Professional Documents
Culture Documents
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K
to
12
Curriculum
Guide
version
as
of
December
2012
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ENGLISH
December 2012
1
THE FRAMEWORK
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Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language
are interrelated. It is governed by rules and systems (language conventions) which are used to explore and communicate
meaning. It defines culture which is essential in understanding oneself (personal identity), forming interpersonal
relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a better society.
Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in
all key learning areas1.
Language is the foundation of all human relationships. All human relationships are established on the ability of
people to communicate effectively with each other. Our thoughts, values and understandings are developed and
expressed through language. This process allows students to understand better the world in which they live and
contributes to the development of their personal perspectives of the global community. People use language to make
sense of and bring order to their world. Therefore, proficiency in the language enables people to access, process and
keep abreast of information, to engage with the wider and more diverse communities, and to learn about the role of
language in their own lives, and in their own and other cultures.
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning,
teaching and assessing principles.
All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the
learning of other languages (L2). Acquisition of sets of skills and implicit metalinguistic knowledge in one language
(common underlying proficiency or CUP) provides the base for the development of both the first language (L1) and the
second language (L2)2. It follows that any expansion of CUP that takes place in one language will have a beneficial effect
1
1998.
English
Curriculum
Framework.
Australia
2
Cummins,
J.
1991.
The
Acquisition
of
English
as
a
Second
Language
in
Spangenberg-‐Urbschat.
K
and
Pritchard,
R.
(eds.)
Reading Instruction for ESL
Students Delaware:
International
Reading
Association
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on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional
languages.
Language acquisition and learning is an active process that begins at birth and continues throughout life. It is
continuous and recursive throughout students’ lives. Students enhance their language abilities by using what they know
in new and more complex contexts and with increasing sophistication (spiral progression). They reflect on and use prior
knowledge to extend and enhance their language and understanding. By learning and incorporating new language
structures into their repertoire and using them in a variety of contexts, students develop language fluency and
proficiency. Positive learning experiences in language-rich environments enable students to leave school with a desire to
continue to extend their knowledge, skills and interests.
Learning requires meaning3. We learn when we use what we know to understand what is new. Start with what the
students know; use that to introduce new concepts. They use language to examine new experiences and knowledge in
relation to their prior knowledge, experiences, and beliefs. They make connections, anticipate possibilities, reflect upon
ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with and study of texts.
The term ‘text’ refers to any form of written (reading and writing), oral (listening and speaking) and visual
communication involving language4. The texts through which students learn about language are wide-ranging and
varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by
which learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of
their own and to engage with texts produced by other people.
Successful language learning involves viewing, listening, speaking, reading and writing activities and accuracy5.
Language learning should include a plethora of strategies and activities that helps students focus on both MEANING and
ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students’ existing language
competence, including the use of non-standard forms of the language, and extending the range of language
available to students. Through language learning, learners develop functional and critical literacy skills. They learn to
control and understand the conventions of the target language that are valued and rewarded by society and to reflect on
and critically analyze their own use of language and the language of others.
3
Malone,
Susan.
2006.
Manual
on
MTB-‐MLE
(Community-‐Based
Program).
UNESCO
4
Anderson
and
Anderson.
2003.
Text
Types
in
English
1.
Malaysia:
MacMillan
5
Malone,
Susan.
2006.
Manual
on
MTB-‐MLE
(Community-‐Based
Program).
UNESCO
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An effective language arts and multiliteracies curriculum satisfies the following principles6.
The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born
with complete technology. They were born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous
Internet. They do not know life without technology. Hence, they are often termed as digital natives and are extremely
comfortable with technology. They can email, text and use computers without any problems. In addition, members of
Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and
gadgets has had a negative effect on the members. They rather stay indoors and use their electronics than play outdoors
and be active. They are leading a sedentary life that can result in health problems later on.
For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy
and are willing to share intimate details about themselves with complete strangers. They have virtual friends and for them
6
2011.Guiding
Principles
for
English
Language
Arts
and
Literacy
Programs
in
Massachusetts
7
2004.
Second
Language
Studies.
Standard
Course
of
Study
and
Grade
Level
Competencies.
Public
Schools
of
Carolina.
State
Board
of
Education.
Department
of
Instruction.
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hanging out with friends means talking to them over the cell phones, emails and text messages. However, at the same
time, this generation is considered to highly creative and collaborative and will have a significant impact on the way
companies work when they join the workforce.
Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously.
However, this has also led to reduced attention span leading to what psychologists call acquired attention deficit
disorder. This generation is unable to analyze complex data and information as they cannot focus for very long.
While we don’t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly
diverse environment will make the grade schools of the next generation the most diverse ever. Higher levels of
technology will make significant inroads in academics allowing for customized instruction, data mining of student histories
to enable pinpoint diagnostics and remediation or accelerated achievement opportunities.
Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and
expert than their Gen Y forerunners.
I. OUTCOMES
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language
conventions, principles, strategies and skills in (1) interacting with others, (2) understanding and learning other content
areas, and (3) fending for themselves in whatever field of endeavour they may trudge.
1. Communicative Competence
Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is
used in social settings to perform communicative functions, and knowledge of utterances and communicative functions
can be combined according to the principles of discourse.8
8
Canale,
M.
and
M.
Swain.
1980.
Theoretical
bases
of
communicative
approaches
to
second
language
teaching
and
testing.
Applied
Linguistics
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1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic
rules, semantic rules and lexical items.
2. Sociolinguistic Competence refers to the learning pragmatic aspect of various speech acts, namely, the cultural
values, norms, and other socio-cultural conventions in social contexts. They are the context and topic of discourse, the
participant’s social status, sex, age, and other factors which influence styles and registers of speech. Since different
situations call for different types of expressions as well as different beliefs, views, values, and attitudes, the
development of sociolinguistic competence is essential for communicative social action.
3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence
(appropriate combination of communicative actions) of various types of discourse (oral and written). Sociolinguistic
rules of use and rules of discourse are crucial in interpreting utterances for social meaning, particularly when the
literal meaning of an utterance does not lead to the speaker’s intention easily.
4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for
breakdown such as self-correction and at the same time to enhance the effectiveness of communication such as
recognizing discourse structure, activating background knowledge, contextual guessing, and tolerating ambiguity.
2. Multiliteracies
Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These
include traditional literacy practices using texts as well as new literacy practices using texts of popular culture such as
films. Social literacy encompasses how we communicate and exchange meaning in our society while professional
literacy links with the notion of literacy for school of the workplace.
The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that
English language is the most widely used medium of communication in Trade and the Arts, Sciences, Mathematics, and
in world economy. Furthermore, the curriculum aims to help learners understand that English language is a dynamic
social process which responds to and reflects changing social conditions, and that English is inextricably involved with
values, beliefs and ways of thinking about ourselves and the world we dwell. Through multi-literacy skills, learners will be
able to appreciate and be sensitive to sociocultural diversity and understand that the meaning of any form of
communication depends on context, purpose and audience.
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IV. CONCEPTUAL FRAMEWORK
The world is now in the “Knowledge age” where the challenge of education is to prepare learners in the information drift and rapidly
changing world. Students in this age must be prepared to compete in a global economy, understand and operate complex
communication and information systems, and apply higher level thinking skills to make decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue,
Filipino and English follow a unified framework which allows easy transition from acquiring and learning one language to another.
The curriculum has five (5) components. Each component is essential to the learners’ ability to communicate effectively in a
language leading them to achieve communicative competence and multiliteracies in the Mother Tongue, Filipino and English. The
diagram in the previous page shows that the heart and core of LAMC is making meaning through language and aims to develop
graduates who are communicatively competent and multiliterates.
Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of
language learning and therefore serves as guiding principles for language teaching.
Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures,
understanding language, processes and strategies) which will be developed through language arts (macro-skills).
Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and
viewing; reading, viewing and responding; writing and representing) and the development thinking skills (critical thinking, creative
thinking and metacognitiion) allowing students to make meaning through language.
Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its
effectiveness to students, teachers, school administrators, and curriculum developers.
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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.
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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
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,
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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).
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.
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3. Content includes print and electronic texts that are age, context and culture appropriate.
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GRADE 12
-‐
Students
should
be
able
to
integrate
communication
and
language
skills
for
creating
meaning
using
oral
and
written
texts,
various
genres,
and
discursive
contexts
for
personal
and
professional
purposes
GRADE 10
-‐
Students
should
be
able
to
interpret,
evaluate
and
represent
information
within
and
between
learning
area
texts
and
discourses.
GRADE 6
-‐
Student
should
be
able
to
construct
meanings
and
communicate
them
using
creative,
appropriate
and
grammatically
correct
oral
and
written
language
GRADE 3
-‐
Students
should
be
able
to
demonstrate
eagerness
to
explore
and
experience
oral
and
written
texts
and
to
communicate
meanings
and
feelings
effectively
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K TO 12 CURRICULUM GUIDE IN ENGLISH
GRADE 1
DOMAINS OF CONTENT PERFORMANCE LEARNING COMPETENCIES
LITERACY STANDARD STANDARD
• Talk about oneself and one’s family
o Talk about one’s name and other personal information
demonstrates o Talk about one’s environment (e.g. persons, animals,
understanding of shares personal ideas, places, things, events, etc.)
common words used thoughts, actions, and o Talk about one’s activities/responsibilities at home and
to communicate feelings using in school and community
Oral Language personal experiences, common and o Talk about topics of interest
ideas, thoughts, appropriate words o Talk about likes and dislikes
actions and feelings • Recite known verses, short poems, and rhymes
• Use/Respond appropriately to polite expressions listened to
• greetings
o leave takings
o expressing gratitude and apology
o asking permission
o offering help
• Share personal experiences, feelings and ideas related to
stories and texts listened
o Give directions
o Ask simple questions
o Speak clearly and audibly
o Speak in full sentences
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DOMAINS OF CONTENT PERFORMANCE LEARNING COMPETENCIES
LITERACY STANDARD STANDARD
• Recognize/produce environmental sounds heard (animals,
demonstrates • manipulates mechanical objects, musical instruments, vehicles, nature –
understanding of skillfully the thunder, winds, etc.)
sounds and their sounds in words to • Distinguish sounds heard (volume – loud and soft; pitch – high
meanings for express meaning
and low; pace – fast and slow)
appropriate use of
• Recognize rhyming words
words • displays sensitivity • Identify rhyming words in nursery rhymes, songs, jingles,
to sounds in poems and chants
Phonological
spoken language • Distinguish rhyming words from non-rhyming words
Awareness
• Supply rhyming words in response to spoken words
demonstrates manipulates skillfully • Recognize/produce speech sounds (letter names and sounds)
understanding of the speech sounds • Identify/count individual words in phrases and sentences
sounds and sound through simple • Substitute sounds in words using onset and rimes
patterns for production meaningful guided • Use words listened to in meaningful dialogues, etc.
of words conversations
Book and Print
Knowledge
Alphabet
Knowledge
Phonics & Word
Recognition
Fluency
Spelling
Handwriting
DOMAINS OF CONTENT PERFORMANCE LEARNING COMPETENCIES
LITERACY STANDARD STANDARD
Sentence
demonstrates • correctly names • Recognize sentences and non-sentences
understanding of people, objects, • Use simple sentences
concepts of nouns and places and things • Use different kinds of sentences (declarative, interrogative)
adjectives for through theme- • Recognize punctuation marks (period, question mark)
identification and based activities
Noun
description
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• Name people, objects, things and places (e.g. names of
Grammar
animals, fruits, objects in songs, stories, poems, nursery
rhymes, pictures, realia and other ICT-based materials)
• Use nouns in sentences
Note: Classes of words • Recognize the use of a/an
should be taught in • Use plural form of regular nouns by adding –s or -es
context Verb
• Use common action words in retelling, conversation, etc.
•
demonstrates constructs Pronoun
understanding of grammatically correct- • Use personal pronouns
concepts of verbs, simple sentences in • Use commonly used possessive pronouns
pronouns, and theme-based • Use demonstrative pronouns (this/these, that/those)
prepositions in conversations using Use interrogative pronouns (who, what, when, where, why)
meaningful messages verbs, pronouns, and Adjective
prepositions • Describe people, objects, things and places using simple
adjectives (color, shape, size, height, weight, length, distance,
etc.)
demonstrates uses basic • Differentiate English words from other languages spoken at
understanding of vocabulary to home and in school
Vocabulary common English independently express • Ask about unfamiliar words to gain meaning
words for effective ideas about personal, • Sort and classify familiar words into basic categories (colors,
communication home, school and shapes, foods, etc.)
community • Use new words learned through stories in own speech
experiences • Ask, talk about and determine the meaning of new words
• Describe familiar objects and events in both Mother Tongue
and English
• Derive meaning from repetitive language structures
• Use words that are related to self, family, school, community,
and concepts such as the names for colors, shapes, and
numbers in both Mother Tongue and English
demonstrates correctly uses • Recognize that some words have the same meaning
understanding of word common words in • Determine the meaning of words using clues (Total Physical
meaning for correct speaking activities Response through pictures, body movements, etc.)
usage
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• Identify connections between text listened to and personal
demonstrates correctly identifies experience
understanding of story elements of literary • Make predictions about stories based on the cover or title,
elements and text and informational texts pictures, details in the text
structures for effective to relate text with • Use an understanding of characters, incidents and settings to
oral expression personal experiences make predictions
Listening
Comprehension • Identify story elements (characters, setting, plot, ending) from
the text listened
• Validate ideas made after listening to a story
• Activate prior knowledge based on new knowledge formed
• Listen carefully to texts read aloud
• Ask and answer simple questions (who, what, where, when,
why, and how) about text listened to
• Identify connections between text listened to and personal
experience
• Ask and respond to questions about informational texts
listened to (environment, health, how-to’s, etc.)
• Derive meaning from repetitive language structure
• Retell and/or reenact events from a story
• Talk about texts identifying major points and key themes
• Participate/engage in a read-along of texts (e.g. poems,
repetitive texts)
demonstrates uses elements of • Determine whether a story is realistic or fantasy
understanding of the literary and • Make predictions about stories based on the text listened to
elements of literary informational texts to • Validate predictions made after listening to a story
and informational texts sufficiently extend • Restate facts from informational texts (climate change,
for effective oral meaning and children’s rights, traffic safety, etc.)
expression understanding • Follow one-step directions
demonstrates presents varied ideas • Revisit favorite books, songs, rhymes
Attitude towards understanding of independently and • Retell and/or reenact events from a favorite story
language, literacy, literary concepts for shows interest • Participate / engage in a read-along of texts (e.g. poetry,
and literature appreciation of enthusiastically in repetitive text)
literacy-related diverse literacy-related • Produce creative outputs (e.g. drawing, acting out, choral
activities/tasks activities/tasks reading, reciting lines, singing, etc. ) related to texts listened to
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GRADE 2
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• Identify and discuss the elements of a story (theme, setting,
characters, and events)
demonstrates correctly presents text • Use an understanding of incidents, characters and settings to
understanding of text elements through make and validate predictions
elements to see the advance organizers to • Identify and use the elements of an informational/factual text
relationship between make inferences, heard
Listening predictions and
known and new o Informational Reports (School events, sports, projects)
Comprehension conclusions o Three-step directions
information to facilitate
o Conversations
comprehension 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 uses information from • Recognize the difference between “made-up” (fiction) and
understanding of theme-based activities “real” (nonfiction) texts
information heard to as guide for decision • Identify important details in expository text listened
make meaningful making and following • Follow a set of verbal three-step directions with picture cues
decisions instructions Participate in the retelling of poems and stories
• Listen to and perform simple instructions
demonstrates distinguishes
understanding of the similarities and • Read the alphabets of English
Alphabet alphabets in English in differences of the
Knowledge comparison to the alphabets in English • Identify letters in English that are not present in Mother
alphabets of the and Mother Tongue/Filipino and vice-versa
Tongue/Filipino
demonstrates analyzes pattern of • Distinguish words with short and long vowel sounds
understanding of the sounds in words for • Apply basic phonemic performance tasks
relationship of phonetic meaning and accuracy o Blending - /s/ /a/ /y/=say
principles of Mother o Segmenting- /b/ /e/ /d/ = bed
Tongue and English to • Blend onset and rime into whole word - /c/ -onset /at/ - rime
decode unknown cat
Phonics and Word words in English • Manipulate individual phonemes
Recognition o Adding-add t to car=cart
o Substituting-change /m/ to /s/ in mat=sat
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Deleting – take s from stop =top Blend phonemes to
o
decode words
• Match sounds to their corresponding letters/letter pattern
o Consonant Blends/ Clusters (e.g. c-l (clean) l-k (milk)
o Digraphs – initial position (e.g. sh, ch, ph, wh)
o Diphthongs – (e.g. boil, toy)
ably reads and spells • Read and spell one-to- two syllable common words with
out common and consonant blends (e.g.bl, tr, st) and consonant diagraphs
irregular words in (e.g.th, sh, ck)
English • Read and spell some irregularly - spelled words (e.g. have,
said, please, because)
• Read and spell words with inflectional endings
Note: Provide students with learning situations for them to distinguish similarities and differences between the
phonetic principles of Mother Tongue and English (The sounds of letters in Mother Tongue are phonetically regular
while some vowels (e.g. letter a, i) and consonant blends (e.g. gh, th) in English are not.)
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demonstrates • Identify the English equivalent of words in the Mother Tongue or in
understanding of uses common Filipino
suitable vocabulary vocabulary to • Classify common words into conceptual categories (e.g. animals,
used in different independently foods, toys)
Vocabulary
languages for express ideas in • Recognize root words and their inflections (e.g. look, looks, looked,
effective speaking activities looking).
communication
• Identify some words that comprise contractions (e.g. can’t cannot,
demonstrates uses synonyms and it’s=it is aren’t= are not)
understanding of antonyms in diverse • Begin to see that some words mean the same (synonyms
synonyms and oral and written • Recognize that some words have opposite meaning (antonyms)
antonyms for activities • Recognize that some words represent part of a whole (meronyms
appropriate usage – part of (e.g. finger – part of a hand)
• Determine what words mean based on how they are used in a
sentence
Note: Let use common words in varied oral tasks students through dialogues, pair-share works, group performance
and other individual and collaborative written activities
demonstrates correctly identifies • Identify the front and back of the book
Book Knowledge understanding about book parts and
the concepts about follows reading • Identify title, author and book illustrator
print conventions
• Translate knowledge of reading conventions learned in Mother
Tongue to reading in English
• Identify the elements of narratives
Reading demonstrates uses information o Theme
Comprehension understanding of derived from texts o Setting
the elements of in presenting o Major Characters
literary and varied oral and o Plot (beginning, middle and end)
expository texts for written activities • Recall facts of informational selections read (topic and details)
creative • Use clues to make and justify predictions before, during and after
reading (titles, pictures, themes, prior knowledge, graphs)
interpretation .
• State facts and details of text during and after reading
• Ask questions to clarify understanding before, during and after
reading
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demonstrates identifies correctly • Identify the basic sequence of events and make relevant
understanding of how paragraphs/ predictions about stories
paragraph texts are • Sequence information from a procedural text read
development to developed • Infer/ Predict outcomes
identify text types • Make connections text to self
Handwriting
demonstrates uses a variety of • Participate in generating ideas through prewriting activities
understanding of the prewriting strategies o Brainstorming
process of writing to to generate, plan, o Webbing
generate and organize ideas, o Drawing
Writing and
express ideas and make a draft for
Composition feelings specific purposes • Express idea through illustrations or storyboard
demonstrates produces a • Write a personal recount by completing a stem to answer guide
understanding of variety of texts for questions (Ex. What did you do last weekend? Last weekend,
different formats to creative, personal we…)
write for a variety of academic and • Write a simple story
audiences and functional purposes • Make a card for various occasions (birthday, Christmas, New Year,
purposes etc.)
properly identifies NOUNS
demonstrates and describes • Use frequently occurring nouns
understanding of people, animals, • Form regular plural nouns by adding /s/ or /es/ (e.g., dog, dogs;
sentence places, things and wish, wishes).
Grammar
construction for uses them in a VERBS
correct expression variety of oral and • Identify action words
written theme-based • Form and use the past tense of frequently occurring regular verbs
activities (walk – walked, seat – seated, etc.)
ADJECTIVES
• Use words to identify and describe people, animals, places, things
and events
PRONOUNS
• Use personal pronouns(e.g. I, you, he, she, it, we, they) in
demonstrates uses pronouns and dialogues
understanding of the prepositions in a • Use possessive pronouns
concepts of nouns, variety of oral and • Use demonstrative pronouns
verbs and adjectives written theme-based • (this/that, these/those)
for proper activities • Use question words (interrogatives) (e.g., who, what, where,
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identification and when, why, how).
description 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 shows proficiency in
understanding of the constructing • Recognize sentences and non-sentences
concepts of grammatically • Use different kinds of sentences( e.g. declarative, interrogative,
pronouns and correct sentences in exclamatory) in theme-based oral activities
preposition for different theme- • Recognize punctuation marks (e.g. period, question mark,
appropriate based activities exclamation point)
communication
Note: Classes of words should be discussed in the context of responding to wh-questions based from familiar stories
and informational texts with themes on environment, health, nutrition, history, interests, etc.
demonstrates makes personal • Retell familiar stories to other children
Attitude understanding of accounts on • Express feelings, opinions through journals, logs etc.
concepts about stories/texts as • Make choices from texts previously listened to and justify
narrative and expression of preferences
informational texts appreciation to • Take books from home to school or vice-versa for independent /
for appreciation familiar books shared extra reading
demonstrates Independently
Study Strategies understandings of uses strategies in • Sort information alphabetically by the 1st letter
useful strategies for accomplishing • Interpret bar graphs and tables
purposeful literacy literacy-related tasks • Interpret simple maps of unfamiliar places, signs and symbols
learning
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GRADE 3
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intonation and vocal accurately and • Read aloud in a manner like natural speech
patterns as guide fluently reads aloud • Read grade level texts with at least 95-100 percent accuracy
for fluent reading literary and • Read aloud from familiar prose and poetry with fluency,
and speaking informational texts appropriate rhythm, pacing and intonation
• Use punctuations including commas, periods and question marks
to guide reading for fluency
demonstrates uses information • Recall details from texts viewed/ listened to
Listening understanding of from texts viewed or • Sequence a series of events viewed /listened to
Comprehension different listening listened to in • Make simple inferences about thoughts and feelings based from
strategies to preparing logs and texts viewed/ listened to
comprehend texts journals • Propose several predictions about texts/stories listened to
• Take part in creative responses to stories like preparing logs,
journal and other oral presentations
Alphabet
Knowledge
demonstrates uses word • Show how spoken words are represented by written letters that
understanding of recognition are arranged in a specific order
processes in sight techniques to read
Phonics and Word word recognition or and understand • Blend phonemes to read words
Recognition phonic analysis to words that contain
read and complex letter • Identify/distinguish words with short and long vowel sounds
understand words combinations,
affixes and • Read and spell one- to- two syllable words with consonant blends
contractions (e.g. pl, tr).
through theme-
based activities • 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)
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demonstrates uses common and • Recognize some common sight words (e.g. an, of, then, had, his,
understanding of irregularly -spelled were, some, his, him)
common sight and words in meaningful • Recognize and read some irregularly spelled words (e.g. such as
irregularly spelled oral and written enough, through, beautiful)
words for automatic tasks • Read words with affixes
recognition • Use known words to perform artistic theme-based activities(e.g.
interviews, telephone conversation, role-play, etc.) using common
sight words
Phonological
Awareness
demonstrates
Spelling understanding of hears and records • Blend beginning, middle and ending sounds to recognize and
letter sequence in sounds in words read words
words to get
meaning • Use word patterns to spell unfamiliar words (e.g. bright, might
etc.)
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Book Knowledge
Noun
shows proficiency in • Use nouns (e.g. people, animals, places,, things events) in
Grammar constructing sentences
demonstrates grammatically • Use plural form of commonly used nouns
understanding of correct sentences in • Use frequently occurring irregular plural nouns (e.g. children,
feet, teeth)
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grammatical varied theme-based • Use common and proper nouns
structures of oral and written Verb
English to be able activities • Use action words
to communicate • Use verbs in simple present and past tenses
effectively in oral Pronouns
and written forms Use personal pronouns (e.g. I, you, he, she, it, we, they)
•
Use possessive pronouns•
Use demonstrative pronouns (this,/that, these/those)
•
Adjective
• Use descriptive adjectives
• Use the degrees of adjectives in making comparisons ( positive,
comparative, superlative)
Adverb
• Recognize adverbs of manner and frequency
Preposition
• Use the most frequently occurring prepositions(e.g. towards,
beside,, into, etc)
Sentence
• Distinguish sentences from non-sentences
• Recognize simple subject and predicate in sentences
• Use simple and compound sentences
• Use different kinds of sentences (e.g. declarative, interrogative,
exclamatory, imperative)
• Use punctuation marks (e.g. period, comma, question mark,
exclamation point)
Note: Classes of words, should be taught in context/theme (e.g. Environment, Science, History, Health and
Nutrition, etc).
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demonstrates makes personal
understanding of journals, diaries, • Retell or re-read familiar stories to other children
Attitude narrative and portfolios and logs,
informational texts etc. as expression • Make journals, diaries, portfolios and logs
for appreciation of of enthusiasm in
literacy-related reading books both • Identify favorite authors and stories
activities/tasks for pleasure and
learning
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GRADE 4
efficiently delivers • Memorize and deliver familiar literary pieces with ease and
demonstrates oral presentations
confidence
understanding of verbal
and non-verbal cues for • Perform oral presentations from notes and outlines using
effective oral verbal and non-verbal cues (eye contact, gestures, voice
presentation
projection, emphasis, tone etc.)
demonstrates creatively presents • Give and follow oral directions listen and respond to questions
understanding of information using involving directions
information derived from broadcast media
multi-media sources for • Restate and retell information derived from multi-media
clear and creative sources (e.g. television, radio, electronic gadgets.
presentation
• Distinguish between fact and opinion from informational text
• Present information in creative ways (e.g. Radio and TV
broadcast etc.)
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demonstrates reads aloud text with • Read aloud grade four level texts with accuracy rate of 95-100
Fluency understanding that accuracy and percent
English is stress-timed automaticity • Read grade-four level texts in meaningful phrases using
language to achieve intonation ,expression and punctuation marks
accuracy and • Read with automaticity 300 fourth grade high frequency/sight
automaticity words
• Express ideas in conversational tone
• Express ideas clearly and audibly
• Recall details from texts/stories listened to
demonstrates recalls details, • Sequence a series of events from stories listened to
Listening understanding of the sequence of events • Share inferences, thoughts and feelings based from
elements of informational and shares ideas on texts/stories listened to
Comprehension
text for comprehension texts listened to • Distinguish reality from fantasy
• Distinguish fact from opinion
• Provide evidence to support understanding
demonstrates • Identify the elements of informational text
understanding of text identifies story • Identify story perspective (point of view)
types to construct perspective and text • Paraphrase portions of texts read aloud
feedback elements • 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
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uses strategies • Identify the meaning of unfamiliar words according to
demonstrates understanding to decode the structure such as root words, inflections and affixes
that words are composed of meaning of
different parts and their • Identify different meanings of words (Polysemy)
words
meaning changes depending Denotation
on context Word association
NOUNS
demonstrates understanding of uses the classes • Use nouns correctly (Common, proper, count, mass and
English grammar and usage in of words aptly in collective nouns)
speaking or writing various oral and • Form plural of collective nouns
written discourse • Use plural forms of nouns ending in ch, x, s or s-like
sounds
VERBS
• uses simple present tense
• forms and uses the progressive (e.g. I was walking; I
am walking; I will be walking) verb aspects
• uses modal auxiliaries to convey various conditions
uses common contractions (e.g., in tag questions)
•
PRONOUNS
• form plural of collective nouns
demonstrates understanding of • uses demonstrative pronouns accurately
English grammar and usage in uses the classes • observes pronoun-reference agreement
speaking or writing of words aptly in ADJECTIVES
various oral and • uses adjective to expand sentences
written discourse • orders adjectives within sentences according to
conventional patterns (e.g., a small red bag rather than a
red small bag)
ADVERBS
• uses adverbs of place and time
PREPOSITIONS
• uses prepositions and prepositional phrases correctly
• uses prepositions idiomatically (Verb + prep (give up, give
in, give off, give back)
Note: Classes of words, should be taught in context/theme (e.g. Environment, Science, History, Health and
Nutrition, etc).
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applies
demonstrates understanding knowledge of • Observation conversation manners such as:
of non-verbal cues to non-verbal skills o Pay attention to the speaker
Attitude communicate with others to show respect o Listen to the speaker’s body language
when o Avoid making distractions
communication
with others
demonstrates understanding uses
of verbal and non-verbal paralanguage • Encourage others to talk by showing receptive gestures
elements of communication and non-verbal
to respond back cues to respond • Avoid dominating discussion
appropriately
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GRADE 5
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language is stress timed to support comprehension • Read grade level text with purpose and understanding
Fluency support comprehension • Read grade level text with accuracy, appropriate rate
and expression
• Use context to confirm or self-correct (reread) word
recognition and understanding
demonstrates uses knowledge of
understanding that a change stress and intonation of • Use informal English when appropriate to task and
in stress entails a change of speech to appropriately situation with correct intonation (stress, pitch, juncture)
meaning to evaluate the evaluate the speaker’s • Use formal English when appropriate to task and
situation with correct intonation (stress, pitch, juncture)
speaker’s/ author’s purpose intention, purpose and
and meaning meaning
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uses literal information • Paraphrase portions of a text read aloud
demonstrates from texts heard to • Summarize information from various text types
understanding of text types construct an appropriate
in order construct feedback feedback
Alphabet
knowledge
Spelling
Phonics and
Word Recognition
Phonological
Awareness
demonstrates uses knowledge of • Decode grade appropriate multi-syllabic words using:
understanding that printed phonics (analytic and o knowledge of letter-sound correspondence
words are made up of synthetic) to effectively o knowledge of syllabication pattern
Vocabulary interconnected letters with decode grade-appropriate o knowledge of morphology (roots and affixes)
• Read grade appropriate irregularly spelled words
separate sounds that are words
including high frequency words
blended together to form
coherent pattern of sounds
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Book and Print
Knowledge
uses linguistic cues to • Analyze figures of speech (simile, metaphor,
demonstrates appropriately construct personification) to evaluate a variety of literary
understanding of various meaning from a variety of texts
Reading linguistics nodes to texts for a variety of • Analyze figures of sounds (onomatopoeia,
Comprehension comprehend various texts purposes alliteration) to evaluate a variety of literary texts
• Identify the elements of narratives
1. Theme
uses knowledge of 2. Setting
demonstrates text types to correctly 3. Characters (Heroes and Villains)
understanding of text distinguish literary from 4. Plot (beginning, middle and ending)
elements to comprehend informational texts
various texts • Identify forms and purposes of texts (newspapers,
uses diction (choice of magazines, letters, content texts, dictionary,
demonstrates words) to accurately encyclopedia, maps, charts, diagrams, tables)
understanding of writing analyze author’s tone,
styles to comprehend the mood, and point of view • Identify the elements of an informational/factual texts
author’s message 1. Informational Reports
uses literal information 2. Dialogues
demonstrates from texts to aptly infer 3. Procedures
understanding that reading a and predict outcomes 4. Explanations
wide range of texts provides 5. Descriptions
pleasure and avenue for self- 6. Expositions (advertisements, movies, etc.)
expression and personal 7. Recounts
development
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Composition of audiences and purposes • Write a narrative showing comparison and contrast
Edit texts using using effective technique, clear and concise
appropriate text types for language and systematic organization of ideas
a variety of audiences and
• Write various texts using appropriate propaganda/s
purposes
(band wagon, plain folks, glittering generalities,
testimonial)
Rewrite/revise texts
express ideas effectively using appropriate text • Write various informational/factual texts to produce
in formal and informal types for a variety of spontaneous and planned speech/utterances
compositions to fulfil their audiences and purposes 1. Informational Reports
own purposes for writing 2. Dialogues
3. Procedures
Publish texts using 4. Explanations
appropriate text types for 5. Descriptions
a variety of audiences and 6. Expositions (advertisements, movies, etc.)
purposes 7. Recounts
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DOMAIN CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES
STANDARD
NOUNS
• Form and use regular and irregular plural nouns.
uses the correct • Use abstract nouns (e.g., childhood).
demonstrates command function of nouns, • Use plural forms of nouns ending in ch, x, s or s-like
of the conventions of pronouns, verbs, sounds
standard English grammar adjectives, and adverbs in VERBS
and usage when writing or general and their • Form and use regular and irregular verbs.
speaking functions in various • Use simple present tense
discourse (oral and • Use the progressive (e.g., I was walking; I am walking; I
written) will be walking) verb aspects.
• Use modal auxiliaries (e.g., can may, must) to convey
Grammar various conditions
• Use common contractions (e.g., in tag questions)
PRONOUNS
• Use demonstrative pronouns
uses the correct • Observe correct pronoun-reference agreement
demonstrates command function of nouns, • Ensure subject-verb and pronoun-antecedent
of the conventions of pronouns, verbs, agreement.
standard English grammar adjectives, and adverbs in ADJECTIVES
and usage when writing or general and their • Use adjective to expand sentences
speaking functions in various • Order adjectives within sentences according to
discourse (oral and conventional patterns (e.g., a small red bag rather than
written) a red small bag)
ADVERBS
• Use adverbs of place and time
demonstrate command of uses the correct • Form and use comparative and superlative adjectives
the conventions of standard function of nouns, and adverbs, and choose between them depending on
English grammar and usage pronouns, verbs, what is to be modified.
when writing or speaking adjectives, and adverbs in PREPOSITIONS
general and their • Use prepositions and prepositional phrases
functions in various • Use prepositions idiomatically (Verb + prep (give up,
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discourse (oral and give in, give off, give back)
written)
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DOMAIN CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES
STANDARD
utilizes discrete • Use glossary and index of texts
demonstrates techniques (general or • Use the dictionary to determine information of unknown
Research understanding of library skills specific) and applies or unfamiliar words
(used to be Study to research a variety of appropriately them to all • Use basic library skills to research for familiar topics
Strategies topics or most fields of study • Conduct short research projects that build knowledge
about a topic.
uses a variety of • Identify sources and gather relevant information for use
demonstrates research strategies to in shared writing
understanding of the effectively write a variety • Participate in shared writing about familiar topics, topics
research process to write a of texts for various introduced through printed materials and other
variety of texts audiences and purposes classroom activities (Ex. Writing as a group about a
book unit, field trip, or other shared experiences
• Nod occasionally
demonstrates uses paralanguage • Smile and uses other facial expressions
understanding of verbal and and non-verbal cues to • Encourage the speaker to continue with small verbal
non-verbal elements of respond appropriately comments like “yes” and uh huh”
communication to respond • Assert your opinions respectfully
back • Treat the other person as he or she would want to be
treated
• Allow the speaker to finish
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demonstrates uses a variety of • Reflect what has been said by summarizing
understanding of verbal and strategies to provide • Formulate specific questions to clarify or follow up on
non-verbal elements of appropriate feedback information and to formulate comments that will
communication to respond contribute to the discussion and link to the remarks of
back others
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GRADE 6
DOMAIN CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES
STANDARD
orally communicates • Share brief impromptu remarks about topics of interest
information, opinions, and to oneself and others
demonstrates ideas effectively to • Speaking from notes or an outline, relate an experience
understanding of various different audiences using in descriptive detail, with a sense of timing and
verbal elements in orally a variety of literary decorum appropriate to the occasion
communicating information activities • Perform expressive oral readings of prose, poetry, and
Oral Language drama
• Prepare and conduct interviews
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DOMAIN CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES
STANDARD
• Read aloud grade six level text with an accuracy rate of
reads with sufficient 95 – 100%
accuracy and fluency to • Read with automaticity 300 sixth grade high-
demonstrates support comprehension frequency/sight words
Fluency understanding that English • Read grade-level text with purpose and understanding.
language is stress timed to • Read grade-level prose and poetry orally with accuracy,
support comprehension appropriate rate, and expression on successive
readings.
• Use context to confirm or self-correct word recognition
and understanding, rereading as necessary.
uses knowledge of
demonstrates stress and intonation of • Use informal English when appropriate to task and
understanding that a change speech to appropriately situation with correct intonation (stress, pitch, juncture)
in stress entails a change of evaluate the speaker’s
meaning to evaluate the intention, purpose and Use formal English when appropriate to task and
speaker’s/ author’s purpose meaning situation with correct intonation (stress, pitch, juncture)
and meaning
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parts to know that their isolation and in context affixes and roots as clues to the meaning of a word
meaning changes depending (e.g., photograph, photosynthesis).
in context • 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.
uses figurative
demonstrates language appropriately in • Interpret figurative language, including similes and
understanding of figurative various contexts metaphors, in context.
language, word relationships
and nuances in word • Recognize and explain the meaning of common idioms,
meanings to develop word adages, and proverbs.
consciousness
• Use the relationship between particular words (e.g.,
synonyms, antonyms, homographs) to better
understand each of the words.
Book and Print
Knowledge
demonstrates uses linguistic cues to
understanding of various appropriately construct
• Analyze figures of speech to evaluate a variety
linguistics nodes to meaning from a variety of
Reading comprehend various texts texts for a variety of
of literary texts (simile, metaphor,
Comprehension purposes personification, culture-based euphemism)
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the conventions of • Produce complete sentences, recognizing and
demonstrates command standard English correcting inappropriate fragments and run-ons.
of the conventions of • Use compound complex sentences
standard English grammar • Use correlative conjunctions (e.g., either/or,
and usage when writing or neither/nor).
speaking • 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.
demonstrates utilizes discrete • Use glossary and index of texts
understanding of library skills techniques (general or • Use the dictionary to determine information of unknown
Research to research a variety of specific) and applies or unfamiliar words
(used to be Study topics appropriately them to all • Use basic library skills to research for familiar topics
Strategies) or most fields of study • Conduct short research projects that build knowledge
about a topic.
demonstrates uses a variety of • Identify sources and gather relevant information for use
understanding of the research strategies to in shared writing
research process to write a effectively write a variety • Participate in shared writing about familiar topics, topics
variety of texts of texts for various introduced through printed materials and other
audiences and purposes classroom activities (Ex. Writing as a group about a
book unit, field trip, or other shared experiences
applies knowledge of
demonstrates the various forms and • Describe different forms and conventions used in
understanding of the forms conventions of print, non- print, non-print and digital materials (colors, lines,
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and conventions of print, print, and digital materials layout, icons and images, verbal use)
Viewing non-print, and digital to appropriately
materials to understand comprehend print, non- • Describe different forms and conventions of film
various viewing texts print, film and moving and moving pictures (lights, blocking, direction,
texts
characterization, acting, dialog, setting or set-up,
cinematography)
demonstrates evaluates effectively • Analyze the forms and conventions used to
understanding of the various the message constructed establish the following (Meaning/ message, Identity
forms and conventions of and conveyed in various
print, non-print, and digital viewing texts
• Analyze the versions of reality created and their
materials
effects to the viewer and society (Limited reality,
Make believe, Realities embedded in fantasy,
Facts and non-facts)
demonstrates applies different views • Identify the target audience
understanding of the various of the real world to • Analyze the setting used in print, non-print and
forms and conventions effectively interpret digital materials (Urban or Rural; Affluent or Poor)
materials to critically analyze (deconstruct) constructed
the meaning constructed in meaning in print, non-print
• Analyze the characters used in print, non-print, and
print, non-print, and digital and digital materials digital materials (Age and gender, Race and
materials nationality, Attitude and behavior)
• Determine constructs that are explicitly used to
influence viewers (Stereotypes, Point of view,
Propagandas)
demonstrates applies understanding
understanding of of forms and conventions • Design simple visuals (Crop, Extract, Modify,
construction, deconstruction, of viewing texts to Transform, Draw)
and reconstruction of print, appropriately create and
• Create simple print materials (Icons and Logos,
non-print and digital recreate meaning/
materials messages
Flyers and Posters)
• Creates simple non-print materials (Video clips, Still
pictures)
• Participate in discussion by listening attentively,
demonstrating respect for the opinions of others,
demonstrates applyies knowledge of and responding responsibly and courteously to the
understanding of non-verbal non-verbal skills to remarks of others
communication to respectfully give the
• Explain and advance opinions by citing evidence
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Attitude communicate with others speaker undivided and referring to sources
attention and • Accept and use helpful criticism
acknowledge the
• Attend to the content of discussion rather than the
message
speaker
• Evaluate the stated ideas and opinions of others,
seeking clarification through questions
• Invite ideas and opinions of others into the
discussion, responding clearly and tactfully to
questions and comments
• Establish and maintain an open mind when
listening to others' ideas and opinions
demonstrates uses paralanguage • Nod occasionally
understanding of verbal and and non-verbal cues to • Smile and uses other facial expressions
non-verbal elements of respond appropriately
• Encourage the speaker to continue with small
communication to respond
back
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 uses a variety of • Summarize the main points of a discussion, orally
understanding of verbal and strategies to provide and in writing, specifying areas of agreement and
non-verbal elements of appropriate feedback disagreement and paraphrasing contributions
communication to respond
• Display and maintain facial expressions, body
back
language, and other response cues that indicate
respect for the speaker and attention to the
discussion Participate in discussion without
dominating
• Distinguish between supported and unsupported
statements
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GRADE 7
PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD: The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and
other texts types for a deeper appreciation of Philippine Culture.
PERFORMANCE
DOMAINS OF CONTENT STANDARD LEARNING COMPETENCIES
STANDARD
LITERACY
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• Determine the effect of posture and bodily gestures in
understanding a message.
The learner The use different listening strategies based on purposes, with
demonstrates learner clearly the topic familiarity, and level of difficulty of simple informative
understanding of the explains a process texts and narrating short accounts
different listening strategies in a simple
employed to suit one’s informative text
purposes for listening, listened to using a • Note specific details of the text listened to
audience, familiarity with flowchart, tree
the topic and the level of diagram, etc. • Determine the order of ideas or how the ideas are organized
difficulty of the simple in the text listened to
informative text.
• Recognize main points and supporting ideas in the text
listened to
The learner The learner listen to appreciate communication roles, expectations and
demonstrates understanding performs an intentions in specific communicative contexts or situations
of the varied communication enhanced
rendition of a
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roles, expectations and listening text • Note the roles and expectations of each speaker in intimate
intentions in specific and consultative situations.
communicative contexts or
situation for appreciation. • Note the roles and expectations of each speaker in casual,
conversational, or informal situations.
The learner The explain orally significant human experiences and ideas based
demonstrates learner presents on literary or expository reading, listening, or viewing
understanding significant an excerpt of a selections in unrehearsed and rehearsed individual and group
human experiences in play highlighting modalities
relation to the ideas significant human
presented in the literary or experiences.
expository reading, • Narrate specific personal experiences related to the ideas
listening, or viewing presented in a selection.
selections.
• Compare and contrast ideas presented in a selection or a
set of related selections.
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• Provide suggestions in addressing controversial,
problematic, or debatable ideas, issues, or concerns in a
selection.
Quarter 4 Quarter 4 Quarter 4
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Vocabulary Quarter 1 Quarter 1 Quarter 1
Enhancement
The learner The Establish semantic relationships of words as well as familiar,
demonstrates understanding learner colloquial, and idiomatic expressions.
of the appropriate use of appropriately uses
(Subsumed in all familiar, colloquial, and expressions: • Determine words or expressions in a selection that are
domains) idiomatic expressions in familiar, colloquial, similar or opposite.
different communication idioms in a casual • Determine words or expressions in a selection that have
situations. or informal causal or associative relations.
conversation/
dialogues. • Determine words or expressions in a selection that have
time (temporal) or place (locative) relations.
The learner The learner Establish semantic relationships of words including figurative
demonstrates creatively prepares and academic language.
understanding of the a scrapbook of
various academic and poems and other • Distinguish between literal and figurative expressions.
figurative language to texts highlighting
enable him/her to figurative language. • Identify figures of speech that show comparison (simile,
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understand underlying metaphor, and analogy).
meanings of selections
read or passages listened • Identify figures of speech that show contrast (irony,
to. oxymoron, and paradox).
The learner The learner Analyze analogies and arrange words or expressions in clines.
demonstrates understanding proficiently writes a
of analogies and word clines version of a passage
that helps in determining or dialogue using • Determine the relationship of words or expressions
relationship of words and vocabulary in specific arranged in analogies.
expressions within a fields and for different • Supply other words or expressions that complete an
passage and in enriching purposes. analogous series of words or expressions.
one’s vocabulary.
• Identify words or expressions that have multiple meanings
(homonymous or polysemous words or expressions).
Comprehension The learner The learner Use different reading styles (scan, skim, read closely,
demonstrates understanding produces a etc.) to suit the text and one’s purpose for reading
and appreciation of various creative
literary and informative texts compilation of • Scan for specific information
with emphasis on Philippine Philippine folk
folk literature to develop literature and draws • Skim rapidly for major ideas using headings as guide
better understanding of the out in them inherent • Read closely to find answers to specific questions, note
human condition and the Filipino values to be
environment. presented in a sequence of events, etc.
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personally preferred Use non-linear visuals as comprehensive aids in content
format.
texts
The learner The learner Use appropriate mechanisms/tools in the library for
demonstrates retells a story locating resources
understanding of the creatively using
interesting accounts of appropriate sources
people’s ideas, feelings, of information, • Use the card catalogue, the online public access catalogue,
and values pertinent to the multimedia and or electronic search engine to locate specific resources
development of their culture technology.
and society using the most
appropriate sources of • Get information from the different parts of a book and from
information and technology general references in the library
with emphasis on Philippine
literature in English and
other text types. • Gather current information from newspapers and other
print and non-print media
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• Draw conclusions from the set of details
• Point out relationships between statements
Quarter 3 Quarter 3 Quarter 3
The learner The learner Use ideas and information gained from previous
demonstrates understanding interpretatively and readings and personal experiences to better understand a text
of the distinct features and proficiently performs
the development of Filipino in a choral
ancient poetry, their reading. • Use background knowledge or schema as basis for
elements and the poetic conjectures and hypothesis made while reading a text
devices using the
appropriate language forms
and functions. • Synthesize previous learnings with new insights
The learner The Use varied text types to develop extensive reading skills
demonstrates understanding learner writes
of the distinctive features of vividly a personal • Interpret instructions, directions, notices, rules and
essays and other text types /reflective essay regulations correctly
used by the Filipino authors that expresses
to present lessons learned meaningful views • Make generalizations and significant abstractions from
from experiences and and insights based different text types
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personal observations. from the different
texts read. • Distinguish between general and specific statements
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Quarter 2 Quarter 2 Quarter 2
The learner The learner Discover literature as an art form serving as a means of
demonstrates understanding interpretatively and developing better understanding of human condition and
of the distinctive features, proficiently the environment
aesthetic elements and performs in an
underlying objectives of excerpt of a play
varied literary and other text or drama • Express appreciation of one’s identity and cultural
types of Philippine literature highlighting human heritage
better understanding of rights.
human condition and the
environment. Show appreciation for worthwhile local traditions and
practices expressed in Philippine literature and the values they
represent
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acts
• Single out events that form the plot of a short story
• Express appreciation of sensory images in literary forms
The learner The learner Discover through Philippine literature the need to work
demonstrates understanding participates in a cooperatively and responsibly in today’s global village
of the basic features, parts, literary character
structure, and pattern of parade showcasing • Take note of Filipino cultural values underscored in Philippine
development that make tone Filipino cultural literature
and style of Philippine values and
essays to appreciate Filipino economic
cultural values underscored development. • Show whether a literary piece affirms, modifies or changes
in Philippine literature. one’s value system
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Raise questions about a program viewed
Answer the questions raised from a program viewed
Quarter 2 Quarter 2 Quarter 2
The learner The learner Grasp the message conveyed by a program viewed
demonstrates understanding produces a
of the various analytical and reaction paper of a Form mental images of the information conveyed by a
evaluative techniques program viewed. program viewed
employed in critical viewing.
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 Quarter 3 Quarter 3
The learner The learner Determine reality and fantasy from a program viewed
demonstrates understanding writes an
of how viewing conventions evaluation paper Compare television content to outside sources of
affect the way viewers of a program information
grasp, interpret, and viewed.
evaluate the meaning of a Determine one’s own television-viewing behavior
program viewed.
Discuss the principles of lay outing in a viewing material
Quarter 4 Quarter 4 Quarter 4
The learner The learner Discuss the principles of lay outing in a viewing material
demonstrates understanding presents a review
Discriminate between and among colors and how they
of how viewing conventions of a program
affect the way viewers incorporating symbolize ideas
grasp, interpret, and viewing
Distinguish basic camera functions
evaluate the meaning of a conventions.
program viewed. Verify how symmetry provides balance
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Identify the concept of perspective through vantage points
in viewing
Writing Quarter 1 Quarter 1 Quarter 1
Distinguish between oral and written modes of language use
The learner The learner with emphasis on their exclusive features and properties.
demonstrates understanding writes a retell of a
of written modes of myth or a legend. • Compare and contrast the basic features and kinds of
paragraph development with paragraph
emphasis on the basic
features and kinds of • Recognize the features of literary writing and academic
paragraph development to writing
produce a simple text.
• Recognize the common purposes for writing
• Compose a travelogue.
The learner demonstrates The learner writes a Organize information into short written discourse using
understanding of the features moving appropriate literary and cohesive devices.
and elements of personal/reflective
personal essays, and feature essay.
• Analyze the features and basic types of short written
articles to write for a variety personal/reflective essays.
of audiences.
• Distinguish between and among a capsule biography,
biographical sketch, and feature article.
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• Compose a biographical sketch of an interviewed person
whose backgrounds were also researched.
The learner The learner Use persuasive devices to express opinion and to construct
demonstrates understanding creatively basic mass communication materials.
of how to use persuasive constructs basic
devices to construct basic mass
communication materials. communication • Formulate a statement of opinion or assertion.
materials such as
print, radio, and TV • Recognize the elements and features of print, radio, TV,
ads and and ads and campaigns
campaigns. .
• Use basic persuasion techniques to create a print ad and
campaign: association, bandwagon, testimonials, fear,
humor, bribery, intensity, and repetition.
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English • Employ a variety of cohesive devices in composing short
(Subsumed in all
domains)
(Subsumed in
Reading,
Literature, and
Writing)
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Quarter 2 Quarter 2 Quarter 2
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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 PERFORMANCE
CONTENT STANDARD LEARNING COMPETENCIES
LITERACY STANDARD
The learner demonstrates The Employ appropriate listening skills when listening to
understanding on how learner creates an descriptive and long narrative texts
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employing projective listening audio – video (e. g. making predictions, noting the dramatic effect of
strategies to descriptive and presentation sudden twists, etc.)
longer narrative audio texts, highlighting the core
message of a text
helps him/her to validate
listened to.
information, opinion, or
• Employ projective listening strategies with longer
assumption to participate well stories
in specific communicative
context .
• Listen to determine conflicting information aired over
the radio and television
The learner demonstrates The learner proficiently Determine the persons being addressed in an
understanding in validating writes an editorial informative talk, the objective/s of the speaker and his/her
information, opinions, or article concerning an attitude on the issues
assumptions made by a issue raised by the Use attentive listening strategies with informative
speaker to arrive at sound speaker in a text texts
decisions on critical issues. listened to.
The learner The learner creatively Process speech delivered at different rates by making
demonstrates understanding renders a choric inferences from what was listened to
of how the orchestration of interpretation of a text
harmony, unison, rhythm and listened to
• Use syntactic and lexical clues to supply items not
the structure of narratives listened to
and other text types enable
him or her to appreciate their • Anticipate what is to follow in a text listened to
richness. considering the function/s of the statements made
The learner The learner Ask for and give information, and express needs,
demonstrates joins actively in a opinions, feelings, and attitudes explicitly and implicitly
understanding of the various panel discussion in an informative talk
means on how figurative on a current issue or
and academic language can concern. • Formulate responses to questions noting the types of
be used in various questions raised (yes-no, wh-questions, alternative,
communication settings. modals, embedded)
• Make inquiries
The learner demonstrates The learner proficiently Use appropriate turn-taking strategies (topic nomination,
understanding of using turn- conducts a formal, topic development, topic shift, turn-getting, etc.) in
taking strategies in extended structured interview extended conversations
conversations to effectively of a specific subject. Interview persons to get opinions about certain
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convey information. issues
The learner The learner Develop strategies for coping with unknown
demonstrates creatively prepares a words and ambiguous sentence structures and discourse
understanding of the comparative log of
strategies for coping with academic and o Identify the derivation of words
the unknown words and figurative language
ambiguous sentence reflected in
structures and discourse to documents with the o Define words from context and through word analysis
arrive at meaning. same themes. (prefix, roots, suffixes)
The learner The Develop strategies for coping with unknown words
demonstrates learner creatively and ambiguous sentence structures and discourse
understanding of the produces a o Identify the derivation of words
strategies for coping with frequency word list.
the unknown words and
ambiguous sentence o Define words from context and through word analysis
structures and discourse to (prefix, roots, suffixes
arrive at meaning.
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o Use collocations of difficult words as aids in
unlocking vocabulary
The learner The learner Develop strategies for coping with unknown words and
demonstrates proficiently produces a ambiguous sentence structures and discourse
understanding of the glossary of words
strategies for coping with related to specific o Identify the derivation of words
the unknown words and disciplines.
ambiguous sentence
structures and discourse to o Define words from context and through word analysis
arrive at meaning. (prefix, roots, suffixes)
Comprehension The learner The learner Adjust reading speed based on one’s purpose for reading
demonstrates understanding produces a Reading and the type of materials read
of the different reading Log showing various
styles to suit the text and entries like the • Use different reading styles to suit the text and one’s
one’s purpose for reading. choice of reading purpose for reading
materials, the type of
reading employed, • Scan rapidly for sequence signals or connectors as
etc. basis for determining the rhetorical organization of
texts
The learner The learner Evaluate content, elements, features, and properties of a
demonstrates proficiently uses reading or viewing selection using a set of criteria developed in
understanding of textual advanced consultation (with peers and the teacher)
relationships using non- organizers/
linear forms and graphics illustrations
to obtain information from showing textual • Explain visual-verbal relationships illustrated in tables,
linear and non-linear texts. relationships. graphs, information maps commonly used in content area texts
The learner The learner Utilize varied reading strategies to process information
demonstrates understanding creatively produces a in a text
of varied reading approaches digital chart of
to make sense and develop various text types • Recognize the propaganda strategies used in
appreciation for the different with clickable advertisements and consider these in formulating
text types. features. hypotheses
• Distinguish between facts from opinions
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• Use expressions that signal opinions (e.g. seems, as I
see it)
The learner The learner Utilize knowledge of the differences among text types
demonstrates understanding prepares an (instructional, explanatory, recount, persuasive, informational
of how to abstract abstract of a text and literary) as an aid in processing information in the
information presented in read. selection read or viewed
different text types and to
note explicit and implicit
signals used by the writer. • 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
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• Interpret instructions, directions, notices, rules and
regulations
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Quarter 2 Quarter 2 Quarter 2
The learner The learner Show understanding and appreciation for the different
demonstrates creatively compiles genres with emphasis on types contributed by Asian
understanding of how Afro-Asian literary countries (i.e. Haiku, Tanka, etc.)
significant human pieces as accounts
experiences are best of experiential • Point out the elements of plays and playlets
captured in various literary learning.
forms that inspire humans to
bring out the best in them. • Determine the macro discourse patterns of essays and
the macro discourse signals used to establish meaning
relationships in the essay
• Determine the author’s tone and purpose for writing the
essay
The learner The Discover Philippine and Afro Asian literature as a means
demonstrates learner produces a of expanding experiences and outlook and enhancing
understanding of the critical review of worthwhile universal human values
different genres to heighten articles with the
literary competence. same themes but • Express appreciation for worthwhile Asian traditions
different genres. and the values they represent
The learner The learner Point out the role of literature in enabling one to grow in
demonstrates produces an e- personhood
understanding of how literary folio which
literature mirrors the captures significant • Discriminate between what is worthwhile and what
realities of life and depicts human experiences. is not through literature
human aspirations. • Distinguish as positive values humility,
resourcefulness, self-reliance and the ability to look into
oneself, and accept one’s strengths and weaknessess
The learner The learner • Discern positive and negative messages conveyed by a
demonstrates effectively writes program viewed
understanding of the reactions to movies
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different text types and viewed. (movie
genres of programs viewed review) • React appropriately and provide suggestions based on
to effectively derive an established fact
information and find
meaning in them. The learner • Decode the meaning of unfamiliar words using structural
presents a review of analysis
a program viewed.
• Follow task- based directions shown after viewing
The learner The learner • Analyze the elements that make up reality and fantasy
demonstrates produces a reaction from a program viewed
understanding of the various paper to a program
analytical and evaluative viewed. • Compare and contrast one’s own television-viewing
techniques employed in behavior with other viewers’ viewing behavior
critical viewing.
• Organize an independent and systematic approach in
critiquing various reading or viewing selection
The learner The learner • Recognize the principles of lay outing in viewing a
demonstrates puts up a model material
understanding of how television
viewing conventions affect production • Explore how colors appeal to viewer’s emotions
the way viewers grasp, incorporating viewing
interpret, and evaluate the conventions. • Identify basic camera angles
meaning of a program
viewed. • Ascertain how balance created by symmetry affects
visual response to a program viewed
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• Differentiate between vantage points and viewing
Writing Quarter 1 Quarter 1 Quarter 1
Accomplish forms and prepare notices
The learner The learner
demonstrates understanding proficiently prepares a • Write the information asked for in the following forms:
of giving valuable personal brochure on the School forms
information and information Bank forms
dangers of
on social events and issues Order slips
by accomplishing different smoking/drugs and
Evaluation forms
forms to effectively function other social issues Survey forms
in school and in community. and concerns. Bills, telecom, etc.
.
• Write notices (e.g. posters, slogans, advertisements
that relate to social events
The learner writes a
personal narratives.
The learner
creates a blog on
the internet
commenting on
social/economic
issues and
concerns.
Quarter 2 Quarter 2 Quarter 2
Use non-linear texts and outlines to show relationships
The learner The learner between ideas
demonstrates understanding conducts an opinion
of the power of language poll, interprets, and Transcode ideas from texts to concept maps
structures and forms in presents the findings
shaping people’s reactions, having a local-based
perceptions, points of view, or national issue as Make a write-up of ideas presented in concept
and beliefs in local, national reference. maps
and global communities.
Use three-step words, phrasal and sentence
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outlines to organize ideas
The learner The learner Use specific cohesive and literary devices to construct
demonstrates understanding produces an e- integrative literary and expository reviews, critiques, research
of how to have a good journal of poetry & reports, and scripts for broadcast communication texts,
command and facility of the prose entries with including screenplays
English Language emphasis on content
necessary to produce and writing style.
writing in different genres • Produce different text types and sub-types
and modes.
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attitudes
The learner The • Organize one’s thoughts and adopt the appropriate
demonstrates understanding learner makes a writing style in letters, resumes, critiques, etc. using
of how to have a good write-up of an appropriate styles (formal and formal)and audience in
command and facility of the interview. mind
English Language necessary
to produce writing in different
genres and modes. • 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.)
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ideas, needs, feelings and informative text. Formulates:
attitudes
o correct complex and compound-complex sentences
o correct conditional statements
The learner proficiently o appropriate parenthetical expressions
The learner demonstrates writes a description of
understanding of how a process. o meaningful expanded sentence (following
language is instrumental in balance, parallelism, and modification)
communicating thoughts, and
feelings.
• formulates:
o correct complex and compound-complex sentences
o correct conditional statements
o appropriate parenthetical expressions
• formulates:
o correct complex and compound-complex sentences
o correct conditional statements
o appropriate parenthetical expressions
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Attitude towards Quarter 1 Quarter 1 Quarter 1
language, literacy
and literature
(Subsumed in all
domains)
(Subsumed in
Reading,
Literature, and
Writing)
GRADE 9
PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of the different types
of literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD: The learner demonstrates communicative competence through his/her understanding of British-
American Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of
other countries.
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DOMAIN CONTENT STANDARD PEFORMANCE STANDARD COMPETENCIES
LISTENING Q1 The learner demonstrates Q1 The learner presents an • Determine appropriateness
COMPRE- understanding of how the correct analysis of prosodic patterns of stress, intonation, phrasing,
HENSION prosodic patterns of the language in various communicative tone, and non –verbal cues
result to effective verbal messages. situations captured in videos. 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 Q2The learner presents a well- • Shift from one listening
understanding of how to use various documented report about the strategy to another based on
listening strategies that serve as solution to a societal problem purpose, familiarity with the
gateways to the meanings of highlighted in an argumentative topic and level of difficulty of
the argumentative or persuasive
argumentative and persuasive texts. or persuasive text.
text
• Listen to get important
information from argumentative/
persuasive text types
• Process speech delivered at different
rates by making inferences from what
was said.
• Listen to paraphrase and summarize
information from persuasive texts.
• Accept/ turn down, negotiate and
propose changes in the ideas listened
to.
• Agree or disagree on the ideas of the
speaker
• Draw conclusions based on the text
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• 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 Q3The learner prepares an • Listen to determine faulty
understanding of how to give advocacy flyer with logic, unsupported facts ,and
appropriate and critical feedback in hyperlink highlighting emotional appeal in order to
addressing communication flaws a proposed solution to a provide appropriate and
critical feedback in a specific
societal problem/ concern
context or situation
• Listen and reflect on the
ideas of the speaker
• Listen to analyze and
interpret the information
listened to
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Q4 The learner demonstrates Q4 The learner produces a • Listen to lay value judgment
understanding of how to use Project Plan detailing how a on critical issues that
critical listening strategies to form specific national problem demands sound analysis and
sound judgment on pressing can be best addressed calls for prompt actions
• Get the different sides of social, moral,
issues.
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.
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VOCABULARY Q1 The learner demonstrates Q1 The learner produces a • Identify context-appropriate
DEVELOPMENT understanding of how diction modified dialogue highlighting substitute for words or
(appropriate word choice) ensures the use of appropriate words expressions
accuracy in meaning and expressions based on • Identify the derivation of
words
context.
• 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
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Q4 The learner demonstrates Q4 The learner efficiently • Employ vocabulary know-how
understanding of how enhanced constructs a word blog In taking exams
vocabulary helps in taking (Wiki-inspired) of • Show how vocabulary becomes
competency exams and in meeting terms used in certain a a job hunting essential
the word proficiency requirement of career/profession
various careers
READING Q1The learner demonstrates Q1The learner efficiently • Articulate prior knowledge
COMPRE- understanding of how schema produces a summation blog concerning the topic of reading
HENSION building helps in understanding the detailing the content of the or viewing selection using
meaning of texts selections read 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
Q3 The learner demonstrates Q3 The learner proficiently • Ascertain the features of the
understanding of how tradition of produces an promotional video reading or viewing selection
literary production is reflected in the of an advocacy. that clarify its adherence to
richness of the reading selection that or dismissal of a particular
tradition of literary production
creates life-long impact
• 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 Q4 The learner efficiently • Ascertain the features of the
understanding of how thorough produces a reading or viewing selection
analysis of textual features influences position paper on that clarify its adherence to or
stance on social issue, concern, or the features of a dismissal of a particular social
issue, concern, or disposition.
disposition selection read
• Judge the relevance and
worth of ideas, soundness
of author’s reasoning, and
the effectiveness of the
presentation by reading
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critically to what is real
Literature Q1 The learner demonstrates Q1 o Note the form and functions of different
types and subtypes of literary texts
understanding and appreciation of Point out relationships of
time, place, cause-effect,
varied genres focusing on the general concepts, examples,
analogy, etc. used by the
contributions of British and writer to underscore the
theme of the selection
American. 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
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Q3 Q3 o Single out the Eastern and
Western cultural values
evident in our heritage as a
The learner demonstrates
result of historical
development
understanding of worthwhile human
Express appreciation of
Filipino cultural values and
experiences undwerscored in
their similarities to or
differences from English-
Philippine, English, and American
American values
o Underscore the Western
literature
values of candid frankness
and humor as presented in
British and American literature
• Stress the importance of task-
oriented and efficiency as
values worth emulating
o
Viewing Q1 The learner demonstrates under- Q1 The learner produces • Structure information from a
Standing of the different text types program portfolio that monitors program viewed as to how they
And genre of programs to effectively their progress as viewers in can be used in a discourse.
Derive information and make this terms of interest, preference,
Information meaningful. and reflection on individual
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viewing behavior.
Q2 The learner demonstrates under- Q2 The learner produces an • Authenticate the answers to the
standing of the various analytical and evaluation paper to a program questions raised from a program
evaluative techniques employed in viewed. viewed.
critical viewing.
• Interpret the message conveyed
by a program viewed.
Q3 The learner demonstrates under- Q3 The learner puts up a • Tell the big idea/key concept
standing of how viewing conventions model television production implied by the gestures of interlocutors.
affect the way viewers grasp, inter- incorporating viewing
prêt,and evaluate the meaning of a conventions.
program viewed.
• Prove how the elements that
make up reality and fantasy
affect viewers’ program preference.
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• Interpret the meaning of television content
and other sources of information.
WRITING & Q1 The learner demonstrates Q1 The learner produces • Identify ways by which
COMPOSITION understanding of how information a synthesis paper showing the information is systematically
must be organized to understand extent of information to be organized to meet specific goals
and appreciate written discourse considered in writing a and objectives in written
discourse
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
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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 Q2 The learner produces a • Employ a variety of
understanding of how expressing :”response blog” that considers language and discourse
views and opinions can be best done strong arguments on critical patterns in expressing
by using a variety of language and Issues. one’s view and opinions
concerning a particular
discourse patterns
topic of interest.
• Produce a variety of
creative written works
• Communicate thoughts
and feelings in write-ups,
ads, notes, letters using
appropriate writing style
• Write personal reflections
about the devices and
techniques used by the
writer
• Write a personal response
to a literary text
• Present sufficient details to
support the key ideas presented
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• Use clear , strong evidences to support claims o
arguments
• Draft and revise focused,
purposeful writing that reflects
insights
Q3 The learner demonstrates Q3 The learner creates an • Use specific cohesive and
understanding of how extended e-folio of written works which literary devices to construct
literary and expository written can be commented on and extended literary and
discourse are best understood modified. expository written discourse as
short fiction, argumentative,
through the use of specific cohesive
and persuasive essays,
and literary devices 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
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ideas, thoughts, feelings and
observations.
• Use key idea sentences, support
sentences, transition devices and
restatements of texts.
GRAMMAR Q1 The learner demonstrates Q2 The learner creatively • Use other cohesive
AWARENESS understanding of how sentence designs an on-line tourism techniques
structures are best expressed by pamphlet using correct and devices, various polite
taking in consideration various cohesive techniques, and expressions, varied techniques
of softening expressions,
cohesive techniques and devices, devices as well as polite
appropriate techniques to avoid
polite expressions and expressions confusing sentence structures
euphemism.
Q2 The learner demonstrates Q2 The learner proficiently • Formulate appropriate
understanding of how grammar presents a features segment restatements, correct negation
proficiency is made evident by highlighting restatements, structures, meaningful
correct restatements and correct negation structures, structures of fronting, inversion,
and emphasis, effective
negation, structures of fronting, meaningful structures of
sentence with controlled length
inversion, and emphasis, effective fronting, inversion, and and rhythm
sentence with controlled length emphasis.
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and rhythm
STUDY SKILLS The learner demonstrates The learner efficiently • Design appropriate task and
understanding of how an organized produces a Feasibility Report resource management
inquiry calls for organized resource on how an academic schemes to carry out
management and well-designed undertaking can be specific goals of an
organized inquiry.
task scheme. achieved through appropriate
task design and resource
management scheme.
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GRADE 10
PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD: The learner demonstrates communicative competence through his/ her understanding of literature and other text
types for a deeper appreciation of World Literature, including Philippine Literature.
DOMAIN CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
Listening Q1 The learner demonstrates The learner activates prior Examine how spoken communication
Comprehension understanding that listening is knowledge conceptually related to between and among speakers in
the receptive skill in the oral text and establishes a purpose for specific situations may be repaired or
mode that allows one to listening. enhanced verbally and non-verbally
comprehend what is heard using to suit various functional purposes
ones skills and background
knowledge (schema). • 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
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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
Listening Q2 The learner activates self- Adjust listening strategies based on
Comprehension awareness as they discuss and purpose, familiarity with the topic and
analyze a text to create new level of difficulty of the expository
meanings and modify old and analytical texts
knowledge.
• 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
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determining unsupported
generalizations and exaggerations
Reading & Viewing Q1 The learner demonstrates The learner activates prior Assess prior knowledge concerning
Comprehension understanding that reading is a knowledge conceptually related to the topic of reading or viewing
psycholinguistic guessing game text and establishes a purpose for selection using individual or group
which utilizes visual and non- reading. assessment devices
visual information in order to • Use previous experiences as a
confirm, modify, and monitor scaffold for processing
one’s comprehension. information in a given reading or
viewing selection
Test new insights against
previous learnings
Note the effectiveness of
textual aids like advance
organizers, titles, non-linear
illustrations, etc. in activating
background knowledge
relevant to the selection
• Develop strategies for coping
with unknown words and
ambiguous structures and
discourse.
Identify the derivation of
words.
Use collocations of difficult
words as an aid in unlocking
vocabulary difficulties
Define words from context,
and through word analysis.
Arrive at the meaning of
structurally complex and
ambiguous sentences by
separating kernel sentences
from modification structures
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and expansions
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Q4 The learner locates information
Reading from expository texts and uses Organize an independent and
Comprehension these information for discussion or systematic approach to critiquing an
written product. elected reading or viewing selection
Viewing Q1 The learner The learner produces program • Use the structure information in a
Comprehension demonstrates understanding of portfolio that monitors their
familiar situation
the different text types and progress as viewers in terms of
genres of programs to interest, preference, and reflections • Validate the information derived from
effectively derive information on individual viewing behaviors.
and make this information the genres of programs viewed
meaningful. • Link connections of events and how
these connections contribute to the
totality of a program viewed
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• Apply symbols derived from mental
images to written or oral
communication
• Confirm authenticated answers to
questions raised from program
viewed with another viewer
Viewing Quarter 2 Quarter 2 • Interpret the message conveyed by a
Comprehension
The learner demonstrates The learner produces a program viewed
understanding of the various reaction paper of a program • Use previous experiences as scaffold
analytical and evaluative viewed.
techniques employed in critical to the message conveyed by a
viewing. program viewed
• React appropriately and provide
suggestions based on an experience
• Decode the meaning of unfamiliar
words through gestures and facial
expressions of interlocutors
• Make own set of directions from a set
of instructions lifted from a program
viewed
• Tell the big ideas/key concepts
implied by the character’s
appearance of the interlocutors
Viewing Q3 The learner The learner writes a critic of • Evaluate how the elements that
Comprehension demonstrates understanding of a program viewed.
make up reality and fantasy affect
how viewing conventions affect
the way viewers grasp,
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interpret, and evaluate the viewing habit
meaning of a program viewed.
• 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
Viewing Q4 The learner The learner presents a • Explain how lay out affects the way
Comprehension demonstrates understanding of review of a program viewer receive and process the
how viewing conventions affect incorporating viewing message of the program viewed
the way viewers grasp, conventions.
interpret, and evaluate the • Explain how colors affect the way
meaning of a program viewed.
viewer receive and process the
message of the program viewed
• Explain how the camera functions
and angles address the message of
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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 • Differentiate between the text
demonstrates understanding of
the various literary types structure of journalistic, literary, and
across world cultures scientific selections
(narratives, drama, poems,
essays, etc.) • 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
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used by an author in essays
Determine the rhetorical
functions and techniques
used in essays
• Pick out the elements that
distinguish drama as a literary
form and explain the dramatic
devices used by the writer
• React to the literary techniques
and styles (e.g. choice of
symbols, imagery, juxtaposition)
adapted by an author to achieve
his purpose
Appreciate the use of
imagery and poetic
devices (e.g. figurative
language, rhyme, etc.) for
unity of effect
Identify flashback,
foreshadowing,
juxtaposition and their
contribution to the text
structure
Literature Q2 The learner • Identify the values reflected in
demonstrates understanding of
the significant human various text types in world literature
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experiences expressed in • Show value and respect for diversity
various types of literary genres
to show appreciation of world evident in world literature
literature. • Point out how writers build a system
of values through their selection of
words and details and the way they
shape reality
Literature Q3 The learner • Abstract from literary works how local
demonstrates understanding of
and global are interconnected in our
how can people make
difference as highlighted in daily lives
world literature to express
his/her belief • 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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into texts
Use non-linear text outlines
and notes as aids in the
preparation of a research
paper
Writing Composition Q3 Demonstrate ability to write Use specific cohesive and literary
& Grammar clearly for specific purposes. devices to construct integrative
Awareness & literary and expository written
Structure discourse as review, critiques,
research reports, and scripts for
broadcast communication texts,
including screenplays
Note: Vocabulary Enhancement, Attitude and Study Strategies are integrated in other literacy domains.
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CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM
ENGLISH
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1. Galileo Go BEE-CDD
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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
DepED VIII / CESS
Consultant
B. Ligaya Ilagan EPS II DepEd CO/BEE-SDD
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10. Eufrosina R. Lontoc AA IV / Encoder DepED CO/BEE-SPED
I. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards
Venue: DAP,Tagaytay City
Date: May 10-13,2011
NAME DESIGNATION OFFICE/SCHOOL
1. Dr. Edilberta Bala Professor Philippine Normal University
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2. Dr. Lourdes Visaya retired ES: Elementary English – DepEd
DepED Manila
3. Dr. Perla Cuanzon Retired ES: Elementary English – DepEd
DepED Manila
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 CDD-BEE, DepEd, Central Office
Specialist
7. Mr. Ricardo G. Ador Dionisio Teacher II CDD – BSE, DepEd Central Office
8. Mrs. Melinda Rivera Senior Education Program CDD-BSE DepEd Central Office
Specialist
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
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10. Regida N. Uibar Education Program Supervisor II Deped – RO 5
11. Manuel C. Zacarias President NCR
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10. Mary Neva Grace C. Teacher III DepEd – Gingoog City
Chipada
11. Jocelyn R. Mimia Teacher DepEd – Agusan del Norte
12. Amor de Torres Teacher CU – PAFIE
13. Jeanie L. Mativo EPS I DepEd – Surigao del Norte
14. Leah O. Bayani Teacher CUBED
15. Joseph A. Moral Teacher Corpus Christi School
16. Belinda A. Busalla EPS Dep. Ed.
17. Angelina B. Buaron ES II - English Dep. Ed. R.O.
18. Gaudencio C. Garife Classroom Teacher SHJMS Borja
19. Anna Liza A. Aca-Ac Academic Head OLLES
20. Joan Valles Alejandrino Teacher I Dep. Ed., Agusan del Norte
21. Jocelyn R. Mission SST - I Dep. Ed., Agusan del Norte
22. Jeanie L. Matiso EPS I Dep. Ed. Surigao del Norte
23. Juliet R. Lebios ES II Dep. Ed. CARAGA
24. Jaremie J. Morales Language Teacher XUGS
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10. Wilma Grace P. Rivero ESP I Div. Office, Maguindanao 1
11. Ofelia N. Caballo Elem. Teacher Francisco Adlaon Learning Institute
12. Lani F. Anito Master Teacher I Midsayap Pilot ES
13. Irene J. Cutamor Teacher I Romana C. Acharon, CES
14. Sheryl L. Loria Division English Coordinator DepEd Sultan Kudarat
15. Welma R. Vertido Teacher I BEE – Regional Office
16. Shirley S. Bulosan ES II DepED RO XII
17. Arlac G. Billano EPS City Schools of Tacurong City
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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
NAME DESIGNATION
1. Irene C. De Robles CDD – BEE
2. Jose Tuguinayo, Jr. CDD – BSE
3. Marivic Abcede CDD – BSE
4. Mirla Olores SPED – BEE
5. Simeona Ebol CDD – BEE
6. Fe Villalino SDD – BEE
ADVISORY TEAM
NAME DESIGNATION
1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC
2. Dr. Lolita Andrada Director, BSE – DepEd, Pasig
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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
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