Standards and Competencies:

Domains Covered First Grade Level

1. Oral Language
2. Vocabulary
3. Grammar
4. Phonological Awareness
5. Listening Comprehension

ORAL LANGUAGE

Grade 1

Grade 2

Grade 3

Use speaking skills and strategies

appropriately to communicate with
different audiences for a variety of
purposes

Use speaking skills and strategies

appropriately to communicate with
different audiences for a variety of
purposes

Use speaking skills and strategies

appropriately to communicate with
different audiences for a variety of
purposes

Listen and speak with a

Listen and speak with a
Listen and speak with a
purpose in mind
purpose in mind
purpose in mind
Listen and respond to others
Listen and respond to others
Listen and respond to others
give directions
give multiple directions
follow and explain
processes
express their feelings about
give information shared by
synthesize and restate
others ideas
others
information shared by
ask simple questions
express their feelings about
others
ideas of others
seek help

engage in a conversation
ask questions to inquire
interact with others
for a variety of purposes
and clarify
- initiate a conversation
express their choices,
seek help
- engage in a dialogue
feelings about others ideas
- share information and
interact with others
seek help
stories with others
- initiate a conversation
ask questions to inquire
- engage in a conversation
with multiple exchanges
and clarify
- share information and
interact with others
stories with others
- engage in discussions

about specific topics

- engage in a conversation
for a variety of purposes
- share more elaborate
information/stories with
others

Identify/Share relevant
Identify/Share relevant
Identify/Share relevant
information
infromation
information
describe/talk about ones
describe/talk about ones
recount a
experiences
experiences
specific/significant event
talk about the experiences
talk about insights drawn
talk about insights drawn
of others
from the experiences of
from the experiences of
others
others
describe a sequence of
describe a sequence of
include more elaborate
events
events
details for narrations
describe ones environment
describe ones environment
report on an assigned topic
(e.g. persons, animals,
places , things , events
(e.g. persons, animals,
make comparisons by
etc.)
places , things , events
stating similarities and
etc.)
identify
differences
state/enumerate similarities
similarities/differences
and/or differences
Make interpretations
Make interpretations
Make interpretations
Listen and respond to texts
Listen and respond to texts
Listen and respond to texts
clarify meanings heard
Clarify meanings heard
Clarify meanings heard
while drawing on personal
while drawing on personal
while drawing on personal
experiences
experiences
experiences
Identify, describe and use
Identify, describe and use
Identify, describe and use
some commonly used
some commonly used
some commonly used
verbal and non-verbal
verbal and non-verbal
verbal and non-verbal
features in a range of texts
features in a range of texts
features in a range of texts

Restate and retell information

Restate and retell information
Restate and retell information
Engage in a variety of ways
Engage in a variety of ways
Engage in a variety of ways
to share info (e.g.
to Share info (e.g.
to share info (e.g.
roleplaying, morning
roleplaying, show and tell,
roleplaying, show and tell,
message, show and tell)
reporting)
radioplay/podcast/vodcast,
reporting/poster
Retell a story
Share own story/read aloud
presentations )
stories
Share and read aloud
Summarize and retell
stories
stories
Summarize and retell
stories
Express oneself
Speak cleary and audibly
Speak in full sentences
Express thoughts and
feelings
Share own ideas
Share preferences
PHONOLOGICAL AWARENESS Display sensitivity to sounds in
spoken language

Recognize rhyming words

Distinguish rhyming words
from non-rhyming words
Supply rhyming words in
response to spoken words
Identify/count individual
words in phrases and
sentences
Identify/count syllables in
words
Identify/count sounds in a

Express oneself
Speak clearly and audibly
Speak in full sentences
Express thoughts and
feelings
Share own ideas
Share opinions

Express oneself
Speak clearly and audibly
Speak in full sentences
Express thoughts and
feelings
Share own ideas
State opinions and provide
reasons

Display sensitivity to sounds in

spoken language

Display sensitivity to sounds in

spoken language

Distinguish rhyming words

from non-rhyming words
Supply rhyming words in
response to spoken words
Identify/count individual
words in phrases/sentences
Identify/count syllables in
words
Identify/count sounds in a
word
Identify the beginning

Know all letter sounds

Blend letter sounds to
read/form a word
segment letter sounds in a
word
Understand that the order
of letters in a written word
represents the order of
sounds in a spoken word

word
Identify the beginning
sound of a word
Identify onsets and rimes
Identify the final sound of a
word

PHONICS AND WORD

RECOGNITION

Use strategies to decode/identify

words

Identify signs, symbols,

labels, and captions in the
environment
Recognize some common
words on sight (e.g. a, the,
and, said)

sound of a word
Identify the final sound of a
word
Identify onsets and rimes
Identify the medial sound of
a word
Identify/count individual
sounds in a word
Blend sounds to form
words

Use strategies to decode/identify

words

Know all letter-sounds

Understand that the order
of letters in a written word
represents the order of
sounds in a spoken word
Use phonic knowledge to
attempt unknown words
Show how spoken words
are represented by written
letters that are arranged in
a specific order
Blend phonemes to read
words
Recognize some common
words on sight (e.g. he,
she, they, are, will, with,
there)
Recognize and read some
irregularly spelled words
(e.g. have, said, please,
because)
Identify/Distinguish words

Use strategies to decode/identify

words

Know all letter-sounds

Understand that the order
of letters in a written word
represents the order of
sounds in a spoken word
Use phonic knowledge to
attempt unknown words
Show how spoken words
are represented by written
letters that are arranged in
a specific order
Blend phonemes to read
words
Recognize some common
words on sight (e.g. an, of,
then, had, his, were, some,
his, him)
Recognize and read some
irregularly spelled words
(e.g. such as enough,
enough, through, beautiful)
Identify/Distinguish words

GRAMMAR

Apply grammar to communicate

effectively

with short and long vowel

sounds
Read and spell one to two
syllable words with
consonant blends
Read and spell one to two
syllable words with
consonant
digraphs/trigraphs
Read and spell words with
inflectional endings
Recognize and spell
irregularly spelled words

Apply grammar to communicate

effectively

with short and long vowel

sounds
Read and spell one to two
syllable words with
consonant blends
Read and spell one to two
syllable words with
consonant
digraphs/trigraphs
Read and spell words with
affixes
Recognize and write
irregularly spelled words

Apply grammar to communicate

effectively

Sentence
Sentence
Sentence
Recognize sentences and
Recognize sentences and
Recognize sentences and
non-sentences
non-sentences
non-sentences
Use simple sentences
Use simple sentences
Recognize simple subject
and predicate in sentences
Use different kinds of
Use different kinds of
Use complete simple and
sentences (e.g. declarative,
sentences (e.g. declarative,
interrogative)
interrogative, exclamatory)
compound sentences
Recognize punctuation
Recognize punctuation
Use different kinds of
marks (period, question
marks (period, question
sentences (e.g. declarative,
mark)
mark, exclamation point)
interrogative, exclamatory,
imperative)
Use punctuation marks
(period, question mark,
exclamation point)
Noun
Use nouns in sentences
(people, animals, places,
things, events)

Noun
Use nouns in sentences
(people, animals, places,
things, events)

Noun
Use nouns in sentences
(people, animals, places,
things, events)

Recognize the use of a/an

Use plural form of regular
nouns by adding /s/ or /es/

Use nouns with a/an

Use plural form of regular
nouns by adding /s/ or /es/,
changing y to i and
adding /es/

Use plural form of

commonly used nouns
Use collective nouns
Use frequently occuring
irregular plural nouns (e.g.
children, feet, teeth)
Use concrete and abstract
nouns
Use common and proper
nouns
Use count and mass nouns

Pronoun
Pronoun
Pronoun
Use personal pronouns
Use personal pronouns
Use personal pronouns
(e.g. I, you, he, she, it)
(e.g. I, you, he, she, it, we,
(e.g. I, you, he, she, it, we,
they)
Use commonly used
they)
Use possessive pronouns
possessive pronouns
Use possessive pronouns
Use demonstrative
Use demonstrative
Use demonstrative
pronouns (this/that,
pronouns (this/that,
pronouns (this/that,
these/those)
these/those)
these/those)
Use interrogative pronouns
Use interrogative pronouns
Use interrogative pronouns
(e.g. who, what, where,
(e.g. who, what, where,
(e.g. who, what, where,
when, why)
when, why, how)
when, why, how)
Use reflexive pronouns
(e.g. myself, ourselves)
Adjective
Use common adjectives

Adjective
Adjective
Use descriptive and limiting
Use descriptive and limiting
adjectives
adjectives
Use the degrees of
Use the degrees of
adjectives in making
adjectives in making
comparisons (positive,
comparisons (positive,
comparative)
comparative, superlative)
Use synonyms and
antonyms

Verb
Verb
Use common simple verbs Verb
Use verbs
Use verbs
Use simple tenses of verbs
Use simple tenses of verbs
Use correct subject-verb
Use correct subject-verb
agreement
agreement
Adverb
Adverb
Adverb
Recognize adverbs
Use adverbs of manner
and frequency
Preposition
Recognize directional
Preposition
Preposition
prepositions (e.g. in, on,
Use the most frequently
Use the most frequently
under, etc.)
occurring prepositions (e.g.
occurring prepositions (e.g.
on, over, under, to, from,
towards, into, etc.)
above, etc.)
VOCABULARY

Use a variety of words to

communicate ideas orally for a
variety of purposes and to
understand written text

Differentiate English words

from words in other
languages spoken at home
and in school
Ask about unfamiliar words
to gain meaning
Sort and classify familiar
words into basic categories
(e.g., colors, shapes,
foods).
Describe familiar objects
and events in both general
and specific language.
Show curiosity about and

Use a variety of words to

communicate ideas orally for a
variety of purposes and to
understand written text

Identify and supply the

English word equivalent of
words in the mother tongue
or in Filipino
Classify common words
into conceptual categories
(e.g., animals, foods, toys).
Determine what words
mean based on how they
are used in a sentence.
Talk about the meaning of
words and use new words
when speaking and writing
Begin to see that some

Use a variety of words to

communicate ideas orally for a
variety of purposes and to
understand written text

Use English words in

spoken and written
expression
Supply words that fall into
conceptual categories
Provide alternate words for
a target word to reflect
understanding of nuances
(ie, big, huge, enormous)
Transform root words to
appropriate structure to fit a
sentence (ie,
smilesmiled, smiles,
smiling)

play with words and

language
Use new words learned
thru stories in own speech
Know and use words that
are important to school
work, such as the names
for colors, shapes, and
numbers
Know and use words that
are important to daily life
like names of persons,
animals, things, places and
events
Determine what words
mean using context clues
Ask, talk about and
determine the meaning of
new words
Use new words when
speaking
Recognize that some
words have the same
meaning
Recognize that some
words have opposite
meanings
Recognize that words play
different roles in sentences
(for example, some words
nounsname things and
some wordspronouns
replace naming words)

words mean the same

(synonyms) and some
words have opposite
meaning (antonyms)
Recognize that words play
different roles in sentences
(for example, some words
nounsname things and
some wordsverbsshow
action)
Find the meaning of
unfamiliar words through
context clues
Recognize root words and
their inflections (e.g., look,
looks, looked, looking).
Identify some words that
comprise contractions (e.g.,
cant=can not, its=it is,
arent=are not).
Recognize that two words
can make a compound
word (e.g., airport, treetop,
popcorn).

Use English to define or

describe other English
words
Use English to describe
persons, places, processes
and events
Use knowledge of prefixes
to (e.g., un-, re-, in-, dis-) to
determine the meaning of
words.
Use knowledge of suffixes
(e.g., -ful, -ly, -less) to
determine the meaning of
words.
Recognize some words
represented by common
abbreviations (e.g., Mr.
Ave., Oct.).
Determine the meaning of
compound words, using
knowledge of individual
words (e.g., lunchtime,
daydream, everyday).
Want to learn new words
and share them at school
and home
Use clues from the context
to figure out what words
mean
Increase vocabulary
through the use of
synonyms and antonyms
Use different parts of
speech correctly, including
nouns, verbs, adjectives,

LISTENING COMPREHENSION

Glean meaning from a range of

texts perceived auditorily for a
variety of purposes

Identify connections
between text listened to
and personal experience
Make predictions about
stories based on the cover
or title, pictures, details in
the text
Expect written text to make
sense
Use an understanding of
characters, incidents and
settings to make
predictions
Identify story elements
(title, characters, setting)
Validate ideas made after
listening to a story
Use/ Modify prior
knowledge based on new
knowledge from text
Listen carefully to texts
read aloud
Ask and answer questions
about texts
Answer simple questions
(who, what, where, when)
about text listened to

Glean meaning from a range of

texts perceived auditorily for a
variety of purposes

Identify similarities and

differences between events
in a story (plot) and
personal experiences
Use personal experience to
make predictions about text
to be listened to
Use an understanding of
incidents, characters and
settings to make
predictions
Validate predictions made
after listening
Modify prior knowledge
based on new knowledge
from text
Predict what will happen
next in a text
Discuss what is already
known about topics
listened to
Relate information and
events in a selection to life
experiences and vice
versa.
Identify and discuss the
main events or key points

and adverbs
Learn more new words
through independent
reading

Glean meaning from a range of

texts perceived auditorily for a
variety of purposes

Propose several
predictions about text
Use prior knowledge to
select most likely
conclusions about text
Formulate questions that
are expected to be
answered after reading the
text
Make predictions using
experience of listening to
other texts with similar
themes
Evaluate the predictions
made on the basis of text
listened to
Re-formulate prior
knowledge on the basis on
new information learned
from text
Know how to read for
specific purposes and to
seek answers to specific
questions
Predict what might happen
next in a text
Compare a prediction

Derive meaning from

repetitive language
structure
Retell and/or reenact
events from a story
Talk about texts identifying
major points and key
themes
Participate / Engage in a
read-along of texts (e.g.
poetry, repetitive text)
Determine whether a story
is realistic or fantasy
Restate facts from listening
to informational text
Ask and respond to
questions about
informational text
Follow a sequence of
directions
Use details and pictures
found in the informational
text to create meaning
Use an understanding of
characters, incidents and
settings to establish
relationships between
characters and events (e.g.
sequence of events, cause
and effect, problemsolution)

in a text
Identify elements of a story,
including characters,
setting, and key events.
Answer simple questions
about the literary text
listened to
Ask simple questions (who,
what, where, when) about
literary text listened to
Recognize the difference
between made-up (fiction)
and real (nonfiction) texts
Participate in the retelling
of poems and stories
Listen to and perform
simple instructions
Identify the plot of a literary
selection listened to
Recognize and identify
common themes and
characters among stories
Identify important details in
expository texts listened to
Answer questions (e.g.,
who, what, where, when)
about expository text
listened to
Follow a set of written or
verbal three-step directions
with picture cues.
Determine whether a
specific task is completed,
by checking to make sure
all the steps were followed

about an action or event to

what actually occurred
within a text.
Ask relevant questions in
order to comprehend text.
Recall information, main
ideas, and details after
reading
Answer how, why, and
what-if questions
Interpret information from
diagrams, charts, and
graphs
Take part in creative
responses to stories, such
as dramatizations of stories
and oral presentations
Go beyond own experience
or general impression and
refer to text to explain
meaning
Describe literary elements
of text including characters,
plot (specific events,
problem and solution), and
setting.
Describe characters (e.g.,
traits, roles, similarities)
within a literary selection.
Make simple inferences
about thoughts and
feelings and reasons for
actions
Identify key themes and
discuss reasons for events

in the right order, with

picture cues to assist.
State the meaning of some
environmental signs (e.g.,
traffic, safety, warning
signs).

in stories
Sequence a series of
events in a literary
selection.
Describe literary elements
of text including characters,
plot (specific events,
problem and solution), and
setting.
Describe characters (e.g.,
traits, roles, similarities)
within a literary selection
listened to
Make simple inferences
about thoughts and
feelings and reasons for
actions
Identify key themes and
discuss reasons for events
in stories
Sequence a series of
events in a literary
selection.
Identify cause and effect of
specific events in a literary
selection.
Identify differences
between fiction and
nonfiction.
Identify words that the
author selects in a literary
selection to create a
graphic visual experience.
Identify words that the
author selects to create a

rich auditory experience

(e.g., alliteration,
onomatopoeia, assonance,
consonance) in a literary
selection.
Compare events and
characters in literary
selections from a variety of
cultures to their
experiences.
Begin to understand the
effects of different words
and phrases, e.g. to create
humor, images and
atmosphere
Locate specific information
by using organizational
features in expository text.
Identify the main idea in
expository text.
Locate facts in response to
questions about expository
text.
Locate specific information
from graphic organizers
Determine whether a
specific task is completed,
by checking to make sure
all the steps were followed
in the right order.
State the meaning of
specific signs and symbols
(e.g., computer icons, map
features, simple charts and
graphs).

ATTITUDE TOWARDS
Display a positive regard towards
LANGUAGE, LITERATURE AND literacy learning
LITERACY

Revisit favorite books,

songs, rhymes
Attempt to read or re-tell
texts listened to

Display a positive regard towards

literacy learning

Retell familiar storybooks to

others
Make choices from a
selection of texts and begin
to justify preferences
Take books from home to
school (or vice versa) for
independent/extra reading
Identify favorite stories and
authors

Evaluate the usefulness of

the information in a
particular text for answering
questions

Display a positive regard towards

literacy learning

Make choices about which

texts to read based on prior
reading experience
Respond to text by
discussing preferences
such as favorite characters,
and books with similar
themes
Write and share own
stories
Explore and investigate
topics of own interest