This is a complete compilation of Curriculum Guides for the K to 12 Education System of the Philippines. The content is from DepEd, I compiled it for easier download. This is free.
1209
Compilation by Ben: [email protected]This is Free! COMPILATION CURRICULUM GUIDE FOR K TO 12 EDUCATION SYSTEM IN THE PHILIPPINES (S.Y. 2014)
2. CompilationbyBen:[email protected] ThisisFree!
KTO10SUBJECTS 1. Kindergarten 2. MotherTongue 3. Filipino 4.
English 5. Math 6. Science 7. AralingPanlipunan 8.
EdukasyonsaPagpapakatao(EsP) 9. Music 10. Arts 11.
PhysicalEducation 12. Health 13.
EdukasyongPantahananatPangkabuhayan(EPP) 14.
TechnologyandLivelihoodEducation(TLE) a. HomeEconomics i.
BeautyCare ii. Caregiving iii. Cookery iv. FrontOfficeServices v.
Handicraft vi. HouseholdServices
3. CompilationbyBen:[email protected] ThisisFree! vii.
Dressmaking viii. TravelServices ix. WellnessMassage b.
AgriFisheryArts i. AgriCropProduction ii. AnimalProduction iii.
Aquaculture iv. Horticulture v. FishProcessing c. IndustrialArts i.
AutomotiveServicing ii. Carpentry iii. ConsumerElectronicsServicing
iv. ElectricalInstallationandMaintenance v. Plumbing vi.
RefrigerationandAirconditioning vii. ShieldedMetalArcWelding viii.
Masonry d. InformationandCommunicationsTechnology(ICT) i.
ComputerHardwareServicing ii. Illustration iii. TechnicalDrafting
iv. ContactCenterServices
4. Republic of the Philippines Department of Education DepEd
Complex, Meralco Avenue Pasig City December 2013 Standards and
Competencies for Five-Year Old Filipino Children
5. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 2 of 36 I. INTRODUCTION The
first years of life are important because what happens in early
childhood can matter in a lifetime. (Harvard, 2009) Republic Act
10157, or "The Kindergarten Education Law" made Kindergarten the
compulsory and mandatory entry stage to basic education. Section 2
of this Act provides that all five (5)-year old children shall be
given equal opportunities for Kindergarten Education to effectively
promote their physical, social, emotional and intellectual
development, including values formation so they will be ready for
school. This was so since the Department of Education (DepEd)
believes that Kindergarten is the transition period from informal
to formal literacy (Grades 1-12) considering that age five (5) is
within the critical years where positive experiences must be
nurtured to ascertain school readiness. Various researches support
that this is the period of greatest growth and development, when
the brain develops most rapidly and almost at its fullest. It is
also the stage when self- esteem, vision of the world and moral
foundations are established. Teachers/parents/caregivers/adults
should therefore be guided to facilitate explorations of our young
learners in an engaging and creative curriculum that is
developmentally appropriate which immerse them in meaningful
experiences. Provision of varied play-based activities leads them
to becoming emergent literates and, helps them to naturally acquire
the competencies to develop holistically. They are able to
understand the world by exploring their environment as they are
encouraged to create and discover, that eventually leads them to
becoming willing risk takers and ready to tackle formal school
works.
6. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 3 of 36 II. FRAMEWORK Figure I.
The Kindergarten Curriculum Framework
7. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 4 of 36 The Kindergarten
Curriculum Framework (KCF) draws from the goals of the K to 12
Philippine Basic Education Curriculum Framework and, adopts the
general principles of the National Early Learning Framework (NELF).
Kindergarten learners need to have a smooth transition to the
content-based curriculum of Grades 1 to 12. The rectangular figures
show the theoretical bases for teaching-learning early years which
are founded on constructivism, integrative, thematic,
collaborative, inquiry -based and reflective teaching; application
of the Developmentally Appropriate Practices (DAP); and support the
principles of child growth and development and the learning program
development and assessment. The circles signify the system of how
Kindergarten Education is to be employed. The interlocked circles
represent the learning domains like petals of a flower that has to
be equally imparted to holistically develop children. The domains
are enclosed by the Learning Areas children will meet in Grade One
onwards for which they are being prepared for. The outer most layer
indicates the Curricular Themes where the National Kindergarten
Curriculum Guide (NKCG) is designed. The interlocked ellipses form
a flower that portrays the gradual unfolding but steady
development, as expected of every child. The child is seen as being
in the process of blossoming - like a flower bud that should not be
forced, lest it loses its chance to fully develop. III. GENERAL
GUIDING PRINCIPLES The following are the general guiding principles
of the National Early Learning Framework (NELF): A. On Child Growth
and Development 1. Every child is unique. Growth and development
varies from child to child of which the first six years of life are
most vital. He/she has an innate desire to learn and is best done
through meaningful and real experiences. 2. Every aspect of growth
and development is interrelated and interdependent. The child needs
to be nurtured in a good and caring environment that enhances
healthy and dependable relationships with other children and most
significant adults. 3. The learning and development of every child
involves a series of complex and dynamic processes that are best
attended to in a more positive and responsive manner. 4. The child
must be encouraged to aspire beyond ones own level of achievements
and to practice newly acquired competencies. 5. Every child is a
thinking, moving, feeling and interactive human being able to
actively participate in the learning and development of self in the
context of ones family and community including cultural and
religious beliefs.
8. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 5 of 36 B. On Learning Program
Development 1. The learning program is child centered. It promotes
the holistic way by which young children grow and develop; and
recognizes the role of families and communities to support the
child through various stages of growth and development. 2. The
learning program is appropriate for developing the domains; and
must sustain interest in active learning of all young children
including those with special abilities, marginalized and/or at
risk. 3. The learning program is implemented by way of diverse
learning activities that may be enhanced with multimedia
technologies such as interactive radio, audio/video clips and
computer-enhanced activities. 4. The use of learning materials and
other resources that are locally developed and/or locally available
is encouraged. The mother tongue shall be used as the childs
language of learning. C. On Learning Assessment 1. Assessment is
done to monitor learning, know where the child is and inform
parents of the childs progress. 2. Assessment is essential to
identifying the childs total developmental needs and does not
determine academic achievement. 3. Assessment is best conducted on
a regular basis so that a timely response or intervention will be
made to improve learning. 4. The results of the learning assessment
of a child shall be kept strictly confidential. Ratings should be
more qualitative/descriptive and less numerical. 5. The family and
community must be informed of the general outcomes of learning so
as to encourage further cooperation and partnerships.
9. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 6 of 36 IV. DEVELOPMENTAL
DOMAINS ( and what to expect in each) The developmental domains are
subdivisions of learning contents. These are represented by the
ellipses to show interconnectedness for holistic development of
children. The contents of each developmental domain are defined by
learning expectations to wit: 1. Kagandahang Asal (Values
Education) - Children are expected to show positive self-concept,
respect and concern for self and others, how to follow and behave
appropriately in various situations and places, manifest love of
God, country and fellowmen. 2. Kalusugang Pisikal at Pagpapaunlad
sa Kakayahang Motor (Physical Health & Motor Development) -
Children are expected to develop both their fine and gross motor
skills to be able to engage in wholesome physical and health
activities. 3. Pagpapaunlad sa Kakayahang Sosyo-Emosyunal
(Socio-Emotional Development) - Children are expected to develop
emotional skills to relate well with others and appreciate cultural
diversity among the school community and other people. 4.
Pagpapaunlad ng Kakayahang Makipamuhay (Social Development) -
Children are expected to develop basic concepts pertaining to
her/himself and how to relate well with other people in his/her
immediate environment and demonstrate awareness of one's social
identity. 5. Language, Literacy and Communication - This domain
provides opportunities for self-expression through language using
the mother tongue. Children are expected to develop communicative
skills in their first language. 6. Mathematics - Children are
expected to understand and demonstrate knowledge in identifying
numbers, as well as concepts of length, capacity, mass, time and
perform simple operations using concrete objects. 7. Understanding
of the Physical and Natural Environment - Children are expected to
demonstrate basic understanding of concepts pertaining to living
and non-living things including weather and uses these in
categorizing things in his/her environment.
10. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 7 of 36 V. CURRICULAR THEMES
The outer circle of the KCF corresponds to the interrelatedness of
the learning domains which dictates the way to approach
implementation. The daily activities prescribed in the National
Kindergarten Curriculum Guide (NKCG) are designed to employ an
integrative approach in developing the competencies focussing on
the themes showed in Figure 2. These curricular themes adhere to
Bronfenbrenners Bio-ecological theory that defines layers of
environment, each having an effect on a childs holistic
development. 1. Myself - concepts and ideas that help the learners
understand himself/ herself better so that he/she will develop as
an individual. 2. My Family - concepts, ideas, practices that guide
the child to be responsible and proud of himself and his family 3.
My School - concepts, ideas, practices, and situations that help
the child understand how to be an individual and socialize with
other learners, teachers and other school personnel. 4. My
Community- concepts, ideas, practices, situations and
responsibilities that the learner should acquire and understand so
that he/she will become functional and responsive member of the
community. 5. More Things Around Me - all other concepts, ideas,
practices, situations, and responsibilities not covered by themes 1
to 4 but which may be relevant to the community, culture, and
interest of the leaner. Figure 2. The Curricular Themes
11. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 8 of 36 VI. TRANSITION PARADIGM
Figure 3. Transition Paradigm TRANSITION FROM KINDERGARTEN TO GRADE
1 Kalusugang Pisikal at Kakayahang Motor Physical Education &
Health Music, Arts, Physical Education and Health Sosyo-Emosyunal
Kagandahang Asal Mathematics Language, Literacy and Communication
Values Education Social Studies Mathematics Science Edukasyong
Pagpapakatao Araling Panlipunan Mathematics Filipino and Mother
Tongue LEARNING AREASDOMAINS KINDERGARTEN GRADE 1 Music and Arts
Language Pagpapaunlad ng Kakayahang Makipamuhay Physical and
Natural Environment
12. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 9 of 36 Figure 3 illustrates
the interrelatedness of the developmental domains and the learning
areas. The domain-based skills intended to be developed in
kindergarten are aligned to the subject content-based curriculum to
be learned in Grade 1. It demonstrates an unstructured
characteristic of the Kindergarten Curriculum Standards and
Competencies to provide the necessary readiness skills for smooth
transition for every five year old Filipino child to traverse
successfully in Kindergarten and complete Grades 1 to 12 Basic
Education.
13. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 10 of 36 VII. MATRIX OF
LEARNING STANDARDS AND COMPETENCIES A. KAGANDAHANG ASAL (KA)
KAUGNAY NA BATAYAN PAMANTAYAN PALATANDAANG KASANAYAN CODE LEARNING
MATERIALS NILALAMAN PAGGANAP Ang bata ay nagkakaroon ng pag-unawa
sa Ang bata ay nakapagpapamalas ng... Paggalang sa Sarili (PS)
konsepto ng pagkakaroon ng positibong pagkilala sa sarili at
kamalayan sa mga sumusunod na batayan upang lubos na mapahalagahan
ang sarili: 1. Disiplina kamalayan sa lahat ng pagkakataon na ang
pagpili na gawin ang tama hindi dahil sa sariling kagustuhan,
bagkos dahil sa pagsasaalang-alang ng kapakanan ng iba, ay
pagsasakilos ng pagkakaroon ng paggalang sa sarili 1.
Napagsisikapang tapusin ano man ang sinimulan at may
pagpapakumbabang naipagmamalaki ang natapos na nakatakdang gawain
KAKPS-00-1 2. Nakagagawa nang may kusa KAKPS-00-2 3. Nakagagawa
nang nag-iisa KAKPS-00-3 4. Naisasagawa ang pang-araw-araw na
gawain ng may kasiyahan 4.1 pagliligpit ng mga gamit sa tamang
lalagyan pagkatapos gamitin KAKPS-00-4 5. Nakasusunod sa mga
utos/gawain nang maayos at maluwag sa kalooban KAKPS-00-5 6.
Naiiwasan ang paggawa ng di-kaaya- ayang gawain nag- iisa man o sa
harap ng publiko KAKPS-00-6 7. Naipahahayag sa positibong paraan
ang nararamdaman kung tinutukso KAKPS-00-7 8. Naibabalik/naisasauli
kaagad ang mga bagay na napulot KAKPS-00-8 9. Naitatago lamang ang
sariling gamit KAKPS-00-9 2. Pagkamatapat 10. Hindi nandadaya
KAKPS-00-10 11. Nakahihingi ng pahintulot 11.1 paggamit ng bagay ng
ibang tao 11.2 paglabas ng silid aralan/tahanan KAKPS-00-11 12.
Naghihintay ng kanyang pagkakataon KAKPS-00-12 13. Pagtawag sa mga
kalaro at ibang tao sa tamang pangalan KAKPS-00-13 14. Pagiging
tahimik at maayos sa KAKPS-00-14
14. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 11 of 36 KAUGNAY NA BATAYAN
PAMANTAYAN PALATANDAANG KASANAYAN CODE LEARNING MATERIALS NILALAMAN
PAGGANAP Ang bata ay nagkakaroon ng pag-unawa sa Ang bata ay
nakapagpapamalas ng... pagkilos/pagsunod sa seremonya gaya ng
pagluhod/pagtayo/pagyuko, pag- awit kung nasa pook dalanginan 3.
Paggalang 15. Paggalang sa pambansang sagisag (watawat at
Pambansang Awit) 15.1 pagtayo nang tuwid na nakalagay ang kanang
kamay sa dibdib habang umaawit at itinataas ang watawat KAKPS-00-15
16. Nagbabahagi ng pagkain KAKPS-00-16 17. Nagpapahiram ng gamit at
laruan KAKPS-Ig-17 18. Tinatanggap at nakikipaglaro sa kapwa bata
maging sino sila KAKPS-Ig-18 19. Naipakikita ang pagpapahalaga sa
maayos na pakikipaglaro 19.1 pagiging mahinahon 19.2 pagsang-ayon
sa pasya ng 19.3 nakararami/reperi 19.4 pagtanggap ng pagkatalo
nang 19.5 maluwag sa kalooban 19.6 pagtanggap ng pagkapanalo nang
19.7 may kababaang loob KAKPS-00-19 4. Pagmamahal 20. Tumutulong
nang kusa sa panahon ng pangangailangan KAKPS-00-20
15. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 12 of 36 B. KALUSUGANG PISIKAL
AT PAGPAPAUNLAD NG KAKAYAHANG MOTOR (KP) KAUGNAY NA BATAYAN
PAMANTAYAN PALATANDAANG KASANAYAN CODE LEARNING MATERIALS NILALAMAN
PAGGANAP Ang bata ay nagkakaroon ng pag-unawa sa Ang bata ay
nakapagpapamalas ng... Kaangkupang Pisikal (Physical Fitness - PF)
sa kahalagahan ng pagkakaroon ng masiglang pangangatawan sapat na
lakas na magagamit sa pagsali sa mga pang-araw-araw na gawain 1.
Nakasasali sa mga laro, o anumang gawain at ibat ibang paraan ng
pag-eehersisyo KPKPF-00-1 2. Nakagagalaw (martsa, palakpak, tapik,
padyak,lakad, lundag at iba pa) nang angkop sa ritmo at indayog
bilang tugon sa himig na napapakinggan/awit na kinakanta KPKPF-Ia-2
Kasanayang Gross Motor(GM) kanyang kapaligiran at naiuugnay ang
angkop na paggalaw ng katawan maayos na galaw at koordinasyon ng
mga bahagi ng katawan 1. Naisasagawa ang paggalaw/pagkilos ng
ibat-ibang bahagi ng katawan sa saliw ng awitin nang may kasiyahan
KPKGM-Ia-1 2. Naisasagawa ang mga sumusunod na kilos lokomotor sa
pagtugon sa ritmong mabagal at mabilis 2.1 paglakad 2.2 pagtakbo
2.3 pagkandirit 2.4 paglundag/pagtalon 2.5 paglukso KPKGM-Ie-2 3.
Nagagamit ang mga kilos lokomotor at di-lokomotor sa: 3.1 paglalaro
3.2 pag-eehersisyo 3.3 pagsasayaw KPKGM-Ig-3 4. Naipakikita ang
panimbang sa pagsasagawa ng ibat ibang kilos ng katawan, gaya ng:
4.1 paglukso-luksong pahalinhinan ang mga paa (skipping) 4.2
pagtulay nang di natutumba sa tuwid na guhit 4.3 pag-akyat at
pagbaba sa hagdanan KPKGM-00-4
16. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 13 of 36 KAUGNAY NA BATAYAN
PAMANTAYAN PALATANDAANG KASANAYAN CODE LEARNING MATERIALS NILALAMAN
PAGGANAP Ang bata ay nagkakaroon ng pag-unawa sa Ang bata ay
nakapagpapamalas ng... Kasanayang Fine Motor (FM) sariling
kakayahang sumubok gamitin nang maayos ang kamay upang
lumikha/lumimbag kakayahang gamitin ang kamay at daliri 1.
Naisasagawa ang mga sumusunod na kasanayan KPKFM-00-1 1.1 pagbukas
ng pahina ng libro KPKFM-00-1.1 1.2 pagtiklop ng papel KPKFM-00-1.2
1.3 pagpilas/paggupit/pagdikit ng papel KPKFM-00-1.3 1.4 pagbakat,
pagkopya ng larawan, hugis, at titik KPKFM-00-1.4 1.5 pagmomolde ng
luwad (clay), pagbuo ng puzzles KPKFM-00-1.5 1.6 paglimbag ng mga
pangkaraniwang bagay sa paligid KPKFM-00-1.6 Pangangalaga sa
Sariling Kalusugan at Kaligtasan (PKK) kakayahang pangalagaan ang
sariling kalusugan at kaligtasan pagsasagawa ng mga pangunahing
kasanayan ukol sa pansariling kalinisan sa pang araw- araw na
pamumuhay 1. Naisasagawa nang mag-isa ang mga sumusunod na gawaing
nauukol sa pagngangalaga sa sariling kalusugan: KPKPKK-Ih-1 1.1
paglilinis ng katawan KPKPKK-00- 1.1 1.2 paghugas ng mga kamay bago
at pagkatapos kumain gamit ang kutsara at tinidor KPKPKK-00- 1.2
1.3 pagsisipilyo KPKPKK-00- 1.3 1.4 pagsusuklay KPKPKK-00- 1.4 1.5
paglilinis ng kuko KPKPKK-00- 1.5 1.6 pagpapalit ng damit
KPKPKK-00- 1.6 1.7 pagkain nang nag-iisa KPKPKK-00- 1.7 1.8
pagtugon sa personal na pangangailangan nang nag-iisa Hal.
pag-ihi/pagdumi KPKPKK-00- 1.8
17. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 14 of 36 KAUGNAY NA BATAYAN
PAMANTAYAN PALATANDAANG KASANAYAN CODE LEARNING MATERIALS NILALAMAN
PAGGANAP Ang bata ay nagkakaroon ng pag-unawa sa Ang bata ay
nakapagpapamalas ng... paghugas ng mga kamay pagkatapos gumamit ng
palikuran 2. Napapangalagaan ang mga pansariling kagamitan sa
paglinis at pag-aayos ng katawan KPKPKK-00-2 pangangalaga para sa
sariling kaligtasan 1. Nakasusunod sa mga tuntunin at gawaing
pangkaligtasan 1.1 pag-iwas sa paglalagay ng maliit na bagay sa
bibig, ilong, at tainga 1.2 pag-iwas sa paglalaro ng posporo 1.3
maingat na paggamit ng matutulis/matatalim na bagay tulad ng
kutsilyo, tinidor, at gunting 1.4 maingat na pag-akyat at pagbaba
sa hagdanan 1.5 pagtingin sa kaliwat kanan bago tumawid sa daan 1.6
pananatiling kasama ng nakatatanda sa matataong lugar KPKPKK-Ih-1
2. Naipakikita ang pagmamahal sa sariling kaligtasan 2.1 hindi
lumalabas nang walang paalam 2.2 hindi sumasama sa mga hindi
kilalang tao 2.3 naipakikita ang hindi pagsang- ayon sa di paghipo
ng ibang tao sa maselang bahagi ng katawan KPKPKK-Ih-2
18. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 15 of 36 C. PAGPAPAUNLAD SA
KAKAYAHANG SOSYO-EMOSYUNAL (SE) KAUGNAY NA BATAYAN PAMANTAYAN
PALATANDAANG KASANAYAN CODE LEARNING MATERIALS NILALAMAN PAGGANAP
Ang bata ay nagkakaroon ng pag-unawa sa Ang bata ay
nakapagpapamalas ng... Pagkilala ng Sarili at pagpapahayag ng
Sariling Emosyon (PSE) sa kakayahang kontrolin ang sariling
damdamin at pag-uugali pagkilala sa sarili at sa kanyang kakayahang
makapagpahayag ng sariling damdamin, gumawa ng desisyon at
magtagumpay sa kanyang mga gawain 1. Nakikilala ang sarili
SEKPSE-00-1 1.1 pangalan at apelyido SEKPSE-Ia-1.1 1.2 kasarian
SEKPSE-Ib-1.2 1.3 gulang/kapanganakan SEKPSE-Ic-1.3 1.4
gusto/di-gusto SEKPSE-IIc-1.4 2. Nasasabi ang mga kayang gawin at
katangian 2.1 pag-awit 2.2 pagsayaw 2.3 pagkamatulungin SEKPSE-If-2
3. Nasasabi ang kanyang mga pangangailangan nang walang pag-
aalinlangan SEKPSE-If-3 4. Nakasusunod sa mga itinakdang tuntunin
at gawain (routines) sa paaralan at silid-aralan SEKPSE-IIa-4 5.
Nagpapakita ng tiwala sa sarili na tugunan ang sariling
panangailangan nang mag-isa Hal. maghugas ng kamay, kumain,
magbihis, magligpit, tapusin ang gawaing nasimulan SEKPSE-Ie-5 6.
Naipakikita ang kahandaan na sumubok ng bagong karanasan
SEKPSE-IIIc-6 7. Nagpapakita ng pagsisikap na matutunan ang bagay
na mahirap para sa kanya (persistence) SEKPSE-II9-7 8. Naipapakita
ang pagbawi pagkaraan ng kabiguan, pagkatalo o di kasiya- siyang
pangyayari (resilience) SEKPSE-00-8 9. Nakapagbibigay ng dahilan at
naipagtatanggol kung bakit niya ginawa ang isang bagay
SEKPSE-00-9
19. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 16 of 36 KAUGNAY NA BATAYAN
PAMANTAYAN PALATANDAANG KASANAYAN CODE LEARNING MATERIALS NILALAMAN
PAGGANAP Ang bata ay nagkakaroon ng pag-unawa sa Ang bata ay
nakapagpapamalas ng... 10. Naipapakita ang pag-unawa sa nagaganap
at nakapag-iintay (delayed gratification) SEKPSE-00-10 11.
Nakikilala ang mga pangunahing emosyon (tuwa, takot, galit, at
lungkot) SEKPSE-00-11 12. Naipapahayag ang iba-ibang damdamin sa
angkop na sitwasyon at paraan, Hal. tumatawa, lumulundag,
humahalakhak, humahagikhik, pumapalakpak kung natutuwa SEKPSE-00-12
Pag-unawa sa Emosyon ng Iba (EI) kakayahan niyang makiramay sa
kasalukuyangkalagayan/ nararanasan ng iba pagtanggap at pag-unawa
sa emosyon at pagdamay sa damdamin ng iba 1. Naipahihiwatig ang
akma at katanggap-tanggap na reaksiyon sa damdamin ng iba, Hal.
hindi pagtawa sa batang nadapa SEKEI-00-1 2. Naisasaalang-alang ang
damdamin ng iba at nakikisali sa kasiyahan/nakikiramay sa
kalungkutan ng iba 2.1 nagbibigay ng mungkahi 2.2 hinahawakan ang
kamay 2.3 inaaliw ang kalaro SEKEI-00-2 Pakikipag-ugnayan sa Kapwa
at Nakatatanda (PKN) kakayahang bumuo at makapagpanatili ng
magandang pakikipag - ugnayansa kapwa bata at nakatatanda maayos na
pakikitungo sa kanyangtagapag-alaga, mga nakatatanda at kapwa bata
1. Nakakapagsisimula ng laro SEKPKN-00-1 2. Nakikipaglaro sa dalawa
o tatlong bata na gamit ang isang laruan SEKPKN-Ig-2 3.
Nakapagbubuo ng pagkakaibigan kahit hindi pa sa pangmatagalang
panahon SEKPKN-00-3 4. Nakahihiwalay sa magulang at nakapagtitiwala
sa ibang nakatatanda tulad ng guro SEKPKN-IIIc-4
20. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 17 of 36 KAUGNAY NA BATAYAN
PAMANTAYAN PALATANDAANG KASANAYAN CODE LEARNING MATERIALS NILALAMAN
PAGGANAP Ang bata ay nagkakaroon ng pag-unawa sa Ang bata ay
nakapagpapamalas ng... 5. Naipakikita ang paggalang at pagmamahal
sa mga nakatatanda at mga bata 5.1 pinakikinggan ang mga mungkahi
ng mga kilalangnakatatanda at mga bata 5.2 pinakikita ang interes
sa iniisip at ginagawa ng mga nakatatanda at mga bata sa
pamamagitan ng pakikinig, pagtatanong SEKPKN-00-5 6. Nakahihingi ng
tulong sa kapwa bata at mga nakatatanda kung kinakailangan
SEKPKN-00-6 7. Nakikipagusap upang maayos ang di pagkakasunduan
(negotiation and conflict resolution) SEKPKN-00-7 8. Nailalarawan
ang nagagawa ng mga tagapag-alaga/Nanay/Tatay, Lola/Lolo, atbp. at
kung ano ang kanilang gusto/di-gusto SEKPKN-00-8 Pagpapahalaga sa
Pagkakaiba (PP) pagkakakilanlan at pagiging kabilang pagkilala sa
pagkakapareho at pagkakaiba ng tao 1. Nakikilala at natatanggap ang
pagkakaiba ng tao 1.1 wika 1.2 kasarian 1.3 kaanyuan 1.4 kulay 1.5
kultura (kasuotan, gawi, paniniwala) 1.6 katayuan sa buhay 1.7
kakayahan SEKPP-Ib-1
21. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 18 of 36 D. PAGPAPAUNLAD SA
KAKAYAHANG MAKIPAMUHAY (KM) KAUGNAY NA BATAYAN PAMANTAYAN
PALATANDAANG KASANAYAN CODE LEARNING MATERIALS NILALAMAN PAGGANAP
Ang bata ay nagkakaroon ng pag-unawa sa Ang bata ay
nakapagpapamalas ng... Pakikisalamuha sa iba bilang kasapi ng
pamilya, (PPam) paaralan (PAra) at komunidad (PKom) konsepto ng
pamilya, paaralan at komunidad at naimumulat ang kamalayan sa mga
sariling karanasan bilang kasapi nito pagmamalaki at kasiyahang
makapagkuwento ng sariling karanasan bilang kabahagi ng pamilya,
paaralan at komunidad na kinabibilangan 1. Natutukoy na ang bawat
isa ay may pamilya KMKPPam-00-1 2. Natutukoy kung sinu-sino ang
bumubuo ng pamilya KMKPPam-00-2 3. Nailalarawan kung paano
nagkakaiba at magkakatulad ang bawat pamilya KMKPPam-00-3 4.
Nasasabi ang tungkulin/karapatan at pananagutan ng bawat kasapi ng
pamilya KMKPPam-00-4 5. Naipakikita ang pagmamahal sa mga kasapi ng
mag-anak, sa nakatatanda sa pamamagitan ng: 5.1 pagsunod nang
maayos sa mga utos/kahilingan 5.2 pagmamano/paghalik 5.3 paggamit
ng magagalang na pagbati/pananalita 5.4 pagsasabi ng mga salitang
may pagmamahal (I love you Papa/Mama) 5.5 pagsasabi ng Hindi ko po
sinasadya , Salamat po, Walang anuman, kung kinakailangan 5.6
pakikinig sa mungkahi ng mga magulang at iba pang kaanak
KMKPPam-00-5 6. Naikukuwento ang mga ginagawa ng pamilya nang
sama-sama KMKPPam-00-6 7. Natutukoy ang mga pangangailangan ng
pamilya at kung paano nila ito natutugunan KMKPPam-00-7
22. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 19 of 36 KAUGNAY NA BATAYAN
PAMANTAYAN PALATANDAANG KASANAYAN CODE LEARNING MATERIALS NILALAMAN
PAGGANAP Ang bata ay nagkakaroon ng pag-unawa sa Ang bata ay
nakapagpapamalas ng... 1. Natutukoy na ang bawat isa ay may
karapatang matuto/makapag- aral/pumasok sa paaralan KMKPAra-00-1 2.
Nakikilala ang mga tauhan ng paaralan at ang tungkulin nilang
ginagampanan KMKPAra-00-2 3. Nakapagkukuwento ng mga ginagawa sa
paaralan KMKPAra-00-3 4. Nailalarawan ang mga karanasan ng may
kinalaman sa pagtutulungan ng pamilya at paaralan KMKPAra-00-4 1.
Natutukoy na ang bawat pamilya ay nabibilang sa isang komunidad at
ang paaralan ay isang mahalagang bahagi ng komunidad KMKPKom-00-1
2. Nakikilala ang mga taong nakakasalamuha sa komunidad at ang
naibabahagi nilang paglilingkod KMKPKom-00-2 3. Nailalarawan ang
ibat-ibang lugar sa komunidad at ang tulong nitong dulot
KMKPKom-00-3 4. Napananatiling malinis ang kapaligiran 4.1
pagtulong sa mga simpleng gawain 4.2 tulad ng pagwawalis ng bakuran
4.3 pagtapon ng basura sa tamang lalagyan KMKPKom-00-4 5.
Naipakikita ang pagtulong at pangangalaga sa kapaligiran 5.1
pagdidilig ng mga halaman 5.2 pag-alis ng mga damo at kalat 5.3
pag-iwas sa pagsira ng halaman 5.4 pag-aalaga sa hayop pagbunot
KMKPKom-00-5
23. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 20 of 36 KAUGNAY NA BATAYAN
PAMANTAYAN PALATANDAANG KASANAYAN CODE LEARNING MATERIALS NILALAMAN
PAGGANAP Ang bata ay nagkakaroon ng pag-unawa sa Ang bata ay
nakapagpapamalas ng... 6. Naikukuwento ang mga naging karanasan
bilang kasapi ng komunidad KMKPKom-00-6 7. Natutukoy ang iba't
ibang paraan ng paglalakbay at uri ng mga sasakyan
KMKPKom-00-7
24. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 21 of 36 E. LANGUAGE, LITERACY
AND COMMUNICATION (LL) SUB-DOMAIN STANDARDS LEARNING COMPETENCIES
CODE LEARNING MATERIALS CONTENT PERFORMANCE The child demonstrates
understanding of... The child shall be able to... Auditory
Perception and Discrimination (APD) how to discriminate the
different sounds in the environment actively listens to the sounds
around him/her and is attentive enough to make judgements and
respond accordingly as maybe necessary 1. Identify familiar sounds
in the environment LLKAPD-Ie-1 2. Tell who/what is producing the
sound LLKAPD-Ie-2 3. Identify the direction where the sound is
coming from LLKAPD-Ie-3 4. Tell if the sound is loud/soft; high/low
LLKAPD-Id-4 5. Differentiate a soft from a loud sound /high from
low LLKAPD-Ie-5 6. Hear discriminately and respond appropriately,
i.e. asked to speak with a different volume LLKAPD-Id-6 Visual
Perception and Discrimination (VPD) similarities and differences of
what he/she can see critically observes and makes sense of things
around him/her 1. Tell which objects/pictures are the same based on
color, shape, size, direction, other details LLKVPD-Id-1 2. Tell
which object is different from a group and explain why LLKVPD-00-2
3. Tell the missing parts in objects/pictures LLKVPD-00-3 4. Tell
which two letters in a group are the same LLKVPD-Ie-4 5. Tell which
two words in a group are the same LLKVPD-Ig-5 6. Identify the
letter that is different in a group LLKVPD-If-6 7. Identify the
word that is different in a group LLKVPD-If-7 8. Identify which
does not belong in a given set of objects, pictures, symbols
(letters, numbers, words) LLKVPD-00-8
25. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 22 of 36 SUB-DOMAIN STANDARDS
LEARNING COMPETENCIES CODE LEARNING MATERIALS CONTENT PERFORMANCE
The child demonstrates understanding of... The child shall be able
to... Oral Language (OL) increasing his/her conversation skills
confidently speaks and expresses his/her feelings and ideas in
words that fit together in thought 1. Use polite greetings and
courteous expressions in appropriate situations 1.1 Good
Morning/Afternoon 1.2 Thank You/Youre Welcome 1.3 Excuse Me/Im
Sorry 1.4 Please./May I.. LLKOL-Ia-1 2. Recite rhymes, poems and
sing simple jingles/songs in the mother tongue, Filipino and/or
English LLKOL-Ia-2 3. Talk about ones personal experiences/narrates
events of the day LLKOL-Ig-3 4. Talk about the details of a picture
LLKOL-Id-4 5. Talk about things using various appropriate
descriptive words LLKOL-00-5 6. Relate ones own stories about the
pictures presented LLKOL-00-6 7. Ask and answer questions (who,
what, where, when, why as maybe appropriate) about stories listened
to LLKOL-00-7 8. Give simple directions LLKOL-00-8 9. Make comments
related to a topic of discussion LLKOL-Ig-9 10. Participate
actively in a dialogue or conversation of familiar topics
LLKOL-00-10 11. Express easily thoughts, feelings, fears, ideas,
wishes and dreams LLKOL-Ie-11 12. Retell a story listened to
LLKOL-Ih-12
26. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 23 of 36 SUB-DOMAIN STANDARDS
LEARNING COMPETENCIES CODE LEARNING MATERIALS CONTENT PERFORMANCE
The child demonstrates understanding of... The child shall be able
to... Phonological Awareness (PA) letter sound to name relations
identify/ pick-out the distinct sounds in words, matches sounds
with letters and hear specific letter sound by listening to
familiar poems and stories, and singing of rhymes and songs 1.
Identify whether or not two words begin with the same sound
LLKPA-Ig-1 2. Identify the sounds of letters orally given
LLKPA-Ic-2 3. Select from 3 words those that begin with the same
sound LLKPA-00-3 4. Identify rhyming words in rhymes, poems,
jingles, songs LLKPA-Ic-4 5. Tell whether a pair or set of words
rhyme LLKPA-Ic-5 6. Give a rhyming word to a given word LLKPA-00-6
7. Identify several words that begin with the same sound as a given
word or name LLKPA-Ig-7 8. Tell the number of syllables in given
words LLKPA-Ig-8 Book and Print Awareness (BPA) book familiarity,
how it is used handles and turns the pages; awareness that there is
a story to read with beginning and an end, written by author(s) and
illustrated by someone take care of books, enjoy listening to
stories repeatedly and may play pretend reading and associates
him/herself with the story 1. Hold the book right side up
LLKBPA-00-1 2. Identify parts of a book (front and back cover, and
its pages) LLKBPA-00-2 3. Point/read the title of the story
LLKBPA-00-3 4. Talk about the pictures on the book cover
LLKBPA-00-4 5. Tell what an author and illustrator does LLKBPA-00-5
6. Flip pages of the book sequentially from the front to the back
LLKBPA-00-6 7. Tell that the left page is looked at/read before the
right page LLKBPA-00-7 8. Point to the first part/beginning of
story LLKBPA-00-8
27. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 24 of 36 SUB-DOMAIN STANDARDS
LEARNING COMPETENCIES CODE LEARNING MATERIALS CONTENT PERFORMANCE
The child demonstrates understanding of... The child shall be able
to... Alphabet Knowledge (AK) letter representation of sounds -
that letters as symbols have names and distinct sounds when letters
are grouped they form words apply the knowledge of the alphabet in
basic pre reading activities (identifying letter names and sounds)
1. Name the letters of their own names LLKAK-Ic-1 2. Notice and be
able to name the beginning letters of their friends' name, family
members and common things they use LLKAK-Ic-2 3. Name the letters
of the alphabet LLKAK-Ih-3 4. Match an upper to its lower case
letter LLKAK-Ih-4 5. Match a letter sound to its letter form
LLKAK-If-5 Handwriting (H) representations of spoken words through
writing comfortably use pencil to write upper and lower case
letters, including his/her name with proper strokes 1. Hold a
pencil with a tripod grasp LLKH-00-1 2. Trace, copy draw
recognizable figures LLKH-00-2 3. Trace, copy, write the letters of
the alphabet LLKH-00-3 3.1 straight lines LLKH-00-3.1 3.2
combination of straight and slanting lines LLKH-00-3.2 3.3
combination of straight and curved lines LLKH-00-3.3 3.4 rounded
strokes with loops LLKH-00-3.4 4. Write the lower case for each
upper case letter LLKH-00-4 5. Write ones own name LLKH-00-5
Vocabulary Development (V) acquiring new words/ widening his/her
vocabulary links to his/her experiences actively engage in
meaningful conversation with peers and adults using varied spoken
vocabulary 1. Name common objects/things in the environment (in
school, home and community) LLKV-00-1
28. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 25 of 36 SUB-DOMAIN STANDARDS
LEARNING COMPETENCIES CODE LEARNING MATERIALS CONTENT PERFORMANCE
The child demonstrates understanding of... The child shall be able
to... 2. Describe common objects/things in the environment based on
: 2.1 color 2.2 shape 2.3 size 2.4 function LLKV-00-2 3. Recall and
enumerate words from story listened to LLKV-00-3 4. Give the
meaning of words in stories listened to LLKV-00-4 5. Give the name
of objects whose names begin with a particular letter of the
alphabet LLKV-00-5 6. Give the names of family members, school
personnel and community helpers, including the role they play/ jobs
they do/things they use LLKV-00-6 7. Give the synonyms and antonyms
of given words LLKV-00-7 Listening Comprehension (LC) information
received by listening to stories and be able to relate within the
context of their own experience listen attentively to respond or
interact with peers and teacher/adult appropriately 1. Listen
attentively to stories LLKLC-00-1 2. Recall details of the story
LLKLC-00-2 2.1 the characters LLKLC-Ig-2.1 2.2 when and where the
story happened LLKLC-00-2.2 2.3 the events in the story
LLKLC-Ih-2.3 3. Talk about the characters and events in books
LLKLC-Ih-3 4. Relate events in stories to personal experiences
LLKLC-Ig-4 5. Retell a story listened to, with the help of pictures
stating the setting, characters and important events
LLKLC-00-5
29. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 26 of 36 SUB-DOMAIN STANDARDS
LEARNING COMPETENCIES CODE LEARNING MATERIALS CONTENT PERFORMANCE
The child demonstrates understanding of... The child shall be able
to... 6. Tell the event that happened 1st , next, last LLKLC-Ih-6
7. Give the correct sequence of three events in a story orally
and/or through drawing LLKLC-00-7 8. Infer character feelings and
traits in a story read LLKLC-Ig-8 9. Identify cause and/or effect
of events in a story read LLKLC-00-9 10. Predict what might happen
next in the story heard LLKLC-00-10
30. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 27 of 36 F. Mathematics (M)
SUB-DOMAIN STANDARDS LEARNING COMPETENCIES CODE LEARNING MATERIALS
CONTENT PERFORMANCE The child demonstrates understanding of... The
child shall be able to... Sorting and Classifying (SC) sequencing,
grouping and relationships describe the characteristics of objects
and/or pictures and sensibly organize them by grouping or
sequencing 1. Recognize simple shapes in the environment MKSC-00-1
2. Identify two-dimensional shapes: 2.1 square 2.2 circle 2.3
triangle 2.4 rectangle MKSC-00-2 3. Identify three dimensional
shapes: 3.1 sphere 3.2 cube 3.3 cylinder MKSC-00-3 4. Describe
objects according to 4.1 shape 4.2 size 4.3 its use/function
MKSC-00-4 5. Group objects that are alike MKSC-00-5 6. Sort and
classify objects by more than one factor (such as shape and color,
or size and shape, etc) MKSC-00-6 7. Compare objects 7.1 small,
smaller 7.2 big, bigger 7.3 long, longer, 7.4 wide, wider 7.4 high,
higher 7.5 heavier, lighter, etc MKSC-00-7 8. Copy, make and
continue patterns MKSC-00-8 Counting (C) counting which moves
through a sequence that uses one and only one number name for each
number counted count and identify the numerals up to 10 at all
times in the context of their daily experiences either at home or
in school all 1. Count forward and backward from memory up to 10
MKC-00-1 2. Recognize and identify numeral 0 to 10 MKC-00-2 3. Read
and write numeral 0 to 10 MKC-00-3 4. Match numerals to a set of
concrete objects from 0 to 10 MKC-00-4
31. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 28 of 36 SUB-DOMAIN STANDARDS
LEARNING COMPETENCIES CODE LEARNING MATERIALS CONTENT PERFORMANCE
The child demonstrates understanding of... The child shall be able
to... 5. Identify the number that comes before, after or in-between
MKC-00-5 6. Arrange three numbers from least to greatest/ greatest
to least MKC-00-6 7. Count and tell how many objects there are in a
given set MKC-00-7 8. Compare two groups of objects to decide which
is more or less, or if they are equal MKC-00-8 9. Identify sets
with one more or one less element MKC-00-9 10. Tell the number of
days in a week MKC-00-10 11. Identify ordinal positions through
10th MKC-00-11 Number and Algebraic Thinking (AT) the sense of
quantity and numeral relations, that addition results in increase
and subtraction results in decrease perform simple addition and
subtraction up to 10 objects or pictures/drawings 1. Match
objects/pictures using one-to- one correspondence MKAT-00-1 2.
Recognize and identify coins and bills up to PhP20 (pesos and
centavos) MKAT-00-2 3. Recognize the words put together, add to.
and in all, that indicate the act of adding whole numbers MKAT-00-3
4. Recognizes the words take away, less. and are left, that
indicate the act of subtracting whole numbers MKAT-00-4 5.
Represent the concept of addition by combining elements of two sets
using concrete objects MKAT-00-5 6. Represent the concept of
subtraction by crossing out/taking away element from a set using
concrete objects MKAT-00-6 7. Use manipulative to explore the
concept of addition and subtraction with sums and differences
between 0 and 10 MKAT-00-7 8. Add quantities up to 10 using
concrete objects MKAT-00-8
32. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 29 of 36 SUB-DOMAIN STANDARDS
LEARNING COMPETENCIES CODE LEARNING MATERIALS CONTENT PERFORMANCE
The child demonstrates understanding of... The child shall be able
to... 9. Subtract quantities up to 10 using concrete objects
MKAT-00-9 10. Use concrete objects to determine answers to addition
and subtraction problems listened to MKAT-00-10 11. Solve number
stories read by the teacher involving addition and subtraction up
to quantities of 10 MKAT-00-11 12. Match addition and subtraction
expressions with concrete representations MKAT-00-12 13. Write
addition and subtraction expressions and equation with concrete
representations MKAT-00-13 14. Recognize situations that require
addition and subtraction MKAT-00-14 15. Group and count sets of
equal quantity using concrete objects up to 10 (beginning
multiplication) MKAT-00-15 16. Separate objects into groups of
equal quantity using concrete objects up to 10 (beginning division)
MKAT-00-16 17. Recognize that a whole can be divided into parts and
that parts, as half and/or fourth with the right equal parts can
comprise a whole MKAT-00-17 18. Represent a half and a fourth by
dividing a whole object into 2 and 4 equal parts, respectively
MKAT-00-18 Measurement (ME) concepts of size, length, weight and
time use arbitrary measuring tools/means to determine size, length,
weight of things around him/her, including his/her own schedule 1.
Use non-standard measuring tools such as feet, hand, piece of
string, etc. to measure 1.1 size 1.2 length 1.3 capacity 1.4 mass
MKME-00-1
33. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 30 of 36 SUB-DOMAIN STANDARDS
LEARNING COMPETENCIES CODE LEARNING MATERIALS CONTENT PERFORMANCE
The child demonstrates understanding of... The child shall be able
to... 2. Compare objects based on their size, length, weight, mass
2.1 big/little 2.2 longer/shorter 2.3 heavier/lighter MKME-00-2 3.
Tell the time of day when activities are being done, E.g. morning,
afternoon, night time MKME-00-3 4. Compare time intervals by
determining which activities take a longer or shorter time
MKME-00-4 Data Analysis and Probability (AP) organizing and
interpreting data make sense of information available 1. Collect
data on one variable (e.g. sex or boys and girls) through
observation and asking a question MKAP-00-1 2. Organize data into
pictographs MKAP-00-2 3. Interpret pictographs MKAP-00-3 4. Draws
inferences based on data presented MKAP-00-4 5. Tell possible
outcomes of a given event, E.g. weather could be sunny, cloudy,
rainy or stormy; passing and failing; winning or losing
MKAP-00-5
34. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 31 of 36 G. UNDERSTANDING THE
PHYSICAL AND NATURAL ENVIRONMENT (PNE) SUB-DOMAIN STANDARDS
LEARNING COMPETENCIES CODE LEARNING MATERIALS CONTENT PERFORMANCE
The child demonstrates understanding of... The child shall be able
to... Life Science: Body and the Senses (BS) concepts pertaining to
living and non-living things and the environment talk about taking
care of himself and the environment and all that is in there, and
begins to be conscious of solving problems encountered within the
context of everyday living 1. Identify ones body parts PNEKBS-Id-1
2. Tell the function of each body part PNEKBS-Id-2 3. Demonstrate
movements using different body parts PNEKBS-Ic-3 4. Name the five
sense organs and their corresponding sense PNEKBS-Ic-4 5. Use the
senses to observe the environment PNEKBS-Ic-5 6. Use the sense in
classifying objects E.g. texture soft/hard, smooth/rough; taste
salty, sweet, sour PNEKBS-Id-6 7. Describe how one grows and
changes PNEKBS-Ij-7 8. Identify ones needs and ways to care for
ones body PNEKBS-Ii-8 Physical Science: Properties and Change,
Forces and Motion (PP) physical properties of objects, and
positions and movement of objects and organisms work with objects
and materials safely and appropriately 1. Classify objects
according to observable properties like size, color, shape, texture
and weight) PNEKPP-00-1 2. Demonstrate understanding that objects
are made from one or more material like metal, plastic, wood, paper
PNEKPP-00-2 3. Communicate transformations observed, like solid ice
becomes liquid, corn kernel becomes pop corn PNEKPP-00-3 4.
Explores how objects can be moved like pushing, pulling, rising,
sinking, blowing PNEKPP-00-4 5. Describe movement of objects and
organisms like, straight, round and round, back and forth, fast and
slow PNEKPP-00-5
35. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 32 of 36 SUB-DOMAIN STANDARDS
LEARNING COMPETENCIES CODE LEARNING MATERIALS CONTENT PERFORMANCE
The child demonstrates understanding of... The child shall be able
to... 6. Use objects and materials correctly PNEKPP-00-6 Life
Science: Animals (A) scientific knowledge about animals communicate
about scientific concepts about animals and how they benefit us 1.
Name animals PNEKA-Ie-1 2. Describe and differentiate animals based
on their characteristics 2.1 how they look/body 2.2 covering/parts
2.3 how they move 2.4 sounds they make 2.5 what they eat 2.6 where
they live PNEKA-IIIh-2 3. Examine observable characteristics of
animals using their multisensory abilities PNEKA-IIIi-3 4. Group
animals according to certain characteristics PNEKA-IIIi-4 5.
Identify the needs of animals and ways to care for them PNEKA-III
g-5 6. Describe how animals grow and change PNEKA-III g-6 7.
Identify and describe how animals can be useful PNEKA-III g-7 Life
Science: Plants (P) scientific knowledge about plants communicate
scientific concepts about plants, their uses and care for them 1.
Examine observable characteristics of plants using their
multisensory abilities PNEKP-IIb-1 2. Identify and describe plants
PNEKP-IIb-2 3. Identify needs of plants and ways to care for plants
PNEKP-IIb-3 4. Identify and describe ways plants can be useful
PNEKP-IIIf-4
36. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 33 of 36 SUB-DOMAIN STANDARDS
LEARNING COMPETENCIES CODE LEARNING MATERIALS CONTENT PERFORMANCE
The child demonstrates understanding of... The child shall be able
to... Earth Science: Environment and the Weather (E) scientific
knowledge about the Earths environment and weather talk about the
environment, different types of weather that occur every day
throughout the year, care for and adapt to the environment 1. Tell
and describe the different kinds of weather 1.1 sunny 1.2 rainy 1.3
cloudy 1.4 stormy 1.5 windy PNEKE-00-1 2. Observe and record the
weather daily (as part of the opening routine) PNEKE-00-1 3.
Identify what we wear and use for each kind of weather PNEKE-00-2
4. Observe sunrise and sunset to tell the time of the day (morning,
noontime, evening) PNEKE-00-3 5. Identify ways of taking care of
the environment PNEKE-00-4 6. Explore first hand a variety of cause
and effect relationships PNEKE-00-5
37. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 34 of 36 CODE BOOK LEGEND
Sample: MKC-00-8 LEGEND SAMPLE First Entry Learning Area and
Strand/ Subject or Specialization Mathematics MK Grade Level
Kindergarten Uppercase Letter/s Domain/Content/ Component/ Topic
Counting C - Roman Numeral *Zero if no specific quarter Quarter No
Specific Quarter 0 Lowercase Letter/s * Zero if no specific quarter
*Put a hyphen (-) in between letters to indicate more than a
specific week Week No Specific Week 0 - Arabic Number Competency
Compare two groups of objects to decide which is more or less, or
if they are equal 8
38. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 35 of 36 CODE BOOK LEGEND
DOMAIN/ SUB-DOMAIN/ COMPONENT CODE DOMAIN/ SUB-DOMAIN/ COMPONENT
CODE Kagandahang Asal KA Mathematics M Paggalang sa Sarili PS
Sorting and Classifying SC Kalusugang Pisikal at Pagpapaunlad ng
Kakayahang Motor KP Counting C Kaangkupang Pisikal/ Physical
Fitness PF Number and Algebraic Thinking AT Kasanayang Gross Motor
GM Measurement ME Kasanayang Fine Motor FM Data Analysis and
Probability AP Pangangalaga sa Sariling Kalusugan at Kaligtasan PKK
Understand Physical and Natural Environment PNE Pagpapaunlad sa
Kakayahang Sosyo-Emosyunal SE Life Science: Body and Senses BS
Pagkilala ng Sarili at Pagpapahayag ng Sariling Emosyon PSE
Physical Science: Properties and Change, Forces and Motion PP
Pag-unawa sa Emosyon ng Iba EI Life Science: Animals A
Pakikipag-ugnayan sa Kapwa at Nakatatanda PKN Life Science: Plants
P Pagpapahalaga sa Pagkakaiba PP Earth Science: Environment and the
Weather E Pagpapaunlad sa Kakayahang Makipamuhay KM Pakikisalamuha
sa iba bilang kasapi ng pamilya PPam paaralan PAra komunidad PKom
Language, Literacy and Communication LL Auditory Perception and
Discrimination APD Visual Perception and Discrimination VPD Oral
Language OL Phonological Awareness PA Book and Print Awareness BPA
Alphabet Knowledge AK Handwriting H Vocabulary Development V
Listening Comprehension LC
39. K to 12 BASIC EDUCATION CURRICULUM K to 12 Kindergarten
Curriculum Guide December 2013 Page 36 of 36
40. Republic of the Philippines Department of Education DepEd
Complex, Meralco Avenue Pasig City December 2013 K to 12 Curriculum
Guide MOTHER TONGUE (Grade 1 to Grade 10)
41. K to 12 BASIC EDUCATION CURRICULUM K to 12 Mother Tongue
Curriculum Guide December 2013 Page 2 of 154 MTBMLE CURRICULUM
FRAMEWORK Introduction Mother Tongue Based Multilingual Education
(MTB-MLE) is the governments 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
learners mother tongue and additional languages are used in the
classroom. Learners begin their education in the language they
understand best - their mother tongue - and develop a strong
foundation in their mother language before adding additional
languages. Research stresses the fact that children with a solid
foundation in their mother tongue develop stronger literacy
abilities in the school language. Their knowledge and skills
transfer across languages. This bridge enables the learners to use
both or all their languages for success in school and for lifelong
learning. In terms of cognitive development, the school activities
will engage learners to move well beyond th basic wh-questions to
cover all higher order thinking skills in L1 which they can
transfer to the other languages once enough Filipino or English has
been acquired to use these skills in thinking and articulating
thoughts. With the nd goal of making Filipino children lifelong
learners in their Li (MT), L2 (Filipino, the national language),
and L3 (English, the global language) the learners are more thatn
prepared to develop the competencies in the different learning
areas. This will serve as their passport to enter and achieve well
in the mainstream educational system and in the end, contribute
productively to their community and to the larger society as well
as Multilingual, Multiliterate, and Multi-Cultural Citizens of the
country. For the effective implementation of the MTB-MLE, it is
suggested that the two-track method be used, that is the primer
track to focus on accuracy and the story track to focus on meaning.
Learning via the two-track method to gain proficiency in leteracy
as well as comprehend academic content and gain curriculum mastery,
creative and critical thinking skills for decisive decision-making.
MTBMLE provides: Literacy. We only learn to read once. Learning to
read in the L1 develops skills that transfer to reading any other
languages. Comprehension in reading other languages only occurs
after oral proficiency has developed such that vocabulary of the
written L2 text is already part of the learners spoken vocabulary.
Prior knowledge. Engaging learners in a discussion of what is
already familiar to them using the home language and culture
enables better learning of the curriculum through integration and
application of that knowledge into current knowledge schemes.
Cognitive development and higher order thinking skills (HOTS).
Using the learners mother tongue provides a strong foundation by
developing cognitive skills and comprehension of the academic
content from day one. The knowledge, skills, attitudes, and values
gained through the mother tongue better support learning of other
languages and learning through other languages later. o As learners
articulate their thoughts and expand ideas, both language and
critical thinking are strengthened. MTBMLE cultivates critical
thinking through talking about ideas in the familiar language. When
teaching only in the L2, critical thinking is postponed until L2 is
sufficiently developed to support such analysis.
42. K to 12 BASIC EDUCATION CURRICULUM K to 12 Mother Tongue
Curriculum Guide December 2013 Page 3 of 154 Strong Bridge. MTBMLE
provides a good bridge to listening, speaking, reading, and writing
the L2s (L2, L3) of the classroom using sound educational
principles for building fluency and confidence in using the other
languages for lifelong learning. Reading in the L2 is only
introduced after basic L1 reading fluency and L2 oral proficiency
are developed. Comprehension in reading the L2 occurs after the
development of that spoken L2. Once sufficient oral and written
proficiency in the L2 are developed, a gradual transition to using
the L2 as medium of instruction can progress without the L1
support. Scaffolding. In L2 teaching, the L1 is used to support
learning when the L2 is not sufficiently developed to be used
alone. The L1 is used for expression and the teacher facilitates
the development of the L2 to enable learners to adequately express
ideas in the L2. In this way, the L1 strengthens the learning of
the L2 by supporting the L2 development for communication. Teaching
for meaning and accuracy. Decoding text requires accuracy, while
comprehending texts requires decoding skills within a meaningful
context. Both meaning and accuracy are important, but in classrooms
that teach only L2 , there is often primary focus on accuracy until
the L2 is sufficiently learned. This delays actual meaningful
learning until the L2 can support that learning. Confidence
building and proficiency development for two or more languages
along the following macro-skills ( listening, speaking, reading,
writing, and viewing ) for both meaning and accuracy .
43. K to 12 BASIC EDUCATION CURRICULUM K to 12 Mother Tongue
Curriculum Guide December 2013 Page 4 of 154
44. K to 12 BASIC EDUCATION CURRICULUM K to 12 Mother Tongue
Curriculum Guide December 2013 Page 5 of 154 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.
45. K to 12 BASIC EDUCATION CURRICULUM K to 12 Mother Tongue
Curriculum Guide December 2013 Page 6 of 154 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.
46. K to 12 BASIC EDUCATION CURRICULUM K to 12 Mother Tongue
Curriculum Guide December 2013 Page 7 of 154 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 Blooms 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
47. K to 12 BASIC EDUCATION CURRICULUM K to 12 Mother Tongue
Curriculum Guide December 2013 Page 8 of 154 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.
48. K to 12 BASIC EDUCATION CURRICULUM K to 12 Mother Tongue
Curriculum Guide December 2013 Page 9 of 154 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.
49. K to 12 BASIC EDUCATION CURRICULUM K to 12 Mother Tongue
Curriculum Guide December 2013 Page 10 of 154 LEARNING AREA
STANDARD : KEY STAGE STANDARD: K 3 By the end of grade III,
students will enjoy communicating in their first language on
familiar topics for a variety of purposes and audiences using basic
vocabulary, and phrases; read L1 texts with understanding, and
create their own stories and texts in their L1. GRADE LEVEL
STANDARDS: Grade Level Grade Level Standards K The learner
demonstrates skills and strategies in phonemic awareness, alphabet
knowledge, sound-letter correspondences, decoding, vocabulary and
comprehension as they enjoy listening and responding to a variety
of texts in their Mother Tongue. Grade 1 The learner demonstrates
basic communication skills in talking about familiar topics using
simple words and both verbal and non-verbal cues to understand
spoken language, shows understanding of basic vocabulary and
language structures, reading process, writing system and
appreciates aspects of ones 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 ones cultural
heritage
50. K to 12 BASIC EDUCATION CURRICULUM K to 12 Mother Tongue
Curriculum Guide December 2013 Page 11 of 154 GRADE 1 GRADE LEVEL
STANDARD The learner demonstrates knowledge and skills in listening
and communicating about familiar topics, uses basic vocabulary,
reads and writes independently in meaningful contexts, appreciates
his/her culture. Domain Content Standard Performance Standard The
learner The learner Oral Language manifests beginning oral language
skills to communicate in different contexts. uses beginning oral
language skills to communicate personal experiences, ideas, and
feelings in different contexts. Phonological Skills demonstrates
understanding that words are made up of sounds and syllables. uses
knowledge of phonological skills to discriminate and manipulate
sound patterns. Book and Print Knowledge demonstrates understanding
of the basic features of a book and how print works, as a
prerequisite for reading. demonstrates knowledge and understanding
of the organization and basic features of print. Phonics and Word
Recognition demonstrates knowledge of the alphabet and decoding to
read, write and spell words correctly. applies grade level phonics
and word analysis skills in reading, writing and spelling words.
Fluency demonstrates the ability to read grade one level text with
sufficient accuracy, speed, and expression to support
comprehension. reads with sufficient speed, accuracy, and proper
expression in reading grade level text. Composing demonstrates the
ability to formulate ideas into sentences or longer texts using
developmental and conventional spelling. uses basic knowledge and
skills to write clear,coherent sentences, and simple paragraphs
based on a variety of stimulus materials. Grammar Awareness
demonstrates awareness of language grammar and usage when speaking
and/or writing. speaks and/or writes correctly for different
purposes using the basic grammar of the language. Vocabulary and
Concept Development demonstrates developing knowledge and use of
appropriate grade level vocabulary and concepts. uses developing
vocabulary in both oral and written form. Listening Comprehension
demonstrates understanding of grade level narrative and
informational text. comprehends and appreciates grade level
narrative and informational texts Reading Comprehension
demonstrates understanding of grade level narrative and
informational texts. uses literary and narrative texts to develop
comprehension and appreciation of grade level appropriate reading
materials. Attitude Towards Reading demonstrates positive attitudes
towards language, literacy and literature. values reading and
writing as communicative activities. Study Skills demonstrates
basic knowledge and skills to listen, read, and write for specific
purposes. listens, reads, and writes for specific purpose.
51. K to 12 BASIC EDUCATION CURRICULUM K to 12 Mother Tongue
Curriculum Guide December 2013 Page 12 of 154 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 ones personal experiences (family, pet,
favorite food) MT1BPK- Ia-c-1.1 Use the terms referring to
conventions of print: - front and back cover - beginning, ending,
title page - author and illustrator MT1F-Ic- IVa-i-1.1 Read Grade 1
level words, phrases and sentences with appropriate speed and
accuracy. MT1GA-Ia- e-1.1 Use appropriate expressions orally to
introduce: a. Oneself b. Family c. Friends d. Others MT1VCD-
Ia-i-1.1 Use vocabulary referring to: - People (Self, Family,
Friends) - Animals - Objects - Musical Instruments - Environment
MT1ATR- Ia-i-2.1 Browse books read to them. Q1, Week 2 (b) Theme:
My Family and I: Likes and Dislikes Genre: Poem MT1OL-Ia- i-1.1
Talk about oneself and ones 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.
52. K to 12 BASIC EDUCATION CURRICULUM K to 12 Mother Tongue
Curriculum Guide December 2013 Page 13 of 154 Quarter/ Week/ Theme
Oral Language (OL) Phono logical Skills (PA) Book and Print
Knowledge (BPK) Phonics and Word Recognition (PWR) Fluency (F)
Composing (C) Grammar Awareness (GA) Vocabulary and Concept Develop
ment (VCD) Listening Compre hension (LC) Reading Compre hension
(RC) Attitude Towards Reading (ATR) Study Skills (SS) Q1, Week 2
(b) Theme: My Family and I: Likes and Dislikes Genre: Poem
MT1OL-Ib- c-3.1 Use common expressions and polite greetings.
MT1OL-Ib- i-2.1 Tell whether a given pair of word rhyme. MT1PWR-
Ib-i-2.1 Identify upper and lower case letters. MT1VCD- Ib-i-2.1
Give meanings of words through: a. realia b. picture clues c.
actions or gestures MT1ATR- Ia-j-2.1 Browse books read to them.
MT1Ol-b-i- 4.1 Recite and sing in groups familiar rhymes and songs.
MT1PWR- Ib-i-3.1 Write the upper and lower case letters legibly,
observing proper sequence of strokes. MT1ATR- Ib-i-3.1 Request more
stories to be read to them. MT1PWR- Ib-i-1.2 Give the beginning
letter/sound of the name of each picture. MT1PWR- Ib-i-4.1 Match
words with pictures and objects.
53. K to 12 BASIC EDUCATION CURRICULUM K to 12 Mother Tongue
Curriculum Guide December 2013 Page 14 of 154 Quarter/ Week/ Theme
Oral Language (OL) Phono logical Skills (PA) Book and Print
Knowledge (BPK) Phonics and Word Recognition (PWR) Fluency (F)
Composing (C) Grammar Awareness (GA) Vocabulary and Concept Develop
ment (VCD) Listening Compre hension (LC) Reading Compre hension
(RC) Attitude Towards Reading (ATR) Study Skills (SS) Q1, Week 3
(c) Theme: My Family and I: Likes and Dislikes Genre: Poem
MT1OL-Ia- j-1.1 Talk about oneself and ones 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.
54. K to 12 BASIC EDUCATION CURRICULUM K to 12 Mother Tongue
Curriculum Guide December 2013 Page 15 of 154 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.
55. K to 12 BASIC EDUCATION CURRICULUM K to 12 Mother Tongue
Curriculum Guide December 2013 Page 16 of 154 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 ones 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.
56. K to 12 BASIC EDUCATION CURRICULUM K to 12 Mother Tongue
Curriculum Guide December 2013 Page 17 of 154 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.
57. K to 12 BASIC EDUCATION CURRICULUM K to 12 Mother Tongue
Curriculum Guide December 2013 Page 18 of 154 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 ones 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.