1. The Curriculum: Languages Area (Mother Tongue)
Felicitas E. Pado, PhD

2. Language Groups
Mother Tongues
Filipino
English
Felicitas E. Pado, PhD

3. 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

4. The Twelve Mother Tongues
1. Ilocano Waray
2. Pangasinan Cebuano
3. Kapampangan Chavacano
4. Tagalog Meranao
5. Bikol Maguindanaon
6. Hiligaynon Tausug
Felicitas E. Pado, PhD

5. The Domains of Literacy
1. Oral Language
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
Fluency
Literary Texts
7. Spelling
Handwriting
Composing
c. Comprehension of
Informational Text
13. Attitude toward Language,
Literature and Literacy
Felicitas E. Pado, PhD

6. T h e Doma i n s
Felicitas E. Pado, PhD

7. Domain Definition 1.Oral Language 2.Phonological Awareness
Knowledge and use of the structure, meanings and uses of the language.
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

8. 3. Book and Print Knowledge
Domain
Definition
3. Book and Print Knowledge
4. Alphabet Knowledge
Knowing and being acquainted with books and how print works.
Recognize, name, and sound out all the upper and lower case letters of the alphabet.
Felicitas E. Pado, PhD

9. Domain Definition 5. Phonics and Word Recognition 6. Fluency
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.
The ability to read orally with speed, accuracy and proper expression.
Felicitas E. Pado, PhD

10. The ability to form letters through manuscript and cursive styles.
Domain
Definition
7. Spelling
8. Handwriting
Being able to convert oral language sounds into printed language symbols.
The ability to form letters through manuscript and cursive styles.
Felicitas E. Pado, PhD

11. 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

12. 10. Grammar Awareness and Structure
Domain
Definition
10. Grammar Awareness and Structure
11. Vocabulary
Knowledge of language features and sentence structures in written language as this differs from oral language.
Knowledge of words and their meanings in both oral and print representa-
tions.
Felicitas E. Pado, PhD

13. Domain Definition 12. Reading Comprehen- sion
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

14. a. Use of context and prior knowledge/
Domain
Definition
a. Use of context and prior knowledge/
schema
Activating prior knowledge conceptually related to text and establishing a purpose for reading. b.
Comprehen-
sion strategies
Being self-aware as they discuss and analyze text to create new meanings and modify old knowledge.
Felicitas E. Pado, PhD

15. Comprehending literary text
Domain
Definition c.
Comprehending literary text
Respond to literary text through the appreciation of literary devices and an understanding 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

16. 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

17. 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

18. Alignment of the Language and Literacy Domains with the 5 sub-strands
Domains of
Literacy
Listening
Speaking
Reading
Writing
Viewing
1. Oral language /
2. Phonological Awareness
3. Book and Print Orientation
4. Alphabet Knowledge
5. Word Recognition
Fluency
Spelling
8. Handwriting
Felicitas E. Pado, PhD

19. Alignment of the Language and Literacy Domains with the 5 sub-strands
Domains of
Literacy
Listening
Speaking
Reading
Writing
Viewing
9. Composition /
10. Grammar Awareness & Structure
Vocabulary
Development
12. Reading Comprehension
13. Attitude toward Language, Literature and Literacy
Felicitas E. Pado, PhD

20. Literacy Standards
What literacy skills should the pupils be equipped with at the end of Grade 3
Felicitas E. Pado, PhD

21. 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

22. 2. Phonological awareness
Literacy Domain
At the end of Grade 1, the pupils should
2. Phonological awareness
use phonological skills and strategies to select sound patterns and know how to translate then into spoken language.
Book and
Print
Orientation
use 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..
Felicitas E. Pado, PhD

23. Alphabet Knowledge Literacy Domain
At the end of Grade 1, the pupils should
Alphabet
Knowledge
use alphabet knowledge and strategies to select letter patterns and know how to translate then into spoken language by using phonics, syllabication and word parts.
Felicitas E. Pado, PhD

24. 6. Fluency Literacy Domain
At the end of Grade 1, the pupils should be able to
5. Word Recognition
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.
6. Fluency
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

25. 8. Handwriting 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

26. 10. Grammar Awareness & Structure
Literacy Domain
At the end of Grade 1, the pupils should be able to
9. Composing
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.
10. Grammar Awareness &
Structure
use basic knowledge, skills and strategies on basic grammatical rules to be able to speak and write correctly and effectively.
Felicitas E. Pado, PhD

27. a. Use of context and prior knowledge
Literacy Domain
At the end of Grade 1, the pupils should be able to
11. Vocabulary Development
use basic vocabulary knowledge, skills and strategies in both oral and written communications to express ideas, opinions, reactions in various contexts and language functions.
Reading Comprehen-
sion
a. Use of context and prior knowledge
use basic schema or prior knowledge skills and strategies to comprehend and appreciate grade – level – appropriate materials.
Felicitas E. Pado, PhD

28. Literacy Domain
At the end of Grade 1, the pupils should be able to
Reading Comprehen-
sion
b. Reading strategies
be self-aware as they discuss and analyze text to create new meanings and modify old knowledge.
Comprehen-
ding literary text
use literary texts to develop comprehension and appreciation of grade – level – appropriate materials.
Felicitas E. Pado, PhD

29. develop love and appreciation towards the language and culture
Literacy Domain
At the end of Grade 1, the pupils should be able to
Reading Comprehen-
sion
d. Comprehen-
ding informatio-nal text
use informational texts to develop comprehension of grade – level – appropriate materials.
13. Attitude toward language, literature and literacy
develop love and appreciation towards the language and culture
Felicitas E. Pado, PhD

30. 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

31. 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

32. Sample Common Expressions: Bikol
Tagalog
English
Dios marhay na aga
Magandang umaga
Good morning
Dios mabalos
Maraming salamat
Thank you
Daeng anu pa man
Walang anuman
It’s all right
Puede tabi?
Pwede po ba?
May I?
Patawad tabi.
Patawarin mo ako.
I’m sorry.
Felicitas E. Pado, PhD

33. Sample Output: Chavacano Alphabet
How many Vowels? 5
How many
Consonants? 24
How many Dipthongs?
a –atis
e- ekis
I -ibon
o - okra u - ulan
b - baso c - computer 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
ay - palay
oy - kahoy
iw - baliw
ts - tsinelas
Felicitas E. Pado, PhD

34. 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

35. 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

36. Sample Output: Common Terms for Animals and Plants: Hiligaynon
Filipino
English
alibangbang
paruparo
butterfly
alimatok
linta
leech
amo
matsing
monkey
bagsat
surot
bedbug
balagon
baging
vine
balinghoy
bungangkahoy
cassava
Ahos Bawang garlic
alibangbang Paru-paro butterfly
Alimatok Linta leech
Felicitas E. Pado, PhD

37. 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

38. Sequence of letters for teaching word recognition: Kapampangan
KEY PICTURE
SIGNAL WORD
Lisyun 1: Uu
uma
uma (kiss)
Lisyun2: M
mata
mata(eye)
Lisyun3: Aa
asu
asu (dog)
(u)
Felicitas E. Pado, PhD

39. 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

40. Teaching the Domains in L1, L2, L3: Grade 1, First semester
Mother Tongue (L1)
Filipino
English
Oral Language and Listening Comp
Will start second semester
Phonological Awareness
Book and Print Orientation
Alphabet Knowledge
Word Recognition
Fluency
Spelling
Writing and Composing
Grammar awareness & Structure
Vocabulary Development
Reading Comprehension
Attitude toward Language, Literature and Literacy
Felicitas E. Pado, PhD

41. Teaching the Domains in L1, L2, L3: Grade 1, Second Semester
Mother Tongue (L1)
Filipino
English
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
Attitude toward Language, Literature and Literacy
Felicitas E. Pado, PhD

42. DIOS MABALOS PO!
Felicitas E. Pado, PhD