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

K to 12 Curriculum Guide
MOTHER TONGUE
(Grade 1)

April 4, 2011

K TO 12 MOTHER TONGUE
I. Overall Goal: Functionally Literate and Holistically Developed Filipino Learners

II.

Desired Outcomes: A learner who: 1. 2. 3. 4. 5. 6. 7. Possesses a healthy mind and body. Has solid moral and spiritual grounding. Has essential knowledge, skills, values and attitudes to continuously develop himself/herself to the fullest. Engages in critical thinking and creative problem solving. Contributes to the development of a progressive, just, and humane society. Is proud to be a Filipino. Appreciates the beauty of the world around him/her and cares for the environment.

III.

Core Learning Area Standard : Use Mother Tongue appropriately and effectively in oral, visual and written communication in a variety of situations and for a variety of audiences, contexts and purposes including learning of other content subjects and languages, demonstrate appreciation of various forms of literacy genres and take pride in ones cultural heritage.

IV.

Key Stage Standards: K3 By the end of grade III, students will: Enjoy communicating in their first language on familiar topics for a variety of purposes and audiences using basic vocabulary and phrases; read L1 texts with understanding and create their own stories and texts in their L1.

* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza

K TO 12 MOTHER TONGUE
V. Grade Level Standards: Grade Level Grade Level Standards The learner demonstrates skills and strategies in phonemic awareness, letter names, sound-letter correspondences, decoding, vocabulary and comprehension as they enjoy listening and responding to a variety of texts in their Mother Tongue.

Grade 1

The learner demonstrates basic communicative skills in talking about familiar topics using simple words and both verbal and non-verbal cues to understand spoken language, shows basic understanding of vocabulary and language structures, reading process, and writing system and appreciates aspects of ones culture.

Grade 2

The learner demonstrates communicative skills in using basic vocabulary and simple phrases, simple spoken language using both verbal and non-verbal cues, understands vocabulary and language structures, appreciates and understand the cultural aspects of the language and the writing system used in the program, and reads and writes its simple words and phrases.

Grade 3

The learner demonstrates communicative skills in simple contexts using basic vocabulary and phrases, shows understanding of spoken language in simple contexts using both verbal and non-verbal cues, vocabulary and language structures, cultural aspects of the language, reads and writes in the writing system used.

* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza

K TO 12 MOTHER TONGUE GRADE 1

ORAL LANGUAGE

Content Standards

The learner possesses the language skills and cultural knowledge necessary to participate successfully in oral communication in different context.

Performance Standards

The learner has sufficient functional vocabulary to name and describe people, places, concrete objects and communicate personal experiences, ideas, thoughts, actions, and feelings in different context in a culturally appropriate manner.

COMPETENCIES The Learner 1. Talk about pictures presented using appropriate local terminologies with ease and confidence. Animals Mechanical Objects Musical Instruments 2. Environment Talk about the pictures presented in relation to their personal experiences Listen and respond to others. 3. 4. 5. 6. 7. 8. Participate actively during story reading by making comments and asking questions. Recite/sing with ease and confidence rhymes, jingles, riddles, chants, song, lullaby in culturally appropriate manner. Tell their own stories related to the picture with ease and confidence. Relate their own stories related to the picture presented with proper phrasing and pausing. Recite/sing with ease and confidence rhymes, jingles, riddles, chants, song, lullaby in culturally appropriate manner. Use expressions appropriate to the grade level in classifying things, animals, objects, etc. 4

* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza

K TO 12 MOTHER TONGUE
9. Use expressions appropriate to the grade level in predicting events/situations. 10. Talk about the story/legend, events, community issues by recalling important details in a culturally appropriate manner. 11. Respond to the story through illustrations and dramatization. 12. Express opinion on the story and local news heard using culturally appropriate expressions (I think, I believe, In my opinion etc.) 13. Listen and retell a story heard in their own words citing the characters and important events. 14. Listen and retell a story, legends, school and community events and local news in a summary form. 15. Talk about family, friends, school, community and significant people and places using descriptive words in culturally appropriate manner . 16. Use culturally appropriate expressions to show agreement and disagreement on a certain topic/s being presented. 17. Use culturally appropriate expressions to explain/give reason on a certain topic/s being presented. 18. Tell stories, legends, fables, jokes, advertisement, ect. with correct rate, accuracy and prosody (phrasing, pausing and emphasis). 19. Use culturally appropriate expressions in giving opinion, ideas, views, etc. In a given situations/issues/news/events. 20. Use culturally appropriate expressions in hypothesizing (giving possible outcomes/results of story, events, activity, actions and situations heard. 21. Use culturally appropriate expressions in giving one's obligation, hope and wish. 22. Use culturally appropriate expressions in giving one's obligation, hope and wish.

PHONOLOGICAL SKILLS

Content Standards

The learner demonstrates understanding on the basic features of reading using phonological skills.

Performance Standards

The learner uses phonological skills and strategies to select sound patterns and know how to translate then into spoken language.

COMPETENCIES The Learner 1. Perceive / Comprehend and produce sounds heard locally from Animals Mechanical * Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 5

K TO 12 MOTHER TONGUE
Objects Musical Instruments Environment 2. 3. 4. 5. 6. 7. Identify rhyming words in nursery rhymes, songs, jingles, poems, and chants. Give pairs of rhyming words found in nursery rhymes, songs, jingles, riddles, and chants. Give/produce the beginning sound of letter/s in a given word. Give/produce the beginning sound of letter in a given word. Orally segment a two to three-syllable word into its syllabic parts. Give the new spoken words when two or more syllables are join to form words.

BOOK AND PRINT KNOWLEDGE

Content Standards

The learner demonstrates understanding on the basic features of reading using book and print knowledge.

Performance Standards

The learner uses book and print knowledge and strategies to select letter patterns and know how to translate then into spoken language by using phonics, syllabication and word parts..

COMPETENCIES The Learner . . . 1. Use correctly the terms referring to conventions of print: (book, front and back cover, beginning, ending, title, page, author, and illustrator). 2. Track the text in the correct order: page by page, left to right, top to bottom. 3. Identify differences between letters. 4. Make one-to-one correspondence between written and spoken words. 5. Point out that spoken words are represented in written language by specific sequence of letters. 6. Recognize correct spelling of words.

* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza

K TO 12 MOTHER TONGUE
ALPHABET KNOWLEDGE

Content Standards

The learner demonstrates understanding on the basic features of reading using alphabet knowledge.

Performance Standards

The learner uses alphabet knowledge and strategies to select letter patterns and know how to translate then into spoken language by using phonics, syllabication and word parts.

COMPETENCIES The Learner 1. Give the letter that begins with the name of a given picture/objects. 2. Identify specific letters in the alphabet, both upper and lower case. 3. Show relationship between sounds and written symbols.

WORD RECOGNITION

Content Standards

The learner demonstrates understanding on the basic features of reading using knowledge on word recognition.

Performance Standards

The learner uses basic knowledge on word recognition skills and strategies to select letter patterns and know how to translate then into spoken language by using phonics, syllabication and word parts and apply this knowledge to achieve fluent oral and silent reading.

COMPETENCIES

* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza

K TO 12 MOTHER TONGUE
The Learner 1. 2. 3. 4. 5. 6. Match words with pictures and objects. Give the sounds of the specific letter/s in the alphabet. Blend specific letters to form syllables/words. Read by sight words listed in Appendix __. Read phrases, sentences and short stories containing high frequency words and words studied. Read stories, legends, essays, news articles, blogs, etc. containing high frequency words and words studied.

FLUENCY

Content Standards

The learner demonstrates understanding on the basic features of reading using knowledge on fluency.

Performance Standards

The learner uses basic knowledge on fluency skills and strategies to select letter patterns and know how to translate them into spoken language by using phonics, syllabication and word parts and apply this knowledge to achieve fluent oral and silent reading.

COMPETENCIES The Learner 1. Read aloud grade one level text at a rate of approximately 60 words per minute. 2. Read grade one level text in three-to-four word phrases with appropriate intonation, expression and punctuation cues. (features of fluency)

* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza

K TO 12 MOTHER TONGUE
SPELLING

Content Standards

The learner demonstrates understanding on the basic features of reading using knowledge on spelling.

Performance Standards

The learner uses basic knowledge on spelling skills and strategies to select letter patterns and know how to translate them into spoken language by using spelling patterns, syllabication and word parts and apply this knowledge to achieve fluent oral and silent reading.

COMPETENCIES The Learner 1. Understand that there is a correct way to spell words. 2. Spell and write words using phonemic awareness and letter knowledge 3. Correctly Spelled previously learned words. 4. Correctly spell proper names of persons, places, and things. 5. Correctly spell pronouns used in sentences. 6. Correctly spell imperatives use in sentences. 7. Correctly spell action words use in sentences. 8. Correctly spell action words in different tenses as it is used in the sentences. 9. Correctly spell descriptive words as it is used in the sentences. 10. Correctly spell compound words as it is used in the sentences. 11. Correctly spell environmental prints being learned. (e.g. Traffic safety)

* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza

K TO 12 MOTHER TONGUE
HANDWRITING

Content Standards

The learner demonstrates understanding on the basic features of handwriting.

Performance Standards

The learner uses basic knowledge on the features of handwriting to be able to write clear and coherent sentences and paragraphs that develop a central idea in different audience and purpose following the stages of writing process.

COMPETENCIES The Learner 1. Write using a comfortable and efficient pencil grip. 2. Write upper case and lower case letters in print using proper proportion. 3. Write syllables and words correctly. 4. Write syllables, words, and phrases correctly. 5. Write words, syllables, phrases and sentences correctly. 6. Observe some mechanics when copying/writing sentences: capitalization, white space between words and correct punctuation marks. 7. Write simple sentences, phases, paragraph, and stories observing correct punctuation marks, capitalization, indentions and format. 8. Observe proper spacing between words, punctuation marks, and capitalization in essay and story writing. 9. Observe proper spacing between words, punctuation marks, and capitalization in taking down dictated text. 10. Observe proper spacing between words, punctuation marks, and capitalization in writing essay, news article, story, fable, etc.

* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza

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K TO 12 MOTHER TONGUE
COMPOSING (RPIMER LESSONS)

Content Standards

The learner demonstrates understanding on the basic features of written composition.

Performance Standards

The learner uses basic knowledge, skills and strategies on written composition to write clear and coherent sentences, paragraphs, short stories that develop a central idea in different context and purposes.

COMPETENCIES The Learner 1. Write using phonic knowledge for different purposes sentences, lists, jokes, poems, songs, riddles, short stories, etc.). 2. Write essay and story observing correct punctuation marks, capitalization, indentions and format. 3. Write through dictation simple sentences, phases, and paragraph observing correct punctuation marks, capitalization, indentions and format.

4. Write essay, news articles, events, story, advertisement observing correct punctuation mark, capitalization, indention and format.

* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza

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K TO 12 MOTHER TONGUE
GRAMMAR AWARENESS

Content Standards

The learner demonstrates understanding that each of the languages have set of structural rules that govern the composition of words, clauses, phrases, sentences, paragraphs, and stories in oral and written communication.

Performance Standards

The learner uses basic knowledge, skills and strategies on basic grammatical rules to be able to speak and write correctly and effectively.

COMPETENCIES The Learner

1. Introduce oneself, family, friends and others using naming words and pronouns in culturally appropriate manner.
2. Use culturally appropriate courteous expressions in different situations. 3. Use names of person, places, animals, and things appropriately in sentences. 4. Use the correct noun markers (ang, angmga) in identifying names of persons, places, animals and things. 5. Use the directional - ito, iyan, iyon, etc. 6. Identify proper names of persons, places and things. 7. Use proper nouns in sentences. 8. Identify the pronouns used in sentences. 9. Use pronouns in sentences. 10. Use imperatives to give simple two - three steps directions in a culturally appropriate manner. 11. Use imperatives to give simple four - six steps directions in a culturally appropriate manner. (ex. Cooking rice) 12. Use the correct action words in narrating ones experiences. 13. Use the correct action words in different tenses in narrating ones experiences. 14. Use the correct action words in narrating ones experiences in different forms. 15. Identify describing words in sentences. 16. Use appropriate describing words in talking about persons, places, and things. * Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 12

K TO 12 MOTHER TONGUE
17. Use appropriate describing words expressing degree of comparison in talking about persons, places and things. 18. Give the synonyms and antonyms of simple describing words. 19. Identify the adverbs used in sentence. 20. Use the adverb correctly in constructing own sentences.

VOCABULARY

Content Standards

The learner demonstrates understanding on the importance of acquiring an extensive receptive and productive skills (passive and active) vocabulary for communication or expression in various contexts and language functions.

Performance Standards

The learner uses basic vocabulary knowledge, skills and strategies in both oral and written communications to express ideas, opinions, reactions in various contexts and language functions..

COMPETENCIES The Learner 1. Develop and use vocabulary - sounds produce and heard locally from Animals Mechanical Objects Musical Instruments 2. 3. 4. 5. 6. Develop and use vocabulary of words that begin with the target letter/s. Identify names of persons, places, animals, and things. Identify and use common noun markers. Identify words use as markers to show directions. Draw on experiences to bring meanings to words in context. 13

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K TO 12 MOTHER TONGUE
7. Discuss meanings and develop vocabulary through meaningful and concrete experiences. 8. Begin to identify and use synonyms, antonyms, homonyms and multiple-meaning words correctly. 9. Use clues from context to figure out what the words mean. 10. Identify and use synonyms, antonyms, homonyms and multiple-meaning words correctly 11. Identify some words that comprise contractions (e.g. Can't - can not, isn't - is not) 12. Recognize that two words can make a compound word. 13. Recognize words that show the degree of a descriptive words (e.g. More, most) 14. Understand that the language used in school is more formal than the language used at home and with friends.

READING COMPREHENSION A. Activating Schema and Prior Knowledge

Content Standards

The learner demonstrates understanding on the importance of the schema or the prior knowledge in comprehending and appreciating grade-level- appropriate materials.

Performance Standards

The learner uses basic schema or prior knowledge skills and strategies to comprehend and appreciate grade level appropriate materials.

COMPETENCIES The Learner 1. 2. 3. 4. 5. Predict what the story is about based on personal experiences. Confirm predictions after listening to a story. Relate events in the story to personal experiences. Predict what the story is about based on what one knows about character, setting and events. Modify prior knowledge based on new knowledge from the story. 14

* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza

K TO 12 MOTHER TONGUE
6. 7. 8. 9. Predict what the story, legend, community events, and community issues. Relate events in the story to include events/celebration/radio broadcast/local news listened to. Sequence 3 events in the story, legend, propaganda, radio broadcast, and news articles by telling which happened first, second, or last. Make inferences on what is likely to happen next based on the events in the story, legends, school and community events, and local news. 10. Predict what the story, fables, legends, school and community events/situations/issues, radio broadcast and local news base on personal experiences. 11. Predict what the story, fables, legends, school and community events/situations/issues, radio broadcast, local news, blogs, and commentaries base on context. 12. Infer the character's feelings based on their actions or on what they say.

READING COMPREHENSION B. Comprehension of Literary Texts Content Standards The learner demonstrates understanding on the importance of literary texts as a tool to developcomprehension and appreciation of grade-level- appropriate materials.

Performance Standards

The learner uses literary texts to develop comprehension and appreciation of grade level appropriate materials.

COMPETENCIES The Learner 1. Recall important details in: a. Listening stories b. Shared reading stories c. Experience stories d. Children Stories listened to. * Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 15

K TO 12 MOTHER TONGUE
2. Answer literal level questions to literary text listened and/or read. 3. Recall important details in stories, fables, legends, events, situation to personal experiences. 4. Give the correct sequence of three events in a story listened to and/or read. 5. Recall important details in stories listened to and/or read. 6. Give the summary of a story, legends, fables and events listened and/or read. 7. Give the possible ending of the story, legends, fables and events listened and/or read. 8. Make inferences on the characters feelings and traits based on the story, legends, fables and events listened and/or read. 9. Sequence three events in the story, fables and legends by telling which happened first, second and last. 10. Make inferences on what is likely to happen next based on the events in the story, fables and legends listened to and/or read. 11. Give the summary of the story/legends listened and/or read. 12. Locate specific information in the text to find answers to the simple questions. 13. Answer higher level questions about the story, legends, fables events, etc. listened and/or read. 14. Give the cause or the effect of certain events in the story, fables, legends, etc. listened and/or read. 15. Locate specific information in the text to find answers to higher level questions. 16. Cite the problem and the most likely solution to story, legends, etc. listened and/or read. 17. Listen and respond to the story, legends, fables, etc. through discussions, illustrations, song, dramatization and art. 18. Tell if the story is real or fantasy. 19. Give possible endings of a story, legends, etc. listened and/or read. 20. Retell story, legends, etc. read using own words with emphasis on the characters and correct sequence of events. 21. Tell their own stories and legends as an output of their research.

K to 12 MOTHER TONGUE

READING COMPREHENSION C. Comprehension of Informational Texts Content Standards The learner demonstrates understanding on the importance of informational texts as a tool to develop comprehension of grade-level- appropriate materials.

Performance Standards

The learner uses informational texts to develop comprehension of grade level appropriate materials.

* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza

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K TO 12 MOTHER TONGUE
COMPETENCIES The Learner 1. Recall important details in: a. Listening stories b. Shared reading stories c. Experience stories d. Children Stories listened to. 2. Answer literal level questions to informational text listened and/or read. 3. Recall important details in stories, events, situation, blogs, etc. to personal experiences. 4. Give the correct sequence of three events in a story listened to and/or read. 5. Recall important details in stories listened to and/or read. 6. Give the summary of a story, events, commentaries, etc. listened and/or read. 7. Give the possible ending of the events, blogs, situations, etc. listened and/or read. 8. Make inferences on the characters feelings and traits based on the blogs, situations, events, etc. listened and/or read. 9. Sequence three events in the story, situations, etc. by telling which happened first, second and last. 10. Make inferences on what is likely to happen next based on the events in the situations, activities, etc. listened to and/or read. 11. Give the summary of the activities, blogs, etc.listened and/or read. 12. Locate specific information in the text to find answers to the simple questions. 13. Answer higher level questions about the situations, events, etc. listened and/or read. 14. Give the cause or the effect of certain events in the community activity, blogs etc. listened and/or read. 15. Locate specific information in the text to find answers to higher level questions. 16. Cite the problem and the most likely solution to situations, events, etc. listened and/or read. 17. Listen and respond to the situations, activities, etc. through discussions, illustrations, song, dramatization and art. 18. Give possible endings of a situation, activity, etc. listened and/or read. 19. Retell situation, news articles, etc. read using own words with emphasis on the characters and correct sequence of events. 20. Tell their own situations, news, blogs, etc. as an output of their research.

* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza

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K TO 12 MOTHER TONGUE
READING COMPREHENSION D. Attitude Towards Language, Literacy, and Literature

Content Standards

The learner demonstrates positive attitudes towards the language and culture.

Performance Standards

The learner develops love and appreciation towards the language and culture

COMPETENCIES The Learner 1. Manifest enjoyment in producing the sounds of local Animals Mechanical Objects Musical Instruments Environment 2. Express love for stories by browsing the storybooks read to them and asking to be read more stories. 3. Show love for reading by listening attentively during story reading and making comments.

* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza

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