final mother tongue grades 1-3

8/10/2019 Final Mother Tongue Grades 1-3

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K to 12 BASIC EDUCATION CURRICULUM

K to 12 Mother Tongue Curriculum Guide December 2013 Page 2 of 154

MTBMLE CURRICULUM FRAMEWORK

Introduction

Mother TongueBased 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.


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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 .


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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 respondcreatively

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 ofwords

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.


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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). EducationalPsychology. 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 willbetter facilitate mastery of the curriculum content.

Nowhere is the role of prior knowledge more important than in second language educational contexts. Students who can accesstheir 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 thesecond 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 Doesand Does NotSay. 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.


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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 SkillsWhen 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, an d evaluate what they have learned to create new

knowledge. CF Blooms Revised Taxonomy.

RememberRepeat

what we

hear orread

UnderstandExplain

what we

hear orread

ApplyUse

what we

hear orread

AnalyzeExamine

what we

learn todiscover patterns

EvaluateAssess

What we

Hear orRead

CreateUse 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 useit 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
http://www.learning-theories.com/discovery-learning-bruner.htmlhttp://www.learning-theories.com/discovery-learning-bruner.htmlhttp://www.learning-theories.com/discovery-learning-bruner.htmlhttp://www.learning-theories.com/discovery-learning-bruner.htmlhttp://www.learning-theories.com/discovery-learning-bruner.html


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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 thecommand 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 ourability 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 supportsthat 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. Itis 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, 3rded., Oxford University Press, 2006.


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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

8.2The classroom environmentChildren 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 thatFilipino 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 speakingwill 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.


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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 andaudiences 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

KThe 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 languagestructures, 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 ora l, 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


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GRADE 1

GRADE LEVEL STANDARDThe 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 Languagemanifests beginning oral language skills to communicate in differentcontexts.

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 pr int

works, as a prerequisite for reading.

demonstrates knowledge and understanding of the organization and basic

features of print.

Phonics andWord

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.

Fluencydemonstrates the ability to read grade one level text with sufficientaccuracy, speed, and expression to support comprehension.

reads with sufficient speed, accuracy, and proper expression in readinggrade level text.

Composing demonstrates the ability to formulate ideas into sentences or longer textsusing developmental and conventional spelling.

uses basic knowledge and skills to write clear,coherent sentences, andsimple paragraphs based on a variety of stimulus materials.

GrammarAwareness

demonstrates awareness of language grammar and usage when speakingand/or writing.

speaks and/or writes correctly for different purposes using the basicgrammar of the language.

Vocabulary andConcept

Development

demonstrates developing knowledge and use of appropriate grade levelvocabulary 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

TowardsReading

demonstrates positive attitudes towards language, literacy and literature. values reading and writing as communicative activities.

Study Skillsdemonstrates basic knowledge and skills to listen, read, and write for

specific purposes.listens, reads, and writes for specific purpose.


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FIRST QUARTER

Quarter/Week/Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)

Vocabularyand Concept

Development (VCD)

ListeningComprehension

(LC)

ReadingComprehension

(RC)

AttitudeTowardsReading

(ATR)

Study Skills(SS)

Quarter I Knowing Myself and My Family

Q1,

Week 1(a)

Theme:My

Familyand I:

Likes andDislikesGenre:Poem

MT1OL-Ia-i-1.1Talk about

oneself andonespersonalexperiences(family, pet,favorite

food)

MT1BPK-Ia-c-1.1Use the

termsreferring toconventionsof print:- front andback cover

- beginning,ending, titlepage- author and

illustrator

MT1F-Ic-IVa-i-1.1Read Grade

1 levelwords,phrases andsentenceswithappropriate

speed andaccuracy.

MT1GA-Ia-e-1.1Use

appropriateexpressionsorally tointroduce:a. Oneselfb. Family

c. Friendsd. Others

MT1VCD-Ia-i-1.1Use

vocabularyreferring to:- People(Self,Family,Friends)

- Animals- Objects- MusicalInstruments

-Environment

MT1ATR-Ia-i-2.1Browse

books readto them.

Q1,Week 2

(b)Theme:

MyFamilyand I:


MT1OL-Ia-i-1.1Talk aboutoneself andones

personalexperiences(family, pet,favoritefood)

MT1OL-Ib-i-1.1Identifyrhymingwords in

nurseryrhymes,songs,jingles,poems, andchants.

MT1BPK-Ia-c-1.1Use thetermsreferring to

conventionsof print:- front andback cover- beginning,ending, title

page

- author andillustrator

MT1PWR-Ib-i-1.1Give thename andsound of

each letter

MT1F-Ic-IVa-i-1.1Read Grade1 levelwords,

phrases andsentenceswithappropriatespeed andaccuracy.

MT1C-Ib-f-1.1Expressideasthrough a

variety ofsymbols(e.g.drawingsandinvented

spelling)

MT1VCD-Ia-i-1.1Usevocabularyreferring to:

- People(Self,Family,Friends)- Animals- Objects

- Musical

Instruments-

Environment

MT1LC-Ib-1.1Noteimportantdetails in

grade levelnarrativetextslistened to:1. character2. setting

3. events

MT1ATR-Ib-i-1.1Listenattentivelyand react

positivelyduring storyreading.


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Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q1,

Week 2(b)

Theme:My

Familyand I:


MT1OL-Ib-c-3.1

Usecommon

expressionsand polite

greetings.

MT1OL-Ib-i-2.1

Tell whethera given pair

of wordrhyme.

MT1PWR-Ib-i-2.1

Identifyupper and

lower caseletters.

MT1VCD-Ib-i-2.1

Givemeanings of

wordsthrough:

a. realiab. picturecluesc. actionsor gestures

MT1ATR-Ia-j-2.1

Browsebooks read

to them.

MT1Ol-b-i-4.1

Recite andsing ingroupsfamiliar

rhymes andsongs.

MT1PWR-Ib-i-3.1

Write theupper andlower caseletters

legibly,observingpropersequence ofstrokes.

MT1ATR-Ib-i-3.1

Requestmore storiesto be readto them.

MT1PWR-Ib-i-1.2

Give thebeginningletter/soundof the name

of eachpicture.

MT1PWR-

Ib-i-4.1Matchwords with

pictures andobjects.


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Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q1,Week 3

(c)Theme:

My

Familyand I:

Likes andDislikesGenre:

Poem

MT1OL-Ia-j-1.1

Talk aboutoneself and

onespersonal

experiences(family, pet,favoritefood)

MT1OL-Ib-i-1.1

Identifyrhyming

words innursery

rhymes,songs,jingles,poems, andchants.

MT1BPK-Ia-c-1.1

Use theterms

referring toconventions

of print:- front andback cover- beginning,ending, title

page- author andillustrator

MT1PWR-Ib-i-1.1

Give thename and

sound ofeach letter

MT1F-Ic-IVa-i-1.1

Read Grade1 level

words,phrases and

sentenceswithappropriatespeed andaccuracy.

MT1C-Ib-f-1.1

Expressideas

through avariety of

symbols(e.g.drawingsandinvented

spelling)

MT1GA-Ia-e-1.1

Useappropriate

expressionsorally to

introduce:a. Oneselfb. Familyc. Friendsd. Others

MT1VCD-Ia-i-1.1

Usevocabulary

referring to:- People

(Self,Family,Friends)- Animals- Objects

- MusicalInstruments-Environment

MT1LC-Ic-d-2.1

Give thecorrect

sequence ofthree events

in a storylistened to.

MT1ATR-Ia-i-2.1

Browsebooks read

to them.

MT1SS-Ic-f-1.1

Followsimple one

to three-step oral

directions.

MT1OL-Ib-c-3.1

Usecommonexpressionsand politegreetings.

MT1OL-Ib-i-2.1

Tell whethera given pairof wordrhyme.

MT1PWR-Ib-i-2.1

Identifyupper andlower caseletters.

MT1VCD-Ib-i-2.1

Givemeanings ofwordsthrough:a. realia

b. pictureclues

c. actionsor gestures

MT1ATR-Ib-i-3.1



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Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q1,Week 3

(c)

Theme:My

Familyand I:


MT1OL-Ic-i-1.2

Talk aboutpictures

presentedusing

appropriatelocalterminologies with easeand

confidence.- Animals- Commonobjects

- Musicalinstruments

-Family/People

MT1OL-Ic-i-4.1

Say thenew spoken

word whentwo or more

sounds areputtogether.

MT1PWR-Ib-i-3.1

Write theupper and

lower caseletters


MT1O-lb-i-4.1


rhymes andsongs.

MT1PWR-Ib-i-1.2


of eachpicture.

MT1OL-Ic-

d-4.2Recite and

singindividually,with easeand

confidence,songs,

poems,chants, andriddles.

MT1PWR-

Ib-i-4.1Match

words withpictures andobjects.


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Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q1,Week 3

(c)Theme:

MyFamily

and I:Likes andDislikesGenre:Poem

MT1PWR-Ic-i-5.1

Blendspecific

letters toform

syllablesand words.

Q1,Week 4

(d)Theme:

MyFamily

and I:Likes and

DislikesGenre:Poem

MT1OL-Ia-i-1.1

Talk aboutoneself andonespersonal


MT1OL-Ib-i-1.1

Identifyrhymingwords innursery


MT1BPK-Id-f-2.1

Followwords fromleft to right,top to

bottom andpage bypage.

MT1PWR-Ib-i-1.1

Give thename andsound ofeach letter

MT1FIc-IVa-i-1.1

Read Grade1 levelwords,phrases and


MT1C-Ib-f-1.1

Expressideasthrough avariety of

symbols(e.g.drawingsandinvented

spelling)

MT1GA-Ia-e-1.1

Useappropriateexpressionsorally to

introduce:a. Oneselfb. Familyc. Friendsd. Others

MT1VCD-Ia-i-1.1

Usevocabularyreferring to:- People



MT1LC-Ic-d-2.1

Give thecorrectsequence ofthree events


MT1ATR-Ia-i-2.1

Browsebooks readto them.

MT1SS-Ic-f-1.1

Followsimple oneto three-step oral

directions.

MT1OL-Id-e-2.1

Orallycommunicate basic

needs.

MT1OL-Ib-i-2.1

Tell whethera given pairof word

rhyme.

MT1PWR-Ib-i-2.1

Identifyupper andlower case

letters.

MT1VCD-Ib-i-2.1

Givemeanings ofwords

through:a. realiab. picture

cluesc. actionsor gestures

MT1ATR-Ib-i-3.1

Requestmore storiesto be read

to them.


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Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q1,Week 4

(d)

Theme:MyFamilyand I:

Likes and

DislikesGenre:Poem

MT1OL-Ic-i-1.2

Talk aboutpictures

presentedusing



- Musicalinstruments-Family/People

MT1O-Id-i-3.1

Orallysegment a

two - threesyllable

word into itssyllabicparts.

MT1PWR-Ib-i-3.1

Write theupper and

lower caseletters


MT1O-Ib-i-4.1


rhymes andsongs.

MT1OL-Ic-i-4.1

Say the newspokenword whentwo or more

sounds areput

together.

MT1PWR-Ib-i-1.2


of eachpicture.

MT1OL-Ic-d-4.2

Recite andsingindividually,

with easeandconfidence,

songs,poems,

chants, and

MT1OL-Id-i-4.2

Say the newspokenword when

two or moresyllables areput

together.

MT1PWR-Ib-i-4.1

Matchwords withpictures and

objects.


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Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

riddles.

Q1,Week 4

(d)Theme:

MyFamily

and I:Likes andDislikesGenre:

Poem

MT1PWR-Ic-i-5.1Blendspecificletters toform

syllablesand words.

Q1,

Week 5(e)

Theme:My

Familyand I:

Likes andDislikes

Genre:Poem

MT1OL-Ia-i-1.1Talk aboutoneself andones

personalexperiences(family, pet,favoritefood)

MT1OL-Ib-i-1.1Identifyrhymingwords in

nurseryrhymes,songs,jingles,poems, and

chants.

MT1BPK-Id-f-2.1Followwords fromleft to right,

top tobottom andpage bypage.

MT1PWR-Ib-i-1.1Give thename andsound of

each letter

MT1F-Ic-IVa-i-1.1Read Grade1 levelwords,

phrases andsentenceswithappropriatespeed and

accuracy.

MT1C-Ib-f-1.1Expressideasthrough a

variety ofsymbols(e.g.drawingsand

inventedspelling)

MT1GA-Ia-e-1.1Useappropriateexpressions

orally tointroduce:a. Oneselfb. Familyc. Friends

d. Others

MT1VCD-Ia-i-1.1Usevocabularyreferring to:

- People(Self,Family,Friends)- Animals

- Objects- MusicalInstruments-Environment

MT1LC-Ie-f-3.1Infer thecharacterfeelings and

traits in astorylistened to.

MT1ATR-Ia-i-2.1Browsebooks readto them.

MT1SS-Ic-f-1.1Followsimple oneto three-

step oraldirections.

MT1OL-Id-e-2.1

Orallycommunicat

e basicneeds.

MT1OL-Ib-i-2.1


of wordrhyme.

MT1PWR-Ib-i-2.1

Identifyupper and

lower caseletters.

MT1GA-Ie-f-2.1

Identifynaming

words(persons,

places,things,

animals)a.

common

and properb. noun

MT1VCD-Ib-i-2.1

Givemeanings of

wordsthrough:

a. realiab. picture


MT1ATR-Ib-i-3.1

Requestmore stories

to be readto them.


19/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

markers

Q1,

Week 5(e)

Theme:

MyFamilyand I:


MT1OL-Ic-i-1.2

Talk about

picturespresentedusing

appropriatelocalterminologies with ease

andconfidence.

- Animals- Commonobjects- Musical

instruments- Family/People

MT1O-Id-i-3.1

Orally

segment atwo - threesyllable


MT1PWR-Ib-i-3.1

Write the

upper andlower caseletters

legibly,observingpropersequence of

strokes.

MT1O-lb-i-4.1Recite andsing in

groupsfamiliarrhymes andsongs.

MT1OL-Ic-i-4.1Say the newspoken

word whentwo or moresounds areput

together.

MT1PWR-Ib-i-1.2Give thebeginning

letter/soundof the nameof eachpicture.

MT1OL-Ie-i-5.1

Listen andrespond toothers inoral

conversation.

MT1OL-Id-i-4.2Say

the newspokenword whentwo or more

syllables areputtogether.

MT1PWR-Ib-i-4.1

Matchwords withpictures andobjects.


20/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q1,

Week 5(e)

Theme:My

Familyand I:

Likes andDislikes

Genre:Poem

MT1OL-Ie-i-5.1

Participateactively

during storyreading by

makingcommentsand askingquestions.

MT1PA-Ie-i-5.1

Isolate andpronounce

thebeginning

and endingsounds ofgivenwords.

MT1PWR-Ic-i-5.1

Blendspecific

letters toform

syllablesand words.

MT1PWR-

Ie-i-6.1Spell and

writecorrectlygrade onelevel words

consisting oflettersalreadylearned.

Q1,

Week 6(f)

Theme:My

Familyand I:

Likes and

DislikesGenre:Poem

MT1OL-Ia-i-1.1Talk about

oneself andonespersonalexperiences

(family, pet,favoritefood)

MT1OL-Ib-i-1.1Identify

rhymingwords innurseryrhymes,

songs,jingles,poems, and

chants.

MT1BPK-Id-f-2.1Follow

words fromleft to right,top tobottom and

page bypage.

MT1PWR-Ib-i-1.1Give the

name andsound ofeach letter

MT1F-Ic-IVa-i-1.1Read Grade

1 levelwords,phrases andsentences

withappropriatespeed and

accuracy.

MT1C-Ib-f-1.1Express

ideasthrough avariety ofsymbols

(e.g.drawingsand

inventedspelling)

MT1GA-Ie-f-2.1Identify

namingwords(persons,places,

things,animals)

a.

commonand proper

b. noun

markers

MT1VCD-Ia-i-1.1Use

vocabularyreferring to:- People(Self,

Family,Friends)- Animals

- Objects- MusicalInstruments

-Environment

MT1LC-Ie-f-3.1Infer the

characterfeelings andtraits in astory

listened to.

MT1ATR-Ia-i-2.1Browse

books readto them.

MT1SS-Ic-f-1.1Follow

simple oneto three-step oraldirections.


21/154


22/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q1,

Week 6(f)

Theme:My

Familyand I:


MT1OL-Ie-i-5.1

Participateactively



MT1OL-Id-i-4.2

Say the newspoken



MT1PWR-Ib-i-4.1

Matchwords with


MT1PA-Ie-

i-5.1Isolate and

pronouncethebeginningand ending

sounds ofgivenwords.

MT1PWR-

Ic-i-5.1Blend

specificletters toformsyllables

and words.

MT1PWR-Ie-i-6.1Spell andwrite

correctlygrade onelevel wordsconsisting of

lettersalreadylearned.


23/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q1,Week 7

(g)Theme:

MyFamily


MT1OL-Ia-i-1.1


onespersonal


MT1OL-Ib-i-1.1

Identifyrhyming

words innursery


MT1BPK-Ig-i-3.1

Recognizethat spoken

words arerepresented

in writtenlanguage byspecificsequencesof letters.

MT1PWR-Ib-i-1.1

Give thename and

sound ofeach letter

MT1F-Ic-IVa-i-1.1

Read Grade1 level

words,phrases and


MT1C-Ig-i-1.2

Expressideas

throughwords or

phrases,using bothinventedandconventional

spelling

MT1GA-Ig-1-h.2

Use namingwords in

sentencesa. common

and properb. nounmarkers

MT1VCD-Ia-i-1.1

Usevocabulary




MT1LC-Ig-4.1

Identify thespeaker in

the story orpoem

listened to.

MT1ATR-Ia-i-2.1

Browsebooks read

to them.

MT1SS-Ig-i-2.1

Write basicinformation

about self(name

grade level,section)

MT1OL-Ic-i-1.2

Talk aboutpicturespresentedusingappropriate

localterminologies with easeand

confidence.- Animals

- Commonobjects- Musical

instruments- Family/People

MT1OL-Ib-i-2.1

Tell whethera given pairof wordrhyme.

MT1PWR-Ib-i-2.1

Identifyupper andlower caseletters.

MT1VCD-Ib-i-2.1

Givemeanings ofwordsthrough:a. realia

b. picturecluesc. actionsor gestures

MT1ATR-Ib-i-3.1



24/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q1,Week 7

(g)

Theme:My

Family

and I:Likes andDislikes

Genre:Poem

MT1O-Ib-i-4.1

Recite andsing in

groupsfamiliar

rhymes andsongs.

MT1O-Id-i-3.1

Orallysegment a

two - threesyllable


MT1PWR-Ib-i-3.1

Write theupper and

lower caseletters


MT1OL-Ie-j-5.1Listen and

respond toothers inoral

conversation.

MT1OL-Ic-j-4.1Say the new

spokenword whentwo or more


MT1PWR-Ib-j-1.2Give the

beginningletter/soundof the name

of eachpicture.

MT1OL-Ie-i-5.1

Participateactivelyduring story

reading bymaking

commentsand askingquestions.

MT1OL-Id-i-4.2

Say the newspokenword when

two or moresyllables are

puttogether.

MT1PWR-Ib-i-4.1


objects.

MT1PA-Ie-

i-5.1Isolate and

pronouncethebeginning

and endingsounds of

givenwords.

MT1PWR-

Ic-i-5.1Blend

specificletters toform

syllablesand words.


25/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q1,Week 7

(g)Theme:

MyFamily


MT1PWR-Ie-i-6.1

Spell andwrite

correctlygrade one

level wordsconsisting oflettersalreadylearned.

Q1,Week 8

(h)Theme:

MyFamilyand I:

Likes andDislikes

Genre:Poem

MT1OL-Ia-i-1.1



MT1OL-Ib-i-1.1

Identifyrhymingwords innursery


MT1BPK-Ig-i-3.1

Recognizethat spokenwords arerepresented


MT1PWR-Ib-i-1.1

Give thename andsound ofeach letter

MT1F-Ic-IVa-i-1.1

Read Grade1 levelwords,phrases and


MT1C-Ig-i-1.2

Expressideasthroughwords or


spelling

MT1GA-Ig-1-h.2

Use namingwords insentencesa. common

and properb. nounmarkers

MT1VCD-Ia-i-1.1

Usevocabularyreferring to:- People



MT1LC-Ih-i-5.1

Predictpossibleending of astory

listened to.

MT1ATR-Ia-i-2.1

Browsebooks readto them.

MT1SS-Ig-i-2.1

Write basicinformationabout self(name



26/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q1,Week 8

(h)

Theme:My

Family


Poem

MT1OL-Ic-i-1.2

Talk aboutpictures

presentedusing



- Musicalinstruments-Family/People

MT1OL-Ib-i-2.1


of wordrhyme.

MT1PWR-Ib-i-2.1

Identifyupper and

lower caseletters.

MT1VCD-Ib-i-2.1

Givemeanings of

wordsthrough:

a. realiab. picturecluesc. actionsor gestures

MT1LC-Ih-i-6.1

Relate storyevents to

onesexperience

MT1ATR-Ib-i-3.1

Requestmore stories

to be readto them.

MT1O-Ib-i-4.1


rhymes andsongs.

MT1O-Id-i-3.1

Orallysegment atwo - threesyllable

word into itssyllabic

parts.

MT1PWR-Ib-i-3.1

Write theupper andlower caseletters

legibly,observing

propersequence ofstrokes.

MT1OL-Ie-i-5.1Listen andrespond to

others inoralconversation.

MT1OL-Ic-i-4.1Say the newspoken

word whentwo or moresounds areputtogether.

MT1PWR-Ib-i-1.2Give thebeginning



27/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q1,

Week 8(h)

Theme:My

Familyand I:


MT1OL-Ie-i-5.1

Participateactively



MT1OL-Id-i-4.2

Say the newspoken



MT1PWR-Ib-i-4.1

Matchwords with


MT1PA-Ie-

j-5.1Isolate and

pronouncethebeginningand ending

sounds ofgivenwords.

MT1PWR-

Ic-j-5.1Blend


and words.

MT1PAh-i-6.1Add orsubstitute

individualsounds insimplewords to

make newwords.

MT1PWR-Ie-i-6.1Spell andwrite

correctlygrade onelevel wordsconsisting of

lettersalreadylearned.


28/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q1,

Week 9(i)

Theme:My

Familyand I:


Poem

MT1OL-Ia-j-1.1


onespersonal


MT1OL-Ib-j-1.1

Identifyrhyming

words innursery


MT1BPK-Ig-j-3.1

Recognizethat spoken

words arerepresented


MT1PWR-Ib-j-1.1

Give thename and

sound ofeach letter

MT1F-Ic-IVa-j-1.1

Read Grade1 level

words,phrases and


MT1C-Ig-j-1.2

Expressideas

throughwords or


spelling

MT1GA-Ii-j-3.1

Classifynaming

words intopersons,

places,animals,and things,etc.

MT1VCD-Ia-j-1.1

Usevocabulary




MT1LC-Ih-i-5.1

Predictpossible

ending of astory

listened to.

MT1ATR-Ia-j-2.1

Browsebooks read

to them.

MT1SS-Ig-j-2.1

Write basicinformation

about self(name


MT1OL-Ic-i-1.2Talk about

picturespresentedusing

appropriatelocal

terminologies with easeandconfidence.

- Animals- Commonobjects- Musical

instruments- Family/

People

MT1OL-Ib-i-2.1Tell whether

a given pairof wordrhyme.

MT1PWR-Ib-i-2.1Identify

upper andlower caseletters.

MT1VCD-Ib-i-2.1Give

meanings ofwordsthrough:

a. realiab. picture


MT1LC-Ih-i-6.1Relate story

events toonesexperience

MT1ATR-Ib-i-3.1Request

more storiesto be readto them.


29/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q1,Week 9

(i)Theme:

My

Familyand I:

Likes andDislikes

Genre:Poem

MT1O-lb-i-4.1

Recite andsing in

groupsfamiliar

rhymes andsongs.

MT1O-ld-i-3.1

Orallysegment a

two - threesyllable


MT1PWR-Ib-i-3.1

Write theupper and

lower caseletters


i

MT1OL-Ie-i-5.1

Listen andrespond toothers inoral

conversation.

MT1OL-Ic-i-4.1

Say the newspokenword whentwo or more


MT1PWR-Ib-i-1.2


of eachpicture.

MT1OL-Ie-i-5.1Participateactively

during storyreading bymakingcomments

and askingquestions.

MT1OL-Id-i-4.2Say the newspoken

word whentwo or moresyllables areput

together.

MT1PWR-Ib-j-4.1Matchwords with


MT1PA-Ie-

i-5.1Isolate and

pronouncethebeginningand endingsounds ofgiven

words.

MT1PWR-

Ic-i-5.1Blend

specificletters toformsyllablesand words.


30/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q1,Week 9

(i)Theme:

MyFamily


MT1PA-Ih-i-6.1

Add orsubstitute

individualsounds in

simplewords tomake newwords.

MT1PWR-Ie-i-6.1

Spell andwrite

correctlygrade one


Summative Test


31/154



SECOND QUARTER

Quarter/Week/Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)

Vocabularyand ConceptDevelopmen

t (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Quarter 2 - Knowing Myself and My Family

Q2,Week 1

(a)Theme:

My

Familyand I:


MT1OL-IIa-i-1.3Talk aboutoneself and

onespersonalexperiences(friends,

favoritetoys)

MT1PWR-IIa-i-1.1Give thename and

sound ofeach letter.

MT1F-IIa-i-1.2Readgrade 1level words,

phrases orsentenceswithappropriate

speed,accuracy,

and properexpression.

MT1C-IIa-i-1.2Expressideas

throughwords orphrases,using both

inventedand

conventionalspelling.*

MT1GA-IIa-d-2.2Identifypronouns:

a. personalb.possessive

MT1VCD-IIa-e-1.1Usevocabulary

referring to:- People(Self,Family,

Friends)- Animals

- Objects- MusicalInstruments-

Environment

MT1LC-IIa-1.1Noteimportant

details ingrade levelnarrativetexts

listened to:a. character

b. settingc. events

MT1ATRII-a-i-1.1Listenattentively

and reactpositivelyduring storyreading.

MT1SS-IIa-e-3.1Interpret amap of the

classroom/school.

MT1OL-IIa-i-5.1Listen andrespond to

others inoral

conversation.

MT1PWR-IIa-i-2.1Identifyupper and

lower caseletters.

MT1VCD-IIa-i-2.1Givemeanings of

wordsthrough:

a. realiab. picturecluesc. actions or

gesturesd. context

clues*

MT1LC-IIa-b-2.1Give thecorrect



MT1ATR-IIa-i-2.1Browsebooks read

to them.


32/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


t (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q2,Week 1

(a)

Theme:My

Family

and I:Likes andDislikes

Genre:Poem

MT1OL-IIa-i-6.1

Participateactively



MT1PWR-IIa-i-3.1

Write theupper and

lower caseletters


MT1ATR-IIa-i-3.1

Requestmore stories

to be readto them.

MT1OL-IIa-i-7.1Supply

rhymingwords tocomplete arhyme,poem, andsong.

MT1PWR-IIa-i-1.2Give the

beginningletter/soundof the nameof eachpicture.

MT1PWR-IIa-i-4.1


objects.

MT1PWR-

IIa-i-5.1Blend

specificletters to

formsyllables

and words.


33/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


t (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q2,Week 2

(b)Theme:

MyFamily


MT1OL-IIa-i-1.3


onespersonal

experiences(friends,favoritetoys)

MT1PWR-IIa-i-1.1

Give thename and


MT1F-IIa-i-1.2Read

grade 1level words,

phrases orsentences

withappropriatespeed,accuracy,and proper

expression.

MT1C-IIa-i-1.2

Expressideas

throughwords or


spelling.*

MT1GA-IIa-d-2.2

Identifypronouns:

a. personalb.

possessive

MT1VCD-IIa-e-1.1

Usevocabulary




MT1LC-IIa-b-2.1

Give thecorrect



MT1ATR-IIa-i-1.1

Listenattentively

and reactpositively

during storyreading.

MT1SS-IIa-e-3.1

Interpret amap of the

classroom/school.

MT1OL-IIa-i-5.1

Listen and

respond toothers inoralconversatio

n.

MT1PWR-IIa-i-2.1

Identify


MT1VCD-IIa-i-2.1

Give

meanings ofwordsthrough:a. realia


d. contextclues*

MT1ATR-IIa-i-2.1

Browse

books readto them.

MT1OL-

IIb-c-3.1Use

commonexpressionsand polite

greetings.

MT1PWR-

IIa-i-3.1Write the



MT1ATR-

IIa-i-3.1Request



34/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


t (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q2,

Week 2(b)

Theme:My

Familyand I:

Likes andDislikes

Genre:Poem

MT1OL-IIa-i-6.1

Participateactively



MT1PWR-IIa-i-1.2

Give thebeginning

letter/soundof the name

of eachpicture.

MT1OL-

IIa-i-7.1Supply

rhymingwords tocomplete arhyme,

poem, and

song.

MT1PWR-

IIa-i-4.1Match


MT1PWR-IIa-i-5.1Blendspecificletters to

formsyllablesand words.


35/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


t (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q2,

Week 3(c)

Theme:My

Familyand I:


Poem

MT1OL-IIa-i-1.3


onespersonal


MT1PWR-IIa-i-1.1

Give thename and


MT1F-IIa-i-1.2Read

grade 1level words,

phrases orsentences


expression.

MT1C-IIa-i-1.2

Expressideas

throughwords or


spelling.*

MT1GA-IIa-d-2.2

Identifypronouns:

a. personalb.

possessive

MT1VCD-IIa-e-1.1

Usevocabulary




MT1LC-IIc-d-4.2

Identifycause

and/oreffect of

events in astorylistened to.

MT1ATR-IIa-i-1.1

Listenattentively

and reactpositively


MT1SS-IIa-e-3.1


classroom/school.

MT1OL-IIa-i-5.1

Listen and


n.

MT1PWR-IIa-i-2.1

Identify


MT1VCD-IIa-i-2.1

Give



d. contextclues*

MT1ATR-IIa-i-2.1

Browse

books readto them.

MT1OL-IIb-c-3.1Use

commonexpressionsand polite

greetings.

MT1PWR-IIa-i-3.1Write the



MT1ATR-IIa-i-3.1Request



36/154


37/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


t (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q2,Week 4

(d)



Poem

MT1OL-IIa-i-1.3


onespersonal


MT1PWR-IIa-i-1.1

Give thename and


MT1F-IIa-i-1.2Read

grade 1level words,

phrases orsentences


expression.

MT1C-IIa-i-1.2

Expressideas

throughwords or


spelling.*

MT1GA-IIa-d-2.2

Identifypronouns:

a. personalb.

possessive

MT1VCD-IIa-e-1.1

Usevocabulary




MT1LC-IIc-d-4.2

Identifycause

and/oreffect of

events in astorylistened to.

MT1ATR-IIa-i-1.1

Listenattentively

and reactpositively


MT1SS-IIa-e-3.1


classroom/school.

MT1OL-IIa-i-5.1

Listen and


n.

MT1PWR-IIa-i-2.1

Identify


MT1VCD-IIa-i-2.1

Give



d. contextclues*

MT1ATR-IIa-i-2.1

Browse

books readto them.

MT1OL-

IIa-i-6.1Participate

activelyduring story

reading bymaking

commentsand askingquestions.

MT1PWR-

IIa-i-3.1Write the

upper andlower case

letterslegibly,

observingpropersequence of

strokes.

MT1ATR-

IIa-i-3.1Request

more storiesto be read

to them.


38/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


t (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q2,

Week 4(d)

Theme:My

Familyand I:

Likes andDislikes

Genre:Poem

MT1OL-IIc-d-4.2

Recite andsing

individually,with ease

andconfidence,songs,poems,chants, and

riddles

MT1PWR-IIa-i-1.2

Give thebeginning


of eachpicture.

MT1OL-

IIa-i-7.1Supplyrhymingwords to

complete a

rhyme,poem, andsong.

MT1PWR-

IIa-i-4.1Matchwords withpictures and

objects.

MT1PWR-IIa-i-5.1Blend


and words.


39/154


40/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


t (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q2,

Week 5(e)

Theme:My

Familyand I:


MT1OL-IIa-i-7.1

Supplyrhyming

words tocomplete a

rhyme,poem, andsong.

MT1PWR-IIa-i-1.2

Give thebeginning


of eachpicture.

MT1PWR-IIa-i-4.1

Matchwords with


MT1PWR-IIa-i-5.1Blend

specificletters toformsyllablesand words.

Q2,

Week 6(f)

Theme:My

Familyand I:


Poem

MT1OL-

IIa-i-1.3Talk aboutoneself and

onespersonalexperiences(friends,

favoritetoys)

MT1PWR-

IIa-i-1.1Give thename and


MT1F-IIa-

i-1.2Read grade1 level

words,phrases orsentenceswith

appropriatespeed,

accuracy,and properexpression.

MT1C-IIa-

i-1.2Expressideas

throughwords orphrases,using both

inventedand

conventionalspelling.*

MT1GA-

IIe-f-1.3Use thecorrect

pronouns inplace ofnamingwords in

sentences a.personal

b.possessive

MT1VCD-

IIa-i-2.1Givemeanings of

wordsthrough:a. realiab. picture

cluesc. actions

or gesturesd. contextclues*

MT1LC-

IIf-g-4.3Identify theproblem and

solution inthe storyread.

MT1ATR-

IIa-i-1.1Listenattentively

and reactpositivelyduring storyreading.

MT1SS-

IIf-i-4.1Getinformation

from simpleenvironmental prints.


41/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


t (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q2,

Week 6(f)

Theme:My

Family


Poem

MT1OL-IIa-i-5.1

Listen andrespond to

others inoral

conversation.

MT1PWR-IIa-i-2.1

Identifyupper and

lower caseletters.

MT1ATR-IIa-i-2.1

Browsebooks read

to them.

MT1OL-IIa-i-6.1Participate

activelyduring story

reading bymakingcommentsand asking

questions.

MT1PWR-IIa-i-3.1Write the

upper andlower case

letterslegibly,observingproper

sequence of

strokes.

MT1ATR-IIa-i-3.1Request

more storiesto be read

to them.

MT1OL-IIa-i-7.1

Supplyrhyming

words tocomplete arhyme,poem, and

song.

MT1PWR-IIa-i-1.2

Give thebeginning


MT1PWR-IIa-i-4.1Match



42/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


t (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q2,Week 6

(f)Theme:

MyFamilyand I:

Likes and

DislikesGenre:Poem

MT1PWR-IIa-i-5.1

Blendspecific

letters toform

syllablesand words.

MT1PWR-

IIf-i-6.1Spell andwritecorrectlygrade onelevel words

consisting oflettersalready

learned.

Q2,Week 7

(g)

Theme:My

Familyand I:

Likes and

DislikesGenre:Poem

MT1OL-

IIa-i-1.3Talk about

oneself andonespersonalexperiences

(friends,favoritetoys)

MT1PWR-

IIa-i-1.1Give the

name andsound ofeach letter.

MT1F-IIa-

i-1.2Readgrade 1

level words,phrases orsentenceswith

appropriatespeed,accuracy,and proper

expression.

MT1C-IIa-

i-1.2Express

ideasthroughwords orphrases,

using bothinventedandconventional

spelling.*

MT1GA-

IIg-h-1.3.1Use

demonstrative pronounsinsentences.

MT1VCD-

IIa-i-2.1Give



d. context

clues*

MT1LC-

IIf-g-4.3Identify the

problem andsolution inthe storyread.

MT1ATR-

IIa-i-1.1Listen

attentivelyand reactpositivelyduring story

reading.

MT1SS-

IIf-i-4.1Get

informationfrom simpleenvironmental prints.

MT1OL-IIa-i-5.1

Listen andrespond to

others inoralconversation.

MT1PWR-IIa-i-2.1

Identifyupper and

lower caseletters.

MT1ATR-IIa-i-2.1

Browsebooks read

to them.


43/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


t (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q2,Week 7

(g)

Theme:My

Familyand I:

Likes andDislikes

Genre:Poem

MT1OL-IIa-i-6.1

Participateactively



MT1PWR-IIa-i-3.1

Write theupper and

lower caseletters


MT1ATR-IIa-i-3.1

Requestmore stories

to be readto them.

MT1OL-IIa-i-7.1Supply

rhymingwords tocomplete arhyme,

poem, andsong.

MT1PWR-IIa-i-1.2Give the

beginningletter/soundof the nameof each

picture.

MT1PWR-IIa-i-4.1


objects.

MT1PWR-

IIa-i-5.1Blend

specificletters to

formsyllables

and words.


44/154


45/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


t (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q2,Week 8

(h)

Theme:My

Familyand I:

Likes andDislikes

Genre:Poem

MT1OL-IIa-i-6.1

Participateactively



MT1PWR-IIa-i-3.1

Write theupper and

lower caseletters


MT1ATR-IIa-i-3.1

Requestmore stories

to be readto them.

MT1OL-IIa-i-7.1

Supplyrhymingwords tocomplete a

rhyme,

poem, andsong.

MT1PWR-IIa-i-1.2


of each

picture.

MT1PWR-IIa-i-4.1Matchwords with


MT1PWR-IIa-i-5.1

Blendspecificletters to



46/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


t (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q2,Week 8

(h)Theme:

MyFamily


MT1PWR-IIf-i-6.1

Spell andwrite

correctlygrade one


Q2,Week 9

(i)Theme:My

Familyand I:

Likes and

DislikesGenre:Poem

MT1OL-IIa-i-1.3


experiences

(friends,favoritetoys)

MT1PWR-IIa-i-1.1

Give thename andsound ofeach letter.

MT1F-IIa-i-1.2

Read grade1 levelwords,phrases or

sentences

withappropriatespeed,accuracy,

and properexpression.

MT1C-IIa-i-1.2

Expressideasthroughwords or

phrases,

using bothinventedandconventional

spelling.*

MT1GA-IIi-i-2.2.1

Identifypronounswithcontractions

.* (Siyay,

Tayoy . . .)

MT1VCD-IIa-i-2.1

Givemeanings ofwordsthrough:

a. realia


d. contextclues*

MT1LC-IIh-i-7.1

Discuss,illustrate,dramatizespecific

events in a

story read.

MT1ATR-IIa-i-1.1

Listenattentivelyand reactpositively

during story

reading.

MT1SS-IIf-i-4.1

Getinformationfrom simpleenvironmen

tal prints.

MT1OL-

IIa-i-5.1Listen andrespond toothers in

oralconversatio

n.

MT1PWR-

IIa-i-2.1Identifyupper andlower case

letters.

MT1LC-

IIh-i-8.1Retell astory read.

MT1ATR-

IIa-i-2.1Browsebooks readto them.


47/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


t (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q2,

Week 9(i)

Theme:My

Familyand I:


Poem

MT1OL-IIa-i-6.1

Participateactively



MT1PWR-IIa-i-3.1

Write theupper and

lower caseletters


MT1ATR-IIa-i-3.1

Requestmore stories

to be readto them.

MT1OL-IIa-i-7.1

Supplyrhymingwords tocomplete a

rhyme,

poem, andsong.

MT1PWR-IIa-i-1.2


of each

picture.

MT1OL-II-j-8.1Respond totext

(legends,fables,poems.)through

dramatization.

MT1PWR-IIa-i-4.1Matchwords with


MT1PWR-IIa-i-5.1Blendspecificletters to



48/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


t (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q2,Week 9

(i)Theme:

MyFamily


MT1PWR-IIf-i-6.1

Spell andwrite

correctlygrade one


Summative Test


49/154



THIRD QUARTER

Quarter/Week/Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Quarter 3 Me, My Family, and My Community

Q3,Week 1

(a)

Theme:My

Familyand I:

Likes and

DislikesGenre:Poem

MT1OL-IIIa-i-6.2

Participateactively inclass

discussionson familiartopics.

MT1PWR-IIIa-i-7.1

Read sightwords listedin Appendix

___.

MT1F-IIIa-IVi-

1.3Read grade1 level

words,phrases,sentences,and short

paragraph/story with

properexpression.

MT1C-IIIa-e-1.3

Expressideasthrough

phrases,sentencesor longertexts using

bothinvented

andconventionalspelling.

MT1VCD-IIIa-i-

2.1.1Givemeanings of

wordsthrough:a. pictureclues

b. contextclues*

MT1LC-IIIa-b-1.2

Noteimportantdetails in

grade levelliterary andinformational texts

listened to.

MT1RC-IIIa-1.1

Noteimportantdetails in

grade levelnarrativetexts read:a. character

b. settingc. events

MT1ATR-IIIa-j-4.1

Showinterest intexts by

browsing/readingavailableprint

materials.

MT1SS-IIIa-c-5.1

Interpret apictograph.

MT1OL-IIIa-i-1.3

Talk aboutfamily,friends, andschool usingdescriptivewords.

MT1PWR-IIIa-i-6.2

Spell andwrite gradeone levelwordsconsisting ofletters

alreadylearned.

MT1F-III-IVa-i-1.4

Read grade1 level textswith anaccuracyrate of 95100%

MT1VCD-IIIa-i-1.2

Use wordsto describeconcreteexperiences.*


50/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q3,Week 1

(a)

Theme:MyFamily

and I:Likes and

DislikesGenre:Poem

MT1OL-IIIa-i-9.1

Tell/retelllegends,

fables, andjokes

MT1PWR-IIIe-i-3.3

Writewords,

phrases,and simple

sentenceswith properspacing,punctuationand

capitalization whenapplicable.

MT1VCD-IIIa-i-3.1

Identify anduse

synonyms,antonyms,

homonyms(whenapplicable)and wordswith

multiplemeaningscorrectly.

Q3,Week 2

(b)

Theme:My

Familyand I:

Likes andDislikes

Genre:Poem

MT1OL-IIIa-i-6.2Participate

actively inclassdiscussionson familiar

topics.

MT1PWR-IIIa-i-7.1Read sight

words listedin Appendix___.

MT1F-III-IVa-i-1.3Read grade

1 levelwords,phrases,sentences,

and shortparagraph/s

tory withproperexpression.

MT1C-IIIa-e-1.3Express

ideasthroughphrases,sentences

or longertexts using

bothinventedandconventional

spelling.

MT1VCD-IIIa-i-2.1.1

Givemeanings ofwordsthrough:

a. pictureclues

b. contextclues*

MT1LC-IIIa-b-1.2Note

importantdetails ingrade levelliterary and

informational texts

listened to.

MT1RC-IIIb-c-2.1Give the

correctsequence ofthree eventsin a story

read.

MT1ATR-IIIa-i-4.1Show

interest intexts bybrowsing/reading

availableprint

materials.

MT1SS-IIIa-c-5.1Interpret a

pictograph.

MT1OL-

IIIa-i-1.3Talk about

family,friends, andschool using

descriptivewords.

MT1PWR-

IIIa-i-6.2Spell and

write gradeone levelwords

consisting oflettersalreadylearned.

MT1F-III-

IVa-i-1.4Read grade

1 level textswith anaccuracy

rate of 95100%

MT1VCD-

IIIa-i-1.2Use words

to describeconcreteexperiences.

*


51/154



Quarter/Week/

Theme

OralLanguage

(OL)

Phonological Skills

(PA)

Book andPrint

Knowledge(BPK)

Phonics andWord

Recognition(PWR)

Fluency(F)

Composing(C)

GrammarAwareness

(GA)


Development (VCD)


(LC)


(RC)


(ATR)

Study Skills(SS)

Q3,Week 1

(a)



MT1OL-IIIa-i-9.1

Tell/retelllegends,fables, andjokes

MT1PWR-IIIe-i-3.3

Writewords,phrases,and simple

sentenceswith properspacing,punctuationand

capitalization whenapplicable.

MT1VCD-IIIa-i-3.1

Identify andusesynonyms,antonyms,

homonyms(whenapplicable)and wordswith

multiplemeaningscorrectly.

Q3,Week 3

(c)Theme:

MyFamilyand I:

Likes and

DislikesGenre:Poem

MT1OL-IIIa-i-6.2Participateactively in

classdiscussionson famili

final mother tongue grades 1-3

Documents