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    Teaching English in Elementary Grades

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    Angela Alday
    The document discusses goals for teaching English language arts in elementary grades. It focuses on developing students' communicative competence. The document contains two exercises. The first asks readers to reflect on their own communicative competence development in elementary school. The second provides examples of classroom activities to teach linguistic, sociolinguistic, strategic, and discourse competencies using a multi-literacies approach.

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    Teaching English in Elementary Grades

    Uploaded by

    Angela Alday
    394 views2 pages
    The document discusses goals for teaching English language arts in elementary grades. It focuses on developing students' communicative competence. The document contains two exercises. The first asks readers to reflect on their own communicative competence development in elementary school. The second provides examples of classroom activities to teach linguistic, sociolinguistic, strategic, and discourse competencies using a multi-literacies approach.

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    The document discusses goals for teaching English language arts in elementary grades. It focuses on developing students' communicative competence. The document contains two exercises. The first asks readers to reflect on their own communicative competence development in elementary school. The second provides examples of classroom activities to teach linguistic, sociolinguistic, strategic, and discourse competencies using a multi-literacies approach.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    394 views2 pages

    Teaching English in Elementary Grades

    Uploaded by

    Angela Alday
    The document discusses goals for teaching English language arts in elementary grades. It focuses on developing students' communicative competence. The document contains two exercises. The first asks readers to reflect on their own communicative competence development in elementary school. The second provides examples of classroom activities to teach linguistic, sociolinguistic, strategic, and discourse competencies using a multi-literacies approach.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Teaching English in Elementary Grades

    (Language Arts)

    Module 3: Goals of the K-12 Curriculum

    APPLICATION:

    Exercise A. Reflect on your personal experience as a learner in your elementary days. Do


    you believe you were able to achieve communicative competence? Why or Why not?
    Describe the communicative competence you experience. (15pts)

    Communication is one of the important tools that aid us to connect with people. The skills of
    communication is essential to be developed so that we can be able to interact with people
    and be able to share our thoughts and reach out to them. Reflecting on my personal
    experience as a learner in my elementary days, I think that I was able to achieve
    communicative competence, all of it thankfully. But that doesn’t mean that I was really good
    with it because I don’t have that high level of communication competence and I sometimes
    catch myself communicating poorly in regards to a concept or lesson we recently studied.
    And when I do know the concepts, lessons and definitions , that doesn’t mean that I always
    put them to good use. You know we’re all imperfect and are capable of making mistakes.
    Being able to experience these different communicative competence as a learner in
    elementary grades helps me in acquiring knowledge of sentences not only as grammatical,
    but also as appropriate. I have acquired competence as to when to speak, when and in as to
    what to talk about with whom, when, where and in what manner. Moreover, this
    competence has influence me with attitudes, values and motivations concerning language,
    its feature and uses.

    Exercise B. Using the multi-literacies approach, think about activities to teach each of the
    competencies below. Explain the relevance that you chose. (20pts)

    Linguistic Competence
     Activities introducing grammatical structures that are prevalent in a reading
    comprehension text and designing speaking and writing activities that involves using the
    structures. For example, teachers can identify and draw learners’ attention to the use
    of simple present tense in a factual text that describes air pollution, and then ask them
    to use this when writing or speaking about a different factual topic. Advanced learners
    can be guided to identify some grammatical features of a text for themselves.
    Relevance: Gives understanding and using of vocabulary, language conventions that includes
    grammar, punctuation, spelling and sentence structure.

    Sociolinguistic Competence
     Playing a video clip of a conversation and have learners compare the interaction, such
    as choice of topic and turn taking with what they are familiar with.
    Relevance: Such a clip should be used as a prompt to promote critical reflection rather than
    as a stereotype of a particular culture. The learners will also learn the use of language that is
    appropriate to social contexts.

    Strategic Competence
     Show students some recordings of TV interviews and talk shows.
    Relevance: Learners can identify strategies that interviewees and interviewers use to
    compensate communication problems. A follow-up activity could be a role play. Such
    activities will help the learners to be aware of communication breakdowns and prevent
    them from feeling discouraged.

    Discourse Competence
     Lack of coherence in a text is often noticeable when ideas jump out of the blue.
    Teachers can introduce the concept of coherence by using examples of the lack of this
    element in learners’ essays. As a follow-up activity, learners can work in pairs to
    connect the ideas, with teachers’ support if necessary.

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