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(Philippine Elementary Learning Competencies)


English as a subject is concerned with developing competence in listening, speaking, reading and writing.

Listening is an information – processing act. It includes skills in auditory discrimination and cognitive comprehension. Speaking
includes skills in using the language expressions and grammatical structures correctly in oral communication. Reading is getting
meaning from the printed page. It includes skills for vocabulary development, levels of comprehension namely, literal, interpretative,
critical analysis and application, literary appreciation and study skills. Writing includes readiness skills, mechanics, guided writing,
functional, and creative writing.

Learning activities to develop competence in these phases of communication should be varied, meaningful and realistic. Science
and Health concepts may be used as content in English especially for Grades I and II, but not to the extent of neglecting the content in
the English books for the grade.

Grade III is considered the threshold in reading. Thus, at the end of the third grade, every child is expected to be a
functional/successful reader.


Daily Time Allotment

Learning Areas

English 100 100 100 80 80 80

 The daily period of 100 minutes is allotted for Grades I-III. There is no increase in time allotment for Grades IV-VI because
basic literacy skills are expected to have been developed in Grades I-III.

 The 20-minute increased time allotment may be used for mastery of the skills through any of the following:
- peer tutoring - spelling lessons
- enrichment/reinforcement for fast learners - writing (practice)
- remediation for slow learners - free reading


GOAL: Access varied information and creatively use them in spoken and written forms; communicate fluently and
accurately orally and in writing, for a variety of purposes and different social and academic contexts at their level while
carrying out activities in everyday life

At the end of Grade VI, the learner is expected to listen critically; communicate one’s feeling and ideas orally and in writing with a high
level of proficiency; and read various text types materials to serve one’s own learning needs in meeting a wide range of life’s purposes.

At the end of Grade V, the learner is expected to listen critically to different text types; express ideas logically in oral and written forms;
and demonstrate interest in reading to meet one’s various needs.

At the end of Grade IV, the learner is expected to listen critically to news reports, radio broadcasts and express ideas accurately in oral
and in written form; demonstrate more independence in the use of language to meet everyday needs; and read independently for
pleasure and get information from various text types.

At the end of Grade III, the learner is expected to listen critically to get information from text heard; demonstrate independence in using
the basic language structure in oral and written communication; and read with comprehension.

At the end of Grade II, the learner is expected to listen critically to 1-2 paragraphs; use appropriate expressions in varied situations and
about places and topics of interest; read critically and fluently in correct thought units, texts for information and entertainment and
respond properly to environmental prints like signs, posters, commands and requests; and write legibly simple sentences and messages
in cursive form.

At the end of Grade I, the learner is expected to recognize differences in speech sounds, word stress, intonation patterns in sentences
heard; speak clearly and use appropriate expressions in talking about oneself and the immediate environment; read with ease and
understanding beginners’ books in English; and write legibly information about oneself, common words and simple sentences in
manuscript form.

The Philippine Elementary Learning Competencies (PELC)

The PELC is a listing of expected outcomes in the four phases of Communication Arts, namely, listening, speaking, reading and
writing. The expected outcomes are stated in behavioral terms hierarchically arranged from the simplest to the most complex. The
expected outcomes (skills) for each component are in matrix form per grade level.

With this arrangement, teachers can easily pick out objectives from each phase in preparing his/her lessons to show integration
within learning areas. The teacher is free to decide whether to have the four components or only two or three components
integrated in a day’s lesson.

Here is a sample lesson plan showing the four components integrated in a day’s lesson for 100 minutes. Science concepts are
integrated in this lesson.

I. Objectives

Tell what the story heard is about (Listening)

Use of this/that with singular form of nouns (Speaking)
Give appropriate heading for a set of pictures/sentences (Reading)
Write words/phrases – copying from a model (Writing)

II. Subject Matter

Telling what the story/picture is about

Use of this/that with singular nouns

III. Materials: short story, pictures

IV. Procedure

A. Listening

• Motivation – showing pictures of animals; talking about pets or animals they know
• Listening to a story

Pussy Cat is big. Its color is white and black. She sleeps under the chair with her three little baby kittens. The baby
kittens are very small. Pussy Cat is always beside the baby kittens.

• Comprehension Questions

- Who has baby kittens?

- What is Pussy Cat doing?
- What are the baby kittens doing also?
- What is our story about?

B. Speaking

Show picture of a cat and say: This is a cat. The cat is big.
Ask pupils to hold the picture and repeat the sentence.
Ask them to tell something about their personal belongings.
e.g. This is my bag. My bag is red.
Introduce the use of that. Teacher says: This is a bag. What is this?
Guide the pupils to say – This is a bag. (pointing to the object)
Practice: Pupils take turn in asking and answering questions using this-that.
e.g. Pupil 1: This is a pupil. What is this?
Pupil 2: That is a pencil. (Pupil 2 shows another object and repeat the sentence pattern.)
(There is pupil to pupil interaction with this kind of activity.)
Let the pupils understand that – This and That refer to one object.

C. Reading

Teacher recalls the story used in listening. Teacher/pupils read the story.
Question: Which of the following is a good title for the story?
a. My Pet b. Pussy Cat c. Pussy Cat and Her Kittens
Present these words on the board or show pictures. Pupils read the words or give the names of the pictures.
a. pig b. pig
dog goat
bird carabao
monkey cow

Question: What are these words called? What words would be the title/heading for the animals in Set A? Set B?
Science Concepts: There are different animals around.
Some animals make good pets.
Some animals give us food.
Infusion of Values: Animals need care. We should be kind to animals.
Practice: Read these sentences and give a title for each group of sentence.
e.g. There are many animals in the farm.
The animals make different sound.
The dog barks. The cat says, “meow, meow.”
The duck says, “quack, quack”
Group Activity: Assign 3 or 4 leaders who will be holding strips of paper with titles of the sentences or pictures
distributed to the pupils. When the leaders show the strips of paper, the pupils holding the pictures/sentences group
together to their respective leaders.

D. Writing – Copy the sentences and fill in the blanks.

My Pet

I have a ______. I call it ______.

Its color is _____. My pet eats ______.

V. Evaluation:

• Evaluation of written work, neatness, etc.

• Fill the blank with this or that.

Father reads a book and says, “_____ is a good book.”

(Picture of father holding a book.)

• Give a title for the set of words and sentences.

orange apples guavas pineapple

VI. Agreement: Ask the pupils to write down words or sentences related to the following:

Games I Like to Play

The teacher should strive for mastery of a particular objective before proceeding to the next higher one. Objectives may be
taught for two or more days but with different activities/exercises for each day. Criterion – reference test should be
administered to measure mastery of the objectives/skills taught.



1. Respond appropriately to 1. Use expressions listened to in 1. Recognize words commonly 1. Demonstrate Writing Readiness
expressions listened to * appropriate situations heard through sight word Skills *
1.1 Ask and answer questions • courteous expression
• greeting others • free-hand writing
e.g. What’s your name? • one-step direction
• leave taking Where do you live? • connecting dots
What grade are you in?
How old are you?

2. Follow simple one-step 2. Give short commands and 2. Identify common printed 2. Trace and copy lines *
direction heard directions materials e.g. book, newspaper,
• straight
e.g. stand up
sit down 2.1 Turn the pages of a reading • slanting
material properly • horizontal
• curve
• circular

3. Identify specific sounds from a 3. Talk about the meaning of 3. Sharpen visual discrimination 3. Write legibly, accurately in
background of different sounds sound signals heard skills * manuscript form the capital and
heard * e.g. roosters crow in the small letters of the alphabet
• similarities and differences of
morning, ships make loud 3.1 Trace and copy letter with
• loud and soft objects/pictures as to size,
sounds when they arrive • straight lines
• high and low length
• combination of straight
• identifying missing parts of
and slanting lines
e.g. Nn Aa
• left to right eye movement
• combination of straight
and curved lines
3.1 Identify letters that are
similar/ different in a group of e.g. Dd
letters • rounded strokes with
* included in the 8-Week Curriculum loops
e.g Cc

4. Identify speech sounds heard 4. Produce words listened to with 4. Associate names of objects/ 4. Write the letters of the alphabet
• initial and final consonant • initial and final consonant pictures with their printed according to:
and vowel sounds sounds symbols • grouping
e.g. /f/ vs. /p/; /e/ vs. /iy/ • initial and medial vowel e.g. words with • proper sequence
sounds • initial and final consonant
• critical consonant and
vowel sounds

5. Identify words that rhyme in 5. Recite rhymes, jingles with 5. Sing/act rhymes, poems, jingles
poems/jingles correct intonation and stress

6. Recognize rising and falling 6. Talk about oneself/others/things 6. Read orally high frequency 5. Write words and phrases
intonation and meanings they 6.1 Use singular form of nouns words in running print – Dolch 5.1 Copying from a model
signal • this/that is with objects Basic Sight Word • name, grade, school
• yes-no questions • a and an in naming 6.1 Increase one’s vocabulary 5.2 Dolch Basic Sight Word
• wh- questions objects • words about family members • days of the week
• statement 6.2 Use the plural form of nouns • labels and sign in school
• noun + s • synonyms and antonyms
• these are/those are + 6.2 Identify the parts of a book
noun - cover, title, table of
7 Give the main idea of a 7. Use personal pronouns 7. Tell what the picture or a series 6. Copy paragraph with 2 to 3
selection heard 7.1 Use the pronoun that agrees in of pictures is about sentences
gender with its antecedent 7.1 Tell what the story is about • use the correct punctuation
• composite picture mark
e.g. a garden scene
• solo picture
e.g. red rose
8 Note details in a selection 8. Use verbs 8. Answer wh-questions based on 7. Write from dictation
heard • simple present form stimuli presented • common words
• answering wh- questions Objects: • phrases
• identifying setting, • composite pictures • simple sentence
characters, events • experience charts
8.1 Select the details of a story heard 8.1 Use –ing form of the verb in 9. Organize ideas 8. Write names of common objects
from a set of pictures response to: • Grouping pictures based on learned in listening and
• What is _____ doing? similar ideas speaking
____ is cooking. • Select appropriate heading for • common signs in the
• What are _____ doing? a: classroom
____ are playing. - set of related pictures
- set of words/phrases
- set of sentences

9 Tell the sequence of events in a8.2 Use the verb to be (am, is, are) 10. Tell the sequence of natural
story heard through pictures with nouns and pronouns as events
subject • plant growth
8.3 Use the simple past form of the • life stages of animals
verb (regular verb) 10.1 Tell what happened first,
second, last in a series of
10 Act out best liked parts of story 9. Use words that describe 11. Perceive relationship 9. Write sentences using
heard persons, animals, places • source synonyms and antonyms to
(adjectives) e.g. egg-chicken describe objects
9.1 Use the positive form of • function
regular adjectives e.g. table-trees
• part-whole
e.g. eyes-face
11. React to what the character 10. Talk about topics of interest in 2- 12. Predict outcomes 10. Write sentences about one’s
said/did on a story listened to 3 sentences • Give the possible ending of self and family
a series of pictures/given
• Tell what would happen next
to a set of pictures
12. Infer the feeling/traits of 13. Infer 11. Compose greetings in cards
characters in a story heard 13.1 what a person or animal e.g. Happy Birthday
13.2 what have happened
before/after an event


1. Identify speech sounds heard 1. Improve pronunciation skills 1. Associate names of objects. 1. Copy legibly, accurately and neatly
- initial consonant blends 1.1 Use pictures with printed symbols in manuscript form of a given text
- initial and medial vowel sounds - initial consonant blends
- words with diphthongs - initial and medial vowel 1.1 Read automatically high - sentences
sounds frequency words in running print - paragraph
1.1 Discriminate speech sounds heard - words with diphthong - rhymes/poems learned
- critical consonant and vowel - critical consonant sounds 1.2 Recognize words using spelling
sounds - critical vowel sounds patterns.
e.g. /s/ vs. /z/ - c–v–v–c
/∂e/ vs. /ey/ 1.2 Use courteous expressions in - c–v–c–c
appropriate situations - consonant clusters in initial
- greeting others and final position
- taking leave - consonant clusters and
- offering help blends in initial/final position

2. Recognize the rising and falling 2. Ask and answer questions 2. Increase one’s vocabulary 2. Use capital letters in writing
intonation in: by learning synonyms one’s address, names of
- yes-no questions 2.1 Use short answer forms to and antonyms of common words persons, subjects, the beginning
- wh- questions questions letter of the first word in a
- statements e.g. Who is your teacher? sentence
Does the dog bark?
1.1 Write common abbreviations
e.g Mr., Mrs.
1.2 Copy words in alphabetical
2. Follow simple one-step directions 3. Give commands/directions 3. Do accurately slow reading to follow 3. Copy paragraph
heard a simple one-step direction observing indention,
- two-step direction 3.1 Follow printed directions for capitalization and
test taking punctuation

3. Identify words that rhyme in 2-3 4. Recite short verses, two-stanza 4. Pantomime/act out rhymes and 4. Copy poems/rhymes accurately
stanza poems poems with correct intonation and jingles
stress 4.1 Feel the rhythm through 5. Demonstrate readiness skills in
clapping, etc. cursive writing

5. Give the main idea of a selection 5. Talk about oneself/others things/ 5. Get the main idea 5.1 Write important dates,
listened to events abbreviations in cursive
- Tell what the story is about 5.1 Use nouns 3.2 Tell what the set of related - Birthday
- This/that with singular form pictures is about - Days of the week
of nouns - Give the appropriate - Months
- Plural form of regular noun heading for a set of - Address
- These are/those are with • pictures
plural noun • sentences
3.3 Group similar ideas under 6. Write from dictation
5.2 Use possessive pronouns (My, proper heading - Phrases
You, His, Her, Your) - Simple sentences
- Use the pronoun that 3.4 Distinguish big ideas from small - Sentences in paragraph form
agrees in gender with its ideas
4. Note details in short paragraph, 7. Write sentences/short
3. Note details in selection listened to 5.3 Use verbs poems, stories read paragraph about the pictures
5.3.1 Use simple present form
3.1 Answer wh-questions of verbs with 4.1 Note explicit details
singular/plural nouns as - descriptive words
subject - identify
5.3.2 Use the -ing form of characters,
verbs (verbs of being) setting etc. of the
5.3.3 Use the simple past of story
the verbs commonly 5.2 Note implied details
7. Retell best-liked parts of a story 5.3.4 Use positive/negative 5. Organize ideas
heard form of auxiliary verbs
5.3.5 Use two-word verb 5.1 Group pictures showing similar
6. Use adjectives to describe people, 5.2 Identify words/phrases
animals, places sentences that go with a given
6.1 Use the positive form of regular
8. Act out best-liked parts of a story adjectives 7. Sequence events
heard 8. Write the correct spelling of words
7. Use preposition and prepositional 7.1 Tell what happened first, learned in auditory discrimination
phrase second, etc.
7.2 Tell what happened
before/after an event
7.3 Arrange words alphabetically
based on the first letter

9. Impersonate well-liked characters 8. Perceive relationship shown in

in a story heard pictures 9. Write sentences from a picture
8. Talk about topics of interest in 3-4 stimulus
sentences 8.1 Identify the cause of a given
8.2 Infer details in passages that
are not signaled explicitly

10. Give a possible ending to a 9. Predict outcomes

situation/story heard 10. Write a different story ending
9.1 Tell the possible ending of to a story read/heard
a situation presented
through pictures

9.2 Give events that

could happen next
11. Make inferences 10. Infer
11. Write a composition
- what have happened
about a given topic
- Infer hidden information from
oral texts before/ after an event
10.1Prepare an invitation card
based on a model
10.2Write short notes to
friends/family member



1. Identify words with – 1. Increase one’s speaking 1. Recognize words using spelling 1. Write legibly and neatly observing
• final consonant sounds vocabulary patterns as clues correct letter form, capitalization,
• initial and final consonant 1.1 Use words presented under e.g. digraphs punctuation and spelling
blends and clusters auditory discrimination in - Cvc - copying from a model
sentences - Consonant clusters in - letters of excuse, apology
initial and final position - name and write the parts of a
1.1 Recognize words through letter
repeated exposure

2. Identify words that rhyme in 2. Recite short verses, 1-2 stanza 2. Read orally 1-2 stanza poems with 2. Write contractions correctly
poems with correct intonation and correct pronunciation, stress and
poems heard
stress rhythm
2.1 Recite poems with gestures 2.1 Read orally or commit to
2.2 Memorize short verses memory well liked lines in a
2.2 Use context clues to get
meaning of unfamiliar words
2.3 Use the glossary to get
meaning of new words

3. Use courteous expressions in 3. Read orally conversations/dialogs 3. Write different kinds of sentences
3. Recognize the rising and falling
appropriate situations observing proper intonation - Telling, asking, requesting and
intonation in questions and
e.g. inviting someone exclamatory sentences
answers heard
4. Follow simple two-step directions 3.1 Write one’s own address
4. Give short commands/directions - two separate simple sentences correctly
4. Follow two-step directions heard
- three-step directions - compound sentences
4. Copy paragraph with 4-5 sentences
5. Ask and answer questions about 5. Get the main idea - observe indention, capitalization
oneself/others using and punctuation
- pictures - distinguish big ideas from small
5. Give the main idea of a selection - dialogues ideas
listened to - comic strips - give appropriate title for a
- identify key sentence in a


6. Note details in selections listened to 6. Talk about oneself things/events 6. Note explicit and implied details 5. Write from dictation different kinds of
(1-2 short paragraphs) 6.1 Use the singular form of nouns from a story read sentences with correct
- answer who, what, when, with verbs of being - Answer how and why punctuation marks –telling,
where questions 6.2 Use the plural form of Nouns questions asking etc.
6.1 Decode words using structural
7. Use possessive pronouns analysis 6. Write the correct spelling of
7.1 Use pronouns that agree in - prefixes words learned in listening,
gender with its antecedent - compound words speaking and reading

8. Use verbs 7. Organize ideas 7. Write simple letters for a given

8.1 Use the correct form of the verb purpose
that agrees with the subject in 7.1 Classify related ideas/concept - letter of excuse
number under proper headings - letter of apology
8.2 Use the correct time expression 7.2 Identify proper heading for
to tell an action in the related sentences
- present 7.3 Outline a 2-paragraph text with
- past explicitly given main idea
- future
7. Sequence events in the story 8.3 Construct sentences with simple 8. Sequence events 8. Write utterances on a given
listened to through pictures/groups of subject and predicate 8.1 Arrange events as to situation/comic strip presented
sentences/guided questions - space order
9. Use words that describe persons, - line order
places, animals, ideas, events - both space and time
(adjectives) order
8.2 Number events in a story read
8. Retell best-liked parts of a story - Use the positive, comparative and 8.3 Arrange words alphabetically
heard superlative forms of adjectives based on the first and second

9. Perceive relationship 9. Write a different story ending

9.1 Identify cause – effect
9.2 Identify and use language
clues that signify cause-effect
e.g. because, as a result
10. Write sentences from a set of
10. Predict outcomes
pictures to make a story
10.1 Give an appropriate ending to

a given situation

9. Make inferences 10. Use expressions to show 11. Infer 11. Write a different story ending
- Infer traits of characters based location
on what they do or say in a 11.1 what have happened before
story listened to or after
11. Talk about topics of interest in 4-5 11.2 insight from what is read or
sentences observed

12. Draw conclusion using 12. Fill out forms correctly

picture-stimuli/passages • library form
• Information Sheet
10. Distinguish between facts and 13. Evaluate ideas
fancy from stories heard
13.1 Tell whether an action or
event is a reality or fantasy
13.2 Identify irrelevant ideas
in a passage

14. Read orally or commit to memory 13. Write a short story from
poems/verses a given situation



1. Distinguish rising and falling 1. Use 1. Decode words in stories read 1. Write the correct spelling of
intonation - words with stressed and using phonetic analysis words with stressed and
unstressed syllables in sentences e.g. /ze/z/- breeze unstressed syllables
2. Identify the stressed and /th/ - thank e.g.
unstressed syllables - Read orally stories/poems - words with silent letters
e.g. stress on the: with correct stress and - words ending in –ph
- first syllable (library) Intonation sounded as f
- second syllable - Show enjoyment of
(industrious) stories/poems read
- third syllable (elementary) 2. Use the dictionary
- to interpret stress marks for
3. Recognize pauses and stops in correct accent
utterances that signal meaning - select appropriate meaning
e.g. Roy, the boy in white/is my from several meanings
cousin. (describing Roy) Roy/the given
boy in white is my cousin. (talking - to locate words using guide
about Roy) words

4. Follow 3-4 step directions heard 2. Give series of directions 3. Do accurate, slow reading in order to 2. Write sentences/paragraphs giving
using sequence signals e.g. follow common directions in: simple directions in doing
first, then, next, etc. - prescriptions something
- medicine labels e.g. making a project
- simple experiments playing a game

5. Get information from a 3. Use courteous expressions in 4. Identify meaning of unfamiliar 3. Write from dictation
conversation listened to appropriate situations words - sentences and short paragraph
e.g. telephone - through structural analysis observing correct spelling
conversation - words with affixes and capitalization and punctuation
inflectional endings marks
- compound words and their
components words written
- one word (backyard)
- two words (security
- hyphenated (sister-in-

4. Ask and answer questions about - use context clues
oneself/others/pictures - synonyms, antonyms,
use because, so that, in order homonyms

6. Give the main idea of a selection 5. Use the plural form of nouns in 4. Give the main idea of a 2-paragraph 4. Write a paragraph/short story
listened to: sentences text from one’s experience
e.g. nouns ending in f:
-Tell what the story/poem/ news is chief-chiefs 4.1 Identify the main idea that
about in two or three sentences leaf-leaves is implied or explicitly stated
- use expressions denoting 4.2 Evolve a title in topic form
quantity for text based on the main
e.g. a lot of, some, etc. idea or big idea
4.3 Skim the general idea on
what the material is about
4.4 Read orally one’s best liked part
of a story

7. Note details in a selection 6. Use possessive form of singular 5. Note significant details that 5. Write letters observing the correct
listened to: nouns relate to the central theme format
-identify setting, suspense, climax e.g. Renato’s bag - thank you letter
in the story 6.1 Use possessive form of plural 5.1 Locate answers to wh-, - letter of invitation
nouns how and why questions - letter of congratulations
e.g. the boy’s shirt that are explicitly stated in
the texts
5.2 Demonstrate knowledge of
story grammar by being
able to identify setting,
characters and main events
in the story
5.3 Find descriptive words/action
words in selection read
5.4 Read orally one’s best liked part
of a story

8. Classify related ideas from news/ 7. Use a variety of sentences as to 6. Organize ideas 6. Write a paragraph based on
stories heard structure 6.1 Classify related an outline
- declarative ideas/concepts under
- interrogative proper heading
- imperative 6.2 Give a heading or title for
- exclamatory texts read
7.1 Construct simple sentences with 6.3 Identify sub-heading for a
modifiers and compliments given heading
6.4 Outline a two-paragraph
6.5 Outline a story read
6.6 Use the outline as a guide
in retelling or summarizing
the story

9. Sequence events in the story 8. Use object pronouns 7. Sequence events/ideas 7. Write essays
listened to through groups of (me, him, her, us, them, you) 7.1 Sequence the major - arrange paragraphs according to
sentences/guided questions 8.1 Use the object pronoun that events/ideas in a selection order of time/events and location
agrees in number with its 7.2 Arrange a set of given
antecedent events in logical order to
make a story
e.g. time order
space order
both space and time order

10. Report on a news item/radio 9. Use the different verb forms 8. Perceive relationship 8. Write a variety of texts
broadcast heard (regular and irregular) 8.1 Identify statements/events - letters, paragraphs using a
- present form that show cause-effect variety of sentences
- past relationship - riddles, mottos, sayings
- future 8.2 Give cause-effect relationship in
9.1 Use the verb that paragraph/passages read
agrees with the subject 8.3 Use the word because/so
in number that to identify statements
that show cause-effect

11. Predict the outcome of stories 10. Use words that describe persons, 9. Predict outcomes 9. Compose riddles, slogans
heard places, animals, events 9.1 Give an appropriate ending and announcements from
(adjectives) to a given situation and given stimuli e.g. semantic
10.1Use the positive, comparative give justification for such maps, planned
and superlative forms of ending activities/programs
regular adjectives

12. Infer the feelings of characters 11. Use adverbs of place and time 10. Infer 10. Write utterances/expressions on
based on how they talk (volume, 10.1 character traits from a situations/comic strip
voice, stress) selection read presented
e.g. Thank you!
13. Give conclusions to situations/ 12. Use prepositions and 11. Draw conclusions based on You’re great!
news/oral report heard prepositional phrase information given
e.g. among
in a month

14. Evaluate ideas and make 13. Talk about topics of interest in 5- 12. Evaluate ideas and make 11. Write paragraphs
judgments on oral texts presented 6 sentences judgments - Descriptive
orally 12.1 Tell whether an action or - Narrative
event is reality or fantasy
14.1 Distinguish between 12.2 Distinguish between fact 12. Write diaries and journals
fact and opinion or opinion
12.3 Compare and contrast text 13. Write summary of story read
information with prior - fable
knowledge - fairy tale
12.4 Evaluate the likelihood
that a story could really
12.5 Determine an author’s
perspective on the
central topic



1. Distinguish changes in 1. Increase one’s speaking vocabulary 1. Decode meaning of unfamiliar 1. Write the correct spelling of words
meaning in sentences 1.1 Pronounce words putting stress words learned in listening, speaking and
caused by shift in on the correct syllable 1.1 Decode words in stories reading
intonation 1.2 Use the correct intonation for using structural analysis
e.g. She’s coming. statements and questions 1.1.1 words with affixes
(plain statement) 1.3 Use courteous expressions in - prefixes and suffixes
She’s coming? conducting a club meeting 1.2 Identify the different
(for confirmation) information given to a
1.1 Distinguish changes in meaning word in a dictionary
of words caused by stress shift - syllabication
e.g. Please recórd (verb) the - stress marks
test result in the class récord - multiple meaning of
(noun) words.
1.3 Use synonyms and

2. Follow a series of directions 2. Make simple and accurate 2. Follow printed directions in filling 2. Fill out school forms correctly
(5 to 6 steps) descriptions and announcements up school forms - Information Sheet
- Information Sheet - Bank deposit and withdrawal
3. Give titles to paragraph/stories 3. Use plural form of nouns 3. Get the main idea
listened to in talking about 3.1 Give heading to a set of 3. Write a paragraph from the
oneself/others related ideas pictures drawn
4. Note details in a selection - irregular nouns 3.2 Identify the key sentence in - Beginning sentence
listened to: a paragraph - Middle
- Make a story grammar to 4. Retell selections listened to 3.3 Identify the details that - Ending
remember details (setting, support the key sentence
character, events 5. Use a variety of sentences 3.4 Skim to get a general idea 4. Arranging sentences according to
- Give implied ideas or - simple on what the material is about order of time/importance in writing
information - compound a paragraph
- complex 4. Note significant details
5. Get information from news report 4.1 Identify the setting, characters 5. Write rhymes/jingles related to the
heard 6. Use possessive form of and ending of stories read selection read
5.1 List down important ideas/events plural nouns 4.2 Draw pictures of
- proper nouns ending in s or z Incidents/characters from a
selection heard
4.3 Identify oneself with a
character in the story

6. Sequence events in the
story listened to through 7. Use pronouns 5. Organize ideas 6. Write a 2-point sentence outline
groups of sentences 7.1 Demonstrative (who, where, 5.1 Identify the major
etc.) ideas/concept in a selection
7.2 Reflexive (myself, herself, etc.) 5.2 Organize the key sentence
7.3 Ask and answer questions and supporting details into
about oneself/others an outline
No + negative (No, I’m not.) 5.3 Make a two-point outline of a 2
rejoinder to 3 paragraphs
- Yes + positive rejoinder
(Yes, I am.) 6. Sequence the major
- positive stem + negative ideas/concept in a selection
7. Identify cause/effect from stem
statements/situations heard It’s a puppy, isn’t it. 7. Perceive relationship 7. Write reports from writing models
- negative stem + positive - give possible causes to a - Science report
tag given effect and possible - television shows
effects to a given cause - schools and community news
8. Give justification to a
possible ending to a story 8. Predict outcomes 8. Write an ending to an incomplete
heard 8. Use the different verb forms 8.1 Give possible endings to a story
8.1 Simple present for selection
general truth 8.2 Give an appropriate ending to a
8.2 Habitual past (use to + verb) selection
8.3 Future (going to + verb)
9. Identify action words/ 8.4 Use two-word verb
descriptive words 9. Infer 9. Write
in sentences/paragraphs 9. Use words that describe - traits of character - descriptive paragraph
heard Persons, places, animals, - the general mood of - letters of invitation/request
Ideas (adjectives) expression in a selection - telegrams
9.1 Use the positive, comparative - how the story would turn out if - announcements
and superlative forms of some episodes were changed
9.2 Use descriptive words and
10. Evaluate and make judgments on phrases
oral texts presented orally - as + adj. + as 10. Draw conclusions based on 10. Respond in writing based on
information given stimuli-
10. Use adverbs- - result of an observation/
10.1Adverbs of manner and 11. Evaluate ideas/make judgements experiment
frequency 11.1 Identify facts/opinions in a - acceptance letter
10.2 Use words that can function selection read - descriptive/narrative
as adjectives and adverbs 11.2 Give opinions about
information read
11. Report accurately 10.3 Use preposition +
information heard prepositional phrase 11.3 Get information from 11. Write reported statements in
newspapers paragraph form
11. Direct and indirect discourse - parts of a newspaper and
e.g. Direct – information from each 11.1 direct discourse to indirect
Lydia said, “Fe write a letter.” part
Indirect –
Lydia told Fe to write a letter. 12. Use library resources to get 12. Write different texts
information - Narrative
11.1Transform direct to indirect or - Card catalog - Description
vice versa - Atlas, encyclopedia - Appointments
11.2Change statement to question - Newspapers - Advertisements
or vice versa
e.g. Nora writes a letter.
Does Nora write a letter?

12. Talk about topics of

interest in 7-8 sentences


1. Distinguish changes in meaning of 1. Increase one’s speaking vocabulary 1. Decode meaning of unfamiliar 1. Write a composition showing
sentences caused by stress 1.1 Relay information accurately words using - introduction
using different discourse - structural analysis - body
e.g. This is your dress. (statement, questions, - words with affixes - conclusion
commands) • prefixes and suffixes
(It’s yours.) 1.2 Use the correct intonation - the dictionary
- Yes-No questions • words with multiple
This is your dress. - Questions introduced by meanings
interrogatives - context clues
(It’s definitely a dress.)
1.1 Learn some common idioms 2. Write specific directions on
2. Follow a series of directions 2. Use courteous expressions on e.g. stone’s throw given situations
listened to - appropriate situations 1.2 Use figurative language to e.g. interpret a diagram/road
- labeling diagrams - Participate in club meetings describe people and events map
- completing a chart - Conducting an interview - Simile; Metaphor; Hyperbole
3. Write a model composition
3. Give the main idea of a selection 3. Ask and answer questions using 2. Follow a series of directions in- - arrange details in order
listened to pictures/dialogues/comic strips - experiments • home reading report
- prescriptions • diaries
3.1 Change statements into - cooking • minutes of meeting
3.2 Use tag questions 3. Tell the big ideas/key concepts 4. Write a summary of what was
- negative and positive implied in each paragraph of read
e.g. We get food from the forest, the story read-
don’t we? 3.1 Give the details that 5. Write from dictation
You don’t buy junk food, do you? support the big idea
3.2 State the main idea of a 5.1 Reconstruct a dictated text
paragraph that is explicit by taking down important notes
4. Retell a selection listened to – or implied
- news broadcast
4. Note details in selections - fiction stories 4. Note significant details
listened to- 4.1 Read orally/recite poems cast 4.1 Identify the events of the plot of
- identify the setting, main and for a verse choir a story, poem, short plays
secondary characters, climax 4.2 Give accurate announcements
and ending of the story - Give a report based on an 5. Sequence the key concepts/big
interview ideas to show wholeness of the
5. Sequence events of a story story/selection
listened to through guided 5.1 Use a story grammar to show
questions sequence of episodes in a story

6. Give possible cause/effect to 5. Use nouns- 6. Organize ideas 6. Write reported statements in a
situations/news stories heard - plural of compound nouns, 6.1 Make a heading/sub-heading story form
- gerunds for paragraphs in a selection 6.1 Change statements,
5.1 Use nouns that are plural 6.2 Identify the key concept/ questions, requests and
in form but singular in sentence that make up the story commands to reported
meaning 6.3 Identify the details, heading for sentences
e.g. news, measles an outline
6.4 Make a three-point outline of an
7. Analyze ideas as to what could 6. Use a variety of sentences as expository text read
happen next from stories heard to structure
7. Perceive relationship 7. Write an ending to a given
- simple situation
• simple subject with compound 7.1 Tell the relationship expressed
predicate in the selection as to cause
• compound subject and simple and effect
predicate 7.2 Give other possible causes to
• simple subject and compound a given effect and other effects
predicate to a given cause
• compound predicate and
8. Predict outcomes 8. Write a model composition
compound subject
- compound
8.1 Give other events that could - write about one’s
• using connectors and and but happen next feelings/reactions using the
- complex correct form of the verb
• dependent and independent 8.2 Draw pictures of
clause incidents/characters that is
8. Make inferences possible to happen
7. Use indefinite pronouns
8.1 Infer the mood of certain 8.3 Give possible endings to a
events through the 7.1 Use the verb that agrees selection
speaker’s actions/ with the indefinite pronouns
intentions/utterances 9. Infer 9. Write an outline of a story read
8. Use verbs - traits of character - Write a two to three point
8.1 Use the different verb - the general mood of the sentence outline
forms selection
- present perfect form - how the story would turn out if
- active and passive voice some episodes were changed
- expressions about future plans – - alternative actions taken by
hope-can; wish, could if were characters
- alternative actions taken by

9. Use adjectives 10. Draw conclusions based on 10. Organize one’s thoughts in
9.1 Use descriptive words and information given writing
phrases 10.1 Evaluate if a conclusion - information
- too + adj. + nominal made is justifiable - description
e.g. too short for 10.2 Identify sufficient - resume
- adjective + enough evidences to justify a
e.g. old enough conclusion/generalization
- two-word adjective
e.g. two-story building 11. Evaluate ideas/make judgement 11. Respond in writing based on
9.2 degree of comparison of 11.1 Give opinions about stimuli and triggers
irregular adjectives information read - application letter
9. Evaluate and make judgments 9.3 adjectives in series 11.2 Determine the purpose of - directions
the author - ads for work, editorials
9.1 Distinguish advertisement from 10. Use adverbs 11.3 Identify author’s device to
propaganda - degrees of comparison of bring out his message
- words that can function as 12. Use the library resources 12. Fill out forms
adjective /adverb effectively
12.1 Use card catalog, atlas, - Information Sheet
11. Use direct and indirect discourse almanac, and other - Community Tax Certificate
general references - Bank Notes
12. Talk about topics of interest 12.2 Get information from
- use a variety of sentences newspapers and other
- preposition and prepositional references
phrases - Parts of a newspaper
Information one gets from
each part