Republic of the Philippines

DEPARTMENT OF EDUCATION

DepEd Complex, Meralco Avenue, Pasig City

SPECIAL EDUCATION DIVISION

Bureau of Elementary Education

Department Of Education

Pasig City, Philippines

CURRICULUM GUIDE
FOR

Children with Hearing Impairment

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 CURRICULUM GUIDE IN LANGUAGE FOR LEARNERS WITH HEARING IMPAIRMENT
PRIMARY-LEVEL I
CONTENT STANDARD
CONTENT
ORAL LANGUGAE *demonstrates
Expressive Language understanding of common
words used to communicate
personal experiences, ideas,
thoughts, actions, and
feelings
PERFORMANCE STANDARD
The learner……..
*shares personal ideas,
thoughts, actions, and feelings,
using common and appropriate
words
*tells about one’s activities/ responsibilities at
home, in school, and community.
LEARNING COMPETENCIES
 talks about oneself and one’s family
o talks about one’s name and
other personal information using
commonly- used signs and other
modes of communication
o talks about one’s environment.
-persons(familymembers)
-animals(describes some
animals)
-places(names/describes
places in school),
-things(names/describes
one’s toys)
-events (tells what
one usually does on
Saturdays, Sundays,
and Mondays to
Fridays, etc.)
o talks about topics of interest
(likes and dislikes.).
 recites known verses, short poems, and
rhymes.
 uses appropriately polite expressions
listened, using commonly used signs and
other modes of communications.
 responds appropriately to polite expressions
listened to
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*shows understanding of
varied literary forms and
concept of words in English
for effective expression
Phonological Awareness *demonstrates  *manipulates skillfully the
understanding of sounds
and their meanings for
appropriate use of words
Book and Print Knowledge *exhibits understanding on 
printed materials
participates actively in different
expressive languages activities
sounds in words to express
meaning
*displays sensitivity to sounds
in spoken language(for hard-of-
hearing)
*tells parts of a book and
follows the standards in using it
o greetings,
o expressing gratitude and
apology,
o asking permission,
o offering help
 shares personal experiences, feelings and
ideas related to stories and texts listened to:
o giving directions,
o asking simple questions.
 Participates in choral interpretation and
echo reading/ signing of short poems,
rhymes, and stories with repeated patterns
and refrains in English.
dramatizes familiar stories, rhymes, and
poems.
 recognizes rhyming words.
 identifies rhyming words in nursery rhymes,
songs, jingles, poems, and chants.
 distinguishes rhyming words from non-
rhyming words.
 supplies rhyming words in response to
spoken words.
 shows the front and back part of a book.
 tells the title and author of the book
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Alphabet Knowledge *demonstrates
understanding of the English
Alphabet
*shows understanding in  *demonstrates understanding in
Word Recognition word recognition
FLUENCY *shows understanding of
punctuation marks, rhythm,
pacing, intonation and vocal
patterns as guide for fluent
reading and signs
*distinguishes similarities and
differences of the English
Alphabet
using strategies to decode
words
*expresses ideas through signs
and facial expressions
*talks literary and informational
texts accurately and correctly
 recognizes letters at sight.
 Identifies upper and lower case of the
alphabet.
 notes similarities and differences in letter
forms.
 identifies vowels and consonants.
 reads, recites, and fingerspells the English
Alphabet
 identifies individual words in phrases and
sentences (structural analysis).
o recognizes beginning/ending of
words (e.g top (t-p).*
o tells the number of syllables in a
word read, e.g.father (2); boy (1).
 uses pictures, configuration and context
clues in attacking words.
o associates pictures with labels.
o uses picture clues to identify words.
o identifies words with similar shapes
from a series of words
e. g. train, balls, learn.
 recognizes words at sight (capital and small
letters in words).
 matches words with pictures.
 interacts with others using correct signing
in:
o greetings,
o introducing oneself,
o apologizing,
o seeking location/direction.
 reads Grade I level text at a rate of
approximately 20 words per minute.
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SPELLING Note: Spells simple words from literary and ICT-based materials (e.g. enter, shift, tab, alt, etc.) and from other subject
areas such as Math and Science.
Spells three letter words and two syllables.
HANDWRITING *exhibits accuracy of hands
and fingers in writing
coupled with eye-hand
movement
GRAMMAR *shows understanding of
concepts of nouns and
adjectives for identification
and description
*executes activities with the
hands, guided by the eyes in
writing
*names correctly people,
objects, places, and things
through theme-based activities
 reads Grade I level text with an accuracy
rate of 75%- 85%.
 reads Grade I level text in 1-2 word phrases
using intonation, punctuation and
expression cues.
 reads Grade I level text in 50 sight words
independently.
 moves eyes from left to right and vice versa,
when engaged in writing activities.
 writes correctly the letters of the alphabet.
 writes one’s name, parents’ names and
name of school.
 copies words from the Basic Word List
accurately.
Sentence
 recognizes words, phrases and sentences.
 uses simple sentences.
 uses different kinds of simple sentences
(e.g. declarative ,interrogative).
 recognizes punctuation marks (period,
question mark).
 uses punctuation marks correctly.
Noun
 names people, objects, things, animals,
places, and events in songs, stories,
poems, nursery, rhymes, pictures, realia
and other ICT-based materials.
 uses nouns in simple sentences.
 recognizes the use of a/an.
 uses plural forms of regular nouns by
adding /s/ or /es/.
Adjectives
 identifies and uses commonly used
adjectives.
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*demonstrates
understanding of concepts of
verbs, adverbs, pronouns,
and prepositions in
meaningful messages
*constructs grammatically
correct-simple sentences in
theme-based conversa-tions
using verbs,adverbs,
pronouns, and preposi-tions
 describes people, objects, things, and
places using simple adjectives (colors,
shapes, sizes, height, weight, length,
distance, etc.).
Pronoun
 identifies and uses personal pronouns (e.g.
I, you, he, she, it).
 Identifies and uses commonly used
possessive pronouns
(mine,yours,his,hers,theirs).
 identifies and uses demonstrative pronouns
(this/that, these/those).
 identifies and uses interrogative pronouns
(who, what, where, when, why).
Verb
 identifies and uses common action words in
retelling, in conversations, etc..
Adverb
 identifies and uses common simple adverbs
such as today, tomorrow, yesterday,
later,etc.
Prepositions
 recognizes directional prepositions
(in,on,under).
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VOCABULARY *demonstrates
understanding of common
English words for effective
communication
*demonstrates
understanding of word
meaning for correct usage
LISTENING *shows understanding of
COMPREHENSION story elements and text
( for Hard-of-Hearing) structures for effective oral
expression
*uses basic vocabulary to
express ideas about personal,
home, school, and community
experien-ces independently
*uses correctly common words
in speaking activities
*identifies correctly elements of
literary and informational texts
as aid in getting meaning
 differentiates English words from other
languages spoken at home and in school
(e.g. table-mesa, father-tatay).
 asks about unfamiliar words to gain
meaning.
 Identifies, sorts and classifies familiar words
into basic categories (e.g. colors, shapes,
foods, etc.).
 uses new words learned through stories in
own speech.
 asks, talks about and determines the
meaning of new words.
 derives meanings from repetitive language
structures.
 identifies and uses words that are related to
self, family, school, community, and
concepts such as names of family
members, names of colors, shapes, and
numbers in both Mother Tongue and
English.
 identifies and recognizes that some words
have the same meaning.
 uses correctly words that have the same
meaning in a dialogue.
 determines the meaning of words using
clues (total physical response, picture, body
movements, etc.
 identifies connections between text listened
to and personal experience.
 activates prior knowledge based on new
knowledge formed.
 identifies story elements(characters, setting,
plot, ending) from the text listened.
 makes predictions about stories based on
the cover or title, pictures , details in the
text.
 uses an understanding of characters,
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*shows understanding of the
elements of literary and
information-nal texts for
effective oral expression
*uses elements of literary and
informational texts to sufficiently
extend mean-ing and
understanding
incidents and settings to make predictions.
 validates ideas made after listening to a
story.
 asks and answers simple questions (who,
what, where ,when) about text listened to.
 retells / reacts events from a story.
 asks and responds about informational texts
listened to (environment, health, how-to’s,
etc.).
 talks about texts identifying major points
and key themes.
 determines whether a story is realistic or
fantasy.
 restates facts from informational texts
(climate change, children’s rights, traffic
safety, etc.).
 follows one-step directions.
 participates/engages in a read-along of
texts (e.g. poetry, repetitive text).
 uses an understanding of characters,
incidents and settings to establish
relationships between characters and
events ( e.g. sequence of events, cause
and effect, problem solutions)
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READING *shows understanding in
COMPREHENSION SKILLS literary and informational
texts
*notes details in a literary and  identifies objects/pictures by their common
informational text read characteristics.
 arranges objects/pictures according to size.
 tells what is missing in a picture.
 identifies mood in pictures.
 recognizes order of picture stories.

*predicts outcomes  selects the pictures illustrating a likely

*gets the main idea
ORAL-MANUAL READING *demonstrates oral read-ing
SKILLS skills
*reads stories/poems with
correct signs
ATTITUDE TOWARDS *demonstrates *presents varied ideas
LANGUAGE, LITERATURE understanding of literary independently
AND LITERACY concepts for appreciation of *shows enthusiastically interest
literacy-related in diverse literacy-related
activities
ending of a story.
 groups words under proper headings, such
as fruits, toys, animals, etc.
 reads with correct phrasing.
 recites rhymes with expression.
 stops at the end of a sentence.
 reads basic words in a story
 revisits former favorite books, songs,
rhymes used.
 retells and/or reenacts events from a
favorite story.
 engages in a read-along of texts (e.g.
poetry, repetitive text).
 produces creative outputs (e.g. drawing,
acting out, choral interpretation, etc.).