The Curriculum:
Languages Area
(Mother Tongue)
Felicitas E. Pado, PhD
Language Groups
 Mother Tongues
 Filipino
 English
Felicitas E. Pado, PhD
Basis for the Languages
Curriculum
 Multilingualism is the basis for the
Language Curriculum of the K-12
Basic Education Program, building
upon the natural ability of Filipinos
for language learning.
Felicitas E. Pado, PhD
The Twelve Mother Tongues
1. Ilocano
7.
2. Pangasinan
8.
3. Kapampangan 9.
4. Tagalog
10.
5. Bikol
11.
6. Hiligaynon
12.
Felicitas E. Pado, PhD
Waray
Cebuano
Chavacano
Meranao
Maguindanaon
Tausug
The Domains of Literacy
1. Oral Language
10.Grammar Awareness
2. Phonological Awareness
11. Vocabulary
3. Book and Print Orientation 12. Reading Comprehension
4. Alphabet Knowledge
a. Activating Schema/Prior
Knowledge
5. Word Recognition
b. Comprehension of
6.Fluency
Literary Texts
7. Spelling
8. Handwriting
9. Composing
c. Comprehension of
Informational Text
13. Attitude toward Language,
Literature and Literacy
Felicitas E. Pado, PhD
T
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D
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s
Felicitas E. Pado, PhD
Domain
Definition
1.Oral Language Knowledge and use of the
structure, meanings and
uses of the language.
2.Phonological
Awareness
The ability to hear and
manipulate the sounds of a
language. There are 4
levels of PA: word, syllable,
onset and rime, phoneme.
Felicitas E. Pado, PhD
Domain
Definition
3. Book and
Knowing and being
Print
acquainted with books and
Knowledge how print works.
Recognize, name, and
sound out all the upper and
4. Alphabet
Knowledge lower case letters of the
alphabet.
Felicitas E. Pado, PhD
Domain
Definition
5. Phonics and
Word
Recognition
Being able to identify a written
word by sight or by deciphering
the relationship between the
sounds of spoken language and
the letters in written language.
6. Fluency
The ability to read orally with
speed, accuracy and proper
expression.
Felicitas E. Pado, PhD
Domain
Definition
7. Spelling
Being able to convert oral
language sounds into
printed language symbols.
8. Handwriting
The ability to form letters
through manuscript and
cursive styles.
Felicitas E. Pado, PhD
Domain
Definition
9. Composing
Being able to formulate
ideas into sentences or
longer texts and represent
them in the conventional
orthographic patterns of
written language.
Felicitas E. Pado, PhD
Domain
Definition
10. Grammar
Awareness and
Structure
Knowledge of language
features and sentence
structures in written
language as this differs
from oral language.
11. Vocabulary
Knowledge of words and
their meanings in both
oral and print representations.
Felicitas E. Pado, PhD
Domain
Definition
12. Reading
Comprehension
A complex and active
process in which vocabulary
knowledge is a crucial
component and which
requires an intentional and
thoughtful interaction
between the reader and the
text.
Felicitas E. Pado, PhD
Domain
Definition
a. Use of
context and
prior
knowledge/
schema
b.
Comprehension strategies
Activating prior knowledge
conceptually related to text
and establishing a purpose
for reading.
Being self-aware as they
discuss and analyze text to
create new meanings and
modify old knowledge.
Felicitas E. Pado, PhD
Domain
Definition
c.
Respond to literary text through
Comprehending the appreciation of literary
devices and an understanding
literary text
of story grammar.
d.
Comprehending
informational
text
Locate information from
expository texts and use this
information for discussion or
written production.
Felicitas E. Pado, PhD
Domain
Definition
13. Attitude
toward Language,
Literature and
Literacy
Having a sense of being a
reader and developing
individual choices of and
tastes for texts to read for
various purposes such as
for learning or for
pleasure.
Felicitas E. Pado, PhD
The Integrated Language Arts
Curriculum for the Primary Grades
 the revised curriculum re-organizes the
Integrated Language Arts Curriculum
according to the content standards that
must be met by all students at the end
of basic education
 fleshes out the areas that children need
to learn and that teachers need to
teach in greater detail
 consistent with the sub-strands of the
Language Arts and multiliteracies
Felicitas E. Pado, PhD
Alignment of the Language and
Literacy Domains with the 5 substrands
Domains of
Literacy
Listening
1. Oral language
/
2. Phonological
Awareness
3. Book and Print
Orientation
4. Alphabet
Knowledge
5. Word
Recognition
6. Fluency
/
Speaking Reading Writing
Viewing
/
/
/
/
/
/
/
/
/
/
/
/
7. Spelling
/
8. Handwriting
/
Felicitas E. Pado, PhD
/
/
/
Alignment of the Language and
Literacy Domains with the 5 substrands
Domains of
Literacy
Listening Speaking Reading
Writing
9. Composition
/
/
/
/
10. Grammar
Awareness & Structure
/
/
/
/
11.Vocabulary
Development
/
/
/
/
12. Reading
Comprehension
/
/
/
/
13. Attitude toward
Language, Literature
and Literacy
/
/
/
/
Felicitas E. Pado, PhD
Viewing
/
/
/
Literacy Standards
 What literacy skills should the
pupils be equipped with at the
end of Grade 3
Felicitas E. Pado, PhD
Literacy Domain At the end of Grade 1, the pupils
should
1. Oral
Language
have 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.
Felicitas E. Pado, PhD
Literacy
Domain
At the end of Grade 1, the
pupils should
use phonological skills and
2.
strategies to select sound
Phonological patterns and know how to
awareness
translate then into spoken
language.
use book and print knowledge
3. Book and and strategies to select letter
patterns and know how to
Print
translate then into spoken
Orientation
language by using phonics,
syllabication
and
word
parts..
Felicitas E. Pado, PhD
Literacy
Domain
At the end of Grade 1, the
pupils should
use alphabet knowledge and
4. Alphabet
strategies to select letter
Knowledge patterns and know how to
translate then into spoken
language by using phonics,
syllabication and word parts.
Felicitas E. Pado, PhD
Literacy Domain At the end of Grade 1, the
pupils should be able to
5. Word
Recognition
6. Fluency
use 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.
use 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.
Felicitas E. Pado, PhD
Literacy
Domain
At the end of Grade 1, the
pupils should be able to
7. Spelling
use 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.
8.
Handwriting
use 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.
Felicitas E. Pado, PhD
Literacy Domain
9. Composing
10. Grammar
Awareness &
Structure
At the end of Grade 1, the pupils
should be able to
use 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.
use basic knowledge, skills
and strategies on basic
grammatical rules to be able
to speak and write correctly
and effectively.
Felicitas E. Pado, PhD
Literacy Domain
11. Vocabulary
Development
12.Reading
Comprehension
a. Use of
context and
prior
knowledge
At the end of Grade 1, the pupils
should be able to
use basic vocabulary knowledge,
skills and strategies in both oral
and written communications to
express ideas, opinions, reactions
in various contexts and language
functions.
use basic schema or prior
knowledge skills and strategies
to comprehend and appreciate
grade – level – appropriate
materials.
Felicitas E. Pado, PhD
Literacy Domain
At the end of Grade 1, the pupils
should be able to
12.Reading
Comprehension
b. Reading
strategies
be self-aware as they discuss
and analyze text to create
new meanings and modify old
knowledge.
c. Comprehending literary
text
use literary texts to develop
comprehension and
appreciation of grade – level –
appropriate materials.
Felicitas E. Pado, PhD
Literacy Domain
12.Reading
Comprehension
d. Comprehending
informational text
At the end of Grade 1, the pupils
should be able to
use informational texts to
develop comprehension of
grade – level – appropriate
materials.
develop love and appreciation
towards the language and
culture
13. Attitude
toward
language,
literature
Felicitas E. Pado, PhD
and literacy
The Curriculum Planning
 As a result of curriculum
planning, a teachers’ guide
containing the orthography,
phonological guides, literacy
program sequences, common
utterances for each of these
languages has been prepared.
Felicitas E. Pado, PhD
Sample Output: Spelling and
Orthographic Rules: Bikol
Polisiya sa pagsubli nin mga tataramon
 - An 20 letra na a, b, k, d, e, g, h, i,l, m, n,
ng,o,p r,s, t,u,w,y supisyente sa pag-be-aba
kan mga tubong tataramon kan Bikol.
 - Gagamiton ang (8) dagdag na letra (c,f, j,
ñ,q,v,x,z) sa pag-be-aba (Baybay) kan mga
sinubling tataramon buda mga eksaktong
pangaran kan tawo, lugar, institusyon buda
mga scientific/technical na tataramon.
 -Kun dai nin katumbas an subling tataramon
gamiton an orihinal na pag-be-aba kaini.
Felicitas E. Pado, PhD
Sample Common Expressions:
Bikol
Bikol
Tagalog
English
Dios marhay
na aga
Dios mabalos
Magandang
umaga
Maraming
salamat
Walang
anuman
Pwede po ba?
Good morning
Patawarin mo
ako.
I’m sorry.
Daeng anu pa
man
Puede tabi?
Patawad tabi.
Felicitas E. Pado, PhD
Thank you
It’s all right
May I?
Sample Output: Chavacano
Alphabet
How many
How many How many
Dipthongs?
Vowels? 5 Consonants? 24
b - baso
c - computer ay - palay
a –atis
e- ekis
I -ibon
o - okra
u - ulan
d - damo
f - Filipino
g - gulay
h - holen
j - jacket
k - kubo
l - lapis
m - manok
n - nanay
ng - ngipin
n - nino
p - pusa
q - queso
r - relo
s- sabon
t - tatay
v- vinta
w - watawat
x - x-ray
y - yoyo
z - zipper
Felicitas E. Pado, PhD
oy - kahoy
iw - baliw
ts - tsinelas
 Common utterances with their
Filipino and English translations
 Sequence of letters for teaching
word recognition and spelling
 List of phrases, sentences, stories
for developing word recognition and
spelling
 Big books
 Rules that govern borrowed words
(based on KWF)
Felicitas E. Pado, PhD
Lesson Plan Excerpt: Ilokano
A.
Pre-reading Activities
1. Unlocking of difficult words
 Nadungngo (Context Clue)
 Arubayan (Synonym)
 Nagtagibi
(Context clue)
 Nanakem (Context Clue
2. Motivation
 Malaksid kada tatang ken nanang yo, siasinno pay naayat
kadakayo?
 With the teacher showing the cover picture, the teacher asks:
 Apay ngata nga adda iggem diay ubing a bag? Ania ngata ti
gagara dagiti agaama ti balay ti baket?
3. Motive Question
Apay nga ina ti awag ni Lallay kenni Innok Kallang ket baket
a Balasang isuna?
Felicitas E. Pado, PhD
Sample Output: Common Terms for
Animals and Plants: Hiligaynon
Hiligaynon
Filipino
alibangbang paruparo
alimatok
 Ahos Bawang linta
garlic
amo
matsing
 alibangbang
Paru-paro
butterfly
 Alimatok Lintasurot
leech
bagsat
balagon
baging
balinghoy
bungangkahoy
Felicitas E. Pado, PhD
English
butterfly
leech
monkey
bedbug
vine
cassava
Batayang Aklat sa Bawat Wika
 Alphabet
 Vowels and consonants: keywords,
key pictures
 Spelling and orthographic rules
 Grammar rules
 High frequency words with their
Filipino and English translations
Felicitas E. Pado, PhD
Sequence of letters for teaching
word recognition: Kapampangan
LETTER
KEY
PICTURE
SIGNAL WORD
Lisyun 1: Uu
uma
uma (kiss)
Lisyun2:
M
 (u)
mata
mata(eye)
Lisyun3: Aa
asu
asu (dog)

Felicitas E. Pado, PhD
Sample Story: Tausug
BANSAG KAN PUTI KAY PULA
Ha hula Ginhawa baz tawagun sin
mahardika bazsa, awn piyag anak kambal
nahiluwakag pa kamatauran. ziyanan sin
maas nila hi Puti (WBC) kay Pula (RBC)
pagka in sila piyag anak mapula iban
maputi in warna sin pamaranan nila.
Felicitas E. Pado, PhD
Teaching the Domains in L1, L2, L3:
Grade 1, First semester
Mother Tongue (L1)
Oral Language and Listening Comp
Phonological Awareness
Book and Print Orientation
Alphabet Knowledge
Word Recognition
Fluency
Spelling
Writing and Composing
Grammar awareness & Structure
Vocabulary Development
Reading Comprehension
Felicitas E. Pado, PhD
Filipino
English
Will start second
semester
Teaching the Domains in L1, L2, L3:
Grade 1, Second Semester
Mother Tongue (L1)
Oral Language and Listening Comp
Phonological Awareness
Book and Print Orientation
Alphabet Knowledge
Word Recognition
Fluency
Spelling
Writing and Composing
Grammar awareness & Structure
Vocabulary Development
Reading Comprehension
Felicitas E. Pado, PhD
Filipino
English
DIOS MABALOS PO!
Felicitas E. Pado, PhD