Republic of the PhilippinesDepartment of EducationDepEd Complex, Meralco AvenuePasig CityK to 12 Curriculum GuideENGLISH(G...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 2ORAL LANGUAGEContent Standards The learn...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 3PHONICS AND WORD RECOGNITIONContent Stan...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 4GRAMMARContent Standards The learner und...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 5VOCABULARY DEVELOPMENTContent Standards ...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 6GRADE 1 GRADE 2 GRADE 3The Learner . . ....
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 7LISTENING COMPREHENSIONContent Standards...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 8GRADE 1 GRADE 2 GRADE 3The Learner . . ....
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 9GRADE 1 GRADE 2 GRADE 3The Learner . . ....
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 10GRADE 1 GRADE 2 GRADE 3The Learner . . ...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 11READING COMPREHENSIONContent Standards ...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 12GRADE 1 GRADE 2 GRADE 3The Learner… pr...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 13FLUENCYContent Standards The learner un...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 14SPELLINGContent Standards The learner u...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 15WRITING/COMPOSITIONContent Standards Th...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 16ATTITUDE TOWARDS LANGUAGE, LITERATURE A...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 17STUDY SKILLSContent Standards The learn...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 18LISTENING COMPREHENSIONContent Standard...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 19ORAL LANGUAGE AND FLUENCYContent Standa...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 20VOCABULARY DEVELOPMENTContent Standards...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 21READING COMPREHENSIONContent Standards ...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 22WRITING AND COMPOSITIONContent standard...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 23GRAMMAR AWARENESSContent standards The ...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 24ATTITUDEContent standards The learner u...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 25STUDY SKILLSContent standards The learn...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 26CURRICULUM DEVELOPERS/WRITERS/REACTORS ...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 27B. Workshop on Determining Gaps Between...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 2814. Aro R. RaraFormer PDO II: BESRA – D...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 297. Liberty A. Mangaluz HT III, English ...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 304. Mr. Adrian S. Peralta Teacher II/Ass...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 316. Aurelia T. Ballitoc Master Teacher I...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 324. Regions IX,X and ARMMVenue: RELC, Ca...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 335. Aileen Mae T. Hui Elementary Teacher...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 34SECRETARIATNAME DESIGNATION1. Rachelle ...
K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 359. Dr. Brenda B. Corpuz Technical Advis...
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K to 12 English Curriculum Guide

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K to 12 English Curriculum Guide for Grades 1-3 and Grades 7-10

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  • the k-12 is be gratefull in my brain because im learning about to we talk about english to tagalog i love english k-12 we smile a teacher to be honest polite be strong in summative test in any test all subject. :):):):)
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  • we encounter new things and we are challenged as teachers. We are nation -changers so why not start w/ positive words, outlook and perspective to give help. complaining won't do any help. Go teachers! help carry the burden! The system needs us...let's do something to modify the system.
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  • hay naku mga mam and sir high tech na raw pero ano nangyayari sa atin nganga!
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  • @undefined mao jud makalagot jud
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  • You know what? What's the use of posting this one if it could not be copied nakakainis.
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Transcript of "K to 12 English Curriculum Guide"

  1. 1. Republic of the PhilippinesDepartment of EducationDepEd Complex, Meralco AvenuePasig CityK to 12 Curriculum GuideENGLISH(Grade 1 to Grade 3 and Grade 7 to 10)January 31, 2012
  2. 2. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 2ORAL LANGUAGEContent 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 aboutpersonal experiences and text listened to or read.CompetenciesGRADE 1 GRADE 2 GRADE 3The Learner . . . listens and attempts to respond to others inEnglishThe Learner . . . listens and responds to othersThe Learner . . . listens and interacts with others in a group orclass discussion listens and responds to texts  listens and responds to texts and relates themto personal experiences listens and responds to texts, recall the mainideas, and relates them to personalexperiences relates texts to personal experiences  converses and talks about personal experiences  converses, asks questions, and talks aboutevents and personal experiences in a group talks about personal experiences  tells a story  tells stories, recites or reads aloud informallyor for audience Identifies, describes and uses some commonlyused verbal and non-verbal features in a rangeof texts identifies, describes and uses some commonlyused verbal and non-verbal features in a rangeof texts and begins to adapt spoken languageto an audience clarifies meanings heard while drawing onpersonal experiences identifies, clarifies and questions meaningsdrawing on personal background, knowledgeand experiences identifies, clarifies and uses meanings inspoken texts, drawing on personalbackground, knowledge and experiences starts to asks questions, attempts to listen to,interprets and presents information asks questions, listens to, interprets andpresents information asks questions, listens to, interprets andpresents information
  3. 3. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 3PHONICS AND WORD RECOGNITIONContent 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 complexletter combinations, affixes and contractions.CompetenciesGRADE 1 GRADE 2 GRADE 3The Learner… knows all letter-sounds understands that the order of letters in awritten word represents the order of sounds ina spoken word recognizes some common words on sight,such as a, the, you, is, are uses phonics knowledge to attempt unknownwords shows how spoken words are represented bywritten letters that are arranged in a specificorder 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
  4. 4. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 4GRAMMARContent 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.CompetenciesGRADE 1 GRADE 2 GRADE 3The Learner… The Learner… uses awareness of the grammar of a sentenceto help decipher new or unfamiliar wordsThe learner… reads familiar texts aloud with fluency andexpressions appropriate to the grammar (e.g.pausing at full stops and raising voice atquestions) reads aloud with intonation and expression,taking account of the punctuation (e.g. speechmarks and exclamation marks) uses correct nouns and personal pronouns intelling about one’s family and friends uses correct nouns, common and proper andsingular and plural in taking/writing aboutpersons, places and things uses correct personal pronouns in place ofnouns uses correct personal and possessivepronouns in place of nouns uses a limited number of simple verbs in tellingabout the activities of one’s family and friends uses correct simple present form of the verb thatagrees with the noun or pronoun uses correct simple present and past form ofverbs in talking/writing about one’sexperiences describes one’s family and friends usingcommon adjectives uses a number of adjectives in describing thepersons, places and things uses a number of adjectives, their synonymsand antonyms, in describing persons, placesand things uses directional prepositions correctly  uses common prepositions correctly  uses common prepositions and attempts touse prepositional phrases correctly
  5. 5. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 5VOCABULARY DEVELOPMENTContent 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.CompetenciesGRADE 1 GRADE 2 GRADE 3The Learner . . . differentiates English words from words inother languages spoken at home and in schoolThe Learner . . . identifies and supplies the English wordequivalent of words in the mother tongue orFilipinoThe Learner . . . uses English words in spoken and writtenexpression asks about unfamiliar words to gain meaning  classifies common words into conceptualcategories (e.g. animals, foods, toys, etc) supplies words that fall into conceptualcategories sorts familiar words in basic categories (e.g.colors, shapes, foods, etc) determines what words mean from how they areused in a sentence, heard or read provides alternate words for a target word toreflect understanding of nuances (e.g. big,huge, enormous) describes familiar objects and events in bothgeneral and specific language talks about the meaning of words and uses newwords when speaking and writing transforms root words to appropriate structureto fit a sentence (e.g. smile, smiled, smiles,smiling) shows curiosity about and play with words andlanguage begins to see that some words mean the samething (synonyms) and some words haveopposite meanings (antonyms) uses English to define or describe otherEnglish words uses new words learned thru stories in ownspeech recognizes that words play different roles insentences (e.g. some words-nouns-name thingsand some words-verbs-show actions) uses English to describe persons, places,processes and events knows and uses words that are important toschool work, such as the names for colors,shapes, and numbers asks about unfamiliar words to learn aboutmeaning uses knowledge of prefixes (e.g. un-, re-, in-,dis-) to determine the meaning of words
  6. 6. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 6GRADE 1 GRADE 2 GRADE 3The Learner . . . knows and uses words that are important todaily life, such as street names and names forcommunity workersThe Learner . . . recognizes root words and their inflections (e.g.look, looks, looked, looking)The Learner . . . uses knowledge of suffixes (e.g. –ful, -ly, -less)to determine the meaning of words identifies some words that comprisecontractions (e.g. can’t = can not, it’s = it is,aren’t = are not) recognizes some words represented bycommon abbreviations (e.g. Mr., ave., Oct.) recognizes that two words can make acompound word (e.g. airport, treetop, popcorn) determines the meaning of compound wordsusing knowledge of individual words (e.g.lunchtime, daydream, everyday) uses language with more control (such asspeaking in complete sentence) wants to learn new words and share them atschool and home understands that the language used in schoolare more formal than the language used athome and with friends uses clues from the context to figure out whatwords mean increases vocabulary through the use ofsynonyms and antonyms uses different parts of speech correctly,including nouns, verbs, adjectives, andadverbs learns more new words through independentreading
  7. 7. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 7LISTENING COMPREHENSIONContent Standards The learner understands that listening is the receptive skill in the oral mode that allows one to comprehend what is heardusing 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 productionCompetenciesGRADE 1 GRADE 2 GRADE 3The Learner . . . identifies connections between text listened toand personal experiencesThe Learner . . . identifies similarities and differences in the plotor events in a story and personal experiencesThe Learner . . . proposes several predictions about text uses personal experiences to make predictionsand about text to be listened to uses prior knowledge to select most likelyconclusions about text makes predictions about stories based on thecover r titles of texts uses an understanding of incidents, charactersand settings to make predictions formulates questions that are expected to beanswered after reading the text expects written texts to make sense  validates predictions made after listening  makes predictions using experiences oflistening to others texts with similar themes uses the meaning of simple texts to supportpredictions modifies prior knowledge based on newknowledge from text listens carefully to texts read aloud  predicts what will happen next in a text  evaluates the predictions made on the basis oftext listened to asks and answers questions about texts  discusses what is already known about topicslistened to re-formulates prior knowledge on the basis onnew information learned from text uses what is already known to understand atext relates information and events in a selection tolife experiences and vice versa knows how to read for specific purposes andto seek answers to specific questions
  8. 8. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 8GRADE 1 GRADE 2 GRADE 3The Learner . . . predicts what will happen in a text based onpictures or information in the textThe Learner . . . identifies elements of a story, includingcharacters, setting, and key eventsThe Learner . . . compares a prediction about an action orevent to what actually occurred within a text retells and/or acts out events in texts  answers simple questions about literary textslistened to asks relevant questions in order tocomprehend talks about texts identifying major points andkey themes asks simple questions (who, what, when, where)about literary text listened to recalls information, main ideas, and detailsafter reading Participates (e.g. reacts, speculates, joins in,reads along) when repetitive languagestructure of fiction and poetry are read aloud knows the difference between “made up”(fiction) and “real” (nonfiction) texts answers how, why, and what if questions understands the structure of a simple text anduse when re-enacting and retelling knows the difference between stories andpoems interprets information from diagrams, charts,and graphs answers simple questions (who, what, when,where, when) about text listened to listens and understands simple writteninstructions takes part in creative responses to storiessuch as dramatizations of stories and oralpresentations determines whether a story is realistic orfantasy identifies the plot of a literary selection listenedto goes beyond own experiences or generalimpression and refer to text to explain meaning restates facts from listening to expository texts  describes characters (e.g. traits, roles,similarities) within a literary selection listened to describes literary elements of text includingcharacters, plot (specific events, problem andsolution), and setting responds appropriately to questions based onfacts in expository texs sequences a series of events in a literaryselection listened to describes characters (e.g. traits, roles,similarities) within a literary selection Sequentially follow a two-step directions (e.g.recipes, directions, classroom procedures)using picture clues given verbally compares stories, identifies common themes,characters and contributes to discussions makes simple inferences about thoughts andfeelings and reasons for actions Identifies signs, symbols, labels, and captionsin the environment identifies the topic of expository text listened to  identifies key themes and discusses reasonsfor events in stories
  9. 9. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 9GRADE 1 GRADE 2 GRADE 3The Learner . . . locates information in pictorial informationbooksThe Learner . . . answers questions (e.g. who what, where,when) about expository text listened toThe Learner . . . sequences a series of events in a literaryselection participates (e.g. clapping, chanting, choralreading) in the reading of poetry by respondingto the rhyme and rhythm follows a set of written or verbal three-stepdirections with pictures cues describes literary elements of text includingcharacters, plot (specific events, problem andsolution), and setting relates story setting and incidents to ownexperiences determines whether a specific task is completedby checking to make sure all the steps werefollowed in the right order, with picture clues toassist describes characters (e.g. traits, roles,similarities) within a literary selection listenedto states the meaning of some environmental signs(e.g. traffic, safety, warning signs) makes simple inferences about thoughts andfeelings and reasons for actions locates specific information in the text to findanswers to simple questions identifies key themes and discusses reasonsfor events in stories sequences a series of events in a literaryselection identifies cause and effect of specific events ina literary selection identifies differences between fiction andnonfiction identifies words that the author selects in aliterary selection to create a graphic visualexperience identifies words that the author selects tocreate a rich auditory experience (e.g.alliteration, onomatopoeia, assonance,consonance) in a literary selection
  10. 10. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 10GRADE 1 GRADE 2 GRADE 3The Learner . . . compares events and characters in literaryselections from a variety of cultures to theirexperiences begins to understand the effects of differentwords and phrases (e.g. to create humor,images and atmosphere) locates specific information by usingorganization features in expository texts identifies the main idea in expository texts locates facts in response to questions aboutexpository texts locates specific information from graphicorganizers determines whether a specific task iscompleted by checking to make sure all thesteps were followed in the right order states the meaning of specific signs andsymbols (e.g. computer icons, map features,simple charts and graphs) evaluates the usefulness of the information ina particular text for answering questions
  11. 11. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 11READING COMPREHENSIONContent Standards The learner understands that reading is a psycholinguistic guessing game which utilizes visual and non-visualinformation 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 productionCompetenciesGRADE 1 GRADE 2 GRADE 3The Learner … identifies connections between story listenedto and personal experiences makes predictions about stories based on thecover or titles of texts validates predictions made after reading a text modifies prior knowledge based on newknowledge from texts uses what is already known to understandtexts relates information and events in a readingselection to life experience and vice versa derives meaning from texts with repetitivelanguage structure
  12. 12. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 12GRADE 1 GRADE 2 GRADE 3The Learner… predicts what will happen in a text based onpictures 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 andpoems reads and understands simple writteninstructions sequences a series of events in a literaryselection read identifies elements of a story, includingcharacters, setting, and key events identifies the topic of expository texts read follows a set of written or verbal three-stepdirections with picture cues determines whether a specific task iscompleted by checking to make sure all thesteps were followed in the right order withpicture cues to assist state the meaning of some environmentalsigns (e.g. traffic, safety, warning signs) locates specific information in the text to findanswers to simples questions
  13. 13. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 13FLUENCYContent Standards The learner understands the importance of acquiring a high level of “fluency” in English in order to be understood by bothnative 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.CompetenciesGRADE 1 GRADE 2 GRADE 3The Learner… uses appropriate intonation and expressionduring unison oral reading with the teacher reads with automaticity approximately 20 high-frequency/sight words reads aloud appropriate grade level text at arate of approximately 60 words per minute reads appropriate grade level text with anaccuracy rate of 95-100% reads appropriate grade level text in three-to-four word phrases using intonation, expressionand punctuation cues reads with automaticity 100 appropriate gradelevel high-frequency/sight words
  14. 14. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 14SPELLINGContent 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.CompetenciesGRADE 1 GRADE 2 GRADE 3The Learner… uses invented (or developmental) spelling totry to spell words on his own understands that there is a correct way to spellwords uses phonemic awareness and letterknowledge to spell and write words uses simple punctuation marks and capitalletters pays attention to how words are spelled correctly spells previously studied words
  15. 15. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 15WRITING/COMPOSITIONContent 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.CompetenciesGRADE 1 GRADE 2 GRADE 3The Learners… understands that writing conveys meaning uses letter forms to represent thoughts andideas writes for different purposes – stories,explanations, letters, lists using inventedspelling or phonic knowledge writes things for others to read (by thinking ofideas, writing draft copies, and revising drafts) pays attention to the mechanics of writing (e.g.spelling, capitalization, and punctuation) in thefinal revisions of compositions
  16. 16. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 16ATTITUDE TOWARDS LANGUAGE, LITERATURE AND LITERACYContent Standards The learner understands the significance of interpreting the social meaning of the choice of linguistic varieties and usinglanguage 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.CompetenciesGRADE 1 GRADE 2 GRADE 3The Learners… returns to favorite books, songs, rhymes to bere-read and enjoyedThe Learners… retells or re-reads familiar storybooks to otherchildrenThe Learners… makes choices about which texts to readbased on prior reading experience attempts to read or retell familiar storybooks  makes choices from a selection of texts andbegin to justify preferences responds to text by discussing preferencessuch as favorite characters, and books withsimilar themes takes books from home to school (or vice versa)for independent/extra reading writes and shares own stories identifies favorite authors and stories  explores and investigates topics of owninterest
  17. 17. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 17STUDY SKILLSContent Standards The learner understands that there are an array of study skills, which may tackle the process of organising and taking innew 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.CompetenciesGRADE 1 GRADE 2 GRADE 3The Learners… follows directionsThe Learners… follows directionsThe Learners… follows directions interprets pictographs  alphabetizes (first letters)  alphabetizes (2ndletters) 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
  18. 18. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 18LISTENING COMPREHENSIONContent Standards The learner understands that listening is the receptive skill in the oral mode that allows one to comprehend what isheard 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 productionCompetenciesGRADE 7 GRADE 8 GRADE 9 GRADE 10The Learner… determines how stress,intonation, phrasing, pacing, tone,and non-verbal cues serve ascarriers of meaning that may aidor interfere in the message of thetext listened toThe Learner… listens for important pointssignaled by stress, intonation,phrasing, pacing, tone, and non-verbal cues that serve as carriersof meaning in specific situationsThe Learner… determines appropriateness ofstress, intonation, phrasing, tone,and non-verbal cues used by aspeaker in a particular setting fora specific audienceThe Learner… examines how spokencommunication between andamong speakers in specificsituations may be repaired orenhanced verbally and non-verbally to suit various functionalpurposes uses active listening strategiesbased on purposes, familiaritywith the topic and the level ofdifficulty of simple informative andshort narrative texts employs projective listeningstrategies when listening todescriptive and longer narrativetexts shifts from one listening strategyto another based on purpose,familiarity with the topic and levelof difficulty of the argumentativeor persuasive texts adjusts listening strategies basedon purpose, familiarity with thetopic, and level of difficulty of theexpository and analytical texts listens to appreciatecommunication roles,expectations and intentions inspecific communicative contextsor situations listens to validate information,opinion, or assumption in order toparticipate well in a specificcommunicative context orsituation listens to determine faulty logic,unsupported facts and emotionalappeal in order to provideappropriate and critical feedbackin a specific context or situation listens to simplify, reorganize, andsynthesize information forpurposes of expanding,reviewing, or updating knowledge
  19. 19. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 19ORAL LANGUAGE AND FLUENCYContent 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 aboutpersonal experiences and text listened to or read.CompetenciesGRADE 7 GRADE 8 GRADE 9 GRADE 10The Learner… uses the right stress, intonation,phrasing, pacing and tone ininterpersonal expressions and inreading short written or recordedpassages aloudThe Learner… varies the stress, intonation,phrasing, pacing and tone whilereading orally from a preparedmanuscript, delivering preparedlines in a performance script, orre-enacting an episode or sceneThe Learner… determines the appropriatestress, intonation, phrasing,pacing and tone while deliveringan extemporaneous or impromptuspeechThe Learner… adjusts the stress, intonation,phrasing, pacing and tone whileparticipating in formal oralpresentations, debates, andbroadcast communication tasks uses appropriate verbal and non-verbal turn-taking, turn-giving,and topic control strategies inparticipating in forms of smallgroup interaction includinginterviews and panel discussions uses appropriate verbal and non-verbal strategies to animate awritten script for purposes ofdelivering information orexecuting a dramatic piece andother performance speech forms employs varied verbal and non-verbal strategies to create impacton a specific audience whiledelivering various forms ofextemporaneous or impromptuspeech enhances the quality of verbaland non-verbal strategiesemployed by speakers in acompleted formal oralpresentation, debate, orbroadcast communication tasks talks about significant humanexperiences and ideas on literaryor expository reading, listening orviewing selections in unrehearsedindividual and group modalities provides structured feedback onthe quality of spoken discoursebased on a prepared manuscriptor performance script provides appropriate andconstructive response toquestions and feedbackconcerning one’s performance inan extemporaneous or impromptuspeech task formulates informed assertions,claims, and justifications usingaccurate, adequate, andappropriate primary andsecondary information
  20. 20. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 20VOCABULARY DEVELOPMENTContent 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).CompetenciesGRADE 7 GRADE 8 GRADE 9 GRADE 10The Learner… establishes semanticrelationships of words andexpressions that include familiar,colloquial, and idiomatic typesThe Learner… establishes the meaning of wordsand expressions as they are usedin discourse structures andpatternsThe Learner… identifies context-appropriatesubstitutes for words orexpressionsThe Learner… reduces ambiguity andvagueness in the use of wordsand expressions Identifies collocations andarrange words or expressions inclines, categories, and clusters uses context clues and structuralanalysis to arrive at the meaningof words and expressions determines the level of formalityor register in which a word orexpression is to be used explains the nature of shift instructure and meaning of a wordor expression as used in aspecific discipline, situation, orcontext of use
  21. 21. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 21READING COMPREHENSIONContent Standards The learner understands that reading is a psycholinguistic guessing game which utilizes visual and non-visualinformation in order to confirm, modify, and monitor one’s comprehension.Performance StandardsThe 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 productionCompetenciesGRADE 7 GRADE 8 GRADE 9 GRADE 10The Learner… uses predictive and anticipatorydevices or tasks to activate priorknowledge concerning the topic ofreading or viewing selectionThe Learner… organizes prior knowledgeconcerning the topic of reading orviewing selection using a varietyof graphic organizersThe Learner… articulates prior knowledgeconcerning the topic of reading orviewing selection using guidedsmall group discussion strategiesThe Learner… assesses prior knowledgeconcerning the topic of reading orviewing selection using individualor group assessment devices distinguishes between and amongliteral, inferential, and appliedinformation presented in areading or viewing selection andthe questions formed on the basisof such information responds to information from areading or viewing selectionthrough the use of oral or writtenshort response formats anddifferentiated group performancetasks compares and contrastsinformation presented in two ormore related reading or viewingselections using guided textanalysis strategies and devices ina small group structure evaluates content, elements,features, and properties of areading or viewing selection usinga set of text analysis strategiesdeveloped in consultation withpeers and the teacher establishes the relevance andunity of the elements of a text vis-à-vis its intended purpose andproduction milieu identifies dominant literarydevices and figures of speechthat add color and heightenmeaning in the reading or viewingselection ascertains the features of thereading or viewing selection thatclarify its adherence to ordismissal of a particular traditionof literary production organizes an independent andsystematic approach to critiquingan elected reading or viewingselection establishes the validity and unityof the details of a text vis-à-vis itsintended purpose and productionmilieu identifies dominant writing orfilming techniques that add colorto and heighten meaning of thereading or viewing selection ascertains the features of thereading or viewing selection thatclarify its adherence to ordismissal of a particular socialissue, concern, or disposition organizes an independent andsystematic approach to critiquingan elected reading or viewingselection
  22. 22. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 22WRITING AND COMPOSITIONContent 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.CompetenciesGRADE 7 GRADE 8 GRADE 9 GRADE 10The Learner… distinguishes between oral andwritten modes of language usewith emphasis on their exclusivefeatures and propertiesThe Learner… distinguishes betweeninformational and artistic stancesin written discourse and thespecific properties of each stanceThe Learner… identifies ways by whichinformation is systematicallyorganized to meet specific goalsand objectives in writtendiscourseThe Learner… identifies ways by whichpurposeful writing may besupported by a variety ofinformation sources, processingtechniques, and presentationstrategies determines features andproperties of written language naccordance to a specific registeror level of formality identifies common languagepatterns that exist in specificwritten discourse patterns employs a variety of languageand discourse patterns inexpressing one’s view andopinions concerning a specifictopic of interest uses standard procedure,appropriate forms, andassessment tools or techniques inprocess-oriented writing with theaid of peers and the teacher uses specific cohesive andliterary devices to constructwritten personal discourseformats such as letters, blogs,and electronic mails and basicmass media materials as printads, campaigns and broadcastcommercials uses specific cohesive andliteracy devices to construct basicliterary and expository writtendiscourse such as poetry, drama,fables, parables, myths, legends,personal essays, biographies andvignettes uses specific cohesive andliterary devices to constructextended literary and expositorywritten discourse as short fiction,argumentative and persuasiveessays, speeches, andopinionated journalistic writing uses specific cohesive andliterary devices to constructintegrative literary and expositorywritten discourse as review,critiques, research reports, andscripts for broadcastcommunication texts, includingscreenplay
  23. 23. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 23GRAMMAR AWARENESSContent 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 EnglishCompetenciesGRADE 7 GRADE 8 GRADE 9 GRADE 10The Learner… uses:o varied nounscomplementationo varied verbcomplementationo correct determinerso consistent tenseo proper tense simplificationo appropriate auxiliary andmodal verbsThe Learner… uses:o varied adjectivecomplementationo appropriate idioms,collocations, and fixedexpressiono coordinatorso subordinatorso other appropriate devicesfor emphasisThe Learner… uses:o other cohesive techniquesand deviceso various polite expressionso varied techniques ofsoftening expressiono appropriate techniques toavoid confusing sentencestructuresThe Learner… uses:o appropriate expressions ofintroducing, expanding,summarizing, andrestating a topico appropriate statements ofdefinition, causation,elaboration, and synthesis formulates:o meaningful questionforms, short answers, andreply questionso correct simple andcompound sentenceo meaningful embedded andkernel sentenceso appropriate direct orreported speech formulates:o correct complex andcompound-complexsentenceso correct conditionalstatementso appropriate parentheticalexpressionso meaningful expandedsentence (followingbalance, parallelism, andmodification) formulates:o appropriate restatementso correct negation structureso meaningful structures offronting, inversion, andemphasiso effective sentence withcontrolled length andrhythm formulates:o correct claim of facto correct claim of policyo correct claim of valueo appropriate direct quoteo substantive préciso adequate paraphraseo suitable statement ofconclusion
  24. 24. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 24ATTITUDEContent standards The learner understands the significance of interpreting the social meaning of the choice of linguistic varieties andusing 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 invarious communicative activities / tasks.CompetenciesGRADE 7 GRADE 8 GRADE 9 GRADE 10The Learner… demonstrates eagerness andspontaneity in providing andresponding to questions andfeedback pertinent to previous,ongoing, and future opportunitiesfor learning language, literacy,and literatureThe Learner… exhibits the initiative to innovativeindependently or in cooperationwith others in designing,presenting, and sharing expectedoutputs of creative and criticalthinking concerning language,literacy, and literatureThe Learner… adopts an appropriate, sensitive,and responsive disposition inarticulating, maintaining, andchallenging diverse opinions andpoints o view concerning specificissues or concernThe Learner… observes fairness, objectivity,proactive disposition, andresponsible use of information insupporting and elaboratingparticular claims relevant to one’sestablished project of inquiry
  25. 25. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 25STUDY SKILLSContent standards The learner understands that there are an array of study skills, which may tackle the process of organising and takingin 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 ofstudy.CompetenciesGRADE 7 GRADE 8 GRADE 9 GRADE 10The Learner… locates appropriate print, non-print, and electronic sources ofinformation for purposes ofsupporting assertions, validatingassumptions, and drawingconclusionsThe Learner… exchanges and processesinformation synchronously orasynchronously with peers andother persons for purposes ofexpanding understanding, limitinginquiry, and balancing views oropinionsThe Learner… arranges collected and classifiedinformation using an appropriateliner or non-linear organizer suchas idea maps and outlinesThe Learner… designs appropriate task andresource management schemesto carry out specific foals o anorganized inquiry
  26. 26. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 26CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUMENGLISH-------------------------------------------------------------------------------------------------------A. Learning Area Team (LAT) Review with designated LAT CONVENORDate : October 22, 2011November 2, 2011NAME DESIGNATION OFFICE/SCHOOL1. Dr. Dina Ocampo-CONVENOR Dean UP – College of Education2. Heidi Macahilig RAP/PNU3. Gerry Areta PNU4. Jeanne Ramos Raya School5. Ruth Martin Raya School6. Flora Anne Alfonso Xavier School7. Filomena Sanchez Filbern School8. Ramilio Correa Sangfil/DLSU9. Joanne Astilla Wordlab School10. Edizon Fermin Principal Merian College11. Marivic Arcos Wordlab School12. Ma. Perpetua Talens PDRC13. Maia Josephine Tamboon PSDeaf14. Josefina Lacuna Senior Education Program Specialist Retired-BEE15. Marie Therese Bustos UP-Educ16. Pamela Razon UPIS17. Sabrina Par Instructor 4 UPIS18. Ma. Lourdes Vargas UPIS19. Rowena del Castillo UPIS20. Greg Pawilen UP-Educ21. Paraluman Giron (ret) Chair K-10 TWG DepEd22. Roderick Aguirre Language and Preschool Consultant DepEd VIII / CESS23. Avelina Llagas (ret) Consultant DepEd
  27. 27. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 27B. Workshop on Determining Gaps Between BEC Grade 6 Competencies and the K to 12 Grade 7 CompetenciesVenue: DAP, Tagaytay CityDate: September 7-9, 2011NAME DESIGNATION OFFICE/SCHOOLA. Dr. Roderick Aguirre Language and Preschool Consultant DepED VIII / CESSB. Ligaya Ilagan EPS II DepEd CO/BEE-SDDC. Workshop on the Finalization of Learning CompetenciesVenue: DAP, Tagaytay CityDate: August 15-19, 2011NAME DESIGNATION OFFICE/SCHOOL1. Dr. Roderick Aguirre Language and Preschool Consultant DepED VIII / CESS2. Dr. Perla CuanzonRetired ES: Elementary English –DepED ManilaDepED - NEPP3. Galileo Go SEPS DepED CO/BEE-CDD4. Dr. Lourdes VisayaRetired ES: Elementary English –DepED ManilaDepED – NEPP5. Eufrosina R. Lontoc AA IV / Documentor DepED CO/BEE-SPEDD. Workshop on the Finalization of Learning CompetenciesVenue: DAP, Tagaytay CityDate: August 8-12 , 2011NAME DESIGNATION OFFICE/SCHOOL1. Dr. Roderick Aguirre Language and Preschool Consultant DepED VIII / CESS2. Dr. Edilberta Bala Professor Philippine Normal University, Manila3. Gloria Buya-ao EPS I DepED DO – Ifugao4. Nerissa Lomeda ES I English – Division of Muntinlupa DepED DO – Muntinlupa5. Dr. Perla Cuanzon Former ES: Elementary English – DepED - NEPP6. Ricardo Ador Dionisio Teacher II Rizal High School7. Galileo Go SEPS DepED CO/BEE-CDD8. Liberty Mangaluz HT III, English Quirino High School9. Prof. Marla Papanggo Professor Philippine Normal University10. Melinda Rivera Senior Subject Specialist DepED CO/BSE-CDD11. Dr. Nilda Sunga Academic Director Angelicum College12. Dr. Lourdes Visaya Former ES: Elementary English DepED – NEPP13. Eufrosina R. Lontoc AA IV / Documentor DepED CO/BEE-SPED
  28. 28. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 2814. Aro R. RaraFormer PDO II: BESRA – DepED CO /DocumentorDepEdE. Workshop on the Development of Learning Competencies and Teaching GuidesVenue: DAP,Tagaytay CityDate: July 18-19, 2011NAME DESIGNATION OFFICE/SCHOOL1. Dr. Lourdes Visaya Retired ES: Elementary English – DepEDManilaDepEd2. Dr. Perla Cuanzon Retired ES: Elementary English – DepEDManilaDepEd3. Mr. Roderick M. Aguirre Language and Preschool Consultant DepEd. Region VIIIVenue: DAP,Tagaytay CityDate: July 18-22, 2011NAME DESIGNATION OFFICE/SCHOOL1. Liberty Mangaluz Head Teacher III Quirino High School2. Digi Castillo Consultant British Council3. Eufrosina R. Lontoc AA IV/ Encoder SPED - BEE4. Perla H. Cuanzon Former Educ. Supervisor - English NEPP5. Mr. Roderick M. Aguirre Language and Preschool Consultant DepEd. Region VIII6. Galileo L. Go SEPS CDD, BEE7. Ligaya G. Ilagan EPS II DepEd CO/BEE-SDD8. Lourdes C. Visaya Former Educ. Supervisor – English Deped – NEPP9. Melinda Rivera Senior Subject Specialist CDD - BSEF. Workshop on the Development of Learning Competencies Grades 3 to 10Venue: DAP, Tagaytay CityDate: July 18-22, 2011NAME DESIGNATION OFFICE/SCHOOL1. Roderick M. Aguirre Language and Preschool Consultant DepED VIII/CESS2. Perla H. Cuanzon Former Educ. Supervisor – English DepED - NEPP3. Galileo L. Go SEPS DepED CO/BEE-CDD4. Ligaya G. Ilagan EPS II DepED CO/BEE-SDD5. Lourdes C. Visaya Former Educ. Supervisor – English DepED - NEPP6. Melinda P. Rivera Senior Subject Specialist DepED CO/BSE-CDD
  29. 29. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 297. Liberty A. Mangaluz HT III, English Quirino High School8. Ricardo G. Ador Dionisio Teacher II Rizal High School9. Digi Castillo Consultant British Council10. Eufrosina R. Lontoc AA IV / Encoder DepED CO/BEE-SPEDG. Workshop on the Development of Learning Competencies Grades K to 3Venue: DAP, Tagaytay CityDate: July 11-15, 2011NAME DESIGNATION OFFICE/SCHOOL1. Roderick M. Aguirre Language and Preschool Consultant DepED VIII/CESS2. Perla H. Cuanzon Former ES: English – DepED Manila DepED - NEPP3. Galileo L. Go SEPS DepED CO/BEE-CDD4. Ligaya G. Ilagan EPS II DepED CO/BEE-SDD5. Lourdes C. Visaya Former ES: English – DepED Manila DepED - NEPP6. Eufrosina R. Lontoc AA IV / Documentor DepED CO/BEE-SPEDH. Writeshop on the Finalization of the Curriculum StandardsVenue: RELC, CALABARZONDate: May 19-21,2011NAME DESIGNATION OFFICE/SCHOOL1. Mr. Roderick M. Aguirre Language Consultant DepEd. Region VIII2. Mr. Galileo L. Go Senior Education Program Specialist CDD-BEE, DepEd, Central Office3. Mr. Ricardo G. Ador Dionisio Teacher II CDD – BSE, DepEd Central Office4. Mrs. Liberty A. Mangaluz Head Teacher III Quirino High School, Quezon City5. Mr. Adrian S. Peralta Teacher II/Assoc. Prof UE-CAS C.Apostol Elem. School, City of ManilaUniversity of the East, Manila6. Ms. Marisol L. Echano Teacher I Sta. Lucia High School, Pasig CityI. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and StandardsVenue: DAP,Tagaytay CityDate: May 10-13,2011NAME DESIGNATION OFFICE/SCHOOL1. Dr. Edilberta Bala Professor Philippine Normal University2. Dr. Lourdes Visaya retired ES: Elementary English – DepEDManilaDepEd3. Dr. Perla Cuanzon Retired ES: Elementary English – DepEDManilaDepEd
  30. 30. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 304. Mr. Adrian S. Peralta Teacher II/Assoc. Prof UE-CAS C.Apostol Elem. School, City of ManilaUniversity of the East, Manila5. Ms. JesusaAntiquiera Principal II Padre Gomez Elem. School, City of Manila6. Mr. Galileo L. Go Senior Education Program Specialist CDD-BEE, DepEd, Central Office7. Mr. Ricardo G. Ador Dionisio Teacher II CDD – BSE, DepEd Central Office8. Mrs. Melinda Rivera Senior Education Program Specialist CDD-BSE DepEd Central Office9. Ms. Marisol L. Echano Teacher I Sta. Lucia High School, Pasig CityJ. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards1. Regions IV-A, IV-B,V and NCRVenue: Bulwagan ng KarununganDate: April 27, 2011NAME DESIGNATION OFFICE/SCHOOL1. Avelina T. Llagas Consultant Teacher Education Council2. Caroline C. Laporteza Teacher Ateneo de Manila High School3. Marife T. Tañala Education Program Supervisor Deped – Region IV-B MIMAROPA4. Eufemia B. Pura Teacher II Rizal National Science High School5. Ma. Theresa M. Abainza Master Teacher I Deped – Albay Division6. Annalyn D. Mangurali Master Teacher I Deped – Calapan City7. Victoria R. Mayo Education Program Supervisor II Deped – NCR8. Rose Ann B. Pamintuan Teacher III Division of Pasig City9. Ma. Gina M. Rocena SST III / Dept. Chairman Quezon City High School10. Regida N. Uibar Education Program Supervisor II Deped – RO 511. Manuel C. Zacarias President NCR2. Regions I,II,III and CARVenue: Teachers’ Camp, Baguio CityDate: April 29, 2011NAME DESIGNATION OFFICE/SCHOOL1. Judy P. Santiago LAC SLU – LHS2. Adelaida A. Bogayao EPS – I Deped – CAR – Division of Abra3. Erlyn B. Angway Master Teacher I Deped - Baguio4. Pascuala P. Te-Elan Head Teacher III Mountain Province General ComprehensiveHigh School5. Joel S. Cabanilla Principal SLU – Lab, High School
  31. 31. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 316. Aurelia T. Ballitoc Master Teacher II Deped7. May L. Mendoza Teacher I Deped - CAR8. Felimendo M. Felipe Head Teacher III Pinaripad National High School, Division ofQuirino, Region 29. Elizabeth L. Altona EPS II Secondary Educ. Div. Deped R.0210. Leonarda L. Sapnu EPS – I Deped – Tarlac City11. Teresita M. Morales ES II Deped RO I12. Delia A. Antonio Academic Coordinator Lorma Colleges Grade School13. Ma. Rita Teresa V. Riñosa Master Teacher I Victoria Q. Zarate ES14. Winalyn E. Idio Teacher I Gueguesangen Elementary School15. Mariecon G. Ramirez Education Program Supervisor Deped – Laoag City16. Rhea Jane S. Manalo High School Coordinator BHC Educational Institution, Inc.3. Regions VI,VII and VIIIVenue: Ecotech, Lahug Cebu CityDate: May 4,, 2011NAME DESIGNATION OFFICE/SCHOOL1. Leilanie R. Francisco Teacher III Deped – Aklan2. Lilia L. Orola EPS I Division of Roxas City3. Arlene M. Omaque Master Teacher I Deped - Mandaue4. Marcelita Dignos Teacher Deped – RO 75. Claire C. Bato Master Teacher I Deped - Biliran6. Mary Ann F. Guimoc EGT II Deped – Tacloban City7. Rustum D. Geonzon ES I Deped - Samar8. Leonila Tabar English Area Chairman University of San Jose Recoletos9. Evelyn Dominguez Head Teacher IV Deped RO 610. Lorelie G. Torlao SPET I Deped - Biliran11. Luz V. Isobal Principal Bethel International School12. Estrellita B. Plarisan GS Principal Saint Joseph College13. Jude Thaddeus I. Iledan ES II DepEd
  32. 32. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 324. Regions IX,X and ARMMVenue: RELC, Cagayan de Oro CityDate: May 5, 2011NAME DESIGNATION OFFICE/SCHOOL1. Samina C. Mamao Teacher DepEd LS – II – A2. Pedro L. Sutacio Jr. English Coordinator CUBED3. Leticia S. Angelito MT - I DepEd4. Sonia P. Lumbay ES II – English DepEd Region IX5. Ann P. Barrientos Teacher I DepEd Region IX6. Harrie May U. Honorio Teacher I DepEd Region IX7. Dorothy D. Baraquero Teacher II DepEd Region IX8. Gaudencio C. Gonite Teacher SHMS9. Belinda A. Busalla Head Teacher III DepEd – Gingoog City10. Mary Neva Grace C. Chipada Teacher III DepEd – Gingoog City11. Jocelyn R. Mimia Teacher DepEd – Agusan del Norte12. Amor de Torres Teacher CU – PAFIE13. Jeanie L. Mativo EPS I DepEd – Surigao del Norte14. Leah O. Bayani Teacher CUBED15. Joseph A. Moral Teacher Corpus Christi School16. Belinda A. Busalla EPS Dep. Ed.17. Angelina B. Buaron ES II - English Dep. Ed. R.O.18. Gaudencio C. Garife Classroom Teacher SHJMS Borja19. Anna Liza A. Aca-Ac Academic Head OLLES20. Joan Valles Alejandrino Teacher I Dep. Ed., Agusan del Norte21. Jocelyn R. Mission SST - I Dep. Ed., Agusan del Norte22. Jeanie L. Matiso EPS I Dep. Ed. Surigao del Norte23. Juliet R. Lebios ES II Dep. Ed. CARAGA24. Jaremie J. Morales Language Teacher XUGS5. Regions XI,XII, ARMM (Shariff Kabunsuan,Maguindanao)Venue: RELC, Davao City and CARAGADate: May 6, 2011NAME DESIGNATION OFFICE/SCHOOL1. Nancy P. Sumagaysay Div. Coordinator DepEd Division of Davao Oriental2. Edilhynie M. Jambangan Teacher Holy Cross of Mintal, Inc.3. Marivic N. Neri Teacher College of Educ. – USEP4. Rudylen P. Anino Elem. Faculty Stella Maris Academy of Davao
  33. 33. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 335. Aileen Mae T. Hui Elementary Teacher Stella Maris Academy of Davao6. Caren Joy E. Chiew Teacher Stella Maris Academy of Davao7. Gilbert C. Bayron Faculty Davao Wisdom Academy8. Clarisse Caballero - Regalado Treasurer Glan Little Angels Academy, Inc.9. Dinah G. Abdul ES I Div. Office, Maguindanao 210. Wilma Grace P. Rivero ESP I Div. Office, Maguindanao 111. Ofelia N. Caballo Elem. Teacher Francisco Adlaon Learning Institute12. Lani F. Anito Master Teacher I Midsayap Pilot ES13. Irene J. Cutamor Teacher I Romana C. Acharon, CES14. Sheryl L. Loria Division English Coordinator DepEd Sultan Kudarat15. Welma R. Vertido Teacher I BEE – Regional Office16. Shirley S. Bulosan ES II DepED RO XII17. Arlac G. Billano EPS City Schools of Tacurong CityK. Workshop on the K to 12 Curriculum MappingVenue: DAP, Tagaytay CityDate: March 16-18, 2011NAME DESIGNATION OFFICE/SCHOOL1. Galileo Go SEPS CDD – BEE2. Nerissa Lormeda Teacher Division of Taguig3. Eva Imingan Teacher Division of Olongapo4. Melinda Rivera EPS CDD – BSE5. Liberty Mangaluz Head Teacher III Quirino HS, Division of Q.C.6. Ricardo Ador Dionisio Teacher II Rizal HS, Division of Pasig City7. Dr. Nilda R. Sunga Teacher Angelicum College, QC8. Dr. Catalina Credo ES Zamboanguita, Neg. Or.9. Dr. Lourdes Visaya Former Educ. Supervisor – English DepEd – NEPP10. Dr. Perla Cuanzon Former ES: Elementary English –DepED ManilaDepEd – NEPP11. Dr. Marietta Otero Professor University of the East12. Dr. Edilberta Bala Professor PNU13. Dr. Roderick Aguirre Language Consultant PNU/ CESS14. Mirla Olores Facilitator SPED – BEE15. Eufrosina Lontoc AA IV/ Encoder SPED -BEE
  34. 34. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 34SECRETARIATNAME DESIGNATION1. Rachelle C. Fermin DepEd2. Prescy Ong DepEd3. Magdalena Mendoza DAP4. Tristan Suratos DAP5. Kimberly Pobre DAP6. Cristina Villasenor DAP7. Lani Garnace DAP8. Kidjie Saguin DAP9. Maria Boncan Accountant, DepEd10. Daylinda Guevarra Accountant, DepEd11. Fenerosa Maur Accountant, DepEd12. Divina Tomelden Accountant, DepEd13. Nilva Jimenez Disbursing Officer, DepEdFACILITATORS/ SUPPORT TEAMNAME DESIGNATION1. Irene C. De Robles CDD – BEE2. Jose Tuguinayo, Jr. CDD – BSE3. Marivic Abcede CDD – BSE4. Mirla Olores SPED – BEE5. Simeona Ebol CDD – BEE6. Fe Villalino SDD – BEEADVISORY TEAMNAME DESIGNATION1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC2. Dr. Lolita Andrada Director, BSE – DepEd, Pasig3. Dr. Angelita Esdicul Director, BEE – DepEd, Pasig4. Dr. Ricardo de Lumen OIC, Director III – Tech Voc, DepEd5. D. Paraluman R. Giron Chair, K – 10 TWG6. Dr. Avelina T. Liagas Consultant, TEC, DepEd7. Dr. Dina Ocampo Dean, COE, UP Diliman8. Dr. Ester Ogena President, PNU
  35. 35. K TO 12 – ENGLISH*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 359. Dr. Brenda B. Corpuz Technical Adviser to the Office of USEC, Pograms and Standards10. Dr. Dennis Faustino Headmaster, SMS Sagada, Mt. Prov.11. Dr. Merle Tan Director, UP – NISMED12. Dr. Cristina Padolino President, CEU13. Mr. Napoleon Imperial CHED14. Diane Decker Consultant, MTB – MLE15. Dr. Nelia Benito Director, NETRC16. Dr. Socorro Pilor Director, IMCS17. Dr. Beatriz Torno Executive Director, TEC18. Dr. Carolina Guerrero Director, BALS19. Dr. Irene Isaac Director, TESDA20. Dr. Imelda Taganas Director, TESDA

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