K12 english - january 23, 2013

Republic of the Philippines Department of Education

DepEd Complex, Meralco Avenue Pasig City

January 2013

K to 12 Curriculum Guide

ENGLISH (Grades 1 to 10)

K to 12 Curriculum Guide version as of January 2013 – ENGLISH 2

THE FRAMEWORK


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.

1 1998. English Curriculum Framework. Australia

2 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


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.

3 Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO

4 Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan

5 Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO


1. develops thinking and language through interactive learning; 2. develops communicative competence and critical literacy; 3. draws on literature in order to develop students‟ understanding of their literary heritage; 4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge; 5. develops students‟ oral language and literacy through appropriately challenging learning; 6. emphasizes writing arguments, explanatory/informative texts and narratives; 7. provides explicit skill instruction in reading and writing; 8. builds on the language, experiences, knowledge and interests that students bring to school; 9. 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.

6 2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts

7 2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education.

Department of Instruction.


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 don‟t 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

8 Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics


participant‟s social status, sex, age, and other factors which influence styles and registers of speech. Since different 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 speaker‟s 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.


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.

IV. CONCEPTUAL FRAMEWORK


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 2: Language Learning Process


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 one’s 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

COMPONENT 3: Effective Language Use


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.

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 sub-

strands (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).

COMPONENT 4: Making Meaning through Language


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.

2. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension

and study strategies.

3. Content includes print and electronic texts that are age, context and culture appropriate.



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 LISTENING SPEAKING READING WRITING VIEWING

1. Oral Language √ √

2. Phonological Awareness √

3. Book and Print Knowledge √

4. Alphabet Knowledge √ √ √ √ √

5. Phonics and Word Recognition √ √ √

6. Fluency √ √

7. Spelling √ √

8. Writing and Composition √ √ √ √

9. Grammar Awareness & Structure √ √ √ √

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 √ √ √ √ √


Funneling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum

Domains K-3 4-6 7-10 11-12

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


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 Performance Standards at the end of Grade 3

Oral Languages in English 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

Phonological Skills Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme.

Book and Print Knowledge Use narrative and expository texts for independent study and reading for pleasure

Alphabet knowledge Recognize, name and sound out all the upper and lower case letters of the alphabet.

Phonic and Word Recognition Use sight word recognition or phonic analysis to read and understand words in English that contain

complex letter combinations, affixes and contractions.

Fluency Read aloud grade level texts effortlessly, without hesitation and with proper expression.

Spelling Spell words with two or more syllables using phonic, semantic, and morphemic knowledge

Writing /Composition Express their ideas effectively in formal and informal compositions to fulfill their own purposes for

writing

Handwriting Write legibly in cursive writing.

Grammar Awareness and Structure 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.

Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts.

Reading Comprehension and Study Strategies

Use of Content and Prior Knowledge Activate prior knowledge conceptually related to text and establish a purpose for reading

Comprehension Strategies Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge

Comprehending Literary Text Respond to literary text through the appreciation of literary devices and an understanding of story

grammar

Comprehending Informational Text Locate information from expository texts and use this information for discussion or written production.

Attitude Demonstrate a love for reading stories and confidence in performing literacy-related activities/task

Viewing


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


K TO 12 CURRICULUM GUIDE IN ENGLISH

GRADE 1

DOMAINS OF LITERACY

CONTENT STANDARD

PERFORMANCE STANDARD

LEARNING COMPETENCIES

Oral Language

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

Talk about oneself and one‟s family o Talk about one‟s name and other personal information o Talk about one‟s environment (e.g. persons, animals,

places, things, events, etc.) o Talk about one‟s 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

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


DOMAINS OF LITERACY

CONTENT STANDARD



Phonological Awareness

demonstrates understanding of sounds and their meanings for appropriate use of words

manipulates skillfully the sounds in words to express meaning

displays sensitivity to sounds in spoken language

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

demonstrates understanding of sounds and sound patterns for production of words

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

Book and Print Knowledge

Alphabet Knowledge

Phonics & Word Recognition

Fluency

Spelling

Handwriting


DOMAINS OF LITERACY

CONTENT STANDARD



Grammar Note: Classes of words should be taught in context

demonstrates understanding of concepts of nouns and adjectives for identification and description

correctly names people, objects, places and things through theme-based activities

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.)

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

constructs grammatically correct-simple sentences in theme-based conversations using verbs, pronouns, and prepositions

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.

Vocabulary

demonstrates understanding of common English words for effective communication

uses basic vocabulary to independently express ideas about personal, home, school and community experiences

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


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

demonstrates understanding of word meaning for correct usage

correctly uses common words in speaking activities

Recognize that some words have the same meaning

Determine the meaning of words using clues (Total Physical Response through pictures, body movements, etc.)

Listening Comprehension

demonstrates understanding of story elements and text structures for effective oral expression

correctly identifies elements of literary and informational texts to aid meaning getting

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-to‟s, etc.)

Talk about texts identifying major points and key themes

demonstrates understanding of the elements of literary and informational texts for effective oral expression

uses elements of literary and informational texts to sufficiently extend meaning and understanding

Determine whether a story is realistic or fantasy

(dib a nasa taas na ito)Restate facts from informational texts (climate change, children‟s rights, traffic safety, etc.)

Follow one-step directions

Attitude towards

language, literacy, and literature

demonstrates understanding of literary concepts for appreciation of literacy-related

presents varied ideas independently and shows interest enthusiastically in diverse literacy-related

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


activities/tasks activities/tasks

reading, reciting lines, singing, etc. ) related to texts listened to

Study Strategies

demonstrates understanding of useful strategies for purposeful literacy learning

uses strategies independently in accomplishing literacy-related tasks

Interpret pictographs

Interpret simple maps of familiar places, symbols and logos


GRADE 2

DOMAIN CONTENT STANDARD



Oral Language

demonstrates understanding of English words used to communicate inter- and intrapersonal experiences, ideas, thoughts, actions and feelings

independently takes turn in sharing inter and intra personal experiences, ideas, thoughts, actions and feelings using appropriate words

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

demonstrates understanding of familiar literary texts and common expressions for effective oral interpretation and communication

uses appropriate expressions in oral interpretation and common situations

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

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

Interact with others using correct intonation in: o greetings and leave-takings o introducing and acknowledging others o asking permission

accurately and fluently

reads aloud literary

and informational texts

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


Listening

Comprehension

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

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

demonstrates understanding of information heard to make meaningful decisions

uses information from theme-based activities as guide for decision making and following instructions

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

Alphabet

Knowledge

demonstrates understanding of the alphabets in English in comparison to the alphabets of Filipino and Mother Tongue

distinguishes similarities and differences of the alphabets in English and Mother Tongue/Filipino

Read the alphabets of English

Identify letters in English that are not present in Mother Tongue/Filipino and vice-versa

Phonics and Word

demonstrates understanding of the relationship of phonetic principles of Mother Tongue and English to decode unknown words in English

analyzes pattern of

sounds in words for

meaning and accuracy

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


Recognition o Adding-add t to car=cart o Substituting-change /m/ to /s/ in mat=sat o 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 out common and irregular words in English

Read and spell one-to- two syllable common words with consonant blends (e.g.bl, tr, st) and consonant diagraphs (e.g.th, sh, ck)

Read and spell some irregularly - spelled words (e.g. have, said, please, because)

Read and spell words with inflectional endings

Phonological

Awareness

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

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

correctly hears and records sounds in words

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

Spelling

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.)

Note: Listen to sounds in English words and sentences from ICT-based materials and from other content areas like

math, science, social studies, etc.


Vocabulary

demonstrates understanding of suitable vocabulary used in different languages for effective communication

uses common vocabulary to independently express ideas in speaking 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).

demonstrates understanding of synonyms and antonyms for appropriate usage

uses synonyms and antonyms in diverse oral and written activities

Identify some words that comprise contractions (e.g. can’t cannot, it’s=it is aren’t= 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

Book Knowledge

demonstrates understanding about the concepts about print

correctly identifies book parts and follows reading conventions

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

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 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

Note: Let use common words in varied oral tasks students through dialogues, pair-share works, group performance

and other individual and collaborative written activities


reading

demonstrates understanding of paragraph development to identify text types

identifies correctly how paragraphs/ texts are developed

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

Handwriting

Writing and

Composition

demonstrates understanding of the process of writing to generate and express ideas and feelings

uses a variety of prewriting strategies to generate, plan, organize ideas, make a draft for specific purposes

Participate in generating ideas through prewriting activities o Brainstorming o Webbing o Drawing

Express idea through illustrations or storyboard

demonstrates understanding of different formats to write for a variety of audiences and purposes

produces a variety of texts for creative, personal academic and functional purposes

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.)

Grammar

demonstrates understanding of sentence construction for correct expression

properly identifies and describes people, animals, places, things and uses them in a variety of oral and written theme-based activities

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

demonstrates understanding of the concepts of nouns, verbs and adjectives

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

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)


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.

demonstrates understanding of the concepts of pronouns and preposition for appropriate communication

shows proficiency in constructing grammatically correct sentences in different theme-based activities

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)

Attitude

demonstrates

understanding of concepts about narrative and informational texts for appreciation

makes personal

accounts on stories/texts as expression of appreciation to familiar books

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

Study Strategies

demonstrates understandings of useful strategies for purposeful literacy learning

Independently uses strategies in accomplishing literacy-related tasks

Sort information alphabetically by the 1st letter

Interpret bar graphs and tables

Interpret simple maps of unfamiliar places, signs and symbols

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.


GRADE 3




Oral Language

demonstrates understanding of speech cues for clear expression of ideas

uses speaking skills and strategies appropriately to communicate ideas in varied theme-based tasks

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 other‟s 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

demonstrates understanding of processes and information in text for articulation of ideas

creatively presents information in varied ways

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

Fluency

demonstrates understanding of punctuation marks, rhythm, pacing,

fluently expresses ideas in various speaking tasks

Initiate conversations with peers in a variety of school setting

Express ideas in a conversational manner


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

Listening

Comprehension

demonstrates understanding of different listening strategies to comprehend texts

uses information from texts viewed or listened to in preparing logs and journals

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

Alphabet Knowledge

Phonics and Word

Recognition

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)


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


Spelling

demonstrates understanding of letter sequence in words to get meaning

hears and records sounds in words

Blend beginning, middle and ending sounds to recognize and read words

Use word patterns to spell unfamiliar words (e.g. bright, might etc.)

Vocabulary

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

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


Book Knowledge

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 .

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.

demonstrates understanding of paragraph development to identify text types

identifies correctly how paragraphs/ texts are developed

Identify cause and effect relationship

Distinguish fact from opinion

Identify how paragraphs are developed (e.g. descriptive, narrative etc.)

Handwriting

Writing and

Composition

demonstrates understanding of sentences and paragraphs in expressing ideas

composes three-to-five 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

Grammar

demonstrates understanding of grammatical

shows proficiency in constructing grammatically correct sentences in varied theme-based oral and

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)


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).


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


GRADE 4




Oral Language

demonstrates understanding of verbal cues for clear expression of ideas

actively creates and participates in oral theme-based activities

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.

demonstrates understanding of verbal and non-verbal cues for effective oral presentation

efficiently delivers oral presentations

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.)

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.)


Fluency

demonstrates understanding that English is stress-timed language to achieve accuracy and automaticity

reads aloud text with accuracy and automaticity

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

Listening

Comprehension

demonstrates understanding of the elements of informational text for comprehension

recalls details, sequence of events and shares ideas on texts listened to

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


Provide evidence to support understanding

demonstrates understanding of text types to construct feedback

identifies story perspective and text elements

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

Alphabet Knowledge

Spelling

Phonics and Word Recognition


Spelling

Vocabulary

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


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

Reading

Comprehension

demonstrate understanding of various linguistics nodes to comprehend various texts

Use linguistic cues to appropriately construct meaning from a variety of texts for a variety of purposes

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.)

Demonstrate understanding of text elements to comprehend various texts

Use knowledge of text types to correctly distinguish literary from informational texts

Demonstrate understanding of writing styles to comprehend the author‟s message

Use diction (choice of words) to accurately analyze author‟s tone, mood, and point of view

Demonstrate understanding

Use literal information from


that reading a wide range of texts provides pleasure and avenue for self-expression and personal development

texts to aptly infer and predict outcomes

5. Recounts

Handwriting

Writing and

Composition

demonstrates understanding of writing as a process

uses a variety strategies to write informational and literary compositions

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)

demonstrates understanding of the importance of using varied sources of information to support writing

uses varied sources of information to support writing

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 children‟s story.

Make comic strips about stories read.

Write formal and informal compositions, news story, editorial, feature and sports

Prepare online advertisements/promotions about “It‟s more fun in our place.”

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

SENTENCE

Distinguish sentences structures

Use simple, compound and complex sentences

Use different kinds of sentences (e.g. declarative, interrogative, exclamatory, imperative)


standard English Use punctuation marks (e.g. period, comma, question mark, exclamation point)

demonstrates understanding of English grammar and usage in speaking or writing

uses the classes of words aptly in various oral and written discourse

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)

demonstrates understanding of English grammar and usage in speaking or writing

uses the classes of words aptly in various oral and written discourse

PRONOUNS

form plural of collective nouns

uses demonstrative pronouns accurately

observes pronoun-reference agreement ADJECTIVES

uses adjective to expand sentences

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).


Attitude

demonstrates understanding of non-verbal cues to communicate with others

applies knowledge of non-verbal skills to show respect when communication with others

Observation conversation manners such as: o Pay attention to the speaker o Listen to the speaker‟s body language o Avoid making distractions

demonstrates understanding of verbal and non-verbal elements of communication to respond back

uses paralanguage and non-verbal cues to respond appropriately

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

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

Viewing

(Entry Level)

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

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


GRADE 5

DOMAIN CONTENT STANDARD PERFORMANCE STANDARD


Oral Language

demonstrate

understanding of various

verbal elements in orally

communicating information

orally communicates

information, opinions, and

ideas effectively to

different audiences using

a variety of literary

activities

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

demonstrates


non-verbal elements in orally

communicating information

orally communicates

information, opinions, and

ideas effectively to

different audiences for a

variety of purposes

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

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

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



demonstrates

understanding that English

reads with sufficient

accuracy and fluency to

Read aloud grade four level text with an accuracy rate of 95 – 100%

Read with automaticity 300 fourth grade high-frequency/sight words


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

demonstrates

understanding that a change

in stress entails a change of

meaning to evaluate the

speaker‟s/ author‟s purpose

and meaning

uses knowledge of

stress and intonation of

speech to appropriately

evaluate the speaker‟s

intention, purpose and

meaning

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)

Listening

Comprehension

demonstrates


linguistics nodes to

comprehend various texts

analyzes text types to

effectively understand

information/ message(s)

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)

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 reality from fantasy


Identify point-of-view/ perspective

Analyze evidences to support understanding

Analyze the speaker‟s 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


Alphabet knowledge

Spelling



Vocabulary

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

demonstrate

understanding that words are

composed of different parts

to know that their meaning

changes depending in

context

uses strategies to

decode correctly the

meaning of words in

isolation and 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


Reading

Comprehension

demonstrates


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


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 author‟s message

uses diction (choice of

words) to accurately analyze author‟s tone, mood, and point of view

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




Writing and

Composition

demonstrates

understanding of different formats to write for a variety of audiences and purposes

Draft 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, 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

Edit texts using


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





Grammar

demonstrates 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)

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


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)

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

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,


discourse (oral and written)

give in, give off, give back)



speaks and writes

using good command of the conventions of standard English

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, then…etc.)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.




Research (used to be Study

Strategies

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

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.

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

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

Viewing

demonstrates

understanding of the forms and conventions of print, non-print, and digital materials to understand various viewing texts

applies knowledge of the various forms and conventions of print, non-print, and digital materials to appropriately comprehend print, non-print, film and moving texts

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)

demonstrates

understanding of the various

forms and conventions of

print, non-print, and digital

materials

evaluates effectively

the message constructed

and conveyed in various

viewing texts

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

demonstrates understanding of the various forms and conventions

applies different views of the real world to effectively interpret

Identify the target audience

Analyze the setting used in print, non-print and digital materials (Urban or Rural; Affluent or Poor)


materials to critically analyze the meaning constructed in print, non-print, and digital materials

(deconstruct) constructed meaning in print, non-print and digital materials

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)

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

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)

Attitude

demonstrates understanding of non-verbal communication to communicate with others

applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message

Look at the speaker directly

Put aside distracting thoughts (don‟t mentally prepare a rebuttal!)

Avoid being distracted by environmental factors

“Listen” to the speaker‟s body language

Refrain from side conversations when listening in a group setting

demonstrates

understanding of verbal and non-verbal elements of communication to respond back

uses paralanguage

and non-verbal cues to respond appropriately

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


uses a variety of strategies to provide appropriate feedback

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


GRADE 6



Oral Language

demonstrates understanding of various verbal elements in orally communicating information

orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities

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

demonstrates understanding of various non-verbal elements in orally communicating information

orally communicates information, opinions, and ideas effectively to different audiences for a variety of purposes

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

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

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




Fluency

demonstrates

understanding that English language is stress timed to support comprehension

reads with sufficient

accuracy and fluency to support comprehension

Read aloud grade six level text with an accuracy rate of 95 – 100%

Read with automaticity 300 sixth grade high-frequency/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.

demonstrates

understanding that a change in stress entails a change of meaning to evaluate the speaker‟s/ author‟s purpose and meaning

uses knowledge of stress and intonation of speech to appropriately evaluate the speaker‟s intention, purpose and meaning

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 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)


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

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 and explain the information conveyed in an oral communication, accounting for the key ideas, structure, and relationship of parts to the whole

Alphabet knowledge

Spelling



Vocabulary

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

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.

demonstrates

understanding that words are composed of different

uses strategies to

decode correctly the meaning of words in

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


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.

demonstrates

understanding of figurative language, word relationships and nuances in word meanings to develop word consciousness

uses figurative language appropriately in various contexts

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.

Book and Print Knowledge

Reading Comprehension

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 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)


1. Theme 2. Setting 3. Characters (Heroes and Villains)

demonstrates understanding of text elements to comprehend various texts

uses knowledge of text types to correctly distinguish literary from informational texts

demonstrated understanding of writing styles to comprehend the author‟s message

uses diction (choice of words) to accurately analyze author‟s tone, mood, and point of view


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

Writing and Composition

demonstrates

understanding of different formats to write for a variety of audiences and purposes

drafts 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

edits texts using appropriate text types for a variety of audiences and purposes

express ideas effectively

in formal and informal compositions to fulfill their own purposes for writing

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




Grammar



uses the correct


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.*

demonstrates 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)

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.

demonstrates command of the conventions of

speaks and writes using good command of the conventions of standard English

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


standard English grammar and usage when writing or speaking

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., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

Use underlining, quotation marks, or italics to indicate titles of works.

Research (used to be Study

Strategies)

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

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.

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

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

Viewing

demonstrates

understanding of the forms and conventions of print, non-print, and digital materials to understand

applies knowledge of the various forms and conventions of print, non-print, and digital materials to appropriately comprehend print, non-

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


various viewing texts print, film and moving texts

moving pictures (lights, blocking, direction, characterization, acting, dialog, setting or set-up, cinematography)

demonstrates understanding of the various forms and conventions of print, non-print, and digital materials

evaluates effectively the message constructed and conveyed in various viewing texts

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)

demonstrates understanding of the various forms and conventions materials to critically analyze the meaning constructed in print, non-print, and digital materials

applies different views of the real world to effectively interpret (deconstruct) constructed meaning in print, non-print and digital materials

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)

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

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)

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

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


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


uses paralanguage and non-verbal cues to respond appropriately

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


uses a variety of strategies to provide appropriate feedback

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


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

CONTENT STANDARD PERFORMANCE

STANDARD LEARNING COMPETENCIES

Listening

Comprehension

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

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.


Determine the effect of posture and bodily gestures in understanding a message.

Distinguish between and among the functions of non-verbal cues: repetition, contradiction, substitution, complementation, and accentuation.

Quarter 2

The learner demonstrates understanding of how to use active listening strategies to suit one‟s purposes, audience, familiarity with the topic and level of difficulty.

Quarter 2

The learner independently prepares a non-linear/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-à-vis the author‟s background


Quarter 3

The learner demonstrates understanding of the different listening strategies employed to suit one‟s 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

The learner

demonstrates understanding

of the varied communication

roles, expectations and

Quarter 4

The learner performs an enhanced rendition of a listening text

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


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

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.

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.


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

The learner


of how to use appropriate

verbal and non-verbal turn-

taking/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.

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 three-ordered 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

Use appropriate topic control strategies to expand one‟s 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.


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 one‟s background knowledge, purpose, and point of view.

State the effect of a text listened to, read, or viewed to one‟s value system.

Present points of view and opinions concerning the message of a selection in creative oral means.

Provide suggestions in addressing controversial,


problematic, or debatable ideas, issues, or concerns in a selection.

Quarter 4

The learner demonstrates

understanding of how to

disseminate information

obtained from mass media to

express needs, opinions,

feelings and attitudes.

Quarter 4

The learner delivers an informative talk using multi-media to highlight important points.

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 three-ordered 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

Use appropriate topic control strategies to expand one‟s 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


Vocabulary

Enhancement

(Subsumed in all

domains)

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

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.

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).


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 one‟s self and clustering words to widen one‟s 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 genus-species (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.


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 one‟s 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.

Explain how analogies and clines enrich one‟s vocabulary.

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.

Quarter 1

Use different reading styles (scan, skim, read closely, etc.) to suit the text and one‟s 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


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 people‟s 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

Evaluate the accuracy of the information

Draw conclusions from the set of details

Point out relationships between statements

Quarter 3

The learner demonstrates understanding

Quarter 3

The learner interpretatively and

Quarter 3

Use ideas and information gained from previous readings and personal experiences to better understand a text


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


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

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.

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 author‟s technique for characterization

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 one‟s identity and cultural heritage

Show appreciation for worthwhile local traditions and


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 non-violent 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 today‟s global village


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 one‟s 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


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 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 one‟s own television-viewing behavior

Discuss the principles of lay outing in a viewing material

Quarter 4


Quarter 4

The learner presents a review of a program incorporating viewing conventions.

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

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


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-to-seven-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-thought-out 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.


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


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.


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.

Polish and revise the components of a persuasive material in terms of content, style, and mechanics collaboratively

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 1

The learner communicates effectively in oral and written forms using the correct grammatical forms and structures of English

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 demonstrates understanding of the set of structural rules in English language that govern the composition of

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.


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.

Employ a variety of cohesive devices in composing short personal narratives.

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

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.


Attitude towards

language, literacy

and literature

(Subsumed in all

domains)

Quarter 1 Quarter 1 Quarter 1




Study Strategies

(Subsumed in

Reading,

Literature, and

Writing)






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

CONTENT STANDARD PERFORMANCE

STANDARD


Listening

Comprehension

Quarter 1


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.

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


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


strategies to descriptive and

longer narrative audio texts,

helps him/her to validate

information, opinion, or

assumption to participate well

in specific communicative

context .


understanding of adjusting

listening strategies (marginal,

selective, attentive, critical) in

relation to the main purpose

of listening, one‟s familiarity

with the topic and difficulty of

the text describing a process

and narrating longer stories

to suit the listening text and

task.

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

Quarter 3


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 speaker‟s stand and


assumptions

Listen for clues and links to show the speaker‟s 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


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

Listen to appreciate harmony, unison, and rhythm in choric interpretations.

Oral Language

and Fluency

Quarter 1


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


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


understanding of using turn-

taking strategies in extended

conversations to effectively

convey information.

Quarter 3


conducts a formal,

structured interview

of a specific subject.

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


meaning of the speaker

Use communication strategies (e.g. paraphrase, translations, and circumlocution) to repair breakdown in communication

Quarter 4


understanding of speech

functions and forms as

indicators of meaning.

Quarter 4

The learner competently delivers an informative speech using multi-media resources to highlight important points.

Quarter 4

Arrive at a consensus on community issues by assessing statements made

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

(Subsumed in all

domains)

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.


o Arrive at the meaning of structurally complex and ambiguous sentences by deleting expansions to come up with kernel sentences

Quarter 2


Quarter 2

The learner creatively prepares a comparative log of academic and figurative language reflected in documents with the same themes.

Quarter 2


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


Quarter 3

The learner creatively produces a frequency word list.

Quarter 3


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 4


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

Reading and

Comprehension

Quarter 1

The learner demonstrates understanding of the different reading styles to suit the text and one‟s 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.

Quarter 1

Adjust reading speed based on one‟s purpose for reading and the type of materials read

Use different reading styles to suit the text and one‟s purpose for reading

Scan rapidly for sequence signals or connectors as basis for determining the rhetorical organization of texts

Skim to determine the author‟s key ideas and purpose by answering questions raised after surveying the text

Read closely to select appropriate details from a selection for specific purposes


Quarter 2

The learner demonstrates understanding of textual relationships using non-linear 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 to process information in a text

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


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

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.

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

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


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 Afro-Asian countries to express appreciation for Afro-Asian heritage.

Quarter 1

The learner creatively and proficiently performs in a choral reading of a chosen Afro-Asian 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 one‟s 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


the macro discourse signals used to establish meaning relationships in the essay

Determine the author‟s 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


Quarter 4

The learner produces an e-

Quarter 4

Point out the role of literature in enabling one to grow in


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 one‟s 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).

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

The learner effectively writes reactions to movies viewed. (movie review)

The learner presents a review of a program viewed.

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


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 one‟s own television-viewing behavior with other viewers‟ viewing behavior

Organize an independent and systematic approach in critiquing various reading or viewing selection

Quarter 4


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 viewer‟s 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.


. and concerns.

The learner writes a

personal narratives.

The learner creates a blog on the internet commenting on social/economic issues and concerns.

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 people‟s reactions, perceptions, points of view, and beliefs in local, national and global communities.

Quarter 2

The learner conducts an opinion poll, interprets, and presents the findings having a local-based or national issue as reference.

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


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 e-journal 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 one‟s paper in the revision process

Use grammatical structure and vocabulary needed to effectively emphasize particular points

Use appropriate modes of paragraph development to express one‟s 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


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 one‟s 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


Acknowledge citations by indicating in a bibliography sources used

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

Grammar Quarter 1


understanding of well-

constructed paragraphs

using appropriate modes of

development and language

structures to express one‟s

ideas, needs, feelings and

attitudes


understanding of how

language is instrumental in

communicating thoughts, and

feelings.

Quarter 1

The learner

effectively

writes a

personal

narrative or

informative text.


writes a description of

a process.

Quarter 1

Uses:

o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators o other appropriate devices for emphasis

Formulates:

o correct complex and compound-complex sentences o correct conditional statements o appropriate parenthetical expressions

o meaningful expanded sentence (following balance, parallelism, and modification)


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 demonstrates understanding of how the use of Standard English conventions facilitates interaction and transaction.

Quarter 3

The learner creatively produces a tourist guide brochure

Quarter 3

Uses:



formulates: o correct complex and compound-complex sentences o correct conditional statements o appropriate parenthetical expressions



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:



formulates: o correct complex and compound-complex sentences o correct conditional statements o appropriate parenthetical expressions


and modification)

Attitude towards

language, literacy

and literature

(Subsumed in all

domains)





Study Strategies Quarter 1 Quarter 1 Quarter 1


(Subsumed in

Reading,

Literature, and

Writing)





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.

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 speaker‟s volume of voice, pitch rate that affect the meaning


understanding of how to use

various listening strategies that

serve as

gateways to the meanings of

Q2The learner presents a well-

documented report about the

solution to a societal problem

highlighted in an

argumentative

Shift from one listening strategy to another based on purpose, familiarity with the topic and level of difficulty of the argumentative or persuasive text

Listen to get important information from

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.


argumentative and persuasive

texts.

or persuasive text.

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 speaker‟s 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


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

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




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.

ORAL LANGUAGE &

FLUENCY



audible and visible codes in

speaking to achieve effective and

meaningful communication.

Q1


delivers an inspirational

speech showing the

interdependency between

the audible and visible codes.

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



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.

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.



understanding on how to give

credible feedback and logical

responses to questions required

for effective presentation.

Q3 The learner delivers an

extemporaneous or impromptu

speech about a current issue

or concern.

Provide appropriate and constructive response to questions and feedback concerning one‟s performance in an extemporaneous or impromptu speech task



multimedia and multimodal

approaches for effective

delivery of information.

Q4 The learner delivers a

lecture about disaster

prevention/preparedness.


delivers an inspirational

speech showing the

interdependency between

the audible and visible codes.

Use appropriate / variety of e- media to communicate information effectively

Develop multimedia-based and multimodal presentations which highlights technological sophistication

VOCABULARY

DEVELOPMENT


understanding of how diction

(appropriate word choice)

ensures

accuracy in meaning


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


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



understanding of how decoding

the

meaning of words through using

various strategies to make sense

of

the text read, listened to, viewed.

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


understanding of how enhanced

vocabulary helps in taking

competency exams and in

meeting

the word proficiency requirement

of

various careers


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 demonstrates

understanding of how schema

building helps in understanding

the

meaning of texts

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, author‟s 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


understanding of how textual

analysis

of various selections help in


cross analysis of two or more

selections read

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


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


understanding of how tradition of

literary production is reflected in

the

richness of the reading selection

that

creates life-long impact


produces an promotional video

of an advocacy.

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.


understanding of how thorough

analysis of textual features

influences

stance on social issue, concern,

or

disposition


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 author‟s reasoning, and the effectiveness of the presentation by reading critically to what is real


Literature Q1


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 Explain the use of dramatic devices

o 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

o 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

o React critically to the author‟s choice of words


Q2


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.

o Derive from literature values that

last in spite of changes brought

about by science and technology

o React to the experiences or actions

of characters in relation to real life

situations

o Express the belief that people can

change their ways depending on

their motivation and determination

as shown in literature

o Analyze how the environment

influences a person‟s character and

actions

o Deduce recurring themes

underscored in literary pieces

Q3


understanding of worthwhile

human

Q3

The learner produces a

novelette

detailing the significant human

experiences captured in

British-

American literary pieces.

o 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 English-American values

o Underscore the Western values of candid frankness and humor as presented in British and American literature

Stress the importance of task-


experiences undwerscored in

Philippine, English, and American

Literature

oriented and efficiency as values worth emulating

Q4


the effect of a literary piece

on one‟s value system

Q4

The learner produces a book

of

Wisdom putting premium

on the lessons extracted from

British-American literary

pieces

o React to the worthwhile human

values underlying responses to

the situations in literary pieces

o Point out how attitudes influence

one‟s behavior

Viewing Q1 The learner demonstrates

under-

standing of the different text

types

and genre 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 reflection

on individual viewing

behavior.

Structure information from a program viewed as to how they can be used in a discourse.

Classify the information derived from the genre of programs viewed.

Establish connections of events and how these connections lead to the program‟s end.

Translate mental images to communicative symbols.


under-

Q2 The learner produces an

evaluation paper to a program

Authenticate the answers to the questions raised from a program viewed.


standing of the various analytical

and evaluative techniques

employed in critical viewing.

viewed.

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.


understanding of how viewing

conventions affect the way

viewers

grasp, interprêt,and evaluate the

meaning of a program viewed.

Q3 The learner puts up a

model television production

incorporating viewing

conventions.

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.



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


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

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


understanding of how expressing

views and opinions can be best


:”response blog” that considers

strong arguments on critical

Employ a variety of language and discourse patterns in expressing one‟s view and opinions concerning a particular topic of interest.

Produce a variety of creative written works


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


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.

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.


Determine the logical progression of sentences in a complete paragraph


understanding of how writing

style is

anchored on the kind of

documents

to be produced following the right

conventions and organizational

patterns.

Q4 The learner produces an

inventory and compilation of

various writing styles and

patterns.

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


understanding of how sentence

structures are best expressed by

taking in consideration various

cohesive techniques and devices,

polite expressions and

euphemism.

Q2 The learner creatively

designs an on-line tourism

pamphlet using correct

cohesive techniques, and

devices as well as polite

expressions

Use other cohesive techniques and devices, various polite expressions, varied techniques

of softening expressions, appropriate techniques to avoid confusing sentence structures


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


presents a features segment

highlighting restatements,

correct negation structures,

meaningful structures of

fronting, inversion, and

emphasis.

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


understanding of how free and

effective expression is best

manifested by taking into account

the perspective of other people

on specific issues and concerns.


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


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


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


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 non-verbally 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


Q2 Q2 The learner activates self-awareness 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 speaker‟s 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


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 one‟s 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


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 one‟s 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 one‟s feelings, thoughts and ideas Ask and respond to questions raised in

different situations


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 one‟s 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.

Q4 Q4 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.

Reading & Viewing Comprehension

Q1 The learner demonstrates understanding that reading is a psycholinguistic guessing game which utilizes visual and non-visual information in order to confirm, modify, and monitor one‟s 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, non-linear 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


modification structures and expansions

Q2 Q2 The learner activates self-awareness 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 non-

linear texts and vice versa Organize information illustrated on

tables, graphs and maps

Adjust and vary reading speed and style to suit the text, one‟s 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 author‟s purpose by noting the title, thesis statement and space allotted to concept

Read closely to get explicitly and implicitly stated information

Q3 Q3 The learner responds to literary texts through the appreciation of literary devices and understanding of story grammar

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


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


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


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

character‟s 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 one‟s own television

behavior

Evaluate the interdependence of plot, setting,

and characterization in a program viewed to

achieve the writer‟s 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


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 author‟s 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


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.

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

Q3

The learner demonstrates understanding of how can people make difference as highlighted in world literature to express his/her belief

Q3 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


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.

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

Q2 Q2 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, on-

going project evaluation and end-of-the-project reports

Write a short paragraph about an experiment performed in class

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 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 one‟s 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

Q4

Q4

Organize one‟s thoughts and adopt the appropriate writing style in letters, resumes,


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.


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

B. Learning Area Team (LAT) Review with designated LAT CONVENOR

Date : October 22, 2011 November 2, 2011

NAME DESIGNATION OFFICE/SCHOOL

1. Dr. Dina Ocampo-CONVENOR

Dean UP – College of Education

2. Heidi Macahilig RAP/PNU

3. Gerry Areta PNU

4. Jeanne Ramos Raya School

5. Ruth Martin Raya School

6. Flora Anne Alfonso Xavier School

7. Filomena Sanchez Filbern School

8. Ramilio Correa Sangfil/DLSU

9. Joanne Astilla Wordlab School

10. Edizon Fermin Principal Merian College

NAME DESIGNATION SCHOOL/OFFICE

1. Galileo Go BEE-CDD

2. Josefina Sta Maria BSE-CDD

3. Fernando Pantino BSE-CDD

4. Ricardo Adorn Dionisio BSE-CDD


11. Marivic Arcos Wordlab School

12. Ma. Perpetua Talens PDRC

13. Maia Josephine Tamboon PSDeaf

14. Josefina Lacuna Senior Education Program Specialist Retired-BEE

15. Marie Therese Bustos UP-Educ

16. Pamela Razon UPIS

17. Sabrina Par Instructor 4 UPIS

18. Ma. Lourdes Vargas UPIS

19. Rowena del Castillo UPIS

20. Greg Pawilen UP-Educ

21. Paraluman Giron (ret) Chair K-10 TWG DepEd

22. Roderick Aguirre Language and Preschool Consultant DepEd VIII / CESS

23. Avelina Llagas (ret) Consultant 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


A. Dr. Roderick Aguirre Language and Preschool Consultant

DepED VIII / CESS

B. Ligaya Ilagan EPS II DepEd CO/BEE-SDD

C. Workshop on the Finalization of Learning Competencies Venue: DAP, Tagaytay City Date: August 15-19, 2011


1. Dr. Roderick Aguirre Language and Preschool

Consultant DepED VIII / CESS


2. Dr. Perla Cuanzon Retired ES: Elementary English –

DepED Manila DepED - NEPP

3. Galileo Go SEPS DepED CO/BEE-CDD

4. Dr. Lourdes Visaya Retired ES: Elementary English –

DepED Manila DepED – NEPP

5. Eufrosina R. Lontoc AA IV / Documentor DepED CO/BEE-SPED

D. Workshop on the Finalization of Learning Competencies Venue: DAP, Tagaytay City Date: August 8-12 , 2011


1. Dr. Roderick Aguirre Language and Preschool

Consultant DepED VIII / CESS

2. Dr. Edilberta Bala Professor Philippine Normal University, Manila

3. Gloria Buya-ao EPS I DepED DO – Ifugao

4. Nerissa Lomeda ES I English – Division of

Muntinlupa DepED DO – Muntinlupa

5. Dr. Perla Cuanzon Former ES: Elementary English – DepED - NEPP

6. Ricardo Ador Dionisio Teacher II Rizal High School

7. Galileo Go SEPS DepED CO/BEE-CDD

8. Liberty Mangaluz HT III, English Quirino High School

9. Prof. Marla Papanggo Professor Philippine Normal University

10. Melinda Rivera Senior Subject Specialist DepED CO/BSE-CDD

11. Dr. Nilda Sunga Academic Director Angelicum College

12. Dr. Lourdes Visaya Former ES: Elementary English DepED – NEPP


14. Aro R. Rara Former PDO II: BESRA – DepED

CO / Documentor DepEd

E. Workshop on the Development of Learning Competencies and Teaching Guides Venue: DAP,Tagaytay City Date: July 18-19, 2011



1. Dr. Lourdes Visaya Retired ES: Elementary English – DepED Manila

DepEd

2. Dr. Perla Cuanzon Retired ES: Elementary English – DepED Manila

DepEd

3. Mr. Roderick M. Aguirre Language and Preschool Consultant DepEd. Region VIII

Venue: DAP,Tagaytay City

Date: July 18-22, 2011


1. Liberty Mangaluz Head Teacher III Quirino High School

2. Digi Castillo Consultant British Council

3. Eufrosina R. Lontoc AA IV/ Encoder SPED - BEE

4. Perla H. Cuanzon Former Educ. Supervisor - English NEPP

5. Mr. Roderick M. Aguirre Language and Preschool Consultant DepEd. Region VIII

6. Galileo L. Go SEPS CDD, BEE

7. Ligaya G. Ilagan EPS II DepEd CO/BEE-SDD

8. Lourdes C. Visaya Former Educ. Supervisor – English Deped – NEPP

9. Melinda Rivera Senior Subject Specialist CDD - BSE

F. Workshop on the Development of Learning Competencies Grades 3 to 10 Venue: DAP, Tagaytay City Date: July 18-22, 2011


1. Roderick M. Aguirre Language and Preschool Consultant DepED VIII/CESS

2. Perla H. Cuanzon Former Educ. Supervisor – English DepED - NEPP

3. Galileo L. Go SEPS DepED CO/BEE-CDD

4. Ligaya G. Ilagan EPS II DepED CO/BEE-SDD

5. Lourdes C. Visaya Former Educ. Supervisor – English DepED - NEPP

6. Melinda P. Rivera Senior Subject Specialist DepED CO/BSE-CDD

7. Liberty A. Mangaluz HT III, English Quirino High School


8. Ricardo G. Ador Dionisio Teacher II Rizal High School

9. Digi Castillo Consultant British Council

10. Eufrosina R. Lontoc AA IV / Encoder 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


1. Roderick M. Aguirre Language and Preschool Consultant DepED VIII/CESS

2. Perla H. Cuanzon Former ES: English – DepED Manila DepED - NEPP

3. Galileo L. Go SEPS DepED CO/BEE-CDD

4. Ligaya G. Ilagan EPS II DepED CO/BEE-SDD

5. Lourdes C. Visaya Former ES: English – DepED Manila DepED - NEPP


H. Writeshop on the Finalization of the Curriculum Standards

Venue: RELC, CALABARZON Date: May 19-21,2011


1. Mr. Roderick M. Aguirre Language Consultant DepEd. Region VIII

2. Mr. Galileo L. Go Senior Education Program Specialist CDD-BEE, DepEd, Central Office

3. Mr. Ricardo G. Ador Dionisio Teacher II CDD – BSE, DepEd Central Office

4. Mrs. Liberty A. Mangaluz Head Teacher III Quirino High School, Quezon City

5. Mr. Adrian S. Peralta Teacher II/Assoc. Prof UE-CAS C.Apostol Elem. School, City of Manila

University of the East, Manila

6. Ms. Marisol L. Echano Teacher I 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



1. Dr. Edilberta Bala Professor Philippine Normal University

2. Dr. Lourdes Visaya retired ES: Elementary English – DepED Manila

DepEd

3. Dr. Perla Cuanzon Retired ES: Elementary English – DepED Manila

DepEd

4. Mr. Adrian S. Peralta Teacher II/Assoc. Prof UE-CAS C.Apostol Elem. School, City of Manila

University of the East, Manila

5. Ms. JesusaAntiquiera Principal II Padre Gomez Elem. School, City of Manila

6. Mr. Galileo L. Go Senior Education Program Specialist

CDD-BEE, DepEd, Central Office

7. Mr. Ricardo G. Ador Dionisio Teacher II CDD – BSE, DepEd Central Office

8. Mrs. Melinda Rivera Senior Education Program Specialist

CDD-BSE DepEd Central Office

9. Ms. Marisol L. Echano Teacher I Sta. Lucia High School, Pasig City

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. Avelina T. Llagas Consultant Teacher Education Council

2. Caroline C. Laporteza Teacher Ateneo de Manila High School

3. Marife T. Tañala Education Program Supervisor Deped – Region IV-B MIMAROPA

4. Eufemia B. Pura Teacher II Rizal National Science High School

5. Ma. Theresa M. Abainza Master Teacher I Deped – Albay Division

6. Annalyn D. Mangurali Master Teacher I Deped – Calapan City

7. Victoria R. Mayo Education Program Supervisor II Deped – NCR


8. Rose Ann B. Pamintuan Teacher III Division of Pasig City

9. Ma. Gina M. Rocena SST III / Dept. Chairman Quezon City High School

10. Regida N. Uibar Education Program Supervisor II Deped – RO 5

11. Manuel C. Zacarias President NCR

2. Regions I,II,III and CAR Venue: Teachers‟ Camp, Baguio City Date: April 29, 2011


1. Judy P. Santiago LAC SLU – LHS

2. Adelaida A. Bogayao EPS – I Deped – CAR – Division of Abra

3. Erlyn B. Angway Master Teacher I Deped - Baguio

4. Pascuala P. Te-Elan Head Teacher III Mountain Province General Comprehensive High School

5. Joel S. Cabanilla Principal SLU – Lab, High School

6. Aurelia T. Ballitoc Master Teacher II Deped

7. May L. Mendoza Teacher I Deped - CAR

8. Felimendo M. Felipe Head Teacher III Pinaripad National High School, Division of Quirino, Region 2

9. Elizabeth L. Altona EPS II Secondary Educ. Div. Deped R.02

10. Leonarda L. Sapnu EPS – I Deped – Tarlac City

11. Teresita M. Morales ES II Deped RO I

12. Delia A. Antonio Academic Coordinator Lorma Colleges Grade School

13. Ma. Rita Teresa V. Riñosa Master Teacher I Victoria Q. Zarate ES

14. Winalyn E. Idio Teacher I Gueguesangen Elementary School

15. Mariecon G. Ramirez Education Program Supervisor Deped – Laoag City

16. Rhea Jane S. Manalo High School Coordinator BHC Educational Institution, Inc.

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



1. Leilanie R. Francisco Teacher III Deped – Aklan

2. Lilia L. Orola EPS I Division of Roxas City

3. Arlene M. Omaque Master Teacher I Deped - Mandaue

4. Marcelita Dignos Teacher Deped – RO 7

5. Claire C. Bato Master Teacher I Deped - Biliran

6. Mary Ann F. Guimoc EGT II Deped – Tacloban City

7. Rustum D. Geonzon ES I Deped - Samar

8. Leonila Tabar English Area Chairman University of San Jose Recoletos

9. Evelyn Dominguez Head Teacher IV Deped RO 6

10. Lorelie G. Torlao SPET I Deped - Biliran

11. Luz V. Isobal Principal Bethel International School

12. Estrellita B. Plarisan GS Principal Saint Joseph College

13. Jude Thaddeus I. Iledan ES II DepEd

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


1. Samina C. Mamao Teacher DepEd LS – II – A

2. Pedro L. Sutacio Jr. English Coordinator CUBED

3. Leticia S. Angelito MT - I DepEd

4. Sonia P. Lumbay ES II – English DepEd Region IX

5. Ann P. Barrientos Teacher I DepEd Region IX

6. Harrie May U. Honorio Teacher I DepEd Region IX

7. Dorothy D. Baraquero Teacher II DepEd Region IX

8. Gaudencio C. Gonite Teacher SHMS

9. Belinda A. Busalla Head Teacher III DepEd – Gingoog City

10. Mary Neva Grace C. Chipada

Teacher III DepEd – Gingoog City

11. Jocelyn R. Mimia Teacher DepEd – Agusan del Norte


12. Amor de Torres Teacher CU – PAFIE

13. Jeanie L. Mativo EPS I DepEd – Surigao del Norte

14. Leah O. Bayani Teacher CUBED

15. Joseph A. Moral Teacher Corpus Christi School

16. Belinda A. Busalla EPS Dep. Ed.

17. Angelina B. Buaron ES II - English Dep. Ed. R.O.

18. Gaudencio C. Garife Classroom Teacher SHJMS Borja

19. Anna Liza A. Aca-Ac Academic Head OLLES

20. Joan Valles Alejandrino Teacher I Dep. Ed., Agusan del Norte

21. Jocelyn R. Mission SST - I Dep. Ed., Agusan del Norte

22. Jeanie L. Matiso EPS I Dep. Ed. Surigao del Norte

23. Juliet R. Lebios ES II Dep. Ed. CARAGA

24. Jaremie J. Morales Language Teacher XUGS

5. Regions XI,XII, ARMM (Shariff Kabunsuan,Maguindanao) Venue: RELC, Davao City and CARAGA Date: May 6, 2011


1. Nancy P. Sumagaysay Div. Coordinator DepEd Division of Davao Oriental

2. Edilhynie M. Jambangan Teacher Holy Cross of Mintal, Inc.

3. Marivic N. Neri Teacher College of Educ. – USEP

4. Rudylen P. Anino Elem. Faculty Stella Maris Academy of Davao

5. Aileen Mae T. Hui Elementary Teacher Stella Maris Academy of Davao

6. Caren Joy E. Chiew Teacher Stella Maris Academy of Davao

7. Gilbert C. Bayron Faculty Davao Wisdom Academy

8. Clarisse Caballero - Regalado

Treasurer Glan Little Angels Academy, Inc.

9. Dinah G. Abdul ES I Div. Office, Maguindanao 2

10. Wilma Grace P. Rivero ESP I Div. Office, Maguindanao 1

11. Ofelia N. Caballo Elem. Teacher Francisco Adlaon Learning Institute

12. Lani F. Anito Master Teacher I Midsayap Pilot ES


13. Irene J. Cutamor Teacher I Romana C. Acharon, CES

14. Sheryl L. Loria Division English Coordinator DepEd Sultan Kudarat

15. Welma R. Vertido Teacher I BEE – Regional Office

16. Shirley S. Bulosan ES II DepED RO XII

17. Arlac G. Billano EPS City Schools of Tacurong City

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


1. Galileo Go SEPS CDD – BEE

2. Nerissa Lormeda Teacher Division of Taguig

3. Eva Imingan Teacher Division of Olongapo

4. Melinda Rivera EPS CDD – BSE

5. Liberty Mangaluz Head Teacher III Quirino HS, Division of Q.C.

6. Ricardo Ador Dionisio Teacher II Rizal HS, Division of Pasig City

7. Dr. Nilda R. Sunga Teacher Angelicum College, QC

8. Dr. Catalina Credo ES Zamboanguita, Neg. Or.

9. Dr. Lourdes Visaya Former Educ. Supervisor – English

DepEd – NEPP

10. Dr. Perla Cuanzon Former ES: Elementary English – DepED Manila

DepEd – NEPP

11. Dr. Marietta Otero Professor University of the East

12. Dr. Edilberta Bala Professor PNU

13. Dr. Roderick Aguirre Language Consultant PNU/ CESS

14. Mirla Olores Facilitator SPED – BEE

15. Eufrosina Lontoc AA IV/ Encoder SPED -BEE


SECRETARIAT

NAME DESIGNATION

1. Rachelle C. Fermin DepEd

2. Prescy Ong DepEd

3. Rozelyn M. Buyucan DepEd

4. Magdalena Mendoza DAP

5. Tristan Suratos DAP

6. Kimberly Pobre DAP

7. Cristina Villasenor DAP

8. Lani Garnace DAP

9. Kidjie Saguin DAP

10. Maria Boncan Accountant, DepEd

11. Daylinda Guevarra Accountant, DepEd

12. Fenerosa Maur Accountant, DepEd

13. Divina Tomelden Accountant, DepEd

14. Nilva Jimenez Disbursing Officer, DepEd

FACILITATORS/ SUPPORT TEAM

NAME DESIGNATION

1. Irene C. De Robles CDD – BEE

2. Jose Tuguinayo, Jr. CDD – BSE

3. Marivic Abcede CDD – BSE

4. Mirla Olores SPED – BEE

5. Simeona Ebol CDD – BEE

6. Fe Villalino SDD – BEE


ADVISORY TEAM

NAME DESIGNATION

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

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

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

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

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

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

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

8. Dr. Ester Ogena President, PNU

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

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

11. Dr. Merle Tan Director, UP – NISMED

12. Dr. Cristina Padolino President, CEU

13. Mr. Napoleon Imperial CHED

14. Diane Decker Consultant, MTB – MLE

15. Dr. Nelia Benito Director, NETRC

16. Dr. Socorro Pilor Director, IMCS

17. Dr. Beatriz Torno Executive Director, TEC

18. Dr. Carolina Guerrero Director, BALS

19. Dr. Irene Isaac Director, TESDA

20. Dr. Imelda Taganas Director, TESDA

K12 english - january 23, 2013

Documents

role of language

language l1

rationale language

language arts

language l22

language abilities

following language acquisition

systems language conventions