writing English
*satisfaction and pride in presenting neat, written work *desire to share personal experiences with others using English as the medium of communication *to derive enjoyment and satisfaction in learning to express ideas in writing |
| V. CUITURAL AWARENESS
Describe people from his/her culture.
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*there are similarities and differences between human
beings within the same culture
*there are different family groups and housing types
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*recognize different relationships
*describe orally differences and similarities between human beings of the same culture *socializing and taking turns when speaking
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respect for and appreciation of individual family
and cultural diversity within the same culture
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