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English CG

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Republic of the Philippines

Department of Education
DepEd Complex, Meralco
Avenue Pasig City

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

May 2016
K to 12 BASIC EDUCATION
CURRICULUM
THE FRAMEWORK

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I. PHILOSOPHY AND RATIONALE

Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated.
Language is governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture
which is essential in understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences,
reflecting on thought and action, and contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and
emotional development and has an essential role in all key learning areas1.

Language is the foundation of all human relationships. All human relationships are established on the ability of people to
communicate effectively with each other. Our thoughts, values and understandings are developed and expressed through language. This
process allows students to understand better the world in which they live and contributes to the development of their personal perspectives
of the global community. People use language to make sense of and bring order to their world. Therefore, proficiency in the language
enables people to access, process and keep abreast of information, to engage with the wider and more diverse communities, and to learn
about the role of language in their own lives, and in their own and other cultures.

II. GUIDING PRINCIPLES

The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles.
All languages are interrelated and interdependent. Facility in the first language (L 1) strengthens and supports the learning of other
languages (L2). Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP)
provides the base for the development of both the first language (L1) and the second language (L2) 2. It follows that any expansion of CUP
that takes place in one language will have a beneficial effect on the other language(s). This principle serves to explain why it becomes easier
and easier to learn additional languages.

Language acquisition and learning is an active process that begins at birth and continues throughout life. It is continuous and
recursive throughout students’ lives. Students enhance their language abilities by using what they know in new and more complex contexts
and with increasing sophistication (spiral progression). They reflect on and use prior knowledge to extend and enhance their language and
understanding. By learning and incorporating new language structures into their repertoire and using them in a variety of contexts, students
develop language fluency and proficiency. Positive learning experiences in language-rich environments enable students to leave school with
a desire to continue to extend their knowledge, skills and interests.

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

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

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

Successful language learning involves viewing, listening, speaking, reading and writing activities 5. Language learning should
include a plethora of strategies and activities that helps students focus on both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students’ existing language competence,
including the use of non-standard forms of the language, and extending the range of language available to students. Through
language learning, learners develop functional and critical literacy skills. They learn to control and understand the conventions of the target
language that are valued and rewarded by society and to reflect on and critically analyze their own use of language and the language of
others.

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

1. develops thinking and language through interactive learning;

2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge;
5. develops students’ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
9. nurtures students’ sense of their common ground in using language/s for communication as present or future global citizens to prepare
them to participate in school and in civic life, and;
10.assesses and reflects the students’ ability to interpret and/or communicate in the target language7.
3
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
4
Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
5
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
6
2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
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III. NEEDS OF THE LEARNERS : THE CONTEXT

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

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

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

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

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

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2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education. Department of Instruction.

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IV. OUTCOMES CURRICULUM

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

1. Communicative Competence

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

Communicative competence is classified into the following competencies.

1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and
lexical items.
2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and
other socio-
cultural conventions in social contexts. They are the context and topic of discourse, the participant’s social status, sex, age, and other
factors which influence styles and registers of speech. Since different situations call for different types of expressions as well as different
beliefs, views, values, and attitudes, the development of sociolinguistic competence is essential for communicative social action.
3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination
of communicative actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in
interpreting utterances for social
meaning, particularly when the literal meaning of an utterance does not lead to the speaker’s intention easily.
4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as
self-correction and at the same time to enhance the effectiveness of communication such as recognizing discourse structure,
activating background knowledge, contextual
guessing, and tolerating ambiguity.

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

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

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

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IV. CONCEPTUAL FRAMEWORK

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

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

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

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

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

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

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

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COMPONENT 1: Language Learning Process

For effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching principles. These
principles explain the natural process of language development.

1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and
sophistication. This will allow students to progress from the foundational level to higher levels of language use.

2. Interaction
Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language
demands (purposes, topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills.

3. Integration
The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together
with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in
different types either implicitly or explicitly (skills, content, theme, topic, and values integration).

4. Learner-Centeredness
Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities and interests.
Effective pedagogies will be used to engage them and to strengthen their language development.

5. Contextualization
Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons
will be planned around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and
vocabulary appropriately in spoken and written language to suit the purpose, audience, context and culture. Learning points will be reinforced
through explicit instruction and related follow-up practice.

6. Construction
Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will
have time to reflect on and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach
their full cognitive, affective, and psychomotor potentials and become independent learners who are good consumers and constructors of meaning.

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COMPONENT 2: Effective Language Use

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

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

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

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

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

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COMPONENT 3: Making Meaning through Language

Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should
focus on guiding students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must
be able to adapt to various situations where communication demands greatly vary.

The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This
design allows students to progress from the foundational level to higher levels of language use.

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

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

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

Integrated Language Arts Domains LISTENIN SPEAKIN READIN WRITING VIEWING

G G G
1. Oral Language √ √

2. Phonological Awareness √

3. Book and Print Knowledge √

4. Alphabet Knowledge √ √ √ √ √

5. Phonics and Word Recognition √ √ √

6. Fluency √ √

7. Spelling √ √

8. Writing and Composition √ √ √ √

9. Grammar Awareness & Structure √ √ √ √

10. Vocabulary Development √ √ √ √ √

11. Reading Comprehension

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

12. Listening Comprehension √ √

13. Attitudes towards language, literacy and literature √ √ √ √ √

14. Study Strategies √ √ √ √ √

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

Domain K-3 4-6 7-10 11-

s 12

Oral language

Phonological awareness

Book and Print knowledge

Alphabet knowledge

Phonics and word recognition

Fluency

Spelling

Writing and composition

Grammar awareness and structure

Vocabulary development

Reading comprehension

Listening comprehension

Attitude towards language,

literacy and literature

Study strategies

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Viewing CURRICULUM

Coherence with the Basic Education Program Goals

1. The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the achievement of the
basic education program goals.
2. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension and study strategies.
3. Content includes print and electronic texts that are age, context and culture
appropriate.
COMPONENT 4: Holistic Assessment

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

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

Characteristics of Assessment

1. Proximity to actual language use and performance

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

2. A holistic view of language

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

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to be parts of a structurally integrated whole. CURRICULUM

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Assessment approaches should be used for communication and self-expression. Assessment also takes into account the whole learner and his
or her social, academic, and physical context.

3. An integrative view of learning

Assessment attempts to capture the learner’s total array of skills and abilities. It measures language proficiency in the context of specific subject
matter. Assessment procedures are based on the idea that various aspects of a learner’s life, both academic and personal, are integral to the
development of language proficiency and cannot be ignored. These dimensions include not only processes such as acquiring and integrating
knowledge, extending and refining knowledge, and using knowledge meaningfully, but also issues such as varying student attitudes towards
learning.

4. Developmental appropriateness

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

5. Multiple referencing

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

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

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Definitions of the Content Standards for the Integrated Language Arts

Curriculum for the K to 12 Basic Education Program of the
Department of Education

Content Standards Performance Standards at the end of

Grade 3
Have sufficient facility in English to understand spoken discourse and to talk and interact with others about
Oral Languages in English
personal experiences and text listened to or read
Phonological Skills Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme
Book and Print Knowledge Demonstrate and use concepts of print, such as directionality, spacing, punctuation and configuration
Alphabet knowledge Recognize, name and sound out all the upper and lower case letters of the alphabet.
Use sight word recognition or phonic analysis to read and understand words in English that contain complex
Phonic and Word Recognition
letter combinations, affixes and contractions
Fluency Read aloud grade level texts effortlessly and accurately, without hesitation and with proper expression
Spelling Spell words with two or more syllables using phonic, semantic, and morphemic knowledge
Writing /Composition Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing
Handwriting Write legibly in manuscript or cursive writing
 Demonstrate grammatical awareness by being able to read, speak and write correctly
Grammar Awareness and
 Communicate effectively, in oral and written forms, using the correct grammatical structure of English
Structure
Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts
Reading Comprehension and Study Strategies
Use of Content and
Activate prior knowledge conceptually related to text and establish a purpose for reading
Prior Knowledge
Comprehension Strategies Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
Comprehending Literary Text Respond to literary text through the appreciation of literary devices and an understanding of story grammar

Comprehending Informational Locate information from expository texts and use this information for discussion or written production
Text

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Attitude CURRICULUM
Demonstrate a love for reading stories and confidence in performing literacy-related activities/task
Viewing Demonstrate critical understanding and interpretation of visual media
Study Strategies Organize, process and use information effectively

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

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

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

GRADE 3 - Students should be able to demonstrate eagerness to explore and experience

oral and written texts and to communicate meanings and feelings effectively.

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GRADE 1
(3rd Quarter Oracy) Quarterly and Weekly
Articulation

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

The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself,
Grade Level Standards
family, and other social context interactions.

Content Standard Performance Standard

Domain
The learner… The learner…
demonstrates understanding of familiar words used to Shares/express personal ideas, thoughts, actions, and feelings
communicate personal experiences, ideas, thoughts, actions, using familiar words
Oral Language
and feelings
demonstrates understanding of familiar literary forms and
participates actively in different oral activities
concept of words in English for effective expression
demonstrates understanding of sounds and their meanings for manipulates skilfully the sounds in words to express meaning
Phonologic appropriate use of words displays sensitivity to sounds in spoken language
al demonstrates understanding of sounds and sound patterns for manipulates skilfully the speech sounds through simple
Awareness production of words meaningful guided conversations
demonstrates understanding of concepts of nouns and correctly names people, objects, places and things through
adjectives for identification and description theme-based activities
Grammar
demonstrates understanding of concepts of verbs, pronouns, constructs grammatically correct-simple sentences in
and prepositions in meaningful messages theme-based conversations using verbs, pronouns, and
prepositions
demonstrates understanding of familiar English words for uses basic vocabulary to independently express ideas about
Vocabulary effective communication personal, home, school and community experiences
demonstrates understanding of word meaning for correct usage correctly uses familiar words in speaking activities
demonstrates understanding of story elements and text correctly identifies elements of literary and informational
Listening structures for effective oral expression texts to aid meaning getting
Comprehensi
K to 12 English Curriculum Guide May 2016
demonstrates understanding of the elements of literary and Page
uses elements of literary and informational texts to 22 of 247
sufficiently
on
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K to 12 BASIC EDUCATION
Content Standard CURRICULUM Performance Standard
Domain
The learner… The learner…
Attitude towards
demonstrates understanding of literary concepts for presents varied ideas independently and shows interest
language,
appreciation of literacy-related activities/tasks enthusiastically in diverse literacy-related activities/tasks
literacy, and
literature
demonstrates understanding of useful strategies for purposeful
Study Strategies uses strategies independently in accomplishing literacy-related
literacy learning

Learning
WEEK Competencies
LC OL PA G V
Listening Oral Phonological Grammar Vocabulary
Comprehension Language Awareness Development
EN1LC-IIIa-j- 1.1 EN1OL-IIIa-e-1.5
Listen to short stories/poems Use/Respond EN1PA-IIIa-e-2.2 EN1G-IIIa-e-1 EN1V-IIIa-e-5
and appropriately to polite Recognize rhyming words Sentences Use words that are related
expressions in nursery rhymes, poems,  EN1G-IIIa-1.1 to self, family, school,
1. note important  EN1OL-IIIa-1.5.1 songs heard Recognize sentences community, and concepts
details pertaining greetings and non-sentences such as the names for
to  EN1OL-IIIb-1.5.2 EN1PA-IIIa-b- 3.1  EN1G-IIIb-1.4 colors, shapes, and numbers
1-5 a. character leave takings Give the number of Recognize
b. setting  EN1OL-IIIc- syllables of given words. simple
c. events 1.5.3 expressing sentences
2. Give the correct gratitude and  EN1G-IIIc-1.3;
sequence of three apology EN1G- IIId-1.3;
events  EN1OL-IIId-1.5.4 EN1G-IIIe- 1.3
3. Infer the character feelings asking permission Recognize telling
and traits  EN1OL-IIIe-1.5.5 and asking
4. Identify cause and/or offering help sentences
effect of events
5. 5.Identify the speaker in EN1OL-IIIa-b – 1.17
the story or poem Talk about oneself and
6. Predict possible ending one’s family
of a story read
7. Relate story events to EN1OL-IIIb-c 1.3.3
one’s experience Talk about one’s personal
6-10 8. Discuss, illustrate, experiences pertaining to
dramatize specific the family, one’s pets, and
events personal experiences
9. Identify the problem
and solution
10. Retell a story listened to

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K to 12 BASIC EDUCATION
CURRICULUM
EN1OL-IIIc – 1.17.1
Relate one’s
activities/responsibilitie
s at home

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K to 12 BASIC EDUCATION
CURRICULUM Learning
WEEK Competencies
LC OL PA G V
Listening Oral Phonological Grammar Vocabulary
Comprehension Language Awareness Development
EN1OL-IVd- 1.3.4
Talk about topics of
interest (likes and
dislikes)

EN1OL-IIIa-e – 1.5
Use common expressions
and polite greetings

EN1OL-IIIa-j-1.3.1
Talk about stories heard
when and where it took
place
 the characters and
 some important
details of the story

EN1OL-IIIa-j-1.2.9
Participate in some
sharing activities
 News sharing
 Show and tell
 “I Spy” games
 Recite rhymes, poem

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K to 12 BASIC EDUCATION
CURRICULUM

(4TH Quarter Oracy) Quarterly and Weekly Articulation

The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself,
Grade Level Standards
family, and other social context interactions.

Learning
WEEK Competencies
LC OL PA G V
Listening Oral Phonological Gramm Vocabulary
Comprehension Language Awareness ar Development
EN1LC-IVa-j- 1.1
Listen to short stories/poems EN1OL-IVa-j-1.3 EN1PA-IVa-b-2.3 EN1G-IVa-e-3 EN1V-IVa-e-3
and Talk about pictures Distinguish rhyming words Sort and Classify familiar
presented using from non-rhyming words Verbs words into basic categories
1. note important appropriate local EN1G-IVa-e-3.4 (colors, shapes, foods, etc)
details pertaining terminologies with ease EN1PA-IVc-e-2.4 Recognize common action
to and confidence Supply rhyming words words in stories listened to
a. character in response to spoken
b. setting EN1OL-IVa-j-1.3.1 words
c. events Talk about stories
2. Give the correct heard when and
1-5
sequence of three where it took
events place
3. Infer the character feelings  the characters and
and traits  some important
4. Identify cause and/or details of the story
effect of events
5. Identify the speaker in EN1OL-IVa-j-1.2.9
the story or poem Participate in some
6. Predict possible ending sharing activities
of a story read  News sharing
7. Relate story events to  Show and tell
K to 12 English Curriculum Guide May 2016 Page 26 of 247
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K to 12 BASIC EDUCATION
one’s experience  “I Spy” CURRICULUM
games
8. Discuss, illustrate,  Recite rhymes, poem
6-10 dramatize specific EN1OL-IVf-1.17.2 EN1G-IVf-j-5 EN1V-IVf-j-12.1
events
9. Identify the problem and

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K to 12 BASIC EDUCATION
CURRICULUM Learning
WEEK Competencies
LC OL PA G V
Listening Oral Phonological Gramm Vocabulary
Comprehension Language Awareness ar Development
solution Ask simple questions Adjectives Give the meaning of words
10. Retell a story listened to EN1LC-IVg-h-3.6 Recognize describing words using clues (TPR, pictures,
Follow one-to-two for people, objects, things body movements, etc.)
step directions and places (color, shape,
EN1OL-IVi-j-1.17.1 size, height, weight, length,
Give one-to-two step distance, etc.)
directions
Listen to narrative and informational
text or poem and

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

Grade 1 Tagged Materials

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K to 12 BASIC EDUCATION
Listen to short stories/poems and CURRICULUM BEAM ENG1 Module 8 – Noting Details. 2009.
1. BEAM ENG1 Module 9 – Sequencing Events. 2009.
1. note important details pertaining to 2. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
EN1LC-IIIa-j-1.1
a. character 3. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
b. setting 4. BEAM ENG2 – Sequencing Events. 2009.
c. events 5. BEAM ENG2 – Perceiving Relationships. 2009.
2. Give the correct sequence of three events 6. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.

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K to 12 BASIC EDUCATION
LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
Learning Materials are CODE
*These materials are in textbooks that have been delivered to
uploaded at schools.
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3. Infer the character feelings and traits 7. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
4. Identify cause and/or effect of events 8. UnionBank English. Grade 2. Unit 3. Lesson 26.
5. Identify the speaker in the story or poem 9. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
6. Predict possible ending of a story read 10. *English Expressways. Grade 1. 2010. pp. 228-229.
7. Relate story events to one’s experience 11. *Unionbank Learning System. Grade 2. 2011. pp 30, 38, 40, 50, 52, 56, 94, 98,
8. Discuss, illustrate, dramatize specific 100, 104,
events 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196.
9. Identify the problem and solution 12. *Unionbank Learning System (Teacher’s Edition). Grade 2. 2011. pp 30, 38, 40,
10. Retell a story listened to 50, 52, 56, 94, 98, 100, 104, 132, 136, 144, 176, 182, 201; 123, 157; 160-161;
48; 90; 34; 196.
13. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 122-124,
127-128,
137-143, 171,177 193, 197-200, 257-258, 262-264, 275-276, 302-304, 315,316-
317,318,319, 331-332, 340-341, 350-353, 366-368, 408-412, 422-424, 430-432.
14. English (Teacher’s Guide). Grade 2. 2013. pp 13-16, 33-34,43-46, 47, 70-71, 72,
76-79, 91,
94-95, 104-106, 127-130, 135-136, 143, 162-163, 166-168, 170, 174, 180, 184,
189, 215-
217, 220-221, 227, 228.
4Q
Listen to short stories/poems and 1. BEAM ENG1 Module 8 – Noting Details. 2009.
2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
1. note important details pertaining to 3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
a. character 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
b. setting 5. BEAM ENG2 – Sequencing Events. 2009.
c. events 6. BEAM ENG2 – Perceiving Relationships. 2009.
2. Give the correct sequence of three events 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
3. Infer the character feelings and traits 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
4. Identify cause and/or effect of events 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
5. Identify the speaker in the story or poem 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
6. Predict possible ending of a story read EN1LC-IVa-j-1.1 11. *English Expressways. Grade 1. 2010. pp 228-229.
7. Relate story events to one’s experience 12. *Unionbank Learning System. Grade 2. 2011. pp 30, 38, 40, 50, 52, 56, 94, 98,
8. Discuss, illustrate, dramatize specific 100, 104,
events 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196.
9. Identify the problem and solution 13. *Unionbank Learning System (Teacher’s Edition). Grade 2. 2011. pp 30, 38, 40,
10. Retell a story listened to 50, 52, 56, 94, 98, 100, 104, 132, 136, 144, 176, 182, 201; 123, 157; 160-161;
48; 90; 34; 196.
14. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 122-124,
127-128,
137-143, 171, 193, 197-200, 257-258, 262-264, 275-276, 302-304, 315-319, 331-
332, 340-
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K to 12 BASIC EDUCATION
CURRICULUM 341, 350-353, 366-368, 408-412, 422-424, 430-432.
15. English (Teacher’s Guide). Grade 2. 2013. pp 13-16, 43-46, 70-71, 76-79, 91, 94-
95, 104-
106, 127-130, 135-136, 143, 162-163, 166-168, 174, 180, 184, 189, 215-217,
220-221,
227, 228.
Listen to narrative and informational text or 1. BEAM ENG1 Module 8 – Noting Details. 2009.
poem 2. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
EN1LC-IVa-j-2.1
and 3. *Unionbank Learning System. Grade 2. 2011. pp 20.
1. Note important details 4. Let’s Begin Reading in English 2.2013. pp 270.
2. Give one’s reaction to an event or issues EN1LC- IVa-j-3.12 1. *Unionbank Learning System. Grade 2. 2011. pp 30.

K to 12 English Curriculum Guide May 2016 Page 31 of 247

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7. offering help CURRICULUM 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009. pp 14.
2. BEAM ENG1 Module 1 – Expressions. 2009.
EN1OL-IIIe-1.5.5
3. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
4. *Unionbank Learning System. Grade 2. 2011. pp 90.
Talk about oneself and one’s family EN1OL-IIIa-b – 1.17 1. BEAM ENG1 Module 1 – Expressions. 2009.

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LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
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2. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
3. BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
4. BEAM ENG2 Module 5 – Getting the Main Idea.
5. BEAM ENG2 Qrt1 Mod1 – How Do I See Myself?
6. BEAM ENG 3 Module 5 – Noting Details.
7. UnionBank English. Grade 2. Unit 1. Lesson 34.
8. UnionBank English. Grade 2. Unit 2. Lesson 1, 5.
9. *English Expressways 1. 2010. pp 16-29, 44-47, 54-56.
10. *Unionbank Learning System. Grade 2. 2011. pp 90.
11. Let’s Begin Reading in English 2.2013. pp 113, 127-133.
Talk about one’s personal experiences 1. *English Expressways 1. 2010. pp 105, 116-119, 124-125, 198-199.
EN1OL-IIIb-c 1.3.3
pertaining to the family, one’s pets, and
personal experiences
Relate one’s activities/responsibilities at home 1. UnionBank English. Grade 2. Unit 4. Lesson 2, 3.
EN1OL-IIIc – 1.17.1 2. *English Expressways 1. 2010. pp 203-208.
3. Let’s Begin Reading in English 2.2013. pp 387-389.
Talk about topics of interest (likes and dislikes) 1. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
EN1OL-IIId-1.3.4 2. BEAM ENG2 – Perceiving Relationships. 2009.
3. Let’s Begin Reading in English 2.2013. pp 131.
Use common expressions and polite greetings 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
EN1OL-IIIa-e – 1.5 2. BEAM ENG1 Module 1 – Expressions. 2009.
3. English (Learner’s Material). Grade 2. 2013. pp 51-52.
4. English (Teacher’s Guide). Grade 2. 2013. pp 37-38.
Talk about stories heard when and where it took 1. UnionBank English. Grade 2. Unit 1. Lesson 10, 13.
place 2. UnionBank English. Grade 2. Unit 2. Lesson 8.
 the characters and EN1OL-IIIa-j- 3. *English Expressways 1. 2010. pp 212-217.
 some important details of the story 1.3.1 EN1OL- 4. English (Learner’s Material). Grade 2. 2013. pp 91-92.
IVa-j-1.3.1 5. English (Teacher’s Guide). Grade 2. 2013. pp 56.
6. Let’s Begin Reading in English 2.2013. pp 111-112, 146-148, 384-385.
Participate in some sharing activities 1. BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
 News sharing 2. BEAM ENG1 Module 3A – Sounds like Science. 2009.
 Show and tell EN1OL-IIIa-j- 3. BEAM ENG1 Module 5 – All About Rhymes. 2009.
 “I Spy” games 1.2.9 EN1OL- 4. UnionBank English. Grade 2. Unit 1. Lesson 14, 23.
 Recite rhymes, poem IVa-j-1.2.9 5. *English Expressways 1. 2010. pp 236.
6. Let’s Begin Reading in English 2. 2013. pp 201.
4Q
Talk about pictures presented using appropriate 1. BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
local terminologies with ease and confidence 2. UnionBank English. Grade 2. Unit 2. Lesson 36.
EN1OL-IVa-j-1.3 3. UnionBank English. Grade 2. Unit 3. Lesson 28.
4. UnionBank English. Grade 2. Unit 4. Lesson

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K to 12 BASIC EDUCATION
CURRICULUM 21, 33. 5. *English Expressways 1. 2010. pp 182-
185, 188-191.
6. English (Learner’s Material). Grade 2. 2013. pp 228-229.

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LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
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7. English (Teacher’s Guide). Grade 2. 2013. pp 118.
8. Let’s Begin Reading in English 2.2013. pp 168.
Ask simple questions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
2. BEAM ENG1 Module 1 – Expressions. 2009.
EN1OL-IVf-1.17.2 3. *English Expressways 1. 2010. pp 202.
4. English (Learner’s Material). Grade 2. 2013. pp 266-268.
5. English (Teacher’s Guide). Grade 2. 2013. pp 138-139.
6. Let’s Begin Reading in English 2.2013. pp 449-450.
Follow one-to-two step directions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
2. BEAM ENG1 Module 1 – Expressions. 2009.
EN1LC-IVg-h-3.6 3. BEAM ENG1 Module 2 – Commands and Directions. 2009.
4. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
5. *English Expressways 1. 2010. pp 88-90.
6. Let’s Begin Reading in English 2.2013. pp 214-215, 301.
Give one-to-two step directions 1. BEAM ENG1 Module 2 – Commands and Directions. 2009.
EN1OL-IVi-j-
2. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
1.17.1
PA – Phonological Awareness
3Q
Recognize rhyming words in nursery rhymes, 1. BEAM ENG1 Module 5 – All About Rhymes. 2009.
poems, songs heard 2. BEAM ENG2 Module 4 – Rhymes.
EN1PA-IIIa-e-2.2 3. English (Learner’s Material). Grade 2. 2013. pp 41-42, 186-187, 231.
4. English (Teacher’s Guide). Grade 2. 2013. pp 34-35, 119.
5. *English Expressways 1. 2010. pp 122, 156, 170.
6. Let’s Begin Reading in English 2.2013. pp 48-50, 53, 64.
Give the number of syllables of given words 1. English (Learner’s Material). Grade 2. 2013. pp 299.
EN1PA-IIIa-b- 3.1 2. English (Teacher’s Guide). Grade 2. 2013. pp 157.
3. Let’s Begin Reading in English 2.2013. pp 318, 322, 333, 335, 344.
4Q
Distinguish rhyming words from non-rhyming words 1. BEAM ENG1 Module 5 – All About Rhymes. 2009.
2. English (Learner’s Material). Grade 2. 2013. pp 181-182.
EN1PA-IVa-b-2.3 3. English (Teacher’s Guide). Grade 2. 2013. pp 96-98.
4. *Unionbank Learning System 2.2013. pp 115-118.
5. Let’s Begin Reading in English 2.2013. pp 74.
Supply rhyming words in response to spoken words EN1PA-IVc-e-2.4 1. BEAM ENG1 Module 5 – All About Rhymes. 2009.
G – Grammar
3Q
Sentences 1. BEAM ENG1 Module 8 – Noting Details. 2009.
2. English (Learner’s Material). Grade 2. 2013. pp 173-176, 427, 460, 473-474.
EN1G-IIIa-e-1
3. English (Teacher’s Guide). Grade 2. 2013. pp 92, 224, 247, 255-256.
4. Let’s Begin Reading in English 2.2013. pp 373-374.
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1. Recognize sentences and non-sentences CURRICULUM
EN1G-IIIa-1.1 1. BEAM ENG1 Module 8 – Noting Details. 2009.

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2. Let’s Begin Reading in English 2.2013. pp 91-95, 134, 149,165-166, 181, 216,
234, 315.
2. Recognize simple sentences 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN1G-IIIb-1.4
2. Let’s Begin Reading in English 2.2013. pp 398-400.
3. Recognize telling and asking sentences 1. BEAM-DLP 3 Module 39.
EN1G-IIIc-1.3; 2. Let’s Begin Reading in English 2.2013.pp 6, 10, 12, 291-295, 400-402.
EN1G- IIId-1.3; 3. English (Learner’s Material). Grade 2. 2013. pp 96-98, 460
EN1G-IIIe-1.3 4. English (Teacher’s Guide). Grade 2. 2013. pp 57-58, 195-196, 226, 247
4Q
Verbs 1. BEAM ENG1 Module 8 – Noting Details. 2009.
2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
3. BEAM ENG2 Module 6B – Action Words. 2009.
EN1G-IVa-e-3 4. UnionBank English. Grade 2. Unit 2. Lesson 10, 12.
5. *English Expressways 1. 2010. pp 193-197.
6. English (Learner’s Material). Grade 2. 2013. pp 149-154, 164-165.
7. English (Teacher’s Guide). Grade 2. 2013. pp 82-85, 89.
8. Let’s Begin Reading in English 2. 2013. pp 251, 267, 321, 327, 356.
Recognize common action words in stories listened 1. BEAM ENG1 Module 8 – Noting Details. 2009.
to 2. UnionBank English. Grade 2. Unit 2. Lesson 10.
EN1G-IVa-e-3.4
3. English (Learner’s Material). Grade 2. 2013. pp 164-165.
4. Let’s Begin Reading in English 2.2013. pp 323-329.
Adjectives 1. UnionBank English. Grade 2. Unit 3. Lesson 13,
Recognize describing words for people, objects, 15, 16, 8. 2. *English Expressways 1. 2010. pp
things and places (color, shape, size, height, 113-115, 160-163.
EN1G-IVf-j-5
weight, length, distance, etc.) 3. English (Learner’s Material). Grade 2. 2013. pp 279, 293.
4. English (Teacher’s Guide). Grade 2. 2013. pp 146,154.
5. Let’s Begin Reading in English 2.2013. pp 408-409, 416, 419, 424-426, 435, 437,
443, 459-
460, 466-468.
V – Vocabulary Development
3Q
Use words that are related to self, family, school, 1. *English Expressways 1. 2010. pp 12-13, 33-34.
community, and concepts such as the names for 2. English (Learner’s Material). Grade 2. 2013. pp 75-80, 107-110.
EN1V-IIIa-e-5
colors, shapes, and numbers 3. English (Teacher’s Guide). Grade 2. 2013. pp 51-52,63-64.
4. Let’s Begin Reading in English 2.2013. pp 67, 167-169.
4Q
Sort and Classify familiar words into basic EN1V-IVa-e-3 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
categories (colors, shapes, foods, etc) 2. BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
Give the meaning of words using clues (TPR, EN1V-IVf-j-12.1 1. Let’s Begin Reading in English 2.2013. pp 15, 22, 26, 35, 40-41, 54.
pictures, body movements, etc.)

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K to 12 BASIC EDUCATION
CURRICULUM

GRADE 2

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

The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts
Grade Level Standards for pleasure and information critically in meaningful thought units; responds properly to environmental prints likes
signs, posters, commands and requests; and writes legibly simple sentences and messages in cursive form.

Content Standard Performance Standard

Domain
The learner… The learner…
demonstrates understanding of grade level appropriate words
independently takes turn in sharing inter and intra personal
used to communicate inter- and intrapersonal experiences, ideas,
experiences, ideas, thoughts, actions and feelings using
Oral Language thoughts,
appropriate words
actions and feelings
demonstrates understanding of familiar literary texts and common
uses appropriate expressions in oral interpretation and familiar
expressions for effective oral interpretation and communication
situations
fluently expresses ideas in various speaking tasks
demonstrates understanding of punctuation marks, rhythm,
Fluency accurately and fluently reads aloud literary and informational
pacing, intonation and vocal patterns as guide for fluent reading
and speaking texts appropriate to the grade level
demonstrates understanding of text elements to see the correctly presents text elements through simple organizers to
Listening relationship between known and new information to facilitate make inferences, predictions and conclusions
Comprehensi comprehension
on demonstrates understanding of information heard to make uses information from theme-based activities as guide for decision
meaningful decisions making and following instructions
Alphabet demonstrates understanding of the alphabets in English in distinguishes similarities and differences of the alphabets in
Knowledg comparison to the alphabets of Filipino and Mother Tongue English and Mother Tongue/Filipino
e
Phonics analyzes pattern of sounds in words for meaning and accuracy
demonstrates understanding of the relationship of phonetic
and Word
principles of Mother Tongue and English to decode unknown ably reads and spells out grade appropriate regular and irregular
Recognitio
words in English words in English
n
effectively transfers the knowledge of letter-sound
Phonologic demonstrates understanding of the letter-sound relationship
relationship from Mother Tongue to English
al between Mother Tongue and English for effective transfer of
correctly hears and records sounds in words
Awareness learning
demonstrates understanding of suitable vocabulary used in uses familiar vocabulary to independently express ideas in
Vocabulary
different languages for effective communication speaking activities
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K to 12 BASIC EDUCATION
Content Standard CURRICULUM Performance Standard
Domain
The learner… The learner…
demonstrates understanding of the elements of literary and uses information derived from texts in presenting varied oral and
Reading expository texts for creative interpretation written activities
Comprehensi demonstrates understanding of paragraph development to
on identifies correctly how paragraphs/ texts are developed
identify text types
demonstrates understanding of the process of writing to generate uses a variety of prewriting strategies to generate, plan, organize
Writing and express ideas and feelings ideas, make a draft for specific purposes
and demonstrates understanding of different formats to write for a produces a variety of texts for creative, personal academic and
Compositio variety of audiences and purposes functional purposes
n
demonstrates understanding of sentence construction for properly identifies and describes people, animals, places, things
correct expression and uses them in a variety of oral and written theme-based
activities
Grammar demonstrates understanding of the concepts of nouns, verbs uses pronouns and prepositions in a variety of oral and
and adjectives for proper identification and description written theme- based activities
demonstrates understanding of the concepts of pronouns and shows proficiency in constructing grammatically correct sentences
preposition for appropriate communication in different theme-based activities
demonstrates understanding of concepts about narrative and makes personal accounts on stories/texts as expression of
Attitude
informational texts for appreciation appreciation to familiar books
demonstrates understandings of useful strategies for purposeful
Study Independently uses strategies in accomplishing literacy-related
literacy learning
Strategies tasks
1st Quarter (Continuation of Oracy)

Learning
Competencies
WEEK
LC PA BPK AK V
OL G A SS
Listening Phonologic Book and Alphabet Vocabulary
Oral Grammar Attitude Study Strategy
Comprehensi al Print Knowled Developme
Language
on Awareness Knowledge ge nt
EN2OL-If-j-1.3 EN2LC-Ia-j-1.1 EN2PA-Ia- EN2BPK-Ia-3 EN2G-Ia-e-1 EN2V-Ia-5 EN2G-Ia-e-7.4 EN2SS-Ia-
Talk about Listen to a c- 1.1 Recognize Sentences Use words Perform e- 1.2
oneself and variety of Classify/ environmen  EN2G- that are dialogues, Engage in a
1-5 one’s family media Categoriz e tal print Ia- 1.1 related to drama, mock variety of
including sounds heard Recogniz self, family, interview, TV ways to share
EN2OL-If- books, (animals, EN2BPK-Ib-c-4 e school, talk show etc. information
1.3.1; audiotapes mechanical, Recognize the sentenc community, (e.g.
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K to 12 BASIC EDUCATION
videos and objects, musicalCURRICULUM es and and role playing,
EN2OL- other non- concepts such
age-appropriate as

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K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK
LC PA BPK AK V
OL G A SS
Listening Phonologic Book and Alphabet Vocabulary
Oral Grammar Attitude Study Strategy
Comprehensi al Print Knowled Developme
Language
on Awareness Knowledge ge nt
Ig-1.3.1 publications and instrument common terms sentences the names reporting,
Talk about a. Note s, in English  EN2G-Ib- for colors, summarizin
one’s name important environme relating to part c- 1.4 shapes, and g, retelling
and other details nt, speech) of book (e.g. Recognize numbers in and show
personal pertaining to cover, title simple both Mother and tell)
information a. character EN2PA-Id- page, etc.) sentences Tongue and
b. settings e- 1.2 book  EN2G-Id- English
EN2OL-Ih- c. events Discriminate orientation e- 1.3
j- 1.3.2 b. Give the sounds from Recognize EN2V-Ib-c-01
Talk about correct a EN2BPK-Id-e-5 different Differentiate
one’s sequence background Recognize kinds of English words
environment of three of other proper eye sentences from other
(e.g. persons, events sounds movement (declarativ languages
animals, c. Infer the skills (transfer e, spoken at
places, things, character skills) interrogati home and in
events, etc.) feelings  left to right ve school
and traits  top to )
d. Identify botto EN2VD-Id-e-1
cause m Identify the
and/or  return English
effect of sweep equivalent of
events words in the
e. Identify the Mother
speaker in Tongue or in
the story or Filipino
poem
f. Predict
possible
ending of
a story
read
g. Relate
story
events to
one’s
experienc
e
h. Discuss,
illustrat

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K to 12 BASIC EDUCATION
e, CURRICULUM
dramati
ze
specific
events
i. Identify
the
problem
and
solution
j. Retell a
story
listened to

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K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK
LC PA BPK AK V
OL G A SS
Listening Phonologic Book and Alphabet Vocabulary
Oral Grammar Attitude Study Strategy
Comprehensi al Print Knowled Developme
Language
on Awareness Knowledge ge nt

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

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

EN2LC-Id-
e- 1.2
Relate
information
and events in
a selection to
life
experiences
and
vice versa
EN2OL-Ia- EN2LC-If-1.1 EN2PA-If-1.2.1 EN2BPK-If-3 EN2AK-If-g-1 EN2G-If-g-2 EN2V-If-5 EN2A-If-j-7.4 EN2SS-If-j-1.2
e- 1.5 Listen to a Recognize Recognize Read the Nouns Use words that Perform Engage in a
Use variety of same/differe environmen alphabets are related to dialogues, variety of
appropriate media nt sounds tal print of English EN2G-If-g-2.1 self, family, drama, mock ways to share
expressions in including Recognize school, interview, TV information
common books, EN2PA-Ig-2.3 EN2BPK-Ig-h-4 EN2AK-Ih-j-2 names people, community, talk show etc. (e.g. role
situations audiotapes Distinguish Recognize the Identify letters objects, things and concepts playing,
(polite videos and rhyming common terms in English that and places such as the reporting,
expressions, other age- words from in English are not (e.g. names of names for summarizing,
6-10
greetings, appropriate non- relating to part present in animals, fruits, colors, shapes, retelling and
seeking publications rhyming of book (e.g. Mother objects in and numbers show and tell)
directions, words cover, title Tongue/Filipin songs, stories, in both Mother
apologizing, EN2LC-Ig-3.16 page, etc.) o and vice- poems, Tongue and
asking help, Follow a set EN2PA-Ih-2.4 book versa nursery English
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K to 12 BASIC EDUCATION
query and of verbal two- Supply words CURRICULUM
orientation rhymes,
clarification) step that rhyme pictures, realia EN2V-Ig-h-01
directions with given EN2BPK-Ii-j-5 and other ICT- Differentiat
with picture words Recognize based e English
cues proper eye materials) words
EN2PA-Ii-j-2.4 movement from other
EN2LC-Ih-1.1 Supply rhyming skills (transfer EN2G-Ih-2.4
Activate prior Recognize
knowledge nouns
based

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K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK
LC PA BPK AK V
OL G A SS
Listening Phonologic Book and Alphabet Vocabulary
Oral Grammar Attitude Study Strategy
Comprehensi al Print Knowled Developme
Language
on Awareness Knowledge ge nt
on new words in skills) in languages
knowledg response to  left to right simple spoken at
e formed spoken  top to sentenc home and in
words botto es school
EN2LC-Ii-j-1.2 m
Relate  return EN2G-Ii-9.2 EN2V-Ii-j-1
information sweep Recognize Identify the
and events in the use of English
a selection to a/an + noun equivalent of
life words in the
experiences Mother
and Tongue
vice versa or in Filipino

2nd Quarter (Continuation of Oracy)

Learning
Competencies
WEEK
LC PA BPK AK V
OL G A SS
Listening Phonologic Book and Alphabet Vocabulary
Oral Grammar Attitude Study Strategy
Comprehensi al Print Knowled Developme
Language
on Awareness Knowledge ge nt
EN2OL-IIa- EN2LC-IIa- EN2BPK-IIa-3 EN2AK-IIc-e-2 EN1G-IIa-e-3 EN2V-IIa-3 EN2A-IIa- EN2SS-IIa-
e- 1.3 b- 2.2 Recognize Identify letters Verbs Sort and e- 7.4 e- 1.2
Talk about Identify and environmen in English that classify Perform Engage in a
oneself and discuss the tal print are not EN1G-IIa- familiar words dialogues, variety of
one’s family elements of a present in e- 3.4 into basic drama, mock ways to share
story (theme, EN2BPK-IIb- Mother Recognize categories interview, TV information
 EN2OL- setting, c- 4 Tongue/Filipin common action (colors, talk show etc. (e.g. role
IIa- b- characters, Recognize the o and vice- words in shapes, foods, playing,
1.3.3 and events) common terms versa retelling, etc.) reporting,
1-5 Talk about in English conversation, summarizing,
one’s EN2LC-IIa- relating to part EN2AK-IIa-e-3 etc. EN2V-IIb- retelling and
activities/r j- 1.1 of book (e.g. Give the c- 12.1 show and tell)
es Listen to a cover, title beginning Determine the
ponsibilitie variety of page, etc.) letter of the meaning of
s at home media book name of each words using

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K to 12 BASIC EDUCATION
and in including CURRICULUM
orientation picture clues (Total
school and books, Physical
communit audiotapes EN2BPK-IId- Response
y videos and e- 5 through realia,
 EN2OL- other age- Recognize pictures, body
IIc- d- appropriate proper eye movements,
1.3.4 publications and movement context clues
Talk about

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K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK
LC PA BPK AK V
OL G A SS
Listening Phonologic Book and Alphabet Vocabulary
Oral Grammar Attitude Study Strategy
Comprehensi al Print Knowled Developme
Language
on Awareness Knowledge ge nt
topics of a. Note skills etc.)
interest important (transfer EN2V-IId-e-6
(likes details skills) Derive
and pertaining to  left to right meaning
dislikes) a. character  top to from
b. settings botto repetitive
c. events m language
b. Give the  return structures
correct sweep
sequence
of three
events
c. Infer the
character
feelings
and traits
d. Identify
cause
and/or
effect of
events
e. Identify the
speaker in
the story or
poem
f. Predict
possible
ending of
a story
read
g. Relate
story
events to
one’s
experienc
e
h. Discuss,
illustrat
e,

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K to 12 BASIC EDUCATION
dramati CURRICULUM
ze
specific
events
i. Identify
the
problem
and
solution
j. Retell a
story
listened to

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http://lrmds.deped.gov.ph/. schools.
K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK
LC PA BPK AK V
OL G A SS
Listening Phonologic Book and Alphabet Vocabulary
Oral Grammar Attitude Study Strategy
Comprehensi al Print Knowled Developme
Language
on Awareness Knowledge ge nt

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

EN2LC-IId-
e- 2.5
Validate
ideas made
after
listening to
a
story
EN2OL- EN2LC-IIf- EN2PA-IIf-2.3 EN2BPK-IIf-3 EN2AK-Iif-j-2 EN2G-IIf-j-5 EN2V-IIf-g-3 EN2A-IIf-j-7.4 EN2SS-IIf-
IIf- 1.17.2 g- 2.2 Distinguish Recognize Identify letters Adjectives Sort and Perform j- 1.2
Ask Identify and rhyming environmen in English that classify dialogues, Engage in a
simple discuss the words from tal print are not EN2G-IIf-j-5.1 familiar words drama, mock variety of
question elements of a non- present in Recognize into basic interview, TV ways to share
s story (theme, rhyming EN2BPK-IIg- Mother descriptions of categories talk show etc. information
setting, words h- 4 Tongue/Filipin people, (colors, (e.g. role
EN2LC-IIg-3.6 characters, Recognize the o and vice- objects, things shapes, foods, playing,
Follow one- and events) EN2PA-IIg- common terms versa and places etc.) reporting,
to- two step h- 2.4 in English (color, shape, summarizing,
directions EN2LC-IIh- Supply words relating to part size, height, EN2V-IIh- retelling and
i- 2.1 that rhyme of book (e.g. weight, length, i- 12.1 show and tell)
6-10
EN2OL- Ask and with given cover, title distance, etc.) Determine the
IIh- 1.17.1 answer simple words page, etc.) meaning of
Give one-to- questions book words using
two step (who, what, EN2PA-IIi-j- orientation clues (Total
directions where, when, 2.4 Physical
why, and how) Supply EN2BPK-IIi-j-5 Response
EN2OL-IIi-j- about text rhyming Recognize through realia,
1.6 listened to words in proper eye pictures, body
Recite response to movement movements,
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K to 12 BASIC EDUCATION
memorized EN2LC-IIj-2.5 spoken words CURRICULUM
skills (transfer context clues
verses, Validate skills) etc.
short ideas made  left to right
poems, after  top to EN2V-IIj-6
and listening to a botto Derive
rhymes m meaning
 return from
sweep repetitive
language

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K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK
LC PA BPK AK V
OL G A SS
Listening Phonologic Book and Alphabet Vocabulary
Oral Grammar Attitude Study Strategy
Comprehensi al Print Knowled Developme
Language
on Awareness Knowledge ge nt
story structures

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

3rd Quarter – Beginning Reading and Writing

Learning
Competencies
WEEK LC RC WC PA BPK PWR V
OL AK F S G A SS
Listening Reading Writing/ Phono Book and Phonics Vocabular
Oral Alphabet Study
Langua Comprehe Compreh Comp logical Print Knowled and Word Fluency Spellin Grammar y Attitude Strateg
ge n sion en sion o Awarene Knowledg ge Recogniti g Develop y
sition ss e on ment
EN2OL- EN2LC- (Note: EN2WC EN2PA- EN2BPK EN2AK EN2G- EN2V- EN2A- EN2SS-
IIIa-b-3.3 IIIa-2.4 The text - IIIa-c- IIIc-e-6.2 - IIIa-1 - IIIa- IIIa-c-1 IIIa-b- IIIa-e-1 ; IIIa-d-1.1
Talk Use an that they 1 Produce Discuss 1.1 Sentences 13.1 Participat Follow
about understan will read Participat speech the Give the Give the e/ engage instructio
1-3
texts di ng of should be e in sounds illustratio beginnin EN2G- meaning in a read- ns orally
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K to 12 BASIC EDUCATION
identifyin characters controlle generatin (soundsCURRICULUM
ns on the g sound IIIa-1.1 of words along of given
g major , incidents d g ideas and cover and of each Distingui used texts (e.g.
points and dependin through letter predict consona sh in poetry,
and g on the prewriting names) what the nt sentence stories
key themes PWR (m,s, f, t, s presente
d

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K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK LC RC WC PA BPK PWR V
OL AK F S G A SS
Listening Reading Writing/ Phon Book and Phonics Vocabular
Oral Alphabet Study
Compreh Compreh Compo o Print and Fluency Spellin Grammar y Develop Attitude
Langua Knowled Strateg
en en sition logic Knowledg Word g ment
ge e ge y
sion sion al Recognitio
Awareness n
settings lesson.) activities story h) from through repetitiv
EN2OL- to make Show may be non- real e text)
IIIc-d-1.2 predictio understan about EN2AK sentenc objects,
Participat ns di ng of a - IIIb- es illustratio
e in story EN2BPK 1.2 ns
choral EN2LC- listened - IIIa-b- Give the EN2G- ,
speaking IIIa-j-1.1 to 4 beginnin IIIb-1.3 demonstr
and echo Listen to a through Identify g sound Use ati on and
reading of variety of the the of each different context
short media following common consona kinds of clues
poems, including writing terms in nt (c, r, sentence
rhymes books, activities: English n,b, g, p) s: EN2V-
and audiotape EN2WC- relating declarativ IIIc-13.1
stories s videos IIIb-1.9 to part of EN2AK e (telling) Recognize
with and other a. Writing book (e.g. - IIIc- and that some
repeated age- a cover, 1.2 interrogat words
patterns appropriat phrase title page, Give the iv mean the
and e or etc.) beginnin e(asking) same
refrains in publicatio sentenc g sound (synonym
English ns and e about EN2BPK of each EN2G- s)
a. Note an - IIIb-2 consona IIIc-1.6
importa illustrat Identify nt (d, j, Recognize EN2V-
nt i on title, w, v, z, punctuati IIIc-d-
details EN2WC- author y) on marks 13.2
pertaini IIIc-1.10 and book (period, Recognize
n g to b. Comple illustrator EN2AK- question that some
a. ti ng a and tell IIIa-c-1.2 mark) words
charact Lost what they Name have
er and do the opposite
b. settings Found pictures meaning
c. events Poster that (antonym
b. Give EN2WC- begin its s)
the IIIc-1.11 name
correct c. Filling with a
sequen in particula
c e of blanks r
three in a consona
events letter nt
c. Infer EN2WC-
the IIIc-1.12 EN2AK
charact d. Drawin - IIIa-c-
er g and 4
feelings writing Give the
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K to 12 BASIC EDUCATION
and some CURRICULUM beginnin
traits words g
d. Identif on a consona
y birthda nt sound
cause y card of the
and/or EN2WC- name of
effect IIIc-1.13 each
of e. Writing picture
events
e. Identify

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K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK LC RC WC PA BPK PWR V
OL AK F S G A SS
Listening Reading Writing/ Phon Book and Phonics Vocabular
Oral Alphabet Study
Compreh Compreh Compo o Print and Fluency Spellin Grammar y Develop Attitude
Langua Knowled Strateg
en en sition logic Knowledg Word g ment
ge e ge y
sion sion al Recognitio
Awareness n
the some
speak words
er in about a
the charact
story er
EN2OL- or EN2RC EN2PA- EN2PWR EN2F- EN2S- EN2G- EN2V-
IIIe-f-1.1 poem - IIId- IIIf-h-6.3 - IIIc-d-3 IIIa-b- IIId-j-3 IIId-f-2 IIId-j-20
Listen and f. Predict e- Produce Read 2.11 Spell Nouns Give the
respond possibl 2.10 the words Read words Give meaning
to texts to e Note sounds of with aloud with naming of short e
clarify ending details in English short e phrases, short e words words
meanings of a sentences letters sound in sentences sound in for
heard story and using the CVC and CVC persons,
while read stories letter pattern stories pattern places,
drawing g. Relate (controlle sounds of (e.g. consisting things
on story d words, Mother pen, of short e EN2S-
personal events short e, Tongue men, . . .) words IIId-j-4 EN2G-
experienc to a.. as with Spell IIId-2.4
es one’s .) that reference EN2PWR appropria words Use
experie they read - IIId-f-9 te speed, with short common
n ce Read accuracy e and a nouns in
h. Discus EN2RC- some the and sound in simple
s, IIId-e-2.4 sight proper CVC sentenc
illustrat Identify words expressio pattern es
4-6 e the basic n EN2G-
, sequence EN2PWR IIIf-9.2
dramat of events - IIId-f- Use the
iz e and make 7.1 use of
specific relevant Match the a/an +
events prediction picture noun
i. Identif s about with its
y the stories and
proble sight
m and EN2RC word
solutio - IIIf-h-
n 2.17 EN2PWR
j. Retell Answer - IIId-f-
a questions 10
story to clarify Read
listene understan short
d to di ng phrases
before, consistin
EN2LC- during g of short
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K to 12 BASIC EDUCATION
IIIb-c-2.5 and after CURRICULUM e words
Use an reading and
understan Some
di ng of sight
incidents, words
character
s and EN2PWR
settings - IIIg-h-
to 11
validate Read
short
phrases
and

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K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK LC RC WC PA BPK PWR V
OL AK F S G A SS
Listening Reading Writing/ Phon Book and Phonics Vocabular
Oral Alphabet Study
Compreh Compreh Compo o Print and Fluency Spellin Grammar y Develop Attitude
Langua Knowled Strateg
en en sition logic Knowledg Word g ment
ge e ge y
sion sion al Recognitio
Awareness n
predictions sentence
s
EN2LC- consistin
IIId-e-2.4 g of
Use short e
personal words
experienc and the
es to sight
make words.
prediction
s about EN2PWR
text - IIIi-j-12
viewed Read a
and short
listened story
to consisting
of short e
EN2LC words
- IIIf- and sight
g- words
3.15
Recogniz
e the
differenc
e
between
“made-
up” and
“real” in)
texts
listened to

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K to 12 BASIC EDUCATION
CURRICULUM EN2G-
IIIg-h-3
EN2LC-
EN2OL- Verbs
IIIh-3.1
IIIg-1.16;
Identify
Create EN2G-
importan
and IIIg-3.1
t details
participat Identif
in
e in oral y
exposito
dramatic action
ry text
activities words
7-10 listened
EN2G-
EN2LC-
EN2OL- IIIh-3.4
IIIi-j-2.6
IIIh-j-1.6 Use
Retell
Dramatize common
and/or
familiar action
reena
stories, words in
ct
rhymes retelling,
events
and conversat
from a
poems io ns, etc.
story

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K to 12 BASIC EDUCATION
CURRICULUM

4th Quarter (Beginning Reading and Writing)

Learning
Competencies
WEEK LC RC WC PA BPK PWR V
OL AK F S G A SS
Listening Reading Writing/ Phon Book and Phonics Vocabular
Oral Alphabet Study
Compre Compre Compo o Print and Fluency Spellin Grammar y Develop Attitude
Langua hension hension sition Knowledg Knowled ment Strateg
logic Word g
ge e ge Recognitio y
al
Awareness n
EN2OL- EN2LC- (Note: EN2WC EN2PA- EN2BPK EN2PWR EN2F-IVa- EN2S- EN2G- EN2V- EN2A- EN2SS
IVa-b- IVa-b- The text - IVa-c- IVa-b- - IVa-b- - IVa-c-1 d-4 IVa-e- IVa-f- IVa-e- IVa-e- - IVa-
1 3.3 2.4 that they 1 3.1 4 Read Read 2 4 21 1 b-2
Talk Use an will read Participat Demonstr Identify short a phrase Spell Pronouns Give the Participat Arrange
about understan should be e in at e the the words in s, words meaning e/ engage words
texts di ng of controlle generatin concept common CVC sentences with short  EN2G- of short a in a read- alphabetic
identifyin character d g ideas of word terms in pattern and e and a IVa-b- words along of al ly by
g major s, dependin through by English (cat, stories sound in 4.2.1 texts (e.g. the 1st
points incidents g on the prewritin dividing relating man, consisting CVC Use EN2V- poetry, letter
and key and PWR g spoken to part of bag) of short a pattern persona IVa-e- repetitive
themes settings lesson.) activities sentences book (e.g. words (see l 22 text)
2 to make  EN2WC in English cover, EN2PWR and some PWR) pronoun Give the
prediction EN2RC - IVa- into title page, - IVa-c- sight s (e.g. I, meaning
s - IVa- 1.1 individual etc.) book 2.9 words EN2S- you, he, of 2-
2.2 brainsto words ori Match with IVa-e- she, it, syllable
State r ming entation pictures appropria 3 we, words
details of  EN2WC with te speed, Spell they) in with short
text - IVb- short a accuracy words dialogu e and a
during 1.2 words and with short es sounds
and webbin proper e, a and i
after g expressio sound in
reading  EN2WC n CVC
) - IVc- pattern
EN2OL- EN2LC- EN2RC- 1.3 EN2PA- (see EN2G- EN2SS
IVc-d- IVc-d- IVc- drawing IVc-d- PWR) IVc-d- - IVc-
1.2 2.5 3.1.3 6.2; 4.2.3 d-3
Participat Use an Give the Produce EN2S- Use Interpret
3 e in understan sequence speech IVa-e- simple
demonstr
choral di ng of of three sounds 3.1 ati ve maps of
speaking incidents, events in (sounds Spell 2- pronouns unfamili
and echo character stories and syllable (this/that, ar
reading of s and read letter words places,

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K to 12 BASIC EDUCATION
short settings EN2RC EN2WC- names)CURRICULUM EN2PWR with short these/ signs
poems, to - IVd- IVd-g- - IVd-13 e, a and i those) and
rhymes validate 2.8 1.6 Differenti sound in symbols
and prediction Infer/ Express at e and CVC
4 stories s predict idea read pattern
with outcom through correctly (see PWR)
repeated es illustratio the short
patterns ns or e and a
and storyboar words
refrains in d (pan-
English pen,
EN2OL EN2LC- EN2RC- EN2PA- man-
- IVe- IVe-f- IVe- IVe-f- men, tan-
1.1 2.4 2.16 6.3 iten etc.)
5 Listen Use Use Produce
and personal clues to the EN2PWR-
respond experienc make sounds of
to texts es and English
to to make justify letters
clarify predictions

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K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK LC RC WC PA BPK PWR V
OL AK F S G A SS
Listening Reading Writing/ Phon Book and Phonics Vocabular
Oral Alphabet Study
Compre Compre Compo o Print and Fluency Spellin Grammar y Develop Attitude
Langua Knowled Strateg
hension hension sition logic Knowledg Word g ment
ge e ge y
al Recognitio
Awareness n
meanings prediction before, using the IVd-14
heard s about during letter Write
while text and after sounds the
drawing viewed reading of names
on and (titles, Mother of
personal listened pictures,) Tongue pictures
experienc to as with the
es referenc short a,
e e words.

EN2PWR-
IVd-e-
10.1-
11.1
Read
phrases,
short
sentence
s and
short
stories
consistin
g of
short e
and a
words
and the
Who,
What
and
Where
question
s
about them
EN2OL- EN2PWR EN2F-
IVf-g- - IVf-15 IVf- 4.1
1.16 Read 2- Read
Create syllable phrases,
and words sentences
participat consistin and
e in oral g of stories
dramatic short e consisting
6 activities and a of short e,
K to 12 English Curriculum Guide May 2016 Page 62 of 247
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K to 12 BASIC EDUCATION
CURRICULUM (basket, a, and i
magnet, words
.. and some
.). sight
words
with
appropria
te speed,
accuracy
and
proper
expressio
n

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K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK LC RC WC PA BPK PWR V
OL AK F S G A SS
Listening Reading Writing/ Phon Book and Phonics Vocabular
Oral Alphabet Study
Compre Compre Compo o Print and Fluency Spellin Grammar y Develop Attitude
Langua Knowled Strateg
hension hension sition logic Knowledg Word g ment
ge e ge y
al Recognitio
Awareness n
EN2LC- EN2PWR EN2F- EN2G- EN2V-
IVg- - IVg-h- IVg-j- IVg-h- IVg-
3.15 16 4.2 7 21
Recogniz Read Read Prepositi Give the
e the short i phrases, o ns meaning
differenc words in sentences EN2G- of short i
e CVC and IVg-i- words
between pattern stories 7.3
“made- (pin, big, consisting Use the
7 up” and fit of 2- most
“real” in) . . .) syllable frequentl
texts short e, a, y
listened EN2PWR and i occurring
to - IVg-h- words and prepositi
2.8 some on (e.g.
Match sight on, over,
pictures words under, to,
with short with from,
i words appropria above,
te speed, etc.)
EN2PWR accuracy
- IVh- and
17.2 proper
Differenti expression
EN2OL- EN2LC at e and EN2V- EN2SS
IVh-j- - IVh- read IVh-j- - IVh-
1.6 3.1 correctly 22 1.2
Dramatize Identify the short Give the Interpret
8 familiar importan meaning pictograp
e, a and i
stories, t details words of 2- hs
rhymes in (pan- syllable
and exposito pen- pin, EN2G- words
poems ry text bag- IIIi-j-5 ; with
listened beg-big) Adjectives short e ,
EN2LC- EN2PWR a and i
IVi-j- - IVi- EN2G- sounds
2.6 14.1 IIIi-j-5.1
Retell Write Describe
and/or the people,
reena names objects,
ct of things
events pictures and
9 from a with the places
K to 12 English Curriculum Guide May 2016 Page 64 of 247
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K to 12 BASIC EDUCATION
story CURRICULUM short a, using
e and i simple
EN2LC- words. adjectives
IIa-j-1.1 (color,
Listen to EN2PWR shape,
a variety - IVi- size,
of media 10.1.1-
including Read
books, phrase
audiotapes s, short
sentences

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K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK LC RC WC PA BPK PWR V
OL AK F S G A SS
Listening Reading Writing/ Phon Book and Phonics Vocabular
Oral Alphabet Study
Compre Compre Compo o Print and Fluency Spellin Grammar y Develop Attitude
Langua Knowled Strateg
hension hension sition logic Knowledg Word g ment
ge e ge y
al Recognitio
Awareness n
videos and height,
and other short weight,
age- stories length,
appropriat consistin distanc
e g of e, etc.)
publicatio short e,
ns and a and i
a. Note words
import and the
a nt Who,
details What
pertai and
ni ng Where
to a. questions
charac about
t er them
b. EN2PWR
setting - IVj-
s c. 15.2
events Read 2-
b. Give syllable
the words
correc consistin
t g of
seque short a,
n ce e and i
of words
three (pigpen,
event magnet .
s .
.)

10 c. Infer EN2PWR
the - IVj-2.8
charac Match
t er the 2-
feeling syllable
s and words
traits with the
d. Identif correct
y pictures
cause
and/or EN2PWR
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K to 12 BASIC EDUCATION
effect CURRICULUM - IVj-18
of Write
events correctly
e. Identif the 2-
y the syllable
speak words
er that
in the name the
pictures

EN2PWR
- IVj-

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K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK LC RC WC PA BPK PWR V
OL AK F S G A SS
Listening Reading Writing/ Phon Book and Phonics Vocabular
Oral Alphabet Study
Compre Compre Compo o Print and Fluency Spellin Grammar y Develop Attitude
Langua Knowled Strateg
hension hension sition logic Knowledg Word g ment
ge e ge y
al Recognitio
Awareness n
story 10.1.2-
or Read
poem phrases,
f. Predict sentences
possibl and short
e stories
ending consisting
of a of two
story syllable
read words
g. Relate and the
story questions
events about
to them
one’s
experi
e nce
h. Discuss
,
illustra
t e,
drama
ti ze
specifi
c
events
i. Identif
y the
proble
m and
solutio
n
j. Retell
a
story
listene
d to

Grade 2 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are CODE
K to 12 English Curriculum Guide May 2016 Page 68 of 247
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K to 12 BASIC EDUCATION
uploaded at CURRICULUM *These materials are in textbooks that have been delivered to
http://lrmds.deped.gov.ph schools.
OL – Oral Language
1Q
Talk about oneself and one’s family 2. BEAM ENG1 Module 1 – Expressions. 2009.
EN2OL-If-j-1.3 3. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
4. BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.

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K to 12 BASIC EDUCATION
Follow one-to-two step directions CURRICULUM 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
EN2OL-IIg-3.6 2. BEAM ENG1 Module 1 – Expressions. 2009.
3. BEAM ENG1 Module 3 – Directions. 2009.

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K to 12 BASIC EDUCATION
LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
Learning Materials are CODE
*These materials are in textbooks that have been delivered to
uploaded at schools.
http://lrmds.deped.gov.ph
4. BEAM ENG1 Module 2 – Commands and Directions. 2009.
5. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
6. BEAM-DLP3 Module 48 – Following Two-step Directions. 2009.
7. *English Expressways 1. 2010. pp 9.
8. English (Learner’s Material) 2. 2013. pp 299-306.
Give one-to-two step directions 1. BEAM ENG1 Module 3 – Directions. 2009.
EN2OL-IIh-1.17.1
2. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
Recite memorized verses, short poems, and rhymes 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
EN2OL-IIi-j-1.6 2. BEAM ENG2 Module 4 – Rhymes. 2009.
3. *English for You and Me 3 (Reading). 2011. pp 48.
3Q
Participate in choral speaking and echo reading of BEAM-DLP 3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress
EN2OL-IIIc-d-1.2
short poems, rhymes and stories with repeated and Rhythm.
patterns and
refrains in English
Create and participate in oral dramatic activities EN2OL-IIIg-1.16 *English for You and Me 3 (Reading). 2011. pp 21-22.
Dramatize familiar stories, rhymes and poems 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
EN2OL-IIIh-j-1.6
2. BEAM ENG2 – Sequencing Events. 2009.
4Q
Participate in choral speaking and echo reading of BEAM-DLP 3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress
short EN2OL-IVc-d-1.2 and Rhythm.
poems, rhymes and stories with repeated patterns
and refrains in English
Create and participate in oral dramatic activities EN2OL-IVf-g-1.16 *English for You and Me 3 (Reading). 2011. pp 21-22.
Dramatize familiar stories, rhymes and poems 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
EN2OL-IVh-j-1.6
2. BEAM ENG2 – Sequencing Events. 2009.
LC – Listening Comprehension
1Q
Listen to a variety of media including
1. BEAM ENG1 Module 8 – Noting Details. 2009.
books, audiotapes videos and other
age-appropriate publications and 2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
k. Note important details pertaining to 3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
a) character 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
b) settings 5. BEAM ENG2 – Sequencing Events. 2009.
c) events 6. BEAM ENG2 – Perceiving Relationships. 2009.
l. Give the correct sequence of three events EN2LC-Ia-j-1.1 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
m. Infer the character feelings and traits 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
n. Identify cause and/or effect of events 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
o. Identify the speaker in the story or poem 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
p. Predict possible ending of a story read 11. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 59-62, 127-128,
315-318,
q. Relate story events to one’s experience
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K to 12 BASIC EDUCATION
r. Discuss, illustrate, dramatize specific events CURRICULUM 364-367, 408-410.
s. Identify the problem and solution 12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
13. *English for You and Me 3 (Reading). 2011. pp 4, 8, 10-11, 21, 22.

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LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
Learning Materials are CODE
*These materials are in textbooks that have been delivered to
uploaded at schools.
http://lrmds.deped.gov.ph
t. Retell a story listened to
Follow a set of verbal two-step directions with 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
picture cues 2. BEAM ENG1 Module 1 – Expressions. 2009.
EN2LC-Ib- 3. BEAM ENG1 Module 2 – Commands and Directions. 2009.
3.16 EN2LC- 4. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
Ig-3.16 5. BEAM-DLP 3 Module 57 – Giving Short Commands or Directions.
6. English (Learner’s Material) 2. 2013. pp 299-306.
2Q
Identify and discuss the elements of a story 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2LC-IIa-b-2.2
(theme, setting, characters, and events) 2. BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.
Listen to a variety of media including 1. BEAM ENG1 Module 8 – Noting Details. 2009.
books, audiotapes videos and other 2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
age-appropriate publications and 3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
a. Note important details pertaining to 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
a) character 5. BEAM ENG2 – Sequencing Events. 2009.
b) settings 6. BEAM ENG2 – Perceiving Relationships. 2009.
c) events 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
a. Give the correct sequence of three events EN2LC-IIa-j-1.1 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
b. Infer the character feelings and traits 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
c. Identify cause and/or effect of events 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
d. Identify the speaker in the story or poem 11. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 127-128,
e. Predict possible ending of a story read 315-318,
f. Relate story events to one’s experience 410-412.
g. Discuss, illustrate, dramatize specific events 12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
h. Identify the problem and solution 13. *English for You and Me 3 (Reading).2011. pp 4, 8, 10-11, 21, 22.
i. Retell a story listened to
Ask and answer simple questions (who, what, 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
where, when, why, and how) about text listened 2. BEAM ENG1 Module 1 – Expressions. 2009.
to 3. BEAM ENG2 Module 2 – Intonation and Expressions. 2009.
EN2LC-IIc-2.1
4. UnionBank English. Grade 2. Unit 1. Lesson 30.
5. UnionBank English. Grade 2. Unit 3. Lesson 8.
6. *English Expressways 1. 2010. pp 202-208, 212-217.
Identify and discuss the elements of a story 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2LC-IIf-g-2.2
(theme, setting, characters, and events) 2. BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.

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K to 12 BASIC EDUCATION
Ask and answer simple questions (who, what, CURRICULUM 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
where, when, why, and how) about text listened 2. BEAM ENG1 Module 1 – Expressions. 2009.
to 3. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
EN2LC-IIh-i-2.1
4. BEAM ENG1 Module 8 – Noting Details. 2009.
5. BEAM-DLP3 Module 56 – Asking Wh-Questions.
6. *English Expressways 1. 2010. pp 202-208, 212-217.
7. Let’s Begin Reading in English 2. 2013. pp 24-27.

K to 12 English Curriculum Guide May 2016 Page 75 of 247

4Q
Recognize the difference between “made-up” and 1. English (Learner’s Material) 2. 2013. pp 274-277
EN2LC-IVg-3.15
“real” in) texts listened to 2. English for You and Me 3 (Reading). 2011. pp 156-161
Retell and/or reenact events from a story 1. BEAM ENG2 – Sequencing Events. 2009.
EN2LC-IVi-j-2.6
2. English (Learner’s Material) 2. 2013. pp 315-318, 410-412.
Listen to a variety of media including 1. BEAM ENG1 Module 8 – Noting Details. 2009.
books, audiotapes videos and other 2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
age-appropriate publications and 3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
k. Note important details pertaining to 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
a) character 5. BEAM ENG2 – Sequencing Events. 2009.
b) settings 6. BEAM ENG2 – Perceiving Relationships. 2009.
c) events EN2LC-IIa-j-1.1 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
l. Give the correct sequence of three events 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
m. Infer the character feelings and traits 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
n. Identify cause and/or effect of events 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
o. Identify the speaker in the story or poem 11. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 127-128,
p. Predict possible ending of a story read 315-318,
K to 12 English Curriculum Guide May 2016 Page 76 of 247
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q. Relate story events to one’s experience CURRICULUM 410-412.
12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.

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K to 12 BASIC EDUCATION
Distinguish rhyming words from non-rhyming words CURRICULUM 2. BEAM ENG1 Module 5 – All About Rhymes 2009.
3. BEAM ENG2 Module 4 – Rhymes. 2009.
EN2PA-IIf-2.3
4. *English Expressways 1.2010. pp. 51.
5. English (Learner’s Material). Grade 2. 2013. pp. 41-50, 181-182, 398.

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K to 12 BASIC EDUCATION
b. top to bottom CURRICULUM
c. return sweep
3Q
Identify the common terms in English relating to BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2BPK-IIIa-b-4
part of book (e.g. cover, title page, etc.)
4Q
Identify the common terms in English relating to EN2BPK-IVa-b-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
part of

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K to 12 BASIC EDUCATION
LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
Learning Materials are CODE
*These materials are in textbooks that have been delivered to
uploaded at schools.
http://lrmds.deped.gov.ph
book (e.g. cover, title page, etc.) book orientation
AK – Alphabet Knowledge
1Q
Identify letters in English that are not present in English (Learner’s Material). Grade 2. 2013. pp 19.
EN2AK-Ih-j-2
Mother Tongue/Filipino and vice-versa
2Q
Identify letters in English that are not present in EN2AK-IIc-e-2 English (Learner’s Material). Grade 2. 2013. pp 19.
Mother Tongue/Filipino and vice-versa
Identify the name and sound of each consonant EN2AK-IIa-e-3 Let’s Begin Reading in English 2.2013. pp 11, 23.
Identify letters in English that are not present in English (Learner’s Material). Grade 2. 2013. pp 19.
EN2AK-Iif-j-2
Mother Tongue/Filipino and vice-versa
3Q
Give the beginning sound of each consonant 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
(m,s,f,t,h) EN2AK-IIIa-1.1 2. *English Expressways 1. 2010. pp 62-65, 69-71, 80-83, 92-95.
3. English (Learner’s Material). Grade 2. 2013. pp 23-25, 29.
Give the beginning sound of each consonant 1. BEAM ENG2 Module 1B – Critical Speech Sounds
(c,r,n,b,g,p) EN2AK-IIIb-1.2 2. *English Expressways 1. 2010. pp 52-53, 62-65, 84-85, 96-99.
3. English (Learner’s Material). Grade 2. 2013. pp 23-25, 29.
Give the beginning sound of each consonant 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
(d,j,w,v,z,y) EN2AK-IIIc-1.2 2. *English Expressways 1. 2010. pp 52-53, 69-71, 86-87, 101-103.
3. English (Learner’s Material). Grade 2 2013. pp. 19.
Name the pictures that begin its name with a BEAM ENG2 Module 1B – Critical Speech Sounds.
EN2AK-IIIa-c-1.2
particular consonant
Give the beginning consonant sound of the name of BEAM ENG2 Module 1B – Critical Speech Sounds.
EN2AK-IIIa-c-4
each picture
PWR – Phonics and Word Recognition
3Q
Read words with short /e/ sound in CVC pattern 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
(e.g. pen, men) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2PWR-IIIc-d-3 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.
5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
Read short phrases consisting of short /e/ words EN2PWR-IIId-f-10 English (Learner’s Material). Grade 2. 2013. pp 26, 28, 31.
and some sight words
Read short phrases and sentences consisting of EN2PWR-IIIg-h- English (Learner’s Material). Grade 2. 2013. pp 26, 28, 31.
short /e/ words and the sight words 11
Read a short story consisting of short /e/ words and 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
sight words EN2PWR-IIIi-j-12 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
3. *Unionbank Student’s Work Text 2. 2013. pp 11.
4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.
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CURRICULUM

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K to 12 BASIC EDUCATION
LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
Learning Materials are CODE
*These materials are in textbooks that have been delivered to
uploaded at schools.
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5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
4Q
Read short /a/ words in CVC pattern (cat, man, bag) 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
EN2PWR-IVa-c-1 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
3. English (Learner’s Material). Grade 2. 2013. pp 32-38.
Differentiate and read correctly the short /e/ and 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
/a/ words (pan- pen, man-men, tan-ten etc.) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2PWR-IVd-13 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.
5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
Read short /i/ words in CVC pattern (pin, big, fit . . .) 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
EN2PWR-IVg-h- 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
16 3. English (Learner’s Material). Grade 2. 2013. pp 43-50.
S - Spelling
3Q
Spell words with short e sound in CVC pattern EN2S-IIId-j-3 BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
Spell words with short e and a sound in CVC EN2S-IIId-j-4 BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
pattern
4Q
Spell words with short e and a sound in CVC 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
pattern (see PWR) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2S-IVa-e-2 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.
5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
Spell words with short e, a and i sound in CVC 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
pattern (see PWR) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2S-IVa-e-3 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.
5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
Spell 2-syllable words with short e, a and i sound in 6. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
CVC pattern 7. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
(see PWR) EN2S-IVa-e-3.1 8. *Unionbank Student’s Work Text 2. 2013. pp 11.
9. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.
10. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
G - Grammar
1Q
Sentences EN2G-Ia-e-1 English (Learner’s Material) 2. 2013. pp 473-474.
a. Recognize sentences and non-sentences EN2G-Ia-1.1 *English for You and Me 3. (Reading). 2011. pp 49-51.

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K to 12 BASIC EDUCATION
b. Recognize simple sentences CURRICULUM 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2G-Ib-c-1.4 2. *English for You and Me Reading 3. 2011. pp 2-3.
3. Let’s Begin Reading in English 2. 2013. pp 283.

K to 12 English Curriculum Guide May 2016 Page 85 of 247

Distinguish sentences from non-sentences EN2G-IIIa-1.1 *English for You and Me 3. (Reading). 2011. pp 49-51.
Use different kinds of sentences: declarative BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN2G-IIIb-1.3
(telling) and interrogative (asking)
Recognize punctuation marks (period, question 1. BEAM ENG1 Module 7 – Personal Idea.
mark) EN2G-IIIc-1.6 2. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
3. English (Learner’s Material) 2. 2013. pp 377-378.
Use common nouns in simple sentences EN2G-IIId-2.4
Use the use of a/an + noun 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
EN2G-IIIf-9.2
2. *English Expressways 1. 2010. pp 147-151.
Verbs 1. BEAM ENG2 Module 6B – Action Words. 2009.
EN2G-IIIg-h-3
2. English (Learner’s Material) 2. 2013. pp 149-151.
Identify action words EN2G-IIIg-3.1
Use common action words in retelling, EN2G-IIIh-3.4 English (Learner’s Material) 2. 2013. pp 152-153.
conversations, etc.
4Q
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K to 12 BASIC EDUCATION
Pronouns CURRICULUM 1. *English Expressways 1. 2010. pp. 85-87, 127.
EN2G-IVa-f-4
2. English (Learner’s Material) 2. 2013. pp 106-110.
Use personal pronouns (e.g. I, you, he, she, it, we, EN2G-IVa-b-4.2.1 2. BEAM ENG1 Module 7 – Personal Idea.
they)

K to 12 English Curriculum Guide May 2016 Page 87 of 247

4Q
Arrange words alphabetically by the 1st letter EN2SS-IVa-b-2
Interpret simple maps of unfamiliar places, signs 1. English (Learner’s Material) 2. 2013. pp 358-362, 378-380.
EN2SS-IVc-d-3
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K to 12 BASIC EDUCATION
and symbols CURRICULUM
Interpret pictographs EN2SS-IVh-1.2 1. Let’s Begin Reading in English 2. 2013. pp 311-313.

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K to 12 BASIC EDUCATION
CURRICULUM GRADE 3

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

The learner listens critically to to get information from text heard, demonstrates independence in using the basic
Grade Level Standards
language structure in oral and written communication, and reads with comprehension

Content Standard Performance Standard

Domain
The learner… The learner…
uses speaking skills and strategies appropriately to communicate
demonstrates understanding of speech cues for clear expression
ideas in varied theme-based tasks
Oral Language of ideas
demonstrates understanding of processes and information in text
creatively presents information in varied ways
for articulation of ideas
demonstrates understanding of punctuation marks, rhythm, fluently expresses ideas in various speaking tasks
Fluency
pacing, intonation and vocal patterns as guide for fluent reading accurately and fluently reads aloud literary and informational
and speaking texts
Listening demonstrates understanding of different listening strategies to uses information from texts viewed or listened to in preparing logs
Comprehensi comprehend texts and journals
on
uses word recognition techniques to read and understand
demonstrates understanding of processes in sight word
Phonics words that contain complex letter combinations, affixes and
recognition or phonic analysis to read and understand words
and Word contractions through theme-based activities
Recognitio demonstrates understanding of familiar sight and irregularly uses familiar sight and irregularly -spelled words in meaningful
n spelled words for automatic recognition oral and written tasks

Spelling demonstrates understanding of letter sequence in words to get hears and records sounds in words
meaning
demonstrates understanding of English vocabulary used in both proficiency uses English vocabulary in varied and creative oral and
Vocabulary
oral and written language in a given context written activities
demonstrates understanding of the elements of literary and uses information derived from texts in presenting varied oral and
Reading expository texts for creative interpretation written activities
Comprehensi demonstrates understanding of paragraph development to
on identifies correctly how paragraphs/ texts are developed
identify text types
Writing demonstrates understanding of sentences and paragraphs in
composes three-to-five sentence paragraph

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K to 12 BASIC EDUCATION
Content Standard CURRICULUM Performance Standard
Domain
The learner… The learner…
demonstrates understanding of grammatical structures of shows proficiency in constructing grammatically correct
Grammar
English to be able to communicate effectively in oral and sentences in varied theme-based oral and written activities
written forms
demonstrates understanding of narrative and informational texts makes personal journals, diaries, portfolios and logs, etc. as
Attitude
for appreciation of literacy-related activities/tasks expression of enthusiasm in reading books both for pleasure and
learning
demonstrates understanding of useful strategies for purposeful
Study uses strategies independently in accomplishing literacy-related
literacy learning

Learning
Competencies
WEEK PWR
OL LC RC WC F G V A SS
Phonics and
Listening Reading Writing/ Vocabulary
Oral
Compre Comprehensi Compositi
Word Fluency Gramm Develop
Attitude Study
Language Recognition ar Strategy
hension on on ment
and Spelling
EN3OL-Ia-3.8 EN3LC-Ia-j-2 (Note: The text Write EN3PWR-Ia- EN3F-Ia- EN3G-Ia-1 EN1V-Ia-b-01 EN3A-Ia-b-1 EN3SS-Ia-2.1
Initiate Activate that they will different b-7 j- 3.5.1 Sentences Give the Participate/ Arrange
conversation prior read should be forms of Read grade 3 meaning of eng age in a words with a
Review
controlled
1 s with peers knowledge depending on
simple reading level texts EN3G-Ia-1.1 words used read- along different first
in a variety based on the PWR composition and consisting of Distinguish in stories of texts (e.g. letter in
of school the stories lesson.) as a writing short 2- syllable sentences listened to poetry, alphabetical
settings to be read response to e, a and i words with from repetitive order
Read simple stories/ words in CVC short vowel non-sentences text)
EN3OL-Ib-3.6 Listen to a sentences poems pattern sound with EN3G-Ib-1 EN1V-Ib-23 EN3SS-Ia-6
Express variety of and levelled listened to at least 95- Sentences Show Monitor
ideas in a literary and stories and EN3PWR- 100% understandi and self-
conversatio expository EN3RC-I0-2.2 EN3WC-Ia- Ib- d-19 accuracy EN3G-Ib-1.4 ng of correct
nal manner texts EN3LC- a. note j- 4 Read words Construc meaning of one’s
Ia-j- 2.1 details a.draw and with short o EN3F-Ia- t simple short o comprehensi
EN3OL- a. note regarding write sounds in j- 1.10.1 sentenc words on by
Ib- 1.19 importa character, sentences CVC pattern Read aloud es through scanning and
Express nt setting about and phrases from familiar drawing, skimming
2 one’s ideas details and plot one’s and prose and EN3G- actions, and
by EN3LC-Ia- EN3RC- drawing sentences poetry Ib- 1.4.1 using them EN3SS-Ia-
presenting j- 2.7 I0- 2.10 EN3WC-Ia- containing Consisting of Use a in sentences e- 1.1
a skit b. sequence b. sequence j- 5 these words Long vowel declarati Follow
at least 3 3 events b.a note words with ve instructio
events (Note: of EN3PWR- fluency, sentence ns given
using different advice Ib- d-19.1 appropriate orally
signal comprehensi EN3WC-Ia- Recognize rhythm, EN3G-
words on skills may j- 6 more pacing and Ib-
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EN3LC-Ia- recur in CURRICULUM
c. Thank common intonation 1.4.1.1
j- 2.6 different you sight words Differentiate a
c. retell some quarters) letter in order to declarati
EN3WC-Ia- read simple ve from
j- 7 phrases an
d.descriptive

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K to 12 BASIC EDUCATION
CURRICULUM intonation regular actions, and
EN3PWR- 2- syllable nouns by using them
Ig- h-20.1 words adding /s/ or in correctly
Read consisting /es/ (e.g., in sentences
phrases, of short e to dog, dogs;
8 sentences u words wish, wishes)
and short
stories
consisting of
short vowel
words and
the questions
about
them
EN3OL-Ii- EN3PWR- EN3G-Ii-j-2.4
9 Use plural
j- 1.10.3 Ii- 15
from

K to 12 English Curriculum Guide May 2016 Page 96 of 247

2nd Quarter: Continuation of Beginning Literacy

Learning
Competencies
WEEK
OL LC RC WC PA PWR V SS
Listenin Reading Phonics F S G A
Oral Writing/ Phonologic Vocabulary Study
g Compre and Fluenc Spelling Gramm Attitude
Langua Compositi al Developme Strateg
Compr hension Word y ar
ge on Awareness nt y
e Recogniti
hensio on
n

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K to 12 BASIC EDUCATION
EN3OL- EN3LC- (Note: EN3WC CURRICULUM
EN3PA EN3PWR EN3F- EN3S-IIa- EN3G-IIa- EN3V-IIa- EN3A-IIa- EN3SS-
IIa-b- IIa-b- The text - IIa-b- - IIa-d- - IIa-b- IIa- j- b-4 c-3 b-5 b-1 IIa- b-1.1
1 1.17.2 3.16 that they 1 2 22 3.5.1 Spell one- Verb Show Participate Arrange
Ask Follow a will read Participat Show how Read Read to- two s understan / engage words with
simple set of should be e in spoken words grade 3 syllable di ng of in a read- the same
question verbal controlle generatin words are with initial level texts words EN3G- meaning along of first letter
s three-step d g ideas represent consonan consisting with IIa- b-3.4 of words texts (e.g. but a
directions dependin through ed by t blends of 2- consonant Use the with initial poetry, different
with g on the prewritin written (l, r and s syllable blends be- verbs consonant repetitive second
2 picture PWR g letters blends) words with (e.g. pl, (am, is, blends text) letter in
cues lesson.) activities that are EN3PWR long vowel tr) are was, through alphabeti
a. arranged - IIa-b-23 sound with were) drawing, cally order
EN3LC- EN3RC- EN3WC in a followed at least correctly actions,
IIc-e- IIa-b- - IIa- specific by short 95- in
1.1 2.19 1.1 order vowel 100% sentences
Activat Rereads, brainsto sounds (e.g. accuracy
e prior r
ming

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K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK
OL LC RC WC PA PWR V SS
Listenin Reading Phonics F S G A
Oral Writing/ Phonologic Vocabulary Study
g Compre and Word Fluenc Spelling Gramm Attitude
Langua Compositi al Developme Strateg
Compre hension Recognitio y ar
ge on Awareness n nt y
hension
knowledg monitor b. black, EN3F- and using
e based s and EN3WC frog, IIa- j- them in
on new self- - IIb- step) 1.10.1 sentenc
knowledg correct 1.2 Read EN3G- es
e formed one’s webbin EN3PWR aloud from IIc- d-3.4 EN3V-IIc- EN3A-IIc- EN3SS-
comprehen g - IIc-24 familiar Identify 6 2 IIc- 3.6
EN3LC si on c. Read prose and and use Derive Revisit Follow one-
- IIa-j- EN3WC phrases, poetry action meaning favorit to-three
2 EN3RC- - IIc- sentences Consisting words in from e step
Activate IIc-e- 1.3 and short of simple repetitiv books, directions
prior 2.2 drawing stories Long sentences e songs,
knowledg Note consisting vowel languag rhyme EN3SS-IIc-
e based details in EN3WC of words words e s d-2.15
on the a given - IId-h- with initial with structur Use
stories to text 3 consonant fluency, es graphic
be read Write at blends appropria review organizers
EN3RC- least three te EN3G- to show
Listen to IIa-b- sentences rhythm, IId- f-3.2 understand
3 a variety 2.8 from pacing Form and i ng of
of literary Make various and use the texts
and simple familiar intonation past tense
expositor predictions sources of
y texts EN3F- frequently
EN3LC- Read Write IIa- c-4.4 occurring
IIa-j-2.1 simple different Read with regular
a.note sentences forms of accuracy, verbs
importa and simple speed and (walk
nt levelled compositi proper –
details stories on as a phrasing walked,
EN3LC- and response sentences etc)
IIa-j-2.7 EN3RC- to stories/ and
b.sequen II0-2.2 poems stories EN3G-
ce at a. note listened to with words IIe- f-
least 3 details EN3WC- beginning 3.2.1.1
events regardin IIa-j-4 in Use verbs
using g a. draw consonant in simple
signal characte and blends present
words r, write and other tense
words
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EN3LC- setting sentenc CURRICULUM previously
IIa-j-2.6 and plot es studied
EN3OL- c. retell EN3RC-II0 about EN3PWR EN3F- EN3S- EN3V- EN3A-IId-
IId-e- some -2.10 one’s - IId-e- IId- e- IId- e-4.1 IId- e-5.1 f-7
4 1.17.1 parts of b. sequen drawing 1.1 4.4.1 Spell Show Identif
Give one- the ce 3 EN3WC- Read Read words understan y
to- three story events IIa-j-5 words with with di ng of favorit
step (Note: b. a note EN3PA- with final accuracy ending meaning e
5 directions different of IIe-f- blends (- , speed consonan of words authors
comprehen advice 4.1 st, and t blends with and
sio n skills proper stories
EN3WC- -lt, -nd, -nt,
may recur
in -ft.. ) phrasing

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K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK
OL LC RC WC PA PWR V SS
Listenin Reading Phonics F S G A
Oral Writing/ Phonologic Vocabulary Study
g Compre and Word Fluenc Spelling Gramm Attitude
Langua Compositi al Developme Strateg
Compre hension Recognitio y ar
ge on Awareness n nt y
hension
EN3LC- differe IIa-j-6 Identify preceded sentences final
IIa-j-3.15 nt c. Thank sounds by short e, and stories consona
d.different quarter you and count a, i,o and consisting nt
ia te real s) syllables u words of words blends
letter
from EN3WC- in words (belt, with through
make- IIa-j-7 sand, raft) ending drawing,
believe d. descript consonant actions,
EN3LC- iv e blends and
IIa-j-2.8 paragra and using
e.infer ph other them in
feelings EN3WC- words sentence
and IIa-j-8 previous s
traits of e. anoth ly
characte er studied
EN3OL rs endin EN3PWR EN3SS-
- IIf- EN3LC- g for a - IIf-1.1 IIf- h-1.5
1.11 IIa-j-2.16 story Read Locate
Restate f. identify EN3WC phrases, informatio
and retell cause - IIa-j- sentences n using
informatio and 2.2 and short print and
n effect f. a stories non- print
EN3LC- diary consisting sources
IIa-j-2.17 EN3WC of words
6 g.draw with final
- IIa-j-9
conclusi g. a short consonant
o ns paragra blends and
p h, other
EN3LC- etc. words
IIf- h- 2.8 previously
Make EN3WC studied
simple - IIi-j- and the
inferences 2.6 questions
about Use about
thoughts appropriat them
EN3OL- and e EN3PWR EN3F- EN3S- EN3G- EN3V-
IIg-h- feelings punctuati - IIg-h- IIg- h- IIg- h-4.2 IIe- f- IIg- h-5.2
7
2.1 based on marks 22 4.4.2 3.2.1.1

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K to 12 BASIC EDUCATION
Recall and from texts CURRICULUM Read Read with Spell Use verbs Show
share viewed/ words accuracy, words in simple understan
experience listened to with initial speed and with present di ng of
8 s, film and final proper consonan and past meaning
viewed EN3LC-IIi- consonant phrasing t digraphs tense of words
and story digraph sentences ch and sh with
read/listen ch and consonant
e stories digraphs
d to as with ch
springboa words through
rd

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K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK
OL LC RC WC PA PWR V SS
Listenin Reading Phonics F S G A
Oral Writing/ Phonologic Vocabulary Study
g Compre and Word Fluenc Spelling Gramm Attitude
Langua Compositi al Developme Strateg
Compre hension Recognitio y ar
ge on Awareness n nt y
hension
for writing j-2.7 consisting drawing,
Sequence of initial actions,
a series and final and
of events ch and sh using
viewed/ and other them in
listened words sentenc
to previously es
studied
EN3OL-IIi- EN3PWR EN3F-IIi-j- EN3S-IIi-j- EN3G- EN3V-IIi-j-
j-3 - IIi-j- 4.4.2 4.3 IIi- j- 5.3
9 Retell 22.1 Read with Spell 3.2.2 Show
familiar Read accuracy, words with Use verbs understan
stories phrases, speed and initial and in simple di ng of
to other sentences proper finalconso future meaning
children and short phrasing na nt tense of words
stories sentences blends and with
EN3RC- consisting and stories consonant consonant
IIi-j-2.10 of words with words digraphs digraphs
Sequence with consisting sh
a series of consonant of l ch and through
events in digraph ch sh drawing,
10
a literary and sh and wordsand actions,
selection other other and using
words words them in
previously previously sentences
studied studied
and the with
questions speed,
about accuracy
them and
proper
phrasing

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K to 12 BASIC EDUCATION
3rd Quarter: Developing Reading and Writing CURRICULUM
Learning
Competencies
WEEK PWR
LC RC WC V
OL Phonics F S G A SS
Listening Reading Writing/ Vocabulary
Oral and Fluenc Spelling Gramma Attitude Study
Comprehensi Comprehensi Compositi Developme
Language Word y r Strategy
on on on nt
Recogniti
on
EN3LC-IIIa- (Note: The EN3WC- EN3PWR- EN3F-IIIa- EN3S-IIIa- EN3G-IIIa- EN3V-IIIa-7 EN3A-IIIa- EN3SS-IIIa-
b-2.1 text that IIIa-1 IIIa-b-5 1.6 d-4 b-4.2.1 Recognize 7 1.3
they
Recall details will read Participate in Read words Read grade Spell words Use some words Identify Get
3
1 from should generating with long a level texts that demonstrat represent favorite informati
texts be ideas sound (long consisting were iv e ed by authors on from
viewed/ controll through a of introduce pronouns common and index
ed d
listened to depending prewriting ending in e) words with during word (this,/that, abbreviations stories and table of
on
the activities long vowel recognition these/those) (e.g. Mr. contents
EN3LC-IIIb- PWR EN3WC sound with Ave., Oct.) EN3A-IIIb- EN3SS-
2.19 lesson. - IIIb-c- at least 95- c-2.9 IIIb- i-1.2
) 3 Take part in Engage in a
Identify EN3RC-IIIa Write at 100% EN1V-IIIa- creative variety of
possible 2.7.1 least three accuracy c-13.1,13.2 responses ways to
solutions to Identify sentences Give the to stories share
problems several from EN3F-IIIa- synonyms like information
effects based various j-3.5.1 and preparing (e.g. role
familiar antonyms logs, journal playing,)
EN3LC-IIIb- on a given sources Read grade of and other reporting,
3 somewords
oral summarizin
4 cause level texts
EN1V-IIIa- presentatio g, retelling
Infer print consisting
ns and show
of and tell
sources EN3RC-IIIa 2-syllable j-25
2.11 words with Show
EN3LC-IIIc- Make long vowel understandin
d-2.5 inferences sound with at g of meaning
Validate and draw least 95- of long vowel
ideas
2 made after conslusio 100% words (a, i,
listening to ns based accuracy o, and u)
a on
story texts through
(pictures, EN3F-IIIa- drawing,
title
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EN3LC- and content CURRICULUM j-1.10.1 actions, and
IIIa-j-1.1 words) Read aloud using them
in
Activate from sentences
prior EN3RC-IIIa familiar
knowledge prose and
based on 2.13 poetry EN3V-IIIb-
new
knowledge Distinguish Consisting of d-13
formed fact Long Increase
from vowel vocabula
opinion words ry
with
EN3LC-IIIa- fluency, through
j-2 EN3RC- appropriate Synonyms
Activate IIIa-b-2.13 rhythm, (e.g.
prior
knowledge Identify pacing and quick/fast)
cause

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K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK PWR
LC RC WC V
OL Phonics F S G A SS
Listening Reading Writing/ Vocabulary
Oral and Word Fluenc Spelling Gramma Attitude Study
Comprehensi Comprehensi Compositi Recognitio Developme
Language on on on y r nt Strategy
n
based on and effect intonation and
EN3OL-IIIc- the stories EN3PWR EN3G-IIIc- antonyms
1.16.2 to be read. - IIIc- d-4.2.3 (e.g.
Listen Listen to 11,12,1 Use big/small)
and a variety 3 personal
respond of literary Read pronouns
3 to others and sentences, (e.g. I, you,
expositor stories and he, she, it,
y texts poems we, they)
EN3LC-IIIa- consisting
j-2.1 of long a
a. note words and
importa questions
nt about them
EN3OL- details EN3WC- EN3PWR EN3A-IIId-
IIId- EN3LC-IIIa- IIId-e-2.6 - IIId-24 h-6
1.16.3 j-2.7 Use Read words Take books
4 Follow b. sequenc appropriat with long i from home
and e at e sound (long i to school or
explain least 3 punctuati ending in e) vice-versa
processe events on marks EN3F-IIIe- EN3V-IIIe- for
s using f-1.8 f13.6 independen
EN3OL-IIIe- signal EN3RC- EN3PWR Read with EN3S-IIIe- EN3G-IIIe- Homonym t / shared
1.16.4 words IIIe-f-2.11 - IIIe-25 automaticit f-5 f-4.2.4 s (e.g. extra
Express EN3LC-IIIa- Make Read y 100 2nd Spell some Use flower/flou reading
opinions j-2.6 inference sentences, and 3rd irregularly - commonl r)
and feelings c. retell s and stories and grade high- spelled y used
5 about some draw poems frequency/s words (e.g. possessi
other’s parts of conclusio consisting ig ht words have, said, ve
ideas the ns based of long i please, pronouns
story from words and because)
EN3LC-IIIa- texts questions
j-3.15 about them
EN3OL-IIIf- d. different EN3PWR
1.16.5 ia te real - IIIf-26
Engage in from Read words EN3G-IIIf- EN3A-IIIf-
6 discussions make- with long o g-5 g-1
believe Adjective Expres
about sound (long
EN3LC-IIIa- s s
specific a ending in
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topics j-2.8 CURRICULUM
e) feeling
EN1OL- e. infer EN3RC- EN3PWR EN3S-IIIg- EN3G-IIIf- s,
IIIg-h-3.2 feelings IIIg-j-2.5 - IIIg- j-2.5 g-5.3.1 opinion
7 and Use EN3V-IIIg- s
Ask and Use 26.1 Use
respond traits different Read EN3F-IIIg- capitalizati descripti h-13.7 throug
to sources of sentence on ve h
s, journals,
logs etc.

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4th Quarter: Developing Reading and Writing

Learning
Competencies
WEEK PWR
LC RC WC V
OL Phonics F S G A SS
Listening Reading Writing/ Vocabulary
Oral and Word Fluenc Spelling Gramma Attitude Study
Comprehensi Comprehensi Compositi Developme
Language Recognitio y r Strategy
on on on n nt
EN3OL- EN3LC- IVa (Note: The EN2WC- EN3PWR EN3F- IVa EN3S- IVa – EN1V- EN3A- IVa – EN3SS- IVa
1 IVa- e- -3.7 text that IVa-e- - IVa-b-8 – h-1.6 b-4 IVa- b- c-7 -1.3
1.19 Identify and they will 22 Read Read Spell 13.6 Identify Follow simpl
Present use the Write a words grade words that Give the favorite e written
read
information elements of simple with 3level were correct authors directions
in varied should be story vowel texts meaning
an introduce and
artistic information controlled digraphs consisting d during of stories EN3SS-
2 ways (e.g. al/ factual depending ai (pail), of words word homony IVa- b -
role playing, text heard on the ay (bay) with vowel recognitio ms 1.2.3
show and PWR digraphs n (pail,pale Interpret
tell, radio EN3LC- IVb lesson.) and ) simple
play/podcas -3.7.1 diphthongs maps of
t/ Information with at EN3V-IVa- places
broadcast/ al Reports EN3RC- EN3PWR least 95- j- 12.3 EN3SS-
reporting/ (School IVa- b- - IVc-2 100% Use clues IVc- d-
poster events, 2.13 Match accuracy from the 1.2.7
presenta sports, Identify words, context to Interpret
tions) projects) cause and phrases EN3F-IVc- figure out a
effect and d- 1.4 what pictograp
EN3OL-IVa- EN3LC- sentences Read aloud words h
3 j-5 containing from mean
IVc- 3.7.2 EN3RC- IVa
Engage in Three-step –b-2.14 these familiar
a variety of directions Show words with prose and EN3V-IVa-
poetry with j- 12.3
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ways to EN3LC- understandi CURRICULUM
pictures fluency, Determine
share IVd n g of a appropriat what words
information -3.7.3 story by EN3PWR e rhythm, mean
(e.g. role Conversation present ing - IVc-28 pacing and based on
playing,) s them in Read intonation how they
reporting, through stories are used in
summarizin dramatizati containing EN3F-IVa-j- a sentence
g, on these words

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K to 12 BASIC EDUCATION
CURRICULUM Learning
Competencies
WEEK PWR
LC RC WC V
OL Phonics F S G A SS
Listening Reading Writing/ Vocabulary
Oral and Word Fluenc Spelling Gramma Attitude Study
Comprehensi Comprehensi Compositi Developme
Language Recognitio y r Strategy
on on on n nt
retelling , role and 3.5.1
and show EN3LC- playing other Read grade
and tell IVa- j-1.1 etc. words 3 level texts
(dependin Activate previous consisting
g on th e prior Read ly of 2-syllable
selection knowledge simple learned words with
presented) based on sentences EN3PWR long vowel EN2S-IVd- EN3A-IVd-
new and - IVd-e- sound with f- 5 f- 2.9
4 knowledge levelled 22 at least 95- Spell some Take part in
EN3OL- formed stories and 29 100% irregularly - creative
IVa- j-3.2 EN3LC- and Read accuracy spelled responses
Ask and IVa- EN3RC- words words (e.g. to stories EN3SS-
respond to j-2 I0- 2.2 with EN3F-IVa- have, said, like
questions IVe- f -
Activate a. note vowel j- 1.10.1 please, preparing
about prior details digraphs Read aloud because) logs, journal 1.2.2
5
information knowledge regardin ea and ee from and other Interpre
al texts based on g and familiar EN3V-IVf- oral t
listened to the stories characte phrases, prose and g- 13.6 presentatio simple
(environme to be read. r, sentences poetry Use ns tables
nt, health, Listen to setting and Consisting homonyms
how- to’s, a variety and plot stories of Long correctly
etc) of literary EN3RC-I0 containing vowel (meat-
and - 2.10 these words with meet, road,
EN3OL- expositor b. sequen words. fluency, -rode)
IV a-j- y texts ce 3 EN2WC- EN3PWR appropriat
1.9 EN3LC- events IVf- j-2.3 - IVf-g-8 e rhythm, EN3V-IVg-
6 Compare IVa- j-2.1 (Note: Make a Read pacing and i- 9
and a.note different intonation Use known
card for words with
contrast importa comprehensi words to
on skills may various vowel
information nt occasions digraphs EN3F-IVa- perform
recur in EN3S-IVg- EN3G-IVg-7 EN3A-IVg- EN3SS-
heard details different (birthday, oo(food), j- 1.8 artistic
i- 2.5 Preposition i- 6 IVg- h -
EN3LC- quarters) Christmas, oa (road) Read with theme-
Use s Take books 1.2.1
IVa- j-2.7 New Year, automatici based
capitalizati from home Interpret
b. sequenc EN3RC - etc) EN3PWR ty 100 2nd activities(e.
on rules inEN3G- to school or a bar
e at IVc- d-1.2 - IVg-2 and 3rd g.
word and IVg- h- vice-versa graphs
least 3 Interpret Match grade interviews,
sentence 7.3 for
events simple words, high- telephone
level (e.g.Use the independen
7 using maps of phrases frequency/ conversatio
proper and most t / shared
signal unfamiliar and sight n, role-
common frequently extra
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words places, CURRICULUM
sentences words nouns, occurring play, etc.) reading
EN3LC- signs and containing beginning prepositions using
IVa- j-2.6 symbols these EN3F-IVa-j- words in (e common
c. retell words with sentences) .g. sight
some pictures towards,
parts EN3RC - beside,,
of IVe-g- EN3PWR into, etc.)
1.2 - IVg-28
Interpret Read stories
pictograp
containing
hs

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Grade 3 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are CODE
*These materials are in textbooks that have been delivered to
uploaded at
schools.
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OL – Oral Language
1Q
Initiate conversations with peers in a variety of BEAM-DLP3 Module 15 – Using Courteous Expressions.
EN3FL-Ia-3.8
school settings
Express one’s ideas by presenting a skit 1. BEAM-DLP3 Module 55 – Writing Utterances In A Given Situation Comic Strip
EN3OL-Ib-1.19 Presented.
2. *Fun in English 4. 1999. pp 6.
3. *English for You and Me 4 (Language). 2011. pp 27, 93.
2Q
Ask simple questions 1. BEAM-DLP3 Module 42 – Using Do/ Does in Asking Questions.
EN3OL-IIa-b-1.17.2 2. *Unionbank Student’s Work Text 2. 2013. pp 203.
3. *English for You and Me 4 (Language). 2011. pp 31-32.

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K to 12 BASIC EDUCATION
Give one-to-three step directions CURRICULUM 1. BEAM ENG2 Module 3A – Giving and Following Directions.
2. BEAM-DLP3 Module 57 – Giving Short Commands or Directions.
EN3OL-IId-e-1.17.1 3. BEAM-DLP4 Module 7 – Following 3-5 Step Directions.
4. BEAM-DLP4 Module 8 – Giving Series of Directions Using Sequence Signals.
5. *English for You and Me 4 (Language). 2011. pp 17-19.
Restate and retell information EN3OL-IIf-1.11 BEAM-DLP5 Module 17 – Retelling a Selection.
Recall and share experiences, film viewed and story BEAM ENG2 Module 7 – Organizing Ideas.
EN3WC-IIg-h-2.1
read/listened to as springboard for writing

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K to 12 BASIC EDUCATION
d. differentiate real from make-believe CURRICULUM 1. BEAM ENG3 Module 10 – Evaluating Ideas.
2. BEAM-DLP4 Module 68 – Reality or Fanciful.
3. English 2 (Learner’s Material). 2013. pp 276-278.
EN3LC-Ia-j-3.15 4. English 2 (Teacher’s Guide). 2013. pp 143-145.
5. *English for You and Me 3 (Reading). 2008. pp 159-161.
6. *Fun in English 4. 1999. pp 185, 187.
7. *English for You and Me 4 (Language). 2011. pp 179-181.
8. *English for You and Me 4 (Reading). 2011. pp 173-176.
e. infer feelings and traits of characters 1. BEAM-DLP4 Module 63 – Inferring Character Traits from a Selection Read.
EN3LC-Ia-j-2.8
2. English 2 (Teacher’s Guide). 2013. pp 209, 394-396.

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K to 12 BASIC EDUCATION
b. sequence at least 3 events using signal CURRICULUM 1. BEAM ENG2 – Sequencing Events.
words 2. BEAM-DLP3 Module 33 – Comprehension Skill: Sequencing Events.
EN3LC-IIa-j-2.7 3. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through
Groups of Sentences/Guided Questions.
4. English 2 (Learner’s Material). 2013. pp 63-64.

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K to 12 BASIC EDUCATION
Sequence a series of events viewed/ listened to CURRICULUM 1. BEAM ENG2 – Sequencing Events.
2. BEAM-DLP3 Module 33 – Comprehension Skill: Sequencing Events.
3. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through
Groups of Sentences/Guided Questions.
EN3LC-IIi- j-2.7 4. *Fun in English 4. 1999. pp 56, 64, 70-72.
5. *English for You and Me 4 (Language). 2011. pp 96-97, 103.
6. *English for You and Me 4 (Reading). 2011. pp 101-109, 115-116.

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K to 12 BASIC EDUCATION
LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
Learning Materials are CODE
*These materials are in textbooks that have been delivered to
uploaded at schools.
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3Q
Activate prior knowledge based on the stories to be 1. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112,
EN3LC-IIIa-j-2
read. 116, 120-
121, 130, 147.
Listen to a variety of literary and expository 1. *Fun in English 4. 1999. pp 11, 150, 202.
texts EN3LC-IIIa-j-2.1 2. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 65, 82, 96-97, 111-
a. Note important details 112, 116,
120-121, 130, 139, 147.
b. Sequence at least 3 events using signal 1. *Fun in English 4. 1999. pp 56, 64, 70-72.
words EN3LC-IIIa-j-2.7 2. *English for You and Me 4 (Language). 2011. pp 96.
3. *English for You and Me 4 (Reading). 2011. pp 105, 115-116.
c. retell some parts of the story 1. BEAM ENG2 Module 7 – Organizing Ideas.
EN3LC-IIIa-j-2.6
2. *Fun in English 4. 1999. pp 187.
d. differentiate real from make-believe 1. BEAM ENG3 Module 10 – Evaluating Ideas.
2. BEAM-DLP4 Module 68 – Reality or Fanciful.
EN3LC-IIIa-j-3.15 3. *Fun in English 4. 1999. pp 187.
4. *English for You and Me 4 (Language). 2011. pp 179-181.
5. *English for You and Me 4 (Reading). 2011. pp 173-176.
e. infer feelings and traits of characters 1. BEAM-DLP4 Module 63 – Inferring Character Traits from a Selection Read.
EN3LC-IIIa-j-2.8
2. *Fun in English 4. 1999. pp 158-159.
f. identify cause and effect 1. BEAM ENG 2 – Perceiving Relationships.
2. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
3. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 2.
EN3LC-IIIa-j-2.16 4. BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in Statements.
5. *Unionbank Student’s Work Text 2. 2013. pp 160-
161, 196. 6. *Fun in English 4. 1999. pp 97-99,
101.
7. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 139.
g. draw conclusions 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending for A Given Situation – I.
2. BEAM-DLP3 Module 58 – Writing a Story Ending.
3. BEAM-DLP3 Module 63 – Draw Conclusion 2.
EN3LC-IIIa-j-2.17 4. BEAM-DLP3 Module 66 – Giving Appropriate Ending for A Given Situation.
5. BEAM-DLP4 Module 64 – Drawing Conclusions.
6. *Unionbank Student’s Work Text 2. 2013. pp 83, 158-159.
7. *Fun in English 4. 1999. pp 172-175.
8. *English for You and Me 4 (Reading). 2011. pp 167, 169.
Propose several predictions about texts/stories EN3LC-IIIe-f-2.4 1. MISOSA ENG4 – Predicting Outcomes.
Determine whether a story is realistic or fantasy 1. BEAM-DLP3 Module 69 – Distinguishing Real and Fantasy.
EN3LC-IIIg-h-3.15
2. *English for You and Me 4 (Reading). 2011. pp 173-176.
Identify and use the elements of an 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
EN3LC-IIIi-j-3.7
informational/factual text heard
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K to 12 BASIC EDUCATION
4Q CURRICULUM
Identify and use the elements of an 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
EN3LC- IVa -3.7
informational/factual text heard

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K to 12 BASIC EDUCATION
g. draw conclusions CURRICULUM 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
2. BEAM-DLP3 Module 58 – Writing a Story Ending.
EN3LC-IVa-j-2.17 3. BEAM-DLP3 Module 63 – Draw Conclusion 2.
4. BEAM-DLP3 Module 66 – Giving Appropriate Ending for A Given Situation.
5. BEAM-DLP4 Module 64 – Drawing Conclusions.

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K to 12 BASIC EDUCATION
LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
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6. *Unionbank Student’s Work Text 2. 2013. pp 83, 158-159.
7. *English for You and Me 3 (Reading). 2008. pp 140, 154.
8. *Fun in English 4. 1999. pp 172-175.
9. *English for You and Me 4 (Reading). 2011. pp 167, 169.
Personal Recounts (anecdotes, past experiences) EN3LC- IVe-f-3.7
Explanation (life cycle, water cycle) 1. English 2 (Learner’s Material). 2013. pp 239-240.
EN3LC-IVg-h-3.7.5
2. English 2 (Teacher’s Guide). 2013. pp 125-126.
RC – Reading Comprehension
1Q
Read simple sentences and levelled stories 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
and 2. MISOSA ENG4 – Noting Details Using Story Grammar.
a. note details regarding character, setting 3. *Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48, 53, 56, 90, 94,
and plot EN3RC-I0-2.2 98, 100,
104, 110, 132, 136, 138, 144, 176, 182.
4. English 2 (Learner’s Material). 2013. pp 236-238.
5. English 2 (Teacher’s Guide). 2013. pp 123-124.
6. *English for You and Me 4 (Reading). 2011. pp 2-3, 14-16, 31-32, 37-38, 59-63, 70-
71, 73-
82, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
b. sequence 3 events 1. BEAM ENG2 – Sequencing Events.
2. BEAM-DLP3 Module 33 – Comprehension Skill: Sequencing Events.
EN3RC-I0-2.10 3. English 2 (Learner’s Material). 2013. pp 59-64, 430.
4. English 2 (Teacher’s Guide). 2013. pp 45-46, 227.
5. *English for You and Me 3 (Reading). 2008. pp 89, 102, 103, 108-110.
6. *English for You and Me 4 (Reading). 2011. pp 101-109.
Describe literary elements of texts including 1. MISOSA ENG4 – Noting Details Using Story Grammar.
characters setting and plot 2. English 2 (Learner’s Material). 2013. pp 40.
EN3RC-Ic-e-2.1
3. English 2 (Teacher’s Guide). 2013. pp 32.
4. *Fun in English 4. 1999. pp 20-23.
Make and confirm predictions about texts 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending.
2. BEAM-DLP4 Module 54 – Predicting Outcome.
3. BEAM-DLP4 Module 55 – Giving Possible Ending to a Selection Read.
4. MISOSA ENG4 – Predicting Outcomes.
EN3RC-If-j-2.8 5. English 2 (Learner’s Material). 2013. pp 137, 350.
6. English 2 (Teacher’s Guide). 2013. pp 76, 184.
7. *English for You and Me 3 (Reading). 2008. pp 132, 138, 140.
8. *Fun in English 4. 1999. pp 134-135.
9. *English for You and Me 4 (Reading). 2011. pp 144-148.
2Q
Rereads, monitors and self-correct one’s EN3RC-IIa-b-2.19
comprehension
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Note details in a given text CURRICULUM 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
EN3RC-IIc-e-2.2 2. MISOSA ENG4 – Noting Details Using Story
Grammar. 3. *Fun in English 4. 1999. pp 11,
150, 202.

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K to 12 BASIC EDUCATION
LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
Learning Materials are CODE
*These materials are in textbooks that have been delivered to
uploaded at schools.
http://lrmds.deped.gov.ph
Make simple predictions 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending.
2. BEAM-DLP4 Module 54 – Predicting Outcome.
3. BEAM-DLP4 Module 55 – Giving Possible Ending to a Selection Read.
EN3RC-IIa-b-2.8 4. MISOSA ENG4 – Predicting Outcomes.
5. *English for You and Me 3 (Reading). 2008. pp 4, 8, 11, 22, 28, 32, 35, 38, 42, 46,
53, 57,
65, 72, 83, 89, 92, 94, 107, 113, 131, 137, 144, 147-148, 158, 165.
6. *Fun in English 4. 1999. pp 134-135.
Read simple sentences and levelled stories 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
and 2. MISOSA ENG4 – Noting Details Using Story Grammar.
EN3RC-II0-2.2 3. *Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48-53, 56, 90, 94,
a. note details regarding character, setting 98, 100,
and plot 104, 110, 132, 136, 138, 144, 176, 182.
4. *English for You and Me 4 (Reading). 2011. pp 2-3, 14-16, 31-32, 37-38, 59-63, 70-
71, 73-
82, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
b. sequence a series of events in a literary 1. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through
selection Groups of Sentences/Guided Questions.
2. English 2 (Learner’s Material). 2013. pp 59-64, 430.
2EN3RC-II0-2.10
3. English 2 (Learner’s Material). 2013. pp 205, 227-228.
4. *English for You and Me 3 (Reading). 2008. pp 89, 91, 97, 102-103, 108-110.
5. *English for You and Me 4 (Reading). 2011. pp 101-109.
Sequence a series of events in a literary selection 1. BEAM ENG2 – Sequencing Events.
2. BEAM-DLP3 Modules 33 and 34 – Sequencing Events.
3. *Unionbank Student’s Work Text 2. 2013. pp 157.
EN3RC-IIi-j-2.10 4. English 2 (Learner’s Material). 2013. pp 59-64, 430.
5. English 2 (Learner’s Material). 2013. pp 205, 227-228.
6. *English for You and Me 3 (Reading). 2008. pp 89, 91, 97, 102-103, 108-110.
7. *English for You and Me 4 (Reading). 2011. pp 101-109, 115-116.
3Q
Identify several effects based on a given cause 1. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
2. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 2.
EN3RC-IIIa 2.7.1 3. *English for You and Me 3 (Reading). 2008. pp 124.
4. *Fun in English 4. 1999. pp 97-99.
5. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132.
Make inferences and draw conclusion based on 1. *English for You and Me 3 (Reading). 2008. pp 132, 140, 154.
EN3RC-IIIa-2.11
texts (pictures, title, and content words) 2. *English for You and Me 4 (Reading). 2011. pp 5, 167.
Distinguish fact from opinions 1. *Fun in English 4. 1999. pp 209.
EN3RC-IIIa-2.13 2. *English for You and Me 4 (Language). 2011. pp 180-181.
3. *English for You and Me 4 (Reading). 2011. pp 179-181.

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Identify cause and effect CURRICULUM 1. *Fun in English 4. 1999. pp 97-99.
EN3RC-IIIa-b-2.13
2. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132.
Make inferences and draw conclusions based from 1. BEAM-DLP3 Module 62 – Draw Conclusion Using Picture Stimuli.
EN3RC-IIIe-f-2.11
texts 2. MISOSA ENG4 – Inferring Character Traits Based on a Selection Read.

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3. *English for You and Me 3 (Reading). 2008. pp 124, 132, 138, 140.
4. *English for You and Me 4 (Reading). 2011. pp 5, 167.
a. note details regarding character, setting and 1. Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48-53, 56, 90, 94,
plot 98, 100,
104, 110, 132, 136, 138, 144, 176, 182.
EN3RC-III0-2.2 2. English 2 (Learner’s Material). 2013. pp 123-124.
3. English 2 (Teacher’s Guide). 2013. pp 236-238.
4. *English for You and Me 3 (Reading). 2008. pp 4, 8, 11, 22, 28, 32, 35, 38, 42, 46,
53, 57,
65, 72, 83, 92, 94, 107, 113, 131, 144, 147-148, 158, 168.
5. *English for You and Me 4 (Reading). 2011. pp 2-3, 14-16, 31-32, 37-38, 59-63, 70-
71, 73-
82, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
b. sequence 3 events 1. English 2 (Learner’s Material). 2013. pp 59-64, 430.
EN3RC-III0-2.10 2. English 2 (Teacher’s Guide). 2013. pp 205, 227-228.
3. *English for You and Me 3 (Reading). 2008. pp 89, 91, 102-103, 108-110.
4. *English for You and Me 4 (Reading). 2011. pp 101-109.
Read simple sentences and levelled stories 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
EN3RC-III0-2.2
and 2. MISOSA ENG4 – Noting Details Using Story Grammar.
a. note details regarding character, setting
and plot
b. sequence 3 events 1. BEAM ENG2 – Sequencing Events.
EN3RC-III0-2.10
2. BEAM-DLP3 Modules 33 and 34 – Sequencing Events.
4Q
Identify cause and effect 1. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
2. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 2.
EN3RC-IVa-b-2.13 3. BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in Statements.
4. *English for You and Me 3 (Reading). 2008. pp 124.
5. *Fun in English 4. 1999. pp 97-99.
6. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132.
Show understanding of a story by presenting them 1. English 2 (Learner’s Material). 2013. pp 268, 319.
in through dramatization, role playing etc. EN3RC- IVa –b-2.14 2. English 2 (Teacher’s Guide). 2013. pp 139, 168.
3. *Fun in English 4. 1999. pp 6.
Read simple sentences and levelled stories and 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
2. MISOSA ENG4 – Noting Details Using Story Grammar.
a. note details regarding character, setting 3. *Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48-53, 56, 90, 94,
EN3RC-I0-2.2
and plot 98, 100,
104, 110, 132, 136, 138, 144, 176, 182.
4. *English for You and Me 4 (Reading). 2011. pp 2-3, 14-16, 31-32, 37-38, 59-63, 70-
71, 73-
82, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
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b. sequence 3 events CURRICULUM 1. BEAM ENG2 – Sequencing Events.
EN3RC-I0-2.10 2. BEAM-DLP3 Modules 33 and 34 – Sequencing Events.
3. *English for You and Me 4 (Reading). 2011. pp 101-109.
Interpret simple maps of unfamiliar places, signs 1. Let’s Begin in English 2. 2013. pp 357-358.
and symbols 2. *English for You and Me 3 (Language). 2008. pp 42.
EN3RC -IVc-d-1.2
3. *Fun in English 4. 1999. pp 195-196.

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Read words with short o sounds in CVC pattern CURRICULUM 1. BEAM-DLP3 Module 1 – Word Recognition.
and phrases and sentences containing these EN3PW-Ib-d-19 2. Let’s Begin in English 2. 2013. pp 251-252, 256.
words 3. *Unionbank Student’s Work Text 2. 2013. pp 9.

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LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
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4. *English for You and Me 4 (Reading). 2011. pp 7-10.
Recognize more common sight words in order to EN3PW-Ib-d-19.1 1. Let’s Begin in English 2. 2013. pp 277-278.
read simple phrases and sentences
Read words with short u sound in CVC pattern 1. BEAM-DLP3 Module 1 – Word Recognition.
EN3PW-Ie-3 2. Let’s Begin in English 2. 2013. pp 375-376, 379-380, 383-384, 386, 393.
3. *Unionbank Student’s Work Text 2. 2013. pp 10.
Differentiate words with different medial vowels EN3PW-If-g-17.1 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
(eg: cap- cop-cup; fan-fin, fun)
Read 2-syllable words consisting of short e to u 1. Let’s Begin in English 2. 2013. pp 318, 319, 320-322, 330, 333, 335, 344, 347,
EN3PW-Ii-15
sound (basket, hotdog, sunset, etc.) 349, 360,
362, 364.
Read phrases, sentences and short stories 1. BEAM-DLP3 Module 3 – Decoding New Words with Pattern.
EN3PW-Ij-21
consisting of 2-syllable words and the questions
about them
2Q
Read words with initial consonant blends (l, r 1. BEAM ENG2 Module 1A – Consonant Blends and Clusters.
EN3PWR-IIa-b-22
and s blends)
Read phrases, sentences and short stories 1. BEAM-DLP4 Module 5 – Decoding Words in Stories Read Using Phonetic Analysis.
consisting of words with consonant digraph ch and EN3PWR-IIi-j-22.1 2. *Unionbank Student’s Work Text 2. 2013. pp 62-63.
sh and other words
previously studied and the questions about them
3Q
Read words with long a sound (long a ending in e) EN3PW-IIIa-b-5 1. BEAM-DLP4 Module 5 – Decoding Words in Stories Read Using Phonetic Analysis.
2. *Unionbank Student’s Work Text 2. 2013. pp 12.
Read words with long i sound (long i ending in e) 1. BEAM-DLP4 Module 5 – Decoding Words in Stories Read Using Phonetic Analysis.
EN3PWR-IIId-24
2. *Unionbank Student’s Work Text 2. 2013. pp 14.
Read words with long o sound (long a ending in e) EN3PWR-IIIf-26 1. *Unionbank Student’s Work Text 2. 2013. pp 13.
And questions about them EN3PWR-IIIh-26.2 1. *Unionbank Student’s Work Text 2. 2013. pp 15.
Read words with long a, i, o, and u and 1. *Unionbank Student’s Work Text 2. 2013. pp 12-15.
EN3PWR-IIIi-26.3
phrases, sentences and stories containing
these words.
Read 2-syllable words (fireman) with long vowel EN3PWR-IIIj-15 1. BEAM-DLP3 Module 5 – Identifying Words with Initial Consonant Blends.
sound
4Q
Read words with vowel digraphs ai (pail), ay (bay) EN3PW-IVa-b-8 1. *Unionbank Student’s Work Text 2. 2013. pp 70.
Match words, phrases and sentences containing 1. *Unionbank Student’s Work Text 2. 2013. pp 70.
EN3PWR-IVc-2
these words with pictures
Read words with vowel digraphs ea and ee and EN3PWR-IVd-e- 1. *Unionbank Student’s Work Text 2. 2013. pp 71.
phrases, sentences and stories containing these 22&29
words
Read words with vowel digraphs oo (food), oa (road) EN3PW-IVf-g-8 1. BEAM-DLP3 Module 2 – Decode Words With CVVC Patterns.
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Read words with vowel CURRICULUM 1. BEAM-DLP3 Module 2 – Decode Words With CVVC Patterns.
EN2PW-IVh-i-6
diphthongs oy (boy), oi (boil), ou 2. *Unionbank Student’s Work Text 2. 2013. pp 73-76.
(out) ow (bow)
Match these words with the appropriate pictures 1. *Unionbank Student’s Work Text 2. 2013. pp 75-76.
EN3PWR-IVi-2

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Sentences CURRICULUM 1. Let’s Begin in English 2. 2013. pp. 373-374.
EN3G-Ib-1
2. *Unionbank Student’s Work Text 2. 2013. pp 97.
Construct simple sentences 1. BEAM-DLP3 Module 38 – Identifying the Parts of a Sentence.
EN3G-Ib-1.4 2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
3. BEAM-DLP4 Module 35 – Constructing Simple Sentences Using Modifiers.
4. Let’s Begin in English 2. 2013. pp 154.

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LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
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5. *English for You and Me 3 (Language). 2008. pp 6-9.
6. *English for You and Me 4 (Reading). 2011. pp 13.
Use a declarative sentence 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN3G-Ib-1.4.1
2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
Differentiate a declarative from an interrogative 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
sentence EN3G-Ib-1.4.1.1 2. Let’s Begin in English 2. 2013. pp 391-392, 395.
3. *English for You and Me 4 (Language). 2011. pp 74-80.
Use proper punctuation for declarative and 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking
interrogative sentences Sentences. 2. Let’s Begin in English 2. 2013. pp 391-392,
EN3G-Ib-1.6
395, 400.
3. *English for You and Me 4 (Language). 2011. pp 75, 79, 87-89.
4. *English for You and Me 4 (Reading). 2011. pp 13.
Construct declarative and interrogative sentences 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN3G-Ib-1.4.7 2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
3. *English for You and Me 4 (Language). 2011. pp 76-78.
Identify an exclamatory sentence 1. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
EN3G-Ib-1.4.8 3. MISOSA ENG4 – Using Imperative and Exclamatory Sentences.
4. Let’s Begin in English 2. 2013. pp 399-400.
5. *English for You and Me 3 (Language). 2008. pp 133.
6. *English for You and Me 4 (Language). 2011. pp 85-87.
Identify an imperative sentence 1. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
EN3G-Ic-1
3. MISOSA ENG4 – Using Imperative and Exclamatory Sentences.
4. *English for You and Me 4 (Language). 2011. pp 83-84.
Use different kinds of sentences (e.g. declarative, 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
interrogative, exclamatory, imperative 2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
EN3G-Ic-1.3
3. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
4. *English for You and Me 4 (Language). 2011. pp 90-92, 94-95.
Sentences 1. Let’s Begin in English 2. 2013. pp 373-374.
EN3G-Id-1
2. *Unionbank Student’s Worktext 2. 2013. pp 97.
Use appropriate punctuation marks (e.g. period, 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
comma, question mark, exclamation point) 2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
3. BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.
EN3G-Id-1.6 4. MISOSA ENG4 – Writing From Dictation of Short Paragraphs and Observing
Correct Spelling, Punctuation Marks, and Capital Letters in Sentences.
5. Let’s Begin in English 2. 2013. pp 391-392, 395.
6. *English for You and Me 4 (Language). 2011. pp 8-11, 75-79, 87-89.
7. *English for You and Me 4 (Reading). 2011. pp 13.
Nouns 1. BEAM-DLP3 Module 17 – Looking for Name Words.
EN3G-Ie-2
2. *English for You and Me 4 (Language). 2011. pp 54.
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Use nouns (e.g. people, animals, places,, things CURRICULUM
EN3G-Ie-2.4 BEAM-DLP3 Module 17 – Looking for Name Words.
events) in

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Use verbs in simple present and past tense CURRICULUM
EN3G-IIe-f-3.2.1.1 1. BEAM ENG2 Module 6B – Action Words.
2. BEAM-DLP3 Module 37 – Using Present Tense of the Verb.
3. BEAM-DLP3 Module 49 – Using Simple Past Tense of Regular Verbs.
4. BEAM-DLP4 Module 47 – Using Regular Verb Forms.
5. MISOSA ENG4 – Using the Simple Present Form of the Verb That Agrees with the
Subject in Number.
6. MISOSA ENG4 – Using the Simple Past Form of the Verb.
7. *Unionbank Student’s Worktext 2. 2013. pp 168-169.
8. *English for You and Me 4 (Language). 2011. pp 121-128.
9. *English for You and Me 4 (Language). 2011. pp 136-138.

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Give the synonyms and antonyms of common CURRICULUM 1. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
adjectives EN3G-IVh-5.6 2. BEAM ENG2 Module 2 – Intonation and Expressions.
3. BEAM ENG2 Module 4 – Rhymes.
4. Let’s Begin in English 2. 2013. pp 473-475, 481-483, 490-491, 495-497.
Use the degrees of adjectives in making EN3G-IVi-j-5.2 1. BEAM-DLP3 Module 65 – Comparing Adjectives.
comparisons

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Derive meaning from repetitive language CURRICULUM *English for You and Me 3 (Reading). 2008. pp 23, 44, 70, 86, 105, 114, 120, 128,
EN3V-IIc-6
structures review 149, 155,
162.
Show understanding of meaning of words with *Unionbank Student’s Work Text 2. 2013. pp 62, 63.
EN3V-IIg-h-5.2
consonant digraphs /ch/ through drawing, actions,
and using them

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Homonyms (e.g. flower/flour) 1. *Unionbank Student’s Work Text 2. 2013. pp 117-118, 154-
EN3V-IIIe-f13.6
156, 194. 2. *Fun in English 4. 1999. pp 153, 162, 168,
180, 188, 198.
4Q
Give the correct meaning of homonyms (pail,pale) 1. *Unionbank Student’s Work Text 2. 2013. pp 117-118, 154-
EN1V-IVa-b-13.6
156, 194. 2. *Fun in English 4. 1999. pp 158, 164, 184,
191, 192, 201.
Determine what words mean based on how they *Fun in English 4. 1999. pp 204-205.
EN3V-IVa-j-12.3
are used in a sentence
Use homonyms correctly (meat- meet, road, -rode) EN1V-IVf-g-13.6 *Fun in English 4. 1999. pp 158, 164, 184, 191, 192, 201.
Read word with affixes 1. MISOSA ENG4 – Identifying Meaning of Unfamiliar Words with Prefixes.
EN1V-IVj-27 2. *Unionbank Student’s Work Text 2. 2013. pp 153, 192-
193, 198. 3. *Fun in English 4. 1999. pp 3, 8, 16, 24,
30, 38, 44, 206.
A - Attitude
1Q
Participate/engage in a read-along of texts (e.g. EN3A-Ia-b-1 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
poetry, repetitive text) 2. *English for You and Me 4 (Reading). 2011. pp 2, 5.
2Q
Participate/ engage in a read-along of texts (e.g. 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
EN3A-IIa-b-1
poetry, repetitive text) 2. *English for You and Me 4 (Reading). 2011. pp 2, 5.
SS – Study Strategy
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1Q CURRICULUM
Arrange words in alphabetical order 1. BEAM ENG2 Module 3A – Giving and Following Directions.
EN3SS-Ia-2.1
2. *Fun in English 4. 1999. pp 119, 126.
2Q

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K to 12 BASIC EDUCATION
CURRICULUM GRADE 4

The learner listens critically to various text types and expresses ideas accurately in both oral and written forms;
Grade Level Standards
demonstrates
confidence in the use of the language to meet everyday needs; and reads independently and gets relevant
information from various text types.

Content Standard Performance Standard

Domain
The learner… The learner…
demonstrates an understanding of verbal cues for clear
actively creates and participates in oral theme-based activities
expression of ideas
Oral Language demonstrates an understanding of verbal and nonverbal cues for
efficiently delivers oral presentations
effective oral presentation
demonstrates an understanding of information derived from
creatively presents information using broadcast media
multimedia sources for clear and creative presentation
demonstrates an understanding that English is stress-timed
Fluency reads aloud text with accuracy, automaticity, and prosody
language to achieve accuracy and automaticity
demonstrates an understanding of the elements of literary and
Listening recalls details, sequence of events, and shares ideas on texts
informational texts for comprehension
Comprehensi listened to
on demonstrates an understanding of text types to construct identifies story perspective and text elements
feedback
demonstrates an understanding that word meaning can be
uses different resources to find word meaning
derived from different sources
Vocabulary demonstrates an understanding that words are composed of
uses strategies to decode the meaning of words
different parts and their meaning changes depending on
context
demonstrates an understanding that word meaning changes
uses strategies to decode the meaning of words in context
based on context
demonstrates an understanding of various linguistics nodes to uses linguistic cues to appropriately construct meaning from a
comprehend various texts variety of texts for a variety of purposes
demonstrates an understanding of text elements to comprehend uses knowledge of text types to correctly distinguish literary from
Reading various texts informational texts
Comprehensi demonstrates an understanding of writing styles to uses diction (choice of words) to accurately analyze text elements
on comprehend the author’s message
demonstrates an understanding that reading in a wide range of
texts provides pleasure and an avenue for self-expression and uses literal information from texts to aptly infer and predict
personal outcomes
development
demonstrates an understanding of writing as a process uses a variety of strategies to write informational and literary
Writing compositions
and
demonstrates
K to 12 English Curriculum Guide Mayan understanding of the importance of using
2016 Page 152 of 247
uses varied sources of information to support writing
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K to 12 BASIC EDUCATION
Content Standard CURRICULUM Performance Standard
Domain
The learner… The learner…
English

demonstrates an understanding of English grammar and usage in

uses the classes of words aptly in oral and written discourse
speaking or writing
demonstrates an understanding of nonverbal cues to applies knowledge of nonverbal skills to show respect when
communicate with others communicating with others
Attitude
demonstrates an understanding of verbal and nonverbal elements
uses paralanguage and nonverbal cues to respond appropriately
of communication to respond back
Study
demonstrates an understanding of library skills to research on a
Strategie uses library skills to gather appropriate and relevant information
variety of topics
s/
Research
FIRST QUARTER
LC V RC F SS WC
OL G A
Wee Listening Vocabulary Reading Oral Reading Study Writing
Oral Grammar Attitud
k Comprehensi Developme Comprehensi Fluency Strateg Compositio
Language e
on nt on y n
EN4LC-Ia-17 EN4OL- EN4V-Ia-31 EN4RC-Ia-2.2 EN4F-Ia-6 EN4SS-Ia-6 EN4G-Ia- EN4WC-Ia- EN4A-Ia-c-19
Note details in a Ia- 1.14.4 Use context Note significant Read words, Locate b- 2.3 b- 15 Show
literary text listened Speak clearly clues to find details in a phrases, information Use the Write 2–3 willingness
to using meaning of literary text poems, or using print plural form sentences and
1
appropriate unfamiliar stories with and nonprint of regular about the enthusiasm in
pronunciation words long vowel a resources nouns characters in reading or
and intonation sound a literary text listening to a
listened to or literary text
EN4LC-Ib-1.1 EN4OL- EN4V-Ib-13.1 EN4RC-Ib-2.1.1 EN4F-Ia-7 EN4SS-Ib-6 read
Note details in a Ib- 1.14.4 Use context Analyze a story Read words, Locate
selection listened Speak clearly clues in terms of its phrases, information
2
to using (synoynms) to setting poems, or using print
appropriate find meaning stories with and nonprint
pronunciatio of unfamiliar long vowel e resources
n and words sound
intonation
EN4LC-Ic-18 EN4OL- EN4V-Ic-13.1 EN4RC-Ic-2.1.1 EN4F-Ic-8 EN4SS- EN4G-Ib-2.4 EN4WC-Ic-2.4
Note details by Ic- 1.14.4 Use context Analyze a story Read words, Ic- 2.15 Use plural Write
asking/ Speak clearly clues in terms of its phrases, Use graphic form of different
answering using (synonyms) to setting poems, or organizers irregular forms of
questions about appropriate find meaning stories with to show nouns simple
3
a story/poem pronunciation of unfamiliar long vowel i understandi composition
listened to and intonation words sound ng of texts (letters) as a
(story response to
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K to 12 BASIC EDUCATION
CURRICULUM sequence stories/poem
organizers) s read or
listened to

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K to 12 BASIC EDUCATION
LC V CURRICULUMRC F SS WC
OL G A
Wee Listening Vocabulary Reading Oral Reading Study Writing
Oral Grammar Attitud
k Comprehensi Developme Comprehensi Fluency Strateg Compositio
Language e
on nt on y n
EN4LC-Id-2.7 EN4OL- EN4V-Id-13.2 EN4RC-Id-e-24 EN4F-Id-9 EN4SS- EN4G-Id-33 EN4WC-Id-33 EN4A-Id-20
Sequence at Id- 1.14.4 Use context Sequence events Read words, Id- 2.15 Use clear Write 2–3 Show
least 3 events Speak clearly clues in a story or phrases, Use graphic and coherent step willingness
using signal using (antonym) to narrative poems, or organizers sentences directions and
words appropriate determine the stories with to show employing using signal enthusiasm in
pronunciation meaning of long vowel o understandi appropriate words reading or
4
and intonation unfamiliar sound ng of texts grammatical listening to
(poems, words (story structures: literary text
chants, sequence Kinds of
rhymes, organizers) Nouns
riddles) – Mass Nouns
and
Count
Nouns
EN4LC-Ie-2.7 EN4OL- EN4V-Ie-f-13.9 EN4F-Ie-10 EN4SS-Ie-10 EN4G-Ie-34 EN4WC-Ie-f-34
Sequence at Ie- 1.13.1 Use context Read words, Use graphic Use clear Write 2–3
least 3 events Give clues phrases, organizers and coherent step
using signal oral (definition) to poems, or to show an sentences directions
words directio determine the stories with understandi employing using signal
5
ns meaning of long vowel u ng of texts appropriate words
unfamiliar sound (story grammatical
words sequence structures
organizers) (quantifiers
of
mass nouns)
EN4LC-If-2.8 EN4OL-If-10 EN4RC-If-25 EN4F-If-11 EN4SS- EN4G-If-35 EN4A-If-21
Infer feelings Express Infer feelings Read words, If- 2.15 Compose Listen
and traits of one’s ideas and traits of phrases, Use graphic clear and attentively to
characters and feelings characters in a poems, or organizers coherent and react
based on the clearly story read stories with to show an sentences appropriately
6
story heard compound understandi using during story
words ng of texts appropriate reading
grammatical
structures:
Kinds of
Nouns
(Possessi
ve Nouns)

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K to 12 BASIC EDUCATION
EN4LC-Ig-2.8 EN4OL-Ig-10 EN4V-Ig-13.9 CURRICULUM
EN4RC-Ig-26 EN4F-Ig-12 EN4SS-Ig-6 EN4G-Ig-36 EN4WC-Ig-18 EN4A-Ig-22
Infer feelings Express Use context Make Read aloud Locate Identify and Write a Demonstrate
and traits of one’s ideas clues to find inferences and grade-level information use concrete friendly letter respect for the
characters and feelings meaning of draw texts with using print nouns and as a ideas, feelings,
7 based on the clearly unfamiliar conclusions accuracy and and nonprint abstract response to and culture of
story heard words based on a proper resources nouns stories/poem the author of
(definition) literary text expression s read or the text
listened to listened to

K to 12 English Curriculum Guide May 2016 Page 156 of 247

SECOND QUARTER

LC V RC F SS WC
OL G A
Wee Listening Vocabulary Reading Oral Study Writing
Oral Gramma Attitud
k Comprehensi Developme Comprehensi Reading Strateg Compositi
Language r e
on nt on Fluency y on
EN4LC-IIa-19 EN4OL-IIa-11 EN4V-IIa-32 EN4RC-IIa-1.1 EN4F-IIa-4 EN4SS-IIa-7 EN4G-IIa- EN4WC- EN4A-IIa-
Identify the Restate or Identify meanings of Identify the Read with Classify 4.2.1 IIa- 15 b- 22
elements of a retell unfamiliar words important automaticity related Identify Write 2–3 Demonstrate
literary text information through structural story elements grade-level words, ideas, and use sentences respect for
listened to from a text analysis (e.g., such as and and concepts personal about the the ideas,
listened to compound words setting, frequently according to pronouns characters in feelings, and
1 and their character, and occurring certain in a literary text culture of the
components: one- plot content-area characteristi sentences listened to or author of the
word compound words cs and read text listened
[backyard], two- similarities to
word compound
[security guard],
hyphenated
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K to 12 BASIC EDUCATION
compound wordCURRICULUM
[sister- in-law])
EN4LC-IIb-19 EN2OL-IIb-1.5 EN4V-IIb-32 EN4RC-IIb-27 EN4F-IIb-4 EN4SS-IIb-7 EN4G-IIb-37 EN4WC-
2 Identify the Use Identify meanings Identify the Read with Classify Use the IIb- 15
elements of courteous of unfamiliar important automatici related pronoun Write 2-3
a expressions words story ty words, ideas, that

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K to 12 BASIC EDUCATION
LC V CURRICULUM RC F SS WC
OL G A
Wee Listening Vocabulary Reading Oral Study Writing
Oral Gramma Attitud
k Comprehensi Developme Comprehensi Reading Strateg Compositi
Language r e
on nt on Fluency y on
literary text through structural elements such grade- and agrees in sentences
listened to analysis (e.g., as setting, level concepts gender, about the
compound words character and frequently according to number with characters in
and their plot occurring certain the a literary text
components: one- content characteristi antecedent listened to or
word compound area words cs and read
[backyard], two-word similarities
compound [security
guard], and
hyphenated
compound [sister-in-
law])
EN4LC-IIc-19 EN4OL-IIc-12 EN4V-IIc-32 EN4RC-IIc-28 EN4F-IIc-4 EN4G-IIc-38 EN4A-IIc-23
Note the Listen and Identify meanings Identify the Read with Identify and Show
elements of the answer of unfamiliar theme of the automaticity use s form enthusiasm
literary text questions words through literary text grade-level of verbs for
listened to about a story structural read and participating
read/listened analysis (words frequently in read-along
3 to and affixes) occurring activities
content-area (choral
words reading and
readers’
EN4F-IIc-5 theather)
Read correctly
words that
end with –s
EN4LC-IId-20 EN4OL-IId-12 EN4V-IId-33 EN4RC-IId-29 EN4F-IId-15 EN4SS-IId-8 EN4G-IId- EN4WC- EN4A-IId-24
Infer traits and Listen to and Use prefixes and Infer traits and Read Locate 3.2.1 IId- 20 Show
feelings of answer root words as feelings of words, meaning of Use the Write a enthusiasm
characters questions clues to get the characters phrases, words from present form short story for
4 based on what about the story meaning of words based on what poems, the dictionary of verbs that with its participating
they say or do read/ listened they say or do and stories agree with complete in read-along
in a story to in a story read with the subject elements activities
listened to accuracy (choral
and reading and
appropriate readers’
expression theathe
r)
EN4LC-IIe-21 EN4OL-IIe-1.1 EN4V-IIe-33 EN4RC-IIe-30 EN4F-IIe-15 EN4SS-IIe-9 EN4G-IIe-9 EN4WC- EN4A-IIe-25
Sequence events Relate story Use prefixes and Use Read Use timeline Use IIe- 21 Take part in
in a story events to root words as appropriate words, to show possessive Write a creative

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K to 12 BASIC EDUCATION
listened to one’s clues to CURRICULUM
get graphic phrases, order of pronouns short story responses in
experience meaning of words organizers to poems, events that agree in with its preparing
5
show the and stories gender with complete logs, journal,
sequence of with antecedents elements and other
events in a accuracy oral
text read and presentation
(story) appropriate s
expression

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K to 12 BASIC EDUCATION
LC V CURRICULUM RC F SS WC
OL G A
Wee Listening Vocabulary Reading Oral Study Writing
Oral Gramma Attitud
k Comprehensi Developme Comprehensi Reading Strateg Compositi
Language r e
on nt on Fluency y on
EN4LC-IIf-21 EN4OL-IIf-13 EN4V-IIf-34 EN4RC-IIf-2.8 EN4F-IIf-15 EN4SS-IIf-10 EN4G-IIf-10 EN4WC-IIf-22 EN4A-IIf-25
Sequence events React to what Use suffixes and Predict Read Fill out Use correct Write a Take part in
in a story the root words as outcomes of words, forms time reaction creative
listened to characters clues to get events in the phrases, following expressions about the responses in
6
said in the meaning of words story poems, instructions to tell an character in a preparing
story listened and stories appropriate action in the story read logs, journal,
to with ly present and
accuracy other oral
and presentatio
appropria ns
te
expressio
n
EN4LC-IIg-1.1 EN4OL-IIg-2.6 EN4V-IIg-34 EN4RC-IIg-31 EN4F-IIg-4.4 EN4G-IIg-3.2 EN4WC- EN4A-IIg-26
Give a Retell best- Use suffixes and Give possible Read texts Use the past IIg- 23 Browse and
possible liked part of a root words as ending to a with words form of Write a read news
7 ending to a story heard clues to get story read with regular verbs paragraph page for
story heard meaning of words consonant about one’s information
blends /tr/ personal of a school
and experience paper
/cr/
EN4LC-IIh-22 EN4OL-IIh-2.6 EN4V-IIh-35 EN4RC-IIh-35 EN4F-IIh-16 EN4SS- EN4G-IIh-11 EN4WC- EN4A-IIh-27
Distinguish Retell best- Get the meaning of Distinguish Read words IIh- 1.4 Use the past IIh- 24 Show interest
reality from liked part of a words using a reality from with Use dictionary form of Write in reading
8
fantasy story heard dictionary fantasy consonant in getting the irregular sentences more stories
blends /br/ meaning verbs expressing
and of words fantasy
/gr/ and
reality
EN4LC-IIi-23 EN4OL-IIi-2.6 EN4V-IIi-35 EN4RC-IIi-36 EN4F-IIi-4.4 EN4SS-IIi-1.4 EN4G-IIi-12 EN4WC-IIi-25 EN4A-IIi-28
Distinguish Retell best- Get the meaning of Distinguish Read words Use dictionary Use the past Write a news Listen
fact from liked part of a words using a fact from with in getting the form of report using attentively
9
opinion in a story heard dictionary opinion in a consonant meaning of regular and the given and react
narrative narrative blends /pr/ words irregular facts positively
and verbs during story
/gr/ reading

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K to 12 BASIC EDUCATION
THIRD QUARTER CURRICULUM
LC V RC F WC
OL SS G A
Wee Listening Vocabulary Reading Oral Writing
k Oral Study Gramma Attitud
Comprehensi Developme Comprehensi Reading Compositi
Language Strategy r e
on nt on Fluency on
EN4LC-IIIa-24 EN4OL-IIIa- EN4V-IIIa-13.2 EN4RC-IIIa-34 EN4F-IIIa-15 EN4SS-IIIa-11 EN4G-IIIa-13 EN4WC-IIIa- EN4A-IIIa-28
Note details in b-14 Use context Compare and Read grade- Take note of Identify and 26 Show love for
an Use clues contrast people, level texts relevant use Write reading by
informational appropriate (synonym and places, and with information adjectives sentences listening
1
text heard expression to antonym) to events in texts appropriate from a given in describing attentively
talk about find meaning read speed, text sentences persons, during story
famous of unfamiliar accuracy, places, reading and
events words and proper things, and making
expression animals comments or
reactions
EN4LC-IIIb-25 EN4V-IIIb-13.2 EN4RC-IIIb-35 EN4F-IIIb-15 EN4SS-IIIb-11 EN4G-IIIb-14 EN4WC-IIIb- EN4A-IIIb-28
Note details Use context Note details in Read grade- Take note of Identify and 27 Show love for
from news clues informational level texts relevant use words Write/ reading by
2 reports/ sections (synonym and text with information that show compose a listening
listened to antonym) to appropriate from a given degrees of news story attentively
find meaning speed, text comparison during story
of unfamiliar accuracy, of adjectives reading and
words and in making
expression sentences comments
or reactions
EN4LC-IIIc-26 EN4OL-IIIc- EN4V-IIIc-36 EN4RC-IIIc-36 EN4F-IIIc-15 EN4SS-IIIc-12 EN4G-IIIc-14 EN4WC-IIIc- EN4A-IIIc-29
Identify the 15 Identify multiple Identify various Read grade Use graphic Identify and 28 Show interest
elements of Use meanings of text types -level texts organizers to use words Write/ in reading an
informational appropriate words according to with organize that show compose an editorial
3 text (editorial) expression to structure appropriate information degrees of editorial
talk about (problem and speed, obtained from comparison
issues/ solution) accuracy, and various sources of adjectives
current proper in preparation in sentences
events expression for
reporting, etc.
EN4LC-IIId-27 EN4OL-IIId- EN4V-IIId-3 EN4RC-IIId-37 EN4F-IIId-15 EN4SS-IIId-12 EN4G-IIId-15 EN4WC-IIId- EN4A-IIId-30
Identify the 16 Identify multiple Identify Read grade- Use graphic Identify and 29 Show interest
elements of Use of meanings of various text level texts organizers to use the Write/ in reading a
informational appropriate words types with organize correct order compose clear feature story
4 text (feature expression according to appropriate information of adjectives and coherent
story) in talking structure speed, obtained from in a series in sentences
about (description) accuracy, various sources sentences using the
famous and in preparation correct order
places expression for of adjectives
reporting, etc.

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K to 12 BASIC EDUCATION
EN4LC-IIIe-28 EN4OL-IIIe-f- EN4V-IIIe-37 CURRICULUM
EN4RC-IIIe-38 EN4F-IIIe-15 EN4SS-IIIe-12 EN4G-IIIe-16 EN4WC-IIIe- EN4A-IIIe-31
Recall the 17 Get unfamiliar Identify Read grade- Use graphic Identify and 30 Show interest
elements of Use words through various text level texts organizers use adverbs Write/ on reading an
5 informational appropriate restatements types with to organize of place in compose autobiography
text listened to expression in according to appropriate information sentences clear and / biography
(autobiography, talking about structure speed, obtained coherent
biography) famous (description) accuracy, from sentences
people and various sources using adverbs
expression in of time

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K to 12 BASIC EDUCATION
LC V CURRICULUM
RC F WC
OL SS G A
Wee Listening Vocabulary Reading Oral Writing
Oral Study Gramma Attitud
k Comprehensi Developme Comprehensi Reading Compositi
Language Strategy r e
on nt on Fluency on
preparation
for reporting,
etc.
EN4LC-IIIf-29 EN4V-IIIf-38 EN4RC-IIIf-39 EN4F-IIIf-15 EN4SS-IIIf-1.3 EN4G-IIIf-17 EN4WC-IIIf- EN4A-IIIf-32
Identify the Identify different Identify Read grade- Locate Use 31 Browse and
elements of meanings of various text level texts information appropriate Write/ read books for
informational content specific types with from indices adverbs of compose learning or
6
text (“how to”) words. according to appropriate time in clear and pleasure
(denotation and structure speed, sentences coherent
connotation) (procedural/ accuracy, sentences
sequence) and using
expression adverbs
of
manner
EN4LC-IIIg-1.1 EN4OL-IIIg- EN4V-IIIg-38 EN4RC-IIIg-40 EN4F-IIIg-15 EN4SS-IIIf-1.3 EN4G-IIIg-18 EN4WC-IIIg- EN4A-IIIg-33
Identify the 18 Identify different Identify the Read grade- Locate Use adverbs 32 Browse and
main idea, key Tell/retell meanings of main idea, key level texts information of place in Write/ read news
sentences, and familiar content specific sentences, and with from indices sentences compose clear page of school
supporting stories by words supporting appropriate and coherent paper for
7
details from using (denotation and details of a speed, sentences information
text listened to appropriate connotation) given text accuracy, using adverbs
gestures and of place
and expression
expressions
in complete
sentences
EN4LC-IIIh-2.10 EN4OL-IIIh- EN4V-IIIh-39 EN4RC-IIIh-i- EN4F-IIIh-15 EN4SS-IIIh-13 EN4G-IIIh-19 EN4WC-IIIh- EN4A-IIIh-33
Distinguish 19 Get the meaning 41 Read grade- Interpret charts Use a 33 Browse and
fact from Retell a of words through Distinguish level texts particular Write news read news
8 opinion in news report word association fact from with kind of report using page of school
news reports using (analogy) opinion in a appropriate sentence for the given paper for
listened to appropriate news report speed, a specific facts information
gestures accuracy, purpose
and and (e.g.,
expressions expression making
requests)
EN4LC-IIIi-2.10 EN4OL-IIIi-19 EN4V-IIIi-40 EN4F-IIIi-15 EN4SS-IIIi-14 EN4G-IIIi-20 EN4WC-IIIi- EN4A-IIIi-33
Distinguish Retell a Get the meaning Read grade- Use a thesaurus Use a 33 Browse and
fact from news report of words through level texts to find particular Write a news read news
9 opinion in using word with synonyms and kind of report using page of school
news reports appropriate classification appropriate antonyms sentence for the given paper for

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K to 12 BASIC EDUCATION
listened to gestures CURRICULUM speed, a specific facts information
and accuracy, purpose (e.g.,
expressions and asking
expression permission)

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K to 12 BASIC EDUCATION
FOURTH QUARTER CURRICULUM

LC V RC F WC
OL SS G A
Wee Listening Vocabulary Reading Oral Writing
Oral Study Grammar Attitud
k Comprehensi Developme Comprehensi Reading Compositi
Language Strategy e
on nt on Fluency on
EN4LC-IVa-30 EN4OL-IVa-20 EN4V-IVa- EN4RC-IVa-42 EN4F-IVa-1.6 EN4SS-IVa-15 EN4G-IVa-21 EN4WC- EN4A-IVa-34
Distinguish fact State a fact 13. 1 Distinguish fact Read aloud Get Identify IVa- 34 Express
from opinion in and opinion Use from opinion in an grade four- information prepositions Outline a interest in
informational text about a knowledge of informational text level texts from an in sentences paragraph different texts
1
particular context clues with accuracy advertisemen with explicity by reading
topic to find the rate of 95– t given main available print
(advertisemen meaning of 100% idea materials
ts) unfamiliar (Informational
words )
(synonyms)
EN4LC-IVb-31 EN4OL-IVb-21 EN4V- EN4RC-IVb-42 EN4F-IVb-1.6 EN4SS-IVb-16 EN4G- EN4WC- EN4A-IVb-34
Distinguish fact State a fact IVb- 13.2 Distinguish fact Read aloud Get IVb- 7.3 IVb- 35 Expess
from opinion in and opinion Use from opinion in grade four- information Use Write a 2- interest in
informational text about a knowledge of informational text level texts from an prepositions point text by
2 in sentences
particular context clues with an announceme sentence reading
topic to find the accuracy rate nt – to and outline available
(announceme meaning of of 95–100% from print
nt) unfamiliar materials
words (Informationa
(antonyms) l)
EN4LC-IVc-31 EN4OL-IVc-22 EN4V-IVc-41 EN4RC-IVc-43 EN4F-IVc-1.6 EN4SS-IVc-17 EN4G-IVc-7.3 EN4WC- EN4A-IVc-34
Tell whether an Express Identify Distiguish Read aloud Use search Use IVc- 36 Express
action or event whether an the reality from grade four- engine, prepositions Write a interest in
is a reality or a action or meaning fantasy in level texts encylopedia, in sentences paragraph text by
3
fantasy event is of words stories read with accuracy almanac and – among and based on a reading
reality or with rate of 95– other between 2- point available
fantasy multiple 100% multimedia outline print
meanings sources to get materials
information (Informationa
l)
EN4LC-IVd-32 EN4OL-IVd-23 EN4V-IVd-42 EN4RC-IVd-43 EN4F-IVd-1.13 EN4SS-IVd-18 EN4G- EN4WC- EN4A-IVd-34
Evaluate the State Identify Distinguish Read grade- Take IVd- 7.3 IVd- 37 Express
likelihood that conclusion to meaning of reality from level texts down Use Write 5–6 interest in
a story/event realistic words with fantasy in with 118 important prepositions sentence text by
4
could really fiction prefixes un-, stories read words correct informati in, on, under, paragraph reading
happen in-, im-, dis-, words per on and above in about a available
mis- and re- minute sentences given print
topic materials
(Prewritin (Informationa

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K to 12 BASIC EDUCATION
CURRICULUM g) l)
EN4LC-IVe-33 EN4OL-IVe-24 EN4V-IVe-43 EN4RC-IVe-44 EN4F-IVe-1.13 EN4SS-IVe- EN4G- EN4WC- EN4A-IVe-34
Draw conclusion State Identify Make inferences Read grade- 5.4 IVe- 7.2 IVe- 38 Express
in informational conclusion to meaning of and draw level texts Interpret a map Use Write 5–6 interest in
5 text heard informational word with conclusions with 118 preposition sentence text by
text suffixes -ful based on words correct al phrases paragraph reading
and informational text words per in about a available
-less minute sentences given topic print
(Writing) materials
(Informational)

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K to 12 BASIC EDUCATION
LC V CURRICULUM RC F WC
OL SS G A
Wee Listening Vocabulary Reading Oral Writing
Oral Study Grammar Attitud
k Comprehensi Developme Comprehensi Reading Compositi
Language Strategy e
on nt on Fluency on
EN4LC-IVf-34 EN4OL-IVf-25 EN4V-IVf-44 EN4RC-IVf-45 EN4F-IVf-1.13 EN4SS-IVf-19 EN4G-IVf-22 EN4WC- EN4A-IVf-34
Give conclusions State one’s Identify Give conclusions Read grade- Interpret bar Use simple IVf- 39 Express
to realistic conclusion meaning of to realistic level texts and line sentence: Write 5–6 interest in
6 fiction listened to realistic words with fiction read with 118 graphs Simple sentence text by
to fiction suffixes -er words correct subject and paragraph reading
listened to and words per simple about a available
-or minute predicate given print
topic (Editing) materials
(Information
al)
EN4LC-IVg-35 EN4OL-IVg-26 EN4V-IVg-45 EN4RC- EN4F-IVg-1.13 EN4SS-IVg-20 EN4G-IVg-23 EN4WC- EN4A-IVg-34
Give one’s Express Identify IVg- Read grade- Use a Use IVg- 40 Express
reaction to an one’s meaning of 2.2.12 level texts glossary to simple Write 5–6 interest in
event or issue reaction to words with Make with 118 get the sentence sentence text by
7 heard an event or prefixes de- generalizatio words correct meaning of : paragraph reading
issue and dis- ns words per words Compoun about a available
minute d subject given topic print
+ simple (Rewritin materials
predicate g/ (Informationa
Revising) l)
EN4LC-IVh-2.16 EN4OL-IVh-27 EN4V-IVh-46 EN4RC-IVh-2.16 EN4F-IVh-1.13 EN4SS-IVg-21 EN4G-IVh-24 EN4WC-IVh- EN4A-IVh-32
Identify cause- State the Identify Identify cause- Read grade- Use a Use simple 41 Browse and
and- effect effects of a meaning of and- effect level texts glossary to sentences: Write 5–6 read books
relationship given cause words with relationship with 118 get the Simple sentence for learning
8
suffixes -ly words correct meaning of subject and paragraph or for
and - y words per words compound about a pleasure
minute predicate given topic
(Publishing)
EN4LC-IVi-2.16 EN4OL-IVi-28 EN4V-IVi-47 EN4RC-IVi-2.16 EN4F-IVi-1.13 EN4SS-IVg-22 EN4G-IVi-25 EN4WC- EN4A-IVi-32
Identify cause- State the Identify Identify cause- Read grade- Use strategies Use IVi- 42 Browse and
and- effect cause of a meaning of and- effect level texts in taking tests compoun Write 5–6 read books
relationship given effect words with relationship with 118 A. Before d sentence for learning
9
suffixes -able words correct the test sentence paragraph or for
and -ible words per B. During s about a pleasure
minute the test given topic
(Publishing)

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K to 12 BASIC EDUCATION
CURRICULUM
Grade 4 Tagged Materials

LEARNING COMPETENCY CODE LEARNING MATERIALS

LC - Listening Comprehension
1Q
Sequence events in a story listened to 1. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through
Groups of Sentences/Guided Questions.
EN4LC-IIe-
2. BEAM-DLP4 Module 43 – Sequencing the Major Events/Ideas in a
21 EN4LC-
Selection. 3. *Fun in English 4. 1999. pp. 56, 64, 70-72.
IIf-21
4. *English for All Times 5. 1999. pp 49.
2Q
Identify the main idea, key sentences and 1. BEAM-DLP4 Module 18 – Giving Main Idea.
supporting details from text listened to 2. BEAM-DLP4 Module 19 – Identifying the Main Ideas That Are Implied or Explicit.
3. BEAM-DLP4 Module 20 – Making Titles from the Main Idea.
4. BEAM-DLP4 Module 22 – Skimming the General Idea.
EN4LC-IIIg-1.1 5. BEAM ENG5 Module 10 – Getting the Main Idea.
6. *English for You and Me 3 (Reading). 2008. pp
40-41. 7. *Fun in English 4. 1999. pp. 35, 36-37,
41, 47-49, 50.
8. *English for All Times 5. 1999. pp 19, 37, 47, 77, 84-85, 92, 107-108.
9. *English Expressways 5. 2010. pp 7, 26-27, 54-55, 84-87, 121-123, 134, 143-144,
165.
3Q
Distinguish reality from fantasy 1. BEAM-DLP3 Module 69 – Distinguishing Real and Fantasy.
2. BEAM-DLP4 Module 67 – Evaluating Ideas/Making Judgment (Reality or Fantasy).
3. BEAM-DLP4 Module 68 – Reality or Fanciful.
EN4LC-IIh-22 4. *English for You and Me 3 (Reading). 2008. pp 161.
5. *Fun in English 4. 1999. pp. 187.
6. *English for All Times 5. 1999. pp 7, 173, 200-201.
7. *English Expressways 5. 2010. pp 200.
4Q
Distinguish fact from opinion in a narrative EN4LC-IIi-23 1. BEAM-DLP4 Module 69 – Fact or Opinion.
EN4LC-IIIh- 2. *Fun in English 4. 1999. pp. 209.
2.10 EN4LC- 3. *English for All Times 5. 1999. pp 218.
IIIi-2.10 4. *English Expressways 5. 2010. pp 215.
EN4LC-IVa-30
EN4LC-IVb-31
OL - Oral Language
1Q
Speak clearly using appropriate 1. BEAM-DLP3 Module 12 – How Will You Say It? 1 Final Rising Intonation.
pronunciation and intonation 2. BEAM-DLP3 Module 13 – How Will You Say It? 2 Final Rising Intonation.
EN4OL-Ia- 3. BEAM-DLP4 Module 1 – Distinguishing Rising and Falling Intonation.
1.14.4 EN4OL- 4. *English for You and Me 3 (Language). 2008. pp 18-19.
Ib-1.14.4 5. *English for All Times 5. 1999. pp 125.
6. *English Expressways 5. 2010. pp 57-58.
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Give oral directions CURRICULUM
EN4OL-Ie-1.13.1 1. BEAM-DLP4 Module 8 – Giving Series of Directions Using Sequence Signals.

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CODE LEARNING MATERIALS
2. *English for You and Me 3 (Reading). 2008. pp 11-12.
3. *English for You and Me 3 (Language). 2008. pp 40-46.
4. *English Expressways 5. 2010. pp 70, 143.
V - Vocabulary Development
1Q
Use context clues (synonym) to find the 1. BEAM-DLP4 Module 2 – Using Synonyms.
meaning of unfamiliar words 2. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN4V-Ib-13. 1 3. BEAM ENG5 Module 8 Module 2 Using Synonyms.
4. *English for You and Me 3 (Reading). 2008.
EN4V-Ic-13. 1
pp 113. 5. *Fun in English 4. 1999. pp. 62, 102,
115, 116, 123.
6. *English for All Times 5. 1999. pp 31, 68, 200, 224.
7. *English Expressways 5. 2010. pp 31, 68, 200.
Use context clues (antonym) to find the 1. BEAM-DLP4 Module 2 – Using Antonyms.
meaning of unfamiliar words 2. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN4V-Id-13.2 3. BEAM ENG5 Module 9 – Using Antonyms.
4. *Fun in English 4. 1999. pp. 120, 124, 128, 131, 136, 143, 146.
5. *English for All Times 5. 1999. pp 68.
6. *English Expressways 5. 2010. pp 67.
Use context clues (definition) to determine the 1. *Fun in English 4. 1999. pp. 165, 204, 205, 209.
EN4V-Ie-f-
meaning of unfamiliar words 2. *English for All Times 5. 1999. pp 7.
13.9 EN4V-
3. *English Expressways 5. 2010. pp 5-6.
Ig-13.9
Use context clues (exemplification) to determine the 1. *Fun in English 4. 1999. pp. 55.
EN4V-Ih-
meaning of unfamiliar words 2. *English for All Times 5. 1999. pp 105.
13.9 EN4V-
3. *English Expressways 5. 2010. pp 104.
Ii-13.9
3Q
Synonym 1. BEAM-DLP4 Module 2 – Using Synonyms.
2. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
3. BEAM ENG5 Module 8 Module 2 Using Synonyms.
EN4V-IIIa-13.1 4. *English for You and Me 3 (Reading). 2008.
pp 113. 5. *Fun in English 4. 1999. pp. 62, 102,
115, 116, 123.
6. *English for All Times 5. 1999. pp 31, 68, 75, 200-201 224.
7. *English Expressways 5. 2010. pp 31, 66, 75, 200.
Antonym 1. BEAM-DLP4 Module 2 – Using Antonyms.
Use context clues (synonym and antonym) to find 2. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
the meaning of unfamiliar words 3. BEAM ENG5 Module 9 – Using Antonyms.
EN4V-IIIa-
13.2 EN4V- 4. *English for You and Me 3 (Reading). 2008. pp 113.
IIIb-13.2 5. *Fun in English 4. 1999. pp. 120, 124, 128, 131, 136, 143, 146.
6. *English for All Times 5. 1999. pp 18, 68.
7. *English Expressways 5. 2010. pp 18, 67.
4Q
Identify the meaning of words with multiple EN4V-IVc-41 1. BEAM-DLP4 Module 14 – Identifying Meaning of Unfamiliar Words through
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meanings CURRICULUM
EN4V-IIIc- Structural Analysis.
36 EN4V- 2. BEAM ENG5 Module 7 – Context to Get Meaning of Word with Multiple Meanings.
IIId-3

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LEARNING COMPETENCY CURRICULUM
CODE LEARNING MATERIALS
3. *Fun in English 4. 1999. pp. 204-205.
4. *English for All Times 5. 1999. pp 37, 59-60.
5. BEAM ENG5 Module 3 – Decoding Words with Prefixes.
6. BEAM ENG5 Module 4 – Decoding Words with Suffixes.
7. *English for You and Me 3 (Reading). 2008. pp
39-40. 8. *Fun in English 4. 1999. pp. 115, 116,
123, 124, 131.
Identify the meaning of unfamiliar words BEAM-DLP4 Module 14 – Identifying Meaning of Unfamiliar Words through
EN4V-IIc-32
through structural analysis (words and affixes) Structural Analysis.
Identify the meaning of unfamiliar words according EN4VD-IVe- *English for You and Me 3 (Language). 2008. pp 105.
to structure (inflections) 11.5 EN4V-
IVf-11.5
RC - Reading Comprehension
1Q
Analyze a narrative in terms of its setting EN4RC-Ib- 1. *Fun in English 4. 1999. pp. 20, 210.
2.1.1 EN4RC- 2. *English for All Times 5. 1999. pp 47.
Ic-2.1.1
Analyze a narrative in terms of its characters 1. *Fun in English 4. 1999. pp. 21, 210.
EN4RC-Ib-2.1.2
2. *English for All Times 5. 1999. pp 47.
Analyze a narrative in terms of its plot 1. *Fun in English 4. 1999. pp. 210-211.
EN4RC-Id-2.1.4
(Conflict/Problem/Reaction/Resolution/Ending) 2. *English for All Times 5. 1999. pp 47.
Analyze a 3-4-line poem in terms of its elements 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
(rhymes, sound devices) 2. *English for You and Me 3 (Reading). 2008. pp 4, 8, 48, 56, 61, 148.
EN4RC-Ie- 3. *English for You and Me 3 (Language). 2008. pp 3, 14, 16, 51, 62-63, 76, 92, 136,
2.1.5 EN4RC- 139,
If-2.1.5 156, 167.
4. *Fun in English 4. 1999. pp. 74, 90.
5. *English for All Times 5. 1999. pp 19, 58.
Infer the theme of literary text EN4RC-Ig- *Fun in English 4. 1999. pp. 92-93.
2.9.1 EN4RC-
Ih-2.9.1
EN4RC-Ii-
2.9.1
EN4RC-Ij-2.9.1
2Q
Identify main idea, key sentences and supporting 1. BEAM-DLP4 Module 18 – Giving Main Idea.
details of a given text 2. BEAM-DLP4 Module 19 – Identifying the Main Ideas That Are Implied or Explicit.
3. BEAM-DLP4 Module 20 – Making Titles from the Main Idea.
4. BEAM-DLP4 Module 22 – Skimming the General Idea.
EN4RC-IIIg-40 5. BEAM ENG5 Module 10 – Getting the Main Idea.
6. *English for You and Me 3 (Reading). 2008. pp 31, 33,
81, 83. 7. *Fun in English 4. 1999. pp. 35, 36, 47-49, 50.
8. *English for All Times 5. 1999. pp 54, 76-77, 84, 107-108, 121-122, 143.
9. *English Expressways 5. 2010. pp 76-77, 84-85.
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K to 12 BASIC EDUCATION
3Q CURRICULUM
Note significant details in a literary text EN4RC-Ia-2.2 *English for All Times 5. 1999. pp 137.
Identify cause-and-effect relationship 1. BEAM ENG5 Module 25 – Identifying Cause and Effect.
EN4RC-IVh-
2. *English for You and Me 3 (Reading). 2008. pp 113-114, 116, 123-124.
2.16 EN4RC-
3. *Fun in English 4. 1999. pp. 97, 98, 99, 101, 108-109.
IVi-2.16

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LEARNING COMPETENCY CURRICULUM
CODE LEARNING MATERIALS
4. *English for All Times 5. 1999. pp 131-133.
5. *English Expressways 5. 2010. pp 132-133.
Comparison and contrast people, places and 1. *English for You and Me 3 (Language). 2008. pp 150-155.
EN4RC-IIIa-34
events in texts read 2. *Fun in English 4. 1999. pp. 88.
Make generalizations 1. *English for All Times 5. 1999. pp 135, 202.
EN4RC-IVg-
2. *English Expressways 5. 2010. pp 201-202.
2.2.12
F - Oral Reading Fluency
3Q
Read grade-level texts with appropriate speed, EN4F-IIIa- 1. BEAM-DLP3 Module 12 – How Will You Say It? 1 Final Rising Intonation.
accuracy and proper expression 15 EN4F- 2. BEAM-DLP3 Module 13 – How Will You Say It? 2 Final Rising Intonation.
IIIb-15 3. BEAM-DLP4 Module 1 – Distinguishing Rising and Falling Intonation.
EN4F-IIIc-15 4. BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.
EN4F-IIId- 5. *English for You and Me 3 (Reading). 2008. pp 11.
15 EN4F- 6. *English for You and Me 3 (Language). 2008. pp 18-27, 141.
IIIe-15 7. *English for All Times 5. 1999. pp 125, 202.
EN4F-IIIf-15 8. *English Expressways 5. 2010. pp 201-202.
EN4F-IIIg-
15 EN4F-
IIIh-15
EN4F-IIIi-15
SS - Study Strategy
3Q
Use dictionary in getting the meaning of words 1. BEAM-DLP4 Module 6 – Using the Dictionary.
2. *English for You and Me 3 (Reading). 2008. pp 40.
EN4SS-IIIc-
3. *English for You and Me 3 (Language). 2008. pp
1.4 EN4SS-
164-166. 4. *Fun in English 4. 1999. pp. 150-
IIId-1.4
151, 160-161, 204-205.
EN4SS-IIIe-
5. *English for All Times 5. 1999. pp 20.
1.4
6. *English Expressways 5. 2010. pp 20.
Locate information from Indices 1. BEAM ENG5 Module 43 – Using Library Resources to Get Information.
2. *English for You and Me 3 (Language). 2008. pp 40,
EN4SS-IIIf-1.3
173-174. 3. *Fun in English 4. 1999. pp. 57, 65, 72-
73.
4. *English Expressways 5. 2010. pp 227-228.
4Q
Take note of relevant information from a given text 1. *English for You and Me 3 (Reading). 2008. pp 40.
EN4SS-IIIa- 2. *English for You and Me 3 (Language). 2008. pp 164-166.
11 EN4SS- 3. *English for All Times 5. 1999. pp 20.
IIIb-11 4. *English Expressways 5. 2010. pp 20.
G – Grammar
1Q

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Use the plural form of regular nouns CURRICULUM 1. BEAM-DLP3 Module 19 – Using the Plural of Nouns.
2. BEAM-DLP3 Module 24 – Forming Plural of Nouns Ending in –y.
EN4G-Ia-b-2.3 3. BEAM-DLP3 Module 25 – Forming Plural of Nouns Ending in –o.
4. BEAM-DLP4 Module 25 – Using Possessive Form of Plural Nouns.
5. BEAM ENG5 Module 6 – Using the Plural Form of Nouns.
6. BEAM ENG5 Module 20 – Using Possessive Forms of Plural Nouns.

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LEARNING COMPETENCY CURRICULUM
CODE LEARNING MATERIALS
7. *English for You and Me 3 (Language). 2008. pp 56-57.
Use the simple present tense of verbs in sentences 1. BEAM-DLP3 Module 37 – Using the Present Tense of the Verb.
2. BEAM ENG4 DLP Module 11 Using the Simple Present Form of the Verb.
EN4G-Ii-3.2.1.1
3. BEAM ENG5 Module 27 – Using the Simple Present Tense.
4. *English for You and Me 3 (Language). 2008. pp 99-102.
2Q
Use simple sentence: compound subject + EN4G-IIc-1.2.1.2 *English for You and Me 3 (Reading). 2008. pp 50-54.
simple predicate EN4G-IId-1.2.1.2
WC – Writing/ Composition
2Q
Write a news report using the given facts EN4WC-IIi-25 1. *English for All Times 5. 1999. pp 227-229.
EN4WC-IIIh- 2. *English Expressways 5. 2010. pp 224-225.
33
EN4WC-IIIi-33

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K to 12 BASIC EDUCATION
CURRICULUM
GRADE 5
FIRST
QUARTER

The learner listens critically to different text types; expresses ideas logically in oral and written forms; and
Grade Level Standards
demonstrates interest in reading to meet various needs.

Content Standard Performance Standard

Domain
The learner… The learner…
demonstrate understanding of various verbal elements in orally
communicating information orally communicates information, opinions, and ideas effectively to
demonstrates understanding of various non-verbal elements in different audiences using a variety of literary activities
Oral Language orally communicating information
demonstrates understanding of the oral standards of English in prepares for and participates effectively in a range of conversations
order to participate in various oral communication demands and
(situation, purpose and collaboration with diverse partners, building on others’ ideas and
audience) expressing their own clearly and persuasively
demonstrates understanding that English language is stress
reads with sufficient accuracy and fluency to support
timed to support comprehension
Fluency comprehension
demonstrates understanding that a change in stress entails a uses knowledge of stress and intonation of speech to appropriately
change of meaning to evaluate the speaker’s/ author’s purpose evaluate the speaker’s intention, purpose and meaning
and meaning
demonstrates understanding of various linguistics nodes to
analyzes text types to effectively understand information/
comprehend various texts
message(s)
Listening
demonstrates understanding of text types to listen for different uses linguistic cues to effectively construct meaning from a
Comprehensi
purposes from a variety of texts variety of texts for a variety of purposes
on
uses literary and informational texts heard to construct an
demonstrates understanding of text types in order to construct
appropriate feedback
feedback
demonstrates understanding that printed words are made up of
uses knowledge of phonics (analytic and synthetic) to
interconnected letters with separate sounds that are blended
effectively decode grade-appropriate words
Vocabulary together to form coherent pattern of sounds
demonstrate understanding that words are composed of different uses strategies to decode correctly the meaning of words in
parts to know that their meaning changes depending in context isolation and in context
demonstrates understanding of various linguistics nodes to uses linguistic cues to appropriately construct meaning from a
comprehend various texts variety of texts for a variety of purposes
uses knowledge of text types to correctly distinguish literary from
Reading demonstrates understanding of text elements to comprehend
Comprehensi informational texts
various texts
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K to 12 BASIC EDUCATION
Domain Content CURRICULUM Performance
Standard Standard
pleasure and avenue for self-expression and personal
development
draft texts using appropriate text types for a variety of audiences
and purposes
edit texts using appropriate text types for a variety of audiences
Writing demonstrates understanding of different formats to write for a and purposes
and variety of audiences and purposes rewrite/revise texts using appropriate text types for a variety of
Compositio audiences and purposes
n publish texts using appropriate text types for a variety of audiences
and purposes
uses the correct function of nouns, pronouns, verbs, adjectives,
demonstrates command of the conventions of standard English
Grammar and adverbs in general and their functions in various discourse
grammar and usage when writing or speaking
(oral and
written)
demonstrates understanding of non-verbal communication to applies knowledge of non-verbal skills to respectfully give the
communicate with others speaker undivided attention and acknowledge the message
Attitude
demonstrates understanding of verbal and non-verbal elements of uses paralanguage and non-verbal cues to respond appropriately
communication to respond back uses a variety of strategies to provide appropriate feedback
utilizes discrete techniques (general or specific) and applies
Study demonstrates understanding of library skills to research a variety
appropriately them to all or most fields of study
Strategie of topics
s/ demonstrates understanding of the research process to write a uses a variety of research strategies to effectively write a variety of
Research variety of texts texts for various audiences and purposes
applies knowledge of the various forms and conventions of print,
demonstrates understanding of the forms and conventions of
non-print, and digital materials to appropriately comprehend print,
print, non- print, and digital materials to understand various
non-print, film and
viewing texts
moving texts
demonstrates understanding of the various forms and evaluates effectively the message constructed and conveyed in
Viewing
conventions of print, non-print, and digital materials various viewing texts
demonstrates understanding of the various forms and conventions
applies different views of the real world to effectively interpret
materials to critically analyze the meaning constructed in print,
(deconstruct) constructed meaning in print, non-print and digital
non-print, and digital materials materials
demonstrates understanding of construction, deconstruction, and applies understanding of forms and conventions of viewing texts to
reconstruction of print, non-print and digital materials appropriately create and recreate meaning/ messages

LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Grammar Viewing Attitud
Comprehensi Langua Developme Comprehensi Fluency Compositi
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K to 12 BASIC EDUCATION
on ge nt CURRICULUM
on Strategy on e
EN5LC-Ia-2.1 EN5OL- EN5V-Ia-12 EN5F-Ia-2.9 EN5G-Ia-3.3 EN5WC- EN5VC-Ia-5.1 EN5A-Ia-16
Note Ia- 2.6.1 and 13 Self-correct Compose Ia- 1.1.6.1 Describe Observe
1 Use Infer the when clear and Plan a two to different politeness at
significant
details appropriate meaning reading coherent three- forms and all times
facial of sentences

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K to 12 BASIC EDUCATION
LC OL V CURRICULUM
RC F
SS G
WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Grammar Viewing Attitud
Comprehensi Langua Developme Comprehensi Fluency Compositi
Strategy e
on ge nt on on
expressions unfamiliar using paragraph conventions
words appropriat compositio of film and
(compound) e n using an moving
based on grammatic pictures
outline/oth
given al (lights,
context clues structures: er graphic blocking,
(synonyms, -Aspects organizers direction,
antonyms, of verbs characterizati
word parts) on
and , acting,
other dialog,
strategi setting or
es set- up)
EN5LC- EN5OL- EN5V-Ib-12 EN5RC- EN5F-Ib-1.6 EN5G-Ib-3.3 EN5WC- EN5VC-Ib-5.1 EN5A-Ib-16
Ib- Ib- 2.6.2 and 13 Ib- 2.9.1 Read aloud Compose Ib- Describe Observe
2.17.1 Use Infer the Infer the grade level clear and 1.1.6.1 different politeness at
Identify appropriate meaning theme of appropriate coherent Plan a two forms and all times
the body of literary text text with an sentences to three- conventions
elements movements/g unfamiliar accuracy using paragraph of film and
es tures words rate of 95 – appropriate moving
2 of literary compositio
(compoun 100% grammatical pictures
texts n using an
d) structures: (lights,
based on -Aspects outline/oth blocking,
given of verbs er graphic direction,
context clues organizers characterizati
(synonyms, on
antonyms, , acting,
word parts) dialog,
and other setting or
strategies set-
up)
EN5LC- EN5OL-Ic-3.9 EN5V-Ic-12 EN5RC- EN5F-Ic-1.6 EN5G-Ic-3.6 EN5WC- EN5VC-Ic-5.1 EN5A-Ic-16
Ic- Use formal and 13 Ic- 2.23 Read aloud Compose Ic- 2.2.4 Describe Observe
2.17.2 and informal Infer the Summariz grade level clear and Write two different politeness at
Identify English when meaning e appropriate coherent to three- forms and all times
the appropriate of narrative text with an sentences paragraph conventions
elements to task and unfamilia texts accuracy using compositio of film and
of literary situation r words rate of 95 – appropriate moving EN5A-Ic-17
based on n based on
( affixed) 100% grammatical pictures Show
texts elements the
3 based on structures: (lights, tactfulness
given context -Theme -Modals prepared blocking, when
clues -Setting outline direction, communica
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(synonyms, - CURRICULUM characterizati ting with
antonyms, Characters on others
word parts) (Heroes , acting,
and other and dialog,
strategies Villains) setting or
-Plot set- up)
(beginnin
g, middle
and
ending)

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K to 12 BASIC EDUCATION
LC OL V CURRICULUM
RC F
SS G
WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Grammar Viewing Attitud
Comprehensi Langua Developme Comprehensi Fluency Compositi
Strategy e
on ge nt on on
EN5LC- EN5OL-Id-3.9 EN5V-Id-12 EN5RC- EN5F- EN5G-Id-3.6 EN5WC- EN5VC-Id-6 EN5A-Id-16
Id- Use formal and 13 Id- 2.23 Id- Compose Id- 2.2.4 Distinguish Observe
2.17.3 and informal Infer the Summariz 1.8.1.1 clear and Write two among politeness at
Identify English when meaning e Read with coherent to three- various all times
the appropriate of narrative automatici sentences paragraph types of
elements to task and unfamilia ty grade using
texts compositio viewing
situation r words level appropriate EN5A-Id-17
of literary based on n based on materials
( affixed) frequently grammatical Show
texts elements occurring the
based on structures: tactfulness
4 prepared
given context -Theme content -Modals when
clues -Setting area words outline communica
(synonyms, - (Art) ting with
antonyms, Characters others
word parts) (Heroes
and other and
strategies Villains)
-Plot
(beginnin
g, middle
and
ending)
EN5LC-Ie- EN5OL-Ie-3.9 EN5V-Ie-12 EN5RC-Ie-6 EN5F- EN5G- EN5WC- EN5VC-Ie-6 EN5A-Ie-16
2.11.1/2.11. Use formal and 13 Analyze a Ie- Ie- Ie- 1.8.2 Distinguish Observe
2 and informal Infer the 2-stanza 1.8.1.2 8.3/8.4 Revise among politeness at
/2.11.3 English when meaning poem in Read with Compose writing for various all times
Analyze appropriate of automatici clear and clarity types of
terms of
sound to task and unfamilia ty grade coherent - viewing
situation r words its level sentences correct materials
devices EN5A-Ie-17
5 ( blended) elements frequently using spellin Show
(onomatopoei
based on (rhymes, occurring appropriate g tactfulness
a, alliteration, given content grammatical
sound when
assonance) context clues area words structures: communica
devices,
(synonyms, imagery (Math) -conjunctions ting with
antonyms, others
and
word parts)
and other figurative
strategies language
)
EN5LC-If- EN5OL-If-3.9 EN5V-If-12 EN5RC-If-2.3 EN5F- EN5G- EN5WC- EN5A-If-16
2.8.1/2.8.2/ Use formal and 13 Analyze If- If- If- 1.8.1 Observe
2 and informal Infer the figures of 1.8.1.3 8.3/8.4 Revise politeness at
.8.3 English when meaning Read with Compose writing for all times
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K to 12 BASIC EDUCATION
6 Infer the appropriate of CURRICULUM
speech automatici clear and clarity
speaker’s to task and unfamilia (simile, ty grade coherent - EN5A-If-17
tone, mood situation r words metaphor, level sentences punctuatio Show
and purpose ( blended) frequently using n marks tactfulne
personific
based on occurring appropriate ss
ati content area grammatical
given

K to 12 English Curriculum Guide May 2016 Page 184 of 247

K to 12 English Curriculum Guide May 2016 Page 185 of 247

Learning Materials are uploaded at *These materials are in textbooks that have been delivered to
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K to 12 BASIC EDUCATION
EN5OL-Ii-1.8 EN5VD-Ii- CURRICULUMEN5F-Ii-1.13 EN5G- EN5A-Ii-16
Recount 8.1/8.2/8. Read grade Ii- Observe
events 3 level text 8.3/8.4 politeness at
effectively Clarify with 118 Compose all times
9
meaning of words clear and
words using correct per coherent EN5A-Ii-17
dictionaries, minute sentences Show
thesaurus, using tactfulne
and/or appropriat ss
online e
resources grammatic
al

K to 12 English Curriculum Guide May 2016 Page 186 of 247

SECOND QUARTER

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

LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Writing/
Gramma Viewing Attitude
Comprehensi Langua Developme Comprehensi Fluency Strategy Compositi
r
on ge nt on Research on
EN5LC-IIa-4 EN5OL- EN5RC- EN5G-IIa-3.9 EN5WC- EN5VC-IIa-7 EN5A-IIa-16
Identify signal IIa- 1.13.1 IIa- 2.21 Compose IIa- 1.1.6.1 Determine Observe
words from Provide Identify clear and Plan a two images/idea politeness at
text heard accurate main coherent to three- s that are all times
instructio idea, key sentences paragraph explicitly
ns sentence using compositio used to EN5A-IIa-17
s and appropriate n using an influence Show
1
supportin grammatical outline/oth viewers tactfulness
g details structures: er graphic EN5VC-IIa- when
of a -subject- organizers 7.1 communica-
given verb Stereotype ting with

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K to 12 BASIC EDUCATION
CURRICULUM
paragrap agreement s, EN5VC- others
h ( inverte IIa- 7.2
d Point of view
sentence EN5VC-IIa-
s)

K to 12 English Curriculum Guide May 2016 Page 188 of 247

EN5LC- EN5OL- EN5V- EN5RC- EN5SS- EN5G-IIb-3.9 EN5WC- EN5VC-IIb-7 EN5A-IIb-16

IIb- 3.19 IIb- 1.26 IIb- IIb- 2.21 IIb- 1.5.3 Compose IIb- 2.2.5 Determine Observe
Identify Give precise 20.2.1 Identify Use card clear and Write images/idea politeness at
information information Identify main catalog coherent paragrap s that are all times
al text- on a given different idea, key to locate sentences hs explicitly
types topic meanings of sentence resource using showing used to EN5A-IIb-17
content s and s appropriate -cause influence Show
specific supportin grammatical and viewers tactfulness
2
words g details structures: effect EN5VC-IIb- when
(denotation of a -subject- 7.1 communica-
and given verb Stereotype ting with
connotation) paragrap agreement s, EN5VC- others
(Science) h (intervenin IIb- 7.2
g phrases) Point of
view
EN5VC-
IIb- 7.3
Propagandas
EN5LC- EN5OL- EN5V-IIc- EN5RC- EN5F-IIc- EN5SS- EN5G-IIc- EN5WC- EN5VC-IIc-7 EN5A-IIc-16
IIc- 3.19 IIc- 1.3.1 20.1.1 IIc- 3.2.1 1.8.1 IIc- 1.4 2.2.2 IIc- 2.2.5 Determine Observe
Identify Ask Distinguis Read with Gather EN5G-IIc-3.9 Write images/idea politeness at
information questions to EN5V-IIc- h text- automatici relevant Compose paragrap s that are all times
al text- check 20.2.1 types ty grade information clear and hs explicitly
types understandi Identify according level from various coherent showing used to EN5A-IIc-17
ng of different to purpose frequently sources sentences -cause influence Show
information meanings of -To classify occurring -glossaries using and viewers tactfulness
3
presented content or describe content appropriate effect EN5VC-IIc- when
specific area words grammatical 7.1 communica-
words structures: Stereotype ting with
(denotation -irregular s, EN5VC- others
and nouns and IIc- 7.2
connotation) verb Point of
(Science) agreement view
EN5VC-
IIc- 7.3
Propagandas

K to 12 English Curriculum Guide May 2016 Page 189 of 247

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K to 12 BASIC EDUCATION
EN5LC- EN5OL- EN5V- CURRICULUM
EN5RC-IId- EN5F- EN5SS- EN5G-IId- EN5WC- EN5VC-IId-7 EN5A-IId-16
IId- 2.10 IId- 3.4.1 IId- 3. 2.1 IId- 1.8.1 IId- 1.4 2.2.6 IId- 1.8.2 Determine Observe
Distinguish Respond to 20.1.1 Distinguis Read with Gather EN5G-IId-3.9 Revise images/idea politeness at
4 fact from ideas and EN5V- h text- automatici relevant Compose writing s that are all times
opinion opinions IId- types ty grade information clear and for explicitly
after 20.2.1 according level from various coherent clarity used EN5A-IId-17
reflection Identify to purpose frequentl sources sentences - to Show
different -To classify or y -Dictionaries using correc influence
meanings occurrin t viewers
of g spellin
g

K to 12 English Curriculum Guide May 2016 Page 190 of 247

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K to 12 BASIC EDUCATION
LC OL V CURRICULUM
RC F SS
G
WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Writing/
Gramma Viewing Attitude
Comprehensi Langua Developme Comprehensi Fluency Strategy Compositi
r
on ge nt on Research on
content describe content appropriat EN5VC- tactfulness
specific area words e IId- 7.1 when
words grammatic Stereotype communica-
(denotation al s, EN5VC- ting with
and structures: IId- 7.2 others
connotation) - collective Point of
(Science) nouns and view
verb EN5VC-
agreement IId- 7.3
Propagandas
EN5LC- EN5OL- EN5V- EN5RC- EN5F- EN5SS- EN5G-IIe-5.3 EN5WC- EN5VC-IIe-7 EN5A-IIe-16
IIe- 2.10 IIe- 3.4.1 IIe- IIe- 3.2.2 IIe- 1.8.1 IIe- 1.4 Compose IIe- 1.8.1 Determine Observe
Distinguish Respond to 20.1.2 Distinguis Read with Gather clear and EN5WC- images/idea politeness at
fact from ideas and h text- automatici relevant coherent IIe- 1.8.3 s that are all times
opinion opinions EN5V- types ty grade information sentences explicitly
after IIe- according level from various using Revise used to EN5A-IIe-17
reflection 20.2.2 to purpose frequently sources appropriate writing for influence Show
Identify -To recall occurring grammatical clarity viewers tactfulness
5
different a series content -Thesaurus structures: EN5VC-IIe- when
meanings of of events/ area words -kinds of - 7.1 communica-
content informati adjectiv punctuatio Stereotype ting with
specific on es n marks s, EN5VC- others
words -signal words IIe- 7.2
(denotation Point of
and view
connotation) EN5VC-
(Mathematics IIe- 7.3
) Propagandas
EN5OL- EN5V-IIf- EN5RC-IIf- EN5F-IIf- EN5SS- EN5G-IIf-5.5 EN5WC- EN5VC-IIf-7 EN5A-IIf-16
IIf- 3.5.1 20.1.2 3.2.3 1.8.1 IIf- 1.7 Compose IIf- 2.2.6 Determine Observe
Provide Distinguis Read with Gather clear and Write images/idea politeness at
evidence EN5V-IIf- h text- automatici relevant coherent paragrap s that are all times
to support 20.2.2 types ty grade information sentences hs explicitly
opinion/fa Identify according level from various using showing used to EN5A-IIf-17
ct different to purpose frequently sources appropriate - influence Show
meanings of -To explain occurring -Online grammatical compariso viewers tactfulness
6
content content referenc structures: n and EN5VC-IIf- when
specific area words es -order of contrast 7.1 communica-
words adjectiv Stereotype ting with
(denotation es s, EN5VC- others
and IIf- 7.2
connotation) Point of
K to 12 English Curriculum Guide May 2016 Page 191 of 247
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K to 12 BASIC EDUCATION
(Mathematics CURRICULUM view
) EN5VC-
IIf- 7.3
Propagandas

K to 12 English Curriculum Guide May 2016 Page 192 of 247

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K to 12 BASIC EDUCATION
LC OL V CURRICULUM
RC F SS
G
WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Writing/
Gramma Viewing Attitude
Comprehensi Langua Developme Comprehensi Fluency Strategy Compositi
r
on ge nt on Research on
EN5V- EN5RC- EN5F-IIg-2.9 EN5SS- EN5G-IIg-5.2 EN5WC- EN5VC-IIg-7 EN5A-IIg-16
IIg- IIg- 2.12 Self-correct IIg- 1.7 Compose IIg- 2.2.6 Determine Observe
20.1.3 Make when Gather clear and Write images/idea politeness at
EN5V- generaliz reading relevant coherent paragrap s that are all times
IIg- ati ons information sentences hs explicitly
20.2.3 from various using showing used to EN5A-IIg-17
Identify sources appropriate - influence Show
different -Online grammatical compariso viewers tactfulness
7
meanings of referenc structures: n and EN5VC-IIg- when
content es -degrees contrast 7.1 communica-
specific of Stereotype ting with
words adjective s, EN5VC- others
(denotation s IIg- 7.2
and Point of
connotation) view
(Health) EN5VC-
IIg- 7.3
Propagandas
EN5OL-IIh-4 EN5V-IIh- EN5RC- EN5F-IIh-1.3 EN5SS- EN5G-IIh-8.3 EN5WC- EN5VC-IIh-7 EN5A-IIh-16
Make a stand 20.1.3 IIh- 2.15.1 Read grade IIh- 1.8 Compose IIh- 1.8.2 Determine Observe
Make an level text Organize clear and Revise images/idea politeness at
EN5V-IIh- outline from with information coherent writing for s that are all times
20.2.3 a selection accuracy, from primary sentences clarity explicitly
Identify read appropriate sources in using - used to EN5A-IIh-17
different rate and preparation appropriate correct influence Show
meanings of proper for writing, grammatical spellin viewers tactfulness
8
content expression reporting structures: g EN5VC-IIh- when
specific and similar -subordinate 7.1 communica-
words academic and Stereotype ting with
(denotation tasks in coordinate s, EN5VC- others
and collaboration conjunctions IIh- 7.2
connotation) with others Point of
(Health) view
EN5VC-
IIh- 7.3
Propagandas
EN5OL-IIi-4 EN5RC-IIi- EN5F-IIi-1.3 EN5WC- EN5VC-IIi-7 EN5A-IIi-16
Make a stand 2.15.1 Read grade IIi- 1.8.1 Determine Observe
Make an level text Revise images/idea politeness at
outline from with writing for s that are all times
a selection accuracy, clarity explicitly
9
read EN5F-IIi- - used to EN5A-IIi-17
appropriate
K to 12 English Curriculum Guide May 2016 Page 193 of 247
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K to 12 BASIC EDUCATION
CURRICULUM1.6 punctuatio influence Show
appropriate n marks viewers tactfulne
rate and EN5WC- EN5VC-IIi- ss
EN5F-IIi- IIi- 1.8.3 7.1 when
1.7 -transition/ Stereotypes, communic
proper a-
expressi
on

K to 12 English Curriculum Guide May 2016 Page 194 of 247

THIRD QUARTER

The learner listens critically to different text types; expresses ideas logically in oral and written forms; and
Grade Level Standards
demonstrates interest in reading to meet various needs.

LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Writing/
Gramma Viewin Attitud
Comprehensi Languag Developme Comprehensi Fluency Strategy Compositi
r g e
on e nt on Research on
EN5LC-IIIa- EN5OL-IIIa- EN5V-IIIa- EN5RC-IIIa- EN5F-IIIa- EN5SS-IIIa-3 EN5G-IIIa- EN5A-IIIa-16
2.10 2.7 20.3 3.2.4 1.3 Organize 7.3.1 Observe
Distinguish Remind Infer the Distinguis Read grade information Compose politeness at
fact from others to meaning of h text- level text from primary clear and all times
1
opinion stay on topic unfamiliar types with coherent
K to 12 English Curriculum Guide May 2016 Page 195 of 247
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K to 12 BASIC EDUCATION
EN5LC-IIIa- words CURRICULUM
according accuracy, sources in sentences
2.15 (compound, to purpose EN5F-IIIa- preparation using EN5A-IIIa-17
Provide affixed) -To persuade 1.6 for writing, appropriat Show
evidence to based appropriate reporting and e tactfulne
support grammatic ss
al

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K to 12 English Curriculum Guide May 2016 Page 198 of 247

Learning Materials are uploaded at *These materials are in textbooks that have been delivered to
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K to 12 BASIC EDUCATION
LC OL V CURRICULUM
RC F SS
G
WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Writing/
Gramma Viewin Attitud
Comprehensi Languag Developme Comprehensi Fluency Strategy Compositi
r g e
on e nt on Research on
on -Problem rate and similar of when
EN5V-IIIc- and EN5F-IIIc- academic sentence communica-
20.4 solution 1.7 tasks in for a ting with
given proper collaboration specific others
context expressi with others purpose
clues on and
(Synonyms audience
Antonyms -asking
word parts) permissi
and on
EN5V-IIIc- -
20.5 making
other request
strategies s
(Science)
EN5LC-IIId- EN5OL-IIId- EN5V-IIId- EN5RC-IIId- EN5F-IIId- EN5SS-IIId-4 EN5G-IIId- EN5WC-IIId- EN5A-IIId-16
2.8.1/2.8.2/2 2.8 20.3 3.2.4 2.9 Organize 1.8.1 1.1.6.1 Observe
. Link Infer the Distinguish Self-correct information EN5G-IIId- Plan a two politeness at
8.3 comments to meaning of text-types when from 1.8.2 to three- all times
Infer the the remarks unfamiliar according to reading secondary Use a paragraph
speaker’s of others words features sources in particular EN5A-IIId-17
compositio
tone, mood (compound, (structural preparation kind of Show
and purpose affixed) and sentence for n using an
for writing, tactfulness
based on language) reporting and a specific outline/oth when
EN5V-IIId- -Problem similar purpose and er graphic communica-
4 20.4 and academic audience organizers ting with
given solution tasks in -asking others
context collaboration permissi
clues with others on
(Synonyms -responding
Antonyms to questions
word parts)
and
EN5V-IIId-
20.5
other
strategies
(Health)
EN5LC-IIIe- EN5OL-IIIe- EN5V-IIIe- EN5RC-IIIe- EN5F-IIIe- EN5SS-IIIe-4 EN5G-IIIe- EN5WC-IIIe- EN5VC-IIIe- EN5A-IIIe-16
2.8.1/2.8.2/2 3.7 20.3 3.2.6 1.3 Organize 1.8.4 2.2.7 3.7 Observe
. Use Infer the Distinguish Read grade information Use a Write a 3- Infer the politeness at
8.3 appropriat meaning text-types level text from particular paragraph target all times
5
K to 12 English Curriculum Guide May 2016 Page 199 of 247
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K to 12 BASIC EDUCATION
Infer the e of CURRICULUM
according to with secondary kind of feature audience
speaker’s strategies unfamiliar features accuracy, sources in sentence for article EN5A-IIIe-17
tone, mood to keep words (structural EN5F-IIIe- preparation a specific Show
and purpose the (compoun and 1.6 for purpose and tactfulne
discussion d, language) appropriate writing, audience ss
going affixed) based reporting
and

K to 12 English Curriculum Guide May 2016 Page 200 of 247

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K to 12 BASIC EDUCATION
EN5LC-IIIg- CURRICULUM
EN5RC-IIIg- EN5F-IIIg- EN5SS-IIIg-4 EN5G-IIIg- EN5WC-IIIg- EN5VC-IIIg-7 EN5A-IIIg-16
3.17 3.2. 7 1.3 Organize 1.8.9 2.2.7 Determine Observe
Identify Distinguish EN5F-IIIg- information Use a Write a 3- images/idea politeness at
point- of- text-types 1.7 from particular paragraph s that are all times
7
view according to Observe secondary kind of feature explicitly
features accuracy, sources in sentence for article used to EN5A-IIIg-17
(structural appropriate preparation a specific influence Show
and rate and for purpose and viewers tactfulne
language) proper writing, audience EN5VC-IIIg- ss
reporting
and

K to 12 English Curriculum Guide May 2016 Page 202 of 247

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http://lrmds.deped.gov.ph/. schools.
K to 12 BASIC EDUCATION
EN5LC-IIIi- CURRICULUMEN5F-IIIi-1.3 EN5SS-IIIi-4 EN5G-IIIi- EN5WC-IIIi- EN5A-IIIi-16
3.17 Organize 1.8.10 2.2.7 Observe
Identify information Use a Write a 3- politeness at
EN5F-IIIi-1.7
point- of- from particular paragraph all times
Observe
view secondary kind of feature
accuracy,
sources in sentence for article EN5A-IIIi-17
appropriate
preparation a specific Show
rate and
for writing, purpose and tactfulness
9 proper
reporting and audience when
expressions
similar - communica-
in choral,
academic expressin ting with
echo and
tasks in g others
shadow
collaboration opinions/
reading
with others Emotions

K to 12 English Curriculum Guide May 2016 Page 204 of 247

FOURTH QUARTER

The learner listens critically to different text types; expresses ideas logically in oral and written forms; and
Grade Level Standards
demonstrates interest in reading to meet various needs .
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Grammar Viewing Attitud
Comprehensi Langua Developme Comprehensi Fluency Compositi
Strategy e
on ge nt on on
EN5LC- EN5OL- EN5V- EN5RC-IVa- EN5F-IVa-1.6 EN5SS- EN5G- EN5VC- EN5A-IVa-16
IVa- 3.11 IVa- 2.6.1 IVa- 20.1 3.2. 8 Read aloud IVa- 1.8 IVa- 1.8.1 IVa- 3.7 Observe
Restate Use EN5V- Distinguish grade level Take down Use Infer politeness at
sentenc appropriate IVa- 20.2 text-types appropriate relevant compound target all times
es facial Identify according to text with an notes sentences to audience
heard in expressions different features accuracy show EN5A-IVa-17
1 one’s own meanings of (structural rate of 95 – cause Show
words content and 100% and tactfulness
specific language) effect when
words -Enumeration communica-
(denotation ting with
and others
connotatio
n)
(Science)

K to 12 English Curriculum Guide May 2016 Page 205 of 247

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K to 12 BASIC EDUCATION
EN5LC- EN5OL- EN5V- CURRICULUM
EN5RC-IVb- EN5F-IVb-1.6 EN5SS- EN5G- EN5VC- EN5A-IVb-16
2 IVb- 3.11 IVb- 2.6.1 IVb- 20.1 3.2. 8 Read IVb- 1.8 IVb- 1.8.1 IVb- 3.7 Observe
Restate Use EN5V-IVb- Distinguish aloud Take down Use compound Infer target politeness at
appropriate grade all
level

K to 12 English Curriculum Guide May 2016 Page 206 of 247

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K to 12 BASIC EDUCATION
LC OL V CURRICULUM
RC F
SS G
WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Grammar Viewing Attitud
Comprehensi Langua Developme Comprehensi Fluency Compositi
Strategy e
on ge nt on on
sentences facial 20.2 text-types appropriate relevant notes sentences audience times
heard in expressio Identify according to text with an to show
one’s own ns different features accuracy cause EN5A-IVb-17
words meanings of (structural rate of 95 – and Show
content and 100% effect tactfulness
specific language) when
words -Enumeration communica-
(denotation ting with
and others
connotatio
n)
(Science)
EN5LC- EN5OL- EN5V- EN5RC-IVc- EN5F-IVc-1.6 EN5SS- EN5G- EN5WC- EN5VC- EN5A-IVc-16
IVc- 3.11 IVc- 2.6.2 IVc- 20.1 3.2. 9 Read aloud IVc- 1.9 IVc- 1.8.2 IVc- IVc- 3.8 Observe
Restate Use EN5V- Distinguish grade level Assess Use 1.1.6.1 Infer politeness at
sentenc appropriate IVc- 20.2 text-types appropriate credibility of compound Plan a two purposes of all times
es body Identify according to text with an the sources sentences to to three- the visual
heard in movements/ different features accuracy of show paragraph media EN5A-IVc-17
3 one’s own Gestures meanings of (structural rate of 95 – information problem- compositio Show
words content and 100% solution n using an tactfulness
specific language) relationship outline/oth when
words -Time- of ideas er graphic communica-
(denotation order organizers ting with
and (sequence others
connotatio ,
n) (Health) recounts,
process)
EN5LC- EN5OL- EN5V- EN5RC-IVd- EN5F- EN5SS- EN5G- EN5WC- EN5VC- EN5A-IVd-16
IVd- 3.11 IVd- 2.6.2 IVd- 20.1 3.2. 9 IVd- 1.13 IVd- 1.9 IVd- 1.8.2 IVd- 2.2.8 IVd- 1.7.1 Observe
Restate Use EN5V- Distinguish Read grade Assess Use Compose a Analyze how politeness at
sentenc appropriate IVd- 20.2 text-types level text credibility compound three- visual and all times
es body Identify according to with 128 of sources sentences to paragraph multimedia
heard in movements/ different features words of show descriptive elements EN5A-IVd-17
4 one’s own Gestures meanings of (structural correct per informatio problem- essay on contribute to Show
words content and minute n solution self- the meaning tactfulness
specific language) relationship selected of a text when
words -Time- of ideas topic communica-
(denotation order ting with
and (sequence others
connotation) ,
(Health) recounts,
process)
K to 12 English Curriculum Guide May 2016 Page 207 of 247
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K to 12 BASIC EDUCATION
EN5LC- EN5OL-IVe-4 EN5V- CURRICULUM
EN5RC- EN5F- EN5SS-IVe-5 EN5G- EN5WC- EN5VC- EN5A-IVe-16
IVe- 3.11 Use verbal IVe- 20.1 IVe- 2.15.2 IVe- 1.13 List primary IVe- 1.9.1 IVe- 1.8 IVe- 1.7.1 Observe
Restate and non- EN5V- Use Read grade and Use Revise Analyze politeness at
5
sentenc verbal cues in IVe- 20.2 appropriate level text secondary complex writing for how visual all times
es a TV Identif graphic with 128 sources of sentences clarity and
heard in broadcast y organizers in words information to show - multimedi EN5A-IVe-17
one’s own differe texts read correct per cause and correct a
words nt spellin elements
g

K to 12 English Curriculum Guide May 2016 Page 208 of 247

K to 12 English Curriculum Guide May 2016 Page 209 of 247

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K to 12 BASIC EDUCATION
EN5LC- EN5OL-IVg-4 EN5V- CURRICULUM
EN5RC- EN5F-IVg-2.9 EN5SS- EN5G- EN5WC-IIIg- EN5VC-IVg-7 EN5A-IVg-16
IVg- 3.13 Use verbal IVg- 20.1 IVg- 2.12 Self-correct IVg- 2.3 IVg- 1.9.2 1.8.1/1.8.3 Determine Observe
Summariz and non- EN5V- Make when Conduct Use Revise images/idea politeness at
e verbal cues in IVg- 20.2 generaliz reading short complex writing for s that are all times
informatio a TV Identify ati ons research sentences clarity - explicitly
n from broadcast different projects on to show appropriate used to EN5A-IVg-17
various meanings of a self- problem- punctuation influence Show
text types unfamiliar selected solution marks viewers tactfulness
7 words topic relationship -transition/ EN5VC- when
(denotation of ideas signal IVg- 7.1 communica-
and words Stereotypes, ting with
connotation) EN5VC- IVg others
(Mathematic - 7.2
s) Point of view
EN5VC- IVg
- 7.3
Propagandas
EN5LC- EN5OL-IVh-4 EN5V- EN5F-IVh- EN5SS- EN5G- EN5WC-IIIh- EN5VC- IVh EN5A-IVh-16
8
IVh- 3.13 Use verbal and IVh- 20.1 1.6 EN5F- IVh- 2.3 IVh- 1.9.2 2.2.8 - 2.4 Observe
IVh-1.3

K to 12 English Curriculum Guide May 2016 Page 210 of 247

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K to 12 BASIC EDUCATION
LC OL V CURRICULUM
RC F
SS G
WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Grammar Viewing Attitud
Comprehensi Langua Developme Comprehensi Fluency Compositi
Strategy e
on ge nt on on
Summariz non-verbal EN5V- EN5F-IVh- Conduct Use Compose a Make politeness at
e cues in a TV IVh- 20.2 1.7 EN5F- short complex three- connectio all times
informatio broadcast Identify IVh- 1.14 research sentences paragraph ns
n from different Observe projects on to show descriptive between EN5A-IVh-17
various meanings accuracy, a self- problem- essay on informatio Show
text types of appropriate selected solution self- n viewed tactfulness
unfamiliar rate, proper topic relationship selected and when
words expressions of ideas topic personal communica-
(denotation and correct experienc ting with
and pronunciati es others
connotation on in
) dramatic
(Mathemati readings
cs and
presentatio
ns
EN5LC- EN5OL-IVi-4 EN5F-IVi- EN5SS- EN5VC- IVi EN5A-IVi-16
IVi- 3.13 Use verbal 1.6 EN5F- IVi- 2.3 - 2.4 Observe
Summariz and non- IVi-1.3 Conduct Make politeness at
e verbal cues in EN5F-IVi- short connectio all times
informatio a TV 1.7 EN5F- research ns
n from broadcast IVi- 1.14 projects on between EN5A-IVi-17
various Observe a self- informatio Show
text types accuracy, selected n viewed tactfulness
9
appropriate topic and when
rate, proper personal communica-
expressions experienc ting with
and correct es others
pronunciati
on in
dramatic
readings
and
presentatio
ns
EN5LC- EN5OL-IVj-4 EN5F-IVj- EN5SS- EN5VC- IVj EN5A-IVj-16
IVj- 3.13 Use verbal 1.6 EN5F- IVj- 2.3 - 2.4 Observe
Summariz and non- IVj-1.3 Conduct Make politeness at
e verbal cues in EN5F-IVj- short connectio all times
informatio a TV 1.7 EN5F- research ns
10 n from broadcast IVj- 1.14 projects on between EN5A-IVj-17
various Observe a self- informatio Show
K to 12 English Curriculum Guide May 2016 Page 211 of 247
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K to 12 BASIC EDUCATION
text types CURRICULUMaccuracy, selected n viewed tactfulnes
appropriat topic and s when
e rate, personal communica-
proper experienc ting with
expressio es others
ns
and correct

K to 12 English Curriculum Guide May 2016 Page 212 of 247

Grade 5 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are CODE
*These materials are in textbooks that have been delivered to
uploaded at
schools.
http://lrmds.deped.gov.ph
LC - Listening Comprehension
1Q
Note significant details 1. MISOSA ENG5 – Noting Details.
EN5LC-Ia-2.1 2. *English for You and Me (Language) 6. 2008. pp 3, 8, 14, 21, 37, 38, 44, 50, 54,
60, 64,
69, 77, 84, 91, 94, 100, 106, 112, 120, 127, 133, 139, 156, 162.
Identify the elements of literary texts EN5LC-Ib- 1. *Fun in English 4. 1999. pp 20, 21, 22, 23.
2.17.1 EN5LC- 2. *English for You and Me (Language) 6. 2008. pp 100.
Ic-2.17.2
EN5LC-Id-2.17.3
Analyze sound devices (onomatopoeia, alliteration, EN5LC-Ie- *English for All Times 6. 1999. pp 105, 144-146.
assonance) 2.11.1/2.11.2/2.11.3
Infer the speaker’s tone, mood and purpose EN5LC-If- 1. *Fun in English 4. 1999. pp 166, 167.
2.8.1/2.8.2/2.8. 2. *English for All Times 5. 1999. pp 142, 184.
3
Distinguish reality from fantasy 1. *Fun in English 4. 1999. pp 185, 187.
EN5LC-Ig-
2. *English for All Times 5. 1999. pp 171, 200.
2.3 EN5LC-
3. *English for All Times 6. 1999. pp 72.
Ih-2.3
2Q
Identify informational text-types EN5LC-IIb- *English for All Times 5. 1999. pp 44.
3.19 EN5LC-
IIc-3.19
Distinguish fact from opinion 1. *Fun in English 4. 1999. pp 209.
EN5LC-IId-
2. *English for All Times 5. 1999. pp 218-219.
2.10 EN5LC-
3. *English for You and Me (Reading) 6. 2008. pp 31.
IIe-2.10
K to 12 English Curriculum Guide May 2016 Page 213 of 247
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K to 12 BASIC EDUCATION
3Q CURRICULUM
Distinguish fact from opinion 1. *English for All Times 5. 1999. pp 48-49, 75, 103-104.
EN5LC-IIIa-2.10
2. *English for You and Me (Reading) 6. 2008. pp 31.
Provide evidence to support understanding EN5LC-IIIa-2.15 *English for All Times 5. 1999. pp 7, 18, 31, 44, 65, 75, 82, 91-92, 103-104, 131-
EN5LC-IIIb- 132, 141-
2.15 EN5LC- 142, 163, 173, 200, 211, 223.
IIIc-2.15
Infer the speaker’s tone, mood and purpose EN5LC-IIId- 1. *Fun in English 4. 1999. pp 166, 167.
2.8.1/2.8.2/2.8. 2. *English for All Times 5. 1999. pp 18, 184.
3

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K to 12 English Curriculum Guide May 2016 Page 217 of 247

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K to 12 BASIC EDUCATION
Analyze a 2-stanza poem in terms of its elements CURRICULUM 1. *English for You and Me 4 (Reading). 2011. pp 2-6, 67-68, 73-75.
EN5RC-Ie-6
(rhymes, sound devices, imagery and figurative 2. *English for You and Me 6 (Reading). 2008. pp 94.
language)
Analyze figures of speech (simile, metaphor, EN5RC-If-2.3 *English for All Times 6. 1999. pp 210.
personification, hyperbole) in a given text EN5RC-Ig-
2.3 EN5RC-
Ih-2.3
2Q

K to 12 English Curriculum Guide May 2016 Page 218 of 247

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K to 12 BASIC EDUCATION
LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
Learning Materials are CODE
*These materials are in textbooks that have been delivered to
uploaded at schools.
http://lrmds.deped.gov.ph
Identify main idea, key sentences and supporting 1. *Fun in English 4. 1999. pp 34, 35, 36, 41, 47, 50.
EN5RC-IIa-
details of a given paragraph 2. *English for You and Me 4 (Reading). 2011. pp 46-51, 54-58.
2.21 EN5RC-
3. *English for You and Me 6 (Reading). 2008. pp 103.
IIb-2.21
Distinguish text-types according to purpose EN5RC-IIc- 1. *English for You and Me 4 (Language). 2011. pp 147-148.
-To classify or describe 3.2.1 EN5RC- 2. *English for You and Me 6 (Language). 2008. pp 4-5.
IId-3.2.1
-To recall a series of events/information EN5RC-IIe-3.2.2 *English for You and Me 4 (Language). 2011. pp 45-46, 111-112.
-To explain EN5RC-IIf-3.2.3 *English for You and Me 4 (Reading). 2011. pp 23-26.
Make an outline from a selection read EN5RC-IIh- *English for You and Me 4 (Reading). 2011. pp 96-97, 100.
2.15.1 EN5RC- 1. *English for All Times 6. 1999. pp 204-205.
IIi-2.15.1
3Q
Distinguish text-types according to features EN5RC-IIIb- *English for You and Me 4 (Reading). 2011. pp 14-16, 64-65, 70-71, 77-80, 98-99,
(structural and language) 3.2.5 EN5RC- 119-
-Problem and solution IIIc-3.2.5 123, 136-137, 140, 160.
EN5RC-IIId-3.2.4
-Cause and effect 1. *Fun in English 4. 1999. pp 97-101, 124-125.
EN5RC-IIIe-
2. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 138-139.
3.2.6 EN5RC-
3. *English for All Times 6. 1999. pp 60.
IIIf-3.2.6
-Comparison and Contrast EN5RC-IIIg- *English for You and Me 4 (Language). 2011. pp 155-164.
3.2.7 EN5RC-
IIIh-3.2.7
4Q
Distinguish text-types according to features *English for You and Me 4 (Language). 2011. pp 13, 18-19.
EN5RC-IVa-
(structural and language)
3.2.8 EN5RC-
-Enumeration
IVb-3.2.8
-Time-order (sequence, recounts, process) 1. *Fun in English 4. 1999. pp 70, 71-72.
EN5RC-IVc-
2. *English for You and Me 4 (Language). 2011. pp 13, 18-19, 20-21.
3.2.9 EN5RC-
3. *English for All Times 6. 1999. pp 236-237.
IVd-3.2.9
Use appropriate graphic organizers in texts read *English for You and Me 4 (Language). 2011. pp 43, 48, 78, 80, 85, 92, 94, 99-
EN5RC-IVe-2.15.2
102, 143,
163, 176-177, 180-181.
F - Oral Reading Fluency
SS - Study Strategy
2Q
Use card catalog to locate resources 1. MISOSA English 6 – Using the Card Catalogue.
EN5SS-IIb-1.5.3
2. *English for All Times 6. 1999. pp 85-87.
-Dictionaries 1. BEAM-DLP4 Module 6 – Using the Dictionary.
EN5SS-IId-1.4
2. *English for All Times 6. 1999. pp 73-74, 106-107.
K to 12 English Curriculum Guide May 2016 Page 219 of 247
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K to 12 BASIC EDUCATION
Organize information from primary sources in CURRICULUM MISOSA English 6 – Organizing Ideas.
preparation for writing, reporting and similar EN5SS-IIh-1.8
academic tasks in
collaboration with others
G - Grammar
1Q
Compose clear and coherent sentences using EN5G-Ia-3.3 *English for You and Me 4 (Language). 2011. pp 120-125, 130-138.
appropriate

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K to 12 BASIC EDUCATION
Revise writing for clarity CURRICULUM 1. *English for You and Me 4 (Reading). 2011. pp 6.
EN5WC-Ie-1.8.2
- correct spelling 2. *English for You and Me 4 (Language). 2011. pp 6, 10.
-punctuation marks EN5WC-If-1.8.1 1. *English for You and Me 4 (Language). 2011. pp 8-9, 75-79, 81, 89.
2Q
Plan a two to three-paragraph composition using an EN5WC-IIa-1.1.6.1 1. *English for All Times 6. 1999. pp 172-179.

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K to 12 BASIC EDUCATION
CURRICULUM
GRADE 6
FIRST
QUARTER

The learner listens critically; communicates feelings and ideas orally and in writing with a high level of
Grade Level Standards
proficiency; and reads various text types materials to serve learning needs in meeting a wide range of life’s
purposes.

Content Standard Performance Standard

Domain
The learner… The learner…
demonstrates understanding of various verbal elements in orally orally communicates information, opinions, and ideas
communicating information effectively to different audiences using a variety of literary
activities
Oral Language demonstrates understanding of various non-verbal elements in orally communicates information, opinions, and ideas
orally communicating information effectively to different audiences for a variety of purposes
demonstrates understanding of the oral standards of English in prepares for and participates effectively in a range of
order to conversations and
participate in various oral communication demands (situation, collaboration with diverse partners, building on others’ ideas
purpose and audience) and expressing their own clearly and persuasively
demonstrates understanding that English language is stress
reads with sufficient accuracy and fluency to support
timed to support comprehension
Fluency comprehension
demonstrates understanding that a change in stress entails a uses knowledge of stress and intonation of speech to
change of meaning to evaluate the speaker’s/ author’s purpose appropriately evaluate the speaker’s intention, purpose and
and meaning meaning
demonstrates understanding of various linguistics nodes to analyzes text types to effectively understand information/
comprehend various texts message(s)
Listening demonstrates understanding of text types to listen for different uses linguistic cues to effectively construct meaning from a
Comprehensi purposes from a variety of texts variety of texts for a variety of purposes
on uses literal information from texts heard to construct an
demonstrates understanding of text types in order construct
appropriate
feedback
feedback
demonstrates understanding that printed words are made up of
uses knowledge of phonics (analytic and synthetic) to
interconnected letters with separate sounds that are blended
effectively decode grade-appropriate words
together to
Vocabulary form coherent pattern of sounds
demonstrates understanding that words are composed of different uses strategies to decode correctly the meaning of words in
parts to know that their meaning changes depending in context isolation and in context
demonstrates understanding of figurative language, word
uses figurative language appropriately in various contexts
relationships and nuances in word meanings to develop word
K to 12 English Curriculum Guide May 2016
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K to 12 BASIC EDUCATION
Domain ContentCURRICULUM Performance
Standard Standard
message and point of view
demonstrates understanding that reading a wide range of texts
uses literal information from texts to aptly infer and predict
provides pleasure and avenue for self-expression and personal
outcomes
development
drafts texts using appropriate text types for a variety of
demonstrates understanding of different formats to write for a audiences and purposes
variety of audiences and purposes edits texts using appropriate text types for a variety of audiences
Writing and purposes
and rewrites/revises texts using appropriate text types for a
Compositio express ideas effectively in formal and informal compositions to variety of audiences and purposes
n fulfil their own purposes for writing publishes texts using appropriate text types for a variety of
audiences and purposes
uses the correct function of nouns, pronouns, verbs, adjectives,
and
demonstrates command of the conventions of standard English
Grammar adverbs in general and their functions in various discourse
grammar and usage when writing or speaking
(oral and written)
speaks and writes using good command of the conventions of
standard English
demonstrates understanding of non-verbal communication to applies knowledge of non-verbal skills to respectfully give the
communicate with others speaker undivided attention and acknowledge the message
Attitude
demonstrates understanding of verbal and non-verbal elements of uses paralanguage and non-verbal cues to respond appropriately
communication to respond back uses a variety of strategies to provide appropriate feedback
utilizes discrete techniques (general or specific) and applies
Study demonstrates understanding of library skills to research a variety
appropriately them to all or most fields of study
Strategie of topics
s/ demonstrates understanding of the research process to write a uses a variety of research strategies to effectively write a variety
Research variety of texts of texts for various audiences and purposes
applies knowledge of the various forms and conventions of print,
demonstrates understanding of the forms and conventions of
non- print, and digital materials to appropriately comprehend
print, non- print, and digital materials to understand various
print, non-print,
viewing texts film and moving texts
demonstrates understanding of the various forms and evaluates effectively the message constructed and conveyed in
Viewing
conventions of print, non-print, and digital materials various viewing texts
demonstrates understanding of the various forms and conventions
applies different views of the real world to effectively interpret
materials to critically analyze the meaning constructed in print,
(deconstruct) constructed meaning in print, non-print and digital
non-print, and digital materials materials
demonstrates understanding of construction, deconstruction, and applies understanding of forms and conventions of viewing
reconstruction of print, non-print and digital materials texts to appropriately create and recreate meaning/
K to 12 English Curriculum Guide May 2016 Page 225 of 247
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K to 12 BASIC EDUCATION
CURRICULUM messages

LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Writing/
Grammar Viewing Attitude
Comprehensi Langua Developme Comprehensi Fluency Strategy Compositi
on ge nt on Research on

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K to 12 BASIC EDUCATION
CURRICULUM
figurative
language
)
EN6LC- EN6OL- EN6V- EN6RC-Ic- EN6F-Ic-1.6 EN6G-Ic-3.2 EN6VC- EN6A-Ic-16
3 Ic- 2.3.8 Ic- 1.17 Ic- 6.5 EN6RC- Read Compose Ic- 5.1.3 Observe
EN6LC-Ic- Relate an 12.4.1.1 Ic-6.6 aloud clear and Describe politeness at
Infer meaning EN6RC-Ic-6.7 grade coherent all
level

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EN6A-Ic-18
Show
openness to
criticism
EN6LC- EN6OL- EN6V- EN6RC-Id- EN6F-Id-1.6 EN6G-Id-3.3 EN6VC- EN6A-Id-16
Id- Id- 1.17 Id- 6.8 EN6RC- Read aloud Compose Id- 5.1.4 Observe
2.11.1 Relate an 12.3.2 Id-6.9 grade level clear and Describe politeness at
EN6LC- experience EN6V- Analyze appropriate coherent different all times
Id- appropriate Id- figures text with an sentences forms and
2.11.2 to the 12.4.1.2 of accuracy using conventions EN6A-Id-17
EN6LC- occasion EN6V- speech rate of 95 – appropriate of film and Show
Id- Id- (simile, 100% grammatical moving tactfulness
4
2.11.3 12.4.2.2 metapho structures: pictures when
Infer the Infer r) -aspects (characterizat communicati
speaker’s meaning of of verbs io n) ng with
tone, mood figurative others
and purpose language
using EN6A-Id-18
-context clues Show
-affixes openness to
and roots criticism
-other
strategi
es

K to 12 English Curriculum Guide May 2016 Page 229 of 247

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K to 12 BASIC EDUCATION
EN6LC- EN6V- CURRICULUM
EN6RC- EN6F- EN6G-Ie-3.6 EN6VC- EN6A-Ie-16
Ie- Ie- Ie- 6.10 Ie- Compose Ie- 5.1.5 Observe
2.11.1 12.3.2 EN6RC- 1.8.1 clear and Describe politeness at
EN6LC- EN6V- Ie- 6.11 Read with coherent different all times
Ie- Ie- Analyze automatici sentences forms and
2.11.2 12.4.1.2 figures of ty grade using conventions EN6A-Ie-17
EN6LC- EN6V- speech level appropriate of film and Show
5
Ie- Ie- (hyperbol frequently grammatical moving tactfulness
2.11.3 12.4.2.2 e, irony) occurring structures: pictures when
Infer the Infer content -modals (acting) communicati
speaker’s meaning of area words ng with
tone, mood figurative others
and purpose language
using EN6A-Ie-18
-context clues Show
-affixes openness
and roots
-other
strategi
es

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SECOND QUARTER
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of
Grade Level Standards
proficiency; and reads various text types materials to serve learning needs in meeting a wide range of life’s
purposes.

LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Study Writing/
Grammar Viewing Attitud
Comprehensi Langua Developme Comprehensi Reading Strategy Compositi e
on ge nt on Fluency Research on
EN6LC- EN6OL- EN6V- EN6RC- EN6F-IIa-2.9 EN6SS- EN6G-IIa- EN6WC- EN6VC- EN6A-IIa-16
IIa- 3.2 IIa- 3.7 IIa- IIa- 5.5 Self-correct IIa- 1.3 5.5 EN6G- IIa- 3.7 IIa- 3.7 Observe
Distinguish Employ an 12.3.3 Respond when EN6SS- IIa-5.2 Fill-out Infer the politeness at
various types appropriate EN6V- appropriately reading IIa- 1.4 Compose forms target all times
of style of IIa- to the Gather clear and accurately audience
K to 12 English Curriculum Guide May 2016 Page 235 of 247
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K to 12 BASIC EDUCATION
informational/ speaking, 12.4.1.3 CURRICULUM
messages of relevant coherent and EN6A-IIa-17
1 f actual text adjusting EN6V- the different information sentences efficiently Show
language, IIa- authentic from various using (biodata, tactfulne
gestures, 12.4.2.3 texts sources appropriate application ss when
rate, Infer -glossary grammatical forms, etc.) communicatin
and volume meaning of -indices structures: g
borrowed -Order and
words and
content
specific

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K to 12 BASIC EDUCATION
EN6LC- EN6OL- EN6V- CURRICULUM
EN6RC-IIc- EN6F-IIc- EN6SS- EN6G-IIc-6.6 EN6WC- EN6VC- EN6A-IIc-16
IIc- 3.2 IIc- 3.7 IIc- 5.5 1.6 EN6F- IIc- 1.4.2 Compose IIc- 1.1.6.1 IIc- 3.7 Observe
Distinguish Employ an 12.3.3 Note IIc-1.3 EN6SS- clear and Use Infer the politeness at
various types appropriate EN6V- significant EN6F-IIc- IIc- 1.4.3 coherent appropriate target all times
of style of IIc- details of 1.7 Gather sentences graphic audience
informational/ speaking, 12.4.1.3 informational Read grade relevant using organizers for EN6A-IIc-17
f actual text adjusting EN6V- texts level text information appropriate pre-writing Show
language, IIc- with from various grammatical tasks tactfulness
3 gestures, 12.4.2.3 accuracy, sources structures: when
rate, and Infer appropriate - -Adverbs communicati
volume meaning of rate and -Almanac of ng with
according to borrowed proper -Encyclopedia intensity others
audience words and expression
and purpose content EN6A-IIc-18
specific Show
terms using openness to
-context clues criticism
-affixes
and roots
-other
strategi
es
(Health)

K to 12 English Curriculum Guide May 2016 Page 238 of 247

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K to 12 BASIC EDUCATION
LC OL V CURRICULUM
RC F SS
G
WC
VC A
Week Listening Oral Vocabulary Reading Oral Study Writing/
Grammar Viewing Attitud
Comprehensi Langua Developme Comprehensi Reading Strategy Compositi
e
on ge nt on Fluency Research on
EN6LC- EN6OL-IId-5 EN6V- EN6RC- EN6F-IId- EN6SS- EN6G-IId-6.7 EN6WC- EN6VC- EN6A-IId-16
IId- 2.2 Share brief IId- IId- 5.5 1.6 EN6F- IId- 1.7 Compose IId- 2.2.6 IId- 3.8 Observe
Note down impromptu 12.3.3 Note IId-1.3 Gather clear and Write a 4- Infer politeness at
relevant remarks EN6V- significant EN6F-IId- relevant coherent paragraph purpose of all times
information about topics IId- details of 1.7 information sentences compositi the visual
from text of interest 12.4.1.3 informational Read grade from various using on media EN6A-IId-17
heard EN6V- texts level text sources appropriate showing Show
IId- with -Online grammatical tactfulness
4 12.4.2.3 accuracy, referenc structures: - when
Infer appropriate es -Adverbs compariso communicati
meaning of rate and of n and ng with
borrowed proper frequency contrast others
words and expression
content EN6A-IId-18
specific Show
terms using openness to
-context clues criticism
-affixes
and roots
-other
strategi
es
(Literary
terms)
EN6LC- EN6OL-IIe-5 EN6V- EN6F-IIe-2.9 EN6SS-IIe-3 EN6G-IIe-6.8 EN6WC- EN6A-IIe-16
IIe- 2.2 Share brief IIe- Self-correct Organize Compose IIe- 1.8.2 Observe
Note down impromptu 12.3.3 when information clear and EN6WC- politeness at
relevant remarks EN6V- reading from primary coherent IIe- 1.8.1 all times
information about topics IIe- sources in sentences EN6WC-
from text of interest 12.4.1.3 preparation using IIe- 1.8.3 EN6A-IIe-17
heard EN6V- for writing, appropriate Revise Show
IIe- reporting grammatical writing for tactfulness
5 12.4.2.3 and similar structures: clarity when
Infer academic - corre communicati
meaning of tasks in -Adverbs ct ng with
borrowed collaboration of spellin others
words and with others manner g
content - appropria EN6A-IIe-18
specific te Show
terms using punctuatio openness to
-context clues n marks criticism
-affixes -transition/
and roots signal
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K to 12 BASIC EDUCATION
-other CURRICULUM words
strategi
es
(ICT terms)
EN6OL-IIf-5 EN6V- EN6F-IIf-2.9 EN6SS-IIf-4 EN6G-IIf-6.5 EN6WC- EN6A-IIf-16
Share brief IIf- Self-correct Organize Compose IIf- 2.2.5 Observe
impromptu 12.3.3 when information clear and Write a 4- politeness at
remarks EN6V- reading from coherent paragraph all times
6
about topics IIf- secondary sentences compositi
of interest 12.4.1.3 sources in using on EN6A-IIf-17
EN6V- preparation appropriate showing Show
IIf- for grammatic -cause tactfulne
12.4.2.3 writing, al and ss
Infer reporting structures: effect
meaning of and
borrowed

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K to 12 BASIC EDUCATION
EN6OL-IIh-6 CURRICULUMEN6F-IIh- EN6G-IIh- EN6WC- EN6A-IIh-16
React on 1.6 EN6F- 8.3 EN6G- IIh- 2.2.9 Observe
the content IIh-1.3 IIh-8.4 Write a 4- politeness at
of the EN6F-IIh- Compose paragraph all times
material 1.7 clear and compositi
presented Read grade coherent on EN6A-IIh-17
level text sentences showing Show
8 with using -problem tactfulness
accuracy, appropriate and when
appropriate grammatical solution communicati
rate and structures: ng with
proper -Subordinate others
expression and
coordinate EN6A-IIh-18
conjunctions Show
openness to
criticism
EN6OL-IIi-6 EN6F-IIi- EN6G-IIi- EN6WC- EN6A-IIi-16
9
React on the 1.6 EN6F- 8.3 EN6G- IIi- 1.8.2 Observe
IIi-1.3 IIi-8.4

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K to 12 BASIC EDUCATION
THIRD QUARTER CURRICULUM

LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Writing/
Gramma Viewing Attitude
Comprehensi Langua Developme Comprehensi Fluency Strategy Compositi
r
on ge nt on Research on
EN6LC-IIIa- EN6OL-IIIa- EN6V-IIIa- EN6RC-IIIa- EN6F-IIIa- EN6SS-IIIa-4 EN6SS-IIIa- EN6WC-IIIa- EN6VC-IIIa- EN6A-IIIa-16
2.2 1.27 8.1 3.2.8 2.9 Organize 1.8.1 1.1.6.1 6.1 Observe
Note Provide EN6V-IIIa- Distinguish Self-correct information Use a Plan a EN6VC-IIIa- politeness at
significant evidence 8.2 text-types when from particular compositio 6.2 all times
details to Clarify according reading secondary kind of n using an Identify real
support meaning of to purpose sources in sentence for outline/oth or make- EN6A-IIIa-17
opinions words using and preparation a specific er graphic believe, fact Show
1 dictionaries, language for writing, purpose and organizers or non-fact tactfulness
thesaurus features reporting and audience images when
-Enumeration similar -asking communicati
MISOSA Eng6 academic permissi ng with
Using a dictionary
tasks in on others
collaboration
with others EN6A-IIIa-18
Show
openness to
criticism
EN6LC-IIIb- EN6OL-IIIb- EN6V-IIIb- EN6RC-IIIb- EN6F-IIIb- EN6SS-IIIb-4 EN6SS-IIIb- EN6WC-IIIb- EN6VC-IIIb- EN6A-IIIb-16
3.1.12 1.28 8.3 3.2.9 1.6 Organize 1.8.2 2.2.10 6.1 Observe
Detect biases Make a Clarify Distinguish EN6F-IIIb- information Use a Write a EN6VC-IIIb- politeness at
and stand meaning of text-types 1.3 from particular 3- 6.2 all times
propaganda based on words using according EN6F-IIIb- secondary kind of paragrap Identify real
devices used informed online to purpose 1.7 sources in sentence for h or make- EN6A-IIIb-17
by speakers opinion resources and Read grade preparation a specific editorial believe, fact Show
2 language level text for writing, purpose and article or non-fact tactfulness
features with reporting and audience images when
-Time- accuracy, similar -responding communicati
order appropriate academic to questions ng with
(sequence rate and tasks in others
, proper collaboration
recounts, expression with others EN6A-IIIb-18
process) Show
openness to
criticism

K to 12 English Curriculum Guide May 2016 Page 244 of 247

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K to 12 BASIC EDUCATION
EN6LC-IIIc- EN6OL-IIIc- EN6V-IIIc- CURRICULUM
EN6RC-IIIc- EN6F-IIIc- EN6SS-IIIc-4 EN6SS-IIIc- EN6WC-IIIc- EN6VC-IIIc- EN6A-IIIc-16
3.1.12 1.28 12.3.3 3.2.7 1.6 Organize 1.8.3 1.8.2 7.1 Observe
3 Detect biases Make a EN6V- IIIc Distingui EN6F-IIIc- information Use a EN6WC-IIIc- Identify politeness at
and stand - 12.4.1.3 sh text- 1.3 from particular 1.8.1 the all times
propaganda based on Infer meaning types EN6F-IIIc- secondary kind of EN6WC-IIIc- values
devices used informed according to sources in sentence for a suggested in
by

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K to 12 BASIC EDUCATION
EN6LC-IIIe- EN6OL-IIIe- EN6V- IIIe CURRICULUMEN6F-IIIe- EN6SS-IIIe-4 EN6SS-IIIe- EN6WC-IIIe- EN6A-IIIe-16
3.1.13 3.7 - 12.4.2.3 3.5 Organize 1.8.10 2.2.10 Observe
Make a stand Use Infer EN6F-IIIe- information Use a Write a politeness at
appropriat meaning of 3.2 from particular 3- all times
e borrowed EN6F-IIIe- secondary kind of paragrap
strategies words using 3.6 sources in sentence for h EN6A-IIIe-17
to keep a prefix Observe preparation a specific editorial Show
discussion accuracy, for writing, purpose and article tactfulness
5 going appropriate reporting and audience when
rate and similar - communicati
proper academic expressin ng with
expressions tasks in g others
in dialogs collaboration opinions/
with others Emotions EN6A-IIIe-18
Show
openness to
criticism

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K to 12 BASIC EDUCATION
EN6OL-IIIh- EN6V-IIIh- CURRICULUMEN6F-IIIh- EN6SS-IIIh-4 EN6A-IIIh-16
1.19 12.3.3 3.5 Organize Observe
Present a EN6V- IIIh EN6F-IIIh- information politeness at
coherent, - 12.4.1.3 3.2 from all times
comprehensi EN6V- IIIh EN6F-IIIh- secondary
ve report on - 12.4.2.3 3.6 sources in EN6A-IIIh-17
differing Infer Observe preparation Show
8
viewpoints meaning of accuracy, for writing, tactfulness
on an issue content appropriate reporting and when
specific rate and similar communicati
terms using proper academic ng with
-context clues expressions tasks others
-affixes and in in
dialogs collaboration
with others

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K to 12 BASIC EDUCATION
FOURTH QUARTER CURRICULUM

LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Writing/
Gramma Viewing Attitude
Comprehensi Langua Developme Comprehensi Fluency Strategy Compositi
r
on ge nt on Research on
EN6LC- EN6OL- EN6V-IVa- EN6RC- EN6F-IVa-1.6 EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IVa-16
IVa- IVa- 3.6 12.3.3 IVa- 3.2.6 Read aloud IVa- 1.8 IVa- 1.8 IVa- IVa- 7.1 Observe
3.1.14 Summariz EN6V- IVa Distinguish grade level Take down Use various 1.1.6.1 EN6VC- politeness at
Restate e - 12.4.1.3 text-types appropriate relevant types and Plan a IVa- 7.2 all times
portions of a informati EN6V- IVa according text with an notes kinds of compositio EN6VC-
text heard to on - 12.4.2.3 to purpose accuracy sentences for n using an IVa- 7.3 EN6A-IVa-17
clarify conveyed Infer and rate of 95 – effective outline/oth Determine Show
1 meaning through meaning of language 100% communicati er graphic images/idea tactfulness
discussio borrowed features on of organizers s that are when
n words using -Cause information/ explicitly communicati
-context clues and effect ideas used to ng with
-affixes (compound influence others
and roots sentences) viewers
-other (Stereotype EN6A-IVa-18
strategi s, Show
es Point of openness to
view, criticism
Propaganda
s)
EN6LC- EN6OL- EN6V-IVb- EN6RC- EN6F-IVb-1.6 EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IVb-16
IVb- IVb- 3.6 12.3.3 IVb- 3.2.6 Read aloud IVb- 1.9 IVb- 1.9 IVb- 2.2.11 IVb- 7.1 Observe
3.1.14 Summariz EN6V- IVb Distinguish grade level Assess Use various Compose a EN6VC- politeness at
Restate e - 12.4.1.3 text-types appropriate credibility types and three- IVb- 7.2 all times
portions of a informati EN6V- IVb according text with an of sources kinds of paragraph EN6VC-
text heard to on - 12.4.2.3 to purpose accuracy of sentences for persuasive IVb- 7.3 EN6A-IVb-17
clarify conveyed Infer and rate of 95 – informatio effective essay on Determine Show
2 meaning through meaning of language 100% n communicati self- images/idea tactfulness
discussio borrowed features on of selected s that are when
n words using -Cause information/ topic explicitly communicati
-context clues and effect ideas used to ng with
-affixes (complex influence others
and roots sentence viewers
-other s) (Stereotype EN6A-IVb-18
strategi s, Point of Show
es view, openness to
K to 12 English Curriculum Guide May 2016 Page 251 of 247
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K to 12 BASIC EDUCATION
CURRICULUM Propagandas) criticism
EN6LC- EN6OL- EN6V- IVc EN6RC- EN6F-IVc-2.9 EN6SS-IVc-5 EN6SS- EN6WC- EN6VC- EN6A-IVc-16
IVc- IVc- 3.6 - 12.4.1.3 IVc- 3.2.5 Self-correct List primary IVc- 1.10 IVc- 1.8.2 IVc- 7.1 Observe
3 3.1.14 Summariz Infer Distinguis when and Use various EN6WC- EN6VC- politeness at
Restate e meaning of h text- reading secondary types and IVc- 1.8.1 IVc- 7.2 all times
portions of a informati borrowed types sources of kinds of EN6WC-IVc- EN6VC-IVc-
text heard to on words using according information sentences
clarify conveyed to

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K to 12 BASIC EDUCATION
EN6LC- EN6OL- EN6V- IVe CURRICULUM
EN6RC- EN6F- EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IVe-16
IVe- 2.23 IVe- 3.6 - 12.4.2.3 IVe- 2.15.2 IVe- 1.13 IVe- 2.3 IVe- 1.10 IVe- 2.2.11 IVe- 1.4 Observe
Summarize Summariz Infer Use Read grade Conduct Use various Compose a Make politeness at
the e meaning of appropriat level text short types and three- connectio all times
information informati borrowed e graphic with research kinds of paragraph ns
from a text on words using organizers 145 projects on sentences for persuasive between EN6A-IVe-17
heard conveyed Suffix in texts words a relevant effective essay on informatio Show
5 tactfulness
through read correct issue communicati self- n viewed
discussio per on of selected and when
n minute information/ topic personal communicati
ideas experienc ng with
(compound, es others
complex EN6A-IVe-18
sentences) Show
openness to
criticism
EN6LC- EN6OL- EN6V- EN6RC- EN6F-IVf-3.5 EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IVf-16
6 IVf- 2.23 IVf- 3.6 IVf- IVf- 2.15.2 EN6F- IVf IVf- 2.3 IVf- 1.10 IVf- 1.8.2 IVf- 1.4 Observe
Summarize the Summarize 12.3.3 Use - 3.2 Conduct short Use various EN6WC-IVf- Make politeness at
EN6V- IVf - all

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K to 12 BASIC EDUCATION
LC OL V CURRICULUM
RC F SS
G
WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Writing/
Gramma Viewing Attitude
Comprehensi Langua Developme Comprehensi Fluency Strategy Compositi
r
on ge nt on Research on
information informati 12.4.1.3 appropriat EN6F- IVf research types and 1.8.1 connectio times
from a text on EN6V- IVf e graphic - 3.6 projects on kinds of EN6WC- ns
heard conveyed - 12.4.2.3 organizers EN6F- IVf a relevant sentences for IVf- 1.8.3 between EN6A-IVf-17
through Infer in texts - 3.11 issue effective Revise informatio Show
discussio meaning of read Observe communicati writing for n viewed tactfulness
n content- accuracy, on of clarity and when
specific appropriate information/ - corre personal communicati
terms using rate, proper ideas ct experienc ng with
-context clues expressions (compound, spellin es others
-affixes and correct complex g
and roots pronunciatio sentences) - appropria EN6A-IVf-18
-other n in oral te Show
strategi communicati punctuatio openness to
es on group n marks criticism
task -transition/
signal
words
EN6OL- EN6V-IVg- EN6RC- EN6F-IVg- EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IVg-16
IVg- 3.6 12.3.3 IVg- 3.5 EN6F- IVg- 2.3 IVg- 1.10 IVg- 2.2.11 IVg- 1.4 Observe
Summariz EN6V- IVg 2.15.2 IVg - 3.2 Conduct Use various Compose a Make politeness at
e - 12.4.1.3 Use EN6F- IVg short types and three- connectio all times
informati EN6V- IVg appropriat - 3.6 research kinds of paragraph ns
on - 12.4.2.3 e graphic EN6F- IVg projects on sentences for persuasive between EN6A-IVg-17
conveyed Infer organizers - 3.11 a relevant effective essay on informatio Show
through meaning of in texts Observe issue communicati self- n viewed tactfulness
7 discussio content- read accuracy, on of selected and when
n specific appropriate information/ topic personal communicati
terms using rate, proper ideas experienc ng with
-context clues expressions (compound, es others
-affixes and correct complex
and roots pronunciatio sentences) EN6A-IVg-18
-other n in oral Show
strategi communicati openness to
es on criticism
group task
EN6OL- EN6V-IVh- EN6RC- EN6F-IVh- EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IVh-16
IVh- 3.6 12.3.3 IVh- 3.5 EN6F- IVh- 2.3 IVh- 1.10 IVh- 1.8.2 IVh- 1.4 Observe
Summariz EN6V- IVh 2.15.2 IVh - 3.2 Conduct Use various EN6WC- Make politeness at
e - 12.4.1.3 Use EN6F- IVh short types and IVh- 1.8.1 connectio all times
informati EN6V- IVh appropriat - 3.6 research kinds of EN6WC- ns
8 on - 12.4.2.3 e graphic EN6F- IVh projects on sentences for IVh- 1.8.3 between EN6A-IVh-17
conveyed Infer organizers - 3.11 a relevant effective Revise informatio Show
K to 12 English Curriculum Guide May 2016 Page 255 of 247
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K to 12 BASIC EDUCATION
through meaning of CURRICULUM
in texts Observe issue communicati writing for n viewed tactfulness
discussio content- read accuracy, on of clarity and when
n specific appropriat information/ - corre personal communicati
terms using e rate, ideas ct experienc ng with
-context clues proper (compoun spellin es others
d, g
complex - appropriate

K to 12 English Curriculum Guide May 2016 Page 256 of 247

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K to 12 BASIC EDUCATION
LC OL V CURRICULUM
RC F SS
G
WC
VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Writing/
Gramma Viewing Attitude
Comprehensi Langua Developme Comprehensi Fluency Strategy Compositi
r
on ge nt on Research on
-affixes expressions sentences) punctuati
and roots and correct on marks EN6A-IVh-18
-other pronunciatio -transition/ Show
strategi n in oral signal openness to
es communicati words criticism
on
group task
EN6OL- EN6V-IVi- EN6RC- EN6F-IVi- EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IVi-16
IVi- 3.6 12.3.3 IVi- 2.15.2 3.5 EN6F- IVi- 2.3 IVi- 1.10 IVi- 2.2.11 IVi- 1.4 Observe
Summariz EN6V- IVi Use IVi - 3.2 Conduct Use various Compose a Make politeness at
e - 12.4.1.3 appropriat EN6F- IVi short types and three- connectio all times
informati EN6V- IVi e graphic - 3.6 research kinds of paragraph ns
on - 12.4.2.3 organizers EN6F- IVi projects on sentences for persuasive between EN6A-IVi-17
conveyed Infer in texts - 3.11 a relevant effective essay on informatio Show
through meaning of read Observe issue communicati self- n viewed tactfulness
9 discussio content- accuracy, on of selected and when
n specific appropriate information/ topic personal communicati
terms using rate, proper ideas experienc ng with
-context clues expressions (compound, es others
-affixes and correct complex
and roots pronunciatio sentences) EN6A-IVi-18
-other n in oral Show
strategi communicati openness to
es on group criticism
task
EN6OL- EN6V-IVj- EN6RC- EN6F-IVj- EN6SS- EN6SS- EN6WC- EN6VC- EN6A-IVj-16
IVj- 3.6 12.3.3 IVj- 2.15.2 3.5 EN6F- IVj- 2.3 IVj- 1.10 IVj- 1.8.2 IVj- 1.4 Observe
Summariz EN6V- IVj Use IVj - 3.2 Conduct Use various EN6WC- Make politeness at
e - 12.4.1.3 appropriat EN6F- IVj short types and IVj- 1.8.1 connectio all times
informati EN6V- IVj e graphic - 3.6 research kinds of EN6WC- ns
on - 12.4.2.3 organizers EN6F- IVj projects on sentences for IVj- 1.8.3 between EN6A-IVj-17
conveyed Infer in texts - 3.11 a relevant effective Revise informatio Show
through meaning of read Observe issue communicati writing for n viewed tactfulness
10 discussio content- accuracy, on of clarity and when
n specific appropriate information/ - corre personal communicati
terms using rate, proper ideas ct experienc ng with
-context clues expressions (compound, spellin es others
-affixes and correct complex g
and roots pronunciatio sentences) - appropria EN6A-IVj-18
-other n in oral te Show
strategi communicati punctuatio openness to
es on group n marks criticism
K to 12 English Curriculum Guide May 2016 Page 257 of 247
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K to 12 BASIC EDUCATION
CURRICULUMtask -transition/
signal
words

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K to 12 BASIC EDUCATION
CURRICULUM
Grade 6 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are CODE
*These materials are in textbooks that have been delivered to
uploaded at schools.
http://lrmds.deped.gov.ph
LC - Listening Comprehension
1Q
Analyze sound devices (onomatopoeia, alliteration, EN6LC-Ia- 1. *English for All Times 6. 1999. pp 144-146.
assonance, personification, irony and hyperbole) in 2.3.1 EN6LC- 2. *English for You and Me 6 (Reading). 2011. pp
a text heard Ia-2.3.3 51-52. 3. *English Arts I. 2000. pp 40-44, 187.
EN6LC-Ia-
2.3.2 EN6LC-
Ia-2.3.6
EN6LC-Ia-
2.3.8 EN6LC-
Ia-2.3.7
Analyze sound devices (personification) in a text 1. *English for You and Me 6 (Reading). 2011.
EN6LC-Ib-2.3.6
heard pp 51. 2. *English Arts I. 2000. pp 40, 43-44,
186-188.
Analyze sound devices (irony and hyperbole) in 1. BEAM-DLP6 Module 13 – Using Figurative Language Simile, Metaphor, Hyperbole.
EN6LC-Ic-
a text heard 2. *English for You and Me 6 (Reading). 2011. pp 52.
2.3.7 EN6LC-
3. *English Arts I. 2000. pp 44.
Ic-2.3.8
Infer the speaker’s tone, mood and purpose EN6LC-Id- 1. BEAM-DLP6 Module 12 – Using the Plural Form of Nouns.
2.11.1 EN6LC- 2. BEAM-DLP6 Module 51 – Determining the Purpose of the Author.
Id-2.11.2 3. MISOSA English 6 – Determining the Purpose of the Author.
EN6LC-Id- 4. *English for All Times 5. 1999. pp 135.
2.11.3 5. *English Expressways 5. 2010. pp
--- 137. 6. *English Arts I. 2000. pp
EN6LC-Ie- 26, 27, 249.
2.11.2
EN6LC-Ie-2.11.3
---
EN6LC-If-
2.11.1
EN6LC-If-
2.11.2 EN6LC-
If-2.11.3
OL - Oral Language
V - Vocabulary Development
1Q
Infer meaning of idiomatic expressions using 1. BEAM-DLP6 Module 8 – Decoding Meaning of Unfamiliar Words Using Context.
-context clues EN6V-Ia-12.3.1 2. BEAM-DLP6 Module 12 – Common Idioms.
3. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149.

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K to 12 BASIC EDUCATION
-affixes CURRICULUM 1. BEAM-DLP6 Module 5 – Words with Affixes – Prefixes.
EN6V-Ib-12.4.2.1 2. BEAM-DLP6 Module 6 – Words with Affixes – Suffixes.
3. *English Arts I. 2000. pp. 205-207
Infer meaning of figurative language using EN6V-Id-12.3.2 1. BEAM-DLP6 Module 13 – Using Figurative Language.
-context clues EN6V- Ie- 2. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207.
12.3.2
-affixes and roots EN6V-Id-12.4.1.2 1. BEAM-DLP6 Module 13 – Using Figurative Language.
EN6V- Ie- 2. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207.
12.4.1.2
-other strategies EN6V-Id-12.4.2.2 1. BEAM-DLP6 Module 13 – Using Figurative Language.
EN6V- Ie- 2. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207.
12.4.2.2

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K to 12 English Curriculum Guide May 2016 Page 264 of 247

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K to 12 BASIC EDUCATION
-Thesaurus CURRICULUM 1. *English for All Times 5. 1999. pp 20-27, 36, 37, 40, 41, 53, 142, 184.
2. *English Expressways 5. 2010. pp 113.
EN6SS-IIb-1.4.1 3. *English for All Times 6. 1999. pp 73-74, 139, 184.
4. *English for You and Me 6 (Reading). 2011. pp 46.
5. *English Arts I. 2000. pp 13, 20-25.
-Almanac EN6SS-IIc-1.4.2 1. *English for All Times 5. 1999. pp. 111-113.

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K to 12 BASIC EDUCATION
-Prepositions and prepositional phrases CURRICULUM 1. BEAM-DLP5 Module 40 – Using Prepositions and Prepositional Phrase.
2. BEAM-DLP6 Module 57 – Using Prepositions and Prepositional Phrase.
EN6G-IIg- 3. MISOSA 5 Module 6 – Using Prepositions and Prepositional Phrase.
7.3.1 EN6G- 4. *English for You and Me 6 (Language). 2011. pp 152-153.
IIg-7.3.2 4. *New Horizons in Learning English I. 1999. pp 165.
5. *English Arts I. 2000. pp 251-252.
-Subordinate and coordinate conjunctions EN6G-IIh- 1. *New Horizons in Learning English I. 1999. pp 245-246.
8.3 EN6G-
IIh-8.4

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K to 12 BASIC EDUCATION
Fill-out forms accurately and efficiently (bio CURRICULUM 1. BEAM-DLP5 Module 12 – Filling out Forms Correctly.
data, application forms, etc.) EN6WC-IIa-3.7 2. *English Expressways 5. 2010. pp 13-15.
3. *English for All Times 6. 1999. pp 141.
Plan a composition using an outline/other *English for You and Me 6 (Reading). 2011. pp 66-67.
EN6WC-IIb-1.1.6.1
graphic organizers
Write a 4-paragraph composition showing 1. *New Horizons in Learning English. 1999. pp 201-202.
EN6WC-IId-2.2.6
-comparison and contrast 2. *English Arts I. 2000. pp 261, 262.
Revise writing for clarity EN6WC-IIe- *New Horizons in Learning English. 1999. pp 42.
-correct spelling 1.8.2 EN6WC-
IIg-1.8.2

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K to 12 BASIC EDUCATION
CURRICULUM
GRADE 7
FIRST
QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts
PROGRAM STANDARD
types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other
GRADE LEVEL
texts types for a deeper appreciation of Philippine Culture.
STANDARD
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various
CONTENT STANDARD
reading styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct
subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using
PERFORMANCE appropriate reading styles; participating in conversations using appropriate context-dependent expressions; producing
STANDARD English sounds correctly and using the prosodic features of speech effectively in various situations; and observing correct
subject-verb agreement.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing Oral Language Grammar
Literature
Comprehensi Comprehensi Comprehensi Developme and and Fluency Awarene
on on on nt Compositi ss
on
EN7RC-I-a-7: EN7LC-I-a-5: EN7VC-I-a-8: Use EN7V-I-a-22: EN7LT-I-a-1: EN7WC-I-a-4: EN7F-I-a-3.11: EN7G-I-a-11:
Use the Recognize structural Distinguish Discover Distinguish Observe the Observe
appropriate prosodic analysis to between slang literature as a between oral and correct correct
reading style features: determine the and colloquial means of written language production of subject-verb
(scanning, volume, meaning of expressions in connecting to a use vowel and agreement
skimming, speed projection, pitch, unfamiliar words conversations significant past consonant
reading, stress, or expressions EN7LT-I-a-2: EN7WC-I-a-4.1: sounds,
intensive reading intonation, from the EN7V-I-a-22.1: Describe the Recognize the diphthongs,
etc.) for juncture, and material viewed Distinguish different literary common blends, glides,
one’s purpose speech rate that features of genres during purposes for etc. EN7F-I-a-
EN7SS-I-a-1.5.2: serve as carriers colloquial the pre-colonial writing 3.11.1:
Scan for of meaning language (fillers, period EN7LT- Read words
1
specific EN7LC-I-a-5.1: contractions, I-a-2.1: phrases, clauses,
information Listen for etc.) and slang Identify the sentences and
important points distinguishing paragraphs using
signalled by features of the correct
volume, proverbs, production of
projection, pitch, myths, and vowel and
stress, legends consonant
intonation, sounds,
juncture, and diphthongs,
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K to 12 BASIC EDUCATION
rate of speech CURRICULUM blends and glides
EN7LC-I-a-5.2:
Note the changes
in volume,
projection, pitch,
stress, intonation,
juncture, and rate
of speech that
affect meaning

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K to 12 BASIC EDUCATION
RC LC VC CURRICULUM V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing Oral Language Grammar
Literature
Comprehensi Comprehensi Comprehensi Developme and and Fluency Awarene
on on on nt Compositi ss
on
EN7SS-I-b-1.5.1: EN7LC-I-b-5.1: EN7VC-I-b-8: Use EN7V-I-b-22.1: EN7LT-I-b-1: EN7WC-I-b-4.2: EN7OL-I-b1.14: EN7G-I-b-11:
Skim for major Listen for structural Distinguish Discover Differentiate Use appropriate Observe
ideas using important points analysis to features of literature as a literary writing prosodic features correct
headings as signalled by determine the colloquial means of from academic of speech like subject-verb
guide volume, meaning of language (fillers, connecting to a writing pitch, stress, agreement
projection, pitch, unfamiliar words contractions, significant past juncture,
stress, or expressions etc.) and slang EN7LT-I-b-2.2: intonation,
intonation, from the Explain how the volume and
juncture, and material viewed elements specific projection and
rate of speech to a genre rate/speed of
2
EN7LC-I-b-5.2: contribute to the speech in
Note the changes theme of a differing oral
in volume, particular literary communication
projection, pitch, selection situations
stress, intonation, EN7OL-I-b-
juncture, and rate 1.14.2: Observe
of speech that the correct pitch
affect meaning levels (high,
medium, low)
when reading
lines of poetry,
sample
sentences and
paragraphs
EN7RC-I-c-7.1: EN7LC-I-c-5.1: EN7VC-I-c-3.1.3: EN7V-I-c-10.2: EN7LT-I-c-1: EN7WC-I-c-4.2: EN7OL-I-c- EN7G-I-c-11:
Read Listen for Give the meaning Use Discover Differentiate 1.14.2: Observe Observe
intensively to important points of given signs appropriate literature as a literary writing the correct pitch correct
find answers to signalled by and symbols idiomatic means of from academic levels (high, subject-verb
specific volume, (road signs, expressions connecting to a writing medium, low) agreement
questions projection, pitch, prohibited signs, in a variety of significant past when reading
stress, etc.) basic EN7LT-I-c- lines of poetry,
3
intonation, interpersonal 2.2.1: sample
juncture, and communicativ Express sentences and
rate of speech e situations appreciation paragraphs
EN7LC-I-c-5.2: for sensory
Note the changes images used
in volume,
projection, pitch,
stress, intonation,
juncture,
and rate of
speech that
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affect meaning CURRICULUM
EN7RC-I-d-7.1: EN7LC-I-d-5.1: EN7VC-I-d-6: EN7V-I-d-10.2: EN7LT-I-d-1: EN7WC-I-d-4.3: EN7OL-I-d- EN7G-I-d-11:
Read Listen for Identify the Use Discover Identify basic 1.14.3: Use the Observe
intensively to important points genre of a appropriate literature as a features and correct stress correct
find answers to signalled by material viewed idiomatic means of kinds of (primary, subject-verb
4
specific volume, (such as movie expressions connecting to a paragraph secondary, agreement
questions projection, pitch, clip, trailer, news in a variety of significant past. tertiary and
stress, intonation, flash, internet- basic EN7LT-I-d-2.2.2: weak) when
juncture, and rate based interpersonal Explain the reading
of speech program, communicati literary devices passages
documentary, ve situations used
video,

K to 12 English Curriculum Guide May 2016 Page 276 of 247

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K to 12 BASIC EDUCATION
projection, pitch, CURRICULUM option
stress, intonation, questions and
juncture, and rate with
of speech statements
that affect
meaning
EN7SS-I-g-1.2: EN7LC-I-g-5.1: EN7VC-I-g-9: EN7V-I-g-22.3: EN7LT-I-g-1: EN7WC-I-g-4.4: EN7OL-I-g- EN7G-I-g-11:
Give the meaning Listen for Organize Explain the Discover Sequence steps 1.14.4: Use the Observe
7 of given signs important points information predominance literature as a in writing a rising intonation correct
and symbols signaled by from a material of colloquial means of simple pattern with Yes- subject-verb
(road volume, viewed and connecting to a paragraph No agreement
signs, prohibited projection, idiomatic significant past and tag questions;
pitch, stress,

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K to 12 BASIC EDUCATION
EN7RC-I-i-14: EN7LC-I-i-5.1: EN7VC-I-i-10:CURRICULUM
EN7V-I-i-22.3: EN7LT-I-i-1: EN7WC-I-i-2.2: EN7OL-I-i- EN7G-I-i-11:
Follow Listen for Determine Explain the Discover Retell a chosen 1.14.5: Observe
directions important points the predominance literature as a myth or legend Observe and correct
using a map signaled by truthfulness of colloquial means of in a series of use correct subject-verb
volume, and accuracy and idiomatic connecting to a simple juncture/phrasin agreement
projection, pitch, of the expressions in significant past paragraphs g and rate of
stress, intonation, material oral speech when
9 juncture, and rate viewed communication EN7LT-I-i-3: reading sample
of speech Explain how a passages (prose
selection may or poetry)
EN7LC-I-i-5.2: be influenced
Note the changes by culture,
in volume, history,
projection, pitch, environment,
stress, intonation, or other
juncture, factors
and rate of
speech that
affect meaning
10 Culminating
Task

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K to 12 BASIC EDUCATION
SECOND QUARTER CURRICULUM

The learner demonstrates communicative competence through his/ her understanding of literature and other texts
PROGRAM STANDARD
types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other
GRADE LEVEL
texts types for a deeper appreciation of Philippine Culture.
STANDARD
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of
CONTENT STANDARD examining conflicts;
various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and
condense information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases,
clauses, and sentences.
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in
PERFORMANCE locating library resources; extracting information and noting details from texts to write a précis, summary, or paraphrase;
STANDARD distinguishing between and using literal and figurative language and verbal and non-verbal cues; use phrases, clauses,
and sentences meaningfully and appropriately.

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing Oral Language Grammar
Literature
Comprehensi Comprehensi Comprehensi Developme and and Fluency Awarene
on on on nt Compositi ss
on
EN7SS-II-a-1: EN7LC-II-a-6: Use EN7VC-II-a-1/2: EN7V-II-a-10.1: EN7LT-II-a-4: EN7WC-II-a-5: EN7OL-II-a-4: EN7G-II-a-1: Use
Use appropriate listening Note details, Discriminate Discover the Extract Use verbal and phrases,
mechanisms/tools strategies sequence, and between literal conflicts information from non verbal cues clauses, and
in the library for based on relationships and figurative presented in a text using a in conversations, sentences
locating purpose, of ideas and language EN7V- literary summary, dialogs, and appropriately
resources familiarity with events II-a- 10.1.1: selections and precis, and interviews and
EN7SS-II-a- the topic and Classify sample the need to paraphrase EN7OL-II-a-4.1: meaningfully
1 1.5.3: levels of texts into literal resolve those Use
Use the card difficulty of or figurative conflicts in non- appropriate
catalog, the short texts violent ways verbal and non-
online public listened to EN7LT-II-a-4.1: verbal cues
access catalog, EN7LC-II-a- Identify the when
or electronic 6.1: distinguishing developing,
search engine Extract features of maintaining
to locate information from literature during and ending
specific the text listened the Period of conversations
resources to Apprenticeship and
dialogs
EN7SS-II-b- EN7LC-II-b-3.3: EN7VC-II-b-1/2: EN7V-II-b- EN7LT-II-b-4: EN7WC-II-b-5: EN7OL-II-b-4.1:EN7G-II-b-1: Use
1.5.3: Use the Recognize Note details, 10.1.1: Discover the Extract Use appropriatephrases,
card catalog, the main/key ideas sequence, and Classify sample conflicts information from verbal and non-clauses, and
online public relationships texts into literal presented in a text using a verbal cues sentences
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K to 12 BASIC EDUCATION
access catalog, of ideas andCURRICULUM
or figurative literary summary, when appropriately
2 or electronic events selections and precis, and developing, and
search engine to the need to paraphrase maintaining meaningfully
locate specific resolve those and ending
resources conflicts in non- conversations
violent ways and dialogs
EN7LT-II-0-4.2:
Identify the

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K to 12 BASIC EDUCATION
RC LC VC CURRICULUM V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing Oral Language Grammar
Literature
Comprehensi Comprehensi Comprehensi Developme and and Fluency Awarene
on on on nt Compositi ss
on
distinguishing
features of
poems and
short stories
EN7SS-II-c-1.5.3: EN7LC-II-c- EN7VC-II-c-11: EN7V-II-c-10.1.2: EN7LT-II-c-4: EN7WC-II-c-5: EN7OL-II-c-2.7: EN7G-II-c-1: Use
Use the card 2.1/3.1: Note Narrate events Identify figures Discover the Extract Employ correct phrases,
catalog, the specific chronologically/ of speech that conflicts information from turn-taking, clauses, and
online public details/elements Arrange ideas show presented in a text using a turn- giving sentences
access catalog, of the text logically based comparison literary summary, and topic appropriately
or electronic listened to on a material (simile selections and precis, and control and
search engine viewed metaphor, the need to paraphrase strategies in meaningfully
3 to locate personification) resolve those conversations
specific conflicts in non- and dialogs
resources violent ways
EN7LT-II-c-2.2:
Explain how the
elements specific
to a genre
contribute to the
theme of a
particular literary
selection
EN7SS-II- EN7LC-II-d- EN7VC-II-d-11: . EN7V-II-d- EN7LT-II-d-4: .EN7WC-II-d-5.1: EN7OL-II-d-2.7: EN7G-II-d-1: Use
d- 1.3/1.4: 2.1/3.1: Note Narrate events 10.1.2: Identify Discover the Identify key ideas Employ correct phrases,
Get specific chronologically/ figures of conflicts turn-taking, clauses, and
information from details/elements Arrange ideas speech that presented in turn- giving sentences
the different of the text logically based show literary and topic appropriately
parts of a book listened to on a material comparison selections and control and
and from viewed (simile the need to strategies in meaningfully
general metaphor, resolve those conversations
references in the personification) conflicts in non- and dialogs
library violent ways
4
EN7LT-II-d-2.2:
Explain how the
elements specific
to a genre
contribute to the
theme of a
particular literary
selection
EN7LT-II-d-2.2.1:
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K to 12 BASIC EDUCATION
CURRICULUM Express
appreciation
for
sensory
images used
EN7SS-II- EN7LC-II-e-4: EN7VC-II-e-11: EN7V-II-e- EN7LT-II-e-4: EN7WC-II-e-5.1: . EN7OL-II-e-3.7: EN7G-II-e-1: Use
e- 1.3/1.4: Recognize signals/ Narrate events 10.1.2: Identify Discover the Identify key ideas Use appropriate phrases, clauses,
5
Get cues to chronologicall figures of conflicts techniques and sentences
information determine the y/ Arrange speech that presented in and appropriately
from the order of ideas/ ideas show literary strategies and
different parts selections when

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K to 12 BASIC EDUCATION
RC LC VC CURRICULUM V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing Oral Language Grammar
Literature
Comprehensi Comprehensi Comprehensi Developme and and Fluency Awarene
on on on nt Compositi ss
on
of a book and events logically based comparison and the need asking meaningfully
from general on a material (simile to resolve questions and
references in viewed metaphor, those eliciting
the library personification) conflicts in answers
non- violent
ways
EN7LT-II-0-2.2.2:
Explain the
literary devices
used
EN7SS-II- EN7LC-II-f- EN7VC-II-f-1.3: EN7V-II-f-10.1.3: EN7LT-II-f-4: EN7WC-II-f-5.2: .EN7OL-II-f-3.7: EN7G-II-f-1: Use
f- 1.3/1.4: 2.13: Determine Predict the gist Identify figures of Discover the Identify Use phrases,
Get the tone and of the material speech that show conflicts supporting appropriate clauses, and
information from mood of the viewed based on contrast (irony, presented in details techniques sentences
the different speaker or the title, oxymoron, literary and strategies appropriately
parts of a book characters in the pictures, and paradox) selections and when asking and
6 and from narrative listened excerpts of the the need to questions and meaningfully
general to material viewed resolve those eliciting
references in the conflicts in non- answers
library violent ways
EN7LT-II-f-
2.2.3:
Determine tone,
mood, technique,
and purpose of
the author
EN7SS-II-g-2.1: EN7LC-II-g- EN7VC-II-g-1.3: .EN7V-II-g- EN7LT-II-g-4: EN7WC-II-g-5.2: EN7OL-II-g- EN7G-II-g-1: Use
Gather current 2.8.3: Infer the Predict the gist 10.1.3: Identify Discover the Identify 2.6.2: Observe phrases,
information from purpose of the of the material figures of conflicts supporting and use the clauses, and
newspapers and text listened to viewed based on speech that presented in details appropriate sentences
other print and the title, show contrast literary gestures (hand- appropriately
non- print media pictures, and (irony, selections and body) that and
excerpts of the oxymoron, the need to accompany oral meaningfully
7
material viewed paradox) resolve those language
conflicts in non-
violent ways
EN7LT-II-g-2.3:
Draw similarities
and differences of
the featured
selections in
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K to 12 BASIC EDUCATION
CURRICULUM relation
to the theme
EN7SS-II-h-2.1: EN7LC-II-h-2.5: EN7VC-II-h-12: EN7V-II-h- EN7LT-II-h-4: EN7WC-II-h-5.3: EN7OL-II-h-1.14: EN7G-II-h-1: Use
Gather current Make predictions Raise 10.1.3: Identify Discover the Simplify ideas Use the correct phrases,
information from about the questions figures of conflicts pitch, juncture, clauses, and
8 newspapers and contents of the about a speech that presented in stress, volume sentences
other print and texts listened to material show contrast literary and projection appropriately
non- print media viewed (irony, selections and and and
oxymoron, the need to rate/speed meaningfully
paradox) resolve those of speech
conflicts in non- in

K to 12 English Curriculum Guide May 2016 Page 286 of 247

10 Culminating
Task

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K to 12 BASIC EDUCATION
THIRD QUARTER CURRICULUM
The learner demonstrates communicative competence through his/ her understanding of literature and other texts
PROGRAM STANDARD
types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other
GRADE LEVEL
texts types for a deeper appreciation of Philippine Culture.
STANDARD
The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s
CONTENT STANDARD identity; strategies in listening to and viewing of informative and short narrative texts; word relationships and
associations; informative speech forms; and use of direct/reported speech, passive/ active voice, simple past and past
perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative
texts using schema and appropriate listening and viewing strategies; expressing ideas, opinions, and feelings through
PERFORMANCE
various formats; and enriching written and spoken communication using direct/reported speech, active/passive voice,
STANDARD
simple past and past perfect tenses and connectors
correctly and appropriately.

RC LC VC V LT WC F G
Week Reading Listening Viewin Vocabulary Literature Writing Oral Language Grammar
Comprehensi Comprehensi g Developme and and Fluency Awarene
on on Comprehensi nt Compositi ss
on on
EN7RC-III-a-8: EN7LC-III-a-7: EN7VC-III-a-13: EN7V-III-a- EN7LT-III-a-5: EN7WC-III-a-2.2: EN7OL-III-a-1.3: EN7G-III-a-1:
Use one’s Use different Determine the 13.11 : Discover Compose Express ideas, Link sentences
schema to better listening key message Categorize words literature as a simple opinions, using logical
understand a strategies based conveyed in the or expressions tool to assert narrative feelings and connectors that
text EN7RC-III- on purpose, topic material viewed according to one’s unique texts emotions signal
a-8.1: and levels of shades of identity and to EN7WC-III-a- during chronological
Use one’s difficulty of meaning better 2.2.12: Identify interviews, and logical
schema as simple EN7V-III-a- understand features of group/panel sequence and
1
basis for informative and 13.11.1 : Identify other people narrative writing discussions, summation
conjectures short narrative collocations EN7LT-III-a- forums/fora,
made about a texts EN7LC-III- used in a 5.1: debates, etc.
text a- selection Identify the EN7OL-III-a-5:
2.1/3.1: Note distinguishing Use the
specific details features of appropriate
of the text literature during prosodic features
listened to the Period of of speech during
Emergence interviews,
discussions and
forums

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K to 12 BASIC EDUCATION
EN7RC-III-b- EN7LC-III-b- CURRICULUM
EN7VC-III-b-13: EN7V-III-b- EN7LT-III-b-5: EN7WC-III-b-2.1: EN7OL-III-b-3: EN7G-III-b-1:
8.1: Use 3.3/3.3.1: Determine the 13.11.1: Discover Compose Employ the Link sentences
one’s schema Recognize main key message Identify literature as a personal and appropriate using logical
points and conveyed in the collocations tool to assert factual recounts oral language connectors that
as basis for
supporting material viewed used in a one’s unique and stance in signal
2 conjectures ideas in the text selection identity and to an interview, a chronological
made about a listened to better panel and logical
text understand discussion, in a sequence and
other people forum and in a summation
debate
EN7LT-III-b-5.2:
Identify the

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K to 12 BASIC EDUCATION
EN7RC-III-e-2.8: EN7LC-III-e-3.6: CURRICULUM
EN7VC-III-e-14: EN7V-III-e-13.8: EN7LT-III-e-5: EN7WC-III-e- EN7OL-III-e-3: EN7G-III-e-3:
Make Follow steps Make a stand on Determine words Discover 2.2.13: Employ the Use direct
predictions in a process the material or expressions literature as a Compose an appropriate and reported
about the text viewed with genus- tool to assert anecdote based oral language speech
species one’s unique on a significant and stance in appropriately
5
(hyponymous) identity and to personal an interview, a in varied
relations in a better experience panel contexts
selection understand discussion, in a
other people forum and in a
EN7LT-III-e- debate
2.2.2: Explain
literary devices
used

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K to 12 BASIC EDUCATION
EN7RC-III-h- EN7LC-III-h-7.1: CURRICULUM
EN7VC-III-h-14: EN7V-III-h- EN7LT-III-h-5: EN7WC-III-h- EN7OL-III-h- EN7G-III-h-3:
2.13: Identify the Make a stand on 13.11.2: Discover 2.2.15: 1.3.1: Raise Use the past
Distinguish fact persons speaking the material Identify words literature as a Compose a sensible, and past perfect
from opinion, and addressed, viewed or expressions tool to assert personal letter to challenging tenses correctly
fantasy from and the stand of with part-whole one’s unique a friend, relative, thought in varied
reality in the the speaker (partitive) identity and to and other people provoking contexts
text based on explicit relations better questions in
8
statements made understand public
other people forums/panel
EN7LT-III-h-3: discussions, etc.
Explain how a
selection may be
influenced by
culture, history,
environment,
and other
factors
EN7RC-III-i- EN7LC-III-i-2.5: EN7VC-III-i-14: EN7V-III-i- EN7LT-III-i-5: EN7WC-III-i- EN7OL-III-i- EN7G-III-i-3: Use
9
2.1.7: React to Formulate Make a stand on 13.11.2: Identify Discover literature 2.2.15: Compose 1.3.1: Raise the past and past
the a

K to 12 English Curriculum Guide May 2016 Page 293 of 247

FOURTH QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts
PROGRAM STANDARD
types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other
GRADE LEVEL
texts types for a deeper appreciation of Philippine Culture.
STANDARD
The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of
CONTENT STANDARD the global
village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and
behavior; and use of imperatives, prepositions, verbs, and wh-questions.
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using
PERFORMANCE appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar
STANDARD words and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior
in various information-sharing formats.

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K to 12 BASIC EDUCATION
EN7RC-IV-a-3.2: EN7LC-IV-a-8: CURRICULUM
EN7VC-IV-a-6.1: EN7RC-IV-a- EN7LT-IV-a-6: EN7WC-IV-a-2.2: EN7OL-IV-a 3: EN7G-IV-a-4: Use
Classify text Process Differentiate 12.3: Discover Compose Observe and use imperatives
types (narrative, information reality from Use lexical and through simple the appropriate and
expository, mentioned in the fantasy based contextual cues Philippine informative oral language, prepositions
1
explanation, text listened to on a material in literature the texts EN7WC- stance and when giving
recount, EN7LC-IV-a- viewed understanding need to work IV-a- behavior when instructions
persuasive) 8.1: unfamiliar cooperatively 2.8.4: Identify giving
Determine words and and responsibly features of information,
the expressions in today’s global personal essays instructions,
intentions of village making
speakers by explanations, and

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K to 12 BASIC EDUCATION
EN7RC-IV-c-2.12: EN7LC-IV-c-2.5: CURRICULUM
EN7VC-IV-c-15: EN7V-IV-c-23: EN7LT-IV-c-6: EN7WC-IV-c-1.3: EN7OL-IV-c-1.7: EN7G-IV-c-5: Use
Make Predict the Compare content Analyze Discover Organize Orally narrate verbs when
generalizations outcomes of a of materials relationshi through information events in factual giving
from different verbal exchange viewed to other ps Philippine about a chosen and personal information and
text types listened to and sources of presented literature the subject using a recounts using making
their possible information (print in need to work graphic appropriate explanations
3 effects on the and radio) analogies cooperatively organizer verbal and non-
speakers EN7V-IV-c-23.1: and responsibly verbal cues
Supply other in today’s global
words or village
expressions that EN7LT-IV-c-
complete an 2.2.1:
analogy Express
appreciation
for sensory
images
used
EN7RC-IV-d- EN7LC-IV-d-2.7: EN7VC-IV-d-15: EN7V-IV-d-23: EN7LT-IV-d-6: EN7WC-IV-d- .EN7OL-IV-d-1.7: EN7G-IV-d-5: Use
4
10.2: Distinguish Sequence a series Compare content Analyze Discover through 1.1.6: Organize Orally narrate verbs when giving
of

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K to 12 BASIC EDUCATION
RC LC VC CURRICULUM V WC F G
LT
Week Reading Listening Viewin Vocabulary Writing Oral Language Grammar
Literature
Comprehensi Comprehensi g Developme and and Fluency Awarene
on on Comprehensi nt Compositi ss
on on
between of events materials viewed relationshi Philippine information events in factual information
general and mentioned in to other sources ps literature the about a chosen and personal and making
specific the text of information presented need to work subject using a recounts using explanations
statements listened to (print and radio) in cooperatively one step topic appropriate
analogies and responsibly outline verbal and non-
EN7V-IV-d-23.1: in today’s global verbal cues
Supply other village.
words or EN7LT-IV-d-
expressions that 2.2.2: Explain
complete an the literary
analogy devices used
EN7RC-IV-e- EN7LC-IV-e-2.7: EN7VC-IV-e-15: EN7V-IV-e-9: EN7LT-IV-e-6: EN7WC-IV-e- EN7OL-IV-e- EN7G-IV-e-5: Use
2.10: Sequence a Compare content Give Discover 2.8.6.1: 3.10: verbs when
Sequence/ series of events of materials the various through Compose a Use correct and giving
reorganiz e ideas mentioned in viewed to other meanings of Philippine capsule appropriate information and
or information the text sources of identified literature the biography of a multimedia making
listened to information (print homonymous or need to work person resources when explanations
and radio) polysemous cooperatively interviewed orally giving
5
words or and responsibly information,
expressions in today’s global instructions,
village making
EN7LT-IV-e- explanations and
2.2.3: narrating events
Determine in personal or
tone, mood, factual recounts
technique, and
purpose of
the author
EN7RC-IV-f-10.3: EN7LC-IV-f-2.8: EN7VC-IV-f-16: EN7V-IV-f-9: Give EN7LT-IV-f-6: EN7WC-IV-f- EN7OL-IV-f-3.10: EN7GS-IV-f-6:
Sequence steps Make simple Express one’s the various Discover 2.8.6.1: Use correct and Formulate
in a process inferences about beliefs/convictio meanings of through Compose a appropriate meaningful
thoughts and ns based on a identified Philippine capsule multimedia expressions
feelings material viewed homonymous or literature the biography of a resources when EN7G-IV-f-
6 expressed in the polysemous need to work person orally giving 6.2:
text listened to words or cooperatively interviewed information, Formulate who,
expressions and responsibly instructions, what, when,
in today’s global making where, why, and
village explanations and how questions
narrating events
in
personal or
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K to 12 BASIC EDUCATION
CURRICULUM factual recounts
EN7RC-IV-g- EN7LC-IV-g-8.2: EN7VC-IV-g-16: EN7V-IV-g-3.11: EN7LT-IV-g-6: EN7WC-IV-g- EN7OL-IV-g- EN7G-IV-g-6.2:
10.4: Cite Determine the Express one’s Identify words or Discover 2.8.6.2: 3.10: Formulate who,
evidence to worth of ideas beliefs/convictio expressions used through Compose a Use correct and what, when,
support a general mentioned in ns based on a in a selection Philippine biographical appropriate where, why, and
7
statement the text material viewed that show literature the sketch based on multimedia how questions
listened to varying shades need to work a personal resources when
of meaning cooperatively interview and orally giving
EN7RC-IV-g- (gradients) and responsibly background information,
3.1.13: Make a in research instructions,
today’s making
global explanations and
village

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K to 12 BASIC EDUCATION
CURRICULUM
Grade 7 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are CODE
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RC - Reading Comprehension
1Q
1. BEAM ENG7 Module 3 – Using Gambits.
Use the appropriate reading style (scanning, 2. *English Arts I. 2000. pp 11, 12, 31.
EN7RC-I-a-7
skimming, speed reading, intensive reading, etc.) 3. *English Expressways II. 2007. pp 56, 72, 165-166, 118, 216-217.
for one’s purpose
1. BEAM ENG7 Module 3 – Using Gambits.
2. BEAM ENG7 Module 15 – Gathering Information.
Scan for specific information EN7RC-I-a-1.5.2
3. *English Arts I. 2000. pp 11, 12.
4. *English Expressways II. 2007. pp 72, 118, 165-166, 216.
1. BEAM ENG7 Module 3 – Using Gambits.
Skim for major ideas using headings as guide EN7 RC -I-b-1.5.1 2. *English Arts I. 2000. pp 31.
3. *English Expressways II. 2007. pp 56, 216.
EN7RC-I-c-7.1 1. BEAM ENG7 Module 1 – Asking and Answering Questions.
Read intensively to find answers to specific
EN7RC-I-d-7.1 2. *English Expressways II. 2007. pp 216-217.
questions
Use non-linear visuals as comprehensive aids in 1. *English Expressways II. 2007. pp 150-151, 227-229, 247.
EN7RC-I-e-2.15
content texts
1. BEAM ENG 7 Module 10 - Information in Non-textual
Transcode orally and in writing the information Format. 2. *English Arts I. 2000. pp 175, 176, 177, 179.
EN7RC -I-e-1.2
presented in diagrams, charts, table, graphs, etc. 3. *New Horizons in Learning English I. 1999. pp 55-56.
4. *English Expressways II. 2007. pp 102-103, 128, 134-135, 242, 262-263.
1. BEAM ENG 7 Module 10 - Information in Non-textual Format.
Transcode orally and in writing the information
2. *English for All Times 6. 1999. pp 185-187.
presented in diagrams, charts, table, graphs, etc. EN7RC -I-f-1.2
3. *English for You and Me 6 (Reading). 2011. pp
161, 186. 4. *English Arts I. 2000. pp 171, 172,
173, 174, 178.
1. BEAM ENG 7 Module 4 – Expressing Instructions and Directions.
Give the meaning of given signs and symbols (road EN7RC -I-g-1.2
2. *English for All Times 6. 1999. pp 161-162.
signs, prohibited signs, etc.) EN7RC -I-h-1.2
3. *English Arts I. 2000. pp 150, 151.
1. BEAM ENG 7 Module 4 – Expressing Instructions and
Follow directions using a map EN7RC-I-i-14:
Directions. 1. *English Arts I.2000. pp 190, 191, 192.
2Q
Use appropriate mechanisms/tools in the library 1. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
for locating resources EN7RC-II-a-1 2. BEAM ENG7 Module 15 – Gathering Information.

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K to 12 BASIC EDUCATION
Use the card catalog, the online public access CURRICULUM 1. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
catalog, or electronic search engine to locate 2. BEAM ENG7 Module 15 – Gathering Information.
specific resources EN7RC-II-a-1.5.3 3. *English for All Times 6. 1999. pp 85-87.
4. *English for You and Me 6 (Reading). 2011. pp 198-199.
5. *English Arts I. 2000. pp 13.

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K to 12 BASIC EDUCATION
LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
Learning Materials are CODE
*These materials are in textbooks that have been delivered to
uploaded at schools.
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Get information from the different parts of a 2. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
book and from general references in the library 3. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-d-1.3/1.4
4. *English Arts I. 2000. pp 249, 250.
6. *English Expressways II. 2007. pp 57.
Get information from the different parts of a 1. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
book and from general references in the library EN7RC-II-e- 2. BEAM ENG7 Module 15 – Gathering Information.
1.3/1.4 EN7RC-II- 3. BEAM ENG8 Module 4 – Using Library Resources.
f-1.3/1.4 4. *English for All Times 6. 1999. pp 84-85.
5. *English for You and Me 6 (Reading). 2011. pp 200-202.
Gather current information from newspapers 1. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-g-
and other print and non-print media 2. BEAM ENG8 Module 4 – Using Library Resources.
2.1 EN7RC-II-
h-2.1 EN7RC- 3. *English Arts I. 2000. pp 259, 260.
4. *English Expressways II. 2007. pp 74-77.
II-i-2.1
3Q
Use one’s schema to better understand a text EN7RC-III-a-8 1. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
Use one’s schema as basis for conjectures made EN7RC-III-a- 1. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
about a text 8.1 EN7RC-III-
b-8.1
Use the universe of the text to activate one’s EN7RC-III-c- 2. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
schema 8.2 EN7RC-III-
d-8.2
Make predictions about the text 1. BEAM ENG7 – Identifying Functions of Utterances.
EN7RC-III-e-
2. *English for All Times 6. 1999. pp 113.
2.8 EN7RC-III-
3. *English Expressways II. 2007. pp 61, 140, 240-241, 252-253.
f-2.8
Identify the author’s intentions for writing 1. *English for All Times 6. 1999. pp 130.
EN7RC-III-g-9 2. *English Expressways II. 2007. pp 114-117, 200-201, 260-261.
Distinguish fact from opinion, fantasy from 1. BEAM ENG 7 - Appreciation of Various Literary Types.
reality in the text EN7RC-III-g- 2. BEAM ENG 7 - Distinguishing Fact From Opinion/Reality from Fantasy.
2.13 EN7RC-III- 3. *English for You and Me 6 (Reading). 2011. pp 31-32.
h-2.13 4. *English Expressways II. 2007. pp 77, 174, 176, 208, 276-277.
1. BEAM ENG 7 – Assertions and Observations.
React to assertions made by the author in the text EN7RC-III-i-2.1.7
2. *English Expressways II. 2007. pp 59-60, 68-71, 114-117.
4Q
Classify text types (narrative, expository, EN7RC-IV-a-3.2 1. *English Expressways II. 2007. pp 83-89, 130-133, 159.
explanation, recount, persuasive)
Use appropriate reading strategies for various text EN7RC-IV-b-10 1. *English Expressways II. 2007. pp 120-121, 202, 243-244.
types
Give and follow instructions and directions EN7RC-IV-b-10.1 1. *English Arts I. 2000. pp 47, 48.
Make generalizations from different text types 1. BEAM ENG 7 – Using Appropriate Rhetorical Function.
EN7RC-IV-c-2.12
2. *English Expressways II. 2007. pp 68-71, 190-195.
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Distinguish between general and specific CURRICULUM
EN7RC-IV-d-10.2 1. *English Expressways II. 2007. pp 203, 240-241, 254-255.
statements
Sequence/reorganize ideas or information EN7RC-IV-e- 1. *English Arts I. 2000. pp 47, 101, 102.
2.10 EN7RC-IV-
i-10.5
Make a stand EN7RC-IV-g-3.1.13 1. BEAM ENG 7 Module 1 – Home, Family & You, The Teener.

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K to 12 BASIC EDUCATION
CURRICULUM 1. BEAM ENG 7 - Appreciation of Various Literary Types.
Note the changes in volume, projection, pitch,
EN7LC-I-e-5.2 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
stress, intonation, juncture, and rate of speech
3. *English for You and Me 6 (Reading). 2011. pp 2-3.
that affect meaning
4. *English Arts I. 2000. pp 11, 31, 32.
Listen for important points signaled by volume, EN7LC-I-f-5.1 1. *English for You and Me 6 (Reading). 2011. pp 2-3
projection, pitch, stress, intonation, juncture, and
rate of speech
Note the changes in volume, projection, pitch, EN7LC-I-f-5.2 1. *English for You and Me 6 (Reading). 2011. pp 2-3
stress,

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Recognize main/key ideas 1. *English for You and Me 6 (Reading). 2011. pp 103-104.
EN7LC-II-b-3.3
2. *English Expressways II. 2007. pp 98.
Note specific details/elements of the text listened to EN7LC-II-c- 1. *English for You and Me 6 (Reading). 2011. pp 84-86.
2.1/3.1 EN7LC-II- 2. *English Expressways II. 2007. pp 78-79.
d-2.1/3.1
Recognize signals/ cues to determine the order of 1. *English for You and Me 6 (Reading). 2011. pp 73.
EN7LC-II-e-4
ideas/ events 2. *English Expressways II. 2007. pp 98.
Determine the tone and mood of the speaker or 1. *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
EN7LC-II-f-2.13
characters in the narrative listened to
Infer the purpose of the text listened to EN7LC-II-g-2.8.3 1. *English Expressways II. 2007. pp 78-79, 109, 173-174, 210-211, 258, 270.
Make predictions about the contents of the texts 1. BEAM ENG 7 Module 1 – Life's Values.
listened to EN7LC-II-h-2.5 2. *English for All Times 6. 1999. pp 113.
3. *English Expressways II. 2007. pp 99, 140-141.
Infer thoughts and feelings expressed in the text 1. *English Expressways II. 2007. pp 12, 98, 140.
EN7LC-II-i-6.2
listened to
3Q
Infer thoughts and feelings expressed in the text 1. *English Expressways II. 2007. pp 12, 98, 140.
EN7LC-III-c-6.2
listened to
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Determine the order of ideas as signalled by cues CURRICULUM 1. *English for You and Me 6 (Reading). 2011. pp 73.
EN7LC-III-d-3.18
2. *English Expressways II. 2007. pp 98.
Sequence a series of events mentioned in the text 1. *English Arts I.2000.pp.101,102
EN7LC-III-f-2.7
listened to
Identify the persons speaking and addressed, and EN7LC-III-g-7.1 1. *English Expressways II. 2007. pp 270.
the

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K to 12 BASIC EDUCATION
CURRICULUM
III-c-13
EN7VC-III-d-13
EN7VC-III-e- 1. BEAM ENG 7 Module 1 – Home, Family & You, The Teener.
14 EN7VC-III- 2. BEAM ENG 7 Module 1 – Life's Values.
Make a stand on the material viewed
f-14 EN7VC- 3. *English Arts I. 2000. pp 237, 238.
III-g-14
EN7VC-III-h-14

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Classify sample texts into literal or figurative EN7V-II-a-10.1.1 1. *English Expressways II. 2007. pp 153, 191-195.
EN7V-II-b-10.1.1
Identify figures of speech that show comparison 1. *English for All Times 6. 1999. pp 144.
(simile metaphor, personification) 2. *English for You and Me 6 (Reading). 2011. pp 51-52.
EN7V-II-c-10.1.2
3. *English Arts I. 2000. 43, 245.
4. *English Expressways II. 2007. pp 273.
1. *English for All Times 6. 1999. pp 145.
Identify figures of speech that show comparison
EN7V-II-d-10.1.2 2. *English for You and Me 6 (Reading). 2011. pp 51-52.
(simile metaphor, personification)
3. *English Arts I. 2000. 43, 245.
5. *English for All Times 6. 1999. pp 144.
Identify figures of speech that show comparison
EN7V-II-e-10.1.2 6. *English for You and Me 6 (Reading). 2011. pp 51-52.
(simile metaphor, personification)
1. *English Arts I. 2000. 43, 245.
Identify figures of speech that show contrast 1. *English for All Times 6. 1999. pp 145.
EN7V-II-f-10.1.3
(irony, oxymoron, paradox)
Identify figures of speech that show contrast 1. *English for All Times 6. 1999. pp 145.
EN7V-II-i-10.1.3
(irony, oxymoron, paradox)
3Q
Categorize words or expressions according to 1. *English Expressways II. 2007. pp 179-180.
EN7V-III-a-13.11
shades of meaning
Identify collocations used in a selection EN7V-III-a- 1. *English Arts I. 2000. pp 258, 259.
13.11.1 EN7V-III-
b-13.11.1
EN7V-III-c-13.11.1

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K to 12 BASIC EDUCATION
Determine words or expressions with genus-species CURRICULUM
EN7V-III-d- 1. *English Expressways II. 2007. pp 180.
(hyponymous) relations in a selection 13.8 EN7V-III-
e-13.8

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K to 12 BASIC EDUCATION
LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
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WC – Writing and Composition
1Q
Distinguish between oral and written language use EN7WC-I-a-4
Recognize the common purposes for writing EN7WC-I-a-4.1 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 11, 100, 200-201,
260-261.
EN7WC-I-b-4.2 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113.
Differentiate literary writing from academic writing
EN7WC-I-c-4.2
Retell a chosen myth or legend in a series of simple EN7WC-I-h-2.2 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113.
paragraphs EN7WC-I-i-2.2
2Q
EN7WC-II-d- 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 103.
Identify key ideas
5.1 EN7WC-II- 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 82, 91.
e-5.1
EN7WC-II-f- 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 103.
Identify supporting details
5.2 EN7WC-II- 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 82, 91, 200-201.
g-5.2
EN7WC-II-h- 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 82.
Simplify ideas
5.3 EN7WC-II-
i-5.3
3Q
1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 36, 37.
Compose simple narrative texts EN7WC-III-a-2.2
2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 111-113, 175.
Identify features of narrative writing EN7WC-III-a-2.2.12 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 203.
Compose personal and factual recounts EN7WC-III-b-2.1 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 100, 175.
Compose a series of journal entries EN7WC-III-c-2.8.5 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 20, 21.
Compose an anecdote based on a significant EN7WC-III-d- 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 109.
personal experience 2.2.13 EN7WC-III- 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 175.
e-2.2.13
EN7WC-III-f- 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 30-31.
Compose a travelogue
2.2.14 EN7WC-III-
g-2.2.14
Compose a personal letter to a friend, relative, and EN7WC-III-h- 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 124, 125, 140, 141.
other people 2.2.15 EN7WC-III- 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 100.
i-2.2.15
4Q
1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 147-
Compose simple informative texts EN7WC-IV-a-2.2 148.
2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 81-82, 158.
Identify features of personal essays EN7WC-IV-a-2.8.4 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 68-70.
Distinguish between and among a capsule 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 14-18, 150-152,
EN7WC-IV-b. 2.8.6
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K to 12 BASIC EDUCATION
biography, biographical sketch, and feature article CURRICULUM 242.
Organize information about a chosen subject 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 67.
EN7WC-IV-c-1.3
using a graphic organizer
Organize information about a chosen subject using 1. *English Arts I. 2000. pp 218.English for All Times 6. 1999. pp 172-179.
a one step topic outline EN7WC-IV-d-1.1.6 2. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 85, 86.
3. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 94-95, 283-289.
*English Arts I. 2000. pp 218.Compose a EN7WC-IV-g-2.8.6.2 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 142-143.
biographical

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K to 12 BASIC EDUCATION
LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
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sketch based on a personal interview and EN7WC-IV-h-2.8.6.2
background research EN7WC-IV-i-2.8.6.2
F – Oral Language and Fluency
1Q
Observe the correct production of vowel and 1. New Horizons in Learning English I. 1999. pp 4-6, 25-26, 56-58, 82-83, 131-132,
consonant sounds EN7F-I-a-3.11 157-158,
186-187, 208, 210, 235-238, 261-263.
2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 79-80.
Read words phrases 1. *English Arts I. 2000. pp 218.New Horizons in Learning English I. 1999. pp 7, 27,
EN7F-I-a-3.11.1 58-59, 83, 131-133, 157-158, 187-188, 210-211, 237-238, 263.
2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 155, 196-197, 245.
Use appropriate prosodic features of speech 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 10, 11.
like pitch, stress, juncture, intonation, volume 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 26-30, 44-45, 64-65,
EN7F-I-b1.14
and projection and rate/speed of speech in 184-
differing oral communication 186, 211, 269.
situations
Observe the correct pitch levels (high, medium, low) 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp. 10.
EN7F-I-b-1.14.2
when reading lines of poetry, sample sentences and
paragraphs
Use the correct stress (primary, secondary, tertiary EN7F-I-d-1.14.3 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp. 10, 11.
and weak) when reading passages EN7F-I-e-1.14.3 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 28-30, 44-45, 185,
269.
Use the rising intonation pattern with Yes-No and 1. *English Arts I. 2000. pp 218.New Horizons in Learning English I. 1999. pp 105-
EN7F-I-f-1.14.4
tag 108.
EN7F-I-g-1.14.4
questions; the rising-falling intonation with 2. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 10, 11, 31, 32.
information- seeking questions, option questions 3. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 25-27.
and with statements
2Q
Use verbal and non verbal cues in conversations EN7F-II-a-4 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 142-143.
Use the correct pitch, juncture, stress, volume and 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 26-30, 44-45, 64-65,
EN7F-II-h-
projection and rate/speed of speech in 184-
1.14 EN7F-II-
conversations and 186, 211, 269.
i-1.14
dialogs
3Q
Express ideas, opinions, feelings and emotions 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 174-176, 208-209,
during interviews, group/panel discussions, EN7F-III-a-1.3 276-277.
forums/fora, debates,
etc.
Employ the appropriate oral language and stance in 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 151, 152.
EN7F-III-b-3
an interview, a panel discussion, in a forum and in a
debate
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K to 12 BASIC EDUCATION
CURRICULUM
EN7F-III-f-3.4.1 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 174-175, 208-209,
Express ideas and opinions based on text listened to
EN7F-III-g-3.4.1 276-277.
G - Grammar Awareness
1Q
EN7G-I-a- 1. *English Arts I. 2000. pp 218.English Arts I. 2000. pp 136, 137, 138, 139.
11 EN7G-I- 2. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 106-107.
Observe correct subject-verb agreement
b-11 EN7G-
I-c-11
EN7G-I-d-11

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K to 12 BASIC EDUCATION
CURRICULUM
GRADE 8
FIRST
QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts
PROGRAM STANDARD
types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other
GRADE LEVEL
texts types for a deeper appreciation of Philippine Culture and those of other countries.
STANDARD
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend
CONTENT STANDARD with; variuos
reading styles vis – à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which
information may be organized, related, and delivered orally; and parallel structures and cohesive devices in
presenting information.
The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in
PERFORMANCE
mind the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and
STANDARD behavior.

RC LC VC V LT WC F G
Week Reading Listening Viewin Vocabulary Literature Writing Oral Language Grammar
Comprehensi Comprehensi g Developme and and Fluency Awarene
on on Comprehensi nt Compositi ss
on on
EN8RC-Ia-7.2: Scan EN8LC-Ia-5.1: EN8VC-Ia-8: Use EN8V-Ia-10.2: EN8LT-Ia-8: EN8WC-Ia-1.1: EN8OL-Ia-3.11: EN8G-Ia-7: Use
for logical Listen for context clues Determine Describe the Generate ideas Use the correct parallel structures
connectors to important points from the the meaning notable and their sounds of EN8G-Ia-8: Use
determine the signaled by material viewed of idiomatic literary relationships English appropriate
text type volume, to determine the expressions genres EN8WC-Ia- cohesive devices
projection, pitch, meaning of by noting contributed 1.1.6.1: in composing an
stress, intonation, unfamiliar words context by African Present ideas informative speech
1
juncture, and rate or expressions clues and writers using a variety
of speech collocations EN8LT-Ia- of graphic
8.1: organizers
Identify the
distinguishin
g features of
notable
African
chants,
poems,
folktales,
and short

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K to 12 BASIC EDUCATION
CURRICULUM stories
EN8RC-Ib-7.2: Scan EN8LC-Ib-5.1: EN8VC-Ib-8: Use EN8V-Ib-10.2: EN8LT-Ib-8: EN8WC-Ib-1.1: EN8OL-Ib-3.11: EN8G-Ib-7: Use
for logical Listen for context clues Determine Describe the Generate ideas Use the correct parallel structures.
connectors to important points from the the meaning notable and their sounds of EN8G-Ib-8: Use
determine the signaled by material viewed of idiomatic literary relationships English appropriate
text type volume, to determine the expressions genres EN8WC-Ib- cohesive devices
2
projection, pitch, meaning of by noting contributed 1.1.6: in composing an
stress, intonation, unfamiliar words context by African Organize ideas informative speech
juncture, and rate or expressions clues and writers in one-step
of speech collocations EN8LT-Ib- word, phrase,
8.1: and sentence
Identify the outline forms
distinguishi
ng
features of

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K to 12 BASIC EDUCATION
EN8SS-Id-1.5.1: EN8LC-Id-5.1: CURRICULUM
EN8VC-Id-9: EN8V-Id-10.2: EN8LT-Id-8: EN8WC-Id-1.1: EN8F-Id-3: EN8G-Id-7: Use
Skim to determine Listen for Organize Determine Describe the Generate ideas Deliver a self- parallel structures.
key ideas important points information the meaning notable and their composed EN8G-Id-8: Use
signaled by from a material of idiomatic literary relationships informative appropriate
volume, viewed expressions genres EN8WC-Id- speech cohesive devices
projection, pitch, by noting contributed 1.1.6: in composing an
stress, intonation, context by African Organize ideas informative speech
4 juncture, and rate clues and writers in one-step
of speech collocations EN8LT-Id- word, phrase,
2.2: and sentence
Explain how outline forms
the elements
specific to a
genre
contribute to
the theme of a
particular
literary
selection
EN8LT-Id-

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K to 12 BASIC EDUCATION
RC LC CURRICULUM V
VC LT WC F G
Week Reading Listening Viewin Vocabulary Literature Writing Oral Language Grammar
Comprehensi Comprehensi g Developme and and Fluency Awarene
on on Comprehensi nt Compositi ss
on on
2.2.3:
Determine
tone, mood,
technique, and
purpose of
the author
EN8RC-Ie-7: Use EN8LC-Ie-9: EN8VC-Ie-9: EN8V-Ie-4: Use EN8LT-Ie-8: EN8WC-Ie-6: EN8OL-Ie-5: Use EN8G-Ie-7: Use
the appropriate Determine how Organize appropriate Describe the Organize notes appropriate parallel structures.
reading style volume, projection, information strategies in notable taken from an prosodic features EN8G-Ie-8: Use
(scanning, pitch, stress, from a material unlocking the literary expository text of speech when appropriate
skimming, speed intonation, viewed meaning of genres EN8WC-Ie- delivering lines cohesive devices
reading, intensive juncture, and unfamiliar contributed 6.1: in composing an
reading etc.) for speech rate serve words and by African Arrange notes informative speech
one’s purpose as carriers of idiomatic writers using a variety
meaning expressions EN8LT-Ie- of graphic
2.2: organizers
5
Explain how
the elements
specific to a
genre
contribute to
the theme of a
particular
literary
selection
EN8LT-Ie-
2.2.3:
Determine
tone, mood,
technique, and
purpose of
the author
EN8RC-If-7: Use EN8LC-If-5.2: Note EN8VC-If-9: EN8V-If-6: EN8LT-If-7: EN8WC-If-6: EN8OL-If-5: Use EN8G-If-7: Use
the appropriate the changes in Organize Determine the Appreciate Organize appropriate parallel structures
reading style volume, information meaning of literature as a notes taken prosodic features EN8G-If-8: Use
(scanning, projection, pitch, from a material words and means of from an of speech when appropriate
6 skimming, speed stress, intonation, viewed expressions understanding expository delivering lines cohesive devices
reading, intensive juncture, and rate that reflect the the human text EN8WC- in composing an
reading etc.) for of speech that local culture by being and the If-6.1: informative speech
one’s purpose affect meaning noting context forces Arrange notes
clues he/she needs using a variety
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K to 12 BASIC EDUCATION
CURRICULUM to contend of graphic
with organizers
EN8RC-Ig-7.1: Read EN8LC-Ig-5.2: EN8VC-Ig-15: EN8V-Ig-6: EN8LT-Ig-8: EN8WC-Ig-6: EN8F-Ig-3: EN8G-Ig-7: Use
intensively to Note Compare and Determine the Describe the Organize notes Deliver a self- parallel structures
determine the the changes in contrast the meaning of notable taken from an composed EN8G-Ig-8: Use
author’s purpose volume, presentation of words and literary expository text informative appropriate
7
projection, pitch, the same topic expressions genres EN8WC-Ig- speech EN8OL- cohesive devices
stress, intonation, in different that reflect the contributed 6.2: Ig-3.8: in composing an
juncture, and rate viewing genres local culture by by African Arrange notes in Use the correct informative speech
of speech that noting writers one-step stance
affect meaning context EN8LT-Ig- word, and
clues 2.3: phrase, and behavior
Draw
similarities

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K to 12 BASIC EDUCATION
SECOND QUARTER CURRICULUM

The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of
PERFORMANCE
effective paragraphs, appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance,
STANDARD and behavior.

RC LC VC V LT WC F G
Week Reading Listening Viewin Vocabulary Literature Writing Oral Language Grammar
Comprehensi Comprehensi g Developme and and Fluency Awarene
on on Comprehensi nt Compositi ss
on on
EN8RC-IIa-2.22: EN8LC-IIa-7: EN8VC-IIa-1.3: EN8V-IIa-24.1: EN8LT-IIa-9.1: EN8WC-IIa-2.8: EN8OL-IIa-5: Use EN8G-IIa-9: Use
Evaluate the Employ Predict the gist Distinguish Describe the Compose the appropriate appropriate
personal appropriate of the material between and notable effective prosodic features grammatical
significance of a listening skills viewed based on among verbal, literary paragraphs of speech when signals or
literary text and strategies the title, situational, and genres EN8WC-IIa- delivering an expressions
EN8RC-IIa-2.18: suited to long pictures, and dramatic types contributed 2.8.7: Limit a entertainment suitable to each
Relate content or descriptive and excerpts of irony and by East topic speech pattern of idea
1 theme to previous narrative texts EN8VC-IIa-17: give examples Asian writers development:
experiences and EN8LC-IIa-7.2: Discern positive of each EN8LT-IIa-9.2:  general
background Employ and negative Identify the to
knowledge projective messages distinguishi particula
listening conveyed in a ng features r
strategies with material viewed of notable  claim and
longer stories East Asian counterclai
poems, m
folktales,  proble
and m-
short stories solution
 cause-effect
 and others

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K to 12 BASIC EDUCATION
EN8RC-IIb-2.22: EN8LC-IIb-7: CURRICULUM
EN8VC-IIb-1.3: EN8V-IIb-24.1: EN8LT-IIb-9.1: EN8WC-IIb-2.8: EN8OL-IIb-5: Use EN8G-IIb-9: Use
Evaluate the Employ Predict the gist Distinguish Describe the Compose the appropriate appropriate
personal appropriate of the material between and notable effective prosodic features grammatical
significance of a listening skills viewed based on among verbal, literary paragraphs of speech when signals or
literary text and strategies the title, situational, and genres EN8WC-IIb- delivering an expressions
2 EN8RC-IIb-2.18: suited to long pictures, and dramatic types contributed 2.8.8: Use a entertainment suitable to each
Relate content or descriptive and excerpts of irony and by East variety of speech pattern of idea
theme to previous narrative texts EN8VC-IIb-17: give examples Asian writers techniques to development:
experiences and EN8LC-IIb-6.2: Discern positive of each EN8LT-IIb-9.2: introduce a  general
background Infer dominant and negative Identify the topic to
knowledge thoughts and messages distinguishi particula
feelings expressed conveyed ng features r
in the text in a material of  claim and
listened to

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K to 12 BASIC EDUCATION
RC LC CURRICULUM V
VC LT WC F G
Week Reading Listening Viewin Vocabulary Literature Writing Oral Language Grammar
Comprehensi Comprehensi g Developme and and Fluency Awarene
on on Comprehensi nt Compositi ss
on on
viewed notable counterclaim
East Asian  proble
poems, m-
folktales, solution
and short  cause-effect
stories  and others
EN8RC-IIc-2.22: EN8LC-IIc-7: EN8VC-IIc-1.3: EN7V-IIc-24.1: EN8LT-IIc-2.2: EN8WC-IIc-2.8: EN8OL-IIc-3.11: EN8G-IIc-9: Use
Evaluate the Employ Predict the gist Distinguish Explain how Compose Produce the appropriate
personal appropriate of the material between and the elements effective sounds of English grammatical
significance of a listening skills viewed based on among verbal, specific to a paragraphs correctly and signals or
literary text and strategies the title, situational, and genre EN8WC-IIc- effectively when expressions
EN8RC-IIc-2.1.7: suited to long pictures, and dramatic types contribute to 2.2.1: delivering an suitable to each
React to assertions descriptive and excerpts of irony and the theme of a Develop entertainment pattern of idea
made by the narrative texts EN8VC-IIc-17: give examples particular related speech development:
3 author in the text EN8LC-IIc-2.13: Discern positive of each literary support  general
Determine the and negative selection sentences to
tone and mood of messages EN8LT-IIc- particula
the speaker or conveyed in a 2.2.1: r
characters in the material viewed Express  claim and
narrative listened appreciation counterclai
to for sensory m
images used  proble
m-
solution
 cause-effect
 and others
EN8RC-IId-2.22: EN8LC-IId-7: EN8VC-IId-1.3: EN8V-IId-24.1: EN8LT-IId-2.2: EN8WC-IId-2.8: EN8OL-IId-3.11: EN8G-IId-9: Use
Evaluate the Employ Predict the gist Distinguish Explain how Compose Produce the appropriate
personal appropriate of the material between and the elements effective sounds of English grammatical
significance of a listening skills viewed based on among verbal, specific to a paragraphs correctly and signals or
literary text and strategies the title, situational, and genre EN8WC-IId- effectively when expressions
suited to long pictures, and dramatic types contribute to 2.8.9: Use a delivering an suitable to each
descriptive and excerpts of irony and the theme of a variety of entertainment pattern of idea
4 narrative texts EN8VC-IId-17: give examples particular techniques to speech development:
EN8LC-IId-2.13: Discern positive of each literary formulate a  general
Determine the and negative selection conclusion to
tone and mood of messages EN8LT-IId- particula
the speaker or conveyed in a 2.2.2: r
characters in the material viewed Explain the  claim and
narrative listened literary counterclai
to devices m
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K to 12 BASIC EDUCATION
CURRICULUM used  proble
m-
solution
 cause-effect
 and others
EN8SS-IIe-1.2: EN8LC-IIe-7: EN8VC-IIe-1.3: EN8V-IIe-24: EN8LT-IIe-0-9: EN8WC-IIe-2.2: EN8OL-IIe-2.6: EN8G-IIe-9: Use
Explain visual- Employ Predict the gist Discriminate Appreciate Develop Use appropriate
5
verbal relationships appropriate of the material between literature as paragraphs appropriate grammatical
illustrated listening skills viewed an that non-verbal signals
literal
in tables, graphs, and and based on the title, art form illustrate each cues or expressions
strategies suited to inspired text when delivering

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K to 12 BASIC EDUCATION
EN8SS-IIg-1.2: EN8LC-IIg-7: CURRICULUM
EN8VC-IIg-1.3: EN8V-IIg- EN8LT-IIg-2.2: EN8WC-IIg-2.2: EN8OL-IIg-3: EN8G-IIg-9: Use
Explain visual- Employ Predict the gist 10.1.4: Explain how Develop Deliver a self- appropriate
verbal relationships appropriate of the material Identify figures the elements paragraphs that composed grammatical
illustrated in tables, listening skills viewed based on of speech that specific to a illustrate each entertainment signals or
graphs, and and strategies the title, show genre text type speech using all expressions
information maps suited to long pictures, and emphasis contribute to (narrative in the needed suitable to each
found in expository descriptive and excerpts (hyperbole the theme of a literature, speech pattern of idea
texts narrative texts EN8VC-IIg-17: and litotes) particular expository, conventions development:
7
EN8RC-IIg-11: EN8LC-IIg-3.12: Discern positive literary explanatory, EN8OL-IIh-  general
Transcode Listen to and negative selection factual and 3.13: to
information from paraphrase messages EN8LT-IIg- personal Maintain the particula
linear to non- linear information/ideas conveyed in a 2.2.3: recount, interest of the r
texts and vice- material viewed Determine persuasive) audience by  claim and
versa tone, mood, delivering counterclai
technique, and punch lines m
purpose of the effectively  proble
author m-
solution
 cause-effect
 and others

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K to 12 BASIC EDUCATION
RC LC CURRICULUM V
VC LT WC F G
Week Reading Listening Viewin Vocabulary Literature Writing Oral Language Grammar
Comprehensi Comprehensi g Developme and and Fluency Awarene
on on Comprehensi nt Compositi ss
on on
EN8SS-IIh-1.2: EN8LC-IIh-7: EN8VC-IIh-1.3: EN8V-IIh- EN8LT-IIh-2.3: EN8WC-IIh-2.2: EN8OL-IIh-3: EN8G-IIh-9: Use
Explain visual- Employ Predict the gist 10.1.4: Draw Develop Deliver a self- appropriate
verbal relationships appropriate of the material Identify figures similarities paragraphs that composed grammatical
illustrated in tables, listening skills viewed based on of speech that and illustrate each entertainment signals or
graphs, and and strategies the title, show differences of text type speech using all expressions
information maps suited to long pictures, and emphasis the featured (narrative in the needed suitable to each
found in expository descriptive and excerpts (hyperbole selections in literature, speech pattern of idea
8 texts narrative texts EN8VC-IIh-17: and litotes) relation to the expository, conventions development:
EN8RC-IIh-2.15: EN8LC-IIh-7.2: Discern positive theme explanatory,  general
Organize Employ and negative factual and to
information in projective messages personal particula
tables, graphs, and listening conveyed in a recount, r
maps strategies with material viewed persuasive)  claim and
longer stories counterclai
m
 proble
m-
solution
 cause-effect
 and others
EN8SS-IIi-1.2: EN8LC-IIi-7: EN8VC-IIi-1.3: EN8V-IIi-24: EN8LT-IIi-3: EN8WC-IIi-2.2: EN8OL-IIi-3: EN8G-IIi-9: Use
Explain visual- Employ Predict the gist Discriminate Explain how a Develop Deliver a self- appropriate
verbal relationships appropriate of the material between selection may paragraphs that composed grammatical
illustrated in tables, listening skills viewed based on be influenced illustrate each entertainment signals or
literal and
graphs, and and strategies the title, by culture, text type speech using all expressions
information maps suited to long pictures, and figurative history, (narrative in the needed suitable to each
found in expository descriptive and excerpts language environment, literature, speech pattern of idea
texts narrative texts EN8VC-IIi-17: or other expository, conventions development:
9
EN8RC-IIi-2.15: EN8LC-IIi-7.2: Discern positive factors explanatory,  general
Organize Employ and negative factual and to
information in projective messages personal particula
tables, graphs, and listening conveyed in a recount, r
maps strategies with material viewed persuasive)  claim and
longer stories counterclai
m
 proble
m-
solution
 cause-effect
 and others
10 Culminating
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K to 12 BASIC EDUCATION
CURRICULUM Task

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K to 12 BASIC EDUCATION
CURRICULUM
THIRD QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts
PROGRAM STANDARD
types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other
GRADE LEVEL
texts types for a deeper appreciation of Philippine Culture and those other countries.
STANDARD
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in
CONTENT STANDARD processing textual information; strategies in examining features of a listening and viewing material; structural analysis of
words and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay featuring
PERFORMANCE use of properly
STANDARD acknowledged information sources, grammatical signals for opinion-making , persuasion, and emphasis, and appropriate
prosodic features, stance,and behavior.

RC LC VC V LT WC F G
Week Reading Listening Viewin Vocabulary Literature Writing Oral Language Grammar
Comprehensi Comprehensi g Developme and and Fluency Awarene
on on Comprehensi nt Compositi ss
on on
EN8RC-IIIa-12.1: EN8LC-IIIa-7.3: EN8VC-IIIa- EN8V-IIIa-15.3: EN8LT-IIIa-11: EN8SS-IIIa-1.10: EN8OL-IIIa- EN8RC-IIIa-10:
Recognize Determine the 3.4/4.4/5.4 Explain the Identify the Organize 3.11: Use the Share ideas
propaganda target audience of : meaning of a notable information correct sounds using opinion-
techniques used in a listening text Determine the word through literary about a chosen of English marking
a given text and the target audience structural genres subject using a during speech signals
objective/s of the of a material analysis contributed graphic delivery EN8G-IIIa-3.6: Use
speaker viewed (prefixes, roots, by Southeast organizer modals
suffixes) Asian writers appropriately
EN8LT-IIIa-
1
11.1: Identify
the
distinguishing
features of
notable
poems, short
stories,
dramas, and
novels
contributed by
Southeast
Asian
writers

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K to 12 BASIC EDUCATION
EN8RC-IIIb-12.1: EN8LC-IIIb-8.2: CURRICULUM
EN8VC-IIIb- EN8V-IIIb-15.3: EN8LT-IIIb-11: EN8WC-IIIb- EN8OL-IIIb-5: EN8RC-IIIb-10:
Recognize Judge the 3.4/4.4/5.4 Explain the Identify the 1.1.6: Observe the use Share ideas
propaganda relevance and : meaning of a notable Transcode of correct stress, using opinion-
2
techniques used in worth of ideas Determine the word through literary information pitch, and marking
a given text presented in the target audience structural genres from a graphic juncture when signals
text listened to of a material analysis contributed organizer to a delivering a EN8G-IIIb-3.6: Use
viewed (prefixes, roots, by topic or persuasive speech modals
Southeast Asian sentence outline appropriately

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K to 12 BASIC EDUCATION
EN8RC-IIId-12: EN8LC-IIId-8.2: CURRICULUM
EN8VC-IIId-18: EN8V-IIId-25: EN8LT-IIId- EN8WC-IIId- EN8OL-IIId-5: EN8G-IIId-11: Use
Utilize coping Judge the Determine the Use appropriate 2.2: Explain 2.2.16: Observe the use appropriate
reading strategies relevance and issue and strategies for how the Compose an of correct stress, documentation
to process worth of ideas stand unlocking elements informative pitch, and EN8G-IIId-3.6:
information in a presented in the presented in unfamiliar specific to a essay juncture when Use
text text listened to the material words genre delivering a modals
4
viewed contribute to persuasive appropriately
the theme of a speech
particular
literary
selection
EN8LT-IIId-
2.2.4:
Explain
figurative
language used
EN8RC-IIIe-2.1.7: EN8LC-IIIe-7.1: EN8VC-IIIe-18: EN8V-IIIe-12.3: EN8LT-IIIe-10: EN8SS-IIIe-1.6: EN8OL-IIIe- EN8G-IIIe-3.6: Use
React to what is Determine the Determine the Arrive at Appreciate Show respect for 1.14: Use modals
5 asserted or stand of the issue and meanings literature as intellectual appropriate appropriately
expressed in a text speaker on a given stand through context a mirror to property rights persuasive EN8G-IIIe-12: Use
issue presented presented in clues a by devices emphasis markers
in the text listened the shared heritage acknowledging for persuasive
to material viewed purposes

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CURRICULUM ideas, tone,
and purposes
of the author
EN8RC-IIIh-3.1.12: EN8LC-IIIh-7.4: EN8VC-IIIh-19: EN8V-IIIh-26: EN8LT-IIIh- EN8SS-IIIh-1.6: EN8OL-IIIh-3: EN8RC-IIIh-10:
Examine biases (for Determine Judge the Analyze 2.3: Identify Show respect for Deliver a self- Share ideas
or against) made various social, relevance and intention of similarities and intellectual composed using opinion-
by the author moral, and worth of ideas words or differences of property rights persuasive marking
8
economic issues presented in expressions the featured by speech signals
discussed in the the material used in selections acknowledging EN8G-IIIh-3.6: Use
text listened to viewed propaganda citations made in modals
techniques an appropriately
informative EN8G-IIIh-12: Use
essay emphasis markers
for

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FOURTH QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts
PROGRAM STANDARD
types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other
GRADE LEVEL
texts types for a deeper appreciation of Philippine Culture.
STANDARD
The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs;
CONTENT STANDARD information flow in various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use
of information sources, active/passive constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic
writing.
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and
PERFORMANCE delivering a memorized oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-
STANDARD making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.

RC LC VC V LT WC F G
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K to 12 BASIC EDUCATION
Week Reading Listening CURRICULUM
Viewin Vocabulary Literature Writing Oral Language Grammar
Comprehensi Comprehensi g Developme and and Fluency Awarene
on on Comprehensi nt Compositi ss
on on
EN8RC-IVa-2.21.1: EN8LC-IVa-2.5: EN8VC-IVa-20: EN8V-IVa-15: EN8LT-IVa-13: EN8WC-IVa- EN8OL-IVa-3.11: EN8G-IVa-15: Use
Identify positions Predict what is to Analyze the Use various Identify notable 3.4.1: Identify Use the correct appropriate
1
of a topic sentence follow after a elements that strategies literary features of production of modifiers
segment of a make up reality in genres journalistic the sounds of EN8G-IVa-16: Use
text and decoding contributed writing English appropriate logical
the by

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EN8RC-IVc-13.1: EN8LC-IVc-3.2: CURRICULUM
EN8VC-IVc-15: EN8V-IVc-15: EN8LT-IVc-13: EN8WC-IVc- EN8OL-IVc-3.11: EN8G-IVc-14: Use
Note explicit and Raise questions Compare Use various Identify 3.4.2: Use the correct direct and
implicit signals about the text and strategies in notable Distinguish production of reported speech
(like cohesive listened to contrast decoding the literary among types of the sounds of in journalistic
devices) used by one’s meaning of genres journalistic English when writing
the writer beliefs/ words contributed writing (news delivering a EN8G-IVc-15: Use
3
convictions with by South and report, opinion manuscript or appropriate
those presented West Asian article, feature memorized modifiers
in a material writers article, and speech in an
viewed EN8LT-IVc- sports news oration, in a
13.1: Identify article) declamation or
the in a dramatic
distinguishing monologue
features found
in
religious
texts, epics,
myths,

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process CURRICULUM
information in a text
EN8RC-IVf-10.2: EN8LC-IVf-10: EN8VC-IVf-15: EN8V-IVf-15: EN8LT-IVf-2.2: EN8WC-IVf-7: EN8OL-IVf-5: EN8G-IVf-13: Use
Distinguish Process speech Compare Use various Explain how Use primary Use active and
between general delivered by and strategies in the elements and secondary the appropriate passive
and specific making inferences contrast decoding the specific to a sources to prosodic features constructions in
statements from what has one’s meaning of genre develop a topic of speech like journalistic
6
been listened to beliefs/ words contribute to for journalistic pitch, stress, contexts EN8G-
convictions with the theme of a writing juncture, volume, IVf-16: Use
those presented particular and projection, appropriate
in a material literary intonation and logical
viewed selection speech rate connectors for
EN8LT-IVf- emphasis
2.2.1: Express

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EN8RC-IVi-15: EN8LC-IVi-3.14: CURRICULUM
EN8VC-IVi-15: EN8V-IVi-15: EN8LT-IVi-12: EN8WC-IVi-3.4: EN8OL-IVi-1.5: EN8G-IVi-13: Use
Synthesize Summarize Compare Use various Appreciate Compose Deliver a active and
essential information from and strategies in literature as journalistic manuscript/mem passive
information found the text listened contrast decoding the an expression texts ori zed oral constructions in
9
in a given text to one’s meaning of of speech with journalistic
beliefs/ words philosophical ease and fluency contexts EN8G-
convictions with and religious before an IVi-14: Use
those presented ideals audience direct and reported
in a material speech in
viewed journalistic writing

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10 Culminating Task

Grade 8 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
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RC - Reading Comprehension
1Q
Scan for logical connectors to determine the text 1. *English Arts I. 2000. pp 11, 12.
EN8RC-Ia-
type 2. *English Expressways II. 2007. pp 72, 118, 165-166, 216.
7.2 EN8RC-
3. *English Expressways III. 2007. pp 238-239.
Ib-7.2
Skim to determine key ideas 1. *English Arts I. 2000. pp 31.
EN8RC-Ic- 2. *New Horizons in Learning English I. 1999. pp 29-34.
1.5.1 EN8RC- 3. *English Expressways II. 2007. pp 56, 216.
Id-1.5.1 4. *English Expressways III. 2007. pp 44-45, 113.
Use the appropriate reading style (scanning, EN8RC-Ie- 1. *English Expressways II. 2007. pp 56, 72, 118, 165-166, 216-217.
skimming, speed reading, intensive reading etc.) for 7 EN8RC-
one’s purpose If-7
Read intensively to determine the author’s purpose EN8RC-Ig- 1. *English Expressways II. 2007. pp 216-217.
7.1 EN8RC- 2. *English Expressways III. 2007. pp 9-11, 206-207.
Ih-7.1
Use the appropriate reading style (scanning, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
EN8RC-Ii-7
skimming, speed reading, intensive reading etc.) for 1. *English Expressways III. 2007. pp 286-287.
one’s purpose
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2Q CURRICULUM
Relate content or theme to previous 1. BEAM ENG8 Module 6 – Making Outlines.
EN8RC-IIa-2.18
experiences and background knowledge 2. *English Expressways III. 2007. pp 250.
Relate content or theme to previous experiences 1. BEAM ENG8 Module 6 – Making Outlines.
EN8RC-IIb-2.18
and background knowledge 2. *English Expressways III. 2007. pp 250.
Explain visual-verbal relationships illustrated in 1. BEAM ENG8 Module 5 – Organizing in Non-
EN8RC-IIe-1.2
tables, graphs, and information maps found in Linear Text. 2. *English Arts I. 2000. pp 174,
expository texts 175, 178.

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K to 12 BASIC EDUCATION
Note explicit and implicit signals (like cohesive CURRICULUM 1. BEAM ENG8 – Social Issues Affecting the Community.
devices) used by the writer EN8RC-IVc-13.1 2. *English Expressways II. 2007. pp 153-154, 195.
3. *English Expressways III. 2007. pp 92-94.
Interpret and follow instructions, directions, notices, 1. *English Arts I. 2000. pp 47, 48, 61, 82, 83, 101, 132.
EN8RC-IVd-14.1
rules and regulations
Use text type knowledge (narrative in literature, 1. *English Expressways II. 2007. pp 83-89, 130-133, 159.
instructions, explanation, factual and personal EN8RC-IVe-13
recount,
persuasive, expository) to process information in a
text
Distinguish between general and specific EN8RC-IVf-10.2 1. *English Expressways II. 2007. pp 68-71, 190-195.
statements

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LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
Learning Materials are CODE
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Draw conclusions from a set of details EN8RC-IVh-2.12 1. *English Expressways II. 2007. pp 140, 240-241, 252-253.
LC- Listening Comprehension
1Q
Listen for important points signaled by volume, 1. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
EN8LC-Ia-5.1
projection, pitch, stress, intonation, juncture, and 2. *English Expressways III. 2007. pp 38.
rate of speech
Listen for important points signaled by volume, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
projection, pitch, stress, intonation, juncture, and 2. *English Arts I. 2000. pp 10, 11.
EN8LC-Ib-5.1
rate of speech 3. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
4. *English Expressways III. 2007. pp 106-107, 120-121.
Listen for important points signaled by volume, 1. BEAM ENG 8 Module 1 – Noting Cultural
projection, pitch, stress, intonation, juncture, and Differences. 2. *English Arts I. 2000. pp 31,
rate of speech EN8LC-Ic-5.1 32, 238, 239.
3. *New Horizons in Learning English I. 1999. pp 105-108.
4. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
5. *English Expressways III. 2007. pp 105-107, 120-121.
Listen for important points signaled by volume, 2. BEAM ENG 8 Module 1 – Noting Cultural Differences.
EN8LC-Id-5.1
projection, pitch, stress, intonation, juncture, and 3. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
rate of speech
Determine how volume, projection, pitch, stress, 1. *English Arts I. 2000. pp 10, 11.
intonation, juncture, and speech rate serve as EN8LC-Ie-9 2. *English Expressways III. 2007. pp 38, 105-107, 120-121.
carriers of meaning
Note the changes in volume, projection, pitch, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
stress, intonation, juncture, and rate of speech that EN8LC-If-5.2 2. *English Arts I. 2000. pp 10, 11.
affect 3. *English Expressways II. 2007. pp 12, 28-30, 44, 64-65, 184-185.
meaning
Note the changes in volume, projection, pitch, 1. *English Expressways III. 2007. pp 38.
stress, intonation, juncture, and rate of speech that EN8LC-Ig-5.2
affect
meaning
Note the changes in volume, projection, pitch, 1. BEAM ENG 8 Module 1 – Noting Cultural
stress, intonation, juncture, and rate of speech Differences. 2. *English Arts I. 2000. pp. 31,
EN8LC-Ih-5.2
that affect meaning 32, 238, 239.
3. *New Horizons in Learning English I. 1999. pp 105-108.
4. *English Expressways III. 2007. pp 105-107.
Note the changes in volume, projection, pitch, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
stress, intonation, juncture, and rate of speech that EN8LC-Ii-5.2 2. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
affect
meaning
2Q
Employ appropriate listening skills and strategies EN8LC-IIa- 1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
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suited to long descriptive and narrative texts 7 CURRICULUM
EN8LC-
IIb-7
EN8LC-IIc-
7
EN8LC-IId-
7 EN8LC-
IIe-7
Employ projective listening strategies with longer EN8LC-IIa- 1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
stories 7.2 EN8LC-
IIh-7.2
EN8LC-IIi-7.2

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LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
Learning Materials are CODE
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Infer dominant thoughts and feelings expressed 1. *English Expressways II. 2007. pp 78-79, 109, 173-174, 210-211, 258, 270.
EN8LC-IIb-6.2
in the text listened to
Determine the tone and mood of the speaker or EN8LC-IIc- 1. *English Arts I. 2000. pp 218, 236.
characters in the narrative listened to 2.13 EN8LC- 2. *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
IId-2.13
Infer the theme of the text listened to EN8LC-IIe-2.17.3 1. *English Expressways II. 2007. pp 12, 98, 140.
Formulate predictions about the contents of the 1. BEAM ENG8 Module 6 – Making Outlines.
EN8LC-IIf-2.5
listening text 2. *English Expressways II. 2007. pp 99, 140-141.
Listen to paraphrase information/ideas 1. *English Expressways II. 2007. pp 78-79, 109, 140-141, 198.
EN8LC-IIg-3.12
2. *English Arts III. 2000. pp 94, 113-114.
Employ appropriate listening skills and strategies 1. *English Arts I. 2000. pp 218, 236.
EN8LC-IIi-7
suited to long descriptive and narrative texts 2. *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
3Q
Determine the target audience of a listening text 1. *English Expressways II. 2007. pp 27-28, 98, 109, 210-211, 258-259, 270.
EN8LC-IIIa-7.3
and the objective/s of the speaker
Judge the relevance and worth of ideas presented 1. *English Arts III. 2000. pp 104, 156, 255-256.
EN8LC-IIIb-
in the text listened to 2. *English Expressways II. 2007. pp 78-79, 109-110.
8.2 EN8LC-
3. *English Expressways III. 2007. pp 31-33, 128-131, 288-289.
IIId-8.2
Determine the stand of the speaker on a given issue 1. *English Arts I. 2000. pp 237, 238.
presented in the text listened to EN8LC-IIIe-7.1 2. *English Expressways II. 2007. pp 270.
3. *English Expressways III. 2007. pp 36-37.
Distinguish facts from opinion cited in the text EN8LC-IIIf-2.10 1. *English Expressways II. 2007. pp 76-77, 174-176, 208-209, 276-277.
listened to
4Q
Predict what is to follow after a segment of a text 1. *English Expressways II. 2007. pp 99, 140-141.
EN8LC-IVa-2.5
listened to
Infer thoughts and feelings expressed in a text EN8LC-IVb-6.2
listened to
Judge the relevance and worth of ideas presented EN8LC-IVd- 1. *English Arts III. 2000. pp 104, 156, 255-256.
in the text listened to 8.2 EN8LC- 2. *English Expressways III. 2007. pp 128-131, 288-289.
IVg-8.2
Summarize information from the text listened to. EN8LC-IVe- 1. *English Expressways II. 2007. pp 78-79, 109-110, 173-174.
3.14 EN8LC-
IVi-3.14
Process speech delivered by making inferences EN8LC-IVf- 1. *English Expressways II. 2007. pp 12, 98, 140.
from what has been listened to 10 EN8LC- 2. *English Expressways III. 2007. pp 288-289, 327-329.
IVh-10
VC- Viewing Comprehension
1Q

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Use context clues from the material viewed to CURRICULUM 1. BEAM ENG8 Module 2 – Establishing Links Among People.
EN8VC-Ia-8
determine the meaning of unfamiliar words or
expressions
Use context clues from the material viewed to 1. BEAM ENG8 Module 2 – Establishing Links Among People.
EN8VC-Ib-8
determine
the meaning of unfamiliar words or expressions
Use context clues from the material viewed to 1. BEAM ENG8 Module 2 – Establishing Links Among People.
EN8VC-Ic-8
determine the meaning of unfamiliar words or
expressions
2Q

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Explain the meaning of a word through structural CURRICULUM 1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248.
analysis (prefixes, roots, suffixes) 2. *English Expressways II. 2007. pp 5, 22-23, 58.
EN8V-IIIa-15.3
3. *English Arts III. 2000. pp 113.
4. *English Expressways III. 2007. pp 29-30, 114-115.
Explain the meaning of a word through structural 1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248.
analysis (prefixes, roots, suffixes) EN8V-IIIb-15.3 2. *English Arts III. 2000. pp 113.
3. *English Expressways III. 2007. pp 114-115.

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Determine tone, mood, technique, and purpose of CURRICULUM 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing
the author Feelings and Attitudes.
EN8LT-Ie-2.2.3
2. *English Arts I. 2000. pp 7, 8, 9, 218.
3. *English Expressways III. 2007. pp 9-11, 206-207.
Explain how a selection may be influenced by 1. *English Expressways III. 2007. pp 179.
EN8LT-Ih-3
culture, history, environment, or other factors
2Q
Express appreciation for sensory images used EN8LT-IIc-2.2.1 1. *English Arts I. 2000. pp. 246, 247.

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LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
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2. *English Expressways III. 2007. pp 180-181, 281-285.
Determine tone, mood, technique, and purpose of 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing
the author EN8LT-IIf-2.2.3 Feelings and Attitudes.
2. *English Arts I. 2000. pp 218, 236.
Determine tone, mood, technique, and purpose of 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing
the author Feelings and Attitudes.
EN8LT-IIg-2.2.3
2. *English Arts I. 2000. pp 7, 8, 9, 218.
3. *English Expressways III. 2007. pp 9-11, 206-207.
Explain how a selection may be influenced by 1. *English Expressways III. 2007. pp 179.
EN8LT-IIi-3
culture, history, environment, or other factors
3Q
Identify the distinguishing features of notable 1. *New Horizons in Learning English I. 1999. pp 177-183, 189-191, 205-205.
poems, EN8LT-IIIa-11.1
short stories, dramas, and novels
contributed by Southeast Asian writers
Express appreciation for sensory images used EN8LT-IIIc-2.2.1 1. *English Arts I. 2000. pp 246, 247.
Explain figurative language used EN8LT-IIId-2.2.4 1. *English Expressways III. 2007. pp 248-249.
Determine key ideas, tone, and purposes of the 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing
EN8LT-IIIf-2.2.5
author Feelings and Attitudes.
Determine key ideas, tone, and purposes of the 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing
author Feelings and Attitudes.
EN8LT-IIIg-2.2.5
2. *English Arts I. 2000. pp 7, 8, 9, 218.
3. *English Expressways III. 2007. pp 9-11, 206-207.
4Q
Express appreciation for sensory images used EN8LT-IVf-2.2.1 1. *English Arts I. 2000. pp 246, 247.
Explain figurative language used EN8LT-IVf-2.2.4 1. *English Arts I. 2000. pp 43-45, 187, 188, 245, 246.
Determine key ideas, tone, and purposes of the 1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing
author EN8LT-IVg-2.2.5 Feelings and Attitudes.
2. *English Expressways III. 2007. pp 9-11, 206-207.
WC- Writing and Composition
1Q
Present ideas using a variety of graphic organizers 1. *New Horizons in Learning English I. 1999. pp 13-14, 162-163, 191-192, 215-216,
EN8WC-Ia-1.1.6.1
269-270.
2. *English Expressways II. 2007. pp 14-18, 150-152, 242.
Organize ideas in one-step word, phrase, and 1. *English Expressways II. 2007. pp 94-95, 283-289.
EN8WC-Ib-1.1.6
sentence outline forms
Organize ideas in one-step word, phrase, and 1. *New Horizons in Learning English I. 1999. pp 243-244.
EN8WC-Ic-1.1.6
sentence outline forms
Organize ideas in one-step word, phrase, and 1. *English Arts I. 2000. pp 197-199.
EN8WC-Id-1.1.6
sentence outline forms 2. *New Horizons in Learning English I. 1999. pp 243-244.

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Arrange notes using a variety of graphic organizers CURRICULUM
EN8WC-Ie- 1. *New Horizons in Learning English I. 1999. pp 13-14, 162-163, 191-192, 215-216,
6.1 EN8WC- 269-270.
If-6.1 2. *English Expressways II. 2007. pp 14-18, 150-152, 242.

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LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
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3. *English Expressways III. 2007. pp 290-291.
Arrange notes in one-step word, phrase, and 1. *English Expressways II. 2007. pp 44-45, 283-289.
EN8WC-Ig-6.2
sentence outline forms
Arrange notes in one-step word, phrase, and 1. *New Horizons in Learning English I. 1999. pp 243-244.
EN8WC-Ih-6.2
sentence outline forms
Arrange notes in one-step word, phrase, and 1. *English Arts I. 2000. pp 197-199.
EN8WC-Ii-6.2
sentence outline forms 2. *New Horizons in Learning English I. 1999. pp 243-244.
2Q
Compose effective paragraphs EN8WC-IIa- 1. *English Arts I. 2000. pp. 228-230.
2.8 EN8WC- 2. *English Expressways II. 2007. pp 81-82, 111-113, 158, 175.
IIb-2.8 3. *English Arts III. 2000. pp 36-37, 99, 197.
EN8WC-IIc- 4. *English Expressways III. 2007. pp 17-18, 63-65.
2.8
EN8WC-IId-2.8
Develop related support sentences EN8WC-IIc-2.2.1 1. *English Expressways II. 2007. pp 12 82, 91, 200-201.
Use a variety of techniques to formulate a EN8WC-IId-2.8.9 1. *English Expressways II. 2007. pp 11.
conclusion
Develop paragraphs that illustrate each text type 1. BEAM ENG8 – Social Issues Affecting the Community.
(narrative in literature, expository, explanatory, EN8WC-IIe-2.2 2. *English Arts I. 2000. pp 52, 231.
factual and personal recount, persuasive) 3. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
Develop paragraphs that illustrate each text 1. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
type (narrative in literature, expository, EN8WC-IIf-2.2
explanatory, factual
and personal recount, persuasive)
Develop paragraphs that illustrate each text 1. *English Arts I. 2000. pp 253.
type (narrative in literature, expository, EN8WC-IIg-2.2 2. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
explanatory, factual
and personal recount, persuasive)
Develop paragraphs that illustrate each text 1. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
type (narrative in literature, expository, EN8WC-IIh-2.2
explanatory, factual and personal recount,
persuasive)
Develop paragraphs that illustrate each text type 1. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
(narrative in literature, expository, explanatory, EN8WC-IIi-2.2
factual and personal recount, persuasive)
3Q
Organize information about a chosen subject 1. *English Expressways II. 2007. pp 94-95, 283-284.
EN8WC-IIIa-1.10
using a graphic organizer 2. *English Expressways III. 2007. pp 290-291.
Transcode information from a graphic organizer to 1. *English Expressways II. 2007. pp 14-18, 150-152, 242.
EN8WC-IIIb-1.1.6
a topic or sentence outline
Compose an informative essay 1. *English Arts I. 2000. pp 69.
EN8WC-IIId-
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K to 12 BASIC EDUCATION
CURRICULUM 2. *English Expressways II. 2007. pp 81-82, 158.
2.2.16 EN8WC-
IIIi-2.2.16
Acknowledge sources by creating a bibliography EN8WC-IIIe- 1. *English Expressways III. 2007. pp 230-231.
1.6.3 EN8WC-
IIIf-1.6.3
4Q
Distinguish among types of journalistic writing EN8WC-IVb-3.4.2 1. *English Expressways II. 2007. pp 81-82, 158.
(news

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K to 12 BASIC EDUCATION
CURRICULUM
IVc-15
EN8G-IVe-
15 EN8G-
IVg-15
EN8G-IVi-15
Use appropriate logical connectors for emphasis EN8G-IVa- 1. *English Expressways II. 2007. pp 64-65.
16 EN8G-
IVf-16
EN8G-IVg-
16 EN8G-
IVi-16
Use active and passive constructions in EN8G-IVb- 1. *English Expressways II. 2007. pp 77-78.
journalistic contexts 13 EN8G-
IVf-13
EN8G-IVh-13

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K to 12 BASIC EDUCATION
CURRICULUM
GRADE 9
FIRST
QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts
PROGRAM STANDARD
types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/her understanding of British-American Literature,
GRADE LEVEL
including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other
STANDARD
countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
CONTENT STANDARD enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation
strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a
speech choir.
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the
PERFORMANCE
following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.
STANDARD

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K to 12 BASIC EDUCATION
EN9RC-Ib-16: EN9LC-Ib-6.2: Infer CURRICULUM
EN9VC-Ib-3.8: EN9V-Ib-1: EN9LT-Ib-14: EN9WC-Ib-8: EN9OL-Ib-1.15: EN9G-Ib-17: Use
Share prior thoughts, feelings Infer Provide words Analyze Distinguish Use the normal and
knowledge and intentions of thoughts, or expressions literature as a between and appropriate inverted word
about a text the speaker feelings, and appropriate means of among segmentals order in creative
2 topic intentions in for a given discovering the informative, (sounds of writing
the material situation self journalistic, and English) and the EN9G-Ib-1.6/1.7:
viewed EN9LT-Ib-14.2: literary writing suprasegmentals Use appropriate
Explain how the or prosodic punctuation
elements features of marks and
specific to a speech when capitalization to
selection delivering lines convey meaning
of poetry and
prose in

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K to 12 BASIC EDUCATION
RC LC CURRICULUM V
VC
LT
WC F G
Week Reading Listening Viewin Vocabulary Writing Oral Language Grammar
Literature
Comprehensi Comprehensi g Developme and and Fluency Awarene
on on Comprehensi nt Compositi ss
on on
build its theme a speech choir, EN9G-Ib-18: Use
jazz chants and interjections
raps EN9F-Ib- to convey
3.1: meaning
Produce the
correct beat and
rhythm in
delivering
jazz chants
and raps
EN9RC-Ic-13.2: EN9LC-Ic-3.12: EN9VC-Ic-3.8: EN9V-Ic-15: EN9LT-Ic-14: EN9WC-Ic-8: EN9OL-Ic-1.15: EN9G-Ic-17: Use
Take note of Paraphrase the Infer Explain how Analyze Distinguish Use the normal and
sequence signals text listened to thoughts, words are literature as a between and appropriate inverted word
or connectors to feelings, and derived from means of among segmentals order in creative
determine intentions in names of enhancing the informative, (sounds of writing
patterns of idea the material persons and self journalistic, and English) and the EN9G-Ic-1.6/1.7:
development viewed places EN9LT-Ic-2.2: literary writing suprasegmentals Use appropriate
given in a text Explain how or prosodic punctuation
3
the elements features of marks and
specific to a speech when capitalization to
genre delivering lines convey meaning
contribute to of poetry and EN9G-Ic-18: Use
the theme of a prose in a interjections
particular speech choir, to convey
literary jazz chants and meaning.
selection raps EN9F-Ic-
3.1:
Produce the
correct beat and
rhythm in
delivering jazz
chants and raps
EN9RC-Id-13.2: EN9LC-Id-8.4: EN9VC-Id-21: EN9V-Id-15: EN9LT-Id-14: EN9WC-Id-8.1: EN9OL-Id-1.14: EN9G-Id-17: Use
Scan sequence Agree or disagree Summarize Explain how Analyze Examine sample Use the correct normal and
signals or with the ideas of the contents words are literature as a texts pitch, juncture, inverted word
connectors to the speaker of the derived from means of representative of stress, order in creative
determine EN9LC-Id-8.5: material names of discovering the each type. intonation, rate writing
patterns of idea Accept or reject viewed persons and self of speech, EN9G-Id-1.6/1.7:
4
development ideas mentioned places EN9LT-Id- volume and Use appropriate
2.2.1: projection when punctuation
Express delivering lines marks and
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K to 12 BASIC EDUCATION
CURRICULUM appreciation of poetry and capitalization to
for sensory prose in convey meaning
images used dramatic and EN9G-Id-18:
conventional Use
speech choirs interjections
to convey
meaning.
EN9SS-Ie-1.5.1: EN9LC-Ie-8.6: EN9VC-Ie-21: EN9V-Ie-11: EN9LT-Ie-14: EN9WC-Ie-9: EN9OL-Ie-1.14: EN9G-Ie-17: Use
Skim to Make Summarize Arrive at Analyze Compose forms Use the correct normal and
determine key decisions based the contents meaning of literature as a of literary pitch, juncture, inverted word
5 ideas and on what is of the words through means of writing stress, order in creative
author’s purpose listened to material word formation discovering the intonation, rate writing
viewed (clipping, self of speech, EN9G-Ie-1.6/1.7:
blending, EN9LT-Ie- volume and Use appropriate
acronym 2.2.2: Explain projection punctuation
y, when marks

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K to 12 BASIC EDUCATION
EN9RC-Ih-17: EN9LC-Ih-8.8: CURRICULUM
EN9VC-Ih- EN9V-Ih-12.3: EN9LT-Ih-14: EN9WC-Ih-3.6: EN9F-Ih-3.14: EN9G-Ih-17: Use
Make Compare and 1.5/2.5: Draw Note types of Analyze Use literary Use the normal and
a connection contrast generalizations context clue literature as a devices and appropriate and inverted word
between the information and conclusions (restatement, means of techniques to effective speech order in creative
present text and listened to from the definition, discovering the craft poetic conventions writing
previously read material viewed synonyms, self forms. expected of EN9G-Ih-1.6/1.7:
8 texts antonyms) EN9LT-Ih-2.3: speech choir Use appropriate
used for a Draw presentations. punctuation
given word or similarities marks and
expression and capitalization to
differences of convey meaning.
the featured EN9G-Ih-18: Use
selections in interjections
relation to the to convey
theme meaning

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10 Culminating Task

SECOND QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types
PROGRAM STANDARD
for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/her understanding of British-American Literature,
GRADE LEVEL
including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other
STANDARD
countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
CONTENT STANDARD valuing other people; also how to use processing information strategies, different forms of adverbs and conditionals for
him/her to play an active part in a Chamber Theatre presentation.

The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal
PERFORMANCE
and non- verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body
STANDARD
Movements or Gestures.

RC LC VC V WC F G
LT
Wee Reading Listening Viewing Vocabulary Writing Oral Language Grammar
Literatur
k Comprehensi Comprehensi Comprehensi Developme and and Fluency Awarene
e
on on on nt Compositi ss
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K to 12 BASIC EDUCATION
CURRICULUM on
1 EN9RC-IIa-3.2.7: EN9LC-IIa-11: Shift EN9VC-IIa-1.4: EN9V-IIa-27: EN9LT-IIa-15: EN9WC-IIa-10: EN9OL-IIa-3.7: EN9G-IIa-
Compare and from one listening Establish Give the Analyze literature Distinguish the Employ varied 19: Use
contrast similar strategy to another connections of appropriate as a means of features present verbal and adverbs
information based on topic, events and how communicativ valuing other in poetry and in non- verbal in
presented in purpose, and level these lead to the e people and prose. strategies narration
different texts. of difficulty of the ending of a styles for their various to create .
material. various circumstances impact on the
situations in audience

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K to 12 BASIC EDUCATION
CURRICULUM theme of a
particular literary
selection.
4 EN9RC-IId-19: EN9LC-IId-11.2: EN9VC-IId-22: EN9V-IId-27: EN9LT-IId-15: EN9WC-IId-10: EN9F-IId- EN9G-IId-
Get information Anticipate the Agree or disagree Give the Analyze literature Distinguish the 3.11.1: Use the 19: Use
from various print points that will be with the ideas appropriate as a means of features present correct adverbs
media like made based on the presented in the communicati valuing other production of in
brochures, speaker’s material viewed. ve people and in poetry and in English sounds: narration
.

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K to 12 BASIC EDUCATION
7 EN9RC-IIg-5: EN9LC-IIg-3.13: CURRICULUM
EN9VC-IIg-23: EN9V-IIg-28: EN9LT-IIg-15: EN9WC-IIg-9: EN9OL-IIg-2.6: EN9G-IIg-
Interpret React and share Share personal Determine the Analyze literature Compose forms Employ 20: Use
information found personal opinion opinion about the vocabulary or as a means of of literary effective and conditional
in non-linear texts about the ideas ideas presented in jargons valuing other writing. appropriate s in
such as diagrams, listened to. the material expected of a people and their EN9WC-IIg- non-verbal expressing
maps, charts, etc viewed. communicative various 9.2: communication arguments.
style. circumstances in Identify to convey
life. types and meaning in a
EN9LT-IIg-2.2.3: features of Readers or
Determine tone, short Chamber
mood, prose. Theatre.
technique, and
purpose of the
author.

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K to 12 BASIC EDUCATION
THIRD QUARTER CURRICULUM

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
CONTENT STANDARD
connecting to the world; also how to use ways of analysing one-act play and different forms of verbals for him/her to
skilfully perform in a one-act play.
The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT
PERFORMANCE
resources based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
STANDARD

RC LC VC V WC F G
LT
Week Reading Listening Viewin Vocabulary Writing Oral Language Grammar
Literature
Comprehensi Comprehensi g Developme and and Fluency Awarene
on on Comprehensi nt Compositi ss
on on
EN9RC-IIIa-20: EN9LC-IIIa-6: EN9VC-IIIa- EN9V-IIIa-29: EN9LT-IIIa-16: EN9WC-IIIa-9: EN9OL-IIIa-3.7: EN9G-IIIa-21: Use
Analyze a one- Employ 1.2/2.2: Get familiar Analyze Compose forms Employ varied verbals.
act play appropriate Interpret the with the literature as a of literary verbal and non-
EN9LT-IIIa-20.1: listening message technical means of writing EN9WC- verbal strategies
Explain how the strategies suited conveyed in a vocabulary for connecting to IIIa-9.4: while performing
elements specific to type of text material viewed drama and the world. Identify types in a one-act play
to a one-act play EN9LC-IIIa-6.1: theatre (like EN9LT-IIIa- and features of EN9F-IIIa-3.11:
1
contribute to the Extract important stage 16.1: Identify a play synopsis. Produce the
development of its information from directions) the English sounds
theme argumentative/pers distinguishing correctly and
ua sive texts features of effectively when
Anglo- delivering lines
American in a one-act play.
one-act plays
EN9RC-IIIb-20: EN9LC-IIIb-6.3: EN9VC-IIIb- EN9V-IIIb-29: EN9LT-IIIb-16: EN9WC-IIIb-9: EN9F-IIIb-3.11: EN9G-IIIb-21: Use
Analyze a one- Reflect on the 1.2/2.2: Get familiar Analyze Compose forms Produce the verbals.
act play ideas of the Interpret the with the literature as a of literary English sounds
EN9LT-IIIb-20.1: speaker message technical means of writing EN9WC- correctly and
Explain how the conveyed in a vocabulary for connecting to IIIb-9.4: effectively when
elements specific material viewed drama and the world Identify types delivering lines
2
to a one-act play theatre (like EN9LT-IIIb- and features of in a one-act play.
contribute to the stage 16.1: Identify a play synopsis.
development of its directions) the
theme distinguishing
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K to 12 BASIC EDUCATION
CURRICULUM features of
Anglo-
American
one-act plays

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K to 12 BASIC EDUCATION
RC LC CURRICULUM V
VC
LT
WC F G
Week Reading Listening Viewin Vocabulary Writing Oral Language Grammar
Literature
Comprehensi Comprehensi g Developme and and Fluency Awarene
on on Comprehensi nt Compositi ss
on on
EN9RC-IIIc-20: EN9LC-IIIc-6.4: EN9VC-IIIc- EN9V-IIIc-29: EN9LT-IIIc-16: EN9WC-IIIc-9: EN9OL-IIIc-5: EN9G-IIIc-21: Use
Analyze a one- Interpret the 1.2/2.2: Get familiar Analyze Compose forms Use the verbals.
act play. information Interpret the with the literature as a of literary appropriate
EN9LT-IIIc-20.1: listened to message technical means of writing EN9WC- prosodic features
Explain how the conveyed in a vocabulary for connecting to IIIc-9.4: of speech when
elements specific poster drama and the world Identify types delivering lines
3
to a one-act play theatre (like EN9LT-IIIc- and features of in a one-act play
contribute to the stage 16.1: Identify a play synopsis.
development of its directions) the
theme distinguishing
features of
Anglo-
American
one-act plays
EN9RC-IIId-20: EN9LC-IIId-6.5: EN9VC-IIId- EN9V-IIId-29: EN9LT-IIId-16: EN9WC-IIId-9: EN9OL-IIId-5: EN9G-IIId-21: Use
Analyze a one- Recognize faulty 4.3/5.3: Get familiar Analyze Compose forms Use the verbals.
act play logic, Analyze the with the literature as a of literary appropriate
EN9LT-IIId-2.1.5: unsupported information technical means of writing EN9WC- prosodic features
Express facts, and contained in vocabulary for connecting to IIId-9.4: of speech when
appreciation for emotional appeal the material drama and the world Identify types delivering lines
4 sensory images viewed theatre (like EN9LT-IIId- and features of in a one-act play
used stage 2.3: Draw a play synopsis
EN9LT-IIId-20.2: directions) similarities and
Explain the differences of
literary devices the featured
used selections in
relation to
the theme
EN9RC-IIIe-20: EN9LC-IIIe-3.13: EN9VC-IIIe- EN9V-IIIe-29: EN9LT-IIIe-16: EN9WC-IIIe-9: EN9OL-IIIe-5: EN9G-IIIe-21: Use
Analyze a one- Provide 4.3/5.3: Get familiar Analyze Compose forms Use the verbals.
act play appropriate and Analyze the with the literature as a of literary appropriate
EN9LT-IIIe-2.1.5: critical feedback/ information technical means of writing EN9WC- prosodic features
Express reaction to a contained in vocabulary for connecting to IIIe-9.5: of speech when
appreciation for specific context or the material drama and the world Use literary delivering lines
5 sensory images situation viewed theatre (like EN9LT-IIIe- devices and in a one-act play
used stage 2.3: Draw techniques to
EN9LT-IIIe-20.2: directions) similarities and craft a play
Explain the differences of synopsis
literary devices the featured
used selections in
relation to
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K to 12 BASIC EDUCATION
CURRICULUM the theme
EN9RC-IIIf-20: EN9LC-IIIf-3.13: EN9VC-IIIf- EN9V-IIIf-29: EN9LT-IIIf-16: EN9WC-IIIf-9: EN9OL-IIIf-2: EN9G-IIIf-21: Use
Analyze a one- Provide appropriate 4.3/5.3: Analyze Get familiar with Analyze Compose forms Use effective and verbals.
6
act play and critical the the literature of literary appropriate
EN9LT-IIIf-2.1.5: feedback/ reaction information technical as a means of writing non- verbal
to a specific contained in vocabulary connecting to EN9WC-IIIf-9.5:
the for the

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K to 12 BASIC EDUCATION
EN9LT-IIIi-2.11: EN9LC-IIIi-8.2: CURRICULUM
EN9VC-IIIi-24: EN9V-IIIi-29: EN9LT-IIIi-16: EN9WC-IIIi-9: EN9OL-IIIi-3.10: EN9G-IIIi-21: Use
Determine tone, Judge the Provide critical Get familiar Analyze Compose forms Use appropriate verbals.
mood, technique, relevance and feedback to the with the literature as a of literary multi-media
and purpose of the worth of idea presented technical means of writing EN9WC- resources to
9 author information/ in the material vocabulary for connecting to IIIi-9.5: accompany the
ideas EN9LC-IIIi- viewed drama and the world Use literary oral delivery of
8.6: theatre (like EN9LT-IIIi-3: devices and lines
Form decisions stage Explain how a techniques to
based on the ideas directions) selection may craft a play
mentioned be influenced synopsis
by

K to 12 English Curriculum Guide May 2016 Page 390 of 247

10 Culminating Task

FOURTH QUARTER

The learner demonstrates communicative competence through his/ her understanding of literature and other texts
PROGRAM STANDARD
types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/her understanding of British-American Literature,
GRADE LEVEL
including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other
STANDARD
countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
CONTENT STANDARD preserving unchanging values in a changing world; also how to use the features of a full-length play, tense consistency,
modals, active and passive constructions plus direct and indirect speech to enable him/her competently performs in a full-
length play.
The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and
PERFORMANCE
ICT resources based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
STANDARD

RC LC VC V WC F G
LT
Wee Reading Listening Viewin Vocabulary Writing Oral Language Grammar
Literature
k Comprehensi Comprehensi g Developme and and Fluency Awarene
on on Comprehensi nt Compositi ss
on on
EN9RC-IVa-2.18: EN9LC-IVa-13: EN9VC-IVa-10: EN9V-IVa-29: EN9LT-IVa-17: EN9WC-IVa-11: EN9OL-IVa-3.7: EN9G-IVa-22: Use
Relate text content Listen to lay Determine the Get familiar Analyze Compose a Use varied verbal active and
to particular social value judgment relevance and with the literature as a play review and non-verbal passive
issues, concerns, on critical issues the truthfulness technical means of communication constructions
or dispositions in that demand of the ideas vocabulary for understanding strategies when
real life sound analysis presented in the drama and unchanging performing in a
1
and call for material viewed theater (like values in a full- length play
prompt actions stage changing world EN9F-IVa-3.11:
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K to 12 BASIC EDUCATION
CURRICULUM
directions) EN9LT-IVa- Produce the
17.1: Explain sounds of English
how the effectively when
elements delivering lines in
specific a
to full-length

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K to 12 BASIC EDUCATION
RC LC CURRICULUM V
VC
LT
WC F G
Wee Reading Listening Viewin Vocabulary Writing Oral Language Grammar
k Literature
Comprehensi Comprehensi g Developme and and Fluency Awarene
on on Comprehensi nt Compositi ss
on on
plays build full-length play
its theme
EN9RC-IVb-2.18: EN9LC-IVb-13.1: EN9VC-IVb-10: EN9V-IVb-29: EN9LT-IVb-17: EN9WC-IVb-11: EN9F-IVb-3.11: EN9G-IVb-22: Use
Relate text content Get the different Determine the Get familiar Analyze Compose a Produce the active and
to particular social sides of social, relevance and with the literature as a play review. sounds of passive
issues, concerns, moral, and the truthfulness technical means of English constructions
or dispositions in economic issues of the ideas vocabulary for understanding effectively when
real life affecting the presented in the drama and unchanging delivering lines
nation material viewed theater (like values in a in a full-length
2
stage changing world play
directions) EN9LT-IVb-
17.1: Explain
how the
elements
specific to full-
length
plays build
its theme
EN9RC-IVc-2.18: EN9LC-IVc-13.2: EN9VC-IVc-10: EN9V-IVc-29: EN9LT-IVc-17: EN9WC-IVc-11: EN9OL-IVc-2: EN9G-IVc-23:
Relate text content Employ analytical Determine the Get familiar Analyze Compose a Employ Express
to particular social listening to make relevance and with the literature as a play review effective and permission,
issues, concerns, prediction/projection the truthfulness technical means of appropriate obligation, and
or dispositions in s of the ideas vocabulary for understanding non-verbal prohibition.
real life presented in the drama and unchanging communicatio
3
material viewed theater (like values in a n strategies
stage changing world
directions) EN9LT-IVc-
2.2.1:
Express
appreciation
for sensory
images
used
EN9RC-IVd-2.18: EN9LC-IVd-7.2: EN9VC- EN9V-IVd-29: EN9LT-IVd-17: EN9WC-IVd-11: EN9OL-IVd-2: EN9G-IVd-23:
Relate text content Analyze the stand IVd- Get familiar Analyze Compose a Employ Express
to particular social of the speaker 1.3/2.3: with the literature as a play review. effective and permission,
issues, concerns, based on the Formulate technical means of appropriate obligation, and
or dispositions in explicit statement predictions vocabulary for understanding non-verbal prohibition.
4 real life made based on the drama and unchanging communicatio
material theater (like values in a n strategies
viewed stage changing world
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K to 12 BASIC EDUCATION
CURRICULUM
directions) EN9LT-IVd-
2.2.2:
Explain the
literary
devices used
EN9RC-IVe-2.18: EN9LC-IVe-8.8: EN9VC- EN9V-IVe-29: EN9LT-IVe-17: EN9WC-IVe-11: EN9OL-IVe-2: EN9G-IVe-23:
5 Relate text Compare and IVe- Get familiar Analyze Compose a Employ Express
content to contrast ideas 1.3/2.3: with the literature as a play review effective and permission,
particular social listened to Formulate technical means of appropriate obligation, and

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K to 12 BASIC EDUCATION
RC LC CURRICULUM V
VC
LT
WC F G
Wee Reading Listening Viewin Vocabulary Writing Oral Language Grammar
k Literature
Comprehensi Comprehensi g Developme and and Fluency Awarene
on on Comprehensi nt Compositi ss
on on
issues, concerns, predictions vocabulary for understandin non-verbal prohibition
or dispositions in based on the drama and g communicati writing an
real life material theater (like unchanging on strategies evaluation
viewed stage values in a
directions) changing
world
EN9LT-IVe-
2.2.2:
Explain the
literary
devices
used
EN9RC-IVf-2.22: EN9LC-IVf-13.3: EN9VC- EN9V-IVf-29: EN9LT-IVf-17: EN9WC-IVf-11: EN9OL-IVf-1.14: EN9G-IVf-1:
Judge the Differentiate IVf- Get familiar Analyze Compose a Use the Change direct to
relevance and biases from 1.3/2.3: with the literature as a play review appropriate indirect speech and
worth of ideas, prejudices Formulate technical means of suprasegmentals vice versa
soundness of predictions vocabulary for understanding : pitch, stress,
author’s based on the drama and unchanging juncture,
reasoning, and the material theater (like values in a intonation, etc.
6 effectiveness of viewed stage changing world
the presentation directions).
EN9LT-IVf-
2.2.3:
Determine
tone, mood,
technique, and
purpose of the
author
EN9RC-IVg-2.22: EN9LC-IVg-13.4: EN9VC-IVg-14: EN9V-IVg-29: EN9LT-IVg-17: EN9WC-IVg-11: EN9OL-IVg-1.14: EN9G-IVg-1:
Judge the Judge the Take a stand Get familiar Analyze Compose a Use the Change direct to
relevance and relevance and on critical with the literature as a play review appropriate indirect speech
worth of ideas, truthfulness of issues brought technical means of suprasegmentals and vice versa
soundness of the ideas listened up in the vocabulary for understanding : pitch, stress,
author’s to material drama and unchanging juncture,
reasoning, and the viewed theater (like values in a intonation, etc.
7 effectiveness of stage changing world
the presentation directions)
EN9LT-IVg-
2.2.3:
Determine
tone, mood,
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K to 12 BASIC EDUCATION
CURRICULUM technique, and
purpose of the
author
EN9RC-IVh-2.22: EN9LC-IVh-2.15: EN9VC-IVh-14: EN9V-IVh-29: EN9LT-IVh-17: EN9WC-IVh-11: EN9OL-IVh-3.10: EN9G-IVh-24: Use
8 Judge the Judge the validity Take a stand Get familiar Analyze Compose a Use words to
relevance and of the evidence on critical with the literature as a play review appropriate express
worth of ideas, listened issues technical means of multi-media evaluation

K to 12 English Curriculum Guide May 2016 Page 396 of 247

EN9RC-IVi-2.22: EN9LC-IVi-8.7: EN9VC-IVi-14: EN9V-IVi-29: EN9LT-IVi-17: EN9WC-IVi-11: EN9OL-IVi-3.10: EN9G-IVi-25:

Judge the Make Take a stand Get familiar Analyze Compose a Use Observe tense
relevance and generalizations on critical with the literature as a play review appropriate consistency in
worth of ideas, issues brought technical means of multi-media writing an
soundness of up in the vocabulary for understanding resources evaluation
author’s material drama and unchanging appropriately
reasoning, and the viewed theater (like values in a , effectively
9
effectiveness of stage changing world and
the presentation directions) EN9LT-IVi-3: efficiently
Explain how a
selection may
be influenced
by culture,
history,
environment,
or other
factors

10 Culminating Task

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K to 12 BASIC EDUCATION
CURRICULUM
Grade 9 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are CODE
*These materials are in textbooks that have been delivered to
uploaded at schools.
http://lrmds.deped.gov.ph
RC - Reading Comprehension
1Q
Share prior knowledge about a text topic EN9RC-Ia- *English Expressways II. 2007. pp 190-191.
16 EN9RC-
Ib-16
Take note of sequence signals or connectors to 1. *English Expressways II. 2007. pp 118-119.
EN9RC-Ic-13.2
determine patterns of idea development given 2. *English Expressways IV. 2007. pp 121-122.
in a text
Scan sequence signals or connectors to 1. *English Arts III. 2000. pp 79.
determine patterns of idea development EN9RC-Id-13.2 2. *English Expressways III. 2007. pp 238, 239.
3. *English Expressways IV. 2007. pp 121-122.
Skim to determine key ideas and author’s purpose EN9RC-Ie- 1. *English Expressways III. 2007. pp 44, 45, 113, 126, 222.
1.5.1 EN9RC- 2. *English Expressways IV. 2007. pp 74-75, 104, 294.
If-1.5.1
Make a connection between the present text EN9RC-Ig- 1. *English Expressways II. 2007. pp 190-191.
and previously read texts 17 EN9RC- 2. *English Expressways III. 2007. pp 208-210, 306.
Ih-17
Identify advance organizers, titles, sub-titles, *English Expressways II. 2007. pp 93-95.
EN9RC-Ii-18
illustrations, etc. given in a text
2Q
Compare and contrast similar information presented *English Expressways II. 2007. pp 136-137, 138-139
EN9RC-IIa-3.2.7
in different texts.
Get information from various print media like *English Expressways II. 2007. pp 30.
EN9RC-IIb-19
brochures, pamphlets, periodicals, and audio-video
recordings.
Get information from various print media like *English Expressways II. 2007. pp 30.
EN9RC-IIc-19
brochures, pamphlets, periodicals, and audio-video
recordings.
Get information from various print media like 1. *English Expressways II. 2007. pp 74-75.
brochures, pamphlets, periodicals, and audio-video EN9RC-IId-19 2. *English Expressways III. 2007. pp 3-7, 28-29.
recordings. 3. *English Expressways IV. 2007. pp 34-35.
Get information from various print media like *English Expressways II. 2007. pp 78-79.
EN9RC-IIe-19
brochures, pamphlets, periodicals, and audio-video
recordings.
Sense the difference between linear and non-linear 1. *English Expressways III. 2007. pp 76-78.
EN9RC-IIf-11.1
texts. 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.

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K to 12 BASIC EDUCATION
Interpret information found in non-linear texts CURRICULUM 1. *English Expressways II. 2007. pp 134-135, 247.
such as diagrams, maps, charts, etc 2. *English Arts III. 2000. pp 205-209.
EN9RC-IIg-5
3. *English Expressways III. 2007. pp 77.
4. *English Expressways IV. 2007. pp 172, 194-196.
Match diagrams with their corresponding write-ups. 1. *English Expressways II. 2007. pp 128-129.
EN9RC-IIh-11.1.1
2. *English Expressways III. 2007. pp 183, 184.
Organize information in various ways(outlining, 1. *English Expressways II. 2007. pp 91-92, 93-95, 238-239.
graphic, representations, etc.) EN9RC-IIi-2.15 2. *English Arts III. 2000. pp 205-209.
3. *English Expressways IV. 2007. pp 11-12, 41-42, 43-44, 64-65, 172, 180-181,
222-223.

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K to 12 BASIC EDUCATION
LEARNING COMPETENCY CURRICULUM
LEARNING MATERIALS
Learning Materials are CODE
*These materials are in textbooks that have been delivered to
uploaded at schools.
http://lrmds.deped.gov.ph
3Q
Express appreciation for sensory images used EN9RC-IIId-2.1.5 1. *English Expressways II. 2007. pp 14-19.
EN9RC-IIIe- 2. *English Expressways III. 2007. pp 180, 181, 281-285.
2.1.5 EN9RC- 3. *English Expressways IV. 2007. pp 113-115, 206-207, 220-221.
IIIf-2.1.5
Explain the literary devices used EN9RC-IIId- *English Arts III. 2000. pp 153-154.
20.2 EN9RC-
IIIe-20.2
EN9RC-IIIf-20.2
Determine tone, mood, technique, and purpose of EN9RC-IIIg- 1. *English Expressways III. 2007. pp 9-11, 96.
the author 2.11 EN9RC- 2. *English Expressways IV. 2007. pp 66-73, 104, 107, 288-293.
IIIh-2.11
EN9RC-IIIi-2.11
4Q
Judge the relevance and worth of ideas, EN9RC-IVf- *English Arts III. 2000. pp 104, 156, 255.
soundness of author’s reasoning, and the 2.22 EN9RC-
effectiveness of the presentation IVg-2.22
EN9RC-IVh-
2.22
EN9RC-IVi-2.22
LC- Listening Comprehension
1Q
Infer thoughts, feelings and intentions of the EN9LC-Ib-6.2 *English Expressways II. 2007. pp 210-211.
speaker
Paraphrase the text listened to EN9LC-Ic-3.12 *English Arts III. 2000. pp 89-90, 94, 113-114.
Agree or disagree with the ideas of the speaker EN9LC-Id-8.4 *English Expressways II. 2007. pp 109, 208-209.
Judge the relevance and worth of ideas presented *English Arts III. 2000. pp 104, 156, 255.
EN9LC-If-8.2
*English Expressways III. 2007. pp 128-131, 158-159.
Draw generalizations and conclusions from the 1. *English Expressways II. 2007. pp 136-137.
EN9LC-Ig-8.7
material listened to 2. *English Expressways IV. 2007. pp 133-135.
Compare and contrast information listened to EN9LC-Ih-8.8 *English Expressways II. 2007. pp 136-137, 138-139.
Summarize information from the text listened to EN9LC-Ii-3.14
2Q
Shift from one listening strategy to another based *English Expressways II. 2007. pp 280-281.
on topic, purpose, and level of difficulty of the EN9LC-IIa-11
argumentative or persuasive text.
Make inferences from what was said. EN9LC-IIb-2.8 *English Expressways II. 2007. pp 104-105.
Listen to paraphrase and summarize information *English Arts III. 2000. pp 89-90, 94, 113-114.
EN9LC-IIc-3.12/3.14
from persuasive texts.
React and share personal opinion about the ideas *English Expressways II. 2007. pp 174-175, 208-209.
EN9LC-IIg-3.13
listened to.
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K to 12 BASIC EDUCATION
Analyze the content and feeling levels of utterances CURRICULUM *English Expressways II. 2007. pp 281.
EN9LC-IIh-12.1
in
persuasive texts.
Judge the relevance and worth of ideas presented. EN9LC-IIi-8.2 *English Arts III. 2000. pp 104, 156, 255.
3Q
Employ appropriate listening strategies suited to EN9LC-IIIa-6 *English Expressways II. 2007. pp 280-281.
type of

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K to 12 BASIC EDUCATION
and the supra segmental or prosodic features of CURRICULUM
EN9F-Ia-1.15
speech when delivering lines of poetry and prose
in a speech choir, jazz
chants and raps
Use the correct pitch, juncture, stress, intonation, *English Expressways II. 2007. pp 28-30, 64-65, 184-186.
rate of speech, volume and projection when
EN9F-Id-1.14
delivering lines of
poetry and prose in dramatic and conventional
speech choirs
Use the correct pitch, juncture, stress, intonation, *English Expressways II. 2007. pp 44-45, 64-65, 184-186.
rate of speech, volume and projection when
EN9F-Ie-1.14
delivering lines of
poetry and prose in dramatic and conventional
speech choirs

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K to 12 BASIC EDUCATION
1 CURRICULUM
EN9G-
IVg-1

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K to 12 BASIC EDUCATION
CURRICULUM GRADE 10

FIRST QUARTER

PERFORMANCE The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
STANDARD

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing Oral Language Grammar
Literature
Comprehensi Comprehensi Comprehensi Developme and and Fluency Awarene
on on on nt Compositi ss
on
EN10RC-Ia-2.15.2: EN10LC-Ia-11.1: EN10VC-Ia- EN10V-Ia- EN10LT-Ia- EN10WC-Ia- EN10OL-Ia-3.14: EN10G-Ia-27: Use
Determine the Get information 1.4/2.4:Determi 13.9:Differenti 14.2: Explain 12.1: Identify Identify the reflexive and
effect of textual that can be used ne how ate formal from how the features of factors of public intensive
aids like advance in everyday life connected informal elements persuasive speaking pronouns
1
organizers, titles, from news reports, events definitions of specific to a texts
non-linear speeches, contribute to the words selection build
illustrations, etc. informative totality of a its theme
on talks, panel material viewed
the understanding discussions,
of a text etc.
EN10RC-Ib-2.15.2: EN10LC-Ib-4: EN10VC-Ib- EN10V-Ib- EN10LT-Ib-2.2: EN10WC-Ib- EN10OL-Ib-3.15: EN10G-Ib-27: Use
Determine the Determine the 1.4/2.4:Determi 13.9:Differenti Explain how 12.1: Identify Describe and reflexive and
effect of textual implicit and ne how ate formal from the elements features of interpret the intensive
aids like advance explicit signals, connected informal specific to a persuasive ethics of public pronouns
organizers, titles, verbal, as well as events definitions of genre texts speaking
non-linear non-verbal, used contribute to the words contribute to
2 illustrations, etc. by the speaker totality of a the theme of a
on the to highlight material viewed particular
understanding of significant points literary
a text selection
EN10LT-Ib-
2.2.1:
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K to 12 BASIC EDUCATION
CURRICULUM Express
appreciation
for
sensory
images used
EN10RC-Ic-2.15.2: EN10LC-Ic-4: EN10VC-Ic- EN10V-Ic- EN10LT-Ic-2.2: EN10WC-Ic- EN10OL-Ic-3.16: EN10G-Ic-26:
3
Determine the Determine the 1.4/2.4:Determin 13.9:Differentiat Explain how the 12.2: Formulate a Describe the Using
effect e e words and

K to 12 English Curriculum Guide May 2016 Page 413 of 247

EN10LT-Ic-
2.2.2:
Explain the
literary
devices used
EN10RC-Id-2.15.2: EN10LC-Id-4.1: EN10VC-Id- EN10V-Id- EN10LT-Id-2.2: EN10WC-Id- EN10OL-Id- EN10G-Id-26:
Determine the Single out direct 25:Express 13.9:Differenti Explain how 12.2: Formulate 3.16.1: Employ Using
effect of textual and indirect insights based ate formal from the elements a statement of the techniques in words and
aids like advance signals used by a on the ideas informal specific to a opinion or public speaking expressions
organizers, titles, speaker presented in the definitions of genre assertion in a sample that emphasize
non-linear material viewed words contribute to public speaking a point
4
illustrations, etc. the theme of a situation
on the particular
understanding of literary
a text selection
EN10LT-Id-
2.2.2: Explain
the literary
devices
used
EN10RC-Ie-2.15.2: EN10LC-Ie-14.1: EN10VC-Ie- EN10V-Ie- EN10LT-Ie-2.2: EN10WC-Ie- EN10OL-Ie- EN10G-Ie-26:
Determine the Point out the 25:Express 13.9:Differenti Explain how 12.2 : Formulate 3.16.1: Employ Using
effect of textual effectiveness of insights based ate formal from the elements a statement of the techniques in words and
aids like advance the devices used on the ideas informal specific to a opinion or public speaking expressions
organizers, titles, by the speaker to presented in the definitions of genre assertion in a sample that emphasize
non-linear attract and hold material viewed words contribute to EN10WC-Ie- public speaking a point
illustrations, etc. the attention of the the theme of a 12.3 : Compose situation
5
on the listener particular a persuasive
understanding of literary text of three
a text selection paragraphs
EN10LT-Ie- expressing
2.2.3: one’s stand on

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K to 12 BASIC EDUCATION
CURRICULUM Determine an issue
tone, mood,
technique, and
purpose of the
author
EN10RC-If-21: EN10LC-If-14.2: EN10VC-If- EN10V-If- EN10LT-If-2.2: EN10WC-If-12.3: EN10OL-If- EN10G-If-3.6: Use
Compare new Determine the 25:Express 13.9:Differentia Explain how Compose a 3.16.1: Employ modals
6 insights with roles of discourse insights based te formal from the elements persuasive text the techniques in
previous learnings markers (e.g. on the ideas informal specific to a of three public speaking
conjunctions, presented in the definitions of genre paragraphs in a
gambits, adverbs) in material viewed contribute to expressing one’s sample public
the

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K to 12 BASIC EDUCATION
SECOND QUARTER CURRICULUM

PERFORMANCE The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or
STANDARD groups.

RC LC VC V WC F G
LT
Week Reading Listening Viewin Vocabulary Writing Oral Language Grammar
Literature
Comprehensi Comprehensi g Developme and and Fluency Awarene
on on Comprehensi nt Compositi ss
on on
EN10RC-IIa-11: EN10LC-IIa-11: EN10VC-IIa-3.8: EN10V-IIa- EN10LT-IIa- EN10WC-IIa- EN10OL-IIa5: EN10G-IIa-29:
Transcode Switch from one Assess the 13.9: Give 14.2: Explain 13.1: Identify Employ Observe correct
information from listening strategy effectiveness of technical how the parts and appropriate grammar in
1 linear to non- to another to the ideas and elements features of pitch, stress, making
linear texts and extract meaning presented in the operational specific to a argumentative juncture, definitions
vice-versa from the material viewed definitions selection build essays intonation, etc.
listening text taking into its theme
account
its purpose
EN10RC-IIb-11.2: EN10LC-IIb-15.1: EN10VC-IIb-3.8: EN10V-IIb- EN10LT-IIb- EN10WC-IIb- EN10OL-IIb- EN10G-IIb-29:
Explain Assess the Assess the 13.9: Give 14.2: Explain 13.2: 5:Employ Observe correct
illustrations from effectiveness of a effectiveness of technical how the Formulate appropriate grammar in
2 linear to non- material listened the ideas and elements claims of fact, pitch, stress, making
linear texts and to taking into presented in the operational specific to a policy, and juncture, definitions
vice versa account the material viewed definitions selection build value intonation, etc.
speaker’s purpose taking into its theme
account its
purpose
EN10RC-IIc-5.4: EN10LC-IIc-15.2: EN10VC-IIc-3.8: EN10V-IIc-13.9: EN10LT-IIc- EN10WC-IIc- EN10OL- EN10G-IIc-29:
Present Assess whether Assess the Give technical 2.2 : Explain 13.3: Use IIc- 3.11: Observe correct
information using the speaker’s effectiveness of and operational how the patterns and Use the grammar in
tables, graphs, purpose is the ideas definitions elements techniques of correct sound making
and maps achieved or not presented in the specific to a developing an of English definitions
3 material viewed genre argumentative when
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K to 12 BASIC EDUCATION
CURRICULUM
taking into contribute to claim delivering
account its the theme of a impromptu
purpose particular and
literary extemporaneo
selection us speech
EN10LT-IIc-
2.2.1 :
Express
appreciation
for

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K to 12 BASIC EDUCATION
EN10RC-IIf-13.1: EN10LC-IIf-13.2: CURRICULUM
EN10VC-IIf-26: EN10V-IIf-13.9: EN10LT-IIf- EN10SS- EN10OL-IIf-3.8: EN10G-IIf-28: Use
Read closely to Employ Detect bias Give technical 2.2: Explain IIf- 1.6.6: Observe the words and
get explicitly analytical and prejudice and operational how the Use correct stance expressions
and implicitly listening in in the definitions elements quotation marks and proper stage that affirm or
stated problem solving material specific to a or hanging behavior as negate
information viewed genre indentations for deemed
contribute to direct quotes necessary
6
the theme of a EN10OL-IIf-
particular 2.6.2:
literary Establish eye
selection contact
EN10LT-IIf-
2.2.3:
Determine
tone, mood,
technique, and
purpose of
the author

K to 12 English Curriculum Guide May 2016 Page 420 of 247

EN10RC-IIh-2.22: EN010LC-IIh-15.3: EN10VC-IIh-27: EN10V-IIh- EN10LT-IIh-3: EN10WC-IIh-13: EN10F-IIh-3.7: EN10G-II-h-28:

Evaluate text Determine Use previous 13.9: Give Explain how a Compose an Demonstrate Use words
content, elements, unsupported experiences as technical selection may argumentati confidence and
features, and generalizations scaffold to the and be influenced ve essay and ease of expressions
8
properties using a and message operational by culture, delivery that affirm or
set of criteria exaggerations conveyed by a definitions history, negate
material viewed environment,
or other
factors
EN10RC-IIi-2.22: EN010LC-IIi-15.3: EN10VC-IIi-27: EN10V-IIi-13.9: EN10LT-IIi-19: EN10WC-IIi-13: EN10F-IIi-1.15: EN10G-IIi-28:Use
Evaluate text Determine Use previous Give technical Evaluate Compose an Make and deliver words and
content, elements, unsupported experiences as and operational literature as a argumentati impromptu and expressions
features, and generalizations scaffold to the definitions vehicle of ve essay extemporaneous that affirm or
properties using a and message expressing and speeches with negate
9
set of criteria. exaggerations conveyed by a resolving ease and
material viewed conflicts confidence
between and
among
individuals
or groups
10 Culminating
Activity

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K to 12 BASIC EDUCATION
CURRICULUM
THIRD QUARTER

PERFORMANCE The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and
STANDARD ICT resources.

RC LC VC V WC F G
LT
Wee Reading Listening Viewin Vocabulary
Literatur
Writing Oral Language Grammar
k Comprehensi Comprehensi g Developme and and Fluency Awarene
e
on on Comprehensi nt Compositi ss
on on
EN10RC-IIIa-22.1: EN10LC-IIIa-16: EN10VC-IIIa-12: EN10V-IIIa- EN10LT-IIIa- EN10WC-IIIa- EN10OL-IIIa- EN10G-IIIa-31:
Overall artistic Listen to simplify, Raise questions 13.9: Give 2.2 : Explain 14.1.1: 3.8: Use the Use
value of the reorganize, to clarify issues expanded how the Expand ideas correct stage pronouns
structure and synthesize, and covered in the definitions elements using stance and effectively
elements of the evaluate material viewed of words specific to a principles of behavior when
selection information to genre cohesion and giving a roast
1 (structuralist/formali expand, review, or contribute to coherence and a toast and
st) update knowledge the theme of a when paying
particular tribute to
literary someone in a
selection eulogy
EN10LT-IIIa-
2.2.1 :
Express
appreciation
for sensory
images
used
EN10RC-IIIb-22.2: EN10LC-IIIb-16.1: EN10VC-IIIb-23: EN10V-IIIb- EN10LT-IIIb- EN10WC- EN10OL-IIIb- EN10G-IIIb-31:
Treatment of Distinguish the Share 13.9: Give 2.2: Explain IIIb- 14.1.2: 3.8: Use the Use
underlying or important points viewpoints expanded how the Use a correct stage pronouns
overarching issue from less based on the definitions elements variety of stance and effectively
concerning human important ones in ideas presented of words specific to a informative, behavior when
K to 12 English Curriculum Guide May 2016 Page 422 of 247
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K to 12 BASIC EDUCATION
2 experience (moralist) a text listened to CURRICULUM
in the materials genre persuasive, and giving a roast
viewed contribute to argumentative and a toast and
the theme of a writing when paying
particular techniques tribute to
literary someone in a
selection eulogy
EN10LT-IIIb-
2.2.2:
Explain the
literary

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EN10RC-IIIc-22.3: EN10LC-IIIc-3.14: EN10VC-IIIc-10: EN10V-IIIc- EN10LT-IIIc- EN10SS-IIIc-1.6: EN10OL-IIIc-5: EN10G-IIIc-31:

Power struggles Summarize Evaluate the 13.9: Give 2.2.3: Show respect for Employ the Use
of characters important points information expanded Determine intellectual appropriate pronouns
(Marxist) discussed in the contained in definitions tone, mood, property rights prosodic features effectively
text listened to the material of words technique, and by of speech
viewed in terms purpose of the acknowledging
3
of accuracy and author citations made in
effectiveness the critique
EN10SS-IIIc-
1.6.4: Use
writing
conventions to
acknowled
ge sources
EN10RC-IIId-22.4: EN10LC-IIId-3.2: EN10VC-IIId-28: EN10V-IIId- EN10LT-IIId- EN10SS-IIId- EN10OL-IIId- EN10G-IIId-31:Use
Gender Raise questions Disclose the 13.9: Give 14.2: Explain 1.6: Show 1.4:Use polite pronouns effectively
relationships of and seek personal expanded how the respect for expressions
characters clarifications on significance definitions elements intellectual when giving a
(feminist) issues discussed of a material of words specific to a property rights roast
in the text viewed selection build by
4 listened to. its theme acknowledging
EN10LC-IIId- citations made
3.18: in the critique
Get different EN10SS-IIId-
viewpoints on 1.6.6: Use
various local or quotation marks
global issues or hanging
indentations for
direct quotes
EN10RC-IIIe-22.5: EN10LC-IIIe-2.9: EN10VC-IIIe-12: EN10V-IIIe- EN10LT-IIIe-3: EN10SS-IIIe-1.6: EN10OL-IIIe- EN10G-IIIe-30:
Relevance of the React intelligently Raise questions 13.9: Give Explain how a Show respect for 3.9:Use the Use structures
selection to the and creatively to to clarify issues expanded selection may intellectual correct and of modification
historical context the text listened to covered in the definitions be influenced property rights appropriate
during which it was material viewed of words by culture, by language when
5
produced (historical) history, acknowledging giving a toast or
environment, citations made in a tribute to
or other the critique someone and
factors EN10SS-IIIe- when delivering
1.6.5: Use in- welcome and
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K to 12 BASIC EDUCATION
CURRICULUM text citations closing
remarks
EN10RC-IIIf-2.18: EN10LC-IIIf-3.13: EN10VC-IIIf-23: EN10V-IIIf- EN10LT-IIIf-3: EN10SS-IIIf- EN10OL-IIIf-3.9: EN10G-IIIf-30:
Personal React to the falsity Share 13.9: Give Explain how a 1.6.3: Use the correct Use structures
6 significance of the or soundness of an viewpoints expanded selection may Acknowled and appropriate of modification
selection to the argument based on the definitions be ge sources language when
reader ideas of words influenced by by giving a toast
(reader- presented in culture, preparing a or a
response) the materials history,
viewed

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K to 12 BASIC EDUCATION
RC LC CURRICULUM V
VC
LT
WC F G
Wee Reading Listening Viewin Vocabulary Writing Oral Language Grammar
Literatur
k Comprehensi Comprehensi g Developme
e
and and Fluency Awarene
on on Comprehensi nt Compositi ss
on on
environment, bibliography tribute to
or other someone and
factors when delivering
welcome
and
closing
remarks
EN10RC-IIIg-2.18: EN10LC-IIIg-14.3: EN10VC-IIIg-10: EN10V-IIIg- EN10LT-IIIg- EN10WC-IIIg- EN10OL-IIIg- EN10G-IIIg-30:
Personal Show appreciation Evaluate the 13.9: Give 20: Evaluate 14: Compose an 1.10: Deliver Use structures
significance of the for songs, poems, information expanded literature as a independent special speeches of modification
selection to the plays, etc. contained in definitions source of critique of a like toast and
reader (reader- the material of words wisdom in chosen selection roast speeches,
response) viewed in terms expressing and tributes,
7 of accuracy and resolving welcome and
effectiveness conflicts closing remarks,
between speeches to
individuals or introduce guest
groups and speakers/resourc
nature e persons etc.
effectively in
varied
speech situations
EN10RC-IIIh-23.1: EN10LC-IIIh-6.5: EN10VC-IIIh-28: EN10V-IIIh- EN10LT-IIIh- EN10WC-IIIh- EN10OL-IIIh- EN10G-IIIh-30:
Identifying Describe the Disclose the 13.9: Give 2.3: Draw 14: Compose an 3.11: Produce Use structures
textual details emotional appeal personal expanded similarities and independent the sounds of of modification
that affirm or of a listening text significance definitions differences of critique of a English
8
refute a claim of a material of words the featured chosen selection correctly and
viewed selections in effectively
relation to the
theme
EN10RC-IIIi-3.1.12: EN10LC-IIIi-2.9: EN10VC-IIIi-28: EN10V-IIIi- EN10LT-IIIi- EN10WC-IIIi-14: EN10OL-IIIi- EN10G-IIIi-30:
Examining biases React intelligently Disclose the 13.9: Give 20: Evaluate Compose an 1.10: Deliver Use structures
and creatively to personal expanded literature as a independent special speeches of modification
the text listened to significance definitions source of critique of a like toast and
of a material of words wisdom in chosen selection roast speeches,
viewed expressing and tributes,
9 resolving welcome and
conflicts closing remarks,
between speeches to
individuals or introduce guest
groups and speakers/resourc
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CURRICULUM nature e persons etc.
effectively in
varied speech
situations
10 Culminating
Activity

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K to 12 BASIC EDUCATION
CURRICULUM
FOURTH QUARTER

PERFORMANCE The learner competently presents a research report on a relevant socio-cultural issue.
STANDARD

RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing Oral Language Grammar
Literature
Comprehensi Comprehensi Comprehensi Developme and and Fluency Awarene
on on on nt Compositi ss
on
EN10SS-IVa-1.5: EN10LC-IVa-16: EN10VC-IVa-15: EN10V-IVa-30: EN10LT-IVa- EN10WC-IVa- EN10OL-IVa-3.9: EN10G-IVa-32:
Use locational Listen to simplify, Compare and Get familiar 2.2 : Explain 14.1.1: Use Observe the
skills to gather reorganize, contrast the with technical how the Expand ideas appropriate language of
information from synthesize and contents of terms used in elements using research,
language
primary and evaluate the materials research specific to a principles of campaigns, and
secondary sources information to viewed with genre cohesion and when advocacies
1 of information expand, review, outside contribute to coherence delivering
or update sources of the theme of a campaign
knowledge information in particular speeches.
terms of literary
accessibility selection
and EN10LT-IVa-
effectiveness 2.2.1 :
Express
appreciation
for sensory
images
used
EN10SS-IVb-1.7: EN10LC-IVb-3.18: EN10VC-IVb-15: EN10V-IVb-30: EN10LT-IVb- EN10WC- EN10OL-IVb- EN10G-IVb-32:
Get vital Get different Compare and Get familiar 2.2: Explain IVb- 14.1.2: 3.8.1: Show Observe the
information from viewpoints on contrast the with technical how the Use a courtesy and language of
various websites various local or contents of terms used in elements variety of politeness when research,
on the internet global issues the materials research specific to a informative, delivering campaigns, and
2 EN10LC-IVb- viewed with genre persuasive, and campaign advocacies
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16.1: outside CURRICULUM contribute to argumentative speeches
Distinguish the sources of the theme of a writing
important points information in particular techniques
from less terms of literary
important ones in accessibility selection
any listening text and EN10LT-IV-b-
effectiveness 2.2.2:
Explain the
literary

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EN10SS-IVc-1.8: EN10LC-IVc-3.18: EN10VC-IVc- EN10V-IVc-30: EN10LT-IVc- EN10SS- EN10OL-IVc-3.8: EN10G-IVc-32:

Synthesize Get different 29:Appraise Get 2.2.3: IVc- 1.6.3: Demonstrate Observe the
essential viewpoints on the unity of familiarwith Determine Acknowled the appropriate language of
information various local or plot, setting technical tone, mood, ge sources stage stance research,
3 about a chosen global issues and terms used in technique, and by and behavior campaigns, and
issue EN10LC-IVc- characterization research purpose of the preparing a when advocacies
16.1: in a material author bibliograph persuading
Distinguish the viewed to y others in a
important points achieve the campaign
from less writer’s speech
important ones in purpose
any listening text
EN10RC-IVd-2.13: EN10LC-IVd-3.14: EN10VC-IVd- EN10V-IVd-30: EN10-LT-IVd- EN10SS-IVd- EN10OL-IVd- EN10G-IVd-32:
Distinguish facts Summarize 29:Appraise Get 2.3: Draw 1.6.4: Use 3.11: Produce Observe the
from beliefs important points the unity of familiarwith similarities and writing the sounds of language of
discussed in the plot, setting technical differences of conventions to English research,
4
text listened to and terms used in the featured acknowledge correctly and campaigns, and
characterization research selections in sources effectively advocacies
in a material relation to
viewed the theme
to achieve
the writer’s
purpose
EN10RC-IVe-15.1: EN10LC-IVe-2.9: EN10VC-IVe-30: EN10V-IVe-30: EN10LT-IVe- EN10SS-IVe-2.3: EN10OL-IVe-5: EN10G-IVe-32:
Evaluate the React intelligently Assess one’s Get familiar 21: Evaluate Compose a Use the correct Observe the
accuracy of given and creatively to viewing with technical literature as research report prosodic features language of
information the text listened to behavior terms used in an instrument on a relevant of speech research,
5 research to express social issue campaigns, and
and resolve advocacies
conflicts
within,
between,
and
among
societies

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EN10RC-IVf-2.12: EN10LC-IVf-3.2: CURRICULUM
EN10VC-IVf-6.1: EN10V-IVf-30: EN10LT-IVf- EN10WC-IVf- EN10OL-IVf-5: EN10G-IVf-32:
Draw conclusions Raise questions Evaluate how the Get familiar 14.2: Explain 14.1.1: Use the correct Observe the
from the set of and seek elements that with technical how the Expand ideas prosodic features language of
details clarifications on make up reality terms used in elements using of speech research,
issues discussed and fantasy research specific to a principles of campaigns, and
in the text affect viewing selection build cohesion and advocacies
listened to habit its theme coherence
6
EN10WC-
IVf- 14.1.2:
Use a
variety of
informative,
persuasive,
and
argumentativ
e
writing techniques

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K to 12 BASIC EDUCATION
CURRICULUM
Grade 10 Tagged Materials

LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are CODE
*These materials are in textbooks that have been delivered to
uploaded at schools.
http://lrmds.deped.gov.ph
RC - Reading Comprehension
1Q
Determine the effect of textual aids like advance EN10RC-Ia- *English Expressways IV. 2007. pp 116-117, 142-143, 159, 160.
organizers, titles, non-linear illustrations, etc. on 2.15.2 EN10RC-
the understanding of a text Ib-2.15.2
EN10RC-Ic-
2.15.2
EN10RC-Id-
2.15.2 EN10RC-
Ie-2.15.2
Compare new insights with previous learnings EN10RC-If- *English Expressways III. 2007. pp 306.
21 EN10RC-
Ig-21
EN10RC-Ih-
21 EN10RC-
Ii-21
2Q
Transcode information from linear to non-linear 1. *English Expressways III. 2007. pp 76, 77, 78.
EN10RC-IIa-11
texts and vice-versa 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
Explain illustrations from linear to non-linear 1. *English Expressways III. 2007. pp 76, 77, 78.
EN10RC-IIb-11.2
texts and vice versa 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
Present information using tables, graphs, and maps 1. *English Arts III. 2000. pp 205-210, 236-237.
EN10RC-IIc-5.4
2. *English Expressways IV. 2007. pp 11-12, 27, 165-166, 172.
Scan for needed information 1. *English Arts III. 2000. pp 48-49.
EN10RC-IId-1.5.2 2. *English Expressways III. 2007. pp 92-94, 156, 157.
3. *English Expressways IV. 2007. pp 89, 128-129.
Read closely to get the author’s purpose 1. *English Expressways III. 2007. pp 9, 10, 11.
EN10RC-IIe-7.3
2. *English Expressways IV. 2007. pp 161.
Read closely to get explicitly and implicitly EN10RC-IIf- 1. *English Expressways III. 2007. pp 145, 146.
stated information 13.1 EN10RC- 2. *English Expressways IV. 2007. pp 102-103, 295-297.
IIg-13.1
3Q
Treatment of underlying or overarching issue *English Expressways IV. 2007. pp 304-305, 319-320.
EN10RC-IIIb-22.2
concerning human experience (moralist)
4Q
Use locational skills to gather information from *English Expressways IV. 2007. pp 5-6, 21-23.
EN10RC-IVa-1.5
primary and secondary sources of information
Get vital information from various websites on the EN10RC-IVb-1.7 *English Expressways IV. 2007. pp 276-277.

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internet CURRICULUM
Draw conclusions from the set of details EN10RC-IVf- *English Expressways IV. 2007. pp 133-135.
2.12 EN10RC-
IVg-2.12
LC- Listening Comprehension
1Q
Get information that can be used in everyday 1. *English Arts III. 2000. pp 33-34, 178-180, 187-188, 190, 191.
EN10LC-Ia-11.1
life from news reports, speeches, informative 2. *English Expressways IV. 2007. pp 34-35, 63, 81, 136.
talks, panel

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CURRICULUM
GLOSSAR

account - reason given for a particular action or even

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

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K to 12 BASIC EDUCATION
CURRICULUM

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

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CURRICULUM
D
depict - to represent or characterize in words; describe
dialogue - the words the character say to each other; the words each character says are written next to his or her name
discard - to throw (something) away because it is useless or unwanted; to remove
discourse - denotes written and spoken communications
disposition - the usual attitude or mood of a person or animal; a tendency to act or think in a particular way
drama - refers to acting, and to the set up of the play which includes the theater, the hall, the accessories, the green room, costumes, music and the like
drama atmosphere and mood - created by the set, the lighting, the furnishings, the music or sound effects, the opening dialogue, the facial
expressions and gestures of the actors, and the growing tension of the plot
dramatic convention - a device that a playwright uses to present a dramatic performance on stage that the audience
accepts as realistic dramatic irony - where the audience or reader is aware of something important, of which the characters
in the story are not aware dramatic poetry - poetic forms that articulates emotions or feelings
dynamic - always active or changing
E
external conflict - a conflict between a character and an outside
force element - a part of something, one that is essential or
characteristic exposition - detailed information revealing the facts of
a plot
exterior monologue - an act of speaking one's thoughts aloud when by oneself or regardless of any hearers
F
figurative language - use of words that go beyond its literal meaning; examples of figurative language or devices are simile, metaphor and hyperbole among
others
foil - a character who is meant to represent characteristics, values, ideas, etc. which are directly and diametrically opposed to those of another
character, usually the protagonist
fourth wall - the imaginary invisible wall at the front of the stage through which the audience sees the action
G
generalization - a general statement, a statement about a group of people or things that is based on only a few people or things in that group; the
act or process of forming opinions that are based on a small amount of information; a statement drawn from particular facts that is generally
true about a broad category of things.
genre - the main types of literary form
H
habitat for humanity - a non-profit organization with worldwide affiliates building and repairing houses all over the world using volunteer labor and
donations; its partner families purchase these houses through no-profit, no-interest mortgage loans or innovative financing methods
hyperbole - exaggerated statements or claims not meant to be taken literally
I

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improvisation - spontaneous invention and development CURRICULUM
of drama from within a role
infidelity - marital disloyalty; adultery; is the subjective feeling that one's partner has violated a set of rules or relationship norms

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infographic - visual representation of data or knowledge CURRICULUM
interior monologue - this is where the actor speaks as if to himself
J
juncture - an important point in a process or activity; joint, connection; the manner of transition or mode of
justify - to provide a good reason for the actions of
K
kinds of listening and reading strategies
1. noting details
2. getting specific information
3. determining the speaker’s purpose
4. understanding the message
5. relating/ finding connection with knowledge/experience and the subject heard
6. activating prior / background knowledge about the subject
7. connecting new information to old information
8. predicting information/ anticipating what will come next
9. making projections for the future
10. learning new vocabulary
11. using visual clues (facial expression, gestures the setting, the interaction) to understand the ideas heard
12. checking the accuracy of your predictions
13. deciding on the truthfulness or falsity of the ideas heard
14. asking for clarification or repetition from the speaker or ask
15. asking additional questions
16. evaluating information
17. paraphrasing what one heard
18. responding to what one heard through creative writing, drawing, drama, etc.
19. distinguishing facts from opinions
20. determining supported vs. unsupported ideas
21. drawing conclusions
22. inferring thoughts, feelings, purpose of the speaker
23. discussing the process and strategies to be used in listening
24. making / constructing meaning
25. setting expectations
26. interpreting what is heard
27. summarizing information
28. distinguishing fact from opinion

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29. distinguishing fantasy from reality CURRICULUM
30. interpreting tone, mood and purpose of the speaker
31. making decision
32. planning and deciding what effective strategy to use
33. monitoring one’s comprehension
34. evaluating the effectiveness of one’s listening strategies
L
literary device - refers to any specific, deliberate constructions of language which an author uses to convey meaning
M
man vs. man - a character struggles with another character like the protagonist versus the antagonist
man vs. fate - fight for choice; fight against destiny
man vs. nature - a character struggles with a force of nature (natural disaster, desolation, animal etc.) ; usually, the character is struggling to survive
man vs. society - in this conflict, a character or group of characters fight against the society in which they live. A character might fight against social
traditions or rules.
man vs. supernatural - conflict with ghosts, spirits, aliens etc.
man vs. technology - fight against computers, machines, utensils etc.
magnificence - n. greatness or lavishness of surroundings; splendour; grand or imposing beauty
materialism - preoccupation with or emphasis on material objects, comforts, and considerations, with a disinterest in or rejection of spiritual, intellectual, or
cultural values
metaphor - a figure of speech that makes an implicit, implied or hidden comparison between two things or objects
monologue - long speech by a character on stage with other characters listening
mood - the feeling the reader gets when reading
N
narrative – is a special kind of story that is valued very highly in English-speaking cultures. Narratives are structured to be entertaining and to
teach cultural values. In narratives, normal events are disrupted and language is used to build up suspense around the disruption so it reaches
a crisis point. The way the characters in the story confront and resolve the crisis teaches the audience about ways of behaving which are
valued in the culture.
narration - a technique whereby one or more performers speak directly to the audience to tell a story
narrative paragraph - a group of sentences that tells readers what happened at a particular place and time
O
octet - first eight lines of a sonnet
one-act play - a play that takes place, from beginning to end, in a single act; it can range from one minute to one hour long
one-act radio play - a one-act play scripted for radio presentation
P
passive aggressive communication - a style in which individuals appear passive on the surface but are really acting out anger in a subtle, indirect,
or behind-the-scenes way

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CURRICULUM
passive communication - a style in which individuals have developed a pattern of avoiding expressing their opinions or feelings, protecting their
rights, and identifying and meeting their needs. Passive communication is usually born of low self-esteem.

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K to 12 BASIC EDUCATION
propaganda strategies – a systematic propagation of CURRICULUM
information reflecting the views and interests of those advocating such doctrine/
or cause projective listening- made from current information, or when one assumes that someone has the same emotions or feelings
that he/or she does pantomime - the telling of a story without words
participle - is a verbal that functions as an adjective
passion – a strong feeling of enthusiasm or excitement for something or about doing something
play - the art of producing drama works; a literary piece consisting of dialogues between various characters, epilogue, monologue, prologue and an
end; it refers to composition; the stage representation of an action or a story
play bill - a poster announcing a theatrical performance
plot - the ordered structure of a play as the action progresses through the story; the series of events that comprise the whole story that is told in a novel, play,
movie, or
T.V. show
plot structure - also called the dramatic structure of a story, novel or script includes the events that make up the idea of the writing; these are often
laid out as a series of beginning, middle and end details and include five basic elements as well as a conflict
pork barrel - the appropriation of government spending for localized projects secured solely or primarily to bring money to a representative's district
portrait poem - a lyrical means for the depiction of the writer’s self-perception, or feelings for another
prefix – a word part placed before the root of a word
prologue - introduces the action of a play; it is usually at the beginning and literally means "first
words” prominent - important and well-known; easily noticed or seen; sticking out in a way that is
easily seen or noticed props – the objects used onstage in the play
protagonist – the central or main figure of a story
punctuation – the use of standard marks and signs in writing and printing to separate words into sentences, clauses, and phrases in order to clarify meaning
R
recount - a story genre which is used to tell what happened. When we tell recounts we reveal the significance of the people and events in the story by
sharing our personal feelings about them.
readers theatre – a style of theatre in which the actors do or do not memorize their lines; actors use vocal expression to help the audience
understand the story rather than visual storytelling such as sets, costumes, and intricate blocking
rectify - to set right; remedy; to purify; to correct
re-enactment - the acting out or repetition of a past event or situation
renewed - to make new or as if new again
requiem - a Christian religious ceremony for a dead person; a mass for the
dead resolution - the part of the story’s plot line in which the problem of
the story is resolve rhyme - one of two or more words or phrases that end in
the same sounds
rising action - the part of a plot consisting of complications and discoveries that create conflict
rite - an established, ceremonious, usually religious act
root word – the form of a word after all affixes are removed

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K to 12 BASIC EDUCATION
CURRICULUM S
scene - a division of an act, in which a certain portion of the play unfolds, usually separated by location (in the bedroom, at the dinner table), or time
(e.g. in the morning, then the following evening); a section of the play that happens in one time and place
scenery – the background art or structures onstage to help show the settings
script - the written words for the play; this is what everyone reads in order to perform a play; a written version of a play or movie - If you're
auditioning for a movie, you'll get the script to practice a scene or two.
serger- usually an overlock sewing machine will cut the edges of the cloth as they are fed through
sestet - final six lines of a sonnet
setting - the place and time where the events of the drama take place; in a play it dominates the audience in a play it dominates the audience's
experience of the drama; it quite literally forms the backdrop for the action
simile - a figure of speech in which two essentially unlike things are compared, often in a phrase introduced by like or as
skit – a short, usually comic dramatic performance or work
slideshow - a presentation supplemented by or based on a display of projected images or photographic slides
soliloquy - a long speech by a character who is alone on stage with no other characters listening
sonnet - a poetic form comprised of 14 lines which are divided into two parts: octet and sestet
spectacle- the visual elements of a performance including scenery, lights, costumes, and movement of actors
stage – the platform on which the actors perform
stage directions – instructions (in italics); they describe the setting and tell about the action
static - showing little or no change, action, or progress
stock character - relies heavily on cultural types or stereotypes for its personality and manner of speech
style - the distinctive and unique manner in which a writer arranges words to achieve particular effects
suspense - in situations which rouse our concern for the welfare of the characters can be created in many ways in a play; it can be accomplished
through a series of crises and a major crisis or climax, foreshadowing, surprise or use of the unexpected, withholding information, disguise, and the
intervention of chance or fate
T
target audience -a group or assembly of spectators or listeners; those attending a stage or film production or viewing a television program; in
writing, this could mean a target group in relation to a particular literary genre
technical terms for drama and theater - these are terms necessary to understand the whole structure, organization and production of a drama
play; some of these are the elements (characters, dialogue, etc.) and stage directions. Stage directions give information to the reader and to the
performers, mostly about where and how actors should move and speak, the scenery or decorations on stage, and the props to be used by the
actors.
technical vocabulary - words or phrases that are used primarily in a specific line of work or profession. These words or phrases are not easily
recognized by people outside the profession they are used in.
text - printed words, including dialogue and the stage directions for a script
theater – a collaborative art form including the composition, enactment, and interpretation of dramatic presentations for an audience; the structure
within which theatrical performances are given; usually includes an orchestra or seating area, and a stage

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K to 12 BASIC EDUCATION
theme - the basic idea of a play; the idea, point of view,CURRICULUM
or perception that binds together a work of art

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K to 12 BASIC EDUCATION
CURRICULUM
tone - is the writer's attitude toward the subject he or she is writing about
tragedy - a play in which the main character(s) suffers a major downfall; a play that demonstrates a character’s fall from grace, power, position, or
moral standing through their own actions
U
universe of text – the realm in which something (words in a written work) exists or takes place.
V
video - is an extremely dense medium, one which incorporates a wide variety of visual elements and a great range of audio experiences in addition to spoken
language.
video materials – usually provide guidance for teachers; the most sophisticated part of these are usually part of multimedia package that, in addition
to the videos themselves, includes viewing guides, student textbooks, teacher manuals and audiocassettes; in contexts geared to students’
interest and are accompanied by students workbooks featuring a variety of viewing activities; teachers need to lead students to an appreciation of
video as a valuable tool for language learning and help them to develop viewing skills which they can apply to their video and television viewing
experience outside the classroom.
vignette - a short literary sketch chiefly descriptive and characterized usually by delicacy, wit and subtlety; a short, well written sketch or descriptive
scene; it does not have a plot which would make it a story, but it does reveal something about the elements in it; it may reveal character, or mood
or tone; it may have a theme or idea of its own that it wants to convey; it is the description of the scene or character that is important
verbal - a verb form that functions in a sentence as a noun or a modifier rather than as a verb

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K to 12 BASIC EDUCATION
CURRICULUM
CODE BOOK LEGEND

Sample: EN4G-If-2.5

LEGEN SAMPL DOMAIN/ COMPONENT COD

D E E

Learning Area Alphabet Knowledge AK

and Strand/ English
Subject or Book and Print Knowledge BPK
First Entry Specialization EN4
Fluency F

Grade Level Grade 4 Grammar G

Listening Comprehension LC
Domain/
Uppercase Letter/s
Content/
Grammar G Oral Language OL
Component/
Topic Phonics and Word Recognition PWR
- Phonological Awareness PA
Roman Numeral
*Zero if no specific
Quarter First I Reading Comprehension RC
Quarter
quarter
Spelling S
Lowercase Letter/s
*Put a hyphen (-) in Study Strategies SS
between letters to
Week Week six f
indicate more than a Viewing Comprehension VC
specific week
- Vocabulary Development V

Compose clear and Writing and Composition WC

coherent sentences
Arabic Number Competency 2.

K to 12 English Curriculum Guide May 2016 Page 450 of 247

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K to 12 BASIC EDUCATION
CURRICULUM
REFERENCES

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

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

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

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

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

Schools Learning Competencies .

Pasig City, 1998.

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

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

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

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

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

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

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