K to 12 - Private Education Assistance · PDF fileK to 12 CURRICULUM GUIDE MOTHER TONGUE Grade 1 to 3 . ... Has solid moral and spiritual grounding. ... As a curriculum and teaching

Republic of the Philippines Department of Education

DepEd Complex, Meralco Avenue Pasig City

April 4, 2011

K to 12

CURRICULUM GUIDE

MOTHER TONGUE Grade 1 to 3

K TO 12 – MOTHER TONGUE

Dr. R. Villaneza, and Dr. F. Pado, Dr. O. Flojo Page 2

K TO 12 CURRICULUM: OVERALL GOAL, DESIRED OUTCOMES, CONTENT AND STANDARDS

I. Overall Goal: Functionally Literate and Holistically Developed Filipino Learners

II. Desired Outcomes: A learner who: 1. Possesses a healthy mind and body. 2. Has solid moral and spiritual grounding. 3. .Has essential knowledge, skills, values and attitudes to continuously develop himself/herself to the fullest. 4. Engages in critical thinking and creative problem solving. 5. Contributes to the development of a progressive, just, and humane society. 6. Is proud to be a Filipino. 7. Appreciates the beauty of the world around him/her and cares for the environment.

III. Key Stage Outcomes:

At the end of Grade 3, the Filipino learner is

able to . .

… Grade 6 ... ... Grade 10 ... ... Grade 12 ...

Communication

and literacies

understand the value of

and enjoy the learning

and uses of language and

literacy in discovering

knowledge through the

languages of the home

and the school

enhance language and

literacy competencies

necessary to understand,

process, and evaluate

varied types of texts and be

able to express ideas and

feelings effectively

Apply suitable language and

literacy skills and strategies

necessary and creatively

carry out different real-life

tasks and functions

use appropriate,

and elegant

language to

accomplish a wide

range of

meaningful

communication

purposes



Critical thinking

and problem

solving

demonstrate curiosity and

logical thinking in

understanding the self

and the immediate

environment which

includes the home, school

and community

understand causal

relationships and be able to

pose questions and finds

solution to issues that affect

the local and national

environment.

Make logical inferences and

make deepen understanding

of the environment in an

attempt to find solutions to

global issues and concerns.

apply abstraction and

logical reasoning in

proposing solutions to

problems.

Creativity and

innovation

know the importance of

and appreciate the

learning of the arts and

humanities

use his/her imagination,

knowledge and skills in arts

and humanities in expressing

his/her ideas and experiences

combine technological and

artistic skills, and knowledge

in generating new ideas and

creating original products

recognize and analyze

problems in daily life,

and work with others to

invent or refine

tangible products to

solve them

Ethical, moral and

spiritual values

(1) define age –

appropriate ethical, moral

and spiritual values and

concepts and civic virtues

(2) exhibit open-

mindedness in analyzing

situations in his/her

immediate environment

(1) analyze thoroughly

ethical, moral and spiritual

values/ concepts and civic

virtues

(2) use reasoning and

evaluation skills in resolving

age-appropriate ethical, moral

and spiritual issues/problems/

predicaments and

local/national community

concerns

(3) develop and employ

rational criteria for evaluating

moral integrity and

trustworthiness

(1) use with discipline and

relative ease highly

developed analytic,

reasoning, argument and

evaluation skills in

resolving age-appropriate


issues/problems/predicame

nts and local/national

community concerns

(2) develop and employ

rational criteria when

ascertaining someone’s

moral integrity and

trustworthiness

(3) evaluate one’s own

reasoning in ethical, moral

(1) use with ease

highly developed

analytic, reasoning,

and argument

evaluation skills in

resolving age-

appropriate ethical,

moral and spiritual

issues/problems/predi

caments and

local/national

community concerns

(2) give critical

evaluation of the

ethical, moral ,

spiritual and civic

situation in the



, spiritual or civic matters;

state possible objections to

one’s own arguments, and

make a rebuttal to fully

justify one’s position

(4) tell from experience

with distinct clarity the

importance of being in

possession of shared


values and civic virtues of

Filipinos

Philippines

(3) employ rational

criteria when

ascertaining

someone’s moral

status or integrity and

trustworthiness

(4) offer viable

solutions to real and

difficult ethical, moral ,

spiritual and civic

problems

(5) participate in

moral or civic

discourse at the

regional or national

level

(6) know right from

wrong

Life and career

competencies

(1) recognize the

contribution of persons to

communities

(2) value one’s own rules

in the home or community

recognize and appreciate the

value of work and exhibit

appropriate behavior when

working in a team

demonstrate appropriate

work habits and behavior

(e.g. sustainable use of

resources, productivity &

accountability, flexibility &

adaptability)

(1) know and explore

occupational

possibilities

(2) demonstrate with

confidence prerequisite

skills for their chosen

career path

(3) demonstrate life



skill such as : (a)

communication and

interpersonal skills ;(b)

decision-making and

critical thinking skills;

(c) coping and self-

management skills;

Development of

self and sense of

community

(1)appreciate personal identity and values and one’s abilities (2)appreciate local culture (visual and performing arts) (3) know his/her rights and duties as a child (4) understand personal history and simple historical events

(1) able to use one’s abilities to think and express oneself (2) appreciate what it is to be a Filipino. (3) have care and concern for others (4) develop narrative understanding of history.

(1)use abilities to help the community and other people (2) take pride in his/her Filipino heritage (3) have a sound sense of social responsibility (4)understand the complexity of the past

(1) strive for personal excellence (2) work with others to preserve Filipino culture (3) exercise civic responsibilities (4) able to use lessons from the past to make informed decisions as responsible citizens

National and global

orienteers

know, appreciate and

demonstrate pride in

one’s identity as an

individual and as a

member of his/her family,

community, and the

Filipino people, while

being aware of basic

human differences

recognize, appreciate and

respect differences in

Philippine society and the

world at large, such as age,

gender, religion, social class,

language, ethnicity, ability,

sexual orientation; know and

respect human rights as

reflected in his/her fair

relationships with people.

analyze cultural

complexities; understand

factors contributing to

societal and global conflicts

and articulate a stand on

local and global issues

appreciate his/her role

as a global citizen;

think systematically

about personal,

national, and global

decisions, interactions

and consequences,

guided by pride in

one’s Filipino identity

and respect for

diversity and human

rights





MTBMLE CURRICULUM FRAMEWORK

Introduction

Language reflects the spirit, the particular attitudes and values of a people. It reveals how they think and view the world. It is the principal

means by which culture is preserved and transmitted from one generation to another. Moreover, language is the key to access the great power

of education. For this reason, the language of instruction and learning in our educational system is an urgent issue that needs to be addressed.

It is an indisputable fact that the primary schooling of children is both facilitated and filtered by their prior knowledge template, acquired in

the home and community including the media. Such prior learning and insights about life in the home and the world at large are tightly

incorporated in the mother tongue, their first language. To discard the use of the L1 upon the children’s entry into grade school is tantamount to

displacing or disconnecting their foundational knowledge from the learning process and concepts confined in the classroom (Arnold Azurin,

2010). When this happens, students lose interest in their studies, drop out of school, or lose sight of the long term goal of getting educated, thus

becoming underachievers.

Mother Tongue-Based Multilingual Education is the most vital reform for the country’s basic education and school system as a whole.

MTBMLE is mandated by DepEd Order NO. 74, s.2009, entitled “Institutionalizing Mother Tongue-Based Multilingual Education.” As a

fundamental educational policy and program, it covers the whole stretch of formal education including preschool and the Alternative Learning

System (ALS). This means that the use of the mother tongue has moved from the pilot stage to the full implementation stage. All schools not

only the selected pilot schools are now going to use the mother tongue as the primary language of instruction in the first three grades. It is even

expected that the mother tongue will be offered as a subject all the way to the last year of secondary school, its use progressing one level per

year.

What Is Mother Tongue-Based Multilingual Education?

MTBMLE is the effective use of more than two languages for literacy and instruction. It thus puts an end to the Bilingual Education Policy

(BEP) which has been in operation for the last 35 years.

As a curriculum and teaching methodology, MTBMLE enables the students to participate well in education through the use of their L1. It

is much more than just using the learners’ first language to explain curriculum content. MTBMLE provides:

Literacy. We only learn to read once. Learning to read in the L1 develops skills that transfer to reading any other languages.

Comprehension in reading other languages only occurs after oral proficiency has developed such that vocabulary of the written L2

text is already part of the learners’ spoken vocabulary. Proper sequencing strengthens learning.



Prior knowledge. Engaging learners in a discussion of what is already familiar to them using the home language and culture enables

better learning of the curriculum through integration and application of that knowledge into current knowledge schemes.

Cognitive development and higher order thinking skills (HOTS). Using the learners’ mother tongue provides a strong foundation by

developing cognitive skills and comprehension of the academic content from day one. The knowledge, skills, attitudes, and values

gained through the mother tongue better support learning of other languages and learning through other languages later.

As learners articulate their thoughts and expand ideas, both language and critical thinking are strengthened. MTBMLE cultivates

critical thinking through talking about ideas in the familiar language. When teaching only in the L2, critical thinking is postponed until L2

is sufficiently developed to support such analysis.

Strong Bridge. MTBMLE provides a good bridge to listening, speaking, reading, and writing the L2s (L2, L3) of the classroom using

sound educational principles for building fluency and confidence in using the other languages for lifelong learning. Reading in the L2 is

only introduced after basic L1 reading fluency and L2 oral proficiency are developed. Comprehension in reading the L2 occurs after the

development of that spoken L2. Once sufficient oral and written proficiency in the L2 are developed, a gradual transition to using the L2

as medium of instruction can progress without the L1 support.

Scaffolding. In L2 teaching, the L1 is used to support learning when the L2 is not sufficiently developed to be used alone. The L1 is

used for expression and the teacher facilitates the development of the L2 to enable learners to adequately express ideas in the L2. In

this way, the L1 strengthens the learning of the L2 by supporting the L2 development for communication.

Teaching for meaning and accuracy. Decoding text requires accuracy, while comprehending texts requires decoding skills within a

meaningful context. Both meaning and accuracy are important, but in the L2 - only classrooms, there is often primary focus on accuracy

until the L2 is sufficiently learned. This delays actual meaningful learning until the L2 can support that learning.

The goal in learning in both or more languages is for learners to become confident and proficient in:

Listening, speaking, reading, and writing for meaning

Listening, speaking, reading, and writing correctly (accuracy)

The following standards illustrate teaching for meaning and accuracy:



Listening

Speaking

Reading

Writing

Viewing

Story track

Focus on meaning

Listen in order to understand, think critically, and respond creatively Speak with understanding, to communicate knowledge, ideas, experiences Read with understanding to apply, analyze, evaluate, and to create new knowledge Write to communicate knowledge, ideas experiences, goals View in order to understand, think critically, and respond creatively

Primer track

Focus on correctness

Recognize and distinguish sounds; recognize parts of words

Use correct vocabulary, pronunciation, grammar Decode by recognizing parts of words, sentences Form letters properly and neatly; spell words accurately; use correct grammar

GUIDING PRINCIPLES FOR TEACHING AND LEARNING IN MTBMLE

Principle 1. Known to the unknown.

1.1 Learning requires meaning. We learn when we use what we already know to help us understand what is new.

“The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.” Ausubel,

D.P.(1968). Educational Psychology. A Cognitive View. New York: Holt, Rinehart & Winston



Application: Start with what the learners already know about a topic and use that to introduce the new concept. Beginning with the learners’ first

language and culture will better facilitate mastery of the curriculum content.

“Nowhere is the role of prior knowledge more important than in second language educational contexts. Students who can access their prior

knowledge through the language and culture most familiar to them can call on a rich array of schemata, whereas students who believe they can

only use that knowledge they have explicitly learned in the second language are limited in their access.”(Chamot, 1998, p.197).

1.2 Second language learners use what they know in their own language to help develop other languages. This positive transfer effect has

been found to be significant in reading.

Application: Develop an awareness of how the L1 works to support learning the L2, L3.

Claude Goldenberg. “Teaching English Language Learners: What the Research Does – and Does Not – Say.” American Educator, Summer

2008: 8-23.

Principle 2. Language and academic development.

Students with well-developed skills in their first language have been shown to acquire additional languages more easily and fully and that, in turn,

has a positive impact on academic achievement.

Application: Continue the oral development of L1 and begin reading in L1 to strengthen L2 and L3 learning as well as academic achievement

across the curriculum.

Fred Genesee, Kathryn Lindholm-Leary, William Saunders, and Donna Christian. Educating English Language Learners: A Synthesis of

Reasearch Evidence. Cambridge University Press, 2006.

Principle 3. Cognitive Development.

3.1 Students who use their multilingual skills have been shown to develop both cognitive flexibility and divergent thinking.

Application: Continue developing critical thinking in the L1 as well as in L2 and L3.

Jim Cummins. Multilingual Matters, 2001.

3.2 Higher Order Thinking Skills

When we truly learn something, we can explain it, apply it, analyze it, evaluate it, and use it to create new ideas and information



Application: In all subjects, focus on activities that build understanding and that encourage students to apply, analyze, and evaluate what they

have learned to create new knowledge. CF Bloom’s Revised Taxonomy.

Remember

Repeat

what we

hear or

read

Understand

Explain

what we

hear or

read

Apply

Use

what we

hear or

read

Analyze

Examine

what we

learn to

discover patterns

Evaluate

Assess

What we

Hear or

read

Create

Use what

We learn to

discover,

Invent, and create

Principle 4. Discovery learning

4.1 We learn when someone who already understands the new idea or task helps us to “discover” the new idea and then use it meaningfully.

Application: Find out what the students already know about a topic. Then provide activities that let them use their knowledge to learn the new

concept or task.

Bruner, J.S. (1967). On knowing: Essays for the left hand. Cambridge, Mass: Harvard University Press. Also at http://www.learning-

theories.com/discovery-learning-bruner.html

Principle 5. Active learning

5.1 Peer interaction. Children learn best through peer interactions in which they work together creatively to solve problems.

Application: Do most class activities in teams or pairs. Encourage students to talk with each other and compare ideas in order to solve problems.

5.2 Second language active learning. Young children gain confidence in learning a new language when they begin with “hear-see-do” (TPR)

activities.

Application: Begin the L2 language learning time by focusing on listening and responding to oral language. Children listen to a command,

observe someone respond to the command and then respond in action (no talking at first)

http://www.learning-theories.com/discovery-learning-bruner.html

http://www.learning-theories.com/discovery-learning-bruner.html



5.3 Purposeful Talk. Talking helps us make sense of new ideas and information.

Application: 1) Ask a lot of “higher level” questions and give students time to think and then respond. 2) Provide plenty of opportunities for

students to work in teams, sharing and comparing their ideas.

Principle 6. Meaning and Accuracy

Successful language learning involves hearing, speaking, reading and writing activities that focus on both meaning and accuracy.

Application: Include plenty of activities that focus on both MEANING and ACCURACY.

Principle 7. Language Learning/Language Transfer

7.1 We learn a new language best when the learning process is non-threatening and meaningful and when we can take “small steps” that help us

gain confidence in our ability to use the language meaningfully.

Application: Begin the L2 language learning time by focusing on “hear-see-do” activities than enable students to build up their “listening

vocabulary” before they are expected to talk. Introduce reading and writing in L2 only when they have built up a good hearing and speaking

vocabulary.

7.2 Research in second-language acquisition indicates it takes a minimum of 2 years to learn basic communicative skills in a second language

when society supports that learning.

It takes five years or more to learn enough L2 for learning complex academic concepts.

Thomas & Collier; 2003, Cummins, 2006

7.3 “Errors” are a normal part of second-language learning. Second language learners benefit from opportunities to receive feedback in a

respectful and encouraging way. It is helpful when teachers respond first to the content of what the student is saying or writing… focusing on one

or two errors at a time. Patsy M. Lightbown and Nina Spada. How Languages Are Learned, 3rd ed., Oxford University Press, 2006.

Principle 8. Affective component: Valuing the home language/culture

8.1 Valuing students with talents in their home language more powerfully enables learning than just valuing learners of English whose home

language is irrelevant to academic success.



Application: Learners are encouraged when they know they are valued in the classroom and their language and heritage are seen as resources.

Jim Cummins, Promoting Literacy in Multilingual Contexts, Research Monograph #5, The Literacy and Nemeracy Secretariat, Ontario Ministry of

Education, 2007, p. 3

8.2 The classroom environment

Children from ethnolinguistic language groups thrive in a welcoming environment in which teachers and peers value them as a positive presence

in the classroom and the school; encourage their use of their L1; provide books, visual representations, and concrete objects that reflect their

backgrounds and interests.

The following standards illustrate teaching for meaning and accuracy:

I. CORE LEARNING AREA STANDARD :

II. KEY STAGE STANDARDS:

K – 3

By the end of grade III, students will:

Enjoy communicating in their first language on familiar topics for a variety of purposes and audiences using basic vocabulary and

phrases; read L1 texts with understanding and create their own stories and texts in their L1.

Use Mother Tongue appropriately and effectively in oral, visual and written communication in a variety of situations and for a variety of

audiences, contexts and purposes including learning of other content subjects and languages, demonstrate appreciation of various forms of

literacy genres and take pride in one’s cultural heritage.



III. GRADE LEVEL STANDARDS:

Grade Level

Grade Level Standards

K

The learner demonstrates skills and strategies in phonemic awareness, letter names, sound-letter correspondences, decoding, vocabulary and comprehension as they enjoy listening and responding to a variety of texts in their Mother Tongue.

Grade 1

The learner demonstrates basic communicative skills in talking about familiar topics using simple words and both verbal and non-verbal cues to understand spoken language, shows basic understanding of vocabulary and language structures, reading process, writing system and appreciates aspects of one’s culture.

Grade 2

The learner demonstrates communicative skills in using basic vocabulary and simple phrases, simple spoken language using both verbal and non-verbal cues, understands vocabulary and language structures, appreciates and understand the cultural aspects of the language and the writing system used in the program, and reads and writes its simple words and phrases.

Grade 3

The learner demonstrates communicative skills in simple contexts using basic vocabulary and phrases, shows understanding of spoken language in simple contexts using both verbal and non-verbal cues, vocabulary and language structures, cultural aspects of the language, reads and writes in the writing system used.

ORAL LANGUAGE

Content Standards

The learner possesses the language skills and cultural knowledge necessary to participate successfully in oral communication in different context.

Performance Standards

The learner has sufficient functional vocabulary to name and describe people, places, concrete objects and communicate personal experiences, ideas, thoughts, actions, and feelings in different context in a culturally appropriate manner.



COMPETENCIES

GRADE I GRADE II GRADE III

The Learner… 1. Talk about pictures presented using

appropriate local terminologies with ease and confidence. * Animals * Mechanical * Objects * Musical Instruments * Environment

2. Talk about the pictures presented in relation to their personal experiences.

3. Listen and respond to others. 4. Participate actively during story reading by

making comments and asking questions. 5. Recite/sing with ease and confidence

rhymes, jingles, riddles, chants, song, lullaby in culturally appropriate manner.

6. Tell their own stories related to the picture with ease and confidence.

7. Relate their own stories related to the picture presented with proper phrasing and pausing.

8. Recite/sing with ease and confidence rhymes, jingles, riddles, chants, song, lullaby in culturally appropriate manner.

9. Use expressions appropriate to the grade level in classifying things, animals, objects, etc.

10. Use expressions appropriate to the grade level in predicting events/situations.

Talk about the story/legend, events, community issues by recalling important details in a culturally appropriate manner.

The Learner… 1. Listen to and interact with others in a

group or class discussion on texts heard. 2. Participate actively during story reading

by making comments and asking questions by using phrases and simple sentences.

3. Recite/sing with ease and confidence 3 to 5 stanza rhymes, jingles, riddles chants, song, lullaby in culturally appropriate manner.

4. Retell familiar stories and short conversations by using appropriate gestures, expressions, and illustrative objects.

5. Orally communicate basic needs. 6. Supply rhyming words to complete a

rhyme, poem, or song. a. Tell their own stories related to the picture

using a variety of words with proper phrasing and pausing.

7. Use expressions appropriate to the grade level in classifying things, animals, objects, people, places, etc.

8. Use expressions appropriate to the grade level in predicting possible ending of events, situations, activity, issues.

9. Talk about the story, legends, community events, issues, situations, essays by recalling important details.

10. Respond to the story and legends through illustrations and dramatization.

11. Express opinion on the story. legends,

The Learner… 1. Recognize appropriate ways of speaking

that vary according to the purpose, audience, and subject matter.

2. Listen to and interact with others to clarify understanding of a text in a small or big group.

3. Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.

4. Speak clearly and comprehensively by using standard language using appropriate grammatical forms, pitch, and modulation

5. Listen to texts, recall and respond to the main ideas in an organized way, relating them to personal and wider experiences.

6. React to local news, information and propaganda about school, community and municipal activities heard.

7. Retell familiar stories and conversations by using appropriate gestures, expressions, and illustrative objects

8. Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information

9. Ask and answer instructional questions

with some supporting elements. (Is it your turn to report what we have done)

10. Listen attentively to more complex stories and information on new topics across



11. Respond to the story through illustrations and dramatization.

12. Express opinion on the story and local news heard using culturally appropriate expressions (I think, I believe, In my opinion etc.)

13. Listen and retell a story heard in their own words citing the characters and important events.

14. Listen and retell a story, legends, school and community events and local news in a summary form.

15. Talk about family, friends, school, community and significant people and places using descriptive words in culturally appropriate manner.

Use culturally appropriate expressions to show agreement and disagreement on a certain topic/s being presented

16. Use culturally appropriate expressions to explain/give reason on a certain topic/s being presented.

17. Tell stories, legends, fables, jokes, advertisement, ect. with correct rate, accuracy and prosody (phrasing, pausing and emphasis).

18. Use culturally appropriate expressions in giving opinion, ideas, views, etc. In a given situations/issues/news/events.

19. Use culturally appropriate expressions in hypothesizing (giving possible outcomes/results of story, events, activity, actions and situations heard.

20. Use culturally appropriate expressions in giving one's obligation, hope and wish.

events, activity, situations, essays, news articles, school and community issues using culturally appropriate expressions.

12. Listen and retell a story heard in their own words citing the characters, setting, and important events.

13. Talk about famous people, places, events etc. using descriptive words in a culturally appropriate manner.

14. Use culturally appropriate expressions to show agreement and disagreement on a certain news articles, community issues, blogs and events.

15. Use culturally appropriate expressions to explain or give reasons on certain school and community issues, situations and events.

16. Tell stories, legends, fables, jokes, advertisements, etc. with correct rate, accuracy and prosody (phrasing, pausing and emphasis).

17. Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.

content areas and identify the main points and supporting details.

11. Summarize major idea and retell stories in greater detail by including the characters, setting and plot.

12. Use simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences.

13. Listen attentively stories and information on topics: Identify the main points and supporting details.

14. Demonstrate understanding of idiomatic expressions and by responding to such expressions and using them appropriately

15. Identify the main ideas and points of view and distinguish fact from fiction in broadcast and print media.



PHONOLOGICAL SKILLS

Content Standards

The learner demonstrates understanding on the basic features of reading using phonological skills.


The learner uses phonological skills and strategies to select sound patterns and know how to translate then into spoken language.

COMPETENCIES

GRADE I

GRADE II

GRADE III

The Learner……

1. Perceive / Comprehend and produce sounds heard locally from o Animals o Mechanical o Objects o Musical Instruments o Environment

2. Identify rhyming words in nursery rhymes, songs, jingles, poems, and chants.

3. Give pairs of rhyming words found in nursery rhymes, songs, jingles, riddles, and chants.

4. Give/produce the beginning sound of letter/s in a given word.

5. Give/produce the beginning sound of letter in a given word.

6. Orally segment a two to three-syllable word into its syllabic parts.

7. Give the new spoken words when two or more syllables are join to form words.

The Learner………

1. Identify rhyming words in poems consisting of two to three stanza poems.

2. Supply rhyming words to two to three stanza poems.

3. Recognize sound/symbol relationships in one’s own writing.




BOOK AND PRINT KNOWLEDGE

Content Standards

The learner demonstrates understanding on the basic features of reading using book and print knowledge.


The learner uses book and print knowledge and strategies to select letter patterns and know how to translate then into spoken language by using phonics, syllabication and word parts..

COMPETENCIES

GRADE I

GRADE II

GRADE III

The Learner……

1. Use correctly the terms referring to conventions of print: (book, front and back cover, beginning, ending, title, page, author, and illustrator).

2. Track the text in the correct order: page by page, left to right, top to bottom.

3. Identify differences between letters. 4. Make one-to-one correspondence

between written and spoken words. 5. Point out that spoken words are

represented in written language by specific sequence of letters.

6. Recognize correct spelling of words.


1. Tell the different parts of a book (table of contents ……)

2. Tell the distinguishing features of a paragraph.

3. Tell the distinguishing features of a story.

4. Tell the distinguishing features of a poem.

5. Recognize correct spelling of words. 6. Observe some mechanics when

copying/writing sentences: capitalization, white space between words and correct punctuation marks.


1. Tell the different distinguishing features of :

a. poem b. paragraph c. story

2. Tell the different features of a page

layout in non-fiction text: a. title b. labels c. diagrams d. charts



ALPHABET KNOWLEDGE

Content Standards

The learner demonstrates understanding on the basic features of reading using alphabet knowledge.


The learner uses alphabet knowledge and strategies to select letter patterns and know how to translate then into spoken language by using phonics, syllabication and word parts.

COMPETENCIES

GRADE I

GRADE II

GRADE III

The Learner……

1. Give the letter that begins with the name of a given picture/objects.

2. Identify specific letters in the alphabet, both upper and lower case.

3. Show relationship between sounds and written symbols.

The Learner……… The Learner………



WORD RECOGNITION

Content Standards

The learner demonstrates understanding on the basic features of reading using knowledge on word recognition.


The learner uses basic knowledge on word recognition skills and strategies to select letter patterns and know how to translate then into spoken language by using phonics, syllabication and word parts and apply this knowledge to achieve fluent oral and silent reading.

COMPETENCIES

GRADE I

GRADE II

GRADE III

The Learner……

1. Match words with pictures and objects. 2. Give the sounds of the specific letter/s

in the alphabet. 3. Blend specific letters to form

syllables/words. 4. Read by sight words listed in Appendix

__. 5. Read phrases, sentences and short

stories containing high frequency words and words studied.

6. Read stories, legends, essays, news articles, blogs, etc. containing high frequency words and words studied.


1. Read a large number of regularly spelled multi-syllabic words.

2. Read words with consonant blends, clusters and digraphs. (appropriate to the MT)

3. Give the meaning of words being read through marching them with pictures, doing the action or giving its synonyms.

4. Read at least 200 – 300 words 5. Read phrases and sentences

consisting of words being studied and answer higher order questions about them.


1. Read words with consonant bends, clusters and digraphs with ease and fluency (appropriate to the MT)

2. Give the meaning of words red through action, giving its synonyms or antonyms and using it in context.

3. Read at least 300 – 500 words 4. Read bot narrative and expository texts

and answer critical questions about what was read.

5. Read grade three level narrative and expository texts at a rate of approximately 150 words per minutes.



FLUENCY

Content Standards

The learner demonstrates understanding on the basic features of reading using knowledge on fluency.


The learner uses basic knowledge on fluency skills and strategies to select letter patterns and know how to translate them into spoken language by using phonics, syllabication and word parts and apply this knowledge to achieve fluent oral and silent reading.

COMPETENCIES

GRADE I

GRADE II

GRADE III

The Learner……

1. Read aloud grade one level text at a rate of approximately 60 words per minute.

2. Read grade one level text in three-to-four word phrases with appropriate intonation, expression and punctuation cues. (features of fluency)


1. Read with automaticity 200 grade two level high-frequency sight words.

2. Read aloud grade two level texts with an accuracy of 95 – 100%

3. Read 2 to 3 stanza poems with proper expressions

4. Read short stories with ease and fluency


1. Read with automaticity 300 to 400 third grade high frequency sight words.

2. Read grade three level text in meaningful phrases using appropriate intonation, expressions and punctuation cues.

3. Read 3 – 4 stanza poems with proper expressions.

4. Read stories with ease and fluency.



SPELLING

Content Standards

The learner demonstrates understanding on the basic features of reading using knowledge on spelling.


The learner uses basic knowledge on spelling skills and strategies to select letter patterns and know how to translate them into spoken language by using spelling patterns, syllabication and word parts and apply this knowledge to achieve fluent oral and silent reading.

COMPETENCIES

GRADE I

GRADE II

GRADE III

The Learner……

1. Understand that there is a correct way to spell words.

2. Spell and write words using phonemic awareness and letter knowledge

3. Correctly spelled previously learned words.

4. Correctly spell proper names of persons, places, and things.

5. Correctly spell pronouns used in sentences.

6. Correctly spell imperatives use in sentences.

7. Correctly spell action words use in sentences.

8. Correctly spell action words in different tenses as it is used in the sentences.

9. Correctly spell descriptive words as it is used in the sentences.


1. Use spelling knowledge and skills to correctly spell high frequency words appropriate to the grade level.

2. Correctly spell words with consonant clusters (appropriate to the MT)

3. Correctly spell words in the list of content words in the vocabulary.


1. Use spelling knowledge and skills to correctly spell high frequency words appropriate to the grade level.

2. Correctly spell words with consonant blends/clusters and diphthongs.

3. Correctly spell words in the list of content words in the vocabulary.



10. Correctly spell compound words as it is used in the sentences.

11. Correctly spell environmental prints being learned. (e.g. Traffic safety)



HANDWRITING

Content Standards

The learner demonstrates understanding on the basic features of handwriting.


The learner uses basic knowledge on the features of handwriting to be able to write clear and coherent sentences and paragraphs that develop a central idea in different audience and purpose following the stages of writing process.

COMPETENCIES

GRADE I

GRADE II

GRADE III

The Learner……

1. Write using a comfortable and efficient pencil grip.

2. Write upper case and lower case letters in print using proper proportion.

3. Write syllables and words correctly. 4. Write syllables, words, and phrases

correctly. 5. Write words, syllables, phrases and

sentences correctly. 6. Observe some mechanics when

copying/writing sentences: capitalization, white space between words and correct punctuation marks.

7. Write simple sentences, phases, paragraph, and stories observing correct punctuation marks, capitalization, indentions and format.

8. Observe proper spacing between words, punctuation marks, and capitalization in taking down dictated


1. Observe mechanics when copying/writing sentences, paragraph and stories: capitalization, white space between words and correct punctuation marks.

2. Write sentences and paragraphs about an experience generated from a group story.

3. Write sentences, phrases, paragraph, stories, news, blogs, advertisements, etc. observing correct punctuation marks, capitalization, indentions and format.

4. Write short narrative stories that include elements of setting and characters.

5. Follow a model to write a friendly and excuse letter.


1. Use models to write short narratives. 2. Observe mechanics in writing

paragraph stories, news, blogs, advertisements, etc.

3. During group writing activities, write brief narratives and stories by using standard grammatical forms.

4. Write responses to selected literature to show factual understanding of the text.

5. Follow a model to write: a. Friendly letter b. Excuse letter, c. Etc.



text. 9. Observe proper spacing between

words, punctuation marks, and capitalization in writing essay, news article, story, fable, etc.

COMPOSING

(PRIMER LESSONS)

Content Standards

The learner demonstrates understanding on the basic features of written composition.


The learner uses basic knowledge, skills and strategies on written composition to write clear and coherent sentences, paragraphs, short stories that develop a central idea in different context and purposes.

COMPETENCIES

GRADE I

GRADE II

GRADE III

The Learner……

1. Write using phonic knowledge for different purposes – sentences, lists, jokes, poems, songs, riddles, short stories, etc.).

2. Write essay and story observing correct punctuation marks, capitalization, indentions and format.

3. Correctly fill up personal information needed to identify one’s self.

4. Write through dictation simple phrases and sentences observing correct punctuation marks, capitalization, indentions and format.

5. Write news articles, events, etc.



2. Write through dictations simple phrases, sentences, and paragraph observing correct punctuation marks, capitalizations, indention and format.

3. Compose a story, song, riddles, poems, advertisements, essays, etc. using appropriate words and coherent text.

4. Illustrate ability to give personal information needed to identify one’s self



2. Write through dictations simple phrases, sentences, and paragraph observing correct punctuation marks, capitalizations, indention and format.

3. Compose a story, song, riddles, poems, advertisements, essays, etc. using appropriate words and coherent text.

4. Correctly fill up personal and family information using simple and complex data sheet and form



observing correct punctuation mark, capitalization, indention and format.

5. Correctly fill up personal and family information using simple data sheet and form.

6. Write short, clear announcement, notices, etc. (e.g. cleanliness drive, drug information campaign, health program)

7. Write letters observing the correct format:

Thank you

Letter of Invitation

5. Write short, clear announcement, notices, etc. ex. cleanliness drive,

6. Express thoughts and feelings for specific social purpose following the process of writing.

7. Write letters observing the correct format:

Thank you letter

Letter of invitation

Letter of congratulations

etc. 2.1 Write paragraphs describing places or

persons appropriately using models of development to express one’s ideas, needs, feelings and attitudes.

GRAMMAR AWARENESS

Content Standards

The learner demonstrates understanding that each of the languages have set of structural rules that govern the composition of words, clauses, phrases, sentences, paragraphs, and stories in oral and written communication.


The learner uses basic knowledge, skills and strategies on basic grammatical rules to be able to speak and write correctly and effectively.

COMPETENCIES

GRADE I

GRADE II

GRADE III

The Learner……

1. Introduce oneself, family, friends and others using naming words and


1. Introduce significant people, places, events, etc. using naming words,

The Learner……… 1. Introduce significant people, places,

events, etc. using culturally appropriate expressions.



pronouns in culturally appropriate manner.

2. Use culturally appropriate courteous expressions in different situations.

3. Use names of person, places, animals, and things appropriately in sentences.

4. Use the correct noun markers (ang, ang mga) in identifying names of persons, places, animals and things.

5. Use the directional - ito, iyan, iyon, etc. 6. Identify proper names of persons,

places and things. 7. Use proper nouns in sentences. 8. Identify the pronouns used in

sentences. 9. Use pronouns in sentences. 10. Use imperatives to give simple two -

three steps directions in a culturally appropriate manner.

11. Use imperatives to give simple four - six steps directions in a culturally appropriate manner. (ex. Cooking rice)

12. Use the correct action words in narrating one’s experiences.

13. Use the correct action words in different tenses in narrating one’s experiences.

14. Use the correct action words in narrating one’s experiences in different forms.

15. Identify describing words in sentences. 16. Use appropriate describing words in

talking about persons, places, and things.

17. Use appropriate describing words expressing degree of comparison in talking about persons, places and

pronouns and descriptive words in culturally appropriate manner.

2. Independently use culturally appropriate common social greetings in different situations.

3. Use nouns in culturally appropriate manner in sentences and paragraph:

a. singular form b. plural form c. These are/those are with plural

nouns 4. Use possessive pronouns (my, you,

his, her, your) 5. Use the pronoun that agrees in gender

with its antecedent. 6. Use verbs in a culturally appropriate

manner in sentences and paragraphs a. Simple present form b. The - ing form of verbs c. Simple past, present and future

tenses d. Positive/negative form of

auxiliary verbs e. Two – word verb

6. Use adjectives in culturally appropriate manner in sentences and paragraphs

a. degrees of adjectives 7. Use preposition and prepositional

phrase 8. Use culturally appropriate expressions

to show location. 9. Give 3- 5 directions in culturally

appropriate manner. 10. Use courteous expressions in culturally

appropriate situations e.g. telephone conversation.

2. Use culturally appropriate words with stressed and unstressed syllables in sentences.

3. Give series of directions using sequence signals ex. first, then, next, etc.

4. Ask and answer questions about oneself/others/pictures using because, so that, in order

5. Use expressions denoting quantity ex. a lot of, some, etc.

6. Use possessive form of singular and plural nouns e.g Susan’s bag, the boys’ shirt

7. Use a variety of sentences in culturally appropriate manner

a. declarative b. interrogative c. imperative d. exclamatory

11. Construct culturally appropriate simple sentences with modifiers and compliments.

12. Use object pronouns (me, him, her, us, them, you)

13. Use culturally appropriate adverb of place and time.

14. Use propositional and prepositional phrases in culturally appropriate manner e.g. among, in a month



things. 18. Give the synonyms and antonyms of

simple describing words. 19. Identify the adverbs used in sentence. 20. Use the adverb correctly in

constructing own sentences.

VOCABULARY and CONCEPT DEVELOPMENT

Content Standards

The learner demonstrates understanding on the importance of acquiring an extensive receptive and productive skills (passive and active) vocabulary for communication or expression in various contexts and language functions.


The learner uses basic vocabulary knowledge, skills and strategies in both oral and written communications to express ideas, opinions, reactions in various contexts and language functions..

COMPETENCIES

GRADE I

GRADE II

GRADE III

The Learner……

1. Develop and use vocabulary - sounds produce and heard locally from o Animals o Mechanical o Objects o Musical Instruments o Environment

2. Develop and use vocabulary of words that begin with the target letter/s.

3. Identify names of persons, places, animals, and things.

4. Identify and use common noun markers.


1. Recognize common morphemes in phrases and sentences (e.g. basic syllabication rules and phonics.

2. Recognize common abbreviation (e.g. Jan., Sun., Mr., St.)

3. Recognize and use knowledge of spelling pattern (e.g. diphthongs; special vowel spelling) when reading.

4. Decode two or more nonsense words and multisyllabic words.

5. Read aloud words (noun, pronoun, adjectives, verbs, etc.

6. Identify and sort common words in


1. Apply knowledge of word relationships, such as roots and affixes to derive meaning from literature and texts in content areas.

2. Read aloud simple words presented in literature and subject matter texts; demonstrate comprehension by using one to two words or simple – sentence responses.

3. Produce simple vocabulary to communicate basic needs in social and academic setting.

4. Apply knowledge of content – related



5. Identify words use as markers to show directions.

6. Draw on experiences to bring meanings to words in context.

7. Discuss meanings and develop vocabulary through meaningful and concrete experiences.

8. Begin to identify and use synonyms, antonyms, homonyms and multiple-meaning words correctly.

9. Use clues from context to figure out what the words mean.

10. Identify and use synonyms, antonyms, homonyms and multiple-meaning words correctly

11. Identify some words that comprise contractions (e.g. Can't - can not, isn't - is not)

12. Recognize that two words can make a compound word.

13. Recognize words that show the degree of a descriptive words (e.g. More, most)

14. Understand that the language used in school is more formal than the language used at home and with friends.

basic categories (e.g. colors, shapes, foods)

7. Create a simple dictionary of words frequently use in the lesson.

8. Produce simple vocabulary to communicate basic needs in social and academic setting

9. Read aloud with some pacing, intonation, and expression one’s own writing of narrative and expository texts.

10. Use decoding skills to read more complex words independently

11. Recognize some common root words when they are attached to known vocabulary

12. Use decoding skills and knowledge of academic and social vocabulary to begin independent reading.

13. Explain common antonyms and synonyms

14. . Use expanded vocabulary in oral and written responses to simple texts

vocabulary to discussions and reading. 5. Read aloud with some pacing,

intonation, and expression one’s writing of narrative and expository texts.

6. Use standard dictionary to find the meaning of know vocabulary.

7. Recognize some common root words and affixes when they are attached to known vocabulary

8. Recognize that some words have multiple meanings.

9. Recognize simple idioms, analogies, figures of speech and metaphors in literature and texts in content areas.

10. Recognize simple analogies and metaphors used in literature and texts in content areas

11. Use expanded vocabulary in paraphrasing oral and written responses to texts.



READING COMPREHENSION

A. Activating Schema and Prior Knowledge

Content Standards

The learner demonstrates understanding on the importance of the schema or the prior knowledge in comprehending and appreciating grade-level- appropriate materials.


The learner uses basic schema or prior knowledge skills and strategies to comprehend and appreciate grade – level – appropriate materials.

COMPETENCIES

GRADE I

GRADE II

GRADE III

The Learner……

1. Predict what the story is about based on personal experiences.

2. Confirm predictions after listening to a story.

3. Relate events in the story to personal experiences.

4. Predict what the story is about based on what one knows about character, setting and events.

5. Modify prior knowledge based on new knowledge from the story.

6. Predict what the story, legend, community events, and community issues.

7. Sequence 3 events in the story, legend, propaganda, radio broadcast, and news articles by telling which happened first, second, or last.


1. Predict what the story, legends, folktale, issue, blogs, news articles, etc. based on personal experiences and based on what one know about


3. Modify prior knowledge based on new knowledge from the story, legends, folktale, issue, blogs, news articles, etc.


1. Make inferences on what is likely to happen next based on the events in the story, legends, school and community events, and local news.


4. Predict what the story, legends, folktale, issue, blogs, news articles, etc. based on personal experiences and based on what one know about


6. Modify prior knowledge based on new knowledge from the story, legends, folktale, issue, blogs, news articles, etc.


6. Make inferences on what is likely to happen next based on the events in the story, legends, school and



8. Make inferences on what is likely to happen next based on the events in the story, legends, school and community events, and local news.

9. Predict what the story, fables, legends, school and community events/situations/issues, radio broadcast and local news base on personal experiences.

10. Predict what the story, fables, legends, school and community events/situations/issues, radio broadcast, local news, blogs, and commentaries base on context.

11. Infer the character's feelings based on their actions or on what they say.

2. Predict what the story, fables, legends, school and community events/situations/issues, radio broadcast and local news base on personal experiences.



community events, and local news. 7. Predict what the story, fables, legends,

school and community events/situations/issues, radio broadcast and local news base on personal experiences.




B. Comprehension of Literary Texts

Content Standards

The learner demonstrates understanding on the importance of literary texts as a tool to develop comprehension and appreciation of grade-level- appropriate materials.


The learner uses literary texts to develop comprehension and appreciation of grade – level – appropriate materials.

COMPETENCIES

GRADE I

GRADE II

GRADE III

The Learner……

1. Recall important details in: a. Listening stories


1. Distinguish orally between poetry, drama, and short stories by using


8. Distinguish orally the characteristics of different forms of fiction and poetry by



b. Shared reading stories c. Experience stories d. Children Stories listened to.

2. Answer literal level questions to literary text listened and/or read.

3. Recall important details in stories, fables, legends, events, situation to personal experiences.

4. Give the correct sequence of three events in a story listened to and/or read.

5. Recall important details in stories listened to and/or read.

6. Give the summary of a story, legends, fables and events listened and/or read.

7. Give the possible ending of the story, legends, fables and events listened and/or read.

8. Make inferences on the character’s feelings and traits based on the story, legends, fables and events listened and/or read.

9. Sequence three events in the story, fables and legends by telling which happened first, second and last.

10. Make inferences on what is likely to happen next based on the events in the story, fables and legends listened to and/or read.

11. Give the summary of the story/legends listened and/or read.

12. Locate specific information in the text to find answers to the simple questions.

13. Answer higher level questions about the story, legends, fables events, etc. listened and/or read.

14. Give the cause or the effect of

simple sentences. 2. Read short poems and identify the

basic elements (rhythm and rhyme) 3. Describe the elements of poetry (e.g.

rhythm, rhyme, alliteration) 4. Describe orally in simple sentences a

character in a literary selection according to his/her actions.

5. Read a literary selection and identify the literary elements of plot, setting and characters

6. Read a story and identify the beginning, middle and end.

7. Give the correct sequence of events in a literary selection.

8. Compare and contrast different author’s use of literary elements.

1. Read a simple poetry and use simple sentences in answering factual and/or implied comprehension questions

2. Create pictures, lists, charts and tables to identify the characteristics of fairy tales, folktales, myths, and legends

3. Sequence the events of a literary selection read using cohesive devices

4. Give the summary of a literary selection read


6. Compare and contrast the motives of characters in a work of fiction.

7. Read a variety of children’s literature and respond to it both orally and in writing

9.

using simple sentences. 9. Identify and describe figurative

language (e.g. similes, metaphors, and personification)

10. Describe the major characteristics of a poetry, drama, fiction and nonfiction.

11. Describe orally in simple to complex sentences a character in a brief literary text by identifying the thoughts and actions of the character.

12. Identify the motives of characters in a work of fiction.

13. Read a literary selection and identify the main conflict in the plot and its resolution.


10. Read literary selection and answer factual and/or implied comprehension question.

11. Sequence the events of a literary selection read using cohesive devices.

12. Create pictures, lists, charts and tables to identify the characteristics of fairy tales, folktales, myths and legends.

13. Give the summary of a literary selection read

14. Identify various techniques to influence readers’ perspectives and evaluate the author’s use of the techniques.

15. Compare and contrast the motives of characters in a work of fiction.

16. Recognize and describe themes stated directly or implied in literary texts.

17. Read a literary selection and identify the speaker or narrator by using simple sentences.

15.



certain events in the story, fables, legends, etc. listened and/or read.

15. Locate specific information in the text to find answers to higher level questions.

16. Cite the problem and the most likely solution to story, legends, etc. listened and/or read.

17. Listen and respond to the story, legends, fables, etc. through discussions, illustrations, song, dramatization and art.

18. Tell if the story is real or fantasy. 19. Give possible endings of a story,

legends, etc. listened and/or read. 20. Retell story, legends, etc. read using

own words with emphasis on the characters and correct sequence of events.

21. Tell their own stories and legends as an output of their research.


B. Comprehension of Informational Texts

Content Standards

The learner demonstrates understanding on the importance of informational texts as a tool to develop comprehension of grade-level- appropriate materials.


The learner uses informational texts to develop comprehension of grade – level – appropriate materials.

COMPETENCIES

GRADE I GRADE II GRADE III



The Learner……

1. Recall important details in: a. Listening stories b. Shared reading stories c. Experience stories d. Children Stories listened to.

2. Answer literal level questions to informational text listened and/or read.

3. Recall important details in stories, events, situation, blogs, etc. to personal experiences.

4. Give the correct sequence of three events in a story listened to and/or read.

5. Recall important details in stories listened to and/or read.

6. Give the summary of a story, events, commentaries, etc. listened and/or read.

7. Give the possible ending of the events, blogs, situations, etc. listened and/or read.

8. Make inferences on the character’s feelings and traits based on the blogs, situations, events, etc. listened and/or read.

9. Sequence three events in the story, situations, etc. by telling which happened first, second and last.

10. Make inferences on what is likely to happen next based on the events in the situations, activities, etc. listened to and/or read.

11. Give the summary of the activities, blogs, etc. listened and/or read.

12. Locate specific information in the text to find answers to the simple


1. Orally identify examples of fact and opinion and cause and effect in simple and familiar text.

2. Orally identify the factual components of simple informational materials by using key words or phrases.

3. Read literature and content area texts and orally identify examples of fact and opinion and cause and effect.

4. Understand and orally identify the features and elements of common informational materials e.g. magazines and books

5. Read stories and texts from content areas and respond orally to them by restating facts and details to clarify ideas.

6. Distinguish explicit examples of facts, opinions, inference, and cause and effect in texts.

7. Locate and use text features, such as the title, table of contents, chapter, headings, diagrams, and index

8. Listen to a story and respond orally in one or two words to factual comprehension questions.

9. Draw pictures related to a work of literature identifying setting and character

10. Respond orally and in writing factual comprehension questions about stories by answering higher order questions

11. Identify orally and in writing the setting and characters by using simple sentences and vocabulary

12. Use expanded vocabulary and


3. Orally identify examples of fact and opinion and cause and effect in complex text.

4. Read orally identify examples of fact and opinion and in cause and effect in written text by using simple sentences.

5. Use pictures, lists, charts, and tables found in informational materials, newspapers, and magazines to identify the factual components of compare and contrast patterns

6. Identify and use detailed sentences to explain orally the differences among some categories of informational materials

7. Use the text (such as the ideas presented, illustrations, titles) to draw conclusions and make inferences

8. Identify some significant structural (organizational) patterns in text, such as sequential or chronological order and cause and effect

9. Describe main idea and supporting details, including supporting evidences

10. Use texts features, such as format, diagrams, charts, glossaries, indexes to locate and draw information from text.

11. Read literary texts and identify the main events of the plot.

12. Identify orally the setting and characters by using complex sentences and vocabulary

13. Use expanded vocabulary and descriptive words in paraphrasing oral and written responses to texts



questions. 13. Answer higher level questions about

the situations, events, etc. listened and/or read.

14. Give the cause or the effect of certain events in the community activity, blogs etc. listened and/or read.

15. Locate specific information in the text to find answers to higher level questions.

16. Cite the problem and the most likely solution to situations, events, etc. listened and/or read.

17. Listen and respond to the situations, activities, etc. through discussions, illustrations, song, dramatization and art.

18. Give possible endings of a situation, activity, etc. listened and/or read.

19. Retell situation, news articles, etc. read using own words with emphasis on the characters and correct sequence of events.

20. Tell their own situations, news, blogs, etc. as an output of their research.

descriptive words in oral and written responses to simple texts.

13. Read the text and use detailed sentences to respond orally or in writing to factual comprehension questions about three forms of brief texts

14. Apply knowledge of the language to analyze and derive meaning from informational text and comprehend them

15. Use the text (such as the ideas, illustrations, titles) to draw inferences and conclusions and make generalization

16. Prepare an oral summary by using various comprehension strategies e.g. generate and respond to questions, draw inferences, compare information from several sources) with content area text.

17. Identify and analyze the differences between various categories of informational materials (textbooks, newspapers, instructional manuals, and signs)

18. Distinguish explicit examples of facts, opinion, inferences, and cause and effect in texts

1. Identify and use detailed sentences to explain orally the differences among some categories of informational materials

2. Write captions or phrases for drawings related to a story.

19. Understand and follow some multiple steps directions for classroom related activities.

14. Read the text and use detailed sentences to respond orally or in writing to factual comprehension questions about three forms of brief texts

15. Apply knowledge of the language to analyze and derive meaning from informational text and comprehend them

16. Identify and explain the main ideas and critical details of informational materials and texts in content areas

17. Prepare an oral and written summary by using various comprehension strategies e.g. generate and respond to questions, draw inferences, compare information from several sources) with content area text.

18. Identify and analyze the differences between various categories of informational materials (textbooks, newspapers, instructional manuals, and signs)

19. Distinguish explicit examples of facts, opinion, inferences, and cause and effect in texts

20. Describe relationships between the text and one’s personal experiences

20. Identify and use detailed sentences to

explain orally and in writing the differences among some categories of informational materials

21. Read the text and use detailed sentences to identify orally and in writing the main ideas and use them to make predictions and support them



with details. 22. Identify and orally or in writing explain

categories of familiar informational materials by using simple to complex sentences.


D. Attitude Towards Language, Literacy, and Literature

Content Standards

The learner demonstrates positive attitudes towards the language and culture.


The learner develops love and appreciation towards the language and culture

COMPETENCIES

GRADE I

GRADE II

GRADE III

The Learner……

1. Manifest enjoyment in producing the sounds of local

Animals

Mechanical

Objects

Musical Instruments

Environment 2. Express love for stories by browsing

the storybooks read to them and asking to be read more stories.

3. Show love for reading by listening


1. Express love for stories by reading more literary and informational texts

2. Show love for reading by listening attentively during story reading and making comments and answering higher order thinking questions.




attentively during story reading and making comments.

CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM

A. Writeshop on the Finalization of the Curriculum Standards

Venue: RELC, Calabarzon

Date: May 19-21,2011

NAME DESIGNATION OFFICE/SCHOOL

1. Dr.Rose Villaneza Head- MTB-MLE, NEPP DEPED Central Office

2. Dr. Ofelia Flojo Retired Assistant Chief, Elementary Education

Angono, Rizal

3. Remylinda Soriano Education Program Supervisor I DEPED Manila

4. Chit Singayan

5. Rayvie Bong C. Agcaoili Encoder Jones Rural School

B. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards Venue: DAP,Tagaytay City Date: May 10-13,2011


1. Dr.Rose Villaneza Head- MTB-MLE, NEP DEPED Central Office

2. Dr. Ofelia Flojo Retired Assistant Chief, Elementary Education

Angono, Rizal

3. Remylinda Soriano Education Program Supervisor I DEPED Manila

4. Delia M. De Castro Master Teacher I DepEd Manila

5. Chit Singayan

6. Rayvie Bong C. Agcaoili Encoder Jones Rural School



C. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards

1. Regions IV-A, IV-B,V and NCR

Venue: Bulwagan ng Karunungan Date: April 27, 2011


1. Marietta M. Santos Dep. Ed. NCR

2. Florita R. Matic Dep. Ed. NCR

3. Imelda A. Dimailig Dep. Ed. R - IV-A

4. Aileen D. Santo Domingo Dep. Ed. R -IV-A

5. Yolina R. Tablizo Dep. Ed. R –IV-A

6. Annalyn D. Mangurali Dep. Ed. R –IV-B

7. Agnes M. Camposano Dep. Ed. R – V

8. Angelyn O. Dalma Dep. Ed. R –V

9. Nemia B. Cedo Dep. Ed. R –V

2. Regions I,II,III and CAR

Venue: Teachers’ Camp, Baguio City Date: April 29, 2011


1. Lourdes C. Mendoza DepEd CAR Regional Office La Trinidad Benguet

2. Samuel C. Bunagan DepEd RO II

3. Marcella G. Macob DepEd RO I

4. Benica J. Tamayo Suyo Elem. School, Laoag City

5. Milma M. Mendoza Cabangan District, Zambales

6. Celine T. Anicete Mabalacat North District

7. Angelita M. Ngao Division of Kalinga

8. Elizabeth L. Wangli Division of Kalinga Bangao ES Tinglayan

9. Natividad P. Carag Disoria Elem. School Division of Cagayan



3. Regions VI,VII and VIII Venue: Ecotech, Lahug Cebu City Date: May 4, 2011


1. Rosemarie M. Guino Region VIII

2. Gea Catalan Alonso Region VII

3. Vińa N. Salomon Region VII

4. Dymphna Leizel G. Jocson Region VI

5. Jerry A. Oquendo Region VI

6. Ramira R. Tayoni Region VII

4. Regions IX,X and ARMM Venue: RELC, Cagayan de Oro City Date: May 5, 2011


1. Mampay P. Macagaan DepEd – LS I – B – ARMM

2. Saada J. Tubing DepEd LS – II – A

3. Hope R. Acuesta DepEd Region IX

4. Citadel P. Eder Dep. Ed. Surigao del Norte

5. Regions XI,XII, ARMM (Shariff Kabunsuan,Maguindanao)

Venue: RELC, Davao City and CARAGA Date: May 6,2011


1. Josenette Brańa DepEd XII

2. Ninie C. del Rosario DepEd XI

3. Sheryl Lotia DepEd XII

4. Shirley Bulosan DepEd XII

5. Aura Bartoleme DepEd ARMM

6. Welma Vertido DepEd ARMM

7. Pinayongan Hasim DepEd ARMM

8. Cecilia Buta DepEd XI

9. Mary Ann Umadhay DepEd XII



D. Workshop on the K to 12 Curriculum Mapping Venue: DAP, Tagaytay City Date: March 16-18, 2011


1. Judyann Marquez CDD – BEE

2. Dr. Rose Villaneza Head, NEPP/MTB-MLE OSEC

3. Joyce Leviste

4. Chit Singayon BEE, SPED SPED - BEE

5. Dianne Decker Consultant, SIL International

6. Ofelia Flojo Consultant

SECRETARIAT

NAME DESIGNATION

1. Rachelle C. Fermin DepEd

2. Prescy Ong DepEd

3. Magdalena Mendoza DAP

4. Tristan Suratos DAP

5. Kimberly Pobre DAP

6. Cristina Villasenor DAP

7. Lani Garnace DAP

8. Kidjie Saguin DAP

9. Maria Boncan Accountant, DepEd

10. Daylinda Guevarra Accountant, DepEd

11. Fenerosa Maur Accountant, DepEd

12. Divina Tomelden Accountant, DepEd

13. Nilva Jimenez Disbursing Officer, DepEd

FACILITATORS/ SUPPORT TEAM

NAME DESIGNATION



1. Irene C. De Robles CDD – BEE

2. Jose Tuguinayo, Jr. CDD – BSE

3. Marivic Abcede CDD – BSE

4. Mirla Olores SPED – BEE

5. Simeona Ebol CDD – BEE

6. Fe Villalino SDD – BEE

ADVISORY TEAM

NAME DESIGNATION

1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC

2. Dr. Lolita Andrada Director, BSE – DepEd, Pasig

3. Dr. Angelita Esdicul Director, BEE – DepEd, Pasig

4. Dr. Ricardo de Lumen OIC, Director III – Tech Voc, DepEd

5. D. Paraluman R. Giron Chair, K – 10 TWG

6. Dr. Avelina T. Liagas Consultant, TEC, DepEd

7. Dr. Dina Ocampo Dean, COE, UP Diliman

8. Dr. Ester Ogena President, PNU

9. Dr. Brenda B. Corpuz Technical Adviser to the Office of USEC, Pograms and Standards

10. Dr. Dennis Faustino Headmaster, SMS Sagada, Mt. Prov.

11. Dr. Merle Tan Director, UP – NISMED

12. Dr. Cristina Padolino President, CEU

13. Mr. Napoleon Imperial CHED

14. Diane Decker Consultant, MTB – MLE

15. Dr. Nelia Benito Director, NETRC

16. Dr. Socorro Pilor Director, IMCS

17. Dr. Beatriz Torno Executive Director, TEC

18. Dr. Carolina Guerrero Director, BALS

19. Dr. Irene Isaac Director, TESDA

Documents

K to 12 - Private Education Assistance · PDF fileK to 12 CURRICULUM GUIDE MOTHER TONGUE Grade 1 to 3 . ... Has solid moral and spiritual grounding. ... As a curriculum and teaching