Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City

K to 12 Curriculum Guide
ENGLISH
(Grades 1 to 10)

September 2013

1
 THE FRAMEWORK

K to 12 Curriculum Guide version as of January 2013 – ENGLISH 2

I. PHILOSOPHY AND RATIONALE

Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language
are interrelated. Language is governed by rules and systems (language conventions) which are used to explore and
communicate meaning. It defines culture which is essential in understanding oneself (personal identity), forming
interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a
better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an
essential role in all key learning areas 1.

Language is the foundation of all human relationships. All human relationships are established on the ability of
people to communicate effectively with each other. Our thoughts, values and understandings are developed and
expressed through language. This process allows students to understand better the world in which they live and
contributes to the development of their personal perspectives of the global community. People use language to make
sense of and bring order to their world. Therefore, proficiency in the language enables people 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.

II. GUIDING PRINCIPLES

The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning,
teaching and assessing principles.

All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the
learning of other languages (L2). Acquisition of sets of skills and implicit metalinguistic knowledge in one language
(common underlying proficiency or CUP) provides the base for the development of both the first language (L1) and the
second language (L2)2. It follows that any expansion of CUP that takes place in one language will have a beneficial effect
on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional
languages.

1
1998. English Curriculum Framework. Australia
2
Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL
Students Delaware: International Reading Association

K to 12 Curriculum Guide version as of January 2013 – ENGLISH 3

 Language acquisition and learning is an active process that begins at birth and continues throughout life. It is
continuous and recursive throughout students’ lives. Students 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 repertoire 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.

Learning requires meaning3. We learn when we use what we know to understand what is new. Start with what the
students know; use that to introduce new concepts. They use language to examine new experiences and knowledge in
relation to their prior knowledge, experiences, and beliefs. They make connections, anticipate possibilities, reflect upon
ideas, and determine courses of action.

Learners learn about language and how to use it effectively through their engagement with and study of texts.
The term ‘text’ refers to any form of written (reading and writing), oral (listening and speaking) and visual
communication involving language4. The texts through which students learn about language are wide-ranging and
varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by
which learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of
their own and to engage with texts produced by other people.

Successful language learning involves viewing, listening, speaking, reading and writing activities5. Language
learning should include a plethora of strategies and activities that helps students focus on both MEANING and
ACCURACY.

Language learning involves recognizing, accepting, valuing and building on students’ existing language
competence, including the use of non-standard forms of the language, and extending the range of language
available to students. Through language learning, learners develop functional and critical literacy skills. They learn to
control and understand the conventions of the target language that are valued and rewarded by society and to reflect on
and critically analyze their own use of language and the language of others.

An effective language arts and multiliteracies curriculum satisfies the following principles6.

3
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
4
Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
5
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO

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 1. develops thinking and language through interactive learning;
2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge;
5. develops students’ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
9. nurtures students’ sense of their common ground in using language/s for communication as present or future global
citizens to prepare them to participate in school and in civic life, and;
10. assesses and reflects the students’ ability to interpret and/or communicate in the target language 7.

I. NEEDS OF THE LEARNERS : THE CONTEXT

The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born
with complete technology. They were born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous
Internet. They do not know life without technology. Hence, they are often termed as digital natives and are extremely
comfortable with technology. They can email, text and use computers without any problems. In addition, members of
Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and
gadgets has had a negative effect on the members. They rather stay indoors and use their electronics than play outdoors
and be active. They are leading a sedentary life that can result in health problems later on.

For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy
and are willing to share intimate details about themselves with complete strangers. They have virtual friends and for them
hanging out with friends means talking to them over the cell phones, emails and text messages. However, at the same
time, this generation is considered to highly creative and collaborative and will have a significant impact on the way
companies work when they join the workforce.

6
2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
7
2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education.
Department of Instruction.

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 Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously.
However, this has also led to reduced attention span leading to what psychologists call acquired attention deficit
disorder. This generation is unable to analyze complex data and information as they cannot focus for very long.

While we don’t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly
diverse environment will make the grade schools of the next generation the most diverse ever. Higher levels of
technology will make significant inroads in academics allowing for customized instruction, data mining of student histories
to enable diagnostics and remediation or accelerated achievement opportunities.

Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and
expert than their Gen Y forerunners.

I. OUTCOMES

The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language
conventions, principles, strategies and skills in (1) interacting with others, (2) understanding and learning other content
areas, and (3) fending for themselves in whatever field of endeavour they may engage in.

1. Communicative Competence

Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is
used in social settings to perform communicative functions, and how knowledge of utterances and communicative
functions can be combined according to the principles of discourse.8

Communicative competence is classified into the following competencies.

1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic
rules, semantic rules and lexical items.

2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the
cultural values, norms, and other socio-cultural conventions in social contexts. They are the context and topic of

8
Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics

K to 12 Curriculum Guide version as of January 2013 – ENGLISH 6

 discourse, the participant’s social status, sex, age, and other factors which influence styles and registers of speech.
Since different situations call for different types of expressions as well as different beliefs, views, values, and attitudes,
the development of sociolinguistic competence is essential for communicative social action.

3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence
(appropriate combination of communicative actions) of various types of discourse (oral and written). Sociolinguistic
rules of use and rules of discourse are crucial in interpreting utterances for social meaning, particularly when the
literal meaning of an utterance does not lead to the speaker’s intention easily.

4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for
breakdown such as self-correction and at the same time to enhance the effectiveness of communication such as
recognizing discourse structure, activating background knowledge, contextual guessing, and tolerating ambiguity.

2. Multiliteracies

Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These
include traditional literacy practices using texts as well as new literacy practices using texts of popular culture such as
films. Social literacy encompasses how we communicate and exchange meaning in our society while professional
literacy links with the notion of literacy for school of the workplace.

The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that
English language is the most widely used medium of communication in Trade and the Arts, Sciences, Mathematics, and
in world economy. Furthermore, the curriculum aims to help learners understand that English language is a dynamic
social process which responds to and reflects changing social conditions, and that English is inextricably involved with
values, beliefs and ways of thinking about ourselves and the world we dwell in. Through multi-literacy skills, learners will
be able to appreciate and be sensitive to sociocultural diversity and understand that the meaning of any form of
communication depends on context, purpose and audience.

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 IV. CONCEPTUAL FRAMEWORK

The world is now in the “Knowledge age” where the challenge of education is to prepare learners to deal with the challenges of the
changing world. Students in this age must be prepared to compete in a global economy, understand and operate complex
communication and information systems, and apply higher level thinking skills to make decisions and solve problems.

The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue,
Filipino and English follow a unified framework which allows easy transition from acquiring and learning one language to another.

The curriculum has five (5) components. Each component is essential to the learners’ ability to communicate effectively in a
language leading them to achieve communicative competence and multiliteracies in the Mother Tongue, Filipino and English. The
diagram on page 2 shows that the heart and core of LAMC is making meaning through language and aims to develop graduates
who are communicatively competent and multiliterates.

Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of
language learning and therefore serves as guiding principles for language teaching.

Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures,
understanding language, processes and strategies) which will be developed through language arts (macro-skills).

Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and
viewing; reading, viewing and responding; writing and representing) and the development of thinking skills (critical thinking, creative
thinking and metacognitiion) allowing students to make meaning through language.

Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its
effectiveness to students, teachers, school administrators, and curriculum developers.

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COMPONENT 1: Language Learning Process

For effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching
principles. These principles explain the natural process of language development.
1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty
and sophistication. This will allow students to progress from the foundational level to higher levels of language use.

2. Interaction
Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of
varying language demands (purposes, topics, and audiences) will be employed to help students interact with others thereby
improve their socialization skills.
3. Integration
The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an
integrated way, together with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful
connections. Integration may come in different types either implicitly or explicitly (skills, content, theme, topic, and values
integration).
4. Learner-Centeredness
Learners are at the centre of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities
and interests. Effective pedagogies will be used to engage them and to strengthen their language development.
5. Contextualization
Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use.
For example, lessons will be planned around learning outcomes, a theme, or a type of text to help learners use related language
skills, grammatical items/ structures and vocabulary appropriately in spoken and written language to suit the purpose, audience,
context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice.
6. Construction
Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a
way that they will have time to reflect on and respond to ideas and information. Learners will be provided with sufficient
scaffolding so that they will be able to reach their full cognitive, affective, and psychomotor potentials and become independent
learners who are good consumers and constructors of meaning.

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 COMPONENT 2: Effective Language Use

There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and
Processes and Strategies). They are described as the knowledge and skill areas which are essential to effective language use
demonstrated through the language macro-skills.

1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to
different cultures of the world, including one’s culture. Learners develop sociolinguistic and sociocultural understandings and
apply them to their use of the language (Mother Tongue, Filipino, and English). Sociolinguistic understanding refers to
appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms and the
linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings
about appropriate actions, values, beliefs and attitudes within a community. These shared understandings determine not only
what is communicated and when and how it is communicated, but also who does the communicating. These collectively
constitute the sociolinguistic features of language.

Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the
non-linguistic features in the life of a society. Learners broaden their frame of reference beyond their own social and cultural
experiences. They gain insights into different values and belief systems and acknowledge the cultural contexts which underpin
them. They make sense of the social fabric of the target language community. They understand that the natural and physical
environments – as well as the social, economic, historical and political environments – influence the language speaking groups
and their cultural traditions.

2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning
and create meaning. They come to recognize the patterns and rules of the language which emerge as they interact with a
plethora of texts (literary and informational) to make meaning. They apply this knowledge and understanding to create their own
spoken, written and visual texts. Differences in language systems are expressed in a variety of ways: for example, in grammatical
differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the
language with the systems of other languages students understand that each language is different, but has identifiable patterns
within its own system.

3. 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. They deliberate on how they use
language and apply different language strategies, depending on their purpose, context and audience. They use language as a

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 way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and
discussion as a way of developing ideas. They experiment, take risks and make approximations with language as a way of
developing their language skills. They clarify what they need to know when seeking information for particular purposes. They use
key-word searches and their understanding of the conventions of informational texts such as tables of contents, headings,
indexes, forewords and glossaries as aids in locating information. They assess the usefulness of information for particular
purposes. They treat information and ideas critically and evaluate information in terms of its reliability and currency. They make
notes and graphic representations of information and combine information from different sources into a coherent whole by
summarizing, comparing and synthesizing.
Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing
sources of ideas and information, and of presenting or representing ideas and information in ways which are not misleading. They
use quotation and sourcing conventions appropriately. They take into account the possible effects of and responses to the
presentation of ideas and information.

COMPONENT 3: Making Meaning through Language

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.

The Language Arts and Multiliteracies Curriculum (ELAMC) 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 (Matrix 1).

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The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all
students at the end of basic education. This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multi-literacies
Curriculum (LAMC) but fleshes out the areas that children need to learn and that teachers need to teach in greater detail. Below is the
matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-strands.

Alignment of the Language and Literacy Domains with the 5 sub-strands

Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING
1. Oral Language √ √
2. Phonological Awareness √

3. Book and Print Knowledge √

4. Alphabet Knowledge √ √ √ √ √
5. Phonics and Word Recognition √ √ √

6. Fluency √ √
7. Spelling √ √

8. Writing and Composition √ √ √ √

9. Grammar Awareness & Structure √ √ √ √

10. Vocabulary Development √ √ √ √ √

11. Reading Comprehension √ √ √
 schema & prior knowledge
 strategies
 narrative text
 informational text
12. Listening Comprehension √ √
13. Attitudes towards language, literacy and literature √ √ √ √ √

14. Study Strategies √ √ √ √ √

K to 12 Curriculum Guide version as of January 2013 – ENGLISH 12

Funneling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum
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

K to 12 Curriculum Guide version as of January 2013 – ENGLISH 13

 Coherence with the Basic Education Program Goals

1. The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the
achievement of the basic education program goals.

2. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension
and study strategies.

3. Content includes print and electronic texts that are age, context and culture appropriate.

COMPONENT 4: Holistic Assessment

Assessment is an important aspect of learning and teaching. It should be effectively used to support the holistic development of our
pupils. Our assessment practices should go beyond summative evaluation and move towards a more holistic approach.

Holistic assessment refers to the ongoing gathering of information on different facets of a child from various sources, with the aim of
providing qualitative and quantitative feedback to support and guide the child's development. Holistic assessment informs our
teachers of their teaching practices and guides them in the design and delivery of student learning. It will also enable parents to
support their children's development and growth.

Characteristics of Assessment

1. Proximity to actual language use and performance

Assessment procedures should be based on activities that have authentic communicative function rather than ones with little
or no intrinsic communicative value. These activities are based on actual performance in authentic situations which the
learner is likely to encounter in his or her daily life.

2. A holistic view of language

Assessment procedures are based on the notion that the interrelationships among the various aspects of language, such as
phonology, grammar, and vocabulary, among others cannot be ignored. Also the four skills of language-listening, speaking,

K to 12 Curriculum Guide version as of January 2013 – ENGLISH 14

 reading, and writing-are seen to be parts of a structurally integrated whole. Assessment approaches should be used for
communication and self-expression. Assessment also takes into account the whole learner and his or her social, academic,
and physical context.

3. An integrative view of learning

Assessment attempts to capture the learner’s total array of skills and abilities. It measures language proficiency in the context
of specific subject matter. 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. These dimensions
include not only processes such as acquiring and integrating knowledge, extending and refining knowledge, and using
knowledge meaningfully, but also issues such as varying student attitudes towards learning.

4. Developmental appropriateness

Assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the
learner. This characteristic of assessment makes it particularly valuable for second language learners who come from
culturally diverse backgrounds and who may have atypical educational experiences.

5. Multiple referencing

Assessment entails obtaining information about the learner from numerous sources and through various means.

For students, assessment should allow them to see their own accomplishments in terms that they understand and, consequently,
allows them to assume responsibility for their learning. Assessment should allow parents to share in the educational process , and
offers them a clear insight into what their children are doing in school. For teachers, the primary advantage of assessment is that it
provides data on their students and their classroom for educational decision-making. In addition, it reports the success of the
curriculum and provides teachers with a framework for organizing student’s works.

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 Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K to 12 Basic Education Program of the
Department of Education.

Content Standards Performance Standards at the end of Grade 3

Oral Languages in English Have sufficient facility in English to understand spoken discourse and to talk and interact with other
about personal experiences and text listened to or read
Phonological Skills Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme.
Book and Print Knowledge Demonstrate and use concepts of print, such as directionality, spacing, punctuation and configuration
Alphabet knowledge Recognize, name and sound out all the upper and lower case letters of the alphabet.
Phonic and Word Recognition Use sight word recognition or phonic analysis to read and understand words in English that contain
complex letter combinations, affixes and contractions.
Fluency Read aloud grade level texts effortlessly, without hesitation and with proper expression.
Spelling Spell words with two or more syllables using phonic, semantic, and morphemic knowledge
Writing /Composition Express their ideas effectively in formal and informal compositions to fulfill their own purposes for
writing
Handwriting Write legibly in cursive writing.
Grammar Awareness and Structure  Demonstrate grammatical awareness by being able to read, speak and write correctly.
 Communicate effectively, in oral and written forms, using the correct grammatical structure of
English.
Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts.
Reading Comprehension and Study Strategies

Use of Content and Prior Knowledge Activate prior knowledge conceptually related to text and establish a purpose for reading
Comprehension Strategies Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
Comprehending Literary Text Respond to literary text through the appreciation of literary devices and an understanding of story
grammar
Comprehending Informational Text Locate information from expository texts and use this information for discussion or written production.
Attitude Demonstrate a love for reading stories and confidence in performing literacy-related activities/task
Viewing

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 KEY STAGE STANDARD

GRADE 12 - Students should be able to integrate communication and language skills for creating
meaning using oral and written texts, various genres, and discursive contexts for personal and
professional purposes

GRADE 10 - Students should be able to interpret, evaluate and represent information within and
between learning area texts and discourses.

GRADE 6 - Student should be able to construct meanings and communicate them using creative,
appropriate and grammatically correct oral and written language

GRADE 3 - Students should be able to demonstrate eagerness to explore and experience oral and
written texts and to communicate meanings and feelings effectively

K to 12 Curriculum Guide version as of January 2013 – ENGLISH 17

 ENGLISH GRADE 1 (3rd Quarter Oracy)
Quarterly and Weekly Articulation
Core Learning Area Standard: The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately orally and writes for a variety of purposes in different social and academic
context at his/her level while carrying out real life tasks necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.
Key Stage Standard: The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.
Grade Level Standards: The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other social context interactions.
Learning Competencies
WEEK
LC OL PA G V
EN1OL-IIIa-e-1.5 Use/Respond
EN1OL-IIIa-e-1.1 Listen to a variety of appropriately to polite expressions EN1PA-IIIa-e-2.2 Recognize rhyming EN1G-IIIa-e-1 EN1V-IIIa-e-5 Use words that are
1-5 media including books, audiotapes videos  EN1OL-IIIa-1.5.1 greetings words Sentences related to self, family, school, community,
and other age-appropriate publications  EN1OL-IIIb-1.5.2 leave takings  EN1G-IIIa-1.1 Recognize and concepts such as the names for colors,
EN1LC-IIIa-e-3.6 Listen to and perform  EN1OL-IIIc-1.5.3 expressing sentences and non-sentences shapes, and numbers
simple instructions gratitude and apology  EN1G-IIIb-1.4 Recognize simple
 EN1OL-IIId-1.5.4 asking sentences
permission  EN1G-IIIc-1.3; EN1G-IIId-1.3;
 EN1OL-IIIe-1.5.5 offering help EN1G-IIIe-1.3 Recognize different
kinds of sentences (declarative,
interrogative)
EN1OL-IIIf-j-1.3 Talk about oneself and EN1GS-IIIf-j-2 Nouns
EN1LC-IIIf-j-1.1 Activate prior one’s family EN1PA-If-j-6  EN1G-IIIf-h-2.1 EN1V-IIIf-j-01 Recognize difference of
knowledge based on new knowledge heard  EN1OL-IIIf-g-1.3.1 Talk about Identify rhyming words in Recognize name people, objects, English words from Mother Tongue and
6-10 one’s name and other personal * nursery rhymes, things and places (e.g. name of Filipino words
EN1LC-IIIf-j-1.2 Identify connections information * songs, animals, fruits, objects in songs,
between text listened to and personal  EN1OL-IIIh-j-1.3.2 Talk about * jingles, stories, poems, nursery rhymes,
experience one’s environment (e.g. persons, * poems , pictures, realia and other ICT-
animals, places, things, events, * chants based materials)
etc)  EN1G-IIIi-2.4 Recognize nouns in
simple sentences
 EN1G-IIIj-2.2 Recognize the use of
a/an + noun

18
 ENGLISH GRADE 1 (4TH Quarter Oracy)
Quarterly and Weekly Articulation

Core Learning Area Standard: The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately orally and writes for a variety of purposes in different social and academic
context at his/her level while carrying out real life tasks necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.

Key Stage Standard: The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.

Grade Level Standard: The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other social context interactions.
Learning Competencies
WEEK
LC OL PA G V

EN1LC-IVa-c-2.2 Identify story EN1OL-IVa-e-1.3 Talk about oneself EN1PA-IVa-b-2.3 Distinguish rhyming EN1G-IVa-e-3 EN1V-IVa-e-3 Sort and Classify familiar
1-5 elements (characters, setting, plot, ending) and one’s family words from non-rhyming words Verbs words into basic categories (colors, shapes,
from the text listened  EN1OL-IVa-c-1.3.3 Talk about  EN1G-IVa-e-3.4 Recognize foods, etc)
one’s activities/responsibilities at EN1PA-IVc-e-2.4 Supply rhyming common action words in retelling,
EN1LC-IVd-e-2.1 Ask and answer home and in school and words in response to spoken words conversation, etc.
simple questions (who, what, where, when, community
why, and how) about text listened to  EN1OL-IVd-e-1.3.4 Talk about
topics of interest (likes and
dislikes)

EN1LC-IVf-h-2.4 Make predictions EN1OL-IVf-1.17.2 Ask simple EN1OL-IVf-j-3.1 Demonstrate the EN1G-IVf-j-5 Adjectives EN1V-IVf-j-12.1 Determine the
about stories based on the cover or title, questions concept of word by dividing spoken Recognize descriptions of people, meaning of words using clues (TPR,
pictures, details in the text EN1LC-IVg-h-3.6 Follow one-to-two sentences in English into individual words objects, things and places (color, shape, pictures, body movements, etc)
6-10 step directions size, height, weight, length, distance, etc)
EN1LC-IVi-j-3.2 Ask and respond to EN1OL-IVi-j-1.17.1 Give one-to-two
questions about informational texts step directions
listened to (environment, health, how-to’s,
etc)

19
 ENGLISH GRADE 2 (1st Quarter to 2nd Quarter – Oracy)
Quarterly and Weekly Articulation
Grade Level Standards: The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and information critically in meaningful thought units; responds
properly to environmental prints likes signs, posters, commands and requests; and writes legibly simple sentences and messages in cursive form.

1 st Quarter (Continuation of Oracy)

Learning Competencies
WEEK

OL LC PA BPK AK G V A SS
EN2OL-Ia-e-1.5 EN2OL-Ia-1.1 EN2PA-Ia-c-1.1 EN2BPK-Ia-3 EN2G-Ia-e-1 EN2V-Ia-5 Use EN2G-Ia-e-7.4 EN2OL-Ia-e-1.2
Use appropriate Listen to a variety of Classify/Categorize Recognize Sentences words that are related Perform Engage in a variety of
expressions in media including books, sounds heard (animals, environmental print  EN2G-Ia-1.1 to self, family, school, dialogues, drama, ways to share
common situations audiotapes videos and Recognize community, and mock interview, TV talk information (e.g. role
1-5 mechanical, objects,
(polite expressions, other age-appropriate EN2BPK-Ib-c-4 sentences and concepts such as the show etc. playing, reporting,
greetings, seeking publications musical instruments, Recognize the common names for colors, summarizing, retelling
non-sentences
directions, EN2LC-Ib-3.16 environment, speech) terms in English  EN2G-Ib-c-1.4 shapes, and numbers and show and tell)
apologizing, asking Follow a set of verbal relating to part of book Recognize simple in both Mother Tongue
help, query and two-step directions EN2PA-Id-e-1.2 (e.g. cover, title page, sentences and English
clarification) with picture cues Discriminate sounds etc.) book orientation  EN2G-Id-e-1.3 EN2V-Ib-c-01
EN1LC-Ic-1.1 from a background of Recognize Differentiate English
Activate prior other sounds EN2BPK-Id-e-5 different kinds of words from other
knowledge based on Recognize proper eye sentences languages spoken at
new knowledge movement skills (declarative, home and in school
formed (transfer skills) interrogative) EN2VD-Id-e-1
EN2LC-Id-e-1.2  left to right Identify the English
Relate information and  top to bottom equivalent of words in
events in a selection to  return sweep the Mother Tongue or
life experiences and in Filipino
vice versa

20
 Learning Competencies
WEEK

OL LC PA BPK AK G V A SS
EN2OL-If-j-1.3 Talk EN2OL-If-1.1 EN2PA-If-1.2.1 EN2BPK-If-3 EN2AK-If-g-1 Read the EN2G-If-g-2 EN2V-If-5 Use EN2G-If-j-7.4 EN2OL-If-j-1.2
about oneself and Listen to a variety of Recognize Recognize alphabets of English Nouns words that are related Perform dialogues, Engage in a variety of
one’s family media including same/different sounds environmental print to self, family, school, drama, mock interview, ways to share
books, audiotapes EN2G-If-g-2.1 community, and TV talk show etc. information (e.g. role
 EN2OL-If-1.3.1; videos and other EN2PA-Ig- EN2BPK-Ig-h-4 Recognize names concepts such as the playing, reporting,
EN2OL-Ig-1.3.1 age-appropriate 2.3Distinguish rhyming Recognize the common EN2AK-Ih-j-2 Identify people, objects, things names for colors, summarizing, retelling
Talk about one’s publications words from non- terms in English letters in English that and places (e.g. names shapes, and numbers and show and tell)
6-10 name and other rhyming words relating to part of book of animals, fruits, in both Mother
are not present in
personal EN2LC-Ig-3.16 (e.g. cover, title page, objects in songs, Tongue and English
information Follow a set of verbal EN2PA-Ih-2.4 Supply etc.) book orientation Mother stories, poems, EN2V-Ig-h-01
two-step directions words that rhyme with Tongue/Filipino and nursery rhymes, Differentiate English
 EN2OL-Ih-j-1.3.2 with picture cues given words EN2BPK-Ii-j-5 vice-versa pictures, realia and words from other
Talk about one’s Recognize proper eye other ICT-based languages spoken at
environment (e.g. EN2LC-Ih-1.1 EN2PA-Ii-j-2.4 movement skills materials) home and in school
persons, animals, Activate prior Supply rhyming words (transfer skills) EN2V-Ii-j-1
places, things, knowledge based on in response to spoken  left to right EN2G-Ih-2.4 Identify the
events, etc) new knowledge words  top to bottom Recognize nouns in English equivalent of
formed  return sweep simple sentences words in the Mother
EN2LC-Ii-j-1.2 Tongue or in Filipino
Relate information EN2G-Ii-9.2
and events in a Recognize the use of
selection to life a/an + noun
experiences and vice
versa

21
 2 nd Quarter (Continuation of Oracy)
Learning Competencies
WEEK

OL LC PA BPK AK G V A SS

EN1OL-IIa-e-1.3 EN2LC-IIa-b-2.2 EN2PA-IIa-1.1 EN2BPK-IIa-3 EN2AK-IIa-b-1 Read EN1G-IIa-e-3 EN1V-IIa-3 Sort EN2G-IIa-e-7.4 EN2OL-IIa-e-1.2
Talk about oneself Identify and discuss the Classify/categorize Recognize the alphabets of Verbs and classify familiar Perform dialogues, Engage in a variety of
and one’s family elements of a story sounds heard (animals, environmental print English words into basic drama, mock interview, ways to share
 EN1OL-IIa-b- (theme, setting,
mechanical, objects,
EN1G-IIa-e-3.4 categories (colors, TV talk show etc. information (e.g. role
1.3.3 Talk about characters, and events) EN2BPK-IIb-c-4 Recognize common shapes, foods, etc) playing, reporting,
1-5 one’s musical instruments, Recognize the common action words in summarizing, retelling
activities/respon EN1LC-IIc-2.1 Ask environment, speech) terms in English retelling, conversation, EN1V-IIb-c-12.1 and show and tell)
EN2AK-IIc-e-2 Identify
sibilities at home and answer simple relating to part of book etc. Determine the
letters in English that
and in school questions (who, what, (e.g. cover, title page, meaning of words
and community where, when, why, and etc.) book orientation are not present in using clues (Total
 EN1OL-IIc-d- how) about text EN2PA-IIc-d-1.2 Mother Physical Response
1.3.4 Talk about listened to Discriminate sounds EN2BPK-IId-e-5 Tongue/Filipino and through pictures, body
topics of interest from a background of Recognize proper eye vice-versa movements, etc)
(likes and EN1LC-IId-e-2.5; other sounds movement skills
dislikes) Validate ideas made (transfer skills) EN1V-IId-e-6
after listening to a  left to right Derive meaning from
story  top to bottom repetitive language
EN2PA-IIe-1.2.1  return sweep structures
Recognize
same/different sounds

EN2LC-IIf-g-2.2 EN2BPK-IIf-3 EN2AK-IIf-1 Read the EN2V-IIf-g-3 Sort EN2G-IIf-j-7.4 EN2OL-IIf-j-1.2

EN2OL-IIf-1.17.2 Identify and discuss the EN2PA-IIf- Recognize alphabets of English EN2G-IIf-j-5 and classify familiar Perform dialogues, Engage in a variety of
Ask simple questions elements of a story 2.3Distinguish rhyming environmental print Adjectives words into basic drama, mock interview, ways to share
(theme, setting, words from non- EN2G-IIf-j-5.1 categories (colors, TV talk show etc. information (e.g. role
EN2LC-IIg-3.6 characters, and events) rhyming words EN2BPK-IIg-h-4 Recognize descriptions shapes, foods, etc) playing, reporting,
6-10
Follow one-to-two Recognize the common EN2AK-IIg-2 Identify of people, objects, summarizing, retelling
step directions EN2LC-IIh-i-2.1 EN2PA-IIg-h-2.4 terms in English things and places EN2V-IIh-i-12.1 and show and tell)
letters in English that
Ask and answer simple Supply words that relating to part of book (color, shape, size, Determine the
rhyme with given are not present in
EN2OL-IIh- questions (who, what, (e.g. cover, title page, height, weight, length, meaning of words
1.17.1 Give one-to- where, when, why, and words etc.) book orientation Mother distance, etc) using clues (Total
two step directions how) about text Tongue/Filipino and Physical Response
listened to EN2PA-IIi-j-2.4 EN2BPK-IIi-j-5 vice-versa through pictures, body
EN2OL-IIi-j-1.6 Supply rhyming words Recognize proper eye movements, etc)
Recite memorized EN2LC-IIj-2.5 in response to spoken movement skills
verses, short poems, Validate ideas made words (transfer skills) EN2V-IIj-6 Derive

22
WEEK Learning Competencies

OL LC PA BPK AK G V A SS

and rhymes after listening to a  left to right meaning from

story  top to bottom repetitive language
 return sweep structures

23
 ENGLISH GRADE 2 (3rd Quarter to 4th Quarter – Beginning Reading and Writing)
Quarterly and Weekly Articulation
Grade Level Standards: The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and information critically in meaningful thought units; responds
properly to environmental prints likes signs, posters, commands and requests; and writes legibly simple sentences and messages in cursive form.

3 rd Quarter – Beginning Reading and Writing

Learning Competencies
WEEK

OL LC RC WC PA BPK AK PWR F S G V A SS
EN2LC- EN2LC- EN2RC- EN2WC- EN2OL- EN2BPK- EN2AK- EN2OL- EN 2F-IIIa- EN2P EN2G- EN2V- EN2A-IIIa-e-1 ; EN2SS-
IIIa-b-3.3 IIIa-2.4 Use an IIIa-2.1.5 IIIa-c-1 IIIa-b-3.1 IIIa-b-4 IIIa-b-1.1 IIIa-b-3.1 b-2.11 Read W-IIIa-i-4 IIIa-c-1 IIIa-b-13.1 Participate/engage IIIa-d-1.1 ;
Talk about understanding Identify Participate in Demonstrate Identify the Give the Demonstrate aloud grade 2 Spell one- Sentences Begin to in a read-along of information
texts of characters, rhyme, generating the concept common beginning the concept level text at a to- two EN2G- see that texts (e.g. poetry, alphabetically
identifying incidents and rhythm, ideas through of word by terms in sound and of word by rate of syllable IIIa-1.1 some repetitive text) by the 1 st
major settings to repetition and prewriting dividing English letter name dividing approximately common Distinguish words letter
points and make sensory activities spoken relating to of the spoken 60 words per words sentences mean the
key themes predictions images in  EN2WC- sentences in part of book pictures sentences in minute with from non- same
poetry IIIa-1.1 English into (e.g. cover, /objects English into consonant sentences (synonyms
EN2OL EN2LC- brainstor individual title page, individual EN2F-IIIc- blends EN2G-
-IIIc-d-1.2 IIIb-c-2.5 EN2RC- ming words etc.) book EN2AK- words d-1.3 Read (e.g.bl, tr, IIIb-1.3 Use EN2V-
Participate Use an IIIb-c-2.1  EN2WC- orientation IIIc-d-1.2 grade 2 level st) and different kinds IIIc-d-13.2
in choral understanding Identify the IIIb-1.2 EN2PA-IIIc-  EN2BPK- Identify EN2PW- text with an consonant of sentences Recognize
speaking of incidents, elements of webbing e-6.2 IIIa-1 specific IIIc-d-3 accuracy rate of diagraphs (declarative, that some
and echo characters and narratives  EN2WC- Produce Identify sound and Recognize 95 – 100% (e.g.th, sh, interrogative) words have
reading of settings to  EN2RC- IIIc-1.3 speech the front letter name words with ck) EN2G-IIIc- opposite
short validate IIIb-2.1.1 sounds and back in the short vowels EN2F-IIIe- 1.6 Recognize meaning
drawing
poems, predictions theme (sounds and of the alphabet in g-1.4 Read punctuation (antonyms)
letter names)
rhymes and  EN2RC- EN2WC- book both upper EN2PW- grade 2 level marks (period,
stories with EN2LC- IIIb-2.1.2 IIId-g-1.6
EN2PA-IIIf-  EN2BPK- and lower IIIe-g-1 text in 3 – 4 question EN2P
repeated IIId-e-2.4 Use setting Express idea IIIb-2 case Apply basic word phrases mark) W-IIIe-f-4
h-6.3
patterns personal  EN2RC- through
Produce the Identify phonemic using Read one-
and experiences to IIIc-2.1.3 illustrations or title, EN2AK- performance intonation, EN2G- to- two
sounds of
refrains in make major storyboard author IIIe-f-3 tasks expression and IIId-f-2 ; syllable
English
English predictions characte letters using and Show  EN2PW- punctuation EN2G-IIIe-f-2 ; words with
about text rs the letter book relationship IIIe-1.1 cues Nouns consonant
EN2OL viewed and  EN2RC- sounds of illustrato between Blending EN2G- blends (e.g.
-IIIe-f-1.1 listened to IIIc-2.1.4 Mother r sounds and - /s/ /a/ EN2L-IIIh-j- IIId-2.4 Use pl, tr)
Listen and plot Tongue as written /y/=say 1.8 Read with nouns in
respond to EN2LC- (beginni reference EN2BPK- symbols  EN2PW- automaticity simple
texts to IIIf-g-3.15 ng, IIIc-5 Use IIIf-1.2 100 2 nd grade sentences
clarify Recognize the middle proper eye Segment high- EN2G-
24
WEEK Learning Competencies

OL LC RC WC PA BPK AK PWR F S G V A SS
meanings difference and end) movement ing- /b/ frequency/sight IIIe-2.4 Use
heard while between skills /e/ /d/ = words frequently
drawing on “made-up” EN2RC- (transfer bed occurring
personal (fiction) and IIId-e-2.10 skills)  EN2PW- nouns
experiences “real” identify the  left to IIIg-1.1 EN2G-IIIf-
(nonfiction) basic right Blend 9.2 Use the
EN2OL texts sequence of  top to onset use of a/an +
-IIIg-1.16; events and bottom and rime noun
Create and EN2LC- make relevant  return into
participate IIIh-3.1 predictions sweep whole EN2G-IIIg-
in oral Identify about stories word - h-3
dramatic important EN2BPK- /c/ - Verbs
activities details in EN2RC- IIId-6 Handle onset EN2G-IIIg-
expository IIIf-h-2.17 ask books /at/ - 3.1 Identify
EN2OL text listened questions to properly rime cat action words
-IIIh-j-1.6 clarify (holding EN2G-
Dramatize understanding books and IIIh-3.4 Use
familiar EN2LC- before, during flipping the common
stories, IIIi-j-2.6 Retell and after pages) action words
rhymes and and/or reading in retelling,
poems reenact events conversations,
from a story etc.

EN2G-IIIi-
j-5 ; EN2G-IIIj-
5 Adjectives
EN2G-IIIi-
j-5.1 Describe
people,
objects, things
and places
using simple
adjectives
(color, shape,
size, height,
weight,
length,
distance, etc)

25
 4th Quarter (Beginning Reading and Writing)

Learning Competencies
WEEK

OL LC RC WC PA BPK AK PWR F S G V A SS

EN2LC- EN2LC- N2RC- EN2WC- EN2OL- EN2BPK EN2AK- EN2PW- EN 2F-IVa- EN2P EN2G-IVa- EN2PW EN2A-IVa-e-1 EN2SS-
IVa-b-3.3 IVa-b-2.4 Use IVa-2.2 State IVa-c-1 IVa-b-3.1 -IVa-b-4 IVa-b-1.1 Give IVa-c-1 b-2.11 Read W-IVa-h-4 f-4 Pronouns -IVa-b-4 Participate/engage IVa-d-1.1 Sort
Talk about an facts and Participate in Demonstrate Identify the the beginning Manipulate aloud grade 2 Spell one-  EN2G-IVa- Read one- in a read-along of information
texts understanding details of text generating the concept common sound and individual level text at a to- two b-4.2.1 to- two texts (e.g. poetry, alphabetically
identifying of characters, during and ideas through of word by terms in letter name of phonemes rate of syllable Use syllable repetitive text) by the 1 st
major incidents and after reading prewriting dividing English the  EN2PW- approximately common personal words with letter
points and settings to activities spoken relating to pictures/objects IVa-1.4 60 words per words pronouns( consonant
key themes make EN2RC-  EN2WC- sentences in part of book Adding- minute with e.g. I, you, digraphs(eg.
predictions IVb-3 Recall IVa-1.1 English into (e.g. cover, EN2AK-IVc- add t to EN2F-IVc- consonant he, she, it, ch in chin,
EN2OL facts of brainstor individual title page, d-1.2 identify car=cart d-1.3 Read blends we, they) ph in
-IVc-d-1.2 EN2LC- informational ming words etc.) book specific sound  EN2PW- grade 2 level (e.g.bl, tr, in pheasant)
Participate IVc-d-2.5 Use selections  EN2WC- EN1PA- orientation and letter name IVb-1.3 text with an st) and dialogues
in choral an read (topic IVb-1.2 IVc-6.2;  EN2BK- in the alphabet Substituti accuracy rate consonant  EN2G-IVc- EN2PW
speaking understanding and details) webbing EN1PA- IVc-1 in both upper ng- of 95 – 100% diagraphs d-4.2.3 -IVc-d-5
IVd-6.2
and echo of incidents,  EN2WC- Identify and lower case change EN2F-IVe- (e.g.th, sh, Use Read some
reading of characters EN2RC- Produce the front /m/ to f-1.4 Read ck) demonstra irregularly -
IVc-1.3
short and settings IVc-3.1.3 speech and back EN2AK- /s/ in grade 2 level tive spelled
drawing
sounds
poems, to validate Sequence EN2WC- of the IVe-f-3 show mat=sat text in 3 – 4 pronouns words (e.g.
(sounds and
rhymes and predictions (information IVd-g-1.6
letter names) book relationship  EN2PW- word phrases (this/that, have, said,
stories with from a Express idea
EN2PA-  EN2BK- between IVc-1.5 using these/thos please,
repeated EN2LC- procedural through IVd-2 sounds and Deleting intonation, e) because)
IVe-f-6.3
patterns IVe-f-2.4 Use text read) illustrations Identify written symbols – take s expression and  EN2G-IVe-
Produce the
and refrains personal events or storyboard title, from stop punctuation f-4.2.6 Use EN2V-
sounds of
in English experiences EN2RC- English author =top cues question IVe-f-12.4
to make IVd-2.8 Infer/ letters using and Blend EN2F-IVg- words Recognize
predictions predict the letter book phoneme i-1.8 Read with (interrogat root words
EN2OL about text outcomes sounds of illustrat s to automaticity ives) (e.g., and their
-IVe-1.1 viewed and EN2RC- Mother or decode 100 2 nd grade who, inflections
Listen and listened to IVe-2.16 Use Tongue as words high- what, (e.g. look,
respond to clues to reference EN2BPK EN2PW- frequency/sight where, looks,
texts to EN2LC- make and -IVc-d-5 Use IVd-i-2 words when, looked,
clarify IVg-3.15 justify proper eye Match sounds why, how) looking)
meanings Recognize the predictions movement to their
heard while difference before, skills corresponding EN2G-IVg-

26
WEEK
Learning Competencies

OL LC RC WC PA BPK AK PWR F S G V A SS

drawing on between during and (transfer letters/letter h-7

personal “made-up” after reading skills) pattern Prepositions
experiences (fiction) and (titles,  left to  EN2PW- EN2G-IVg-
“real” pictures, right IVd-e-2.1 i-7.3 Use the
EN2OL (nonfiction) themes, prior  top to Consonan most
-IVf-g-1.16 texts knowledge, bottom t Blends/ frequently
Create and graphs)  return Clusters occurring
participate EN2LC- EN2RC- sweep (e.g. c-l preposition
in oral IVh-3.1 IVf-2.18 (clean) l-k (e.g. on, over,
dramatic Identify Make EN2BPK (milk) under, to,
activities important connections -IVe-f-6  EN2PW- from, above,
details in text to self Handle IVf-g-2.2; etc)
EN2OL expository EN2SS- books Digraphs
-IVh-j-1.6 text listened IVg-1.2 properly – initial
Dramatize Interpret (holding position
familiar simple maps books and (e.g. sh,
stories, EN2LC- of unfamiliar flipping the ch, ph,
rhymes and IVi-j-2.6 places, signs pages) wh)
poems Retell and/or and symbols EN2PW-
reenact EN2SS- IVh-i-2.3
events from a IVh-1.2 Diphthongs –
story Interpret (e.g. boil, toy)
pictographs
EN2SS-IVi-
j-1.2
Interpret bar
graphs and
tables

27
 ENGLISH GRADE 3
Quarterly and Weekly Articulation
1 st Quarter: Continuation of Beginning Literacy

Learning Competencies
Oral Language Listening Reading Writing Composition Phonological Phonics Fluency Grammar Vocabulary Attitude Study
WEEK

Comprehension Comprehension Awareness and Word Strategies

Recognition
EN3FL-Ia-3.8 EN1OL-Ia-i- EN3RC-Ia- EN3PW- EN3G-Ia-1
1
Initiate conversations 1.1.1 b-2.1.5 Ia-b-7 Sentences
with peers in a variety Listen to a Identify EN2WC-Ia-e-1 EN3PW- Recogniz EN2F-Ia-c-2.4  EN3G-Ia-1.1 EN1V-Ia-b- EN3A-Ia-b-1 EN3SS-Ia-e-
of school setting variety of rhyme, rhythm, Participate in Ia-c-2 e some Interact with Distinguish 01 Participate/engag 1.1
literary texts repetition and generating ideas Show how common others using sentences Differentia e in a read-along of Sort
(poems and sensory images through prewriting spoken words sight words correct intonation from non- te English texts (e.g. poetry, information
narratives) in poetry activities are (e.g. an, of, in: sentences words from repetitive text) alphabetically by
EN3FL-Ib-3.6 including  EN2WC-Ia-b-1.1 represented then, had,  EN2F-Ia-2.4.1 EN3G-Ib-1 other the 2 nd letter
2
Express ideas in a informational BEAM ENG3
 brainstorming by written his, were, greetings and Sentences languages
DLP 10
conversational texts IDENTIFYING  EN2WC-Ic-d-1.2 letters that are some, his, leave-takings  EN3G-Ib-1.4 spoken at
manner (predictable RHYMING WORDS webbing arranged in a him)  EN2F-Ib-2.4.2 Use simple home and in EN1A-Ic-e-2
texts, patterned  EN2WC-Ie-1.3 specific order introducing sentences school Revisit favorite
BEAM ENG3 DLP 55 texts, ICT-based drawing and books, songs,
WRITING UTTERANCES IN A listening texts, Rhymes
GIVEN SITUATION COMIC
acknowledgi
STRIP PRESENTED and other EN2PA-Id- ng others
content-based e-4.1  EN2F-Ic-2.4.3 EN2V-Ic-d-
EN3OL-Ic-1.3 texts like Identify EN3PW- asking EN3G-Ic-1 1
Share relevant science, social sounds and Ic-e-3 permission Sentences Identify
3
information science, MAPEH, count syllables Identify  EN3G-Ic-1.3 the English
etc) EN3RC-Ic- in words words with EN3F-Id-e- Use different equivalent of
e-2.1 short vowels 1.10 kinds of words in the
Describe Read aloud in sentences Mother Tongue
literary BEAM a manner like (e.g. or in Filipino
ENG3 DLP 3 natural speech
elements of DECODING NEW
declarative,
texts including WORDS WITH interrogative
characters PATTERN ,
setting and plot exclamatory,
imperative)
BEAM ENG3 DLP
39 RECOGNIZING
TELLING AND ASKING
SENTENCES
*ONLY FOR
INTERROGATIVE AND
DECLARATIVE

28
 Learning Competencies

Oral Language Listening Reading Writing Composition Phonological Phonics Fluency Grammar Vocabulary Attitude Study
WEEK

Comprehension Comprehension Awareness and Word Strategies

Recognition
ACTIVITIES

BEAM ENG3 DLP

40 IDENTIFYING
COMMANDS AND
REQUEST
*ONLY FOR
IMPERATIVE
ACTIVITIES

BEAM ENG3 DLP

41RECOGNIZING
IMPERATIVE AND
EXCLAMATORY
SENETENCES

EN3OL-Id-1.8 EN3G-Id-1
4
Recount Sentences
specific/significant  EN3G-Id-1.6
events Use
punctuation
marks (e.g.
period,
comma,
question
mark,
exclamation
point)
EN3OL-Ie-1.10 EN3G-Ie-2 EN2V-Ie-
5
Synthesize and Nouns 14 Classify
Restate information  EN3G-Ie-2.4 common words
shared by others Use nouns into conceptual
(e.g. people, categories (e.g.
animals, animals, foods,
places,, toys)
things
events) in
simple
sentences

29
 Learning Competencies

Oral Language Listening Reading Writing Composition Phonological Phonics Fluency Grammar Vocabulary Attitude Study
WEEK

Comprehension Comprehension Awareness and Word Strategies

Recognition

BEAM ENG3 DLP

17LOOKING FOR
NAME WORDS

 EN3OL-If-1.10.1  EN3G-If-2.2
6
Make EN3PW- Use common
interpretations EN3RC-If-j- If-j-3 and proper
2.8 Distingui nouns
 EN3OL-Ig-h- Make and sh words  EN2G-Ig-h-2
7-8 confirm with long
1.10.2 .3
 Listen and predictions vowels Use
respond to text about texts plural form
of regular
BEAM ENG3 BEAM nouns by
DLP 50GIVING ENG3 DLP 3
APPROPRIATE DECODING NEW adding /s/ or
ENDING FOR A WORDS WITH /es/ (e.g.,
GIVEN SITUATION PATTERN dog, dogs;
*FOUR
wish, wishes)
OBJECTIVES IN
BEAM ENG3 DLP
ONE MODULE
19 USING PLURAL OF
NOUNS

 EN3OL-Ii-j-1.10.3  EN3G-Ii-j-2.4
9-10
Connect  Use plural
information from of
heard to frequently
personal occurring
experience irregular
nouns (e.g.
children,
feet, teeth)

30
 2 nd Quarter: Continuation of Beginning Literacy

Learning Competencies
WEEK

Oral Listening Reading Writing Phonologica Phonics and Fluency Spelling Grammar Vocabulary Attitude Study
Language Comprehension Comprehension Composition l Awareness Word Recognition Strategies
EN3OL- EN3LC-IIa- EN3RC-IIa-b- EN3WC-IIa- EN3F-IIa-c- EN3V-IIa-b-2 EN3A-IIa-b-1
IIa-b-1.17.2 b-3.16 2.19 b-1 Participate EN3PW-IIa- 2.4 Interact EN3PW Decode Participate/engag EN3SS-IIa-
1-2 Ask simple Follow a Reread and in generating EN3PW- b-1.1 with others using -IIa-b-4 words using e in a read-along of b-1.1
questions set of verbal self-corrects ideas through IIa-d-2 Show Blend correct Spell EN3G-IIa-c-3 knowledge of texts (e.g. poetry, Sort
three-step monitor and self- prewriting how spoken phonemes to intonation in: one- to- two Verbs letter-sound repetitive text) information
directions with correct one’s activities words are read words  EN3F-IIa- syllable  EN3G-IIa-c- correspondence alphabetically by
BEAM picture cues comprehension EN3WC-IIa- represented  CWC – car 2.4.1 words with 3.4 and syllabication the 2 nd letter
ENG3 DLP 42
USING DO, DOES
1.1 by written greetings consonant Use pattern
brainstorming letters that BEAM ENG3 and leave- blends (e.g. action
IN ASKING
DLP 3 (CVC, CVCV)
QUESTIONS EN3WC-IIb- are arranged takings pl, tr) words in EN3A-IIc-2
PATTERN
1.2 webbing in a specific  EN3FL-IIb- simple Revisit favorite books,
EN3WC-IIc- order 2.4.2 sentences songs,
3 EN3LC- EN3LC-IIc- EN3RC-IIc-e- EN3PW-IIc-
1.3 drawing introducing Rhymes EN3RC-IIc-
IIc-3.6 Follow 1.1 2.2 1.1 Blend EN3V-IIc-6
and d-2.15 Use
one-to-three EN3LC-IId- Note details phonemes to Derive meaning
acknowledgi graphic
step 1.1 EN3LC-IIe- in a given text read words from repetitive
EN3PA- ng others organizers to
directions 1.1  CWCe - language
IIe-f-4.1
care  EN3FL-IIc- structures review
EN3A-IId-f-7 show
BEAM Identify 2.4.3 asking Identify favorite understanding of
Activate
ENG3 DLP 48 sounds and permission authors and stories texts
FOLLOWING
prior
count syllables
TWO STEPS knowledge
in words EN3FL-IId-h-
DIRECTION based on new
knowledge 1.10
4-5 EN3OL- formed EN3PW-IId- Read aloud EN3G-IId-f-
IId-1.17.1 EN3WC-IId- e-1.1 in a manner like 3.2 EN3V-IId-f-
EN3OL- h-3 Write at Blend natural speech Form and 13.1 Begin to see
IIe-1.17.1 least three phonemes to use the past that some words
Give one-to- sentences from read words tense of mean the same
three step various familiar  CCVC - club frequently (synonyms)
directions sources occurring regular
verbs (walk –
BEAM walked, seat –
ENG3 DLP 57
GIVING SHORT
seated, etc)
COMMANDS OR
31
 Learning Competencies
WEEK

Oral Listening Reading Writing Phonologica Phonics and Fluency Spelling Grammar Vocabulary Attitude Study
Language Comprehension Comprehension Composition l Awareness Word Recognition Strategies
DIRECTIONS BEAM ENG3
DLP 49 USING SIMPLE
PAST TENSE OF
REGULAR VERBS

EN3OL- EN3PW-IIf-
6 IIf-1.11 EN3LC-IIf- 1.1 Blend
Restate and h- 2.8 EN3SS-IIf-h- phonemes to
retell Make 1.5 read words
information simple Locate  CCVCC -
inferences information using clock
about print and non-
EN3WC- thoughts and print sources EN3PW-IIg-
IIg-h-2.1 feelings based 1.1 EN3V-IIg-h-
Recall from texts Blend 13.2 Recognize
7-8 and share viewed/ phonemes to EN3G-IIg-h- that some words
experiences, listened to read words 3.2.1 have opposite
film viewed  CCCVCC – Use verbs meaning
and story strand in simple present (antonyms)
read/listened EN3PW-IIh- and past tense (review)
to as 1.1 Blend
springboard phonemes to BEAM ENG3
DLP 37 USING
for writing read words PRESENT TENSE OF
 CVCCCC - THE VERBS
sixths
EN3A-IIi- EN3LC-IIi- EN3RC-IIi-j- EN3WC-IIi- EN3PW-IIi- EN3PW-IIi-j-4
9-10 j-3 j-2.7 2.10 j-2.6 1.1 Blend Read one- to-
Retell Sequence Sequence a Use phonemes to two syllable words
familiar a series of series of events in appropriate read words with consonant
stories to events viewed a literary selection punctuation  CCCVCCC - blends (e.g. pl, tr)
other /listened to marks sprints
children BEAM ENG3 DLP
33 SEQUENCING
EVENTS

*BEAM ENG3
DLP 34 NUMBERING
EVENTS

32
 3 rd Quarter: Developing Reading and Writing

Learning Competencies
WEEK

Oral Listening Reading Writing Phonics and Fluency Spelling Grammar Vocabulary Attitude Study
Language Comprehension Comprehension Composition Word Strategies
Recognition
1 EN3OL-IIIa- EN3PW-IIIa- EN3F-IIIa- EN3S-IIIa-d- EN3G-IIIa-5 EN3V-IIIa-7
1.16 Create and EN3WC-IIIa-1 5 1.6 Read grade 4 Adjectives Recognize some
participate in oral EN3LC-IIIa-b-2.1 EN3RC-IIIa-b- Participate in Recognize 3level texts with Spell one-  EN3G-IIIa-5.3.1 words
artistic theme- Recall details from 2.13 generating ideas and read some at least 95-100% to- two syllable Use descriptive represented by EN3A-IIIa- EN3SS-
based activities texts viewed/ listened Distinguish through prewriting irregularly accuracy words with adjectives common 7 Identify IIIa-1.3 Use
to fact from opinion activities spelled words consonant abbreviations favorite index and table
(e.g. such as digraphs(eg. ch in BEAM ENG3 DLP 64 (e.g. Mr. Ave., authors and of contents
IDENTIFYING ADJECTIVES
enough, through, chin, ph in Oct) stories
*MOTIVATIONS,CLEAR
beautiful) pheasant) and ING OF IDEAS WAS GREAT
trigraphs (e.g. BUT MORE OF IDENTIFYING EN3LC- EN3OL-
sch in school) ACTIVITIES IIIb- c-2.9 IIIb-i-1.2
Take part Engage in a
2  EN3OL-IIIb- EN3V-IIIb-d- in creative variety of ways
1.16.1 EN3PW-IIIb-  EN3G-IIIb-e-5.2 13 responses to to share
Listen and EN3WC-IIIb-c-3 J-4 EN3F-IIIb-d- Use the degrees of Increase stories like information
speak with a Read and 1.4 Read aloud adjectives in making vocabulary preparing logs, (e.g. role
purpose in Write at least spell one- to- two from familiar comparisons through journal and playing,)
mind three sentences from syllable words prose and poetry (positive,  EN3V-IIIb-c- other oral reporting,
3  EN3OL-IIIc- EN3LC-IIIc-d-2.5 EN3RC-IIIc-d- various familiar with consonant with fluency, comparative, 13.1 presentations summarizing,
1.16.2 Validate ideas made 2.7 sources blends (e.g. pl, tr) appropriate superlative) Synony retelling and
Listen and after listening to a story Identify rhythm, pacing ms (e.g. show and tell
cause and effect BEAM ENG3 and intonation BEAM ENG3 DLP 65 quick/fast)
respond to EN3A-IIId-
DLP 5 IDENTIFYING COMPARING ADJECTIVES
others relationship WORDS W/ INTITIAL h-6
CONSONANT BLENDS Take
BEAM ENG3 DLP
4  EN3OL-IIId- EN3WC-IIId-e-  EN3V-IIId- books from
45 IDENTIFYING CAUSE
1.16.3 AND EFFECT 1
2.6 13.2 home to
Follow and BEAM ENG3 DLP Antonyms school or vice-
explain 46 IDENTIFYING CAUSE Use appropriate (e.g. versa for
AND EFFECT 2
processes punctuation marks big/small) independent /
shared extra
5  EN3OL-IIIe- EN3F-IIIe-f- EN3S-IIIe-f-5 reading
1.16.4 1.8 Spell some  EN3V-IIIe-
Express EN3LC-IIIe-f-2.4 EN3RC-IIIe-f- Read with irregularly - f13.6
opinions and Propose several 2.11 automaticity 100 spelled words Homonyms
33
 Learning Competencies
WEEK

Oral Listening Reading Writing Phonics and Fluency Spelling Grammar Vocabulary Attitude Study
Language Comprehension Comprehension Composition Word Strategies
Recognition
feelings predictions about Make 2nd and 3 rd (e.g. have, said, e.g.
about texts/stories listened to inferences and grade high- please, because) flower/flour)
other’s ideas draw conclusions frequency/sight
6  EN3OL-IIIf- based from texts words EN3G-IIIf-h-4.2.1
1.16.5 Use personal pronouns
BEAM ENG3 DLP EN3A-IIIf-g-1 (e.g. I, you, he, she, it,
Engage in
66 GIVE AN
discussions APPROPRIATE ENDING
Express feelings, we, they)
about TO A GIVEN SITUATION opinions through
specific journals, logs etc. BEAM ENG3 DLP 26
IDENTIFYING PRONOUNS
topics *NO ACTIVITY FOR
EN1LC-IIIg- EN3F-IIIg-j- EN3S-IIIg-j- “YOU”  EN3V-IIIg-h-
7 h-3.2 1.11 2.5 13.7
Ask and EN3LC-IIIg-h-3.15 EN3RC-IIIg-j- Use Use
respond to Determine 2.5 Use different punctuations capitalization Homographs
questions about whether a story is sources of EN3WC-IIIh-2.4 including rules in word and (e.g., read-read)
8 informational realistic or fantasy information in Complete patterned commas, periods sentence level
texts listened to reading poems using and question (e.g. proper and
(environment, BEAM ENG3 DLP 69 appropriate rhyming marks to guide common nouns,
DISTINGUISHING REAL AND
health, how-to’s, FANTASY(just basic/used in
words reading for beginning words
etc) sentences not in stories) fluency in sentences)

EN3LC-IIIi-j-3.7 EN3G-IIIi-4.2.3  EN3V-IIIi-

9 EN3OL-IIIi-j- Identify and use Use 13.8
1.9 Compare and the elements of an demonstrative EN3V-
contrast informational/factual pronouns (this,/that, IIIj-13.7
10 information text heard these/those) Hyponyms-
heard type of (e.g.
guava type
of fruit)

34
 4 th Quarter: Developing Reading and Writing
Learning Competencies
Oral Language Listening Reading Writing Phonics Fluency Spelling Grammar Vocabulary Attitude Study
WEEK

Comprehension Comprehension Composition and Word Strategies

Recognition
EN3OL-IVa-e-1.19 Present EN3LC- IVa -3.7 EN3RC- EN3F- IVa – EN3G- IVa -2 EN3V- IVa -
1 information in varied artistic ways (e.g. Identify and usethe IVa –b-2.14 b-1.6 EN3S- IVa Pronouns 13 Increase
role playing, show and tell, radio elements of an Present stories EN2PW Read grade –b-4  EN3G- IVa –b- vocabulary EN3AT- EN3SS-
play/podcast/broadcast/reporting/poster informational/factual through - IVa -c-5 3level texts with Spell 4.2.6 through IVa –b-7 IVa -1.3
presentations) text heard dramatization, EN2W Read at least 95-100% one- to- two Use  EN3V- IVb - EN3AT- Use index
EN3LC- IVb -3.7.1 role playing etc. C-IVa-e-2.2 and spell accuracy syllable words question words 13.4 IVb -7 EN3AT- and table of
2 Informational Write some with (interrogatives) Meton IVc -7 Identify contents
Reports (School a simple irregularly - EN3F-IVc-d- consonant (e.g., who, what, yms – part favorite
events, sports, story spelled 1.4 digraphs(eg. where, when, of (e.g. authors and BEAM
projects) words (e.g. Read aloud ch in chin, ph why, how) finger – stories ENG3 DLP 54
have, said, from familiar in pheasant) part of a USING THE
please, prose and poetry and trigraphs hand TABLE OF
EN3RC - because) with fluency, (e.g. sch in EN3V-IVc- EN3AT- CONTENTS
3 EN3LC-IVc-3.7.2 IVc-d-1.2 appropriate school) d-12.3 IVd-f- 2.9
Three-step directions Interpret rhythm, pacing Use clues Take part
simple maps of and intonation from the in creative
unfamiliar EN2S-  EN3G-IVd-f-4 .2.4 context to responses to EN3SS-
4 EN3LC- IVd -3.7.3 places, signs EN2F-IVe-f- IVd-f-5  Use commonly figure out what stories like IVb-f-1.2
Conversations and symbols EN3PW 1.8 Spell used possessive words mean preparing logs, Engage in a
-IVd-f-8 Read with some pronouns journal and variety of
Read automaticity 100 irregularly - BEAM ENG other oral ways to share
words with 2nd and 3 rd spelled words 3 DLP 16 USING presentations information
affixes grade high- (e.g. have, BEAM ENG3 DLP CONTEXT CLUES (e.g. role
frequency/sight said, please, 30 USING POSSESSIVE playing,)
EN3LC- IVe f--3.7. words because) PRONOUNS EN3V-IVe- reporting,
5 Personal f-12.3 EN3AT- summarizing,
EN3OL-00-3.2 Ask and respond to Recounts (anecdotes, EN3RC - EN3FL-IVg-i- Determine IVg-i-6 retelling and
6 questions about informational texts past experiences) IVe-g-1.2 EN2W 1.11 what words Take show and tell
listened to (environment, health, how- Interpret C-IVf-2.3 EN3FL-IVh- EN3S- mean based on books from
to’s, etc) pictographs EN2W Use IVg-i-2.5 how they are home to
C-IVg-j-2.3 punctuations Use used in a school or vice-
EN3OL-00-1.9 Compare and contrast Make a including capitalization sentence versa for
information heard card for EN2PW commas, periods rules in word EN3G-00-7 independent /
various -IVg-j-6 and question and sentence Prepositions EN3V-IVg-i- shared extra
7 EN3LC-IVg-h-3.7.5 occasions Read marks to guide level (e.g.  EN3G-IVg-h-7.3 9 reading
Explanation (life (birthday, and spell reading for proper and Use known

35
 Learning Competencies

Oral Language Listening Reading Writing Phonics Fluency Spelling Grammar Vocabulary Attitude Study
WEEK

Comprehension Comprehension Composition and Word Strategies

Recognition
cycles, water cycle) Christmas, words with fluency common Use the most words to
New Year, inflectional nouns, frequently perform artistic
8 etc) endings beginning occurring theme-based
EN3RC - words in prepositions(e.g. activities(e.g.
IVh-j-1.2 sentences) towards, beside,, interviews,
Interpret into, etc) telephone
9 EN3LC-IVi-j-3.5 simple graphs EN3G-IV-6 conversation,
Restate facts and tables Adverbs role-play, etc.)
from informational EN3G-IVi-j-6.1 using common
10 texts (climate change, Recognize sight words
children’s rights, traffic adverbs of manner and
safety, etc) frequency

36
 English – Grade IV
First Quarter

Grade Level Standard : The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written forms;
demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets relevant infor mation from various text types.

Week Listening Oral Voc. Devt Reading Oral Reading Study Strat Grammar Writing/ Viewing Attitude
Comprehensio Language Comprehensio Fluency Research Composition
n n
1 EN4LC-Ia- EN4OL-Ia- EN4V-Ia-13. 1 EN4RC-Ia- EN4F-Ia-1.6 EN4G-Ia- EN4WC-Ia- EN4A-Ia-16
2.2.1 1.14.1 Use context 2.1.1 Read aloud 2.2 2.2.1 Observe
Identify the Speak clearly clues (synonym) to Analyze a grade level texts Compose Write 2-3 politeness at all
elements of a fable using appropriate find the meaning of narrative in with accuracy clear and connected times
rate and voice unfamiliar words. terms of its rate of 95-100 coherent sentences
projection setting percent sentences using
BEAM ENG4 appropriate
EN4OL-Ia- DLP MODULE 2 grammatical
1.14.2 USING structures:
Speak clearly SYNONYMS - Kinds of nouns
using appropriate
pitch

EN4OL-Ia-
1.14.3
Speak clearly
with appropriate
stress

2 EN4LC-Ib- EN4OL-Ib- EN4V-Ib-13. 1 EN4RC-Ib- EN4F-Ib-4 EN4G-Ib- EN4WC-Ib- EN4A-Ib-16

2.2.2 1.14.1 2.1.2 Read with 2.2 1.8.1 Observe
Identify the Speak clearly Use context Analyze a automaticity Compose Revise politeness at all
elements of a myth using appropriate clues (synonym) to narrative in grade level clear and writing for times
rate and voice find the meaning of terms of its frequently coherent clarity:
37
Week Listening Oral Voc. Devt Reading Oral Reading Study Strat Grammar Writing/ Viewing Attitude
Comprehensio Language Comprehensio Fluency Research Composition
n n
projection unfamiliar words. characters occurring content sentences using -
area words appropriate capitalization
EN4OL-Ib- grammatical -appropriate
1.14.2 structures: punctuation
Speak clearly -kinds of marks
using appropriate nouns
pitch

EN4OL-Ib-
1.14.3
Speak clearly
with appropriate
stress

3 EN4LC-Ic- EN4OL-Ic- EN4V-Ic-13.2 EN4RC-Ic- EN4F-Ic-4 EN4G-Ic- EN4WC-Ic- EN4A-Ic-16

2.2.3 1.14.4 Use context 2.1.3 Read with 2.3.1 1.8.2 Observe
Speak clearly clues (antonym) to Analyze a automaticity Compose Revise politeness at all
Identify the with appropriate find the meaning of narrative in grade level clear and writing for clarity times
elements of a intonation unfamiliar words. terms of its frequently coherent -spelling
legend theme occurring content sentences using
EN4OL-Ic- area words appropriate
1.14.5 BEAM ENG4 grammatical
Speak clearly DLP MODULE 2 structures:
with appropriate USING
juncture ANTONYMS -
pluralization of
EN4OL-Ic- regular nouns
1.14.6
Speak clearly
with appropriate
tone

EN4OL-Ic-
1.14.7
Speak clearly
with correct
pronunciation

38
Week Listening Oral Voc. Devt Reading Oral Reading Study Strat Grammar Writing/ Viewing Attitude
Comprehensio Language Comprehensio Fluency Research Composition
n n
4 EN4LC-Id-2.7 EN4OL-Id- EN4V-Id-13.2 EN4RC-Id- EN4F-Id-4 EN4G-Id- EN4WC-Id- EN4A-Id-16
1.14.4 Use context 2.1.4 Read with 2.3.1 1.8.3 Observe
Sequence a Speak clearly clues (antonym) to Analyze a automaticity Compose Revise politeness at all
series of events with appropriate find the meaning of narrative in grade level clear and writing for clarity times
from stories intonation unfamiliar words. terms of its plot frequently coherent -signal
listened to (Conflict/ occurring content sentences using words
EN4OL-Id- Problem area words appropriate
1.14.5 Reaction grammatical
Speak clearly Resolution/ structures:
with appropriate Ending)
juncture -
pluralization of
EN4OL-Id- regular nouns
1.14.6
Speak clearly
with appropriate
tone

EN4OL-Id-
1.14.7
Speak clearly
with correct
pronunciation

5 EN4LC-Ie-2.7 EN4OL-Ie- EN4V-Ie-13.9 EN4RC-Ie- EN4F-Ie-4 EN4G-Ie- EN4WC-Ie- EN4VC-Ie- EN4A-Ie-16

Sequence a 1.13.1 Use context 2.1.5 Read with 2.5 2.2.2 3.1.1 Observe
series of events Give oral clues (definition) to Analyze a 3-4- automaticity Compose Write a 3-4- Tell the uses of politeness at all
from stories directions find the meaning of line poem in terms grade level clear and line poem in colors, lines and times
listened to unfamiliar words. of its elements frequently coherent terms of its shapes
(rhymes, sound occurring content sentences using elements
devices) area words appropriate
grammatical
structures:

-noun
phrases
6 EN4LC-If-2.8 EN4OL-If- EN4VD-If-13.9 EN4RC-If- EN4F-If-4 EN4G-If-2.5 EN4WC-If- EN4VC-If- EN4A-If-16
1.13.2 Use context 2.1.5 Read with Compose 1.8.2 3.1.1 Observe
39
Week Listening Oral Voc. Devt Reading Oral Reading Study Strat Grammar Writing/ Viewing Attitude
Comprehensio Language Comprehensio Fluency Research Composition
n n
Infer author’s Respond to clues (definition) to Analyze a 3-4- automaticity clear and Revise Tell the uses of politeness at all
purpose questions find the meaning of line poem in terms grade level coherent writing for clarity colors, lines and times
involving unfamiliar words. of its elements frequently sentences using -spelling shapes
EN4LC-If-2.8 directions (rhymes, sound occurring content appropriate
Share devices) area words grammatical
inferences, structures:
thoughts and
feelings based on -noun
texts listened to phrases

7 EN4LC-Ig-2.8 EN4V-Ig-13.9 EN4RC-Ig- EN4F-Ig-1.6 EN4G-Ig- EN4WC-Ig- EN4VC-Ig- EN4A-Ig-16

Use context 2.9.1 Read aloud 3.2.2 1.8.3 3.1.1 Observe
Infer author’s clues (definition) to Infer the grade four level Compose Revise Tell the uses of politeness at all
purpose find the meaning of theme of texts with clear and writing for clarity colors, lines and times
unfamiliar words. accuracy rate of coherent -signal shapes
literary text 95-100 percent sentences using words
appropriate
grammatical
EN4LC-Ig-2.8
structures:
Share
-past tense
inferences,
of verbs
thoughts and
feelings based on
BEAM
texts listened to
ENG4 DLP
MODULE 12
USING THE
SIMPLE PAST
FORM OF THE
VERB
8 EN4LC-Ih-2.8 EN4V-Ih-13.10 EN4RC-Ih- EN4F-Ih- EN4G-Ih- EN4WC-Ih- EN4VC-Ih- EN4A-Ih-16
Use context 2.9.1 1.13 3.2.2 1.8.1 3.1.1 Observe
Share inferences, clues Infer the Read grade level Revise Tell the uses of politeness at all
thoughts and (exemplification) to theme of text with 98 Compose writing for clarity colors, lines and times
feelings based on find the meaning of words correct per clear and shapes
texts listened to unfamiliar words. literary text minute coherent
sentences using
appropriate
40
Week Listening Oral Voc. Devt Reading Oral Reading Study Strat Grammar Writing/ Viewing Attitude
Comprehensio Language Comprehensio Fluency Research Composition
n n
grammatical
structures:

-past tense
of verbs
9 EN4LC-Ii-2.8 EN4V-Ii-13.10 EN4RC-Ii- EN4F-Ii-1.13 EN4G-Ii- EN4WC-Ii- EN4VC-Ii- EN4A-Ii-16
Use context 2.9.1 Read grade level 3.2.1 1.8.1 3.1.1 Observe
Share clues Infer the text with 98 Compose Revise Tell the uses of politeness at all
inferences, (exemplification) to theme of words correct per clear and writing for clarity colors, lines and times
thoughts and find the meaning of minute coherent shapes
feelings based on unfamiliar words. literary text sentences using
texts listened to appropriate
grammatical
structures:

-present
tense of verbs

BEAM
ENG4 DLP
MODULE 11
USING THE
SIMPLE
PRESENT
FORM OF THE
VERB

10 EN4LC-Ij-2.8 EN4V-Ij-13.10 EN4RC-Ij- EN4F-Ij-1.13 EN4G-Ij- EN4WC-Ij- EN4VC-Ij- EN4A-Ij-5

Use context 2.9.1 Read grade level 3.2.1 2.2.2 3.1.1 Observe
Share clues Infer the text with 98 Compose Write a 3-4- Tell the uses of politeness at all
inferences, (exemplification) to theme of words correct per clear and line poem in colors, lines and times
thoughts and find the meaning of minute coherent terms of its shapes
feelings based on unfamiliar words. literary text sentences using elements
texts listened to appropriate
grammatical
structures:

-present
tense of verbs
41
 English – Grade IV
Second Quarter
Grade Level Standard : The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written forms;
demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets relevant infor mation from various text types.

Week Listening Oral Voc. Devt Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Language Comprehensio Reading Strat Composi
sion n Fluency Research tion
1 EN4LC-IIa- EN4V-IIa- EN4RC-IIa- EN4F- Locate Compose EN4WS- Describe EN4A-
3.3.1 8.1 2.17 IIa-4 information clear and IIa-2.8.1 different IIa-16
Identify the Clarify Raise Read from coherent Recogni forms and Observ
main idea and meaning of questions based with reference sentences using ze the basic conventions e politeness
supporting words using on text heard automaticity materials appropriate parts of a used in print, at all times
details from text dictionaries grade level EN4SS- grammatical paragraph non-print and
heard frequently IIa-1.4 structures: digital
occurring - Use EN4G-IIa- materials
BEAM content area dictionaries 2.3.1 EN4VC-
ENG4 DLP words and regular nouns IIa-3.1.1
MODULE 2 glossaries and (colors,
USING EN4G-IIa- lines,
DICTIONARY 3.9 EN4VC-
verb IIa-3.1.2
agreement layout,
EN4VC-
IIa-3.1.3
icons and
images,
EN4VC-
IIa-3.1.4
verbal use)

42
Week Listening Oral Voc. Devt Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Language Comprehensio Reading Strat Composi
sion n Fluency Research tion

2 EN4LC-IIb- EN4V-IIb- EN4RC-IIb- EN4F- Locate Compose EN4WS- Describe EN4A-

3.3.1 8.1 2.21 IIb-4 information clear and IIb-1.1.6.1 different IIb-16
Identify the Clarify Identify main Read from coherent Use forms and Observ
main idea and meaning of idea, key with reference sentences using appropriate conventions e politeness
supporting words using sentences and automaticity materials appropriate graphic used in print, at all times
details from text dictionaries supporting grade level EN4SS- grammatical organizers non-print and
heard details of a frequently IIb-1.4 structures: for pre- digital
given occurring - Use writing tasks materials
paragraph content area dictionaries EN4G-IIb- EN4VC-
words and 2.3.1 IIb-3.1.1
glossaries regular nouns (colors,
and lines,
EN4G-IIb- EN4VC-
3.9 IIb-3.1.2
verb layout,
agreement EN4VC-
IIb-3.1.3
icons and
images,
EN4VC-
IIb-3.1.4
verbal use

3 EN4LC-IIc- EN4V-IIc- EN4RC-IIc- EN4F- Locate Compose EN4WS- Describe EN4A-

3.3.1 8.2 2.21 IIc-4 information clear and IIc-1.3 different IIc-16
Identify the Clarify Identify main Read from coherent Organize forms and Observ
main idea and meaning of idea, key with reference sentences using ideas to conventions e politeness
supporting words using sentences and automaticity materials appropriate form used in print, at all times
details from text thesaurus supporting grade level EN4SS- grammatical coherent non-print and
heard details of a frequently IIc-1.4 structures: paragraphs digital
given occurring - Use EN4G-IIc- materials
paragraph content area dictionaries 1.2.1.2 EN4VC-
words and - compound IIc-3.1.1
glossaries subject (colors,
EN4G-IIc- lines,
3.9 EN4VC-
43
Week Listening Oral Voc. Devt Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Language Comprehensio Reading Strat Composi
sion n Fluency Research tion
and verb IIc-3.1.2
agreement layout,
EN4VC-
IIc-3.1.3
icons and
images,
EN4VC-
IIc-3.1.4
verbal use

4 EN4LC-IId- EN4V-IId- EN4RC-IId- EN4F- Locate Compose EN4WC- EN4VC- EN4A-

2.7.1 8.2 2.15.1 IId-4 information clear and IId-2.8.2 IId-3.7.1 IId-16
Use Clarify Make an Read from coherent Write a Tell the uses Observ
appropriate meaning of outline from a with reference sentences using paragraph of colors, e politeness
graphic words using selection read automaticity materials appropriate showing lines and at all times
organizers thesaurus grade level EN4SS- grammatical shapes
(to show frequently IId-1.4 structures: - time-
sequence of occurring - Use EN4G-IId- order
events) content area dictionaries 1.2.1.2
words and - compound
glossaries subject
EN4G-IId-
3.9
and verb
agreement

5 EN4LC-IIe- EN4V-IIe- EN4RC-IIe- EN4F- Locate Compose EN4WC- EN4VC- EN4A-

3.15 8.3 3.1.9 IIe-4 information clear and IIe-2.8.2 IIe-3.7.1 IIe-16
Use Clarify Identify text- Read from coherent Write a Tell the uses Observ
appropriate meaning of types according to with reference sentences using paragraph of colors, e politeness
graphic words using purpose: automaticity materials appropriate showing lines and at all times
organizers online -To classify or grade level EN4SS- grammatical shapes
(to resources describe frequently IIe-1.4 structures: - time-
describe) -To recall a occurring - Use order
series of events content area dictionaries -pronoun
-To explain words and EN4G-IIe-
glossaries 4.4.1
(number/
EN4G-IIe-
44
Week Listening Oral Voc. Devt Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Language Comprehensio Reading Strat Composi
sion n Fluency Research tion
4.4.2
gender)

6 EN4LC-IIf- EN4V-IIf- EN4RC-IIf-2.3 EN4F-IIf- Compose EN4WC- EN4VC- EN4A-

3.15 EN4OL- 8.3 Identify figures 1.7 clear and IIf-2.8.3 IIf-3.7.1 IIf-16
IIf-1.15.1 Clarify of speech Read coherent Write a Tell the uses Observ
Identify Deliver meaning of EN4RC-IIf- grade-four sentences using paragraph of colors, e politeness
rhymes and familiar words using 2.3.1 level texts appropriate showing lines and at all times
sound devices poems/quotab online Onomatopoeia using grammatical shapes
enumeration
in poems le lines with resources intonation structures:
ease and EN4RC-IIf- ,expression -pronoun-
confidence 2.3.2 and reference
Assonance EN4F-IIf- agreement
EN4RC-IIf- 1.1 EN4G-IIf-
2.3.3 punctuati 4.4.1
alliteration) on marks (number/
EN4G-IIf-4.4.2
gender)

7 EN4LC-IIg- EN4OL- EN4V-IIg- Identify figures EN4F- Compose EN4WC- EN4VC- EN4A-
3.15 IIg-1.15.1 8.3 of speech IIg-1.7 clear and IIg-2.8.3 IIg-3.7.1 IIg-16
Deliver Clarify EN4RC-IIg- Read coherent Write a Tell the uses Observ
Identify familiar meaning of 2.3.4 grade-four sentences using paragraph of colors, e politeness
rhymes and poems/quotab words using simile level texts appropriate showing lines and at all times
sound devices le lines with online using grammatical shapes
EN4RC-IIg- enumeration
in poems ease and resources intonation structures:
confidence 2.3.5 ,expression -pronoun-
Metaphor and reference
EN4F- agreement
EN4RC-IIg- IIg-1.7 EN4G-IIg-4.4.3
2.3.6 punctuati case,
personification on marks EN4G-IIg-4.4.4
kind

8 EN4OL- EN4V-IIh- EN4RC-IIh- EN4F- Compose EN4WC- EN4VC- EN4A-

IIh-1.15.1 8.3 3.1.10 IIh-1.7 clear and IIh-2.2.3 IIh-3.7.1 IIh-16
45
Week Listening Oral Voc. Devt Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Language Comprehensio Reading Strat Composi
sion n Fluency Research tion
Deliver Clarify Analyze lead Read coherent Write a Tell the uses Observ
familiar meaning of of a news report grade-four sentences using brief news of colors, e politeness
poems/quotab words using level texts appropriate report lines and at all times
le lines with online using grammatical shapes
ease and resources intonation structures:
confidence ,expression -pronoun-
and reference
EN4F- agreement
IIh-1.7 EN4G-IIh-4.4.3
punctuati case,
on marks EN4G-IIh-4.4.4
kind

9 EN4OL- EN4V-IIi- EN4RC-IIi- EN4FL- Compose EN4WC- EN4VC- EN4A-

IIi-1.15.1 8.3 3.1.10 IIi-1.7 clear and IIi-2.2.3 IIi-3.7.1 Iii--16
Deliver Clarify Analyze lead Read coherent Write a Observ
familiar meaning of of a news report grade-four sentences using brief news Tell the uses e politeness
poems/quotab words using level texts appropriate report of colors, at all times
le lines with online using grammatical lines and
ease and resources intonation structures: shapes
confidence ,expression -pronoun-
and reference
EN4F-IIi- agreement
1.7 EN4G-IIi-4.4.3
punctuati case
on marks EN4G-IIi-4.4.4
kind

10 EN4OL- EN4V-IIj- EN4RC-IIj- EN4F-IIj- Compose EN4WC- EN4VC- EN4A-

IIj-1.15.1 8.3 3.1.10 1.7 clear and IIj-2.2.3 IIj-3.7.1 IIj--16
Deliver Clarify Analyze lead Read coherent Write a Tell the uses Observ
familiar meaning of of a news report grade-four sentences using brief news of colors, e politeness
poems/quotab words using level texts appropriate report lines and at all times
le lines with online using grammatical shapes
ease and resources intonation structures:
confidence ,expression -pronoun-
and reference
EN4F-IIj- agreement
1.7 EN4GS-IIj-4.4.3
46
 Week Listening Oral Voc. Devt Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Language Comprehensio Reading Strat Composi
sion n Fluency Research tion
punctuati Case
on marks EN4GS-IIj-4.4.4
kind

English – Grade IV
Third Quarter

Grade Level Standard : The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written forms;
demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets relevant infor mation from various text types.

Week Listening Oral Voc. Devt Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Strat Composi Comprehension
sion sion Fluency Research tion
1 EN4LC-IIIa- EN4OL- EN4V- EN4RC- EN4F- EN4G- EN4WC- EN4VC- EN4A-
2.3 IIIa-1.14 IIIa-13.1 IIIa-2.2 IIIa-1.7 IIIa-8.3 IIIa-2.8.2 IIIa-3.1 IIIa--16
Distinguish Use verbal (synonym) Note Read Compose Write a Describe Observe
reality from cues in oral significant grade-four clear and paragraph various types of politeness
fantasy public EN4V- details level texts coherent showing viewing at all times
announcements IIIa-13.2 using sentences materials
(antonym) intonation using - time-
Use ,expression appropriate order
context clues and grammatical
(synonym and punctuation structures:
antonym) to marks
find the -Coordinate
meaning of conjunctions
unfamiliar
words.
2 EN4LC-IIIb- EN4OL- EN4V- EN4RC- EN4F- EN4SS- EN4G- EN4WC- EN4VC- EN4A-

47
Week Listening Oral Voc. Devt Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Strat Composi Comprehension
sion sion Fluency Research tion
2.3 IIIb-1.14 IIIa-13.11 IIIb-4.1 IIIb-1.7 IIIb-1.5.3 IIIb-8.4 IIIb-2.8.2 IIIb-3.1 IIIb--16
Distinguish Use verbal Identify Identify Read Use card Compose Write a Describe Observe
reality from cues in oral shades of various text- grade-four catalog to clear and paragraph various types of politeness
fantasy public meaning in types according level texts locate coherent showing viewing at all times
announcements words to structure using resources sentences materials
- intonation using - time-
Enumeration ,expression appropriate order
and grammatical
punctuation structures:
marks -Subordinate
Conjunctions
3 EN4LC-IIIc- EN4OL- EN4RC- EN4F- EN4SS- EN4G- EN4WC- EN4VC- EN4A-
2.16 IIIc-1.14 Identify IIIc-4.2 IIIc-1.7 IIIc-1.4 IIIc-5.5 IIIc-2.8.2 IIIc-3.1 IIIc--16
Use verbal different Identify Read Locate Compose Write a Describe Observe
Use indirect cues in oral meanings of various text- grade-four information clear and paragraph various types of politeness
speech to clarify public content types according level texts from coherent showing viewing at all times
the speaker’s announcements specific words to structure using dictionarie sentences materials
ideas -General -Time-order intonation s using -time
EN4V- (sequence, ,expression appropriate order
IIIc-20.1 recounts, and grammatical
denotatio process) punctuation structures:
n marks -order of
EN4V- adjectives
IIIc-20.2
connotation
4 EN4LC-IIId- EN4OL- Identify EN4RC- EN4F- EN4SS- EN4G- EN4WC- EN4VC- EN4A-
2.16 IIId-1.14 different IIId-4.3 IIId-1.7 IIId-1.4 IIId-6.5 IIId-2.8.3 IIId-3.1 IIId--16
Use indirect Use verbal meanings of Identify Read Locate Compose Write a Describe Observe
speech to clarify cues in oral content various text- grade-four information clear and paragraph various types of politeness
the speaker’s public specific words types according level texts from coherent showing viewing at all times
ideas announcements (Mathematics) to structure using dictionarie sentences materials
enumeration
EN4V- intonation s using
IIId-20.1 -Cause and ,expression appropriate
denotation effect and grammatical
EN4V- punctuation structures:
IIId-20.2 marks -adverbs of
connotation place and
time
5 EN4OL- Identify EN4RC- EN4F- EN4SS- EN4G- EN4WC- EN4VC- EN4A-
48
Week Listening Oral Voc. Devt Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Strat Composi Comprehension
sion sion Fluency Research tion
IIIe-1.14 different IIIe-4.4 IIIe-1.7 IIIe-1.4 IIIe-7.5 IIIe-2.8.3 IIIe-1.6/2.6 IIIe--16
Use verbal meanings of Identify Read Locate Compose Write a Observe
cues in oral content various text- grade-four information clear and paragraph Identify the politeness
public specific words types according level texts from coherent showing visual elements at all times
announcements (Mathematics) to structure using glossaries sentences used in a
enumeration
EN4V- -Problem intonation using print/non-print
IIIe-20.1 and solution ,expression appropriate materials
denotation and grammatical
EN4V- punctuation structures:
IIIe-20.2 marks -simple
connotation and
compound
prepositions
6 EN4OL-IIIf- Identify EN4RC-IIIf- EN4F- EN4SS- EN4G- EN4WC- EN4VC-IIIf- EN4A-
1.14 different 4.5 IIIf-1.7 IIIf-1.3 IIIf-7.2 IIIf-2.8.4 1.6/2.6 IIIf--16
Use verbal meanings of Identify Read Locate Compose Write a Identify the Observe
cues in oral content various text- grade-four information clear and one- visual elements politeness
public specific words types according level texts from coherent paragraph used in a at all times
announcements (Content to structure using indices sentences essay on print/non-print
– Science) - intonation using waste materials
EN4V-IIIf- Comparison ,expression appropriate segregation
20.1 and contrast and grammatical
denotatio punctuation structures:
n marks -
EN4V-IIIf- prepositional
20.2 phrases
connotation
7 EN4OL- Identify EN4RC- EN4F- EN4SS- EN4G- EN4WC- EN4VC- EN4A-
IIIg-1.14 different IIIg-2.12 IIIg-1.7 IIIg-1.3 IIIg-1.8.1 IIIg-2.8.4 IIIg-1.6/2.6 IIIg--16
Use verbal meanings of Make Read Locate Use a Write a Identify the Observe
cues in oral content generalizations grade-four information particular one- visual elements politeness
public specific words level texts from kind of paragraph used in a at all times
announcements (Science) using indices sentence for essay on print/non-print
EN4V- intonation a specific waste materials
IIIg-20.1 ,expression purpose segregation
denotatio and -asking
n punctuation permission
EN4V- marks
IIIg-20.2
49
Week Listening Oral Voc. Devt Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Strat Composi Comprehension
sion sion Fluency Research tion
connotation
8 EN4OL- Identify EN4RC- EN4F- EN4SS- EN4G- EN4WC- EN4VC- EN4A-
IIIh-1.14 different IIIh-2.12 IIIh-1.7 IIIh-1.2.6 IIIh-1.8.2 IIIh-2.8.4 IIIh-2.4 IIIh--16
Use verbal meanings of Make Read Interpret Use a Write a Make Observe
cues in oral content generalizations grade-four pictures particular one- connections politeness
public specific words level texts kind of paragraph between at all times
announcements (Health) using sentence for essay on information
EN4V- intonation a specific waste viewed and
IIIh-20.1 ,expression purpose segregation personal
denotation and - experiences
EN4V- punctuation responding to
IIIh-20.2 marks questions
connotation
9 EN4OL-IIIi- Identify EN4RC-IIIi- EN4F- EN4SS- EN4G- EN4WC- EN4VC-IIIi- EN4A-
1.14 different 2.15.2 IIIi-1.7 IIIi-1.2.1 IIIi-1.8.3 IIIi-2.8.4 2.4 IIIi--16
Use verbal meanings of Use Read Interpret Use a Write a Make Observe
cues in oral content appropriate grade-four graphs particular one- connections politeness
public specific words graphic level texts kind of paragraph between at all times
announcements (Health) organizers for using sentence for essay on information
EN4V-IIIi- texts read intonation a specific waste viewed and
20.1 ,expression purpose segregation personal
denotation and -making experiences
EN4V-IIIi- punctuation requests
20.2 marks
connotation
10 EN4OL-IIIj- Identify EN4RC-IIIj- EN4F- EN4SS- EN4G- EN4WC- EN4VC-IIIj- EN4A-
1.14 different 2.15.2 IIIj-1.7 IIIh-1.7 IIIg-1.8.4 IIIj-2.8.4 2.4 IIIj--16
Use verbal meanings of Use Read Locate Use a Write a Make Observe
cues in oral content appropriate grade-four information particular one- connections politeness
public specific words graphic level texts from available kind of paragraph between at all times
announcements (Art) organizers for using online sentence for essay on information
EN4V-IIIj- texts read intonation resources a specific waste viewed and
20.1 ,expression purpose segregation personal
denotation and -following experiences
EN4V-IIIj- punctuation and giving
20.2 marks directions
connotation

50
 English – Grade IV
Fourth Quarter

Grade Level Standard : The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written forms;
demonstrates confidence in the use of the language to meet everyday’s needs; and reads independ ently and gets relevant information from various text types.

Week Listening Oral Voc. Devt Reading Oral Study Strat Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Research Composit
sion sion Fluency ion
1 EN4LC-IVa- EN4OL- EN4V-IVa- EN4RC- EN4F-IVa- EN4SS- EN4G-IVa- EN4VC- EN4A-
2.10 IVa-1.24 13.1/13.2 IVa-5.1 1.6 IVa-1.8 1.8.5 IVa-2.6 IVa--16
Distinguish Express Use Interpret the Read Take down Use simple Identify Observe
fact from opinion facts and context clues messages of aloud grade relevant and compound the visual politeness at
opinions from (synonym and the different four level texts information sentences to elements used all times
informational antonym) to authentic texts with accuracy enumerate in a print/non-
text find the -Product rate of 95-100 ideas print materials
meaning of labels percent
unfamiliar
words.

2 EN4LC-IVb- EN4OL- EN4V-IVb- EN4RC- EN4F-IVb- EN4SS- EN4G-IVb- EN4VC- EN4A-

2.10 IVb-1.24 20 IVb-5.2 1.6 IVb-1.8 1.8.5 IVb-2.6 IVb--5
Distinguish Express Identify the Interpret the Read Take down Use simple Identify Observe
fact from opinion facts and meaning of messages of aloud grade relevant and compound the visual politeness at
opinions from unfamiliar and the different four level texts information sentences to elements used all times
informational authentic texts with accuracy enumerate ideas in a print/non-
51
Week Listening Oral Voc. Devt Reading Oral Study Strat Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Research Composit
sion sion Fluency ion
text multiple -medical rate of 95-100 print materials
meaning prescriptions percent
words

3 EN4LC-IVc- EN4OL- EN4V-IVc- EN4RC- EN4F-IVc- EN4SS- EN4G-IVc- EN4VC- EN4A-

2.10 IVc-1.24 12.4.1 IVc-5.3 1.6 IVc-1.8 1.8.6 IVc-1.4 IVc--16
Distinguish Express Identify the Interpret the Read Take down Use simple Make Observe
fact from opinion facts and meaning of messages of aloud grade relevant and compound connections politeness at
opinions from unfamiliar the different four level texts information sentences to between all times
informational authentic texts with accuracy show information
words
text -pamphlets rate of 95-100 sequence of viewed and
according to
percent events/information personal
structure experiences

(root words)

BEAM ENG4
MODULE 2
IDETIFYING
MEANING OF
UNFAMILIAR
WORDS
THROUGH
STRUCTURA L
ANALYSIS

4 EN4LC-IVd- EN4OL- EN4V-IVd- EN4RC- EN4F-IVd- EN4SS- EN4G-IVd- EN4VC- EN4A-

2.10 IVd-1.24 12.4.1 IVd-5.4 1.6 IVd-1.8 1.8.6 IVd-1.4 IVd--16
Distinguish Express Identify the Interpret the Read Take down Use simple Make Observe
fact from opinion facts and meaning of messages of aloud grade relevant and compound connections politeness at
opinions from unfamiliar the different four level texts information sentences to between all times
informational authentic texts with accuracy show information
words
text (illustrations, rate of 95-100 sequence of viewed and
according to maps, percent events/information personal
structure symbols) experiences

52
Week Listening Oral Voc. Devt Reading Oral Study Strat Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Research Composit
sion sion Fluency ion
-root words

5 EN4LC-IVe- EN4OL- EN4VD- EN4RC- EN4F-IVe- EN4SS- EN4G-IVe- EN4VC- EN4A-

2.10 IVe-1.25 IVe-11.5 IVe-2.22 1.13 IVe-1.8 1.8.7 IVe-1.7 IVe--16
Distinguish Use Identify the Evaluate a Read Take down Use simple Explain Observe
fact from opinion verbal cues in meaning of variety of grade level relevant and compound how specific politeness at
a radio unfamiliar literary texts text with 118 information sentences to aspects of a all times
broadcast words correct compare and text’s
words
per minute contrast illustrations
according to ideas/objects contribute to
structure what is
conveyed by
(inflections) the words in a
text

6 EN4LC-IVf- EN4OL- EN4V-IVf- EN4RC-IVf- EN4F-IVf- EN4SS-IVf- EN4G-IVf- EN4VC- EN4A-

2.10 IVf-1.24 11.5 2.22 1.13 1.8 1.8.7 IVf-1.7 IVf--16
Distinguish Use Identify the Evaluate a Read Take down Use simple Explain Observe
fact from opinion verbal cues in meaning of variety of grade level relevant and compound how specific politeness at
a radio unfamiliar literary texts text with 118 information sentences to aspects of a all times
broadcast words correct compare and text’s
words
per minute contrast illustrations
according to ideas/objects contribute to
structure what is
conveyed by
(inflections) the words in a
text
7 EN4LC-IVg- EN4OL- EN4V-IVg- EN4RC- EN4F-IVg- EN4SS- EN4VC- EN4AT-
2.10 IVg-1.24 12.4.2 IVg-3.1.11 1.13 IVg-1.8 IVg-1.7 IVg--16
Distinguish Use Identify the Evaluate a Read Take down Explain Observe
fact from opinion verbal cues in meaning of variety of grade level relevant how specific politeness at
a radio unfamiliar informational text with 118 information aspects of a all times
broadcast texts words correct text’s
words
per minute illustrations
according to contribute to
structure what is
conveyed by
(affixes) the words in a
text
53
Week Listening Oral Voc. Devt Reading Oral Study Strat Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Research Composit
sion sion Fluency ion
8 EN4LC-IVh- EN4V-IVh- EN4RC- EN4F-IVh- EN4SS- EN4VC- EN4A-
2.10 12.4.2 IVh-3.1.11 1.13 IVh-1.8 IVh-1.7 IVh--16
Distinguish Identify the Evaluate a Read Take down Explain Observe
fact from opinion meaning of variety of grade level relevant how specific politeness at
unfamiliar informational text with 118 information aspects of a all times
texts words correct text’s
words
per minute illustrations
according to contribute to
structure what is
conveyed by
(affixes) the words in
an authentic
text
9 EN4LC-IVi- EN4V-IVi- EN4RC-IVi- EN4F-IVi- EN4SS-IVi- EN4VC- EN4AT-
2.10 12.4.2 3.1.11 1.13 1.8 IVi-1.7 IVi--16
Distinguish Identify the Evaluate a Read Take down Explain Observe
fact from opinion meaning of variety of grade level relevant how specific politeness at
unfamiliar informational text with 118 information aspects of a all times
texts words correct text’s
words
per minute illustrations
according to contribute to
structure what is
conveyed by
(affixes) the words in
an authentic
text
10 EN4LC-IVj- EN4V-IVj- EN4RC-IVj- EN4F-IVj- EN4SS-IVj- EN4VC- EN4AT-
2.10 12.4.2 3.1.11 1.13 1.8 IVj-1.7 IVj--16
Distinguish Identify the Evaluate a Read Take down Explain Observe
fact from opinion meaning of variety of grade level relevant how specific politeness at
unfamiliar informational text with 118 information aspects of a all times
texts words correct text’s
words
per minute illustrations
according to contribute to
structure what is
conveyed by
(affixes) the words in
an authentic
text
54
 English – Grade V
First Quarter

Grade Level Standard : The learner listens critically to different text types; expresses ideas logically in oral and written forms; and
demonstrates interest in reading to meet various needs.
Week Listening Oral Voc. Reading Oral Study Gramm Writing/ Viewing Attitude
Comprehension Language Devt Comprehensi Reading Strat ar Compos
on Fluency Rese ition
arch
1 EN5LC-Ia-2.1 EN5OL-Ia-2.6.1 EN5V- EN5F- EN5G- EN5WC EN5VC-Ia- EN5A-
Note significant Use appropriate Ia-12 and Ia-2.9 Ia-3.3 -Ia-1.1.6.1 5.1 Ia-16
details facial expressions 13 Self- Compos Plan a two Describe Observ
correct e clear and to three- different forms e politeness
Infer when coherent paragraph and conventions at all times
the reading sentences composition of film and
meaning of using using an moving pictures
unfamiliar appropriate outline/other (lights, blocking,
words grammatical graphic direction,
(compound) structures: organizers characterization,
based on - acting, dialog,
given Aspects of setting or set-
context verbs up)
clues
(synonyms,
antonyms,

55
Week Listening Oral Voc. Reading Oral Study Gramm Writing/ Viewing Attitude
Comprehension Language Devt Comprehensi Reading Strat ar Compos
on Fluency Rese ition
arch
word parts)
and other
strategies

BEAM
English 5
DLP
Module 3
Decodi
ng words
with
prefixes

BEAM
English 5
DLP
Module 4
Decodi
ng words
with
suffixes

BEAM
English 5
DLP
Module 8
Using
synonyms

BEAM
English 5
DLP
Module 9
Using
antonyms
2 EN5LC-Ib- EN5OL-Ib-2.6.2 EN5V- EN5RC-Ib- EN5F- EN5G- EN5WC EN5VC-Ib- EN5A-
2.17.1 Use appropriate Ib-12 and 2.9.1 Ib-1.6 Ib-3.3 -Ib-1.1.6.1 5.1 Ib-16
Identify the body 13 Infer the Read Compos Plan a two Describe Observ
56
Week Listening Oral Voc. Reading Oral Study Gramm Writing/ Viewing Attitude
Comprehension Language Devt Comprehensi Reading Strat ar Compos
on Fluency Rese ition
arch
elements of literary movements/gestures Infer theme of literary aloud grade e clear and to three- different forms e politeness
texts the text level coherent paragraph and conventions at all times
meaning of appropriate sentences composition of film and
unfamiliar MISOSA text with an using using an moving pictures
words ENG6 accuracy appropriate outline/other (lights, blocking,
(compound) MAKING rate of 95 – grammatical graphic direction,
based on INFERENCES 100% structures: organizers characterization,
given - acting, dialog,
context Aspects of setting or set-
clues verbs up)
(synonyms,
antonyms,
word parts)
and other
strategies
3 EN5LC-Ic- EN5OL-Ic-3.9 EN5V- EN5RC-Ic- EN5F- EN5G- EN5WC EN5VC-Ic- EN5A-
2.17.2 Use formal and Ic-12 and 2.23 Ic-1.6 Ic-3.6 -Ic-2.2.4 5.1 Ic-16
Identify the informal English 13 Summarize Read Compos Write two to Describe Observ
elements of literary when appropriate to Infer narrative texts aloud grade e clear and three- different forms e politeness
texts task and situation the based on level coherent paragraph and conventions at all times
meaning of elements appropriate sentences composition of film and
unfamiliar -Theme text with an using based on moving pictures
words -Setting accuracy appropriate the (lights, blocking, EN5A-
( -Characters rate of 95 – grammatical prepared direction, Ic-17
affixed) (Heroes and 100% structures: outline characterization, Show
based on Villains) -Modals acting, dialog, tactfulness
given -Plot setting or set- when
context (beginning, middle up) communica
clues and ending) ting with
(synonyms, others
antonyms,
word parts)
and other
strategies
4 EN5LC-Id- EN5OL-Id-3.9 EN5V- EN5RC-Id- EN5F- EN5G- EN5WC EN5VC-Id-6 EN5A-
2.17.3 Use formal and Id-12 and 2.23 Id-1.8.1.1 Id-3.6 -Id-2.2.4 Distinguish Id-16
Identify the informal English 13 Summarize Read Compos Write two to among various Observ
elements of literary when appropriate to Infer narrative texts with e clear and three- types of viewing e politeness
57
Week Listening Oral Voc. Reading Oral Study Gramm Writing/ Viewing Attitude
Comprehension Language Devt Comprehensi Reading Strat ar Compos
on Fluency Rese ition
arch
texts task and situation the based on automaticity coherent paragraph materials at all times
meaning of elements grade level sentences composition
unfamiliar -Theme frequently using based on
words -Setting occurring appropriate the EN5A-
( -Characters content grammatical prepared Id-17
affixed) (Heroes and area words structures: outline Show
based on Villains) (Art) -Modals tactfulness
given -Plot when
context (beginning, middle communica
clues and ending) ting with
(synonyms, others
antonyms,
word parts)
and other
strategies
5 EN5LC-Ie- EN5OL-Ie-3.9 EN5V- EN5RC-Ie-6 EN5F- EN5G- EN5WC EN5VC-Ie-6 EN5A-
2.11.1/2.11.2/2.11.3 Use formal and Ie-12 and Analyze a 2- Ie-1.8.1.2 Ie-8.3/8.4 -Ie-1.8.2 Distinguish Ie-16
Analyze sound informal English 13 stanza poem Read Compos Revise among various Observ
devices when appropriate to Infer in terms of its with e clear and writing for types of viewing e politeness
(onomatopoeia, task and situation the elements automaticity coherent clarity materials at all times
alliteration, meaning of (rhymes, grade level sentences - correct
assonance) unfamiliar sound devices, frequently using spelling
words imagery and occurring appropriate EN5A-
( figurative content grammatical Ie-17
blended) language) area words structures: Show
based on (Math) - tactfulness
given conjunctions when
context communica
clues ting with
(synonyms, others
antonyms,
word parts)
and other
strategies
6 EN5LC-If- EN5OL-If-3.9 EN5V- EN5RC-If-2.3 EN5F- EN5G- EN5WC EN5A-
2.8.1/2.8.2/2.8.3 Use formal and If-12 and Analyze If-1.8.1.3 If-8.3/8.4 -If-1.8.1 If-16
Infer the informal English 13 figures of Read Compos Revise Observ
speaker’s tone, when appropriate to Infer speech (simile, with e clear and writing for e politeness
58
Week Listening Oral Voc. Reading Oral Study Gramm Writing/ Viewing Attitude
Comprehension Language Devt Comprehensi Reading Strat ar Compos
on Fluency Rese ition
arch
mood and purpose task and situation the metaphor, automaticity coherent clarity at all times
meaning of personification, grade level sentences -
unfamiliar hyperbole) in a frequently using punctuation EN5A-
words given text occurring appropriate marks If-17
( content grammatical Show
blended) area words structures: tactfulness
based on (Scienc - when
given e) conjunctions communica
context ting with
clues others
(synonyms,
antonyms,
word parts)
and other
strategies
7 EN5LC-Ig-2.3 EN5OL-Ig-1.8 EN5V- EN5RC-Ig-2.3 EN5F- EN5G- EN5WC EN5A-
Distinguish reality Recount events Ig-12 and Analyze Ig-1.8.1.4 Ig-8.3/8.4 -Ig-1.8.3 Ig-16
from fantasy effectively 13 figures of Read Compos Revise Observ
Infer speech (simile, with e clear and writing for e politeness
the metaphor, automaticity coherent clarity at all times
meaning of personification, grade level sentences -
unfamiliar hyperbole) in a frequently using transition/
words given text occurring appropriate signal EN5A-
( content grammatical words Ig-17
clipped) area words structures: Show
based on (Health) - tactfulness
given conjunctions when
context communica-
clues ting with
(synonyms, others
antonyms,
word parts)
and other
strategies
8 EN5LC-Ih-2.3 EN5OL-Ih-1.8 EN5V- EN5RC-Ih-2.3 EN5F- EN5G- EN5A-
Distinguish reality Recount events Ih-12 and Analyze Ih-1.13 Ih-8.3/8.4 Ih-16
from fantasy effectively 13 figures of Read Compos Observ
Infer speech (simile, grade level e clear and e politeness
59
Week Listening Oral Voc. Reading Oral Study Gramm Writing/ Viewing Attitude
Comprehension Language Devt Comprehensi Reading Strat ar Compos
on Fluency Rese ition
arch
the metaphor, text with coherent at all times
meaning of personification, 118 words sentences
unfamiliar hyperbole) in a correct per using
words given text minute appropriate EN5A-
( grammatical Ih-17
clipped) structures: Show
based on - tactfulness
given conjunctions when
context communica-
clues ting with
(synonyms, others
antonyms,
word parts)
and other
strategies

9 EN5OL-Ii-1.8 EN5VD EN5F- EN5G- EN5A-

Recount events -Ii- Ii-1.13 Ii-8.3/8.4 Ii-16
effectively 8.1/8.2/8.3 Read Compos Observ
Clarify grade level e clear and e politeness
meaning of text with coherent at all times
words using 118 words sentences
dictionaries, correct per using EN5A-
thesaurus, minute appropriate Ii-17
and/or grammatical Show
online structures: tactfulness
resources - when
conjunctions communica-
BEAM ting with
English 5 others
DLP
Module 5
Using
dictionary
10 EN5OL-Ij-1.8 EN5V- EN5F- EN5A-
Recount events Ij- Ij-1.13 Ij-16
effectively 8.1/8.2/8.3 Read Observ
Clarify grade level e politeness
60
Week Listening Oral Voc. Reading Oral Study Gramm Writing/ Viewing Attitude
Comprehension Language Devt Comprehensi Reading Strat ar Compos
on Fluency Rese ition
arch
meaning of text with at all times
words using 118 words
dictionaries, correct per
thesaurus, minute EN5A-
and/or Ij-17
online Show
resources tactfulness
when
communica-
ting with
others

English – Grade V
Second Quarter

Grade Level Standard : The learner listens critically to different text types; expresses ideas logically in oral and
written forms; and demonstrates interest in reading to meet various needs.
Week Listening Oral Voc. Devt Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Strat Composit
sion sion Fluency Research ion
1 EN5LC-IIa- EN5OL- EN5RC-IIa- EN5G- EN5WC- EN5VC-IIa- EN5A-
4 IIa-1.13.1 2.21 IIa-3.9 IIa-1.1.6.1 7 IIa-16
Identify signal Provide EN5RC-IIa- Compos Plan a Determine Observe
words from text accurate 2.21.1 e clear and two to three- images/ideas politeness at
heard instructions EN5RC-IIa- coherent paragraph that are all times
2.21.2 sentences composition explicitly used
Identify using using an to influence EN5A-
main idea, appropriate outline/other viewers IIa-17
key grammatical graphic EN5VC-IIa- Show
sentences structures: organizers 7.1 tactfulness
and -subject- Stereotype when
supporting verb s, EN5VC-IIa- communica-

61
Week Listening Oral Voc. Devt Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Strat Composit
sion sion Fluency Research ion
details of a agreement 7.2 ting with
given ( inverted Point of others
paragraph sentences) view EN5VC-
IIa-7.3
Propagand
as

2 EN5LC-IIb- EN5OL- EN5V-IIb- EN5RC-IIb- EN5SS- EN5G- EN5WC- EN5VC-IIb- EN5A-

3.19 IIb-1.26 20.1.1 2.21 IIb-1.5.3 IIb-3.9 IIb-2.2.5 7 IIb-16
Identify Give precise EN5RC-IIb- Use card Compos Write Determine Observe
informational information on EN5V-IIb- 2.21.1 catalog to e clear and paragraph images/ideas politeness at
text-types a given topic 20.2.1 EN5RC-IIb- locate coherent s that are all times
Identify 2.21.2 resources sentences showing explicitly used
different Identify using -cause to influence EN5A-
meanings of main idea, MISOSA appropriate and effect viewers IIb-17
content key EMGLISH 6 grammatical EN5VC-IIb- Show
specific words sentences USING structures: 7.1 tactfulness
(denotation and THE CARD -subject- Stereotype when
and supporting CATALOGUE verb s, EN5VC-IIb- communica-
connotation) details of a agreement 7.2 ting with
(Science) given (interveni Point of others
paragraph ng phrases) view EN5VC-
IIb-7.3
Propagandas

3 EN5LC-IIc- EN5OL- EN5V-IIc- EN5RC-IIc- EN5F-IIc- EN5SS- EN5G- EN5WC- EN5VC-IIc- EN5A-
3.19 IIc-1.3.1 20.1.1 3.2.1 1.8.1 IIc-1.4 IIc-2.2.2 IIc-2.2.5 7 IIc-16
Identify Ask Distinguish Read with Gather EN5G- Write Determine Observe
informational questions to EN5V-IIc- text-types automaticity relevant IIc-3.9 paragraph images/ideas politeness at
text-types check 20.2.1 according to grade level information Compos s that are all times
understanding Identify purpose frequently from various e clear and showing explicitly used
of information different -To classify occurring sources coherent -cause to influence EN5A-
presented meanings of or describe content area -glossaries sentences and effect viewers IIc-17
content words using EN5VC-IIc- Show
specific words appropriate 7.1 tactfulness
(denotation grammatical Stereotype when
62
Week Listening Oral Voc. Devt Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Strat Composit
sion sion Fluency Research ion
and structures: s, EN5VC-IIc- communica-
connotation) -irregular 7.2 ting with
(Science) nouns and Point of others
verb view EN5VC-
agreement IIc-7.3
Propagand
as

4 EN5LC-IId- EN5OL- EN5V-IId- EN5RC-IId- EN5F-IId- EN5SS- EN5G- EN5WC- EN5VC-IId- EN5A-
2.10 IId-3.4.1 20.1.1 3. 2.1 1.8.1 IId-1.4 IId-2.2.6 IId-1.8.2 7 IId-16
Distinguish Respond Distinguish Read with Gather EN5G- Revise Determine Observe
fact from to ideas and EN5V-IId- text-types automaticity relevant IId-3.9 writing for images/ideas politeness at
opinion opinions after 20.2.1 according to grade level information Compos clarity that are all times
reflection Identify purpose frequently from various e clear and -correct explicitly used
different -To classify occurring sources coherent spelling to influence EN5A-
meanings of or describe content area - sentences viewers IId-17
content words Dictionaries using EN5VC-IId- Show
specific words appropriate 7.1 tactfulness
(denotation grammatical Stereotype when
and structures: s, EN5VC-IId- communica-
connotation) - 7.2 ting with
(Science) collective Point of others
nouns and view EN5VC-
verb IId-7.3
agreement Propagand
as

5 EN5LC-IIe- EN5OL- EN5V-IIe- EN5RC-IIe- EN5F-IIe- EN5SS- EN5G- EN5WC- EN5VC-IIe- EN5A-
2.10 IIe-3.4.1 20.1.2 3.2.2 1.8.1 IIe-1.4 IIe-5.3 IIe-1.8.1 7 IIe-16
Distinguish Respond Distinguish Read with Gather Compos EN5WC- Determine Observe
fact from to ideas and EN5V-IIe- text-types automaticity relevant e clear and IIe-1.8.3 images/ideas politeness at
opinion opinions after 20.2.2 according to grade level information coherent that are all times
reflection Identify purpose frequently from various sentences Revise explicitly used
different -To recall a occurring sources using writing for to influence EN5A-
meanings of series of content area appropriate clarity viewers IIe-17
content events/ words - grammatical EN5VC-IIe- Show
specific words information Thesaurus structures: - 7.1 tactfulness
(denotation -kinds of punctuation Stereotype when
and adjectives marks s, EN5VC-IIe- communica-
63
Week Listening Oral Voc. Devt Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Strat Composit
sion sion Fluency Research ion
connotation) -signal 7.2 ting with
(Mathema words Point of others
tics) view EN5VC-
IIe-7.3
Propagand
as

6 EN5OL- EN5V-IIf- EN5RC-IIf- EN5F-IIf- EN5SS-IIf- EN5G- EN5WC- EN5VC-IIf- EN5A-

IIf-3.5.1 20.1.2 3.2.3 1.8.1 1.7 IIf-5.5 IIf-2.2.6 7 IIf-16
Provide Distinguish Read with Gather Compos Write Determine Observe
evidence to EN5V-IIf- text-types automaticity relevant e clear and paragraph images/ideas politeness at
support 20.2.2 according to grade level information coherent s that are all times
Identify purpose frequently from various sentences showing explicitly used
opinion/fact
different -To explain occurring sources using - to influence EN5A-
meanings of content area -Online appropriate comparison viewers IIf-17
content words references grammatical and contrast EN5VC-IIf- Show
specific words structures: 7.1 tactfulness
(denotation -order of Stereotype when
and adjectives s, EN5VC-IIf- communica-
connotation) 7.2 ting with
(Mathema Point of others
tics) view EN5VC-
IIf-7.3
Propagand
as

7 EN5V-IIg- EN5RC-IIg- EN5F-IIg- EN5SS- EN5G- EN5WC- EN5VC-IIg- EN5A-

20.1.3 2.12 2.9 IIg-1.7 IIg-5.2 IIg-2.2.6 7 IIg-16
Make Self- Gather Compos Write Determine Observe
EN5V-IIg- generalizations correct when relevant e clear and paragraph images/ideas politeness at
20.2.3 reading information coherent s that are all times
Identify from various sentences showing explicitly used
different sources using - to influence EN5A-
meanings of -Online appropriate comparison viewers IIg-17
content references grammatical and contrast EN5VC-IIg- Show
specific words structures: 7.1 tactfulness
(denotation -degrees Stereotype when
and of adjectives s, EN5VC-IIg- communica-
connotation) 7.2 ting with
64
Week Listening Oral Voc. Devt Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Strat Composit
sion sion Fluency Research ion
(Health) Point of others
view EN5VC-
IIg-7.3
Propagand
as

8 EN5OL- EN5V-IIh- EN5RC-IIh- EN5F-IIh- EN5SS- EN5G- EN5WC- EN5VC-IIh- EN5A-

IIh-4 20.1.3 2.15.1 1.3 IIh-1.8 IIh-8.3 IIh-1.8.2 7 IIh-16
Make a stand Make an EN5F-IIh- Organize EN5G-IIh-8.4 Revise Determine Observe
EN5V-IIh- outline from a 1.6 information Compos writing for images/ideas politeness at
20.2.3 selection read EN5F-IIh- from primary e clear and clarity that are all times
Identify 1.7 sources in coherent - correct explicitly used
different Read preparation for sentences spelling to influence EN5A-
meanings of grade level writing, using viewers IIh-17
content text with reporting and appropriate EN5VC-IIh- Show
specific words accuracy, similar grammatical 7.1 tactfulness
(denotation appropriate academic structures: Stereotype when
and rate and tasks in - s, EN5VC-IIh- communica-
connotation) proper collaboration subordinate 7.2 ting with
(Health) expression with others and Point of others
coordinate view EN5VC-
conjunctions IIh-7.3
MISOSA Propagand
ENGLISH 6 as
ORGANIZI
NG IDEAS
9 EN5OL- EN5RC-IIi- EN5F-IIi- EN5WC- EN5VC-IIi- EN5A-IIi-
IIi-4 2.15.1 1.3 IIi-1.8.1 7 16
Make a stand Make an EN5F-IIi- EN5WC- Determine Observe
outline from a 1.6 IIi-1.8.3 images/ideas politeness at
selection read EN5F-IIi- Revise that are all times
1.7 writing for explicitly used
Read clarity to influence EN5A-IIi-
grade level - viewers 17
text with appropriate EN5VC-IIi- Show
accuracy, punctuation 7.1 tactfulness
appropriate marks Stereotype when
rate and - s, EN5VC-IIi- communica-
proper transition/ 7.2 ting with
65
Week Listening Oral Voc. Devt Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Strat Composit
sion sion Fluency Research ion
expression signal Point of others
words view EN5VC-
IIi-7.3
Propagand
as
10 EN5OL- EN5F-IIj- EN5WC- EN5VC-IIj- EN5A-IIj-
IIj-4 1.3 IIj-3.7 7 16
Make a stand EN5F-IIj- Fill-out Determine Observe
1.6 forms images/ideas politeness at
EN5F-IIj- accurately that are all times
1.7 (school explicitly used
Read forms, to influence EN5A-IIj-
grade level deposit and viewers 17
text with withdrawal EN5VC-IIj- Show
accuracy, slips, etc.) 7.1 tactfulness
appropriate Stereotype when
rate and s, EN5VC-IIj- communica-
proper 7.2 ting with
expression Point of others
view EN5VC-
IIj-7.3
Propagand
as

66
 English – Grade V
Third Quarter

Grade Level Standard : The learner listens critically to different text types; expresses ideas logically in oral and
written forms; and demonstrates interest in reading to meet various needs.
Week Listening Oral Voc. Devt Reading Oral Study Strat Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Research Compositio
sion sion Fluency n
1 EN5LC-IIIa- EN5OL- EN5V- EN5RC- EN5F- EN5SS- EN5G- EN5A-
2.10 IIIa-2.7 IIIa-20.3 IIIa-3.2.4 IIIa-1.6 IIIa-3 IIIa-7.3.1 IIIa-16
Distinguish Remind EN5V- Distinguish EN5F- Organize Compose Observe
fact from opinion others to stay IIIa-20.4 text-types IIIa-1.3 information clear and politeness at
EN5LC-IIIa- on topic EN5V- according to EN5F- from primary coherent all times
2.15 IIIa-20.5 purpose IIIa-1.7 sources in sentences
Provide Infer the -To Read preparation for using EN5A-
evidence to meaning of persuade grade level writing, appropriate IIIa-17
support unfamiliar text with reporting and grammatical Show
understanding words accuracy, similar structures: tactfulness
(compound, appropriate academic - when
affixed) based rate and tasks in Prepositions communica-
on given proper collaboration ting with
context clues expression with others others
(Synonym
67
Week Listening Oral Voc. Devt Reading Oral Study Strat Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Research Compositio
sion sion Fluency n
s
Antonyms
word
parts) and
other
strategies
(Health)

2 EN5LC-IIIb- EN5OL- EN5V- EN5RC- EN5F- EN5SS- EN5G- EN5A-

2.15 IIIb-2.7 IIIb-20.3 IIIb-3.2.5 IIIb-2.9 IIIb-3 IIIa-7.3.2 IIIb-16
Provide Remind EN5V- Distinguish Self- Organize Compose Observe
evidence to others to stay IIIb-20.4 text-types correct when information clear and politeness at
support on topic EN5V- according to reading from primary coherent all times
understanding IIIb-20.5 features sources in sentences
(structural and preparation for using EN5A-
Infer the language) writing, appropriate IIIb-17
meaning of -Problem reporting and grammatical Show
unfamiliar and solution similar structures: tactfulness
words academic - when
(compound, tasks in Prepositional communica-
affixed) based collaboration phrases ting with
on given with others others
context clues
(synonyms,
antonyms,
word parts)
and other
strategies
(Health)
3 EN5LC-IIIc- EN5OL- EN5V- EN5RC- EN5F- EN5SS- EN5G- EN5A-
2.15 IIIc-2.8 IIIc-20.3 IIIc-3.2.5 IIIc-1.6 IIIc-4 IIIa-1.8.1 IIIc-16
Provide Link EN5V- Distinguish EN5F- Organize EN5G- Observe
evidence to comments to IIIc-20.4 text-types IIIc-1.3 information IIIa-1.8.3 politeness at
support the remarks of EN5V- according to EN5F- from Use a all times
understanding others IIIc-20.5 features IIIc-1.7 secondary particular
Infer the (structural and Read sources in kind of EN5A-
68
Week Listening Oral Voc. Devt Reading Oral Study Strat Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Research Compositio
sion sion Fluency n
meaning of language) grade level preparation for sentence for IIIc-17
unfamiliar -Problem text with writing, a specific Show
words and solution accuracy, reporting and purpose and tactfulness
(compound, appropriate similar audience when
affixed) based rate and academic -asking communica-
on given proper tasks in permission ting with
context clues expression collaboration -making others
(synonyms, with others requests
antonyms,
word parts)
and other
strategies
(Science)
4 EN5LC-IIId- EN5OL- EN5V- EN5RC- EN5F- EN5SS- EN5G- EN5WC- EN5A-
2.8.1/2.8.2/2.8.3 IIId-2.8 IIId-20.3 IIId-3.2.4 IIId-2.9 IIId-4 IIId-1.8.1 IIId-1.1.6.1 IIId-16
Infer the Link EN5V- Distinguish Self- Organize EN5G- Plan a two to Observe
speaker’s tone, comments to IIId-20.4 text-types correct when information IIId-1.8.2 three-paragraph politeness at
mood and the remarks of EN5V- according to reading from Use a composition all times
purpose others IIId-20.5 features secondary particular using an
Infer the (structural and sources in kind of outline/other EN5A-
meaning of language) preparation for sentence for graphic IIId-17
unfamiliar -Problem writing, a specific organizers Show
words and solution reporting and purpose and tactfulness
(compound, similar audience when
affixed) based academic -asking communica-
on given tasks in permission ting with
context clues collaboration - others
(synonyms, with others responding to
antonyms, questions
word parts)
and other
strategies
(Art)
5 EN5LC-IIIe- EN5OL- EN5V- EN5RC- EN5F- EN5SS- EN5G- EN5WC- EN5VC- EN5A-
2.8.1/2.8.2/2.8.3 IIIe-3.7 IIIe-20.3 IIIe-3.2.6 IIIe-1.6 IIIe-4 IIIe-1.8.4 IIIe-2.2.7 IIIe-3.7 IIIe-16
Infer the Use EN5V- Distinguish EN5F- Organize Use a Write a 3- Infer the Observe
speaker’s tone, appropriate IIIe-20.4 text-types IIIe-1.3 information particular paragraph target politeness at
mood and strategies to EN5V- according to EN5F- from kind of feature article audience all times
purpose keep the IIIe-20.5 features IIIe-1.7 secondary sentence for
69
Week Listening Oral Voc. Devt Reading Oral Study Strat Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Research Compositio
sion sion Fluency n
discussion Infer the (structural and Read sources in a specific EN5A-
going meaning of language) grade level preparation for purpose and IIIe-17
unfamiliar -Cause and text with writing, audience Show
words effect accuracy, reporting and -following tactfulness
(compound, appropriate similar and giving when
affixed) based rate and academic directions communica-
on given proper tasks in ting with
context clues expression collaboration others
(synonyms, with others
antonyms,
word parts)
and other
strategies
(Mathema
tics)
6 EN5LC-IIIf- EN5OL-IIIf- EN5V-IIIf- EN5RC-IIIf- EN5F-IIIf- EN5SS- EN5G- EN5WC- EN5VC- EN5A-
2.8.1/2.8.2/2.8.3 3.7 20.3 3.2.6 2.9 IIIf-4 IIIf-1.8.8 IIIf- IIIf-3.8 IIIf-16
Infer the Use EN5V-IIIf- Distinguish Self- Organize Use a 1.8.2/1.8.1/1.8.3 Infer Observe
speaker’s tone, appropriate 20.4 text-types correct when information particular Revise purpose of politeness at
mood and strategies to EN5V-IIIf- according to reading from kind of writing for clarity the visual all times
purpose keep the 20.5 features secondary sentence for - correct media
discussion Infer the (structural and sources in a specific spelling EN5A-
going meaning of language) preparation for purpose and - IIIf-17
unfamiliar -Cause and writing, audience appropriate Show
words effect reporting and -giving punctuation tactfulness
(compound, similar information marks when
affixed) based academic -transition/ communica-
on given tasks in signal ting with
context clues collaboration words others
(synonyms, with others
antonyms,
word parts)
and other
strategies
(Mathema
tics
7 EN5LC-IIIg- EN5RC- EN5F- EN5SS- EN5G- EN5WC- EN5VC- EN5A-
3.17 IIIg-3.2. 7 IIIg-1.3 IIIg-4 IIIg-1.8.9 IIIg-2.2.7 IIIg-7 IIIg-16
Identify point-of- Distinguish EN5F- Organize Use a Write a 3- Determin Observe
70
Week Listening Oral Voc. Devt Reading Oral Study Strat Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Research Compositio
sion sion Fluency n
view text-types IIIg-1.7 information particular paragraph e politeness at
according to Observe from kind of feature article images/ideas all times
features accuracy, secondary sentence for that are
(structural and appropriate sources in a specific explicitly used EN5A-
language) rate and preparation for purpose and to influence IIIg-17
- proper writing, audience viewers Show
comparison expressions reporting and -making EN5VC- tactfulness
and contrast in choral, similar explanation IIIg-7.1 when
echo and academic Stereotyp communica-
shadow tasks in es, EN5VC- ting with
reading. collaboration IIIg-7.2 others
with others Point of
view EN5VC-
IIIg-7.3
Propagan
das
8 EN5LC-IIIh- EN5RC- EN5F- EN5SS- EN5G- EN5WC- EN5VC- EN5A-
3.17 IIIh-3.2. 7 IIIh-1.3 IIIh-4 IIIh-1.8.10 IIIh- IIIh-7 IIIh-16
Identify point-of- Distinguish EN5F- Organize Use a 1.8.2/1.8.1/1.8.3 Determin Observe
view text-types IIIh-1.7 information particular Revise e politeness at
according to Observe from kind of writing for clarity images/ideas all times
features accuracy, secondary sentence for - correct that are
(structural and appropriate sources in a specific spelling explicitly used EN5A-
language) rate and preparation for purpose and - to influence IIIh-17
- proper writing, audience appropriate viewers Show
comparison expressions reporting and - punctuation EN5VC- tactfulness
and contrast in choral, similar expressing marks IIIh-7.1 when
echo and academic opinions/ -transition/ Stereotyp communica-
shadow tasks in emotions signal es, EN5VC- ting with
reading. collaboration words IIIh-7.2 others
with others Point of
view EN5VC-
IIIh-7.3
Propagan
das

71
Week Listening Oral Voc. Devt Reading Oral Study Strat Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Research Compositio
sion sion Fluency n
9 EN5LC-IIIi- EN5F-IIIi- EN5SS- EN5G- EN5WC-IIIi- EN5A-
3.17 1.3 IIIi-4 IIIi-1.8.10 2.2.7 IIIi-16
Identify point-of- EN5F-IIIi- Organize Use a Write a 3- Observe
view 1.7 information particular paragraph politeness at
Observe from kind of feature article all times
accuracy, secondary sentence for
appropriate sources in a specific EN5A-
rate and preparation for purpose and IIIi-17
proper writing, audience Show
expressions reporting and - tactfulness
in choral, similar expressing when
echo and academic opinions/ communica-
shadow tasks in emotions ting with
reading. collaboration others
with others

10 EN5LC-IIIj- EN5F-IIIj- EN5SS- EN5G- EN5A-

3.17 1.3 IIIj-4 IIIj-1.8.10 IIIj-16
Identify point-of- EN5F-IIIj- Organize Use a Observe
view 1.7 information particular politeness at
Observe from kind of all times
accuracy, secondary sentence for
appropriate sources in a specific EN5A-
rate and preparation for purpose and IIIj-17
proper writing, audience Show
expressions reporting and - tactfulness
in choral, similar expressing when
echo and academic opinions/ communica-
shadow tasks in emotions ting with
reading. collaboration others
with others

72
 English – Grade V
Fourth Quarter

Grade Level Standard : The learner listens critically to different text types; expresses ideas logically in oral and written forms; and
demonstrates interest in reading to meet various needs.
Week Listening Oral Voc. Devt Reading Oral Study Strat Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Research Composit
sion sion Fluency ion
1 EN5LC-IVa- EN5OL- EN5V- EN5RC- EN5F- EN5SS- EN5G- EN5VC- EN5A-
3.11 IVa-2.6.1 IVa-20.1 IVa-3.2. 8 IVa-1.6 IVa-1.8 IVa-1.8.1 IVa-3.7 IVa-16
Restate Use EN5V- Distinguish Read Take down Use Infer Observe
sentences heard appropriate IVa-20.2 text-types aloud grade relevant notes compound target politeness at
in one’s own facial Identify according to level sentences to audience all times
words expressions different features appropriate show
meanings of (structural and text with an cause EN5A-
content language) accuracy rate and effect IVa-17
73
Week Listening Oral Voc. Devt Reading Oral Study Strat Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Research Composit
sion sion Fluency ion
specific words - of 95 – 100% Show
(denotation Enumeration tactfulness
and when
connotation) communica-
(Science) ting with
others
2 EN5LC-IVb- EN5OL- EN5V- EN5RC- EN5F- EN5SS- EN5G- EN5VC- EN5A-
3.11 IVb-2.6.1 IVb-20.1 IVb-3.2. 8 IVb-1.6 IVb-1.8 IVb-1.8.1 IVb-3.7 IVb-16
Restate Use EN5V- Distinguish Read Take down Use Infer Observe
sentences heard appropriate IVb-20.2 text-types aloud grade relevant notes compound target politeness at
in one’s own facial Identify according to level sentences to audience all times
words expressions different features appropriate show
meanings of (structural and text with an cause EN5A-
content language) accuracy rate and effect IVb-17
specific words - of 95 – 100% Show
(denotation Enumeration tactfulness
and when
connotation) communica-
(Science) ting with
others

3 EN5LC-IVc- EN5OL- EN5V- EN5RC- EN5F- EN5SS- EN5G- EN5WC- EN5VC- EN5A-
3.11 IVc-2.6.2 IVc-20.1 IVc-3.2. 9 IVc-1.6 IVc-1.9 IVc-1.8.2 IVc-1.1.6.1 IVc-3.8 IVc-16
Restate Use EN5V- Distinguish Read Assess Use Plan a two to Infer Observe
sentences heard appropriate IVc-20.2 text-types aloud grade credibility of compound three- purposes of politeness at
in one’s own body Identify according to level the sources of sentences to paragraph the visual all times
words movements/ different features appropriate information show composition media
gestures meanings of (structural and text with an problem- using an EN5A-
content language) accuracy rate solution outline/other IVc-17
specific words -Time-order of 95 – 100% relationship graphic Show
(denotation (sequence, of ideas organizers tactfulness
and recounts, when
connotation) process) communica-
(Health) ting with
others
4 EN5LC-IVd- EN5OL- EN5V- EN5RC- EN5F- EN5SS- EN5G- EN5WC- EN5VC- EN5A-
3.11 IVd-2.6.2 IVd-20.1 IVd-3.2. 9 IVd-1.13 IVd-1.9 IVd-1.8.2 IVd-2.2.8 IVd-1.7.1 IVd-16
Restate Use EN5V- Distinguish Read Assess Use Compose Analyze Observe
74
Week Listening Oral Voc. Devt Reading Oral Study Strat Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Research Composit
sion sion Fluency ion
sentences heard appropriate IVd-20.2 text-types grade level credibility of compound a three- how visual politeness at
in one’s own body Identify according to text with 128 sources of sentences to paragraph and all times
words movements/ different features words correct information show descriptive multimedia
gestures meanings of (structural and per minute problem- essay on self- elements EN5A-
content language) solution selected topic contribute to IVd-17
specific words -Time-order relationship the meaning Show
(denotation (sequence, of ideas of a text tactfulness
and recounts, when
connotation) process) communica-
(Health) ting with
others
5 EN5LC-IVe- EN5OL- EN5V- EN5RC- EN5F- EN5SS- EN5G- EN5WC- EN5VC- EN5A-
3.11 IVe-4 IVe-20.1 IVe-2.15.2 IVe-1.13 IVe-5 IVe-1.9.1 IVe-1.8 IVe-1.7.1 IVe-16
Restate Use EN5V- Use Read List Use Revise Analyze Observe
sentences heard verbal and IVe-20.2 appropriate grade level primary and complex writing for how visual politeness at
in one’s own non-verbal Identify graphic text with 128 secondary sentences to clarity and all times
words cues in a TV different organizers in words correct sources of show - correct multimedia
broadcast meanings of texts read per minute information cause spelling elements EN5A-
content and effect contribute to IVe-17
specific words the meaning Show
(denotation of a text tactfulness
and when
connotation) communica-
(TLE) ting with
others
6 EN5LC-IVf- EN5OL- EN5V- EN5RC- EN5F-IVf- EN5SS- EN5G- EN5WC- EN5VC- EN5A-
3.13 IVf-4 IVf-20.1 IVf-5.5 1.13 IVf-5 IVf-1.9.1 IIIf-2.2.8 IVf-7 IVf-16
Summarize Use EN5V- Respond Read List Use Compose Determine Observe
information from verbal and IVf-20.2 appropriately to grade level primary and complex a three- images/ideas politeness at
various text non-verbal Identify messages of text with 128 secondary sentences to paragraph that are all times
types cues in a TV different different words correct sources of show descriptive explicitly used
broadcast meanings of authentic texts per minute information cause essay on self- to influence EN5A-
content and effect selected topic viewers IVf-17
specific words EN5VC- Show
(denotation IVf- 7.1 tactfulness
and Stereotyp when
connotation) es, EN5VC- communica-
(TLE) IVf -7.2 ting with
Point of others
75
Week Listening Oral Voc. Devt Reading Oral Study Strat Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Research Composit
sion sion Fluency ion
view EN5VC-
IVf -7.3
Propagan
das
7 EN5LC-IVg- EN5OL- EN5V- EN5RC- EN5F- EN5SS- EN5G- EN5WC- EN5VC- EN5A-
3.13 IVg-4 IVg-20.1 IVg-2.12 IVg-2.9 IVg-2.3 IVg-1.9.2 IIIg- IVg-7 IVg-16
Summarize Use EN5V- Make Self- Conduct Use 1.8.1/1.8.3 Determine Observe
information from verbal and IVg-20.2 generalizations correct when short research complex Revise images/ideas politeness at
various text non-verbal Identify reading projects on a sentences to writing for that are all times
types cues in a TV different self-selected show clarity explicitly used
broadcast meanings of topic problem- - to influence EN5A-
unfamiliar solution appropriate viewers IVg-17
words relationship punctuation EN5VC- Show
(denotation of ideas marks IVg- 7.1 tactfulness
and - Stereotyp when
connotation) transition/ es, EN5VC- communica-
(Mathema signal IVg -7.2 ting with
tics) words Point of others
view EN5VC-
IVg -7.3
Propagan
das
8 EN5LC-IVh- EN5OL- EN5V- EN5F- EN5SS- EN5G- EN5WC- EN5VC- EN5A-
3.13 IVh-4 IVh-20.1 IVh-1.6 IVh-2.3 IVh-1.9.2 IIIh-2.2.8 IVh -2.4 IVh-16
Summarize Use EN5V- EN5F- Conduct Use Compose Make Observe
information from verbal and IVh-20.2 IVh-1.3 EN5F- short research complex a three- connections politeness at
various text non-verbal Identify IVh-1.7 EN5F- projects on a sentences to paragraph between all times
types cues in a TV different IVh-1.14 self-selected show descriptive information
broadcast meanings of Observe topic problem- essay on self- viewed and EN5A-
unfamiliar accuracy, solution selected topic personal IVh-17
words appropriate relationship experiences Show
(denotation rate, proper of ideas tactfulness
and expressions when
connotation) and correct communica-
(Mathema pronunciation ting with
tics in dramatic others
readings and
presentations

76
 Week Listening Oral Voc. Devt Reading Oral Study Strat Grammar Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Research Composit
sion sion Fluency ion
9 EN5LC-IVi- EN5OL- EN5F-IVi- EN5SS- EN5VC- EN5A-
3.13 IVi-4 1.6 IVi-2.3 IVi -2.4 IVi-16
Summarize Use EN5F-IVi- Conduct Make Observe
information from verbal and 1.3 EN5F-IVi- short research connections politeness at
various text non-verbal 1.7 EN5F-IVi- projects on a between all times
types cues in a TV 1.14 self-selected information
broadcast Observe topic viewed and EN5A-
accuracy, personal IVi-17
appropriate experiences Show
rate, proper tactfulness
expressions when
and correct communica-
pronunciation ting with
in dramatic others
readings and
presentations

10 EN5LC-IVj- EN5OL- EN5F-IVj- EN5SS- EN5VC- EN5A-

3.13 IVj-4 1.6 IVj-2.3 IVj -2.4 IVj-16
Summarize Use EN5F-IVj- Conduct Make Observe
information from verbal and 1.3 EN5F-IVj- short research connections politeness at
various text non-verbal 1.7 EN5F-IVj- projects on a between all times
types cues in a TV 1.14 self-selected information
broadcast Observe topic viewed and EN5A-
accuracy, personal IVj-17
appropriate experiences Show
rate, proper tactfulness
expressions when
and correct communica-
pronunciation ting with
in dramatic others
readings and
presentations

______________ ____________________ ________________ _____________ ___________

77
PORTIA P. PADILLA MERRY RUTH GUTIEREZ ESPERANZA CRUZ LEA D. ESTUYE GALILEO GO

English – Grade VI
First Quarter

Grade Level Standard : The learner listens critically; communicates feelings and ideas orally and in writing with a high level of
proficiency; and reads various text types materials to serve learning needs in meeting a wide range of life’s purposes.
Week Listening Oral Voc. Reading Oral Study Gramma Writing/ Viewing Attitude
Comprehen Langua Devt Comprehensio Reading Strat r Composi
sion ge n Fluency Resear tion
ch
1 EN6LC-Ia- EN6OL- EN6V-Ia- EN6RC-Ia- EN6F-Ia- EN6G- EN6WC- EN6VC-Ia- EN6A-Ia-16
2.3.1 Ia-1.17 12.3.1 2.3.1 2.9 Ia-2.3.1 Ia-2.2.2 5.1.1 Observe
EN6LC-Ia- Relate Infer EN6RC-Ia- Self- Compos Write a Describe politeness at all
2.3.3 an meaning of 2.3.3 correct when e clear and 3-line 4- different forms times
EN6LC-Ia- experience idiomatic EN6RC-Ia- reading coherent stanza and conventions
2.3.2 appropriate expressions 2.3.2 sentences poem of film and MISOSA
EN6LC-Ia- to the using EN6RC-Ia- using moving pictures ENGLISH 6

78
Week Listening Oral Voc. Reading Oral Study Gramma Writing/ Viewing Attitude
Comprehen Langua Devt Comprehensio Reading Strat r Composi
sion ge n Fluency Resear tion
ch
2.3.6 occasion -context 2.3.9 appropriate (lights) USING
EN6LC-Ia- clues Analyze sound grammatical COURTEOUS
2.3.8 devices structures: EXPRESSIONS
EN6LC-Ia- BEAM (onomatopoeia, -
2.3.7 ENGLISH 6 alliteration, Pluralization EN6A-Ia-17
Analyze sound DLP assonance, of regular Show
devices MODULE 12 consonance) nouns tactfulness
(onomatopoeia, COMMO when
alliteration, N IDIOMS BEAM communicating
assonance, ENGLISH 6 with others
personification, DLP
irony and MODULE 12 EN6A-Ia-18
hyperbole) in a USING Show
text heard THE openness to
PLURAL criticism
FORM OF
NOUNS
2 EN6LC-Ib- EN6OL- EN6V-Ib- EN6RC-Ib-6.1 EN6F- EN6G- EN6WC- EN6VC-Ib- EN6A-Ib-16
2.3.6 Ib-1.17 12.4.2.1 EN6RC-Ib-6.2 Ib-1.6 Ib-2.3.2 Ib-2.2.2 5.1.2 Observe
Analyze sound Relate Infer EN6RC-Ib-6.3 Read Compos Write a Describe politeness at all
devices an meaning of EN6RC-Ib-6.4 aloud grade e clear and 3-line 4- different forms times
(personification) experience idiomatic Analyze poem level coherent stanza and conventions
in a text heard appropriate expressions with 4 or more appropriate sentences poem of film and EN6A-Ib-17
to the using stanzas in text with an using moving pictures Show
occasion -affixes terms of its accuracy appropriate (blocking) tactfulness
elements rate of 95 – grammatical when
BEAM (rhymes, sound 100% structures: communicating
ENG6 DLP devices, - with others
MODULE 2 imagery and Pluralization
WORDS figurative of irregular EN6A-Ib-18
WITH language) nouns Show
AFFIXES openness to
criticism
MISOSA 5
MODUL
E 5 USING
THE
PLURAL
79
Week Listening Oral Voc. Reading Oral Study Gramma Writing/ Viewing Attitude
Comprehen Langua Devt Comprehensio Reading Strat r Composi
sion ge n Fluency Resear tion
ch
FORM OF
NOUNS

3 EN6LC-Ic- EN6OL- EN6V-Ic- EN6RC-Ic-6.5 EN6F-Ic- EN6G- EN6VC-Ic- EN6A-Ic-16

2.3.8 Ic-1.17 12.4.1.1 EN6RC-Ic-6.6 1.6 Ic-3.2 5.1.3 Observe
EN6LC-Ic- Relate Infer EN6RC-Ic-6.7 Read Compos Describe politeness at all
2.3.7 an meaning of Determine aloud grade e clear and different forms times
Analyze sound experience idiomatic tone, mood, and level coherent and conventions
devices (irony appropriate expressions purpose of the appropriate sentences of film and EN6A-Ic-17
and hyperbole) to the using author text with an using moving pictures Show
in a text heard occasion -roots accuracy appropriate (direction) tactfulness
rate of 95 – grammatical when
MISOSA 100% structures: communicating
ENGLISH 6 -tenses with others
DETERMININ of verbs
G THE PURPOSE EN6A-Ic-18
OF THE AUTHOR Show
openness to
BEAM criticism
ENGLISH 6 DLP
MODULE 12
USING THE
PLURAL FORM
OF NOUNS

BEAM
ENGLISH 6 DLP
MODULE 12
DETERMININ
G THE PURPOSE
OF THE AUTHOR

4 EN6LC-Id- EN6OL- EN6V-Id- EN6RC-Id-6.8 EN6F- EN6G- EN6VC-Id- EN6A-Id-16

2.11.1 Id-1.17 12.3.2 EN6RC-Id-6.9 Id-1.6 Id-3.3 5.1.4 Observe
EN6LC-Id- Relate EN6V-Id- Analyze figures Read Compos Describe politeness at all
2.11.2 an 12.4.1.2 of speech aloud grade e clear and different forms times
EN6LC-Id- experience EN6V-Id- (simile, level coherent and conventions
2.11.3 appropriate 12.4.2.2 appropriate sentences of film and EN6A-Id-17
80
Week Listening Oral Voc. Reading Oral Study Gramma Writing/ Viewing Attitude
Comprehen Langua Devt Comprehensio Reading Strat r Composi
sion ge n Fluency Resear tion
ch
to the Infer metaphor) text with an using moving pictures Show
occasion meaning of accuracy appropriate (characterization) tactfulness
Infer the figurative rate of 95 – grammatical when
speaker’s tone, language MISOSA 100% structures: communicating
mood and using ENGLISH 6 -aspects with others
purpose -context Using Figures of verbs
clues of Speech EN6A-Id-18
BEAM -affixes Show
ENGLISH 6 and roots BEAM ENG6 openness to
DLP -other DLP MODULE 2 criticism
MODULE strategies USING
51 FIGURATIVE
DETERMIN BEAM LANGUAGE
ING THE ENGLISH 6
PURPOSE OF DLP
THE AUTHOR MODULE 13
USING
FIGURATIVE
LANGUAGE

5 EN6LC-Ie- EN6V-Ie- EN6RC-Ie- EN6F-Ie- EN6G- EN6VC-Ie- EN6A-Ie-16

2.11.1 12.3.2 6.10 1.8.1 Ie-3.6 5.1.5 Observe
EN6LC-Ie- EN6V-Ie- EN6RC-Ie- Read Compos Describe politeness at all
2.11.2 12.4.1.2 6.11 with e clear and different forms times
EN6LC-Ie- EN6V-Ie- Analyze figures automaticity coherent and conventions
2.11.3 12.4.2.2 of speech grade level sentences of film and EN6A-Ie-17
Infer the Infer (hyperbole, frequently using moving pictures Show
speaker’s tone, meaning of irony) occurring appropriate (acting) tactfulness
mood and figurative content area grammatical when
purpose language words structures: communicating
using -modals with others
-context
clues EN6A-Ie-18
-affixes Show
and roots openness to
-other criticism
strategies

81
Week Listening Oral Voc. Reading Oral Study Gramma Writing/ Viewing Attitude
Comprehen Langua Devt Comprehensio Reading Strat r Composi
sion ge n Fluency Resear tion
ch

6 EN6LC-If- EN6RC-If- EN6F-If- EN6G- EN6VC-If- EN6A-If-16

2.11.1 6.12 1.8.1 If-4.4.1 5.1.6 Observe
EN6LC-If- Analyze figures Read EN6G- Describe politeness at all
2.11.2 of speech with If-4.4.3 different forms times
EN6LC-If- (culture-based automaticity EN6G- and conventions
2.11.3 euphemism) grade level If-4.4.2 of film and EN6A-If-17
Infer the frequently Compos moving pictures Show
speaker’s tone, occurring e clear and (dialog) tactfulness
mood and content area coherent when
purpose words sentences communicating
using with others
appropriate
grammatical
structures: EN6A-If-18
- Show
Pronoun- openness to
reference criticism
agreement
(number,
case,
gender)

7 EN6RC-Ig- EN6F- EN6G- EN6VC-Ig- EN6A-Ig-16

2.24.1 Ig-1.8.1 Ig-4.4.1 5.1.7 Observe
EN6RC-Ig- Read EN6G- Describe politeness at all
2.24.2 with Ig-4.4.3 different forms times
Evaluate automaticity EN6G- and conventions
narratives grade level Ig-4.4.2 of film and EN6A-Ig-17
based on how frequently Compos moving pictures Show
the author occurring e clear and (setting ) tactfulness
developed the content area coherent when
elements: words sentences communicating
-Setting using with others
-Characters appropriate
(Heroes and grammatical EN6A-Ig-18
structures: Show
82
Week Listening Oral Voc. Reading Oral Study Gramma Writing/ Viewing Attitude
Comprehen Langua Devt Comprehensio Reading Strat r Composi
sion ge n Fluency Resear tion
ch
Villains) - openness to
Pronoun- criticism
reference
BEAM agreement
ENGLISH 5 DLP (number,
MODULE 37 case,
EVALUATING gender)
AND MAKING
JUDGMENTS ON
ORAL TEXTS
8 EN6RC-Ih- EN6F- EN6G- EN6VC-Ih- EN6A-Ih-16
2.24.3 Ih-1.13 Ih-3.9 5.1.8 Observe
Evaluate Read Compos Describe politeness at all
narratives grade level e clear and different forms times
based on how text with 135 coherent and conventions
the author words sentences of film and EN6A-Ih-17
developed the correct per using moving pictures Show
elements: minute appropriate (set-up) tactfulness
-Plot grammatical when
(chronological- structures: communicating
sequential, en - with others
medias res, Subject-verb
flashback) agreement EN6A-Ih-18
Show
MISOSA openness to
ENG6 criticism
IDENTIFYING
THE PLOT OF A
STORY

9 EN6RC-Ii- EN6F-Ii- EN6G-Ii- EN6VC-Ii- EN6A-Ii-16

2.24.4 1.13 3.9 3.3.1 Observe
EN6RC-Ii- Read Compos EN6VC-Ii- politeness at all
2.24.5 grade level e clear and 3.3.2 times
Evaluate text with 135 coherent EN6VC-Ii-
narratives words sentences 3.3.3 EN6A-Ii-17
based on how correct per using Analyze the Show

83
Week Listening Oral Voc. Reading Oral Study Gramma Writing/ Viewing Attitude
Comprehen Langua Devt Comprehensio Reading Strat r Composi
sion ge n Fluency Resear tion
ch
the author minute appropriate characters used tactfulness
developed the grammatical in print, non- when
elements: structures: print, and digital communicating
-theme - materials (Age with others
-point of view Subject-verb and gender,
agreement Race and EN6A-Ii-18
nationality, Show
Attitude and openness to
behavior) criticism

EN6VC-Ii-3.3.4
Analyze the
setting used in
print, non-print
and digital
materials (Urban
or Rural; Affluent
or Poor)

10 EN6F-Ij- EN6G-Ij- EN6VC-Ij- EN6A-Ij-16

1.13 3.9 3.3.1 Observe
Read Compos EN6VC-Ij- politeness at all
grade level e clear and 3.3.2 times
text with 135 coherent EN6VC-Ij-
words sentences 3.3.3 EN6A-Ij-17
correct per using Analyze the Show
minute appropriate characters used tactfulness
grammatical in print, non- when
structures: print, and digital communicating
- materials (Age with others
Subject-verb and gender,
agreement Race and EN6A-Ij-18
nationality, Show
Attitude and openness to
behavior) criticism

EN6VC-Ij-3.3.4
84
 Week Listening Oral Voc. Reading Oral Study Gramma Writing/ Viewing Attitude
Comprehen Langua Devt Comprehensio Reading Strat r Composi
sion ge n Fluency Resear tion
ch
Analyze the
setting used in
print, non-print
and digital
materials (Urban
or Rural; Affluent
or Poor)

English – Grade VI
Second Quarter

Grade Level Standard : The learner listens critically; communicates feelings and ideas orally and in writing with a high level of
proficiency; and reads various text types materials to serve learning needs in meeting a wide range of life’s purposes.
Week Listening Oral Voc. Reading Oral Study Grammar Writing/ Viewin Attitude
Comprehension Langua Devt Comprehen Reading Strat Composi g
ge sion Fluency Research tion
1 EN6LC-IIa-3.2 EN6OL- EN6V- EN6RC-IIa- EN6F- EN6SS- EN6G-IIa-5.5 EN6WC- EN6VC EN6A-IIa-
Distinguish various IIa-3.7 IIa-12.3.3 5.5 IIa-2.9 IIa-1.3 EN6G-IIa-5.2 IIa-3.7 -IIa-3.7 16
types of Employ EN6V- Respond Self- EN6SS- Fill-out Infer the Observe
informational/factual an IIa-12.4.1.3 appropriately to correct when IIa-1.4 Compose forms target politeness at
text appropriate EN6V- the messages reading Gather clear and accurately audience all times

85
Week Listening Oral Voc. Reading Oral Study Grammar Writing/ Viewin Attitude
Comprehension Langua Devt Comprehen Reading Strat Composi g
ge sion Fluency Research tion
style of IIa-12.4.2.3 of the different relevant coherent and
speaking, Infer authentic texts information sentences using efficiently EN6A-IIa-
adjusting meaning of from various appropriate (biodata, 17
language, borrowed sources grammatical application Show
gestures, words and -glossary structures: forms, etc.) tactfulness
rate, and content -indices -Order and when
volume specific degrees of BEAM communicating
according to terms using regular adjectives English 5 with others
audience - DLP Module
and purpose context BEAM 12 EN6A-IIa-
clues ENGLISH 6 DLP Filling 18
-affixes MODULE 11 out forms Show
and roots USING correctly openness to
-other ADJECTIVES IN criticism
strategies SERIES
(Math)

2 EN6LC-IIb-3.2 EN6OL- EN6V- EN6RC-IIb- EN6F- EN6SS- EN6G-IIb- EN6WC- EN6VC EN6A-IIb-
Distinguish various IIb-3.7 IIb-12.3.3 5.5 IIb-1.6 IIb-1.4 5.5.1 IIb-1.1.6.1 -IIb-3.7 16
types of Employ EN6V- Respond EN6F- EN6SS- EN6G-IIb- Plan a Infer the Observe
informational/factual an IIb-12.4.1.3 appropriately IIb-1.3 IIb-1.4.1 5.2.1 composition target politeness at
text appropriate EN6V- to the EN6F- Gather Compose using an audience all times
style of IIb-12.4.2.3 messages of IIb-1.7 relevant clear and outline/other
speaking, Infer the different Read information coherent graphic EN6A-IIb-
adjusting meaning of authentic grade level from various sentences using organizers 17
language, borrowed texts text with sources appropriate Show
gestures, words and accuracy, - grammatical tactfulness
rate, and content appropriate Dictionary structures: when
volume specific rate and - -Order and communicating
according to terms using proper Thesaurus degrees of with others
audience - expression irregular
and purpose context adjectives EN6A-IIb-
clues 18
-affixes Show
and roots openness to
-other criticism
strategies
(Scienc
e)
86
Week Listening Oral Voc. Reading Oral Study Grammar Writing/ Viewin Attitude
Comprehension Langua Devt Comprehen Reading Strat Composi g
ge sion Fluency Research tion

3 EN6LC-IIc-3.2 EN6OL- EN6V- EN6RC-IIc- EN6F- EN6SS- EN6G-IIc-6.6 EN6WC- EN6VC EN6A-IIc-
Distinguish various IIc-3.7 IIc-12.3.3 5.5 IIc-1.6 IIc-1.4.2 Compose IIc-1.1.6.1 -IIc-3.7 16
types of Employ EN6V- Note EN6F- EN6SS- clear and Use Infer the Observe
informational/factual an IIc-12.4.1.3 significant IIc-1.3 IIc-1.4.3 coherent appropriate target politeness at
text appropriate EN6V- details of EN6F- Gather sentences using graphic audience all times
style of IIc-12.4.2.3 informational IIc-1.7 relevant appropriate organizers
speaking, Infer texts Read information grammatical for pre- EN6A-IIc-
adjusting meaning of grade level from various structures: writing tasks 17
language, borrowed text with sources -Adverbs of Show
gestures, words and accuracy, - intensity tactfulness
rate, and content appropriate -Almanac when
volume specific rate and - communicating
according to terms using proper Encyclopedia with others
audience - expression
and purpose context EN6A-IIc-
clues 18
-affixes Show
and roots openness to
-other criticism
strategies
(Health)

4 EN6LC-IId-2.2 EN6OL- EN6V- EN6RC-IId- EN6F- EN6SS- EN6G-IId-6.7 EN6WC- EN6VC EN6A-IId-
Note down IId-5 IId-12.3.3 5.5 IId-1.6 IId-1.7 Compose IId-2.2.6 -IId-3.8 16
relevant information Share EN6V- Note EN6F- Gather clear and Write a Infer Observe
from text heard brief IId-12.4.1.3 significant IId-1.3 relevant coherent 4-paragraph purpose of politeness at
impromptu EN6V- details of EN6F- information sentences using composition the visual all times
remarks IId-12.4.2.3 informational IId-1.7 from various appropriate showing media
about topics Infer texts Read sources grammatical EN6A-IId-
of interest meaning of grade level -Online structures: - 17
borrowed text with references -Adverbs of comparison Show
words and accuracy, frequency and contrast tactfulness
content appropriate when
specific rate and communicating
terms using proper BEAM with others
- expression ENGLISH 5 DLP
context MODULE 38 EN6A-IId-
87
Week Listening Oral Voc. Reading Oral Study Grammar Writing/ Viewin Attitude
Comprehension Langua Devt Comprehen Reading Strat Composi g
ge sion Fluency Research tion
clues USING 18
-affixes ADVERBS OF Show
and roots MANNER AND openness to
-other FREQUENCY criticism
strategies
(Literar MISOSA 5
y terms) MODULE 8
USING
ADVERBS OF
TIME, PLACE ,
MANNER AND
FREQUENCY

5 EN6LC-IIe-2.2 EN6OL- EN6V- EN6F- EN6SS- EN6G-IIe-6.8 EN6WC- EN6A-IIe-

Note down IIe-5 IIe-12.3.3 IIe-2.9 IIe-3 Compose IIe-1.8.2 16
relevant information Share EN6V- Self- Organize clear and EN6WC- Observe
from text heard brief IIe-12.4.1.3 correct when information coherent IIe-1.8.1 politeness at
impromptu EN6V- reading from primary sentences using EN6WC- all times
remarks IIe-12.4.2.3 sources in appropriate IIe-1.8.3
about topics Infer preparation grammatical Revise EN6A-IIe-
of interest meaning of for writing, structures: writing for 17
borrowed reporting and clarity Show
words and similar -Adverbs of - correct tactfulness
content academic manner spelling when
specific tasks in - communicating
terms using collaboration BEAM appropriate with others
- with others ENGLISH 5 DLP punctuation
context MODULE 38 marks EN6A-IIe-
clues USING - 18
-affixes ADVERBS OF transition/ Show
and roots MANNER AND signal openness to
-other FREQUENCY words criticism
strategies
(ICT MISOSA 5
terms) MODULE 8
USING
ADVERBS OF
TIME, PLACE ,
MANNER AND
88
Week Listening Oral Voc. Reading Oral Study Grammar Writing/ Viewin Attitude
Comprehension Langua Devt Comprehen Reading Strat Composi g
ge sion Fluency Research tion
FREQUENCY

6 EN6OL- EN6V- EN6F- EN6SS- EN6G-IIf-6.5 EN6WC- EN6A-IIf-

IIf-5 IIf-12.3.3 IIf-2.9 IIf-4 Compose IIf-2.2.5 16
Share EN6V- Self- Organize clear and Write a Observe
brief IIf-12.4.1.3 correct when information coherent 4-paragraph politeness at
impromptu EN6V- reading from sentences using composition all times
remarks IIf-12.4.2.3 secondary appropriate showing
about topics Infer sources in grammatical -cause EN6A-IIf-
of interest meaning of preparation structures: and effect 17
borrowed for writing, Show
words and reporting and -Adverbs of tactfulness
content similar place when
specific academic and time communicating
terms using tasks in with others
- collaboration
context with others EN6A-IIf-
clues 18
-affixes Show
and roots openness to
-other criticism
strategies
(EPP)

7 EN6OL- EN6F- EN6G-IIg- EN6WC- EN6A-IIg-

IIg-5 IIg-1.6 7.3.1 IIg-1.8.2 16
Share EN6F- EN6G-IIg- EN6WC- Observe
brief IIg-1.3 7.3.2 IIg-1.8.1 politeness at
impromptu EN6F- Compose EN6WC- all times
remarks IIg-1.7 clear and IIg-1.8.3
about topics Read coherent Revise EN6A-IIg-
of interest grade level sentences using writing for 17
text with appropriate clarity Show
accuracy, grammatical - correct tactfulness
appropriate structures: spelling when
rate and -Prepositions - communicating
89
Week Listening Oral Voc. Reading Oral Study Grammar Writing/ Viewin Attitude
Comprehension Langua Devt Comprehen Reading Strat Composi g
ge sion Fluency Research tion
proper and prepositional appropriate with others
expression phrases punctuation
marks EN6A-IIg-
MISOSA 5 - 18
MODULE 6 transition/ Show
USING signal openness to
PREPOSITIONS words criticism
AND
PREPOSITIONAL
PHRASE

BEAM
ENGLISH 5 DLP
MODULE 40
USING
PREPOSITIONS
AND
PREPOSITIONAL
PHRASE

8 EN6OL- EN6F- EN6G-IIh-8.3 EN6WC- EN6A-IIh-

IIh-6 IIh-1.6 EN6G-IIh-8.4 IIh-2.2.9 16
React EN6F- Compose Write a Observe
on the IIh-1.3 clear and 4-paragraph politeness at
content of EN6F- coherent composition all times
the material IIh-1.7 sentences using showing
presented Read appropriate -problem EN6A-IIh-
grade level grammatical and solution 17
text with structures: Show
accuracy, -Subordinate tactfulness
appropriate and coordinate when
rate and conjunctions communicating
proper with others
expression
EN6A-IIh-
18
Show
90
Week Listening Oral Voc. Reading Oral Study Grammar Writing/ Viewin Attitude
Comprehension Langua Devt Comprehen Reading Strat Composi g
ge sion Fluency Research tion
openness to
criticism

9 EN6OL- EN6F- EN6G-IIi-8.3 EN6WC- EN6A-IIi-

IIi-6 IIi-1.6 EN6G-IIi-8.4 IIi-1.8.2 16
React EN6F- Compose EN6WC- Observe
on the IIi-1.3 clear and IIi-1.8.1 politeness at
content of EN6F- coherent EN6WC- all times
the material IIi-1.7 sentences using IIi-1.8.3
presented Read appropriate Revise EN6A-IIi-
grade level grammatical writing for 17
text with structures: clarity Show
accuracy, -Subordinate - correct tactfulness
appropriate and coordinate spelling when
rate and conjunctions - communicating
proper appropriate with others
expression punctuation
marks EN6A-IIi-
- 18
transition/ Show
signal openness to
words criticism

10 EN6G-IIj-8.3 EN6A-IIj-
EN6G-IIj-8.4 16
Compose Observe
clear and politeness at
coherent all times
sentences using
appropriate EN6A-IIj-
grammatical 17
structures: Show
-Subordinate tactfulness
and coordinate when
conjunctions communicating
with others

91
 Week Listening Oral Voc. Reading Oral Study Grammar Writing/ Viewin Attitude
Comprehension Langua Devt Comprehen Reading Strat Composi g
ge sion Fluency Research tion
EN6A-IIj-
18
Show
openness to
criticism

English – Grade VI
Third Quarter

Grade Level Standard : The learner listens critically; communicates feelings and ideas orally and in writing with a high level of
proficiency; and reads various text types materials to serve learning needs in meeting a wide range of life’s purposes
Week Listening Oral Voc. Devt Reading Oral Study Gramma Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Strat r Composit
sion sion Fluency Research ion
1 EN6LC-IIIa- EN6OL- EN6V- EN6RC- EN6F- EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IIIa-
2.2 IIIa-1.27 IIIa-8.1 IIIa-3.2.8 IIIa-2.9 IIIa-4 IIIa-1.8.1 IIIa-1.1.6.1 IIIa-6.1 16
92
Week Listening Oral Voc. Devt Reading Oral Study Gramma Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Strat r Composit
sion sion Fluency Research ion
Note Provide EN6V- Distinguish Self- Organize Use a Plan a EN6VC- Observe
significant evidence to IIIa-8.2 text-types correct when information particular composition IIIa-6.2 politeness at
details support Clarify according to reading from kind of using an Identify all times
opinions meaning of purpose and secondary sentence for outline/other real or make-
words using language sources in a specific graphic believe, fact EN6A-IIIa-
dictionaries, features preparation for purpose and organizers or non-fact 17
thesaurus - writing, audience images Show
Enumeration reporting and -asking tactfulness
MISOSA similar permission when
ENG6 academic communicating
USING A tasks in with others
DICTIONARY collaboration
with others EN6A-IIIa-
18
Show
openness to
criticism

2 EN6LC-IIIb- EN6OL- EN6V- EN6RC- EN6F- EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IIIb-
3.1.12 IIIb-1.28 IIIb-8.3 IIIb-3.2.9 IIIb-1.6 IIIb-4 IIIb-1.8.2 IIIb-2.2.10 IIIb-6.1 16
Detect Make a Clarify Distinguish EN6F- Organize Use a Write a 3- EN6VC- Observe
biases and stand based on meaning of text-types IIIb-1.3 information particular paragraph IIIb-6.2 politeness at
propaganda informed words using according to EN6F- from kind of editorial Identify all times
devices used by opinion online purpose and IIIb-1.7 secondary sentence for article real or make-
speakers resources language Read sources in a specific believe, fact EN6A-IIIb-
features grade level preparation for purpose and or non-fact 17
-Time-order text with writing, audience images Show
(sequence, accuracy, reporting and - tactfulness
recounts, appropriate similar responding when
process) rate and academic to questions communicating
proper tasks in with others
expression collaboration
with others EN6A-IIIb-
18
Show
openness to
criticism

93
Week Listening Oral Voc. Devt Reading Oral Study Gramma Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Strat r Composit
sion sion Fluency Research ion

3 EN6LC-IIIc- EN6OL- EN6V- EN6RC- EN6F- EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IIIc-
3.1.12 IIIc-1.28 IIIc-12.3.3 IIIc-3.2.7 IIIc-1.6 IIIc-4 IIIc-1.8.3 IIIc-1.8.2 IIIc-7.1 16
Detect Make a EN6V- Distinguish EN6F- Organize Use a EN6WC- Identify the Observe
biases and stand based on IIIc -12.4.1.3 text-types IIIc-1.3 information particular IIIc-1.8.1 values politeness at
propaganda informed Infer according to EN6F- from kind of EN6WC- suggested in all times
devices used by opinion meaning of purpose and IIIc-1.7 secondary sentence for IIIc-1.8.3 the visual
speakers borrowed language Read sources in a specific Revise media EN6A-IIIc-
words using features grade level preparation for purpose and writing for 17
-context - text with writing, audience clarity Show
clues Comparison accuracy, reporting and -making - correct tactfulness
-affixes and contrast appropriate similar requests spelling when
and roots rate and academic - communicating
-other proper tasks in appropriate with others
strategies expression collaboration punctuation
with others marks EN6A-IIIc-
- 18
transition/ Show
signal words openness to
criticism

4 EN6LC-IIId- EN6OL- EN6V- EN6RC- EN6F- EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IIId-
3.1.13 IIId-3.7 IIId -12.4.1.3 IIId-2.15.2 IIId-3.5 IIId-4 IIId-1.8.4 IIId-1.1.6.1 IIId-7.1 16
Make a stand Use Infer Use EN6F- Organize Use a Plan a Identify the Observe
appropriate meaning of appropriate IIId-3.2 information particular composition values politeness at
strategies to borrowed graphic EN6F- from kind of using an suggested in all times
keep a words using organizers in IIId-3.6 secondary sentence for outline/other the visual
discussion roots texts read Observe sources in a specific graphic media EN6A-IIId-
going accuracy, preparation for purpose and organizers 17
appropriate writing, audience Show
rate and reporting and - tactfulness
proper similar following and when
expressions academic giving communicating
in dialogs tasks in directions with others
collaboration
with others EN6A-IIId-
18
94
Week Listening Oral Voc. Devt Reading Oral Study Gramma Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Strat r Composit
sion sion Fluency Research ion
Show
openness to
criticism

5 EN6LC-IIIe- EN6OL- EN6V- EN6F- EN6SS- EN6SS- EN6WC- EN6A-IIIe-

3.1.13 IIIe-3.7 IIIe -12.4.2.3 IIIe-3.5 IIIe-4 IIIe-1.8.10 IIIe-2.2.10 16
Make a stand Use Infer EN6F- Organize Use a Write a 3- Observe
appropriate meaning of IIIe-3.2 information particular paragraph politeness at
strategies to borrowed EN6F- from kind of editorial all times
keep a words using IIIe-3.6 secondary sentence for article
discussion prefix Observe sources in a specific EN6A-IIIe-
going accuracy, preparation for purpose and 17
appropriate writing, audience Show
rate and reporting and - tactfulness
proper similar expressing when
expressions academic opinions/ communicating
in dialogs tasks in Emotion with others
collaboration s
with others EN6A-IIIe-
18
Show
openness to
criticism

6 EN6OL-IIIf- EN6V- EN6F- EN6SS- EN6SS- EN6WC- EN6A-IIIf-

2.7 IIIf -12.4.2.3 IIIf-3.5 IIIf-4 IIIf-1.8.11 IIIf-1.8.2 16
Remind Infer EN6F- Organize Use a EN6WC- Observe
others to stay meaning of IIIf-3.2 information particular IIIf-1.8.1 politeness at
on topic borrowed EN6F- from kind of EN6WC- all times
words using IIIf-3.6 secondary sentence for IIIf-1.8.3
suffix Observe sources in a specific Revise EN6A-IIIf-
accuracy, preparation for purpose and writing for 17
appropriate writing, audience clarity Show
rate and reporting and - - correct tactfulness
proper similar asserting spelling when
expressions academic - communicating
in dialogs tasks in appropriate with others
collaboration punctuation
95
Week Listening Oral Voc. Devt Reading Oral Study Gramma Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Strat r Composit
sion sion Fluency Research ion
with others marks EN6A-IIIf-
- 18
transition/ Show
signal openness to
words criticism

7 EN6OL- EN6V- EN6F- EN6SS- EN6A-IIIg-

IIIg-1.19 IIIg-12.3.3 IIIg-3.5 IIIg-4 16
Present a EN6V- EN6F- Organize Observe
coherent, IIIg -12.4.1.3 IIIg-3.2 information politeness at
comprehensive EN6V- EN6F- from all times
report on IIIg -12.4.2.3 IIIg-3.6 secondary
differing Infer Observe sources in EN6A-IIIg-
viewpoints on meaning of accuracy, preparation for 17
an issue content appropriate writing, Show
specific terms rate and reporting and tactfulness
using proper similar when
-context expressions academic communicating
clues in dialogs tasks in with others
-affixes collaboration
and roots with others EN6A-IIIg-
-other 18
strategies Show
openness to
criticism

8 EN6OL- EN6V- EN6F- EN6SS- EN6A-IIIh-

IIIh-1.19 IIIh-12.3.3 IIIh-3.5 IIIh-4 16
Present a EN6V- EN6F- Organize Observe
coherent, IIIh -12.4.1.3 IIIh-3.2 information politeness at
comprehensive EN6V- EN6F- from all times
report on IIIh -12.4.2.3 IIIh-3.6 secondary
differing Infer Observe sources in EN6A-IIIh-
viewpoints on meaning of accuracy, preparation for 17
an issue content appropriate writing, Show
specific terms rate and reporting and tactfulness
using proper similar when
-context expressions academic communicating
96
Week Listening Oral Voc. Devt Reading Oral Study Gramma Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Strat r Composit
sion sion Fluency Research ion
clues in dialogs tasks in with others
-affixes collaboration
and roots with others EN6A-IIIh-
-other 18
strategies Show
openness to
criticism

9 EN6OL-IIIi- EN6V- EN6F-IIIi- EN6SS- EN6A-IIIi-

1.19 IIIi-12.3.3 3.5 IIIi-4 16
Present a EN6V- IIIi EN6F-IIIi- Organize Observe
coherent, -12.4.1.3 3.2 information politeness at
comprehensive EN6V- IIIi EN6F-IIIi- from all times
report on -12.4.2.3 3.6 secondary
differing Infer Observe sources in EN6A-IIIi-
viewpoints on meaning of accuracy, preparation for 17
an issue content appropriate writing, Show
specific terms rate and reporting and tactfulness
using proper similar when
-context expressions academic communicating
clues in dialogs tasks in with others
-affixes collaboration
and roots with others EN6A-IIIi-
-other 18
strategies Show
openness to
criticism

10 EN6OL-IIIj- EN6V- EN6F-IIIj- EN6SS- EN6A-IIIj-

1.19 IIIj-12.3.3 3.5 IIIj-4 16
Present a EN6V- IIIj EN6F-IIIj- Organize Observe
coherent, -12.4.1.3 3.2 information politeness at
comprehensive EN6V- IIIj EN6F-IIIj- from all times
report on -12.4.2.3 3.6 secondary
differing Infer Observe sources in EN6A-IIIj-
viewpoints on meaning of accuracy, preparation for 17
an issue content appropriate writing, Show
97
 Week Listening Oral Voc. Devt Reading Oral Study Gramma Writing/ Viewing Attitude
Comprehen Language Comprehen Reading Strat r Composit
sion sion Fluency Research ion
specific terms rate and reporting and tactfulness
using proper similar when
-context expressions academic communicating
clues in dialogs tasks in with others
-affixes collaboration
and roots with others EN6A-IIIj-
-other 18
strategies Show
openness to
criticism

English – Grade VI
Fourth Quarter

Grade Level Standard : The learner listens critically; communicates feelings and ideas orally and in writing with a high level of
proficiency; and reads various text types materials to serve learning needs in meeting a wide range of life’s purposes.
Week Listening Oral Voc. Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Languag Devt Comprehen Reading Strat Composi
sion e sion Fluency Research tion
1 EN6LC-IVa- EN6OL- EN6V- EN6RC- EN6F-IVa- EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IVa-
3.1.14 IVa-3.6 IVa-12.3.3 IVa-3.2.6 1.6 IVa-1.8 IVa-1.8 IVa-1.1.6.1 IVa-7.1 16

98
Week Listening Oral Voc. Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Languag Devt Comprehen Reading Strat Composi
sion e sion Fluency Research tion
Restate portions Summari EN6V- Distinguish Read Take Use various Plan a EN6VC- Observe
of a text heard ze IVa - text-types aloud grade down relevant types and kinds composition IVa-7.2 politeness at
to clarify information 12.4.1.3 according to level notes of sentences using an EN6VC- all times
meaning conveyed EN6V- purpose and appropriate for effective outline/other IVa-7.3
through IVa - language text with an communication graphic EN6A-IVa-
discussion 12.4.2.3 features accuracy rate of information/ organizers Determin 17
Infer -Cause and of 95 – 100% ideas e Show
meaning of effect (compound images/ideas tactfulness
borrowed sentences) that are when
words using explicitly used communicating
-context MISOSA to influence with others
clues ENG6 USING viewers
-affixes COMPOUND (Stereotypes, EN6A-IVa-
and roots SENTENCES Point of view, 18
-other Propagandas) Show
strategies BEAM openness to
ENG5 DLP criticism
MODULE 23
USING
VARIETY OF
SENTENCES
ACCORDING
TO
STRUCTURE

2 EN6LC-IVb- EN6OL- EN6V- EN6RC- EN6F-IVb- EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IVb-
3.1.14 IVb-3.6 IVb-12.3.3 IVb-3.2.6 1.6 IVb-1.9 IVb-1.9 IVb-2.2.11 IVb-7.1 16
Restate portions Summari EN6V- Distinguish Read Assess Use various Compos EN6VC- Observe
of a text heard ze IVb - text-types aloud grade credibility of types and kinds e a three- IVb-7.2 politeness at
to clarify information 12.4.1.3 according to level sources of of sentences paragraph EN6VC- all times
meaning conveyed EN6V- purpose and appropriate information for effective persuasive IVb-7.3
through IVb - language text with an communication essay on Determin EN6A-IVb-
discussion 12.4.2.3 features accuracy rate of information/ self-selected e 17
Infer -Cause and of 95 – 100% ideas topic images/ideas Show
meaning of effect (complex that are tactfulness
borrowed sentences) explicitly used when
words using to influence communicating
-context viewers with others
clues (Stereotypes,
99
Week Listening Oral Voc. Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Languag Devt Comprehen Reading Strat Composi
sion e sion Fluency Research tion
-affixes Point of view, EN6A-IVb-
and roots Propagandas) 18
-other Show
strategies openness to
criticism

3 EN6LC-IVc- EN6OL- EN6V- EN6RC- EN6F-IVc- EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IVc-
3.1.14 IVc-3.6 IVc - IVc-3.2.5 2.9 IVc-5 IVc-1.10 IVc-1.8.2 IVc-7.1 16
Restate portions Summari 12.4.1.3 Distinguish Self- List Use various EN6WC- EN6VC- Observe
of a text heard ze Infer text-types correct when primary and types and kinds IVc-1.8.1 IVc-7.2 politeness at
to clarify information meaning of according to reading secondary of sentences EN6WC- EN6VC- all times
meaning conveyed borrowed purpose and sources of for effective IVc-1.8.3 IVc-7.3
through words using language information communication Revise Determin EN6A-IVc-
discussion roots features of information/ writing for e 17
-Problem ideas clarity images/ideas Show
and solution (compound, - correct that are tactfulness
complex spelling explicitly used when
sentences) - to influence communicating
appropriate viewers with others
punctuation (Stereotypes,
marks Point of view, EN6A-IVc-
- Propagandas) 18
transition/ Show
signal openness to
words criticism

4 EN6LC-IVd- EN6OL- EN6V- EN6RC- EN6F-IVd- EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IVd-
2.23 IVd-3.6 IVd - IVd-3.2.5 1.13 IVd-2.3 IVd-1.10 IVd-1.1.6.1 IVd-1.4 16
Summarize Summari 12.4.2.3 Distinguish Read Conduct Use various Plan a Make Observe
the information ze Infer text-types grade level short research types and kinds composition connections politeness at
from a text information meaning of according to text with 145 projects on a of sentences using an between all times
heard conveyed borrowed purpose and words correct relevant issue for effective outline/other information
through words using language per minute communication graphic viewed and EN6A-IVd-
discussion prefix features of information/ organizers personal 17
ideas experiences Show
-Problem (compo tactfulness
and solution und, when
complex communicating
100
Week Listening Oral Voc. Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Languag Devt Comprehen Reading Strat Composi
sion e sion Fluency Research tion
sentences) with others

EN6A-IVd-
18
Show
openness to
criticism

5 EN6LC-IVe- EN6OL- EN6V- EN6RC- EN6F-IVe- EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IVe-
2.23 IVe-3.6 IVe - IVe-2.15.2 1.13 IVe-2.3 IVe-1.10 IVe-2.2.11 IVe-1.4 16
Summarize Summari 12.4.2.3 Use Read Conduct Use various Compos Make Observe
the information ze Infer appropriate grade level short research types and kinds e a three- connections politeness at
from a text information meaning of graphic text with 145 projects on a of sentences paragraph between all times
heard conveyed borrowed organizers in words correct relevant issue for effective persuasive information
through words using texts read per minute communication essay on viewed and EN6A-IVe-
discussion suffix of information/ self-selected personal 17
ideas topic experiences Show
(compound, tactfulness
complex when
sentences) communicating
with others

EN6A-IVe-
18
Show
openness to
criticism

6 EN6LC-IVf- EN6OL- EN6V- EN6RC- EN6F-IVf- EN6SS- EN6SS-IVf- EN6WC- EN6VC- EN6A-IVf-
2.23 IVf-3.6 IVf-12.3.3 IVf-2.15.2 3.5 IVf-2.3 1.10 IVf-1.8.2 IVf-1.4 16
Summarize Summari EN6V- Use EN6F- IVf Conduct Use various EN6WC- Make Observe
the information ze IVf -12.4.1.3 appropriate -3.2 short research types and kinds IVf-1.8.1 connections politeness at
from a text information EN6V- graphic EN6F- IVf projects on a of sentences EN6WC- between all times
heard conveyed IVf -12.4.2.3 organizers in -3.6 relevant issue for effective IVf-1.8.3 information
through Infer texts read EN6F- IVf communication Revise viewed and EN6A-IVf-
discussion meaning of -3.11 of information/ writing for personal 17
content- Observe ideas clarity experiences Show
specific accuracy, (compound, - correct tactfulness
101
Week Listening Oral Voc. Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Languag Devt Comprehen Reading Strat Composi
sion e sion Fluency Research tion
terms using appropriate complex spelling when
-context rate, proper sentences) - communicating
clues expressions appropriate with others
-affixes and correct punctuation
and roots pronunciation marks EN6A-IVf-
-other in oral - 18
strategies communication transition/ Show
group task signal openness to
words criticism

7 EN6OL- EN6V- EN6RC- EN6F-IVg- EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IVg-

IVg-3.6 IVg-12.3.3 IVg-2.15.2 3.5 IVg-2.3 IVg-1.10 IVg-2.2.11 IVg-1.4 16
Summari EN6V- Use EN6F- IVg Conduct Use various Compos Make Observe
ze IVg - appropriate -3.2 short research types and kinds e a three- connections politeness at
information 12.4.1.3 graphic EN6F- IVg projects on a of sentences paragraph between all times
conveyed EN6V- organizers in -3.6 relevant issue for effective persuasive information
through IVg - texts read EN6F- IVg communication essay on viewed and EN6A-IVg-
discussion 12.4.2.3 -3.11 of information/ self-selected personal 17
Infer Observe ideas topic experiences Show
meaning of accuracy, (compound, tactfulness
content- appropriate complex when
specific rate, proper sentences) communicating
terms using expressions with others
-context and correct
clues pronunciation EN6A-IVg-
-affixes in oral 18
and roots communication Show
-other group task openness to
strategies criticism

8 EN6OL- EN6V- EN6RC- EN6F-IVh- EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IVh-

IVh-3.6 IVh-12.3.3 IVh-2.15.2 3.5 IVh-2.3 IVh-1.10 IVh-1.8.2 IVh-1.4 16
Summari EN6V- Use EN6F- IVh Conduct Use various EN6WC- Make Observe
ze IVh - appropriate -3.2 short research types and kinds IVh-1.8.1 connections politeness at
102
Week Listening Oral Voc. Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Languag Devt Comprehen Reading Strat Composi
sion e sion Fluency Research tion
information 12.4.1.3 graphic EN6F- IVh projects on a of sentences EN6WC- between all times
conveyed EN6V- organizers in -3.6 relevant issue for effective IVh-1.8.3 information
through IVh - texts read EN6F- IVh communication Revise viewed and EN6A-IVh-
discussion 12.4.2.3 -3.11 of information/ writing for personal 17
Infer Observe ideas clarity experiences Show
meaning of accuracy, (compound, - correct tactfulness
content- appropriate complex spelling when
specific rate, proper sentences) - communicating
terms using expressions appropriate with others
-context and correct punctuation
clues pronunciation marks EN6A-IVh-
-affixes in oral - 18
and roots communication transition/ Show
-other group task signal openness to
strategies words criticism

9 EN6OL- EN6V- EN6RC- EN6F-IVi- EN6SS- EN6SS-IVi- EN6WC- EN6VC- EN6A-IVi-

IVi-3.6 IVi-12.3.3 IVi-2.15.2 3.5 IVi-2.3 1.10 IVi-2.2.11 IVi-1.4 16
Summari EN6V- Use EN6F- IVi Conduct Use various Compos Make Observe
ze IVi -12.4.1.3 appropriate -3.2 short research types and kinds e a three- connections politeness at
information EN6V- graphic EN6F- IVi projects on a of sentences paragraph between all times
conveyed IVi -12.4.2.3 organizers in -3.6 relevant issue for effective persuasive information
through Infer texts read EN6F- IVi communication essay on viewed and EN6A-IVi-
discussion meaning of -3.11 of information/ self-selected personal 17
content- Observe ideas topic experiences Show
specific accuracy, (compound, tactfulness
terms using appropriate complex when
-context rate, proper sentences) communicating
clues expressions with others
-affixes and correct
and roots pronunciation EN6A-IVi-
-other in oral 18
strategies communication Show
group task openness to
criticism

10 EN6OL- EN6V- EN6RC- EN6F-IVj- EN6SS- EN6SS-IVj- EN6WC- EN6VC- EN6A-IVj-

103
Week Listening Oral Voc. Reading Oral Study Grammar Writing/ Viewing Attitude
Comprehen Languag Devt Comprehen Reading Strat Composi
sion e sion Fluency Research tion
IVj-3.6 IVj-12.3.3 IVj-2.15.2 3.5 IVj-2.3 1.10 IVj-1.8.2 IVj-1.4 16
Summari EN6V- Use EN6F- IVj Conduct Use various EN6WC- Make Observe
ze IVj -12.4.1.3 appropriate -3.2 short research types and kinds IVj-1.8.1 connections politeness at
information EN6V- graphic EN6F- IVj projects on a of sentences EN6WC- between all times
conveyed IVj -12.4.2.3 organizers in -3.6 relevant issue for effective IVj-1.8.3 information
through Infer texts read EN6F- IVj communication Revise viewed and EN6A-IVj-
discussion meaning of -3.11 of information/ writing for personal 17
content- Observe ideas clarity experiences Show
specific accuracy, (compound, - correct tactfulness
terms using appropriate complex spelling when
-context rate, proper sentences) - communicating
clues expressions appropriate with others
-affixes and correct punctuation
and roots pronunciation marks EN6A-IVj-
-other in oral - 18
strategies communication transition/ Show
group task signal openness to
words criticism

CODED QUARTERLY COMPETENCIES MATRIX FOR GRADE 7-10 ENGLISH

August 15, 2013, Development Academy of the Philippines, Tagaytay City

104
This revised curriculum guide containing the expanded language learning domains and updated
learning competencies was prepared through the collective efforts and expertise of the following
analysts and reviewers:
RICARDO G. ADOR DIONISIO JOAN L. LAGATA
Education Program Specialist II Education Program Supervisor
BSE-Curriculum Development Division DepEd Region V (Bicol)
DepEd Central Office

LIBERTY A. MANGALUZ PETER S. TENTOCO III

Head Teacher III English, Quirino HS Education Program Specialist (Detailed)
Quirino High School, Quezon City San Jose Del Monte, Bulacan

NILDA R. SUNGA, Ph.D. ROMYLYN A. METILA

Editor-in-Chief, Phoenix Publishing House Assistant Professor, College Education,UP
Representative of the Academe Representative of the Academe
EDIZON A. FERMIN, Ph.D.
Principal, Miriam College High School
External Reviewer

FIRST QUARTER

DOMAIN READING LISTENING VIEWING VOCABULARY LITERATURE WRITING AND ORAL LANGUAGE AND GRAMMAR
COMPREHENSION COMPREHENSION COMPREHENSION DEVELOPMENT COMPOSITION FLUENCY AWARENESS
GRADE EN7RC-I-0-4: Use the ADDITIONAL: EN8VC-I-0-14: Use ADDITIONAL: ADDITIONAL: Discover EN7WC-I-0-4: ADDITIONAL: Observe the ADDITIONAL:
7 appropriate reading Recognize prosodic structural analysis to Distinguish between literature as a means of Distinguish between correct production of vowel and Observe correct

105
DOMAIN READING LISTENING VIEWING VOCABULARY LITERATURE WRITING AND ORAL LANGUAGE AND GRAMMAR
COMPREHENSION COMPREHENSION COMPREHENSION DEVELOPMENT COMPOSITION FLUENCY AWARENESS
1st Q style (scanning, features: volume, determine the slang and colloquial connecting to a significant oral and written consonant sounds, diphthongs, subject-verb
skimming, speed projection, pitch, stress, meaning of expressions in past. language use. blends, glides, etc. agreement.
reading, intensive intonation, juncture, and unfamiliar words or conversations. EN8LT-II-0-7: Describe EN7WC-I-0-2.2: ADDITIONAL: Read words
reading etc.) for one’s speech rate that serve as expressions from EN7VD-I-0-20.3: the different literary Recognize the phrases, clauses, sentences
purpose carriers of meaning. the material viewed. Distinguish features genres during the pre- common purposes and paragraphs using the
EN7SS-I-0-1.5.2: ADDITIONAL: Listen ADDITIONAL: Give of colloquial colonial period. for writing. correct production of vowel
Scan for specific for important points the meaning of language (fillers, EN8LT-II-0-7.1: EN7WC-I-0-4.2: and consonant sounds,
information. signaled by volume, given signs and contractions, etc.) Identify the Differentiate diphthongs, blends and
EN7SS-I-0-1.5.1: projection, pitch, symbols (road and slang. distinguishing features literary writing glides.
Skim for major ideas stress, intonation, signs, prohibited EN7VD-I-0-10.2: of proverbs, myths, from academic ADDITIONAL: Use appropriate
using headings as juncture, and rate of signs, etc.). Use appropriate and legends. writing. prosodic features of speech like
guide. speech. EN7VC-I-0-6: idiomatic EN8LT-II-0-7.4: EN7WC-I-0-4.1: pitch, stress, juncture,
EN7RC-I-0-4.1: ADDITIONAL: Note Identify the genre of expressions in a Explain how the Identify basic intonation, volume and
Read intensively to the changes in a material viewed variety of basic elements specific to a features and kinds projection and rate/speed of
find answers to volume, projection, (such as movie clip, interpersonal genre contribute to the of paragraph. speech in differing oral
specific questions pitch, stress, trailer, news flash, communicative theme of a particular EN7WC-I-0-4.3: communication situations.
EN7RC-I-0-2.15: Use intonation, juncture, internet-based situations. literary selection. Recognize the ADDITIONAL: Observe the
non-linear visuals as and rate of speech program, EN7VD-I-0-20.4: EN8LT-II-0-7.4.2: parts of a simple correct pitch levels (high,
comprehensive aids in that affect meaning. documentary, video, Select an Express paragraph. medium, low) when reading
content texts. etc.). appropriate appreciation for EN7WC-I-0-2.7: lines of poetry, sample
EN7SS-I-0-1.2: EN7VC-1-2.1/2.6: colloquial or sensory images Sequence steps in sentences and paragraphs.
Transcode orally Organize idiomatic word or used. writing a simple ADDITIONAL: Use the
and in writing the information from a expression as a EN8LT-II-0-7.4.1: paragraph. correct stress (primary,
information material viewed. substitute for Explain the literary EN7WC-I-0-4.4: secondary, tertiary and
presented in ADDITIONAL: another word or devices used. Retell a chosen weak) when reading
diagrams, charts, Determine the expression. EN8LT-II-0-7.4.3: myth or legend in passages.
table, graphs, etc. truthfulness and EN7VD-I-0-20.5: Determine tone, a series of simple ADDITIONAL: Use the rising
EN7SS-I-0-1.2: Give accuracy of the Explain the mood, technique, paragraphs. intonation pattern with Yes -
the meaning of material viewed. predominance of and purpose of the No and tag questions; the
given signs and colloquial and author. rising-falling intonation with
symbols (road signs, idiomatic ADDITIONAL: Draw information- seeking
prohibited signs, expressions in oral similarities and questions, option questions
etc.). communication. differences of the and with statements.
EN7SS-I-0-1.2: Follow featured selections in ADDITIONAL: Observe and
directions using a map. relation to the theme. use correct
ADDITIONAL: Explain juncture/phrasing and rate of
how a selection may be speech when reading
influenced by culture, sample passages (prose or
history, environment, or poetry).
other factors.

GRADE EN8RC-I-0-11: Use the ADDITIONAL: Determine EN9VC-I-0-14: Use EN8VD-I-0-24: Use EN8LT-I-0-6: Appreciate EN8WC-II-0-1.3: EN8FL-I-0-3: Deliver a self- ADDITIONAL:
8 appropriate reading how volume, projection, context clues from appropriate strategies in literature as a means of Generate ideas and composed informative speech. Use parallel

106
DOMAIN READING LISTENING VIEWING VOCABULARY LITERATURE WRITING AND ORAL LANGUAGE AND GRAMMAR
COMPREHENSION COMPREHENSION COMPREHENSION DEVELOPMENT COMPOSITION FLUENCY AWARENESS
1st Q style (scanning, pitch, stress, intonation, the material viewed unlocking the meaning understanding the human their relationships. ADDITIONAL: Use the structures.
skimming, speed juncture, and speech rate to determine the of unfamiliar words and being and the forces EN8WC-II-0-1.3.2: correct sounds of English. ADDITIONAL:
reading, intensive serve as carriers of meaning of idiomatic expressions. he/she needs to contend Present ideas using ADDITIONAL: Use Use appropriate
reading etc.) for one’s meaning. unfamiliar words or EN8VD-I-0-12.3: with. a variety of graphic appropriate prosodic features cohesive
purpose. ADDITIONAL: Listen expressions. Determine the EN8LT-II-0-7: Describe organizers. of speech when delivering devices in
EN8RC-I-0-11.1: for important points EN7VC-1-2.1/2.6: meaning of idiomatic the notable literary genres EN8WC-II-0-1.3.3: lines. composing an
Scan for logical signaled by volume, Organize expressions by contributed by African Organize ideas in ADDITIONAL: Use the informative
connectors to projection, pitch, information from a noting context clues writers. one-step word, correct stance and behavior. speech.
determine the text stress, intonation, material viewed. and collocations. EN8LT-II-0-7.1: phrase, and ADDITIONAL: Highlight
type. juncture, and rate of EN8VC-I-0-25: ADDITIONAL: Identify the sentence outline important points in an
EN8SS-I-0-1.5.1: speech. Compare and Determine the distinguishing features forms. informative talk using
Skim to determine ADDITIONAL: Note contrast the meaning of words of notable African ADDITIONAL: appropriate presentation
key ideas. the changes in presentation of the and expressions that chants, poems, Organize notes taken aids.
EN8RC-I-0-11.1: volume, projection, same topic in reflect the local folktales, and short from an expository
Read intensively to pitch, stress, different viewing culture by noting stories. text.
determine the intonation, juncture, genres. context clues. EN8LT-II-0-7.4: EN8WC-II-0-1.3.2:
author’s purpose. and rate of speech Explain how the Arrange notes using
that affect meaning. elements specific to a a variety of graphic
genre contribute to the organizers.
theme of a particular EN8WC-II-0-1.3.3:
literary selection. Arrange notes in
EN8LT-II-0-7.4.2: one-step word,
Express phrase, and
appreciation for sentence outline
sensory images forms.
used.
EN8LT-II-0-7.4.1:
Explain the literary
devices used.
EN8LT-II-0-7.4.3:
Determine tone,
mood, technique,
and purpose of the
author.
ADDITIONAL: Draw
similarities and
differences of the
featured selections in
relation to the theme.
ADDITIONAL: Explain
how a selection may be
influenced by culture,
history, environment, or
other factors.

107
DOMAIN READING LISTENING VIEWING VOCABULARY LITERATURE WRITING AND ORAL LANGUAGE AND GRAMMAR
COMPREHENSION COMPREHENSION COMPREHENSION DEVELOPMENT COMPOSITION FLUENCY AWARENESS

GRADE EN9RC-I-0-15: Share ADDITIONAL: ADDITIONAL: EN9VD-I-0-12.3: EN8LT-I-0-6: Analyze ADDITIONAL: EN9FL-I-0-2/3: Use the ADDITIONAL:
9 prior knowledge about Process information Infer thoughts, Provide words or literature as a means of Distinguish between appropriate segmentals Use normal
st discovering the self.
1 Q a text topic. mentioned in the text feelings, and expressions and among (sounds of English) and the and inverted
EN9RC-I-0-16: Scan listened to. intentions in the appropriate for a EN8LT-II-0-7.4: informative, suprasegmentals or prosodic word order in
sequence signals or ADDITIONAL: material viewed. given situation. Identify the journalistic, and features of speech when creative
distinguishing features
connectors to Perform a task by ADDITIONAL: EN9VD-I-0-15: literary writing. delivering lines of poetry and writing.
of notable Anglo-
determine patterns of following instructions. Summarize the Explain how words American lyric poetry,
ADDITIONAL: prose in a speech choir, jazz ADDITIONAL:
idea development. ADDITIONAL: Infer contents of the are derived from songs, poems, sermons, Examine sample chants and raps. Use
EN9RC-I-0-1.5.1/1. 6: thoughts, feelings material viewed. names of persons and allegories. texts ADDITIONAL: Produce appropriate
Skim to determine and intentions of the ADDITIONAL: and places. EN8LT-II-0-7.4: representative of the correct beat and punctuation
key ideas and speaker. Assess the EN9VD-I-0-12.3/15. 3: Explain how the each type. rhythm in delivering jazz marks and
author’s purpose. ADDITIONAL: relevance and Arrive at meaning of elements specific to a ADDITIONAL: chants and raps. capitalization
EN9RC-I-0-17: Make Paraphrase the text worth of ideas words through word selection build its Compose forms of ADDITIONAL: Use the to convey
a connection between listened to. presented in the formation (clipping, theme. literary writing. correct pitch, juncture, meaning.
the present text and ADDITIONAL: Agree material viewed. blending, acronymy, EN8LT-II-0-7.4: ADDITIONAL: stress, intonation, rate of ADDITIONAL:
previously read texts. or disagree with the ADDITIONAL: compounding, folk Explain how the Identify types speech, volume and Use
EN9RC-I-0-18: ideas of the speaker. Draw etymology, etc.) elements specific to a and features of projection when delivering interjections to
Identify advance ADDITIONAL: generalizations EN9VD-I-0-25: Note genre contribute to poetry. lines of poetry and prose convery
organizers, titles, sub- Accept or reject and conclusions types of context clue the theme of a ADDITIONAL: in dramatic and meaning.
titles, illustrations, etc. ideas mentioned. from the material (restatement, particular literary conventional speech
given in a text. ADDITIONAL: Make viewed. definition, synonyms,
Use literary choirs
selection.
decisions based on antonyms) used for a devices and ADDITIONAL: Use the
EN8LT-II-0-7.4.2:
what is listened to. given word or Express techniques to appropriate gestures
ADDITIONAL: Judge expression. appreciation for craft poetic (hand, face, and body).
the relevance and sensory images forms. ADDITIONAL: Use the
worth of ideas used. appropriate and effective
presented. EN8LT-II-0-7.4.1: speech conventions
ADDITIONAL: Draw Explain the literary expected of speech choir
generalizations and devices used. presentations.
conclusions from the EN8LT-II-0-7.4.3:
material listened to. Determine tone,
ADDITIONAL: mood, technique,
Compare and and purpose of the
contrast information author.
listened to. ADDITIONAL: Draw
ADDITIONAL: similarities and
Summarize differences of the

108
DOMAIN READING LISTENING VIEWING VOCABULARY LITERATURE WRITING AND ORAL LANGUAGE AND GRAMMAR
COMPREHENSION COMPREHENSION COMPREHENSION DEVELOPMENT COMPOSITION FLUENCY AWARENESS
information from the featured selections in
text listened to. relation to the theme.
ADDITIONAL: Explain
how a selection may be
influenced by culture,
history, environment, or
other factors.

GRADE EN10RC-I-0-28: Use Examine how spoken EN10VC-I-0-2.4: ADDITIONAL: EN8LT-I-0-6: Evaluate EN7WC-IV-0-7: EN10FL-I: Determine the ADDITIONAL:
10 prior knowledge to communication may be Determine how Differentiate formal from literature as a way of Compose short elements and the ethics of Using words and
1st Q process information repaired or enhanced connected events informal definitions of expressing and resolving persuasive texts using public speaking expressions that
from the text read.  Get information that contribute to the words. one’s personal conflicts. a variety of persuasive  Identify the factors of emphasize a
EN10RC-I-0-28.1.1: can be used in totality of a material EN8LT-II-0-7.4: techniques and public speaking point.
Compare new insights everyday life from news viewed. Explain how the devices.  Describe and interpret
with previous learnings reports, speeches, ADDITIONAL: elements specific to a ADDITIONAL: the ethics of public ADDITIONAL:
EN10RC-I-0-28.1.2: informative talks, panel Express insights selection build its Identify features of speaking Use modals
Determine the effect of discussions, etc. based on the ideas theme. persuasive texts.  Describe the
textual aids like  Determine the implicit presented in the EN8LT-II-0-7.4: EN7WC-IV-0-7.1: techniques in effective ADDITIONAL:
advance organizers, and explicit signals, material viewed. Explain how the Formulate a public speaking Use reflexive and
titles, non-linear verbal, as well as non- ADDITIONAL: elements specific to a statement of opinion Employ the techniques in public intensive
illustrations, etc. on the verbal, used by the Draw genre contribute to the or assertion. speaking in a sample public pronouns.
understanding of a speaker to highlight generalizations and theme of a particular ADDITIONAL: speaking situation
text. significant points conclusions based literary selection. Compose a
 Single out direct and on the materials EN8LT-II-0-7.4.2: persuasive text of
indirect signals used by viewed. Express three paragraphs
a speaker appreciation for expressing one’s
 Point out the sensory images stand on an issue.
effectiveness of the used.
devices used by the EN8LT-II-0-7.4.1:
speaker to attract and Explain the literary
hold the attention of the devices used.
listener EN8LT-II-0-7.4.3:
 Determine the roles of Determine tone,
discourse markers (e.g. mood, technique,
conjunctions, gambits, and purpose of the
adverbs) in signaling author.
the functions of ADDITIONAL: Draw
statements made. similarities and
 Make generalizations. differences of the
featured selections in
 Show appreciation for
relation to the theme.
songs, poems, and
other listening texts. ADDITIONAL: Explain
how a selection may be
influenced by culture,
109
 DOMAIN READING LISTENING VIEWING VOCABULARY LITERATURE WRITING AND ORAL LANGUAGE AND GRAMMAR
COMPREHENSION COMPREHENSION COMPREHENSION DEVELOPMENT COMPOSITION FLUENCY AWARENESS
history, environment, or
other factors.

SECOND QUARTER

DOMAIN READING COMPREHENSION LISTENING VIEWING VOCABULARY LITERATURE WRITING AND ORAL LANGUAGE AND GRAMMAR
COMPREHENSION COMPREHENSION DEVELOPMENT COMPOSITION FLUENCY AWARENESS
GRADE 7 EN7SS-II-0-1.7: Use ADDITIONAL: Use EN7VC-II-0-2.1: EN7VD-II-0-21: EN7LT-III-0-4: Discover ADDITIONAL: Extract EN7OL-II-0-3.7: Use verbal ADDITIONAL: Use
2nd Q appropriate mechanisms/tools listening strategies based Note details, Discriminate between the conflicts presented in information from a text and non verbal cues in phrases, clauses, and
in the library for locating on purpose, familiarity sequence, and literal and figurative literary selections and the using a summary, conversations, dialogs, and sentences appropriately
resources. with the topic and levels relationships of language. need to resolve those precis, and paraphrase. interviews. and meaningfully.
EN7SS-II-0-1.7.1: Use the of difficulty of short texts ideas and events. ADDITIONAL: conflicts in non-violent ADDITIONAL: ADDITIONAL: Use
card catalog, the online listened to. EN7VC-II-0-8: Classify sample ways. Identify key ideas. appropriate verbal and non-
public access catalog, or ADDITIONAL: Extract Narrate events texts into literal or EN8LT-II-0-7.1: Identify ADDITIONAL: verbal cues when
electronic search engine to information from the chronologically/ figurative. the distinguishing Identify supporting developing, maintaining
locate specific resources. text listened to. Arrange ideas EN7VD-II-0-10.1: features of literature details. and ending conversations
EN7SS-II-0-2.1: Get ADDITIONAL: logically based on a Identify figures of during the Period of ADDITIONAL: and dialogs.
information from the different Recognize main/key material viewed. speech that show Apprenticeship. Simplify ideas. ADDITIONAL: Employ
parts of a book and from ideas. ADDITIONAL: comparison (simile ADDITIONAL: Identify correct turn-taking, turn-
general references in the ADDITIONAL: Note Predict the gist of metaphor, the distinguishing giving and topic control
library. specific the material viewed personification). features of poems and strategies in conversations
EN7SS-II-0-2.1: Gather details/elements of the based on the title, EN7VD-II-0-10.1: short stories. and dialogs.
current information from text listened to. pictures, and Identify figures of EN8LT-II-0-7.4: ADDITIONAL: Use
newspapers and other print ADDITIONAL: excerpts of the speech that show Explain how the appropriate techniques and
and non-print media. Recognize signals/ material viewed. contrast (irony, elements specific to a strategies when asking
cues to determine the EN7VC-II-0-10/11: oxymoron, genre contribute to the questions and eliciting
order of ideas/ events. Raise questions paradox). theme of a particular answers.
ADDITIONAL: about a material literary selection. ADDITIONAL: Observe
Determine the tone viewed. EN8LT-II-0-7.4.2: and use the appropriate
and mood of the Express gestures (hand-body) that
speaker or characters appreciation for accompany oral language.
in the narrative listened sensory images ADDITIONAL: Use the
to. used. correct pitch, juncture,
110
 ADDITIONAL: Infer EN8LT-II-0-7.4.1: stress, volume and
the purpose of the text Explain the literary projection and rate/speed
listened to. devices used. of speech in conversations
ADDITIONAL: Make EN8LT-II-0-7.4.3: and dialogs.
predictions about the Determine tone,
contents of the texts mood, technique,
listened to. and purpose of the
ADDITIONAL: Infer author.
thoughts and feelings ADDITIONAL: Draw
expressed in the text similarities and
listened to. differences of the
featured selections in
relation to the theme.
ADDITIONAL: Explain how
a selection may be
influenced by culture,
history, environment, or
other factors.

GRADE 8 EN8RC-II-0-12: Evaluate ADDITIONAL: Employ ADDITIONAL: EN7VD-II-0-21: EN8LT-I-0-6.2: EN8WC-III-0-10: EN8OL-II-0.3.5: Deliver a ADDITIONAL: Use
nd appropriate grammatical
2 Q the personal significance of appropriate listening Predict the gist of Discriminate Appreciate literature as Compose effective self-composed
a literary text. skills and strategies the material between literal and an art form inspired and paragraphs. entertainment speech signals or expressions
suitable to each pattern
ADDITIONAL: Relate suited to long viewed based on figurative language. influenced by nature. ADDITIONAL: using all the needed
of idea development:
content or theme to descriptive and the title, pictures, EN7VD-II-0-10.1: EN8LT-II-0-7: Limit a topic. speech conventions.  general to particular
previous experiences and narrative texts. and excerpts. Distinguish Describe the notable ADDITIONAL: ADDITIONAL: Use the
 claim and
background knowledge. ADDITIONAL: EN8VC-II-0-27: between and literary genres appropriate prosodic
Use a variety of features of speech when counterclaim
ADDITIONAL: React to Employ projective Discern positive among verbal, contributed by East  problem-solution
techniques to delivering an entertainment
assertions made by the listening strategies and negative situational, and Asian writers.  cause-effect
author in the text. with longer stories. messages dramatic types of EN8LT-II-0-7.1: introduce a topic. speech.
ADDITIONAL: Produce the  and others
EN8RC-II-0-12.1: Explain ADDITIONAL: conveyed in a irony and give Identify the ADDITIONAL:
sounds of English correctly
visual-verbal relationships Infer dominant material viewed. examples of distinguishing features Develop related and effectively when
illustrated in tables, graphs, thoughts and each. of notable East Asian support delivering an entertainment
and information maps found feelings expressed EN7VD-II-0-10.1: poems, folktales, and sentences. speech.
in expository texts. in the text listened Identify figures of short stories. ADDITIONAL: ADDITIONAL: Use
EN8RC-II-0-12.1.1: to. speech that show EN8LT-II-0-7.4: appropriate non-verbal
Use a variety of
Transcode information ADDITIONAL: emphasis Explain how the cues when delivering lines
techniques to in an entertainment speech.
from linear to non-linear Determine the tone (hyperbole and elements specific to a formulate a ADDITIONAL: Maintain the
texts and vice-versa. and mood of the litotes). genre contribute to the
conclusion. interest of the audience by
EN8RC-II-0-12.1.3: speaker or theme of a particular delivering punch lines
EN8WC-III-0-10.1:
Organize information in characters in the literary selection. effectively.
Develop paragraphs
tables, graphs, and maps. narrative listened to. EN8LT-II-0-7.4.2:
that illustrate each
ADDITIONAL: Express appreciation
text type (narrative in
Infer the theme of for sensory images
111
 the text listened to. used. literature, expository,
ADDITIONAL: EN8LT-II-0-7.4.1: explanatory, factual
Listen to paraphrase Explain the literary and personal
information/ideas. devices used. recount, persuasive).
ADDITIONAL: EN8LT-II-0-7.4.3:
Formulate Determine tone,
predictions about the mood, technique,
contents of the and purpose of the
listening text. author.
ADDITIONAL: Draw
similarities and
differences of the
featured selections in
relation to the theme.
ADDITIONAL: Explain
how a selection may be
influenced by culture,
history, environment, or
other factors.

GRADE 9 EN9RC-II-0-19: Compare and ADDITIONAL: Shift from EN9VC-II-0-2.4: EN9VD-II-0-27: Give EN8LT-I-0-6: Analyze ADDITIONAL: EN9-II: Employ varied verbal ADDITIONAL: Use
2nd Q contrast similar information one listening strategy to Establish the appropriate literature as a means of Distinguish the features and non-verbal strategies to adverbs in narration.
presented in different texts. another based on topic, connections of communicative styles valuing other people and present in poetry and in create impact on the ADDITIONAL: Use
EN9RC-II-0-20: Get purpose, and level of events and how for various situations their various prose. audience while delivering conditionals in
information from various difficulty of the these lead to the (intimate, casual, circumstances in life. ADDITIONAL: lines in a Readers Theatre or expressing arguments.
print media like brochures, argumentative or ending of a conversational, EN8LT-II-0-7.1: Compose forms of in a Chamber Theatre.
pamphlets, periodicals, and persuasive text. material. consultative, frozen). Identify the literary writing. ADDITIONAL: Use the
audio-video recordings. ADDITIONAL: Listen ADDITIONAL: EN9VD-II-0-28: distinguishing features ADDITIONAL: correct production of
ADDITIONAL: Sense the to get important Summarize the Determine the of notable Anglo- Identify types and English sounds: vowels
difference between linear and information from information vocabulary or jargons American sonnets, features of short sounds, consonant sounds,
non-linear texts. argumentative/ contained in the expected of a dramatic poetry, prose. diphthongs, etc.
EN9RC-II-0-21: Interpret persuasive texts. material viewed. communicative style. vignettes, and short ADDITIONAL: Use ADDITIONAL: Use the
information found in non- ADDITIONAL: Make ADDITIONAL: stories. literary devices and appropriate prosodic
linear texts such as inferences from what Agree or disagree EN8LT-II-0-7.4: techniques to craft features of speech when
diagrams, maps, charts, etc. was said. with the ideas Explain how the short prose forms. delivering lines in a
ADDITIONAL: Match ADDITIONAL: Listen presented in the elements specific to a Readers Theatre or in a
diagrams with their to paraphrase and material viewed. selection build its Chamber Theatre.
corresponding write-ups. summarize information ADDITIONAL: theme. ADDITIONAL: Employ
ADDITIONAL: Organize from persuasive texts. Share personal EN8LT-II-0-7.4: effective and appropriate
information in various ways ADDITIONAL: opinion about the Explain how the non-verbal communication
(outlining, graphic, Anticipate the points ideas presented in elements specific to a to convey meaning in a
representations, etc.) that will be made the material viewed. genre contribute to the Readers or Chamber
based on the ADDITIONAL: theme of a particular Theatre.

112
 speaker’s purpose. Judge the relevance literary selection.
ADDITIONAL: Make a and worth of ideas EN8LT-II-0-7.4.2:
stand based on the text presented in the Express
listened to. material viewed. appreciation for
ADDITIONAL: Draw sensory images
conclusions based on used.
the text listened to. EN8LT-II-0-7.4.1:
ADDITIONAL: React Explain the literary
and share personal devices used.
opinion about the ideas EN8LT-II-0-7.4.3:
listened to. Determine tone,
ADDITIONAL: Analyze mood, technique,
the content and feeling and purpose of the
levels of utterances in author.
persuasive texts. ADDITIONAL: Draw
ADDITIONAL: Judge similarities and
the relevance and differences of the
worth of ideas featured selections in
presented. relation to the theme.
ADDITIONAL: Explain how
a selection may be
influenced by culture,
history, environment, or
other factors.

GRADE 10 EN10RC-II-0-29: Evaluate text ADDITIONAL: Adjust ADDITION: Assess ADDITIONAL: Give EN8LT-I-0-6: Evaluate ADDITIONAL: EN10FL-II: Make and deliver ADDITIONAL: Use words
nd
2 Q content, elements, features, listening strategies based the effectiveness of technical and literature as a vehicle of Compose an impromptu and and expressions that
and properties using a set of on purpose, familiarity the ideas presented operational expressing and resolving argumentative essay. extemporaneous speeches affirm or negate.
criteria. with the topic, and level in the material definitions. conflicts between and ADDITIONAL: with ease and confidence. ADDITIONAL: Observe
EN10RC-II-0-12.1: Explain of difficulty of texts. viewed taking into among individuals or Identify parts and ADDITIONAL: Employ correct grammar in
visual-verbal relationships ADDITIONAL: Switch account its purpose. groups. features of appropriate pitch, stress, making definitions.
illustrated in tables, graphs, from one listening ADDITIONAL: EN8LT-II-0-7.4: argumentative juncture, intonation, etc.
and information maps in strategy to another to Detect bias and Explain how the essays. ADDITIONAL: Use the
content area texts. extract meaning from prejudice in the elements specific to a ADDITIONAL: correct sound of English
the listening text. material viewed. selection build its Formulate claims of when delivering impromptu
EN10RC-II-0-12.1.1: ADDITIONAL: Assess EN10VC-II-0-53: theme. fact, policy, and and extemporaneous
Transcode information the effectiveness of a Use previous EN8LT-II-0-7.4: value. speech.
from linear to non-linear material listened to experiences as Explain how the ADDITIONAL: Use ADDITIONAL: Observe the
texts and vice-versa. taking into account the scaffold to the elements specific to a patterns and correct stance and proper
EN10RC-II-0-12.1.2: speaker’s purpose. message conveyed genre contribute to the techniques of stage behavior as deemed
Explain illustrations from ADDITIONAL: Assess by a material theme of a particular developing an necessary.
linear to non-linear texts whether the speaker’s viewed. literary selection. argumentative claim. ADDITIONAL: Establish
and vice versa. purpose is achieved or EN8LT-II-0-7.4.2: EN8SS-IV-0-1.6: Show eye contact.
EN10RC-II-0-12.1.3: not. Express respect for intellectual ADDITIONAL:
Present information ADDITIONAL: appreciation for property rights by Demonstrate confidence
113
 using tables, graphs, and Evaluate listening texts sensory images acknowledging citations and ease of delivery.
maps. in terms of accuracy, used. made in an
EN10RC-II-0-29.1: Adjust validity, adequacy, and EN8LT-II-0-7.4.1: argumetative essay.
reading speed and style to relevance. Explain the literary EN8SS-IV-0-1.6.1:
suit one’s purpose ADDITIONAL: Employ devices used. Acknowledge
EN10RC-II-0-1.5.2: Scan analytical listening in EN8LT-II-0-7.4.3: citations by
for needed information problem solving. Determine tone, preparing a
EN10RC-II-0-1.5.1: ADDITIONAL: Detect mood, technique, bibliography.
Read closely to get the biases and prejudices. and purpose of the EN8SS-IV-0-1.6.2:
author’s purpose ADDITIONAL: author. Use writing
EN10RC-II-0-29.1.1: Determine ADDITIONAL: Draw conventions to
Read closely to get unsupported similarities and indicate
explicitly and implicitly generalizations and differences of the acknowledgement of
stated information exaggerations. featured selections in resources.
relation to the theme. EN8SS-IV-0-1.6.3:
ADDITIONAL: Explain how Use quotation marks
a selection may be or hanging
influenced by culture, indentations for
history, environment, or direct quotes.
other factors. EN8SS-IV-0-1.6.4:
Use in-text citations.

THIRD QUARTER

DOMAIN READING LISTENING COMPREHENSION VIEWING VOCABULARY LITERATURE WRITING AND ORAL LANGUAGE GRAMMAR
COMPREHENSION COMPREHENSION DEVELOPMENT COMPOSITION AND FLUENCY AWARENESS
GRADE 7 EN7RC-III-0-7: Use one’s ADDITIONAL: Use different EN7VC-III-0-12: EN7VD-III-0-22: EN7LT-II-0-3: EN7WC-II-0-5: EN7OL-III-0-1.12: ADDITIONAL: Link
3rd Q schema to better understand listening strategies based on Determine the key Categorize words or Discover literature as Compose simple Express ideas, sentences using
114
 a text. purpose, topic and levels of message conveyed in expressions a tool to assert one’s narrative texts. opinions, feelings and logical connectors
EN7RC-III-0-7.1: Use difficulty of simple informative and the material viewed. according to shades unique identity and to EN7WC-II-0-5.1: emotions during that signal
one’s schema as basis for short narrative texts. EN7VC-III-0-13: Make of meaning. better understand Identify features of interviews, chronological and
conjectures made about a ADDITIONAL: Note specific a stand on the material EN7VD-III-0- other people. narrative writing. group/panel logical sequence and
text. details of the text listened to. viewed. 22.1: Identify EN8LT-II-0-7.1: ADDITIONAL: discussions, summation.
EN7RC-III-0-7.3: Use the ADDITIONAL: Recognize main collocations used Identify the Compose personal forums/fora, debates, ADDITIONAL: Use
universe of the text to points and supporting ideas in in a selection. distinguishing and factual recounts. etc. the passive and
activate one’s schema. the text listened to. EN7VD-III-0- features of literature EN7WC-II-0-5.3: ADDITIONAL: Use active voice
EN7RC-III-0-2.8: Make ADDITIONAL: Infer thoughts 13.8: Determine during the Period of Compose a series of the appropriate meaningfully in varied
predictions about the text. and feelings expressed in the words or Emergence. journal entries. prosodic features contexts.
ADDITIONAL: Identify the text listened to. expressions with ADDITIONAL: EN7WC-II-0-5.4: of speech during ADDITIONAL: Use
author’s intentions for ADDITIONAL: Determine the genus-species Identify the Compose an interviews, direct and reported
writing. order of ideas as signaled by (hyponymous) distinguishing anecdote based on a discussions and speech appropriately
EN7RC-III-0-2.13: cues. relations in a features of significant personal forums. in varied contexts.
Distinguish fact from ADDITIONAL: Follow steps in a selection. revolutionary experience. ADDITIONAL: ADDITIONAL: Use
opinion, fantasy from process. EN7VD-III-0- songs, poems, EN7WC-II-0-5.5: Employ the the past and past
reality in the text. ADDITIONAL: Sequence a 22.4: Identify short stories, Compose a appropriate oral perfect tenses
EN7RC-III-0-8.3: React to series of events mentioned in words or drama, and novels. travelogue. language and correctly in varied
assertions made by the the listened to. expressions with EN8LT-II-0-7.4: EN7WC-II-0-5.6: stance in an contexts.
author in the text. ADDITIONAL: Identify the part-whole Explain how the Compose a personal interview, a panel
persons speaking and (partitive) elements specific to letter to a friend, discussion, in a
addressed, and the stand of the relations. a genre contribute relative, and other forum and in a
speaker based on explicit to the theme of a people. debate.
statements made. particular literary ADDITIONAL:
ADDITIONAL: Formulate selection. Express ideas and
predictions about the contents of EN8LT-II-0-7.4.1: opinions based on
the text. Explain literary text listened to.
devices used. ADDITIONAL:
EN8LT-II-0-7.4.3: Raise sensible,
Determine tone, challenging thought
mood, technique, provoking
and purpose of questions in public
the author. forums/panel
ADDITIONAL: Draw discussions, etc.
similarities and
differences of the
featured selections in
relation to the theme.
ADDITIONAL: Explain
how a selection may be
influenced by culture,
history, environment,
and other factors .

GRADE 8 EN8RC-III-0-13: Utilize ADDITIONAL: Employ different ADDITIONAL: EN8VD-III-0-24: EN8LT-I-0-6.2: EN7WC-III-0-6: EN8OL-III-0-3-7: EN8RC-III-0-13.2:
3 rd Q coping reading strategies to listening strategies suited to the Determine the target Use appropriate Appreciate literature as Compose an informative Deliver a self- Share ideas using
process information in a text. topic, purpose, and level of audience of a material strategies for a mirror to a shared essay. composed persuasive opinion-marking
115
EN8RC-III-0-13.1: difficulty of the listening text. viewed. unlocking unfamiliar heritage of people w ith EN7WC-III-0-6.3: speech. signals.
Recognize propaganda ADDITIONAL: Determine the ADDITIONAL: words. diverse backgrounds. Organize information ADDITIONAL: Use ADDITIONAL: Use
techniques used in a target audience of a listening Determine the issue EN8VD-III-0-15: EN8LT-II-0-7: Identify about a chosen the correct sounds of appropriate
given text. text and the objective/s of the and stand presented in Explain the the notable literary subject using a English during documentation.
genres contributed by
EN8RC-III-0-2.13: speaker. the material viewed. meaning of a graphic organizer. speech delivery. ADDITIONAL: Use
Southeast Asian
Differentiate facts from ADDITIONAL: Judge the ADDITIONAL: Judge word through EN7WC-III-0-6.4: ADDITIONAL: modals
writers.
opinions. relevance and worth of ideas the relevance and worth structural Transcode Observe the use of appropriately.
EN8LT-II-0-7.1:
EN8RC-III-0-13.2: React presented in the text listened to. of ideas presented in analysis information from a correct stress, pitch, ADDITIONAL: Use
Identify the
to what is asserted or ADDITIONAL: Determine the the material viewed. (prefixes, roots, graphic organizer to a and juncture when emphasis markers
distinguishing
expressed in a text. stand of the speaker on a given suffixes) topic or sentence delivering a for persuasive
features of notable
EN8RC-III-0-13.3.3: issue presented in the text EN8VD-III-0- outline. persuasive speech. purposes.
poems, short
Evaluate the details that listened to. 12.3/15.3: Arrive ADDITIONAL: ADDITIONAL: Use
stories, dramas,
support assertions in a ADDITIONAL: Distinguish facts at meanings Expand the content appropriate
and novels
text. from opinion cited in the text through context of an outline using persuasive devices.
contributed by
EN8RC-III-0-13.3.2: listened to. clues. notes from primary ADDITIONAL: Use
Southeast Asian
Examine biases (for or ADDITIONAL: Determine ADDITIONAL: and secondary appropriate verbal
writers.
against) made by the various social, moral, and Analyze intention of sources. and non-verbal cues
EN8LT-II-0-7.4:
author. economic issues discussed in words or EN8SS-IV-0-1.6: Show when delivering a
Explain how the
the text listened to. expressions used in respect for intellectual persuasive speech.
elements specific to
propaganda property rights by
a genre contribute
techniques. acknowledging citations
to the theme of a
made in an informative
particular literary
essay.
selection.
EN8SS-IV-0-1.6.1:
EN8LT-II-0-7.4.2:
Acknowledge sources
Express
by creating a
appreciation for
bibliography.
sensory images
EN8SS-IV-0-1.6.2:
used.
Use conventions in
EN8LT-II-0-7.4.1:
citing sources.
Explain figurative
EN8SS-IV-0-1.6.4:
language used.
Use in-text citation.
EN8LT-II-0-7.4.3:
Determine key
ideas, tone, and
purposes of the
author.
ADDITIONAL:
Identify similarities
and differences of
the featured
selections.
ADDITIONAL:
Explain how a
selection is
influenced by culture,
history, environment.

116
GRADE EN9RC-III-0-25: Analyze ADDITIONAL: Employ ENG9VC-III-0-2.2: ADDITIONAL: EN8LT-I-0-6: ADDITIONAL: EN9-III: Employ ADDITIONAL: Use
9 a one-act play. appropriate listening strategies Interpret the Get familiar with Analyze literature Compose forms of varied verbal and verbals.
rd
3 Q EN8LT-II-0-7.4: suited to type of text. message conveyed the as a means of literary writing. non-verbal
Explain how the ADDITIONAL: Extract in a material viewed. technical connecting to the ADDITIONAL: strategies while
elements specific to a important information from ADDITIONAL: vocabulary world. Identify types and performing in a one-
one-act play contribute argumentative/persuasive Analyze the for drama and EN8LT-II-0-7.1: features of a play act play.
to the development of texts. information contained theater (like stage Identify the synopsis. ADDITIONAL:
its theme. ADDITIONAL: Reflect on in the material directions). distinguishing ADDITIONAL: Produce the
EN8LT-II-0-7.4.2: the ideas of the speaker. viewed. features of English sounds
Express appreciation ADDITIONAL: Interpret the ADDITIONAL: Anglo-American Use literary correctly and
for sensory images information listened to. Provide critical one-act plays. devices and effectively when
used. ADDITIONAL: Recognize feedback to the idea ADDITIONAL: techniques to delivering lines in
EN8LT-II-0-7.4.1: faulty logic, unsupported presented in the Draw similarities craft a play a one-act play.
Explain the literary facts, and emotional appeal. material viewed. and differences synopsis. ADDITIONAL:
devices used. ADDITIONAL: Provide of the featured Use the
EN8LT-II-0-7.4.3: appropriate and critical selections in appropriate
Determine tone, mood, feedback/ reaction to a relation to the prosodic features
technique, and purpose specific context or situation. theme. of speech when
of the author. ADDITIONAL: Share ADDITIONAL: delivering lines in
personal opinion about the Explain how a a one-act play
ideas listened to. selection may be ADDITIONAL:
ADDITIONAL: Analyze the influenced by Use effective and
content and feeling levels of culture, history, appropriate non-
utterances in persuasive environment, or verbal
texts. other factors. communication
ADDITIONAL: Judge the strategies.
relevance and worth of ADDITIONAL:
information/ ideas. Use appropriate
ADDITIONAL: Form multi-media
decisions based on the ideas resources to
mentioned. accompany the
oral delivery of
lines.

117
GRADE ADDITIONAL: Critique a ADDITIONAL: Listen to simplify, ADDITIONAL : Raise ADDITIONAL: Give EN8LT-I-0-6: ADDITIONAL:Compose EN10FL-III: Deliver ADDITIONAL:
10 reading selection with focus reorganize, synthesize, and questions to clarify expanded Evaluate literature as an independent critique special speeches like Use structures of
rd
3 Q on the following: evaluate information to expand, issues covered in the definitions of words. a source of wisdom of a chosen selection. toast and roast modification.
ADDITIONAL: Overall review, or update knowledge. material viewed. in expressing and ADDITIONAL: speeches, tributes,
artistic value of the ADDITIONAL: Get different ADDITIONAL: Evaluate resolving conflicts Select an appropriate welcome and closing ADDITIONAL: Use
structure and elements viewpoints on various local or the information between individuals focus of critique. remarks, speeches to pronouns effectively.
of the selection global issues. contained in the or groups and nature. EN10WC-III-0- introduce guest
(structuralist/formalist) ADDITIONAL: Distinguish the material viewed in EN8LT-II-0-7.4: 10.1.1: Expand speakers/resource
ADDITIONAL: important points from less terms of accuracy and Explain how the ideas using persons etc.
Treatment of underlying important ones in a text effectiveness. elements specific principles of effectively in varied
or overarching issue listened to. ADDITIONAL: Share to a selection cohesion and speech situations.
concerning human ADDITIONAL: Summarize viewpoints based on build its theme. coherence. ADDITIONAL: Use
experience (moralist) important points discussed in the ideas presented in EN8LT-II-0-7.4: ADDITIONAL: polite expressions
ADDITIONAL: Power the text listened to. the materials viewed. Explain how the Use a variety of when giving a
struggles of characters ADDITIONAL: React ADDITIONAL: Disclose elements specific informative, roast.
(marxist) intelligently and creatively to the personal to a genre persuasive, and ADDITIONAL: Use
ADDITIONAL: Gender the text listened to. significance of a contribute to the argumentative the correct and
relationships of ADDITIONAL: Raise material viewed. theme of a writing appropriate
characters (feminist) questions and seek particular literary techniques. language when
ADDITIONAL: clarifications on issues selection. EN8SS-IV-0-1.6: Show giving a toast or a
Relevance of the discussed in the text listened EN8LT-II-0- respect for intellectual tribute to someone
selection to the historical to. 7.4.2: Express property rights by and when
context during which it ADDITIONAL: React to the appreciation acknowledging citations delivering welcome
was produced (historical) falsity or soundness of an for sensory made in the critique. and closing
ADDITIONAL: Personal argument. images used. EN8SS-IV-0-1.6.1: remarks.
significance of the ADDITIONAL: Show EN8LT-II-0- Acknowledge ADDITIONAL: Use
selection to the reader appreciation for songs, 7.4.1: Explain sources by the correct stage
(reader-response) poems, plays, etc. the literary preparing a stance and
ADDITIONAL: Support ADDITIONAL: Describe the devices used. bibliography. behavior when
one’s critique of a selection emotional appeal of a listening EN8LT-II-0- EN8SS-IV-0-1.6.2: giving a roast and a
by: text. 7.4.3: Use writing toast and when
EN10RC-III-0-13.3.1: Determine conventions to paying tribute to
Identifying textual details tone, mood, acknowledge someone in a
that affirm or refute a technique, sources. eulogy.
claim. and purpose EN8SS-IV-0-1.6.3: ADDITIONAL:
EN10RC-III-0-13.3.2: of the author. Use quotation marks Employ the
Examining biases. ADDITIONAL: or hanging appropriate
Draw similarities indentations for prosodic features of
and differences of direct quotes. speech.
the featured EN8SS-IV-0-1.6.4:
selections in Use in-text citations. ADDITIONAL:
relation to the Produce the

118
 theme. sounds of English
ADDITIONAL: correctly and
Explain how a effectively.
selection may be
influenced by culture,
history, environment,
or other factors.

FOURTH QUARTER

DOMAIN READING LISTENING VIEWING VOCABULARY LITERATURE WRITING AND ORAL LANGUAGE AND GRAMMAR AWARENESS
COMPREHENSION COMPREHENSION COMPREHENSION DEVELOPMENT COMPOSITION FLUENCY
GRADE 7 ADDITIONAL: Classify text ADDITIONAL: Process EN7VC-IV-0-17: EN7RC-IV-0-10: Use lexical EN7LT-IV-0-5: Discover EN7WC-III-0-6: Compose EN7OL-IV-3.5: Observe ADDITIONAL: Use
4th Q types (narrative, expository, information mentioned in Differentiate reality from and contextual cues in through Philippine literature simple informative texts. and use the appropriate imperatives and prepositions
explanation, recount, the text listened to. fantasy based on a understanding unfamiliar the need to w ork EN7WC-III-0-6.1: oral language, stance and w hen giving instructions.
persuasive) ADDITIONAL: Determine material view ed. w ords and expressions. cooperatively and Identify features of behavior w hen giving ADDITIONAL: Use verbs
EN7RC-IV-0-9: Use the intentions of speakers EN7VC-IV-0-18: Compare EN7VD-IV-0-23: Analyze responsibly in today’s global personal essays. information, instructions, w hen giving information and
appropriate reading by focusing on their content of materials relationships presented in village. EN7WC-III-0-6.2: making explanations, and making explanations.
strategies for various text unique verbal and non- view ed to other sources of analogies. EN8LT-II-0-7.1: Identify Distinguish betw een narrating events in factual ADDITIONAL: Formulate
types. verbal cues. information (print and EN7VD-IV-0-23.2: the distinguishing and among a capsule and personal recounts. meaningful expressions.
EN7RC-IV-0-9.1: Give ADDITIONAL: Predict the radio). Supply other w ords or features of selected biography, ADDITIONAL: Give ADDITIONAL: Formulate
and follow instructions outcomes of a verbal EN7VC-IV-0-19: Express expressions that literary genres during biographical sketch, clear precise and who, what, when, where,
and directions. exchange listened to and one’s beliefs/convictions complete an analogy. the Contemporary and feature article. concise information, why, and how questions
EN7RC-IV-0-9.2: Make their possible effects on based on a material EN7VD-IV-0-13.6: Give Period. EN7WC-III-0-6.3: explanations and ADDITIONAL: Formulate
generalizations from the speakers. view ed. the various meanings of EN8LT-II-0-7.4: Explain Organize information instructions in varied oral short replies.
different text types. ADDITIONAL: Sequence identified homonymous how the elements about a chosen communication
EN7RC-IV-0-9.3: a series of events or polysemous w ords or specific to a genre subject using a situations.
Distinguish betw een mentioned in the text expressions. contribute to the theme graphic organizer. ADDITIONAL: Orally
general and specific listened to. EN7VD-IV-0-23.3: of a particular literary EN7WC-III-0-6.4: narrate events in factual
statements. ADDITIONAL: Make Identify w ords or selection. Organize information and personal recounts
EN7RC-IV-0-9.4: simple inferences about expressions used in a EN8LT-II-0-7.4.2: about a chosen using appropriate verbal
Sequence/reorganize thoughts and feelings selection that show Express subject using a one- and non-verbal cues
ideas or information. expressed in the text varying shades of appreciation for step topic outline. ADDITIONAL: Use
ADDITIONAL: Sequence listened to. meaning (gradients). sensory images EN7WC-III-0-6.5: correct and appropriate
steps in a process. ADDITIONAL: Determine EN7VD-IV-0-23.5: used. Compose a capsule multi-media resources
EN7RC-IV-0-9.5: Cite the w orth of ideas Create or expand w ord EN8LT-II-0-7.4.1: biography of a person w hen orally giving
evidence to support a mentioned in the text clines. Explain the literary interview ed. information, instructions,
general statement. listened to. devices used. EN7WC-III-0-6.6: making explanations and
ADDITIONAL: Make a ADDITIONAL: Express EN8LT-II-0-7.4.3: Compose a narrating events in
stand. appreciation for Determine tone, biographical sketch personal or factual
EN7RC-IV-0-2.15: entertaining texts mood, technique, based on a personal recounts.
Organize information read (anecdotes, jokes, fables, and purpose of the interview and ADDITIONAL: Use
into an outline. myths, tales) by author. background research. correct and appropriate
ADDITIONAL: Narrate recognizing the punch ADDITIONAL: Draw prosodic features of
events. lines. similarities and speech w hen giving
differences of the information, instructions,
featured selections in making explanations and
relation to the theme. narrating events in
ADDITIONAL: Explain how personal and factual
a selection may be recounts.

119
DOMAIN READING LISTENING VIEWING VOCABULARY LITERATURE WRITING AND ORAL LANGUAGE AND GRAMMAR AWARENESS
COMPREHENSION COMPREHENSION COMPREHENSION DEVELOPMENT COMPOSITION FLUENCY
influenced by culture,
history, environment,
orother factors.
ADDITIONAL: Explain the
contributions of national
artists for literature in
elevating Philippine
Literature in English in the
global village.

GRADE 8 EN8RC-IV-0-14: Use text ADDITIONAL: Process EN8VC-IV-0-4.3: Analyze EN9VD-III-0-29: Use various EN8LT-I-0-6.2: Appreciate ADDITIONAL: Compose EN8OL-IV-0-1.25: Deliver ADDITIONAL: Use active
4th Q type know ledge (narrative in speech delivered by making the elements that make up strategies in decoding the literature as an expression journalistic texts. a manuscript/memorized and passive constructions
literature, instructions, inferences from what has reality and fantasy based meaning of w ords of philosophical and ADDITIONAL: Identify oral speech w ith ease and in journalistic contexts.
explanation, factual and been listened to. on a material view ed. religious ideals. features of journalistic fluency before an audience ADDITIONAL: Use direct
personal recount, persuasive, ADDITIONAL: Predict EN8VC-IV-0-31: Raise EN8LT-II-0-7: Identify w riting. ADDITIONAL: Use the and reported speech in
expository) to process w hat is to follow after a questions about a notable literary genres ADDITIONAL: correct production of the journalistic w riting.
information in a text. segment of a text particular aspect of a contributed by South and Distinguish among sounds of English w hen ADDITIONAL: Use past
ADDITIONAL: Identify listened to. material view ed. West Asian w riters. types of journalistic delivering a manuscript and past perfect tenses in
positions of a topic ADDITIONAL: Infer EN8VC-IV-0-30: Compare EN8LT-II-0-7.1: Identify w riting (news report, or memorized speech in journalistic w riting.
sentence. thoughts and feelings and contrast one’s the distinguishing opinion article, feature an oration, in a ADDITIONAL: Use
ADDITIONAL: Identify expressed in a text beliefs/convictions with features found in article, and sports news declamation or in a appropriate modifiers.
details that support the listened to. those presented in a religious texts, epics, article). dramatic monologue. ADDITIONAL: Use
topic sentence. ADDITIONAL: Raise material view ed. myths, drama, and short ADDITIONAL: Use ADDITIONAL: Use the appropriate logical
EN8RC-IV-0-14.2: Note questions about the text stories contributed by primary and secondary appropriate prosodic connectors for emphasis.
explicit and implicit signals listened to. South and West Asian sources to develop a topic features of speech like
(like cohesive devices) ADDITIONAL: Judge w riters. for journalistic w riting. pitch, stress, juncture,
used by the w riter. the relevance and w orth EN8LT-II-0-7.4: Explain ADDITIONAL: Show volume, and projection,
EN8RC-IV-0-14.3: of ideas presented in how the elements respect for intellectual intonation and speech
Interpret and follow the text listened to. specific to a genre property rights by rate.
instructions, directions, ADDITIONAL: contribute to the theme acknow ledging sources of ADDITIONAL: Use
notices, rules and Summarize information of a particular literary information in journalistic effective non-verbal
regulations. from the text listened to. selection. w riting. communication
EN8RC-IV-0-1.5: Synthesize EN8LT-II-0-7.4.2: EN8SS-IV-0-1.6.2: Use strategies: gestures and
essential information found in Express w riting conventions to body movements and
a given text. appreciation for indicate eye contact, etc.
EN8RC-IV-0-14.4: sensory images acknow ledgement of
Distinguish betw een used. sources.
general and specific EN8LT-II-0-7.4.1:
statements. Explain figurative
EN8RC-IV-0-6.2: language used.
Evaluate the accuracy of EN8LT-II-0-7.4.3:
a given information. Determine key
EN8RC-IV-0-2.12: Draw ideas, tone, and
conclusions from a set of purposes of the
details. author.
ADDITIONAL: Identify

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DOMAIN READING LISTENING VIEWING VOCABULARY LITERATURE WRITING AND ORAL LANGUAGE AND GRAMMAR AWARENESS
COMPREHENSION COMPREHENSION COMPREHENSION DEVELOPMENT COMPOSITION FLUENCY
similarities and
differences of the
featured selections.
ADDITIONAL: Explain how
a selection is influenced
by culture, history,
environment.
GRADE 9 EN9RC-IV-0-26: Relate ADDITIONAL: Listen ADDITIONAL: ADDITIONAL: EN8LT-I-0-6: Analyze ADDITIONAL: EN9-IV: Use varied ADDITIONAL: Use
th
4 Q text content to to lay value judgment Determine the Get familiar with the literature as a means Compose a play verbal and non-verbal active and passive
particular social issues, on critical issues that relevance and the technical vocabulary of understanding review. communication constructions.
concerns, or demand sound truthfulness of the for drama and unchanging values in strategies when ADDITIONAL: Express
dispositions in real life. analysis and call for ideas presented in theater (like stage a changing world. performing in a full- permission, obligation,
EN9RC-IV-0-27: Judge prompt actions the material viewed. directions). EN8LT-II-0-7.4: length play and prohibition.
the relevance and ADDITIONAL: Get ADDITIONAL: Explain how the ADDITIONAL: ADDITIONAL: Change
worth of ideas, the different sides of Formulate elements specific Produce the sounds direct to indirect speech
soundness of author’s social, moral, and predictions based on to full-length plays of English and vice versa
reasoning, and the economic issues the material viewed. build its theme. effectively when ADDITIONAL: Use
effectiveness of the affecting the nation. ADDITIONAL: Take EN8LT-II-0- delivering lines in a words to express
presentation. ADDITIONAL: a stand on critical 7.4.2: Express full-length play. evaluation.
Employ analytical issues brought up in appreciation for ADDITIONAL: ADDITIONAL: Observe
listening to make the material viewed. sensory images Employ effective tense consistency in
prediction/ projections. used. and appropriate writing an evaluation.
ADDITIONAL: EN8LT-II-0- non-verbal
Analyze the stand of 7.4.1: Explain communication
the speaker based the literary strategies.
on the explicit devices used. ADDITIONAL: Use
statement made. EN8LT-II-0- the appropriate
ADDITIONAL: 7.4.3: suprasegmentals:
Compare and Determine tone, pitch, stress,
contrast ideas mood, juncture, intonation,
listened to. technique, and etc.
ADDITIONAL: purpose of the ADDITIONAL: Use
Differentiate biases author. appropriate multi-
from prejudices. ADDITIONAL: media resources
ADDITIONAL: Draw similarities appropriately,
Judge the relevance and differences of effectively and
and truthfulness of the featured efficiently.
the ideas listened to. selections in
ADDITIONAL: relation to the
Judge the validity of theme.
the evidence ADDITIONAL: Explain
listened to. how a selection may
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DOMAIN READING LISTENING VIEWING VOCABULARY LITERATURE WRITING AND ORAL LANGUAGE AND GRAMMAR AWARENESS
COMPREHENSION COMPREHENSION COMPREHENSION DEVELOPMENT COMPOSITION FLUENCY
ADDITIONAL: Make be influenced by
generalizations. culture, history,
environment, or other
factors.

GRADE EN10RC-III-0-31: ADDITIONAL: Listen EN10VC-IV-0-56: ADDITIONAL: Get EN8LT-I-0-6: Evaluate ADDITIONAL: EN10FL-IV: Deliver ADDITIONAL: Observe
10 Derive relevant to simplify, reorganize, Evaluate how the familiar with technical literature as an Compose a research self-composed the language of
th
4 Q information from synthesize and elements that make terms used in instrument to express report on a relevant Campaign Speeches research, campaigns,
various text types and evaluate information up reality and fantasy research. and resolve conflicts social issue. on Advocacies, Social and advocacies.
sources using the card to expand, review, or affect viewing habit. within, between, and ADDITIONAL: Issues and Concerns.
catalog, vertical file, update knowledge EN10VC-IV-0-57: among societies. Follow process ADDITIONAL: Use
index, microfiche ADDITIONAL: Get Compare and EN8LT-II-0-7.4: writing steps in appropriate
(microfilm), CD ROM, different viewpoints contrast the contents Explain how the developing a language when
internet, etc. on various local or of the materials elements specific research report. delivering campaign
EN10RC-III-0-31.1: global issues. viewed with outside to a selection build EN10WC-III-0- speeches.
Use locational skills ADDITIONAL: sources of its theme. 10.1.1: ADDITIONAL:
to gather Distinguish the information in terms EN8LT-II-0-7.4: Expand ideas Show courtesy and
information from important points of accessibility and Explain how the using politeness when
primary and from less important effectiveness. elements specific principles of delivering campaign
secondary sources ones in any listening EN10VC-IV-0-59: to a genre cohesion and speeches.
of information. text. Appraise the unity of contribute to the coherence. ADDITIONAL:
EN10RC-III-0-31.2: ADDITIONAL: plot, setting and theme of a ADDITIONAL: Demonstrate the
Get vital information Summarize characterization in a particular literary Use a variety appropriate stage
from various important points material viewed to selection. of informative, stance and
websites on the discussed in the text achieve the writer’s EN8LT-II-0- persuasive, behavior when
internet. listened to. purpose. 7.4.2: Express and persuading others
EN10RC-IV-0-6: ADDITIONAL: EN10VC-IV-0-58: appreciation for argumentative in a campaign
Synthesize essential React intelligently Assess one’s viewing sensory images writing speech.
information about a and creatively to the behavior. used. techniques. ADDITIONAL:
chosen issue. text listened to. EN8LT-II-0- EN8SS-IV-0-1.6: Produce the sounds
EN10RC-IV-0-6. 1: ADDITIONAL: Raise 7.4.1: Explain Show respect for of English correctly
Distinguish facts questions and seek the literary intellectual property and effectively.
from beliefs. clarifications on devices used. rights by ADDITIONAL: Use
EN10RC-IV-0-6. 2: issues discussed in EN8LT-II-0- acknowledging the correct prosodic
Evaluate the the text listened to. 7.4.3: citations made in the features of speech.
accuracy of given ADDITIONAL: Determine tone, research report. ADDITIONAL: Use
information. React to the falsity mood, EN8SS-IV-0- appropriate
EN10RC-IV-0-2. 12: or soundness of an technique, and 1.6.1: multimedia

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DOMAIN READING LISTENING VIEWING VOCABULARY LITERATURE WRITING AND ORAL LANGUAGE AND GRAMMAR AWARENESS
COMPREHENSION COMPREHENSION COMPREHENSION DEVELOPMENT COMPOSITION FLUENCY
Draw conclusions argument purpose of the Acknowledge resources that
from the set of ADDITIONAL: Show author. sources by accompany
details. appreciation for ADDITIONAL: Draw preparing a language.
EN10RC-IV-0-6. 3: songs, poems, similarities and bibliography.
Point out plays, etc. differences of the EN8SS-IV-0-
featured selections in
relationships among ADDITIONAL: 1.6.2: Use
relation to the theme.
statements. Describe the ADDITIONAL: Explain writing
EN10RC-IV-0-9. 3: emotional appeal of how a selection may be conventions to
Distinguish between a listening text. influenced by culture, acknowledge
general and specific history, environment, or sources.
statements. other factors.

PERFORMANCE STANDARD
ADDITIONAL: Compose non-traditional, multipurpose texts.
ADDITIONAL: Expand a research report into a proposed offline or online page.
ADDITIONAL: Compose a series of literary, informative, persuasive, and argumentative texts to communicate an advocacy.
ADDITIONAL: Compose a series of literary, informative, persuasive, and argumentative texts to communicate an advocacy.
EN8SS-IV-0-1.6: Show respect for intellectual property rights by acknowledging citations made in the offline or online page.
EN8SS-IV-0-1.6.1: Acknowledge citations by indicating in a bibliography sources used.
EN8SS-IV-0-1.6.2: Use w riting conventions to indicate acknowledgement of resources.
EN8SS-IV-0-1.6.3: Use quotation marks or hanging indentations for direct quotes.
EN8SS-IV-0-1.6.4: Use in-text citation.
EN8SS-IV-0-1.6.5: Arrange bibliographic entries of sources of support information.
EN7WC-I-0-1.8: Revise a propo

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