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

K to 12 Curriculum Guide

ENGLISH
(Grade 1 to Grade 3)

April 30, 2012

Standards and Competencies: Domains Covered - First Grade Level 1. Oral Language 2. Vocabulary 3. Grammar 4. Phonological Awareness 5. Listening Comprehension

Grade 1 ORAL LANGUAGE Use speaking skills and strategies appropriately to communicate with different audiences for a variety of 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

Grade 2 Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

Grade 3 Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

Listen and speak with a Listen and speak with a purpose in mind purpose in mind Listen and respond to others Listen and respond to others follow and explain give multiple directions processes give information shared by synthesize and restate others express their feelings about information shared by others ideas of others engage in a conversation ask questions to inquire for a variety of purposes and clarify express their choices, seek help feelings about others ideas interact with others seek help - initiate a conversation ask questions to inquire - engage in a conversation and clarify with multiple exchanges - share information and interact with others stories 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

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

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 Make interpretations Make interpretations Listen and respond to texts Listen and respond to texts Listen and respond to texts clarify meanings heard Clarify meanings heard Clarify meanings heard while drawing on personal while drawing on personal while drawing on personal experiences experiences experiences Identify, describe and use Identify, describe and use Identify, describe and use some commonly used some commonly used some commonly used verbal and non-verbal verbal and non-verbal verbal and non-verbal features in a range of texts features in a range of texts features in a range of texts

Restate and retell information Engage in a variety of ways to share info (e.g. roleplaying, morning message, show and tell) Retell a story

Restate and retell information Engage in a variety of ways to Share info (e.g. roleplaying, show and tell, reporting) Share own story/read aloud stories Summarize and retell stories

Restate and retell information Engage in a variety of ways to share info (e.g. roleplaying, show and tell, radioplay/podcast/vodcast, reporting/poster presentations ) Share and read aloud stories Summarize and retell stories Express oneself Speak clearly and audibly Speak in full sentences Express thoughts and feelings Share own ideas State opinions and provide reasons Display sensitivity to sounds in spoken language 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

Express oneself Speak cleary and audibly Speak in full sentences Express thoughts and feelings Share own ideas Share preferences PHONOLOGICAL AWARENESS Display sensitivity to sounds in 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

Express oneself Speak clearly and audibly Speak in full sentences Express thoughts and feelings Share own ideas Share opinions Display sensitivity to sounds in spoken language 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

word Identify the beginning sound of a word Identify onsets and rimes Identify the final sound of a word

PHONICS AND WORD RECOGNITION

Use strategies to decode/identify words Identify signs, symbols, labels, and captions in the environment Recognize some common words on sight (e.g. a, the, and, said)

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 Use strategies to decode/identify Use strategies to decode/identify words words Know all letter-sounds Understand that the order of letters in a written word represents the order of 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. he, she, they, are, will, with, there) Recognize and read some irregularly spelled words (e.g. have, said, please, because) Identify/Distinguish words Know all letter-sounds Understand that the order of letters in a written word represents the order of 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

GRAMMAR Apply grammar to communicate effectively

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

Apply grammar to communicate effectively

Apply grammar to communicate 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 Use complete simple and sentences (e.g. declarative, sentences (e.g. declarative, 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 Use nouns in sentences (people, animals, places, things, events) Noun Use nouns in sentences (people, animals, places, things, events) Noun Use nouns in sentences (people, animals, places, things, events)

 Recognize the use of a/an Use plural form of regular nouns by adding /s/ or /es/

Use nouns with a/an Use plural form of regular nouns by adding /s/ or /es/, changing y to i and adding /es/

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) Use commonly used possessive pronouns Use demonstrative pronouns (this/that, these/those) Use interrogative pronouns (e.g. who, what, where, when, why)

Pronoun Pronoun Use personal pronouns Use personal pronouns (e.g. I, you, he, she, it, we, (e.g. I, you, he, she, it, we, they) they) Use possessive pronouns Use possessive pronouns Use demonstrative Use demonstrative pronouns (this/that, pronouns (this/that, these/those) these/those) Use interrogative pronouns Use interrogative pronouns (e.g. who, what, where, (e.g. who, what, where, when, why, how) 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) Adjective Use descriptive and limiting adjectives Use the degrees of adjectives in making comparisons (positive, comparative, superlative) Use synonyms and antonyms

Adjective Use common adjectives

Verb Use common simple verbs

Adverb

Verb Use verbs Use simple tenses of verbs Use correct subject-verb agreement Adverb Recognize adverbs

Verb Use verbs Use simple tenses of verbs Use correct subject-verb agreement Adverb Use adverbs of manner and frequency

Preposition Recognize directional prepositions (e.g. in, on, under, etc.)

Preposition Preposition Use the most frequently Use the most frequently occurring prepositions (e.g. occurring prepositions (e.g. on, over, under, to, from, towards, into, etc.) above, etc.) Use a variety of words to communicate ideas orally for a variety of purposes and to understand written text 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 a variety of words to communicate ideas orally for a variety of purposes and to understand written text 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, smilesmiled, smiles, smiling)

VOCABULARY

Use a variety of words to communicate ideas orally for a variety of purposes and to 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

play with words and language Use new words learned thru stories in own speech Know and use words that are important to school work, such as the names for colors, shapes, and numbers Know and use words that are important to daily life like names of persons, animals, things, places and events Determine what words mean using context clues Ask, talk about and determine the meaning of new words Use new words when speaking Recognize that some words have the same meaning Recognize that some words have opposite meanings Recognize that words play different roles in sentences (for example, some words nounsname things and some wordspronouns replace naming words)

words mean the same (synonyms) and some words have opposite meaning (antonyms) Recognize that words play different roles in sentences (for example, some words nounsname things and some wordsverbsshow action) Find the meaning of unfamiliar words through context clues Recognize root words and their inflections (e.g., look, looks, looked, looking). Identify some words that comprise contractions (e.g., cant=can not, its=it is, arent=are not). Recognize that two words can make a compound word (e.g., airport, treetop, popcorn).

Use English to define or describe other English words Use English to describe persons, places, processes and events Use knowledge of prefixes to (e.g., un-, re-, in-, dis-) to determine the meaning of words. Use knowledge of suffixes (e.g., -ful, -ly, -less) to determine the meaning of words. Recognize some words represented by common abbreviations (e.g., Mr. Ave., Oct.). Determine the meaning of compound words, using knowledge of individual words (e.g., lunchtime, daydream, everyday). 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 texts perceived auditorily for a 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 Glean meaning from a range of texts perceived auditorily for a variety of purposes 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 Glean meaning from a range of texts perceived auditorily for a variety of purposes 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, problemsolution)

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 LANGUAGE, LITERATURE AND literacy learning LITERACY Revisit favorite books, songs, rhymes Attempt to read or re-tell texts listened to Display a positive regard towards literacy learning Retell familiar storybooks to others Make choices from a 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 Display a positive regard towards literacy learning Make choices about which 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