Research the following:

Salient features of the K-12

Curriculum requiring ICT-
Pedagogy integration skills
Essential points to consider
when integrating any ICT in
facilitating education
 Ma t a ta g
Curr ic u lu m
(K - 10 )
MA – Make the curriculum relevant to produce
job-ready, active and responsible citizens;
TA – Take steps to accelerate delivery of basic
education facilities and services;
TA – Take good care of learners by promoting
learner well-being, inclusive education, and a
positive learning environment; and
G – Give support to teachers to teach better.
L1 as the language and literacy resource that the child
knows best and can use most effectively, in order to
establish a strong foundation for further education and
literacy development. Becoming literate in the first
language, according to the recent World Bank policy paper
(2021), promotes learning outcomes in the L1 and in the
subsequent second language (L2), as well as in other
academic subjects, and promotes the development of
general cognitive abilities. Further, basic literacy in the L1
can facilitate the learning of a second language (World
Bank, 2021).
Language and Literacy
The learning areas under this subject are
offered in Grade 1.
The foundation established by the Language,
and Reading and Literacy learning areas in L1
will help learners to transition to the language
of schooling or cognitive and academic
language proficiency (CALP) in Filipino and
English.
Language and Literacy
Language Learning in L1: Basic structure of language,
such as syntax (sentence structure), semantics
(meaning), and phonology (sounds).
Language Literacy in L1: Learners are better able to
make connections between the spoken and written
word. They already have a strong grasp of the
vocabulary and sounds in their first language, which
facilitates the development of reading fluency,
comprehension, and critical thinking skills.
 What is Cognitive
Academic Language
Proficiency (CALP)?
 Cognitive Academic Language
Proficiency (CALP)?
a critical concept in understanding how students
learn and use language in a school setting. Unlike
everyday conversational language, which is often
easier and more straightforward, CALP involves
using language to engage with academic subjects
and more complex ideas.
 CALP vs. BICS
Basic Interpersonal Communication Skills (BICS) refers
to the everyday language skills used in informal settings
such as casual conversations with friends or family.
1-2 years to develop
Involve familiar topics, simple sentence structures, and
contextual clues (like gestures or facial expressions)
that help in understanding.

For example:
"What did you eat for lunch?"
"Can I borrow your pencil?"
"How was your weekend?"
 CALP
Take 5-7 years or longer to fully develop because it
involves the complex language required for academic
learning.
Students need to use language not just to
communicate ideas, but to process, analyze, and apply
information in subjects like science, math, history, and
literature.

1. Specialized Vocabulary: Words that are specific to

academic subjects or topics, such as "photosynthesis"
in biology or "democracy" in social studies.
 CALP
2. Abstract Concepts: Ideas that are not immediately
visible or concrete, such as "justice," "freedom," or
"evolution."
3. Complex Sentence Structures: Longer sentences with
embedded clauses, passive voice, or technical terms,
which require students to understand syntax and
structure at a higher level.
4. Higher-Order Thinking Skills: Using language for
reasoning, analysis, critical thinking, and problem-solving,
such as explaining the causes of an event, evaluating
different viewpoints, or forming hypotheses.
Literature Lesson (Character Analysis)
In literature, CALP comes into play when
students are asked to analyze characters,
themes, or plot developments. This requires an
understanding of metaphor, symbolism, and
other literary devices.
 The Monkey and the Turtle
Grade Level: Grade 5
Lesson Topic: Understanding Character
Development and Morals through the Folk Tale
“The Monkey and the Turtle”
Literary Focus: Philippine folk literature
Language Focus: Character analysis, identifying
morals, and using academic vocabulary
Skills: Reading comprehension, critical thinking,
academic vocabulary, written expression
 The Monkey and the Turtle
Learning Objectives
Find out the character’s traits, reasons for their
actions, the lesson of the story, and any problems the
characters face.
Talk about what the characters do in the story by
explaining why they act that way, guessing what they
might do next, and connecting their traits to the
lesson of the story.
Write a short response that explains the lesson of the
story and give examples from the text to support your
answer.
 The Monkey and the Turtle
1. Classroom Routine
2. Recapitulation/Review of the previous
lesson
3. Motivation
4. Introduction of the lesson and the
lesson objectives
5. Lesson Proper
 1. Engaging Prior Knowledge (Canva Presentation)
Discuss what folk tales are and how folk tales often
contain morals or lessons.
Ask students to share any folk tales they’ve heard
before, either from Philippine culture or from other
cultures.
2. Pre-Reading Activity: Introduction to Key Academic
Vocabulary (Canva Presentation)
Character motivation: the reason a character acts the
way they do.
Traits: the qualities or characteristics of a person or
animal in the story.
Moral: the lesson the story is trying to teach.
Conflict: the problem or struggle in the story that the
characters must deal with.
Have students repeat these words and use them in sentences
to ensure understanding. Give examples, such as:
“In the story, we will discuss the traits of the monkey and
the turtle, and why they act the way they do.”
“At the end of the lesson, you’ll explain the moral of the
story and how it relates to what the characters learned.”

3. Reading the Text: “The Monkey and the Turtle” (Digital Copy)
Provide students with the text of “The Monkey and the Turtle”
and read it together as a class (via Mentimeter)
“What do you think motivates the monkey to take the
turtle’s banana plant?”
“How does the turtle react to the monkey’s actions? What
does this tell us about her character?”
While reading, encourage students to analyze
the characters. This involves higher-order
thinking and academic language, such as
explaining motivations, predicting actions, and
connecting character traits to the overall moral.
For example, you could ask (via Mentimeter)
“Why does the monkey act selfishly, and how
does that affect the outcome of the story?”
“What does the turtle’s patience tell us
about her character, and how does this
relate to the lesson or moral of the story?”
REMEMBER
Learners are required to not only retell the
events of the story (which would be more
aligned with BICS) but to explain why the
characters acted the way they did and
how those actions contributed to the
theme or lesson of the story. This requires
a deeper level of language proficiency and
critical thinking—key elements of CALP.
4. Post-Reading Discussion: Character Analysis
After finishing the story, engage students in a
discussion using CALP-based questions:
“What are the character traits of the
monkey? How do these traits lead to the
story’s conflict?”
“How does the turtle’s behavior lead to the
resolution of the story?”
“What is the moral of the story? How do the
characters' actions help teach this lesson?”
Formative Assessment: With their group, instruct
students to write a short paragraph explaining the
moral of “The Monkey and the Turtle.” Encourage them
to use the academic vocabulary learned earlier, such
as character traits, motivation, moral, and conflict.

In the story ‘The Monkey and the Turtle’, both

characters have distinct traits. Describe one of the
characters and explain how their actions reflect the
moral of the story. Support your explanation with
examples from the text.
Assessment: The Legend of Maria Makiling

Part 1: Understanding the Characters

Answer the following questions:
1. What are the traits of Maria Makiling?
2. (Is she kind, mysterious, or helpful? Write down at least two
traits and support them with examples from the story.)
3. What motivates Maria Makiling to help or punish people in
the story?
4. (Why does she do the things she does? Give one example
from the story.)
5. What problem does Mariang Makiling face?
6. (What challenge or problem does she experience in the
story?)
Part 2: Analyzing Actions and Predictions
Answer the following questions:
1. How do the actions of the villagers show their
traits?
2. (Give an example of what the villagers do and
explain what it tells us about their
personalities.)
3. What do you think would have happened if the
villagers had respected Mariang Makiling?
4. (Explain what you think would have happened
next and why.)
Assessment: The Legend of Maria Makiling

Part 3: Writing a Short Response

Write a short response (3-5 sentences) that explains:
1. *What is the lesson or moral of "The Legend of Maria
Makiling"?
2. (Think about what the story teaches us about kindness,
respect, and nature.)
3. Give two examples from the story that support the
lesson.
4. (These can be examples of things the characters did or
how the story ended.)
HELP LEARNERS
DEVELOP CALP
Scaffold Language Learning: Break down
complex tasks into smaller, more
manageable steps. For example, before
asking students to write an essay, have them
brainstorm ideas, create outlines, and use
graphic organizers.
Teach Academic Vocabulary Explicitly:
Provide students with clear definitions and
examples of key academic terms. Use word
walls, flashcards, and vocabulary exercises to
help students internalize these words.
Encourage Critical Thinking: Ask open-ended
questions that require students to analyze,
evaluate, and apply concepts, rather than just
memorize facts. This helps students engage
with academic language at a deeper level.
Use Visual Aids and Multimedia: Incorporate
diagrams, videos, and visual representations
to support understanding of abstract
concepts. For example, a diagram of the water
cycle can help students visualize the process
while learning the related vocabulary.
 Interrelated
Domains in the
Language
Curricula
1. Literacy Domain
This refers to understanding and creating texts in a
variety of settings and for different purposes, through
the macro skills: speaking, listening, reading, and writing.

2. Language Domain
A tool for communication and the foundation of all
learning and of all other literacies. It anchors one’s
cultural identity while learning multiple languages
promotes cultural awareness. Culture is enriched by the
distinct features of its language. In the Language domain,
learners learn about languages and how they work.
3. Text Domain
This refers to written, spoken, or multimodal forms of
communication used in meaningful contexts. Multimodal
texts combine language with other systems for
communicating, for example, print with visual images,
animation, soundtracks, and spoken word as in film or
computer presentation media.
Key Stage 1 (KS1) primarily develop learners’ literacy by
focusing on different literacy domains. It consists of three
reading stages:
(1) emergent literacy in Kindergarten;
(2) beginning reading in Grade 1; and
(3) rapid growth and development in Grades 2 and 3

Main goal: Develop the young learners’ basic literacy

skills and fluency in their use of L1, Filipino and English
(oral and written) in understanding and expressing
familiar and developmentally- and grade-level
appropriate texts (70% narrative and 30% informational).
At the end of Key Stage 1, learners are expected to be able to use their
conversational language skills in day-to-day activities and their academic
language in understanding and discussing various specific contents and in
the learning areas.

Conversational Language Skills: This refers to the informal, everyday

language learners use to interact with others in day-to-day activities. By the
end of Key Stage 1, learners should be able to:
Engage in simple conversations with their peers and adults, asking
questions and responding appropriately.
Use greetings, make requests, and express their needs (e.g., "Can I go to
the bathroom?" or "Please pass the pencil").
Discuss their personal experiences, such as telling stories about their
day or their weekend.
Example: In a classroom setting, a learner might say to their friend:
"I played with my dog yesterday. What did you do?" This is an example of
using conversational language to engage with others in a social context.
At the end of Key Stage 1, learners are expected to be able to use
their conversational language skills in day-to-day activities and
their academic language in understanding and discussing various
specific contents and in the learning areas.

Conversational Language Skills. This refers to the informal,

everyday language learners use to interact with others in day-to-
day activities. By the end of Key Stage 1, learners should be able to:
Engage in simple conversations with their peers and adults,
asking questions and responding appropriately.
Use greetings, make requests, and express their needs (e.g.,
"Can I go to the bathroom?" or "Please pass the pencil").
Discuss their personal experiences, such as telling stories
about their day or their weekend.
2. Academic Language Skills. This is more structured and specific
language that is used for understanding and communicating about
content in various subject areas (math, science, social studies, etc.).
By the end of Key Stage 1, learners should be able to:
Understand and use vocabulary specific to subjects (e.g.,
"addition" in math, "habitat" in science).
Explain concepts learned in class and respond to questions
related to their studies.
Follow instructions for activities and tasks and discuss their
learning outcomes.
Example: During a science lesson on animals, a teacher might ask:
"Can you describe the habitat of a frog?" A learner may respond:
"A frog lives near water because it needs to keep its skin wet."
This demonstrates the use of academic language related to
science.
The following are the essential subdomains for developing literacy
in KS1:
Oral Language
• Phonological Awareness
• Phonics
• Word Study
• Grammar Awareness
• Vocabulary
• Comprehending and Analyzing Texts
• Creating and Composing Texts

The figure below schematically shows the intricate relationship of

these domains pivotal to the realization of making every Filipino
learner literate, starting in Key Stage 1 (Kindergarten to Grade 3).
1. Oral Language. Involves speaking and listening skills, which form the
basis for reading and writing.
Ex: Teachers encourage students to participate in discussions, ask
questions, and express their ideas. For instance, after reading a story,
students can discuss what happened or predict what might come
next.
2. Phonological Awareness. The ability to recognize and work with
sounds in spoken language.
Ex: A teacher may engage students in rhyming activities (e.g., "cat,"
"bat," "hat") or ask them to clap the syllables in a word (e.g., "pi-ne-
ap-ple").
3. Phonics. Understanding of the relationship between sounds and
their corresponding letters or letter patterns.
Ex: Students learn that the letter "b" makes the /b/ sound, and they
practice blending sounds to read words like "bat" and "ball."
1. Oral Language. Involves speaking and listening skills, which form the
basis for reading and writing.
Ex: Teachers encourage students to participate in discussions, ask
questions, and express their ideas. For instance, after reading a story,
students can discuss what happened or predict what might come
next.
2. Phonological Awareness. The ability to recognize and work with
sounds in spoken language.
Ex: A teacher may engage students in rhyming activities (e.g., "cat,"
"bat," "hat") or ask them to clap the syllables in a word (e.g., "pi-ne-
ap-ple").
3. Phonics. Understanding of the relationship between sounds and
their corresponding letters or letter patterns.
Ex: Students learn that the letter "b" makes the /b/ sound, and they
practice blending sounds to read words like "bat" and "ball."
4. Word Study. Involves learning about word structures, including root
words, prefixes, suffixes, and spelling patterns.
Ex: Students might learn about common word families, like "-at," and
use them to form words such as "cat," "hat," and "mat."
5. Grammar Awareness. Helps students understand the structure and
rules of language.
Ex: Students learn basic sentence structures, such as how to form a
simple sentence: "The cat is sleeping." They also begin to understand
the use of nouns, verbs, and adjectives.
6. Vocabulary. Rich vocabulary is key to reading comprehension and
expressive writing.
Ex: Teachers introduce new words during lessons, such as "gigantic"
instead of "big," and encourage students to use these words in
sentences. Vocabulary is expanded through reading stories and
discussing new terms.
7. Comprehending and Analyzing Texts. This skill focuses on
understanding what is read and thinking critically about the text.
Ex: After reading a short passage, students answer questions about
the main idea, characters, and plot. They may also compare the
actions of different characters or predict what might happen next.
8. Creating and Composing Texts. This involves writing skills, where
students create their own stories, descriptions, or informational
texts.
Ex: Students are asked to write a short narrative about their
weekend, using simple sentences like, "I went to the park and
played with my friends."
Key Stage 2 (Grade 4 to Grade 6)
Focus: Learners to apply their basic literacy skills developed in Key
Stage 1 in using the language (i.e., receptive and productive skills)
through meaningful, developmentally-, and grade-level
appropriate texts (50% narrative and 50% informational).

In Key Stage 2 (Grade 4 to Grade 6), the Filipino and English

learning areas develop learners’ applied and critical literacy skills.

Applied Literacy is the ability to think about particular ways of doing

reading and writing with the purpose of achieving communicative goals in
a socially appropriate manner. It is a useful tool for understanding
literature, culture, and other disciplines.
Critical Literacy is a critical thinking skill that involves the questioning and
examination of ideas, and the skills to synthesize, analyze, interpret,
evaluate, and respond to texts. It is the ability to evaluate the veracity of
information and make connections and judgments of the relevance of
information.
1. Applied Literacy. Ability to think about particular ways
of doing reading and writing with the purpose of
achieving communicative goals in a socially appropriate
manner. It is a useful tool for understanding literature,
culture, and other disciplines.
Key Features
Contextual Reading and Writing. Students learn to
adapt their reading and writing styles depending on
the audience, purpose, and medium.
Cultural Awareness. Students use language to
explore and understand literature, culture, and other
disciplines.
Examples of Applied Literacy:
Writing a Letter or Email: Students might learn how to write a formal letter
to request information or an informal email to a friend. They would consider
tone, word choice, and structure depending on the recipient (e.g., polite and
formal for a letter to a teacher versus casual for an email to a friend).
Writing a letter to the local mayor asking for support with a community
project, making sure to be respectful, clear, and persuasive.
Creating a Story Based on Cultural Themes. Students might write a short
story inspired by Filipino folktales, ensuring that the language and content
reflect cultural values.
Example: Writing a narrative where the protagonist overcomes
adversity using traits like "bayanihan" (community spirit), linking the
story to Filipino culture.
Summarizing and Presenting Information. In subjects like science or social
studies, students might summarize their research findings in a report,
focusing on clear and structured language to inform their classmates.
Example: Writing a report on environmental conservation, presenting
information on how to reduce waste at school and encouraging others
to adopt eco-friendly habits.
2. Critical Literacy. Involves going beyond just reading for
information.
Key Features:
Questioning Ideas. Students are taught to ask critical
questions about texts, such as, "Who is the author?" "What
is their perspective?" "Whose voice is missing?" and "Is this
information reliable?"
Analyzing Bias and Perspective. Learners examine the
purpose and bias behind a text, understanding how
authors might present information to influence readers.
Making Informed Judgments. Students assess the
relevance and accuracy of information in texts to form
opinions and conclusions.
Examples of Critical Literacy
Analyzing a News Article: Students might read a news article and identify bias by
asking questions about the author’s perspective or the sources used.
Example: After reading an article on climate change, students evaluate
whether the information is backed by scientific evidence or if the author has
an agenda, such as promoting a particular policy.
Interpreting Themes in Literature: When reading a story or novel, students learn
to identify and interpret underlying themes (e.g., friendship, justice, or power) and
analyze how the author uses characters or events to convey these themes.
Example: In reading the novel "The Little Prince," students could discuss the
deeper meanings behind the relationships between the prince and the other
characters, questioning what the story says about human nature and
relationships.
Evaluating Social Media Content: In a digital age, students are often exposed to a
wide range of information online. Critical literacy helps them assess whether
social media posts are credible and consider how social influences and algorithms
may shape their perceptions.
Example: Analyzing a viral post about a social issue and checking the
credibility of its sources before deciding whether to share or believe the
content.
Key Stage 2 (7-10)
 The Key Stage
Standards of the
Languages
Curricula
Key Stage 1 Key Stage 2 Key Stage 3
 The Answer

What is the
tallest Mountain
in the world?
Everest
Refer to the Sample Layout (Table 4); Phonics and Word Study
Grade 2 Sight Words. At this level, students are building a
more complex vocabulary and need to recognize a range
of words quickly to improve reading fluency.

about, better, bring, carry, laugh, long, much, myself,

clean, done, draw, drink, never, only, own, pick,
eight, fall, full, grow, hold, seven, shall, show, six,,
hurt, kind small, start, ten, today,
together, try, warm
Refer to the Sample Layout (Table 4); Phonics and Word Study
Grade 3 Sight Words. Students are expected to recognize
more complex words that are commonly found in reading
materials. These words are more advanced and help students
transition into reading more independently.

above, across, against, , laugh, nothing, often, outside,

answer, anything, believe, people, question, sentence,
bought, caught, certain, several, something, thought,
change, children, circle, through, until, usually,
different, enough, everyone, whether, world
finally, follow, happen, heavy,
important
Refer to the Sample Layout (Table 4); Phonics and Word Study
Grade 3 Sight Words. Students are expected to recognize
more complex words that are commonly found in reading
materials. These words are more advanced and help students
transition into reading more independently.

above, across, against, important, laugh, nothing,

answer, anything, believe, often, outside, people,
bought, caught, certain, question, sentence, several,
change, children, circle, something, thought, through,
different, enough, everyone, until, usually, whether, world
finally, follow, happen, heavy
Refer to the Sample Layout (Table 4); Phonics and Word Study
Sample Learning Outcome: Read words accurately and automatically
according to word patterns (initial, final, medial).
1. CVC Words (Consonant-Vowel-Consonant)
CVC words are simple three-letter words that follow the consonant-
vowel-consonant pattern. In CVC words, the vowel usually makes a
short sound (e.g., the /a/ in "cat" is a short vowel sound).
Examples:
Initial Consonant
cat, dog, bat, rat (here the "C" is the initial consonant)
Final Consonant
tap, bat, log, sun (the final "C" is the last consonant in the word)
Medial Vowel
pen, sit, mud, cut (the middle "V" represents the vowel sound)
Refer to the Sample Layout (Table 4); Phonics and Word Study
Sample Learning Outcome: Read words accurately and automatically according to
word patterns (initial, final, medial).
2. CVCe Words (Consonant-Vowel-Consonant-e)
CVCe words follow the consonant-vowel-consonant pattern, but with an added silent
"e" at the end. This "magic e" changes the vowel sound from short to long, meaning the
vowel now says its name (e.g., the "a" in "cake" is long and sounds like the letter A).
Examples:
Initial Consonant
cake, lake, make, bike (the first consonant is followed by a vowel, consonant,
and silent "e")
Final Consonant
bake, name, robe, hope (the vowel changes to a long sound due to the "magic
e")
Medial Vowel
home, life, gate, cube (the middle vowel is long, changed by the "e")