K to 12 English Curriculum Guide

Writeshop on the Review and Refinement of the K-12 Curriculum Standards

Regional Educational Learning Center (RELC)

Malvar, Batangas

May 18 – 21, 2011

E N G L I S H

CURRICULUM WRITERS

Mr. Roderick M. AguirreExpert

Region VIII

Mr. Galileo L. Go Mr. Ricardo G. Ador Dionisio Mrs. Liberty A. Mangaluz Mr. Adrian S. PeraltaSenior Educ. Program Specialist Education Program Specialist (Detailed) Head Teacher III Teacher II CDD-BEE CDD – BSE Quirino High School C. Apostol Elem. School DepEd, Central Office DepEd, Central Office Quezon City City of Manila

i

Republika ng PilipinasKagawaran ng Edukasyon

DepEd Complex, Meralco AvenueLungsod ng Pasig

May 21, 2011

ii

K - 12DOKUMENTONG

PANGKURIKULUM

FILIPINO

TABLE OF CONTENTS

Curriculum Writers i

Cover Page ii

K-12 Road Map 1

Introduction 2

Curriculum Framework 4

Core Learning Area StandardB. Grade Level Standard

A. Content and Performance Standard

Strand 1: Listening

Strand 2: Speaking

Strand 3: Reading

Strand 4: Writing

Strand 5: Viewing

Year 1:

Year 2:

Year 3:

Year 4:

iii

ENGLISH CURRICULAR FRAMEWORK

v

The English language curriculum follows the spiral progression design which clearly depicts the content standards that spirals across levels, the progression of the performance standards through kindergarten to primary to junior high school to senior high school, and how language learning should take place.

The framework consists of four (4) components.

A. Component 1: The Basin. This is the foundation of the framework. It explains the theories that govern how language learning and teaching should take place.

B. Component 2: The Core. This consists of the five strands that progress in complexity from kindergarten to primary to junior high school to senior high school.1. The language learner who is a lifelong learner and communicatively competent global communicator2. The five (5) macro skills (listening, speaking,

reading, writing, and viewing) and knowledge about language (grammar and vocabulary) that second language learners of English should acquire.

C. Component 3: The Outer Rings. The two rings explain how the five strands should be contextualized and taught inside a language classroom. The inner ring explains that language learning should be contextualized and approximated how the language is used developing a language learner who is analytical, creative, problem solver, reflective, critical thinker.The outermost ring explains the competencies that students will show/ perform once they have proficiently acquired the five-macro skills.

D. Component 4: The Crown. The crown is composed of the upper and lower crown The lower crown is composed of the five vehicles of language learning ( values and ethics, grammar, vocabulary, ICT and text types). The upper crown is composed of the different career paths. ( higher education, middle skills, employment and entrepreneurship)

vi

ROAD MAP K-12

Overall Goal: Functionally Literate and Holistically Developed Filipino (Lifted from Cur Framework)

Desired Outcomes:

Possess a healthy mind and body

Has solid moral and spiritual grounding

Has essential knowledge and skills to continuously develop himself/herself to the fullest

Engages in critical thinking and creative problem solving

Contributes to the development of a progressive, just and humane society

Appreciates the beauty of the world around him/her and cares for the environment for sustainable future

Suggested Outcomes:

Has effective communication and literacy skills to continuously interact with local and global sectors

Key Stage Outcomes:

Core Learning Area: ENGLISH

Core Learning Area Standard

Learners demonstrate mastery of basic skills in English language arts; communicate appropriately, fluently and accurately orally and writing for a variety of purposes and different social and academic contexts at their level while carrying out real life tasks necessary to cope with the demands of a functionally literate and globally competent citizen.

Introduction

vii

The goal of English education is to develop lifelong learners and communicatively competent global communicator who are proud of their heritage. As they progress through the school years, they will be actively involved and engaged as they develop the following macro skills (strands):

1. Listening2. Speaking3. Reading4. Writing5. Viewing

Listening, Reading, and Viewing are receptive skills which are required for the making of meaning from ideas or information. Speaking, Writing are productive skills that enable the creation of meaning. Grammar and Vocabulary, which constitute knowledge about language, integrated in the five macro-skills as building blocks required for the application of the receptive and productive skills for effective communication.

The skills of Viewing is separated from Listening, Reading, Speaking and Writing to take into account the importance of developing information, media and visual literacy skills in the teaching and learning of EL.

Content and performance standards for each strand are formulated separately but are integrated when taught. These content and performance standards reflect a comprehensive instructional program and document a progression of expected achievement in each of the strand. This organization of standards also reflects the gradual progression in the development of skills from kindergarten through grade twelve.

Language learning is enhanced through the use of computer technology. Data access, retrieval, and processing support instruction in listening, speaking, reading, writing, and viewing. In composition, word processing programs allow students to check spelling, grammar, and style to revise drafts. Informational electronic databases are an integral part of student research and help students to produce effective written and oral presentations. However, use of computer-aided spelling and grammar are not substitutes for learning the rules of English.

Proficiency in listening, speaking reading, writing, and viewing skills allows students to learn and use knowledge to make meaningful connections between their lives and academic disciplines. There should be a concerted effort to relate required reading selections in English to studies in other core subjects, including math, science, and, especially, history and social sciences.

CORE LEARNING AREA STANDARDS

viii

A. Grade Level StandardsKey Stage Standards: (Standard for the Core Learning Area for K-3, 4-6, 7-10 and 11-12)

Grade K-3 Grade 4-6 Year 1-4 Year 5-6

The learner demonstrates basic language skills using a variety of media and uses these to learn content.

The learner processes critically various text and expresses ideas accurately in oral and in written form; and uses language with confidence in various situations.

The learner processes critically various texts and expresses ideas accurately in oral and written form; and uses language creatively and effectively in a variety of purposes.

The learner demonstrates literary and communicative competence through his/her understanding of the different genres of literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.

The learner demonstrates literary and communicative competence through his/her understanding of the different genres of Contemporary-Present Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries and for the realization of world tasks.

The learner demonstrates higher forms of oral and written discourse in various contexts; uses language functions for employment, entrepreneurship, and middle level skills development; and language competence for higher education.

ix

Content and Performance Standards

x

STRAND 1: LISTENING (K-3)

SUB-STRAND

Content

Standard

The learner

PERFORMANCE STANDARDS

KINDERGARTEN

The learner …

GRADE 1

The learner …

GRADE 2

The learner …

GRADE 3

The learner …

LA

NG

UA

GE

CO

NV

EN

TIO

NS

analyzes sounds and letters for blending and segmenting

identifies consonant and vowel sounds

identifies consonants, vowels, consonant clusters and blends

identifies consonants, vowels, consonant clusters and blends and vowel combination

identifies initial vowel sounds, initial and final consonant blends and clusters

demonstrates knowledge of sounds in letters and words to analyze rhymes

identifies rhyming words in nursery rhymes

identifies words that rhyme in poems and jingles

identifies words that rhyme in poems, jingles and song

identifies vowels that rhyme in two-three stanza poems/songs

recognizes intonations relating to various emotions/feelings

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

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

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

INF

OR

MA

TIO

IN A

ND

actively listens with focus to provide feedback

maintains attention to the speaker

takes turns to speak formulates relevant questions thinks of relevant information as feedback to the speaker

listens actively to get the main idea

listens for main ideas listens for main ideas and details

listens for manl ideas, details, and organization

listens to summarize

listens actively for directions

follows one – step oral directions

follows two – step oral directions

follows oral directions with three or four steps

follows oral directions and monitor for clarity

xi

UN

DE

RS

TA

ND

ING listens actively to

respondlistens to respond to the speaker’s message

CONTINUED

listens to respond to and interpret the speaker’s message

listens and reflect to respond to and interpret speaker’s message

CR

ITIC

AL

AN

AL

YS

IS A

ND

EV

AL

UA

TI O

N

analyzes literature for appreciation

listens to literature presented using a variety of media

listens to literature and respond appropriately, including predicting, connecting, questioning, and discussing the text

listens to literature and respond appropriately, including comparing contrasting and extending the text

listens and respond to literature including identifying the craftsmanship of the author

analyzes information to construct appropriate feedback.

demonstrates effective skills in listening to a variety of texts from various cultures to evaluate the merit of information

listens for specific information

listens for specific information in order to respond with appropriate feedback

listens for answers to specific questions and for specific purposes in response to nonfiction text

identifies the purpose and content of verbal communication and non verbal cues

listens for pleasure shows interest and respond appropriately to verbal and musical performances

evaluates performance by giving opinion with evidence to support it

evaluates performance on the basis of a predefined criteria/rubric

evaluates presentations using established criteria/rubrics CONTINUED CONTINUED CONTINUED

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CR

ITIC

AL

AN

AL

YS

IS

AN

D E

VA

LU

AT

I ON

STRAND 1: LISTENING (4-6)

SUB-STRAND

Content

Standard

The learner


GRADE 4

The learner …

GRADE 5

The learner …

GRADE 6

The learner …

LA

NG

UA

GE

CO

NV

EN

TIO

NS

examines the meaning of words caused by shift in intonation

identifies words that rhymes in 3-4 stanza poems and songs

distinguishes changes in meaning of sentences caused by shift in intonation

distinguishes changes in meaning of sentences caused by stress

applies the knowledge of sounds in letters and words to distinguish intonation

distinguishes rising and falling intonation

distinguishes changes in meaning of words in sentences caused by shift in stress MASTERED/MAINTAINED

applies knowledge of prosody to understand utterances

identifies the stressed and unstressed syllables

CONTINUED CONTINUED

INF

OR

MA

TIO

IN A

ND

U

ND

ER

ST

AN

DIN

G actively listens with focus to provide feedback

thinks of relevant information as feedback to the speaker

CONTINUED CONTINUED

listens actively to get the main idea

follows oral directions and monitor for clarity

xiii

CONTINUED CONTINUED

listens actively to directions

listens to take down notes

CONTINUED CONTINUED

listens actively to respond

evaluates information CONTINUED CONTINUED

CR

ITIC

AL

AN

AL

YS

IS A

ND

EV

AL

UA

TIO

N

analyzes information to construct appropriate feedback.

identifies the craftsmanship of the author

identifies and give feedback of the author’s style

CONTINUED

demonstrates effective skills in listening to a variety of texts from various cultures to evaluate the merit of information

infers the purpose, content, organization, and delivery of verbal communication and non - verbal cues

CONTINUED CONTINUED

evaluates a performance on the basis of a pre-defined criteria/rubrics

CONTINUED CONTINUED

evaluates presentations using established criteria/rubrics

CONTINUED MASTERED/MAINTAINED

xiv

STRAND 1: LISTENING (7-10)

SUB-STRAND

Content

Standard

The learner …


GRADE 7

The learner …

GRADE 8

The learner …

GRADE 9

The learner …

GRADE 10

The learner …

LA

NG

UA

GE

CO

NV

EN

TIO

NS

demonstrates knowledge of sounds in letters and words used in different utterances

MASTERED MASTERED MASTERED MASTERED

uses deeper understanding of the parts of speech to understand different types of texts

analyzes the appropriate use of: simple past tense modals basal adjectives

analyzes the use of: single word adverbs verbal nouns infinitives as nouns and

adverbs simple past tense prepositions imperatives gerunds

analyzes the use of: coordinators prepositions subordinators present and past perfect

tense adverbs of manner, time

and place modals personal, indefinite

pronouns, referents

MASTERED

applies understanding of syntax to understand various listening texts

analyzes the appropriate use of: time markers wh Questions S-V Agreement types of sentences

according to function rejoinders phrase modifiers relative clauses

direct discourse reported speech

analyzes the appropriate use of: phrase modifiers time

markers correct order of adjectives

in a series participles adjective clauses

analyzes the appropriate use of: relative clauses adverbial clauses adjective clauses dangling modifiers misplaced modifiers S-V agreement

analyzes the appropriate use of: misplaced modifiers dangling modifiers subjunctive

mood/conditional clauses double negative parallel structures methods of sentence

expansion adverb clauses if clause adjective phrase and

clause

xv

SUB-STRAND

Content

Standard

The learner …


GRADE 7

The learner …

GRADE 8

The learner to…

GRADE 9

The learner …

GRADE 10

The learner …

LA

NG

UA

GE

CO

NV

EN

TIO

NS

applies understanding of vocabulary to understand different listening texts

analyzes the appropriate use of: transition markers cordinators

analyzes the appropriate use of: comparison-contrast

connectors

analyzes the appropriate use of: comparison- contrast

modifiers cause-effect connectors transitional

devices/markers

analyzes the appropriate use of: single word intensifiers

applies knowledge of prosody to understand various utterances

uses prosodic features: stress, intonation, and pausing serving as carriers of meaning that may aid or interfere in the delivery of the message in the stories

demonstrates changes in meaning signaled by stress, intonation, and juncture

listens to important points signaled by pausing and slow rate of speech.

CONTINUED

employs strategies to understand and get information from different situations

uses appropriate listening strategies called for to make sense of texts

employs projective listening strategies (e.g. making predictions, noting the dramatic effect of sudden twists, etc.) when listening to different texts

shifts from one listening strategy to another depending on the text and one’s purpose for listening

assesses the effectiveness of listening strategies employed considering text types, the listening task and one’s purpose for listening

xvi

employs strategies to understand and get information

listens for clues to determine pictorial representations of what is talked about in the listening texts

CONTINUED

identifies the speaker’s stand on an issue by noting explicit and implicit signals (e.g. choice of words to highlight or downplay assertions made.)

CONTINUED

NF

OR

MA

TIO

N A

ND

UN

DE

RS

TA

ND

NG

employs strategies to understand and get information from various types of speech

gets information from rapid and distorted speech

processes speech delivered at different rates by making inferences from what was said

MASTERED AND MAINTAINED


employs culturally appropriate listening behaviors

shows courtesy while listening to the idea and feelings of others




xvii

SUB-STRAND

Content

Standard

The learner …


GRADE 7

The learner …

GRADE 8

The learner …

GRADE 9

The learner …

GRADE 10

The learner …

NF

OR

MA

TIO

N A

ND

UN

DE

RS

TA

ND

NG

employs strategies to understand and get information from narratives

determines the information map suited to narratives.

CONTINUED CONTINUED MASTERED AND MAINTAINED

employs strategies to understand and get information from drama

determines the information map suited to drama texts CONTINUED CONTINUED CONTINUEDinfers the tone, mood and emotion in a poem CONTINUED CONTINUED CONTINUED

makes sense of the musical elements of poetic language

CONTINUED CONTINUED CONTINUED

determines the information map suited to poems.


employs critical strategies and skills to understand and get information from informational texts

derives information that can be used in everyday life from informative talks, panel discussions etc.


distinguishes between the speaker’s opinions and verifiable facts.


determine the information map suited to different types of texts


listens to determine steps in a process in informative texts.


xviii

listens to clues to enable one to tune in to topic. CONTINUED CONTINUED CONTINUED

SUB-STRAND

Content

Standard

The learner …


GRADE 7

The learner …

GRADE 8

The learner to…

GRADE 9

The learner …

GRADE 10

The learner …

NF

OR

MA

TIO

N A

ND

UN

DE

RS

TA

ND

NG employs critical

strategies and skills to understand and get information from informational texts

notes important details. CONTINUED CONTINUED CONTINUEDconsiders the persons speaking and addressed, and the stand of the speaker on issues.


utilizes outlines and concept maps when taking down notes from oral reports


listens to determine what further education is needed in a report


determines the content and functions of statements in a reports


applies strategies to critically analyze a variety of texts from various cultures

listens to get the different sides of social, moral, and economic issues affecting the nation.


CR

ITIC

AL

A

NA

LY

SI

applies knowledge of

analyzes elements of narratives for evaluation and appreciation


analyzes elements of recounts for evaluation CONTINUED CONTINUED CONTINUED

xix

S A

ND

EV

AL

UA

TIO

N

structures to analyze and evaluate different types of texts

and appreciationanalyzes elements of expositions CONTINUED CONTINUED CONTINUEDanalyzes elements of explanations for evaluation and appreciation


analyzes elements of informational reports for evaluation and appreciation


CR

ITIC

AL

AN

AL

YS

IS A

ND

E

VA

LU

AT

ION applies

knowledge of structures to analyze and evaluate different types of texts

analyzes elements of response texts for evaluation and appreciation


analyzes elements of discussions for evaluation and appreciation


analyzes elements of procedures for evaluation and appreciation


xx

STRAND 2: SPEAKING (K-3)

SUB-STRAND

Content

Standard

The learner


KINDERGARTEN

The learner …

GRADE 1

The learner …

GRADE 2

The learner …

GRADE 3

The learner o…

LA

NG

UA

GE

CO

NV

EN

TIO

NS

uses the different parts of speech in various literature

names and describes people, places, things, locations, sizes, colors, shapes, numbers and actions

uses singular and plural nouns

uses various parts of speech,

identifies subjects and verbs

uses past, present, and future verb tenses

uses common action words

uses singular and plural nouns appropriately in speech

uses personal pronouns when speaking

uses the simple present form, ing form of the verb, verb to be (am, is are), simple past form

recognizes the positive form of regular adjectives

uses prepositions (on, in, at, under, above, below)

uses singular forms of nouns when speaking

uses the plural forms of nouns

uses possessive pronouns when speaking

uses the simple present form of verbs with singular/plural nouns as subject, ing form of verb, verb to be (am is are), simple past form, two –word verb (put on, take off, ride in, ride on)

uses the positive form of adjectives

uses prepositions (on, in, at, under, above, below)

uses pronouns, adjectives, compound words, and articles

clarifies and explain words and ideas orally

demonstrates sentences to express oneself

uses one word sentences and complete sentences

uses complete and coherent sentences

distinguishes between sentence and non-sentence

uses declarative, interrogative, imperative, and exclamatory sentences

IN FO maintains attention to

the speaker takes turns to speak asks relevant questions gives feedback to the

speaker’s message

xxi

RM

AT

ION

AN

D U

ND

ER

ST

AN

DIN

G

employs oral communication skills to express ideas and to present information

uses proper volume and pitch to express ideas and feelings

uses voice level, phrasing, and intonation to express feelings and ideas

uses proper intonation in sentence level to express feelings and ideas

uses proper intonation in sentence level to express feelings and ideas

makes simple comments in response to other ideas

makes simple comments and suggestions and ask clarifying questions in response to other ideas

adjusts one’s response to other ideas

adjusts one’s response to other ideas

uses language to respond and give directions

uses language to entertain and give information

uses oral language to inform, persuade, and entertain

communicates ideas sequentially or organize major points of information

xxii

SUB-STRAND

Content

Standard

The learner


KINDERGARTEN

The learner …

GRADE 1

The learner …

GRADE 2

The learner …

GRADE 3

The learner …

SP

EA

KIN

G G

EN

RE

S

employs the elements of narrative texts in answering questions and retelling

recites poems, rhymes, songs, and stories

recites poems, rhymes, songs, and stories

recounts experiences or present stories moving through a logical sequence of events.

makes brief narrative presentations providing a context for an incident that is the subject of the presentation

retells and sequences stories using pictures

retells stories using basic story grammar,

recounts experiences or present stories describing story elements (e.g., characters, plot, and setting).

makes brief narrative presentations providing insight into why the selected incident is memorable

sequences story events by answering who, what, when, where, why, and how questions

makes brief narrative presentations including well-chosen details to develop character, setting, and plot

relates an important life event or personal experience using simple sequencing based on illustrations

relates an important life event or personal

experience using simple sequencing

MASTERED

plans and presents dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.

demonstrates understanding of informational/factual texts for formulating

provides common and simple descriptions with careful attention to sensory detail

provides descriptions with careful attention to sensory detail

reports on a topic with facts and details, drawing from several sources of information.

makes descriptive presentations that use concrete sensory details to set forth and support unified impressions of

xxiii

reaction/feedback from information

people, places, things, or experiences.

ST

RA

TE

GIE

S A

ND

SK

ILL

S

applies understanding of staying in focus when delivering information

responds accordingly on topic when speaking

responds accordingly on topic when speaking

organizes presentations to maintain a clear focus

organizes ideas on major points of information

Demonstrates effective and appropriate use of verbal elements to communicate

speaks clearly and at an appropriate pace for the type of communication

speaks clearly and at an appropriate pace for the type of communication

speaks clearly and at an appropriate pace for the type of communication (e.g., informal discussion, reporting in class)

recites prose and poetry aloud with fluency, rhythm, and pace; with appropriate intonation and vocal patterns to emphasize important passages of the text being read

employs understanding of correct choice of words to express one’s idea

uses descriptive words when speaking about people, places, things, and events

uses descriptive words when speaking about people, places, things, and events

uses clear and specific vocabulary to communicate ideas and establish tone

uses appropriate transition words in expressing ideas

demonstrates understanding of elements of a narrative text to determine the story grammar

retells simple stories, including characters, setting, and plot

retells stories, including characters, setting, and plot

recounts experiences in a logical sequence

clarifies and enhances retelling and recounts through use of appropriate props (e.g., objects, picture

provides a beginning, middle, and end

provides a beginning, middle, and end, including concrete details that develop a theme

provides a beginning, middle, and end, including concrete details that develop a central idea

provides a beginning, middle, and end,

including concrete details that develop a central

idea

STRAND 2: SPEAKING (4-6)xxiv

SUB-STRAND

Content

Standard

The learner


GRADE 4

The learner …

GRADE 5

The learner …

GRADE 6

The learner …

LA

NG

UA

GE

C

ON

VE

NT

ION

S

uses different parts of speech to communicate in various situations

uses regular and irregular verbs, adjectives, adverbs, prepositions and coordinating conjunctions in writing and speaking

uses easily confused verbs (e.g., lie/lay, sit/set, rise/raise); modifiers; and normative, objective, and possessive pronouns

uses present perfect, past perfect, and future perfect tenses; subject-verb agreement with compound subjects; and indefinite pronouns

Applies understanding of sentences to express and elaborate ideas

uses simple and compound sentences in writing and speaking

uses prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to elaborate ideas

uses simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts

INF

OR

MA

TIO

N A

ND

U

ND

ER

ST

AN

DIN

G uses effective oral communication skills to express ideas and to present information

asks thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings

asks questions to seek implied information not already discussed

relates the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) and non-verbal messages (e.g., posture, gesture)

summarizes major ideas and supporting evidence presented in spoken messages and formal presentations

interprets speaker's verbal and non-verbal messages, purposes, and perspectives

identifies the tone, mood, and emotion conveyed in the oral communication

gives precise directions and instructions

makes inferences or draw conclusions based on an oral report

restates and executes multi-step oral instructions and directions

SP

EA

KIN

G G

EN

RE

S

applies understanding of the elements of narrative texts to share experiences and predict outcome

relates ideas, observations, or recollections about an event or experience.

establishes a situation, plot, point of view, and setting with descriptive words and phrases

establishes a context, plot, and point of view.

provide a context that enables the listener to imagine the circumstances of the event or experience.

tell the listener what will happen next includes sensory details and concrete language to develop the plot and character.

provides insights into why a selected event or experience is memorable.

uses a range of narrative devices (e.g., dialogue, tension, or suspense)

CONTINUED/MAINTAINED

employs understanding of

informational

frames a key question. frames questions to direct the investigation

poses relevant questions sufficiently limited in scope to be completely and thoroughly answered.

includes facts and details that help listeners to focus.

establishes a controlling idea or topic develops the topic with facts, details, examples, and explanations from multiple

xxv

presentations to develop a topic

sources (e.g., speakers, periodicals, online information).

incorporates more than one source of information (e.g., speakers, books, newspapers, television or radio reports).

develops the topic with simple facts, details, examples, and explanations

SP

EA

KIN

G G

EN

RE

Sapplies understanding of narratives to appropriately respond to literature

delivers oral summaries of articles and books that contain the main ideas of the event or article and the most significant details

uses examples or textual evidence from the work to support conclusions

develops an interpretation exhibiting careful reading, understanding, and insight.

applies understanding of information that persuade and present ideas

summarizes significant events and details CONTINUED

organizes the selected interpretation around several clear ideas, premises, or images.

articulates an understanding of several ideas or images communicated by the literary work

CONTINUED develops and justify the selected

interpretation through sustained use of examples and textual evidence.

provides a clear statement of the position. CONTINUED CONTINUED

includes relevant evidence. CONTINUED CONTINUED

provides a logical sequence of information. CONTINUED CONTINUED

engages the listener and foster acceptance of the proposition or proposal.

CONTINUED CONTINUED

ST

RA

TE

GIE

S A

ND

SK

ILL

S

stays in focus when delivering information

presents effective introductions and conclusions that guide and inform the listener's understanding of key ideas and evidence

selects a topic, organizational structure, and point of view for oral presentation

selects a topic, organizational structure, and point of view, matching purpose, message, occasion, and vocal modulation to the audience

effectively and appropriately uses verbal elements to engage the audience

uses volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning

engages audience with appropriate verbal cues, facial expressions, and gestures

uses effective rate, volume, pitch, and tone, and align non-verbal elements to sustain audience interest and attention

demonstrates understanding of the top-3 levels of

emphasize spoints in ways that assist the listener/viewer in following key ideas and concepts

clarifies and support spoken ideas with evidence and examples

emphasizes salient points to assist the listener in following main ideas and concepts

uses details, examples, anecdotes, or experiences to explain or clarify information

supports opinions expressed with detailed evidence and with visual or media displays that use appropriate technology

CONTINUED

xxvi

information

STRAND 3: READING (K-3)

SUB-STRAND

Content

Standard

The learner


KINDERGARTEN

The learner …

GRADE 1

The learner …

GRADE 2

The learner …

GRADE 3

The learner …

CO

NC

EP

TS

OF

PR

INT

Demonstrates understanding of concepts of print

uses directionality when listening to or following text

uses directionality when reading independently

CONTINUED

CONTINUED

identifies key parts of the book (e.g. Front cover, back cover, title, print, illustrations)

identifies title page, author, and illustration of books

CONTINUED CONTINUED

recognizes print that represents spoken language (e.g. own name and environmental print

recognizes that print represents spoken language(e.g. given value and environmental print)

CONTINUED CONTINUED

recognizes that sentences in print are made up of separate words

recognizes the difference between words phrases and sentences (e.g. sentences start with capital letters and ends with punctuation mark.

CONTINUED CONTINUED

identifies initial, medial and final sounds in letters

CONTINUED CONTINUED

PH

ON

OL

OG

ICA

L/

PH

ON

EM

I

demonstratesphonemic

identifies / produce rhyming words

identifies / generate series of rhyming words

CONTINUED CONTINUED

identifies individual identifies and works CONTINUED CONTINUED

xxvii

C A

WA

RE

NE

SS

awareness and applies

phonological knowledge and

skills

phonemes in words w/syllables, onsets, rhymes in spoken words

orally blends 2-4 phonemes to form words

orally segments and blends words containing 3-5 phonemes

CONTINUED CONTINUED

blends and segments syllables and onset -rimes

blends & segments phonemes fluently

blends and segments phonemes in more complex one - syllable word (includes combinations of blends and digraphs e.g. th-i-ck, t-r-a-s-h)

CONTINUED

SUB-STRAND

Content

Standard

The learner


KINDERGARTEN

The learner …

GRADE 1

The learner …

GRADE 2

The learner is expected to…

GRADE 3


demonstratesphonemic

awareness and applies

phonological knowledge and

skills

identifies onset and rime words

blends & segments phonemes fluently

CONTINUED CONTINUED

manipulates individual phonemes to create new words through addition, deletion, and substitution

adds, deletes & / or substitutes one phoneme for another in initial, medial & final positions to make new words

CONTINUED CONTINUED

distinguishes initial, medial, final sound in one syllable word

isolates initial, medial & final sounds in one syllable word

CONTINUED CONTINUED

xxviii

DE

CO

DIN

G P

HO

NIC

S A

ND

WO

RD

RE

CO

GN

ITIO

N

demonstrates knowledge of the

alphabetic principle and

applies grade level phonics to read

text

recognizes & names upper and lower case letters of the alphabet

automatically generates sounds for al letters and

spelling patterns and blend into words read words with

consonants blends diagraph inflectional endings

CONTINUED CONTINUED

decodes words using letter/sound relationships

decodes single syllable words using initial and final consonants short vowel patterns, onsets and rimes blends and diagraphs in continuous texts

CONTINUED CONTINUED

CONTINUED CONTINUED

decodes words in short/long vowels with assistance

reads words with consonant blends and digraphs,, & inflectional endings

automatically identifies common one-and two-syllable words, high frequency words, simple homographs and contractions

automatically identifies common multi-syllabic words, high frequency words, simple homographs, and contractions

uses spelling patterns to recognize words

reads words in isolation and in context containing complex letter patterns/word families

reads words containing complex letter patterns & /word families

SUB-STRAND

Content

Standard

The learner


KINDERGARTEN

The learner …

GRADE 1

The learner …

GRADE 2

The learner …

GRADE 3

The learner …

xxix

FL

UE

NC

Y

demonstrates ability to read grade level text orally with

accuracy, appropriate rate,

and prosody

reads aloud with fluency in a manner that sounds like natural speech

demonstrates automaticity of letter names and sounds

reads with automaticity high frequency/sight words

reads grade level text with accuracy rate, and prosody





VO

CA

BU

LA

RY

AN

D C

ON

CE

PT

D

EV

EL

OP

ME

NT

/ E

NH

AN

CE

ME

NT

demonstrates understanding of word knowledge

and relationship to read text

identifies synonyms and antonyms (hot/cold; big/large) to connect meaning to new word

identifies synonyms and antonyms to connect new words to known words

identifies synonyms, antonyms, categories words, and compound words

identifies synonyms, antonyms, homonyms/homophones and categories of words

identifies and sorts common words and basic categories (sorting pictures, objects into groups)

selects appropriate words in context and describe words in terms of categories

selects appropriate words to use in context, including words specific to the contents of the text

selects appropriate words in context, including content specific vocabulary or words with multiple meanings.

use strategies to unlock meaning (activating prior knowledge, using cues, or use context clues, or ask questions.


CO

MP

RE

HE

NS

ION

demonstrate understanding of

variety of strategies and apply pre,

during, and post reading to aid

comprehension

uses pre- reading strategies with assistance to activate prior knowledge and determine purpose for reading

uses pre- reading strategies to activate prior knowledge and

determine purpose for reading

uses pre- reading strategies to activate prior knowledge and determine purpose for reading

uses pre- reading strategies to activate prior knowledge and determine

purpose for reading

uses during reading strategies with assistance to monitor reading comprehension

uses during reading strategies to monitor reading comprehension


uses during reading strategies to monitor reading

comprehension

understanding post-reading strategies

and skills

applies post-reading strategies with assistance to demonstrate comprehension

applies post-reading strategies to demonstrate comprehension



SUB- Content PERFORMANCE STANDARDS

xxx

STRANDStandard

The learnerKINDERGARTEN

The learner …

GRADE 1

The learner …

GRADE 2

The learner …

GRADE 3

The learner …

CF

RIT

ICA

L R

EA

DIN

G

demonstratesunderstanding of

literary texts

identifies characters in a story

identifies characters or setting in a story

identifies characters, setting, problem, solution, or major events in the text

identifyies characters, setting, problems/solution, major events or plot in the text

identifies the beginning, middle & end of story

CONTINUED sequences events appropriate in the text

summarizes key ideas

identifies literary devises-rhyme, repeated language

identifies literary devises identifies literary devises as appropriate to genre

demonstratesunderstanding of

information/factual texts

gets information using text features

getsinformation, using text features (e.g., title and illustration).

gets information from text features (e.g. table of contents, glossary, charts, graphs, or illustrations.

gets information from text features (e.g. table of contents, glossary, bold or italicized test, headings, graphic organizers, charts, graphs or illustrations)

locates and records information to show understanding when given organizers

organizes information to show understanding (e.g. charting or mapping)

distinguishes between literary and informational texts

distinguishes different kinds of texts

identifies the characteristics of a variety of type of texts

xxxi

STRAND 3: READING (4-6)

SUB-STRAND

Content

Standard

The learner


GRADE 4


GRADE 5


GRADE 6


CO

NC

EP

TS

OF

P

RIN

T

demonstrates understanding of concepts of print






PH

ON

OL

OG

ICA

L/

PH

ON

EM

IC

AW

AR

EN

ES

S demonstrates phonemic

awareness and apply phonological

knowledge and skills





DE

CO

DIN

G/

PH

ON

ICS

AN

D

WO

RD

identifies multi-syllabic words by using knowledge of sounds, syllable types, or word patterns (including prefixes, suffixes, or variant spelling for consonants or vowels)

identifies multi-syllabic words by using knowledge of sounds, six syllable types/syllable division, and word patterns(including prefixes & suffixes )

automatically identifies common multi-syllabic words,(computer, information) common homographs ( record, wind)& common abbreviations

xxxii

RE

CO

GN

ITIO

N

demonstrates

understanding of phonics

applies common syllable patterns/types, syllabication rules to decode unfamiliar words

applies knowledge of common syllable patterns/types, common prefixes & suffixes ( e.g. dis; un; re; pre; able; ian) and common syllabication rules to decode unfamiliar word

applies knowledge of common syllable patterns/types, common prefixes & suffixes ( e.g. dis; un; re; pre; able; ian) and common syllabication rules to decode unfamiliar word

applies word identification/decoding strategies



FL

UE

NC

Y

demonstrates ability to read with

accuracy, appropriate rate,

and prosody


reads grade level text with accuracy rate, and prosody reads grade level text with accuracy

rate, and prosody

xxxiii

SUB-STRAND

Content

Standard

The learner


GRADE 4

The learner …

GRADE 5

The learner …

GRADE 6

The learner …

VO

CA

BU

LA

RY

AN

D C

ON

CE

PT

D

EV

EL

OP

ME

NT

/ EN

HA

NC

EM

EN

T

demonstrates understanding of word knowledge in relationships to read text

identifies synonyms, antonyms, homonyms/homophones or shades of meaning



selects appropriate words to use in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary



uses strategies to unlock meaning (e.g. knowledge of words structure including prefixes/suffixes and base words, or context clues, or other resources, or prior knowledge



CO

MP

RE

HE

NS

ION

demonstrates understanding a

variety of strategies and apply pre,

during, and post reading to aid

comprehension

uses pre reading strategies to activate prior knowledge and determine purpose for reading



use sduring reading strategies to monitor reading comprehension



uses post reading activity to demonstrate comprehension



CR

ITIC

AL

RE

AD

ING

demonstrates understanding of literary texts for

appreciation

identifies or describe characters, setting, problem/solution, major events or plot

identifies or describes characters, setting, problem/solution, major events or plot

identifies or describes characters, setting, problem/solution, major events or plot

summarizes and sequences key information

summarize and sequence key information

summarizes and sequences key information

identifies characteristics of variety of literary text types



identifies literary devises according to genre



xxxiv

SUB-STRAND

Content

Standard

The learner


GRADE 4

The learner …

GRADE 5

The learner …

GRADE 6

The learner …

CR

ITIC

AL

RE

AD

ING demonstrates

understanding of informational/ factual texts

gets information from text features (e.g. table of contents, glossary, index, bold or italicized test, headings, sub-headings, graphic organizers, charts, graphs or illustrations)



uses information from the text to answer questions explicitly stated in the main idea or details



gets information to show understanding (e.g. charting or mapping, paraphrasing, outlining, summarizing)






xxxv

STRAND 3: READING (Grade 7 to 10)

SUB-STRAND

ContentStandard

The learner

PERFORMANCE STANDARDSGrade 7

The learner is expected to…Grade 8



The learner is expected to

CO

NC

EP

TS

OF

P

RIN

T demonstratesunderstanding of concepts

of print

PH

ON

OL

OG

ICA

L/

PH

ON

EM

IC

AW

AR

EN

ES

S

demonstrates understandin

g of phonemic awareness and applies

phonological knowledge and skills

DE

CO

DIN

G

AN

D W

OR

D

RE

CO

GN

ITIO

N

demonstratesunderstanding of phonics

FL

UE

NC

Y

demonstrates ability to read with accuracy,

appropriate rate, and prosody

xxxvi

SUB-STRAND

ContentStandard

The learner

PERFORMANCE STANDARDSGrade 7

The learner …Grade 8

The learner…Grade 9

The learner Grade 10

The learner

VO

CA

BU

LA

RY

AN

D C

ON

CE

PT

DE

VE

LO

PM

EN

T/

EN

HA

NC

EM

EN

T

demonstrates understanding of word knowledge

employs varied strategies to make sense of unknown words

word derivations structural Lexical clines and clusters synonyms antonyms homonyms analogy etc.







xxxvii

demonstrates understanding of word strategies

uses strategies to make sense of unfamiliar words, ambiguous sentence structures, and information-dense discourse.




CO

MP

RE

HE

NS

ION

demonstrates understanding pre-reading strategies

and skills

activates background knowledge to better understand a text

formulates and modifies hypotheses based on information

gets information from general references in the library and other sources of information










demonstrates understanding of

during-reading strategies and skills

employs while-reading best suited to a textto obtain meaning from the texts (scan, skim, read closely, using schema, making predictions, using context clues and markers, reading critically and interpretatively)



employs while-reading best suited to a text

to obtain meaning from the texts (scan, skim, read closely, using schema, making predictions, using context clues and markers, reading critically and interpretatively)


utilizes reading strategies to process ,

utilizes reading strategies to process , analyze and

utilizes reading strategies to process , analyze and

utilizes reading strategies to process ,

xxxviii

post-reading strategies and skills

analyze and appreciate information from texts

appreciate information from texts(e.g. graphic organizers, comprehension strategies)

appreciate information from texts(e.g. graphic organizers, comprehension strategies)

analyze and appreciate information from texts(e.g. graphic organizers, comprehension strategies)

CR

ITIC

AL

RE

AD

ING

demonstrates understanding of the different literary texts for appreciation and making connections

explains the distinctive features, aesthetic elements, objectives of narrative texts

explains the distinctive features, aesthetic elements, objectives of Afro-Asian narratives.



show the importance of the essence of literary devices and techniques in the comprehension and creation of literary texts




establishes links between one’s life and the experiences in the texts




xxxix

demonstrates understanding of informational/factual texts to progressively achieve fluency in reading in order to learn in the content areas.

Shows awareness of how the writers use of language varies according to the purpose and audience for the writing to achieve impactProcesses and comprehend year level-appropriate texts at literal and inferential levelApply critical reading by focusing on implied meaning, higher order thinking, judgment and evaluation

Shows awareness of how the writers use of language varies according to the purpose and audience for the writing to achieve impactProcesses and comprehend year level-appropriate texts at literal and inferential level

Apply critical reading by focusing on implied meaning, higher order thinking, judgment and evaluation

Shows awareness of how the writers use of language varies according to the purpose and audience for the writing to achieve impactProcesses and comprehend year level-appropriate texts at literal and inferential level

Apply critical reading by focusing on implied meaning, higher order thinking, judgment and evaluation

Shows awareness of how the writers use of language varies according to the purpose and audience for the writing to achieve impactProcesses and comprehend year level-appropriate texts at literal and inferential levelApply critical reading by focusing on implied meaning, higher order thinking, judgment and evaluation

xl

STRAND 4: WRITING (K-3)

SUB-STRAND

Content

Standard

The learner…


KINDERGARTEN

The learner …

GRADE 1

The learner …

GRADE 2

The learner …

GRADE 3

The learner …

ME

CH

AN

ICS

uses correct handwriting when

writing

writes upper and lower cases in manuscript form

writes letters, words and sentences appropriately

writes readable documents with legible manuscript handwriting

writes legibly in cursive, adhering to margins and correct spacing between letters in a word and words in a sentence

applies knowledge of spelling when

writing

writes upper and lower cases of names of people, animals, things and places

correctly capitalizes the first word of a sentence, names of people and the pronoun “I”

capitalizes all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people

capitalizes proper nouns like geographical names, holidays, historical periods, and special events correctly

spells independently using pre- to early-phonetic knowledge, sounds of the alphabet, and knowledge of letter names

spells phonetically other sight words correctly

spells frequently used irregular words correctly

spells correctly one-syllable words that have blends, contractions, compounds orthographic pattern and common homophones

spells phonetically other sight words correctly

spells frequently used irregular words correctly

spells correctly one-syllable words that have blends, contractions, compounds orthographic pattern and common

xli

homophones spells three to four letter

short-vowel words spells basic short-vowel,

long-vowel, r-controlled vowel and consonant-blend patterns correctly

arranges words in alphabetical order

uses punctuation marks when

writing

distinguishes between declarative, imperative, exclamatory, and interrogative sentences

uses commas in the greeting and closure of a letter and with dates and items in a series

punctuates dates, city and state, and titles of books correctly

uses period, exclamation point, or question mark at the end of sentences

uses quotation marks correctly.

uses commas in dates, locations, and addresses and for items in a series.

xlii

SUB-STRAND

Content

Standard

The learner…


KINDERGARTEN

The learner …

GRADE 1

The learner …

GRADE 2

The learner …

GRADE 3

The learner …

WR

ITIN

G P

RO

CE

SS

uses language conventions in

writing

uses nouns to name people, animals, things, and places

uses singular and plural nouns

recognizes and uses the correct word order in written sentences

understands and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences

uses common action words

uses various parts of speech, including nouns and verbs

CONTINUED uses past, present, and

future verb tenses properly

uses one word sentences

uses the correct word order in written sentences CONTINUED

identifies subjects and verbs that are in agreement

applies understanding of text structure to give focus and organization

selects a topic when writing

clarifies under proper heading

writes a single paragraph developing on a topic sentence

identifies the purposes of various reference materials (e.g. dictionary, thesaurus, atlas)

writes a single paragraph including simple supporting facts and details

write in complete sentences

rewrite original drafts to improve sequence and provide descriptive detail

rewrite drafts to improve the coherence and the logical progression of ideas, using an established rubrics

xliii

WR

ITIN

G G

EN

RE

S applies understanding of literary texts to

write stories

writes short stories based on experiences through illustrations

writes short stories based on experiences moving through sequence of events

writes short story based on experiences describing the setting, characters, objects and events in detail

writes short story showing an action take place with well-chosen details to develop the plot

relates ideas, observations or recollections of an event or experience

establishes a pot, point of view , setting and conflict

establishes and develops a plot and setting and present a point of view that is appropriate to the story

SUB-STRAND

Content

Standard

The learner…


KINDERGARTEN

The learner …

GRADE 1

The learner …

GRADE 2

The learner…

GRADE 3


WR

ITIN

G G

EN

RE

S

uses understanding of literary texts to

write events and details

provides a context to enable the reader to imagine the world of events or experience

shows the events of the story

include sensory details and concrete language to develop plot and character

uses devices to write literary texts

uses concrete sensory details

CONTINUED uses a appropriate literary devices

CONTINUED

analyzes information to

make interpretations and

judgments

supports judgments through references to both the text and prior knowledge

supports judgments through references to the text and to prior knowledge

organizes the interpretation around several clear ideas premises or images

develops interpretations that exhibit careful reading and

develops and justifies the interpretation through sustained use of examples

xliv

understanding and textual evidence


informational/ factual texts

writes a short description of a real object, person, place or event using sensory details

writes a friendly letter complete with the date, salutation, body, closing and signature

writes description that use concrete sensory details to present and support unified impressions of people, places, things or experiences

writes a simple friendly letter based on a model

writes a friendly letter following the correct format (date, salutation)

writes informal and formal letters

STRAND 4: WRITING (4-6)

SUB-STRAND

Content

Standard

The learner…


GRADE 4

The learner …

GRADE 5

The learner …

GRADE 6

The learner …

uses correct handwriting when

writing CONTINUED CONTINUED CONTINUED


capitalizes names of magazines, newspapers, works of art, musical compositions,organizations, and the first word in quotations when appropriate

uses correct capitalization

CONTINUED

spells roots, inflections, suffixes spells roots, suffixes, prefixes, spells frequently misspelled words

xlv

ME

CH

AN

ICS

writing and prefixes, and syllable constructions

contractions, and syllable constructions


writing

uses parentheses, comma in direct quotations, and apostrophes in the possessive case nouns and in contractions

uses colon to separate hours and minutes and to introducing a list; use quotation marks around exact words of speaker and names of poems, songs, short stories, etc.

uses colons in business letters, semi-colons to connect independent clauses and commas when linking two clauses with a conjunction in compound sentences

uses underlining, quotation marks, or italics to identify titles of documents

WR

ITIN

G P

RO

CE

SS

uses language conventions in

writing

uses simple and compound sentences

identifies and correctly uses prepositional phrases, appositives and independent and dependent clauses; use transitions and conjunctions to elaborate ideas

uses simple, compound and compound complex sentences;

uses effective coordination and subordination of ideas to express complete thoughts

combines short related sentences with appositives, participle phrases, adjectives, adverbs, and prepositional phrases

identifies and use regular and irregular verbs, adverbs, prepositions and coordinating conjunctions

identifies and correctly uses verbs that are often misused (e.g. lie/lay sit/set rise/raise) modifiers and normative objectives and possessive pronouns

identifies and uses present perfect, past perfect and future perfect tenses; subject-verb agreement with compound subjects and indefinite pronoun

SUB-STRAND

Content

Standard

The learner…


GRADE 4

The learner …

GRADE 5

The learner …

GRADE 6

The learner …

xlvi

WR

ITIN

G P

RO

CE

SS

demonstrates understanding of text structure to give focus and organization

creates multiple – paragraph composition:

a. provide an introductory paragraph

b. establish and support a central idea with a topic sentence at or near first paragraph

c. include supporting paragraphs with simple facts details and explanations

d. conclude with a paragraph that summarizes the point

e. use correct indention.

creates a multiple paragraph narrative compositions:a. establish and develop a situation

or plotb. describe the settingc. present and ending

chooses a form of writing (e.g. personal letter, letter to the editor, review, poem, report, narrative that best suit the intended purpose

uses traditional structure for conveying information (e.g. chronological order, cause and effect, similarity and differences, and posing and answering a question)

creates a multiple – paragraph expository composition:a. establish a topic with important

ideas or events in sequence or chronological order

b. provide details and transitional expressions that link one paragraph to another in a clear line or thought

creates a multiple-paragraph expository compositiona. develop the topic with

supporting details and precise verbs, nouns, and adjectives to pain a visual image in the mind of the reader

b. conclude a detailed summary linked to the purpose of the composition

writes summaries that contain the main ideas of the reading selection and the most significant details

offers a concluding paragraph that summarizes important ideas and details

uses a variety of effective and coherent organizational patterns, including comparison and contrast, organization by categories; arrangement by spatial order of importance or climactic order.

applies technology to research for

information

quotes or paraphrases information sources, citing them appropriately

uses organizational features of printed text (e.g. citations, end notes, bibliographic references) to locate relevant information

uses organizational features of electronic text (e.g. bulletin boards, databases, keyword searches, e-mail addresses) to locate information

SUB-STRAND

Content PERFORMANCE STANDARDS

GRADE 4 GRADE 5 GRADE 6

xlvii

Standard

The learner…

The learner …

The learner … The learner …W

RIT

ING

PR

OC

ES

S

applies technology to research for

information

locates information in reference text by using organizational features (e.g. prefaces, appendices)

writes simple documents by using electronic media and employing organizational features (e.g. passwords., entry and pull down menus, word searches thesaurus ,spell checks)

writes documents with appropriate formatting by using word-processing skills and principles of design (e.g. margins, tabs, spacing, columns, page, orientation)

uses various reference materials as an aid in writing (e.g. dictionary, thesaurus, card catalog, encyclopedia, on-line information)

uses the thesaurus to identify alternative word choices and meanings

CONTINUED

understands the structure and organization of almanacs, newspapers and periodicals

CONTINUED CONTINUED

demonstrates basic keyboarding skills and familiarity with the vocabulary of technology (e.g. cursor, software, memory, disk drive, hard drive)

CONTINUED CONTINUED

applies knowledge of coherence and cohesion to edit

and revise manuscripts

revises drafts to improve coherence and progression by adding, deleting, consolidating and rearranging text

revises manuscript to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying and rearranging words and sentences

revises writing to improve organization and consistency of ideas within and between paragraphs

SUB- Content PERFORMANCE STANDARDS

xlviii

STRANDStandard

The learner…GRADE 4

The learner …

GRADE 5

The learner …

GRADE 6

The learner …

WR

ITIN

G G

EN

RE

S

applies understanding

of organizational patterns to write

expositions

identifies the purpose and explain the situation

follows an organizational pattern appropriate to the type of composition (description, explanation, comparison and contrast and problem –solution)

offers persuasive evidence to validate arguments and conclusion as needed

applies knowledge of text structures

to persuade readers

states a clear position in support of a proposal

states a clear position on proposal or proposition

supports a position with relevant evidence

supports the position with organized and relevant evidence

follows a simple organizational patternto address reader concerns

anticipates and address reader concerns and counter arguments

applies knowledge of text structures

to write information reports

frames a central question about an issue or situation

frames questions that direct the investigation

poses relevant questions with a s cope narrow enough to be thoroughly covered

includes facts and details for focus

establishes a controlling idea or topic supports the main idea or ideas with facts, details, examples and explanations from multiple authoritative sources

draws from more than one source of information (e.g. speakers, books, newspapers, other media sources)

develops the topic with simple facts details, examples and explanations

uses proper referencing

xlix

STRAND 4: WRITING (7-10)

SUB-STRAND

ContentStandard

The learner…

PERFORMANCE STANDARDSGRADE 7 GRADE 8 GRADE 9 GRADE 10

ME

CH

AN

ICS

uses correct handwriting when writing

CONTINUED CONTINUED CONTINUED CONTINUED


writing



writing


l

WR

ITIN

G P

RO

CE

SS uses of language

conventions in writing

analyzes the appropriate use of: misplaced modifiers dangling modifiers subjunctive mood/conditional

clauses double negative parallel structures methods of sentence expansion adverb clauses if clause adjective phrase and clauses S-V agreement


SUB-STRAND

ContentStandard

The learner…


WR

ITIN

G P

RO

CE

SS

applies technology to research for information


usesunderstanding of text structure to give focus and organization

uses appropriate cohesive devices (e.g., connectors, pronouns, repetition of vocabulary or grammatical structures)


selects and use language for effect to create/ recount, describe experiences/ events/ topics and/ or persuade the reader to accept the writer’s position/ proposed action


organizes facts, ideas and/ or points of view in a way appropriate to the mode of delivery, purpose and audience (e.g., using graphics for effective presentation of information)


li

uses understanding of text structures to write for a variety

of purposes

plans how to support the key message of a text with factual/ descriptive details and/ or examples appropriate to purpose, audience, context and culture


uses text features (e.g., title/ headline, main headings and sub-headings, captions/ labels for visuals) appropriate to different types of texts and contexts


WR

ITIN

G

PR

OC

ES

S

uses skills onreviewing, revising,

proofreadingand editing to

improve writingand

representation

develops the plot in a narrative using literary techniques (e.g., flashback, twist-in the tale, withholding information for suspense)


reviews and revises drafts to enhance relevance, focus, and clarity and to achieve precision in expression of meaning CONTINUED CONTINUED CONTINUED

proofreads and edits drafts CONTINUED CONTINUED CONTINUED

SUB-STRAND

ContentStandard

The learner…


WR

ITIN

G G

EN

RE

S

applies knowledge of

literary devices to write creative

and personal expressions

expresses feelings and thoughts, and/ or experiment with sound, images and language CONTINUED CONTINUED CONTINUED

narrates situations, express feelings and convey points of view about the world and/ or fictional worlds


apply knowledge of text structures to write various informational

texts

recounts experiences or past events CONTINUED CONTINUED CONTINUED

writes directions/ instructions of steps to be taken to accomplish something CONTINUED CONTINUED CONTINUED

writes explanations of various information CONTINUED CONTINUED CONTINUED writes to persuade the reader by presenting one

side of an argument or an issueCONTINUED CONTINUED CONTINUED

writes informational reports that presents CONTINUED CONTINUED CONTINUED

lii

information about a subject

LEGEND

CONTINUED. The performance standard has been mastered in the previous grade levels but should be applied continuously in grade-appropriate texts/materials and with varying degrees of difficulty and complexity.

STRAND 4: VIEWING (K-3)

SUB-STRAND

Content

Standard

The learner…


KINDERGARTEN

The learner

GRADE 1

The learner

GRADE 2

The learner

GRADE 3

The learner

Viewing Strategies and Skills demonstrates

positive disposition towards active viewing

focuses attention on a designated image/subject when given a readiness cue

focuses attention on a designated image/subject when given a readiness cue

recognizes and responds to visual images:

road and school signs

symbols trademarks picture books advertisement

(flyers, posters non-violent and

recognizes different types of visual media

uses a variety of strategies to predict content and meaning in visual media

liii

educational cartoons and videos

focuses attention on specific details when given directions

focuses attention on specific details when given directions

uses a variety of appropriate strategies to predict content and meaning in visual media


maintains age-appropriate focus for short periods

maintains age-appropriate focus for short periods

adapts attentive behavior to accommodate the viewing situation such as refocus or recover from distractions

adapts attentive behavior to accommodate the viewing situation such as refocus or recover from distractions

understands the different types of grade-appropriate visual media

recognizes and responds to visual images such as logos, symbols and trademarks

recognizes and responds to visual images:

road and school signs

symbols trademarks picture books

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advertisement (flyers, posters

non-violent and educational cartoons and videos

identifies story events or information from visual media

plans and presents a report using two or more visual media

creates visual representations of personal experiences through media such as drawing, painting, acting and puppeteering

plans and presents a report using two or more visual media

accesses, views and responds to visual forms such as computer programs, videos, drawing, pictures and collages

interprets visual clues in cartoons, graphs, tables and charts that enhance the comprehension of text

Critical viewing

demonstrates critical understanding for interpreting mass media

explains similarities and differences between real life and life depicted in visual media

explain similarities and differences between real life and life depicted in visual media

identifies with confidence the different elements in visual narratives

identifies with confidence the different elements in visual narratives

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interprets correctly different features that affect a viewer’s perceptions of characters in visual media

differentiates different elements from films, videos, television, and other visual media that appeal to him or her

interprets meanings through the varied techniques that visual media used to convey messages in visual media

understands techniques used to establish mood in

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visual media

understands the use and meaning of symbols and images in visual media

understands basic elements of advertising in visual media


explains that film and television have features that identify different genres

interpret correctly different features that affect a viewer’s perceptions of characters in visual media


differentiate different elements from films, videos, television, and other visual media that appeal to him or her


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understands techniques used to establish mood in visual media

understands the use and meaning of symbols and images in visual media


STRAND 4: VIEWING (4-6)lviii

SUB-STRAND

Content

Standard

The learner…

GRADE 4

The learner

GRADE 5

The learner

GRADE 6

The learner

Viewing Strategies and Skills

demonstrates understanding of the different viewing strategies and skills that are necessary to understand and interpret visual media

gives the main idea or message in visual media




using knowledge of the structure of television programs: for cartoons,

making predictions based on program length,

knowing/experiencing that a resolution will be reached and that main characters will overcome difficulties to return to the next episode;

using knowledge of cause-and-effect relationships to predict plot development)










using knowledge of cause-and-effect relationships to predict plot development

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Critical Viewing

demonstrates critical understanding and interpretation of mass media

identifies with confidence the different elements that help establish plot, setting, and character in visual narratives






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enumerates and interprets the different ways in which people are stereotyped in visual media and understands that people could have been represented differently

understands techniques used






understands techniques used to






understands techniques used lxi

STRAND 4: VIEWING (7-10)

SUB-STRAND

Content

Standard

The learner…

GRADE 7

The learner…

GRADE 8

The learner…

GRADE 9

The learner…

GRADE 10

The learner…

Viewing Strategies and Skills






knowing/experiencing that a resolution will be reached and that





knowing/experiencing that a resolution will





knowing/experiencing that a resolution will





knowing/experiencing that a resolution will be reached and that main characters will

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main characters will overcome difficulties to return to the next episode;


be reached and that main characters will overcome difficulties to return to the next episode;


be reached and that main characters will overcome difficulties to return to the next episode;


overcome difficulties to return to the next episode;


CRITICAL VIEWING


interprets critically visual media using a range of strategies

drawing conclusions, making

generalizations, making synthesize

about the materials viewed,

refering to images or information in visual media to support point of view

deconstructing media to determine the main idea


drawing conclusions,

making generalizations,

making synthesize about the materials viewed,


deconstructing media to determine


drawing conclusions,

making generalizations,

making synthesize about the materials viewed,


deconstructing media to determine


drawing conclusions, making

generalizations, making synthesize

about the materials viewed,



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the main idea the main idea

evaluates informational media




explains the conventions of visual media genres


describes particular effects or purposes that are manipulated by rules and expectations about genres

describes how images and sound convey messages in visual

analyze stereotypes in visual media


describes the connection between context and values projected by visual media

describes how images and sound convey messages in visual media



analyzes stereotypes in visual media using strategies to


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expresses the effects of style and language choice in visual media

tells how literary forms can be represented in visual narratives

describes a variety of techniques used in advertising




explains how editing shapes meaning in visual media

explains the effects of visual media on audiences with different backgrounds






explains the effects of visual media on audiences with different

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explain the effects of visual media on audiences with different backgrounds

backgrounds

STRAND 4: VIEWING (11-12)SUB- Content

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STRANDStandard

The learner…

GRADE 11


GRADE 12


Strategies and Skills

demonstrates understanding of the

different viewing












using knowledge of cause-and-effect relationships to predict plot development


drawing conclusions, making generalizations, making synthesize about the materials

viewed,


explains the conventions of visual

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CRITICAL VIEWING

Demonstrates critical understanding of the different viewing strategies and skills that are necessary to understand and interpret visual media






analyzes stereotypes in visual media using strategies


media genres


analyzes stereotypes in visual media using strategies



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Describe a variety of techniques used in advertising (e.g., portrayals of happy families and exotic places; celebrity endorsement; use of humor; emphasis on value and reliability; sex appeal; science and statistics; appeal to fears and insecurities)



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CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM

ENGLISH

A. Writeshop on the Finalization of the Curriculum StandardsVenue: RELC, CALABARZON Date: May 19-21,2011

NAME DESIGNATION OFFICE/SCHOOL

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1. Mr. Roderick M. Aguirre Language Consultant DepEd. Region VIII2. Mr. Galileo L. Go Senior Education Program Specialist CDD-BEE, DepEd, Central Office3. Mr. Ricardo G. Ador Dionisio Education Program Specialist (Detailed) CDD – BSE, DepEd Central Office4. Mrs. Liberty A. Mangaluz Head Teacher III Quirino High School, Quezon City5. Mr. Adrian S. Peralta Teacher II/Assoc. Prof UE-CAS C.Apostol Elem. School, City of Manila

University of the East, Manila6. Ms. Marisol L. Echano Teacher I Sta. Lucia High School, Pasig City

B. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and StandardsVenue: DAP,Tagaytay City Date: May 10-13, 2011

NAME DESIGNATION OFFICE/SCHOOL1. Dr. Edilberta Bala Professor Philippine Normal University, City of Manila2. Dr. Lourdes Visaya Retired DepEd3. Dr. Perla Cuanzon Retired DepEd4. Mr. Adrian S. Peralta Teacher II/Assoc. Prof UE-CAS C.Apostol Elem. School, City of Manila

University of the East, Manila5. Ms. Jesusa Antiquiera Principal II Padre Gomez Elem. School, City of Manila7. Mr. Galileo L. Go Senior Education Program Specialist CDD-BEE, DepEd, Central Office8. Mr. Ricardo G. Ador Dionisio Education Program Specialist (Detailed) CDD – BSE, DepEd Central Office9. Mrs. Melinda Rivera Senior Education Program Specialist CDD-BSE DepEd Central Office10. Ms. Marisol L. Echano Teacher I Sta. Lucia High School, Pasig City

C. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards

1. Regions IV-A, IV-B,V and NCRVenue: Bulwagan ng KarununganDate: April 27, 2011

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NAME DESIGNATION OFFICE/SCHOOL1. Ma. Gina M. Rocena SST III Quezon City High School2. Eufemia B. Pura Rizal National High School3. Caroline Lazerteza Ateneo High School4. Ma. Teresa M. Abainza Daraga National High School5. Victoria R. Mayo ES II Dep. Ed- NCR6. Rose Ann B. Pamintuan Pasig Elementary School7. Galileo L. Go BEE8. Marife T. Tañala Dep. Ed. MIMAROPA9. Regida N. Vibar Dep. Ed. R-V

2. Regions VI,VII and VIIIVenue: Ecotech, Lahug Cebu CityDate: May 4, 2011

NAME DESIGNATION OFFICE/SCHOOL1. Luz V. Isobal Bethel International School, R-VIII2. Estrellita B. Plarisan Saint Joseph College, Maasin City, R-VIII3. Lilia O. Orola Division of Roxas City4. Claire C. Bato CNSAT, Biliran Division5. Mary Ann F. Guimoc V & G Dela Cruz Memorial School,

Tacloban City6. Lorelie G. Torlar Caibiran SPED Center, Division of Biliran7. Arlene M. Omaque Cabancalan NHS, Dep. Ed. Mandaue City8. Leonila Tabar University of San Jose-Recoletos Basak

Campus, Basak Pardo, Cebu City9. Rustum Geongon Division Offion, Samar Division10. Marcelita S. Dignos Region VII11. Evelyn C. Dominguez Santa Barbara Nat’l Comp., Division of Iloilo12. Leilanie R. Francisco Linabuan Norte Elem. School, Division of

Aklan

3. Regions IX,X and ARMMlxxii

Venue: RELC, Cagayan de Oro CityDate: May 5, 2011

NAME DESIGNATION OFFICE/SCHOOL1. Samina C. Mamao DepEd LS – II – A2. Pedro L. Sutacio Jr. CUBED3. Leticia S. Angelito DepEd4. Sonia P. Lumbay DepEd Region IX5. Ann P. Barrientos DepEd Region IX6. Harrie May U. Honorio DepEd Region IX7. Dorothy D. Baraquero DepEd Region IX8. Gaudencio C. Gonite SHMS9. Belinda A. Busalla DepEd – Gingoog City10. Mary Neya Grace C. Chipada DepEd – Gingoog City11. Jocelyn R. Mimia DepEd – Agusan del Norte 12. Amor de Torres CU – PAFIE13. Jeanie L. Mativo DepEd – Surigao del Norte14. Leah O. Bayani CUBED15. Joseph A. Moral Corpus Christi School16. Belinda A. Busalla Dep. Ed.17. Mary Neva Grace C. Chipada Dep. Ed.18. Angelina B. Buabon Dep. Ed. R.O.19. Gaudencio C. Garife SHJMS Borja20. Joseph A. Moral Corpus Christi School21. Leah O. Bayani CUBED22. Anna Liza A. Aca-Ac OLLES23. Joan Valles Alejandrino Dep. Ed., Agusan del Norte24. Jocelyn R. Mission Dep. Ed., Agusan del Norte25. Jeanie L. Matiso EPS I Dep. Ed. Surigao del Norte26. Juliet R. Lebios Dep. Ed. CARAGA27. Jaremie J. Morales XUGS

4. Regions XI,XII, ARMM (Shariff Kabunsuan,Maguindanao) Venue: RELC, Davao City and CARAGA

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Date: May 6,2011

NAME DESIGNATION OFFICE/SCHOOL1. Nancy P. Sumagaysay DepEd Division of Davao Oriental2. Edilhynie M. Jambangan Holy Cross of Mintal, Inc.3. Marivic N. Neri College of Educ. – USEP4. Rudylen P. Anino Stella Maris Academy of Davao5. Aileen Mae T. Hui Stella Maris Academy of Davao6. Caren Joy E. Chiew Stella Maris Academy of Davao7. Gilbert C. Bayron Davao Wisdom Academy8. Clarisse Caballero - Regalado Glan Little Angels Academy, Inc.9. Dinah G. Abdul Div. Office, Maguindanao 210. Wilma Grace P. Rivero Div. Office, Maguindanao 111. Ofelia N. Caballo Francisco Adlaon Learning Institute 12. Lani F. Anito Midsayap Pilot ES13. Irene J. Cutamor Romana C. Acharon, CES

D. Workshop on the K to 12 Curriculum MappingVenue: DAP, Tagaytay City Date: March 16-18, 2011

NAME DESIGNATION OFFICE/SCHOOL1. Galileo Go CDD – BEE2. Nerissa Lormeda Division of Taguig

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3. Eva Imingan Division of Olongapo4. Melinda Rivera CDD – BSE5. Liberty Mangaluz Quirino HS, Division of Q.C.6. Ricardo Ador Dionisio Rizal HS, Division of Pasig City7. Dr. Nilda R. Sunga Angelicum College, QC8. Dr. Catalina Credo Zamboanguita, Neg. Or.9. Dr. Lourdes Visaya DepEd – NEPP10. Dr. Perla Cuanzon DepEd – NEPP11. Dr. Marietta Otero University of the East12. Dr. Edilberta Bala PNU13. Dr. Roderick Aguirre PNU/ CESS14. Mirla Olores SPED – BEE15. Procy Lontoc SPED -BEE

SECRETARIAT

NAME DESIGNATION11. Rachelle C. Fermin DepEd12. Prescy Ong DepEd13. Magdalena Mendoza DAP14. Tristan Suratos DAP

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15. Kimberly Pobre DAP16. Cristina Villasenor DAP17. Lani Garnace DAP18. Kidjie Saguin DAP19. Maria Boncan Accountant, DepEd20. Daylinda Guevarra Accountant, DepEd21. Fenerosa Maur Accountant, DepEd22. Divina Tomelden Accountant, DepEd23. Nilva Jimenez Disbursing Officer, DepEd

FACILITATORS/ SUPPORT TEAM

NAME DESIGNATION1. Irene C. De Robles CDD – BEE2. Jose Tuguinayo, Jr. CDD – BSE3. Marivic Abcede CDD – BSE4. Mirla Olores SPED – BEE 5. Simeona Ebol CDD – BEE6. Fe Villalino SDD – BEE

ADVISORY TEAM

NAME DESIGNATION1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC2. Dr. Lolita Andrada Director, BSE – DepEd, Pasig3. Dr. Angelita Esdicul Director, BEE – DepEd, Pasig

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4. Dr. Ricardo de Lumen OIC, Director III – Tech Voc, DepEd5. D. Paraluman R. Giron Chair, K – 10 TWG6. Dr. Avelina T. Liagas Consultant, TEC, DepEd7. Dr. Dina Ocampo Dean, COE, UP Diliman8. Dr. Ester Ogena President, PNU9. Dr. Brenda B. Corpuz Technical Adviser to the Office of USEC, Pograms and

Standards10. Dr. Dennis Faustino Headmaster, SMS Sagada, Mt. Prov. 11. Dr. Merle Tan Director, UP – NISMED12. Dr. Cristina Padolino President, CEU13. Mr. Napoleon Imperial CHED14. Diane Decker Consultant, MTB – MLE15. Dr. Nelia Benito Director, NETRC16. Dr. Socorro Pilor Director, IMCS17. Dr. Beatriz Torno Executive Director, TEC18. Dr. Carolina Guerrero Director, BALS19. Dr. Irene Isaac Director, TESDA

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K to 12 English Curriculum Guide

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Transcript of K to 12 English Curriculum Guide