ENGLISH K-12 CURRICULUM Standards and Competencies: Domains Covered – First Grade Level 1. Oral Language 2. Vocabulary 3. Grammar 4. Phonological Awareness 5. Listening Comprehension Grade 1 Grade 2 Grade 3 ORAL LANGUAGE Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes 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 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 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 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 Identify/Share relevant infromation • 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 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 about specific topics - engage in a conversation for a variety of purposes - share more elaborate information/stories with others Identify/Share relevant information • 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 • 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 textsRestate 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 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 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 PHONOLOGICAL AWARENESS Display sensitivity to sounds in spoken language Display sensitivity to sounds in spoken language 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 • 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 • 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 wordword • Identify the beginning sound of a word • Identify onsets and rimes • Identify the final sound of a word 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 PHONICS AND WORD RECOGNITION Use strategies to decode/identify words Use strategies to decode/identify words Use strategies to decode/identify words • Identify signs, symbols, labels, and captions in the environment • Recognize some common words on sight (e.g. a, the, and, said) • 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 wordswith 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 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 GRAMMAR Apply grammar to communicate effectively Apply grammar to communicate effectively 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) 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) 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 antonymsVerb • Use common simple verbs Adverb Preposition • Recognize directional prepositions (e.g. in, on, under, etc.) 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.) 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.) VOCABULARY Use a variety of words to communicate ideas orally for a variety of purposes and to understand written text Use a variety of words to communicate ideas orally for a variety of purposes and to understand written text 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 • 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 • 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,and adverbs • Learn more new words through independent reading LISTENING COMPREHENSION Glean meaning from a range of texts perceived auditorily for a variety of purposes Glean meaning from a range of texts perceived auditorily for a variety of purposes 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 • 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 • 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, problemsolution) 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 eventsin the right order, with picture cues to assist. • State the meaning of some environmental signs (e.g., traffic, safety, warning signs). in stories • Sequence a series of events in a literary selection. • 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 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 arich 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).• Evaluate the usefulness of the information in a particular text for answering questions ATTITUDE TOWARDS LANGUAGE, LITERATURE AND LITERACY Display a positive regard towards literacy learning Display a positive regard towards literacy learning Display a positive regard towards literacy learning • Revisit favorite books, songs, rhymes • Attempt to read or re-tell texts listened to • 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 • 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
Posted on: Thu, 31 Jul 2014 12:27:09 +0000
Trending Topics
Recently Viewed Topics
© 2015