K12 english - dec 19, 2012

K to 12 Curriculum Guide version as of December 2012 – ENGLISH 1

Republic of the Philippines Department of Education

DepEd Complex, Meralco Avenue Pasig City

December 2012

K to 12 Curriculum Guide ENGLISH

(Grades 1 to 10)


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. It 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

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


on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional languages. 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.

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


An effective language arts and multiliteracies curriculum satisfies the following principles6.

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 as present or future global citizens and prepares them to participate in

schools 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

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.


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. 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.

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


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 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.

COMPONENT 2: Language Learning Process

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 3: Effective Language Use


There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.

1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to

different cultures of the world, including 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 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).

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.

COMPONENT 4: Making Meaning through Language


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






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 o Talk about likes and dislikes

• Recite known verses, short poems, and rhymes • Use/Respond appropriately to polite expressions listened to • 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 o Speak clearly and audibly o Speak in full sentences

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/produce environmental sounds heard (animals, mechanical objects, musical instruments, vehicles, nature – thunder, winds, etc.)

• Distinguish sounds heard (volume – loud and soft; pitch – high and low; pace – fast and slow)

• 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 • Use words listened to in meaningful dialogues, etc.

Book and Print Knowledge

Alphabet Knowledge

Phonics & Word Recognition

Fluency Spelling

Handwriting

DOMAINS OF LITERACY

CONTENT STANDARD



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


Grammar

Note: Classes of words should be taught in context

• 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

Verb • Use common action words in retelling, conversation, 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) Adjective

• Describe people, objects, things and places using simple adjectives (color, shape, size, height, weight, length, distance, 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 • Describe familiar objects and events in both Mother Tongue

and English • 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 relate text with personal experiences

• Identify connections between text listened to and personal experience

• 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

• Identify story elements (characters, setting, plot, ending) from the text listened

• Validate ideas made after listening to a story • Activate prior knowledge based on new knowledge formed • Listen carefully to texts read aloud • Ask and answer simple questions (who, what, where, when,

why, and how) about text listened to • Identify connections between text listened to and personal

experience • Ask and respond to questions about informational texts

listened to (environment, health, how-to’s, etc.) • Derive meaning from repetitive language structure • Retell and/or reenact events from a story • Talk about texts identifying major points and key themes • Participate/engage in a read-along of texts (e.g. poems,

repetitive texts) 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 • Make predictions about stories based on the text listened to • Validate predictions made after listening to a story • 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 activities/tasks

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

• 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

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

demonstrates uses strategies • Interpret pictographs


Study Strategies understanding of useful strategies for purposeful literacy learning

independently in accomplishing literacy-related tasks

• 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

• Speak clearly and audibly in full sentences

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



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 the

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 Recognition

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 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


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

reading

Note: Let use common words in varied oral tasks students through dialogues, pair-share works, group performance and other individual and collaborative written activities


demonstrates understanding 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 for proper

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

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) • Use question words (interrogatives) (e.g., who, what, where,


identification and description

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


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


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


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


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

shows proficiency in constructing grammatically correct sentences in

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)


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

varied theme-based oral and 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


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 • Distinguish fact from opinion • 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


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


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


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


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

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

• 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)


demonstrates

understanding of various 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 • Distinguish fact from opinion • 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 Phonics and

Word Recognition


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




demonstrates


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

• Analyze figures of speech (simile, metaphor, personification) to evaluate a variety of literary texts

• Analyze figures of sounds (onomatopoeia, alliteration) to evaluate a variety of literary texts

• Identify the elements of narratives 1. Theme 2. Setting 3. Characters (Heroes and Villains) 4. Plot (beginning, middle and ending)

• Identify forms and purposes of texts (newspapers,

magazines, letters, content texts, dictionary, encyclopedia, maps, charts, diagrams, tables)

• Identify the elements of an informational/factual texts

1. Informational Reports 2. Dialogues 3. Procedures 4. Explanations 5. Descriptions 6. Expositions (advertisements, movies, etc.) 7. Recounts

demonstrates

understanding of text elements to comprehend various texts

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

demonstrates

understanding of writing styles to comprehend the 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

demonstrates

understanding of different formats to write for a variety

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)


Composition of audiences and purposes Edit texts using


• 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

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 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

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


DOMAIN CONTENT STANDARD PERFORMANCE

STANDARD LEARNING COMPETENCIES

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


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.



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)

• Identify the elements of narratives

1. Theme 2. Setting

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

3. Characters (Heroes and Villains) 4. Plot (chronological-sequential, en medias res,

flashback)

• Identify the elements of an informational/factual texts 1. Informational Reports 2. Dialogues 3. Procedures 4. Explanations 5. Descriptions 6. Expositions (advertisements, movies, etc.) 7. Recounts 8. Response

• Locate, explain and use information from text feature and organize information to show understanding of main ideas within a text through


demonstrates

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

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

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


13. Expositions (advertisements, movies, etc.) 14. Recounts



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.

speaks and writes using good command of

• Use a variety of sentence functions (declarative, imperative, interrogative, exclamatory)




the conventions of standard English

• Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

• Use compound complex sentences • 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

demonstrates

understanding of the forms

applies knowledge of the various forms and conventions of print, non-

• Describe different forms and conventions used in

print, non-print and digital materials (colors, lines,


Viewing

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

print, and digital materials to appropriately comprehend print, non-print, film and moving texts

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, 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)

demonstrates

understanding of non-verbal communication to

applyies knowledge of

non-verbal skills to respectfully give the

• 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


Attitude communicate with others

speaker undivided attention and acknowledge the message

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


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

Quarter 4

The learner performs an enhanced rendition of a

Quarter 4

listen to appreciate communication roles, expectations and intentions in specific communicative contexts or situations


roles, expectations and intentions in specific communicative contexts or situation for appreciation.

listening text • Note the roles and expectations of each speaker in intimate 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 demonstrates understanding 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

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,


understand underlying meanings of selections read or passages listened to.

metaphor, and analogy).

• 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

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.


personally preferred format.

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 of the distinct features and the development of Filipino ancient poetry, their elements and the poetic devices using the appropriate language forms and functions.

Quarter 3

The learner interpretatively and proficiently performs in a choral reading.

Quarter 3

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

• 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

Quarter 4

The learner writes vividly a personal /reflective essay that expresses meaningful views and insights based

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


personal observations.

from the different texts read.

The learner writes a summary in book report.

• 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, structure, and pattern of development that make tone and style of Philippine essays to appreciate Filipino cultural values underscored in Philippine literature.

Quarter 4

The learner participates in a literary character parade showcasing Filipino cultural values and economic development.

Quarter 4

Discover through Philippine literature the need to work cooperatively and responsibly in today’s global village

• 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 employed in critical viewing.

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

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 emphasis on the basic features and kinds of paragraph development to produce a simple text.

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

• 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

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

.


produce a unified text. • 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

The learner demonstrates understanding of the features and elements of personal essays, and feature articles to write for a variety of audiences.

Quarter 3

The learner writes a moving personal/reflective essay.

Quarter 3

Organize information into short written discourse using appropriate literary and cohesive devices.

• Analyze the features and basic types of short written personal/reflective essays.

• Distinguish between and among a capsule biography,

biographical sketch, and feature article.

• Organize information gathered from primary and secondary sources using a graphic organizer.

• Organize information gathered from primary and

secondary sources using a simple topic outline . • Compose a capsule biography of a person interviewed.


• Compose a biographical sketch of an interviewed person whose backgrounds were also researched.

• Compose a feature article based on a personally selected

topic.

• Revise a piece of short personal writing in terms of content, style, and mechanics collaboratively and independently.

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

Quarter 1

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

Quarter 1

Formulate grammatically correct sentences

• Observe rules on subject-verb agreement.

• Observe consistent tense.


to communicate effectively in oral and written forms using the correct grammatical structures of English.

and structures of English

• 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 words, phrases, and clauses to communicate effectively in oral and written forms using the correct grammatical structures of English

Quarter 2

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

Quarter 2

Expand grammatically correct sentences • Use correct determiners.

• Use varied noun complementation forms.

• 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

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.


English • 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


Quarter 1 Quarter 1 Quarter 1




Study Strategies

(Subsumed in Reading, Literature, and Writing)







GRADE 8


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 LEARNING COMPETENCIES


Quarter 1

The learner demonstrates understanding of the prosodic features and non-verbal cues that serve as carriers of meaning when listening to informative texts and longer narratives to note significant details.

Quarter 1

The learner accurately produces a schematic diagram to note and give an account of the important details in long narratives or descriptions listened to.

Quarter 1

Recognize prosodic features: stress, intonation and pauses serving as carriers of meaning that may aid or interfere in the delivery of the message in stories and informative texts

• Note prosodic features (stress, intonation, pauses) and rate of speech as carriers of meaning

• Recognize changes in meaning signaled by stress, intonation and pauses

• Listen to points the speaker emphasizes as signaled by

contrastive sentence stress determine how stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that may aid or interfere in the message of the text listened to

Quarter 2

The learner demonstrates understanding on how

Quarter 2

The learner creates an

Quarter 2

Employ appropriate listening skills when listening to descriptive and long narrative texts


employing projective listening strategies to descriptive and longer narrative audio texts, helps him/her to validate information, opinion, or assumption to participate well in specific communicative context .

The learner demonstrates 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.

audio – video presentation highlighting the core message of a text listened to.

(e. g. making predictions, noting the dramatic effect of 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

The learner demonstrates understanding in validating information, opinions, or assumptions made by a speaker to arrive at sound decisions on critical issues.

Quarter 3

The learner proficiently writes an editorial article concerning an issue raised by the speaker in a text listened to.

Quarter 3

Determine the persons being addressed in an informative talk, the objective/s of the speaker and his/her attitude on the issues

Use attentive listening strategies with informative texts

• Note clues and links to show the 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 demonstrates understanding of how the orchestration of harmony, unison, rhythm and the structure of narratives and other text types enable him or her to appreciate their richness.

Quarter 4

The learner creatively renders a choric interpretation of a text listened to

Quarter 4

Process speech delivered at different rates by making inferences from what was listened to

• Use syntactic and lexical clues to supply items not listened to

• Anticipate what is to follow in a text listened to considering the function/s of the statements made

Express appreciation for texts orally interpreted noting harmony, unison, and rhythm.

Listen to appreciate the tune and the narrative structure of ballads

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

Oral Language and Fluency

Quarter 1

The learner

Quarter 1

The learner

Quarter 1

Use appropriate registers to suit the intended audience,


demonstrates understanding of how to speak in clear, correct English appropriate for a certain situation, purpose and audience.

actively participates in a conversational dialogue about school/environmental issues or any current social concerns.

and variation in intonation and stress for emphasis and 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

The learner demonstrates understanding of using turn-taking strategies in extended conversations to effectively

Quarter 3

The learner proficiently 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


convey information.

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

The learner demonstrates 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


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



• 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)


• 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

The learner demonstrates understanding of how literature mirrors the realities of life and depicts human aspirations.

Quarter 4

The learner produces an e-literary folio which captures significant human experiences.

Quarter 4

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


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

Quarter 2

The learner effectively writes reactions to movies

Quarter 2

• Discern positive and negative messages conveyed by a program viewed


different text types and genres of programs viewed to effectively derive information and find meaning in them.

viewed. (movie review)

The learner presents a review of 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


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 and concerns.

The learner writes a personal narratives.

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

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.

• 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

The learner demonstrates understanding of well-constructed paragraphs using appropriate modes of development and language structures to express one’s

Quarter 1

The learner effectively writes a personal narrative or

Quarter 1

Uses:

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


ideas, needs, feelings and attitudes

The learner demonstrates understanding of how language is instrumental in communicating thoughts, and feelings.

informative text.

The learner proficiently writes a description of a process.

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

Quarter 3

The learner creatively produces a tourist guide brochure

Quarter 3

Uses:

o varied adjective complementation o appropriate idioms, collocations, and fixed expression


English conventions facilitates interaction and transaction.

o coordinators o subordinators


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


Quarter 4

The learner demonstrates understanding of the set of structural rules that govern various communication situations.

Quarter 4

The learner innovatively presents an Ad promoting a government bill or a city ordinance.

Quarter 4

Uses:

o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators


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



Attitude towards language, literacy and literature






Study Strategies

(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.

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.


DOMAIN CONTENT STANDARD PEFORMANCE STANDARD COMPETENCIES LISTENING COMPRE-HENSION

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

Q2 The learner demonstrates understanding of how to use various listening strategies that serve as gateways to the meanings of argumentative and persuasive texts.

Q2The learner presents a well- documented report about the solution to a societal problem highlighted in an argumentative or persuasive text.

• 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 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

Q3 The learner demonstrates understanding of how to give appropriate and critical feedback in addressing communication flaws

Q3The learner prepares an advocacy flyer with hyperlink highlighting a proposed solution to a societal problem/ concern

• 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


Q4 The learner demonstrates understanding of how to use critical listening strategies to form sound judgment on pressing issues.

Q4 The learner produces a Project Plan detailing how a specific national problem can be best addressed

• Listen to lay value judgment on critical issues that demands sound analysis and calls for prompt actions

• Get the different sides of social, moral, and economic issues affecting the nation

• Employ analytical listening to make prediction /projections

• Analyze the stand of the speaker based on the explicit statement made

• Judge on the relevance and truthfulness of the ideas listened to

• Judge on the validity of the evidences listened to.

ORAL LANGUAGE & FLUENCY

Q1 The learner demonstrates understanding of how to use audible and visible codes in speaking to achieve effective and meaningful communication.

Q1 The learner proficiently delivers an inspirational speech showing the interdependency between the audible and visible codes.

• 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


Q2 The learner demonstrates understanding of how to use verbal and non verbal strategies in conveying valuable messages

Q2 The learner presents an audio-visual presentation emphasizing the importance of using verbal and non – verbal messages in various speaking situations.

• 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.

Q3 The learner demonstrates 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

Q4 The learner demonstrates understanding of how to use multimedia and multimodal approaches for effective delivery of information.

Q4 The learner delivers a lecture about disaster prevention. The learner proficiently 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

Q1 The learner demonstrates understanding of how diction (appropriate word choice) ensures accuracy in meaning

Q1 The learner produces a modified dialogue highlighting the use of appropriate words and expressions based on context.

• Identify context-appropriate substitute for words or expressions

• Identify the derivation of words

• Arrive at the meaning of words through context clues, word analysis (root words, affixes, compounds)

• Use structural analysis of word, sentence , and discourse to make sense of a text

• Note the strategies employed (restatement, definition, synonyms, antonyms) to clarify

Q2 The learner demonstrates

understanding of how language formality and register affect the meaning of the message

Q2 The learner proficiently produces a mini thesaurus of formal terms.

• Determine the level of formality or register in which a word or expression is to be used

• Decide on the formality level and language register to use in various situations

• Determine specialized vocabulary/Jargons in various disciplines

Q3 The learner demonstrates understanding of how decoding the meaning of words through using various strategies to make sense of the text read, listened to, viewed.

Q3 The learner efficiently produces a mini-dictionary of words with multiple meanings

• Use various strategies in decoding the meaning of words

• Decode the meaning of words used in various disciplines

• Make sense of the various words with multiple meanings based on the subject/ discipline they are used


Q4 The learner demonstrates understanding of how enhanced vocabulary helps in taking competency exams and in meeting the word proficiency requirement of various careers

Q4 The learner efficiently constructs a word blog (Wiki-inspired) of terms used in certain a career/profession

• Employ vocabulary know-how In taking exams

• Show how vocabulary becomes a job hunting essential

READING COMPRE-HENSION

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 determining the informative value of texts

Q2 The learner produces a 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

• 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

Q3 The learner proficiently 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.

Q4 The learner demonstrates understanding of how thorough analysis of textual features influences stance on social issue, concern, or disposition

Q4 The learner efficiently produces a position paper on the features of a selection read

• Ascertain the features of the reading or viewing selection that clarify its adherence to or dismissal of a particular social issue, concern, or disposition.

• Judge the relevance and worth of ideas, soundness of author’s reasoning, and the effectiveness of the presentation by reading


critically to what is real

Literature Q1 The learner demonstrates

understanding and appreciation of

varied genres focusing on the

contributions of British and

American.

Q1 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

The learner demonstrates

understanding of how to discover

literature as a means of understanding

humankind (e.g. the bonds/links between

individual and society) as presented in

Philippine, English, and American

literature

Q2 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

The learner demonstrates

understanding of worthwhile human

experiences undwerscored in

Philippine, English, and American

literature

Q3 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-oriented and efficiency as values worth emulating

Q4

The learner demonstrates the effect

of a literary piece on one’s value

system

Q4 o React to the worthwhile

human values underlying

responses to the situations

in literary pieces

o Point out how attitudes

influence one’s behavior

o 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

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


viewing behavior.

• 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.

Q2 The learner demonstrates understanding of the various analytical and evaluative techniques employed in critical viewing.

Q2 The learner produces an evaluation paper to a program viewed.

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

Q3 The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, inter- prêt,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.

Q4 Q4 • Expose how angles create focus.

• Prove that balance created by symmetry affects the way viewers process mental images obtained from a program viewed.

• Decide on the most appropriate vantage point in viewing.

WRITING & COMPOSITION

Q1 The learner demonstrates understanding of how information must be organized to understand and appreciate written discourse

Q1 The learner produces a synthesis paper showing the extent of information to be considered in writing a discourse

• Identify ways by which information is systematically organized to meet specific goals and objectives in written discourse

• Make sense of a language structure of a text

• Present information in Non-linear text

• Utilize graphs, maps, flow charts, diagrams, tables, and other information

• Write for variety of audiences and purposes.

• Develop a paragraph with


a topic sentence, supporting details and a concluding sentence

• Choose appropriate organizing strategy (pros-con, cause-effect, reason- result, and problem-solution) to present a topic

• Review, edit, polish ones work for elements of language following guidelines and basic principles of paragraph development

• Select and use pre-writing, writing and post writing strategies

• Use variety of patterns to organize information in multi paragraph writings

Q2 The learner demonstrates understanding of how expressing views and opinions can be best done by using a variety of language and discourse patterns

Q2 The learner produces a :”response blog” that considers strong arguments on critical Issues.

• 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

• 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

Q4 The learner demonstrates understanding of how writing style is anchored on the kind of documents to be produced following the right conventions and organizational patterns.

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

Q1 The learner demonstrates understanding of how sentence structures are best expressed by taking in consideration various cohesive techniques and devices, polite expressions and euphemism.

Q2 The learner 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

Q2 The learner demonstrates understanding of how grammar proficiency is made evident by correct restatements and negation, structures of fronting, inversion, and emphasis, effective sentence with controlled length

Q2 The learner proficiently 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


and rhythm

ATTITUDE TOWARDS LANGUAGE, LITERACY & LITERATURE

The learner demonstrates understanding of how free and effective expression is best manifested by taking into account the perspective of other people on specific issues and concerns.

The learner proficiently Produces a Reflection Nook in articulating feedback on a research conducted, film viewed and article read

• Adopt an appropriate, sensitive, and responsive disposition in articulating, maintaining, and challenging diverse opinions and points of view concerning specific issues and concerns

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


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).

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 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.

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.

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)

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 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 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 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.

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 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 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 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.


Q1 The learner demonstrates understanding of the different text types and genres of programs to effectively derive information and make this information meaningful.

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


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,

The learner writes a critic of a program viewed.

• Evaluate how the elements that

make up reality and fantasy affect


interpret, and evaluate the meaning of a program viewed.

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.

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.)

• 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

Literature Q2 The learner demonstrates understanding of the significant human

• Identify the values reflected in

various text types in world literature


experiences expressed in various types of literary genres to show appreciation of 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

Literature Q3 The learner demonstrates understanding of how can people make difference as highlighted in world literature to express his/her belief

• 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

Literature Q4 The learner demonstrates understanding of what is worthwhile through exposure to world literature to show keener sensed of value

• 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 &

Q1 The learner demonstrates understanding of the different format to write for a variety of

The learner expresses ideas effectively in formal and informal composition for a particular

Identify ways by which purposeful writing may be supported by a variety of information sources, processing


Structure audiences and purposes.

purpose and audience. 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

Writing Composition & Grammar Awareness & Structure

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

Writing Composition & Grammar Awareness & Structure

Q3 Demonstrate ability to write clearly for specific purposes.

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

Writing & Grammar Awareness

Q4 Demonstrate imagination and creativity in written form.

Organize one’s thoughts and adopt the appropriate writing style in letters, resumes, 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 11. Marivic Arcos Wordlab School 12. Ma. Perpetua Talens PDRC

NAME DESIGNATION SCHOOL/OFFICE

1. Galileo Go BEE-CDD

2. Josefina Sta Maria BSE-CDD


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

NAME DESIGNATION OFFICE/SCHOOL 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

NAME DESIGNATION OFFICE/SCHOOL 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

NAME DESIGNATION OFFICE/SCHOOL

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

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

NAME DESIGNATION OFFICE/SCHOOL 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

NAME DESIGNATION OFFICE/SCHOOL 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

NAME DESIGNATION OFFICE/SCHOOL 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

NAME DESIGNATION OFFICE/SCHOOL 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 6. Eufrosina R. Lontoc AA IV / Documentor DepED CO/BEE-SPED

H. Writeshop on the Finalization of the Curriculum Standards

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

NAME DESIGNATION OFFICE/SCHOOL 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

NAME DESIGNATION OFFICE/SCHOOL 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

NAME DESIGNATION OFFICE/SCHOOL 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

NAME DESIGNATION OFFICE/SCHOOL 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

NAME DESIGNATION OFFICE/SCHOOL 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

NAME DESIGNATION OFFICE/SCHOOL 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

NAME DESIGNATION OFFICE/SCHOOL 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

NAME DESIGNATION OFFICE/SCHOOL 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

Technology

K12 english - dec 19, 2012