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K to 12 Curriculum Guide ENGLISH Grade 1 to 10

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig CityK to 12 Curriculum Guide ENGLISH (Grade 1 to Grade 10) July 2015

K to 12 BASIC EDUCATION CURRICULUM THE FRAMEWORKK to 12 English Curriculum Guide July 2015 Page 2 of 164

K to 12 BASIC EDUCATION CURRICULUMI. PHILOSOPHY AND RATIONALELanguage is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language isgoverned by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential inunderstanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, andcontributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all keylearning areas1.Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively witheach other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better theworld in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense ofand bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with thewider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.II. GUIDING PRINCIPLESThe K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles.All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (L2).Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for thedevelopment of both the first language (L1) and the second language (L2)2. It follows that any expansion of CUP that takes place in one language will have abeneficial effect on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional languages.Language acquisition and learning is an active process that begins at birth and continues throughout life. It is continuous and recursivethroughout students’ lives. Students enhance their language abilities by using what they know in new and more complex contexts and with increasingsophistication (spiral progression). They reflect on and use prior knowledge to extend and enhance their language and understanding. By learning andincorporating new language structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency. Positivelearning experiences in language-rich environments enable students to leave school with a desire to continue to extend their knowledge, skills and interests.1 1998. English Curriculum Framework. Australia2 Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL Students Delaware: InternationalReading Association Page 3 of 164 K to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM Learning requires meaning3. We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce new concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They make connections, anticipate possibilities, reflect upon ideas, and determine courses of action. Learners learn about language and how to use it effectively through their engagement with and study of texts. The term ‘text’ refers to any form of written (reading and writing), oral (listening and speaking) and visual communication involving language4. The texts through which students learn about language are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by which learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts produced by other people. Successful language learning involves viewing, listening, speaking, reading and writing activities5. Language learning should include a plethora of strategies and activities that helps students focus on both MEANING and ACCURACY. Language learning involves recognizing, accepting, valuing and building on students’ existing language competence, including the use of non-standard forms of the language, and extending the range of language available to students. Through language learning, learners develop functional and critical literacy skills. They learn to control and understand the conventions of the target language that are valued and rewarded by society and to reflect on and critically analyze their own use of language and the language of others.An effective language arts and multiliteracies curriculum satisfies the following principles6. 1. develops thinking and language through interactive learning; 2. develops communicative competence and critical literacy; 3. draws on literature in order to develop students’ understanding of their literary heritage; 4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge; 5. develops students’ oral language and literacy through appropriately challenging learning; 6. emphasizes writing arguments, explanatory/informative texts and narratives; 7. provides explicit skill instruction in reading and writing; 8. builds on the language, experiences, knowledge and interests that students bring to school; 9. nurtures students’ sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in school and in civic life, and; 10. assesses and reflects the students’ ability to interpret and/or communicate in the target language7.3 Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO Page 4 of 1644 Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan5 Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO6 2011.Guiding Principles for English Language Arts and Literacy Programs in MassachusettsK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUMIII. NEEDS OF THE LEARNERS : THE CONTEXT The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete technology. They were born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know life without technology. Hence, they are often termed as digital natives and are extremely comfortable with technology. They can email, text and use computers without any problems. In addition, members of Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and gadgets has had a negative effect on the members. They rather stay indoors and use their electronics than play outdoors and be active. They are leading a sedentary life that can result in health problems later on. For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing to share intimate details about themselves with complete strangers. They have virtual friends and for them hanging out with friends means talking to them over the cell phones, emails and text messages. However, at the same time, this generation is considered to be creative and collaborative and will have a significant impact on the way companies work when they join the workforce. Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to reduced attention span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data and information as they cannot focus for very long. While we don’t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly diverse environment will make the grade schools of the next generation the most diverse ever. Higher levels of technology will make significant inroads in academics allowing for customized instruction, data mining of student histories to enable diagnostics and remediation or accelerated achievement opportunities. Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners.7 2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education. Department of Instruction.K to 12 English Curriculum Guide July 2015 Page 5 of 164

K to 12 BASIC EDUCATION CURRICULUMIV. OUTCOMES The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may engage in. 1. Communicative Competence Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse.8 Communicative competence is classified into the following competencies. 1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and lexical items. 2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other socio- cultural conventions in social contexts. They are the context and topic of discourse, the participant’s social status, sex, age, and other factors which influence styles and registers of speech. Since different situations call for different types of expressions as well as different beliefs, views, values, and attitudes, the development of sociolinguistic competence is essential for communicative social action. 3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for social meaning, particularly when the literal meaning of an utterance does not lead to the speaker’s intention easily. 4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at the same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual guessing, and tolerating ambiguity.2. MultiliteraciesMultiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practicesusing texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchangemeaning in our society while professional literacy links with the notion of literacy for school of the workplace.The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely usedmedium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understandthat English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values,beliefs and ways of thinking about ourselves and the world we dwell in. Through multi-literacy skills, learners will be able to appreciate and be sensitive tosociocultural diversity and understand that the meaning of any form of communication depends on context, purpose and audience.8 Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics Page 6 of 164K to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM IV. CONCEPTUAL FRAMEWORKThe world is now in the “Knowledge age” where the challenge of education is to prepare learners to deal with the challenges of the changing world. Students in this agemust be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to makedecisions and solve problems.The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino and English follow a unified frameworkwhich allows easy transition from acquiring and learning one language to another.The curriculum has five (5) components. Each component is essential to the learners’ ability to communicate effectively in a language leading them to achieve communicativecompetence and multiliteracies in the Mother Tongue, Filipino and English. The diagram on page 2 shows that the heart and core of LAMC is making meaning throughlanguage and aims to develop graduates who are communicatively competent and multiliterates.Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves asguiding principles for language teaching.Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures, understanding language, processes andstrategies) which will be developed through language arts (macro-skills).Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and viewing; reading, viewing and responding;writing and representing) and the development of thinking skills (critical thinking, creative thinking and metacognition) allowing students to make meaning throughlanguage.Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, schooladministrators, and curriculum developers.K to 12 English Curriculum Guide July 2015 Page 7 of 164

K to 12 BASIC EDUCATION CURRICULUM COMPONENT 1: Language Learning ProcessFor effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching principles. These principles explain thenatural process of language development. 1. Spiral Progression Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow students to progress from the foundational level to higher levels of language use. 2. Interaction Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes, topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills. 3. Integration The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly (skills, content, theme, topic, and values integration). 4. Learner-Centeredness Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities and interests. Effective pedagogies will be used to engage them and to strengthen their language development. 5. Contextualization Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken and written language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice. 6. Construction Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and psychomotor potentials and become independent learners who are good consumers and constructors of meaning.K to 12 English Curriculum Guide July 2015 Page 8 of 164

K to 12 BASIC EDUCATION CURRICULUMCOMPONENT 2: Effective Language UseThere are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They aredescribed as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world, including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values, beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who does the communicating. These collectively constitute the sociolinguistic features of language. Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society. Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They understand that the natural and physical environments – as well as the social, economic, historical and political environments – influence the language speaking groups and their cultural traditions.2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. They come to recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this knowledge and understanding to create their own spoken, written and visual texts. Differences in language systems are expressed in a variety of ways: for example, in grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of other languages, students understand that each language is different, but has identifiable patterns within its own system.3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a variety of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and audience. They use language as a way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and discussion as a way of developing ideas. They experiment, take risks and make approximations with language as a way of developing their language skills. They clarify what they need to know when seeking information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts such as tables of contents, headings, indexes, forewords and glossaries as aids in locating information. They assess the usefulness of information for particular purposes. They treat information and ideas critically and evaluate information in terms of its reliability and currency. They make notes and graphic representations of information and combine information from different sources into a coherent whole by summarizing, comparing and synthesizing.K to 12 English Curriculum Guide July 2015 Page 9 of 164

K to 12 BASIC EDUCATION CURRICULUM Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing sources of ideas and information, and of presenting or representing ideas and information in ways which are not misleading. They use quotation and sourcing conventions appropriately. They take into account the possible effects of and responses to the presentation of ideas and information. COMPONENT 3: Making Meaning through LanguageLanguage is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should focus on guidingstudents make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situationswhere communication demands greatly vary.The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows studentsto progress from the foundational level to higher levels of language use.The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, andviewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1).The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic education.This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multiliteracies Curriculum (LAMC) but fleshes out the areas that children need to learn and thatteachers need to teach in greater detail. Below is the matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-strands.K to 12 English Curriculum Guide July 2015 Page 10 of 164

K to 12 BASIC EDUCATION CURRICULUM Alignment of the Language and Literacy Domains with the 5 sub-strands Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING 1. Oral Language √ √ 2. Phonological Awareness √ √ √√ 3. Book and Print Knowledge √ √ √ 4. Alphabet Knowledge √ √ 5. Phonics and Word Recognition √ √ √ √ 6. Fluency √ √ 7. Spelling √ √ √ √ 8. Writing and Composition √ √ √ √√ 9. Grammar Awareness & Structure √ √ √ 10. Vocabulary Development √√ √√ √ 11. Reading Comprehension √√ √√ 11.1 schema & prior knowledge √√ √ √√ 11.2 strategies √ 11.3 narrative text 11.4 informational text12. Listening Comprehension13. Attitudes towards language, literacy and literature14. Study StrategiesK to 12 English Curriculum Guide July 2015 Page 11 of 164

K to 12 BASIC EDUCATION CURRICULUMFunnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum Domains K-3 4-6 7-10 11-12 Page 12 of 164Oral languagePhonological awarenessBook and Print knowledgeAlphabet knowledgePhonics and word recognitionFluencySpellingWriting and compositionGrammar awareness and structureVocabulary developmentReading comprehensionListening comprehensionAttitude towards language, literacy andliteratureStudy strategiesViewingK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM Coherence with the Basic Education Program Goals 1. The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the achievement of the basic education program goals. 2. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension and study strategies. 3. Content includes print and electronic texts that are age, context and culture appropriate.COMPONENT 4: Holistic AssessmentAssessment is an important aspect of learning and teaching. It should be effectively used to support the holistic development of our pupils. Our assessment practices shouldgo beyond summative evaluation and move towards a more holistic approach.Holistic assessment refers to the ongoing gathering of information on different facets of a child from various sources, with the aim of providing qualitative and quantitativefeedback to support and guide the child's development. Holistic assessment informs our teachers of their teaching practices and guides them in the design and delivery ofstudent learning. It will also enable parents to support their children's development and growth.Characteristics of Assessment1. Proximity to actual language use and performanceAssessment procedures should be based on activities that have authentic communicative function rather than ones with little or no intrinsic communicative value.These activities are based on actual performance in authentic situations which the learner is likely to encounter in his or her daily life.2. A holistic view of languageAssessment procedures are based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary,among others cannot be ignored. Also the four skills of language-listening, speaking, reading, and writing-are seen to be parts of a structurally integrated whole.Assessment approaches should be used for communication and self-expression. Assessment also takes into account the whole learner and his or her social,academic, and physical context.K to 12 English Curriculum Guide July 2015 Page 13 of 164

K to 12 BASIC EDUCATION CURRICULUM3. An integrative view of learning Assessment attempts to capture the learner’s total array of skills and abilities. It measures language proficiency in the context of specific subject matter. Assessment procedures are based on the idea that various aspects of a learner’s life, both academic and personal, are integral to the development of language proficiency and cannot be ignored. These dimensions include not only processes such as acquiring and integrating knowledge, extending and refining knowledge, and using knowledge meaningfully, but also issues such as varying student attitudes towards learning.4. Developmental appropriateness Assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the learner. This characteristic of assessment makes it particularly valuable for second language learners who come from culturally diverse backgrounds and who may have atypical educational experiences.5. Multiple referencing Assessment entails obtaining information about the learner from numerous sources and through various means. For students, assessment should allow them to see their own accomplishments in terms that they understand and, consequently, allows them to assume responsibility for their learning. Assessment should allow parents to share in the educational process, and offers them a clear insight into what their children are doing in school. For teachers, the primary advantage of assessment is that it provides data on their students and their classroom for educational decision-making. In addition, it reports the success of the curriculum and provides teachers with a framework for organizing student’s works.K to 12 English Curriculum Guide July 2015 Page 14 of 164

K to 12 BASIC EDUCATION CURRICULUM Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K to 12 Basic Education Program of the Department of EducationContent Standards Performance Standards at the end of Grade 3Oral Languages in English Have sufficient facility in English to understand spoken discourse and to talk and interact with others about personal experiences and text listened to or readPhonological Skills Be able to demonstrate phonological awareness at the levels of the syllable and the phonemeBook and Print Knowledge Demonstrate and use concepts of print, such as directionality, spacing, punctuation and configurationAlphabet knowledge Recognize, name and sound out all the upper and lower case letters of the alphabet.Phonic and Word Recognition Use sight word recognition or phonic analysis to read and understand words in English that contain complex letter combinations, affixes and contractionsFluencySpelling Read aloud grade level texts effortlessly and accurately, without hesitation and with proper expressionWriting /Composition Spell words with two or more syllables using phonic, semantic, and morphemic knowledgeHandwriting Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing Write legibly in manuscript or cursive writingGrammar Awareness and Structure  Demonstrate grammatical awareness by being able to read, speak and write correctlyVocabulary  Communicate effectively, in oral and written forms, using the correct grammatical structure of English Acquire, study, and use English vocabulary words appropriately in relevant contextsReading Comprehension and Study StrategiesUse of Content and Prior Activate prior knowledge conceptually related to text and establish a purpose for readingKnowledgeComprehension Strategies Be self-aware as they discuss and analyze text to create new meanings and modify old knowledgeComprehending Literary Text Respond to literary text through the appreciation of literary devices and an understanding of story grammarComprehending Informational Text Locate information from expository texts and use this information for discussion or written productionAttitude Demonstrate a love for reading stories and confidence in performing literacy-related activities/taskViewing Demonstrate critical understanding and interpretation of visual mediaStudy Strategies Organize, process and use information effectivelyK to 12 English Curriculum Guide July 2015 Page 15 of 164

K to 12 BASIC EDUCATION CURRICULUM KEY STAGE STANDARDGRADE 12 - Students should be able to integrate communication and language skills for creating meaningusing oral and written texts, various genres, and discursive contexts for personal and professional purposes.GRADE 10 - Students should be able to interpret, evaluate and represent information within and betweenlearning area texts and discourses.GRADE 6 - Student should be able to construct meanings and communicate them using creative, appropriateand grammatically correct oral and written language. GRADE 3 - Students should be able to demonstrate eagerness to explore and experience oral and written texts and to communicate meanings and feelings effectively.K to 12 English Curriculum Guide July 2015 Page 16 of 164

K to 12 BASIC EDUCATION CURRICULUM(3rd Quarter Oracy) Quarterly and Weekly Articulation GRADE 1Core Learning Area Standard The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accuratelyKey Stage Standard orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasksGrade Level Standards necessary to cope with the demands of a functionally literate and competent local, national, and global citizen. The learner demonstrates basic language skills using a variety of media and uses these to learn varied content. The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other social context interactions.Domain Content Standard Performance StandardOral Language The learner… The learner… demonstrates understanding of familiar words used to communicate Shares/express personal ideas, thoughts, actions, and feelings usingPhonological personal experiences, ideas, thoughts, actions, and feelings familiar wordsAwareness demonstrates understanding of familiar literary forms and concept of participates actively in different oral activitiesGrammar words in English for effective expression manipulates skilfully the sounds in words to express meaning demonstrates understanding of sounds and their meanings for appropriate displays sensitivity to sounds in spoken language use of words manipulates skilfully the speech sounds through simple meaningful guided conversations demonstrates understanding of sounds and sound patterns for production correctly names people, objects, places and things through theme-based of words activities constructs grammatically correct-simple sentences in theme-based demonstrates understanding of concepts of nouns and adjectives for conversations using verbs, pronouns, and prepositions identification and description uses basic vocabulary to independently express ideas about personal, demonstrates understanding of concepts of verbs, pronouns, and home, school and community experiences prepositions in meaningful messages correctly uses familiar words in speaking activities correctly identifies elements of literary and informational texts to aidVocabulary demonstrates understanding of familiar English words for effective meaning getting communication uses elements of literary and informational texts to sufficiently extend demonstrates understanding of word meaning for correct usage meaning and understandingListening demonstrates understanding of story elements and text structures for presents varied ideas independently and shows interest enthusiastically inComprehension effective oral expression diverse literacy-related activities/tasks demonstrates understanding of the elements of literary and informational Page 17 of 164 texts for effective oral expressionAttitude towardslanguage, demonstrates understanding of literary concepts for appreciation ofliteracy, and literacy-related activities/tasksliteratureK to 12 English Curriculum Guide July 2015

Domain K to 12 BASIC EDUCATION CURRICULUM Performance StandardStudy Strategies The learner… Content Standard The learner… demonstrates understanding of useful strategies for purposeful literacy uses strategies independently in accomplishing literacy-related tasks learningWEEK LC OL Learning Competencies G V Listening Comprehension Oral Language PA Grammar Vocabulary Development EN1OL-IIIa-e-1.5 EN1LC-IIIa-j- 1.1 Use/Respond appropriately to Phonological Awareness EN1G-IIIa-e-1 EN1V-IIIa-e-5 Listen to short stories/poems and polite expressions Sentences Use words that are related to  EN1OL-IIIa-1.5.1 EN1PA-IIIa-e-2.2 self, family, school, community, 1. note important details greetings Recognize rhyming words in  EN1G-IIIa-1.1 and concepts such as the names pertaining to  EN1OL-IIIb-1.5.2 nursery rhymes, poems, songs Recognize sentences and for colors, shapes, and numbers a. character leave takings heard non-sentences1-5 b. setting  EN1OL-IIIc-1.5.36-10 c. events expressing gratitude EN1PA-IIIa-b- 3.1  EN1G-IIIb-1.4 and apology Give the number of syllables of Recognize simple 2. Give the correct sequence of  EN1OL-IIId-1.5.4 given words. sentences three events asking permission  EN1OL-IIIe-1.5.5  EN1G-IIIc-1.3; EN1G- 3. Infer the character feelings and offering help IIId-1.3; EN1G-IIIe- traits 1.3 EN1OL-IIIa-b – 1.17 Recognize telling and 4. Identify cause and/or effect of Talk about oneself and one’s asking sentences events family 5. 5.Identify the speaker in the EN1OL-IIIb-c 1.3.3 story or poem Talk about one’s personal experiences pertaining to the 6. Predict possible ending of a family, one’s pets, and personal story read experiences 7. Relate story events to one’s EN1OL-IIIc – 1.17.1 experience Relate one’s activities/responsibilities at 8. Discuss, illustrate, dramatize home specific events 9. Identify the problem and solution 10. Retell a story listened to EN1OL-IVd- 1.3.4 Talk about topics of interest (likes and dislikes)K to 12 English Curriculum Guide July 2015 Page 18 of 164

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK LC OL PA G V Listening Comprehension Oral Language Phonological Awareness Grammar Vocabulary Development EN1OL-IIIa-e – 1.5 Use common expressions and polite greetings EN1OL-IIIa-j-1.3.1 Talk about stories heard when and where it took place  the characters and  some important details of the story EN1OL-IIIa-j-1.2.9 Participate in some sharing activities  News sharing  Show and tell  “I Spy” games  Recite rhymes, poemK to 12 English Curriculum Guide July 2015 Page 19 of 164

K to 12 BASIC EDUCATION CURRICULUM(4TH Quarter Oracy) Quarterly and Weekly ArticulationCore Learning Area Standard The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accuratelyKey Stage Standard orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasksGrade Level Standards necessary to cope with the demands of a functionally literate and competent local, national, and global citizen. The learner demonstrates basic language skills using a variety of media and uses these to learn varied content. The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other social context interactions.WEEK LC OL Learning Competencies G V Listening Comprehension Oral Language PA Grammar Vocabulary Development EN1LC-IIIa-j- 1.1 EN1OL-IVa-j-1.3 Phonological Awareness EN1G-IVa-e-3 EN1V-IVa-e-3 Listen to short stories/poems and Talk about pictures presented Sort and Classify familiar words using appropriate local EN1PA-IVa-b-2.3 Verbs into basic categories (colors, 1. note important details terminologies with ease and Distinguish rhyming words from EN1G-IVa-e-3.4 shapes, foods, etc) pertaining to confidence non-rhyming words Recognize common action words in stories listened to a. character EN1OL-IVa-j-1.3.1 EN1PA-IVc-e-2.4 b. setting Talk about stories heard Supply rhyming words in c. events response to spoken words 2. Give the correct sequence of when and where it took1-5 three events place EN1G-IVf-j-5 EN1V-IVf-j-12.16-10 3. Infer the character feelings and Adjectives Give the meaning of words using traits  the characters and Recognize describing words for clues (TPR, pictures, body 4. Identify cause and/or effect of  some important details people, objects, things and movements, etc.) events places (color, shape, size, 5. Identify the speaker in the of the story Page 20 of 164 story or poem height, weight, length, distance, 6. Predict possible ending of a EN1OL-IVa-j-1.2.9 story read Participate in some sharing 7. Relate story events to one’s activities experience 8. Discuss, illustrate, dramatize  News sharing specific events  Show and tell 9. Identify the problem and  “I Spy” games solution  Recite rhymes, poem 10. Retell a story listened to EN1OL-IVf-1.17.2 Ask simple questions EN1LC-IVg-h-3.6 Follow one-to-two step directions EN1OL-IVi-j-1.17.1K to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK LC OL PA G V Listening Comprehension Oral Language Phonological Awareness Grammar Vocabulary Development Give one-to-two step directions etc.) Listen to narrative and informational text or poem and EN1LC-IVa-j-2.1 1. Note important details EN1LC- IVa-j-3.12 2. Give one’s reaction to an event or issues EN1LC- IVa-j-2.8 3. Infer important details EN1LC- IVa-j-2.7 4. Sequence events when appropriate EN1LC- IVa-j-1.13.2.1 5. Listen and respond through discussions, illustrations, songs, dramatization and artK to 12 English Curriculum Guide July 2015 Page 21 of 164

K to 12 BASIC EDUCATION CURRICULUM GRADE 2(1st Quarter to 2nd Quarter – Oracy) Quarterly and Weekly ArticulationGrade Level Standards The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and requests; and writes legibly simple sentences and messages in cursive form.Domain Content Standard Performance Standard The learner…Oral Language demonstrates understanding of grade level appropriate words used to The learner… communicate inter- and intrapersonal experiences, ideas, thoughts,Fluency actions and feelings independently takes turn in sharing inter and intra personal experiences, demonstrates understanding of familiar literary texts and common ideas, thoughts, actions and feelings using appropriate wordsListening expressions for effective oral interpretation and communicationComprehension uses appropriate expressions in oral interpretation and familiar situationsAlphabet demonstrates understanding of punctuation marks, rhythm, pacing,Knowledge intonation and vocal patterns as guide for fluent reading and speaking fluently expresses ideas in various speaking tasksPhonics and accurately and fluently reads aloud literary and informational textsWord demonstrates understanding of text elements to see the relationship appropriate to the grade levelRecognition between known and new information to facilitate comprehension correctly presents text elements through simple organizers to makePhonological demonstrates understanding of information heard to make meaningful inferences, predictions and conclusionsAwareness decisions uses information from theme-based activities as guide for decision makingVocabulary demonstrates understanding of the alphabets in English in comparison to and following instructions the alphabets of Filipino and Mother Tongue distinguishes similarities and differences of the alphabets in English and Mother Tongue/Filipino demonstrates understanding of the relationship of phonetic principles of Mother Tongue and English to decode unknown words in English analyzes pattern of sounds in words for meaning and accuracy demonstrates understanding of the letter-sound relationship between ably reads and spells out grade appropriate regular and irregular words in Mother Tongue and English for effective transfer of learning English effectively transfers the knowledge of letter-sound relationship from demonstrates understanding of suitable vocabulary used in different Mother Tongue to English languages for effective communication correctly hears and records sounds in words uses familiar vocabulary to independently express ideas in speaking activitiesBook Knowledge demonstrates understanding about the concepts about print correctly identifies book parts and follows reading conventionsReading demonstrates understanding of the elements of literary and expository uses information derived from texts in presenting varied oral and writtenComprehension texts for creative interpretation activitiesK to 12 English Curriculum Guide July 2015 Page 22 of 164

Domain K to 12 BASIC EDUCATION CURRICULUM Performance StandardWriting and The learner… Content StandardComposition The learner…Grammar demonstrates understanding of paragraph development to identify text identifies correctly how paragraphs/ texts are developedAttitude typesStudy Strategies demonstrates understanding of the process of writing to generate and uses a variety of prewriting strategies to generate, plan, organize ideas, express ideas and feelings make a draft for specific purposes demonstrates understanding of different formats to write for a variety of produces a variety of texts for creative, personal academic and functional audiences and purposes purposes demonstrates understanding of sentence construction for correct properly identifies and describes people, animals, places, things and uses expression them in a variety of oral and written theme-based activities demonstrates understanding of the concepts of nouns, verbs and uses pronouns and prepositions in a variety of oral and written theme- adjectives for proper identification and description based activities demonstrates understanding of the concepts of pronouns and preposition shows proficiency in constructing grammatically correct sentences in for appropriate communication different theme-based activities demonstrates understanding of concepts about narrative and informational makes personal accounts on stories/texts as expression of appreciation to texts for appreciation familiar books demonstrates understandings of useful strategies for purposeful literacy Independently uses strategies in accomplishing literacy-related tasks learning1st Quarter (Continuation of Oracy) Learning CompetenciesWEEK OL LC PA BPK AK G V A SS 1-5 Oral Language Listening Phonological Book and Print Alphabet Grammar Vocabulary Attitude Study Strategy Comprehension Awareness Knowledge Development EN2OL-If-j-1.3 Knowledge EN2G-Ia-e-1 EN2G-Ia-e-7.4 EN2SS-Ia-e- Talk about EN2LC-Ia-j-1.1 EN2PA-Ia-c- EN2BPK-Ia-3 Sentences EN2V-Ia-5 Perform 1.2 oneself and one’s Listen to a 1.1 Recognize  EN2G-Ia- Use words that dialogues, Engage in a family variety of media Classify/Categoriz environmental are related to drama, mock variety of ways including books, e sounds heard print 1.1 self, family, interview, TV talk to share EN2OL-If- audiotapes (animals, Recognize school, show etc. information (e.g. 1.3.1; EN2OL- videos and other mechanical, EN2BPK-Ib-c-4 sentences community, and role playing, Ig-1.3.1 age-appropriate objects, musical Recognize the and non- concepts such as reporting, Talk about one’s publications and instruments, common terms in sentences the names for summarizing, name and other a. Note environment, English relating  EN2G-Ib-c- colors, shapes, retelling and personal speech) to part of book 1.4 and numbers in show and tell) important (e.g. cover, title Recognize both Mother details Page 23 of 164K to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC PA BPK AK G V A SS Oral Language Listening Phonological Book and Print Alphabet Grammar Vocabulary Attitude Study Strategy Comprehension Awareness Knowledge Development Page 24 of 164 information Knowledge simple Tongue and pertaining to EN2PA-Id-e- page, etc.) book sentences English EN2OL-Ih-j- a. character 1.2 orientation  EN2G-Id-e- 1.3.2 b. settings Discriminate 1.3 EN2V-Ib-c-01 Talk about one’s c. events sounds from a EN2BPK-Id-e-5 Recognize Differentiate environment b. Give the background of Recognize proper different English words (e.g. persons, correct other sounds eye movement kinds of from other animals, places, sequence of skills (transfer sentences languages things, events, three events skills) (declarative, spoken at home etc.) c. Infer the interrogative and in school character  left to right ) feelings and  top to EN2VD-Id-e-1 traits Identify the d. Identify cause bottom English and/or effect  return sweep equivalent of of events words in the e. Identify the Mother Tongue speaker in the or in Filipino story or poem f. Predict possible ending of a story read g. Relate story events to one’s experience h. Discuss, illustrate, dramatize specific events i. Identify the problem and solution j. Retell a story listened to EN2LC-Ib-3.16 Follow a set of verbal two-step directions withK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC PA BPK AK G V A SS Oral Language Listening Phonological Book and Print Alphabet Grammar Vocabulary Attitude Study Strategy Comprehension Awareness Knowledge Development Knowledge picture cues EN2LC-Ic-1.1 Activate prior knowledge based on new knowledge formed EN2OL-Ia-e- EN2LC-Id-e- EN2PA-If-1.2.1 EN2BPK-If-3 EN2AK-If-g-1 EN2G-If-g-2 EN2V-If-5 EN2A-If-j-7.4 EN2SS-If-j-1.2 1.2 Recognize Recognize Read the Nouns Use words that Engage in a 1.5 Relate same/different environmental alphabets of are related to Perform variety of ways Use appropriate information and sounds print English EN2G-If-g-2.1 self, family, dialogues, to share expressions in events in a Recognize names school, drama, mock information (e.g. common selection to life EN2PA-Ig-2.3 EN2BPK-Ig-h-4 EN2AK-Ih-j-2 people, objects, community, and interview, TV talk role playing, situations (polite experiences and Distinguish Recognize the Identify letters in things and places concepts such as show etc. reporting, expressions, vice versa rhyming words common terms in English that are (e.g. names of the names for summarizing,6-10 greetings, EN2LC-If-1.1 from non- English relating not present in animals, fruits, colors, shapes, retelling and seeking Listen to a rhyming words to part of book Mother objects in songs, and numbers in show and tell) directions, variety of media (e.g. cover, title Tongue/Filipino stories, poems, both Mother apologizing, including books, EN2PA-Ih-2.4 page, etc.) book and vice-versa nursery rhymes, Tongue and Page 25 of 164 asking help, audiotapes Supply words pictures, realia English videos and other that rhyme with orientation and other ICT- query and age-appropriate given words based materials) EN2V-Ig-h-01 clarification) publications Differentiate EN2PA-Ii-j-2.4 EN2G-Ih-2.4 English words EN2LC-Ig-3.16 Supply rhyming Recognize nouns from other Follow a set of words in in simple languages verbal two-step response to sentences spoken at home directions with spoken words and in school picture cues EN2G-Ii-9.2 Recognize the EN2V-Ii-j-1 EN2LC-Ih-1.1 EN2BPK-Ii-j-5 use of a/an + Identify the Activate prior Recognize proper knowledge based eye movement on new skills (transfer knowledge skills) formed  left to right  top to EN2LC-Ii-j-1.2 Relate bottom  return sweepK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC PA BPK AK G V A SS Oral Language Listening Phonological Book and Print Alphabet Grammar Vocabulary Attitude Study Strategy Comprehension Awareness Knowledge noun Development Knowledge information and English events in a equivalent of selection to life words in the experiences and Mother Tongue vice versa or in Filipino2nd Quarter (Continuation of Oracy) Learning CompetenciesWEEK OL LC PA BPK AK G V A SS Oral Language Listening Phonological Book and Print Alphabet Grammar Vocabulary Attitude Study Strategy Comprehension Awareness Knowledge Development Knowledge EN2AK-IIc-e-2 EN1G-IIa-e-3 EN2V-IIa-3 EN2A-IIa-e- EN2SS-IIa-e- EN2OL-IIa-e- EN2LC-IIa-b- EN2BPK-IIa-3 Identify letters in Verbs Sort and classify 7.4 1.2 Recognize English that are familiar words Perform Engage in a 1.3 2.2 environmental not present in EN1G-IIa-e- into basic dialogues, variety of ways Talk about Identify and print Mother 3.4 categories drama, mock to share Tongue/Filipino Recognize (colors, shapes, interview, TV talk information (e.g. oneself and one’s discuss the EN2BPK-IIb-c- and vice-versa common action foods, etc.) show etc. role playing, family elements of a 4 Identify the words in reporting, Recognize the name and sound retelling, EN2V-IIb-c- summarizing, story (theme, common terms in of each conversation, etc. 12.1 retelling and  EN2OL-IIa- setting, English relating consonant Determine the show and tell) b-1.3.3 characters, and to part of book meaning of Talk about events) (e.g. cover, title EN2AK-IIa-e-3 words using clues one’s page, etc.) book Give the (Total Physical activities/res EN2LC-IIa-j- orientation beginning letter Response ponsibilities 1.1 of the name of through realia, at home and Listen to a EN2BPK-IId-e- each picture pictures, body1-5 in school variety of media 5 movements, Recognize proper context clues and including books, eye movement etc.) community audiotapes skills (transfer EN2V-IId-e-6 skills) Derive meaning  EN2OL-IIc- videos and other from repetitive d-1.3.4 age-appropriate  left to right language  top to structures Talk about publications and a. Note bottom topics of  return sweep interest important details (likes and pertaining to dislikes) a. character b. settings c. events b. Give theK to 12 English Curriculum Guide July 2015 Page 26 of 164

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC PA BPK AK G V A SS Oral Language Listening Phonological Book and Print Alphabet Grammar Vocabulary Attitude Study Strategy Comprehension Awareness Knowledge Development correct Knowledge sequence of three events c. Infer the character feelings and traits d. Identify cause and/or effect of events e. Identify the speaker in the story or poem f. Predict possible ending of a story read g. Relate story events to one’s experience h. Discuss, illustrate, dramatize specific events i. Identify the problem and solution j. Retell a story listened to EN2LC-IIc-2.1 Ask and answer simple questions (who, what, where, when, why, and how) about text listened toK to 12 English Curriculum Guide July 2015 Page 27 of 164

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC PA BPK AK G V A SS6-10 Oral Language Listening Phonological Book and Print Alphabet Grammar Vocabulary Attitude Study Strategy Comprehension Awareness Knowledge Development EN2OL-IIf- EN2LC-IId-e- Knowledge 1.17.2 2.5 Ask simple Validate ideas EN2PA-IIf-2.3 EN2BPK-IIf-3 EN2AK-Iif-j-2 EN2G-IIf-j-5 EN2V-IIf-g-3 EN2A-IIf-j-7.4 EN2SS-IIf-j- questions made after Distinguish Recognize Identify letters in Adjectives Sort and classify Perform 1.2 listening to a rhyming words environmental English that are familiar words dialogues, Engage in a EN2LC-IIg-3.6 story from non- print not present in EN2G-IIf-j-5.1 into basic drama, mock variety of ways Follow one-to- EN2LC-IIf-g- rhyming words Mother Recognize categories interview, TV talk to share two step 2.2 EN2BPK-IIg-h- Tongue/Filipino descriptions of (colors, shapes, show etc. information (e.g. directions Identify and EN2PA-IIg-h- 4 and vice-versa people, objects, foods, etc.) role playing, discuss the 2.4 Recognize the things and places reporting, EN2OL-IIh- elements of a Supply words common terms in (color, shape, EN2V-IIh-i- summarizing, 1.17.1 story (theme, that rhyme with English relating size, height, 12.1 retelling and Give one-to-two setting, given words to part of book weight, length, Determine the show and tell) step directions characters, and (e.g. cover, title distance, etc.) meaning of events) EN2PA-IIi-j- page, etc.) book EN2OL-IIi-j- 2.4 orientation words using clues 1.6 EN2LC-IIh-i- Supply rhyming (Total Physical Recite 2.1 words in EN2BPK-IIi-j-5 Response memorized Ask and answer response to Recognize proper through realia, verses, short simple questions spoken words eye movement pictures, body poems, and (who, what, skills (transfer movements, rhymes where, when, skills) context clues etc. why, and how)  left to right about text  top to EN2V-IIj-6 listened to Derive meaning bottom from repetitive EN2LC-IIj-2.5  return sweep Validate ideas language made after structures listening to a storyK to 12 English Curriculum Guide July 2015 Page 28 of 164

K to 12 BASIC EDUCATION CURRICULUM(3rd Quarter to 4th Quarter – Beginning Reading and Writing) Quarterly and Weekly ArticulationGrade Level Standards The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and requests; and writes legibly simple sentences and messages in cursive form.3rd Quarter – Beginning Reading and Writing Learning CompetenciesWEEK OL LC RC WC PA BPK AK PWR F S G V A SS Fluency Spelling Grammar Attitude Oral Listening Reading Writing/ Phono Book and Alphabet Phonics Vocabulary Study Language Comprehen Comprehen Compo logical Print Knowledge and Word EN2G- Develop EN2A- Strategy sition Awareness Recognition IIIa-c-1 ment IIIa-e-1 ; sion sion Knowledge EN2AK- Sentences Participate/ EN2SS- EN2WC- EN2PA- EN2BPK- IIIa-1.1 EN2V- engage in a IIIa-d-1.1 EN2OL- EN2LC- (Note: The IIIa-c-1 IIIc-e-6.2 IIIa-1 Give the EN2G- IIIa-b- read-along Follow IIIa-b-3.3 IIIa-2.4 text that Participate Produce Discuss the beginning IIIa-1.1 13.1 of texts instructions they will in speech illustrations sound of Distinguish Give the (e.g. orally given Talk about Use an generating sounds on the each sentences meaning of poetry, texts understandi read should ideas (sounds cover and consonant from non- words used repetitive be through and letter predict (m,s, f, t, sentences in stories text) identifying ng of prewriting names) what the h) presented major characters, controlled activities story may EN2G- through depending Show be about EN2AK- IIIb-1.3 real points and incidents on the PWR understandi IIIb-1.2 Use objects, key themes and ng of a EN2BPK- Give the different illustrations settings to lesson.) story IIIa-b-4 beginning kinds of , EN2OL- make listened to Identify the sound of sentences: demonstrati through the common each declarative on and IIIc-d-1.2 predictions following terms in consonant (telling) context Participate writing English (c, r, n,b, and clues activities: relating to g, p) interrogativ in choral EN2LC- EN2WC- part of EN2AK- e(asking) EN2V- speaking IIIa-j-1.1 IIIb-1.9 book (e.g. IIIc-1.2 IIIc-13.1 a. Writing cover, title Give the EN2G- Recognize and echo Listen to a page, etc.) beginning IIIc-1.6 that some reading of variety of a phrase sound of Recognize words1-3 short media or EN2BPK- each punctuation mean the sentence IIIb-2 consonant marks same poems, including about an Identify (d, j, w, v, (period, (synonyms) rhymes and books, illustrati title, author z, y) question on and book mark) EN2V- stories with audiotapes EN2WC- illustrator EN2AK- IIIc-d- repeated videos and IIIc-1.10 and tell IIIa-c-1.2 13.2 b. Completi what they Name the Recognize patterns other age- ng a do that some and appropriate Lost and refrains in publications English and a. Note importan t details pertainin a. g to characteK to 12 English Curriculum Guide July 2015 Page 29 of 164

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC RC WC PA BPK AK PWR F S G V A SS Fluency Spelling Grammar Attitude 4-6 Oral Listening Reading Writing/ Phono Book and Alphabet Phonics Vocabulary Study Language Comprehen Comprehen Compo logical Print Knowledge and Word EN2S- EN2G- Develop Strategy sition Awareness Recognition IIId-j-3 IIId-f-2 ment EN2OL- sion sion Knowledge pictures Spell words Nouns IIIe-f-1.1 Found that begin with short Give words have Listen and r EN2RC- Poster its name e sound in naming opposite respond to b. settings IIId-e- EN2WC- with a CVC words for meaning texts to c. events 2.10 IIIc-1.11 particular pattern persons, (antonyms) clarify b. Give the Note details c. Filling in consonant EN2S- places, meanings in blanks in IIId-j-4 things EN2V- heard while correct sentences a letter EN2AK- Spell words EN2G- IIId-j-20 drawing on sequenc and stories EN2WC- IIIa-c-4 with short e IIId-2.4 Give the personal e of (controlled IIIc-1.12 Give the and a Use meaning of experiences words, d. Drawing beginning sound in common short e three short e, a.. and consonant CVC nouns in words events .) that they writing sound of pattern simple c. Infer the read some the name sentences characte EN2RC- words of each EN2G- r feelings IIId-e-2.4 on a picture IIIf-9.2 and Identify the birthday Use the use traits basic card d. Identify sequence EN2WC- cause of events IIIc-1.13 and/or and make e. Writing effect of some events words e. Identify about a the characte speaker r in the story or EN2PA- EN2PWR- EN2F- poem IIIf-h-6.3 IIIc-d-3 IIIa-b- f. Predict Produce Read words 2.11 possible the sounds with short Read aloud ending of English e sound in phrases, of a letters CVC sentences story using the pattern and stories read (e.g. pen, g. Relate letter men, . . .) consisting story sounds of of short e events Mother EN2PWR- words with to one’s Tongue as IIId-f-9 appropriate experien reference Read some speed, ce the sight accuracy h. Discuss, words and proper illustrate expression , dramatiz EN2PWR- e IIId-f-7.1 specific Match the events picture with i. IdentifyK to 12 English Curriculum Guide July 2015 Page 30 of 164

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC RC WC PA BPK AK PWR F S G V A SS Fluency Spelling Grammar Attitude Oral Listening Reading Writing/ Phono Book and Alphabet Phonics Vocabulary Study Language Comprehen Comprehen Compo logical Print Knowledge and Word of a/an + Develop Strategy sition Awareness Recognition noun ment sion sion Knowledge the relevant its problem predictions and sight and about word solution stories j. Retell a EN2PWR- story EN2RC- IIId-f-10 listened IIIf-h- Read short to 2.17 Answer phrases EN2LC- questions consisting IIIb-c-2.5 to clarify of short e Use an understandi words and understandi ng before, Some sight ng of during and words incidents, after characters reading EN2PWR- and IIIg-h-11 settings to Read short validate phrases predictions and EN2LC- sentences IIId-e-2.4 Use consisting personal of short e experiences words and to make the sight predictions words. about text viewed and EN2PWR- listened to IIIi-j-12 Read a EN2LC- short story IIIf-g- consisting 3.15 of short e Recognize words and the sight words difference7-10 EN2OL- between EN2G- IIIg-1.16; “made-up” IIIg-h-3 Create and and “real” Verbs in) texts listened to EN2LC- IIIh-3.1 IdentifyK to 12 English Curriculum Guide July 2015 Page 31 of 164

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC RC WC PA BPK AK PWR F S G V A SS Fluency Spelling Grammar Attitude Oral Listening Reading Writing/ Phono Book and Alphabet Phonics Vocabulary Study Language Comprehen Comprehen Compo logical Print Knowledge and Word EN2G- Develop Strategy sition Awareness Recognition IIIg-3.1 ment participate sion sion Knowledge Identify in oral action dramatic important words activities details in expository EN2G- text IIIh-3.4 listened Use common EN2OL- EN2LC- action words in IIIh-j-1.6 IIIi-j-2.6 retelling, Dramatize Retell conversatio familiar and/or ns, etc. stories, reenact rhymes and events poems from a storyK to 12 English Curriculum Guide July 2015 Page 32 of 164

K to 12 BASIC EDUCATION CURRICULUM4th Quarter (Beginning Reading and Writing) Learning CompetenciesWEEK OL LC RC WC PA BPK AK PWR F S G V A SS Fluency Spelling Grammar Attitude Oral Listening Reading Writing/ Phono Book and Alphabet Phonics Vocabulary Study Language Compre Compre Compo logical Print Knowledge and Word EN2F-IVa- EN2S- EN2G- Develop EN2A- Strategy hension hension sition Awareness Recognition d-4 IVa-e-2 IVa-f-4 ment IVa-e-1 EN2WC- EN2PA- Knowledge EN2PWR- Read Spell words Pronouns Participate/ EN2SS- EN2OL- EN2LC- (Note: The IVa-c-1 IVa-b-3.1 IVa-c-1 phrases, with short e EN2V- engage in a IVa-b-2 IVa-b-3.3 IVa-b-2.4 text that Participate Demonstrat EN2BPK- Read short sentences and a  EN2G- IVa-e-21 read-along Arrange1 Talk about Use an they will in e the IVa-b-4 a words in and stories sound in IVa-b- Give the of texts words generating concept of Identify the CVC consisting CVC 4.2.1 meaning of (e.g. alphabetical texts understandi read should ideas word by common pattern of short a pattern Use short a poetry, ly by the 1st be through dividing terms in (cat, man, words and (see PWR) personal words repetitive letter identifying ng of prewriting spoken English bag) some sight pronouns text) major characters, controlled activities sentences relating to words with EN2S- (e.g. I, EN2V- depending  EN2WC- in English part of EN2PWR- appropriate IVa-e-3 you, he, IVa-e-22 points and incidents on the PWR IVa-1.1 into book (e.g. IVa-c-2.9 speed, Spell words she, it, Give the key themes and brainstor individual cover, title Match accuracy with short we, they) meaning of settings to lesson.) ming words page, etc.) pictures and proper e, a and i in 2-syllable make  EN2WC- book ori with short expression sound in dialogues words with IVb-1.2 EN2PA- entation a words CVC short e and2 predictions EN2RC- webbing IVc-d-6.2; pattern EN2G- a sounds IVa-2.2 Produce (see PWR) IVc-d-  EN2WC- speech 4.2.3 State sounds EN2S- Use details of IVc-1.3 (sounds IVa-e-3.1 demonstrat drawing and letter Spell 2- ive text during names) syllable pronouns and after EN2WC- words with (this/that, IVd-g-1.6 EN2PA- short e, a these/ reading) Express IVe-f-6.3 and i sound those) idea Produce in CVC EN2OL- EN2LC- EN2RC- through the sounds pattern EN2SS- illustrations of English (see PWR) IVc-d-3 IVc-d-1.2 IVc-d-2.5 IVc-3.1.3 or letters Interpret Participate Use an Give the storyboard using the simple letter maps of3 in choral understandi sequence sounds of unfamiliar speaking ng of of three places, signs and and echo incidents, events in symbols reading of characters stories read short and poems, settings to EN2RC- EN2PWR- rhymes and validate IVd-13 IVd-2.8 Differentiat stories with predictions Infer/ e and read repeated predict correctly4 patterns outcomes the short e and a and words (pan- pen, refrains in man-men, English tan-iten etc.) EN2OL- EN2LC- EN2RC- IVe-1.1 IVe-f-2.4 IVe-2.16 Listen and Use Use clues respond to personal to make5 texts to clarify experiences and justify EN2PWR- to make predictions IVd-14 Write the meanings predictions before, heard while about text during and names of drawing on viewed and afterK to 12 English Curriculum Guide July 2015 Page 33 of 164

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC RC WC PA BPK AK PWR F S G V A SS Fluency Spelling Grammar Attitude Oral Listening Reading Writing/ Phono Book and Alphabet Phonics Vocabulary Study Language Compre Compre Compo logical Print Knowledge and Word Develop Strategy hension hension sition Awareness Recognition ment personal Knowledge experiences listened to reading Mother pictures (titles, Tongue as with the reference short a, e pictures,) words. EN2OL- EN2PWR- EN2F-IVf- EN2G- EN2V- IVf-g- IVd-e- 4.1 IVg-h-7 IVg-21 1.16 10.1-11.1 Read Prepositio Give the Create and Read phrases, ns meaning of participate phrases, sentences EN2G- short i in oral short and stories dramatic sentences consisting activities and short of short e, stories a, and i6 consisting words and of short e some sight EN2LC- and a words with IVg-3.15 words and appropriate the Who, speed,7 Recognize What and accuracy Where and proper the questions expression difference about them EN2PWR- EN2F-K to 12 English Curriculum Guide July 2015 IVf-15 IVg-j-4.2 Read 2- Read syllable phrases, words sentences consisting of short e and a (basket, magnet, .. .). EN2PWR- IVg-h-16 Read short i words in CVC Page 34 of 164

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC RC WC PA BPK AK PWR F S G V A SS Fluency Spelling Grammar Attitude Oral Listening Reading Writing/ Phono Book and Alphabet Phonics Vocabulary Study Language Compre Compre Compo logical Print Knowledge and Word and stories IVg-i-7.3 Develop Strategy hension hension sition Awareness Recognition consisting Use the ment Knowledge pattern of 2- most between (pin, big, fit syllable frequently words “made-up” . . .) short e, a, occurring and “real” and i words preposition in) texts EN2PWR- and some (e.g. on, listened to IVg-h-2.8 sight words over, Match with under, to, pictures appropriate from, with short i speed, above, words accuracy etc.) and proper EN2PWR- expression IVh-17.2 EN2OL- EN2LC- Differentiat EN2V- EN2SS- e and read IVh-j-22 IVh-1.2 IVh-j-1.6 IVh-3.1 correctly Give the Interpret Dramatize Identify the short e, meaning of pictographs a and i 2-syllable8 familiar important words words with stories, details in (pan- pen- rhymes and expository pin, bag- short e , a beg-big) and i poems text EN2PWR- sounds listened IVi-14.1 Write the EN2LC- names of EN2G- IVi-j-2.6 pictures IIIi-j-5 ; Retell with the Adjectives and/or short a, e reenact and i EN2G- events words. IIIi-j-5.1 from a Describe story people, objects, EN2LC- EN2PWR- things and IIa-j-1.1 IVi- places9 Listen to a 10.1.1- using variety of Read simple media phrases, adjectives including short (color, books, sentences shape, size, audiotapes and short height, videos and stories weight, other age- consisting length, appropriate of short e, distance, publications a and i etc.) and words and a. Note Page 35 of 164K to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC RC WC PA BPK AK PWR F S G V A SS 10 Fluency Spelling Grammar Attitude Oral Listening Reading Writing/ Phono Book and Alphabet Phonics Vocabulary Study Language Compre Compre Compo logical Print Knowledge and Word Develop Strategy hension hension sition Awareness Recognition ment Knowledge importa the Who, nt What and details Where pertaini questions ng to about them a. charact EN2PWR- IVj-15.2 er Read 2- b. syllable settings words c. consisting events of short a, b. Give e and i the words correct (pigpen, sequen magnet . . ce of .) three events EN2PWR- c. Infer IVj-2.8 the charact Match the er 2-syllable feelings words with and the correct traits pictures d. Identify cause EN2PWR- and/or IVj-18 effect Write of correctly events the 2- e. Identify syllable the speaker words that in the name the story or pictures poem f. Predict EN2PWR- possible IVj- ending 10.1.2- of a Read story phrases, read sentences g. Relate and short stories consistingK to 12 English Curriculum Guide July 2015 Page 36 of 164

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC RC WC PA BPK AK PWR F S G V A SS Fluency Spelling Grammar Attitude Oral Listening Reading Writing/ Phono Book and Alphabet Phonics Vocabulary Study Language Compre Compre Compo logical Print Knowledge and Word Develop Strategy hension hension sition Awareness Recognition ment Knowledge story of two events syllable to one’s words and experie the nce questions h. Discuss about them , illustrat e, dramati ze specific events i. Identify the proble m and solution j. Retell a story listened toK to 12 English Curriculum Guide July 2015 Page 37 of 164

K to 12 BASIC EDUCATION CURRICULUM GRADE 31st Quarter: Continuation of Beginning Literacy Quarterly and Weekly ArticulationGrade Level Standards The learner listens critically to to get information from text heard, demonstrates independence in using the basic language structure in oral and written communication, and reads with comprehensionDomain Content Standard Performance Standard The learner…Oral Language The learner… uses speaking skills and strategies appropriately to communicate ideas in varied theme-based tasksFluency demonstrates understanding of speech cues for clear expression of ideasListening creatively presents information in varied waysComprehension demonstrates understanding of processes and information in text for articulation of ideas fluently expresses ideas in various speaking tasksPhonics and accurately and fluently reads aloud literary and informational textsWord demonstrates understanding of punctuation marks, rhythm, pacing,Recognition intonation and vocal patterns as guide for fluent reading and speaking uses information from texts viewed or listened to in preparing logs and journalsSpelling demonstrates understanding of different listening strategies toVocabulary comprehend texts uses word recognition techniques to read and understand words that contain complex letter combinations, affixes and contractions throughReading demonstrates understanding of processes in sight word recognition or theme-based activitiesComprehension phonic analysis to read and understand words uses familiar sight and irregularly -spelled words in meaningful oral andWriting and demonstrates understanding of familiar sight and irregularly spelled words written tasksComposition for automatic recognition demonstrates understanding of letter sequence in words to get meaning hears and records sounds in words demonstrates understanding of English vocabulary used in both oral and proficiency uses English vocabulary in varied and creative oral and written written language in a given context activities uses information derived from texts in presenting varied oral and written demonstrates understanding of the elements of literary and expository activities texts for creative interpretation identifies correctly how paragraphs/ texts are developed demonstrates understanding of paragraph development to identify text types composes three-to-five sentence paragraph demonstrates understanding of sentences and paragraphs in expressing ideasK to 12 English Curriculum Guide July 2015 Page 38 of 164

Domain K to 12 BASIC EDUCATION CURRICULUM Performance StandardGrammarAttitude The learner… Content StandardStudy Strategies The learner… demonstrates understanding of grammatical structures of English to be shows proficiency in constructing grammatically correct sentences in able to communicate effectively in oral and written forms varied theme-based oral and written activities demonstrates understanding of narrative and informational texts for makes personal journals, diaries, portfolios and logs, etc. as expression of appreciation of literacy-related activities/tasks enthusiasm in reading books both for pleasure and learning demonstrates understanding of useful strategies for purposeful literacy uses strategies independently in accomplishing literacy-related tasks learning Learning CompetenciesWEEK OL LC RC WC PWR F G V A SS Fluency Grammar Attitude Oral Language Listening Reading Writing/ Phonics and Vocabulary Study Strategy Compre hension Comprehension Composition Word Recognition EN3F-Ia-j- EN3G-Ia-1 Develop ment EN3A-Ia-b-1 EN3SS-Ia-2.1 3.5.1 Sentences Participate/eng Arrange words EN3OL-Ia-3.8 EN3LC-Ia-j-2 (Note: The text Write different and Spelling Read grade 3 EN1V-Ia-b-01 age in a read- with a different Activate prior that they will forms of simple EN3PWR-Ia- level texts EN3G-Ia-1.1 Give the along of texts first letter in Initiate knowledge read should be composition b-7 consisting of 2- Distinguish meaning of (e.g. poetry, alphabetical conversations based on the controlled as a response Review syllable words sentences from words used in repetitive text) order1 with peers in a stories to be depending on the to stories/ reading and with short non-sentences stories listened EN3SS-Ia-6 variety of read PWR lesson.) poems listened writing short e, vowel sound EN3G-Ib-1 to Monitor and school settings to a and i words with at least Sentences self-correct in CVC pattern 95-100% one’s2 EN3OL-Ib-3.6 Listen to a Read simple EN3WC-Ia-j- accuracy EN3G-Ib-1.4 EN1V-Ib-23 comprehension Express ideas variety of sentences and 4 EN3PWR-Ib- Construct Show by scanning in a literary and levelled stories a. draw and d-19 EN3F-Ia-j- simple understanding and skimming conversational expository texts and Read words 1.10.1 sentences of meaning of EN3SS-Ia-e- manner EN3LC-Ia-j- EN3RC-I0-2.2 write with short o Read aloud short o words 1.1 2.1 a. note details sentences sounds in CVC from familiar EN3G-Ib- through Follow EN3OL-Ib- a. note about one’s pattern and prose and 1.4.1 drawing, instructions 1.19 regarding drawing phrases and poetry Use a actions, and given orally Express one’s important character, EN3WC-Ia-j- sentences Consisting of declarative ideas by details setting and 5 containing Long vowel sentence using them in Page 39 of 164 presenting a plot b. a note of these words words with sentences skit EN3LC-Ia-j- advice fluency, EN3G-Ib- 2.7 EN3RC-I0- EN3WC-Ia-j- EN3PWR-Ib- appropriate 1.4.1.1 b. sequence 2.10 6 d-19.1 rhythm, pacing Differentiate a b. sequence 3 c. Thank you Recognize and intonation declarative at least 3 letter more common from an events events EN3WC-Ia-j- sight words in interrogative (Note: different 7 order to read sentence using signal comprehension d. descriptive simple phrases words skills may recur paragraph and sentences EN3LC-Ia-j- in different EN3WC-Ia-j- 2.6 quarters) c. retell some parts of the storyK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC RC WC PWR F G V A SS Fluency Grammar Attitude 3 Oral Language Listening Reading Writing/ Phonics and Vocabulary Study Strategy 4 Compre hension Comprehension Composition Word Recognition EN3G-Ib-1.6 Develop ment EN3OL-Ic-1.3 Use proper Share relevant EN3LC-Ia-j- EN3RC-Ic-e- 8 and Spelling punctuation for EN1V-Ic-24 information 3.15 2.1 e. another declarative and Show d. differentiat Describe interrogative understanding EN3OL-Id-1.8 literary ending for a sentences of meaning of Recount e real from elements of story short u words specific/signific make- texts including EN3WC-Ia-j- through ant events believe characters 2.2 drawing, EN3LC-Ia-j- setting and plot f. a diary actions, and 2.8 using them in e. infer EN3WC-Ia-j- EN3G-Ib- sentences feelings 9 1.4.7 and traits g. a short Construct of declarative and characters paragraph, interrogative EN3LC-Ia-j- etc. sentences 2.16 f. identify EN3G-Ib- cause and 1.4.8 effect Identify an EN3LC-Ia-j- exclamatory 2.17 sentence g. draw conclusions EN3G-Ic-1 Identify an Listen to poems imperative and sentence EN3LC-Ic- 2.18 EN3F-Id-e- EN3G-Ic-1.3 a. identify the 1.10 Use different Read aloud kinds of rhyming short sentences (e.g. words stories/poems declarative, EN3LC-Ic- consisting of interrogative, 3.11 short a,e,i and exclamatory, give a simple imperative) paraphrase EN3G-Id-1 Sentences EN3G-Id-1.6 Use appropriate punctuation marks (e.g.K to 12 English Curriculum Guide July 2015 Page 40 of 164

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC RC WC PWR F G V A SS Fluency Grammar Attitude Oral Language Listening Reading Writing/ Phonics and Vocabulary Study Strategy Compre hension Comprehension Composition Word Recognition o words with period, comma, Develop ment speed, question mark, Page 41 of 164 EN3OL-Ie- EN3RC-If-j- and Spelling accuracy and exclamation EN2V-Ie-14 1.10 2.8 proper point) Classify Synthesize and Make and EN3PWR-Ie-3 intonation EN3G-Ie-2 common words Restate confirm Read words Nouns into conceptual information predictions with short u EN3F-Ie-j-4.3 categories (e.g.5 shared by about texts sound in CVC Read with EN3G-Ie-2.4 animals, foods, others pattern accuracy, Use nouns (e.g. toys) speed and people,6 EN3PWR-If- proper phrasing animals, EN2V-Ie-j-4.1 g-17.1 sentences and places,, things Show7 Differentiate stories with events) in understanding words with short u words simple of meaning of different medial and other sentences 2-syllable vowels (eg: words EN3G-If-2.2 words cap- cop-cup; previously Use common consisting of fan-fin, fun) studied and proper short e to u nouns words through EN3PWR-Ig- EN3F-Ie-j- EN2G-Ig-h-2 drawing, h-20.1 4.2.1 .3 actions, and Read phrases, Read with Use plural form using them in sentences and accuracy, of regular correctly in short stories appropriate nouns by sentences consisting of speed and adding /s/ or8 short vowel correct /es/ (e.g., dog, words and the intonation 2- dogs; wish, questions about syllable words wishes) them consisting of EN3PWR-Ii- short e to u EN3G-Ii-j-2.4 15 words Use plural from Read 2-syllable of frequently EN3OL-Ii-j- words occurring 1.10.3 consisting of irregular nouns short e to u (e.g. children,9 Connect information heard to personalK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC RC WC PWR F G V A SS Fluency Grammar Attitude Oral Language Listening Reading Writing/ Phonics and feet, teeth) Vocabulary Study Strategy Compre hension Comprehension Composition Word Recognition Develop ment experience and Spelling10 sound (basket, hotdog, sunset, etc.) EN3PWR-Ij- 21 Read phrases, sentences and short stories consisting of 2- syllable words and the questions about themK to 12 English Curriculum Guide July 2015 Page 42 of 164

2nd Quarter: Continuation of Beginning Literacy K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC RC WC PA PWR F S G V A SS Fluency Spelling Grammar Attitude 1 Oral Listening Reading Writing/ Phonological Phonics and Vocabulary Study Language Compre Compre Composition Awareness Word EN3F-IIa- EN3S-IIa- EN3G-IIa- Development EN3A-IIa- Strategy hension hension j-3.5.1 b-4 c-3 b-1 EN3OL- EN3LC- EN3WC- EN3PA- Recognition Read grade Spell one- Verbs EN3V-IIa- Participate/ EN3SS-IIa- IIa-b- IIa-b-3.16 (Note: The IIa-b-1 IIa-d-2 EN3PWR- 3 level texts to- two b-5 engage in a b-1.1 1.17.2 Follow a set text that Participate Show how IIa-b-22 consisting of syllable EN3G-IIa- Show read-along Arrange Ask simple of verbal they will in spoken Read words 2-syllable words with b-3.4 understandi of texts words with questions three-step read should generating words are with initial words with consonant Use the be- ng of (e.g. poetry, the same directions be ideas represented consonant long vowel blends (e.g. verbs (am, meaning of repetitive first letter with picture controlled through by written blends (l, r sound with pl, tr) is, are was, words with text) but a cues depending prewriting letters that and s at least 95- were) initial different2 on the PWR activities are blends) 100% correctly in consonant second letter EN3LC- lesson.) a. EN3WC- arranged in EN3PWR- accuracy sentences blends in alphabeti IIc-e-1.1 a specific IIa-b-23 through cally order Activate EN3RC- IIa-1.1 order followed by EN3F-IIa- EN3G-IIc- drawing, prior IIa-b-2.19 brainstor short vowel j-1.10.1 d-3.4 actions, knowledge Rereads, ming sounds (e.g. Read aloud Identify and and using EN3A-IIc- EN3SS-IIc- based on monitors b. EN3WC- black, frog, from familiar use action them in 2 3.6 new and self- IIb-1.2 step) prose and words in sentences Revisit Follow one- knowledge correct webbing poetry simple EN3V-IIc- favorite to-three step formed one’s c. EN3WC- EN3PWR- Consisting sentences 6 books, directions comprehensi IIc-1.3 IIc-24 of Derive songs, EN3LC- on drawing Read Long vowel EN3G-IId- meaning rhymes EN3SS-IIc- IIa-j-2 phrases, words with f-3.2 from d-2.15 Use Activate EN3RC- EN3WC- sentences fluency, Form and repetitive graphic prior IIc-e-2.2 IId-h-3 and short appropriate use the past language organizers to knowledge Note details Write at stories rhythm, tense of structures show based on in a given least three consisting of pacing and frequently review understandi the stories text sentences words with intonation occurring ng of texts3 to be read from various initial regular EN3RC- familiar consonant verbs (walk Listen to a IIa-b-2.8 sources blends – walked, variety of Make simple literary and predictions Write EN3F-IIa- expository different c-4.4 texts Read simple forms of Read with EN3LC- sentences simple accuracy, IIa-j-2.1 and levelled composition speed and a. note stories and as a proper EN3RC- response to phrasing important II0-2.2 stories/ sentences details a. note poems and storiesK to 12 English Curriculum Guide July 2015 Page 43 of 164

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC RC WC PA PWR F S G V A SS Fluency Spelling Grammar Attitude 4 Oral Listening Reading Writing/ Phonological Phonics and etc) Vocabulary Study 5 Language Compre Compre Composition Awareness Word with words EN3S-IId- Development Strategy hension hension beginning in e-4.1 6 EN3OL- listened to EN3PA- Recognition consonant Spell words EN3G-IIe- EN3V-IId- EN3A-IId- IId-e- EN3LC- details EN3WC- IIe-f-4.1 blends and with ending f-3.2.1.1 e-5.1 f-7 1.17.1 IIa-j-2.7 regarding IIa-j-4 Identify EN3PWR- other words consonant Use verbs in Show Identify Give one-to- b. sequence character, a. draw and sounds and IId-e-1.1 previously blends simple understandi favorite three step setting count Read words studied ng of authors and directions at least 3 and plot write syllables in with final EN3F-IId- present meaning of stories events EN3RC-II0 sentence words blends (-st, e-4.4.1 tense words with EN3OL- using -2.10 s about -lt, -nd, -nt, Read with final IIf-1.11 signal b. sequence one’s -ft.. ) accuracy, consonant Restate and words 3 events drawing preceded by speed and blends retell EN3LC- (Note: EN3WC- short e, a, proper information IIa-j-2.6 different IIa-j-5 i,o and u phrasing through c. retell comprehensio b. a note of words (belt, sentences drawing, some n skills may advice sand, raft) and stories actions, parts of recur in EN3WC- consisting of and using the story different IIa-j-6 EN3PWR- words with them in EN3LC- quarters) c. Thank IIf-1.1 ending sentences IIa-j-3.15 you letter Read consonant d. differentia EN3WC- phrases, blends te real IIa-j-7 sentences and other from d. descriptiv and short words make- e stories previously believe paragrap consisting of studied EN3LC- h words with IIa-j-2.8 EN3WC- final EN3SS-IIf- e. infer IIa-j-8 consonant h-1.5 feelings e. another blends and Locate and traits ending other words of for a previously information characters story studied and using print EN3LC- EN3WC- and non- IIa-j-2.16 IIa-j-2.2 print sources f. identify f. a diary cause and EN3WC- effect IIa-j-9 EN3LC- g. a short IIa-j-2.17 paragrap g. draw h, etc. conclusio ns EN3WC- IIi-j-2.6K to 12 English Curriculum Guide July 2015 Page 44 of 164

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC RC WC PA PWR F S G V A SS Fluency Spelling Grammar Attitude 7 Oral Listening Reading Writing/ Phonological Phonics and Vocabulary Study 8 Language Compre Compre Composition Awareness Word EN3F-IIg- EN3S-IIg- EN3G-IIe- Development Strategy hension hension h-4.4.2 h-4.2 f-3.2.1.1 EN3OL- EN3LC-IIf- Use Recognition Read with Spell words Use verbs in EN3V-IIg- IIg-h-2.1 h- 2.8 appropriate the accuracy, with simple h-5.2 Recall and Make simple punctuation questions speed and consonant present and Show share inferences marks about them proper digraphs ch past tense understandi experiences, about EN3PWR- phrasing and sh ng of film viewed thoughts IIg-h-22 sentences EN3G-IIi- meaning of and story and feelings Read words and stories EN3S-IIi-j- j-3.2.2 words with read/listene based from with initial with words 4.3 Use verbs consonant d to as texts and final consisting of Spell words in simple digraphs ch springboard viewed/ consonant initial and with initial future tense through for writing listened to digraph ch final ch and and drawing, sh and other finalconsona actions, EN3LC-IIi- EN3PWR- words nt blends and using j-2.7 IIi-j-22.1 previously and them in Sequence a Read studied consonant sentences series of phrases, EN3F-IIi-j- digraphs events sentences 4.4.2 EN3V-IIi-j- viewed/ and short Read with 5.3 listened to stories accuracy, Show consisting of speed and understandi EN3OL-IIi- words with proper ng of consonant phrasing meaning of j-3 digraph ch sentences words with Retell and sh and and stories consonant9 familiar other words with words digraphs sh previously consisting of through stories to studied and l ch and sh drawing, the wordsand actions, other questions other words and using children about them previously them in studied with sentences EN3RC- speed, IIi-j-2.10 accuracy Sequence a and proper series of phrasing10 events in a literary selectionK to 12 English Curriculum Guide July 2015 Page 45 of 164

3rd Quarter: Developing Reading and Writing K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC RC WC PWR F S G V A SS Oral Language Listening Reading Writing/ Phonics and Fluency Spelling Grammar Vocabulary Attitude Study Strategy Comprehension Comprehension Composition Development Word EN3F-IIIa- EN3S-IIIa- EN3G-IIIa- EN3A-IIIa- EN3SS-IIIa- EN3LC-IIIa- (Note: The EN3WC- Recognition 1.6 d-4 b-4.2.1 EN3V-IIIa-7 7 1.3 b-2.1 text that they IIIa-1 Read grade 3 Spell words Use Recognize Identify Get Recall details will read Participate in EN3PWR- level texts that were demonstrativ some words favorite information1 from texts should be generating IIIa-b-5 consisting of introduced e pronouns represented authors and from index viewed/ controlled ideas through Read words words with during word (this,/that, by common stories and table of depending on prewriting with long a long vowel recognition these/those) abbreviations contents listened to the PWR activities sound (long a sound with at (e.g. Mr. EN3A-IIIb- ending in e) least 95- Ave., Oct.) c-2.9 EN3SS-IIIb- EN3WC- 100% Take part in i-1.2 EN3LC-IIIb- lesson.) IIIb-c-3 accuracy EN1V-IIIa- creative Engage in a 2.19 Write at least c-13.1,13.2 responses to variety of three Give the stories like ways to share Identify EN3RC-IIIa sentences synonyms preparing information possible 2.7.1 from various and antonyms logs, journal (e.g. role familiar of somewords and other oral playing,) solutions to Identify sources EN3F-IIIa- presentations reporting, problems several j-3.5.1 EN1V-IIIa- summarizing, Read grade 3 j-25 retelling and effects based level texts Show show and tell EN3LC-IIIb- on a given consisting of understandin 2-syllable g of meaning 4 cause words with of long vowel Infer print long vowel words (a, i, o, sound with at and u) sources EN3RC-IIIa least 95- through 2.11 100% drawing, accuracy actions, and EN3LC-IIIc- Make using them in d-2.5 inferences sentences Validate ideas and draw2 made after conslusions listening to a based on story texts EN3F-IIIa- (pictures, title j-1.10.1 Read aloud EN3LC- and content from familiar IIIa-j-1.1 words) prose and poetry Activate prior EN3RC-IIIa Consisting of knowledge Long vowel words with based on new 2.13 fluency, EN3V-IIIb- knowledge Distinguish appropriate d-13 rhythm, Increase formed fact from pacing and vocabulary opinion through intonation Synonyms EN3LC-IIIa- (e.g. j-2 EN3RC- quick/fast) Activate prior IIIa-b-2.13 and antonyms knowledge Identify cause based on the and effectK to 12 English Curriculum Guide July 2015 Page 46 of 164

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC RC WC PWR F S G V A SS Oral Language Listening Reading Writing/ Phonics and Fluency Spelling Grammar Vocabulary Attitude Study Strategy Comprehension Comprehension Composition EN3G-IIIc- Development Word EN3F-IIIe- EN3S-IIIe- d-4.2.3 (e.g. EN3OL-IIIc- stories to be EN3WC- Recognition f-1.8 f-5 Use personal big/small) IIId-e-2.6 Read with Spell some pronouns 1.16.2 read. Use EN3PWR- automaticity irregularly - (e.g. I, you, EN3V-IIIe- Listen and Listen to a appropriate IIIc- 100 2nd and spelled words he, she, it, f13.6 punctuation 11,12,13 3rd grade (e.g. have, we, they) Homonyms respond to variety of marks Read high- said, please, (e.g. others literary and sentences, frequency/sig because) EN3G-IIIe- flower/flour)3 expository stories and ht words f-4.2.4 texts poems Use EN3V-IIIg- EN3LC-IIIa- consisting of commonly h-13.7 long a words used Homographs j-2.1 and questions possessive (e.g., read- a. note about them pronouns important EN3PWR- EN3G-IIIf- details IIId-24 g-5 EN3OL- Read words Adjectives EN3A-IIId- IIId-1.16.3 EN3LC-IIIa- with long i EN3G-IIIf- h-6 Follow and j-2.7 sound (long i g-5.3.1 Take books4 explain b. sequence ending in e) Use from home to descriptive school or processes at least 3 EN3PWR- adjectives vice-versa for IIIe-25 independent / events Read shared extra using sentences, reading EN3OL-IIIe- EN3RC- stories and 1.16.4 signal IIIe-f-2.11 poems EN3A-IIIf- words consisting of g-1 Express Make long i words Express opinions and EN3LC-IIIa- inferences and questions feelings, feelings about j-2.6 about them opinions5 other’s ideas c. retell and draw through conclusions journals, logs some etc. based from parts of texts Page 47 of 164 the story EN3LC-IIIa- j-3.15 EN3OL-IIIf- d. differentia 1.16.5 te real EN3PWR- from IIIf-266 Engage in make- Read words discussions with long o believe sound (long a about specific ending in e) topics EN3LC-IIIa- j-2.8 EN3PWR- EN1OL- EN3RC- IIIg-26.1 EN3S-IIIg- IIIg-h-3.2 e. infer IIIg-j-2.5 Read j-2.5 feelings sentences, Use7 Ask and and traits Use different stories and EN3F-IIIg- capitalization respond to sources of poems j-1.11 rules in word questions of information in Observe the and sentence about characters readingK to 12 English Curriculum Guide July 2015

K to 12 BASIC EDUCATION CURRICULUM Learning CompetenciesWEEK OL LC RC WC PWR F S G V A SS 8 Oral Language Listening Reading Writing/ Phonics and Fluency Spelling Grammar Vocabulary Attitude Study Strategy 9 informational Comprehension Comprehension Composition Development texts listened Word use of level (e.g. read) to EN3LC-IIIa- Read simple EN3WC- Recognition punctuations proper and (environment, j-2.16 sentences IIIh-2.4 including common health, how- f. identify and levelled Complete consisting of commas, nouns, to’s, etc.) stories and patterned long o words periods and beginning cause and EN3RC- poems using And questions question words in EN3OL-IIIi- effect III0-2.2 appropriate about them marks to sentences) j-1.9 EN3LC- a. note rhyming guide reading Compare and IIIa-j-2.17 words EN3PWR- for fluency contrast g. draw details IIIh-26.2 information conclusions regarding Read words heard character, with long u EN3LC-IIIe- setting sound (long a f-2.4 and plot ending in e) Propose EN3RC-III0 several -2.10 EN3PWR- EN3V-IIIi-j- predictions b. sequence IIIi-26.3 13.7 about 3 events Read words Hyponyms- texts/stories (Note: with long a, i, type of (e.g. listened to different o, and u and guava - type comprehension phrases, of fruit) EN3LC-IIIg- skills may recur sentences h-3.15 in different and stories Determine quarters) containing whether a these words. story is realistic or EN3PWR- fantasy IIIj-27 Read EN3LC-IIIi- sentences, j-3.7 stories and poems Identify and consisting of use the long u words10 elements of and questions an about them informational/ factual text EN3PWR- heard IIIj-15 Read 2- syllable words (fireman) with long vowel soundK to 12 English Curriculum Guide July 2015 Page 48 of 164

K to 12 BASIC EDUCATION CURRICULUM4th Quarter: Developing Reading and Writing Learning CompetenciesWEEK OL LC RC WC PWR F S G V A SS Oral Language Listening Reading Writing/ Phonics and Fluency Spelling Grammar Vocabulary Attitude Study Strategy Comprehension Comprehension Composition Development Word EN3A- IVa – EN3SS- IVa EN3OL-IVa- EN3LC- IVa (Note: The EN2WC- Recognition EN3F- IVa – EN3S- IVa – EN1V-IVa- c-7 -1.31 e-1.19 -3.7 IVa-e-22 EN3PWR- b-13.6 Identify Follow simpl e Present Identify and text that they Write a IVa-b-8 h-1.6 b-4 Give the favorite written information in use the simple story Read words Read grade Spell words correct authors and directions varied artistic elements of will read with vowel 3level texts that were meaning of stories ways (e.g. an should be digraphs ai consisting of introduced homonyms EN3SS- IVa- role playing, informational/ controlled (pail), ay words with during word (pail,pale) b -1.2.3 depending on (bay) vowel recognition Interpret digraphs and EN3V-IVa-j- simple maps2 show and tell, factual text the PWR EN3PWR- diphthongs 12.3 of places IVc-2 with at least Use clues radio heard lesson.) Match words, 95-100% from the EN3SS- IVc- play/podcast/ phrases and accuracy context to d-1.2.7 sentences figure out Interpret a broadcast/ EN3LC- IVb containing what words pictograph reporting/ -3.7.1 these words mean EN3RC-IVa- with pictures poster Informational b-2.13 presenta Reports EN3PWR- EN3F-IVc-d- Identify cause IVc-28 1.4 tions) (School Read stories Read aloud events, and effect containing from familiar these words prose and EN3OL-IVa- sports, EN3RC- IVa and other poetry with j-5 projects) words fluency, EN3V-IVa-j- –b-2.14 previously appropriate 12.3 Engage in a learned rhythm, Determine variety of Show EN3PWR- pacing and what words EN3LC-IVc- understandin IVd-e-22 mean based ways to share 3.7.2 and 29 intonation on how they3 information Three-step g of a story Read words by present with vowel are used in a (e.g. role directions sentence ing them in playing,) EN3LC- IVd through reporting, -3.7.3 dramatization summarizing, Conversations , role playing EN3F-IVa-j- retelling and 3.5.1 etc. Read grade 3 show and tell EN3LC-IVa- level texts (depending j-1.1 consisting of on th e Read simple 2-syllable Activate prior sentences words with selection knowledge and levelled long vowel presented) sound with at EN2S-IVd-f- EN3A-IVd-f- based on new stories and least 95- 5 2.9 knowledge EN3RC-I0- Spell some Take part in4 irregularly - creative formed 2.2 spelled words responses to EN3OL-IVa- EN3LC-IVa- a. note Page 49 of 164K to 12 English Curriculum Guide July 2015