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 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 Listen and speak with a Listen and speak with a purpose in mind purpose in mind purpose in mind Listen and respond to others Listen and respond to others Listen and respond to others • give directions • give multiple directions • follow and explain • express their feelings about • give information shared by processes others ideas others • synthesize and restate • ask simple questions • express their feelings about information shared by • seek help ideas of others others • interact with others • ask questions to inquire • engage in a conversation - initiate a conversation and clarify for a variety of purposes • - engage in a dialogue • seek help express their choices, - share information and • interact with others feelings about others ideas • stories with others - initiate a conversation seek help - engage in a conversation • ask questions to inquire with multiple exchanges and clarify - 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
information infromation information • describe/talk about ones • describe/talk about ones • recount a experiences experiences specific/significant event • talk about the experiences • talk about insights drawn • talk about insights drawn of others from the experiences of from the experiences of • describe a sequence of others others events • describe a sequence of • include more elaborate • describe ones environment events details for narrations (e.g. persons, animals, • describe ones environment • report on an assigned topic • places , things , events (e.g. persons, animals, make comparisons by etc.) places , things , events stating similarities and • identify etc.) differences similarities/differences • state/enumerate similarities and/or 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 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 • Know all letter sounds • Distinguish rhyming words from non-rhyming words • Blend letter sounds to from non-rhyming words • Supply rhyming words in read/form a word • Supply rhyming words in response to spoken words • segment letter sounds in a response to spoken words • Identify/count individual word • Identify/count individual words in phrases/sentences • Understand that the order words in phrases and • Identify/count syllables in of letters in a written word sentences words represents the order of • Identify/count syllables in • Identify/count sounds in a sounds in a spoken word words word • Identify/count sounds in a • Identify the beginning word sound of a word • Identify the beginning • Identify the final sound of a sound of a word word • Identify onsets and rimes • Identify onsets and rimes • Identify the final sound of a • Identify the medial sound of word 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 sounds in a spoken word and, said) • Use phonic knowledge to • Use phonic knowledge to attempt unknown words attempt unknown words • Show how spoken words • Show how spoken words are represented by written are represented by written letters that are arranged in letters that are arranged in a a specific order specific order • Blend phonemes to read • Blend phonemes to read words words • Recognize some common • Recognize some common words on sight (e.g. he, words on sight (e.g. an, of, she, they, are, will, with, then, had, his, were, some, there) his, him) • Recognize and read some • Recognize and read some irregularly spelled words irregularly spelled words (e.g. have, said, please, (e.g. such as enough, because) enough, through, beautiful) • Identify/Distinguish words • Identify/Distinguish words with short and long vowel with short and long vowel sounds sounds • Read and spell one to two • Read and spell one to two syllable words with syllable words with consonant blends consonant blends • Read and spell one to two • Read and spell one to two syllable words with syllable words with consonant consonant digraphs/trigraphs digraphs/trigraphs • Read and spell words with • Read and spell words with inflectional endings affixes • Recognize and spell • Recognize and write irregularly spelled words 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 nouns with a/an • Use plural form of • Use plural form of regular • Use plural form of regular commonly used nouns nouns by adding /s/ or /es/ nouns by adding /s/ or /es/, • Use collective nouns changing y to i and • Use frequently occuring adding /es/ irregular plural nouns (e.g. children, feet, teeth) • Use concrete and abstract nouns • Use common and proper nouns • Use count and mass nouns
Pronoun Pronoun Pronoun
• Use personal pronouns • Use personal pronouns • Use personal pronouns (e.g. I, you, he, she, it) (e.g. I, you, he, she, it, we, (e.g. I, you, he, she, it, we, • Use commonly used they) they) possessive pronouns • Use possessive pronouns • • Use possessive pronouns • • Use demonstrative Use demonstrative Use demonstrative pronouns (this/that, pronouns (this/that, pronouns (this/that, these/those) these/those) these/those) • Use interrogative pronouns • Use interrogative pronouns • Use interrogative pronouns (e.g. who, what, where, (e.g. who, what, where, (e.g. who, what, where, when, why) when, why, how) when, why, how) • Use reflexive pronouns (e.g. myself, ourselves) Adjective Adjective Adjective • Use common adjectives • Use descriptive and limiting • Use descriptive and limiting adjectives adjectives • Use the degrees of • Use the degrees of adjectives in making adjectives in making comparisons (positive, comparisons (positive, comparative) 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 • Identify and supply the • Use English words in from words in other English word equivalent of spoken and written languages spoken at home words in the mother tongue expression and in school or in Filipino • Supply words that fall into • Ask about unfamiliar words • Classify common words conceptual categories to gain meaning into conceptual categories • Provide alternate words for • Sort and classify familiar (e.g., animals, foods, toys). a target word to reflect words into basic categories • Determine what words understanding of nuances (e.g., colors, shapes, mean based on how they (ie, big, huge, enormous) foods). are used in a sentence. • Transform root words to • Describe familiar objects • Talk about the meaning of appropriate structure to fit a and events in both general words and use new words sentence (ie, and specific language. when speaking and writing smile→smiled, smiles, • Show curiosity about and • Begin to see that some 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 word (e.g., airport, treetop, daydream, everyday). meaning popcorn). • Want to learn new words • Recognize that some and share them at school words have opposite and home meanings • Use clues from the context • Recognize that words play to figure out what words different roles in sentences mean (for example, some words • Increase vocabulary —nouns—name things and through the use of some words—pronouns— synonyms and antonyms replace naming words) • 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 • Identify similarities and • Propose several between text listened to differences between events predictions about text and personal experience in a story (plot) and • Use prior knowledge to • Make predictions about personal experiences select most likely stories based on the cover • Use personal experience to conclusions about text or title, pictures, details in make predictions about text • Formulate questions that the text to be listened to are expected to be • Expect written text to make • Use an understanding of answered after reading the sense incidents, characters and text • Use an understanding of settings to make • Make predictions using characters, incidents and predictions experience of listening to settings to make • Validate predictions made other texts with similar predictions after listening themes • Identify story elements • Modify prior knowledge • Evaluate the predictions (title, characters, setting) based on new knowledge made on the basis of text • Validate ideas made after from text listened to listening to a story • Predict what will happen • Re-formulate prior • Use/ Modify prior next in a text knowledge on the basis on knowledge based on new • Discuss what is already new information learned knowledge from text known about topics from text • Listen carefully to texts listened to • Know how to read for read aloud • Relate information and specific purposes and to • Ask and answer questions events in a selection to life seek answers to specific about texts experiences and vice questions • Answer simple questions versa. • Predict what might happen (who, what, where, when) • Identify and discuss the next in a text about text listened to main events or key points • Compare a prediction • Derive meaning from in a text about an action or event to repetitive language • Identify elements of a story, what actually occurred structure including characters, within a text. • Retell and/or reenact setting, and key events. • Ask relevant questions in events from a story • Answer simple questions order to comprehend text. • Talk about texts identifying about the literary text • Recall information, main major points and key listened to ideas, and details after themes • Ask simple questions (who, reading • Participate / Engage in a what, where, when) about • Answer “how,” “why,” and read-along of texts (e.g. literary text listened to “what-if” questions poetry, repetitive text) • Recognize the difference • Interpret information from • Determine whether a story between “made-up” (fiction) diagrams, charts, and is realistic or fantasy and “real” (nonfiction) texts graphs • Restate facts from listening • Participate in the retelling • Take part in creative to informational text of poems and stories responses to stories, such as • Ask and respond to • Listen to and perform dramatizations of stories and questions about simple instructions oral presentations informational text • Identify the plot of a literary • Go beyond own experience • Follow a sequence of selection listened to or general impression and directions • Recognize and identify refer to text to explain • Use details and pictures common themes and meaning found in the informational characters among stories • Describe literary elements text to create meaning • Identify important details in of text including characters, • Use an understanding of expository texts listened to plot (specific events, characters, incidents and • Answer questions (e.g., problem and solution), and settings to establish who, what, where, when) setting. relationships between about expository text • Describe characters (e.g., characters and events (e.g. listened to traits, roles, similarities) sequence of events, cause • Follow a set of written or within a literary selection. and effect, problem- verbal three-step directions • Make simple inferences solution) with picture cues. about thoughts and • Determine whether a feelings and reasons for specific task is completed, actions by checking to make sure • Identify key themes and all the steps were followed discuss reasons for events in the right order, with in stories picture cues to assist. • Sequence a series of • State the meaning of some events in a literary environmental signs (e.g., selection. traffic, safety, warning • Describe literary elements signs). 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 texts to read based on prior • Attempt to read or re-tell • Make choices from a reading experience texts listened to selection of texts and begin • Respond to text by to justify preferences discussing preferences • Take books from home to such as favorite characters, school (or vice versa) for and books with similar independent/extra reading themes • Identify favorite stories and • Write and share own authors stories • Explore and investigate topics of own interest