MODIFIED SYLLABUS for ONLINE INSTRUCTION

MISSION:
St. Jude College is the leading provider of excellence and responsive education under
the tenet of propter humanitatem.

VISION:
St. Jude College is committed to provide quality programs for global professionals
resulting in optimized productivity through instructions, research and extension services
founded on moral values and pride in one’s race.

I. Subject Title:
K to 12 Curriculum Guide Mother Tongue

II. Subject Description:

The K-3 Mother Tongue Curriculum Guide specifies content and performance standards and learning
competencies for all Filipino children – deaf and hearing alike. Since the focus of the curriculum is language and
literacy development, the learning outcomes apply to sign language users as well. In this guide, listening and
speaking will be operationalized as viewing (visually attending) and signing ; spoken language as sign language and
so on. Teachers are enjoined to follow the curriculum as closely as possible, cognizant of learning and
communication differences among deaf and hearing children .

III. Grade/ Level:

Grade 2

IV. Grade Level Outcomes:

The learner demonstrats communication skills in talking about variety of topics using expanding vocavulary,
shows understanding of spoken language in different context using both verbal and non-verbal cues, understands
and uses correctly vocabulary and languange strutures, appreciates the cultural aspects of the language, and reads
and writes literary and informational texts.
* possesses developing language skills and cultural awareness necessary to participate successfully in oral
communication in different contexts.
*demonstrates knowledge of and skills in word analysis to read, write in cursive and spell grade level words.
*demonstrates the ability to read grade level words with sufficient accuracy speed, and expression to support
comprehension.
*demonstrates the ability to formulate ideas into sentences or longer texts using conventional spelling.
*demonstrates understanding and knowledge of language grammar and usage when speaking and/or writing.
*demonstrates expanding knowledge and use of appropriate grade level vocabulary and concepts.
*demonstrates understanding of grade level literary and informational texts
*demonstrates understanding of grade level narrative and informational texts.
*demonstrates positive attitude towards language, literacy, and literature
*demonstrates developing knowledge and skills and strategies to listen, read and write for specific purposes.

V. Schedule:
Wednesday to Friday 9:50-10:40

VI. Resources:
1. Primary Books/Readings for the Subject: K to 12 Curriculum Guide Mother Tongue 2

2. Supplemental Books/Readings: Rex book and Diwa book

3. Websites and Links: www.deped.gov.ph

 4. Other Materials: Magazine and Journal

VII. Grading System:

Written works 30%, Performance Task 50%, Quarterly Assessment 20%

VIII. Learning Plan

A. First Quarter

Content/Topic Learning Objectives Learning Strategies Assessment Tool

*Read a large number of *Identify and use naming *Use words unlocked Alberta Education, The
regularly spelled words in sentences during story reading in Common Curriculum
multisyllabic words. *Express ideas through meaningful contexts. Framework for English
*Read aloud grade level poster making (e.g. ads, *Note important details in Language Arts
text with an accuracy of character profiles, news grade level narrative Kindergarten to Grade 12
95 - 100%. report, lost and found) texts: a. character b. Western Canadian
*Read grade level texts using stories as setting c. plot (problem Protocol for Collaboration
with appropriate springboard.(T hese and resolution in Basic Education ,
intonation, expression, writing activities are (Manitoba: Alberta
and punctuation cues scaffold by the teacher. Education, 1998)
when applicable.
*Recite and sing in group *Classify naming words Use wordsunlocked during Anderson, Mark and
longer poems, jingles, into different categories. story reading in Anderson, Kathryn. Text
riddles, chants, and songs meaningful contexts Type in English 1 ,
(folk, rap, etc.) with ease *Express individual (Malaysia: MacMillan,
and confidence choices and taste for 2003)
texts.
*Read with understanding *Identify the gender of *Give the correct Canale, Michael and
words with consonant naming words, when sequence of 35 events in Swain, Merril. “Theoretical
blends, clusters and applicable a story. Bases of Communicative
digraphs when applicable *Use the combination of *Express individual Approaches to Second
affixes and root words as choices and taste for texts Language Teaching and
clues to get the meaning Testing” in Applied
of words. Linguistics Vol. I, Issue 1 ,
(USA: Oxford, 1980.)
*Write upper and lower *Use the combination of *Browse/read books for Cummins, Jim, The
case letters using cursive affixes and root words as various purposes such as Acquisition of English as a
strokes. clues to get the meaning for learning or for Second Language in
of words.
*Relate one’s own pleasure Spangenberg - Urbschat .
experiences and ideas K and Pritchard, R. (eds.),
related to the topics using Reading Instruction for
a variety of words with ESL Students Delaware,
proper phrasing and (Delaware: International
intonation. Reading Association,
1994)
*Use expressions *Identify the parts of a *Use words unlocked Malone, Susan, Manual on
appropriate to the grade sentence (subject and during story reading in MTB - MLE (Community -
level to give opinion in a predicate). meaningful contexts.* Based Program),
*Reevents to one’s (Switzerland: UNESCO,
text listened to, heard or experiences. late story *Browse/read books for 2006)
read *Follow instructions in a various purposes such as
*Express ideasthrough test carefully for learning or for
poster making (e.g. ads, pleasure.
character profiles, news
report, lost and found)
using stories as
springboard.(T hese
writing activities are
scaffold by the teacher.)
*Read content area- *Correctly spell grade Use the combination of Massachusetts
related sight words. (Math level words. affixes and root words as Department of Elementary
and Science terms) clues to get the meaning and Secondary Education,
of words.
*Write upper and lower “ Guiding Principles for
case letters using cursive English Language Arts and
 strokes. Literacy Programs,”
(Massachusetts:
Department of
Elementary and Secondary
Education, 2011)
*Use expressions * Identify the parts of a Browse/read books for Public School of Carolina,
appropriate to the grade sentence (subject and various purposes such as State Board of Education.
level to give opinion in a predicate). for learning or for Second La nguage Studies
*Identify the difference
text listened to, heard or between a story and a pleasure and Standard Course of
read. poem Study and Grade Level
Competencies , (North
Carolina: Department of
Instruction, 2004)

B. Second Quarter

Content/Topic Learning Objectives Learning Strategies Assessment Tool

*Relate one’s own *Identify and use the *Use words unlocked Alberta Education, The
experiences and ideas following pronouns when during story reading in Common Curriculum
related to the topics using applicable a. meaningful contexts. Framework for English
a variety of words with demonstrative pronouns *Express individual Language Arts
proper phrasing and (e.g. ito, iyan, yan, dito, choices and taste for Kindergarten to Grade 12
intonation diyan, doon) b. subject texts. Western Canadian
*Write paragraphs using and object pronouns c. Protocol for Collaboration
subject, object and possessive pronouns in Basic Education ,
possessive pronouns, *Identify the important (Manitoba: Alberta
observing the conventions story elements. Education, 1998)
of writing.
Write paragraphs using Identify and use the Use words unlocked Anderson, Mark and
subject, object and following pronouns when during story reading in Anderson, Kathryn. Text
possessive pronouns, applicable a. meaningful contexts. Type in English 1 ,
observing the conventions demonstrative pronouns (Malaysia: MacMillan,
of writing. (e.g. ito, iyan, yan, dito, 2003)
diyan, doon) b. subject
and object pronouns c.
possessive pronouns
*Read with understanding Identify and use the *Express individual Canale, Michael and
words with consonant following pronouns when choices and taste for texts Swain, Merril. “Theoretical
blends, clusters and applicable a. *Infer character feelings Bases of Communicative
digraphs when applicable demonstrative pronouns and traits in a story Approaches to Second
(e.g. ito, iyan, yan, dito, Language Teaching and
diyan, doon) b. subject Testing” in Applied
and object pronouns c. Linguistics Vol. I, Issue 1 ,
possessive pronouns (USA: Oxford, 1980.)
Write paragraphs using Participate in and initiate *Use words unlocked Cummins, Jim, The
subject, object and more extended social during story reading in Acquisition of English as a
possessive pronouns, conversation or dialogue meaningful contexts. Second Language in
observing the conventions with peers, adults on *Get information from Spangenberg - Urbschat .
of writing unfamiliar topics by asking published announcement K and Pritchard, R. (eds.),
and answering questions, s. Reading Instruction for
restating and soliciting ESL Students Delaware,
information (Delaware: International
Reading Association,
1994)
Read grade level texts *Identify and use simile *Infer important details Malone, Susan, Manual on
with appropriate speed. and metaphor in from an informational text MTB - MLE (Community -
(Note: should include sentences. *Get information from a Based Program),
benchmarks on number of *Construct sentences table (Switzerland: UNESCO,
words per minute once observing appropriate 2006)
research and data have punctuation marks.
been gathered)

C. Third Quarter

Content/Topic Learning Objectives Learning Strategies Assessment Tool

 Write short narrative *Identify and use action Relate one’s own Massachusetts
paragraphs that include words in simple tenses experiences and ideas Department of Elementary
elements of setting, (present, past, future) related to the topics using and Secondary Education,
characters, and plot with the help of time a variety of words with “ Guiding Principles for
(problem and resolution), signals proper phrasing and English Language Arts and
observing the conventions *Identify and use words intonation. Literacy Programs,”
of writing. with multiple meanings in (Massachusetts:
sentences. Department of
Elementary and Secondary
Education, 2011)
Participate in and initiate Identify and use action *Use words unlocked Public School of Carolina,
more extended social words in simple tenses during story reading in State Board of Education.
conversation or dialogue (present, past, future) meaningful contexts Second La nguage Studies
with peers, adults on with the help of time *Follow 3 – 5 step written and Standard Course of
unfamiliar topics by asking signals. directions. Study and Grade Level
and answering questions, Competencies , (North
restating and soliciting Carolina: Department of
information. Instruction, 2004)
Use action words when *Correctly spell grade *Infer important details Alberta Education, The
narrating simple level words. from an informational Common Curriculum
experiences and when *alk about famous people, text. Framework for English
giving simple 3-5 steps places, events, etc. using *Browse/read books for Language Arts
directions using signal descriptive and action various purposes such as Kindergarten to Grade 12
words (e.g. first, second, words in complete for learning or for Western Canadian
next, etc.). sentences/ paragraph pleasure Protocol for Collaboration
in Basic Education ,
(Manitoba: Alberta
Education, 1998)
Write/copy sentences, *Sequence events in an *Construct sentences Anderson, Mark and
paragraphs and short informational text through and/or paragraphs Anderson, Kathryn. Text
texts with proper strokes, discussion, illustration, observing appropriate Type in English 1 ,
spacing, punctuation and song, punctuation marks (Malaysia: MacMillan,
capitalization using cursive *Talk about famous *Enumerate the labels in 2003)
writing. people, places, events, an illustration.
etc. using descriptive and
action words in complete
sentences/para graph
Observe proper mechanics *Correctly spell grade Show love for reading by Canale, Michael and
and format when writing level words listening attentively during Swain, Merril. “Theoretical
for different purposes (i.e. *expressions appropriate story reading and by Bases of Communicative
paragraph writing, letter to the grade level to making comments/reac Approaches to Second
writing relate/show one’s tions Language Teaching and
obligation, hope, and wish Testing” in Applied
Linguistics Vol. I, Issue 1 ,
(USA: Oxford, 1980.)
*Give another title for *Give another title for Show love for reading by Cummins, Jim, The
literary or informational literary or informational listening attentively during Acquisition of English as a
text. text. story reading and by Second Language in
*expressions appropriate *Use action words when making comments/ Spangenberg - Urbschat .
to the grade level to narrating simple reactions. K and Pritchard, R. (eds.),
relate/show one’s experiences and when Reading Instruction for
obligation, hope, and wish giving simple 3-5 steps ESL Students Delaware,
directions using signal (Delaware: International
words (e.g. first, second, Reading Association,
next, etc.). 1994)
Write/copy sentences, Identify the author’s Observe proper mechanics Malone, Susan, Manual on
paragraphs and short purpose for writing a and format when writing MTB - MLE (Community -
texts with proper strokes, selection for different purposes (i.e. Based Program),
spacing, punctuation and paragraph writing, letter (Switzerland: UNESCO,
capitalization using cursive writing) 2006)
writing.

D. Fourth Quarter

Content/Topic Learning Objectives Learning Strategies Assessment Tool

*Write descriptive *Identify and use words *Get information such as Massachusetts
 paragraphs, observing the
conventions of writing.
*Read grade level texts
with appropriate speed.
(Note: should include
benchmarks on number of
words per minute once
research and data have
been gathered)
*Read content area-
related words. (Math and
Science terms)
*Identify synonyms and
antonyms of adjectives.
Read grade level texts
with appropriate speed.
(Note: should include
benchmarks on number of
words per minute once
research and data have
been gathered)
Observe the conventions
of writing in composing
journal entries and letters
(friendly letter, thank you
letter, letter of invitation,
birthday greetings).
Write/copy sentences,
paragraphs and short
texts with proper strokes,
spacing, punctuation and
capitalization using cursive
writing.
Write/copy sentences,
paragraphs and short
texts with proper strokes,
spacing, punctuation and
capitalization using cursive
writing.
Prepared by:
Merlina T. Jayo, LPT
Noted by:
Ms. Mary Jane E. Gula, LPT
Assistant Principal
with multiple meanings in
sentences.
*Identify and use
adjectives in sentences.
*Observe the conventions
of writing in composing
journal entries and letters
(friendly letter, thank you
letter, letter of invitation,
birthday greetings).
Participate in and initiate
more extended social
conversation or dialogue
with peers, adults on
unfamiliar topics by asking
and answering questions,
restating and soliciting
information
*Identify and use words
with multiple meanings in
sentences
*Correctly spell grade
level words.
Use correctly different
degrees of comparison of
adjectives (same degree,
comparative, superlative).
Read grade level texts
with appropriate
intonation, expression,
and punctuation cues
when applicable
Identify and use correctly
adverbs of: a. time b.
place c. manner d.
frequency
the title of a selection
and/or pages from a table
of contents.
*Use words unlocked
during story reading in
meaningful contexts.
*Use words unlocked
during story reading in
meaningful contexts
*Express individual
choices and taste for
texts.
*Infer important details
from an informational
text.
*Use words unlocked
during story reading in
meaningful contexts
Talk about famous people,
places, events, etc. using
descriptive and action
words in complete
sentences/para graph
Use expressions
appropriate to the grade
level to explain or give
reasons to issues, events,
news articles, etc
*Give another title for
literary or informational
text.
*Use words unlocked
during story reading in
meaningful contexts.
Department of Elementary
and Secondary Education,
“ Guiding Principles for
English Language Arts and
Literacy Programs,”
(Massachusetts:
Department of
Elementary and Secondary
Education, 2011)
Public School of Carolina,
State Board of Education.
Second La nguage Studies
and Standard Course of
Study and Grade Level
Competencies , (North
Carolina: Department of
Instruction, 2004)
Alberta Education, The
Common Curriculum
Framework for English
Language Arts
Kindergarten to Grade 12
Western Canadian
Protocol for Collaboration
in Basic Education ,
(Manitoba: Alberta
Education, 1998)
Anderson, Mark and
Anderson, Kathryn. Text
Type in English 1 ,
(Malaysia: MacMillan,
2003)
Canale, Michael and
Swain, Merril. “Theoretical
Bases of Communicative
Approaches to Second
Language Teaching and
Testing” in Applied
Linguistics Vol. I, Issue 1 ,
(USA: Oxford, 1980.)
Cummins, Jim, The
Acquisition of English as a
Second Language in
Spangenberg - Urbschat .
K and Pritchard, R. (eds.),
Reading Instruction for
ESL Students Delaware,
(Delaware: International
Reading Association,
1994)
Approved by:

Mr. Kristoffer B. Viloria, LPT, MAED

BED Principal