THE ENGLISH CURRICULUM GUIDE

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.

LEARNING AREA STANDARD

Learners demonstrate proficiency in using English in multiple modes to communicate effectively in a wide range of situations, with diverse audiences, and
in various contexts. They use their language skills to facilitate and enhance learning across different content areas. They critically analyze, appreciate,
and respond to a wide array of literary and informational texts, utilizing these resources to broaden their understanding, perspectives, and creativity.
Learners also actively engage in activities and discussions that encourage a deep appreciation and understanding of their cultural heritage, instilling a
sense of pride and identity that fosters cultural literacy and promote mutual respect and understanding in diverse social and educational environments.

KEY STAGE 1 STANDARD

By the end of Grade 3, learners are becoming literate and increasingly fluent in the use of English, with L1 as a literacy resource in understanding and
expressing familiar and developmentally-appropriate texts. They are able to use their conversational language skills in day-to-day activities and their first
language in understanding and discussing content in the learning areas; and take pride in their cultural heritage.

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.

12. Root. The core of a word that contains fundamental meaning.

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

Phonological Recognize rhymes in chants, poems, and stories heard. L L L L

Awareness
S S S S

Segment onset and rime. L L L L

S S S S

Phonics and Identify sight words.

Word Study
(sounds to print) 1 Grade 2 level-appropriate L L L L

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

Identify alphabet letter names. L

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

5 CCVC words (clusters and diphthongs) L L L

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

Vocabulary Identify high-frequency words accurately. L L L L L L L L

and Word
Knowledge S S S S S S S S
(words)
R R R R R R R R

W* W* W* W* W W W W

Use vocabulary referring to:

1 oneself and family L

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

Use content-specific words.

1 Mathematics (basic symbols and terminologies) 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

2 Science (basic terminologies) L L L L L

 5

S S S S S

R R R R R

W* W W W W

Identify words with different functions.

1 words that label persons, places, things, animals, events, ideas, and emotions (naming words - nouns)

a common and proper nouns L L L L

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*

2 words that label actions (doing words - verbs) 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

3 words that describe persons, places, things, animals, events, ideas, L L L L L L L L

 and emotions (describing words - adjectives) S S S S S S S S

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

Identify the synonyms and antonyms of words. L L L L L

 S S S S S

R R R R R

W* W W W W

Read words correctly for meaning (based on word patterns). L L L L L L L L

S S S S S S S S

R R R R R R R R

Write words legibly and correctly (based on word patterns). 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

Identify roots of high frequency words (nouns, verbs, and adjectives). L L L L

S S S S

R R R R

W W W W

Grammar Identify sentences and non-sentences. L L L L L L L L

Awareness and
Grammatical S S S S S S S S
Structures
(sentences) R R R R R R R R

Use simple sentences to express ideas about oneself, family, school, L L L L L L L L

community, physical environment, regional themes, national themes,
and content-specific topics. S S S S S S S S

R R R R R R R R

W* W* W* W* W W W W

Use simple sentences with proper intonation (pitch, juncture, rhythm). L L L L L L L L

 S S S S S S S S

7
R R R R R R R R

Sequence words to represent meaning in simple sentences.

1 telling sentences (declarative) L L L L L L L L

S S S S S S S S

R R R R R R R

W* W* W W W W

2 asking sentences (interrogative) L L L L L L L L

S S S S S S S S

R R R R R R R

W* W* W W W W

3 commanding and requesting sentences (imperative) L L L L L L

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).

1 telling sentences (declarative) L L L L L L L L

 S S S S S S S S

R R R R R R R

W* W* W W W W

2 asking sentences (interrogative) L L L L L L L L

S S S S S S S S

R R R R R R R

W* W* W W W W

3 commanding and requesting sentences (imperative) L L L L L L

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

Use correct capitalization and punctuation for simple sentences.

1 telling sentences (declarative) L L L L L L L L

S S S S S S S S

R R R R R R R

W* W* W W W W

2 asking sentences (interrogative) L L L L L L L L

 S S S S S S S S

R R R R R R R

W* W* W W W W

3 commanding and requesting sentences (imperative) L L L L L L

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 in a compound sentence:

1 the two independent clauses in a compound sentence L L L

S S S

R R R

W W W

2 the joining word in a compound sentence (coordinating conjunction) L L L

S S S

R R R

W W W

3 the doers and the actions in the two clauses L L L

9
 S S S

R R R

W W W

Use correct capitalization and punctuation in compound sentences. L L L

S S S

R R R

W W W

Identify discourse markers for a given text type.

1 time order and procedural L L L L L L L L

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

Comprehendi Read grade level sentences with appropriate speed, accuracy, L L L L L L L L

ng and and expression.
Analyzing S S S S S S S S
 Texts R R R R R R R R
(discourse)
Comprehend stories.

1 Note important elements from stories (characters, setting, events). 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

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

3 Identify the problem and solution in stories. L L L L L L L L

S S S S S S S S
 R R R R R R

W W W W

4 Infer the character's feelings and traits. L L L L L L L L

S S S S S S S S

R R R R R R

W W W W

5 Relate story events to one’s experience. L L L L L L L L

S S S S S S S S

R R R R R R

W W W W

6 Identify cause and effect of events. L L L L L L L L

S S S S S S S S

R R R R R R

W W W W

7 Predict possible ending. L L L L L L L L

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

Comprehend informational texts.

1 Note significant details in grade-level informational texts.

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

2 Identify problem and solution. L L L L L L L L

S S S S S S S S

R R R R R R

W W W W

3 Identify text types.

a time order and procedural L L L L L L L L

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

Creating and Use common expressions and polite greetings appropriate to a S S S S S S S S

Composing given situation.
Texts W* W* W* W* W W W W
(discourse)
Use own words in retelling myths, legends, fables, and narrative poems. S S S S S S S S

W* W* W* W* W W W W

Express ideas about one’s experiences:

1 oneself and family S

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

Use basic sight words, high frequency, and content-specific words. S S S S S S S S

W* W* W* W* W W W W

Compose texts to react to the character, setting, or events in a story. S S S S S S S S

W* W* W W W W

Compose texts to react to a topic. S S S S S S S S

W* W* W W W W

Make a summary of narrative text. S S S S S S S S

13
W* W* W W W W

Express ideas using text types:

1 time order and procedural S S S S S S S S

 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.

SUBDOMAINS LEARNING COMPETENCIES MACRO SKILLS

L S R W

Phonological EN2PA-I-1 Recognize rhymes in chants, poems, and stories heard. L S

Awareness
EN2PA-I-2 Segment onset and rime. L S

Phonics and EN2PWS-I-1 Identify Grade 2 level-appropriate sight words. L S R W*

Word Study
(sounds to words) EN2PWS-I-2 Identify alphabet letter names. L S R W*

EN2PWS-I-3 Read words accurately and automatically according to word L S R W*

patterns (initial, final, medial): CVC words

EN2VWK-I-1 Identify high-frequency words accurately. L S R W*

EN2VWK-I-2 Use vocabulary referring to:

1 oneself and family L S R W*

Vocabulary 2 content-specific topics L S R W*

and Word
Knowledge

(words) EN2VWK-I-3 Use content-specific words in Mathematics (basic symbols L S R W*

 and terminologies).

EN2VWK-I-4 Identify words with different functions.

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*

2 words that label actions (doing words - verbs) L S R

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

EN2VWK-I-5 Read words correctly for meaning (based on word patterns). L S R

EN2VWK-I-6 Write words legibly and correctly (based on word patterns). L S R W*

Grammar EN2GAGS-I-1 Identify sentences and non-sentences. L S R

Awareness and
Grammatical EN2GAGS-I-2 Use simple sentences to express ideas about oneself and family. L S R W*
Structures
(sentences) EN2GAGS-I-3 Use simple sentences with proper intonation (pitch, juncture, rhythm). L S R

EN2GAGS-I-4 Sequence words to represent meaning in simple sentences.

1 telling sentences (declarative) L S

2 asking sentences (interrogative) L S

EN2GAGS-I-5 Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).

1 telling sentences (declarative) L S

2 asking sentences (interrogative) L S

EN2GAGS-I-6 Use correct capitalization and punctuation for simple sentences.

 1 telling sentences (declarative) L S

2 asking sentences (interrogative) L S

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.

1 Note important elements from stories (characters, setting, events). L S R W*

2 Sequence at least three events. L S

3 Identify the problem and solution in stories. L S

4 Infer the character’s feelings and traits. L S

5 Relate story events to one’s experience. L S

16
6 Identify cause and effect of events. L S

7 Predict possible ending. L S

8 Give a summary. L S R

EN2CAT-I-3 Comprehend informational texts.

1 Note at least three significant details in informational texts. L S

2 Identify problem and solution. L S

3 Identify text types: time order and procedural. L S

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.

1 oneself and family S W*

2 content-specific topics S

EN2CCT-I-4 Use basic sight words, high frequency, and content-specific words. S W*

EN2CCT-I-5 Compose texts to react to the character, setting, or events in a story. S

EN2CCT-I-6 Compose texts to react to a topic. S

EN2CCT-I-7 Make a summary of narrative text. S

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.

SUBDOMAINS LEARNING COMPETENCIES MACRO SKILLS

L S R W

Phonological EN2PA-II-1 Recognize rhymes in chants, poems, and stories heard. L S

Awareness
EN2PA-II-2 Segment onset and rime. L S

Phonics and EN2PWS-II-1 Identify Grade 2 level-appropriate sight words. L S R W*

Word Study
(sounds to words) EN2PWS-II-2 Read words accurately and automatically according to word patterns (initial, final, medial).

1 CVC words L S R W*
 2 CVCe words L S R W*

3 CVVC words L S R W*

EN2VWK-II-1 Identify high-frequency words accurately. L S R W*

EN2VWK-II-2 Use vocabulary referring to:

1 school L S R W*

2 content-specific topics L S R W*

EN2VWK-II-3 Use content-specific words in Mathematics (basic symbols L S R W*

and terminologies).

Vocabulary EN2VWK-II-4 Identify words with different functions.

and Word
Knowledge

(words) 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*

2 words that label actions (doing words - verbs) L S R

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*

EN2VWK-II-5 Read words correctly for meaning (based on word patterns). L S R

EN2VWK-II-6 Write words legibly and correctly (based on word patterns). L S R W*

 Grammar EN2GAGS-II-1 Identify sentences and non-sentences. L S R
Awareness and
Grammatical EN2GAGS-II-2 Use simple sentences to express ideas about school. L S R W*
Structures
(sentences) EN2GAGS-II-3 Use simple sentences with proper intonation (pitch, juncture, rhythm). L S R

EN2GAGS-II-4 Sequence words to represent meaning in simple sentences.

1 telling sentences (declarative) L S R

2 asking sentences (interrogative) L S R

EN2GAGS-II-5 Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).

1 telling sentences (declarative) L S R

2 asking sentences (interrogative) L S R

EN2GAGS-II-6 Use correct capitalization and punctuation for simple sentences.

1 telling sentences (declarative) L S R

2 asking sentences (interrogative) L S R

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.

1 Note important elements from stories (characters, setting, events). L S R W*

2 Sequence at least three events. L S R

3 Identify the problem and solution in stories. L S

4 Infer the character’s feelings and traits. L S

5 Relate story events to one’s experience. L S

6 Identify cause and effect of events. L S

 7 Predict possible ending. L S

8 Give a summary. L S R

EN2CAT-II-3 Comprehend informational texts.

1 Note at least three significant details in informational texts. L S R

19
2 Identify problem and solution. L S

3 Identify text types: time order and procedural. L S R

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*

EN2CCT-II-3 Express ideas about one’s experiences.

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-5 Compose texts to react to the character, setting, or events in a story. S

EN2CCT-II-6 Compose texts to react to a topic. S

EN2CCT-II-7 Make a summary of narrative text. S

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.

SUBDOMAINS LEARNING COMPETENCIES MACRO SKILLS

L S R W

Phonological EN2PA-III-1 Recognize rhymes in chants, poems, and stories heard. L S

Awareness
EN2PA-III-2 Segment onset and rime. L S

Phonics and EN2PWS-III-1 Identify Grade 2 level-appropriate sight words. L S R W*

Word Study
(sounds to words) EN2PWS-III-2 Read words accurately and automatically according to word patterns (initial, final, medial).

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*

5 CCVC words (clusters and diphthongs) L S R W*

EN2VWK-III-1 Identify high-frequency words accurately. L S R W*

EN2VWK-III-2 Use vocabulary referring to:

1 community L S R W*

2 content-specific topics L S R W*

Vocabulary EN2VWK-III-3 Use content-specific words in Mathematics (basic symbols L S R W*

and Word and terminologies).
Knowledge

(words) EN2VWK-III-4 Identify words with different functions.

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*

2 words that label actions (doing words - verbs) 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*

EN2VWK-III-5 Read words correctly for meaning (based on word patterns). L S R

EN2VWK-III-6 Write words legibly and correctly (based on word patterns). L S R W*

Grammar EN2GAGS-III-1 Identify sentences and non-sentences. L S R

Awareness and
Grammatical EN2GAGS-III-2 Use simple sentences to express ideas about community. L S R W*
Structures
(sentences) EN2GAGS-III-3 Use simple sentences with proper intonation (pitch, juncture, rhythm). L S R

EN2GAGS-III-4 Sequence words to represent meaning in simple sentences.

1 telling sentences (declarative) L S R W*

2 asking sentences (interrogative) L S R W*

3 commanding and requesting sentences (imperative) L S

4 exclamatory sentences L S

EN2GAGS-III-5 Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).

1 telling sentences (declarative) L S R W*

 2 asking sentences (interrogative) L S R W*

3 commanding and requesting sentences (imperative) L S

4 exclamatory sentences L S

EN2GAGS-III-6 Use correct capitalization and punctuation for simple sentences.

1 telling sentences (declarative) L S R W*

2 asking sentences (interrogative) L S R W*

3 commanding and requesting sentences (imperative) L S

4 exclamatory sentences L S

EN2GAGS-III-7 Identify discourse markers for a given text type.

1 time order and procedural L S R W*

2 description L S R

EN2CAT-III-1 Read grade level sentences with appropriate speed, accuracy, L S R

and expression.

22
EN2CAT-III-2 Comprehend stories.
1 Note important elements from stories (characters, setting, events). L S R W*

2 Sequence at least three to four events. L S R

3 Identify the problem and solution in stories. L S R

4 Infer the character’s feelings and traits. L S R

5 Relate story events to one’s experience. L S R

Comprehending 6 Identify cause and effect of events. L S R

and Analyzing Text 7 Predict possible ending. L S R

 (discourse) 8 Give a summary. L S R

EN2CAT-III-3 Comprehend informational texts.

1 Note at least three to four significant details in informational texts. L S R

2 Identify problem and solution. L S R

3 Identify text types. L S R W*

a. time order and procedural 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*

EN2CCT-III-3 Express ideas about one’s experiences.

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-5 Compose texts to react to the character, setting, or events in a story. S W*

EN2CCT-III-6 Compose texts to react to a topic. S W*

EN2CCT-III-7 Make a summary of narrative text. 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.

SUBDOMAINS LEARNING COMPETENCIES MACRO SKILLS

L S R W

Phonological EN2PA-IV-1 Recognize rhymes in chants, poems, and stories heard. L S

Awareness
EN2PA-IV-2 Segment onset and rime. L S

Phonics and EN2PWS-IV-1 Identify Grade 2 level-appropriate sight words. L S R W*

Word Study
(sounds to words) EN2PWS-IV-2 Read words accurately and automatically according to word patterns (initial, final, medial).

1 CVCe words L S R W*

2 CVVC words L S R W*

3 CVCC words L S R W*

4 CCVC words (clusters and diphthongs) L S R W*

5 VCV words L S R W*

6 VCCV words L S R W*

EN2VWK-IV-1 Identify high-frequency words accurately. L S R W*

EN2VWK-IV-2 Use vocabulary referring to:

1 physical environment L S R W*

2 content-specific topics L S R W*

Vocabulary and EN2VWK-IV-3 Use content-specific words. L S R W*

Word Knowledge 1 Mathematics (basic symbols and terminologies) L S R W*

(words) 2 Science (basic terminologies) L S R W*

 EN2VWK-IV-4 Identify words with different functions.

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*

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*

EN2VWK-IV-5 Identify the synonyms and antonyms of words. L S R W*

EN2VWK-IV-6 Read words correctly for meaning (based on word patterns). L S R

EN2VWK-IV-7 Write words legibly and correctly (based on word patterns). L S R W*

Grammar EN2GAGS-IV-1 Identify sentences and non-sentences. L S R

Awareness and
Grammatical EN2GAGS-IV-2 Use simple sentences to express ideas about environment. L S R W*
Structures
(sentences) EN2GAGS-IV-3 Use simple sentences with proper intonation (pitch, juncture, rhythm). L S R

EN2GAGS-IV-4 Sequence words to represent meaning in simple sentences.

1 telling sentences (declarative) L S R W*

2 asking sentences (interrogative) L S R W*

 3 commanding and requesting sentences (imperative) 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).

1 telling sentences (declarative) L S R W*

2 asking sentences (interrogative) L S R W*

3 commanding and requesting sentences (imperative) L S R W*

4 exclamatory sentences L S R W*

EN2GAGS-IV-6 Use correct capitalization and punctuation for simple sentences.

1 telling sentences (declarative) L S R W*

2 asking sentences (interrogative) L S R W*

3 commanding and requesting sentences (imperative) L S R W*

4 exclamatory sentences L S R W*

EN2GAGS-IV-7 Identify discourse markers for a given text type.

1 time order and procedural 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.

1 Note important elements from stories (characters, setting, events). L S R W*

2 Sequence at least three to four events. L S R W*

3 Identify the problem and solution in stories. L S R

4 Infer the character’s feelings and traits. L S R

 5 Relate story events to one’s experience. L S R

6 Identify cause and effect of events. L S R

7 Predict possible ending. L S R

8 Give a summary. L S R

EN2CAT-IV-3 Comprehend informational texts.

1 Note at least three to four significant details in informational texts. L S R W*

2 Identify problem and solution. L S R

3 Identify text types. L S R W*

a. time order and procedural L S R W*

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*

EN2CCT-IV-3 Express ideas about one’s experiences.

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-5 Compose texts to react to the character, setting, or events in a story. S W*

EN2CCT-IV-6 Compose texts to react to a topic. S W*

EN2CCT-IV-7 Make a summary of narrative text. S W*

EN2CCT-IV-8 Express ideas using text types: time order and procedural. S W*

26
 GRADE 3

GRADE LEVEL STANDARD

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.

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.

SUBDOMAINS LEARNING COMPETENCIES MACRO SKILLS

L S R W

Phonics and EN3PWS-I-1 Identify Grade 3 level-appropriate sight words. L S R W

Word Study
(sounds to words) EN3PWS-I-2 Read words accurately and automatically according to word patterns (initial, final, medial).

1 CVCC words L S R W

2 CCVC words (clusters and diphthongs) L S R W

3 VCV words L S R W

4 VCCV words L S R W

Vocabulary EN3VWK-I-1 Identify high-frequency words accurately. L S R W

and Word
Knowledge EN3VWK-I-2 Use vocabulary referring to:
(words)
1 regional themes L S R W

2 content-specific topics L S R W
 EN3VWK-I-3 Use content-specific words. L S R W

1 Mathematics (basic symbols and terminologies) L S R W

2 Science (basic terminologies) L S R W

EN3VWK-I-4 Identify words with different functions.

1 words that label actions (doing words - verbs) 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-5 Identify the synonyms and antonyms of words. L S R W

EN3VWK-I-6 Read words correctly for meaning (based on word patterns). L S R

EN3VWK-I-7 Write words legibly and correctly (based on word patterns). L S R W

EN3VWK-I-8 Identify roots of high frequency words (nouns, verbs, and adjectives). L S R W

Grammar EN3GAGS-I-1 Identify sentences and non-sentences. L S R

Awareness and
Grammatical EN3GAGS-I-2 Use simple sentences to express ideas about regional themes. L S R W
Structures
(sentences) EN3GAGS-I-3 Use simple sentences with proper intonation (pitch, juncture, rhythm). L S R

EN3GAGS-I-4 Sequence words to represent meaning in simple sentences.

1 telling sentences (declarative) L S R W

2 asking sentences (interrogative) L S R W

3 commanding and requesting sentences (imperative) L S R W

 4 exclamatory sentences L S R W

EN3GAGS-I-5 Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).

1 telling sentences (declarative) L S R W

2 asking sentences (interrogative) L S R W

3 commanding and requesting sentences (imperative) L S R W

4 exclamatory sentences L S R W

EN3GAGS-I-6 Use correct capitalization and punctuation for simple sentences.

1 telling sentences (declarative) L S R W

2 asking sentences (interrogative) L S R W

3 commanding and requesting sentences (imperative) L S R W

4 exclamatory sentences L S R W

EN3GAGS-I-7 Identify discourse markers for a given text type.

1 time order and procedural 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.

1 Note important elements from stories (characters, setting, events). L S R W

2 Sequence at least four to five events. L S R W

3 Identify the problem and solution in stories. L S R W

4 Infer the character’s feelings and traits. L S R W

 5 Relate story events to one’s experience. L S R W

6 Identify cause and effect of events. L S R W

7 Predict possible ending. L S R W

8 Give a summary. L S R W

EN3CAT-I-3 Comprehend informational texts.

1 Note at least four to five significant details in informational texts. L S R W

2 Identify problem and solution. L S R W

3 Identify text types. L S R W

a. time order and procedural 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

EN3CCT-I-3 Express ideas about one’s experiences.

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

EN3CCT-I-5 Compose texts to react to the character, setting, or events in a story. S W

EN3CCT-I-6 Compose texts to react to a topic. S W

EN3CCT-I-7 Make a summary of narrative text. S W

EN3CCT-I-8 Express ideas using text types. S W

 29
1 time order and procedural 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.

SUBDOMAINS LEARNING COMPETENCIES MACRO SKILLS

L S R W

Phonics and EN3PWS-II-1 Identify Grade 3 level-appropriate sight words. L S R W

Word Study
(sounds to words) EN3PWS-II-2 Read words accurately and automatically according to word patterns (initial, final, medial).

1 VCV words L S R W

2 VCCV words L S R W

Vocabulary EN3VWK-II-1 Identify high-frequency words accurately. L S R W

and Word
Knowledge EN3VWK-II-2 Use vocabulary referring to:
(words)
1 regional themes L S R W

2 content-specific topics L S R W

EN3VWK-II-3 Use content-specific words. L S R W

 1 Mathematics (basic symbols and terminologies) L S R W

2 Science (basic terminologies) L S R W

EN3VWK-II-4 Identify words with different functions.

1 words that label actions (doing words - verbs) 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-5 Identify the synonyms and antonyms of words. L S R W

EN3VWK-II-6 Read words correctly for meaning (based on word patterns). L S R

EN3VWK-II-7 Write words legibly and correctly (based on word patterns). 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

EN3GAGS-II-4 Sequence words to represent meaning in simple sentences.

1 telling sentences (declarative) L S R W

2 asking sentences (interrogative) L S R W

3 commanding and requesting sentences (imperative) L S R W

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

2 asking sentences (interrogative) L S R W

3 commanding and requesting sentences (imperative) L S R W

4 exclamatory sentences L S R W

EN3GAGS-II-6 Use correct capitalization and punctuation for simple sentences.

1 telling sentences (declarative) L S R W

2 asking sentences (interrogative) L S R W

3 commanding and requesting sentences (imperative) L S R W

4 exclamatory sentences L S R W

EN3GAGS-II-7 Identify in a compound sentence:

1 the two independent clauses in a compound sentence L S R W

2 the joining word in a compound sentence (coordinating conjunction) L S R W

3 the doers and the actions in the two clauses L S R W

EN3GAGS-II-8 Use correct capitalization and punctuation in compound sentences. L S R W

EN3GAGS-II-9 Identify discourse markers for a given text type.

1 time order and procedural 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.

1 Note important elements from stories (characters, setting, events). L S R W

32
 2 Sequence at least four to five events. L S R W

3 Identify the problem and solution in stories. L S R W

4 Infer the character’s feelings and traits. L S R W

5 Relate story events to one’s experience. L S R W

6 Identify cause and effect of events. L S R W

7 Predict possible ending. L S R W

8 Give a summary. L S R W

EN3CAT-II-3 Comprehend informational texts.

1 Note at least four to five significant details in informational texts. L S R W

2 Identify problem and solution. L S R W

3 Identify text types. L S R W

a. time order and procedural 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

EN3CCT-II-3 Express ideas about one’s experiences.

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

EN3CCT-II-6 Compose texts to react to a topic. S W

EN3CCT-II-7 Make a summary of narrative text. S W

EN3CCT-II-8 Express ideas using text types. S W

1 time order and procedural 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.

SUBDOMAINS LEARNING COMPETENCIES MACRO SKILLS

L S R W

Phonics and EN3PWS-III-1 Identify Grade 3 level-appropriate sight words. L S R W

Word Study
(sounds to words)

Vocabulary EN3VWK-III-1 Identify high-frequency words accurately. L S R W

and Word
Knowledge EN3VWK-III-2 Use vocabulary referring to:
(words)
1 national themes L S R W
2 content-specific topics L S R W

EN3VWK-III-3 Use content-specific words. L S R W

1 Mathematics (basic symbols and terminologies) L S R W

2 Science (basic terminologies) L S R W

EN3VWK-III-4 Identify words with different functions.

1 words that label actions (doing words - verbs) 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-5 Identify the synonyms and antonyms of words. L S R W

EN3VWK-III-6 Read words correctly for meaning (based on word patterns). L S R

EN3VWK-III-7 Write words legibly and correctly (based on word patterns). L S R W

EN3VWK-III-8 Identify roots of high frequency words (nouns, verbs, and adjectives). L S R W

EN3GAGS-III-1 Identify sentences and non-sentences. L S R

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

EN3GAGS-III-4 Sequence words to represent meaning in simple sentences.

1 telling sentences (declarative) L S R W

2 asking sentences (interrogative) L S R W

3 commanding and requesting sentences (imperative) L S R W

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).

1 telling sentences (declarative) L S R W

2 asking sentences (interrogative) L S R W

3 commanding and requesting sentences (imperative) L S R W

Grammar 4 exclamatory sentences L S R W

Awareness and EN3GAGS-III-6 Use correct capitalization and punctuation for simple sentences.
Grammatical

Structures 1 telling sentences (declarative) L S R W

(sentences) 2 asking sentences (interrogative) L S R W

3 commanding and requesting sentences (imperative) L S R W

4 exclamatory sentences L S R W

EN3GAGS-III-7 Identify in a compound sentence:

1 the two independent clauses in a compound sentence L S R W

2 the joining word in a compound sentence (coordinating conjunction) L S R W

3 the doers and the actions in the two clauses L S R W

EN3GAGS-III-8 Use correct capitalization and punctuation in compound sentences. L S R W

EN3GAGS-III-9 Identify discourse markers for a given text type.

1 time order and procedural 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

2 Sequence at least five events. L S R W

35
3 Identify the problem and solution in stories. L S R W

4 Infer the character’s feelings and traits. L S R W

5 Relate story events to one’s experience. L S R W

6 Identify cause and effect of events. L S R W

7 Predict possible ending. L S R W

8 Give a summary. L S R W

EN3CAT-III-3 Comprehend informational texts.

1 Note at least five significant details in informational texts. L S R W

2 Identify problem and solution. L S R W

3 Identify text types. L S R W

a. time order and procedural 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

EN3CCT-III-3 Express ideas about one’s experiences.

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

EN3CCT-III-5 Compose texts to react to the character, setting, or events in a story. S W

EN3CCT-III-6 Compose texts to react to a topic. S W

EN3CCT-III-7 Make a summary of narrative text. S W

EN3CCT-III-8 Express ideas using text types. S W

1 time order and procedural 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.

SUBDOMAINS LEARNING COMPETENCIES MACRO SKILLS

L S R W

Phonics and EN3PWS-IV-1 Identify Grade 3 level-appropriate sight words. L S R W

Word Study
(sounds to words)

Vocabulary EN3VWK-IV-1 Identify high-frequency words accurately. L S R W

 and Word EN3VWK-IV-2 Use vocabulary referring to:
Knowledge
(words) 1 national themes L S R W

2 content-specific topics L S R W

EN3VWK-IV-3 Use content-specific words. L S R W

1 Mathematics (basic symbols and terminologies) L S R W

2 Science (basic terminologies) L S R W

EN3VWK-IV-4 Identify words with different functions.

1 words that label actions (doing words - verbs) 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-5 Identify the synonyms and antonyms of words. L S R W

EN3VWK-IV-6 Read words correctly for meaning (based on word patterns). L S R

EN3VWK-IV-7 Write words legibly and correctly (based on word patterns). L S R W

EN3VWK-IV-8 Identify roots of high frequency words (nouns, verbs, and adjectives). L S R W

Grammar EN3GAGS-IV-1 Identify sentences and non-sentences. L S R

Awareness and
Grammatical EN3GAGS-IV-2 Use simple sentences to express ideas about national themes. 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.

(sentences) 1 telling sentences (declarative) L S R W

2 asking sentences (interrogative) L S R W

3 commanding and requesting sentences (imperative) L S R W

 4 exclamatory sentences L S R W

EN3GAGS-IV-5 Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).

1 telling sentences (declarative) L S R W

2 asking sentences (interrogative) L S R W

3 commanding and requesting sentences (imperative) L S R W

4 exclamatory sentences L S R W

EN3GAGS-IV-6 Use correct capitalization and punctuation for simple sentences.

1 telling sentences (declarative) L S R W

2 asking sentences (interrogative) L S R W

3 commanding and requesting sentences (imperative) L S R W

4 exclamatory sentences L S R W

EN3GAGS-III-7 Identify in a compound sentence:

1 the two independent clauses in a compound sentence L S R W

2 the joining word in a compound sentence (coordinating conjunction) L S R W

3 the doers and the actions in the two clauses L S R W

EN3GAGS-III-8 Use correct capitalization and punctuation in compound sentences. L S R W

EN3GAGS-IV-9 Identify discourse markers for a given text type.

1 time order and procedural 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.

1 Note important elements from stories (characters, setting, events). L S R W

2 Sequence at least five events. L S R W

3 Identify the problem and solution in stories. L S R W

4 Infer the character’s feelings and traits. L S R W

38
5 Relate story events to one’s experience. L S R W

6 Identify cause and effect of events. L S R W

7 Predict possible ending. L S R W

8 Give a summary. L S R W

EN3CAT-IV-3 Comprehend informational texts.

1 Note at least five significant details in informational texts. L S R W

2 Identify problem and solution. L S R W

3 Identify text types. L S R W

a. time order and procedural 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

EN3CCT-IV-3 Express ideas about one’s experiences.

 1 national themes S W

2 content-specific topics S W

EN3CCT-IV-4 Use basic sight words, high frequency, and content-specific words. S W

EN3CCT-IV-5 Compose texts to react to the character, setting, or events in a story. S W

EN3CCT-IV-6 Compose texts to react to a topic. S W

EN3CCT-IV-7 Make a summary of narrative text. S W

EN3CCT-IV-8 Express ideas using text types. S W

1 time order and procedural S W

2 description S W

3 explanation S W

39
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.

GRADE LEVEL STANDARDS

G4 The learners demonstrate basic and applied and critical literacy in 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 some complex
sentences; use verbal and non-verbal cues for clarity of purpose and meaning appropriate to age, gender, and culture; and use visual elements
to derive meaning and evaluate the cultural appropriateness of visual texts.

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.

40
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.

41
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

Listening and Comprehend literary texts.

Reading
(receptive skills) 1 noting important elements (story grammar)
✓✓✓✓

2 identifying author's/speaker’s point of view

a first person
✓✓

b second person
✓✓✓✓

c third person (omniscient)

✓✓

3 sequencing events

a at least 6 events
✓✓

b at least 7 events

c at least 8 events

4 identifying type of plot

a sequential
✓✓

b flashback
✓✓✓✓✓✓

5 analyzing sound devices

a onomatopoeia
✓✓✓✓✓

b alliteration
 c assonance
✓✓✓

d consonance
✓✓

6 analyzing figures of speech to get and clarify meaning

a simile
✓✓

b metaphor

c personification

d hyperbole

e irony

7 inferring

a setting, theme, genre

✓✓

b character's feelings and traits

 42
c author’s purpose, message, target audience

8 making predictions

a outcomes of events
✓✓

b character's possible decision/action

c possible ending

9 drawing conclusions
✓✓✓✓✓✓✓

10 identifying the main idea

✓✓✓✓
11 summarizing story events
✓✓✓✓✓✓✓

12 differentiating fantasy from reality

✓✓

13 applying the important story elements to one’s schema

a relating story to one’s experiences

✓✓

b evaluating possibility of an event happening in

real life

c learning vicariously from the text

Comprehend informational texts.

1 noting important information through outlining (topic, main idea, supporting details)

a inductive organization (pyramid)

✓✓✓✓

b deductive organization (inverted pyramid)

c inductive-deductive organization (diamond)

2 identifying text types

a enumeration-description
✓✓

b time order: chronology

✓✓

c time order: procedural

✓✓

d recount
✓✓
 e explanation

f news report

g persuasive

3 identifying author’s purpose

a entertain
✓✓✓✓✓✓✓

b inform, explain, describe

✓✓✓✓

c persuade
 43
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)

8 identifying propaganda technique used to persuade audience to further an idea or agenda

a name calling or labelling

✓

b glittering generalities
✓

c transfer
✓

d testimonies/testimonials
✓

e plain folks
✓

f bandwagon
✓

g fear
✓

h half-truths or spin
✓

i bad logic/unwarranted extrapolation

✓

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
✓✓

2 using structural analysis

a root words
✓✓

b prefixes

un-, in-, il-, ir-, im-, mis-, dis-

✓

non-, anti-, de-, mal-, sub-, a-, under-

✓
 44
re-, ex-, super-, inter-, intra-, mid-
✓

pre-, post-, semi-, over-, fore-, trans-

✓

uni-, mono-, bi-, tri-, quad-, multi-, poly-

✓

c suffixes

-able, -en, -ful, -ion, -less, -er, -or, -ly, -

ible, -ness ✓

-dom, -ity/-ty, -ment, -ship, -wise, -al, -

age, - ious/-ous ✓

noun-forming suffixes
✓
 adjective-forming suffixes
✓

verb-forming suffixes
✓

adverb-forming suffixes
✓

d compound words
✓

3 using general references (print and online)

a dictionary
✓

b glossary
✓

c thesaurus
✓

d encyclopedia
✓

e almanac
✓

f directories (acronyms and abbreviations used

by organizations) ✓

g handbooks and manuals

✓

Use tone and mood appropriately for one’s purpose, context, and target audience.

1 informal
✓✓

2 formal

Compose appropriate sentences for clarity and coherence.

1 using subject-verb agreement

 a number of nouns

regular
✓✓

irregular
✓✓

b kinds of nouns

45
mass, count
✓✓

collective, concrete, abstract

✓✓✓

possessive, compound
✓✓

c subject pronouns

personal
✓✓

indefinite
✓✓

possessive
✓✓

demonstrative
✓✓

relative
✓✓

reflexive
✓✓

2 using kinds of verbs

 a action
✓✓✓✓

b helping
✓✓

c linking (and sense)

d transitive

e intransitive

3 using tenses of verbs

a simple

present
✓✓

past
✓✓✓✓

future
✓✓

b progressive

present

past

future

c perfect

present

past
 future

4 using active and passive voices

✓✓✓✓

5 using adjectives

46
a descriptive/qualitative or attributive
✓

b quantitative/numeral
✓

c degrees of regular adjectives

✓

d degrees of irregular adjectives

✓

e series (quality, size, shape, color)

✓

f series (determiner, quantity, quality, size,

shape, color) ✓

6 using prepositional phrases as adjective

(adjectival phrase) ✓✓

7 using adverbs

a manner
✓
 b time
✓

c place
✓

d frequency
✓

e intensity
✓

f degrees of regular adverbs

✓

g degrees of irregular adverbs

✓

h order of adverbs (manner, place, frequency,

time, purpose) ✓

8 using prepositional phrases as adverbs

✓✓
(adverbial phrase)

9 using complement

a noun
✓✓✓✓✓✓✓

b pronoun
✓✓

c adjective

10 composing complex sentences

✓✓

11 composing compound-complex sentences

✓✓✓✓✓✓✓

Produce text with introduction, body, and conclusion in conveying ideas.

1 using introduction, body, and conclusion
✓✓✓✓

2 giving relevant information on a given topic

3 providing evidence to support information

47
Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose, context,
and target audience.

1 using text types

a narrative
✓✓✓✓

b enumeration-description
✓✓
 c time order: chronology
✓✓

d time order: procedural

✓✓

e recount
✓✓

f explanation

g news report

h persuasive

2 using friendly letters (e.g., excuse, invitation,

gratitude, etc.) ✓✓✓

Use appropriate non-verbal cues for clarity of context, purpose, and meaning.

1 using facial expressions

✓✓✓✓

2 using gestures
✓✓✓✓✓✓✓

3 using eye contact

✓✓

4 using haptics
✓✓✓✓✓✓✓
5 using posture
✓✓✓

6 using proxemics and blocking

✓✓✓✓✓✓✓

Fill out forms accurately.

1 personal data forms

✓✓

2 school forms
✓✓

3 bank forms
✓✓

4 composite/government forms
✓✓

Create simple survey forms based on purpose.

1 personal data information (print)

✓

2 open-ended survey forms (print)

✓

3 interview survey forms (oral)

✓

4 online survey forms (digital)

✓

Identify visual elements.

 48
Viewing and using lines
Representing
1 a straight
✓

b diagonal and zigzag

✓

c thin, thick, broken, and dotted

✓
2 using shapes

a geometric
✓

b organic
✓

c abstract
✓

3 using colors (general meaning of colors)

✓

4 using space (three-dimensional, four-dimensional,

and proportional) ✓

5 using layout (margin, grid, header, slide bar)

✓

6 using directionality (linear, overlapping shapes)

✓

Derive meaning based on the visual elements.

1 interpreting lines, shapes, and colors used to

convey meaning ✓✓

2 interpreting images/ideas that are explicitly used

to influence viewers (symbolism) ✓✓✓✓

3 interpreting tone and mood (colors, space,

layout, directionality)

4 identifying the purpose of the visual text

✓ ✓ ✓ ✓

✓
 ✓

5 analyzing how visual elements contribute to the

meaning of a text ✓✓✓

6 interpreting images/ideas that are explicitly used to influence viewers

a stereotypes on age and gender

b stereotypes on socio-economic status

Identify real or make-believe, fact or non-fact images.

✓✓

Evaluate cultural appropriateness of visual elements.

✓✓✓✓✓✓✓

Create a visual text drawn from visual elements learned.

✓ ✓✓✓

Identify multimedia elements.

1 text (headlines, subtitles, slogans)

✓✓

49
2 graphics (photographs, drawings, graphs,
illustrations, icons, etc.) ✓✓

3 audio (dialogue, recorded narration, music,

sound effects) ✓✓

4 video (clip, film, tv ads, slide show, etc.)

✓✓✓✓✓✓

5 animation (two-dimensional, three-dimensional)

Derive meaning for multimedia elements learned.

1 identifying the author’s purpose

✓✓✓

2 analyzing how multimedia elements contribute to

the meaning of a text

3 determining ideas that are explicitly used to influence viewers

a author’s point of view/stand

b propaganda technique used

Create a multimedia text drawn from

multimedia elements learned. ✓
 50
GRADE 4

GRADE LEVEL STANDARD

The learners demonstrate basic and applied and critical literacy in 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 some complex sentences; use verbal and
non-verbal cues for clarity of purpose and meaning appropriate to age, gender, and culture; and use visual elements to derive meaning and evaluate the
cultural appropriateness of visual texts.

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.

SUBDOMAINS LEARNING COMPETENCIES

Listening and EN4LR-I-1 Comprehend literary texts.

Reading
(receptive skills) 1 noting important elements (story grammar)

2 identifying author's/speaker’s point of view

a first person

b second person

c third person (omniscient)

3 sequencing at least 6 events

4 identifying type of plot: sequential

5 analyzing sound devices: onomatopoeia

6 inferring: setting, theme, genre

7 making predictions: outcomes of events

8 drawing conclusions

9 identifying the main idea

10 summarizing story events

51
11 differentiating fantasy from reality

12 applying the important story elements to one’s schema: relating story to one’s experiences

EN4LR-I-2 Comprehend informational texts.

 1 noting important information through outlining (topic, main idea, supporting details): inductive
organization (pyramid)

2 identifying text types: enumeration-description

3 identifying author’s purpose

a entertain

b inform, explain, describe

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

2 using structural analysis

a root words

b prefixes: un-, in-, il-, ir-, im- mis-, dis

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.

EN4SW-I-3 Compose appropriate sentences for clarity and coherence.

1 using subject-verb agreement

a number of nouns: regular

b kinds of nouns: mass, count

c subject pronouns: personal

 2 using kinds of verbs: action

3 using tenses of verbs

a simple

present

past

52
future

4 using active and passive voices

5 using adjectives: descriptive/qualitative or attributive

6 composing complex sentences

EN4SW-I-4 Produce text with introduction, body, and conclusion in conveying idea: using
introduction, body, and conclusion.

EN4SW-I-5 Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for

one’s purpose, context, and target audience.

1 using text types

a narrative

b enumeration-description

2 using friendly letters (e.g., excuse, invitation, gratitude, etc.)

EN4SW-I-6 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.

1 using facial expressions

2 using gestures

Viewing and EN4VR-I-1 Identify visual elements.

Representing
1 using lines
 a straight

b diagonal and zigzag

c thin, thick, broken, and dotted

EN4VR-I-2 Derive meaning based on the visual elements.

1 interpreting lines, shapes, and colors used to convey meaning

2 interpreting images/ideas that are explicitly used to influence viewers (symbolism)

3 identifying the purpose of the visual text

EN4VR-I-3 Identify real or make-believe, fact or non-fact images.

EN4VR-I-4 Identify multimedia elements: text (headlines, subtitles, slogans).

53
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.

SUBDOMAINS LEARNING COMPETENCIES

Listening and EN4LR-II-1 Comprehend literary texts.

Reading
(receptive skills) 1 noting important elements (story grammar)

2 identifying author's/speaker’s point of view

a first person

b second person
 c third person (omniscient)

3 sequencing at least 6 events

4 identifying type of plot: sequential

5 analyzing sound devices

a onomatopoeia

b alliteration

6 inferring: setting, theme, genre

7 making predictions: outcomes of events

8 drawing conclusions

9 identifying the main idea

10 summarizing story events

11 differentiating fantasy from reality

12 applying the important story elements to one’s schema: relating story to one’s experiences

EN4LR-II-2 Comprehend informational texts.

1 noting important information through outlining (topic, main idea, supporting details): inductive
organization (pyramid)

2 identifying text types

54
a enumeration-description

b time order: chronology

c time order: procedural

3 identifying author’s purpose

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

2 using structural analysis

a root words

b prefixes: non-, anti-, de-, mal-, sub-, a-, under

c suffixes: -dom, -ity/-ty, -ment, -ship, -wise, -al, -age, -ious/-ous

EN4SW-II-2 Use tone and mood appropriately for one’s purpose, context, and target audience: informal.

EN4SW-II-3 Compose appropriate sentences for clarity and coherence.

1 using subject-verb agreement

a number of nouns: regular

b kinds of nouns: mass, count

c subject pronouns

personal

indefinite

2 using kinds of verbs: action

3 using tenses of verbs

a simple

present
 past

future

4 using active and passive voices

55
5 using adjectives: quantitative/numeral

6 composing complex sentences

EN4SW-II-4 Produce text with introduction, body, and conclusion in conveying ideas: using
introduction, body, and conclusion.

EN4SW-II-5 Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for

one’s purpose, context, and target audience.

1 using text types

a narrative

b enumeration-description

c time order: chronology

d time order: procedural

2 using friendly letters (e.g., excuse, invitation, gratitude, etc.)

EN4SW-II-6 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.

1 using facial expressions

2 using gestures

Viewing and EN4VR-II-1 Identify visual elements.

Representing
1 using shapes

a geometric

b organic
 c abstract

EN4VR-II-2 Derive meaning based on the visual elements.

1 interpreting lines, shapes, and colors used to convey meaning

2 interpreting images/ideas that are explicitly used to influence viewers (symbolism)

3 identifying the purpose of the visual text

EN4VR-II-3 Identify real or make-believe, fact or non-fact images.

EN4VR-II-4 Identify multimedia elements: text (headlines, subtitles, slogans).

56
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.

SUBDOMAINS LEARNING COMPETENCIES

Listening and EN4LR-III-1 Comprehend literary texts.

Reading
(receptive skills) 1 noting important elements (story grammar)

2 identifying author's/speaker’s point of view

a first person

b second person

c third person (omniscient)

3 sequencing at least 6 events

4 identifying type of plot: sequential

5 analyzing sound devices

a onomatopoeia

b alliteration

c assonance

6 analyzing figures of speech to get and clarify meaning: simile

7 inferring: setting, theme, genre

8 making predictions: outcomes of events

9 drawing conclusions

10 identifying the main idea

11 summarizing story events

12 differentiating fantasy from reality

13 applying the important story elements to one’s schema: relating story to one’s experiences

EN4LR-III-2 Comprehend informational texts.

57
1 noting important information through outlining (topic, main idea, supporting details): inductive
organization (pyramid)

2 identifying text types

a time order: chronology

b time order: procedural

c recount

3 identifying author’s purpose

 a entertain

b inform, explain, describe

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

2 using structural analysis

a root words

b prefixes: re-, ex-, super-, inter-, intra-, mid

c suffixes: noun-forming suffixes

EN4SW-III-2 Use tone and mood appropriately for one’s purpose, context, and target audience: informal.

EN4SW-III-3 Compose appropriate sentences for clarity and coherence.

1 using subject-verb agreement

a number of nouns: irregular

b kinds of nouns: collective, concrete, abstract

c subject pronouns

indefinite

possessive

2 using kinds of verbs

a action
 b Helping

58
3 using tenses of verbs

a simple

present

past

future

4 using active and passive voices

5 using adjectives

a degrees of regular adjectives

b degrees of irregular adjectives

6 composing complex sentences

EN4SW-III-4 Produce text with introduction, body, and conclusion in conveying ideas: using
introduction, body, and conclusion.

EN4SW-III-5 Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for

one’s purpose, context, and target audience.

1 using text types

a narrative

b time order: chronology

c time order: procedural

d recount

2 using friendly letters (e.g., excuse, invitation, gratitude, etc.)

EN4SW-III-6 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
 1 using facial expressions

2 using gestures

3 using eye contact

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.

1 interpreting lines, shapes, and colors used to convey meaning

2 interpreting images/ideas that are explicitly used to influence viewers (symbolism)

3 identifying the purpose of the visual text

EN4VR-III-3 Identify real or make-believe, fact or non-fact images.

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.

SUBDOMAINS LEARNING COMPETENCIES

Listening and EN4LR-IV-1 Comprehend literary texts.

 Reading 1 noting important elements (story grammar)
(receptive skills)
2 identifying author's/speaker’s point of view

a first person

b second person

c third person (omniscient)

3 sequencing at least 6 events events

4 identifying type of plot: sequential

5 analyzing sound devices

a onomatopoeia

b alliteration

c assonance

d consonance

6 analyzing figures of speech to get and clarify meaning

a simile
7
b metaphor

inferring: setting, theme, genre

8 making predictions: outcomes of events

9 drawing conclusions

10 identifying the main idea

11 summarizing story events

12 differentiating fantasy from reality

61
 13 applying the important story elements to one’s schema: relating story to one’s experiences

EN4LR-IV-2 Comprehend informational texts.

1 noting important information through outlining (topic, main idea, supporting details): inductive
organization (pyramid)

2 identifying text types: recount

3 identifying author’s purpose

a entertain

b inform, explain, describe

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

2 using structural analysis

a root words

b prefixes

pre-, post-, semi-, over-, fore-, trans

uni-, mono-, bi-, tri-, quad-, multi-, poly

c suffixes: adjective-forming suffixes

EN4SW-IV-2 Use tone and mood appropriately for one’s purpose, context, and target audience: informal.

EN4SW-IV-3 Compose appropriate sentences for clarity and coherence.

1 using subject-verb agreement

a number of nouns: irregular

b kinds of nouns: collective, concrete, abstract

c subject pronouns

possessive

demonstrative

2 using kinds of verbs

a Action

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b helping

c linking (and sense)

3 using tenses of verbs

a simple

present

past

future

4 using active and passive voices

5 using adjectives: series (quality, size, shape, color)

6 composing complex sentences

EN4SW-IV-4 Produce text with introduction, body, and conclusion in conveying ideas: using
introduction, body, and conclusion.

EN4SW-IV-5 Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for

one’s purpose, context, and target audience.
 1 using text types

a narrative

b recount

2 using friendly letters (e.g., excuse, invitation, gratitude, etc.)

EN4SW-IV-6 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.

1 using facial expressions

2 using gestures

3 using eye contact

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.

1 interpreting lines, shapes, and colors used to convey meaning

2 interpreting images/ideas that are explicitly used to influence viewers (symbolism)

3 identifying the purpose of the visual text

EN4VR-IV-3 Identify real or make-believe, fact or non-fact images.

EN4VR-IV-4 Create a visual text drawn from visual elements learned.

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EN4VR-IV-5 Identify multimedia elements: graphics (photographs, drawings, graphs, illustrations,
icons, etc.).

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GRADE 5

GRADE LEVEL STANDARD

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.

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.

SUBDOMAINS LEARNING COMPETENCIES

Listening and EN5LR-I-1 Comprehend literary texts.

Reading
(receptive skills) 1 noting important elements (story grammar)

2 sequencing at least 7 events

3 identifying type of plot: sequential

4 analyzing sound devices

a onomatopoeia

b alliteration

c assonance

d consonance

5 analyzing figures of speech to get and clarify meaning

a simile

b metaphor
 c personification

6 inferring: character's feelings and traits

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7 making predictions: character's possible decision/action

8 drawing conclusions

9 identifying the main idea

10 summarizing story events

11 applying the important story elements to one’s schema: evaluating possibility of an event happening in real life

EN5LR-I-2 Comprehend informational texts.

1 noting important information through outlining (topic, main idea, supporting details): deductive
organization (inverted pyramid)

2 identifying text types

a explanation

b news report

3 identifying author’s purpose

a entertain

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-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

a suffixes: verb-forming suffixes

3 using general references (print and online): dictionary

EN5SW-I-2 Use tone and mood appropriately for one’s purpose, context, and target audience: formal.

EN5SW-I-3 Compose appropriate sentences for clarity and coherence.

1 using subject-verb agreement

a kinds of nouns: collective, concrete, abstract

b subject pronouns

demonstrative

Relative

2 using kinds of verbs

66
a helping

b linking (and sense)

c transitive

3 using tenses of verbs

a progressive

present

past

future

4 using adjectives: series (determiner, quantity, quality, size, shape, color)

5 using adverbs: manner

6 composing compound-complex sentences

EN5SW-I-4 Produce text with introduction, body, and conclusion in conveying ideas: giving
relevant information on a given topic.

EN5SW-I-5 Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for

one’s purpose, context, and target audience.

1 using text types

a narrative

b explanation

c news report

2 using friendly letters (e.g., excuse, invitation, gratitude, etc.)

EN5SW-I-6 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.

1 using facial expressions

2 using gestures

3 using eye contact

4 using haptics

5 using posture

6 using proxemics and blocking

EN5SW-I-7 Fill out forms accurately.

1 personal data forms

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)

2 identifying the purpose of the visual text

3 analyzing how visual elements contribute to the meaning of a text

4 interpreting images/ideas that are explicitly used to influence viewers

a stereotypes on age and gender

b stereotypes on socio-economic status

EN5VR-I-3 Evaluate cultural appropriateness of visual elements.

EN5VR-I-4 Create a visual text drawn from visual elements learned.

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.

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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.

SUBDOMAINS LEARNING COMPETENCIES

Listening and EN5LR-II-1 Comprehend literary texts.

Reading
(receptive skills) 1 noting important elements (story grammar)

2 sequencing at least 7 events

3 identifying type of plot: sequential

4 analyzing figures of speech to get and clarify meaning

a simile

b metaphor

c personification

d hyperbole

5 inferring: character's feelings and traits

6 making predictions: character's possible decision/action

7 drawing conclusions

8 identifying the main idea

9 summarizing story events

10 applying the important story elements to one’s schema: evaluating possibility of an event happening in real life

EN5LR-II-2 Comprehend informational texts.

1 noting important information through outlining (topic, main idea, supporting details): deductive
organization (inverted pyramid)

2 identifying text types

a explanation

b news report

3 identifying author’s purpose

69
a entertain

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-II-1 Use words with literal (denotative) and implied (connotative) meanings in sentences.
Writing
(productive skills) 1 using context clues

a analogy

b appositive

2 using structural analysis

a suffixes: adverb-forming suffixes

3 using general references (print and online): glossary

EN5SW-II-2 Use tone and mood appropriately for one’s purpose, context, and target audience: formal.

EN5SW-II-3 Compose appropriate sentences for clarity and coherence.

1 using subject-verb agreement

a kinds of nouns: possessive, compound

b subject pronouns

relative

reflexive

2 using kinds of verbs

a helping

b linking (and sense)

c transitive

3 using tenses of verbs

a progressive
 present

past

future

4 using adverbs

a time

70
b place

5 using complement: noun

6 composing compound-complex sentences

EN5SW-II-4 Produce text with introduction, body, and conclusion in conveying ideas: giving
relevant information on a given topic.

EN5SW-II-5 Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for

one’s purpose, context, and target audience.

1 using text types

a narrative

b explanation

c news report

2 using friendly letters (e.g., excuse, invitation, gratitude, etc.)

EN5SW-II-6 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.

1 using facial expressions

2 using gestures

3 using eye contact

4 using haptics
 5 using posture

6 using proxemics and blocking

EN5SW-II-7 Fill out forms accurately.

1 personal data forms

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.

1 interpreting tone and mood (colors, space, layout, directionality)

2 identifying the purpose of the visual text

3 analyzing how visual elements contribute to the meaning of a text

4 interpreting images/ideas that are explicitly used to influence viewers

a stereotypes on age and gender

b stereotypes on socio-economic status

EN5VR-II-3 Evaluate cultural appropriateness of 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.

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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.

SUBDOMAINS LEARNING COMPETENCIES

Listening and EN5LR-III-1 Comprehend literary texts.

Reading
(receptive skills) 1 noting important elements (story grammar)

2 sequencing at least 7 events

3 identifying type of plot: flashback

4 analyzing figures of speech to get and clarify meaning

a metaphor

b personification

c hyperbole

5 inferring: character's feelings and traits

6 making predictions: character's possible decision/action

7 drawing conclusions

8 identifying the main idea

9 summarizing story events

10 applying the important story elements to one’s schema: evaluating possibility of an event happening in real life

EN5LR-III-2 Comprehend informational texts.

1 noting important information through outlining (topic, main idea, supporting details): deductive
organization (inverted pyramid)

2 identifying text types

a explanation
 b news report

3 identifying author’s purpose

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

2 using general references (print and online): thesaurus

EN5SW-III-2 Use tone and mood appropriately for one’s purpose, context, and target audience: formal.

EN5SW-III-3 Compose appropriate sentences for clarity and coherence.

1 using subject-verb agreement

a kinds of nouns: possessive, compound

b subject pronouns: reflexive

2 using kinds of verbs

a linking (and sense)

 b transitive

3 using tenses of verbs

a progressive

present

past

future

4 using adverbs

a frequency

5 b intensity

using complement

a noun

b pronoun

6 composing compound-complex sentences

74
EN5SW-III-4 Produce text with introduction, body, and conclusion in conveying ideas: giving
relevant information on a given topic.

EN5SW-III-5 Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for

one’s purpose, context, and target audience.

1 using text types

a narrative

b explanation

c news report

2 using friendly letters (e.g., excuse, invitation, gratitude, etc.)

 EN5SW-III-6 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.

1 using facial expressions

2 using gestures

3 using eye contact

4 using haptics

5 using posture

6 using proxemics and blocking

EN5SW-III-7 Fill out forms accurately.

1 bank forms

2 composite/government forms

Viewing and EN5VR-III-1 Derive meaning based on the visual elements.

Representing
1 interpreting tone and mood (colors, space, layout, directionality)

2 identifying the purpose of the visual text

3 analyzing how visual elements contribute to the meaning of a text

4 interpreting images/ideas that are explicitly used to influence viewers

a stereotypes on age and gender

b stereotypes on socio-economic status

EN5VR-III-2 Evaluate cultural appropriateness of visual elements.

EN5VR-III-3 Create a visual text drawn from visual elements learned.

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.

SUBDOMAINS LEARNING COMPETENCIES

Listening and EN5LR-IV-1 Comprehend literary texts.

Reading
(receptive skills) 1 noting important elements (story grammar)

2 sequencing at least 7 events

3 identifying type of plot: flashback

4 analyzing figures of speech to get and clarify meaning

a personification

b hyperbole

5 inferring: character's feelings and traits

6 making predictions: character's possible decision/action

7 drawing conclusions

8 identifying the main idea

9 summarizing story events

10 applying the important story elements to one’s schema: evaluating possibility of an event happening in real life

EN5LR-IV-2 Comprehend informational texts.

1 noting important information through outlining (topic, main idea, supporting details): deductive
organization (inverted pyramid)
 2 identifying text types

a explanation

b news report

3 identifying author’s purpose

a entertain

b inform, explain, describe

76
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

2 using general references (print and online): encyclopedia

EN5SW-IV-2 Use tone and mood appropriately for one’s purpose, context, and target audience: formal.

EN5SW-IV-3 Compose appropriate sentences for clarity and coherence.

1 using kinds of verbs: transitive

2 using tenses of verbs

a progressive
 present

past

future

3 using adverbs

a degrees of regular adverbs

b degrees of irregular adverbs

4
using complement

a noun

b pronoun

c adjective

5 composing compound-complex sentences

EN5SW-IV-4 Produce text with introduction, body, and conclusion in conveying ideas: giving
relevant information on a given topic.

EN5SW-IV-5 Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for

one’s purpose, context, and target audience.

1 using text types

77
a narrative

b explanation

c news report

2 using friendly letters (e.g., excuse, invitation, gratitude, etc.)

EN5SW-IV-6 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.

1 using facial expressions

 2 using gestures

3 using eye contact

4 using haptics

5 using posture

6 using proxemics and blocking

EN5SW-IV-7 Fill out forms accurately.

1 bank forms

2 composite/government forms

EN5VR-IV-1 Derive meaning based on the visual elements.

1 interpreting tone and mood (colors, space, layout, directionality)

2 identifying the purpose of the visual text

3 analyzing how visual elements contribute to the meaning of a text

4 interpreting images/ideas that are explicitly used to influence viewers

Viewing and a stereotypes on age and gender

Representing b stereotypes on socio-economic status

EN5VR-IV-2 Evaluate cultural appropriateness of visual elements.

EN5VR-IV-3 Create a visual text drawn from visual elements learned.

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.

EN5VR-IV-6 Create a multimedia text drawn from multimedia elements learned.

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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.

SUBDOMAINS LEARNING COMPETENCIES

Listening and EN6LR-I-1 Comprehend literary texts.

Reading
(receptive skills) 1 noting important elements (story grammar)

2 sequencing at least 8 events

3 identifying type of plot: flashback

4 analyzing figures of speech to get and clarify meaning

a hyperbole

b irony

5 inferring: author’s purpose, message, target audience

6 making predictions: possible ending

7 drawing conclusions
 8 identifying the main idea

9 summarizing story events

10 applying the important story elements to one’s schema: learning vicariously from the text

EN6LR-I-2 Comprehend informational texts.

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1 noting important information through outlining (topic, main idea, supporting details): inductive-
deductive organization (diamond)

2 identifying text types: persuasive

3 identifying author’s purpose

a entertain

b inform, explain, describe

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)

8 identifying propaganda technique used to persuade audience to further an idea or agenda

a name calling or labelling

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

EN6SW-I-2 Compose appropriate sentences for clarity and coherence.

1 using kinds of verbs: intransitive

2 using tenses of verbs

a perfect

present

past

future

3 using prepositional phrases as adjective (adjectival phrase)

4 using adverbs: order of adverbs (manner, place, frequency, time, purpose)

5 using complement

a noun

b pronoun

c adjective

80