Grade 1 English Curriculum Presentation

I Love the Sun
by Teacher Hazelle Preclaro
I love the sun (5x)

Because it lets me have fun (5x)
If its a sunny day, I can go out and play.
I want to [pick an action word: clap, jump, swim ]
clap, clap, clap, clap, clap
and have some fun with you.
Lets have some fun (5x)
Thanks to the sun!
Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuniga
The English Curriculum
The Philippine Language Context

Cross-Linguistic Transfer of Literacy Ability
Readers use knowledge of their native
language as they read in a second language
(Durgunoglu & Oney, 2000)
Possibly, transferability is bi-directional

(Fitzgerald, 1999)

Monolingual beginning reading instruction in
Filipino had positive effects on childrens
English literacy skills specifically in terms of
the alphabet and phonological awareness
(Aquino, 2005)

Filipino and English bilingual-biliterates show
cross-language interactions of various reading
and language based skills (Ocampo, 2005)
Transition from MT to English

Experience
Oral
Symbols
in L1
Oral
Symbols
in Filipino
Oral
Symbols
In English
Printed
Symbols
in L1
Printed
Symbols
in Filipino
Printed
Symbols
In English
Transition from MT to English

First
Quarter
Second
Quarter
Mother
Tongue
Mother
Tongue
*All domains
*All domains
Filipino
Filipino
Third
Quarter
Fourth
Quarter
Mother Tongue
Mother Tongue
*All domains
*All domains
Filipino
Filipino
*Exposure to *Exposure to *All domains

the Language the Language
*All domains
English
English
*Exposure to the
Language
(Oral language,
Phonological Awareness,
Vocabulary, Listening
Comps, Grammar)
*Exposure to the
Language
(Oral language,
Phonological Awareness,
Vocabulary, Listening
Comps, Grammar)
Integration of Language, Literature

and Literacy Skills
(Stewig & Simpson, 1995)
Reading
Listening
Literature
Speaking
Writing
The English Curriculum
At the end of third grade the

students should be able to
demonstrate eagerness to explore
and experience oral and written
texts and to communicate
meanings and feelings effectively.
Literacy Domains:
Book and print
orientation
Alphabet knowledge
Phonics and Word
Recognition
Fluency
Reading Comprehension
Handwriting/Writing and
Composition
Oral Language
Vocabulary
Phonological
Awareness
Listening
Comprehension
Grammar
Study Skills
Attitude
Domains not included in the First Grade

English Curriculum:
Book and print orientation
Alphabet knowledge
Phonics and Word Recognition
Fluency
Writing and Composition/Handwriting
Spelling
Study Skills
These three domains are among

the areas that should have already
been covered using the Mother
Tongue.
Book and Print Orientation
Alphabet Knowledge
Handwriting
Definitions of the Content Standards for the Integrated Language

Arts Curriculum for the K-12 Basic Education Program of the
Department of Education
Proposed Standards
Book and Print

Knowledge
At the end of Grade 3,

students should:
use narrative and

expository texts for
independent study and
reading for pleasure.
Grade 1 English

Proposed Standards
Alphabet Knowledge

students should:
recognize, name and
sound out all the upper
and lower case letters of
the alphabet.
Grade 1 English

Proposed Standards
Handwriting

students should:
write legibly in cursive

writing.
Grade 1 English
These are the domains or areas that will not be

explicitly taught at the first grade level.
However, know that these domains will be
modeled and may be learned incidentally.
Phonics and Word Recognition

Fluency
Writing and Composition
Study Skills

Proposed Standards
Phonics and Word

Recognition

students should:
use sight word recognition
or phonic analysis to read
and understand words in
English that contain
complex letter
combinations, affixes and
contractions.
Grade 1 English
Word Recognition
Skills that may emerge:
Identify signs, symbols, labels, and captions in
the environment
Recognize some common words on sight
(e.g. A, the, and, said etc.)

Proposed Standards
Fluency

students should:
read aloud grade level

texts effortlessly, without
hesitation and with
proper expression.
Grade 1 English
Fluency
Participate in shared reading
of repetitive texts

Proposed Standards
Writing/Composition

students should:
express their ideas
effectively in formal and
informal compositions to
fulfill their own purposes
for writing.
Grade 1 English

Make appreciable marks on a page
Understand that drawings convey meaning
Write with a purpose in mind
Dictate ideas that
Share preferences
Narrate a story/experience
Describe (e.g. person, animal, object, place)
Draw ideas that

Share preferences
Narrate a story/experience
Describe (e.g. person, animal, object, place)
Engage in free writing

Proposed Standards
Reading
Comprehension

students should:
understand a range of
reading/viewing texts
from different contexts for
a variety of purposes.
Grade 1 English

Proposed Standards
Study Skills

students should:
use strategies for

purposeful literacy
learning.
Grade 1 English
Study Skills
Follow directions
Interpreting pictographs
Interpreting simple maps of familiar places
Domains included:
Oral Language
Phonological Awareness
Vocabulary
Listening Comprehension
Grammar
Attitude

Proposed Standards
Oral Language in
English

students should:
have sufficient facility in

English to understand
spoken discourse and to
talk and interact with
others about personal
experiences and text
listened to or read.
Grade 1 English
Oral Language Activity
Oral Language Skills

Standard for Grade 1: 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
Give information shared by others
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

Identify/Share relevant information
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

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
Restate and retell information
Engage in a variety of ways to share info (e.g. role
playing, morning message, show and tell)
Retell a story

Express oneself
Speak clearly and audibly
Speak in full sentences
Express thoughts and feelings
Share own ideas
Share preferences

Proposed Standards
Phonological Skills

students should:
be able to demonstrate
phonological awareness
at the levels of the
syllable and the
phoneme.
Grade 1 English
PA Activity: Head and Feet

Touch your head if the end part of the word I
say has a similar ending sound as head.
Touch your feet if the end part of the word I
say has a similar ending sound as feet.
Ex. Goal: Identifying which word rhymes
bed
red
meet
feet
said
street
fed
sweet
bread
Can you turn a hen into

a pig?
Turning a hen into a pig

Hen = change h and replace with p
Pen = change e and replace with i
Pin = change n and replace with g
What do we have??? A pig!
Phonological Awareness Skills

Standard for Grade 1:
Display sensitivity to sounds
in spoken language
Phonological Awareness Skills

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 word
Identify the beginning sound of a word
Identify onsets and rimes
Identify the final sound of a word

Proposed Standards
Vocabulary

students should:
acquire, study, and use
English vocabulary words
appropriately in relevant
contexts.
Grade 1 English
Vocabulary Activity
Which word will you replace to fix these silly
statements?
Provide a word that you know to fix each statement.
On my plate I have a moon.
I can use my mouth to walk.
On my bed, I like to weep.
To check the time, I look at my sock.
Vocabulary
Standard for Grade 1: Use a variety of words
to communicate ideas orally for a variety of
purposes and to understand oral and written
text
Vocabulary
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 play with words and
language
Vocabulary
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
Vocabulary
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 wordsnounsname things and
some wordspronounsreplace naming words)

Proposed Standards
Comprehension

students should:
understand a range of
texts from different
contexts for a variety of
purposes.
Grade 1 English
Comprehension Activity
Pitter-patter! Splish-splash!
One day, Jana was walking outside.
She was on her way home.
Suddenly, it started to rain.

Oh no! I forgot my umbrella.
What was Jana doing? What does Jana need?

Proposed Standards for At the end of Grade 3,

Reading
students should:
Comprehension
activate prior knowledge
conceptually related to
Use of Context and Prior
text and establish a
Knowledge
purpose for listening/
reading.
Grade 1 English


Reading
students should:
Comprehension
be self-aware as they
discuss and analyze text
Comprehension
to create new meanings
strategies
and modify old
knowledge.
Grade 1 English


Reading
students should:
Comprehension
respond to literary text
through the appreciation
Comprehending
of literary devices and an
Literary Text
understanding of story
grammar
Grade 1 English


Reading
students should:
Comprehension
locate information from
expository texts and use
Comprehending
this information for
Informational Text
discussion or written
production
Grade 1 English

Proposed Standards
Listening
Comprehension

students should:
Understand a range of
texts listened to for a
variety of purposes
Grade 1 English
Standard for Grade 1: Understand a range of
texts listened to for a variety of purposes
Expect oral/written text to make sense
Identify a purpose for listening
Listen to, understand and follow simple instructions
Appreciate a variety of texts
Listen carefully to texts read aloud
Derive meaning from repetitive language structure
Participate / Engage in a read-along of texts (e.g.
poetry, repetitive text)
Activate and use prior knowledge to understand the
text
Select most likely conclusions about the text using
their prior knowledge
Identify connections between the story listened to
and personal experience
Make predictions about stories based on the cover or
title, pictures, details in the text
Use/ Modify prior knowledge based on new
knowledge from text
Validate ideas made after listening to a story
Recall information, main ideas, and details after
listening to a text
Identify story elements (title, characters, setting)
Identify and discuss key themes
Discuss reasons for events in stories
Make simple inferences about the thoughts,
feelings, dialogue and actions of characters
Establish and analyze relationships between
characters and events in the text
Sequence a series of events in a literary selection
Identify cause and effect of specific events in a literary
selection
Compare events and characters in literary selections
from a variety of cultures
Appreciate the effects of different words and phrases,
e.g. to create humor, images and atmosphere
Appreciate words that the author uses in a literary
selection to create a graphic visual experience
Appreciate figurative language
Take part in creative responses to stories, (e.g. oral
retelling, dramatization, etc.)
Determine whether a story is real or make-believe
Appreciate that texts vary with regards to content
and purpose
Locate specific information by using
organizational features in expository text
Restate facts, identify main idea and appreciate
information from listening to informational text
Appreciate the usefulness of the information in a
particular text
Ask and answer questions before, during and
after listening to a text
(i.e. literal, inferential, evaluative, integrative,
creative)
Use details and pictures found in the
informational text to create meaning

Proposed Standards
Grammar Awareness
and Structure

students should:
demonstrate grammatical
awareness by being able
to read, speak and write
correctly.
communicate effectively,
in oral and written forms,
using the correct
grammatical structures of
English.
Grade 1 English
Activity for Grammar

I want a hotdog.
What kind of word is hotdog?
Activity for Grammar

I want a hot dog.
What kind of word is hot?
Grammar
Standard for Grade 1: Apply grammar to
communicate effectively
Grammar
Sentence
Recognize sentences and non-sentences
Use simple sentences
Use different kinds of sentences
(e.g. declarative, interrogative)
Recognize punctuation marks
(e.g. period, question mark)
Grammar
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/
Grammar
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)
Grammar
Adjective
Use common positive forms of adjectives
Verb
Use the simple forms of verbs
Grammar
Preposition
Recognize directional prepositions
(eg. in, on, under etc.)


Reading
students should:
Comprehension
demonstrate a love for
reading stories and
Attitude
confidence in performing
literacy-related
activities/tasks.
Grade 1 English
Attitude
Standard for Grade 1:
Display a positive regard towards literacy
learning.
Attitude
Revisit favorite books, songs and rhymes
Attempt to read or re-tell texts listened to
The Learning Package

The Matrix
The Lesson Plans
The Appendix
The Matrix
The Teaching Guide is organized in the form of

a matrix. An overarching social studies based
theme is used the take-off point for designing
the lessons. The matrix has the following parts:
The Matrix
1. Objectives
2. Pre-Assessment
3. Activating Prior Knowledge
4. Presentation
5. Modeling
6. Guided Practice
7. Independent Practice
8. Post-Assessment
English Curriculum Teaching Guide
The Matrix The Objectives

This portion of the matrix focuses on setting
the targets for the daily and weekly lessons.
The objectives portion identifies what the
students should be able to understand
(insight/value or concept) exhibit (skills)
and appreciate at the end of each lesson.
These objectives are based on the standards
and competencies to be met by first graders.
The Matrix Sample Objectives

Theme: Me and My Family
At the end of the lesson the students should be able to:
Expressive Objectives:
Realize that we have body parts that can do many things
Appreciate that singing songs and reciting rhymes can be fun
Instructional Objectives:
Oral language: Listen and share about him/herself
Phonological Awareness: Recognize words that rhyme
Listening Comprehension: Listen and share about him/herself;
Follow directions
Vocabulary and Grammar: Recognize, identify, and give
examples of naming words (body parts)
The Matrix Pre-Assessment

This portion of the matrix focuses on
activities designed to determine what
the students know and need to
learn. This will be the basis for
redesigning or adjusting the contents
of the lesson.
The Matrix Sample Pre-Assessment

TOUCH YOUR BODY PART
Have the class point to a body part
1. Teacher will ask the students to touch a body
part. Ex. Can you touch your nose?
2. The students will attempt to touch the body
part that the teacher says.
3. Teacher will assess the knowledge of the
students as the activity goes along.
The Matrix Activating Prior Knowledge

This portion of the matrix focuses on activities
designed to determine what the students
know about the content to be covered in the
lesson. The goal is to create an intersection
between the background knowledge of the
students and the content of the lesson. By
tapping what the students know, we are
awakening their interest, building motivation
and preparing them for the learning
experience.
The Matrix Sample Activating Prior

Knowledge
BODY PART PUZZLE
1. Divide the class into groups.
2. Distribute the body parts cut-outs to each group.
3. Ask the children to form the puzzle of a boy and
a girl using the different body parts (paper
cut-outs)
4. Ask the children to share the names of body
parts they already know.
The Matrix Presentation

unpacking the contents of the lesson.
This may focus on interacting with the text
or the explicit instruction of content.
The Matrix Sample Presentation

Sing a SONG about the parts of a body:
Clap your Hands
Clap your hands
Touch your toes
Turn around
Put your finger on your nose
Flap your arms
Jump up high
Wiggle your fingers
And reach for the sky.
The Matrix Modeling

showing the students how to go through
a particular thought process or how to
perform a particular skill.
The Matrix Sample Modeling

Teacher will model identifying the names of particular
body parts.
1. Teacher says These are my fingers while showing
his/her fingers to the class.
2. Teacher asks Can you show me your fingers?
Teacher asks the students to show their fingers to
the class.
3. Teacher asks What do we call these?
4. Students will say the name of the body part that
teacher is showing.
The Matrix Guided Practice
This portion of the lesson focuses on

providing an opportunity to practice a
particular skill in a whole class setting.
This serves as an opportunity to provide
feedback and to clarify concepts
learned/applied.
The Matrix Sample Guided Practice

CLASS ACTIVITY
1. Teacher asks volunteers to show and name the body
parts they have.
2. Teacher guides and assists the students as they
attempt to talk about their body parts.
Student 1: These are my ears.
Can you show me your ears?
Student 2: This is my nose.
Can you show me your nose?
The Matrix Independent Practice

providing the students an opportunity to
perform a particular skill and gain
mastery.
The MatrixSample Independent Practice

TWISTER GAME
1. Divide the class into 2 groups. (or more depending on size of
class)
2. Lay a Twister mat on the floor.
*Twister mat is divided into squares. Each square has a
different color. There should be at least 2 squares with the
same color.
3. Give directions that will use names of body parts and colors.
ex. Put your right hand on the color yellow.
Put your left knee on the color blue.
4. Each player should be able to follow accordingly.
The Matrix Post-Assessment

activities designed to determine what
the students know and need to
learn. This will be the basis for
redesigning or adjusting the contents
of the lesson.
The Matrix Sample Post-Assessment

Play the Body Parts Game and check if the students
will be able to touch the correct body part you refer
to.
a. Student says: Touch your part of the body.
Ex. Touch your feet. (Classmates should be able to
touch their feet.)
b. Teacher checks if the students are able to touch the
correct part of the body mentioned.
Lesson Plans
I. Theme
II. Objectives
III. Subject Matter and Materials
IV. Pre-Assessment
V. Procedure
A. Activating Prior Knowledge
B. Presentation
C. Modeling
D. Guided Practice
E. Independent Practice
VI. Post-Assessment
Grade 1 English
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
English Curriculum Appendix
The appendix is organized

Weekly and divided into
three parts:
a. Poems/Songs/Stories
(Literature)
b. Art Activities
c. Games and Other Activities
Sample Song
The Food Song (Tune: Skip to my Lou)

I like fruits. Yes I do!
My tummy loves them too.
Sample Poem
I am Special
I am special. I am me.
I have two hands, two eyes to see.
A nose to smell. My ears hear well.
A mouth to talk, and two legs to walk.
But thats not all, because you see.
I am special. I am me.
Sample Story
Leonel by Nati A. Santos and Dinna SantosPolo
Leonel loves to make a wish.
I wish I were a king, he said.
So he sat on a throne.
But poor Leonel fell down.
I wish I were a bird, he said.
So he tried to fly.
I wish I were a monkey, he said.

So he tried to climb a tree.
I wish I were a dancer, he said.
So he tried to dance.
I wish I were a biker, he said.
So he tried to bike.
I wish I were a skater, he said.

So he tried to skate.
I wish I were a baby, he said.
But you are a baby, said his mom.
My baby, she hugged Leonel.
And Leonel wished no more.
Other Titles
Are you my Mother? by Rodolfo Desuadiso
New Shoes, Red Shoes? by Susan Rollings
My Five Senses by Margaret Miller
The Very Hungry Caterpillar by Eric Carle
From Head to Toe by Eric Carle
What Will Fat Cat Sit On? by Jan Thomas
Whose Mouse Are You? By Robert Kraus & Jose Aruego
No David! By David Shannon
The Integration of
Science
The Integration of Science

A childs scientific thinking is strengthened
when Science is integrated to literature.
Integrating Science to literacy is one
example of helping apply scientific
concepts/information within a particular
context so that it is presented in an
understandable and interesting language.
(Zeece, 1998)

The integration of Science motivates
children to be more curious in solving
problems. This integration also helps
present models of scientific methods of
observation, hypothesis formulation,
collecting data, experimentation and
evaluation. Lastly, it helps children to
appreciate, value, understand and respect
their world.

Science process skills include:
1. Observing qualities
2. Measuring quantities
3. Sorting/classifying
4. Inferring
5. Predicting
6. Experimenting
7. Communicating
The First Quarter Science Topics

Sense Organs:
eyes, ears, nose, tongue, skin
Observing and Describing things using the
sense organs
Care of the Sense Organs
Food:
Different Kinds of Food
Living and Non-Living Things
The Second Quarter Science Topics
A. Plants
1. Parts of a plant (leaves, stem, roots,
flower, and fruit)
2. Common Characteristics of Plants
3. Uses of Plants
4. Needs of Plants
5. Care for Plants
The Second Quarter
B. Animals
1. How Animals Move
2. Where Animals Live
3. How Animals Eat
4. Comparing Animals
5. What Animals Need
6. Caring for Animals
Reminders When
Teaching English
Concept, Language and Literacy are Intertwined

The more children experience the world,
the more they will have to talk about.
The more language models children

interact with, the more opportunities
they will have to develop language skills.
The better their language activity and the
more experiences children have, the
more prior knowledge they will be able
to bring to text when they read.
It all begins with a sense of wonder

Develop varied interests and skills.
Explore everything and anything.
Talk about everything and anything weve
explored.
Allow them to explore the language.
Encourage their attempts to express
themselves. Provide options for them to
respond and share.
Always
Start from meaningful words and good quality
literature (e.g. songs, rhymes, stories etc.)
Develop oral language ability in the language
in which literacy will be developed (in this
case, English)
Use the different senses to develop
knowledge of words and concepts/ideas
Make learning fun and relevant!
Strategies for
Teaching the English
Language Domains
Oral Language,
Vocabulary and
Grammar
Four Most Effective Strategies in

Language Teaching (Facella et. Al 2005)
(a) the use of gestures and visual cues
(e.g. Total Physical Response learning
action words by watching and imitating
what the teacher says and does)
Song: Our Body Parts

(To the tune of Twinkle, Twinkle Little Star)
We use our legs when we walk.

We use our mouths when we talk.
We use our hands when we write.
We use our teeth when we bite.
With each part, we can do a lot.
Lets be proud of what weve got.
Steps to using Total Physical Response
1) Teaching/Learning
2) Practice or rehearsal
3) Testing or evaluation
Sample Application of TPR

(for the line We use our legs when we walk)
1)
2)
3)
4)
5)
While saying each line of the song, demonstrate the

action and point to the body part that is moving.
Demonstrate a think-aloud by pointing to the body
part that is moving and saying, These are my/This is
my ______.
Allow the children to label the body part (once they
are ready) This is my _______.
Ask the students to point/talk about their body
parts.
Repeat the process, demonstrating less for the
succeeding days.
Pass It On
Choose a set of five or six students and
have them form a circle. A leader must pass
around an action clockwise (counter clockwise)
by demonstrating what it can do. The action
will be repeated by each seatmate until it
reaches the end of the circle. Once it reaches
the end, ask the question, What body part can
(action word)? Answer by saying the phrase,
My _________

(b) the repetition of opportunities
for practicing skills (i.e. building
memory and concept mastery);
Nose, Nose, Nose, Nose, Mouth

1.
2.
3.
4.
This game may be a whole class activity.

Demonstrate how the game is to be played by
pointing to your nose (4x) while naming it.
On the fifth try, name one of your other body
parts and point to another (e.g. Say eyes but
point to your ears)
The students should point to the correct body
part and say This is my ________.
The students can take turns being the leader.

(c) the use of objects, props, hands-on
materials and realia to clarify meaning
(e.g. using a puzzle; pictures;
themselves)
Unlocking of Difficulties
New
Manner of Unlocking
Words
eyes
nose
toes
Last night, I saw the eyes of the cat. Looking at

me. This is what I saw. (show picture)
Where are my eyes?
I put the calachuchi flower under my nose.
(demo) Where is my nose?
The calachuchi flower smells good.
I can reach my toes.

(demonstration) Where are my toes?
Body Part Memory Game

1. Have two sets of pictures of the body parts
included in the lesson.
2. Post them on the board (face down).
3. Flip open only two of the pictures. The
object is to find a perfect match.
4. Once a pair is found, ask the student to
give the name of the body part.

(d) the use of multisensory approaches
(i.e. activities that target a variety of
learning styles and modalities)
Sing a Song
1.
2.
3.
4.
5.
Sing a song to the child.

Unlock important words in the song
Sing the song again!
Teach the melody and the words
Draw the song, Dance the song, Recite the
song!
Song Remake!
1.
2.
3.
4.
5.
Sing a song to the child.

Unlock important words in the song
Sing the song again!
Teach the melody and the words
Draw the song, Dance the song, Recite the
song!
6. Change some words to create a new song
7. Sing the new song
Funny Bones
1. Have the students choose a partner.
2. A chosen leader gives directions and
asks the students to match a particular
body part (e.g. hands) with that of
his/her partner (e.g. hands)
3. The students can take turns being leader.
Finish My Song
Sing the target song together. Sing a few lines
and leave a line unfinished. Ask a student to
finish the song by providing the missing word.
Clap your hands. Touch your _________.
Turn around. Put a finger on your ________.
Flap your arms. Jump up high.
Wiggle your ___________
and reach for the _____.
Phonological
Awareness
Silly Mistakes
Say a common song/rhyme and replace
some of the words. Have the students
identify what makes each sentence silly.
Jack and Jill went up the stairs.
To fetch a pail of milk.
Jack fell down and broke his foot,
and Jill came jumping after.
Youre It!
Eyes, ears, mouth, pencil
Pencil - Youre it!
Head, foot, sun, nose
Sun - Youre it!
Fingers, chair, toes, arms
Chair - Youre it!
Door, cheeks, legs, neck
Door - Youre it!
Word Walk
1. Introduce the concept of counting words in
a sentence by taking a walk as you say the
words out loud.
SENTENCE: I am Teacher Hazelle.
STEP
1
2
3
4
2. Have students practice by giving them

sentences to walk to.
3. The students can also make their own
sentences.
Rhyme Remake
Say this rhyme and add the name of a
boy and girl. Find two other names
that rhyme with theirs.
Horsey, Horsey
Run around with Betty.
Kitty, Kitty
Leap up and down with
Horsey, Horsey
Run around with Letty.
Kitty, Kitty
Leap up and down with
Marlon.
Jon.
Rhyme Dominoes
Mr./Miss Beginning & Mr./Miss End

Pass two balls/objects around the room while
singing a song (e.g. Happy birthday to you). One
ball must be labeled beginning and the other,
end. At the end of the song, give a word:
c a t
Ask Mr./Miss Beginning to give the beginning

sound of the given word and ask Mr./Miss End to
give the last sound in the word.
Listening
Comprehension
Activities to Develop Listening Comprehension

Provide experiences for the students to think and talk
about:
Take a Nature walk so they can label their world
Demonstrate a Procedure/Process
Provide thought-provoking pictures, wordless picture
books
Present different kinds of literature (e.g. songs,
poems, stories etc)
Engage the students in conversations about these
experiences.
Model a Think-Aloud
Provide them questions/prompts to guide them when
sharing with each other
Provide sentence stems to get them started
Sample questions to ask

before a text is presented
1. Tap Prior Knowledge
2. Do a picture walk through (if available)
a. Have the student name/label the pictures
b. The students can narrate what is
happening using the pictures
3. Have students predict what might happen.
4. Ask questions to prepare them for the text.
Based on the pictures on the poster/in our
book what do you think will the song/story be
about?
Ask different kinds of questions using

The Dimensions of Comprehension
(Based on the Gray, Gates and Smith and Barrett models)
LEVEL V Creative Comprehension
(Creating my own lines/story)
LEVEL IV
LEVEL III
LEVEL II
LEVEL I
Integration
(Application to Self)
Evaluation
(Critical Comprehension)
Interpretation
(Making interpretations and connections)
Literal Comprehension
(Finding details in the story)

as the text is being presented
1. Who is this song/story about?

2. What is happening?
3. What do you think will happen next?
4. What does the character feel?
5. Why do you think does the character
feel that way?
6. Will he/she continue to feel that way?

after the text has been presented
1. Did you like the song/poem/story?
2. What is your favorite part of the
song/poem/story?
3. Can you retell the story?
4. Which character do you like best?
5. Why do you like him/her?
6. What do you feel after having listened to the
poem/song/story?
TELL THE STORY IN THESE PICTURES FROM THE STORY I DONT WANT TO
EAT PUBLISHED BY ADARNA HOUSE
May you have many

fun-filled learning
experiences!

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Grade 1 English Curriculum Presentation

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I Love the Sun

by Teacher Hazelle Preclaro

I love the sun (5x)

The English Curriculum

Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuniga

The Philippine Language Context

Possibly, transferability is bi-directional

The Philippine Language Context

Cross-Linguistic Transfer of Literacy Ability

The Philippine Language Context

Cross-Linguistic Transfer of Literacy Ability

Transition from MT to English

Transition from MT to English

*Exposure to *Exposure to *All domains

Integration of Language, Literature

The English Curriculum

At the end of third grade the

Domains not included in the First Grade

These three domains are among

Definitions of the Content Standards for the Integrated Language

Book and Print

At the end of Grade 3,

use narrative and

Definitions of the Content Standards for the Integrated Language

At the end of Grade 3,

Definitions of the Content Standards for the Integrated Language

At the end of Grade 3,

write legibly in cursive

These are the domains or areas that will not be

modeled and may be learned incidentally.

Phonics and Word Recognition

Definitions of the Content Standards for the Integrated Language

Phonics and Word

At the end of Grade 3,

Definitions of the Content Standards for the Integrated Language

At the end of Grade 3,

read aloud grade level

Definitions of the Content Standards for the Integrated Language

At the end of Grade 3,

Writing and Composition

Writing and Composition

Draw ideas that

Definitions of the Content Standards for the Integrated Language

At the end of Grade 3,

Definitions of the Content Standards for the Integrated Language

At the end of Grade 3,

use strategies for

Interpreting simple maps of familiar places

Definitions of the Content Standards for the Integrated Language

At the end of Grade 3,

have sufficient facility in

Oral Language Activity

Oral Language Skills

Oral Language Skills

Oral Language Skills

Oral Language Skills

Oral Language Skills

Definitions of the Content Standards for the Integrated Language

At the end of Grade 3,

PA Activity: Head and Feet

Can you turn a hen into

Turning a hen into a pig

Phonological Awareness Skills

Phonological Awareness Skills

Exposure to Exposure to *All domains