1. CompilationbyBen:r_borres@yahoo.com ThisisFree! COMPILATION CURRICULUMGUIDEFOR KTO12EDUCATIONSYSTEM INTHEPHILIPPINES (S.Y.2014)

2. CompilationbyBen:r_borres@yahoo.com 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:r_borres@yahoo.com 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.