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English Curriculum Guide
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Republic of the Philippines Department of Education
DepEd Complex, Meralco Avenue Pasig City
January 2013
K to 12 Curriculum Guide
ENGLISH (Grades 1 to 10)
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 2
THE FRAMEWORK
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 3
I. PHILOSOPHY AND RATIONALE
Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language
are interrelated. Language is governed by rules and systems (language conventions) which are used to explore and
communicate meaning. It defines culture which is essential in understanding oneself (personal identity), forming
interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a
better society. Language, therefore, is central to the peoples‟ intellectual, social and emotional development and has an
essential role in all key learning areas1.
Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.
II. GUIDING PRINCIPLES
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning,
teaching and assessing principles.
All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (L2). Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for the development of both the first language (L1) and the second language (L2)2. It follows that any expansion of CUP that takes place in one language will have a beneficial effect on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional languages.
1 1998. English Curriculum Framework. Australia
2 Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL
Students Delaware: International Reading Association
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 4
Language acquisition and learning is an active process that begins at birth and continues throughout life. It is
continuous and recursive throughout students‟ lives. Students enhance their language abilities by using what they know
in new and more complex contexts and with increasing sophistication (spiral progression). They reflect on and use prior
knowledge to extend and enhance their language and understanding. By learning and incorporating new language
structures into their repertoire and using them in a variety of contexts, students develop language fluency and
proficiency. Positive learning experiences in language-rich environments enable students to leave school with a desire to
continue to extend their knowledge, skills and interests.
Learning requires meaning3. We learn when we use what we know to understand what is new. Start with what the
students know; use that to introduce new concepts. They use language to examine new experiences and knowledge in
relation to their prior knowledge, experiences, and beliefs. They make connections, anticipate possibilities, reflect upon
ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with and study of texts. The term „text‟ refers to any form of written (reading and writing), oral (listening and speaking) and visual communication involving language4. The texts through which students learn about language are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by which learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts produced by other people.
Successful language learning involves viewing, listening, speaking, reading and writing activities and accuracy5.
Language learning should include a plethora of strategies and activities that helps students focus on both MEANING and
ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students’ existing language competence, including the use of non-standard forms of the language, and extending the range of language available to students. Through language learning, learners develop functional and critical literacy skills. They learn to control and understand the conventions of the target language that are valued and rewarded by society and to reflect on and critically analyze their own use of language and the language of others.
An effective language arts and multiliteracies curriculum satisfies the following principles6.
3 Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
4 Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
5 Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 5
1. develops thinking and language through interactive learning; 2. develops communicative competence and critical literacy; 3. draws on literature in order to develop students‟ understanding of their literary heritage; 4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge; 5. develops students‟ oral language and literacy through appropriately challenging learning; 6. emphasizes writing arguments, explanatory/informative texts and narratives; 7. provides explicit skill instruction in reading and writing; 8. builds on the language, experiences, knowledge and interests that students bring to school; 9. nurtures students‟ sense of their common ground in using language/s for communication as present or future global
citizens to prepare them to participate in school and in civic life, and; 10. assesses and reflects the students‟ ability to interpret and/or communicate in the target language7.
I. NEEDS OF THE LEARNERS : THE CONTEXT
The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born
with complete technology. They were born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous
Internet. They do not know life without technology. Hence, they are often termed as digital natives and are extremely
comfortable with technology. They can email, text and use computers without any problems. In addition, members of
Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and
gadgets has had a negative effect on the members. They rather stay indoors and use their electronics than play outdoors
and be active. They are leading a sedentary life that can result in health problems later on.
For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing to share intimate details about themselves with complete strangers. They have virtual friends and for them hanging out with friends means talking to them over the cell phones, emails and text messages. However, at the same time, this generation is considered to highly creative and collaborative and will have a significant impact on the way companies work when they join the workforce.
6 2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
7 2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education.
Department of Instruction.
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 6
Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to reduced attention span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data and information as they cannot focus for very long. While we don‟t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly diverse environment will make the grade schools of the next generation the most diverse ever. Higher levels of technology will make significant inroads in academics allowing for customized instruction, data mining of student histories to enable pinpoint diagnostics and remediation or accelerated achievement opportunities. Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners.
I. OUTCOMES
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may trudge. 1. Communicative Competence Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform communicative functions, and knowledge of utterances and communicative functions can be combined according to the principles of discourse.8
Communicative competence is classified into the following competencies.
1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and lexical items.
2. Sociolinguistic Competence refers to the learning pragmatic aspect of various speech acts, namely, the cultural values, norms, and other socio-cultural conventions in social contexts. They are the context and topic of discourse, the
8 Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 7
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.
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 8
The world is now in the “Knowledge age” where the challenge of education is to prepare learners in the information drift and rapidly changing world. Students in this age must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue,
Filipino and English follow a unified framework which allows easy transition from acquiring and learning one language to another.
The curriculum has five (5) components. Each component is essential to the learners‟ ability to communicate effectively in a language leading them to achieve communicative competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram in the previous page shows that the heart and core of LAMC is making meaning through language and aims to develop graduates who are communicatively competent and multiliterates.
Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves as guiding principles for language teaching.
Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures,
understanding language, processes and strategies) which will be developed through language arts (macro-skills). Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and
viewing; reading, viewing and responding; writing and representing) and the development thinking skills (critical thinking, creative thinking and metacognitiion) allowing students to make meaning through language.
Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its
effectiveness to students, teachers, school administrators, and curriculum developers.
IV. CONCEPTUAL FRAMEWORK
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 9
For effective language acquisition and learning to take place, language teachers must be guided of the six (6) language teaching principles. These principles explain the natural process of language development.
1. Spiral Progression Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow students to progress from the foundational level to higher levels of language use.
2. Interaction Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes, topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills.
3. Integration The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly (skills, content, theme, topic, and values integration).
4. Learner-Centeredness Learners are at the centre of the teaching-learning process. Teaching will be differentiated according to students‟ needs, abilities and interests. Effective pedagogies will be used to engage them and to strengthen their language development.
5. Contextualization Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/ structures and vocabulary appropriately in spoken and written language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice.
6. Construction Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and psychomotor potentials and become independent learners who are good consumers and constructors of meaning.
COMPONENT 2: Language Learning Process
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There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.
1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to
different cultures of the world, including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values, beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who does the communicating. These collectively constitute the sociolinguistic features of language.
Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society. Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They understand that the natural and physical environments – as well as the social, economic, historical and political environments – influence the language speaking groups and their cultural traditions.
2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning
and create meaning. They come to recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this knowledge and understanding to create their own spoken, written and visual texts. Differences in language systems are expressed in a variety of ways: for example, in grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of other languages students understand that each language is different, but has identifiable patterns within its own system.
3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a variety of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and audience. They use language as a
COMPONENT 3: Effective Language Use
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way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and discussion as a way of developing ideas. They experiment, take risks and make approximations with language as a way of developing their language skills. They clarify what they need to know when seeking information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts such as tables of contents, headings, indexes, forewords and glossaries as aids in locating information. They assess the usefulness of information for particular purposes. They treat information and ideas critically and evaluate information in terms of its reliability and currency. They make notes and graphic representations of information and combine information from different sources into a coherent whole by summarizing, comparing and synthesizing.
Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing sources of ideas and information, and of presenting or representing ideas and information in ways which are not misleading. They use quotation and sourcing conventions appropriately. They take into account the possible effects of and responses to the presentation of ideas and information.
Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should focus on guiding students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situations where communication demands greatly vary.
The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows students to progress from the foundational level to higher levels of language use.
The Language Arts and Multiliteracies Curriculum (ELAMC) is composed of five (5) intricately intertwined and integrated sub-
strands (listening, speaking, reading, writing, and viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1).
COMPONENT 4: Making Meaning through Language
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 12
Coherence with the Basic Education Program Goals
1. The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the
achievement of the basic education program goals.
2. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension
and study strategies.
3. Content includes print and electronic texts that are age, context and culture appropriate.
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 13
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 14
The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all
students at the end of basic education. This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multi-literacies
Curriculum (LAMC) but fleshes out the areas that children need to learn and that teachers need to teach in greater detail. Below is the
matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-strands.
Alignment of the Language and Literacy Domains with the 5 sub-strands
Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING
1. Oral Language √ √
2. Phonological Awareness √
3. Book and Print Knowledge √
4. Alphabet Knowledge √ √ √ √ √
5. Phonics and Word Recognition √ √ √
6. Fluency √ √
7. Spelling √ √
8. Writing and Composition √ √ √ √
9. Grammar Awareness & Structure √ √ √ √
10. Vocabulary Development √ √ √ √ √
11. Reading Comprehension schema & prior knowledge strategies narrative text informational text
√ √ √
12. Listening Comprehension √ √
13. Attitudes towards language, literacy and literature √ √ √ √ √
14. Study Strategies √ √ √ √ √
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 15
Funneling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum
Domains K-3 4-6 7-10 11-12
Oral language
Phonological awareness
Book and Print knowledge
Alphabet knowledge
Phonics and word recognition
Fluency
Spelling
Writing and composition
Grammar awareness and
structure
Vocabulary development
Reading comprehension
Listening comprehension
Attitude towards language,
literacy and literature
Study strategies
Viewing
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 16
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K to 12 Basic Education Program of the
Department of Education.
Content Standards Performance Standards at the end of Grade 3
Oral Languages in English Have sufficient facility in English to understand spoken discourse and to talk and interact with other
about personal experiences and text listened to or read
Phonological Skills Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme.
Book and Print Knowledge Use narrative and expository texts for independent study and reading for pleasure
Alphabet knowledge Recognize, name and sound out all the upper and lower case letters of the alphabet.
Phonic and Word Recognition Use sight word recognition or phonic analysis to read and understand words in English that contain
complex letter combinations, affixes and contractions.
Fluency Read aloud grade level texts effortlessly, without hesitation and with proper expression.
Spelling Spell words with two or more syllables using phonic, semantic, and morphemic knowledge
Writing /Composition Express their ideas effectively in formal and informal compositions to fulfill their own purposes for
writing
Handwriting Write legibly in cursive writing.
Grammar Awareness and Structure Demonstrate grammatical awareness by being able to read, speak and write correctly.
Communicate effectively, in oral and written forms, using the correct grammatical structure of
English.
Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts.
Reading Comprehension and Study Strategies
Use of Content and Prior Knowledge Activate prior knowledge conceptually related to text and establish a purpose for reading
Comprehension Strategies Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
Comprehending Literary Text Respond to literary text through the appreciation of literary devices and an understanding of story
grammar
Comprehending Informational Text Locate information from expository texts and use this information for discussion or written production.
Attitude Demonstrate a love for reading stories and confidence in performing literacy-related activities/task
Viewing
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 17
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 version as of January 2013 – ENGLISH 18
K TO 12 CURRICULUM GUIDE IN ENGLISH
GRADE 1
DOMAINS OF LITERACY
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
Oral Language
demonstrates understanding of common words used to communicate personal experiences, ideas, thoughts, actions, and feelings
shares personal ideas, thoughts, actions, and feelings using common and appropriate words
Talk about oneself and one‟s family o Talk about one‟s name and other personal information o Talk about one‟s environment (e.g. persons, animals,
places, things, events, etc.) o Talk about one‟s activities/responsibilities at home and
in school and community o Talk about topics of interest (likes and dislikes)
Recite known verses, short poems, and rhymes
Use/Respond appropriately to polite expressions listened to o greetings o leave takings o expressing gratitude and apology o asking permission o offering help
Share personal experiences, feelings and ideas related to stories and texts listened
o Give directions o Ask simple questions
demonstrates understanding of variety of literary forms and concept of words in English for effective expression
participates actively in different oral activities
Listen to a variety of literary texts (poems and narratives) including informational texts (predictable texts, patterned texts, ICT-based listening texts, and other content-based texts like science, social science, MAPEH, etc.)
Participate in choral speaking and echo reading of short poems, rhymes and stories with repeated patterns and refrains in English
Dramatize familiar stories, rhymes and poems
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 19
DOMAINS OF LITERACY
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
Phonological Awareness
demonstrates understanding of sounds and their meanings for appropriate use of words
manipulates skillfully the sounds in words to express meaning
displays sensitivity to sounds in spoken language
Recognize rhyming words
Identify rhyming words in nursery rhymes, songs, jingles, poems and chants
Distinguish rhyming words from non-rhyming words
Supply rhyming words in response to spoken words
demonstrates understanding of sounds and sound patterns for production of words
manipulates skillfully the speech sounds through simple meaningful guided conversations
Recognize/produce speech sounds (letter names and sounds)
Identify/count individual words in phrases and sentences
Substitute sounds in words using onset and rimes
Book and Print Knowledge
Alphabet Knowledge
Phonics & Word Recognition
Fluency
Spelling
Handwriting
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 20
DOMAINS OF LITERACY
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
Grammar Note: Classes of words should be taught in context
demonstrates understanding of concepts of nouns and adjectives for identification and description
correctly names people, objects, places and things through theme-based activities
Sentence
Recognize sentences and non-sentences
Use simple sentences
Use different kinds of sentences (declarative, interrogative)
Recognize punctuation marks (period, question mark) Noun
Name people, objects, things and places (e.g. names of animals, fruits, objects in songs, stories, poems, nursery rhymes, pictures, realia and other ICT-based materials)
Use nouns in sentences
Recognize the use of a/an
Use plural form of regular nouns by adding –s or –es Adjective
Describe people, objects, things and places using simple adjectives (color, shape, size, height, weight, length, distance, etc.)
demonstrates understanding of concepts of verbs, pronouns, and prepositions in meaningful messages
constructs grammatically correct-simple sentences in theme-based conversations using verbs, pronouns, and prepositions
Pronoun
Use personal pronouns
Use commonly used possessive pronouns
Use demonstrative pronouns (this/these, that/those) Use interrogative pronouns (who, what, when, where, why) Verb
Use common action words in retelling, conversation, etc.
Vocabulary
demonstrates understanding of common English words for effective communication
uses basic vocabulary to independently express ideas about personal, home, school and community experiences
Differentiate English words from other languages spoken at home and in school
Ask about unfamiliar words to gain meaning
Sort and classify familiar words into basic categories (colors, shapes, foods, etc.)
Use new words learned through stories in own speech
Ask, talk about and determine the meaning of new words
(almost the same with the last one)Derive meaning from repetitive language structures
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 21
Use words that are related to self, family, school, community, and concepts such as the names for colors, shapes, and numbers in both Mother Tongue and English
demonstrates understanding of word meaning for correct usage
correctly uses common words in speaking activities
Recognize that some words have the same meaning
Determine the meaning of words using clues (Total Physical Response through pictures, body movements, etc.)
Listening Comprehension
demonstrates understanding of story elements and text structures for effective oral expression
correctly identifies elements of literary and informational texts to aid meaning getting
Identify connections between text listened to and personal experience
Activate prior knowledge based on new knowledge formed
Identify story elements (characters, setting, plot, ending) from the text listened
Make predictions about stories based on the cover or title, pictures, details in the text
Use an understanding of characters, incidents and settings to make predictions
Validate ideas made after listening to a story
Ask and answer simple questions (who, what, where, when, why, and how) about text listened to
Retell and/or reenact events from a story
Ask and respond to questions about informational texts listened to (environment, health, how-to‟s, etc.)
Talk about texts identifying major points and key themes
demonstrates understanding of the elements of literary and informational texts for effective oral expression
uses elements of literary and informational texts to sufficiently extend meaning and understanding
Determine whether a story is realistic or fantasy
(dib a nasa taas na ito)Restate facts from informational texts (climate change, children‟s rights, traffic safety, etc.)
Follow one-step directions
Attitude towards
language, literacy, and literature
demonstrates understanding of literary concepts for appreciation of literacy-related
presents varied ideas independently and shows interest enthusiastically in diverse literacy-related
Revisit favorite books, songs, rhymes
Retell and/or reenact events from a favorite story
Participate / engage in a read-along of texts (e.g. poetry, repetitive text)
Produce creative outputs (e.g. drawing, acting out, choral
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 22
activities/tasks activities/tasks
reading, reciting lines, singing, etc. ) related to texts listened to
Study Strategies
demonstrates understanding of useful strategies for purposeful literacy learning
uses strategies independently in accomplishing literacy-related tasks
Interpret pictographs
Interpret simple maps of familiar places, symbols and logos
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 23
GRADE 2
DOMAIN CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
Oral Language
demonstrates understanding of English words used to communicate inter- and intrapersonal experiences, ideas, thoughts, actions and feelings
independently takes turn in sharing inter and intra personal experiences, ideas, thoughts, actions and feelings using appropriate words
Listen to a variety of media including books, audiotapes videos and other age-appropriate publications
Create and participate in oral dramatic activities
Demonstrate the concept of word by dividing spoken sentences in English into individual words
Share inter and intra personal experiences, feelings and emotions using Mother Tongue and English
demonstrates understanding of familiar literary texts and common expressions for effective oral interpretation and communication
uses appropriate expressions in oral interpretation and common situations
Recite known verses, short poems and rhymes in English
Participate in group and individual oral interpretation of short poems, rhymes, and stories in English
Dramatize familiar stories, rhymes and poems using English
Use appropriate expressions in common situations (polite expressions, greetings, seeking directions, apologizing, asking help, query and clarification)
Listen and respond to texts to clarify meanings heard while drawing on personal experiences
Engage in a variety of ways to share information (e.g. role playing,) reporting, summarizing, retelling and show and tell
Fluency
demonstrates understanding of punctuation marks, rhythm, pacing, intonation and vocal patterns as guide for fluent reading and speaking
fluently expresses ideas in various speaking tasks
Interact with others using correct intonation in: o greetings and leave-takings o introducing and acknowledging others o asking permission
accurately and fluently
reads aloud literary
and informational texts
Read aloud grade 2 level text at a rate of approximately 60 words per minute.
Read grade 2 level text with an accuracy rate of 95 – 100%
Read grade 2 level text in 3 – 4 word phrases using intonation, expression and punctuation cues.
Read with automaticity 100 2nd grade high-frequency/sight words
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 24
Listening
Comprehension
demonstrates
understanding of text
elements to see the
relationship between
known and new
information to facilitate
comprehension
correctly presents text elements through advance organizers to make inferences, predictions and conclusions
Identify and discuss the elements of a story (theme, setting, characters, and events)
Use an understanding of incidents, characters and settings to make and validate predictions
Identify and use the elements of an informational/factual text heard
o Informational Reports (School events, sports, projects) o Three-step directions o Conversations o Personal Recounts (anecdotes, past experiences) o Explanation (life cycles, water cycle)
Use personal experiences to make predictions about text viewed and listened to
Relate information and events in a selection to life experiences and vice versa
demonstrates understanding of information heard to make meaningful decisions
uses information from theme-based activities as guide for decision making and following instructions
Recognize the difference between “made-up” (fiction) and “real” (nonfiction) texts
Identify important details in expository text listened
Follow a set of verbal three-step directions with picture cues Participate in the retelling of poems and stories
Listen to and perform simple instructions
Alphabet
Knowledge
demonstrates understanding of the alphabets in English in comparison to the alphabets of Filipino and Mother Tongue
distinguishes similarities and differences of the alphabets in English and Mother Tongue/Filipino
Read the alphabets of English
Identify letters in English that are not present in Mother Tongue/Filipino and vice-versa
Phonics and Word
demonstrates understanding of the relationship of phonetic principles of Mother Tongue and English to decode unknown words in English
analyzes pattern of
sounds in words for
meaning and accuracy
Distinguish words with short and long vowel sounds
Apply basic phonemic performance tasks o Blending - /s/ /a/ /y/=say o Segmenting- /b/ /e/ /d/ = bed
Blend onset and rime into whole word - /c/ -onset /at/ - rime cat
Manipulate individual phonemes
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 25
Recognition o Adding-add t to car=cart o Substituting-change /m/ to /s/ in mat=sat o Deleting – take s from stop =top Blend phonemes to
decode words
Match sounds to their corresponding letters/letter pattern o Consonant Blends/ Clusters (e.g. c-l (clean) l-k (milk) o Digraphs – initial position (e.g. sh, ch, ph, wh) o Diphthongs – (e.g. boil, toy)
ably reads and spells out common and irregular words in English
Read and spell one-to- two syllable common words with consonant blends (e.g.bl, tr, st) and consonant diagraphs (e.g.th, sh, ck)
Read and spell some irregularly - spelled words (e.g. have, said, please, because)
Read and spell words with inflectional endings
Phonological
Awareness
demonstrates understanding of the letter-sound relationship between Mother Tongue and English for effective transfer of learning
effectively transfers the knowledge of letter-sound relationship from Mother Tongue to English
Classify/Categorize sounds heard (animals, mechanical, objects, musical instruments, environment, speech)
Isolate and discriminate sounds from a background of other sounds
Recognize and discriminate same/different sounds
Produce the sounds of English letters using the letter sounds of Mother Tongue as reference
correctly hears and records sounds in words
Hear and record beginning, medial and final sounds of a word
Identify sounds and count syllables in words
Supply words that rhyme with given words
Spelling
Note: Provide students with learning situations for them to distinguish similarities and differences between the
phonetic principles of Mother Tongue and English (The sounds of letters in Mother Tongue are phonetically regular
while some vowels (e.g. letter a, i) and consonant blends (e.g. gh, th) in English are not.)
Note: Listen to sounds in English words and sentences from ICT-based materials and from other content areas like
math, science, social studies, etc.
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 26
Vocabulary
demonstrates understanding of suitable vocabulary used in different languages for effective communication
uses common vocabulary to independently express ideas in speaking activities
Identify the English equivalent of words in the Mother Tongue or in Filipino
Classify common words into conceptual categories (e.g. animals, foods, toys)
Recognize root words and their inflections (e.g. look, looks, looked, looking).
demonstrates understanding of synonyms and antonyms for appropriate usage
uses synonyms and antonyms in diverse oral and written activities
Identify some words that comprise contractions (e.g. can’t cannot, it’s=it is aren’t= are not)
Begin to see that some words mean the same (synonyms
Recognize that some words have opposite meaning (antonyms)
Recognize that some words represent part of a whole (meronyms – part of (e.g. finger – part of a hand)
Determine what words mean based on how they are used in a sentence
Book Knowledge
demonstrates understanding about the concepts about print
correctly identifies book parts and follows reading conventions
Identify the front and back of the book
Identify title, author and book illustrator
Translate knowledge of reading conventions learned in Mother Tongue to reading in English
Reading
Comprehension
demonstrates understanding of the elements of literary and expository texts for creative interpretation
uses information derived from texts in presenting varied oral and written activities .
Identify the elements of narratives o Theme o Setting o Major Characters o Plot (beginning, middle and end)
Recall facts of informational selections read (topic and details)
Use clues to make and justify predictions before, during and after reading (titles, pictures, themes, prior knowledge, graphs)
State facts and details of text during and after reading
Ask questions to clarify understanding before, during and after
Note: Let use common words in varied oral tasks students through dialogues, pair-share works, group performance
and other individual and collaborative written activities
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 27
reading
demonstrates understanding of paragraph development to identify text types
identifies correctly how paragraphs/ texts are developed
Identify the basic sequence of events and make relevant predictions about stories
Sequence information from a procedural text read
Infer/ Predict outcomes
Make connections text to self
Handwriting
Writing and
Composition
demonstrates understanding of the process of writing to generate and express ideas and feelings
uses a variety of prewriting strategies to generate, plan, organize ideas, make a draft for specific purposes
Participate in generating ideas through prewriting activities o Brainstorming o Webbing o Drawing
Express idea through illustrations or storyboard
demonstrates understanding of different formats to write for a variety of audiences and purposes
produces a variety of texts for creative, personal academic and functional purposes
Write a personal recount by completing a stem to answer guide questions (Ex. What did you do last weekend? Last weekend, we…)
Write a simple story
Make a card for various occasions (birthday, Christmas, New Year, etc.)
Grammar
demonstrates understanding of sentence construction for correct expression
properly identifies and describes people, animals, places, things and uses them in a variety of oral and written theme-based activities
NOUNS
Use frequently occurring nouns
Form regular plural nouns by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). VERBS
Identify action words
Form and use the past tense of frequently occurring regular verbs (walk – walked, seat – seated, etc.) ADJECTIVES
Use words to identify and describe people, animals, places, things and events
demonstrates understanding of the concepts of nouns, verbs and adjectives
uses pronouns and prepositions in a variety of oral and written theme-based
PRONOUNS
Use personal pronouns(e.g. I, you, he, she, it, we, they) in dialogues
Use possessive pronouns
Use demonstrative pronouns
(this/that, these/those)
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 28
for proper identification and description
activities Use question words (interrogatives) (e.g., who, what, where, when, why, how). PREPOSITIONS
Use the most frequently occurring preposition (e.g. on, over, under, to, from, above, etc.)
Write simple sentences in context
Perform dialogues, drama, mock interview, TV talk show etc.
demonstrates understanding of the concepts of pronouns and preposition for appropriate communication
shows proficiency in constructing grammatically correct sentences in different theme-based activities
Recognize sentences and non-sentences
Use different kinds of sentences( e.g. declarative, interrogative, exclamatory) in theme-based oral activities
Recognize punctuation marks (e.g. period, question mark, exclamation point)
Attitude
demonstrates
understanding of concepts about narrative and informational texts for appreciation
makes personal
accounts on stories/texts as expression of appreciation to familiar books
Retell familiar stories to other children
Express feelings, opinions through journals, logs etc.
Make choices from texts previously listened to and justify preferences
Take books from home to school or vice-versa for independent / shared extra reading
Study Strategies
demonstrates understandings of useful strategies for purposeful literacy learning
Independently uses strategies in accomplishing literacy-related tasks
Sort information alphabetically by the 1st letter
Interpret bar graphs and tables
Interpret simple maps of unfamiliar places, signs and symbols
Note: Classes of words should be discussed in the context of responding to wh-questions based from familiar stories
and informational texts with themes on environment, health, nutrition, history, interests, etc.
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 29
GRADE 3
DOMAIN CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 30
intonation and vocal patterns as guide for fluent reading and speaking
accurately and fluently reads aloud literary and informational texts
Read aloud in a manner like natural speech
Read grade level texts with at least 95-100 percent accuracy
Read aloud from familiar prose and poetry with fluency, appropriate rhythm, pacing and intonation
Use punctuations including commas, periods and question marks to guide reading for fluency
Listening
Comprehension
demonstrates understanding of different listening strategies to comprehend texts
uses information from texts viewed or listened to in preparing logs and journals
Recall details from texts viewed/ listened to
Sequence a series of events viewed /listened to
Make simple inferences about thoughts and feelings based from texts viewed/ listened to
Propose several predictions about texts/stories listened to
Take part in creative responses to stories like preparing logs, journal and other oral presentations
Alphabet Knowledge
Phonics and Word
Recognition
demonstrates understanding of processes in sight word recognition or phonic analysis to read and understand words
uses word recognition techniques to read and understand words that contain complex letter combinations, affixes and contractions through theme-based activities
Show how spoken words are represented by written letters that are arranged in a specific order
Blend phonemes to read words
Identify/distinguish words with short and long vowel sounds
Read and spell one- to- two syllable words with consonant blends (e.g. pl, tr).
Read and spell one- to- two syllable words with consonant digraphs(eg. ch in chin, ph in pheasant) and trigraphs(e.g. sch in school)
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 31
demonstrates understanding of common sight and irregularly spelled words for automatic recognition
uses common and irregularly -spelled words in meaningful oral and written tasks
Recognize some common sight words (e.g. an, of, then, had, his, were, some, his, him)
Recognize and read some irregularly spelled words (e.g. such as enough, through, beautiful)
Read words with affixes
Use known words to perform artistic theme-based activities(e.g. interviews, telephone conversation, role-play, etc.) using common sight words
Phonological Awareness
Spelling
demonstrates understanding of letter sequence in words to get meaning
hears and records sounds in words
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 32
Book Knowledge
Reading
Comprehension
demonstrates understanding of the elements of literary and expository texts for creative interpretation
uses information derived from texts in presenting varied oral and written activities .
Note details in a given text
Make and confirm predictions about texts
Make inferences and draw conclusions based from texts
Reread and self-correct
Use different sources of information in reading
Use graphic organizers to show understanding of texts
Describe literary elements of texts including characters setting and plot
Identify rhyme, rhythm, repetition and sensory images in poetry
Sequence a series of events in a literary selection
Present stories through dramatization, role playing etc.
demonstrates understanding of paragraph development to identify text types
identifies correctly how paragraphs/ texts are developed
Identify cause and effect relationship
Distinguish fact from opinion
Identify how paragraphs are developed (e.g. descriptive, narrative etc.)
Handwriting
Writing and
Composition
demonstrates understanding of sentences and paragraphs in expressing ideas
composes three-to-five sentence paragraph
Recall and share experiences, film viewed and story read/listened to as springboard for writing
Write at least three sentences from various familiar sources
Complete patterned poems using appropriate rhyming words
Use capitalization rules in word and sentence level
Use appropriate punctuation marks.
Develop short paragraphs through guided writing
Compose short paragraphs about familiar topics
Grammar
demonstrates understanding of grammatical
shows proficiency in constructing grammatically correct sentences in varied theme-based oral and
Noun
Use nouns (e.g. people, animals, places,, things events) in sentences
Use plural form of commonly used nouns
Use frequently occurring irregular plural nouns (e.g. children, feet, teeth)
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 33
structures of English to be able to communicate effectively in oral and written forms
written activities Use common and proper nouns Verb
Use action words
Use verbs in simple present and past tenses
Pronouns
Use personal pronouns (e.g. I, you, he, she, it, we, they)
Use possessive pronouns
Use demonstrative pronouns (this,/that, these/those) Adjective
Use descriptive adjectives
Use the degrees of adjectives in making comparisons ( positive, comparative, superlative)
Adverb
Recognize adverbs of manner and frequency Preposition
Use the most frequently occurring prepositions(e.g. towards, beside,, into, etc)
Sentence
Distinguish sentences from non-sentences
Recognize simple subject and predicate in sentences
Use simple and compound sentences
Use different kinds of sentences (e.g. declarative, interrogative, exclamatory, imperative)
Use punctuation marks (e.g. period, comma, question mark, exclamation point)
Note: Classes of words, should be taught in context/theme (e.g. Environment, Science, History, Health and Nutrition, etc).
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 34
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 35
GRADE 4
DOMAIN CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
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.)
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 36
Fluency
demonstrates understanding that English is stress-timed language to achieve accuracy and automaticity
reads aloud text with accuracy and automaticity
Read aloud grade four level texts with accuracy rate of 95-100 percent
Read grade-four level texts in meaningful phrases using intonation ,expression and punctuation marks
Read with automaticity 300 fourth grade high frequency/sight words
Express ideas in conversational tone
Express ideas clearly and audibly
Listening
Comprehension
demonstrates understanding of the elements of informational text for comprehension
recalls details, sequence of events and shares ideas on texts listened to
Recall details from texts/stories listened to
Sequence a series of events from stories listened to
Share inferences, thoughts and feelings based from texts/stories listened to
Distinguish reality from fantasy
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
Phonological Awareness
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 37
demonstrates understanding that words are composed of different parts and their meaning changes depending on context
uses strategies to decode the meaning of words
Identify the meaning of unfamiliar words according to structure such as root words, inflections and affixes
Identify different meanings of words (Polysemy) Denotation Word association
demonstrates understanding that word meaning changes based on context
uses strategies to decode the meaning of words in context
Use contextual clues to find the meaning of unfamiliar words.
Use synonyms and antonyms in sentences
Book Knowledge
Reading
Comprehension
demonstrate understanding of various linguistics nodes to comprehend various texts
Use linguistic cues to appropriately construct meaning from a variety of texts for a variety of purposes
Analyze figures of speech (simile, metaphor) to evaluate a variety of literary texts
Analyze figures of sounds (onomatopoeia) to evaluate a variety of literary texts
Identify the elements of narratives
1. Theme 2. Setting 3. Characters 4. Conflict/Problem 5. Reaction 6. Resolution/Ending
Identify forms and purposes of texts (letters, dictionary, encyclopedia, maps)
Identify the elements of an informational/factual texts 1. Procedures 2. Explanations 3. Descriptions 4. Expositions (advertisements, movies, etc.)
Demonstrate understanding of text elements to comprehend various texts
Use knowledge of text types to correctly distinguish literary from informational texts
Demonstrate understanding of writing styles to comprehend the author‟s message
Use diction (choice of words) to accurately analyze author‟s tone, mood, and point of view
Demonstrate understanding
Use literal information from
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 38
that reading a wide range of texts provides pleasure and avenue for self-expression and personal development
texts to aptly infer and predict outcomes
5. Recounts
Handwriting
Writing and
Composition
demonstrates understanding of writing as a process
uses a variety strategies to write informational and literary compositions
Generate ideas through pre-writing activities such as: o Brainstorming o Drafting o Webbing o Group discussion o Outlining
Organize ideas to form coherent compositions
Paraphrase and summarize previously-learned text.
Use previous text to identify organizational structure of texts (e.g. introduction, body and conclusion)
demonstrates understanding of the importance of using varied sources of information to support writing
uses varied sources of information to support writing
Write diaries, poems, news, reports, editorials, features and stories.
Write for a variety of purposes to describe to inform and explain
Use correct spelling, appropriate punctuations marks and transition/signal words (e.g. first, second, third, next, soon etc.)
Edit to correct errors in spelling and punctuations
Revise writing for clarity
Use technology-based references to support writing
View and write a short reaction to a children‟s story.
Make comic strips about stories read.
Write formal and informal compositions, news story, editorial, feature and sports
Prepare online advertisements/promotions about “It‟s more fun in our place.”
Grammar
demonstrates command of the conventions of standard English grammar and usage when writing or speaking
speaks and
writes using good command of the conventions of
SENTENCE
Distinguish sentences structures
Use simple, compound and complex sentences
Use different kinds of sentences (e.g. declarative, interrogative, exclamatory, imperative)
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 39
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).
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 40
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 41
GRADE 5
DOMAIN CONTENT STANDARD PERFORMANCE STANDARD
LEARNING COMPETENCIES
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
DOMAIN CONTENT STANDARD PERFORMANCE STANDARD
LEARNING COMPETENCIES
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 42
Fluency
language is stress timed to
support comprehension
support comprehension Read grade level text with purpose and understanding
Read grade level text with accuracy, appropriate rate and expression
Use context to confirm or self-correct (reread) word recognition and understanding
demonstrates
understanding that a change
in stress entails a change of
meaning to evaluate the
speaker‟s/ author‟s purpose
and meaning
uses knowledge of
stress and intonation of
speech to appropriately
evaluate the speaker‟s
intention, purpose and
meaning
Use informal English when appropriate to task and situation with correct intonation (stress, pitch, juncture)
Use formal English when appropriate to task and situation with correct intonation (stress, pitch, juncture)
Listening
Comprehension
demonstrates
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 43
Alphabet knowledge
Spelling
Phonics and Word Recognition
Phonological Awareness
Vocabulary
demonstrates
understanding that printed
words are made up of
interconnected letters with
separate sounds that are
blended together to form
coherent pattern of sounds
uses knowledge of
phonics (analytic and
synthetic) to effectively
decode grade-appropriate
words
Decode grade appropriate multi-syllabic words using: o knowledge of letter-sound correspondence o knowledge of syllabication pattern o knowledge of morphology (roots and affixes)
Read grade appropriate irregularly spelled words including high frequency words
demonstrate
understanding that words are
composed of different parts
to know that their meaning
changes depending in
context
uses strategies to
decode correctly the
meaning of words in
isolation and in context
Decode meaning of unfamiliar and unknown words based on formations (compounds, blends, clips, borrowed and idioms)
Infer the meaning of familiar and unknown words based on features (synonyms, antonyms, homonyms, heteronyms)
Identify different meanings of words (denotation and association)
Clarify meaning of words using dictionaries, thesaurus, and/or online resources
Book and Print
Knowledge
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 44
Reading
Comprehension
demonstrates
understanding of various
linguistics nodes to
comprehend various texts
uses linguistic cues to
appropriately construct
meaning from a variety of
texts for a variety of
purposes
Analyze figures of speech (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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 45
DOMAIN CONTENT STANDARD PERFORMANCE STANDARD
LEARNING COMPETENCIES
Writing and
Composition
demonstrates
understanding of different formats to write for a variety of audiences and purposes
Draft texts using
appropriate text types for a variety of audiences and purposes
Write a poem on a given topic to express thoughts on experiences, people or events using visual imagery, appropriate language and music (raps, jingles, 4-line poem, acrostic)
Write a narrative showing comparison and contrast using effective technique, clear and concise language and systematic organization of ideas
Write various texts using appropriate propaganda/s (band wagon, plain folks, glittering generalities, testimonial)
Write various informational/factual texts to produce spontaneous and planned speech/utterances 1. Informational Reports 2. Dialogues 3. Procedures 4. Explanations 5. Descriptions 6. Expositions (advertisements, movies, etc.) 7. Recounts
Edit texts using
appropriate text types for a variety of audiences and purposes
express ideas effectively
in formal and informal compositions to fulfil their own purposes for writing
Rewrite/revise texts
using appropriate text types for a variety of audiences and purposes
Publish texts using
appropriate text types for a variety of audiences and purposes
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 46
DOMAIN CONTENT STANDARD PERFORMANCE STANDARD
LEARNING COMPETENCIES
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)
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 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,
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 47
discourse (oral and written)
give in, give off, give back)
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 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.
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 48
DOMAIN CONTENT STANDARD PERFORMANCE STANDARD
LEARNING COMPETENCIES
Research (used to be Study
Strategies
demonstrates
understanding of library skills to research a variety of topics
utilizes discrete techniques (general or specific) and applies appropriately them to all or most fields of study
Use glossary and index of texts
Use the dictionary to determine information of unknown or unfamiliar words
Use basic library skills to research for familiar topics
Conduct short research projects that build knowledge about a topic.
demonstrates
understanding of the research process to write a variety of texts
uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes
Identify sources and gather relevant information for use in shared writing
Participate in shared writing about familiar topics, topics introduced through printed materials and other classroom activities (Ex. Writing as a group about a book unit, field trip, or other shared experiences
Viewing
demonstrates
understanding of the forms and conventions of print, non-print, and digital materials to understand various viewing texts
applies knowledge of the various forms and conventions of print, non-print, and digital materials to appropriately comprehend print, non-print, film and moving texts
Describe different forms and conventions used in print, non-print and digital materials (colors, lines, layout, icons and images, verbal use)
Describe different forms and conventions of film and moving pictures (lights, blocking, direction, characterization, acting, dialog, setting or set-up)
demonstrates
understanding of the various
forms and conventions of
print, non-print, and digital
materials
evaluates effectively
the message constructed
and conveyed in various
viewing texts
Analyze the forms and conventions used to establish the following
Meaning/ message
Identity
Analyze the versions of reality created and their effects to the viewer and society
Limited reality
Make believe
Realities embedded in fantasy
Facts and non-facts
demonstrates understanding of the various forms and conventions
applies different views of the real world to effectively interpret
Identify the target audience
Analyze the setting used in print, non-print and digital materials (Urban or Rural; Affluent or Poor)
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materials to critically analyze the meaning constructed in print, non-print, and digital materials
(deconstruct) constructed meaning in print, non-print and digital materials
Analyze the characters used in print, non-print, and digital materials (Age and gender; Race and nationality; Attitude and behavior)
Determine constructs that are explicitly used to influence viewers (Stereotypes, Point of view, Propagandas)
demonstrates understanding of construction, deconstruction, and reconstruction of print, non-print and digital materials
applies understanding of forms and conventions of viewing texts to appropriately create and recreate meaning/ messages
Design simple visuals (Crop, Extract, Modify, Transform, Draw)
Create simple print materials (Icons and Logos; Flyers and Posters)
Creates simple non-print materials (Video clips; Still pictures)
Attitude
demonstrates understanding of non-verbal communication to communicate with others
applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
Look at the speaker directly
Put aside distracting thoughts (don‟t mentally prepare a rebuttal!)
Avoid being distracted by environmental factors
“Listen” to the speaker‟s body language
Refrain from side conversations when listening in a group setting
demonstrates
understanding of verbal and non-verbal elements of communication to respond back
uses paralanguage
and non-verbal cues to respond appropriately
Nod occasionally
Smile and uses other facial expressions
Encourage the speaker to continue with small verbal comments like “yes” and uh huh”
Assert your opinions respectfully
Treat the other person as he or she would want to be treated
Allow the speaker to finish
demonstrates understanding of verbal and non-verbal elements of communication to respond back
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
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GRADE 6
DOMAIN CONTENT STANDARD PERFORMANCE STANDARD
LEARNING COMPETENCIES
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 51
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)
Listening Comprehension
demonstrates
understanding of various linguistics nodes to comprehend various texts
analyzes text types to
effectively understand information/ message(s)
Analyze figures of speech to evaluate a variety of literary text (Onomatopoeia, Alliteration, Assonance, Consonance, Personification, Apostrophe)
Listen to narrative texts paying extra attention to descriptive details and clear event sequences (Situation, Narrator and/or characters, Sequence of events, Conclusion that follows from the narrated experiences or events)
Identify the elements of an informational/factual text (Informational Reports, Dialogues, Procedures, Explanations, Descriptions, Expositions (Cause and Effect, Problem-Solution-Contrast)
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demonstrates
understanding of text types to listen for different purposes from a variety of texts
uses linguistic cues to effectively construct meaning from a variety of texts for a variety of purposes
Distinguish among purposes for listening, such as gaining information or being entertained, and take notes as appropriate
Recall significant details and sequence accurately
Follow a speaker's argument and represent it in notes
Evaluate the reliability of information in a communication, using criteria based on prior knowledge of the speaker, the topic, and the context and on analysis of logic, evidence, propaganda devices, and language
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
Phonics and Word Recognition
Phonological Awareness
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 53
parts to know that their meaning changes depending in context
isolation and in context affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
demonstrates
understanding of figurative language, word relationships and nuances in word meanings to develop word consciousness
uses figurative language appropriately in various contexts
Interpret figurative language, including similes and metaphors, in context.
Recognize and explain the meaning of common idioms, adages, and proverbs.
Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
Book and Print Knowledge
Reading Comprehension
demonstrates understanding of various linguistics nodes to comprehend various texts
uses linguistic cues to appropriately construct meaning from a variety of texts for a variety of purposes
Analyze figures of speech to evaluate a variety of literary texts (simile, metaphor, personification, culture-based euphemism)
Analyze figures of sounds to evaluate a variety of literary texts (onomatopoeia, alliteration, assonance, consonance)
Identify the elements of narratives
1. Theme 2. Setting 3. Characters (Heroes and Villains)
demonstrates understanding of text elements to comprehend various texts
uses knowledge of text types to correctly distinguish literary from informational texts
demonstrated understanding of writing styles to comprehend the author‟s message
uses diction (choice of words) to accurately analyze author‟s tone, mood, and point of view
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 54
demonstrates understanding that reading a wide range of texts provides pleasure and avenue for self-expression and personal development
uses literal information from texts to aptly infer and predict outcomes
4. Plot (chronological-sequential, en medias res, flashback)
Identify the elements of an informational/factual texts 1. Informational Reports 2. Dialogues 3. Procedures 4. Explanations 5. Descriptions 6. Expositions (advertisements, movies, etc.) 7. Recounts 8. Response
Locate, explain and use information from text feature and organize information to show understanding of main ideas within a text through
Writing and Composition
demonstrates
understanding of different formats to write for a variety of audiences and purposes
drafts texts using appropriate text types for a variety of audiences and purposes
Write a poem on a given topic to express thoughts on experiences, people or events using visual imagery, appropriate language and music (raps, jingles, chants)
Write a narrative showing comparison and contrast using effective technique, clear and concise language and systematic organization of ideas
Write various texts using appropriate propaganda/s (band wagon, plain folks, glittering generalities, testimonial)
Write various informational/factual texts to produce spontaneous and planned speech/utterances 8. Informational Reports 9. Dialogues 10. Procedures 11. Explanations 12. Descriptions 13. Expositions (advertisements, movies, etc.) 14. Recounts
edits texts using appropriate text types for a variety of audiences and purposes
express ideas effectively
in formal and informal compositions to fulfill their own purposes for writing
rewrites/revises texts using appropriate text types for a variety of audiences and purposes
publishes texts using appropriate text types for a variety of audiences and purposes
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 55
DOMAIN CONTENT STANDARD PERFORMANCE STANDARD
LEARNING COMPETENCIES
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
Use single-word nouns Noun phrases
Use foreign pluralization (forming plurals by changing the spelling) VERBS
Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
Use verb tense to convey various times, sequences, states, and conditions.
Recognize and correct inappropriate shifts in verb tense.*
demonstrates command of the conventions of standard English grammar and usage when writing or speaking
uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
PRONOUNS
Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). ADJECTIVES
Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
ADVERBS
Order adverbs within sentences according to conventional patterns PREPOSITIONS
Form and use prepositional phrases.
demonstrates command of the conventions of
speaks and writes using good command of the conventions of standard English
Use a variety of sentence functions (declarative, imperative, interrogative, exclamatory)
Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Use compound complex sentences
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 56
standard English grammar and usage when writing or speaking
Use correlative conjunctions (e.g., either/or, neither/nor).
Use transitions markers that denote cause-effect and similarities-differences
Use correct capitalization.
Use comma and quotation marks to mark direct speech and quotations from a text.
Use a comma before a coordinating conjunction in a compound sentence.
Use a comma to separate an introductory element from the rest of the sentence.
Use punctuation to separate items in a series
Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
Use underlining, quotation marks, or italics to indicate titles of works.
Research (used to be Study
Strategies)
demonstrates understanding of library skills to research a variety of topics
utilizes discrete techniques (general or specific) and applies appropriately them to all or most fields of study
Use glossary and index of texts
Use the dictionary to determine information of unknown or unfamiliar words
Use basic library skills to research for familiar topics
Conduct short research projects that build knowledge about a topic.
demonstrates understanding of the research process to write a variety of texts
uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes
Identify sources and gather relevant information for use in shared writing
Participate in shared writing about familiar topics, topics introduced through printed materials and other classroom activities (Ex. Writing as a group about a book unit, field trip, or other shared experiences
Viewing
demonstrates
understanding of the forms and conventions of print, non-print, and digital materials to understand
applies knowledge of the various forms and conventions of print, non-print, and digital materials to appropriately comprehend print, non-
Describe different forms and conventions used in print, non-print and digital materials (colors, lines, layout, icons and images, verbal use)
Describe different forms and conventions of film and
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 57
various viewing texts print, film and moving texts
moving pictures (lights, blocking, direction, characterization, acting, dialog, setting or set-up, cinematography)
demonstrates understanding of the various forms and conventions of print, non-print, and digital materials
evaluates effectively the message constructed and conveyed in various viewing texts
Analyze the forms and conventions used to establish the following (Meaning/ message, Identity
Analyze the versions of reality created and their effects to the viewer and society (Limited reality, Make believe, Realities embedded in fantasy, Facts and non-facts)
demonstrates understanding of the various forms and conventions materials to critically analyze the meaning constructed in print, non-print, and digital materials
applies different views of the real world to effectively interpret (deconstruct) constructed meaning in print, non-print and digital materials
Identify the target audience
Analyze the setting used in print, non-print and digital materials (Urban or Rural; Affluent or Poor)
Analyze the characters used in print, non-print, and digital materials (Age and gender, Race and nationality, Attitude and behavior)
Determine constructs that are explicitly used to influence viewers (Stereotypes, Point of view, Propagandas)
demonstrates understanding of construction, deconstruction, and reconstruction of print, non-print and digital materials
applies understanding of forms and conventions of viewing texts to appropriately create and recreate meaning/ messages
Design simple visuals (Crop, Extract, Modify, Transform, Draw)
Create simple print materials (Icons and Logos, Flyers and Posters)
Creates simple non-print materials (Video clips, Still pictures)
Attitude
demonstrates
understanding of non-verbal communication to communicate with others
applyies knowledge of
non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
Participate in discussion by listening attentively, demonstrating respect for the opinions of others, and responding responsibly and courteously to the remarks of others
Explain and advance opinions by citing evidence and referring to sources
Accept and use helpful criticism
Attend to the content of discussion rather than the speaker
Evaluate the stated ideas and opinions of others, seeking clarification through questions
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 58
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
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
demonstrates understanding of verbal and non-verbal elements of communication to respond back
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 59
GRADE 7
PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD: The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and
other texts types for a deeper appreciation of Philippine Culture.
DOMAINS OF
LITERACY
CONTENT STANDARD PERFORMANCE
STANDARD LEARNING COMPETENCIES
Listening
Comprehension
Quarter 1
The learner demonstrates understanding of how stress, intonation, phrasing, pacing, tone
and non-verbal cues
serve as carriers of
meaning that may aid or
interfere in the message
of the text listened to
Quarter 1
The learner accurately produces a matrix of comparison using the verbal and non-verbal cues to determine the meaning of the messages listened to.
Quarter 1
determine how stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that may aid or interfere in the message of the text listened to
Recognize differences in voice levels and speech patterns.
Explain the influence of differences in tone and accent patterns in understanding a message.
Listen for important points signaled by shifts in stress and intonation.
Determine how pitch, phrasing, and pacing affect understanding of a message.
Determine the effect of facial expressions and eye contact in understanding a message.
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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
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Quarter 3
The learner demonstrates understanding of the different listening strategies employed to suit one‟s purposes for listening, audience, familiarity with the topic and the level of difficulty of the simple informative text.
Quarter 3
The learner clearly explains a process in a simple informative text listened to using a flowchart, tree diagram, etc.
Quarter 3
use different listening strategies based on purposes, with the topic familiarity, and level of difficulty of simple informative texts and narrating short accounts
Note specific details of the text listened to
Determine the order of ideas or how the ideas are organized in the text listened to
Recognize main points and supporting ideas in the text listened to
Note specific words or expressions that signal or emphasize details of the text listened to
Listen to determine steps in a process in informative texts
Determine the information map suited to different text types, e.g. flowcharts (for narratives, processes, etc.), tree diagrams (for classifications and enumerations), and Venn diagram or grid (for comparison)
Identify the persons speaking and addressed, and the stand of the speaker based on explicit statements made
Formulate assumptions or predictions about the contents of the narrative texts
Quarter 4
The learner
demonstrates understanding
of the varied communication
roles, expectations and
Quarter 4
The learner performs an enhanced rendition of a listening text
Quarter 4
listen to appreciate communication roles, expectations and intentions in specific communicative contexts or situations
Note the roles and expectations of each speaker in intimate
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 62
intentions in specific
communicative contexts or
situation for appreciation.
and consultative situations.
Note the roles and expectations of each speaker in casual, conversational, or informal situations.
Note the roles and expectations of each speaker in formal situations.
Determine the intentions of speakers by focusing on their unique verbal and non-verbal cues and quality of participation.
Predict the outcomes of a verbal exchange listened to and their possible effects on the speakers and their relationships.
Express appreciation for entertaining texts (anecdotes, jokes, fables, myths, tales) by recognizing the punch lines
Oral Language
and Fluency
Quarter 1
The learner demonstrates understanding of the use of stress, intonation, phrasing, and pacing in reading short written passages aloud and engaging in interpersonal communication to meet the needs of an oral communication situation.
Quarter 1
The learner comprehensively presents a structured conversation observing correct prosodic patterns.
Quarter 1
use the right stress, intonation, phrasing, and pacing when reading short written passages aloud and engaging in interpersonal communication
Use appropriate volume and enunciation that meet the needs of an oral communication situation.
Observe correct pronunciation of critical vowel and consonant sounds.
Observe the right syllable stress pattern in three categories: two-syllable word stress, compound noun stress, and words with stress derived from suffixes.
Observe the right sentence stress using the Rhythm Rule guidelines for both stressed and unstressed words.
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Distinguish between and among the rising-falling intonation, rising intonation, and non-final intonation patterns.
Observe the right phrasing and pacing when reading texts or passages aloud or participating in conversations.
Observe the right oral language conventions when inquiring about, summarizing, or reacting to what has been listened to/read or observed.
Quarter 2
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.
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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,
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 65
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
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Vocabulary
Enhancement
(Subsumed in all
domains)
Quarter 1
The learner demonstrates understanding of the appropriate use of familiar, colloquial, and idiomatic expressions in different communication situations.
Quarter 1
The learner appropriately uses expressions: familiar, colloquial, idioms in a casual or informal
conversation/
dialogues.
Quarter 1
Establish semantic relationships of words as well as familiar, colloquial, and idiomatic expressions.
Determine words or expressions in a selection that are similar or opposite.
Determine words or expressions in a selection that have causal or associative relations.
Determine words or expressions in a selection that have time (temporal) or place (locative) relations.
Distinguish between familiar and colloquial expressions commonly used in casual or informal conversations.
Distinguish between colloquial language and slang.
Use appropriate idiomatic expressions in a variety of basic interpersonal communicative situations.
Select an appropriate familiar, colloquial, or idiomatic word or expression as a substitute for another word or expression.
Explain why familiar, colloquial, and idiomatic expressions are used more often in oral communication.
Quarter 2
The learner demonstrates understanding of the various academic and figurative language to enable him/her to understand underlying meanings of selections
Quarter 2
The learner creatively prepares a scrapbook of poems and other texts highlighting figurative language.
Quarter 2
Establish semantic relationships of words including figurative and academic language.
Distinguish between literal and figurative expressions.
Identify figures of speech that show comparison (simile, metaphor, and analogy).
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read or passages listened to.
Identify figures of speech that show contrast (irony, oxymoron, and paradox).
Identify figures of speech that show emphasis (hyperbole and litotes).
Differentiate figurative language from academic language.
Explain the three functions of academic language: to describe complexity, to describe higher order thinking, and to describe abstraction.
Quarter 3
The learner demonstrates understanding of collocations as a means of expressing 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.
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Quarter 4
The learner demonstrates understanding of analogies and word clines that helps in determining relationship of words and expressions within a passage and in enriching one‟s vocabulary.
Quarter 4
The learner proficiently writes a version of a passage or dialogue using vocabulary in specific fields and for different purposes.
Quarter 4
Analyze analogies and arrange words or expressions in clines.
Determine the relationship of words or expressions arranged in analogies.
Supply other words or expressions that complete an analogous series of words or expressions.
Identify words or expressions that have multiple meanings (homonymous or polysemous words or expressions).
Identify words or expressions used in a selection that show varying shades of meaning (gradients).
Identify common categories of clines that are useful in learning vocabulary in specific fields.
Create or expand word clines.
Explain how analogies and clines enrich one‟s vocabulary.
Reading and
Comprehension
Quarter 1
The learner demonstrates understanding and appreciation of various literary and informative texts with emphasis on Philippine folk literature to develop better understanding of the human condition and the environment.
Quarter 1
The learner produces a creative compilation of Philippine folk literature and draws out in them inherent Filipino values to be presented in a personally preferred format.
Quarter 1
Use different reading styles (scan, skim, read closely, etc.) to suit the text and one‟s purpose for reading
Scan for specific information
Skim rapidly for major ideas using headings as guide
Read closely to find answers to specific questions, note
sequence of events, etc.
Use non-linear visuals as comprehensive aids in content
texts
Transcode orally and in writing the information presented
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in diagrams, charts, table, graphs, etc.
Give the meaning of signs and symbols used (road signs, prohibited signs, etc.) and evaluate their effectiveness
Locate places and follow directions using a map
Quarter 2
The learner demonstrates understanding of the interesting accounts of people‟s ideas, feelings, and values pertinent to the development of their culture and society using the most appropriate sources of information and technology with emphasis on Philippine literature in English and other text types.
Quarter 2
The learner retells a story creatively using appropriate sources of information, multimedia and technology.
Quarter 2
Use appropriate mechanisms/tools in the library for locating resources
Use the card catalogue, the online public access catalogue, or electronic search engine to locate specific resources
Get information from the different parts of a book and from general references in the library
Gather current information from newspapers and other print and non-print media
Locate and synthesize essential information found in any text
Distinguish the statement of facts from beliefs
Evaluate the accuracy of the information
Draw conclusions from the set of details
Point out relationships between statements
Quarter 3
The learner demonstrates understanding
Quarter 3
The learner interpretatively and
Quarter 3
Use ideas and information gained from previous readings and personal experiences to better understand a text
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of the distinct features and the development of Filipino ancient poetry, their elements and the poetic devices using the appropriate language forms and functions.
proficiently performs in a choral reading.
Use background knowledge or schema as basis for conjectures and hypothesis made while reading a text
Synthesize previous learnings with new insights
Use illustrations to activate background knowledge and to get a pictorial representation of what is discussed in a text
Conduct a covert dialogue with the writer as a basis for formulating and modifying hypotheses
Formulate and modify hypotheses based on information
Distinguish fact from opinion, fantasy from reality
React to assertions made in the text
Make predictions and anticipate outcomes
Quarter 4
The learner demonstrates understanding of the distinctive features of essays and other text types used by the Filipino authors to present lessons learned from experiences and personal observations.
Quarter 4
The learner writes vividly a personal /reflective essay that expresses meaningful views and insights based from the different texts read.
The learner writes a summary in book report.
Quarter 4
Use varied text types to develop extensive reading skills
Interpret instructions, directions, notices, rules and regulations correctly
Make generalizations and significant abstractions from different text types
Distinguish between general and specific statements
Sequence/reorganize ideas or information
Cite evidences to support a general statement
Organize information read into an outline
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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
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practices expressed in Philippine literature and the values they represent
Discover literature specifically Philippine literature as a means of highlighting human rights in varied genres
Express appreciation of literature expressive of the Filipino identity
Quarter 3
The learner demonstrates understanding of distinct features of narrative, lyric and dramatic poetry, their elements and the poetic devices in Philippine literature and other text types for better understanding of Philippine culture.
Quarter 3
The learner creatively interprets a poem through a tableau
Quarter 3
Determine the conflicts presented in literature /viewing selections and the need to resolve those conflicts in a non-violent way
Infer motives, attitudes and values of a character from what the person does (action/manner) says and what others say about him/her
Anticipate events and outcomes from a series of details or acts
Single out events that form the plot of a short story
Express appreciation of sensory images in literary forms
Quarter 4
The learner demonstrates understanding of the basic features, parts,
Quarter 4
The learner participates in a literary character
Quarter 4
Discover through Philippine literature the need to work cooperatively and responsibly in today‟s global village
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structure, and pattern of development that make tone and style of Philippine essays to appreciate Filipino cultural values underscored in Philippine literature.
parade showcasing Filipino cultural values and economic development.
Take note of Filipino cultural values underscored in Philippine literature
Show whether a literary piece affirms, modifies or changes one‟s value system
Note the values underscored by the writer in literary pieces
Distinguish literature as a means of gaining vicarious experiences
Viewing
Comprehension
Quarter 1
The learner demonstrates understanding of the different text types and genres of programs to effectively derive information and make this information meaningful.
Quarter 1
The learner produces program portfolio that monitors their progress as viewers in terms of interest, preference, and reflections on individual viewing behaviors.
Extract information from a program viewed
Organize information from a program viewed
Distinguish basic genres of program viewed
Validate the information derived from the genres of the
program viewed
Observe details, sequence and relationships of events
Narrate events logically
Form mental images of the information conveyed by a
program viewed
Raise questions about a program viewed
Answer the questions raised from a program viewed
Quarter 2
The learner demonstrates understanding of the various analytical and evaluative techniques
Quarter 2
The learner produces a reaction paper of a program viewed.
Quarter 2
Grasp the message conveyed by a program viewed
Form mental images of the information conveyed by a
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employed in critical viewing.
program viewed
React appropriately to a program viewed
Decode meaning of unfamiliar words
Follow a series of directions while viewing
Give the big ideas or key concepts from gestures of
interlocutors
Quarter 3
The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed.
Quarter 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
The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed.
Quarter 4
The learner presents a review of a program incorporating viewing conventions.
Quarter 4
Discuss the principles of lay outing in a viewing material
Discriminate between and among colors and how they
symbolize ideas
Distinguish basic camera functions
Verify how symmetry provides balance
Identify the concept of perspective through vantage points
in viewing
Writing
Quarter 1
The learner demonstrates understanding of written modes of paragraph development with
Quarter 1
The learner writes a retell of a myth or a legend.
Quarter 1 Distinguish between oral and written modes of language use
with emphasis on their exclusive features and properties.
Compare and contrast the basic features and kinds of paragraph
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 75
emphasis on the basic features and kinds of paragraph development to produce a simple text.
Recognize the features of literary writing and academic writing
Recognize the common purposes for writing
Recognize the parts of a simple paragraph based on writing purpose
Follow steps in crafting a simple paragraph of five to seven sentences
Retell a chosen myth or legend in a series of three five-to-seven-sentence paragraphs
Revise a series of simple paragraphs in terms of content, style, and mechanics collaboratively and independently
Quarter 2
The learner demonstrates understanding of writing personal narratives and other text types using appropriate literary and cohesive devices to produce a unified text.
Quarter 2
The learner writes a well-thought-out personal narrative revolving on a particular personal advocacy.
Quarter 2 Compose short personal narrative texts using appropriate
literary and cohesive devices.
Identify features of narrative writing.
Distinguish between and among a journal entry, an anecdote, a travelogue, a personal letter, and a blog entry
.
Compose a series of journal entries.
Compose an anecdote based on a significant personal experience.
Compose a travelogue.
Compose a personal letter to a friend, relative, and other people.
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Compose and upload a blog entry based on a particular personal topic of interest.
Revise a piece of narrative writing in terms of content, style, and mechanics collaboratively and independently.
Quarter 3
The learner demonstrates
understanding of the features
and elements of
personal essays, and feature
articles to write for a variety
of audiences.
Quarter 3
The learner writes a
moving
personal/reflective
essay.
Quarter 3
Organize information into short written discourse using appropriate literary and cohesive devices.
Analyze the features and basic types of short written personal/reflective essays.
Distinguish between and among a capsule biography, biographical sketch, and feature article.
Organize information gathered from primary and secondary sources using a graphic organizer.
Organize information gathered from primary and secondary sources using a simple topic outline
.
Compose a capsule biography of a person interviewed.
Compose a biographical sketch of an interviewed person whose backgrounds were also researched.
Compose a feature article based on a personally selected topic.
Revise a piece of short personal writing in terms of content, style, and mechanics collaboratively and independently.
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Quarter 4
The learner demonstrates understanding of how to use persuasive devices to construct basic communication materials.
Quarter 4
The learner creatively constructs basic mass communication materials such as print, radio, and TV ads and campaigns.
Quarter 4
Use persuasive devices to express opinion and to construct basic mass communication materials.
Formulate a statement of opinion or assertion.
Recognize the elements and features of print, radio, TV, and ads and campaigns
.
Use basic persuasion techniques to create a print ad and campaign: association, bandwagon, testimonials, fear, humor, bribery, intensity, and repetition.
Polish and revise the components of a persuasive material in terms of content, style, and mechanics collaboratively
Grammar Quarter 1
The learner demonstrates understanding of the set of structural rules in English language that govern the composition of words, phrases, and clauses to communicate effectively in oral and written forms using the correct grammatical structures of English.
Quarter 1
The learner communicates effectively in oral and written forms using the correct grammatical forms and structures of English
Quarter 1
Formulate grammatically correct sentences
Observe rules on subject-verb agreement.
Observe consistent tense.
Observe rules on pronoun-antecedent agreement.
Formulate correct simple sentences.
Formulate compound sentences.
Quarter 2
The learner demonstrates understanding of the set of structural rules in English language that govern the composition of
Quarter 2
The learner communicates effectively in oral and written forms
Quarter 2
Expand grammatically correct sentences
Use correct determiners.
Use varied noun complementation forms.
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words, phrases, and clauses to communicate effectively in oral and written forms using the correct grammatical structures of English
using the correct grammatical forms and structures of English
Use varied verb complementation forms.
Formulate meaningful kernel sentences.
Formulate embedded sentences.
Employ a variety of cohesive devices in composing short personal narratives.
Quarter 3
The learner demonstrates understanding of the set of structural rules in English language that govern the composition of words, phrases, and clauses to communicate effectively in oral and written forms using the correct grammatical structures of English
Quarter 3
The learner communicates effectively in oral and written forms using the correct grammatical forms and structures of English
Quarter 3
Formulate meaningful and grammatically correct speech forms.
Formulate meaningful question forms.
Formulate meaningful short answers.
Formulate meaningful reply questions.
Formulate direct speech forms.
Formulate reported speech forms.
Employ a variety of cohesive devices in composing short
Quarter 4
The learner demonstrates understanding of the set of structural rules in English language that govern the composition of words, phrases, and clauses to communicate effectively in oral and written forms using the correct grammatical structures of English
Quarter 4
The learner communicates effectively in oral and written forms using the correct grammatical forms and structures of English.
Quarter 4
Use simplified and grammatically corrects expressions.
Observe proper tense simplification rules.
Use appropriate auxiliary and modal verbs.
Use persuasive language forms or expressions.
Use varied adjective complementation forms.
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Attitude towards
language, literacy
and literature
(Subsumed in all
domains)
Quarter 1 Quarter 1 Quarter 1
Quarter 2 Quarter 2 Quarter 2
Quarter 3 Quarter 3 Quarter 3
Quarter 4 Quarter 4 Quarter 4
Study Strategies
(Subsumed in
Reading,
Literature, and
Writing)
Quarter 1 Quarter 1 Quarter 1
Quarter 2 Quarter 2 Quarter 2
Quarter 3 Quarter 3 Quarter 3
Quarter 4 Quarter 4 Quarter 4
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GRADE 8
PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD: The learner demonstrates communicative competence through his/ her understanding of Afro-Asian Literature and
other texts types for a deeper appreciation of Philippine Culture and those of other countries.
DOMAINS OF
LITERACY
CONTENT STANDARD PERFORMANCE
STANDARD
LEARNING COMPETENCIES
Listening
Comprehension
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
employing projective listening
Quarter 2
The learner creates an audio – video presentation
Quarter 2
Employ appropriate listening skills when listening to descriptive and long narrative texts
(e. g. making predictions, noting the dramatic effect of
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strategies to descriptive and
longer narrative audio texts,
helps him/her to validate
information, opinion, or
assumption to participate well
in specific communicative
context .
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.
highlighting the core message of a text listened to.
sudden twists, etc.)
Employ projective listening strategies with longer stories
Listen to determine conflicting information aired over the radio and television
Listen for clues to determine pictorial representations of what is talked about in a listening text
Quarter 3
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
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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 demonstrates
Quarter 1
The learner actively participates
Quarter 1
Use appropriate registers to suit the intended audience, and variation in intonation and stress for emphasis and
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understanding of how to speak in clear, correct English appropriate for a certain situation, purpose and audience.
in a conversational dialogue about school/environmental issues or any current social concerns.
contrast
o Express feelings and attitudes by utilizing contrastive stress and variations of tone and tempo
o Use stress, intonation, and juncture to signal changes in meaning
Quarter 2
The learner demonstrates understanding of the various means on how figurative and academic language can be used in various communication settings.
Quarter 2
The learner joins actively in a panel discussion on a current issue or concern.
Quarter 2
Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk
Formulate responses to questions noting the types of questions raised (yes-no, wh-questions, alternative, modals, embedded)
Make inquiries
Give information obtained from mass media: newspapers, radio, television
Highlight important points in an informative talk using multi-media resources
Quarter 3
The learner demonstrates
understanding of using turn-
taking strategies in extended
conversations to effectively
convey information.
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 issues
Respond orally to ideas and needs expressed in face-to-face interviews in accordance with the intended
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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
(Subsumed in all
domains)
Quarter 1
The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.
Quarter 1
The learner
creatively produces an
e-portfolio of
vocabulary illustrating
the use of varied
strategies.
Quarter 1
Develop strategies for coping with unknown words and ambiguous sentence structures and discourse
o Differentiate between shades of meaning by arranging words in a cline
o Guess the meaning of idiomatic expressions by noting keywords in expressions, context clues, collocations, clusters, etc.
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o Arrive at the meaning of structurally complex and ambiguous sentences by deleting expansions to come up with kernel sentences
Quarter 2
The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.
Quarter 2
The learner creatively prepares a comparative log of academic and figurative language reflected in documents with the same themes.
Quarter 2
Develop strategies for coping with unknown words and ambiguous sentence structures and discourse
o Identify the derivation of words
o Define words from context and through word analysis (prefix, roots, suffixes)
o Use collocations of difficult words as aids in unlocking vocabulary
o Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions
Quarter 3
The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.
Quarter 3
The learner creatively produces a frequency word list.
Quarter 3
Develop strategies for coping with unknown words and ambiguous sentence structures and discourse
o Identify the derivation of words
o Define words from context and through word analysis (prefix, roots, suffixes
o Use collocations of difficult words as aids in
unlocking vocabulary
Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 86
sentences from modification structures and expansions.
Quarter 4
The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.
Quarter 4
The learner proficiently produces a glossary of words related to specific disciplines.
Quarter 4
Develop strategies for coping with unknown words and ambiguous sentence structures and discourse o Identify the derivation of words
o Define words from context and through word analysis (prefix, roots, suffixes)
o Use collocations of difficult words as aids in unlocking vocabulary
Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions
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
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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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 88
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 89
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 90
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
Quarter 4
The learner produces an e-
Quarter 4
Point out the role of literature in enabling one to grow in
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 91
understanding of how literature mirrors the realities of life and depicts human aspirations.
literary folio which captures significant human experiences.
personhood
Discriminate between what is worthwhile and what is not through literature
Distinguish as positive values humility, resourcefulness, self-reliance and the ability to look into oneself, and accept one‟s strengths and weaknessess
Viewing
Comprehension
Quarter 1
The learner demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find meaning in them
Quarter 1
The learner produces program portfolio that monitors his/her progress as a viewer (in terms of interest, preference, and reflections on individual viewing behaviors).
Organize information extracted from a program viewed
Compare and contrast basic genres of programs viewed
Narrate events logically
Validate mental images of the information conveyed by a program viewed
Respond to questions raised in a program viewed
Quarter 2
The learner demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find meaning in them.
Quarter 2
The learner effectively writes reactions to movies viewed. (movie review)
The learner presents a review of a program viewed.
Quarter 2
Discern positive and negative messages conveyed by a program viewed
React appropriately and provide suggestions based on an established fact
Decode the meaning of unfamiliar words using structural analysis
Follow task- based directions shown after viewing
Interpret the big ideas/key concepts implied by the facial
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 92
expressions of interlocutors
Quarter 3
The learner demonstrates understanding of the various analytical and evaluative techniques employed in critical viewing.
Quarter 3
The learner produces a reaction paper to a program viewed.
Quarter 3
Analyze the elements that make up reality and fantasy from a program viewed
Compare and contrast one‟s own television-viewing behavior with other viewers‟ viewing behavior
Organize an independent and systematic approach in critiquing various reading or viewing selection
Quarter 4
The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed.
Quarter 4
The learner puts up a model television production incorporating viewing conventions.
Quarter 4
Recognize the principles of lay outing in viewing a material
Explore how colors appeal to viewer‟s emotions
Identify basic camera angles
Ascertain how balance created by symmetry affects visual response to a program viewed
Differentiate between vantage points and viewing
Writing
Quarter 1
The learner demonstrates understanding of giving valuable personal information and information on social events and issues by accomplishing different forms to effectively function in school and in community.
Quarter 1
The learner
proficiently prepares a
brochure on the
dangers of
smoking/drugs and
other social issues
Quarter 1 Accomplish forms and prepare notices
Write the information asked for in the following forms: School forms Bank forms Order slips Evaluation forms Survey forms Bills, telecom, etc.
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 93
. and concerns.
The learner writes a
personal narratives.
The learner creates a blog on the internet commenting on social/economic issues and concerns.
Write notices (e.g. posters, slogans, advertisements that relate to social events
Quarter 2
The learner demonstrates understanding of the power of language structures and forms in shaping people‟s reactions, perceptions, points of view, and beliefs in local, national and global communities.
Quarter 2
The learner conducts an opinion poll, interprets, and presents the findings having a local-based or national issue as reference.
Quarter 2 Use non-linear texts and outlines to show relationships
between ideas Transcode ideas from texts to concept maps
Make a write-up of ideas presented in concept maps
Use three-step words, phrasal and sentence
outlines to organize ideas
Transcode information from linear to non-linear texts and vice versa
Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing ideas
Use outlines to sum up ideas taken from texts Use non-linear text outlines and notes as aids in the preparation of a research paper
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 94
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 95
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 96
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
ideas, needs, feelings and
attitudes
The learner demonstrates
understanding of how
language is instrumental in
communicating thoughts, and
feelings.
Quarter 1
The learner
effectively
writes a
personal
narrative or
informative text.
The learner proficiently
writes a description of
a process.
Quarter 1
Uses:
o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators o other appropriate devices for emphasis
Formulates:
o correct complex and compound-complex sentences o correct conditional statements o appropriate parenthetical expressions
o meaningful expanded sentence (following balance, parallelism, and modification)
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 97
Quarter 2
The learner demonstrates understanding of how grammatically correct sentences ensure an effective discourse.
The learner demonstrates understanding of how the knowledge of grammar enables one to successfully deliver information.
Quarter 2
The learner composes a meaningful and grammatically correct composition.
The learner writes a progress/ interim report of a program or advocacy
Quarter 2
Uses:
o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators
other appropriate devices for emphasis
formulates: o correct complex and compound-complex sentences o correct conditional statements o appropriate parenthetical expression
meaningful expanded sentence (following balance, parallelism,
and modification)
Quarter 3
The learner demonstrates understanding of how the use of Standard English conventions facilitates interaction and transaction.
Quarter 3
The learner creatively produces a tourist guide brochure
Quarter 3
Uses:
o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators
other appropriate devices for emphasis
formulates: o correct complex and compound-complex sentences o correct conditional statements o appropriate parenthetical expressions
meaningful expanded sentence (following balance, parallelism,
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 98
and modification)
Quarter 4
The learner demonstrates understanding of the set of structural rules that govern various communication situations.
Quarter 4
The learner innovatively presents an Ad promoting a government bill or a city ordinance.
Quarter 4
Uses:
o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators
other appropriate devices for emphasis
formulates: o correct complex and compound-complex sentences o correct conditional statements o appropriate parenthetical expressions
meaningful expanded sentence (following balance, parallelism,
and modification)
Attitude towards
language, literacy
and literature
(Subsumed in all
domains)
Quarter 1 Quarter 1 Quarter 1
Quarter 2 Quarter 2 Quarter 2
Quarter 3 Quarter 3 Quarter 3
Quarter 4 Quarter 4 Quarter 4
Study Strategies Quarter 1 Quarter 1 Quarter 1
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 99
(Subsumed in
Reading,
Literature, and
Writing)
Quarter 2 Quarter 2 Quarter 2
Quarter 3 Quarter 3 Quarter 3
Quarter 4 Quarter 4 Quarter 4
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 100
GRADE 9 PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of the different
types of literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
DOMAINS Of LITERACY CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
LISTENING
COMPREHENSION
Q1 The learner demonstrates
understanding of how the correct
prosodic patterns of the language
result to effective verbal
messages.
Q1 The learner presents an
analysis of prosodic
patterns
in various communicative
situations captured in videos.
Determine appropriateness of stress, intonation, phrasing, tone, and non –verbal cues used by a speaker in a particular setting for a specific audience
Analyze the different voice levels and speech patterns
Listen for important points signaled by pausing, stress and intonation that serve as carriers of meaning.
Note the changes in the speaker‟s volume of voice, pitch rate that affect the meaning
Q2 The learner demonstrates
understanding of how to use
various listening strategies that
serve as
gateways to the meanings of
Q2The learner presents a well-
documented report about the
solution to a societal problem
highlighted in an
argumentative
Shift from one listening strategy to another based on purpose, familiarity with the topic and level of difficulty of the argumentative or persuasive text
Listen to get important information from
GRADE LEVEL STANDARD: The learner demonstrates communicative competence through his/her understanding of British-American
Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other
countries.
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 101
argumentative and persuasive
texts.
or persuasive text.
argumentative/persuasive text types
Process speech delivered at different rates by making inferences from what was said.
Listen to paraphrase and summarize information from persuasive texts.
Accept/ turn down, negotiate and propose changes in the ideas listened to.
Agree or disagree on the ideas of the speaker
Draw conclusions based on the text listened to
Anticipate the points that will be made based on the speaker‟s purpose and main idea
React and share personal opinion about the ideas listened to
Compare and contrast ideas / information listened to
Analyze the content and feeling levels of utterances in persuasive texts
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 102
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.
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 103
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/preparedness.
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 104
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 job hunting essential
READING
COMPREHENSION
Q1The learner demonstrates
understanding of how schema
building helps in understanding
the
meaning of texts
Q1The learner efficiently
produces a summation blog
detailing the content of the
selections read
Articulate prior knowledge concerning the topic of reading or viewing selection using guided small group discussion strategies
Scan rapidly for sequence signals or connectors as basis in determining the macro discourse pattern and rhetorical organization of texts.
Skim to determine the key ideas, author‟s purpose and citations made
Assess a text in the light of previous readings
Assess advance organizers, titles, sub-titles, illustrations, etc. in the light of information given in a text
Q2 The learner demonstrates
understanding of how textual
analysis
of various selections help in
Q2 The learner produces a
cross analysis of two or more
selections read
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 105
determining the informative value
of
texts
Get information from print Media like brochures, pamphlets, periodicals, and audio-video recordings
Interpret and match information presented in diagrams with their corresponding write ups.
Use varied ways of organizing information (outlining, graphic,representations)
Re structure original hypothesis to incorporate new information and to use them as basis for modifying or affirming hypothesis made
Q3 The learner demonstrates
understanding of how tradition of
literary production is reflected in
the
richness of the reading selection
that
creates life-long impact
Q3 The learner proficiently
produces an promotional video
of an advocacy.
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 106
Literature Q1
The learner demonstrates
understanding and appreciation
of
varied genres focusing on the
contributions of British and
American.
Q1
The learner produces a poetic
folio
emphasizing the literary
features of
British-American texts.
o Note the form and functions of different types and subtypes of literary texts
Point out relationships of time, place, cause-effect, general concepts, examples, analogy, etc. used by the writer to underscore the theme of the selection
Point out the sequencing of details and account for such sequencing
o Trace the development of character and conflict in narratives and dramas, and discuss the devices used to achieve unity of effect
o Differentiate comedy from tragedy, and formal from informal essays
Determine the objective of the author and the means employed to attain them
o 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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 107
Q2
The learner demonstrates
understanding of how to discover
literature as a means of
understanding humankind (e.g.
the bonds/links between
individual and society) as
presented in Philippine, English,
and American literature
Q2
The learner presents a
character
Interplay taken from prominent
British and American Literary
pieces.
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
Q3
The learner produces a
novelette
detailing the significant human
experiences captured in
British-
American literary pieces.
o Single out the Eastern and Western cultural values evident in our heritage as a result of historical development Express appreciation of Filipino cultural values and their similarities to or differences from English-American values
o Underscore the Western values of candid frankness and humor as presented in British and American literature
Stress the importance of task-
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 108
experiences undwerscored in
Philippine, English, and American
Literature
oriented and efficiency as values worth emulating
Q4
The learner demonstrates
the effect of a literary piece
on one‟s value system
Q4
The learner produces a book
of
Wisdom putting premium
on the lessons extracted from
British-American literary
pieces
o React to the worthwhile human
values underlying responses to
the situations in literary pieces
o Point out how attitudes influence
one‟s behavior
Viewing Q1 The learner demonstrates
under-
standing of the different text
types
and genre of programs to
effectively
derive information and make this
information meaningful.
Q1 The learner produces
program portfolio that
monitors their progress as
viewers in terms of interest,
preference, and reflection
on individual viewing
behavior.
Structure information from a program viewed as to how they can be used in a discourse.
Classify the information derived from the genre of programs viewed.
Establish connections of events and how these connections lead to the program‟s end.
Translate mental images to communicative symbols.
Q2 The learner demonstrates
under-
Q2 The learner produces an
evaluation paper to a program
Authenticate the answers to the questions raised from a program viewed.
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 109
standing of the various analytical
and evaluative techniques
employed in critical viewing.
viewed.
Interpret the message conveyed by a program viewed.
React appropriately and provide suggestions based on an observation.
Decode the meaning of unfamiliar words using context clues.
Simplify directions from a program viewed.
Q3 The learner demonstrates
understanding of how viewing
conventions affect the way
viewers
grasp, interprêt,and evaluate the
meaning of a program viewed.
Q3 The learner puts up a
model television production
incorporating viewing
conventions.
Tell the big idea/key concept implied by the gestures of interlocutors.
Prove how the elements that make up reality and fantasy affect viewers‟ program preference.
Interpret the meaning of television content and other sources of information.
Make meaning of various viewing behaviors.
Distinguish how the principles of lay outing operate in television viewing.
Investigate how colors provide aesthetic value.
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 110
Q4 The learner demonstrates
understanding that life skills can
be best realized through
intelligent
viewing.
Q4 The learner presents real –
life
scenarios to draw lessons
from
whatever is viewed.
Expose how angles create focus.
Prove that balance created by symmetry affects the way viewers process mental images obtained from a program viewed.
Decide on the most appropriate vantage point in viewing.
WRITING &
COMPOSITION
Q1 The learner demonstrates
understanding of how
information
must be organized to understand
and appreciate written discourse
Q1 The learner produces
a synthesis paper showing the
extent of information to be
considered in writing a
discourse
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
Q2 The learner produces a
:”response blog” that considers
strong arguments on critical
Employ a variety of language and discourse patterns in expressing one‟s view and opinions concerning a particular topic of interest.
Produce a variety of creative written works
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 111
done
by using a variety of language
and
discourse patterns
Issues. Communicate thoughts and feelings in write-ups, ads, notes, letters using appropriate writing style
Write personal reflections about the devices and techniques used by the writer
Write a personal response to a literary text
Present sufficient details to support the key ideas presented
Use clear , strong evidences to support claims or arguments
Draft and revise focused, purposeful writing that reflects insights
Q3 The learner demonstrates
understanding of how extended
literary and expository written
discourse are best understood
through the use of specific
cohesive
and literary devices
Q3 The learner creates an
e-folio of written works which
can be commented on and
modified.
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.
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 112
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
and rhythm
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
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 113
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 114
GRADE 10
PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD: The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper appreciation of World Literature, including Philippine Literature.
DOMAIN CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
Listening Comprehension
Q1 The learner demonstrates understanding that listening is the receptive skill in the oral mode that allows one to comprehend what is heard using ones skills and background knowledge (schema).
Q1 The learner activates prior knowledge conceptually related to text and establishes a purpose for listening.
Examine how spoken communication between and among speakers in specific situations may be repaired or enhanced verbally and 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
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Q2 Q2 The learner activates self-awareness as they discuss and analyze a text to create new meanings and modify old knowledge.
Adjust listening strategies based on purpose,
familiarity with the topic and level of difficulty of the expository and analytical texts
Demonstrate flexibility in switching from one strategy to another in accordance with the situation and text type
Process speech at different rates when evaluating tasks texts and taking down notes
Assess the effectiveness of a material
listened to taking into account the speaker‟s purpose and assessing whether it was achieved or not
Analyze and evaluate listening texts in point of accuracy, validity, adequacy, and relevance
Employ analytical listening in problem solving
Listen analytically for the purpose of detecting bias and prejudice separating facts and opinion determining unsupported
generalizations and exaggerations
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Q3 The learner demonstrates competence in sharpening his thinking skills and reasoning ability through the listening process.
Q3 The learner responds to literary texts through the appreciation of literary devices and understanding of story grammar
Listen to simplify, reorganize, and synthesize
informational purposes of expanding, reviewing, or updating knowledge
Listen to get different viewpoints on various local or global issues
Distinguish the important points from less important ones in any listening text
Write a summary of the important points discussed in the text listened to
React intelligently and creatively to the text listened to
Raise questions and seek clarifications on issues discussed in the text listened to
React to the falsity or soundness of an argument
Resolve conflicting ideas
Show appreciation for songs, poems, plays, etc.
Listen to appreciate varied types of dramatic oral interpretations (e.g. chamber theater, readers theater) and songs with emphasis on protest song
Describe the emotional appeal of a piece
Q4 The learner demonstrates competence in responding to important information raised in the listening texts.
Q4 The learner locates information from expository texts and uses this information for discussion or written product.
Assess the effectiveness of listening strategies employed considering text types, listening task and 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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 117
reports or lectures Determine when to listen and when
to take down notes from lectures or oral reports
Listen to determine what further elucidation is needed in a report or lecture
Determine the content and functions of statements in a report or lecture
Oral Language & Fluency
Q1 The learner demonstrates understanding of the standards of English in order to participate in various oral communication demands (situation, purpose and audience)
Q1 The learner has sufficient facility in English to understand spoken discourse and to talk and interact with others about personal experiences and text listened to or read.
Adjust the stress, intonation, phrasing, pacing,
and tone while participating in formal oral presentations, debates and broadcast communication tasks
Speak clearly and spontaneously adapting one‟s speech to situations, circumstances and people addressed.
Use accompanying non-verbal cues (e.g. gestures) to highlight significant points in extended discourse
Employ alternative ways of expressing speech acts and functions
Q2 Q2 Enhance the quality of verbal and non-verbal strategies employed by speakers in a completed formal oral presentations, debate, or broadcast communication tasks
Use appropriate language, idioms, figurative language, and analogy to express one‟s feelings, thoughts and ideas Ask and respond to questions raised in
different situations
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 118
Convey information obtained using interactive media as aids
Distinguish between social calls and business transactions over the telephone and other multimedia gadgets
Use idioms in expressing one‟s feelings and attitudes
Repair communication breakdown using verbal and non-verbal communication strategies
Q3 Q3 Formulate informed assertions, claims, and justifications using accurate, adequate, and appropriate primary and secondary information
Give information obtained from the Internet and other sources
Arrive at a consensus by resorting to varied strategies: assessment, negotiation, and accommodation
Indicate affirmation of or objections to ideas expressed in discussions on global/local issues
Agree/disagree with panelists expressing varied outlooks on a given issue
Analyze and react critically to ideas presented in speeches, news reports, discussions, etc.
Q4 Q4 Formulate informed assertions, claims, and justifications using accurate, adequate, and appropriate primary and secondary information
Give information obtained from the Internet and other sources
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 119
Arrive at a consensus by resorting to varied strategies: assessment, negotiation, and accommodation
Indicate affirmation of or objections to ideas expressed in discussions on global/local issues
Agree/disagree with panelists expressing varied outlooks on a given issue
Analyze and react critically to ideas presented in speeches, news reports, discussions, etc.
Reading & Viewing Comprehension
Q1 The learner demonstrates understanding that reading is a psycholinguistic guessing game which utilizes visual and non-visual information in order to confirm, modify, and monitor one‟s comprehension.
Q1 The learner activates prior knowledge conceptually related to text and establishes a purpose for reading.
Assess prior knowledge concerning the topic of reading or viewing selection using individual or group assessment devices
Use previous experiences as a scaffold for processing information in a given reading or viewing selection Test new insights against previous
learnings Note the effectiveness of textual aids
like advance organizers, titles, non-linear illustrations, etc. in activating background knowledge relevant to the selection
Develop strategies for coping with unknown words and ambiguous structures and discourse. Identify the derivation of words. Use collocations of difficult words as an
aid in unlocking vocabulary difficulties Define words from context, and through
word analysis. Arrive at the meaning of structurally
complex and ambiguous sentences by separating kernel sentences from
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 120
modification structures and expansions
Q2 Q2 The learner activates self-awareness as they discuss and analyze a text tos create new meanings and modify old knowledge.
Evaluate content, elements, features, and
properties of reading or viewing selection using a set of text analysis, strategies developed in consultation with peers and the teacher
Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used in content area texts Transcode information from linear to
non-linear texts and vice-versa Explain illustrations from linear to non-
linear texts and vice versa Organize information illustrated on
tables, graphs and maps
Adjust and vary reading speed and style to suit the text, one‟s background knowledge and purpose in reading, and the content of the material read
Scan to determine specific meaning and information
Skim to get the main idea and author‟s purpose by noting the title, thesis statement and space allotted to concept
Read closely to get explicitly and implicitly stated information
Q3 Q3 The learner responds to literary texts through the appreciation of literary devices and understanding of story grammar
Organize an independent and systematic approach to critiquing an elected reading or viewing selection
Employ approaches best suited to a text Note the functions of statements as
they unfold and consider the data that might confirm/disconfirm hypothesis
Examine for bias
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Determine the validity and adequacy of proof statements to support assertions
React critically to the devices employed by a writer to achieve this purpose
Derive information from various text types and
sources using the card catalog, vertical file, index, microfiche (microfilm). CD ROM, internet, etc.
Use locational skills to gather and synthesize information from general and first-hand sources of information
Get vital information from various websites in the internet.
Extract accurately the required information from sources read and viewed to reject irrelevant details
Q4 Q4 The learner locates information from expository texts and uses these information for discussion or written product.
Organize an independent and systematic
approach to critiquing an elected reading or viewing selection
Utilize knowledge of the differences among
text types (technical, journalistic, literary) as an aid in processing information in the selection read or viewed
Assess the content and function of each statement a text with a view of determining the information structure of the text
Locate and synthesize essential information found in any text. Distinguish the statement of facts from
beliefs. Evaluate the accuracy of the
information. Draw conclusions from the set of
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 122
details. Point out relationships between
statements. Distinguish between general and
specific statements.
Viewing Comprehension
Q1 The learner demonstrates understanding of the different text types and genres of programs to effectively derive information and make this information meaningful.
Q1 The learner produces program portfolio that monitors their progress as viewers in terms of interest, preference, and reflections on individual viewing behaviors.
Use the structure information in a familiar
situation
Validate the information derived from the
genres of programs viewed
Link connections of events and how these
connections contribute to the totality of a
program viewed
Apply symbols derived from mental images to
written or oral communication
Confirm authenticated answers to questions
raised from program viewed with another
viewer
Quarter 2
The learner demonstrates understanding of the various analytical and evaluative techniques employed in critical viewing.
Quarter 2
The learner produces a reaction paper of a program viewed.
Interpret the message conveyed by a program
viewed
Use previous experiences as scaffold to the
message conveyed by a program viewed
React appropriately and provide suggestions
based on an experience
Decode the meaning of unfamiliar words
through gestures and facial expressions of
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 123
interlocutors
Make own set of directions from a set of
instructions lifted from a program viewed
Tell the big ideas/key concepts implied by the
character‟s appearance of the interlocutors
Q3 The learner
demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed.
Q3
The learner writes a critic of a program viewed.
Evaluate how the elements that make up reality
and fantasy affect viewing habit
Evaluate television content and outside
sources of information in terms of accessibility
and effectiveness
Evaluate and manage one‟s own television
behavior
Evaluate the interdependence of plot, setting,
and characterization in a program viewed to
achieve the writer‟s purpose
Note the time line in a program viewed:
historical, flashback, juxtaposition
Describe the various types of conflict
evident in the program/movie viewed
Q4 The learner
demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed.
Q4 The learner presents a
review of a program incorporating viewing conventions.
Explain how lay out affects the way viewer receive and process the message of the program viewed
Explain how colors affect the way viewer
receive and process the message of the
program viewed
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 124
Explain how the camera functions and angles
address the message of a program viewed
Explain how balance created symmetry affects
the way viewers receive and process the
message of a program viewed
Extrapolate how perspective affects the way
viewers receive and process the message of a
program viewed
Literature Q1 The learner
demonstrates understanding of the various literary types across world cultures (narratives, drama, poems, essays, etc.)
Q1 Differentiate between the text structure of
journalistic, literary, and scientific selections
Point out the interdependence of plot, setting,
and characterization in narratives to achieve
the author‟s purposed
Note the time liner in narratives:
historical, flashback, and juxtaposition
Describe the various types of conflict
evident in the selection
Deduce the themes from narratives
Determine the information map used by an
author in essays
Determine the rhetorical functions
and techniques used in essays
Pick out the elements that distinguish
drama as a literary form and explain the
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 125
dramatic devices used by the writer
React to the literary techniques and styles
(e.g. choice of symbols, imagery,
juxtaposition) adapted by an author to
achieve his purpose
Appreciate the use of imagery and
poetic devices (e.g. figurative
language, rhyme, etc.) for unity of
effect
Identify flashback, foreshadowing,
juxtaposition and their contribution
to the text structure
Q2 The learner
demonstrates understanding of the significant human experiences expressed in various types of literary genres to show appreciation of world literature.
Q2 Identify the values reflected in various text
types in world literature
Show value and respect for diversity evident in
world literature
Point out how writers build a system of values through their selection of words and details and the way they shape reality
Q3
The learner demonstrates understanding of how can people make difference as highlighted in world literature to express his/her belief
Q3 Abstract from literary works how local and
global are interconnected in our daily lives
React to the idea of “cultural imperialism” in the
global scenarios presented in world literature
Stress the universality of generosity and
service to others as reflected in world literature
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Q4 The learner
demonstrates understanding of what is worthwhile through exposure to world literature to show keener sensed of value
Q4 Discriminate between positive and negative
values
Indicate commitment to values pertaining to
humanity e.g. social justice and equality as
portrayed in world literature, and concern for
the environment for sustainable development
Writing Composition & Grammar Awareness & Structure
Q1 The learner demonstrates understanding of the different format to write for a variety of audiences and purposes.
Q1 The learner expresses ideas effectively in formal and informal composition for a particular purpose and audience.
Identify ways by which purposeful writing may be supported by a variety of information sources, processing techniques, and presentation strategies
Use outlines, map and other non-linear texts to present information Use concept mapping (circle, bubble,
tree diagrams, grids) to show relationships between and among ideas abstracted from texts
Use outlines to organize ideas Make a write-up of non-linear text used
to present information
Q2 Q2 Use standard procedure, appropriate forms, and assessment tools or techniques in process-oriented writing with the aid of peers and the teacher
Fill out applications and write project
proposals Prepare school project proposals, on-
going project evaluation and end-of-the-project reports
Write a short paragraph about an experiment performed in class
Transcode information from linear to non-linear texts and vice versa Employ concept mapping (circle,
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 127
bubble, linear, etc.) as aids in taking down notes and organizing ideas
Use outlines to sum up ideas taken from or to be expanded into texts
Use non-linear text outlines and notes as aids in the preparation of a research paper
Q3 Demonstrate ability to write clearly for specific purposes.
Q3
Use specific cohesive and literary devices to
construct integrative literary and expository written discourse as review, critiques, research reports, and scripts for broadcast communication texts, including screenplays
Produce different text types and sub-types Expand ideas in well-constructed
paragraphs observing cohesion, coherence and appropriate modes of paragraph development
Give and respond to feedback on one‟s paper in the revision process Use grammatical structure and
vocabulary needed to effectively emphasize particular points
Show respect for intellectual property rights by acknowledging citations made in reports and researches Use quotation marks or hanging indentations for direct quotes Use in-text citation Arrange bibliographic entries of text cited from books and periodicals
Q4
Q4
Organize one‟s thoughts and adopt the appropriate writing style in letters, resumes,
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 128
Demonstrate imagination and creativity in written form.
critiques, etc. with the addressed audience in mind
Write a business letter
Write letters of application (job and/or admission to a university) and the accompanying documents (e.g. resume)
Use the interactional and transactional functions of language in letters of appeal, inquiry, etc.
Write a research paper on global/local issues
Analyze, choose and synthesize
information from varied resources Employ varied strategies (condensing,
deleting, combining, embedding) when summarizing materials read or viewed
Note: Vocabulary Enhancement, Attitude and Study Strategies are integrated in other literacy domains.
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 129
CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM
ENGLISH -------------------------------------------------------------------------------------------------------
A. Workshop on the Refinement of K to 12 English Date: July 9-13, 2012
B. Learning Area Team (LAT) Review with designated LAT CONVENOR
Date : October 22, 2011 November 2, 2011
NAME DESIGNATION OFFICE/SCHOOL
1. Dr. Dina Ocampo-CONVENOR
Dean UP – College of Education
2. Heidi Macahilig RAP/PNU
3. Gerry Areta PNU
4. Jeanne Ramos Raya School
5. Ruth Martin Raya School
6. Flora Anne Alfonso Xavier School
7. Filomena Sanchez Filbern School
8. Ramilio Correa Sangfil/DLSU
9. Joanne Astilla Wordlab School
10. Edizon Fermin Principal Merian College
NAME DESIGNATION SCHOOL/OFFICE
1. Galileo Go BEE-CDD
2. Josefina Sta Maria BSE-CDD
3. Fernando Pantino BSE-CDD
4. Ricardo Adorn Dionisio BSE-CDD
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 130
11. Marivic Arcos Wordlab School
12. Ma. Perpetua Talens PDRC
13. Maia Josephine Tamboon PSDeaf
14. Josefina Lacuna Senior Education Program Specialist Retired-BEE
15. Marie Therese Bustos UP-Educ
16. Pamela Razon UPIS
17. Sabrina Par Instructor 4 UPIS
18. Ma. Lourdes Vargas UPIS
19. Rowena del Castillo UPIS
20. Greg Pawilen UP-Educ
21. Paraluman Giron (ret) Chair K-10 TWG DepEd
22. Roderick Aguirre Language and Preschool Consultant DepEd VIII / CESS
23. Avelina Llagas (ret) Consultant DepEd
C. Workshop on Determining Gaps Between BEC Grade 6 Competencies and the K to 12 Grade 7 Competencies Venue: DAP, Tagaytay City Date: September 7-9, 2011
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 131
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 132
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 133
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 134
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 135
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 136
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 137
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 138
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 139
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
K to 12 Curriculum Guide version as of January 2013 – ENGLISH 140
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