Oral Language/First Quarter Oral Language/First Quarter: Old Curriculum Enhanced Curriculum

Old Curriculum Enhanced Curriculum
Oral Language/First Quarter Oral Language/First Quarter

-Talk about oneself and one’s family Use everyday expressions correctly in situations:
-Talk about one’s name and other - Introduction (e.g., talk about one’s
personal information personal information)
-Talk about one’s environment (e.g. - Greetings (e.g.,Hi, Hello, How are you,
persons, animals, places, things, events, and How do you do?)
etc.) - Leaving (e.g. Good bye, May I leave for a
-Use appropriate expressions in common while and May I Ieave now?)
situations (polite expressions, greetings, - Inviting someone (e.g., Will you join us,
seeking directions, apologizing, asking Ana?)
help, query and clarification) - Expressing apology (e.g., I’m sorry that…
- Seeking directions (e.g., How can I get
to…
- Asking for help (e.g., Can I ask your
assistance…)
Query and clarification (e.g. May I know..)
Second Quarter Second Quarter

Talk about oneself and one’s family Talk about oneself and one’s family
 Talk about one’s  Talk about one’s

activities/responsibilities at home activities/responsibilities at home and
and in school and community in school and community
 Talk about topics of interest (likes  Talk about topics of interest (likes
and dislikes) and dislikes)
-Ask simple questions -Ask simple questions

-Follow one-to-two step directions -Follow one-to-two step directions
-Give one-to-two step directions -Give one-to-two step directions
-Recite memorized verses, short poems, -Recite memorized verses, short poems, and
and rhymes rhymes
Third Quarter Third Quarter
-Participate in choral speaking and echo -Participatein choral speaking and echo
reading of short poems, rhymes and reading of short poems, rhymes and stories
stories with repeated patterns and with repeated patterns and refrains in
refrains in English English
-Create and participate in oral dramatic -Create and participate in oral dramatic
activities activities
-Dramatize familiar stories, rhymes and -Dramatize familiar stories, rhymes and
poems poems
Fourth Quarter Fourth Quarter

-Participate in choral speaking and echo -Participate in choral speaking and echo
reading of short poems, rhymes and reading of short poems, rhymes and stories
stories with repeated patterns and with repeated patterns and refrains in
refrains in English English
-Create and participate in oral dramatic -Create and participate in oral dramatic
-Dramatize familiar stories, rhymes and -Dramatize familiar stories, rhymes and
poems poems
LC – Listening Comprehension LC – Listening Comprehension

First Quarter First Quarter
-Listen to a variety of media including books, -Listen to a variety of media including books,
audiotapes videos and other age-appropriate audiotapes videos and other age-appropriate
publications and publications and
k. Note important details pertaining to k. Note important details pertaining to
a) character a) character
b) settings b) settings
c) events c) events
l. Give the correct sequence of three events l. Give the correct sequence of three events
m. Infer the character feelings and traits m. Infer the character feelings and traits
n. Identify cause and/or effect of events n. Identify cause and/or effect of events
o. Identify the speaker in the story or poem o. Identify the speaker in the story or poem
p. Predict possible ending of a story read p. Predict possible ending of a story read
q. Relate story events to one’s experience q. Relate story events to one’s experience
r. Discuss, illustrate, r. Discuss, illustrate,
dramatize specific events dramatize specific events
s. Identify the problem and solution s. Identify the problem and solution
t. Retell a story listened to t. Retell a story listened to
-Follow a set of verbal two-step directions with picture -Follow a set of verbal two-step directions with picture
cues cues
-Identify and discuss the elements of a story (theme, -Identify and discuss the elements of a story (theme,
setting, characters, and events setting, characters, and events
2
-Listen to a variety of media including books,
--Listen to a variety of media including books,
a. Note important a. Note important
details pertaining to details pertaining to
c) events c) events
a. Give the correct sequence of three events a. Give the correct sequence of three events
b. Infer the character feelings and traits b. Infer the character feelings and traits
c. Identify cause and/or effect of events c. Identify cause and/or effect of events
d. Identify the speaker in the story or poem d. Identify the speaker in the story or poem
e. Predict possible ending of a story read e. Predict possible ending of a story read
f. Relate story events to one’s experience f. Relate story events to one’s experience
g. Discuss, illustrate, dramatize specific events g. Discuss, illustrate, dramatize specific events
h. Identify the problem and solution h. Identify the problem and solution
i. Retell a story listened to i. Retell a story listened to
-Ask and answer simple questions (who, what, where, when, -Ask and answer simple questions (who, what, where, when,
why, and how) about text listened to why, and how) about text listened to
-Identify and discuss the elements of a story (theme, setting, -Identify and discuss the elements of a story (theme, setting,
characters, and events) characters, and events)
-Ask and answer simple questions (who, what, where, -Ask and answer simple questions (who, what, where,
when, why, and how) about text listened to when, why, and how) about text listened to

-Listen to a variety of media including books, - Listen to a variety of media including books,
c) events c) events
l. Give the correct sequence of three events l. Give the correct sequence of three events
r. Discuss, illustrate, dramatize specific events r. Discuss, illustrate, dramatize specific events
-Recognize the difference between “made-up” and -Recognize the difference between “made-up” and “real”
“real” in) texts listened to in) texts listened to
-Retell and/or reenact events from a story -Retell and/or reenact events from a st

-Recognize the difference between “made-up” and -Recognize the difference between “made-up” and “real”
“real” in) texts listened to in) texts listened to
- -Retell and/or reenact events from a story - -Retell and/or reenact events from a story
-Listen to a variety of media including books, -Listen to a variety of media including books,
c) events c) events
-l. Give the correct sequence of three events -l. Give the correct sequence of three events
r. Discuss, illustrate, dramatize specific events r. Discuss, illustrate, dramatize specific events
RC – Reading Comprehension RC – Reading Comprehension

-Identify the basic sequence of events and make -Identify the basic sequence of events and make relevant
relevant predictions about stories predictions about stories
-Answer questions to clarify understanding before, -Answer questions to clarify understanding before, during
during and after reading and after reading

- Give the sequence of three events in stories read - Give the sequence of three events in stories read
-Infer/ predict outcomes -Infer/ predict outcomes
-Use clues to make and justify predictions before, -Use clues to make and justify predictions before, during and
during and after reading (titles, pictures,) after reading (titles, pictures,)
WC – Writing/ Composition WC – Writing/ Composition

-Participate in generating ideas through prewriting -Participate in generating ideas through prewriting
a. drawing a. drawing
b. Webbing
PA - Phonological Awareness PA - Phonological Awareness
-Classify/Categorize sounds heard (animals, mechanical, --Classify/Categorize sounds heard (animals, mechanical,
objects, musical instruments, environment, speech) objects, musical instruments, environment, speech)
-Discriminate sounds from a background of other -Discriminate sounds from a background of other sounds
sounds -Recognize same/different sounds
-Recognize same/different sounds -Distinguish rhyming words from non-rhyming words
-Distinguish rhyming words from non-rhyming words -Supply words that rhyme with given words
-Supply words that rhyme with given words -Supply rhyming words in response to spoken words
-Supply rhyming words in response to spoken words
-Distinguish rhyming words from non-rhyming words -Distinguish rhyming words from non-rhyming words
-Supply words that rhyme with given words -Supply words that rhyme with given words
-Supply rhyming words in response to spoken words -Supply rhyming words in response to spoken words
-Produce speech sounds (sounds and letter names) -Produce speech sounds (sounds and letter names)

-Produce speech sounds (sounds and letter names) -Produce speech sounds (sounds and letter names)
BPK-Book and Print Knowledge BPK-Book and Print Knowledge

-Recognize the common terms in English relating to -Recognize the common terms in English relating to part of
part of book (e.g. cover, title page, etc.) book book (e.g. cover, title page, etc.) book orientation
orientation -Recognize proper eye movement skills (transfer skills)
-Recognize proper eye movement skills (transfer skills) a. left to right
a. left to right b. top to bottom
b. top to bottom c. return sweep
c. return sweep -Recognize the common terms in English relating to part of
-Recognize the common terms in English relating to book (e.g. cover, title page, etc.) book orientation
part of book (e.g. cover, title page, etc.) book -Recognize proper eye movement skills (transfer skills)
orientation a. left to right
-Recognize proper eye movement skills (transfer skills) b. top to bottom
a. left to right c. return sweep
b. top to bottom
c. return sweep
-Recognize the common terms in English relating to -Recognize the common terms in English relating to part of
part of book (e.g. cover, title page, etc.) book book (e.g. cover, title page, etc.) book orientation
orientation -Recognize proper eye movement skills (transfer skills)
-Recognize proper eye movement skills (transfer skills) a. left to right
a. left to right b. top to bottom
b. top to bottom c. return sweep
c. return sweep -Recognize the common terms in English relating to part
-Recognize the common terms in English relating to of book (e.g. cover, title page, etc.) book orientation
part of book (e.g. cover, title page, etc.) book -Recognize proper eye movement skills (transfer skills)
orientation a. left to right
-Recognize proper eye movement skills (transfer skills) b. top to bottom
a. left to right c. return sweep
b. top to bottom
c. return sweep
-Identify the common terms in English relating to part -Identify the common terms in English relating to part of
of book (e.g. cover, title page, etc. book (e.g. cover, title page, etc.
-Identify the common terms in English relating to part -Identify the common terms in English relating to part of
of book (e.g. cover, title page, etc.) book orientation book (e.g. cover, title page, etc.) book orientation
AK – Alphabet Knowledge AK – Alphabet Knowledge
-Identify letters in English that are not present in -Identify letters in English that are not present in Mother
Mother Tongue/Filipino and vice-versa Tongue/Filipino and vice-versa

-Identify the name and sound of each consonant -Identify the name and sound of each consonant

-Give the beginning sound of each consonant (m,s,f,t,h) -Give the beginning sound of each consonant (m,s,f,t,h)
-Give the beginning sound of each consonant -Give the beginning sound of each consonant (c,r,n,b,g,p)
(c,r,n,b,g,p) -Give the beginning sound of each consonant (d,j,w,v,z,y)
-Give the beginning sound of each consonant -Name the pictures that begin its name with a particular
(d,j,w,v,z,y) consonant
-Name the pictures that begin its name with a particular -Give the beginning consonant sound of the name of each
consonant picture
-Give the beginning consonant sound of the name of
each picture
PWR – Phonics and Word Recognition PWR – Phonics and Word Recognition
-Read words with short /e/ sound in CVC pattern (e.g. -Read words with short /e/ sound in CVC pattern (e.g. pen,
pen, men) men)
-Read short phrases consisting of short /e/ words and -Read short phrases consisting of short /e/ words and
some sight words some sight words
-Read short phrases and sentences consisting of short -Read short phrases and sentences consisting of short /e/
/e/ words and the sight words words and the sight words
-Read a short story consisting of short /e/ words and -Read a short story consisting of short /e/ words and sight
sight words words
-Read short /a/ words in CVC pattern (cat, man, bag) -Read short /a/ words in CVC pattern (cat, man, bag)
-Differentiate and read correctly the short /e/ and /a/ -Differentiate and read correctly the short /e/ and /a/
words (pan- pen, man-men, tan-ten etc.) words (pan- pen, man-men, tan-ten etc.)
-Read short /i/ words in CVC pattern (pin, big, fit . . .) -Read short /i/ words in CVC pattern (pin, big, fit . . .)
S-Spelling S-Spelling
-Spell words with short e sound in CVC pattern -Spell words with short e sound in CVC pattern
-Spell words with short e and a sound in CVC pattern -Spell words with short e and a sound in CVC pattern
-Spell words with short e and a sound in CVC pattern -Spell words with short e and a sound in CVC pattern
(see PWR) (see PWR)
-Spell words with short e, a and i sound in CVC pattern -Spell words with short e, a and i sound in CVC pattern
(see PWR) (see PWR)
-Spell 2-syllable words with short e, a and i sound in -Spell 2-syllable words with short e, a and i sound in CVC
CVC pattern pattern
(see PWR) (see PWR)
G - Grammar G - Grammar
Sentences Sentences
a. Recognize sentences and non-sentences a. Recognize sentences and non-sentences
b. Recognize simple sentences b. Recognize simple sentences
c. Recognize different kinds of sentences c. Recognize different kinds of sentences (declarative,
(declarative, interrogative) interrogative)
Nouns Nouns
-Recognize names people, objects, things and -Recognize names people, objects, things and places
places (e.g. names of animals, fruits, objects in (e.g. names of animals, fruits, objects in songs,
songs, stories, poems, nursery rhymes, pictures, stories, poems, nursery rhymes, pictures, realia and
realia and other ICT-based materials) other ICT-based materials)
-Recognize nouns in simple sentences -Recognize nouns in simple sentences
-Recognize the use of a/an + noun -Recognize the use of a/an + noun

-Recognize common action words in retelling, Recognize common action words in retelling, conversation,
conversation, etc. etc.
Adjectives Adjectives
-Recognize descriptions of people, objects, things and -Recognize descriptions of people, objects, things and
places (color, shape, size, height, weight, length,
distance, etc.)
Sentences Sentences
-Distinguish sentences from non-sentence -Distinguish sentences from non-sentence
-Use different kinds of sentences: declarative (telling) -Use different kinds of sentences: declarative (telling) and
and interrogative (asking) interrogative (asking)
-Recognize punctuation marks (period, question mark) -Recognize punctuation marks (period, question mark)
-Use common nouns in simple sentences -Use common nouns in simple sentences
-Use the use of a/an + noun -Use the use of a/an + noun
Verbs Verbs
-Identify action words -Identify action words
-Use common action words in retelling, conversations, -Use common action words
etc.
Pronouns Pronouns
-Use personal pronouns (e.g. I, you, he, she, it, we, -Use personal pronouns (e.g. I, you, he, she, it, we, they)
they) in dialogues
in dialogues -Use demonstrative pronouns (this/that, these/those)
-Use demonstrative pronouns (this/that, these/those) Prepositions
Prepositions -Use the most frequently occurring preposition (e.g. on,
-Use the most frequently occurring preposition (e.g. on, over, under, to, from, above, etc.)
over, under, to, from, above, etc.)
V – Vocabulary Development V – Vocabulary Development
--Give the meaning of words used in stories presented --Give the meaning of words used in stories presented
through real objects, illustrations, demonstration and through real objects, illustrations, demonstration and
context clues context clues
-Recognize that some words mean the same -Recognize that some words mean the same (synonyms)
(synonyms) -Recognize that some words have opposite meaning
-Recognize that some words have opposite meaning (antonyms)
(antonyms)

SS – Study Strategy SS – Study Strategy
-Engage in a variety of ways to share information (e.g. -Engage in a variety of ways to share information (e.g. role
role playing, reporting, summarizing, retelling and show playing, reporting, summarizing, retelling and show and tell)
and tell)
-Engage in a variety of ways to share information (e.g. -Engage in a variety of ways to share information (e.g. role
role playing, reporting, summarizing, retelling and show playing, reporting, summarizing, retelling and show and tell
and tell
-Follow instructions orally given -Follow instructions orally given
-Arrange words alphabetically by the 1st letter -Arrange words alphabetically by the 1st letter
-Interpret simple maps of unfamiliar places, signs and -Interpret simple maps of unfamiliar places, signs and
symbols symbols
-Interpret pictographs -Interpret pictographs
Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
Cantilan Campus
Cantilan, Surigao del Sur
Graduate School
Master of Arts in Education
Summer: S.Y. 2019-2020
A Monograph on
Enhanced K-12 Curriculum Guide
In English-Grade
______________________________________________________________________________
Table of Contents
A. Introduction
B. Table of Contents
C. Enhance Curriculum Guide in English Grade-2
 Old Curriculum
 Enhanced Curriculum
D. Summary and Recommendation
E. Autobiography
Introduction
Developing Curriculum is one way of selecting, organizing, executing and
evaluating learning experiences of the needs, abilities and interest of the
learners and the nature of the society and community as well.
It is a great challenge indeed for the K-12 implementers to enhance or even design a
curriculum that best fit to the local learners in order for them to be willingly
motivated to participate in mastering core competencies that is required for them
and apply whatever knowledge that they have learned as the need arises.
Language acquisition and learning is an active process that begins at birth and
continues throughout life. Curriculum in English Grade 2 has been an area of focus
by the curriculum developer because mostly motivated students tend to enhance
their language abilities by using what they know in new and more complex contexts
and with increasing sophistication (spiral progression). They reflect on and use
prior knowledge to extend and enhance their language and understanding. By
learning and incorporating new language structures into their collection and using
them in a variety of contexts, students develop language fluency and proficiency.
Positive learning experiences in language-rich environments enable students to
leave school with a desire to continue to extend their knowledge, skills and interests.
________________________________________________________________________________________
Summary:
English Grade 2 Curriculum has 14 domains: Oral language,
phonological awareness, book and print knowledge,
alphabet knowledge, phonics and word recognition, fluency, spelling, writing
and composition, grammar awareness and structure, vocabulary development,
reading comprehension ,listening comprehension, attitudes towards language,
literacy and literature, study strategies and viewing. Every domain has distinct
competency subdivided into four quarters. These competencies should be
mastered if possible throughout the school year.
Recommendation:
1.It would be best if teachers, school heads, and parents should both
cooperate in motivating learners to master lessons /competencies; they
should have frequent contact as form of collaborative effort in terms of
assessing and evaluating learners performance.
2. Department of Education curriculum developers should design curriculum
that really allows students to understand better the world in which they live and
contributes to the development of their personal perspectives of the global
community.
3. Curriculum developers should design curriculum which help learners
to be proficient in the language and enables them to access, process and
keep abreast of information, to engage with the wider and more diverse
communities, and to learn about the role of language in their own lives, and in their
own and other cultures.
Autobiography
Miraflor A. Mendaña was born on April 4, 1973 in a sitio called Iniyakan. Her parents were Mr.
Teofilo B. Arreza and Mrs. Bonifacia C. Bucalon (deceased). She has 4 siblings: Ma. Teresa
Miralyn B. Arreza, Michael B. Arreza, Michelle B. Arreza and Marycell B. Arreza.
At the age of 17 she got married to Mr. Eddie A. Mendaña a native of General Island.
They are blessed with four kids namely: Ralph Diemir, Val Kirt, Kayzelle and Marie Edissa. She
finished her bacchalaureate degree at Saint Michael College,Cantilan, Surigao del Sur with the
degree of Bachelor in Elementary Education with English as the area of concentration.
Year 2007 after passing the Licensure Examination for Teachers she first
taught Hotchkiss Learning Center. After 2 years of teaching she then
volunteered to teach at Isla General Integrated School. Later on she was
granted a mobile teacher item in the Alternative Learning System.
In the year 2016 she was promoted to Teacher III and currently she is
enrolling her masteral degree at Surigao del Sur State University-Cantilan
Campus.

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Old Curriculum Enhanced Curriculum

Oral Language/First Quarter Oral Language/First Quarter

Second Quarter Second Quarter

 Talk about one’s  Talk about one’s

-Ask simple questions -Ask simple questions

Fourth Quarter Fourth Quarter

LC – Listening Comprehension LC – Listening Comprehension

Third Quarter Third Quarter

Fourth Quarter Fourth Quarter

RC – Reading Comprehension RC – Reading Comprehension

Fourth Quarter Fourth Quarter

Fourth Quarter Fourth Quarter

Fourth Quarter Fourth Quarter

BPK-Book and Print Knowledge BPK-Book and Print Knowledge

Second Quarter Second Quarter

Third Quarter Third Quarter

Second Quarter Second Quarter

V – Vocabulary Development V – Vocabulary Development

Fourth Quarter Fourth Quarter

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