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APPROACHES TO TEACHING READING: A

PHILIPPINE PERSPECTIVE
DEVELOPMENT OF THE FOUR PRONGED
APPROACH
BASIC EDUCATION CURRICULUM
• It is the product of efforts to strengthen
the global competitiveness of
Philippine Education particularly in the
elementary stream.
• This curriculum was an output of
several revised of curriculum.
ARTICLE XIV, SECTION 1, SECTION 2(1), AND
SECTION 3(2) OF THE CONSTITUTION STATES:
Section 1. The State shall protect and
promote the right of all citizens to quality
education at all levels, and shall take
appropriate steps to make such education
accessible to all.
Section 2(1). The State shall establish,
maintain, and support a complete,
adequate, and intergraded system of
education relevant to the needs of the
people and society.
ARTICLE XIV, SECTION 1, SECTION 2(1), AND
SECTION 3(2) OF THE CONSTITUTION STATES:
Section 3(1). All educational institutions shall
inculcate patriotism and nationalism, foster
love of humanity, respect for human rights,
appreciation of the role of national heroes in
the historical development of the country,
teach the rights and duties of citizenship,
strengthen ethical and spiritual values,
develop moral character and personal
discipline, encourage critical and creative
thinking, broaden scientific and technological
knowledge and promote vocational efficiency.
THE 1982 EDUCATION ACT
• To provide the knowledge and develop the
skills, attitudes, and values essential to
personal development and necessary for
living in and contributing to a developing and
changing social milieu
• To provide learning experiences which
increase the child’s awareness of and
responsiveness to the changes in and just
demands of society and to prepare him/her
for constructive and effective involvement.
THE 1982 EDUCATION ACT
• To promote and intensify the child’s knowledge of,
identification with, and love for the nation and the
people to which he/she belongs

• To promote work experiences which develop the


child’s orientation to the world and creativity and
prepare him/her to engage in honest and gainful
work. Each region’s level of basic education
objectives and goals are tailored to match local
concerns, however these are still reflective of the
national level goals
SCHOOL 1983-1984
• DECS ( Department of Education, Culture and Sports)
launched the Program for Decentralized Education
(PRODED) for elementary education to modify the
curriculum and put emphasis on science, technology,
math, reading, and writing.
YEAR 1989
• New Secondary Education Curriculum ( NSEC) was employed to
replace the 1973 Revised Secondary Education Program ( RESP).
• NSEC is a major part of the Secondary Education Development
Program ( SEDP) that brought PRODED into secondary education
system, to effect continuity, to improve quality education of
graduates, and to expand access to quality education.
• NSEC brings a student-centered, community-oriented style of
education where Values Education is incorporated into the teaching
of other subject areas.
MAIN OBJECTIVE OF SEDP:
• Strengthening of the teaching of science and
technology
• Developing the quality and coverage of basic,
non-formal and secondary education
• Creating a market-driven Technical Education
and Vocational Training (TEVT) program
• Fortifying the Science and Technology ( S & T)
capacity of tertiary level
• Directing the government's poverty alleviation
strategy in education sector.
2001 GOVERNACE OF BASIC EDUCATION ACT
• Referred to as Republic Act No. 9155
• An act of instituting a framework of governance for
basic education, establishing authority and
accountability renaming the Department of
Education, Culture and Sports as the Department of
Education, and for other purposes.
YEAR 2002
• The Department of Education came about with new
curriculum – the Restructured Basic Education
Curriculum or RBEC
RESTRUCTURED BASIC EDUCATION
CURRICULUM
• “Millennium curriculum”
• A restructuring of the past curricula.
• The features of this new curriculum were
first proposed 16 years ago to the
Education Department.
• In 1998, the Philippine Commission on
Education Reform concluded that “focus
on basics” in education must be
implemented.
RESTRUCTURED BASIC EDUCATION
CURRICULUM
• According to Guzman and Servillano, RBEC
aims to produce more functionally literate
students by empowering them with life
skills and promoting more ideal teachers
will perform collaborative teaching non-
authoritarian way of instructing.
• The subject in this curriculum respond to
the individual students need.
RESTRUCTURED BASIC EDUCATION
CURRICULUM
• It adheres to the direction of the
Congressional Commission on
Education focusing classroom
instruction in Science, Mathematics,
Filipino, English, and Makabayan, i.e.
Values, history, geography, physical
education, music and practical arts,
DEPED ORDER NO. 43, S. 2002
• Presents the Guidelines on the
Implementation of the Elementary Basic
Education Curriculum.
• The said Order states that the Elemen-tary
Basic Education Curriculum focuses on the
tool learning areas for an adequate
development of competencies for learning
how-to-learn.
SUBJECT NOMENCLATURE AND DESCRIPTION
FOR ENGLISH
• English as a subject is concerned with developing in
the learners competencies in listening, speaking,
reading and writing.
GOALS OF ENGLISH IN ELEMENTARY LEVEL
GRADE 1
• Recognize differences in speech, word stress,
intonation patterns on sentence heard
• Speak clearly and use appropriate expressions
in talking about oneself and the immediate
environment.
• Read with ease and understanding beginners’
book in English
• Write legibly information about oneself,
common words and simple sentences in
manuscript form.
GRADE 2
• Listen critically to 1-2 paragraphs
• Use appropriate expressions in varied
situations and about places and topics of
interested
• Read critically and fluently in correct thought
units, texts for information and entertainment
• Respond properly to environmental prints like
signs, posters, commands and requests
• Write legibly simple sentences and message in
cursive form.
GRADE 3
• Listen critically to get information from
text heard
• Demonstrate independence in using
the basic language structure in oral and
written communication
• Read with comprehension
GRADE 4
• Listen critically to news reports, radio
broadcasts and express ideas
accurately in oral and in written form
• Demonstrate more independence in
the use of language to meet everyday
needs
• Read independently for pleasure and
get information from various text types
GRADE 5
• Listen critically to different text types
• Express ideas logically in oral and
written forms
• Demonstrate interest in reading to
meet one’s various needs
GRADE 6
• Listen critically; communicate one’s
feeling and ideas orally and in writing
with high level of proficiency
• Read various text types materials to
serve one’s own learning needs in
meeting a wide range of life’s purposes.
GOALS IN TEACHING ENGLISH LANGUAGE
FOUR COMMUNICATIVE COMPETENCE AREAS AS
GOALS OF LANGUAGE TEACHING
1. Linguistic Competence is knowing
how to use grammar, syntax, and
vocabulary of a language.
Linguistics competence ask: What
words do I use? How do I put them
into phrases and sentences?
FOUR COMMUNICATIVE COMPETENCE AREAS AS
GOALS OF LANGUAGE TEACHING
2. Sociolinguistics Competence is knowing how
to use and respond to language
appropriately, given the setting, the topic,
and the relationship among people
communicating.
Sociolinguistics competence asks: which
words and phrases fit this setting and this
topic? How I can express a specific attitude
(courtesy, authority, friendliness, respect?
When I need to? How do I know what
attitude another person is expressing?
FOUR COMMUNICATIVE COMPETENCE AREAS AS
GOALS OF LANGUAGE TEACHING
3. Discourse Competence is knowing how to
interpret the larger context and how to
construct longer stretches of language so
that as part make up a coherent whole.
Discourse competence asks: How are
words, phrases and sentences put
together to create conversations,
speeches, email messages, newspaper
articles?
FOUR COMMUNICATIVE COMPETENCE AREAS AS
GOALS OF LANGUAGE TEACHING
4. Strategic Competence is knowing how to
recognize and repair communication
breakdowns, how to work around gaps in
one’s knowledge of the language and in the
context.
Strategic competence asks: How do I know
when I’ve misunderstood or when someone
has misunderstood me? What do I say then?
How can I express my ideas if I don’t know
the name of something or the right verb to
use?
• In the early stages of language learning, teacher and
students may want to keep in mind the goal of
communicative efficiency- that learners should able to
make themselves understood, using their current
proficiency to the fullest. They should avoid confusion in
the message (due to faulty pronunciation, grammar, or
vocabulary); to avoid offending communication partners
(due to socially inappropriate style); and to use strategies
to recognizing and managing communication
breakdowns.
• Cook reiterates the goals of language teaching as
primarily for competence.
• She states that purposes of language teaching are far
from straightforward. The multi-farious goals include
benefits for the learner’s mind such as manipulating
language and preparing the learner’s future career
and for his/her opportunities to emigrate.
GOALS OF LANGUAGE TEACHING
1. self-develompent. The student
becomes in some way a ‘better’
person through learning another
language. This goal is unrelated to the
fact that some people actually use the
second language, as in the group-
related dynamics of Community
Language Learning.
GOALS OF LANGUAGE TEACHING
2. a method of training new cognitive
processes. By learning another language,
students acquire methods of learning or
new perspective on themselves and their
societies.
3. A way-in to the mother tongue. The
students’ awareness of their first
language is enhanced by learning a
second language.
GOALS OF LANGUAGE TEACHING
4. An entree to another culture. Students can
come to understand other groups in the
world and to appreciate the music and
art of other cultures.
5. A form of religious observance. For many
people a second language is part of their
religion, whether Hebrew for the Jewish
religion, Arabic for Muslims, or indeed
English for Christians in some parts of the
world.
GOALS OF LANGUAGE TEACHING
6. A means of communicating with those who
speak another language. We all need to
cope with people from other parts of the
world whether for business or pleasure.
7. The promotion of intercultural understanding
and peace. For some, the highest goals of
language teaching are to foster negotiation
rather that war or changes in the society
outside the classroom.
THE FOUR-PRONGED APPROACH
THE 1ST PRONG: PREPARATION
• Read to extend knowledge, not for learning.
We learn better if we relate what we read to
what we already know, and if we fit what we
read into categories that are meaningful to us.
• Preparation allows us to prepare our minds
for new knowledge.
• First spend three minutes thinking about you
already know about the subject, and then
browse through the book and chapter.
THE 1ST PRONG: PREPARATION
• BROWSE is a key reading skill and is an
excellent preparation for serious study. It
gives you an overview of the material and
helps you to prepare your mind, which
subconsciously lays down the structure
that helps you to learn. When you browse,
you let your attention be caught by
important details. You can go through the
material backward or forwardor skipping
around.
THE 1ST PRONG: PREPARATION
• Browsing should fell more like play that
work. This will set your subconscious mind
to work. You will learn about the
organization of the text. You will take its
use of diagrams, footnotes, and headings.
You will seeing the topics covered and get
some idea about the style. You will also
relate the new information to your
previous knowledge.
THE 2nd PRONG: OVERVIEW
• Having briefly browsed the material,
concentrate next in obtaining an
overview. Read any summaries. Look
through the headings and the index.
Read the conclusion. Go back through
the material, and for each main
section; look at any diagrams or tables.
THE 2nd PRONG: OVERVIEW
• By the end of the overview, you will
know what the chapter or book is
about and have taken in its main
message. Often, this is as far as you
need to go. If you need to study the
material in detail, you may need to
carry out a closer reading.
THE 3rd PRONG: THE CLOSER READING
• Even for a closer reading you may not
have to read the material word by
word, from beginning to end; nor must
you reread material you have already
read. After the overview you can
decide what you already know and
don’t need to study and what you do
not know and therefore wish to study.
THE 3rd PRONG: THE CLOSER READING
• UNDERSTANDING DIFFICULT PASSAGE. While
reading, everyone comes across parts be does
not understand. This may be because the
material is inherently difficult or because the
message has not been clear. Don’t spend
hours trying to understand a difficult bit for
two reasons:
1. If you leave the difficulty on one side, your
subconscious mind will set to work on it.
2. What comes after the difficult bit may help
you to understand.
THE 4th PRONG: REVIEW
• An early review of what you have read
and learned is a key step both in
organizing the material and in
remembering it in the long term.
Thirty-five minutes study period
incorporate this.
RATIONALE OF FOUR-PRONGED APPROACH
CONTENT-BASED INSTRUCTION
• Commonly known as CBI, is a strategy that
covers reading relation to other content
areas.
• This is relating one subject area to
another.
• Davies furthers ideas as he states that CBI
is a teaching method that emphasizes
learning about something rather than
learning about language.
CONTENT-BASED INSTRUCTION
• CBI is the incorporation of a particular
content with language teaching aims – the
synchronized teaching of academic subject
matter and second language skills. It views
the target language as a tool through
which the area under discussion is learned
unconsciously rather than as the
immediate object of study
CONTENT-BASED INSTRUCTION
• This also aims at the development of
use-oriented ‘second and foreign
language skills’ and is distinguished by
coherent learning of a specific content
and related language use skills’
(Wesche,1993).
CONTENT-BASED INSTRUCTION
• CBI is an approach to language
instruction that integrates the
presentation of topics or tasks from
subject matter classes (e.g., math,
social studies within the context of
teaching a second or foreign language.
( Crandall & Tucker, 1990)
THEMATIC APPROACH TO TEACHING
• This is a way of teaching and learning,
whereby different areas of the curriculum
are related together and integrated to
central theme.
• Thematic approach allows literacy to grow
progressively, i.e. Vocabulary is linked,
spelling, and sentence writing are being
frequently, but smoothly, reinforced.
THEMATIC APPROACH TO TEACHING
• According Loughran (2205) similarly
reiterates that idea of teaching with
themes as a means of integrating
curriculum can be traced back to the
reforms of the 1930s.
• Piaget emphasized that thematic
teaching is about students actively
constructing their own knowledge.
CONSTRUCTIVISM
• Argues that human construct meaning
form current knowledge structures.
• Learners engender their own “mental
models” to generate and regenerate
ideas from experiences and to adjust
and accommodate to new experiences.
CONSTRUCTIVISM
• Constructivists see reading as a social
practice which affect when you read,
what you read, where you read, who
you read with and why you read.
• Interacting with the text can involve
practices as diverse as reading
instructions, scanning a newspaper or
reading academic article
Content-Based Instruction Thematic Approach Constructivism

Reading in relation to other Different areas in curriculum Understanding the world


subject areas are related to central theme. through refection of one’s
experiences
“Learning about something Teacher’s role is to initiate Learners engender their own
rather than learning about the theme. “mental models” to generate
language” ideas from experiences

Development of use-oriented Students will construct their Reading is a social practice.


second and foreign skills own knowledge.

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