English

Language - Kindergarten
IB
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Dep Ed
DIS
Oral language listening and

speaking
The sounds of language are a
symbolic way of representing
ideas and objects.
People communicate using
different languages.
Everyone has the right to
speak and be listened to.
Listening and viewing

Speaking
Speaking and listening
listen and respond in small or

large groups for increasing
periods of time
listen to and enjoy stories
read aloud; show
understanding by responding
in oral, written or visual form
memorize and join in with
poems, rhymes and songs
follow classroom instructions,
showing understanding
describe personal experiences
obtain simple information
from accessible spoken texts
distinguish beginning, medial
and ending sounds of words
with increasing accuracy
follow two-step directions
predict likely outcomes when
listening to texts read aloud
distinguishes different types

of sounds
follows simple directions
comprehends simple and
famililar stories
increases his/her vocabulary
for describing things and
expressing ones feelings
answers and responds to
questions accordingly
increases his/her vocabulary
in sharing information
narrates simple and familiar
stories
gives simple directions
Speak clearly and choose

words carefully to express
feelings and ideas when
speaking of matters of
immediate interest.
Converse audibly with friends,
teachers and other adults.
Show some awareness of the
listener through non-verbal
communication.
Answer questions and explain
further when asked.
Speak confidently to a group
to share an experience.
Take turns in speaking.
Listen to others and respond
appropriately.
Listen carefully to questions
and instructions.
Engage in imaginative play,
enacting simple characters or
Strand
Conceptual
Understanding
/ Content
Standard
use language to address their

needs, express feelings and
opinions
ask questions to gain
information and respond to
inquiries directed to
themselves or to the class
use oral language to
communicate during
classroom activities,
conversations and
imaginative play
talk about the stories, writing,
pictures and models they
have created
begin to communicate in
more than one language
use grammatical rules of the
language(s) of instruction
(learners may overgeneralize
at this stage)
1. Written language - reading
The sounds of spoken

language can be represented
visually.
Written language works
differently from spoken
language.
Consistent ways of recording
words or ideas enable
members of a language
community to communicate.
People read to learn.
The words we see and hear
enable us to create pictures in
our minds.
2. Reading
situations.
Note that people speak in
different ways for different
purposes and meanings.
3. Reading
Learning
Outcomes
select and reread favourite

texts for enjoyment
understand that print is
permanent, for example,
when listening to familiar
stories, notices when the
reader leaves out or changes
parts
participate in shared reading,
posing and responding to
questions and joining in the
refrains
participate in guided reading
situations, observing and
applying reading behaviours
and interacting effectively
with the group
listen attentively and respond
actively to read-aloud
situations; make predictions,
anticipate possible outcomes
read and understand the
meaning of self-selected and
teacher-selected texts at an
appropriate level
use meaning, visual,
contextual and memory cues,
and cross-check cues against
each other, when necessary
(teacher monitors miscues to
identify strategies used and
strategies to be developed)
read and understand familiar
print from the immediate
environment, for example,
signs, advertisements, logos,
ICT iconography
make connections between
personal experience and
identifies and distinguishes

sounds
distinguishes vowel and
consonant sounds
blends and segments words
blends and segments words
matches letters to their
sounds (and vice versa)
recognizes and names all
uppercase and lowercase
letters of the alphabet.
decodes basic sight words
identifies common words
understands that printed
materials provide information
reads using correct
directionality
reads using proper intonation
analyzes and comprehends
simple narrative
analyzes and comprehends
simple information/factual
texts
Phonics, spelling, vocabulary

Hear, read and write initial
letter sounds.
Know the name and most
common sound associated
with every letter in the
English alphabet.
Identify separate sounds
(phonemes) within words,
which may be represented by
more than one letter, e.g. th,
ch, sh.
Use knowledge of sounds to
read and write single syllable
words with short vowels.
Blend to read, and segment to
spell, words with final and
initial adjacent consonants,
e.g. b-l, n-d.
Begin to learn common
spellings of long vowel
phonemes, e.g. ee, ai, oo.
Use knowledge of sounds to
write simple regular words,
and to attempt other words.
Spell familiar common words
accurately, drawing on sight
vocabulary.
Use rhyme and relate this to
spelling patterns.
Recognise common word
endings, e.g. -s, -ed and -ing.
Grammar and punctuation
Pause at full stops when
reading.
Identify sentences in a text.
Know that a capital letter is
used for I, for proper nouns
and for the start of a
storybook characters
understand soundsymbol
relationships and recognize
familiar
sounds/symbols/words of the
language community
instantly recognize an
increasing bank of highfrequency and high-interest
words, characters or symbols
have a secure knowledge of
the basic conventions of the
language(s) of instruction in
printed text, for example,
orientation, directional
movement, layout, spacing,
punctuation
participate in learning
engagements involving
reading aloudtaking roles
and reading dialogue,
repeating refrains from
familiar stories, reciting
poems
sentence.
Fiction and poetry
Join in with reading familiar,
simple stories and poems.
Demonstrate an
understanding that one
spoken word corresponds with
one written word.
Know that in English, print is
read from left to right and top
to bottom.
Read a range of common
words on sight.
Use phonic knowledge to read
decodable words and to
attempt to sound out some
elements of unfamiliar words.
Read aloud from simple books
independently.
Anticipate what happens next
in a story.
Talk about events in a story
and make simple inferences
about characters and events
to show understanding.
Recognise story elements,
e.g. beginning, middle and
end.
Retell stories, with some
appropriate use of story
language.
Talk about significant aspects
of a storys language, e.g.
repetitive refrain, rhyme,
patterned language.
Enjoy a range of books,
discussing preferences.
Make links to own
Strand
Conceptual
Understanding
/ Content
Standard
1. People write to communicate.

2. The sounds of spoken
language can be represented
visually (letters, symbols,
characters).
3. Consistent ways of recording
words or ideas enable
members of a language
community to understand
each others writing.
4. Written language works
differently from spoken
language.
Learning
Outcomes
Written language -writing
enjoy writing and value their

own efforts
write informally about their
own ideas, experiences and
feelings in a personal journal
experiences.
Learn and recite simple
poems.
Join in and extend rhymes and
refrains, playing with
language patterns.
Writing
Non-fiction
Read labels, lists and captions
to find information.
Know the parts of a book, e.g.
title page, contents.
Show awareness that texts for
different purposes look
different, e.g. use of
photographs, diagrams, etc.
Read and talk about own
writing.
Writing
writes words and phrases

using a mix of invented and
conventional spelling
writes words and phrases
using manuscript form

Mark some sentence
endings with a full stop.
Write sentence-like
structures which may
be joined by and.
or diary, initially using simple

sentence structures, for
example, I like , I can
, I went to , I am going to
read their own writing to the

teacher and to classmates,
realizing that what they have
written remains unchanged
participate in shared and
guided writing, observing the
teachers model, asking
questions and offering
suggestions
write to communicate a
message to a particular
audience, for example, a
news story, instructions, a
fantasy story
create illustrations to match
their own written text
demonstrate an awareness of
the conventions of written
text, for example, sequence,
spacing, directionality
connect written codes with
the sounds of spoken
language and reflect this
understanding when
recording ideas
form letters/characters
conventionally and legibly,
with an understanding as to
why this is important within a
language community
discriminate between types of
code, for example, letters,
numbers, symbols,
words/characters
composes own stories with a

clear beginning, middle and
end
composes own stories using
pictures
composes
informational/factual texts
using own words
composes information/factual
texts using illustrations
Fiction
Write simple storybooks with
sentences to caption pictures.
Write a sequence of
sentences retelling a familiar
story or recounting an
experience.
Begin to use some formulaic
language, e.g. Once upon a
time.
Compose and write a simple
sentence with a capital letter
and a full stop.
Use relevant vocabulary.
Non-fiction
Write for a purpose using
some basic features of text
type.
Write simple information texts
with labels, captions, lists,
questions and instructions for
a purpose.
Record answers to questions,
e.g. as lists, charts.
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
write an increasing number of

frequently used words or
ideas independently
illustrate their own writing
and contribute to a class book
or collection of published
writing
Visual language -viewing and
presenting
People use static and moving
images to communicate ideas
and information.
Visual texts can immediately
gain our attention.
Viewing and talking about the
images others have created
helps us to understand and
create our own presentations.
attend to visual information
through discussion, role play,
illustrations
talk about their own feelings
in response to visual
messages; show empathy for
the way others might feel
relate to different contexts
presented in visual texts
according to their own
experiences, for example,
That looks like my uncles
farm.
locate familiar visual texts in
magazines, advertising
catalogues, and connect them
with associated products
show their understanding that
visual messages influence our
Listening and Viewing
Viewing and presenting
discriminates sounds
listens for directions
listens to stories
develop a comfortable and

efficient pencil grip
form letters correctly
attend to visual information
through discussion, role play,
illustrations
talk about their own feelings
in response to visual
messages; show empathy for
the way others might feel
relate to different contexts
presented in visual texts
according to their own
experiences, for example,
That looks like my uncles
farm.
locate familiar visual texts in
magazines, advertising
catalogues, and connect them
behaviour
connect visual information
with their own experiences to
construct their own meaning,
for example, when taking a
trip
use body language in mime
and role play to communicate
ideas and feelings visually
realize that shapes, symbols
and colours have meaning
and include them in
presentations
use a variety of implements
to practise and develop
handwriting and presentation
skills
observe and discuss
illustrations in picture books
and simple reference books,
commenting on the
information being conveyed
recognize ICT iconography
and follow prompts to access
programs or activate devices
through teacher modelling,
become aware of terminology
used to tell about visual
effects, for example, features,
layout, border, frame
view different versions of the
same story and discuss the
effectiveness of the different
ways of telling the same
story, for example, the picture
book version and the
film/movie version of a story
become aware of the use and
organization of visual effects
with associated products

show their understanding that
visual messages influence our
behaviour
connect visual information
with their own experiences to
construct their own meaning,
for example, when taking a
trip
use body language in mime
and role play to communicate
ideas and feelings visually
realize that shapes, symbols
and colours have meaning
and include them in
presentations
use a variety of implements
to practise and develop
handwriting and presentation
skills
observe and discuss
illustrations in picture books
and simple reference books,
commenting on the
information being conveyed
recognize ICT iconography
and follow prompts to access
programs or activate devices
through teacher modelling,
become aware of terminology
used to tell about visual
effects, for example, features,
layout, border, frame
view different versions of the
same story and discuss the
effectiveness of the different
ways of telling the same
story, for example, the picture
book version and the
to create a particular impact,

for example, dominant
images show what is
important in a story
observe visual images and
begin to appreciate, and be
able to express, that they
have been created to achieve
particular purposes.
film/movie version of a story

become aware of the use and
organization of visual effects
to create a particular impact,
images show what is
important in a story
observe visual images and
begin to appreciate, and be
able to express, that they
have been created to achieve
particular purposes
Language Grade 1
IB
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Dep Ed
DIS

speaking
Spoken language varies
according to the purpose and
audience.
People interpret messages
according to their unique
experiences and ways of
understanding.
Spoken communication is
different from written
communicationit has its
own set of rules.
Listening comprehension
Oral language
listen attentively and speak

appropriately in small and
large group interactions
listen to a variety of oral
Note important details

pertaining to a. character b.
settingc. events
Give the correct sequence of
Recount experiences and

explore possibilities.
Explain plans and ideas,
extending them in the light of
presentations including
stories, poems, rhymes and
reports and respond with
increasing confidence and
detail
pick out main events and
relevant points in oral texts
follow multi-step directions
retell familiar stories in
sequence
anticipate and predict when
listening to text read aloud
use language for a variety of
personal purposes, for
example, invitations
express thoughts, ideas and
opinions and discuss them,
respecting contributions from
others
participate in a variety of
dramatic activities, for
example, role play, puppet
theatre, dramatization of
familiar stories and poems
use language to explain,
inquire and compare
recognize patterns in
language(s) of instruction and
use increasingly accurate
grammar
begin to understand that
language use is influenced by
its purpose and the audience
understand and use specific
vocabulary to suit different
purposes
hear and appreciate
differences between
languages
three events
Infer the character feelings
and traits
Identify cause and/or effect of
events
Identify the speaker in the
story or poem
Predict possible ending of a
story read
Relate story events to ones
experience
Discuss, illustrate, dramatize
specific events
Identify the problem and
solution
Retell a story listened to
Listen to narrative and
informational text or poem
Respond appropriately to
polite expressions
Talk about oneself and ones
family
Talk about ones personal
experiences pertaining to the
family, ones pets, and
personal experiences
Relate ones
activities/responsibilities at
home
Talk about topics of interest
(likes and dislikes)
Use common expressions and
polite greetings
Talk about stories heard when
and where it took place
Participate in some sharing
activities
Talk about pictures presented
discussion.
Articulate clearly so that
others can hear.
Vary talk and expression to
gain and hold the listeners
attention.
Show awareness of the
listener by including relevant
details.
Attempt to express ideas
precisely, using a growing
vocabulary.
Listen carefully and respond
appropriately, asking
questions of others.
Demonstrate attentive
listening and engage with
another speaker.
Extend experiences and ideas
through role-play.
Begin to be aware of ways in
which speakers vary talk, for
example the use of more
formal vocabulary and tone of
voice.
Show awareness that
speakers use a variety of
ways of speaking in different
situations and try out different
ways of speaking.
Strand
Written language - reading
Conceptual
Understanding
/ Content
Standard
Different types of texts serve

different purposes.
What we already know
enables us to understand
what we read.
Applying a range of strategies
helps us to read and
understand new texts.
Wondering about texts and
asking questions helps us to
understand the meaning.
The structure and
organization of written
language influences and
conveys meaning.
using appropriate local

terminologies with ease and
confidence
Talk about stories heard when
and where it took place
Ask simple questions
Follow one-to-two step
directions
Give one-to-two step
directions
Reading
Reading
Learning
Outcomes
develop personal preferences,

selecting books for pleasure
and information
read texts at an appropriate
level, independently,
confidently and with good
understanding
recognize a range of different
text types, for example,
letters, poetry, plays, stories,
novels, reports, articles
identify and explain the basic
structure of a story
beginning, middle and end;
may use storyboards or comic
strips to communicate
elements
make predictions about a
story, based on their own
knowledge and experience;
revise or confirm predictions
as the story progresses
realize that there is a
difference between fiction and
non-fiction and use books for
particular purposes, with
teacher guidance
recognize and use the
different parts of a book, for
example, title page, contents,
index
relationships and apply
reliable phonetic strategies
when decoding print
use a range of strategies to
self-monitor and self-correct,
for example, meaning,
context, rereading, reading
Recognize rhyming words in

nursery rhymes, poems,
songs heard
Give the number of syllables
of given words
Distinguish rhyming words
from non-rhyming words
Supply rhyming words in
response to spoken words

Learn the different common
spellings of long vowel
phonemes.
Learn the different ways in
which vowels can be
pronounced, e.g. how, low;
apple, apron.
Apply knowledge of
phonemes and spelling
patterns in writing
independently.
Secure the spelling of high
frequency words and common
irregular words.
Identify syllables and split
familiar compound words into
parts.
Spell words with common
prefixes and suffixes, e.g. un-,
dis-, -ful, -ly.
Build and use collections of
interesting and significant
words.
Discuss the meaning of
unfamiliar words encountered
in reading.
Choose interesting words and
phrases, e.g. in describing
people and places.
Begin to read with fluency
and expression, taking some
notice of punctuation,
including speech marks.
Read and respond to question
words, e.g. what, where,
when, who, why.
on, cross-checking one cue

source against another
discuss personality and
behaviour of storybook
characters, commenting on
reasons why they might react
in particular ways
discuss their own experiences
and relate them to fiction and
non-fiction texts
participate in collaborative
learning experiences,
acknowledging that people
see things differently and are
entitled to express their point
of view
wonder about texts and ask
questions to try to understand
what the author is saying to
the reader.
Fiction and poetry

Extend the range of common
words recognised on sight.
Use phonics as the main
method of tackling unfamiliar
words.
Read aloud with increased
accuracy, fluency and
expression.
Identify and describe story
settings and characters,
recognising that they may be
from different times and
places.
Predict story endings.
Make simple inferences from
the words on the page, e.g.
about feelings.
Talk about what happens at
the beginning, in the middle
or at the end of a story.
Comment on some
vocabulary choices, e.g.
adjectives.
Begin to develop likes and
dislikes in reading.
Read poems and comment on
words and sounds, rhyme and
rhythm.
Non-fiction
Read and follow simple
instructions, e.g. in a recipe.
Locate words by initial letter
in simple dictionaries,
glossaries and indexes.
Find answers to questions by
reading a section of text.
Find factual information from
Strand
Conceptual
Understanding
/ Content
Standard
We write in different ways for

different purposes.
The structure of different
types of texts includes
identifiable features.
helps us to express ourselves
so that others can enjoy our
writing.
Thinking about storybook
characters and people in real
life helps us to develop
characters in our own stories.
When writing, the words we
choose and how we choose to
use them enable us to share
our imaginings and ideas.
Learning
Outcomes
engage confidently with the

process of writing
write about a range of topics
Writing
Recognize sentences and nonsentences

Recognize simple sentences
different formats, e.g. charts,

labeled diagrams.
Identify general features of
known text types.
Show some awareness that
texts have different purposes.
Explore a variety of nonfiction texts on screen.
Writing

Write in clear
sentences using capital
letters, full stops and
question marks.
for a variety of purposes,

using literary forms and
structures modelled by the
teacher and/or encountered in
reading
use graphic organizers to plan
writing, for example, Mind
Maps, storyboards
organize ideas in a logical
sequence, for example, write
simple narratives with a
beginning, middle and end
use appropriate writing
conventions, for example,
word order, as required by the
use familiar aspects of written
language with increasing
confidence and accuracy, for
example, spelling patterns,
high-frequency words, highinterest words
grammatical constructs
write legibly, and in a
consistent style
proofread their own writing
and make some corrections
and improvements
use feedback from teachers
and other students to improve
their writing
use a dictionary, a thesaurus
and word banks to extend
their use of language
keep a log of ideas to write
about
over time, create examples of
different types of writing and
Recognize telling and asking

sentences
Recognize common action
words in stories listened to
Recognize describing words
for people, objects, things and
places (color, shape, size,
height, weight, length,
distance, etc)
Use words that are related to
self, family, school,
community, and concepts
such as the names for colors,
shapes, and numbers
Sort and Classify familiar
words into basic categories
(colors, shapes, foods, etc)
Give the meaning of words
using clues (TPR, pictures,
body movements, etc.)
Use past and present

tenses accurately but
not always consistently.
Use mainly simple and
compound sentences,
with and/but used to
connect ideas. Because
may begin to be used
in a complex sentence.
Begin to vary sentence
openings, e.g. with
simple adverbs.
Use a variety of simple
organisational devices
in non-fiction, e.g.
headings, captions.
Begin to re-read own
writing for sense and
accuracy.
Fiction
Develop stories with a setting,
characters and a sequence of
events.
Structure a story with a
beginning, middle and end.
Link ideas in sections,
grouped by content.
Find alternatives to and/then
in developing a narrative and
connecting ideas.
Write with a variety of
sentence types.
Use the structures of familiar
poems and stories in
developing own writing.
Begin to use dialogue in
stories.
Use the language of time, e.g.
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
store them in their own

writing folder
participate in teacher
conferences with teachers
recording progress and noting
new learning goals; selfmonitor and take
responsibility for
improvement
with teacher guidance,
publish written work, in
handwritten form or in digital
format.

presenting
Visual texts can expand our
database of sources of
information.
Visual texts provide
alternative means to develop
new levels of understanding.
Selecting the most suitable
forms of visual presentation
enhances our ability to
express ideas and images.
Different visual techniques
produce different effects and
are used to present different
types of information.
view visual information and
show understanding by asking
relevant questions and
discussing possible meaning
discuss their own feelings in
suddenly, after that.

Choose some interesting
words and phrases, e.g. in
describing people and places.
Non-fiction
Write simple evaluations of
books read.
Write instructions and recount
events and experiences.
Use features of chosen text
type.
Use simple non-fiction texts
as a model for writing.
Make simple notes from a
section of non-fiction texts,
e.g. listing key words.
form letters correctly and

consistently.
practise handwriting patterns
and the joining of letters.
response to visual messages;

listen to other responses,
realizing that people react
differently
realize that visual information
reflects and contributes to the
understanding of context
recognize and name familiar
visual texts, for example,
advertising, logos, labels,
signs, ICT iconography
observe and discuss familiar
and unfamiliar visual
messages; make judgments
about effectiveness
discuss personal experiences
that connect with visual
images
use actions and body
language to reinforce and add
meaning to oral presentations
select and use suitable
shapes, colours, symbols and
layout for presentations;
practise and develop
writing/calligraphy styles
realize that text and
illustrations in reference
materials work together to
convey information, and can
explain how this enhances
understanding
with guidance, use the
internet to access relevant
information; process and
present information in ways
that are personally
meaningful
use appropriate terminology

differently
about effectiveness
images
understanding
to discuss visual texts, for

example, logos, font,
foreground, background,
impact
view a range of visual
language formats and discuss
their effectiveness, for
example, film/video, posters,
drama
realize that effects have been
selected and arranged to
achieve a certain impact, for
example, the way in which
colour, lighting, music and
movement work together in a
performance
observe and discuss visual
presentations; make
suggestions about why they
have been created and what
the creator has been aiming
to achieve.

that are personally
meaningful
impact
drama
performance
presentations; make
to achieve.
Language Grade 2
IB
Strand

speaking
Dep Ed
Oral language
DIS
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Spoken language varies

according to the purpose and
audience.
People interpret messages
according to their unique
experiences and ways of
understanding.
Spoken communication is
different from written
communicationit has its
own set of rules.
listen attentively and speak
appropriately in small and
large group interactions
listen to a variety of oral
presentations including
stories, poems, rhymes and
reports and respond with
increasing confidence and
detail
pick out main events and
relevant points in oral texts
follow multi-step directions
retell familiar stories in
sequence
anticipate and predict when
listening to text read aloud
use language for a variety of
personal purposes, for
example, invitations
express thoughts, ideas and
opinions and discuss them,
respecting contributions from
others
participate in a variety of
dramatic activities, for
example, role play, puppet
theatre, dramatization of
correctly hears and records

sounds in words
uses familiar vocabulary to
independently express ideas
in speaking activities
independently takes turn in
sharing inter and intra
personal experiences, ideas,
thoughts, actions and feelings
using appropriate words
uses appropriate expressions
in oral interpretation and
familiar situations
fluently expresses ideas in
various speaking tasks
correctly presents text
elements through simple
organizers to make
inferences, predictions and
conclusions
uses information from themebased activities as guide for
decision making and following
instructions
Speak clearly and confidently

in a range of contexts,
including longer speaking
turns.
Adapt tone of voice, use of
vocabulary and non-verbal
features for different
audiences.
Take turns in discussion,
building on what others have
said.
Listen and respond
appropriately to others views
and opinions.
Listen and remember a
sequence of instructions.
Practise to improve
performance when reading
aloud.
Begin to adapt movement to
create a character in drama.
Develop sensitivity to ways
that others express meaning
in their talk and non-verbal
communication.
Strand
Conceptual
Understanding
/ Content
Standard
familiar stories and poems

use language to explain,
inquire and compare
recognize patterns in
language(s) of instruction and
grammar
begin to understand that
language use is influenced by
its purpose and the audience
understand and use specific
vocabulary to suit different
purposes
hear and appreciate
differences between
languages
Different types of texts serve
different purposes.
What we already know
enables us to understand
what we read.
helps us to read and
understand new texts.
Wondering about texts and
asking questions helps us to
understand the meaning.
The structure and
organization of written
language influences and
conveys meaning.
Reading
Reading
Learning
Outcomes
develop personal preferences,

selecting books for pleasure
and information
read texts at an appropriate
level, independently,
confidently and with good
understanding
recognize a range of different
text types, for example,
letters, poetry, plays, stories,
novels, reports, articles
identify and explain the basic
structure of a story
beginning, middle and end;
may use storyboards or comic
strips to communicate
elements
make predictions about a
story, based on their own
knowledge and experience;
revise or confirm predictions
as the story progresses
realize that there is a
difference between fiction and
non-fiction and use books for
particular purposes, with
teacher guidance
recognize and use the
different parts of a book, for
example, title page, contents,
index
relationships and apply
reliable phonetic strategies
when decoding print
self-monitor and self-correct,
for example, meaning,
context, rereading, reading
distinguishes similarities and

differences of the alphabets in
English and Mother
Tongue/Filipino
analyzes pattern of sounds in
words for meaning and
accuracy
ably reads and spells out
grade appropriate regular and
irregular words in English
effectively transfers the
knowledge of letter-sound
relationship from Mother
Tongue to English
correctly identifies book parts
and follows reading
conventions
uses information derived from
texts in presenting varied oral
and written activities
identifies correctly how
paragraphs/ texts are
developed
accurately and fluently reads
aloud literary and
informational texts
appropriate to the grade level
independently uses reading
strategies in accomplishing
literacy-related tasks

Use effective strategies to
tackle blending unfamiliar
words to read, including
sounding out, separating into
syllables, using analogy,
identifying known suffixes and
prefixes, using context.
Use and spell compound
words.
Know irregular forms of
common verbs.
Use effective strategies to
tackle segmenting unfamiliar
words to spell, including
segmenting into individual
sounds, separating into
syllables, using analogy,
identifying known suffixes and
prefixes, applying known
spelling rules, visual memory,
mnemonics.
Learn rules for adding -ing,
-ed, -s to verbs.
Extend earlier work on
prefixes and suffixes.
Explore words that have the
same spelling but different
meanings (homonyms), e.g.
form, wave.
Use a dictionary or electronic
means to find the spelling and
meaning of words.
Organise words or information
alphabetically using first two
letters.
Identify misspelt words in own
writing and keep individual
spelling logs.
Consider how choice of words
on, cross-checking one cue

source against another
discuss personality and
behaviour of storybook
characters, commenting on
reasons why they might react
in particular ways
discuss their own experiences
and relate them to fiction and
non-fiction texts
learning experiences,
acknowledging that people
see things differently and are
entitled to express their point
of view
wonder about texts and ask
questions to try to understand
what the author is saying to
the reader.
can heighten meaning.

Infer the meaning of unknown
words from the context.
Explore vocabulary for
introducing and concluding
dialogue, e.g. said, asked.
Generate synonyms for high
frequency words, e.g. big,
little, good.
Use knowledge of punctuation
and grammar to read ageappropriate texts with
fluency, understanding and
expression.
Recognise the use of the
apostrophe to mark omission
in shortened words, e.g. cant,
dont.
Collect examples of nouns,
verbs and adjectives, and use
the terms appropriately.
Identify pronouns and
understand their function in a
sentence.
Understand that verbs are
necessary for meaning in a
sentence.
Understand pluralisation and
use the terms singular and
plural.
Fiction and poetry

Sustain the reading of simple
chapter books, noting how a
text is organised into sections
or chapters.
Read aloud with expression to
engage the listener.
Answer questions with some

reference to single points in a
text.
Begin to infer meanings
beyond the literal, e.g. about
motives and character.
Identify different types of
stories and typical story
themes.
Identify the main points or
gist of a text.
Consider words that make an
impact, e.g. adjectives and
powerful verbs.
Understand and use the terms
fact, fiction and nonfiction.
Read a range of story, poetry
and information books and
begin to make links between
them.
Read and comment on
different books by the same
author.
Read play-scripts and
dialogue, with awareness of
different voices.
Practise learning and reciting
poems.
Non-fiction
Scan a passage to find
specific information and
answer questions.
Locate information in nonfiction texts using contents
page and index.
Read and follow instructions
to carry out an activity.
Strand
Conceptual
Understanding
/ Content
Standard
We write in different ways for

different purposes.
The structure of different
types of texts includes
identifiable features.
helps us to express ourselves
so that others can enjoy our
writing.
Thinking about storybook
characters and people in real
life helps us to develop
characters in our own stories.
When writing, the words we
choose and how we choose to
use them enable us to share
our imaginings and ideas.
Learning
Outcomes
engage confidently with the

process of writing
write about a range of topics
Writing
properly identifies and

describes people, animals,
places, things and uses them
in a variety of oral and written
Consider ways that

information is set out on page
and on screen, e.g. lists,
charts, bullet points.
Locate books by classification.
Identify the main purpose of a
text.
Use ICT sources to locate
simple information.
Writing

Maintain accurate use of
capital letters and full stops in
showing sentences.
Learn the basic conventions
for a variety of purposes,

using literary forms and
structures modelled by the
teacher and/or encountered in
reading
use graphic organizers to plan
writing, for example, Mind
Maps, storyboards
sequence, for example, write
simple narratives with a
beginning, middle and end
use appropriate writing
conventions, for example,
word order, as required by the
use familiar aspects of written
language with increasing
confidence and accuracy, for
example, spelling patterns,
high-frequency words, highinterest words
grammatical constructs
write legibly, and in a
consistent style
proofread their own writing
and make some corrections
and improvements
use feedback from teachers
and other students to improve
their writing
use a dictionary, a thesaurus
and word banks to extend
their use of language
keep a log of ideas to write
about
over time, create examples of
different types of writing and
theme-based activities
uses pronouns and
prepositions in a variety of
oral and written themebased
activities
shows proficiency in
constructing grammatically
correct sentences in different
theme-based activities
uses a variety of prewriting
strategies to generate, plan,
organize ideas, make a draft
for specific purposes
produces a variety of texts for
creative, personal academic
and functional purposes
of speech punctuation and

begin to use speech marks.
Use question marks,
exclamation marks, and
commas in lists.
Continue to improve
consistency in the use of
tenses.
Ensure grammatical
agreement of pronouns and
verbs in using standard
English.
Use a wider variety of
sentence types including
simple, compound and some
complex sentences.
Begin to vary sentence
openings, e.g. with simple
adverbs.
Fiction
Write first-person accounts
and descriptions based on
observation.
Develop descriptions of
settings in stories.
Write portraits of characters.
Write simple play-scripts
based on reading.
Plan main points as a
structure for story writing.
Begin to organise writing in
sections or paragraphs in
extended stories.
Develop range of adverbials
to signal the relationship
between events.
Use reading as a model for
writing dialogue.
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
store them in their own

writing folder
participate in teacher
conferences with teachers
recording progress and noting
new learning goals; selfmonitor and take
responsibility for
improvement
with teacher guidance,
publish written work, in
handwritten form or in digital
format.

presenting
Visual texts can expand our
database of sources of
information.
Visual texts provide
alternative means to develop
new levels of understanding.
Selecting the most suitable
forms of visual presentation
enhances our ability to
express ideas and images.
Different visual techniques
produce different effects and
are used to present different
types of information.
Write and perform poems,

attending to the sound of
words.
Choose and compare words to
strengthen the impact of
writing, including noun
phrases.
Non-fiction
Write book reviews
summarising what a book is
about.
Establish purpose for writing,
using features and style
based on model texts.
Write letters, notes and
messages.
Make a record of information
drawn from a text, e.g. by
completing a chart.
ensure consistency in the size

and proportion of letters and

differently
about effectiveness
images
understanding
the spacing of words

practise joining letters in
handwriting
build up handwriting speed,
fluency and legibility
use ICT to write, edit and
present work.
differently
about effectiveness
images
that are personally

meaningful
impact
drama
performance
presentations; make
to achieve.
understanding
that are personally
meaningful
impact
drama
performance
presentations; make
to achieve.
Language Grade 3
IB
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Dep Ed
DIS

speaking
Taking time to reflect on what
we hear and say helps us to
make informed judgments
and form new opinions.
Thinking about the
perspective of our audience
helps us to communicate
more effectively and
appropriately.
The grammatical structures of
a language enable members
of a language community to
communicate with each other.
Oral language
listen appreciatively and

responsively, presenting their
own point of view and
respecting the views of others
listen for a specific purpose in
a variety of situations
identify and expand on main
ideas in familiar oral texts
listen reflectively to stories
read aloud in order to identify
story structures and ideas
understand that ideas and
opinions can be generated,
developed and presented
through talk; they work in
uses speaking skills and

strategies appropriately to
communicate ideas in varied
theme-based tasks
creatively presents
information in varied ways
fluently expresses ideas in
various speaking tasks
uses information from texts
viewed or listened to in
preparing logs and journals
Organise ideas in a longer

speaking turn to help the
listener.
Vary use of vocabulary and
level of detail according to
purpose.
Understand the gist of an
account or the significant
points and respond to main
ideas with relevant
suggestions and comments.
Deal politely with opposing
points of view.
Listen carefully in discussion,
contributing relevant
Strand
Conceptual
Understanding
/ Content
pairs and groups to develop

oral presentations
argue persuasively and
defend a point of view
explain and discuss their own
writing with peers and adults
begin to paraphrase and
summarize
organize thoughts and
feelings before speaking
use a range of specific
vocabulary in different
situations, indicating an
awareness that language is
influenced by purpose,
audience and context
realize that grammatical
structures can be irregular
and begin to use them
appropriately and consistently
use oral language
appropriately, confidently and
verbalize their thinking and
explain their reasoning
recognize that different forms
of grammar are used in
different contexts
appreciate that language is
not always used literally;
understand and use the
figurative language of their
own culture.
Reading and thinking work
together to enable us to make
meaning.
Reading
comments and questions.

Adapt the pace and loudness
of speaking appropriately
when performing or reading
aloud.
Adapt speech and gesture to
create a character in drama.
Comment on different ways
that meaning can be
expressed in own and others
talk.
Reading
Standard
Learning
Outcomes
Checking, rereading and

correcting our own reading as
we go enable us to read new
and more complex texts.
Identifying the main ideas in
the text helps us to
understand what is important.
Knowing what we aim to
achieve helps us to select
useful reference material to
conduct research.
read a variety of books for
pleasure, instruction and
information; reflect regularly
on reading and set future
goals
distinguish between fiction
and non-fiction and select
books appropriate to specific
purposes
understand and respond to
the ideas, feelings and
attitudes expressed in various
texts, showing empathy for
characters
recognize the authors
purpose, for example, to
inform, entertain, persuade,
instruct
understand that stories have
a plot; identify the main idea;
discuss and outline the
sequence of events leading to
the final outcome
appreciate that writers plan
and structure their stories to
achieve particular effects;
identify features that can be
replicated when planning
their own stories
uses word recognition

techniques to read and
understand words that
contain complex letter
combinations, affixes and
contractions through themebased activities
uses familiar sight and
irregularly -spelled words in
meaningful oral and written
tasks
hears and records sounds in
words
proficiently uses English
vocabulary in varied and
creative oral and written
activities
uses information derived from
texts in presenting varied oral
and written activities
identifies correctly how
paragraphs/ texts are
developed
uses strategies independently
in accomplishing literacyrelated tasks

Extend knowledge and use of
spelling patterns, e.g. vowel
phonemes, double
consonants, silent letters,
common prefixes and suffixes.
Confirm all parts of the verb
to be and know when to use
each one.
Apply phonic/spelling,
graphic, grammatical and
contextual knowledge in
reading unfamiliar words.
Identify syllabic patterns in
multisyllabic words.
Spell words with common
letter strings but different
pronunciations, e.g. tough,
through, trough, plough.
Investigate spelling patterns;
generate and test rules that
govern them.
Revise rules for spelling words
with common inflections, e.g.
-ing, -ed, -s.
prefixes and suffixes.
Match spelling to meaning
when words sound the
use reference books,

dictionaries, and computer
and web-based applications
with increasing independence
and responsibility
know how to skim and scan
texts to decide whether they
will be useful, before
attempting to read in detail
as part of the inquiry process,
work cooperatively with
others to access, read,
interpret, and evaluate a
range of source materials
identify relevant, reliable and
useful information and decide
on appropriate ways to use it
access information from a
variety of texts both in print
and online, for example,
newspapers, magazines,
journals, comics, graphic
books, e-books, blogs, wikis
know when and how to use
the internet and multimedia
resources for research
understand that the internet
must be used with the
approval and supervision of a
parent or teacher; read,
understand and sign the
schools cyber-safety policy
same(homophones), e.g.
to/two/too, right/write.
Use all the letters in sequence
for alphabetical ordering.
Check and correct spellings
and identify words that need
to be learned.
Use more powerful verbs, e.g.
rushed instead of went.
Explore degrees of intensity in
adjectives, e.g. cold, tepid,
warm, hot.
Look for alternatives for
overused words and
expressions.
Collect and classify words
with common roots, e.g.
invent, prevent.
Build words from other words
with similar meanings, e.g.
medical, medicine.

Use knowledge of punctuation
and grammar to read with
fluency, understanding and
expression.
Identify all the punctuation
marks and respond to them
when reading.
Learn the use of the
apostrophe to show
possession, e.g. girls, girls.
Practise using commas to
mark out meaning within
sentences.
Identify adverbs and their
impact on meaning.
Investigate past, present and
future tenses of verbs.
Investigate the grammar of

different sentences:
statements, questions and
orders.
Understand the use of
connectives to structure an
argument, e.g. if, although.
Fiction and poetry

Extend the range of reading.
Explore the different
processes of reading silently
and reading aloud.
Investigate how settings and
characters are built up from
details and identify key words
and phrases.
Explore implicit as well as
explicit meanings within a
text.
Recognise meaning in
figurative language.
Understand the main stages
in a story from introduction to
resolution.
Explore narrative order and
the focus on significant
events.
Retell or paraphrase events
from the text in response to
questions.
Understand how expressive
and descriptive language
creates mood.
Express a personal response
to a text and link characters
and settings to personal
experience.
Read further stories or poems
Strand
Conceptual
Understanding
Writing and thinking work

together to enable us to
Writing
by a favourite writer, and

compare them.
Read and perform playscripts, exploring how scenes
are built up.
Explore the impact of imagery
and figurative language in
poetry, including alliteration
and simile, e.g. as ... as a ....
Compare and contrast poems
and investigate poetic
features.
Non-fiction
Understand how points are
ordered to make a coherent
argument.
Understand how paragraphs
and chapters are used to
organise ideas.
Identify different types of nonfiction text and their known
key features.
Read newspaper reports and
consider how they engage the
reader.
Investigate how persuasive
writing is used to convince a
reader.
Note key words and phrases
to identify the main points in
a passage.
Distinguish between fact and
opinion in print and ICT
sources.
Writing
/ Content
Standard
Learning
Outcomes
express ideas and convey

meaning.
Asking questions of ourselves
and others helps to make our
writing more focused and
purposeful.
The way we structure and
organize our writing helps
others to understand and
appreciate it.
Rereading and editing our
own writing enables us to
express what we want to say
more clearly.
write independently and with
confidence, demonstrating a
personal voice as a writer
write for a range of purposes,
both creative and informative,
using different types of
structures and styles
according to the purpose of
the writing
show awareness of different
audiences and adapt writing
appropriately
select vocabulary and
supporting details to achieve
desired effects
sequence
reread, edit and revise to
improve their own writing, for
example, content, language,
organization
respond to the writing of
others sensitively
use appropriate punctuation
composes three-to-five
sentence paragraph
shows proficiency in
constructing grammatically
correct sentences in varied
theme-based oral and written
activities
makes personal journals,
diaries, portfolios and logs,
etc. as expression of
enthusiasm in reading books
both for pleasure and learning
uses strategies independently
in accomplishing literacyrelated tasks

Use a range of end-ofsentence punctuation with
accuracy.
Use speech marks and begin
to use other associated
punctuation.
Experiment with varying
tenses within texts, e.g. in
dialogue.
Use a wider variety of
connectives in an increasing
range of sentences.
Re-read own writing to check
punctuation and grammatical
sense.
Fiction
Explore different ways of
planning stories, and write
longer stories from plans.
Elaborate on basic
information with some detail.
Write character profiles, using
detail to capture the readers
imagination.
Strand
Conceptual
to support meaning
use knowledge of written
code patterns to accurately
spell high-frequency and
familiar words
record words/ideas of
increasing complexity
realize that writers ask
questions of themselves and
identify ways to improve their
writing, for example, Is this
what I meant to say?, Is it
interesting/relevant?
check punctuation, variety of
sentence starters, spelling,
presentation
use a dictionary and
thesaurus to check accuracy,
broaden vocabulary and
enrich their writing
work cooperatively with a
partner to discuss and
improve each others work,
taking the roles of authors
and editors
work independently, to
produce written work that is
legible and well-presented,
written either by hand or in
digital format.

presenting
Visual texts have the power to
Explore alternative openings

and endings for stories.
Begin to adopt a viewpoint as
a writer, expressing opinions
about characters or places.
Begin to use paragraphs more
consistently to organise and
sequence ideas.
Choose and compare words to
strengthen the impact of
writing, including some
powerful verbs.
Non-fiction
Explore the layout and
presentation of writing, in the
context of helping it to fit its
purpose.
Show awareness of the reader
by adopting an appropriate
style or viewpoint.
Write newspaper-style
reports, instructions and nonchronological reports.
Present an explanation or a
point of view in ordered
points, e.g. in a letter.
Collect and present
information from non-fiction
texts.
Make short notes from a text
and use these to aid writing.
Summarise a sentence or a
paragraph in a limited
number of words.
Understanding
/ Content
Standard
Learning
Outcomes
influence thinking and

behaviour.
Interpreting visual texts
involves making an informed
judgment about the intention
of the message.
To enhance learning we need
to be efficient and
constructive users of the
internet.
view, respond to and describe
visual information,
communicating
understanding in oral, written
and visual form
describe personal reactions to
visual messages; reflect on
why others may perceive the
images differently
understand and explain how
visual effects can be used to
reflect a particular context
visual texts and explain why
they are or are not effective,
for example, advertising,
logos, labels, signs, billboards
interpret visual cues in order
to analyse and make
inferences about the intention
of the message
explain how relevant personal
experiences can add to the
meaning of a selected
film/movie; write and
illustrate a personal response
identify aspects of body
language in a dramatic
presentation and explain how
use joined-up handwriting in

all writing
visual information,
communicating
and visual form
images differently
to analyse and make
of the message
they are used to convey the

mood and personal traits of
characters
design posters and charts,
using shapes, colours,
symbols, layout and fonts, to
explain how the desired effect
is achieved
discuss a newspaper report
and tell how the words and
pictures work together to
convey a particular message
prepare, individually or in
collaboration, visual
presentations using a range of
media, including computer
discuss and explain visual
images and effects using
appropriate terminology, for
example, image, symbol,
graphics, balance,
techniques, composition
experience a range of
different visual language
formats; appreciate and
describe why particular
formats are selected to
achieve particular effects
observe and discuss the
choice and composition of
visual presentations and
explain how they contribute
to meaning and impact, for
example, facial expressions,
speech bubbles, word images
to convey sound effects
realize that visual
characters
is achieved
graphics, balance, techniques,
composition
presentations have been

created to reach out to a
particular audience and
influence the audience in
some way; discuss the effects
used and how they might
influence the audience.
realize that visual

Language Grade 4
IB
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Dep Ed
DIS

speaking
Taking time to reflect on what
we hear and say helps us to
make informed judgments
and form new opinions.
Thinking about the
perspective of our audience
helps us to communicate
more effectively and
appropriately.
The grammatical structures of
a language enable members
of a language community to
communicate with each other.
Oral language
listen appreciatively and

responsively, presenting their
own point of view and
actively creates and

participates in oral themebased activities
Shape and organise ideas

clearly when speaking to aid
listener.
respecting the views of others

listen for a specific purpose in
a variety of situations
identify and expand on main
ideas in familiar oral texts
listen reflectively to stories
read aloud in order to identify
story structures and ideas
understand that ideas and
opinions can be generated,
developed and presented
through talk; they work in
pairs and groups to develop
oral presentations
argue persuasively and
defend a point of view
explain and discuss their own
writing with peers and adults
begin to paraphrase and
summarize
organize thoughts and
feelings before speaking
use a range of specific
vocabulary in different
situations, indicating an
awareness that language is
influenced by purpose,
audience and context
realize that grammatical
structures can be irregular
and begin to use them
appropriately and consistently
use oral language
appropriately, confidently and
verbalize their thinking and
explain their reasoning
recognize that different forms
of grammar are used in
efficiently delivers oral

presentations
creatively presents
information using broadcast
media
identifies story perspective
and text elements
Prepare and present an

argument to persuade others
to adopt a point of view.
Talk confidently in extended
turns and listen purposefully
in a range of contexts.
Begin to adapt non-verbal
gestures and vocabulary to
suit content and audience.
Describe events and convey
opinions with increasing
clarity and detail.
Recall and discuss important
features of a talk, possibly
contributing new ideas.
Ask questions to develop
ideas and extend
understanding.
Report back to a group, using
notes to present findings
about a topic studied.
Evaluate what is heard and
give reasons for agreement or
disagreement.
Take different roles and
responsibilities within a group.
Convey ideas about
characters in drama through
deliberate choice of speech,
gesture and movement.
Begin to discuss how and why
language choices vary in
different situations.
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
different contexts
appreciate that language is
not always used literally;
understand and use the
figurative language of their
own culture.
Reading and thinking work
together to enable us to make
meaning.
Checking, rereading and
correcting our own reading as
we go enable us to read new
and more complex texts.
Identifying the main ideas in
the text helps us to
understand what is important.
achieve helps us to select
useful reference material to
conduct research.
read a variety of books for
pleasure, instruction and
information; reflect regularly
on reading and set future
goals
distinguish between fiction
and non-fiction and select
books appropriate to specific
purposes
understand and respond to
the ideas, feelings and
attitudes expressed in various
texts, showing empathy for
characters
recognize the authors
purpose, for example, to
inform, entertain, persuade,
Reading
reads aloud text with

accuracy and automaticity
uses different resources to
find word meaning
uses strategies to decode the
meaning of words
meaning of words in context
Use linguistic cues to
appropriately construct
meaning from a variety of
texts for a variety of purposes
Use knowledge of text types
to correctly distinguish
literary from informational
texts
Reading

Investigate the spelling of
word-final unstressed vowels,
e.g. the unstressed er at the
end of butter and unstressed
ee at the end of city.
Recognise a range of less
common letter strings in
words which may be
pronounced differently.
Spell and make correct use of
possessive pronouns, e.g.
their, theirs, my, mine.
Identify silent vowels in
polysyllabic words, e.g.
library, interest.
Use effective strategies for
instruct
understand that stories have
a plot; identify the main idea;
discuss and outline the
sequence of events leading to
the final outcome
appreciate that writers plan
and structure their stories to
identify features that can be
replicated when planning
their own stories
use reference books,
dictionaries, and computer
with increasing independence
and responsibility
know how to skim and scan
texts to decide whether they
will be useful, before
attempting to read in detail
as part of the inquiry process,
work cooperatively with
others to access, read,
interpret, and evaluate a
range of source materials
identify relevant, reliable and
useful information and decide
on appropriate ways to use it
access information from a
variety of texts both in print
and online, for example,
newspapers, magazines,
journals, comics, graphic
books, e-books, blogs, wikis
know when and how to use
the internet and multimedia
resources for research
understand that the internet
Use diction (choice of words)

to accurately analyze authors
tone, mood, and point of view
Use literal information from
texts to aptly infer and predict
outcomes
learning new spellings and

misspelt words.
Learn spelling rules for words
ending in -e and -y, e.g.
take/taking, try/tries.
Know rules for doubling
consonants and investigate
patterns in the use of single
and double consonants, e.g.
-full/-ful.
Investigate spelling patterns
for pluralisation, e.g. -s, -es,
-y/-ies, -f/-ves.
prefixes and suffixes,
recognising that different
spelling rules apply for
suffixes which begin with
vowels and those that begin
with consonants.
Investigate ways of creating
opposites, e.g. un-, im- and
comparatives, e.g. -er, -est.
Revise grammatical
homophones, e.g. theyre,
their, there.
Use dictionaries efficiently
and carry out ICT spell
checks.
Identify unfamiliar words,
explore definitions and use
new words in context.
Extend understanding of the
use of adverbs to qualify
verbs, e.g. in dialogue.
Use a thesaurus to extend
vocabulary and choice of
words.
Collect synonyms and
opposites and investigate
must be used with the

approval and supervision of a
parent or teacher; read,
understand and sign the
schools cyber-safety policy
shades of meaning.
Use known spellings to work
out the spelling of related
words.
Identify word roots and
derivations to support spelling
and vocabulary, e.g. sign,
signal, signature.
Investigate the origin and
appropriate use of idiomatic
phrases.

Learn how dialogue is set out
and punctuated.
Identify prepositions and use
the term.
Understand conventions of
standard English, e.g.
agreement of verbs.
Understand the difference
between direct and reported
speech.
Investigate clauses within
sentences and how they are
connected.
Fiction and poetry
Read widely and explore the
features of different fiction
genres.
Provide accurate textual
reference from more than one
point in a story to support
answers to questions.
Compare the structure of
different stories.
Comment on a writers use of
language and explain reasons
for writers choices.

Begin to interpret imagery
and techniques, e.g.
metaphor, personification,
simile, adding to
understanding beyond the
literal.
Discuss metaphorical
expressions and figures of
speech.
Identify the point of view from
which a story is told.
Consider how a writer
expresses their own point of
view, e.g. how characters are
presented.
Read and identify
characteristics of myths,
legends and fables.
Compare and evaluate the
print and film versions of a
novel or play.
Compare dialogue and
dramatic conventions in film
narrative.
Read and perform narrative
poems.
Read poems by significant
poets and compare style,
forms and themes.
Non-fiction
Look for information in nonfiction texts to build on what
is already known.
Locate information confidently
and efficiently from different
sources.
Skim read to gain an overall
Strand
Conceptual
Understanding
/ Content
Standard
Writing and thinking work

together to enable us to
express ideas and convey
meaning.
Asking questions of ourselves
and others helps to make our
writing more focused and
purposeful.
The way we structure and
organize our writing helps
others to understand and
appreciate it.
Rereading and editing our
own writing enables us to
express what we want to say
more clearly.
Learning
Outcomes
Writing
uses a variety strategies to
sense of a text and scan for

specific information.
Develop note-taking to
extract key points and to
group and link ideas.
Note the use of persuasive
devices, words and phrases in
print and other media.
Explore the features of texts
which are about events and
experiences, e.g. diaries.
Understand the use of
impersonal style in
explanatory texts.
Read and evaluate non-fiction
texts for purpose, style,
clarity and organisation.
Compare writing that informs
and persuades.
Writing

Begin to use the comma to
confidence, demonstrating a
personal voice as a writer
write for a range of purposes,
both creative and informative,
using different types of
structures and styles
according to the purpose of
the writing
show awareness of different
audiences and adapt writing
appropriately
select vocabulary and
supporting details to achieve
desired effects
sequence
reread, edit and revise to
improve their own writing, for
example, content, language,
organization
respond to the writing of
others sensitively
use appropriate punctuation
to support meaning
use knowledge of written
code patterns to accurately
spell high-frequency and
familiar words
record words/ideas of
increasing complexity
realize that writers ask
questions of themselves and
identify ways to improve their
writing, for example, Is this
what I meant to say?, Is it
interesting/relevant?
check punctuation, variety of
sentence starters, spelling,
write informational and

literary compositions
uses varied sources of
information to support writing
writes using good command
of the conventions of
standard English
uses the classes of words
aptly in various oral and
written discourse
separate clauses within

sentences and clarify
meaning in complex
sentences.
Use apostrophes for both
possession and shortened
forms.
Begin to set out dialogue
appropriately, using a range
of punctuation.
Use an increasing range of
subordinating connectives.
Explore ways of combining
simple sentences and reordering clauses to make
compound and complex
sentences.
Use pronouns, making clear to
what or to whom they refer.
Practise proofreading and
editing own writing for clarity
and correctness.
Fiction
Map out writing to plan
structure, e.g. paragraphs,
sections, chapters.
Write new scenes or
characters into a story, or
write from another viewpoint.
Write own versions of
legends, myths and fables,
using structures from reading.
Choose words and phrases
carefully to convey feeling
and atmosphere.
Maintain a consistent
viewpoint when writing.
Begin to attempt to establish
links between paragraphs
Strand
Conceptual
Understanding
/ Content
Standard
presentation
use a dictionary and
thesaurus to check accuracy,
work cooperatively with a
partner to discuss and
improve each others work,
taking the roles of authors
and editors
work independently, to
produce written work that is
legible and well-presented,
written either by hand or in
digital format.

presenting
Visual texts have the power to
influence thinking and
behaviour.
Interpreting visual texts
involves making an informed
judgment about the intention
of the message.
Attitude
Study strategies/research
using adverbials.
Write a play-script, including
production notes to guide
performance.
Use imagery and figurative
language to evoke
imaginative response.
Non-fiction
Record ideas, reflections and
predictions about books, e.g.
in a reading log.
Draft and write letters for real
purposes.
Use a more specialised
vocabulary to match the
topic.
Write non-chronological
reports and explanations.
Write a commentary on an
issue, setting out and
justifying a personal view.
Make notes for different
purposes, using simple
abbreviations and writing in
your own words.
Understand the use of notes
in writing in your own words.
Evaluate own and others
writing.
Learning
Outcomes
To enhance learning we need

to be efficient and
constructive users of the
internet.
visual information,
communicating
and visual form
images differently
to analyse and make
of the message
characters
applies knowledge of nonverbal skills to show respect

when communicating with
others
uses paralanguage and nonverbal cues to respond
appropriately
uses library skills to gather
appropriate and relevant
information
views various forms of media
in order to gather and share
information, persuade others
and understand and express
ideas
review, revise and edit writing

in order to improve it, using
ICT as appropriate
visual information,
communicating
and visual form
images differently
to analyse and make
of the message
characters

is achieved
graphics, balance,
techniques, composition
realize that visual

is achieved
graphics, balance, techniques,
composition
realize that visual

Language Grade 5
IB
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Dep Ed
DIS

speaking
Spoken language can be used
to persuade and influence
people.
Metaphorical language
creates strong visual images
in our imagination.
Listeners identify key ideas in
spoken language and
synthesize them to create
their own understanding.
People draw on what they
already know in order to infer
new meaning from what they
hear.
Oral language
participate appropriately as
listener and speaker, in
discussions, conversations,
debates and group
actively creates and

participates in oral themebased activities
Express and explain ideas

clearly, making meaning
explicit.
Use spoken language well to
presentations
generate, develop and modify
ideas and opinions through
discussion
listen and respond
appropriately to instructions,
questions and explanations
infer meanings, draw
conclusions and make
judgments about oral
presentations
use an increasing vocabulary
and more complex sentence
structures with a high level of
specificity
argue persuasively and justify
a point of view
show open-minded attitudes
when listening to other points
of view
paraphrase and summarize
when communicating orally
understand and use figurative
language such as simile,
personification and metaphor
use oral language to
formulate and communicate
possibilities and theories
use standard grammatical
structures competently in
appropriate situations
use register, tone, voice level
and intonation to enhance
meaning
appreciate that people speak
and respond according to
personal and cultural
perspectives
use speech responsibly to
efficiently delivers oral

presentations
creatively presents
information using broadcast
media
identifies story perspective
and text elements
persuade, instruct or make a

case, e.g. in a debate.
Vary vocabulary, expression
and tone of voice to engage
the listener and suit the
audience, purpose and
context.
Structure talk to aid a
listeners understanding and
engagement.
Speak confidently in formal
and informal contexts.
Pay close attention in
discussion to what others say,
asking and answering
questions to introduce new
ideas.
Help to move group
discussion forward, e.g. by
clarifying, summarising.
Prepare, practise and improve
a spoken presentation or
performance.
Convey ideas about
characters in drama in
different roles and scenarios
through deliberate choice of
speech, gesture and
movement.
Reflect on variations in
speech, and appropriate use
of standard English.
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
inform, entertain and

influence others
reflect on communication to
monitor and assess their own
learning
Authors structure stories
around significant themes.
Effective stories have a
structure, purpose and
sequence of events (plot) that
help to make the authors
intention clear.
Synthesizing ideas and
information from texts leads
to new ideas and
understanding.
Reading opens our minds to
multiple perspectives and
helps us to understand how
people think, feel and act.
read a wide range of texts
confidently, independently
and with understanding
work in cooperative groups to
locate and select texts
appropriate to purpose and
audience
participate in class, group or
individual author studies,
gaining an in-depth
understanding of the work
and style of a particular
author and appreciating what
it means to be an author
identify genre (including
fantasy, biography, science
fiction, mystery, historical
novel) and explain elements
Reading
reads aloud text with

accuracy and automaticity
uses different resources to
find word meaning
meaning of words
meaning of words in context
Use linguistic cues to
appropriately construct
meaning from a variety of
texts for a variety of purposes
Use knowledge of text types
to correctly distinguish
literary from informational
texts
Use diction (choice of words)
Reading

Learn word endings with
different spellings but the
same pronunciation, e.g.
-tion, -cian, -sion, -ssion;
-ance, -ence.
Confirm correct choices when
representing consonants, e.g.
ck/k/ke/que/ch;
ch/tch; j/dj/dje.
Continue to learn words,
apply patterns and improve
accuracy in spelling.
Further investigate spelling
rules and exceptions,
including representing
unstressed vowels.
Develop knowledge of word
and literary forms that are

associated with different
genres
appreciate structural and
stylistic differences between
fiction and non-fiction; show
understanding of this
distinction when structuring
their own writing
appreciate authors use of
language and interpret
meaning beyond the literal
understand that authors use
words and literary devices to
evoke mental images
recognize and understand
figurative language, for
example, similes, metaphors,
idioms
make inferences and be able
to justify them
identify and describe
elements of a storyplot,
setting, characters, theme
and explain how they
contribute to its effectiveness
compare and contrast the
plots of two different but
similar novels, commenting
on effectiveness and impact
distinguish between fact and
opinion, and reach their own
conclusions about what
represents valid information
solve comprehension
problems and deepen their
understanding of a text
consistently and confidently
to accurately analyze authors

tone, mood, and point of view
Use literal information from
texts to aptly infer and predict
outcomes
roots, prefixes and suffixes,

including recognising
variations, e.g. im, in, ir, il; ad,
ap, af, al and knowing when
to use double consonants.
Know how to transform
meaning with prefixes and
suffixes.
Investigate meanings and
spellings of connectives.
Explore definitions and
shades of meaning and use
new words in context.
Explore word origins and
derivations and the use of
words from other languages.
Understand changes over
time in words and expressions
and their use.
Explore proverbs, sayings and
figurative expressions.

Punctuate speech and use
apostrophes accurately.
Use a wider range of
connectives to clarify
relationships between ideas,
e.g. however, therefore,
although.
Use connectives to structure
an argument or discussion.
Develop grammatical control
of complex sentences,
manipulating them for effect.
Develop increasing accuracy
in using punctuation
effectively to mark out the
meaning in complex
sentences.
use a range of resources to

find information and support
their inquiries
learning, considering multiple
perspectives and working with
peers to co-construct new
understanding
use the internet responsibly
and knowledgeably,
appreciating its uses and
limitations
locate, organize and
synthesize information from a
variety of sources including
the library/media centre, the
internet, people in the school,
family, the immediate
community or the global
community
Fiction and poetry

Develop familiarity with the
work of established authors
and poets, identifying
features which are common to
more than one text.
Consider how the author
manipulates the reaction of
the reader, e.g. how
characters and settings are
presented.
Look for implicit meanings,
and make plausible inferences
based on more than one point
in the text.
Understand aspects of
narrative structure, e.g. the
handling of time.
Analyse the success of writing
in evoking particular moods,
e.g. suspense.
Paraphrase explicit meanings
based on information at more
than one point in the text.
Comment on writers use of
language, demonstrating
awareness of its impact on
the reader.
Begin to develop awareness
that the context for which the
writer is writing and the
context in which the reader is
reading can impact on how
the text is understood.
Take account of viewpoint in a
novel, and distinguish voice of
author from that of narrator.
Discuss and express
Strand
Conceptual
Understanding
/ Content
Standard
Stories that people want to

read are built around themes
to which they can make
connections.
Effective stories have a
purpose and structure that
help to make the authors
Writing
preferences in terms of
language, style and themes.
Articulate personal responses
to reading, with close
reference to the text.
Explore how poets manipulate
and play with words and their
sounds.
Read and interpret poems in
which meanings are implied
or multilayered.
Non-fiction
Analyse how paragraphs and
chapters are structured and
linked.
Recognise key characteristics
of a range of non-fiction text
types.
Explore autobiography and
biography, and first and third
person narration.
Identify features of balanced
written arguments.
Compare the language, style
and impact of a range of nonfiction writing.
Distinguish between fact and
opinion in a range of texts
and other media.
Writing
Learning
Outcomes
intention clear.
Synthesizing ideas enables us
to build on what we know,
reflect on different
perspectives, and express
new ideas.
achieve helps us to plan and
develop different forms of
writing.
Through the process of
planning, drafting, editing and
revising, our writing improves
over time.
confidence, showing the
development of their own
voice and style
write using a range of text
types in order to
communicate effectively, for
example, narrative,
instructional, persuasive
adapt writing according to the
audience and demonstrate
the ability to engage and
sustain the interest of the
reader
use appropriate paragraphing
to organize ideas
use a range of vocabulary and
relevant supporting details to
convey meaning and create
atmosphere and mood
use planning, drafting, editing
and reviewing processes
independently and with
increasing competence
uses a variety strategies to

write informational and
literary compositions
uses varied sources of
information to support writing
writes using good command
of the conventions of
standard English
uses the classes of words
aptly in various oral and
written discourse

Begin to use the comma to
separate clauses within
sentences and clarify
meaning in complex
sentences.
Use apostrophes for both
possession and shortened
forms.
Begin to set out dialogue
appropriately, using a range
of punctuation.
Use an increasing range of
subordinating connectives.
Explore ways of combining
simple sentences and reordering clauses to make
compound and complex
sentences.
Fiction
Plan plot, characters and
structure effectively in writing
an extended story.
Manage the development of
an idea throughout a piece of
critique the writing of peers

sensitively; offer constructive
suggestions
vary sentence structure and
length
demonstrate an increasing
understanding of how
grammar works
use standard spelling for most
words and use appropriate
resources to check spelling
use a dictionary, thesaurus,
spellchecker confidently and
effectively to check accuracy,
choose to publish written
work in handwritten form or in
digital format independently
use written language as a
means of reflecting on their
own learning
recognize and use figurative
language to enhance writing,
for example, similes,
metaphors, idioms,
alliteration
identify and describe
elements of a storysetting,
plot, character, theme
locate, organize, synthesize
and present written
information obtained from a
variety of valid sources
use a range of tools and
techniques to produce written
work that is attractively and
effectively presented.
writing, e.g. link the end to

the beginning.
Establish and maintain a clear
viewpoint, with some
elaboration of personal voice.
Use different genres as
models for writing.
Use paragraphs, sequencing
and linking them
appropriately to support
overall development of the
text.
Use a range of devices to
support cohesion within
paragraphs.
Develop some imaginative
detail through careful use of
vocabulary and style.
Non-fiction
Use the styles and
conventions of journalism to
write reports on events.
Adapt the conventions of the
text type for a particular
purpose.
Select appropriate non-fiction
style and form to suit specific
purposes.
Write non-chronological
reports linked to work in other
subjects.
Develop skills of writing
biography and autobiography
in role.
Argue a case in writing,
developing points logically
and convincingly.
Write a balanced report of a
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes

presenting
The aim of commercial media
is to influence and persuade
viewers.
Individuals respond differently
to visual texts, according to
their previous experiences,
preferences and perspectives.
Knowing about the techniques
used in visual texts helps us
to interpret presentations and
create our own visual effects.
Synthesizing information from
visual texts is dependent
upon personal interpretation
and leads to new
understanding.
view and critically analyse a
range of visual texts,
communicating
understanding through oral,
written and visual media
identify factors that influence
personal reactions to visual
texts; design visual texts with
the intention of influencing
the way people think and feel
analyse and interpret the
ways in which visual effects
are used to establish context
identify elements and
techniques that make
advertisements, logos and
symbols effective and draw
Attitude
Study strategies/research
applies knowledge of nonverbal skills to show respect

when communicating with
others
uses paralanguage and nonverbal cues to respond
appropriately
uses library skills to gather
appropriate and relevant
information
views various forms of media
in order to gather and share
information, persuade others
and understand and express
ideas
controversial issue.
Summarise a passage,
chapter or text in a given
number of words.
use ICT effectively to prepare

and present writing for
publication
view and critically analyse a
range of visual texts,
communicating
understanding through oral,
written and visual media
identify factors that influence
personal reactions to visual
texts; design visual texts with
the intention of influencing
the way people think and feel
analyse and interpret the
ways in which visual effects
are used to establish context
identify elements and
on this knowledge to create

their own visual effects
realize that cultural influences
affect the way we respond to
visual effects and explain how
this affects our interpretation,
for example, the use of
particular colours or symbols
realize that individuals
interpret visual information
according to their personal
experiences and different
perspectives
show how body language, for
example, facial expression,
gesture and movement,
posture and orientation, eye
contact and touch, can be
used to achieve effects and
influence meaning
apply knowledge of
presentation techniques in
original and innovative ways;
explain their own ideas for
achieving desired effects
examine and analyse text and
material, including online
text, explaining how visual
and written information work
together to reinforce each
other and make meaning
more explicit
navigate the internet in
response to verbal and visual
prompts with confidence and
familiarity; use ICT to prepare
their own presentations
techniques that make

advertisements, logos and
symbols effective and draw
on this knowledge to create
their own visual effects
realize that cultural influences
affect the way we respond to
visual effects and explain how
this affects our interpretation,
for example, the use of
particular colours or symbols
realize that individuals
interpret visual information
according to their personal
experiences and different
perspectives
show how body language, for
example, facial expression,
gesture and movement,
posture and orientation, eye
contact and touch, can be
used to achieve effects and
influence meaning
apply knowledge of
presentation techniques in
original and innovative ways;
explain their own ideas for
achieving desired effects
examine and analyse text and
material, including online
text, explaining how visual
and written information work
together to reinforce each
other and make meaning
more explicit
navigate the internet in
response to verbal and visual
prompts with confidence and
familiarity; use ICT to prepare
to identify a range of visual

effects/formats and critically
analyse their effectiveness,
for example, mood, media,
juxtaposition, proportion
analyse the selection and
composition of visual
presentations; select
examples to explain how they
achieve a particular impact,
images, use of colour, texture,
symbolism
identify the intended
audience and purpose of a
visual presentation; identify
overt and subliminal
messages
reflect on ways in which
understanding the intention of
a visual message can
influence personal responses.
their own presentations

to identify a range of visual
effects/formats and critically
analyse their effectiveness,
for example, mood, media,
juxtaposition, proportion
analyse the selection and
composition of visual
presentations; select
examples to explain how they
achieve a particular impact,
images, use of colour, texture,
symbolism
identify the intended
audience and purpose of a
visual presentation; identify
overt and subliminal
messages
reflect on ways in which
understanding the intention of
a visual message can
influence personal responses

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Language - Kindergarten

Oral language listening and

Listening and viewing

Speaking and listening

listen and respond in small or

distinguishes different types

Speak clearly and choose

use language to address their

The sounds of spoken

select and reread favourite

identifies and distinguishes

Phonics, spelling, vocabulary

1. People write to communicate.

Written language -writing

enjoy writing and value their

writes words and phrases

Grammar and punctuation

or diary, initially using simple

read their own writing to the

composes own stories with a

write an increasing number of

Listening and Viewing

Viewing and presenting

develop a comfortable and

with associated products

to create a particular impact,

film/movie version of a story

Oral language listening and

Speaking and listening

listen attentively and speak

Note important details

Recount experiences and

Written language - reading

Different types of texts serve

using appropriate local

develop personal preferences,

Recognize rhyming words in

Phonics, spelling, vocabulary

on, cross-checking one cue

Fiction and poetry

Written language -writing

We write in different ways for

engage confidently with the

Recognize sentences and nonsentences

different formats, e.g. charts,

Grammar and punctuation

for a variety of purposes,

Recognize telling and asking

Use past and present

store them in their own

Visual language -viewing and

suddenly, after that.

Listening and Viewing

Viewing and presenting

form letters correctly and

response to visual messages;

view visual information and

to discuss visual texts, for

information; process and

Oral language listening and

Speaking and listening

Spoken language varies