K to 12 Curriculum Guide on Mother Tongue for Grade 1

1. Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
MOTHER TONGUE
(Grade 1)
April 4, 2011

2. K TO 12 – MOTHER TONGUE
* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 2
I. Overall Goal: Functionally Literate and Holistically Developed Filipino Learners
II. Desired Outcomes: A learner who:
1. Possesses a healthy mind and body.
2. Has solid moral and spiritual grounding.
3. Has essential knowledge, skills, values and attitudes to continuously develop himself/herself to the fullest.
4. Engages in critical thinking and creative problem solving.
5. Contributes to the development of a progressive, just, and humane society.
6. Is proud to be a Filipino.
7. Appreciates the beauty of the world around him/her and cares for the environment.
III. Core Learning Area Standard :
IV. Key Stage Standards:
K – 3
By the end of grade III, students will:
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.
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.

3. K TO 12 – MOTHER TONGUE
* Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 formatted by Dr. Pado and Villaneza 3
V. Grade Level Standards:
Grade Level Grade Level Standards
K
The learner demonstrates skills and strategies in phonemic awareness, letter names, sound-letter correspondences,
decoding, vocabulary and comprehension as they enjoy listening and responding to a variety of texts in their Mother
Tongue.
Grade 1
The learner demonstrates basic communicative skills in talking about familiar topics using simple words and both
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.
Grade 2
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
understand the cultural aspects of the language and the writing system used in the program, and reads and writes
its simple words and phrases.
Grade 3
The learner demonstrates communicative skills in simple contexts using basic vocabulary and phrases, shows
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.

4. K TO 12 – MOTHER TONGUE
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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.

5. K TO 12 – MOTHER TONGUE
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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……
1. Perceive / Comprehend and produce sounds heard locally from
 Animals
 Mechanical

6. K TO 12 – MOTHER TONGUE
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 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.
BOOK AND PRINT KNOWLEDGE
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.

7. K TO 12 – MOTHER TONGUE
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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

8. K TO 12 – MOTHER TONGUE
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The Learner……
1. Match words with pictures and objects.
2. Give the sounds of the specific letter/s in the alphabet.
3. Blend specific letters to form syllables/words.
4. Read by sight words listed in Appendix __.
5. Read phrases, sentences and short stories containing high frequency words and words studied.
6. Read stories, legends, essays, news articles, blogs, etc. containing high frequency words and words studied.
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)

9. K TO 12 – MOTHER TONGUE
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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……
1. Understand that there is a correct way to spell words.
2. Spell and write words using phonemic awareness and letter knowledge
3. Correctly Spelled previously learned words.
4. Correctly spell proper names of persons, places, and things.
5. Correctly spell pronouns used in sentences.
6. Correctly spell imperatives use in sentences.
7. Correctly spell action words use in sentences.
8. Correctly spell action words in different tenses as it is used in the sentences.
9. Correctly spell descriptive words as it is used in the sentences.
10. Correctly spell compound words as it is used in the sentences.
11. Correctly spell environmental prints being learned. (e.g. Traffic safety)

10. K TO 12 – MOTHER TONGUE
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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……
1. Write using a comfortable and efficient pencil grip.
2. Write upper case and lower case letters in print using proper proportion.
3. Write syllables and words correctly.
4. Write syllables, words, and phrases correctly.
5. Write words, syllables, phrases and sentences correctly.
6. Observe some mechanics when copying/writing sentences: capitalization, white space between words and correct punctuation marks.
7. Write simple sentences, phases, paragraph, and stories observing correct punctuation marks, capitalization, indentions and format.
8. Observe proper spacing between words, punctuation marks, and capitalization in essay and story writing.
9. Observe proper spacing between words, punctuation marks, and capitalization in taking down dictated text.
10. Observe proper spacing between words, punctuation marks, and capitalization in writing essay, news article, story, fable, etc.

11. K TO 12 – MOTHER TONGUE
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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.

12. K TO 12 – MOTHER TONGUE
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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.

13. K TO 12 – MOTHER TONGUE
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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.

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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……
1. Predict what the story is about based on personal experiences.
2. Confirm predictions after listening to a story.
3. Relate events in the story to personal experiences.
4. Predict what the story is about based on what one knows about character, setting and events.
5. Modify prior knowledge based on new knowledge from the story.

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6. Predict what the story, legend, community events, and community issues.
7. Relate events in the story to include events/celebration/radio broadcast/local news listened to.
8. Sequence 3 events in the story, legend, propaganda, radio broadcast, and news articles by telling which happened first, second, or last.
9. Make inferences on what is likely to happen next based on the events in the story, legends, school and community events, and local
news.
10. Predict what the story, fables, legends, school and community events/situations/issues, radio broadcast and local news base on personal
experiences.
11. Predict what the story, fables, legends, school and community events/situations/issues, radio broadcast, local news, blogs, and
commentaries base on context.
12. Infer the character's feelings based on their actions or on what they say.
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……
1. Recall important details in:
a. Listening stories
b. Shared reading stories
c. Experience stories
d. Children Stories listened to.

16. K TO 12 – MOTHER TONGUE
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2. Answer literal level questions to literary text listened and/or read.
3. Recall important details in stories, fables, legends, events, situation to personal experiences.
4. Give the correct sequence of three events in a story listened to and/or read.
5. Recall important details in stories listened to and/or read.
6. Give the summary of a story, legends, fables and events listened and/or read.
7. Give the possible ending of the story, legends, fables and events listened and/or read.
8. Make inferences on the character’s feelings and traits based on the story, legends, fables and events listened and/or read.
9. Sequence three events in the story, fables and legends by telling which happened first, second and last.
10. Make inferences on what is likely to happen next based on the events in the story, fables and legends listened to and/or read.
11. Give the summary of the story/legends listened and/or read.
12. Locate specific information in the text to find answers to the simple questions.
13. Answer higher level questions about the story, legends, fables events, etc. listened and/or read.
14. Give the cause or the effect of certain events in the story, fables, legends, etc. listened and/or read.
15. Locate specific information in the text to find answers to higher level questions.
16. Cite the problem and the most likely solution to story, legends, etc. listened and/or read.
17. Listen and respond to the story, legends, fables, etc. through discussions, illustrations, song, dramatization and art.
18. Tell if the story is real or fantasy.
19. Give possible endings of a story, legends, etc. listened and/or read.
20. Retell story, legends, etc. read using own words with emphasis on the characters and correct sequence of events.
21. Tell their own stories and legends as an output of their research.
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.

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COMPETENCIES
The Learner……
1. Recall important details in:
a. Listening stories
b. Shared reading stories
c. Experience stories
d. Children Stories listened to.
2. Answer literal level questions to informational text listened and/or read.
3. Recall important details in stories, events, situation, blogs, etc. to personal experiences.
4. Give the correct sequence of three events in a story listened to and/or read.
5. Recall important details in stories listened to and/or read.
6. Give the summary of a story, events, commentaries, etc. listened and/or read.
7. Give the possible ending of the events, blogs, situations, etc. listened and/or read.
8. Make inferences on the character’s feelings and traits based on the blogs, situations, events, etc. listened and/or read.
9. Sequence three events in the story, situations, etc. by telling which happened first, second and last.
10. Make inferences on what is likely to happen next based on the events in the situations, activities, etc. listened to and/or read.
11. Give the summary of the activities, blogs, etc.listened and/or read.
12. Locate specific information in the text to find answers to the simple questions.
13. Answer higher level questions about the situations, events, etc. listened and/or read.
14. Give the cause or the effect of certain events in the community activity, blogs etc. listened and/or read.
15. Locate specific information in the text to find answers to higher level questions.
16. Cite the problem and the most likely solution to situations, events, etc. listened and/or read.
17. Listen and respond to the situations, activities, etc. through discussions, illustrations, song, dramatization and art.
18. Give possible endings of a situation, activity, etc. listened and/or read.
19. Retell situation, news articles, etc. read using own words with emphasis on the characters and correct sequence of events.
20. Tell their own situations, news, blogs, etc. as an output of their research.

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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……
1. Manifest enjoyment in producing the sounds of local
 Animals
 Mechanical
 Objects
 Musical Instruments
 Environment
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.