The document is the 2013 K to 12 Curriculum Guide for Mother Tongue education in the Philippines from grades 1 to 3. It discusses the framework and principles of Mother Tongue-Based Multilingual Education (MTB-MLE) which uses the student's native language as the primary language of instruction to build literacy and develop higher-order thinking skills before additional languages are introduced. MTB-MLE aims to produce lifelong learners who are proficient in their first, second, and third languages to succeed academically and contribute to society. The guide provides standards and examples for teaching meaning and accuracy in listening, speaking, reading, writing, and viewing in both the primer track focused on correctness and the story track focused on meaning.
This document discusses mother tongue-based multilingual education (MTB-MLE). It defines key terms like mother tongue and outlines the principles and stages of an MTB-MLE program. MTB-MLE aims to produce learners who are multilingual, multicultural, and multilitterate by using the students' native language as the primary language of instruction and gradually introducing additional languages. Research shows that students who receive early education in their home language tend to perform better overall and that MTB-MLE programs can be more cost effective than systems that use only the secondary language.
This document discusses concepts related to bridging between languages and multilingual education. It defines key terms like mother tongue, second language, early-exit and late-exit transition programs. The document also summarizes research that shows the benefits of mother tongue-based multilingual education (MTBMLE), which includes students developing stronger academic skills when initially taught in their first language before transitioning to additional languages. MTBMLE programs support students' language development, academic achievement, and socio-cultural growth.
The document provides an overview of the K to 12 Mother Tongue Curriculum Guide for grades 1 to 3 in the Philippines. It discusses the framework and principles of Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and academic skills in the first language to serve as a foundation for additional language learning, and to promote multilingualism. Key points include using the familiar mother tongue to scaffold learning, developing higher-order thinking skills in the first language, and emphasizing both meaning and accuracy in language acquisition. The curriculum aims to produce students who are lifelong learners of their first, second, and third languages.
This document discusses language and communication. It defines language as a system used by a cultural group to express thoughts and feelings. The key linguistic elements that make up all languages are discussed, including phonology, morphology, syntax, semantics and pragmatics. The document also explores why language is culture-based, the language environment, communication styles and roles, and cognates - true cognates that share meaning/spelling across languages versus false cognates that appear similar but mean different things. It stresses the importance of understanding cognates in Philippine languages that have been influenced by Spanish and English due to the country's history of colonization.
This document discusses teaching early literacy through the mother tongue. It recommends using the students' first language as the medium of instruction for grades 1-3 to help children learn to read with understanding. Using their mother tongue allows children to learn in a language they understand best. Literacy skills are first developed in the mother tongue, then Filipino is introduced, followed by English. This approach aims to develop children's cognitive and reasoning abilities through literacy in multiple languages starting with their strongest language.
The document discusses Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It notes that under DepEd guidelines, there are 19 major local languages used as the medium of instruction from kindergarten to grade 3. 12 languages are currently used in MTB-MLE programs, with 7 additional languages added in 2013-2014. The goals of MTB-MLE include developing students' second language abilities, academic skills, cognitive development, and lifelong learning through the use of the mother tongue as the primary language of instruction.
This document discusses mother tongue-based multilingual education (MTB-MLE). It defines key terms like mother tongue and outlines the principles and stages of an MTB-MLE program. MTB-MLE aims to produce learners who are multilingual, multicultural, and multilitterate by using the students' native language as the primary language of instruction and gradually introducing additional languages. Research shows that students who receive early education in their home language tend to perform better overall and that MTB-MLE programs can be more cost effective than systems that use only the secondary language.
This document discusses concepts related to bridging between languages and multilingual education. It defines key terms like mother tongue, second language, early-exit and late-exit transition programs. The document also summarizes research that shows the benefits of mother tongue-based multilingual education (MTBMLE), which includes students developing stronger academic skills when initially taught in their first language before transitioning to additional languages. MTBMLE programs support students' language development, academic achievement, and socio-cultural growth.
The document provides an overview of the K to 12 Mother Tongue Curriculum Guide for grades 1 to 3 in the Philippines. It discusses the framework and principles of Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and academic skills in the first language to serve as a foundation for additional language learning, and to promote multilingualism. Key points include using the familiar mother tongue to scaffold learning, developing higher-order thinking skills in the first language, and emphasizing both meaning and accuracy in language acquisition. The curriculum aims to produce students who are lifelong learners of their first, second, and third languages.
This document discusses language and communication. It defines language as a system used by a cultural group to express thoughts and feelings. The key linguistic elements that make up all languages are discussed, including phonology, morphology, syntax, semantics and pragmatics. The document also explores why language is culture-based, the language environment, communication styles and roles, and cognates - true cognates that share meaning/spelling across languages versus false cognates that appear similar but mean different things. It stresses the importance of understanding cognates in Philippine languages that have been influenced by Spanish and English due to the country's history of colonization.
This document discusses teaching early literacy through the mother tongue. It recommends using the students' first language as the medium of instruction for grades 1-3 to help children learn to read with understanding. Using their mother tongue allows children to learn in a language they understand best. Literacy skills are first developed in the mother tongue, then Filipino is introduced, followed by English. This approach aims to develop children's cognitive and reasoning abilities through literacy in multiple languages starting with their strongest language.
The document discusses Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It notes that under DepEd guidelines, there are 19 major local languages used as the medium of instruction from kindergarten to grade 3. 12 languages are currently used in MTB-MLE programs, with 7 additional languages added in 2013-2014. The goals of MTB-MLE include developing students' second language abilities, academic skills, cognitive development, and lifelong learning through the use of the mother tongue as the primary language of instruction.
This document discusses three teaching methods for language acquisition: part-to-whole, whole-to-part, and balanced. The part-to-whole method teaches the smallest language units first and builds up to more complex concepts. Whole-to-part starts with full texts and breaks them down. The balanced method focuses on both language parts for accuracy and whole texts for meaning. It helps learners build competence and confidence in skills like listening, speaking, reading and writing in a meaningful and accurate way. Key terms discussed are accuracy, meaning, and the work of Susan E. Malone on mother tongue education.
This document discusses communicative competence and its key components. It defines communicative competence as the ability to convey and interpret messages within social contexts, as coined by Dell Hymes in response to Chomsky's notion of linguistic competence. It describes James Cummins' distinction between cognitive academic language proficiency and basic interpersonal communicative skills. It also summarizes Canale and Swain's four components of communicative competence: grammatical, discourse, sociolinguistic, and strategic competence. Finally, it briefly discusses the functional approach to language and its seven functions.
Noam Chomsky and Stephen Krashen were both influential linguists who studied language acquisition. Chomsky proposed the existence of a Language Acquisition Device (LAD) in the brain that allows children to innately and unconsciously acquire language. Krashen put forth five hypotheses of second language acquisition: the acquisition-learning distinction, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis. Both researchers rejected the idea that children are blank slates and believed that language acquisition is influenced by internal, innate constraints.
The Philippine Informal Reading Inventory (PIRI) is a reading assessment tool developed by the Department of Education to measure reading proficiency among elementary students. It assesses word recognition, comprehension, and reading speed through stories and passages in both English and Filipino. The PIRI evaluates students' reading at literal, interpretive, critical, and applied level questions. It categorizes students as independent, instructional, or frustration readers based on benchmarks for word recognition, comprehension, and reading speed. The PIRI provides forms and procedures for administering the assessment and interpreting student performance.
Mother Tongue-Based Multilingual Education in the PhilippinesClaire Balcueva
The document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. It notes that the Philippines has over 7,000 islands and 181 languages, presenting a challenge for language education policy. In 2009, the Department of Education (DepEd) issued an order emphasizing the use of more than two languages for literacy and instruction. Research shows students learn to read and write faster in their first language and perform better overall. However, some challenges remain in fully implementing MTB-MLE, such as lack of instructional materials and reluctance from some parents and teachers.
The document outlines the fundamental requirements for an effective Mother Tongue Based Multilingual Education (MTBMLE) program according to the Department of Education. It notes that using a child's first language as the primary medium of instruction until at least Grade 3 helps facilitate understanding of subjects. The requirements also include developing instructional materials in local languages, continuing education for teachers on using the first language to develop students' thinking skills, and ensuring support from parents and the community.
Introduction to the k to 12 integrated language arts competenciesWhiteboard Marker
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.
The document discusses key concepts for leadership in education including education, leader, vision, development, change, diversity, and organization. It touches on creating a plan and having personal development to effectively lead an educational institution through change while valuing diversity.
This document defines problem solving software as educational software that provides an environment for students to recall information, sequence steps, analyze problems, organize ideas, predict outcomes, and formulate solutions. It presents three main types of problem solving software: skills-based software that targets specific skills; input-based software that provides students with answers; and integrated software that incorporates other educational tools. The document also lists criteria for evaluating software, benefits, limitations, ways to use software in the classroom, and guidelines for usage. Examples of different types of software are also provided.
The document describes a lesson plan created by Shamin Wasim Khan for teaching 1st grade students about nouns, proper nouns, and common nouns. The lesson plan uses questioning techniques and the 5E instructional model (engage, explore, explain, elaborate, evaluate). Students will work in groups to sort pictures into boxes labeled "proper noun" and "common noun." They will then share their sorting with the class and individually write examples on the whiteboard. The goal is for students to understand that common nouns refer generally to people, places, or things, while proper nouns specifically name a person, place, or thing.
The document outlines the Grade 4 science curriculum for the component "Living Things and Their Environment". It includes 18 key learning competencies that cover various topics:
1) The major organs of the human body and their functions.
2) How animals' body structures help them survive in different habitats.
3) Specialized structures that allow plants to survive on land and in water.
4) The life cycles of humans, animals, and plants and how the environment can affect them.
5) Beneficial and harmful interactions between living things and their environment.
The overall goals are for students to understand how living things adapt to their environments, the interdependence between organisms and their habitats, and the
This document discusses globalization and the need for global education. It defines globalization as the interconnectedness between various systems across borders, in contrast to the Cold War era which was defined by division. It advocates for developing globally competent citizens through education, with goals of appreciating other cultures, increasing knowledge of other people, and sensitizing students to different needs. Key aspects of global education include integrating global perspectives throughout the curriculum, using interdisciplinary and collaborative projects, and emphasizing skills like cultural understanding and perspective-taking.
The
Five
Dimensions
Of
Multicultural
Education
- Content Integration
- Knowledge Construction Process
- Prejudice Reduction
- Equity Pedagogy
- Empowering School Culture and Social Structure
SELF-TRANSFORMATION
Teachers ought to do three things, and that they have to teach students to do these three things.
And that is to know, to care and to act.
That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.
Successful instruction requires sequencing learning tasks from simple to complex and concrete to abstract. Effective sequencing considers the learner's readiness and moves from meaningless to meaningful, immediate concepts to remote ones, crude understanding to discrimination. Sequencing involves defining principles, applying them in models with feedback, and considering variations to gradually increase difficulty and build understanding.
This document discusses bridging among the three languages of instruction in the K-12 curriculum: the mother tongue, Filipino, and English. It will cover the meaning and importance of bridging, identify the 14 domains where bridging can be done explicitly among the languages, and identify strategies for bridging among the languages. The objectives are to explain bridging, identify domains and strategies for bridging, explain transitioning between languages, and evaluate personal experiences in teaching related to what is learned about bridging.
Curriculum Final mother tongue grades 1-10Marivic Frias
The document is a curriculum guide for teaching Mother Tongue (MT) from grades 1 to 10 under the Philippines' K to 12 Basic Education Program. It lays out the framework and principles for implementing Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and higher-order thinking skills in the first language in order to facilitate learning of additional languages like Filipino and English, as well as academic subjects. Key aspects covered include developing oral proficiency in the first language before introducing reading and writing, drawing on student's prior knowledge, and creating a classroom environment that values student's home language and culture.
The document provides a framework for Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It discusses that MTB-MLE uses the learner's mother tongue and additional languages in the classroom, with learning beginning in the mother tongue to build a strong foundation before adding other languages. The framework outlines 7 principles of MTB-MLE, including using prior knowledge, developing cognitive abilities, and building confidence in multiple languages. It provides standards for teaching language skills like listening, speaking, reading, and writing in the mother tongue and additional languages.
This document discusses three teaching methods for language acquisition: part-to-whole, whole-to-part, and balanced. The part-to-whole method teaches the smallest language units first and builds up to more complex concepts. Whole-to-part starts with full texts and breaks them down. The balanced method focuses on both language parts for accuracy and whole texts for meaning. It helps learners build competence and confidence in skills like listening, speaking, reading and writing in a meaningful and accurate way. Key terms discussed are accuracy, meaning, and the work of Susan E. Malone on mother tongue education.
This document discusses communicative competence and its key components. It defines communicative competence as the ability to convey and interpret messages within social contexts, as coined by Dell Hymes in response to Chomsky's notion of linguistic competence. It describes James Cummins' distinction between cognitive academic language proficiency and basic interpersonal communicative skills. It also summarizes Canale and Swain's four components of communicative competence: grammatical, discourse, sociolinguistic, and strategic competence. Finally, it briefly discusses the functional approach to language and its seven functions.
Noam Chomsky and Stephen Krashen were both influential linguists who studied language acquisition. Chomsky proposed the existence of a Language Acquisition Device (LAD) in the brain that allows children to innately and unconsciously acquire language. Krashen put forth five hypotheses of second language acquisition: the acquisition-learning distinction, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis. Both researchers rejected the idea that children are blank slates and believed that language acquisition is influenced by internal, innate constraints.
The Philippine Informal Reading Inventory (PIRI) is a reading assessment tool developed by the Department of Education to measure reading proficiency among elementary students. It assesses word recognition, comprehension, and reading speed through stories and passages in both English and Filipino. The PIRI evaluates students' reading at literal, interpretive, critical, and applied level questions. It categorizes students as independent, instructional, or frustration readers based on benchmarks for word recognition, comprehension, and reading speed. The PIRI provides forms and procedures for administering the assessment and interpreting student performance.
Mother Tongue-Based Multilingual Education in the PhilippinesClaire Balcueva
The document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. It notes that the Philippines has over 7,000 islands and 181 languages, presenting a challenge for language education policy. In 2009, the Department of Education (DepEd) issued an order emphasizing the use of more than two languages for literacy and instruction. Research shows students learn to read and write faster in their first language and perform better overall. However, some challenges remain in fully implementing MTB-MLE, such as lack of instructional materials and reluctance from some parents and teachers.
The document outlines the fundamental requirements for an effective Mother Tongue Based Multilingual Education (MTBMLE) program according to the Department of Education. It notes that using a child's first language as the primary medium of instruction until at least Grade 3 helps facilitate understanding of subjects. The requirements also include developing instructional materials in local languages, continuing education for teachers on using the first language to develop students' thinking skills, and ensuring support from parents and the community.
Introduction to the k to 12 integrated language arts competenciesWhiteboard Marker
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.
The document discusses key concepts for leadership in education including education, leader, vision, development, change, diversity, and organization. It touches on creating a plan and having personal development to effectively lead an educational institution through change while valuing diversity.
This document defines problem solving software as educational software that provides an environment for students to recall information, sequence steps, analyze problems, organize ideas, predict outcomes, and formulate solutions. It presents three main types of problem solving software: skills-based software that targets specific skills; input-based software that provides students with answers; and integrated software that incorporates other educational tools. The document also lists criteria for evaluating software, benefits, limitations, ways to use software in the classroom, and guidelines for usage. Examples of different types of software are also provided.
The document describes a lesson plan created by Shamin Wasim Khan for teaching 1st grade students about nouns, proper nouns, and common nouns. The lesson plan uses questioning techniques and the 5E instructional model (engage, explore, explain, elaborate, evaluate). Students will work in groups to sort pictures into boxes labeled "proper noun" and "common noun." They will then share their sorting with the class and individually write examples on the whiteboard. The goal is for students to understand that common nouns refer generally to people, places, or things, while proper nouns specifically name a person, place, or thing.
The document outlines the Grade 4 science curriculum for the component "Living Things and Their Environment". It includes 18 key learning competencies that cover various topics:
1) The major organs of the human body and their functions.
2) How animals' body structures help them survive in different habitats.
3) Specialized structures that allow plants to survive on land and in water.
4) The life cycles of humans, animals, and plants and how the environment can affect them.
5) Beneficial and harmful interactions between living things and their environment.
The overall goals are for students to understand how living things adapt to their environments, the interdependence between organisms and their habitats, and the
This document discusses globalization and the need for global education. It defines globalization as the interconnectedness between various systems across borders, in contrast to the Cold War era which was defined by division. It advocates for developing globally competent citizens through education, with goals of appreciating other cultures, increasing knowledge of other people, and sensitizing students to different needs. Key aspects of global education include integrating global perspectives throughout the curriculum, using interdisciplinary and collaborative projects, and emphasizing skills like cultural understanding and perspective-taking.
The
Five
Dimensions
Of
Multicultural
Education
- Content Integration
- Knowledge Construction Process
- Prejudice Reduction
- Equity Pedagogy
- Empowering School Culture and Social Structure
SELF-TRANSFORMATION
Teachers ought to do three things, and that they have to teach students to do these three things.
And that is to know, to care and to act.
That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.
Successful instruction requires sequencing learning tasks from simple to complex and concrete to abstract. Effective sequencing considers the learner's readiness and moves from meaningless to meaningful, immediate concepts to remote ones, crude understanding to discrimination. Sequencing involves defining principles, applying them in models with feedback, and considering variations to gradually increase difficulty and build understanding.
This document discusses bridging among the three languages of instruction in the K-12 curriculum: the mother tongue, Filipino, and English. It will cover the meaning and importance of bridging, identify the 14 domains where bridging can be done explicitly among the languages, and identify strategies for bridging among the languages. The objectives are to explain bridging, identify domains and strategies for bridging, explain transitioning between languages, and evaluate personal experiences in teaching related to what is learned about bridging.
Curriculum Final mother tongue grades 1-10Marivic Frias
The document is a curriculum guide for teaching Mother Tongue (MT) from grades 1 to 10 under the Philippines' K to 12 Basic Education Program. It lays out the framework and principles for implementing Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and higher-order thinking skills in the first language in order to facilitate learning of additional languages like Filipino and English, as well as academic subjects. Key aspects covered include developing oral proficiency in the first language before introducing reading and writing, drawing on student's prior knowledge, and creating a classroom environment that values student's home language and culture.
The document provides a framework for Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It discusses that MTB-MLE uses the learner's mother tongue and additional languages in the classroom, with learning beginning in the mother tongue to build a strong foundation before adding other languages. The framework outlines 7 principles of MTB-MLE, including using prior knowledge, developing cognitive abilities, and building confidence in multiple languages. It provides standards for teaching language skills like listening, speaking, reading, and writing in the mother tongue and additional languages.
This document provides a framework for Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It discusses that MTB-MLE uses the learner's mother tongue and additional languages in the classroom to help children develop strong literacy and cognitive abilities. Research shows using a child's mother tongue provides benefits such as stronger literacy and knowledge transfer across languages. The framework outlines seven benefits of MTB-MLE including developing literacy, prior knowledge, cognitive skills, language proficiency, and scaffolding learning additional languages. It concludes by outlining five guiding principles for teaching and learning in MTB-MLE such as starting from what students already know and using active and discovery learning approaches.
MTB-MLE is an education system that uses a student's mother tongue as the primary language of instruction. It begins teaching basic reading, writing, and academic concepts in the student's most fluent language before gradually introducing additional languages. Theories of language acquisition suggest students learn best when initial instruction is in their native language as it allows them to build on prior knowledge and develop cognitive skills through meaningful participation and discussion in a familiar language. MTB-MLE aims to provide strong literacy and numeracy foundations, cognitive development, and a bridge to additional language learning.
This document presents the K-12 English curriculum guide from the Department of Education of the Philippines. It outlines the philosophy, rationale, and guiding principles of the English language curriculum. The curriculum is designed to develop students' language proficiency and literacy through a focus on both meaning and accuracy. It recognizes the importance of building on students' existing language skills and acknowledges the needs of today's digital native students who rely heavily on technology for communication.
This document provides the K-12 English curriculum guide for the Philippines' Department of Education. It outlines the philosophy, principles, outcomes and conceptual framework for teaching English. The goals are to develop students' communicative competence and multiliteracies. It also discusses the needs of Generation Z learners who are growing up with advanced technology. The curriculum is designed based on principles of spiral progression, interaction, integration, learner-centeredness, contextualization and construction. It aims to develop students' understanding of cultures, language skills and strategies through an integrated approach to listening, speaking, reading, writing and thinking.
This document provides the K-12 English curriculum guide for the Philippines' Department of Education. It outlines the philosophy, principles, outcomes and conceptual framework for teaching English. The goals are to develop students' communicative competence and multiliteracies. It also discusses the needs of Generation Z learners who are growing up with advanced technology. The curriculum is designed based on principles of spiral progression, interaction, integration, learner-centeredness, contextualization and construction. It aims to develop students' understanding of cultures, language skills and strategies through an integrated approach to listening, speaking, reading, writing and thinking.
This document provides the K-12 English curriculum guide for the Philippines' Department of Education. It outlines the philosophy, principles, outcomes and conceptual framework for teaching English. The goals are to develop students' communicative competence and multiliteracies. It also discusses the needs of Generation Z learners who are growing up with advanced technology. The curriculum is designed based on principles of spiral progression, interaction, integration, learner-centeredness, contextualization and construction. It aims to develop students' understanding of cultures, language skills and strategies through an integrated approach to listening, speaking, reading, writing and thinking.
This document contains the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in July 2015. It discusses the philosophy, principles, and outcomes of the English curriculum. The curriculum is meant to develop students' communicative competence and functional literacy. It recognizes that students come from diverse backgrounds and aims to build on their existing language skills. The document also provides context about the needs of Generation Z learners, who are digital natives comfortable with technology but may have reduced attention spans.
This document provides the K-12 English curriculum guide for the Philippines' Department of Education. It outlines the philosophy, principles, outcomes and conceptual framework for teaching English. The goals are to develop students' communicative competence and multiliteracies. It also discusses the needs of Generation Z learners who are growing up with advanced technology. The curriculum is designed based on principles of spiral progression, interaction, integration, learner-centeredness, contextualization and construction. It aims to develop students' understanding of cultures, language skills and strategies through an integrated approach to listening, speaking, reading, writing and thinking.
This document provides the K-12 English curriculum guide for the Philippines' Department of Education. It outlines the philosophy, principles, outcomes and conceptual framework for teaching English. The goals are to develop students' communicative competence and multiliteracies. It also discusses the needs of Generation Z learners who are growing up with advanced technology. The curriculum is designed based on principles of spiral progression, interaction, integration, learner-centeredness, contextualization and construction to guide a natural language learning process. It aims to develop students' understanding of cultures, language skills and strategies to effectively use English for communication.
This document provides the K-12 English curriculum guide for the Philippines' Department of Education. It outlines the philosophy, principles, outcomes and conceptual framework for teaching English. The goals are to develop students' communicative competence and multiliteracies. It also discusses the needs of Generation Z learners who are digital natives comfortable with technology but have reduced attention spans. The curriculum is designed based on principles of spiral progression, interaction, integration, learner-centeredness, contextualization and construction to guide a natural language learning process. It aims to develop students' understanding of cultures, language skills and strategies to effectively use English for interaction, learning other subjects and participation in civic life.
Mother Tongue Based Multilingual Education (MTB-MLE) is an approach that uses the learner's mother tongue as the primary medium of instruction. It aims to develop literacy and mastery of content areas in the mother tongue before transitioning to additional languages like Filipino and English. MTB-MLE seeks to address issues like high dropout rates and functional illiteracy in the Philippine education system by building on the learner's existing linguistic skills and knowledge. It promotes multilingualism, cultural preservation, and stronger educational outcomes compared to systems that use the learner's non-native language from the start.
The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum for grades 1 through 10. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and that learning requires making meaning. It also notes that learners develop language skills through engaging with varied texts and activities involving viewing, listening, speaking, reading and writing. The context section describes the characteristics of Generation Z, born between 1994-2004, who are digital natives highly dependent on technology and social media with short attention spans.
This document provides the K-12 curriculum guide for teaching English in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for the English curriculum. The philosophy states that language is central to intellectual, social and emotional development. The principles of the curriculum are based on theories of language acquisition and learning. It describes the context of Generation Z learners who are digital natives comfortable with technology. The outcomes aim to develop communicative competence and multiliteracies. The conceptual framework provides guidance on integrating language skills through a learner-centered approach based on principles of spiral progression, interaction, integration and construction of meaning.
This document presents the K-12 English curriculum guide from the Department of Education of the Philippines. It discusses the philosophy, guiding principles, needs of learners, and outcomes of the English curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The guiding principles indicate that language acquisition is a lifelong process and involves meaningful use of language through engagement with texts. The needs of learners section describes Generation Z, born after 1994, as digital natives who are comfortable with technology but have reduced attention spans. The outcomes aim to produce graduates who can communicate effectively, understand other content areas, and be self-sufficient using language skills.
This document presents the K-12 English curriculum guide from the Department of Education of the Philippines. It discusses the philosophy, guiding principles, needs of learners, and outcomes of the English curriculum. The philosophy states that language is central to intellectual, social and emotional development. The guiding principles indicate that language acquisition is a lifelong process and involves meaningful use of language through engagement with texts. The needs of learners section describes Generation Z, born after 1994, as digital natives who are comfortable with technology but have reduced attention spans. The ultimate goal of the curriculum is to produce graduates who can communicate effectively, understand other content areas, and be successful in their chosen careers through application of language skills.
This document contains the K to 12 English curriculum guide published by the Department of Education of the Philippines in December 2013. It outlines the philosophy, principles, and outcomes of the English curriculum. The curriculum is meant to develop students' communicative competence and literacy skills through engaging with various texts and multimedia. It recognizes that today's students, known as Generation Z, are digital natives who are highly technology-savvy but may have reduced attention spans due to multi-tasking. The curriculum aims to prepare students for a diverse, technology-driven world by cultivating their ability to interact, learn, and achieve success in their chosen fields through the effective use of English.
This document presents the K-12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy, principles, and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and literacy skills through engaging with various texts and multimedia. It recognizes that today's students, known as Generation Z, are digital natives who are highly technology-savvy but may have reduced attention spans due to multi-tasking. The goal is to produce graduates who can effectively communicate, continue learning, and succeed in their chosen fields using English language skills.
This document outlines the K-12 English curriculum guide published by the Department of Education of the Philippines in May 2016. It discusses the philosophy, guiding principles, needs of learners, outcomes and conceptual framework for the English curriculum. The curriculum aims to develop students' communicative competence and multiliteracies. It is designed based on principles of spiral progression, interaction, integration, learner-centeredness and contextualization. The goals are for students to effectively interact with others, understand other content areas, and be prepared for their future careers through strengthened English language skills.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. 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 3)
2. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 2 of 149
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 the 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 end goal of making Filipino children lifelong learners in their L1 (MT), L2 (Filipino, the national language), and L3 (English, the global language) the learners
are more than 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 literacy as well as comprehend academic content and gain curriculum mastery, creative and
critical thinking skills for decisive decision-making.
MTBMLE provides:
1. 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.
2. 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.
3. 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.
3. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 3 of 149
4. 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.
5. 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.
6. 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.
7. 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 .
4. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 4 of 149
5. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 5 of 149
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.
6. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 6 of 149
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.
7. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 7 of 149
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
8. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 8 of 149
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.
9. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 9 of 149
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.
10. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 10 of 149
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 phonological and 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
11. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 11 of 149
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.
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.
12. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 12 of 149
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-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.
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.
13. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 13 of 149
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)
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.
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.
14. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 14 of 149
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.
15. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 15 of 149
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.
16. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 16 of 149
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.
17. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 17 of 149
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.
18. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 18 of 149
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.
19. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 19 of 149
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.
20. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 20 of 149
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.
21. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 21 of 149
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.
22. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 22 of 149
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.
23. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 23 of 149
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.
24. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 24 of 149
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)
25. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 25 of 149
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.
26. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 26 of 149
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.
27. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 27 of 149
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.
28. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 28 of 149
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.
29. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 29 of 149
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
30. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 30 of 149
SECOND 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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Quarter 2 - Knowing Myself and My Family
Q2,
Week 1
(a)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIa-i-1.3
Talk about
oneself and
one’s
personal
experiences
(friends,
favorite
toys)
MT1PWR-
IIa-i-1.1
Give the
name and
sound of
each letter.
MT1F-IIa-
i-1.2 Read
grade 1
level words,
phrases or
sentences
with
appropriate
speed,
accuracy,
and proper
expression.
MT1C-IIa-
i-1.2
Express
ideas
through
words or
phrases,
using both
invented
and
conventional
spelling.*
MT1GA-
IIa-d-2.2
Identify
pronouns:
a. personal
b.
possessive
MT1VCD-
IIa-e-1.1
Use
vocabulary
referring to:
- People
(Self,
Family,
Friends)
- Animals
- Objects
- Musical
Instruments
-
Environment
MT1LC-
IIa-1.1
Note
important
details in
grade level
narrative
texts
listened to:
a. character
b. setting
c. events
MT1ATRII-
a-i-1.1
Listen
attentively
and react
positively
during story
reading.
MT1SS-
IIa-e-3.1
Interpret a
map of the
classroom/s
chool.
MT1OL-
IIa-i-5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1PWR-
IIa-i-2.1
Identify
upper and
lower case
letters.
MT1VCD-
IIa-i-2.1
Give
meanings of
words
through:
a. realia
b. picture
clues
c. actions or
gestures
d. context
clues*
MT1LC-
IIa-b-2.1
Give the
correct
sequence of
three events
in a story
listened to.
MT1ATR
-IIa-i-2.1
Browse
books read
to them.
31. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 31 of 149
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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q2,
Week 1
(a)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIa-i-6.1
Participate
actively
during story
reading by
making
comments
and asking
questions.
MT1PWR-
IIa-i-3.1
Write the
upper and
lower case
letters
legibly,
observing
proper
sequence of
strokes.
MT1ATR-
IIa-i-3.1
Request
more stories
to be read
to them.
MT1OL-
IIa-i-7.1
Supply
rhyming
words to
complete a
rhyme,
poem, and
song.
MT1PWR-
IIa-i-1.2
Give the
beginning
letter/sound
of the name
of each
picture.
MT1PWR-
IIa-i-4.1
Match
words with
pictures and
objects.
MT1PWR-
IIa-i-5.1
Blend
specific
letters to
form
syllables
and words.
32. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 32 of 149
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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q2,
Week 2
(b)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIa-i-1.3
Talk about
oneself and
one’s
personal
experiences
(friends,
favorite
toys)
MT1PWR-
IIa-i-1.1
Give the
name and
sound of
each letter.
MT1F-IIa-
i-1.2 Read
grade 1
level words,
phrases or
sentences
with
appropriate
speed,
accuracy,
and proper
expression.
MT1C-IIa-
i-1.2
Express
ideas
through
words or
phrases,
using both
invented
and
conventional
spelling.*
MT1GA-
IIa-d-2.2
Identify
pronouns:
a. personal
b.
possessive
MT1VCD-
IIa-e-1.1
Use
vocabulary
referring to:
- People
(Self,
Family,
Friends)
- Animals
- Objects
- Musical
Instruments
-
Environment
MT1LC-
IIa-b-2.1
Give the
correct
sequence of
three events
in a story
listened to.
MT1ATR
-IIa-i-1.1
Listen
attentively
and react
positively
during story
reading.
MT1SS-
IIa-e-3.1
Interpret a
map of the
classroom/s
chool.
MT1OL-
IIa-i-5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1PWR-
IIa-i-2.1
Identify
upper and
lower case
letters.
MT1VCD-
IIa-i-2.1
Give
meanings of
words
through:
a. realia
b. picture
clues
c. actions
or gestures
d. context
clues*
MT1ATR
-IIa-i-2.1
Browse
books read
to them.
MT1OL-
IIb-c-3.1
Use
common
expressions
and polite
greetings.
MT1PWR-
IIa-i-3.1
Write the
upper and
lower case
letters
legibly,
observing
proper
sequence of
strokes.
MT1ATR-
IIa-i-3.1
Request
more stories
to be read
to them.
33. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 33 of 149
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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q2,
Week 2
(b)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIa-i-6.1
Participate
actively
during story
reading by
making
comments
and asking
questions.
MT1PWR-
IIa-i-1.2
Give the
beginning
letter/sound
of the name
of each
picture.
MT1OL-
IIa-i-7.1
Supply
rhyming
words to
complete a
rhyme,
poem, and
song.
MT1PWR-
IIa-i-4.1
Match
words with
pictures and
objects.
MT1PWR-
IIa-i-5.1
Blend
specific
letters to
form
syllables
and words.
34. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 34 of 149
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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q2,
Week 3
(c)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIa-i-1.3
Talk about
oneself and
one’s
personal
experiences
(friends,
favorite
toys)
MT1PWR-
IIa-i-1.1
Give the
name and
sound of
each letter.
MT1F-IIa-
i-1.2 Read
grade 1
level words,
phrases or
sentences
with
appropriate
speed,
accuracy,
and proper
expression.
MT1C-IIa-
i-1.2
Express
ideas
through
words or
phrases,
using both
invented
and
conventional
spelling.*
MT1GA-
IIa-d-2.2
Identify
pronouns:
a. personal
b.
possessive
MT1VCD-
IIa-e-1.1
Use
vocabulary
referring to:
- People
(Self,
Family,
Friends)
- Animals
- Objects
- Musical
Instruments
-
Environment
MT1LC-
IIc-d-4.2
Identify
cause
and/or
effect of
events in a
story
listened to.
MT1ATR
-IIa-i-1.1
Listen
attentively
and react
positively
during story
reading.
MT1SS-
IIa-e-3.1
Interpret a
map of the
classroom/s
chool.
MT1OL-
IIa-i-5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1PWR-
IIa-i-2.1
Identify
upper and
lower case
letters.
MT1VCD-
IIa-i-2.1
Give
meanings of
words
through:
a. realia
b. picture
clues
c. actions
or gestures
d. context
clues*
MT1ATR
-IIa-i-2.1
Browse
books read
to them.
MT1OL-
IIb-c-3.1
Use
common
expressions
and polite
greetings.
MT1PWR-
IIa-i-3.1
Write the
upper and
lower case
letters
legibly,
observing
proper
sequence of
strokes.
MT1ATR-
IIa-i-3.1
Request
more stories
to be read
to them.
35. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 35 of 149
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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q2,
Week 3
(c)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIa-i-6.1
Participate
actively
during story
reading by
making
comments
and asking
questions.
MT1PWR-
IIa-i-1.2
Give the
beginning
letter/sound
of the name
of each
picture.
MT1OL-
IIc-d-4.2
Recite and
sing
individually,
with ease
and
confidence,
songs,
poems,
chants, and
riddles
MT1PWR-
IIa-i-4.1
Match
words with
pictures and
objects.
MT1OL-
IIa-i7.1
Supply
rhyming
words to
complete a
rhyme,
poem, and
song.
MT1PWR-
IIa-i-5.1
Blend
specific
letters to
form
syllables
and words.
36. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 36 of 149
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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q2,
Week 4
(d)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIa-i-1.3
Talk about
oneself and
one’s
personal
experiences
(friends,
favorite
toys)
MT1PWR-
IIa-i-1.1
Give the
name and
sound of
each letter.
MT1F-IIa-
i-1.2 Read
grade 1
level words,
phrases or
sentences
with
appropriate
speed,
accuracy,
and proper
expression.
MT1C-IIa-
i-1.2
Express
ideas
through
words or
phrases,
using both
invented
and
conventional
spelling.*
MT1GA-
IIa-d-2.2
Identify
pronouns:
a. personal
b.
possessive
MT1VCD-
IIa-e-1.1
Use
vocabulary
referring to:
- People
(Self,
Family,
Friends)
- Animals
- Objects
- Musical
Instruments
-
Environment
MT1LC-
IIc-d-4.2
Identify
cause
and/or
effect of
events in a
story
listened to.
MT1ATR
-IIa-i-1.1
Listen
attentively
and react
positively
during story
reading.
MT1SS-
IIa-e-3.1
Interpret a
map of the
classroom/s
chool.
MT1OL-
IIa-i-5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1PWR-
IIa-i-2.1
Identify
upper and
lower case
letters.
MT1VCD-
IIa-i-2.1
Give
meanings of
words
through:
a. realia
b. picture
clues
c. actions
or gestures
d. context
clues*
MT1ATR
-IIa-i-2.1
Browse
books read
to them.
MT1OL-
IIa-i-6.1
Participate
actively
during story
reading by
making
comments
and asking
questions.
MT1PWR-
IIa-i-3.1
Write the
upper and
lower case
letters
legibly,
observing
proper
sequence of
strokes.
MT1ATR-
IIa-i-3.1
Request
more stories
to be read
to them.
37. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 37 of 149
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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q2,
Week 4
(d)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIc-d-4.2
Recite and
sing
individually,
with ease
and
confidence,
songs,
poems,
chants, and
riddles
MT1PWR-
IIa-i-1.2
Give the
beginning
letter/sound
of the name
of each
picture.
MT1OL-
IIa-i-7.1
Supply
rhyming
words to
complete a
rhyme,
poem, and
song.
MT1PWR-
IIa-i-4.1
Match
words with
pictures and
objects.
MT1PWR-
IIa-i-5.1
Blend
specific
letters to
form
syllables
and words.
38. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 38 of 149
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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q2,
Week 5
(e)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIa-i-1.3
Talk about
oneself and
one’s
personal
experiences
(friends,
favorite
toys)
MT1PWR-
IIa-i-1.1
Give the
name and
sound of
each letter.
MT1F-IIa-
i-1.2 Read
grade 1
level words,
phrases or
sentences
with
appropriate
speed,
accuracy,
and proper
expression.
MT1C-IIa-
i-1.2
Express
ideas
through
words or
phrases,
using both
invented
and
conventional
spelling.*
MT1GA-
IIe-f-1.3
Use the
correct
pronouns in
place of
naming
words in
sentences
a. personal
b.
possessive
MT1VCD-
IIa-e-1.1
Use
vocabulary
referring to:
- People
(Self,
Family,
Friends)
- Animals
- Objects
- Musical
Instruments
-
Environment
MT1LC-
IIe-5.1
Predict
possible
ending of a
story
listened to.
MT1ATR
-IIa-i-1.1
Listen
attentively
and react
positively
during story
reading.
MT1SS-
IIa-e-3.1
Interpret a
map of the
classroom/s
chool.
MT1OL-
IIa-i-5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1PWR-
IIa-i-2.1
Identify
upper and
lower case
letters.
MT1VCD-
IIa-i-2.1
Give
meanings of
words
through:
a. realia
b. picture
clues
c. actions
or gestures
d. context
clues*
MT1ATR
-IIa-i-2.1
Browse
books read
to them.
MT1OL-
IIa-i-6.1
Participate
actively
during story
reading by
making
comments
and asking
questions.
MT1PWR-
IIa-i-3.1
Write the
upper and
lower case
letters
legibly,
observing
proper
sequence of
strokes.
MT1ATR-
IIa-i-3.1
Request
more stories
to be read
to them.
39. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 39 of 149
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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q2,
Week 5
(e)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIa-i-7.1
Supply
rhyming
words to
complete a
rhyme,
poem, and
song.
MT1PWR-
IIa-i-1.2
Give the
beginning
letter/sound
of the name
of each
picture.
MT1PWR-
IIa-i-4.1
Match
words with
pictures and
objects.
MT1PWR-
IIa-i-5.1
Blend
specific
letters to
form
syllables
and words.
Q2,
Week 6
(f)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIa-i-1.3
Talk about
oneself and
one’s
personal
experiences
(friends,
favorite
toys)
MT1PWR-
IIa-i-1.1
Give the
name and
sound of
each letter.
MT1F-IIa-
i-1.2
Read grade
1 level
words,
phrases or
sentences
with
appropriate
speed,
accuracy,
and proper
expression.
MT1C-IIa-
i-1.2
Express
ideas
through
words or
phrases,
using both
invented
and
conventional
spelling.*
MT1GA-
IIe-f-1.3
Use the
correct
pronouns in
place of
naming
words in
sentences a.
personal
b.
possessive
MT1VCD-
IIa-i-2.1
Give
meanings of
words
through:
a. realia
b. picture
clues
c. actions
or gestures
d. context
clues*
MT1LC-
IIf-g-4.3
Identify the
problem and
solution in
the story
read.
MT1ATR-
IIa-i-1.1
Listen
attentively
and react
positively
during story
reading.
MT1SS-
IIf-i-4.1
Get
information
from simple
environmen
tal prints.
40. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 40 of 149
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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q2,
Week 6
(f)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIa-i-5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1PWR-
IIa-i-2.1
Identify
upper and
lower case
letters.
MT1ATR-
IIa-i-2.1
Browse
books read
to them.
MT1OL-
IIa-i-6.1
Participate
actively
during story
reading by
making
comments
and asking
questions.
MT1PWR-
IIa-i-3.1
Write the
upper and
lower case
letters
legibly,
observing
proper
sequence of
strokes.
MT1ATR-
IIa-i-3.1
Request
more stories
to be read
to them.
MT1OL-
IIa-i-7.1
Supply
rhyming
words to
complete a
rhyme,
poem, and
song.
MT1PWR-
IIa-i-1.2
Give the
beginning
letter/sound
of the name
of each
picture.
MT1PWR-
IIa-i-4.1
Match
words with
pictures and
objects.
41. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 41 of 149
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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q2,
Week 6
(f)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1PWR-
IIa-i-5.1
Blend
specific
letters to
form
syllables
and words.
MT1PWR-
IIf-i-6.1
Spell and
write
correctly
grade one
level words
consisting of
letters
already
learned.
Q2,
Week 7
(g)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIa-i-1.3
Talk about
oneself and
one’s
personal
experiences
(friends,
favorite
toys)
MT1PWR-
IIa-i-1.1
Give the
name and
sound of
each letter.
MT1F-IIa-
i-1.2 Read
grade 1
level words,
phrases or
sentences
with
appropriate
speed,
accuracy,
and proper
expression.
MT1C-IIa-
i-1.2
Express
ideas
through
words or
phrases,
using both
invented
and
conventional
spelling.*
MT1GA-
IIg-h-
1.3.1 Use
demonstrati
ve pronouns
in
sentences.
MT1VCD-
IIa-i-2.1
Give
meanings of
words
through:
a. realia
b. picture
clues
c. actions
or gestures
d. context
clues*
MT1LC-
IIf-g-4.3
Identify the
problem and
solution in
the story
read.
MT1ATR-
IIa-i-1.1
Listen
attentively
and react
positively
during story
reading.
MT1SS-
IIf-i-4.1
Get
information
from simple
environmen
tal prints.
MT1OL-
IIa-i-5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1PWR-
IIa-i-2.1
Identify
upper and
lower case
letters.
MT1ATR-
IIa-i-2.1
Browse
books read
to them.
42. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 42 of 149
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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q2,
Week 7
(g)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIa-i-6.1
Participate
actively
during story
reading by
making
comments
and asking
questions.
MT1PWR-
IIa-i-3.1
Write the
upper and
lower case
letters
legibly,
observing
proper
sequence of
strokes.
MT1ATR-
IIa-i-3.1
Request
more stories
to be read
to them.
MT1OL-
IIa-i-7.1
Supply
rhyming
words to
complete a
rhyme,
poem, and
song.
MT1PWR-
IIa-i-1.2
Give the
beginning
letter/sound
of the name
of each
picture.
MT1PWR-
IIa-i-4.1
Match
words with
pictures and
objects.
MT1PWR-
IIa-i-5.1
Blend
specific
letters to
form
syllables
and words.
43. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 43 of 149
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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q2,
Week 7
(g)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1PWR-
IIf-i-6.1
Spell and
write
correctly
grade one
level words
consisting of
letters
already
learned.
Q2,
Week 8
(h)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIa-i-1.3
Talk about
oneself and
one’s
personal
experiences
(friends,
favorite
toys)
MT1PWR-
IIa-i-1.1
Give the
name and
sound of
each letter.
MT1F-IIa-
i-1.2
Read grade
1 level
words,
phrases or
sentences
with
appropriate
speed,
accuracy,
and proper
expression.
MT1C-IIa-
i-1.2
Express
ideas
through
words or
phrases,
using both
invented
and
conventional
spelling.*
MT1GA-
IIg-h-
1.3.1
Use
demonstrati
ve pronouns
in
sentences.
MT1VCD-
IIa-i-2.1
Give
meanings of
words
through:
a. realia
b. picture
clues
c. actions
or gestures
d. context
clues*
MT1LC-
IIh-i-7.1
Discuss,
illustrate,
dramatize
specific
events in a
story read.
MT1ATR-
IIa-i-1.1
Listen
attentively
and react
positively
during story
reading.
MT1SS-
IIf-i-4.1
Get
information
from simple
environmen
tal prints.
MT1OL-
IIa-i-5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1PWR-
IIa-i-2.1
Identify
upper and
lower case
letters.
MT1LC-
IIh-i-8.1
Retell a
story read.
MT1ATR-
IIa-i-2.1
Browse
books read
to them.
44. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 44 of 149
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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q2,
Week 8
(h)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIa-i-6.1
Participate
actively
during story
reading by
making
comments
and asking
questions.
MT1PWR-
IIa-i-3.1
Write the
upper and
lower case
letters
legibly,
observing
proper
sequence of
strokes.
MT1ATR-
IIa-i-3.1
Request
more stories
to be read
to them.
MT1OL-
IIa-i-7.1
Supply
rhyming
words to
complete a
rhyme,
poem, and
song.
MT1PWR-
IIa-i-1.2
Give the
beginning
letter/sound
of the name
of each
picture.
MT1PWR-
IIa-i-4.1
Match
words with
pictures and
objects.
MT1PWR-
IIa-i-5.1
Blend
specific
letters to
form
syllables
and words.
45. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 45 of 149
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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q2,
Week 8
(h)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1PWR-
IIf-i-6.1
Spell and
write
correctly
grade one
level words
consisting of
letters
already
learned.
Q2,
Week 9
(i)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIa-i-1.3
Talk about
oneself and
one’s
personal
experiences
(friends,
favorite
toys)
MT1PWR-
IIa-i-1.1
Give the
name and
sound of
each letter.
MT1F-IIa-
i-1.2
Read grade
1 level
words,
phrases or
sentences
with
appropriate
speed,
accuracy,
and proper
expression.
MT1C-IIa-
i-1.2
Express
ideas
through
words or
phrases,
using both
invented
and
conventional
spelling.*
MT1GA-
IIi-i-2.2.1
Identify
pronouns
with
contractions
.* (Siya’y,
Tayo’y . . .)
MT1VCD-
IIa-i-2.1
Give
meanings of
words
through:
a. realia
b. picture
clues
c. actions
or gestures
d. context
clues*
MT1LC-
IIh-i-7.1
Discuss,
illustrate,
dramatize
specific
events in a
story read.
MT1ATR-
IIa-i-1.1
Listen
attentively
and react
positively
during story
reading.
MT1SS-
IIf-i-4.1
Get
information
from simple
environmen
tal prints.
MT1OL-
IIa-i-5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1PWR-
IIa-i-2.1
Identify
upper and
lower case
letters.
MT1LC-
IIh-i-8.1
Retell a
story read.
MT1ATR-
IIa-i-2.1
Browse
books read
to them.
46. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 46 of 149
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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q2,
Week 9
(i)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIa-i-6.1
Participate
actively
during story
reading by
making
comments
and asking
questions.
MT1PWR-
IIa-i-3.1
Write the
upper and
lower case
letters
legibly,
observing
proper
sequence of
strokes.
MT1ATR-
IIa-i-3.1
Request
more stories
to be read
to them.
MT1OL-
IIa-i-7.1
Supply
rhyming
words to
complete a
rhyme,
poem, and
song.
MT1PWR-
IIa-i-1.2
Give the
beginning
letter/sound
of the name
of each
picture.
MT1OL-II-
j-8.1
Respond to
text
(legends,
fables,
poems.)
through
dramatizatio
n.
MT1PWR-
IIa-i-4.1
Match
words with
pictures and
objects.
MT1PWR-
IIa-i-5.1
Blend
specific
letters to
form
syllables
and words.
47. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 47 of 149
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
Developmen
t (VCD)
Listening
Compre
hension
(LC)
Reading
Compre
hension
(RC)
Attitude
Towards
Reading
(ATR)
Study Skills
(SS)
Q2,
Week 9
(i)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1PWR-
IIf-i-6.1
Spell and
write
correctly
grade one
level words
consisting of
letters
already
learned.
Summative Test
48. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 48 of 149
THIRD 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 3 – Me, My Family, and My Community
Q3,
Week 1
(a)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIa-i-6.2
Participate
actively in
class
discussions
on familiar
topics.
MT1PWR-
IIIa-i-7.1
Read sight
words listed
in Appendix
___.
MT1F-
IIIa-IVi-
1.3
Read grade
1 level
words,
phrases,
sentences,
and short
paragraph/s
tory with
proper
expression.
MT1C-
IIIa-e-1.3
Express
ideas
through
phrases,
sentences
or longer
texts using
both
invented
and
conventional
spelling.
MT1VCD-
IIIa-i-
2.1.1
Give
meanings of
words
through:
a. picture
clues
b. context
clues*
MT1LC-
IIIa-b-1.2
Note
important
details in
grade level
literary and
informationa
l texts
listened to.
MT1RC-
IIIa-1.1
Note
important
details in
grade level
narrative
texts read:
a. character
b. setting
c. events
MT1ATR-
IIIa-j-4.1
Show
interest in
texts by
browsing/re
ading
available
print
materials.
MT1SS-
IIIa-c-5.1
Interpret a
pictograph.
MT1OL-
IIIa-i-1.3
Talk about
family,
friends, and
school using
descriptive
words.
MT1PWR-
IIIa-i-6.2
Spell and
write grade
one level
words
consisting of
letters
already
learned.
MT1F-III-
IVa-i-1.4
Read grade
1 level texts
with an
accuracy
rate of 95 –
100%
MT1VCD-
IIIa-i-1.2
Use words
to describe
concrete
experiences.
*
49. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 49 of 149
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)
Q3,
Week 1
(a)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIa-i-9.1
Tell/retell
legends,
fables, and
jokes
MT1PWR-
IIIe-i-3.3
Write
words,
phrases,
and simple
sentences
with proper
spacing,
punctuation
and
capitalizatio
n when
applicable.
MT1VCD-
IIIa-i-3.1
Identify and
use
synonyms,
antonyms,
homonyms
(when
applicable)
and words
with
multiple
meanings
correctly.
Q3,
Week 2
(b)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIa-i-6.2
Participate
actively in
class
discussions
on familiar
topics.
MT1PWR-
IIIa-i-7.1
Read sight
words listed
in Appendix
___.
MT1F-III-
IVa-i-1.3
Read grade
1 level
words,
phrases,
sentences,
and short
paragraph/s
tory with
proper
expression.
MT1C-
IIIa-e-1.3
Express
ideas
through
phrases,
sentences
or longer
texts using
both
invented
and
conventional
spelling.
MT1VCD-
IIIa-i-
2.1.1
Give
meanings of
words
through:
a. picture
clues
b. context
clues*
MT1LC-
IIIa-b-1.2
Note
important
details in
grade level
literary and
informationa
l texts
listened to.
MT1RC-
IIIb-c-2.1
Give the
correct
sequence of
three events
in a story
read.
MT1ATR-
IIIa-i-4.1
Show
interest in
texts by
browsing/re
ading
available
print
materials.
MT1SS-
IIIa-c-5.1
Interpret a
pictograph.
MT1OL-
IIIa-i-1.3
Talk about
family,
friends, and
school using
descriptive
words.
MT1PWR-
IIIa-i-6.2
Spell and
write grade
one level
words
consisting of
letters
already
learned.
MT1F-III-
IVa-i-1.4
Read grade
1 level texts
with an
accuracy
rate of 95 –
100%
MT1VCD-
IIIa-i-1.2
Use words
to describe
concrete
experiences.
*
50. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 50 of 149
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)
Q3,
Week 1
(a)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIa-i-9.1
Tell/retell
legends,
fables, and
jokes
MT1PWR-
IIIe-i-3.3
Write
words,
phrases,
and simple
sentences
with proper
spacing,
punctuation
and
capitalizatio
n when
applicable.
MT1VCD-
IIIa-i-3.1
Identify and
use
synonyms,
antonyms,
homonyms
(when
applicable)
and words
with
multiple
meanings
correctly.
Q3,
Week 3
(c)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIa-i-6.2
Participate
actively in
class
discussions
on familiar
topics.
MT1PWR-
IIIa-i-7.1
Read sight
words listed
in Appendix
___.
MT1F-III-
IVa-i-1.3
Read grade
1 level
words,
phrases,
sentences,
and short
paragraph/s
tory with
proper
expression.
MT1C-
IIIa-e-1.3
Express
ideas
through
phrases,
sentences
or longer
texts using
both
invented
and
conventional
spelling.
MT1GA-
IIIc-e-
2.3.1
Identify the
tense of the
action word
in the
sentence
MT1VCD-
IIIa-i-
2.1.1
Give
meanings of
words
through:
a. picture
clues
b. context
clues*
MT1LC-
IIIc-d-9.1
Sequence
events in an
informationa
l text when
appropriate.
MT1RC-
IIIb-c-2.1
Give the
correct
sequence of
three events
in a story
read.
MT1ATR-
IIIa-i-4.1
Show
interest in
texts by
browsing/re
ading
available
print
materials.
MT1SS-
IIIa-c-5.1
Interpret a
pictograph.
MT1OL-
IIIa-i-1.3
Talk about
family,
friends, and
school using
descriptive
words.
MT1PWR-
IIIa-i-6.2
Spell and
write grade
one level
words
consisting of
letters
already
learned.
MT1F-III-
IVa-i-1.4
Read grade
1 level texts
with an
accuracy
rate of 95 –
100%
MT1VCD-
IIIa-i-1.2
Use words
to describe
concrete
experiences.
*
51. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 51 of 149
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)
Q3,
Week 3
(c)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIc-d-4.2
Recite and
sing
individually,
with ease
and
confidence,
songs,
poems,
chants, and
riddles.
MT1PWR-
IIIe-i-3.3
Write
words,
phrases,
and simple
sentences
with proper
spacing,
punctuation
and
capitalizatio
n when
applicable.
MT1VCD-
IIIa-i-3.1
Identify and
use
synonyms,
antonyms,
homonyms
(when
applicable)
and words
with
multiple
meanings
correctly.
MT1OL-
IIIa-i-9.1
Tell/retell
legends,
fables, and
jokes
Q3,
Week 4
(d)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIa-i-6.2
Participate
actively in
class
discussions
on familiar
topics.
MT1PWR-
IIIa-i-7.1
Read sight
words listed
in Appendix
___.
MT1F-III-
IVa-j-1.3
Read grade
1 level
words,
phrases,
sentences,
and short
paragraph/s
tory with
proper
expression.
MT1C-
IIIa-e-1.3
Express
ideas
through
phrases,
sentences
or longer
texts using
both
invented
and
conventional
spelling.
MT1GA-
IIIc-e-
2.3.1
Identify the
tense of the
action word
in the
sentence
MT1VCD-
IIIa-i-
2.1.1 Give
meanings of
words
through:
a. picture
clues
b. context
clues*
MT1LC-
IIIc-d-9.1
Sequence
events in an
informationa
l text when
appropriate.
MT1RC-
IIId-3.1
Infer the
character
feelings and
traits in a
story read.
MT1ATR
-IIIa-j4.1
Show
interest in
texts by
browsing/re
ading
available
print
materials.
MT1SS-
IIId-f-6.1
Follow 2 – 3
step written
directions.
52. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 52 of 149
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)
Q3,
Week 4
(d)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIa-i-1.3
Talk about
family,
friends, and
school using
descriptive
words.
MT1PWR-
IIIa-i-6.2
Spell and
write grade
one level
words
consisting of
letters
already
learned.
MT1F-III-
IVa-i-1.4
Read grade
1 level texts
with an
accuracy
rate of 95 –
100%
MT1VCD-
IIIa-i-1.2
Use words
to describe
concrete
experiences.
*
MT1OL-
IIIc-d-4.2
Recite and
sing
individually,
with ease
and
confidence,
songs,
poems,
chants, and
riddles.
MT1PWR-
IIIe-i-3.3
Write
words,
phrases,
and simple
sentences
with proper
spacing,
punctuation
and
capitalizatio
n when
applicable.
MT1VCD-
IIIa-i-3.1
Identify and
use
synonyms,
antonyms,
homonyms
(when
applicable)
and words
with
multiple
meanings
correctly.
MT1OL-
IIIa-i-9.1
Tell/retell
legends,
fables, and
jokes
53. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 53 of 149
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)
Q3,
Week 5
(e)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIa-i-6.2
Participate
actively in
class
discussions
on familiar
topics.
MT1PWR-
IIIa-i-7.1
Read sight
words listed
in Appendix
___.
MT1F-III-
IVa-i-1.3
Read grade
1 level
words,
phrases,
sentences,
and short
paragraph/s
tory with
proper
expression.
MT1C-
IIIa-e-1.3
Express
ideas
through
phrases,
sentences
or longer
texts using
both
invented
and
conventional
spelling.
MT1GA-
IIIc-e-
2.3.1
Identify the
tense of the
action word
in the
sentence
MT1VCD-
IIIa-i-
2.1.1 Give
meanings of
words
through:
a. picture
clues
b. context
clues*
MT1LC-
IIIe-3.2
Infer
important
details from
an
informationa
l text.
MT1RC-
IIIe-4.1
Identify the
speaker in
the story or
poem read.
MT1ATR
-IIIa-i-4.1
Show
interest in
texts by
browsing/re
ading
available
print
materials.
MT1SS-
IIId-f-6.1
Follow 2 – 3
step written
directions.
MT1OL-
IIIa-i-1.3
Talk about
family,
friends, and
school using
descriptive
words.
MT1PWR-
IIIa-i-6.2
Spell and
write grade
one level
words
consisting of
letters
already
learned.
MT1F-III-
IVa-i-1.4
Read grade
1 level texts
with an
accuracy
rate of 95 –
100%
MT1VCD-
IIIa-i-1.2
Use words
to describe
concrete
experiences.
*
MT1OL-
IIIa-i-9.1
Tell/retell
legends,
fables, and
jokes
MT1PWR-
IIIe-i-3.3
Write
words,
phrases,
and simple
sentences
with proper
spacing,
punctuation
and
capitalizatio
n when
applicable.
MT1VCD-
IIIa-i-3.1
Identify and
use
synonyms,
antonyms,
homonyms
(when
applicable)
and words
with
multiple
meanings
correctly.
54. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 54 of 149
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)
Q3,
Week 5
(e)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIe-i-5.1
Listen and
respond to
others in
oral
conversatio
n.
Q3,
Week 6
(f)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIa-i-6.2
Participate
actively in
class
discussions
on familiar
topics.
MT1PWR-
IIIa-i-7.1
Read sight
words listed
in Appendix
___.
MT1F-
IIIa-IVi-
1.3 Read
grade 1
level words,
phrases,
sentences,
and short
paragraph/s
tory with
proper
expression.
MT1C-IIIf-
i-2.1 Write
sentences
or longer
texts with
proper
punctuation,
spacing,
and
capitalizatio
n.
MT1GA-
IIIf-h-1.4
Use the
correct
tense and
time signal
of an action
word in a
sentence.
MT1VCD-
IIIa-i-
2.1.1 Give
meanings of
words
through:
a. picture
clues
b. context
clues*
MT1LC-
IIIf-9.1
Give one’s
reaction to
an event or
issues
listened to.
MT1RC-
IIIf-5.1
Relate story
events to
one’s
experience.
MT1ATR
-IIIa-i-4.1
Show
interest in
texts by
browsing/re
ading
available
print
materials.
MT1SS-
IIId-f-6.1
Follow 2 – 3
step written
directions.
MT1OL-
IIIa-i-1.3
Talk about
family,
friends, and
school using
descriptive
words.
MT1PWR-
IIIa-i-6.2
Spell and
write grade
one level
words
consisting of
letters
already
learned.
MT1F-
IIIa-IVi-
1.4
Read grade
1 level texts
with an
accuracy
rate of 95 –
100%
MT1VCD-
IIIa-i-1.2
Use words
to describe
concrete
experiences.
*
55. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 55 of 149
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)
Q3,
Week 6
(f)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIa-i-9.1
Tell/retell
legends,
fables, and
jokes
MT1PWR-
IIIe-i-3.3
Write
words,
phrases,
and simple
sentences
with proper
spacing,
punctuation
and
capitalizatio
n when
applicable.
MT1VCD-
IIIa-i-3.1
Identify and
use
synonyms,
antonyms,
homonyms
(when
applicable)
and words
with
multiple
meanings
correctly.
MT1OL-
IIIe-i-5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1PWR-
IIIf-i-7.2
Read words,
phrases,
sentences,
and/or short
stories.
56. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 56 of 149
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)
Q3,
Week 6
(f)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1PWR-
IIIf-i-8.1
Observe
proper
mechanics
(punctuatio
n marks,
capitalizatio
n, proper
spacing
between
words,
indentions,
and format)
when
copying/writ
ing words,
phrases,
sentences,
and short
paragraphs
Q3,
Week 7
(g)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIa-i-6.2
Participate
actively in
class
discussions
on familiar
topics.
MT1PWR-
IIIa-i-7.1
Read sight
words listed
in Appendix
___.
MT1F-III-
IVa-i-1.3
Read grade
1 level
words,
phrases,
sentences,
and short
paragraph/s
tory with
proper
expression.
MT1C-IIIf-
i-2.1 Write
sentences
or longer
texts with
proper
punctuation,
spacing,
and
capitalizatio
n.
MT1GA-
IIIf-h-1.4
Use the
correct
tense and
time signal
of an action
word in a
sentence.
MT1VCD-
IIIa-i-
2.1.1 Give
meanings of
words
through:
a. picture
clues
b. context
clues*
MT1LC-
IIIg4.3
Identify the
problem and
solution in
the story
read.
MT1RC-
IIIg-h-6.1
Predict
possible
ending of a
story read.
MT1ATR
-IIIa-i-4.1
Show
interest in
texts by
browsing/re
ading
available
print
materials.
MT1SS-
IIIg-i-7.1
Read labels
in an
illustration.
57. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 57 of 149
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)
Q3,
Week 7
(g)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIa-i-1.3
Talk about
family,
friends, and
school using
descriptive
words.
MT1PWR-
IIIa-i-6.2
Spell and
write grade
one level
words
consisting of
letters
already
learned.
MT1F-III-
IVa-i-1.4
Read grade
1 level texts
with an
accuracy
rate of 95 –
100%
MT1VCD-
IIIa-i-1.2
Use words
to describe
concrete
experiences.
*
MT1OL-
IIIa-i-9.1
Tell/retell
legends,
fables, and
jokes
MT1PWR-
IIIe-i-3.3
Write
words,
phrases,
and simple
sentences
with proper
spacing,
punctuation
and
capitalizatio
n when
applicable.
MT1VCD-
IIIa-i-3.1
Identify and
use
synonyms,
antonyms,
homonyms
(when
applicable)
and words
with
multiple
meanings
correctly.
MT1OL-
IIIe-i-5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1PWR-
IIIf-i-7.2
Read words,
phrases,
sentences,
and/or short
stories.
58. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 58 of 149
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)
Q3,
Week 7
(g)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1PWR-
IIIf-i-8.1
Observe
proper
mechanics
(punctuatio
n marks,
capitalizatio
n, proper
spacing
between
words,
indentions,
and format)
when
copying/writ
ing words,
phrases,
sentences,
and short
paragraphs
Q3,
Week 8
(h)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIa-i-6.2
Participate
actively in
class
discussions
on familiar
topics.
MT1PWR-
IIIa-i-7.1
Read sight
words listed
in Appendix
___.
MT1F-III-
IVa-i-1.3
Read grade
1 level
words,
phrases,
sentences,
and short
paragraph/s
tory with
proper
expression.
MT1C-IIIf-
i-2.1 Write
sentences
or longer
texts with
proper
punctuation,
spacing,
and
capitalizatio
n.
MT1GA-
IIIf-h-1.4
Use the
correct
tense and
time signal
of an action
word in a
sentence.
MT1VCD-
IIIa-i-
2.1.1 Give
meanings of
words
through:
a. picture
clues
b. context
clues*
MT1LC-
IIIh-i-10.1
Respond to
an
informationa
l text
through
discussions,
illustrations,
songs,
dramatizatio
n and art
listened to.
MT1RC-
IIIg-h-6.1
Predict
possible
ending of a
story read.
MT1ATR
-IIIa-i-4.1
Show
interest in
texts by
browsing/re
ading
available
print
materials.
MT1SS-
IIIg-i-7.1
Read labels
in an
illustration.
59. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 59 of 149
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)
Q3,
Week 8
(h)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIa-i-1.3
Talk about
family,
friends, and
school using
descriptive
words.
MT1PWR-
IIIa-i-6.2
Spell and
write grade
one level
words
consisting of
letters
already
learned.
MT1F-
IIIa-IVi-
1.4
Read grade
1 level texts
with an
accuracy
rate of 95 –
100%
MT1VCD-
IIIa-i-1.2
Use words
to describe
concrete
experiences.
*
MT1LC-
IIIh-i-8.2
Retell
literary and
information
texts
appropriate
to the grade
level
listened to.
MT1OL-
IIIa-i-9.1
Tell/retell
legends,
fables, and
jokes
MT1PWR-
IIIe-i-3.3
Write
words,
phrases,
and simple
sentences
with proper
spacing,
punctuation
and
capitalizatio
n when
applicable.
MT1VCD-
IIIa-i-3.1
Identify and
use
synonyms,
antonyms,
homonyms
(when
applicable)
and words
with
multiple
meanings
correctly.
MT1OL-
III-e-i5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1PWR-
IIIf-i-7.2
Read words,
phrases,
sentences,
and/or short
stories.
60. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 60 of 149
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)
Q3,
Week 8
(h)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIh-i-6.1
Participate
actively
during story
reading by
making
comments
and asking
questions.
MT1PWR-
IIIf-i-8.1
Observe
proper
mechanics
(punctuatio
n marks,
capitalizatio
n, proper
spacing
between
words,
indentions,
and format)
when
copying/writ
ing words,
phrases,
sentences,
and short
paragraphs
Q3,
Week 9
(i)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIa-i-6.2
Participate
actively in
class
discussions
on familiar
topics.
MT1PWR-
IIIa-i-7.1
Read sight
words listed
in Appendix
___.
MT1F-III-
IVa-i-1.3
Read grade
1 level
words,
phrases,
sentences,
and short
paragraph/s
tory with
proper
expression.
MT1C-IIIf-
i-2.1 Write
sentences
or longer
texts with
proper
punctuation,
spacing,
and
capitalizatio
n.
MT1GA-
III-i-2.2.1
Identify
action
words in
oral and
written
exercises
MT1VCD-
IIIa-i-
2.1.1 Give
meanings of
words
through:
a. picture
clues
b. context
clues*
MT1LC-
IIIh-i-10.1
Respond to
an
informationa
l text
through
discussions,
illustrations,
songs,
dramatizatio
n and art
listened to.
MT1RC-
IIIi-i-7.1
Give one’s
reaction to
an event or
issues
listened to.
MT1ATR
-IIIa-i-4.1
Show
interest in
texts by
browsing/re
ading
available
print
materials.
MT1SS-
IIIg-i-7.1
Read labels
in an
illustration.
61. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 61 of 149
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)
Q3,
Week 9
(i)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIa-i-1.3
Talk about
family,
friends, and
school using
descriptive
words.
MT1PWR-
IIIa-i-6.2
Spell and
write grade
one level
words
consisting of
letters
already
learned.
MT1F-III-
IVa-i-1.4
Read grade
1 level texts
with an
accuracy
rate of 95 –
100%
MT1GA-
IIIi-i-1.4.1
Use action
words to
give simple
two to
three-step
directions.
MT1VCD-
IIIa-i-1.2
Use words
to describe
concrete
experiences.
*
MT1LC-
IIIh-i-8.2
Retell
literary and
information
texts
appropriate
to the grade
level
listened to.
MT1OL-
IIIa-i-9.1
Tell/retell
legends,
fables, and
jokes
MT1PWR-
IIIe-i-3.3
Write
words,
phrases,
and simple
sentences
with proper
spacing,
punctuation
and
capitalizatio
n when
applicable.
MT1VCD-
IIIa-i-3.1
Identify and
use
synonyms,
antonyms,
homonyms
(when
applicable)
and words
with
multiple
meanings
correctly.
MT1OL-
IIIe-i-5.1
Listen and
respond to
others in
oral
conversatio
n.
MT1PWR-
IIIf-i-7.2
Read words,
phrases,
sentences,
and/or short
stories.
62. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 62 of 149
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)
Q3,
Week 9
(i)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IIIh-i-6.1
Participate
actively
during story
reading by
making
comments
and asking
questions.
MT1PWR-
IIIf-i-8.1
Observe
proper
mechanics
(punctuatio
n marks,
capitalizatio
n, proper
spacing
between
words,
indentions,
and format)
when
copying/writ
ing words,
phrases,
sentences,
and short
paragraphs
Summative Test
63. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 63 of 149
FOURTH 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 4 - Exploring My Community
Q4,
Week 1
(a)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IVa-i-6.2
Participate
actively in
class
discussions
on familiar
topics.
MT1PWR-
IVa-i-7.1
Read sight
words listed
in Appendix
___.
MT1F-III-
IVa-i-1.3
Read grade
1 level
words,
phrases,
sentences,
paragraph/s
tory with
proper
expression.
MT1C-IVa-
i-1.3
Express
ideas
through
phrases,
sentences
or longer
texts using
both
invented
and
conventional
spelling.
MT1GA-
IVa-d-2.4
Identify
describing
words that
refer to
color, size,
shape,
texture,
temperature
and feelings
in
sentences.
MT1VCD-
IVa-i-2.1.1
Give
meanings of
words
through:
a. picture
clues
b. context
clues
MT1LC-
IVa-b-1.2
Note
important
details in
grade level
literary and
informationa
l texts
listened to.
MT1RC-
Iva-1.2
Note
important
details in
grade level
literary and
informationa
l texts read.
MT1ATR-
IVa-j-4.1
Show
interest in
texts by
browsing/re
ading
available
print
materials.
MT1SS-
IVa-e-4.2
Get
information
from a
simple bar
graph.
MT1OL-
IVa-i-1.3
Talk about
family,
friends, and
school using
descriptive
words.
MT1PWR-
IVa-i-7.2.1
Read
phrases,
sentences,
and/ or
short
stories.
MT1F-III-
IVa-i-1.4
Read grade
1 level texts
with an
accuracy
rate of 95 –
100%
MT1C-IVa-
i-2.1
Write
sentences
or longer
texts with
proper
punctuation,
spacing,
and
capitalizatio
n.
MT1VCD-
IVa-i-3.1
Identify,
give the
meaning of,
and use
compound
words in
sentences.
64. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 64 of 149
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)
Q4,
Week 1
(a)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IVa-i-9.1
Tell/retell
legends,
fables, and
jokes.
MT1PWR-
IVa-i-6.2
Spell
correctly
grade one
level words
consisting of
letters
already
learned.
MT1VCD-
IVa-i-3.2
Identify and
use
synonyms,
antonyms,
homonyms
(when
applicable)
and words
with
multiple
meanings
correctly
MT1PWR-
IVa-i-3.2.1
Write
phrases,
and simple
sentences
correctly.
65. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mother Tongue Curriculum Guide December 2013 Page 65 of 149
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)
Q4,
Week 1
(a)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1PWR-
IVa-8.1
Observe
proper
mechanics
(punctuatio
n marks,
capitalizatio
n, proper
spacing
between
words,
indentions,
and format)
when
copying/writ
ing words,
phrases,
sentences,
and short
paragraphs.
Q4,
Week 2
(b)
Theme:
My
Family
and I:
Likes and
Dislikes
Genre:
Poem
MT1OL-
IVa-i-6.2
Participate
actively in
class
discussions
on familiar
topics.
MT1PWR-
IVa-i-7.2.1
Read
phrases,
sentences,
and/ or
short
stories.
MT1F-
IIIa-Ivi-
1.3
Read grade
1 level
words,
phrases,
sentences,
paragraph/s
tory with
proper
expression.
MT1C-IVa-
i-1.3
Express
ideas
through
phrases,
sentences
or longer
texts using
both
invented
and
conventional
spelling.
MT1GA-
IVa-d-2.4
Identify
describing
words that
refer to
color, size,
shape,
texture,
temperature
and feelings
in
sentences.
MT1VCD-
IVa-i-2.1.1
Give
meanings of
words
through:
a. picture
clues
b. context
clues
MT1LC-
IVa-b-1.2
Note
important
details in
grade level
literary and
informationa
l texts
listened to.
MT1RC-
IVb-c-8.1
Sequence
events in an
informationa
l texts read.
MT1ATR-
IVa-i-4.1
Show
interest in
texts by
browsing/re
ading
available
print
materials.
MT1SS-
IVa-e-4.2
Get
information
from a
simple bar
graph.