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Top Three Least Mastered Competencies in English Q1 SY 2022
Top Three Least Mastered Competencies in English Q1 SY 2022
Prepared by:
GINA G. OROSIO
DistrictEnglish Coordinator- Secondary
Prepared by:
RACEL W. TURA
DistrictEnglish Coordinator
Prepared by:
ZENAIDA B. GIMELGA
DistrictEnglish Coordinator
Bantayan 1
Use appropriate reading strategies to
Bantayan 1 meet
7 one's purpose
Prepared by:
BUENABEL D. CAPURAS
District English Coordinator
CATHERINE R. OFQUERIA
District English Coordinator - Secondary
L
Prepared by:
MARIA CONCEPCION R. ARAGON - ELEMENTARY
DistrictEnglish Coordinator
MARIJEAN INION- SECONDARY
DistrictEnglish Coordinator
7
8
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10
Prepared by:
IRENEA C. DAYDAY___________________________________
DistrictEnglish Coordinator-Elementary
Prepared by:
ESTELA C. NIERE
DistrictEnglish Coordinator - Elementary
L
Prepared by:
ARACELI J. MATA
District English Coordinator - Elementary
Prepared by:
ARLINDA T. GALLOSA
DistrictEnglish Coordinator
Prepared by:
MARIFLOR TUMULAK
District English Coordinator- Elementary
L
EDNA P. ALETA
DistrictEnglish Coordinator - Elementary
List of Top-Three Least Mastered Competencies In English
(Quarter 1 of School Year 2022)
Rank 2 Rank 3
in retelling, coversations, etc. Identify the English equivalent of words in the Mother
EN1G-IIa-e-3.4 Tongue or in Filipino EN2VD-Id-e-1
paragraph about a character or
setting
contentinspecific
storieswords
listened to
(denotation Summarize and restate information shared by others
andconnotation) EN4V-IIIf-38
relationship of ideas EN5G-IVa- Note significant details of various text types
1.8.1
symbols, colour, gaze, framing, Infer meaning
Identify real or of unfamiliar words
make-believe, using
fact or text clues
non-fact images
and social distance EN6VC-IIIa-6.2
Analogy
Identify and Use Signal that General Emotional
Convey referencesResponse or Reaction to an Issue
Indicate
Use zeroCoherence
and first conditionals in to Persuade
expressing arguments Use second conditionals in expressing arguments
Appraising the unity of unity of
plot, setting and characterization Compare and contrast the contents of the materials
in a material viewed to achieve the viewed with outside sources of information in terms
writer's purpose of accessibility and effectiveness
Noted by:
GLICERIO L. CAMONGAY
Public Schools District Supervisor
ARNULFO V. COMPUESTO
Public Schools District Supervisor
Noted by:
GLADYS S. BALAGTAS,Ed.D.
Public Schools District Supervisor
Noted by:
CHLOE S. GARRUCHA
Public Schools District Supervisor
EDUARDO M. LUMAYAG
Public Schools District Supervisor
List of Top-Three Least Mastered Competencies In English
(Quarter 1 of School Year 2022)
Recognize common or proper nouns Identify and discuss the elements of a story
simple sentences (theme, setting, characters, and events)
Write a short descriptive paragraphUse different kinds of sentences in a
the character or setting in the story dialogue (e. g. declarative, interrogative ,
listened to exclamatory, imperative)
Identify different meanings of conteIdentify meanings of unfamiliar words
specific words(denotation and combthrough structural analysis (words and
affixes: prefixes and suffixes)
Use compound and complex sente Infer the meaning of unfamiliar words using
to show cause and effect and prob text clues
solution relationship of ideas
e conjunctions
Noted by:
Noted by:
Noted by:
JOEL B. BUROG
Public Schools District Supervisor
identify the English equivalent of w recognize common and proper nouns in simple sentenc
write a short paragraph providing anuse plural form of frequency occuring irregular nouns
get the meaning of words through wo identify the meaning of unfamiliar words through struct
use compound and complex sentence interpret the meaning suggested in visual media throu
use/write the past perfect aspects omake connections between information viewed and pe
Noted by:
ARTUDIO C. LUMAPAY
Public Schools District Supervisor
IMELDA H. GEALON
Public Schools District Supervisor
Recognize common action words in Recognize common or proper nouns in simple sentences
retelling, conversation
Write a short paragraphetc.
providing listened
Summarizeto. and restate information shared by others.
another ending
Identify the for a story
meanings listened to.
of unfamiliar Note significant deatils of various text types
words through structural
Use compound analysis
and complex Infer the meaning of unfamiliar words using text clues.
Make connections between
sentences to show cause and effect Compose clear and coherent sentences using appropriate
information viewed and personal
experiences grammatical structures
Noted by:
DANILO A. MANGULIMOTAN
Public Schools District Supervisor
List of Top-Three Least Mastered Competencies In English
(Quarter 1 of School Year 2022)
Identify and discuss the elements of a Identify the English equivalent of words in the Mother To
Write a short paragraph providing anoth Summarize and restate information shared by others
Note the significant details of various Identify different meanings of content specific words (de
Use compound and complex sentencesInfer t meaning of unfamiliar words using text clues
Interpret the meaning suggested in visuIdentify real or make-believe, fact or non-fact images EN6
Tables and graphs General references
Noting Context Clues Convey Emotional Response or Reaction to an Issue to Per
Use zero and first conditionals in exp Use second conditionals in expressing arguments
Appraising the unity of unity of plot, sCompare and contrast the contents of the materials viewed w
Noted by:
mpetencies In English
ar 2022)
Apply various writing strategies in class . Incentivize free writing at home.Make Reading a part of their daily routine.
Provide variety of worksheets .
Apply various writing strategies in class . Incentivize free writing at home.Make Reading a part of their daily routine.
Maximize the use of vocabulary building activities.
Use strategic intervention materials
Use strategic intervention materials
Use strategic intervention materials
Use strategic intervention materials.
mpetencies In English
ar 2022)
mpetencies In English
ar 2022)
mpetencies In English
ar 2022)
Learners where gives the Marungko Booklet to enhance the writing skill
_________________________
mpetencies In English
ar 2022)
mpetencies In English
ar 2022)
engage learners in different reading activities like; Touch reading, Sensory Association, Color Code
display printed interesting reading materials for the learners to read in school and at home
provide reading materials such as stories with questions which they try to answer right after reading
help learners choose books at her/his reading level
explore learners' interest in reading by providing printed reading materiasl that are very convicing that would really f
mpetencies In English
ar 2022)
Making learners familiarized with the different kinds of paragraph,. remedial sessions in writing sentences and shor
paragraphs, and drills on the tenses of verbs
mpetencies In English
ar 2022)
Track the implementation of the different reading programs.Utilize LAC sessions to address issues of the implementation and
Teach pupils the pre-writing activities
Use localized and contextualized texts.
Make use of worksheets on sentence construction.
Use multi-media and the internet. Provide additional texts to practice
Provide students more activities.
Give more varied activities for mastery purposes.
Provide students additional activities.
Use of multi-media and internet sources
mpetencies In English
ar 2022)
Compare and contrast the contents of the materials viewed with outside
10 sources of information in terms of accessibility and effectiveness
Prepared by:
JINKY M. PACIBLE
DistrictEnglish Coordinator- ELEM
DistrictEnglish Coordinator
Based
Grade Level
Rank 1
1
2
3
4
ASTURIAS SOUTH
5
6
ASTURIAS SOUTH
Prepared by:
MELOJANE A QUIMADA
DistrictEnglish Coordinator Secondary
DistrictEnglish Coordinator
Based
Grade Level
Rank 1
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10
Prepared by:
_______________________________________________
DistrictEnglish Coordinator
Based
Grade Level
Rank 1
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3
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Alcantara
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10
Prepared by:
_______________________________________________
DistrictEnglish Coordinator
Based
Grade Level
Rank 1
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Alcantara
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Prepared by:
_______________________________________________
DistrictEnglish Coordinator
Based
Grade Level
Rank 1
1
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Alcantara
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Prepared by:
_______________________________________________
DistrictEnglish Coordinator
Based
Grade Level
Rank 1
1
* Write a short descriptive paragraph about a character or setting
2 in stories
Write lIstened
a short to
paragraph providing another ending for a story
3 listened to Make inferences and draw conclusions based
BORBON 4 on a literary or expository text
5 "Compose clear and coherent sentences using appropriate
6 grammatical
Compose structures:
Clear subject-verb
and coherent agreement;
sentences kinds of
using appropriate
Use phrases, clauses, and sentences appropriately and
7 grammatical
meaningfully structures-modals Eng6G-Ie-3-6
BORBON
Prepared by:
Based
Grade Level
Rank 1
1
2
3
4
Alcantara
5
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Prepared by:
_______________________________________________
DistrictEnglish Coordinator
Based
Grade Level
Rank 1
Alcantara
1
2
3
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Alcantara
5
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Prepared by:
_______________________________________________
DistrictEnglish Coordinator
Based
Grade Level
Rank 1
1
2
3
4
Alcantara
5
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9
10
Prepared by:
_______________________________________________
DistrictEnglish Coordinator
Based
Grade Level Rank 1
1
2 Identify and discuss the elements of a story (theme, setting, characters, an
3 Write a short paragraph providing another ending for a story listened to
4 Identify the structure, purpose and language features of different text type
MINGLANILLA 2
5 "Compose clear and coherent sentences using appropriate grammatical struc
6 Compose clear and coherent sentences using appropriate grammatical str
7 Use phrases, clauses, and sentences appropriately and meaningfully
8 Identify and use signal words that indicate coherence
9 Employ appropriate communicative styles for various situations (intimate, c
10 Compare and contrast the contents of the materials viewed with outside sou
Prepared by:
MARIFLOR TUMULAK
District English Coordinator- Elementary
List of Top-Three Least Mastered Competencies In English
(Quarter 1 of School Year 2022)
Rank 3
Noted by:
CRISTOPHER C. PIODOS
Public Schools District Supervisor
Rank 3
Use phrases,clauses, and sentences appropriately and
Identify
Determineandthe
Use Signalsofthat
meaning indicate
words coherence that
and expressions
reflect the local culture by noting context clues
Employ analytical listening in problem solving-
Noted by:
JOEL B. BUROG
Public Schools District Supervisor
Rank 3
Noted by:
_____________________________________________
Public Schools District Supervisor
Noted by:
_____________________________________________
Public Schools District Supervisor
Rank 3
Noted by:
_____________________________________________
Public Schools District Supervisor
e Least Mastered Competencies In English
uarter 1 of School Year 2022)
Rank 3
Noted by:
_____________________________________________
Public Schools District Supervisor
Rank 3
Noted by:
OMEGA M. SOL
Public Schools District Supervisor
Rank 3
Noted by:
_____________________________________________
Public Schools District Supervisor
Rank 3
Noted by:
_____________________________________________
Public Schools District Supervisor
Rank 3
Noted by:
_____________________________________________
Public Schools District Supervisor
Rank 3
Noted by:
Remediation activities
Provide learners with varied reading materials
___________
Possible Action to Undertake
___________
___________
Possible Action to Undertake
___________
Provide practice reading materials and CVC Stories WITH who, WHAT,WHEN,WHERE and HOW questions.
Provide extensive reading remedition during lunch time.
Remediation of the lesson by giving more short reading materials.
Remediation of the lesson. Give more examples and activities to the pupils.
Conduct "Spelling" to stimulate vocabulary words. Remediation during Lunch time. Peer Tutoring Reading pair of
different
Conduct stories with follow
remediation. up questions.
Provide supplementary materials. Provide more activities.
Remedial classes and guided practices were given and reading interventions were provided
Remedial classes and guided practices were given
Remedial classes and guided practices were given
Remedial classes and guided practices were given
___________
___________
Possible Action to Undertake
Provide practice reading materials and CVC Stories with WH questions. Provide extensive reading remediation.
Give more short reading materials.
Remediation of the lesson. Give more examples and activities to the pupils.
Conduct "Spelling" to stimulate vocabulary words and Peer Tutoring Reading.
Conduct remediation. Provide supplementary materials. Provide more activities.
Remedial classes and guided practices were given and reading interventions were provided
Remedial classes and guided practices were given and reading interventions were provided
Conduct remediation and guided practices were given.
Conduct remediation and guided practices were given.
List of Top-Three Least Ma
(Quarter 1 of
Prepared by:
MARIBIE H. GALLEGO
DistrictEnglish Coordinator
Prepared by:
_______________________________________________
DistrictEnglish Coordinator
Prepared by:
RACEL W. TURA
DistrictEnglish Coordinator
Daanbantayan 1
1 setting, characters, in the Mother Tongue or in Filipino
2 andevents) EN2LC-IIa-b-2.2
providing another ending for EN2VD-Id-e-1
Write a short descriptive paragraph about
3 a story listened to
inofrmation report, a character
Note or setting
significant detailsinofstories listened
various text to
4 procedure, argumentof ideas
solution relationship types
conjunctions, and adverbs of intensity and
Daanbantayan 1
5 EN5G-IVa-1.8.1
personal experiences frrequency
for example,EN5G-IIa-3.9
line, symbols, colour, gaze,
6 EN6VC-IVd-1.4 framing, and social distance
7
8
9
10
Prepared by:
JOYPHINE A. DESCARTIN
District English Coordinator
Prepared by:
_______________________________________________
DistrictEnglish Coordinator
List of Top-Three Least Ma
(Quarter 1 of
DIANA A. CASTANOS
District English Coordinator (Secondary)
6
7
8
9
10
Prepared by:
_______________________________________________
DistrictEnglish Coordinator
Prepared by:
MARITES T. IMPIS
DistrictEnglish Coordinator - Elementary
Prepared by:
MIRIAM G. MARAVILLA
District English Coordinator-Elementary
RUTH M. ESCUADRO
District English Cordinator-Secondary
Prepared by:
MARIFLOR TUMULAK
District English Coordinator- Elementary
st of Top-Three Least Mastered Competencies In English
(Quarter 1 of School Year 2022)
y of Occurence
Rank 3
Noted by:
y of Occurence
Rank 3
Noted by:
_____________________________________________
Public Schools District Supervisor
y of Occurence
Rank 3
Recognize common action words in
retelling,
consistingcoversations,
of 2-syllable etc.
wordsEN1G-IIa-e-3.4
EN3PWR-Ij-
21
through structural analysis (words and
affixes; prefixes
Infer meaning ofand suffixes)
unfamiliar words using text
clues
Identify real or make-believe, fact or non-
fact images EN6VC-IIIa-6.2
Noted by:
ARNULFO V. COMPUESTO
Public Schools District Supervisor
y of Occurence
Rank 3
Recognize common action words in
retelling,
consistingcoversations,
of 2-syllable etc.
wordsEN1G-IIa-e-3.4
EN3PWR-Ij-
21
through structural analysis (words and
affixes; prefixes
Infer meaning ofand suffixes)
unfamiliar words using text
clues
Identify real or make-believe, fact or non-
fact images EN6VC-IIIa-6.2
Noted by:
y of Occurence
Rank 3
Noted by:
_____________________________________________
Public Schools District Supervisor
st of Top-Three Least Mastered Competencies In English
(Quarter 1 of School Year 2022)
y of Occurence
Rank 3
Recognize sentences
Use plural form and non-sentences
of frequently occuring
irregular nouns
Infer character's feelings and traits in a slect
Identify the sound devices used in the
sentences or statements
Make connections between infomation
Use the passive
viewed and personaland active voice in varied
experiences
contexts.
Use modal(EN7G-III-c-2)
verbs, nouns and adverbs
appropriately.
characterization in a material viewed to
achieve the writer's purpose. (EN10VC-IVc-
Noted by:
y of Occurence
Rank 3
Noted by:
_____________________________________________
Public Schools District Supervisor
y of Occurence
Rank 3
the Mother Tongue or in Filipino EN2VD-Id-
e-1
Summarize and restate information shared
by others
Note significantofdetails
Infer meaning of various
unfamiliar words text types
using text
clues
Identify real or make-believe, fact or non-
fact images
Use past andEN6VC-IIIa-6.2
past perfect tenses correctly
in varied
Use modalcontexts
verbs, nouns and adverbs
appropriately
Express permission, obligation and
prohibition using modals
advance organizers, titles, non-linear
illustrations on understanding the text
Noted by:
y of Occurence
Rank 3
Noted by:
y of Occurence
Rank 3
Writing some words, phrase, or a sentence
about an illustration or a character
Summarize and restate information shared
by
Getothers,
the meaning of words through word
association
Infer (analogy)
meaning and classification.
of unfamiliar words using
text clues
-Describe forms and conventions of film
(EN6VC-Ia-5.1.1)
Using phrases, clauses, and sentences
appropriately and meaningfully
y of Occurence
Rank 3
Noted by:
Re-teach
Re-teach
Re-teach
Re-teach
cies In English
2)
cies In English
2)
Intensify
Intensify reading
reading and
and literacy
literacy programs;
programs; conduct
conduct remedial
remedial reading
reading sessions
sessions; tap
stakeholders for possible collaboration
Intensify reading and literacy programs; conduct remedial reading sessions; tap
stakeholders for possible
Intensify reading collaboration
and literacy programs; conduct remedial reading sessions; tap
stakeholders for possible collaboration
Make use of multi-media and or realia to
cies In English
2)
___________________
cies In English
2)
Conduct remedial sessions and give more exercises and activites on the identified least-
learned skills
Make constant remediation on the least mastered competencies
Give more learning exercises and activities focusing on enhancing the skills of the pupils
on the leastthe
Strengthen mastered
remedialskills
sessions set for improving
Have continuous remediation through giving variousthe skills of
learning the pupils
activities andinexercises
learning better
that
the least mastered skills
entail in enhancing the pupils' skills on the identified least mastered skills
Reteach the least mastered competencies as part of remediation and give furhter activities
Provide supplementary learning resources on the topic. Make remediations and guide
for mastery.
them thoroughly. Activate their prior knowledge on the topic by going back to the basic
Construct
lesson. parallel questions for Least Learned Skills and give them to students as
remediation. Integrate these skills in the second quarter.
cies In English
2)
cies In English
2)
cies In English
2)
Conduct Remedial Reading , Master the sounds of letters for beginning Reading
Conduct Remedial
Mastery of ReadingReading and writing activities.
and comprehension Skills through remediation , Improve
vocabulary ., Give guided activities
Conduct
Conduct REmdiation. DevelopImprove
Remedial Reading Readingvocabulary
and comprehension skills
development of Pupils
through reading. Give
guided activities
Conduct review sessions and provide supplementary activities.
Conduct review sessions and provide supplementary activities.
Conduct review sessions and provide supplementary activities.
Conduct review sessions and provide supplementary activities.
cies In English
2)
Conduct remedial sessions and give more exercises on the identified least-learned skills
Make continual remediation on the least mastered competencies
Give more learning exercises and activities focusing on enhancing the skills of the pupils on the least mastered skills
Build up the remedial sessions set for improving the skills of the pupils to address the least mastered skills
Give varied learning activities and exercises.
Reteach the least mastered competencies.
Provide supplementary learning materials.
Give more exercises for mastery through learning activity sheets.
Make questions for least learned skills and provide them to students as remediation.
s on the least mastered skills
ast mastered skills
List of Top-Three Least Mastered Competen
(Quarter 1 of School Year 202
Prepared by:
ALMA A. PIMENTEL
DistrictEnglish Coordinator
MADRIDEJOS
Identify the structure, purpose and
MADRIDEJOS language features of different text
types, e.g. narrative, information
report, procedure, argument)
4
verb agreement; kinds of
5 Media throughsubordinate
a focus on and visual
adjectives;
6 elements, for example, line,
strategiescolur,
symbols, to meet one’s
gaze, purpose
framing and
7 (e.g. scanning, skimming, close
and expressions that reflect the
8 communicative
local culture bystyles
noting forcontext
various
9 situations (intimate, casual,
Employ analytical
conversational, listening in
consultative,
10 problem solving
Prepared by:
EMELYN A. PACIFICO
DistrictEnglish Coordinator
OLIVER T. CAPUNO
DistrictEnglish Coordinator (Elementary)
List of Top-Three Least Mastered Competen
(Quarter 1 of School Year 202
Prepared by:
BRENDA B. DALES
District English Coordinator-Elementary
LUCILO G. BORINAGA
DistrictEnglish Coordinator
2
3
4
5
6 Use the passive and active voice
7 meaningfully in varied
local culture by noting contexts
context
8 clues
Use conditionals in expressing
9 arguments
LILOA
titles, non-linear illustrations, etc.
10 on the understanding of a text
Prepared by:
LIGAYA CRISOSTOMO
District English Coordinator ELEMENTARY
List of Top-Three Least Mastered Competencies In English
(Quarter 1 of School Year 2022)
Recognize common action words in retelling, Identify the English equivalent of words in the
Write a shortconversation, etc.
paragraph providing another Mother
Summarize and Tongue or in Filipino
state information shared by
ending for a story listened to Identify the structure, purpose and language
others
Identify different meanings of content specific
appropriate grammatical structures: subject- features of different text types, e.g. narrative,
words (denotations and connotations) Infer the meaning of procedure,
unfamiliar words using
verb agreement; kinds of adjectives; information report, argument)
Identify the purpose, key structural and Compose clear and coherent
text clues. sentences using
subordinate
languageand coordinate
features conjunctions;
of various types of and appropriate grammatical structures: Subject-
Use phrases, clauses, and sentences
informational/factual text Use the past and
verbperfect tenses correctly in
agreement.
appropriately and meaningfully Use a range of varied
verbs, contexts
adjectives and adverbs
result, consequently; conditional/ concessional
to convey emotional response or reaction to
- otherwise, in that case, however; sequential -
an issue to persuade
Noted by:
CLOVER C. REDULA
Public Schools District Supervisor
show cause and effect and problem- Infer the meaning of unfamiliar words
solution relationship
Infer meaning of ideasexpressions
of idiomatic EN5G-IVa- Make connections
using text cluesbetween information
EN5WC-IIj-3.7
viewed and personal experiences.
using
Use context clauses,
phrases, clues ( EN6VC-IIIA-6.2)
and sentences Use the past and past perfect tenses
(EN6VC-IVd-1.4)
appropriately and meaningfully -Using conventions
correctly in citing
in varied sources.
contexts
causative-as a result, consequently;
-Use modal verbs, nouns and adverbs
conditional/concessional-otherwise, in that Express permission, obligation, and
Use conditionals in expressing arguments appropriately.
outside sources of information in terms of prohibition using modals on the
criteria e.g. comparing arguments
accessibility and same topic, critiquing a short
Noted by:
VICTORIA D. SANTILLAN
Public Schools District Supervisor
Giving the correct sequence of three events Identifying cause and effect of events
Write a short descriptive paragraph about a
character or setting
specific words in stories
( denotation listened to
and Write a diary
connotation)
Inferring the meaning of unfamiliar words Sequencing
show cause events in aand
and effect story or narrative
problem-
using context
Inferring clues of idiomatic
the meaning solution relationship
Inferring the meaningofofideas
words using
expressions using context clues context clues and other strategies
Use the past and past perfect tenses Use direct and reported speech
correctly in varied
Identify and contexts
use signals that indicate appropriately
Use modal verb,in varied
nounscontexts.
and adverbs
coherence
Use conditionals in expressing arguments appropriately.
Understand reading selections given
Evaluate spoken texts using given criteria, Employ analytical listening in problem
e.g. fluency, tone, cohesion,correctness. solving
Noted by:
Noted by:
Use the past and past perfect tenses Use direct and reported speech
correctly in varied contexts appropriately and meaningfully
conclusion; clarifying- for instance, in fact,
Use conventions
casual, in citing
conversational, sources
consultative, in addition)
Express permission, obligation, and
frozen) prohibition using modals
characterization in a material viewed to information in terms of accessibility and
achieve the writer’s purpose effectiveness
Noted by:
_____________________________________________
Public Schools District Supervisor
Possible Action to Undertake
Program
Utilize graphic organizers on the elements of a
story
Remediation and provide more activities and
drills as well as impelement individual tutoring.
Give more learning exercises and activities
focusing on enhancing the skills of the pupils on
the least mastered skills"
Use of multi-
media to gather reading materials / activity sheets
in inhansing the skills that are not mastered
the least mastered competencies Use localized and
in the Second
contextualized
Quarter that texts
are focused on content knowledge
Provide efficient and differentiated learning
and skills focusing
activities for betteron understanding, learning skillsand
Use varied reading strengthening
materials fromthe different of
the pupils
sources on the least
(printed/online) mastered competencies.
that are from
relevant to their
Use varied reading materials different
age, learning ability and learning styles.
give studentssources
reading(printed/online)
materials with dialogues to
Provide opportunities
practice and
and contrasting to develop
engage students in vocabulary.
a role-play
comparing of contents of viewed
activity where they can apply these skills
materials.
-Provide reading activities to students that
____________________
List of Top-Three Least Master
(Quarter 1 of Sch
Prepared by:
JESELLE C. JARON
DistrictEnglish Coordinator
Prepared by:
STELLA MARIS A. VELOSO
District English Coordinator- Secondary
MARIFLOR A. TUMULAK
District English Coordinator-Elementary
Prepared by:
JESUSA R. ORBETA
DistrictEnglish Coordinator
(Quarter 1 of Sch
San Fernando 2
Grade Level
Rank 1
1 Identify and discuss the elements of a
2 story (theme, setting, characters and
Write
events)a short descriptive paragraph about
3
a character or setting purpose,
Identify the structure, in stories and
listened to
4 Use compound andofcomplex
San Fernando 2 language features differentsentences
text type to
5 show cause and effect and problem-
media
solutionthrough a focus
relationship of on visual elements,
ideas
6
for example, line, symbols, colour, gaze,
7 Using words, phrases, clauses, and sentence
8 Determine the meaning of words and expressio
9 Express permission, obligation, and prohibit
10 Use information from news reports, speeche
Prepared by:
ZENIA L. PARIÑO
DistrictEnglish Coordinator
Prepared by:
CHELO C. ALESNA
DistrictEnglish Coordinator
List of Top-Three Least Master
(Quarter 1 of Sch
Prepared by:
Prepared by:
MARAVILLA SALOCOT (Elem) / MARICEL SABANDAL (Secondary)
DistrictEnglish Coordinator
Prepared by:
Prepared by:
_______________________________________________
DistrictEnglish Coordinator
Prepared by:
_______________________________________________
DistrictEnglish Coordinator
List of Top-Three Least Mastered Competencies In English
(Quarter 1 of School Year 2022)
Identify the basic sequence of events and ma Identify the English Equivalent of Words in the Mother Tongue or in Fili
Write a short descriptive paragraph about a Wc rite a short descriptive paragraph.
Identify the structure, purpose, and languageIdentify different meanings of context specific words.
Infer the meaning of unfamiliar words. Use compound and complex sentences to show cause and effect and p
Present a coherent and comprehensive report Infer meaning of idiomatic expressions using context clues.
Noted by:
NILO I. ALCARAZ
Public Schools District Supervisor
Read the English alphabets and associate to ph Recognize common/proper nouns in simple sen
Write a short paragraph providing another endingUse different kinds of sentences in dialoque
Identify between problem and solution and descriGet the meaning of words thru word associatio
Compose clear and coherent sentences using apprInfer the meaning of unfamiliar words using tex
Make connections between the information viewInfer meaning of idiomatic expressions using co
Use past and past tenses correctly in varied cont Use appropriate reading strategies to meet one'
Use modal verbs,nouns, and adverbs appropriateIdentify and use signals that indicate coherence
Express permission,obligation, and prohibition Employ appropriate communicative styles for var
Evaluate spoken texts using criteria ,e.g. fluenc Employ analytical listening in problem solving
Noted by:
Recognize common action words in Identify and discuss the elements of a stor
retelling conversations y( theme,setting,character, and events )
Noted by:
Recognize common action words in retelling,Recognize common or proper nouns in simple sentences listened to
Write a short paragraph providing another ending forWrite a short descriptive paragraph about a character or setting in stories listened to
Identify the structure, purpose and language featuresIdentify meanings of unfamiliar words through structural analysis ( words and affixes
Infer meaning of unfamiliar words using context
Compose clear and coherent sentences using appropr clues
Infer meaning of idiomatic expressions using
Make connections between information viewed and context clues
Noted by:
JOEL B. UMBAY
Public Schools District Supervisor
List of Top-Three Least Mastered Competencies In English
(Quarter 1 of School Year 2022)
Recognize common action words in retelling,Identify and discuss the elements of a story (theme,setting,characters a
Write a diary Write sentences describing one's drawing about stories/poems listened
Identify different meaning of content specif Get the meaning of words using dictionary; thesaurus and/or online resources
Write paragraphs showing: cause and effects, compariCompose clear and coherent sentences using appropriate grammatical
Make connections between information viewInterpret the meaning suggested in visual media through a focus on vis
Use the past and past perfect tenses correctlUse direct and reported speech appropriately in varied contents.
Using transition signals accurately. IIdentifying the functions of nouns in sentences.
use of oral language vocabulary development
Evaluate and make judgements about a range determine the effect of textual aids likeorganizers,titles,non-linear illustr
Noted by:
CELIETA C. YABO
Public Schools District Supervisor
Noted by:
ABANDAL (Secondary) MR. EDUARDO T. LASALA
Public Schools District Supervisor
Noted by:
FLORENCIA L. LABANG
Public Schools District Supervisor
__________ _____________________________________________
Public Schools District Supervisor
Noted by:
__________ _____________________________________________
Public Schools District Supervisor
Possible Action to Undertake
____________________
ubordinate and coordinate conjunctions; and adverbs of intensity and frequency. 6
ming and social distance (EN5VC-IIIf-3.8) 4
List of Top-Three Least Mastered Compete
(Quarter 1 of School Year 20
Prepared by:
_______________________________________________
DistrictEnglish Coordinator
Prepared by:
_______________________________________________
DistrictEnglish Coordinator
Prepared by:
JEOFE C. ILUSTRISIMO
District English Coordinator - Secondary
TABOGON
TABOGON
7 Use the passive and active voice meaningfully in varied texts
Prepared by:
DistrictEnglish Coordinator
Prepared by:
AGNES F. ALLEGO
District English Coordinator
Prepared by:
JULIETA A. YLANAN
DistrictEnglish Coordinator
TUDELA
story (theme, setting, characters, and
2 events)
dialogueEN2LC-IIa-b-2.2
(e.g. declarative, interrogative,
3 exclamatory, imperative)
association (analogy) and classification.
4 EN4V-IIIh-39
solution relationship of ideas EN5G-IVa-
TUDELA
5 1.8.
viewed and personal experiences
6 EN6VC-IVd-1.4
subject-verb
7 agreement
information from a
8 material viewedof the
and intentions
9 speaker
particular literary
10 selection
Prepared by:
JONATHAN M. GUIZONA
DistrictEnglish Coordinator
Prepared by:
JESSICA B. ALFEREZ
DistrictEnglish Coordinator
Prepared by:
FE M. ROSELLOSA
DistrictEnglish Coordinator
Prepared by:
ALINA P. GARCIANO
DistrictEnglish Coordinator
List of Top-Three Least Mastered Compete
(Quarter 1 of School Year 20
GRADE Rank 1
SIBONGA
Prepared by:
JESSICA C. LAGAHID
DistrictEnglish Coordinator
List of Top-Three Least Mastered Competencies In English
(Quarter 1 of School Year 2022)
Noted by:
___________ _____________________________________________
Public Schools District Supervisor
Noted by:
___________ _____________________________________________
Public Schools District Supervisor
Noted by:
Use of modal verbs, nouns and adverbs Identify and use signals that indicate coherence
Distinguish salient features of the types of condi Employing the appropriate communicative sty
Evaluate spoken texts using given criteria, e.g. Evaluate and make judgments about a range of
Noted by:
Write a short paragraph providing another Summarize and restate information shared
ending for astory listened to by others.
Identify the structure, purpose and
language features of different text
types( narrative, information report, Use context clues to find meaning of
procedure, argument) unfamiliar words
Compose clear and coherent sentences
using appropriate grammatical structures:
Infer meaning of unfamiliar words using Aspects of verbs, modals and
text clues. conjunctionsn
Interpret the meaning suggested in visual
media through a focus on visual elements ,
for example, line, symbols, colour, gaze, Identify real or make- believe, fact or non-
framing
Identify and social distance.
the genre, purpose intended fact
audience and features of various viewed
texts such as movie clip, trailer, newsflash, use the past perfect tenses correctly in
internet-based program,documentary video varied contexts
expressions that refect the local culture by
noting the context clues Use modal verbs,
Expressclear nouns and
permisision adverbsand
,obligation approp
Use conditionalsin
characterization inaexpressing arguments
material viewed to prohibition using modals
Employ analytical listening in problem
achieve the writer's purpose solving
Noted by:
TONY T. APLACADOR
Public Schools District Supervisor
Noted by:
Noted by:
Noted by:
Noted by:
LANI B. ARCILLA
Public Schools District Supervisor
Noted by:
MERCEDITA M. ARQUILLANO
Public Schools District Supervisor
List of Top-Three Least Mastered Competencies In English
(Quarter 1 of School Year 2022)
Rank 2 Rank 3
Supply other words or expressions that Use phrases, clauses, and sentences
complete an analogy appropriately and meaningfully
____________________
Conduct remediation
conduct
Utilize remedial
graphic reading sessions
oorganizers in comparing
connotation and denotation of words.
Use appropriate strategies in reteacing the
Provide varied
lesson.Use colorful
Reteach writing instructional
strategies materials
in composing
sentences with appropriate grammatical
structures.
Provide varied activities related to the competencies.
Reteach the lessons.
Employ peer tutorial for those students
who are not so good in the competency.
Reteach the lessons.
____________________
strict Supervisor
Continuous implementation
Possible Action to Undertakeand
involvement of learners in a reading
program designed by teachers which suit
the learners needs.
Adapt startegies that are best
suited for learbners.
Provide
simplified activities.
Continuous implementation and
involvement of learners in a reading
program designed by teachers which suit
the learners needs. Adapt startegies that
are best suited for learbners. Use
worksheets and games which will
encourage students to learn the subject.
Provide simplified activities.