SHAPE OF THE READING CURRICULUM

I. CURRICULUM FRAMEWORK

A. Curriculum Goals

The Reading Curriculum aims to provide young learners with a strong

foundation in reading skills, comprehension, and critical thinking.
Concurrently, it fosters a love for reading and helps learners develop the
necessary skills to become confident and proficient readers.

The Reading Curriculum is anchored on the framework of the Language and

Literacy Curriculum. In order to achieve the goals of Language and Literacy,
which is to produce communicatively competent learners who are literate in
their first language, the Reading Curriculum helps learners develop strong
reading skills that allow them to understand, analyze, and interpret different
types of texts. Furthermore, the Reading subject reinforces the development
of language skills by exposing learners to a variety of texts in the first
language. This exposure not only enhances their vocabulary, but also helps
them develop a better understanding of how language works. Through
reading, learners can improve their grammar, syntax, and other language
features. It also promotes cultural identity by including texts that reflect the
Filipino culture, values, and traditions. By being exposed to local literature,
learners can develop a deeper appreciation of their cultural heritage and
strengthen their sense of national identity.

Overall, the Reading Curriculum is an important support to the Language and

Literacy Curriculum as it furthers the development of literacy, language, and
cultural identity in young Filipino learners.

Figure 1. The Reading Framework

 The framework is grounded in evidence-based practices and is aligned with
the Key Stage 1 language curricula of the revised K-10 Program. It draws from
research on effective reading instruction, including the following components
of reading: phonological awareness, phonics and word study, fluency,
vocabulary, and comprehension. The framework also recognizes the
importance of creating a supportive learning environment, providing
opportunities for learners to engage in meaningful and authentic reading
experiences, and incorporating culturally responsive texts.

B. Theoretical/Philosophical Bases

Reading is a fundamental skill that is essential for academic success and

lifelong learning. It is a complex process that involves the interaction of
various cognitive, linguistic, and social factors.

According to the cognitive constructivist theory, learners construct meaning

through their interactions with texts, drawing on their prior knowledge and
experiences. This theory suggests that reading instruction should focus on
developing learners’ comprehension strategies, such as predicting,
questioning, summarizing, and connecting, which enable them to actively
engage with texts and construct meaning (Piaget, 1972).

From the socio-cultural perspective, the role of language and social interaction
in the development of reading abilities is emphasized. This theory highlights
the importance of providing learners with opportunities to engage in authentic
reading activities that are relevant to their lives and interests. It also
underscores the significance of culture and context in shaping reading
practices and expectations (Vygotsky, 1978).

Effective reading instruction should employ evidence-based practices and

requires an understanding of the complex cognitive, linguistic, and social
processes involved in the reading process (National Reading Panel, 2000).

II. STRUCTURE OF THE LEARNING AREA

A. Big Ideas

Because the Reading Curriculum is anchored on and provides support to the

Language and Literacy, both subjects share the same Big Ideas.

Literacy is one of the main goals of the Reading as it aims to develop the
learners' ability to read and comprehend various types of texts, including
literary and informational texts. This involves not only recognizing and
decoding words but also understanding the meaning and purpose of the text
(National Reading Panel, 2000).

Language is also an important aspect of Reading as it involves the use of

language skills to make meaning from texts. Learners need to have a strong
foundation in their first language to effectively learn to read and comprehend
texts in other languages. In turn, the Reading subject can also help in the
development of language skills, such as vocabulary, grammar, and syntax
(Shanahan & Shanahan, 2008).
Finally, Text is a critical component of Reading as it involves the study and
analysis of different types of texts. Learners need to be able to identify the
main idea, determine the author's purpose, recognize the organization and
structure of a text, and infer meaning from context. By doing so, they can
effectively engage with and comprehend various types of texts (Vacca, Vacca,
& Mraz, 2014).

B. Learning Area/Key Stage/Grade Level Standard

By the end of Grade 1, students should be able to read independently and

comprehend simple texts with fluency, accuracy, and expression, using a
variety of strategies and skills. They should be able to decode and read words
with one or more syllables, recognize and read high-frequency words, apply
knowledge of letter-sound relationships to read unfamiliar words, use context
clues to understand unfamiliar words, and read aloud with appropriate
intonation and expression to convey meaning. They should also be able to
demonstrate an understanding of basic text structures, such as the
beginning, middle, and end of a story, and use this understanding to make
predictions, retell stories, and answer questions about what they have read.
Finally, they should be able to engage in active reading and respond to texts
by making connections to their own experiences, opinions, and ideas.

C. Spiral Progression

Similar to Language and Literacy, spiral progression is also evident in the

Reading Curriculum as it aims to build on the learners' prior knowledge and
skills while introducing new and more complex concepts as they progress
through the grades. As they move through the grades, they continue to refine
and expand their skills in reading and comprehending various types of texts
(Alberta Education, 2007).

The basic tenet behind spiral progression in curriculum development is that

learning is facilitated by a curriculum whose structure progresses in
complexity (vertical articulation) and extends to a range of applications
(horizontal articulation). The following discussion shows how the Reading
Curriculum exemplifies spiral progression in its vertical and horizontal
articulation.

1. Vertical Articulation
The Reading Curriculum shows vertical articulation through its alignment
with the Language and Literacy Curriculum in Grade 1 and with the
Filipino and English Curricula in the later grades. The Reading Curriculum
builds on the skills that students have learned in Kindergarten and
expands on these skills as learners progress. The skills and strategies that
students learn in the Grade 1 are reinforced and built upon in the later
grades through more advanced comprehension strategies, vocabulary
development, and critical analysis of texts. This allows for a coherent and
consistent approach to teaching reading skills and ensures that learners
are prepared for the more complex demands of reading in the higher
grades.

2. Horizontal Articulation
Horizontal articulation in curriculum refers to the integration of different
subjects or areas of study at the same grade level. In the case of the
 Reading curriculum, it can be horizontally articulated with other subjects
language and even non-language learning areas.

For example, in Grade 1, the Reading Curriculum may include reading and
comprehending various types of texts, while the language curricula may
focus on the development of writing skills such as sentence structure,
grammar, and spelling. These two are horizontally articulated because
they complement each other in developing a student's language
proficiency.

In Social Studies, the Reading curriculum can be horizontally articulated

by using texts related to topics in social studies, such as history,
geography, and culture. Learners can read and comprehend texts related
to these topics, which will help them develop a better understanding of the
world around them.

D. Development of 21st Century Skills

The Reading Subject can help develop several 21st-century skills. For
example:

Communication: Through reading, students can improve their

communication skills by learning new words, expanding their vocabulary, and
understanding how to effectively convey messages through written text.

Critical thinking: Reading helps students develop critical thinking skills by

encouraging them to analyze and evaluate texts, make connections between
ideas, and develop their own opinions and perspectives.

Collaboration: Through reading and discussing texts with peers, students can
develop their collaboration skills by learning how to work together to
understand and interpret complex information.

Creativity: Reading can also foster creativity by exposing students to different

perspectives, ideas, and writing styles, and encouraging them to express their
own ideas and thoughts in unique ways.

Digital literacy: As digital technologies become more prevalent in society,

reading can also help students develop digital literacy skills, such as how to
find, evaluate, and use information from digital sources.

III. PEDAGOGY AND ASSESSMENT

A. Pedagogy

Knowing about teaching strategies for reading is essential for effective

instruction because it allows teachers to make informed decisions about
which strategies to use with their students based on the individual needs of
each learner. Different strategies may be more effective for different students,
depending on their learning styles, language proficiency, and background
knowledge.
Using a variety of teaching strategies also helps to keep learners engaged and
motivated, as well as providing opportunities for them to practice and apply
their reading skills in different contexts. It helps teachers to differentiate
instruction, ensuring that all students are challenged at their appropriate level
and given the support they need to succeed. Finally, being knowledgeable
about teaching strategies for reading allows teachers to continually reflect on
their practice and make adjustments as needed, ensuring that they are
providing the best possible instruction for their learners.

There are various teaching strategies that can be used to effectively teach
reading to Grade 1 students. Here are some examples:

Shared Reading: This involves the teacher reading aloud to the class while
students follow along, pointing to words and pictures as they appear. This
helps students learn how to follow text from left to right and top to bottom,
and how to use context clues to understand unfamiliar words.

Guided Reading: In this approach, the teacher works with small groups of
students to read a book that is at their instructional level. The teacher
provides support and guidance as students read, helping them to build
reading fluency, comprehension, and vocabulary skills.

Independent Reading: This involves giving students time to read on their own,
either silently or aloud. Teachers can provide a variety of reading materials
that are appropriate for students' reading levels and interests.

Phonics Instruction: Phonics is the relationship between letters and sounds,

and it is an important component of learning to read. Phonics instruction can
involve teaching students to recognize letter-sound correspondences, how to
blend sounds together to form words, and how to break words down into
individual sounds.

Vocabulary Instruction: Building vocabulary is essential for reading

comprehension. Teachers can use various strategies to teach vocabulary, such
as introducing new words in context, using graphic organizers to help
students understand word meanings, and incorporating vocabulary games
and activities into lessons.

Comprehension Strategies: In addition to phonics and vocabulary, students

need to develop strategies for understanding what they read. Teachers can
teach comprehension strategies such as predicting, questioning,
summarizing, and making connections to help students better understand
and remember what they read.

Interactive Read-Alouds: This involves the teacher reading a story aloud while
stopping periodically to engage students in conversation and discussion about
the story. This helps students develop critical thinking skills and promotes a
deeper understanding of the text.

B. Assessment

Assessment is integral in teaching reading because it helps teachers to monitor

and evaluate students' progress in their reading development. It provides
information on what students have learned and what areas they need further
support in. By assessing students' reading skills and strategies, teachers can
adjust their teaching methods and tailor their instruction to better meet the
needs of their students. Assessment also helps teachers to identify students
who may require additional support or intervention in their reading
development. Overall, assessment is crucial in ensuring that students are
making progress in their reading and that their learning needs are being met.

There are several assessment strategies that can be used to measure a

student's reading progress and identify areas for improvement. Here are some
recommended strategies:

Running Records: This is an informal assessment tool used to measure a

student's reading fluency, accuracy, and comprehension. A teacher listens to
a student read aloud from a selected text and records any errors, miscues, and
self-corrections. This allows the teacher to determine the student's reading
level and identify areas of difficulty.

Retelling: This is an assessment strategy that requires students to retell a story

or passage they have just read. This helps teachers to assess a student's
comprehension of the text, their ability to sequence events, and to identify any
misunderstandings or gaps in their understanding.

Vocabulary Assessments: Vocabulary assessments can be given in a variety of

formats including matching, fill-in-the-blank, and multiple-choice. These
assessments can be used to measure a student's knowledge of key vocabulary
words related to the text they are reading.

Comprehension Questions: Asking students to answer comprehension

questions related to the text they are reading can be an effective way to assess
their understanding of the text. Teachers can ask questions that require
students to recall information, make inferences, draw conclusions, and
evaluate the text.

Performance-Based Assessments: Performance-based assessments can be

used to assess a student's ability to apply their reading skills to real-world
situations. For example, students may be asked to read a recipe and follow the
instructions to make a dish, or to read a news article and write a summary.

It is important to use a combination of assessment strategies to gain a

comprehensive understanding of a student's reading skills and progress. These
strategies can be used to inform instruction and help teachers tailor their
lessons to meet the individual needs of each student.

C. Materials

There are a variety of materials that can be used to support the teaching of
reading in Grade 1. Here are some examples:

Picture books and storybooks: These are essential materials for teaching
reading in Grade 1. They provide engaging and meaningful texts that can help
children develop their reading skills.

Phonics materials: Phonics materials such as flashcards, letter tiles, and

workbooks can be used to teach children letter-sound correspondences and
decoding skills.
Guided reading materials: Guided reading books are leveled books that are
designed to support children's reading development at different stages. These
can be used for small-group instruction and independent reading practice.

Digital resources: There are a variety of digital resources such as e-books,

online games, and interactive whiteboard activities that can be used to support
reading instruction.

Non-fiction texts: Non-fiction texts such as magazines, newspapers, and

informational books can be used to help children develop their comprehension
skills and build their knowledge of the world.

Classroom library: Having a well-stocked classroom library with a variety of

fiction and non-fiction texts can provide children with opportunities to practice
reading and explore their interests.