Grade 3 DCCM

NILALAMAN
(Content)
K to 12 BASIC EDUCATION CURRICULUM
Republika ng Pilipinas
Kagawaran ng Edukasyon
DepEd Complex, Meralco Avenue
Lungsod ng Pasig
DISTRICT CONTEXTUALIZED CURRICULUM MATRIX (DCCM)

GRADE 3
NILALAMAN
(Content)
Lungsod ng Pasig
K to12 Gabay Pangkurikulum
ARALING PANLIPUNAN
Baitang 3
NILALAMAN
(Content)

BAITANG 3
Pamantayang Pagkatuto: Naipamamalas ang malawak na pag-unawa at pagpapahalaga ng mga komunidad ng Pilipinas bilang bahagi ng mga lalawigan at
rehiyon ng bansa batay sa (a) katangiang pisikal (b) kultura; (c) kabuhayan; at (d) pulitikal, gamit ang konsepto ng pagpapatuloy at pag babago, interaksyon ng tao
at kapaligirang pisikal at sosyal.
NILALAMAN PAMANTAYANG PAMANTAYAN PAMANTAYAN SA PAGKATUTO LEARNING
(Content) PANGNILALAMAN SA PAGGANAP ( Learning Competencies) CODE MATERIALS
(Content Standard)
NILALAMAN(Performance Standard)
UNANG MARKAHAN - Ang (Content)
ia Lalawigan Sa Aking Rehiyon
MeKinalalagyan ng mga
A. Ang K to 12 BASIC
Ang mag-aaral ay... EDUCATION CURRICULUM
Ang mag-aaral ay...
Lalawigan sa Aking
Rehiyon naipamamalas ang nakapaglalarawan ng pisikal
pang- unawa sa na kapaligiran ng mga 1. Naipaliliwanagi ang kahulugan
Batayang heograpiya kinalalagyan ng mga lalawigan sa rehiyong ng mga simbolo na ginagamit
2.1 direksyon lalawigan sa rehiyong kinabibilangan gamit ang sa mapa sa tulong ng
2.2 relatibong lokasyon kinabibilangan ayon sa mga batayang impormasyon panuntunan (ei. katubigan,
2.3 distansya katangiang heograpikal tungkol sa direksiyon, kabundukan, etc)
2.4 anyong tubig/ anyong nito lokasyon, populasyon at
lupa paggamit ng mapa 1. Naipaliliwanagi ang kahulugan
ng mga simbolo na
Kagamitang mapa ginagamit sa mapa sa AP3LAR-Ia-1
6.1 mapa ng rehiyon tulong ng panuntunan (ei.
6.2 demogprahic map katubigan, kabundukan, etc)
6.3 population map tulad ng 66 year old
Mahogany Tree at Century
Old Binuang Trees na
matatagpuan sa Banga
Caves, Ragay, Camarines
Sur, Abaka Plant na
matatagpuan sa Zone 6
Salvacion, Ragay
Camarines Sur
2. Nakapagbabasa at MISOSA Lesson
nakapagsasagawa ng #7 (Grade IV)
interpretasyon tungkol sa
kinalalagyan ng iba't ibang AP3LAR-Ib-2
lalawigan sa rehiyon gamit ang
mga batayang heograpiya tulad
ng distansya at direksyon
3. Nailalarawan ang kinalalagyan
ng mga lalawigan ng sariling
rehiyon batay sa mga AP3LAR-Ic-3
nakapaligid dito gamit ang
pangunahing direksiyon
4. Naipaghahambing
(relative location) ang mga MISOSA Lesson
lalawigan sa sariling rehiyon AP3LAR-Ic-4 #9-10 (Grade IV)
ayon sa lokasyon, direksiyon,
laki at kaanyuan
5. Nailalarawan ang populasyon ng
iba't ibang pamayanan sa AP3LAR-Id-5
sariling lalawigan gamit ang bar
graph
NILALAMAN
(Content)
B. Ang Mga Lalawigan sa Ang mag-aaral ay... Ang mag-aaral ay...
Aking Rehiyon 6. Naihahambing ang mga lalawigan
1.1. Mapang topograpiya naipamamalas ang pag- 1. nakalalahok sa sa rehiyon ayon sa dami ng
1.2. Hazard map unawa sa rehiyon bilang pangangalaga ng mga populasyon gamit ang mapa ng AP3LAR-Id-6
1.3. Topograpiya konseptong heograpikal lalawigan bunga ng populasyon pagkakakilanlang
1.3. Panahon upang mapahalagahan pakikibahagi sa nasabing heograpikal nito gamit ang
1.3. Anyong tubig/ ang sariling rehiyon rehiyon mapang topograpiya ng rehiyon
AP3LAR-Ie-7
7. Nailalarawan ang iba't ibang
lalawigan sa rehiyon ayon sa
mga katangiang pisikal at anyong
lupa, Likas yaman, Kahalagahan
at pangangalaga
NILALAMAN
(Content)
8. Napaghahambing ang iba't ibang
pangunahing anyong lupa at
anyong tubig ng iba't ibang
lalawigan sa sariling rehiyon
*Napaghahambing ang iba't ibang

pangunahing anyong lupa at
anyong tubig ng iba't ibang
lalawigan sa sariling rehiyon/
distrito ng Ragay tulad ng Port
Ragay na
matatagpuan sa Catabangan
Proper, Ragay, Camarines Sur.
Paculago Rever na matatagpuan
sa
Ragay. Talisay Beach na
matatagpuan sa Cabugao,
Ragay, Camarines Sur, Malinao
Spring na matatagpuan Banga
Caves, Ragay,
Camarines Sur, Maglaging-ging AP3LAR-Ie-8
Falls na matatagpuan sa
Caditaan, Ragay, Camarines
Sur, Pinamalatikan Falls na
matatagpuan sa Sitio
Pinamalatikan ,Brgy. Samay,
Ragay, Camarines Sur.Bagacay
Falls nang Panaytayan Nuevo,
Panaytayan Dam Ng Zone 7 ng
Panaytayan. Mainit Falls sa
Panaytayan Nuevo, Dematera
Beach Resort sa Lower Omon.
. nagagamit ang kaalaman sa Agrupacion Cave na
kasanayang matatagpuan sa Agrupacion,
pangheograpikal sa
pagpapanukala ng mga Apad Mountain and Treasure
solusyon sa pangunahing Hunting Cave sa Zone 1 Apad,
gamit ang mapa at iba problema o isyung Ragay, Camarines Sur, Apale
pang kasanayang pangkapaligiran ng Cave sa zone 6 ng Apale, Banga
pangheograpiya sariling pamayanan bilang Cave sa Banga Caves, Ragay,
isang rehiyon Camarines Sur.
NILALAMAN
(Content)

(Content Standard) (Performance Standard)
matalinong mga paraan ng
pangangasiwa ng mga
likas na yaman
13.2 Nakabubuo ng konklusyon
na ang matalinong
pangangasiwa ng likas na
yaman ay may kinalaman
sa pag-unlad ng sariling
lalawigan at rehiyon
14. Nakabubuo ng interprestayon ng AP3LAR-Ii-14 MISOSA Lesson
kapaligiran ng sariling lalawigan 18, 21,26,27,28,
at karatig na mga lalawigan ng 29, 30 (for specific
rehiyon gamit ang mapa regions)
IKALAWANG MARKAHAN - Ang Mga Kwento Ng Mga Lalawigan Sa Sariling Rehiyon
A. Ang mga Kwento ng Aking Ang mag-aaral ay... Ang mag-aaral ay... 1. Nauunawaan ang kasaysayan ng
Rehiyon kinabibilangang rehiyon
naipapamalas ang pang- nakapagpapamalas ang 2.1 Naisalaysay ang pinagmulan
1. Pinagmulan at mga unawa at mga mag-aaral ng ng sariling lalawigan at mga
Pagbabago pagpapahalaga ng iba't pagmamalaki sa iba't ibang karatig na lalawigan sa
2. Makasaysayang pook ibang kwento and mga kwento at sagisag na pamamagitan ng malikhaing
at pangyayari sa Iba't sagisag na naglalarawan naglalarawan ng sariling pagpapahayag at iba pang
Ibang Lalawigan ng sariling lalawigan at lalawigan at mga karatig likhang sining
3. Simbolo ng mga mga karatig lalawigan sa lalawigan sa 1. Natutukoy ang
Lalawigan kinabibilangang rehiyon kinabibilangang rehiyon kasaysayan ng pagbuo
4. Mga Bayani ng mga ng sariling lalawigan
Lalawigan ayon sa batas AP3KLR-IIa-
b-1
2. Naisasalaysay ang
mga pagbabago ng
sariling lalawigan at
mga karatig na
lalawigan sa rehiyon
tulad ng laki nito,
pangalan, lokasyon,
populasyon, mga
istruktura at iba pa
2.2 Nakabubuo ng timeline ng
mga makasaysayang
pangyayari sa rehiyon sa iba't
ibang
NILALAMAN
(Content) PAMANTAYAN SA PAGKATUTO LEARNING
K to 12 BASIC EDUCATION CURRICULUM ( Learning Competencies) CODE MATERIALS
PAMANTAYANG PAMANTAYAN
PANGNILALAMAN SA PAGGANAP
(Content Standard) (Performance Standard) malikhaing pamamaraan
1.3 Nasasabi ang mga paraan ng
pagtutulungan ng mga
lalawigan sa rehiyon noon at
B. Pagpapahalaga sa mga sa kasalukuyan
Sagisag ng
Kinabibilangang
Lalawigan at Rehiyon 2. Natatalakay ang mga pagbabago
at nagpapatuloy sa sariling AP3KLR-IIc-2
lalawigan at kinabibilangang
rehiyon
3. Naisasalaysay o naisasadula ang
kwento ng mga makasaysayang
pook o pangyayaring AP3KLR-IId-3
nagpapakilala sa sariling
lalawigan at mga karatig nito sa
rehiyon
4. Natatalakay ang kahulugan ng AP3KLR-IIe-4

ilang simbolo at sagisag ng
sariling lalawigan at rehiyon
5. Naihahambing ang ilang simbolo
at sagisag na nagpapakilala ng
AP3KLR-IIf-5
iba't ibang lalawigan sa sariling
rehiyon
6. Natatalakay ang kahulugan ng
"official hymn" at iba pang AP3KLR-IIg-6
sining na nagpapakilala ng
7. Naipagmamalaki ang mga bayani

ng sariling lalawigan at rehiyon
7.1 Nakikilala ang mga bayani
ng mga sariling lalawigan at
rehiyon AP3KLR-IIh-
7.2 Napahahalagahan ang i-7
pagpupunyagi ng mga
bayani ng sariling lalawigan
at rehiyon sa malikhaing
pamamaraan
7.3 Nakalilikha ng anumang
sining tungkol sa bayani ng
NILALAMAN PAMANTAYAN SA PAGKATUTO LEARNING
(Content Standard) NILALAMAN
(Performance Standard)
(Content)
K to 12 BASIC EDUCATION CURRICULUM lalawigan o rehiyon na nais tularan
8. Nakasusulat ng payak na kwento/ 1-2 talata tungkol AP3KLR-IIj-8

sa lalawigan sa kinabibilangang rehiyon na naging
katangi-tangi para sa sarili.
IKATLONG MARKAHAN - Ang Pagkakakilanlang Kultural Ng Kinabibilangang Rehiyon
A. Ang Kultura ng Aking Ang mag-aaral ay... Ang mag-aaral ay... AP3PKR-IIIa-
Lalawigan at 1. Naibibigay ang kahulugan ng sariling kultura at 1
Kinabibilangang Rehiyon naipapamalas ang pag- nakapagpapahayag ng mga kaugnay na konsepto
unawa at may pagmamalaki at 2. Naipaliliwanag na ang mga salik heograpikal
1. Mga Tao pagpapahalaga sa pagkilala sa nabubuong katulad ng lokasyon at klima ay naka
2. Panahanan pagkakakilanlang kultura ng mga lalawigan iimpluwensiya sa pagbuo at paghubog ng uri ng
3. Dialekto at Wika kultural ng sa kinabibilangang rehiyon pamumuhay ng mga lalawigan at rehiyon
4. Paniniwala at Tradisyon kinabibilangang rehiyon * Naipaliliwanag na ang mga salik heograpikal
5. Pagdiriwang katulad ng AP3PKR-IIIa-
6. Katutubong Sining lokasyon at klima ay naaiimpluwensya sa pagbuo 2
(tula/awit/ sayaw/laro) at paghubog ng uri ng pamumuhay tulad ng sapa
7. Bagay Pang-kultura (pagkain, ng Malinaw ng Bgy. Banga Caves, at Sagop
produkto, atbp) Lake, Salvacion, Ragay, Camarines Sur
8. Katawagan
3. Nailalarawan ang
pagkakakilanlang kultural ng kinabibilangang
rehiyon
1.1 Nailalarawan ang pagkakakilanlang
kultura ng sariling lalawigan
1.2 Naiisa-isa ang mga pangkat ng mga tao
sa sariling lalawigan at rehiyon AP3PKR-IIIb-
1.3 Nakapagbibigay ng mga c-3
halimbawang salita mula sa mga wika at
diyalekto sa sariling lalawigan at rehiyon
1.4 Nailalarawan ang mga kaugalian,
paniniwala at tradisyon ng sariling
lalawigan at ng rehiyon.
4.Naipaliliwanag ang kahalagahan ng mga AP3PKR-IIId-

B. Pagpapahalaga sa makasaysayan lugar at ang mga saksi nito 4
Pagkakakilanlang Kultural sa pagkakakilanlang kultura ng
ng Sariling Lalawigan at sariling lalawigan at rehiyon
Rehiyon
Naipaliliwanag ang kahalagahan ng mga
makasaysayan lugar at ang mga saksi nito
sa pagkakakilanlang kultura ng
tulad ng mga kweba sa Malinao, Banga Caves,
Alforte Ancestral House, Apad, at Ogtoc
NILALAMAN
(Content)
NILALAMAN PAMANTAYAN SA PAGKATUTO LEARNING
PANGNILALAMAN SA PAGGANAP CODE
(Content) ( Learning Competencies) MATERIALS
5. Naihahambing ang pagkakatulad

at pagkakaiba ng mga
AP3PKR-
kaugalian, paniniwala at IIIe-
tradisyon sa sariling lalawigan 5
sa karatig lalawigan sa
kinabibilangang rehiyon at sa
6. Nasusuri ang papelatna
ibang lalawigan rehiyon AP3PKR-
ginagampanan ng kultura sa IIIf-
pagbuo ng pagkakakilanlan ng 6
sariling lalawigan at rehiyon, at
sa Pilipinas
7. Napahahalagahan ang iba't ibang AP3PKR-

pangkat ng tao sa lalawigan at IIIf-
rehiyon 7
8. Napapahalagahan ang mga sining

(tula/awit/ sayaw) na AP3PKR-
nagpapakilala sa lalawigan at IIIg-
rehiyon sa pamamagitan ng 8
pakikilahok sa mga gawain na
nagsusulong ng pagpapahalaga
sa mga sining sa lalawigan
9. Naipapakita sa iba't-ibang sining
ang pagmamalaki sa mga AP3PKR-
natatanging kaugalian, IIIh-
paniniwala at tradisyon ng iba't 9
ibang lalawigan sa
kinabibilangang rehiyon
NILALAMAN
(Content)
10. Natutukoy ang mga katawagan

sa iba't ibang layon sa AP3PKR-IIIi-
kinabibilanagng rehiyon (e.g. 10
paggalang, paglalambing,
pagturing)
11. Nakagagawa ng isang payak
na mapang kultural na AP3PKR-IIIj-
nagpapakilala ng kultura ng 11
ibat ibang lalawigan sa rehiyon
IKAAPAT NA KARKHAN - Ekonomiya At Pamamahala NILALAMAN
Ang mag-aaral ay... (Content)
Ang mag-aaral ay...
A. Ang Ekonomiya ng mga 1. Naiuugnay ang kapaligiran sa uri ng
Lalawigan sa Rehiyon AP3EAP-IVa-
pamumuhay ng kinabibilangang 1
naipamamalas ang nakapagpapakita ng lalawigan
pang- unawa sa mga aktibong pakikilahok sa mga 2. Naipapaliwanag ang iba't ibang
gawaing pangkabuhayan gawaing panlalawigan tungo pakinabang pang ekonomiko ng mga
at bahaging sa ikauunlad ng mga likas yaman ng lalawigan at
8.1 Kabuhayan at ginagampanan ng lalawigan sa kinabibilangang rehiyon
pinagkukunanng pamahalaan at ang mga kinabibilangang rehiyon
yaman kasapi nito, mga pinuno * Naipaaliwanag ang iba’t ibang
8.2 Produkto at iba pang naglilingkod pakinabang pang ekonomiko ng mga likas
8.3 Industriya tungo sa pagkakaisa, na yaman ng lalawigan at kinabibilangang AP3EAP-IVa-
8.4 Kalakalan kaayusan at kaunlaran rehiyon 2
8.5 Negosyo ng mga lalawigan sa tulad ng mga produktong
8.6 Inprastraktura kinabibilangang rehiyon nagagawa sa gilingang bato (antique
8.7 Uri ng Empleyo
millstone )-Banga Caves at Liboro,
lumang kaserola (vintage stock pot)-
Banga Caves at lumang gilingan ng tubo-
Lanipga, Cawayan, Ragay, Camarines
Sur
3. Natatalakay ang pinanggalingan ng AP3EAP-IVb- MISOSA Lesson #31
NILALAMAN PAMANTAYANG PAMANTAYAN PAMANTAYAN SA PAGKATUTO 3 LEARNING
produkto ng kinabibilagang lalawigan (Grade IV)
(Content) PANGNILALAMAN SA PAGGANAP ( Learning
4. Naiisa-isa mga produkto at kalakal CODE
angCompetencies) AP3EAP-IVb-MATERIALS
(Content Standard) (Performance Standard) na matatagpuan sa kinabibilangang 4
B. Ang Pamamahala sa mga 10. Natutukoy
rehiyon na ang rehiyon ay AP3EAP-IVe-
Lalawigan ng binibuo ng mga lalawiganng na 10
5. Naipakikita ang ugnayan
Kinabibilangang Rehiyon may sariling pamunuan
kabuhayan ng mga lalawigan sa
11. Natutukoy ang mga
kinabibilangang tungkulin
rehiyon at saatibang
3.1 Mga Pinuno ng mga pananagutan ng mga
rehiyon AP3EAP-IVf-
Lalawigan sa Rehiyon namumuno sa mga
Naipakikita ang ugnayan ng lalawigan ng 11
3.2 Pamamahala at kinabibilangang
kabuhayan ng mgarehiyon
lalawigan sa
Programa/ Proyekto/ 12. Natatalakay
kinabibilangang ang mga
rehiyon paraan
at sangibangAP3EAP-IVf-
Serbisyo pagpili ng
rehiyon pinuno
tulad ng mgang mga
ng pagawa 12
3.3 Karapatan at lalawigan metal gamit ang
kagamitan AP3EAP-IVc-5
Tungkulin 13. Naipapaliwang
makinang gato,ang kahalagahan
paggawa ng AP3EAP-IVg-
ng pagkakaroon
Sangkaka gilingan ng tubo, 13
ng pamahalaan
gamit ang
sa bawat lalawigan
paggawa sa kakanin
ng ibat ibang
kinabibilangang
gamit ang millestone,rehiyon at
14. Naipaliliwanag
Bayuhan. Pagagwa ang dahilan
ng ibatng AP3EAP-IVg-
paglilingkod
ibang produkto ng pamahalaan
mula sa abaka ng 14
mga
plant.lalawigan sa mga kasapi
15. Natutukoy
nito. ang iba't ibang paraan
6. Naiuugnay
sa pakikiisaang pakikipagkalakalan
sa mga sa AP3EAP-IVc-6
proyekto ng AP3EAP-IVh-
pagtugon
pamahalaan ng mga
ng mgapangangailangan
lalawigan 15
ng
sa sariling lalawiganrehiyon
kinabibilangang at mga karatig
na lalawigansa
16. Nakalalahok samga
rehiyon at ng bansa.
gawaing
nakatutulong sa pagkakaisa,
7. AP3EAP-IVi-
NILALAMAN
(Content)
Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue Pasig City
K to 12 Curriculum Guide
ENGLISH
Grade 3
NILALAMAN
(Content)
December 2013
GRADE 3
1st Quarter: Continuation of Beginning Literacy Quarterly and Weekly Articulation
Learning Competencies
PWR
Phonics
WEE LC RC
WC and F V SS
K OL Listening Reading G A
Writing/ Word Fluenc Vocabulary Study
Oral Language Compre Comprehensio Grammar Attitude
Composition Recognitio y Develop ment Strategy
hension n
n and
Spelling
EN3FL-Ia-3.8 EN3LC-Ia-j- (Note: The text Write EN3PW- EN3F-Ia-j- EN3G-Ia-1 EN1V-Ia-b-01 EN3A-Ia-b-1 EN3SS-Ia-2.1
Initiate 2 that they will different Ia-b- 3.5.1 Sentences Give the Participate/en Arrange words
conversations Activate read should be forms of 7 Read grade meaning of g age in a with a different
prior controlled simple 3 level texts words used in readalong of first letter in
with peers in a Review EN3G-Ia-1.1
knowledge depending on composition stories texts (e.g. alphabetical
variety of reading consisting of Distinguish
the as a listened to poetry, order
school settings based on and 2- sentences
PWR lesson.) response to repetitive text)
the stories to writing syllable from non-
be stories/ short e, a words with EN3SS-Ia-6
Read simple poems sentences
read and i short vowel EN1V-Ib-23 Monitor and
1 sentences and listened words Show self-correct
sound
levelled stories to in CVC understandin one‟s
Listen to a with at least
and g of meaning comprehensio
variety of pattern 95-100%
EN3RC-I0-2.2 EN3WC-Ia-j- of short o n by scanning
literary and accuracy
a. note details 4 words and skimming
expository EN3PW-
texts regarding a. draw and through
character, Ib-d- EN3F-Ia-j-
EN3LC-Ia-j- write 19 drawing, EN3SS-Ia-
setting and 1.10.1
2.1 sentences actions, and e1.1 Follow
plot Read Read aloud
about using them in instructions
EN3RC-I0- words with from familiar
one‟s sentences given orally
NILALAMAN
(Content)
EN3FL-Ib-3.6 a.note 2.10 drawing short o prose and EN3G-Ib-1

Express ideas importan b. sequence 3 sounds in poetry Sentences
in a t events draw and CVC Consisting
conversational details (Note: different write pattern of Long EN3G-Ib-1.4
manner comprehension sentences and vowel words Construct
Note skills may recur phrases with fluency, simple
about
EN3OL-Ib- important and appropriate sentences
in different one’s
1.19 details on sentences rhythm,
quarters) drawing containing pacing
Express one‟s how to using EN3G-Ib-
ideas by these and
preserve sequence 3 Cave 1 1.4.1
presenting a words intonation Use a
metals on events on the and Cave
skit the story process of declarativ
2 of EN3PW-
“ Gas making e
Agrupacio Ib-d19.1
BEAM ENG3 Container ABAKA at sentence
n Ragay Recogniz
DLP 55 (Japanes Salvacion
Ragay, Camarines e more
Writing e- EN3G-Ib-
Camarines Sur common
Utterances American 1.4.1.1
2 Sur sight
In A Given Regime” Differentiate
EN3WC-Ia-j- words in
Situation a declarative
at 5 order to
Comic Strip from an
Cabugao, b. a note of
read
Presented interrogative
Ragay, advice simple
sentence
Camarine EN3WC-Ia-j- phrases
s Sur and
6 EN3G-Ib-1.6
EN3LC-Ia-j- sentences
c. Thank you Use proper
2.7 letter punctuation
b. sequenc EN3WC-Ia-j- for declarative
e at least 7 and
3 events d. descriptive interrogative
using paragraph
signal
words Write a
EN3LC-Ia-j- descriptive
2.6 paragraph
base on the
NILALAMAN
(Content)
c. retell story
some “Vintage
parts of Stock Pot”
the of Banga
story Caves,
EN3LC-Ia-j- Ragay,
3.15 Camarines
d. differenti Sur
at e real
from EN3WC-Ia-j-
make- 8
believe e. another
ending for
a
story
EN3WC-Ia-
j2.2
LC RC WC PWR V
Listening Reading Writing/ Phonics Vocabulary
WEEK Compre Comprehensio Composition and F Develop ment A SS
OL G
hension n Word Fluenc Attitud Study
Oral Language Grammar
Recognition y e Strategy
and
Spelling
NILALAMAN
(Content)
EN3LC-Ia-j- f. a sentences
2.8 diary
e. infer EN3G-Ib-
feelings EN3WC-Ia-j- 1.4.7
and traits of 9 Construct
characters g. a declarative
EN3LC-Ia-j- short and
2.16 paragraph, interrogative
f. identify sentences
etc.
cause and
effect EN3G-Ib-
EN3LC-Ia-j- 1.4.8
2.17 Identify an
g. draw exclamatory
conclusion sentence
s
EN3OL-Ic-1.3 EN3RC-Ic-e- EN3G-Ic-1 EN1V-Ic-24
Share relevant 2.1 Identify an Show
Listen to understandin
information Describe imperative
poems and g of meaning
literary sentence
EN3LC-Ic- of short u
2.18 elements of
EN3G-Ic-1.3 words
a. identify the texts including
Use different through
rhyming characters
kinds of drawing,
words setting and plot actions, and
EN3LC- sentences
3 (e.g. using them in
Ic3.11 give sentences
declarative,
a simple interrogative,
paraphrase exclamatory,
imperative)
BEAM ENG3
DLP 39
Recodnizing ,
Telling and
NILALAMAN
(Content)
Asking
Sentences
BEAM ENG3
DLP 41
Recognizing
Imperative
and
Exclamatory
Sentences
EN3OL-Id-1.8 EN3F-Id-e- EN3G-Id-1

Recount 1.10 Sentences
4 specific/signific Read
ant events aloud EN3G-Id-1.6
short
LC RC WC PWR V
WEEK OL Listening Reading Writing/ Phonics and Vocabulary SS
F G A
Oral Compre Comprehensio Composition Word Develop ment Study
Fluency Grammar Attitude
Language hension n Recognition Strategy
and Spelling
stories/poem Use
s consisting appropriate
of short a,e,ipunctuation
and o words marks (e.g.
with speed, period,
accuracy and comma,
proper question
intonation mark,
exclamation
EN3F-Ie-j-4.3 point)
NILALAMAN
(Content)
EN3OL-Ie- EN3PW-Ie-3 Read with EN3G-Ie-2 EN2V-Ie-14

1.10 Read words accuracy, Nouns Classify
Synthesize with short u speed and common
and Restate sound in proper EN3G-Ie-2.4 words into
information CVC phrasing Use nouns conceptual
pattern sentences (e.g. categories
shared by
and stories people, (e.g. animals,
others
with short u animals, foods, toys)
words and places,,
Synthesize other words things EN2V-Ie-j-4.1
and Restate previously events) in Show
5 information studied simple understandin
shared by sentences g of meaning
others on EN3F-Ie-j- of 2-syllable
the story 4.2.1 Read BEAM ENG3 words
“Gilingang- with DLP 17 consisting of
Bato (Mill accuracy, Looking for short e to u
Stone) of appropriate words through
Name
Liboro, speed and drawing,
Words
Ragay, correct actions, and
Camarines intonation using them in
2syllable correctly in
Sur
words sentences
EN3RC-If-j- EN3PW-If-g- consisting EN3G-If-2.2
2.8 17.1 of Use common
6
Make and Differentiate short e to u and proper
confirm words with words nouns
predictions different EN2G-Ig-h-2
about texts medial
7 .3
vowels (eg:
cap- cop- Use plural
NILALAMAN
(Content)
BEAM ENG3 cup; form of

DLP 50 fan-fin, fun) regular
Giving nouns by
Appropriate EN3PW-Ig- adding /s/ or
Ending For A h- /es/ (e.g.,
Given 20.1 dog, dogs;
Situation wish,
Read
wishes)
phrases,
8
sentences
BEAM ENG3
and short
DLP 19
stories
Using Plural
consisting of
of
short vowel
Nouns
words and
the questions
about them
LC RC WC PWR V
WEEK OL Listening Reading Writing/ Phonics and Vocabulary SS
F G A
Oral Compre Comprehensio Composition Word Develop ment Study
Fluency Grammar Attitude
Language hension n Recognition Strategy
and Spelling
EN3OL-Ii-j- EN3PW-Ii-15 EN3G-Ii-j-
1.10.3 Read 2- 2.4 Use
Connect syllable plural from of
information words frequently
heard to consisting of occurring
9
personal short e to u irregular
experience sound nouns (e.g.
(basket, children,
hotdog, feet, teeth)
sunset, etc.)
NILALAMAN
(Content)
EN3PW-Ij-21
Read
phrases,
sentences
and short
stories
consisting of
2syllable
words and
10 the questions
about them
BEAM ENG3
DLP 3
Decoding
New
Words with
Pattern
2nd Quarter: Continuation of Beginning Literacy
OL LC RC WC PA PWR V SS
WEE Oral Listening Reading Writing/ Phonologic Phonics G Vocabulary Study
K S A
Languag Compre Compre Composition al and Word F Fluency Gramma Developme Strategy
Spelling Attitude
e hension hension Awareness Recognitio r nt
n
NILALAMAN
(Content)
EN3OL- EN3LC- (Note: The EN3WC- EN3PW- EN3PWR EN3F-IIaj- EN3S- EN3G- EN3V-IIab- EN3A-IIab- EN3SS-
IIa-b- IIa-b- text that IIa-b-1 IIa-d-2 - 3.5.1 IIab-4 IIa- 5 Show 1 IIab-1.1
1.17.2 3.16 they will Participate Show how IIa-b-22 Read grade Spell one- c-3 understand Participate/ Arrange
Ask Follow a read should in spoken Read 3 level texts to- two Verbs i ng of engage in words with
simple set of be generating words are words consisting of syllable meaning of a read- the same
question verbal controlled ideas with initial 2-syllable words with words with along of first letter
represente EN3G-
s three- depending through consonan words with consonant initial texts (e.g. but a
d by IIab-3.4
1 step on the prewriting t long vowel blends consonant poetry, different
PWR written Use the
directions activities blends (l, sound with at (e.g. pl, tr) blends repetitive second
BEAM lesson.) letters that beverbs
with a. EN3WCIIa r and s least 95- (am, is, through text) letter in
ENG3 are
picture -1.1 blends) 100% are drawing, alphabeti
DLP 42 EN3RC- arranged
cues brainstor EN3PWR accuracy was, cally order
Using in a actions,
IIa-b-2.19 ming - were)
Do/ specific and using
EN3LC- Rereads, b. EN3WCIIb IIa-b-23 EN3F-IIaj- correctly
Does in them in
IIc-e-1.1 monitors -1.2 order followed 1.10.1 Read in
Asking sentences
Activate and webbing by short aloud from sentence
Questio prior selfcorrect c. EN3WCIIc familiar
vowel s
ns knowledg one‟s -1.3 sounds
prose and
e based comprehen drawing poetry
si (e.g. Consisting of
BEAM on new
knowledg on black, Long vowel
ENG3 EN3WC-
2 frog, step) words with
DLP 48 e IId-h-3
EN3RC- fluency, EN3G-
Followin formed Write at
IIc-e-2.2 appropriate IIcd-3.4
g least three
Note details rhythm, Identify
Twostep EN3LC- sentences
and use
in a given pacing and
Directio IIa-j-2 from various
intonation action
n Activate text familiar
NILALAMAN
(Content)
prior sources EN3PWR words in EN3V-IIc- EN3A-IIc- EN3LC-

knowled EN3RC- - EN3F-IIac- simple 6 2 IIc-
ge based IIa-b-2.8 Write IIc-24 4.4 Read sentence Derive Revisit 3.6
on the Make different Read with s meaning favorite Follow
stories simple forms of phrases, accuracy, from books, oneto-
to be predictions simple sentences repetitive songs, three step
speed and
read composition and short language rhymes directions
proper
Read as a stories structures
phrasing
Listen to simple response to consisting review EN3RC-
sentences
a variety sentences stories/ of EN3G- IIc-d-2.15
words and stories
of literary and poems Use
IId-
and levelled with graphic
Read with f-3.2
expositor stories and Write initial organizers
y texts accuracy, Form
EN3RC- different consonan to show
3 EN3LC- speed and and use
II0-2.2 forms of t blends understan
IIa-j-2.1 simple proper the past
a. note di ng of
a. note compositio phrasing tense of
texts
importan n as a sentences frequentl
t details response to and story y
Story of occurring
“Gilingang- “Maglaging regular
Bato” (Mill -Ling verbs
Stone) of Falls” of (walk –
Banga, Caditaan walked,
Ragay, Ragay,
Camarines Camarines
Sur Sur
WEE OL LC RC WC PA PWR V SS
G A
K Oral Listening Reading Writing/ Phonologic Phonics S Vocabulary Study
and Word F Fluency Gramm Attitud
Language Compre Compre Compositio al Spelling Developm Strategy
ar e
hension hension n Awareness Recognition ent
NILALAMAN
(Content)
EN3LC- details listened to with words etc)

IIa-j-2.7 regarding EN3WC- beginning in
b. sequence character, IIa-j-4 consonant EN3G-
at least 3 setting a. draw blends and IIef-
events and plot and other words 3.2.1.1
using EN3RC-II0 write previously Use
signal -2.10 sentenc studied verbs in
words b. sequence e s simple
EN3OL- EN3PWR- EN3F-IIde- EN3S- present EN3V- EN3A-
EN3LC- 3 events about
IId-e1.17.1 IId-e-1.1 4.4.1 Read IIde-4.1 IIde-5.1 IId-
4 IIa-j-2.6 (Note: one‟s tense
Give one-to Read with Spell Show f-7
c. retell different drawing
three step words accuracy, words understan Identify
some comprehens EN3WC-
directions io n skills EN3PA- with final speed and with di ng of favorite
parts of IIa-j-5 ending meaning
may recur in IIe-f-4.1 blends (-st, proper authors
the story b. a note of consona of
BEAM ENG3 different Identify -lt, -nd, -nt, phrasing and
advice nt words with
DLP 57 quarters) sounds -ft.. ) sentences stories
retell EN3WC- blends final
Givng IIa-j-6 and count preceded and stories
some consonant
Short syllables by short e, consisting
parts of c. Thank blends
Commands in a, i,o and u of words
the story you through
or words words
about letter with ending
Directions (belt, sand, consonant drawing,
“Ogtoc EN3WC-
raft) actions,
Island” IIa-j-7 blends and
and using
Buensuert d. descripti other words
5 v e them in
e, Ragay, previously
paragra sentences
Camarine studied
p
s Sur
h Read with
EN3WC-
EN3LC- accuracy,
IIa-j-8
IIa-j-3.15 speed
e. another
d. differentia and
ending
te real proper
for a
from story phrasing
make- sentences
EN3WC-
believe and
NILALAMAN
(Content)
EN3LC- IIa-j-2.2 f. stories

IIa-j-2.8 a diary consistin
e. infer EN3WC- g of
feelings IIa-j-9 words
and traits g. a short with
of paragr ending
characters ap h, consonan
EN3LC- etc. t blends
IIa-j-2.16 and other
f. identify EN3WC- words
cause and IIi-j-2.6 previousl
effect
y studied
EN3LC-
“Ogtoc
IIa-j-2.17 g.
Island”
draw
Buensuert
conclusio ns
e, Ragay,
Camarine
s Sur
EN3OL- EN3PW- EN3SS-

IIf-1.11 IIf-1.1 IIfh-1.5
Restate and Read Locate
retell phrases, informati
information sentences on using
and short print and
Restate stories
nonprint
6 consisting
and retell sources
of
informatio words with
n about final
“Ogtoc consonant
Island” blends and
Buensuert other
e, Ragay, words
NILALAMAN
(Content)
Camarine previously
s Sur studied
and
OL LC RC WC PA PWR V SS
WEE Oral Listening Reading Writing/ Phonologic Phonics G Vocabulary A Study
K F S
Language Compre Compre Compositio al and Word Gramm Development Attitud Strateg
Fluency Spelling
hension hension n Awareness Recognitio ar e y
n
EN3LC- Use the
IIfh- 2.8 appropriate questions
Make punctuation about them
simple marks
EN3WC- EN3PWR- EN3F-IIgh- EN3S- EN3G- EN3V-IIgh-
inference
7 IIg-h-2.1 IIg-h-22 4.4.2 Read IIgh-4.2 IIe- 5.2 Show
s about
Recall and Read with Spell f-3.2.1.1 understandi
thoughts
share words accuracy, words with Use ng of
and
experiences, feelings with initial speed and consonant verbs in meaning of
and final digraphs simple words with
film viewed based proper
consonant ch present consonant
and story from texts phrasing
digraph ch and sh and digraphs ch
read/listene viewed/ sentences through
past
d to as listened and stories drawing,
tense
8 springboard to with words actions, and
for writing consisting using them in
BEAM
EN3LC- of initial sentences
ENG3
IIi- j-2.7 and final DLP 37
Sequenc ch and sh Using
e a series and other Present
of events words Tense
NILALAMAN
(Content)
viewed/ previously of the

listened studied verb
to
BEAM
ENG3
DLP 49
Using
Simple
Past
Tense of
Regular
Verbs
EN3A-IIi-j- EN3PWR- EN3F-IIi-j- EN3S-IIi-j- EN3G- EN3V-IIi-j5.3
3 Retell IIi-j-22.1 4.4.2 4.3 IIij- Show
EN3RC-
familiar IIi-j-2.10 Read Read with Spell words 3.2.2 understandi
stories to phrases, accuracy, with initial Use ng of
Sequence verbs meaning of
9 other sentences speed and
a series of
children events in a
and short and finalconson in words with
literary
stories
proper a nt blends simple consonant
consisting and future digraphs sh
selection phrasing through
of words consonant tense
with sentences drawing,
digraphs
BEAM consonant and actions, and
ENG3 digraph ch stories using them in
DLP 33-34 and sh and with sentences
Sequencin other words words
g previously consisting
Events studied and of l ch and
10 the sh
questions wordsand
about them other
words
previously
studied
with
NILALAMAN
(Content)
speed,
accuracy
and
proper
phrasing
3rd Quarter: Developing Reading and Writing
LC RC WC PWR V
WEE OL Oral Listening Reading Writing/ Phonics F Vocabulary SS
K S G A
Languag Comprehensio Comprehensio Compositio and Word Fluenc Developmen Study
Spelling Grammar Attitude
e n n n Recognitio y t Strategy
n
NILALAMAN
(Content)
EN3LC-IIIab- (Note: The text EN3WC- EN3PW- EN3F-IIIa- EN3S- EN3G- EN3V-IIIa-7 EN3A-IIIa- EN3SS-
2.1 that they will IIIa-1 IIIa-b-5 1.6 IIIad-4 IIIab-4.2.1 Recognize 7 Identify IIIa1.3 Get
Recall details read should be Participate Read Read Spell Use some words favorite information
from texts controlled words with grade 3 words demonstrati represented authors
in from index
viewed/ depending on long a level texts that were v by common and
the PWR generating and table of
listened to sound (long consisting introduce e pronouns abbreviations stories
lesson.) ideas contents
a of d during (this,/that, (e.g. Mr.
through
Recall details ending in e) words with word these/those) Ave., Oct.)
EN3RC-IIIa prewriting
from texts long vowel recognitio
2.7.1 activities
viewed/ sound with EN1V-IIIac-
n
1 listened to a Identify at 13.1,13.2
story “Abaka several least 95- Give the
or Abaka effects based 100% synonyms
Plant” on a given accuracy and
(Salvacion cause antonyms
Ragay, EN3F-IIIaj- of
Camarines EN3RC-IIIa 3.5.1 Read somewords
Sur 2.11 Make grade 3
inferences level texts EN1V-IIIaj-
and draw consisting 25 Show
EN3LC-
conslusion of 2- understandi
IIIb2.19
NILALAMAN
(Content)
Identify s based on EN3WC- syllable n g of EN3LC- EN3OL-

possible texts IIIb-c-3 words with meaning of IIIb- c-2.9 IIIb-i-1.2
solutions to (pictures, title Write at long vowel long vowel Take part in Engage in a
problems and content least three sound with words (a, i, creative variety of
words) sentences at o, and u) responses ways to
EN3LC-IIIb- least 95- through to
from various share
4 EN3RC-IIIa 100% drawing, stories like
familiar information
2.13 accuracy actions, preparing
Infer print sources (e.g. role
Distinguish and using logs, journal
sources playing,)
fact from EN3F-IIIaj- them in and other
sentences oral reporting,
EN3LC-IIIcd- opinion 1.10.1
presentation summarizin
2.5 Read aloud
EN3V-IIIbd- s g, retelling
Validate ideas EN3RC- from
13 and show
made after IIIa-b-2.13 familiar
listening to a Increase and tell
2 Identify cause prose and
story vocabulary
poetry through
Consisting Synonyms
EN3LC- of Long (e.g.
IIIa-j-1.1 vowel quick/fast)
Activate prior
words with
knowledge
fluency,
based on new
knowledge appropriate
formed rhythm,
pacing and
EN3LC-IIIa-
j-2
Activate prior
knowledge
NILALAMAN
(Content)
PWR
WEE LC RC WC V SS
OL Oral Phonics G
K Listening Reading Writing/ S Vocabulary A Study
Languag and Word F Fluency Gramma
Comprehensi Comprehensi Compositio Spelling Developme Attitude Strateg
e Recognitio r
on on n nt y
n
base on the and effect intonation and
stories to be antonyms
EN3OL- read. Listen EN3PWR- EN3G- (e.g.
IIIc- to a variety IIIc11,12,1 IIIcd- big/small)
1.16.2 of literary 3 Read 4.2.3 Use
Listen and and sentences, personal
respond to expository stories and pronouns
texts poems (e.g. I, you,
3 others
consisting he, she, it,
base on the of long a we, they)
stories to words and
be read. questions
Listen to a about
variety of
them
literary and
EN3OL- expository EN3WC- EN3PWR- EN3A-IIIdh-
IIId-1.16.3 texts on IIId-e-2.6 IIId-24 6 Take
Follow the story Use Read books from
and “Maglaging- appropriate words with home to
4 explain Ling Falls in punctuation long i school or
EN3F-IIIe- vice-versa
processes Caditaan marks sound f-1.8 Read with EN3V-
Ragay, for
(long i automaticity 100 IIIef13.6
Camarines independent
ending in 2nd and 3rd Homonyms / shared
Sur
e)
NILALAMAN
(Content)
EN3OL- EN3RC- EN3PWR- grade EN3S- EN3G- (e.g. extra

IIIe1.16.4 EN3LC-IIIaj- IIIe-f-2.11 IIIe-25 highfrequency/si IIIe- IIIef-4.2.4 flower/flour) reading
Express 2.1 Make Read g f-5 Use
opinions a. note inferences sentences, ht words Spell commonl
and important and draw stories and some y used
details conclusions poems irregularl possessiv
feelings
EN3LC-IIIaj- based from consisting y- e
about
2.7 texts of long i spelled pronouns
5 other‟s
b. sequence words and words
ideas questions
at least 3 BEAM ENG3 (e.g.
events DLP about have,
using 66 Give an them said,
signal Appropriate please,
words because) EN3A-IIIfg-
Ending to a 1 Express
EN3LC- EN3G-
Given
IIIaj-2.6 feelings,
Situation IIIfg-5
c. retell some Adjectives opinions
EN3OL- parts of EN3PWR-
IIIf- the story IIIf-26
EN3G-IIIf-
1.16.5 Read
Engage in retell words with
discussion some long o
s about parts of sound
specific the story (long a
topics of ending in
Agrupacio e)
6
n Cave 1
in
Agrupacio
n Ragay,
Camarine
s Sur
EN3LC-IIIaj-
3.15
NILALAMAN
(Content)
d. differentia
te real from
make-
believe
EN3LC-IIIaj-
2.8
e. infer
PWR
WEE LC RC WC V SS
Phonics G
K OL Oral Listening Reading Writing/ F S Vocabulary A Study
and Word Gramma
Language Comprehensio Comprehensio Compositio Fluency Spelling Developme Attitude Strateg
Recognitio r
n n n nt y
n
EN1LC- feelings and EN3RC- EN3PWR- EN3S-IIIg- g-5.3.1 EN3V-IIIgh- through
IIIgh-3.2 traits of IIIg-j-2.5 Use IIIg-26.1 EN3F-IIIgj- j-2.5 Use Use 13.7 journals,
Ask and characters different Read 1.11 Observe capitalizatio descriptiv Homograph logs etc.
respond to EN3LC-IIIaj- sources of sentences, the use of n rules in e s
questions 2.16 information in stories and punctuations word and adjectives (e.g.,
about f. identify reading poems including sentence readread)
7 informationa cause and consisting commas, level (e.g. BEAM
l texts effect Read simple of long o periods and proper and ENG3 DLP
listened to EN3LC- sentences and words And question common 64
(environmen IIIa-j-2.17 levelled questions nouns,
marks to Identifying
t, health, g. draw stories and about beginning
guide reading Adjectives
howto‟s, conclusions EN3RC- them words in
for fluency
etc.) III0-2.2 a. sentences)
EN3WC- EN3PWR-
EN3LC-IIIe- note details
IIIh-2.4 IIIh-26.2
f-2.4 Propose regarding
Complete Read
several character,
setting patterned words with
8 predictions
and plot poems long u
about
texts/stories using sound
listened to note details appropriate (long a
rhyming ending in
NILALAMAN
(Content)
regarding words e) EN3V-IIIi-j-

EN3LC-IIIgh- character, 13.7
3.15 setting Hyponyms-
Determine and plot on type of (e.g.
whether a the story guava - type
story is “Mayor of fruit)
realistic or Apolinar
EN3OL-IIIij- fantasy Aquino” EN3PWR-
1.9 IIIi-26.3
Compare BEAM ENG3 EN3RC-III0 Read
and contrast DLP -2.10 words
information 69 with long
b. sequence
heard Distinguishing a, i, o, and
3 events
Real and u and
9 (Note:
Fantasy phrases,
different
sentences
comprehensio
EN3LC-IIIij-3.7 n skills may and
Identify and stories
recur in
use the containing
different
elements of an quarters) these
words.
EN3PWR-
IIIj-27
Read
sentences,
stories and
poems
consisting
10 of long u
words and
questions
about
them
EN3PWR-
NILALAMAN
(Content)
PWR
WEE LC RC WC V SS
Phonics G
K OL Oral Listening Reading Writing/ F S Vocabulary A Study
and Word Gramma
Language Comprehensio Comprehensio Compositio Fluency Spelling Developme Attitude Strateg
Recognitio r
n n n nt y
n
informational/ IIIj-15
factual text Read
heard 2syllable
words
informational/ (fireman)
factual text with long
vowel
heard on the
sound
story
Dematera BEAM
Beach Resort ENG3 DLP
in Lower 5
Omon Ragay, Identifying
Camarines Words with
Sur Initial
Consonant
Blends
4th Quarter: Developing Reading and Writing
LC RC WC PWR V
WEE Listening Reading Writing/ Phonics F S G Vocabulary SS
K OL Oral A
Comprehensi Comprehensio Compositio and Word Fluenc Spellin Gramm Developme Study
Language Attitude
on n n Recognitio y g ar nt Strategy
n
NILALAMAN
(Content)
EN3OL-IVae- EN3LC- IVa (Note: The text EN2WC- EN3PW- EN3F- IVa EN3S- IVa EN1V- EN3AT- EN3SS-
1.19 Present -3.7 that they will IVa-e-22 IVa-b-8 – h-1.6 – b-4 IVab-13.6 IVa IVa
information in Identify and read should be Write a Read Read Spell words Give the –c-7 -1.3
varied artistic use the controlled simple story words with grade that were correct Identify Follow
ways (e.g. role elements of depending on vowel 3level texts introduced meaning of favorite simpl e
playing, show an digraphs ai consisting during word homonyms written
1 the PWR authors and
and tell, radio informational/ (pail), ay of words recognition (pail,pale) directions
lesson.) stories
play/podcast/ factual text (bay) with vowel
broadcast/ heard digraphs EN3V-IVa-j- EN3SS-
reporting/ and 12.3 Use
EN3RC-IVab- IVab -
poster presenta Identify and diphthongs clues
2.13 1.2.3
tions) use the with at from the
Identify cause Interpret
elements of least context to
and effect simple
EN3OL-IVa- an 95-100% figure out
j-5 accuracy what maps of
informational EN3RC- IVa
2 Engage in a words places
/ –b-2.14
variety of ways factual text EN3F-IVc- mean
Show
to share heard “The understandin d-
information Malinoa g of a story by 1.4 EN3V-IVa-j-
(e.g. role EN3PWR- 12.3 EN3SS-
Cave” present ing Read aloud
IVcd-
playing,) IVc-2 from familiar Determine
them in 1.2.7
reporting, Match prose and what words
EN3LC- IVb through Interpret
summarizing, words, poetry with mean based
-3.7.1 dramatization a
retelling and phrases fluency, on how they
Informational , role playing pictograp
show and tell and appropriate are used in
Reports etc.
(depending on sentences rhythm, a h
th e selection (School containing pacing and sentence
presented) events, Read simple these
3 sentences intonation
sports, words
projects) and levelled with
stories and EN3F-IVa-j-
EN3OL-IVa- pictures
EN3RC-I0- 3.5.1
EN3LC-IVc-
2.2 Read
3.7.2 EN3PWR-
a. note grade 3
Three-step IVc-28
directions level texts
Read
EN3LC- IVd consisting
stories
NILALAMAN
(Content)
-3.7.3 containing of 2-syllable

Conversations these words with
words and long vowel
EN3LC-IVa- other sound with
j-1.1 words at least 95-
Activate prior previously
knowledge learned
based on new
knowledge
formed
EN3LC-IVa-
EN3PWR- EN2S-IVd- EN3AT-

IVd-e-22 f- IVd-
and 29 5 f- 2.9
4 Read Spell some Take part
words irregularly - in creative
with vowel spelled response
words s to
PWR
LC RC WC V SS
WEEK Phonics S
OL Oral Listening Reading Writing/ F G Vocabulary A Study
and Word Spelli
Language Comprehensi Comprehensi Compositi Fluency Grammar Developme Attitude Strate
Recogniti ng
on on on nt gy
on
NILALAMAN
(Content)
j-3.2 Ask j-2 details digraphs 100% (e.g. have, stories like EN3SS-
and Activate regarding ea and ee accuracy said, preparing IVe-
respond to prior character, and please, logs, journal f -1.2.2
questions knowledge setting phrases, EN3F-IVa-j- because) and other Interpre
about based on the and plot sentences 1.10.1 oral t simple
informatio stories to be EN3RC-I0 - and Read aloud presentatio tables
nal texts read. Listen 2.10 from familiar
stories EN1V-IVf- ns
listened to to a variety b. sequence prose and
5 containing g13.6 Use
(environme of literary 3 events poetry
these homonyms
nt, and (Note: Consisting of
words. correctly
health, expository different Long vowel (meat-
howto‟s, texts comprehensi words with
EN3LC-IVa- meet,
etc) on skills may fluency,
recur in road, -rode)
j-2.1 appropriate
Ask and a. note different rhythm, pacing
respond to important quarters) EN3V-IVg-
and
questions details intonation i-
EN3RC - EN2WC- EN3PW- 9
about EN3LC-IVa-
IVcd-1.2 IVf- IVf- Use known
6 information j-2.7 j-2.3 g-8 EN2F-IVa-j-
Interpret words to
al texts Make a Read 1.8 Read
simple maps perform
NILALAMAN
(Content)
listened to b. sequence of unfamiliar card for words with EN3S-IVg- EN3G-IVg-7 artistic EN3AT- EN3SS
“Kerosene at least 3 places, signs various with automaticity i- Preposition theme- IVg- - IVgh -
Lamp” events and symbols occasion vowel 100 2nd and 2.5 s based i-6 1.2.1
using s digraphs 3rd grade Use activities(e. Take books Interpre
EN3OL-IV signal (birthday oo(food) highfrequenc capitalizati EN3G-IVgh- g. from home ta
words EN3RC IVe- , , oa y/ on rules in 7.3 Use the interviews, bar
a-j-1.9 to school or
EN3LC-IVa- g-1.2 Christmas, (road) sight words word and most telephone graphs
Compare vice-versa
j-2.6 Interpret New Year, sentence frequently conversatio
and contrast for
c. retell pictographs etc) EN3PWR- EN3FL-IVaj- occurring n, role-play,
information level (e.g. independen
some IVg-2 1.11 Use prepositions( etc.) using
heard proper and t / shared
parts of Match punctuations e .g. common
common sight extra
the story words, including towards,
nouns, words reading
phrases commas, beside,, into,
and beginning
retell periods and etc.)
sentences question words in EN1V-Ih-
some
parts of containing marks to sentences) i26
7 the story these guide reading Show
about words for fluency understand
with in g of the
“Bayuhan”
pictures meaning of
EN3RC - words with
EN3LC-IVaj- IVh-j-1.2
3.15 EN3PWR- vowel
d. differentiat
IVg-28 diphthongs
e real from Read EN3G-IVh- by using
make- stories 5.6 them in
believe containing Give the
EN3LC-IVa- these synonyms
j-2.8 words and and
e. infer other antonyms
words of common
previously adjectives
learned
NILALAMAN
(Content)
EN2PW-
IVh-i-6
Read
8 words with
vowel
diphthong
s
PWR
WEE LC RC WC V SS
Phonics F S A
K OL Oral Listening Reading Writing/ G Vocabulary Study
and Word Fluenc Spellin Attitud
Language Comprehensio Comprehensio Compositio Grammar Developmen Strateg
Recognitio y g e
n n n t y
n
feelings and Interpret Oy (boy), oi EN3F-IVi-j- EN3G-IVi- correct
traits of simple graphs (boil), ou 5 j5.2 Use sentences in
characters and tables (out) Read the correct
EN3LC-IVaj- Ow (bow) poems degrees of sentences
2.16 with adjectives
f. identify fluency, in making
EN3PWR-
cause and appropriate comparison
IVi-2
effect Match rhythm,paci s
EN3LC-IVaj- these n g and (positive,
2.17 words with intonation comparativ
9 g. draw e,
the
conclusions appropriat superlative)
e
EN3LC- IVef- pictures EN3G-IVi-6
3.7. Adverbs
Personal
Recounts EN3PWR- EN3G-IVi-j-
(anecdotes, IVi-21 6.1
past Read Recognize
experiences) phrases, adverbs of
sentences
NILALAMAN
(Content)
EN3LC-IVg- and short manner

h-3.7.5 stories
Explanation consisting
(life cycles, of these
water cycle) words and
other
EN3LC-IVij- words
3.5 previously
Restate facts studied
from
informational
texts (climate
change, EN3PWR-
children‟s IVj-22
rights, traffic Recognize
safety, etc.) and read
some
irregularly
10 spelled
words (e.g.
such as
enough,
through,
beautiful)
PWR
WEE LC RC WC V SS
Phonics F S A
K OL Oral Listening Reading Writing/ G Vocabulary Study
and Word Fluenc Spellin Attitud
Language Comprehensio Comprehensio Compositio Grammar Developmen Strateg
Recognitio y g e
n n n t y
n
NILALAMAN
(Content)
EN1V-IVj-
27
Read word
with affixes
NILALAMAN
(Content)
Lungsod ng Pasig
K TO 12 CURRICULUM GUIDE
EDUKASYON SA PAGPAPAKATAO
(EsP)
BAITANG 3
NILALAMAN
(Content)
BAITANG 3
Pamantayan Para sa Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na nagpapakita ng pagpapahalaga tungo sa maayos at masayang
Baitang 3 pamumuhay na may mapanagutang pagkilos at pagpapasiya para sa sarili, kapwa, pamayanan, bansa at Diyos.
BATAYANG
PAGPAPAHALAGA/ PAMANTAYAN SA PAGKATUTO LEARNING
MGA KAUGNAY NA ( Learning Competencies) MATERIALS
PAGPAPAHALAGA
I. Tungkulin Ko Sa Aking Sarili at Pamilya – Unang Markahan
NILALAMAN
(Content)
1. MISOSA 4
1. Pagpapahalaga sa Naipamamalas ang Naipakikita ang 1. Nakatutukoy ng natatanging Pagbabahagi
Sarili (Self-Esteem) pag-unawa sa natatanging kakayahan kakayahan Hal. talentong ibinigay ng nang
kahalagahan ng sa iba’t ibang Diyos Sariling
sariling kakayahan, pamamaraan nang may Kakayahan.
pagkakaroon ng tiwala, katapatan at 2. MISOSA 5 Mga
tiwala, katatagan ng loob
Samahan Ayon sa
pangangalaga at
Hilig o Interes.
pagiingat sa sarili
3. Wastong
tungo sa kabutihan at
Pag-uugali sa
kaayusan ng pamilya
Makabagong
at pamayanan
Panahon 3. 1997.
pp. 50-62.*
4. Kagandahang
EsP3PKP- Asal at Wastong
Ia – 13 Pag-uugali 3.
1998.
pp. 51-57.*
5. GMRC 3. 1998.
pp.
62-65.*
6. Ulirang Mag-
aaral:
Makadiyos,
Makabayan 3.
1997. pp. 36-39.*
7. Magandang Asal
2. 2000. pp. 63-67.*
8. Magandang Asal
3.
2000. pp. 62-69.*
NILALAMAN
(Content)
BATAYANG
PAGPAPAHALAGA
1. MISOSA 4
2. Pagtitiwala sa Sarili Pagbabahagi
(Confidence) nang
Sariling
Kakayahan.
2. MISOSA 4
Napaglalaban
ang Sariling
Kahinaan;
Napaglalabanan
ang Takot sa
Paghaharap sa
Tao.
3. MISOSA 5
2. Nakapagpapakita ng mga Pagtitiwala sa
EsP3PKP-
natatanging kakayahan nang may Sarili.
Ia – 14
pagtitiwala sa sarili 4. Wastong Pag-
uugali sa
Makabagong
Panahon 3. 1998.
pp. 50-62.*
5. Kagandahang
Asal at Wastong
Paguugali 3.
1998. pp.
51-57.*
6. Wastong Pag-
uugali sa
Makabagong
Panahon
(Manwal ng Guro)
NILALAMAN
(Content)
3. 1997. pp. 37-

42.*
7. Ulirang Mag-
aaral:
Makadiyos,
Makabayan 3.
1997. pp. 36-39,
BATAYANG
PAGPAPAHALAGA
43-49.*
8. GMRC 3.
1998. pp.
62-70.*
9. Magandang
Asal 2. 2000. pp. 68-
71.* 10. Magandang
Asal 3.
2000. pp. 62-69.*
1. MISOSA 4.
Paggawa nang
may Mataas na
Kalidad.
3. Napahahalagahan ang kakayahan sa EsP3PKP- 2. Kagandahang
paggawa Ib 15 Asal at
Wastong
Paguugali 3.
1998. pp. 179-
187.*
NILALAMAN
(Content)
4. Nakatutukoy ng mga damdamin na MISOSA 4

3. Katatagan ng loob nagpapamalas ng katatagan ng EsP3PKP- Napaglalabanan ang
(Fortitude) kalooban Ic – 16 Sariling Kahinaan.
1. MISOSA 4
Mahinahon sa
Pagtanggap man
ng Puna.
2. MISOSA 5 Ang
5. Napahahalagahan ang pagkilala sa Kaalamang Mali,
kayang gawin ng mag-aaral na Ituwid!
sumusukat sa kanyang katatagan ng 3. Kagandahang
loob tulad ng: Asal at Wastong
EsP3PKP-
5.1. pagtanggap sa puna ng ibang Pag-uugali 3.
tao sa mga hindi magandang Id – 17 1998. pp. 188-
gawa, kilos, at gawi 193.*
5.2. pagbabago ayon sa nararapat 4. Basic Literacy
na resulta Learning
Material.
BALS. 2005.
Ako,
Kami, Tayo Sa
Landas ng
BATAYANG
PAGPAPAHALAGA
Kapayapaan.
Aralin 1.
NILALAMAN
(Content)
1. PILOT MTBMLE
4. Pangangalaga sa Naisasabuhay ang iba’t ESP 3 pp. 4-8
sarili ibang patunay ng 2. MISOSA 4
pangangalaga at pag- Pagtanggap na
4.1. Mabuting iingat sa sarili ang Sarilng
kalusugan Kagamitan ay
Pansariling
4.2. Pangangasiwa
Gamit Lamang.
3. MISOSA 5 Mga
ng sarili
Gawaing
Pangkaligtasan
sa
Sarili.
4. Kagandahang
6. Nakagagawa ng mga wastong kilos at Asal at Wastong
EsP3PKP-
gawi sa pangangalaga ng sariling Pag-uugali 3.
Ie – 18
kalusugan at kaligtasan. 1998. pp. 31-42.*
5. Pilipino sa Ugali
at Asal 2
(Batayang Aklat).
1997. pp.
36-46.*
6. Basic Literacy
Learning
Materials. BALS.
2005. Kalusugan
ay Kayamanan.
Aralin 3.
7. INFED Modules.
BALS. Bata Bata,
Maglaro Tayo.
NILALAMAN
(Content)
BATAYANG PAMANTAYAN
PAMANTAYANG
PAGPAPAHALAGA/ SA PAGGANAP PAMANTAYAN SA PAGKATUTO LEARNING
PANGNILALAMAN CODE
MGA KAUGNAY NA (Performance ( Learning Competencies) MATERIALS
(Content Standard)
PAGPAPAHALAGA Standard)
1. MISOSA 6 Mabilis
na Paglalakad-
Gawaing
Pangkaangkupang
Pisikal; Panatilihin
ang Kaangkupang
Pisikal.
2. PILOT MTBMLE
ESP 3 pp. 8-12,
21-28.
3. MISOSA 4
Pagkain ng Wasto
at
7. Nakahihikayat ng kapwa na gawin ang Masustansiyang
dapat para sa sariling kalusugan at Pagkain.
4.
kaligtasan MISOSA 5
Hal. pagkain/inumin, kagamitan, EsP3PKP- If Kaligtasan sa
lansangan, pakikipagkaibigan – 19 Tahanan.
Nakahihikayat ng kapwa na gawin ang 5. Wastong
dapat para sa sariling kalusugan at Pag-uugali sa
kaligtasan Makabagong
*Hal. Kapaligiran (Apale Cave, Malinao cave, Panahon 3. 1997.
Agrupacion cave) pp. 33-35.*
6. Basic Literacy
Learning Material
(BALS). 2013.
Pagkain, Paano
Tunawin.
NILALAMAN
(Content)
8. Napatutunayan ang ibinubunga ng 1. MISOSA 4
pangangalaga sa sariling kalusugan Pagkain ng Wasto
at kaligtasan at Masustansiyang
8.1. maayos at malusog na Pagkain.
pangangatawan EsP3PKP- 2. MISOSA 5
8.2. kaangkupang pisikal
Ig – 20 Ang Kaayusan
8.3. kaligtasan sa kapahamakan ay Kaligtasan.
3. MISOSA 6 Mag-
8.4. masaya at maliksing
katawan
BATAYANG PAMANTAYAN
PAMANTAYANG
PANGNILALAMAN CODE
(Content Standard)
ehersisyo; Mabilis
na Paglalakad –
Gawaing
Pangkaangkupang
Pisikal.
4. PILOT MTBMLE
ESP 3 pp. 8-12.
5. Kagandahang
Asal at Wastong
Pag-uugali 3.
1998. pp. 37-42.*
6. Basic Literacy
Learning Material
(BALS). 2013.
Kalusugan ay
Kayamanan.
NILALAMAN
(Content)
7. Basic Literacy
Learning Material.
BALS. 2005.
Wastong
Nutrisyon:
Kaagapay sa
Pamilya at
Hanapbuhay.
Aralin 2.
1. MISOSA 4
5. Pampamilyang Naipakikita ang Paggawa ng may
Pagkakabuklod katapatan, pakikiisa at Komitment;
(Family Solidarity / pagsunod sa mga Pagpapakita ng
Orderliness) 9. Nakasusunod nang kusang-loob at
tuntunin o anumang EsP3PKP- Kasiyahan sa
kawilihan sa mga panuntunang
kasunduang itinakda ng Ih – 21 Paggawa.
5.1. Kapayapaan/ itinakda ng tahanan 2. PILOT MTBMLE
mag-anak na may
Kaayusan kinalaman sa kalusugan ESP 3 pp. 29-34.
(Peace/ at kaligtasan tungo sa
kabutihan ng lahat
BATAYANG
PAGPAPAHALAGA
Orderliness) 1. PILOT MTBMLE
5.2. Katapatan ESP 3 pp. 34-39.
(Honesty) 10. Nakasusunod sa mga 2. Pilipino sa Ugali
EsP3PKP- Ii
5.3. Pagkamatiyaga pamantayan/tuntunin ng mag-anak at Asal 1
– 22
(Perseverance) (Patnubay ng
Guro). 1997.
pp.145-151.*
II. Mahal Ko, Kapwa Ko - Ikalawang Markahan
NILALAMAN
(Content)
1. PILOT MTBMLE
1. Pagdama at Naipamamalas ang Naisasabuhay nang ESP 3 pp. 50-54,
pagunawa sa pag-unawa sa palagian ang mga 56-59.
damdamin kahalagahan ng makabuluhang gawain 2. Kagandahang
ng iba (Empathy) pakikipagkapwa-tao tungo sa kabutihan ng Asal at Wastong
kapwa Pag-uugali 3.
1998. pp. 149-
2. Pagkamatapat 1. pagmamalasakit 162.*
sa kapwa 3. Magandang Asal
(Honesty/ Sincerity)
2. pagiging matapat 3. 2000. pp. 124-
sa kapwa 138.*
4.
3. Paggalang (Respect) 3. pantay-pantay na Ulirang Mag-
pagtingin aaral: Makadiyos,
Makabayan 3.
11. Nakapagpapadama ng malasakit sa 1997. pp.
4. Kabutihan (Kindness) kapwa na may karamdaman sa
pamamagitan ng mga simpleng 5. 147150, 154-
161.* Wastong
gawain Paguugali sa
5. Pagkabukas-palad 11.1. pagtulong at pag-aalaga Makabagong
(Generosity) 11.2. pagdalaw, pag-aliw at Panahon 3. 1997.
pagdadala ng pagkain o EsP3P- IIab pp. 138-151.*
anumang bagay na kailangan – 14
6. Basic Literacy
Learning
Material.
BALS. 2005. Ang
Aming mga
Gawain. Aralin 4.
12. Nakapagpapakita ng malasakit sa 1. PILOT MTBMLE
may mga kapansanan sa EsP3P- IIce ESP 3 pp. 59-69.
pamamagitan ng: – 15 2. Wastong Pag-
12.1. pagbibigay ng simpleng tulong sa
NILALAMAN
(Content)
BATAYANG
PAGPAPAHALAGA
kanilang pangangailangan uugali sa
12.2. pagbibigay ng pagkakataon Makabagong
upang sumali at lumahok sa Panahon 3. 1997.
mga palaro o larangan ng pp. 139-153.*
isport at iba pang programang 3. Magandang Asal
pampaaralan 3. 2000. pp. 124-
12.3. pagbibigay ng pagkakataon 130, 135-138.*
upang sumali at lumahok sa mga 4. Basic Literacy
palaro at iba pang paligsahan sa Learning
pamayanan Material. BALS.
2005. Kaya Mo,
Kaya Ko rin.
Aralin 1-3.
13. Naisasaalang-alang ang PILOT MTBMLE
katayuan/ kalagayan/ pangkat ESP 3 pp. 69-79.
etnikong kinabibilangan ng
EsP3P- IIfg
kapwa bata sa pamamagitan
ng: –16
13.1. pagbabahagi ng pagkain, laruan,
damit, gamit at iba pa
NILALAMAN
(Content)
1. PILOT MTBMLE
ESP 3 pp. 82-94.
2. MISOSA 4
Sumusunod sa
Tuntunin ng Laro;
Pagtanggap sa
14. Nakapagpapakita nang may Pagkapanalo o
kasiyahan sa pakikiisa sa mga
Pagkatalo;
gawaing pambata
EsP3P- IIh-i Naipapakita ang
Hal. paglalaro
– 17 Pagiging Isport.
programa sa paaralan (paligsahan,
3. Wastong Pag-
pagdiriwang at iba pa)
uugali sa
Makabagong
Panahon 3. 1997.
pp. 35-48, 120-
122.*
4. Kagandahang
Asal at Wastong
BATAYANG PAMANTAYAN
PAMANTAYANG
PANGNILALAMAN CODE
(Content Standard)
Pag-uugali 3.
1997. pp. 31-36.*
5. GMRC 3. 1998.
pp. 38-52.*
III. Para Sa Kabutihan ng Lahat, Sumunod Tayo – Ikatlong Markahan
NILALAMAN
(Content)
1. MISOSA 4
1. Pagmamahal sa Naipamamalas ang Naipagmamalaki ang Pagmamahal sa
Bansa pag-unawa sa mga magagandang Matatanda.
kahalagahan ng kaugaliang 2. PILOT MTBMLE
1.1. Pagmamahal pananatili ng mga Pilipino sa iba’t ibang ESP 3 pp. 95-
natatanging pagkakataon 15. Nakapagpapakita ng mga 3. 107
sa mga
kaugaliang Pilipino kaugaliang Pilipino tulad ng: Kagandahang
kaugaliang
kaalinsabay ng 15.1. pagmamano Asal at Wastong
Pilipino
pagsunod sa mga 15.2. paggamit ng "po" at "opo" Pag-uugali 3.
1.2. Pagkamasunuri
tuntunin at batas na 15.3. pagsunod sa tamang tagubilin 1998. pp. 136-
may kaugnayan sa ng mga nakatatanda 4. 141.*
n (Obedience)
kalikasan at *pagiging matulungin ni Mr. Wastong
pamayanan Jose C. Cebello, Sr. na iniligtas Pag-uugali sa
ang dating Mayor ng Ragay na Makabagong
si Hon.Apolinar Aquino na Panahon 3.
itinakda ng pugutan ng ulo ng EsP3PPP- 1997.
mga Hapones. IIIa-b – 14 pp. 175-177.*
5. Ulirang Mag-
aaral:
Makadiyos,
Makabayan 3.
1997. pp.190-
196.*
6. GMRC 3. 1998.
pp. 213-217.*
7. Uliran 3. 2000.
pp. 215-228.*
1. FL-EP. Grade3-
Ugaliing
Magtipid.
2. Aralin 5 p.74.
16. Nakapagpapahayag na isang tanda ng PILOT MTBMLE
mabuting pag-uugali ng Pilipino ang EsP3PPP- ESP 3 pp.
pagsunod sa tuntunin ng pamayanan IIIc-d– 15 152167.
NILALAMAN
(Content)
3. Wastong
BATAYANG
PAGPAPAHALAGA
Pag-uugali sa
Makabagong
Panahon 3. 1997.
pp. 66-68.*
4. GMRC 3. 1998.
pp. 71-75.*
5. Magandang Asal
3. 2000. pp.
118123.*
6. Basic Literacy
Learning
Material.
BALS. 2005. Sa
Ating Mga
Kamay,
Tungkulin ay
Nakasalalay.
Aralin 1-3.
NILALAMAN
(Content)
1. FL-EP. Grade 3.
2. Likas-kayang Naipamamalas ang Aralin 1. p. 52.
Pagunlad pagiging masunurin sa 2. MISOSA 4 Hindi
(Sustainable mga itinakdang Pagtatapon ng
Development) alituntunin, patakaran at Basura sa
batas para sa malinis, Bakuran ng Iba;
2.1. Kalinisan at ligtas at maayos na Pagtulong sa
Kaayusan pamayanan Kalinisan ng
17. Nakapagpapanatili ng malinis at ligtas na Kapaligiran;
(Cleanliness pamayanan sa pamamagitan ng:
and Tapat Mo, Linis
17.1. paglilinis at pakikiisa sa gawaing Mo Para sa
Orderliness)
pantahanan at pangkapaligiran Kaayusan at
17.2. wastong pagtatapon ng basura 3. Kalinisan ng
17.3. palagiang pakikilahok sa Kapaligiran.
proyekto ng pamayanan na may PILOT MTBMLE
kinalaman EsP3PPP- ESP 3 pp.107-
sa kapaligiran IIIe-g – 16 113.
*pagpapanatili ng kagandahan at kaayusan sa 4. MISOSA 5
mg pook pasyalan na matatagpuan sa Ragay Pagiging Maayos
gaya ng Bagacay Falls, Binaliw Falls, at Malinis sa
Maglaging-ling Falls, Miniong Falls, Andaya Pook
Park at iba pa. Pampubiko.
5. Wastong
Pag-uugali sa
BATAYANG
PAGPAPAHALAGA
Makabagong
Panahon 3. 1997.
pp. 2-5, 18-26,
66-69.*
NILALAMAN
(Content)
6. Wastong
Paguugali sa
Makabagong
Panahon
(GMRCTM) 3.
1997. pp. 13-24.*
7. Ulirang Mag-
aaral: Makadiyos,
Makabayan 3.
1997. pp. 9-14.*
8. GMRC 3. 1998.
pp. 18-27.*
9. Basic Literacy
Learning
Material.
BALS. 2005.
Pagsasarili.
Aralin 3.
1. PILOT MTBMLE
ESP 3 pp.
136143.
2. Kagandahang
Asal at Wastong
Pag-uugali 3.
1998. pp. 71-76.*
3. Wastong
Pag-uugali sa
18. Nakasusunod sa mga tuntuning may Makabagong
kinalaman sa kaligtasan tulad ng Panahon GMRC
mga babala at batas trapiko 3 (Manwal ng
18.1. pagsakay/pagbaba sa takdang EsP3PPP- Guro). 1997. pp.
lugar IIIh – 17 56-58.*
4. Wastong
NILALAMAN
(Content)
BATAYANG
PAGPAPAHALAGA
Pag-uugali at
Asal sa
Makabagong
Panahon 3. 1999.
pp. 78-85.*
5. Uliran 3. 2000.
pp. 137-140.*
6. Magandang Asal
3. 2000. pp.
9299.*
7. Ulirang Mag-
aaral: Makadiyos,
Makabayan 3.
1997. pp. 59-63.*
8. GMRC 3. 1998.
pp. 82-87.*
9. Road Safety
Education
Modules:
Edukasyong
Pagpapakatao,
pp. 19-22.
NILALAMAN
(Content)
3. Pamamahala sa 1. Instructional
Panganib ng Sakuna Manager’s
(Disaster Risk Guide for
Management) Radio-Based
Instruction
3.1. Pakikiangkop (RBI)
sa Oras ng 2. Program.
Pangangailanga 2009.
(Resiliency) 19. Nakapagpapanatili ng ligtas na Episode 49.
pamayanan sa pamamagitan ng EsP3PPP- Basic Literacy
3.2. Pagiging pagiging handa sa IIIi – 18 3.
Learning
Handa sa sakuna o kalamidad Material.
Kaligtasan BALS. 2005.
Saklolo! Aralin
13.
Basic Literacy
Learning
Material. BALS.
2005. Mitsa ng
Buhay, Mga
BATAYANG PAMANTAYAN
PAMANTAYANG
PANGNILALAMAN CODE
(Content Standard)
Kalamidad na
Gawa ng Tao.
4. ALS Accreditation
and Equivalency
Learning Material.
BALS. 2013. First
Aid: A Necessity.
IV. Paggawa nang Mabuti, Kinalulugdan ng Diyos – Ikaapat na Markahan
NILALAMAN
(Content)
1. Wastong
1. Pananalig sa Diyos Naipamamalas ang 1. Naisabubuhay Pag-uugali sa
(Faith) pag-unawa sa ang paggalang sa Makabagong
kahalagahan ng paniniwala ng iba Panahon 3. 1999.
2. Pag-asa (Hope) tungkol sa Diyos
pananalig sa Diyos, EsP3PDIVa– 2. pp. 88-91.*
paggalang sa sariling 20. Nakapagpapakita ng pananalig sa Diyos Uliran 3. 2000.
7
3. Pagkakawanggawa paniniwala at 2. Naipakikita ang pp. 141-143.*
pagmamahal sa 3. BALS Video. I’m
(Charity) paniniwala sa iba
hinggil sa Diyos, Diyos at sa lahat Proud to be a
ng Kanyang Filipino. Trust
4. Ispiritwalidad pagkakaroon ng
nilikha kaakibat ang God.
(Spirituality) pagasa at
pag-asa 1. Wastong
pagmamahal bilang
isang nilikha Pag-uugali sa
Makabagong
Panahon 3.
1997. pp. 88-
2.
100.*
Kagandahang
Asal at Wastong
3. Pag-uugali 3.
21. Nakapagpapakita ng paggalang sa 1998. pp. 91-
paniniwala ng iba tungkol sa Diyos 96.* Uliran 3.
EsP3PD- 2000. pp. 153-
IVb–8 158.*
4. Magandang Asal
3. 2000. pp.
100110.*
5. PRODED:
Heograpiya/Kasay
sayan/Sibika V:
NILALAMAN
(Content)
BATAYANG
PAGPAPAHALAGA
Pananampalataya
ng mga Unang
Pilipino. 2003
6. PRODED:
Heograpiya/Kasay
sayan/Sibika V:
Relihiyon at
Edukasyon sa
Panahon ng
Amerikano. 2003.
7. NFE Accreditation
and Equivalency
Learning Material.
2001. Mga
Pangunahing
Relihiyon sa
Buong Mundo
8. Basic Literacy
Learning Material.
BALS. 2005. Ako,
Kami, Tayo Sa
Landas ng
Kapayapaan.
Aralin 3.
9. Basic Literacy
Learning Material.
BALS. 2005.
Bagong Sibol.
Aralin 1.
NILALAMAN
(Content)
10. BALS Video.

Igalang ang
Relihiyon ng Iba.
Igalang Natin.
22. Naipamamalas ang pagmamahal sa 1. MISOSA 4 Kapwa
lahat ng nilikha ng Diyos at kanyang mga EsP3PD- Ko, Mahal Ko
biyaya sa pamamagitan ng: IVc-i– 9 2. Kagandahang
Asal
BATAYANG
PAGPAPAHALAGA
22.1. pagpapakita ng kahalagahan ng at Wastong
pag-asa para makamit ang Paguugali 3.
tagumpay 1998. pp. 149-
22.2. pagpapakita at pagpapadama ng 162, 211-
kahalagahan ng pagbibigay ng 217.*
pagasa sa iba 3. FL-EP Grade 6.
22.3. pagpapakita ng suporta sa mga pp. 132-134.
kaibigan o pagiging mabuting 4. Basic Literacy
kaibigan Learning Material.
22.4. pagpapakita ng kabutihan at BALS. 2005.
katuwiran Kapaligiran:
22.5. pagtulong sa mga Pahalagahan.
nangangailangan Pagyamanin.
22.6. pag-iingat at pangangalaga sa Aralin 1-2.
kalikasan 5. BALS Video.
*pag-iingat at pangangalaga sa Taking Care of
kalikasan sa inyong lugar tulad ng Our Aquatic
mga sumusunod; Resources. Water
a.Ogtoc Island (Buenasuerte) Adventure.
b. Paculago River sa Cabadisan
c. Dematera Beach Resort (Lower
NILALAMAN
(Content)
Omon)
NILALAMAN
(Content)
Pasig City
K to 12 Gabay Pangkurikulum
FILIPINO
(Baitang 3)
BAITANG 3
Nagagamit ang wikang Filipino upang madaling maunawaan at maipaliwanag ang mga kaalaman sa araling
PAMANTAYAN NG
pangnilalaman, magamit ang angkop at wastong salita sa pagpapahayag ng sariling kaisipan, damdamin o
PROGRAMA
karanasan nang may lubos na paggalang sa kultura ng nagbibigay at tumatanggap ng mensahe.
NILALAMAN
(Content)
PAMANTAYAN NG Sa dulo ng Baitang 3, nakakaya ng mga mag-aaral na ipakita ang kasanayan sa pag-unawa at pag-iisip sa mga
BAWAT YUGTO narinig at nabasang teksto at ipahayag nang mabisa ang mga ibig sabihin at nadarama.
Pagkatapos ng Ikatlong Baitang, inaasahang nasasabi na ng mga mag-aaral ang pangunahing diwa ng tekstong
binasa o napakinngan at nakapagbibigay ng kaugnay o katumbas na teksto, nagagamit ang mga kaalaman sa wika,
PAMANTAYAN NG
nakababasa nang may wastong palipon ng mga salita at maayos na nakasulat gamit ang iba’t ibang bahagi ng
BAWAT BILANG
pananalita upang maipahayag at maiugnay ang sariling ideya, damdamin at karanasan sa mga narinig at nabasang
mga teksto ayon sa kanilang antas o lebel at kaugnay ng kanilang kultura.
UNANG MARKAHAN
Pagsasalita Pagbasa Pagsulat
Pakikinig Gramatika Kaalaman Palabigka Pag- Pagpapa
(Pag- (Kayarian Kamalaya sa san at unlad Pag- Pagsulat
LING Estrateh halaga sa
unawa sa Wikang ng Wika) ng Aklat at Pagkilala ng unawa at Kompo
GO iya sa Wika, at
Napakingg Binibigkas Ponolohiy Limbag sa Talas sa Pagbayba si syon Pagaaral Panitikan
an) a Salita ali Binasa y
taan
Naipamam Naipamamalas ang Nauunawa Naipamam Naipamam Naisasagawa Nagkakar Nauuna Naipama Naipamam
alas ang kakayahan at tatas sa an ang alas ang alas ang oon ng wa an mal alas ang
kakayahan pagsasalita at ugnayan kamalayan ang iba’t mapanuring papaunla na may as ang pagpapaha
sa pagpapahayag ng ng sa mga ibang pagbasa d na iba’t iba’t ibang laga at
mapanurin sariling ideya, kaisipan, simbolo at bahagi kasanaya upang kasanaya ibang kasanaya kasanayan
g pakikinig karanasan at damdamin ng mga ng aklat at n mapalawak n sa dahilan n upang sa
at Naipamamalas ang tunog kung upang ang wasto at ng mauunaw paggamit
pagunawa kakayahan at tatas sa paano ang makilala at talasalitaan maayos pagsula aan ng wika sa
sa pagsasalita at ugnayan mabasa na t ang iba’t komunikas
napakingg pagpapahayag ng ng simbolo ang mga pagsulat ibang yon at
an sariling ideya, kaisipan, at wika pamilyar at teksto pagbasa
karanasan at damdamin di-pamilyar ng iba’t
mula sa binasang na salita ibang uri
talambuhay ni ng
Mayor Apolinario Aquino panitikan
NILALAMAN
(Content)
F3TA-0a-j- F3TA-0a-j-2 F3TA F3TA-0a-j-4

1 Naipahahayag ang -0a-j- Nakasusulat nang
Nakikinig ideya/kaisipan/damdami 3 may wastong
at n/reaksy on nang may Nababasa ang usapan, tula, talata, kuwento nang baybay, bantas at
nakatutugo wastong tono, diin, bilis, may tamang bilis, diin, tono, antala at ekspresyon mekaniks ng
n nang antala at intonasyon pagsulat
angkop at F3TA-0a-j-4
wasto Nakasusulat nang may wastong baybay, bantas at
TAT mekaniks ng pagsulat
AS Nakasusulat nang may wastong baybay, bantas at
mekaniks ng pagsulat ng maikling talata tungkol sa
isla ng OGTOC na tinatawag ding
Saboon Island Paradise Island
Na matatagpuan sa Sitio, Ogtoc, Buenasuerte,
Ragay, Camarines Sur
F3TA-Ia- F3WG-Ia-d- F3AL-Ia- F3PB- F3PU-Ia- F3PL-0a-j-2

13.1 2 1.2 Ia-1 c-
1.2 Nagagamit
Naisasaga Nagagamit Nahuhulaa Naiuug Nasisipi ang wika
wa ang ang n ang nay ang nang bilang
maayos na pangngalan nilalaman/ binasa wasto at tugon sa
pagpapakil sa paks sa maayos sariling
1
ala ng pagsasalay a ng aklat sariling ang isang pangangaila
sarili say tungkol sa karanas talata ngan at
sa mga tao, pamamagit an sitwasyon
lugar at an ng
bagay sa pamagat
paligid
NILALAMAN
(Content)
F3PN-Ib-2 F3WG-Ia-d- F3KP-Ib-f- F3PB- F3EP-Ib- F3PL-0a-j-3

2 8 Ib- h-
Nagagamit 3.1 5 Naipamama
ang Nagagamit Natutukoy Nasasa Nagagam las ang
2 naunang ang ang mga got ang it ang paggalang
kaalaman o pangngalan salitang mga iba’t sa ideya,
karanasan sa magkakatu tanong ibang damdamin
sa pagsasalay gma tungkol bahagi ng at
say sa aklat sa

Palabi Pagpapa
Pakikinig Kamalaya Kaalaman gka Pag- Pagsulat
LING Komp Estratehi halaga sa
(Pag-unawa sa Wikang Gramatika ng sa san at unlad ng
Pag-
at
GO ya sa Wika, at
Napakinggan) Binibigka (Kayarian Ponolohiy Aklat at Pagkila Talasali
unawa sa
Pagbayba
osi
s ng Wika) Binasa syon Pagaaral Panitikan
a Limbag la sa taan y
Salita
pag-unawa ng tungkol sa tekstong pagkalap kultura ng
napakinggang mga tao, binasa ng may akda
teksto lugar at tugma impormas ng
bagay sa yon tekstong
paligid napakingg
an o
Nagagamit nabasa
ang
pangngalan
sa
pagsasalay
say tungkol
sa mga tao,
lugar at
bagay sa
paligid
NILALAMAN
(Content)
Ng RAGAY
PNR
STATION
Na
matatagpuan
sa Zone 1,
Apad,
Ragay,
Camarines
Sur
F3PN-Ic-j- F3PS-Ib- F3AL- F3PT-Ic- F3PB-Ic-2 F3PU-Ia- F3PL-0a-j-

3.1.1 12.5 If-1.3 1.4 c- 4
Nasasagot ang Nakakag Nakasusu 1.2
mga tanong Nagaga Nababa a mit ng nod sa Nasisipi Napapahal
tungkol sa mit ang sa ang mga nakasulat nang aga han
napakinggang magalan mga pahiwati na panuto wasto at ang mga
kuwento g na salitang g upang maayos tekstong
pananalit may malaman ang pampanitik
a na tatlong ang isang an
angkop pantig kahuluga talata
3
sa pataas n
sitwasyo ng mga
n salita
(pagbati paggam
, it ng
pakikipa mga
g– palatan
usap, daang
paghing nagbibi
i gay ng
NILALAMAN
(Content)
ng kahulug
pauman a han
hin) (kasing
kahulug
an)
F3PN-Ic-j- F3WG-Ia-d- F3KP-Id- F3PB-Id- F3PY-Id- F3EP-Id- F3PL-0a-j
3.1.1 2 10 3.1 2.2 6.1
Napagsusunods Nasasago Nababay Nakakaga Naipamam
unod ang mga Nagagamit Nahahati t ang mga bay nang mit ng alas ang
pangyayari ng ang nang tanong wasto diksyunar paggalang
kuwentong pangngala pabigkas tungkol sa ang mga yo sa ideya,
napakinggan sa n sa ang isang tekstong salitang damdamin
pamamagitan pagsasala salita binasa natutuna at kultura
ng ysay ayon sa (kuwento) n sa ng may
larawan tungkol sa pantig aralin akda ng
mga tao, tekstong
lugar at Nagagamit napakingg
bagay sa ang an o
paligid pangngala nabasa
4
n sa
pagsasalay
say tungkol
sa mga
tao, lugar
at bagay sa
paligid ng
lawa ng
SAGOP na
matatagpu
an sa
Brgy.
Salvacion,
Ragay,
NILALAMAN
(Content)
Camarines
Sur
F3PN-Ie-5 F3WG-Ie-h- F3AL-Ie- F3PBH- F3KM F3EP-Ib- F3PL-00-5
3 14.1 Ie-4 -Ie- h-
Naisasakilos g-3 5 Nauunawa
ang tulang Nagagamit Naikukum Nailalaraw Nak Nagagami an ang
napakinggan sa usapan para ang an ang a t ang iba’t kahalagah
ang mga mga aklat mga susula ibang an ng mga
salitang sa elemento t nang bahagi ng nilalaman
pamalit sa pamamagi ng may aklat sa ng
ngalan ng tan ng kuwento wasto pagkalap panitikan /
5 tao (ako, (tauhan,
pagkakatul ng ng teksto
ikaw, siya) ad at tagpuan, bayba impormas
pagkakaib banghay) y, yon
a batay sa banta
pisikal s, at
gamit
ng
malaki
at

Pakikinig Palabi Pagpapa
(Pag-unawa Kaala Pag- halaga
LING Gramatik gka Pagsulat
sa man unlad
GO Wikang a Kamalayang san at Pag-unawa at Kompos Estratehiya sa sa Wika,
Napakingga Binibigkas (Kayarian Ponolohiya sa Pagkil
ng
sa Binasa Pagbayba i syon Pagaaral at
n) Aklat at Talasali Panitikan
ng Wika) ala sa y
Limbag taan
Salita
na maliit
anyo na
letra
upang
NILALAMAN
(Content)
maipah
aya g
ang
ideya,
damda
min o
reaksyo
n sa
isang
paksa o
isyu
F3PN-If-1.3 F3PS-If- F3WG- F3KP-Ib-f-8 F3PBH-If- F3PY-If- F3EP-If-j- F3PL-0a-
12 Ie-h-3 3.2 2.4 2.4 j
Nakasusun Natutukoy Nasasagot Nabibigyangkah
od sa Nagagami Nagaga ang mga ang mga Nababay ulugan ang Naipakiki
panutong t ang mit sa salitang tanong bay nang isang table ta ang
may 2 – 3 magalang usapan magkakatug tungkol sa wasto hilig sa
hakbang na ang mga ma binasang ang mga pagbasa
pananalita salitang tekstong salita
sa angkop pamalit pangimporm dikilala
6
na sa asyon batay
sitwasyon ngalan sa bigkas
pakikipag ng tao
usap kami,
sa tayo,
matatand kayo at
a sila
at hindi
kakilala
NILALAMAN
(Content)
F3PN-Ig-6.1 F3KP-Ig-j-6 F3PT- F3PB-Ig- F3PU-Ig- F3EP-Id- F3PL-0a-

Ic- 12.1 i-4 6.1 j-7
Naisasal Nakapagpa 1.5 Naisasalay Nakagagamit ng
aysay palit at Nakaka say muli ang Nagaga diksyunaryo Naibaba
muli ang nakapagd ga mit binasang mit ang hagi ang
napaking aragd ag ng teksto nang malaki karanas
gang ng mga pahiwati may tamang at maliit an sa
teksto sa tunog g upang pagkaka na letra pagbasa
tulong ng upang malama sunod-sunod at mga upang
larawan makabuo n ang ng mga bantas makahik
ng bagong kahulug pangyayari sa ayat ng
salita an pagsulat pagmam
ng mga Naisasalay ng; mga ahal sa
salita say muli ang salitang pagbasa
tulad binasang natutuna
ng teksto nang n sa
7 pagga may tamang aralin
mit ng pagkaka parirala
mga sunod-sunod pangung
palatan ng mga usap
daang pangyayari
nagbibi Sa kwento ng
gay ng Sinaunang
kahulu
Bahay ng mga
ga han
(kasa ALforte
lungat) Na makiita sa
Zone 4, Apad,
Ragay,
Camarines
Sur
NILALAMAN
(Content)
F3PN-Ic-1.4 F3PS-If- F3WG- F3PB-Ih-14 F3PY-Ih- F3EP-Ib-h- F3PL-

12.2 Ie-h- 2.1 5 0a-j-7
Naiguguhit 3.1 Nakapagbibi Nababay Nagagamit Naibaba
8
ang Nagagami Nagaga g bay hagi ang
t ang mit karanas
an
Pakikinig Kaalam Palabig Pagpapa
(Pag-unawa Gramati an sa ka san Pag- Pagsulat halaga sa
LINGG
sa Wikang ka Kamalayang Aklat at unlad ng Pag-unawa at Kompos Estratehiya sa Wika, at
O
Napakingga Binibigkas (Kayarian Ponolohiya at Pagkila Talasali sa Binasa Pagbayba i syon Pagaaral Panitika
n) ng Wika) Limba la sa taan y n
g Salita
mensahe ng magalang ang ay ng wakas nang ang iba’t ibang sa
napakinggan na panghalip ng binasang wasto ang bahagi ng aklat pagbasa
g parabula/ pananalita bilang kuwento mga sa pagkalap ng upang
alamat na angkop pamalit salitang impormasyon makahika
sa sa may tatlo yat ng
sitwasyon pangngal o apat na pagmama
(panghihir an may pantig hal sa
am ng pananda pagbasa
gamit) ng ang
(ito/iyan/iy
on)
F3PN-Ic-j- F3PS-Ii-3.1 F3WG-Ie- F3PT-Ic- F3PB-Ii-15 F3PU-Ig-i- F3PL-0a-
3.1.1 h- 1.5 4 j-7
Nasasagot Naiuulat 3.1 Nakakag Nagbabago
ang mga nang ang Nagaga a mit ng ang dating Nagagam Naibabah
9 tanong mga mit ang pahiwati kaalaman it ang agi ang
tungkol sa naobserba panghali g upang base sa mga malaki at karanasa
napakinggan hang p bilang malaman natuklasang maliit na n sa
g kuwento pangyayari pamalit ang kaalaman sa letra at pagbasa
sa sa kahuluga binasang mga upang
NILALAMAN
(Content)
pamayana pangngal n teksto bantas sa makahika

n an ng mga pagsulat yat ng
(ito/iyan/i salita Nagbabago ng talata pagmama
yon) tulad ng ang dating hal sa
paggam kaalaman base pagbasa
it ng sa mga
mga natuklasang
kaalaman sa
palatan
binasang teksto
daa ng tungkol
nagbibi CATABANGA
gay ng N PORT
kahulug RUINS
a han Ibang
(ka pangalan:
salunga Pantalan na
t) makikita sa
Catabangan
Proper
Ragay,
Camarines Sur
F3PN-Ij-10 F3KP-Ig-j-6 F3PT-Ij- F3KM-Ij- F3EP-If-j- F3PL-0a-

2.3 4 2.4 j-2
Nakabubuo Nakapagpap Napagy Nakasu Nabibigyangkahu
ng isang alit at a yaman sul at lugan ang table Nagagami
kuwentong nakapagdar ang ng t ang wika
katumbas ng agd ag ng talasalit isang bilang
10 napakinggan mga tunog aan sa ulat tugon sa
g kuwento upang pama tungkol sariling
makabuo magitan sa pangang
ng bagong ng isang aila ngan
salita paggami pangya at
t ng yari ng sitwasyon
magkasi napakin
NILALAMAN
(Content)
ng g gan
kahulug
an at
magka
salungat
namga
salita
IKALAWANG MARKAHAN
Pakikinig Pagsasalita Pagbasa Pagsulat Pagpapa

Estrateh halaga sa
(Pag- Gramatika Kamalaya Palabigka Kaalaman Pag- Pagsulat
LING (Wikang Pag- iya sa Wika, at
unawa sa (Kayarian ng san at sa unlad ng at Kompo
GO Binibigk unawa sa Pagaara Panitikan
Napaking ng Wika) Ponolohiy Pagkilala Aklat at Talasali Pagbayba si syon
as) Binasa l
gan) a sa Salita Limbag taan y
Naipamam Naipamamalas ang Nauuna Naipama Naipama Naisasagawa ang Nagkaka Nauun Naipama Naipamam
alas ang kakayahan at tatas sa waan malas ang malas ang mapanuring roon ng awa an malas alas ang
kakayahan pagsasalita at ang iba’t ibang kamalaya pagbasa upang papaunla na may ang pagpapah
sa pagpapahayag ng ugnayan kasanaya n sa mga mapalawak ang d na iba’t iba’t ibang a laga at
mapanurin sariling ideya, kaisipan, ng n upang bahagi ng talasalitaan kasanay ibang kasanaya kasanaya
g pakikinig karanasan at damdamin simbolo makilala at aklat at an sa dahilan n upang n sa
at at ng mabasa kung wasto at ng maunawa paggamit
pagunawa mga ang mga paano ang maayos pagsul an ng wika
sa tunog pamilyar ugnayan na at ang iba’t sa
napakingg at ding pagsulat ibang komunika
an pamilyar simbolo at teksto syon at
na salita wika pagbasa
ng iba’t
ibang uri
ng
panitikan
NILALAMAN
(Content)
F3TA-0a-j- F3TA-0a-j-2 F3TA-0a- F3TA-0a-j-4

1 Naipahahayag ang j-3 Nakasusulat nang
Nakikinig ideya/kaisipan/damdami Nababasa ang usapan, tula, talata, kuwento nang may may wastong
at n/reaksy on nang may tamang bilis, diin, tono, antala at ekspresyon baybay, bantas at
TATAS
nakatutug wastong tono, diin, bilis, mekaniks ng
on nang antala at intonasyon pagsulat
angkop at
wasto
F3PN-IIa-2 F3WG-IIa- F3PT- F3PB-IIa- F3EP-IIa- F3PL-0a-j-
c- IIc- 1 d- 2
Nagagamit 2 1.5 5
ang Nagagamit Nakaka Naiuugn Nagagam Nagagamit
naunang ang ga mit ay ang it ang ang wika
kaalaman pangngalan ng binasa iba’t bilang
o sa pahiwati sa ibang tugon sa
karanasan pagsasalay g upang sariling bahagi sariling
sa pag- say tungkol malama karanasa ng aklat pangangail
unawa ng sa mga n ang n sa ang
napakingg tao, lugar, kahulug pagkalap an at
ang teksto bagay at an ng sitwasyon
mga ng mga imporma
1
pangyayari salita syon
sa paligid tulad
ng
Nagagamit pagga
ang mit ng
pangngalan mga
sa palatan
pagsasalays daang
ay tungkol sa nagbibi
mga gay ng
tao, lugar, kahulu
bagay at ga han
NILALAMAN
(Content)
mga (ka
pangyayari salung
sa paligid ng at)
DEMATERA
BEACH
RESORT
Ibang
pangalan:
Tatlong
Parang
Beach
Na makikita
sa Lower
Omon,
Ragay,
Camarines
Sur
F3PS-IIb- F3AL-IIb-1 F3PB- F3PU-IIa- F3PL-0a-j-

12.5 IIbe-4 1.2 3
Nagagam Nahuhulaa Nailalara Nasisipi
it ang n ang wan ang nang Naipamam
magalan nilalaman/p elemento wasto at alas ang
g na ak sa ng ng maayos paggalang
2 kuwento
pananalit aklat sa ang sa ideya,
a sa pamamagit (tauhan, isang damdamin
angkop an talata at kultura
na ng may
sitwasyo
n
NILALAMAN
(Content)

(Pag- Gramatika Palabigka Kaalaman Pag- Pagsulat Estratehi halaga sa
LING (Wikang Kamalayan Pag- Komp Wika, at
unawa sa (Kayarian san at sa unlad ng at ya sa
GO
Napakingg Binibigka ng
g
Pagkilala Aklat at Talasali
unawa sa
Pagbayba
osi Pagaaral Panitikan
an) s) Ponolohiya Binasa syon
Wika) sa Salita Limbag taan y
(pagpa ng tagpuan, akda ng
paliwanag) pagtingin banghay) tekstong
sa mga napakingg
larawan an o
nabasa
F3PN-IIc- F3WG-IIa-c F3PP-IIc- F3PB-IIc- F3PY-IIc- F3PL-0a-j-
3.1.1 d- 2 2.3 4
Nagagamit 2.3 Nababay
Nasasagot ang Nababasa Nakasusu bay nang Napapahal
ang mga pangngala ang mga nod sa wasto aga han
tanong n sa salitang nakasulat ang ang mga
tungkol sa pagsasala may klaster na panuto batayang tekstong
napakingg ysay talasalita pampanitik
3 ang tungkol sa an an
tula mga
tao, lugar ,
bagay at
mga
pangyayari
sa
paligid
F3PN-IId- F3KP-IIb- F3PP-IIc- FPT-IId- F3PB-I-d- F3PU- F3EP-IIa- F3PL-oa-j-

5 d-8 d- 1.7 3.1 IId-4 d- 3
2.3 Nakakag Nasasago 5
4
Naisasakil Natutukoy Nababasa a mit ng t ang mga Nagaga Nagagam Naipamam
os ang ang mga ang mga pahiwati tanong mit ang it ang alas ang
tulang salitang salitang g upang tungkol malaki iba’t paggalang
NILALAMAN
(Content)
napakingg magkakatu may klaster malama sa at maliit ibang sa ideya,

an gma n ang tekstong na letra bahagi ng damdamin
kahulug binasa at mga aklat sa at kultura
an tula bantas pagkalap ng may
ng mga sa ng akda ng
salita pagsulat impormas tekstong
tulad ng ng yon napakingg
paggam mga an o
it parirala/ nabasa
ng mga pangungu
pala sap
tandaa
ng
nagbibi
gay ng
kahulug
a han
(katutur
an o
kahulug
an ng
salita)
F3PS-IIb- F3WG-IIg-j- F3PP-IIe- F34AL-IIe- F3PB- F3KM F3PL-0a-j-
2.5 3 g- 14 IIbe-4 - 6
2.4 Naikokom Nailalara IIe-3.1
Naisasag Nagaga Nababasa para ang wan ang Nakas Naipakikit
awa ang mit sa ang mga mga mga u a ang
5 pagtangg
maayos usapan salitang kuwento elemento sulat
na ang mga iisa ang sa ng ng ap sa mga
pagpapakil salitang baybay pamamagi kuwento talata ideya ng
ala pamalit ngunit tan nang
sa may
NILALAMAN
(Content)
Pagsasalita Pagbasa Pagsulat Pagpapa

Gramati Palabigk Kaalama Pag- halaga sa
Pakikinig Wika, at
(Pag- ka asan at n sa unlad
LING (Wikan Kamalay Pagsula Estratehiya sa Panitikan
unawa sa g (Kayari Pagkilala Aklat at ng
GO ang Pag-unawa t at Komposi Pagaaral
Napakingg Binibig an sa Salita Limbag Talasali
Ponolohi sa Binasa Pagbay syon
an) ng taan
kas) ya bay
Wik
a)
ng ibang ngalan magkaiba ng (tauhan, wastong nabasang
tao ng tao ang pagtatala tagpuan, baybay, teksto/ak
(kami, bigkas ng banghay) bantas at da
tayo, pagkakatu gamit ng
kayo at lad malaki at
sila) at maliit na
pagkakaib letra
a upang
maipahaya
g ang
ideya,
damdamin o
reaksyon sa
isang paksa
o isyu
*Nakasu
sulat ng
talata
nang may
wastong
baybay,
bantas at
gamit ng
malaki at
NILALAMAN
(Content)
maliit na
letra
upang
maipahaya
g ang
ideya,
damdamin o
reaksyon sa
isang paksa
o isyu
tungkol sa
Pinakamana
dang
watawat ng
estados
unidos na
nasa
pangangala
ga ng
Ragay
F3PN-IIf- F3PT- F3PB-IIf- F3PY- F3PL-0a-

6.4 IIf- 3.2 IIf- j-7
1.8 Nasasagot 2.2 Naipakiki
Naisasala Nakaka ang mga Nabay ta ang
ysay muli ga mit tanong bay hilig sa
6 ang ng tungkol sa nang pagbasa
napakingg pahiwati binasang wasto sa
ang teksto g upang tekstong ang pamama
sa malama pangimporm mga gitan ng
n ang asyon salitang pagpili
tulong ng kahulug natutuh ng
pamatnub
NILALAMAN
(Content)
ay na an an sa babasahi
tanong ng mga aralin ng
salita angkop
tulad sa edad
ng
pagga
mit ng
mga
palatan
daang
nagbibi
gay ng
kahulu
ga han
(sitwasy
ong
pinag
gamitan
)
F3PN-Iif- F3WG- F3PP-IIe- F3AL-IIg- F3PB-IIg- F3PL-0a-
1.3 IIg-j-3 g- 14.3 12.2 j-5
2.4 Naikokom Naisasalays Naibaba
Nakasusu Nagag Nababas para ang a y muli ang hagi ang
nod sa amit sa a ang mga binasang karanasa
panutong usapan mga kuwento teksto nang n sa
may 2 ang salitang sa may tamang pagbasa
7
–3 mga iisa ang pamamag upang
hakbang salitan baybay itan ng makahik
g ngunit pagtatala ayat ng
pamalit magkaiba
sa ang
ngalan
ng tao
NILALAMAN
(Content)

Pakikinig halaga sa
(Pag- Gramat Palabigka Kaalaman Pag-
LINGG (Wikan Kamalay Pagsula Estratehiya sa Wika, at
unawa sa g ika san at sa unlad ng
O ang Pag-unawa t at Komposi Pagaaral Panitikan
Napakingg Binibigk (Kayari Pagkilala Aklat at Talasali
Ponolohi sa Binasa Pagbay syon
an) an ng sa Salita Limbag taan
as) ya bay
Wika)
(kami, bigkas ng pagkakasuno pagmama
tayo, pagkakatul d-sunod sa hal sa
kayo at ad tulong ng pagbasa
sila) at pamatnubay
pagkakaib na tanong
a
F3PN-IIg- F3PT- F3PY- F3EP-IIh-i- F3PL-0a-

6.2 IIh- IIh- 2.3 j-5
2.3 2.5 Nabibigyangkah Naibabah
Naiguguhit Napagya Nababay ulugan ang agi ang
ang ya man bay nang dayagram karanasan
mensahe ang wasto sa
ng talasalita ang pagbasa
napakingg an sa mga upang
ang teksto pamam salitang makahika
agit an hiram yat ng
8
ng pagmama
paggami hal sa
t ng pagbasa
magkasi
ngk
ahuluga
n at
magkas
alun
gat ng
NILALAMAN
(Content)
mga
salita
F3PN-IIj-F3PS-IIi- F3WG- F3PB-IIi- F3KM- F3PL-0a-

13 3.1 IIg-j- 14 IIi-4 Nakasu j-5
3.1 Nakapagbibig sulat ng Naibabah
Nakabubu Naiuulat Nagaga ay ng wakas isang ulat agi ang
o ng mga nang mit ang ng binasang tungkol sa karanasan
tanong pasalita panghali kuwento isang pangya sa
matapos ang mga p bilang yaring pagbasa
mapaking nasaksiha pamalit naobserba upang
9 gan ang ng sa han sa makahika
isang pangyaya pangnga kapali giran yat ng
teksto ri sa lan pagmama
pamayan anyong hal sa
an ng pagbasa
(nito/niy
an/
(noon)
niyon)
NILALAMAN
(Content)
F3PN-IIj- F3WG- F3PP-IIc-j- F3PB-IIj- F3EP-IIh-i- F3PL-0a-j-

10 IIg-j- 2.3;e-g-2.4 15 2.3 Nagagamit
3.1 Nababasa Nagbabago Nabibigyangkah ang wika
Nakabubuo Nagaga ang mga ang dating ulugan ang bilang
ng isang mit ang salitang kaalaman graph tugon sa
kuwentong panghali iisa ang base sa mga sariling
katumbas p bilang baybay natuklasang pangangail
10 ng pamalit ngunit kaalaman sa ang
napakingg sa magkaiba binasang an at
ang pangnga ang bigkas teksto sitwasyon
kuwento lan
(nito/niy
an
(noo /
niyon)
IKATLONG MARKAHAN

(Pag- Gramatika Palabigka Kaalama Pag-unlad halaga sa
Kamalaya Pag- Pagsulat Estratehi Wika,
LING unawa (Wikang (Kayarian san at n ng
ng unawa at Komposi ya sa Literasi at
GO sa Binibigka ng Wika) Pagkilala sa Aklat Talasali
Ponolohiy sa Pagbayba syon Pag-aaral Panitikan
Napaking s) sa Salita at taan
gan) a Binasa y
Limbag
NILALAMAN
(Content)
Naipamam Naipamamalas ang Nauunaw Naipamam Naipama Naisasagawa ang Nagkakar Nauunaw Naipamam Naipamam
alas ang kakayahan at tatas sa aan ang alas ang mal as mapanuring oon ng aan na alas ang alas ang
kakayahan pagsasalita sa ugnayan iba’t ibang ang pagbasa upang papaunla may iba’t iba’t ibang pagpapahal
sa pagpapahayag ng ng kasanayan kamalay mapalawak d na ibang kasanayan ag
mapanurin sariling simbolo upang an sa ang talasalitaan kasanaya dahilan upang a at
g ideya, kaisipan, at ng makilala at mga n sa ng mauunawa kasanayan
pakikinig karanasan at mga mabasa bahagi wasto at pagsulat an sa
at pag- damdamin tunog ang mga ng aklat maayos ang iba’t paggamit
unawa sa pamilyar at kung na ibang ng wika sa
napakingg at di- paano pagsulat teksto komunikas
an pamilyar ang yon at
na ugnayan pagbasa
salita ng ng iba’t
simbolo ibang uri
at wika ng
panitikan
F3TA-0a-j- F3PA-0a-j-2 F3TA-0a-j-3 F3TA-0a-j-4
1 Naipahahayag ang Nababasa ang usapan, tula, talata, kuwento nang may Nakasusulat nang
Nakikinig ideya/kaisipan/damda tamang bilis, diin, tono, antala at ekspresyon may wastong
at min/reak baybay, bantas at
TATAS syon nang may
nakatutugo mekaniks ng
n nang wastong tono, pagsulat
angkop at diin, bilis, antala at
wasto intonasyon
NILALAMAN
(Content)
F3PN-IIIa- F3WG- F3KP- F3AL- F3PT-IIIa- F3PB- F3PU- F3PL-0a-j-

2 IIIab-6 IIIa-c- IIIae-1.4 2.3 IIIa- IIIae-1.2 2
Nagagamit 9 Naibibig Nakakag 1 Nasisipi
Nagagamit ang Nakapag ay ang amit ng Naiuug nang Nagagamit
ang angkop na bi bigay maaarin pahiwatig nay ang wasto at ang wika
naunang pagtatano ng mga g pahina upang sariling maayos bilang
kaalaman ng tungkol salitang ng aklat malaman karanas ang tugon
o sa mga magkaka batay sa ang an sa mga sa sariling
karanasan tao, bagay, tugma pamagat kahuluga binasa talata pangangail
sa pag- lugar at at n ng mga ang
unawa ng pangyayari *Nakapag pabalat salita an at
napakingg bi bigay tulad ng sitwasyon
1 ang teksto ng mga paggamit
salitang ng mga
magkaka palatanda
tugma ang
gamit nagbibiga
ang y ng
larawan kahulugah
ng an (kasing
Binaliw kahulugan
Falls /
kasalungat
)
F3PN-IIIb- F3WG- F3PP-IIIb- F3PB- F3PY- F3KM- F3PL-0a-j-
1.4 IIIab-6 d- IIIb- IIIb- IIIbf-4.1 3
Nagagamit 2.3 3.2 2.2/2.3 Nakasusu
Nakasusu ang Nababasa Nasasa Nababay lat ng Naipamam
nod sa angkop na ang mga got ang bay nang isang ulat alas ang
2
panutong pagtatano salitang mga wasto tungkol paggalang
may 3 – 4 ng tungkol iisa ang tanong ang mga sa isang sa ideya,
hakbang sa mga baybay tungkol salitang pangyaya damdamin
tao, bagay, ngunit sa natutuna ring at kultura
NILALAMAN
(Content)
lugar magkaiba tekston n sa napanood ng may

ang bigkas g aralin/ akda ng
binasa batayang tekstong
tekston
g
Pakikini Pagsasalita Pagbasa Pagsulat Pagpapa

g Gramati Palabigk Kaalam Pag- halaga sa
(Pag- ka Kamalay asan at an unlad Pagsula Wika,
LING (Wikang Komp Estratehiya
unawa (Kayaria ang Pagkilala sa Aklat ng Pag-unawa t at Literasi
GO Binibigk osi sa Pag-aaral
sa n ng Ponolohi sa Salita at Talasali sa Binasa Pagbay at
Napaking as) syon Panitika
Wika) ya Limbag taan bay
gan) n
at pangimporm talasalit napaking
pangyay asyon aang gan o
ari ano, pagpa pampani nabasa
sino, paliwanag ngin
saan,
ilan,
kalian,
ano-
ano,
sinosino
F3PN- F3WG- F3A- F3PT- F3EP-IIIc-e- F3PL-Oa-
IIIc- IIIcd- IIIcj14.4 IIIci- 2.3 j-4
3.12 4 Naiku 3.1 Nabibigyangka
Nasasago Nakapagl kumpar Natutuk hulugan ang Naipakikit
t ang mga a larawan a ang oy ang graph a ang
3 aktibong
tanong ng mga mga kahulug
tungkol tao, aklat sa an ng pakikilaho
sa hayop, pamama mga k sa
usapan at
NILALAMAN
(Content)
napaking bagay gita n ng tambala gawaing

gang at lugar pagtatal ng salita pampaniti
balita/anu sa a ng na kan
nsyo pamayan pagkaka nananatil
an tulad at i ang
pagkakai kahuluga
ba n
batay sa
tema
F3PN- F3PS- F3WG- F3PP- F3PT- F3PB-IIId- F3PU- F3PL-0a-

IIId-14 IIId- IIIcd-4 IIIb-d- IIIdh-2.1 10 IIId- j-3
1 Nakapagl 2.3 Napagya Nasasabi 2.6
Nasasabi Naipaha alara wan Nababas yam an ang paksa o Nagaga Naipama
ang haya g ng mga a ang ang tema ng mit ang malas
sariling ang tao, mga talasalita binasang malaki ang
ideya sariling hayop, salitang an sa teksto at paggalan
tungkol opinyon bagay at iisa ang pamama maliit na g
sa o lugar sa baybay gitan ng letra at sa ideya,
tekstong reaskyo pamayan ngunit paghana mga damdami
4
napaking n sa an magkaiba p ng bantas n at
gan isang ang maikling sa kultura ng
napakin bigkas salitang pagsulat may akda
ggan g matatag ng mga ng
isyu puan sa salitang tekstong
loob ng dinaglat napaking
isang gan o
mahaba nabasa
ng
salita
NILALAMAN
(Content)
F3PN- F3WG- F3KP-IIIe- F3AL- F3PT- F3PB-IIIe- F3KM F3EP-IIIc-e- F3PL-0a-

IIIe-7 IIIef-5 g- IIIae-1. IIIe- 11.2 -IIae- 2.3 j-6
Nagagam 6 Nahuhul 1.8 Naibibigay 1.2 Nabibigyangka
Naibibiga it ang Napapalit aan ang Nakaka ang mga Nasisi hulugan ang Nababag
y ang tamang an at nilalama gamit ng sumusuport pi graph o ang
paksa ng salitang nadadagd n/pa ksa pahiwati a ng nang sariling
kuwento kilos/ agan ang ng aklat g upang kaisipan sa wasto damdami
o pandiwa mga sa malama pangunahin at n at
5 pamama
sanaysay sa tunog n ang g kaisipan maay pananaw
na pagsasal upang gita n ng kahulug ng tekstong os sa mga
napaking aysay ng makabuo pahapya an ng binasa ang bagaybag
gan mga ng w na mga mga ay batay
personal bagong pagbasa salita liham sa
na salita tulad ng binasang
karanasa paggami teksto
n t ng

Pakikinig Gramatika Palabigk Kaalam Pag- Estrateh halaga sa
LING (Pag-unawa (Wikang (Kayarian Kamalayan asan at Pagsula iya sa Wika,
an unlad ng Pag-
GO sa t at Komposi Pag- Literasi at
Binibigka ng Wika) g Pagkilala sa Aklat Talasali unawa sa
Napakinggan) Pagbay syon aaral Panitikan
s) Ponolohiya sa Salita at taan Binasa
bay
Limbag
mga
palatanda
ang
nagbibiga
y ng
kahuluga
han
(sitwasyo
ng pinag
gamitan
NILALAMAN
(Content)
ng
salita)
F3PN-IIIf-12 F3PS- F3WG- F3PB-IIIf-8 F3KM- F3EP-IIIf- F3PL-0a-

IIIf- IIIe- IIIb- 4.3;i-4.4 j-7
Naibibigay ang 12.6 f-5 Nakapagb f-4.1 Nagaga
sariling hinuha Nagaga Nagagam ibig ay ng Nakasus mit nang Naipakikit
bago, habang mit ang it ang angkop ulat ng wasto a ang
at pagkatapos magagal tamang na isang ulat ang silid- hilig sa
mapakinggang ang na salitang pamagat tungkol aklatan pagbasa
teksto pananali kilos/ sa sa isang nakalimb sa
6
ta sa pandiwa binasang pangyay ag na pamamag
pag- sa teksto aring kagamita itan ng
anyaya pagsasala napanoo n pagpili ng
ysay ng d babasahi
mga n na
personal angkop
na sa edad
karanasan
NILALAMAN
(Content)
F3PN-IIIg-8.2 F3WG- F3KP-IIIe- F3PT-IIIg- F3PB-IIIg- F3PU- F3PL-0a-

IIIh- g- 1.10 12.3 IIIg- j-5
Napagsusunod 6 6 Nakakag Naisasala 2.6
sunod ang Nagagami Nakapagp amit ng ysa y muli Nagag Naibabah
mga t nang apali pahiwatig ang amit agi ang
pangyayari ng wasto ang t at upang binasang ang karanasa
kuwentong mga nakapagd malaman teksto malaki n sa
napakinggan pang- arag dag ang nang may at pagbasa
abay na ng mga kahuluga tamang maliit upang
naglalara tunog n ng mga pagkaka naletra makahika
wan ng upang salita sunod- at mga yat ng
isang makabuo tulad ng sunod bantas pagkahilig
7 kilos o ng paggamit sa sa
gawi bagong ng mga pagsula pagbasa
salita palatand t ng
aang mga
nagbibig salitang
ay ng dinaglat
kahuluga
han
(pormal
na
depinisyo
n ng
salita)
F3PN-IIIh-6.3 F3WG- F3PT- F3PB-IIIh- F3EP- F3PL-Oa-
IIIh- IIIdh-2.1 6.2 IIIh-6 j-5
Naisasalaysay 6 Napagya Napaguu
muli ang Nagagami yaman gnay Nagagam Naibabah
8
napakinggang t nang ang ang it ang agi ang
teksto ayon sa wasto ang talasalita sanhi at mga karanasa
kronolohikal na mga an sa bunga ng nakalara n sa
pagkakasunod- pang-abay pamama mga wang pagbasa
NILALAMAN
(Content)
na gitan ng pangyayari balangka upang

naglalara paghana s sa makahika
wan ng p ng pagtatala yat ng
isang kilos ng pagkahilig
impormas
yon o
Pakikinig Gramatika Palabigk Kaalam Pag- Estrateh halaga sa
LING (Pag-unawa (Wikang (Kayarian Kamalayan asan at Pagsula iya sa Wika,
an unlad ng Pag-
GO sa t at Komposi Pag- Literasi at
Binibigka ng Wika) g Pagkilala sa Aklat Talasali unawa sa
Napakinggan) Pagbay syon aaral Panitikan
s) Ponolohiya sa Salita at taan Binasa
bay
Limbag
sunod o gawi maiikling sa datos na sa
salita sa binasang kailangan pagbasa
loob teksto
ng isang
mahaban
g
salita
F3LC-IIIi-13 F3PS- F3WG-IIIi- F3PT- F3PB-IIIi- F3PU- F3KM- F3EP-IIIi- F3PL-0a-

IIIi- j- IIIci-3.1 14 IIIg- IIIi- 4.4 j-5
Nakapagbibiga 3.5 7 Natutuko Nakapagbi 2.6 3.2
y Naiuulat Nagagami y ang big ay ng Nagag Nakasus Nagaga Naibabah
ng sariling nang t nang kahuluga wakas ng amit ulat ng mit nang agi ang
wakas sa pasalita wasto n ng mga binasang ang talata wasto karanasa
9 napakinggang ang mga ang pang- tambalan kuwento malaki nang ang silid- n at
kuwento napakin ukol g salita at may aklatan kaalaman
g gang (laban sa, na maliit wastong kagamita mula sa
balita ayon sa, nananatili na letra baybay, ng pagbasa
para sa, ang at mga bantas electroni upang
ukol sa) kahuluga bantas at gamit c makahika
n sa ng yat ng iba
NILALAMAN
(Content)
pagsula malaki na
t ng at maliit magbasa
mga na letra
salitang upang
dinaglat maipaha
yag
ang
ideya,
damdam
in o
reaksyo
n sa
isang
paksa o
isyu
F3PN-IIIj-10 F3WG-IIIi- F3KP-IIIh- F3AL- F3PB-IIIj- F3PL-0a-
j- j- IIIcj- 16 j-2
Nakabubuo ng 7 11 14.4 Naibibigay
isang Nagagami Nagsasa Naiko ang buod Nagagam
kuwentong t nang ma ang kompar o lagom it ang
katumbas ng wasto mga a ang ng wika
napakinggang ang pang- katinig, mga tesktong bilang
kuwento ukol patinig kuwento binasa tugon
(laban sa, upang sa pama sa sariling
10
ayon sa, makabuo magitan pangangai
para sa , ng ng lang
ukol sa, salitang pagtatal an at
tungkol klaster a ng sitwasyon
sa) (Hal. blusa, pagkakat
gripo, ulad at
plato) pagkakai
ba
NILALAMAN
(Content)
IKAAPAT NA MARKAHAN

(Pag- Gramatika Palabigka Kaalam Pag- halaga sa
Kamalaya Pagsulat Estratehiy Wika,
LING unawa (Wikang (Kayarian san at an unlad ng Pag-
GO sa ng at Komposi a sa Pag- Literasi at
Binibigka ng Wika) Pagkilala sa Aklat Talasali unawa sa aaral
Napaking Ponolohiy Pagbayba syon Panitikan
s) sa Salita at taan Binasa
gan) a y
Limbag
Naipamam Naipamamalas ang Nauunaw Naipamam Naipama Naisasagawa ang Nagkakar Nauunaw Naipamam Naipamam
alas ang kakayahan at tatas at aan ang alas ang mal mapanuring oon ng aan na alas ang alas ang
kakayahan pagsasalita at ugnayan kamalayan as ang pagbasa upang papaunla may iba’t iba’t ibang pagpapaha
sa pagpapahayag ng ng sa mga iba’t mapalawak d na ibang kasanayan lag
mapanurin sariling simbolo bahagi ng ibang ang talasalitaan kasanaya dahilan upang a at
g ideya, kaisipan, at ng aklat at kasanay n sa ng mauunawa kasanaya
pakikinig karanasan at mga kung an wasto at pagsulat an n sa
at pag- damdamin tunog paano ang upang maayos ang iba’t paggamit
unawa sa ugnayan makilala na ibang ng wika
napakingg ng simbolo at pagsulat teksto sa
an at wika mabasa komunika
ang syon at
mga pagbasa
pamilyar ng iba’t
at di- ibang uri
pamilyar ng
na salita panitikan
F3TA-0a-j- F3TA-0a-j-2 F3TA-0a-j-3 F3TA-0a-j-4
1 Naipahahayag ang Nababasa ang usapan, tula, talata, kuwento nang may Nakasusulat nang
Nakikinig ideya/kaisipan/damda tamang bilis, diin, tono, antala at ekspresyon may wastong
TATAS
at min/reak baybay, bantas at
nakatutugo syon nang may mekaniks ng
n nang wastong tono, pagsulat
NILALAMAN
(Content)
angkop at diin, bilis, antala at

wasto intonasyon
F3PN-IVa F3WG- F3PT- F3PB- F3PU- F3EP-IVa-5 F3PL-Oa-
3.1.3 IVab- IVaf- IVa- IVa-e- j-2
Nasasagot 6 2.2 3.2 1.5 Nagagamit
ang mga Nagagamit Napagya Nasasa Nasisipi pangkalaha Nagagami
tanong ang yaman got ang nang tang t ang wika
tungkol sa angkop na ang mga wasto at sanggunian bilang
napakingg pagtatano talasalita tanong maayos batay sa tugon
ang / ng tungkol an sa tungkol ang mga pangangail sa sariling
usapan sa mga pamama sa talata a panga
1 tao, gitan ng tekstong ngan ngailangan
hayop, pagbubu binasa at
bagay, o ng balita sitwasyon
lugar at mga
pangyayari bagong
(ano, sino, salita
saan, ilan, mula sa
kalian, salitang
anoano, ugat
sinosino)
F3PN-IVb- F3WG- F3PT- F3PB- F3PY- F3EP-IVb- F3PL-0a-j
10 IVab- IIIg- IVb- IVb-h- i- -3
6 1.4/1.5 2 2 4.3; 4.4
2
Nakabubu Nagagamit Nakagag Nakasusu Nababay Nagagamit Naipamam
o ng ang amit ng nod sa bay nang nang alas ang
isang angkop mga nakasulat wasto wasto ang paggalang

(Pag- Gramatika Palabigka Kaala Pag-unlad Pag- Pagsulat halaga sa
LING Estratehiya sa
unawa (Wikang (Kayarian Kamalay san at man ng Komposi Wika,
GO Binibigk ang unawa at Pag-aaral
sa ng Wika) Pagkilala sa Aklat Talasali syon Literasi at
Napaking as) Ponolohi sa Pagbayb Panitikan
NILALAMAN
(Content)
gan) ya sa Salita at taan Binasa ay

Limbag
kuwentong na pahiwatig na ang mga silid-aklatan para sa ideya,

katumbas pagtatan upang panuto salita sa nakalimbag damdamin
ng ong malaman natutuha na kagamitan at at kultura
napakingg tungkol ang n sa electronic na ng may
ang sa mga kahuluga aralin kagamitan akda ng
kuwento tao, n ng mga tekstong
hayop, salita napakingg
bagay, paggamit an o
lugar at ng mga nabasa
pangyay palatanda
ari (ano, ang
sino, nagbibiga
saan, y ng
ilan, kahulugah
kalian, an
anoano, (context
sinosino) clues)
kasingkah
ulu gan/
kasalungat
F3PN-IVc- F3PS- F3WG- F3PP- F3PB- F3EP-IVc-2.3 F3PL-Oa-j
2 IVc-1 IVcd-4 IVcg-2.5 Ivc-1 -4
Nakapag Nabibigyangkahu
Nagagamit Naipapa la Nababasa Naiuug lugan ang graph Naipakikit
ang hayag larawan ang mga nay ang a ang
3
naunang ang ng mga salitang binasa aktibong
kaalaman sariling bagay, hiram sa pakikilaho
o opinyon hayop, sariling k sa
karanasan o tao, at karanas usapan at
sa pag- reaskyo lugar sa an gawaing
NILALAMAN
(Content)
unawa ng n sa pamayan pampanitik

napakingg isang an an
ang teksto napakin
g gang
isyu
usapan
F3PN-IVd- F3WG- F3PT- F3PU- F3KM- F3EP-IVh-6 F3PL-Oa-j-

7 IVcd-4 IVdh-3.2 IVd-f- IVd- 3
Nakapag Natutukoy 4 3.1 Nagagamit ang
Naibibigay la ang Nagaga Nakasus mga Naipamam
ang paksa larawan kahuluga mit ang ulat ng nakalarawang alas ang
ng ng mga n ng mga malaki isang balangkas sa paggalang
kuwento o bagay, tambalang at talata pagtatala ng sa ideya,
sanaysay hayop, salita na maliit impormasyon o damdamin
na tao, at nananatili na letra Nakasusul datos na at kultura
napakingg lugar sa ang at mga at ng isang kailangan ng may
an pamayan kahulugan bantas talata akda ng
an sa tungkol sa tekstong
pagsul MAGLAGI napakingg
4 NG-LING
at ng an o
mga FALLS
nabasa
salitan Ng
g Caditaan,
natutun Ragay,
an sa Camarine
aralin s Sur
mga
salitan
g
katutub
o,
salitan
NILALAMAN
(Content)
g
hiram
at mga
salitan
g
dinaglat
Pagsasalita Pagbasa Pagsulat Pagpap

Gramati Palabigkas Kaalam Pag- a halaga
Pakikinig ka an at an unlad ng Estratehi sa
LING (Pag-unawa Kamalaya Pag- Pagsula ya sa Wika,
(Wikang (Kayaria Pagkilala sa Aklat Talasali Komp
GO sa ng unawa t at Pag- Literasi
Binibigk n ng sa Salita at taan osi
Napakinggan) Ponolohiy sa Pagbay aaral at
as) Wika) Limbag syon
a Binasa bay Panitika
n
F3PN-IVe-8 F3PS- F3WG- F3PT-IIIg- F3PB- F3KM- F3EP- F3PL-
IVe- IVe-f- 1.4/1.5 IV3- IVae- IVd-h-6 0a-j-6
Napagsusunod 3.6 5 Nakagag 12.4 1.5
sunod ang mga Naiuulat Nagaga amit ng Naisas Nasisi Nagagam Naipakik
pangyayari ng nang mit ang mga alay pi it ang ita ang
kuwentong pasalita mga pahiwatig say nang mga pagtang
napakinggan ang mga salitang upang muli wasto nakalara gap sa
napanoo kilos sa malaman ang at wang mga
5 d na pag- ang binasan maayo balangka ideya ng
patalast uusap kahuluga g teksto s ang s sa nabasan
as tungkol n ng mga nang liham pagtatala g akda o
sa iba’t salita may ng teksto
ibang paggamit tamang impormas
gawain ng mga pagkak yon o
sa palatand a datos na
tahanan, aang sunod- kailangan
paaralan, nagbibiga sunod
NILALAMAN
(Content)
at y ng sa
pamayan kahuluga tulong
an han ng
(kasing balangk
kahuluga as
n/
kasalunga
t)
F3PN-IVf-1.4 F3WG- F3KP-IVb- F3PT- F3PB- F3PY- F3EP- F3PL-

IVe-f- f- IVdh-3.2 IVf- IVb-h- IVd-h-6 Oa-j-7
Nakasusunod 5 6 Napagya 14 2
sa panutong Nagaga Nakapagp yaman Nakapa Nababay Nagagam Naipakik
may 3 – 4 mit ang a ang gbi bay it ang ita ang
hakbang mga palit at talasalitaa bigay nang mga hilig sa
salitang nakapagd n sa ng wasto nakalara pagbasa
kilos sa arag dag pamama wakas ang mga wang
pag- ng mga gitan ng ng salita balangka
uusap tunog pagbubuo binasan natutuna s sa
6
tungkol upang ng g n sa pagtatala
sa iba’t makabuo mga kuwent aralin/ ng
ibang ng bagong o batayan impormas
gawain bagong salita g yon o
sa salita mula sa talasalita datos na
tahanan, salitangu an/ kailangan
paaralan, gat salitang
at dinaglat/
pamayan salitang
an hiram
NILALAMAN
(Content)
F3PN-IVf-14 F3PS- F3WG- F3PP-IVc- F3AL- F3EP- F3PL-

IVg- IVgh-6 g-2 IVg-j14 IVb-i-4 Oa-j -7
Nakapagbibiga 2.7 Nagagam Naiko
y Nagaga it nang Nababasa kompara Nagagam Naibaba
ng sariling mit ang wasto ang mga ang it nang hagi ang
wakas sa magagal ang mga salitang mga aklat wasto karanas
napakinggang ang na pang- hiram/natut sa ang silid- an sa
7 kuwento pananali abay na uhan pamama aklatan pagbasa
ta sa naglalara sa aralin gitan ng nakalimb upang
pagtang wan ng pagkakat ag at makahik
gap ng isang ulad at electronic ayat ng
panauhi kilos o pagkakai na pagkahili
n gawi ba batay kagamita g sa
sa pisikal n pagbasa
na anyo

(Pag- Gramatika Palabigk Kaalama Pag- halaga sa
LING unawa (Wikang (Kayarian Kamalaya asan at n unlad ng
Pag- Pagsulat Estratehiya sa Wika,
GO sa ng unawa at Kompos Pag-aaral Literasi at
Binibigk ng Wika) Pagkilala sa Aklat at Talasali
Napaking Ponolohiy sa Pagbayb i syon Panitikan
as) sa Salita Limbag taan
gan) a Binasa ay
(tauhan
tagpuan
tema)
F3PN-IVh- F3WG- F3KP- F3PT- F3PB- F3PY- F3EP-IVd-h-6
6.6 IVgh-6 IVd-h- IVdh-3.2 IVh- IVb-h-
Nagaga 9 Natutuko 13 2 Nagagamit ang
Naisasalay mit nang Nakapagb y ang Nakapa Nababay mga
8
say muli wasto i bigay ng kahuluga gb bay nang nakalarawang
ang ang mga mga n ng mga ibigay wasto balangkas sa
napakingg pang- salitang tambalang ng ang mga pagkalap ng
ang teksto abay na magkaka salita na mungka salitang impormasyon o
NILALAMAN
(Content)
sa tulong naglalara tugma nananatili hing natutuna kailangan

balangkas wan ng ang solusyo n sa
isang kahuluga n sa aralin/
kilos o n suliranin batayan
gawi g g
nabasa talasalit
sa isang aan/
teskto o salitang
napanoo dinaglat/
d salitang
hiram
F3PN-IVi- F3PS- F3WG- F3KP-IVi- F3PB- F3EP-IVc-2.3 F3PL-0a-
16 IVi- IVi-j- 11 IVi16 j -7
3.1 7 Naibibig Nabibigyangkah
Natutukoy Naiuula Nagaga Napagsas ay ang ulugan ang Naibaba
ang t nang mit nang ama ang buod o graph hagi ang
mahahala pasalita wasto mga lagom ng karanasa
gang ang ang katinig at tesktong n sa
9 detalye naobse pang- patinig binasa pagbasa
kaugnay r ukol upang upang
ng bahang (ukol sa, makabuo makahik
paksang pangya para sa, ng salitang ayat ng
narinig yari laban sa, may pagmam
tungkol diptonggo ahal sa
sa) pagbasa

(Pag- Gramatika Palabigk Kaalama Pag- halaga sa
LING unawa (Wikang (Kayarian Kamalaya asan at n unlad ng
Pag- Pagsulat Estratehiya sa Wika,
GO sa ng unawa at Kompos Pag-aaral Literasi at
Binibigk ng Wika) Pagkilala sa Aklat at Talasali
Napaking Ponolohiy sa Pagbayb i syon Panitikan
as) sa Salita Limbag taan
gan) a Binasa ay
NILALAMAN
(Content)
F3PN-IVd- F3WG- F3AL- F3PT-IVj- F3KM- F3PL-

7 IVi-j- IVg-j14 1.10 IVj- 0a-j -2
7 Naiku Nakagag 3.2 Nagaga
Naibibigay Nagaga kumpara amit ng Nakasus mit ang
ang paksa mit nang ang mga mga ulat ng wika
ng wasto kuwento pahiwatig liham bilang
kuwento o ang pang- sa upang panga tugon
sanaysay ukol pamama malaman ngalakal sa
na (ukol sa, gitan ng ang sariling
napakingg para sa, pagkakat kahuluga panga
an laban sa, ulad at n ng mga ngailanga
tungkol pagkakai salita n at
10 sa) ba batay tulad ng sitwasyo
sa pisikal paggamit n
na anyo ng mga
tauhan palatand
tagpuan aang
tema nagbibig
ay ng
kahulugah
an
(na
depinisyo
n ng
salita)
LEARNING COMPETENCY LEARNING MATERIALS

Ang Learning Materials ay naka-upload sa CODE *Ang mga Learning Materials na ito ay mahahanap sa mga aklat na
http://lrmds.deped.gov.ph/. ipinadala sa mga paaralan.
UNANG MARKAHAN
Una
Naisasagawa ang maayos na pagpapakilala F3TA-Ia-13.1 1. Kayumanggi Wika 3. 1998. p. 5 (Letter B)*
ng sarili 2. Pagdiriwang ng Wikang Filipino 1. 1997. pp. 4-5. (Gawin, Letter A)*
NILALAMAN
(Content)
Nagagamit ang pangngalan sa F3WG-Ia-d-2 Landas sa Wika 3. 1997. p. 49 (Paunlarin, Letter B)*
pagsasalaysay tungkol sa mga tao, lugar at
bagay sa paligid
Naiuugnay ang binasa sa sariling F3PB-Ia-1 Sibol 3. 2000. P.40 (Pagyamanin)*
karanasan
Nasisipi nang wasto at maayos ang isang F3PU-Ia-c-1.2 Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.96-97 (Tandaan Mo at
talata Subukin Mo)*
Ikalawa
Nagagamit ang pangngalan sa F3WG-Ia-d-2 Landas sa Wika 3. 1997. Pp. 49 (Paunlarin, Letter B)*
bagay sa paligid
Natutukoy ang mga salitang magkakatugma F3KP-Ib-f-8 Sibol 3. 2000. p.5. (GAWIN, no.6) *
Nasasagot ang mga tanong tungkol sa F3PB-Ib-3.1 Sibol 3. 2000. p. 4. (Unawain) *
tekstong binasa tugma
Nagagamit ang iba’t ibang bahagi ng aklat F3EP-Ib-h-5 1. Kayamanan ng Lahi 3.2000.pp. 149-152*
sa pagkalap ng impormasyon 2. Umuunlad sa Filipino 3. 1999.pp. 173,174,175,176*
3. Filipino: Sinag ng Lahi 3. pp. 2-8*
Ikatlo
Nakakaga mit ng mga pahiwatig upang F3PT-Ic-1.4 Ang Bagong Batang Pinoy.Filipino 2.2013.pp.13 (Sanayin Natin)
malaman ang kahulugan

ng mga salita paggamit ng mga palatan
daang nagbibigay ng kahuluga han (kasing
kahulugan)
Nakasusunod sa nakasulat na panuto F3PB-Ic-2 1. Kayamanan ng Lahi.Pagbasa 3.2000. pp.145-148*
2. Sagisag ng Lahi Filipino 3. 1999. pp.57-58 (Letter C at D)*
Ikaapat
NILALAMAN
(Content)
Nagagamit ang pangngalan sa F3WG-Ia-d-2 Landas sa Wika 3. 1997. pp. 49 (Paunlarin, Letter B)*
bagay sa paligid
Nasasagot ang mga tanong tungkol sa F3PB-Id-3.1 Sibol 3. 2000. p.26. (Unawain)*
tekstong binasa (kuwento)
Nababaybay nang wasto ang mga salitang F3PY-Id-2.2 PRODED Filipino.Katulad o Kasalungat?3C.1997
natutunan sa aralin
Nakakagamit ng diksyunaryo F3EP-Id-6.1 1. Landas sa Pagbasa 3. pp. 100-101 (Paggamit ng Diksyunaryo)*
2. Sining sa Pagbasa 4.p. 171 (Paunlarin ang Talasalitaan),179-180,184-186
(Hanggang C lamang)*
Ikalima
Naisasakilos ang tulang napakinggan F3PN-Ie-5
Nagagamit sa usapan ang mga salitang F3WG-Ie-h-3 Landas sa Wika 3. 1997. pp. 62-63(maliban sa paunlarin)(mula sa DANE
pamalit sa ngalan ng tao (ako, ikaw, siya) Publishing House, Inc.)*
Nailalarawan ang mga elemento ng kuwento F3PBH-Ie-4 Pagdiriwang ng Wikang Filipino 2.2003.pp.177. (Sagutin)*
(tauhan, tagpuan, banghay)
Naka susulat nang may wastong baybay, F3KM-Ie-g-3 1.Pag-unlad sa Wika 3.1989,1991,1994,1996. p. 41. (Subukin Mo)*
bantas, at gamit ng malaki at maliit na letra 2.PRODED Filipino.Mga Sangkap sa Pagsulat.16A. 1997
upang maipahayag ang ideya, damdamin o
reaksyon sa isang paksa o isyu
Nagagamit ang iba’t ibang bahagi ng aklat F3EP-Ib-h-5 1. Kayamanan ng Lahi 3.2000.p. 149-152*
sa pagkalap ng impormasyon 2. Umuunlad sa Filipino 3.Esteem Enterprises. 1999.p. 173,174,175,176*
3. Filipino: Sinag ng Lahi 3. Abiva Publishing House Inc.p. 2-8*
Ikaanim
Nakasusunod sa panutong may 2 – 3 F3PN-If-1.3
hakbang
Nagagamit ang magalang na pananalita sa F3PS-If-12 1. Pag-unlad sa Wika 3. 1989, 1991, 1994 & 1996. pp.
angkop na sitwasyon pakikipag usap sa 12(Sabihin Mo) and13 (Subukin Mo)* 2. Kayumanggi Wika 3.
matatanda at hindi kakilala 1998. p. 17*
Nagagamit sa usapan ang mga salitang F3WG-Ie-h-3 Landas sa Wika 3. 1997. pp. 62-63(maliban sa paunlarin)*
pamalit sa ngalan ng tao kami, tayo, kayo
NILALAMAN
(Content)
at sila
Ikapito
Nakakaga mit ng pahiwatig upang malaman F3PT-Ic-1.5 Ang Bagong Batang Pinoy Filipino 2. 2013. p. 205. (letter B)*
ang kahulugan ng mga salita tulad ng
paggamit ng mga palatan daang nagbibigay
ng kahuluga han (kasa lungat)
Naisasalay say muli ang binasang teksto F3PB-Ig-12.1 1. Kayamanan ng Lahi.Pagbasa 3.2000.pp.99 (letter B);102 (Gawin Ito,
nang may tamang pagkaka sunod-sunod ng Pagsasanay), 104 (Pagsasanay, Letter A)*
mga pangyayari 2. Filipino 3.Sagisag ng Lahi.1999. pp.106-108 (maliban sa Letter B)*
Nagagamit ang malaki at maliit na letra at F3PU-Ig-i-4 BALS. Sa Likod ng Isang Awit. 2005.
mga bantas sa pagsulat ng; mga salitang
natutunan sa aralin parirala pangungusap
Nakagagamit ng diksyunaryo F3EP-Id-6.1 1. Landas sa Pagbasa 3.1997.pp. 100-101 (Paggamit ng Diksyunaryo)*
2. Sining sa Pagbasa 4.pp. 171 (Paunlarin ang Talasalitaan),179-180,184-186
(Hanggang C lamang)*
Ikawalo
Nagagamit ang panghalip bilang pamalit sa F3WG-Ie-h-3.1 1. Pag-unlad sa Wika 3. 1989, 1991, 1994 & 1996. pp. 16-18 (Maliban sa
pangngalan may panandang ang Letter C at D)*
(ito/iyan/iyon) 2. Kayumanggi 3. 1998. P. 87 (Pagyamanin ang Aralin)*
Nakapagbibigay ng wakas ng binasang F3PB-Ih-14 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.190-192*

kuwento 2. Filipino 2 Wika at Pagbasa.1992,1996.p. 235 (Basahin at Sagutin Natin)*
3. PRODED Filipino. Ano Kaya Ang Mangyayari? 10-A-C .1997
5.Kayamanan ng Lahi.Pagbasa 3.2000. (Sagutin, Gawin Ito, Pagsasanay)*
Nababaybay nang wasto ang mga salitang F3PY-Ih-2.1
may tatlo o apat na
pantig
NILALAMAN
(Content)
Nagagamit ang iba’t ibang bahagi ng aklat F3EP-Ib-h-5 1. Kayamanan ng Lahi 3.pp. 149-152*
3. Filipino: Sinag ng Lahi 3.pp. 2-8*
Ikasiyam
Nagagamit ang panghalip bilang pamalit sa F3WG-Ie-h-3.1 1. Pag-unlad sa Wika 3. 1989, 1991, 1994 & 1996. Pp. 16-18 (Maliban sa
pangngalan (ito/iyan/iyon) Letter C at D)*
2. Kayumanggi 3. 1998. p. 87 *
Nakakaga mit ng pahiwatig upang malaman F3PT-Ic-1.5 Ang Bagong Batang Pinoy Filipino 2. 2013. p. 205. (letter B)
ang kahulugan ng mga salita tulad ng
paggamit ng mga palatandaang nagbibigay
ng kahuluga han (ka salungat)
Ikasampu
Napagya yaman ang talasalitaan sa pama F3PT-Ij-2.3 Pag-unlad sa Wika 3. 1989, 1991,1994,1996.pp.67-68 (Alamin Mo at Sabihin
magitan ng paggamit ng magkasing Mo), 73 (Alamin Mo), 75 (Subukin
kahulugan at magka salungat namga salita Mo)*
IKALAWANG MARKAHAN
Una
Nagagamit ang pangngalan sa F3WG-IIa-c-2 1. Landas sa Wika 3. 1997. pp. 49 (Letter B)*
pagsasalaysay tungkol sa mga tao, lugar, 2. Kayumanggi Wika 3. 1998. p. 60*
bagay at mga pangyayari sa paligid
Naiuugnay ang binasa sa sariling karanasan F3PB-IIa-1
Nagagamit ang iba’t ibang bahagi ng aklat F3EP-IIa-d-5 1. Kayamanan ng Lahi 3. 2000.pp. 149-152*
3. Filipino: Sinag ng Lahi 3.Abiva Publishing House Inc.pp. 2-8*
Ikalawa
Nagagamit ang magalang na pananalita sa F3PS-IIb-12.5 1. Pag-unlad sa Wika 3. 1989,1991, 1994, & 1996. pp. 7,12 (Sabihin Mo),42,45
angkop na sitwasyon (pagpa paliwanag) (Sabihin Mo)*
2. Kayumanggi Wika 3. 1998. P. 16-17 *
3. Landas sa Wika 3. 1997. Pp. 35-37(Gawin at Paunlarin)(mula sa DANE
Publishing Inc.)*
NILALAMAN
(Content)
4. Landas sa Wika at Pagbasa 2. 1999. P. 7, 15-16 (mula sa DANE Publishing,

Inc.)*
Nasisipi nang wasto at maayos ang isang F3PU-IIa-1.2 Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.96-97 (Subukin Mo)*
talata
Ikatlo
Nasasagot ang mga tanong tungkol sa F3PN-IIc-3.1.1
napakinggang tula
Nagagamit ang pangngalan sa F3WG-IIa-c 1. Landas sa Wika 3. 1997. pp. 49 (Letter B)*
pagsasalaysay tungkol sa mga tao, lugar , 2. Kayumanggi Wika 3. 1998. p. 60.(Roman numeral no. 1)*
bagay at mga pangyayari sa paligid
Nababasa ang mga salitang may klaster F3PP-IIc-d-2.3 1. Sibol 3.2000. p.57 *
Ikaapat
Nababasa ang mga salitang may klaster F3PP-IIc-d-2.3 Sibol 3.2000. p.57 *
Nasasagot ang mga tanong tungkol sa F3PB-I-d-3.1 Pag-unlad sa Wika 3. 1989, 1991,1994,1996.pp.66-67 (Sagutin Mo)*
tekstong binasa tula
Ikalima
Naisasagawa ang maayos na pagpapakilala F3PS-IIb-2.5 Landas sa Wika 3. 1997. pp. 15-18. (Gawin at Paularin)*
ng ibang tao
Ikapito
Naisasalaysay muli ang binasang teksto F3PB-IIg-12.2 Sibol 3 .2000. p. 118. (Unawain)*
nang may tamang pagkakasunod-sunod sa
tulong ng pamatnubay na tanong
Ikawalo
Nabibigyang-kahulugan ang dayagram F3EP-IIh-i-2.3 1. Landas sa Pagbasa 3.1997.pp. 200-201 (Paggamit ng Grap) (Dane
Publishing House Inc.)*
2. Umuunlad sa Filipino 3. 1999.pp. 179,180,181,182*
Ikasiyam
Nakapagbibigay ng wakas ng binasang F3PB-IIi-14 Pagdiriwang ng Wikang Filipino 2. 2003. pp. 191-192. (Gawin at Sulatin)*
kuwento
NILALAMAN
(Content)
IKATLONG MARKAHAN

Una
Nasisipi nang wasto at maayos ang mga F3PU-IIIa-e-1.2 1.Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.96-97. (Subukin Mo)*
talata 2.Landas sa Wika 3.1999. p. 195. (mula sa DANE Publishing House, Inc.)*
Ikalawa
Nagagamit ang angkop na pagtatanong F3WG-IIIa-b-6 1. Pag-unlad sa Wika 3. 1989, 1991, 1994 & 1996. pp. 52 (Subukin Mo)*
tungkol sa mga tao, bagay, lugar at 2. Landas sa Wika 3. 1997. pp. 66-69 (Maliban sa Letter B ng pahina 69)*
pangyayari ano, sino, saan, ilan, kalian, ano-
ano, sino-sino
Ikatlo
Nabibigyang-kahulugan ang graph F3EP-IIIce-2.3 1. Landas sa Pagbasa 3. 1997.p. 200-201 (Paggamit ng Grap)*
2. Umuunlad sa Filipino 3.Esteem Enterprises.1999.p. 179,180,181,182*
Ikaapat
Nakapaglalarawan ng mga tao, hayop, F3WG-IIIc-d-4 Landas sa Wika 3. 1997. p. 79 (Paunlarin, letter A)*
bagay at lugar sa pamayanan
Nasasabi ang paksa o tema ng binasang F3PB-IIId-10 Ang Bagong Batang Pinoy.Filipino 2.2013.pp.301-302. (Sanayin natin at
teksto Linangin Natin)
Nagagamit ang malaki at maliit na letra at F3PU-IIId-2.6 Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.123-126*
mga bantas sa pagsulat ng mga salitang
dinaglat
Ikalima
Nagagamit ang tamang salitang kilos/ F3WG-IIIe-f-5 Pag-unlad sa Wika 3. 1989, 1991, 1994 & 1996. Pp. 57 (Sabihin Mo. Letter
pandiwa sa pagsasalaysay ng mga personal B)*
na karanasan
NILALAMAN
(Content)
Nasisipi nang wasto at maayos ang mga F3KM-IIa-e-1.2 1. Pag-unlad sa Wika 3.1989,1991,1994,1996.p. 195. (Letter C), 196 (Subukin
liham Mo)*
2. Landas sa Wika 3. 1999. p. 200. (Letter B)*
Ikaanim
Naibibigay ang sariling hinuha bago, habang F3PN-IIIf-12 Pagdiriwang ng Wikang Filipino 2. 2003. p. 124*
at pagkatapos mapakinggang teksto
Nagagamit ang tamang salitang kilos/ F3WG-IIIe-f-5 Pag-unlad sa Wika 3. 1989, 1991, 1994 & 1996. pp. 57 (Sabihin Mo. Letter
pandiwa sa pagsasalaysay ng mga personal B)*
na karanasan
Nakapagbibigay ng angkop na pamagat sa F3PB-IIIf-8 Sining sa Pagbasa 4.1998.J.C.Palabay Enterprises,Inc.pp.78-81 (Gawin
binasang teksto Natin)*
Ikapito
Nagagamit nang wasto ang mga pang-abay F3WG-IIIh-6 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 132-133 (Magsanay, Letter A at
na naglalarawan ng isang kilos o gawi B)*
2. Kayumanggi Wika 3. 1998. pp. 140-142 (Isagawa Natin, Letter A-C)*
3. Landas sa Wika 3. 1999. pp. 131 -132 (Maliban sa Paunlarin , 137-138
(Maliban sa Paunlarin, Letter B), 142-144(
Maliban sa letter C)*
Naisasalaysay muli ang binasang teksto F3PB-IIIg-12.3 Sibol 3. 2000. P. 146-147 (Gawin)*
nang may tamang pagkaka sunod-sunod
Nagagamit ang malaki at maliit naletra at F3PU-IIIg-2.6 Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.123-126*
mga bantas sa pagsulat ng mga salitang
dinaglat
Ikawalo
Nagagamit nang wasto ang mga pang-abay F3WG-IIIh-6 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 132-133 (Magsanay, Letter A at
(Maliban sa Paunlarin, Letter B), 142-144(
Maliban sa letter C)*
Ikasiyam
NILALAMAN
(Content)
Nakapagbibigay ng wakas ng binasang F3PB-IIIi-14 Sibol 3. 2000. P. 147 ( Pagyamanin)*

kuwento
Nakasusulat ng talata nang may wastong F3KM-IIIi-3.2 Pag-unlad sa Wika 3.1989,1991,1994,1996.p. 101 (Subukin Mo)*
baybay, bantas at gamit ng malaki at maliit
na letra upang maipahayag ang ideya,
damdamin o reaksyon sa isang paksa o
isyu
Ikasampu

Naibibigay ang buod o lagom ng tesktong F3PB-IIIj-16 1. Kayamanan ng Lahi.Pagbasa 3.2000.pp.118,119*
binasa 2. Sibol 3. 2000. p. 66 (Unawain at Gawin)*
IKAAPAT NA MARKAHAN
Una
Nasasagot ang mga tanong tungkol sa F3PN-IVa 3.1.3 Pag-unlad sa Wika 3. 1989, 1991, 1994, 1996. pp. 50*
napakinggang / usapan
Nagagamit ang angkop na pagtatanong F3WG-IVab-6 Landas sa WIka 3. 1997. pp. 68-69. (Paunlarin, Letter A)*
tungkol sa mga tao, hayop, bagay, lugar at
pangyayari (ano, sino, saan, ilan, kalian,
ano-ano, sino-sino)
Nasisipi nang wasto at maayos ang mga F3PU-IVa-e-1.5 Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.
talata 96-97. (Subukin Mo)* Landas sa Wika 3.1999. p.
195*
Ikalawa
Nagagamit ang angkop na pagtatanong F3WG-IVab-6 Landas sa WIka 3. 1997. pp. 68-69 (Paunlarin, Letter A)*
tungkol sa mga tao, hayop, bagay, lugar at
pangyayari (ano, sino, saan, ilan, kalian,
ano-ano, sino-sino)
NILALAMAN
(Content)
Nakagagamit ng mga pahiwatig upang F3PT-IIIg-1.4/1.5 BALS. May Kakayahan Ka Ba?. 2005
malaman ang kahulugan ng mga salita
ng kahulugahan (context
clues)kasingkahulugan/ kasalungat
Nakasusunod sa nakasulat na panuto F3PB-IVb- 2 Pagdiriwang ng Wikang Filipino 2. 2003. P. 40 (Sulatin)*
Ikatlo
Nagagamit ang naunang kaalaman o F3PN-IVc-2 1. Filipino 2. 1992, 1996. pp. 138-142*
karanasan sa pag-unawa ng napakinggang 2.Pag-unlad sa Wika 3. p. 56*
teksto
Nakapagla larawan ng mga bagay, hayop, F3WG-IVc-d-4 Landas sa Wika 3. 1997. p. 80 (Letter C, No. 2 )*
tao, at lugar sa pamayanan
Nabibigyang-kahulugan ang graph F3EP-IVc-2.3 1. Landas sa Pagbasa 3.1997.p. 200-201 (Paggamit ng Grap)*
2. Umuunlad sa Filipino 3. 1999.p. 179,180,181,182*
Ikaapat
Nakapagla larawan ng mga bagay, hayop, F3WG-IVc-d-4 Landas sa Wika 3. 1997. p. 80 (Letter C, No. 2)*
tao, at lugar sa pamayanan
Nakasusulat ng isang talata F3KM-IVd-3.1 1. Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.96-97 (Subukin Mo)*
2. Landas sa Wika 3. 1999. p.194 (Gawin, Letter B)*
Ikalima
Nagagamit ang mga salitang kilos sa pag- F3WG-IVe-f-5 Landas sa Wika 3. 1997. pp. 116-117(Paunlarin, Letter A)*
uusap tungkol sa iba’t ibang gawain sa
tahanan, paaralan, at pamayanan
Nakagagamit ng mga pahiwatig upang F3PT-IIIg-1.4/1.5 BALS. May Kakayahan Ka Ba?. 2005
malaman ang kahulugan ng mga salita
ng kahulugahan (kasing kahulugan/
kasalungat)
Nasisipi nang wasto at maayos ang liham F3KM-IVa-e-1.5 1. Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.195, 196 (Subukin Mo)*
2. Landas sa Wika 3. 1999. p. 200 (Letter B)((mula sa DANE Publishing
House, Inc.)*
NILALAMAN
(Content)
Ikaanim
Nagagamit ang mga salitang kilos sa pag- F3WG-IVe-f-5 Landas sa Wika 3. 1997. pp. 116-117. (Paunlarin, Letter A)*
uusap tungkol sa iba’t ibang gawain sa
tahanan, paaralan, at pamayanan
Ikapito
Nagagamit nang wasto ang mga pang-abay F3WG-IVg-h-6 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 132-133 (Magsanay, Letter A at
(Maliban sa Paunlarin, Letter B), 142-144
(Maliban sa letter C)*
Nababasa ang mga salitang F3PP-IVc-g-2 1. Pagdiriwang ng Wikang Filipino 2.2003.p. 171 (Tandaan)*
hiram/natutuhan sa aralin
Ikawalo
Nagagamit nang wasto ang mga pang-abay F3WG-IVg-h-6 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 132-133 (Magsanay, Letter
na naglalarawan ng isang kilos o gawi A at B)*
3. Landas sa Wika 3. 1999. pp. 131 -132 (Maliban sa PAunlarin , 137-138
(Maliban sa Paunlarin, Letter B), 142-144 (Maliban sa letter C)*
Ikasiyam
Naibibigay ang buod o lagom ng tesktong F3PB-IVi-16 1. BALS. Ang Pagsasaka. 2005. (Aralin 1)
binasa
Nabibigyang-kahulugan ang graph F3EP-IVc-2.3 1. Landas sa Pagbasa 3. 1997.pp. 200-201 (Paggamit ng Grap)*
2. Umuunlad sa Filipino 3. 1999.p. 179,180,181,182*
Ikasampu
Nakasusulat ng liham panga ngalakal F3KM-IVj-3.2 1. PRODED Filipino.Sumulat ng Liham 18C.1997
NILALAMAN
(Content)

Pasig City
MUSIC, ARTS, PHYSICAL EDUCATION,

HEALTH
(MAPEH)
Grades 3
May 2016
NILALAMAN
(Content)
GRADE 3
ELEMENTS OF MUSIC
CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM demonstrates 1. performs simple 1. relates images with sound

understanding of the ostinato and silence within a MU3RH-Ia-1
1. Sound and Silence basic patterns/simple rhythmic pattern
2. Steady Beats concepts of rhythm rhythmic
accompaniments 2. maintains a steady beat
3. Simple Rhythmic
Pattern on classroom when chanting, walking,
instruments and tapping, clapping, and MU3RH-Ib-h-2
4. Ostinato
other sound playing musical
sources to a given instruments
song
3. claps, taps, chants,
walks, and plays musical
2. sings songs with
instruments in response
correct rhythm to sound with the correct
rhythm
3.1 in measures of 2s, MU3RH-Ia-c-3
3s, and
4s
3.2 echo clapping
3.3 marching
3.4 dancing the waltz
4. claps the written stick
notation on the board
MU3RH-Id-4
representing the sound
heard
NILALAMAN
(Content)
4. plays simple ostinato

patterns with classroom
instruments and other sound MU3RH-Id-h-5
sources
6. creates simple ostinato

patterns in measures of
MU3RH-Ie-6
2s, 3s, and 4s through
body movements
7. creates ostinato patterns
in different meters using
MU3RH-If-7
combination of different
sound sources

SECOND QUARTER
II. MELODY demonstrates sings the melody of a 1. identifies the pitch of a
understanding of the song tone as:
1. Pitch basic with accurate pitch 1.1 high – higher
2. Melodic Lines concepts of melody 1.2 moderately high – MU3ME-IIa-1
3. Melodic Patterns higher
and Contour 1.3 moderately low – lower
1.4 low – lower
2. matches the correct pitch
of tones
MU3ME-IIa-2
2.1 with the voice
2.2 with an instrument
3. relates movements with
MU3ME-IIb-3
levels of pitch
NILALAMAN
(Content)
4. matches the voice with MU3ME-IIb-c-

the pitches of a melody 4
5. recreates simple patterns
MU3ME-IIb-5
and contour of a melody
6. sings entire simple songs
with accurate pitch
6.1 Favorite Children’s
Songs
6.1.1 “Do – Re – Mi”
6.1.2 “What Can We Do
MU3ME-IIc-6
Today”
6.2 Folksongs
6.2.1 “Manang Biday”
6.2.2 “Paruparong Bukid”
6.2.3 “Atin Cu Pung
Singsing”
III. FORM demonstrates sings, plays, and 7. identifies the beginning,
understanding of the performs (through body middle, and ending of a MU3FO-IId-1
1. Musical Lines basic movements) a chosen song
2. Musical concepts of musical song showing the basic
8. identifies musical lines as
Beginning, Middle, and form concepts of musical
8.1 similar
End lines, beginnings,
endings and repeats 8.2 same
3. Repeats in music 8.3 different through MU3FO-IId-2
movements and
geometric shapes or
objects
9. recognizes repetitions
MU3FO-IId-3
within a song
NILALAMAN
(Content)

10. sings repetitions of
musical lines MU3FO-IIe-4
independently
11. plays repetitions of
MU3FO-IIf-5
musical lines
12. renders a song
confidently, giving
appropriate emphasis on MU3FO-IIg-h-6
the beginning and on the
ending
THIRD QUARTER
IV. TIMBRE demonstrates applies vocal 1. recognizes differences in
understanding of the techniques in singing to sound quality coming from a
1. Voice Production produce a pleasing variety of sound sources
basic concepts of
vocal quality: recognizes differences in MU3TB-IIIa-1
Techniques timbre sound quality coming from a
2. Variation in Sound 1. using head tones variety of sound sources such
Quality 2. employing proper trains, waves, water falls.
breathing 2. responds to differences in
2.1 Similar
3. using the diaphragm
3. 2.2 Different sound quality with
MU3TB-IIIa-2
Introduction to appropriate
Musical movement
Instruments 3. recognizes musical
instruments through MU3TB-IIIb-3
sound
NILALAMAN
(Content)
4. identifies and compares

the voices of:
4.1 classmates as they sing
MU3TB-IIIb-4
or speak
4.2 selected popular singers
in recordings
5. compares the use of the
voice in speaking and in MU3TB-IIIb-5
singing
6. uses the voice and other
sources of sound to
MU3TB-IIIc-6
produce a variety of
timbres
V. DYNAMICS demonstrates sings songs with proper 7 interprets the dynamics of
understanding of the dynamics following a
1. Volume of Sound basic concepts of basic song through body
conducting gestures 7. movements MU3DY-IIId-1
in dynamics in order to
2. Music 7.21 small movement –
respond to conducting
Conducting and gestures using symbols soft big movement –
Dynamics indicating variances in loud
dynamics 8 distinguishes “loud,”
MU3DY-IIId-2
“medium,” and “soft” in music
9 relates dynamics to the
movements of animals MU3DY-IIId-3
e.g.

9.1 elephant walking – loud
9.2 mice scurrying – soft
relates dynamics to
NILALAMAN
(Content)
the movements of
animals, transportation
e.g. 9.1 elephant walking – loud
9.3 train moving
10 uses terms “loud,”

“medium,” and “soft”
(louder, softer) to MU3DY-IIIe-4
identify changes and
variations in volume
11 responds to conducting
gestures of the teacher
for “loud” and “soft”
E.g. MU3DY-IIIe-h-
11.1 Teacher’s palm down 5
means “soft” and palm
up means “loud.”
11.2 Hands moving farther
from each other mean
sound becomes louder.
12 uses varied dynamics to
enhance poetry, chants,
MU3DY-IIIf-h6
drama, songs and
musical stories
FOURTH QUARTER
NILALAMAN
(Content)
VI. TEMPO demonstrates enhances performance 1. mimics animal

understanding of the of poetry, chants, movements according to
1. Speed of Sound in concepts of tempo in drama, musical stories, speed
Music order to respond to and songs 1.1 horse – fast
MU3TP-IVa-1
1.1 Fast conducting symbols by using a variety of 1.2 carabao – slow
1.2 Slow indicating variations in tempo 1.3 turtle – slow
2. Conducting and tempo 1.4 rabbit - fast
Tempo 1.5 dog – fast
2. sings songs with proper
tempo following basic MU3TP-IVa-2
conducting gestures
3. relates movement to
changes and variations in MU3TP-IVb-3
tempo
4. responds with movement
to tempo changes
4.1 (i.e. doing locomotor MU3TP-IVb-c-
and non-locomotor 4
movements) to a
variety of tempo in
recorded music
5. distinguishes among fast,

moderate, and slow in MU3TP-IVb-5
music
6. uses the terms: fast,
moderate, and slow,
MU3TP-IVb-6
(faster, slower etc.) to
identify tempo changes
NILALAMAN
(Content)
and variations
7. sings songs with

designated tempo
E.g. MU3TP-IVa-c-
7.1 Lullaby – slow 7
7.2 Joyful songs – fast
VII. TEXTURE demonstrates sings 8. demonstrates the
understanding of the 1. “two-part rounds” concept of texture by
1. Single Melodic basic concepts of 2. “partner songs” singing “two-part
Line or texture rounds”
Simultaneous E.g. MU3TX-IVd-f-
8.1 “Are You Sleeping, 1
2. Occurrence of Brother John?”
Multiple
8.2 “Row, Row, Row Your
Melodic Lines
Boat”
Distinction
8.3 “Musika Ay Di Kukupas”
Between
9. demonstrates the
Thinness and
concept of texture by singing
Thickness in
“partner songs E.g.
Music 9.1 “Leron, Leron Sinta” MU3TX-IVd-f-
9.2 “Pamulinawen” 2
9.3 “It’s A Small World”
9.4 “He’s Got the Whole
World in His Hands
10. distinguishes between
single musical line and
MU3TX-IVd-f-
multiple musical lines
3
which occur
simultaneously
NILALAMAN
(Content)
11. distinguishes
MU3TX-IVg-
between thinness
h-
and thickness of
4
musical sound
GRADE 3
ELEMENTS OF MUSIC

FIRST QUARTER

7. Simple Rhythmic
8. Ostinato
sources to a given instruments
song
5. claps, taps, chants,
walks, and plays musical
4. sings songs with
correct rhythm to sound with the correct
rhythm
3s, and
4s
5.2 echo clapping
5.3 marching
NILALAMAN
(Content)

MU3RH-Id-4
heard
sources

MU3RH-Ie-6
body movements
MU3RH-If-7
sound sources

SECOND QUARTER
2.4 low – lower
NILALAMAN
(Content)

of tones
MU3ME-IIa-2
3.1 with the voice
MU3ME-IIb-3
levels of pitch
MU3ME-IIb-5
with accurate pitch
Songs
7.1.1 “Do – Re – Mi”
MU3ME-IIc-6
Today”
7.2 Folksongs
Singsing”
9.1 similar
endings and repeats 9.2 same MU3FO-IId-2
6. Repeats in music 9.3 different through
movements and
NILALAMAN
(Content)
geometric shapes or
objects
MU3FO-IId-3
within a song

independently
MU3FO-IIf-5
musical lines
12. renders a song
confidently, giving
ending
THIRD QUARTER
understanding of the techniques in singing to sound quality coming from a
1. Voice Production produce a pleasing variety of sound sources
basic concepts of
vocal quality: recognizes differences in MU3TB-IIIa-1
Techniques timbre sound quality coming from a
2. Variation in Sound 4. using head tones
variety of sound sources such
Quality 5. employing proper trains, waves, water falls.
2.1 Similar breathing 2. responds to differences in
6. using the diaphragm sound quality with MU3TB-IIIa-2
3. 2.2 Different
appropriate
NILALAMAN
(Content)
Introduction to movement
Musical
Instruments
3. recognizes musical
instruments through MU3TB-IIIb-3
sound
the voices of:
MU3TB-IIIb-4
or speak
in recordings
singing
sources of sound to
MU3TB-IIIc-6
timbres
Dynamics indicating variances in loud
dynamics 8 distinguishes “loud,”
MU3DY-IIId-2
“medium,” and “soft” in music
e.g.
NILALAMAN
(Content)

9.1 elephant walking – loud Picture of train
9.2 mice scurrying – soft in a railway
relates dynamics to station
the movements of
9.3 train moving

E.g. MU3DY-IIIe-h-
MU3DY-IIIf-h6
drama, songs and
musical stories
NILALAMAN
(Content)
FOURTH QUARTER
MU3TP-IVa-1
conducting gestures
tempo
to tempo changes
and non-locomotor 4
movements) to a
variety of tempo in
recorded music

music
NILALAMAN
(Content)

moderate, and slow,
(faster, slower etc.) to MU3TP-IVb-6
and variations
7. sings songs with
designated tempo
E.g. MU3TP-IVa-c-
Simultaneous E.g. MU3TX-IVd-f-
9.1 “Are You Sleeping, 1
2. Occurrence of Brother John?”
Multiple
9.2 “Row, Row, Row Your
Melodic Lines
Boat”
Distinction
9.3 “Musika Ay Di Kukupas”
Between
10. demonstrates the
Thinness and
concept of texture by singing
Thickness in
“partner songs E.g.
Music 10.1 “Leron, Leron Sinta” MU3TX-IVd-f-
World in His Hands
single musical line and MU3TX-IVd-f-
multiple musical lines 3
NILALAMAN
(Content)
which occur
simultaneously
11. distinguishes
MU3TX-IVg-
between thinness
h-
and thickness of
4
musical sound
GRADE 3
ELEMENTS OF MUSIC

FIRST QUARTER

11. Simple Rhythmic
12. Ostinato
instruments
NILALAMAN
(Content)
sources to a given 7. claps, taps, chants,

song walks, and plays musical
6. sings songs with to sound with the correct
correct rhythm rhythm
3s, and
4s
7.2 echo clapping
7.3 marching
MU3RH-Id-4
heard
sources

MU3RH-Ie-6
body movements
MU3RH-If-7
sound sources

NILALAMAN
(Content)
SECOND QUARTER
3.4 low – lower
of tones
MU3ME-IIa-2
4.1 with the voice
MU3ME-IIb-3
levels of pitch
MU3ME-IIb-5
with accurate pitch
Songs
8.1.1 “Do – Re – Mi”
MU3ME-IIc-6
Today”
8.2 Folksongs
Singsing”
NILALAMAN
(Content)

10.1 similar
endings and repeats 10.2 same
9. Repeats in music 10.3 different through MU3FO-IId-2
movements and
geometric shapes or
objects
MU3FO-IId-3
within a song

independently
MU3FO-IIf-5
musical lines
12. renders a song
confidently, giving
ending
THIRD QUARTER
understanding of the techniques in singing to sound quality coming from a MU3TB-IIIa-1
variety of sound sources
NILALAMAN
(Content)
1. Voice Production basic concepts of produce a pleasing recognizes differences in

Techniques timbre vocal quality: sound quality coming from a
2. Variation in Sound 7. using head tones variety of sound sources such
trains, waves, water falls.
Quality 8. employing proper
breathing 2. responds to differences in
2.1 Similar sound quality with
9. using the diaphragm MU3TB-IIIa-2
3. 2.2 Different appropriate
Introduction to movement
Musical 3. recognizes musical
Instruments instruments through MU3TB-IIIb-3
sound
the voices of:
MU3TB-IIIb-4
or speak
in recordings
singing
sources of sound to
MU3TB-IIIc-6
timbres
loud
NILALAMAN
(Content)
Dynamics indicating variances in 8 distinguishes “loud,”

MU3DY-IIId-2
dynamics “medium,” and “soft” in music
e.g.

9.1 elephant walking – loud
relates dynamics to
the movements of
9.3 train moving

E.g. MU3DY-IIIe-h-
NILALAMAN
(Content)

MU3DY-IIIf-h6
drama, songs and
musical stories
FOURTH QUARTER
MU3TP-IVa-1
conducting gestures
tempo
to tempo changes
and non-locomotor 4
movements) to a
variety of tempo in
NILALAMAN
(Content)

recorded music

music
moderate, and slow,
(faster, slower etc.) to MU3TP-IVb-6
and variations
7. sings songs with
designated tempo
E.g. MU3TP-IVa-c-
Simultaneous E.g.
10.1 “Are You Sleeping, MU3TX-IVd-f-
2. Occurrence of Brother John?” 1
Multiple
10.2 “Row, Row, Row
Melodic Lines
Your Boat”
Distinction
10.3 “Musika Ay Di
Between
Kukupas”
NILALAMAN
(Content)
Thinness and 11. demonstrates the

Thickness in concept of texture by singing
Music “partner songs E.g.
11.1 “Leron, Leron Sinta” MU3TX-IVd-f-
World in His Hands
single musical line and
MU3TX-IVd-f-
multiple musical lines
3
which occur
simultaneously
11. distinguishes
MU3TX-IVg-
between thinness
h-
and thickness of
4
musical sound
GRADE 3

Grade 3 – NUTRITION – 1ST QUARTER (H3N)
A. Good Nutrition and Health The learner… The learner… The learner…
1. Concept of Malnutrition
demonstrates consistently 1. describes a healthy person H3N-Iab-11
understanding of the demonstrates good
NILALAMAN
(Content)
2. Forms of importance of decision-making 2. explains the concept of

malnutrition(undernutrition nutritional guidelines skills in malnutrition H3N-Iab-12
and overnutrition) and balanced diet making food choices
2.1. Protein-Energy Malnutrition in good nutrition and 3. identifies nutritional
(PEM) H3N-Icd-13
health problems
2.2. Micronutriental Deficiencies
4. describes the
2.2.1. Vitamin A – Night characteristics, signs and H3N-Ief-14
Blindness symptoms, effect of the
2.2.2. Vitamin B – Beri-beri various forms of
2.2.3. Vitamin C – Scurvy malnutrition
2.2.4. Votamin D – Rickets
2.2.5. Iron – Anemia 5. discusses ways of
2.2.6. Iodine – Goiter preventing the various
2.2.7. Calcium – Rickets/ forms of malnutrition H3N-Ief-15
Osteoperosis
2.3. Overweight and obesity
B. Nutritional Guidelines for 6. identifies the nutritional

Filipinos guidelines for Filipino H3N-Igh-16
(with emphasis on items with *)
1. Eat variety of foods every 7. discusses the different
day to get the nutrients nutritional guidelines H3N-Ii-17
needed by the body*
2. Breastfeed infants
exclusively from birth up to 6 8. realizes the importance
months then give of following nutritional H3N-Ij-18
appropriate complementary guidelines
foods while continuing 9. describes ways of
breastfeeding for 2 years maintaining healthy
and beyond for optimum lifestyle H3N-Ij-19
growth and development
NILALAMAN
(Content)
3. Eat more vegetables, and

fruits everyday to get the
essential vitamins, 10. evaluates one’s lifestyle
minerals and fiber for
regulation of body
processes*
4. Consume fish, lean
meat, poultry, egg, dried
beans or nuts daily for
growth and repair of
body tissues*
5. Consume milk, milk
H3N-Ij-20
products and other
calcium-rich foods, such
as small fish and
shellfish everyday for
healthy bones and teeth*
6. Consume safe foods and
water to prevent diarrhea
and other food and
water-borne diseases*
NILALAMAN
(Content)
7. Use iodized salt to 11. adopts habits for a

prevent Iodine Deficiency healthier lifestyle H3N-Ij-21
Disorders
8. Limit intake of salty,
fried, fatty and sugar-rich
foods to prevent
cardiovascular diseases*
9. Attain normal body
weight through proper
diet and moderate
physical activity to
maintain good health and
help prevent obesity.
10. Be physically active,
make healthy food
choices, manage stress,
avoid alcoholic
beverages and do not
smoke to help prevent
lifestylerelated non-
communicable
diseases.*
NILALAMAN
(Content)

Grade 3 – PERSONAL HEALTH / PREVENTION AND CONTROL OF DISEASES AND DISORDERS - 2ND QUARTER (H3PH/DD)
A. Concept of health and The learner… The learner… The learner…
wellness
demonstrates an consistently practices 1. describes a healthy and an
unhealthy person H3PH-IIa-9
understanding of the healthy habits to
nature of and the prevent and control
B. Common Childhood Diseases prevention of diseases 2. identifies common childhood H3DD-IIbcd-
1. Common diseases diseases diseases 1
2. General risk factors
2.1. Heredity 3. identifies risk factors for H3DD-IIbcd-
2.2. Environment diseases 2
2.3. Lifestyle identifies risk factors for
3. Effects diseases such as drinking of
water from Malinao Spring
found at Banga Caves,
Ragay, Cam. sur
4. discusses the different risk H3DD-IIbcd-
factors for diseases 3
5. gives an example of health H3DD-IIbcd-

condition under each risk 4
factor
6. explains the effects of H3DD-IIbcd-

common diseases 5
NILALAMAN
(Content)
C. Preventive Measures for 7. explains measures to H3DD-IIefg6

Common prevent common diseases
Childhood Diseases
8. explains the importance of
1. Proper Hygiene
proper hygiene and building H3DD-IIh-7
2. Environmental Sanitation up one's body resistance in
3. Building up one’s body the prevention of diseases
resistance through healthy
lifestyle
3.1. Proper Nutrition
3.2. Adequate Rest and
Sleep 9. demonstrates good
3.3. Regular Physical selfmanagement and
H3DD-IIij-8
Activities good-decision making-
4. Specific protection through skills to prevent common
immunization diseases
5. Regular health and dental
check-up

Grade 3 - CONSUMER HEALTH – 3RD QUARTER (H3CH)
A. Introduction to consumer The learner… The learner… The learner… H3CH-IIIab-
education and its 1. defines a consumer 1
components (health demonstrates demonstrates critical
information, products and understanding of thinking skills as a
2. explain the components
services) factors that affect the wise consumer of consumer health H3CH-IIIab-
choice of health 2
NILALAMAN
(Content)
B. Factors that influence the information and 3. identify different factors

choice of goods and products that influence the H3CH-IIIbc3
services choice of goods and
1. Personal (interest, services
preference)
4. discusses the different
2. Economic (budget) factors that influence
3. Psychological (emotion) choice of goods and
4. Ethical (values) services
H3CH-IIIbc4
5. Environmental/Social
(family, peers, media,
trends)
C. Skills of a wise consumer 5. describes the skills of a H3CH-IIIde-
1. Budgeting wise consumer 5
2. Bargaining (negotiation)
3. Data collection (collecting
data or learning more
about the product
through literature, etc.)
4. Comparison buying
6. demonstrates consumer
5. Communication and H3CH-IIIde-
skills for given simple
assertiveness (writing or situations 6
reporting a complaint
regarding a defective or
fraudulent good/service)
D. Consumer Rights 7. identifies basic H3CH-IIIfg-7

1. Right to basic needs consumer rights
2. Right to safety
3. Right to information
NILALAMAN
(Content)

4. Right to choose
5. Right to representation
6. Right to redress
8. practices basic consumer
7. Right to consumer rights when buying H3CH-IIIfg-8
education
8. Right to a healthy
environment
E. Consumer Responsibility
1. Critical awareness (ask 9. identify consumer
questions on the quality, H3CH-IIIh-
responsibilities
use and prices of goods 9
and services)
2. Action (assertiveness)
3. Social concern
(awareness on the impact
of consumption on other
citizens)
4. Environmental
awareness (understand
environmental 10. discusses consumer
consequences of responsibilities H3CH-IIIi10
consumption)
5. Solidarity-(organize
together as consumers to
develop strength and
influence to promote and
protect interests)
NILALAMAN
(Content)
F. Sources of reliable health

information
1. Government agencies such
as
Department of Health,
Department of Education, 11. identifies reliable
Department of Trade and sources of health H3CH-IIIj11
Industry information
2. Health Professionals such
as licensed doctor, dentist,
nurse, health, educator
3. Printed materials such as
health books, pamphlets,

brochures, and
magazines produced by
health professionals or
legitimate health
institutions
Grade 3 – INJURY PREVENTION, SAFETY AND FIRST AID – 4TH QUARTER (H3IS)
A. Road safety The learner… The learner… The learner…
1. Road safety practices as
pedestrian demonstrates demonstrates 1. explains road safety practices H3IS-IVab19
1.1. Cross safely using understanding of consistency in as a pedestrian
the pedestrian lane risks to ensure road following safety rules explains road safety
(with an safety and in the to road safety and in practices as a pedestrian
accompanying adult community. the community. and safety practices as a
spelunker or adventurer in
NILALAMAN
(Content)
or cross in groups) Agrupacion caves and Octoc

1.2. Follow road crossing beach found at Ragay, Cam.
procedure: Stop, Sur
Look and Listen
1.3. Obey traffic rules and
road signs 2. demonstrates road safety
1.4. Walk facing traffic practices for pedestrian
(best chance to see H3IS-IVab20
approaching vehicles)
1.5. Walk on the sidewalk
1.6. Be aware of bikers
and runners while 3. explains basic road safety
walking. practices as a passenger H3IS-
2. Road safety as passenger IVcd21
2.1. Choosing a safe spot
to sit on
2.2. Using the designated 4. demonstrates road safety
loading and unloading practices as a passenger H3IS-
zones IVcd22
2.3. Keep all body parts
inside the vehicle
2.4. Line up properly
when entering
boarding vehicle and
allow exiting
passengers to get off
first.
5. explains the meaning of
traffic signals and road H3IS-IVe-23
signs
NILALAMAN
(Content)

2.5. Step down only from 6. describes dangerous,
the vehicle when it destructive, and
comes to a complete disturbing road situations
stop that need to be reported H3IS-IVf-24
2.6. Not running into the to authorities
street
2.7. Do not distract the
driver 6. displays self-
3. Road hazards and management skills for road
accident prevention safety.
3.1. Road hazards such displays self-
as open manhole, management skills for
road safety and in going H3IS-IVg25
slippery surface,
crowded sidewalk, to beaches like
uneven surface, poor Dematera beach at
lighting Lower Omon, Ragay,
3.2. Self-management Cam. Sur.
skills
B. Community safety 8. identifies hazards in the
1. Hazards in the community community H3IS-IVh-26
1.1. Natural
hazards(landslide,
volcano, earthquake, 9. follows safety rules
typhoon, tsunami, to avoid accidents in the
etc.) community
H3IS-IVi-27
1.2. Human-caused
hazards
NILALAMAN
(Content)
(crime and violent

acts)
2. Safety guidelines
2.1. Participate in
family/community
disaster drills
2.2. Be vigilant (do not
talk to strangers; do
not invite a stranger to 10. recommends
the house; do not preventive action for a safe
H3IS-IVj-28
accept anything from community
a stranger)
2.3. Report to a trusted
adult or authority any
suspicious looking
person or suspicious
actions
2.4. Use safe routes for
walking in the
community

CONTENT STANDARDS STANDARDS LEARNING COMPETENCY CODE MATERIALS
2.5. Know places/people to go
when seeking help.
NILALAMAN
(Content)

DepEd Complex, Meralco Avenue Pasig City
MATHEMATICS
Grade 3
August 2016
NILALAMAN
(Content)
GRADE 3
CONTENT PERFORMANCE
LEARNING COMPETENCY LEARNING MATH
CONTENT STANDARDS STANDARDS CODE
MATERIALS EQUIPMENT
The learner... The learner... The learner...
Grade 3- FIRST QUARTER
1. Lesson Guide in Elem.
Numbers and 1. demonstrates 1. is able to Math 3 pp. 1 – 14
Number understanding recognize, 2. BEAM LG Gr. 3
Sense of whole represent, Module
numbers up compare, and 1.1 – Whole Numbers
to 10 000, order whole 3. Lesson Guide in Elem.
ordinal numbers up to Math Grade 3. 2005.
numbers up 10 000, and pp.
to 100th, and money up to
1-10
money up to PhP1000 in
PhP1000. various forms
and contexts. Math Grade 3. 2010.
1. visualizes numbers up to pp.
2. demonstrates M3NS-Ia-
2. is able to 10 000 with emphasis on 1-10
understanding 1.3
recognize and numbers 1001 - 10000. 5. Lesson Guide in Elem.
of addition
and represent, Math Grade 3. 2012.
subtraction of ordinal pp. 1-10
whole numbers numbers up to
including money 100th in various
forms and
contexts.
3. is able to apply
addition and
subtraction of
whole numbers
including
NILALAMAN
(Content)
money in
mathematical
problems and
real-life
situations.
NILALAMAN
(Content)
1. Lesson Guide in Elem. Cuisenaire

Math 3 pp. 15 – 17 Rods/Number
2. BEAM LG Gr. 3 Sticks,
Module 250 pcs/set
1.1 – Whole Numbers
3. MTB-MLE Group –
Teacher’s Guide
Math Grade 3. 2005.
pp.
2. gives the place value and
M3NS-Ia- 15-19
value of a digit in 4- to 5-
10.3 5. Lesson Guide in Elem.
digit numbers.
Math Grade 3. 2010.
pp.
15-18
6. Mathematics for
Everyday Use Grade
3.
1997. pp. 11-13
Math Grade 3. 2012.
pp. 15-18
CONTENT
CONTENT PERFORMANCE
STANDARDS STANDARDS CODE
MATERIALS EQUIPMENT
NILALAMAN
(Content)

Math 3 pp. 18 - 27
2. BEAM LG Gr. 3
Module
Teacher’s Guide
Math Grade 3. 2005.
3. reads and writes pp.
M3NS-Ia-
numbers up to 10 000 in 19-28
9.3
symbols and in words. 5. Lesson Guide in Elem.
Math Grade 3. 2010.
pp.
18-23; 23-28
6. Mathematics for
Everyday Use Grade 3.
1997. pp. 2-7*
Math Grade 3. 2012.
pp. 1-10
NILALAMAN
(Content)

Math 3 pp. 37 – 40
2. BEAM LG Gr. 3
Module
3. DLP Gr. 4 Module 5
Teacher’s Guide
Math Grade 3. 2005.
4. rounds numbers to the pp.
M3NS-Ib-
nearest ten, hundred and 37-44
15.1
thousand.. 6. Lesson Guide in Elem.
Math Grade 3. 2010.
pp.
37-44
Math Grade 3. 2012.
pp.
37-44
8. Mathematics for
Everyday Life Grade 4.
CONTENT
CONTENT PERFORMANCE
LEARNING COMPETENCY MATH
STANDARDS STANDARDS CODE LEARNING MATERIALS
EQUIPMENT
2000. pp. 10-13*
9.NFE Accreditation and
Equivalency Learning
Material. Estimation.
2001. pp. 4-7
NILALAMAN
(Content)
1. BEAM LG Gr. 3 Module

Teacher’s Guide
Math Grade 3. 2005.
5. compares numbers up to pp.
M3NS-Ib-
10 000 using relation 28-33
12.3
symbols. 4. Lesson Guide in Elem.
Math Grade 3. 2010.
pp.
28-33
5. Mathematics for
1997. pp. 14-18*
6. orders 4- to 5-digit numbers MTB-MLE Group –
M3NS-Ib-
in increasing or Teacher’s Guide
13.3
decreasing order.
7. identifies ordinal numbers 1. MTB-MLE Group –
from 1st to 100th with Teacher’s Guide
emphasis on the 21st to M3NS-Ic- 2. Mathematics for
100th object in a given set 16.3 Everyday Life Grade
from a given point of 4. 2000. pp. 12-13
reference.
8. recognizes coins and bills M3NS-Ic-
up to PhP1 000. 19.2
Math 3 pp.49 – 51
9. reads and writes money in 2. BEAM LG Gr. 3 Module
symbols and in words M3NS-Ic- 1.3 – Whole Numbers
through PhP1 000 in 20.2
3.DLP Gr. 3 Module 8,
pesos and centavos.
Gr.
4 Module 48
NILALAMAN
(Content)
4.MTB-MLE Group –
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Teacher’s Guide
Math Grade 3. 2005.
pp.
49-52
Math Grade 3. 2010.
pp.
49-52
Math Grade 3. 2012.
pp. 49-52
NILALAMAN
(Content)

Math 3 pp.52 – 56
2. BEAM LG Gr. 3
Module
Teacher’s Guide
10. compares values of the Math Grade 3. 2005.
different denominations of pp.
M3NS-Id-
coins and bills through 52-56
22.2
PhP1 000 using relation 5. Lesson Guide in Elem.
symbols. Math Grade 3. 2010.
pp.
52-57
6. Mathematics for
1997. pp. 22-25*
Math Grade 3. 2012.
pp. 52-57*
Math 3 pp.70 – 80
11. adds 3- to 4-digit 2. DLP Gr. 3 Module 12,
numbers up to three 13
M3NS-Id-
addends with sums up to 3. MTB-MLE Group –
27.6
10 000 without and with Teacher’s Guide
regrouping. 4. Lesson Guide in Elem.
Math Grade 3. 2005.
pp. 69-72
CONTENT
CONTENT PERFORMANCE LEARNING MATH
LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT
NILALAMAN
(Content)

Math Grade 3. 2010.
pp.
70-73
6. Proded Mathematics.
14A: Finding Sums
Without Regrouping
7. Mathematics for
1997. pp. 32-35*
1. LG in Elem. Math 3
pp.81 – 84
Teacher’s Guide
Math Grade 3. 2005.
12. estimates the sum of 3- to
pp.
4digit addends with M3NS-Ie31
80-84
reasonable results.
Math Grade 3. 2010.
pp.
81-85
6. Mathematics for
Everyday Life Gr. 4.
2000. pp. 14-17*
NILALAMAN
(Content)

Math 3 pp.85 – 90
Teacher’s Guide
13. adds mentally 2-digit and Math Grade 3. 2005.
1digit numbers without or M3NS-Ie- pp.
with regrouping using 28.7 84-88
appropriate strategies. 5. Lesson Guide in Elem.
Math Grade 3. 2010.
pp.
85-90
6. Mathematics for
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
1997. pp. 51-53*
7.Lesson Guide in Elem.
Math Grade 3. 2012.
pp. 85-90
1. LG in Elem. Math 4
pp.35 – 36
14. adds mentally 2- to 3-digit Teacher’s Guide
numbers with multiples of M3NS-Ie- 3. Grade School
hundreds using 28.8 Mathematics Grade 4.
appropriate strategies. 2003. pp. 32-33
NILALAMAN
(Content)
4. Mathematics for
2000. pp. 28-29*
1. Lesson Guide in
Elem. Math 3 pp.95 –
99
Teacher’s Guide
4. Lesson Guide in
Elem.
Math Grade 3. 2005.
15. solves routine and
pp.
nonroutine problems
92-98
involving addition of whole
5. Lesson Guide in
numbers with sums up to M3NS-If-
Elem.
10 000 including money 29.3
Math Grade 3. 2010.
using appropriate problem
pp.
solving strategies and
95-100
tools.
6. Misosa Grade 4 Mod.
10
7. Mathematics for
Everyday Use Grade
3.
1997. pp. 54-59*
8. Grade School
Mathematics Grade 4.
2003. pp. 34-35
NILALAMAN
(Content)
9. Lesson Guide in
Elem.
Math Grade 3. 2012.
pp.
95-100
10. Mathematics for
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
2000. pp. 40-41*
16. creates problems
involving addition of M3NS-If-
whole numbers 30.3
including money.
NILALAMAN
(Content)

Math 3 pp.100 – 144
2. BEAM LG Gr. 3
Module 1 – Subtraction
3. DLP Gr. 3 Module 17,
18
Teacher’s Guide
17. subtracts 3-to 4-digit Math Grade 3. 2005.
numbers from 3- to 4-digit M3NS-Ig- pp.
numbers without and with 32.6 98-142
regrouping. 6. Lesson Guide in Elem.
Math Grade 3. 2010.
pp.
100-144
7. Mathematics for
1997. pp. 60-62*
8. Grade School
2003. pp. 38-39
Math 3 pp.145 – 148
2. BEAM LG Gr. 3
Module 1
18. estimates the difference – Subtraction
of two numbers with three 3. MTB-MLE Group –
M3NS-Ih36
to four digits with Teacher’s Guide
reasonable results. 4. Lesson Guide in Elem.
Math Grade 3. 2005.
pp.
142-146
NILALAMAN
(Content)
Math Grade 3. 2010.

pp.
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
145-149
6. Grade School
2003. pp. 40-41*
Math Grade 3. 2012.
pp.
145-149
8. Mathematics for
2000. pp. 36-37*
NILALAMAN
(Content)

Math 3 pp.149 – 154
2. BEAM LG Gr. 3
Module 1
– Subtraction
Teacher’s Guide
Math Grade 3. 2005.
pp.
146-151
19. subtracts mentally 1- to 2
– digits numbers without M3NS-Ih-
Math Grade 3. 2010.
and with regrouping using 33.5
pp.
appropriate strategies.
149-154
6. Mathematics for
1997. pp. 78-79
Math Grade 3. 2012.
pp.
149-154
8. Mathematics for
2000. pp. 38-39*
20. subtracts mentally 2- to 1. MTB-MLE Group –
3 – digits numbers with Teacher’s Guide
multiples of hundreds M3NS-Ii- 2. Grade School
without and with 33.6 Mathematics Grade 4.
regrouping using 2003. pp. 42-43*
appropriate strategies.
NILALAMAN
(Content)
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Math 3 pp.155 – 169
2. BEAM LG Gr. 3 Module
2 – Application of
Subtraction, Module 3 –
Application of Addition
and Subtraction
Gr.
4 Module 19
21. solves routine and Teacher’s Guide
nonroutine problems 5. Lesson Guide in Elem.
involving subtraction Math Grade 3. 2005.
without or with addition of M3NS-Ii- pp.
whole numbers including 34.5 152-158; 163-167
money using appropriate 6. Lesson Guide in Elem.
problem solving strategies Math Grade 3. 2010.
and tools. pp.
155-161; 165-169
7. Mathematics for
1997. pp. 81-82*
Math Grade 3. 2012.
pp.
155-161
9. Mathematics for
2000. pp. 42-43*
NILALAMAN
(Content)

involving addition and/or
M3NS-Ij-
subtraction of whole
35.4
numbers including money.
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Grade 3- SECOND QUARTER
1. BEAM LG Gr.2
Numbers and demonstrates is able to apply Module – Multiplication
Number understanding of multiplication and 23. visualizes multiplication of 2. MTB-MLE Group –
M3NS-IIa-
Sense multiplication and division of whole numbers 1 to 10 by 6,7,8 Teacher’s Guide
41.2 3. Mathematics for
division of whole numbers including and 9.
numbers including money in Everyday Life Grade 2.
money. mathematical 1999. pp.72-77*
problems and real- 24. visualizes and states MTB-MLE Group –
M3NS-IIa-
life situations basic multiplication facts Teacher’s Guide
41.3
for numbers up to 10.
NILALAMAN
(Content)

Math 3 pp.170 – 174
Teacher’s Guide
Math Grade 3. 2005.
25. applies the commutative M3NS-IIb- pp.
property of multiplication. 40.4 167-172
Math Grade 3. 2010.
pp.
170-175
Math Grade 3. 2012.
pp. 170-175
26. multiplies 2-digit by 1-digit 1. DLP Gr. 4 Module 29
numbers using the M3NS-IIb- 2. MTB-MLE Group –
distributive property of 40.5 Teacher’s Guide
multiplication.
27. multiplies three 1-digit 1. DLP Gr. 4 Module 26,
numbers using the Gr.
M3NS-IIb-
associative property of 5 Module 3
40.6
multiplication. 2. MTB-MLE Group –
Teacher’s Guide
28. multiplies 2- to 3-digit M3NS-IIc- 1.Lesson Guide in Elem.
numbers by 1-digit 43.1 Math 3 pp.185 – 193
numbers
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
NILALAMAN
(Content)
without or with 2. MTB-MLE Group –

regrouping. Teacher’s Guide
Math Grade 3. 2005.
pp.
172-177; 188-181
Math Grade 3. 2010.
pp.
175-180; 180-184
5. Mathematics for
1997. pp.88-89*
6. Mathematics for
2000. pp. 54-57*
7. Proded Math. III-A, III-
B & III-C: Multiplying
Whole Numbers
Without Regrouping
8. Proded Math. III-A &
III-
B: Multiplying Whole
Numbers With
Regrouping
29. multiplies 2-digit numbers Teacher’s Guide
M3NS-IIc-
by 2-digit numbers without 2. Mathematics for
43.2
regrouping. Everyday Use Grade
3. 1997. pp. 96-98*
30. multiplies 2-digit number 1. MTB-MLE Group –
by 2-digit numbers with M3NS-IIc- Teacher’s Guide
regrouping. 43.3 2. Mathematics for
NILALAMAN
(Content)
1997. pp. 104-106*
31. multiplies 2- to 3-digit 1. Lesson Guide in Elem.

M3NS-IId-
numbers by multiples of Math 3 pp.194 – 203
43.4 2. MTB-MLE Group –
10 and 100.
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Teacher’s Guide
Math Grade 3. 2005.
pp.
191-196; 196-201
Math Grade 3. 2010.
pp.
194-199; 199-203
5. Mathematics for
1997. pp. 110-111*
6. Grade School
2003. pp. 66-67
Math Grade 3. 2012.
pp.
194-203
8. Mathematics for
2000. pp. 52-53*
NILALAMAN
(Content)
32. multiplies 1- to 2- MTB-MLE Group –

M3NS-IId-
digit numbers by 1 Teacher’s Guide
43.5
000.
Teacher’s Guide
Math Grade 3. 2005.
pp.
201-205
33. estimates the product of
Math Grade 3. 2010.
2- to 3-digit numbers and M3NS-IId-
pp.
1- to 2-digit numbers with 44.1
208-211
reasonable results .
Math Grade 3. 2012.
pp.
204-208
5. Mathematics for
2000. pp. 62-63*
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
NILALAMAN
(Content)

Math 3 pp.212 – 215
Teacher’s Guide
Math Grade 3. 2005.
pp.
209-213
Math Grade 3. 2010.
pp.
34. multiplies mentally 2-digit
212-216
by 1-digit numbers without M3NS-IIe-
5. Mathematics for
regrouping with products 42.2 Everyday Use Grade 3.
of up to 100. 1997. pp. 116-117
6. Grade School
2003. pp. 70-71
Math Grade 3. 2012.
pp.
212-216
8. Mathematics for
2000.pp. 64-65*
NILALAMAN
(Content)

Math 3 pp.216 – 222
Teacher’s Guide
35. solves routine and
nonroutine problems
Math Grade 3. 2005.
involving multiplication
pp.
without or with addition
M3NS-IIe- 214-217; 217-220
and subtraction of whole
45.3 4. Lesson Guide in Elem.
numbers including money
Math Grade 3. 2010.
using appropriate problem
pp.
solving strategies and
216-223
tools.
5. Mathematics for
1997. pp. 122-125*
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Math Grade 3. 2012.
pp.
216-223
7.Mathematics for
Everyday Life
Grade 4. 2000. pp.
66-71*
involving multiplication or
M3NS-IIf-
with addition or
46.2
subtraction of whole
NILALAMAN
(Content)
37. visualizes and states the MTB-MLE Group –

multiples of 1- to 2-digit M3NS-IIf47 Teacher’s Guide
numbers.
38. visualizes division of 1. BEAM LG Gr.2 Module
numbers up to 100 by M3NS-IIg- 11 – Division
6,7,8,and 9 (multiplication 51.2 2. MTB-MLE Group –
table of 6, 7, 8, and 9). Teacher’s Guide
1. BEAM LG Gr.2 Module
39. visualizes and states
M3NS-IIg- 11 – Division
basic division facts of
51.3 2. MTB-MLE Group –
numbers up to 10.
Teacher’s Guide
Math 3 pp.229 – 236
Teacher’s Guide
Math Grade 3. 2005.
pp.
40. divides 2- to 3-digit 226-231; 240-246
numbers by 1- to 2- digit M3NS-IIh- 5. Lesson Guide in Elem.
numbers without and with 54.1 Math Grade 3. 2010.
remainder. pp.
229-236
26A,
B & C: Division of
Whole
Numbers Without
Remainder
NILALAMAN
(Content)
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
27A:
Finding the Quotients
Without Remainders
28A
& B: Division of Whole
Numbers With
Remainder
29A & 29B: Finding
Quotients With
Remainders
10. Mathematics for
Everyday Use Grade
3.
1997. pp. 129-134;
139-
147*
Math Grade 3. 2012.
pp.
229-242
12. Mathematics for
Everyday Life Grade
4.
2000. pp. 72-85*
13. Proded Math. III-A,
IIIB & III-C: Division of
Whole Numbers
NILALAMAN
(Content)
(Without
Remainder)
14. Proded Math. III-A,
IIIB & III-C: Division of
Whole Numbers (With
Remainder)
15. Proded Math. 27-A:
Finding the Quotients
Without Remainder
16. Proded Math. 29-A &
29-B: Finding Quotients
With Remainders
41. divides 2-3 digit numbers 1. Lesson Guide in Elem.

by 10 and 100 without or M3NS-IIh- Math 3 pp.270 – 275
with remainder. 54.2 2. BEAM LG Gr.3
Module-
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
NILALAMAN
(Content)
Application of Division
Teacher’s Guide
Math Grade 3. 2005.
pp.
268-274
Math Grade 3. 2010.
pp.
237-242; 270-276
7. Mathematics for
Everyday Use Gr. 3.
1997. pp. 136-138*
Math Grade 3. 2012.
pp.
270-276
9. Mathematics for
2000. pp. 86-87*
42. estimates the quotient of Teacher’s Guide
M3NS-IIi-
2- to 3- digit numbers by 2. Lesson Guide in Elem.
55.1
1- to 2- digit numbers. Math Grade 3. 2005.
pp. 240-246
NILALAMAN
(Content)

Math 3 pp.276 – 280
43. divides mentally 2-digit Teacher’s Guide
numbers by 1-digit 4. Lesson Guide in Elem.
M3NS-IIi-
numbers without Math Grade 3. 2010.
52.2
remainder using pp.
appropriate strategies. 276-280
5. Mathematics for
1997. pp. 148-150*
6. Grade School
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
2003. pp. 92-93*
7. Lesson Guide in
Elem.
Math Grade 3. 2012.
pp.
276-280
8. Mathematics for
Everyday Life Grade
4. 2000. pp. 88-89*
NILALAMAN
(Content)

Math 3 pp.281 – 292
11 – Division, Gr.3
Module – Application of
Division
Teacher’s Guide
44. solves routine and 4. Lesson Guide in Elem.
nonroutine problems Math Grade 3. 2005.
involving division of 2- to pp.
4-digit numbers by 1- to 2- 278-282; 283-286; 287-
digit numbers without or 291
M3NS-IIj-
with any of the other 5. Lesson Guide in Elem.
56.2
operations of whole Math Grade 3. 2010.
numbers including money pp.
using appropriate problem 281-293
solving strategies and 6. Mathematics for
tools. Everyday Use Grade 3.
1997. pp. 151-153*
Math Grade 3. 2012.
pp.
281-293
8. Mathematics for
2000.pp. 90-94*
involving division or with
M3NS-IIj-
any of the other
57.2
operations of whole
NILALAMAN
(Content)
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Grade 3- THIRD QUARTER
Numbers and demonstrates is able to recognize Math 3 pp.44 – 48, Gr.
Number understanding of and represent proper 5 p. 27
Sense proper and and improper, similar 2. DLP Gr. 3 Module 7
improper, similar and dissimilar and 3. BEAM LG Gr.3 Module
and dissimilar and equivalent fractions in 1.2
equivalent various forms and 4. MTB-MLE Group –
contexts. Teacher’s Guide
fractions.
Math Grade 3. 2005.
46.identifies odd and even M3NS- pp.
numbers. IIIa63 44-49
Math Grade 3. 2010.
pp.
44-49
7. Mathematics for
1997. pp. 19-21*
Math Grade 3. 2012.
pp. 44-49
NILALAMAN
(Content)

Math 3 pp.305 – 311
Teacher’s Guide
Math Grade 3. 2005.
47.visualizes and represents pp.
M3NS-IIIa-
fractions that are equal to 306-310
72.4
one and greater than one. 5. Lesson Guide in Elem.
Math Grade 3. 2010.
pp.
305-309; 309-312
6. Mathematics for
1997. p. 167*
7. Grade School
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
2003. pp. 104-105
Math Grade 3. 2012.
pp.
305-312
9. Mathematics for
2000. pp. 104-105*
NILALAMAN
(Content)
1. BEAM LG Gr.3
Module 1- Identify and
Order
Fractions
Teacher’s Guide
48.reads and writes fractions 3. Mathematics for
that are equal to one and M3NS-IIIb- Everyday Use Grade 3.
greater than one in 76.3 1997. pp.168-169*
symbols and in words. 4. Lesson Guide in Elem.
Math Grade 3. 2012.
pp.
305-312
5. Mathematics for
2000. pp. 104-105*
1. Lesson Guide in Elem. Beads, Ø16mm
49.represents fractions using
Math 4 p.188
regions, sets, and the
2. BEAM LG Gr.6
number line.
M3NS-IIIb- Module
Represents fractions using
72.5 22
regions, sets and number
line (Century Old Binuang
Math Grade 3. 2012.
Tree)
pp. 188-192
59
50.visualizes and represents M3NS-IIIc- Math 4 p.197
dissimilar fractions. 72.6 3. MTB-MLE Group –
Teacher’s Guide
4. MISOSA Grade 4
Module
NILALAMAN
(Content)
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
35
5. Lesson Guide in
Elem.
Math Grade 3. 2012.
pp.
197-200
6. Mathematics for
Everyday Life Grade
4. 2000. pp.96-97*
1. MISOSA Module Gr.6 –
Comparing Fractions
Teacher’s Guide
3. Proded
Mathematics.30A:
Comparing Parts of a
Whole, 30B:
Comparing Parts of a
51.visualizes, represents, and Set & 30C:
M3NS-IIId- Comparing Parts of
compares dissimilar
77.3 Fractions
fractions.
4. MISOSA Grade 4
Module
35
5. Mathematics for
Everyday Use Gr. 3.
1997. pp. 170-175*
6. Grade School
2003. pp. 106-109*
NILALAMAN
(Content)

2, Gr.6 Module 29
2. MISOSA Gr. 5 Module
– Ordering Dissimilar
52.visualizes, represents, and
Fractions
arranges dissimilar M3NS-IIId-
fractions in increasing or 78.3
Teacher’s Guide
decreasing order. 4. Mathematics for
1997. pp. 170-175*
5. Grade School
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
2003. pp. 108-109*
Material. Learning About
Fractions. 1998. pp. 10-
14
NILALAMAN
(Content)

Math 5 p.63
2
3. MISOSA Gr. 5 and 6
Modules –
Equal/Equivalent
Fractions
53.visualizes and generates M3NS-IIIe- Teacher’s Guide
equivalent fractions. 72.7 5. Lesson Guide in Elem.
Math Grade 3. 2012.
pp.
63-68
6. NFE Accreditation and
Material. Learning
About
Fractions. 1998. pp. 6-
9
Geometry demonstrates is able to recognize Teacher’s Guide
54.recognizes and draws a
understanding of and represent lines in 2. Grade School
point, line, line segment
lines, symmetrical real objects and Mathematics Grade 4.
and ray.
designs, and designs or drawings, M3GE- 2003. pp. 172-174*
recognizes and draws a
tessellation using complete symmetrical IIIe11 3. Mathematics for
point, line, line segment
square, triangle and designs, and create Everyday Life Grade 4.
and rays visible in the 2000. pp. 162-163*
other shapes that patterns of designs Alforte’s Ancestral House.
can tessellate. using square, triangle 4. BALS Video – Shapes
and other shapes that and Figures Around Us
can tessellate. 55.recognizes and draws 1. Lesson Guide in Elem.
M3GE-IIIf-
parallel, intersecting and Math 3 pp.330 – 337
12.1 2. DLP Gr. 3 Module 42
perpendicular lines.
NILALAMAN
(Content)
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
3. BEAM LG Gr.3
Module 7
– Line and Line
Segment
Teacher’s Guide
Math Grade 3. 2005.
pp.
327-335
Math Grade 3. 2010.
pp.
330-338
7. Grade School
2003. pp. 175-176
Math Grade 3. 2012.
pp.
330-338
9. Mathematics for
2000. pp. 164-165*
NILALAMAN
(Content)

Math 3 pp.338 – 344
3. BEAM LG Gr.3
Module 7
– Line and Line
Segment
Teacher’s Guide
56.visualizes, identifies 5. Lesson Guide in Elem.
and draws Math Grade 3. 2005.
M3GE-IIIf13
congruent line pp.
segments. 335-338; 338-341
Math Grade 3. 2010.
pp.
338-345
7. Grade School
2003. pp. 177-179*
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Math Grade 3. 2012.
pp.
338-345
9.Mathematics for
2000. pp. 166-167*
NILALAMAN
(Content)
57.identifies and visualizes 1. DLP Gr. 3 Module 44

symmetry in the 2. BEAM LG Gr.3 Module
environment and in 7
design. – Line and Line
M3GE-IIIg-
identifies and visualizes Segment
7.3
symmetry in the 3. MTB-MLE Group –
environment and in Teacher’s Guide
design of Alforte’s
Ancestral House
58.identifies and draws the MTB-MLE Group –
line of symmetry in a Teacher’s Guide
given symmetrical figure.
M3GE-IIIg-
identifies and draws the line
7.4
of symmetry in a given
symmetrical figure in the
Alforte’s Ancestral House.
Math 3 pp.357 – 362
7
– Line and Line
Segment
59.completes a symmetric Teacher’s Guide
M3GE-IIIh- 4. Lesson Guide in Elem.
figure with respect to a
7.5 Math Grade 3. 2005.
given line of symmetry.
pp.
353-359
Math Grade 3. 2010.
pp.
357-363
NILALAMAN
(Content)
Math Grade 3. 2012.

pp. 357-363
60.tessellates the plane using M3GE-IIIh- 1. Lesson Guide in Elem. Pattern Blocks, 250
triangles, squares and 8.3 Math 3 pp. 345 – 356 pcs/set
other shapes that can 2. MTB-MLE Group –
tessellate. Teacher’s Guide
tessellates the plane using
triangles, squares and
other shapes that can
tessellate. Tesselate the
BAYUHAN.
Patterns and demonstrates is able to apply 61.determines the MTB-MLE Group –
Algebra understanding of knowledge of missingterm/s in a given Teacher’s Guide
M3AL-IIIi-4
continuous and continuous and combination of
continuous
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
repeating patterns repeating patterns and repeating pattern.
and mathematical and number e.g.
sentences involving sentences involving
multiplication and multiplication or 4A,5B, 6A,7B,__
division of whole division of whole
numbers. numbers in various 1 2 3 4
situations. ___
NILALAMAN
(Content)
62.finds the missing value in

a number sentence
involving multiplication or
division of whole
numbers. M3AL-IIIj12
e.g.
n x 7 = 56
56 ÷ n = 8
Grade 3- FOURTH QUARTER
1. Lesson Guide in Elem. Digital Clock,
Measurement demonstrates is able to apply Math 3 pp.368 – 372 tabletop
understanding of knowledge of 2. MTB-MLE Group –
conversion of time, conversion of time, Teacher’s Guide Demonstration
linear, mass and linear, mass and 3. Lesson Guide in Elem. Clock
capacity measures capacity measures Math Grade 3. 2005. (Manipulative Clock,
and area of square and area of pp. Blackboard)
and rectangle. rectangle and square 63.visualizes, and represents, 364-368
in mathematical and converts time 4. Lesson Guide in Elem.
problems and real- measure from seconds to M3ME-IVa- Math Grade 3. 2010.
life situations. minutes, minutes to hours, 8 pp.
and hours to a day and 368-372
vice versa. 5. Lesson Guide in Elem.
Math Grade 3. 2012.
pp.
368-372
Material. 2001. Oras.
pp. 12-13
CONTENT
CONTENT PERFORMANCE LEARNING MATH
LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT
NILALAMAN
(Content)

Math 3 pp.363 – 367
2. BEAM LG Gr.2
Module 9Time
Measure, Gr. 3
Module 8
64. visualizes, and Teacher’s Guide
represents, and converts 4. Lesson Guide in Elem.
time measure Math Grade 3. 2005.
64.1 days to week, month pp.
and year and vice M3ME-IVa- 359-364
versa 9 5. Lesson Guide in Elem.
64.2 weeks to months and
Math Grade 3. 2010.
year and vice versa
pp.
64.3 months to year and
363-368
vice versa.
Math Grade 3. 2012.
pp.
363-368
7. Mathematics for
2000. pp. 198-199*
NILALAMAN
(Content)

Math 3 pp.376 – 379
2. BEAM LG Gr.3
Module 8
Teacher’s Guide
Math Grade 3. 2005.
pp.
65.visualizes, and represents, 372-376
and solves problems M3ME- 5. Lesson Guide in Elem.
involving conversion of IVb10 Math Grade 3. 2010.
time measure. pp.
376-380
Math Grade 3. 2012.
pp.
371-372
Material. 2001. Time.
pp.
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
13, 17-18
Material. Oras. 2001.
pp. 13-14, 19
NILALAMAN
(Content)
1. DLP Gr. 3 Module 45 Plastic Ruler, 12

2. BEAM LG Gr.3 inches or 30cm
Module 1
3. MTB-MLE Group – Double-pan
Teacher’s Guide Balance,
4. Lesson Guide in Elem. 500g
66.visualizes, and represents,
Math Grade 3. 2010.
and converts common
pp.
units of measure from
410-413
larger to smaller unit and
5. Mathematics for
vice versa: meter and Everyday Use Grade 3.
centimeter, kilogram and 1997. p. 219*
gram, liter and milliliter. 6. Mathematics for
visualizes, and represents, Everyday Life Grade 4.
and converts common 2000. pp. 188-189*
M3ME-
units of measure from 7. NFE Accreditation and
IVb39
larger to smaller unit and Equivalency Learning
vice versa: meter and Material. Measuring
centimeter, kilogram and Length. 2001. pp. 14-
gram, liter and milliliter. 15
Convert the dimensions of 8. NFE Accreditation and
the CENTURY OLD Equivalency Learning
BINUANG TREE found in Material. Measuring
Banga Caves, Ragay, Weight Part 1: The
Camarines Sur. Metric & English
Systems. 2001. pp. 18-
25
Material. Perimeter and
Areas. 1998. pp. 11-22
67.visualizes, and represents, 1. BEAM LG Gr.3
and solves routine and M3ME- Module 2
nonroutine problems IVc40 – Capacity
NILALAMAN
(Content)
involving conversions of 2. Lesson Guide in Elem.

common Math Grade 3. 2010.
pp.
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
units of measure. 413-417
Material. Measuring
Length. 2001. pp. 16-
18,
28-30, 34-45
Material. Perimeters
and
Areas. 1998. pp.
1415,18-19
NILALAMAN
(Content)
1. Lesson Guide in Elem. Set of Measuring

Math 3 pp.406 – 409 cups and Spoons
18 – Mass and Measuring cup,
Capacity, Gr.3 Module 250mL, plastic
1-Capacity
Liter Volume Set
Teacher’s Guide
(liter
Cases)
68.visualizes, and represents, Math Grade 3. 2005.
and finds the capacity of a M3ME- pp.
container using milliliter IVc41 406-409
and liter. 5. Lesson Guide in Elem.
Math Grade 3. 2010.
pp.
406-409
Math Grade 3. 2012.
pp.
406-409
7. BALS Video – Ang
Volume
69.visualizes, and represents, Math 3 pp.413 – 416
and solves routine and 2. MTB-MLE Group –
M3ME-
nonroutine problems Teacher’s Guide
IVd42 3. Lesson Guide in Elem.
involving capacity
measure. Math Grade 3. 2005.
pp. 409-413
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
NILALAMAN
(Content)
4.Lesson Guide in Elem.

Math Grade 3. 2012.
pp. 413-417
70.visualizes, and represents, MTB-MLE Group –
and measures area using M3ME- Teacher’s Guide
appropriate unit. IVd43
1. Lesson Guide in Elem. Square Units/Tiles,

Math 3 pp.388 – 397 10cm x 10cm,
2. Lesson Guide in Elem. plastic
Math Grade 3. 2005.
pp. Square Units/Tiles,
384-394 2.54 x 2.54cm,
3. Lesson Guide in Elem. plastic
Math Grade 3. 2010.
71.derives the formula for the pp.
M3ME-
area of a rectangle and a 388-393; 393-398
IVe44
square. 4. Lesson Guide in Elem.
Math Grade 3. 2012.
pp.
388-398
and
Areas. 1998. pp. 21-23
1. BEAM LG Gr.3 Module 4.
9
72.visualizes, and represents, – Area
and finds the area of a M3ME- 2. MTB-MLE Group –
rectangle and square in IVe45 Teacher’s Guide
sq.cm and sq. m. 3. Mathematics for
1997. pp. 211-213*
NILALAMAN
(Content)
1. Lesson Guide in Elem. 9.

Math 3 pp.398 – 405
73.solves routine and
nonroutine problems M3ME-
9
involving areas of squares IVf46
– Area
and rectangles.
Teacher’s Guide
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Math Grade 3. 2005.
pp.
394-402
Math Grade 3. 2010.
pp.
398-402;402-406
6. Mathematics for
1997. pp. 215-216*
Math Grade 3. 2012.
pp.
398-406
and
Areas. 1998. p. 24, 26
NILALAMAN
(Content)
74.creates problems involving

M3ME-
area of rectangle and
IVf47
square.
Statistics and demonstrates is able to create and 75.collects data on one MTB-MLE Group –
M3SP-IVg-
Probability understanding of bar interpret simple variable using existing Teacher’s Guide
1.3
graphs and representations of records.
outcomes of an data (tables and 1. Lesson Guide in Elem. 6.
event using the single bar graphs) Math 3 pp.430 – 433
terms sure, likely, and describe 2. BEAM LG Gr.4
equally likely, outcomes of familiar Module
unlikely, and events using the 15 – Bar Graphs
impossible to terms sure, likely, 76.sorts, classifies, and 3. MTB-MLE Group –
happen. equally likely, organizes data in tabular Teacher’s Guide
M3SP-IVg-
unlikely, and form and presents this 4. Lesson Guide in Elem.
2.3
impossible to happen. into a vertical or Math Grade 3. 2012.
horizontalbar graph. pp.
430-434
5. Mathematics for
2000. pp. 220-223*
NILALAMAN
(Content)
NILALAMAN
(Content)
Pasig City
MOTHER TONGUE
Grade 3
NILALAMAN
(Content)
GRADE 3
The learner demonstrates communication skills in talking about variety of topics using expanding vocabulary, shows
GRADE LEVEL
understanding of spoken language in different contexts using both verbal and non-verbal cues, vocabulary and language
STANDARD
structures, cultural aspects of the language, and reads and writes literary and informational texts.
Content Standard Performance Standard

Domain
The learner… The learner…
possesses expanding language skills and cultural awareness has expanding oral language to name and describe people, places,
Oral Language necessary to participate successfully in oral communication in and concrete objects and communicate personal experiences,
different contexts. ideas, thoughts, actions, and feelings in different contexts.
demonstrates the ability to read grade level words with sufficient reads with sufficient speed, accuracy, and proper expression in
Fluency
accuracy speed, and expression to support comprehension. reading grade level text.
Spelling demonstrates accurate spelling of grade level words. spells grade level words with accuracy.
uses expanding knowledge and skills to write clear coherent
demonstrates the ability to formulate ideas following the
Composing sentences, paragraphs, short stories, letters, and poems from a variety
conventional format/patterns of written language.
of stimulus materials.
Grammar demonstrates expanding knowledge and understanding of language speaks and writes correctly and effectively for different purposes
Awareness grammar and usage when speaking and/or writing. using the grammar of the language.
Vocabulary and
demonstrates extending knowledge and use of appropriate grade uses extending vocabulary knowledge and skills in both oral and
Concept
level vocabulary concepts written form.
Development
Listening demonstrates understanding of grade level literary and informational comprehends and appreciates grade level narrative and informational
Comprehension texts. texts.
Reading demonstrates understanding of grade level literary and informational comprehends and appreciates grade level narrative and informational
Comprehension texts. texts.
NILALAMAN
(Content)
Attitude
Towards manifests positive attitude towards language, literacy, and literature. sustains love and appreciation for language, literacy and literature
Reading
demonstrates expanding knowledge and skills to listen, read, and has expanding knowledge and skills to listen, read, and write for
Study Skills
write for specific purposes. specific purposes.
FIRST QUARTER
Vocabulary Attitude
Quarter Oral Grammar Listening Reading
Fluency Spelling Composing and Concept Towards Study Skills
Week/ Language Awareness Compre Compre
(F) (S) (C) Development Reading (SS)
Theme (OL) (GA) hension (LC) hension (RC)
(VCD) (ATR)
Quarter I – Knowing Myself and My Family
MT3OL-Ia-b- MT3F-Ia-c- MT3F-Ia-i- MT3C-Ia-e- MT3G-Ia-c- MT3VCD-Ia- MT3RC-Ia-b- MT3RC-Ia-b- MT3A-Ia-i- MT3SS-Ia-b-
6.2.2 1.4 1.6 2.5 4.2 b-1.4Uses 1.1.1 Notes 1.1.1Notes 5.2 8.2
Participates Reads aloud Correctly Writes poems, Differentiates words important important Expresses Fills out forms,
actively grade level spells riddles, count from unlocked details in details in love for stories giving the
Week 1 during class text with an the words in chants, and mass nouns. during grade level grade level and other texts appropriate
(a) sharing on accuracy of the list of raps. story narrative narrative by browsing information.
Theme: familiar topics 95 - 100%. vocabulary reading in texts: texts: the
My a. Character a. Character books read to
by making words and the meaningful
Family comments b. Setting b. Setting them and
words in the texts.
and I: c. Plot c. Plot asking to be
and asking selections
Likes and (problem & (problem & read more
questions read.
Dislikes solution) solution) stories and
Genre: using
texts.
Poem complete
sentences/
paragraphs.
Participates
actively
during class
NILALAMAN
(Content)
sharing on
familiar topics
like their trip
to Dematera
Beach Resort
in Lower
Omon,
Ragay,
Camarines
Sur by
making
comments
and asking
questions in a
complete
sentence.
MT3G-Ia-c-
1.2.1Uses
the correct
counters
for
mass nouns
(ex: a kilo of
meat)
MT3OL-Ia-b- MT3F-Ia-c- MT3F-IVa-i- MT3C-Ia-e- MT3G-Ia-c- MT3RC-Ia-b- MT3A-Ia-i- MT3SS-Ia-b-
Week 2 6.2.2 1.4 1.6 2.5 4.2 1.1.1Notes 5.2 8.2
(b) Participates Reads aloud Correctly Writes poems, Differentiates important Expresses Fills out forms,
Theme: actively grade level spells riddles, count from details in love for stories giving the
during class text with an the words in chants, and mass nouns. grade level and other texts appropriate
My
sharing on accuracy of the list of raps. narrative by browsing information.
Family
familiar topics 95 - 100%. vocabulary texts: the
and I:
a. Character books read to
Healthy by making words and the
b. Setting them and
Habits comments words in the
Genre: c. Plot asking to be
and asking selections
Song (problem & read more
questions read.
solution) stories and
using
texts.
complete
NILALAMAN
(Content)
sentences/
paragraphs.
Vocabulary Attitude
(VCD) (ATR)
MT3G-Ia-c-
1.2.1Uses the
correct
counters for
mass nouns
(ex: a kilo of
meat)
MT3OL-Ic- MT3F-Ia-c- MT3F-IVa-i- MT3C-Ia-e- MT3G-Ia-c- MT3VCD-Ic- MT3LC-Ic-d- MT3RC-Ic-d- MT3A-Ia-i- MT3SS-Ic-d-
10.1 1.4 1.6 2.5 4.2 e-1.5Uses 2.1.1Gives 2.1.1Gives 5.2 1.2Follows
Relates one’s Reads aloud Correctly Writes poems, Differentiates the the correct the correct Expresses instructions
own grade level spells riddles, count from combination sequence of sequence of love for stories carefully in
Week 3 experiences text with an the words in chants, and mass nouns. of affixes and 35 events in 35 events in and other a test.
(c) and ideas accuracy of the list of raps. root words as a story. a story. texts by
Theme: related to the 95 - 100%. vocabulary Writes poems, clues to get Gives the browsing the
Things I topics using a words and the riddles, meaning of correct books read to
Enjoy and variety of words in the chants, and words. (Note: sequence of them and
People I words with selections raps about Align with 35 events in asking to be
like – proper read. Abaca product specific a story of read more
Friends phrasing and found in competencies Cornelio stories and
Genre: intonation. Salvacion, in Grammar Alforte. texts.
Experienc Relates one’s Ragay, Awareness)
e own Camarines
Story experiences Sur.
and ideas
related to the
topics using a
variety of
words with
NILALAMAN
(Content)
proper
phrasing and
intonation by
visiting the
PNR Station
at Apad,
Ragay,
Camarines
Sur.
MT3G-Ia-c-
1.2.1Uses
the correct
counters
for
mass nouns
(ex: a kilo of
meat)
MT3OL-Id-e- MT3F-Id-g- MT3F-IVa-i- MT3C-Ia-e- MT3G-Id-e- MT3VCD-Ic- MT3LC-Ie-4.4 MT3RC-Ie- MT3A-Ia-i- MT3SS-Ie-f-
3.4Uses 1.5 1.6 2.5 2.1.4 e-1.5Uses Identifies the 4.4 5.2 1.4Follows
Week 4 expressions Reads grade Correctly Writes poems, Identifies and the difference Identifies the Expresses sequentially
(d) appropriate level texts spells riddles, uses abstract combination between a difference love for stories more than
Theme: to the grade with the words in chants, and nouns. of affixes and story and a between a and other 5step
Things I level to appropriate the list of raps. root words as poem. story and a texts by written
Enjoy and relate/show speed. vocabulary clues to get poem. browsing the directions
People I one’s (Note: should words and the meaning of books read to (in
Like obligation, include words in the words. (Note: them and manuals, in
Genre: hope, and benchmarks selections Align with asking to be recipes
Experienc wish on number of read. specific read more etc.)
e Story words per competencies stories and
minute once in Grammar texts.
research and
NILALAMAN
(Content)
Vocabulary Attitude
(VCD) (ATR)
data have Awareness)

been
gathered)
Reads grade
level texts with
appropriate
speed. (Note:
should include
benchmarks
on number of
words per
minute once
research and
data have
been
gathered) in
the story of
former Mayor
of Ragay,
Camarines
Sur Apolinar
Aquino during
Japanese
regime.
NILALAMAN
(Content)
MT3OL-If-g- MT3F-Id- MT3F-IVa-i- MT3C-If-i- MT3G-If-g- MT3VCD-Ifh- MT3LC-If-2.3 MT3RC-If-2.3 MT3-AIa-i- MT3SS-Ie-f-
1.3Talks about g1.5Reads 1.6 3.2Observes 4.2.1 3.6 Gives the Gives the 5.2 1.4Follows
famous people, grade level Correctly the Differentiates Identifies and meaning of a meaning of a Expresses sequentially
places, events, texts with spells conventions of concrete uses poem. poem. love for more than
etc. using appropriate the words in writing in nouns personification, stories and 5step
expanding speed. the list of composing a (person, hyperbole, and other texts by written
vocabulary in (Note: should vocabulary paragraph, place, animal, idiomatic browsing the directions
complete include words and the and journal thing) from expressions in books read to (in
Week 5 sentences/para benchmarks words in the entries abstract sentences. them and manuals, in
(e) graphs. on number of selections nouns. asking to be recipes
Theme: Talks about words per read. read more etc.)
My famous people, minute once stories and
Favorite places, events, research and texts.
Animals etc. using data have
and expanding been
Plants vocabulary in gathered)
Genre: complete
Fables sentences/para
graphs like the
famous guano
found in the
caves of
Argupacion,
Ragay,
Camarines
Sur.
Week 6 MT3OL-If-g- MT3F-Id-g- MT3F-IVa-i- MT3C-If-i- MT3G-If-g- MT3VCD-Ifh- MT3LC-Ig-h- MT3RC-Ig-h- MT3A-Ia-i- MT3SS-Ig-h-
(f) 1.3Talks about 1.5 1.6 3.2Observes 4.2.1 3.6 2.4 2.4 5.2 12.1
Theme: famous people, Reads grade Correctly the Differentiates Identifies and Gives the Gives the Expresses Identifies the
Things I places, events, level texts spells conventions of concrete uses main idea of a main idea of a love for parts of a book
Love to etc. using with the words in writing in nouns personification, story/poem. story/poem. stories and
Do expanding appropriate the list of composing a (person, hyperbole, and other texts by
(Favorite vocabulary in speed. vocabulary paragraph, place, animal, idiomatic browsing the
activities, complete (Note: should words and the and journal thing) from expressions in books read to
Hobbies, sentences/para include words in the entries abstract sentences. them and
Sports) graphs. benchmarks selections nouns. asking to be
Genre: Talks about on number of read. read more
NILALAMAN
(Content)
Friendly famous people, words per stories and
Letter places, events, minute once texts.
etc. using research and
expanding data have
vocabulary in been
complete gathered)
sentences/para
graphs using
the old Theater
House known
as Susan
Theater in
Poblacion
Ilaod.
Vocabulary Attitude
(VCD) (ATR)
MT3OL-Ig-i-
12.1
Speaks clearly
and
comprehensivel
y by using
standard
language and
appropriate
grammatical
forms, pitch,
and modulation
NILALAMAN
(Content)
MT3OL-Ih-i- MT3F-Ih-i- MT3F-IVa-i- MT3C-If-i- MT3G-Ih-i- MT3VCD-Ifh- MT3LC-Ig-h- MT3RC-Ig-h- MT3A-Ia-i- MT3SS-Ig-h-
12.1 1.6 1.6 3.2Observes 6.1 3.6 2.4 2.4 5.2 12.1
Speaks clearly Reads grade Correctly the Writes Identifies and Gives the main Gives the main Expresses Identifies the
and level texts spells conventions of correctly uses idea of a idea of a love for stories parts of a book
comprehensivel with the words in writing in different types personification, story/poem. story/poem. and other
y by using appropriate the list of composing a of sentences hyperbole, and texts by
standard intonation, vocabulary paragraph, (simple, idiomatic browsing the
language and compound, expressions in
expression, words and the and journal books read to
appropriate complex). sentences.
and words in the entries them and
grammatical Writes
forms, pitch, punctuation selections asking to be
cues when read. correctly read more
and different types
Week 7 modulation. applicable. stories and
of sentences texts.
(g)
(simple,
Theme:
compound,
My
complex)
Family
about
and Our
Roles Clemente
(Helping Family in
the helping local
Family, guerillas from
Family the Japanese
Rules) through
Genre: making their
Broadcast house in Pob.
Ilaod, Ragay,
Camarines Sur
a political
headquarters.
MT3G-Ih-j-
5.1Constructs
sentences
observing
appropriate
punctuation
marks.
Constructs
NILALAMAN
(Content)
sentences
observing
appropriate
punctuation
marks about
the
Pinamalatikan
Falls.
Vocabulary Attitude
(VCD) (ATR)
MT3OL-Ih-i- MT3F-Ih-i- MT3F-IVa-i- MT3C-If-i- MT3G-Ih-i- MT3VCD-Ii-i- MT3LC-Ii- MT3RC-Ii- MT3A-Ia-i- MT3SS-Ii-
12.1 1.6 1.6 3.2Observes 6.1 3.6 i3.3Infers i3.3Infers 5.2 i4.8Gets
Speaks clearly Reads grade Correctly the Writes Identifies and character character Expresses information
Week 8 and level texts spells conventions correctly uses words feelings feelings and love for from the
(h) comprehensivel with the words in of different types with multiple and traits traits in a stories and table of
Theme: y by using appropriate the list of writing in of sentences meanings in in a story. story other texts by contents.
My standard composing a (simple,
intonation, vocabulary sentences. Infers browsing the
Family: language and paragraph, compound,
expression, words and the character books read to
Members appropriate and words in the
and journal complex). feelings and them and
of the grammatical entries*
punctuation selections traits in a asking to be
Family, forms, pitch,
cues when read. story of Mr. read more
Pride of and
modulation. applicable. Jose C. stories and
My
Cabello Sr. texts.
Family
Genre: MT3G-Ih-j-
Rap/ 5.1Constructs
Chant sentences
observing
appropriate
punctuation
marks.
NILALAMAN
(Content)
MT3OL-Ii- MT3F-Ih-i- MT3F-IVa-i- MT3C-If-i- MT3G-Ih-i- MT3VCD-Ii-i- MT3LC-Ii- MT3RC-Ii- MT3A-Ia-i- MT3SS-Ii-
9.1.1 1.6 1.6 3.2Observes 6.1 3.6 i3.3Infers i3.3Infers 5.2 i4.8Gets
Tells/retells Reads grade Correctly the Writes Identifies and character character Expresses information
familiar stories level texts spells conventions correctly uses words feelings feelings and love for from the
and short with the words in of different types with multiple and traits traits in a stories and table of
conversations appropriate the list of writing in of sentences meanings in in a story. story other texts by contents.
by using intonation, vocabulary composing a (simple, sentences browsing the
paragraph, compound,
Week 9 appropriate expression, words and the
and journal
books read to
gestures and and words in the complex). them and
(i) entries* MT3GIh-j5.1
Theme: expressions in punctuation selections asking to be
complete cues when read. Construct read more
My
sentences
Family sentences. applicable. stories and
observing
and Our Tells/retells texts.
appropriate
Roles - familiar stories
Activities and short punctuation
our conversations marks.
Family by using
Does appropriate
Genre: gestures and
Invitation expressions in
Letter complete
sentences in
the story of
how the US
Flag given to a
brave soldier in
Apad, Ragay,
Camarines Sur.
Week - 10 Summative Test
SECOND QUARTER
NILALAMAN
(Content)
Vocabulary Attitude
(VCD) (ATR)
Quarter 2 - Exploring My Community
MT3OL-Iia- MT3F-IIa-c- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIa-b- MT3VCD- MT3LC-IIa-b- MT3RC-IIab- MT3A-IIa-i- MT3SS-IIa-c-
6.2.2 1.4 1.6 3.3 2.2.3Identifies IIab-1.4Uses 4.5 4.5 4.2 4.4Gets
Participates Reads aloud Correctly Observes the interrogative words Identifies the Identifies the Shows love for information
actively grade level spells conventions of pronouns. unlocked important story important reading by from published
during story text with an the words in writing in during story elements. story listening announcement
reading by accuracy of the list of composing a reading in elements. attentively s.
Week 1
(a) making 95 - 100%. vocabulary 2 – paragraph meaningful during story
Theme: comments words and the narrative that texts. reading and
Communi and asking words in the includes the making
ty: questions selections elements of comments or
Taking using read. setting, reactions.
Care of complete characters, Shows love for
Each sentences/ and plot. reading by
Own paragraphs. listening
Home, attentively
Surroundi during story
ngs, and reading and
Family making
Safety comments or
Genre: reactions
Chant/Ra about the
p Alforte
Ancestral
House in
Apad, Ragay,
Camarines
Sur.
NILALAMAN
(Content)
MT3OL-IIb- MT3F-IIa-c- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIa- MT3VCD- MT3LC-IIa-b- MT3RC-IIab- MT3AIIa-i- MT3SS-IIa-
c- 1.4 1.6 3.3 b2.2.3 IIab-1.4Uses 4.5 4.5 4.2 c4.4Gets
Week 2 10.1Relates Reads aloud Correctly Observes the Identifies words Identifies the Identifies the Shows love for information
(b) one’s own grade level spells conventions of interrogative unlocked important story important reading by from published
pronouns. story announcement
Theme: experiences text with an the words in writing in during story elements. listening
elements. s.
Personal and ideas accuracy of the list of composing a reading in attentively
Hygiene related to the 95 - 100%. vocabulary 2 – paragraph meaningful during story
and topics using a words and the narrative that texts. reading and
Sanitation variety of words in the includes the making
Genre: words with selections elements of comments or
Song proper read. setting, reactions.
phrasing and characters,
intonation. and plot.
Vocabulary Attitude
Fluency Spelling Composing and Concept Towards
Week/ Language Awareness Compre Compre Study Skills (SS)
(F) (S) (C) Development Reading
(VCD) (ATR)
NILALAMAN
(Content)
Week 3 MT3OL-IIbc- MT3F-IIa-c- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIc-d- MT3VCD-IIc- MT3LC-IIc- MT3RC-IIc- MT3A-IIa-i- MT3SS-IIa-c-
(c) 10.1Relates 1.4 1.6 3.3 1.3.2Uses e-1.5Uses d5.1 d- 4.2 4.4Gets
Theme: one’s own Reads aloud Correctly Observes the singular and the Predicts 5.1Predicts Shows love information
Our experiences grade level spells conventions plural combination possible possible for reading by from published
Communi and ideas text with an the words in of writing in interrogative of affixes and ending of a ending of a listening announcement
ty/Our related to the accuracy of the list of composing a pronouns in root words as story. story. attentively s.
NeighboR topics using a 95 - 100%. vocabulary 2 – paragraph sentences clues to get during story
hood variety of (when
words and narrative that meaning of reading and
(care for words with applicable).
the words in includes the words. (Note: making
the proper the selections elements of Align with comments or
Environ
phrasing and read. setting, specific reactions.
ment)
Genre: intonation. characters, competencies
How to.. Relates one’s and plot. in Grammar
Procedur own Awareness)
al e.g. experiences
Washing, and ideas
cleaning related to the
the house topics using a
and variety of
surroundi words with
ngs proper
phrasing and
intonation
about the Big
Bagulayan
found in Sitio
Ogtoc,
Buenasuerte,
Ragay,
Camarines
Sur.
NILALAMAN
(Content)
MT3OL-IId- MT3F-IId-g- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIc-d- MT3VCD-IIc- MT3LC-IIc-d- MT3RC-IIc- MT3A-IIa-i- MT3SS-IId-f-
e-3.6Use 1.5 1.6 3.3 Observe 1.3.2Use e-1.5Use the 5.1 d-5.1 4.2 9.2
expressions Read grade Correctly spell the singular and combination Predict Predict Show love for Arranges 8-10
appropriate level texts the words in conventions plural of affixes and possible possible reading by words with
to the grade with the list of of writing in interrogative root words as ending of a ending of a listening different
level appropriate vocabulary composing a pronouns in clues to get story. story. attentively beginning letters
to react to speed. words and the 2– sentences meaning of during story in alphabetical
local news, words in the (when
(Note: should paragraph words. (Note: reading and order.
information, selections applicable).
include narrative that Align with making
and benchmarks read. includes the specific comments or
Week 4 propaganda
on number of elements of competencies reactions.
(d) about school,
words per setting, in Grammar
Theme: community minute once characters, Awareness)
History of and other
research and and plot.
the local
data have
Communi activities.
ty, How been
Use gathered)
the expressions
Communi appropriate to
ty Got its the grade
Name level to react
Genre:
to local news,
Legend/F
information,
olktale
and
propaganda
about school,
community
and other
local activities
such as about
how Sagop
Lake became
a lake.
NILALAMAN
(Content)
Vocabulary Attitude
(VCD) (ATR)
MT3OL-IId- MT3F-IId-g- MT3F-IVa-i- MT3-CIIa-i- MT3G-IIe-f- MT3VCD- MT3LC-IIe- MT3RC-IIe- MT3A-IIa-i- MT3SS-IId-f-
e-3.6 1.5 1.6 3.3 2.2.4Identify IIce-1.5Use 6.1 6.1 4.2 9.2
Use Read grade Correctly Observe the indefinite the Relate story Relate story Show love for Arrange 8-10
Week 5 expressions level texts spell the conventions pronouns combination events to events to reading by words with
(e) appropriate to with words in the of writing in (when of affixes and one’s one’s listening different
the grade level appropriate list of composing a applicable). root words as experiences. experiences. attentively beginning
Theme:
to react to local speed. vocabulary 2 – paragraph clues to get Relate story during story letters in
Our
news, (Note: should words and narrative that meaning of events to reading and alphabetical
Communi
information, order.
ty Today include the words in includes the words. (Note: one’s making
and
(before and benchmarks the selections elements of Align with experiences comments or
propaganda
now) on number of read. setting, specific like an reactions.
about school,
Genre: words per characters, competencies excursion in
community and
News minute once and plot. in Grammar Ogtoc Island.
other local
Article research and Awareness)
activities.
data have
been
gathered)
MT3OL-IIf-g- MT3F-IId-g- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIe-f- MT3VCD-IIfh- MT3LC-IIf-g- MT3RC-IIf-g- MT3A-IIa-i- MT3SS-IId-f-
1.3Talks about 1.5 1.6 3.3 2.2.4Identifies 3.6 11.1 11.1 4.2 9.2
Week 6 famous people, Reads grade Correctly Observes the indefinite Identifies and Responds to a Responds to a Shows love Arrange 8-10
(f) places, events, level texts spells conventions pronouns uses story through, story through, for reading by words with
Theme: etc. using with the words in of writing in (when personification, dramatization, dramatization, listening different
People in expanding appropriate the list of composing a applicable hyperbole, and songs or art songs or art attentively beginning
our vocabulary in speed. vocabulary 2 – paragraph idiomatic activities. activities. during story letters in
Communi complete (Note: should words and the narrative that expressions in Responds to a reading and alphabetical
ty sentences/para include words in the includes the sentences. story through, making order.
Genre: graphs. benchmarks selections elements of dramatization, comments or
News/Fea on number of read. setting, songs or art reactions.
ture words per characters, activities using
Article minute once and plot. the Kerosene
research and Lamp in
data have Binahan,
NILALAMAN
(Content)
been Ragay,
gathered) Camarines
Sur.
Week 7 MT3OL-IIh-i- MT3F-Ih-i- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIg-h- MT3VCD-IIfh- MT3LC-IIh-i- MT3RC-IIf-g- MT3A-IIa-i- MT3SS-IIg-i-
(g) 12.1 1.6 1.6 3.3 1.3.3Uses 3.6 2.5 11.1 4.2 12.2
Theme: Speaks clearly Reads grade Correctly Observes the singular Identifies and Gives the Responds to a Shows love Identifies and
Importan t and level texts spells conventions and plural uses summary of a story through, for reading by discusses
Places in comprehensivel with the words in of writing in indefinite personification, Story dramatization, listening information
the y by using appropriate the list of composing a pronouns hyperbole, and Gives the songs or art attentively from a table
Communi standard intonation, vocabulary 2 – paragraph in idiomatic summary of a activities. during story
ty (Map language and expression, words and the narrative that sentences. expressions in story of the reading and
of the appropriate and words in the includes the sentences. 66-year old making
School) grammatical punctuation selections elements of Mahogany comments or
Genre: forms, pitch, cues when read. setting, tree found in reactions.
applicable. Banga
Elementary
School.
Vocabulary Attitude
Composing and Concept Towards Study Skills
Week/ Language Fluency (F) Spelling (S) Awareness Compre Compre
(C) Development Reading (SS)
(VCD) (ATR)
Factual and modulation. characters, and
Story plot.
Week 8 MT3OL-IIh-i- MT3F-Ih-i- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIi-h- MT3VCD-IIi- MT3LC-IIh-i- MT3RC-IIf-g- MT3A-IIa-i- MT3SS-IIg-i-
(h) 12.1 1.6 1.6 3.3 1.3.4 i-3.6 2.5 11.1 4.2 12.2
Theme: Speaks clearly Reads grade Correctly spells Observes the Uses pronouns Identifies and Gives the Responds to a Shows love for Identifies and
Importan t and level texts with the words in conventions of correctly in uses words summary of a story through, reading by discusses
Places in comprehensivel y appropriate the list of writing in writing with multiple story dramatization, listening information
our by using intonation, vocabulary composing a 2 paragraphs. meanings in songs or art attentively from a table.
Communi standard expression, words and the – paragraph sentences. activities. during story
ty language and
and words in the narrative that reading and
(Commun appropriate
punctuation selections read. includes the making
ity Map) grammatical
Genre: forms, pitch, and cues when elements of comments or
modulation. applicable. setting, reactions.
Notices/A
characters,
nnounce
NILALAMAN
(Content)
ments and plot
MT3OL-IIj- MT3F-Ih-i- MT3F-Ih-i- MT3C-IIa-i- MT3C-IIa-i- MT3VCD-IIi- MT3LC-Iii- MT3RC-IIi- MT3A-IIa-i- MT3SS-IIg-i-
9.1.1 1.6 1.6 3.3 3.3 i-3.6 8.1 8.1 4.2 12.2
Week 9 Tells/retells Reads grade Reads grade Observes the Observes the Identifies and Retells a story. Retells a story. Shows love for Identifies and
(i) familiar stories level texts with level texts conventions of conventions of uses words reading by discusses
Theme: and short appropriate with writing in writing in with multiple listening information
Importan t conversations by intonation, appropriate composing a 2 composing a 2 meanings in attentively from a table.
Places in
using appropriate expression, intonation, – paragraph – paragraph sentences. during story
Our
Communi gestures and and expression, narrative that narrative that reading and
ty expressions in punctuation and includes the includes the making
Genre: complete cues when punctuation elements of elements of comments or
Travelog sentences. applicable. cues when setting, setting, reactions.
applicable. characters, characters, and
and plot. plot.
Week 10 - Summative Test
THIRD QUARTER
Vocabulary Attitude
(VCD) (ATR)
Quarter 3 - Going Beyond My Community
MT3OL-IIIa- MT3F-IIIa-c- MT3F-IVa-i- MT3C-IIIa- MT3G-IIIa-b- MT3VCD- MT3LC-IIIa- MT3RC-IIIa- MT3A-IIIa-i- MT3SS-IIIac-
10.1 1.4 1.6 i2.6Writes 2.3.3 IIIa-b- 1.2.1Notes 1.2.1Notes 4.2 5.2Interprets a
Week 1
Relates one’s Reads aloud Correctly reactions Identifies and 1.4Uses important important Shows love for pictograph
(a) own grade level spells and personal uses verbs words details in details in reading by based on a
Theme: experiences text with an the words in opinions to appropriate for unlocked grade level grade level listening given legend.
Cultural and ideas accuracy of the list of news reports the grade during story informational informational attentively
Music related to the 95 - 100%. vocabulary and issues. level. reading in texts. texts. during story
Genre: topics using a words and the meaningful reading and
Lullaby variety of words in the texts. making
words with selections comments or
NILALAMAN
(Content)
proper read. reactions.
phrasing and Shows love for
intonation. reading by
listening
attentively
during story
reading and
making
comments or
reactions
about the
Maglaging-ling
falls.
MT3OL-IIIbc- MT3F-IIIa-c- MT3F-IVa-i- MT3C-IIIa- MT3G-IIIa-b- MT3VCD- MT3LC-IIIb- MT3RC-IIIb- MT3A-IIIa-i- MT3SS-IIIac-
6.3 1.4 1.6 i2.6Writes 2.3.3 IIIa-b- c-2.2.1Gives c-2.2.1Gives 4.2 5.2Interprets a
Participates in Reads aloud Correctly reactions Identifies and 1.4Uses one’s one’s Shows love for pictograph
and initiate grade level spells and personal uses verbs words reaction to reaction to reading by based on a
Week 2
more extended text with an the words in opinions to appropriate for unlocked an event or an event or listening given legend.
(b)
social accuracy of the list of news reports the grade during story issue. issue. attentively
Theme:
Our conversation 95 - 100%. vocabulary and issues. level. reading in during story
Cultural or dialogue words and the meaningful reading and
Dances with peers, words in the texts. making
Genre: adults on selections comments or
Video of unfamiliar read. reactions.
Diff. topics by
Dances asking and
with answering
Narration questions,
restating and
soliciting
information.
Week 3 MT3OL-IIIbc- MT3F-IIIa-c- MT3F-IIIa-c- MT3C-IIIa- MT3G-IIIc-e- MT3VCD- MT3LC-IIIb- MT3RC-IIIb- MT3A-IIIa-i- MT3SS-IIIac-
(c) 6.3 1.4 1.4 i2.6Writes 1.5.3Uses IIIc-e-1.5Uses c-2.2.1Gives c-2.2.1Gives 4.2 5.2Interprets a
Theme: Participates in Reads aloud Reads aloud reactions the correct the one’s one’s Shows love for pictograph
Local Arts and initiate grade level grade level and personal form of the combination of reaction to reaction to reading by based on a
and Craft more extended text with an text with an verb given affixes and an event or an event or listening
root issue. issue.
NILALAMAN
(Content)
Vocabulary Attitude
(VCD) (ATR)
Genre: social accuracy of accuracy of opinions to the time words as attentively given legend.
How to conversation 95 - 100%. * 95 - 100%. * news reports signal. clues to get during story
Activity/ or dialogue and issues. meaning of reading and
Procedur with peers, Writes words. (Note: making
al/ adults on reactions and Align with comments or
Preparing unfamiliar personal specific reactions.
Projects topics by opinions to competencies
from asking and news reports in Grammar
Recyclabl answering and issues Awareness)
e questions, about the
Materials
restating and abaca plant
soliciting and products.
information.
MT3OL-IIId- MT3F-IIId-g- MT3F-IVa-i- MT3C-IIIa- MT3G-IIIc-e- MT3VCD- MT3LC-IIId- MT3RC-IIId- MT3A-IIIa-i- MT3SS-IIIdf-
e-1.3Talks 1.5 1.6 i2.6Writes 1.5.3Uses IIIc-e-1.5Uses 3.4 3.4 4.2 10.2Enumerates
about famous Reads grade Correctly reactions the correct the Infers Infers Shows love and interprets
Week 4 people, level texts spells and form of the combination important important for reading by the labels in an
places, with the words in personal verb given of affixes and details from details from listening illustration.
(d)
events, etc. appropriate the list of opinions to the time root words as an an attentively
Theme: using
Our speed. vocabulary news signal. clues to get informational informational during story
expanding
Favorite (Note: should words and the reports and meaning of text. text. reading and
vocabulary in
Food/Loc include words in the issues. words. (Note: making
al Cuisine benchmarks selections Align with comments or
complete
Genre:
sentences/para on number of read. specific reactions.
Procedur words per competencies
graph
al/Cookin minute once in Grammar
g research and Awareness)
data have
been
gathered)
NILALAMAN
(Content)
Week 5 MT3OL-IIIde- MT3F-IIId-g- MT3F-IVa-i- MT3C-IIIa- MT3G-IIIc-e- MT3VCD- MT3LC-IIIe- MT3RC-IIIe- MT3A-IIIa-i- MT3SS-IIIdf-
(e) 1.3Talks about 1.5 1.6 i2.6Writes 1.5.3Uses IIIc-e-1.5Uses f- f- 4.2 10.2Enumerates
Theme: famous Reads grade Correctly reactions the correct the 9.2Sequences 9.2Sequences Shows love and interprets
Good people, places, level texts spells and form of the combination events in an events in an for reading by the labels in an
Citizenshi events, etc. with the words in personal verb given of affixes and informational informational listening illustration.
p using appropriate the list of opinions to the time root words as text through text through attentively
(Obeying expanding speed. vocabulary news signal. clues to get discussion, discussion, during story
Traffic; illustration, illustration,
vocabulary in (Note: should words and the reports and meaning of reading and
Waste song, song,
complete include words in the issues. words. (Note: making
Segregati dramatization dramatization
sentences/ benchmarks selections Align with comments or
on) and art. and art.
paragraph on number of read. specific reactions.
Genre: words per competencies
Feature minute once in Grammar
Story research and Awareness)
data have
been
gathered)
Vocabulary Attitude
(VCD) (ATR)
Week 6 MT3OL-IIIfg- MT3F-IIId-g- MT3F-IVa-i- MT3C-IIIa- MT3G-IIIf-h- MT3VCD- MT3LC-IIIe- MT3RC-IIIe- MT3A-IIIa-i- MT3SS-IIIdf-
(f) 3.7Uses 1.5 1.6 i2.6Writes 1.5.4Uses IIIf-h- f- f- 4.2 10.2Enumerates
Theme: expressions Reads grade Correctly reactions the correct 3.6Identifies 9.2Sequences 9.2Sequences Shows love and interprets
Our appropriate to level texts spells and form of the and uses events in an events in an for reading by the labels in an
Communithe grade level with the words in personal verb that personification, informational informational listening illustration.
ty to explain or appropriate the list of opinions to agrees with hyperbole, and text through text through attentively
Celebrati give reasons to discussion, discussion,
speed. vocabulary news the subject. idiomatic during story
on illustration, illustration,
issues, events, (Note: should words and reports and expressions in reading and
(Fiesta, news articles, song, song,
include the words in issues. sentences. making
Tribal etc. dramatization dramatization
benchmarks the selections comments or
gathering and art. and art.
on number of read. reactions.
) words per
Genre: minute once
Letter of research and
NILALAMAN
(Content)
Invitation data have
been
gathered)
Week 7 MT3OL-IIIfg- MT3F-IIId-g- MT3F-IVa-i- MT3C-IIIa- MT3G-IIIf-h- MT3VCD- MT3LC-IIIg- MT3RC-IIIg- MT3A-IIIa-i- MT3SS-IIIgh-
(g) 3.7Uses 1.5 1.6 i2.6Writes 1.5.4Uses IIIf-h- 2.6 2.6 4.2 9.3Arranges 7-
Theme: expressions Reads grade Correctly reactions the correct 3.6Identifies Gives another Gives another Shows love 10
Our appropriate to level texts spells and form of the and uses title for title for for reading by words with the
Communi the grade level with the words in personal verb that personification, literary or literary or listening same
ty to explain or appropriate the list of opinions to agrees with hyperbole, and informational informational attentively beginning letter
Celebrati give reasons to speed. vocabulary news the subject. idiomatic text. text. during story in alphabetical
on issues, events, (Note: should words and reports and expressions in reading and order
(Custom, news articles, include the words in issues. sentences. making
Beliefs etc. benchmarks the selections comments or
and on number of read. reactions.
Tradition) words per
Genre:
minute once
Factual
research and
Story
data have
been
gathered)
NILALAMAN
(Content)
MT3OL-IIIhi- MT3F-IIIh-i- MT3F-IVa-i- MT3C-IIIa- MT3G-IIIf-h- MT3VCD- MT3LC-IIIh- MT3RC-IIIh- MT3A-IIIa-i- MT3SS-IIIgh-
13.1Recognizes 1.6 1.6 i2.6Writes 1.5.4Uses IIIf-h- 4.6 4.6 4.2 9.3Arranges 7-
appropriate Reads grade Correctly reactions the correct 3.6Identifies Identifies the Identifies the Shows love 10
ways of level texts spells and form of the and uses author’s author’s for reading by words with the
speaking that with the words in personal verb that personification, purpose for purpose for listening same
Week 8 vary according appropriate the list of opinions to agrees with hyperbole, and writing a writing a attentively beginning letter
(h) to purposes, intonation, vocabulary news the subject. idiomatic selection. selection. during story in alphabetical
Theme: audience, and expression, words and the reports and expressions in reading and order
Our subject matter. and words in the issues. sentences. making
Transport punctuation selections Writes comments or
ations cues when read. reactions
Genre: and
News personal
Article opinions to
news
reports and
issues
about the
Apale Port.
Vocabulary Attitude
(VCD) (ATR)
applicable. reactions.
MT3OL-IIIh- MT3G-IIIh-
Week 8
i-12.1Speaks i1.5.5Uses
(h) clearly and the correct
Theme: comprehensivel form of the
Our y by using verb when
Transport standard writing about
ations language and
an event, an
Genre: appropriate
interesting
News grammatical
forms, pitch, and experience, a
Article
diary, . . .
NILALAMAN
(Content)
modulation. Uses the
correct form
of the verb
when writing
about an
event, an
interesting
experience, a
diary about
the
Catabangan
Port Ruins.
Week 9 MT3OL-IIIhi- MT3F-IIIh-i- MT3F-IVa-i- MT3C-IIIa- MT3G-IIIh- MT3VCD-IIIi- MT3LC-IIIi-i- MT3R-CIIIi-i- MT3A-IIIa-i- MT3SS-IIIi-i-
(i) 13.1Recognizes 1.6 1.6 i2.6Writes i1.5.5Uses i-3.6 12.1 12.1 4.2 12.3
Theme: appropriate ways Reads grade Correctly spells reactions and the correct Identifies and Describes and Describes and Shows love for Identifies the
Communi of speaking that level texts with the words in personal form of the uses words reacts to the reacts to the reading by parts of a
cations vary according to appropriate the list of opinions to verb when with multiple author’s writing author’s writing listening newspaper.
(News purposes, intonation, vocabulary news reports writing about meanings in style. style. attentively
Paper, audience, and expression, words and the and issues. an event, an sentences. during story
Cell subject matter. and words in the interesting reading and
Phone, punctuation selections read. experience, a making
Telephon cues when diary, . . . comments or
e, Radio,
applicable. reactions.
Billboard,
Posters,
eyc.)
Genre:
News
Articles/
Dialogue
Vocabulary Attitude
(VCD) (ATR)
NILALAMAN
(Content)
Week 9 MT3OL-IIIh-
(i) i-12.1Speaks
Theme: clearly and
Communi comprehensivel
cations y by using
(News standard
Paper, language and
Cell appropriate
Phone, grammatical
Telephon forms, pitch,
e, Radio, and modulation
Billboard,
Posters,
eyc.)
Genre:
Newa
Articles/
Dialogue
Summative Test
FOURTH QUARTER
Vocabulary Attitude
(VCD) (ATR)
Quarter 4 - Caring for My Environment

NILALAMAN
(Content)
MT3OL-IVa- MT3F-IVa-c- MT3F-IVa-i- MT3C-IVa-i- MT3G-Iva- MT3VCD-IVa- MT3LC-IVa- MT3RC-IVa- MT3A-IVa-i- MT3SS-IVa-
10.1 1.4 1.6 2.7 2.4.2 b-1.4Uses 1.2.1Notes 1.2.1Notes 5.3 c-13.1Makes
Relates one’s Reads aloud Correctly Writes a 3 -5 Identifies and words important important Expresses a two-
own grade level spells step uses unlocked details in details in interest in level outline
experiences text with an the words in procedural adjectives during grade level grade level texts by for a report.
and ideas accuracy of the list of paragraph appropriate for story informational informational reading
related to the 95 - 100%. vocabulary using signal the grade reading in texts. texts. available print
words such as
topics using a words and the level. meaningful materials.
first, last, then,
variety of words in the Identifies and texts.
and next.
words with selections uses
proper read. adjectives
phrasing and appropriate for
Week 1 intonation. the grade level
(a) Relates one’s in the story
Theme: own heard about
Our experiences the caves
Communi and ideas found in
ty related to the Agrupacion
Resource topics using a and Banga
s Genre: variety of Caves, Ragay,
Folktale words with Camarines
proper Sur.
phrasing and
intonation
about the
Malinao
Spring in
Banga
Caves,
Ragay,
Camarines
Sur.
NILALAMAN
(Content)
MT3OL-IVb- MT3F-IVa-c- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVb- MT3VCD-IVa- MT3LC-IVb- MT3A-IVa-i- MT3A-IVa-i- MT3SS-IVa-
c-6.3 1.4 1.6 2.7 2.5 b-1.4Uses c-2.2.1Gives 5.3 5.3 c-13.1Makes
Participates in Reads aloud Correctly Writes a 3 -5 Identifies words one’s Expresses Expresses a two-
Week 2 and initiate grade level spells step synonyms and unlocked reaction to interest in interest in level outline
(b) more extended text with an the words in procedural antonyms of during an event or texts by texts by for a report.
Theme: social accuracy of the list of paragraph grade-level story issue. reading reading
Communi conversation 95 - 100%. vocabulary using signal adjectives. reading in available print available print
ty or dialogue words such as
words and the Identifies meaningful materials. materials.
Livelihoo with peers, first, last, then,
words in the synonyms and texts.
d/Occupa adults on and next.
unfamiliar selections antonyms of
tion/Trad read. grade-level
e and topics by
asking and adjectives
Industry
answering about the
Genre:
Flyers/Ad questions, Abaca product
vertiseme restating and made by the
nts of soliciting residents of
Products information. Salvacion,
Ragay,
Camarines
Sur.
Vocabulary Attitude
(VCD) (ATR)
NILALAMAN
(Content)
Week 3 MT3OL-IVb- MT3F-IVa-c- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVc-d- MT3VCD-IVc- MT3LC-IVb- MT3RC-IVb- MT3A-IVa-i- MT3SS-IVa-
(c) c-6.3 1.4 1.6 2.7 1.6.1 e-1.5Uses c-2.2.1Gives c-2.2.1Gives 5.3 c-13.1Makes
Theme: Participates in Reads aloud Correctly Writes a 3 -5 Uses correctly the one’s one’s Expresses a two-
Energy and initiate grade level spells step different combination reaction to reaction to interest in level outline
Resource more extended text with an the words in procedural degrees of of affixes and an event or an event or texts by for a report.
s social accuracy of the list of paragraph comparison of root words as issue. issue. reading
Electricity conversation 95 - 100%. vocabulary using signal adjectives clues to get available print
or dialogue words such as
, words and the (same degree, meaning of materials.
with peers, first, last, then,
gas/wood words in the comparative, words. (Note:
for adults on selections and next. superlative). Align with
unfamiliar Writes a 3 -5
cooking, read. specific
topics by step procedural
wind, competencies
solar asking and paragraphs in in Grammar
Genre: answering going to
Awareness)
Story in questions, Tagbaya Dam
the restating and in
Communi soliciting Bagasimbahan,
ty information. Ragay,
Camarines Sur
using signal
words such as
first, last, then
and next.
MT3OL-IVd- MT3F-IVd-g- MT3F-IVa-i- MT3C-IVa- MT3G-IVc-d- MT3VCD-IVc- MT3LC-IVd- MT3RC-IV- MT3A-IVa-i- MT3SS-IVd-f-
Week 4 e-1.3Talks 1.5 1.6 i2.7 1.6.1 e-1.5Uses 3.4 d3.4Infers 5.3 12.4
(d) about Reads grade Correctly Writes a 3 -5 Uses correctly the Infers important Expresses Identifies and
Theme: famous level texts spells step different combination important details from interest in discusses
Conservin people, with the words in procedural degrees of of affixes and details from an texts by information
g Energy places, appropriate the list of paragraph comparison of root words as an informational reading from simple
and events, etc. speed. vocabulary using signal adjectives clues to get informational text. available print line and bar
Other words such as
using (Note: should words and the (same degree, meaning of text. materials. graphs.
Resource first, last, then,
s Genre: expanding include words in the comparative, words. (Note:
and next.
Graph vocabulary in benchmarks selections superlative). Align with
(Energy complete on number of read. specific
Consump sentences/ words per competencies
tion paragraph minute once in Grammar
research and Awareness)
NILALAMAN
(Content)
data have
been
gathered)
Vocabulary Attitude
(VCD) (ATR)
Week 5 MT3OL- MT3F-IVd-g- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVf-g- MT3VCD-IVc- MT3LC-IVe-f- MT3RC-IVe- MT3A-IVa-i- MT3SS-IVd-f-
(e) IVde-1.3 Talks 1.5 1.6 2.7 2.5.2 e-1.5Uses 9.2 f- 5.3 12.4
Theme: about famous Reads grade Correctly Writes a 3 -5 Identifies and the Sequences 9.2Sequences Expresses Identifies and
Helping people, level texts with spells step uses adverbs combination events in an events in an interest in texts discusses
My places, appropriate the words in procedural of time, place of affixes and informational informational by reading information
Communi events, etc. speed. (Note: the list of paragraph and manner root words as text through text through available print from simple
ty: using signal discussion, discussion,
using should include vocabulary correctly. clues to get materials. line and bar
Beautifyin expanding words such as illustration, illustration,
benchmarks words and the meaning of graphs.
g My vocabulary in first, last, then, song, song,
on number of words in the words. (Note:
Communi complete and next. dramatization dramatization
words per selections Align with
ty and art. and art.
sentences/ minute once read. specific
Genre: paragraph Sequences
research and competencies
Feature events in an
data have in Grammar informational
Story been Awareness) text through
gathered) discussion,
illustration,
song,
dramatization
NILALAMAN
(Content)
and art about
the
Catabangan
Dam/Dike.
Week 6 MT3OL-IVfh- MT3F-IVd-g- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVf-g- MT3VCD-IVfh- MT3LC-IVe-f- MT3RC-IVe- MT3A-IVa-i- MT3SS-IVd-f-
(f) 3.7Uses 1.5 1.6 2.7 2.5.2 3.6 9.2 f- 5.3 12.4
Theme: expressions Reads grade Correctly Writes a 3 -5 Identifies and Identifies and Sequences 9.2Sequences Expresses Identifies and
Helping appropriate to level texts spells step uses adverbs uses events in an events in an interest in texts discusses
My the grade level with the words in procedural of manner in personification, informational informational by reading information
Communi to explain or appropriate the list of paragraph different hyperbole, and text through text through available print from simple
ty: using signal idiomatic discussion, discussion,
give reasons speed. vocabulary degrees of materials. line and bar
Keeping to issues, words such as expressions in illustration, illustration,
(Note: should words and the comparison. graphs.
Our first, last, then, sentences. song, song,
events, news include words in the
Communiarticles, etc. and next. dramatization dramatization
benchmarks selections
ty Clean and art. and art.
on number of read.
Genre:
words per
Autobiogr
minute once
aphy
research and
data have
been
gathered)
Vocabulary Attitude
(VCD) (ATR)
NILALAMAN
(Content)
MT3OL-IVf- MT3F-IVd-g- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVe- MT3VCD-IVfh- MT3LC-IVg- MT3LC-IVg- MT3A-IVa-i- MT3SS-IVg-
h-3.7Uses 1.5 1.6 2.7 2.5.1 3.6 2.6 2.6 5.3 i13.1Uses
expressions Reads grade Correctly Writes a 3 -5 Identifies and Identifies and Gives another Gives another Expresses appropriate
appropriate to level texts spells step uses adverbs uses title for literary title for literary interest in graphic
Week 7 the grade with the words in procedural of time, place personification, or or texts by organizers.
(g) level to appropriate the list of paragraph and degrees hyperbole, and informational informational reading
Theme: explain or give speed. vocabulary using signal of idiomatic text text available print
words such as expressions in Gives another
Helping reasons to (Note: should words and the comparison. materials.
Our first, last, then, sentences. title for literary
issues, include words in the
Communi events, news benchmarks selections and next. or
ty – Tree articles, etc. on number of read. informational
Planting words per text about the
Genre: minute once Century-Old
Poem research and Binuang Trees
data have in Banga
been Caves, Ragay,
gathered) Camarines
Sur.
Week 8 MT3OL-IVf- MT3F-IVh-i- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVh- MT3VCD-IVfh- MT3LC-IVh- MT3RC-IVh- MT3A-IVa-i- MT3SS-IVg-
(h) h-3.7Uses 1.6 1.6 2.7 2.6 3.6 4.6 4.6 5.3 i13.1Uses
Theme: expressions Reads grade Correctly Writes a 3 -5 Identifies and Identifies and Identifies the Identifies the Expresses appropriate
Helping appropriate to level texts spells step uses correctly uses author’s author’s interest in graphic
My the grade with the words in procedural prepositions personification, purpose for purpose for texts by organizers.
Communi level to appropriate the list of paragraph and hyperbole, and writing a writing a reading
ty: explain or give intonation, vocabulary using signal prepositional idiomatic selection. selection. available print
Growing reasons to expression, words and the words such as phrases. expressions in materials.
Vegetable first, last, then, sentences.
issues, and words in the
s and next.
events, news punctuation selections
Genre: articles, etc. cues when read.
Experienc applicable.
e Story
NILALAMAN
(Content)
Week 39 MT3OL-IVi-i- MT3F-IVh-i- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVi- MT3VCD-IVi- MT3LC-IVi- MT3LC-IVi- MT3A-IVa-i- MT3SS-IVg-
(i) 13.1Recognizes 1.6 1.6 2.7 1.7Uses the i-3.6 12.1 12.1 5.3 i13.1Uses
Theme: appropriate Reads grade Correctly Writes a 3 -5 different parts Identifies and Describes and Describes and Expresses appropriate
Disaster ways of level texts spells step of speech uses words reacts to the reacts to the interest in graphic
Prepared speaking that with the words in procedural correctly in with multiple author’s author’s texts by organizers.
ness: vary according appropriate the list of paragraph writing for a meanings in writing style. writing style. reading
Weather to purposes, intonation, vocabulary using signal variety of sentences. available print
and words such as
audience, and expression, words and the purposes. materials.
Natural first, last, then,
subject matter. and words in the
Phenome punctuation selections and next.
na, Writes a 3 -5
cues when read.
step
applicable.
procedural
paragraph
using signal
words such as
first, last, then,
and next about
the
happenings of
Sagop Lake in
Salvacion,
Ragay,
Camarines
Sur.
Vocabulary Attitude
(VCD) (ATR)
NILALAMAN
(Content)
Emergenc MT3OL-IVi-
y 12.1
Drill/Kit/e Speaks clearly
tc) and
Genre: comprehensivel
News/Ess y by using
ay standard
language and
appropriate
grammatical
forms, pitch,
and modulation.
NILALAMAN
(Content)

Pasig City
K to 12 Curriculum Guide
SCIENCE
(Kindergarten to Grade 10)
April 25, 2013

NILALAMAN
(Content)
CONCEPTUAL FRAMEWORK
Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are
able to make judgments and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the
social, economic, personal, values and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including
indigenous technology thus preserving our country’s cultural heritage. Commented [A1]: (to be reflected in performance
standards),
The K to 12 science curriculum will provide learners with a repertoire of competencies important in the world of work and in a knowledge-based
society. It envisions the development of scientifically, technologically, and environmentally literate and productive members of society who are critical
problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, and effective communicators. This
curriculum is designed around the three domains of learning science: understanding and applying scientific knowledge in local setting as well as global
context whenever possible, performing scientific processes and skills, and developing and demonstrating scientific attitudes and values. The acquisition
of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science technology society approach, contextual
learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy namely:
constructivism, social cognition learning model, learning style theory, and brain-based learning.
Science content and science processes are intertwined in the K to 12 curriculum. Without the content, learners will have difficulty utilizing science
process skills since these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse
learners’ curiosity motivates them to learn and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on,
minds-on, and hearts-on activities will be used to develop learners’ interest and let them become active learners.
As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Commented [A2]: through scientific research
Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level
to another in spiral progression, thus paving the way to deeper understanding of core concepts. The integration across science topics and other
disciplines will lead to meaningful understanding of concepts and its application to real-life situations.
NILALAMAN
(Content)
Commented [A3]:
Insert
Commented [A4]:
Environmental
Literacy
(Scientific,
Technological and
Environmental
Literacy)
Remove Assessment
and Monitoring
Replace Gestalt
psychology with brain-
Developing and
Demonstrating Scientific based learning
Attitudes and Values
The Conceptual Framework of Science Education

CORE LEARNING AREA STANDARD: (SCIENCE FOR THE
ENTIRE K TO 12)
Developing and
Demonstrating Scientific
Attitudes and Values
NILALAMAN
(Content)
The learners demonstrate understanding of basic science concepts and application of science inquiry skills. They exhibit scientific attitudes
and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the
integrity and wellness of people, make informed decisions and engage in discussions about relevant issues that involve science,
technology and environment.
KEY STAGE STANDARDS: (STANDARD FOR SCIENCE LEARNING AREA FOR K-3, 4-6, 7-10 AND 11-12)
K–3 4–6 7 – 10 11-12
At the end of Grade 3, the At the end of Grade 6, the At the end of Grade 10, the learners At the end of Grade 12, the
learners should have learners should have developed should have developed scientific, learners should have gained
acquired healthful habits the essential skills of scientific technological and environmental skills in obtaining scientific and
and developed curiosity inquiry – designing simple literacy and can make rational choices technological information from
about self and their investigations, using appropriate on issues confronting them. Having varied sources about global
environment using basic procedure, materials and tools to been exposed to scientific issues that have impact on the
process skills of gather evidence, observing investigations related to real-life, they country. They should have
observing, patterns, determining should recognize that the central acquired scientific attitudes that
communicating, relationships,drawing conclusions feature of an investigation is that if one will allow them to innovate
comparing, classifying, based on evidence, and variable is changed (while controlling and/or create products useful to
measuring, inferring and communicating ideas in varied all others), the effect of the change on the community or country. They
predicting. This curiosity ways to make meaning of the another variable can be measured. should be able to process
will help learners value observations and/or changes that The context of the investigation can be information to get relevant data
science as an important occur in the environment. The problems at the local or national level for a problem at hand. In
tool in helping them content and skills learned will be to allow them to communicate with addition, learners should have
continue to explore their applied to maintain good health, learners in other parts of the made plans related to their
natural and physical ensure the protection and Philippines or even from other interests and expertise,
environment. improvement of the environment, countries using appropriate considering the needs of their
and practice safety measures. technology. community and the country — to
The learners demonstrate pursue either employment,
understanding of science concepts and entrepreneurship, or higher
apply science inquiry skills in education.
addressing real-world problems
through scientific investigations.
NILALAMAN
(Content)
Grade/Level Grade Level Standards
Concepts and skills in the kindergarten curriculum are taught thematically so that it is not necessary to identify specific
K
science ideas.
At the end of Grade 1, learners will use their senses to locate and describe the external parts of their body identify,
external parts of animals and plants, tell the shape, color, texture, taste, and size of things around them; describe similarities
and differences given two objects, differentiate sounds produced by animals, vehicles cars, and musical instruments
Grade 1 illustrate how things move, describe the weather and what to do in different situations ,use appropriate terms or vocabulary
to describe these features; collect, sort, count, draw, take things apart, or make something out of the things , practice health
habits (e.g., washing hands properly, choosing nutritious food) and safety measures (e.g., helping clean or packing away
toys and ask questions and give simple answer/ descriptions to probing questions).
At the end of Grade 2, learners will use their senses to describe the functions of their senses, compare two or more
objects and using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of
weather or certain events in the home or school and express how these are affecting them, do simple measurements of
Grade 2
length, tell why some things around them are important , decide if what they do is safe or dangerous; give suggestions on
how to prevent accidents at home, practice electricity, water, and paper conservation, help take care of pets or of plants ,
and tell short stories about what they do, what they have seen, or what they feel.
At the end of Grade 3, learners are able to describe the functions of the different parts of the body and things that make up
their surroundings --- rocks and soil, plants and animals, the Sun, Moon and stars. They have learned that things may be
Grade 3 solid, liquid or gas while others may give off light, heat and sound. They have observed changes in the conditions of their
surroundings. These would lead learners to become more curious about their surroundings, appreciate nature, and practice
health and safety measures.
Learners can investigate changes in the properties of materials when these are subjected to different conditions. They are
able to identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in the
community.
They are able to describe the functions of the different internal parts of the body in order to practice ways to maintain good
health. They are able to classify plants and animals according to where they live and observe interactions among living
Grade 4
things and their environment. They can infer that plants and animals have traits that help them survive in their environment.
Learners can investigate the effects of push or pull on the size, shape, and movement of an object.
Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They
learned about what makes up weather and apply their knowledge of weather conditions in making decisions for the day.
They can infer the importance of the Sun to life on Earth.
NILALAMAN
(Content)

After investigating, learners can decide whether materials are safe and useful based on their properties. They can infer that
new materials may form when there are changes in properties.
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that
accompany puberty. They can compare different modes of reproduction among plant and animal groups and conduct an
Grade 5 investigation on pollination. They can help in the preservation of estuaries and intertidal zones.
Learners recognize that different materials react differently with heat, light, and sound. They can relate these abilities of
materials to their specific uses.
Learners describe the changes that earth materials undergo. They can make emergency plans with their families in
preparation for typhoons. They can observe patterns in the natural events by observing the appearance of the Moon.
Learners recognize that when mixed together, materials may not form new ones thus these materials may be recovered
using different separation techniques. They can prepare useful mixtures such as food, drinks and herbal medicines.
Learners understand how the different organ systems of the human body work together. They classify plants based on
reproductive structures, and animals based on the presence or lack of backbone. They can design and conduct an
investigation on plant propagation. They can describe larger ecosystems such as rainforests, coral reefs, and mangrove
Grade 6 swamps.
Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, sound,
electricity, and motion studied earlier are forms of energy and these undergo transformation.
Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they
occur. They can infer that the weather follows a pattern in the course of a year. They have learned about the solar system,
with emphasis on the motions of the Earth as prerequisite to the study of seasons in another grade level.
Learners distinguish mixtures from substances through semi-guided investigations. They realize the importance of fair
testing when doing investigations.
After studying how organ systems work together in plants and animals in the lower grades, learners can use a microscope
when observing very small organisms and structures. They recognize that living things are organized into different levels:
cells, tissues, organs, organ systems, and organisms. These organisms comprise populations and communities which
Grade 7 interact with nonliving things in ecosystems.
Learners can describe the motion of objects in terms of distance and speed and represent this in tables, graphs, charts, and
equations. They can describe how various forms of energy travel through different media.
Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain
the occurrence of breezes, monsoons, and ITCZ and how these weather systems affect people. They explain why the
NILALAMAN
(Content)

seasons change and demonstrate how eclipses occur.
Learners have investigated the effects of some factors on the motion of an object based on the Laws of Motion. They can
differentiate the concept of work as used in science and in layman’s language. They know the factors that affect the transfer
of energy such as temperature difference and the type (solid, liquid, or gas) of the medium.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters.
They recognize other members of the solar system.
Grade 8
Learners explain the behavior of matter in terms of the particles it is made of. They recognize that ingredients in food and
medical products are made up of these particles and are absorbed by the body in the form of ions.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have dealt deeper into
the process of digestion studied in the lower grades giving emphasis on proper nutrition for overall wellness. They can
participate in activities that protect and conserve economically important species used for food.
After learning about the digestive system, learners have expanded their knowledge to a deeper understanding of the
respiratory and circulatory systems to promote overall health. They are familiar with some technologies that introduce
desired traits in economically important plants and animals.
Learners explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful
compounds may arise from such rearrangements.
Grade 9
Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from
volcanoes may be tapped for human use. They are familiar with climatic phenomena that occur on a global scale. They can
explain why certain constellations can be seen only at certain times of the year.
Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and
momentum.
Learners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate
boundaries. They can demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic
eruptions.
Grade 10 Learners explain the factors that affect the balance and stability of an object to enable them to practice appropriate positions
and movements to achieve efficiency and safety such as in sports and dancing. They can analyze situations where energy
is harnessed for human use whereby heat is released affecting the physical and biological components of the environment.
Learners have completed the study of the entire organism with their deeper study of the excretory and reproductive
NILALAMAN
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systems. They can explain in greater detail how genetic information is passed from parents to offspring and how diversity of
species increases the probability of adaptation and survival in changing environments.
Learners explain the importance of controlling the conditions under which a chemical reaction occurs. They recognize that
cells and tissues of the human body are made up of water, a few kinds of ions, and bio-molecules. These bio-molecules
may also be found in the food they eat.
Grade 11 To be finalized by the designated TWG for Grades 11 and 12
Grade 12 To be finalized by the designated TWG for Grades 11 and 12
PROPOSED Sequence of Domain/Strands per Quarter

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(Content)
G3 G4 G5 G6 G7 G8 G9 G10
Living
1st Quarter Force, Motion Things and Earth &
Matter Matter Matter Matter Matter
& Energy Their Space
Environment
Living Things Living Things Living Things Living Things Living Things Force,
2nd Earth &
and Their and Their and Their and Their and Their Matter Motion &
Quarter Space
Environment Environment Environment Environment Environment Energy
Living
Force,
3rd Quarter Force, Motion Force, Motion Force, Motion Force, Motion Earth & Things and
Motion & Matter
& Energy & Energy & Energy & Energy Space Their
Energy
Environment
Living Things Force,
Earth & Earth &
4th Quarter Earth & Space Earth & Space Earth & Space and Their Motion & Matter
Space Space
Environment Energy
Spiraling of Concepts about Matter Grade 3 – Grade 6
NILALAMAN
(Content)
Grade 3 Grade 4 Grade 5 Grade 6

PROPERTIES
When learners observe different objects Aside from being grouped into After learning how to read and In Grade 4, the learners have observed
& materials, they become aware of their solids, liquids, and gases, materials interpret product labels, learners can the changes when mixing a solid in a
different characteristics, such as shape, may also be grouped according to decide whether these materials are liquid or a liquid in another liquid.
weight, definiteness of volume and ease their ability to absorb water, ability harmful. They can also describe From these investigations, learners can
of flow. Using these characteristics, to float or sink, and whether they ways in which they can use their now describe the appearance of
these objects and materials can be decay or not. knowledge of solids and liquids in mixtures as uniform or non-uniform
grouped into solids, liquids and gases. making useful materials and and classify them as homogeneous or
products. heterogeneous mixtures.
CHANGES MATERIALS UNDERGO
Using the characteristics observed Changes in the characteristics of In Grade 4, learners investigated Based on the characteristics of the
among solids, liquids, and gases, solid materials can be observed when changes in materials that take place components of a heterogeneous
learners investigate ways in which solid these are bent, hammered, pressed, at certain conditions, such as mixture, learners investigate ways of
turns into liquid, solid into gas, liquid and cut. changing the size, shape, volume, or separating these components from the
into gas, and liquid into solid, as temperature. In Grade 5, they mixture. They will infer that the
affected by temperature. After investigating the changes in investigate changes that take place characteristics of each of the
characteristics of materials due to under the following conditions: components remain the same even
temperature in Grade 3, learners can presence or lack of oxygen, and when the component is part of the
now inquire about changes observed applying heat. They learn that some mixture.
when a solid is mixed with a liquid or of these conditions can result in a
when a liquid is mixed with another new product. Knowing these
liquid. conditions enable them to apply the
5R method (recycling, reducing,
Learners learn that some changes in reusing, recovering and repairing) at
the characteristics of a product such home and in school.
as food or medicine may affect its
quality. One way of finding out is by
reading and interpreting product
labels. This information helps them
decide when these products become
harmful.
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(Content)
NILALAMAN
Spiraling of Concepts about
(Content) Living Things and Their Environment Grade 3 - Grade
Grade 3 Grade 4 6 Grade 5 Grade 6

PARTS AND FUNCTION
Learners learn about the different parts of In Grade 4, the learners are introduced to After learning in Grade 4 how the major In Grade 6, learners describe the interactions
living things focusing on the more familiar the major organs of the human body. organs of the human body work together, among parts of the major organ systems of
external parts. the learners now focus on the the human body and among the different
They also learn about parts that help reproductive systems of humans, animals, organ systems of representative organisms.
They also learn about some characteristics of plants and animals survive in places where and plants.
living things that distinguish them from they live.
nonliving things.
HEREDITY: INHERITANCE AND VARIATION
Learners learn that living things reproduce and Learners learn that humans, animals, and Learners learn how flowering plants and Learners learn how non-flowering plants
certain traits are passed on to their offspring. plants go through life cycles. Some some non-flowering plants reproduce. (spore-bearing and cone-bearing plants,
inherited traits may be affected by the ferns, and mosses) reproduce.
environment at certain stages in their life They are also introduced to the sexual and
cycles. asexual modes of reproduction.
BIODIVERSITY AND EVOLUTION

Different kinds of living things are found in Learners learn that animals and plants live Learners learn that reproductive They learn that plants and animals share
different places. in specific habitats. structures serve as one of the bases for common characteristics which serve as bases
classifying living things. for their classification.
ECOSYSTEMS
Learners learn that living things depend on their Learners learn that beneficial and harmful Learners are introduced to interactions Learners are introduced to more complex
environment for food, air, and water to survive. interactions occur among living things and among components of larger habitats interactions among components of habitats
their environment as they obtain their basic such as estuaries and intertidal zones and with the highest species diversity such as
needs. the conditions that enable certain tropical rainforests, coral reefs, and
organisms to live. mangrove swamps.
NILALAMAN
Spiraling of Concepts about Force, Motion, and Energy Grade 3 - Grade 6
(Content)
Grade 3 Grade 4 Grade 5 Grade 6

FORCE AND MOTION
Learners observe and explore how Learners now learn that if force This time, learners begin to Aside from the identified
things around them move and can is applied on an object, its accurately measure the amount causes of motion in Grade 3,
be moved. They also identify motion, size, or shape can be of change in the movement of such as people, animals, wind,
things in their environment that changed. They will further an object in terms of its and water, learners also learn
can cause changes in the understand that these changes distance travelled and time of about gravity and friction as
movement of objects. depend on the amount of force travel using appropriate tools. other causes or factors that
applied on it (qualitative). They affect the movement of objects.
also learn that magnets can exert
force on some objects and may
cause changes in their
movements.
ENERGY
Learners observe and identify Learners learn that light, heat, This time, learners explore how At this grade level, learners are
different sources of light, heat, and sound travel from the different objects interact with introduced to the concept of
sound, and electricity in their source. They perform simple light, heat, sound, and electricity energy. They learn that energy
environment and their uses in activities that demonstrate how (e.g., identifying poor and good exists in different forms, such
everyday life. they travel using various objects. conductors of electricity using as light, heat, sound and
simple circuits). electricity, and it can be
Note: Electricity is not included
transformed from one form to
in Grade 4 because the concept They learn about the relationship
another. They demonstrate how
of ‘flow of charges’ is difficult to between electricity and
energy is transferred using
understand at this grade level. magnetism by constructing an
electromagnet. simple machines.
They also learn about the effects

of light, heat, sound, and
electricity on people.
NILALAMAN
(Content)
Grade 3 – Matter
FIRST QUARTER/FIRST GRADING PERIOD
Content Content Standards Performance Learning Competencies Code LM
Standards
Properties The Learners The Learners should The Learners should be
demonstrate be able to… able to…
understanding of…
 Characteristics of S3MT-Ia- Learning Guide in Science &
solid, liquid & gas  ways of sorting  group common  describe different b-1 Health :Mixtures
materials and objects found at objects based on their (Print-BEE)
- Shape describing them as home and in school different characteristics S3MT-Ic-
- Weight solid, liquid or gas  classify objects and d-2 BEAM – Grade 3 Unit 4
- Volume based on properties materials as solid, liquid Materials LG – Science 3
- Ease of flow such as having and gas based on their Materials Module 1
 Safety measures definite shape and characteristics
S3MT-Ie-
in handling solid, volume, and ease of  describe ways of proper
flow g-3
liquid and gas use and handling of
found at home common solid, liquid and
and in school gas found at home and
in school
 Changes in  effects of  investigate the  describe changes in S3MT-Ih-j- BEAM –Gr. 3 Unit 3 Materials-
Materials temperature on different changes in materials based on the 4 Distance Learning Module 43
materials materials as effect of temperature BEAM –Gr. 3 Unit 3 Materials
- Solid to liquid affected by Module 44-49
- Liquid to solid temperature
- Liquid to gas
- Solid to gas
Grade 3 – Living Things and Their Environment
SECOND QUARTER/SECOND GRADING PERIOD
Standards
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Parts and Functions The Learners The Learners should The Learners should be
of Living Things demonstrate be able to… able to…
understanding of…
 describe the parts and S3LT-IIa- BEAM-Grade 3-Unit People-
 Humans  parts and functions of  practice healthful functions of the sense b-1 Learning Guide
- Sense organs the sense organs of habits organs of the human & Distance Learning Module
 Health practices the human body body enumerate
in taking care of healthful habits to
the sense organs protect the sense organs
S3LT-IIa-
b-2
 describe animals in the BEAM-Grade 3-Unit 2-

 parts of animals environment AnimalsDLP-Science 3 DLP
 describe the animals 19
and their functions
and the importance living in Malinao Caves
 identify the parts and S3LT-IIc- Beam –Grade 3 –Unit 2-
 Animals of animals to d3 animals
humans Suggest ways of functions of animals
- Parts and DLP-Science 3 DLP 31&32
grouping animals  identify the parts and
function S3LT-IIc-
based on their functions of animals d-4 Learning Guide in Science &
- Importance to
humans structure and found in Malinao Health:
importance Caves S3LT-IIc- The Body Guards
 Proper ways of  classify animals d-5
handling animals according to body
parts and use S3LT-IIc-
 state the importance of d-6
animals to humans
 describe ways of S3LT-IIc-
proper handling of d-7
animals
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(Content)
 describe the parts of
 Plants  external parts of  demonstrate the different kinds of
- Parts and plants and their proper ways in plants and functions S3LT-IIe- BEAM –Grade 3-Unit 3 –
functions functions taking care of  state the importance of f-8 Plants
- Importance to plants plants to humans DLP-Science 3 DLP 38
humans  describe ways of S3LT-IIe-
f-9 Learning Guide:
caring and proper
 Proper ways of handling of plants
How do Plants protect
handling plants S3LT-IIe- themselves?
 Describe ways of f-10
caring and handling of BEAM-Grade 3-Unit 3-
plants as shown in Plants
Century Old Binuang
Trees
 Characteristics of  characteristics of  illustrate the  compare living with S3LT-IIe-

Living Things living and nonliving difference between nonliving things f-11
things living and nonliving  compare the living with
things nonliving things that can
be found in Paculago
River
Heredity: Inheritance Learning Guide in Science
and Variation and Health:
 reproduction among  make a checklist of  infer that living things S3LT- (print-BEE)
 Characteristics humans, animals and certain reproduce IIg-h12
passed on from plants and that characteristics they  infer that living things Learning Guide in Science
parents to certain found in Paculago S3LT- and Health:
inherited from either
offspring characteristics are River reproduce IIg-h13 What do animals eat
passed on from
their father or
- Humans  identify characteristics
- Animals parents to offspring mother
passed on from
- Plants parents to offspring
(e.g., humans,
animals, plants)
NILALAMAN
(Content)
Ecosystems  basic needs of list down activities  identify the basic S3LT-IIi-
 Basic Needs plants, animals and which they can needs of humans, j-14
- Food humans perform at home, in plants and animals
- Air school, or in their such as air, food, Learning Guide in Science
- Water neighborhood to water, and shelter S3LT-IIi- and Health:
- shelter keep the  explain how living j-15 There is No Place Like Home
environment clean things depend on the (print-BEE)
environment to meet
their basic needs S3LT-IIi-
 explain how living j-16
things depend on the
environment to meet
their basic needs as
shown in Paculago
River
 recognize that there is
a need to protect and
conserve the
environment
Grade 3 – Force and Motion

THIRD QUARTER/THIRD GRADING PERIOD
Standards
The Learners The Learners should The Learners should be
 Moving Objects understanding of…  describe the position of
- Reference point  show if an object will a person or an object in S3FM-III-
- Indicators of  motion of objects move or not relation to a reference a-b-1
motion point such as chair,
door, another person
 identify things that can Learning Guide in Science
make objects move such
S3FM-III- and Health:
c-d-2 (Print-BEE)
NILALAMAN
(Content)
as people, water, wind,
magnets
 describe the movements S3FM-III-
of objects such as e-f-3
fast/slow,
forward/backward,
stretching/compressing
 Sources and Uses  sources and uses of  describe proper use  describe sources of light S3FM-III-
of light, sound, heat of light, sound, heat and sound, heat and g-h-4
Light and and electricity and electricity at electricity
Sound home  enumerate uses of light, S3FM-III-
Heat and sound, heat and i-j-3
Electricity electricity
 enumerate uses of light,
sound, heat and
electricity evidenced by
the Taway Lamp of
Binahan Proper, Ragay,
Camarines sur
Grade 3 – Earth and Space
FOURTH QUARTER/FOURTH GRADING PERIOD
Standards
The Learners The Learners should The Learners should be
 The Surroundings understanding of…
- People  describe the things S3ES-IV- BEAM-Grade3-Unit 6-Earth
- Animals  importance of things found in the a-b-1 (Learning Guides-2 Me and
- Plants found in the surroundings My Environment)
- Lakes, Rivers, surroundings  describe the things S3ES-IV-
Streams, Hills found in c-d-2
and Mountains Pinakamalatikan Falls
 relate the importance of
the surroundings to
NILALAMAN
(Content)
people and other living
things
 relate the importance of
the following land forms
and water forms
(Malinao Caves, Ogotc
Island, Sagop lake,
Patalunan Drinking
Spring, Paculago river)
to people and other
living things
 Weather  types and effects of  express ideas about  describe the changes in Learning Guide in Science
- Types and weather as they safety measures the weather over a S3ES- and Health: Weather
effects of relate to daily during different period of time IV-
weather in the activities, health and weather conditions in  communicate how Learning Guide in Science Commented [j5]: transfer to TG
community safety a creative form such different types of and Health: Typhoon
- Safety and as artwork, poem, weather affect activities e-f-3
precautionary song, in the community S3ES- Beam-Grade 4-Unit 8 –
measures  practice safety and IV-g- Weather
precautionary measures h-4 (Science 4-DLP 57)
in dealing with different
types of weather Beam-Grade 4 –Unit 8 –
Weather (DLP –Science 4
DLP 58)
 Natural Objects in  natural objects in the  communicate how the

the Sky sky affect one’s daily natural objects in the sky S3ES-
- During daytime activities affect daily activities IV-g-
- During nighttime  measures to avoid the h-5
harmful effects of the
Sun’s heat and light
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(Content)

Grade 3 DCCM

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NILALAMAN

DISTRICT CONTEXTUALIZED CURRICULUM MATRIX (DCCM)

K to12 Gabay Pangkurikulum

K to 12 BASIC EDUCATION CURRICULUM

*Napaghahambing ang iba't ibang

NILALAMAN PAMANTAYANG PAMANTAYAN PAMANTAYAN SA PAGKATUTO LEARNING

4. Natatalakay ang kahulugan ng AP3KLR-IIe-4

7. Naipagmamalaki ang mga bayani

8. Nakasusulat ng payak na kwento/ 1-2 talata tungkol AP3KLR-IIj-8

4.Naipaliliwanag ang kahalagahan ng mga AP3PKR-IIId-

5. Naihahambing ang pagkakatulad

7. Napahahalagahan ang iba't ibang AP3PKR-

8. Napapahalagahan ang mga sining

10. Natutukoy ang mga katawagan

Republic of the Philippines

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

EN3FL-Ib-3.6 a.note 2.10 drawing short o prose and EN3G-Ib-1

EN3OL-Id-1.8 EN3F-Id-e- EN3G-Id-1

EN3OL-Ie- EN3PW-Ie-3 Read with EN3G-Ie-2 EN2V-Ie-14

BEAM ENG3 cup; form of

2nd Quarter: Continuation of Beginning Literacy

prior sources EN3PWR words in EN3V-IIc- EN3A-IIc- EN3LC-

EN3LC- details listened to with words etc)

EN3LC- IIa-j-2.2 f. stories

EN3OL- EN3PW- EN3SS-

viewed/ previously of the

3rd Quarter: Developing Reading and Writing

Identify s based on EN3WC- syllable n g of EN3LC- EN3OL-

EN3OL- EN3RC- EN3PWR- grade EN3S- EN3G- (e.g. extra

regarding words e) EN3V-IIIi-j-

4th Quarter: Developing Reading and Writing

-3.7.3 containing of 2-syllable

EN3PWR- EN2S-IVd- EN3AT-

EN3LC-IVg- and short manner

3. 1997. pp. 37-

4. Nakatutukoy ng mga damdamin na MISOSA 4

10. BALS Video.

F3TA-0a-j- F3TA-0a-j-2 F3TA F3TA-0a-j-4

F3TA-Ia- F3WG-Ia-d- F3AL-Ia- F3PB- F3PU-Ia- F3PL-0a-j-2

F3PN-Ib-2 F3WG-Ia-d- F3KP-Ib-f- F3PB- F3EP-Ib- F3PL-0a-j-3

Pagsasalita Pagbasa Pagsulat

F3PN-Ic-j- F3PS-Ib- F3AL- F3PT-Ic- F3PB-Ic-2 F3PU-Ia- F3PL-0a-j-

Pagsasalita Pagbasa Pagsulat

F3PN-Ig-6.1 F3KP-Ig-j-6 F3PT- F3PB-Ig- F3PU-Ig- F3EP-Id- F3PL-0a-

F3PN-Ic-1.4 F3PS-If- F3WG- F3PB-Ih-14 F3PY-Ih- F3EP-Ib-h- F3PL-

pamayana pangngal n teksto bantas sa makahika

F3PN-Ij-10 F3KP-Ig-j-6 F3PT-Ij- F3KM-Ij- F3EP-If-j- F3PL-0a-

Pakikinig Pagsasalita Pagbasa Pagsulat Pagpapa

F3TA-0a-j- F3TA-0a-j-2 F3TA-0a- F3TA-0a-j-4

F3PS-IIb- F3AL-IIb-1 F3PB- F3PU-IIa- F3PL-0a-j-

Pakikinig Pagsasalita Pagbasa Pagsulat Pagpapa

F3PN-IId- F3KP-IIb- F3PP-IIc- FPT-IId- F3PB-I-d- F3PU- F3EP-IIa- F3PL-oa-j-

napakingg magkakatu may klaster malama sa at maliit ibang sa ideya,

Pagsasalita Pagbasa Pagsulat Pagpapa

F3PN-IIf- F3PT- F3PB-IIf- F3PY- F3PL-0a-

Pagsasalita Pagbasa Pagsulat Pagpapa

F3PN-IIg- F3PT- F3PY- F3EP-IIh-i- F3PL-0a-

F3PN-IIj-F3PS-IIi- F3WG- F3PB-IIi- F3KM- F3PL-0a-