The English Curriculum Guide 2023
The English Curriculum Guide 2023
The revised English curriculum aims to produce young Filipino learners who are literate, communicatively competent, and culturally aware. Through the
curriculum, learners are able to use language appropriately, think critically, and communicate effectively in various social contexts. In turn, they are able to
contribute productively to their community and to the larger society as multilingual, multiliterate, and intercultural citizens of the country, while developing a
deep sense of cultural identity. In particular, the goals of the English subject are as follows:
1. Literacy refers to the ability to identify, understand, interpret, create, communicate, and compute using printed and written materials, including digital
and multimedia texts, associated with varying contexts, which entails active engagement with language to acquire, construct, reconstruct, and
communicate meaning (UNESCO, 2018).
2. Communicative competence refers to the synthesis of knowledge of grammatical, sociolinguistic, discourse, and strategic competencies in a language.
3. Cultural identity refers to the feeling of pride in belonging to a cultural group that is fully accepted and appreciated by all other cultural groups of the
nation. This sense of pride in belongingness contributes in part to one’s self-conception, self-perception, and position of equal standing in society.
In order to attain these goals, the revised English curriculum, its delivery through pedagogy, learning resources, and assessment are informed by sound
theories on language acquisition and learning and are influenced by the learner’s culture. Therefore, contextualization, through the meaningful inclusion of the
local culture, which includes knowledge systems, belief systems, literature, mores, and norms, plays a key role in the successful implementation and
assessment of the curriculum.
The revised English curriculum is guided by the three organizing domains of the Big Ideas: Literacy, Language, and Text. Each domain overlaps with another
and entails a set of competencies. By acquiring these skills, learners are able to effectively make meaning of language through texts using literacy skills
acquired from the first language, ultimately leading to the achievement of the curriculum goals.
1
GRADE LEVEL STANDARDS
G2 The learners demonstrate oracy in English, with L1 as a literacy resource; decode high frequency words and some content-specific words;
develop vocabulary for conversational use and content learning; understand how words are used in simple sentences to get and express
meaning; and comprehend, respond to, create, and compose developmentally-appropriate and content-specific texts.
G3 The learners demonstrate basic literacy in English, with L1 as a literacy resource; expand their vocabulary for conversational use and content
learning, using high frequency and content-specific words; use simple and compound sentences to get and express meaning; and comprehend,
analyze, create, and compose developmentally-appropriate and content-specific texts.
DEFINITION OF TERMS
1. Basic Literacy. Skills used for the initial learning of reading and writing.
2. Basic Sight Words. A collection of words that a child recognizes automatically by sight without any use of decoding strategies.
3. Comprehending and Analyzing Texts. Understanding, interpreting, and constructing meaning from texts by intentionally interacting with texts and
studying their structures and features.
4. Content-specific Words. Words that take on special meaning depending on the learning/subject areas.
5. Creating and Composing Texts. Expressing and producing meaning via oral, written, and visual texts, by applying knowledge of vocabulary, visual
elements, grammar, and text structures.
6. Fluency. The ability to read, write or express oneself with appropriate speed, flow, accuracy, and expression.
7. Grammar Awareness and Grammatical Structures. Awareness or understanding of the structures, patterns and rules governing language as a
system of meaning.
8. High Frequency Words. Words that are commonly used in daily conversations and written with multiple meanings, which vary depending on the context.
9. Oracy. The ability to express oneself in and understand spoken language; and use relevant oral language elements like phonological and phonemic
awareness, vocabulary, and listening capacity to develop basic or beginning literacy.
10. Phonics and Word Study. The relationship between letters and sounds; letter patterns and sequences that represent various speech sounds (letter
sound correspondences, sound-symbol associations).
11. Phonological Awareness. The ability to recognize and manipulate the spoken parts of words and sentences.
13. Vocabulary and Word Knowledge. The knowledge of words and their meanings in isolation and/or in context; understanding the parts and structure
of words, and how they are used in spelling and to make meaning.
2
MACRO SCOPE AND SEQUENCE OF ESSENTIAL LEARNING COMPETENCIES
Legend:
Listening
Reading
Speaking Writing
SUBDOMAINS LEARNING COMPETENCIES GRADE 2 GRADE 3
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
S S S S
S S S S
R R R R
W* W* W* W*
2 Grade 3 level-appropriate L L L L
S S S S
R R R R
W W W W
W*
Read words accurately and automatically according to word patterns (initial, final, medial).
1 CVC words L L L
S S S
R R R
W* W* W*
2 CVCe words L L L
3
S S S
R R R
W* W* W*
3 CVVC words L L L
S S S
R R R
W* W* W*
4 CVCC words L L L
S S S
R R R
W* W* W
S S S
R R R
W* W* W
6 VCV words L L L
S S S
R R R
W* W W
7 VCCV words L L L
S S S
R R R
W* W W
W* W* W* W* W W W W
4
W*
2 school L
W*
3 community L
R
W*
4 physical environment L
W*
5 regional themes L L
S S
R R
W W
6 national themes L L
S S
R R
W W
7 content-specific topics L L L L L L L L
S S S S S S S S
R R R R R R R R
W* W* W* W* W W W W
S S S S S S S S
R R R R R R R R
W* W* W* W* W W W W
S S S S S
R R R R R
W* W W W W
1 words that label persons, places, things, animals, events, ideas, and emotions (naming words - nouns)
S S S S
R R R R
W* W* W* W*
b gender L L L L
S S S S
R R R R
W* W* W* W*
S S S S S S S S
R R R R R R R R
W* W* W W W W
R R R R R R R R
W* W* W W W W
4 words that replace persons, places, things, animals, events, ideas, and emotions
a personal pronouns L L L L
S S S S
R R R R
W* W* W* W*
b interrogative pronouns L L L L
S S S S
R R R R
W* W* W* W
c possessive pronouns L L L L
6
SSSS
R R R R
W* W* W W
d demonstrative pronouns L L L L
S S S S
R R R R
W* W W W
R R R R R
W* W W W W
S S S S S S S S
R R R R R R R R
S S S S S S S S
R R R R R R R R
W* W* W* W* W W W W
S S S S
R R R R
W W W W
R R R R R R R R
W* W* W* W* W W W W
7
R R R R R R R R
S S S S S S S S
R R R R R R R
W* W* W W W W
S S S S S S S S
R R R R R R R
W* W* W W W W
S S S S S S
R R R R R
W* W W W W
4 exclamatory sentences L L L L L L
S S S S S S
R R R R R
W* W W W W
Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).
R R R R R R R
W* W* W W W W
S S S S S S S S
R R R R R R R
W* W* W W W W
S S S S S S
R R R R R
W* W W W W
8
L L L L L L
4 exclamatory sentences S S S S S S
R R R R R
W* W W W W
S S S S S S S S
R R R R R R R
W* W* W W W W
R R R R R R R
W* W* W W W W
S S S S S S
R R R R R
W* W W W W
4 exclamatory sentences L L L L L L
S S S S S S
R R R R R
W* W W W W
S S S
R R R
W W W
S S S
R R R
W W W
9
S S S
R R R
W W W
S S S
R R R
W W W
S S S S S S S S
R R R R R R R
W* W* W W W W
2 description L L L L L L
S S S S S S
R R R R R R
W W W W
3 explanation L L L L
S S S S
R R R R
W W W W
S S S S S S S S
R R R R R R R R
W* W* W* W* W W W W
2 Sequence events.
a at least 3 events L L L L
S S S S
10
RRR
W* W*
b at least 4 events L L L L
S S S S
R R R R
W* W W
c at least 5 events L L L L
S S S S
R R R R
W W W W
S S S S S S S S
R R R R R R
W W W W
S S S S S S S S
R R R R R R
W W W W
S S S S S S S S
R R R R R R
W W W W
S S S S S S S S
R R R R R R
W W W W
S S S S S S S S
R R R R R R
W W W W
8 Give a summary. L L L L L L L L
S S S S S S S S
11
R R R R R R R R
W W W W
a at least 3 details L L L L
S S S S
R R R
W* W*
b at least 4 details L L L L
S S S S
R R R R
W* W W
c at least 5 details L L L L
S S S S
R R R R
W W W W
S S S S S S S S
R R R R R R
W W W W
S S S S S S S S
R R R R R R R
W* W* W W W W
b description L L L L L L
S S S S S S
R R R R R R
W W W W
c explanation L L L L
S S S S
R R R R
12
WWWW
4 Draw conclusions. L L L L
S S S S
R R R R
W W W W
W* W* W* W* W W W W
W*
2 school S
W*
3 community S
W*
4 physical environment S
W*
5 regional themes S S
W W
6 national themes S S
W W
7 content-specific topics S S S S S S S S
W* W* W W W W
W* W* W* W* W W W W
W* W* W W W W
W* W* W W W W
13
W* W* W W W W
2 description S S S S
W W W W
3 explanation S S S S
W W W W
LEGEND:
W*- Copying and Guided Writing in response to Comprehension Questions
W - Creating and Composing
14
GRADE 2
GRADE LEVEL STANDARD
The learners demonstrate oracy in English, with L1 as a literacy resource; decode high frequency words and some content-specific words; develop
vocabulary for conversational use and content learning; understand how words are used in simple sentences to get and express meaning; and
comprehend, respond to, create, and compose developmentally-appropriate and content-specific texts.
QUARTER 1
CONTENT The learners demonstrate phonological awareness and phonic knowledge in decoding developmentally-appropriate words; and
STANDARDS understand and create simple sentences to express meaning about oneself, family, and everyday topics.
PERFORMAN The learners use phonological, phonic, and alphabet knowledge to read/write words accurately; decode high frequency words and
CE some content-specific vocabulary; use phrases or simple sentences to express ideas about oneself, family, and everyday topics; and
STANDARDS read grade level sentences with appropriate speed, accuracy, and expression.
L S R W
1 words that label persons, places, things, animals, events, ideas, and emotions (naming words - nouns)
15
a. common and proper nouns L S R W*
b. gender L S R W*
3 words that describe persons, places, things, animals, events, ideas, and L S R
emotions (describing words - adjectives)
4 words that replace persons, places, things, animals, events, ideas, and L S R W*
emotions: personal pronouns
EN2GAGS-I-5 Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).
EN2GAGS-I-7 Identify discourse markers for a given text type: time order L S
and procedural.
Comprehending EN2CAT-I-1 Read grade level sentences with appropriate speed, accuracy, L S R
and Analyzing and expression.
Text (discourse)
EN2CAT-I-2 Comprehend stories.
16
6 Identify cause and effect of events. L S
8 Give a summary. L S R
Creating and EN2CCT-I-1 Use common expressions and polite greetings appropriate to a S W*
Composing given situation.
Text
(discourse) EN2CCT-I-2 Use own words in retelling myths, legends, fables, and narrative poems. S W*
EN2CCT-I-3 Express ideas about one’s experiences.
2 content-specific topics S
EN2CCT-I-4 Use basic sight words, high frequency, and content-specific words. S W*
EN2CCT-I-8 Express ideas using text types: time order and procedural. S
17
QUARTER 2
CONTENT The learners demonstrate development in decoding high frequency words and content-specific vocabulary; and understand and
STANDARDS create simple sentences in getting and expressing meaning about their school and everyday topics.
PERFORMAN The learners use their developing word knowledge to recognize sight words; decode high frequency words and content-specific
CE vocabulary; use simple sentences to express ideas and narrate personal experiences about their school and content-specific topics;
STANDARDS and read grade level sentences with appropriate speed, accuracy, and expression.
L S R W
1 CVC words L S R W*
2 CVCe words L S R W*
3 CVVC words L S R W*
1 school L S R W*
2 content-specific topics L S R W*
(words) 1 words that label persons, places, things, animals, events, ideas, and emotions (naming words - nouns)
b. gender L S R W*
3 words that describe persons, places, things, animals, events, ideas, and L S R
emotions (describing words - adjectives)
4 words that replace persons, places, things, animals, events, ideas, and emotions
18
a. personal pronouns L S R W*
b. interrogative pronouns L S R W*
EN2GAGS-II-5 Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).
EN2GAGS-II-7 Identify discourse markers for a given text type: time order L S R
and procedural.
Comprehending EN2CAT-II-1 Read grade level sentences with appropriate speed, accuracy, L S R
and Analyzing and expression.
Text (discourse)
EN2CAT-II-2 Comprehend stories.
8 Give a summary. L S R
19
2 Identify problem and solution. L S
Creating and EN2CCT-II-1 Use common expressions and polite greetings appropriate to a S W*
Composing given situation.
Text
(discourse) EN2CCT-II-2 Use own words in retelling myths, legends, fables, and narrative poems. S W*
1 school S W*
2 content-specific topics S
EN2CCT-II-4 Use basic sight words, high frequency, and content-specific words. S W*
EN2CCT-II-8 Express ideas using text types: time order and procedural. S
20
QUARTER 3
CONTENT The learners demonstrate ongoing development in decoding high frequency words and content-specific vocabulary; and understand
STANDARDS and create simple sentences in getting and expressing meaning about their community and content-specific topics.
PERFORMAN The learners use their developing word knowledge to recognize sight words; decode high frequency words and content-specific
CE vocabulary; use simple sentences to express ideas and narrate personal experiences about their community and content-specific
STANDARDS topics; and read grade level sentences with appropriate speed, accuracy, and expression.
L S R W
1 CVC words L S R W*
2 CVCe words L S R W*
3 CVVC words L S R W*
4 CVCC words L S R W*
1 community L S R W*
2 content-specific topics L S R W*
1 words that label persons, places, things, animals, events, ideas, and emotions (naming words - nouns)
a. common and proper nouns L S R W*
b. gender L S R W*
21
3 words that describe persons, places, things, animals, events, ideas, and L S R W*
emotions (describing words - adjectives)
4 words that replace persons, places, things, animals, events, ideas, and emotions
a. personal pronouns L S R W*
b. interrogative pronouns L S R W*
c. possessive pronouns L S R W*
4 exclamatory sentences L S
EN2GAGS-III-5 Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).
4 exclamatory sentences L S
4 exclamatory sentences L S
2 description L S R
22
EN2CAT-III-2 Comprehend stories.
1 Note important elements from stories (characters, setting, events). L S R W*
b. description L S R
Creating and EN2CCT-III-1 Use common expressions and polite greetings appropriate to a S W*
Composing given situation.
Text
(discourse) EN2CCT-III-2 Use own words in retelling myths, legends, fables, and narrative poems. S W*
1 community S W*
2 content-specific topics S W*
EN2CCT-III-4 Use basic sight words, high frequency, and content-specific words. S W*
EN2CCT-III-8 Express ideas using text types: time order and procedural. S W*
23
QUARTER 4
CONTENT The learners demonstrate ongoing development in decoding high frequency words and content-specific vocabulary; understand and
STANDARDS create simple sentences in getting and expressing meaning about their environment and content-specific topics.
PERFORMAN The learners use their developing word knowledge to recognize sight words; decode high frequency words and content-specific
CE vocabulary; use simple sentences to express ideas and narrate personal experiences about their environment and content-specific
STANDARDS topics; and read grade level sentences with appropriate speed, accuracy, and expression.
L S R W
1 CVCe words L S R W*
2 CVVC words L S R W*
3 CVCC words L S R W*
5 VCV words L S R W*
6 VCCV words L S R W*
1 physical environment L S R W*
2 content-specific topics L S R W*
1 words that label persons, places, things, animals, events, ideas, and emotions (naming words - nouns)
b. gender L S R W*
24
2 words that label actions (doing words - verbs) L S R W*
3 words that describe persons, places, things, animals, events, ideas, and L S R W*
emotions (describing words - adjectives)
4 words that replace persons, places, things, animals, events, ideas, and emotions
a. personal pronouns L S R W*
b. interrogative pronouns L S R W*
c. possessive pronouns L S R W*
d. demonstrative pronouns L S R W*
4 exclamatory sentences L S R W*
EN2GAGS-IV-5 Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).
4 exclamatory sentences L S R W*
4 exclamatory sentences L S R W*
25
2 description L S R
Comprehending EN2CAT-IV-1 Read grade level sentences with appropriate speed, accuracy, L S R
and Analyzing and expression.
Text (discourse)
EN2CAT-IV-2 Comprehend stories.
8 Give a summary. L S R
b. description L S R
Creating and EN2CCT-IV-1 Use common expressions and polite greetings appropriate to a S W*
Composing given situation.
Text
(discourse) EN2CCT-IV-2 Use own words in retelling myths, legends, fables, and narrative poems. S W*
1 physical environment S W*
2 content-specific topics S W*
EN2CCT-IV-4 Use basic sight words, high frequency, and content-specific words. S W*
EN2CCT-IV-8 Express ideas using text types: time order and procedural. S W*
26
GRADE 3
QUARTER 1
CONTENT The learners demonstrate expanding vocabulary and understanding of high frequency words and content-specific vocabulary;
STANDARDS understand and create simple and compound sentences for comprehending, analyzing, creating, and composing texts about regional
themes and content-specific topics.
PERFORMAN The learners use their expanding vocabulary of high-frequency and content-specific words, and simple and compound sentences to
CE comprehend, create, and compose narrative and informational texts about regional themes and content-specific topics; and read
STANDARDS grade level texts with appropriate speed, accuracy, and expression.
L S R W
1 CVCC words L S R W
3 VCV words L S R W
4 VCCV words L S R W
2 content-specific topics L S R W
EN3VWK-I-3 Use content-specific words. L S R W
27
2 words that describe persons, places, things, animals, events, ideas, and L S R W
emotions (describing words - adjectives)
3 words that replace persons, places, things, animals, events, ideas, and emotions
a. interrogative pronouns L S R W
b. possessive pronouns L S R W
c. demonstrative pronouns L S R W
EN3VWK-I-8 Identify roots of high frequency words (nouns, verbs, and adjectives). L S R W
EN3GAGS-I-5 Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).
4 exclamatory sentences L S R W
4 exclamatory sentences L S R W
2 Description L S R W
28
3 explanation L S R W
Comprehending EN3CAT-I-1 Read grade level sentences with appropriate speed, accuracy, L S R
and Analyzing and expression.
Text (discourse)
EN3CAT-I-2 Comprehend stories.
8 Give a summary. L S R W
b. description L S R W
c. explanation L S R W
4 Draw conclusions. L S R W
Creating and EN3CCT-I-1 Use common expressions and polite greetings appropriate to a S W
Composing given situation.
Text
(discourse) EN3CCT-I-2 Use own words in retelling myths, legends, fables, and narrative poems. S W
1 regional themes S W
2 content-specific topics S W
EN3CCT-I-4 Use basic sight words, high frequency, and content-specific words. S W
2 description S W
3 explanation S W
30
QUARTER 2
CONTENT The learners demonstrate expanding vocabulary and understanding of high frequency words and content-specific vocabulary;
STANDARDS understand and create simple and compound sentences for comprehending, analyzing, creating, and composing texts about regional
themes and content-specific topics.
PERFORMAN The learners use their expanding vocabulary of high-frequency and content-specific words, and simple and compound sentences to
CE comprehend, create, and compose narrative and informational texts about regional themes and content-specific topics; and read
STANDARDS grade level texts with appropriate speed, accuracy, and expression.
L S R W
1 VCV words L S R W
2 VCCV words L S R W
2 content-specific topics L S R W
2 words that describe persons, places, things, animals, events, ideas, and L S R W
emotions (describing words - adjectives)
3 words that replace persons, places, things, animals, events, ideas, and emotions
a. possessive pronouns L S R W
b. demonstrative pronouns L S R W
EN3VWK-II-8 Identify roots of high frequency words (nouns, verbs, and adjectives). L S R W
31
Grammar EN3GAGS-II-1 Identify sentences and non-sentences. L S R
Awareness and
Grammatical EN3GAGS-II-2 Use simple sentences to express ideas about regional themes. L S R W
Structures
(sentences) EN3GAGS-II-3 Use simple sentences with proper intonation (pitch, juncture, rhythm). L S R
4 exclamatory sentences L S R W
EN3GAGS-II-5 Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).
1 telling sentences (declarative) L S R W
4 exclamatory sentences L S R W
4 exclamatory sentences L S R W
2 description L S R W
3 explanation L S R W
Comprehending EN3CAT-II-1 Read grade level sentences with appropriate speed, accuracy, L S R
and Analyzing and expression.
Text (discourse)
EN3CAT-II-2 Comprehend stories.
32
2 Sequence at least four to five events. L S R W
8 Give a summary. L S R W
b. description L S R W
c. explanation L S R W
4 Draw conclusions. L S R W
Creating and EN3CCT-II-1 Use common expressions and polite greetings appropriate to a S W
Composing given situation.
Text
(discourse) EN3CCT-II-2 Use own words in retelling myths, legends, fables, and narrative poems. S W
1 regional themes S W
2 content-specific topics S W
EN3CCT-II-4 Use basic sight words, high frequency, and content-specific words. S W
EN3CCT-II-5 Compose texts to react to the character, setting, or events in a story. S W
2 description S W
3 explanation S W
33
QUARTER 3
CONTENT The learners demonstrate expanding vocabulary and understanding of high frequency words and content-specific vocabulary;
STANDARDS understand and create simple and compound sentences for comprehending, analyzing, creating, and composing texts about national
themes and content-specific topics.
PERFORMAN The learners use their expanding vocabulary of high-frequency and content-specific words, and simple and compound sentences to
CE comprehend, create, and compose narrative and informational texts about national themes and content-specific topics; and read
STANDARDS grade level texts with appropriate speed, accuracy, and expression.
L S R W
2 words that describe persons, places, things, animals, events, ideas, and L S R W
emotions (describing words - adjectives)
3 words that replace persons, places, things, animals, events, ideas, and L S R W
emotions: demonstrative pronouns
EN3VWK-III-8 Identify roots of high frequency words (nouns, verbs, and adjectives). L S R W
34
EN3GAGS-III-2 Use simple sentences to express ideas about national themes. L S R W
EN3GAGS-III-3 Use simple sentences with proper intonation (pitch, juncture, rhythm). L S R
4 exclamatory sentences L S R W
EN3GAGS-III-5 Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).
Awareness and EN3GAGS-III-6 Use correct capitalization and punctuation for simple sentences.
Grammatical
4 exclamatory sentences L S R W
2 description L S R W
3 explanation L S R W
Comprehending EN3CAT-III-1 Read grade level sentences with appropriate speed, accuracy, L S R
and Analyzing and expression.
Text (discourse)
EN3CAT-III-2 Comprehend stories.
1 Note important elements from stories (characters, setting, events). L S R W
35
3 Identify the problem and solution in stories. L S R W
8 Give a summary. L S R W
b. description L S R W
c. explanation L S R W
4 Draw conclusions. L S R W
Creating and EN3CCT-III-1 Use common expressions and polite greetings appropriate to a S W
Composing given situation.
Text
(discourse) EN3CCT-III-2 Use own words in retelling myths, legends, fables, and narrative poems. S W
1 national themes S W
2 content-specific topics S W
EN3CCT-III-4 Use basic sight words, high frequency, and content-specific words. S W
2 description S W
3 explanation S W
36
QUARTER 4
CONTENT The learners demonstrate expanding vocabulary and understanding of high frequency words and content-specific vocabulary;
STANDARDS understand and create simple and compound sentences for comprehending, analyzing, creating, and composing texts about national
themes and content-specific topics.
PERFORMAN The learners use their expanding vocabulary of high-frequency and content-specific words, and simple and compound sentences to
CE comprehend, create, and compose narrative and informational texts about national themes and content-specific topics; and read
STANDARDS grade level texts with appropriate speed, accuracy, and expression.
L S R W
2 content-specific topics L S R W
2 words that describe persons, places, things, animals, events, ideas, and L S R W
emotions (describing words - adjectives)
EN3VWK-IV-8 Identify roots of high frequency words (nouns, verbs, and adjectives). L S R W
EN3GAGS-IV-3 Use simple sentences with proper intonation (pitch, juncture, rhythm). L S R
37
Structures EN3GAGS-IV-4 Sequence words to represent meaning in simple sentences.
EN3GAGS-IV-5 Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).
4 exclamatory sentences L S R W
4 exclamatory sentences L S R W
2 description L S R W
3 explanation L S R W
Comprehending EN3CAT-IV-1 Read grade level sentences with appropriate speed, accuracy, L S R
and Analyzing and expression.
Text (discourse) EN3CAT-IV-2 Comprehend stories.
38
5 Relate story events to one’s experience. L S R W
8 Give a summary. L S R W
b. description L S R W
c. explanation L S R W
4 Draw conclusions. L S R W
Creating and EN3CCT-IV-1 Use common expressions and polite greetings appropriate to a S W
Composing given situation.
Text
(discourse) EN3CCT-IV-2 Use own words in retelling myths, legends, fables, and narrative poems. S W
2 content-specific topics S W
EN3CCT-IV-4 Use basic sight words, high frequency, and content-specific words. S W
2 description S W
3 explanation S W
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KEY STAGE 2 STANDARD
By the end of Grade 6, learners have mastered their basic literacy and are developing applied and critical literacy. They demonstrate a level of
communicative competence in English which enables them to engage effectively in a variety of situations and for a variety of audiences, contexts, and
purposes, including learning of other content areas; and take pride in their cultural heritage.
G5 The learners demonstrate applied and critical literacy in further developing receptive and productive skills; understand how literal and implied
meanings are used in literary and informational texts; compose narrative and expository texts with simple, compound, and complex sentences;
fill out a variety of forms accurately; use tone and mood, and verbal and non-verbal cues for clarity of purpose and meaning appropriate to age,
gender, and culture; use visual elements to derive meaning and evaluate cultural appropriateness of visual texts; and understand multimedia
elements and how they affect the meaning of multimedia texts.
G6 The learners demonstrate applied and critical literacy in consolidating receptive and productive skills; use literal and implied meanings in
composing literary and informational texts; use a range of reference materials to compose narrative, expository, and persuasive texts with
simple, compound, and complex sentences; create simple survey forms for specific purposes; use tone and mood, and verbal and non-verbal
cues for clarity of purpose and meaning appropriate to age, gender and culture; and use visual and multimedia elements to derive meaning from
and produce multimedia texts for specific purposes.
DEFINITION OF TERMS
1. Applied Literacy. The ability to think about particular ways of doing reading and writing with the purpose of achieving communicative goals in a socially
appropriate manner. It is a useful tool in understanding literature, culture, and other disciplines.
2. Critical Literacy. The central thinking skill that involves the questioning and examination of ideas, and the skills to analyze, interpret, synthesize,
evaluate, and respond to texts; the ability to evaluate the veracity of information and make connections and judgments about the relevance of information.
3. Expository Text. A type of text which presents factual information in a logical and structured manner, with the goal of explaining, describing, or
informing the reader about a particular topic; academic and informational texts are often examples of expository text types.
4. Multimedia. Any form of communication that uses more than one medium of expression; this includes combinations of conventional and digital media,
cartoons, posters, audio-visual materials, slide presentations, films, and online publications.
5. Multimedia Text. Content which combines different forms of media, such as text, images, audio, video, animations, and interactive elements into a
single presentation.
6. News Report. A type of informational text with a common format used in journalism to present factual information about current events.
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7. Propaganda Techniques. Methods used to influence people's opinions and beliefs through various forms of media, including advertising, politics, and
media messaging. These techniques are often used to manipulate people's emotions and perceptions and can be used in both positive and negative
ways.
8. Story Grammar. The basic structure of a narrative text, including the basic elements of a story – the major character/s, setting, problem, reaction,
consequence, and resolution; and the plot: exposition, rising action, climax, falling action, and conclusion or denouement.
9. Viewing and Representing. A set skill used in engaging with visual and multimedia texts to critically analyze and interpret them and respond to them in
a thoughtful and informed way.
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MACRO SCOPE AND SEQUENCE OF ESSENTIAL LEARNING COMPETENCIES
SUBDOMAINS LEARNING COMPETENCIES GRADE 4 GRADE 5 GRADE 6
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
a first person
✓✓
b second person
✓✓✓✓
3 sequencing events
a at least 6 events
✓✓
b at least 7 events
c at least 8 events
a sequential
✓✓
b flashback
✓✓✓✓✓✓
a onomatopoeia
✓✓✓✓✓
b alliteration
c assonance
✓✓✓
d consonance
✓✓
a simile
✓✓
b metaphor
c personification
d hyperbole
e irony
7 inferring
8 making predictions
a outcomes of events
✓✓
c possible ending
9 drawing conclusions
✓✓✓✓✓✓✓
1 noting important information through outlining (topic, main idea, supporting details)
a enumeration-description
✓✓
d recount
✓✓
e explanation
f news report
g persuasive
a entertain
✓✓✓✓✓✓✓
c persuade
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4 drawing conclusions
✓✓✓✓
5 making generalizations
✓✓✓✓✓✓✓
6 making a summary
✓✓✓✓
b glittering generalities
✓
c transfer
✓
d testimonies/testimonials
✓
e plain folks
✓
f bandwagon
✓
g fear
✓
h half-truths or spin
✓
j card stacking
✓
Speaking and Use words with literal (denotative) and implied (connotative) meanings in sentences.
Writing
(productive skills) 1 using context clues
a synonyms
✓✓
b antonyms
✓✓
c definition
✓✓
d exemplification
✓✓
e analogy
f appositive
✓✓
g general gist/sense
✓✓
h punctuation
✓✓
a root words
✓✓
b prefixes
c suffixes
noun-forming suffixes
✓
adjective-forming suffixes
✓
verb-forming suffixes
✓
adverb-forming suffixes
✓
d compound words
✓
a dictionary
✓
b glossary
✓
c thesaurus
✓
d encyclopedia
✓
e almanac
✓
Use tone and mood appropriately for one’s purpose, context, and target audience.
1 informal
✓✓
2 formal
regular
✓✓
irregular
✓✓
b kinds of nouns
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mass, count
✓✓
possessive, compound
✓✓
c subject pronouns
personal
✓✓
indefinite
✓✓
possessive
✓✓
demonstrative
✓✓
relative
✓✓
reflexive
✓✓
b helping
✓✓
d transitive
e intransitive
a simple
present
✓✓
past
✓✓✓✓
future
✓✓
b progressive
present
past
future
c perfect
present
past
future
5 using adjectives
46
a descriptive/qualitative or attributive
✓
b quantitative/numeral
✓
7 using adverbs
a manner
✓
b time
✓
c place
✓
d frequency
✓
e intensity
✓
9 using complement
a noun
✓✓✓✓✓✓✓
b pronoun
✓✓
c adjective
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Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose, context,
and target audience.
a narrative
✓✓✓✓
b enumeration-description
✓✓
c time order: chronology
✓✓
e recount
✓✓
f explanation
g news report
h persuasive
Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
2 using gestures
✓✓✓✓✓✓✓
4 using haptics
✓✓✓✓✓✓✓
5 using posture
✓✓✓
2 school forms
✓✓
3 bank forms
✓✓
4 composite/government forms
✓✓
a geometric
✓
b organic
✓
c abstract
✓
✓
✓
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2 graphics (photographs, drawings, graphs,
illustrations, icons, etc.) ✓✓
QUARTER 1
CONTENT The learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension of literary and
STANDARDS informational texts, and composing and creating processes; and their receptive and productive skills in order to produce age-
appropriate and gender-responsive texts based on one’s purpose, context, and target audience.
PERFORMAN The learners apply comprehension of literary and informational texts and produce narrative and expository texts (enumeration
CE description) based on their purpose, context (mealtimes and birthdays), and target audience using simple, compound, and complex
STANDARDS sentences, and age-appropriate and gender-sensitive language.
a first person
b second person
8 drawing conclusions
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11 differentiating fantasy from reality
12 applying the important story elements to one’s schema: relating story to one’s experiences
a entertain
4 drawing conclusions
5 making a summary
Speaking and EN4SW-I-1 Use words with literal (denotative) and implied (connotative) meanings in sentences.
Writing
(productive skills) 1 using context clues
a synonyms
b antonyms
a root words
c suffixes: -able, -en, -ful, -ion, -less, -er, -or, -ly, -ible, -ness
d compound words
EN4SW-I-2 Use tone and mood appropriately for one’s purpose, context, and target audience: informal.
a simple
present
past
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future
EN4SW-I-4 Produce text with introduction, body, and conclusion in conveying idea: using
introduction, body, and conclusion.
a narrative
b enumeration-description
EN4SW-I-6 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
2 using gestures
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QUARTER 2
CONTENT The learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension of literary and
STANDARDS informational texts, and composing and creating processes; and their receptive and productive skills in order to produce age-
appropriate and gender-responsive texts based on their purpose, context, and target audience.
PERFORMAN The learners apply comprehension of literary and informational texts and produce narrative and expository texts (enumeration
CE description, time order: chronology and procedural) based on their purpose, context (christenings and weddings), and target audience
STANDARDS using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.
a first person
b second person
c third person (omniscient)
a onomatopoeia
b alliteration
8 drawing conclusions
12 applying the important story elements to one’s schema: relating story to one’s experiences
1 noting important information through outlining (topic, main idea, supporting details): inductive
organization (pyramid)
54
a enumeration-description
a entertain
b inform, explain, describe
4 drawing conclusions
5 making a summary
Speaking and EN4SW-II-1 Use words with literal (denotative) and implied (connotative) meanings in sentences.
Writing
(productive skills) 1 using context clues
a synonyms
b antonyms
a root words
EN4SW-II-2 Use tone and mood appropriately for one’s purpose, context, and target audience: informal.
c subject pronouns
personal
indefinite
a simple
present
past
future
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5 using adjectives: quantitative/numeral
EN4SW-II-4 Produce text with introduction, body, and conclusion in conveying ideas: using
introduction, body, and conclusion.
a narrative
b enumeration-description
EN4SW-II-6 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
2 using gestures
a geometric
b organic
c abstract
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QUARTER 3
CONTENT The learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and inferential comprehension
STANDARDS of literary and informational texts, and composing and creating processes; and apply their receptive and productive skills in order to
produce culture-specific texts based on their purpose, context, and target audience.
PERFORMAN The learners apply literal and inferential comprehension of literary and informational texts and produce culture-specific narrative and
CE expository texts (time order: chronology and procedural, recount) based on their purpose, context (funerals and symposia), and target
STANDARDS audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.
a first person
b second person
a onomatopoeia
b alliteration
c assonance
9 drawing conclusions
13 applying the important story elements to one’s schema: relating story to one’s experiences
57
1 noting important information through outlining (topic, main idea, supporting details): inductive
organization (pyramid)
c recount
4 drawing conclusions
5 making a summary
6 distinguishing fact from opinion (statements of facts, opinions, and fact-based statements of opinion)
Speaking and EN4SW-III-1 Use words with literal (denotative) and implied (connotative) meanings in sentences.
Writing
(productive skills) 1 using context clues
a definition
b exemplification
a root words
EN4SW-III-2 Use tone and mood appropriately for one’s purpose, context, and target audience: informal.
c subject pronouns
indefinite
possessive
a action
b Helping
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3 using tenses of verbs
a simple
present
past
future
5 using adjectives
EN4SW-III-4 Produce text with introduction, body, and conclusion in conveying ideas: using
introduction, body, and conclusion.
a narrative
d recount
EN4SW-III-6 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
1 using facial expressions
2 using gestures
4 using haptics
Viewing and EN4VR-III-1 Identify visual elements: using colors (general meaning of colors)
Representing
EN4VR-III-2 Derive meaning based on the visual elements.
59
EN4VR-III-4 Identify multimedia elements: graphics (photographs, drawings, graphs, illustrations,
icons, etc.).
60
QUARTER 4
CONTENT The learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and inferential comprehension
STANDARDS of literary and informational texts, and composing and creating processes; and apply their receptive and productive skills in order to
produce culture-specific texts based on their purpose, context, and target audience.
PERFORMAN The learners apply literal and inferential comprehension of literary and informational texts and produce culture-specific narrative and
CE expository texts (recount) based on their purpose, context (national holidays), and target audience using simple, compound, and
STANDARDS complex sentences, and age-appropriate and gender-sensitive language.
a first person
b second person
a onomatopoeia
b alliteration
c assonance
d consonance
a simile
7
b metaphor
9 drawing conclusions
61
13 applying the important story elements to one’s schema: relating story to one’s experiences
1 noting important information through outlining (topic, main idea, supporting details): inductive
organization (pyramid)
a entertain
4 drawing conclusions
5 making a summary
6 distinguishing fact from opinion (statements of facts, opinions, and fact-based statements of opinion)
Speaking and EN4SW-IV-1 Use words with literal (denotative) and implied (connotative) meanings in sentences.
Writing
(productive skills) 1 using context clues
a definition
b exemplification
a root words
b prefixes
EN4SW-IV-2 Use tone and mood appropriately for one’s purpose, context, and target audience: informal.
c subject pronouns
possessive
demonstrative
a Action
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b helping
a simple
present
past
future
EN4SW-IV-4 Produce text with introduction, body, and conclusion in conveying ideas: using
introduction, body, and conclusion.
a narrative
b recount
EN4SW-IV-6 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
2 using gestures
4 using haptics
Viewing and EN4VR-IV-1 Identify visual elements: using space (three-dimensional, four-dimensional, and proportional).
Representing
EN4VR-IV-2 Derive meaning based on the visual elements.
63
EN4VR-IV-5 Identify multimedia elements: graphics (photographs, drawings, graphs, illustrations,
icons, etc.).
64
GRADE 5
QUARTER 1
CONTENT The learners demonstrate their expanding vocabulary knowledge as used in formal and informal situations; growing knowledge of
STANDARDS grammatical structures; literal, inferential, and critical comprehension of literary and informational texts; and developing skills in
composing and creating text in order to produce culture-appropriate texts based on their purpose, context, and target audience.
PERFORMAN The learners apply literal, inferential, and critical comprehension of literary and informational texts and produce culture-appropriate
CE texts: narrative and expository texts (explanation, news report) based on their purpose, context (national holidays), and target
STANDARDS audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.
a onomatopoeia
b alliteration
c assonance
d consonance
a simile
b metaphor
c personification
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7 making predictions: character's possible decision/action
8 drawing conclusions
11 applying the important story elements to one’s schema: evaluating possibility of an event happening in real life
1 noting important information through outlining (topic, main idea, supporting details): deductive
organization (inverted pyramid)
a explanation
b news report
a entertain
4 drawing conclusions
5 making generalizations
6 making a summary
7 distinguishing fact from opinion (statements of facts, opinions, and fact-based statements of opinion)
Speaking and EN5SW-I-1 Use words with literal (denotative) and implied (connotative) meanings in sentences.
Writing 1 using context clues: analogy
(productive skills)
2 using structural analysis
EN5SW-I-2 Use tone and mood appropriately for one’s purpose, context, and target audience: formal.
b subject pronouns
demonstrative
Relative
66
a helping
c transitive
a progressive
present
past
future
EN5SW-I-4 Produce text with introduction, body, and conclusion in conveying ideas: giving
relevant information on a given topic.
a narrative
b explanation
c news report
EN5SW-I-6 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
2 using gestures
4 using haptics
5 using posture
2 school forms
EN5VR-I-1 Identify visual elements: using layout (margin, grid, header, slide bar).
67
Viewing and EN5VR-I-2 Derive meaning based on the visual elements.
Representing
1 interpreting tone and mood (colors, space, layout, directionality)
EN5VR-I-5 Identify multimedia elements: audio (dialogue, recorded narration, music, sound effects).
EN5VR-I-6 Derive meaning for multimedia elements learned: identifying the author’s purpose.
68
QUARTER 2
CONTENT The learners demonstrate their expanding vocabulary knowledge as used in formal and informal situations; growing knowledge of
STANDARDS grammatical structures; literal, inferential, and critical comprehension of literary and informational texts; and developing skills in
composing and creating text in order to produce culture-appropriate texts based on their purpose, context, and target audience.
PERFORMAN The learners apply literal, inferential, and critical comprehension of literary and informational texts and produce culture-appropriate
CE texts: narrative and expository texts (explanation, news report) based on their purpose, context (Ramadan), and target audience
STANDARDS using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.
a simile
b metaphor
c personification
d hyperbole
7 drawing conclusions
10 applying the important story elements to one’s schema: evaluating possibility of an event happening in real life
1 noting important information through outlining (topic, main idea, supporting details): deductive
organization (inverted pyramid)
a explanation
b news report
69
a entertain
4 drawing conclusions
5 making generalizations
6 making a summary
7 distinguishing fact from opinion (statements of facts, opinions, and fact-based statements of opinion)
Speaking and EN5SW-II-1 Use words with literal (denotative) and implied (connotative) meanings in sentences.
Writing
(productive skills) 1 using context clues
a analogy
b appositive
EN5SW-II-2 Use tone and mood appropriately for one’s purpose, context, and target audience: formal.
b subject pronouns
relative
reflexive
a helping
c transitive
a progressive
present
past
future
4 using adverbs
a time
70
b place
EN5SW-II-4 Produce text with introduction, body, and conclusion in conveying ideas: giving
relevant information on a given topic.
a narrative
b explanation
c news report
EN5SW-II-6 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
2 using gestures
4 using haptics
5 using posture
2 school forms
Viewing and EN5VR-II-1 Identify visual elements: using directionality (linear, overlapping shapes).
Representing
EN5VR-II-2 Derive meaning based on the visual elements.
71
EN5VR-II-4 Create a visual text drawn from visual elements learned.
EN5VR-II-5 Identify multimedia elements: audio (dialogue, recorded narration, music, sound effects).
EN5VR-II-6 Derive meaning for multimedia elements learned: identifying the author’s purpose.
72
QUARTER 3
CONTENT The learners demonstrate their expanding vocabulary knowledge as used in formal and informal situations; growing knowledge of
STANDARDS grammatical structures; literal, inferential, and critical comprehension of literary and informational texts; and developing skills in
composing and creating text in order to produce culture-appropriate texts based on one’s purpose, context, and target audience.
PERFORMAN The learners apply literal, inferential, and critical comprehension of literary and informational texts and produce culture-appropriate
CE texts: narrative and expository texts (explanation, news report) based on their purpose, context (Chinese New Year), and target
STANDARDS audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.
a metaphor
b personification
c hyperbole
7 drawing conclusions
10 applying the important story elements to one’s schema: evaluating possibility of an event happening in real life
1 noting important information through outlining (topic, main idea, supporting details): deductive
organization (inverted pyramid)
a explanation
b news report
a entertain
73
b inform, explain, describe
4 drawing conclusions
5 making generalizations
6 making a summary
7 distinguishing fact from opinion (statements of facts, opinions, and fact-based statements of opinion)
Speaking and EN5SW-III-1 Use words with literal (denotative) and implied (connotative) meanings in sentences.
Writing
(productive skills) 1 using context clues
a analogy
b appositive
c general gist/sense
EN5SW-III-2 Use tone and mood appropriately for one’s purpose, context, and target audience: formal.
a progressive
present
past
future
4 using adverbs
a frequency
5 b intensity
using complement
a noun
b pronoun
74
EN5SW-III-4 Produce text with introduction, body, and conclusion in conveying ideas: giving
relevant information on a given topic.
a narrative
b explanation
c news report
2 using gestures
4 using haptics
5 using posture
1 bank forms
2 composite/government forms
EN5VR-III-4 Identify multimedia elements: video (clip, film, tv ads, slide show, etc.).
EN5VR-III-5 Derive meaning for multimedia elements learned: identifying the author’s purpose.
75
QUARTER 4
CONTENT The learners demonstrate their expanding vocabulary knowledge as used in formal and informal situations; growing knowledge of
STANDARDS grammatical structures; literal, inferential, and critical comprehension of literary and informational texts, and developing skills in
composing and creating text in order to produce culture-appropriate texts based on one’s purpose, context, and target audience.
PERFORMAN The learners apply literal, inferential, and critical comprehension of literary and informational texts and produce culture-appropriate
CE texts: narrative and expository texts (explanation, news report) based on their purpose, context (Indigenous People and regional
STANDARDS celebrations), and target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive
language.
a personification
b hyperbole
7 drawing conclusions
10 applying the important story elements to one’s schema: evaluating possibility of an event happening in real life
1 noting important information through outlining (topic, main idea, supporting details): deductive
organization (inverted pyramid)
2 identifying text types
a explanation
b news report
a entertain
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4 drawing conclusions
5 making generalizations
6 making a summary
7 distinguishing fact from opinion (statements of facts, opinions, and fact-based statements of opinion)
Speaking and EN5SW-IV-1 Use words with literal (denotative) and implied (connotative) meanings in sentences.
Writing
(productive skills) 1 using context clues
a analogy
b general gist/sense
c punctuation
EN5SW-IV-2 Use tone and mood appropriately for one’s purpose, context, and target audience: formal.
a progressive
present
past
future
3 using adverbs
a noun
b pronoun
c adjective
EN5SW-IV-4 Produce text with introduction, body, and conclusion in conveying ideas: giving
relevant information on a given topic.
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a narrative
b explanation
c news report
EN5SW-IV-6 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
4 using haptics
5 using posture
1 bank forms
2 composite/government forms
EN5VR-IV-4 Identify multimedia elements: video (clip, film, tv ads, slide show, etc.).
EN5VR-IV-5 Derive meaning for multimedia elements learned: identifying the author’s purpose.
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GRADE 6
GRADE LEVEL STANDARD
The learners demonstrate applied and critical literacy in consolidating receptive and productive skills; use literal and implied meanings in composing
literary and informational texts; use a range of reference materials to compose narrative, expository, and persuasive texts with simple, compound, and
complex sentences; create simple survey forms for specific purposes; use tone and mood, and verbal and non-verbal cues for clarity of purpose and
meaning appropriate to age, gender and culture; and use visual and multimedia elements to derive meaning from and produce multimedia texts for
specific purposes.
QUARTER 1
CONTENT The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical structures;
STANDARDS literal, inferential, and critical comprehension of literary and informational texts; composing and creating text skills; and knowledge of
non-verbal cues and propaganda techniques in order to produce culture-based texts based on one’s purpose, context, and target
audience.
PERFORMAN The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture-based texts:
CE narrative, expository, and persuasive texts appropriate for their purpose, context (Indigenous People and regional celebrations), and
STANDARDS target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.
a hyperbole
b irony
7 drawing conclusions
8 identifying the main idea
10 applying the important story elements to one’s schema: learning vicariously from the text
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1 noting important information through outlining (topic, main idea, supporting details): inductive-
deductive organization (diamond)
a entertain
c persuade
4 drawing conclusions
5 making generalizations
6 making a summary
7 distinguishing fact from opinion (statements of facts, opinions, and fact-based statements of opinion)
b glittering generalities
c transfer
Speaking and EN6SW-I-1 Use words with literal (denotative) and implied (connotative) meanings in sentences.
Writing
1 using context clues: punctuation
(productive skills) 2 using general references (print and online): almanac
a perfect
present
past
future
5 using complement
a noun
b pronoun
c adjective
80