Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City

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

May 2016
 K to 12 BASIC EDUCATION CURRICULUM

THE FRAMEWORK

K to 12 English Curriculum Guide May 2016

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 K to 12 BASIC EDUCATION CURRICULUM

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
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learning areas .

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 (L 1) strengthens and supports the learning of other languages (L 2).
Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for the
2
development of both the first language (L1) and the second language (L2) . 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.

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.

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
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 K to 12 BASIC EDUCATION CURRICULUM

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Learning requires meaning . 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
4
of written (reading and writing), oral (listening and speaking) and visual communication involving language . 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.

5
Successful language learning involves viewing, listening, speaking, reading and writing activities . 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.

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

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;
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10. assesses and reflects the students’ ability to interpret and/or communicate in the target language .

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
6 2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
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 K to 12 BASIC EDUCATION CURRICULUM

III.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 be creative and collaborative and will have a significant impact on the
way companies work when they join the workforce.

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.

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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 K to 12 BASIC EDUCATION CURRICULUM
IV. 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
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communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse.
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 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.

8 Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
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 K to 12 BASIC EDUCATION CURRICULUM

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 metacognition) 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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 K to 12 BASIC EDUCATION CURRICULUM

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 center 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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 K to 12 BASIC EDUCATION CURRICULUM
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 to 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 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.

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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 (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and
viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1).

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 Multiliteracies 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.

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

Integrated Language Arts Domains

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

11.1 schema & prior knowledge
11.2 strategies
11.3 narrative text
11.4 informational text

12. Listening Comprehension

13. Attitudes towards language, literacy and literature

14. Study Strategies

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

Domains K-3

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

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 K to 12 BASIC EDUCATION CURRICULUM

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, 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.

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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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 K
Definitions of
fo

Content Standards

H
Oral Languages in English
e

Phonological Skills B

Book and Print Knowledge D

Alphabet knowledge R

U
Phonic and Word Recognition
c

Fluency R

Spelling S

Writing /Composition E

Handwriting W


Grammar Awareness and Structure


Vocabulary A

Reading Comprehension and Study Strategies

Use of Content and Prior

A
Knowledge

Comprehension Strategies B
 Comprehending Literary Text R

Comprehending Informational Text L

Attitude D

Viewing D

Study Strategies O

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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.

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 rd
(3 Quarter Oracy) Quarterly and Weekly Articulation

Core Learning Area Standard

Key Stage Standard

Grade Level Standards

Content Standard
Domain
The learner…
demonstrates understanding of familiar words used to communicate
personal experiences, ideas, thoughts, actions, and feelings
Oral Language
demonstrates understanding of familiar literary forms and concept of

words in English for effective expression

demonstrates understanding of sounds and their meanings for
Phonological appropriate use of words
Awareness demonstrates understanding of sounds and sound patterns for
production of words
demonstrates understanding of concepts of nouns and adjectives for
identification and description
Grammar
demonstrates understanding of concepts of verbs, pronouns, and
prepositions in meaningful messages

demonstrates understanding of familiar English words for effective

Vocabulary communication

demonstrates understanding of word meaning for correct usage

demonstrates understanding of story elements and text structures for
effective oral expression
Listening
 Comprehension
demonstrates understanding of the elements of literary and
informational texts for effective oral expression

Attitude towards
demonstrates understanding of literary concepts for appreciation of
language, literacy,
literacy-related activities/tasks
and literature

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Domain
The learner…
demonstrates understanding of useful strategies for purposeful literacy
Study Strategies
learning

WEEK
LC
Listening Comprehension
EN1LC-IIIa-j- 1.1
Listen to short stories/poems and

1. note important details

pertaining to
a. character
b. setting
1-5 c. events
2. Give the correct sequence of
three events
3. Infer the character feelings and
traits
4. Identify cause and/or effect of
events
5. 5.Identify the speaker in the
story or poem
6. Predict possible ending of a
story read
7. Relate story events to one’s
experience
8. Discuss, illustrate, dramatize
specific events
9. Identify the problem and
solution
6-10
10. Retell a story listened to
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WEEK
LC
Listening Comprehension

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TH
(4 Quarter Oracy) Quarterly and Weekly Articulation

Core Learning Area Standard

Key Stage Standard

Grade Level Standards

WEEK
LC
Listening Comprehension
EN1LC-IVa-j- 1.1
Listen to short stories/poems and

1. note important details

pertaining to
a. character
b. setting
c. events
2. Give the correct sequence of
three events
3. Infer the character feelings and
1-5
traits
4. Identify cause and/or effect of
events
5. Identify the speaker in the
story or poem
6. Predict possible ending of a
story read
7. Relate story events to one’s
experience
 8. Discuss, illustrate, dramatize
specific events
9. Identify the problem and
6-10 solution
10. Retell a story listened to

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WEEK
LC
Listening Comprehension

Listen to narrative and informational text

or poem and

EN1LC-IVa-j-2.1
1. Note important details
EN1LC- IVa-j-3.12
2. Give one’s reaction to an event
or issues
EN1LC- IVa-j-2.8
3. Infer important details
EN1LC- IVa-j-2.7
4. Sequence
events when
appropriate
EN1LC- IVa-j-1.13.2.1
5. Listen and respond
through discussions,
illustrations, songs,
dramatization and art

Grade 1 Tagged Materials

LEARNING COMPETENCY

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LC – Listening Comprehension
3Q
Listen to short stories/poems and

1. note important details pertaining to

a. character

b. setting
 c. events
2. Give the correct sequence of three events
3. Infer the character feelings and traits
4. Identify cause and/or effect of events

K to 12 English Curriculum Guide May 2016

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 LEARNING COMPETENCY

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5. Identify the speaker in the story or poem
6. Predict possible ending of a story read
7. Relate story events to one’s experience
8. Discuss, illustrate, dramatize specific events
9. Identify the problem and solution
10. Retell a story listened to

4Q
Listen to short stories/poems and

1. note important details pertaining to

a. character
b. setting
c. events
2. Give the correct sequence of three events
3. Infer the character feelings and traits
4. Identify cause and/or effect of events
5. Identify the speaker in the story or poem
6. Predict possible ending of a story read
7. Relate story events to one’s experience
8. Discuss, illustrate, dramatize specific events
9. Identify the problem and solution
10. Retell a story listened to

Listen to narrative and informational text or poem

and

1. Note important details

 2. Give one’s reaction to an event or issues

K to 12 English Curriculum Guide May 2016

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 LEARNING COMPETENCY

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3. Infer important details

4. Sequence events when appropriate

5. Listen and respond through discussions,

illustrations, songs, dramatization and art

OL – Oral Language
3Q
Use/Respond appropriately to polite expressions

1. greetings

2. leave takings

5. expressing gratitude and apology

 6. asking permission
7. offering help

Talk about oneself and one’s family

K to 12 English Curriculum Guide May 2016

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 LEARNING COMPETENCY

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Talk about one’s personal experiences pertaining to the

family, one’s pets, and personal experiences

Relate one’s activities/responsibilities at home

Talk about topics of interest (likes and dislikes)

Use common expressions and polite greetings

Talk about stories heard when and where it took place

 the characters and
 some important details of the story

Participate in some sharing activities

 News sharing
 Show and tell
 “I Spy” games
 Recite rhymes, poem

4Q
Talk about pictures presented using appropriate local
terminologies with ease and confidence
K to 12 English Curriculum Guide May 2016
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 LEARNING COMPETENCY

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Ask simple questions

Follow one-to-two step directions

Give one-to-two step directions

PA – Phonological Awareness
3Q
Recognize rhyming words in nursery rhymes, poems,
songs heard

Give the number of syllables of given words

4Q
Distinguish rhyming words from non-rhyming words

Supply rhyming words in response to spoken words

G – Grammar
3Q
Sentences

1. Recognize sentences and non-sentences

2. Recognize simple sentences

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 LEARNING COMPETENCY

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3. Recognize telling and asking sentences

4Q
Verbs

Recognize common action words in stories listened to

Adjectives
Recognize describing words for people, objects, things
and places (color, shape, size, height, weight, length,

distance, etc.)

V – Vocabulary Development
3Q
Use words that are related to self, family, school,
community, and concepts such as the names for colors,

shapes, and numbers

4Q
Sort and Classify familiar words into basic categories
(colors, shapes, foods, etc)
 Give the meaning of words using clues (TPR, pictures,
body movements, etc.)

K to 12 English Curriculum Guide May 2016

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 K to 12 BASIC EDUCATION CURRICULUM
GRADE 2

st nd
(1 Quarter to 2 Quarter – Oracy) Quarterly and Weekly Articulation

The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure
and Grade Level Standards 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.

Content Standard
Domain
The learner…
demonstrates understanding of grade level appropriate words used to

communicate inter- and intrapersonal experiences, ideas, thoughts,

Oral Language actions and feelings

demonstrates understanding of familiar literary texts and common

expressions for effective oral interpretation and communication

demonstrates understanding of punctuation marks, rhythm, pacing,

Fluency
intonation and vocal patterns as guide for fluent reading and speaking

demonstrates understanding of text elements to see the relationship

Listening between known and new information to facilitate comprehension
Comprehension demonstrates understanding of information heard to make meaningful
decisions
Alphabet demonstrates understanding of the alphabets in English in comparison to
Knowledge the alphabets of Filipino and Mother Tongue

Phonics and
demonstrates understanding of the relationship of phonetic principles of
Word
Mother Tongue and English to decode unknown words in English
Recognition

Phonological demonstrates understanding of the letter-sound relationship between

Awareness Mother Tongue and English for effective transfer of learning
 demonstrates understanding of suitable vocabulary used in different
Vocabulary
languages for effective communication

Book Knowledge demonstrates understanding about the concepts about print

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 K to 12 BASIC EDUCATION CURRICULUM

Domain
The learner…
demonstrates understanding of the elements of literary and expository
texts for creative interpretation
Reading
Comprehension
demonstrates understanding of paragraph development to identify text

types

demonstrates understanding of the process of writing to generate and

express ideas and feelings
Writing and
Composition
demonstrates understanding of different formats to write for a variety of
audiences and purposes

demonstrates understanding of sentence construction for correct

expression

demonstrates understanding of the concepts of nouns, verbs and

Grammar
adjectives for proper identification and description

demonstrates understanding of the concepts of pronouns and preposition

for appropriate communication

demonstrates understanding of concepts about narrative and informational

Attitude
texts for appreciation

demonstrates understandings of useful strategies for purposeful literacy

Study Strategies
learning

st
1 Quarter (Continuation of Oracy)
 WEEK LC
OL
Listening
Oral Language
Comprehension
EN2OL-If-j-1.3 EN2LC-Ia-j-1.1
Talk about Listen to a
oneself and one’s variety of media
1-5 family including books,
audiotapes
EN2OL-If- videos and other
1.3.1; EN2OL- age-appropriate
K to 12 English Curriculum Guide May 2016
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 K to 12 BASIC EDUCATION CURRICULUM

WEEK LC
OL
Listening
Oral Language
Comprehension
Ig-1.3.1 publications and
Talk about one’s a. Note
name and other important
personal details
information pertaining to
a. character
EN2OL-Ih-j- b. settings
1.3.2 c. events
Talk about one’s b. Give the
environment correct
(e.g. persons, sequence of
animals, places, three events
things, events, c. Infer the
etc.) character
feelings and
traits
d. Identify cause
and/or effect
of events
e. Identify the
speaker in the
story or poem
f. Predict
possible
ending of a
story read
g. Relate story
events to
one’s
experience
h. Discuss,
illustrate,
dramatize
specific
events
i. Identify the
 problem and
solution
j. Retell a story
listened to
K to 12 English Curriculum Guide May 2016
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 K to 12 BASIC EDUCATION CURRICULUM

WEEK LC
OL
Listening
Oral Language
Comprehension

EN2LC-Ib-3.16
Follow a set of
verbal two-step
directions with
picture cues

EN2LC-Ic-1.1
Activate prior
knowledge based
on new
knowledge
formed

EN2LC-Id-e-
1.2
Relate
information and
events in a
selection to life
experiences and
vice versa
EN2OL-Ia-e- EN2LC-If-1.1
1.5 Listen to a
Use appropriate variety of media
expressions in including books,
common audiotapes
situations (polite videos and other
expressions, age-appropriate
greetings, publications
seeking
6-10
directions, EN2LC-Ig-3.16
apologizing, Follow a set of
asking help, verbal two-step
query and directions with
clarification) picture cues
 EN2LC-Ih-1.1
Activate prior
knowledge based
K to 12 English Curriculum Guide May 2016
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 K to 12 BASIC EDUCATION CURRICULUM

WEEK LC
OL
Listening
Oral Language
Comprehension
on new
knowledge
formed

EN2LC-Ii-j-1.2
Relate
information and
events in a
selection to life
experiences and
vice versa

nd
2 Quarter (Continuation of Oracy)

WEEK LC
OL
Listening
Oral Language
Comprehension
EN2OL-IIa-e- EN2LC-IIa-b-
1.3 2.2
Talk about Identify and
oneself and one’s discuss the
family elements of a
story (theme,
 EN2OL-IIa- setting,
b-1.3.3 characters, and
Talk about events)
1-5 one’s
activities/res EN2LC-IIa-j-
ponsibilities 1.1
 at home and Listen to a
in school variety of media
and including books,
community audiotapes
 EN2OL-IIc- videos and other
d-1.3.4 age-appropriate
Talk about publications and

K to 12 English Curriculum Guide May 2016

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 K to 12 BASIC EDUCATION CURRICULUM

WEEK LC
OL
Listening
Oral Language
Comprehension
topics of a. Note
interest important
(likes and details
dislikes) pertaining to
a. character
b. settings
c. events
b. Give the
correct
sequence of
three events
c. Infer the
character
feelings and
traits
d. Identify cause
and/or effect
of events
e. Identify the
speaker in the
story or poem
f. Predict
possible
ending of a
story read
g. Relate story
events to
one’s
experience
h. Discuss,
illustrate,
dramatize
specific
events
i. Identify the
problem and
 solution
j. Retell a story
listened to

K to 12 English Curriculum Guide May 2016

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 K to 12 BASIC EDUCATION CURRICULUM

WEEK LC
OL
Listening
Oral Language
Comprehension

EN2LC-IIc-2.1
Ask and answer
simple questions
(who, what,
where, when,
why, and how)
about text
listened to

EN2LC-IId-e-
2.5
Validate ideas
made after
listening to a
story
EN2OL-IIf- EN2LC-IIf-g-
1.17.2 2.2
Ask simple Identify and
questions discuss the
elements of a
EN2LC-IIg-3.6 story (theme,
Follow one-to- setting,
two step characters, and
directions events)

EN2OL-IIh- EN2LC-IIh-i-
1.17.1 2.1
6-10
Give one-to-two Ask and answer
step directions simple questions
(who, what,
EN2OL-IIi-j- where, when,
1.6 why, and how)
Recite about text
memorized listened to
verses, short
 poems, and EN2LC-IIj-2.5
rhymes Validate ideas
made after
listening to a
K to 12 English Curriculum Guide May 2016
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 K to 12 BASIC EDUCATION CURRICULUM

WEEK LC
OL
Listening
Oral Language
Comprehension
story

rd th
(3 Quarter to 4 Quarter – Beginning Reading and Writing) Quarterly and Weekly Articulation

The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure
and Grade Level Standards 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.

rd
3 Quarter – Beginning Reading and Writing

LC RC
WEEK OL
Listening Reading
Oral
Comprehen Comprehen
Language
sion sion
EN2OL- EN2LC- (Note: The
IIIa-b-3.3 IIIa-2.4 text that
Talk about Use an they will
 texts understandi read should
1-3
identifying ng of be
major characters, controlled
points and incidents depending
key themes and on the PWR

K to 12 English Curriculum Guide May 2016

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 K to 12 BASIC EDUCATION CURRICULUM

LC RC
WEEK OL
Listening Reading
Oral
Comprehen Comprehen
Language
sion sion
settings to lesson.)
EN2OL- make
IIIc-d-1.2 predictions
Participate
in choral EN2LC-
speaking IIIa-j-1.1
and echo Listen to a
reading of variety of
short media
poems, including
rhymes and books,
stories with audiotapes
repeated videos and
patterns other age-
and appropriate
refrains in publications
English and
a. Note
importan
t details
pertainin
g to
a.
characte
r
b. settings
c. events
b. Give the
correct
sequenc
e of
three
events
c. Infer the
characte
r feelings
 and
traits
d. Identify
cause
and/or
effect of
events
e. Identify
K to 12 English Curriculum Guide May 2016
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 K to 12 BASIC EDUCATION CURRICULUM

LC RC
WEEK OL
Listening Reading
Oral
Comprehen Comprehen
Language
sion sion
the
speaker
in the
story or
poem
EN2OL- f. Predict EN2RC-
IIIe-f-1.1 possible IIId-e-
Listen and ending 2.10
respond to of a Note details
texts to story in
clarify read sentences
meanings g. Relate and stories
heard while story (controlled
drawing on events words,
personal to one’s short e, a..
experiences experien .) that they
ce read
h. Discuss,
illustrate EN2RC-
, IIId-e-2.4
dramatiz Identify the
e basic
specific sequence
events of events
4-6 i. Identify and make
the relevant
problem predictions
and about
solution stories
j. Retell a
story EN2RC-
listened IIIf-h-
to 2.17
Answer
EN2LC- questions
IIIb-c-2.5 to clarify
 Use an understandi
understandi ng before,
ng of during and
incidents, after
characters reading
and
settings to
validate
K to 12 English Curriculum Guide May 2016
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 K to 12 BASIC EDUCATION CURRICULUM

LC RC
WEEK OL
Listening Reading
Oral
Comprehen Comprehen
Language
sion sion
predictions

EN2LC-
IIId-e-2.4
Use
personal
experiences
to make
predictions
about text
viewed and
listened to

EN2LC-
IIIf-g-
3.15
Recognize
the
difference
between
“made-up”
and “real”
in) texts
listened to

EN2LC-
EN2OL-
IIIh-3.1
IIIg-1.16;
Identify
Create and
important
participate
in oral details in
expository
 dramatic
text
activities
listened
7-10

EN2LC-
EN2OL-
IIIi-j-2.6
IIIh-j-1.6
Retell
Dramatize
and/or
familiar
reenact
stories,
events
rhymes and
from a
poems
story

K to 12 English Curriculum Guide May 2016

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 K to 12 BASIC EDUCATION CURRICULUM

th
4 Quarter (Beginning Reading and Writing)

LC RC
WEEK OL
Listening Reading
Oral
Compre Compre
Language
hension hension
EN2OL- EN2LC- (Note: The
IVa-b-3.3 IVa-b-2.4 text that
1 Talk about Use an they will
texts understandi read should

identifying ng of be
major characters, controlled
points and incidents depending
key themes and on the PWR
settings to lesson.)
make
2 predictions EN2RC-
IVa-2.2
State
details of
text during
and after
reading)
EN2OL- EN2LC- EN2RC-
IVc-d-1.2 IVc-d-2.5 IVc-3.1.3
Participate Use an Give the
in choral understandi sequence
3
speaking ng of of three
and echo incidents, events in
reading of characters stories read
short and
poems, settings to EN2RC-
rhymes and validate IVd-2.8
stories with predictions Infer/
4 repeated predict
patterns outcomes
 and
refrains in
English
EN2OL- EN2LC- EN2RC-
IVe-1.1 IVe-f-2.4 IVe-2.16
Listen and Use Use clues
5
respond to personal to make
texts to experiences and justify
clarify to make predictions

K to 12 English Curriculum Guide May 2016

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 K to 12 BASIC EDUCATION CURRICULUM

LC RC
WEEK OL
Listening Reading
Oral
Compre Compre
Language
hension hension
meanings predictions before,
heard while about text during and
drawing on viewed and after
personal listened to reading
experiences (titles,
pictures,)

EN2OL-
IVf-g-
1.16
Create and
participate
in oral
dramatic
activities
6
K to 12 English Curriculum Guide May 2016
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 K to 12 BASIC EDUCATION CURRICULUM

LC RC
WEEK OL
Listening Reading
Oral
Compre Compre
Language
hension hension
EN2LC-
IVg-3.15
Recognize
the
difference
between
“made-up”
and “real”
in) texts
7 listened to

EN2OL- EN2LC-
IVh-j-1.6 IVh-3.1
Dramatize Identify
familiar important
8 stories,
details in
rhymes and expository
poems text
listened

EN2LC-

IVi-j-2.6

Retell
and/or
 reenact

events

from a

story

EN2LC-

IIa-j-1.1

Listen to a

variety of

media

including

books,

audiotapes
K to 12 English Curriculum Guide May 2016
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 K to 12 BASIC EDUCATION CURRICULUM

LC RC
WEEK OL
Listening Reading
Oral
Compre Compre
Language
hension hension
videos and
other age-
appropriate
publications
and
a. Note
importa
nt
details
pertaini
ng to
a.
charact
er
b.
settings
c.
events
b. Give
the
correct
sequen
ce of
three
events

10 c. Infer
the
charact
er
feelings
and
traits
d. Identify
cause
 and/or
effect
of
events
e. Identify
the
speaker
in the
K to 12 English Curriculum Guide May 2016
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 K to 12 BASIC EDUCATION CURRICULUM

LC RC
WEEK OL
Listening Reading
Oral
Compre Compre
Language
hension hension
story or
poem
f. Predict
possible
ending
of a
story
read
g. Relate
story
events
to one’s
experie
nce
h. Discuss
,
illustrat
e,
dramati
ze
specific
events
i. Identify
the
proble
m and
solution
j. Retell a
story
listened
to

Grade 2 Tagged Materials

LEARNING COMPETENCY
Learning Materials are uploaded at
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OL – Oral Language
1Q
Talk about oneself and one’s family

K to 12 English Curriculum Guide May 2016

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 LEARNING COMPETENCY

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Talk about one’s name and other personal information

Talk about one’s environment (e.g. persons, animals,

places, things, events, etc.)

Use appropriate expressions in common situations (polite
expressions, greetings, seeking directions, apologizing,
asking help, query and clarification)

2Q
Talk about oneself and one’s family

 Talk about one’s activities/responsibilities at home

and in school and community

 Talk about topics of interest (likes and dislikes)

 Ask simple questions

Follow one-to-two step directions

K to 12 English Curriculum Guide May 2016

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 LEARNING COMPETENCY

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Give one-to-two step directions

Recite memorized verses, short poems, and rhymes

3Q
Participate in choral speaking and echo reading of short

poems, rhymes and stories with repeated patterns and

refrains in English
Create and participate in oral dramatic activities
Dramatize familiar stories, rhymes and poems

4Q
Participate in choral speaking and echo reading of short
poems, rhymes and stories with repeated patterns and
refrains in English
Create and participate in oral dramatic activities
Dramatize familiar stories, rhymes and poems

LC – Listening Comprehension
1Q
Listen to a variety of media including books,

audiotapes videos and other age-appropriate

publications and
k. Note important details pertaining to
 a) character

b) settings

c) events

l. Give the correct sequence of three events

m. Infer the character feelings and traits

n. Identify cause and/or effect of events

o. Identify the speaker in the story or poem

p. Predict possible ending of a story read

q. Relate story events to one’s experience

r. Discuss, illustrate, dramatize specific events

s. Identify the problem and solution

K to 12 English Curriculum Guide May 2016
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 LEARNING COMPETENCY

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t. Retell a story listened to
Follow a set of verbal two-step directions with picture
cues

2Q
Identify and discuss the elements of a story (theme,

setting, characters, and events)

Listen to a variety of media including books,
audiotapes videos and other age-appropriate
publications and
a. Note important details pertaining to
a) character
b) settings
c) events
a. Give the correct sequence of three events

b. Infer the character feelings and traits

c. Identify cause and/or effect of events
d. Identify the speaker in the story or poem
e. Predict possible ending of a story read
f. Relate story events to one’s experience
g. Discuss, illustrate, dramatize specific events
h. Identify the problem and solution
i. Retell a story listened to
Ask and answer simple questions (who, what, where,
when, why, and how) about text listened to

Identify and discuss the elements of a story (theme,

setting, characters, and events)

 Ask and answer simple questions (who, what, where,
when, why, and how) about text listened to

K to 12 English Curriculum Guide May 2016

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 LEARNING COMPETENCY

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3Q
Listen to a variety of media including books,
audiotapes videos and other age-appropriate
publications and
k. Note important details pertaining to
a) character
b) settings
c) events
l. Give the correct sequence of three events

m. Infer the character feelings and traits

n. Identify cause and/or effect of events
o. Identify the speaker in the story or poem
p. Predict possible ending of a story read
q. Relate story events to one’s experience
r. Discuss, illustrate, dramatize specific events
s. Identify the problem and solution
t. Retell a story listened to
Recognize the difference between “made-up” and “real”

in) texts listened to

Retell and/or reenact events from a story

4Q
Recognize the difference between “made-up” and “real”

in) texts listened to

Retell and/or reenact events from a story

Listen to a variety of media including books,

audiotapes videos and other age-appropriate
publications and
k. Note important details pertaining to
a) character
 b) settings
c) events
l. Give the correct sequence of three events
m. Infer the character feelings and traits
n. Identify cause and/or effect of events
o. Identify the speaker in the story or poem
p. Predict possible ending of a story read
q. Relate story events to one’s experience
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r. Discuss, illustrate, dramatize specific events
s. Identify the problem and solution
t. Retell a story listened to
RC – Reading Comprehension
3Q
Identify the basic sequence of events and make relevant

predictions about stories

Answer questions to clarify understanding before, during

and after reading

4Q
Give the sequence of three events in stories read

Infer/ predict outcomes

Use clues to make and justify predictions before, during

and after reading (titles, pictures,)

WC – Writing/ Composition
4Q
Participate in generating ideas through prewriting

activities
a. drawing
PA - Phonological Awareness
1Q
Classify/Categorize sounds heard (animals, mechanical,
objects, musical instruments, environment, speech)

Discriminate sounds from a background of other sounds

Recognize same/different sounds
Distinguish rhyming words from non-rhyming words
 Supply words that rhyme with given words
Supply rhyming words in response to spoken words
2Q
Distinguish rhyming words from non-rhyming words

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Supply words that rhyme with given words

Supply rhyming words in response to spoken words
3Q
Produce speech sounds (sounds and letter names)
4Q
Produce speech sounds (sounds and letter names)
BPK – Book and Print Knowledge
1Q
Recognize the common terms in English relating to part of
book (e.g. cover, title page, etc.) book orientation
Recognize proper eye movement skills (transfer skills)
a. left to right

b. top to bottom
c. return sweep
Recognize the common terms in English relating to part of

book (e.g. cover, title page, etc.) book orientation

Recognize proper eye movement skills (transfer skills)
a. left to right
b. top to bottom
c. return sweep

2Q
Recognize the common terms in English relating to part of

book (e.g. cover, title page, etc.) book orientation

Recognize proper eye movement skills (transfer skills)
a. left to right

b. top to bottom
c. return sweep
Recognize the common terms in English relating to part of
book (e.g. cover, title page, etc.) book orientation
Recognize proper eye movement skills (transfer skills)
a. left to right
 b. top to bottom
c. return sweep
3Q
Identify the common terms in English relating to part of

book (e.g. cover, title page, etc.)

4Q
Identify the common terms in English relating to part of

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 LEARNING COMPETENCY

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book (e.g. cover, title page, etc.) book orientation
AK – Alphabet Knowledge
1Q
Identify letters in English that are not present in Mother

Tongue/Filipino and vice-versa

2Q
Identify letters in English that are not present in Mother
Tongue/Filipino and vice-versa
Identify the name and sound of each consonant
Identify letters in English that are not present in Mother

Tongue/Filipino and vice-versa

3Q
Give the beginning sound of each consonant (m,s,f,t,h)

Give the beginning sound of each consonant (c,r,n,b,g,p)

Give the beginning sound of each consonant (d,j,w,v,z,y)

Name the pictures that begin its name with a particular

consonant
Give the beginning consonant sound of the name of each

picture
PWR – Phonics and Word Recognition
3Q
Read words with short /e/ sound in CVC pattern (e.g. pen,
men)

Read short phrases consisting of short /e/ words and

 some sight words
Read short phrases and sentences consisting of short /e/
words and the sight words
Read a short story consisting of short /e/ words and sight
words

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 LEARNING COMPETENCY

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4Q
Read short /a/ words in CVC pattern (cat, man, bag)

Differentiate and read correctly the short /e/ and /a/

words (pan- pen, man-men, tan-ten etc.)

Read short /i/ words in CVC pattern (pin, big, fit . . .)

S - Spelling
3Q
Spell words with short e sound in CVC pattern
Spell words with short e and a sound in CVC pattern
4Q
Spell words with short e and a sound in CVC pattern
(see PWR)

Spell words with short e, a and i sound in CVC pattern

(see PWR)

Spell 2-syllable words with short e, a and i sound in CVC

pattern
(see PWR)

G - Grammar
1Q
Sentences
a. Recognize sentences and non-sentences
 b. Recognize simple sentences

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c. Recognize different kinds of sentences

(declarative, interrogative)
Nouns

Recognize names people, objects, things and places (e.g.

names of animals, fruits, objects in songs, stories, poems,

nursery rhymes, pictures, realia and other ICT-based

materials)
Recognize nouns in simple sentences

Recognize the use of a/an + noun

2Q
Verbs

Recognize common action words in retelling,

conversation, etc.
Adjectives
Recognize descriptions of people, objects, things and

places (color, shape, size, height, weight, length,

distance, etc.)
3Q
Sentences

Distinguish sentences from non-sentences

Use different kinds of sentences: declarative (telling) and

interrogative (asking)
Recognize punctuation marks (period, question mark)

Use common nouns in simple sentences

Use the use of a/an + noun

Verbs

Identify action words

Use common action words in retelling, conversations, etc.
4Q
Pronouns

Use personal pronouns (e.g. I, you, he, she, it, we, they)

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in dialogues

Use demonstrative pronouns (this/that, these/those)

Prepositions
Use the most frequently occurring preposition (e.g. on,

over, under, to, from, above, etc.)

V – Vocabulary Development
Give the meaning of words used in stories presented

through real objects, illustrations, demonstration and

context clues
Recognize that some words mean the same (synonyms)

Recognize that some words have opposite meaning

(antonyms)

4Q
SS – Study Strategy
1Q
Engage in a variety of ways to share information (e.g. role

playing, reporting, summarizing, retelling and show and

tell)
2Q
Engage in a variety of ways to share information (e.g. role
playing, reporting, summarizing, retelling and show and
tell)
 3Q
Follow instructions orally given

4Q
st
Arrange words alphabetically by the 1 letter
Interpret simple maps of unfamiliar places, signs and

symbols
Interpret pictographs

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 K to 12 BASIC EDUCATION CURRICULUM
GRADE 3

st
1 Quarter: Continuation of Beginning Literacy Quarterly and Weekly Articulation

Grade Level Standards

Content Standard
Domain
The learner…

demonstrates understanding of speech cues for clear expression of ideas

Oral Language
demonstrates understanding of processes and information in text for

articulation of ideas
demonstrates understanding of punctuation marks, rhythm, pacing,
Fluency
intonation and vocal patterns as guide for fluent reading and speaking
Listening demonstrates understanding of different listening strategies to
Comprehension comprehend texts

demonstrates understanding of processes in sight word recognition or

Phonics and
phonic analysis to read and understand words
Word
Recognition demonstrates understanding of familiar sight and irregularly spelled words
for automatic recognition

Spelling demonstrates understanding of letter sequence in words to get meaning

demonstrates understanding of English vocabulary used in both oral and

Vocabulary
written language in a given context
demonstrates understanding of the elements of literary and expository
texts for creative interpretation
Reading
 Comprehension
demonstrates understanding of paragraph development to identify text

types

Writing and demonstrates understanding of sentences and paragraphs in expressing

Composition ideas

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 K to 12 BASIC EDUCATION CURRICULUM
Content Standard
Domain
The learner…
demonstrates understanding of grammatical structures of English to be
Grammar
able to communicate effectively in oral and written forms

demonstrates understanding of narrative and informational texts for

Attitude
appreciation of literacy-related activities/tasks

demonstrates understanding of useful strategies for purposeful literacy

Study Strategies
learning

WEEK LC
OL
Listening
Oral Language
Compre hension

EN3OL-Ia-3.8 EN3LC-Ia-j-2 (Not

Initiate Activate prior that
read
conversations knowledge
contr
1 with peers in a based on the
depe
variety of stories to be
PWR
school settings read

Read
EN3OL-Ib-3.6 Listen to a
sent
Express ideas variety of
leve
in a literary and and
conversational expository texts
 EN3
manner EN3LC-Ia-j-
a. n
2.1

EN3OL-Ib- a. note

1.19 important

Express one’s details

2 ideas by EN3LC-Ia-j- EN3
presenting a 2.7 2.10
skit b. sequence b.
at least 3
events (Not
using signal comp
words skills
EN3LC-Ia-j- in dif
2.6 quar
c. retell some
K to 12 English Curriculum Guide May 2016
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WEEK LC
OL
Listening
Oral Language
Compre hension

parts of the
story
EN3LC-Ia-j-
3.15
d. differentiat
e real from
make-
believe
EN3LC-Ia-j-
2.8
e. infer
feelings
and traits
of
characters
EN3LC-Ia-j-
2.16
f. identify
cause and
effect
EN3LC-Ia-j-
2.17
EN3OL-Ic-1.3 g. draw EN3
Share relevant conclusions 2.1
information Desc
Listen to poems litera
and elem
EN3LC-Ic- texts
3 2.18 char
a. identify the setti
rhyming
words
EN3LC-Ic-
3.11
give a simple
EN3OL-Id-1.8 paraphrase
 Recount
4
specific/signific
ant events
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WEEK LC
OL
Listening
Oral Language
Compre hension

EN3OL-Ie-
1.10
Synthesize and
Restate
information
5 shared by
others

EN3
2.8
6
Mak
conf
pred
abou
7

8
 EN3OL-Ii-j-
9
1.10.3
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 K to 12 BASIC EDUCATION CURRICULUM

WEEK LC
OL
Listening
Oral Language
Compre hension

Connect
information
heard to
personal
experience

10

nd
2 Quarter: Continuation of Beginning Literacy

LC
WEEK OL
Listening
Oral
Compre
Language
hension
EN3OL- EN3LC- (Note: The
IIa-b- IIa-b-3.16 text that
1 1.17.2 Follow a set they will
 Ask simple of verbal read should
questions three-step be

directions controlled
with picture depending
cues on the PWR
lesson.)
2
EN3LC-
IIc-e-1.1 EN3RC-
Activate IIa-b-2.19
prior Rereads,
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 K to 12 BASIC EDUCATION CURRICULUM

LC RC
WEEK OL
Listening Reading
Oral
Compre Compre
Language
hension hension
knowledge monitors
based on and self-
new correct
knowledge one’s
formed comprehensi
on
EN3LC-
IIa-j-2 EN3RC-
Activate IIc-e-2.2
prior Note details
knowledge in a given
based on text
the stories
to be read EN3RC-
IIa-b-2.8
Listen to a Make simple
variety of predictions
3 literary and
expository Read simple
texts sentences
EN3LC- and levelled
IIa-j-2.1 stories and
a. note EN3RC-
important II0-2.2
details a. note
EN3LC- details
IIa-j-2.7 regarding
b. sequence character,
at least 3 setting
events and plot
using EN3RC-II0
signal -2.10
EN3OL- words b. sequence
IId-e- EN3LC- 3 events
4 1.17.1 IIa-j-2.6 (Note:
 Give one-to- c. retell different
comprehensio
three step some
n skills may
directions parts of
5 recur in
the story

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 K to 12 BASIC EDUCATION CURRICULUM

LC
WEEK OL
Listening R
Oral
Compre C
Language
hension h
EN3LC- different
IIa-j-3.15 quarters)
d. differentia
te real
from
make-
believe
EN3LC-
IIa-j-2.8
e. infer
feelings
EN3OL- and traits
IIf-1.11 of
Restate and characters
retell EN3LC-
information IIa-j-2.16
f. identify
cause and
effect
EN3LC-
6
IIa-j-2.17
g. draw
conclusio
ns

EN3LC-IIf-
h- 2.8
Make simple
inferences
EN3OL- about
7 IIg-h-2.1 thoughts
Recall and and feelings

share based from

 experiences, texts
film viewed viewed/
8 and story listened to
read/listene
d to as EN3LC-IIi-
springboard
K to 12 English Curriculum Guide May 2016
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 K to 12 BASIC EDUCATION CURRICULUM

LC
WEEK OL
Listening R
Oral
Compre C
Language
hension h
for writing j-2.7
Sequence a
series of
events
viewed/
listened to

EN3OL-IIi-
j-3
9 Retell
familiar
stories to

other
children

EN3RC-
IIi-j-2.10
Sequence a
series of
10
events in a
literary
selection
K to 12 English Curriculum Guide May 2016
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 K to 12 BASIC EDUCATION CURRICULUM
rd
3 Quarter: Developing Reading and Writing

WEEK LC
OL
Listening
Oral Language
Comprehension

EN3LC-IIIa- (Note: The

b-2.1 text that they
Recall details will read
1 from texts should be
viewed/ controlled
listened to depending on
the PWR

EN3LC-IIIb- lesson.)
2.19
Identify EN3RC-IIIa
possible 2.7.1
solutions to Identify
problems several
effects based
EN3LC-IIIb- on a given
4 cause
Infer print
sources EN3RC-IIIa
2.11
EN3LC-IIIc- Make
d-2.5 inferences
Validate ideas and draw
2 made after conslusions
listening to a based on
story texts
(pictures, title
EN3LC- and content
IIIa-j-1.1 words)
Activate prior
knowledge EN3RC-IIIa
based on new 2.13
knowledge Distinguish
formed fact from
opinion
 EN3LC-IIIa-
j-2 EN3RC-
Activate prior IIIa-b-2.13
knowledge Identify cause
K to 12 English Curriculum Guide May 2016
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WEEK LC
OL
Listening
Oral Language
Comprehension

based on the and effect

EN3OL-IIIc- stories to be
1.16.2 read.
Listen and Listen to a
respond to variety of
others literary and
3 expository
texts
EN3LC-IIIa-
j-2.1
a. note
important
EN3OL- details
IIId-1.16.3 EN3LC-IIIa-
Follow and j-2.7
4
explain b. sequence
processes at least 3
events

EN3OL-IIIe- using EN3RC-

1.16.4 signal IIIe-f-2.11
Express words Make
opinions and EN3LC-IIIa- inferences
feelings about j-2.6 and draw
5 other’s ideas c. retell conclusions
some based from
parts of texts
the story
EN3LC-IIIa-
j-3.15

EN3OL-IIIf- d. differentia
1.16.5 te real
6 Engage in from
discussions make-
 about specific believe
topics EN3LC-IIIa-

EN1OL- j-2.8 EN3RC-

IIIg-h-3.2 e. infer IIIg-j-2.5
7
Ask and feelings Use different
respond to and traits sources of
K to 12 English Curriculum Guide May 2016
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WEEK LC
OL
Listening
Oral Language
Comprehension

questions of information in
about characters reading
informational EN3LC-IIIa-
texts listened j-2.16 Read simple
to f. identify sentences
(environment, cause and and levelled
health, how- effect stories and
to’s, etc.) EN3LC- EN3RC-
IIIa-j-2.17 III0-2.2
g. draw a. note
8
conclusions details
regarding
EN3LC-IIIe- character,
f-2.4 setting
EN3OL-IIIi- Propose and plot
j-1.9 several EN3RC-III0
Compare and predictions -2.10
contrast about b. sequence
information texts/stories 3 events
9
heard listened to (Note:
different
comprehension
EN3LC-IIIg-
skills may recur
h-3.15
in different
Determine quarters)
whether a
story is
realistic or
fantasy

EN3LC-IIIi-
j-3.7
 Identify and
10
use the

elements of

an
informational/

factual text

heard

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WEEK LC
OL
Listening
Oral Language
Comprehension

(fireman)
with long
vowel sound

th
4 Quarter: Developing Reading and Writing

WEEK LC RC
OL
Listening Reading
Oral Language
Comprehension Comprehension

EN3OL-IVa- EN3LC- IVa (Note: The

1 e-1.19 -3.7 text that they
Present Identify and
will read
information in use the
should be
varied artistic elements of
controlled
ways (e.g. an
role playing, informational/ depending on
2 show and tell, factual text the PWR
radio heard lesson.)
play/podcast/
broadcast/ EN3LC- IVb
reporting/ -3.7.1 EN3RC-IVa-
poster Informational b-2.13
presenta Reports Identify cause
tions) (School and effect
events,
EN3OL-IVa- sports, EN3RC- IVa
j-5 projects) –b-2.14
 Engage in a Show
3
variety of EN3LC-IVc- understandin
ways to share 3.7.2 g of a story
information Three-step by present
(e.g. role directions ing them in
playing,) EN3LC- IVd through
reporting, -3.7.3 dramatization
summarizing, Conversations

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WEEK LC
OL
Listening
Oral Language
Comprehension

retelling and , role playing

show and tell EN3LC-IVa- etc.
(depending j-1.1
on th e Activate prior Read simple
selection knowledge sentences

presented) based on new and levelled

knowledge stories and
4 formed EN3RC-I0-
EN3OL-IVa- EN3LC-IVa- 2.2
j-3.2 j-2 a. note

Ask and Activate prior details

respond to knowledge regarding

questions based on the character,

5 about stories to be setting

informational read. and plot
texts listened Listen to a EN3RC-I0 -
to variety of 2.10

(environment, literary and b. sequence

health, how- expository 3 events

to’s, etc) texts (Note:

6
EN3LC-IVa- different

comprehension
EN3OL-IV j-2.1

skills may recur

a-j-1.9 a. note in different
Compare and important
 quarters)
contrast details

information EN3LC-IVa-
EN3RC -IVc-
heard j-2.7
d-1.2
b. sequence Interpret
at least 3
simple maps
events of unfamiliar
7 using places, signs
signal and symbols
words

EN3LC-IVa-

j-2.6
EN3RC -
c. retell
IVe-g-1.2
some
Interpret
parts of
pictographs

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WEEK LC
OL
Listening
Oral Language
Comprehension

the story
EN3LC-IVa-
j-3.15

d. differentiat

e real

from

make-

believe

EN3LC-IVa-

j-2.8
8 e. infer EN3RC -

feelings IVh-j-1.2

and traits Interpret

of simple graphs

characters and tables

EN3LC-IVa-
j-2.16

f. identify

cause and

effect
EN3LC-IVa-
 j-2.17

g. draw

conclusions

EN3LC- IVe-
9
f-3.7.
Personal
Recounts
(anecdotes,
past
experiences)

EN3LC-IVg-
h-3.7.5
Explanation
(life cycles,

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 K to 12 BASIC EDUCATION CURRICULUM

LC
WEEK
OL
Listening
Oral Language
Comprehension

water cycle)

EN3LC-IVi-
j-3.5
Restate facts
from
10
informational
texts (climate
change,
children’s
rights, traffic
safety, etc.)

Grade 3 Tagged Materials

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OL – Oral Language
1Q
Initiate conversations with peers in a variety of school

settings
Express one’s ideas by presenting a skit

2Q
Ask simple questions
 Give one-to-three step directions

Restate and retell information

Recall and share experiences, film viewed and story

read/listened to as springboard for writing

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 LEARNING COMPETENCY

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Retell familiar stories to other children
3Q
Listen and respond to others
Ask and respond to questions about informational texts

listened to (environment, health, how-to’s, etc.)

4Q
Present information in varied artistic ways (e.g. role
playing, show and tell, radio play/podcast/broadcast/
reporting/poster presentations)
LC – Listening Comprehension
1Q
Activate prior knowledge based on the stories to be read

Listen to a variety of literary and expository texts

a. note important details

b. sequence at least 3 events using signal words

c. retell some parts of the story

d. differentiate real from make-believe

 e. infer feelings and traits of characters

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 LEARNING COMPETENCY

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f. identify cause and effect

g. draw conclusions

Listen to poems and

a. identify the rhyming words

b. give a simple paraphrase

2Q
Follow a set of verbal three-step directions with picture

cues
Activate prior knowledge based on the stories to be read

Listen to a variety of literary and expository texts

and
a. note important details
 b. sequence at least 3 events using signal words

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c. retell some parts of the story

d. differentiate real from make-believe

e. infer feelings and traits of characters

f. identify cause and effect

g. draw conclusions

Make simple inferences about thoughts and feelings based

from texts viewed/ listened to

Sequence a series of events viewed/ listened to
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3Q
Activate prior knowledge based on the stories to be read.

Listen to a variety of literary and expository texts

a. Note important details

b. Sequence at least 3 events using signal words

c. retell some parts of the story

d. differentiate real from make-believe

e. infer feelings and traits of characters

f. identify cause and effect

g. draw conclusions
 Propose several predictions about texts/stories
Determine whether a story is realistic or fantasy

Identify and use the elements of an informational/factual

text heard
4Q
Identify and use the elements of an informational/factual

text heard
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Informational Reports (school events, sports, projects)
Three-step directions
Activate prior knowledge based on the stories to be read.

Listen to a variety of literary and expository texts

a. note important details

b. sequence at least 3 events using signal words

c. retell some partsof the story

d. differentiate real from make-believe

e. infer feelings and traits of characters

f. identify cause and effect

 g. draw conclusions

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Personal Recounts (anecdotes, past experiences)

Explanation (life cycle, water cycle)

RC – Reading Comprehension
1Q
Read simple sentences and levelled stories and
a. note details regarding character, setting and plot

b. sequence 3 events

Describe literary elements of texts including characters

setting and plot

Make and confirm predictions about texts

2Q
Rereads, monitors and self-correct one’s comprehension
Note details in a given text

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Make simple predictions

Read simple sentences and levelled stories and

a. note details regarding character, setting and plot

b. sequence a series of events in a literary selection

Sequence a series of events in a literary selection

3Q
Identify several effects based on a given cause

Make inferences and draw conclusion based on texts

(pictures, title, and content words)

Distinguish fact from opinions
 Identify cause and effect

Make inferences and draw conclusions based from texts

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a. note details regarding character, setting and plot

b. sequence 3 events

Read simple sentences and levelled stories and

a. note details regarding character, setting and plot

b. sequence 3 events

4Q
Identify cause and effect

Show understanding of a story by presenting them in

through dramatization, role playing etc.

Read simple sentences and levelled stories and

a. note details regarding character, setting and plot

 b. sequence 3 events

Interpret simple maps of unfamiliar places, signs and

symbols

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WC – Writing/ Composition
1Q
Write different forms of simple composition
as a response to stories/ poems listened to
a. draw and write sentences about one’s drawing
a. a note of advice
b. Thank you letter

c. descriptive paragraph

d. another ending for a story

e. a diary
f. a short paragraph, etc.

Use appropriate punctuation marks

2Q
Participate in generating ideas through prewriting

activities
a. brainstorming
b. webbing
c. drawing
Write different forms of simple composition
as a response to stories/ poems listened to
b. draw and write sentences about one’s drawing
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c. a note of advice
d. Thank you letter

e. descriptive paragraph

f. another ending for a story

g. a diary
h. a short paragraph, etc.

Use appropriate punctuation marks

3Q
Use appropriate punctuation marks

Complete patterned poems using appropriate rhyming

words
4Q
Write a simple story

PA- Phonological Awareness

Show how spoken words are represented by written
letters that are arranged in a specific order
PWR – Phonics and Word Recognition
1Q
 Review reading and writing short e, a and i words in CVC
pattern

Read words with short o sounds in CVC pattern and

phrases and sentences containing these words

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Recognize more common sight words in order to read

simple phrases and sentences
Read words with short u sound in CVC pattern

Differentiate words with different medial vowels (eg: cap-

cop-cup; fan-fin, fun)
Read 2-syllable words consisting of short e to u sound

(basket, hotdog, sunset, etc.)

Read phrases, sentences and short stories consisting of

2-syllable words and the questions about them

2Q
Read words with initial consonant blends (l, r and s

blends)
Read phrases, sentences and short stories consisting of
words with consonant digraph ch and sh and other words
previously studied and the questions about them
3Q
Read words with long a sound (long a ending in e)

Read words with long i sound (long i ending in e)

Read words with long o sound (long a ending in e)

And questions about them
Read words with long a, i, o, and u and phrases,

sentences and stories containing these words.

Read 2-syllable words (fireman) with long vowel sound
4Q
Read words with vowel digraphs ai (pail), ay (bay)
Match words, phrases and sentences containing these
words with pictures
 Read words with vowel digraphs ea and ee and phrases,
sentences and stories containing these words
Read words with vowel digraphs oo (food), oa (road)
Read words with vowel diphthongs

oy (boy), oi (boil), ou (out) ow (bow)

Match these words with the appropriate pictures

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F – Fluency
1Q
Read grade 3 level texts consisting of 2-syllable words
with short vowel sound with at least 95-100% accuracy
Read aloud from familiar prose and poetry consisting of

long vowel words with fluency, appropriate rhythm,

pacing and intonation

2Q
3Q
Read grade 3 level texts
consisting of 2-syllable words with long vowel sound with
at least 95-100% accuracy
Read aloud from familiar prose and poetry consisting of
long vowel words with fluency, appropriate rhythm,
pacing and intonation
Observe the use of punctuations including commas,

periods and question marks to guide reading for fluency

4Q
Read aloud from familiar prose and poetry consisting of
Long vowel words with fluency, appropriate rhythm,
pacing and intonation
Use punctuations including commas, periods and question

marks to guide reading for fluency

Read poems with fluency, appropriate rhythm, pacing and

intonation
G – Grammar
1Q
Sentences
 Distinguish sentences from non-sentences

Sentences

Construct simple sentences

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Use a declarative sentence

Differentiate a declarative from an interrogative sentence

Use proper punctuation for declarative and interrogative

sentences

Construct declarative and interrogative sentences

Identify an exclamatory sentence

Identify an imperative sentence

Use different kinds of sentences (e.g. declarative,

interrogative, exclamatory, imperative

Sentences

Use appropriate punctuation marks (e.g. period, comma,

 question mark, exclamation point)

Nouns

Use nouns (e.g. people, animals, places,, things events) in

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simple sentences
Use common and proper nouns
Use plural form of regular nouns by adding /s/ or /es/
(e.g., dog, dogs; wish, wishes)

Use plural from of frequently occurring irregular nouns

(e.g. children, feet, teeth)

2Q
Verbs

Use the be-verbs (am, is, are was, were) correctly in

sentences

Identify and use action words in simple sentences

Form and use the past tense of frequently occurring

regular verbs (walk – walked, etc)

Use verbs in simple present tense

Use verbs in simple present and past tense

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Use verbs in simple future tense

3Q
Use demonstrative pronouns (this,/that, these/those)

Use personal pronouns (e.g. I, you, he, she, it, we, they)

Use commonly used possessive pronouns

Adjectives

Use descriptive adjectives

4Q
Prepositions

Use the most frequently occurring prepositions(e.g.

towards, beside,, into, etc.)
 Give the synonyms and antonyms of common adjectives

Use the degrees of adjectives in making comparisons

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(positive, comparative, superlative)

Adverbs

Recognize adverbs of manner

S – Spelling
2Q
Spell one-to-two syllable words with consonant blends
(e.g. pl, tr)
Spell words with initial and final consonant blends and

consonant digraphs
3Q
Spell words that were introduced during word recognition
Use capitalization rules in word and sentence level (e.g.
proper and common nouns, beginning words in
sentences)
4Q
Spell words that were introduced during word recognition
Use capitalization rules in word and sentence level (e.g.
proper and common nouns, beginning words in
sentences)
V – Vocabulary Development
1Q
Give the meaning of words used in stories listened to

Classify common words into conceptual categories (e.g.

 animals, foods, toys)
2Q
Derive meaning from repetitive language structures

review
Show understanding of meaning of words with consonant

digraphs /ch/ through drawing, actions, and using them

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in sentences
Show understanding of meaning of words with consonant
digraphs /sh/ through drawing, actions, and using them
in sentences
3Q
Recognize some words represented by common

abbreviations (e.g. Mr. Ave., Oct.)

Give the synonyms and antonyms of somewords

Homonyms (e.g. flower/flour)

4Q
Give the correct meaning of homonyms (pail,pale)

Determine what words mean based on how they are used

in a sentence
Use homonyms correctly (meat- meet, road, -rode)
Read word with affixes

A - Attitude
1Q
Participate/engage in a read-along of texts (e.g. poetry,
repetitive text)
2Q
 Participate/ engage in a read-along of texts (e.g. poetry,

repetitive text)
SS – Study Strategy
1Q
Arrange words in alphabetical order

2Q

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Arrange words with the same first letter but a different

second letter in alphabetical order

Follow one-to-three step directions
3Q
Get information from index and table of contents
Engage in a variety of ways to share information (e.g. role
playing,) reporting, summarizing, retelling and show and
tell

4Q
Follow simple written directions
Interpret simple maps

of places
Interpret a pictograph
Interpret simple tables
Interpret a bar graphs
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 K to 12 BASIC EDUCATION CURRICULUM
GRADE 4

Grade Level Standards

Content Standard
Domain
The learner…
demonstrates an understanding of verbal cues for clear expression of

ideas
demonstrates an understanding of verbal and nonverbal cues for effective
Oral Language
oral presentation
demonstrates an understanding of information derived from multimedia

sources for clear and creative presentation

demonstrates an understanding that English is stress-timed language to
Fluency
achieve accuracy and automaticity
demonstrates an understanding of the elements of literary and
Listening
informational texts for comprehension
Comprehension
demonstrates an understanding of text types to construct feedback
demonstrates an understanding that word meaning can be derived from

different sources
demonstrates an understanding that words are composed of different
Vocabulary
parts and their meaning changes depending on context
demonstrates an understanding that word meaning changes based on

context
demonstrates an understanding of various linguistics nodes to
comprehend various texts
demonstrates an understanding of text elements to comprehend various
texts
Reading
Comprehension demonstrates an understanding of writing styles to comprehend the
author’s message
 demonstrates an understanding that reading in a wide range of texts

provides pleasure and an avenue for self-expression and personal

development
demonstrates an understanding of writing as a process
Writing and
demonstrates an understanding of the importance of using varied sources
Composition
of information to support writing
demonstrates a command of the conventions of standard English grammar
Grammar
and usage when writing or speaking

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 K to 12 BASIC EDUCATION CURRICULUM

Domain
The learner…

demonstrates an understanding of English grammar and usage in speaking

or writing
demonstrates an understanding of nonverbal cues to communicate with
others
Attitude
demonstrates an understanding of verbal and nonverbal elements of

communication to respond back

Study
demonstrates an understanding of library skills to research on a variety of
Strategies/
topics
Research

FIRST QUARTER
LC
OL
Week Listening
Oral Language
Comprehension
EN4LC-Ia-17 EN4OL-Ia-
Note details in a 1.14.4
literary text listened Speak clearly
to using appropriate
1
pronunciation
and intonation

EN4LC-Ib-1.1 EN4OL-Ib-
Note details in a 1.14.4
selection listened to Speak clearly
2
using appropriate
pronunciation
and intonation
EN4LC-Ic-18 EN4OL-Ic-
 Note details by 1.14.4
asking/ answering Speak clearly
questions about a using appropriate
story/poem listened pronunciation
3
to and intonation

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 K to 12 BASIC EDUCATION CURRICULUM
LC
OL
Week Listening
Oral Language
Comprehension
EN4LC-Id-2.7 EN4OL-Id-
Sequence at least 3 1.14.4
events using signal Speak clearly
words using appropriate
pronunciation
and intonation
4
(poems,
chants, rhymes,
riddles)

EN4LC-Ie-2.7 EN4OL-Ie-
Sequence at least 3 1.13.1
events using signal Give oral
words directions

EN4LC-If-2.8 EN4OL-If-10
Infer feelings and Express one’s
traits of characters ideas and
based on the story feelings clearly
heard
6

EN4LC-Ig-2.8 EN4OL-Ig-10
Infer feelings and Express one’s
traits of characters ideas and
based on the story feelings clearly
 7 heard

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 K to 12 BASIC EDUCATION CURRICULUM
LC
OL
Week Listening
Oral Language
Comprehension
EN4LC-Ih-2.8 EN4OL-Ih-10
Infer feelings and Express one’s
traits of characters ideas and
based on the story feelings clearly
8 heard

EN4LC-Ii-2.8 EN4OL-Ii-10
Infer feelings and Express one’s
traits of characters ideas and
based on the story feelings clearly
9
heard

SECOND QUARTER

LC
OL
Week Listening
Oral Language
Comprehension
EN4LC-IIa-19 EN4OL-IIa-11
Identify the Restate or retell
elements of a information from
literary text listened a text listened to
to

1
 EN4LC-IIb-19 EN2OL-IIb-1.5
2 Identify the Use courteous
elements of a expressions
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 K to 12 BASIC EDUCATION CURRICULUM

LC
OL
Week Listening
Oral Language
Comprehension
literary text listened
to

EN4LC-IIc-19 EN4OL-IIc-12
Note the elements Listen and
of the literary text answer questions
listened to about a story
read/listened to

EN4LC-IId-20 EN4OL-IId-12
Infer traits and Listen to and
feelings of answer questions
characters based about the story
4 on what they say read/ listened to
or do in a story
listened to

EN4LC-IIe-21 EN4OL-IIe-1.1
Sequence events in Relate story
a story listened to events to one’s
experience
5
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 K to 12 BASIC EDUCATION CURRICULUM

LC
OL
Week Listening
Oral Language
Comprehension
EN4LC-IIf-21 EN4OL-IIf-13
Sequence events in React to what
a story listened to the characters
said in the story
6
listened to

EN4LC-IIg-1.1 EN4OL-IIg-2.6
Give a possible Retell best-liked
ending to a story part of a story
7 heard heard

EN4LC-IIh-22 EN4OL-IIh-2.6
Distinguish reality Retell best-liked
from fantasy part of a story
8
heard

EN4LC-IIi-23 EN4OL-IIi-2.6
Distinguish fact Retell best-liked
from opinion in a part of a story
9
narrative heard
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 K to 12 BASIC EDUCATION CURRICULUM
THIRD QUARTER
LC
OL
Week Listening
Oral Language
Comprehension
EN4LC-IIIa-24 EN4OL-IIIa-
Note details in an b-14
informational text Use appropriate
heard expression to
1
talk about
famous events

EN4LC-IIIb-25
Note details from
news reports/
2 sections listened to

EN4LC-IIIc-26 EN4OL-IIIc-
Identify the 15
elements of Use appropriate
informational text expression to
3 (editorial) talk about
issues/ current
events

EN4LC-IIId-27 EN4OL-IIId-
Identify the 16
elements of Use of
informational text appropriate
4 (feature story) expression in
talking about
famous places

EN4LC-IIIe-28 EN4OL-IIIe-f-
Recall the elements 17
of informational Use appropriate
5 text listened to expression in
 (autobiography, talking about
biography) famous people

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LC
OL
Week Listening
Oral Language
Comprehension

EN4LC-IIIf-29
Identify the
elements of
informational text
6
(“how to”)

EN4LC-IIIg-1.1 EN4OL-IIIg-
Identify the main 18
idea, key Tell/retell
sentences, and familiar stories
supporting details by using
7
from text listened
appropriate
to gestures and
expressions in
complete
sentences
EN4LC-IIIh-2.10 EN4OL-IIIh-
Distinguish fact 19
from opinion in Retell a news
8 news reports report using
listened to appropriate
gestures and
expressions
EN4LC-IIIi-2.10 EN4OL-IIIi-19
Distinguish fact Retell a news
from opinion in report using
9 news reports appropriate
listened to gestures and
expressions
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 K to 12 BASIC EDUCATION CURRICULUM
FOURTH QUARTER

LC
OL
Week Listening
Oral Language
Comprehension
EN4LC-IVa-30 EN4OL-IVa-20
Distinguish fact from State a fact and
opinion in opinion about a
informational text particular topic
1
(advertisements)

EN4LC-IVb-31 EN4OL-IVb-21
Distinguish fact from State a fact and
opinion in opinion about a
informational text particular topic
2
(announcement)

EN4LC-IVc-31 EN4OL-IVc-22
Tell whether an Express whether
action or event is a an action or
reality or a fantasy event is reality
3
or fantasy

EN4LC-IVd-32 EN4OL-IVd-23
Evaluate the State conclusion
likelihood that a to realistic
story/event could fiction
4
really happen
 EN4LC-IVe-33 EN4OL-IVe-24
Draw conclusion in State conclusion
informational text to informational
5 heard text

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 K to 12 BASIC EDUCATION CURRICULUM

LC
OL
Week Listening
Oral Language
Comprehension
EN4LC-IVf-34 EN4OL-IVf-25
Give conclusions to State one’s
realistic fiction conclusion to
6 listened to realistic fiction
listened to

EN4LC-IVg-35 EN4OL-IVg-26
Give one’s reaction Express one’s
to an event or issue reaction to an
heard event or issue
7

EN4LC-IVh-2.16 EN4OL-IVh-27
Identify cause-and- State the effects
effect relationship of a given cause

EN4LC-IVi-2.16 EN4OL-IVi-28
Identify cause- and- State the cause
effect relationship of a given effect

9
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 K to 12 BASIC EDUCATION CURRICULUM
Grade 4 Tagged Materials

LEARNING COMPETENCY
LC - Listening Comprehension
1Q
Sequence events in a story listened to

2Q
Identify the main idea, key sentences and supporting
details from text listened to

3Q
Distinguish reality from fantasy

4Q
Distinguish fact from opinion in a narrative

OL - Oral Language
1Q
Speak clearly using appropriate pronunciation and
intonation
Give oral directions

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 K to 12 BASIC EDUCATION CURRICULUM
LEARNING COMPETENCY

V - Vocabulary Development
1Q
Use context clues (synonym) to find the meaning of
unfamiliar words

Use context clues (antonym) to find the meaning of

unfamiliar words

Use context clues (definition) to determine the meaning of

unfamiliar words

Use context clues (exemplification) to determine the

meaning of unfamiliar words

3Q
Synonym

Antonym
Use context clues (synonym and antonym) to find the
meaning of unfamiliar words
 4Q
Identify the meaning of words with multiple meanings

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 K to 12 BASIC EDUCATION CURRICULUM
LEARNING COMPETENCY

Identify the meaning of unfamiliar words through

structural analysis (words and affixes)

Identify the meaning of unfamiliar words according to
structure (inflections)
RC - Reading Comprehension
1Q
Analyze a narrative in terms of its setting

Analyze a narrative in terms of its characters

Analyze a narrative in terms of its plot

(Conflict/Problem/Reaction/Resolution/Ending)
Analyze a 3-4-line poem in terms of its elements (rhymes,
sound devices)

Infer the theme of literary text

2Q
Identify main idea, key sentences and supporting details
of a given text

3Q
 Note significant details in a literary text
Identify cause-and-effect relationship

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 K to 12 BASIC EDUCATION CURRICULUM
LEARNING COMPETENCY

Comparison and contrast people, places and events in

texts read
Make generalizations

F - Oral Reading Fluency

3Q
Read grade-level texts with appropriate speed, accuracy
and proper expression

SS - Study Strategy
3Q
Use dictionary in getting the meaning of words

Locate information from Indices

4Q
Take note of relevant information from a given text

G – Grammar
1Q
 Use the plural form of regular nouns

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 K to 12 BASIC EDUCATION CURRICULUM
LEARNING COMPETENCY

Use the simple present tense of verbs in sentences

2Q
Use simple sentence: compound subject + simple
predicate
WC – Writing/ Composition
2Q
Write a news report using the given facts

K to 12 English Curriculum Guide May 2016

Learning Materials are uploaded at http://lrmds.deped.gov.ph/.
FIRST QUARTER

The
Grade Level Standards
in re

LC OL

Week Listening Oral

Comprehension Language
EN5LC-Ia-2.1 EN5OL-Ia- EN5
Note significant 2.6.1 and
details Use appropriate Infer
facial mean
expressions unfa

word

(com
1
base
conte
(syno
anto
word
and
strat
EN5LC-Ib- EN5OL-Ib- EN
2.17.1 2.6.2 an
Identify the Use appropriate Inf
elements of body me
movements/ges unf
literary texts
tures wo

(co
2
bas
con
 (sy
ant
wo
and
stra
EN5LC-Ic- EN5OL-Ic-3.9 EN
2.17.2 Use formal and an
3 Identify the informal Inf
elements of English when me
appropriate to unf
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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language
literary texts task and
situation

EN5LC-Id- EN5OL-Id-3.9
2.17.3 Use formal and
Identify the informal
elements of English when
appropriate to
literary texts
task and

situation

EN5LC-Ie- EN5OL-Ie-3.9
 2.11.1/2.11.2 Use formal and
/2.11.3 informal
Analyze sound English when

devices appropriate to

5 (onomatopoeia, task and

situation
alliteration,

assonance)

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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language

EN5LC-If- EN5OL-If-3.9
2.8.1/2.8.2/2 Use formal and
.8.3 informal
Infer the English when

speaker’s tone, appropriate to

mood and task and

purpose situation
6

EN5LC-Ig-2.3 EN5OL-Ig-1.8
Distinguish Recount events
reality from effectively

fantasy

7
 EN5LC-Ih-2.3 EN5OL-Ih-1.8
Distinguish Recount events
reality from effectively

fantasy
8

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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language

EN5OL-Ii-1.8
Recount events 8.
effectively

EN5OL-Ij-1.8
Recount events 8.
effectively

10
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 K to 12 BASIC EDUCATION CURRICULUM

SECOND QUARTER

Grade Level Standards

LC OL

Week Listening Oral

Comprehension Language
EN5LC-IIa-4 EN5OL-IIa-
Identify signal 1.13.1
words from text Provide
heard accurate
instructions

EN5LC-IIb- EN5OL-IIb- E
3.19 1.26 2
Identify Give precise Id
informational information on d
text-types a given topic m
c
w
(d
2
a
c
(S
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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language
EN5LC-IIc- EN5OL-IIc-
3.19 1.3.1
Identify Ask questions
informational to check
text-types understanding
of information
presented

EN5LC-IId- EN5OL-IId-
2.10 3.4.1
Distinguish fact Respond to
from opinion ideas and
opinions after
reflection

EN5LC-IIe- EN5OL-IIe-
2.10 3.4.1
Distinguish fact Respond to
from opinion ideas and
5 opinions after
 reflection

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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language

EN5OL-IIf-
3.5.1
Provide
evidence to
support
opinion/fact

7
 EN5OL-IIh-4
8 Make a stand

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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language

EN5OL-IIi-4
Make a stand

EN5OL-IIj-4
Make a stand

10
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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language
EN5VC-IIj-
7.3
Propagandas

THIRD QUARTER

Grade Level Standards

LC OL

Week Listening Oral

Comprehension Language
EN5LC-IIIa- EN5OL-IIIa-
2.10 2.7
Distinguish fact Remind others
from opinion to stay on topic
EN5LC-IIIa-
2.15
Provide evidence
to support
understanding

1
 EN5LC-IIIb- EN5OL-IIIb-
2.15 2.7
Provide evidence Remind others
2
to support
to stay on topic
understanding

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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language

EN5LC-IIIc- EN5OL-IIIc-
2.15 2.8
Provide evidence Link comments
to support to the remarks

understanding of others

3
 EN5LC-IIId- EN5OL-IIId-
2.8.1/2.8.2/2. 2.8
8.3 Link comments
4
Infer the to the remarks
speaker’s tone, of others

mood and
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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language
purpose

EN5LC-IIIe- EN5OL-IIIe-
2.8.1/2.8.2/2. 3.7
8.3 Use
Infer the appropriate
speaker’s tone, strategies to
mood and keep the
purpose discussion
going

5
 EN5LC-IIIf- EN5OL-IIIf-
2.8.1/2.8.2/2. 3.7
8.3 Use
6
Infer the
appropriate
speaker’s tone, strategies to
mood and keep the
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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language
purpose discussion
going

EN5LC-IIIg-
3.17
Identify point-
of-view

EN5LC-IIIh-
3.17
Identify point-
of-view

8
K to 12 English Curriculum Guide May 2016
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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language

EN5LC-IIIi-
3.17
Identify point-

of-view

EN5LC-IIIj-
3.17
Identify point-

of-view
 10

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FOURTH QUARTER

The
Grade Level Standards
read

LC OL

Week Listening Oral

Comprehension Language
EN5LC-IVa- EN5OL-IVa- EN5
3.11 2.6.1 20.1
Restate Use appropriate EN5
sentences facial 20.2
heard in one’s expressions Iden
own words diffe
1 mean
conte
word
(den
and
conn
(Scie
EN5LC-IVb- EN5OL-IVb- EN
3.11 2.6.1 20
Restate Use appropriate EN
sentences facial 20
heard in one’s expressions Ide
own words diff
2 me
con
wo
(de
and
con
(Sc
EN5LC-IVc- EN5OL-IVc- EN
3.11 2.6.2 20
Restate Use appropriate EN
sentences body 20
3 heard in one’s movements/ Ide
own words Gestures diff
me
con
wo
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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language

EN5LC-IVd- EN5OL-IVd-
3.11 2.6.2 20
Restate Use appropriate
sentences body 20
heard in one’s movements/
own words Gestures
4

EN5LC-IVe- EN5OL-IVe-4
3.11 Use verbal and 20
Restate non-verbal cues
sentences in a TV 20
heard in one’s broadcast
own words
5

EN5LC-IVf- EN5OL-IVf-4
3.13 Use verbal and 20
Summarize non-verbal cues
information in a TV 20
from various broadcast
text types
6
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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language

EN5LC-IVg- EN5OL-IVg-4
3.13 Use verbal and 20
Summarize non-verbal cues
information in a TV 20
from various broadcast
text types

EN5LC-IVh- EN5OL-IVh-4
3.13 Use verbal and 20
Summarize non-verbal cues
information in a TV 20
from various broadcast
text types

EN5LC-IVi- EN5OL-IVi-4
 3.13 Use verbal and
9
Summarize non-verbal cues
information in a TV
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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language
from various broadcast
text types

EN5LC-IVj- EN5OL-IVj-4
3.13 Use verbal and
Summarize non-verbal cues
information in a TV
from various broadcast
text types

10
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 LEARNING COMPETENCY

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LC - Listening Comprehension
1Q
Note significant details

Identify the elements of literary texts

Analyze sound devices (onomatopoeia, alliteration,

assonance)
Infer the speaker’s tone, mood and purpose

Distinguish reality from fantasy

2Q
Identify informational text-types

Distinguish fact from opinion

3Q
Distinguish fact from opinion

Provide evidence to support understanding

Infer the speaker’s tone, mood and purpose

 Identify point-of-view

4Q

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 LEARNING COMPETENCY

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Restate sentences heard in one’s own words

OL - Oral Language
2Q
Provide accurate instructions

Give precise information on a given topic

Ask questions to check understanding of information

presented
Provide evidence to support opinion/fact
V - Vocabulary Development
1Q
Infer the meaning of unfamiliar words (compound) based
on given context clues (synonyms, antonyms, word parts)
and other strategies

Infer the meaning of unfamiliar words (affixes) based on

given context clues (synonyms, antonyms, word parts)
and other strategies
Clarify meaning of words using dictionaries, thesaurus,
and/or online resources
 2Q
Identify different meanings of content specific words
(denotation and connotation)
(Health)
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 LEARNING COMPETENCY

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3Q
Infer the meaning of unfamiliar words (compound,
affixed) based on

given context clues (Synonyms/Antonyms word parts) and

given context clues (Synonyms/Antonyms word parts) and

RC - Reading Comprehension
1Q
Infer the theme of literary text

Summarize narrative texts based on elements

-Theme

-Setting

-Characters (Heroes and Villains)

-Plot (beginning, middle and ending)
Analyze a 2-stanza poem in terms of its elements
(rhymes, sound devices, imagery and figurative language)
 Analyze figures of speech (simile, metaphor,
personification, hyperbole) in a given text

2Q
Identify main idea, key sentences and supporting details

of a given paragraph

Distinguish text-types according to purpose

-To classify or describe
-To recall a series of events/information
-To explain
Make an outline from a selection read

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 LEARNING COMPETENCY

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3Q
Distinguish text-types according to features (structural
and language)
-Problem and solution
-Cause and effect

-Comparison and Contrast

4Q
Distinguish text-types according to features (structural

and language)

-Enumeration
-Time-order (sequence, recounts, process)

Use appropriate graphic organizers in texts read

F - Oral Reading Fluency

SS - Study Strategy
2Q
Use card catalog to locate resources

-Dictionaries

Organize information from primary sources in preparation

for writing, reporting and similar academic tasks in
collaboration with others
 G - Grammar
1Q
Compose clear and coherent sentences using appropriate

grammatical structures:

-Aspects of Verbs
2Q
-kinds of adjectives
-order of adjectives
-degrees of adjectives
-subordinate and coordinate conjunctions
3Q
Compose clear and coherent sentences using appropriate
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 LEARNING COMPETENCY

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grammatical structures:
-Prepositions
-Prepositional phrases
Use a particular kind of sentence for a specific purpose
and audience
-asking permission
-following and giving directions

-giving information
-making explanation
4Q
Use compound sentences to show
-cause and effect
-problem – solution relationship of ideas

Use complex sentences to show

-cause and effect
-problem – solution relationship of ideas

WC - Writing/Composition
1Q
Plan a two to three-paragraph composition using an
outline/other graphic organizers
Revise writing for clarity

- correct spelling
-punctuation marks
2Q
Plan a two to three-paragraph composition using an

outline/other graphic organizers

Write paragraphs showing
-cause and effect
Distinguish among forms (kinds and descriptions)
 Fill-out forms accurately (school forms, deposit and
withdrawal slips, etc.)
3Q
Plan a two to three-paragraph composition using an

outline/other graphic organizers

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 LEARNING COMPETENCY

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4Q
Plan a two to three-paragraph composition using an

outline/other graphic organizers

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 6
FIRST QUARTER

Grade Level Standards

LC OL

Week Listening Oral

Comprehension Language
EN6LC-Ia- EN6OL-Ia- EN6V
2.3.1 1.17 12.3.
EN6LC-Ia- Relate an Infer
2.3.3 experience of idio
EN6LC-Ia- appropriate to expre
2.3.2 the occasion using
EN6LC-Ia- -conte
2.3.6
EN6LC-Ia-
2.3.8
1 EN6LC-Ia-
2.3.7
Analyze sound
devices
(onomatopoeia,
alliteration,
assonance,
personification,
irony and
hyperbole) in a
text heard
EN6LC-Ib- EN6OL-Ib- EN6V
2.3.6 1.17 12.4.
Analyze sound Relate an Infer
devices experience of idio
(personification appropriate to expre
) in a text the occasion using
2
heard -affixe
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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language

EN6LC-Ic- EN6OL-Ic-
2.3.8 1.17 12
EN6LC-Ic- Relate an
2.3.7 experience
Analyze sound appropriate to
devices (irony the occasion
and hyperbole)
3 in a text heard

EN6LC-Id- EN6OL-Id-
2.11.1 1.17 12
EN6LC-Id- Relate an
2.11.2 experience 12
EN6LC-Id- appropriate to
2.11.3 the occasion 12
Infer the
speaker’s tone,
4
mood and

purpose

EN6LC-Ie-
 2.11.1 12
5 EN6LC-Ie-
2.11.2 12
EN6LC-Ie-
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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language
2.11.3 12
Infer the
speaker’s tone,
mood and
purpose

EN6LC-If-
2.11.1
EN6LC-If-
2.11.2
EN6LC-If-
2.11.3
Infer the
speaker’s tone,
mood and
6 purpose

7
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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language

9
K to 12 English Curriculum Guide May 2016
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 LC OL

Week Listening Oral

Comprehension Language

EN6F-Ij-1.13
Read grade
level text with
135 words
correct per
minute

10
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SECOND QUARTER
The le
Grade Level Standards
variou

LC OL

Week Listening Oral

Comprehension Language
EN6LC-IIa- EN6OL-IIa- EN6V-
3.2 3.7 12.3.3
Distinguish Employ an EN6V-
various types of appropriate 12.4.1
informational/f style of EN6V-
actual text speaking, 12.4.2
adjusting Infer m
language, of borro
1 gestures, rate, words a
and volume content
according to terms u
audience and -contex
purpose -affixes
roots
-other
strateg
(Math)
EN6LC-IIb- EN6OL-IIb- EN6V
3.2 3.7 12.3.
Distinguish Employ an EN6V
various types of appropriate 12.4.
informational/f style of EN6V
actual text speaking, 12.4.
adjusting Infer
language, of bor
gestures, rate, words
2
and volume conte
according to terms
audience and -conte
purpose -affixe
roots
 -othe
strate
(Scien

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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language
EN6LC-IIc- EN6OL-IIc-
3.2 3.7 12
Distinguish Employ an
various types of appropriate 12
informational/f style of
actual text speaking, 12
adjusting
language,
3 gestures, rate,
and volume
according to
audience and
purpose

EN6LC-IId- EN6OL-IId-5
2.2 Share brief 12
Note down impromptu
relevant remarks about 12
information topics of
from text heard interest 12

EN6LC-IIe- EN6OL-IIe-5
2.2 Share brief 12
Note down impromptu
5 relevant remarks about 12
information topics of
 from text heard interest 12

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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language

EN6OL-IIf-5
Share brief 12
impromptu
remarks about 12
topics of
interest 12

EN6OL-IIg-5
Share brief
impromptu
remarks about
topics of
interest

7
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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language
EN6OL-IIh-6
React on the
content of the
material
presented

EN6OL-IIi-6
React on the
content of the
material
presented

10
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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language
EN6A-IIj-18
Show openness
to criticism

THIRD QUARTER

Grade Level Standards

LC OL

Week Listening Oral

Comprehension Language
EN6LC-IIIa- EN6OL-IIIa-
2.2 1.27
Note significant Provide
details evidence to
support
opinions

EN6LC-IIIb- EN6OL-IIIb-
3.1.12 1.28
Detect biases Make a stand
and propaganda based on
devices used by informed
speakers opinion
 2

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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language

EN6LC-IIIc- EN6OL-IIIc-
3.1.12 1.28
Detect biases Make a stand
and propaganda based on
devices used by informed
speakers opinion

EN6LC-IIId- EN6OL-IIId-
3.1.13 3.7
Make a stand Use
appropriate
strategies to
keep a
discussion
4 going

EN6LC-IIIe- EN6OL-IIIe-
3.1.13 3.7
Make a stand Use
appropriate
strategies to
5
keep a
 discussion
going

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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language

EN6OL-IIIf-
2.7
Remind others
to stay on topic

EN6OL-IIIg-
1.19
Present a
coherent,
comprehensive
report on
differing
7 viewpoints on
an issue

EN6OL-IIIh-
1.19
Present a
coherent,
 8 comprehensive
report on
differing
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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language
viewpoints on
an issue

EN6OL-IIIi-
1.19
Present a
coherent,
comprehensive
report on
differing
9 viewpoints on
an issue

EN6OL-IIIj-
1.19
Present a
coherent,
comprehensive
report on
differing
10 viewpoints on
an issue
K to 12 English Curriculum Guide May 2016
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 K to 12 BASIC EDUCATION CURRICULUM

FOURTH QUARTER

The l
Grade Level Standards
variou

LC OL

Week Listening Oral

Comprehension Language
EN6LC-IVa- EN6OL-IVa- EN6V
3.1.14 3.6 12.3
Restate portions Summarize EN6V
of a text heard information 12.4
to clarify conveyed EN6V
meaning through 12.4
discussion Infer
1 of bo
word
-cont
-affix
roots
-othe
strate

EN6LC-IVb- EN6OL-IVb- EN6V

3.1.14 3.6 12.3
Restate portions Summarize EN6V
of a text heard information 12.4
to clarify conveyed EN6V
meaning through 12.4
discussion Infer
2 of bo
word
-cont
-affix
roots
-othe
strate

EN6LC-IVc- EN6OL-IVc- EN6V

3 3.1.14 3.6 12.4
 Restate portions Summarize Infer
of a text heard information of bo
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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language
to clarify conveyed
meaning through
discussion

EN6LC-IVd- EN6OL-IVd-
2.23 3.6
Summarize the Summarize
information from information
a text heard conveyed
through
discussion
4

EN6LC-IVe- EN6OL-IVe-
2.23 3.6
Summarize the Summarize
information from information
a text heard conveyed

through
5 discussion
 EN6LC-IVf- EN6OL-IVf-
6
2.23 3.6

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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language
Summarize the Summarize
information from information
a text heard conveyed
through
discussion

EN6OL-IVg-
3.6
Summarize
information
conveyed
through
discussion

EN6OL-IVh-
3.6
Summarize
information
conveyed
8
through
 discussion

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 K to 12 BASIC EDUCATION CURRICULUM
LC OL

Week Listening Oral

Comprehension Language

EN6OL-IVi-
3.6
Summarize
information
conveyed
through
discussion

EN6OL-IVj-
3.6
Summarize
information
conveyed
through
discussion

10
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 LEARNING COMPETENCY

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LC - Listening Comprehension
1Q
Analyze sound devices (onomatopoeia, alliteration,
assonance, personification, irony and hyperbole) in a text
heard

Analyze sound devices (personification) in a text heard

Analyze sound devices (irony and hyperbole) in a text

heard

Infer the speaker’s tone, mood and purpose

OL - Oral Language
V - Vocabulary Development
1Q
Infer meaning of idiomatic expressions using
-context clues

-affixes

Infer meaning of figurative language using

 -context clues
-affixes and roots

-other strategies

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 LEARNING COMPETENCY

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2Q
Infer meaning of borrowed words and content specific
terms using (Math)
-context clues
-affixes and roots
-other strategies
3Q
Clarify meaning of words using dictionaries, thesaurus

Infer meaning of borrowed words using

-context clues
-affixes and roots
-other strategies
-prefix

-suffix

Infer meaning of content specific terms using

-context clues

-affixes and roots

-other strategies

4Q
-affixes and roots
 -prefix

-suffix
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Infer meaning of content-specific terms using

-context clues

-affixes and roots

-other strategies

RC - Reading Comprehension
1Q
Analyze sound devices (onomatopoeia, alliteration,
assonance, consonance)

Analyze poem with 4 or more stanzas in terms of its

elements (rhymes, sound devices, imagery and figurative
language)

Determine tone, mood, and purpose of the author

Analyze figures of speech (simile, metaphor)

Analyze figures of speech (hyperbole, irony)

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Analyze figures of speech (culture-based euphemism)

Evaluate narratives based on how the author
developed the elements:
-Setting
-Characters (Heroes and Villains)
Evaluate narratives based on how the author
developed the elements:

-Plot (chronological-sequential, en medias res,

flashback)
2Q
Respond appropriately to the messages of the different
authentic texts
3Q
-Comparison and Contrast
4Q
Distinguish text-types according to purpose and language

features

-Cause and effect

F - Oral Reading Fluency
SS - Study Strategy Research
2Q
Gather relevant information from various sources
-Glossary

-Indices

-Dictionary
 -Thesaurus

-Almanac

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-Encyclopedia

G - Grammar
1Q
Compose clear and coherent sentences using appropriate

grammatical structures:

-pluralization of regular nouns

Compose clear and coherent sentences using appropriate
grammatical structures:
-pluralization of irregular nouns

-tenses of verbs

-modals
-Subject-verb agreement

2Q
Compose clear and coherent sentences using appropriate
grammatical structures:
-Order and degrees of regular adjectives

-Adverbs of frequency

-Adverbs of manner

-Adverbs of place and time

 -Prepositions and prepositional phrases

-Subordinate and coordinate conjunctions

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 LEARNING COMPETENCY

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3Q
-following and giving directions

4Q
Use various types and kinds of sentences for effective
communication of information/ideas
(compound sentences)

Use various types and kinds of sentences for effective

communication of information/ideas

(complex sentences)

Use various types and kinds of sentences for effective

communication of information/ideas
(compound, complex sentences)

WC - Writing/Composition
1Q
Write a 3-line 4-stanza poem

2Q
Fill-out forms accurately and efficiently (bio data,
application forms, etc.)
 Plan a composition using an outline/other graphic

organizers
Write a 4-paragraph composition showing
-comparison and contrast

Revise writing for clarity

-correct spelling
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 LEARNING COMPETENCY

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Write a 4-paragraph composition showing

-cause and effect

4Q
Plan a composition using an outline/other graphic
organizers
VC – Viewing
1Q
Analyze the characters used in print, non-print, and digital
materials (age and gender, race and nationality, attitude
and behaviour)

Analyze the setting used in print, non-print and digital

materials (Urban or Rural; Affluent or Poor)
A - Attitude
1Q
Observe politeness at all times
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 K to 12 BASIC EDUCATION CURRICULUM
GRADE 7
FIRST QUARTER

The learner demonstrates communica

PROGRAM STANDARD
appreciation of Philippine Culture and
The learner demonstrates communica
GRADE LEVEL STANDARD
deeper appreciation of Philippine Cult

The learner demonstrates understand

CONTENT STANDARD
ways of determining word meaning;

The learner transfers learning by: sho

PERFORMANCE STANDARD participating in conversations using appr
features of speech effectively in vario

RC LC

Week Reading Listening

Comprehension Comprehension
EN7RC-I-a-7: EN7LC-I-a-5:
Use the appropriate Recognize prosodic
reading style features: volume,
(scanning, projection, pitch,
skimming, speed stress, intonation,
reading, intensive juncture, and
reading etc.) for speech rate that
one’s purpose serve as carriers of
EN7SS-I-a-1.5.2: meaning
Scan for specific EN7LC-I-a-5.1:
information Listen for important
1 points signalled by
volume, projection,

pitch, stress,
intonation, juncture,
and rate of speech
EN7LC-I-a-5.2:
Note the changes in
 volume, projection,

pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning
EN7SS-I-b-1.5.1: EN7LC-I-b-5.1:
2
Skim for major
Listen for important
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 K to 12 BASIC EDUCATION CURRICULUM
RC LC

Week Reading Listening

Comprehension Comprehension
ideas using points signalled by
headings as guide volume, projection,

pitch, stress,
intonation, juncture,
and rate of speech
EN7LC-I-b-5.2:
Note the changes in
volume, projection,

pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning

EN7RC-I-c-7.1: EN7LC-I-c-5.1:
Read intensively Listen for important
to find answers to points signalled by
specific questions volume, projection,
pitch, stress,

intonation, juncture,
and rate of speech
3
EN7LC-I-c-5.2:
Note the changes in
volume, projection,
pitch, stress,

intonation, juncture,
and rate of speech
that affect meaning
EN7RC-I-d-7.1: EN7LC-I-d-5.1:
Read intensively Listen for important
 to find answers to points signalled by
specific questions volume, projection,
pitch, stress,

4
intonation, juncture,
and rate of speech

EN7LC-I-d-5.2:
Note the changes in
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 K to 12 BASIC EDUCATION CURRICULUM
RC LC

Week Reading Listening

Comprehension Comprehension
volume, projection,
pitch, stress,

intonation, juncture,
and rate of speech
that affect meaning
EN7RC-I-e-2.15: EN7LC-I-e-5.1:
Use non-linear Listen for important
visuals as points signalled by
comprehensive aids volume, projection,
in content texts pitch, stress,
EN7SS-I-e-1.2: intonation, juncture,

Transcode orally and rate of speech

5 and in writing the
information EN7LC-I-e-5.2:
presented in Note the changes in
diagrams, charts, volume, projection,

table, graphs, etc. pitch, stress,

intonation, juncture,

and rate of speech

that affect meaning
EN7SS-I-f-1.2: EN7LC-I-f-5.1:
Transcode orally Listen for important
and in writing the points signaled by
information volume, projection,
presented in pitch, stress,
diagrams, charts, intonation, juncture,

table, graphs, etc. and rate of speech

6
EN7LC-I-f-5.2:
Note the changes in
volume, projection,
pitch, stress,
intonation, juncture,
 and rate of speech
that affect meaning
EN7SS-I-g-1.2: EN7LC-I-g-5.1:
Give the meaning of Listen for important
given signs and points signaled by
7 symbols (road volume, projection,
signs, prohibited pitch, stress,
signs, etc.) intonation, juncture,
and rate of speech

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 K to 12 BASIC EDUCATION CURRICULUM
RC LC

Week Reading Listening

Comprehension Comprehension

EN7LC-I-g-5.2:
Note the changes in
volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech

that affect meaning

EN7SS-I-h-1.2: EN7LC-I-h-5.1:
Give the meaning of Listen for important
given signs and points signaled by
symbols (road volume, projection,
signs, prohibited pitch, stress,

signs, etc.) intonation, juncture,

and rate of speech
8
EN7LC-I-h-5.2:
Note the changes in
volume, projection,
pitch, stress,

intonation, juncture,
and rate of speech

that affect meaning

EN7RC-I-i-14: EN7LC-I-i-5.1:
Follow directions Listen for important
using a map points signaled by
volume, projection,
pitch, stress,

intonation, juncture,
and rate of speech
9
EN7LC-I-i-5.2:
Note the changes in
 volume, projection,
pitch, stress,

intonation, juncture,
and rate of speech
that affect meaning
10

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 K to 12 BASIC EDUCATION CURRICULUM
SECOND QUARTER

The learner demonstrates communica

PROGRAM STANDARD
appreciation of Philippine Culture and
The learner demonstrates communica
GRADE LEVEL STANDARD
deeper appreciation of Philippine Cult

The learner demonstrates understand

CONTENT STANDARD various purposeful listening and view
information based on library sources;
The learner transfers learning by: res
PERFORMANCE STANDARD resources; extracting information and no
literal and figurative language and ve

RC LC

Week Reading Listening

Comprehension Comprehension
EN7SS-II-a-1: EN7LC-II-a-6: Use
Use appropriate listening strategies
mechanisms/tools in based on purpose,

the library for familiarity with the

locating resources topic and levels of

EN7SS-II-a-1.5.3: difficulty of short
Use the card texts listened to

1 catalog, the online EN7LC-II-a-6.1:

public access Extract information

catalog, or from the text
electronic search listened to
engine to locate
specific resources

EN7SS-II-b- EN7LC-II-b-3.3:
 1.5.3: Use the card Recognize main/key
catalog, the online ideas

public access

catalog, or

2
electronic search
engine to locate
specific resources

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 K to 12 BASIC EDUCATION CURRICULUM
RC LC

Week Reading Listening

Comprehension Comprehension

EN7SS-II-c-1.5.3: EN7LC-II-c-
Use the card 2.1/3.1: Note

catalog, the online specific

public access details/elements of
catalog, or the text listened to
electronic search
engine to locate

3 specific resources

EN7SS-II-d- EN7LC-II-d-
1.3/1.4: Get 2.1/3.1: Note
information from specific
the different parts details/elements of

of a book and from the text listened to

general references

in the library

4
 EN7SS-II-e- EN7LC-II-e-4:
1.3/1.4: Get Recognize signals/
5
information from
cues to determine
the different parts the order of ideas/

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 K to 12 BASIC EDUCATION CURRICULUM
RC LC

Week Reading Listening

Comprehension Comprehension
of a book and from events

general references
in the library

EN7SS-II-f- EN7LC-II-f-
1.3/1.4: Get 2.13: Determine
information from the tone and mood
the different parts of the speaker or

of a book and from characters in the

general references narrative listened to
6 in the library

EN7SS-II-g-2.1: EN7LC-II-g-
Gather current 2.8.3: Infer the
information from purpose of the text
newspapers and listened to
other print and non-

print media

7
 EN7SS-II-h-2.1: EN7LC-II-h-2.5:
Gather current Make predictions
information from about the contents
8 newspapers and of the texts listened
other print and non- to
print media

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 K to 12 BASIC EDUCATION CURRICULUM
RC LC

Week Reading Listening

Comprehension Comprehension

EN7SS-II-i-2.1: EN7LC-II-i-6.2:
Gather current Infer thoughts and
information from feelings expressed
newspapers and in the text listened
other print and non- to
print media

10
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 K to 12 BASIC EDUCATION CURRICULUM
THIRD QUARTER

The learner demonstrates communica

PROGRAM STANDARD
appreciation of Philippine Culture and
The learner demonstrates communica
GRADE LEVEL STANDARD
deeper appreciation of Philippine Cult

The learner demonstrates understand

CONTENT STANDARD listening to and viewing of informativ
direct/reported speech, passive/ activ
The learner transfers learning by: sho
schema and appropriate listening and
PERFORMANCE STANDARD
written and spoken communication u
correctly and appropriately.

RC LC
Week Reading Listening
Comprehension Comprehension
EN7RC-III-a-8: EN7LC-III-a-7:
Use one’s schema Use different
to better listening strategies
understand a text based on purpose,
EN7RC-III-a-8.1: topic and levels of
Use one’s schema difficulty of simple
as basis for informative and
conjectures made short narrative texts
1
about a text EN7LC-III-a-
2.1/3.1: Note
specific details of
the text listened to

EN7RC-III-b- EN7LC-III-b-
8.1: Use one’s 3.3/3.3.1:
Recognize main
schema as basis
for conjectures points and
supporting ideas
 2 made about a
in the text listened

text
to

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 K to 12 BASIC EDUCATION CURRICULUM
RC LC
Week Reading Listening
Comprehension Comprehension

EN7RC-III-c-8.2: EN7LC-III-c-6.2:
Use the universe of Infer thoughts and
the text to activate feelings expressed
one’s schema in the text listened
to

EN7RC-III-d-8.2: EN7LC-III-d-
Use the universe of 3.18: Determine
the text to activate the order of ideas
one’s schema as signaled by cues

EN7RC-III-e-2.8: EN7LC-III-e-3.6:
Make predictions Follow steps in a
about the text process

5
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 K to 12 BASIC EDUCATION CURRICULUM
RC LC
Week Reading Listening
Comprehension Comprehension
EN7RC-III-f-2.8: EN7LC-III-f-
Make predictions 2.7: Sequence a
about the text series of events
mentioned in the
listened to

EN7RC-III-g-9: EN7LC-III-g-7.1:
Identify the author’s Identify the persons
intentions for speaking and
writing addressed, and the
EN7RC-III-g- stand of the
2.13: Distinguish speaker based on
7 fact from opinion, explicit statements
fantasy from reality made
in the text

EN7RC-III-h- EN7LC-III-h-7.1:
2.13: Distinguish Identify the persons
fact from opinion, speaking and
fantasy from reality addressed, and the
in the text stand of the
speaker based on
explicit statements
8
made
 EN7RC-III-i- EN7LC-III-i-2.5:
9
2.1.7: React to Formulate
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 K to 12 BASIC EDUCATION CURRICULUM
RC LC
Week Reading Listening
Comprehension Comprehension
assertions made by predictions about
the author in the the contents of the
text text

10

FOURTH QUARTER

The learner demonstrates communica

PROGRAM STANDARD
appreciation of Philippine Culture and
The learner demonstrates communica
GRADE LEVEL STANDARD
deeper appreciation of Philippine Cult

The learner demonstrates understand

CONTENT STANDARD village; various extended text types;
imperatives, prepositions, verbs, and
The learner transfers learning by: exp
PERFORMANCE STANDARD strategies to comprehend extended text
imperatives, prepositions, and approp

RC LC

Week Reading Listening

Comprehension Comprehension
EN7RC-IV-a-3.2: EN7LC-IV-a-8:
Classify text types Process information
(narrative, mentioned in the
1 expository, text listened to
 explanation, EN7LC-IV-a-8.1:
recount, persuasive) Determine the
intentions of
speakers by
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 K to 12 BASIC EDUCATION CURRICULUM
RC LC

Week Reading Listening

Comprehension Comprehension
focusing on their
unique verbal and
non-verbal cues

EN7RC-IV-b-10: EN7LC-IV-b-8:
Use appropriate Process information
reading strategies mentioned in the
for various text text listened to
types EN7LC-IV-b-8.1:
EN7RC-IV-b- Determine the
10.1: Give and intentions of
2 follow instructions speakers by
and directions focusing on their
unique verbal and
non-verbal cues

EN7RC-IV-c-2.12: EN7LC-IV-c-2.5:
Make Predict the
generalizations from outcomes of a
different text types verbal exchange
listened to and their
possible effects on
3 the speakers
 EN7RC-IV-d- EN7LC-IV-d-2.7:
4
10.2: Distinguish
Sequence a series
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 K to 12 BASIC EDUCATION CURRICULUM
RC LC

Week Reading Listening

Comprehension Comprehension
between general of events
and specific mentioned in the
statements text listened to

EN7RC-IV-e-2.10: EN7LC-IV-e-2.7:
Sequence/reorganiz Sequence a series
e ideas or of events
information mentioned in the
text listened to

EN7RC-IV-f-10.3: EN7LC-IV-f-2.8:
Sequence steps in a Make simple
process inferences about
thoughts and
feelings expressed
6 in the text listened
to

EN7RC-IV-g- EN7LC-IV-g-8.2:
10.4: Cite evidence Determine the
to support a general worth of ideas
7 statement mentioned in the
 text listened to

EN7RC-IV-g-
3.1.13: Make a
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 K to 12 BASIC EDUCATION CURRICULUM
RC LC

Week Reading Listening

Comprehension Comprehension
stand

EN7RC-IV-h- EN7LC-IV-h-8.3:
2.15.1: Organize Express
information read appreciation for
into an outline entertaining texts
(anecdotes, jokes,
fables, myths, tales)
by recognizing the
8 punch lines

EN7RC-IV-i-10.5: EN7LC-IV-i-8.3:
Narrate events Express
appreciation for
entertaining texts
(anecdotes, jokes,
fables, myths, tales)
by recognizing the
punch lines
9

10
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 LEARNING COMPETENCY

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RC - Reading Comprehension
1Q

Use the appropriate reading style (scanning, skimming,

speed reading, intensive reading, etc.) for one’s purpose

Scan for specific information

Skim for major ideas using headings as guide

Read intensively to find answers to specific questions

Use non-linear visuals as comprehensive aids in content

texts

Transcode orally and in writing the information presented

in diagrams, charts, table, graphs, etc.

Transcode orally and in writing the information presented

in diagrams, charts, table, graphs, etc.

Give the meaning of given signs and symbols (road signs,

prohibited signs, etc.)
 Follow directions using a map

2Q
Use appropriate mechanisms/tools in the library for
locating resources

Use the card catalog, the online public access catalog, or

electronic search engine to locate specific resources

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 LEARNING COMPETENCY

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Get information from the different parts of a book and

from general references in the library

Get information from the different parts of a book and

from general references in the library

Gather current information from newspapers and other

print and non-print media

3Q
Use one’s schema to better understand a text
Use one’s schema as basis for conjectures made about a
text
Use the universe of the text to activate one’s schema

Make predictions about the text

Identify the author’s intentions for writing

Distinguish fact from opinion, fantasy from reality in the

text

React to assertions made by the author in the text

 4Q
Classify text types (narrative, expository, explanation,
recount, persuasive)
Use appropriate reading strategies for various text types
Give and follow instructions and directions
Make generalizations from different text types

Distinguish between general and specific statements

Sequence/reorganize ideas or information

Make a stand
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Organize information read into an outline

LC - Listening Comprehension
1Q
Recognize prosodic features: volume, projection, pitch,
stress, intonation, juncture, and speech rate that serve as
carriers of meaning
Listen for important points signalled by volume,

projection, pitch, stress, intonation, juncture, and rate of

speech
Note the changes in volume, projection, pitch, stress,

intonation, juncture, and rate of speech that affect

meaning
Listen for important points signalled by volume,

projection, pitch, stress, intonation, juncture, and rate of

speech
Note the changes in volume, projection, pitch, stress,

intonation, juncture, and rate of speech that affect

meaning

Listen for important points signalled by volume,

projection, pitch, stress, intonation, juncture, and rate of

speech

Note the changes in volume, projection, pitch, stress,

 intonation, juncture, and rate of speech that affect

meaning

Listen for important points signalled by volume,

projection, pitch, stress, intonation, juncture, and rate of

speech

Note the changes in volume, projection, pitch, stress,

intonation, juncture, and rate of speech that affect

meaning

Listen for important points signaled by volume, projection,

pitch, stress, intonation, juncture, and rate of speech

Note the changes in volume, projection, pitch, stress,

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 LEARNING COMPETENCY

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intonation, juncture, and rate of speech that affect
meaning
Listen for important points signaled by volume, projection,
pitch, stress, intonation, juncture, and rate of speech

Note the changes in volume, projection, pitch, stress,

intonation, juncture, and rate of speech that affect
meaning

Listen for important points signaled by volume, projection,

pitch, stress, intonation, juncture, and rate of speech

Note the changes in volume, projection, pitch, stress,

intonation, juncture, and rate of speech that affect

meaning
2Q
Use listening strategies based on purpose, familiarity with

the topic and levels of difficulty of short texts listened to

Extract information from the text listened to

Recognize main/key ideas

Note specific details/elements of the text listened to

Recognize signals/ cues to determine the order of ideas/

events
Determine the tone and mood of the speaker or

characters in the narrative listened to

Infer the purpose of the text listened to
 Make predictions about the contents of the texts listened
to

Infer thoughts and feelings expressed in the text listened

to
3Q
Infer thoughts and feelings expressed in the text listened

to
Determine the order of ideas as signalled by cues

Sequence a series of events mentioned in the text listened

to
Identify the persons speaking and addressed, and the
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 LEARNING COMPETENCY

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stand of the speaker based on explicit statements made

Formulate predictions about the contents of the text

4Q
Process information mentioned in the text listened to

Determine the intentions of speakers by focusing on their

unique verbal and non-verbal cues
Predict the outcomes of a verbal exchange listened to and

their possible effects on the speakers

Make simple inferences about thoughts and feelings

expressed in the text listened to

Determine the worth of ideas mentioned in the text

listened to

Express appreciation for entertaining texts (anecdotes,

jokes, fables, myths, tales) by recognizing the punch lines

VC - Viewing Comprehension
1Q

Use structural analysis to determine the meaning of

unfamiliar words or expressions from the material viewed

Give the meaning of given signs and symbols (road signs,

prohibited signs, etc.)

2Q
Note details, sequence, and relationships of ideas and

events
 Narrate events chronologically/ Arrange ideas logically

based on a material viewed

Narrate events chronologically/ Arrange ideas logically
based on a material viewed
3Q

Determine the key message conveyed in the material

viewed

Make a stand on the material viewed

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4Q

Differentiate reality from fantasy based on a material

viewed

V - Vocabulary Development
1Q

Use appropriate idiomatic expressions in a variety of basic

interpersonal communicative situations

Select an appropriate colloquial or idiomatic word or

expression as a substitute for another word or expression
2Q
Discriminate between literal and figurative language

Classify sample texts into literal or figurative

Identify figures of speech that show comparison (simile

metaphor, personification)

Identify figures of speech that show comparison (simile

metaphor, personification)

Identify figures of speech that show comparison (simile

metaphor, personification)

Identify figures of speech that show contrast (irony,

oxymoron, paradox)
 Identify figures of speech that show contrast (irony,

oxymoron, paradox)

3Q
Categorize words or expressions according to shades of

meaning
Identify collocations used in a selection

Determine words or expressions with genus-species

(hyponymous) relations in a selection

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 LEARNING COMPETENCY

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4Q
Use lexical and contextual cues in understanding
unfamiliar words and expressions
Create or expand word clines

LT – Literary
1Q
Describe the different literary genres during the pre-

colonial period
Identify the distinguishing features of proverbs, myths,

and legends
Express appreciation for sensory images used

Explain the literary devices used

Determine the tone, mood, technique, and purpose of the

author
2Q

Identify the distinguishing features of poems and short

stories

Express appreciation for sensory images used

Explain the literary devices used

Determine tone, mood, technique, and purpose of the

author
 3Q

Explain literary devices used

Determine tone, mood, technique, and purpose of the

author
4Q
Express appreciation for sensory images used

Explain the literary devices used

Determine tone, mood, technique, and purpose of the
author

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 LEARNING COMPETENCY

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WC – Writing and Composition
1Q
Distinguish between oral and written language use
Recognize the common purposes for writing

Differentiate literary writing from academic writing

Retell a chosen myth or legend in a series of simple

paragraphs
2Q

Identify key ideas

Identify supporting details

Simplify ideas

3Q

Compose simple narrative texts

Identify features of narrative writing

Compose personal and factual recounts
Compose a series of journal entries
Compose an anecdote based on a significant personal
experience

Compose a travelogue

Compose a personal letter to a friend, relative, and other

people
4Q

Compose simple informative texts

 Identify features of personal essays
Distinguish between and among a capsule biography,

biographical sketch, and feature article

Organize information about a chosen subject using a

graphic organizer
Organize information about a chosen subject using a one
step topic outline

*English Arts I. 2000. pp 218.Compose a biographical

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sketch based on a personal interview and background
research
F – Oral Language and Fluency
1Q
Observe the correct production of vowel and consonant
sounds

Read words phrases

Use appropriate prosodic features of speech like pitch,

stress, juncture, intonation, volume and projection and

rate/speed of speech in differing oral communication

situations
Observe the correct pitch levels (high, medium, low) when

reading lines of poetry, sample sentences and paragraphs

Use the correct stress (primary, secondary, tertiary and
weak) when reading passages
Use the rising intonation pattern with Yes-No and tag

questions; the rising-falling intonation with information-

seeking questions, option questions and with statements

2Q
Use verbal and non verbal cues in conversations
Use the correct pitch, juncture, stress, volume and

projection and rate/speed of speech in conversations and

dialogs
3Q
Express ideas, opinions, feelings and emotions during
interviews, group/panel discussions, forums/fora, debates,
etc.
Employ the appropriate oral language and stance in an
 interview, a panel discussion, in a forum and in a debate

Express ideas and opinions based on text listened to

G - Grammar Awareness
1Q

Observe correct subject-verb agreement

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 LEARNING COMPETENCY

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2Q

Use phrases, clauses, and sentences appropriately and

meaningfully

3Q
Link sentences using logical connectors that signal
chronological and logical sequence and summation

Use the passive and active voice meaningfully in varied

contexts

Use direct and reported speech appropriately in varied

contexts

Use the past and past perfect tenses correctly in varied

contexts

4Q
Use imperatives and prepositions when giving instructions
 Use verbs when giving information and making

explanations

Formulate who, what, when, where, why, and how

questions

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 8
FIRST QUARTER

The learner demonstrates communica

PROGRAM STANDARD
appreciation of Philippine Culture and
The learner demonstrates communica
GRADE LEVEL STANDARD
deeper appreciation of Philippine Cult

The learner demonstrates understand

CONTENT STANDARD reading styles vis – à-vis purposes of
organized, related, and delivered ora
The learner transfers learning by compos
PERFORMANCE STANDARD
effective use of parallel structures and co

RC
Week Reading
Comprehension Comp
EN8RC-Ia-7.2: Scan EN8LC-Ia-5.1:
for logical connectors Listen for important

to determine the text points signaled by

type volume, projection,

pitch, stress,

intonation, juncture,
and rate of speech
1

EN8RC-Ib-7.2: Scan EN8LC-Ib-5.1:

for logical connectors Listen for important
 to determine the text points signaled by
type volume, projection,

pitch, stress,

2
intonation, juncture,
and rate of speech

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 K to 12 BASIC EDUCATION CURRICULUM
RC
Week Reading
Comprehension Com

EN8SS-Ic-1.5.1: EN8LC-Ic-5.1:
Skim to determine key Listen for important
ideas points signaled by
volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech

EN8SS-Id-1.5.1: EN8LC-Id-5.1:
Skim to determine key Listen for important
ideas points signaled by
volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech
4

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 K to 12 BASIC EDUCATION CURRICULUM
RC
Week Reading
Comprehension Compr

EN8RC-Ie-7: Use the EN8LC-Ie-9:

appropriate reading Determine how
style (scanning, volume, projection,
skimming, speed pitch, stress,

reading, intensive intonation, juncture,

reading etc.) for one’s and speech rate serve

purpose as carriers of
meaning

EN8RC-If-7: Use the EN8LC-If-5.2: Note

appropriate reading the changes in
style (scanning, volume, projection,
skimming, speed pitch, stress,

6 reading, intensive intonation, juncture,

reading etc.) for one’s and rate of speech

purpose that affect meaning

 EN8RC-Ig-7.1: Read EN8LC-Ig-5.2: Note
intensively to the changes in
determine the author’s volume, projection,

purpose pitch, stress,

7
intonation, juncture,
and rate of speech

that affect meaning

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 K to 12 BASIC EDUCATION CURRICULUM
RC
Week Reading
Comprehension Compr

EN8RC-Ih-7.1: Read EN8LC-Ih-5.2: Note

intensively to the changes in
determine the author’s volume, projection,

purpose pitch, stress,

intonation, juncture,

8
and rate of speech

that affect meaning

EN8RC-Ii-7: Use the EN8LC-Ii-5.2: Note

appropriate reading the changes in
style (scanning, volume, projection,

skimming, speed pitch, stress,

reading, intensive intonation, juncture,

9 reading etc.) for one’s and rate of speech

purpose that affect meaning

10
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 K to 12 BASIC EDUCATION CURRICULUM
SECOND QUARTER

The learner demonstrates communica

PROGRAM STANDARD
appreciation of Philippine Culture and
The learner demonstrates communica
GRADE LEVEL STANDARD
deeper appreciation of Philippine Cult

The learner demonstrates understanding

CONTENT STANDARD verbal signals in both literary and exposit
and appropriate grammatical signals or e

The learner transfers learning by comp

PERFORMANCE STANDARD
appropriate grammatical signals or expre

RC
Week Reading L
Comprehension Com
EN8RC-IIa-2.22: EN8LC-IIa-7:
Evaluate the personal Employ appropriate
significance of a literary listening skills and
text strategies suited to

EN8RC-IIa-2.18: long descriptive and

Relate content or narrative texts

theme to previous EN8LC-IIa-7.2:

1 experiences and Employ projective

background knowledge listening strategies

with longer stories

EN8RC-IIb-2.22: EN8LC-IIb-7:
 Evaluate the personal Employ appropriate
significance of a literary listening skills and
text strategies suited to
EN8RC-IIb-2.18: long descriptive and

2 Relate content or narrative texts

theme to previous EN8LC-IIb-6.2:

experiences and Infer dominant

background knowledge thoughts and feelings
expressed in the text
listened to
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 K to 12 BASIC EDUCATION CURRICULUM
RC
Week Reading Lis
Comprehension Compr

EN8RC-IIc-2.22: EN8LC-IIc-7:
Evaluate the personal Employ appropriate
significance of a literary listening skills and
text strategies suited to
EN8RC-IIc-2.1.7: long descriptive and

React to assertions narrative texts

made by the author in EN8LC-IIc-2.13:

the text Determine the tone

3
and mood of the
speaker or characters

in the narrative

listened to

EN8RC-IId-2.22: EN8LC-IId-7:
Evaluate the personal Employ appropriate
significance of a literary listening skills and
text strategies suited to
long descriptive and
narrative texts

EN8LC-IId-2.13:
4 Determine the tone
and mood of the

speaker or characters
 in the narrative

listened to

EN8SS-IIe-1.2: EN8LC-IIe-7:
Explain visual-verbal Employ appropriate
5
relationships illustrated listening skills and

in tables, graphs, and strategies suited to

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 K to 12 BASIC EDUCATION CURRICULUM
RC
Week Reading
Comprehension Compr
information maps long descriptive and

found in expository narrative texts

texts EN8LC-IIe-2.17.3:
EN8RC-IIe-11: Infer the theme of

Transcode information the text listened to

from linear to non-
linear texts and vice-
versa

EN8SS-IIf-1.2: EN8LC-IIf-7:
Explain visual-verbal Employ appropriate
relationships illustrated listening skills and
in tables, graphs, and strategies suited to

information maps long descriptive and

found in expository narrative texts

texts EN8LC-IIf-2.5:

6 EN8RC-IIf-11: Formulate predictions

Transcode information

about the contents of

from linear to non-
the listening text.
linear texts and vice-

versa

EN8SS-IIg-1.2: EN8LC-IIg-7:
Explain visual-verbal Employ appropriate
relationships illustrated listening skills and
in tables, graphs, and strategies suited to
information maps long descriptive and
 found in expository narrative texts
texts EN8LC-IIg-3.12:
EN8RC-IIg-11: Listen to paraphrase

7
Transcode information information/ideas
from linear to non-
linear texts and vice-
versa

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 K to 12 BASIC EDUCATION CURRICULUM
RC
Week Reading
Comprehension Compr
EN8SS-IIh-1.2: EN8LC-IIh-7:
Explain visual-verbal Employ appropriate
relationships illustrated listening skills and
in tables, graphs, and strategies suited to
information maps long descriptive and

found in expository narrative texts

texts EN8LC-IIh-7.2:
8 EN8RC-IIh-2.15: Employ projective

Organize information in listening strategies

tables, graphs, and with longer stories

maps

EN8SS-IIi-1.2: EN8LC-IIi-7:
Explain visual-verbal Employ appropriate
relationships illustrated listening skills and

in tables, graphs, and strategies suited to

information maps long descriptive and

found in expository narrative texts

texts EN8LC-IIi-7.2:
EN8RC-IIi-2.15: Employ projective

9
Organize information in listening strategies
tables, graphs, and with longer stories
maps
 10

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 K to 12 BASIC EDUCATION CURRICULUM

THIRD QUARTER

The learner demonstrates communica

PROGRAM STANDARD
appreciation of Philippine Culture and
The learner demonstrates communica
GRADE LEVEL STANDARD
deeper appreciation of Philippine Cult

The learner demonstrates understand

CONTENT STANDARD textual information; strategies in exa
techniques; and grammatical signals

The learner transfers learning by com

PERFORMANCE STANDARD acknowledged information sources, gram
stance,and behavior.

RC
Week Reading
Comprehension C
EN8RC-IIIa-12.1: EN8LC-IIIa-7.3:
Recognize propaganda Determine the target
techniques used in a audience of a
given text listening text and the
objective/s of the
speaker

1
 EN8RC-IIIb-12.1: EN8LC-IIIb-8.2:
Recognize propaganda Judge the relevance
techniques used in a and worth of ideas

2
given text presented in the text

listened to

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 K to 12 BASIC EDUCATION CURRICULUM
RC
Week Reading Lis
Comprehension Comp

EN8RC-IIIc-2.13: EN8LC-IIIc-7:
Differentiate facts from Employ different
opinions listening strategies

suited to the topic,

purpose, and level of

difficulty of the
3 listening text

EN8RC-IIId-12: EN8LC-IIId-8.2:
Utilize coping reading Judge the relevance
strategies to process and worth of ideas

information in a text presented in the text

listened to

4
 EN8RC-IIIe-2.1.7: EN8LC-IIIe-7.1:
React to what is Determine the stand
5 asserted or expressed of the speaker on a
in a text given issue presented
in the text listened to
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 K to 12 BASIC EDUCATION CURRICULUM
RC
Week Reading
Comprehension Compr

EN8RC-IIIf-2.1.7.1: EN8LC-IIIf-2.10:
Evaluate the details Distinguish facts from
that support assertions opinion cited in the

in a text text listened to

EN8RC-IIIg-3.1.12: EN8LC-IIIg-7:
Examine biases (for or Employ different
against) made by the listening strategies
author suited to the topic,

purpose, and level of

difficulty of the
7 listening text

EN8RC-IIIh-3.1.12: EN8LC-IIIh-7.4:
Examine biases (for or Determine various
against) made by the social, moral, and
 author economic issues
8
discussed in the text
listened to

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 K to 12 BASIC EDUCATION CURRICULUM
RC
Week Reading
Comprehension Co

EN8RC-IIIi-12: EN8LC-IIIi-7.4:
Utilize coping reading Determine various
strategies to process social, moral, and

information in a text economic issues

discussed in the text

listened to
9

10

FOURTH QUARTER

The learner demonstrates communica

PROGRAM STANDARD
appreciation of Philippine Culture and
The learner demonstrates communica
GRADE LEVEL STANDARD
deeper appreciation of Philippine Cult

The learner demonstrates understanding

CONTENT STANDARD various text types; reality, fantasy, and o
constructions, direct/reported speech, pe

The learner transfers learning by compos

PERFORMANCE STANDARD oral speech featuring
appropriate prosodic features, stance, an
 RC
Week Reading
Comprehension Co
EN8RC-IVa-2.21.1: EN8LC-IVa-2.5:
Identify positions of a Predict what is to
1
topic sentence
follow after a
segment of a text

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 K to 12 BASIC EDUCATION CURRICULUM
RC
Week Reading Lis
Comprehension Comp
listened to

EN8RC-IVb-2.21.2: EN8LC-IVb-6.2:
Identify details that Infer thoughts and
support the topic feelings expressed in
sentence a text listened to

EN8RC-IVc-13.1: EN8LC-IVc-3.2:
Note explicit and Raise questions about
implicit signals (like the text listened to
cohesive devices)
used by the writer
3
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 K to 12 BASIC EDUCATION CURRICULUM
RC
Week Reading Lis
Comprehension Comp

EN8RC-IVd-14.1: EN8LC-IVd-8.2:
Interpret and follow Judge the relevance
instructions, and worth of ideas
directions, notices, presented in the text
rules and regulations listened to

EN8RC-IVe-13: Use EN8LC-IVe-3.14:

text type knowledge Summarize
(narrative in information from the
literature, text listened to.

instructions,
5
explanation, factual

and personal recount,

persuasive,
expository) to process
information in a text
EN8RC-IVf-10.2: EN8LC-IVf-10:
Distinguish between Process speech
general and specific delivered by making
statements inferences from what
 has been listened to
6

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 K to 12 BASIC EDUCATION CURRICULUM
RC
Week Reading Lis
Comprehension Comp

EN8RC-IVg-15.1: EN8LC-IVg-8.2:
Evaluate the accuracy Judge the relevance
of a given information and worth of ideas

presented in the text

listened to

EN8RC-IVh-2.12: EN8LC-IVh-10:
Draw conclusions Process speech
from a set of details delivered by making
inferences from what
has been listened to

EN8RC-IVi-15: EN8LC-IVi-3.14:
Synthesize essential Summarize
information found in information from the

9 a given text text listened to

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 K to 12 BASIC EDUCATION CURRICULUM
RC
Week Reading Lis
Comprehension Comp

10

Grade 8 Tagged Materials

LEARNING COMPETENCY

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RC - Reading Comprehension
1Q
Scan for logical connectors to determine the text type

Skim to determine key ideas

Use the appropriate reading style (scanning, skimming,

speed reading, intensive reading etc.) for one’s purpose
Read intensively to determine the author’s purpose

Use the appropriate reading style (scanning, skimming,

speed reading, intensive reading etc.) for one’s purpose

2Q
Relate content or theme to previous experiences and
background knowledge
 Relate content or theme to previous experiences and

background knowledge

Explain visual-verbal relationships illustrated in tables,

graphs, and information maps found in expository texts

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 LEARNING COMPETENCY

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Transcode information from linear to non-linear texts and

vice-versa

Explain visual-verbal relationships illustrated in tables,

graphs, and information maps found in expository texts

Explain visual-verbal relationships illustrated in tables,

graphs, and information maps found in expository texts

Explain visual-verbal relationships illustrated in tables,

graphs, and information maps found in expository texts
Organize information in tables, graphs, and maps

3Q
Recognize propaganda techniques used in a given text

Differentiate facts from opinions

Utilize coping reading strategies to process information in

a text
React to what is asserted or expressed in a text

Examine biases (for or against) made by the author

4Q
Identify positions of a topic sentence
 Identify details that support the topic sentence
Note explicit and implicit signals (like cohesive devices)
used by the writer

Interpret and follow instructions, directions, notices, rules

and regulations
Use text type knowledge (narrative in literature,
instructions, explanation, factual and personal recount,
persuasive, expository) to process information in a text
Distinguish between general and specific statements
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Draw conclusions from a set of details
LC- Listening Comprehension
1Q
Listen for important points signaled by volume, projection,

pitch, stress, intonation, juncture, and rate of speech

Listen for important points signaled by volume, projection,
pitch, stress, intonation, juncture, and rate of speech

Listen for important points signaled by volume, projection,

pitch, stress, intonation, juncture, and rate of speech

Listen for important points signaled by volume, projection,

pitch, stress, intonation, juncture, and rate of speech

Determine how volume, projection, pitch, stress,

intonation, juncture, and speech rate serve as carriers of
meaning
Note the changes in volume, projection, pitch, stress,

intonation, juncture, and rate of speech that affect

meaning
Note the changes in volume, projection, pitch, stress,

intonation, juncture, and rate of speech that affect

meaning
Note the changes in volume, projection, pitch, stress,
intonation, juncture, and rate of speech that affect

meaning
 Note the changes in volume, projection, pitch, stress,
intonation, juncture, and rate of speech that affect
meaning
2Q
Employ appropriate listening skills and strategies suited to
long descriptive and narrative texts

Employ projective listening strategies with longer stories

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Infer dominant thoughts and feelings expressed in the

text listened to
Determine the tone and mood of the speaker or
characters in the narrative listened to
Infer the theme of the text listened to
Formulate predictions about the contents of the listening

text
Listen to paraphrase information/ideas

Employ appropriate listening skills and strategies suited to

long descriptive and narrative texts

3Q
Determine the target audience of a listening text and the

objective/s of the speaker

Judge the relevance and worth of ideas presented in the

text listened to

Determine the stand of the speaker on a given issue

presented in the text listened to

Distinguish facts from opinion cited in the text listened to

4Q
Predict what is to follow after a segment of a text listened

to
Infer thoughts and feelings expressed in a text listened to
Judge the relevance and worth of ideas presented in the
text listened to
Summarize information from the text listened to.
 Process speech delivered by making inferences from what
has been listened to
VC- Viewing Comprehension
1Q
Use context clues from the material viewed to determine

the meaning of unfamiliar words or expressions

Use context clues from the material viewed to determine

the meaning of unfamiliar words or expressions

Use context clues from the material viewed to determine

the meaning of unfamiliar words or expressions

2Q

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Predict the gist of the material viewed based on the title,
pictures, and excerpts

Determine the issue and stand presented in the material

viewed
4Q
Analyze the elements that make up reality and fantasy
based on a material viewed

V- Vocabulary Development
1Q
Determine the meaning of idiomatic expressions by noting

context clues and collocations

Determine the meaning of idiomatic expressions by noting

context clues and collocations

Determine the meaning of idiomatic expressions by noting

context clues and collocations

Use appropriate strategies in unlocking the meaning of

unfamiliar words and idiomatic expressions

2Q
Discriminate between literal and figurative language

Identify figures of speech that show emphasis (hyperbole

and litotes)
Identify figures of speech that show emphasis (hyperbole
 and litotes)

3Q
Explain the meaning of a word through structural analysis
(prefixes, roots, suffixes)

Explain the meaning of a word through structural analysis

(prefixes, roots, suffixes)

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Explain the meaning of a word through structural analysis

(prefixes, roots, suffixes)

Use appropriate strategies for unlocking unfamiliar words

Arrive at meanings through context clues

Analyze intention of words or expressions used in

propaganda techniques
Use appropriate strategies for unlocking unfamiliar words
4Q
Use various strategies in decoding the meaning of words

LT- Literature
1Q
Express appreciation for sensory images used

Explain the literary devices used.

 Determine tone, mood, technique, and purpose of the
author

Determine tone, mood, technique, and purpose of the

author

Explain how a selection may be influenced by culture,

history, environment, or other factors

2Q
Express appreciation for sensory images used
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Determine tone, mood, technique, and purpose of the

author

Determine tone, mood, technique, and purpose of the

author

Explain how a selection may be influenced by culture,

history, environment, or other factors

3Q
Identify the distinguishing features of notable poems,

short stories, dramas, and novels contributed by

Southeast Asian writers

Express appreciation for sensory images used
Explain figurative language used
Determine key ideas, tone, and purposes of the author

Determine key ideas, tone, and purposes of the author

4Q
Express appreciation for sensory images used
Explain figurative language used
Determine key ideas, tone, and purposes of the author

WC- Writing and Composition

1Q
 Present ideas using a variety of graphic organizers

Organize ideas in one-step word, phrase, and sentence

outline forms

Organize ideas in one-step word, phrase, and sentence

outline forms

Organize ideas in one-step word, phrase, and sentence

outline forms

Arrange notes using a variety of graphic organizers

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Arrange notes in one-step word, phrase, and sentence

outline forms

Arrange notes in one-step word, phrase, and sentence

outline forms

Arrange notes in one-step word, phrase, and sentence

outline forms

2Q
Compose effective paragraphs

Develop related support sentences

Use a variety of techniques to formulate a conclusion
Develop paragraphs that illustrate each text type
(narrative in literature, expository, explanatory, factual

and personal recount, persuasive)

Develop paragraphs that illustrate each text type
(narrative in literature, expository, explanatory, factual

and personal recount, persuasive)

Develop paragraphs that illustrate each text type
(narrative in literature, expository, explanatory, factual
and personal recount, persuasive)
Develop paragraphs that illustrate each text type
(narrative in literature, expository, explanatory, factual
and personal recount, persuasive)
Develop paragraphs that illustrate each text type
(narrative in literature, expository, explanatory, factual
and personal recount, persuasive)
 3Q
Organize information about a chosen subject using a

graphic organizer
Transcode information from a graphic organizer to a topic

or sentence outline
Compose an informative essay

Acknowledge sources by creating a bibliography

4Q
Distinguish among types of journalistic writing (news
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report, opinion article, feature article, and sports news

article)
Distinguish among types of journalistic writing (news
report, opinion article, feature article, and sports news
article)
Distinguish among types of journalistic writing (news
report, opinion article, feature article, and sports news
article)
F- Oral Language and Fluency
1Q
Use the correct sounds of English

2Q
Deliver a self-composed entertainment speech using all
the needed speech conventions

Maintain the interest of the audience by delivering punch

lines effectively
3Q
Observe the use of correct stress, pitch, and juncture

when delivering a persuasive speech

Deliver a self-composed persuasive speech

G- Grammar Awareness
1Q
Use parallel structures
 Use appropriate cohesive devices in composing an
informative speech

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2Q
Use appropriate grammatical signals or expressions
suitable to each pattern of idea development:
 general to particular

 claim and counterclaim

 problem-solution
 cause-effect

 and others
3Q
Share ideas using opinion-marking signals

Use modals appropriately

4Q
Use appropriate modifiers

Use appropriate logical connectors for emphasis

 Use active and passive constructions in journalistic
contexts

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Use past and past perfect tenses in journalistic writing

Use direct and reported speech in journalistic writing

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 9
FIRST QUARTER

The learner demonstrates communica

PROGRAM STANDARD
appreciation of Philippine Culture and
The learner demonstrates communica
GRADE LEVEL STANDARD
Literature and other text types for a d

The learner demonstrates understand

CONTENT STANDARD how to use
punctuation marks

The learner actively participates in a

PERFORMANCE STANDARD
Focus, Voice, Delivery, Facial Express

RC LC

Week Reading Listening

Comprehension Comprehens
EN9RC-Ia-16: EN9LC-Ia-8:
Share prior Process information
knowledge about a mentioned in the text
text topic listened to

EN9LC-Ia-3.6:
Perform a task by
following instructions
1
 EN9RC-Ib-16: EN9LC-Ib-6.2: Infer
Share prior thoughts, feelings
knowledge about a and intentions of the
text topic speaker
2

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 K to 12 BASIC EDUCATION CURRICULUM

RC

Week Reading Lis

Comprehension Compr

EN9RC-Ic-13.2: EN9LC-Ic-3.12:
Take note of Paraphrase the text
sequence signals or listened to
connectors to
determine patterns of
idea development
given in a text

EN9RC-Id-13.2: EN9LC-Id-8.4:
Scan sequence Agree or disagree
signals or connectors with the ideas of the
to determine patterns speaker

of idea development EN9LC-Id-8.5:

4 Accept or reject ideas
mentioned
 EN9SS-Ie-1.5.1: EN9LC-Ie-8.6: Make
Skim to determine decisions based on
key ideas and what is listened to
5 author’s purpose

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 K to 12 BASIC EDUCATION CURRICULUM

RC

Week Reading Lis

Comprehension Compr

EN9SS-If-1.5.1: EN9LC-If-8.2:
Skim to determine Judge the relevance
key ideas and and worth of ideas
author’s purpose. presented

EN9RC-Ig-17: Make EN9LC-Ig-8.7: Draw

a connection between generalizations and
the present text and conclusions from the
previously read texts material listened to

EN9RC-Ih-17: Make EN9LC-Ih-8.8:

a connection between Compare and contrast
the present text and information listened
previously read texts to

8
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 K to 12 BASIC EDUCATION CURRICULUM

RC

Week Reading Lis

Comprehension Compr
EN9RC-Ii-18: EN9LC-Ii-3.14:
Identify advance Summarize
organizers, titles, sub- information from the
titles, illustrations, text listened to
etc. given in a text

10

SECOND QUARTER

The learner demonstrates communica

PROGRAM STANDARD
appreciation of Philippine Culture and
The learner demonstrates communica
GRADE LEVEL STANDARD
Literature and other text types for a d

The learner demonstrates understand

CONTENT STANDARD also how to use
Chamber Theatre presentation.

The learner proficiently plays an acti

PERFORMANCE STANDARD
strategies based on the following crite
 RC

Week Reading List

Comprehension Compr
1 EN9RC-IIa-3.2.7: EN9LC-IIa-11: Shift
Compare and contrast from one listening
similar information strategy to another
presented in different based on topic,
texts. purpose, and level of
difficulty of the
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 K to 12 BASIC EDUCATION CURRICULUM
RC LC

Week Reading Listen

Comprehension Compreh
argumentative or

persuasive text.

2 EN9RC-IIb-19: Get EN9LC-IIb-11.1:

information from Listen to get important
various print media information from

like brochures, argumentative/

pamphlets, periodicals, persuasive texts.

and audio-video EN9LC-IIb-2.8:

recordings. Make inferences from

what was said.

3 EN9RC-IIc-19: EN9LC-IIc-
Get information from 3.12/3.14: Listen to
various print media paraphrase and
like brochures, summarize information
pamphlets, periodicals, from persuasive texts.

and audio-video
recordings.
 4 EN9RC-IId-19: EN9LC-IId-11.2:
Get information from Anticipate the points
various print media that will be made

like brochures, based on the speaker’s

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 K to 12 BASIC EDUCATION CURRICULUM
RC LC

Week Reading Listen

Comprehension Compreh
pamphlets, periodicals, purpose.

and audio-video
recordings.

5 EN9RC-IIe-19: Get EN9LC-IIe-12: Make

information from a stand based on the
various print media text listened to.
like brochures,
pamphlets, periodicals,
and audio-video

recordings.

6 EN9RC-IIf-11.1: EN9LC-IIf-8.7: Draw

Sense the difference conclusions based on
between linear and the text listened to.
non-linear texts.

7 EN9RC-IIg-5: EN9LC-IIg-3.13:
Interpret information React and share
found in non-linear personal opinion about
texts such as the ideas listened to.
diagrams, maps,
charts, etc
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 K to 12 BASIC EDUCATION CURRICULUM
RC LC

Week Reading Listen

Comprehension Compreh
8 EN9RC-IIh-11.1.1: EN9LC-IIh-12.1:
Match diagrams with Analyze the content
their corresponding and feeling levels of
write-ups. utterances in
persuasive texts.

9 EN9RC-IIi-2.15: EN9LC-IIi-8.2:
Organize information Judge the relevance
in various ways and worth of ideas
(outlining, graphic, presented.
representations, etc.)

10
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 K to 12 BASIC EDUCATION CURRICULUM
THIRD QUARTER

The learner demonstrates communica

PROGRAM STANDARD
appreciation of Philippine Culture and
The learner demonstrates communica
GRADE LEVEL STANDARD
Literature and other text types for a d

The learner demonstrates understand

CONTENT STANDARD
also how to use ways of analysing o

The learner skilfully performs in one-

PERFORMANCE STANDARD
following criteria: Focus, Voice, Deliv

RC

Week Reading Lis

Comprehension Compr
EN9RC-IIIa-20: EN9LC-IIIa-6:
Analyze a one-act Employ appropriate
play listening strategies
EN9LT-IIIa-20.1: suited to type of text
Explain how the EN9LC-IIIa-6.1:
elements specific to a Extract important
one-act play information from
1
contribute to the
argumentative/persua
development of its sive texts
theme

EN9RC-IIIb-20: EN9LC-IIIb-6.3:
Analyze a one-act Reflect on the ideas
 play of the speaker
EN9LT-IIIb-20.1:
Explain how the
elements specific to a
2
one-act play

contribute to the
development of its
theme

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RC

Week Reading Lis

Comprehension Compr
EN9RC-IIIc-20: EN9LC-IIIc-6.4:
Analyze a one-act Interpret the
play. information listened
EN9LT-IIIc-20.1: to
Explain how the
elements specific to a
3
one-act play

contribute to the
development of its
theme

EN9RC-IIId-20: EN9LC-IIId-6.5:
Analyze a one-act Recognize faulty
play logic, unsupported
EN9LT-IIId-2.1.5: facts, and emotional
Express appreciation appeal
for sensory images
4 used
EN9LT-IIId-20.2:
Explain the literary
devices used

EN9RC-IIIe-20: EN9LC-IIIe-3.13:
Analyze a one-act Provide appropriate
play and critical feedback/
EN9LT-IIIe-2.1.5: reaction to a specific
Express appreciation context or situation
for sensory images
5 used
EN9LT-IIIe-20.2:
Explain the literary
devices used
 EN9RC-IIIf-20: EN9LC-IIIf-3.13:
Analyze a one-act Provide appropriate
6
play
and critical feedback/
EN9LT-IIIf-2.1.5: reaction to a specific
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 K to 12 BASIC EDUCATION CURRICULUM

RC

Week Reading Lis

Comprehension Compr
Express appreciation context or situation
for sensory images
used
EN9LT-IIIf-20.2:
Explain the literary
devices used

EN9LT-IIIg-2.11: EN9LC-IIIg-2.10:
Determine tone, Share personal
mood, technique, and opinion about the
purpose of the author ideas listened to

EN9LT-IIIh-2.11: EN9LC-IIIh-12.1:
Determine tone, Analyze the content
mood, technique, and and feeling levels of
purpose of the author utterances in
persuasive texts

EN9LT-IIIi-2.11: EN9LC-IIIi-8.2:
Determine tone, Judge the relevance
mood, technique, and and worth of
 purpose of the author information/ ideas
9 EN9LC-IIIi-8.6:
Form decisions based
on the ideas
mentioned

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 K to 12 BASIC EDUCATION CURRICULUM

RC

Week Reading L

Comprehension Com

10

FOURTH QUARTER

The learner demonstrates communica

PROGRAM STANDARD
appreciation of Philippine Culture and
The learner demonstrates communica
GRADE LEVEL STANDARD
Literature and other text types for a d

The learner demonstrates understand

CONTENT STANDARD values in a changing world; also how
plus direct and indirect speech to en

The learner competently performs in

PERFORMANCE STANDARD
based on the following criteria: Focus

RC

Week Reading L

Comprehension Com
EN9RC-IVa-2.18: EN9LC-IVa-13:
Relate text content to Listen to lay value
particular social judgment on critical
 issues, concerns, or issues that demand
dispositions in real life sound analysis and
call for prompt
1
actions

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 K to 12 BASIC EDUCATION CURRICULUM

RC

Week Reading Lis

Comprehension Compr

EN9RC-IVb-2.18: EN9LC-IVb-13.1:
Relate text content to Get the different
particular social sides of social, moral,
issues, concerns, or and economic issues
dispositions in real life affecting the nation

EN9RC-IVc-2.18: EN9LC-IVc-13.2:
Relate text content to Employ analytical

particular social listening to make

issues, concerns, or prediction/projections
dispositions in real life

EN9RC-IVd-2.18: EN9LC-IVd-7.2:
Relate text content to Analyze the stand of
particular social the speaker based on

issues, concerns, or the explicit statement

dispositions in real life made
4
 EN9RC-IVe-2.18: EN9LC-IVe-8.8:
5 Relate text content to Compare and contrast
particular social ideas listened to
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 K to 12 BASIC EDUCATION CURRICULUM

RC

Week Reading Lis

Comprehension Compr
issues, concerns, or
dispositions in real life

EN9RC-IVf-2.22: EN9LC-IVf-13.3:
Judge the relevance Differentiate biases
and worth of ideas, from prejudices
soundness of author’s
reasoning, and the
effectiveness of the
presentation
6

EN9RC-IVg-2.22: EN9LC-IVg-13.4:
Judge the relevance Judge the relevance
and worth of ideas, and truthfulness of
soundness of author’s the ideas listened to
reasoning, and the
effectiveness of the
presentation
7
 EN9RC-IVh-2.22: EN9LC-IVh-2.15:
8 Judge the relevance Judge the validity of
and worth of ideas, the evidence listened
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 K to 12 BASIC EDUCATION CURRICULUM

RC

Week Reading Lis

Comprehension Compr
soundness of author’s to
reasoning, and the
effectiveness of the
presentation

EN9RC-IVi-2.22: EN9LC-IVi-8.7:
Judge the relevance Make generalizations
and worth of ideas,
soundness of author’s
reasoning, and the
effectiveness of the
presentation
9

10
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 LEARNING COMPETENCY

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RC - Reading Comprehension
1Q
Share prior knowledge about a text topic

Take note of sequence signals or connectors to

determine patterns of idea development given in a text

Scan sequence signals or connectors to determine
patterns of idea development

Skim to determine key ideas and author’s purpose

Make a connection between the present text and

previously read texts
Identify advance organizers, titles, sub-titles, illustrations,

etc. given in a text

2Q
Compare and contrast similar information presented in

different texts.
Get information from various print media like brochures,

pamphlets, periodicals, and audio-video recordings.

Get information from various print media like brochures,

pamphlets, periodicals, and audio-video recordings.

Get information from various print media like brochures,
pamphlets, periodicals, and audio-video recordings.

Get information from various print media like brochures,

pamphlets, periodicals, and audio-video recordings.

Sense the difference between linear and non-linear texts.

 Interpret information found in non-linear texts such as
diagrams, maps, charts, etc

Match diagrams with their corresponding write-ups.

Organize information in various ways(outlining, graphic,

representations, etc.)

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3Q
Express appreciation for sensory images used

Explain the literary devices used

Determine tone, mood, technique, and purpose of the

author

4Q
Judge the relevance and worth of ideas, soundness of
author’s reasoning, and the effectiveness of the
presentation

LC- Listening Comprehension

1Q
Infer thoughts, feelings and intentions of the speaker
Paraphrase the text listened to
Agree or disagree with the ideas of the speaker
Judge the relevance and worth of ideas presented

Draw generalizations and conclusions from the material

listened to
Compare and contrast information listened to
Summarize information from the text listened to
2Q
Shift from one listening strategy to another based on
topic, purpose, and level of difficulty of the argumentative
or persuasive text.
Make inferences from what was said.
Listen to paraphrase and summarize information from

persuasive texts.
React and share personal opinion about the ideas listened
 to.
Analyze the content and feeling levels of utterances in

persuasive texts.
Judge the relevance and worth of ideas presented.
3Q
Employ appropriate listening strategies suited to type of

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text
Extract important information from

argumentative/persuasive texts
Reflect on the ideas of the speaker
Provide appropriate and critical feedback/ reaction to a
specific context or situation
Share personal opinion about the ideas listened to

Analyze the content and feeling levels of utterances in

persuasive texts
Judge the relevance and worth of information/ ideas

4Q
Analyze the stand of the speaker based on the explicit

statement made
VC- Viewing Comprehension
1Q
Infer thoughts, feelings, and intentions in the material
viewed

Assess the relevance and worth of ideas presented in the

material viewed.
Draw generalizations and conclusions from the material
viewed
2Q
Share personal opinion about the ideas presented in the
material viewed.
Judge the relevance and worth of ideas presented in the
material viewed.
3Q
Interpret the message conveyed in a material viewed
 Interpret the message conveyed in a poster
Analyze the information contained in the material viewed

V- Vocabulary Development
1Q
Note types of context clue (restatement, definition,
synonyms, antonyms) used for a given word or

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expression.
3Q
Get familiar with the technical vocabulary for drama and
theatre (like stage directions)

4Q
Get familiar with the technical vocabulary for drama and
theater (like stage directions)

LT- Literature
1Q
Analyze literature as a means of discovering the self

Express appreciation for sensory images used

Explain the literary devices used

Determine tone, mood, technique, and purpose of the
author.
 2Q
Analyze literature as a means of valuing other people and
their various circumstances in life.

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Identify the distinguishing features of notable Anglo-

American sonnets, dramatic poetry, vignettes, and short
stories.
Express appreciation for sensory images used.

Explain the literary devices used

Determine tone, mood, technique, and purpose of the
author.
3Q
Analyze literature as a means of connecting to the world.

4Q
Analyze literature as a means of understanding
unchanging values in a changing world

Determine tone, mood, technique, and purpose of the

author
WC- Writing and Composition
 1Q
Distinguish between and among informative, journalistic,

and literary writing

Distinguish between and among informative, journalistic,

and literary writing

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Use literary devices and techniques to craft poetic forms.

2Q
Compose forms of literary writing.

3Q
Compose forms of literary writing

4Q
Compose a play review

F- Oral Language and Fluency

1Q
Use the appropriate segmental (sounds of English) and
the supra segmental or prosodic features of speech when

delivering lines of poetry and prose in a speech choir, jazz

chants and raps
Use the correct pitch, juncture, stress, intonation, rate of

speech, volume and projection when delivering lines of

 poetry and prose in dramatic and conventional speech
choirs
Use the correct pitch, juncture, stress, intonation, rate of

speech, volume and projection when delivering lines of

poetry and prose in dramatic and conventional speech

choirs
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Use the appropriate and effective speech conventions
expected of speech choir presentations.
2Q
Employ varied verbal and non-verbal strategies to create

impact on the audience while delivering lines in a Readers

Theatre or in a Chamber Theatre.

Use the correct production of English sounds: vowels
sounds, consonant sounds, diphthongs, etc.
3Q
Employ varied verbal and non-verbal strategies while

performing in a one-act play

Produce the English sounds correctly and effectively when
delivering lines in a one-act play.
Use the appropriate prosodic features of speech when
delivering lines in a one-act play

Use effective and appropriate non-verbal communication

strategies
4Q
Employ effective and appropriate non-verbal
communication strategies

G- Grammar Awareness
2Q
Use adverbs in narration.

Use past conditionals in expressing arguments.

4Q
Change direct to indirect speech and vice versa
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 K to 12 BASIC EDUCATION CURRICULUM
GRADE 10

FIRST QUARTER

The learner demonstrates communica

PROGRAM STANDARD
appreciation of Philippine Culture and
The learner demonstrates communica
GRADE LEVEL STANDARD
appreciation of World Literature, inclu

The learner demonstrates understand

CONTENT STANDARD conflicts, also how to use strategies i
in persuasive texts, different forms o

PERFORMANCE STANDARD The learner composes a short but powe

RC

Week Reading L

Comprehension Com
EN10RC-Ia-2.15.2: EN10LC-Ia-11.1:
Determine the effect Get information that
of textual aids like can be used in
advance organizers, everyday life from
1
titles, non-linear
news reports,
illustrations, etc. on speeches, informative
the understanding of talks, panel
a text discussions, etc.
EN10RC-Ib-2.15.2: EN10LC-Ib-4:
Determine the effect Determine the
of textual aids like implicit and explicit
advance organizers, signals, verbal, as
titles, non-linear well as non-verbal,
illustrations, etc. on used by the speaker
2 the understanding of to highlight significant
a text points
 EN10RC-Ic-2.15.2: EN10LC-Ic-4:
3
Determine the effect
Determine the

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 K to 12 BASIC EDUCATION CURRICULUM

RC

Week Reading Lis

Comprehension Compr
of textual aids like implicit and explicit
advance organizers, signals, verbal, as
titles, non-linear well as non-verbal,
illustrations, etc. on used by the speaker
the understanding of to highlight significant
a text points

EN10RC-Id-2.15.2: EN10LC-Id-4.1:
Determine the effect Single out direct and
of textual aids like indirect signals used
advance organizers, by a speaker
titles, non-linear
illustrations, etc. on
4
the understanding of

a text

EN10RC-Ie-2.15.2: EN10LC-Ie-14.1:
Determine the effect Point out the
of textual aids like effectiveness of the
advance organizers, devices used by the
titles, non-linear speaker to attract and
illustrations, etc. on hold the attention of
the understanding of the listener
5
a text
 EN10RC-If-21: EN10LC-If-14.2:
Compare new insights Determine the roles
6 with previous of discourse markers
learnings (e.g. conjunctions,
gambits, adverbs) in
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 K to 12 BASIC EDUCATION CURRICULUM

RC

Week Reading Lis

Comprehension Compr
signaling the
functions of
statements made

EN10RC-Ig-21: EN10LC-Ig-8.7:
Compare new insights Make generalizations
with previous
7 learnings

EN10RC-Ih-21: EN10LC-Ih-14.3:
Compare new insights Show appreciation for
with previous songs, poems, and
8 learnings other listening texts

EN10RC-Ii-21: EN10LC-Ii-14:
Compare new insights Examine how spoken
with previous communication may
9 learnings be repaired or
enhanced

10
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 K to 12 BASIC EDUCATION CURRICULUM
SECOND QUARTER

The learner demonstrates communica

PROGRAM STANDARD
appreciation of Philippine Culture and
The learner demonstrates communica
GRADE LEVEL STANDARD
appreciation of World Literature, inclu

The learner demonstrates understand

CONTENT STANDARD conflicts among individuals or groups
markers to deliver impromptu and ex

PERFORMANCE STANDARD The learner proficiently delivers an argu

RC

Week Reading L

Comprehension Com
EN10RC-IIa-11: EN10LC-IIa-11:
Transcode Switch from one
information from listening strategy to
1 linear to non-linear another to extract
texts and vice-versa meaning from the
listening text

EN10RC-IIb-11.2: EN10LC-IIb-15.1:
Explain illustrations Assess the
from linear to non- effectiveness of a
2 linear texts and vice material listened to
versa taking into account
the speaker’s purpose

EN10RC-IIc-5.4: EN10LC-IIc-15.2:
Present information Assess whether the
using tables, graphs, speaker’s purpose is
and maps achieved or not

3
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 K to 12 BASIC EDUCATION CURRICULUM

RC

Week Reading Lis

Comprehension Compr

EN10SS-IId-1.5.2: EN10LC-IId-
Scan for needed 3.15:Evaluate
information listening texts in
terms of accuracy,
validity, adequacy,
and relevance
4

EN10RC-IIe-7.3: EN10LC-IIe-13.2:
Read closely to get Employ analytical
the author’s purpose listening in problem
solving

EN10RC-IIf-13.1: EN10LC-IIf-13.2:
Read closely to get Employ analytical
explicitly and listening in problem
implicitly stated solving
information

6
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 K to 12 BASIC EDUCATION CURRICULUM

RC

Week Reading Lis

Comprehension Compr
EN10RC-IIg-13.1: EN10LC-IIg-13.3:
Read closely to get Detect biases and
explicitly and prejudices
implicitly stated
7 information

EN10RC-IIh-2.22: EN010LC-IIh-15.3:
Evaluate text content, Determine
elements, features, unsupported
and properties using generalizations and
8
a set of criteria
exaggerations

EN10RC-IIi-2.22: EN010LC-IIi-15.3:
Evaluate text content, Determine
elements, features, unsupported
and properties using generalizations and
a set of criteria. exaggerations
9

10
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 K to 12 BASIC EDUCATION CURRICULUM

THIRD QUARTER

The learner demonstrates communica

PROGRAM STANDARD
appreciation of Philippine Culture and
The learner demonstrates communica
GRADE LEVEL STANDARD
appreciation of World Literature, inclu

The learner demonstrates understand

CONTENT STANDARD resolving conflicts among individuals,
speeches for occasion, pronouns and

PERFORMANCE STANDARD The learner skilfully delivers a speech fo

RC

Week Reading L

Comprehension Com
EN10RC-IIIa-22.1: EN10LC-IIIa-16:
Overall artistic value of Listen to simplify,
the structure and reorganize,
elements of the synthesize, and
selection evaluate information
(structuralist/formalist) to expand, review, or
1 update knowledge

EN10RC-IIIb-22.2: EN10LC-IIIb-16.1:
Treatment of underlying Distinguish the
or overarching issue important points from
concerning human less important ones in
experience (moralist) a text listened to
2
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 K to 12 BASIC EDUCATION CURRICULUM

RC

Week Reading Lis

Comprehension Compr

EN10RC-IIIc-22.3: EN10LC-IIIc-3.14:
Power struggles of Summarize important
characters (Marxist) points discussed in
the text listened to

EN10RC-IIId-22.4: EN10LC-IIId-3.2:
Gender relationships of Raise questions and
characters (feminist) seek clarifications on
issues discussed in
the text listened to.
EN10LC-IIId-3.18:
4 Get different
viewpoints on various
local or global issues

EN10RC-IIIe-22.5: EN10LC-IIIe-2.9:
Relevance of the React intelligently and
selection to the creatively to the text
historical context during listened to
which it was produced
5
(historical)
 EN10RC-IIIf-2.18: EN10LC-IIIf-3.13:
Personal significance of React to the falsity or
6 the selection to the soundness of an
reader (reader- argument
response)
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 K to 12 BASIC EDUCATION CURRICULUM

RC

Week Reading Lis

Comprehension Compr

EN10RC-IIIg-2.18: EN10LC-IIIg-14.3:
Personal significance of Show appreciation for
the selection to the songs, poems, plays,
reader (reader- etc.
response)

EN10RC-IIIh-23.1: EN10LC-IIIh-6.5:
Identifying textual Describe the
details that affirm or emotional appeal of a
refute a claim listening text
8

EN10RC-IIIi-3.1.12: EN10LC-IIIi-2.9:
Examining biases React intelligently and
creatively to the text
listened to

9
 10

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 K to 12 BASIC EDUCATION CURRICULUM

FOURTH QUARTER

The learner demonstrates communica

PROGRAM STANDARD
appreciation of Philippine Culture and
The learner demonstrates communica
GRADE LEVEL STANDARD
deeper appreciation of Philippine Cult

The learner demonstrates understand

CONTENT STANDARD
how to use the language of research,

PERFORMANCE STANDARD The learner competently presents a rese

RC

Week Reading Lis

Comprehension Compr
EN10SS-IVa-1.5: EN10LC-IVa-16:
Use locational skills to Listen to simplify,
gather information reorganize,

from primary and synthesize and

secondary sources of evaluate information

information to expand, review,

1 or update knowledge
 EN10SS-IVb-1.7: EN10LC-IVb-3.18:
Get vital information Get different
from various websites viewpoints on various
on the internet local or global issues
EN10LC-IVb-16.1:
2 Distinguish the
important points from
less important ones in
any listening text

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 K to 12 BASIC EDUCATION CURRICULUM

RC

Week Reading Lis

Comprehension Compr

EN10SS-IVc-1.8: EN10LC-IVc-3.18:
Synthesize essential Get different
information about a viewpoints on various
chosen issue local or global issues
3 EN10LC-IVc-16.1:
Distinguish the
important points from
less important ones in
any listening text
EN10RC-IVd-2.13: EN10LC-IVd-3.14:
Distinguish facts from Summarize important
beliefs points discussed in
the text listened to
4

EN10RC-IVe-15.1: EN10LC-IVe-2.9:
Evaluate the accuracy React intelligently and
of given information creatively to the text
listened to
5

EN10RC-IVf-2.12: EN10LC-IVf-3.2:
Draw conclusions from Raise questions and
the set of details seek clarifications on
issues discussed in
the text listened to

6
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 K to 12 BASIC EDUCATION CURRICULUM

RC

Week Reading Lis

Comprehension Compr
EN10RC-IVg-2.12: EN10LC-IVg-16.2:
Draw conclusions from React to the falsity or
the set of details soundness of an
argument

EN10SS-IVh-1.8.1: EN10LC-IVh-14.3:
Point out relationships Show appreciation for
among statements songs, poems, plays,
etc.
8 EN10LC-IVh-6.5:
Describe the
emotional appeal of a
listening text

EN10RC-IVi-10.2: EN10LC-IVi-3.14:
Distinguish between Summarize important
general and specific points discussed in
statements the text listened to

10
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 LEARNING COMPETENCY

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RC - Reading Comprehension
1Q
Determine the effect of textual aids like advance
organizers, titles, non-linear illustrations, etc. on the
understanding of a text

Compare new insights with previous learnings

2Q
Transcode information from linear to non-linear texts and

vice-versa
Explain illustrations from linear to non-linear texts and

vice versa
Present information using tables, graphs, and maps

Scan for needed information

Read closely to get the author’s purpose

Read closely to get explicitly and implicitly stated

information
3Q
Treatment of underlying or overarching issue concerning

human experience (moralist)

4Q
Use locational skills to gather information from primary
and secondary sources of information
 Get vital information from various websites on the internet
Draw conclusions from the set of details

LC- Listening Comprehension

1Q
Get information that can be used in everyday life from

news reports, speeches, informative talks, panel

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discussions, etc.
Determine the implicit and explicit signals, verbal, as well

as non-verbal, used by the speaker to highlight significant

points
Determine the roles of discourse markers (e.g.
conjunctions, gambits, adverbs) in signaling the functions
of statements made
Show appreciation for songs, poems, and other listening

texts
2Q
Assess the effectiveness of a material listened to taking

into account the speaker’s purpose

Assess whether the speaker’s purpose is achieved or not
3Q
Show appreciation for songs, poems, plays, etc.

Describe the emotional appeal of a listening text

4Q
Show appreciation for songs, poems, plays, etc.

VC- Viewing Comprehension

V- Vocabulary Development
1Q
Differentiate formal from informal definitions of words
 LT- Literature
1Q
Express appreciation for sensory images used

Determine tone, mood, technique, and purpose of the

author
2Q
Express appreciation for sensory images used

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Determine tone, mood, technique, and purpose of the

author
3Q
Express appreciation for sensory images used

Determine tone, mood, technique, and purpose of the

author
4Q
Determine tone, mood, technique, and purpose of the

author
WC- Writing and Composition
1Q
Formulate a statement of opinion or assertion

2Q
Acknowledge citations by preparing a bibliography
3Q
Expand ideas using principles of cohesion and coherence

Acknowledge sources by preparing a bibliography

4Q
Expand ideas using principles of cohesion and coherence

Acknowledge sources by preparing a bibliography

F- Oral Language and Fluency

1Q
Identify the factors of public speaking
2Q
Employ appropriate pitch, stress, juncture, intonation, etc
 G- Grammar Awareness
1Q
Use modals

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 K to 12 BASIC EDUCATION CURRICULUM

GLOSSARY

account - reason given for a particular action or even acquainted - having personal
knowledge as a result of study, experience, etc.; informed act - a division or unit of a
drama
adverb of manner - describes how an action or activity is performed
adverbs of frequency - indicate “how often” an action is done
adverbs of place - words that indicate location
adverbs of time - words that indicate when
affix - a word element that can be attached to a base or root to form a new word
aggressive communication- a style in which individuals express their feelings and opinions and advocate for their needs in a way that violates the rights of others; thus,
aggressive communicators are verbally and/or physically abusive; aggressive communication is born of low self-esteem (often caused by past physical and/or emotional
abuse), unhealed emotional wounds, and feelings of powerlessness.
analytical listening- making a decision by looking at all the factors involved, and examines the elemental parts of something related to the study of small parts of a whole.
Analytical listening is all about feeling and meaning. Sound gives us meaning and perspective in our lives. For example, someone talking to you can say hello. On the
surface it seems friendly, but the way they say hello to you can convey a lot of different meanings. If they say it in a very short and abrupt way, it may be apparent
that they are angry at you, not happy to see you; these gestures come across in a more subtle way with music. It is important to understand that the emotional
intention of a musical performance is reflected in the sound. Everything in a music production must reflect this intention in order for the feeling of the song to be
properly conveyed to the listener.
antagonist - a person or a situation that opposes the protagonist’s goals or desires
apostrophe - a punctuation mark (') used to indicate either possession or the omission of letters or numbers
archetype - idealized model of a person or concept from which similar instances are copied or emulated expressions
argumentative texts - are essays aimed to persuade the readers to agree to the writer’s points of view; writers do so, not just by presenting information, but by showing
the pros and cons of an issue
articulation - the clear and precise pronunciation of words aside - a comment by a character
that the audience hears but other characters on stage do not
assertive communication - a style in which individuals clearly state their opinions and feelings, and firmly advocate for their rights and needs without violating the rights
of others. Assertive communication is born of high self-esteem. These individuals value themselves, their time, and their emotional, spiritual, and physical needs and
are strong advocates for themselves while being very respectful of the rights of others.

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B
bias – a mental preference, leaning, or inclination, especially one that inhibits impartial judgement. Bias is an inclination of temperament or outlook to present or hold a
partial perspective and a refusal to even consider the possible merits of alternative points.
blocking - is a theatre term that refers to the precise movement and positioning of actors on a stage in order to facilitate the performance of a play, ballet, film, etc.
blurbing - a brief advertisement or announcement, especially a laudatory one; She wrote a good blurb for her friend's novel; verb (used with object); with pictures
brainstorming - a group or individual creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas bullying
- any deliberate action that inflicts physical
or psychological harm
C
capsule biography- a brief summary to condense or summarize an account of a person’s life written, composed, and produced by another; a biography in which all the
important elements of the person's life are included
cast of characters - a list of people who play a part in the story character - refers to a person, creature, or entity with
specific and distinguishing attributes portrayed by the actor in a play character sketch - a portrait of a person drawn in
words; its purpose is to create a vivid impression of the person
characterization - the process of creating a believable character by exploring the character's physical, social, and psychological aspects of the role
characters – people involved in the story
climax- the point of greatest dramatic tension in a theatrical work; the highest or most intense point in the development or resolution
comedy - a theatrical work that is intentionally humorous
conceptualize - to form (an idea, picture, etc.) of something in your mind conclusion- the last main division of a discourse
usually containing a summary of points and a statement of opinion or decisions
conflict - opposition of persons or forces giving rise to dramatic action; the element that occurs in every drama; it does not have to be quarrels and argument; more often it
is much more calm situations; it could be the inability to help, double loyalty or a dying man enjoying life
conflicts man needs to contend with - conflict is the struggle between the opposing forces on which the action in a work of literature depends
conquer - to take control of (a country, city, etc.) through the use of force; to defeat (someone or something) through the use of force; to gain control of
context–appropriate - due consideration given to the background, surroundings, landscape of some central objects; this also covers appropriacy of materials and
instruction to the target situation
conscience alley- technique for exploring any kind of dilemma faced by a character
communication style - the manner of saying things as influenced by culture and
personality craft - a job or activity that requires special skill
crisis - decisive point in the plot of a play on which the outcome of the remaining action depends

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 K to 12 BASIC EDUCATION CURRICULUM

D
depict - to represent or characterize in words; describe
dialogue - the words the character say to each other; the words each character says are written next to his or her name
discard - to throw (something) away because it is useless or unwanted; to remove
discourse - denotes written and spoken communications
disposition - the usual attitude or mood of a person or animal; a tendency to act or think in a particular way
drama - refers to acting, and to the set up of the play which includes the theater, the hall, the accessories, the green room, costumes, music and the like
drama atmosphere and mood - created by the set, the lighting, the furnishings, the music or sound effects, the opening dialogue, the facial expressions and gestures
of the actors, and the growing tension of the plot
dramatic convention - a device that a playwright uses to present a dramatic performance on stage that the audience accepts as realistic
dramatic irony - where the audience or reader is aware of something important, of which the characters in the story are not aware
dramatic poetry - poetic forms that articulates emotions or feelings
dynamic - always active or changing
E
external conflict - a conflict between a character and an outside force
element - a part of something, one that is essential or characteristic
exposition - detailed information revealing the facts of a plot
exterior monologue - an act of speaking one's thoughts aloud when by oneself or regardless of any hearers
F
figurative language - use of words that go beyond its literal meaning; examples of figurative language or devices are simile, metaphor and hyperbole among others foil - a
character who is meant to represent characteristics, values, ideas, etc. which are directly and diametrically opposed to those of another character, usually the
protagonist
fourth wall - the imaginary invisible wall at the front of the stage through which the audience sees the action
G
generalization - a general statement, a statement about a group of people or things that is based on only a few people or things in that group; the act or process of
forming opinions that are based on a small amount of information; a statement drawn from particular facts that is generally true about a broad category of things.
genre - the main types of literary form
H
habitat for humanity - a non-profit organization with worldwide affiliates building and repairing houses all over the world using volunteer labor and donations; its partner
families purchase these houses through no-profit, no-interest mortgage loans or innovative financing methods
hyperbole - exaggerated statements or claims not meant to be taken literally
I
improvisation - spontaneous invention and development of drama from within a role
infidelity - marital disloyalty; adultery; is the subjective feeling that one's partner has violated a set of rules or relationship norms
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 K to 12 BASIC EDUCATION CURRICULUM
infographic - visual representation of data or knowledge
interior monologue - this is where the actor speaks as if to himself
J
juncture - an important point in a process or activity; joint, connection; the manner of transition or mode of
justify - to provide a good reason for the actions of
K
kinds of listening and reading strategies
1. noting details
2. getting specific information
3. determining the speaker’s purpose
4. understanding the message
5. relating/ finding connection with knowledge/experience and the subject heard
6. activating prior / background knowledge about the subject
7. connecting new information to old information
8. predicting information/ anticipating what will come next
9. making projections for the future
10. learning new vocabulary
11. using visual clues (facial expression, gestures the setting, the interaction) to understand the ideas heard
12. checking the accuracy of your predictions
13. deciding on the truthfulness or falsity of the ideas heard
14. asking for clarification or repetition from the speaker or ask
15. asking additional questions
16. evaluating information
17. paraphrasing what one heard
18. responding to what one heard through creative writing, drawing, drama, etc.
19. distinguishing facts from opinions
20. determining supported vs. unsupported ideas
21. drawing conclusions
22. inferring thoughts, feelings, purpose of the speaker
23. discussing the process and strategies to be used in listening
24. making / constructing meaning
25. setting expectations
26. interpreting what is heard
27. summarizing information
28. distinguishing fact from opinion
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29. distinguishing fantasy from reality
30. interpreting tone, mood and purpose of the speaker
31. making decision
32. planning and deciding what effective strategy to use
33. monitoring one’s comprehension
34. evaluating the effectiveness of one’s listening strategies
L
literary device - refers to any specific, deliberate constructions of language which an author uses to convey meaning
M
man vs. man - a character struggles with another character like the protagonist versus the antagonist
man vs. fate - fight for choice; fight against destiny
man vs. nature - a character struggles with a force of nature (natural disaster, desolation, animal etc.) ; usually, the character is struggling to survive
man vs. society - in this conflict, a character or group of characters fight against the society in which they live. A character might fight against social traditions or rules.
man vs. supernatural - conflict with ghosts, spirits, aliens etc.
man vs. technology - fight against computers, machines, utensils etc. magnificence - n.
greatness or lavishness of surroundings; splendour; grand or imposing beauty
materialism - preoccupation with or emphasis on material objects, comforts, and considerations, with a disinterest in or rejection of spiritual, intellectual, or cultural
values metaphor - a figure of speech that makes an implicit, implied or hidden comparison between two things or objects monologue - long speech by a character on
stage with other characters listening
mood - the feeling the reader gets when reading
N
narrative – is a special kind of story that is valued very highly in English-speaking cultures. Narratives are structured to be entertaining and to teach cultural values. In
narratives, normal events are disrupted and language is used to build up suspense around the disruption so it reaches a crisis point. The way the characters in
the story confront and resolve the crisis teaches the audience about ways of behaving which are valued in the culture.
narration - a technique whereby one or more performers speak directly to the audience to tell a story
narrative paragraph - a group of sentences that tells readers what happened at a particular place and time
O
octet - first eight lines of a sonnet
one-act play - a play that takes place, from beginning to end, in a single act; it can range from one minute to one hour long
one-act radio play - a one-act play scripted for radio presentation
P
passive aggressive communication - a style in which individuals appear passive on the surface but are really acting out anger in a subtle, indirect, or behind-the-scenes
way
passive communication - a style in which individuals have developed a pattern of avoiding expressing their opinions or feelings, protecting their rights, and identifying and
meeting their needs. Passive communication is usually born of low self-esteem.
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propaganda strategies – a systematic propagation of information reflecting the views and interests of those advocating such doctrine/ or cause
projective listening- made from current information, or when one assumes that someone has the same emotions or feelings that he/or she does
pantomime - the telling of a story without words
participle - is a verbal that functions as an adjective
passion – a strong feeling of enthusiasm or excitement for something or about doing something
play - the art of producing drama works; a literary piece consisting of dialogues between various characters, epilogue, monologue, prologue and an end; it refers to
composition; the stage representation of an action or a story
play bill - a poster announcing a theatrical performance
plot - the ordered structure of a play as the action progresses through the story; the series of events that comprise the whole story that is told in a novel, play, movie, or
T.V. show
plot structure - also called the dramatic structure of a story, novel or script includes the events that make up the idea of the writing; these are often laid out as a series
of beginning, middle and end details and include five basic elements as well as a conflict
pork barrel - the appropriation of government spending for localized projects secured solely or primarily to bring money to a representative's district
portrait poem - a lyrical means for the depiction of the writer’s self-perception, or feelings for another prefix – a word part placed before the root
of a word
prologue - introduces the action of a play; it is usually at the beginning and literally means "first words”
prominent - important and well-known; easily noticed or seen; sticking out in a way that is easily seen or noticed
props – the objects used onstage in the play
protagonist – the central or main figure of a story
punctuation – the use of standard marks and signs in writing and printing to separate words into sentences, clauses, and phrases in order to clarify meaning
R
recount - a story genre which is used to tell what happened. When we tell recounts we reveal the significance of the people and events in the story by sharing our
personal feelings about them.
readers theatre – a style of theatre in which the actors do or do not memorize their lines; actors use vocal expression to help the audience understand the story rather
than visual storytelling such as sets, costumes, and intricate blocking
rectify - to set right; remedy; to purify; to correct
re-enactment - the acting out or repetition of a past event or situation
renewed - to make new or as if new again
requiem - a Christian religious ceremony for a dead person; a mass for the dead
resolution - the part of the story’s plot line in which the problem of the story is resolve
rhyme - one of two or more words or phrases that end in the same sounds
rising action - the part of a plot consisting of complications and discoveries that create
conflict rite - an established, ceremonious, usually religious act
root word – the form of a word after all affixes are removed

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S
scene - a division of an act, in which a certain portion of the play unfolds, usually separated by location (in the bedroom, at the dinner table), or time (e.g. in the morning,
then the following evening); a section of the play that happens in one time and place
scenery – the background art or structures onstage to help show the settings
script - the written words for the play; this is what everyone reads in order to perform a play; a written version of a play or movie - If you're auditioning for a movie, you'll
get the script to practice a scene or two.
serger- usually an overlock sewing machine will cut the edges of the cloth as they are fed
through sestet - final six lines of a sonnet
setting - the place and time where the events of the drama take place; in a play it dominates the audience in a play it dominates the audience's experience of the drama;
it quite literally forms the backdrop for the action
simile - a figure of speech in which two essentially unlike things are compared, often in a phrase introduced by like or as
skit – a short, usually comic dramatic performance or work
slideshow - a presentation supplemented by or based on a display of projected images or photographic
slides soliloquy - a long speech by a character who is alone on stage with no other characters listening
sonnet - a poetic form comprised of 14 lines which are divided into two parts: octet and sestet spectacle-
the visual elements of a performance including scenery, lights, costumes, and movement of actors stage –
the platform on which the actors perform
stage directions – instructions (in italics); they describe the setting and tell about the
action static - showing little or no change, action, or progress
stock character - relies heavily on cultural types or stereotypes for its personality and manner of speech
style - the distinctive and unique manner in which a writer arranges words to achieve particular effects
suspense - in situations which rouse our concern for the welfare of the characters can be created in many ways in a play; it can be accomplished through a series of
crises and a major crisis or climax, foreshadowing, surprise or use of the unexpected, withholding information, disguise, and the intervention of chance or fate
T
target audience -a group or assembly of spectators or listeners; those attending a stage or film production or viewing a television program; in writing, this could mean a
target group in relation to a particular literary genre
technical terms for drama and theater - these are terms necessary to understand the whole structure, organization and production of a drama play; some of these
are the elements (characters, dialogue, etc.) and stage directions. Stage directions give information to the reader and to the performers, mostly about where and
how actors should move and speak, the scenery or decorations on stage, and the props to be used by the actors.
technical vocabulary - words or phrases that are used primarily in a specific line of work or profession. These words or phrases are not easily recognized by people
outside the profession they are used in.
text - printed words, including dialogue and the stage directions for a script
theater – a collaborative art form including the composition, enactment, and interpretation of dramatic presentations for an audience; the structure within which theatrical
performances are given; usually includes an orchestra or seating area, and a stage
theme - the basic idea of a play; the idea, point of view, or perception that binds together a work of art
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tone - is the writer's attitude toward the subject he or she is writing about
tragedy - a play in which the main character(s) suffers a major downfall; a play that demonstrates a character’s fall from grace, power, position, or moral standing through
their own actions
U
universe of text – the realm in which something (words in a written work) exists or takes place.
V
video - is an extremely dense medium, one which incorporates a wide variety of visual elements and a great range of audio experiences in addition to spoken language.
video materials – usually provide guidance for teachers; the most sophisticated part of these are usually part of multimedia package that, in addition to the videos
themselves, includes viewing guides, student textbooks, teacher manuals and audiocassettes; in contexts geared to students’ interest and are accompanied by students
workbooks featuring a variety of viewing activities; teachers need to lead students to an appreciation of video as a valuable tool for language learning and help them to
develop viewing skills which they can apply to their video and television viewing experience outside the classroom.
vignette - a short literary sketch chiefly descriptive and characterized usually by delicacy, wit and subtlety; a short, well written sketch or descriptive scene; it does not
have a plot which would make it a story, but it does reveal something about the elements in it; it may reveal character, or mood or tone; it may have a theme or idea
of its own that it wants to convey; it is the description of the scene or character that is important
verbal - a verb form that functions in a sentence as a noun or a modifier rather than as a verb

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CODE BOOK LEGEND

Sample: EN4G-If-2.5

LEGEND

First Entry

Uppercase Letter/s

Roman Numeral

*Zero if no specific quarter

Lowercase Letter/s

*Put a hyphen (-) in between

letters to indicate more than a

specific week
 Arabic Number

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REFERENCES

Alberta Education, The Common Curriculum Framework for English Language Arts Kindergarten to Grade 12 Western Canadian Protocol for Collaboration in
Basic Education, (Manitoba: Alberta Education, 1998)

Anderson, Mark and Anderson, Kathryn. Text Type in English 1, (Malaysia: MacMillan, 2003)

Bureau of Secondary Education, Department of Education Basic Education Curriculum. Pasig City, 2002.

Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum . Pasig City, 1991.

Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies Philippine Secondary Schools Learning Competencies .
Pasig City, 1998.

Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010.

Canale, Michael and Swain, Merril. “Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing” in Applied Linguistics Vol. I, Issue 1,
(USA: Oxford, 1980.)

Cummins, Jim, The Acquisition of English as a Second Language in Spangenberg-Urbschat.K and Pritchard, R. (eds.), Reading Instruction for ESL Students Delaware,
(Delaware: International Reading Association, 1994)

Malone, Susan, Manual on MTB-MLE (Community-Based Program), (Switzerland: UNESCO, 2006)

Massachussetts Department of Elementary and Secondary Education, “Guiding Principles for English Language Arts and Literacy Programs,” (Massachusetts:
Department of Elementary and Secondary Education, 2011)

Second Language Studies, Standard Course of Study and Grade Level Competencies ., (Public School of Carolina: State Board of Education-Department of Instruction, 2004)

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Learning Materials are uploaded at http://lrmds.deped.gov.ph/.