Understanding
K to 12
Language Learning Standards

My first name starts
with C and my last
name ends with S,
knowledge and skills
are inside me.
Content Standard

My first name starts
with P and my last
name ends with S, the
level of work that
demonstrates
achievement of
standard is inside me.
Performance Standard

Understanding Content Standard
and Performance Standard
K W L
What you know
about Content
Standard and
Performance
Standard?
What you want to
know about Content
Standard and
Performance
Standard?
How will you learn
or understand the
concept of Content
Standard and
Performance
Standard?

Recap
Two Learning Standards
Discussed
A. Program Standard
B. Grade Level Standard

The Learning Standards
Content Standard:
• Describes the
specific content that
should be taught and
learned.
• Articulates core
knowledge and skills
that student should
master
• Guides teachers in
identifying
instructions on the
knowledge and skills
that students should
learn.
Performance Standard:
• Defines level of work that
demonstrates achievement of
standard.
• Provides clear expectations for
instruction, assessment,& student
at work.
• Helps teachers assessed the extent
to which the students have
acquired the knowledge and applied
the skills learned.

The Learning Standards
Content Standard:
• answers the
question: What
should students
know (knowledge)
and do (skills)?
• shares the most
important and
enduring ideas,
issues, principles,
skills and habits of
mind
• expresses the
desired results
Performance Standard:
• answers the question: How well
must students do their work?
• presents product or performance
as evidence of learning or
attainment of content standard
• adds value to what students
learned
• demonstrates conceptual
understanding of content and skill
acquisition
• represents real life, authentic task
• encompasses the standard

The Learning Standards
English Grade 9 – Module 1
Content Standard:
The learner demonstrates
understanding of how Anglo-
American literature and other text
types serve as means of enhancing
the self; also how to use processing,
assessing, summarizing information,
word derivation and formation
strategies, appropriate word order,
punctuation marks and
interjections to enable him/her to
participate actively in a speech
choir.
The learner actively
participates in a
speech choir through
using effective verbal
and non-verbal
strategies based on the
following criteria:
Focus, Voice, Delivery,
Facial Expressions,
Body Movements/
Gestures and Audience
Contact.
Performance Standard:

Connection among CS, PS, & LC
The Learning Standards and Learning Competencies
Performance
Standard
Content
Standard
Learning
Com
petencies
Reading
Comprehension
Listening
Comprehension
Viewing
Comprehension
Vocabulary
Development
Literature
Writing &
Composition
Oral
Language &
Fluency
Grammar
Awareness

The Learning Standards
English Grade 9 – Module 1
Content Standard – Key Concepts
Appropriate
word order
ENHANCING
THE SELF
Anglo-
American
literature
other
text
types
Processing,
assessing,
summarizing
information
Word
derivation
and
formation
strategies
Punctuation
marks
Interjections
Participate
actively in a
Speech
Choir

The Learning Standards
English Grade 9 – Module 1
Performance Standard – Key Concepts
SPEECH
CHOIR
Verbal &
Non-verbal
Strategies
Voice
Focus
Facial
Expressions
Body
Movements/
Gestures
Delivery
Audience
Contact
active
participation in a

The Learning Standards
English Grade 9 – Module 1
Answer the Unpacking CS/PS Worksheet.

The Learning Standards
English Grade 10 – Module 1
Content Standard:
The learner demonstrates
understanding of how world literature
serves as a way of expressing and
resolving one’s personal conflicts
through using strategies in linking
textual information, repairing or
enhancing communication, and crafting
formal/informal word definitions; the
ethics and strategies of public speaking;
and using of emphasis markers in
persuasive texts.
The learner transfer
learning by composing
short persuasive texts
using a variety of
techniques/devices
and words and
expressions that
emphasize a point,
particularly modals
and reflexive and
intensive pronouns.
Performance Standard:

The Grade 9 Learning
Competencies
(Module 1)

The Learning Competencies (LCs)
DEPARTMENTOFEDUCATION
English Grade 9 – Module 1: Lesson 1
RC
Reading
Comprehension
LC
Listening
Comprehensio
n
VC
Viewing
Comprehension
V
Vocabulary
Development
LT
Literature
WC
Writing and
Composition
F
Oral Language
and
Fluency
G
Grammar
Awareness
EN9RC-Ia-
16:Share prior
knowledge
about a text
topic
EN9LC-Ia-
8:Process
information
mentioned in
the text
listened to
EN9LC-Ia-
3.6:Perform a
task by
following
instructions
EN9VC-Ia-
3.8:Infer
thoughts,
feelings, and
intentions in the
material viewed
EN9V-Ia-
1:Provide
words or
expressions
appropriate
for a given
situation
EN9LT-Ia-
14:Analyze
literature as a
means of
discovering
the self
EN9LT-Ia-
14.1: Identify
the
distinguishing
features of
notable
Anglo-
American lyric
poetry, songs,
poems,
sermons, and
allegories
EN9WC-
Ia-8:
Distinguish
between and
among
informative,
journalistic,
and literary
writing.
EN9OL-Ia-
1.15:Use the
appropriate
segmentals
(sounds of
English) and the
suprasegmentals
or prosodic
features of
speech when
delivering lines of
poetry and prose
in a speech
choir, jazz chants
and raps.
EN9G-Ia-
1.6/1.7:Use
appropriate
punctuation
marks and
capitalization
to convey
meaning
Refer to your copy of the Curriculum Guide for a complete list of the LCs.
What have you observed on the list of LCs? What does it mean?

GUIDING PRINCIPLE:
Prior Learning Learning as Process Learning as Outcome
PRE-
ASSESSMENT
(Diagnostic)
FORMATIVE
ASSESSMENT
(Developmental)
SUMMATIVE
ASSESSMENT
(Evaluative)
Holistic Assessment
“Your initial task”(LM)
(Embedded)
“Pretest” (TG)
“Your Text”
“Your Discovery Task”
(Embedded)
“Final Task” (LM)
“Post Test” (TG)

 Standard-Based
•Assess for Attainment of Content Standard
Level 1 – Knowledge
Level 2 – Process/Skills
Level 3 – Understanding
• Assess for Attainment of Performance Standard
Level 4 – Products/Performances
Holistic Assessment

Example: Lesson 7 (Your Text)
Page 223
Knowledge Assessment
Task 5 is a under KNOWLEDGE because it requires students to
“recall “ information from the text.

Process Assessment
PROCESS - skills or cognitive operations that the
student performs on facts and information or the
purpose of constructing meanings and
understanding.
Key words:
• Illustrate, outline, apply, change, compute, construct
demonstrate, discover, manipulate, modify, operate,
predict, prepare, produce, relate, show, solve, use.

Example: Lesson 7 (Your Text)
Page 231
Process Assessment
Task 14 is a under PROCESS because it requires students to perform
cognitive operations on facts and information in the form of
“application” and/ or “establishing relationships”

Assessment at the Level
of Understanding
UNDERSTANDING – Enduring big ideas,
principles and generalizations inherent to
the discipline, which may be assessed
using the facets of understanding or other
indicators of understanding which may be
specific to the discipline
Key words:
• Appraise, conclude, criticize, critique,
defend, evaluate, explain, justify, relate,
summarize, support

Example:
Lesson 7
Page 234
Assessment at the Level of Understanding
My Treasure is under UNDERSTANDING because it requires
students to see the big or enduring ideas.

Performance Assessment
PRODUCT/PERFORMANCE - real-life application of understanding as
evidence d by the student’s performance of authentic tasks.
Key words:
• Compile, compose, create, devise, design, generate, modify,
organize, plan, rearrange, reconstruct, reorganize, revise,
rewrite, summarize, write
• apply, change, compute, construct, demonstrate, discover,
manipulate, modify, operate, predict, prepare, produce, relate,
show, solve, use

Example: Lesson 7
Page232
Performance Assessment
Task 16 is under PERFORMANCE because it requires students to
perform an developmental /enabling / culminating activity..

Think About This?

Should pre-assessment be made basis for grading?
NO! Pre-assessment is used to collect data as to where the teacher should start delivering the
lesson. It is not a means to measure student’s “true achievement” that makes pre-assessment
an “Assessment for Learning”

Think About This?
SHOULD FORMATIVE ASSESSMENT BE MADE BASIS FOR
GRADING THE STUDENTS?

Should formative assessment be made basis for grading the
students ?
NO! Formative assessments is used to collect data to improve
teaching or improve strategies. That makes formative assessment
an “Assessment for Learning”. It also helps students track their
own progress that makes it “Assessment as Learning”

Think About This?
IS IT FAIR TO THE STUDENTS PART
NOT TO RECORD THEIR
FORMATIVE TESTS?
WHY?
(Pair-Think-Share)

Think About This?
SHOULD SUMMATIVE ASSESSMENT BE MADE BASIS FOR
GRADING THE STUDENTS?

Should summative assessment be made basis for grading the
students ?
YES! Summative assessments are used to EVALUATE students’
true achievement . That makes summative assessment
an “Assessment of Learning”.

REFLECTION PAPER
• 1st paragraph - The lessons you learned (use past tense)
• 2nd paragraph -The things you realize from the lessons you
learned (use present tense)
• 3rd
paragraph - As future educators, how will you apply the
lessons you have learned? (use future tense)-

THANK YOU

The Conceptual Framework
DEPARTMENT OF EDUCATION
UNDERSTANDING CULTURES
 Learning language through text types and literary appreciation exposes
learners to different cultures of the world, including one’s culture.
UNDERSTANDING LANGUAGE
 Learners apply their knowledge of the system of the language to assist them
to make meaning and to create meaning.
PROCESS AND STRATEGIES
 Learners select from a repertoire of processes and strategies by reflecting on
their understanding of the way language works for a variety of purposes in a
range of contexts.

The Conceptual Framework
DEPARTMENT OF EDUCATION
COMPONENT 3
Making Meaning Through Language

LISTENING
SPEAKING
and
VIEW
ING
READING
VIEWINGand
RESPONDING
WRITING and
REPRESENTING
MAKING
MEANING
THROUGH
LANGUAGE
THINKING
THINKINGTHINKING
THEORIES of LANGUAGE TEACHING
THEORIES of LANGUAGE LEARNING and ACQUISITION
THEORIES of LANGUAGE

The Conceptual Framework
DEPARTMENT OF EDUCATION
 The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five
(5) intricately intertwined and integrated sub-strands (listening, speaking,
reading, writing, and viewing) that serve as building blocks for understanding
and creation of meaning and for effective communication across curricula.
 Language is the major instrument in communication (oral and written) and
the heart of which is the exchange of meaning. Language learning should
focus on guiding students make meaning through language for different
purposes on a range of topics and with a variety of audiences. Students must
be able to adapt to various situations where communication demands greatly
vary.
 The skills, grammatical items, structures and various types of texts will be
taught, and revisited at increasing levels of difficulty and sophistication. This
design allows students to progress from the foundational level to higher levels
of language use.

Alignment of the Language and Literacy Domains
with the 5 sub-strands
DEPARTMENT OF EDUCATION
Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING
1. Oral Language √ √
1. Phonological Awareness √
1. Book and Print Knowledge √
1. Alphabet Knowledge √ √ √ √ √
1. Phonics and Word Recognition √ √ √
1. Fluency √ √
1. Spelling √ √
1. Writing and Composition √ √ √ √
1. Grammar Awareness & Structure √ √ √ √
1. Vocabulary Development √ √ √ √ √
11. Reading Comprehension
1. schema & prior knowledge
2. strategies
3. narrative text
4. informational text
√ √ √
12. Listening Comprehension √ √
12. Attitudes towards language, literacy and literature √ √ √ √ √
12. Study Strategies √ √ √ √ √

Funnelling of Domains Across the K-12 Basic Education
Integrated Language Arts Curriculum
DEPARTMENT OF EDUCATION
Domains K-3 4-6 7-10 11-12
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
Attitude towards language, literacy and literature
Study strategies
Viewing

The Conceptual Framework
DEPARTMENT OF EDUCATION
COMPONENT 4
Holistic Assessment

LISTENING
SPEAKING
and
VIEW
ING
READING
VIEWINGand
RESPONDING
WRITING and
REPRESENTING
MAKING
MEANING
THROUGH
LANGUAGE
THINKING
THINKINGTHINKING
COMMUNICATIVE COMPETENCE and
MULTILITERACIES
THEORIES of LANGUAGE TEACHING
THEORIES of LANGUAGE LEARNING and ACQUISITION
THEORIES of LANGUAGE
A
S
S
E
S
S
M
E
N
T
F
E
E
D
B
A
C
K

The Conceptual Framework
DEPARTMENT OF EDUCATION
Holistic Assessment
Proximity to actual language use and performance
 activities that have authentic communicative function
 actual performance in authentic situations
 A holistic view of language
 based on the notion that the interrelationships among the various
aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored
 assessment approaches should be used for communication and self-
expression
 takes into account the whole learner and his or her social, academic,
and physical context

The Conceptual Framework
DEPARTMENT OF EDUCATION
Holistic Assessment
An integrative view of learning
 assessment attempts to capture the learner’s total array of skills
and abilities
 assessment procedures are based on the idea that various
aspects of a learner’s life, both academic and personal, are integral
to the development of language proficiency and cannot be ignored
 Developmental appropriateness
 assessment procedures set expectations that are appropriate within
the cognitive, social, and academic development of the learner
 Multiple referencing
 assessment entails obtaining information about the learner from
numerous sources and through various means

LISTENING
SPEAKING
and
VIEW
ING
READING
VIEWINGand
RESPONDING
WRITING and
REPRESENTING
MAKING
MEANING
THROUGH
LANGUAGE
THINKING
THINKINGTHINKING
COMMUNICATIVE COMPETENCE and
MULTILITERACIES
THEORIES of LANGUAGE TEACHING
THEORIES of LANGUAGE LEARNING and ACQUISITION
THEORIES of LANGUAGE
A
S
S
E
S
S
M
E
N
T
F
E
E
D
B
A
C
K

DEPARTMENT OF EDUCATION
Understanding and Appreciating the CF, CG, LM & TG
ACTIVITY 2
Group Work

DEPARTMENT OF EDUCATION
Understanding and Appreciating the CF, CG, LM & TG
What to do:
1. Skim through your copy of the document assigned
to your group - Curriculum Guide (CG), Learner’s
Material (LM), and Teacher’s Guide (TG).
2. Answer the worksheet assigned to your group.
3. Consolidate the answers of your group and write it
in a manila paper.
4. Present your group’s output.

DEPARTMENT OF EDUCATION
Understanding and Appreciating the CF, CG, LM & TG
Groups 1 and 4 –
CS/PS Analysis
Worksheet
Groups 2 and 5 –
Learner’s Material
Analysis Worksheet
Groups 3 and 6 –
Teacher’s Guide
Analysis Worksheet

DEPARTMENT OF EDUCATION
Understanding and Appreciating the CF, CG, LM & TG
Groups 1 and 4 – CS/PS Analysis Worksheet

DEPARTMENT OF EDUCATION
Understanding and Appreciating the CF, CG, LM & TG
Groups 2 and 5 – Learner’s Material Analysis Worksheet

DEPARTMENT OF EDUCATION
Understanding and Appreciating the CF, CG, LM & TG
Groups 3 and 6 – Teacher’s Guide Analysis Worksheet

ANALYSIS
DEPARTMENT OF EDUCATION
1. How did you find the activity? Why?
3. How do you compare these materials to the one/s you used
previously?
2. What can you say about the CG, TG and LM as presented?
What commonality did you find in your answers?
4. How will these materials help the teachers in teaching the
subject?
5. What difficulty do you foresee in using these materials?
6. What insights did you gain from this activity?

ABSTRACTION
DEPARTMENT OF EDUCATION
Finish the incomplete statements below.
The English Curriculum Framework is
_______________________________________________________________
With the use of the curriculum guide,
_______________________________________________________________
The learner’s material provides / addresses,
_______________________________________________________________
The teacher’s guide provides / addresses,
_______________________________________________________________
The CF, CG, LM, and TG are
____________________________________________. Therefore,
________
_______________________________________________________________

APPLICATION
DEPARTMENT OF EDUCATION
We dream of Filipinos
who passionately love
their country
and whose values and
competencies
enable them to realize
their full potential
and contribute
meaningfully to building
the nation.
As a learner-centered
public institution,
the Department of
Education
continuously improves
itself
to better serve its
stakeholders.
To protect and promote the right of
every Filipino to quality, equitable,
culture-based, and complete basic
education where:
- Students learn in a child-friendly,
gender-sensitive, safe, and motivating
environment
- Teachers facilitate learning and
constantly nurture every learner
- Administrators and staff, as
stewards of the institution, ensure an
enabling and supportive environment
for effective learning to happen
- Family, community, and other
stakeholders are actively engaged
and share responsibility for
developing life-long learners
The DepEd Vision The DepEd Mission