ENGEG 2  Cross-disciplinary learning – Connecting

literature to science, history, and values

Children’s Literature: books, stories, poems, and education
other written works created specifically for young  Language fluency – Practicing grammar,
readers. syntax, and oral reading
Literacy: encompasses the ability to read, write,
speak, and comprehend language.
Literature: A made up of stories, poems, plays, and Children’s Literature and Development: A Deep
books that people write to share ideas, feelings, and Connection
experiences.
1. Cognitive Development (Thinking and Learning)
Literacy
 Literature enhances memory, sequencing,
 Reading
and cause-effect reasoning.
 Writing  Stories introduce abstract concepts in
 Speaking concrete ways (e.g., time, space, problem-
 Listening solving).
 Thinking  Repetitive patterns and predictable plots help
children organize thoughts and anticipate
Literature
outcomes.
 Stories – Fiction, Folktales, Legends,
Adventures 2. Language Development (Language and
 Poem – Rhymes, Verses, Feelings in short Communication)
lines
 Literature builds vocabulary, grammar, and
 Plays – Scripts acted out by characters
fluency.
 Non-Fiction – Real-life facts and
 Exposure to dialogue and descriptive
information
language improves both oral and written
Personal Values of Literature expression.
 Rhymes, chants, and patterned texts support
phonemic awareness and reading readiness.
 Empathy – Understanding others’ feelings
through characters’ experiences
3. Emotional Development (Feelings and Emotions)
 Imagination – Stimulating creativity and
fantasy
 Stories help children name and manage
 Cultural pride – Connecting with heritage
through folktales and local stories emotions.
 Characters model how to cope with fear,
 Emotional expression – Learning to name
and manage feelings sadness, joy, and frustration.
 Literature provides a safe space to explore
 Moral development – Exploring values like
honesty, kindness, and courage feelings and build emotional resilience.
 Self-awareness – Reflecting on personal
choices and beliefs 4. Social Development (Friendship and Behavior)

 Literature models friendship, cooperation,

Academic Values of Literature
and conflict resolution.
 Group reading and storytelling promote turn-
 Vocabulary building – Exposure to rich and taking, listening, and sharing ideas.
varied words  Stories reflect diverse relationships and
 Reading comprehension – Understanding social roles.
plot, characters, and themes
 Critical thinking – Making predictions,
5. Moral and Cultural Development (Values and
analyzing motives, comparing stories
Culture)
 Writing skills – Learning sentence structure,
storytelling, and expression
 Literature introduces values, choices, and
consequences.
  Folktales and legends foster cultural pride 5. Comprehension – The ability to understand,
and ethical thinking. interpret, and gain meaning from what is
 Children learn to reflect on right and wrong read.
through character actions.
Level of Reading Comprehension (Based on the
Personal Growth: How Stories Help Our Hearts Gray, Gates, Smith and Barret Model)

 Feelings – Stories help us understand Lowest – Highest

emotions like happiness, sadness, fear, and
love - Literal
 Empathy – We learn to care about others by - Interpretive
seeing how characters feel - Evaluative
 Imagination – Reading helps us dream, - Integrative
create, and think of new ideas - Create
 Values – Stories teach us lessons like
honesty, kindness, and respect Stages of Reading Development (Short Definitions)
 Confidence – When we read, we feel proud
and brave to share our thoughts 1. Emergent Reading (Pre-Reading Stage) Age:
Preschool to early Kindergarten – Children
Academic Growth: How Stories Help Our Minds learn that print has meaning and begin to
recognize letters and sounds.
 Vocabulary – We learn new words and how 2. Early Reading (Beginning Stage) Age:
to use them Kindergarten to Grade 1 – Children start
 Comprehension – We understand what we sounding out words and reading simple
read and can explain it sentences with help.
 Writing Skills – We learn how to write our 3. Developing Reading (Transitional Stage)
own stories and sentences Age: Grade 1 to Grade 3 – Children read
 Thinking Skills – We ask questions, make longer texts, understand story parts, and
predictions, and solve problems begin reading silently.
 Learning Across Subjects – Stories connect 4. Fluent Reading (Independent Stage) Age:
to science, history, and values education. Grade 3 and up – Children read smoothly,
understand deeper meanings, and use
Narrative Texts (Storytelling) reading to learn.
5. Critical Reading (Advanced Stage) Age:
 Focus on characters, setting, and plot Upper elementary and beyond – Children
 Use dialogue, conflict, and resolution analyze texts, ask questions, and think
 Help readers connect emotionally and deeply about what they read.
visualize events
ENGG1
Expository Texts (Explaining)
Plato – Nature vs. Nurture
 Focus on facts, definitions, and explanations
 Use charts, headings, and examples  Keywords: innate knowledge, ideal forms,
 Help readers gain knowledge and understand nature
topics  Situational Link: A child uses complex
sentence patterns without formal instruction.
Components of Reading  Exam Cue: “Which theory explains how a
child seems to ‘already know’ grammar
1. Vocabulary –Refers to the words children rules?”
know and understand (Spoken and Written)
2. Phonics – The relationship between letters René Descartes – Cartesian Linguistics
and the sound they make.
3. Fluency – The ability to read text smoothly,  Keywords: rational mind, innate ideas,
quickly, and with proper expression. mental grammar
4. Phonological Awareness – The ability to  Situational Link: A learner constructs logical
hear, identify, and work with the smallest sentences based on internal reasoning.
sounds in spoken words, called phonemes.
  Exam Cue: “Which philosopher believed  Situational Link: A student understands
that language reflects the mind’s logical spoken English but hesitates to speak due to
structure?” anxiety.
 Exam Cue: “Which theory explains how
John Locke – Tabula Rasa emotional barriers affect language input?”

 Keywords: blank slate, experience, nurture Lev Vygotsky – Social Interactionist Theory
 Situational Link: A child learns vocabulary
through repeated exposure and imitation.  Keywords: ZPD (Zone of Proximal
 Exam Cue: “Which theory supports the idea Development), scaffolding, social dialogue
that children learn language through  Situational Link: A child learns new words
experience?” through guided conversation with a teacher.
 Exam Cue: “Which theory highlights the
B.F. Skinner – Behaviorism role of social interaction in language
learning?”
 Keywords: stimulus-response,
reinforcement, imitation
 Situational Link: A teacher praises correct
sentence use, and the child repeats it. 1. Framework
 Exam Cue: “Which theory explains language
learning through rewards and repetition?” The curriculum is grounded in the Language Arts
and Multiliteracies Curriculum (LAMC), which
Noam Chomsky – Universal Grammar integrates language learning with critical thinking,
cultural awareness, and 21st-century skills. It
 Keywords: innate grammar, LAD (Language follows a spiral progression, meaning skills are
Acquisition Device), generative rules revisited and deepened across grade levels.
 Situational Link: A child creates
grammatically correct sentences they’ve  Language is viewed as central to learning,
never heard before. identity, and social interaction
 Exam Cue: “Which theory explains how  Emphasizes integration across listening,
children produce new sentences using speaking, reading, writing, viewing, and
internal grammar?” grammar

Jean Piaget – Cognitive Theory 2. Philosophy

 Keywords: stages of development, schema, Language is the primary tool for communication and
interaction with environment thought. It shapes how learners understand
 Situational Link: A child struggles with themselves, relate to others, and engage with the
abstract words until reaching a certain age. world.
 Exam Cue: “Which theory links language
development to cognitive growth stages?”  Language defines culture, supports personal
identity, and enables socialization
John Schumann – Acculturation Model  Learning language is a lifelong, recursive
process that begins at birth
 Keywords: social distance, cultural
adaptation, second language 3. Principles
 Situational Link: A shy student avoids
speaking English due to feeling different. The curriculum is built on key principles of
 Exam Cue: “Which theory explains how language acquisition and learning:
cultural comfort affects second language
learning?”  Interdependence of languages: Learning in
one language supports learning in others
🧠 Stephen Krashen – Monitor Model  Common Underlying Proficiency (CUP):
Skills in L1 benefit L2 development
 Keywords: input hypothesis, affective filter,  Active learning: Language is learned
monitor, acquisition vs. learning through use, reflection, and interaction
  Contextualization: Learning is meaningful  It reflects Filipino values, culture, and
when connected to real-life situations multilingual realities
 Learner-centeredness: Teaching adapts to  Literacy is not just reading and writing—it
learners’ needs, backgrounds, and interests includes listening, speaking, viewing, and
 Multiliteracies: Recognizes diverse ways of creating
communicating (digital, visual, oral, etc.)
In Key Stages 1 & 2, this philosophy supports the
4. Outcomes development of basic literacy, oral fluency, and
critical thinking through meaningful, age-
a. Communicative Competence appropriate texts.

Learners develop the ability to use language Rationale

effectively in various contexts:
The Language Arts and Multiliteracies Curriculum
 Linguistic – grammar, vocabulary, sentence (LAMC) aims to:
structure
 Sociolinguistic – appropriate use in social  Equip learners with communicative
situations competence across contexts
 Discourse – coherence and cohesion in  Develop multiliteracies for a digital, media-
extended texts rich world
 Strategic – using strategies to overcome  Promote critical and creative thinking
communication gaps through diverse texts
 Strengthen cultural identity and global
Goal: Learners can express ideas clearly, understand awareness
others, and participate in meaningful conversations.
In Grades 1–6, learners are guided to explore
b. Multiliteracies stories, poems, informational texts, and media that
build both language skills and values formation.
Learners engage with multiple forms of text and
media, preparing them for a digital and global Principles
world:
The curriculum is built on sound educational and
 Print literacy – reading and writing linguistic principles:
traditional texts
 Digital literacy – navigating online content 1. Spiral Progression
and tools
 Media literacy – analyzing images, videos,  Skills are introduced simply and revisited
and multimedia with increasing complexity
 Cultural literacy – understanding diverse  Reading, writing, speaking, and listening are
perspectives and traditions interwoven across grade levels

Goal: Learners become flexible, critical, and 2. Multilingualism

creative communicators across platforms.
 Recognizes the role of Mother Tongue
Language Arts in the K to 12 Curriculum (Key (MT), Filipino, and English
Stages 1 & 2)  Encourages transfer of skills across
languages (Common Underlying
Philosophy Proficiency)

Language is the foundation of learning, identity, and 3. Integration of Language Domains

social interaction. The curriculum views language as
a lifelong, developmental process that begins at birth  Language is taught holistically, not in
and continues through formal education. isolation
 Activities combine reading, writing,
 Language empowers learners to think, speaking, listening, viewing, and grammar
express, and connect
4. Contextualized and Meaningful Learning
  Lessons are based on real-life situations, 9. Grammar and Structure Awareness supports
local culture, and learner experiences all five macro skills. It helps learners build
 Texts and tasks are age-appropriate, correct sentences in speech, writing, and
inclusive, and responsive comprehension.
10. Vocabulary Development enriches listening,
5. Learner-Centeredness speaking, reading, writing, and viewing.
Learners understand and use new words
 Instruction adapts to learners’ needs, across all contexts.
interests, and backgrounds 11. Reading Comprehension focuses on reading
 Encourages active participation, and viewing. Learners understand texts,
collaboration, and reflection make inferences, and respond to meaning.
12. Listening Comprehension supports listening
6. Multiliteracies and viewing. Learners understand spoken
texts and respond appropriately.
 Expands literacy beyond print to include 13. Attitudes Toward Language, Literacy, and
digital, media, visual, and cultural texts Literature influence all macro skills.
 Prepares learners to navigate diverse Positive attitudes motivate learners to
communication platforms engage in reading, writing, speaking,
listening, and viewing.
Alignment of Language and Literacy Domains with 14. Study Strategies support reading, writing,
the 5 Macro Skills and viewing. Learners use tools like note-
taking, summarizing, and graphic organizers
to understand and retain information.
The 5 macro skills—Listening, Speaking, Reading,
Writing, and Viewing—are the foundation of
language learning. Each of the 14 domains supports
one or more of these skills, helping learners grow in
both literacy and communication.

1. Oral Language connects directly to listening

and speaking. It helps learners express ideas
clearly and understand spoken messages.
2. Phonological Awareness supports listening,
speaking, and early reading. It trains learners
to hear and play with sounds, syllables, and
rhymes.
3. Book and Print Knowledge builds reading
and viewing skills. Learners recognize how
books work, how print carries meaning, and
how visuals support text.
4. Alphabet Knowledge strengthens reading
and speaking. Learners identify letters and
link them to sounds, which is key for
decoding words.
5. Phonics and Word Recognition supports
reading fluency. Learners decode unfamiliar
words and recognize familiar ones quickly.
6. Fluency enhances reading, speaking, and
even viewing. Fluent readers read smoothly,
with expression and understanding.
7. Spelling connects to writing and reading. It
helps learners write accurately and recognize
correct word forms.
8. Writing and Composition directly supports
writing and speaking. Learners organize
ideas, use correct grammar, and express
themselves through written texts.