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English Curriculum Guide PDF
English Curriculum Guide PDF
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
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.
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 (L1) strengthens and supports the learning of other languages (L 2).
Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for the
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
2
Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL Students Delaware: International
Reading Association
K to 12 English Curriculum Guide May 2016 Page 3 of 244
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K to 12 BASIC EDUCATION CURRICULUM
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 principles 6.
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
K to 12 English Curriculum Guide May 2016 Page 4 of 244
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K to 12 BASIC EDUCATION CURRICULUM
The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete technology. They were
born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know life without technology. Hence, they are often
termed as digital natives and are extremely comfortable with technology. They can email, text and use computers without any problems. In addition, members
of Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and gadgets has had a negative effect on
the members. They rather stay indoors and use their electronics than play outdoors and be active. They are leading a sedentary life that can result in health
problems later on.
For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing to share intimate
details about themselves with complete strangers. They have virtual friends and for them hanging out with friends means talking to them over the cell phones,
emails and text messages. However, at the same time, this generation is considered to be creative and collaborative and will have a significant impact on the
way companies work when they join the workforce.
Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to reduced
attention span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data and information as they
cannot focus for very long.
While we don’t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly diverse environment will make the grade
schools of the next generation the most diverse ever. Higher levels of technology will make significant inroads in academics allowing for customized instruction,
data mining of student histories to enable diagnostics and remediation or accelerated achievement opportunities.
Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners.
7
2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education. Department of Instruction.
K to 12 English Curriculum Guide May 2016 Page 5 of 244
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K to 12 BASIC EDUCATION CURRICULUM
IV. OUTCOMES
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and
skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may
engage in.
1. Communicative Competence
Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform
communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse.8
2. Multiliteracies
Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices
using texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchange
meaning in our society while professional literacy links with the notion of literacy for school of the workplace.
The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used
medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understand
that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values,
beliefs and ways of thinking about ourselves and the world we dwell in. Through multi-literacy skills, learners will be able to appreciate and be sensitive to
sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose and audience.
8
Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
K to 12 English Curriculum Guide May 2016 Page 6 of 244
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K to 12 BASIC EDUCATION CURRICULUM
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.
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.
There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are
described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.
1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world,
including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and
English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms
and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values,
beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who
does the communicating. These collectively constitute the sociolinguistic features of language.
Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society.
Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge
the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They understand that the natural and physical
environments – as well as the social, economic, historical and political environments – influence the language speaking groups and their cultural traditions.
2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. They come to
recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this
knowledge and understanding to create their own spoken, written and visual texts. Differences in language systems are expressed in a variety of ways: for example, in
grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of
other languages, students understand that each language is different, but has identifiable patterns within its own system.
3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a
variety of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and
audience. They use language as a way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and
discussion as a way of developing ideas. They experiment, take risks and make approximations with language as a way of developing their language skills. They clarify
what they need to know when seeking information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts
such as tables of contents, headings, indexes, forewords and glossaries as aids in locating information. They assess the usefulness of information for particular purposes.
They treat information and ideas critically and evaluate information in terms of its reliability and currency. They make notes and graphic representations of information
and combine information from different sources into a coherent whole by summarizing, comparing and synthesizing.
Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing sources of ideas and information, and of
presenting or representing ideas and information in ways which are not misleading. They use quotation and sourcing conventions appropriately. They take into account
the possible effects of and responses to the presentation of ideas and information.
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.
1. Oral Language √ √
2. Phonological Awareness √
4. Alphabet Knowledge √ √ √ √ √
6. Fluency √ √
7. Spelling √ √
Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum
Oral language
Phonological awareness
Alphabet knowledge
Fluency
Spelling
Vocabulary development
Reading comprehension
Listening comprehension
Study strategies
Viewing
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.
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
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.
Assessment procedures are based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored. Also the four skills of language-listening, speaking, reading, and writing-are seen to be parts of a structurally integrated whole.
Assessment approaches should be used for communication and self-expression. Assessment also takes into account the whole learner and his or her social,
academic, and physical context.
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.
Have sufficient facility in English to understand spoken discourse and to talk and interact with others about personal
Oral Languages in English
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 letter
Phonic and Word Recognition
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 Structure
Communicate effectively, in oral and written forms, using the correct grammatical structure of English
Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts
Reading Comprehension and Study Strategies
Use of Content and Prior
Activate prior knowledge conceptually related to text and establish a purpose for reading
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 Text Locate information from expository texts and use this information for discussion or written production
Attitude 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 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.
The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
Core Learning Area Standard 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, family, and other
Grade Level Standards
social context interactions.
Learning Competencies
WEEK LC OL PA G V
Listening Comprehension Oral Language Phonological Awareness Grammar Vocabulary Development
EN1LC-IIIa-j- 1.1 EN1OL-IIIa-e-1.5
Listen to short stories/poems and Use/Respond appropriately to EN1PA-IIIa-e-2.2 EN1G-IIIa-e-1 EN1V-IIIa-e-5
polite expressions Recognize rhyming words in Sentences Use words that are related to
1. note important details EN1OL-IIIa-1.5.1 nursery rhymes, poems, songs EN1G-IIIa-1.1 self, family, school, community,
pertaining to greetings heard Recognize sentences and and concepts such as the names
a. character EN1OL-IIIb-1.5.2 non-sentences for colors, shapes, and numbers
b. setting leave takings EN1PA-IIIa-b- 3.1 EN1G-IIIb-1.4
1-5 c. events EN1OL-IIIc-1.5.3 Give the number of syllables of Recognize simple
2. Give the correct sequence of expressing gratitude given words. sentences
three events and apology EN1G-IIIc-1.3; EN1G-
3. Infer the character feelings and EN1OL-IIId-1.5.4 IIId-1.3; EN1G-IIIe-
traits asking permission 1.3
4. Identify cause and/or effect of EN1OL-IIIe-1.5.5 Recognize telling and
events offering help asking sentences
5. 5.Identify the speaker in the
story or poem EN1OL-IIIa-b – 1.17
6. Predict possible ending of a Talk about oneself and one’s
story read family
7. Relate story events to one’s
experience EN1OL-IIIb-c 1.3.3
8. Discuss, illustrate, dramatize Talk about one’s personal
specific events experiences pertaining to the
9. Identify the problem and family, one’s pets, and personal
solution experiences
6-10
10. Retell a story listened to
EN1OL-IIIc – 1.17.1
Relate one’s
activities/responsibilities at
home
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
The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
Core Learning Area Standard 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, family, and other
Grade Level Standards
social context interactions.
Learning Competencies
WEEK LC OL PA G V
Listening Comprehension Oral Language Phonological Awareness Grammar Vocabulary Development
EN1LC-IVa-j- 1.1
Listen to short stories/poems and EN1OL-IVa-j-1.3 EN1PA-IVa-b-2.3 EN1G-IVa-e-3 EN1V-IVa-e-3
Talk about pictures presented Distinguish rhyming words from Sort and Classify familiar words
1. note important details using appropriate local non-rhyming words Verbs into basic categories (colors,
pertaining to terminologies with ease and EN1G-IVa-e-3.4 shapes, foods, etc)
a. character confidence EN1PA-IVc-e-2.4 Recognize common action words
b. setting Supply rhyming words in in stories listened to
c. events EN1OL-IVa-j-1.3.1 response to spoken words
2. Give the correct sequence of Talk about stories heard
three events when and where it took
3. Infer the character feelings and place
1-5
traits the characters and
4. Identify cause and/or effect of some important details
events of the story
5. Identify the speaker in the
story or poem EN1OL-IVa-j-1.2.9
6. Predict possible ending of a Participate in some sharing
story read activities
7. Relate story events to one’s News sharing
experience Show and tell
8. Discuss, illustrate, dramatize “I Spy” games
specific events Recite rhymes, poem
9. Identify the problem and EN1OL-IVf-1.17.2 EN1G-IVf-j-5 EN1V-IVf-j-12.1
6-10 solution Ask simple questions Adjectives Give the meaning of words using
10. Retell a story listened to EN1LC-IVg-h-3.6 Recognize describing words for clues (TPR, pictures, body
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
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
LC – Listening Comprehension
3Q
Listen to short stories/poems and 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.
a. character 3. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
EN1LC-IIIa-j-1.1
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.
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.
K to 12 English Curriculum Guide May 2016 Page 21 of 244
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K to 12 BASIC EDUCATION CURRICULUM
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
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, 100, 104,
8. Discuss, illustrate, dramatize specific 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, 50, 52, 56,
10. Retell a story listened to 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, 100, 104,
8. Discuss, illustrate, dramatize specific 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, 50, 52, 56,
10. Retell a story listened to 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-
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 poem 1. BEAM ENG1 Module 8 – Noting Details. 2009.
and 2. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
EN1LC-IVa-j-2.1
1. Note important details 3. *Unionbank Learning System. Grade 2. 2011. pp 20.
4. Let’s Begin Reading in English 2.2013. pp 270.
2. Give one’s reaction to an event or issues 1. *Unionbank Learning System. Grade 2. 2011. pp 30.
EN1LC- IVa-j-3.12 2. English (Learner’s Material). Grade 2. 2013. pp 211-212.
3. English (Teacher’s Guide). Grade 2. 2013. pp 109.
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and
requests; and writes legibly simple sentences and messages in cursive form.
Book Knowledge demonstrates understanding about the concepts about print correctly identifies book parts and follows reading conventions
Learning Competencies
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
EN2OL-If-j-1.3 EN2LC-Ia-j-1.1 EN2PA-Ia-c- EN2BPK-Ia-3 EN2G-Ia-e-1 EN2V-Ia-5 EN2G-Ia-e-7.4 EN2SS-Ia-e-
Talk about Listen to a 1.1 Recognize Sentences Use words that Perform 1.2
oneself and one’s variety of media Classify/Categoriz environmental EN2G-Ia- are related to dialogues, Engage in a
1-5 family including books, e sounds heard print 1.1 self, family, drama, mock variety of ways
audiotapes (animals, Recognize school, interview, TV talk to share
EN2OL-If- videos and other mechanical, EN2BPK-Ib-c-4 sentences community, and show etc. information (e.g.
1.3.1; EN2OL- age-appropriate objects, musical Recognize the and non- concepts such as role playing,
K to 12 English Curriculum Guide May 2016 Page 28 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
Ig-1.3.1 publications and instruments, common terms in sentences the names for reporting,
Talk about one’s a. Note environment, English relating EN2G-Ib-c- colors, shapes, summarizing,
name and other important speech) to part of book 1.4 and numbers in retelling and
personal details (e.g. cover, title Recognize both Mother show and tell)
information pertaining to EN2PA-Id-e- page, etc.) book simple Tongue and
a. character 1.2 orientation sentences English
EN2OL-Ih-j- b. settings Discriminate EN2G-Id-e-
1.3.2 c. events sounds from a EN2BPK-Id-e-5 1.3 EN2V-Ib-c-01
Talk about one’s b. Give the background of Recognize proper Recognize Differentiate
environment correct other sounds eye movement different English words
(e.g. persons, sequence of skills (transfer kinds of from other
animals, places, three events skills) sentences languages
things, events, c. Infer the left to right (declarative, spoken at home
etc.) character top to interrogative and in school
feelings and bottom )
traits return sweep EN2VD-Id-e-1
d. Identify cause Identify the
and/or effect English
of events equivalent of
e. Identify the words in the
speaker in the Mother Tongue
story or poem or in Filipino
f. Predict
possible
ending of a
story read
g. Relate story
events to
one’s
experience
h. Discuss,
illustrate,
dramatize
specific
events
i. Identify the
problem and
solution
j. Retell a story
listened to
K to 12 English Curriculum Guide May 2016 Page 29 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
EN2LC-Ib-3.16
Follow a set of
verbal two-step
directions with
picture cues
EN2LC-Ic-1.1
Activate prior
knowledge based
on new
knowledge
formed
EN2LC-Id-e-
1.2
Relate
information and
events in a
selection to life
experiences and
vice versa
EN2OL-Ia-e- EN2LC-If-1.1 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
1.5 Listen to a Recognize Recognize Read the Nouns Use words that Perform Engage in a
Use appropriate variety of media same/different environmental alphabets of are related to dialogues, variety of ways
expressions in including books, sounds print English EN2G-If-g-2.1 self, family, drama, mock to share
common audiotapes Recognize names school, interview, TV talk information (e.g.
situations (polite videos and other EN2PA-Ig-2.3 EN2BPK-Ig-h-4 EN2AK-Ih-j-2 people, objects, community, and show etc. role playing,
expressions, age-appropriate Distinguish Recognize the Identify letters in things and places concepts such as reporting,
greetings, publications rhyming words common terms in English that are (e.g. names of the names for summarizing,
seeking from non- English relating not present in animals, fruits, colors, shapes, retelling and
6-10
directions, EN2LC-Ig-3.16 rhyming words to part of book Mother objects in songs, and numbers in show and tell)
apologizing, Follow a set of (e.g. cover, title Tongue/Filipino stories, poems, both Mother
asking help, verbal two-step EN2PA-Ih-2.4 page, etc.) book and vice-versa nursery rhymes, Tongue and
query and directions with Supply words orientation pictures, realia English
clarification) picture cues that rhyme with and other ICT-
given words EN2BPK-Ii-j-5 based materials) EN2V-Ig-h-01
EN2LC-Ih-1.1 Recognize proper Differentiate
Activate prior EN2PA-Ii-j-2.4 eye movement EN2G-Ih-2.4 English words
knowledge based Supply rhyming skills (transfer Recognize nouns from other
K to 12 English Curriculum Guide May 2016 Page 30 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
on new words in skills) in simple languages
knowledge response to left to right sentences spoken at home
formed spoken words top to and in school
bottom EN2G-Ii-9.2
EN2LC-Ii-j-1.2 return sweep Recognize the EN2V-Ii-j-1
Relate use of a/an + Identify the
information and noun English
events in a equivalent of
selection to life words in the
experiences and Mother Tongue
vice versa or in Filipino
Learning Competencies
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
EN2OL-IIa-e- EN2LC-IIa-b- EN2BPK-IIa-3 EN2AK-IIc-e-2 EN1G-IIa-e-3 EN2V-IIa-3 EN2A-IIa-e- EN2SS-IIa-e-
1.3 2.2 Recognize Identify letters in Verbs Sort and classify 7.4 1.2
Talk about Identify and environmental English that are familiar words Perform Engage in a
oneself and one’s discuss the print not present in EN1G-IIa-e- into basic dialogues, variety of ways
family elements of a Mother 3.4 categories drama, mock to share
story (theme, EN2BPK-IIb-c- Tongue/Filipino Recognize (colors, shapes, interview, TV talk information (e.g.
EN2OL-IIa- setting, 4 and vice-versa common action foods, etc.) show etc. role playing,
b-1.3.3 characters, and Recognize the words in reporting,
Talk about events) common terms in EN2AK-IIa-e-3 retelling, EN2V-IIb-c- summarizing,
1-5 one’s English relating Give the conversation, etc. 12.1 retelling and
activities/res EN2LC-IIa-j- to part of book beginning letter Determine the show and tell)
ponsibilities 1.1 (e.g. cover, title of the name of meaning of
at home and Listen to a page, etc.) book each picture words using clues
in school variety of media orientation (Total Physical
and including books, Response
community audiotapes EN2BPK-IId-e- through realia,
EN2OL-IIc- videos and other 5 pictures, body
d-1.3.4 age-appropriate Recognize proper movements,
Talk about publications and eye movement context clues
EN2LC-IIc-2.1
Ask and answer
simple questions
(who, what,
where, when,
why, and how)
about text
listened to
EN2LC-IId-e-
2.5
Validate ideas
made after
listening to a
story
EN2OL-IIf- EN2LC-IIf-g- 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-j-
1.17.2 2.2 Distinguish Recognize Identify letters in Adjectives Sort and classify Perform 1.2
Ask simple Identify and rhyming words environmental English that are familiar words dialogues, Engage in a
questions discuss the from non- print not present in EN2G-IIf-j-5.1 into basic drama, mock variety of ways
elements of a rhyming words Mother Recognize categories interview, TV talk to share
EN2LC-IIg-3.6 story (theme, EN2BPK-IIg-h- Tongue/Filipino descriptions of (colors, shapes, show etc. information (e.g.
Follow one-to- setting, EN2PA-IIg-h- 4 and vice-versa people, objects, foods, etc.) role playing,
two step characters, and 2.4 Recognize the things and places reporting,
directions events) Supply words common terms in (color, shape, EN2V-IIh-i- summarizing,
that rhyme with English relating size, height, 12.1 retelling and
EN2OL-IIh- EN2LC-IIh-i- given words to part of book weight, length, Determine the show and tell)
1.17.1 2.1 (e.g. cover, title distance, etc.) meaning of
6-10
Give one-to-two Ask and answer EN2PA-IIi-j- page, etc.) book words using clues
step directions simple questions 2.4 orientation (Total Physical
(who, what, Supply rhyming Response
EN2OL-IIi-j- where, when, words in EN2BPK-IIi-j-5 through realia,
1.6 why, and how) response to Recognize proper pictures, body
Recite about text spoken words eye movement movements,
memorized listened to skills (transfer context clues etc.
verses, short skills)
poems, and EN2LC-IIj-2.5 left to right EN2V-IIj-6
rhymes Validate ideas top to Derive meaning
made after bottom from repetitive
listening to a return sweep language
K to 12 English Curriculum Guide May 2016 Page 33 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
story structures
(3rd Quarter to 4th Quarter – Beginning Reading and Writing) Quarterly and Weekly Articulation
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and
requests; and writes legibly simple sentences and messages in cursive form.
Learning Competencies
OL LC RC WC PA BPK AK PWR V SS
WEEK Listening Reading Writing/ Phono Book and Phonics F S G Vocabulary A
Oral Alphabet Study
Language
Comprehen Comprehen Compo logical Print
Knowledge
and Word Fluency Spelling Grammar Develop Attitude Strategy
sion sion sition Awareness Knowledge Recognition ment
EN2OL- EN2LC- (Note: The EN2WC- EN2PA- EN2BPK- EN2AK- EN2G- EN2V- EN2A- EN2SS-
IIIa-b-3.3 IIIa-2.4 text that IIIa-c-1 IIIc-e-6.2 IIIa-1 IIIa-1.1 IIIa-c-1 IIIa-b- IIIa-e-1 ; IIIa-d-1.1
Talk about Use an they will Participate Produce Discuss the Give the Sentences 13.1 Participate/ Follow
texts understandi read should in speech illustrations beginning Give the engage in a instructions
1-3
identifying ng of be generating sounds on the sound of EN2G- meaning of read-along orally given
major characters, controlled ideas (sounds cover and each IIIa-1.1 words used of texts
points and incidents depending through and letter predict consonant Distinguish in stories (e.g.
key themes and on the PWR prewriting names) what the (m,s, f, t, sentences presented poetry,
Learning Competencies
OL LC RC WC PA BPK AK PWR V SS
WEEK Listening Reading Writing/ Phono Book and Phonics F S G Vocabulary A
Oral Alphabet Study
Language
Compre Compre Compo logical Print
Knowledge
and Word Fluency Spelling Grammar Develop Attitude Strategy
hension hension sition Awareness Knowledge Recognition ment
EN2OL- EN2LC- (Note: The EN2WC- EN2PA- EN2BPK- EN2PWR- EN2F-IVa- EN2S- EN2G- EN2V- EN2A- EN2SS-
IVa-b-3.3 IVa-b-2.4 text that IVa-c-1 IVa-b-3.1 IVa-b-4 IVa-c-1 d-4 IVa-e-2 IVa-f-4 IVa-e-21 IVa-e-1 IVa-b-2
1 Talk about Use an they will Participate Demonstrat Identify the Read short Read Spell words Pronouns Give the Participate/ Arrange
texts understandi read should in e the common a words in phrases, with short e meaning of engage in a words
identifying ng of be generating concept of terms in CVC sentences and a EN2G- short a read-along alphabetical
major characters, controlled ideas word by English pattern and stories sound in IVa-b- words of texts ly by the 1st
points and incidents depending through dividing relating to (cat, man, consisting CVC 4.2.1 (e.g. letter
key themes and on the PWR prewriting spoken part of bag) of short a pattern Use EN2V- poetry,
settings to lesson.) activities sentences book (e.g. words and (see PWR) personal IVa-e-22 repetitive
make EN2WC- in English cover, title EN2PWR- some sight pronouns Give the text)
2 predictions EN2RC- IVa-1.1 into page, etc.) IVa-c-2.9 words with EN2S- (e.g. I, meaning of
IVa-2.2 brainstor individual book ori Match appropriate IVa-e-3 you, he, 2-syllable
State ming words entation pictures speed, Spell words she, it, words with
details of EN2WC- with short accuracy with short we, they) short e and
text during IVb-1.2 a words and proper e, a and i in a sounds
and after webbing expression sound in dialogues
reading) EN2WC- CVC
EN2OL- EN2LC- EN2RC- IVc-1.3 EN2PA- pattern EN2G- EN2SS-
IVc-d-1.2 IVc-d-2.5 IVc-3.1.3 drawing IVc-d-6.2; (see PWR) IVc-d- IVc-d-3
Participate Use an Give the Produce 4.2.3 Interpret
in choral understandi sequence speech EN2S- Use simple
3 speaking ng of of three sounds IVa-e-3.1 demonstrati maps of
and echo incidents, events in (sounds Spell 2- ve unfamiliar
reading of characters stories read and letter syllable pronouns places,
short and names) words with (this/that, signs and
poems, settings to EN2RC- EN2WC- EN2PWR- short e, a these/ symbols
rhymes and validate IVd-2.8 IVd-g-1.6 IVd-13 and i sound those)
stories with predictions Infer/ Express Differentiat in CVC
repeated predict idea e and read pattern
4 patterns outcomes through correctly (see PWR)
and illustrations the short e
refrains in or and a
English storyboard words
EN2OL- EN2LC- EN2RC- EN2PA- (pan- pen,
IVe-1.1 IVe-f-2.4 IVe-2.16 IVe-f-6.3 man-men,
Listen and Use Use clues Produce tan-iten
5 respond to personal to make the sounds etc.)
texts to experiences and justify of English
clarify to make predictions letters EN2PWR-
EN2PWR-
IVd-e-
10.1-11.1
Read
phrases,
short
sentences
and short
stories
consisting
of short e
and a
words and
the Who,
What and
Where
questions
about them
EN2OL- EN2PWR- EN2F-IVf-
IVf-g- IVf-15 4.1
1.16 Read 2- Read
Create and syllable phrases,
participate words sentences
in oral consisting and stories
dramatic of short e consisting
activities and a of short e,
6 (basket, a, and i
magnet, .. words and
.). some sight
words with
appropriate
speed,
accuracy
and proper
expression
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
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.
K to 12 English Curriculum Guide May 2016 Page 42 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
5. BEAM ENG2 Module 5 – Getting the Main Idea.
6. BEAM ENG2 Qrt1 Mod1 – How Do I See Myself?
7. BEAM ENG 3 Module 5 – Noting Details.
8. UnionBank English. Grade 2. Unit 1. Lesson 34.
9. UnionBank English. Grade 2. Unit 2. Lesson 1, 5.
10. *English Expressways 1. 2010. pp 16-29.
11. *English for You and Me 3 (Reading). 2011. pp 41-42.
Talk about one’s name and other personal information 1. BEAM ENG1 Module 1 – Expressions. 2009.
EN2OL-If-g-1.3.1
2. *English Expressways 1. 2010. pp 16-25.
Talk about one’s environment (e.g. persons, animals, 1. UnionBank English. Grade 2. Unit 3. Lesson 9.
EN2OL-Ih-j-1.3.2
places, things, events, etc.) 2. *English Expressways 1. 2010. pp 224-227.
Use appropriate expressions in common situations (polite 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
expressions, greetings, seeking directions, apologizing, 2. BEAM ENG1 Module 1 – Expressions. 2009.
asking help, query and clarification) 3. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
EN2OL-Ia-e-1.5 4. BEAM-DLP3 Module 15 – Using Courteous Expressions. 2009.
5. UnionBank English 2. Unit 1. Lesson 17.
6. *English Expressways 1. 2010. pp 3-6, 7-8 66-68.
7. English (Learner’s Material) 2. 2013. pp 51-52.
2Q
Talk about oneself and one’s family 1. BEAM ENG1 Module 1 – Expressions. 2009.
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?
EN2OL-IIa-e-1.3
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.
10. *English for You and Me 3 (Reading). 2011. pp 41-42.
Talk about one’s activities/responsibilities at home 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
and in school and community EN2OL-IIa-b-1.3.3 2. UnionBank English. Grade 2. Unit 2. Lesson 2.
3. *English for You and Me 3 (Reading). 2011. pp 41-42.
Talk about topics of interest (likes and dislikes) 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
2. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
EN2OL-IIc-d-1.3.4
3. BEAM ENG2 – Perceiving Relationships. 2009.
4. *English for You and Me 3 (Reading). 2011. pp 41-42.
Ask simple questions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
EN2OL-IIf-1.17.2
2. BEAM ENG1 Module 1 – Expressions. 2009.
Follow one-to-two step directions 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.
K to 12 English Curriculum Guide May 2016 Page 43 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to 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 short BEAM-DLP 3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and
EN2OL-IIIc-d-1.2
poems, rhymes and stories with repeated patterns and Rhythm.
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 short BEAM-DLP 3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and
poems, rhymes and stories with repeated patterns and EN2OL-IVc-d-1.2 Rhythm.
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 books,
1. BEAM ENG1 Module 8 – Noting Details. 2009.
audiotapes videos and other age-appropriate
2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
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
7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
l. Give the correct sequence of three events EN2LC-Ia-j-1.1
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, 59-62, 127-128, 315-318,
p. Predict possible ending of a story read
364-367, 408-410.
q. Relate story events to one’s experience
12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
r. Discuss, illustrate, dramatize specific events
13. *English for You and Me 3 (Reading). 2011. pp 4, 8, 10-11, 21, 22.
s. Identify the problem and solution
K to 12 English Curriculum Guide May 2016 Page 44 of 244
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K to 12 BASIC EDUCATION CURRICULUM
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
t. Retell a story listened to
Follow a set of verbal two-step directions with picture 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
cues 2. BEAM ENG1 Module 1 – Expressions. 2009.
EN2LC-Ib-3.16 3. BEAM ENG1 Module 2 – Commands and Directions. 2009.
EN2LC-Ig-3.16 4. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
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 (theme, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2LC-IIa-b-2.2
setting, characters, and events) 2. BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.
Listen to a variety of media including books, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
audiotapes videos and other age-appropriate 2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
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 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
EN2LC-IIa-j-1.1
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, 315-318,
e. Predict possible ending of a story read 410-412.
f. Relate story events to one’s experience 12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
g. Discuss, illustrate, dramatize specific events 13. *English for You and Me 3 (Reading).2011. pp 4, 8, 10-11, 21, 22.
h. Identify the problem and solution
i. Retell a story listened to
Ask and answer simple questions (who, what, where, 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
when, why, and how) about text listened to 2. BEAM ENG1 Module 1 – Expressions. 2009.
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 (theme, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2LC-IIf-g-2.2
setting, characters, and events) 2. BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.
Ask and answer simple questions (who, what, where, 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
when, why, and how) about text listened to 2. BEAM ENG1 Module 1 – Expressions. 2009.
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 45 of 244
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K to 12 BASIC EDUCATION CURRICULUM
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
3Q
Listen to a variety of media including books, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
audiotapes videos and other age-appropriate 2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
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 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.
EN2LC-IIIa-j-1.1
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, 315-318,
p. Predict possible ending of a story read 410-412.
q. Relate story events to one’s experience 12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
r. Discuss, illustrate, dramatize specific events 13. *English for You and Me 3 (Reading).2011. pp 4, 8, 10-11, 21, 22.
s. Identify the problem and solution
t. Retell a story listened to
Recognize the difference between “made-up” and “real” 1. UnionBank English. Grade 2. Unit 3. Lesson 11.
EN2LC-IIIf-g-3.15
in) texts listened to 2. English (Learner’s Material) 2. 2013. pp 274-277.
Retell and/or reenact events from a story 1. BEAM ENG2 – Sequencing Events. 2009.
2. English (Learner’s Material) 2. 2013. pp 315-318, 410-412.
EN2LC-IIIi-j-2.6
4Q
Recognize the difference between “made-up” and “real” 1. English (Learner’s Material) 2. 2013. pp 274-277
EN2LC-IVg-3.15
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 books, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
audiotapes videos and other age-appropriate 2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
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, 315-318,
p. Predict possible ending of a story read 410-412.
q. Relate story events to one’s experience 12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
K to 12 English Curriculum Guide May 2016 Page 46 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
r. Discuss, illustrate, dramatize specific events 13. *English for You and Me 3 (Reading). 2011. pp 4, 8, 10-11, 21, 22.
s. Identify the problem and solution
t. Retell a story listened to
RC – Reading Comprehension
3Q
Identify the basic sequence of events and make relevant 1. BEAM ENG2 – Sequencing Events. 2009.
EN2RC-IIId-e-2.4
predictions about stories 2. *English for You and Me 3 (Reading). 2011. pp 87-91, 103, 106-110, 132-133, 152-153.
Answer questions to clarify understanding before, during *English for You and Me 3 (Reading). 2011. pp 16-17, 37-38, 45-46, 52-53, 70-72, 78-80,
EN2RC-IIIf-h-2.17
and after reading 106-107, 120-123, 128-131, 140-141, 151-152, 156-158, 162-168.
4Q
Give the sequence of three events in stories read 1. BEAM ENG2 – Sequencing Events. 2009.
EN2RC-IVc-3.1.3
2. *English for You and Me 3 (Reading). 2011. pp 87-91, 103, 106-110.
Infer/ predict outcomes 1. *English for You and Me 3 (Reading). 2011. pp 132-133, 138.
EN2RC-IVd-2.8
2. Let’s Begin Reading in English 2. 2013. pp 196-197.
Use clues to make and justify predictions before, during *English for You and Me 3 (Reading). 2011. pp 138.
EN2RC-IVe-2.16
and after reading (titles, pictures,)
WC – Writing/ Composition
4Q
Participate in generating ideas through prewriting
EN2RC-IVa-c-1
activities
a. drawing EN2RC-IVc-1.3 *English for You and Me 3 (Reading). 2011. pp 13-14, 21-22.
PA - Phonological Awareness
1Q
Classify/Categorize sounds heard (animals, mechanical, 2. BEAM ENG1 Module 3A – Sounds like Science.
objects, musical instruments, environment, speech) EN2PA-Ia-c-1.1 3. English (Learner’s Material). Grade 2. 2013. pp. 2-15.
4. Let’s Begin Reading in English 2. 2013. pp 275-276.
Discriminate sounds from a background of other sounds EN2PA-Id-e-1.2 1. BEAM ENG1 Module 3A – Sounds like Science.
Recognize same/different sounds EN2PA-If-1.2.1 2. *English Expressways 1. 2010. pp 52-53, 62-65, 98-99.
Distinguish rhyming words from non-rhyming words 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
2. BEAM ENG2 Module 4 – Rhymes. 2009.
EN2PA-Ig-2.3 3. *English Expressways 1.2010. pp. 51.
4. English (Learner’s Material). Grade 2. 2013. pp. 41-50, 181-182, 398.
5. Let’s Begin Reading in English 2.2013. pp 49-56.
Supply words that rhyme with given words EN2PA-Ih-2.4 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
Supply rhyming words in response to spoken words EN2PA-Ii-j-2.4 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
2Q
Distinguish rhyming words from non-rhyming words 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.
K to 12 English Curriculum Guide May 2016 Page 47 of 244
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K to 12 BASIC EDUCATION CURRICULUM
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
6. Let’s Begin Reading in English 2.2013. pp 49-56.
Supply words that rhyme with given words EN2PA-IIg-h-2.4 BEAM ENG1 Module 5 – All About Rhymes 2009.
Supply rhyming words in response to spoken words EN2PA-IIi-j-2.4 BEAM ENG1 Module 5 – All About Rhymes 2009.
3Q
Produce speech sounds (sounds and letter names) EN2PA-IIIc-e-6.2 BEAM EMNG 2 Module 1B – Critical Speech Sounds
4Q
Produce speech sounds (sounds and letter names) EN2PA-IVc-d-6.2 BEAM EMNG 2 Module 1B – Critical Speech Sounds
BPK – Book and Print Knowledge
1Q
Recognize the common terms in English relating to part of EN2BPK-Ib-c-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
book (e.g. cover, title page, etc.) book orientation
Recognize proper eye movement skills (transfer skills) BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
a. left to right
EN2BPK-Id-e-5
b. top to bottom
c. return sweep
Recognize the common terms in English relating to part of BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2BPK-Ig-h-4
book (e.g. cover, title page, etc.) book orientation
Recognize proper eye movement skills (transfer skills) BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
a. left to right
b. top to bottom EN2BPK-Ii-j-5
c. return sweep
2Q
Recognize the common terms in English relating to part of BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2BPK-IIb-c-4
book (e.g. cover, title page, etc.) book orientation
Recognize proper eye movement skills (transfer skills) BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
a. left to right
EN2BPK-IId-e-5
b. top to bottom
c. return sweep
Recognize the common terms in English relating to part of EN2BPK-IIg-h-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
book (e.g. cover, title page, etc.) book orientation
Recognize proper eye movement skills (transfer skills) BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
a. left to right EN2BPK-IIi-j-5
b. top to bottom
c. return sweep
3Q
Identify the common terms in English relating to part of BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2BPK-IIIa-b-4
book (e.g. cover, title page, etc.)
4Q
Identify the common terms in English relating to part of EN2BPK-IVa-b-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
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 (telling) and BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN2G-IIIb-1.3
interrogative (asking)
Recognize punctuation marks (period, question mark) 1. BEAM ENG1 Module 7 – Personal Idea.
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, conversations, etc. EN2G-IIIh-3.4 English (Learner’s Material) 2. 2013. pp 152-153.
4Q
Pronouns 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, they) EN2G-IVa-b-4.2.1 2. BEAM ENG1 Module 7 – Personal Idea.
4Q
Arrange words alphabetically by the 1st letter EN2SS-IVa-b-2
Interpret simple maps of unfamiliar places, signs and 1. English (Learner’s Material) 2. 2013. pp 358-362, 378-380.
EN2SS-IVc-d-3
symbols
Interpret pictographs EN2SS-IVh-1.2 1. Let’s Begin Reading in English 2. 2013. pp 311-313.
The learner listens critically to to get information from text heard, demonstrates independence in using the basic language
Grade Level Standards
structure in oral and written communication, and reads with comprehension
Spelling demonstrates understanding of letter sequence in words to get meaning hears and records sounds in words
demonstrates understanding of English vocabulary used in both oral and proficiency uses English vocabulary in varied and creative oral and written
Vocabulary
written language in a given context activities
demonstrates understanding of the elements of literary and expository uses information derived from texts in presenting varied oral and written
Reading texts for creative interpretation activities
Comprehension demonstrates understanding of paragraph development to identify text
identifies correctly how paragraphs/ texts are developed
types
Writing and demonstrates understanding of sentences and paragraphs in expressing
composes three-to-five sentence paragraph
Composition ideas
Learning Competencies
LC RC WC PWR V
WEEK OL Phonics and F G A SS
Listening Reading Writing/ Vocabulary
Oral Language
Compre hension Comprehension Composition
Word Recognition Fluency Grammar Develop ment
Attitude Study Strategy
and Spelling
EN3OL-Ia-3.8 EN3LC-Ia-j-2 (Note: The text Write different EN3PWR-Ia- EN3F-Ia-j- EN3G-Ia-1 EN1V-Ia-b-01 EN3A-Ia-b-1 EN3SS-Ia-2.1
Initiate Activate prior that they will forms of simple b-7 3.5.1 Sentences Give the Participate/eng Arrange words
conversations knowledge read should be composition Review Read grade 3 meaning of age in a read- with a different
controlled
1 with peers in a based on the
depending on the
as a response reading and level texts EN3G-Ia-1.1 words used in along of texts first letter in
variety of stories to be PWR lesson.) to stories/ writing short e, consisting of 2- Distinguish stories listened (e.g. poetry, alphabetical
school settings read poems listened a and i words syllable words sentences from to repetitive text) order
Read simple to in CVC pattern with short non-sentences
EN3OL-Ib-3.6 Listen to a sentences and vowel sound EN3G-Ib-1 EN3SS-Ia-6
Express ideas variety of levelled stories EN3WC-Ia-j- EN3PWR-Ib- with at least Sentences EN1V-Ib-23 Monitor and
in a literary and and 4 d-19 95-100% Show self-correct
conversational expository texts EN3RC-I0-2.2 a. draw and Read words accuracy EN3G-Ib-1.4 understanding one’s
manner EN3LC-Ia-j- a. note details write with short o Construct of meaning of comprehension
2.1 regarding sentences sounds in CVC EN3F-Ia-j- simple short o words by scanning
EN3OL-Ib- a. note character, about one’s pattern and 1.10.1 sentences through and skimming
1.19 important setting and drawing phrases and Read aloud drawing,
Express one’s details plot EN3WC-Ia-j- sentences from familiar EN3G-Ib- actions, and EN3SS-Ia-e-
2 ideas by EN3LC-Ia-j- EN3RC-I0- 5 containing prose and 1.4.1 using them in 1.1
presenting a 2.7 2.10 b. a note of these words poetry Use a sentences Follow
skit b. sequence b. sequence 3 advice Consisting of declarative instructions
at least 3 events EN3WC-Ia-j- EN3PWR-Ib- Long vowel sentence given orally
events (Note: different 6 d-19.1 words with
using signal comprehension c. Thank you Recognize fluency, EN3G-Ib-
words skills may recur letter more common appropriate 1.4.1.1
EN3LC-Ia-j- in different EN3WC-Ia-j- sight words in rhythm, pacing Differentiate a
2.6 quarters) 7 order to read and intonation declarative
c. retell some d. descriptive simple phrases from an
K to 12 English Curriculum Guide May 2016 Page 54 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
LC RC WC PWR V
WEEK OL Phonics and F G A SS
Listening Reading Writing/ Vocabulary
Oral Language
Compre hension Comprehension Composition
Word Recognition Fluency Grammar Develop ment
Attitude Study Strategy
and Spelling
parts of the paragraph and sentences interrogative
story EN3WC-Ia-j- sentence
EN3LC-Ia-j- 8
3.15 e. another EN3G-Ib-1.6
d. differentiat ending for a Use proper
e real from story punctuation for
make- EN3WC-Ia-j- declarative and
believe 2.2 interrogative
EN3LC-Ia-j- f. a diary sentences
2.8
e. infer EN3WC-Ia-j- EN3G-Ib-
feelings 9 1.4.7
and traits g. a short Construct
of paragraph, declarative and
characters etc. interrogative
EN3LC-Ia-j- sentences
2.16
f. identify EN3G-Ib-
cause and 1.4.8
effect Identify an
EN3LC-Ia-j- exclamatory
2.17 sentence
EN3OL-Ic-1.3 g. draw EN3RC-Ic-e- EN3G-Ic-1 EN1V-Ic-24
Share relevant conclusions 2.1 Identify an Show
information Describe imperative understanding
Listen to poems literary sentence of meaning of
and elements of short u words
EN3LC-Ic- texts including EN3G-Ic-1.3 through
3 2.18 characters Use different drawing,
a. identify the setting and plot kinds of actions, and
rhyming sentences (e.g. using them in
words declarative, sentences
EN3LC-Ic- interrogative,
3.11 exclamatory,
give a simple imperative)
EN3OL-Id-1.8 paraphrase EN3F-Id-e- EN3G-Id-1
Recount 1.10 Sentences
4
specific/signific Read aloud
ant events short EN3G-Id-1.6
K to 12 English Curriculum Guide May 2016 Page 55 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
LC RC WC PWR V
WEEK OL Phonics and F G A SS
Listening Reading Writing/ Vocabulary
Oral Language
Compre hension Comprehension Composition
Word Recognition Fluency Grammar Develop ment
Attitude Study Strategy
and Spelling
stories/poems Use appropriate
consisting of punctuation
short a,e,i and marks (e.g.
o words with period, comma,
speed, question mark,
accuracy and exclamation
proper point)
EN3OL-Ie- EN3PWR-Ie-3 intonation EN3G-Ie-2 EN2V-Ie-14
1.10 Read words Nouns Classify
Synthesize and with short u EN3F-Ie-j-4.3 common words
Restate sound in CVC Read with EN3G-Ie-2.4 into conceptual
information pattern accuracy, Use nouns (e.g. categories (e.g.
5 shared by speed and people, animals, foods,
others proper phrasing animals, toys)
sentences and places,, things
stories with events) in EN2V-Ie-j-4.1
short u words simple Show
and other sentences understanding
EN3RC-If-j- EN3PWR-If- words EN3G-If-2.2 of meaning of
2.8 g-17.1 previously Use common 2-syllable
6 studied words
Make and Differentiate and proper
confirm words with nouns consisting of
predictions different medial EN3F-Ie-j- EN2G-Ig-h-2 short e to u
about texts vowels (eg: 4.2.1 .3 words through
7 cap- cop-cup; Read with Use plural form drawing,
fan-fin, fun) accuracy, of regular actions, and
appropriate nouns by using them in
EN3PWR-Ig- speed and adding /s/ or correctly in
h-20.1 correct /es/ (e.g., dog, sentences
Read phrases, intonation 2- dogs; wish,
sentences and syllable words wishes)
8 short stories consisting of
consisting of short e to u
short vowel words
words and the
questions about
them
EN3OL-Ii-j- EN3PWR-Ii- EN3G-Ii-j-2.4
9
1.10.3 15 Use plural from
K to 12 English Curriculum Guide May 2016 Page 56 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
LC RC WC PWR V
WEEK OL Phonics and F G A SS
Listening Reading Writing/ Vocabulary
Oral Language
Compre hension Comprehension Composition
Word Recognition Fluency Grammar Develop ment
Attitude Study Strategy
and Spelling
Connect Read 2-syllable of frequently
information words occurring
heard to consisting of irregular nouns
personal short e to u (e.g. children,
experience sound (basket, feet, teeth)
hotdog, sunset,
etc.)
EN3PWR-Ij-
21
Read phrases,
sentences and
short stories
10
consisting of 2-
syllable words
and the
questions about
them
Learning Competencies
OL LC RC WC PA PWR V SS
WEEK F S G A
Listening Reading Phonics and
Oral Writing/ Phonological Vocabulary Study
Language
Compre Compre
Composition Awareness
Word Fluency Spelling Grammar Development
Attitude Strategy
hension hension Recognition
EN3OL- EN3LC- (Note: The EN3WC- EN3PA- EN3PWR- EN3F-IIa- EN3S-IIa- EN3G-IIa- EN3V-IIa- EN3A-IIa- EN3SS-IIa-
IIa-b- IIa-b-3.16 text that IIa-b-1 IIa-d-2 IIa-b-22 j-3.5.1 b-4 c-3 b-5 b-1 b-1.1
1 1.17.2 Follow a set they will Participate Show how Read words Read grade Spell one- Verbs Show Participate/ Arrange
Ask simple of verbal read should in spoken with initial 3 level texts to- two understandi engage in a words with
questions three-step be generating words are consonant consisting of syllable EN3G-IIa- ng of read-along the same
directions controlled ideas represented blends (l, r 2-syllable words with b-3.4 meaning of of texts first letter
with picture depending through by written and s words with consonant Use the be- words with (e.g. poetry, but a
cues on the PWR prewriting letters that blends) long vowel blends (e.g. verbs (am, initial repetitive different
lesson.) activities are EN3PWR- sound with pl, tr) is, are was, consonant text) second letter
2 EN3LC- a. EN3WC- arranged in IIa-b-23 at least 95- were) blends in alphabeti
IIc-e-1.1 EN3RC- IIa-1.1 a specific followed by 100% correctly in through cally order
Activate IIa-b-2.19 brainstor order short vowel accuracy sentences drawing,
prior Rereads, ming sounds (e.g. actions,
K to 12 English Curriculum Guide May 2016 Page 57 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
OL LC RC WC PA PWR V SS
WEEK F S G A
Listening Reading Phonics and
Oral Writing/ Phonological Vocabulary Study
Language
Compre Compre
Composition Awareness
Word Fluency Spelling Grammar Development
Attitude Strategy
hension hension Recognition
knowledge monitors b. EN3WC- black, frog, EN3F-IIa- and using
based on and self- IIb-1.2 step) j-1.10.1 them in
new correct webbing Read aloud sentences
knowledge one’s c. EN3WC- EN3PWR- from familiar EN3G-IIc- EN3V-IIc- EN3A-IIc- EN3SS-IIc-
formed comprehensi IIc-1.3 IIc-24 prose and d-3.4 6 2 3.6
on drawing Read poetry Identify and Derive Revisit Follow one-
EN3LC- phrases, Consisting use action meaning favorite to-three step
IIa-j-2 EN3RC- EN3WC- sentences of words in from books, directions
Activate IIc-e-2.2 IId-h-3 and short Long vowel simple repetitive songs,
prior Note details Write at stories words with sentences language rhymes EN3SS-IIc-
knowledge in a given least three consisting of fluency, structures d-2.15 Use
based on text sentences words with appropriate review graphic
the stories from various initial rhythm, organizers to
to be read EN3RC- familiar consonant pacing and show
IIa-b-2.8 sources blends intonation understandi
Listen to a Make simple EN3G-IId- ng of texts
variety of predictions Write EN3F-IIa- f-3.2
3 literary and different c-4.4 Form and
expository Read simple forms of Read with use the past
texts sentences simple accuracy, tense of
EN3LC- and levelled composition speed and frequently
IIa-j-2.1 stories and as a proper occurring
a. note EN3RC- response to phrasing regular
important II0-2.2 stories/ sentences verbs (walk
details a. note poems and stories – walked,
EN3LC- details listened to with words etc)
IIa-j-2.7 regarding EN3WC- beginning in
b. sequence character, IIa-j-4 consonant EN3G-IIe-
at least 3 setting a. draw and blends and f-3.2.1.1
events and plot write other words Use verbs in
using EN3RC-II0 sentence previously simple
signal -2.10 s about studied present
EN3OL- words b. sequence one’s EN3PWR- EN3F-IId- EN3S-IId- tense EN3V-IId- EN3A-IId-
IId-e- EN3LC- 3 events drawing IId-e-1.1 e-4.4.1 e-4.1 e-5.1 f-7
4 1.17.1 IIa-j-2.6 (Note: EN3WC- Read words Read with Spell words Show Identify
Give one-to- c. retell different IIa-j-5 with final accuracy, with ending understandi favorite
three step some comprehensio b. a note of blends (-st, speed and consonant ng of authors and
n skills may EN3PA-
directions parts of advice -lt, -nd, -nt, proper blends meaning of stories
5 the story
recur in
EN3WC- IIe-f-4.1 -ft.. ) phrasing words with
K to 12 English Curriculum Guide May 2016 Page 58 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
OL LC RC WC PA PWR V SS
WEEK F S G A
Listening Reading Phonics and
Oral Writing/ Phonological Vocabulary Study
Language
Compre Compre
Composition Awareness
Word Fluency Spelling Grammar Development
Attitude Strategy
hension hension Recognition
EN3LC- different IIa-j-6 Identify preceded by sentences final
IIa-j-3.15 quarters) c. Thank sounds and short e, a, and stories consonant
d. differentia you letter count i,o and u consisting of blends
te real EN3WC- syllables in words (belt, words with through
from IIa-j-7 words sand, raft) ending drawing,
make- d. descriptiv consonant actions,
believe e blends and using
EN3LC- paragrap and other them in
IIa-j-2.8 h words sentences
e. infer EN3WC- previously
feelings IIa-j-8 studied
EN3OL- and traits e. another EN3PWR- EN3SS-IIf-
IIf-1.11 of ending IIf-1.1 h-1.5
Restate and characters for a Read Locate
retell EN3LC- story phrases, information
information IIa-j-2.16 EN3WC- sentences using print
f. identify IIa-j-2.2 and short and non-
cause and f. a diary stories print sources
effect EN3WC- consisting of
EN3LC- IIa-j-9 words with
6 IIa-j-2.17 g. a short final
g. draw paragrap consonant
conclusio h, etc. blends and
ns other words
EN3WC- previously
EN3LC-IIf- IIi-j-2.6 studied and
h- 2.8 Use the
Make simple appropriate questions
inferences punctuation about them
EN3OL- about marks EN3PWR- EN3F-IIg- EN3S-IIg- EN3G-IIe- EN3V-IIg-
7 IIg-h-2.1 thoughts IIg-h-22 h-4.4.2 h-4.2 f-3.2.1.1 h-5.2
Recall and and feelings Read words Read with Spell words Use verbs in Show
share based from with initial accuracy, with simple understandi
experiences, texts and final speed and consonant present and ng of
film viewed viewed/ consonant proper digraphs ch past tense meaning of
8 and story listened to digraph ch phrasing and sh words with
read/listene sentences consonant
d to as EN3LC-IIi- and stories digraphs ch
springboard with words through
K to 12 English Curriculum Guide May 2016 Page 59 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
Learning Competencies
OL LC RC WC PA PWR V SS
WEEK F S G A
Listening Reading Phonics and
Oral Writing/ Phonological Vocabulary Study
Language
Compre Compre
Composition Awareness
Word Fluency Spelling Grammar Development
Attitude Strategy
hension hension Recognition
for writing j-2.7 consisting of drawing,
Sequence a initial and actions,
series of final ch and and using
events sh and other them in
viewed/ words sentences
listened to previously
studied
EN3OL-IIi- EN3PWR- EN3F-IIi-j- EN3S-IIi-j- EN3G-IIi- EN3V-IIi-j-
j-3 IIi-j-22.1 4.4.2 4.3 j-3.2.2 5.3
9 Retell Read Read with Spell words Use verbs Show
familiar phrases, accuracy, with initial in simple understandi
stories to sentences speed and and future tense ng of
other and short proper finalconsona meaning of
children stories phrasing nt blends words with
consisting of sentences and consonant
words with and stories consonant digraphs sh
EN3RC- consonant with words digraphs through
IIi-j-2.10 digraph ch consisting of drawing,
Sequence a and sh and l ch and sh actions,
10 series of other words wordsand and using
events in a previously other words them in
literary studied and previously sentences
selection the studied with
questions speed,
about them accuracy
and proper
phrasing
Learning Competencies
PWR
WEEK LC RC WC V
OL Phonics and F S G A SS
Listening Reading Writing/ Vocabulary
Oral Language Word Fluency Spelling Grammar Attitude Study Strategy
Comprehension Comprehension Composition Development
Recognition
EN3OL-IVa- EN3LC- IVa (Note: The EN2WC- EN3PWR- EN3F- IVa – EN3S- IVa – EN1V-IVa- EN3A- IVa – EN3SS- IVa
1 e-1.19 -3.7 text that they IVa-e-22 IVa-b-8 h-1.6 b-4 b-13.6 c-7 -1.3
Present Identify and will read Write a Read words Read grade Spell words Give the Identify Follow simpl e
information in use the simple story with vowel 3level texts that were correct favorite written
should be
varied artistic elements of digraphs ai consisting of introduced meaning of authors and directions
ways (e.g. an controlled (pail), ay words with during word homonyms stories
role playing, informational/ depending on (bay) vowel recognition (pail,pale) EN3SS- IVa-
2 show and tell, factual text the PWR digraphs and b -1.2.3
radio heard lesson.) diphthongs EN3V-IVa-j- Interpret
play/podcast/ with at least 12.3 simple maps
broadcast/ EN3LC- IVb 95-100% Use clues of places
reporting/ -3.7.1 EN3RC-IVa- accuracy from the
poster Informational b-2.13 EN3PWR- context to EN3SS- IVc-
presenta Reports Identify cause IVc-2 EN3F-IVc-d- figure out d-1.2.7
tions) (School and effect Match words, 1.4 what words Interpret a
events, phrases and Read aloud mean pictograph
EN3OL-IVa- sports, EN3RC- IVa sentences from familiar
j-5 projects) –b-2.14 containing prose and EN3V-IVa-j-
Engage in a Show these words poetry with 12.3
3 variety of EN3LC-IVc- fluency, Determine
understandin with pictures
ways to share 3.7.2 g of a story appropriate what words
information Three-step by present EN3PWR- rhythm, mean based
(e.g. role directions ing them in IVc-28 pacing and on how they
playing,) EN3LC- IVd through Read stories intonation are used in a
reporting, -3.7.3 dramatization containing sentence
summarizing, Conversations these words EN3F-IVa-j-
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
OL – Oral Language
1Q
Initiate conversations with peers in a variety of school BEAM-DLP3 Module 15 – Using Courteous Expressions.
EN3FL-Ia-3.8
settings
Express one’s ideas by presenting a skit 1. BEAM-DLP3 Module 55 – Writing Utterances In A Given Situation Comic Strip Presented.
EN3OL-Ib-1.19 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.
Give one-to-three step directions 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
Homonyms (e.g. flower/flour) 1. *Unionbank Student’s Work Text 2. 2013. pp 117-118, 154-156, 194.
EN3V-IIIe-f13.6
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, 154-156, 194.
EN1V-IVa-b-13.6
2. *Fun in English 4. 1999. pp 158, 164, 184, 191, 192, 201.
Determine what words mean based on how they are used *Fun in English 4. 1999. pp 204-205.
EN3V-IVa-j-12.3
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. poetry, EN3A-Ia-b-1 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
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. poetry, 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
EN3A-IIa-b-1
repetitive text) 2. *English for You and Me 4 (Reading). 2011. pp 2, 5.
SS – Study Strategy
1Q
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
The learner listens critically to various text types and expresses ideas accurately in both oral and written forms; demonstrates
Grade Level Standards
confidence in the use of the language to meet everyday needs; and reads independently and gets relevant information from
various text types.
FIRST QUARTER
LC V RC F SS WC
OL G A
Week Listening Vocabulary Reading Oral Reading Study Writing
Oral Language Grammar Attitude
Comprehension Development Comprehension Fluency Strategy Composition
EN4LC-Ia-17 EN4OL-Ia- EN4V-Ia-31 EN4RC-Ia-2.2 EN4F-Ia-6 EN4SS-Ia-6 EN4G-Ia-b- EN4WC-Ia-b- EN4A-Ia-c-19
Note details in a 1.14.4 Use context clues Note significant Read words, Locate 2.3 15 Show willingness
literary text listened Speak clearly to find meaning details in a literary phrases, poems, information Use the plural Write 2–3 and enthusiasm
to using appropriate of unfamiliar text or stories with using print and form of regular sentences about in reading or
1
pronunciation words long vowel a nonprint nouns the characters in listening to a
and intonation sound resources a literary text literary text
listened to or
read
EN4LC-Ib-1.1 EN4OL-Ib- EN4V-Ib-13.1 EN4RC-Ib-2.1.1 EN4F-Ia-7 EN4SS-Ib-6
Note details in a 1.14.4 Use context clues Analyze a story in Read words, Locate
selection listened to Speak clearly (synoynms) to terms of its setting phrases, poems, information
2
using appropriate find meaning of or stories with using print and
pronunciation unfamiliar words long vowel e nonprint
and intonation sound resources
EN4LC-Ic-18 EN4OL-Ic- EN4V-Ic-13.1 EN4RC-Ic-2.1.1 EN4F-Ic-8 EN4SS-Ic- EN4G-Ib-2.4 EN4WC-Ic-2.4
Note details by 1.14.4 Use context clues Analyze a story in Read words, 2.15 Use plural form Write different
asking/ answering Speak clearly (synonyms) to terms of its setting phrases, poems, Use graphic of irregular forms of simple
questions about a using appropriate find meaning of or stories with organizers to nouns composition
story/poem listened pronunciation unfamiliar words long vowel i show (letters) as a
3
to and intonation sound understanding response to
of texts (story stories/poems
sequence read or listened
organizers) to
SECOND QUARTER
LC V RC F SS WC
OL G A
Week Listening Vocabulary Reading Oral Reading Study Writing
Oral Language Grammar Attitude
Comprehension Development Comprehension Fluency Strategy Composition
EN4LC-IIa-19 EN4OL-IIa-11 EN4V-IIa-32 EN4RC-IIa-1.1 EN4F-IIa-4 EN4SS-IIa-7 EN4G-IIa- EN4WC-IIa- EN4A-IIa-b-
Identify the Restate or retell Identify meanings of Identify the Read with Classify related 4.2.1 15 22
elements of a information from unfamiliar words important story automaticity words, ideas, Identify and Write 2–3 Demonstrate
literary text listened a text listened to through structural elements such as grade-level and and concepts use personal sentences about respect for the
to analysis (e.g., setting, frequently according to pronouns in the characters ideas, feelings,
compound words and character, and occurring certain sentences in a literary text and culture of
1 their components: one- plot content-area characteristics listened to or the author of
word compound words and similarities read the text listened
[backyard], two-word to
compound [security
guard], hyphenated
compound word [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-IIb-
2 Identify the Use courteous Identify meanings of Identify the Read with Classify related Use the 15
elements of a expressions unfamiliar words important story automaticity words, ideas, pronoun that Write 2-3
K to 12 English Curriculum Guide May 2016 Page 89 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC V RC F SS WC
OL G A
Week Listening Vocabulary Reading Oral Reading Study Writing
Oral Language Grammar Attitude
Comprehension Development Comprehension Fluency Strategy Composition
literary text listened through structural elements such as grade-level and concepts agrees in sentences about
to analysis (e.g., setting, character frequently according to gender, number the characters
compound words and and plot occurring certain with the in a literary text
their components: one- content area characteristics antecedent listened to or
word compound words and similarities read
[backyard], two-word
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 elements Listen and Identify meanings of Identify the Read with Identify and Show
of the literary text answer questions unfamiliar words theme of the automaticity use s form of enthusiasm for
listened to about a story through structural literary text read grade-level and verbs participating in
read/listened to analysis (words and frequently read-along
affixes) occurring activities (choral
3 content-area reading and
words readers’
theather)
EN4F-IIc-5
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-IId- EN4A-IId-24
Infer traits and Listen to and Use prefixes and root Infer traits and Read words, Locate meaning 3.2.1 20 Show
feelings of answer questions words as clues to get feelings of phrases, of words from Use the present Write a short enthusiasm for
characters based about the story the meaning of words characters based poems, and the dictionary form of verbs story with its participating in
4 on what they say read/ listened to on what they say stories with that agree with complete read-along
or do in a story or do in a story accuracy and the subject elements activities (choral
listened to read appropriate reading and
expression readers’
theather)
EN4LC-IIe-21 EN4OL-IIe-1.1 EN4V-IIe-33 EN4RC-IIe-30 EN4F-IIe-15 EN4SS-IIe-9 EN4G-IIe-9 EN4WC-IIe- EN4A-IIe-25
Sequence events in Relate story Use prefixes and root Use appropriate Read words, Use timeline to Use possessive 21 Take part in
a story listened to events to one’s words as clues to get graphic phrases, show order of pronouns that Write a short creative
experience meaning of words organizers to poems, and events agree in gender story with its responses in
5 show the stories with with complete preparing logs,
sequence of accuracy and antecedents elements journal, and
events in a text appropriate other oral
read (story) expression presentations
LC V RC F WC
OL SS G A
Week Listening Vocabulary Reading Oral Reading Writing
Oral Language Study Strategy Grammar Attitude
Comprehension Development Comprehension Fluency Composition
EN4LC-IVa-30 EN4OL-IVa-20 EN4V-IVa-13. EN4RC-IVa-42 EN4F-IVa-1.6 EN4SS-IVa-15 EN4G-IVa-21 EN4WC-IVa- EN4A-IVa-34
Distinguish fact from State a fact and 1 Distinguish fact from Read aloud Get information Identify 34 Express interest
opinion in opinion about a Use knowledge opinion in an grade four-level from an prepositions in Outline a in different
informational text particular topic of context clues informational text texts with advertisement sentences paragraph with texts by reading
1
(advertisements) to find the accuracy rate of explicity given available print
meaning of 95–100% main idea materials
unfamiliar words (Informational)
(synonyms)
EN4LC-IVb-31 EN4OL-IVb-21 EN4V-IVb- EN4RC-IVb-42 EN4F-IVb-1.6 EN4SS-IVb-16 EN4G-IVb- EN4WC-IVb- EN4A-IVb-34
Distinguish fact from State a fact and 13.2 Distinguish fact from Read aloud Get information 7.3 35 Expess interest
opinion in opinion about a Use knowledge opinion in grade four-level from an Use Write a 2- point in text by
informational text particular topic of context clues informational text texts with an announcement prepositions in sentence reading
2
(announcement) to find the accuracy rate of sentences – to outline available print
meaning of 95–100% and from materials
unfamiliar words (Informational)
(antonyms)
EN4LC-IVc-31 EN4OL-IVc-22 EN4V-IVc-41 EN4RC-IVc-43 EN4F-IVc-1.6 EN4SS-IVc-17 EN4G-IVc-7.3 EN4WC-IVc- EN4A-IVc-34
Tell whether an Express whether Identify the Distiguish reality Read aloud Use search Use 36 Express interest
action or event is a an action or meaning of from fantasy in grade four-level engine, prepositions in Write a in text by
reality or a fantasy event is reality words with stories read texts with encylopedia, sentences paragraph reading
3
or fantasy multiple accuracy rate of almanac and – among and based on a 2- available print
meanings 95–100% other multimedia between point outline materials
sources to get (Informational)
information
EN4LC-IVd-32 EN4OL-IVd-23 EN4V-IVd-42 EN4RC-IVd-43 EN4F-IVd-1.13 EN4SS-IVd-18 EN4G-IVd- EN4WC-IVd- EN4A-IVd-34
Evaluate the State conclusion Identify meaning Distinguish reality Read grade-level Take down 7.3 37 Express interest
likelihood that a to realistic of words with from fantasy in texts with 118 important Use Write 5–6 in text by
story/event could fiction prefixes un-, in-, stories read words correct information prepositions in, sentence reading
4
really happen im-, dis-, mis- words per on, under, and paragraph available print
and re- minute above in about a given materials
sentences topic (Informational)
(Prewriting)
EN4LC-IVe-33 EN4OL-IVe-24 EN4V-IVe-43 EN4RC-IVe-44 EN4F-IVe-1.13 EN4SS-IVe-5.4 EN4G-IVe- EN4WC-IVe- EN4A-IVe-34
Draw conclusion in State conclusion Identify meaning Make inferences and Read grade-level Interpret a map 7.2 38 Express interest
informational text to informational of word with draw conclusions texts with 118 Use Write 5–6 in text by
5 heard text suffixes -ful and based on words correct prepositional sentence reading
-less informational text words per phrases in paragraph available print
minute sentences about a given materials
topic (Writing) (Informational)
K to 12 English Curriculum Guide May 2016 Page 94 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC V RC F WC
OL SS G A
Week Listening Vocabulary Reading Oral Reading Writing
Oral Language Study Strategy Grammar Attitude
Comprehension Development Comprehension Fluency Composition
EN4LC-IVf-34 EN4OL-IVf-25 EN4V-IVf-44 EN4RC-IVf-45 EN4F-IVf-1.13 EN4SS-IVf-19 EN4G-IVf-22 EN4WC-IVf- EN4A-IVf-34
Give conclusions to State one’s Identify meaning Give conclusions to Read grade-level Interpret bar Use simple 39 Express interest
realistic fiction conclusion to of words with realistic fiction read texts with 118 and line graphs sentence: Write 5–6 in text by
6 listened to realistic fiction suffixes -er and words correct Simple subject sentence reading
listened to -or words per and simple paragraph available print
minute predicate about a given materials
topic (Editing) (Informational)
EN4LC-IVg-35 EN4OL-IVg-26 EN4V-IVg-45 EN4RC-IVg- EN4F-IVg-1.13 EN4SS-IVg-20 EN4G-IVg-23 EN4WC-IVg- EN4A-IVg-34
Give one’s reaction Express one’s Identify meaning 2.2.12 Read grade-level Use a glossary Use simple 40 Express interest
to an event or issue reaction to an of words with Make texts with 118 to get the sentence: Write 5–6 in text by
heard event or issue prefixes de- and generalizations words correct meaning of Compound sentence reading
7 dis- words per words subject + paragraph available print
minute simple about a given materials
predicate topic (Informational)
(Rewriting/
Revising)
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-and- State the effects Identify meaning Identify cause- and- Read grade-level Use a glossary Use simple 41 Browse and
effect relationship of a given cause of words with effect relationship texts with 118 to get the sentences: Write 5–6 read books for
suffixes -ly and - words correct meaning of Simple subject sentence learning or for
8
y words per words and compound paragraph pleasure
minute predicate about a 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-IVi- EN4A-IVi-32
Identify cause- and- State the cause Identify meaning Identify cause- and- Read grade-level Use strategies in Use 42 Browse and
effect relationship of a given effect of words with effect relationship texts with 118 taking tests compound Write 5–6 read books for
suffixes -able words correct A. Before the sentences sentence learning or for
9
and -ible words per test paragraph pleasure
minute B. During the about a given
test topic
(Publishing)
GRADE 5
FIRST QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
Grade Level Standards
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 Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
EN5LC-Ia-2.1 EN5OL-Ia- EN5V-Ia-12 EN5F-Ia-2.9 EN5G-Ia-3.3 EN5WC-Ia- EN5VC-Ia-5.1 EN5A-Ia-16
Note significant 2.6.1 and 13 Self-correct Compose clear 1.1.6.1 Describe Observe
details Use appropriate Infer the when reading and coherent Plan a two to different forms politeness at all
facial meaning of sentences three- and times
expressions unfamiliar using paragraph conventions of
words appropriate film and
composition
(compound) grammatical moving pictures
1 using an
based on given structures: (lights,
context clues -Aspects of outline/other blocking,
(synonyms, verbs graphic direction,
antonyms, organizers characterization
word parts) , acting, dialog,
and other setting or set-
strategies up)
EN5LC-Ib- EN5OL-Ib- EN5V-Ib-12 EN5RC-Ib- EN5F-Ib-1.6 EN5G-Ib-3.3 EN5WC-Ib- EN5VC-Ib-5.1 EN5A-Ib-16
2.17.1 2.6.2 and 13 2.9.1 Read aloud Compose clear 1.1.6.1 Describe Observe
Identify the Use appropriate Infer the Infer the theme grade level and coherent Plan a two to different forms politeness at all
elements of body meaning of of literary text appropriate sentences three- and times
literary texts movements/ges unfamiliar text with an using paragraph conventions of
tures words accuracy rate appropriate film and
composition
(compound) of 95 – 100% grammatical moving pictures
2 using an
based on given structures: (lights,
context clues -Aspects of outline/other blocking,
(synonyms, verbs graphic direction,
antonyms, organizers characterization
word parts) , acting, dialog,
and other setting or set-
strategies up)
EN5LC-Ic- EN5OL-Ic-3.9 EN5V-Ic-12 EN5RC-Ic- EN5F-Ic-1.6 EN5G-Ic-3.6 EN5WC-Ic- EN5VC-Ic-5.1 EN5A-Ic-16
2.17.2 Use formal and and 13 2.23 Read aloud Compose clear 2.2.4 Describe Observe
3 Identify the informal Infer the Summarize grade level and coherent Write two to different forms politeness at all
elements of English when meaning of narrative appropriate sentences three- and times
appropriate to unfamiliar text with an using conventions of
K to 12 English Curriculum Guide May 2016 Page 101 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
literary texts task and words texts based accuracy rate appropriate paragraph film and
situation ( affixed) based on of 95 – 100% grammatical composition moving pictures EN5A-Ic-17
on given elements structures: based on the (lights, Show
context clues -Modals blocking, tactfulness
-Theme prepared
(synonyms, direction, when
antonyms, -Setting outline characterization communica
word parts) -Characters , acting, dialog, ting with others
and other (Heroes and setting or set-
strategies Villains) up)
-Plot
(beginning,
middle and
ending)
EN5LC-Id- EN5OL-Id-3.9 EN5V-Id-12 EN5RC-Id- EN5F-Id- EN5G-Id-3.6 EN5WC-Id- EN5VC-Id-6 EN5A-Id-16
2.17.3 Use formal and and 13 2.23 1.8.1.1 Compose clear 2.2.4 Distinguish Observe
Identify the informal Infer the Summarize Read with and coherent Write two to among various politeness at all
elements of English when meaning of narrative automaticity sentences three- types of times
literary texts appropriate to unfamiliar texts based grade level using paragraph viewing
task and words frequently appropriate
on composition materials
situation ( affixed) based occurring grammatical EN5A-Id-17
on given elements content area structures: based on the Show
context clues -Theme words -Modals prepared tactfulness
4 outline
(synonyms, -Setting (Art) when
antonyms, -Characters communica
word parts) (Heroes and ting with others
and other Villains)
strategies -Plot
(beginning,
middle and
ending)
SECOND QUARTER
The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
Grade Level Standards 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 Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN5LC-IIa-4 EN5OL-IIa- EN5RC-IIa- EN5G-IIa-3.9 EN5WC-IIa- EN5VC-IIa-7 EN5A-IIa-16
Identify signal 1.13.1 2.21 Compose clear 1.1.6.1 Determine Observe
words from text Provide Identify and coherent Plan a two to images/ideas politeness at all
heard accurate main idea, sentences three- that are times
instructions key using paragraph explicitly used
sentences appropriate composition to influence EN5A-IIa-17
and grammatical using an viewers Show
supporting structures: outline/other EN5VC-IIa- tactfulness
1 details of a -subject-verb graphic 7.1 when
given agreement organizers Stereotypes, communica-
paragraph ( inverted EN5VC-IIa- ting with others
sentences) 7.2
Point of view
EN5VC-IIa-
7.3
Propagandas
EN5LC-IIe- EN5OL-IIe- EN5V-IIe- EN5RC-IIe- EN5F-IIe- EN5SS-IIe- EN5G-IIe-5.3 EN5WC-IIe- EN5VC-IIe-7 EN5A-IIe-16
2.10 3.4.1 20.1.2 3.2.2 1.8.1 1.4 Compose clear 1.8.1 Determine Observe
Distinguish fact Respond to Distinguish Read with Gather relevant and coherent EN5WC-IIe- images/ideas politeness at all
from opinion ideas and EN5V-IIe- text-types automaticity information sentences 1.8.3 that are times
5 opinions after 20.2.2 according to grade level from various using explicitly used
reflection Identify purpose frequently sources appropriate Revise writing to influenceEN5A-IIe-17
different -To recall a occurring grammatical for clarity viewers Show
meanings of series of content area -Thesaurus structures: EN5VC-IIe- tactfulness
content specific events/ words -kinds of -punctuation 7.1 when
K to 12 English Curriculum Guide May 2016 Page 106 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
words information adjectives marks Stereotypes, communica-
(denotation -signal words EN5VC-IIe- ting with others
and 7.2
connotation) Point of view
(Mathematics) EN5VC-IIe-
7.3
Propagandas
EN5OL-IIf- EN5V-IIf- EN5RC-IIf- EN5F-IIf- EN5SS-IIf- EN5G-IIf-5.5 EN5WC-IIf- EN5VC-IIf-7 EN5A-IIf-16
3.5.1 20.1.2 3.2.3 1.8.1 1.7 Compose clear 2.2.6 Determine Observe
Provide Distinguish Read with Gather relevant and coherent Write images/ideas politeness at all
evidence to EN5V-IIf- text-types automaticity information sentences paragraphs that are times
support 20.2.2 according to grade level from various using showing explicitly used
opinion/fact Identify purpose frequently sources appropriate -comparison to influence EN5A-IIf-17
different -To explain occurring -Online grammatical and contrast viewers Show
meanings of content area references structures: EN5VC-IIf- tactfulness
6
content specific words -order of 7.1 when
words adjectives Stereotypes, communica-
(denotation EN5VC-IIf- ting with others
and 7.2
connotation) Point of view
(Mathematics) EN5VC-IIf-
7.3
Propagandas
EN5V-IIg- EN5RC-IIg- EN5F-IIg-2.9 EN5SS-IIg- EN5G-IIg-5.2 EN5WC-IIg- EN5VC-IIg-7 EN5A-IIg-16
20.1.3 2.12 Self-correct 1.7 Compose clear 2.2.6 Determine Observe
EN5V-IIg- Make when reading Gather relevant and coherent Write images/ideas politeness at all
20.2.3 generalizati information sentences paragraphs that are times
Identify ons from various using showing explicitly used
different sources appropriate -comparison to influence EN5A-IIg-17
meanings of -Online grammatical and contrast viewers Show
content specific references structures: EN5VC-IIg- tactfulness
7
words -degrees of 7.1 when
(denotation adjectives Stereotypes, communica-
and EN5VC-IIg- ting with others
connotation) 7.2
(Health) Point of view
EN5VC-IIg-
7.3
Propagandas
EN5OL-IIh-4 EN5V-IIh- EN5RC-IIh- EN5F-IIh-1.3 EN5SS-IIh- EN5G-IIh-8.3 EN5WC-IIh- EN5VC-IIh-7 EN5A-IIh-16
8 Make a stand 20.1.3 2.15.1 Read grade 1.8 Compose clear 1.8.2 Determine Observe
Make an level text with Organize and coherent Revise writing images/ideas politeness at all
K to 12 English Curriculum Guide May 2016 Page 107 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN5V-IIh- outline from a accuracy, information sentences for clarity that are times
20.2.3 selection read appropriate from primary using - correct explicitly used
Identify rate and proper sources in appropriate spelling to influence EN5A-IIh-17
different expression preparation for grammatical viewers Show
meanings of writing, structures: EN5VC-IIh- tactfulness
content specific reporting and -subordinate 7.1 when
words similar and coordinate Stereotypes, communica-
(denotation academic tasks conjunctions EN5VC-IIh- ting with others
and in collaboration 7.2
connotation) with others Point of view
(Health) EN5VC-IIh-
7.3
Propagandas
EN5OL-IIi-4 EN5RC-IIi- EN5F-IIi-1.3 EN5WC-IIi- EN5VC-IIi-7 EN5A-IIi-16
Make a stand 2.15.1 Read grade 1.8.1 Determine Observe
Make an level text with Revise writing images/ideas politeness at all
outline from a accuracy, for clarity that are times
selection read EN5F-IIi-1.6 - appropriate explicitly used
appropriate punctuation to influence EN5A-IIi-17
rate and marks viewers Show
EN5F-IIi-1.7 EN5WC-IIi- EN5VC-IIi- tactfulness
9
proper 1.8.3 7.1 when
expression -transition/ Stereotypes, communica-
signal words EN5VC-IIi- ting with others
7.2
Point of view
EN5VC-IIi-
7.3
Propagandas
EN5OL-IIj-4 EN5F-IIj-1.3 EN5WC-IIj- EN5VC-IIj-7 EN5A-IIj-16
Make a stand Read grade 3.7 Determine Observe
level text with Distinguish images/ideas politeness at all
accuracy, among forms that are times
EN5F-IIj-1.6 (kinds and explicitly used
appropriate descriptions to influence EN5A-IIj-17
10 rate viewers Show
EN5F-IIj-1.7 Fill-out forms EN5VC-IIj- tactfulness
and proper accurately 7.1 when
expression (school forms, Stereotypes, communica-
deposit and EN5VC-IIj- ting with others
withdrawal 7.2
slips, etc.) Point of view
K to 12 English Curriculum Guide May 2016 Page 108 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN5VC-IIj-
7.3
Propagandas
THIRD QUARTER
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest
Grade Level Standards
in reading to meet various needs.
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
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 fact Remind others Infer the Distinguish Read grade information Compose clear politeness at all
from opinion to stay on topic meaning of text-types level text with from primary and coherent times
EN5LC-IIIa- unfamiliar according to accuracy, sources in sentences
2.15 words purpose EN5F-IIIa- preparation for using EN5A-IIIa-17
Provide evidence (compound, -To persuade 1.6 writing, appropriate Show
to support affixed) based appropriate reporting and grammatical tactfulness
understanding on rate and similar structures: when
EN5V-IIIa- EN5F-IIIa- academic tasks -Prepositions communica-
1 20.4 1.7 in collaboration ting with others
given context proper with others
clues expression
(Synonyms
Antonyms
word parts)
and
EN5V-IIIa-
20.5
other strategies
(Health)
EN5LC-IIIb- EN5OL-IIIb- EN5V-IIIb- EN5RC-IIIb- EN5F-IIIb- EN5SS-IIIb-3 EN5G-IIIa- EN5A-IIIb-16
2.15 2.7 20.3 3.2.5 2.9 Organize 7.3.2 Observe
Provide evidence Remind others Infer the Distinguish Self-correct information Compose clear politeness at all
2
to support to stay on topic meaning of text-types when reading from primary and coherent times
understanding unfamiliar according to sources in sentences
words features preparation for using EN5A-IIIb-17
K to 12 English Curriculum Guide May 2016 Page 109 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
(compound, (structural and writing, appropriate Show
affixed) based language) reporting and grammatical tactfulness
on -Problem and similar structures: when
EN5V-IIIb- solution academic tasks -Prepositional communica-
20.4 in collaboration phrases ting with others
given context with others
clues
(Synonyms
Antonyms
word parts)
and
EN5V-IIIb-
20.5
other strategies
(Health)
EN5LC-IIIc- EN5OL-IIIc- EN5V-IIIc- EN5RC-IIIc- EN5F-IIIc- EN5SS-IIIc-4 EN5G-IIIa- EN5A-IIIc-16
2.15 2.8 20.3 3.2.5 1.3 Organize 1.8.1 Observe
Provide evidence Link comments Infer the Distinguish Read grade information politeness at all
to support to the remarks meaning of text-types level text with from secondary times
EN5G-IIIa-
understanding of others unfamiliar according to accuracy, sources in
words features EN5F-IIIc- preparation for 1.8.3 EN5A-IIIc-17
Use a
(compound, (structural and 1.6 writing, Show
affixed) based language) appropriate reporting and particular kind tactfulness
of sentence
on -Problem and rate and similar when
EN5V-IIIc- solution EN5F-IIIc- academic tasks for a specific communica-
purpose and
3 20.4 1.7 in collaboration ting with others
given context proper with others audience
-asking
clues expression
(Synonyms permission
Antonyms -making
word parts) requests
and
EN5V-IIIc-
20.5
other strategies
(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
8.3 Link comments Infer the Distinguish Self-correct information EN5G-IIId- Plan a two to politeness at all
4
Infer the to the remarks meaning of text-types when reading from secondary 1.8.2 three- times
speaker’s tone, of others unfamiliar according to sources in Use a paragraph
mood and words features preparation for particular kind EN5A-IIId-17
K to 12 English Curriculum Guide May 2016 Page 110 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
purpose (compound, (structural and writing, of sentence composition Show
affixed) based language) reporting and for a specific using an tactfulness
on -Problem and similar purpose and outline/other when
EN5V-IIId- solution academic tasks audience communica-
graphic
20.4 in collaboration -asking ting with others
given context with others permission organizers
clues -responding to
(Synonyms questions
Antonyms
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
8.3 Use Infer the Distinguish Read grade information Use a Write a 3- Infer the target politeness at all
Infer the appropriate meaning of text-types level text with from secondary particular kind paragraph audience times
speaker’s tone, strategies to unfamiliar according to accuracy, sources in of sentence feature article
mood and keep the words features EN5F-IIIe- preparation for for a specific EN5A-IIIe-17
purpose discussion (compound, (structural and 1.6 writing, purpose and Show
going affixed) based language) appropriate reporting and audience tactfulness
on -Cause and rate and similar -following and when
EN5V-IIIe- effect EN5F-IIIe- academic tasks giving communica-
5 20.4 1.7 in collaboration directions ting with others
given context proper with others
clues expression
(Synonyms
Antonyms
word parts)
and
EN5V-IIIe-
20.5
other strategies
(Mathematics)
EN5LC-IIIf- EN5OL-IIIf- EN5V-IIIf- EN5RC-IIIf- EN5F-IIIf-2.9 EN5SS-IIIf-4 EN5G-IIIf- EN5WC-IIIf- EN5VC-IIIf- EN5A-IIIf-16
2.8.1/2.8.2/2. 3.7 20.3 3.2.6 Self-correct Organize 1.8.8 1.8.2/1.8.1/1 3.8 Observe
8.3 Use Infer the Distinguish when reading information Use a .8.3 Infer purpose politeness at all
6
Infer the appropriate meaning of text-types from secondary particular kind Revise writing of the visual times
speaker’s tone, strategies to unfamiliar according to sources in of sentence for clarity media
mood and keep the words features preparation for for a specific - correct EN5A-IIIf-17
K to 12 English Curriculum Guide May 2016 Page 111 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
purpose discussion (compound, (structural and writing, purpose and spelling Show
going affixed) based language) reporting and audience - appropriate tactfulness
on -Cause and similar -giving punctuation when
EN5V-IIIf- effect academic tasks information marks communica-
20.4 in collaboration -transition/ ting with others
given context with others signal words
clues
(Synonyms
Antonyms
word parts)
and
EN5V-IIIf-
20.5
other strategies
(Mathematics)
EN5LC-IIIg- 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 point- Distinguish EN5F-IIIg- information Use a Write a 3- images/ideas politeness at all
of-view text-types 1.7 from secondary particular kind paragraph that are times
according to Observe sources in of sentence feature article explicitly used
features accuracy, preparation for for a specific to influence EN5A-IIIg-17
(structural and appropriate writing, purpose and viewers Show
language) rate and proper reporting and audience EN5VC-IIIg- tactfulness
7 -comparison expressions in similar -making 7.1 when
and contrast choral, echo academic tasks explanation Stereotypes, communica-
and shadow in collaboration EN5VC-IIIg- ting with others
reading. with others 7.2
Point of view
EN5VC-IIIg-
7.3
Propagandas
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in
Grade Level Standards
reading to meet various needs .
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
EN5LC-IVa- EN5OL-IVa- EN5V-IVa- EN5RC-IVa- EN5F-IVa-1.6 EN5SS-IVa- EN5G-IVa- EN5VC-IVa- EN5A-IVa-16
3.11 2.6.1 20.1 3.2. 8 Read aloud 1.8 1.8.1 3.7 Observe
Restate Use appropriate EN5V-IVa- Distinguish grade level Take down Use compound Infer target politeness at all
sentences facial 20.2 text-types appropriate relevant notes sentences to audience times
heard in one’s expressions Identify according to text with an show
own words different features accuracy rate cause and EN5A-IVa-17
1 meanings of (structural and of 95 – 100% effect Show
content specific language) tactfulness
words -Enumeration when
(denotation communica-
and ting with others
connotation)
(Science)
EN5LC-IVb- EN5OL-IVb- EN5V-IVb- EN5RC-IVb- EN5F-IVb-1.6 EN5SS-IVb- EN5G-IVb- EN5VC-IVb- EN5A-IVb-16
3.11 2.6.1 20.1 3.2. 8 Read aloud 1.8 1.8.1 3.7 Observe
Restate Use appropriate EN5V-IVb- Distinguish grade level Take down Use compound Infer target politeness at all
sentences facial 20.2 text-types appropriate relevant notes sentences to audience times
heard in one’s expressions Identify according to text with an show
own words different features accuracy rate cause and EN5A-IVb-17
2 meanings of (structural and of 95 – 100% effect Show
content specific language) tactfulness
words -Enumeration when
(denotation communica-
and ting with others
connotation)
(Science)
EN5LC-IVc- EN5OL-IVc- EN5V-IVc- EN5RC-IVc- EN5F-IVc-1.6 EN5SS-IVc- EN5G-IVc- EN5WC-IVc- EN5VC-IVc- EN5A-IVc-16
3.11 2.6.2 20.1 3.2. 9 Read aloud 1.9 1.8.2 1.1.6.1 3.8 Observe
Restate Use appropriate EN5V-IVc- Distinguish grade level Assess Use compound Plan a two to Infer purposes politeness at all
sentences body 20.2 text-types appropriate credibility of sentences to three- of the visual times
3 heard in one’s movements/ Identify according to text with an the sources of show paragraph media
own words Gestures different features accuracy rate information problem- composition EN5A-IVc-17
meanings of (structural and of 95 – 100% solution using an Show
content specific language) relationship of outline/other tactfulness
words -Time-order ideas graphic when
K to 12 English Curriculum Guide May 2016 Page 114 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
(denotation (sequence, organizers communica-
and recounts, ting with others
connotation) process)
(Health)
EN5LC-IVd- EN5OL-IVd- EN5V-IVd- EN5RC-IVd- EN5F-IVd- EN5SS-IVd- EN5G-IVd- EN5WC-IVd- EN5VC-IVd- EN5A-IVd-16
3.11 2.6.2 20.1 3.2. 9 1.13 1.9 1.8.2 2.2.8 1.7.1 Observe
Restate Use appropriate EN5V-IVd- Distinguish Read grade Assess Use compound Compose a Analyze how politeness at all
sentences body 20.2 text-types level text with credibility of sentences to three- visual and times
heard in one’s movements/ Identify according to 128 words sources of show paragraph multimedia
own words Gestures different features correct per information problem- descriptive elements EN5A-IVd-17
4 meanings of (structural and minute solution essay on self- contribute to Show
content specific language) relationship of selected topic the meaning of tactfulness
words -Time-order ideas a text when
(denotation (sequence, communica-
and recounts, ting with others
connotation) process)
(Health)
EN5LC-IVe- EN5OL-IVe-4 EN5V-IVe- EN5RC-IVe- EN5F-IVe- EN5SS-IVe-5 EN5G-IVe- EN5WC-IVe- EN5VC-IVe- EN5A-IVe-16
3.11 Use verbal and 20.1 2.15.2 1.13 List primary 1.9.1 1.8 1.7.1 Observe
Restate non-verbal cues EN5V-IVe- Use appropriate Read grade and secondary Use complex Revise writing Analyze how politeness at all
sentences in a TV 20.2 graphic level text with sources of sentences to for clarity visual and times
heard in one’s broadcast Identify organizers in 128 words information show - correct multimedia
own words different texts read correct per cause and spelling elements EN5A-IVe-17
5 meanings of minute effect contribute to Show
content specific the meaning of tactfulness
words a text when
(denotation communica-
and ting with others
connotation)
(TLE)
EN5LC-IVf- EN5OL-IVf-4 EN5V-IVf- EN5RC-IVf- EN5F-IVf- EN5SS-IVf-5 EN5G-IVf- EN5WC-IIIf- EN5VC-IVf-7 EN5A-IVf-16
3.13 Use verbal and 20.1 5.5 1.13 List primary 1.9.1 2.2.8 Determine Observe
Summarize non-verbal cues EN5V-IVf- Respond Read grade and secondary Use complex Compose a images/ideas politeness at all
information in a TV 20.2 appropriatel level text with sources of sentences to three- that are times
from various broadcast Identify y to 128 words information show paragraph explicitly used
text types different messages correct per cause and descriptive to influence EN5A-IVf-17
6
meanings of of different minute effect essay on self- viewers Show
content specific authentic selected topic EN5VC- IVf- tactfulness
words texts 7.1 when
(denotation Stereotypes, communica-
and EN5VC- IVf - ting with others
connotation) 7.2
K to 12 English Curriculum Guide May 2016 Page 115 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F WC
SS G VC A
Week Listening Oral Vocabulary Reading Oral Reading Writing/
Study Strategy Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Composition
(TLE) Point of view
EN5VC- IVf -
7.3
Propagandas
EN5LC-IVg- EN5OL-IVg-4 EN5V-IVg- EN5RC-IVg- EN5F-IVg-2.9 EN5SS-IVg- EN5G-IVg- EN5WC-IIIg- EN5VC-IVg-7 EN5A-IVg-16
3.13 Use verbal and 20.1 2.12 Self-correct 2.3 1.9.2 1.8.1/1.8.3 Determine Observe
Summarize non-verbal cues EN5V-IVg- Make when reading Conduct short Use complex Revise writing images/ideas politeness at all
information in a TV 20.2 generalizati research sentences to for clarity - that are times
from various broadcast Identify ons projects on a show appropriate explicitly used
text types different self-selected problem- punctuation to influence EN5A-IVg-17
meanings of topic solution marks viewers Show
unfamiliar relationship of -transition/ EN5VC- IVg- tactfulness
7 words ideas signal words 7.1 when
(denotation Stereotypes, communica-
and EN5VC- IVg - ting with others
connotation) 7.2
(Mathematics) Point of view
EN5VC- IVg -
7.3
Propagandas
EN5LC-IVh- EN5OL-IVh-4 EN5V-IVh- EN5F-IVh-1.6 EN5SS-IVh- EN5G-IVh- EN5WC-IIIh- EN5VC- IVh - EN5A-IVh-16
3.13 Use verbal and 20.1 EN5F-IVh-1.3 2.3 1.9.2 2.2.8 2.4 Observe
Summarize non-verbal cues EN5V-IVh- EN5F-IVh-1.7 Conduct short Use complex Compose a Make politeness at all
information in a TV 20.2 EN5F-IVh- research sentences to three- connections times
from various broadcast Identify 1.14 projects on a show paragraph between
text types different Observe self-selected problem- descriptive information EN5A-IVh-17
meanings of accuracy, topic solution essay on self- viewed and Show
unfamiliar appropriate relationship of selected topic personal tactfulness
8 words rate, proper ideas experiences when
(denotation expressions communica-
and and correct ting with others
connotation) pronunciation
(Mathematics in dramatic
readings and
presentations
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to 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-2.17.1 1. *Fun in English 4. 1999. pp 20, 21, 22, 23.
EN5LC-Ic-2.17.2 2. *English for You and Me (Language) 6. 2008. pp 100.
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.
2.8.1/2.8.2/2.8.3 2. *English for All Times 5. 1999. pp 142, 184.
Distinguish reality from fantasy 1. *Fun in English 4. 1999. pp 185, 187.
EN5LC-Ig-2.3
2. *English for All Times 5. 1999. pp 171, 200.
EN5LC-Ih-2.3
3. *English for All Times 6. 1999. pp 72.
2Q
Identify informational text-types EN5LC-IIb-3.19 *English for All Times 5. 1999. pp 44.
EN5LC-IIc-3.19
Distinguish fact from opinion 1. *Fun in English 4. 1999. pp 209.
EN5LC-IId-2.10
2. *English for All Times 5. 1999. pp 218-219.
EN5LC-IIe-2.10
3. *English for You and Me (Reading) 6. 2008. pp 31.
3Q
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, 131-132, 141-
EN5LC-IIIb-2.15 142, 163, 173, 200, 211, 223.
EN5LC-IIIc-2.15
Infer the speaker’s tone, mood and purpose EN5LC-IIId- 1. *Fun in English 4. 1999. pp 166, 167.
2.8.1/2.8.2/2.8.3 2. *English for All Times 5. 1999. pp 18, 184.
EN5LC-IIIe-
2.8.1/2.8.2/2.8.3
EN5LC-IIIf-
2.8.1/2.8.2/2.8.3
Identify point-of-view EN5LC-IIIg-3.17 *English for All Times 5. 1999. pp 18, 184.
EN5LC-IIIh-3.17
EN5LC-IIIi-3.17
EN5LC-IIIj-3.17
4Q
GRADE 6
FIRST QUARTER
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
Grade Level Standards
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 Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN6LC-Ia- EN6OL-Ia- EN6V-Ia- EN6RC-Ia- EN6F-Ia-2.9 EN6G-Ia- EN6WC-Ia- EN6VC-Ia- EN6A-Ia-16
2.3.1 1.17 12.3.1 2.3.1 Self-correct 2.3.1 2.2.2 5.1.1 Observe
EN6LC-Ia- Relate an Infer meaning EN6RC-Ia- when reading Compose clear Write a 3- Describe politeness at all
2.3.3 experience of idiomatic 2.3.3 and coherent line 4- different forms times
EN6LC-Ia- appropriate to expressions EN6RC-Ia- sentences stanza and
2.3.2 the occasion using 2.3.2 using poem conventions of
EN6LC-Ia- -context clues EN6RC-Ia- appropriate film and EN6A-Ia-17
2.3.6 2.3.9 grammatical moving pictures Show
EN6LC-Ia- Analyze structures: (lights) tactfulness
2.3.8 sound -Pluralization of when
1 EN6LC-Ia- devices regular nouns communicating
2.3.7 (onomatop with others
Analyze sound oeia,
devices alliteration, EN6A-Ia-18
(onomatopoeia, assonance, Show openness
alliteration, consonance to criticism
assonance, )
personification,
irony and
hyperbole) in a
text heard
EN6LC-Ib- EN6OL-Ib- EN6V-Ib- EN6RC-Ib-6.1 EN6F-Ib-1.6 EN6G-Ib- EN6WC-Ib- EN6VC-Ib- EN6A-Ib-16
2.3.6 1.17 12.4.2.1 EN6RC-Ib-6.2 Read aloud 2.3.2 2.2.2 5.1.2 Observe
Analyze sound Relate an Infer meaning EN6RC-Ib-6.3 grade level Compose clear Write a 3- Describe politeness at all
devices experience of idiomatic EN6RC-Ib-6.4 appropriate and coherent line 4- different forms times
(personification appropriate to expressions Analyze text with an sentences stanza and
) in a text the occasion using poem with accuracy rate using poem conventions of EN6A-Ib-17
2
heard -affixes 4 or more of 95 – 100% appropriate film and Show
stanzas in grammatical moving pictures tactfulness
terms of its structures: (blocking) when
elements -Pluralization of communicating
(rhymes, irregular nouns with others
sound
K to 12 English Curriculum Guide May 2016 Page 124 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
devices, EN6A-Ib-18
imagery Show openness
and to criticism
figurative
language)
EN6A-Ic-18
Show openness
to criticism
EN6LC-Id- EN6OL-Id- EN6V-Id- EN6RC-Id-6.8 EN6F-Id-1.6 EN6G-Id-3.3 EN6VC-Id- EN6A-Id-16
2.11.1 1.17 12.3.2 EN6RC-Id-6.9 Read aloud Compose clear 5.1.4 Observe
EN6LC-Id- Relate an EN6V-Id- Analyze grade level and coherent Describe politeness at all
2.11.2 experience 12.4.1.2 figures of appropriate sentences different forms times
EN6LC-Id- appropriate to EN6V-Id- speech text with an using and
2.11.3 the occasion 12.4.2.2 (simile, accuracy rate appropriate conventions of EN6A-Id-17
Infer the Infer meaning metaphor) of 95 – 100% grammatical film and Show
speaker’s tone, of figurative structures: moving pictures tactfulness
4
mood and language using -aspects of (characterizatio when
purpose -context clues verbs n) communicating
-affixes and with others
roots
-other EN6A-Id-18
strategies Show openness
to criticism
SECOND QUARTER
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
Grade Level Standards
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 Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN6LC-IIa- EN6OL-IIa- EN6V-IIa- EN6RC-IIa- EN6F-IIa-2.9 EN6SS-IIa- EN6G-IIa-5.5 EN6WC-IIa- EN6VC-IIa- EN6A-IIa-16
3.2 3.7 12.3.3 5.5 Self-correct 1.3 EN6G-IIa-5.2 3.7 3.7 Observe
Distinguish Employ an EN6V-IIa- Respond when reading EN6SS-IIa- Compose clear Fill-out forms Infer the target politeness at all
various types of appropriate 12.4.1.3 appropriately to 1.4 and coherent accurately and audience times
informational/f style of EN6V-IIa- the messages Gather relevant sentences efficiently
actual text speaking, 12.4.2.3 of the different information using (biodata, EN6A-IIa-17
adjusting Infer meaning authentic texts from various appropriate application Show
language, of borrowed sources grammatical forms, etc.) tactfulness
1 gestures, rate, words and -glossary structures: when
and volume content specific -indices -Order and communicating
according to terms using degrees of with others
audience and -context clues regular
purpose -affixes and adjectives EN6A-IIa-18
roots Show openness
-other to criticism
strategies
(Math)
EN6LC-IIb- EN6OL-IIb- EN6V-IIb- EN6RC-IIb- EN6F-IIb-1.6 EN6SS-IIb- EN6G-IIb- EN6WC-IIb- EN6VC-IIb- EN6A-IIb-16
3.2 3.7 12.3.3 5.5 EN6F-IIb-1.3 1.4 5.5.1 1.1.6.1 3.7 Observe
Distinguish Employ an EN6V-IIb- Respond EN6F-IIb-1.7 EN6SS-IIb- EN6G-IIb- Plan a Infer the target politeness at all
various types of appropriate 12.4.1.3 appropriatel Read grade 1.4.1 5.2.1 composition audience times
informational/f style of EN6V-IIb- y to the level text with Gather relevant Compose clear using an
actual text speaking, 12.4.2.3 messages accuracy, information and coherent outline/other EN6A-IIb-17
adjusting Infer meaning of the appropriate from various sentences graphic Show
language, of borrowed different rate and proper sources using organizers tactfulness
gestures, rate, words and authentic expression -Dictionary appropriate when
2
and volume content specific texts -Thesaurus grammatical communicating
according to terms using structures: with others
audience and -context clues -Order and
purpose -affixes and degrees of EN6A-IIb-18
roots irregular Show openness
-other adjectives to criticism
strategies
(Science)
THIRD QUARTER
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
Grade Level Standards
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 Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
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 significant Provide EN6V-IIIa- Distinguish Self-correct information Use a particular Plan a EN6VC-IIIa- politeness at all
details evidence to 8.2 text-types when reading from secondary kind of composition 6.2 times
support Clarify meaning according to sources in sentence for a using an Identify real or
opinions of words using purpose and preparation for specific outline/other make-believe, EN6A-IIIa-17
dictionaries, language writing, purpose and graphic fact or non-fact Show
1 thesaurus features reporting and audience organizers images tactfulness
-Enumeration similar -asking when
MISOSA Eng6 academic tasks permission communicating
Using a dictionary
in collaboration with others
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 stand Clarify meaning Distinguish EN6F-IIIb- information Use a particular Write a 3- EN6VC-IIIb- politeness at all
and propaganda based on of words using text-types 1.3 from secondary kind of paragraph 6.2 times
devices used by informed online according to EN6F-IIIb- sources in sentence for a editorial Identify real or
speakers opinion resources purpose and 1.7 preparation for specific article make-believe, EN6A-IIIb-17
2 language Read grade writing, purpose and fact or non-fact Show
features level text with reporting and audience images tactfulness
-Time-order accuracy, similar -responding to when
(sequence, appropriate academic tasks questions communicating
recounts, rate and proper in collaboration with others
process) expression with others
EN6A-IIIb-18
K to 12 English Curriculum Guide May 2016 Page 133 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
Show openness
to criticism
EN6LC-IIIc- EN6OL-IIIc- EN6V-IIIc- 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
Detect biases Make a stand EN6V- IIIc - Distinguish EN6F-IIIc- information Use a particular EN6WC-IIIc- Identify the politeness at all
and propaganda based on 12.4.1.3 text-types 1.3 from secondary kind of 1.8.1 values times
devices used by informed Infer meaning according to EN6F-IIIc- sources in sentence for a EN6WC-IIIc- suggested in
speakers opinion of borrowed purpose and 1.7 preparation for specific 1.8.3 the visual EN6A-IIIc-17
words using language Read grade writing, purpose and Revise writing media Show
3 -context clues features level text with reporting and audience for clarity tactfulness
-affixes and -Comparison accuracy, similar -making - correct when
roots and contrast appropriate academic tasks requests spelling communicating
-other rate and proper in collaboration - appropriate with others
strategies expression with others punctuation
marks EN6A-IIIc-18
-transition/ Show openness
signal words to criticism
EN6LC-IIId- EN6OL-IIId- EN6V- IIId - EN6RC-IIId- EN6F-IIId- EN6SS-IIId-4 EN6SS-IIId- EN6WC-IIId- EN6VC-IIId- EN6A-IIId-16
3.1.13 3.7 12.4.1.3 2.15.2 3.5 Organize 1.8.4 1.1.6.1 7.1 Observe
Make a stand Use Infer meaning Use EN6F-IIId- information Use a particular Plan a Identify the politeness at all
appropriate of borrowed appropriate 3.2 from secondary kind of composition values times
strategies to words using graphic EN6F-IIId- sources in sentence for a using an suggested in
keep a roots organizers in 3.6 preparation for specific outline/other the visual EN6A-IIId-17
discussion texts read Observe writing, purpose and graphic media Show
4 going accuracy, reporting and audience organizers tactfulness
appropriate similar -following and when
rate and proper academic tasks giving communicating
expressions in in collaboration directions with others
dialogs with others
EN6A-IIId-18
Show openness
to criticism
EN6LC-IIIe- EN6OL-IIIe- EN6V- IIIe - EN6F-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 meaning EN6F-IIIe- information Use a particular Write a 3- politeness at all
appropriate of borrowed 3.2 from secondary kind of paragraph times
strategies to words using EN6F-IIIe- sources in sentence for a editorial
5
keep a prefix 3.6 preparation for specific article EN6A-IIIe-17
discussion Observe writing, purpose and Show
going accuracy, reporting and audience tactfulness
appropriate similar -expressing when
rate and proper academic tasks opinions/ communicating
K to 12 English Curriculum Guide May 2016 Page 134 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
expressions in in collaboration Emotions with others
dialogs with others
EN6A-IIIe-18
Show openness
to criticism
EN6OL-IIIf- EN6V- IIIf - EN6F-IIIf-3.5 EN6SS-IIIf-4 EN6SS-IIIf- EN6WC-IIIf- EN6A-IIIf-16
2.7 12.4.2.3 EN6F-IIIf-3.2 Organize 1.8.11 1.8.2 Observe
Remind others Infer meaning EN6F-IIIf-3.6 information Use a particular EN6WC-IIIf- politeness at all
to stay on topic of borrowed Observe from secondary kind of 1.8.1 times
words using accuracy, sources in sentence for a EN6WC-IIIf-
suffix appropriate preparation for specific 1.8.3 EN6A-IIIf-17
rate and proper writing, purpose and Revise writing Show
6 expressions in reporting and audience for clarity tactfulness
dialogs similar -asserting - correct when
academic tasks spelling communicating
in collaboration - appropriate with others
with others punctuation
marks EN6A-IIIf-18
-transition/ Show openness
signal words to criticism
EN6OL-IIIg- EN6V-IIIg- EN6F-IIIg- EN6SS-IIIg-4 EN6A-IIIg-16
1.19 12.3.3 3.5 Organize Observe
Present a EN6V- IIIg - EN6F-IIIg- information politeness at all
coherent, 12.4.1.3 3.2 from secondary times
comprehensive EN6V- IIIg - EN6F-IIIg- sources in
report on 12.4.2.3 3.6 preparation for EN6A-IIIg-17
differing Infer meaning Observe writing, Show
7 viewpoints on of content accuracy, reporting and tactfulness
an issue specific terms appropriate similar when
using rate and proper academic tasks communicating
-context clues expressions in in collaboration with others
-affixes and dialogs with others
roots EN6A-IIIg-18
-other Show openness
strategies to criticism
EN6OL-IIIh- EN6V-IIIh- EN6F-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 all
coherent, 12.4.1.3 3.2 from secondary times
8 comprehensive EN6V- IIIh - EN6F-IIIh- sources in
report on 12.4.2.3 3.6 preparation for EN6A-IIIh-17
differing Infer meaning Observe writing, Show
K to 12 English Curriculum Guide May 2016 Page 135 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
viewpoints on of content accuracy, reporting and tactfulness
an issue specific terms appropriate similar when
using rate and proper academic tasks communicating
-context clues expressions in in collaboration with others
-affixes and dialogs with others
roots EN6A-IIIh-18
-other Show openness
strategies to criticism
EN6OL-IIIi- EN6V-IIIi- EN6F-IIIi-3.5 EN6SS-IIIi-4 EN6A-IIIi-16
1.19 12.3.3 EN6F-IIIi-3.2 Organize Observe
Present a EN6V- IIIi - EN6F-IIIi-3.6 information politeness at all
coherent, 12.4.1.3 Observe from secondary times
comprehensive EN6V- IIIi - accuracy, sources in
report on 12.4.2.3 appropriate preparation for EN6A-IIIi-17
differing Infer meaning rate and proper writing, Show
9 viewpoints on of content expressions in reporting and tactfulness
an issue specific terms dialogs similar when
using academic tasks communicating
-context clues in collaboration with others
-affixes and with others
roots EN6A-IIIi-18
-other Show openness
strategies to criticism
EN6OL-IIIj- EN6V-IIIj- EN6F-IIIj-3.5 EN6SS-IIIj-4 EN6A-IIIj-16
1.19 12.3.3 EN6F-IIIj-3.2 Organize Observe
Present a EN6V- IIIj - EN6F-IIIj-3.6 information politeness at all
coherent, 12.4.1.3 Observe from secondary times
comprehensive EN6V- IIIj - accuracy, sources in
report on 12.4.2.3 appropriate preparation for EN6A-IIIj-17
differing Infer meaning rate and proper writing, Show
10 viewpoints on of content expressions in reporting and tactfulness
an issue specific terms dialogs similar when
using academic tasks communicating
-context clues in collaboration with others
-affixes and with others
roots EN6A-IIIj-18
-other Show openness
strategies to criticism
FOURTH QUARTER
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads
Grade Level Standards
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 Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
EN6LC-IVa- EN6OL-IVa- EN6V-IVa- EN6RC-IVa- EN6F-IVa-1.6 EN6SS-IVa- EN6SS-IVa- EN6WC-IVa- EN6VC-IVa- EN6A-IVa-16
3.1.14 3.6 12.3.3 3.2.6 Read aloud 1.8 1.8 1.1.6.1 7.1 Observe
Restate portions Summarize EN6V- IVa - Distinguish grade level Take down Use various Plan a EN6VC-IVa- politeness at all
of a text heard information 12.4.1.3 text-types appropriate relevant notes types and kinds composition 7.2 times
to clarify conveyed EN6V- IVa - according to text with an of sentences using an EN6VC-IVa-
meaning through 12.4.2.3 purpose and accuracy rate for effective outline/other 7.3 EN6A-IVa-17
discussion Infer meaning language of 95 – 100% communication graphic Determine Show
1 of borrowed features of information/ organizers images/ideas tactfulness
words using -Cause and ideas that are when
-context clues effect (compound explicitly used communicating
-affixes and sentences) to influence with others
roots viewers
-other (Stereotypes, EN6A-IVa-18
strategies Point of view, Show openness
Propagandas) to criticism
EN6LC-IVb- EN6OL-IVb- EN6V-IVb- EN6RC-IVb- EN6F-IVb-1.6 EN6SS-IVb- EN6SS-IVb- EN6WC-IVb- EN6VC-IVb- EN6A-IVb-16
3.1.14 3.6 12.3.3 3.2.6 Read aloud 1.9 1.9 2.2.11 7.1 Observe
Restate portions Summarize EN6V- IVb - Distinguish grade level Assess Use various Compose a EN6VC-IVb- politeness at all
of a text heard information 12.4.1.3 text-types appropriate credibility of types and kinds three- 7.2 times
to clarify conveyed EN6V- IVb - according to text with an sources of of sentences paragraph EN6VC-IVb-
meaning through 12.4.2.3 purpose and accuracy rate information for effective persuasive 7.3 EN6A-IVb-17
discussion Infer meaning language of 95 – 100% communication essay on self- Determine Show
2 of borrowed features of information/ selected topic images/ideas tactfulness
words using -Cause and ideas that are when
-context clues effect (complex explicitly used communicating
-affixes and sentences) to influence with others
roots viewers
-other (Stereotypes, EN6A-IVb-18
strategies Point of view, Show openness
Propagandas) to criticism
EN6LC-IVc- EN6OL-IVc- EN6V- IVc - EN6RC-IVc- EN6F-IVc-2.9 EN6SS-IVc-5 EN6SS-IVc- EN6WC-IVc- EN6VC-IVc- EN6A-IVc-16
3.1.14 3.6 12.4.1.3 3.2.5 Self-correct List primary 1.10 1.8.2 7.1 Observe
3
Restate portions Summarize Infer meaning Distinguish when reading and secondary Use various EN6WC-IVc- EN6VC-IVc- politeness at all
of a text heard information of borrowed text-types sources of types and kinds 1.8.1 7.2 times
K to 12 English Curriculum Guide May 2016 Page 137 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
LC OL V RC F SS WC
G VC A
Week Listening Oral Vocabulary Reading Oral Reading Study Strategy Writing/
Grammar Viewing Attitude
Comprehension Language Development Comprehension Fluency Research Composition
to clarify conveyed words using according to information of sentences EN6WC-IVc- EN6VC-IVc-
meaning through roots purpose and for effective 1.8.3 7.3 EN6A-IVc-17
discussion language Revise writing communication Revise writing Determine Show
features for of information/ for clarity images/ideas tactfulness
-Problem and correctness/vali ideas - correct that are when
solution dy of (compound, spelling explicitly used communicating
information complex - appropriate to influence with others
sentences) punctuation viewers
EN6A-IVc-18
marks (Stereotypes,
Show openness
-transition/ Point of view,
to criticism
signal words Propagandas)
EN6LC-IVd- EN6OL-IVd- EN6V- IVd - EN6RC-IVd- EN6F-IVd- EN6SS-IVd- EN6SS-IVd- EN6WC-IVd- EN6VC-IVd- EN6A-IVd-16
2.23 3.6 12.4.2.3 3.2.5 1.13 2.3 1.10 1.1.6.1 1.4 Observe
Summarize the Summarize Infer meaning Distinguish Read grade Conduct short Use various Plan a Make politeness at all
information from information of borrowed text-types level text with research types and kinds composition connections times
a text heard conveyed words using according to 145 words projects on a of sentences using an between
through Prefix purpose and correct per relevant issue for effective outline/other information EN6A-IVd-17
discussion language minute communication graphic viewed and Show
4 features of information/ organizers personal tactfulness
ideas experiences when
-Problem and (compound, communicating
solution complex with others
sentences)
EN6A-IVd-18
Show openness
to criticism
EN6LC-IVe- EN6OL-IVe- EN6V- IVe - EN6RC-IVe- EN6F-IVe- EN6SS-IVe- EN6SS-IVe- EN6WC-IVe- EN6VC-IVe- EN6A-IVe-16
2.23 3.6 12.4.2.3 2.15.2 1.13 2.3 1.10 2.2.11 1.4 Observe
Summarize the Summarize Infer meaning Use Read grade Conduct short Use various Compose a Make politeness at all
information from information of borrowed appropriate level text with research types and kinds three- connections times
a text heard conveyed words using graphic 145 words projects on a of sentences paragraph between
EN6A-IVe-17
through Suffix organizers in correct per relevant issue for effective persuasive information
Show
discussion texts read minute communication essay on self- viewed and
5 tactfulness
of information/ selected topic personal
when
ideas experiences
communicating
(compound,
with others
complex
sentences) EN6A-IVe-18
Show openness
to criticism
EN6LC-IVf- EN6OL-IVf- EN6V-IVf- EN6RC-IVf- EN6F-IVf-3.5 EN6SS-IVf- EN6SS-IVf- EN6WC-IVf- EN6VC-IVf- EN6A-IVf-16
6
2.23 3.6 12.3.3 2.15.2 EN6F- IVf - 2.3 1.10 1.8.2 1.4 Observe
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
LC - Listening Comprehension
1Q
Analyze sound devices (onomatopoeia, alliteration, EN6LC-Ia-2.3.1 1. *English for All Times 6. 1999. pp 144-146.
assonance, personification, irony and hyperbole) in a text EN6LC-Ia-2.3.3 2. *English for You and Me 6 (Reading). 2011. pp 51-52.
heard EN6LC-Ia-2.3.2 3. *English Arts I. 2000. pp 40-44, 187.
EN6LC-Ia-2.3.6
EN6LC-Ia-2.3.8
EN6LC-Ia-2.3.7
Analyze sound devices (personification) in a text heard 1. *English for You and Me 6 (Reading). 2011. pp 51.
EN6LC-Ib-2.3.6
2. *English Arts I. 2000. pp 40, 43-44, 186-188.
Analyze sound devices (irony and hyperbole) in a text 1. BEAM-DLP6 Module 13 – Using Figurative Language Simile, Metaphor, Hyperbole.
EN6LC-Ic-2.3.7
heard 2. *English for You and Me 6 (Reading). 2011. pp 52.
EN6LC-Ic-2.3.8
3. *English Arts I. 2000. pp 44.
Infer the speaker’s tone, mood and purpose EN6LC-Id-2.11.1 1. BEAM-DLP6 Module 12 – Using the Plural Form of Nouns.
EN6LC-Id-2.11.2 2. BEAM-DLP6 Module 51 – Determining the Purpose of the Author.
EN6LC-Id-2.11.3 3. MISOSA English 6 – Determining the Purpose of the Author.
--- 4. *English for All Times 5. 1999. pp 135.
EN6LC-Ie-2.11.2 5. *English Expressways 5. 2010. pp 137.
EN6LC-Ie-2.11.3 6. *English Arts I. 2000. pp 26, 27, 249.
---
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.
-affixes 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 EN6V- 1. BEAM-DLP6 Module 13 – Using Figurative Language.
-context clues Ie-12.3.2 2. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207.
-affixes and roots EN6V-Id-12.4.1.2 EN6V- 1. BEAM-DLP6 Module 13 – Using Figurative Language.
Ie-12.4.1.2 2. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207.
-other strategies EN6V-Id-12.4.2.2 EN6V- 1. BEAM-DLP6 Module 13 – Using Figurative Language.
Ie-12.4.2.2 2. *English Arts I. 2000. pp 80, 81, 99, 100, 148, 149, 205-207.
Analyze the setting used in print, non-print and digital EN6VC-Ii-3.3.4 *English for All Times 6. 1999. pp 15-17.
materials (Urban or Rural; Affluent or Poor) EN6VC-Ij-3.3.4
A - Attitude
1Q
Observe politeness at all times EN6A-Ia-16 1. BEAM-DLP6 Module 11 – Using Courteous Expressions.
EN6A-Ib-16 2. MISOSA ENG6 – Using Courteous Expressions.
EN6A-Ic-16
EN6A-Id-16
EN6A-Ie-16
EN6A-If-16
EN6A-Ig-16
EN6A-Ih-16
EN6A-Ii-16
EN6A-Ij-16
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles;
CONTENT STANDARD
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 appropriate reading styles;
PERFORMANCE STANDARD participating in conversations using appropriate context-dependent expressions; producing 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 and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 appropriate Recognize prosodic structural analysis Distinguish between Discover literature Distinguish between Observe the correct Observe correct
reading style features: volume, to determine the slang and colloquial as a means of oral and written production of vowel subject-verb
(scanning, projection, pitch, meaning of expressions in connecting to a language use and consonant agreement
skimming, speed stress, intonation, unfamiliar words or conversations significant past sounds, diphthongs,
reading, intensive juncture, and expressions from EN7LT-I-a-2: EN7WC-I-a-4.1: blends, glides, etc.
reading etc.) for speech rate that the material viewed EN7V-I-a-22.1: Describe the Recognize the EN7F-I-a-3.11.1:
one’s purpose serve as carriers of Distinguish features different literary common purposes Read words
EN7SS-I-a-1.5.2: meaning of colloquial genres during the for writing phrases, clauses,
Scan for specific EN7LC-I-a-5.1: language (fillers, pre-colonial period sentences and
information Listen for important contractions, etc.) EN7LT-I-a-2.1: paragraphs using
1 points signalled by and slang Identify the the correct
volume, projection, distinguishing production of vowel
pitch, stress, features of and consonant
intonation, juncture, proverbs, myths, sounds, diphthongs,
and rate of speech and legends 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
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:
2
Skim for major Listen for important structural analysis Distinguish features Discover literature Differentiate literary Use appropriate Observe correct
K to 12 English Curriculum Guide May 2016 Page 148 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
ideas using points signalled by to determine the of colloquial as a means of writing from prosodic features of subject-verb
headings as guide volume, projection, meaning of language (fillers, connecting to a academic writing speech like pitch, agreement
pitch, stress, unfamiliar words or contractions, etc.) significant past stress, juncture,
intonation, juncture, expressions from and slang EN7LT-I-b-2.2: intonation, volume
and rate of speech the material viewed Explain how the and projection and
EN7LC-I-b-5.2: elements specific to rate/speed of
Note the changes in a genre contribute speech in differing
volume, projection, to the theme of a oral communication
pitch, stress, particular literary situations
intonation, juncture, selection EN7OL-I-b-
and rate of speech 1.14.2: Observe
that affect meaning the correct pitch
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 intensively Listen for important Give the meaning of Use appropriate Discover literature Differentiate literary 1.14.2: Observe Observe correct
to find answers to points signalled by given signs and idiomatic as a means of writing from the correct pitch subject-verb
specific questions volume, projection, symbols (road expressions in a connecting to a academic writing levels (high, agreement
pitch, stress, signs, prohibited variety of basic significant past medium, low) when
intonation, juncture, signs, etc.) interpersonal EN7LT-I-c-2.2.1: reading lines of
and rate of speech communicative Express poetry, sample
3
EN7LC-I-c-5.2: situations appreciation for sentences and
Note the changes in sensory images paragraphs
volume, projection, used
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning
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 intensively Listen for important Identify the genre Use appropriate Discover literature Identify basic 1.14.3: Use the Observe correct
to find answers to points signalled by of a material viewed idiomatic as a means of features and kinds correct stress subject-verb
specific questions volume, projection, (such as movie clip, expressions in a connecting to a of paragraph (primary, agreement
pitch, stress, trailer, news flash, variety of basic significant past. secondary, tertiary
4
intonation, juncture, internet-based interpersonal EN7LT-I-d-2.2.2: and weak) when
and rate of speech program, communicative Explain the literary reading passages
documentary, video, situations devices used
EN7LC-I-d-5.2: etc.)
Note the changes in
K to 12 English Curriculum Guide May 2016 Page 149 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
volume, projection,
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning
EN7RC-I-e-2.15: EN7LC-I-e-5.1: EN7VC-I-e-6: EN7V-I-e-22.2: EN7LT-I-e-1: EN7WC-I-e-4.3: EN7OL-I-e- EN7G-I-e-11:
Use non-linear Listen for important Identify the genre Select an Discover literature Identify basic 1.14.3: Use the Observe correct
visuals as points signalled by of a material viewed appropriate as a means of features and kinds correct stress subject-verb
comprehensive aids volume, projection, (such as movie clip, colloquial or connecting to a of paragraph (primary, agreement
in content texts pitch, stress, trailer, news flash, idiomatic word or significant past EN7WC-I-e-2.8.1: secondary, tertiary
EN7SS-I-e-1.2: intonation, juncture, internet-based expression as a EN7LT-I-e-2.2.2: Recognize the parts and weak) when
Transcode orally and rate of speech program,documenta substitute for Explain the literary of a simple reading passages
5 and in writing the ry, video, etc.) another word or devices used paragraph
information EN7LC-I-e-5.2: expression
presented in Note the changes in
diagrams, charts, volume, projection,
table, graphs, etc. pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning
EN7SS-I-f-1.2: EN7LC-I-f-5.1: EN7VC-I-f-9: EN7V-I-f-22.2: EN7LT-I-f-1: EN7WC-I-f-2.8.1: EN7OL-I-f- EN7G-I-f-11:
Transcode orally Listen for important Organize Select an Discover literature Recognize the parts 1.14.4: Use the Observe correct
and in writing the points signaled by information from a appropriate as a means of of a simple rising intonation subject-verb
information volume, projection, material viewed colloquial or connecting to a paragraph pattern with Yes- agreement
presented in pitch, stress, idiomatic word or significant past No and tag
diagrams, charts, intonation, juncture, expression as a EN7LT-I-f-2.2.3: questions; the
table, graphs, etc. and rate of speech substitute for Determine the tone, rising-falling
6 another word or mood, technique, intonation with
EN7LC-I-f-5.2: expression and purpose of the information-
Note the changes in author seeking
volume, projection, questions, option
pitch, stress, questions and
intonation, juncture, with statements
and rate of speech
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 of Listen for important Organize Explain the Discover literature Sequence steps in 1.14.4: Use the Observe correct
given signs and points signaled by information from a predominance of as a means of writing a simple rising intonation subject-verb
7 symbols (road volume, projection, material viewed colloquial and connecting to a paragraph pattern with Yes-No agreement
signs, prohibited pitch, stress, idiomatic significant past and tag questions;
signs, etc.) intonation, juncture, expressions in oral EN7LT-I-g-2.3: the rising-falling
and rate of speech communication Draw similarities intonation with
K to 12 English Curriculum Guide May 2016 Page 150 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
and differences of information- seeking
EN7LC-I-g-5.2: the featured questions, option
Note the changes in selections in relation questions and with
volume, projection, to the theme statements
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning
EN7SS-I-h-1.2: EN7LC-I-h-5.1: EN7VC-I-h-10: EN7V-I-h-22.3: EN7LT-I-h-1: EN7WC-I-h-2.2: EN7OL-I-h- EN7G-I-h-11:
Give the meaning of Listen for important Determine the Explain the Discover literature Retell a chosen 1.14.5: Observe Observe correct
given signs and points signaled by truthfulness and predominance of as a means of myth or legend in a and use correct subject-verb
symbols (road volume, projection, accuracy of the colloquial and connecting to a series of simple juncture/phrasing agreement
signs, prohibited pitch, stress, material viewed idiomatic significant past paragraphs and rate of speech
signs, etc.) intonation, juncture, expressions in oral EN7LT-I-h-2.3: when reading
and rate of speech communication Draw similarities sample passages
8 and differences of (prose or poetry)
EN7LC-I-h-5.2: the featured
Note the changes in selections in relation
volume, projection, to the theme
pitch, stress,
intonation, juncture,
and rate of speech
that affect meaning
EN7RC-I-i-14: EN7LC-I-i-5.1: EN7VC-I-i-10: EN7V-I-i-22.3: EN7LT-I-i-1: EN7WC-I-i-2.2: EN7OL-I-i-1.14.5: EN7G-I-i-11:
Follow directions Listen for important Determine the Explain the Discover literature Retell a chosen Observe and use Observe correct
using a map points signaled by truthfulness and predominance of as a means of myth or legend in a correct subject-verb
volume, projection, accuracy of the colloquial and connecting to a series of simple juncture/phrasing agreement
pitch, stress, material viewed idiomatic significant past paragraphs and rate of speech
intonation, juncture, expressions in oral when reading
and rate of speech communication EN7LT-I-i-3: sample passages
9 Explain how a (prose or poetry)
EN7LC-I-i-5.2: selection may be
Note the changes in influenced by
volume, projection, culture, history,
pitch, stress, environment, or
intonation, juncture, other factors
and rate of speech
that affect meaning
10 Culminating Task
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts;
CONTENT STANDARD 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 locating library
PERFORMANCE STANDARD resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; 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 and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 strategies Note details, Discriminate Discover the Extract information Use verbal and non phrases, clauses,
mechanisms/tools in based on purpose, sequence, and between literal and conflicts presented from a text using a verbal cues in and sentences
the library for familiarity with the relationships of figurative language in literary selections summary, precis, conversations, appropriately and
locating resources topic and levels of ideas and events EN7V-II-a- and the need to and paraphrase dialogs, and meaningfully
EN7SS-II-a-1.5.3: difficulty of short 10.1.1: resolve those interviews
Use the card texts listened to Classify sample conflicts in non- EN7OL-II-a-4.1:
1 catalog, the online EN7LC-II-a-6.1: texts into literal or violent ways Use appropriate
public access Extract information figurative EN7LT-II-a-4.1: verbal and non-
catalog, or from the text Identify the verbal cues when
electronic search listened to distinguishing developing,
engine to locate features of maintaining and
specific resources literature during the ending
Period of conversations and
Apprenticeship 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 card Recognize main/key Note details, 10.1.1: Classify Discover the Extract information Use appropriate phrases, clauses,
catalog, the online ideas sequence, and sample texts into conflicts presented from a text using a verbal and non- and sentences
public access relationships of literal or figurative in literary selections summary, precis, verbal cues when appropriately and
catalog, or ideas and events and the need to and paraphrase developing, meaningfully
2
electronic search resolve those maintaining and
engine to locate conflicts in non- ending
specific resources violent ways conversations and
EN7LT-II-0-4.2: dialogs
Identify the
10 Culminating Task
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 schema Use different Determine the key 13.11: Categorize Discover literature Compose simple Express ideas, Link sentences
to better listening strategies message conveyed words or as a tool to assert narrative texts opinions, feelings using logical
understand a text based on purpose, in the material expressions one’s unique EN7WC-III-a- and emotions connectors that
EN7RC-III-a-8.1: topic and levels of viewed according to shades identity and to 2.2.12: Identify during interviews, signal chronological
Use one’s schema difficulty of simple of meaning better understand features of narrative group/panel and logical
as basis for informative and EN7V-III-a- other people writing discussions, sequence and
conjectures made short narrative texts 13.11.1: Identify EN7LT-III-a-5.1: forums/fora, summation
1
about a text EN7LC-III-a- collocations used in Identify the debates, etc.
2.1/3.1: Note a selection distinguishing EN7OL-III-a-5:
specific details of features of Use the appropriate
the text listened to literature during the prosodic features of
Period of speech during
Emergence interviews,
discussions and
forums
EN7RC-III-b- EN7LC-III-b- 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 one’s 3.3/3.3.1: Determine the key 13.11.1: Identify Discover literature Compose personal Employ the Link sentences
schema as basis Recognize main message conveyed collocations used in as a tool to assert and factual recounts appropriate oral using logical
points and in the material a selection one’s unique language and connectors that
for conjectures
supporting ideas viewed identity and to stance in an signal chronological
2 made about a in the text listened better understand interview, a panel and logical
text to other people discussion, in a sequence and
forum and in a summation
EN7LT-III-b-5.2: debate
Identify the
K to 12 English Curriculum Guide May 2016 Page 156 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
distinguishing
features of
revolutionary songs,
poems, short
stories, drama, and
novels
EN7RC-III-c-8.2: EN7LC-III-c-6.2: EN7VC-III-c-13: EN7V-III-c- EN7LT-III-c-5: EN7WC-III-c- EN7OL-III-c-3: EN7G-III-c-2: Use
Use the universe of Infer thoughts and Determine the key 13.11.1: Identify Discover literature 2.8.5: Compose a Employ the the passive and
the text to activate feelings expressed message conveyed collocations used in as a tool to assert series of journal appropriate oral active voice
one’s schema in the text listened in the material a selection one’s unique entries language and meaningfully in
to viewed identity and to stance in an varied contexts
better understand interview, a panel
other people discussion, in a
3
EN7LT-III-c-2.2: forum and in a
Explain how the debate
elements specific to
a genre contribute
to the theme of a
particular literary
selection
EN7RC-III-d-8.2: EN7LC-III-d- EN7VC-III-d-13: EN7V-III-d-13.8: EN7LT-III-d-5: EN7WC-III-d- .EN7OL-III-d-3: EN7G-III-d-2:
Use the universe of 3.18: Determine Determine the key Determine words or Discover literature 2.2.13: Compose Employ the Use the passive and
the text to activate the order of ideas message conveyed expressions with as a tool to assert an anecdote based appropriate oral active voice
one’s schema as signaled by cues in the material genus-species one’s unique on a significant language and meaningfully in
viewed (hyponymous) identity and to personal stance in an varied contexts
4 relations in a better understand experience. interview, a panel
selection other people discussion, in a
forum and in a
EN7LT-III-d- debate
2.2.2: Explain
literary devices used
EN7RC-III-e-2.8: EN7LC-III-e-3.6: 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 predictions Follow steps in a Make a stand on the Determine words or Discover literature 2.2.13: Compose Employ the Use direct and
about the text process material viewed expressions with as a tool to assert an anecdote based appropriate oral reported speech
genus-species one’s unique on a significant language and appropriately in
(hyponymous) identity and to personal experience stance in an varied contexts
5
relations in a better understand interview, a panel
selection other people discussion, in a
EN7LT-III-e- forum and in a
2.2.2: Explain debate
literary devices used
FOURTH QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global
CONTENT STANDARD 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 appropriate
PERFORMANCE STANDARD strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using
imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN7RC-IV-a-3.2: EN7LC-IV-a-8: EN7VC-IV-a-6.1: EN7RC-IV-a-12.3: EN7LT-IV-a-6: EN7WC-IV-a-2.2: EN7OL-IV-a 3: EN7G-IV-a-4: Use
Classify text types Process information Differentiate reality Use lexical and Discover through Compose simple Observe and use imperatives and
(narrative, mentioned in the from fantasy based contextual cues in Philippine literature informative texts the appropriate oral prepositions when
expository, text listened to on a material understanding the need to work EN7WC-IV-a- language, stance giving instructions
1
explanation, EN7LC-IV-a-8.1: viewed unfamiliar words cooperatively and 2.8.4: Identify and behavior when
recount, persuasive) Determine the and expressions responsibly in features of personal giving information,
intentions of today’s global essays instructions, making
speakers by village explanations, and
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RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
focusing on their EN7LT-IV-a-6.1: narrating events in
unique verbal and Identify the factual and personal
non-verbal cues distinguishing recounts
features of selected EN7OL-IV-a-1.26:
literary genres Give clear precise
during the and concise
Contemporary information,
Period explanations and
instructions in
varied oral
communication
situations
EN7RC-IV-b-10: EN7LC-IV-b-8: EN7VC-IV-b-6.1: EN7RC-IV-b- EN7LT-IV-b-6: EN7WC-IV-b. EN7OL-IV-b-1.26: EN7G-IV-b-4: Use
Use appropriate Process information Differentiate reality 12.3: Use lexical Discover through 2.8.6: Distinguish Give clear precise imperatives and
reading strategies mentioned in the from fantasy based and contextual cues Philippine literature between and among and concise prepositions when
for various text text listened to on a material in understanding the need to work a capsule information, giving instructions
types EN7LC-IV-b-8.1: viewed unfamiliar words cooperatively and biography, explanations and
EN7RC-IV-b- Determine the and expressions responsibly in biographical sketch, instructions in
10.1: Give and intentions of today’s global and feature article varied oral
2 follow instructions speakers by village. communication
and directions focusing on their EN7LT-IV-b-2.2: situations
unique verbal and Explain how the
non-verbal cues elements specific to
a genre contribute
to the theme of a
particular literary
selection
EN7RC-IV-c-2.12: EN7LC-IV-c-2.5: 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 of Analyze Discover through Organize Orally narrate verbs when giving
generalizations from outcomes of a materials viewed to relationships Philippine literature information about a events in factual information and
different text types verbal exchange other sources of presented in the need to work chosen subject and personal making
listened to and their information (print analogies cooperatively and using a graphic recounts using explanations
possible effects on and radio) EN7V-IV-c-23.1: responsibly in organizer appropriate verbal
3 the speakers Supply other words today’s global and non-verbal cues
or expressions that village
complete an EN7LT-IV-c-
analogy 2.2.1: 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 of Analyze Discover through 1.1.6: Organize Orally narrate verbs when giving
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RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
between general of events materials viewed to relationships Philippine literature information about a events in factual information and
and specific mentioned in the other sources of presented in the need to work chosen subject and personal making
statements text listened to information (print analogies cooperatively and using a one step recounts using explanations
and radio) EN7V-IV-d-23.1: responsibly in topic outline appropriate verbal
Supply other words today’s global and non-verbal cues
or expressions that village.
complete an EN7LT-IV-d-
analogy 2.2.2: Explain the
literary devices used
EN7RC-IV-e-2.10: EN7LC-IV-e-2.7: EN7VC-IV-e-15: EN7V-IV-e-9: Give EN7LT-IV-e-6: EN7WC-IV-e- EN7OL-IV-e-3.10: EN7G-IV-e-5: Use
Sequence/reorganiz Sequence a series Compare content of the various Discover through 2.8.6.1: Compose a Use correct and verbs when giving
e ideas or of events materials viewed to meanings of Philippine literature capsule biography appropriate multi- information and
information mentioned in the other sources of identified the need to work of a person media resources making
text listened to information (print homonymous or cooperatively and interviewed when orally giving explanations
and radio) polysemous words responsibly in information,
or expressions today’s global instructions, making
5
village explanations and
EN7LT-IV-e- narrating events in
2.2.3: Determine personal or factual
tone, mood, 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 in a Make simple Express one’s the various Discover through 2.8.6.1: Compose a Use correct and Formulate
process inferences about beliefs/convictions meanings of Philippine literature capsule biography appropriate multi- meaningful
thoughts and based on a material identified the need to work of a person media resources expressions
feelings expressed viewed homonymous or cooperatively and interviewed when orally giving EN7G-IV-f-6.2:
6 in the text listened polysemous words responsibly in information, Formulate who,
to or expressions today’s global instructions, making what, when, where,
village explanations and why, and how
narrating events in questions
personal or 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-3.10: EN7G-IV-g-6.2:
10.4: Cite evidence Determine the Express one’s Identify words or Discover through 2.8.6.2: Compose a Use correct and Formulate who,
to support a general worth of ideas beliefs/convictions expressions used in Philippine literature biographical sketch appropriate multi- what, when, where,
statement mentioned in the based on a material a selection that the need to work based on a personal media resources why, and how
7
text listened to viewed show varying cooperatively and interview and when orally giving questions
shades of meaning responsibly in background information,
EN7RC-IV-g- (gradients) today’s global research instructions, making
3.1.13: Make a village explanations and
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K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
stand EN7LT-IV-g-2.3: narrating events in
Draw similarities personal or factual
and differences of recounts
the featured
selections in relation
to the theme
EN7RC-IV-h- EN7LC-IV-h-8.3: EN7VC-IV-h-16: EN7V-IV-h-23.2: EN7LT-IV-h-6: EN7WC-IV-h- . EN7OL-IV-h-5: . EN7G-IV-h-6.1:
2.15.1: Organize Express Express one’s Create or expand Discover through 2.8.6.2: Compose a Use correct and Formulate short
information read appreciation for beliefs/convictions word clines Philippine literature biographical sketch appropriate replies
into an outline entertaining texts based on a material the need to work based on a personal prosodic features of
(anecdotes, jokes, viewed cooperatively and interview and speech when giving
fables, myths, tales) responsibly in background information,
by recognizing the today’s global research instructions, making
8 punch lines village explanations and
EN7LT-IV-h-3: narrating events in
Explain how a personal and factual
selection may be recounts
influenced by
culture, history,
environment,
orother factors
EN7RC-IV-i-10.5: EN7LC-IV-i-8.3: EN7VC-IV-i-16: EN7V-IV-i-23.2: EN7LT-IV-i-6: EN7WC-IV-i- EN7OL-IV-i-5: EN7G-IV-i-6.1:
Narrate events Express Express one’s Create or expand Discover through 2.8.6.2: Compose a Use correct and Formulate short
appreciation for beliefs/convictions word clines Philippine literature biographical sketch appropriate replies
entertaining texts based on a material the need to work based on a personal prosodic features of
(anecdotes, jokes, viewed cooperatively and interview and speech when giving
fables, myths, tales) responsibly in background information,
by recognizing the today’s global research instructions, making
punch lines village explanations and
9 narrating events in
EN7LT-IV-0-7: personal and factual
Explain the recounts
contributions of
national artists for
literature in
elevating Philippine
Literature in English
in the global village
10 Culminating Task
LEARNING COMPETENCY
LEARNING MATERIALS
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RC - Reading Comprehension
1Q
1. BEAM ENG7 Module 3 – Using Gambits.
Use the appropriate reading style (scanning, skimming, 2. *English Arts I. 2000. pp 11, 12, 31.
EN7RC-I-a-7
speed reading, intensive reading, etc.) for one’s purpose 3. *English Expressways II. 2007. pp 56, 72, 165-166, 118, 216-217.
Use the card catalog, the online public access catalog, or 1. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
electronic search engine to locate specific resources 2. BEAM ENG7 Module 15 – Gathering Information.
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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Get information from the different parts of a book and 2. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
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 book and 1. BEAM ENG7 Module 2 – Using Locational Skills in Gathering Information.
from general references in the library EN7RC-II-e-1.3/1.4 2. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-f-1.3/1.4 3. BEAM ENG8 Module 4 – Using Library Resources.
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 and other 1. BEAM ENG7 Module 15 – Gathering Information.
EN7RC-II-g-2.1
print and non-print media 2. BEAM ENG8 Module 4 – Using Library Resources.
EN7RC-II-h-2.1
3. *English Arts I. 2000. pp 259, 260.
EN7RC-II-i-2.1
4. *English Expressways II. 2007. pp 74-77.
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 about a EN7RC-III-a-8.1 1. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
text EN7RC-III-b-8.1
Use the universe of the text to activate one’s schema EN7RC-III-c-8.2 2. BEAM ENG 7 Module 11 – Outlining Information Word and Phrase Outline.
EN7RC-III-d-8.2
Make predictions about the text 1. BEAM ENG7 – Identifying Functions of Utterances.
EN7RC-III-e-2.8
2. *English for All Times 6. 1999. pp 113.
EN7RC-III-f-2.8
3. *English Expressways II. 2007. pp 61, 140, 240-241, 252-253.
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 reality in the 1. BEAM ENG 7 - Appreciation of Various Literary Types.
text EN7RC-III-g-2.13 2. BEAM ENG 7 - Distinguishing Fact From Opinion/Reality from Fantasy.
EN7RC-III-h-2.13 3. *English for You and Me 6 (Reading). 2011. pp 31-32.
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, explanation, EN7RC-IV-a-3.2 1. *English Expressways II. 2007. pp 83-89, 130-133, 159.
recount, persuasive)
Use appropriate reading strategies for various text types EN7RC-IV-b-10 1. *English Expressways II. 2007. pp 120-121, 202, 243-244.
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.
Distinguish between general and specific statements EN7RC-IV-d-10.2 1. *English Expressways II. 2007. pp 203, 240-241, 254-255.
Sequence/reorganize ideas or information EN7RC-IV-e-2.10 1. *English Arts I. 2000. pp 47, 101, 102.
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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2. BEAM ENG 7 Module 1 – Life's Values.
3. *English Arts I. 2000. pp 237, 238.
Organize information read into an outline 1. *English for All Times 6. 1999. pp 172-179.
EN7RC-IV-h-2.15.1 2. *English Arts I. 2000. pp 197, 198.
3. *English Expressways II. 2007. pp 91-95, 238-239.
LC - Listening Comprehension
1Q
Recognize prosodic features: volume, projection, pitch, 1. *English for You and Me 6 (Language). 2011. pp 2-3.
stress, intonation, juncture, and speech rate that serve as EN7LC-I-a-5 2. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
carriers of meaning
Listen for important points signalled by volume, 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
projection, pitch, stress, intonation, juncture, and rate of EN7LC-I-a-5.1
speech
Note the changes in volume, projection, pitch, stress, 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
intonation, juncture, and rate of speech that affect EN7LC-I-a-5.2
meaning
Listen for important points signalled by volume, 1. *English Arts I. 2000. pp 10.
EN7LC-I-c-5.1
projection, pitch, stress, intonation, juncture, and rate of
speech
Note the changes in volume, projection, pitch, stress, 1. *English Arts I. 2000. pp 10.
EN7LC-I-c-5.2
intonation, juncture, and rate of speech that affect
meaning
1. BEAM ENG 7 - Appreciation of Various Literary Types.
Listen for important points signalled by volume,
EN7LC-I-d-5.1 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
projection, pitch, stress, intonation, juncture, and rate of
3. *English for You and Me 6 (Reading). 2011. pp 2-3.
speech
4. *English Arts I. 2000. pp 10, 11.
1. BEAM ENG 7 - Appreciation of Various Literary Types.
Note the changes in volume, projection, pitch, stress,
EN7LC-I-d-5.2 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
intonation, juncture, and rate of speech that affect
3. *English for You and Me 6 (Reading). 2011. pp 2-3.
meaning
4. *English Arts I. 2000. pp 10, 11.
1. BEAM ENG 7 - Appreciation of Various Literary Types.
Listen for important points signalled by volume,
EN7LC-I-e-5.1 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
projection, pitch, stress, intonation, juncture, and rate of
3. *English for You and Me 6 (Reading). 2011. pp 2-3.
speech
4. *English Arts I. 2000. pp. 10, 11, 238, 239.
1. BEAM ENG 7 - Appreciation of Various Literary Types.
Note the changes in volume, projection, pitch, stress,
EN7LC-I-e-5.2 2. BEAM ENG 7 – Using Appropriate Rhetorical Function.
intonation, juncture, and rate of speech that affect
3. *English for You and Me 6 (Reading). 2011. pp 2-3.
meaning
4. *English Arts I. 2000. pp 11, 31, 32.
Listen for important points signaled by volume, projection, EN7LC-I-f-5.1 1. *English for You and Me 6 (Reading). 2011. pp 2-3
pitch, stress, intonation, juncture, and rate of speech
Note the changes in volume, projection, pitch, stress, EN7LC-I-f-5.2 1. *English for You and Me 6 (Reading). 2011. pp 2-3
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intonation, juncture, and rate of speech that affect
meaning
Listen for important points signaled by volume, projection, EN7LC-I-g-5.1 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
pitch, stress, intonation, juncture, and rate of speech
1. BEAM ENG 7 – Sharing Appreciation in Correct English.
Note the changes in volume, projection, pitch, stress, EN7LC-I-g-5.2
intonation, juncture, and rate of speech that affect
meaning
EN7LC-I-h-5.1 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
Listen for important points signaled by volume, projection,
EN7LC-I-i-5.1 2. *English Expressways II. 2007. pp 12, 28-30, 44, 64-65, 184-185.
pitch, stress, intonation, juncture, and rate of speech
Note the changes in volume, projection, pitch, stress, EN7LC-I-h-5.2 1. BEAM ENG 7 – Sharing Appreciation in Correct English.
intonation, juncture, and rate of speech that affect EN7LC-I-i-5.2
meaning
2Q
Use listening strategies based on purpose, familiarity with 1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
EN7LC-II-a-6
the topic and levels of difficulty of short texts listened to
Extract information from the text listened to EN7LC-II-a-6.1 1. *English Expressways II. 2007. pp 78-79, 109, 140-141, 198.
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-2.1/3.1 1. *English for You and Me 6 (Reading). 2011. pp 84-86.
EN7LC-II-d-2.1/3.1 2. *English Expressways II. 2007. pp 78-79.
Recognize signals/ cues to determine the order of ideas/ 1. *English for You and Me 6 (Reading). 2011. pp 73.
EN7LC-II-e-4
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 listened 1. BEAM ENG 7 Module 1 – Life's Values.
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 listened 1. *English Expressways II. 2007. pp 12, 98, 140.
EN7LC-II-i-6.2
to
3Q
Infer thoughts and feelings expressed in the text listened 1. *English Expressways II. 2007. pp 12, 98, 140.
EN7LC-III-c-6.2
to
Determine the order of ideas as signalled by cues 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 listened 1. *English Arts I.2000.pp.101,102
EN7LC-III-f-2.7
to
Identify the persons speaking and addressed, and the EN7LC-III-g-7.1 1. *English Expressways II. 2007. pp 270.
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stand of the speaker based on explicit statements made EN7LC-III-h-7.1
1. *English for All Times 6. 1999. pp 113.
Formulate predictions about the contents of the text EN7LC-III-i-2.5
2. *English Expressways II. 2007. pp 99, 140-141.
4Q
Process information mentioned in the text listened to EN7LC-IV-a-8 1. *English Expressways II. 2007. pp 78-79, 109-110, 173-174.
EN7LC-IV-b-8
Determine the intentions of speakers by focusing on their EN7LC-IV-a-8.1 EN7LC- 1. *English Expressways II. 2007. pp 27-28, 98, 109, 210-211, 258-259, 270.
unique verbal and non-verbal cues IV-b-8.1
Predict the outcomes of a verbal exchange listened to and 1. *English Expressways II. 2007. pp 99, 140-141.
EN7LC-IV-c-2.5
their possible effects on the speakers
Make simple inferences about thoughts and feelings 1. *English for All Times 6. 1999. pp 61-63.
EN7LC-IV-f-2.8
expressed in the text listened to 2. *English Expressways II. 2007. pp 12, 98, 140.
Determine the worth of ideas mentioned in the text 1. *English Expressways II. 2007. pp 78-79, 109-110.
EN7LC-IV-g-8.2
listened to
1. BEAM ENG7 Module 3 – Using Gambits.
Express appreciation for entertaining texts (anecdotes, EN7LC-IV-h-8.3
2. BEAM ENG 7 - Appreciation of Various Literary Types.
jokes, fables, myths, tales) by recognizing the punch lines EN7LC-IV-i-8.3
3. *English Arts I. 2000. pp 45, 46, 259.
VC - Viewing Comprehension
1Q
EN7VC-I-a-8 1. *English Arts I. 2000. pp 116, 117, 131, 132.
Use structural analysis to determine the meaning of
EN7VC-I-b-8
unfamiliar words or expressions from the material viewed
Give the meaning of given signs and symbols (road signs, 1. *English for All Times 6. 1999. pp 161-162.
EN7VC-I-c-3.1.3
prohibited signs, etc.) 2. *English Arts I. 2000. pp 150, 151.
2Q
Note details, sequence, and relationships of ideas and 1. *English for You and Me 6 (Reading). 2011. pp 66.
EN7VC-II-a-1/2
events 2. *English Arts I. 2000. pp 101.
Narrate events chronologically/ Arrange ideas logically 1. *English for You and Me 6 (Reading). 2011. pp 73-74.
EN7VC-II-c-11
based on a material viewed
Narrate events chronologically/ Arrange ideas logically EN7VC-II-d-11 1. *English for You and Me 6 (Reading). 2011. pp 73-74.
based on a material viewed EN7VC-II-e-11
3Q
EN7VC-III-a-13 1. *English Expressways II. 2007. pp 78-79, 109-110.
Determine the key message conveyed in the material EN7VC-III-b-13
viewed EN7VC-III-c-13
EN7VC-III-d-13
EN7VC-III-e-14 1. BEAM ENG 7 Module 1 – Home, Family & You, The Teener.
EN7VC-III-f-14 2. BEAM ENG 7 Module 1 – Life's Values.
Make a stand on the material viewed
EN7VC-III-g-14 3. *English Arts I. 2000. pp 237, 238.
EN7VC-III-h-14
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 (simile 1. *English for All Times 6. 1999. pp 144.
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 (simile
EN7V-II-d-10.1.2 2. *English for You and Me 6 (Reading). 2011. pp 51-52.
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 (simile
EN7V-II-e-10.1.2 6. *English for You and Me 6 (Reading). 2011. pp 51-52.
metaphor, personification)
1. *English Arts I. 2000. 43, 245.
Identify figures of speech that show contrast (irony, 1. *English for All Times 6. 1999. pp 145.
EN7V-II-f-10.1.3
oxymoron, paradox)
Identify figures of speech that show contrast (irony, 1. *English for All Times 6. 1999. pp 145.
EN7V-II-i-10.1.3
oxymoron, paradox)
3Q
Categorize words or expressions according to shades of 1. *English Expressways II. 2007. pp 179-180.
EN7V-III-a-13.11
meaning
Identify collocations used in a selection EN7V-III-a-13.11.1 1. *English Arts I. 2000. pp 258, 259.
EN7V-III-b-13.11.1
EN7V-III-c-13.11.1
Determine words or expressions with genus-species EN7V-III-d-13.8 1. *English Expressways II. 2007. pp 180.
(hyponymous) relations in a selection EN7V-III-e-13.8
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 biography, 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 14-18, 150-152, 242.
EN7WC-IV-b. 2.8.6
biographical sketch, and feature article
Organize information about a chosen subject using a 1. *English Arts I. 2000. pp 218.English for You and Me 6 (Reading). 2011. pp 67.
EN7WC-IV-c-1.3
graphic organizer
Organize information about a chosen subject using a one 1. *English Arts I. 2000. pp 218.English for All Times 6. 1999. pp 172-179.
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 biographical EN7WC-IV-g-2.8.6.2 1. *English Arts I. 2000. pp 218.English Expressways II. 2007. pp 142-143.
GRADE 8
FIRST QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend with; variuos
CONTENT STANDARD 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 mind the proper and
PERFORMANCE STANDARD
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 connectors Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures
to determine the text points signaled by the material viewed meaning of notable literary their relationships sounds of English EN8G-Ia-8: Use
type volume, projection, to determine the idiomatic genres EN8WC-Ia- appropriate cohesive
pitch, stress, meaning of expressions by contributed by 1.1.6.1: Present devices in composing
intonation, juncture, unfamiliar words or noting context African writers ideas using a an informative speech
and rate of speech expressions clues and EN8LT-Ia-8.1: variety of graphic
1
collocations Identify the organizers
distinguishing
features of
notable African
chants, poems,
folktales, and
short 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 connectors Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures.
to determine the text points signaled by the material viewed meaning of notable literary their relationships sounds of English EN8G-Ib-8: Use
type volume, projection, to determine the idiomatic genres EN8WC-Ib-1.1.6: appropriate cohesive
pitch, stress, meaning of expressions by contributed by Organize ideas in devices in composing
2
intonation, juncture, unfamiliar words or noting context African writers one-step word, an informative speech
and rate of speech expressions clues and EN8LT-Ib-8.1: phrase, and
collocations Identify the sentence outline
distinguishing forms
features of
K to 12 English Curriculum Guide May 2016 Page 173 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
notable African
chants, poems,
folktales, and
short stories
EN8SS-Ic-1.5.1: EN8LC-Ic-5.1: EN8VC-Ic-8: Use EN8V-Ic-10.2: EN8LT-Ic-8: EN8WC-Ic-1.1: EN8OL-Ic-3.11: EN8G-Ic-7: Use
Skim to determine key Listen for important context clues from Determine the Describe the Generate ideas and Use the correct parallel structures
ideas points signaled by the material viewed meaning of notable literary their relationships sounds of English EN8G-Ic-8: Use
volume, projection, to determine the idiomatic genres EN8WC-Ic-1.1.6: appropriate cohesive
pitch, stress, meaning of expressions by contributed by Organize ideas in devices in composing
intonation, juncture, unfamiliar words or noting context African writers one-step word, an informative speech
and rate of speech expressions clues and EN8LT-Ic-2.2: phrase, and
collocations Explain how the sentence outline
elements specific forms
to a genre
contribute to the
3 theme of a
particular literary
selection
EN8LT-Ic-
2.2.1: Express
appreciation for
sensory images
used
EN8LT-Ic-
2.2.2: Explain
the literary
devices used.
EN8SS-Id-1.5.1: EN8LC-Id-5.1: EN8VC-Id-9: EN8V-Id-10.2: EN8LT-Id-8: EN8WC-Id-1.1: EN8F-Id-3: EN8G-Id-7: Use
Skim to determine key Listen for important Organize Determine the Describe the Generate ideas and Deliver a self- parallel structures.
ideas points signaled by information from a meaning of notable literary their relationships composed EN8G-Id-8: Use
volume, projection, material viewed idiomatic genres EN8WC-Id-1.1.6: informative speech appropriate cohesive
pitch, stress, expressions by contributed by Organize ideas in devices in composing
intonation, juncture, noting context African writers one-step word, an informative speech
and rate of speech clues and EN8LT-Id-2.2: phrase, and
4 collocations Explain how the sentence outline
elements specific forms
to a genre
contribute to the
theme of a
particular literary
selection
EN8LT-Id-
K to 12 English Curriculum Guide May 2016 Page 174 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN8RC-Ie-7: Use the EN8LC-Ie-9: EN8VC-Ie-9: EN8V-Ie-4: Use EN8LT-Ie-8: EN8WC-Ie-6: EN8OL-Ie-5: Use EN8G-Ie-7: Use
appropriate reading Determine how Organize appropriate Describe the Organize notes appropriate parallel structures.
style (scanning, volume, projection, information from a strategies in notable literary taken from an prosodic features of EN8G-Ie-8: Use
skimming, speed pitch, stress, material viewed unlocking the genres expository text speech when appropriate cohesive
reading, intensive intonation, juncture, meaning of contributed by EN8WC-Ie-6.1: delivering lines devices in composing
reading etc.) for one’s and speech rate serve unfamiliar words African writers Arrange notes an informative speech
purpose as carriers of and idiomatic EN8LT-Ie-2.2: using a variety of
meaning expressions Explain how the graphic organizers
elements specific
to a genre
5
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 the 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
appropriate reading the changes in Organize Determine the Appreciate Organize notes appropriate parallel structures
style (scanning, volume, projection, information from a meaning of words literature as a taken from an prosodic features of EN8G-If-8: Use
skimming, speed pitch, stress, material viewed and expressions means of expository text speech when appropriate cohesive
6 reading, intensive intonation, juncture, that reflect the understanding EN8WC-If-6.1: delivering lines devices in composing
reading etc.) for one’s and rate of speech local culture by the human being Arrange notes an informative speech
purpose that affect meaning noting context and the forces using a variety of
clues he/she needs to graphic organizers
contend with
EN8RC-Ig-7.1: Read EN8LC-Ig-5.2: Note EN8VC-Ig-15: EN8V-Ig-6: EN8LT-Ig-8: EN8WC-Ig-6: EN8F-Ig-3: EN8G-Ig-7: Use
intensively to the changes in Compare and Determine the Describe the Organize notes Deliver a self- parallel structures
determine the author’s volume, projection, contrast the meaning of words notable literary taken from an composed EN8G-Ig-8: Use
purpose pitch, stress, presentation of the and expressions genres expository text informative speech appropriate cohesive
7
intonation, juncture, same topic in that reflect the contributed by EN8WC-Ig-6.2: EN8OL-Ig-3.8: devices in composing
and rate of speech different viewing local culture by African writers Arrange notes in Use the correct an informative speech
that affect meaning genres noting context EN8LT-Ig-2.3: one-step word, stance and
clues Draw similarities phrase, and behavior
K to 12 English Curriculum Guide May 2016 Page 175 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
and differences sentence outline
of the featured forms
selections in
relation to the
theme
EN8RC-Ih-7.1: Read EN8LC-Ih-5.2: Note EN8VC-Ih-15: EN8V-Ih-6: EN8LT-Ih-3: EN8WC-Ih-6: EN8OL-Ih-3.12: EN8G-Ih-7: Use
intensively to the changes in Compare and Determine the Explain how a Organize notes Highlight important parallel structures
determine the author’s volume, projection, contrast the meaning of words selection may be taken from an points in an EN8G-Ih-8: Use
purpose pitch, stress, presentation of the and expressions influenced by expository text informative talk appropriate cohesive
intonation, juncture, same topic in that reflect the culture, history, EN8WC-Ih-6.2: using appropriate devices in composing
8
and rate of speech different viewing local culture by environment, or Arrange notes in presentation aids an informative speech
that affect meaning genres noting context other factors one-step word,
clues phrase, and
sentence outline
forms
EN8RC-Ii-7: Use the EN8LC-Ii-5.2: Note EN8VC-Ii-15: EN8V-Ii-6: EN8LT-Ii-3: EN8WC-Ii-6: EN8F-Ii-3: Deliver EN8G-Ii-7: Use
appropriate reading the changes in Compare and Determine the Explain how a Organize notes a self-composed parallel structures
style (scanning, volume, projection, contrast the meaning of words selection may be taken from an informative speech EN8G-Ii-8: Use
skimming, speed pitch, stress, presentation of the and expressions influenced by expository text appropriate cohesive
reading, intensive intonation, juncture, same topic in that reflect the culture, history, EN8WC-Ii-6.2: devices in composing
9 reading etc.) for one’s and rate of speech different viewing local culture by environment, or Arrange notes in an informative speech
purpose that affect meaning genres noting context other factors one-step word,
clues phrase, and
sentence outline
forms
10 Culminating Task
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and
CONTENT STANDARD verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language;
and appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs,
PERFORMANCE STANDARD
appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective the appropriate appropriate
significance of a literary listening skills and the material viewed between and notable literary paragraphs prosodic features of grammatical signals
text strategies suited to based on the title, among verbal, genres EN8WC-IIa- speech when or expressions
EN8RC-IIa-2.18: long descriptive and pictures, and situational, and contributed by 2.8.7: Limit a topic delivering an suitable to each
Relate content or narrative texts excerpts dramatic types of East Asian entertainment pattern of idea
theme to previous EN8LC-IIa-7.2: EN8VC-IIa-17: irony and give writers speech development:
1 experiences and Employ projective Discern positive examples of each EN8LT-IIa-9.2: general to
background knowledge listening strategies and negative Identify the particular
with longer stories messages conveyed distinguishing claim and
in a material features of counterclaim
viewed notable East problem-
Asian poems, solution
folktales, and cause-effect
short stories and others
EN8RC-IIb-2.22: EN8LC-IIb-7: 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 personal Employ appropriate Predict the gist of Distinguish Describe the Compose effective the appropriate appropriate
significance of a literary listening skills and the material viewed between and notable literary paragraphs prosodic features of grammatical signals
text strategies suited to based on the title, among verbal, genres EN8WC-IIb- speech when or expressions
EN8RC-IIb-2.18: long descriptive and pictures, and situational, and contributed by 2.8.8: Use a delivering an suitable to each
2 Relate content or narrative texts excerpts dramatic types of East Asian variety of entertainment pattern of idea
theme to previous EN8LC-IIb-6.2: EN8VC-IIb-17: irony and give writers techniques to speech development:
experiences and Infer dominant Discern positive examples of each EN8LT-IIb-9.2: introduce a topic general to
background knowledge thoughts and feelings and negative Identify the particular
expressed in the text messages conveyed distinguishing claim and
listened to in a material features of
K to 12 English Curriculum Guide May 2016 Page 177 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V LT WC F G
Week Reading Listening Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
viewed notable East counterclaim
Asian poems, problem-
folktales, and solution
short stories cause-effect
and others
10 Culminating Task
THIRD QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture and those other countries.
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping strategies in processing
CONTENT STANDARD 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 use of properly
PERFORMANCE 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 Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 propaganda Determine the target 3.4/4.4/5.4: Explain the Identify the Organize 3.11: Use the Share ideas using
techniques used in a audience of a Determine the meaning of a notable literary information about a correct sounds of opinion-marking
given text listening text and the target audience of word through genres chosen subject English during signals
objective/s of the a material viewed structural analysis contributed by using a graphic speech delivery EN8G-IIIa-3.6: Use
speaker (prefixes, roots, Southeast Asian organizer modals appropriately
suffixes) writers
EN8LT-IIIa-
11.1: Identify
1
the distinguishing
features of
notable poems,
short stories,
dramas, and
novels
contributed by
Southeast Asian
writers
EN8RC-IIIb-12.1: EN8LC-IIIb-8.2: EN8VC-IIIb- EN8V-IIIb-15.3: EN8LT-IIIb-11: EN8WC-IIIb- EN8OL-IIIb-5: EN8RC-IIIb-10:
Recognize propaganda Judge the relevance 3.4/4.4/5.4: Explain the Identify the 1.1.6: Transcode Observe the use of Share ideas using
techniques used in a and worth of ideas Determine the meaning of a notable literary information from a correct stress, opinion-marking
2
given text presented in the text target audience of word through genres graphic organizer pitch, and juncture signals
listened to a material viewed structural analysis contributed by to a topic or when delivering a EN8G-IIIb-3.6: Use
(prefixes, roots, Southeast Asian sentence outline persuasive speech modals appropriately
FOURTH QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information flow in
CONTENT STANDARD 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 delivering a memorized
PERFORMANCE STANDARD oral speech featuring use of properly 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 Viewing Vocabulary Literature Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 of a Predict what is to Analyze the Use various Identify notable 3.4.1: Identify Use the correct appropriate modifiers
1
topic sentence follow after a elements that make strategies in literary genres features of production of the EN8G-IVa-16: Use
segment of a text up reality and decoding the contributed by journalistic writing sounds of English appropriate logical
10 Culminating Task
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
RC - Reading Comprehension
1Q
Scan for logical connectors to determine the text type 1. *English Arts I. 2000. pp 11, 12.
EN8RC-Ia-7.2
2. *English Expressways II. 2007. pp 72, 118, 165-166, 216.
EN8RC-Ib-7.2
3. *English Expressways III. 2007. pp 238-239.
Skim to determine key ideas 1. *English Arts I. 2000. pp 31.
EN8RC-Ic-1.5.1 2. *New Horizons in Learning English I. 1999. pp 29-34.
EN8RC-Id-1.5.1 3. *English Expressways II. 2007. pp 56, 216.
4. *English Expressways III. 2007. pp 44-45, 113.
Use the appropriate reading style (scanning, skimming, EN8RC-Ie-7 1. *English Expressways II. 2007. pp 56, 72, 118, 165-166, 216-217.
speed reading, intensive reading etc.) for one’s purpose EN8RC-If-7
Read intensively to determine the author’s purpose EN8RC-Ig-7.1 1. *English Expressways II. 2007. pp 216-217.
EN8RC-Ih-7.1 2. *English Expressways III. 2007. pp 9-11, 206-207.
Use the appropriate reading style (scanning, skimming, 1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
EN8RC-Ii-7
speed reading, intensive reading etc.) for one’s purpose 1. *English Expressways III. 2007. pp 286-287.
2Q
Relate content or theme to previous experiences and 1. BEAM ENG8 Module 6 – Making Outlines.
EN8RC-IIa-2.18
background knowledge 2. *English Expressways III. 2007. pp 250.
Relate content or theme to previous experiences and 1. BEAM ENG8 Module 6 – Making Outlines.
EN8RC-IIb-2.18
background knowledge 2. *English Expressways III. 2007. pp 250.
Explain visual-verbal relationships illustrated in tables, 1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
EN8RC-IIe-1.2
graphs, and information maps found in expository texts 2. *English Arts I. 2000. pp 174, 175, 178.
GRADE 9
FIRST QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
GRADE LEVEL STANDARD
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also
CONTENT STANDARD 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 following criteria:
PERFORMANCE STANDARD
Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN9RC-Ia-16: EN9LC-Ia-8: EN9VC-Ia-3.8: EN9V-Ia-1: EN9LT-Ia-14: EN9WC-Ia-8: EN9OL-Ia-1.15: EN9G-Ia-17: Use
Share prior Process information Infer thoughts, Provide words or Analyze literature Distinguish Use the appropriate normal and inverted
knowledge about a mentioned in the text feelings, and expressions as a means of between and segmentals (sounds word order in creative
text topic listened to intentions in the appropriate for a discovering the among informative, of English) and the writing
EN9LC-Ia-3.6: material viewed given situation self journalistic, and suprasegmentals or EN9G-Ia-1.6/1.7:
Perform a task by EN9LT-Ia-14.1: literary writing. prosodic features of Use appropriate
following instructions Identify the speech when punctuation marks
1
distinguishing delivering lines of and capitalization to
features of poetry and prose in convey meaning
notable Anglo- a speech choir, jazz EN9G-Ia-18: Use
American lyric chants and raps. interjections to
poetry, songs, convey meaning
poems, sermons,
and allegories
EN9RC-Ib-16: EN9LC-Ib-6.2: Infer 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 thoughts, Provide words or Analyze literature Distinguish Use the appropriate normal and inverted
knowledge about a and intentions of the feelings, and expressions as a means of between and segmentals (sounds word order in creative
text topic speaker intentions in the appropriate for a discovering the among informative, of English) and the writing
2 material viewed given situation self journalistic, and suprasegmentals or EN9G-Ib-1.6/1.7:
EN9LT-Ib-14.2: literary writing prosodic features of Use appropriate
Explain how the speech when punctuation marks
elements specific delivering lines of and capitalization to
to a selection poetry and prose in convey meaning
10 Culminating Task
SECOND QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
GRADE LEVEL STANDARD
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people;
CONTENT STANDARD 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 and non- verbal
PERFORMANCE STANDARD
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 contrast from one listening Establish connections Give the Analyze literature as Distinguish the Employ varied 19: Use
similar information strategy to another of events and how appropriate a means of valuing features present in verbal and non- adverbs in
presented in different based on topic, these lead to the communicative other people and poetry and in verbal strategies narration.
texts. purpose, and level of ending of a material. styles for various their various prose. to create impact
difficulty of the situations circumstances in on the audience
K to 12 English Curriculum Guide May 2016 Page 202 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
argumentative or (intimate, casual, life. while delivering
persuasive text. conversational, EN9LT-IIa-15.1: lines in a Readers
consultative, Identify the Theatre or in a
frozen). distinguishing Chamber Theatre.
features of notable
Anglo-American
sonnets, dramatic
poetry, vignettes,
and short stories.
2 EN9RC-IIb-19: Get EN9LC-IIb-11.1: EN9VC-IIb-21: EN9V-IIb-27: EN9LT-IIb-15: EN9WC-IIb-10: EN9OL-IIb-3.7: EN9G-IIb-
information from Listen to get important Summarize the Give the Analyze literature as Distinguish the Employ varied 19: Use
various print media information from information contained appropriate a means of valuing features present in verbal and non- adverbs in
like brochures, argumentative/ in the material viewed. communicative other people and verbal strategies narration.
poetry and in
pamphlets, periodicals, persuasive texts. styles for various their various to create impact
and audio-video EN9LC-IIb-2.8: situations circumstances in prose. on the audience
recordings. Make inferences from (intimate, casual, life. while delivering
what was said. conversational, lines in a Readers
consultative, EN9LT-II-0-14.2: Theatre or in a
frozen). Explain how the Chamber Theatre.
elements specific to
a selection build its
theme.
3 EN9RC-IIc-19: EN9LC-IIc- EN9VC-IIc-21: EN9V-IIc-27: EN9LT-IIc-15: EN9WC-IIc-10: EN9F-IIc- EN9G-IIb-
Get information from 3.12/3.14: Listen to Summarize the Give the Analyze literature as Distinguish the 3.11.1: Use the 19: Use
various print media paraphrase and information contained appropriate a means of valuing features present in correct production adverbs in
like brochures, summarize information in the material viewed. communicative other people and poetry and in of English sounds: narration
pamphlets, periodicals, from persuasive texts. styles for various their various prose. vowels sounds,
and audio-video situations circumstances in consonant sounds,
recordings. (intimate, casual, life. diphthongs, etc.
conversational,
consultative, EN9LT-IIc-2.2:
frozen). Explain how the
elements specific to
a genre contribute
to the 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 from Anticipate the points Agree or disagree with Give the Analyze literature as Distinguish the 3.11.1: Use the 19: Use
various print media that will be made the ideas presented in appropriate a means of valuing features present in correct production adverbs in
like brochures, based on the speaker’s the material viewed. communicative other people and of English sounds: narration.
poetry and in
K to 12 English Curriculum Guide May 2016 Page 203 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
pamphlets, periodicals, purpose. styles a situation their various prose. vowels sounds,
and audio-video (intimate, casual, circumstances in consonant sounds,
recordings. conversational, life. diphthongs, etc.
consultative,
frozen). EN9LT-IId-2.2.1:
Express appreciation
for sensory images
used.
5 EN9RC-IIe-19: Get EN9LC-IIe-12: Make EN9VC-IIe-22: EN9V-IIe-27: EN9LT-IIe-15: EN9WC-IIe-10: EN9OL-IIe-5: EN9G-IIe-
information from a stand based on the Agree or disagree with Give the Analyze literature as Distinguish the Use the 20: Use
various print media text listened to. the ideas presented in appropriate a means of valuing features present in appropriate conditionals
like brochures, the material viewed. communicative other people and poetry and in prosodic features in expressing
pamphlets, periodicals, styles for various their various prose. of speech when arguments
and audio-video situations circumstances in delivering lines in
recordings. (intimate, casual, life. a Readers Theatre
conversational, EN9LT-IIe-2.2.2: or in a Chamber
consultative, Explain the literary Theatre.
frozen). devices used.
6 EN9RC-IIf-11.1: EN9LC-IIf-8.7: Draw EN9VC-IIf-23: Share EN9V-IIf-28: EN9LT-IIf-15: EN9WC-IIf-9: EN9OL-IIf-5: EN9G-IIf-
Sense the difference conclusions based on personal opinion about Determine the Analyze literature as Compose forms of Use the 20: Use
between linear and the text listened to. the ideas presented in vocabulary or a means of valuing literary writing. appropriate conditionals
non-linear texts. the material viewed. jargons expected other people and EN9WC-IIf- prosodic features in expressing
of a communicative their various 9.2: Identify of speech when arguments.
style. circumstances in types and delivering lines in
life. features of a Readers Theatre
EN9LT-IIf-2.2.3: short prose. or in a Chamber
Determine tone, Theatre.
mood, technique,
and purpose of the
author.
7 EN9RC-IIg-5: EN9LC-IIg-3.13: EN9VC-IIg-23: EN9V-IIg-28: EN9LT-IIg-15: EN9WC-IIg-9: EN9OL-IIg-2.6: EN9G-IIg-
Interpret information React and share Share personal opinion Determine the Analyze literature as Compose forms of Employ effective 20: Use
found in non-linear personal opinion about about the ideas vocabulary or a means of valuing literary writing. and appropriate conditionals
texts such as the ideas listened to. presented in the jargons expected other people and EN9WC-IIg- non-verbal in expressing
diagrams, maps, material viewed. of a communicative their various 9.2: Identify communication to arguments.
charts, etc style. circumstances in types and convey meaning in
life. features of a Readers or
EN9LT-IIg-2.2.3: short prose. Chamber Theatre.
Determine tone,
mood, technique,
and purpose of the
author.
K to 12 English Curriculum Guide May 2016 Page 204 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
8 EN9RC-IIh-11.1.1: EN9LC-IIh-12.1: EN9VC-IIh-19: EN9V-IIh-28: EN9LT-IIh-15: EN9WC-IIh-9: EN9OL-IIh-5: EN9G-IIh-
Match diagrams with Analyze the content Judge the relevance Determine the Analyze literature as Compose forms of Use the 20: Use past
their corresponding and feeling levels of and worth of ideas vocabulary or a means of valuing literary writing. appropriate conditionals
write-ups. utterances in presented in the jargons expected other people and EN9WC-IIh- prosodic features in expressing
persuasive texts. material viewed. of a communicative their various 9.3: Use of speech when arguments.
style. circumstances in literary devices delivering lines in
life. and techniques a Readers Theatre
EN9LT-IIh-2.3: to craft short or in a Chamber
Draw similarities and prose forms. Theatre.
differences of the
featured selections
in relation to the
theme.
9 EN9RC-IIi-2.15: EN9LC-IIi-8.2: EN9VC-IIi-19: Judge EN9V-IIi-28: EN9LT-IIi-15: EN9WC-IIi-9: EN9OL-IIi-5: Use EN9G-IIi-
Organize information Judge the relevance the relevance and Determine the Analyze literature as Compose forms of the appropriate 20: Use
in various ways and worth of ideas worth of ideas vocabulary or a means of valuing literary writing. prosodic features conditionals
(outlining, graphic, presented. presented in the jargons expected other people and EN9WC-IIi- of speech when in expressing
representations, etc.) material viewed. of a communicative their various 9.3: Use delivering lines in arguments.
style. circumstances in literary devices a Readers Theatre
life. and techniques or in a Chamber
EN9LT-IIi-3: to craft short Theatre.
Explain how a prose forms.
selection may be
influenced by
culture, history,
environment, or
other factors.
10 Culminating Task
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
GRADE LEVEL STANDARD
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world;
CONTENT STANDARD
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 resources based on the
PERFORMANCE STANDARD
following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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-act Employ appropriate 1.2/2.2: Interpret Get familiar with Analyze literature Compose forms of Employ varied verbals.
play listening strategies the message the technical as a means of literary writing verbal and non-
EN9LT-IIIa-20.1: suited to type of text conveyed in a vocabulary for connecting to the EN9WC-IIIa-9.4: verbal strategies
Explain how the EN9LC-IIIa-6.1: material viewed drama and theatre world. Identify types and while performing in
elements specific to a Extract important (like stage EN9LT-IIIa- features of a play a one-act play
one-act play information from directions) 16.1: Identify synopsis. EN9F-IIIa-3.11:
1
contribute to the argumentative/persua the distinguishing Produce the English
development of its sive texts features of sounds correctly
theme Anglo-American and effectively
one-act plays when delivering
lines in a one-act
play.
10 Culminating Task
FOURTH QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
GRADE LEVEL STANDARD
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging
CONTENT STANDARD 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 ICT resources
PERFORMANCE STANDARD
based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 to Listen to lay value Determine the Get familiar with Analyze literature Compose a play Use varied verbal active and passive
particular social judgment on critical relevance and the the technical as a means of review and non-verbal constructions
issues, concerns, or issues that demand truthfulness of the vocabulary for understanding communication
dispositions in real life sound analysis and ideas presented in drama and theater unchanging strategies when
call for prompt the material viewed (like stage values in a performing in a full-
1
actions directions) changing world length play
EN9LT-IVa- EN9F-IVa-3.11:
17.1: Explain Produce the sounds
how the of English
elements specific effectively when
to full-length delivering lines in a
K to 12 English Curriculum Guide May 2016 Page 209 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
plays build its full-length play
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 to Get the different Determine the Get familiar with Analyze literature Compose a play Produce the sounds active and passive
particular social sides of social, moral, relevance and the the technical as a means of review. of English constructions
issues, concerns, or and economic issues truthfulness of the vocabulary for understanding effectively when
dispositions in real life affecting the nation ideas presented in drama and theater unchanging delivering lines in a
the material viewed (like stage values in a full-length play
directions) changing world
2
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 to Employ analytical Determine the Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social listening to make relevance and the the technical as a means of review and appropriate obligation, and
issues, concerns, or prediction/projections truthfulness of the vocabulary for understanding non-verbal prohibition.
dispositions in real life ideas presented in drama and theater unchanging communication
the material viewed (like stage values in a strategies
3
directions) changing world
EN9LT-IVc-
2.2.1: Express
appreciation for
sensory images
used
EN9RC-IVd-2.18: EN9LC-IVd-7.2: EN9VC-IVd- EN9V-IVd-29: EN9LT-IVd-17: EN9WC-IVd-11: EN9OL-IVd-2: EN9G-IVd-23:
Relate text content to Analyze the stand of 1.3/2.3: Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social the speaker based on Formulate the technical as a means of review. and appropriate obligation, and
issues, concerns, or the explicit statement predictions based vocabulary for understanding non-verbal prohibition.
dispositions in real life made on the material drama and theater unchanging communication
4 viewed (like stage values in a strategies
directions) changing world
EN9LT-IVd-
2.2.2: Explain
the literary
devices used
EN9RC-IVe-2.18: EN9LC-IVe-8.8: EN9VC-IVe- EN9V-IVe-29: EN9LT-IVe-17: EN9WC-IVe-11: EN9OL-IVe-2: EN9G-IVe-23:
5 Relate text content to Compare and contrast 1.3/2.3: Get familiar with Analyze literature Compose a play Employ effective Express permission,
particular social ideas listened to Formulate the technical as a means of review and appropriate obligation, and
K to 12 English Curriculum Guide May 2016 Page 210 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
issues, concerns, or predictions based vocabulary for understanding non-verbal prohibition
dispositions in real life on the material drama and theater unchanging communication writing an evaluation
viewed (like stage values in a strategies
directions) changing world
EN9LT-IVe-
2.2.2: Explain
the literary
devices used
10 Culminating Task
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
RC - Reading Comprehension
1Q
Share prior knowledge about a text topic EN9RC-Ia-16 *English Expressways II. 2007. pp 190-191.
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 in a text 2. *English Expressways IV. 2007. pp 121-122.
Scan sequence signals or connectors to determine 1. *English Arts III. 2000. pp 79.
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-1.5.1 1. *English Expressways III. 2007. pp 44, 45, 113, 126, 222.
EN9RC-If-1.5.1 2. *English Expressways IV. 2007. pp 74-75, 104, 294.
Make a connection between the present text and EN9RC-Ig-17 1. *English Expressways II. 2007. pp 190-191.
previously read texts EN9RC-Ih-17 2. *English Expressways III. 2007. pp 208-210, 306.
Identify advance organizers, titles, sub-titles, illustrations, *English Expressways II. 2007. pp 93-95.
EN9RC-Ii-18
etc. given in a text
2Q
Compare and contrast similar information presented in *English Expressways II. 2007. pp 136-137, 138-139
EN9RC-IIa-3.2.7
different texts.
Get information from various print media like brochures, *English Expressways II. 2007. pp 30.
EN9RC-IIb-19
pamphlets, periodicals, and audio-video recordings.
Get information from various print media like brochures, *English Expressways II. 2007. pp 30.
EN9RC-IIc-19
pamphlets, periodicals, and audio-video recordings.
Get information from various print media like brochures, 1. *English Expressways II. 2007. pp 74-75.
pamphlets, periodicals, and audio-video recordings. EN9RC-IId-19 2. *English Expressways III. 2007. pp 3-7, 28-29.
3. *English Expressways IV. 2007. pp 34-35.
Get information from various print media like brochures, *English Expressways II. 2007. pp 78-79.
EN9RC-IIe-19
pamphlets, periodicals, and audio-video recordings.
Sense the difference between linear and non-linear texts. 1. *English Expressways III. 2007. pp 76-78.
EN9RC-IIf-11.1
2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
Interpret information found in non-linear texts such as 1. *English Expressways II. 2007. pp 134-135, 247.
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, graphic, 1. *English Expressways II. 2007. pp 91-92, 93-95, 238-239.
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.
4Q
Change direct to indirect speech and vice versa EN9G-IVf-1 *English Arts III. 2000. pp 96-99.
EN9G-IVg-1
FIRST QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
GRADE LEVEL STANDARD
appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
CONTENT STANDARD conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers
in persuasive texts, different forms of modals, reflexive and intensive pronouns.
PERFORMANCE STANDARD The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 effect Get information that 1.4/2.4:Determine 13.9:Differentiate 14.2: Explain 12.1: Identify Identify the factors reflexive and
of textual aids like can be used in how connected formal from how the features of of public speaking intensive pronouns
advance organizers, everyday life from events contribute informal elements specific persuasive texts
1
titles, non-linear news reports, to the totality of a definitions of to a selection
illustrations, etc. on speeches, informative material viewed words build its theme
the understanding of talks, panel
a text discussions, 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 effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.1: Identify Describe and reflexive and
of textual aids like implicit and explicit how connected formal from elements specific features of interpret the ethics intensive pronouns
advance organizers, signals, verbal, as events contribute informal to a genre persuasive texts of public speaking
titles, non-linear well as non-verbal, to the totality of a definitions of contribute to the
illustrations, etc. on used by the speaker material viewed words theme of a
2 the understanding of to highlight significant particular literary
a text points selection
EN10LT-Ib-
2.2.1: 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: Using
3
Determine the effect Determine the 1.4/2.4:Determine 13.9:Differentiate Explain how the 12.2: Formulate a Describe the words and
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: Using
Determine the effect Single out direct and 25:Express insights 13.9:Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ the words and
of textual aids like indirect signals used based on the ideas formal from elements specific statement of techniques in public expressions that
advance organizers, by a speaker presented in the informal to a genre opinion or assertion speaking in a emphasize a point
titles, non-linear material viewed definitions of contribute to the sample public
illustrations, etc. on words theme of a speaking situation
4
the understanding of particular 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: Using
Determine the effect Point out the 25:Express insights 13.9:Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ the words and
of textual aids like effectiveness of the based on the ideas formal from elements specific statement of techniques in public expressions that
advance organizers, devices used by the presented in the informal to a genre opinion or assertion speaking in a emphasize a point
titles, non-linear speaker to attract and material viewed definitions of contribute to the EN10WC-Ie- sample public
illustrations, etc. on hold the attention of words theme of a 12.3: Compose a speaking situation
the understanding of the listener particular literary persuasive text of
5
a text selection three paragraphs
EN10LT-Ie- expressing one’s
2.2.3: Determine stand on 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 insights Determine the roles 25:Express insights 13.9:Differentiate Explain how the Compose a 3.16.1: Employ the modals
6 with previous of discourse markers based on the ideas formal from elements specific persuasive text of techniques in public
learnings (e.g. conjunctions, presented in the informal to a genre three paragraphs speaking in a
gambits, adverbs) in material viewed definitions of contribute to the expressing one’s sample public
K to 12 English Curriculum Guide May 2016 Page 221 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
signaling the words theme of a stand on an issue speaking situation
functions of particular literary
statements made selection.
EN10LT-If-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10RC-Ig-21: EN10LC-Ig-8.7: EN10VC-Ig- EN10V-Ig- EN10LT-Ig-3: EN10WC-Ig- EN10OL-Ig- EN10G-Ig-3.6: Use
Compare new insights Make generalizations 1.5/2.5:Draw 13.9:Differentiate Explain how a 12.3: Compose a 3.16.1: Employ the modals
with previous generalizations and formal from selection may be persuasive text of techniques in public
7 learnings conclusions based informal influenced by three paragraphs speaking in a
on the materials definitions of culture, history, expressing one’s sample public
viewed words environment, or stand on an issue speaking situation
other factors
EN10RC-Ih-21: EN10LC-Ih-14.3: EN10VC-Ih- EN10V-Ih- EN10LT-Ih-2.3: EN10WC-Ih- EN10OL-Ih- EN10G-Ih-3.6: Use
Compare new insights Show appreciation for 1.5/2.5:Draw 13.9:Differentiate Draw similarities 12.3: Compose a 3.16.1: Employ the modals
with previous songs, poems, and generalizations and formal from and differences persuasive text of techniques in public
8 learnings other listening texts conclusions based informal of the featured three paragraphs speaking in a
on the materials definitions of selections in expressing one’s sample public
viewed words relation to the stand on an issue speaking situation
theme
EN10RC-Ii-21: EN10LC-Ii-14: EN10VC-Ii- EN10V-Ii- EN10LT-Ii-18: EN10WC-Ii-12: EN10OL-Ii- EN10G-Ii-3.6: Use
Compare new insights Examine how spoken 1.5/2.5:Draw 13.9:Differentiate Evaluate Compose short 3.16.1: Employ the modals
with previous communication may generalizations and formal from literature as a persuasive texts techniques in public
9 learnings be repaired or conclusions based informal way of using a variety speaking in a
enhanced on the materials definitions of expressing and ofpersuasive sample public
viewed words resolving one’s techniques and speaking situation
personal conflicts devices
10 Culminating Activity
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
GRADE LEVEL STANDARD
appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving
CONTENT STANDARD conflicts among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation
markers to deliver impromptu and extemporaneous speeches.
PERFORMANCE STANDARD The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 appropriate Observe correct
information from listening strategy to effectiveness of the technical and how the parts and features pitch, stress, grammar in making
1 linear to non-linear another to extract ideas presented in operational elements specific of argumentative juncture, definitions
texts and vice-versa meaning from the the material viewed definitions to a selection essays intonation, etc.
listening text taking into account build its theme
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 illustrations Assess the Assess the 13.9: Give 14.2: Explain 13.2: Formulate 5:Employ Observe correct
from linear to non- effectiveness of a effectiveness of the technical and how the claims of fact, appropriate pitch, grammar in making
2 linear texts and vice material listened to ideas presented in operational elements specific policy, and value stress, juncture, definitions
versa taking into account the material viewed definitions to a selection intonation, etc.
the speaker’s purpose taking into account build its theme
its purpose
EN10RC-IIc-5.4: EN10LC-IIc-15.2: EN10VC-IIc-3.8: EN10V-IIc-13.9: EN10LT-IIc- EN10WC-IIc- EN10OL-IIc- EN10G-IIc-29:
Present information Assess whether the Assess the Give technical and 2.2: Explain how 13.3: Use patterns 3.11: Observe correct
using tables, graphs, speaker’s purpose is effectiveness of the operational the elements and techniques of Use the correct grammar in making
and maps achieved or not ideas presented in definitions specific to a developing an sound of English definitions
the material viewed genre contribute argumentative when delivering
3 taking into account to the theme of a claim impromptu and
its purpose particular literary extemporaneous
selection speech
EN10LT-IIc-
2.2.1: Express
appreciation for
THIRD QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
GRADE LEVEL STANDARD
appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and
CONTENT STANDARD resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special
speeches for occasion, pronouns and structures of modification.
PERFORMANCE STANDARD The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary
Literature
Writing and Oral Language and Grammar
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN10RC-IIIa-22.1: EN10LC-IIIa-16: EN10VC-IIIa-12: EN10V-IIIa- EN10LT-IIIa- EN10WC-IIIa- EN10OL-IIIa- EN10G-IIIa-31:
Overall artistic value of Listen to simplify, Raise questions to 13.9: Give 2.2: Explain how 14.1.1: Expand 3.8: Use the Use pronouns
the structure and reorganize, clarify issues expanded the elements ideas using correct stage effectively
elements of the synthesize, and covered in the definitions of specific to a principles of stance and
selection evaluate information material viewed words genre contribute cohesion and behavior when
(structuralist/formalist) to expand, review, or to the theme of a coherence giving a roast and a
1 update knowledge particular literary toast and when
selection paying tribute to
EN10LT-IIIa- someone in a
2.2.1: Express eulogy
appreciation for
sensory images
used
EN10RC-IIIb-22.2: EN10LC-IIIb-16.1: EN10VC-IIIb-23: EN10V-IIIb- EN10LT-IIIb- EN10WC-IIIb- EN10OL-IIIb- EN10G-IIIb-31:
Treatment of underlying Distinguish the Share viewpoints 13.9: Give 2.2: Explain how 14.1.2: Use a 3.8: Use the Use pronouns
or overarching issue important points from based on the ideas expanded the elements variety of correct stage effectively
concerning human less important ones in presented in the definitions of specific to a informative, stance and
experience (moralist) a text listened to materials viewed words genre contribute persuasive, and behavior when
2 to the theme of a argumentative giving a roast and a
particular literary writing techniques toast and when
selection paying tribute to
EN10LT-IIIb- someone in a
2.2.2: Explain eulogy
the literary
FOURTH QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also
CONTENT STANDARD
how to use the language of research, campaigns and advocacies.
PERFORMANCE STANDARD The learner competently presents a research report on a relevant socio-cultural issue.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
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 skills to Listen to simplify, Compare and Get familiar with 2.2: Explain how 14.1.1: Expand Use appropriate Observe the language
gather information reorganize, contrast the technical terms the elements ideas using language when of research,
from primary and synthesize and contents of the used in research specific to a principles of campaigns, and
delivering
secondary sources of evaluate information materials viewed genre contribute cohesion and advocacies
information to expand, review, with outside to the theme of a coherence campaign
1 or update knowledge sources of particular literary speeches.
information in selection
terms of EN10LT-IVa-
accessibility and 2.2.1: Express
effectiveness appreciation for
sensory images
used
EN10SS-IVb-1.7: EN10LC-IVb-3.18: EN10VC-IVb-15: EN10V-IVb-30: EN10LT-IVb- EN10WC-IVb- EN10OL-IVb- EN10G-IVb-32:
Get vital information Get different Compare and Get familiar with 2.2: Explain how 14.1.2: Use a 3.8.1: Show Observe the language
from various websites viewpoints on various contrast the technical terms the elements variety of courtesy and of research,
on the internet local or global issues contents of the used in research specific to a informative, politeness when campaigns, and
EN10LC-IVb-16.1: materials viewed genre contribute persuasive, and delivering advocacies
2 Distinguish the with outside to the theme of a argumentative campaign speeches
important points from sources of particular literary writing techniques
less important ones in information in selection
any listening text terms of EN10LT-IV-b-
accessibility and 2.2.2: Explain
effectiveness the literary
10 Culminating Activity
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
RC - Reading Comprehension
1Q
Determine the effect of textual aids like advance EN10RC-Ia-2.15.2 *English Expressways IV. 2007. pp 116-117, 142-143, 159, 160.
organizers, titles, non-linear illustrations, etc. on the EN10RC-Ib-2.15.2
understanding of a text EN10RC-Ic-2.15.2
EN10RC-Id-2.15.2
EN10RC-Ie-2.15.2
Compare new insights with previous learnings EN10RC-If-21 *English Expressways III. 2007. pp 306.
EN10RC-Ig-21
EN10RC-Ih-21
EN10RC-Ii-21
2Q
Transcode information from linear to non-linear texts and 1. *English Expressways III. 2007. pp 76, 77, 78.
EN10RC-IIa-11
vice-versa 2. *English Expressways IV. 2007. pp 116-117, 142-143, 159-160.
Explain illustrations from linear to non-linear texts and 1. *English Expressways III. 2007. pp 76, 77, 78.
EN10RC-IIb-11.2
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 stated EN10RC-IIf-13.1 1. *English Expressways III. 2007. pp 145, 146.
information EN10RC-IIg-13.1 2. *English Expressways IV. 2007. pp 102-103, 295-297.
3Q
Treatment of underlying or overarching issue concerning *English Expressways IV. 2007. pp 304-305, 319-320.
EN10RC-IIIb-22.2
human experience (moralist)
4Q
Use locational skills to gather information from primary *English Expressways IV. 2007. pp 5-6, 21-23.
EN10RC-IVa-1.5
and secondary sources of information
Get vital information from various websites on the internet EN10RC-IVb-1.7 *English Expressways IV. 2007. pp 276-277.
Draw conclusions from the set of details EN10RC-IVf-2.12 *English Expressways IV. 2007. pp 133-135.
EN10RC-IVg-2.12
LC- Listening Comprehension
1Q
Get information that can be used in everyday life from 1. *English Arts III. 2000. pp 33-34, 178-180, 187-188, 190, 191.
EN10LC-Ia-11.1
news reports, speeches, informative talks, panel 2. *English Expressways IV. 2007. pp 34-35, 63, 81, 136.
GLOSSARY
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
D
depict - to represent or characterize in words; describe
dialogue - the words the character say to each other; the words each character says are written next to his or her name
discard - to throw (something) away because it is useless or unwanted; to remove
discourse - denotes written and spoken communications
disposition - the usual attitude or mood of a person or animal; a tendency to act or think in a particular way
drama - refers to acting, and to the set up of the play which includes the theater, the hall, the accessories, the green room, costumes, music and the like
drama atmosphere and mood - created by the set, the lighting, the furnishings, the music or sound effects, the opening dialogue, the facial expressions and gestures of
the actors, and the growing tension of the plot
dramatic convention - a device that a playwright uses to present a dramatic performance on stage that the audience accepts as realistic
dramatic irony - where the audience or reader is aware of something important, of which the characters in the story are not aware
dramatic poetry - poetic forms that articulates emotions or feelings
dynamic - always active or changing
E
external conflict - a conflict between a character and an outside force
element - a part of something, one that is essential or characteristic
exposition - detailed information revealing the facts of a plot
exterior monologue - an act of speaking one's thoughts aloud when by oneself or regardless of any hearers
F
figurative language - use of words that go beyond its literal meaning; examples of figurative language or devices are simile, metaphor and hyperbole among others
foil - a character who is meant to represent characteristics, values, ideas, etc. which are directly and diametrically opposed to those of another character, usually the
protagonist
fourth wall - the imaginary invisible wall at the front of the stage through which the audience sees the action
G
generalization - a general statement, a statement about a group of people or things that is based on only a few people or things in that group; the act or process of
forming opinions that are based on a small amount of information; a statement drawn from particular facts that is generally true about a broad category of things.
genre - the main types of literary form
H
habitat for humanity - a non-profit organization with worldwide affiliates building and repairing houses all over the world using volunteer labor and donations; its partner
families purchase these houses through no-profit, no-interest mortgage loans or innovative financing methods
hyperbole - exaggerated statements or claims not meant to be taken literally
I
improvisation - spontaneous invention and development of drama from within a role
infidelity - marital disloyalty; adultery; is the subjective feeling that one's partner has violated a set of rules or relationship norms
K to 12 English Curriculum Guide May 2016 Page 237 of 244
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K to 12 BASIC EDUCATION CURRICULUM
infographic - visual representation of data or knowledge
interior monologue - this is where the actor speaks as if to himself
J
juncture - an important point in a process or activity; joint, connection; the manner of transition or mode of
justify - to provide a good reason for the actions of
K
kinds of listening and reading strategies
1. noting details
2. getting specific information
3. determining the speaker’s purpose
4. understanding the message
5. relating/ finding connection with knowledge/experience and the subject heard
6. activating prior / background knowledge about the subject
7. connecting new information to old information
8. predicting information/ anticipating what will come next
9. making projections for the future
10. learning new vocabulary
11. using visual clues (facial expression, gestures the setting, the interaction) to understand the ideas heard
12. checking the accuracy of your predictions
13. deciding on the truthfulness or falsity of the ideas heard
14. asking for clarification or repetition from the speaker or ask
15. asking additional questions
16. evaluating information
17. paraphrasing what one heard
18. responding to what one heard through creative writing, drawing, drama, etc.
19. distinguishing facts from opinions
20. determining supported vs. unsupported ideas
21. drawing conclusions
22. inferring thoughts, feelings, purpose of the speaker
23. discussing the process and strategies to be used in listening
24. making / constructing meaning
25. setting expectations
26. interpreting what is heard
27. summarizing information
28. distinguishing fact from opinion
K to 12 English Curriculum Guide May 2016 Page 238 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
29. distinguishing fantasy from reality
30. interpreting tone, mood and purpose of the speaker
31. making decision
32. planning and deciding what effective strategy to use
33. monitoring one’s comprehension
34. evaluating the effectiveness of one’s listening strategies
L
literary device - refers to any specific, deliberate constructions of language which an author uses to convey meaning
M
man vs. man - a character struggles with another character like the protagonist versus the antagonist
man vs. fate - fight for choice; fight against destiny
man vs. nature - a character struggles with a force of nature (natural disaster, desolation, animal etc.) ; usually, the character is struggling to survive
man vs. society - in this conflict, a character or group of characters fight against the society in which they live. A character might fight against social traditions or rules.
man vs. supernatural - conflict with ghosts, spirits, aliens etc.
man vs. technology - fight against computers, machines, utensils etc.
magnificence - n. greatness or lavishness of surroundings; splendour; grand or imposing beauty
materialism - preoccupation with or emphasis on material objects, comforts, and considerations, with a disinterest in or rejection of spiritual, intellectual, or cultural values
metaphor - a figure of speech that makes an implicit, implied or hidden comparison between two things or objects
monologue - long speech by a character on stage with other characters listening
mood - the feeling the reader gets when reading
N
narrative – is a special kind of story that is valued very highly in English-speaking cultures. Narratives are structured to be entertaining and to teach cultural values. In
narratives, normal events are disrupted and language is used to build up suspense around the disruption so it reaches a crisis point. The way the characters in the
story confront and resolve the crisis teaches the audience about ways of behaving which are valued in the culture.
narration - a technique whereby one or more performers speak directly to the audience to tell a story
narrative paragraph - a group of sentences that tells readers what happened at a particular place and time
O
octet - first eight lines of a sonnet
one-act play - a play that takes place, from beginning to end, in a single act; it can range from one minute to one hour long
one-act radio play - a one-act play scripted for radio presentation
P
passive aggressive communication - a style in which individuals appear passive on the surface but are really acting out anger in a subtle, indirect, or behind-the-scenes
way
passive communication - a style in which individuals have developed a pattern of avoiding expressing their opinions or feelings, protecting their rights, and identifying and
meeting their needs. Passive communication is usually born of low self-esteem.
K to 12 English Curriculum Guide May 2016 Page 239 of 244
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
propaganda strategies – a systematic propagation of information reflecting the views and interests of those advocating such doctrine/ or cause
projective listening- made from current information, or when one assumes that someone has the same emotions or feelings that he/or she does
pantomime - the telling of a story without words
participle - is a verbal that functions as an adjective
passion – a strong feeling of enthusiasm or excitement for something or about doing something
play - the art of producing drama works; a literary piece consisting of dialogues between various characters, epilogue, monologue, prologue and an end; it refers to
composition; the stage representation of an action or a story
play bill - a poster announcing a theatrical performance
plot - the ordered structure of a play as the action progresses through the story; the series of events that comprise the whole story that is told in a novel, play, movie, or
T.V. show
plot structure - also called the dramatic structure of a story, novel or script includes the events that make up the idea of the writing; these are often laid out as a series of
beginning, middle and end details and include five basic elements as well as a conflict
pork barrel - the appropriation of government spending for localized projects secured solely or primarily to bring money to a representative's district
portrait poem - a lyrical means for the depiction of the writer’s self-perception, or feelings for another
prefix – a word part placed before the root of a word
prologue - introduces the action of a play; it is usually at the beginning and literally means "first words”
prominent - important and well-known; easily noticed or seen; sticking out in a way that is easily seen or noticed
props – the objects used onstage in the play
protagonist – the central or main figure of a story
punctuation – the use of standard marks and signs in writing and printing to separate words into sentences, clauses, and phrases in order to clarify meaning
R
recount - a story genre which is used to tell what happened. When we tell recounts we reveal the significance of the people and events in the story by sharing our personal
feelings about them.
readers theatre – a style of theatre in which the actors do or do not memorize their lines; actors use vocal expression to help the audience understand the story rather
than visual storytelling such as sets, costumes, and intricate blocking
rectify - to set right; remedy; to purify; to correct
re-enactment - the acting out or repetition of a past event or situation
renewed - to make new or as if new again
requiem - a Christian religious ceremony for a dead person; a mass for the dead
resolution - the part of the story’s plot line in which the problem of the story is resolve
rhyme - one of two or more words or phrases that end in the same sounds
rising action - the part of a plot consisting of complications and discoveries that create conflict
rite - an established, ceremonious, usually religious act
root word – the form of a word after all affixes are removed
Sample: EN4G-If-2.5
Listening Comprehension LC
Domain/Content/
Uppercase Letter/s
Component/ Topic
Grammar G
Oral Language OL
- Phonics and Word Recognition PWR
Roman Numeral
*Zero if no specific quarter
Quarter First Quarter I Phonological Awareness PA
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)
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)