K To 12 English Curriculum Guide

Writeshop on the Review and Refinement of the K-12 Curriculum Standards Regional Educational Learning Center (RELC) Malvar,
Batangas May 18 21, 2011
ENGLISH CURRICULUM WRITERS
Mr. Roderick M. Aguirre Expert Region VIII
Mr. Galileo L. Go Senior Educ. Program Specialist
Mr. Ricardo G. Ador Dionisio Education Program Specialist (Detailed)
Mrs. Liberty A. Mangaluz Head Teacher III
Mr. Adrian S. Peralta Teacher II i
CDD-BEE DepEd, Central Office
CDD BSE DepEd, Central Office
Quirino High School Quezon City
C. Apostol Elem. School City of Manila
Republika ng Pilipinas Kagawaran ng Edukasyon DepEd Complex, Meralco Avenue Lungsod ng Pasig
K - 12
DOKUMENTONG PANGKURIKULUM
FILIPINO
ii
May 21, 2011
TABLE OF CONTENTS
Curriculum Writers Cover Page K-12 Road Map Introduction Curriculum Framework i ii 1 2 4
Core Learning Area Standard B. Grade Level Standard

A. Content and Performance Standard Strand 1: Listening Strand 2: Speaking Strand 3: Reading Strand 4: Writing Strand 5: Viewing Year 1: Year 2: Year 3: Year 4:
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ENGLISH CURRICULAR FRAMEWORK
The English language curriculum follows the spiral progression design which clearly depicts the content standards that spirals across levels, the progression of the performance standards through kindergarten to primary to junior high school to senior high school, and how language learning should take place. The framework consists of four (4) components. A. Component 1: The Basin. This is the foundation of the framework. It explains the theories that govern how language learning and teaching should take place. B. Component 2: The Core. This consists of the five strands that progress in complexity from kindergarten to primary to junior high school to senior high school. 1. The language learner who is a lifelong learner and communicatively competent global communicator 2. The five (5) macro skills (listening, speaking, reading, writing, and viewing) and knowledge about language (grammar and vocabulary) that second language learners of English should acquire. C. Component 3: The Outer Rings. The two rings explain how the five strands should be contextualized and taught inside a language classroom. The inner ring explains that language learning should be contextualized and approximated how the language is used developing a language learner who is analytical, creative, problem solver, reflective, critical thinker. The outermost ring explains the competencies that students will show/ perform once they have proficiently acquired the five-macro skills. D. Component 4: The Crown. The crown is composed of the upper and lower crown The lower crown is composed of the five vehicles of language learning ( values and ethics, grammar, vocabulary, ICT and text types). The upper crown is composed of the different career paths. ( higher education, middle skills, employment and entrepreneurship)
ROAD MAP K-12

Overall Goal: Functionally Literate and Holistically Developed Filipino (Lifted from Cur Framework)
Desired Outcomes: Possess a healthy mind and body Has solid moral and spiritual grounding Has essential knowledge and skills 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 Appreciates the beauty of the world around him/her and cares for the environment for sustainable future Has effective communication and literacy skills to continuously interact with local and global sectors
Suggested Outcomes:
Key Stage Outcomes: Core Learning Area: Core Learning Area Standard Learners demonstrate mastery of basic skills in English language arts; communicate appropriately, fluently and accurately orally and writing for a variety of purposes and different social and academic contexts at their level while carrying out real life tasks necessary to cope with the demands of a functionally literate and globally competent citizen. ENGLISH
Introduction
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The goal of English education is to develop lifelong learners and communicatively competent global communicator who are proud of their heritage. As they progress through the school years, they will be actively involved and engaged as they develop the following macro skills (strands): 1. Listening 2. Speaking 3. Reading 4. Writing 5. Viewing Listening, Reading, and Viewing are receptive skills which are required for the making of meaning from ideas or information. Speaking, Writing are productive skills that enable the creation of meaning. Grammar and Vocabulary, which constitute knowledge about language, integrated in the five macro-skills as building blocks required for the application of the receptive and productive skills for effective communication. The skills of Viewing is separated from Listening, Reading, Speaking and Writing to take into account the importance of developing information, media and visual literacy skills in the teaching and learning of EL. Content and performance standards for each strand are formulated separately but are integrated when taught. These content and performance standards reflect a comprehensive instructional program and document a progression of expected achievement in each of the strand. This organization of standards also reflects the gradual progression in the development of skills from kindergarten through grade twelve. Language learning is enhanced through the use of computer technology. Data access, retrieval, and processing support instruction in listening, speaking, reading, writing, and viewing. In composition, word processing programs allow students to check spelling, grammar, and style to revise drafts. Informational electronic databases are an integral part of student research and help students to produce effective written and oral presentations. However, use of computer-aided spelling and grammar are not substitutes for learning the rules of English. Proficiency in listening, speaking reading, writing, and viewing skills allows students to learn and use knowledge to make meaningful connections between their lives and academic disciplines. There should be a concerted effort to relate required reading selections in English to studies in other core subjects, including math, science, and, especially, history and social sciences.
CORE LEARNING AREA STANDARDS

A. Grade Level Standards
Key Stage Standards: (Standard for the Core Learning Area for K-3, 4-6, 7-10 and 11-12) Grade K-3 Grade 4-6 Year 1-4 Year 5-6
The learner demonstrates basic language skills using a variety of media and uses these to learn content.
The learner processes critically various text and expresses ideas accurately in oral and in written form; and uses language with confidence in various situations.
The learner processes critically various texts and expresses ideas accurately in oral and written form; and uses language creatively and effectively in a variety of purposes. The learner demonstrates literary and communicative competence through his/her understanding of the different genres of literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates literary and communicative competence through his/her understanding of the different genres of Contemporary-Present Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries and for the realization of world tasks.
The learner demonstrates higher forms of oral and written discourse in various contexts; uses language functions for employment, entrepreneurship, and middle level skills development; and language competence for higher education.
Content and Performance Standards

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STRAND 1: LISTENING (K-3)

Content SUBSTRAND Standard The learner KINDERGARTEN The learner identifies consonant and vowel sounds PERFORMANCE STANDARDS GRADE 1 The learner identifies consonants, vowels, consonant clusters and blends GRADE 2 The learner identifies consonants, vowels, consonant clusters and blends and vowel combination identifies words that rhyme in poems, jingles and song GRADE 3 The learner identifies initial vowel sounds, initial and final consonant blends and clusters identifies vowels that rhyme in two-three stanza poems/songs
LANGUAGE CONVENTIONS
analyzes sounds and letters for blending and segmenting
demonstrates knowledge of sounds in letters and words to analyze rhymes
identifies rhyming words in nursery rhymes
identifies words that rhyme in poems and jingles
recognizes intonations relating to various emotions/feelings
recognizes the rising-falling intonation in yes/no questions and statements
recognizes the rising-falling intonation in yes/no questions/ wh questions and statements formulates relevant questions
recognizes the rising-falling intonation Yes /no questions in wh questions
actively listens with focus to provide feedback

INFORMATIOIN AND UNDERSTANDING
maintains attention to the speaker
takes turns to speak
thinks of relevant information as feedback to the speaker listens to summarize
listens actively to get the main idea
listens for main ideas
listens for main ideas and details
listens for manl ideas, details, and organization
listens actively for directions
follows one step oral directions
follows two step oral directions
follows oral directions with three or four steps
follows oral directions and monitor for clarity
listens actively to respond
listens to respond to the speakers message CONTINUED
listens to respond to and interpret the speakers message listens to literature and respond appropriately, including comparing contrasting and extending the text
listens and reflect to respond to and interpret speakers message listens and respond to literature including identifying the craftsmanship of the author
analyzes literature for appreciation
listens to literature presented using a variety of media
listens to literature and respond appropriately, including predicting, connecting, questioning, and discussing the text
CRITICAL ANALYSIS AND EVALUATION
analyzes information to construct appropriate feedback.
listens for specific information
listens for specific information in order to respond with appropriate feedback shows interest and respond appropriately to verbal and musical performances
listens for answers to specific questions and for specific purposes in response to nonfiction text evaluates performance by giving opinion with evidence to support it
identifies the purpose and content of verbal communication and non verbal cues evaluates performance on the basis of a predefined criteria/rubric
listens for pleasure
demonstrates effective skills in listening to a variety of texts from various cultures to evaluate the merit of information
evaluates presentations using established criteria/rubrics
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STRAND 1: LISTENING (4-6)

Content SUBSTRAND Standard The learner GRADE 4 The learner identifies words that rhymes in 3-4 stanza poems and songs PERFORMANCE STANDARDS GRADE 5 The learner distinguishes changes in meaning of sentences caused by shift in intonation GRADE 6 The learner distinguishes changes in meaning of sentences caused by stress
examines the meaning of words caused by shift in intonation

applies the knowledge of sounds in letters and words to distinguish intonation applies knowledge of prosody to understand utterances
distinguishes rising and falling intonation
distinguishes changes in meaning of words in sentences caused by shift in stress
MASTERED/MAINTAINED
identifies the stressed and unstressed syllables CONTINUED CONTINUED
INFORMATIOIN AND UNDERSTANDING
thinks of relevant information as feedback to the speaker actively listens with focus to provide feedback CONTINUED CONTINUED
listens actively to
follows oral directions and monitor for clarity
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get the main idea listens actively to directions listens to take down notes
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listens actively to respond
evaluates information
CONTINUED
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analyzes information to construct appropriate feedback.

identifies the craftsmanship of the author
identifies and give feedback of the authors style CONTINUED
demonstrates effective skills in listening to a variety of texts from various cultures to evaluate the merit of information
infers the purpose, content, organization, and delivery of verbal communication and non - verbal cues CONTINUED evaluates a performance on the basis of a pre-defined criteria/rubrics CONTINUED evaluates presentations using established criteria/rubrics CONTINUED MASTERED/MAINTAINED CONTINUED CONTINUED
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STRAND 1: LISTENING (7-10)

Content SUBSTRAND Standard The learner demonstrates knowledge of sounds in letters and words used in different utterances GRADE 7 The learner PERFORMANCE STANDARDS GRADE 8 The learner GRADE 9 The learner GRADE 10 The learner
MASTERED
MASTERED
MASTERED
MASTERED
uses deeper understanding of the parts of speech to understand different types of texts
analyzes the appropriate use of: simple past tense modals basal adjectives
analyzes the use of: single word adverbs verbal nouns infinitives as nouns and adverbs simple past tense prepositions imperatives gerunds analyzes the appropriate use of: phrase modifiers time markers correct order of adjectives in a series participles adjective clauses
analyzes the use of: coordinators prepositions subordinators present and past perfect tense adverbs of manner, time and place modals personal, indefinite pronouns, referents
MASTERED
applies understanding of syntax to understand various listening texts
analyzes the appropriate use of: time markers wh Questions S-V Agreement types of sentences according to function rejoinders phrase modifiers relative clauses direct discourse reported speech
analyzes the appropriate use of: relative clauses adverbial clauses adjective clauses dangling modifiers misplaced modifiers S-V agreement
analyzes the appropriate use of: misplaced modifiers dangling modifiers subjunctive mood/conditional clauses double negative parallel structures methods of sentence expansion adverb clauses if clause adjective phrase and clause
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Content SUBSTRAND Standard The learner GRADE 7 The learner
PERFORMANCE STANDARDS GRADE 8 The learner to GRADE 9 The learner GRADE 10 The learner
applies understanding of vocabulary to understand different listening texts
analyzes the appropriate use of: transition markers cordinators
analyzes the appropriate use of: comparison-contrast connectors
analyzes the appropriate use of: comparison- contrast modifiers cause-effect connectors transitional devices/markers
analyzes the appropriate use of: single word intensifiers
applies knowledge of prosody to understand various utterances
uses prosodic features: stress, intonation, and pausing serving as carriers of meaning that may aid or interfere in the delivery of the message in the stories
demonstrates changes in meaning signaled by stress, intonation, and juncture
listens to important points signaled by pausing and slow rate of speech.
CONTINUED
employs strategies to understand and get information from different situations employs strategies to understand and get information from different situations
uses appropriate listening strategies called for to make sense of texts
employs projective listening strategies (e.g. making predictions, noting the dramatic effect of sudden twists, etc.) when listening to different texts
shifts from one listening strategy to another depending on the text and ones purpose for listening
assesses the effectiveness of listening strategies employed considering text types, the listening task and ones purpose for listening
listens for clues to determine pictorial representations of what
CONTINUED
identifies the speakers stand on an issue by noting explicit and
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is talked about in the listening texts
implicit signals (e.g. choice of words to highlight or downplay assertions made.)
NFORMATION AND UNDERSTANDNG
employs strategies to understand and get information from various types of speech employs culturally appropriate listening behaviors
gets information from rapid and distorted speech
processes speech delivered at different rates by making inferences from what was said
MASTERED AND MAINTAINED
shows courtesy while listening to the idea and feelings of others
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Content SUBSTRAND Standard The learner employs strategies to understand and get information from narratives GRADE 7 The learner
PERFORMANCE STANDARDS GRADE 8 The learner GRADE 9 The learner GRADE 10 The learner
determines the information map suited to narratives. determines the information map suited to drama texts infers the tone, mood and emotion in a poem makes sense of the musical elements of poetic language determines the information map suited to poems. derives information that can be used in everyday life from informative talks, panel discussions etc. distinguishes between the speakers opinions and verifiable facts. determine the information map suited to different types of texts listens to determine steps in a process in informative texts. listens to clues to enable one to tune in to topic.
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employs strategies to understand and get information from drama
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employs critical strategies and skills to understand and get information from informational texts
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PERFORMANCE STANDARDS GRADE 8 The learner to GRADE 9 The learner GRADE 10 The learner
employs critical strategies and skills to understand and get information from informational texts
applies strategies to critically analyze a variety of texts from various cultures
notes important details. considers the persons speaking and addressed, and the stand of the speaker on issues. utilizes outlines and concept maps when taking down notes from oral reports listens to determine what further education is needed in a report determines the content and functions of statements in a reports listens to get the different sides of social, moral, and economic issues affecting the nation.
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applies knowledge of structures to analyze and
analyzes elements of narratives for evaluation and appreciation analyzes elements of recounts for evaluation and appreciation analyzes elements of
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evaluate different types of texts
expositions analyzes elements of explanations for evaluation and appreciation analyzes elements of informational reports for evaluation and appreciation analyzes elements of response texts for evaluation and appreciation analyzes elements of discussions for evaluation and appreciation analyzes elements of procedures for evaluation and appreciation
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applies knowledge of structures to analyze and evaluate different types of texts
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STRAND 2: SPEAKING (K-3)

Content SUBSTRAND Standard The learner KINDERGARTEN The learner PERFORMANCE STANDARDS GRADE 1 The learner GRADE 2 The learner GRADE 3 The learner o
uses the different parts of speech in various literature
names and describes people, places, things, locations, sizes, colors, shapes, numbers and actions uses common action words
uses singular and plural nouns
uses various parts of speech,
identifies subjects and verbs uses past, present, and future verb tenses
uses singular and plural nouns appropriately in speech uses personal pronouns when speaking uses the simple present form, ing form of the verb, verb to be (am, is are), simple past form recognizes the positive form of regular adjectives uses prepositions (on, in, at, under, above, below)
uses singular forms of nouns when speaking uses the plural forms of nouns uses possessive pronouns when speaking uses the simple present form of verbs with singular/plural nouns as subject, ing form of verb, verb to be (am is are), simple past form, two word verb (put on, take off, ride in, ride on) uses the positive form of adjectives uses prepositions (on, in, at, under, above, below) distinguishes between sentence and nonsentence asks relevant questions
uses pronouns, adjectives, compound words, and articles clarifies and explain words and ideas orally
demonstrates sentences to express oneself
uses one word sentences and complete sentences maintains attention to the speaker
uses complete and coherent sentences
IN FO R M AT IO N AN D UN DE RS TA ND IN G
takes turns to speak
uses declarative, interrogative, imperative, and exclamatory sentences gives feedback to the speakers message 18
employs oral communication skills to express ideas and to present information
uses proper volume and pitch to express ideas and feelings
uses voice level, phrasing, and intonation to express feelings and ideas makes simple comments and suggestions and ask clarifying questions in response to other ideas uses language to entertain and give information
uses proper intonation in sentence level to express feelings and ideas adjusts ones response to other ideas
uses proper intonation in sentence level to express feelings and ideas adjusts ones response to other ideas
makes simple comments in response to other ideas
uses language to respond and give directions
uses oral language to inform, persuade, and entertain
communicates ideas sequentially or organize major points of information
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Content SUBSTRAND Standard The learner KINDERGARTEN The learner
recites poems, rhymes, songs, and stories
recites poems, rhymes, songs, and stories
recounts experiences or present stories moving through a logical sequence of events.
makes brief narrative presentations providing a context for an incident that is the subject of the presentation makes brief narrative presentations providing insight into why the selected incident is memorable makes brief narrative presentations including well-chosen details to develop character, setting, and plot plans and presents dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone. makes descriptive presentations that use concrete sensory details to set forth and support unified impressions of 20
retells and sequences stories using pictures employs the elements of narrative texts in answering questions and retelling
retells stories using basic story grammar,
recounts experiences or present stories describing story elements (e.g., characters, plot, and setting).
SPEAKING GENRES
sequences story events by answering who, what, when, where, why, and how questions
relates an important life event or personal experience using simple sequencing based on illustrations
relates an important life event or personal experience using simple sequencing provides descriptions with careful attention to sensory detail
MASTERED
demonstrates understanding of informational/factu al texts for formulating
provides common and simple descriptions with careful attention to sensory detail
reports on a topic with facts and details, drawing from several sources of information.
reaction/feedback from information
people, places, things, or experiences.
applies understanding of staying in focus when delivering information
responds accordingly on topic when speaking
responds accordingly on topic when speaking
organizes presentations to maintain a clear focus
organizes ideas on major points of information
Demonstrates effective and appropriate use of verbal elements to communicate employs understanding of correct choice of words to express ones idea demonstrates understanding of elements of a narrative text to determine the story grammar
speaks clearly and at an appropriate pace for the type of communication
speaks clearly and at an appropriate pace for the type of communication
speaks clearly and at an appropriate pace for the type of communication (e.g., informal discussion, reporting in class)
STRATEGIES AND SKILLS
recites prose and poetry aloud with fluency, rhythm, and pace; with appropriate intonation and vocal patterns to emphasize important passages of the text being read uses appropriate transition words in expressing ideas
uses descriptive words when speaking about people, places, things, and events
uses descriptive words when speaking about people, places, things, and events
uses clear and specific vocabulary to communicate ideas and establish tone
retells simple stories, including characters, setting, and plot provides a beginning, middle, and end
retells stories, including characters, setting, and plot provides a beginning, middle, and end, including concrete details that develop a theme
recounts experiences in a logical sequence
provides a beginning, middle, and end, including concrete details that develop a central idea
clarifies and enhances retelling and recounts through use of appropriate props (e.g., objects, picture provides a beginning, middle, and end, including concrete details that develop a central idea
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STRAND 2: SPEAKING (4-6)

Content SUBSTRAND Standard The learner uses different parts of speech to communicate in various situations Applies understanding of sentences to express and elaborate ideas GRADE 4 The learner uses regular and irregular verbs, adjectives, adverbs, prepositions and coordinating conjunctions in writing and speaking uses simple and compound sentences in writing and speaking PERFORMANCE STANDARDS GRADE 5 The learner uses easily confused verbs (e.g., lie/lay, sit/set, rise/raise); modifiers; and normative, objective, and possessive pronouns uses prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to elaborate ideas asks questions to seek implied information not already discussed GRADE 6 The learner uses present perfect, past perfect, and future perfect tenses; subject-verb agreement with compound subjects; and indefinite pronouns uses simple, compound, and compoundcomplex sentences; use effective coordination and subordination of ideas to express complete thoughts relates the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) and non-verbal messages (e.g., posture, gesture) identifies the tone, mood, and emotion conveyed in the oral communication
INFORMATION AND UNDERSTANDING uses effective oral communication skills to express ideas and to present information
SPEAKING GENRES
applies understanding of the elements of narrative texts to share experiences and predict outcome
asks thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings summarizes major ideas and supporting evidence presented in spoken messages and formal presentations gives precise directions and instructions relates ideas, observations, or recollections about an event or experience. provide a context that enables the listener to imagine the circumstances of the event or experience. provides insights into why a selected event or experience is memorable. frames a key question.
interprets speaker's verbal and nonverbal messages, purposes, and perspectives makes inferences or draw conclusions based on an oral report establishes a situation, plot, point of view, and setting with descriptive words and phrases tell the listener what will happen next
restates and executes multi-step oral instructions and directions establishes a context, plot, and point of view. includes sensory details and concrete language to develop the plot and character. CONTINUED/MAINTAINED poses relevant questions sufficiently limited in scope to be completely and thoroughly answered. develops the topic with facts, details, examples, and explanations from multiple
employs understanding of informational
uses a range of narrative devices (e.g., dialogue, tension, or suspense) frames questions to direct the investigation establishes a controlling idea or topic
includes facts and details that help listeners to focus.
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presentations to develop a topic applies understanding of narratives to appropriately respond to literature SPEAKING GENRES
incorporates more than one source of information (e.g., speakers, books, newspapers, television or radio reports). delivers oral summaries of articles and books that contain the main ideas of the event or article and the most significant details
develops the topic with simple facts, details, examples, and explanations uses examples or textual evidence from the work to support conclusions
sources (e.g., speakers, periodicals, online information). develops an interpretation exhibiting careful reading, understanding, and insight.
summarizes significant events and details articulates an understanding of several ideas or images communicated by the literary work provides a clear statement of the position. includes relevant evidence. provides a logical sequence of information. engages the listener and foster acceptance of the proposition or proposal. presents effective introductions and conclusions that guide and inform the listener's understanding of key ideas and evidence uses volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning
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applies understanding of information that persuade and present ideas
organizes the selected interpretation around several clear ideas, premises, or images. develops and justify the selected interpretation through sustained use of examples and textual evidence.
CONTINUED CONTINUED CONTINUED CONTINUED selects a topic, organizational structure, and point of view for oral presentation engages audience with appropriate verbal cues, facial expressions, and gestures
CONTINUED CONTINUED CONTINUED CONTINUED selects a topic, organizational structure, and point of view, matching purpose, message, occasion, and vocal modulation to the audience uses effective rate, volume, pitch, and tone, and align non-verbal elements to sustain audience interest and attention
STRATEGIES AND SKILLS
stays in focus when delivering information effectively and appropriately uses verbal elements to engage the audience
demonstrates understanding of the top-3 levels of
emphasize spoints in ways that assist the listener/viewer in following key ideas and concepts uses details, examples, anecdotes, or experiences to explain or clarify information
clarifies and support spoken ideas with evidence and examples supports opinions expressed with detailed evidence and with visual or media displays that use appropriate
emphasizes salient points to assist the listener in following main ideas and concepts CONTINUED
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information
technology
STRAND 3: READING (K-3)

Content SUBSTRAND Standard The learner KINDERGARTEN The learner PERFORMANCE STANDARDS GRADE 1 The learner GRADE 2 The learner GRADE 3 The learner
uses directionality when listening to or following text identifies key parts of the book (e.g. Front cover, back cover, title, print, illustrations)
uses directionality when reading independently CONTINUED identifies title page, author, and illustration of books recognizes that print represents spoken language(e.g. given value and environmental print) CONTINUED
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CONCEPTS OF PRINT
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recognizes print that represents spoken language (e.g. own name and environmental print
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Demonstrates understanding of concepts of print
recognizes that sentences in print are made up of separate words
recognizes the difference between words phrases and sentences (e.g. sentences start with capital letters and ends with punctuation mark.
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identifies initial, medial and final sounds in letters
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PHON OLOGI CAL/P HONE MIC AWAR ENESS
demonstrates
identifies / produce rhyming words
identifies / generate series of rhyming words
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phonemic awareness and applies phonological knowledge and skills
identifies individual phonemes in words orally blends 2-4 phonemes to form words blends and segments syllables and onset rimes
identifies and works w/syllables, onsets, rhymes in spoken words orally segments and blends words containing 3-5 phonemes blends & segments phonemes fluently
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blends and segments phonemes in more complex one - syllable word (includes combinations of blends and digraphs e.g. th-i-ck, t-r-a-sh)
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PERFORMANCE STANDARDS GRADE 1 The learner GRADE 2 The learner is expected to GRADE 3 The learner is expected to
demonstrates phonemic awareness and applies phonological knowledge and skills
identifies onset and rime words manipulates individual phonemes to create new words through addition, deletion, and substitution distinguishes initial, medial, final sound in one syllable word
blends & segments phonemes fluently
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adds, deletes & / or substitutes one phoneme for another in initial, medial & final positions to make new words isolates initial, medial & final sounds in one syllable word
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DECODING PHONICS AND WORD RECOGNITION
recognizes & names upper and lower case letters of the alphabet
demonstrates knowledge of the alphabetic principle and applies grade level phonics to read text
decodes words using letter/sound relationships
decodes words in short/long vowels with assistance
automatically generates sounds for al letters and spelling patterns and blend into words read words with consonants blends diagraph inflectional endings decodes single syllable words using initial and final consonants short vowel patterns, onsets and rimes blends and diagraphs in continuous texts reads words with consonant blends and digraphs,, & inflectional endings
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automatically identifies common one-and twosyllable words, high frequency words, simple homographs and contractions reads words in isolation and in context containing complex letter patterns/word families
automatically identifies common multi-syllabic words, high frequency words, simple homographs, and contractions reads words containing complex letter patterns & /word families
uses spelling patterns to recognize words
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demonstrates ability to read grade level text orally with accuracy, appropriate rate, and prosody
reads aloud with fluency in a manner that sounds like natural speech demonstrates automaticity of letter names and sounds
identifies synonyms and antonyms (hot/cold; big/large) to connect meaning to new word identifies and sorts common words and basic categories (sorting pictures, objects into groups) use strategies to unlock meaning (activating prior knowledge, using cues, or use context clues, or ask questions. uses prereading strategies with assistance to activate prior knowledge and determine purpose for reading uses during reading strategies with assistance to monitor reading comprehension applies post-reading strategies with assistance to demonstrate comprehension
reads with automaticity high frequency/sight words reads grade level text with accuracy rate, and prosody identifies synonyms and antonyms to connect new words to known words selects appropriate words in context and describe words in terms of categories
FLUENCY
reads with automaticity high frequency/sight words reads grade level text with accuracy rate, and prosody
reads with automaticity high frequency/sight words reads grade level text with accuracy rate, and prosody identifies synonyms, antonyms, homonyms/homophones and categories of words selects appropriate words in context, including content specific vocabulary or words with multiple meanings. CONTINUED
VOCABULARY AND CONCEPT DEVELOPMENT/ ENHANCEMENT
demonstrates understanding of word knowledge and relationship to read text
identifies synonyms, antonyms, categories words, and compound words selects appropriate words to use in context, including words specific to the contents of the text
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COMPREHENSION
demonstrate understanding of variety of strategies and apply pre, during, and post reading to aid comprehension
uses prereading strategies to activate prior knowledge and determine purpose for reading
uses during reading strategies to monitor reading comprehension applies post-reading strategies to demonstrate comprehension
understanding postreading strategies and skills
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demonstrates understanding of literary texts CFRITICAL READING
identifies characters in a story
identifies characters or setting in a story
identifies characters, setting, problem, solution, or major events in the text
identifyies characters, setting, problems/solution, major events or plot in the text summarizes key ideas identifies literary devises as appropriate to genre gets information from text features (e.g. table of contents, glossary, bold or italicized test, headings, graphic organizers, charts, graphs or illustrations) organizes information to show understanding (e.g. charting or mapping) identifies the characteristics of a variety of type of texts
identifies the beginning, middle & end of story
CONTINUED identifies literary devises-rhyme, repeated language getsinformation, using text features (e.g., title and illustration).
sequences events appropriate in the text identifies literary devises
demonstrates understanding of information/factual texts
gets information using text features
gets information from text features (e.g. table of contents, glossary, charts, graphs, or illustrations.
distinguishes between literary and informational texts
locates and records information to show understanding when given organizers distinguishes different kinds of texts
28
STRAND 3: READING (4-6)

PERFORMANCE STANDARDS Content SUBSTRAND GRADE 4 Standard The learner is expected to The learner The learner is expected to The learner is expected to GRADE 5 GRADE 6
CONTINUED CONCEPTS OF PRINT CONTINUED demonstrates understanding of concepts of print CONTINUED CONTINUED CONTINUED CONTINUED demonstrates phonemic awareness and apply phonological knowledge and skills CONTINUED CONTINUED CONTINUED identifies multi-syllabic words by using knowledge of sounds, syllable types, or word patterns (including prefixes, suffixes, or variant spelling for consonants or vowels)
CONTINUED CONTINUED CONTINUED CONTINUED CONTINUED CONTINUED CONTINUED CONTINUED CONTINUED identifies multi-syllabic words by using knowledge of sounds, six syllable types/syllable division, and word patterns(including prefixes & suffixes )
CONTINUED CONTINUED CONTINUED CONTINUED CONTINUED CONTINUED CONTINUED CONTINUED CONTINUED automatically identifies common multi-syllabic words,(computer, information) common homographs ( record, wind)& common abbreviations
DECODING/PHO NICS AND WORD RECOGNITION
PHONOLOGICAL/ PHONEMIC AWARENESS
29
demonstrates understanding of phonics
applies common syllable patterns/types, syllabication rules to decode unfamiliar words
applies knowledge of common syllable patterns/types, common prefixes & suffixes ( e.g. dis; un; re; pre; able; ian) and common syllabication rules to decode unfamiliar word
applies knowledge of common syllable patterns/types, common prefixes & suffixes ( e.g. dis; un; re; pre; able; ian) and common syllabication rules to decode unfamiliar word
applies word identification/decoding strategies
FLUENCY
demonstrates ability to read with accuracy, appropriate rate, and prosody
reads grade level text with accuracy rate, and prosody
30
PERFORMANCE STANDARDS GRADE 5 The learner GRADE 6 The learner

demonstrates understanding of word knowledge in relationships to read text
identifies synonyms, antonyms, homonyms/homophones or shades of meaning selects appropriate words to use in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary uses strategies to unlock meaning (e.g. knowledge of words structure including prefixes/suffixes and base words, or context clues, or other resources, or prior knowledge
demonstrates understanding a variety of strategies and apply pre, during, and post reading to aid comprehension
CRITICAL READING
uses pre reading strategies to activate prior knowledge and determine purpose for reading use sduring reading strategies to monitor reading comprehension uses post reading activity to demonstrate comprehension identifies or describe characters, setting, problem/solution, major events or plot
COMPREHEN SION
uses pre reading strategies to activate prior knowledge and determine purpose for reading uses during reading strategies to monitor reading comprehension uses post reading activity to demonstrate comprehension identifies or describes characters, setting, problem/solution, major events or plot
uses pre reading strategies to activate prior knowledge and determine purpose for reading uses during reading strategies to monitor reading comprehension uses post reading activity to demonstrate comprehension identifies or describes characters, setting, problem/solution, major events or plot
demonstrates understanding of literary texts for appreciation
summarizes and sequences key information identifies characteristics of variety of literary text types identifies literary devises according to genre
summarize and sequence key information identifies characteristics of variety of literary text types identifies literary devises according to genre
summarizes and sequences key information identifies characteristics of variety of literary text types identifies literary devises according to genre
31
demonstrates understanding of informational/ factual texts
gets information from text features (e.g. table of contents, glossary, index, bold or italicized test, headings, sub-headings, graphic organizers, charts, graphs or illustrations) uses information from the text to answer questions explicitly stated in the main idea or details gets information to show understanding (e.g. charting or mapping, paraphrasing, outlining, summarizing) identifies the characteristics of a variety of type of texts
CRITICAL READING
32
STRAND 3: READING (Grade 7 to 10)

SUBSTRAND Content Standard The learner Grade 7 The learner is expected to PERFORMANCE STANDARDS Grade 8 Grade 9 The learner is expected to The learner is expected to Grade 10 The learner is expected to
CONCEPT S OF PRINT PHONOLOGICAL/ PHONEMIC AWARENESS DECODING AND WORD RECOGNITION FLUENCY
demonstrates understanding of concepts of print demonstrates understanding of phonemic awareness and applies phonological knowledge and skills
demonstrates understanding of phonics demonstrates ability to read with accuracy, appropriate rate, and prosody
33
SUBSTRAND
Content Standard The learner
Grade 7 The learner
PERFORMANCE STANDARDS Grade 8 The learner
Grade 9 The learner
Grade 10 The learner
demonstrates understanding of word knowledge
employs varied strategies to make sense of unknown words word derivations structural Lexical clines and clusters synonyms antonyms homonyms analogy etc.
34
demonstrates understanding of word strategies
uses strategies to make sense of unfamiliar words, ambiguous sentence structures, and information-dense discourse.
uses strategies to make sense of unfamiliar words, ambiguous sentence structures, and informationdense discourse.
demonstrates understanding prereading strategies and skills
COMPREHENSION
activates background knowledge to better understand a text formulates and modifies hypotheses based on information gets information from general references in the library and other sources of information employs while-reading best suited to a text to obtain meaning from the texts (scan, skim, read closely, using schema, making predictions, using context clues and markers, reading critically and interpretatively) utilizes reading strategies to process ,
activates background knowledge to better understand a text formulates and modifies hypotheses based on information gets information from general references in the library and other sources of information
demonstrates understanding of during-reading strategies and skills
employs while-reading best suited to a text to obtain meaning from the texts (scan, skim, read closely, using schema, making predictions, using context clues and markers, reading critically and interpretatively) utilizes reading strategies to process , analyze and
demonstrates understanding of
employs while-reading best employs while-reading suited to a text best suited to a text to obtain meaning from the to obtain meaning from texts (scan, skim, read the texts (scan, skim, closely, using schema, read closely, using making predictions, using schema, making context clues and markers, predictions, using reading critically and context clues and interpretatively) markers, reading critically and interpretatively) utilizes reading strategies utilizes reading to process , analyze and strategies to process ,
35
post-reading strategies and skills
analyze and appreciate information from texts
appreciate information from texts (e.g. graphic organizers, comprehension strategies)
appreciate information from texts (e.g. graphic organizers, comprehension strategies)
analyze and appreciate information from texts (e.g. graphic organizers, comprehension strategies) explains the distinctive features, aesthetic elements, objectives of narrative texts show the importance of the essence of literary devices and techniques in the comprehension and creation of literary texts establishes links between ones life and the experiences in the texts
CRITICAL READING
demonstrates understanding of the different literary texts for appreciation and making connections
explains the distinctive features, aesthetic elements, objectives of narrative texts show the importance of the essence of literary devices and techniques in the comprehension and creation of literary texts establishes links between ones life and the experiences in the texts
explains the distinctive features, aesthetic elements, objectives of Afro-Asian narratives. show the importance of the essence of literary devices and techniques in the comprehension and creation of literary texts establishes links between ones life and the experiences in the texts
explains the distinctive features, aesthetic elements, objectives of narrative texts show the importance of the essence of literary devices and techniques in the comprehension and creation of literary texts
establishes links between ones life and the experiences in the texts
demonstrates understanding of informational/factual texts to progressively achieve fluency in reading in order to learn in the content areas.
Shows awareness of how the writers use of language varies according to the purpose and audience for the writing to achieve impact Processes and comprehend year
Shows awareness of how the writers use of language varies according to the purpose and audience for the writing to achieve impact Processes and comprehend year levelappropriate texts at literal
Shows awareness of how the writers use of language varies according to the purpose and audience for the writing to achieve impact Processes and comprehend year levelappropriate texts at literal
Shows awareness of how the writers use of language varies according to the purpose and audience for the writing to achieve impact Processes and
36
level-appropriate texts at literal and inferential level Apply critical reading by focusing on implied meaning, higher order thinking, judgment and evaluation
and inferential level Apply critical reading by focusing on implied meaning, higher order thinking, judgment and evaluation
and inferential level Apply critical reading by focusing on implied meaning, higher order thinking, judgment and evaluation
comprehend year level-appropriate texts at literal and inferential level Apply critical reading by focusing on implied meaning, higher order thinking, judgment and evaluation
37
STRAND 4: WRITING (K-3)

uses correct handwriting when writing
writes upper and lower cases in manuscript form
writes letters, words and sentences appropriately
writes readable documents with legible manuscript handwriting
writes upper and lower cases of names of people, animals, things and places
correctly capitalizes the first word of a sentence, names of people and the pronoun I
MECHANICS
applies knowledge of spelling when writing
spells independently using pre- to earlyphonetic knowledge, sounds of the alphabet, and knowledge of letter names
spells phonetically other sight words correctly
capitalizes all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people spells frequently used irregular words correctly
writes legibly in cursive, adhering to margins and correct spacing between letters in a word and words in a sentence capitalizes proper nouns like geographical names, holidays, historical periods, and special events correctly spells correctly onesyllable words that have blends, contractions, compounds orthographic pattern and common homophones spells correctly onesyllable words that have blends, contractions, compounds orthographic pattern and common homophones arranges words in alphabetical order
spells phonetically other sight words correctly
spells frequently used irregular words correctly
spells three to four letter short-vowel words
spells basic short-vowel, long-vowel, r-controlled vowel and consonantblend patterns correctly
uses punctuation
distinguishes between declarative, imperative, exclamatory, and
uses commas in the greeting and closure of a letter and with dates and
punctuates dates, city and state, and titles of books

38
marks when writing
interrogative sentences uses period, exclamation point, or question mark at the end of sentences
items in a series uses quotation marks correctly.
correctly uses commas in dates, locations, and addresses and for items in a series.
39
uses language conventions in writing
uses nouns to name people, animals, things, and places
uses singular and plural nouns
recognizes and uses the correct word order in written sentences
uses common action words uses one word sentences
WRITING PROCESS
uses various parts of speech, including nouns and verbs uses the correct word order in written sentences
selects a topic when writing
CONTINUED
CONTINUED
clarifies under proper heading identifies the purposes of various reference materials (e.g. dictionary, thesaurus, atlas) rewrite original drafts to improve sequence and provide descriptive detail
understands and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences uses past, present, and future verb tenses properly identifies subjects and verbs that are in agreement
writes a single paragraph developing on a topic sentence writes a single paragraph including simple supporting facts and details rewrite drafts to improve the coherence and the logical progression of ideas, using an established rubrics writes short story showing an action take place with well-chosen details to develop the plot establishes and develops a plot and setting and present a point of view that 40
applies understanding of text structure to give focus and organization
write in complete sentences
WRITING GENRES applies understanding of literary texts to write stories
writes short stories based on experiences through illustrations
writes short stories based on experiences moving through sequence of events relates ideas, observations or recollections of an event
writes short story based on experiences describing the setting, characters, objects and events in detail establishes a pot, point of view , setting and conflict
or experience
is appropriate to the story
PERFORMANCE STANDARDS GRADE 1 The learner GRADE 2 The learner GRADE 3 The learner is expected to
WRITING GENRES
uses understanding of literary texts to write events and details uses devices to write literary texts analyzes information to make interpretations and judgments
provides a context to enable the reader to imagine the world of events or experience CONTINUED
shows the events of the story
include sensory details and concrete language to develop plot and character CONTINUED
uses concrete sensory details
supports judgments through references to both the text and prior knowledge
demonstrates understanding of informational/ factual texts
writes a short description of a real object, person, place or event using sensory details
uses a appropriate literary devices supports judgments through references to the text and to prior knowledge develops interpretations that exhibit careful reading and understanding writes a friendly letter complete with the date, salutation, body, closing and signature
organizes the interpretation around several clear ideas premises or images develops and justifies the interpretation through sustained use of examples and textual evidence writes description that use concrete sensory details to present and support unified impressions of people, places, things or experiences 41
writes a simple friendly letter based on a model
writes a friendly letter following the correct format (date, salutation)
writes informal and formal letters
STRAND 4: WRITING (4-6)

Content SUBSTRAND Standard The learner GRADE 4 The learner PERFORMANCE STANDARDS GRADE 5 The learner GRADE 6 The learner
uses correct handwriting when writing MECHANICS
CONTINUED
CONTINUED
CONTINUED
applies knowledge of spelling when writing
capitalizes names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate spells roots, inflections, suffixes and prefixes, and syllable constructions
uses parentheses, comma in direct quotations, and apostrophes in the possessive case nouns and in contractions uses underlining, quotation
uses correct capitalization
CONTINUED
spells roots, suffixes, prefixes, contractions, and syllable constructions

uses colon to separate hours and minutes and to introducing a list; use quotation marks around exact words of speaker and names of poems, songs, short stories, etc.
spells frequently misspelled words
uses punctuation
uses colons in business letters, semi-colons to connect independent clauses and commas when linking two clauses with a conjunction in compound 42
marks when writing WRITING PROCESS
marks, or italics to identify titles of documents identifies and correctly uses prepositional phrases, appositives and independent and dependent clauses; use transitions and conjunctions to elaborate ideas identifies and correctly uses verbs that are often misused (e.g. lie/lay sit/set rise/raise) modifiers and normative objectives and possessive pronouns
sentences
uses simple and compound sentences
uses language conventions in writing
combines short related sentences with appositives, participle phrases, adjectives, adverbs, and prepositional phrases identifies and use regular and irregular verbs, adverbs, prepositions and coordinating conjunctions
uses simple, compound and compound complex sentences; uses effective coordination and subordination of ideas to express complete thoughts identifies and uses present perfect, past perfect and future perfect tenses; subject-verb agreement with compound subjects and indefinite pronoun
creates multiple paragraph composition: a. provide an introductory paragraph b. establish and support a central idea with a topic sentence at or near first paragraph c. include supporting paragraphs with simple facts details and explanations d. conclude with a paragraph that summarizes the point e. use correct indention. uses traditional structure for
WRITING PROCESS
creates a multiple paragraph narrative compositions: a. establish and develop a situation or plot b. describe the setting c. present and ending
chooses a form of writing (e.g. personal letter, letter to the editor, review, poem, report, narrative that best suit the intended purpose
creates a multiple paragraph
creates a multiple-paragraph 43
demonstrates understanding of text structure to give focus and organization
conveying information (e.g. chronological order, cause and effect, similarity and differences, and posing and answering a question)
expository composition: a. establish a topic with important ideas or events in sequence or chronological order b. provide details and transitional expressions that link one paragraph to another in a clear line or thought offers a concluding paragraph that summarizes important ideas and details
writes summaries that contain the main ideas of the reading selection and the most significant details
applies technology to research for information
quotes or paraphrases information sources, citing them appropriately
uses organizational features of printed text (e.g. citations, end notes, bibliographic references) to locate relevant information
expository composition a. develop the topic with supporting details and precise verbs, nouns, and adjectives to pain a visual image in the mind of the reader b. conclude a detailed summary linked to the purpose of the composition uses a variety of effective and coherent organizational patterns, including comparison and contrast, organization by categories; arrangement by spatial order of importance or climactic order. uses organizational features of electronic text (e.g. bulletin boards, databases, keyword searches, email addresses) to locate information
WRITING PROCESS
locates information in reference text by using organizational features (e.g. prefaces, appendices)
writes simple documents by using electronic media and employing organizational features (e.g. passwords., entry and pull down menus, word searches thesaurus ,spell checks) uses the thesaurus to identify alternative word choices and meanings
writes documents with appropriate formatting by using wordprocessing skills and principles of design (e.g. margins, tabs, spacing, columns, page, orientation)
applies technology to research for information
uses various reference materials as an aid in writing (e.g. dictionary, thesaurus, card catalog, encyclopedia, on-line
CONTINUED
44
information) understands the structure and organization of almanacs, newspapers and periodicals demonstrates basic keyboarding skills and familiarity with the vocabulary of technology (e.g. cursor, software, memory, disk drive, hard drive) revises drafts to improve coherence and progression by adding, deleting, consolidating and rearranging text
CONTINUED
CONTINUED
CONTINUED
CONTINUED
applies knowledge of coherence and cohesion to edit and revise manuscripts
revises manuscript to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying and rearranging words and sentences
revises writing to improve organization and consistency of ideas within and between paragraphs
WRITING GENRES applies understanding of organizational patterns to write expositions
identifies the purpose and explain the situation follows an organizational pattern appropriate to the type of composition (description, explanation, comparison and contrast and problem solution) offers persuasive evidence to validate arguments and conclusion as needed 45
applies knowledge of text structures to persuade readers applies knowledge of text structures to write information reports frames a central question about an issue or situation includes facts and details for focus
states a clear position in support of a proposal supports a position with relevant evidence follows a simple organizational pattern to address reader concerns frames questions that direct the investigation establishes a controlling idea or topic
states a clear position on proposal or proposition supports the position with organized and relevant evidence anticipates and address reader concerns and counter arguments poses relevant questions with a s cope narrow enough to be thoroughly covered supports the main idea or ideas with facts, details, examples and explanations from multiple authoritative sources uses proper referencing
draws from more than one source of information (e.g. speakers, books, newspapers, other media sources)
develops the topic with simple facts details, examples and explanations
46
STRAND 4: WRITING (7-10)

SUBSTRAND Content Standard The learner GRADE 7 PERFORMANCE STANDARDS GRADE 8 GRADE 9 GRADE 10
uses correct handwriting when writing MECHANICS applies knowledge of spelling when writing
CONTINUED
CONTINUED
CONTINUED
CONTINUED
CONTINUED
CONTINUED
CONTINUED
CONTINUED
uses punctuation marks when writing
CONTINUED
CONTINUED
CONTINUED
CONTINUED
WRITING PROCESS
uses of language conventions in writing
analyzes the appropriate use of: misplaced modifiers dangling modifiers subjunctive mood/conditional clauses double negative parallel structures methods of sentence expansion adverb clauses if clause adjective phrase and clauses S-V agreement
CONTINUED
CONTINUED
CONTINUED
47
SUBSTRAND
GRADE 7
PERFORMANCE STANDARDS GRADE 8
GRADE 9
GRADE 10
applies technology to research for information WRITING PROCESS uses understanding of text structure to give focus and organization
CONTINUED
CONTINUED
CONTINUED
CONTINUED
uses understanding of text structures to write for a variety of purposes
uses appropriate cohesive devices (e.g., connectors, pronouns, repetition of vocabulary or grammatical structures) selects and use language for effect to create/ recount, describe experiences/ events/ topics and/ or persuade the reader to accept the writers position/ proposed action organizes facts, ideas and/ or points of view in a way appropriate to the mode of delivery, purpose and audience (e.g., using graphics for effective presentation of information) plans how to support the key message of a text with factual/ descriptive details and/ or examples appropriate to purpose, audience, context and culture uses text features (e.g., title/ headline, main headings and sub-headings, captions/ labels for visuals) appropriate to different types of texts and contexts develops the plot in a narrative using literary techniques (e.g., flashback, twist-in the tale, withholding information for suspense) reviews and revises drafts to enhance relevance, focus, and clarity and to achieve precision in expression of meaning proofreads and edits drafts
CONTINUED
CONTINUED
CONTINUED
CONTINUED
CONTINUED
CONTINUED
CONTINUED
CONTINUED
CONTINUED
CONTINUED
CONTINUED
CONTINUED
CONTINUED
CONTINUED
CONTINUED
uses skills on reviewing, revising, proofreading and editing to improve writing and representation
CONTINUED
CONTINUED
CONTINUED
WRITING PROCESS
CONTINUED CONTINUED
CONTINUED CONTINUED
CONTINUED CONTINUED
48
SUBSTRAND
GRADE 7
PERFORMANCE STANDARDS GRADE 8
GRADE 9
GRADE 10
applies knowledge of literary devices to write creative and personal expressions apply knowledge of text structures to write various informational texts
expresses feelings and thoughts, and/ or experiment with sound, images and language
CONTINUED
CONTINUED
CONTINUED
WRITING GENRES
narrates situations, express feelings and convey points of view about the world and/ or fictional worlds recounts experiences or past events writes directions/ instructions of steps to be taken to accomplish something writes explanations of various information writes to persuade the reader by presenting one side of an argument or an issue writes informational reports that presents information about a subject
CONTINUED CONTINUED CONTINUED CONTINUED CONTINUED CONTINUED
LEGEND CONTINUED. The performance standard has been mastered in the previous grade levels but should be applied continuously in grade-appropriate texts/materials and with varying degrees of difficulty and complexity.
49
STRAND 4: VIEWING (K-3)

Viewing Strategies and Skills
focuses attention on a designated image/subject when given a readiness cue demonstrates positive disposition towards active viewing
focuses attention on a designated image/subject when given a readiness cue
recognizes and responds to visual images: road and school signs symbols trademarks picture books advertisement (flyers, posters non-violent and educational cartoons and videos
recognizes different types of visual media
uses a variety of strategies to predict content and meaning in visual media
focuses attention on specific details when given directions
focuses attention on specific details when given directions
uses a variety of appropriate strategies to predict content and meaning in visual media
maintains ageappropriate focus for short periods
maintains ageappropriate focus for short periods 50
adapts attentive behavior to accommodate the viewing situation such as refocus or recover from distractions understands the different types of gradeappropriate visual media
adapts attentive behavior to accommodate the viewing situation such as refocus or recover from distractions
recognizes and responds to visual images such as logos, symbols and trademarks
recognizes and responds to visual images: road and school signs symbols trademarks picture books advertisement (flyers, posters non-violent and educational cartoons and videos plans and presents a report using two or more visual media
identifies story events or information from visual media
51
creates visual representations of personal experiences through media such as drawing, painting, acting and puppeteering
plans and presents a report using two or more visual media accesses, views and responds to visual forms such as computer programs, videos, drawing, pictures and collages
Critical viewing
demonstrates critical understanding for interpreting mass media
explains similarities and differences between real life and life depicted in visual media
interprets visual clues in cartoons, graphs, tables and charts that enhance the comprehension of text explain similarities and differences between real life and life depicted in visual media
identifies with confidence the different elements in visual narratives
identifies with confidence the different elements in visual narratives
52
interprets correctly different features that affect a viewers perceptions of characters in visual media
differentiates different elements from films, videos, television, and other visual media that appeal to him or her
interprets meanings through the varied techniques that visual media used to convey messages in visual media
understands techniques used to establish mood in visual media
understands the use and meaning of symbols and 53
images in visual media
understands basic elements of advertising in visual media understands basic elements of advertising in visual media explains that film and television have features that identify different genres interpret correctly different features that affect a viewers perceptions of characters in visual media
understands basic elements of advertising in visual media
differentiate different elements from films, videos, television, and other visual media that appeal to him or her
54
interprets meanings through the varied techniques that visual media used to convey messages in visual media understands techniques used to establish mood in visual media understands the use and meaning of symbols and images in visual media understands basic elements of advertising in visual media
55
STRAND 4: VIEWING (4-6)

Content SUBSTRAND Standard The learner GRADE 4 The learner GRADE 5 The learner GRADE 6 The learner
demonstrates understanding of the different viewing strategies and skills that are necessary to understand and interpret visual media
gives the main idea or message in visual media
uses a variety of strategies to predict content and meaning in visual media using knowledge of the structure of television programs: for cartoons, making predictions based on program length, knowing/experiencing that a resolution will be reached and that main characters will overcome difficulties to return to the next episode; using knowledge of cause-and-effect relationships to predict plot development
using knowledge of the structure of television programs: for cartoons, making predictions based on program length, knowing/experiencing that a resolution will be reached and that main characters will overcome difficulties to return to the next episode; using knowledge of cause-and-effect relationships to predict plot development)
using knowledge of the structure of television programs: for cartoons, making predictions based on program length, knowing/experiencing that a resolution will be reached and that main characters will overcome difficulties to return to the next episode; using knowledge of causeand-effect relationships to predict plot development)
56
Critical Viewing
demonstrates critical understanding and interpretation of mass media
identifies with confidence the different elements that help establish plot, setting, and character in visual narratives
57
differentiates different elements from films, videos, television, and other visual media that appeal to him or her explains similarities and differences between real life and life depicted in visual media
explains that film and television have features that identify different genres
explains that film and television have features that identify different genres
explains that film and television have features that identify different genres enumerates and interprets the different ways in which people are stereotyped in visual media and understands that people could have been represented differently
enumerates and interprets the different ways in which people are stereotyped in visual media and understands that people could have been represented differently
enumerates and interprets the different ways in which people are stereotyped in visual media and understands that people could have been represented differently
58
understands the use and meaning of symbols and images in visual media
59

GRADE 7 Content SUBSTRAND The learner Standard The learner The learner The learner The learner GRADE 8 GRADE 9 GRADE 10
gives the main idea or gives the main idea or gives the main idea or message in visual message in visual message in visual media media media
uses a variety of strategies to predict content and meaning in visual media using knowledge of the structure of television programs: for cartoons, making predictions based on program length, knowing/experienci ng that a resolution will be reached and
uses a variety of strategies to predict content and meaning in visual media using knowledge of the structure of television programs: for cartoons, making predictions based on program length, knowing/experien cing that a
uses a variety of strategies to predict content and meaning in visual media using knowledge of the structure of television programs: for cartoons, making predictions based on program length, knowing/experien cing that a
uses a variety of strategies to predict content and meaning in visual media using knowledge of the structure of television programs: for cartoons, making predictions based on program length, knowing/experiencing that a resolution will be reached and that 60
that main characters will overcome difficulties to return to the next episode; using knowledge of cause-and-effect relationships to predict plot development)
resolution will be reached and that main characters will overcome difficulties to return to the next episode; using knowledge of cause-andeffect relationships to predict plot development)
resolution will be reached and that main characters will overcome difficulties to return to the next episode; using knowledge of cause-andeffect relationships to predict plot development)
main characters will overcome difficulties to return to the next episode;
using knowledge of cause-and-effect relationships to predict plot development)
CRITICAL VIEWING
interprets critically visual media using a range of strategies drawing conclusions, making generalizations, making synthesize about the materials viewed, refering to images or information in visual media to support point of view deconstructing
interprets critically visual media using a range of strategies drawing conclusions, making generalizations, making synthesize about the materials viewed, refering to images or information in visual media to support point of view
interprets critically visual media using a range of strategies drawing conclusions, making generalizations, making synthesize about the materials viewed, refering to images or information in visual media to support point of view
interprets critically visual media using a range of strategies drawing conclusions, making generalizations, making synthesize about the materials viewed, refering to images or information in visual media to support point of view deconstructing media to 61
media to determine the main idea
deconstructing media to determine the main idea
deconstructing media to determine the main idea
determine the main idea
evaluates informational media
explains the conventions of visual media genres
describes particular effects or purposes that are manipulated by rules and expectations about genres
describes the connection between context and values projected by visual media
describes how images and sound convey messages in visual
describes how images and sound convey messages in visual media
analyzes stereotypes in visual media using strategies to
describes the connection 62
analyze stereotypes in visual media
between context and values projected by visual media expresses the effects of style and language choice in visual media tells how literary forms can be represented in visual narratives describes how images and sound convey messages in visual media
expresses the effects of style and language choice in visual media
describes how images and sound convey messages in visual media
describes a variety of techniques used in advertising
tells how literary forms can be represented in visual narratives
expresses the effects of style and language choice in visual media tells how literary forms can be represented in visual narratives
explains how editing shapes meaning in visual media
explains the effects of visual media on audiences with different backgrounds
explains how editing shapes meaning in visual media
describes a variety of 63
techniques used in advertising
explains how editing shapes meaning in visual media explain the effects of visual media on audiences with different backgrounds
64

Content SUBSTRAND Standard The learner GRADE 11 The learner is expected to GRADE 12 The learner is expected to
gives the main idea or message in visual media demonstrates understanding of the different viewing uses a variety of strategies to predict content and meaning in visual media using knowledge of the structure of television programs: for cartoons, making predictions based on program length, knowing/experiencing that a resolution will be reached and that main characters will overcome difficulties to return to the next episode; using knowledge of cause-and-effect relationships to predict plot development)
Strategies and Skills
uses a variety of strategies to predict content and meaning in visual media using knowledge of the structure of television programs: for cartoons, making predictions based on program length, knowing/experiencing that a resolution will be reached and that main characters will overcome difficulties to return to the next episode; using knowledge of cause-andeffect relationships to predict plot development
65
interprets critically visual media using a range of strategies drawing conclusions, making generalizations, making synthesize about the materials viewed, refering to images or information in visual media to support point of view deconstructing media to determine the main idea
CRITICAL VIEWING
Demonstrates critical understanding of the different viewing strategies and skills that are necessary to understand and interpret visual media
explains the conventions of visual media genres analyzes stereotypes in visual media using strategies
analyzes stereotypes in visual media using strategies
66
describes the connection between context and values projected by visual media describes how images and sound convey messages in visual media
expresses the effects of style and language choice in visual media describes how images and sound convey messages in visual media
expresses the effects of style and language choice in visual media
tells how literary forms can be represented in visual narratives
Describe a variety of techniques used in advertising (e.g., portrayals of happy families and exotic places; celebrity endorsement; use of humor; emphasis on value and reliability; sex appeal; science and statistics; appeal to fears and insecurities)
explains how editing shapes meaning in visual media 67
explains the effects of visual media on audiences with different backgrounds explains how editing shapes meaning in visual media
68
CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM ENGLISH A. Writeshop on the Finalization of the Curriculum Standards Venue: RELC, CALABARZON Date: May 19-21,2011 NAME Mr. Roderick M. Aguirre Mr. Galileo L. Go Mr. Ricardo G. Ador Dionisio Mrs. Liberty A. Mangaluz Mr. Adrian S. Peralta DESIGNATION Language Consultant Senior Education Program Specialist Education Program Specialist (Detailed) Head Teacher III Teacher II/Assoc. Prof UE-CAS Teacher I OFFICE/SCHOOL DepEd. Region VIII CDD-BEE, DepEd, Central Office CDD BSE, DepEd Central Office Quirino High School, Quezon City C.Apostol Elem. School, City of Manila University of the East, Manila Sta. Lucia High School, Pasig City
1. 2. 3. 4. 5.
6. Ms. Marisol L. Echano
B. 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 Dr. Edilberta Bala Dr. Lourdes Visaya Dr. Perla Cuanzon Mr. Adrian S. Peralta DESIGNATION Professor Retired Retired Teacher II/Assoc. Prof UE-CAS Principal II Senior Education Program Specialist Education Program Specialist (Detailed) Senior Education Program Specialist Teacher I OFFICE/SCHOOL Philippine Normal University, City of Manila DepEd DepEd C.Apostol Elem. School, City of Manila University of the East, Manila Padre Gomez Elem. School, City of Manila CDD-BEE, DepEd, Central Office CDD BSE, DepEd Central Office CDD-BSE DepEd Central Office Sta. Lucia High School, Pasig City
1. 2. 3. 4.
5. Ms. Jesusa Antiquiera 7. Mr. Galileo L. Go 8. Mr. Ricardo G. Ador Dionisio 9. Mrs. Melinda Rivera 10. Ms. Marisol L. Echano
69
C. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards 1. Regions IV-A, IV-B,V and NCR Venue: Bulwagan ng Karunungan Date: April 27, 2011 NAME Ma. Gina M. Rocena Eufemia B. Pura Caroline Lazerteza Ma. Teresa M. Abainza Victoria R. Mayo Rose Ann B. Pamintuan Galileo L. Go Marife T. Taala Regida N. Vibar DESIGNATION SST III OFFICE/SCHOOL Quezon City High School Rizal National High School Ateneo High School Daraga National High School Dep. Ed- NCR Pasig Elementary School BEE Dep. Ed. MIMAROPA Dep. Ed. R-V
1. 2. 3. 4. 5. 6. 7. 8. 9.
ES II
2. Regions VI,VII and VIII Venue: Ecotech, Lahug Cebu City Date: May 4, 2011 NAME Luz V. Isobal Estrellita B. Plarisan Lilia O. Orola Claire C. Bato Mary Ann F. Guimoc DESIGNATION OFFICE/SCHOOL Bethel International School, R-VIII Saint Joseph College, Maasin City, R-VIII Division of Roxas City CNSAT, Biliran Division V & G Dela Cruz Memorial School, Tacloban City Caibiran SPED Center, Division of Biliran Cabancalan NHS, Dep. Ed. Mandaue City University of San Jose-Recoletos Basak Campus, Basak Pardo, Cebu City 70
1. 2. 3. 4. 5.
6. Lorelie G. Torlar 7. Arlene M. Omaque 8. Leonila Tabar
9. Rustum Geongon 10. Marcelita S. Dignos 11. Evelyn C. Dominguez 12. Leilanie R. Francisco
Division Offion, Samar Division Region VII Santa Barbara Natl Comp., Division of Iloilo Linabuan Norte Elem. School, Division of Aklan
3. Regions IX,X and ARMM Venue: RELC, Cagayan de Oro City Date: May 5, 2011 NAME 1. Samina C. Mamao 2. Pedro L. Sutacio Jr. 3. Leticia S. Angelito 4. Sonia P. Lumbay 5. Ann P. Barrientos 6. Harrie May U. Honorio 7. Dorothy D. Baraquero 8. Gaudencio C. Gonite 9. Belinda A. Busalla 10. Mary Neya Grace C. Chipada 11. Jocelyn R. Mimia 12. Amor de Torres 13. Jeanie L. Mativo 14. Leah O. Bayani 15. Joseph A. Moral 16. Belinda A. Busalla 17. Mary Neva Grace C. Chipada 18. Angelina B. Buabon 19. Gaudencio C. Garife 20. Joseph A. Moral 21. Leah O. Bayani 22. Anna Liza A. Aca-Ac 23. Joan Valles Alejandrino DESIGNATION OFFICE/SCHOOL DepEd LS II A CUBED DepEd DepEd Region IX DepEd Region IX DepEd Region IX DepEd Region IX SHMS DepEd Gingoog City DepEd Gingoog City DepEd Agusan del Norte CU PAFIE DepEd Surigao del Norte CUBED Corpus Christi School Dep. Ed. Dep. Ed. Dep. Ed. R.O. SHJMS Borja Corpus Christi School CUBED OLLES Dep. Ed., Agusan del Norte 71
24. Jocelyn R. Mission 25. Jeanie L. Matiso 26. Juliet R. Lebios 27. Jaremie J. Morales
EPS I
Dep. Ed., Agusan del Norte Dep. Ed. Surigao del Norte Dep. Ed. CARAGA XUGS
4. Regions XI,XII, ARMM (Shariff Kabunsuan,Maguindanao) Venue: RELC, Davao City and CARAGA Date: May 6,2011 NAME 1. Nancy P. Sumagaysay 2. Edilhynie M. Jambangan 3. Marivic N. Neri 4. Rudylen P. Anino 5. Aileen Mae T. Hui 6. Caren Joy E. Chiew 7. Gilbert C. Bayron 8. Clarisse Caballero - Regalado 9. Dinah G. Abdul 10. Wilma Grace P. Rivero 11. Ofelia N. Caballo 12. Lani F. Anito 13. Irene J. Cutamor DESIGNATION OFFICE/SCHOOL DepEd Division of Davao Oriental Holy Cross of Mintal, Inc. College of Educ. USEP Stella Maris Academy of Davao Stella Maris Academy of Davao Stella Maris Academy of Davao Davao Wisdom Academy Glan Little Angels Academy, Inc. Div. Office, Maguindanao 2 Div. Office, Maguindanao 1 Francisco Adlaon Learning Institute Midsayap Pilot ES Romana C. Acharon, CES
72
D. Workshop on the K to 12 Curriculum Mapping Venue: DAP, Tagaytay City Date: March 16-18, 2011 NAME 1. Galileo Go 2. Nerissa Lormeda 3. Eva Imingan 4. Melinda Rivera 5. Liberty Mangaluz 6. Ricardo Ador Dionisio 7. Dr. Nilda R. Sunga 8. Dr. Catalina Credo 9. Dr. Lourdes Visaya 10. Dr. Perla Cuanzon 11. Dr. Marietta Otero 12. Dr. Edilberta Bala 13. Dr. Roderick Aguirre 14. Mirla Olores 15. Procy Lontoc DESIGNATION OFFICE/SCHOOL CDD BEE Division of Taguig Division of Olongapo CDD BSE Quirino HS, Division of Q.C. Rizal HS, Division of Pasig City Angelicum College, QC Zamboanguita, Neg. Or. DepEd NEPP DepEd NEPP University of the East PNU PNU/ CESS SPED BEE SPED -BEE
73
SECRETARIAT NAME 11. Rachelle C. Fermin 12. Prescy Ong 13. Magdalena Mendoza 14. Tristan Suratos 15. Kimberly Pobre 16. Cristina Villasenor 17. Lani Garnace 18. Kidjie Saguin 19. Maria Boncan 20. Daylinda Guevarra 21. Fenerosa Maur 22. Divina Tomelden 23. Nilva Jimenez DESIGNATION DepEd DepEd DAP DAP DAP DAP DAP DAP Accountant, DepEd Accountant, DepEd Accountant, DepEd Accountant, DepEd Disbursing Officer, DepEd
FACILITATORS/ SUPPORT TEAM NAME 1. 2. 3. 4. 5. 6. Irene C. De Robles Jose Tuguinayo, Jr. Marivic Abcede Mirla Olores Simeona Ebol Fe Villalino DESIGNATION CDD BEE CDD BSE CDD BSE SPED BEE CDD BEE SDD BEE
74
ADVISORY TEAM NAME Usec. Yolanda S. Quijano Dr. Lolita Andrada Dr. Angelita Esdicul Dr. Ricardo de Lumen D. Paraluman R. Giron Dr. Avelina T. Liagas Dr. Dina Ocampo Dr. Ester Ogena Dr. Brenda B. Corpuz DESIGNATION Undersecretary, DepEd OSEC Director, BSE DepEd, Pasig Director, BEE DepEd, Pasig OIC, Director III Tech Voc, DepEd Chair, K 10 TWG Consultant, TEC, DepEd Dean, COE, UP Diliman President, PNU Technical Adviser to the Office of USEC, Pograms and Standards Headmaster, SMS Sagada, Mt. Prov. Director, UP NISMED President, CEU CHED Consultant, MTB MLE Director, NETRC Director, IMCS Executive Director, TEC Director, BALS Director, TESDA
1. 2. 3. 4. 5. 6. 7. 8. 9.
10. Dr. Dennis Faustino 11. Dr. Merle Tan 12. Dr. Cristina Padolino 13. Mr. Napoleon Imperial 14. Diane Decker 15. Dr. Nelia Benito 16. Dr. Socorro Pilor 17. Dr. Beatriz Torno 18. Dr. Carolina Guerrero 19. Dr. Irene Isaac
75

K To 12 English Curriculum Guide

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K To 12 English Curriculum Guide

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Writeshop on the Review and Refinement of the K-12 Curriculum Standards Regional Educational Learning Center (RELC) Malvar,

Batangas May 18 21, 2011

ENGLISH CURRICULUM WRITERS

Mr. Roderick M. Aguirre Expert Region VIII

Mr. Galileo L. Go Senior Educ. Program Specialist

Mr. Ricardo G. Ador Dionisio Education Program Specialist (Detailed)

Mrs. Liberty A. Mangaluz Head Teacher III

Mr. Adrian S. Peralta Teacher II i

CDD-BEE DepEd, Central Office

CDD BSE DepEd, Central Office

Quirino High School Quezon City

C. Apostol Elem. School City of Manila

May 21, 2011

Core Learning Area Standard B. Grade Level Standard

ENGLISH CURRICULAR FRAMEWORK

ROAD MAP K-12

CORE LEARNING AREA STANDARDS

Content and Performance Standards

STRAND 1: LISTENING (K-3)

analyzes sounds and letters for blending and segmenting

demonstrates knowledge of sounds in letters and words to analyze rhymes

identifies rhyming words in nursery rhymes

identifies words that rhyme in poems and jingles

recognizes intonations relating to various emotions/feelings

recognizes the rising-falling intonation in yes/no questions and statements

recognizes the rising-falling intonation Yes /no questions in wh questions

actively listens with focus to provide feedback

maintains attention to the speaker

takes turns to speak

thinks of relevant information as feedback to the speaker listens to summarize

listens actively to get the main idea

listens for main ideas

listens for main ideas and details

listens for manl ideas, details, and organization

listens actively for directions

follows one step oral directions

follows two step oral directions

follows oral directions with three or four steps

follows oral directions and monitor for clarity

listens actively to respond

listens to respond to the speakers message CONTINUED

analyzes literature for appreciation

listens to literature presented using a variety of media

CRITICAL ANALYSIS AND EVALUATION

analyzes information to construct appropriate feedback.

listens for specific information

listens for pleasure

CRITICAL ANALYSIS AND EVALUATION

evaluates presentations using established criteria/rubrics

STRAND 1: LISTENING (4-6)

examines the meaning of words caused by shift in intonation

distinguishes rising and falling intonation

distinguishes changes in meaning of words in sentences caused by shift in stress

identifies the stressed and unstressed syllables CONTINUED CONTINUED

INFORMATIOIN AND UNDERSTANDING

follows oral directions and monitor for clarity

listens actively to respond

analyzes information to construct appropriate feedback.

identifies the craftsmanship of the author

identifies and give feedback of the authors style CONTINUED

STRAND 1: LISTENING (7-10)

applies understanding of syntax to understand various listening texts