Quarter 1

Week Topic Competencies

1-2 1. Note taking Listening Comprehension:
2. Dictionary and Thesaurus  Note significant details (G5) (G6)
3. Irregular noun Oral Language:
4. Collective noun  Use appropriate facial expressions (3) (G5)
5. Plurality of Regular Noun  Use appropriate body movements/gestures (3) (G5)
6. Plurality of Irregular Noun Vocabulary Development:
 Clarify meaning of words using dictionaries, thesaurus (G6) /
Clarify meaning of words using dictionaries, thesaurus, and/or
online resources (2) (G5) / Clarify meaning of words using online
resources (G6)
Reading Comprehension:
 Note significant details of informational texts (2) (G6)
 Infer the theme of literary text (G5)
Oral Reading Fluency
 Self-correct when reading (11)
 Read grade level text with accuracy, appropriate rate and proper
expression (14)
Study Strategy
 Take down relevant notes (3)
Grammar
 Compose clear and coherent sentences using appropriate
grammatical structures: -irregular nouns and verb agreement
(G5)
 Compose clear and coherent sentences using appropriate
grammatical structures: - collective nouns and verb agreement
(G5)
 Compose clear and coherent sentences using appropriate
grammatical structures: -Pluralization of regular nouns (G6)
 Compose clear and coherent sentences using appropriate
grammatical structures: -Pluralization of irregular nouns (G6)
Writing/ Composition
 Write a 3- line 4- stanza poem (2) (G6)

3-4 1. Context Clues (Compound
Words)
2. Story Elements
3. Infer tone, mood and purpose
of the author in writing
4. Using card catalog
5. Pronoun-Antecedent
Agreement
6. Verb tense
7. Cause and Effect
8. Comparison and contrast
9. Forms and conventions of film
Viewing
 Analyze the characters used in print, non-print, and digital
materials (Age and gender, Race and nationality, Attitude and
behavior) (2) / Analyze the setting used in print, non-print and
digital materials (Urban or Rural; Affluent or Poor) (2) (G6)
Attitude:
 Show tactfulness when communicating with others (59) (G5&6)
Listening Comprehension:
 Note down relevant information from text heard (2) (G6)
 Infer the speaker’s tone, mood and purpose (7) (G5) (G6)
Oral Language:
 Provide accurate instructions (G5)
 Ask questions to check understanding of information presented
(G5)
Vocabulary Development:
 Infer the meaning of unfamiliar words (compound) based on
given context clues (synonyms, antonyms, word parts) and other
strategies (2) (G5)
Reading Comprehension:
 Summarize narrative texts based on elements -Theme -Setting -
Characters (Heroes and Villains) -Plot (beginning, middle and
ending) (2) (G5)
 Determine tone, mood, and purpose of the author (G6)
Study Strategy
 Use card catalog to locate resources (G5)
Grammar
 Compose clear and coherent sentences using appropriate
grammatical structures: -Pronoun-reference agreement
(number, case, gender) (2) (G6)
 Compose clear and coherent sentences using appropriate
grammatical structures: -tenses of verbs (G6)
Writing/ Composition
 Write paragraphs showing -cause and effect (2) / Write
paragraphs showing -comparison and contrast (2) (G5)
 Viewing
 Describe different forms and conventions of film and moving
pictures (lights, blocking, direction, characterization , acting,
dialog, setting or setup) (3) (G5)
Attitude:
 Observe politeness at all times (59) (G5&6)
5-6 1. Fact and Opinion Listening Comprehension:
2. Context Clues (Affixed words)  Provide evidence to support understanding (3) (G5)
3. Graphic organizer  Make a stand (2) (G6)
4. Main idea and supporting Oral Language:
details  Give precise information on a given topic (G5)
5. How to use glossary and  Provide evidence to support opinion/fact (2) (G5&G6)
dictionary Vocabulary Development:
6. Subject-verb Agreement  Infer the meaning of unfamiliar words ( affixed) based on given
7. Intervening Phrase context clues (synonyms, antonyms, word parts) and other
8. Inverted Sentence strategies (2) (G5)
9. Outline Reading Comprehension:
 Use appropriate graphic organizers in texts read (8)
 Respond appropriately to the messages of the different
authentic texts (3) (G5&G6)
 Identify main idea, key sentences and supporting details of a
given paragraph (2) (G5)
Study Strategy
 Gather relevant information from various sources –glossaries
(G5)
 Gather relevant information from various sources –Dictionaries
(G5)
Grammar
 Compose clear and coherent sentences using appropriate
grammatical structures: -Subject-verb agreement (3) (G6)
 Compose clear and coherent sentences using appropriate
grammatical structures: -subject-verb agreement (intervening
phrases) (G5)
  Compose clear and coherent sentences using appropriate
grammatical structures: -subject-verb agreement ( inverted
sentences) (G5)
Writing/ Composition
 Plan a two to three-paragraph composition using an
outline/other graphic organizers (4) (G5)
Viewing
 Describe different forms and conventions of film and moving
pictures (lights) / Describe different forms and conventions of
film and moving pictures (blocking) / Describe different forms
and conventions of film and moving pictures (direction) /
Describe different forms and conventions of film and moving
pictures (characterization) / Describe different forms and
conventions of film and moving pictures (acting) / Describe
different forms and conventions of film and moving pictures
(dialog) / Describe different forms and conventions of film and
moving pictures (setting ) / Describe different forms and
conventions of film and moving pictures (set-up) (G6)
Attitude:
 Show openness to criticism (20) (G6)

Quarter 2
Week Topic Competencies
1-2 1. Blended and Clipped words Listening Comprehension:
2. Text Type: Classification and  Identify the elements of literary texts (3) (G5)
Recalling Oral Language:
3. Adjective  Recount events effectively (4) (G5)
3.1. Kinds of Adjective  Relate an experience appropriate to the occasion (4) (G6)
3.2. Degree of adjective Vocabulary Development:
3.3. Order of Adjective  Infer the meaning of unfamiliar words ( blended) based on
4. Purpose of Visual Media given context clues (synonyms, antonyms, word parts) and
other strategies (2) (G5)
 Infer the meaning of unfamiliar words ( clipped) based on
 given context clues (synonyms, antonyms, word parts) and
other strategies (2) (G5)
Reading Comprehension:
 Distinguish text-types according to purpose -To classify or
describe (2) (G5)
 Distinguish text-types according to purpose -To recall a series
of events/ information (G5)
Oral Reading Fluency
 Observe accuracy, appropriate rate and proper expressions in
choral, echo and shadow reading (4) (G5) / Observe accuracy,
appropriate rate, proper expressions and correct
pronunciation in dramatic readings and presentations (3) (G5)
Study Strategy
 Gather relevant information from various sources –Thesaurus
(G5)
Grammar
 Compose clear and coherent sentences using appropriate
grammatical structures: -kinds of adjectives (G5)
 Compose clear and coherent sentences using appropriate
grammatical structures: -degrees of adjectives (G5)
 Compose clear and coherent sentences using appropriate
grammatical structures: -order of adjectives (G5)
 Compose clear and coherent sentences using appropriate
grammatical structures: -Order and degrees of regular
adjectives (2) (G6)
Writing/ Composition
 Write two to three-paragraph composition based on the
prepared outline (2) (G5)
Viewing
 Infer purpose of the visual media (3) (G5&6)
3-4 1. Summary Listening Comprehension:
2. Context Clues (Compound and  Summarize the information from a text heard (3) (G6)
Affixed Word)  Summarize information from various text types (5) (G5)
3. Text Type: Explanation and Oral Language:
 Persuasion  Respond to ideas and opinions after reflection (2) (G5)
4. Preposition Vocabulary Development:
5. Prepositional Phrase  Infer the meaning of unfamiliar words (compound, affixed)
6. Adverb based on given context clues (Synonyms Antonyms word parts)
6.1. Kinds of Manner and other strategies (Health) (3) (G5) / Infer the meaning of
6.1.1. Manner unfamiliar words (compound, affixed) based on given context
6.1.2. Place and time clues (Synonyms Antonyms word parts) and other strategies
7. Transitional Device (Science) (G5) / Infer the meaning of unfamiliar words
(compound, affixed) based on given context clues (Synonyms
Antonyms word parts) and other strategies (Mathematics) (2)
(G5)
Reading Comprehension:
 Distinguish text-types according to purpose -To explain (G5)
 Distinguish text-types according to purpose -To persuade (G5)
Oral Reading Fluency
 Read grade level text with 118 words correct per minute (3)
(G5) / Read grade level text with 128 words correct per minute
(3) (G5) / Read grade level text with 135 words correct per
minute (3) (G6) / Read grade level text with 145 words correct
per minute (2) (G6)
Study Strategy
 Gather relevant information from various sources -Online
references (2) (G5)
Grammar
 Compose clear and coherent sentences using appropriate
grammatical structures: -Prepositions and prepositional
phrases (G6)
 Compose clear and coherent sentences using appropriate
grammatical structures: -Adverbs of manner (G6)
 Compose clear and coherent sentences using appropriate
grammatical structures: Adverbs of place and time (G6)
Writing/ Composition
 Revise writing for clarity - correct spelling (3) / Revise writing
for clarity -punctuation marks / Revise writing for clarity -
 transition/ signal words / Revise writing for clarity -
punctuation marks -signal words (2)
Viewing
 Identify real or make-believe, fact or non-fact images (2) (G6)
5-6 1. Paraphrase Listening Comprehension:
2. Denotation and Connotation  Restate sentences heard in one’s own words (5) (G5)
3. Outline  Restate portions of a text heard to clarify meaning (3) (G6)
4. Generalization Oral Language:
5. Primary and Secondary Source  Use verbal and non-verbal cues in a TV broadcast (6) (G5)
6. Adverb  Make a stand (3) (G5)
6.1. Kinds of Adverb Vocabulary Development:
6.1.1. Frequency  Identify different meanings of content specific words
6.1.2. Intensity (denotation and connotation) (Health) (4) (G5) / Identify
7. Aspects of Verb different meanings of content specific words (denotation and
8. Modal connotation) (Science) (6) (G5) / Identify different meanings of
content specific words (denotation and connotation)
(Mathematics) (4) (G5) / Identify different meanings of content
specific words (denotation and connotation) (TLE) (2) (G5)
Reading Comprehension:
 Make an outline from a selection read (2) (G5)
 Make generalizations (2) (G5)
Study Strategy
 Gather relevant information from various sources –glossary –
indices / Gather relevant information from various sources –
Dictionary –Thesaurus / Gather relevant information from
various sources - -Almanac –Encyclopedia / Gather relevant
information from various sources –Online references (G6)
 List primary and secondary sources of information (3)
Grammar
 Compose clear and coherent sentences using appropriate
grammatical structures: -Adverbs of frequency (G6)
 Compose clear and coherent sentences using appropriate
grammatical structures: -Adverbs of intensity (G6)
 Compose clear and coherent sentences using appropriate
 grammatical structures: -aspects of verbs (3) (G5&6)
 Compose clear and coherent sentences using appropriate
grammatical structures: -modals (3) (G5&6)
Writing/ Composition
 Distinguish among forms (kinds and descriptions) (G5)
Viewing
 Infer target audience (6) (G5&6)

Quarter 3
Week Topic Competencies
1-2 1. Point of View Listening Comprehension:
1.1. First person  Identify point-of-view (4) (G5)
1.2. Second person Oral Language:
1.3. Third person  Make a stand based on informed opinion (2) (G6)
2. Idiomatic Expression  Remind others to stay on topic (3) (G5&G6)
3. Elements of the Poem Vocabulary Development:
4. Figure of Speech  Infer meaning of idiomatic expressions using –context clues
5. Conjunction (G6) / Infer meaning of idiomatic expressions using –affixes
5.1. Kinds of Conjunction (G6)
5.1.1. Coordinating Conjunction  Infer meaning of idiomatic expressions using –affixes (G6) /
5.1.2. Correlative Conjunction Infer meaning of idiomatic expressions using –affixes (G6) /
5.1.3. Subordination Infer meaning of idiomatic expressions using –roots (G6)
Conjunction Reading Comprehension:
6. Sentence  Analyze a 2-stanza poem in terms of its elements (rhymes,
6.1. Kinds of Sentence according to sound devices, imagery and figurative language) (G5)
purpose  Analyze poem with 4 or more stanzas in terms of its
6.1.1. Following and giving elements (rhymes, sound devices, imagery and figurative
instruction language) (G6)
6.1.2. Giving information Oral Reading Fluency
7. Types of Viewing Materials  Read aloud grade level appropriate text with an accuracy
rate of 95 – 100% (10)
Study Strategy
 Assess credibility of the sources of information (3)
 Grammar
 Compose clear and coherent sentences using appropriate
grammatical structures: -conjunctions (5) (G5)
 Compose clear and coherent sentences using appropriate
grammatical structures: -Subordinate and coordinate
conjunctions (4) (G5&6)
 Use a particular kind of sentence for a specific purpose and
audience –following and giving directions (2) (G5&6)
 Use a particular kind of sentence for a specific purpose and
audience –giving information (G5)
Writing/ Composition
 Fill-out forms accurately (school forms, deposit and
withdrawal slips, etc) / Fill-out forms accurately and
efficiently (biodata, application forms, etc.) (G5&6)
Viewing
 Distinguish among various types of viewing materials (2)
(G5)
3-4 1. Reality and Fantasy Listening Comprehension:
2. Figurative language  Distinguish fact from opinion (3) (G5)
2.1. Simile  Distinguish reality from fantasy (2) (G5)
2.2. Metaphor Oral Language:
2.3. Personification  Use appropriate strategies to keep the discussion going (4)
2.4. Hyperbole (G5&G6)
2.5. Irony Vocabulary Development:
2.6. Euphemism  Infer meaning of figurative language using -context clues -
3. Sentence affixes and roots -other strategies (2) (G6)
3.1. Kinds of sentence according to Reading Comprehension:
purpose  Analyze figures of speech (simile, metaphor, personification,
3.1.1. Expressing opinion hyperbole) in a given text (3) (G5)
3.1.2. Asking permission  Analyze figures of speech (simile, metaphor) / Analyze
3.1.3. Responding to question figures of speech (hyperbole, irony)/ Analyze figures of
3.1.4. Making request speech (culture-based euphemism) (G6)
4. Feature article Oral Reading Fluency
 Read with automaticity grade level frequently occurring
 content area words (4) (G5)
Study Strategy
 Organize information from primary sources in preparation
for writing, reporting and similar academic tasks in
collaboration with others (12) (G5&6)
Grammar
 Use a particular kind of sentence for a specific purpose and
audience -expressing opinions/ Emotions (4) (G5&6)
 Use a particular kind of sentence for a specific purpose and
audience -asking permission (G6)
 Use a particular kind of sentence for a specific purpose and
audience -responding to questions (G6)
 Use a particular kind of sentence for a specific purpose and
audience -making requests (G6)
Writing/ Composition
 Write a 3- paragraph feature article (3) (G5)
Viewing
 Make connections between information viewed and
personal experiences (10) (G5&6)
5-6 1. Context Clues Listening Comprehension:
1.1. Affix  Identify signal words from text heard (G5)
1.1.1. Prefix  Identify informational text-types (2) (G5)
1.1.2. Suffix Oral Language:
2. Sound Devices  Link comments to the remarks of others (2) (G5)
2.1. Alliteration  Present a coherent, comprehensive report on differing
2.2. Assonance viewpoints on an issue (4) (G6)
2.3. Consonance Vocabulary Development:
2.4. Onomatopoeia  Infer meaning of borrowed words using -context clues -
3. Text Type: Sequencing affixes and roots -other strategies (3) (G6)
4. Sentence Reading Comprehension:
4.1. Kinds of sentence according to  Analyze sound devices (onomatopoeia, alliteration,
purpose assonance, consonance ) (G6)
4.1.1. Making explanation  Distinguish text-types according to purpose and language
4.1.2. Asserting features -Time-order (sequence, recounts, process (3)
 4.1.3. Asking permission
4.1.4. Responding to question
5. Editorial article
6. Graphic organizer
7. Images/Ideas used to influence
viewers
7.1. Point of view
7.1.1. First person
7.1.2. Second person
7.1.3. Third person
7.2. Stereotype
Study Strategy
 Organize information from secondary sources in
preparation for writing, reporting and similar academic
tasks in collaboration with others (11) (G6)
Grammar
 Use a particular kind of sentence for a specific purpose and
audience -making explanation (G5)
 Use a particular kind of sentence for a specific purpose and
audience –asserting (G6)
 Use a particular kind of sentence for a specific purpose and
audience -asking permission -responding to questions
Writing/ Composition
 Write a 3- paragraph editorial article (2) (G6)
 Use appropriate graphic organizers for pre-writing tasks
(G6)
Viewing
 Determine images/ideas that are explicitly used to influence
viewers- Point of view (14) (G5)
 Determine images/ideas that are explicitly used to influence
viewers- Stereotypes (14) (G5)

Quarter 4

Week Topic Competencies

1-2 1. Context Clues Listening Comprehension:
2. Text Type  Distinguish various types of informational/factual text (3) (G6)
2.1. Enumeration Oral Language:
2.2. Cause and effect  React on the content of the material presented (2) (G6)
3. Sentence  Employ an appropriate style of speaking, adjusting language,
3.1. Kinds of sentence according to gestures, rate, and volume according to audience and purpose
purpose (3) (G6)
3.1.1. Asking permission Vocabulary Development:
3.1.2. Making request  Infer meaning of borrowed words and content specific terms
 3.2. Kinds of sentence according to using -context clues -affixes and roots -other strategies
structure (Science) (G6) / Infer meaning of borrowed words and content
3.2.1. Compound sentence specific terms using -context clues -affixes and roots -other
4. Images/Ideas used to influence strategies (Health) (G6) / Infer meaning of borrowed words
viewers and content specific terms using -context clues -affixes and
4.1. Propaganda roots -other strategies (Literary terms) (G6) / Infer meaning of
borrowed words and content specific terms using -context
clues -affixes and roots -other strategies (ICT terms) (G6) /
Infer meaning of borrowed words and content specific terms
using -context clues -affixes and roots -other strategies (EPP)
(G6)
Reading Comprehension:
 Distinguish text-types according to features (structural and
language) –Enumeration (3) / Distinguish text-types according
to purpose and language features –Enumeration
 Distinguish text-types according to features (structural and
language) -Cause and effect (2) (G5) / Distinguish text-types
according to purpose and language features -Cause and effect
(2)
Oral Reading Fluency
 Observe accuracy, appropriate rate and proper expressions in
dialogs (7) (G6) / Observe accuracy, appropriate rate, proper
expressions and correct pronunciation in oral communication
group task (6) (G6)
Study Strategy
 Conduct short research projects on a relevant issue (7) (G6)
Grammar
 Use a particular kind of sentence for a specific purpose and
audience -asking permission -making requests (G5)
 Use various types and kinds of sentences for effective
communication of information/ ideas (compound sentences)
(G6)
Writing/ Composition
 Plan a composition using an outline/other graphic organizers
 (5) (G6)
Viewing
 Determine images/ideas that are explicitly used to influence
viewers- Propagandas (14) (G5)
3-4 1. Sound devices Listening Comprehension:
2. Figurative language  Analyze sound devices (personification ) in a text heard /
3. Context clues Analyze sound devices (personification) in a text heard /
3.1. Roots Analyze sound devices (irony and hyperbole) in a text heard
3.2. Prefix (G6)
3.3. Suffix Oral Language:
4. Text type  Use formal and informal English when appropriate to task and
4.1. Comparison and contrast situation (4) (G5)
4.2. Problem and solution Vocabulary Development:
5. Sentence  Infer meaning of borrowed words using roots (2) (G6) / Infer
5.1. Kinds of sentence according to meaning of borrowed words using prefix (2) (G6) / Infer
structure meaning of borrowed words using suffix (2) (G6)
5.1.1. Complex sentence Reading Comprehension:
 Distinguish text-types according to features (structural and
language) -comparison and contrast (2) (G5)/ Distinguish text-
types according to purpose and language features -
Comparison and contrast (G6)
 Distinguish text-types according to features (structural and
language) -Problem and solution (3) (G5) / Distinguish text-
types according to purpose and language features -Problem
and solution (2) (G6)
Study Strategy
 Conduct short research projects on a self-selected topic (4)
(G5)
Grammar
 Use compound sentences to show cause and effect (2) / Use
compound sentences to show problem-solution relationship
of ideas (2) (G5)
 Use various types and kinds of sentences for effective
communication of information/ ideas (complex sentences)
 (G6)
Writing/ Composition
 Compose a three-paragraph persuasive essay on self-selected
topic (4) (G6)
Viewing
 Analyze how visual and multimedia elements contribute to
the meaning of a text (2) (G5)
5-6 1. Sound devices Listening Comprehension:
2. Propaganda  Analyze sound devices (onomatopoeia, alliteration,
3. Context clues assonance) (G5) / Analyze sound devices (onomatopoeia,
4. Elements of the story alliteration, assonance, personification, irony and hyperbole)
4.1. Characters in a text heard (G6) (G5) (G6)
4.1.1. Protagonist  Detect biases and propaganda devices used by speakers (2)
4.1.2. Antagonist (G6)
4.2. Plot Oral Language:
4.3. Theme  Share brief impromptu remarks about topics of interest (4)
4.4. Point of view (G6)
5. Complex sentence  Summarize information conveyed through discussion (10)
5.1. Cause and effect (G6)
5.2. Problem and solution Vocabulary Development:
6. Sentence  Infer meaning of content specific terms using -context clues -
6.1. Kinds of sentence according to affixes and Infer meaning of content specific terms using -
structure context clues -affixes and roots -other strategies (G6)
6.1.1. Compound sentence  Infer meaning of content-specific terms using -context clues -
6.1.2. Complex sentence affixes and roots -other strategies (8) (G6)
7. Images/Ideas used to influence Reading Comprehension:
viewers  Evaluate narratives based on how the author developed the
7.1. Point of view elements: -Setting -Characters (Heroes and Villains) (G6)
7.1.1. First person  Evaluate narratives based on how the author developed the
7.1.2. Second person elements: -Plot (chronological-sequential, en medias res,
7.1.3. Third person flashback) / Evaluate narratives based on how the author
7.2. Stereotype developed the elements: -theme -point of view (G6)
7.3. Propaganda Oral Reading Fluency
 Read with automaticity grade level frequently occurring
 content area words (3) / Read with automaticity grade level
frequently occurring content area words (Art) / Read with
automaticity grade level frequently occurring content area
words (Math) / Read with automaticity grade level frequently
occurring content area words (Science) / Read with
automaticity grade level frequently occurring content area
words (Health) (G5)
Study Strategy
 Revise writing for correctness/validity of information (G6)
Grammar
 Use complex sentences to show cause and effect (2) / Use
complex sentences to show problem-solution relationship of
ideas (2) (G5)
 Use various types and kinds of sentences for effective
communication of information/ ideas (compound, complex
sentences) (8) (G6)
Writing/ Composition
 Write a 4- paragraph composition showing -comparison and
contrast / Write a 4- paragraph composition showing -cause
and effect / Write a 4- paragraph composition showing -
problem and solution (G6)
 Revise writing for clarity - correct spelling - appropriate
punctuation marks -transition/ signal words (7) (G5&6)
Viewing
 Identify the values suggested in the visual media (2) (G6)
 Determine images/ideas that are explicitly used to influence
viewers (Stereotypes, Point of view, Propagandas) (3) (G6)