Republic of the Philippines

Department of Education DepEd Complex, Meralco Avenue

Pasig City

April 30, 2012

K to 12 Curriculum Guide

ENGLISH

(Grade 1 to Grade 3)

Standards and Competencies:

Domains Covered - First Grade Level

1. Oral Language

2. Vocabulary

3. Grammar

4. Phonological Awareness

5. Listening Comprehension

Grade 1 Grade 2 Grade 3

ORAL LANGUAGE Use speaking skills and strategies Use speaking skills and strategies Use speaking skills and strategies appropriately to communicate with appropriately to communicate with appropriately to communicate with different audiences for a variety of different audiences for a variety of different audiences for a variety of purposes purposes purposes

Listen and speak with a purpose in mind Listen and respond to others • give directions

• express their feelings about

others ideas • ask simple questions

• seek help

• interact with others

- initiate a conversation - engage in a dialogue - share information and stories with others

Listen and speak with a purpose in mind

Listen and respond to others

• give multiple directions

• give information shared by others

• express their feelings about

ideas of others • ask questions to inquire

and clarify • seek help

• interact with others

- initiate a conversation - engage in a conversation with multiple exchanges - share information and stories with others

Listen and speak with a purpose in mind Listen and respond to others • follow and explain

processes • synthesize and restate

information shared by others

• engage in a conversation

for a variety of purposes • express their choices,

feelings about others ideas • seek help

• ask questions to inquire

and clarify • interact with others

- engage in discussions

about specific topics - engage in a conversation for a variety of purposes - share more elaborate information/stories with others

Identify/Share relevant information

• describe/talk about ones

experiences • talk about the experiences

of others • describe a sequence of

events • describe ones environment

(e.g. persons, animals, places , things , events etc.)

• identify

similarities/differences

Make interpretations

• Listen and respond to texts •

clarify meanings heard while drawing on personal experiences

• Identify, describe and use

some commonly used verbal and non-verbal features in a range of texts

Identify/Share relevant infromation

• describe/talk about ones

experiences • talk about insights drawn

from the experiences of others

• describe a sequence of

events • describe ones environment

(e.g. persons, animals, places , things , events etc.)

• state/enumerate similarities

and/or differences

Make interpretations

• Listen and respond to texts •

Clarify meanings heard

while drawing on personal experiences

• Identify, describe and use

some commonly used verbal and non-verbal features in a range of texts

Identify/Share relevant information

• recount a

specific/significant event • talk about insights drawn

from the experiences of others

• include more elaborate

details for narrations

• report on an assigned topic •

make comparisons by

stating similarities and differences

Make interpretations

• Listen and respond to texts •

Clarify meanings heard

while drawing on personal experiences

• Identify, describe and use

some commonly used verbal and non-verbal features in a range of texts

Restate and retell information Restate and retell information Restate and retell information • Engage in a variety of ways • Engage in a variety of ways • Engage in a variety of ways

to share info (e.g. to Share info (e.g. to share info (e.g. roleplaying, morning roleplaying, show and tell, roleplaying, show and tell, message, show and tell) reporting) radioplay/podcast/vodcast,

• Retell a story • Share own story/read aloud reporting/poster

stories presentations )

• Summarize and retell • Share and read aloud

stories stories • Summarize and retell

stories

Express oneself Express oneself Express oneself • Speak cleary and audibly • Speak clearly and audibly • Speak clearly and audibly • Speak in full sentences • Speak in full sentences • Speak in full sentences • Express thoughts and • Express thoughts and • Express thoughts and

feelings feelings feelings • Share own ideas • Share own ideas • Share own ideas • Share preferences • Share opinions • State opinions and provide

reasons

PHONOLOGICAL AWARENESS Display sensitivity to sounds in Display sensitivity to sounds in Display sensitivity to sounds in spoken language spoken language spoken language

• Recognize rhyming words

• Distinguish rhyming words

from non-rhyming words

• Supply rhyming words in

response to spoken words

• Identify/count individual

words in phrases and sentences

• Identify/count syllables in

words • Identify/count sounds in a

• Distinguish rhyming words

from non-rhyming words

• Supply rhyming words in

response to spoken words

• Identify/count individual

words in phrases/sentences

• Identify/count syllables in

words

• Identify/count sounds in a

word • Identify the beginning

• Know all letter sounds

• Blend letter sounds to

read/form a word

• segment letter sounds in a

word

• Understand that the order of letters in a written word

represents the order of sounds in a spoken word

word • Identify the beginning

sound of a word

• Identify onsets and rimes

• Identify the final sound of a

word

sound of a word

• Identify the final sound of a

word

• Identify onsets and rimes

• Identify the medial sound of

a word

• Identify/count individual

sounds in a word

• Blend sounds to form

words

PHONICS AND WORD Use strategies to decode/identify Use strategies to decode/identify Use strategies to decode/identify RECOGNITION words words words

• Identify signs, symbols, • Know all letter-sounds • Know all letter-sounds

labels, and captions in the • Understand that the order • Understand that the order environment of letters in a written word of letters in a written word

• Recognize some common represents the order of represents the order of words on sight (e.g. a, the, sounds in a spoken word and, said) • Use phonic knowledge to

attempt unknown words • Show how spoken words

are represented by written letters that are arranged in a specific order

• Blend phonemes to read

words • Recognize some common

words on sight (e.g. he, she, they, are, will, with, there)

• Recognize and read some

irregularly spelled words (e.g. have, said, please, because)

• Identify/Distinguish words

sounds in a spoken word • Use phonic knowledge to

attempt unknown words • Show how spoken words

are represented by written letters that are arranged in a specific order

• Blend phonemes to read

words • Recognize some common

words on sight (e.g. an, of, then, had, his, were, some, his, him)

• Recognize and read some

irregularly spelled words (e.g. such as enough, enough, through, beautiful)

• Identify/Distinguish words

with short and long vowel sounds

• Read and spell one to two

syllable words with consonant blends

• Read and spell one to two

syllable words with consonant digraphs/trigraphs

• Read and spell words with

inflectional endings • Recognize and spell

irregularly spelled words

with short and long vowel sounds

• Read and spell one to two

syllable words with consonant blends

• Read and spell one to two

syllable words with consonant digraphs/trigraphs

• Read and spell words with

affixes

• Recognize and write

irregularly spelled words

GRAMMAR Apply grammar to communicate Apply grammar to communicate Apply grammar to communicate effectively effectively effectively

Sentence Sentence Sentence • Recognize sentences and • Recognize sentences and • Recognize sentences and

non-sentences non-sentences non-sentences • Use simple sentences • Use simple sentences • Recognize simple subject

• Use different kinds of • Use different kinds of and predicate in sentences

sentences (e.g. declarative, sentences (e.g. declarative, • Use complete simple and interrogative) interrogative, exclamatory) compound sentences

• Recognize punctuation • Recognize punctuation • Use different kinds of

marks (period, question marks (period, question sentences (e.g. declarative, mark) mark, exclamation point) interrogative, exclamatory,

imperative) • Use punctuation marks

(period, question mark, exclamation point)

Noun Noun Noun • Use nouns in sentences • Use nouns in sentences • Use nouns in sentences

(people, animals, places, (people, animals, places, (people, animals, places, things, events) things, events) things, events)

• Recognize the use of a/an

• Use plural form of regular

nouns by adding /s/ or /es/

Pronoun • Use personal pronouns

(e.g. I, you, he, she, it) • Use commonly used

possessive pronouns • Use demonstrative

pronouns (this/that, these/those)

• Use interrogative pronouns

(e.g. who, what, where, when, why)

Adjective • Use common adjectives

• Use nouns with a/an

• Use plural form of regular

nouns by adding /s/ or /es/, changing y to i and adding /es/

Pronoun • Use personal pronouns

(e.g. I, you, he, she, it, we, they)

• Use possessive pronouns •

Use demonstrative pronouns (this/that, these/those)

• Use interrogative pronouns

(e.g. who, what, where, when, why, how)

Adjective • Use descriptive and limiting

adjectives • Use the degrees of

adjectives in making comparisons (positive, comparative)

• Use plural form of

commonly used nouns

• Use collective nouns

• Use frequently occuring irregular plural nouns (e.g. children, feet, teeth)

• Use concrete and abstract

nouns • Use common and proper

nouns • Use count and mass nouns

Pronoun • Use personal pronouns

(e.g. I, you, he, she, it, we, they)

• Use possessive pronouns •

Use demonstrative pronouns (this/that, these/those)

• Use interrogative pronouns

(e.g. who, what, where, when, why, how)

• Use reflexive pronouns

(e.g. myself, ourselves)

Adjective • Use descriptive and limiting

adjectives • Use the degrees of

adjectives in making comparisons (positive, comparative, superlative) •

Use synonyms and

antonyms

Verb

• Use common simple verbs Verb Verb • Use verbs • Use verbs

• Use simple tenses of verbs • Use simple tenses of verbs

• Use correct subject-verb • Use correct subject-verb

agreement agreement Adverb

Adverb Adverb • Recognize adverbs • Use adverbs of manner

and frequency Preposition

• Recognize directional Preposition Preposition prepositions (e.g. in, on, • Use the most frequently • Use the most frequently under, etc.) occurring prepositions (e.g. occurring prepositions (e.g.

on, over, under, to, from, towards, into, etc.) above, etc.)

VOCABULARY Use a variety of words to Use a variety of words to Use a variety of words to communicate ideas orally for a communicate ideas orally for a communicate ideas orally for a variety of purposes and to variety of purposes and to variety of purposes and to understand written text understand written text understand written text

• Differentiate English words

from words in other languages spoken at home and in school

• Ask about unfamiliar words

to gain meaning

• Sort and classify familiar

words into basic categories

(e.g., colors, shapes, foods).

• Describe familiar objects

and events in both general

and specific language. • Show curiosity about and

• Identify and supply the

English word equivalent of words in the mother tongue or in Filipino

• Classify common words into conceptual categories

(e.g., animals, foods, toys).

• Determine what words

mean based on how they

are used in a sentence.

• Talk about the meaning of

words and use new words when speaking and writing

• Begin to see that some

• Use English words in

spoken and written expression

• Supply words that fall into

conceptual categories

• Provide alternate words for

a target word to reflect understanding of nuances (ie, big, huge, enormous) • Transform root words to appropriate structure to fit a sentence (ie,

smile→smiled, smiles, smiling)

play with words and words mean the same • Use English to define or language (synonyms) and some describe other English

• Use new words learned words have opposite words

thru stories in own speech meaning (antonyms) • Use English to describe • Know and use words that • Recognize that words play persons, places, processes

are important to school different roles in sentences and events work, such as the names (for example, some words • Use knowledge of prefixes for colors, shapes, and —nouns—name things and to (e.g., un-, re-, in-, dis-) to numbers some words—verbs—show determine the meaning of

• Know and use words that action) words. are important to daily life • Find the meaning of • Use knowledge of suffixes

like names of persons, unfamiliar words through (e.g., -ful, -ly, -less) to animals, things, places and context clues determine the meaning of events • Recognize root words and words.

• Determine what words their inflections (e.g., look, • Recognize some words

mean using context clues looks, looked, looking). represented by common • Ask, talk about and • Identify some words that abbreviations (e.g., Mr.

determine the meaning of comprise contractions (e.g., Ave., Oct.). new words can’t=can not, it’s=it is, • Determine the meaning of

• Use new words when aren’t=are not). compound words, using speaking • Recognize that two words knowledge of individual

• Recognize that some can make a compound words (e.g., lunchtime, words have the same meaning

• Recognize that some

words have opposite meanings

• Recognize that words play

different roles in sentences (for example, some words —nouns—name things and some words—pronouns— replace naming words)

word (e.g., airport, treetop, daydream, everyday). popcorn). • Want to learn new words

and share them at school and home

• Use clues from the context

to figure out what words mean

• Increase vocabulary

through the use of synonyms and antonyms

• Use different parts of

speech correctly, including nouns, verbs, adjectives,

and adverbs

• Learn more new words

through independent

reading

LISTENING COMPREHENSION Glean meaning from a range of Glean meaning from a range of Glean meaning from a range of

texts perceived auditorily for a texts perceived auditorily for a texts perceived auditorily for a variety of purposes variety of purposes variety of purposes

• Identify connections

between text listened to and personal experience

• Make predictions about

stories based on the cover or title, pictures, details in the text

• Expect written text to make

sense • Use an understanding of

characters, incidents and settings to make predictions

• Identify story elements

(title, characters, setting) • Validate ideas made after

listening to a story • Use/ Modify prior

knowledge based on new knowledge from text

• Listen carefully to texts

read aloud • Ask and answer questions

about texts • Answer simple questions

(who, what, where, when) about text listened to

• Identify similarities and

differences between events in a story (plot) and personal experiences

• Use personal experience to

make predictions about text to be listened to

• Use an understanding of

incidents, characters and settings to make predictions

• Validate predictions made

after listening • Modify prior knowledge

based on new knowledge from text

• Predict what will happen

next in a text • Discuss what is already

known about topics listened to

• Relate information and

events in a selection to life experiences and vice versa.

• Identify and discuss the

main events or key points

• Propose several

predictions about text • Use prior knowledge to

select most likely conclusions about text

• Formulate questions that

are expected to be answered after reading the text

• Make predictions using

experience of listening to other texts with similar themes

• Evaluate the predictions

made on the basis of text listened to

• Re-formulate prior

knowledge on the basis on new information learned from text

• Know how to read for

specific purposes and to seek answers to specific questions

• Predict what might happen

next in a text • Compare a prediction

• Derive meaning from

repetitive language structure

• Retell and/or reenact

events from a story • Talk about texts identifying

major points and key themes

• Participate / Engage in a

read-along of texts (e.g. poetry, repetitive text)

• Determine whether a story

is realistic or fantasy • Restate facts from listening

to informational text • Ask and respond to

questions about informational text

• Follow a sequence of

directions • Use details and pictures

found in the informational text to create meaning

• Use an understanding of

characters, incidents and settings to establish relationships between characters and events (e.g. sequence of events, cause and effect, problem- solution)

in a text • Identify elements of a story,

including characters, setting, and key events.

• Answer simple questions

about the literary text listened to

• Ask simple questions (who,

what, where, when) about literary text listened to

• Recognize the difference

between “made-up” (fiction) and “real” (nonfiction) texts

• Participate in the retelling

of poems and stories • Listen to and perform

simple instructions • Identify the plot of a literary

selection listened to • Recognize and identify

common themes and characters among stories

• Identify important details in

expository texts listened to • Answer questions (e.g.,

who, what, where, when) about expository text listened to

• Follow a set of written or

verbal three-step directions with picture cues.

• Determine whether a

specific task is completed, by checking to make sure all the steps were followed

about an action or event to what actually occurred within a text.

• Ask relevant questions in

order to comprehend text. • Recall information, main

ideas, and details after reading

• Answer “how,” “why,” and

“what-if” questions • Interpret information from

diagrams, charts, and graphs

• Take part in creative

responses to stories, such as dramatizations of stories and oral presentations

• Go beyond own experience

or general impression and refer to text to explain meaning

• Describe literary elements

of text including characters, plot (specific events, problem and solution), and setting.

• Describe characters (e.g.,

traits, roles, similarities) within a literary selection.

• Make simple inferences

about thoughts and feelings and reasons for actions

• Identify key themes and

discuss reasons for events

in the right order, with picture cues to assist.

• State the meaning of some

environmental signs (e.g., traffic, safety, warning signs).

in stories • Sequence a series of

events in a literary selection.

• Describe literary elements

of text including characters, plot (specific events, problem and solution), and setting.

• Describe characters (e.g.,

traits, roles, similarities) within a literary selection listened to

• Make simple inferences

about thoughts and feelings and reasons for actions

• Identify key themes and

discuss reasons for events in stories

• Sequence a series of

events in a literary selection.

• Identify cause and effect of

specific events in a literary selection.

• Identify differences

between fiction and nonfiction.

• Identify words that the

author selects in a literary selection to create a graphic visual experience.

• Identify words that the

author selects to create a

rich auditory experience (e.g., alliteration,

onomatopoeia, assonance, consonance) in a literary selection.

• Compare events and characters in literary

selections from a variety of cultures to their experiences.

• Begin to understand the

effects of different words

and phrases, e.g. to create humor, images and atmosphere

• Locate specific information

by using organizational

features in expository text.

• Identify the main idea in

expository text. • Locate facts in response to

questions about expository text.

• Locate specific information from graphic organizers

• Determine whether a

specific task is completed, by checking to make sure all the steps were followed in the right order.

• State the meaning of

specific signs and symbols (e.g., computer icons, map features, simple charts and graphs).

• Evaluate the usefulness of

the information in a

particular text for answering questions

ATTITUDE TOWARDS Display a positive regard towards Display a positive regard towards Display a positive regard towards LANGUAGE, LITERATURE AND literacy learning literacy learning literacy learning LITERACY

• Revisit favorite books, • Retell familiar storybooks to • Make choices about which

songs, rhymes others • Attempt to read or re-tell • Make choices from a

texts listened to selection of texts and begin to justify preferences

• Take books from home to

school (or vice versa) for independent/extra reading

• Identify favorite stories and

authors

texts to read based on prior reading experience

• Respond to text by discussing preferences such as favorite characters, and books with similar themes

• Write and share own

stories

• Explore and investigate

topics of own interest