K TO 12 ENGLISH LISTENING COMPREHENSION Content Standards The learner understands that listening is the receptive s ill in the oral

mode t hat allows one to comprehend what isheard using ones s ills and bac ground nowl edge (schema). Performance Standards The learner activates prior nowledge conceptually related to text and establishes a purpose for listening/reading be self-aware as they discuss and analyze text to create new meanings and modify old nowledge responds to literary texts through the appreciation of literary devices and an u nderstanding of story grammar recalls/locates information from expository texts and uses this information for discussion or written production Competencies GRADE 7GRADE 8GRADE 9GRADE 10 The Learner determines how stress,intonation, phrasing, pacing, tone,and non-verbal cues ser ve ascarriers of meaning that may aidor interfere in the message of thetext list ened to The Learner listens for important pointssignaled by stress, intonation,phrasing, pacing, ton e, and non-verbal cues that serve as carriersof meaning in specific situations The Learner determines appropriateness of stress, intonation, phrasing, tone,and non-verbal cues used by aspea er in a particular setting for a specific audience The Learner examines how spo encommunication between andamong spea ers in specificsituations may be repaired or enhanced verbally and non-verbally to suit various functiona lpurposes uses active listening strategiesbased on purposes, familiaritywith the topic and the level of difficulty of simple informative andshort narrative texts employs projective listeningstrategies when listening todescriptive and longer n arrativetexts shifts from one listening strategyto another based on purpose,familiarity with t he topic and levelof difficulty of the argumentativeor persuasive texts adjusts listening strategies basedon purpose, familiarity with thetopic, and lev el of difficulty of theexpository and analytical texts listens to appreciatecommunication roles,expectations and intentions inspecific communicative contextsor situations listens to validate information,opinion, or assumption in order toparticipate we ll in a specificcommunicative context or situation

listens to determine faulty logic,unsupported facts and emotionalappeal in order to provideappropriate and critical feedbac in a specific context or situation listens to simplify, reorganize, andsynthesize information for purposes of expan ding,reviewing, or updating nowledge *Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 18 K TO 12 ENGLISH ORAL LANGUAGE AND FLUENCY Content Standards The learner understands the standards of English in order to participate in vari ous oral communication demands(situation, purpose and audience). Performance Standards The learner has sufficient facility in English to understand spo en discourse an d to tal and interact with others aboutpersonal experiences and text listened t o or read. Competencies GRADE 7GRADE 8GRADE 9GRADE 10 The Learner uses the right stress, intonation,phrasing, pacing and tone ininterpersonal expr essions and inreading short written or recordedpassages aloud The Learner varies the stress, intonation,phrasing, pacing and tone whilereading orally from a preparedmanuscript, delivering preparedlines in a performance script, or re-e nacting an episode or scene The Learner determines the appropriatestress, intonation, phrasing,pacing and tone while del iveringan extemporaneous or impromptuspeech The Learner adjusts the stress, intonation,phrasing, pacing and tone whileparticipating in f ormal oralpresentations, debates, andbroadcast communication tas s uses appropriate verbal and non-verbal turn-ta ing, turn-giving,and topic contro l strategies inparticipating in forms of smallgroup interaction includingintervi ews and panel discussions uses appropriate verbal and non-verbal strategies to animate awritten script for purposes of delivering information or executing a dramatic piece andother perfo rmance speech forms employs varied verbal and non-verbal strategies to create impacton a specific au dience whiledelivering various forms of extemporaneous or impromptuspeech enhances the quality of verbaland non-verbal strategiesemployed by spea ers in a completed formal oralpresentation, debate, or broadcast communication tas s tal s about significant humanexperiences and ideas on literaryor expository read ing, listening or viewing selections in unrehearsedindividual and group modaliti es provides structured feedbac onthe quality of spo en discoursebased on a prepare d manuscriptor performance script provides appropriate andconstructive response toquestions and feedbac concerning

ones performance inan extemporaneous or impromptuspeech tas formulates informed assertions,claims, and justifications usingaccurate, adequat e, andappropriate primary andsecondary information *Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 19 K TO 12 ENGLISH VOCABULARY DEVELOPMENT Content Standards The learner understands that words are composed of different parts and their mea ning changes in context. Performance Standards The learner employs strategies to decode the meaning of words in isolation and i n context (word strategies). Competencies GRADE 7GRADE 8GRADE 9GRADE 10 The Learner establishes semanticrelationships of words andexpressions that include familiar, colloquial, and idiomatic types The Learner establishes the meaning of wordsand expressions as they are usedin discourse str uctures andpatterns The Learner identifies context-appropriatesubstitutes for words or expressions The Learner reduces ambiguity andvagueness in the use of wordsand expressions Identifies collocations andarrange words or expressions inclines, categories, an d clusters uses context clues and structuralanalysis to arrive at the meaningof words and e xpressions determines the level of formalityor register in which a word or expression is to be used explains the nature of shift instructure and meaning of a wordor expression as u sed in aspecific discipline, situation, or context of use *Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 20 K TO 12 ENGLISH READING COMPREHENSION Content Standards The learner understands that reading is a psycholinguistic guessing game which u tilizes visual and non-visualinformation in order to confirm, modify, and monito r ones comprehension. Performance Standards The learner activates prior nowledge conceptually related to text and establishes a purpose for reading

be self-aware as they discuss and analyze text to create new meanings and modify old nowledge responds to literary texts through the appreciation of literary devices and an u nderstanding of story grammar locates information from expository texts and uses this information for discussi on or written production Competencies GRADE 7GRADE 8GRADE 9GRADE 10 The Learner uses predictive and anticipatorydevices or tas s to activate prior nowledge con cerning the topic of reading or viewing selection The Learner organizes prior nowledgeconcerning the topic of reading or viewing selection us ing a varietyof graphic organizers The Learner articulates prior nowledgeconcerning the topic of reading or viewing selection using guidedsmall group discussion strategies The Learner assesses prior nowledgeconcerning the topic of reading or viewing selection usi ng individualor group assessment devices distinguishes between and amongliteral, inferential, and appliedinformation pres ented in a readingor viewing selection and thequestions formed on the basisof su ch information responds to information from areading or viewing selectionthrough the use of ora l or writtenshort response formats anddifferentiated group performancetas s compares and contrastsinformation presented in two or more related reading or vi ewingselections using guided textanalysis strategies and devices ina small group structure evaluates content, elements,features, and properties of areading or viewing sele ction usinga set of text analysis strategiesdeveloped in consultation withpeers and the teacher establishes the relevance andunity of the elements of a text vis--vis its intende d purpose andproduction milieu identifies dominant literarydevices and figures of speechthat add color and heig htenmeaning in the reading or viewingselection ascertains the features of thereading or viewing selection thatclarify its adher ence to or dismissal of a particular traditionof literary production organizes an independent andsystematic approach to critiquingan elected reading or viewingselection establishes the validity and unityof the details of a text vis--vis itsintended p urpose and productionmilieu identifies dominant writing or filming techniques that add color to and heighten meaning of thereading or viewing selection

ascertains the features of thereading or viewing selection thatclarify its adher ence to or dismissal of a particular socialissue, concern, or disposition organizes an independent andsystematic approach to critiquingan elected reading or viewingselection *Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 21 K TO 12 ENGLISH WRITING AND COMPOSITION Content standards The learner understands the different formats to write for a variety of audience s and purposes. Performance standards The learner expresses ideas effectively in formal and informal compositions for a particular purpose and audience. Competencies GRADE 7GRADE 8GRADE 9GRADE 10 The Learner distinguishes between oral andwritten modes of language usewith emphasis on thei r exclusivefeatures and properties The Learner distinguishes betweeninformational and artistic stancesin written discourse and thespecific properties of each stance The Learner identifies ways by whichinformation is systematicallyorganized to meet specific goalsand objectives in writtendiscourse The Learner identifies ways by whichpurposeful writing may besupported by a variety of infor mation sources, processingtechniques, and presentationstrategies determines features andproperties of written language naccordance to a specific register or level of formality identifies common languagepatterns that exist in specificwritten discourse patte rns employs a variety of languageand discourse patterns inexpressing ones view andopi nions concerning a specifictopic of interest uses standard procedure,appropriate forms, andassessment tools or techniques inp rocess-oriented writing with theaid of peers and the teacher uses specific cohesive andliterary devices to constructwritten personal discours eformats such as letters, blogs,and electronic mails and basicmass media materia ls as printads, campaigns and broadcastcommercials uses specific cohesive andliteracy devices to construct basicliterary and exposi tory writtendiscourse such as poetry, drama,fables, parables, myths, legends,per sonal essays, biographies andvignettes uses specific cohesive andliterary devices to constructextended literary and exp ositorywritten discourse as short fiction,argumentative and persuasiveessays, sp eeches, andopinionated journalistic writing

uses specific cohesive andliterary devices to constructintegrative literary and expositorywritten discourse as review,critiques, research reports, andscripts fo r broadcastcommunication texts, includingscreenplay *Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 22 K TO 12 ENGLISH GRAMMAR AWARENESS Content standards The learner understands that English language has a set of s tr uctu r alr ules that govern the composition of c la u ses, p h r as e s , andw ords in oral and written communication. Performance standards The learner demonstrates grammatical awareness by being able to read, spea and write correc tly communicate effectively in oral and written forms using the correct grammatical structures of English Competencies GRADE 7GRADE 8GRADE 9GRADE 10 The Learner uses: o varied nounscomplementation o varied verbcomplementation o correct determiners o consistent tense o proper tense simplification o appropriate auxiliary andmodal verbs The Learner uses: o varied adjectivecomplementation o appropriate idioms,collocations, and fixedexpression o coordinators o subordinators o other appropriate devicesfor emphasis The Learner uses: o other cohesive techniquesand devices o various polite expressions o

varied techniques of softening expression o appropriate techniques toavoid confusing sentencestructures The Learner uses: o appropriate expressions of introducing, expanding,summarizing, andrestating a to pic o appropriate statements of definition, causation,elaboration, and synthesis formulates: o meaningful questionforms, short answers, andreply questions o correct simple andcompound sentence o meaningful embedded and ernel sentences o appropriate direct or reported speech formulates: o correct complex andcompound-complexsentences o correct conditionalstatements o appropriate parentheticalexpressions o meaningful expandedsentence (followingbalance, parallelism, andmodification) formulates: o appropriate restatements o correct negation structures o meaningful structures of fronting, inversion, andemphasis o effective sentence withcontrolled length andrhythm formulates: o correct claim of fact o correct claim of policy o correct claim of value o appropriate direct quote o substantive prcis o adequate paraphrase o suitable statement of conclusion *Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 23

K TO 12 ENGLISH ATTITUDE Content standards The learner understands the significance of interpreting the social meaning of t he choice of linguistic varieties andusing language with the appropriate social meaning for the communication situation. Performance standards The learner demonstrates a love for reading and viewing various texts and confid ence in responding/participating invarious communicative activities / tas s. Competencies GRADE 7GRADE 8GRADE 9GRADE 10 The Learner demonstrates eagerness andspontaneity in providing andresponding to questions an dfeedbac pertinent to previous,ongoing, and future opportunitiesfor learning la nguage, literacy,and literature The Learner exhibits the initiative to innovativeindependently or in cooperationwith others in designing,presenting, and sharing expectedoutputs of creative and criticalthi n ing concerning language,literacy, and literature The Learner adopts an appropriate, sensitive,and responsive disposition inarticulating, main taining, andchallenging diverse opinions andpoints o view concerning specificiss ues or concern The Learner observes fairness, objectivity,proactive disposition, andresponsible use of info rmation insupporting and elaboratingparticular claims relevant to onesestablished project of inquiry *Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012 24 K TO 12 ENGLISH STUDY SKILLS Content standards The learner understands that there are an array of study s ills, which may tac l e the process of organising and ta ingin new information and retaining informati on. Performance standards The learner chooses and utilizes discrete techniques (general or specific) and a pplies them to all or most fields of study. Competencies GRADE 7GRADE 8GRADE 9GRADE 10 The Learner locates appropriate print, non-print, and electronic sources of information for purposes of supporting assertions, validatingassumptions, and drawingconclusions The Learner exchanges and processesinformation synchronously or asynchronously with peers an dother persons for purposes of expanding understanding, limitinginquiry, and bal ancing views or opinions The Learner arranges collected and classifiedinformation using an appropriateliner or non-li near organizer suchas idea maps and outlines

The Learner designs appropriate tas andresource management schemesto carry out specific foa ls o anorganized inquiry