A Syllabus Matrix for Mother Tongue

Content/S Content Standard Performance Learning Collaborative Assessments Values Material Reference
chedule/T Standard Competencies Activities Integration
ime
Frame
Quarter 1 Oral Language Oral Language A.OL Singing songs, Pre-assessment Showing good Books MTB-MLE
WEEK The learner The learner a. Talk about oneself reading poems, a. drill relationship to Grade 1
manifests beginning uses beginning oral and ones personal creating riddles b. review each family. Colored and Teachers
oral language skills language skills to experiences (family, (individual or c. exercises white chalk Guide
to communicate in communicate pet, favorite food) group) Showing and chalk
different contexts. personal experiences, Formative kindness and board
ideas, and feelings in b. Use common Games Assessment love to one D. et al. (2014).
Phonological different contexts. expressions and a. writing another. cartolina Mother
Skills polite greetings. Role playing sentences Tongue-Based
1-4 The learner Phonological Skills c. Recite and sing in b. quizzes Giving respect Pencil Multilingual
demonstrates The learner groups familiar Board work c. group Education. 1st
understanding that uses beginning oral rhymes and songs. discussion Cooperation Crayons edition. Book
words are made up language skills to d. Talk about pictures Group work d. oral recitation Media Press,
of sounds and communicate presented using e. reading texts Unity Bond paper Inc.
syllables. personal experiences, appropriate local Brain Storming f. puzzle work
ideas, and feelings in terminologies with g. assignment Diligence Laptop
Book and Print different contexts. ease and confidence. K to 12
Knowledge Book and Print - Animals - Common Summative Projector and Curriculum
knowledge objects - Musical Assessment projector Guide
The learner The learner instruments - a. long quiz screen
demonstrates demonstrates Family/People
understanding of knowledge and www.org.Dep.
the basic features of understanding of the e. Recite and sing ed
a book and how organization and individually, with tambayan.com.
print works, as a ease and confidence, ph
 prerequisite for basic features of songs, poems, chants,
reading. print. and riddles
Phonics and Word f. Orally communicate
Phonics and Word Recognition basic needs.
Recognition The learner
The learner applies grade level B. PA
demonstrates phonics and word a. Identify rhyming
knowledge of the analysis skills in words in nursery
alphabet and reading, writing and rhymes, songs, jingles,
decoding to read, spelling words. poems, and chants.
write and spell Fluency b. Tell whether a given
words correctly. The learner pair of word rhyme.
reads with sufficient c. Say the new spoken
speed, accuracy, and word when two or more
Fluency proper expression in sounds are put together.
The learner reading grade level d. Orally segment a two
demonstrates the text. - three syllable word
ability to read grade into its syllabic parts.
one level text with Composing e. Say the new spoken
sufficient accuracy, The learner word when two or more
speed, and uses basic knowledge syllables are put
expression to and skills to write together.
support clear,coherent C.BPK
comprehension. sentences, and simple a. Use the terms
paragraphs based on referring to conventions
Composing a variety of stimulus of print: - front and
The learner materials. back cover - beginning,
demonstrates the ending, title page -
ability to formulate Grammar author and illustrator
ideas into sentences Awareness b. Follow words from
or longer texts The learner left to right, top to
using speaks and/or writes bottom and page by
developmental and correctly for different page.
 conventional purposes using the D.PWR
spelling. basic grammar of the a. Give the name and
language. sound of each letter
Grammar b. Identify upper and
Awareness lower case letters.
The learner Vocabulary and c. Write the upper and
demonstrates Concept lower case letters
awareness of Development legibly, observing
language grammar The learner proper sequence of
and usage when uses developing strokes.
speaking and/or vocabulary in both d. Give the beginning
writing. oral and written form. letter/sound of the name
of each picture.
Vocabulary and Listening
Concept Comprehension e. Match words with
Development The learner
The learner pictures and objects.
comprehends and
demonstrates appreciates grade f. Blend specific letters
developing level narrative and to form syllables and
knowledge and use informational texts. words.
of appropriate
E. F
grade level
a. Read Grade 1 level
vocabulary and Reading words, phrases and
concepts. Comprehension sentences with
The learner appropriate speed and
Listening uses literary and accuracy.
Comprehension narrative texts to F.C
The learner develop a. Express ideas through
demonstrates comprehension and a variety of symbols
understanding of appreciation of grade (e.g. drawings and
grade level narrative level appropriate invented spelling)
a reading materials. G. GA
nd informational
text.
 Attitude Towards a.) Use appropriate
Reading Reading expressions orally to
Comprehension The learner introduce:
The learner values reading and a. Oneself
demonstrates writing as b. Family
understanding of communicative c. Friends
grade level narrative activities. d. Others
and informational H. VCD
texts. Study Skills a. Use vocabulary
The learner referring to:
Attitude Towards listens, reads, and - People (Self, Family,
The learner writes for specific Friends) Animals
demonstrates purpose. - Objects
positive attitudes - Musical Instruments
towards language, - Environment
literacy and b.) Give meanings of
literature. words through:
a. realia
Study Skills b. picture clues c.
The learner actions or gestures
demonstrates basic I. LC
knowledge and skills a. Note important
to listen, read, and details in grade level
write for specific narrative texts listened
purposes. to:
1. character
2. setting
3. events
b. Give the correct
sequence of three events
in a story listened to.
 c. Infer the character
feelings and traits in a
story listened to.
J.RC

K. ATR
a. Infer the character
feelings and traits in a
story listened to.
b. Listen attentively and
react positively during
story reading.
c. Browse books read to
them.
d. Request more stories
to be read to them.
L.SS
a. Follow simple one to
three-step oral
directions.
Quarter 1 Oral Oral Language A. OL Lectures Pre-assessment Being Chalk/chalk MTB-MLE
WEEK Language The learner a. Talk about pictures a.drills responsible board Grade 1
The learner uses beginning oral presented using Reading and Role b.exercises(oral and showing Teachers
manifests language skills to appropriate local playing(group and written) kindness to all. Handouts Guide
beginning communicate terminologies with ease task) c.practice
oral personal experiences, and confidence. - Respect Small books
language ideas, and feelings in Animals - Common Group Activity D. et al.
skills to different contexts. objects - Musical Formative Cooperation Topic (2014). Mother
communicat instruments - Family/ Assessment /graphic Tongue-Based
e in different People Story Reading a. Exercises Diligence organizer Multilingual
5-9 contexts. Phonological Skills b. Recite and sing in b. written and Education. 1st
The learner groups familiar rhymes Board work oral Honesty Cut-shaped edition. Book
Phonologi uses beginning oral and songs. c..quizzes colored paper Media Press,
cal Skills language skills to c. Listen and respond d. drills Inc.
The learner communicate to others in oral Enhancement e. .multiple Cartolina
demonstrate personal experiences, conversation Activities choice
s ideas, and feelings in d. Participate actively f. .assignment Book Recipe
understandin different contexts. during story reading by Actual Project
g that words making comments and making Summative Word strips
are made up asking questions. Assessment
of sounds Book and Print e.Talk about oneself a.Long Quiz Picture
and knowledge and ones personal b.Periodical puzzles
syllables. The learner experiences (family, Examination
pet, favorite food) (first quarter)
 demonstrates B.PA Strips of
knowledge and a. Identify rhyming words
Book and understanding of the words in nursery
Print organization and rhymes, songs, Bond paper
Knowledge basic features of jingles, poems, and
print. chants.
The learner b. Tell whether a
demonstrate given pair of word
s Phonics and Word rhyme.
understandin Recognition b. Orally segment a
g of the The learner two - three syllable
basic applies grade level word into its syllabic
features of a phonics and word parts.
book and analysis skills in c. Say the new
how print reading, writing and spoken word when
works, as a spelling words. two or more sounds
prerequisite are put together.
for reading. Fluency d. Isolate and
The learner pronounce the
Phonics reads with sufficient beginning and
and Word speed, accuracy, and ending sounds of
Recognition proper expression in given words.
The learner reading grade level e. Identify rhyming
demonstrate text. words in nursery
s knowledge rhymes, songs,
of the Composing jingles, poems, and
alphabet and The learner chants.
decoding to uses basic knowledge f. Add or substitute
read, write and skills to write individual sounds in
and spell clear,coherent simple words to
words sentences, and simple make new words.
correctly. paragraphs based on C. BPK
 a variety of stimulus a. Follow words
Fluency materials. from left to right, top
The learner to bottom and page
demonstrate Grammar by page.
s the ability Awareness b. Recognize that
to read The learner spoken words are
grade one speaks and/or writes represented in
level text correctly for different written language by
with purposes using the specific sequences of
sufficient basic grammar of the letters.
accuracy, language. D. PWR
speed, and a. Blend specific
expression letters to form
to support Vocabulary and syllables and words.
comprehensi Concept b. Give the name and
on. Development sound of each letter
The learner c. Identify upper and
Composing uses developing lower case letters.
The learner vocabulary in both d. Write the upper
demonstrate oral and written form. and lower case
s the ability letters legibly,
to formulate Listening observing proper
ideas into Comprehension sequence of strokes.
sentences or The learner e. Give the beginning
longer texts comprehends and letter/sound of the
using appreciates grade name of each picture.
development level narrative and f. Match words with
al and informational texts. pictures and objects.
conventional g. Spell and write
spelling. correctly grade one
Reading level words
Grammar Comprehension consisting of letters
Awareness The learner already learned.
The learner uses literary and E.F
demonstrates narrative texts to a. Read Grade 1
awareness develop level words, phrases
of language comprehension and and sentences with
grammar appreciation of grade appropriate speed
and usage level appropriate and accuracy.
when reading materials. F. C
speaking a. Express ideas
and/or Attitude Towards through a variety of
writing. Reading symbols (e.g.
The learner drawings and
Vocabulary values reading and invented spelling)
and writing as G. GA
Concept communicative a.) Use appropriate
Developme activities. expressions orally to
nt introduce
The learner Study Skills : a. Oneself
demonstrate The learner b. Family
s developing listens, reads, and c. Friends
knowledge writes for specific d. Others
and use of purpose. b.)Identify naming
appropriate words (persons,
grade level places, things,
vocabulary animals)
and a. common and
concepts. proper b. noun
c.) Classify naming
Listening words into persons,
Comprehen places, animals, and
sion things, etc.
The learner H. VCD
demonstrates a. Use vocabulary
understanding of referring to: - People
grade level narrative (Self, Family,
a Friends)
nd informational - Animals
text. - Objects
- Musical
Reading Instruments
Comprehension Environment
The learner b. Give meanings of
demonstrates words through:
understanding of a. realia
grade level narrative b. picture clues
and informational c. actions or gestures
texts. I. LC
a. Infer the character
Attitude Towards feelings and traits in
The learner a story b.listened to.
demonstrates Identify the speaker
positive attitudes in the story or poem
towards language, c. listened to.
literacy and Predict possible
literature. ending of a story
listened to.
Study Skills J.ATR
The learner a. Browse books read
demonstrates basic to them.
knowledge and skills b. Request more
to listen, read, and stories to be read to
write for specific them.
purposes. K. SS
a. Follow simple one
to three-step oral
directions.
 b. Write basic
information about
self (name grade
level, section)
Content/S Content Standard Performance Learning Collaborative Assessments Values Material Reference
chedule/T Standard Competencies Activities Integration
ime
Frame
Quarter2/
Week

1-4

Quarter .
2/Week
5-9

Content/S Content Standard Performance Learning Collaborative Assessments Values Material Reference
chedule/T Standard Competencies Activities Integration
ime
Frame
Quarter . .
3/Week

1-4
Quarter3/ .
Week
5-9
Content/S Content Standard Performance Learning Collaborative Assessments Values Material Reference
chedule/T Standard Competencies Activities Integration
ime
Frame
Quarter .
4/Week

1-4
Quarter . .
4/Week

5-9
 Syllabus Matrix for Mother Tongue
Grade- 1
First Quarter to Fourth Quarter
(January 31, 2017)

Submitted by: Mary Mae P. Lanado

BEED-2 Student

Submitted to: Mrs. Sharon D. Duan

Instructor