This document provides the K to 12 curriculum guide for English in the Philippines. It outlines the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension from Grades 1 to 3 and Grades 7 to 10. The guide focuses on developing learners' understanding and use of English in both oral and written communication. It emphasizes acquiring vocabulary, comprehending texts listened to, and correctly applying grammatical rules.
Lesson Plan in English 2 (REALITY/FANTASY)Sharyn Gayo
The lesson plan aims to teach students to distinguish between realistic and fanciful events and actions. It involves reading a story about a woodcutter who is granted three wishes by a fairy. Through discussion questions about the story, students determine what events are realistic versus fanciful. Students then practice identifying realities and fantasies by categorizing sentences. The lesson emphasizes using wise judgment to evaluate the truthfulness of ideas.
The document outlines a lesson plan for teaching students about the elements of a short story. It includes objectives, materials, and procedures such as introducing the topic through a story about a lion and mouse. Students are divided into groups to create a story map. Key elements like character, setting, and plot are defined and identified in the story. An activity and assessment reinforce learning the elements through a word search and questions. Students are assigned to make a story map of "The Three Little Pigs" as homework.
The document provides an overview of the K to 12 Mother Tongue Curriculum Guide for grades 1 to 3 in the Philippines. It discusses the framework and principles of Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and academic skills in the first language to serve as a foundation for additional language learning, and to promote multilingualism. Key points include using the familiar mother tongue to scaffold learning, developing higher-order thinking skills in the first language, and emphasizing both meaning and accuracy in language acquisition. The curriculum aims to produce students who are lifelong learners of their first, second, and third languages.
This document presents the K-12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy, principles, and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and literacy skills through engaging with various texts and multimedia. It recognizes that today's students, known as Generation Z, are digital natives who are highly technology-savvy but may have reduced attention spans due to multi-tasking. The goal is to produce graduates who can effectively communicate, continue learning, and succeed in their chosen fields using English language skills.
Semi detailed lesson plan in english(pronoun)JM Cañalita
This lesson plan aims to teach students about pronouns over 60 minutes. It includes objectives, subject matter, procedures, and evaluation. The procedures involve preliminary activities like prayer and energizers. Students will review pronouns, complete sentences with pronouns, and present short dramas/pageants using pronouns. The teacher will discuss pronoun kinds and have students practice identifying and using pronouns correctly in sentences. Students will then evaluate their understanding by identifying pronouns, completing sentences with pronouns, and discussing the importance of pronouns in constructing sentences.
The lesson plan aims to teach pupils about interrogative pronouns. It includes objectives, subject matter, procedures and evaluation sections. The procedures involve a dialogue reading activity where pupils take turns reading parts of a conversation between a mother and son. This is followed by a presentation and examples of the seven interrogative pronouns - what, why, where, who, when, which and how. Pupils then practice forming questions using the interrogative pronouns and identifying them in sentences. The lesson concludes with an exercise evaluating the pupils' understanding of interrogative pronouns.
Lesson Plan in English 2 (REALITY/FANTASY)Sharyn Gayo
The lesson plan aims to teach students to distinguish between realistic and fanciful events and actions. It involves reading a story about a woodcutter who is granted three wishes by a fairy. Through discussion questions about the story, students determine what events are realistic versus fanciful. Students then practice identifying realities and fantasies by categorizing sentences. The lesson emphasizes using wise judgment to evaluate the truthfulness of ideas.
The document outlines a lesson plan for teaching students about the elements of a short story. It includes objectives, materials, and procedures such as introducing the topic through a story about a lion and mouse. Students are divided into groups to create a story map. Key elements like character, setting, and plot are defined and identified in the story. An activity and assessment reinforce learning the elements through a word search and questions. Students are assigned to make a story map of "The Three Little Pigs" as homework.
The document provides an overview of the K to 12 Mother Tongue Curriculum Guide for grades 1 to 3 in the Philippines. It discusses the framework and principles of Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and academic skills in the first language to serve as a foundation for additional language learning, and to promote multilingualism. Key points include using the familiar mother tongue to scaffold learning, developing higher-order thinking skills in the first language, and emphasizing both meaning and accuracy in language acquisition. The curriculum aims to produce students who are lifelong learners of their first, second, and third languages.
This document presents the K-12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy, principles, and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and literacy skills through engaging with various texts and multimedia. It recognizes that today's students, known as Generation Z, are digital natives who are highly technology-savvy but may have reduced attention spans due to multi-tasking. The goal is to produce graduates who can effectively communicate, continue learning, and succeed in their chosen fields using English language skills.
Semi detailed lesson plan in english(pronoun)JM Cañalita
This lesson plan aims to teach students about pronouns over 60 minutes. It includes objectives, subject matter, procedures, and evaluation. The procedures involve preliminary activities like prayer and energizers. Students will review pronouns, complete sentences with pronouns, and present short dramas/pageants using pronouns. The teacher will discuss pronoun kinds and have students practice identifying and using pronouns correctly in sentences. Students will then evaluate their understanding by identifying pronouns, completing sentences with pronouns, and discussing the importance of pronouns in constructing sentences.
The lesson plan aims to teach pupils about interrogative pronouns. It includes objectives, subject matter, procedures and evaluation sections. The procedures involve a dialogue reading activity where pupils take turns reading parts of a conversation between a mother and son. This is followed by a presentation and examples of the seven interrogative pronouns - what, why, where, who, when, which and how. Pupils then practice forming questions using the interrogative pronouns and identifying them in sentences. The lesson concludes with an exercise evaluating the pupils' understanding of interrogative pronouns.
K TO 12 GRADE 3 LEARNER’S MATERIAL IN SCIENCELiGhT ArOhL
This document appears to be a draft of a grade 3 science textbook. It includes an introduction, acknowledgements, table of contents, and the beginning of the first unit on matter. The unit covers the three states of matter - solids, liquids, and gases. The first chapter focuses on solids, their characteristics like color, shape, size and texture. It includes activities for students to observe and describe different solids. The document provides structure and content for the textbook but is still in draft form.
This document outlines a lesson plan to teach students about identifying and using action words in simple sentences. The objective is for students to demonstrate understanding of English grammatical structures to communicate effectively in oral and written forms. The lesson will have students identify action verbs in sentences, pictures, and videos. It includes motivation, examples, practice activities, and an evaluation to identify verbs in sentences and pictures. The lesson plan provides details on procedures, learning resources, applications of concepts, and a reflection.
1) The document provides a detailed lesson plan for a Grade 10 English class focusing on distinguishing facts from opinions through analytical listening.
2) Key learning activities include defining facts and opinions, presenting examples, discussing guidelines for analytical listening, and having students practice identifying facts and opinions in statements.
3) Students are evaluated on their ability to accurately identify facts and opinions in statements based on a passage about Rizal Park in the Philippines.
The document provides a detailed lesson plan for a mathematics lesson on addition and subtraction of whole numbers up to 100 including money. The lesson plan aims to teach students to solve word problems involving subtraction, analyze word problems by identifying what is asked, and understand the value of sharing. The lesson involves reviewing subtraction facts, working through sample word problems in small groups to identify what each problem asks, and an individual student assessment to reinforce the objective of identifying what is asked in a word problem.
The Philippine Informal Reading Inventory (PIRI) is a reading assessment tool developed by the Department of Education to measure reading proficiency among elementary students. It assesses word recognition, comprehension, and reading speed through stories and passages in both English and Filipino. The PIRI evaluates students' reading at literal, interpretive, critical, and applied level questions. It categorizes students as independent, instructional, or frustration readers based on benchmarks for word recognition, comprehension, and reading speed. The PIRI provides forms and procedures for administering the assessment and interpreting student performance.
The lesson plan aims to teach students how to write an impression following 8 steps. Students will first analyze adjectives related to different groups to build vocabulary. They will then discuss their impressions of an editorial text and the teacher will explain the 8 steps to writing an impression, which include knowing the topic, gathering ideas, detailing subtopics, organizing ideas, writing a draft, reviewing, editing, and proofreading. Students will apply these steps by completing a diagram and writing their own impression of a classmate.
This lesson plan aims to teach students to identify and use context clues to determine the meaning of unknown words. The lesson will begin with a review game to motivate students and assess prior knowledge. Students will then be divided into groups to complete context clue activities. The teacher will demonstrate context clues and their types. To apply the concept, students will answer questions finding words using context clues. For assessment, students will answer statements using vocabulary in context. As assignment, students must provide examples using different types of context clues.
Topic: Verb - The action word
Reference: English For You and Me: Reading Language 2 by: Benita N. Miranda
Materials: power point presentation, speaker, worksheets
Value Focus: Cooperation
K TO 12 GRADE 4 TEACHER’S GUIDE IN ENGLISH (Q1-Q4)LiGhT ArOhL
This document contains information about an English teacher's guide for grade 4 published by the Department of Education in the Philippines. It provides details on the copyright status of the materials in the guide as well as the development team that created it. The guide is owned by the Department of Education and prior approval is required for any commercial use or exploitation of the materials. It also contains a table of contents and sample materials from the guide, including a story, comprehension questions, and specifications for an assessment test.
The guiding principles for teaching and learning mtb mlePaula Marie Llido
The document outlines 8 guiding principles for teaching and learning in a multilingual environment:
1) Learning builds on existing knowledge in the first language.
2) Strong development of the first language facilitates learning additional languages and academic achievement.
3) Using multiple languages enhances cognitive flexibility and higher-order thinking.
4) Discovery learning occurs through guided practice and application of new concepts.
5) Active learning through peer interaction, hands-on activities, and discussion helps build confidence.
6) Language learning requires a focus on both meaning and accuracy.
7) Transferring knowledge between languages is normal but may take two years for basic communication skills.
8) Students thrive in welcoming environments that value their home languages
Field Study and Pre - Service Teaching Portfolioaleli ariola
This document provides information about Laguna State Polytechnic University, including its vision, mission, goals, and objectives for the Bachelor of Secondary Education program. The university aims to provide advanced education, professional, technological, and vocational instruction. Its mission is to primarily serve the Philippines and global economy. The College of Education is committed to developing students' full potential and equipping them with knowledge, skills, and attitudes for teacher education and related fields to meet changing demands. The Bachelor of Secondary Education program objectives are to produce graduates who can serve as role models, provide a wholesome learning environment, facilitate diverse learning, use various teaching methods and materials, use assessment data to improve plans, and strengthen school-community links.
The document provides a detailed lesson plan on teaching students about renewable and nonrenewable natural resources. The objectives are for students to identify renewable and nonrenewable resources, describe how living things benefit from the environment, and protect natural resources. The lesson involves grouping students to put together picture puzzles of resources, identifying resources as renewable or nonrenewable, and discussing the importance of conserving resources and reducing pollution. Renewable resources include sunlight, water, air, plants and animals. Nonrenewable resources like petroleum and coal must be used wisely since they cannot be replaced within a short time.
This lesson plan aims to teach grade 7 students about the elements and features of print, radio, and TV advertisements and campaigns. Students will participate in group activities to identify elements in jumbled words and analyze example advertisements. They will discuss elements like layout, graphics, sound effects, and voice. As an activity, students will work in groups to create their own print, radio, or TV advertisements for products or political campaigns. Finally, students will evaluate elements and complete an assignment describing an appealing TV ad campaign.
Fs 1 episode 3 classroom management and learningNoel Parohinog
The document describes a classroom observation conducted by a student as part of a field study. It includes observation notes on the classroom layout, rules, routines, seating arrangement, behavior management strategies, and how these aspects affect student learning and behavior. The student observed that the organized classroom with clear rules and routines helped students stay on task. The teacher reinforced positive behaviors and addressed misbehavior appropriately. Overall, the classroom management strategies seemed to create an environment where students could participate and learn effectively.
The document contains a detailed lesson plan in English for a class. The objectives are for students to apply the four types of English sentences, appraise the roles of a teacher, and perform a short mime about a teacher's sacrifices. The lesson plan outlines preliminaries like prayer and attendance. It reviews the four sentence types and motivates students by discussing teacher sacrifices. The main lesson has students read a story, identify difficult words, replace them with synonyms, and answer questions in 2-3 sentences. It concludes with the teacher collecting the students' papers.
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)LiGhT ArOhL
The document discusses copyright policies for materials in DepEd textbooks. It states that works produced by the Philippine government are not copyrighted, but commercial use requires approval. Borrowed materials from other copyright holders are used with permission. Only publishers with FILCOLS agreements may copy materials, and others must contact the copyright owners directly. It provides publishing details for the English Grade 4 Learner's Material.
This document outlines a Grade 3 English teacher's guide for a unit on typhoons. The unit consists of 5 lessons over 5 days. Day 1 focuses on a reading passage about typhoon warnings and when students should go to school. It includes discussion questions and an activity drawing possible consequences of not following warnings. Day 2 reviews decoding and teaches words with diphthongs. Day 3 teaches identifying cause and effect in sentences. Day 4 covers descriptive adjectives. Day 5 provides practice writing sentences using adjectives.
K TO 12 GRADE 3 LEARNER’S MATERIAL IN SCIENCELiGhT ArOhL
This document appears to be a draft of a grade 3 science textbook. It includes an introduction, acknowledgements, table of contents, and the beginning of the first unit on matter. The unit covers the three states of matter - solids, liquids, and gases. The first chapter focuses on solids, their characteristics like color, shape, size and texture. It includes activities for students to observe and describe different solids. The document provides structure and content for the textbook but is still in draft form.
This document outlines a lesson plan to teach students about identifying and using action words in simple sentences. The objective is for students to demonstrate understanding of English grammatical structures to communicate effectively in oral and written forms. The lesson will have students identify action verbs in sentences, pictures, and videos. It includes motivation, examples, practice activities, and an evaluation to identify verbs in sentences and pictures. The lesson plan provides details on procedures, learning resources, applications of concepts, and a reflection.
1) The document provides a detailed lesson plan for a Grade 10 English class focusing on distinguishing facts from opinions through analytical listening.
2) Key learning activities include defining facts and opinions, presenting examples, discussing guidelines for analytical listening, and having students practice identifying facts and opinions in statements.
3) Students are evaluated on their ability to accurately identify facts and opinions in statements based on a passage about Rizal Park in the Philippines.
The document provides a detailed lesson plan for a mathematics lesson on addition and subtraction of whole numbers up to 100 including money. The lesson plan aims to teach students to solve word problems involving subtraction, analyze word problems by identifying what is asked, and understand the value of sharing. The lesson involves reviewing subtraction facts, working through sample word problems in small groups to identify what each problem asks, and an individual student assessment to reinforce the objective of identifying what is asked in a word problem.
The Philippine Informal Reading Inventory (PIRI) is a reading assessment tool developed by the Department of Education to measure reading proficiency among elementary students. It assesses word recognition, comprehension, and reading speed through stories and passages in both English and Filipino. The PIRI evaluates students' reading at literal, interpretive, critical, and applied level questions. It categorizes students as independent, instructional, or frustration readers based on benchmarks for word recognition, comprehension, and reading speed. The PIRI provides forms and procedures for administering the assessment and interpreting student performance.
The lesson plan aims to teach students how to write an impression following 8 steps. Students will first analyze adjectives related to different groups to build vocabulary. They will then discuss their impressions of an editorial text and the teacher will explain the 8 steps to writing an impression, which include knowing the topic, gathering ideas, detailing subtopics, organizing ideas, writing a draft, reviewing, editing, and proofreading. Students will apply these steps by completing a diagram and writing their own impression of a classmate.
This lesson plan aims to teach students to identify and use context clues to determine the meaning of unknown words. The lesson will begin with a review game to motivate students and assess prior knowledge. Students will then be divided into groups to complete context clue activities. The teacher will demonstrate context clues and their types. To apply the concept, students will answer questions finding words using context clues. For assessment, students will answer statements using vocabulary in context. As assignment, students must provide examples using different types of context clues.
Topic: Verb - The action word
Reference: English For You and Me: Reading Language 2 by: Benita N. Miranda
Materials: power point presentation, speaker, worksheets
Value Focus: Cooperation
K TO 12 GRADE 4 TEACHER’S GUIDE IN ENGLISH (Q1-Q4)LiGhT ArOhL
This document contains information about an English teacher's guide for grade 4 published by the Department of Education in the Philippines. It provides details on the copyright status of the materials in the guide as well as the development team that created it. The guide is owned by the Department of Education and prior approval is required for any commercial use or exploitation of the materials. It also contains a table of contents and sample materials from the guide, including a story, comprehension questions, and specifications for an assessment test.
The guiding principles for teaching and learning mtb mlePaula Marie Llido
The document outlines 8 guiding principles for teaching and learning in a multilingual environment:
1) Learning builds on existing knowledge in the first language.
2) Strong development of the first language facilitates learning additional languages and academic achievement.
3) Using multiple languages enhances cognitive flexibility and higher-order thinking.
4) Discovery learning occurs through guided practice and application of new concepts.
5) Active learning through peer interaction, hands-on activities, and discussion helps build confidence.
6) Language learning requires a focus on both meaning and accuracy.
7) Transferring knowledge between languages is normal but may take two years for basic communication skills.
8) Students thrive in welcoming environments that value their home languages
Field Study and Pre - Service Teaching Portfolioaleli ariola
This document provides information about Laguna State Polytechnic University, including its vision, mission, goals, and objectives for the Bachelor of Secondary Education program. The university aims to provide advanced education, professional, technological, and vocational instruction. Its mission is to primarily serve the Philippines and global economy. The College of Education is committed to developing students' full potential and equipping them with knowledge, skills, and attitudes for teacher education and related fields to meet changing demands. The Bachelor of Secondary Education program objectives are to produce graduates who can serve as role models, provide a wholesome learning environment, facilitate diverse learning, use various teaching methods and materials, use assessment data to improve plans, and strengthen school-community links.
The document provides a detailed lesson plan on teaching students about renewable and nonrenewable natural resources. The objectives are for students to identify renewable and nonrenewable resources, describe how living things benefit from the environment, and protect natural resources. The lesson involves grouping students to put together picture puzzles of resources, identifying resources as renewable or nonrenewable, and discussing the importance of conserving resources and reducing pollution. Renewable resources include sunlight, water, air, plants and animals. Nonrenewable resources like petroleum and coal must be used wisely since they cannot be replaced within a short time.
This lesson plan aims to teach grade 7 students about the elements and features of print, radio, and TV advertisements and campaigns. Students will participate in group activities to identify elements in jumbled words and analyze example advertisements. They will discuss elements like layout, graphics, sound effects, and voice. As an activity, students will work in groups to create their own print, radio, or TV advertisements for products or political campaigns. Finally, students will evaluate elements and complete an assignment describing an appealing TV ad campaign.
Fs 1 episode 3 classroom management and learningNoel Parohinog
The document describes a classroom observation conducted by a student as part of a field study. It includes observation notes on the classroom layout, rules, routines, seating arrangement, behavior management strategies, and how these aspects affect student learning and behavior. The student observed that the organized classroom with clear rules and routines helped students stay on task. The teacher reinforced positive behaviors and addressed misbehavior appropriately. Overall, the classroom management strategies seemed to create an environment where students could participate and learn effectively.
The document contains a detailed lesson plan in English for a class. The objectives are for students to apply the four types of English sentences, appraise the roles of a teacher, and perform a short mime about a teacher's sacrifices. The lesson plan outlines preliminaries like prayer and attendance. It reviews the four sentence types and motivates students by discussing teacher sacrifices. The main lesson has students read a story, identify difficult words, replace them with synonyms, and answer questions in 2-3 sentences. It concludes with the teacher collecting the students' papers.
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)LiGhT ArOhL
The document discusses copyright policies for materials in DepEd textbooks. It states that works produced by the Philippine government are not copyrighted, but commercial use requires approval. Borrowed materials from other copyright holders are used with permission. Only publishers with FILCOLS agreements may copy materials, and others must contact the copyright owners directly. It provides publishing details for the English Grade 4 Learner's Material.
This document outlines a Grade 3 English teacher's guide for a unit on typhoons. The unit consists of 5 lessons over 5 days. Day 1 focuses on a reading passage about typhoon warnings and when students should go to school. It includes discussion questions and an activity drawing possible consequences of not following warnings. Day 2 reviews decoding and teaches words with diphthongs. Day 3 teaches identifying cause and effect in sentences. Day 4 covers descriptive adjectives. Day 5 provides practice writing sentences using adjectives.
The document discusses linking problems with solutions in academic writing. It explains that the problem paragraph should introduce the problem, while the solution paragraph should introduce the solution. The supporting sentences then show how the solution will solve the problem and suggest using phrases like "One answer is..." and "A second/third/final answer is..." to introduce each solution.
DepEd k12 English 7 fourth quarter module 4Rachel Iglesia
This folktale teaches about the importance of honesty between friends. A crow and sparrow make a bet to see who can eat the most peppers, but the crow cheats by hiding peppers under the mat without the sparrow seeing. When the crow claims victory and says he will eat the sparrow according to their bet, the sparrow insists the crow first wash his beak since crows eat nasty things. This leads the crow on a futile quest to get water, make a pot, and dig clay, exposing the crow's dishonest nature at each attempt. Ultimately, the greedy crow is burned to ashes when fire is placed on his back, while the honest sparrow lives to a ripe old age.
K TO 12 GRADE 7 LEARNING MODULE IN ARTSLiGhT ArOhL
Printing and printmaking have evolved significantly in the Philippines over the centuries. Early forms included woodblock printing and lithography during Spanish colonization. Technological advances now allow for digital layouts and mass production through computers, printers, and other devices. New media like photography and the internet also influenced art by making production more accessible. The module discusses the history and techniques, and encourages students to explore their creative skills using available technology.
Deped grade 7 english module 1st quarterChris Arcala
This document provides information about Grade 7 English learning packages in the Philippines, including goals, tasks, texts, and lessons. Specifically:
1. The packages aim to help students explore themes and texts, engage with print and non-print resources, enhance grammar awareness and skills, and locate information.
2. Lesson 1 values elders' wisdom through proverbs, having students determine if statements are true/false, recognize similar/opposite words, and classify proverbs.
3. Lesson 2 prepares students to appreciate cultural diversity by identifying ethnic groups, knowing more about groups, and determining if statements about Filipino uniqueness and religion are agreed with.
- Students will learn vocabulary, language structures, dialogues and texts. They will practice constructing knowledge and applying what they've learned.
- The curriculum focuses on developing listening, speaking, reading and writing skills. It includes learning about English-speaking cultures and traditions.
- Students will be assessed on their ability to have simple conversations, understand instructions, express opinions and ideas in writing and orally using the vocabulary and structures covered. They will learn evaluation and learning techniques to improve their English skills.
The document outlines an English curriculum for 9th grade students that focuses on 3 key areas:
1. Developing language skills like vocabulary, structure, dialogues and comprehension of texts through listening, speaking, reading and writing exercises.
2. Learning about English-speaking cultures and traditions and comparing them to the students' own Mongolian culture.
3. Acquiring learning strategies like using dictionaries, working with partners, self-evaluation and applying knowledge to different situations.
The goal is for students to improve their English communication skills and cultural understanding.
Analytic oral language scoring rubric sheet1verenanz
This analytic oral language scoring rubric evaluates students on their speaking, fluency, structure, vocabulary, and listening skills across six levels of proficiency - from emerging to fluent. It assesses these language skills based on criteria such as the ability to sustain conversations, communicate needs and stories, ask and respond to questions, speak with fluency and grammatical accuracy, use varied vocabulary, and understand spoken language with or without repetition.
The document discusses scaffolding literacy instruction for English language learners. Scaffolding involves providing resources to help students engage with classroom language and texts, and guides them toward independent language use. It is not focused solely on language games or explicit skills instruction. Scaffolding is necessary because teaching involves initiating students into new practices through modeling, guided practice, and scaffolded activities to help students recognize patterns in content and learning. Key scaffolds include pre-teaching vocabulary before shared reading.
Lesson 3 talking about teaching language to young learnersOwlApple
The document provides guidance for teaching young language learners, discussing how to introduce topics and related vocabulary, structure activities at different cognitive levels, and emphasizing the need for a supportive learning environment that encourages risk-taking and reflection. Effective topic teaching involves selecting an engaging topic, brainstorming related activities and language, considering the focus and approach for each activity, and sequencing them to build language skills over time.
This document outlines the K to 12 curriculum guide for English in the Philippines from Grade 1 to Grade 10. It provides the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension for Grades 1 through 3 and Grades 7 through 10. The document specifies what learners at each grade level should be able to do to demonstrate their oral language skills, ability to recognize words and sounds, grammatical knowledge, vocabulary, and listening comprehension of texts.
This document outlines the K to 12 curriculum guide for English in the Philippines from Grade 1 to Grade 10. It provides the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension for Grades 1 through 3 and Grades 7 through 10. The document focuses on developing learners' English language skills including oral communication, reading, writing, and listening comprehension through attaining specific competencies by grade level.
This document outlines the K to 12 curriculum guide for English in the Philippines from Grade 1 to Grade 10. It provides the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension for Grades 1 through 3 and Grades 7 through 10. The document focuses on developing learners' English language skills including oral communication, reading, writing, and listening comprehension through attaining specific competencies by grade level.
The document is a curriculum guide for teaching Mother Tongue (the local or native language) to students in Grade 1 in the Philippines. It outlines the overall goal of developing literate and well-rounded students. It describes desired learning outcomes including knowledge, skills, values, critical thinking and contribution to society. The core standard is using one's Mother Tongue appropriately in various contexts. Key standards for Grades K-3 are also outlined. Specific grade 1 standards cover oral language, phonological skills, and book and print knowledge. Competencies under each standard describe what students should be able to do, such as talk about pictures, retell stories, recognize rhyming words, and understand book conventions.
The document provides an overview of the K to 12 English curriculum for grades 1 to 3 and 7 to 10 in the Philippines. It outlines the content and performance standards as well as competencies for key areas of English including oral language, phonics, grammar, vocabulary development, and listening comprehension. The standards and competencies progress in complexity from grade 1 through grade 3 to develop students' English language skills.
Teaching vocabulary in a common core worldKeith Pruitt
The document discusses how vocabulary is addressed in the Common Core State Standards for K-5. It emphasizes that students should determine meanings of unknown words, understand relationships between words, and acquire academic vocabulary. It outlines how vocabulary is developed for literature, informational text, foundational skills, and writing. Specific standards are provided for each grade level. Effective strategies for teaching vocabulary are explained, such as explaining words, showing their use, and applying them in fun ways to build background knowledge. Sample read aloud books and lesson templates are provided to help teachers implement vocabulary instruction.
This rubric evaluates blog posts on a scale of 1 to 10 in several categories:
1) Personal connection to the issues raised in texts, ranging from no personal response to extensive evidence of personal growth.
2) Grammar, spelling, and conventions, ranging from incorrect grammar to very good command of the language.
3) Application of theory, from making no reference to outside readings to relating readings to different contexts.
4) Knowledge, from not comprehending texts to making insightful inferences about deeper meanings.
5) Analysis, from being unable to express opinions to clearly expressing arguments and responses in writing.
This document provides a glossary of terms related to spoken language analysis. It defines various linguistic concepts like accent, adjacency pairs, agenda setting, backchanneling, dialect, discourse, ellipsis, fillers, formality and informality, hedges, intonation, jargon, paralinguistic features, pragmatics, prosodic features, register, rhetorical questions, rhetoric, slang, spontaneous speech, standard English, transcript, and vague language. The glossary aims to explain these concepts and provide examples.
English is an important language for communication around the world in areas like business, travel, and society. There are four basic skills needed to effectively learn English: listening, writing, reading, and speaking. Each skill involves complex cognitive processes and interactions between the learner, context, prior knowledge, and the language itself. Listening involves processing sounds into words and sentences. Writing represents language visually through symbol systems. Reading requires decoding symbols based on prior knowledge to understand meanings. Speaking is constructing meanings depending on various interactive contexts. Grammar teaching works best when rules are clearly explained and supported by real-life practice exercises.
Our goal in Reading Therapy is to diagnostically identify each child\'s struggle in langauge and to prescribe the appropriate strategy of instruction that will ensure a successful experience in understanding how to read.
This document discusses teaching vocabulary to advanced students using a lexical approach. It emphasizes the importance of teaching vocabulary not just as isolated words but as chunks of language like idioms, collocations, and multi-word verbs. When teaching new vocabulary, teachers should consider aspects like boundaries between conceptual meanings, polysemy, pronunciation, and how students' memory and learning styles can be leveraged. Authentic materials from real contexts that contain partly understood language can facilitate acquisition. Group work allows students to exchange knowledge and clarify unknown items.
This document summarizes different types of listening and strategies for developing listening skills. It discusses global listening vs selective listening. It also outlines top-down listening vs bottom-up listening and describes an interactive model. Finally, it provides examples of listening exercises for different proficiency levels from novice to advanced and the processing goals for each level.
The document discusses Stephen Krashen's theory of second language acquisition, specifically:
1) It distinguishes between acquisition, which is a subconscious process of developing proficiency through meaningful communication, and learning, which is a conscious process of developing explicit grammatical rules.
2) Krashen's Input Hypothesis states that language is acquired by understanding input that is slightly beyond one's current linguistic competence.
3) The Affective Filter Hypothesis proposes that acquisition requires a low affective filter, meaning low anxiety, high motivation, and high self-confidence.
Communication in the workplace can be improved through effective listening and speaking skills. Good communication is a two-way process that involves actively listening to understand the speaker's message and then providing clarification or response. Key aspects of good listening include maintaining eye contact, observing facial expressions and body language, avoiding distractions, and asking questions to ensure understanding. Developing strong listening habits can foster better work relationships through trust and knowledge building.
This document discusses teaching vocabulary to advanced students using a lexical approach. It outlines several aspects of vocabulary that should be considered, including conceptual meaning, polysemy, pronunciation, and style/register. The document also discusses how memory works and effective techniques for teaching vocabulary like grouping words, using imagery, and employing action. It advocates using authentic materials, guiding discovery of meaning, and having students notice collocations. The rationale is to plan a lesson exploring collocations using authentic materials and having students look up unknown words in dictionaries to notice examples of collocations.
Similar to English k to 12 curriculum guide grades 1 to 3, 7 to 10 (20)
Freshworks Rethinks NoSQL for Rapid Scaling & Cost-EfficiencyScyllaDB
Freshworks creates AI-boosted business software that helps employees work more efficiently and effectively. Managing data across multiple RDBMS and NoSQL databases was already a challenge at their current scale. To prepare for 10X growth, they knew it was time to rethink their database strategy. Learn how they architected a solution that would simplify scaling while keeping costs under control.
A Comprehensive Guide to DeFi Development Services in 2024Intelisync
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Overview
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11. What is a Jupyter Notebook?
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12. Jupyter Notebooks with Code Examples
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Monitoring and Managing Anomaly Detection on OpenShift.pdf
English k to 12 curriculum guide grades 1 to 3, 7 to 10
1. Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
ENGLISH
(Grade 1 to Grade 3 and Grade 7 to 10)
January 31, 2012
2. K TO 12 – ENGLISH
ORAL LANGUAGE
Content Standards The learner understands the standards of English in order to participate in various oral communication demands (situation,
purpose and audience).
Performance Standards The learner has sufficient facility in English to understand spoken discourse and to talk and interact with others about
personal experiences and text listened to or read.
Competencies
GRADE 1 GRADE 2 GRADE 3
The Learner . . . The Learner . . . The Learner . . .
listens and attempts to respond to others in listens and responds to others listens and interacts with others in a group or
English class discussion
listens and responds to texts listens and responds to texts and relates them listens and responds to texts, recall the main
to personal experiences ideas, and relates them to personal
experiences
relates texts to personal experiences converses and talks about personal experiences converses, asks questions, and talks about
events and personal experiences in a group
talks about personal experiences tells a story tells stories, recites or reads aloud informally
or for audience
Identifies, describes and uses some commonly identifies, describes and uses some commonly
used verbal and non-verbal features in a range used verbal and non-verbal features in a range
of texts of texts and begins to adapt spoken language
to an audience
clarifies meanings heard while drawing on identifies, clarifies and questions meanings identifies, clarifies and uses meanings in
personal experiences drawing on personal background, knowledge spoken texts, drawing on personal
and experiences background, knowledge and experiences
starts to asks questions, attempts to listen to, asks questions, listens to, interprets and asks questions, listens to, interprets and
interprets and presents information presents information presents information
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 2
3. K TO 12 – ENGLISH
PHONICS AND WORD RECOGNITION
Content Standards The learner recognizes words and constructs meaning about them based on series of cues (including word shape,
contextual, perceptual, phonological, and semantic information) happening instantaneously.
Performance Standards The learner uses sight word recognition or phonic analysis to read and understand words in English that contain complex
letter combinations, affixes and contractions.
Competencies
GRADE 1 GRADE 2 GRADE 3
The Learner…
knows all letter-sounds
understands that the order of letters in a
written word represents the order of sounds in
a spoken word
recognizes some common words on sight,
such as a, the, you, is, are
uses phonics knowledge to attempt unknown
words
shows how spoken words are represented by
written letters that are arranged in a specific
order
blends phonemes to read CVC words
matches CVC words with pictures or objects
reads one-syllable words using phonics
uses phonics to sound out unfamiliar words
recognizes some irregularly spelled words,
such as have, said
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 3
4. K TO 12 – ENGLISH
GRAMMAR
Content Standards The learner understands that English language has a set of structural rules that govern the composition of clauses,
phrases, and words in oral and written communication.
Performance Standards The learner…
demonstrates grammatical awareness by being able to read, speak and write correctly; and
communicates effectively in oral and written forms using the correct grammatical structures of English.
Competencies
GRADE 1 GRADE 2 GRADE 3
The Learner… The Learner… The learner…
uses awareness of the grammar of a sentence
to help decipher new or unfamiliar words
reads familiar texts aloud with fluency and reads aloud with intonation and expression,
expressions appropriate to the grammar (e.g. taking account of the punctuation (e.g. speech
pausing at full stops and raising voice at marks and exclamation marks)
questions)
uses correct nouns and personal pronouns in uses correct nouns, common and proper and
telling about one’s family and friends singular and plural in taking/writing about
persons, places and things
uses correct personal pronouns in place of uses correct personal and possessive
nouns pronouns in place of nouns
uses a limited number of simple verbs in telling uses correct simple present form of the verb that uses correct simple present and past form of
about the activities of one’s family and friends agrees with the noun or pronoun verbs in talking/writing about one’s
experiences
describes one’s family and friends using uses a number of adjectives in describing the uses a number of adjectives, their synonyms
common adjectives persons, places and things and antonyms, in describing persons, places
and things
uses directional prepositions correctly uses common prepositions correctly uses common prepositions and attempts to
use prepositional phrases correctly
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 4
5. K TO 12 – ENGLISH
VOCABULARY DEVELOPMENT
Content Standards The learner understands the importance of acquiring an extensive receptive and expressive (passive and active)
vocabulary for communication or expression in various contexts and language functions.
Performance Standards The learner acquires, studies, and uses English vocabulary words appropriately in relevant contexts.
Competencies
GRADE 1 GRADE 2 GRADE 3
The Learner . . . The Learner . . . The Learner . . .
differentiates English words from words in identifies and supplies the English word uses English words in spoken and written
other languages spoken at home and in school equivalent of words in the mother tongue or expression
Filipino
asks about unfamiliar words to gain meaning classifies common words into conceptual supplies words that fall into conceptual
categories (e.g. animals, foods, toys, etc) categories
sorts familiar words in basic categories (e.g. determines what words mean from how they are provides alternate words for a target word to
colors, shapes, foods, etc) used in a sentence, heard or read reflect understanding of nuances (e.g. big,
huge, enormous)
describes familiar objects and events in both talks about the meaning of words and uses new transforms root words to appropriate structure
general and specific language words when speaking and writing to fit a sentence (e.g. smile, smiled, smiles,
smiling)
shows curiosity about and play with words and begins to see that some words mean the same uses English to define or describe other
language thing (synonyms) and some words have English words
opposite meanings (antonyms)
uses new words learned thru stories in own recognizes that words play different roles in uses English to describe persons, places,
speech sentences (e.g. some words-nouns-name things processes and events
and some words-verbs-show actions)
knows and uses words that are important to asks about unfamiliar words to learn about uses knowledge of prefixes (e.g. un-, re-, in-,
school work, such as the names for colors, meaning dis-) to determine the meaning of words
shapes, and numbers
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 5
6. K TO 12 – ENGLISH
GRADE 1 GRADE 2 GRADE 3
The Learner . . . The Learner . . . The Learner . . .
knows and uses words that are important to recognizes root words and their inflections (e.g. uses knowledge of suffixes (e.g. –ful, -ly, -less)
daily life, such as street names and names for look, looks, looked, looking) to determine the meaning of words
community workers
identifies some words that comprise recognizes some words represented by
contractions (e.g. can’t = can not, it’s = it is, common abbreviations (e.g. Mr., ave., Oct.)
aren’t = are not)
recognizes that two words can make a determines the meaning of compound words
compound word (e.g. airport, treetop, popcorn) using knowledge of individual words (e.g.
lunchtime, daydream, everyday)
uses language with more control (such as wants to learn new words and share them at
speaking in complete sentence) school and home
understands that the language used in school uses clues from the context to figure out what
are more formal than the language used at words mean
home and with friends
increases vocabulary through the use of
synonyms and antonyms
uses different parts of speech correctly,
including nouns, verbs, adjectives, and
adverbs
learns more new words through independent
reading
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 6
7. K TO 12 – ENGLISH
LISTENING COMPREHENSION
Content Standards The learner understands that listening is the receptive skill in the oral mode that allows one to comprehend what is heard
using ones skills and background knowledge (schema).
Performance Standards The learner…
activates prior knowledge conceptually related to text and establishes a purpose for listening/reading
be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
responds to literary texts through the appreciation of literary devices and an understanding of story grammar
recalls/locates information from expository texts and uses this information for discussion or written production
Competencies
GRADE 1 GRADE 2 GRADE 3
The Learner . . . The Learner . . . The Learner . . .
identifies connections between text listened to identifies similarities and differences in the plot proposes several predictions about text
and personal experiences or events in a story and personal experiences
uses personal experiences to make predictions uses prior knowledge to select most likely
and about text to be listened to conclusions about text
makes predictions about stories based on the uses an understanding of incidents, characters formulates questions that are expected to be
cover r titles of texts and settings to make predictions answered after reading the text
expects written texts to make sense validates predictions made after listening makes predictions using experiences of
listening to others texts with similar themes
uses the meaning of simple texts to support modifies prior knowledge based on new
predictions knowledge from text
listens carefully to texts read aloud predicts what will happen next in a text evaluates the predictions made on the basis of
text listened to
asks and answers questions about texts discusses what is already known about topics re-formulates prior knowledge on the basis on
listened to new information learned from text
uses what is already known to understand a relates information and events in a selection to knows how to read for specific purposes and
text life experiences and vice versa to seek answers to specific questions
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 7
8. K TO 12 – ENGLISH
GRADE 1 GRADE 2 GRADE 3
The Learner . . . The Learner . . . The Learner . . .
predicts what will happen in a text based on identifies elements of a story, including compares a prediction about an action or
pictures or information in the text characters, setting, and key events event to what actually occurred within a text
retells and/or acts out events in texts answers simple questions about literary texts asks relevant questions in order to
listened to comprehend
talks about texts identifying major points and asks simple questions (who, what, when, where) recalls information, main ideas, and details
key themes about literary text listened to after reading
Participates (e.g. reacts, speculates, joins in, knows the difference between “made up” answers how, why, and what if questions
reads along) when repetitive language (fiction) and “real” (nonfiction) texts
structure of fiction and poetry are read aloud
understands the structure of a simple text and knows the difference between stories and interprets information from diagrams, charts,
use when re-enacting and retelling poems and graphs
answers simple questions (who, what, when, listens and understands simple written takes part in creative responses to stories
where, when) about text listened to instructions such as dramatizations of stories and oral
presentations
determines whether a story is realistic or identifies the plot of a literary selection listened goes beyond own experiences or general
fantasy to impression and refer to text to explain meaning
restates facts from listening to expository texts describes characters (e.g. traits, roles, describes literary elements of text including
similarities) within a literary selection listened to characters, plot (specific events, problem and
solution), and setting
responds appropriately to questions based on sequences a series of events in a literary describes characters (e.g. traits, roles,
facts in expository texs selection listened to similarities) within a literary selection
Sequentially follow a two-step directions (e.g. compares stories, identifies common themes, makes simple inferences about thoughts and
recipes, directions, classroom procedures) characters and contributes to discussions feelings and reasons for actions
using picture clues given verbally
Identifies signs, symbols, labels, and captions identifies the topic of expository text listened to identifies key themes and discusses reasons
in the environment for events in stories
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 8
9. K TO 12 – ENGLISH
GRADE 1 GRADE 2 GRADE 3
The Learner . . . The Learner . . . The Learner . . .
locates information in pictorial information answers questions (e.g. who what, where, sequences a series of events in a literary
books when) about expository text listened to selection
participates (e.g. clapping, chanting, choral follows a set of written or verbal three-step describes literary elements of text including
reading) in the reading of poetry by responding directions with pictures cues characters, plot (specific events, problem and
to the rhyme and rhythm solution), and setting
relates story setting and incidents to own determines whether a specific task is completed describes characters (e.g. traits, roles,
experiences by checking to make sure all the steps were similarities) within a literary selection listened
followed in the right order, with picture clues to to
assist
states the meaning of some environmental signs makes simple inferences about thoughts and
(e.g. traffic, safety, warning signs) feelings and reasons for actions
locates specific information in the text to find identifies key themes and discusses reasons
answers to simple questions for events in stories
sequences a series of events in a literary
selection
identifies cause and effect of specific events in
a literary selection
identifies differences between fiction and
nonfiction
identifies words that the author selects in a
literary selection to create a graphic visual
experience
identifies words that the author selects to
create a rich auditory experience (e.g.
alliteration, onomatopoeia, assonance,
consonance) in a literary selection
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 9
10. K TO 12 – ENGLISH
GRADE 1 GRADE 2 GRADE 3
The Learner . . .
compares events and characters in literary
selections from a variety of cultures to their
experiences
begins to understand the effects of different
words and phrases (e.g. to create humor,
images and atmosphere)
locates specific information by using
organization features in expository texts
identifies the main idea in expository texts
locates facts in response to questions about
expository texts
locates specific information from graphic
organizers
determines whether a specific task is
completed by checking to make sure all the
steps were followed in the right order
states the meaning of specific signs and
symbols (e.g. computer icons, map features,
simple charts and graphs)
evaluates the usefulness of the information in
a particular text for answering questions
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 10
11. K TO 12 – ENGLISH
READING COMPREHENSION
Content Standards The learner understands that reading is a psycholinguistic guessing game which utilizes visual and non-visual
information in order to confirm, modify, and monitor one’s comprehension.
Performance Standards The learner…
activates prior knowledge conceptually related to text and establishes a purpose for reading
be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
responds to literary texts through the appreciation of literary devices and an understanding of story grammar
locates information from expository texts and uses this information for discussion or written production
Competencies
GRADE 1 GRADE 2 GRADE 3
The Learner …
identifies connections between story listened
to and personal experiences
makes predictions about stories based on the
cover or titles of texts
validates predictions made after reading a text
modifies prior knowledge based on new
knowledge from texts
uses what is already known to understand
texts
relates information and events in a reading
selection to life experience and vice versa
derives meaning from texts with repetitive
language structure
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 11
12. K TO 12 – ENGLISH
GRADE 1 GRADE 2 GRADE 3
The Learner…
predicts what will happen in a text based on
pictures or information in the text
retells and/or acts out events in a text
answers simple questions about texts read
asks simple questions about texts read
knows the differences between “made-up”
(fiction) and “real” (nonfiction) texts
knows the difference between stories and
poems
reads and understands simple written
instructions
sequences a series of events in a literary
selection read
identifies elements of a story, including
characters, setting, and key events
identifies the topic of expository texts read
follows a set of written or verbal three-step
directions with picture cues
determines whether a specific task is
completed by checking to make sure all the
steps were followed in the right order with
picture cues to assist
state the meaning of some environmental
signs (e.g. traffic, safety, warning signs)
locates specific information in the text to find
answers to simples questions
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 12
13. K TO 12 – ENGLISH
FLUENCY
Content Standards The learner understands the importance of acquiring a high level of “fluency” in English in order to be understood by both
native and non native listeners through:
1. Reading (the ability to easily read and understand texts written in the language)
2. Writing (the ability to formulate written texts in the language)
3. Comprehension (the ability to follow and understand speech in the language)
4. Speaking (the ability to produce speech in the language and be understood by its speakers)
Performance Standards The learner reads aloud grade level texts effortlessly without hesitation and with proper expression.
Competencies
GRADE 1 GRADE 2 GRADE 3
The Learner…
uses appropriate intonation and expression
during unison oral reading with the teacher
reads with automaticity approximately 20 high-
frequency/sight words
reads aloud appropriate grade level text at a
rate of approximately 60 words per minute
reads appropriate grade level text with an
accuracy rate of 95-100%
reads appropriate grade level text in three-to-
four word phrases using intonation, expression
and punctuation cues
reads with automaticity 100 appropriate grade
level high-frequency/sight words
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 13
14. K TO 12 – ENGLISH
SPELLING
Content Standards The learner understands that words are formed with letters in accepted order (orthography).
Performance Standards The learner spells words with two or more syllables using phonic, semantic, and morphemic expression.
Competencies
GRADE 1 GRADE 2 GRADE 3
The Learner…
uses invented (or developmental) spelling to
try to spell words on his own
understands that there is a correct way to spell
words
uses phonemic awareness and letter
knowledge to spell and write words
uses simple punctuation marks and capital
letters
pays attention to how words are spelled
correctly spells previously studied words
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 14
15. K TO 12 – ENGLISH
WRITING/COMPOSITION
Content Standards The learner understands the different formats to write for a variety of audiences and purposes.
Performance Standards The learner expresses their ideas effectively in formal and informal compositions to fulfill their own purposes for writing.
Competencies
GRADE 1 GRADE 2 GRADE 3
The Learners…
understands that writing conveys meaning
uses letter forms to represent thoughts and
ideas
writes for different purposes – stories,
explanations, letters, lists using invented
spelling or phonic knowledge
writes things for others to read (by thinking of
ideas, writing draft copies, and revising drafts)
pays attention to the mechanics of writing (e.g.
spelling, capitalization, and punctuation) in the
final revisions of compositions
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 15
16. K TO 12 – ENGLISH
ATTITUDE TOWARDS LANGUAGE, LITERATURE AND LITERACY
Content Standards The learner understands the significance of interpreting the social meaning of the choice of linguistic varieties and using
language with the appropriate social meaning for the communication situation.
Performance Standards The learner demonstrates a love for reading stories and confidence in performing literacy-related activities / tasks.
Competencies
GRADE 1 GRADE 2 GRADE 3
The Learners… The Learners… The Learners…
returns to favorite books, songs, rhymes to be retells or re-reads familiar storybooks to other makes choices about which texts to read
re-read and enjoyed children based on prior reading experience
attempts to read or retell familiar storybooks makes choices from a selection of texts and responds to text by discussing preferences
begin to justify preferences such as favorite characters, and books with
similar themes
takes books from home to school (or vice versa) writes and shares own stories
for independent/extra reading
identifies favorite authors and stories explores and investigates topics of own
interest
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 16
17. K TO 12 – ENGLISH
STUDY SKILLS
Content Standards The learner understands that there are an array of study skills, which may tackle the process of organising and taking in
new information and retaining information.
Performance Standards The learner chooses and utilizes discrete techniques (general or specific) and applies them to all or most fields of study.
Competencies
GRADE 1 GRADE 2 GRADE 3
The Learners… The Learners… The Learners…
follows directions follows directions follows directions
interprets pictographs alphabetizes (first letters) alphabetizes (2nd letters)
Interprets simple maps of familiar places Uses the index at table of contents dictionary skills
locates information highlights important information
Interprets bar graphs and tables Interprets graphs, charts and tables
Interprets simple maps of familiar places constructs maps of familiar places
understands simple outlines
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 17
18. K TO 12 – ENGLISH
LISTENING COMPREHENSION
Content Standards The learner understands that listening is the receptive skill in the oral mode that allows one to comprehend what is
heard using ones skills and background knowledge (schema).
Performance Standards The learner…
activates prior knowledge conceptually related to text and establishes a purpose for listening/reading
be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
responds to literary texts through the appreciation of literary devices and an understanding of story grammar
recalls/locates information from expository texts and uses this information for discussion or written production
Competencies
GRADE 7 GRADE 8 GRADE 9 GRADE 10
The Learner… The Learner… The Learner… The Learner…
determines how stress, listens for important points determines appropriateness of examines how spoken
intonation, phrasing, pacing, tone, signaled by stress, intonation, stress, intonation, phrasing, tone, communication between and
and non-verbal cues serve as phrasing, pacing, tone, and non- and non-verbal cues used by a among speakers in specific
carriers of meaning that may aid verbal cues that serve as carriers speaker in a particular setting for situations may be repaired or
or interfere in the message of the of meaning in specific situations a specific audience enhanced verbally and non-
text listened to verbally to suit various functional
purposes
uses active listening strategies employs projective listening shifts from one listening strategy adjusts listening strategies based
based on purposes, familiarity strategies when listening to to another based on purpose, on purpose, familiarity with the
with the topic and the level of descriptive and longer narrative familiarity with the topic and level topic, and level of difficulty of the
difficulty of simple informative and texts of difficulty of the argumentative expository and analytical texts
short narrative texts or persuasive texts
listens to appreciate listens to validate information, listens to determine faulty logic, listens to simplify, reorganize, and
communication roles, opinion, or assumption in order to unsupported facts and emotional synthesize information for
expectations and intentions in participate well in a specific appeal in order to provide purposes of expanding,
specific communicative contexts communicative context or appropriate and critical feedback reviewing, or updating knowledge
or situations situation in a specific context or situation
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 18
19. K TO 12 – ENGLISH
ORAL LANGUAGE AND FLUENCY
Content Standards The learner understands the standards of English in order to participate in various oral communication demands
(situation, purpose and audience).
Performance Standards The learner has sufficient facility in English to understand spoken discourse and to talk and interact with others about
personal experiences and text listened to or read.
Competencies
GRADE 7 GRADE 8 GRADE 9 GRADE 10
The Learner… The Learner… The Learner… The Learner…
uses the right stress, intonation, varies the stress, intonation, determines the appropriate adjusts the stress, intonation,
phrasing, pacing and tone in phrasing, pacing and tone while stress, intonation, phrasing, phrasing, pacing and tone while
interpersonal expressions and in reading orally from a prepared pacing and tone while delivering participating in formal oral
reading short written or recorded manuscript, delivering prepared an extemporaneous or impromptu presentations, debates, and
passages aloud lines in a performance script, or speech broadcast communication tasks
re-enacting an episode or scene
uses appropriate verbal and non- uses appropriate verbal and non- employs varied verbal and non- enhances the quality of verbal
verbal turn-taking, turn-giving, verbal strategies to animate a verbal strategies to create impact and non-verbal strategies
and topic control strategies in written script for purposes of on a specific audience while employed by speakers in a
participating in forms of small delivering information or delivering various forms of completed formal oral
group interaction including executing a dramatic piece and extemporaneous or impromptu presentation, debate, or
interviews and panel discussions other performance speech forms speech broadcast communication tasks
talks about significant human provides structured feedback on provides appropriate and formulates informed assertions,
experiences and ideas on literary the quality of spoken discourse constructive response to claims, and justifications using
or expository reading, listening or based on a prepared manuscript questions and feedback accurate, adequate, and
viewing selections in unrehearsed or performance script concerning one’s performance in appropriate primary and
individual and group modalities an extemporaneous or impromptu secondary information
speech task
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 19
20. K TO 12 – ENGLISH
VOCABULARY DEVELOPMENT
Content Standards The learner understands that words are composed of different parts and their meaning changes in context.
Performance Standards The learner employs strategies to decode the meaning of words in isolation and in context (word strategies).
Competencies
GRADE 7 GRADE 8 GRADE 9 GRADE 10
The Learner… The Learner… The Learner… The Learner…
establishes semantic establishes the meaning of words identifies context-appropriate reduces ambiguity and
relationships of words and and expressions as they are used substitutes for words or vagueness in the use of words
expressions that include familiar, in discourse structures and expressions and expressions
colloquial, and idiomatic types patterns
Identifies collocations and uses context clues and structural determines the level of formality explains the nature of shift in
arrange words or expressions in analysis to arrive at the meaning or register in which a word or structure and meaning of a word
clines, categories, and clusters of words and expressions expression is to be used or expression as used in a
specific discipline, situation, or
context of use
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 20
21. K TO 12 – ENGLISH
READING COMPREHENSION
Content Standards The learner understands that reading is a psycholinguistic guessing game which utilizes visual and non-visual
information in order to confirm, modify, and monitor one’s comprehension.
The learner…
activates prior knowledge conceptually related to text and establishes a purpose for reading
Performance Standards be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
responds to literary texts through the appreciation of literary devices and an understanding of story grammar
locates information from expository texts and uses this information for discussion or written production
Competencies
GRADE 7 GRADE 8 GRADE 9 GRADE 10
The Learner… The Learner… The Learner… The Learner…
uses predictive and anticipatory organizes prior knowledge articulates prior knowledge assesses prior knowledge
devices or tasks to activate prior concerning the topic of reading or concerning the topic of reading or concerning the topic of reading or
knowledge concerning the topic of viewing selection using a variety viewing selection using guided viewing selection using individual
reading or viewing selection of graphic organizers small group discussion strategies or group assessment devices
distinguishes between and among responds to information from a compares and contrasts evaluates content, elements,
literal, inferential, and applied reading or viewing selection information presented in two or features, and properties of a
information presented in a through the use of oral or written more related reading or viewing reading or viewing selection using
reading or viewing selection and short response formats and selections using guided text a set of text analysis strategies
the questions formed on the basis differentiated group performance analysis strategies and devices in developed in consultation with
of such information tasks a small group structure peers and the teacher
establishes the relevance and identifies dominant literary ascertains the features of the organizes an independent and
unity of the elements of a text vis- devices and figures of speech reading or viewing selection that systematic approach to critiquing
à-vis its intended purpose and that add color and heighten clarify its adherence to or an elected reading or viewing
production milieu meaning in the reading or viewing dismissal of a particular tradition selection
selection of literary production
establishes the validity and unity identifies dominant writing or ascertains the features of the organizes an independent and
of the details of a text vis-à-vis its filming techniques that add color reading or viewing selection that systematic approach to critiquing
intended purpose and production to and heighten meaning of the clarify its adherence to or an elected reading or viewing
milieu reading or viewing selection dismissal of a particular social selection
issue, concern, or disposition
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 21
22. K TO 12 – ENGLISH
WRITING AND COMPOSITION
Content standards The learner understands the different formats to write for a variety of audiences and purposes.
Performance standards The learner expresses ideas effectively in formal and informal compositions for a particular purpose and audience.
Competencies
GRADE 7 GRADE 8 GRADE 9 GRADE 10
The Learner… The Learner… The Learner… The Learner…
distinguishes between oral and distinguishes between identifies ways by which identifies ways by which
written modes of language use informational and artistic stances information is systematically purposeful writing may be
with emphasis on their exclusive in written discourse and the organized to meet specific goals supported by a variety of
features and properties specific properties of each stance and objectives in written information sources, processing
discourse techniques, and presentation
strategies
determines features and identifies common language employs a variety of language uses standard procedure,
properties of written language n patterns that exist in specific and discourse patterns in appropriate forms, and
accordance to a specific register written discourse patterns expressing one’s view and assessment tools or techniques in
or level of formality opinions concerning a specific process-oriented writing with the
topic of interest aid of peers and the teacher
uses specific cohesive and uses specific cohesive and uses specific cohesive and uses specific cohesive and
literary devices to construct literacy devices to construct basic literary devices to construct literary devices to construct
written personal discourse literary and expository written extended literary and expository integrative literary and expository
formats such as letters, blogs, discourse such as poetry, drama, written discourse as short fiction, written discourse as review,
and electronic mails and basic fables, parables, myths, legends, argumentative and persuasive critiques, research reports, and
mass media materials as print personal essays, biographies and essays, speeches, and scripts for broadcast
ads, campaigns and broadcast vignettes opinionated journalistic writing communication texts, including
commercials screenplay
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 22
23. K TO 12 – ENGLISH
GRAMMAR AWARENESS
Content standards The learner understands that English language has a set of structural rules that govern the composition of clauses,
phrases, and words in oral and written communication.
Performance standards The learner…
demonstrates grammatical awareness by being able to read, speak and write correctly
communicate effectively in oral and written forms using the correct grammatical structures of English
Competencies
GRADE 7 GRADE 8 GRADE 9 GRADE 10
The Learner… The Learner… The Learner… The Learner…
uses: uses: uses: uses:
o varied nouns o varied adjective o other cohesive techniques o appropriate expressions of
complementation complementation and devices introducing, expanding,
o varied verb o appropriate idioms, o various polite expressions summarizing, and
complementation collocations, and fixed o varied techniques of restating a topic
o correct determiners expression softening expression o appropriate statements of
o consistent tense o coordinators o appropriate techniques to definition, causation,
o proper tense simplification o subordinators avoid confusing sentence elaboration, and synthesis
o appropriate auxiliary and o other appropriate devices structures
modal verbs for emphasis
formulates: formulates: formulates: formulates:
o meaningful question o correct complex and o appropriate restatements o correct claim of fact
forms, short answers, and compound-complex o correct negation structures o correct claim of policy
reply questions sentences o meaningful structures of o correct claim of value
o correct simple and o correct conditional fronting, inversion, and o appropriate direct quote
compound sentence statements emphasis o substantive précis
o meaningful embedded and o appropriate parenthetical o effective sentence with o adequate paraphrase
kernel sentences expressions controlled length and o suitable statement of
o appropriate direct or o meaningful expanded rhythm conclusion
reported speech sentence (following
balance, parallelism, and
modification)
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 23
24. K TO 12 – ENGLISH
ATTITUDE
Content standards The learner understands the significance of interpreting the social meaning of the choice of linguistic varieties and
using language with the appropriate social meaning for the communication situation.
Performance standards The learner demonstrates a love for reading and viewing various texts and confidence in responding/participating in
various communicative activities / tasks.
Competencies
GRADE 7 GRADE 8 GRADE 9 GRADE 10
The Learner… The Learner… The Learner… The Learner…
demonstrates eagerness and exhibits the initiative to innovative adopts an appropriate, sensitive, observes fairness, objectivity,
spontaneity in providing and independently or in cooperation and responsive disposition in proactive disposition, and
responding to questions and with others in designing, articulating, maintaining, and responsible use of information in
feedback pertinent to previous, presenting, and sharing expected challenging diverse opinions and supporting and elaborating
ongoing, and future opportunities outputs of creative and critical points o view concerning specific particular claims relevant to one’s
for learning language, literacy, thinking concerning language, issues or concern established project of inquiry
and literature literacy, and literature
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 24
25. K TO 12 – ENGLISH
STUDY SKILLS
Content standards The learner understands that there are an array of study skills, which may tackle the process of organising and taking
in new information and retaining information.
Performance standards The learner chooses and utilizes discrete techniques (general or specific) and applies them to all or most fields of
study.
Competencies
GRADE 7 GRADE 8 GRADE 9 GRADE 10
The Learner… The Learner… The Learner… The Learner…
locates appropriate print, non- exchanges and processes arranges collected and classified designs appropriate task and
print, and electronic sources of information synchronously or information using an appropriate resource management schemes
information for purposes of asynchronously with peers and liner or non-linear organizer such to carry out specific foals o an
supporting assertions, validating other persons for purposes of as idea maps and outlines organized inquiry
assumptions, and drawing expanding understanding, limiting
conclusions inquiry, and balancing views or
opinions
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 25
26. K TO 12 – ENGLISH
CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM
ENGLISH
-------------------------------------------------------------------------------------------------------
A. Learning Area Team (LAT) Review with designated LAT CONVENOR
Date : October 22, 2011
November 2, 2011
NAME DESIGNATION OFFICE/SCHOOL
1. Dr. Dina Ocampo-CONVENOR Dean UP – College of Education
2. Heidi Macahilig RAP/PNU
3. Gerry Areta PNU
4. Jeanne Ramos Raya School
5. Ruth Martin Raya School
6. Flora Anne Alfonso Xavier School
7. Filomena Sanchez Filbern School
8. Ramilio Correa Sangfil/DLSU
9. Joanne Astilla Wordlab School
10. Edizon Fermin Principal Merian College
11. Marivic Arcos Wordlab School
12. Ma. Perpetua Talens PDRC
13. Maia Josephine Tamboon PSDeaf
14. Josefina Lacuna Senior Education Program Specialist Retired-BEE
15. Marie Therese Bustos UP-Educ
16. Pamela Razon UPIS
17. Sabrina Par Instructor 4 UPIS
18. Ma. Lourdes Vargas UPIS
19. Rowena del Castillo UPIS
20. Greg Pawilen UP-Educ
21. Paraluman Giron (ret) Chair K-10 TWG DepEd
22. Roderick Aguirre Language and Preschool Consultant DepEd VIII / CESS
23. Avelina Llagas (ret) Consultant DepEd
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 26
27. K TO 12 – ENGLISH
B. Workshop on Determining Gaps Between BEC Grade 6 Competencies and the K to 12 Grade 7 Competencies
Venue: DAP, Tagaytay City
Date: September 7-9, 2011
NAME DESIGNATION OFFICE/SCHOOL
A. Dr. Roderick Aguirre Language and Preschool Consultant DepED VIII / CESS
B. Ligaya Ilagan EPS II DepEd CO/BEE-SDD
C. Workshop on the Finalization of Learning Competencies
Venue: DAP, Tagaytay City
Date: August 15-19, 2011
NAME DESIGNATION OFFICE/SCHOOL
1. Dr. Roderick Aguirre Language and Preschool Consultant DepED VIII / CESS
Retired ES: Elementary English –
2. Dr. Perla Cuanzon DepED - NEPP
DepED Manila
3. Galileo Go SEPS DepED CO/BEE-CDD
Retired ES: Elementary English –
4. Dr. Lourdes Visaya DepED – NEPP
DepED Manila
5. Eufrosina R. Lontoc AA IV / Documentor DepED CO/BEE-SPED
D. Workshop on the Finalization of Learning Competencies
Venue: DAP, Tagaytay City
Date: August 8-12 , 2011
NAME DESIGNATION OFFICE/SCHOOL
1. Dr. Roderick Aguirre Language and Preschool Consultant DepED VIII / CESS
2. Dr. Edilberta Bala Professor Philippine Normal University, Manila
3. Gloria Buya-ao EPS I DepED DO – Ifugao
4. Nerissa Lomeda ES I English – Division of Muntinlupa DepED DO – Muntinlupa
5. Dr. Perla Cuanzon Former ES: Elementary English – DepED - NEPP
6. Ricardo Ador Dionisio Teacher II Rizal High School
7. Galileo Go SEPS DepED CO/BEE-CDD
8. Liberty Mangaluz HT III, English Quirino High School
9. Prof. Marla Papanggo Professor Philippine Normal University
10. Melinda Rivera Senior Subject Specialist DepED CO/BSE-CDD
11. Dr. Nilda Sunga Academic Director Angelicum College
12. Dr. Lourdes Visaya Former ES: Elementary English DepED – NEPP
13. Eufrosina R. Lontoc AA IV / Documentor DepED CO/BEE-SPED
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 27
28. K TO 12 – ENGLISH
Former PDO II: BESRA – DepED CO /
14. Aro R. Rara DepEd
Documentor
E. Workshop on the Development of Learning Competencies and Teaching Guides
Venue: DAP,Tagaytay City
Date: July 18-19, 2011
NAME DESIGNATION OFFICE/SCHOOL
1. Dr. Lourdes Visaya Retired ES: Elementary English – DepED DepEd
Manila
2. Dr. Perla Cuanzon Retired ES: Elementary English – DepED DepEd
Manila
3. Mr. Roderick M. Aguirre Language and Preschool Consultant DepEd. Region VIII
Venue: DAP,Tagaytay City
Date: July 18-22, 2011
NAME DESIGNATION OFFICE/SCHOOL
1. Liberty Mangaluz Head Teacher III Quirino High School
2. Digi Castillo Consultant British Council
3. Eufrosina R. Lontoc AA IV/ Encoder SPED - BEE
4. Perla H. Cuanzon Former Educ. Supervisor - English NEPP
5. Mr. Roderick M. Aguirre Language and Preschool Consultant DepEd. Region VIII
6. Galileo L. Go SEPS CDD, BEE
7. Ligaya G. Ilagan EPS II DepEd CO/BEE-SDD
8. Lourdes C. Visaya Former Educ. Supervisor – English Deped – NEPP
9. Melinda Rivera Senior Subject Specialist CDD - BSE
F. Workshop on the Development of Learning Competencies Grades 3 to 10
Venue: DAP, Tagaytay City
Date: July 18-22, 2011
NAME DESIGNATION OFFICE/SCHOOL
1. Roderick M. Aguirre Language and Preschool Consultant DepED VIII/CESS
2. Perla H. Cuanzon Former Educ. Supervisor – English DepED - NEPP
3. Galileo L. Go SEPS DepED CO/BEE-CDD
4. Ligaya G. Ilagan EPS II DepED CO/BEE-SDD
5. Lourdes C. Visaya Former Educ. Supervisor – English DepED - NEPP
6. Melinda P. Rivera Senior Subject Specialist DepED CO/BSE-CDD
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 28