Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City

K to 12 Curriculum Guide
ENGLISH
(Grade 1 to Grade 3)

April 30, 2012

 Standards and Competencies:
Domains Covered - First Grade Level
1. Oral Language
2. Vocabulary
3. Grammar
4. Phonological Awareness
5. Listening Comprehension
Grade 1
ORAL LANGUAGE Use speaking skills and strategies
appropriately to communicate with
different audiences for a variety of
purposes
Listen and speak with a
purpose in mind
Listen and respond to others
• give directions
• express their feelings about
others ideas
• ask simple questions
• seek help
• interact with others
- initiate a conversation
- engage in a dialogue
- share information and
stories with others
Grade 2
Use speaking skills and strategies
appropriately to communicate with
different audiences for a variety of
purposes
Listen and speak with a
purpose in mind
Listen and respond to others
• give multiple directions
• give information shared by
others
• express their feelings about
ideas of others
• ask questions to inquire
and clarify
• seek help
• interact with others
- initiate a conversation
- engage in a conversation
with multiple exchanges
- share information and
stories with others
Grade 3
Use speaking skills and strategies
appropriately to communicate with
different audiences for a variety of
purposes
Listen and speak with a
purpose in mind
Listen and respond to others
• follow and explain
processes
• synthesize and restate
information shared by
others
• engage in a conversation
for a variety of purposes •
express their choices,
feelings about others ideas •
seek help
• ask questions to inquire
and clarify
• interact with others
- engage in discussions
 about specific topics
- engage in a conversation
for a variety of purposes
- share more elaborate
information/stories with
others

Identify/Share relevant Identify/Share relevant Identify/Share relevant

information infromation
• describe/talk about ones
experiences
• talk about the experiences
of others
• describe a sequence of
events
• describe ones environment
(e.g. persons, animals,
places , things , events
etc.)
• identify
similarities/differences
information
• describe/talk about ones
experiences
• talk about insights drawn
from the experiences of
others
• describe a sequence of
events
• describe ones environment
(e.g. persons, animals,
places , things , events
etc.)
• state/enumerate similarities
and/or differences
• recount a
specific/significant event
• talk about insights drawn
from the experiences of
others
• include more elaborate
details for narrations
• report on an assigned topic •
make comparisons by
stating similarities and
differences

Make interpretations Make interpretations Make interpretations

• Listen and respond to texts •
clarify meanings heard
while drawing on personal
experiences
• Identify, describe and use
some commonly used
verbal and non-verbal
features in a range of texts
• Listen and respond to texts •
Clarify meanings heard
while drawing on personal
experiences
• Identify, describe and use
some commonly used
verbal and non-verbal
features in a range of texts
• Listen and respond to texts •
Clarify meanings heard
while drawing on personal
experiences
• Identify, describe and use
some commonly used
verbal and non-verbal
features in a range of texts
 Restate and retell information
• Engage in a variety of ways
to share info (e.g.
roleplaying, morning
message, show and tell)
• Retell a story
Express oneself
• Speak cleary and audibly
• Speak in full sentences
• Express thoughts and
feelings
• Share own ideas
• Share preferences
PHONOLOGICAL AWARENESS Display sensitivity to sounds in
spoken language
• Recognize rhyming words
• Distinguish rhyming words
from non-rhyming words
• Supply rhyming words in
response to spoken words
• Identify/count individual
words in phrases and
sentences
• Identify/count syllables in
words
• Identify/count sounds in a
Restate and retell information
• Engage in a variety of ways
to Share info (e.g.
roleplaying, show and tell,
reporting)
• Share own story/read aloud
stories
• Summarize and retell
stories
Express oneself
• Speak clearly and audibly
• Speak in full sentences
• Express thoughts and
feelings
• Share own ideas
• Share opinions
Display sensitivity to sounds in
spoken language
• Distinguish rhyming words
from non-rhyming words
• Supply rhyming words in
response to spoken words
• Identify/count individual
words in phrases/sentences
• Identify/count syllables in
words
• Identify/count sounds in a
word
• Identify the beginning
Restate and retell information
• Engage in a variety of ways
to share info (e.g.
roleplaying, show and tell,
radioplay/podcast/vodcast,
reporting/poster
presentations )
• Share and read aloud
stories
• Summarize and retell
stories
Express oneself
• Speak clearly and audibly
• Speak in full sentences
• Express thoughts and
feelings
• Share own ideas
• State opinions and provide
reasons
Display sensitivity to sounds in
spoken language
• Know all letter sounds
• Blend letter sounds to
read/form a word
• segment letter sounds in a
word
• Understand that the order
of letters in a written word
represents the order of
sounds in a spoken word
 word
• Identify the beginning
sound of a word
• Identify onsets and rimes
• Identify the final sound of a
word
PHONICS AND WORD Use strategies to decode/identify
RECOGNITION words
• Identify signs, symbols,
labels, and captions in the
environment
• Recognize some common
words on sight (e.g. a, the,
and, said)
sound of a word
• Identify the final sound of a
word
• Identify onsets and rimes
• Identify the medial sound of
a word
• Identify/count individual
sounds in a word
• Blend sounds to form
words
Use strategies to decode/identify Use strategies to decode/identify
words words
• Know all letter-sounds
• Understand that the order
of letters in a written word
represents the order of
sounds in a spoken word
• Use phonic knowledge to
attempt unknown words
• Show how spoken words
are represented by written
letters that are arranged in
a specific order
• Blend phonemes to read
words
• Recognize some common
words on sight (e.g. he,
she, they, are, will, with,
there)
• Recognize and read some
irregularly spelled words
(e.g. have, said, please,
because)
• Identify/Distinguish words
• Know all letter-sounds
• Understand that the order
of letters in a written word
represents the order of
sounds in a spoken word
• Use phonic knowledge to
attempt unknown words
• Show how spoken words
are represented by written
letters that are arranged in a
specific order
• Blend phonemes to read
words
• Recognize some common
words on sight (e.g. an, of,
then, had, his, were, some,
his, him)
• Recognize and read some
irregularly spelled words
(e.g. such as enough,
enough, through, beautiful)
• Identify/Distinguish words

GRAMMAR Apply grammar to communicate
effectively
Sentence
• Recognize sentences and
non-sentences
• Use simple sentences
• Use different kinds of
sentences (e.g. declarative,
interrogative)
• Recognize punctuation
marks (period, question
mark)
Noun
• Use nouns in sentences
(people, animals, places,
things, events)
with short and long vowel
sounds
• Read and spell one to two
syllable words with
consonant blends
• Read and spell one to two
syllable words with
consonant
digraphs/trigraphs
• Read and spell words with
inflectional endings
• Recognize and spell
irregularly spelled words
Apply grammar to communicate
effectively
Sentence
• Recognize sentences and
non-sentences
• Use simple sentences
• Use different kinds of
sentences (e.g. declarative,
interrogative, exclamatory)
• Recognize punctuation
marks (period, question
mark, exclamation point)
Noun
• Use nouns in sentences
(people, animals, places,
things, events)
with short and long vowel
sounds
• Read and spell one to two
syllable words with
consonant blends
• Read and spell one to two
syllable words with
consonant
digraphs/trigraphs
• Read and spell words with
affixes
• Recognize and write
irregularly spelled words
Apply grammar to communicate
effectively
Sentence
• Recognize sentences and
non-sentences
• Recognize simple subject
and predicate in sentences
• Use complete simple and
compound sentences
• Use different kinds of
sentences (e.g. declarative,
interrogative, exclamatory,
imperative)
• Use punctuation marks
(period, question mark,
exclamation point)
Noun
• Use nouns in sentences
(people, animals, places,
things, events)
 • Recognize the use of a/an
• Use plural form of regular
nouns by adding /s/ or /es/
Pronoun
• Use personal pronouns
(e.g. I, you, he, she, it)
• Use commonly used
possessive pronouns
• Use demonstrative
pronouns (this/that,
these/those)
• Use interrogative pronouns
(e.g. who, what, where,
when, why)
Adjective
• Use common adjectives
• Use nouns with a/an
• Use plural form of regular
nouns by adding /s/ or /es/,
changing y to i and
adding /es/
Pronoun
• Use personal pronouns
(e.g. I, you, he, she, it, we,
they)
• Use possessive pronouns •
Use demonstrative
pronouns (this/that,
these/those)
• Use interrogative pronouns
(e.g. who, what, where,
when, why, how)
Adjective
• Use descriptive and limiting
adjectives
• Use the degrees of
adjectives in making
comparisons (positive,
comparative)
• Use plural form of
commonly used nouns
• Use collective nouns
• Use frequently occuring
irregular plural nouns (e.g.
children, feet, teeth)
• Use concrete and abstract
nouns
• Use common and proper
nouns
• Use count and mass nouns
Pronoun
• Use personal pronouns
(e.g. I, you, he, she, it, we,
they)
• Use possessive pronouns •
Use demonstrative
pronouns (this/that,
these/those)
• Use interrogative pronouns
(e.g. who, what, where,
when, why, how)
• Use reflexive pronouns
(e.g. myself, ourselves)
Adjective
• Use descriptive and limiting
adjectives
• Use the degrees of
adjectives in making
comparisons (positive,
comparative, superlative) •
Use synonyms and
antonyms
 Verb
• Use common simple verbs
Adverb
Preposition
• Recognize directional
prepositions (e.g. in, on,
under, etc.)
VOCABULARY Use a variety of words to
communicate ideas orally for a
variety of purposes and to
understand written text
• Differentiate English words
from words in other
languages spoken at home
and in school
• Ask about unfamiliar words
to gain meaning
• Sort and classify familiar
words into basic categories
(e.g., colors, shapes,
foods).
• Describe familiar objects
and events in both general
and specific language.
• Show curiosity about and
Verb
• Use verbs
• Use simple tenses of verbs
• Use correct subject-verb
agreement
Adverb
• Recognize adverbs
Preposition
• Use the most frequently
occurring prepositions (e.g.
on, over, under, to, from,
above, etc.)
Use a variety of words to
communicate ideas orally for a
variety of purposes and to
understand written text
• Identify and supply the
English word equivalent of
words in the mother tongue
or in Filipino
• Classify common words
into conceptual categories
(e.g., animals, foods, toys).
• Determine what words
mean based on how they
are used in a sentence.
• Talk about the meaning of
words and use new words
when speaking and writing
• Begin to see that some
Verb
• Use verbs
• Use simple tenses of verbs
• Use correct subject-verb
agreement
Adverb
• Use adverbs of manner
and frequency
Preposition
• Use the most frequently
occurring prepositions (e.g.
towards, into, etc.)
Use a variety of words to
communicate ideas orally for a
variety of purposes and to
understand written text
• Use English words in
spoken and written
expression
• Supply words that fall into
conceptual categories
• Provide alternate words for
a target word to reflect
understanding of nuances
(ie, big, huge, enormous)
• Transform root words to
appropriate structure to fit a
sentence (ie,
smile→smiled, smiles,
smiling)
 play with words and
language
• Use new words learned
thru stories in own speech
• Know and use words that
are important to school
work, such as the names
for colors, shapes, and
numbers
• Know and use words that
are important to daily life
like names of persons,
animals, things, places and
events
• Determine what words
mean using context clues
• Ask, talk about and
determine the meaning of
new words
• Use new words when
speaking
• Recognize that some
words have the same
meaning
• Recognize that some
words have opposite
meanings
• Recognize that words play
different roles in sentences
(for example, some words
—nouns—name things and
some words—pronouns—
replace naming words)
words mean the same
(synonyms) and some
words have opposite
meaning (antonyms)
• Recognize that words play
different roles in sentences
(for example, some words
—nouns—name things and
some words—verbs—show
action)
• Find the meaning of
unfamiliar words through
context clues
• Recognize root words and
their inflections (e.g., look,
looks, looked, looking).
• Identify some words that
comprise contractions (e.g.,
can’t=can not, it’s=it is,
aren’t=are not).
• Recognize that two words
can make a compound
word (e.g., airport, treetop,
popcorn).
• Use English to define or
describe other English
words
• Use English to describe
persons, places, processes
and events
• Use knowledge of prefixes
to (e.g., un-, re-, in-, dis-) to
determine the meaning of
words.
• Use knowledge of suffixes
(e.g., -ful, -ly, -less) to
determine the meaning of
words.
• Recognize some words
represented by common
abbreviations (e.g., Mr.
Ave., Oct.).
• Determine the meaning of
compound words, using
knowledge of individual
words (e.g., lunchtime,
daydream, everyday).
• Want to learn new words
and share them at school
and home
• Use clues from the context
to figure out what words
mean
• Increase vocabulary
through the use of
synonyms and antonyms
• Use different parts of
speech correctly, including
nouns, verbs, adjectives,

LISTENING COMPREHENSION Glean meaning from a range of
texts perceived auditorily for a
variety of purposes
• Identify connections
between text listened to
and personal experience
• Make predictions about
stories based on the cover
or title, pictures, details in
the text
• Expect written text to make
sense
• Use an understanding of
characters, incidents and
settings to make
predictions
• Identify story elements
(title, characters, setting)
• Validate ideas made after
listening to a story
• Use/ Modify prior
knowledge based on new
knowledge from text
• Listen carefully to texts
read aloud
• Ask and answer questions
about texts
• Answer simple questions
(who, what, where, when)
about text listened to
Glean meaning from a range of
texts perceived auditorily for a
variety of purposes
• Identify similarities and
differences between events
in a story (plot) and
personal experiences
• Use personal experience to
make predictions about text
to be listened to
• Use an understanding of
incidents, characters and
settings to make
predictions
• Validate predictions made
after listening
• Modify prior knowledge
based on new knowledge
from text
• Predict what will happen
next in a text
• Discuss what is already
known about topics
listened to
• Relate information and
events in a selection to life
experiences and vice
versa.
• Identify and discuss the
main events or key points
and adverbs
• Learn more new words
through independent
reading
Glean meaning from a range of
texts perceived auditorily for a
variety of purposes
• Propose several
predictions about text
• Use prior knowledge to
select most likely
conclusions about text
• Formulate questions that
are expected to be
answered after reading the
text
• Make predictions using
experience of listening to
other texts with similar
themes
• Evaluate the predictions
made on the basis of text
listened to
• Re-formulate prior
knowledge on the basis on
new information learned
from text
• Know how to read for
specific purposes and to
seek answers to specific
questions
• Predict what might happen
next in a text
• Compare a prediction
• Derive meaning from
repetitive language
structure
• Retell and/or reenact
events from a story
• Talk about texts identifying
major points and key
themes
• Participate / Engage in a
read-along of texts (e.g.
poetry, repetitive text)
• Determine whether a story
is realistic or fantasy
• Restate facts from listening
to informational text
• Ask and respond to
questions about
informational text
• Follow a sequence of
directions
• Use details and pictures
found in the informational
text to create meaning
• Use an understanding of
characters, incidents and
settings to establish
relationships between
characters and events (e.g.
sequence of events, cause
and effect, problem-
solution)
in a text
• Identify elements of a story,
including characters,
setting, and key events.
• Answer simple questions
about the literary text
listened to
• Ask simple questions (who,
what, where, when) about
literary text listened to
• Recognize the difference
between “made-up” (fiction)
and “real” (nonfiction) texts
• Participate in the retelling
of poems and stories
• Listen to and perform
simple instructions
• Identify the plot of a literary
selection listened to
• Recognize and identify
common themes and
characters among stories
• Identify important details in
expository texts listened to
• Answer questions (e.g.,
who, what, where, when)
about expository text
listened to
• Follow a set of written or
verbal three-step directions
with picture cues.
• Determine whether a
specific task is completed,
by checking to make sure
all the steps were followed
about an action or event to
what actually occurred
within a text.
• Ask relevant questions in
order to comprehend text.
• Recall information, main
ideas, and details after
reading
• Answer “how,” “why,” and
“what-if” questions
• Interpret information from
diagrams, charts, and
graphs
• Take part in creative
responses to stories, such as
dramatizations of stories and
oral presentations
• Go beyond own experience
or general impression and
refer to text to explain
meaning
• Describe literary elements
of text including characters,
plot (specific events,
problem and solution), and
setting.
• Describe characters (e.g.,
traits, roles, similarities)
within a literary selection.
• Make simple inferences
about thoughts and
feelings and reasons for
actions
• Identify key themes and
discuss reasons for events
 in the right order, with in stories
picture cues to assist. • Sequence a series of
• State the meaning of some events in a literary
environmental signs (e.g., selection.
traffic, safety, warning • Describe literary elements
signs). of text including characters,
plot (specific events,
problem and solution), and
setting.
• Describe characters (e.g.,
traits, roles, similarities)
within a literary selection
listened to
• Make simple inferences
about thoughts and
feelings and reasons for
actions
• Identify key themes and
discuss reasons for events
in stories
• Sequence a series of
events in a literary
selection.
• Identify cause and effect of
specific events in a literary
selection.
• Identify differences
between fiction and
nonfiction.
• Identify words that the
author selects in a literary
selection to create a
graphic visual experience.
• Identify words that the
author selects to create a
 rich auditory experience
(e.g., alliteration,
onomatopoeia, assonance,
consonance) in a literary
selection.
• Compare events and
characters in literary
selections from a variety of
cultures to their
experiences.
• Begin to understand the
effects of different words
and phrases, e.g. to create
humor, images and
atmosphere
• Locate specific information
by using organizational
features in expository text.
• Identify the main idea in
expository text.
• Locate facts in response to
questions about expository
text.
• Locate specific information
from graphic organizers
• Determine whether a
specific task is completed, by
checking to make sure all the
steps were followed in the
right order.
• State the meaning of
specific signs and symbols
(e.g., computer icons, map
features, simple charts and
graphs).

ATTITUDE TOWARDS Display a positive regard towards
LANGUAGE, LITERATURE AND literacy learning
LITERACY
• Revisit favorite books,
songs, rhymes
• Attempt to read or re-tell
texts listened to
Display a positive regard towards
literacy learning
• Retell familiar storybooks to
others
• Make choices from a
selection of texts and begin
to justify preferences
• Take books from home to
school (or vice versa) for
independent/extra reading
• Identify favorite stories and
authors
• Evaluate the usefulness of
the information in a
particular text for answering
questions
Display a positive regard towards
literacy learning
• Make choices about which
texts to read based on prior
reading experience
• Respond to text by
discussing preferences
such as favorite characters,
and books with similar
themes
• Write and share own
stories
• Explore and investigate
topics of own interest