Complete Compilation of Curriculum Guides for K to 12 Education System (S. Y. 2014)

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COMPILATION

CURRICULUM GUIDE FOR
K TO 12 EDUCATION SYSTEM
IN THE PHILIPPINES
(S.Y. 2014)

K TO 10 SUBJECTS

1. Kindergarten
2. Mother Tongue
3. Filipino
4. English
5. Math
6. Science
7. Araling Panlipunan
8. Edukasyon sa Pagpapakatao (EsP)
9. Music
10. Arts
11. Physical Education
12. Health
13. Edukasyong Pantahanan at Pangkabuhayan (EPP)
14. Technology and Livelihood Education (TLE)
a. Home Economics
i. Beauty Care
ii. Caregiving
iii. Cookery
iv. Front Office Services
v. Handicraft
vi. Household Services

vii. Dressmaking
viii. Travel Services
ix. Wellness Massage
b. Agri‐Fishery Arts
i. Agri‐Crop Production
ii. Animal Production
iii. Aquaculture
iv. Horticulture
v. Fish Processing
c. Industrial Arts
i. Automotive Servicing
ii. Carpentry
iii. Consumer Electronics Servicing
iv. Electrical Installation and Maintenance
v. Plumbing
vi. Refrigeration and Airconditioning
vii. Shielded Metal Arc Welding
viii. Masonry
d. Information and Communications Technology (ICT)
i. Computer Hardware Servicing
ii. Illustration
iii. Technical Drafting
iv. Contact Center Services

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
December 2013
Standards and
Competencies for Five-Year
Old Filipino Children

K to 12 BASIC EDUCATION CURRICULUM
K to 12 Kindergarten Curriculum Guide December 2013 Page 2 of 36
I. INTRODUCTION
“The first years of life are important because what happens in early childhood can matter in a lifetime.”
(Harvard, 2009)
Republic Act 10157, or "The Kindergarten Education Law" made Kindergarten the compulsory and mandatory entry stage to basic education. Section 2
of this Act provides that all five (5)-year old children shall be given equal opportunities for Kindergarten Education to effectively promote their physical, social,
emotional and intellectual development, including values formation so they will be ready for school. This was so since the Department of Education (DepEd)
believes that Kindergarten is the transition period from informal to formal literacy (Grades 1-12) considering that age five (5) is within the critical years
where positive experiences must be nurtured to ascertain school readiness. Various researches support that this is the period of greatest growth and
development, when the brain develops most rapidly and almost at its fullest. It is also the stage when self- esteem, vision of the world and moral
foundations are established. Teachers/parents/caregivers/adults should therefore be guided to facilitate explorations of our young learners in an engaging and
creative curriculum that is developmentally appropriate which immerse them in meaningful experiences. Provision of varied play-based activities leads them to
becoming emergent literates and, helps them to naturally acquire the competencies to develop holistically. They are able to understand the world by
exploring their environment as they are encouraged to create and discover, that eventually leads them to becoming willing risk takers and ready to tackle formal
school works.

II. FRAMEWORK
Figure I. The Kindergarten Curriculum Framework

The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine Basic Education Curriculum Framework and, adopts the
general principles of the National Early Learning Framework (NELF). Kindergarten learners need to have a smooth transition to the content-based curriculum
of Grades 1 to 12.
The rectangular figures show the theoretical bases for teaching-learning early years which are founded on constructivism, integrative, thematic,
collaborative, inquiry -based and reflective teaching; application of the Developmentally Appropriate Practices (DAP); and support the principles of child growth
and development and the learning program development and assessment.
The circles signify the system of how Kindergarten Education is to be employed. The interlocked circles represent the learning domains like petals of a flower
that has to be equally imparted to holistically develop children. The domains are enclosed by the Learning Areas children will meet in Grade One onwards for which they
are being prepared for. The outer most layer indicates the Curricular Themes where the National Kindergarten Curriculum Guide (NKCG) is designed. The interlocked
ellipses form a flower that portrays the gradual unfolding but steady development, as expected of every child. The child is seen as being in the process of
blossoming - like a flower bud that should not be forced, lest it loses its chance to fully develop.
III. GENERAL GUIDING PRINCIPLES
The following are the general guiding principles of the National Early Learning Framework (NELF):
A. On Child Growth and Development
1. Every child is unique. Growth and development varies from child to child of which the first six years of life are most vital. He/she has an
innate desire to learn and is best done through meaningful and real experiences.
2. Every aspect of growth and development is interrelated and interdependent. The child needs to be nurtured in a good and caring
environment that enhances healthy and dependable relationships with other children and most significant adults.
3. The learning and development of every child involves a series of complex and dynamic processes that are best attended to in a more
positive and responsive manner.
4. The child must be encouraged to aspire beyond one’s own level of achievements and to practice newly acquired competencies.
5. Every child is a thinking, moving, feeling and interactive human being able to actively participate in the learning and development
of self in the context of one’s family and community including cultural and religious beliefs.

B. On Learning Program Development
1. The learning program is child centered. It promotes the holistic way by which young children grow and develop;
and recognizes the role of families and communities to support the child through various stages of growth and development.
2. The learning program is appropriate for developing the domains; and must sustain interest in active learning of all young children
including those with special abilities, marginalized and/or at risk.
3. The learning program is implemented by way of diverse learning activities that may be enhanced with multimedia technologies
such as interactive radio, audio/video clips and computer-enhanced activities.
4. The use of learning materials and other resources that are locally developed and/or locally available is encouraged.
The mother tongue shall be used as the child’s language of learning.
C. On Learning Assessment
1. Assessment is done to monitor learning, know where the child is and inform parents of the child’s progress.
2. Assessment is essential to identifying the child’s total developmental needs and does not determine academic achievement.
3. Assessment is best conducted on a regular basis so that a timely response or intervention will be made to improve learning.
4. The results of the learning assessment of a child shall be kept strictly confidential.
Ratings should be more qualitative/descriptive and less numerical.
5. The family and community must be informed of the general outcomes of learning so as to encourage further cooperation
and partnerships.

IV. DEVELOPMENTAL DOMAINS ( and what to expect in each)
The developmental domains are subdivisions of learning contents. These are represented by the ellipses to show interconnectedness for holistic
development of children. The contents of each developmental domain are defined by learning expectations to wit:
1. Kagandahang Asal (Values Education) - Children are expected to show positive self-concept, respect and concern for self and
others, how to follow and behave appropriately in various situations and places, manifest love of God, country and fellowmen.
2. Kalusugang Pisikal at Pagpapaunlad sa Kakayahang Motor (Physical Health & Motor Development) - Children are expected
to develop both their fine and gross motor skills to be able to engage in wholesome physical and health activities.
3. Pagpapaunlad sa Kakayahang Sosyo-Emosyunal (Socio-Emotional Development) - Children are expected to develop emotional
skills to relate well with others and appreciate cultural diversity among the school community and other people.
4. Pagpapaunlad ng Kakayahang Makipamuhay (Social Development) - Children are expected to develop basic concepts pertaining
to her/himself and how to relate well with other people in his/her immediate environment and demonstrate awareness of one's social
identity.
5. Language, Literacy and Communication - This domain provides opportunities for self-expression through language using the mother
tongue. Children are expected to develop communicative skills in their first language.
6. Mathematics - Children are expected to understand and demonstrate knowledge in identifying numbers, as well as concepts of length,
capacity, mass, time and perform simple operations using concrete objects.
7. Understanding of the Physical and Natural Environment - Children are expected to demonstrate basic understanding of concepts
pertaining to living and non-living things including weather and uses these in categorizing things in his/her environment.

V. CURRICULAR THEMES
The outer circle of the KCF corresponds to the interrelatedness of the learning domains which dictates the way to approach implementation. The
daily activities prescribed in the National Kindergarten Curriculum Guide (NKCG) are designed to employ an integrative approach in developing the
competencies focussing on the themes showed in Figure 2. These curricular themes adhere to Bronfenbrenner’s Bio-ecological theory that defines “layers of
environment, each having an effect on a child’s holistic development.”
1. Myself - concepts and ideas that help the learners understand himself/ herself better so
that he/she will develop as an individual.
2. My Family - concepts, ideas, practices that guide the child to be responsible and proud of himself
and his family
3. My School - concepts, ideas, practices, and situations that help the child understand how to
be an individual and socialize with other learners, teachers and other school personnel.
4. My Community- concepts, ideas, practices, situations and responsibilities that the learner
should acquire and understand so that he/she will become functional and responsive member
of the community.
5. More Things Around Me - all other concepts, ideas, practices, situations, and responsibilities not
covered by themes 1 to 4 but which may be relevant to the community, culture, and interest
of the leaner.
Figure 2. The Curricular Themes

VI. TRANSITION PARADIGM
Figure 3. Transition Paradigm
TRANSITION FROM KINDERGARTEN TO GRADE 1
Kalusugang Pisikal at
Kakayahang Motor
Physical Education & Health Music, Arts, Physical
Education and Health
Sosyo-Emosyunal
Kagandahang Asal
Mathematics
Language, Literacy and
Communication
Values Education
Social Studies
Mathematics
Science
Edukasyong Pagpapakatao
Araling Panlipunan
Mathematics
Filipino and Mother Tongue
LEARNING AREASDOMAINS
KINDERGARTEN
GRADE 1
Music and Arts
Language
Pagpapaunlad ng
Kakayahang Makipamuhay
Physical and Natural
Environment

Figure 3 illustrates the interrelatedness of the developmental domains and the learning areas. The domain-based skills intended to be developed in kindergarten are
aligned to the subject content-based curriculum to be learned in Grade 1. It demonstrates an unstructured characteristic of the Kindergarten Curriculum Standards
and Competencies to provide the necessary readiness skills for smooth transition for every five year old Filipino child to traverse successfully in Kindergarten and
complete Grades 1 to 12 Basic Education.

VII. MATRIX OF LEARNING STANDARDS AND COMPETENCIES
A. KAGANDAHANG ASAL (KA)
KAUGNAY NA BATAYAN
PAMANTAYAN
PALATANDAANG KASANAYAN CODE
LEARNING
MATERIALS
NILALAMAN PAGGANAP
Ang bata ay nagkakaroon
ng pag-unawa sa…
Ang bata ay
nakapagpapamalas ng...
Paggalang sa Sarili (PS) konsepto ng pagkakaroon
ng positibong pagkilala sa
sarili at kamalayan sa
mga sumusunod na
batayan upang lubos na
mapahalagahan ang sarili:
1. Disiplina
kamalayan sa lahat ng
pagkakataon na ang
pagpili na gawin ang tama
hindi dahil sa sariling
kagustuhan, bagkos dahil
sa pagsasaalang-alang ng
kapakanan ng iba, ay
pagsasakilos ng
pagkakaroon ng
paggalang sa sarili
1. Napagsisikapang tapusin ano man ang
sinimulan at may pagpapakumbabang
naipagmamalaki ang natapos na
nakatakdang gawain
KAKPS-00-1
2. Nakagagawa nang may kusa KAKPS-00-2
3. Nakagagawa nang nag-iisa KAKPS-00-3
4. Naisasagawa ang pang-araw-araw na
gawain ng may kasiyahan
4.1 pagliligpit ng mga gamit sa
tamang lalagyan pagkatapos
gamitin
KAKPS-00-4
5. Nakasusunod sa mga utos/gawain
nang maayos at maluwag sa kalooban
KAKPS-00-5
6. Naiiwasan ang paggawa ng di-kaaya-
ayang gawain nag- iisa man o sa
harap ng publiko
KAKPS-00-6
7. Naipahahayag sa positibong paraan
ang nararamdaman kung tinutukso
KAKPS-00-7
8. Naibabalik/naisasauli kaagad ang mga
bagay na napulot
KAKPS-00-8
9. Naitatago lamang ang sariling gamit KAKPS-00-9
2. Pagkamatapat 10. Hindi nandadaya KAKPS-00-10
11. Nakahihingi ng pahintulot
11.1 paggamit ng bagay ng ibang tao
11.2 paglabas ng silid aralan/tahanan
KAKPS-00-11
12. Naghihintay ng kanyang pagkakataon KAKPS-00-12
13. Pagtawag sa mga kalaro at ibang tao
sa tamang pangalan
KAKPS-00-13
14. Pagiging tahimik at maayos sa KAKPS-00-14

KAUGNAY NA BATAYAN
PAMANTAYAN
LEARNING
MATERIALS
NILALAMAN PAGGANAP
ng pag-unawa sa…
Ang bata ay
pagkilos/pagsunod sa seremonya gaya
ng pagluhod/pagtayo/pagyuko, pag-
awit kung nasa pook dalanginan
3. Paggalang 15. Paggalang sa pambansang sagisag
(watawat at Pambansang Awit)
15.1 pagtayo nang tuwid na
nakalagay ang kanang kamay sa
dibdib habang umaawit at
itinataas ang watawat
KAKPS-00-15
16. Nagbabahagi ng pagkain KAKPS-00-16
17. Nagpapahiram ng gamit at laruan KAKPS-Ig-17
18. Tinatanggap at nakikipaglaro sa
kapwa bata maging sino sila
KAKPS-Ig-18
19. Naipakikita ang pagpapahalaga sa
maayos na pakikipaglaro
19.1 pagiging mahinahon
19.2 pagsang-ayon sa pasya ng
19.3 nakararami/reperi
19.4 pagtanggap ng pagkatalo nang
19.5 maluwag sa kalooban
19.6 pagtanggap ng pagkapanalo
nang
19.7 may kababaang loob
KAKPS-00-19
4. Pagmamahal
20. Tumutulong nang kusa sa panahon ng
pangangailangan
KAKPS-00-20

B. KALUSUGANG PISIKAL AT PAGPAPAUNLAD NG KAKAYAHANG MOTOR (KP)
KAUGNAY NA BATAYAN
PAMANTAYAN
LEARNING
MATERIALS
NILALAMAN PAGGANAP
ng pag-unawa sa…
Ang bata ay
Kaangkupang Pisikal
(Physical Fitness - PF)
sa kahalagahan ng
pagkakaroon ng masiglang
pangangatawan
sapat na lakas na
magagamit sa pagsali sa
mga pang-araw-araw na
gawain
1. Nakasasali sa mga laro, o anumang
gawain at iba’t ibang paraan ng
pag-eehersisyo
KPKPF-00-1
2. Nakagagalaw (martsa, palakpak,
tapik, padyak,lakad, lundag at iba
pa) nang angkop sa ritmo at
indayog bilang tugon sa himig na
napapakinggan/awit na kinakanta
KPKPF-Ia-2
Kasanayang
“Gross Motor”(GM)
kanyang kapaligiran at
naiuugnay ang angkop na
paggalaw ng katawan
maayos na galaw at
koordinasyon ng mga
bahagi ng katawan
1. Naisasagawa ang paggalaw/pagkilos
ng iba’t-ibang bahagi ng katawan sa
saliw ng awitin nang may kasiyahan
KPKGM-Ia-1
2. Naisasagawa ang mga sumusunod
na kilos lokomotor sa pagtugon sa
ritmong mabagal at mabilis
2.1 paglakad
2.2 pagtakbo
2.3 pagkandirit
2.4 paglundag/pagtalon
2.5 paglukso
KPKGM-Ie-2
3. Nagagamit ang mga kilos lokomotor
at di-lokomotor sa:
3.1 paglalaro
3.2 pag-eehersisyo
3.3 pagsasayaw
KPKGM-Ig-3
4. Naipakikita ang panimbang sa
pagsasagawa ng iba’t ibang kilos ng
katawan, gaya ng:
4.1 paglukso-luksong pahalinhinan
ang mga paa (skipping)
4.2 pagtulay nang di natutumba sa
tuwid na guhit
4.3 pag-akyat at pagbaba sa
hagdanan
KPKGM-00-4

KAUGNAY NA BATAYAN
PAMANTAYAN
LEARNING
MATERIALS
NILALAMAN PAGGANAP
ng pag-unawa sa…
Ang bata ay
Kasanayang
“Fine Motor” (FM)
sariling kakayahang
sumubok gamitin nang
maayos ang kamay upang
lumikha/lumimbag
kakayahang gamitin ang
kamay at daliri
1. Naisasagawa ang mga sumusunod
na kasanayan
KPKFM-00-1
1.1 pagbukas ng pahina ng libro KPKFM-00-1.1
1.2 pagtiklop ng papel KPKFM-00-1.2
1.3 pagpilas/paggupit/pagdikit ng
papel
KPKFM-00-1.3
1.4 pagbakat, pagkopya ng
larawan, hugis, at titik
KPKFM-00-1.4
1.5 pagmomolde ng luwad (clay),
pagbuo ng puzzles
KPKFM-00-1.5
1.6 paglimbag ng mga
pangkaraniwang bagay sa
paligid
KPKFM-00-1.6
Pangangalaga sa
Sariling Kalusugan at
Kaligtasan (PKK)
kakayahang pangalagaan
ang sariling kalusugan at
kaligtasan
pagsasagawa ng mga
pangunahing kasanayan
ukol sa pansariling
kalinisan sa pang araw-
araw na pamumuhay
1. Naisasagawa nang mag-isa ang mga
sumusunod na gawaing nauukol sa
pagngangalaga sa sariling
kalusugan:
KPKPKK-Ih-1
1.1 paglilinis ng katawan KPKPKK-00-
1.1
1.2 paghugas ng mga kamay bago
at pagkatapos kumain gamit
ang kutsara at tinidor
KPKPKK-00-
1.2
1.3 pagsisipilyo KPKPKK-00-
1.3
1.4 pagsusuklay KPKPKK-00-
1.4
1.5 paglilinis ng kuko KPKPKK-00-
1.5
1.6 pagpapalit ng damit KPKPKK-00-
1.6
1.7 pagkain nang nag-iisa KPKPKK-00-
1.7
1.8 pagtugon sa personal na
pangangailangan nang nag-iisa
Hal. pag-ihi/pagdumi
KPKPKK-00-
1.8

KAUGNAY NA BATAYAN
PAMANTAYAN
LEARNING
MATERIALS
NILALAMAN PAGGANAP
ng pag-unawa sa…
Ang bata ay
paghugas ng mga kamay
pagkatapos gumamit ng palikuran
2. Napapangalagaan ang mga
pansariling kagamitan sa paglinis at
pag-aayos ng katawan
KPKPKK-00-2
pangangalaga para sa
sariling kaligtasan
1. Nakasusunod sa mga tuntunin at
gawaing pangkaligtasan
1.1 pag-iwas sa paglalagay ng maliit
na bagay sa bibig, ilong, at
tainga
1.2 pag-iwas sa paglalaro ng posporo
1.3 maingat na paggamit ng
matutulis/matatalim na bagay
tulad ng kutsilyo, tinidor, at
gunting
1.4 maingat na pag-akyat at
pagbaba sa hagdanan
1.5 pagtingin sa kaliwa’t kanan bago
tumawid sa daan
1.6 pananatiling kasama ng
nakatatanda sa matataong lugar
KPKPKK-Ih-1
2. Naipakikita ang pagmamahal sa
sariling kaligtasan
2.1 hindi lumalabas nang walang
paalam
2.2 hindi sumasama sa mga hindi
kilalang tao
2.3 naipakikita ang hindi pagsang-
ayon sa di paghipo ng ibang tao
sa maselang bahagi ng katawan
KPKPKK-Ih-2

C. PAGPAPAUNLAD SA KAKAYAHANG SOSYO-EMOSYUNAL (SE)
KAUGNAY NA BATAYAN
PAMANTAYAN
LEARNING
MATERIALS
NILALAMAN PAGGANAP
ng pag-unawa sa…
Ang bata ay
Pagkilala ng Sarili at
pagpapahayag ng
Sariling Emosyon (PSE)
sa kakayahang kontrolin
ang sariling damdamin at
pag-uugali
pagkilala sa sarili at sa
kanyang kakayahang
makapagpahayag ng
sariling damdamin,
gumawa ng desisyon at
magtagumpay sa kanyang
mga gawain
1. Nakikilala ang sarili SEKPSE-00-1
1.1 pangalan at apelyido SEKPSE-Ia-1.1
1.2 kasarian SEKPSE-Ib-1.2
1.3 gulang/kapanganakan SEKPSE-Ic-1.3
1.4 gusto/di-gusto SEKPSE-IIc-1.4
2. Nasasabi ang mga kayang gawin at
katangian
2.1 pag-awit
2.2 pagsayaw
2.3 pagkamatulungin
SEKPSE-If-2
3. Nasasabi ang kanyang mga
pangangailangan nang walang pag-
aalinlangan
SEKPSE-If-3
4. Nakasusunod sa mga itinakdang
tuntunin at gawain (routines) sa
paaralan at silid-aralan
SEKPSE-IIa-4
5. Nagpapakita ng tiwala sa sarili na
tugunan ang sariling
panangailangan nang mag-isa
Hal. maghugas ng kamay, kumain,
magbihis, magligpit, tapusin ang
gawaing nasimulan
SEKPSE-Ie-5
6. Naipakikita ang kahandaan na
sumubok ng bagong karanasan
SEKPSE-IIIc-6
7. Nagpapakita ng pagsisikap na
matutunan ang bagay na mahirap
para sa kanya (persistence)
SEKPSE-II9-7
8. Naipapakita ang pagbawi pagkaraan
ng kabiguan, pagkatalo o di kasiya-
siyang pangyayari (resilience)
SEKPSE-00-8
9. Nakapagbibigay ng dahilan at
naipagtatanggol kung bakit niya
ginawa ang isang bagay
SEKPSE-00-9

KAUGNAY NA BATAYAN
PAMANTAYAN
LEARNING
MATERIALS
NILALAMAN PAGGANAP
ng pag-unawa sa…
Ang bata ay
10. Naipapakita ang pag-unawa sa
nagaganap at nakapag-iintay
(delayed gratification)
SEKPSE-00-10
11. Nakikilala ang mga pangunahing
emosyon (tuwa, takot, galit, at
lungkot)
SEKPSE-00-11
12. Naipapahayag ang iba-ibang
damdamin sa angkop na sitwasyon
at paraan, Hal. tumatawa,
lumulundag, humahalakhak,
humahagikhik, pumapalakpak kung
natutuwa
SEKPSE-00-12
Pag-unawa sa Emosyon
ng Iba (EI)
kakayahan niyang
makiramay sa
kasalukuyangkalagayan/
nararanasan ng iba
pagtanggap at pag-unawa
sa emosyon at pagdamay
sa damdamin ng iba
1. Naipahihiwatig ang akma at
katanggap-tanggap na reaksiyon sa
damdamin ng iba, Hal. hindi
pagtawa sa batang nadapa
SEKEI-00-1
2. Naisasaalang-alang ang damdamin
ng iba at nakikisali sa
kasiyahan/nakikiramay sa
kalungkutan ng iba
2.1 nagbibigay ng mungkahi
2.2 hinahawakan ang kamay
2.3 inaaliw ang kalaro
SEKEI-00-2
Pakikipag-ugnayan sa
Kapwa at Nakatatanda
(PKN)
kakayahang bumuo at
makapagpanatili ng
magandang pakikipag -
ugnayansa kapwa bata at
nakatatanda
maayos na pakikitungo sa
kanyangtagapag-alaga,
mga nakatatanda at
kapwa bata
1. Nakakapagsisimula ng laro SEKPKN-00-1
2. Nakikipaglaro sa dalawa o tatlong
bata na gamit ang isang laruan SEKPKN-Ig-2
3. Nakapagbubuo ng pagkakaibigan
kahit hindi pa sa pangmatagalang
panahon
SEKPKN-00-3
4. Nakahihiwalay sa magulang at
nakapagtitiwala sa ibang
nakatatanda tulad ng guro
SEKPKN-IIIc-4

KAUGNAY NA BATAYAN
PAMANTAYAN
LEARNING
MATERIALS
NILALAMAN PAGGANAP
ng pag-unawa sa…
Ang bata ay
5. Naipakikita ang paggalang at
pagmamahal sa mga nakatatanda
at mga bata
5.1 pinakikinggan ang mga
mungkahi ng mga
kilalangnakatatanda
at mga bata
5.2 pinakikita ang interes sa iniisip
at ginagawa ng mga
nakatatanda at mga bata sa
pamamagitan ng pakikinig,
pagtatanong
SEKPKN-00-5
6. Nakahihingi ng tulong sa kapwa
bata at mga nakatatanda kung
kinakailangan
SEKPKN-00-6
7. Nakikipagusap upang maayos ang
di pagkakasunduan (negotiation and
conflict resolution)
SEKPKN-00-7
8. Nailalarawan ang nagagawa ng mga
tagapag-alaga/Nanay/Tatay,
Lola/Lolo, atbp. at kung ano ang
kanilang gusto/di-gusto
SEKPKN-00-8
Pagpapahalaga sa
Pagkakaiba (PP)
pagkakakilanlan
at pagiging kabilang
pagkilala sa
pagkakapareho at
pagkakaiba ng tao
1. Nakikilala at natatanggap ang
pagkakaiba ng tao
1.1 wika
1.2 kasarian
1.3 kaanyuan
1.4 kulay
1.5 kultura (kasuotan, gawi,
paniniwala)
1.6 katayuan sa buhay
1.7 kakayahan
SEKPP-Ib-1

D. PAGPAPAUNLAD SA KAKAYAHANG MAKIPAMUHAY (KM)
KAUGNAY NA BATAYAN
PAMANTAYAN
LEARNING
MATERIALS
NILALAMAN PAGGANAP
ng pag-unawa sa…
Ang bata ay
Pakikisalamuha sa iba
bilang kasapi ng
pamilya, (PPam)
paaralan (PAra) at
komunidad (PKom)
konsepto ng pamilya,
paaralan at
komunidad at naimumulat
ang kamalayan sa mga
sariling karanasan bilang
kasapi nito
pagmamalaki at
kasiyahang
makapagkuwento ng
sariling karanasan bilang
kabahagi ng pamilya,
paaralan at komunidad na
kinabibilangan
1. Natutukoy na ang bawat isa ay may
pamilya
KMKPPam-00-1
2. Natutukoy kung sinu-sino ang
bumubuo ng pamilya
KMKPPam-00-2
3. Nailalarawan kung paano
nagkakaiba at magkakatulad ang
bawat pamilya
KMKPPam-00-3
4. Nasasabi ang tungkulin/karapatan at
pananagutan ng bawat kasapi ng
pamilya
KMKPPam-00-4
5. Naipakikita ang pagmamahal sa
mga kasapi ng mag-anak, sa
nakatatanda sa pamamagitan ng:
5.1 pagsunod nang maayos sa mga
utos/kahilingan
5.2 pagmamano/paghalik
5.3 paggamit ng magagalang na
pagbati/pananalita
5.4 pagsasabi ng mga salitang may
pagmamahal (I love you
Papa/Mama)
5.5 pagsasabi ng “Hindi ko po
sinasadya “, ”Salamat po”,
“Walang anuman”, kung
kinakailangan
5.6 pakikinig sa mungkahi ng mga
magulang at iba pang kaanak
KMKPPam-00-5
6. Naikukuwento ang mga ginagawa
ng pamilya nang sama-sama KMKPPam-00-6
7. Natutukoy ang mga
pangangailangan ng pamilya at
kung paano nila ito natutugunan
KMKPPam-00-7

KAUGNAY NA BATAYAN
PAMANTAYAN
LEARNING
MATERIALS
NILALAMAN PAGGANAP
ng pag-unawa sa…
Ang bata ay
1. Natutukoy na ang bawat isa ay may
karapatang matuto/makapag-
aral/pumasok sa paaralan
KMKPAra-00-1
2. Nakikilala ang mga tauhan ng
paaralan at ang tungkulin nilang
ginagampanan
KMKPAra-00-2
3. Nakapagkukuwento ng mga
ginagawa sa paaralan KMKPAra-00-3
4. Nailalarawan ang mga karanasan ng
may kinalaman sa pagtutulungan ng
pamilya at paaralan
KMKPAra-00-4
1. Natutukoy na ang bawat pamilya ay
nabibilang sa isang komunidad at
ang paaralan ay isang mahalagang
bahagi ng komunidad
KMKPKom-00-1
2. Nakikilala ang mga taong
nakakasalamuha sa komunidad at
ang naibabahagi nilang paglilingkod
KMKPKom-00-2
3. Nailalarawan ang iba’t-ibang lugar
sa komunidad at ang tulong nitong
dulot
KMKPKom-00-3
4. Napananatiling malinis ang
kapaligiran
4.1 pagtulong sa mga simpleng
gawain
4.2 tulad ng pagwawalis ng bakuran
4.3 pagtapon ng basura sa tamang
lalagyan
KMKPKom-00-4
5. Naipakikita ang pagtulong at
pangangalaga sa kapaligiran
5.1 pagdidilig ng mga halaman
5.2 pag-alis ng mga damo at kalat
5.3 pag-iwas sa pagsira ng halaman
5.4 pag-aalaga sa hayop pagbunot
KMKPKom-00-5

KAUGNAY NA BATAYAN
PAMANTAYAN
LEARNING
MATERIALS
NILALAMAN PAGGANAP
ng pag-unawa sa…
Ang bata ay
6. Naikukuwento ang mga naging
karanasan bilang kasapi ng
komunidad
KMKPKom-00-6
7. Natutukoy ang iba't ibang paraan ng
paglalakbay at uri ng mga sasakyan
KMKPKom-00-7

E. LANGUAGE, LITERACY AND COMMUNICATION (LL)
SUB-DOMAIN
STANDARDS
LEARNING COMPETENCIES CODE
LEARNING
MATERIALS
CONTENT PERFORMANCE
The child demonstrates
understanding of...
The child shall be able
to...
Auditory
Perception and
Discrimination (APD)
how to discriminate the
different sounds in the
environment
actively listens to the
sounds around him/her
and is attentive enough to
make judgements and
respond accordingly as
maybe necessary
1. Identify familiar sounds in the
environment
LLKAPD-Ie-1
2. Tell who/what is producing the
sound
LLKAPD-Ie-2
3. Identify the direction where the
sound is coming from
LLKAPD-Ie-3
4. Tell if the sound is loud/soft;
high/low
LLKAPD-Id-4
5. Differentiate a soft from a loud
sound /high from low
LLKAPD-Ie-5
6. Hear discriminately and respond
appropriately, i.e. asked to speak
with a different volume
LLKAPD-Id-6
Visual Perception and
Discrimination
(VPD)
similarities and differences
of what he/she can see
critically observes and
makes sense of things
around him/her
1. Tell which objects/pictures are the
same based on color, shape, size,
direction, other details
LLKVPD-Id-1
2. Tell which object is different from a
group and explain why
LLKVPD-00-2
3. Tell the missing parts in
objects/pictures
LLKVPD-00-3
4. Tell which two letters in a group are
the same
LLKVPD-Ie-4
5. Tell which two words in a group are
the same
LLKVPD-Ig-5
6. Identify the letter that is different in
a group
LLKVPD-If-6
7. Identify the word that is different in
a group
LLKVPD-If-7
8. Identify which does not belong in a
given set of objects, pictures,
symbols (letters, numbers, words)
LLKVPD-00-8

SUB-DOMAIN
STANDARDS
LEARNING
MATERIALS
CONTENT PERFORMANCE
understanding of...
to...
Oral Language
(OL)
increasing his/her
conversation skills
confidently speaks and
expresses his/her feelings
and ideas in words that fit
together in thought
1. Use polite greetings and courteous
expressions in appropriate situations
1.1 Good Morning/Afternoon
1.2 Thank You/You’re Welcome
1.3 Excuse Me/I’m Sorry
1.4 Please…./May I…..
LLKOL-Ia-1
2. Recite rhymes, poems and sing
simple jingles/songs in the mother
tongue, Filipino and/or English
LLKOL-Ia-2
3. Talk about one’s personal
experiences/narrates events of the
day
LLKOL-Ig-3
4. Talk about the details of a picture LLKOL-Id-4
5. Talk about things using various
appropriate descriptive words
LLKOL-00-5
6. Relate one’s own stories about the
pictures presented
LLKOL-00-6
7. Ask and answer questions (who,
what, where, when, why as maybe
appropriate) about stories listened
to
LLKOL-00-7
8. Give simple directions LLKOL-00-8
9. Make comments related to a topic of
discussion
LLKOL-Ig-9
10. Participate actively in a dialogue or
conversation of familiar topics
LLKOL-00-10
11. Express easily thoughts, feelings,
fears, ideas, wishes and dreams
LLKOL-Ie-11
12. Retell a story listened to LLKOL-Ih-12

SUB-DOMAIN
STANDARDS
LEARNING
MATERIALS
CONTENT PERFORMANCE
understanding of...
to...
Phonological
Awareness (PA)
letter sound to name
relations
identify/ pick-out the
distinct sounds in words,
matches sounds with
letters and hear specific
letter sound by listening to
familiar poems and stories,
and singing of rhymes and
songs
1. Identify whether or not two words
begin with the same sound
LLKPA-Ig-1
2. Identify the sounds of letters orally
given
LLKPA-Ic-2
3. Select from 3 words those that begin
with the same sound
LLKPA-00-3
4. Identify rhyming words in rhymes,
poems, jingles, songs
LLKPA-Ic-4
5. Tell whether a pair or set of words
rhyme
LLKPA-Ic-5
6. Give a rhyming word to a given
word
LLKPA-00-6
7. Identify several words that begin
with the same sound as a given
word or name
LLKPA-Ig-7
8. Tell the number of syllables in given
words
LLKPA-Ig-8
Book and Print
Awareness (BPA)
book familiarity, how it is
used – handles and turns
the pages; awareness that
there is a story to read
with beginning and an
end, written by author(s)
and illustrated by someone
take care of books, enjoy
listening to stories
repeatedly and may play
pretend reading and
associates him/herself
with the story
1. Hold the book right side up LLKBPA-00-1
2. Identify parts of a book (front and
back cover, and its pages)
LLKBPA-00-2
3. Point/read the title of the story LLKBPA-00-3
4. Talk about the pictures on the book
cover
LLKBPA-00-4
5. Tell what an author and illustrator
does
LLKBPA-00-5
6. Flip pages of the book sequentially
from the front to the back
LLKBPA-00-6
7. Tell that the left page is looked
at/read before the right page
LLKBPA-00-7
8. Point to the first part/beginning of
story
LLKBPA-00-8

SUB-DOMAIN
STANDARDS
LEARNING
MATERIALS
CONTENT PERFORMANCE
understanding of...
to...
Alphabet Knowledge
(AK)
letter representation of
sounds - that letters as
symbols have names and
distinct sounds when
letters are grouped they
form words
apply the knowledge of
the alphabet in basic pre
reading activities
(identifying letter names
and sounds)
1. Name the letters of their own names LLKAK-Ic-1
2. Notice and be able to name the
beginning letters of their friends'
name, family members and common
things they use
LLKAK-Ic-2
3. Name the letters of the alphabet LLKAK-Ih-3
4. Match an upper to its lower case
letter
LLKAK-Ih-4
5. Match a letter sound to its letter
form
LLKAK-If-5
Handwriting (H) representations of spoken
words through writing
comfortably use pencil to
write upper and lower
case letters, including
his/her name with proper
strokes
1. Hold a pencil with a tripod grasp LLKH-00-1
2. Trace, copy draw recognizable
figures
LLKH-00-2
3. Trace, copy, write the letters of the
alphabet
LLKH-00-3
3.1 straight lines LLKH-00-3.1
3.2 combination of straight and
slanting lines
LLKH-00-3.2
3.3 combination of straight and
curved lines
LLKH-00-3.3
3.4 rounded strokes with loops LLKH-00-3.4
4. Write the lower case for each upper
case letter
LLKH-00-4
5. Write one’s own name LLKH-00-5
Vocabulary
Development (V)
acquiring new words/
widening his/her
vocabulary links to his/her
experiences
actively engage in
meaningful conversation
with peers and adults
using varied spoken
vocabulary
1. Name common objects/things in
the environment (in school,
home and community)
LLKV-00-1

SUB-DOMAIN
STANDARDS
LEARNING
MATERIALS
CONTENT PERFORMANCE
understanding of...
to...
2. Describe common objects/things
in the environment based on :
2.1 color
2.2 shape
2.3 size
2.4 function
LLKV-00-2
3. Recall and enumerate words from
story listened to
LLKV-00-3
4. Give the meaning of words in
stories listened to
LLKV-00-4
5. Give the name of objects whose
names begin with a particular
letter of the alphabet
LLKV-00-5
6. Give the names of family
members, school personnel and
community helpers, including the
role they play/ jobs they
do/things they use
LLKV-00-6
7. Give the synonyms and
antonyms of given words
LLKV-00-7
Listening
Comprehension
(LC)
information received by
listening to stories and be
able to relate within the
context of their own
experience
listen attentively to
respond or interact with
peers and teacher/adult
appropriately
1. Listen attentively to stories LLKLC-00-1
2. Recall details of the story LLKLC-00-2
2.1 the characters LLKLC-Ig-2.1
2.2 when and where the story
happened
LLKLC-00-2.2
2.3 the events in the story LLKLC-Ih-2.3
3. Talk about the characters and
events in books
LLKLC-Ih-3
4. Relate events in stories to personal
experiences
LLKLC-Ig-4
5. Retell a story listened to, with the
help of pictures stating the setting,
characters and important events
LLKLC-00-5

SUB-DOMAIN
STANDARDS
LEARNING
MATERIALS
CONTENT PERFORMANCE
understanding of...
to...
6. Tell the event that happened 1st
,
next, last
LLKLC-Ih-6
7. Give the correct sequence of three
events in a story orally and/or
through drawing
LLKLC-00-7
8. Infer character feelings and traits in
a story read
LLKLC-Ig-8
9. Identify cause and/or effect of
events in a story read
LLKLC-00-9
10. Predict what might happen next in
the story heard
LLKLC-00-10

F. Mathematics (M)
SUB-DOMAIN
STANDARDS
LEARNING
MATERIALS
CONTENT PERFORMANCE
understanding of...
to...
Sorting and Classifying
(SC)
sequencing, grouping and
relationships
describe the
characteristics of objects
and/or pictures and
sensibly organize them by
grouping or sequencing
1. Recognize simple shapes in the
environment
MKSC-00-1
2. Identify two-dimensional shapes:
2.1 square
2.2 circle
2.3 triangle
2.4 rectangle
MKSC-00-2
3. Identify three dimensional shapes:
3.1 sphere
3.2 cube
3.3 cylinder
MKSC-00-3
4. Describe objects according to
4.1 shape
4.2 size
4.3 its use/function
MKSC-00-4
5. Group objects that are alike MKSC-00-5
6. Sort and classify objects by more
than one factor (such as shape and
color, or size and shape, etc)
MKSC-00-6
7. Compare objects
7.1 small, smaller
7.2 big, bigger
7.3 long, longer,
7.4 wide, wider
7.4 high, higher
7.5 heavier, lighter, etc
MKSC-00-7
8. Copy, make and continue patterns MKSC-00-8
Counting (C) counting which moves
through a sequence that
uses one and only one
number name for each
number counted
count and identify the
numerals up to 10 at all
times in the context of
their daily experiences
either at home or in school
all
1. Count forward and backward from
memory up to 10
MKC-00-1
2. Recognize and identify numeral
0 to 10
MKC-00-2
3. Read and write numeral 0 to 10 MKC-00-3
4. Match numerals to a set of concrete
objects from 0 to 10
MKC-00-4

SUB-DOMAIN
STANDARDS
LEARNING
MATERIALS
CONTENT PERFORMANCE
understanding of...
to...
5. Identify the number that comes
before, after or in-between
MKC-00-5
6. Arrange three numbers from least to
greatest/ greatest to least
MKC-00-6
7. Count and tell how many objects
there are in a given set
MKC-00-7
8. Compare two groups of objects to
decide which is more or less, or if
they are equal
MKC-00-8
9. Identify sets with one more or one
less element
MKC-00-9
10. Tell the number of days in a week MKC-00-10
11. Identify ordinal positions through 10th
MKC-00-11
Number and Algebraic
Thinking (AT)
the sense of quantity and
numeral relations, that
addition results in increase
and subtraction results in
decrease
perform simple addition
and subtraction up to 10
objects or
pictures/drawings
1. Match objects/pictures using one-to-
one correspondence
MKAT-00-1
2. Recognize and identify coins and bills
up to PhP20 (pesos and centavos)
MKAT-00-2
3. Recognize the words “put together,”
“add to.” and “in all”, that indicate
the act of adding whole numbers
MKAT-00-3
4. Recognizes the words “take away,”
“less.” and “are left”, that indicate the
act of subtracting whole numbers
MKAT-00-4
5. Represent the concept of addition by
combining elements of two sets using
concrete objects
MKAT-00-5
6. Represent the concept of subtraction
by crossing out/taking away element
from a set using concrete objects
MKAT-00-6
7. Use manipulative to explore the
concept of addition and subtraction
with sums and differences between 0
and 10
MKAT-00-7
8. Add quantities up to 10 using
concrete objects
MKAT-00-8

SUB-DOMAIN
STANDARDS
LEARNING
MATERIALS
CONTENT PERFORMANCE
understanding of...
to...
9. Subtract quantities up to 10 using
concrete objects
MKAT-00-9
10. Use concrete objects to determine
answers to addition and subtraction
problems listened to
MKAT-00-10
11. Solve number stories read by the
teacher involving addition and
subtraction up to quantities of 10
MKAT-00-11
12. Match addition and subtraction
expressions with concrete
representations
MKAT-00-12
13. Write addition and subtraction
expressions and equation with
concrete representations
MKAT-00-13
14. Recognize situations that require
addition and subtraction
MKAT-00-14
15. Group and count sets of equal
quantity using concrete objects up to
10 (beginning multiplication)
MKAT-00-15
16. Separate objects into groups of equal
quantity using concrete objects up to
10 (beginning division)
MKAT-00-16
17. Recognize that a whole can be
divided into parts and that parts, as
half and/or fourth with the right
equal parts can comprise a whole
MKAT-00-17
18. Represent a half and a fourth by
dividing a whole object into 2 and 4
equal parts, respectively
MKAT-00-18
Measurement (ME) concepts of size, length,
weight and time
use arbitrary measuring
tools/means to determine
size, length, weight of
things around him/her,
including his/her own
schedule
1. Use non-standard measuring tools
such as feet, hand, piece of string,
etc. to measure
1.1 size
1.2 length
1.3 capacity
1.4 mass
MKME-00-1

SUB-DOMAIN
STANDARDS
LEARNING
MATERIALS
CONTENT PERFORMANCE
understanding of...
to...
2. Compare objects based on their
size, length, weight, mass
2.1 big/little
2.2 longer/shorter
2.3 heavier/lighter
MKME-00-2
3. Tell the time of day when activities
are being done, E.g. morning,
afternoon, night time
MKME-00-3
4. Compare time intervals by
determining which activities take a
longer or shorter time
MKME-00-4
Data Analysis and
Probability (AP)
organizing and
interpreting data
make sense of information
available
1. Collect data on one variable (e.g.
sex or boys and girls) through
observation and asking a question
MKAP-00-1
2. Organize data into pictographs MKAP-00-2
3. Interpret pictographs MKAP-00-3
4. Draws inferences based on data
presented
MKAP-00-4
5. Tell possible outcomes of a given
event, E.g. weather could be sunny,
cloudy, rainy or stormy; passing and
failing; winning or losing
MKAP-00-5

G. UNDERSTANDING THE PHYSICAL AND NATURAL ENVIRONMENT (PNE)
SUB-DOMAIN
STANDARDS
LEARNING
MATERIALS
CONTENT PERFORMANCE
understanding of...
to...
Life Science:
Body and the Senses
(BS)
concepts pertaining to
living and non-living things
and the environment
talk about taking care of
himself and the
environment and all that is
in there, and begins to
be conscious of solving
problems encountered
within the context of
everyday living
1. Identify one’s body parts PNEKBS-Id-1
2. Tell the function of each body part PNEKBS-Id-2
3. Demonstrate movements using
different body parts
PNEKBS-Ic-3
4. Name the five sense organs and
their corresponding sense
PNEKBS-Ic-4
5. Use the senses to observe the
environment
PNEKBS-Ic-5
6. Use the sense in classifying objects
E.g. texture – soft/hard, smooth/rough;
taste – salty, sweet, sour
PNEKBS-Id-6
7. Describe how one grows and
changes
PNEKBS-Ij-7
8. Identify one’s needs and ways to
care for one’s body
PNEKBS-Ii-8
Physical Science:
Properties and Change,
Forces and Motion (PP)
physical properties of
objects, and positions and
movement of objects and
organisms
work with objects and
materials safely and
appropriately
1. Classify objects according to
observable properties like size,
color, shape, texture and weight)
PNEKPP-00-1
2. Demonstrate understanding that
objects are made from one or more
material like metal, plastic, wood,
paper
PNEKPP-00-2
3. Communicate transformations
observed, like solid ice becomes
liquid, corn kernel becomes pop
corn
PNEKPP-00-3
4. Explores how objects can be moved
like pushing, pulling, rising, sinking,
blowing
PNEKPP-00-4
5. Describe movement of objects and
organisms like, straight, round and
round, back and forth, fast and slow
PNEKPP-00-5

SUB-DOMAIN
STANDARDS
LEARNING
MATERIALS
CONTENT PERFORMANCE
understanding of...
to...
6. Use objects and materials correctly PNEKPP-00-6
Life Science:
Animals (A)
scientific knowledge
about animals
communicate about
scientific concepts about
animals and how they
benefit us
1. Name animals PNEKA-Ie-1
2. Describe and differentiate animals
based on their characteristics
2.1 how they look/body
2.2 covering/parts
2.3 how they move
2.4 sounds they make
2.5 what they eat
2.6 where they live
PNEKA-IIIh-2
3. Examine observable characteristics
of animals using their multisensory
abilities
PNEKA-IIIi-3
4. Group animals according to certain
characteristics
PNEKA-IIIi-4
5. Identify the needs of animals and
ways to care for them PNEKA-III g-5
6. Describe how animals grow and
change
PNEKA-III g-6
7. Identify and describe how animals
can be useful
PNEKA-III g-7
Life Science:
Plants (P)
about plants
communicate scientific
concepts about plants,
their uses and care for
them
1. Examine observable characteristics
of plants using their multisensory
abilities
PNEKP-IIb-1
2. Identify and describe plants PNEKP-IIb-2
3. Identify needs of plants and ways to
care for plants PNEKP-IIb-3
4. Identify and describe ways plants
can be useful
PNEKP-IIIf-4

SUB-DOMAIN
STANDARDS
LEARNING
MATERIALS
CONTENT PERFORMANCE
understanding of...
to...
Earth Science:
Environment and the
Weather (E)
about the Earth’s
environment and weather
talk about the
environment, different
types of weather that
occur every day
throughout the year,
care for and adapt to
the environment
1. Tell and describe the different kinds
of weather
1.1 sunny
1.2 rainy
1.3 cloudy
1.4 stormy
1.5 windy
PNEKE-00-1
2. Observe and record the weather
daily (as part of the opening
routine)
PNEKE-00-1
3. Identify what we wear and use for
each kind of weather PNEKE-00-2
4. Observe sunrise and sunset to tell
the time of the day (morning,
noontime, evening)
PNEKE-00-3
5. Identify ways of taking care of the
environment
PNEKE-00-4
6. Explore first hand a variety of
cause and effect relationships
PNEKE-00-5

CODE BOOK LEGEND
Sample: MKC-00-8
LEGEND SAMPLE
First Entry
Learning Area and Strand/ Subject or
Specialization
Mathematics
MK
Grade Level Kindergarten
Uppercase Letter/s
Domain/Content/
Component/ Topic
Counting C
-
Roman Numeral
*Zero if no specific quarter
Quarter No Specific Quarter 0
Lowercase Letter/s
* Zero if no specific quarter
*Put a hyphen (-) in between letters to indicate
more than a specific week
Week No Specific Week 0
-
Arabic Number Competency
Compare two groups of objects to decide
which is more or less, or if they are equal
8

CODE BOOK LEGEND
DOMAIN/ SUB-DOMAIN/ COMPONENT CODE DOMAIN/ SUB-DOMAIN/ COMPONENT CODE
Kagandahang Asal KA Mathematics M
Paggalang sa Sarili PS Sorting and Classifying SC
Kalusugang Pisikal at Pagpapaunlad ng Kakayahang Motor KP Counting C
Kaangkupang Pisikal/ Physical Fitness PF Number and Algebraic Thinking AT
Kasanayang Gross Motor GM Measurement ME
Kasanayang Fine Motor FM Data Analysis and Probability AP
Pangangalaga sa Sariling Kalusugan at Kaligtasan PKK Understand Physical and Natural Environment PNE
Pagpapaunlad sa Kakayahang Sosyo-Emosyunal SE Life Science: Body and Senses BS
Pagkilala ng Sarili at Pagpapahayag ng Sariling Emosyon PSE
Physical Science: Properties and Change,
Forces and Motion
PP
Pag-unawa sa Emosyon ng Iba EI Life Science: Animals A
Pakikipag-ugnayan sa Kapwa at Nakatatanda PKN Life Science: Plants P
Pagpapahalaga sa Pagkakaiba PP Earth Science: Environment and the Weather E
Pagpapaunlad sa Kakayahang Makipamuhay KM
Pakikisalamuha sa iba bilang kasapi ng pamilya PPam
paaralan PAra
komunidad PKom
Language, Literacy and Communication LL
Auditory Perception and Discrimination APD
Visual Perception and Discrimination VPD
Oral Language OL
Phonological Awareness PA
Book and Print Awareness BPA
Alphabet Knowledge AK
Handwriting H
Vocabulary Development V
Listening Comprehension LC

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
December 2013
K to 12 Curriculum Guide
MOTHER TONGUE
(Grade 1 to Grade 10)

K to 12 Mother Tongue Curriculum Guide December 2013 Page 2 of 154
MTBMLE CURRICULUM FRAMEWORK
Introduction
Mother Tongue – Based Multilingual Education (MTB-MLE) is the government’s banner program for education as a salient part of the implementation of the K to 12
Basic Education Program. Its significance is underscored by the passing of Republic Act 10523, otherwise known as the “Enhanced Basic Educatiion Act of 2013.”
MTBMLE is education, formal or non - formal, in which the learner’s mother tongue and additional languages are used in the classroom. Learners begin their
education in the language they understand best - their mother tongue - and develop a strong foundation in their mother language before adding additional languages.
Research stresses the fact that children with a solid foundation in their mother tongue develop stronger literacy abilities in the school language. Their knowledge and skills
transfer across languages. This bridge enables the learners to use both or all their languages for success in school and for lifelong learning. In terms of cognitive
development, the school activities will engage learners to move well beyond th basic wh-questions to cover all higher order thinking skills in L1 which they can transfer to the
other languages once enough Filipino or English has been acquired to use these skills in thinking and articulating thoughts.
With the nd goal of making Filipino children lifelong learners in their Li (MT), L2 (Filipino, the national language), and L3 (English, the global language) the learners
are more thatn prepared to develop the competencies in the different learning areas. This will serve as their passport to enter and achieve well in the mainstream educational
system and in the end, contribute productively to their community and to the larger society as well as Multilingual, Multiliterate, and Multi-Cultural Citizens of the country.
For the effective implementation of the MTB-MLE, it is suggested that the two-track method be used, that is the primer track to focus on accuracy and the story track
to focus on meaning. Learning via the two-track method to gain proficiency in leteracy as well as comprehend academic content and gain curriculum mastery, creative and
critical thinking skills for decisive decision-making.
MTBMLE provides:
 Literacy. We only learn to read once. Learning to read in the L1 develops skills that transfer to reading any other languages. Comprehension in reading other
languages only occurs after oral proficiency has developed such that vocabulary of the written L2 text is already part of the learners’ spoken vocabulary.
 Prior knowledge. Engaging learners in a discussion of what is already familiar to them using the home language and culture enables better
 learning of the curriculum through integration and application of that knowledge into current knowledge schemes.
 Cognitive development and higher order thinking skills (HOTS). Using the learners’ mother tongue provides a strong foundation by developing cognitive skills
and comprehension of the academic content from day one. The knowledge, skills, attitudes, and values gained through the mother tongue better support learning of
other languages and learning through other languages later.
o As learners articulate their thoughts and expand ideas, both language and critical thinking are strengthened. MTBMLE cultivates critical thinking through
talking about ideas in the familiar language. When teaching only in the L2, critical thinking is postponed until L2 is sufficiently developed to support such
analysis.

 Strong Bridge. MTBMLE provides a good bridge to listening, speaking, reading, and writing the L2s (L2, L3) of the classroom using sound educational principles for
building fluency and confidence in using the other languages for lifelong learning. Reading in the L2 is only introduced after basic L1 reading fluency and L2 oral
proficiency are developed. Comprehension in reading the L2 occurs after the development of that spoken L2. Once sufficient oral and written proficiency in the L2
are developed, a gradual transition to using the L2 as medium of instruction can progress without the L1 support.
 Scaffolding. In L2 teaching, the L1 is used to support learning when the L2 is not sufficiently developed to be used alone. The L1 is used for expression and the
teacher facilitates the development of the L2 to enable learners to adequately express ideas in the L2. In this way, the L1 strengthens the learning of the L2 by
supporting the L2 development for communication.
 Teaching for meaning and accuracy. Decoding text requires accuracy, while comprehending texts requires decoding skills within a meaningful context. Both
meaning and accuracy are important, but in classrooms that teach only L2 , there is often primary focus on accuracy until the L2 is sufficiently learned. This delays
actual meaningful learning until the L2 can support that learning.
 Confidence building and proficiency development for two or more languages along the following macro-skills ( listening, speaking, reading,
writing, and viewing ) for both meaning and accuracy .

The following standards illustrate teaching for meaning and accuracy:
 Listening
 Speaking
 Reading
 Writing
 Viewing
Story track
Focus on meaning
Listen in order to understand, think critically respond
creatively
Speak with understanding, to communicate knowledge,
ideas, experiences
Read with understanding to apply, analyze, evaluate, and
to create new knowledge
Write to communicate knowledge, ideas experiences, goals
View in order to understand, think critically respond
creatively
Primer track
Focus on correctness
Recognize and distinguish sounds; recognize parts of
words
Use correct vocabulary, pronunciation, grammar
Decode by recognizing parts of words, sentences
Form letters properly and neatly; spell words accurately;
use correct grammar
Recognize and distinguish print and non materials and be
able to critic the materials objectively.

GUIDING PRINCIPLES FOR TEACHING AND LEARNING IN MTBMLE
Principle 1. Known to the unknown
1.1 Learning requires meaning. We learn when we use what we already know to help us understand what is new.
“The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him/her accordingly.” Ausubel, D.P.(1968). Educational
Psychology. A Cognitive View. New York: Holt, Rinehart & Winston
Application: Start with what the learners already know about a topic and use that to introduce the new concept. Beginning with the learners’ first language and culture will
better facilitate mastery of the curriculum content.
“Nowhere is the role of prior knowledge more important than in second language educational contexts. Students who can access their prior knowledge through the language
and culture most familiar to them can call on a rich array of schemata, whereas students who believe they can only use that knowledge they have explicitly learned in the
second language are limited in their access.”(Chamot, 1998, p.197).
1.2 Second language learners use what they know in their own language to help develop other languages. This positive transfer effect has been found to be significant in
reading.
Application: Develop an awareness of how the L1 works to support learning the L2, L3.
Claude Goldenberg. “Teaching English Language Learners: What the Research Does – and Does Not – Say.” American Educator, Summer 2008: 8-23.
Principle 2. Language and Academic Development
Students with well-developed skills in their first language have been shown to acquire additional languages more easily and fully and that, in turn, has a positive impact on
academic achievement.
Application: Continue the oral development of L1 and begin reading in L1 to strengthen L2 and L3 learning as well as academic achievement across the curriculum.
Fred Genesee, Kathryn Lindholm-Leary, William Saunders, and Donna Christian. Educating English Language Learners: A Synthesis of Reasearch Evidence. Cambridge
University Press, 2006.

Principle 3. Cognitive Development
3.1 Students who use their multilingual skills have been shown to develop both cognitive flexibility and divergent thinking.
Application: Continue developing critical thinking in the L1 as well as in L2 and L3.
Jim Cummins. Multilingual Matters, 2001.
3.2 Higher Order Thinking Skills
When we truly learn something, we can explain it, apply it, analyze it, evaluate it, and use it to create new ideas and information.
Application: In all subjects, focus on activities that build understanding and that encourage students to apply, analyze, and evaluate what they have learned to create new
knowledge. CF Bloom’s Revised Taxonomy.
Remember
Repeat
what we
hear or
read
Understand
Explain
what we
hear or
read
Apply
Use
what we
hear or
read
Analyze
Examine
what we
learn to
discover patterns
Evaluate
Assess
What we
Hear or
Read
Create
Use what
We learn to
discover,
Invent, and create
Principle 4. Discovery Learning
4.1 We learn when someone who already understands the new idea or task helps us to “discover” the new idea and then use it meaningfully.
Application: Find out what the students already know about a topic. Then provide activities that let them use their knowledge to learn the new concept or task.
Bruner, J.S. (1967). On knowing: Essays for the left hand. Cambridge, Mass: Harvard University Press. Also at http://www.learning-theories.com/discovery-learning-
bruner.html

Principle 5. Active Learning
5.1 Peer interaction. Children learn best through peer interactions in which they work together creatively to solve problems.
Application: Do most class activities in teams or pairs. Encourage students to talk with each other and compare ideas in order to solve problems.
5.2 Second language active learning. Young children gain confidence in learning a new language when they begin with “hear-see-do” (Total Physical Response ) activities.
Application: Begin the L2 language learning time by focusing on listening and responding to oral language. Children listen to a command, observe someone respond to the
command and then respond in action (no talking at first).
5.3 Purposeful Talk. Talking helps us make sense of new ideas and information.
Application: 1) Ask a lot of “higher level” questions and give students time to think and then respond. 2) Provide plenty of opportunities for students to work in teams,
sharing and comparing their ideas.
Principle 6. Meaning and Accuracy
Successful language learning involves hearing, speaking, reading and writing activities that focus on both meaning and accuracy.
Application: Include plenty of activities that focus on both MEANING and ACCURACY.
Principle 7. Language Learning/Language Transfer
7.1 We learn a new language best when the learning process is non-threatening and meaningful and when we can take “small steps” that help us gain confidence in our
ability to use the language meaningfully.
Application: Begin the L2 language learning time by focusing on “hear-see-do” activities than enable students to build up their “listening vocabulary” before they are expected
to talk. Introduce reading and writing in L2 only when they have built up a good hearing and speaking vocabulary.
7.2 Research in second-language acquisition indicates that it takes a minimum of 2 years to learn basic communicative skills in a second language when society supports
that learning.It takes five years or more to learn enough L2 for learning complex academic concepts.
Thomas & Collier; 2003, Cummins, 2006
7.3 “Errors” are a normal part of second-language learning. Second language learners benefit from opportunities to receive feedback in a respectful and encouraging way. It
is helpful when teachers respond first to the content of what the student is saying or writing… focusing on one or two errors at a time. Patsy M. Lightbown and Nina Spada.
How Languages Are Learned, 3rd
ed., Oxford University Press, 2006.

Principle 8. Affective component: Valuing the home language/culture
8.1 Valuing students with talents in their home language more powerfully enables learning than just valuing learners of English whose home language is irrelevant to
academic success.
Application: Learners are encouraged when they know they are valued in the classroom and their language and heritage are seen as resources.
Jim Cummins, Promoting Literacy in Multilingual Contexts, Research Monograph #5, The Literacy and Numeracy Secretariat, Ontario Ministry of Education, 2007, p. 3
8.2 The classroom environment
Children from ethno-linguistic language groups thrive in a welcoming environment in which teachers and peers value them as a positive presence in the classroom and the
school; encourage their use of their L1; provide books, visual representations, and concrete objects that reflect their backgrounds and interests.
Filipino Sign Language as Mother Tongue
Filipino Sign Language (FSL) refers to the sign language used by the Deaf community in the Philippines. It is distinct from spoken Filipino. Sign languages, such as FSL, are
visual-spatial while spoken languages, such as spoken Filipino, are auditory-vocal languages. In sign language, information is conveyed through the shape, placement,
movement and orientation of the hands as well as movement of the face and the body. Linguistic information is received through the eyes.
FSL is rule-governed, having its own linguistic structure -- phonology, morphology, syntax, and discourse. It belongs to the branch of visual languages with influence from
American Sign Language (ASL). The structure of FSL has significantly changed over the years and is considered a language distinct from ASL.
FSL, as with all other sign languages in the world, does not have a written form. Deaf people do not read and write in sign language, rather they become literate in a second
language. Using Filipino Sign Language as the mother language, Deaf children will learn to read and write in other languages such as Filipino and English. It is expected that
Filipino deaf children will develop metalinguistic awareness and transfer knowledge, concepts and thinking skills about language from FSL to written Filipino or written
English.
The K-3 Mother Tongue Curriculum Guide specifies content and performance standards and learning competencies for all Filipino children – deaf and hearing alike. Since the
focus of the curriculum is language and literacy development, the learning outcomes apply to sign language users as well. In this guide, listening and speaking will be
operationalized as viewing (visually attending) and signing; spoken language as sign language and so on. Teachers are enjoined to follow the curriculum as closely as
possible, cognizant of learning and communication differences among deaf and hearing children.

LEARNING AREA STANDARD :
KEY STAGE STANDARD:
K – 3
By the end of grade III, students will enjoy communicating in their first language on familiar topics for a variety of purposes and
audiences using basic vocabulary, and phrases; read L1 texts with understanding, and create their own stories and texts in their L1.
GRADE LEVEL STANDARDS:
Grade Level Grade Level Standards
K
The learner demonstrates skills and strategies in phonemic awareness, alphabet knowledge, sound-letter correspondences, decoding,
vocabulary and comprehension as they enjoy listening and responding to a variety of texts in their Mother Tongue.
Grade 1
The learner demonstrates basic communication skills in talking about familiar topics using simple words and both verbal and non-verbal
cues to understand spoken language, shows understanding of basic vocabulary and language structures, reading process, writing
system and appreciates aspects of one’s culture.
Grade 2
The learner demonstrates communication skills in talking about variety of topics using developing vocabulary and simple phrases and
sentences, simple to complex spoken language using both verbal and non-verbal cues, understands vocabulary and language
structures, appreciates and understand the cultural aspects of the language and the writing system used, and reads and writes simple
and short literary and informational texts.
Grade 3
The learner demonstrates communication skills in talking about variety of topics using expanding vocabulary and phrases, shows
understanding of spoken language in different contexts using both verbal and non-verbal cues, vocabulary and language structures,
cultural aspects of the language, reads and writes literary and informational texts.
Use Mother Tongue appropriately and effectively in oral, visual and written communication in a variety of situations and for a variety of audiences,
contexts and purposes including learning of other content subjects and languages, demonstrate appreciation of various forms of literacy genres and take
pride in one’s cultural heritage

GRADE 1
GRADE LEVEL STANDARD
The learner demonstrates knowledge and skills in listening and communicating about familiar topics, uses basic vocabulary, reads and
writes independently in meaningful contexts, appreciates his/her culture.
Domain
Content Standard Performance Standard
The learner… The learner…
Oral Language
manifests beginning oral language skills to communicate in different
contexts.
uses beginning oral language skills to communicate personal experiences,
ideas, and feelings in different contexts.
Phonological
Skills
demonstrates understanding that words are made up of sounds and
syllables.
uses knowledge of phonological skills to discriminate and manipulate
sound patterns.
Book and Print
Knowledge
demonstrates understanding of the basic features of a book and how print
works, as a prerequisite for reading.
demonstrates knowledge and understanding of the organization and basic
features of print.
Phonics and
Word
Recognition
demonstrates knowledge of the alphabet and decoding to read, write and
spell words correctly.
applies grade level phonics and word analysis skills in reading, writing and
spelling words.
Fluency
demonstrates the ability to read grade one level text with sufficient
accuracy, speed, and expression to support comprehension.
reads with sufficient speed, accuracy, and proper expression in reading
grade level text.
Composing
demonstrates the ability to formulate ideas into sentences or longer texts
using developmental and conventional spelling.
uses basic knowledge and skills to write clear,coherent sentences, and
simple paragraphs based on a variety of stimulus materials.
Grammar
Awareness
demonstrates awareness of language grammar and usage when speaking
and/or writing.
speaks and/or writes correctly for different purposes using the basic
grammar of the language.
Vocabulary and
Concept
Development
demonstrates developing knowledge and use of appropriate grade level
vocabulary and concepts.
uses developing vocabulary in both oral and written form.
Listening
Comprehension
demonstrates understanding of grade level narrative and informational
text.
comprehends and appreciates grade level narrative and informational texts
Reading
Comprehension
demonstrates understanding of grade level narrative and informational
texts.
uses literary and narrative texts to develop comprehension and
appreciation of grade level appropriate reading materials.
Attitude
Towards
Reading
demonstrates positive attitudes towards language, literacy and literature. values reading and writing as communicative activities.
Study Skills
demonstrates basic knowledge and skills to listen, read, and write for
specific purposes.
listens, reads, and writes for specific purpose.

FIRST QUARTER
Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Quarter I – Knowing Myself and My Family
Q1,
Week 1
(a)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ia-
i-1.1
Talk about
oneself and
one’s
personal
experiences
(family, pet,
favorite
food)
MT1BPK-
Ia-c-1.1
Use the
terms
referring to
conventions
of print:
- front and
back cover
- beginning,
ending, title
page
- author and
illustrator
MT1F-Ic-
IVa-i-1.1
Read Grade
1 level
words,
phrases and
sentences
with
appropriate
speed and
accuracy.
MT1GA-Ia-
e-1.1
Use
appropriate
expressions
orally to
introduce:
a. Oneself
b. Family
c. Friends
d. Others
MT1VCD-
Ia-i-1.1
Use
vocabulary
referring to:
- People
(Self,
Family,
Friends)
- Animals
- Objects
- Musical
Instruments
-
Environment
MT1ATR-
Ia-i-2.1
Browse
books read
to them.
Q1,
Week 2
(b)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ia-
i-1.1
Talk about
oneself and
one’s
personal
experiences
(family, pet,
favorite
food)
MT1OL-Ib-
i-1.1
Identify
rhyming
words in
nursery
rhymes,
songs,
jingles,
poems, and
chants.
MT1BPK-
Ia-c-1.1
Use the
terms
referring to
conventions
of print:
- front and
back cover
- beginning,
ending, title
page
- author and
illustrator
MT1PWR-
Ib-i-1.1
Give the
name and
sound of
each letter
MT1F-Ic-
IVa-i-1.1
Read Grade
1 level
words,
phrases and
sentences
with
appropriate
speed and
accuracy.
MT1C-Ib-
f-1.1
Express
ideas
through a
variety of
symbols
(e.g.
drawings
and
invented
spelling)
MT1VCD-
Ia-i-1.1
Use
vocabulary
referring to:
- People
(Self,
Family,
Friends)
- Animals
- Objects
- Musical
Instruments
-
Environment
MT1LC-Ib-
1.1
Note
important
details in
grade level
narrative
texts
listened to:
1. character
2. setting
3. events
MT1ATR-
Ib-i-1.1
Listen
attentively
and react
positively
during story
reading.

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q1,
Week 2
(b)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ib-
c-3.1
Use
common
expressions
and polite
greetings.
MT1OL-Ib-
i-2.1
Tell whether
a given pair
of word
rhyme.
MT1PWR-
Ib-i-2.1
Identify
upper and
lower case
letters.
MT1VCD-
Ib-i-2.1
Give
meanings of
words
through:
a. realia
b. picture
clues
c. actions
or gestures
MT1ATR-
Ia-j-2.1
Browse
books read
to them.
MT1Ol-b-i-
4.1
Recite and
sing in
groups
familiar
rhymes and
songs.
MT1PWR-
Ib-i-3.1
Write the
upper and
lower case
letters
legibly,
observing
proper
sequence of
strokes.
MT1ATR-
Ib-i-3.1
Request
more stories
to be read
to them.
MT1PWR-
Ib-i-1.2
Give the
beginning
letter/sound
of the name
of each
picture.
MT1PWR-
Ib-i-4.1
Match
words with
pictures and
objects.

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q1,
Week 3
(c)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ia-
j-1.1
Talk about
oneself and
one’s
personal
experiences
(family, pet,
favorite
food)
MT1OL-Ib-
i-1.1
Identify
rhyming
words in
nursery
rhymes,
songs,
jingles,
poems, and
chants.
MT1BPK-
Ia-c-1.1
Use the
terms
referring to
conventions
of print:
- front and
back cover
- beginning,
ending, title
page
- author and
illustrator
MT1PWR-
Ib-i-1.1
Give the
name and
sound of
each letter
MT1F-Ic-
IVa-i-1.1
Read Grade
1 level
words,
phrases and
sentences
with
appropriate
speed and
accuracy.
MT1C-Ib-
f-1.1
Express
ideas
through a
variety of
symbols
(e.g.
drawings
and
invented
spelling)
MT1GA-Ia-
e-1.1
Use
appropriate
expressions
orally to
introduce:
a. Oneself
b. Family
c. Friends
d. Others
MT1VCD-
Ia-i-1.1
Use
vocabulary
referring to:
- People
(Self,
Family,
Friends)
- Animals
- Objects
- Musical
Instruments
-
Environment
MT1LC-
Ic-d-2.1
Give the
correct
sequence of
three events
in a story
listened to.
MT1ATR
-Ia-i-2.1
Browse
books read
to them.
MT1SS-
Ic-f-1.1
Follow
simple one
to three-
step oral
directions.
MT1OL-Ib-
c-3.1
Use
common
expressions
and polite
greetings.
MT1OL-Ib-
i-2.1
Tell whether
a given pair
of word
rhyme.
MT1PWR-
Ib-i-2.1
Identify
upper and
lower case
letters.
MT1VCD-
Ib-i-2.1
Give
meanings of
words
through:
a. realia
b. picture
clues
c. actions
or gestures
MT1ATR-
Ib-i-3.1
Request
more stories
to be read
to them.

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q1,
Week 3
(c)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ic-
i-1.2
Talk about
pictures
presented
using
appropriate
local
terminologie
s with ease
and
confidence.
- Animals
- Common
objects
- Musical
instruments
-
Family/Peop
le
MT1OL-Ic-
i-4.1
Say the
new spoken
word when
two or more
sounds are
put
together.
MT1PWR-
Ib-i-3.1
Write the
upper and
lower case
letters
legibly,
observing
proper
sequence of
strokes.
MT1O-lb-i-
4.1
Recite and
sing in
groups
familiar
rhymes and
songs.
MT1PWR-
Ib-i-1.2
Give the
beginning
letter/sound
of the name
of each
picture.
MT1OL-Ic-
d-4.2
Recite and
sing
individually,
with ease
and
confidence,
songs,
poems,
chants, and
riddles.
MT1PWR-
Ib-i-4.1
Match
words with
pictures and
objects.

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q1,
Week 3
(c)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1PWR-
Ic-i-5.1
Blend
specific
letters to
form
syllables
and words.
Q1,
Week 4
(d)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ia-
i-1.1
Talk about
oneself and
one’s
personal
experiences
(family, pet,
favorite
food)
MT1OL-Ib-
i-1.1
Identify
rhyming
words in
nursery
rhymes,
songs,
jingles,
poems, and
chants.
MT1BPK-
Id-f-2.1
Follow
words from
left to right,
top to
bottom and
page by
page.
MT1PWR-
Ib-i-1.1
Give the
name and
sound of
each letter
MT1FIc-
IVa-i-1.1
Read Grade
1 level
words,
phrases and
sentences
with
appropriate
speed and
accuracy.
MT1C-Ib-
f-1.1
Express
ideas
through a
variety of
symbols
(e.g.
drawings
and
invented
spelling)
MT1GA-Ia-
e-1.1
Use
appropriate
expressions
orally to
introduce:
a. Oneself
b. Family
c. Friends
d. Others
MT1VCD-
Ia-i-1.1
Use
vocabulary
referring to:
- People
(Self,
Family,
Friends)
- Animals
- Objects
- Musical
Instruments
-
Environment
MT1LC-
Ic-d-2.1
Give the
correct
sequence of
three events
in a story
listened to.
MT1ATR
-Ia-i-2.1
Browse
books read
to them.
MT1SS-
Ic-f-1.1
Follow
simple one
to three-
step oral
directions.
MT1OL-Id-
e-2.1
Orally
communicat
e basic
needs.
MT1OL-Ib-
i-2.1
Tell whether
a given pair
of word
rhyme.
MT1PWR-
Ib-i-2.1
Identify
upper and
lower case
letters.
MT1VCD-
Ib-i-2.1
Give
meanings of
words
through:
a. realia
b. picture
clues
c. actions
or gestures
MT1ATR-
Ib-i-3.1
Request
more stories
to be read
to them.

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q1,
Week 4
(d)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ic-
i-1.2
Talk about
pictures
presented
using
appropriate
local
terminologie
s with ease
and
confidence.
- Animals
- Common
objects
- Musical
instruments
-
Family/Peop
le
MT1O-Id-
i-3.1
Orally
segment a
two - three
syllable
word into its
syllabic
parts.
MT1PWR-
Ib-i-3.1
Write the
upper and
lower case
letters
legibly,
observing
proper
sequence of
strokes.
MT1O-Ib-
i-4.1
Recite and
sing in
groups
familiar
rhymes and
songs.
MT1OL-Ic-
i-4.1
Say the new
spoken
word when
two or more
sounds are
put
together.
MT1PWR-
Ib-i-1.2
Give the
beginning
letter/sound
of the name
of each
picture.
MT1OL-Ic-
d-4.2
Recite and
sing
individually,
with ease
and
confidence,
songs,
poems,
chants, and
MT1OL-Id-
i-4.2
Say the new
spoken
word when
two or more
syllables are
put
together.
MT1PWR-
Ib-i-4.1
Match
words with
pictures and
objects.

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
riddles.
Q1,
Week 4
(d)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1PWR-
Ic-i-5.1
Blend
specific
letters to
form
syllables
and words.
Q1,
Week 5
(e)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ia-
i-1.1
Talk about
oneself and
one’s
personal
experiences
(family, pet,
favorite
food)
MT1OL-Ib-
i-1.1
Identify
rhyming
words in
nursery
rhymes,
songs,
jingles,
poems, and
chants.
MT1BPK-
Id-f-2.1
Follow
words from
left to right,
top to
bottom and
page by
page.
MT1PWR-
Ib-i-1.1
Give the
name and
sound of
each letter
MT1F-Ic-
IVa-i-1.1
Read Grade
1 level
words,
phrases and
sentences
with
appropriate
speed and
accuracy.
MT1C-Ib-
f-1.1
Express
ideas
through a
variety of
symbols
(e.g.
drawings
and
invented
spelling)
MT1GA-Ia-
e-1.1
Use
appropriate
expressions
orally to
introduce:
a. Oneself
b. Family
c. Friends
d. Others
MT1VCD-
Ia-i-1.1
Use
vocabulary
referring to:
- People
(Self,
Family,
Friends)
- Animals
- Objects
- Musical
Instruments
-
Environment
MT1LC-
Ie-f-3.1
Infer the
character
feelings and
traits in a
story
listened to.
MT1ATR
-Ia-i-2.1
Browse
books read
to them.
MT1SS-
Ic-f-1.1
Follow
simple one
to three-
step oral
directions.
MT1OL-Id-
e-2.1
Orally
communicat
e basic
needs.
MT1OL-Ib-
i-2.1
Tell whether
a given pair
of word
rhyme.
MT1PWR-
Ib-i-2.1
Identify
upper and
lower case
letters.
MT1GA-Ie-
f-2.1
Identify
naming
words
(persons,
places,
things,
animals)
a.
common
and proper
b. noun
MT1VCD-
Ib-i-2.1
Give
meanings of
words
through:
a. realia
b. picture
clues
c. actions
or gestures
MT1ATR-
Ib-i-3.1
Request
more stories
to be read
to them.

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
markers
Q1,
Week 5
(e)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ic-
i-1.2
Talk about
pictures
presented
using
appropriate
local
terminologie
s with ease
and
confidence.
- Animals
- Common
objects
- Musical
instruments
- Family/
People
MT1O-Id-
i-3.1
Orally
segment a
two - three
syllable
word into its
syllabic
parts.
MT1PWR-
Ib-i-3.1
Write the
upper and
lower case
letters
legibly,
observing
proper
sequence of
strokes.
MT1O-lb-i-
4.1
Recite and
sing in
groups
familiar
rhymes and
songs.
MT1OL-Ic-
i-4.1
Say the new
spoken
word when
two or more
sounds are
put
together.
MT1PWR-
Ib-i-1.2
Give the
beginning
letter/sound
of the name
of each
picture.
MT1OL-Ie-
i-5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1OL-Id-
i-4.2 Say
the new
spoken
word when
two or more
syllables are
put
together.
MT1PWR-
Ib-i-4.1
Match
words with
pictures and
objects.

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q1,
Week 5
(e)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ie-
i-5.1
Participate
actively
during story
reading by
making
comments
and asking
questions.
MT1PA-Ie-
i-5.1
Isolate and
pronounce
the
beginning
and ending
sounds of
given
words.
MT1PWR-
Ic-i-5.1
Blend
specific
letters to
form
syllables
and words.
MT1PWR-
Ie-i-6.1
Spell and
write
correctly
grade one
level words
consisting of
letters
already
learned.
Q1,
Week 6
(f)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ia-
i-1.1
Talk about
oneself and
one’s
personal
experiences
(family, pet,
favorite
food)
MT1OL-Ib-
i-1.1
Identify
rhyming
words in
nursery
rhymes,
songs,
jingles,
poems, and
chants.
MT1BPK-
Id-f-2.1
Follow
words from
left to right,
top to
bottom and
page by
page.
MT1PWR-
Ib-i-1.1
Give the
name and
sound of
each letter
MT1F-Ic-
IVa-i-1.1
Read Grade
1 level
words,
phrases and
sentences
with
appropriate
speed and
accuracy.
MT1C-Ib-
f-1.1
Express
ideas
through a
variety of
symbols
(e.g.
drawings
and
invented
spelling)
MT1GA-Ie-
f-2.1
Identify
naming
words
(persons,
places,
things,
animals)
a.
common
and proper
b. noun
markers
MT1VCD-
Ia-i-1.1
Use
vocabulary
referring to:
- People
(Self,
Family,
Friends)
- Animals
- Objects
- Musical
Instruments
-
Environment
MT1LC-
Ie-f-3.1
Infer the
character
feelings and
traits in a
story
listened to.
MT1ATR
-Ia-i-2.1
Browse
books read
to them.
MT1SS-
Ic-f-1.1
Follow
simple one
to three-
step oral
directions.

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q1,
Week 6
(f)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ic-
i-1.2
Talk about
pictures
presented
using
appropriate
local
terminologie
s with ease
and
confidence.
- Animals
- Common
objects
- Musical
instruments
- Family/
People
MT1OL-Ib-
i-2.1
Tell whether
a given pair
of word
rhyme.
MT1PWR-
Ib-i-2.1
Identify
upper and
lower case
letters.
MT1VCD-
Ib-i-2.1
Give
meanings of
words
through:
a. realia
b. picture
clues
c. actions
or gestures
MT1ATR-
Ib-i-3.1
Request
more stories
to be read
to them.
MT1O-Ib-
i-4.1
Recite and
sing in
groups
familiar
rhymes and
songs.
MT1O-Id-
i-3.1
Orally
segment a
two - three
syllable
word into its
syllabic
parts.
MT1PWR-
Ib-i-3.1
Write the
upper and
lower case
letters
legibly,
observing
proper
sequence of
strokes.
MT1OL-Ie-
i-5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1OL-Ic-
i-4.1
Say the
new spoken
word when
two or more
sounds are
put
together.
MT1PWR-
Ib-i-1.2
Give the
beginning
letter/sound
of the name
of each
picture.

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q1,
Week 6
(f)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ie-
i-5.1
Participate
actively
during story
reading by
making
comments
and asking
questions.
MT1OL-Id-
i-4.2
Say the new
spoken
word when
two or more
syllables are
put
together.
MT1PWR-
Ib-i-4.1
Match
words with
pictures and
objects.
MT1PA-Ie-
i-5.1
Isolate and
pronounce
the
beginning
and ending
sounds of
given
words.
MT1PWR-
Ic-i-5.1
Blend
specific
letters to
form
syllables
and words.
MT1PWR-
Ie-i-6.1
Spell and
write
correctly
grade one
level words
consisting of
letters
already
learned.

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q1,
Week 7
(g)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ia-
i-1.1
Talk about
oneself and
one’s
personal
experiences
(family, pet,
favorite
food)
MT1OL-Ib-
i-1.1
Identify
rhyming
words in
nursery
rhymes,
songs,
jingles,
poems, and
chants.
MT1BPK-
Ig-i-3.1
Recognize
that spoken
words are
represented
in written
language by
specific
sequences
of letters.
MT1PWR-
Ib-i-1.1
Give the
name and
sound of
each letter
MT1F-Ic-
IVa-i-1.1
Read Grade
1 level
words,
phrases and
sentences
with
appropriate
speed and
accuracy.
MT1C-Ig-i-
1.2
Express
ideas
through
words or
phrases,
using both
invented
and
conventional
spelling
MT1GA-Ig-
1-h.2
Use naming
words in
sentences
a. common
and proper
b. noun
markers
MT1VCD-
Ia-i-1.1
Use
vocabulary
referring to:
- People
(Self,
Family,
Friends)
- Animals
- Objects
- Musical
Instruments
-
Environment
MT1LC-
Ig-4.1
Identify the
speaker in
the story or
poem
listened to.
MT1ATR
-Ia-i-2.1
Browse
books read
to them.
MT1SS-Ig-
i-2.1
Write basic
information
about self
(name
grade level,
section)
MT1OL-Ic-
i-1.2
Talk about
pictures
presented
using
appropriate
local
terminologie
s with ease
and
confidence.
- Animals
- Common
objects
- Musical
instruments
- Family/
People
MT1OL-Ib-
i-2.1
Tell whether
a given pair
of word
rhyme.
MT1PWR-
Ib-i-2.1
Identify
upper and
lower case
letters.
MT1VCD-
Ib-i-2.1
Give
meanings of
words
through:
a. realia
b. picture
clues
c. actions
or gestures
MT1ATR-
Ib-i-3.1
Request
more stories
to be read
to them.

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q1,
Week 7
(g)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1O-Ib-
i-4.1
Recite and
sing in
groups
familiar
rhymes and
songs.
MT1O-Id-
i-3.1
Orally
segment a
two - three
syllable
word into its
syllabic
parts.
MT1PWR-
Ib-i-3.1
Write the
upper and
lower case
letters
legibly,
observing
proper
sequence of
strokes.
MT1OL-Ie-
j-5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1OL-Ic-
j-4.1
Say the new
spoken
word when
two or more
sounds are
put
together.
MT1PWR-
Ib-j-1.2
Give the
beginning
letter/sound
of the name
of each
picture.
MT1OL-Ie-
i-5.1
Participate
actively
during story
reading by
making
comments
and asking
questions.
MT1OL-Id-
i-4.2
Say the new
spoken
word when
two or more
syllables are
put
together.
MT1PWR-
Ib-i-4.1
Match
words with
pictures and
objects.
MT1PA-Ie-
i-5.1
Isolate and
pronounce
the
beginning
and ending
sounds of
given
words.
MT1PWR-
Ic-i-5.1
Blend
specific
letters to
form
syllables
and words.

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q1,
Week 7
(g)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1PWR-
Ie-i-6.1
Spell and
write
correctly
grade one
level words
consisting of
letters
already
learned.
Q1,
Week 8
(h)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ia-
i-1.1
Talk about
oneself and
one’s
personal
experiences
(family, pet,
favorite
food)
MT1OL-Ib-
i-1.1
Identify
rhyming
words in
nursery
rhymes,
songs,
jingles,
poems, and
chants.
MT1BPK-
Ig-i-3.1
Recognize
that spoken
words are
represented
in written
language by
specific
sequences
of letters.
MT1PWR-
Ib-i-1.1
Give the
name and
sound of
each letter
MT1F-Ic-
IVa-i-1.1
Read Grade
1 level
words,
phrases and
sentences
with
appropriate
speed and
accuracy.
MT1C-Ig-i-
1.2
Express
ideas
through
words or
phrases,
using both
invented
and
conventional
spelling
MT1GA-Ig-
1-h.2
Use naming
words in
sentences
a. common
and proper
b. noun
markers
MT1VCD-
Ia-i-1.1
Use
vocabulary
referring to:
- People
(Self,
Family,
Friends)
- Animals
- Objects
- Musical
Instruments
-
Environment
MT1LC-
Ih-i-5.1
Predict
possible
ending of a
story
listened to.
MT1ATR
-Ia-i-2.1
Browse
books read
to them.
MT1SS-Ig-
i-2.1
Write basic
information
about self
(name
grade level,
section)

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q1,
Week 8
(h)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ic-
i-1.2
Talk about
pictures
presented
using
appropriate
local
terminologie
s with ease
and
confidence.
- Animals
- Common
objects
- Musical
instruments
-
Family/Peop
le
MT1OL-Ib-
i-2.1
Tell whether
a given pair
of word
rhyme.
MT1PWR-
Ib-i-2.1
Identify
upper and
lower case
letters.
MT1VCD-
Ib-i-2.1
Give
meanings of
words
through:
a. realia
b. picture
clues
c. actions
or gestures
MT1LC-Ih-
i-6.1
Relate story
events to
one’s
experience
MT1ATR-
Ib-i-3.1
Request
more stories
to be read
to them.
MT1O-Ib-
i-4.1
Recite and
sing in
groups
familiar
rhymes and
songs.
MT1O-Id-
i-3.1
Orally
segment a
two - three
syllable
word into its
syllabic
parts.
MT1PWR-
Ib-i-3.1
Write the
upper and
lower case
letters
legibly,
observing
proper
sequence of
strokes.
MT1OL-Ie-
i-5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1OL-Ic-
i-4.1
Say the new
spoken
word when
two or more
sounds are
put
together.
MT1PWR-
Ib-i-1.2
Give the
beginning
letter/sound
of the name
of each
picture.

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q1,
Week 8
(h)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ie-
i-5.1
Participate
actively
during story
reading by
making
comments
and asking
questions.
MT1OL-Id-
i-4.2
Say the new
spoken
word when
two or more
syllables are
put
together.
MT1PWR-
Ib-i-4.1
Match
words with
pictures and
objects.
MT1PA-Ie-
j-5.1
Isolate and
pronounce
the
beginning
and ending
sounds of
given
words.
MT1PWR-
Ic-j-5.1
Blend
specific
letters to
form
syllables
and words.
MT1PAh-i-
6.1
Add or
substitute
individual
sounds in
simple
words to
make new
words.
MT1PWR-
Ie-i-6.1
Spell and
write
correctly
grade one
level words
consisting of
letters
already
learned.

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q1,
Week 9
(i)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-Ia-
j-1.1
Talk about
oneself and
one’s
personal
experiences
(family, pet,
favorite
food)
MT1OL-Ib-
j-1.1
Identify
rhyming
words in
nursery
rhymes,
songs,
jingles,
poems, and
chants.
MT1BPK-
Ig-j-3.1
Recognize
that spoken
words are
represented
in written
language by
specific
sequences
of letters.
MT1PWR-
Ib-j-1.1
Give the
name and
sound of
each letter
MT1F-Ic-
IVa-j-1.1
Read Grade
1 level
words,
phrases and
sentences
with
appropriate
speed and
accuracy.
MT1C-Ig-
j-1.2
Express
ideas
through
words or
phrases,
using both
invented
and
conventional
spelling
MT1GA-Ii-
j-3.1
Classify
naming
words into
persons,
places,
animals,
and things,
etc.
MT1VCD-
Ia-j-1.1
Use
vocabulary
referring to:
- People
(Self,
Family,
Friends)
- Animals
- Objects
- Musical
Instruments
-
Environment
MT1LC-Ih-
i-5.1
Predict
possible
ending of a
story
listened to.
MT1ATR
-Ia-j-2.1
Browse
books read
to them.
MT1SS-Ig-
j-2.1
Write basic
information
about self
(name
grade level,
section)
MT1OL-Ic-
i-1.2
Talk about
pictures
presented
using
appropriate
local
terminologie
s with ease
and
confidence.
- Animals
- Common
objects
- Musical
instruments
- Family/
People
MT1OL-Ib-
i-2.1
Tell whether
a given pair
of word
rhyme.
MT1PWR-
Ib-i-2.1
Identify
upper and
lower case
letters.
MT1VCD-
Ib-i-2.1
Give
meanings of
words
through:
a. realia
b. picture
clues
c. actions
or gestures
MT1LC-Ih-
i-6.1
Relate story
events to
one’s
experience
MT1ATR-
Ib-i-3.1
Request
more stories
to be read
to them.

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q1,
Week 9
(i)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1O-lb-i-
4.1
Recite and
sing in
groups
familiar
rhymes and
songs.
MT1O-ld-i-
3.1
Orally
segment a
two - three
syllable
word into its
syllabic
parts.
MT1PWR-
Ib-i-3.1
Write the
upper and
lower case
letters
legibly,
observing
proper
sequence of
strokes.
i
MT1OL-Ie-
i-5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1OL-Ic-
i-4.1
Say the new
spoken
word when
two or more
sounds are
put
together.
MT1PWR-
Ib-i-1.2
Give the
beginning
letter/sound
of the name
of each
picture.
MT1OL-Ie-
i-5.1
Participate
actively
during story
reading by
making
comments
and asking
questions.
MT1OL-Id-
i-4.2
Say the new
spoken
word when
two or more
syllables are
put
together.
MT1PWR-
Ib-j-4.1
Match
words with
pictures and
objects.
MT1PA-Ie-
i-5.1
Isolate and
pronounce
the
beginning
and ending
sounds of
given
words.
MT1PWR-
Ic-i-5.1
Blend
specific
letters to
form
syllables
and words.

Quarter/
Week/
Theme
Oral
Language
(OL)
Phono
logical Skills
(PA)
Book and
Print
Knowledge
(BPK)
Phonics and
Word
Recognition
(PWR)
Fluency
(F)
Composing
(C)
Grammar
Awareness
(GA)
Vocabulary
and Concept
Develop
ment (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q1,
Week 9
(i)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1PA-Ih-
i-6.1
Add or
substitute
individual
sounds in
simple
words to
make new
words.
MT1PWR-
Ie-i-6.1
Spell and
write
correctly
grade one
level words
consisting of
letters
already
learned.
Summative Test

Complete Compilation of Curriculum Guides for K to 12 Education System (S. Y. 2014)

Complete Compilation of Curriculum Guides for K to 12 Education System (S. Y. 2014)

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