PA Activity: Head and Feet • Touch your head if the end part of the word I say has a similar ending sound as head . • Touch your feet if the end part of the word I say has a similar ending sound as feet . Ex. Goal: Identifying which word rhymes bed red meet feet said street fed sweet bread
Can you turn a hen into a pig?
Turning a hen into a pig Hen = change h and replace with p Pen = change e and replace with i Pin = change n and replace with g What do we have??? A pig!
Phonological Awareness Skills Standard for Grade 1: Display sensitivity to sounds in spoken language
Phonological Awareness Skills Display sensitivity to sounds in spoken language Recognize rhyming words Distinguish rhyming words from non-rhyming words Supply rhyming words in response to spoken words Identify/count individual words in phrases and sentences Identify/count syllables in words Identify/count sounds in a word Identify the beginning sound of a word Identify onsets and rimes Identify the final sound of a word
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education At the end of Grade 3, Proposed Standards students should: acquire, study, and use Vocabulary English vocabulary words appropriately in relevant contexts. Grade 1 English
Vocabulary Activity Which word will you replace to fix these silly statements? Provide a word that you know to fix each statement. On my plate I have a moon. I can use my mouth to walk. On my bed, I like to weep. To check the time, I look at my sock.
Vocabulary Standard for Grade 1: Use a variety of words to communicate ideas orally for a variety of purposes and to understand oral and written text
Vocabulary Differentiate English words from words in other languages spoken at home and in school Ask about unfamiliar words to gain meaning Sort and classify familiar words into basic categories (e.g., colors, shapes, foods). Describe familiar objects and events in both general and specific language. Show curiosity about and play with words and language
Vocabulary Use new words learned thru stories in own speech Know and use words that are important to school work, such as the names for colors, shapes, and numbers Know and use words that are important to daily life like names of persons, animals, things, places and events Determine what words mean using context clues
Vocabulary Ask, talk about and determine the meaning of new words Use new words when speaking Recognize that some words have the same meaning Recognize that some words have opposite meanings Recognize that words play different roles in sentences (for example, some words — nouns — name things and some words — pronouns — replace naming words)
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education At the end of Grade 3, Proposed Standards students should: understand a range of Comprehension texts from different contexts for a variety of purposes. Grade 1 English
Comprehension Activity Pitter-patter! Splish-splash! One day, Jana was walking outside. She was on her way home. Pitter-patter! Splish-splash! Suddenly, it started to rain. Pitter-patter! Splish-splash! “Oh no! I forgot my umbrella.” Pitter-patter! Splish-splash! What was Jana doing? What does Jana need?
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education Proposed Standards for At the end of Grade 3, Reading students should: Comprehension activate prior knowledge conceptually related to Use of Context and Prior text and establish a Knowledge purpose for listening/ reading. Grade 1 English
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education Proposed Standards for At the end of Grade 3, Reading students should: Comprehension be self-aware as they discuss and analyze text Comprehension to create new meanings strategies and modify old knowledge. Grade 1 English
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education Proposed Standards for At the end of Grade 3, Reading students should: Comprehension respond to literary text through the appreciation Comprehending of literary devices and an Literary Text understanding of story grammar Grade 1 English
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education Proposed Standards for At the end of Grade 3, Reading students should: Comprehension locate information from expository texts and use Comprehending this information for Informational Text discussion or written production Grade 1 English
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education At the end of Grade 3, Proposed Standards students should: Listening Understand a range of Comprehension texts listened to for a variety of purposes Grade 1 English
Listening Comprehension Standard for Grade 1: Understand a range of texts listened to for a variety of purposes
Listening Comprehension Expect oral/written text to make sense Identify a purpose for listening Listen to, understand and follow simple instructions Appreciate a variety of texts Listen carefully to texts read aloud Derive meaning from repetitive language structure Participate / Engage in a read-along of texts (e.g. poetry, repetitive text) Activate and use prior knowledge to understand the text
Listening Comprehension Select most likely conclusions about the text using their prior knowledge Identify connections between the story listened to and personal experience Make predictions about stories based on the cover or title, pictures, details in the text Use/ Modify prior knowledge based on new knowledge from text Validate ideas made after listening to a story
Listening Comprehension Recall information, main ideas, and details after listening to a text Identify story elements (title, characters, setting) Identify and discuss key themes Discuss reasons for events in stories Make simple inferences about the thoughts, feelings, dialogue and actions of characters Establish and analyze relationships between characters and events in the text
Listening Comprehension Sequence a series of events in a literary selection Identify cause and effect of specific events in a literary selection Compare events and characters in literary selections from a variety of cultures Appreciate the effects of different words and phrases, e.g. to create humor, images and atmosphere Appreciate words that the author uses in a literary selection to create a graphic visual experience
Listening Comprehension Appreciate figurative language Take part in creative responses to stories, (e.g. oral retelling, dramatization, etc.) Determine whether a story is real or make-believe Appreciate that texts vary with regards to content and purpose
Listening Comprehension Locate specific information by using organizational features in expository text Restate facts, identify main idea and appreciate information from listening to informational text Appreciate the usefulness of the information in a particular text
Listening Comprehension Ask and answer questions before, during and after listening to a text (i.e. literal, inferential, evaluative, integrative, creative) Use details and pictures found in the informational text to create meaning
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education At the end of Grade 3, Proposed Standards students should: ● demonstrate grammatical awareness by being able to read, speak and write Grammar Awareness correctly. ● communicate effectively, and Structure in oral and written forms, using the correct grammatical structures of English. Grade 1 English
Activity for Grammar I want a hotdog. What kind of word is ‘hotdog?’
Activity for Grammar I want a hot dog. What kind of word is ‘hot’?
Grammar Standard for Grade 1: Apply grammar to communicate effectively
Grammar Sentence Recognize sentences and non-sentences Use simple sentences Use different kinds of sentences (e.g. declarative, interrogative) Recognize punctuation marks (e.g. period, question mark)
Grammar Noun Use nouns in sentences (people, animals, places, things, events) Recognize the use of a/an Use plural form of regular nouns by adding /s/ or /es/
Grammar Pronoun Use personal pronouns (e.g. I, you, he, she, it) Use commonly used possessive pronouns Use demonstrative pronouns (this/that, these/those) Use interrogative pronouns (e.g. who, what, where, when, why)
Grammar Adjective Use common positive forms of adjectives Verb Use the simple forms of verbs
Grammar Preposition Recognize directional prepositions (eg. in, on, under etc.)
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K-12 Basic Education Program of the Department of Education Proposed Standards for At the end of Grade 3, Reading students should: Comprehension demonstrate a love for reading stories and Attitude confidence in performing literacy-related activities/tasks. Grade 1 English
Attitude Standard for Grade 1: Display a positive regard towards literacy learning.
Attitude Revisit favorite books, songs and rhymes Attempt to read or re-tell texts listened to
The Learning Package The Matrix The Lesson Plans The Appendix Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuniga
The Matrix The Teaching Guide is organized in the form of a matrix. An overarching social studies based theme is used the take-off point for designing the lessons. The matrix has the following parts:
The Matrix 1. Objectives 2. Pre-Assessment 3. Activating Prior Knowledge 4. Presentation 5. Modeling 6. Guided Practice 7. Independent Practice 8. Post-Assessment
English Curriculum Teaching Guide
The Matrix – The Objectives This portion of the matrix focuses on setting the targets for the daily and weekly lessons. The objectives portion identifies what the students should be able to understand (insight/value or concept) exhibit (skills) and appreciate at the end of each lesson. These objectives are based on the standards and competencies to be met by first graders.
The Matrix – Sample Objectives Theme: Me and My Family At the end of the lesson the students should be able to: Expressive Objectives: Realize that we have body parts that can do many things Appreciate that singing songs and reciting rhymes can be fun Instructional Objectives: • Oral language: Listen and share about him/herself • Phonological Awareness: Recognize words that rhyme • Listening Comprehension: Listen and share about him/herself; Follow directions • Vocabulary and Grammar: Recognize, identify, and give examples of naming words (body parts)
The Matrix – Pre-Assessment This portion of the matrix focuses on activities designed to determine what the students know and need to learn . This will be the basis for redesigning or adjusting the contents of the lesson.
The Matrix – Sample Pre-Assessment TOUCH YOUR BODY PART Have the class point to a body part 1. Teacher will ask the students to touch a body part. Ex. “Can you touch your nose?” 2. The students will attempt to touch the body part that the teacher says. 3. Teacher will assess the knowledge of the students as the activity goes along.
The Matrix – Activating Prior Knowledge This portion of the matrix focuses on activities designed to determine what the students know about the content to be covered in the lesson. The goal is to create an intersection between the background knowledge of the students and the content of the lesson . By tapping what the students know, we are awakening their interest, building motivation and preparing them for the learning experience.
The Matrix – Sample Activating Prior Knowledge BODY PART PUZZLE 1. Divide the class into groups. 2. Distribute the body parts cut-outs to each group. 3. Ask the children to form the puzzle of a boy and a girl using the different body parts (paper cut-outs) 4. Ask the children to share the names of body parts they already know.
The Matrix – Presentation This portion of the matrix focuses on unpacking the contents of the lesson. This may focus on interacting with the text or the explicit instruction of content.
The Matrix – Sample Presentation Sing a SONG about the parts of a body: Clap your Hands Clap your hands Touch your toes Turn around Put your finger on your nose Flap your arms Jump up high Wiggle your fingers And reach for the sky.
The Matrix – Modeling This portion of the matrix focuses on showing the students how to go through a particular thought process or how to perform a particular skill.
The Matrix – Sample Modeling Teacher will model identifying the names of particular body parts. 1. Teacher says “ These are my fingers” while showing his/her fingers to the class. 2. Teacher asks “Can you show me your fingers?” Teacher asks the students to show their fingers to the class. 3. Teacher asks “ What do we call these?” 4. Students will say the name of the body part that teacher is showing.
The Matrix – Guided Practice This portion of the lesson focuses on providing an opportunity to practice a particular skill in a whole class setting . This serves as an opportunity to provide feedback and to clarify concepts learned/applied.
The Matrix – Sample Guided Practice CLASS ACTIVITY 1. Teacher asks volunteers to show and name the body parts they have. 2. Teacher guides and assists the students as they attempt to talk about their body parts. Student 1: These are my ears. Can you show me your ears? Student 2: This is my nose. Can you show me your nose?
The Matrix – Independent Practice This portion of the matrix focuses on providing the students an opportunity to perform a particular skill and gain mastery .
The Matrix – Sample Independent Practice TWISTER GAME 1. Divide the class into 2 groups. (or more depending on size of class) 2. Lay a Twister mat on the floor. *Twister mat is divided into squares. Each square has a different color. There should be at least 2 squares with the same color. 3. Give directions that will use names of body parts and colors. ex. Put your right hand on the color yellow. Put your left knee on the color blue. 4. Each player should be able to follow accordingly.
The Matrix – Post-Assessment This portion of the matrix focuses on activities designed to determine what the students know and need to learn . This will be the basis for redesigning or adjusting the contents of the lesson.
The Matrix – Sample Post-Assessment Play the Body Parts Game and check if the students will be able to touch the correct body part you refer to. a. Student says: “Touch your part of the body.” Ex. Touch your feet. (Classmates should be able to touch their feet.) b. Teacher checks if the students are able to touch the correct part of the body mentioned.
Lesson Plans I. Theme II. Objectives III. Subject Matter and Materials IV. Pre-Assessment V. Procedure A. Activating Prior Knowledge B. Presentation C. Modeling D. Guided Practice E. Independent Practice VI. Post-Assessment Grade 1 English
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
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