PRIMALS 4-6

Pedagogical Retooling in Mathematics, Languages,

and Science for Grades 4-6 Teachers

Session 1.0
Unpacking the
English Language
Arts Curriculum

Learning Action Cell Session Guide

English 4-6

Prepared by:

ROSE ANN B. PAMINTUAN

Master Teacher I
Pasig City Division Office
 Department of Education – National Capital Region

Objectives of the Session

At the end of the session, teachers should be able to:

1. Analyze the learning progression in the English Language Arts (ELA)

curriculum standards expected of Grades 4 to 6 students;
2. Articulate the framework of the ELA curriculum and its various domains in
relation to reading skills;
3. Analyze the salient features of the DepEd ELA curriculum; and
4. Make connections about how the various literacy domains are interrelated
literacy skills.

Key Understanding or Learning Points

1. Unwrapping or unpacking a learning standard results in a form, more easily
translated into unit and daily lesson plans. This process helps educators
zero in on what is essential for instruction. The unpacked standard alone
should be sufficient for planning. Take into consideration that if a standard
is already small enough, unpacking might not be necessary. The teacher’s
first task is to always identify the standard. Unpacking also provides an
opportunity to determine the proper road map of progression within a
subject and how it relates with prior and future learning opportunities. (Dr.
Ma. Alicia Bustos-Orosa)
2. Learning standards refer to how well the student must perform, at what
kinds of tasks, based on what content, to be considered proficient or
effective. They define what learning should be achieved in what grades or
over certain grade spans. (K to 12 English Curriculum)
3. Content Standards identify and set the essential knowledge and
understanding that should be learned. They answer the question: “What
should the learners know?” (K to 12 English Curriculum)
4. Performance Standards describe the abilities and skills that learners are
expected to demonstrate in relation to the content standards and integration
of the 21st century skills. They answer the following questions: What can
learners do with what they know? How well must learners do their work?
How well do learners use their learning or understanding in different
situations? How do learners apply their learning or understanding in real-life
contexts? What tools and measures should learners use to demonstrate
what they know? (K to 12 English Curriculum)
5. Grades 4 to 6 Literacy Domains (K to 12 English Curriculum)
a. Listening Comprehension
b. Oral Language
c. Vocabulary
d. Reading Comprehension
e. Fluency

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 f. Study Strategies
g. Grammar
h. Writing Composition
i. Viewing Comprehension
j. Attitude Towards Reading
6. In literacy learning, the language skills of reading, writing, speaking, and
listening are interrelated skills that are integral to thinking and making
meaning. (Dr. Ma. Alicia Bustos-Orosa)
Materials Needed: Approximate Duration

 Session PPT 1.5 hours / 90 mins

 meta-cards
 LAC Session Video
 English Curriculum Guide
 Manila paper
References:

K to 12 English Curriculum

Say: “Good day everyone. Welcome to the _____ day of our exciting journey of
learning and discovery.”

Introduce the Session

Say: “Our topic today is “Unpacking the English Language Arts Curriculum.”
Note to the Facilitator: Show the session objectives slide.

“At the end of the session, you should be able to:

1. Analyze the learning progression in the English Language Arts (ELA)
curriculum standards expected of Grades 4 to 6 students;
2. Articulate the framework of the ELA curriculum and its various domains in
relation to reading skills;
3. Analyze the salient features of the DepEd ELA curriculum; and,
4. Make connections about how the various literacy domains are interrelated
literacy skills.”

ACTIVITY (25 minutes)

Brainstorming: What are LS, CS and PS?

Procedure:
1. The participants are divided into groups.
2. Each participant receives a bond paper.
3. Participants write their own definition of the following:
a. Learning Standards
b. Content Standards
c. Performance Standards
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 4. After 5 minutes, the group comes up with a group definition based on the
answers of the members.
5. Group reporting follows.
Materials: Manila paper, bond papers

ANALYSIS (15 minutes)

“After the group reporting, let’s reflect on the following questions”:

1. Based on the group sharings, what are the common understandings of

Learning Standards? Content Standards? Performance Standards?
2. On a scale of 1-5, how much do you know or understand about LS, CS and
PS?
3. Why do you think understanding of these standards is important to the
Language Arts teachers?”

ABSTRACTION (30 minutes)

“Let us now watch the video presentation of Dr. Ma. Alicia Bustos-Orosa.
After watching, we will discuss it guided by the following questions.”

Guide Questions

1. What do the standards mean, why are we teaching this, what should
learners know, what should learners be able to do, how does it apply to
learners at my grade level?
2. What are the “content” expressed in the standards?
3. What are the “skills” expressed in the standards?
4. Which of the language arts contents (specifically to reading comprehension)
do learners often find the most difficult?
5. Which of the language arts skills (specifically to reading comprehension) do
learners often find the most difficult?

Viewing #1. Unpacking the ELA Curriculum

Resource Person: Maria Alicia Bustos-Orosa, PRIMALS 4-6 National
Training of Trainers

Note to the Facilitator: The Guide Questions will be answered by the participants
after the viewing. The Reflection Questions will be answered after the Guide
Questions.

Reflection Questions

1. Do you think our intermediate grade learners are ready to learn the Grades
4 to 6 “content?” Why or why not?

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 2. Do you think our intermediate grade learners are ready to learn the Grades
4 to 6 “skills?” Why or why not?
3. Are the language arts skills our learners often find the most difficult the
same as the language arts skills our teachers often find difficult to teach?
Why do you think so?

APPLICATION (30 minutes)

Small Group Workshop Procedure

1. Ask the groups/participants to revisit the English Curriculum Guide and
have them answer the following questions:
a. What are the salient features of the English Curriculum Framework?
b. What are the literacy domains in the English Curriculum Guide?
c. Where do these domains fall within the five macro-skills of language
learning?
2. Let each group present their outputs.
Materials: English Curriculum Guide, bond paper, manila paper

Closure

Say: “Before we end our SLAC session today, let me share with you a quote about
learning standards. This quote is taken from Dr. Heidi Hayes-Jacobs who is an
author and an internationally-recognized education leader known for her work in
curriculum mapping, curriculum integration and developing 21 st century
approaches.”

“As educators, we are only as effective as what we know.

If we have no working knowledge of what students studied in previous years,
how can we build on their learning?
If we have no insight into the curriculum in later grades,
how can we prepare learners for future classes?”
- Dr. Heidi Hayes-Jacobs