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Mother Tongue K To 12 Curriculum Guide PDF
Mother Tongue K To 12 Curriculum Guide PDF
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
MOTHER TONGUE
(Grade 1)
April 4, 2011
K TO 12 – MOTHER TONGUE
Use Mother Tongue appropriately and effectively in oral, visual and written communication in a variety of situations and for a variety of
audiences, contexts and purposes including learning of other content subjects and languages, demonstrate appreciation of various forms of
literacy genres and take pride in one’s cultural heritage.
K–3
Enjoy communicating in their first language on familiar topics for a variety of purposes and audiences using basic vocabulary and phrases;
read L1 texts with understanding and create their own stories and texts in their L1.
* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 2
K TO 12 – MOTHER TONGUE
The learner demonstrates skills and strategies in phonemic awareness, letter names, sound-letter correspondences,
K decoding, vocabulary and comprehension as they enjoy listening and responding to a variety of texts in their Mother
Tongue.
The learner demonstrates basic communicative skills in talking about familiar topics using simple words and both
Grade 1 verbal and non-verbal cues to understand spoken language, shows basic understanding of vocabulary and
language structures, reading process, and writing system and appreciates aspects of one’s culture.
The learner demonstrates communicative skills in using basic vocabulary and simple phrases, simple spoken
language using both verbal and non-verbal cues, understands vocabulary and language structures, appreciates and
Grade 2
understand the cultural aspects of the language and the writing system used in the program, and reads and writes
its simple words and phrases.
The learner demonstrates communicative skills in simple contexts using basic vocabulary and phrases, shows
Grade 3 understanding of spoken language in simple contexts using both verbal and non-verbal cues, vocabulary and
language structures, cultural aspects of the language, reads and writes in the writing system used.
* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 3
K TO 12 – MOTHER TONGUE
GRADE 1
ORAL LANGUAGE
Content Standards The learner possesses the language skills and cultural knowledge necessary to participate
successfully in oral communication in different context.
Performance Standards The learner has sufficient functional vocabulary to name and describe people, places, concrete
objects and communicate personal experiences, ideas, thoughts, actions, and feelings in
different context in a culturally appropriate manner.
COMPETENCIES
The Learner……
1. Talk about pictures presented using appropriate local terminologies with ease and confidence.
Animals
Mechanical
Objects
Musical Instruments
2. Environment
Talk about the pictures presented in relation to their personal experiences
Listen and respond to others.
3. Participate actively during story reading by making comments and asking questions.
4. Recite/sing with ease and confidence rhymes, jingles, riddles, chants, song, lullaby in culturally appropriate manner.
5. Tell their own stories related to the picture with ease and confidence.
6. Relate their own stories related to the picture presented with proper phrasing and pausing.
7. Recite/sing with ease and confidence rhymes, jingles, riddles, chants, song, lullaby in culturally appropriate manner.
8. Use expressions appropriate to the grade level in classifying things, animals, objects, etc.
* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 4
K TO 12 – MOTHER TONGUE
9. Use expressions appropriate to the grade level in predicting events/situations.
10. Talk about the story/legend, events, community issues by recalling important details in a culturally appropriate manner.
11. Respond to the story through illustrations and dramatization.
12. Express opinion on the story and local news heard using culturally appropriate expressions (I think, I believe, In my opinion etc.)
13. Listen and retell a story heard in their own words citing the characters and important events.
14. Listen and retell a story, legends, school and community events and local news in a summary form.
15. Talk about family, friends, school, community and significant people and places using descriptive words in culturally appropriate manner .
16. Use culturally appropriate expressions to show agreement and disagreement on a certain topic/s being presented.
17. Use culturally appropriate expressions to explain/give reason on a certain topic/s being presented.
18. Tell stories, legends, fables, jokes, advertisement, ect. with correct rate, accuracy and prosody (phrasing, pausing and emphasis).
19. Use culturally appropriate expressions in giving opinion, ideas, views, etc. In a given situations/issues/news/events.
20. Use culturally appropriate expressions in hypothesizing (giving possible outcomes/results of story, events, activity, actions and situations
heard.
21. Use culturally appropriate expressions in giving one's obligation, hope and wish.
22. Use culturally appropriate expressions in giving one's obligation, hope and wish.
PHONOLOGICAL SKILLS
Content Standards The learner demonstrates understanding on the basic features of reading using phonological
skills.
Performance Standards The learner uses phonological skills and strategies to select sound patterns and know how to
translate then into spoken language.
COMPETENCIES
The Learner……
* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 5
K TO 12 – MOTHER TONGUE
Objects
Musical Instruments
Environment
2. Identify rhyming words in nursery rhymes, songs, jingles, poems, and chants.
3. Give pairs of rhyming words found in nursery rhymes, songs, jingles, riddles, and chants.
4. Give/produce the beginning sound of letter/s in a given word.
5. Give/produce the beginning sound of letter in a given word.
6. Orally segment a two to three-syllable word into its syllabic parts.
7. Give the new spoken words when two or more syllables are join to form words.
Content Standards The learner demonstrates understanding on the basic features of reading using book and print
knowledge.
Performance Standards The learner uses book and print knowledge and strategies to select letter patterns and know
how to translate then into spoken language by using phonics, syllabication and word parts..
COMPETENCIES
The Learner . . .
1. Use correctly the terms referring to conventions of print: (book, front and back cover, beginning, ending, title, page, author, and
illustrator).
2. Track the text in the correct order: page by page, left to right, top to bottom.
3. Identify differences between letters.
4. Make one-to-one correspondence between written and spoken words.
5. Point out that spoken words are represented in written language by specific sequence of letters.
6. Recognize correct spelling of words.
* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 6
K TO 12 – MOTHER TONGUE
ALPHABET KNOWLEDGE
Content Standards The learner demonstrates understanding on the basic features of reading using alphabet
knowledge.
Performance Standards The learner uses alphabet knowledge and strategies to select letter patterns and know how to
translate then into spoken language by using phonics, syllabication and word parts.
COMPETENCIES
The Learner……
1. Give the letter that begins with the name of a given picture/objects.
2. Identify specific letters in the alphabet, both upper and lower case.
3. Show relationship between sounds and written symbols.
WORD RECOGNITION
Content Standards The learner demonstrates understanding on the basic features of reading using knowledge on
word recognition.
Performance Standards The learner uses basic knowledge on word recognition skills and strategies to select letter
patterns and know how to translate then into spoken language by using phonics, syllabication
and word parts and apply this knowledge to achieve fluent oral and silent reading.
COMPETENCIES
* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 7
K TO 12 – MOTHER TONGUE
The Learner……
FLUENCY
Content Standards The learner demonstrates understanding on the basic features of reading using knowledge on
fluency.
Performance Standards The learner uses basic knowledge on fluency skills and strategies to select letter patterns and
know how to translate them into spoken language by using phonics, syllabication and word
parts and apply this knowledge to achieve fluent oral and silent reading.
COMPETENCIES
The Learner……
1. Read aloud grade one level text at a rate of approximately 60 words per minute.
2. Read grade one level text in three-to-four word phrases with appropriate intonation, expression and punctuation cues. (features of
fluency)
* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 8
K TO 12 – MOTHER TONGUE
SPELLING
Content Standards The learner demonstrates understanding on the basic features of reading using knowledge on
spelling.
Performance Standards The learner uses basic knowledge on spelling skills and strategies to select letter patterns and
know how to translate them into spoken language by using spelling patterns, syllabication and
word parts and apply this knowledge to achieve fluent oral and silent reading.
COMPETENCIES
The Learner……
* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 9
K TO 12 – MOTHER TONGUE
HANDWRITING
Content Standards The learner demonstrates understanding on the basic features of handwriting.
Performance Standards The learner uses basic knowledge on the features of handwriting to be able to write clear and
coherent sentences and paragraphs that develop a central idea in different audience and
purpose following the stages of writing process.
COMPETENCIES
The Learner……
* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 10
K TO 12 – MOTHER TONGUE
COMPOSING
(RPIMER LESSONS)
Content Standards The learner demonstrates understanding on the basic features of written composition.
Performance Standards The learner uses basic knowledge, skills and strategies on written composition to write clear
and coherent sentences, paragraphs, short stories that develop a central idea in different
context and purposes.
COMPETENCIES
The Learner……
1. Write using phonic knowledge for different purposes – sentences, lists, jokes, poems, songs, riddles, short stories, etc.).
2. Write essay and story observing correct punctuation marks, capitalization, indentions and format.
3. Write through dictation simple sentences, phases, and paragraph observing correct punctuation marks, capitalization, indentions and
format.
4. Write essay, news articles, events, story, advertisement observing correct punctuation mark, capitalization, indention and
format.
* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 11
K TO 12 – MOTHER TONGUE
GRAMMAR AWARENESS
Content Standards The learner demonstrates understanding that each of the languages have set of structural rules
that govern the composition of words, clauses, phrases, sentences, paragraphs, and stories in
oral and written communication.
Performance Standards The learner uses basic knowledge, skills and strategies on basic grammatical rules to be able to
speak and write correctly and effectively.
COMPETENCIES
The Learner……
1. Introduce oneself, family, friends and others using naming words and pronouns in culturally appropriate manner.
2. Use culturally appropriate courteous expressions in different situations.
3. Use names of person, places, animals, and things appropriately in sentences.
4. Use the correct noun markers (ang, angmga) in identifying names of persons, places, animals and things.
5. Use the directional - ito, iyan, iyon, etc.
6. Identify proper names of persons, places and things.
7. Use proper nouns in sentences.
8. Identify the pronouns used in sentences.
9. Use pronouns in sentences.
10. Use imperatives to give simple two - three steps directions in a culturally appropriate manner.
11. Use imperatives to give simple four - six steps directions in a culturally appropriate manner. (ex. Cooking rice)
12. Use the correct action words in narrating one’s experiences.
13. Use the correct action words in different tenses in narrating one’s experiences.
14. Use the correct action words in narrating one’s experiences in different forms.
15. Identify describing words in sentences.
16. Use appropriate describing words in talking about persons, places, and things.
* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 12
K TO 12 – MOTHER TONGUE
17. Use appropriate describing words expressing degree of comparison in talking about persons, places and things.
18. Give the synonyms and antonyms of simple describing words.
19. Identify the adverbs used in sentence.
20. Use the adverb correctly in constructing own sentences.
VOCABULARY
Content Standards The learner demonstrates understanding on the importance of acquiring an extensive receptive
and productive skills (passive and active) vocabulary for communication or expression in
various contexts and language functions.
Performance Standards The learner uses basic vocabulary knowledge, skills and strategies in both oral and written
communications to express ideas, opinions, reactions in various contexts and language
functions..
COMPETENCIES
The Learner……
1. Develop and use vocabulary - sounds produce and heard locally from
Animals
Mechanical
Objects
Musical Instruments
2. Develop and use vocabulary of words that begin with the target letter/s.
3. Identify names of persons, places, animals, and things.
4. Identify and use common noun markers.
5. Identify words use as markers to show directions.
6. Draw on experiences to bring meanings to words in context.
* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 13
K TO 12 – MOTHER TONGUE
7. Discuss meanings and develop vocabulary through meaningful and concrete experiences.
8. Begin to identify and use synonyms, antonyms, homonyms and multiple-meaning words correctly.
9. Use clues from context to figure out what the words mean.
10. Identify and use synonyms, antonyms, homonyms and multiple-meaning words correctly
11. Identify some words that comprise contractions (e.g. Can't - can not, isn't - is not)
12. Recognize that two words can make a compound word.
13. Recognize words that show the degree of a descriptive words (e.g. More, most)
14. Understand that the language used in school is more formal than the language used at home and with friends.
READING COMPREHENSION
A. Activating Schema and Prior Knowledge
Content Standards The learner demonstrates understanding on the importance of the schema or the prior
knowledge in comprehending and appreciating grade-level- appropriate materials.
Performance Standards The learner uses basic schema or prior knowledge skills and strategies to comprehend and
appreciate grade – level – appropriate materials.
COMPETENCIES
The Learner……
READING COMPREHENSION
B. Comprehension of Literary Texts
Content Standards The learner demonstrates understanding on the importance of literary texts as a tool to
developcomprehension and appreciation of grade-level- appropriate materials.
Performance Standards The learner uses literary texts to develop comprehension and appreciation of grade – level –
appropriate materials.
COMPETENCIES
The Learner……
K to 12 – MOTHER TONGUE
READING COMPREHENSION
C. Comprehension of Informational Texts
Content Standards The learner demonstrates understanding on the importance of informational texts as a tool to
develop comprehension of grade-level- appropriate materials.
Performance Standards The learner uses informational texts to develop comprehension of grade – level – appropriate
materials.
* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 16
K TO 12 – MOTHER TONGUE
COMPETENCIES
The Learner……
* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 17
K TO 12 – MOTHER TONGUE
READING COMPREHENSION
D. Attitude Towards Language, Literacy, and Literature
Content Standards The learner demonstrates positive attitudes towards the language and culture.
Performance Standards The learner develops love and appreciation towards the language and culture
COMPETENCIES
The Learner……
2. Express love for stories by browsing the storybooks read to them and asking to be read more stories.
3. Show love for reading by listening attentively during story reading and making comments.
* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 18