English Curriculum Guide

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City
K to 12 Curriculum Guide
ENGLISH
(Grades 1 to 10)
January 2013
THE FRAMEWORK
K to 12 Curriculum Guide version as of January 2013 ENGLISH
I. PHILOSOPHY AND RATIONALE

Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a better society. Language, therefore, is central to the peoples intellectual, social and emotional development and has an essential role in all key learning areas1. Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.
II. GUIDING PRINCIPLES

The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles. All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (L2). Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for the development of both the first language (L1) and the second language (L2)2. It follows that any expansion of CUP that takes place in one language will have a beneficial effect on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional languages.
1998. English Curriculum Framework. Australia Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL Students Delaware: International Reading Association
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Language acquisition and learning is an active process that begins at birth and continues throughout life. It is continuous and recursive throughout students lives. Students enhance their language abilities by using what they know in new and more complex contexts and with increasing sophistication (spiral progression). They reflect on and use prior knowledge to extend and enhance their language and understanding. By learning and incorporating new language structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency. Positive learning experiences in language-rich environments enable students to leave school with a desire to continue to extend their knowledge, skills and interests. Learning requires meaning3. We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce new concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They make connections, anticipate possibilities, reflect upon ideas, and determine courses of action. Learners learn about language and how to use it effectively through their engagement with and study of texts. The term text refers to any form of written (reading and writing), oral (listening and speaking) and visual communication involving language4. The texts through which students learn about language are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by which learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts produced by other people. Successful language learning involves viewing, listening, speaking, reading and writing activities and accuracy5. Language learning should include a plethora of strategies and activities that helps students focus on both MEANING and ACCURACY. Language learning involves recognizing, accepting, valuing and building on students existing language competence, including the use of non-standard forms of the language, and extending the range of language available to students. Through language learning, learners develop functional and critical literacy skills. They learn to control and understand the conventions of the target language that are valued and rewarded by society and to reflect on and critically analyze their own use of language and the language of others. An effective language arts and multiliteracies curriculum satisfies the following principles6.
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Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan 5 Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
1. 2. 3. 4. 5. 6. 7. 8. 9.
develops thinking and language through interactive learning; develops communicative competence and critical literacy; draws on literature in order to develop students understanding of their literary heritage; draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge; develops students oral language and literacy through appropriately challenging learning; emphasizes writing arguments, explanatory/informative texts and narratives; provides explicit skill instruction in reading and writing; builds on the language, experiences, knowledge and interests that students bring to school; nurtures students sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in school and in civic life, and; 10. assesses and reflects the students ability to interpret and/or communicate in the target language7.
I.
NEEDS OF THE LEARNERS : THE CONTEXT

The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete technology. They were born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know life without technology. Hence, they are often termed as digital natives and are extremely comfortable with technology. They can email, text and use computers without any problems. In addition, members of Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and gadgets has had a negative effect on the members. They rather stay indoors and use their electronics than play outdoors and be active. They are leading a sedentary life that can result in health problems later on. For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing to share intimate details about themselves with complete strangers. They have virtual friends and for them hanging out with friends means talking to them over the cell phones, emails and text messages. However, at the same time, this generation is considered to highly creative and collaborative and will have a significant impact on the way companies work when they join the workforce.
2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts 2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education. Department of Instruction.
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Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to reduced attention span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data and information as they cannot focus for very long. While we dont know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly diverse environment will make the grade schools of the next generation the most diverse ever. Higher levels of technology will make significant inroads in academics allowing for customized instruction, data mining of student histories to enable pinpoint diagnostics and remediation or accelerated achievement opportunities. Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners. I. OUTCOMES
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may trudge. 1. Communicative Competence
Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform communicative functions, and knowledge of utterances and communicative functions can be combined according to the principles of discourse.8
Communicative competence is classified into the following competencies. 1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and lexical items. 2. Sociolinguistic Competence refers to the learning pragmatic aspect of various speech acts, namely, the cultural values, norms, and other socio-cultural conventions in social contexts. They are the context and topic of discourse, the
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Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
participants social status, sex, age, and other factors which influence styles and registers of speech. Since d ifferent situations call for different types of expressions as well as different beliefs, views, values, and attitudes, the development of sociolinguistic competence is essential for communicative social action. 3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for social meaning, particularly when the literal meaning of an utterance does not lead to the speakers intention easily. 4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at the same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual guessing, and tolerating ambiguity.
2.
Multiliteracies
Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices using texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchange meaning in our society while professional literacy links with the notion of literacy for school of the workplace. The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understand that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values, beliefs and ways of thinking about ourselves and the world we dwell. Through multi-literacy skills, learners will be able to appreciate and be sensitive to sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose and audience.
IV.
CONCEPTUAL FRAMEWORK
The world is now in the Knowledge age where the challenge of education is to prepare learners in the information drift and rapidly changing world. Students in this age must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make decisions and solve problems. The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino and English follow a unified framework which allows easy transition from acquiring and learning one language to another. The curriculum has five (5) components. Each component is essential to the learners ability to communicate effectively in a language leading them to achieve communicative competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram in the previous page shows that the heart and core of LAMC is making meaning through language and aims to develop graduates who are communicatively competent and multiliterates. Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves as guiding principles for language teaching. Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures, understanding language, processes and strategies) which will be developed through language arts (macro-skills). Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and viewing; reading, viewing and responding; writing and representing) and the development thinking skills (critical thinking, creative thinking and metacognitiion) allowing students to make meaning through language. Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school administrators, and curriculum developers.
COMPONENT 2: Language Learning Process

For effective language acquisition and learning to take place, language teachers must be guided of the six (6) language teaching principles. These principles explain the natural process of language development. 1. Spiral Progression Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow students to progress from the foundational level to higher levels of language use. 2. Interaction Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes, topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills. 3. Integration The areas of language learning the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly (skills, content, theme, topic, and values integration). 4. Learner-Centeredness Learners are at the centre of the teaching-learning process. Teaching will be differentiated according to students needs, abilities and interests. Effective pedagogies will be used to engage them and to strengthen their language development. 5. Contextualization Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/ structures and vocabulary appropriately in spoken and written language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice. 6. Construction Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and psychomotor potentials and become independent learners who are good consumers and constructors of meaning.
COMPONENT 3: Effective Language Use
There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills. 1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world, including ones culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values, beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who does the communicating. These collectively constitute the sociolinguistic features of language. Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society. Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They understand that the natural and physical environments as well as the social, economic, historical and political environments influence the language speaking groups and their cultural traditions. 2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and create meaning. They come to recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this knowledge and understanding to create their own spoken, written and visual texts. Differences in language systems are expressed in a variety of ways: for example, in grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of other languages students understand that each language is different, but has identifiable patterns within its own system.
3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a variety of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and audience. They use language as a K to 12 Curriculum Guide version as of January 2013 ENGLISH 10
way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and discussion as a way of developing ideas. They experiment, take risks and make approximations with language as a way of developing their language skills. They clarify what they need to know when seeking information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts such as tables of contents, headings, indexes, forewords and glossaries as aids in locating information. They assess the usefulness of information for particular purposes. They treat information and ideas critically and evaluate information in terms of its reliability and currency. They make notes and graphic representations of information and combine information from different sources into a coherent whole by summarizing, comparing and synthesizing. Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing sources of ideas and information, and of presenting or representing ideas and information in ways which are not misleading. They use quotation and sourcing conventions appropriately. They take into account the possible effects of and responses to the presentation of ideas and information.
COMPONENT 4: Making Meaning through Language
Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should focus on guiding students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situations where communication demands greatly vary. The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows students to progress from the foundational level to higher levels of language use. The Language Arts and Multiliteracies Curriculum (ELAMC) is composed of five (5) intricately intertwined and integrated substrands (listening, speaking, reading, writing, and viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1).
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Coherence with the Basic Education Program Goals

1. The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the achievement of the basic education program goals. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension and study strategies. Content includes print and electronic texts that are age, context and culture appropriate.
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3.
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The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic education. This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multi-literacies Curriculum (LAMC) but fleshes out the areas that children need to learn and that teachers need to teach in greater detail. Below is the matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-strands. Alignment of the Language and Literacy Domains with the 5 sub-strands Integrated Language Arts Domains 1. 2. 3. 4. 5. 6. 7. 8. 9. Oral Language Phonological Awareness Book and Print Knowledge Alphabet Knowledge Phonics and Word Recognition Fluency Spelling Writing and Composition Grammar Awareness & Structure LISTENING SPEAKING READING WRITING VIEWING
10. Vocabulary Development 11. Reading Comprehension schema & prior knowledge strategies narrative text informational text 12. Listening Comprehension 13. Attitudes towards language, literacy and literature 14. Study Strategies K to 12 Curriculum Guide version as of January 2013 ENGLISH
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Funneling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum Domains Oral language Phonological awareness Book and Print knowledge Alphabet knowledge Phonics and word recognition Fluency Spelling Writing and composition Grammar awareness and structure Vocabulary development Reading comprehension Listening comprehension Attitude towards language, literacy and literature Study strategies Viewing K-3 4-6 7-10 11-12
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Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K to 12 Basic Education Program of the Department of Education. Content Standards Oral Languages in English Phonological Skills Book and Print Knowledge Alphabet knowledge Phonic and Word Recognition Fluency Spelling Writing /Composition Handwriting Grammar Awareness and Structure Performance Standards at the end of Grade 3 Have sufficient facility in English to understand spoken discourse and to talk and interact with other about personal experiences and text listened to or read Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme. Use narrative and expository texts for independent study and reading for pleasure Recognize, name and sound out all the upper and lower case letters of the alphabet. Use sight word recognition or phonic analysis to read and understand words in English that contain complex letter combinations, affixes and contractions. Read aloud grade level texts effortlessly, without hesitation and with proper expression. Spell words with two or more syllables using phonic, semantic, and morphemic knowledge Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing Write legibly in cursive writing. Demonstrate grammatical awareness by being able to read, speak and write correctly. Communicate effectively, in oral and written forms, using the correct grammatical structure of English. Acquire, study, and use English vocabulary words appropriately in relevant contexts.
Vocabulary
Reading Comprehension and Study Strategies Use of Content and Prior Knowledge Comprehension Strategies Comprehending Literary Text Comprehending Informational Text Attitude Viewing K to 12 Curriculum Guide version as of January 2013 ENGLISH 16 Activate prior knowledge conceptually related to text and establish a purpose for reading Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge Respond to literary text through the appreciation of literary devices and an understanding of story grammar Locate information from expository texts and use this information for discussion or written production. Demonstrate a love for reading stories and confidence in performing literacy-related activities/task
KEY STAGE STANDARD (From the Convenor)
GRADE 12 - Students should be able to integrate communication and language skills for creating meaning using oral and written texts, various genres, and discursive contexts for personal and professional purposes
GRADE 10 - Students should be able to interpret, evaluate and represent information within and between learning area texts and discourses.
GRADE 6 - Student should be able to construct meanings and communicate them using creative, appropriate and grammatically correct oral and written language
GRADE 3 - Students should be able to demonstrate eagerness to explore and experience oral and written texts and to communicate meanings and feelings effectively
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K TO 12 CURRICULUM GUIDE IN ENGLISH GRADE 1 DOMAINS OF LITERACY CONTENT STANDARD PERFORMANCE STANDARD demonstrates understanding of common words used to communicate personal experiences, ideas, thoughts, actions, and feelings shares personal ideas, thoughts, actions, and feelings using common and appropriate words LEARNING COMPETENCIES Talk about oneself and ones family o Talk about ones name and other personal information o Talk about ones environment (e.g. persons, animals, places, things, events, etc.) o Talk about ones activities/responsibilities at home and in school and community o Talk about topics of interest (likes and dislikes) Recite known verses, short poems, and rhymes Use/Respond appropriately to polite expressions listened to o greetings o leave takings o expressing gratitude and apology o asking permission o offering help Share personal experiences, feelings and ideas related to stories and texts listened o Give directions o Ask simple questions
Oral Language
demonstrates understanding of variety of literary forms and concept of words in English for effective expression
participates actively in different oral activities
Listen to a variety of literary texts (poems and narratives) including informational texts (predictable texts, patterned texts, ICT-based listening texts, and other content-based texts like science, social science, MAPEH, etc.) Participate in choral speaking and echo reading of short poems, rhymes and stories with repeated patterns and refrains in English Dramatize familiar stories, rhymes and poems
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DOMAINS OF LITERACY
CONTENT STANDARD demonstrates understanding of sounds and their meanings for appropriate use of words
PERFORMANCE STANDARD manipulates skillfully the sounds in words to express meaning displays sensitivity to sounds in spoken language
LEARNING COMPETENCIES Recognize rhyming words Identify rhyming words in nursery rhymes, songs, jingles, poems and chants Distinguish rhyming words from non-rhyming words Supply rhyming words in response to spoken words
Phonological Awareness demonstrates understanding of sounds and sound patterns for production of words Book and Print Knowledge Alphabet Knowledge Phonics & Word Recognition Fluency Spelling Handwriting
manipulates skillfully the speech sounds through simple meaningful guided conversations
Recognize/produce speech sounds (letter names and sounds) Identify/count individual words in phrases and sentences Substitute sounds in words using onset and rimes
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DOMAINS OF LITERACY
CONTENT STANDARD demonstrates understanding of concepts of nouns and adjectives for identification and description
PERFORMANCE STANDARD correctly names people, objects, places and things through themebased activities
LEARNING COMPETENCIES Sentence Recognize sentences and non-sentences Use simple sentences Use different kinds of sentences (declarative, interrogative) Recognize punctuation marks (period, question mark) Noun Name people, objects, things and places (e.g. names of animals, fruits, objects in songs, stories, poems, nursery rhymes, pictures, realia and other ICT-based materials) Use nouns in sentences Recognize the use of a/an Use plural form of regular nouns by adding s or es Adjective Describe people, objects, things and places using simple adjectives (color, shape, size, height, weight, length, distance, etc.) Pronoun Use personal pronouns Use commonly used possessive pronouns Use demonstrative pronouns (this/these, that/those) Use interrogative pronouns (who, what, when, where, why) Verb Use common action words in retelling, conversation, etc. Differentiate English words from other languages spoken at home and in school Ask about unfamiliar words to gain meaning Sort and classify familiar words into basic categories (colors, shapes, foods, etc.) Use new words learned through stories in own speech Ask, talk about and determine the meaning of new words (almost the same with the last one)Derive meaning from repetitive language structures 20
Grammar
Note: Classes of words should be taught in context
demonstrates understanding of concepts of verbs, pronouns, and prepositions in meaningful messages
constructs grammatically correctsimple sentences in theme-based conversations using verbs, pronouns, and prepositions uses basic vocabulary to independently express ideas about personal, home, school and community experiences
Vocabulary
demonstrates understanding of common English words for effective communication
demonstrates understanding of story elements and text structures for effective oral expression correctly identifies elements of literary and informational texts to aid meaning getting
demonstrates understanding of word meaning for correct usage
correctly uses common words in speaking activities
Use words that are related to self, family, school, community, and concepts such as the names for colors, shapes, and numbers in both Mother Tongue and English Recognize that some words have the same meaning Determine the meaning of words using clues (Total Physical Response through pictures, body movements, etc.) Identify connections between text listened to and personal experience Activate prior knowledge based on new knowledge formed Identify story elements (characters, setting, plot, ending) from the text listened Make predictions about stories based on the cover or title, pictures, details in the text Use an understanding of characters, incidents and settings to make predictions Validate ideas made after listening to a story Ask and answer simple questions (who, what, where, when, why, and how) about text listened to Retell and/or reenact events from a story Ask and respond to questions about informational texts listened to (environment, health, how-tos, etc.) Talk about texts identifying major points and key themes Determine whether a story is realistic or fantasy (dib a nasa taas na ito)Restate facts from informational texts (climate change, childrens rights, traffic safety, etc.) Follow one-step directions Revisit favorite books, songs, rhymes Retell and/or reenact events from a favorite story Participate / engage in a read-along of texts (e.g. poetry, repetitive text) Produce creative outputs (e.g. drawing, acting out, choral 21
Listening Comprehension
Attitude towards language, literacy, and literature
demonstrates understanding of the elements of literary and informational texts for effective oral expression demonstrates understanding of literary concepts for appreciation of literacy-related
uses elements of literary and informational texts to sufficiently extend meaning and understanding presents varied ideas independently and shows interest enthusiastically in diverse literacy-related
activities/tasks demonstrates understanding of useful strategies for purposeful literacy learning
activities/tasks uses strategies independently in accomplishing literacy-related tasks
reading, reciting lines, singing, etc. ) related to texts listened to Interpret pictographs Interpret simple maps of familiar places, symbols and logos
Study Strategies
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GRADE 2 DOMAIN CONTENT STANDARD demonstrates understanding of English words used to communicate interand intrapersonal experiences, ideas, thoughts, actions and feelings PERFORMANCE STANDARD independently takes turn in sharing inter and intra personal experiences, ideas, thoughts, actions and feelings using appropriate words LEARNING COMPETENCIES demonstrates understanding of familiar literary texts and common expressions for effective oral interpretation and communication uses appropriate expressions in oral interpretation and common situations Listen to a variety of media including books, audiotapes videos and other age-appropriate publications Create and participate in oral dramatic activities Demonstrate the concept of word by dividing spoken sentences in English into individual words Share inter and intra personal experiences, feelings and emotions using Mother Tongue and English Recite known verses, short poems and rhymes in English Participate in group and individual oral interpretation of short poems, rhymes, and stories in English Dramatize familiar stories, rhymes and poems using English Use appropriate expressions in common situations (polite expressions, greetings, seeking directions, apologizing, asking help, query and clarification) Listen and respond to texts to clarify meanings heard while drawing on personal experiences Engage in a variety of ways to share information (e.g. role playing,) reporting, summarizing, retelling and show and tell Interact with others using correct intonation in: o greetings and leave-takings o introducing and acknowledging others o asking permission Read aloud grade 2 level text at a rate of approximately 60 words per minute. Read grade 2 level text with an accuracy rate of 95 100% Read grade 2 level text in 3 4 word phrases using intonation, expression and punctuation cues. Read with automaticity 100 2nd grade high-frequency/sight words
Oral Language
Fluency
demonstrates understanding of punctuation marks, rhythm, pacing, intonation and vocal patterns as guide for fluent reading and speaking
fluently expresses ideas in various speaking tasks
accurately and fluently reads aloud literary and informational texts
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demonstrates understanding of text elements to see the relationship between known and new information to facilitate comprehension correctly presents text elements through advance organizers to make inferences, predictions and conclusions
demonstrates understanding of information heard to make meaningful decisions demonstrates understanding of the alphabets in English in comparison to the alphabets of Filipino and Mother Tongue demonstrates understanding of the relationship of phonetic principles of Mother Tongue and English to decode unknown words in English uses information from theme-based activities as guide for decision making and following instructions distinguishes similarities and differences of the alphabets in English and Mother Tongue/Filipino
Identify and discuss the elements of a story (theme, setting, characters, and events) Use an understanding of incidents, characters and settings to make and validate predictions Identify and use the elements of an informational/factual text heard o Informational Reports (School events, sports, projects) o Three-step directions o Conversations o Personal Recounts (anecdotes, past experiences) o Explanation (life cycles, water cycle) Use personal experiences to make predictions about text viewed and listened to Relate information and events in a selection to life experiences and vice versa Recognize the difference between made-up (fiction) and real (nonfiction) texts Identify important details in expository text listened Follow a set of verbal three-step directions with picture cues Participate in the retelling of poems and stories Listen to and perform simple instructions Read the alphabets of English Identify letters in English that are not present in Mother Tongue/Filipino and vice-versa
Alphabet Knowledge
analyzes pattern of sounds in words for meaning and accuracy
Phonics and Word
Distinguish words with short and long vowel sounds Apply basic phonemic performance tasks o Blending - /s/ /a/ /y/=say o Segmenting- /b/ /e/ /d/ = bed Blend onset and rime into whole word - /c/ -onset /at/ - rime cat Manipulate individual phonemes
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Recognition
Adding-add t to car=cart Substituting-change /m/ to /s/ in mat=sat Deleting take s from stop =top Blend phonemes to decode words Match sounds to their corresponding letters/letter pattern o Consonant Blends/ Clusters (e.g. c-l (clean) l-k (milk) o Digraphs initial position (e.g. sh, ch, ph, wh) o Diphthongs (e.g. boil, toy) ably reads and spells Read and spell one-to- two syllable common words with out common and consonant blends (e.g.bl, tr, st) and consonant diagraphs irregular words in (e.g.th, sh, ck) English Read and spell some irregularly - spelled words (e.g. have, said, please, because) Read and spell words with inflectional endings Note: Provide students with learning situations for them to distinguish similarities and differences between the phonetic principles of Mother Tongue and English (The sounds of letters in Mother Tongue are phonetically regular while some vowels (e.g. letter a, i) and consonant blends (e.g. gh, th) in English are not.) demonstrates understanding of the letter-sound relationship between Mother Tongue and English for effective transfer of learning effectively transfers the knowledge of letter-sound relationship from Mother Tongue to English correctly hears and records sounds in words Classify/Categorize sounds heard (animals, mechanical, objects, musical instruments, environment, speech) Isolate and discriminate sounds from a background of other sounds Recognize and discriminate same/different sounds Produce the sounds of English letters using the letter sounds of Mother Tongue as reference Hear and record beginning, medial and final sounds of a word Identify sounds and count syllables in words Supply words that rhyme with given words
o o o
Phonological Awareness
Spelling
Note: Listen to sounds in English words and sentences from ICT-based materials and from other content areas like math, science, social studies, etc.
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Vocabulary
demonstrates understanding of suitable vocabulary used in different languages for effective communication demonstrates understanding of synonyms and antonyms for appropriate usage
uses common vocabulary to independently express ideas in speaking activities uses synonyms and antonyms in diverse oral and written activities
Identify the English equivalent of words in the Mother Tongue or in Filipino Classify common words into conceptual categories (e.g. animals, foods, toys) Recognize root words and their inflections (e.g. look, looks, looked, looking). Identify some words that comprise contractions (e.g. cant cannot, its=it is arent= are not) Begin to see that some words mean the same (synonyms Recognize that some words have opposite meaning (antonyms) Recognize that some words represent part of a whole (meronyms part of (e.g. finger part of a hand) Determine what words mean based on how they are used in a sentence
Note: Let use common words in varied oral tasks students through dialogues, pair-share works, group performance and other individual and collaborative written activities demonstrates understanding about the concepts about print correctly identifies book parts and follows reading conventions Reading Comprehension demonstrates understanding of the elements of literary and expository texts for creative interpretation uses information derived from texts in presenting varied oral and written activities . Identify the front and back of the book Identify title, author and book illustrator Translate knowledge of reading conventions learned in Mother Tongue to reading in English Identify the elements of narratives o Theme o Setting o Major Characters o Plot (beginning, middle and end) Recall facts of informational selections read (topic and details) Use clues to make and justify predictions before, during and after reading (titles, pictures, themes, prior knowledge, graphs) State facts and details of text during and after reading Ask questions to clarify understanding before, during and after
Book Knowledge
26
demonstrates understanding of paragraph development to identify text types Handwriting demonstrates understanding of the process of writing to generate and express ideas and feelings demonstrates understanding of different formats to write for a variety of audiences and purposes demonstrates understanding of sentence construction for correct expression
identifies correctly how paragraphs/ texts are developed
reading Identify the basic sequence of events and make relevant predictions about stories Sequence information from a procedural text read Infer/ Predict outcomes Make connections text to self Participate in generating ideas through prewriting activities o Brainstorming o Webbing o Drawing Express idea through illustrations or storyboard Write a personal recount by completing a stem to answer guide questions (Ex. What did you do last weekend? Last weekend, we) Write a simple story Make a card for various occasions (birthday, Christmas, New Year, etc.) NOUNS Use frequently occurring nouns Form regular plural nouns by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). VERBS Identify action words Form and use the past tense of frequently occurring regular verbs (walk walked, seat seated, etc.) ADJECTIVES Use words to identify and describe people, animals, places, things and events PRONOUNS Use personal pronouns(e.g. I, you, he, she, it, we, they) in dialogues Use possessive pronouns Use demonstrative pronouns (this/that, these/those) 27
Writing and Composition
uses a variety of prewriting strategies to generate, plan, organize ideas, make a draft for specific purposes produces a variety of texts for creative, personal academic and functional purposes properly identifies and describes people, animals, places, things and uses them in a variety of oral and written theme-based activities
Grammar
demonstrates understanding of the concepts of nouns, verbs and adjectives
uses pronouns and prepositions in a variety of oral and written theme-based
for proper identification and description
activities
Use question words (interrogatives) (e.g., who, what, where, when, why, how). PREPOSITIONS Use the most frequently occurring preposition (e.g. on, over, under, to, from, above, etc.) Write simple sentences in context Perform dialogues, drama, mock interview, TV talk show etc. Recognize sentences and non-sentences Use different kinds of sentences( e.g. declarative, interrogative, exclamatory) in theme-based oral activities Recognize punctuation marks (e.g. period, question mark, exclamation point)
demonstrates understanding of the concepts of pronouns and preposition for appropriate communication
shows proficiency in constructing grammatically correct sentences in different themebased activities
Note: Classes of words should be discussed in the context of responding to wh-questions based from familiar stories and informational texts with themes on environment, health, nutrition, history, interests, etc. demonstrates understanding of concepts about narrative and informational texts for appreciation demonstrates understandings of useful strategies for purposeful literacy learning makes personal accounts on stories/texts as expression of appreciation to familiar books Independently uses strategies in accomplishing literacy-related tasks Retell familiar stories to other children Express feelings, opinions through journals, logs etc. Make choices from texts previously listened to and justify preferences Take books from home to school or vice-versa for independent / shared extra reading Sort information alphabetically by the 1st letter Interpret bar graphs and tables Interpret simple maps of unfamiliar places, signs and symbols
Attitude
Study Strategies
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GRADE 3 DOMAIN CONTENT STANDARD PERFORMANCE STANDARD demonstrates understanding of speech cues for clear expression of ideas uses speaking skills and strategies appropriately to communicate ideas in varied theme-based tasks LEARNING COMPETENCIES Listen to a variety of grade-appropriate media including books, audiotapes, videos and other ICT-driven publications Create and participate in oral artistic theme-based activities o Listen and speak with a purpose in mind o Listen and respond to others o Follow and explain processes o Express opinions and feelings about others ideas o Engage in discussions about specific topics Identify/Share relevant information Recount specific/significant events Compare and contrast information heard Synthesize and restate information shared by others o Make interpretations o Listen and respond to text o Connect information heard to personal experiences Restate and retell information Present information in varied artistic ways (e.g. role playing, show and tell, radio play/podcast/broadcast/reporting/poster presentations). o Summarize and retell shared/read aloud stories o Express oneself o Speak clearly and audibly o State and justify opinions Initiate conversations with peers in a variety of school setting Express ideas in a conversational manner
Oral Language
demonstrates understanding of processes and information in text for articulation of ideas demonstrates understanding of punctuation marks, rhythm, pacing, creatively presents information in varied ways
Fluency
fluently expresses ideas in various speaking tasks
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intonation and vocal patterns as guide for fluent reading and speaking
accurately and fluently reads aloud literary and informational texts
Read aloud in a manner like natural speech Read grade level texts with at least 95-100 percent accuracy Read aloud from familiar prose and poetry with fluency, appropriate rhythm, pacing and intonation Use punctuations including commas, periods and question marks to guide reading for fluency Recall details from texts viewed/ listened to Sequence a series of events viewed /listened to Make simple inferences about thoughts and feelings based from texts viewed/ listened to Propose several predictions about texts/stories listened to Take part in creative responses to stories like preparing logs, journal and other oral presentations
demonstrates understanding of different listening strategies to comprehend texts
uses information from texts viewed or listened to in preparing logs and journals
Alphabet Knowledge demonstrates understanding of processes in sight word recognition or phonic analysis to read and understand words uses word recognition techniques to read and understand words that contain complex letter combinations, affixes and contractions through theme-based activities Show how spoken words are represented by written letters that are arranged in a specific order Blend phonemes to read words Identify/distinguish words with short and long vowel sounds Read and spell one- to- two syllable words with consonant blends (e.g. pl, tr). Read and spell one- to- two syllable words with consonant digraphs(eg. ch in chin, ph in pheasant) and trigraphs(e.g. sch in school)
Phonics and Word Recognition
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demonstrates understanding of common sight and irregularly spelled words for automatic recognition
uses common and irregularly -spelled words in meaningful oral and written tasks
Recognize some common sight words (e.g. an, of, then, had, his, were, some, his, him) Recognize and read some irregularly spelled words (e.g. such as enough, through, beautiful) Read words with affixes Use known words to perform artistic theme-based activities(e.g. interviews, telephone conversation, role-play, etc.) using common sight words
Phonological Awareness Spelling demonstrates understanding of letter sequence in words to get meaning hears and records sounds in words demonstrates understanding of English vocabulary used in both oral and written language in a given context proficiency uses English vocabulary in varied and creative oral and written activities Blend beginning, middle and ending sounds to recognize and read words Use word patterns to spell unfamiliar words (e.g. bright, might etc.) Decode words using knowledge of letter-sound correspondence and syllabication pattern Use knowledge of suffixes (e.g. un-, re-, in-dis) to determine the meaning of words Determine the meaning of compound words using knowledge of individual words (e.g. lunchtime, daydream, everyday) Recognize some words represented by common abbreviations (e.g. Mr. Ave., Oct). Increase vocabulary through o Synonyms (e.g. quick/fast) o Antonyms (e.g. big/small) o Homonyms (e.g. flower/flour) o Homographs (e.g., read-read) o Hyponyms- type of (e.g. guava type of fruit) o Meronyms part of (e.g. finger part of a hand Use clues from the context to figure out what words mean
Vocabulary
31
Book Knowledge demonstrates understanding of the elements of literary and expository texts for creative interpretation uses information derived from texts in presenting varied oral and written activities . demonstrates understanding of paragraph development to identify text types identifies correctly how paragraphs/ texts are developed Handwriting demonstrates understanding of sentences and paragraphs in expressing ideas composes three-tofive sentence paragraph Recall and share experiences, film viewed and story read/listened to as springboard for writing Write at least three sentences from various familiar sources Complete patterned poems using appropriate rhyming words Use capitalization rules in word and sentence level Use appropriate punctuation marks. Develop short paragraphs through guided writing Compose short paragraphs about familiar topics Noun Use nouns (e.g. people, animals, places,, things events) in sentences Use plural form of commonly used nouns Use frequently occurring irregular plural nouns (e.g. children, feet, teeth) 32 Note details in a given text Make and confirm predictions about texts Make inferences and draw conclusions based from texts Reread and self-correct Use different sources of information in reading Use graphic organizers to show understanding of texts Describe literary elements of texts including characters setting and plot Identify rhyme, rhythm, repetition and sensory images in poetry Sequence a series of events in a literary selection Present stories through dramatization, role playing etc. Identify cause and effect relationship Distinguish fact from opinion Identify how paragraphs are developed (e.g. descriptive, narrative etc.)
Reading Comprehension
Grammar
demonstrates understanding of grammatical
shows proficiency in constructing grammatically correct sentences in varied theme-based oral and
structures of English to be able to communicate effectively in oral and written forms
written activities
Use common and proper nouns Verb Use action words Use verbs in simple present and past tenses
Pronouns Use personal pronouns (e.g. I, you, he, she, it, we, they) Use possessive pronouns Use demonstrative pronouns (this,/that, these/those) Adjective Use descriptive adjectives Use the degrees of adjectives in making comparisons ( positive, comparative, superlative) Adverb Recognize adverbs of manner and frequency Preposition Use the most frequently occurring prepositions(e.g. towards, beside,, into, etc) Sentence Distinguish sentences from non-sentences Recognize simple subject and predicate in sentences Use simple and compound sentences Use different kinds of sentences (e.g. declarative, interrogative, exclamatory, imperative) Use punctuation marks (e.g. period, comma, question mark, exclamation point) Note: Classes of words, should be taught in context/theme (e.g. Environment, Science, History, Health and Nutrition, etc).
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Attitude
demonstrates understanding of narrative and informational texts for appreciation of literacy-related activities/tasks
makes personal journals, diaries, portfolios and logs, etc. as expression of enthusiasm in reading books both for pleasure and learning
Retell or re-read familiar stories to other children Make journals, diaries, portfolios and logs Identify favorite authors and stories
Study Strategies
demonstrates understanding of useful strategies for purposeful literacy learning
uses strategies independently in accomplishing literacy-related tasks
Sort information alphabetically by the 2nd letter Use index and table of contents Locate information using print and non-print sources Interpret simple graphs and tables
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GRADE 4 DOMAIN CONTENT STANDARD PERFORMANCE STANDARD actively creates and participates in oral theme-based activities LEARNING COMPETENCIES demonstrates understanding of verbal and non-verbal cues for effective oral presentation efficiently delivers oral presentations Listen to a variety of grade-appropriate media including books, audiotapes videos and other ICT-driven publication Speak clearly using appropriate volume and pitch Read aloud fluently previously-read material Create and participate in oral artistic theme-based activities. Memorize and deliver familiar literary pieces with ease and confidence Perform oral presentations from notes and outlines using verbal and non-verbal cues (eye contact, gestures, voice projection, emphasis, tone etc.)
Oral Language
demonstrates understanding of verbal cues for clear expression of ideas
demonstrates understanding of information derived from multi-media sources for clear and creative presentation
creatively presents information using broadcast media
Give and follow oral directions listen and respond to questions involving directions Restate and retell information derived from multi-media sources (e.g. television, radio, electronic gadgets. Distinguish between fact and opinion from informational text Present information in creative ways (e.g. Radio and TV broadcast etc.)
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Fluency
demonstrates understanding that English is stress-timed language to achieve accuracy and automaticity
reads aloud text with accuracy and automaticity
demonstrates understanding of the elements of informational text for comprehension
recalls details, sequence of events and shares ideas on texts listened to
Read aloud grade four level texts with accuracy rate of 95-100 percent Read grade-four level texts in meaningful phrases using intonation ,expression and punctuation marks Read with automaticity 300 fourth grade high frequency/sight words Express ideas in conversational tone Express ideas clearly and audibly Recall details from texts/stories listened to Sequence a series of events from stories listened to Share inferences, thoughts and feelings based from texts/stories listened to Distinguish reality from fantasy Distinguish fact from opinion Provide evidence to support understanding Identify the elements of informational text Identify story perspective (point of view) Paraphrase portions of texts read aloud State reactions to/ opinions on texts viewed/listened to Summarize information from various text types
demonstrates understanding of text types to construct feedback Alphabet Knowledge Spelling Phonics and Word Recognition Phonological Awareness Spelling Vocabulary
identifies story perspective and text elements
demonstrates understanding that word meaning can be derived from different sources
uses different resources to find word meaning
clarify meaning of words using dictionaries, thesaurus and / or online resources
36
demonstrates understanding that words are composed of different parts and their meaning changes depending on context
uses strategies to decode the meaning of words
Identify the meaning of unfamiliar words according to structure such as root words, inflections and affixes Identify different meanings of words (Polysemy) Denotation Word association
demonstrates understanding that word meaning changes based on context
uses strategies to decode the meaning of words in context
Use contextual clues to find the meaning of unfamiliar words. Use synonyms and antonyms in sentences
Book Knowledge Use linguistic cues to appropriately construct meaning from a variety of texts for a variety of purposes Use knowledge of text types to correctly distinguish literary from informational texts Use diction (choice of words) to accurately analyze authors tone, mood, and point of view Use literal information from Analyze figures of speech (simile, metaphor) to evaluate a variety of literary texts Analyze figures of sounds (onomatopoeia) to evaluate a variety of literary texts Identify the elements of narratives 1. Theme 2. Setting 3. Characters 4. Conflict/Problem 5. Reaction 6. Resolution/Ending Identify forms and purposes of texts (letters, dictionary, encyclopedia, maps) Identify the elements of an informational/factual texts 1. Procedures 2. Explanations 3. Descriptions 4. Expositions (advertisements, movies, etc.) 37
demonstrate understanding of various linguistics nodes to comprehend various texts
Demonstrate understanding of text elements to comprehend various texts
Demonstrate understanding of writing styles to comprehend the authors message
Demonstrate understanding
that reading a wide range of texts provides pleasure and avenue for self-expression and personal development Handwriting
texts to aptly infer and predict outcomes
5. Recounts
demonstrates understanding of writing as a process Writing and Composition uses a variety strategies to write informational and literary compositions demonstrates understanding of the importance of using varied sources of information to support writing uses varied sources of information to support writing
Grammar
demonstrates command of the conventions of standard English grammar and usage when writing or speaking
speaks and writes using good command of the conventions of
Generate ideas through pre-writing activities such as: o Brainstorming o Drafting o Webbing o Group discussion o Outlining Organize ideas to form coherent compositions Paraphrase and summarize previously-learned text. Use previous text to identify organizational structure of texts (e.g. introduction, body and conclusion) Write diaries, poems, news, reports, editorials, features and stories. Write for a variety of purposes to describe to inform and explain Use correct spelling, appropriate punctuations marks and transition/signal words (e.g. first, second, third, next, soon etc.) Edit to correct errors in spelling and punctuations Revise writing for clarity Use technology-based references to support writing View and write a short reaction to a childrens story. Make comic strips about stories read. Write formal and informal compositions, news story, editorial, feature and sports Prepare online advertisements/promotions about Its more fun in our place. SENTENCE Distinguish sentences structures Use simple, compound and complex sentences Use different kinds of sentences (e.g. declarative, interrogative, exclamatory, imperative) 38
standard English
Use punctuation marks (e.g. period, comma, question mark, exclamation point)
NOUNS Use nouns correctly (Common, proper, count, mass and collective nouns) Form plural of collective nouns Use plural forms of nouns ending in ch, x, s or s-like sounds VERBS uses simple present tense forms and uses the progressive (e.g. I was walking; I am walking; I will be walking) verb aspects uses modal auxiliaries to convey various conditions uses common contractions (e.g., in tag questions) PRONOUNS form plural of collective nouns demonstrates understanding of uses demonstrative pronouns accurately English grammar and usage in uses the classes observes pronoun-reference agreement speaking or writing of words aptly in ADJECTIVES various oral and uses adjective to expand sentences written discourse orders adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag) ADVERBS uses adverbs of place and time PREPOSITIONS uses prepositions and prepositional phrases correctly uses prepositions idiomatically (Verb + prep (give up, give in, give off, give back) Note: Classes of words, should be taught in context/theme (e.g. Environment, Science, History, Health and Nutrition, etc). demonstrates understanding of English grammar and usage in speaking or writing uses the classes of words aptly in various oral and written discourse
39
Attitude
demonstrates understanding of non-verbal cues to communicate with others
demonstrates understanding of verbal and non-verbal elements of communication to respond back
applies knowledge of non-verbal skills to show respect when communication with others uses paralanguage and non-verbal cues to respond appropriately
Observation conversation manners such as: o Pay attention to the speaker o Listen to the speakers body language o Avoid making distractions
Encourage others to talk by showing receptive gestures Avoid dominating discussion
Research (Study Strategies from Grade 1-3) demonstrates understanding of library skills to research on a variety of topics uses library skills to gather appropriate and relevant information demonstrates understanding of the strategies in comprehending visual text views various forms of media in order to gather and share information, persuade others and understand and express ideas
Skim materials to develop a general overview of content or to locate specific information. o Locate information from reference materials o Use a table of contents o Examine pictures and charts o Use dictionaries and indices o Use available technology Credit secondary sources Note down information derived from video clips Answer questions about viewed material Interpret visual text (e.g. pictures, diagrams, charts etc.) Make predictions based on information derived from visual texts Make connections between information viewed and personal experiences Draw conclusions based on visual information
Viewing (Entry Level)
40
GRADE 5 DOMAIN CONTENT STANDARD PERFORMANCE STANDARD orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities orally communicates information, opinions, and ideas effectively to different audiences for a variety of purposes prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others ideas and expressing their own clearly and persuasively LEARNING COMPETENCIES DOMAIN CONTENT STANDARD PERFORMANCE STANDARD demonstrates understanding that English reads with sufficient accuracy and fluency to Follow basic directions Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone, volume, rate, and articulation Read aloud effectively from previously-read material Participate in group readings, such as choral, echo, and shadow reading Perform dramatic readings and presentations Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized and sequenced detail Present autobiographical or fictional stories that recount events effectively to large and small audiences Distinguish between fact and opinion and provide evidence to support opinions Use appropriate eye contact and other nonverbal cues Use appropriate strategies to keep a discussion going Reflect on the ideas and opinions of others and respond thoughtfully Follow agreed-upon rules for discussions Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others Summarize information conveyed through discussion LEARNING COMPETENCIES Read aloud grade four level text with an accuracy rate of 95 100% Read with automaticity 300 fourth grade highfrequency/sight words 41
demonstrate understanding of various verbal elements in orally communicating information Oral Language demonstrates understanding of various non-verbal elements in orally communicating information demonstrates understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience)
Fluency
language is stress timed to support comprehension
support comprehension
Read grade level text with purpose and understanding Read grade level text with accuracy, appropriate rate and expression Use context to confirm or self-correct (reread) word recognition and understanding Use informal English when appropriate to task and situation with correct intonation (stress, pitch, juncture) Use formal English when appropriate to task and situation with correct intonation (stress, pitch, juncture)
demonstrates understanding that a change in stress entails a change of meaning to evaluate the speakers/ authors purpose and meaning
uses knowledge of stress and intonation of speech to appropriately evaluate the speakers intention, purpose and meaning
Listening Comprehension demonstrates understanding of various linguistics nodes to comprehend various texts analyzes text types to effectively understand information/ message(s)
demonstrates understanding of text types to listen for different purposes from a variety of texts
uses linguistic cues to effectively construct meaning from a variety of texts for a variety of purposes
Analyze figures of sounds (onomatopoeia, alliteration, assonance and consonance) to evaluate a variety of literary text Listen to narrative texts paying extra attention to descriptive details (setting, narrator, characters, dialogs) and clear event sequences Identify the elements of an informational/factual text (informational reports, procedures, explanations, descriptions, and expositions) Distinguish reality from fantasy Distinguish fact from opinion Identify point-of-view/ perspective Analyze evidences to support understanding Analyze the speakers tone and mood through his/her phrases, sentences, and paragraphs)
demonstrates understanding of text types in order construct feedback
uses literal information from texts heard to construct an appropriate feedback
Paraphrase portions of a text read aloud Summarize information from various text types
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Alphabet knowledge Spelling Phonics and Word Recognition Phonological Awareness demonstrates understanding that printed words are made up of interconnected letters with separate sounds that are blended together to form coherent pattern of sounds uses knowledge of phonics (analytic and synthetic) to effectively decode grade-appropriate words Decode grade appropriate multi-syllabic words using: o knowledge of letter-sound correspondence o knowledge of syllabication pattern o knowledge of morphology (roots and affixes) Read grade appropriate irregularly spelled words including high frequency words
Vocabulary
demonstrate uses strategies to understanding that words are decode correctly the composed of different parts meaning of words in to know that their meaning isolation and in context changes depending in context
Decode meaning of unfamiliar and unknown words based on formations (compounds, blends, clips, borrowed and idioms) Infer the meaning of familiar and unknown words based on features (synonyms, antonyms, homonyms, heteronyms) Identify different meanings of words (denotation and association) Clarify meaning of words using dictionaries, thesaurus, and/or online resources
Book and Print Knowledge
43
demonstrates understanding of various linguistics nodes to comprehend various texts
uses linguistic cues to appropriately construct meaning from a variety of texts for a variety of purposes
Analyze figures of speech (simile, metaphor, personification) to evaluate a variety of literary texts Analyze figures of sounds (onomatopoeia, alliteration) to evaluate a variety of literary texts Identify the elements of narratives 1. Theme 2. Setting 3. Characters (Heroes and Villains) 4. Plot (beginning, middle and ending) Identify forms and purposes of texts (newspapers, magazines, letters, content texts, dictionary, encyclopedia, maps, charts, diagrams, tables) Identify the elements of an informational/factual texts 1. Informational Reports 2. Dialogues 3. Procedures 4. Explanations 5. Descriptions 6. Expositions (advertisements, movies, etc.) 7. Recounts
demonstrates understanding of text elements to comprehend various texts
uses knowledge of text types to correctly distinguish literary from informational texts
demonstrates understanding of writing styles to comprehend the authors message
uses diction (choice of words) to accurately analyze authors tone, mood, and point of view
demonstrates understanding that reading a wide range of texts provides pleasure and avenue for selfexpression and personal development
uses literal information from texts to aptly infer and predict outcomes
44
DOMAIN
CONTENT STANDARD
PERFORMANCE STANDARD Draft texts using appropriate text types for a variety of audiences and purposes Edit texts using appropriate text types for a variety of audiences and purposes
LEARNING COMPETENCIES Write a poem on a given topic to express thoughts on experiences, people or events using visual imagery, appropriate language and music (raps, jingles, 4-line poem, acrostic) Write a narrative showing comparison and contrast using effective technique, clear and concise language and systematic organization of ideas Write various texts using appropriate propaganda/s (band wagon, plain folks, glittering generalities, testimonial) Write various informational/factual texts to produce spontaneous and planned speech/utterances 1. Informational Reports 2. Dialogues 3. Procedures 4. Explanations 5. Descriptions 6. Expositions (advertisements, movies, etc.) 7. Recounts
demonstrates understanding of different formats to write for a variety of audiences and purposes
express ideas effectively in formal and informal compositions to fulfil their own purposes for writing Rewrite/revise texts using appropriate text types for a variety of audiences and purposes
Publish texts using appropriate text types for a variety of audiences and purposes
45
DOMAIN
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES NOUNS Form and use regular and irregular plural nouns. Use abstract nouns (e.g., childhood). Use plural forms of nouns ending in ch, x, s or s-like sounds VERBS Form and use regular and irregular verbs. Use simple present tense Use the progressive (e.g., I was walking; I am walking; I will be walking) verb aspects. Use modal auxiliaries (e.g., can may, must) to convey various conditions Use common contractions (e.g., in tag questions)
uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
Grammar
PRONOUNS Use demonstrative pronouns Observe correct pronoun-reference agreement Ensure subject-verb and pronoun-antecedent agreement. ADJECTIVES Use adjective to expand sentences Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag) ADVERBS Use adverbs of place and time Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. PREPOSITIONS Use prepositions and prepositional phrases Use prepositions idiomatically (Verb + prep (give up, 46
demonstrate command of the conventions of standard English grammar and usage when writing or speaking
uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various
discourse (oral and written) speaks and writes using good command of the conventions of standard English
give in, give off, give back)
Use a variety of sentences types (declarative, imperative, interrogative, exclamatory) Produce simple, compound, and complex sentences Use coordinating and subordinating conjunctions. Use transition markers (first, second, next, thenetc.)Capitalize appropriate words in titles. Use commas in addresses. Use commas and quotation marks in dialogue. Form and use possessives. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.\Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
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DOMAIN
CONTENT STANDARD
Research (used to be Study Strategies
demonstrates understanding of library skills to research a variety of topics
PERFORMANCE STANDARD utilizes discrete techniques (general or specific) and applies appropriately them to all or most fields of study
LEARNING COMPETENCIES Use glossary and index of texts Use the dictionary to determine information of unknown or unfamiliar words Use basic library skills to research for familiar topics Conduct short research projects that build knowledge about a topic. Identify sources and gather relevant information for use in shared writing Participate in shared writing about familiar topics, topics introduced through printed materials and other classroom activities (Ex. Writing as a group about a book unit, field trip, or other shared experiences Describe different forms and conventions used in print, non-print and digital materials (colors, lines, layout, icons and images, verbal use) Describe different forms and conventions of film and moving pictures (lights, blocking, direction, characterization, acting, dialog, setting or set-up) Analyze the forms and conventions used to establish the following Meaning/ message Identity Analyze the versions of reality created and their effects to the viewer and society Limited reality Make believe Realities embedded in fantasy Facts and non-facts Identify the target audience Analyze the setting used in print, non-print and digital materials (Urban or Rural; Affluent or Poor) 48
demonstrates understanding of the research process to write a variety of texts
uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes applies knowledge of the various forms and conventions of print, nonprint, and digital materials to appropriately comprehend print, nonprint, film and moving texts evaluates effectively the message constructed and conveyed in various viewing texts
Viewing
demonstrates understanding of the forms and conventions of print, non-print, and digital materials to understand various viewing texts demonstrates understanding of the various forms and conventions of print, non-print, and digital materials
demonstrates understanding of the various forms and conventions
applies different views of the real world to effectively interpret
materials to critically analyze the meaning constructed in print, non-print, and digital materials
(deconstruct) constructed meaning in print, non-print and digital materials
Attitude
demonstrates understanding of construction, deconstruction, and reconstruction of print, non-print and digital materials demonstrates understanding of non-verbal communication to communicate with others
applies understanding of forms and conventions of viewing texts to appropriately create and recreate meaning/ messages applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message uses paralanguage and non-verbal cues to respond appropriately
Analyze the characters used in print, non-print, and digital materials (Age and gender; Race and nationality; Attitude and behavior) Determine constructs that are explicitly used to influence viewers (Stereotypes, Point of view, Propagandas) Design simple visuals (Crop, Extract, Modify, Transform, Draw) Create simple print materials (Icons and Logos; Flyers and Posters) Creates simple non-print materials (Video clips; Still pictures) Look at the speaker directly Put aside distracting thoughts (dont mentally prepare a rebuttal!) Avoid being distracted by environmental factors Listen to the speakers body language Refrain from side conversations when listening in a group setting Nod occasionally Smile and uses other facial expressions Encourage the speaker to continue with small verbal comments like yes and uh huh Assert your opinions respectfully Treat the other person as he or she would want to be treated Allow the speaker to finish Reflect what has been said by summarizing Formulate specific questions to clarify or follow up on information and to formulate comments that will contribute to the discussion and link to the remarks of others
uses a variety of strategies to provide appropriate feedback
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GRADE 6 DOMAIN CONTENT STANDARD PERFORMANCE STANDARD orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities LEARNING COMPETENCIES orally communicates information, opinions, and ideas effectively to different audiences for a variety of purposes Share brief impromptu remarks about topics of interest to oneself and others Speaking from notes or an outline, relate an experience in descriptive detail, with a sense of timing and decorum appropriate to the occasion Perform expressive oral readings of prose, poetry, and drama Prepare and conduct interviews Present a coherent, comprehensive report on differing viewpoints on an issue Evaluate the content of the material presented Organize the presentation in a manner appropriate to the audience Differentiate between formal and informal contexts and employ an appropriate style of speaking, adjusting language, gestures, rate, and volume according to audience and purpose Distinguish between fact and opinion and provide evidence to support opinions Use appropriate strategies to keep a discussion going Observe the appropriate etiquette when expressing thanks and receiving praise Reflect on the ideas and opinions of others and respond thoughtfully Follow agreed-upon rules for discussions Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others Summarize information conveyed through discussion
demonstrates understanding of various verbal elements in orally communicating information Oral Language
demonstrates understanding of various non-verbal elements in orally communicating information
demonstrates understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience)
prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others ideas and expressing their own clearly and persuasively
50
DOMAIN
CONTENT STANDARD
PERFORMANCE STANDARD reads with sufficient accuracy and fluency to support comprehension uses knowledge of stress and intonation of speech to appropriately evaluate the speakers intention, purpose and meaning
LEARNING COMPETENCIES Read aloud grade six level text with an accuracy rate of 95 100% Read with automaticity 300 sixth grade highfrequency/sight words Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Use informal English when appropriate to task and situation with correct intonation (stress, pitch, juncture) Use formal English when appropriate to task and situation with correct intonation (stress, pitch, juncture)
Fluency
demonstrates understanding that English language is stress timed to support comprehension
demonstrates understanding that a change in stress entails a change of meaning to evaluate the speakers/ authors purpose and meaning
demonstrates understanding of various linguistics nodes to comprehend various texts
analyzes text types to effectively understand information/ message(s)
Analyze figures of speech to evaluate a variety of literary text (Onomatopoeia, Alliteration, Assonance, Consonance, Personification, Apostrophe) Listen to narrative texts paying extra attention to descriptive details and clear event sequences (Situation, Narrator and/or characters, Sequence of events, Conclusion that follows from the narrated experiences or events) Identify the elements of an informational/factual text (Informational Reports, Dialogues, Procedures, Explanations, Descriptions, Expositions (Cause and Effect, Problem-Solution-Contrast)
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demonstrates understanding of text types to listen for different purposes from a variety of texts
uses linguistic cues to effectively construct meaning from a variety of texts for a variety of purposes
Distinguish among purposes for listening, such as gaining information or being entertained, and take notes as appropriate Recall significant details and sequence accurately Follow a speaker's argument and represent it in notes Evaluate the reliability of information in a communication, using criteria based on prior knowledge of the speaker, the topic, and the context and on analysis of logic, evidence, propaganda devices, and language Paraphrase portions of a text read aloud Summarize and explain the information conveyed in an oral communication, accounting for the key ideas, structure, and relationship of parts to the whole
demonstrates understanding of text types in order construct feedback Alphabet knowledge Spelling Phonics and Word Recognition Phonological Awareness demonstrates understanding that printed words are made up of interconnected letters with separate sounds that are blended together to form coherent pattern of sounds
uses literal information from texts heard to construct an appropriate feedback
Vocabulary
uses knowledge of phonics (analytic and synthetic) to effectively decode grade-appropriate words
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin 52
demonstrates understanding that words are composed of different uses strategies to decode correctly the meaning of words in
parts to know that their meaning changes depending in context
isolation and in context
affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. Interpret figurative language, including similes and metaphors, in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
demonstrates understanding of figurative language, word relationships and nuances in word meanings to develop word consciousness
uses figurative language appropriately in various contexts
Book and Print Knowledge demonstrates understanding of various linguistics nodes to comprehend various texts uses linguistic cues to appropriately construct meaning from a variety of texts for a variety of purposes uses knowledge of text types to correctly distinguish literary from informational texts uses diction (choice of words) to accurately analyze authors tone, mood, and point of view Analyze figures of speech to evaluate a variety of literary texts (simile, metaphor, personification, culture-based euphemism) Analyze figures of sounds to evaluate a variety of literary texts (onomatopoeia, alliteration, assonance, consonance) Identify the elements of narratives 1. Theme 2. Setting 3. Characters (Heroes and Villains) 53
demonstrates understanding of text elements to comprehend various texts demonstrated understanding of writing styles to comprehend the authors message
demonstrates understanding that reading a wide range of texts provides pleasure and avenue for self-expression and personal development
uses literal information from texts to aptly infer and predict outcomes
4. Plot (chronological-sequential, en medias res, flashback) Identify the elements of an informational/factual texts 1. Informational Reports 2. Dialogues 3. Procedures 4. Explanations 5. Descriptions 6. Expositions (advertisements, movies, etc.) 7. Recounts 8. Response Locate, explain and use information from text feature and organize information to show understanding of main ideas within a text through
demonstrates understanding of different formats to write for a variety of audiences and purposes
express ideas effectively in formal and informal compositions to fulfill their own purposes for writing
drafts texts using appropriate text types for a variety of audiences and purposes edits texts using appropriate text types for a variety of audiences and purposes rewrites/revises texts using appropriate text types for a variety of audiences and purposes publishes texts using appropriate text types for a variety of audiences and purposes
Write a poem on a given topic to express thoughts on experiences, people or events using visual imagery, appropriate language and music (raps, jingles, chants) Write a narrative showing comparison and contrast using effective technique, clear and concise language and systematic organization of ideas Write various texts using appropriate propaganda/s (band wagon, plain folks, glittering generalities, testimonial) Write various informational/factual texts to produce spontaneous and planned speech/utterances 8. Informational Reports 9. Dialogues 10. Procedures 11. Explanations 12. Descriptions 13. Expositions (advertisements, movies, etc.) 14. Recounts
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DOMAIN
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES NOUNS Use single-word nouns Noun phrases Use foreign pluralization (forming plurals by changing the spelling) VERBS Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. Use verb tense to convey various times, sequences, states, and conditions. Recognize and correct inappropriate shifts in verb tense.* PRONOUNS Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). ADJECTIVES Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). ADVERBS Order adverbs within sentences according to conventional patterns PREPOSITIONS Form and use prepositional phrases. Use a variety of sentence functions (declarative, imperative, interrogative, exclamatory) Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. Use compound complex sentences 55
Grammar
demonstrates command of the conventions of
speaks and writes using good command of the conventions of standard English
standard English grammar and usage when writing or speaking
demonstrates understanding of library skills to research a variety of topics utilizes discrete techniques (general or specific) and applies appropriately them to all or most fields of study uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes applies knowledge of the various forms and conventions of print, nonprint, and digital materials to appropriately comprehend print, non
Research (used to be Study Strategies)
demonstrates understanding of the research process to write a variety of texts
Use correlative conjunctions (e.g., either/or, neither/nor). Use transitions markers that denote cause-effect and similarities-differences Use correct capitalization. Use comma and quotation marks to mark direct speech and quotations from a text. Use a comma before a coordinating conjunction in a compound sentence. Use a comma to separate an introductory element from the rest of the sentence. Use punctuation to separate items in a series Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., Its true, isnt it?), and to indicate direct address (e.g., Is that you, Steve?). Use underlining, quotation marks, or italics to indicate titles of works. Use glossary and index of texts Use the dictionary to determine information of unknown or unfamiliar words Use basic library skills to research for familiar topics Conduct short research projects that build knowledge about a topic. Identify sources and gather relevant information for use in shared writing Participate in shared writing about familiar topics, topics introduced through printed materials and other classroom activities (Ex. Writing as a group about a book unit, field trip, or other shared experiences Describe different forms and conventions used in print, non-print and digital materials (colors, lines, layout, icons and images, verbal use) Describe different forms and conventions of film and 56
Viewing
demonstrates understanding of the forms and conventions of print, non-print, and digital materials to understand
various viewing texts
print, film and moving texts evaluates effectively the message constructed and conveyed in various viewing texts
demonstrates understanding of the various forms and conventions of print, non-print, and digital materials demonstrates understanding of the various forms and conventions materials to critically analyze the meaning constructed in print, non-print, and digital materials
moving pictures (lights, blocking, direction, characterization, acting, dialog, setting or set-up, cinematography) Analyze the forms and conventions used to establish the following (Meaning/ message, Identity Analyze the versions of reality created and their effects to the viewer and society (Limited reality, Make believe, Realities embedded in fantasy, Facts and non-facts) Identify the target audience Analyze the setting used in print, non-print and digital materials (Urban or Rural; Affluent or Poor) Analyze the characters used in print, non-print, and digital materials (Age and gender, Race and nationality, Attitude and behavior) Determine constructs that are explicitly used to influence viewers (Stereotypes, Point of view, Propagandas) Design simple visuals (Crop, Extract, Modify, Transform, Draw) Create simple print materials (Icons and Logos, Flyers and Posters) Creates simple non-print materials (Video clips, Still pictures) Participate in discussion by listening attentively, demonstrating respect for the opinions of others, and responding responsibly and courteously to the remarks of others Explain and advance opinions by citing evidence and referring to sources Accept and use helpful criticism Attend to the content of discussion rather than the speaker Evaluate the stated ideas and opinions of others, seeking clarification through questions 57
applies different views of the real world to effectively interpret (deconstruct) constructed meaning in print, non-print and digital materials
demonstrates understanding of construction, deconstruction, and reconstruction of print, non-print and digital materials
applies understanding of forms and conventions of viewing texts to appropriately create and recreate meaning/ messages
Attitude
demonstrates understanding of non-verbal communication to communicate with others
applyies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
demonstrates understanding of verbal and non-verbal elements of communication to respond back uses paralanguage and non-verbal cues to respond appropriately
uses a variety of strategies to provide appropriate feedback
Invite ideas and opinions of others into the discussion, responding clearly and tactfully to questions and comments Establish and maintain an open mind when listening to others' ideas and opinions Nod occasionally Smile and uses other facial expressions Encourage the speaker to continue with small verbal comments like yes and uh huh Assert your opinions respectfully Treat the other person as he or she would want to be treated Allow the speaker to finish Summarize the main points of a discussion, orally and in writing, specifying areas of agreement and disagreement and paraphrasing contributions Display and maintain facial expressions, body language, and other response cues that indicate respect for the speaker and attention to the discussion Participate in discussion without dominating Distinguish between supported and unsupported statements
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GRADE 7
PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries. GRADE LEVEL STANDARD: The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a deeper appreciation of Philippine Culture. DOMAINS OF LITERACY Listening Comprehension PERFORMANCE STANDARD Quarter 1 The learner accurately produces a matrix of comparison using the verbal and non-verbal cues to determine the meaning of the messages listened to. Quarter 1 determine how stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that may aid or interfere in the message of the text listened to Recognize differences in voice levels and speech patterns. Explain the influence of differences in tone and accent patterns in understanding a message. Listen for important points signaled by shifts in stress and intonation. Determine how pitch, phrasing, and pacing affect understanding of a message. Determine the effect of facial expressions and eye contact in understanding a message.
CONTENT STANDARD
LEARNING COMPETENCIES
Quarter 1 The learner demonstrates understanding of how stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that may aid or interfere in the message of the text listened to
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Determine the effect of posture and bodily gestures in understanding a message. Distinguish between and among the functions of nonverbal cues: repetition, contradiction, substitution, complementation, and accentuation.
Quarter 2 The learner demonstrates understanding of how to use active listening strategies to suit ones purposes, audience, familiarity with the topic and level of difficulty.
Quarter 2 The learner independently prepares a nonlinear/pictorial representation of the meaning or message of a short text listened to. .
Quarter 2 use active listening strategies based on purposes, familiarity with the topic and level of difficulty of short texts listened to Note specific elements of the text listened to Determine the order of significant events/ideas in the text listened to Recognize key ideas or turning points in the text listened to Note specific words or expressions that signal or emphasize important details in the text listened to Determine the tone and mood of the speaker or characters in the narrative listened to Note familiar and unfamiliar details from the listened to
Formulate assumptions or predictions about the contents of the texts Infer appropriate responses to listening guide questions Infer the purpose of the listened to vis--vis the authors background
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Quarter 3 The learner demonstrates understanding of the different listening strategies employed to suit ones purposes for listening, audience, familiarity with the topic and the level of difficulty of the simple informative text.
Quarter 3 The learner clearly explains a process in a simple informative text listened to using a flowchart, tree diagram, etc.
Quarter 3 use different listening strategies based on purposes, with the topic familiarity, and level of difficulty of simple informative texts and narrating short accounts Note specific details of the text listened to Determine the order of ideas or how the ideas are organized in the text listened to Recognize main points and supporting ideas in the text listened to Note specific words or expressions that signal or emphasize details of the text listened to Listen to determine steps in a process in informative texts Determine the information map suited to different text types, e.g. flowcharts (for narratives, processes, etc.), tree diagrams (for classifications and enumerations), and Venn diagram or grid (for comparison) Identify the persons speaking and addressed, and the stand of the speaker based on explicit statements made Formulate assumptions or predictions about the contents of the narrative texts Quarter 4 listen to appreciate communication roles, expectations and intentions in specific communicative contexts or situations Note the roles and expectations of each speaker in intimate 61
Quarter 4 The learner demonstrates understanding of the varied communication roles, expectations and
Quarter 4 The learner performs an enhanced rendition of a listening text
intentions in specific communicative contexts or situation for appreciation.
and consultative situations. Note the roles and expectations of each speaker in casual, conversational, or informal situations. Note the roles and expectations of each speaker in formal situations. Determine the intentions of speakers by focusing on their unique verbal and non-verbal cues and quality of participation. Predict the outcomes of a verbal exchange listened to and their possible effects on the speakers and their relationships. Express appreciation for entertaining texts (anecdotes, jokes, fables, myths, tales) by recognizing the punch lines Quarter 1 use the right stress, intonation, phrasing, and pacing when reading short written passages aloud and engaging in interpersonal communication Use appropriate volume and enunciation that meet the needs of an oral communication situation. Observe correct pronunciation of critical vowel and consonant sounds. Observe the right syllable stress pattern in three categories: two-syllable word stress, compound noun stress, and words with stress derived from suffixes. Observe the right sentence stress using the Rhythm Rule guidelines for both stressed and unstressed words.
Oral Language and Fluency
Quarter 1 The learner demonstrates understanding of the use of stress, intonation, phrasing, and pacing in reading short written passages aloud and engaging in interpersonal communication to meet the needs of an oral communication situation.
Quarter 1 The learner comprehensively presents a structured conversation observing correct prosodic patterns.
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Distinguish between and among the rising-falling intonation, rising intonation, and non-final intonation patterns. Observe the right phrasing and pacing when reading texts or passages aloud or participating in conversations. Observe the right oral language conventions when inquiring about, summarizing, or reacting to what has been listened to/read or observed. Quarter 2 Use appropriate verbal and non-verbal turn-taking, turn-giving, and topic control strategies while participating in dialogues and interviews Express needs, opinions, feelings, and attitudes in explicit but polite ways Use appropriate turn-taking cues at the level of words, phrases, clauses, and sentences Vary the organization of interaction using the threeordered options: current speaker selects next speaker; next speaker self-selects as next; or current speaker continues Use appropriate verbal and non-verbal turn-giving cues
Quarter 2 The learner demonstrates understanding of how to use appropriate verbal and non-verbal turntaking/giving and topic control strategies while participating in dialogs and interviews .
Quarter 2 The learner skillfully conducts a structured interview to get opinions about current issues.
Use appropriate topic control strategies to expand ones responses, to emphasize a point, and to evade possible misinterpretations Use a variety of ways to strike a conversation, introduce a topic, and terminate a conversation Ask and answer different types of questions in a dialogue or interview. K to 12 Curriculum Guide version as of January 2013 ENGLISH 63
Use a variety of expressions to affirm, to negate, to see further clarification, and to summarize points in a dialogue or interview Quarter 3 The learner demonstrates understanding significant human experiences in relation to the ideas presented in the literary or expository reading, listening, or viewing selections. Quarter 3 The learner presents an excerpt of a play highlighting significant human experiences. Quarter 3 explain orally significant human experiences and ideas based on literary or expository reading, listening, or viewing selections in unrehearsed and rehearsed individual and group modalities Narrate specific personal experiences related to the ideas presented in a selection. Compare and contrast ideas presented in a selection or a set of related selections. Give meaningful comments and insightful observations based on ideas presented in a selection. Express agreement or disagreement with ideas presented in a selection. Talk about why and how people react differently to a text listened to, read, or viewed based on ones background knowledge, purpose, and point of view. State the effect of a text listened to, read, or viewed to ones value system. Present points of view and opinions concerning the message of a selection in creative oral means. Provide suggestions in addressing controversial, K to 12 Curriculum Guide version as of January 2013 ENGLISH 64
Quarter 4
Quarter 4
problematic, or debatable ideas, issues, or concerns in a selection. Quarter 4 Ask for and give information, express needs, opinions, feelings and attitudes explicitly and implicitly in an informative talk Express needs, opinions, feelings, and attitudes in explicit but polite ways Use appropriate turn-taking cues at the level of words, phrases, clauses, and sentences Vary the organization of interaction using the threeordered options: current speaker selects next speaker; next speaker self-selects as next; or current speaker continues Use appropriate verbal and non-verbal turn-giving cues
The learner demonstrates understanding of how to disseminate information obtained from mass media to express needs, opinions, feelings and attitudes.
The learner delivers an informative talk using multi-media to highlight important points.
Use appropriate topic control strategies to expand ones responses, to emphasize a point, and to evade possible misinterpretations Use a variety of ways to begin a panel discussion, introduce the discussion topic, summarize the discussion, and terminate the discussion Ask and answer different types of questions in a panel discussion Use a variety of expressions to affirm, to negate, to see further clarification, and to summarize points in a panel discussion
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Vocabulary Enhancement
Quarter 1 The learner demonstrates understanding of the appropriate use of familiar, colloquial, and idiomatic expressions in different communication situations.
Quarter 1 The learner appropriately uses expressions: familiar, colloquial, idioms in a casual or informal conversation/ dialogues.
Quarter 1 Establish semantic relationships of words as well as familiar, colloquial, and idiomatic expressions. Determine words or expressions in a selection that are similar or opposite. Determine words or expressions in a selection that have causal or associative relations. Determine words or expressions in a selection that have time (temporal) or place (locative) relations. Distinguish between familiar and colloquial expressions commonly used in casual or informal conversations. Distinguish between colloquial language and slang. Use appropriate idiomatic expressions in a variety of basic interpersonal communicative situations. Select an appropriate familiar, colloquial, or idiomatic word or expression as a substitute for another word or expression. Explain why familiar, colloquial, and idiomatic expressions are used more often in oral communication. Quarter 2 Establish semantic relationships of words including figurative and academic language. Distinguish between literal and figurative expressions. Identify figures of speech that show comparison (simile, metaphor, and analogy).
(Subsumed in all domains)
Quarter 2 The learner demonstrates understanding of the various academic and figurative language to enable him/her to understand underlying meanings of selections
Quarter 2 The learner creatively prepares a scrapbook of poems and other texts highlighting figurative language.
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read or passages listened to.
Identify figures of speech that show contrast (irony, oxymoron, and paradox). Identify figures of speech that show emphasis (hyperbole and litotes). Differentiate figurative language from academic language. Explain the three functions of academic language: to describe complexity, to describe higher order thinking, and to describe abstraction.
Quarter 3 The learner demonstrates understanding of collocations as a means of expressing ones self and clustering words to widen ones vocabulary that will aid in meaningful and worthwhile communication.
Quarter 3 The learner accurately presents semantic organizers to show categorization and clustering of words or expressions.
Quarter 3 Identify collocations and arrange words or expressions in categories and clusters.
Identify collocations used in a selection. Identify the common forms of collocations: (a) adverb + adjective, (b) adjective + noun, (c) noun + noun, (d) noun + verb, (e) verb + noun), (f) verb + expression with preposition, and (g) verb + adverb. Explain why collocations are useful in making the meaning of expressions clearer. Determine words or expressions in a selection with genusspecies (hyponymous) relations Determine words or expressions with part-whole (partitive) relations Devise categories and sub-categories to cluster ideas. Use a variety of semantic organizers to show categorization and clustering of words or expressions. 67
Quarter 4 The learner demonstrates understanding of analogies and word clines that helps in determining relationship of words and expressions within a passage and in enriching ones vocabulary.
Quarter 4 The learner proficiently writes a version of a passage or dialogue using vocabulary in specific fields and for different purposes.
Quarter 4 Analyze analogies and arrange words or expressions in clines.
Determine the relationship of words or expressions arranged in analogies. Supply other words or expressions that complete an analogous series of words or expressions. Identify words or expressions that have multiple meanings (homonymous or polysemous words or expressions). Identify words or expressions used in a selection that show varying shades of meaning (gradients). Identify common categories of clines that are useful in learning vocabulary in specific fields. Create or expand word clines.
Reading and Comprehension
Quarter 1 The learner demonstrates understanding and appreciation of various literary and informative texts with emphasis on Philippine folk literature to develop better understanding of the human condition and the environment.
Quarter 1 The learner produces a creative compilation of Philippine folk literature and draws out in them inherent Filipino values to be presented in a personally preferred format.
Explain how analogies and clines enrich ones vocabulary. Quarter 1 Use different reading styles (scan, skim, read closely, etc.) to suit the text and ones purpose for reading Scan for specific information Skim rapidly for major ideas using headings as guide Read closely to find answers to specific questions, note sequence of events, etc. Use non-linear visuals as comprehensive aids in content texts Transcode orally and in writing the information presented
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in diagrams, charts, table, graphs, etc. Give the meaning of signs and symbols used (road signs, prohibited signs, etc.) and evaluate their effectiveness Locate places and follow directions using a map Quarter 2 The learner demonstrates understanding of the interesting accounts of peoples ideas, feelings, and values pertinent to the development of their culture and society using the most appropriate sources of information and technology with emphasis on Philippine literature in English and other text types. Quarter 2 The learner retells a story creatively using appropriate sources of information, multimedia and technology. Quarter 2 Use appropriate mechanisms/tools in the library for locating resources Use the card catalogue, the online public access catalogue, or electronic search engine to locate specific resources Get information from the different parts of a book and from general references in the library Gather current information from newspapers and other print and non-print media Locate and synthesize essential information found in any text Distinguish the statement of facts from beliefs Quarter 3 The learner demonstrates understanding Quarter 3 The learner interpretatively and Evaluate the accuracy of the information Draw conclusions from the set of details
Point out relationships between statements Quarter 3 Use ideas and information gained from previous readings and personal experiences to better understand a text 69
of the distinct features and the development of Filipino ancient poetry, their elements and the poetic devices using the appropriate language forms and functions.
proficiently performs in a choral reading.
Use background knowledge or schema as basis for conjectures and hypothesis made while reading a text Synthesize previous learnings with new insights Use illustrations to activate background knowledge and to get a pictorial representation of what is discussed in a text Conduct a covert dialogue with the writer as a basis for formulating and modifying hypotheses
Formulate and modify hypotheses based on information Distinguish fact from opinion, fantasy from reality React to assertions made in the text Make predictions and anticipate outcomes
Quarter 4 The learner demonstrates understanding of the distinctive features of essays and other text types used by the Filipino authors to present lessons learned from experiences and personal observations.
Quarter 4 The learner writes vividly a personal /reflective essay that expresses meaningful views and insights based from the different texts read. The learner writes a summary in book report.
Quarter 4 Use varied text types to develop extensive reading skills Interpret instructions, directions, notices, rules and regulations correctly Make generalizations and significant abstractions from different text types Distinguish between general and specific statements Sequence/reorganize ideas or information Cite evidences to support a general statement Organize information read into an outline 70
Use structural, lexical and contextual devices in deriving the meaning of unknown words and ambiguous and information-dense discourse Identify the sense and reference of words in reading texts for a better understanding of the selection Show understanding and appreciation of various literary types e.g. stories (legends, fables, myths, folktales), poems, essays, dramas (with emphasis on Philippine literature) Identify the elements of a literary form which distinguishes it from other literary forms: short story, poem, essay, drama Explain the characteristics of fables, legends, myths, folktales Point out the authors technique for characterization
Literature
Quarter 1 The learner demonstrates understanding of how the structure and content of various literary types (Philippine literature) reflect the ideals, beliefs, culture and experiences of the Filipino people to express one identity and cultural heritage.
Quarter 1 The learner proficiently compiles Philippine Folk Literature stating the values underscored in the literary pieces.
Determine the text structure of essays Explain poetic devices, use of local color, figurative language and sensory images in literary forms Quarter 2 The learner demonstrates understanding of the distinctive features, aesthetic elements and underlying objectives of varied literary and other text types of Philippine literature better understanding of human condition and the environment. Quarter 2 The learner interpretatively and proficiently performs in an excerpt of a play or drama highlighting human rights. Quarter 2 Discover literature as an art form serving as a means of developing better understanding of human condition and the environment Express appreciation of ones identity and cultural heritage Show appreciation for worthwhile local traditions and 71
practices expressed in Philippine literature and the values they represent Discover literature specifically Philippine literature as a means of highlighting human rights in varied genres Express appreciation of literature expressive of the Filipino identity Quarter 3 The learner demonstrates understanding of distinct features of narrative, lyric and dramatic poetry, their elements and the poetic devices in Philippine literature and other text types for better understanding of Philippine culture. Quarter 3 The learner creatively interprets a poem through a tableau Quarter 3 Determine the conflicts presented in literature /viewing selections and the need to resolve those conflicts in a nonviolent way
Infer motives, attitudes and values of a character from what the person does (action/manner) says and what others say about him/her
Anticipate events and outcomes from a series of details or acts
Single out events that form the plot of a short story Express appreciation of sensory images in literary forms Quarter 4 The learner demonstrates understanding of the basic features, parts, Quarter 4 The learner participates in a literary character Quarter 4 Discover through Philippine literature the need to work cooperatively and responsibly in todays global village
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structure, and pattern of development that make tone and style of Philippine essays to appreciate Filipino cultural values underscored in Philippine literature.
parade showcasing Filipino cultural values and economic development.
Take note of Filipino cultural values underscored in Philippine literature Show whether a literary piece affirms, modifies or changes ones value system Note the values underscored by the writer in literary pieces Distinguish literature as a means of gaining vicarious experiences
Viewing Comprehension
Quarter 1 The learner demonstrates understanding of the different text types and genres of programs to effectively derive information and make this information meaningful.
Quarter 1 The learner produces program portfolio that monitors their progress as viewers in terms of interest, preference, and reflections on individual viewing behaviors. Extract information from a program viewed Organize information from a program viewed Distinguish basic genres of program viewed Validate the information derived from the genres of the program viewed Observe details, sequence and relationships of events Narrate events logically Form mental images of the information conveyed by a program viewed Raise questions about a program viewed Answer the questions raised from a program viewed
Quarter 2 The learner demonstrates understanding of the various analytical and evaluative techniques
Quarter 2 The learner produces a reaction paper of a program viewed.
Quarter 2 Grasp the message conveyed by a program viewed Form mental images of the information conveyed by a
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employed in critical viewing.
program viewed React appropriately to a program viewed Decode meaning of unfamiliar words Follow a series of directions while viewing Give the big ideas or key concepts from gestures of interlocutors
Quarter 3 The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed. Quarter 4 The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed.
Quarter 3 The learner writes an evaluation paper of a program viewed.
Quarter 3 Determine reality and fantasy from a program viewed Compare television content to outside sources of information Determine ones own television-viewing behavior Discuss the principles of lay outing in a viewing material Quarter 4 Discuss the principles of lay outing in a viewing material Discriminate between and among colors and how they symbolize ideas Distinguish basic camera functions Verify how symmetry provides balance Identify the concept of perspective through vantage points in viewing
Quarter 4 The learner presents a review of a program incorporating viewing conventions.
Writing
Quarter 1 The learner demonstrates understanding of written modes of paragraph development with
Quarter 1 The learner writes a retell of a myth or a legend.
Quarter 1 Distinguish between oral and written modes of language use with emphasis on their exclusive features and properties. Compare and contrast the basic features and kinds of paragraph 74
emphasis on the basic features and kinds of paragraph development to produce a simple text.
Recognize the features of literary writing and academic writing Recognize the common purposes for writing Recognize the parts of a simple paragraph based on writing purpose Follow steps in crafting a simple paragraph of five to seven sentences Retell a chosen myth or legend in a series of three five-toseven-sentence paragraphs Revise a series of simple paragraphs in terms of content, style, and mechanics collaboratively and independently
Quarter 2 The learner demonstrates understanding of writing personal narratives and other text types using appropriate literary and cohesive devices to produce a unified text.
Quarter 2 The learner writes a well-thoughtout personal narrative revolving on a particular personal advocacy.
Quarter 2 Compose short personal narrative texts using appropriate literary and cohesive devices. . Identify features of narrative writing. Distinguish between and among a journal entry, an anecdote, a travelogue, a personal letter, and a blog entry Compose a series of journal entries. Compose an anecdote based on a significant personal experience. Compose a travelogue. Compose a personal letter to a friend, relative, and other people. 75
Compose and upload a blog entry based on a particular personal topic of interest. Revise a piece of narrative writing in terms of content, style, and mechanics collaboratively and independently.
Quarter 3 The learner demonstrates understanding of the features and elements of personal essays, and feature articles to write for a variety of audiences.
Quarter 3 The learner writes a moving personal/reflective essay.
Quarter 3 Organize information into short written discourse using appropriate literary and cohesive devices. Analyze the features and basic types of short written personal/reflective essays. . Distinguish between and among a capsule biography, biographical sketch, and feature article. Organize information gathered from primary and secondary sources using a graphic organizer. Organize information gathered from primary and secondary sources using a simple topic outline Compose a capsule biography of a person interviewed. Compose a biographical sketch of an interviewed person whose backgrounds were also researched. Compose a feature article based on a personally selected topic. Revise a piece of short personal writing in terms of content, style, and mechanics collaboratively and independently.
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Quarter 4 The learner demonstrates understanding of how to use persuasive devices to construct basic communication materials.
Quarter 4 The learner creatively constructs basic mass communication materials such as print, radio, and TV ads and campaigns.
Quarter 4 Use persuasive devices to express opinion and to construct basic mass communication materials. .
Formulate a statement of opinion or assertion. Recognize the elements and features of print, radio, TV, and ads and campaigns Use basic persuasion techniques to create a print ad and campaign: association, bandwagon, testimonials, fear, humor, bribery, intensity, and repetition.
Grammar
Quarter 1 The learner demonstrates understanding of the set of structural rules in English language that govern the composition of words, phrases, and clauses to communicate effectively in oral and written forms using the correct grammatical structures of English. Quarter 2 The learner demonstrates understanding of the set of structural rules in English language that govern the composition of
Quarter 1 The learner communicates effectively in oral and written forms using the correct grammatical forms and structures of English
Polish and revise the components of a persuasive material in terms of content, style, and mechanics collaboratively Quarter 1 Formulate grammatically correct sentences Observe rules on subject-verb agreement. Observe consistent tense. Observe rules on pronoun-antecedent agreement. Formulate correct simple sentences. Formulate compound sentences.
Quarter 2 The learner communicates effectively in oral and written forms
Quarter 2 Expand grammatically correct sentences Use correct determiners. Use varied noun complementation forms. 77
words, phrases, and clauses to communicate effectively in oral and written forms using the correct grammatical structures of English
using the correct grammatical forms and structures of English
Use varied verb complementation forms. Formulate meaningful kernel sentences. Formulate embedded sentences.
Quarter 3 The learner demonstrates understanding of the set of structural rules in English language that govern the composition of words, phrases, and clauses to communicate effectively in oral and written forms using the correct grammatical structures of English
Quarter 3 The learner communicates effectively in oral and written forms using the correct grammatical forms and structures of English
Employ a variety of cohesive devices in composing short personal narratives. Quarter 3 Formulate meaningful and grammatically correct speech forms. Formulate meaningful question forms. Formulate meaningful short answers. Formulate meaningful reply questions. Formulate direct speech forms. Formulate reported speech forms. Employ a variety of cohesive devices in composing short
Quarter 4 The learner demonstrates understanding of the set of structural rules in English language that govern the composition of words, phrases, and clauses to communicate effectively in oral and written forms using the correct grammatical structures of English
Quarter 4 The learner communicates effectively in oral and written forms using the correct grammatical forms and structures of English.
Quarter 4 Use simplified and grammatically corrects expressions. Observe proper tense simplification rules. Use appropriate auxiliary and modal verbs. Use persuasive language forms or expressions. Use varied adjective complementation forms.
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Attitude towards language, literacy and literature (Subsumed in all domains)
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Quarter 2 Quarter 3 Quarter 4 Study Strategies (Subsumed in Reading, Literature, and Writing) Quarter 1
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GRADE 8 PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries. GRADE LEVEL STANDARD: The learner demonstrates communicative competence through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries. DOMAINS OF LITERACY Listening Comprehension CONTENT STANDARD PERFORMANCE STANDARD Quarter 1 The learner accurately produces a schematic diagram to note and give an account of the important details in long narratives or descriptions listened to. Quarter 1 Recognize prosodic features: stress, intonation and pauses serving as carriers of meaning that may aid or interfere in the delivery of the message in stories and informative texts Note prosodic features (stress, intonation, pauses) and rate of speech as carriers of meaning Recognize changes in meaning signaled by stress, intonation and pauses Listen to points the speaker emphasizes as signaled by contrastive sentence stress determine how stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that may aid or interfere in the message of the text listened to Quarter 2 The learner demonstrates understanding on how employing projective listening Quarter 2 The learner creates an audio video presentation Quarter 2 Employ appropriate listening skills when listening to descriptive and long narrative texts (e. g. making predictions, noting the dramatic effect of LEARNING COMPETENCIES
Quarter 1 The learner demonstrates understanding of the prosodic features and non-verbal cues that serve as carriers of meaning when listening to informative texts and longer narratives to note significant details.
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strategies to descriptive and longer narrative audio texts, helps him/her to validate information, opinion, or assumption to participate well in specific communicative context .
highlighting the core message of a text listened to.
sudden twists, etc.)
Employ projective listening strategies with longer stories Listen to determine conflicting information aired over the radio and television Listen for clues to determine pictorial representations of what is talked about in a listening text
The learner demonstrates understanding of adjusting listening strategies (marginal, selective, attentive, critical) in relation to the main purpose of listening, ones familiarity with the topic and difficulty of the text describing a process and narrating longer stories to suit the listening text and task. Quarter 3 The learner demonstrates understanding in validating information, opinions, or assumptions made by a speaker to arrive at sound decisions on critical issues. Quarter 3 The learner proficiently writes an editorial article concerning an issue raised by the speaker in a text listened to.
Quarter 3 Determine the persons being addressed in an informative talk, the objective/s of the speaker and his/her attitude on the issues Use attentive listening strategies with informative texts Note clues and links to show the speakers stand and
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assumptions Listen for clues and links to show the speakers train of thoughts Determine the stand of the speaker on a given issue Listen to get the different sides of social, moral, and economic issues affecting a community Quarter 4 The learner demonstrates understanding of how the orchestration of harmony, unison, rhythm and the structure of narratives and other text types enable him or her to appreciate their richness. Quarter 4 The learner creatively renders a choric interpretation of a text listened to Quarter 4 Process speech delivered at different rates by making inferences from what was listened to
Use syntactic and lexical clues to supply items not listened to Anticipate what is to follow in a text listened to considering the function/s of the statements made
Express appreciation for texts orally interpreted noting harmony, unison, and rhythm. Listen to appreciate the tune and the narrative structure of ballads Oral Language and Fluency Quarter 1 The learner demonstrates Quarter 1 The learner actively participates Quarter 1 Use appropriate registers to suit the intended audience, and variation in intonation and stress for emphasis and 82
Listen to appreciate harmony, unison, and rhythm in choric interpretations.
understanding of how to speak in clear, correct English appropriate for a certain situation, purpose and audience.
in a conversational dialogue about school/environmental issues or any current social concerns.
contrast o Express feelings and attitudes by utilizing contrastive stress and variations of tone and tempo o Use stress, intonation, and juncture to signal changes in meaning
Quarter 2 The learner demonstrates understanding of the various means on how figurative and academic language can be used in various communication settings.
Quarter 2 The learner joins actively in a panel discussion on a current issue or concern.
Quarter 2 Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk Formulate responses to questions noting the types of questions raised (yes-no, wh-questions, alternative, modals, embedded) Make inquiries Give information obtained from mass media: newspapers, radio, television Highlight important points in an informative talk using multi-media resources Quarter 3 Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, turn-getting, etc.) in extended conversations Interview persons to get opinions about certain issues Respond orally to ideas and needs expressed in face-to-face interviews in accordance with the intended
Quarter 3 The learner demonstrates understanding of using turntaking strategies in extended conversations to effectively convey information.
Quarter 3 The learner proficiently conducts a formal, structured interview of a specific subject.
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meaning of the speaker Use communication strategies (e.g. paraphrase, translations, and circumlocution) to repair breakdown in communication Quarter 4 Quarter 4 Quarter 4 Arrive at a consensus on community issues by assessing statements made The learner demonstrates understanding of speech functions and forms as indicators of meaning. The learner competently delivers an informative speech using multi-media resources to highlight important points. React to information obtained from talks
Interview persons to get their opinions about social issues affecting the community Agree/Disagree with statements, observations and responses made when issues affecting the community Infer the function/s of utterances and respond accordingly taking into account the context of the situation and the tone used
Vocabulary Enhancement
Quarter 1 The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.
Quarter 1 The learner creatively produces an e-portfolio of vocabulary illustrating the use of varied strategies.
Quarter 1 Develop strategies for coping with unknown words and ambiguous sentence structures and discourse o Differentiate between shades of meaning by arranging words in a cline o Guess the meaning of idiomatic expressions by noting keywords in expressions, context clues, collocations, clusters, etc.
(Subsumed in all domains)
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o Arrive at the meaning of structurally complex and ambiguous sentences by deleting expansions to come up with kernel sentences Quarter 2 The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning. Quarter 2 The learner creatively prepares a comparative log of academic and figurative language reflected in documents with the same themes. Quarter 2 Develop strategies for coping with unknown words and ambiguous sentence structures and discourse o Identify the derivation of words
o Define words from context and through word analysis (prefix, roots, suffixes) o Use collocations of difficult words as aids in unlocking vocabulary o Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions
Quarter 3 The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.
Quarter 3 The learner creatively produces a frequency word list.
Quarter 3 Develop strategies for coping with unknown words and ambiguous sentence structures and discourse o Identify the derivation of words o Define words from context and through word analysis (prefix, roots, suffixes o Use collocations of difficult words as aids in unlocking vocabulary Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel
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sentences from modification structures and expansions. Quarter 4 The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning. Quarter 4 The learner proficiently produces a glossary of words related to specific disciplines. Quarter 4 Develop strategies for coping with unknown words and ambiguous sentence structures and discourse o Identify the derivation of words o Define words from context and through word analysis (prefix, roots, suffixes) o Use collocations of difficult words as aids in unlocking vocabulary Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions Quarter 1 Adjust reading speed based on ones purpose for reading and the type of materials read Use different reading styles to suit the text and ones purpose for reading Scan rapidly for sequence signals or connectors as basis for determining the rhetorical organization of texts Skim to determine the authors key ideas and purpose by answering questions raised after surveying the text Read closely to select appropriate details from a selection for specific purposes
Reading and Comprehension
Quarter 1 The learner demonstrates understanding of the different reading styles to suit the text and ones purpose for reading.
Quarter 1 The learner produces a Reading Log showing various entries like the choice of reading materials, the type of reading employed, etc.
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Quarter 2 The learner demonstrates understanding of textual relationships using nonlinear forms and graphics to obtain information from linear and non-linear texts.
Quarter 2 The learner proficiently uses advanced organizers/ illustrations showing textual relationships.
Quarter 2 Evaluate content, elements, features, and properties of a reading or viewing selection using a set of criteria developed in consultation (with peers and the teacher) Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used in content area texts Transcode information from linear to non-linear texts and vice-versa Explain illustrations from linear to non-linear texts and vice versa Organize information illustrated in tables, graphs and maps
Quarter 3 The learner demonstrates understanding of varied reading approaches to make sense and develop appreciation for the different text types.
Quarter 3 The learner creatively produces a digital chart of various text types with clickable features.
Quarter 3 Utilize varied reading strategies in a text to process information
Recognize the propaganda strategies used in advertisements and consider these in formulating hypotheses Distinguish between facts from opinions Use expressions that signal opinions (e.g. seems, as I see it) Note the function of statements made as the text unfolds and use it as a basis for predicting what is to follow Express emotional reactions to what was asserted or
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expressed in a text Employ approaches best suited to a text Note the functions of statements as they unfold and consider the data that might confirm/disconfirm hypothesis Examine for bias
Determine the validity and adequacy of proof statements to support assertions React critically to the devices employed by a writer to achieve his/her purpose Quarter 4 Utilize knowledge of the differences among text types (instructional, explanatory, recount, persuasive, informational and literary) as an aid in processing information in the selection read or viewed
Quarter 4 The learner demonstrates understanding of how to abstract information presented in different text types and to note explicit and implicit signals used by the writer.
Quarter 4 The learner prepares an abstract of a text read.
Assess the content and function of each statement in a text with a view of determining the information structure of the text Abstract information from the different text types by noting explicit and implicit signals used by the writer Interpret instructions, directions, notices, rules and regulations Locate and synthesize essential information found in any text
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Distinguish the statement of facts from beliefs. Evaluate the accuracy of the information. Draw conclusions from the set of details. Point out relationships between statements. Distinguish between general and specific statements. Literature Quarter 1 The learner demonstrates understanding of the different genres through the types contributed by AfroAsian countries to express appreciation for Afro-Asian heritage. Quarter 1 The learner creatively and proficiently performs in a choral reading of a chosen AfroAsian poem. Discover literature as a means of understanding the human being and the forces he/she to contend with Discover through literature the symbiotic relationship between man and his environment and the need of the former to protect the latter Demonstrate a heightened sensitivity to the needs of others for a better understanding of man Discover through literature the links between ones life and the lives of people throughout the world Highlight the need for a more just and equitable distribution of resources Quarter 2 The learner demonstrates understanding of how significant human experiences are best captured in various literary forms that inspire humans to bring out the best in them. Quarter 2 The learner creatively compiles Afro-Asian literary pieces as accounts of experiential learning. Quarter 2 Show understanding and appreciation for the different genres with emphasis on types contributed by Asian countries (i.e. Haiku, Tanka, etc.) Point out the elements of plays and playlets Determine the macro discourse patterns of essays and 89
the macro discourse signals used to establish meaning relationships in the essay Determine the authors tone and purpose for writing the essay Point out how the choice of title, space allotment, imagery, choice of words, figurative language, etc. contribute to the theme Explain figurative language used Express appreciation for sensory images in literary forms Show understanding of the text by paraphrasing passages Quarter 3 The learner demonstrates understanding of the different genres to heighten literary competence. Quarter 3 The learner produces a critical review of articles with the same themes but different genres. Quarter 3 Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and enhancing worthwhile universal human values Express appreciation for worthwhile Asian traditions and the values they represent Assess the Asian identity as presented in Asian literature and oneself in the light of what makes one an Asian Identify oneself with other people through literature taking note of cultural differences so as to get to the heart of problems arising from them Quarter 4 The learner demonstrates Quarter 4 The learner produces an eQuarter 4 Point out the role of literature in enabling one to grow in
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understanding of how literature mirrors the realities of life and depicts human aspirations.
literary folio which captures significant human experiences.
personhood Discriminate between what is worthwhile and what is not through literature Distinguish as positive values humility, resourcefulness, self-reliance and the ability to look into oneself, and accept ones strengths and weaknessess
Viewing Comprehension
Quarter 1 The learner demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find meaning in them
Quarter 1 The learner produces program portfolio that monitors his/her progress as a viewer (in terms of interest, preference, and reflections on individual viewing behaviors). Quarter 2 The learner effectively writes reactions to movies viewed. (movie review) The learner presents a review of a program viewed.
Organize information extracted from a program viewed Compare and contrast basic genres of programs viewed Narrate events logically Validate mental images of the information conveyed by a program viewed Respond to questions raised in a program viewed
Quarter 2 The learner demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find meaning in them.
Quarter 2 Discern positive and negative messages conveyed by a program viewed React appropriately and provide suggestions based on an established fact Decode the meaning of unfamiliar words using structural analysis Follow task- based directions shown after viewing Interpret the big ideas/key concepts implied by the facial
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expressions of interlocutors Quarter 3 The learner demonstrates understanding of the various analytical and evaluative techniques employed in critical viewing. Quarter 3 The learner produces a reaction paper to a program viewed. Quarter 3 Analyze the elements that make up reality and fantasy from a program viewed Compare and contrast ones own television-viewing behavior with other viewers viewing behavior Organize an independent and systematic approach in critiquing various reading or viewing selection
Quarter 4 The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed.
Quarter 4 The learner puts up a model television production incorporating viewing conventions.
Quarter 4 Recognize the principles of lay outing in viewing a material Explore how colors appeal to viewers emotions Identify basic camera angles Ascertain how balance created by symmetry affects visual response to a program viewed
Differentiate between vantage points and viewing Writing Quarter 1 The learner demonstrates understanding of giving valuable personal information and information on social events and issues by accomplishing different forms to effectively function in school and in community. Quarter 1 The learner proficiently prepares a brochure on the dangers of smoking/drugs and other social issues Quarter 1 Accomplish forms and prepare notices Write the information asked for in the following forms: School forms Bank forms Order slips Evaluation forms Survey forms Bills, telecom, etc. 92
and concerns. The learner writes a personal narratives. The learner creates a blog on the internet commenting on social/economic issues and concerns. Quarter 2 The learner conducts an opinion poll, interprets, and presents the findings having a local-based or national issue as reference. Write notices (e.g. posters, slogans, advertisements that relate to social events
Quarter 2 The learner demonstrates understanding of the power of language structures and forms in shaping peoples reactions, perceptions, points of view, and beliefs in local, national and global communities.
Quarter 2 Use non-linear texts and outlines to show relationships between ideas Transcode ideas from texts to concept maps Make a write-up of ideas presented in concept maps Use three-step words, phrasal and sentence outlines to organize ideas Transcode information from linear to non-linear texts and vice versa Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing ideas Use outlines to sum up ideas taken from texts
Use non-linear text outlines and notes as aids in the preparation of a research paper K to 12 Curriculum Guide version as of January 2013 ENGLISH 93
Quarter 3 The learner demonstrates understanding of how to have a good command and facility of the English Language necessary to produce writing in different genres and modes.
Quarter 3 The learner produces an ejournal of poetry & prose entries with emphasis on content and writing style.
Quarter 3 Use specific cohesive and literary devices to construct integrative literary and expository reviews, critiques, research reports, and scripts for broadcast communication texts, including screenplays Produce different text types and sub-types Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes of paragraph development Give and respond to feedback on ones paper in the revision process Use grammatical structure and vocabulary needed to effectively emphasize particular points
Use appropriate modes of paragraph development to express ones ideas, needs, feelings and attitudes Use a variety of cohesive devices to make the flow of thoughts from one sentence to another smoothly and effortlessly Write short personal narratives to support an assertion Organize information gathered from primary and secondary sources using a graphic organizer and a simple topic outline
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Do self and peer editing using a set of criteria Revise a piece of short personal writing in terms of content, style, and mechanics collaboratively and independently.
Quarter 4 The learner demonstrates understanding of how to have a good command and facility of the English Language necessary to produce writing in different genres and modes.
Quarter 4 The learner makes a write-up of an interview.
Quarter 4 Organize ones thoughts and adopt the appropriate writing style in letters, resumes, critiques, etc. using appropriate styles (formal and formal)and audience in mind
Employ interactional functions of language in different genres and modes of writing (pen-pal letters, letters of invitation, a yes and no letters, book reviews, interview write-ups, journal entries, etc.) Write reflections on learning experiences in diary and journal entries Write summaries of books read
Employ varied strategies (condensing, deleting, combining, embedding) when summarizing materials read
Write reactions to books read
Show respect for intellectual property rights by acknowledging citations made
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Acknowledge citations by indicating in a bibliography sources used
Grammar Quarter 1 The learner demonstrates understanding of wellconstructed paragraphs using appropriate modes of development and language structures to express ones ideas, needs, feelings and attitudes Quarter 1 The learner effectively writes a personal narrative or informative text. Quarter 1 Uses:
Use writing conventions to indicate acknowledgement of resources Use quotation marks or hanging indentations for direct quotes Use in-text citation Arrange bibliographic entries of text cited from books and periodicals
o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators o other appropriate devices for emphasis Formulates: o o o correct complex and compound-complex sentences correct conditional statements appropriate parenthetical expressions
The learner demonstrates understanding of how language is instrumental in communicating thoughts, and feelings.
The learner proficiently writes a description of a process.
o meaningful expanded sentence (following balance, parallelism, and modification)
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Quarter 2 The learner demonstrates understanding of how grammatically correct sentences ensure an effective discourse. The learner demonstrates understanding of how the knowledge of grammar enables one to successfully deliver information.
Quarter 2 The learner composes a meaningful and grammatically correct composition. The learner writes a progress/ interim report of a program or advocacy
Quarter 2 Uses: o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators other appropriate devices for emphasis formulates: o correct complex and compound-complex sentences o correct conditional statements o appropriate parenthetical expression
meaningful expanded sentence (following balance, parallelism, and modification) Quarter 3 The learner creatively produces a tourist guide brochure Quarter 3 Uses: o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators other appropriate devices for emphasis formulates: o correct complex and compound-complex sentences o correct conditional statements o appropriate parenthetical expressions
Quarter 3 The learner demonstrates understanding of how the use of Standard English conventions facilitates interaction and transaction.
meaningful expanded sentence (following balance, parallelism, K to 12 Curriculum Guide version as of January 2013 ENGLISH 97
and modification) Quarter 4 The learner demonstrates understanding of the set of structural rules that govern various communication situations. Quarter 4 The learner innovatively presents an Ad promoting a government bill or a city ordinance. Quarter 4 Uses: o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators other appropriate devices for emphasis formulates: o correct complex and compound-complex sentences o correct conditional statements o appropriate parenthetical expressions
meaningful expanded sentence (following balance, parallelism, and modification) Attitude towards language, literacy and literature (Subsumed in all domains) Quarter 2 Quarter 3 Quarter 4 Study Strategies Quarter 1 Quarter 2 Quarter 3 Quarter 4 Quarter 1 Quarter 2 Quarter 3 Quarter 4 Quarter 1 Quarter 1 Quarter 1 Quarter 1
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(Subsumed in Reading, Literature, and Writing) Quarter 2 Quarter 3 Quarter 4 Quarter 2 Quarter 3 Quarter 4 Quarter 2 Quarter 3 Quarter 4
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GRADE 9
PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of the different
types of literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD: The learner demonstrates communicative competence through his/her understanding of British-American
Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries. DOMAINS Of LITERACY CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES LISTENING COMPREHENSION Q1 The learner demonstrates understanding of how the correct prosodic patterns of the language result to effective verbal messages. Q1 The learner presents an analysis of prosodic patterns in various communicative situations captured in videos.
Determine appropriateness of stress, intonation, phrasing, tone, and non verbal cues used by a speaker in a particular setting for a specific audience Analyze the different voice levels and speech patterns Listen for important points signaled by pausing, stress and intonation that serve as carriers of meaning. Note the changes in the speakers volume of voice, pitch rate that affect the meaning
Q2 The learner demonstrates understanding of how to use various listening strategies that serve as gateways to the meanings of
Q2The learner presents a well- Shift from one listening strategy to another based on purpose, familiarity with the documented report about the topic and level of difficulty of the solution to a societal problem argumentative or persuasive text highlighted in an Listen to get important information from argumentative 100
argumentative and persuasive texts.
or persuasive text.
Q3 The learner demonstrates understanding of how to give appropriate and critical feedback in addressing communication flaws
Q3The learner prepares an advocacy flyer with hyperlink highlighting a proposed solution to a societal problem/ concern
argumentative/persuasive text types Process speech delivered at different rates by making inferences from what was said. Listen to paraphrase and summarize information from persuasive texts. Accept/ turn down, negotiate and propose changes in the ideas listened to. Agree or disagree on the ideas of the speaker Draw conclusions based on the text listened to Anticipate the points that will be made based on the speakers purpose and main idea React and share personal opinion about the ideas listened to Compare and contrast ideas / information listened to Analyze the content and feeling levels of utterances in persuasive texts Listen to determine faulty logic, unsupported facts ,and emotional appeal in order to provide appropriate and critical feedback in a specific context or situation Listen and reflect on the ideas of the speaker Listen to analyze and interpret the information listened to
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Q4 The learner demonstrates understanding of how to use critical listening strategies to form sound judgment on pressing issues.
Q4 The learner produces a Project Plan detailing how a specific national problem can be best addressed
Listen to lay value judgment on critical issues That demands sound analysis and calls for prompt actions Get the different sides of social, moral, and economic issues affecting the nation Employ analytical listening to make prediction /projections Analyze the stand of the speaker based on the explicit statement made Judge on the relevance and truthfulness of the ideas listened to Judge on the validity of the evidences listened to. Determine the appropriate stress, intonation, phrasing,pacing, and tone while delivering an extemporaneous or impromptu speech Use appropriate volume, enunciation, stress, phrasing, pacing, eye contact, and gestures that meet the needs of the settings, the audience and the topic Observe social and linguistic conventions in oral interactional and transactional discourse Deliver oral presentations with ease and confidence Employ varied verbal and non-verbal strategies to create impact on a specific audience while delivering various forms of extemporaneous or impromptu speech Use appropriate communication strategies to make up for the inadequacies in the use of English Apply oral communication skills and strategies to interviews, group presentations, formal presentations and impromptu situations.
ORAL LANGUAGE & FLUENCY
Q1 The learner demonstrates understanding of how to use audible and visible codes in speaking to achieve effective and meaningful communication.
Q1 The learner proficiently delivers an inspirational speech showing the interdependency between the audible and visible codes.
Q2 The learner demonstrates understanding of how to use verbal and non verbal strategies in conveying valuable messages Q2 The learner presents an audio-visual presentation emphasizing the importance of using verbal and non verbal messages in various speaking situations.
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Q3 The learner demonstrates understanding on how to give credible feedback and logical responses to questions required for effective presentation. Q4 The learner demonstrates understanding of how to use multimedia and multimodal approaches for effective delivery of information.
Q3 The learner delivers an extemporaneous or impromptu speech about a current issue or concern. Q4 The learner delivers a lecture about disaster prevention/preparedness.
Provide appropriate and constructive response to questions and feedback concerning ones performance in an extemporaneous or impromptu speech task Use appropriate / variety of e- media to communicate information effectively Develop multimedia-based and multimodal presentations which highlights technological sophistication
VOCABULARY DEVELOPMENT
Q1 The learner demonstrates understanding of how diction (appropriate word choice) ensures accuracy in meaning
The learner proficiently delivers an inspirational speech showing the interdependency between the audible and visible codes. Q1 The learner produces a modified dialogue highlighting the use of appropriate words and expressions based on context.
Identify context-appropriate substitute for words or expressions Identify the derivation of words Arrive at the meaning of words through context clues, word analysis (root words, affixes, compounds) Use structural analysis of word, sentence , and discourse to make sense of a text Note the strategies employed (restatement, definition, synonyms, antonyms) to clarify
Q2 The learner demonstrates understanding of how language formality and register affect the meaning of the message
Q2 The learner proficiently produces a mini thesaurus of formal terms.
Determine the level of formality or register in which a word or expression is to be used Decide on the formality level and language register to use in various situations Determine specialized vocabulary/jargons in various disciplines 103
Q3 The learner demonstrates understanding of how decoding the meaning of words through using various strategies to make sense of the text read, listened to, viewed. Q4 The learner demonstrates understanding of how enhanced vocabulary helps in taking competency exams and in meeting the word proficiency requirement of various careers Q1The learner demonstrates understanding of how schema building helps in understanding the meaning of texts
Q3 The learner efficiently produces a mini-dictionary of words with multiple meanings
Use various strategies in decoding the meaning of words Decode the meaning of words used in various disciplines Make sense of the various words with multiple meanings based on the subject/ discipline they are used
Q4 The learner efficiently constructs a word blog (Wiki-inspired) of terms used in certain a career/profession
Employ vocabulary know-how in taking exams Show how vocabulary becomes job hunting essential
READING COMPREHENSION
Q1The learner efficiently produces a summation blog detailing the content of the selections read
Articulate prior knowledge concerning the topic of reading or viewing selection using guided small group discussion strategies Scan rapidly for sequence signals or connectors as basis in determining the macro discourse pattern and rhetorical organization of texts. Skim to determine the key ideas, authors purpose and citations made Assess a text in the light of previous readings Assess advance organizers, titles, sub-titles, illustrations, etc. in the light of information given in a text Compare and contrast information presented in two or more related reading or viewing selections using guided text analysis strategies and devices in a small group structure 104
Q2 The learner demonstrates understanding of how textual analysis of various selections help in
Q2 The learner produces a cross analysis of two or more selections read
determining the informative value of texts
Get information from print Media like brochures, pamphlets, periodicals, and audio-video recordings Interpret and match information presented in diagrams with their corresponding write ups. Use varied ways of organizing information (outlining, graphic,representations) Re structure original hypothesis to incorporate new information and to use them as basis for modifying or affirming hypothesis made Ascertain the features of the reading or viewing Selection that clarify its adherence to or dismissal of a particular tradition of literary production Read intensively to select appropriate details for a specific purpose from a given text Organize information from a written text into an outline.
Q3 The learner demonstrates understanding of how tradition of literary production is reflected in the richness of the reading selection that creates life-long impact
Q3 The learner proficiently produces an promotional video of an advocacy.
Q4 The learner demonstrates understanding of how thorough analysis of textual features influences stance on social issue, concern, or disposition
Q4 The learner efficiently produces a position paper on the features of a selection read
Ascertain the features of the reading or viewing selection that clarify its adherence to or dismissal of a particular social issue, concern, or disposition. Judge the relevance and worth of ideas, soundness of authors reasoning, and the effectiveness of the presentation by reading critically to what is real
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Literature
Q1 The learner demonstrates understanding and appreciation of varied genres focusing on the contributions of British and American.
Q1 The learner produces a poetic folio emphasizing the literary features of British-American texts.
o Note the form and functions of different types and subtypes of literary texts Point out relationships of time, place, cause-effect, general concepts, examples, analogy, etc. used by the writer to underscore the theme of the selection Point out the sequencing of details and account for such sequencing o Trace the development of character and conflict in narratives and dramas, and discuss the devices used to achieve unity of effect o Differentiate comedy from tragedy, and formal from informal essays Determine the objective of the author and the means employed to attain them o o Explain the use of dramatic devices Single out the devices employed in fiction and non-fiction works (foreshadowing, flashbacks, figurative language, etc.) used by the author for intellectual, emotional and aesthetic purposes Interpret and explain figurative language used to achieve certain effects and assess it in the light of its contributions to the overall theme of the selection React critically to the authors choice of words
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Q2 The learner demonstrates understanding of how to discover literature as a means of understanding humankind (e.g. the bonds/links between individual and society) as presented in Philippine, English, and American literature
Q2 The learner presents a character Interplay taken from prominent British and American Literary pieces.
Derive from literature values that last in spite of changes brought about by science and technology
React to the experiences or actions of characters in relation to real life situations
Express the belief that people can change their ways depending on their motivation and determination as shown in literature
Analyze how the environment influences a persons character and actions
Deduce recurring themes underscored in literary pieces
Q3
Q3 The learner produces a novelette detailing the significant human experiences captured in BritishAmerican literary pieces.
The learner demonstrates understanding of worthwhile human
Single out the Eastern and Western cultural values evident in our heritage as a result of historical development Express appreciation of Filipino cultural values and their similarities to or differences from EnglishAmerican values Underscore the Western values of candid frankness and humor as presented in British and American literature Stress the importance of task-
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experiences undwerscored in Philippine, English, and American Literature Q4 The learner demonstrates the effect of a literary piece on ones value system Viewing Q1 The learner demonstrates understanding of the different text types and genre of programs to effectively derive information and make this information meaningful. Q4 The learner produces a book of Wisdom putting premium on the lessons extracted from British-American literary pieces Q1 The learner produces program portfolio that monitors their progress as viewers in terms of interest, preference, and reflection on individual viewing behavior. o
oriented and efficiency as values worth emulating
React to the worthwhile human values underlying responses to the situations in literary pieces
Point out how attitudes influence ones behavior
Structure information from a program viewed as to how they can be used in a discourse.
Q2 The learner demonstrates underQ2 The learner produces an evaluation paper to a program
Classify the information derived from the genre of programs viewed. Establish connections of events and how these connections lead to the programs end. Translate mental images to communicative symbols. Authenticate the answers to the questions raised from a program viewed.
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standing of the various analytical and evaluative techniques employed in critical viewing.
viewed.
Q3 The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interprt,and evaluate the meaning of a program viewed. Q3 The learner puts up a model television production incorporating viewing conventions.
Interpret the message conveyed by a program viewed. React appropriately and provide suggestions based on an observation. Decode the meaning of unfamiliar words using context clues. Simplify directions from a program viewed. Tell the big idea/key concept implied by the gestures of interlocutors.
Prove how the elements that make up reality and fantasy affect viewers program preference. Interpret the meaning of television content and other sources of information. Make meaning of various viewing behaviors. Distinguish how the principles of lay outing operate in television viewing. Investigate how colors provide aesthetic value.
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Q4 The learner demonstrates understanding that life skills can be best realized through intelligent viewing.
Q4 The learner presents real life scenarios to draw lessons from whatever is viewed.
Expose how angles create focus.
Prove that balance created by symmetry affects the way viewers process mental images obtained from a program viewed. Decide on the most appropriate vantage point in viewing.
WRITING & COMPOSITION
Q1 The learner demonstrates understanding of how information must be organized to understand and appreciate written discourse
Q1 The learner produces a synthesis paper showing the extent of information to be considered in writing a discourse
Q2 The learner demonstrates understanding of how expressing views and opinions can be best
Identify ways by which information is systematically organized to meet specific goals and objectives in written discourse Make sense of a language structure of a text Present information in non-linear text Utilize graphs, maps, flow charts, diagrams, tables, and other information Write for variety of audiences and purposes. Develop a paragraph with a topic sentence, supporting details and a concluding sentence Choose appropriate organizing strategy (pros-con, cause-effect, reason- result, and problem-solution) to present a topic Review, edit, polish ones work for elements of language following guidelines and basic principles of paragraph development Select and use pre-writing,writing and post writing strategies Use variety of patterns to organize information in multi paragraph writings Q2 The learner produces a Employ a variety of language and discourse patterns in expressing ones view and opinions :response blog that considers concerning a particular topic of interest. strong arguments on critical Produce a variety of creative written works 110
done by using a variety of language and discourse patterns
Issues.
Communicate thoughts and feelings in write-ups, ads, notes, letters using appropriate writing style Write personal reflections about the devices and techniques used by the writer Write a personal response to a literary text Present sufficient details to support the key ideas presented Use clear , strong evidences to support claims or arguments Draft and revise focused, purposeful writing that reflects insights Use specific cohesive and literary devices to construct extended literary and expository written discourse as short fiction, argumentative, and persuasive essays, speeches, and opinionated journalistic writing. Write in argumentative and persuasive mode Compose persuasive and argumentative text Collect and write about the significant human Experiences communicated in literary, informative , descriptive and other text types Write argumentative essay based on personal observations, reflections,imaginations, and experiences Illustrate the structure, content, language, and organization of details in an argumentative essay Use cohesive devices and appropriate rhetorical functions and techniques in expressing ideas, thoughts, feelings and observations. Use key idea sentences, support sentences, transition devices and restatements of texts.
Q3 The learner demonstrates understanding of how extended literary and expository written discourse are best understood through the use of specific cohesive and literary devices
Q3 The learner creates an e-folio of written works which can be commented on and modified.
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Q4 The learner demonstrates understanding of how writing style is anchored on the kind of documents to be produced following the right conventions and organizational patterns. Q1 The learner demonstrates understanding of how sentence structures are best expressed by taking in consideration various cohesive techniques and devices, polite expressions and euphemism. Q2 The learner demonstrates understanding of how grammar proficiency is made evident by correct restatements and negation, structures of fronting, inversion, and emphasis, effective sentence with controlled length and rhythm The learner demonstrates understanding of how free and effective expression is best manifested by taking into account the perspective of other people on specific issues and concerns. Q4 The learner produces an inventory and compilation of various writing styles and patterns.
Determine the logical progression of sentences in a complete paragraph Consider the nature of the written documents to be produced before employing the appropriate writing style and organizational pattern to ensure a unified and coherent composition Document, cite and acknowledge sources of information/ data
GRAMMAR AWARENESS
Q2 The learner creatively designs an on-line tourism pamphlet using correct cohesive techniques, and devices as well as polite expressions Q2 The learner proficiently presents a features segment highlighting restatements, correct negation structures, meaningful structures of fronting, inversion, and emphasis.
Use other cohesive techniques and devices, various polite expressions, varied techniques of softening expressions, appropriate techniques to avoid confusing sentence structures
Formulate appropriate restatements, correct negation structures, meaningful structures of fronting, inversion,and emphasis, effective sentence with controlled length and rhythm
ATTITUDE TOWARDS LANGUAGE, LITERACY & LITERATURE
The learner proficiently Produces a Reflection Nook in articulating feedback on a research conducted, film viewed and article read
Adopt an appropriate, sensitive, and Responsive disposition in articulating, maintaining, and challenging diverse opinions and points of view concerning specific issues and concerns
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STUDY SKILLS
The learner demonstrates understanding of how an organized inquiry calls for organized resource management and well-designed task scheme.
The learner efficiently produces a Feasibility Report on how an academic undertaking can be achieved through appropriate task design and resource management scheme.
Design appropriate task and resource management schemes to carry out specific goals of an organized inquiry
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GRADE 10 PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries. GRADE LEVEL STANDARD: The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper appreciation of World Literature, including Philippine Literature. DOMAIN CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES Listening Comprehension Q1 The learner demonstrates understanding that listening is the receptive skill in the oral mode that allows one to comprehend what is heard using ones skills and background knowledge (schema). Q1 The learner activates prior knowledge conceptually related to text and establishes a purpose for listening. Examine how spoken communication between and among speakers in specific situations may be repaired or enhanced verbally and nonverbally to suit various functional purposes Show courtesy while listening to the ideas and feelings of others. Listen attentively to what is uttered Allow a speaker to expound on a topic before reacting to what was said Identify implicit and explicit signals, verbal, as well as non-verbal, used by the speaker to highlight significant points Single out direct and indirect signals used by a speaker Note the intonation used by the speaker to signal key points in a talk Derive information that can be used in everyday life from news reports, speeches, informative talks, panel discussions, etc. Point out the effectiveness of the devices used by the speaker to attract and hold the attention of the listener Identify the roles of discourse markers (e.g. conjunctions, gambits, adverbs) in signaling the functions of statements made
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Q2
Q2 The learner activates selfawareness as they discuss and analyze a text to create new meanings and modify old knowledge.
Adjust listening strategies based on purpose, familiarity with the topic and level of difficulty of the expository and analytical texts Demonstrate flexibility in switching from one strategy to another in accordance with the situation and text type Process speech at different rates when evaluating tasks texts and taking down notes Assess the effectiveness of a material listened to taking into account the speakers purpose and assessing whether it was achieved or not Analyze and evaluate listening texts in point of accuracy, validity, adequacy, and relevance Employ analytical listening in problem solving
Listen analytically for the purpose of detecting bias and prejudice separating facts and opinion determining unsupported generalizations and exaggerations
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Q3 The learner demonstrates competence in sharpening his thinking skills and reasoning ability through the listening process.
Q3 The learner responds to literary texts through the appreciation of literary devices and understanding of story grammar
Listen to simplify, reorganize, and synthesize informational purposes of expanding, reviewing, or updating knowledge Listen to get different viewpoints on various local or global issues Distinguish the important points from less important ones in any listening text Write a summary of the important points discussed in the text listened to React intelligently and creatively to the text listened to Raise questions and seek clarifications on issues discussed in the text listened to React to the falsity or soundness of an argument Resolve conflicting ideas Show appreciation for songs, poems, plays, etc. Listen to appreciate varied types of dramatic oral interpretations (e.g. chamber theater, readers theater) and songs with emphasis on protest song Describe the emotional appeal of a piece
Q4 The learner demonstrates competence in responding to important information raised in the listening texts.
Q4 The learner locates information from expository texts and uses this information for discussion or written product.
Assess the effectiveness of listening strategies employed considering text types, listening task and ones purpose for listening Listen to take down information from detailed reports, lectures, and discussion of issues Utilize outlines and concept maps when taking down notes from oral 116
reports or lectures Determine when to listen and when to take down notes from lectures or oral reports Listen to determine what further elucidation is needed in a report or lecture Determine the content and functions of statements in a report or lecture
Oral Language & Fluency
Q1 The learner demonstrates understanding of the standards of English in order to participate in various oral communication demands (situation, purpose and audience)
Q1 The learner has sufficient facility in English to understand spoken discourse and to talk and interact with others about personal experiences and text listened to or read.
Adjust the stress, intonation, phrasing, pacing, and tone while participating in formal oral presentations, debates and broadcast communication tasks Speak clearly and spontaneously adapting ones speech to situations, circumstances and people addressed. Use accompanying non-verbal cues (e.g. gestures) to highlight significant points in extended discourse Employ alternative ways of expressing speech acts and functions
Q2
Q2
Enhance the quality of verbal and non-verbal strategies employed by speakers in a completed formal oral presentations, debate, or broadcast communication tasks Use appropriate language, idioms, figurative language, and analogy to express ones feelings, thoughts and ideas Ask and respond to questions raised in different situations 117
Convey information obtained using interactive media as aids Distinguish between social calls and business transactions over the telephone and other multimedia gadgets Use idioms in expressing ones feelings and attitudes Repair communication breakdown using verbal and non-verbal communication strategies
Q3
Q3
Formulate informed assertions, claims, and justifications using accurate, adequate, and appropriate primary and secondary information Give information obtained from the Internet and other sources Arrive at a consensus by resorting to varied strategies: assessment, negotiation, and accommodation Indicate affirmation of or objections to ideas expressed in discussions on global/local issues Agree/disagree with panelists expressing varied outlooks on a given issue Analyze and react critically to ideas presented in speeches, news reports, discussions, etc. Formulate informed assertions, claims, and justifications using accurate, adequate, and appropriate primary and secondary information Give information obtained from the Internet and other sources 118
Q4
Q4
Arrive at a consensus by resorting to varied strategies: assessment, negotiation, and accommodation Indicate affirmation of or objections to ideas expressed in discussions on global/local issues Agree/disagree with panelists expressing varied outlooks on a given issue Analyze and react critically to ideas presented in speeches, news reports, discussions, etc.
Reading & Viewing Comprehension
Q1 The learner demonstrates understanding that reading is a psycholinguistic guessing game which utilizes visual and nonvisual information in order to confirm, modify, and monitor ones comprehension.
Q1 The learner activates prior knowledge conceptually related to text and establishes a purpose for reading.
Assess prior knowledge concerning the topic of reading or viewing selection using individual or group assessment devices Use previous experiences as a scaffold for processing information in a given reading or viewing selection Test new insights against previous learnings Note the effectiveness of textual aids like advance organizers, titles, nonlinear illustrations, etc. in activating background knowledge relevant to the selection Develop strategies for coping with unknown words and ambiguous structures and discourse. Identify the derivation of words. Use collocations of difficult words as an aid in unlocking vocabulary difficulties Define words from context, and through word analysis. Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from 119
modification structures and expansions Q2 Q2 The learner activates selfawareness as they discuss and analyze a text tos create new meanings and modify old knowledge.
Evaluate content, elements, features, and properties of reading or viewing selection using a set of text analysis, strategies developed in consultation with peers and the teacher Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used in content area texts Transcode information from linear to non-linear texts and vice-versa Explain illustrations from linear to nonlinear texts and vice versa Organize information illustrated on tables, graphs and maps Adjust and vary reading speed and style to suit the text, ones background knowledge and purpose in reading, and the content of the material read Scan to determine specific meaning and information Skim to get the main idea and authors purpose by noting the title, thesis statement and space allotted to concept Read closely to get explicitly and implicitly stated information Organize an independent and systematic approach to critiquing an elected reading or viewing selection Employ approaches best suited to a text Note the functions of statements as they unfold and consider the data that might confirm/disconfirm hypothesis Examine for bias 120
Q3
Q3 The learner responds to literary texts through the appreciation of literary devices and understanding of story grammar
Determine the validity and adequacy of proof statements to support assertions React critically to the devices employed by a writer to achieve this purpose
Derive information from various text types and sources using the card catalog, vertical file, index, microfiche (microfilm). CD ROM, internet, etc. Use locational skills to gather and synthesize information from general and first-hand sources of information Get vital information from various websites in the internet. Extract accurately the required information from sources read and viewed to reject irrelevant details Q4 Q4 The learner locates information from expository texts and uses these information for discussion or written product.
Organize an independent and systematic approach to critiquing an elected reading or viewing selection Utilize knowledge of the differences among text types (technical, journalistic, literary) as an aid in processing information in the selection read or viewed Assess the content and function of each statement a text with a view of determining the information structure of the text Locate and synthesize essential information found in any text. Distinguish the statement of facts from beliefs. Evaluate the accuracy of the information. Draw conclusions from the set of
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details. Point out relationships between statements. Distinguish between general and specific statements. Viewing Comprehension Q1 The learner demonstrates understanding of the different text types and genres of programs to effectively derive information and make this information meaningful. Q1 The learner produces program portfolio that monitors their progress as viewers in terms of interest, preference, and reflections on individual viewing behaviors. Use the structure information in a familiar situation Validate the information derived from the genres of programs viewed Link connections of events and how these connections contribute to the totality of a program viewed Apply symbols derived from mental images to written or oral communication Confirm authenticated answers to questions raised from program viewed with another viewer Quarter 2 The learner demonstrates understanding of the various analytical and evaluative techniques employed in critical viewing. Quarter 2 The learner produces a reaction paper of a program viewed. Interpret the message conveyed by a program viewed Use previous experiences as scaffold to the message conveyed by a program viewed React appropriately and provide suggestions based on an experience Decode the meaning of unfamiliar words through gestures and facial expressions of
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interlocutors Make own set of directions from a set of instructions lifted from a program viewed Tell the big ideas/key concepts implied by the characters appearance of the interlocutors Q3 The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed. Q3 The learner writes a critic of a program viewed. Evaluate how the elements that make up reality and fantasy affect viewing habit Evaluate television content and outside sources of information in terms of accessibility and effectiveness Evaluate and manage ones own television behavior Evaluate the interdependence of plot, setting, and characterization in a program viewed to achieve the writers purpose Note the time line in a program viewed: historical, flashback, juxtaposition Describe the various types of conflict evident in the program/movie viewed Q4 The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed. Q4 The learner presents a review of a program incorporating viewing conventions. Explain how lay out affects the way viewer receive and process the message of the program viewed Explain how colors affect the way viewer receive and process the message of the program viewed K to 12 Curriculum Guide version as of January 2013 ENGLISH 123
Explain how the camera functions and angles address the message of a program viewed Explain how balance created symmetry affects the way viewers receive and process the message of a program viewed
Extrapolate how perspective affects the way viewers receive and process the message of a program viewed
Literature
Q1 The learner demonstrates understanding of the various literary types across world cultures (narratives, drama, poems, essays, etc.)
Q1
Differentiate between the text structure of journalistic, literary, and scientific selections Point out the interdependence of plot, setting, and characterization in narratives to achieve the authors purposed Note the time liner in narratives: historical, flashback, and juxtaposition Describe the various types of conflict evident in the selection Deduce the themes from narratives
Determine the information map used by an author in essays Determine the rhetorical functions and techniques used in essays
Pick out the elements that distinguish drama as a literary form and explain the
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dramatic devices used by the writer React to the literary techniques and styles (e.g. choice of symbols, imagery, juxtaposition) adapted by an author to achieve his purpose Appreciate the use of imagery and poetic devices (e.g. figurative language, rhyme, etc.) for unity of effect Identify flashback, foreshadowing, juxtaposition and their contribution to the text structure Q2 The learner demonstrates understanding of the significant human experiences expressed in various types of literary genres to show appreciation of world literature. Q3 The learner demonstrates understanding of how can people make difference as highlighted in world literature to express his/her belief Q3 Q2 Identify the values reflected in various text types in world literature Show value and respect for diversity evident in world literature Point out how writers build a system of values through their selection of words and details and the way they shape reality Abstract from literary works how local and global are interconnected in our daily lives React to the idea of cultural imperialism in the global scenarios presented in world literature Stress the universality of generosity and service to others as reflected in world literature
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Q4 The learner demonstrates understanding of what is worthwhile through exposure to world literature to show keener sensed of value
Q4
Discriminate between positive and negative values Indicate commitment to values pertaining to humanity e.g. social justice and equality as portrayed in world literature, and concern for the environment for sustainable development
Writing Composition & Grammar Awareness & Structure
Q1 The learner demonstrates understanding of the different format to write for a variety of audiences and purposes.
Q1 The learner expresses ideas effectively in formal and informal composition for a particular purpose and audience.
Q2
Q2
Identify ways by which purposeful writing may be supported by a variety of information sources, processing techniques, and presentation strategies Use outlines, map and other non-linear texts to present information Use concept mapping (circle, bubble, tree diagrams, grids) to show relationships between and among ideas abstracted from texts Use outlines to organize ideas Make a write-up of non-linear text used to present information Use standard procedure, appropriate forms, and assessment tools or techniques in process-oriented writing with the aid of peers and the teacher Fill out applications and write project proposals Prepare school project proposals, ongoing project evaluation and end-of-theproject reports Write a short paragraph about an experiment performed in class Transcode information from linear to nonlinear texts and vice versa Employ concept mapping (circle,
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bubble, linear, etc.) as aids in taking down notes and organizing ideas Use outlines to sum up ideas taken from or to be expanded into texts Use non-linear text outlines and notes as aids in the preparation of a research paper
Q3 Demonstrate ability to write clearly for specific purposes.
Q3
Use specific cohesive and literary devices to construct integrative literary and expository written discourse as review, critiques, research reports, and scripts for broadcast communication texts, including screenplays Produce different text types and sub-types Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes of paragraph development Give and respond to feedback on ones paper in the revision process Use grammatical structure and vocabulary needed to effectively emphasize particular points Show respect for intellectual property rights by acknowledging citations made in reports and researches Use quotation marks or hanging indentations for direct quotes Use in-text citation Arrange bibliographic entries of text cited from books and periodicals Organize ones thoughts and adopt the appropriate writing style in letters, resumes, 127
Q4
Q4
Demonstrate imagination and creativity in written form.
critiques, etc. with the addressed audience in mind Write a business letter Write letters of application (job and/or admission to a university) and the accompanying documents (e.g. resume) Use the interactional and transactional functions of language in letters of appeal, inquiry, etc. Write a research paper on global/local issues
Analyze, choose and synthesize information from varied resources Employ varied strategies (condensing, deleting, combining, embedding) when summarizing materials read or viewed
Note: Vocabulary Enhancement, Attitude and Study Strategies are integrated in other literacy domains.
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CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM ENGLISH -------------------------------------------------------------------------------------------------------
A. Workshop on the Refinement of K to 12 English

Date: July 9-13, 2012
NAME
DESIGNATION
SCHOOL/OFFICE BEE-CDD BSE-CDD BSE-CDD BSE-CDD
1. Galileo Go 2. Josefina Sta Maria 3. Fernando Pantino 4. Ricardo Adorn Dionisio B. Learning Area Team (LAT) Review with designated LAT CONVENOR Date : October 22, 2011 November 2, 2011 NAME DESIGNATION 1. Dr. Dina OcampoDean CONVENOR 2. Heidi Macahilig 3. Gerry Areta 4. Jeanne Ramos 5. Ruth Martin 6. Flora Anne Alfonso 7. Filomena Sanchez 8. Ramilio Correa 9. Joanne Astilla 10. Edizon Fermin Principal
OFFICE/SCHOOL
UP College of Education RAP/PNU PNU Raya School Raya School Xavier School Filbern School Sangfil/DLSU Wordlab School Merian College 129
11. Marivic Arcos 12. Ma. Perpetua Talens 13. Maia Josephine Tamboon 14. Josefina Lacuna 15. Marie Therese Bustos 16. Pamela Razon 17. Sabrina Par 18. Ma. Lourdes Vargas 19. Rowena del Castillo 20. Greg Pawilen 21. Paraluman Giron (ret) 22. Roderick Aguirre 23. Avelina Llagas (ret)
Senior Education Program Specialist
Instructor 4
Chair K-10 TWG Language and Preschool Consultant Consultant
Wordlab School PDRC PSDeaf Retired-BEE UP-Educ UPIS UPIS UPIS UPIS UP-Educ DepEd DepEd VIII / CESS DepEd
C. Workshop on Determining Gaps Between BEC Grade 6 Competencies and the K to 12 Grade 7 Competencies Venue: DAP, Tagaytay City Date: September 7-9, 2011 NAME DESIGNATION OFFICE/SCHOOL
A. Dr. Roderick Aguirre B. Ligaya Ilagan Language and Preschool Consultant EPS II DepED VIII / CESS DepEd CO/BEE-SDD
C. Workshop on the Finalization of Learning Competencies Venue: DAP, Tagaytay City Date: August 15-19, 2011 NAME DESIGNATION
1. Dr. Roderick Aguirre Language and Preschool Consultant
OFFICE/SCHOOL
DepED VIII / CESS
130
2. Dr. Perla Cuanzon 3. Galileo Go 4. Dr. Lourdes Visaya 5. Eufrosina R. Lontoc
Retired ES: Elementary English DepED Manila SEPS Retired ES: Elementary English DepED Manila AA IV / Documentor
DepED - NEPP DepED CO/BEE-CDD DepED NEPP DepED CO/BEE-SPED
D. Workshop on the Finalization of Learning Competencies

Venue: Date: DAP, Tagaytay City August 8-12 , 2011
NAME
1. Dr. Roderick Aguirre 2. Dr. Edilberta Bala 3. Gloria Buya-ao 4. Nerissa Lomeda 5. Dr. Perla Cuanzon 6. Ricardo Ador Dionisio 7. Galileo Go 8. Liberty Mangaluz 9. Prof. Marla Papanggo 10. Melinda Rivera 11. Dr. Nilda Sunga 12. Dr. Lourdes Visaya 13. Eufrosina R. Lontoc 14. Aro R. Rara
DESIGNATION
Language and Preschool Consultant Professor EPS I ES I English Division of Muntinlupa Former ES: Elementary English Teacher II SEPS HT III, English Professor Senior Subject Specialist Academic Director Former ES: Elementary English AA IV / Documentor Former PDO II: BESRA DepED CO / Documentor
OFFICE/SCHOOL
DepED VIII / CESS Philippine Normal University, Manila DepED DO Ifugao DepED DO Muntinlupa DepED - NEPP Rizal High School DepED CO/BEE-CDD Quirino High School Philippine Normal University DepED CO/BSE-CDD Angelicum College DepED NEPP DepED CO/BEE-SPED DepEd
E. Workshop on the Development of Learning Competencies and Teaching Guides Venue: DAP,Tagaytay City Date: July 18-19, 2011
K to 12 Curriculum Guide version as of January 2013 ENGLISH 131
NAME 1. Dr. Lourdes Visaya 2. Dr. Perla Cuanzon 3. Mr. Roderick M. Aguirre Venue: Date: 1. 2. 3. 4. 5. 6. 7. 8. 9.
DESIGNATION Retired ES: Elementary English DepED Manila Retired ES: Elementary English DepED Manila Language and Preschool Consultant
OFFICE/SCHOOL DepEd DepEd DepEd. Region VIII
DAP,Tagaytay City July 18-22, 2011 NAME DESIGNATION Liberty Mangaluz Head Teacher III Digi Castillo Consultant Eufrosina R. Lontoc AA IV/ Encoder Perla H. Cuanzon Former Educ. Supervisor - English Mr. Roderick M. Aguirre Language and Preschool Consultant Galileo L. Go SEPS EPS II Ligaya G. Ilagan Lourdes C. Visaya Former Educ. Supervisor English Melinda Rivera Senior Subject Specialist
OFFICE/SCHOOL Quirino High School British Council SPED - BEE NEPP DepEd. Region VIII CDD, BEE
DepEd CO/BEE-SDD
Deped NEPP CDD - BSE
F. Workshop on the Development of Learning Competencies Grades 3 to 10 Venue: DAP, Tagaytay City Date: July 18-22, 2011 NAME DESIGNATION 1. Roderick M. Aguirre Language and Preschool Consultant 2. Perla H. Cuanzon Former Educ. Supervisor English 3. Galileo L. Go SEPS 4. Ligaya G. Ilagan EPS II 5. Lourdes C. Visaya Former Educ. Supervisor English 6. Melinda P. Rivera Senior Subject Specialist 7. Liberty A. Mangaluz HT III, English
OFFICE/SCHOOL DepED VIII/CESS DepED - NEPP DepED CO/BEE-CDD DepED CO/BEE-SDD DepED - NEPP DepED CO/BSE-CDD Quirino High School
132
8. Ricardo G. Ador Dionisio 9. Digi Castillo 10. Eufrosina R. Lontoc
Teacher II Consultant AA IV / Encoder
Rizal High School British Council DepED CO/BEE-SPED
G. Workshop on the Development of Learning Competencies Grades K to 3 Venue: DAP, Tagaytay City Date: July 11-15, 2011 NAME DESIGNATION 1. Roderick M. Aguirre Language and Preschool Consultant 2. Perla H. Cuanzon Former ES: English DepED Manila 3. Galileo L. Go SEPS 4. Ligaya G. Ilagan EPS II 5. Lourdes C. Visaya Former ES: English DepED Manila 6. Eufrosina R. Lontoc AA IV / Documentor H. Writeshop on the Finalization of the Curriculum Standards Venue: RELC, CALABARZON Date: May 19-21,2011 NAME DESIGNATION 1. Mr. Roderick M. Aguirre Language Consultant 2. Mr. Galileo L. Go Senior Education Program Specialist 3. Mr. Ricardo G. Ador Dionisio Teacher II 4. Mrs. Liberty A. Mangaluz Head Teacher III 5. Mr. Adrian S. Peralta Teacher II/Assoc. Prof UE-CAS
OFFICE/SCHOOL DepED VIII/CESS DepED - NEPP DepED CO/BEE-CDD DepED CO/BEE-SDD DepED - NEPP DepED CO/BEE-SPED
6. Ms. Marisol L. Echano
Teacher I
OFFICE/SCHOOL DepEd. Region VIII CDD-BEE, DepEd, Central Office CDD BSE, DepEd Central Office Quirino High School, Quezon City C.Apostol Elem. School, City of Manila University of the East, Manila Sta. Lucia High School, Pasig City
I. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards Venue: DAP,Tagaytay City Date: May 10-13,2011
K to 12 Curriculum Guide version as of January 2013 ENGLISH 133
NAME 1. Dr. Edilberta Bala 2. Dr. Lourdes Visaya 3. Dr. Perla Cuanzon 4. Mr. Adrian S. Peralta
DESIGNATION Professor retired ES: Elementary English DepED Manila Retired ES: Elementary English DepED Manila Teacher II/Assoc. Prof UE-CAS
OFFICE/SCHOOL Philippine Normal University DepEd DepEd C.Apostol Elem. School, City of Manila University of the East, Manila Padre Gomez Elem. School, City of Manila CDD-BEE, DepEd, Central Office CDD BSE, DepEd Central Office CDD-BSE DepEd Central Office Sta. Lucia High School, Pasig City
5. Ms. JesusaAntiquiera 6. Mr. Galileo L. Go 7. Mr. Ricardo G. Ador Dionisio 8. Mrs. Melinda Rivera 9. Ms. Marisol L. Echano
Principal II Senior Education Program Specialist Teacher II Senior Education Program Specialist Teacher I
J. 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. 2. 3. 4. 5. 6. 7.
NAME Avelina T. Llagas Caroline C. Laporteza Marife T. Taala Eufemia B. Pura Ma. Theresa M. Abainza Annalyn D. Mangurali Victoria R. Mayo
DESIGNATION
Consultant
Teacher Education Program Supervisor Teacher II Master Teacher I Master Teacher I Education Program Supervisor II
OFFICE/SCHOOL Teacher Education Council Ateneo de Manila High School Deped Region IV-B MIMAROPA Rizal National Science High School Deped Albay Division Deped Calapan City Deped NCR
134
8. Rose Ann B. Pamintuan 9. Ma. Gina M. Rocena 10. Regida N. Uibar 11. Manuel C. Zacarias
Teacher III SST III / Dept. Chairman Education Program Supervisor II President
Division of Pasig City Quezon City High School Deped RO 5 NCR
2. Regions I,II,III and CAR Venue: Teachers Camp, Baguio City

Date: April 29, 2011
1. 2. 3. 4. 5. 6. 7. 8.
NAME Judy P. Santiago Adelaida A. Bogayao Erlyn B. Angway Pascuala P. Te-Elan Joel S. Cabanilla Aurelia T. Ballitoc May L. Mendoza Felimendo M. Felipe
DESIGNATION LAC EPS I Master Teacher I Head Teacher III Principal Master Teacher II Teacher I Head Teacher III EPS II EPS I ES II Academic Coordinator Master Teacher I Teacher I Education Program Supervisor High School Coordinator
9. Elizabeth L. Altona 10. Leonarda L. Sapnu 11. Teresita M. Morales 12. Delia A. Antonio 13. Ma. Rita Teresa V. Riosa 14. Winalyn E. Idio 15. Mariecon G. Ramirez 16. Rhea Jane S. Manalo
OFFICE/SCHOOL SLU LHS Deped CAR Division of Abra Deped - Baguio Mountain Province General Comprehensive High School SLU Lab, High School Deped Deped - CAR Pinaripad National High School, Division of Quirino, Region 2 Secondary Educ. Div. Deped R.02 Deped Tarlac City Deped RO I Lorma Colleges Grade School Victoria Q. Zarate ES Gueguesangen Elementary School Deped Laoag City BHC Educational Institution, Inc.
3. Regions VI,VII and VIII Venue: Ecotech, Lahug Cebu City

Date: May 4,, 2011 135
NAME 1. Leilanie R. Francisco 2. Lilia L. Orola 3. Arlene M. Omaque 4. Marcelita Dignos 5. Claire C. Bato 6. Mary Ann F. Guimoc 7. Rustum D. Geonzon 8. Leonila Tabar 9. Evelyn Dominguez 10. Lorelie G. Torlao 11. Luz V. Isobal 12. Estrellita B. Plarisan 13. Jude Thaddeus I. Iledan
DESIGNATION Teacher III EPS I Master Teacher I Teacher Master Teacher I EGT II ES I English Area Chairman Head Teacher IV SPET I Principal GS Principal ES II
OFFICE/SCHOOL Deped Aklan Division of Roxas City Deped - Mandaue Deped RO 7 Deped - Biliran Deped Tacloban City Deped - Samar University of San Jose Recoletos Deped RO 6 Deped - Biliran Bethel International School Saint Joseph College DepEd
4. Regions IX,X and ARMM Venue: RELC, Cagayan de Oro City

Date: May 5, 2011
NAME 1. Samina C. Mamao 2. Pedro L. Sutacio Jr. 3. Leticia S. Angelito 4. Sonia P. Lumbay 5. Ann P. Barrientos 6. Harrie May U. Honorio 7. Dorothy D. Baraquero 8. Gaudencio C. Gonite 9. Belinda A. Busalla 10. Mary Neva Grace C. Chipada 11. Jocelyn R. Mimia
DESIGNATION Teacher English Coordinator MT - I ES II English Teacher I Teacher I Teacher II Teacher Head Teacher III Teacher III Teacher
OFFICE/SCHOOL
DepEd LS II A CUBED DepEd DepEd Region IX DepEd Region IX DepEd Region IX DepEd Region IX SHMS DepEd Gingoog City DepEd Gingoog City DepEd Agusan del Norte
136
12. Amor de Torres 13. Jeanie L. Mativo 14. Leah O. Bayani 15. Joseph A. Moral 16. Belinda A. Busalla 17. Angelina B. Buaron 18. Gaudencio C. Garife 19. Anna Liza A. Aca-Ac 20. Joan Valles Alejandrino 21. Jocelyn R. Mission 22. Jeanie L. Matiso 23. Juliet R. Lebios 24. Jaremie J. Morales
Teacher EPS I Teacher Teacher

EPS ES II - English Classroom Teacher Academic Head Teacher I SST - I EPS I ES II Language Teacher
CU PAFIE DepEd Surigao del Norte CUBED Corpus Christi School Dep. Ed. Dep. Ed. R.O. SHJMS Borja OLLES Dep. Ed., Agusan del Norte Dep. Ed., Agusan del Norte Dep. Ed. Surigao del Norte Dep. Ed. CARAGA XUGS
5. Regions XI,XII, ARMM (Shariff Kabunsuan,Maguindanao) Venue: RELC, Davao City and CARAGA Date: May 6, 2011 NAME DESIGNATION 1. Nancy P. Sumagaysay Div. Coordinator 2. Edilhynie M. Jambangan Teacher 3. Marivic N. Neri Teacher 4. Rudylen P. Anino Elem. Faculty 5. Aileen Mae T. Hui Elementary Teacher 6. Caren Joy E. Chiew Teacher 7. Gilbert C. Bayron Faculty 8. Clarisse Caballero Treasurer Regalado 9. Dinah G. Abdul ES I 10. Wilma Grace P. Rivero ESP I 11. Ofelia N. Caballo Elem. Teacher 12. Lani F. Anito Master Teacher I
OFFICE/SCHOOL DepEd Division of Davao Oriental Holy Cross of Mintal, Inc. College of Educ. USEP Stella Maris Academy of Davao Stella Maris Academy of Davao Stella Maris Academy of Davao Davao Wisdom Academy Glan Little Angels Academy, Inc. Div. Office, Maguindanao 2 Div. Office, Maguindanao 1 Francisco Adlaon Learning Institute Midsayap Pilot ES
137
13. Irene J. Cutamor 14. Sheryl L. Loria 15. Welma R. Vertido 16. Shirley S. Bulosan 17. Arlac G. Billano
Teacher I Division English Coordinator Teacher I ES II EPS
Romana C. Acharon, CES DepEd Sultan Kudarat BEE Regional Office DepED RO XII City Schools of Tacurong City
K. Workshop on the K to 12 Curriculum Mapping Venue: DAP, Tagaytay City Date: March 16-18, 2011 NAME DESIGNATION 1. Galileo Go SEPS 2. Nerissa Lormeda Teacher 3. Eva Imingan Teacher 4. Melinda Rivera EPS 5. Liberty Mangaluz Head Teacher III 6. Ricardo Ador Dionisio Teacher II 7. Dr. Nilda R. Sunga Teacher 8. Dr. Catalina Credo ES 9. Dr. Lourdes Visaya Former Educ. Supervisor English 10. Dr. Perla Cuanzon Former ES: Elementary English DepED Manila 11. Dr. Marietta Otero Professor 12. Dr. Edilberta Bala Professor 13. Dr. Roderick Aguirre Language Consultant 14. Mirla Olores Facilitator 15. Eufrosina Lontoc AA IV/ Encoder
OFFICE/SCHOOL CDD BEE Division of Taguig Division of Olongapo CDD BSE Quirino HS, Division of Q.C. Rizal HS, Division of Pasig City Angelicum College, QC
Zamboanguita, Neg. Or. DepEd NEPP DepEd NEPP University of the East PNU PNU/ CESS SPED BEE SPED -BEE
138
SECRETARIAT NAME 1. Rachelle C. Fermin 2. Prescy Ong 3. Rozelyn M. Buyucan 4. Magdalena Mendoza 5. Tristan Suratos 6. Kimberly Pobre 7. Cristina Villasenor 8. Lani Garnace 9. Kidjie Saguin 10. Maria Boncan 11. Daylinda Guevarra 12. Fenerosa Maur 13. Divina Tomelden 14. Nilva Jimenez FACILITATORS/ SUPPORT TEAM NAME Irene C. De Robles Jose Tuguinayo, Jr. Marivic Abcede Mirla Olores Simeona Ebol Fe Villalino DESIGNATION CDD BEE CDD BSE CDD BSE SPED BEE CDD BEE SDD BEE DESIGNATION DepEd DepEd DepEd DAP DAP DAP DAP DAP DAP Accountant, DepEd Accountant, DepEd Accountant, DepEd Accountant, DepEd Disbursing Officer, DepEd
1. 2. 3. 4. 5. 6.
139
ADVISORY TEAM 1. 2. 3. 4. 5. 6. 7. 8. 9. NAME Usec. Yolanda S. Quijano Dr. Lolita Andrada Dr. Angelita Esdicul Dr. Ricardo de Lumen D. Paraluman R. Giron Dr. Avelina T. Liagas Dr. Dina Ocampo Dr. Ester Ogena Dr. Brenda B. Corpuz DESIGNATION Undersecretary, DepEd OSEC Director, BSE DepEd, Pasig Director, BEE DepEd, Pasig OIC, Director III Tech Voc, DepEd Chair, K 10 TWG Consultant, TEC, DepEd Dean, COE, UP Diliman President, PNU Technical Adviser to the Office of USEC, Pograms and Standards Headmaster, SMS Sagada, Mt. Prov. Director, UP NISMED President, CEU CHED Consultant, MTB MLE Director, NETRC Director, IMCS Executive Director, TEC Director, BALS Director, TESDA Director, TESDA
10. Dr. Dennis Faustino 11. Dr. Merle Tan 12. Dr. Cristina Padolino 13. Mr. Napoleon Imperial 14. Diane Decker 15. Dr. Nelia Benito 16. Dr. Socorro Pilor 17. Dr. Beatriz Torno 18. Dr. Carolina Guerrero 19. Dr. Irene Isaac 20. Dr. Imelda Taganas
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English Curriculum Guide

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English Curriculum Guide

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Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City

K to 12 Curriculum Guide version as of January 2013 ENGLISH

I. PHILOSOPHY AND RATIONALE

II. GUIDING PRINCIPLES

K to 12 Curriculum Guide version as of January 2013 ENGLISH

K to 12 Curriculum Guide version as of January 2013 ENGLISH

NEEDS OF THE LEARNERS : THE CONTEXT

K to 12 Curriculum Guide version as of January 2013 ENGLISH

K to 12 Curriculum Guide version as of January 2013 ENGLISH

K to 12 Curriculum Guide version as of January 2013 ENGLISH

K to 12 Curriculum Guide version as of January 2013 ENGLISH

COMPONENT 2: Language Learning Process

K to 12 Curriculum Guide version as of January 2013 ENGLISH

COMPONENT 3: Effective Language Use

COMPONENT 4: Making Meaning through Language

K to 12 Curriculum Guide version as of January 2013 ENGLISH

Coherence with the Basic Education Program Goals

K to 12 Curriculum Guide version as of January 2013 ENGLISH

K to 12 Curriculum Guide version as of January 2013 ENGLISH

K to 12 Curriculum Guide version as of January 2013 ENGLISH

KEY STAGE STANDARD (From the Convenor)

K to 12 Curriculum Guide version as of January 2013 ENGLISH

participates actively in different oral activities

K to 12 Curriculum Guide version as of January 2013 ENGLISH

K to 12 Curriculum Guide version as of January 2013 ENGLISH

Note: Classes of words should be taught in context

demonstrates understanding of concepts of verbs, pronouns, and prepositions in meaningful messages

demonstrates understanding of common English words for effective communication

K to 12 Curriculum Guide version as of January 2013 ENGLISH

demonstrates understanding of word meaning for correct usage

correctly uses common words in speaking activities

Attitude towards language, literacy, and literature

K to 12 Curriculum Guide version as of January 2013 ENGLISH

activities/tasks demonstrates understanding of useful strategies for purposeful literacy learning

activities/tasks uses strategies independently in accomplishing literacy-related tasks

K to 12 Curriculum Guide version as of January 2013 ENGLISH

fluently expresses ideas in various speaking tasks

accurately and fluently reads aloud literary and informational texts

K to 12 Curriculum Guide version as of January 2013 ENGLISH

analyzes pattern of sounds in words for meaning and accuracy

Phonics and Word

K to 12 Curriculum Guide version as of January 2013 ENGLISH

K to 12 Curriculum Guide version as of January 2013 ENGLISH

K to 12 Curriculum Guide version as of January 2013 ENGLISH

identifies correctly how paragraphs/ texts are developed

Writing and Composition

demonstrates understanding of the concepts of nouns, verbs and adjectives

uses pronouns and prepositions in a variety of oral and written theme-based

K to 12 Curriculum Guide version as of January 2013 ENGLISH

for proper identification and description

shows proficiency in constructing grammatically correct sentences in different themebased activities

K to 12 Curriculum Guide version as of January 2013 ENGLISH

fluently expresses ideas in various speaking tasks

K to 12 Curriculum Guide version as of January 2013 ENGLISH

accurately and fluently reads aloud literary and informational texts

demonstrates understanding of different listening strategies to comprehend texts

Phonics and Word Recognition

K to 12 Curriculum Guide version as of January 2013 ENGLISH

K to 12 Curriculum Guide version as of January 2013 ENGLISH

Writing and Composition

demonstrates understanding of grammatical

K to 12 Curriculum Guide version as of January 2013 ENGLISH

structures of English to be able to communicate effectively in oral and written forms

K to 12 Curriculum Guide version as of January 2013 ENGLISH