TEACHING ENGLISH IN ELEMENTARY GRADES

PVMO

 PHILOSOPHY

Every individual has the right to quality education that empowers him to perform
efficiently his duties and obligations to society.

 VISION

A highly recognized Higher Education Institution that produces competent

professional and technical individuals for social and economic progress

 MISSION

Train students in competencies and values relevant to socioeconomic development

comparable to global standards.

 OBJECTIVES

ACCESS
To provide access to quality education through affordable means and scholarship
grants.

INSTRUCTION
To upgrade curricula academic qualification and instructional competencies of faculty
and staff to ensure employ ability graduates.

RESEARCH
To develop research capabilities of students, faculty, and staff, install a commitment
to progressive improvement, and the pursuit of excellence through life-long learning.

EXTENSION
To assist communities through continuing search for socially relevant and beneficial
development project.
 TEACHING ENGLISH IN THE ELEMENTARY GRADES-COURSE OUTLINE

Course Requirements: Project-based Learning Plan (Micro-teaching)

Course Learning Outcomes:

1. Learn about the methods of teaching as a second language;
2. Learn about some of the of the strategies and techniques used to address specific
language skills;
3. Learn about the methods of assessing ESL student;
4. Identify the competencies in the different domains of literacy and illustrate how
these are develop in the child’s mother to his/her second language/s;
5. Use technology in designing integrated lesson and instructional materials that are
culturally relevant and developmentally for ESL student using children’s literature in
English;
6. Apply the different strategies in teaching ESL through exercise , well developed
plan, and micro teaching activities.

Content Course
1. Overview of the course;
This course explores ways of teaching reading skills in English as Second and
Foreign Language (ESL/EFL) using a task-based approach. You will be introduced to
the concept of task and the key principles of task-based language teaching (TBLT)
and learning. TBLT uses communicative tasks as the key unit for creating language
learning activities. You will also examine the role of reading in real-life and in second
and foreign language teaching and current thinking about the interface between TBLT
and second language reading. You will explore how TBLT and teaching second
language reading can be successfully integrated in practice through analysing task-
based reading materials. The course culminates in creating task-based materials for
teaching reading in your own language teaching contexts.
After completing the course, you will be able to:
 Explain the main components and tenets of a task-based approach to teaching
language;
 Explain the main issues involved in teaching reading;
 Illustrate connections between TBLT approaches and the teaching of reading;
 Integrate tasks into your own teaching;
 Identify reading texts that are suitable for the construction of tasks; and
 Construct reading tasks and sequences for use in your own classroom.

2. Perspective on First and Second Language Acquisition and Various Factors that
influence Learning:
There are various theories that have been put forward to describe first and
second language acquisition. This paper outlines similarities and difference between
first and second language acquisition. Additionally key theoretical points on second
language acquisition have been identified. Finally, an explanation of how I intend to
use my understanding of language acquisition theory to inform my teaching practice
will also be included. Similarities of First and Second Language Acquisition Rod Elis
(1984) examined the concept of developmental sequences.
Studies have revealed that both first and second language learners follow a
pattern of development, which is mainly followed despite exceptions. Elis outlined
three developmental stages: the silent period, formulaic speech, and structural and
semantic simplification. Both L1 and L2 learners go through the silent stage. In this
stage, children acquiring a first language will go through a period of listening to the
language that they are being exposed to. This period is used to discover what
language is. Second language learners usually opt to remain silent for a period when
immediate production is not required of them.
The usefulness of the silent stage in second language acquisition is not agreed
upon by researchers. Gibbons (1985 , as cited by Ellis, 1994)argues that this is a stage
of incomprehension while Krashen (1982) argues that it builds competence in learners
via listening. The second stage identified is formulaic speech. It is defined as
expressions which are learnt as “unanalyzable wholes and employed on particular
occasions (Lyons, 1968, cited in Ellis, 1994).

3. The Languages Curriculum in the K-12 Program;

 Domains of literacy in the competencies to be development in each domain.
These are five components that all children must acquire to become a successful
reader.
1. Phonemic Awareness
Phonemic awareness is the ability to notice, think about, and work with the individual
sounds in spoken words. Before children learn to read print, they need to become
aware of how the sounds in words work. They must understand that words are made
up of speech sounds or phonemes. Phonemes are the smallest parts of sound in a
spoken word that make a difference in the word’s meaning.
2. Phonics
Phonics instruction teaches children the relationships between the letters (graphemes)
of written language and the individual sounds (phonemes) of spoken language. It
teaches children to use these relationships to read and write words. The goal of
phonics instruction is to help children learn and use the alphabetic principle-the
understanding that there are systematic and predictable relationships between written
letters and spoken sounds. 
3. Fluency
Fluency is the ability to read a text accurately and quickly. When fluent readers read
silently, they recognize words automatically. They group words quickly to help them
gain meaning from what they read. Fluent readers read aloud effortlessly and with
expression. Their reading sounds natural, as if they are speaking. Readers who have
not yet developed fluency read slowly, word by word. Their oral reading is choppy
and plodding. Fluency provides the bridge between word recognition and
comprehension.
4. Vocabulary
Vocabulary refers to the words we must know to communicate effectively. In general,
vocabulary can be described as oral vocabulary or reading vocabulary. Oral
vocabulary refers to words that we use in speaking or recognize in listening. Reading
vocabulary refers to words we recognize or use in print. Vocabulary is very important
to reading comprehension. Readers cannot understand what they are reading without
knowing what most of the words mean. 
5. Comprehension
Comprehension is the reason for reading. If readers can read the words but do not
understand what they are reading, they are not really reading. As they read, good
readers are both purposeful and active. Text comprehension can be improved by
instruction that helps readers use specific comprehension strategies.
 Literacy in the mother tongue and the second language/s; Bridging among
Languages
Bilingual education programs which foster literacy first in the mother tongue and then
in the second language, before the second language is used as a medium of
instruction, are proving to be successful in a number of locations around the world.
Several social, psychological, and pedagogical advantages result from this bilingual
education strategy. Such programs encourage community understanding and support,
minimize the culture shock for the child entering school, augment the child's sense of
personal worth and identity, develop the child's habit of academic success, and utilize
the child's fluency in his own language in learning the skills of reading and writing.
Conscious control of one's own language facilitates the learning of a second language
in the formal school setting. New ideas can be introduced in the mother tongue;
reading ability facilitates the learning of a second language. In such bilingual
programs, literacy in the mother tongue is followed immediately by learning to read
and write in the second language. (VM)
 K-12 issues: ESL standards, standards based Instruction and Assessment,
Collaborating with Mainstream teaching.

4 .ESL and Bilingual Methods of teaching children;

The ESL vs. bilingual education debate has existed since the 1800s when the U.S.
began to experience a great influx of immigrants from around the world. Questions
arose as to which was more beneficial, more economical, better for the immigrants'
assimilation and better for the native English-speaking students.
The goal of ESL education is to teach English to students whose native language is
not English. An ESL classroom could comprise students of any number of language
backgrounds, but they are all there to learn English. As such, the teacher is only
required to speak English and does not need to know the native languages of all the
students. In a public school setting, ESL instruction is provided in a few different
ways.

5. Standards based Unit lesson Planning;

This is the most important section of your standards-based lesson plan. In this section,
you will list every standard that you are addressing in your lesson. Depending on the
requirements from your school or district, this section might either be small (in which
you only have to list the number for the standard), or very long (in which you have to
list every standard and what each says).
Either way, this section is not something that will be written in your own words. You
are simply copying standards from the set your school or district already uses and
placing them into your lesson plan.
6. The teaching of listening, reading, writing speaking and viewing:
 Reading is one of the branches of the tree and is something, therefore, that
students must learn. It falls under the W branch, and is sometimes referred to as
written comprehension. This key skill is vital in language development.
Sometimes there is a feeling that reading is not as useful as speaking, but these
skills are equally important. There are many advantages to developing reading
skills and it is important that teachers know how to promote this development. In
this section, we will examine why reading is necessary in the language classroom
and how it should be structured.
 What is overlooked when we ask ‘do you speak such and such a language?’ 
Communication implies interacting with others which involves not only speaking,
but listening too.  That is why listening, or oral comprehension, is included as one
of the branches of the Tree.   Language teachers often experience difficulty in
trying to improve their students’ listening skills, especially in a ‘Foreign
Language’ context since learners are not exposed to the language outside of the
classroom. We address this topic in this section of the web-site.
 Speaking is found on the tree as one of the branches; it is labeled oral production
and is one of the skills students are to learn in their language development. The
ability to converse is highly valued by students, but teachers often find it a skill
that is hard to develop. Students often feel a great deal of anxiety around
speaking. In this section we will discuss the importance of developing excellent
oral skills and how teachers can go about promoting this development.
 On the tree linking theory and practice, writing is labeled written production and
is one of the branches; when learning a second language, it is a skill that students
must develop. When expressing oneself in a language, this is only done in an oral
fashion; written communication is extremely important in language learning. For
many students, writing is a less stressful activity then speaking as the audience
for any mistakes is more selective; on the other hand, written work is concrete
and is therefore open to closer examination and correction. Teachers must
develop the students’ sense of self-efficacy related to their writing skills; this
section will discuss the importance of writing skills and how they can be
developed.

7. Oral language Development and Grammar Awareness; Integration of Literature and

Skills:
 Ways of developing oral language
 Encourage conversation.
 Model syntactic structure.
 Maintain eye contact.
 Engage in eye contact with students during instruction
 Remind students to speak loudly and articulate clearly.
 Explain the subtleties of tone.
 Attend to listening skills.
 Incorporate a “question of the day.”
 Compile a class booklet of students’ phrases.
 Lesson on grammatical structure
Grammatical structure is commonly assumed to exist in speakers' minds. However,
grammatical structure is also directly involved in social interaction in language use,
and language use is central to accounting for language acquisition, language variation
and language change. In the more dynamic process of language acquisition and
language change, functional factors have been argued to play a role. In both language
acquisition and language change, it has been argued that competing motivations
among functional principles play a major role.

 Using a story as a springboard in a grammar lesson

Storytelling. Story writing. Spelling, punctuation and grammar. Writing techniques.
Vocabulary development. Sports Day on Mount Olympus provides heaps of
opportunities for exploring
 Explicit instruction is a grammar lesson
Explicit instruction is an excellent tool for teaching grammatical forms, but it does
have some downsides. For one, it doesn't involve any communicative practice.
Students aren't really learning how to use the grammatical forms in a practical or
conversational way, like they would use it outside of the classroom. This makes it
more difficult for students to retain or recognize these language aspects in a more
communicative setting, and their fluency suffers as a result.
 Designing a Grammar Lesson
1. Combine Grammar Instruction with Appealing New Vocabulary Words
2. Frame the Grammar Mini-lesson with Free Writing
3. Emphasize Students’ Interests
4. Use Mentor Sentences from Nostalgic Children’s Books
8. Developing Vocabulary and spelling skills;
 Vocabulary and comprehension skills development
As your child starts to read more advanced books (4th through 6th) you can help your
child immensely by skimming through the book and looking for advanced vocabulary
words. Highlight words that you think might be more challenging for your child.
Encourage your child to look up these words; also you should be available as a
resource for word definitions. Encourage your child to come to you when they don't
know a word's meaning. Encourage your child to get in the habit of highlighting
words that are new to them. Then go back through the books they are reading and see
what words they highlighted. Try to use these words with your child to help them
fully assimilate the word into their active vocabulary. Also, if you find a word that
you think is challenging, but is not highlighted; ask your child what the word means.
 Spelling
the process or activity of writing or naming the letters of a word:
FINALS

9. Developing reading fluency

 The difficulties in oral reading
 Strategies in reading fluency
 The relationship of fluency to reading comprehension
Reading fluency is an essential element of reading instruction in K-2. Today we’ll talk
about ten ways to improve it.
1. Read aloud to children to provide a model of fluent reading.
2. Have children listen and follow along with audio recordings.
3. Practice sight words using playful activities.
4. Let children perform a reader’s theater.
5. Do paired reading.
6. Try echo reading.
7. Do choral reading.

10. Developing composing skills

 Putting down ideas on paper: the stage of writing development
 The issue on invented spelling and mechanics of writing
 Teaching the mechanics of writing
Good communication lies at the heart of success in everything. Well, everything, that
is, that involves two or more people. That means developing effective communication
skills is one of the keys to business success! To use a non-business example, think
about two people taking a vacation together. You can imagine the many possibilities
of this trip if it’s planned and taken without good communication. Tickets can be left
behind, planes and trains can be missed, double hotel reservations can be made and
prepaid, and much more. Such a trip has the potential of being a disastrously
memorable experience. However, with good communication, that vacation can
become a wonderful journey, one that’s fondly recalled for a lifetime.
1. Define your communication goal.
2. Be prepared for your communication to be complete.
3. Know your audience.
4. Know what people need to do with the information.
5. Communicate in the way that your audience will receive the information most
easily.
Teaching writing mechanics can seem like an overwhelming task. Students will come
to you having learned many rules of the English language. There are some rules they
will remember and some that they will not. Your task is to reinforce the basic rules of
English, while introducing others that will help students grow as writers.
You will undoubtedly begin by teaching the basic rules that need to be introduced
according to your curriculum. You review important rules of writing mechanics, teach
new ones, and then review the new ones that you just taught. However, if teachers are
going to get students to really learn how to fix their writing, they need to assess first.
There’s the third grade student who still doesn’t capitalize sentences or use periods.
This child’s main focus when he writes should be to make sure he is using capital
letters and periods correctly. Every time. There’s the middle school student who is
always writing run-on sentences. She needs guidance on the different ways that
sentences can be written so that they do not become run-on sentences. And there’s the
high school student who uses the wrong punctuation because he goes too fast and
doesn’t edit his work. This student needs to be taught to use an editing checklist and
to conference with peers.
While there is a process in place to help students build on what they know, we can’t
forget to stop and reinforce when they don’t know something. Writing becomes better
when students receive individualized feedback and are given the tools they need to
succeed.

11. Comprehension: the ultimate goal of reading

 Listening and reading comprehension
 Formulating questions of different levels about selection read
 Explicit instruction of composing skills
As a child grows, two important skills he develops are listening and reading.
Listening skills appear first, as a child learns to speak by imitating the sounds of the
people around him. In general, in early life, listening comprehension, which is
'understanding the meaning of spoken words', is distinct from reading comprehension,
which is 'understanding the meaning of written words.' However, the difference
between the two dissipates as the child ages.
In simple terms, this means that listening comprehension is much more important
until the child learns to read more complex material efficiently. At that point, listening
comprehension and reading comprehension are so closely related, there is little
difference. Because of this, in this lesson, we will focus on the early years of a child's
life and how listening and reading comprehension develop and are interlinked.

12. Developing study skills

10 tips to help your Study Skills
Find time to study – If you manage your time badly, inevitably you will be less
productive than if you manage it well. This can lead to increased stress and anxiety
levels, especially around exam time.
Keep to a routine – Work in the same place at the same time each day. Also, make
sure you have everything you need before you start.
Work to your strengths – Schedule challenging tasks for when you are most alert, and
routine ones for when you may be feeling more tired.
Don’t waste time – Rather than reading irrelevant material, skim and scan to help you
decide if you need to read something critically and in-depth.
Avoid distractions – Related to above. Switch emails and social media off to prevent
your mind wandering while trying to learn new information!
Regularly review your notes – Edit out what you don’t need. Ask yourself the
question: “Is this information is relevant to my assignment, and how does it relate to
what I already know.”
Vary how you to take notes – For example, use Mind Maps and diagrams to generate
ideas and linear notes to focus your ideas for essay or report plans.
Be critical – Make sure that you always add your own comment to every concept or
quotation that you write down. Maintain a critical and analytical approach at all times!
Plan your work – If writing an assignment produce a detailed plan before you start to
write it. This will make the drafting process much less stressful
Understand different styles – By understanding different writing styles – such as
academic, journal and journalistic styles – you can put what you read into perspective.
In particular, you can become more aware of any particular bias.

13. Teaching the ESL skills in an integrated Way

 Micro- teaching Activities
In order to integrate the language skills in ESL/EFL instruction, teachers should
consider taking these steps:
* Learn more about the various ways to integrate language skills in the classroom
(content-based, task-based, or a combination).
* Reflect on their current approach and evaluate the extent to which the skills are
integrated.
* Choose instructional materials, textbooks, and technologies that promote the
integration of listening, reading, speaking, and writing, as well as the associated skills
of syntax, vocabulary, and so on.
* Even if a given course is labeled according to just one skill, remember that it is
possible to integrate the other language skills through appropriate tasks.
* Teach language learning strategies and emphasize that a given strategy can often
enhance performance in multiple skills.

14. Addressing Differences in handling ability differentiated instruction

 Micro teaching Activities
Differentiation refers to a wide variety of teaching techniques and lesson adaptations
that educators use to instruct a diverse group of students, with diverse learning needs,
in the same course, classroom, or learning environment. Differentiation is commonly
used in “heterogeneous grouping”—an educational strategy in which students of
different abilities, learning needs, and levels of academic achievement are grouped
together.
In heterogeneously grouped classrooms, for example, teachers vary instructional
strategies and use more flexibly designed lessons to engage student interests and
address distinct learning needs—all of which may vary from student to student. The
basic idea is that the primary educational objectives—making sure all students master
essential knowledge, concepts, and skills—remain the same for every student, but
teachers may use different instructional methods to help students meet those
expectations.
Teachers who employ differentiated instructional strategies will usually adjust the
elements of a lesson from one group of students to another, so that those who may
need more time or a different teaching approach to grasp a concept get the specialized
assistance they need, while those students who have already mastered a concept can
be assigned a different learning activity or move on to a new concept or lesson.

A. Perspective on first Language and second language acquisition.

1. What is first language?
A first language, native tongue, native language, or mother/father/parent tongue (also
known as arterial language or L1) is a language or dialect that a person has been
exposed to from birth or within the critical period.

2. What is second language?

A person's second language, or L2, is a language that is not the native language (first
language or L1) of the speaker, but is learned later (usually as a foreign language, but
it can be another language used in the speaker's home country). ... The second
language can also be the dominant one.

3. How do we acquire our first language?

Children acquire language through interaction - not only with their parents and other
adults, but also with other children. All normal children who grow up in normal
households, surrounded by conversation, will acquire the language that is being used
around them.

4. How do we learn a second language?

The most effective way for a child to learn a language, according to Lust's research,
is by total immersion. Placing the child in situations where they are surrounded by the
second language will allow them to pick up on the grammatical knowledge faster and
better.

5. Similarities and differences between first language acquisition and second

language.
In first language acquisition, children spend several years listening to language,
babbling, and using telegraphic speech before they can form sentences. In second
language acquisition in older learners, learning is more rapid and people are able to
form sentences within a shorter period of time.

6. Relationship between first language and second language: Behaviorist theory

The behaviorist theory believes that “infants learn oral language from other human
role models through a process involving imitation, rewards, and practice. Human role
models in an infant's environment provide the stimuli and rewards,” (Cooter &
Reutzel, 2004).
7. Relationship between first language and second language: Innatist theory
He posits that the language acquirers are only aware of the language that they are
using during the communication process. The second way is through language
learning, where the process of learning L2 is done consciously.

8. Relationship between first language and second language: Interactionist theory

First and Second Language Acquisition
Children acquiring their first language go through a period of listening to the language
they are exposed to. During this period the child tries to discover what language is. In
the case of second language acquisition, learners opt for a silent period when
immediate production is not required from them.

9. How teacher view first language acquisition and second language learning?
A basic knowledge of language acquisition theories is extremely useful for
mainstream classroom teachers and it directly influences their ability to provide
appropriate content-area instructions. Measuring language acquisition is not as easy as
measuring distance or weight.

B. Various factors that influence the acquisition of a second language learning

1. State at least six internal factors that influence the acquisition of a second language.
Explain each factors.

 Age: Second language acquisition is influenced by the age of the learner.

Children, who already have solid literacy skills in their own language, seem to
be in the best position to acquire a new language efficiently. Motivated, older
learners can be very successful too, but usually struggle to achieve native-
speaker-equivalent pronunciation and intonation.
 Personality: Introverted or anxious learners usually make slower progress,
particularly in the development of oral skills. They are less likely to take
advantage of opportunities to speak, or to seek out such opportunities. More
outgoing students will not worry about the inevitability of making mistakes.
They will take risks, and thus will give themselves much more practice.
 Motivation (intrinsic): Intrinsic motivation has been found to correlate
strongly with educational achievement. Clearly, students who enjoy language
learning and take pride in their progress will do better than those who don't.
Extrinsic motivation is also a significant factor. ESL students, for example,
who need to learn English in order to take a place at an American university or
to communicate with a new English boy/girlfriend are likely to make greater
efforts and thus greater progress.
 Experiences: Learners who have acquired general knowledge and experience
are in a stronger position to develop a new language than those who haven't.
The student, for example, who has already lived in 3 different countries and
been exposed to various languages and cultures has a stronger base for
learning a further language than the student who hasn't had such experiences.
 Cognition: In general, it seems that students with greater cognitive abilities
(intelligence) will make the faster progress. Some linguists believe that there is
a specific, innate language learning ability that is stronger in some students
than in others.
 Native language: Students who are learning a second language which is from
the same language family as their first language have, in general, a much
 easier task than those who aren't. So, for example, a Dutch child will learn
English more quickly than a Japanese child.

2. State at least five external factors that influence the acquisition of a second
language. Explain each factors.

 Curriculum: For ESL students in particular it is important that the totality of

their educational experience is appropriate for their needs. Language learning
is less likely to place if students are fully submersed into the mainstream
program without any extra assistance or, conversely, not allowed to be part of
the mainstream until they have reached a certain level of language proficiency.
 Instruction: Clearly, some language teachers are better than others at providing
appropriate and effective learning experiences for the students in their
classrooms. These students will make faster progress.
The same applies to mainstream teachers in second language situations. The
science teacher, for example, who is aware that she too is responsible for the
students' English language development, and makes certain accommodations,
will contribute to their linguistic development.
 Culture and status: There is some evidence that students in situations where
their own culture has a lower status than that of the culture in which they are
learning the language make slower progress.
 Motivation (extrinsic): Students who are given continuing, appropriate
encouragment to learn by their teachers and parents will generally fare better
than those who aren't. For example, students from families that place little
importance on language learning are likely to progress less quickly.
 Access to native speakers: The opportunity to interact with native speakers
both within and outside of the classroom is a significant advantage. Native
speakers are linguistic models and can provide appropriate feedback. Clearly,
second-language learners who have no extensive access to native speakers are
likely to make slower progress, particularly in the oral/aural aspects of
language acquisition.

TEACHING ENGLISH IN ELEMENTARY GRADES

PRELIMINARY EXAMINATION
LESLYN B. DIAZ BEED 3
A. How to teach Language Arts to Elementary Students on "Teaching Reading Skills"
1. Read aloud to students as much as possible. - It improves their information
processing skills, vocabulary, and comprehension. Reading aloud targets the skills of
audio learners. Research has shown that teachers who read aloud motivate students to
read.

2. Teach phonics and decoding. - Phonic decoding allows a student to identify

unfamiliar words, also termed “word identification.” During phonic decoding a
student is identifying the individual letters and relating the correct phoneme to each
letter.

3. Teach target sight words. - Sight words help your child build a foundation for
reading comprehension and fluency. Sight words are common words that kids
recognize instantly without sounding them out. Recognizing words by sight helps kids
become faster, more fluent readers.
4. Have books or internet or internet available for independent learning. - The best
way to promote independent reading is to have a classroom library that has many
books or varied topics. There are countless of popular, current, age-appropriate
children's literature available through schools, bookstores and on the web.

5. Plan units that incorporate all aspect of the language arts together. - Reading,
writing, speaking and listening do not each exist in vacuum within a thriving language
arts classroom. Books are read together and talked about, and writing assignments are
created based on the reading and then writing assignments are read aloud and talked
about.

B. How to teach writing lesson? (Executing writing lesson)

1. Make daily time for writing. - Time for writing practice can help students gain
confidence in their writing abilities. As teachers observe the way students write, they
can identify difficulties and assist students with learning and applying the writing
process.
2. Create interesting varied assignments. - Consider how to focus students’ thinking in
ways that are creative, challenging, and motivating. Think beyond the conventional
assignment type to exercise their imaginations while also accomplishing the learning
objectives of the course.

3. Teach authentic spelling and grammar lessons. - Exposing our pupils to high-
quality reading will increase their vocabulary and provide opportunities for discussion
around authorial choices. We must explicitly share good examples of grammar and
model how to make similar choices using strategies such as ‘thinking aloud’ to share
the process we take as writers.

4. Share your own writing. - Sharing your work to your students will let them inspire
and be motivated to do their own writing. It also let them check if there are any errors
with their grammar and with their spelling as well.

5. Provide opportunity to give and receive feedback. - Giving and receiving feedback
in is important to change behaviors, improve productivity and evaluate performance.
Your learners need to know what they are doing well and areas in which they could
do better so they know what to keep doing or what to change.

C. How to teach speaking? (Using accountable talk in the classroom)

1. Be a guiding facilitator. - Some of your students might need a little guidance from
you to engage in conversations, so spark interactions whenever you can. Ask
questions, rephrase the student’s answers, and give prompts that encourage oral
conversations to continue.

2. Ask the right questions. - Asking the right questions helps students to generate
better solutions to solve problems. It's how you increase the capacity and potential in
of your students to be able to come up with better ideas.

3. Post rules for classroom discussions. - Defining and teaching classroom rules is key
to lowering disruptive behaviors in the classroom and minimizing the number of
teacher reprimands. When students know exactly what behavior is expected of them,
they are able and more likely to demonstrate these important behaviors in the
classroom.

D. How to develop a good classroom atmosphere? (Developing classrooom

community)
1. Make lessons for different styles. - Teaching styles that match students' learning
styles, and that put student needs and learning at the forefront, can lead to more
positive academic outcomes. Students tend to be more engaged, and thus better grasp
the material.

2. Create a safe space. - From my point of view, safe space for me is a place when we
are talking and sharing with others our personal stories of “risk,” stress, and trauma,
the difficulties that we are facing in our activism.And for sharing these most sensitive
topics for me, I personally need people in the group, whom I really trust and that are
not a threat for me.

3. Plan group activity and assignments. - Group activity is one way to let the learners
develop their cooperation with each other. It is a good thing that it makes a small
closure between them that help to create a good outcome wherein they put their ideas
and apply their abilities.

E. Research Activity
1. The languages Curriculum in the K-12.
a. Domains of literacy in the competencies to be develop in each domain. - Reading,
which is the dynamic interaction of a reader and a text to create meaning. The reader
decodes the words on the page, applies his/her prior knowledge, and creates meaning.
- Writing, which is the ability to effectively express ideas using written symbols.
writers have good knowledge of spelling, language structure, grammar, and
punctuation rules.
- Speaking, which is the ability to effectively express ideas and accurately pronounce
words. Speaking is the first formalized form of communication that occurs in humans.
- Viewing, which is the ability to read or hear language, then process and understand
the language. It permeates all of the other domains because there is no language
without meaning.

b. Literacy in the mother tongue and the second language. Bridging among languages.
- Cummins (2000) found that children with a solid foundation in their mother tongue
develop stronger literacy abilities in the school language which enable them to go
from the known to the unknown using what they have learned about reading and
writing in the first language and their knowledge of oral second language to bridge
into reading and writing the second language.

c. K-12 issues: English as a Second Language (ESL) Standards, Standard-based

Instruction and Assessment, Collaboration with mainstream Teachers and Parents.
English as a Second Language (ESL) Standards,
- Goal 1: To use English to communicate in social settings.
- Standard 1: Students will use English to participate in social interactions.
- Standard 2: Students will interact in, through, and with spoken and written English
for personal expression and enjoyment.
 - Standard 3: Students will use learning strategies to extend their communicative
competence.
- Goal 2: To use English to achieve academically in all content areas.
- Standard 1: Students will use English to interact in the classroom.
- Standard 2: Students will use English to obtain, process, construct, and provide
subject matter information in spoken and written form.
- Standard 3: Students will use appropriate learning strategies to construct and apply
academic knowledge.
- Goal 3: To use English in socially and culturally appropriate ways.
- Standard 1: Students will use appropriate language variety, register, and genre
according to audience, purpose, and setting.
- Standard 2: Students will use nonverbal communication appropriate to audience,
purpose, and setting.
- Standard 3: Students will use appropriate learning strategies to extend their
sociolinguistics and sociocultural competence.
- Standard-Based Instruction and Assessment
- Standards based instruction helps guide the planning, implementation, and
assessment of student learning. The use of standards to streamline instruction ensures
that teaching practices deliberately focus on agreed upon learning targets.
Expectations for student learning are mapped out with each prescribed standard.
- Research shows that when a partnership approach between parents and teachers is
evident, children's work habits, attitudes about school and grades improve. They
demonstrate better social skills, fewer behavioral problems and a greater ability to
adapt to situations and get along. And parents and teachers benefit, too.

2. English as a Second Language and Bilingual Methods of Teaching Children.

- The importance of ESL is reflected in the fact that many districts even require all
elementary teachers to have an ESL certification. You’ll want to make sure to
research your top choice school to determine if you need ESL.
- The goal of bilingual classroom instruction is to help students become fluent in both
languages.
- Like ESL classrooms, students may also come from different cultural backgrounds.
Teachers should be mindful of this and help all students feel comfortable, respected
and valued in the classroom.

TEACHING ENGLISH IN ELEMENTARY GRADES

MID TERM EXAMINATION
LESLYN B. DIAZ BEED 3
1. The standards based Unit Lesson Planning(at least one example in each)
Lesson Plans and Unit Plans: The Basis for Instruction
You have set yourself up for success by learning everything there is to know
about school and district policies and where to find correct answers to questions;
setting up an organized classroom with every book, paper, and handout ready to go;
working out basic rules to create a classroom that is a welcoming and safe place for
intellectual development; determining consequences to support the rules; and
planning for procedures, schedules, and seating charts that make sense. Now it is time
to get to the actual purpose of the job—teaching students. With the standards and
pacing guide in hand (see Chapter 3), you are ready to write lesson plans that will
inspire students and generate success. The eight-phase lesson plan template described
in this chapter delineates the key components of great lessons, making the best use of
every teaching moment. When lessons flow sequentially, always reviewing prior
knowledge and then constructing deeper understanding based on new concepts and
skills, learning is relevant, organized, and comprehensible. Yesterday's learning is
complemented by today's lesson, which leads to achievement tomorrow and beyond.

2. The teaching of listening, reading, writing, speaking and viewing(at least one
example in each)
When we learn a language, there are four skills that we need for complete
communication. When we learn our native language, we usually learn to listen first,
then to speak, then to read, and finally to write. These are called the four "language
skills": The four language skills are related to each other in two ways:the direction of
communication (in or out) the method of communication (spoken or written) Note
that these four language skills are sometimes called the "macro-skills". This is in
contrast to the "micro-skills", which are things like grammar, vocabulary and
pronunciation.
Listening is receiving language through the ears. Listening involves
identifying the sounds of speech and processing them into words and sentences. When
we listen, we use our ears to receive individual sounds (letters, stress, rhythm and
pauses) and we use our brain to convert these into messages that mean something to
us.
Speaking is the delivery of language through the mouth. To speak, we create
sounds using many parts of our body, including the lungs, vocal tract, vocal chords,
tongue, teeth and lips.
"Reading" is the process of looking at a series of written symbols and getting
meaning from them. When we read, we use our eyes to receive written symbols
(letters, punctuation marks and spaces) and we use our brain to convert them into
words, sentences and paragraphs that communicate something to us.
"Writing" is the process of using symbols (letters of the alphabet,
punctuation and spaces) to communicate thoughts and ideas in a readable form.

3. Oral Language Development and Grammar Awareness: Integration of literature

skills;
a) Ways of developing oral languages(at least one example in each)
Oral language is one of the most important skills your students can master—both for
social and academic success. Learners use this skill throughout the day to process and
deliver instructions, make requests, ask questions, receive new information, and
interact with peers. Example Encourage conversation- Every social interaction gives
students a new opportunity to practice language. Some of your students might need a
little guidance from you to engage in conversations, so spark interactions whenever
you can. Ask questions, rephrase the student’s answers, and give prompts that
encourage oral conversations to continue.
b) Lesson on grammatical structure(at least one example in each)
Grammatical structure is commonly assumed to exist in speakers' minds.
However, grammatical structure is also directly involved in social interaction in
language use, and language use is central to accounting for language acquisition,
language variation and language change. In the more dynamic process of language
acquisition and language change, functional factors have been argued to play a role.
In both language acquisition and language change, it has been argued that competing
motivations among functional principles play a major role.
c) Using a story as a springboard in a grammar lesson(at least one example)
A springboard story is a story that enables a leap in understanding by the
audience so as to grasp how an organization or community or complex system may
change. A springboard story has an impact not so much through transferring large
amounts of information, but through catalyzing understanding. It enables listeners to
visualize from a story in one context what is involved in a large-scale transformation
in an analogous context. The idea of a springboard story was first explained in the
book, The Springboard: How Storytelling Ignites Action in Knowledge-Era
Organizations published by Butterworth Heinemann, in October 2000. The
Springboard describes in detail how a springboard story works, as well as how to
craft, frame and perform a springboard story.
d) Explicit instruction in a grammar lesson(at least one example)
When you're teaching a second language, there are two major instructional
styles that you might use. One is explicit instruction, which is formal instruction that
has students consciously focus on language aspects, such as grammatical forms. For
example, you might have students look at the soy/eres/es/somos/son conjugations for
Spanish. In explicit instruction, they would learn that these are the major conjugations
for the present tense form of the verb ser. This might be done as part of a unit on
description or a unit specifically on present tense. Explicit instruction involves
activities like worksheets, repetition (e.g., having students repeat the conjugation
forms out loud), or fill-in-the-blank activities where students have to properly
conjugate the verb. The idea is to have students consciously focus on and learn
grammatical forms, as well as their purpose and position in a sentence. Explicit
instruction is an excellent tool for teaching grammatical forms, but it does have some
downsides. For one, it doesn't involve any communicative practice. Students aren't
really learning how to use the grammatical forms in a practical or conversational way,
like they would use it outside of the classroom. This makes it more difficult for
students to retain or recognize these language aspects in a more communicative
setting, and their fluency suffers as a result.
e) Designing a grammar lesson(at least one example)
Combine Grammar Instruction with Appealing New Vocabulary Words

One of the ways I have hooked students who don’t enjoy grammar (yes, there
are students out there who do enjoy it) is to tie grammar instruction into other areas of
ELA content. It makes sense. Grammar, writing, vocabulary, reading…they are like
milk and cookies.

4. Developing Vocabulary and Spelling Skills

a) Vocabulary and comprehension skills development (at least 10 words to define and each word
must be used in a sentence. )
There is a strong relationship between vocabulary knowledge and reading comprehension;
students need to understand the meaning of critical words they will be reading to promote
comprehension. Vocabulary knowledge, along with background knowledge,provides students a better
chance of understanding the text they read.