The document outlines the Integrated Language Arts Curriculum for primary grades in the Philippines. It details 14 language and literacy domains that will be taught from Kindergarten to Grade 3 using the students' mother tongue, Filipino, and English. The skills within each domain will spiral across grade levels to develop strong linguistic foundations. By Grade 3, students are expected to demonstrate competencies within each domain using their oral and written language skills.

1. Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12
INTEGRATED
LANGUAGE ARTS CURRICULUM
Mother Tongue- Grades 1-3Competencies
English -Grades 1-3 and Grades 7-10
Filipino - Grades 1-3 and Grades 7-10

2. K to 12 - LANGUAGE ARTS CURRICULUM
INTRODUCTION TO THE INTEGRATED LANGUAGE ARTS CURRICULUM FOR THE PRIMARY GRADES
The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the
end of basic education. This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multi-literacies Curriculum (LAMC) but fleshes
out the areas that children need to learn and that teachers need to teach in greater detail. Below is the matrix that presents the spread and alignment of
the language and literacy domains with the 5 sub-strands.
Alignment of the Language and Literacy Domains with the 5 sub-strands
Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING
1. Oral Language √ √
2. Phonological Awareness √
3. Book and Print Knowledge √
4. Alphabet Knowledge √ √ √ √ √
5. Phonics and Word Recognition √ √ √
6. Fluency √ √
7. Spelling √ √
8. Writing and Composition √ √ √ √
9. Grammar Awareness & Structure √ √ √ √
10. Vocabulary Development √ √ √ √ √
11. Reading Comprehension √ √ √
 schema & prior knowledge
 strategies
 narrative text
 informational text
12. Listening Comprehension √ √
13. Attitudes towards language, literacy and literature √ √ √ √ √
14. Study Strategies √ √ √ √ √
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 2

3. K to 12 - LANGUAGE ARTS CURRICULUM
Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K to 12 Basic Education Program of the Department of
Education.
Content Standards Performance Standards at the end of Grade 3
Oral Languages in English Have sufficient facility in English to understand spoken discourse and to talk and interact with other
about personal experiences and text listened to or read
Phonological Skills Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme.
Book and Print Knowledge Use narrative and expository texts for independent study and reading for pleasure
Alphabet knowledge Recognize, name and sound out all the upper and lower case letters of the alphabet.
Phonic and Word Recognition Use sight word recognition or phonic analysis to read and understand words in English that contain
complex letter combinations, affixes and contractions.
Fluency Read aloud grade level texts effortlessly, without hesitation and with proper expression.
Spelling Spell words with two or more syllables using phonic, semantic, and morphemic knowledge
Writing /Composition Express their ideas effectively in formal and informal compositions to fulfill their own purposes for
writing
Handwriting Write legibly in cursive writing.
Grammar Awareness and Structure  Demonstrate grammatical awareness by being able to read, speak and write correctly.
 Communicate effectively, in oral and written forms, using the correct grammatical structure of
English.
Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts.
Reading Comprehension and Study Strategies
Use of Content and Prior Knowledge Activate prior knowledge conceptually related to text and establish a purpose for reading
Comprehension Strategies Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
Comprehending Literary Text Respond to literary text through the appreciation of literary devices and an understanding of story
grammar
Comprehending Informational Text Locate information from expository texts and use this information for discussion or written production.
Attitude Demonstrate a love for reading stories and confidence in performing literacy-related activities/task
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 3

4. K to 12 - LANGUAGE ARTS CURRICULUM
Using the language and literacy domains will focus the work of the teachers on developing the above abilities among the children. To put their
expectations into proper perspective, the table below shows what language will be used as medium of instruction from Kindergarten to Grade 3, what
the target languages are for oral language and literacy development.
Schedule of Languages for Learning and to be learned from Kindergarten to Grade 3
Level Medium of Instruction Oral Language Development Literacy Development
Kindergarten Mother tongue Filipino; English Mother tongue
Grade 1 Mother tongue Filipino; English Mother tongue
Grade 2 Mother tongue Filipino; English Mother tongue and Filipino
Grade 3 Mother tongue Filipino; English Mother tongue, Filipino and English
The skills to be developed within the Integrated Language Arts Curriculum for Kindergarten to Grade 3 are taught using a iterative approach such that
the domains and skills spiral across the grade levels and across the languages. This will develop very strong linguistic skills that will serve as the
foundation for subsequent learning of more complex and academic language abilities.
The Competency Development Schedule across Language and Literacy Domains from Kindergarten to Grade 3
Content Standards Learning Area K 1 2 3
Oral Languages in English Mother Tongue
Filipino
English
Phonological Skills Mother Tongue
Filipino
English
Book and Print Knowledge Mother Tongue
Filipino
English
Alphabet knowledge Mother Tongue
Filipino
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 4

5. K to 12 - LANGUAGE ARTS CURRICULUM
Content Standards Learning Area K 1 2 3
English
Phonic and Word Recognition Mother Tongue
Filipino
English
Fluency Mother Tongue
Filipino
English
Spelling Mother Tongue
Filipino
English
Writing and Composition Mother Tongue
Filipino
English
Grammar Awareness and Structure Mother Tongue
Filipino
English
Vocabulary Development Mother Tongue
Filipino
English
Listening Comprehension Mother Tongue
Filipino
English
Reading Comprehension Mother Tongue
Filipino
English
Attitude towards language, literacy and Mother Tongue
literature Filipino
English
Study Strategies Mother Tongue
Filipino
English
The graduate of the Integrated Language Arts Curriculum is a Multi-literate and Competent Language Learner who uses his or her competencies oral
and printed language use as appropriate to various situations. S/He will be fluent in at least three languages and may opt to learn another local or
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 5

6. K to 12 - LANGUAGE ARTS CURRICULUM
foreign language towards the end of secondary education. The table below shows how the domains funnel to more specific and complex language,
literacy and learning competencies as the students move from primary, middle and high school.
Funneling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum
Domains K-3 4-6 7-10 11-12
Oral language
Phonological awareness
Book and Print knowledge
Alphabet knowledge
Phonics and word recognition
Fluency
Spelling
Writing and composition
Grammar awareness and
structure
Vocabulary development
Reading comprehension
Listening comprehension
Attitude towards language,
literacy and literature
Study strategies
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 6

7. K to 12 - LANGUAGE ARTS CURRICULUM
STANDARDS
Domains Content Standards Performance Standards
The learner… The learner…
Oral Language  understands the standards of English in order to  has sufficient facility in English to understand
participate in various oral communication demands spoken discourse and to talk and interact with
(situation, purpose and audience) others about personal experiences and text
listened to or read
Phonological Skills  metacognitively understands that spoken words are  is able to demonstrate phonological awareness at
composed of a series of sounds and those sounds the levels of the syllable and the phoneme
occur within a particular order
Book and Print Knowledge understands:  uses literary and informational texts for
1. Knowledge of the Alphabet. (It is the independent study and reading for pleasure
understanding that letters have sounds which
can be associated with them and that there is
some relationship between the sequence of
letters seen in print and the sound sequence
heard.)
2. Concepts about Print. (It is the understanding of
the rules required to record oral language into a
written language.)
3. Function of Print. (Understanding that print has
meaning and the function of either telling a
story or conveying information such as
directions is the final area of understanding
about print children need.)
Alphabet Knowledge  understands the features of each letter that make it  recognizes, names, and sounds out all the upper
different from all the other letters and lower case letters of the alphabet
Phonics and Word Recognition  recognizes words and constructs meaning about  uses sight word recognition or phonic analysis to
them based on series of cues (including word shape, read and understand words in English that contain
contextual, perceptual, phonological, and semantic complex letter combinations, affixes and
information) happening instantaneously contractions
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 7

8. K to 12 - LANGUAGE ARTS CURRICULUM
Domains Content Standards Performance Standards
Fluency  understands the importance of acquiring a high level  reads aloud grade level texts effortlessly without
of “fluency” in English in order to be understood by hesitation and with proper expression
both native and non native listeners through:
1. Reading (the ability to easily read and
understand texts written in the language)
2. Writing (the ability to formulate written texts in
the language)
3. Languages (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)
Spelling  understands that words are formed with letters in  spells words with two or more syllables using
accepted order (orthography) phonic, semantic, and morphemic expression
Writing / Composition  understands the different formats to write for a  expresses their ideas effectively in formal and
variety of audiences and purposes informal compositions to fulfil their own purposes
for writing
 understands that there is an acceptable and  writes legibly in cursive writing
Handwriting comprehensible “handwriting” style of writing with
pen or pencil in order to convey meaning to others
 understands that English language has a set of  demonstrates grammatical awareness by being
Grammar Awareness and structural rules that govern the composition of able to read, speak and write correctly
Structure clauses, phrases, and words in oral and written
communication  communicates effectively in oral and written forms
using the correct grammatical structures of
English
Vocabulary  understands the importance of acquiring an  acquires, studies, and uses English vocabulary
extensive receptive and expressive (passive and words appropriately in relevant contexts
active) vocabulary for communication or expression
in various contexts and language functions
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 8

9. K to 12 - LANGUAGE ARTS CURRICULUM
Domains Content Standards Performance Standards
Listening Comprehension  understands that listening is the receptive skill in the  activates prior knowledge conceptually related to
oral mode that allows one to comprehend what is text and establishes a purpose for
heard using ones skills and background knowledge listening/reading
(schema)  be self-aware as they discuss and analyze text to
create new meanings and modify old knowledge
 responds to literary texts through the appreciation
of literary devices and an understanding of story
grammar
 recalls/locates information from expository texts
and uses this information for discussion or written
production
Reading Comprehension 
 understands that reading is a psycholinguistic
 Schema & Prior guessing game which utilizes visual and non-visual
Knowledge information in order to confirm, modify, and monitor
one’s comprehension
 Strategies
 Narrative Text
 Informational Text
Attitude  understands the significance of interpreting the social  demonstrates a love for reading stories and
meaning of the choice of linguistic varieties and confidence in performing literacy-related activities
using language with the appropriate social meaning / tasks
for the communication situation
Study Skills  understands that there are an array of study skills,  chooses and utilizes discrete techniques (general
which may tackle the process of organising and or specific) and applies them to all or most fields
taking in new information and retaining information of study
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 Page 9