Complete English CG 2023

THE PHILIPPINE ENGLISH CURRICULUM
LEARNING AREA STANDARD
Learners use English as a second language appropriately and effectively in oral, visual, and written communication in a variety of situations and for a variety
of audiences, contexts, and purposes, including learning of other content subjects and languages; demonstrate appreciation of various forms of literacy and
literary texts; and take pride in one’s cultural heritage.
KEY STAGE 1 STANDARD
By the end of Grade 3, learners are literate (critical thinkers, readers, and writers) and fluent in the use of English as a second language (oral and written)
with Mother Tongue as a literacy resource in understanding and expressing familiar and developmentally- and grade-level appropriate texts and are able to
use their conversational language skills in day-to-day activities and their academic language in understanding and discussing various specific contents.
GRADE LEVEL STANDARDS
The learner demonstrates oracy for literacy in English as a second language with Mother Tongue as literacy resource; decodes high and low
G1 frequency words; understands how words are used in simple sentences to get and express meaning; and comprehends, analyzes, creates, and
composes texts based on real-life experiences and encounters.
The learner demonstrates fluency and mastery in their decoding skills in English as a second language with Mother Tongue as literacy
resource; expands their vocabulary from conversational to academic use of high frequency and low words; understands how words are used
G2
in simple sentences to get and express meaning; and comprehends, analyzes, creates, and composes developmentally-, grade-level appropriate,
and content-specific texts.
G3 resource; expands their vocabulary to academic using high and low frequency words; uses words in compound and complex sentences to
get and express meaning; and comprehends, analyzes, creates, and composes developmentally-, grade-level appropriate, and content-specific texts.
DEFINITION OF TERMS
1. Basic Sight Words. This is a collection of words that a child recognizes automatically by/upon sight without any use of decoding strategies.
2. Comprehending and Analyzing Texts. It is the ability to construct meaning by intentionally interacting with text.
3. Creating and Composing Texts. It is the ability to express and produce meaning via oral, written, visual, by applying and using their acquired
knowledge of vocabulary, grammar, and text structures.
4. Fluency. It is the smooth flow and efficiency to receive and express ideas for communication.
5. Grammar Awareness and Grammatical Structures. It is a systematic account or understanding of the rules governing language in general with focus
on syntax and semantics).
6. High Frequency Words. These are words that are commonly used in daily conversations and written with multiple meanings, which vary depending on
the context.
7. Low Frequency Words. These are words that take special meaning depending on the learning/subject areas.
8. Oracy for Literacy. It is the ability to use relevant oral language elements like phonological awareness, vocabulary, and listening capacity to develop
basic or beginning literacy.
9. Phonics and Word Study. It is the ability to understand the relationship between letters and sounds and remembers the exact letter patterns and
sequences that represent various speech sounds (letter-sound correspondences, sound-symbol associations).
10. Phonological Awareness. It is the ability to recognize and manipulate the spoken parts of words and sentences.
11. Root. It is the core of a word that contains fundamental meaning.
12. Story Grammar. It is the basic elements of a story which includes the major character/s, setting, problem, reaction, consequence, and resolution. It also
includes the plot: exposition, rising action, climax, falling action, and denouement.
13. Vocabulary and Word Knowledge. This refers to the knowledge of words and their meaning in isolation and/or in context. It is about understanding the
set of vocabulary necessary for developing literacy and language in Mother Tongue and other languages.
CONTINUUM OF ESSENTIAL SKILLS/
MACRO SCOPE AND SEQUENCE OF ESSENTIAL LEARNING COMPETENCIES
Legend:
Viewing
Listening Speaking
Reading Writing
Grade 1 Grade 2 Grade 3

SUBDOMAINS LEARNING COMPETENCIES
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
L L L L
Phonological Recognize rhymes (initial and final) in chants, poems and stories heard.
S S S S
Awareness
(oracy for literacy) L L L L
Segment onset and rime.
S S S S
Identify sight words.
L L L L
S S S S
a. Grade 1 level-appropriate
R R R R
W* W* W* W*
L L L L
S S S S
b. Grade 2 level-appropriate
R R R R
W W W W
Phonics and Word L L L L
Study (sounds to S S S S
c. Grade 3 level-appropriate
print) R R R R
W W W W
L
S
Identify alphabet letter names.
R
W
Read words accurately and automatically according to word patterns (initial, final, medial).
L L L
a. CVC words S S S
R R
W*
L L L
S S S
b. CVCe words
R R
W
L L L
S S S
c. CVVC words
R R
W
L L L
S S S
d. CVCC words
R R
W
L L L
S S S
e. CCVC words (clusters and diphthongs)
R R
W
L L L
S S S
f. VCV words
R R
W
L L L
S S S
g. VCCV words
R R
W
L L L L L L L L L L L L
S S S S S S S S S S S S
Identify high-frequency words accurately.
R R R R R R R R R R
W* W* W W W W W W W W
Use vocabulary referring to:
Vocabulary and
L
Word Knowledge
S
(words) a. oneself and family
R
W*
L
b. school S
R
W*
L
S
c. community
R
W*
L
S
d. physical environment
R
W*
L L L L
S S S S
e. regional themes
R R R R
W W W W
L L L L
S S S S
f. national themes
R R R R
W W W W
g. content-specific topics
R R R R R R R R R R
Use accurately low-frequency words.
a. Mathematics (basic symbols and terminologies)
R R R R R R R R R R
L L L L L
S S S S S
b. Science (basic terminologies)
R R R R R
W W W W W
Identify words into classes.
a. words that label persons, places, things, animals, situations, ideas, and emotions
L L L
S S S
i. common and proper
R
W*
ii. gender L L
S S
R R
W* W
L
S
iii. concrete and abstract
R
W
L
S
iv. count and mass
R
W
L L L L L L L
S S S S S S S
a. words that label state of being and action
R R R R R R
W* W* W W W W
b. words that describe
L L L L L L L
i. persons, places, things, animals, events, ideas, and S S S S S S S
emotions R R R R R R R
W* W* W W W W W
L L
ii. actions, distance, location, time, manner, and S S
frequency R R
W W
c. words that replace persons, places, things, animals, actions, events, ideas, and emotions
L L L
S S S
i. Personal Pronouns
R R
W*
L L L
S S S
ii. Interrogative Pronouns
R R
W
i. Possessive Pronoun L L L
S S S
R R
W
L L L
S S S
ii. Demonstrative Pronoun
R R
W
L L L L L
S S S S S
Identify the synonyms and antonyms of words.
R R R R R
W W W W W
L L L L L L L L L
Read words correctly and accurately for meaning (based on word
S S S S S S S S S
patterns).
R R R R R R R R R
L L L L L L L L L
S S S S S S S S S
Write legibly and correctly words with meaning (based on word patterns).
R R R R R R R R R
W* W W W W W W W W
Identify roots of high frequency words (nouns, verbs, and adjectives).
R R R R R R R R R R
L L L L L
S S S S S
Identify sentences and non-sentences.
R R R R R
W* W* W
L L L L L L L L
Grammar Use simple sentences to express oneself, family, school, community, and S S S S S S S S
Awareness and environment with proper expressions. R R R R R R R R
Grammatical W W W W
Structures L L L L L L L L
(sentences) Use simple sentences with proper intonation (pitch, juncture, rhythm). S S S S S S S S
R R R R R R R R
Sequence words to represent meaning in simple sentences.
L L L L L L L L
a. Telling Sentences (Declarative) S S S S S S S S
R R R R R R
W* W* W W W W
L L L L L L L L
S S S S S S S S
b. Asking Sentences (Interrogative)
R R R R R R
W W W W
L L L L L L
S S S S S S
c. Commanding and Requesting (Imperative)
R R R
W W W
L L L L L L
S S S S S S
d. Exclamatory
R R
W W
Identify the parts of simple sentences: subject and predicate.
L L L L L L L L
S S S S S S S S
a. Telling Sentences (Declarative)
R R R R R R
W* W* W W W W
L L L L L L L L
S S S S S S S S
R R R R R R
W W W W
L L L L L L
S S S S S S
R R R
W W W
L L L L L L
S S S S S S
d. Exclamatory
R R
W W
Use correct capitalization and punctuation for simple sentences.
L L L L L L L L
S S S S S S S S
R R R R R R
W* W* W W W W
L L L L L L L L
S S S S S S S S
R R R R R R
W W W W
L L L L L L
S S S S S S
R R R
W W W
L L L L L L
S S S S S S
d. Exclamatory
R R
W W
Identify compound sentences as regards:
L
S
a. the two sentences in a compound sentence
R
W
L
b. the doers and the actions in the two sentences S
R
W
L L
S S
Use correct capitalization and punctuation in compound sentences.
R R
W W
Identify complex sentences based on:
L
a. sets of words that express a complete (independent clause) S
and an incomplete (dependent clause) thought R
W
L
b. words that are used to introduce a dependent clause S
(subordinating words) R
W
L L
S S
Use correct capitalization and punctuation in complex sentences.
R R
W W
Identify discourse markers for a given text pattern.
a. time order and procedural
R R R R R R R R R R
W W W W W W W W
L L L L L L L L L L
S S S S S S S S S S
b. explanation and enumeration-description
R R R R R R R R
W W W W W W
Read grade level sentences with appropriate speed, accuracy, and
proper expression.
R R R R R R R R R R R R
Comprehend stories.
a. Note important elements from stories (story grammar).
R R R R R R R R R R
W* W W W W W W W
b. Sequence events.
L L L L
S S S S
i. at least 3 events
R R
W* W*
Comprehending
L L L L
and Analyzing
S S S S
Texts ii. at least 4 events
R R R R
(discourse)
W* W W W
L L L L
S S S S
iii. at least 5 events
R R R R
W W W W
c. Identify the problem and solution in the stories.
R R R R R R R R R R
W* W W W W W W W
L L L L L L L L L L L
S S S S S S S S S S S
d. Infer character feelings and traits.
R R R R R R R R R R
W* W W W W W W W
e. Relate story events to one’s experience.
R R R R R R R R R R
W* W W W W W W W
f. Identify cause and/or effect of events.
R R R R R R R R R R
W* W W W W W W W
g. Predict possible ending.
R R R R R R R R R R
W* W W W W W W W
h. Identify the speaker in the selection.
R R R R R R R R R R
W* W W W W W W W
L L L L L L L L L L
S S S S S S S S S S
i. Give a summary.
R R R R R R R R
W W W W W W
j. Making inferences.
L L L L L L L L L
S S S S S S S S S
i. Infer author's purpose.
R R R R R R R
W W W W W
L L L L L L L L L
S S S S S S S S S
ii. Infer the message of the story.
R R R R R R R
W W W W W
Comprehend informational texts.
a. Note significant details in grade-level informational texts (topic, main idea, and supporting details).
L L L L
S S S S
i. at least 3 supporting details
R R
W*
L L L L
ii. at least 4 supporting details
S S S S
R R R R
W* W W W
L L L L
S S S S
iii. at least 5 supporting details
R R R R
W W W W
b. Identify problem and solution.
R R R R R R R R R R
W* W W W W W W W
L L L L L L L L L L
S S S S S S S S S S
c. Identify speaker in the selection.
R R R R R R R R
W W W W W W
L L L L L L L L L
S S S S S S S S S
d. Infer the important details in texts.
R R R R R R R
W W W W W
L L L L L L L L L
S S S S S S S S S
e. Infer author's purpose.
R R R R R R R
W W W W W
f. Identify text patterns.
i. time order and procedural
R R R R R R R R R R
W* W W W W W W W
L L L L L L L L L L
S S S S S S S S S S
ii. explanation and enumeration-description
R R R R R R R R
W W W W W W
L L L L L L L L
S S S S S S S S
g. Draw conclusion.
R R R R R R
W W W W
Creating and Use common expressions and polite greetings appropriate to given situation.
Composing Texts a. conversational language S S S S
(discourse) S SS S S S S S S S
b. academic language
W* W W W W W W W
Use words in retelling (fables, fairytales, myths, legends).
Express ideas about one’s experiences and encounters:
S
a. oneself and family
W*
S
b. school
W*
S
c. community
W*
S
W*
S S S S
e. regional themes
W W W W
S S S S
f. national themes
W W W W
g. content-specific topics
W W W W W W W W
Use basic sight words, high- and low frequency words.
W W W W W W W W
Compose texts to react to the character, conflict, plot, theme, and setting.
W W W W W W W
Compose texts to react to the topic, main idea, and supporting details.
W W W W W W W
Make a summary of narrative text.
W W W W W W W W
Express ideas using text patterns:
W W W W W W W W
S S S S S S S S S S
W W W W W W
LEGEND:
W*- Copying and Guided Writing in response to Comprehension Questions
W - Creating and Composing
SCOPE AND SEQUENCE FOR GRADE 1
GRADE LEVEL STANDARD
The learner demonstrates oracy for literacy in English as a second language with Mother Tongue as literacy resource; decodes high and low
G1 frequency words; understands how words are used in simple sentences to get and express meaning; and comprehends, analyzes, creates, and
composes texts based on real-life experiences and encounters.
Grade 1
Q1 Q2 Q3 Q4
Phonological L L L L
LC1. Recognize rhymes (initial and final) in chants, poems and stories heard.
Awareness S S S S
(oracy for L L L L
literacy) LC2. Segment onset and rime.
S S S S
LC1. Identify sight words.
L L L L
S S S S
R R R R
W* W* W* W*
L
S
LC2. Identify alphabet letter names.
R
W
LC3. Read words accurately and automatically according to word patterns (initial, final, medial).
Phonics and
L L L
Word Study
S S S
(sounds to print) a. CVC words
R R
W*
L L
b. CVCe words S S
R
L L
c. CVVC words S S
R
L
d. CVCC words
S
L
e. CCVC words (clusters and diphthongs)
S
L L L L
S S S S
LC1. Identify high-frequency words accurately.
R R
W* W*
LC2. Use vocabulary referring to:
L
S
R
W*
L
S
b. school
R
W*
L
S
c. community
R
Vocabulary and
W*
Word
L
Knowledge
S
(words) d. physical environment
R
W*
L L L L
S S S S
e. content-specific topics
R R
W* W*
LC3. Use accurately low-frequency words.
L L L L
S S S S
R R
W* W*
LC4. Identify words into classes.
L L L
i. common and proper S S S
R
W*
L
S
ii. gender
R
W*
L L L
S S S
b. words that label state of being and action
R R
W* W*
c. words that describe
L L
S S
i. persons, places, things, animals, events, ideas, and emotions
R R
W* W*
d. words that replace persons, places, things, animals, actions, events, ideas, and emotions
L L L
S S S
i. Personal Pronouns
R R
W*
L L
ii. Interrogative Pronouns S S
R
L
LC5. Read words correctly and accurately for meaning (based on word patterns). S
R
L
S
LC6. Write legibly and correctly words with meaning (based on word patterns).
R
W*
L L L L
S S S S
LC7. Identify roots of high frequency words (nouns, verbs, and adjectives).
R R
W* W*
Grammar L L L L
LC1. Identify sentences and non-sentences.
Awareness and S S S S
Grammatical R R R R
Structures W* W*
(sentences) L L L L
LC2. Use simple sentences to express oneself, family, school, community, and environment with proper
S S S S
expressions.
R R R R
L L L L
LC3. Use simple sentences with proper intonation (pitch, juncture, rhythm). S S S S
R R R R
LC4. Sequence words to represent meaning in simple sentences.
L L L L
S S S S
R R
W* W*
L L L L
b. Asking Sentences (Interrogative) S S S S
R R
L L
S S
L L
d. Exclamatory
S S
LC5. Identify the parts of simple sentences: subject and predicate.
L L L L
S S S S
R R
W* W*
L L L L
R R
L L
S S
L L
d. Exclamatory
S S
LC6. Use correct capitalization and punctuation for simple sentences.
L L L L
S S S S
R R
W* W*
L L L L
R R
L L
S S
L L
d. Exclamatory
S S
LC7. Identify discourse markers for a given text pattern.
L L L L
a. time order and procedural S S S S
R R
L L
S S
L L L L
LC1. Read grade level sentences with appropriate speed, accuracy, and proper expression. S S S S
R R R R
LC2. Comprehend stories.
L L L L
a. Note important elements from stories (story grammar). S S S S
R R
b. Sequence events.
L L L L
S S S S
Comprehending R R
and Analyzing W* W*
Texts L L L L
(discourse) c. Identify the problem and solution in the stories. S S S S
R R
L L L
d. Infer character feelings and traits. S S S
R R
L L L L
e. Relate story events to one’s experience. S S S S
R R
L L L
f. Identify cause and/or effect of events. S S S
R R
L L L
g. Predict possible ending. S S S
R R
L L L
h. Identify the speaker in the selection. S S S
R R
L L
i. Give a summary.
S S
L
S
L
S
LC3. Comprehend informational texts.
L L L L
S S S S
R R
W*
L L L L
b. Identify problem and solution. S S S S
R R
L L
S S
L
S
L
S
L L L L
i. time order and procedural S S S S
R R
L L
S S
Creating and LC1. Use common expressions and polite greetings appropriate to given situation.
Composing a. conversational language S S S S
Texts b. academic language S S
(discourse) S S S S
LC2. Use words in retelling (fables, fairytales, myths, legends).
W* W*
LC3. Express ideas about one’s experiences and encounters:
S
W*
S
b. school
W*
S
c. community
W*
S
W*
e. content-specific topics S S S S
LC4. Use basic sight words, high- and low frequency words. S S S S
LC5. Compose texts to react to the character, conflict, plot, theme, and setting. S S S
LC6. Compose texts to react to the topic, main idea, and supporting details. S S S
LC7. Make a summary of narrative text. S S S S
LC8. Express ideas using text patterns.
a. time order and procedural S S S S
b. explanation and enumeration-description S S
LEGEND:
QUARTER 1
The learner demonstrates mastery in phonological awareness in decoding developmentally- and grade-level appropriate words and
CONTENT
uses words to understand and create simple sentences in getting- and expressing meaning about oneself, family and conversational
STANDARDS
topics (narrative and informational).
The learner uses phonological and alphabetic knowledge to read/write words correctly, accurately, and smoothly with/for meaning,
PERFORMANCE
reads grade level sentences with appropriate speed, accuracy, and proper expression, and narrates personal experiences and
STANDARDS
encounters with oneself, family, and content-specific topics.
MACROSKILLS WEEK
L S R W V 1-3 4-6 7-9 10
EN1PA-Ia-i-1 Recognize rhymes in chants, poems and stories heard.
Phonological Awareness a. initial L S ✓ ✓ ✓
(oracy for literacy) b. final L S ✓ ✓ ✓
EN1PA-Ia-i-2 Segment onset and rime. L S ✓ ✓ ✓
EN1PWS-Ia-i-1 Identify Grade 1 level-appropriate sight words. L S R W* ✓ ✓ ✓
Phonics and Word Study EN1PWS-Ia-i-2 Identify alphabet letter names.
(sounds to words) a. p, b, m, f, v, t, d, s, z L S R W ✓ ✓ ✓
b. n, l, r, j, k, g, h, c, q L S R W ✓ ✓ ✓
EN1VWK-Ia-i-1 Identify high-frequency words accurately. L S ✓ ✓ ✓
Culminating Activity
EN1VWK-Ia-i-2 Use vocabulary referring to:
a. oneself and family L S R W* ✓ ✓ ✓
b. content-specific topics L S ✓ ✓
EN1VWK-Id-i-3 Use accurately low-frequency words in Mathematics (basic
Vocabulary and L S ✓ ✓
symbols and terminologies). *Refer to Appendix.
Word Knowledge
EN1VWK-Ia-i-4 Identify words into classes.
(words)
a. words that label persons, things, animals, places, situations, ideas, and emotions
i. common and proper L S ✓ ✓ ✓
b. words that replace persons, things, animals, places, events, ideas, and emotions
i. Personal Pronouns L S ✓ ✓ ✓
EN1VWK-Id-i-5 Identify roots of high frequency words (nouns). L S ✓ ✓
EN1GAGS-Id-i-1 Identify sentences and non-sentences. L S R ✓ ✓
Grammar Awareness EN1GAGS-Id-i-2 Use simple sentences to express oneself, family, school,
L S R ✓ ✓
and Grammatical community and environment with proper expressions.
Structures EN1GAGS-Id-i-3 Use simple sentences with proper intonation (pitch, juncture,
L S R ✓ ✓
(sentences) rhythm).
EN1GAGS-Ig-i-4 Sequence words to represent meaning in simple sentences.
a. Telling Sentences (Declarative) L S ✓
b. Asking Sentences (Interrogative) L S ✓
EN1GAGS-Ig-i-5 Identify the parts of simple sentences: subject and predicate.
EN1GAGS-Ig-i-6 Use correct capitalization and punctuation for simple sentences.
EN1GAGS-Id-i-7 Identify discourse markers for a given text pattern.
a. time order and procedural L S ✓ ✓
EN1CAT-Ia-i-1 Read grade level sentences with appropriate speed, accuracy
L S R ✓ ✓ ✓
and proper expression based on modelling.
EN1CAT-Ia-i-2 Comprehend stories.
a. Note important elements from stories (story grammar). L S ✓ ✓ ✓
Comprehending and b. Sequence events.
Analyzing Texts i. at least 3 events L S ✓ ✓ ✓
(discourse) c. Identify the problem and solution in the stories. L S ✓ ✓ ✓
d. Relate story events to one’s experience. L S ✓ ✓ ✓
EN1CAT-Ia-i-3 Comprehend informational texts.
i. at least 3 supporting details L S ✓ ✓
b. Identify problem and solution. L S ✓ ✓
c. Identify text patterns.
i. time order and procedural L S ✓ ✓
EN1CCT-Ia-i-1 Use common expressions and polite greetings appropriate to given situation.
a. conversational language S ✓ ✓ ✓
EN1CCT-Ia-i-2 Use words in retelling (fables, fairytales, myths, legends). S ✓ ✓ ✓
EN1CCT-Ia-i-3 Express ideas about one’s experiences and encounters.
Creating and
a. oneself and family S W* ✓ ✓ ✓
Composing Texts
b. content-specific topics S ✓ ✓
(discourse)
EN1CCT-Id-i-4 Use basic sight words, high and low-frequency words. S ✓ ✓
EN1CCT-Ig-i-5 Make a summary of narrative text. S ✓
EN1CCT-Id-i-6 Express ideas using text patterns.
a. time order and procedural S ✓ ✓
Legend:
W* - Copying and Guided Writing in response to Comprehension Questions
QUARTER 2
The learner demonstrates ongoing development and mastery in decoding high and low frequency words and to understand and
CONTENT
create simple sentences in getting- and expressing meaning about one’s school and conversational topics (narrative and
STANDARDS
informational).
The learner uses his/her ongoing development and mastery in automatically recognizing sight words, decodes high and low frequency
PERFORMANCE
words and use them to expresses ideas and narrates personal experiences and encounters with one’s school and content-specific
STANDARDS
topics.
MACROSKILLS WEEK
L S R W V 1-3 4-6 7-9 10
EN1PA-IIa-i-1 Recognize rhymes in chants, poems and stories heard.
EN1PA-IIa-i-2 Segment onset and rime. L S ✓ ✓ ✓
EN1PWS-IIa-i-1 Identify Grade 1 level-appropriate sight words. L S R W* ✓ ✓ ✓
Phonics and Word Study
EN1PWS-IIa-i-2 Read words accurately and automatically according to word patterns (initial, final, medial).
(sounds to words)
a. CVC words L S ✓ ✓ ✓
EN1VWK-IIa-i-1 Identify high-frequency words accurately. L S ✓ ✓ ✓
EN1VWK-IIa-i-2 Use vocabulary referring to:
a. school L S R W* ✓ ✓ ✓
b. content-specific topics L S ✓ ✓ ✓
EN1VWK-IIa-i-3 Use accurately low-frequency words in Mathematics (basic
L S ✓ ✓ ✓
Vocabulary and symbols and terminologies). *Refer to Appendix.
Word Knowledge EN1VWK-IIa-i-4 Identify words into classes.
(words) a. words that label persons, things, animals, places, situations, ideas, and emotions
i. common and proper L S ✓ ✓ ✓
b. words that label state of being and action L S ✓ ✓ ✓
c. words that replace persons, things, animals, places, events, ideas, and emotions
i. Personal Pronouns L S R ✓ ✓ ✓
EN1VWK-IIa-i-5 Identify roots of high frequency words (nouns and verbs). L S ✓ ✓ ✓
EN1GAGS-IIa-i-1 Identify sentences and non-sentences. L S R ✓ ✓ ✓
Grammar Awareness EN1GAGS-IIa-i-2 Use simple sentences to express oneself, family, school,
L S R ✓ ✓ ✓
and Grammatical community, and environment with proper expressions.
Structures EN1GAGS-IIa-i-3 Use simple sentences with proper intonation (pitch, juncture,
L S R ✓ ✓ ✓
(sentences) rhythm).
EN1GAGS-IIa-i-4 Sequence words to represent meaning in simple sentences.
a. Telling Sentences (Declarative) L S ✓ ✓ ✓
b. Asking Sentences (Interrogative) L S ✓ ✓ ✓
EN1GAGS-IIa-i-5 Identify the parts of simple sentences: subject and predicate.
EN1GAGS-IIa-i-6 Use correct capitalization and punctuation for simple sentences.
EN1GAGS-IIa-i-7 Identify discourse markers for a given text pattern.
a. time order and procedural L S ✓ ✓ ✓
EN1CAT-IIa-i-1 Read grade level sentences with appropriate speed, accuracy
L S R ✓ ✓ ✓
EN1CAT-IIa-i-2 Comprehend stories.
a. Note important elements from stories (story grammar). L S ✓ ✓ ✓
b. Sequence events.
i. at least 3 events L S ✓ ✓ ✓
Comprehending and c. Identify the problem and solution in the stories. L S ✓ ✓ ✓
Analyzing Texts d. Infer character feelings and traits. L S ✓ ✓ ✓
(discourse) e. Relate story events to one’s experience. L S ✓ ✓ ✓
f. Identify cause and/or effect of events. L S ✓ ✓ ✓
g. Predict possible ending. L S ✓ ✓ ✓
h. Identify the speaker in the selection. L S ✓ ✓ ✓
EN1CAT-IIa-i-3 Comprehend informational texts.
i. at least 3 supporting details L S ✓ ✓ ✓
b. Identify problem and solution. L S ✓ ✓ ✓
c. Identify text patterns. L S ✓ ✓ ✓
i. time order and procedural L S ✓ ✓ ✓
EN1CCT-IIa-i-1 Use common expressions and polite greetings appropriate to given situation.
EN1CCT-IIa-i-2 Use words in retelling (fables, fairytales, myths, legends). S ✓ ✓ ✓
Creating and EN1CCT-IIa-i-3 Express ideas about one’s experiences and encounters.
Composing Texts a. school S W* ✓ ✓ ✓
(discourse) b. content-specific topics S ✓ ✓ ✓
EN1CCT-IIa-i-4 Use basic sight words, high and low-frequency words. S ✓ ✓ ✓
EN1CCT-IIa-i-5 Compose texts to react to the character, conflict, plot, theme,
S ✓ ✓ ✓
and setting.
EN1CCT-IIa-i-6 Compose texts to react to the topic, main idea, and supporting
S ✓ ✓ ✓
details.
EN1CCT-IIa-i-7 Make a summary of narrative text. S ✓ ✓ ✓
EN1CCT-IIa-i-8 Express ideas using text patterns. S ✓ ✓ ✓
a. time order and procedural S ✓ ✓ ✓
Legend:
QUARTER 3
The learner demonstrates ongoing development and mastery in decoding high and low frequency words to understand and
CONTENT
create simple sentences in getting- and expressing meaning about one’s community and content-specific topics (narrative and
STANDARDS
informational).
The learner uses his/her ongoing development and mastery in automatically recognizing sight words, decodes high and low frequency
PERFORMANCE
words and use them to expresses ideas and narrate personal experiences and encounters with one’s community and content-specific
STANDARDS
topics.
MACROSKILLS WEEK
SUBDOMAINS LEARNING COMPETENCIES 1
L S R W V 1-3 4-6 7-9
0
EN1PA-IIIa-i-1 Recognize rhymes in chants, poems and stories heard.
EN1PA-IIIa-i-2 Segment onset and rime. L S ✓ ✓ ✓
EN1PWS-IIIa-i-1 Identify Grade 1 level-appropriate sight words. L S R W* ✓ ✓ ✓
EN1PWS-IIIa-i-2 Read words accurately and automatically according to word patterns (initial, final, medial).
a. CVC words L S R ✓ ✓
(sounds to words)
b. CVCe words L S ✓ ✓
c. CVVC words L S ✓
EN1VWK-IIIa-i-1 Identify high-frequency words accurately. L S R W* ✓ ✓ ✓
EN1VWK-IIIa-i-2 Use vocabulary referring to:
a. community L S R W* ✓ ✓ ✓
b. content-specific topics L S R W* ✓ ✓ ✓
EN1VWK-IIIa-i-3 Use accurately low-frequency words in Mathematics (basic
L S R W* ✓ ✓ ✓
EN1VWK-IIIa-i-4 Identify words into classes.
Vocabulary and
Word Knowledge
i. common and proper L S R W* ✓ ✓ ✓
(words)
b. words that label state of being and action L S R W* ✓ ✓ ✓
i. persons, places, things, animals, events, ideas, and emotions L S R W* ✓ ✓ ✓
c. words that replace persons, things, animals, places, events, ideas, and emotions
i. Personal Pronouns L S R W* ✓ ✓ ✓
ii. Interrogative Pronouns L S ✓ ✓
EN1VWK-IIIa-i-5 Identify roots of high frequency words (nouns and verbs). L S R W* ✓ ✓ ✓
EN1GAGS-IIIa-i-1 Identify sentences and non-sentences. L S R W* ✓ ✓ ✓
EN1GAGS-IIIa-i-2 Use simple sentences to express oneself, family, school,
L S R ✓ ✓ ✓
community, and environment with proper expressions.
EN1GAGS-IIIa-i-3 Use simple sentences with proper intonation (pitch, juncture,
L S R ✓ ✓ ✓
rhythm).
EN1GAGS-IIIa-i-4 Sequence words to represent meaning in simple sentences.
a. Telling Sentences (Declarative) L S R W* ✓ ✓ ✓
b. Asking Sentences (Interrogative) L S R ✓ ✓ ✓
c. Commanding and Requesting (Imperative) L S ✓ ✓
d. Exclamatory L S ✓
Grammar Awareness EN1GAGS-IIIa-i-5 Identify the parts of simple sentences: subject and predicate.
and Grammatical
Structures
(sentences)
EN1GAGS-IIIa-i-6 Use correct capitalization and punctuation for simple sentences.
EN1GAGS-IIIa-i-7 Identify discourse markers for a given text pattern.
a. time order and procedural L S R ✓ ✓ ✓
b. explanation and enumeration-description L S ✓ ✓ ✓
EN1CAT-IIIa-i-1 Read grade level sentences with appropriate speed, accuracy
L S R ✓ ✓ ✓
EN1CAT-IIIa-i-2 Comprehend stories.
a. Note important elements from stories (story grammar). L S R ✓ ✓ ✓
Comprehending and b. Sequence events
Analyzing Texts i. at least 3 events L S R W* ✓ ✓ ✓
(discourse) c. Identify the problem and solution in the stories. L S R ✓ ✓ ✓
d. Infer character feelings and traits. L S R ✓ ✓ ✓
e. Relate story events to one’s experience. L S R ✓ ✓ ✓
f. Identify cause and/or effect of events. L S R ✓ ✓ ✓
g. Predict possible ending. L S R ✓ ✓ ✓
h. Identify the speaker in the selection. L S R ✓ ✓ ✓
i. Give a summary. L S ✓ ✓ ✓
EN1CAT-IIIa-i-3 Comprehend informational texts.
a. Note significant details in grade-level informational texts (topic, main
L S R ✓ ✓ ✓
idea, and supporting details).
b. Identify problem and solution. L S R ✓ ✓ ✓
c. Identify speaker in the selection. L S ✓ ✓ ✓
d. Identify text patterns.
i. time order and procedural L S R ✓ ✓ ✓
ii. explanation and enumeration-description L S ✓ ✓ ✓
EN1CCT-IIIa-i-1 Use common expressions and polite greetings appropriate to given situation.
b. academic language S ✓ ✓ ✓
EN1CCT-IIIa-i-2 Use words in retelling (fables, fairytales, myths, legends). S W* ✓ ✓ ✓
EN1CCT-IIIa-i-3 Express ideas about one’s experiences and encounters.
a. community S W* ✓ ✓ ✓
b. content-specific topics S ✓ ✓ ✓
Creating and
EN1CCT-IIIa-i-4 Use basic sight words, high and low-frequency words. S ✓ ✓ ✓
Composing Texts
EN1CCT-IIIa-i-5 Compose texts to react to the character, conflict, plot, theme,
(discourse) S ✓ ✓ ✓
and setting.
EN1CCT-IIIa-i-6 Compose texts to react to the topic, main idea, and supporting
S ✓ ✓ ✓
details.
EN1CCT-IIIa-i-7 Make a summary of narrative text. S ✓ ✓ ✓
EN1CCT-IIIa-i-8 Express ideas using text patterns.
b. explanation and enumeration-description S ✓ ✓ ✓
Legend:
QUARTER 4
CONTENT The learner demonstrates mastery in decoding high and low frequency words to understand and create simple sentences in
STANDARDS getting- and expressing meaning about one’s environment and content-specific topics (narrative and informational).
PERFORMANCE The learner automatically recognizes sight words, decodes words, expresses ideas, and narrate personal experiences and encounters
STANDARDS with one’s environment and content-specific topics.
MACROSKILLS WEEK
L S R W V 1-3 4-6 7-9 10
EN1PA-IVa-i-1 Recognize rhymes in chants, poems and stories heard.
EN1PA-IVa-i-2 Segment onset and rime. L S ✓ ✓
EN1PWS-IVa-i-1 Identify Grade 1 level-appropriate sight words. L S R W* ✓ ✓ ✓
EN1PWS-IVa-i-2 Read words accurately and automatically according to word patterns (initial, final, medial).
a. CVC words L S R W* ✓
b. CVCe words L S R ✓ ✓ ✓
(sounds to words)
c. CVVC words L S R ✓ ✓ ✓
d. CVCC words (clusters and diphthongs) L S ✓ ✓
e. CCVC words (clusters and diphthongs) L S ✓ ✓
EN1VWK-IVa-i-1 Identify high-frequency words accurately. L S R W* ✓ ✓ ✓
EN1VWK-IVa-i-2 Use vocabulary referring to:
a. physical environment L S R W* ✓ ✓ ✓
b. content-specific topics L S R W* ✓ ✓ ✓
EN1VWK-IVa-i-3 Use accurately low-frequency words in Mathematics (basic
L S R W* ✓ ✓ ✓
Vocabulary and
EN1VWK-IVa-i-4 Identify words into classes.
Word Knowledge
(words)
i. gender L S R W* ✓ ✓ ✓
b. words that label state of being and action L S R W* ✓ ✓ ✓
i. persons, places, things, animals, events, ideas, and emotions L S R W* ✓ ✓ ✓
d. words that replace persons, things, animals, places, events, ideas, and emotions
i. interrogative Pronouns L S R ✓ ✓ ✓
EN1VWK-IVa-i-5 Read words correctly and accurately for meaning (based on
L S R ✓ ✓ ✓
word patterns).
EN1VWK-IVa-i-6 Write legibly and correctly words with meaning based on word
L S R W* ✓ ✓ ✓
patterns.
EN1VWK-IVa-i-7 Identify roots of high frequency words (nouns and verbs). L S R W* ✓ ✓ ✓
EN1GAGS-IVa-i-1 Identify sentences and non-sentences. L S R W* ✓ ✓ ✓
EN1GAGS-IVa-i-2 Use simple sentences to express oneself, family, school,
L S R ✓ ✓ ✓
EN1GAGS-IVa-i-3 Use simple sentences with proper intonation (pitch, juncture,
L S R ✓ ✓ ✓
rhythm).
EN1GAGS-IVa-i-4 Sequence words to represent meaning in simple sentences.
c. Commanding and Requesting (Imperative) L S ✓ ✓ ✓
d. Exclamatory L S ✓ ✓ ✓
Grammar Awareness EN1GAGS-IVa-i-5 Identify the parts of simple sentences: subject and predicate.
and Grammatical
Structures
(sentences)
EN1GAGS-IVa-i-6 Use correct capitalization and punctuation for simple sentences.
EN1GAGS-IVa-i-7 Identify discourse markers for a given text pattern.
a. time order and procedural L S R ✓ ✓ ✓
b. explanation and enumeration-description L S ✓ ✓ ✓
EN1CAT-IVa-i-1 Read grade level sentences with appropriate speed, accuracy
L S R ✓ ✓ ✓
Comprehending and EN1CAT-IVa-i-2 Comprehend stories.
Analyzing Texts a. Note important elements from stories (story grammar). L S R ✓ ✓ ✓
(discourse) b. Sequence events.
i. at least 3 events L S R W* ✓ ✓ ✓
c. Identify the problem and solution in the stories. L S R ✓ ✓ ✓
d. Infer character feelings and traits. L S R ✓ ✓ ✓
e. Relate story events to one’s experience. L S R ✓ ✓ ✓
f. Identify cause and/or effect of events. L S R ✓ ✓ ✓
g. Predict possible ending. L S R ✓ ✓ ✓
h. Identify the speaker in the selection. L S R ✓ ✓ ✓
i. Give a summary. L S ✓ ✓ ✓
i. Infer author's purpose L S ✓ ✓ ✓
ii. Infer the message of the story L S ✓ ✓ ✓
EN1CAT-IVa-i-3 Comprehend informational texts.
i. at least 3 supporting details L S R W* ✓ ✓ ✓
b. Identify problem and solution. L S R ✓ ✓ ✓
c. Identify speaker in the selection. L S ✓ ✓ ✓
d. Infer the important details in texts. L S ✓ ✓ ✓
e. Infer author's purpose. L S ✓ ✓ ✓
i. time order and procedural L S R ✓ ✓ ✓
ii. explanation and enumeration-description L S ✓ ✓ ✓
EN1CCT-IVa-i-1 Use common expressions and polite greetings appropriate to given situation.
b. academic language S ✓ ✓ ✓
EN1CCT-IVa-i-2 Use words in retelling (fables, fairytales, myths, legends). S W* ✓ ✓ ✓
EN1CCT-IVa-i-3 Express ideas about one’s experiences and encounters.
a. physical environment S W* ✓ ✓ ✓
b. content-specific topics S ✓ ✓ ✓
Creating and
EN1CCT-IVa-i-4 Use basic sight words, high and low-frequency words. S ✓ ✓ ✓
Composing Texts
EN1CCT-IVa-i-5 Compose texts to react to the character, conflict, plot, theme,
(discourse) S ✓ ✓ ✓
and setting.
EN1CCT-IVa-i-6 Compose texts to react to the topic, main idea, and supporting
S ✓ ✓ ✓
details.
EN1CCT-IVa-i-7 Make a summary of narrative text. S ✓ ✓ ✓
EN1CCT-IVa-i-8 Express ideas using text patterns.
Legend:
resource; expands their vocabulary from conversational to academic use of high frequency and low words; understands how words are
G2
used in simple sentences to get and express meaning; and comprehends, analyzes, creates, and composes developmentally-, grade-level
appropriate, and content-specific texts.
Grade 2
Q1 Q2 Q3 Q4
L L L L
S S S S
R R R R
W W W W
LC2. Read words accurately and automatically according to word patterns (initial, final, medial).
L
S
a. CVCe words
R
W
L
Phonics and S
b. CVVC words
Word Study R
(sounds to W
words) L L
S S
c. CVCC words
R R
W
L L
S S
d. CCVC words (clusters and diphthongs)
R R
W
L L L
S S S
e. VCV words
R R
W
L L L
S S S
f. VCCV words
R R
W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
a. regional themes
R R R R
W W W W
L L L L
S S S S
b. content-specific topics
R R R R
W W W W
L L L L
Vocabulary and
S S S S
Word a. Mathematics (basic symbols and terminologies)
R R R R
Knowledge
(words) W W W W
L
S
b. Science (basic terminologies)
R
W
L
S
i. gender
R
W
L
S
ii. concrete and abstract
R
W
iii. count and mass L
S
R
W
L L L L
S S S S
b. words that label state of being and action
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L
S
i. Interrogative Pronouns
R
W
L L L
S S S
ii. Possessive Pronoun
R R
W
L L
iii. Demonstrative Pronoun S S
R
L
S
LC5. Identify the synonyms and antonyms of words.
R
W
L L L L
LC6. Read words correctly and accurately for meaning (based on word patterns). S S S S
R R R R
L L L L
S S S S
LC7. Write legibly and correctly words with meaning (based on word patterns).
R R R R
W* W W W
L L L L
S S S S
R R R R
W W W W
L
S
LC1. Identify sentences and non-sentences.
R
W
L L L L
LC2. Use simple sentences to express oneself, family, school, community, and environment with proper S S S S
expressions. R R R R
W W W W
L L L L
LC3. Use simple sentences with proper intonation (pitch, juncture, rhythm). S S S S
R R R R
LC4. Sequence words to represent meaning in simple sentences.
L L
S S
R R
Grammar W W
Awareness and L L
Grammatical S S
Structures R R
(sentences) W W
L L L
S S S
c. Commanding and Requesting Sentences (Imperative)
R R
W W
L L L L
S S S S
d. Exclamatory
R R
W W
LC5. Identify the parts of simple sentences: subject and predicate.
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R
W W W
L L L L
S S S S
d. Exclamatory
R R
W W
LC6. Use correct capitalization and punctuation for simple sentences.
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R
W W W
L L L L
S S S S
d. Exclamatory
R R
W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R R
W W
LC1. Read grade level sentences with appropriate speed, accuracy, and proper expression. L L L L
S S S S
R R R R
L L L L
S S S S
a. Note important elements from stories (story grammar).
R R R R
W* W W W
b. Sequence events.
L L L L
S S S S
R R R R
W* W W W
L L L L
S S S S
R R R R
W* W W W
L L L L
Comprehending
S S S S
and Analyzing d. Infer character feelings and traits.
R R R R
Texts
W* W W W
(discourse)
L L L L
S S S S
R R R R
W* W W W
L L L L
S S S S
R R R R
W* W W W
L L L L
S S S S
R R R R
W* W W W
L L L L
S S S S
R R R R
W* W W W
i. Give a summary. L L L L
S S S S
R R R R
W W
L L L L
S S S S
R R R
W
L L L L
S S S S
R R R
W
L L L L
S S S S
R R R R
W* W W W
L L L L
S S S S
R R R R
W* W W W
L L L L
S S S S
R R R R
W W
L L L L
S S S S
R R R
W
L L L L
S S S S
R R R
W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R R
W W
L L L L
g. Draw conclusion. S S S S
R R
LC1. Use common expressions and polite greetings appropriate to given situation.
S S S S
a. academic language
W W W W
S S S S
LC2.Use words in retelling (fables, fairytales, myths, legends).
W W W W
LC3. Express ideas about one’s experiences and encounters.
S S S S
a. regional themes
W W W W
S S S S
W W W W
Creating and
S S S S
Composing LC4. Use basic sight words, high- and low frequency words.
W W W W
Texts
S S S S
(discourse) LC5. Compose texts to react to the character, conflict, plot, theme, and setting.
W W W
S S S S
LC6. Compose texts to react to the topic, main idea, and supporting details.
W W W
S S S S
LC7. Make a summary of narrative text.
W W W W
S S S S
W W W W
S S S S
W W W
LEGEND:
QUARTER 1
CONTENT The learner demonstrates ongoing mastery in decoding high and low frequency words; comprehends simple sentences in getting and
STANDARDS expressing meaning about the identified regional themes and conversational topics (narrative and informational).
PERFORMANCE The learner decodes high and low frequency words to express ideas, reads grade level sentences with appropriate speed, accuracy,
STANDARDS and proper expression, and narrates encounters with identified regional contexts.
MACROSKILLS WEEK
L S R W V 1-3 4-6 7-9 10
EN2PWS-Ia-i-1 Identify sight words.
a. Grade 2 level-appropriate L S R W ✓ ✓ ✓
EN2PWS-Ia-i-2 Read words accurately and automatically according to word patterns (initial, final, medial).
a. CVCe words L S R W ✓ ✓ ✓
b. CVVC words L S R W ✓ ✓ ✓
(sounds to words)
c. CVCC words (clusters and diphthongs) L S R ✓ ✓ ✓
d. CCVC words (clusters and diphthongs) L S R ✓ ✓ ✓
e. VCV words L S ✓ ✓
f. VCCV words L S ✓ ✓
EN2VWK-Ia-i-1 Identify high-frequency words accurately. L S R W ✓ ✓ ✓
a. regional themes L S R W ✓ ✓
b. content-specific topics L S R W ✓ ✓ ✓
EN2VWK-Ia-i-3 Use accurately low-frequency words.
a. Mathematics (basic symbols and terminologies) L S R W ✓ ✓ ✓
Vocabulary and a. words that label persons, places, things, animals, situations, ideas, and emotions
Word Knowledge i. gender L S R W ✓ ✓ ✓
(words) b. words that label state of being and action L S R W ✓ ✓ ✓
i. persons, places, things, animals, events, ideas, and emotions L S R W ✓ ✓ ✓
i. Interrogative Pronouns L S R W ✓ ✓ ✓
ii. Possessive Pronouns L S ✓ ✓
EN2VWK-Ia-i-5 Read words correctly and accurately for meaning (based on
L S R ✓ ✓ ✓
word patterns).
EN2VWK-Ia-i-6 Write legibly and correctly words with meaning (based on word
L S R W* ✓ ✓ ✓
patterns).
EN2VWK-Ia-i-7 Identify roots of high frequency words (nouns and verbs). L S R W ✓ ✓ ✓
EN2GAGS-Ia-i-1 Identify sentences and non-sentences. L S R W ✓ ✓ ✓
EN2GAGS-Ia-i-2 Use simple sentences to express oneself, family, school,
L S R W ✓ ✓ ✓
EN2GAGS-Ia-i-3 Use simple sentences with proper intonation (pitch, juncture,
L S R ✓ ✓ ✓
rhythm).
EN2GAGS-Ia-i-4 Sequence words to represent meaning in simple sentences.
a. Telling Sentences (Declarative) L S R W ✓ ✓ ✓
b. Asking Sentences (Interrogative) L S R W ✓ ✓ ✓
Grammar Awareness EN2GAGS-Ia-i-5 Identify the parts of simple sentences: subject and predicate.
and Grammatical
Structures
(sentences)
EN2GAGS-Ia-i-6 Use correct capitalization and punctuation for simple sentences.
EN2GAGS-Ia-i-7 Identify discourse markers for a given text pattern.
a. time order and procedural L S R W ✓ ✓ ✓
b. explanation and enumeration-description L S R ✓ ✓ ✓
EN2CAT-Ia-i-1 Read grade level sentences with appropriate speed, accuracy,
L S R ✓ ✓ ✓
and proper expression.
a. Note important elements from stories (story grammar). L S R W* ✓ ✓ ✓
Comprehending and b. Sequence events.
Analyzing Texts i. at least 4 events L S R W* ✓ ✓ ✓
(discourse) c. Identify the problem and solution in the stories. L S R W* ✓ ✓ ✓
b. Infer character feelings and traits. L S R W* ✓ ✓ ✓
c. Relate story events to one’s experience. L S R W* ✓ ✓ ✓
d. Identify cause and/or effect of events. L S R W* ✓ ✓ ✓
e. Predict possible ending. L S R W* ✓ ✓ ✓
f. Identify the speaker in the selection. L S R W* ✓ ✓ ✓
g. Give a summary. L S R ✓ ✓
i. Infer author's purpose. L S R ✓ ✓
ii. Infer the message of the story. L S R ✓ ✓
i. at least 4 supporting details L S R W* ✓ ✓ ✓
b. Identify problem and solution. L S R W* ✓ ✓ ✓
c. Identify speaker in the selection. L S R ✓ ✓ ✓
d. Infer the important details in texts. L S ✓ ✓ ✓
e. Infer author's purpose. L S ✓ ✓ ✓
i. time order and procedural L S R W* ✓ ✓ ✓
ii. explanation and enumeration-description L S R ✓ ✓ ✓
g. Draw conclusion. L S ✓ ✓
a. academic language S W ✓ ✓ ✓
EN2CCT-Ia-i-2 Use words in retelling (fables, fairytales, myths, legends). S W ✓ ✓ ✓
EN2CCT-Ia-i-3 Express ideas about one’s experiences and encounters.
a. regional themes S W ✓ ✓ ✓
b. content-specific topics S W ✓ ✓ ✓
Creating and EN2CCT-Ia-i-4 Use basic sight words, high- and low frequency words. S W ✓ ✓ ✓
Composing Texts EN2CCT-Ia-i-5 Compose texts to react to the character, conflict, plot, theme,
S ✓ ✓ ✓
(discourse) and setting.
EN2CCT-Ia-i-6 Compose texts to react to the topic, main idea, and supporting
S ✓ ✓ ✓
details.
EN2CCT-Id-i-7 Make a summary of narrative text. S W ✓ ✓
EN2CCT-Ia-i-8 Express ideas using text patterns.
a. time order and procedural S W* ✓ ✓ ✓
Legend:
QUARTER 2
MACROSKILLS WEEK
L S R W V 1-3 4-6 7-9 10
EN2PWS-IIa-i-1 Identify sight words.
EN2PWS-IIa-i-2 Read words accurately and automatically according to word patterns (initial, final, medial).
a. CVCC words (clusters and diphthongs) L S R W ✓ ✓ ✓
(sounds to words)
b. CCVC words (clusters and diphthongs) L S R W ✓ ✓ ✓
c. VCV words L S R ✓ ✓ ✓
d. VCCV words L S R ✓ ✓ ✓
EN2VWK-IIa-i-1 Identify high-frequency words accurately. L S R W ✓ ✓ ✓
a. regional themes L S R W ✓ ✓ ✓
EN2VWK-IIa-i-3 Use accurately low-frequency words.
EN2VWK-IIa-i-4 Identify words into classes.
Vocabulary and i. concrete and abstract L S R W ✓ ✓ ✓
Word Knowledge b. words that label state of being and action L S R W ✓ ✓ ✓
(words) c. words that describe
i. possessive Pronouns L S R ✓ ✓ ✓
EN2VWK-IIa-i-5 Read words correctly and accurately for meaning (based on
L S R ✓ ✓ ✓
word patterns).
EN2VWK-IIa-i-6 Write legibly and correctly words with meaning (based on word
L S R W ✓ ✓ ✓
patterns).
EN2VWK-IIa-i-7 Identify roots of high frequency words (nouns and verbs). L S R W ✓ ✓ ✓
EN2GAGS-IIa-i-1 Use simple sentences to express oneself, family, school,
L S R W ✓ ✓ ✓
community and environment with proper expressions.
EN2GAGS-IIa-i-2 Use simple sentences with proper intonation (pitch, juncture,
L S R ✓ ✓ ✓
rhythm).
EN2GAGS-IIa-i-3 Sequence words to represent meaning in simple sentences.
c. Commanding and Requesting (Imperative) L S R W ✓ ✓ ✓
Grammar Awareness EN2GAGS-IIa-i-4 Identify the parts of simple sentences: subject and predicate.
and Grammatical a. Telling Sentences (Declarative) L S R W ✓ ✓ ✓
Structures b. Asking Sentences (Interrogative) L S R W ✓ ✓ ✓
(sentences) c. Commanding and Requesting (Imperative) L S R W ✓ ✓ ✓
EN2GAGS-IIa-i-5 Use correct capitalization and punctuation for simple sentences.
EN2GAGS-IIa-i-6 Identify discourse markers for a given text pattern.
b. explanation and enumeration-description L S R ✓ ✓ ✓
EN2CAT-IIa-i-1 Read grade level sentences with appropriate speed, accuracy,
L S R ✓ ✓ ✓
and proper expression
a. Note important elements from stories (story grammar). L S R W ✓ ✓ ✓
b. Sequence events.
i. at least 4 events L S R W ✓ ✓ ✓
Comprehending and c. Identify the problem and solution in the stories. L S R W ✓ ✓ ✓
Analyzing Texts d. Infer character feelings and traits. L S R W ✓ ✓ ✓
(discourse) e. Relate story events to one’s experience. L S R W ✓ ✓ ✓
f. Identify cause and/or effect of events. L S R W ✓ ✓ ✓
g. Predict possible ending. L S R W ✓ ✓ ✓
h. Identify the speaker in the selection. L S R W ✓ ✓ ✓
i. Give a summary. L S R ✓ ✓ ✓
i. Infer author's purpose. L S R ✓ ✓ ✓
ii. Infer the message of the story. L S R ✓ ✓ ✓
i. at least 4 supporting details L S R W ✓ ✓ ✓
b. Identify problem and solution. L S R W ✓ ✓ ✓
c. Identify speaker in the selection. L S R ✓ ✓ ✓
d. Infer the important details in texts. L S R ✓ ✓ ✓
e. Infer author's purpose. L S R ✓ ✓ ✓
i. time order and procedural L S R W ✓ ✓ ✓
ii. explanation and enumeration-description L S R ✓ ✓ ✓
g. Draw conclusion. L S ✓ ✓ ✓
EN2CCT-IIa-i-2 Use words in retelling (fables, fairytales, myths, legends). S W ✓ ✓ ✓
EN2CCT-IIa-i-3 Express ideas about one’s experiences and encounters.
EN2CCT-IIa-i-4 Use basic sight words, high- and low frequency words. S W ✓ ✓ ✓
Creating and S W ✓ ✓ ✓
and setting.
Composing Texts
(discourse) S W ✓ ✓ ✓
details.
EN2CCT-IIa-i-7 Make a summary of narrative text. S W ✓ ✓ ✓
EN2CCT-IIa-i-8 Express ideas using text patterns.
a. time order and procedural S W ✓ ✓ ✓
b. explanation and enumeration-description S W ✓ ✓ ✓
Legend:
QUARTER 3
MACROSKILLS WEEK
L S R W V 1-3 4-6 7-9 10
EN2PWS-IIIa-i-1 Identify sight words.
EN2PWS-IIIa-i-2 Read words accurately and automatically according to word patterns (initial, final, medial).
(sounds to words)
a. VCV words L S R W ✓ ✓ ✓
b. VCCV words L S R W ✓ ✓ ✓
EN2VWK-IIIa-i-1 Identify high-frequency words accurately. L S R W ✓ ✓ ✓
EN2VWK-IIIa-i-3 Use accurately low-frequency words.
EN2VWK-IIIa-i-4 Identify words into classes.
i. count and mass L S R W ✓ ✓ ✓
Vocabulary and
b. words that label state of being and action L S R W ✓ ✓ ✓
Word Knowledge
(words) c. words that describe
i. Possessive Pronouns L S R W ✓ ✓ ✓
ii. Demonstrative Pronouns L S ✓ ✓ ✓
EN2VWK-IIIa-i-5 Read words correctly and accurately for meaning (based on
L S R ✓ ✓ ✓
word patterns).
EN2VWK-IIIa-i-6 Write legibly and correctly words with meaning (based on word
L S R W ✓ ✓ ✓
patterns).
EN2VWK-IIIa-i-7 Identify roots of high frequency words (nouns and verbs). L S R W ✓ ✓ ✓
EN2GAGS-IIIa-i-1 Use simple sentences to express oneself, family, school,
L S R W ✓ ✓ ✓
EN2GAGS-IIIa-i-2 Use simple sentences with proper intonation (pitch, juncture,
L S R ✓ ✓ ✓
rhythm).
EN2GAGS-IIIa-i-3 Sequence words to represent meaning in simple sentences.
d. Exclamatory L S R W ✓ ✓ ✓
Grammar Awareness EN2GAGS-IIIa-i-4 Identify the parts of simple sentences: subject and predicate.
and Grammatical a. Telling Sentences (Declarative) L S R W ✓ ✓ ✓
Structures b. Asking Sentences (Interrogative) L S R W ✓ ✓ ✓
(sentences) c. Commanding and Requesting (Imperative) L S R W ✓ ✓ ✓
EN2GAGS-IIIa-i-5 Use correct capitalization and punctuation for simple sentences.
EN2GAGS-IIIa-i-6 Identify discourse markers for a given text pattern.
b. explanation and enumeration-description L S R W ✓ ✓ ✓
EN2CAT-IIIa-i-1 Read grade level sentences with appropriate speed, accuracy,
L S R ✓ ✓ ✓
b. Sequence events.
Comprehending and c. Identify the problem and solution in the stories. L S R W ✓ ✓ ✓
Analyzing Texts d. Infer character feelings and traits. L S R W ✓ ✓ ✓
(discourse) e. Relate story events to one’s experience. L S R W ✓ ✓ ✓
i. Give a summary. L S R W ✓ ✓ ✓
i. Infer author's purpose. L S R ✓ ✓ ✓
ii. Infer the message of the story. L S R ✓ ✓ ✓
c. Identify speaker in the selection. L S R W ✓ ✓ ✓
d. Infer the important details in texts. L S R ✓ ✓ ✓
e. Infer author's purpose. L S R ✓ ✓ ✓
ii. explanation and enumeration-description L S R W ✓ ✓ ✓
g. Draw conclusion. L S R ✓ ✓ ✓
EN2CCT-IIIa-i-2 Use words in retelling (fables, fairytales, myths, legends). S W ✓ ✓ ✓
EN2CCT-IIIa-i-3 Express ideas about one’s experiences and encounters.
Creating and EN2CCT-IIIa-i-4 Use basic sight words, high- and low frequency words. S W ✓ ✓ ✓
Composing Texts EN2CCT-IIIa-i-5 Compose texts to react to the character, conflict, plot, theme,
S W ✓ ✓ ✓
EN2CCT-IIIa-i-6 Compose texts to react to the topic, main idea, and supporting
S W ✓ ✓ ✓
details.
EN2CCT-IIIa-i-7 Make a summary of narrative text. S W ✓ ✓ ✓
Legend:
QUARTER 4
MACROSKILLS WEEK
L S R W V 1-3 4-6 7-9 10
Phonics and Word Study EN2PWS-IVa-i-1 Identify sight words.
(sounds to words) a. Grade 2 level-appropriate L S R W ✓ ✓ ✓
EN2VWK-IVa-i-1 Identify high-frequency words accurately. L S R W ✓ ✓ ✓
EN2VWK-IVa-i-3 Use accurately low-frequency words.
b. Science (basic terminologies) L S R W ✓ ✓ ✓
a. words that label state of being and action L S R W ✓ ✓ ✓
Vocabulary and b. words that describe
Word Knowledge i. persons, places, things, animals, events, ideas, emotions, and abstract
(words) L S R W ✓ ✓ ✓
concepts
c. words that replace persons, places, things, animals, actions, events, ideas, and emotions
i. Demonstrative Pronouns L S R ✓ ✓ ✓
EN2VWK-IVa-i-5 Identify the synonyms and antonyms of words. L S R W ✓ ✓ ✓
EN2VWK-IVa-i-6 Read words correctly and accurately for meaning (based on
L S R ✓ ✓ ✓
word patterns).
EN2VWK-IVa-i-7 Write legibly and correctly words with meaning (based on word
L S R W ✓ ✓ ✓
patterns) in cursive form.
EN2VWK-IVa-i-8 Identify roots of high frequency words (nouns, verbs, and
L S R W ✓ ✓ ✓
adjectives).
EN2GAGS-IVa-i-1 Use simple sentences to express oneself, family, school,
L S R W ✓ ✓ ✓
EN2GAGS-IVa-i-2 Use simple sentences with proper intonation (pitch, juncture,
L S R ✓ ✓ ✓
rhythm).
EN2GAGS-IVa-i-3 Sequence words to represent meaning in simple sentences.
EN2GAGS-IVa-i-4 Identify the parts of simple sentences: subject and predicate.
Grammar Awareness a. Telling Sentences (Declarative) L S R W ✓ ✓ ✓
and Grammatical b. Asking Sentences (Interrogative) L S R W ✓ ✓ ✓
Structures c. Commanding and Requesting (Imperative) L S R W ✓ ✓ ✓
(sentences) d. Exclamatory L S R W ✓ ✓ ✓
EN2GAGS-IVa-i-5 Use correct capitalization and punctuation for simple sentences.
EN2CAT-IVa-i-1 Read grade level sentences with appropriate speed, accuracy,
L S R ✓ ✓ ✓
EN2CAT-IVa-i-2 Comprehend stories.
b. Sequence events.
c. Identify the problem and solution in the stories. L S R W ✓ ✓ ✓
Comprehending and d. Infer character feelings and traits. L S R W ✓ ✓ ✓
Analyzing Texts e. Relate story events to ones experience. L S R W ✓ ✓ ✓
(discourse) f. Identify cause and/or effect of events. L S R W ✓ ✓ ✓
i. Give a summary. L S R W ✓ ✓ ✓
i. Infer author's purpose. L S R W ✓ ✓ ✓
ii. Infer the message of the story. L S R W ✓ ✓ ✓
d. Infer the important details in texts. L S R W ✓ ✓ ✓
e. Infer author's purpose. L S R W ✓ ✓ ✓
g. Draw conclusion. L S R ✓ ✓ ✓
EN2CCT-IVa-i-1 Use common expressions and polite greetings appropriate to given situation.
EN2CCT-IVa-i-2 Use words in retelling (fables, fairytales, myths, legends). S W ✓ ✓ ✓
Creating and EN2CCT-IVa-i-4 Use basic sight words, high- and low frequency words. S W ✓ ✓ ✓
Composing Texts EN2CCT-IVa-i-5 Compose texts to react to the character, conflict, plot, theme,
S W ✓ ✓ ✓
EN2CCT-IVa-i-6 Compose texts to react to the topic, main idea, and supporting
S W ✓ ✓ ✓
details.
EN2CCT-IVa-i-7 Make a summary of narrative text. S W ✓ ✓ ✓
Legend:
resource; expands their vocabulary to academic using high and low frequency words; uses words in compound and complex sentences to
G3
get and express meaning; and comprehends, analyzes, creates, and composes developmentally-, grade-level appropriate, and content-specific
texts.
Grade 3
Q1 Q2 Q3 Q4
Phonics and
L L L L
Word Study
S S S S
(sounds to a. Grade 3 level-appropriate
R R R R
words)
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
a. national themes
R R R R
W W W W
Vocabulary and
L L L L
Word
S S S S
Knowledge f. content-specific topics
(words) R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
b. Science (basic terminologies) S S S S
R R R R
W W W W
a. words that describe
L
S
R
W
L L
S S
ii. action, distance, location, time, manner, and frequency
R R
W W
b. words that replace persons, places, things, animals, actions, events, ideas, and emotions
L
S
i. Demonstrative Pronoun
R
W
L L L L
S S S S
LC5. Identify the synonyms and antonyms of words.
R R R R
W W W W
L L L L
LC6. Read words correctly and accurately for meaning (based on word patterns). S S S S
R R R R
L L L L
S S S S
LC7. Write legibly and correctly words with meaning (based on word patterns) in cursive form.
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
Grammar LC1. Identify compound sentences as regards:

Awareness and
Grammatical L
Structures S
a. the two sentences in a compound sentence
(sentences) R
W
L
S
b. the doers and the actions in the two sentences
R
W
L L
S S
LC2. Use correct capitalization and punctuation in compound sentences.
R R
W W
LC3. Identify complex sentences based on:
L
a. sets of words that express a complete (independent clause) and an incomplete (dependent clause) S
thought R
W
L
S
b. words that are used to introduce a dependent clause (subordinating words)
R
W
L L
S S
LC4. Use correct capitalization and punctuation in complex sentences.
R R
W W
L L L L
S S S S
a. explanation and enumeration-description
R R R R
W W W W
L L L L
S S S S
b. time order and procedural
R R R R
W W W W
L L L L
LC1. Read grade level sentences with appropriate speed, accuracy, and proper expression. S S S S
Comprehending
R R R R
and Analyzing
Texts
L L L L
(discourse)
a. Note important elements from stories (story grammar). S S S S
R R R R
W W W W
b. Sequence events.
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
d. Infer character feelings and traits.
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
i. Give a summary.
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
R R R R
W W W W
L L L L
S S S S
g. Draw conclusion
R R R R
W W W W
LC1. Use common expressions and polite greetings appropriate to given situation.
S S S S
a. academic language
W W W W
S S S S
LC2.Use words in retelling (fables, fairytales, myths, legends).
W W W W
LC3. Express ideas about one’s experiences and encounters.
S S S S
a. regional themes
W W W W
S S S S
W W W W
Creating and
S S S S
Composing LC4. Use basic sight words, high- and low frequency words.
W W W W
Texts
S S S S
(discourse) LC5. Compose texts to react to the character, conflict, plot, theme, and setting.
W W W W
S S S S
LC6. Compose texts to react to the topic, main idea, and supporting details.
W W W W
S S S S
LC7. Make a summary of narrative text.
W W W W
S S S S
W W W W
S S S S
W W W W
QUARTER 1
The learner demonstrates expanding vocabulary in understanding high and low vocabulary to create and comprehend compound
CONTENT
sentences in comprehending, analyzing, creating, and composing content-specific texts and identified national contexts/themes
STANDARDS
(narrative and informational).
PERFORMANCE The learner creates and composes content-specific texts (narrative and informational) using his/her expanding high and low frequency
STANDARDS vocabulary and knowledge of compound sentences based on identified national contexts/themes.
MACROSKILLS WEEK
L S R W V 1-3 4-6 7-9 10
Phonics and Word EN3PWS-Ia-i-1 Identify sight words.
Study
(sounds to words)
EN3VWK-Ia-i-1 Identify high-frequency words accurately. L S R W ✓ ✓ ✓
a. national themes L S R W ✓ ✓ ✓
EN3VWK-Ia-i-3 Use accurately low-frequency words.
a. words that describe
Vocabulary and
Word Knowledge
(words) ii. actions, distance, location, time, manner, and frequency L S R W ✓ ✓ ✓
b. words that replace persons, places, things, animals, actions, events, ideas, and emotions
i. Demonstrative Pronouns L S R W ✓ ✓ ✓
EN3VWK-Ia-i-5 Identify the synonyms and antonyms of words. L S R W ✓ ✓ ✓
EN3VWK-Ia-i-6 Read words correctly and accurately for meaning (based on
L S R W ✓ ✓ ✓
word patterns).
EN3VWK-Ia-i-7 Write legibly and correctly words with meaning (based on word
L S R W ✓ ✓ ✓
patterns) in cursive form.
EN3VWK-Ia-i-8 Identify roots of high frequency words (nouns, verbs, and
L S R W ✓ ✓ ✓
adjectives).
EN3GAGS-Ia-i-1 Identify compound sentences as regards:
a. two sentences in a compound sentence L S R W ✓ ✓ ✓
EN3GAGS-Ia-i-2 Use correct capitalization and punctuation in compound
Grammar Awareness L S R W ✓ ✓ ✓
sentences.
and Grammatical
EN3GAGS-Ia-i-3 Identify discourse markers for a given text pattern.
Structures
(sentences)
EN3CAT-Ia-i-1 Read grade level sentences with appropriate speed, accuracy,
L S R ✓ ✓ ✓
b. Sequence events.
d. Infer character feelings and traits. L S R W ✓ ✓ ✓
e. Relate story events to one’s experience. L S R W ✓ ✓ ✓
Comprehending and i. Give a summary. L S R W ✓ ✓ ✓
Analyzing Texts j. Making inferences.
(discourse) i. Infer author's purpose. L S R W ✓ ✓ ✓
g. Draw conclusion. L S R W ✓ ✓ ✓
Creating and a. academic language S W ✓ ✓ ✓
Composing Texts EN3CCT-Ia-i-2 Use words in retelling (fables, fairytales, myths, legends). S W ✓ ✓ ✓
(discourse) EN3CAT-Ia-i-3 Express ideas about one’s experiences and encounters.
a. national themes S W ✓ ✓ ✓
EN3CAT-Ia-i-4 Use basic sight words, high- and low frequency words. S W ✓ ✓ ✓
EN3CAT-Ia-i-5 Compose texts to react to the character, conflict, plot, theme,
S W ✓ ✓ ✓
and setting.
EN3CAT-Ia-i-6 Compose texts to react to the topic, main idea, and supporting
S W ✓ ✓ ✓
details.
EN3CAT-Ia-i-7 Make a summary of narrative text. S W ✓ ✓ ✓
EN3CAT-Ia-i-8 Express ideas using text patterns.
QUARTER 2
CONTENT
STANDARDS
MACROSKILLS WEEK
L S R W V 1-3 4-6 7-9 10
Phonics and Word EN3PWS-IIa-i-1 Identify sight words.
Study
(sounds to words)
EN3VWK-IIa-i-1 Identify high-frequency words accurately. L S R W ✓ ✓ ✓
EN3VWK-IIa-i-3 Use accurately low-frequency words.
EN3VWK-IIa-i-4 Identify words into classes.
Vocabulary and
Word Knowledge a. words that describe
(words) i. actions, distance, location, time, manner, and frequency L S R W ✓ ✓ ✓
EN3VWK-IIa-i-5 Identify the synonyms and antonyms of words. L S R W ✓ ✓ ✓
EN3VWK-IIa-i-6 Read words correctly and accurately for meaning (based on
L S R W ✓ ✓ ✓
word patterns).
EN3VWK-IIa-i-7 Write legibly and correctly words with meaning (based on
L S R W ✓ ✓ ✓
word patterns) in cursive form.
EN3VWK-IIa-i-8 Identify roots of high frequency words (nouns, verbs, and
L S R W ✓ ✓ ✓
adjectives).
EN3GAGS-IIa-i-1 Identify compound sentences as regards:
Grammar Awareness a. the doers and the actions in the two sentences L S R W ✓ ✓ ✓
and Grammatical EN3GAGS-IIa-i-2 Use correct capitalization and punctuation in compound
L S R W ✓ ✓ ✓
Structures sentences.
(sentences) EN3GAGS-IIa-i-3 Identify discourse markers for a given text pattern.
EN3CAT-IIa-i-1 Read grade level sentences with appropriate speed, accuracy,
L S R ✓ ✓ ✓
b. Sequence events.
EN3CCT-IIa-i-2 Use words in retelling (fables, fairytales, myths, legends). S W ✓ ✓ ✓
Creating and EN3CCT-IIa-i-3 Express ideas about one’s experiences and encounters.
Composing Texts a. national themes S W ✓ ✓ ✓
(discourse) b. content-specific topics S W ✓ ✓ ✓
EN3CCT-IIa-i-4 Use basic sight words, high- and low frequency words. S W ✓ ✓ ✓
S W ✓ ✓ ✓
and setting.
S W ✓ ✓ ✓
details.
EN3CCT-IIa-i-7 Make a summary of narrative text. S W ✓ ✓ ✓
EN3CCT-IIa-i-8 Express ideas using text patterns.
QUARTER 3
CONTENT
STANDARDS
MACROSKILLS WEEK
L S R W V 1-3 4-6 7-9 10
Phonics and Word EN3PWS-IIIa-i-1 Identify sight words.
Study
(sounds to words)
EN3VWK-IIIa-i-1 Identify high-frequency words accurately. L S R W ✓ ✓ ✓
EN3VWK-IIIa-i-3 Use accurately low-frequency words.
Vocabulary and b. Science (basic terminologies) L S R W ✓ ✓ ✓
Word Knowledge EN3VWK-IIIa-i-4 Identify the synonyms and antonyms of words. L S R W ✓ ✓ ✓
(words) EN3VWK-IIIa-i-5 Read words correctly and accurately for meaning (based on
L S R W ✓ ✓ ✓
word patterns).
EN3VWK-IIIa-i-6 Write legibly and correctly words with meaning (based on
L S R W ✓ ✓ ✓
EN3VWK-IIIa-i-7 Identify roots of high frequency words (nouns, verbs, and
L S R W ✓ ✓ ✓
adjectives).
EN3GAGS-IIIa-i-1 Identify complex sentences based on:
a. sets of words that express a complete (independent clause) and an
L S R W ✓ ✓ ✓
Grammar Awareness incomplete (dependent clause) thought
and Grammatical EN3GAGS-IIIa-i-2 Use correct capitalization and punctuation in complex
L S R W ✓ ✓ ✓
Structures sentences.
(sentences) EN3GAGS-IIIa-i-3 Identify discourse markers for a given text pattern.
EN3CAT-IIIa-i-1 Read grade level sentences with appropriate speed,
L S R ✓ ✓ ✓
accuracy, and proper expression.
b. Sequence events.
EN3CCT-IIIa-i-2 Use words in retelling (fables, fairytales, myths, legends) S W ✓ ✓ ✓
Creating and EN3CCT-IIIa-i-3 Express ideas about one’s experiences and encounters:
Composing Texts a. national themes S W ✓ ✓ ✓
(discourse) b. content-specific topics S W ✓ ✓ ✓
EN3CCT-IIIa-i-4 Use basic sight words, high- and low frequency words. S W ✓ ✓ ✓
EN3CCT-IIIa-i-5 Compose texts to react to the character, conflict, plot, theme,
S W ✓ ✓ ✓
and setting.
EN3CCT-IIIa-i-6 Compose texts to react to the topic, main idea, and
S W ✓ ✓ ✓
supporting details.
EN3CCT-IIIa-i-7 Make a summary of narrative text. S W ✓ ✓ ✓
QUARTER 4
CONTENT
STANDARDS
MACROSKILLS WEEK
L S R W V 1-3 4-6 7-9 10
Phonics and Word EN3PWS-IVa-i-1 Identify sight words.
Study
(sounds to words)
EN3VWK-IVa-i-1 Identify high-frequency words accurately. L S R W ✓ ✓ ✓
EN3VWK-IVa-i-3 Use accurately low-frequency words.
Vocabulary and a. words that describe
Word Knowledge i. persons, places, things, animals, actions, events, ideas, and emotions L S R W ✓ ✓ ✓
(words) ii. distance, location, time, manner, and frequency L S R W ✓ ✓ ✓
EN3VWK-IVa-i-5 Identify the synonyms and antonyms of words. L S R W ✓ ✓ ✓
EN3VWK-IVa-i-6 Read words correctly and accurately for meaning (based
L S R W ✓ ✓ ✓
on word patterns).
EN3VWK-IVa-i-7 Write legibly and correctly words with meaning (based on
L S R W ✓ ✓ ✓
EN3VWK-IVa-i-8 Identify roots of high frequency words (nouns, verbs, and
L S R W ✓ ✓ ✓
adjectives).
Grammar Awareness EN3GAGS-IVa-i-1 Identify complex sentences based on:
and Grammatical a. words that are used to introduce a dependent clause (subordinating
L S R W ✓ ✓ ✓
Structures words)
(sentences) EN3GAGS-IVa-i-2 Use correct capitalization and punctuation in complex
L S R W ✓ ✓ ✓
sentences.
EN3CAT-IVa-i-1 Read grade level sentences with appropriate speed,
L S R ✓ ✓ ✓
accuracy, and proper expression.
EN3CAT-IVa-i-2 Comprehend stories.
b. Sequence events.
Creating and EN3CCT-IVa-i-1 Use common expressions and polite greetings appropriate to given situation.
Composing Texts a. academic language S W ✓ ✓ ✓
(discourse) EN3CCT-IVa-i-2 Use words in retelling (fables, fairytales, myths, legends). S W ✓ ✓ ✓
a. national themes S W ✓ ✓ ✓
EN3CCT-IVa-i-4 Use basic sight words, high- and low frequency words. S W ✓ ✓ ✓
EN3CCT-IVa-i-5 Compose texts to react to the character, conflict, plot,
S W ✓ ✓ ✓
theme, and setting.
EN3CCT-IVa-i-6 Compose texts to react to the topic, main idea, and
S W ✓ ✓ ✓
supporting details.
EN3CCT-IVa-i-7 Make a summary of narrative text. S W ✓ ✓ ✓
By the end of Grade 6, learners have mastered their basic and critical literacy skills in learning about the language and have proficiently acquired
communicative competence in English (as a second language) by appropriately and effectively engaging in a variety of situations and for a variety of
audiences, contexts, and purposes, including learning of other content subjects; demonstrate critical analysis and appreciation of various forms of literacy
and literary texts; and take pride in one’s cultural heritage.
The learner uses their basic and growing critical literacy skills in learning receptive, productive, viewing and responding skills in English as a second
language; understands how words are used denotatively and connotatively in composing narratives and informational texts using enumeration-
G4 description, recount, and chronology text patterns with clear and coherent sentences while consciously using age-appropriate, gender-responsive, and
culture-appropriate verbal and non-verbal cues for clarity of purpose and meaning; and uses visual elements to derive meaning and evaluate cultural
appropriateness of visual texts.
The learner uses their critical and growing applied literacy skills in continuously learning receptive, productive, viewing and responding skills in English
as a second language; understands how words are used denotatively and connotatively in composing narratives and informational texts using
chronology/procedural, news report, and exposition text patterns with clear and coherent sentences while consciously using tone and mood-
G5
appropriate, age-appropriate, gender-responsive, and culture-appropriate verbal and non-verbal cues for clarity of purpose and meaning; fills out
variety of forms accurately; uses visual elements to derive meaning and evaluate cultural appropriateness of visual texts; and understands multimedia
elements and how they affect the meaning of multimedia texts.
The learner uses their critical and applied literacy skills in mastering the receptive, productive, viewing and responding skills in English as a second
language; refers to a plethora of reference materials to denotatively and connotatively use words in composing narratives and informational texts using
exposition and argumentation text patterns with clear and coherent sentences while consciously using tone and mood-appropriate, age-appropriate,
G6
gender-responsive, culture-appropriate verbal and non-verbal cues, and appropriate propaganda techniques for clarity of purpose and meaning;
creates simple survey forms for specific purposes; uses visual and multimedia elements to derive meaning from- and produce multimedia texts for
specific purposes.
DEFINITION OF TERMS
1. Applied Literacy. This is the ability to think about particular ways of doing reading and writing with the purpose of achieving communicative goals in a
socially appropriate manner. It is a useful tool in understanding literature, culture, and other disciplines.
2. Basic Literacy. This refers to the skills used for the initial learning of reading and writing.
3. Critical Literacy. This refers to the central thinking skill that involves the questioning and examination of ideas, and the skills to synthesize, analyze,
interpret, evaluate, and respond to texts. It is the ability to evaluate the veracity of information and make connections and judgements of the relevance of
information.
4. Expository Text Pattern. It is a way of organizing and presenting information in writing that is commonly used in academic and informational texts. It
involves presenting factual information in a logical and structured manner, with the goal of explaining, describing, or informing the reader about a
particular topic.
5. Multimedia. This refers to any type of delivery form and mode through which texts are conveyed, transmitted, and delivered. This includes conventional
and digital prints, cartoons, posters, audio-visual materials, slide presentations, films, and online publications, among others.
6. Multimedia Text. It is any type of content which combines different forms of media, such as text, images, audio, video, and interactive elements.
7. News Report Text Pattern. This is a common format used in journalism to present factual information about current events.
8. Propaganda Techniques. This refers to methods used to influence people's opinions and beliefs through various forms of media, including advertising,
politics, and media messaging. These techniques are often used to manipulate people's emotions and perceptions and can be used in both positive and
negative ways.
9. Sentence Coherence. It is the clarity and logical connection between sentences in a written or spoken text. It is the quality that allows sentences to flow
smoothly from one to the next, creating a clear and understandable message for the reader or listener.
10. Sentence Cohesion. It is the use of grammatical and lexical devices to connect ideas and create a sense of unity and flow within a sentence. It is the
quality that allows individual sentences to be coherent and make sense.
11. Viewing and Representing. This refers to a set skill used in engaging with visual and multimedia texts and critically analyzing and interpreting them
and responding to them in a thoughtful and informed way.
LANGUAGE Grade 4 Grade 5 Grade 6

LEARNING COMPETENCIES
SUBDOMAINS Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
LC1. Comprehend narrative text.
a. noting important elements (story grammar) ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
b. identifying author/speaker’s point of view
• first person ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• second person ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• third person ✓ ✓ ✓ ✓ ✓ ✓ ✓
• omniscient ✓ ✓ ✓ ✓ ✓ ✓
c. sequencing events
• at least 6 events ✓ ✓ ✓ ✓
d. identifying type of plot
Listening and Reading
• sequential ✓ ✓ ✓ ✓ ✓ ✓
(receptive skills)
• flashback ✓ ✓ ✓ ✓ ✓ ✓
e. analyzing sound devices as lyrical elements of text
• onomatopoeia ✓ ✓ ✓ ✓ ✓
• alliteration ✓ ✓ ✓ ✓
• assonance ✓ ✓ ✓
• consonance ✓ ✓
f. analyzing figures of speech to get and clarify meaning
• simile ✓
• metaphor ✓
• personification ✓
• hyperbole ✓
• irony ✓
• apostrophe ✓
• synecdoche ✓
• metonymy ✓
• euphemism ✓
• oxymoron ✓
• antithesis ✓
• pun ✓
• interrogation/rhetorical question ✓ ✓
• exclamation ✓ ✓
g. inferring and drawing conclusions
• setting, theme, genre ✓ ✓ ✓ ✓
• character feelings and traits ✓ ✓ ✓ ✓
• author’s purpose, message, target audience ✓ ✓ ✓ ✓
h. making predictions
• outcomes of events ✓ ✓ ✓ ✓
• characters’ possible decision/action ✓ ✓ ✓ ✓
• possible ending ✓ ✓ ✓ ✓
i. summarizing story events ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
j. differentiating fantasy from reality ✓ ✓
k. applying the important story elements to one’s schema
• relating story to one’s experiences ✓ ✓ ✓ ✓
• evaluating possibility of an event happening in real
✓ ✓ ✓ ✓
life
• learning vicariously from the text ✓ ✓ ✓ ✓
a. noting important information through outlining (topic, main idea, supporting details)
• inductive organization (pyramid) ✓ ✓ ✓ ✓
• deductive organization (inverted pyramid) ✓ ✓ ✓ ✓
• inductive-deductive organization (diamond) ✓ ✓ ✓ ✓
b. identifying text patterns
• enumeration-description ✓
• recount ✓ ✓
• time order: chronology ✓
• time order: procedural ✓
• news report ✓ ✓
• exposition ✓ ✓
• argumentation ✓ ✓ ✓
c. identifying author’s purpose
• entertain ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• inform, explain, describe ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• persuade ✓ ✓ ✓ ✓
d. drawing conclusions ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
e. making generalizations ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
f. making a summary ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
g. distinguishing fact from opinion
• identifying statements of facts ✓ ✓
• identifying statements of opinion ✓ ✓
• identifying true statement of facts (current time) ✓ ✓ ✓ ✓ ✓ ✓
• identifying false statement of facts (across time) ✓ ✓ ✓ ✓ ✓ ✓
• identifying fact-based statements of opinion ✓ ✓ ✓
h. identifying propaganda technique used to persuade audience to further an idea or agenda
• name calling or labelling ✓
• glittering generalities ✓
• transfer ✓
• testimonies/ial ✓
• plain folks ✓
• bandwagon ✓
• fear ✓
• half-truths or spin ✓
• bad logic/unwarranted extrapolation ✓
• card stacking ✓
LC1. Use words with denotative and connotative meanings in sentences.
a. using context clues
• synonyms ✓
• antonyms ✓
• definition ✓ ✓ ✓ ✓
Speaking and Writing
• exemplification ✓ ✓ ✓ ✓
(productive skills)
• analogy ✓
• appositive ✓
• general gist/sense ✓
• punctuation ✓
b. using structural analysis
• root words ✓
• prefixes
➢ un-, in-, il-, ir-, im- mis-, dis- ✓
➢ non-, anti-, de-, mal-, sub-, a-, under- ✓
➢ re-, ex-, super-, inter-, intra-, mid- ✓
➢ pre-, post-, semi-, over-, fore-, trans- ✓
➢ uni-, mono-, bi-, tri-, quad-, multi-, poly- ✓
• suffixes
➢ -able, -en, -ful, -ion, -less, -er, -or, -ly, -ible, -ness ✓
➢ -dom, -ity/-ty, -ment, -ship, -wise, -al, -age, -ious/-
✓
ous
➢ noun-forming suffixes ✓
➢ adjective-forming suffixes ✓
➢ verb-forming suffixes ✓
➢ adverb-forming suffixes ✓
• compound words ✓
c. using general references
• dictionary ✓
• glossary ✓
• thesaurus ✓
• encyclopedia ✓
• bibliographies, appendices, indices ✓ ✓
• almanacs ✓
• directories (acronyms and abbreviations used by
✓
organizations)
• handbooks and manuals ✓
LC2. Use tone and mood appropriately for one’s purpose, context, and target audience.
a. formal ✓
b. informal ✓
c. excitement and passion ✓
d. longing and sorrow ✓
e. humor ✓
f. sarcasm ✓
g. optimism ✓
h. pessimism ✓
LC3. Compose appropriate sentences for clarity and coherence.
a. using subject-verb agreement
• number of nouns
➢ regular ✓ ✓ ✓ ✓
. ➢ irregular ✓ ✓ ✓ ✓
• kinds of nouns
➢ common, proper, mass, count ✓
➢ collective, concrete, abstract ✓
➢ possessive, compound ✓
• subject pronouns and verbs
➢ personal ✓ ✓
➢ demonstrative ✓
➢ indefinite ✓
➢ possessive ✓
➢ reflexive ✓
b. using kinds of verbs
• action ✓ ✓ ✓ ✓
• helping ✓ ✓
• linking (and sense) ✓
• transitive ✓ ✓ ✓ ✓
• intransitive ✓ ✓ ✓ ✓
c. using tenses of verbs
• simple
➢ present ✓ ✓
➢ past ✓ ✓
➢ future ✓
• perfect
➢ present ✓ ✓
➢ past ✓ ✓
➢ future ✓ ✓
• progressive
➢ present ✓ ✓
➢ past ✓ ✓
➢ future ✓ ✓
d. using active and passive voices ✓ ✓
e. using adjectives and prepositional phrases as adjective
• descriptive/qualitative or attributive ✓
• quantitative/numeral ✓
• degrees of regular adjectives ✓
• degrees of irregular adjectives ✓
• series (quality, size, shape, color) ✓
• series (determiner, quantity, quality, size, shape,
✓
color)
f. using adverbs and prepositional phrases as adverbs
• manner ✓
• time ✓
• place ✓
• frequency ✓
• intensity ✓
• degrees of regular adverbs ✓ ✓
• degrees of irregular adverbs ✓ ✓
• order of adverbs (manner, place, frequency, time,
✓ ✓
purpose)
g. using complement
• noun ✓ ✓ ✓ ✓ ✓ ✓ ✓
• pronoun ✓ ✓ ✓ ✓ ✓ ✓ ✓
• adjective ✓ ✓ ✓ ✓ ✓ ✓
h. composing compound-complex sentences ✓ ✓
LC4. Produce text with introduction, body, and conclusion in conveying ideas.
a. using introduction, body, and conclusion ✓ ✓ ✓ ✓
b. giving relevant information on a given topic ✓ ✓ ✓ ✓ ✓ ✓
c. providing evidence to support information ✓ ✓ ✓ ✓
LC5. Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose, context, and target
audience.
a. using text patterns
• narration ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• recount ✓ ✓
• exposition ✓ ✓
b. using different types of letters
• friendly (e.g., excuse, invitation, gratitude, etc.) ✓ ✓ ✓ ✓
• business (e.g., application, purchase, complaint, etc.) ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
LC6. Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
a. using facial expressions ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
b. using gestures ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
c. using eye contact ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
d. using haptics ✓ ✓ ✓ ✓ ✓ ✓ ✓
e. using posture ✓ ✓ ✓ ✓ ✓ ✓
f. using proxemics and blocking ✓ ✓ ✓ ✓ ✓
LC7. Fill-out forms accurately.
a. personal data forms ✓ ✓
b. school forms ✓ ✓
c. bank forms ✓ ✓
d. composite/government forms ✓ ✓
LC8. Create simple survey forms based on purpose.
a. personal data information (print) ✓
b. open-ended survey forms (print) ✓
c. interview survey forms (oral) ✓
d. online survey forms (digital) ✓
LC1. Identify visual elements.
a. using lines
• straight ✓
• diagonal and zigzag ✓
• thin, thick, broken, and dotted ✓
b. using shapes
• geometric ✓
• organic ✓
• abstract ✓
c. using colors (general meaning of colors) ✓
d. using space (three-dimensional, four-dimensional, and
Viewing and ✓
proportional)
Representing e. using layout (margin, grid, header, slide bar) ✓
f. using directionality (linear, overlapping shapes) ✓
LC2. Derive meaning based on the visual elements.
a. determining lines, shapes and colors used to convey
✓ ✓ ✓ ✓
meaning
b. determining images/ideas that are explicitly used to
✓ ✓ ✓
influence viewers (symbolism)
c. determining tone and mood (colors, space, layout,
✓ ✓
directionality
d. identifying the purpose of the visual text ✓ ✓ ✓ ✓ ✓
e. analyzing how visual elements contribute to the meaning
✓ ✓ ✓ ✓ ✓
of a text
f. determining images/ideas that are explicitly used to influence viewers
• stereotypes on age and gender ✓ ✓
• stereotypes on socio- economic status ✓ ✓
LC3. Identify real or make-believe, fact, or non-fact images. ✓ ✓
LC4. Evaluate cultural appropriateness of visual elements. ✓ ✓ ✓
LC5. Produce a visual text drawn from visual elements
✓ ✓ ✓ ✓
learned.
LC6. Determine multi-media elements.
a. text (headlines, subtitles, slogans) ✓ ✓ ✓
b. graphics (photographs, drawings, graphs, illustrations,
✓ ✓
icons, etc.)
c. audio (dialogue, recorded narration, music, sound effects) ✓
d. video (clip, film, tv ads, slide show, etc.) ✓
e. animation (two-dimensional, three-dimensional) ✓ ✓
LC6. Derive meaning for multimedia elements learned.
a. identifying the author’s purpose ✓ ✓ ✓ ✓ ✓ ✓
b. analyzing how multi-media elements contribute to the
✓ ✓ ✓ ✓
meaning of a text
c. determining ideas that are explicitly used to influence viewers
• author’s point of view/stand ✓ ✓ ✓ ✓
• propaganda technique used ✓ ✓ ✓ ✓
LC7. Produce a multimedia text drawn from multimedia
✓ ✓ ✓ ✓
elements learned.
The learner uses their basic and growing critical literacy skills in learning receptive, productive, viewing and responding skills in English as a second
language; understands how words are used denotatively and connotatively in composing narratives and informational texts using enumeration-
G4 description, recount, and chronology text patterns with clear and coherent sentences while consciously using age-appropriate, gender-responsive, and
culture-appropriate verbal and non-verbal cues for clarity of purpose and meaning; and uses visual elements to derive meaning and evaluate cultural
appropriateness of visual texts.
Grade 4
Q1 Q2 Q3 Q4
LC1. Comprehend narrative texts.
a. noting important elements from stories (story grammar) ✓ ✓ ✓ ✓
b. sequencing at least 6 events in narrative texts ✓ ✓ ✓ ✓
c. identifying the type of plot (sequential) ✓ ✓ ✓ ✓
d. analyzing sound devices as lyrical elements of text
• onomatopoeia ✓ ✓ ✓ ✓
• alliteration ✓ ✓ ✓
• assonance ✓ ✓
• consonance ✓
e. inferring and drawing conclusions
• setting, theme, genre ✓ ✓ ✓ ✓
f. making predictions
Listening and
• outcomes of events ✓ ✓ ✓ ✓
Reading
g. summarizing story events ✓ ✓ ✓ ✓
(receptive skills)
h. differentiating fantasy from reality ✓ ✓
i. applying the important story elements to one’s schema
• relating story to one’s experiences ✓ ✓ ✓ ✓
• inductive organization (pyramid) ✓ ✓ ✓ ✓
• recount ✓ ✓
• entertain ✓ ✓ ✓ ✓
•
• inform, explain, describe ✓ ✓ ✓ ✓
d. drawing conclusions ✓ ✓ ✓ ✓
e. making a summary ✓ ✓ ✓ ✓
f. distinguishing fact from opinion
• identifying statements of facts ✓ ✓
• identifying statements of opinion ✓ ✓
• synonyms ✓
• antonyms ✓
• definition ✓ ✓ ✓ ✓
• exemplification ✓ ✓ ✓ ✓
• root words ✓
• prefixes
➢ un-, in-, il-, ir-, im- mis-, dis- ✓
➢ non-, anti-, de-, mal-, sub-, a-, under- ✓
➢ re-, ex-, super-, inter-, intra-, mid- ✓
➢ pre-, post-, semi-, over-, fore-, trans- ✓
➢ uni-, mono-, bi-, tri-, quad-, multi-, poly- ✓
Speaking and
Writing • suffixes
(productive skills) ➢ -able, -en, -ful, -ion, -less, -er, -or, -ly, -ible, -ness ✓
➢ -dom, -ity/-ty, -ment, -ship, -wise, -al, -age, -ious/-ous ✓
• compound words ✓
• number of nouns and verbs
➢ regular ✓ ✓ ✓ ✓
➢ irregular ✓ ✓ ✓ ✓
• kinds of nouns
➢ common, proper, mass, count ✓
➢ collective, concrete, abstract ✓
➢ possessive, compound ✓
➢ personal ✓
• action ✓ ✓ ✓ ✓
• helping ✓ ✓
• linking (and sense verbs) ✓
• simple
➢ present ✓ ✓
➢ past ✓ ✓
➢ future ✓
d. using active and passive voices ✓ ✓
e. using adjectives and prepositional phrases as adjectives
• descriptive/qualitative or attributive ✓
• quantitative/numeral ✓
• degrees of regular adjectives ✓
• degrees of irregular adjectives ✓
• series (quality, size, shape, color) ✓
f. composing compound-complex sentences ✓ ✓
a. using introduction, body and conclusion ✓ ✓ ✓ ✓
LC4. Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose, context, and
target audience.
• narration ✓ ✓ ✓ ✓
• recount ✓ ✓
• friendly ( e.g., excuse, invitation, gratitude. etc) ✓ ✓ ✓ ✓
LC5. Use appropriate non-verbal cues for clarity of purpose and meaning.
a. using facial expressions ✓
b. using gestures ✓
a. using lines
Viewing and
• straight ✓
Representing
• diagonal and zigzag ✓
• thin, thick, broken, and dotted lines ✓
b. using shapes
• geometric ✓
• organic ✓
• abstract ✓
c. using colors (general meaning of colors) ✓
d. using space (three-dimensional, four-dimensional, and proportional) ✓
a. determining lines, shapes and colors used to convey meaning ✓ ✓ ✓ ✓
b. determining images/ideas that are explicitly used to influence viewers (symbolism) ✓ ✓ ✓
c. identifying the purpose of the visual text ✓ ✓ ✓
d. analyzing how visual elements contribute to the meaning of a text ✓ ✓ ✓
LC3. Identify real or make-believe, fact, or non-fact images. ✓ ✓
LC4. Evaluate cultural appropriateness of visual elements. ✓
QUARTER 1
The learner demonstrates their expanding vocabulary knowledge, grammatical awareness, comprehension of narrative and
CONTENT
informational text, and composing and creating text skills in learning the language (receptive, productive, and viewing and responding)
STANDARDS
in order to produce age-appropriate and gender-responsive text based on one’s purpose, context, and target audience.
The learner produces age-appropriate and gender-responsive texts (narrative and informational), using enumeration-description text
PERFORMANCE
pattern and inductive organization (pyramid), based on one’s purpose (entertain, inform, explain, and describe), context (meal times and
STANDARDS
birthdays), and target audience (self, parents, relatives, friends, teachers, and classmates).
WEEK
1-3 4-6 7-9 10
EN4LR-Ia-i-1 Comprehend narrative texts.
a. noting important elements from stories (story grammar) ✓ ✓ ✓
b. sequencing at least 6 events in narrative texts ✓ ✓ ✓
c. identifying the type of plot (sequential) ✓ ✓ ✓
• onomatopoeia ✓ ✓ ✓
• setting, theme, genre ✓ ✓ ✓
• outcomes of event ✓ ✓ ✓
g. summarizing story events ✓ ✓ ✓
Listening and
h. differentiating fantasy from reality ✓ ✓ ✓
Reading
(receptive skills)
• relating story to one’s experiences ✓ ✓ ✓
EN4LR-Ia-i-2 Comprehend informational texts.
• inductive organization (pyramid) ✓ ✓ ✓
b. identifying text patterns (enumeration-description) ✓ ✓ ✓
• entertain ✓ ✓ ✓
• inform, explain, describe ✓ ✓ ✓
d. drawing conclusions ✓ ✓ ✓
e. making a summary ✓ ✓ ✓
EN4SW-Ia-i-1 Use words with denotative and connotative meanings in sentences.
Speaking and a. using context clues ✓ ✓ ✓
Writing • synonyms ✓ ✓ ✓
(productive • antonyms ✓ ✓ ✓
skills) • definition ✓ ✓
• exemplification ✓
• root words ✓ ✓ ✓
• prefixes
➢ un-, in-, il-, ir-, im-, mis-, dis- ✓ ✓
➢ re-, ex-, super-, inter-, intra-, mid- ✓ ✓
• compound words ✓ ✓ ✓
EN4SW-Ia-i-2 Compose appropriate sentences for clarity and coherence.
➢ regular ✓ ✓ ✓
➢ irregular ✓ ✓
• kinds of nouns (common, proper, mass, count) ✓ ✓ ✓
• action ✓ ✓ ✓
c. using active and passive voice ✓ ✓ ✓
d. using adjectives and prepositional phrases as adjective
• descriptive/qualitative or attributive ✓ ✓ ✓
e. composing compound-complex sentences ✓ ✓ ✓
EN4SW-Ia-i-3 Produce text with introduction, body, and conclusion in conveying ideas.
a. using introduction, body, and conclusion ✓ ✓ ✓
EN4SW-Ia-i-4 Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose,
context, and target audience.
• narration ✓ ✓ ✓
• enumeration-description ✓ ✓ ✓
• friendly (e.g., excuse, invitation, gratitude, etc.) ✓ ✓ ✓
EN4VR-Ia-i-1 Identify visual elements (lines, shapes, colors).
a. using lines (vertical, horizontal, left diagonal, right diagonal, zigzag, thick lines, thin lines, broken
✓ ✓ ✓
Viewing and lines)
Representing EN4VR-Ia-i-2 Derive meaning based on the visual elements.
a. determining lines, shapes, and colors used to convey meaning ✓ ✓ ✓
EN4VR-Ia-i-3 Identify real or make-believe, fact, or non-fact images. ✓ ✓ ✓
QUARTER 2
The learner demonstrates their expanding vocabulary knowledge, grammatical awareness, basic and growing critical comprehension of
CONTENT
narrative and informational text, and composing and creating text skills in learning the language (receptive, productive, and viewing and
STANDARDS
responding) in order to produce age-appropriate and gender-responsive text based on one’s purpose, context, and target audience.
The learner produces age-appropriate and gender-responsive texts (narrative with sequential plot and informational), using recount text
PERFORMANCE
pattern and inductive organization (pyramid), based on one’s purpose (entertain, inform, explain, and describe), context (christenings
STANDARDS
and weddings), and target audience (self, parents, relatives, friends, teachers, and classmates).
WEEK
1-3 4-6 7-9 10
EN4LR-IIa-i-1 Comprehend narrative texts.
• outcomes of events ✓ ✓ ✓
Listening and g. summarizing story events ✓ ✓ ✓
Reading h. differentiating fantasy and reality ✓ ✓ ✓
(receptive skills) i. applying the important story elements to one’s schema ✓ ✓ ✓
EN4LR-IIa-i-2 Comprehend informational texts.
b. identifying text patterns (recount) ✓ ✓ ✓
EN4SW-IIa-i-1 Use words with denotative and connotative meanings in sentences.
a. using context clues ✓ ✓ ✓
Speaking and • definition ✓ ✓ ✓
Writing • exemplification ✓ ✓ ✓
(productive b. using structural analysis
skills) • non-, anti-, de-, mal-, sub-, a-, under- ✓ ✓ ✓
• pre-, post-, semi-, over-, fore-, trans- ✓ ✓
• uni-, mono-, bi-, tri-, quad-, multi-, poly- ✓
EN4SW-IIa-i-2 Compose appropriate sentences for clarity and coherence.
➢ irregular ✓ ✓ ✓
• kinds of nouns (collective, concrete, abstract) ✓ ✓ ✓
• simple
➢ present ✓ ✓ ✓
d. using active and passive voice ✓ ✓ ✓
e. using adjectives and prepositional phrases as adjective
• quantitative/numeral ✓ ✓ ✓
f. composing compound-complex sentences ✓ ✓ ✓
EN4SW-IIa-i-3 Produce text with introduction, body, and conclusion in conveying ideas.
a. using introduction, body, conclusion ✓ ✓ ✓
EN4SW-IIa-i-4 Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose,
• recount ✓ ✓ ✓
EN4VR-IIa-i-1 Identify visual elements (lines, shapes, colors, space, layout, directionality).
a. using shapes (geometric, organic, abstract) ✓ ✓ ✓
EN4VR-IIa-i-2 Derive meaning based on the visual elements.
Viewing and
Representing
EN4VR-IIa-i-3 Identify real or make-believe, fact, or non-fact images. ✓ ✓ ✓
QUARTER 3
The learner demonstrates their expanding vocabulary knowledge (denotation, connotation), growing knowledge of grammatical
CONTENT
structures, and growing critical and applied comprehension of narrative and informational text, and composing and creating text in order
STANDARDS
to produce culture-specific text (oral and written) based on one’s purpose, context, and target audience.
The learner produces culture-specific texts (narrative with sequential plot and informational), using recount text pattern and inductive
PERFORMANCE
organization (pyramid), based on one’s purpose (entertain, inform, explain, and describe), context (funerals and symposia), and target
STANDARDS
audience (self, parents, relatives, friends, teachers, and classmates).
WEEK
1-3 4-6 7-9 10
EN4LR-IIIa-i-1 Comprehend narrative texts.
• outcomes of events ✓ ✓ ✓
Listening and
g. summarizing story events ✓ ✓ ✓
Reading
h. applying the important story elements to one’s schema
(receptive
skills) • relating story to one’s experiences ✓ ✓ ✓
EN4LR-IIIa-i-2 Comprehend informational texts.
b. identifying text patterns (recount) ✓ ✓ ✓
c. identifying the author’s purpose
• identifying statements of facts ✓ ✓ ✓
• identifying statements of opinion ✓ ✓ ✓
EN4SW-IIIa-i-1 Use words with denotative and connotative meanings in sentences.
• definition ✓ ✓ ✓
• exemplification ✓ ✓ ✓
• suffixes
➢ -able, -en, -ful, -ion, -less, -er, -or, -ly, -ible, -ness ✓ ✓ ✓
EN4SW-IIIa-i-2 Compose appropriate sentences for clarity and coherence.
➢ irregular ✓ ✓ ✓
• kinds of nouns (possessive, compound) ✓ ✓ ✓
• simple present tense ✓ ✓ ✓
Speaking and • action ✓ ✓ ✓
Writing • helping ✓ ✓ ✓
(productive c. using tenses of verbs
skills) • simple
➢ past ✓ ✓ ✓
d. using adjectives
• degrees of regular adjectives ✓ ✓ ✓
• degrees of irregular adjectives ✓ ✓
EN4SW-IIIa-i-3 Produce text with introduction, body, and conclusion in conveying ideas.
a. using introduction, body, conclusion ✓ ✓ ✓
EN4SW-IIIa-i-4 Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose,
a. using narration
• recount ✓ ✓ ✓
Viewing and EN4VR-IIIa-i-1 Identify visual elements
Representing a. using colors (general meaning of colors) ✓ ✓ ✓
EN4VR-IIIa-i-2 Derive meaning based on the visual elements.
EN4VR-IIIa-i-3 Identify real or make-believe, fact, or non-fact images. ✓ ✓ ✓
QUARTER 4
The learner demonstrates their expanding vocabulary knowledge (denotation, connotation), growing knowledge of grammatical
CONTENT
structures, and growing critical and applied comprehension of narrative and informational text, and composing and creating text in order
STANDARDS
to produce culture-specific text (oral and written) based on one’s purpose, context, and target audience.
The learner produces culture-specific texts (narrative with sequential plot and informational), using chronology text pattern and inductive
PERFORMANCE
organization (pyramid), based on one’s purpose (entertain, inform, explain, and describe), context (national holidays), and target
STANDARDS
audience (self, parents, relatives, friends, teachers, and classmates).
WEEK
1-3 4-6 7-9 10
EN4LR-IVa-i-1 Comprehend narrative texts.
• consonance ✓ ✓ ✓
Listening and • outcomes of events ✓ ✓ ✓
Reading g. summarizing story events ✓ ✓ ✓
(receptive skills) h. applying the important story elements to one’s schema ✓ ✓ ✓
EN4LR-IVa-i-2 Comprehend informational texts.
b. identifying text patterns (time order: chronology) ✓ ✓ ✓
c. identifying the author’s purpose
e. drawing conclusions ✓ ✓ ✓
f. making a summary ✓ ✓ ✓
• identifying statements of facts ✓ ✓ ✓
• identifying statements of opinion ✓ ✓ ✓
EN4SW-IVa-i-1 Use words with denotative and connotative meanings in sentences.
• definition ✓ ✓ ✓
• exemplification ✓ ✓ ✓
• suffixes
➢ -dom, -ity/-ty, -ment, -ship, -wise, -al, -age, -ious/-ous ✓ ✓ ✓
EN4SW-IVa-i-2 Compose appropriate sentences for clarity and coherence.
➢ personal ✓ ✓ ✓
• helping ✓ ✓ ✓
• linking (senses) ✓ ✓ ✓
Speaking and c. using tenses of verbs
Writing • simple
(productive ➢ past ✓ ✓ ✓
skills) ➢ future ✓ ✓ ✓
d. using adjectives and prepositional phrases as adjective
• series of adjectives (quality, size, shape, color) ✓ ✓ ✓
EN4SW-IVa-i-3 Produce text with introduction, body, and conclusion in conveying ideas.
a. using introduction, body, and conclusion ✓ ✓ ✓
EN4SW-IVa-i-4 Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose,
a. using narration
• time order: chronology ✓ ✓ ✓
EN4SW-IVa-i-5 Use appropriate non-verbal cues for clarity of context, purpose and meaning.
a. using facial expressions ✓ ✓ ✓
b. using gestures ✓ ✓ ✓
EN4VR-IVa-i-1 Identify visual elements
a. using space (three-dimensional, four-dimensional, and proportional) ✓ ✓ ✓
EN4VR-IVa-i-2 Derive meaning based on the visual elements.
Viewing and
Representing
c. identifying purpose of the visual text ✓ ✓ ✓
EN4VR-IVa-i-3 Evaluate cultural appropriateness of visual elements. ✓ ✓ ✓
The learner uses their critical and growing applied literacy skills in continuously learning receptive, productive, viewing and responding skills in English
as a second language; understands how words are used denotatively and connotatively in composing narratives and informational texts using
chronology/procedural, news report, and exposition text patterns with clear and coherent sentences while consciously using tone and mood-
G5
appropriate, age-appropriate, gender-responsive, and culture-appropriate verbal and non-verbal cues for clarity of purpose and meaning; fills out
variety of forms accurately; uses visual elements to derive meaning and evaluate cultural appropriateness of visual texts; and understands multimedia
elements and how it affects the meaning of multimedia texts.
Grade 5
Q1 Q2 Q3 Q4
• first person ✓ ✓ ✓ ✓
• second person ✓ ✓ ✓ ✓
• third person ✓ ✓ ✓
• omniscient ✓ ✓
c. sequencing at least 7 events in narrative texts ✓ ✓ ✓ ✓
d. identifying the type of plot ✓ ✓ ✓ ✓
• natural order (sequential) ✓ ✓
• unnatural order (flashback) ✓ ✓
Listening and e. analyzing sound devices as lyrical elements of text
Reading • onomatopoeia ✓
(receptive skills) • alliteration ✓
• assonance ✓
• consonance ✓
f. analyzing figures of speech to get and clarify meaning
• simile ✓
• metaphor ✓
• personification ✓
• hyperbole ✓
• irony ✓
• apostrophe ✓
• synecdoche ✓
g. inferring and drawing conclusions
• character feelings and traits ✓ ✓ ✓ ✓
h. making predictions
• character’s possible decision/action ✓ ✓ ✓ ✓
i. summarizing story events ✓ ✓ ✓ ✓
j. applying the important story elements to one’s schema
• evaluating the possibility of an event happening in real life ✓ ✓ ✓ ✓
• deductive organization (inverted pyramid) ✓ ✓ ✓ ✓
• time order: chronology/procedural ✓
• exposition ✓
d. drawing conclusions ✓ ✓ ✓ ✓
e. making generalizations ✓ ✓ ✓ ✓
f. making a summary ✓ ✓ ✓ ✓
• identifying true statement of facts (current time) ✓ ✓ ✓ ✓
• identifying false statement of facts (across time) ✓ ✓ ✓ ✓
• analogy ✓
• appositive ✓
• general gist/ sense ✓
Speaking and • punctuation ✓
Writing b. using suffixes
(productive skills) • noun-forming suffixes ✓
• adjective-forming suffixes ✓
• verb-forming suffixes ✓
• adverb-forming suffixes ✓
c. using references
• dictionary ✓
• glossary ✓
• thesaurus ✓
• encyclopedia ✓
• bibliographies, appendices, indices ✓
LC2. Use tone and mood appropriately for one’s purpose, context, and target audience.
a. formal ✓
b. informal ✓
c. excitement and passion ✓
d. longing and sorrow ✓
e. humor ✓
f. sarcasm ✓
g. optimism ✓
h. pessimism ✓
➢ personal ✓
➢ demonstrative ✓
➢ indefinite ✓
➢ possessive ✓
➢ reflexive ✓
• transitive ✓ ✓ ✓ ✓
• intransitive ✓ ✓ ✓ ✓
• perfect
• present ✓ ✓
• past ✓ ✓
• future ✓ ✓
d. using adjectives and prepositional phrases as adjectives
• series (determiner, quantity, quality, size, shape, color) ✓
e. using adverbs and prepositional phrases as adverbs
• manner ✓
• time ✓
• place ✓
• frequency ✓
• intensity ✓
f. using complements
• nouns ✓ ✓ ✓
• pronouns ✓ ✓ ✓
• adjectives ✓ ✓
a. giving relevant information on a given topic ✓ ✓ ✓ ✓
LC5. Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose, context, and
target audience.
• exposition ✓
• business ✓ ✓ ✓ ✓
LC6. Use appropriate culture-based non-verbal cues for clarity of purpose and meaning.
a. using facial expressions ✓ ✓ ✓ ✓
b. using gestures ✓ ✓ ✓ ✓
c. using eye contact ✓ ✓ ✓ ✓
d. using haptics ✓ ✓ ✓
e. using posture ✓ ✓
f. using proxemics and blocking ✓
LC7. Fill out forms accurately.
a. personal data forms ✓ ✓
b. school forms ✓ ✓
c. bank forms ✓ ✓
d. composite/government forms ✓ ✓
a. using layout (margin, grid, header, slide bar) ✓
b. using directionality (linear, overlapping shapes) ✓
Viewing and
a. determining tone and mood (colors, space, layout, directionality) ✓ ✓
Representing
b. identifying the purpose of the visual text ✓ ✓
c. analyzing how visual elements contribute to the meaning of a text ✓ ✓
d. determining images/ideas that are explicitly used to influence viewers
• stereotypes on age and gender ✓ ✓
• stereotypes on socio-economic status ✓ ✓
LC3. Evaluate cultural appropriateness of visual elements. ✓ ✓
LC4. Produce a visual text drawn from visual elements learned. ✓ ✓ ✓ ✓
LC5. Determine multi-media elements (text, graphics).
a. using text (headlines, subtitles and slogans) ✓ ✓
b. using graphics (photographs, drawings, graphs, illustrations, icons, etc.) ✓
a. identifying the author’s purpose ✓ ✓
QUARTER 1
The learner demonstrates their expanding vocabulary knowledge (denotative, connotative, tone, and mood) as used in formal and
CONTENT informal situations, growing knowledge of grammatical structures, growing critical and applied comprehension of narrative and
STANDARDS informational text, and developing skills in composing and creating text in order to produce culture-appropriate text (oral, written, and
visual) based on one’s purpose, context, and target audience.
The learner produces culture-appropriate oral, written, and visual texts (narrative with sequential plot and informational), using
PERFORMANCE procedural text pattern and deductive organization (inverted pyramid), based on one’s purpose (entertain, inform, explain, and
STANDARDS describe), context (national holidays), and target audience (self, parents, relatives, friends, teachers, and classmates); and fills out
personal data forms accurately.
WEEK
1-3 4-6 7-9 10
• first person ✓ ✓ ✓
• second person ✓ ✓ ✓
c. sequencing at least 7 events in narrative texts ✓ ✓ ✓
d. identifying the type of plot (sequential) ✓ ✓ ✓
e. analyzing sound devices as lyrical elements of text
Listening and • consonance ✓ ✓ ✓
Reading f. inferring and drawing conclusions
(receptive skills) • character feelings and traits ✓ ✓ ✓
g. making predictions
• character’s possible decision/action ✓ ✓ ✓
h. summarizing story events ✓ ✓ ✓
• evaluating the possibility of an event happening in real life ✓ ✓ ✓
• deductive organization (inverted pyramid) ✓ ✓ ✓
b. identifying text patterns (time order: procedural) ✓ ✓ ✓
e. making generalizations ✓ ✓ ✓
• identifying true statement of facts (current time) ✓ ✓ ✓
• identifying false statement of facts (across time) ✓ ✓ ✓
EN5SW-Ia-i-1 Comprehend Use words with denotative and connotative meanings in sentences.
• analogy ✓ ✓ ✓
• noun-forming suffixes ✓ ✓ ✓
• dictionary ✓ ✓ ✓
• glossary ✓ ✓ ✓
EN5SW-Ia-i-2 Use tone and mood appropriately for one’s purpose, context, and target audience.
a. formal ✓ ✓ ✓
b. informal ✓ ✓
e. using subject-verb agreement
Speaking and
Writing
➢ personal ✓ ✓ ✓
(productive
skills) f. using kinds of verbs
• transitive ✓ ✓ ✓
• intransitive ✓ ✓ ✓
g. using tenses of verbs
• perfect
h. using adjectives and prepositional phrases as adjective
• series (determiner, quantity, quality, size, shape, color) ✓ ✓ ✓
a. giving relevant information on a given topic ✓ ✓ ✓
EN5SW-Ia-i-5 Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose,
• time order: procedural ✓ ✓ ✓
• business ✓ ✓ ✓
EN5SW-Ia-i-6 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
c. using eye contact ✓ ✓ ✓
EN5SW-Ia-i-7 Fill-out forms accurately.
a. personal data forms ✓ ✓ ✓
b. school forms ✓ ✓ ✓
EN5VR-Ia-i-1 Identify visual elements.
a. using layout (margin, grid, header, slide bar) ✓ ✓ ✓
EN5VR-Ia-i-2 Derive meaning based on the visual elements.
a. determining tone and mood (color, space, layout, directionality) ✓ ✓ ✓
b. identifying purpose of the visual text ✓ ✓ ✓
Viewing and ✓ ✓ ✓
c. analyzing how visual elements contribute to the meaning of a text
Representing
d. determining images/ideas that are explicitly used to influence viewers
• stereotypes on age and gender ✓ ✓ ✓
• stereotypes on socio-economic status ✓ ✓ ✓
EN5VR-Ia-i-3 Evaluate culture-appropriateness of visual elements. ✓ ✓ ✓
EN5VR-Ia-i-4 Produce a visual text drawn from visual elements learned. ✓ ✓ ✓
QUARTER 2
The learner produces culture-appropriate oral, written, and visual texts (narrative with sequential plot and informational), using news
PERFORMANCE report text pattern and deductive organization (inverted pyramid), based on one’s purpose (entertain, inform, explain, and describe),
STANDARDS context (Ramadan), and target audience (self, parents, relatives, friends, teachers, and classmates); and fills out school forms
accurately.
WEEK
1-3 4-6 7-9 10
d. identifying the type of plot (sequential) ✓ ✓ ✓
e. analyzing figures of speech to get and clarify meaning
• simile ✓ ✓ ✓
• metaphor ✓ ✓ ✓
Listening and • personification ✓ ✓ ✓
• character’s possible decision/action ✓ ✓ ✓
b. identifying text patterns (news report) ✓ ✓ ✓
• appositive ✓ ✓ ✓
• adjective-forming suffixes ✓ ✓ ✓
• thesaurus ✓ ✓ ✓
EN5SW-IIa-i-2 Use tone and mood appropriately for one’s purpose, context, and target audience.
a. excitement and passion ✓ ✓ ✓
b. longing and sorrow ✓ ✓
Speaking and ➢ demonstrative ✓ ✓ ✓
Writing
(productive
skills) • transitive ✓ ✓ ✓
• perfect
➢ past ✓ ✓
d. using adverbs and prepositional phrases as adverbs
• manner ✓ ✓ ✓
e. using complement
• noun ✓ ✓ ✓
• pronoun ✓ ✓ ✓
EN5SW-IIa-i-4Produce text with introduction, body, and conclusion in conveying ideas.
EN5SWIIa-i-5 Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose,
• news report ✓ ✓ ✓
EN5SW-IIa-i-6 Use appropriate culture-based non-verbal cues for clarity and purpose of meaning.
EN5SW-IIa-i-7 Fill-out forms accurately.
a. personal data forms ✓ ✓ ✓
b. school forms ✓ ✓ ✓
EN5VR-IIa-i-1 Identify visual elements.
a. using directionality (linear, overlapping, shapes) ✓ ✓ ✓
EN5VR-IIa-i-2 Derive meaning based on the visual elements.
a. determining tone and mood (color, space, layout, directionality) ✓ ✓ ✓
b. identifying purpose of the visual text ✓ ✓ ✓
c. analyzing how visual elements contribute to the meaning of a text
Representing
d. determining images/ ideas that are explicitly used to influence viewers.
• stereotypes on age and gender ✓ ✓ ✓
• stereotypes on socio-economic status ✓ ✓ ✓
EN5VR-IIa-i-3 Evaluate culture-appropriateness of visual elements. ✓ ✓ ✓
EN5VR-IIa-i-4 Produce a visual text drawn from visual elements learned. ✓ ✓ ✓
QUARTER 3
The learner produces culture-appropriate oral, written, and visual texts (narrative with flashback type of plot and informational), using
PERFORMANCE news report text pattern and deductive organization (inverted pyramid) based on one’s purpose (entertain, inform, explain, and
STANDARDS describe), context (Chinese New Year), and target audience (self, parents, relatives, friends, teachers, and classmates); and fills out
bank forms accurately.
WEEK
1-3 4-6 7-9 10
• omniscient ✓ ✓ ✓
d. identifying the type of plot (flashback) ✓ ✓ ✓
• hyperbole ✓ ✓ ✓
Listening and • irony ✓ ✓ ✓
• character’s possible decision/ action ✓ ✓ ✓
b. identifying text patterns (news report) ✓ ✓ ✓
• general gist/sense ✓ ✓ ✓
• verb-forming suffixes ✓ ✓ ✓
• encyclopedia ✓ ✓ ✓
EN5SW-IIIa-i-2 Use tone and mood appropriately for one’s purpose, context, and target audience.
a. humor ✓ ✓ ✓
b. sarcasm ✓ ✓
Speaking and ➢ indefinite ✓ ✓ ✓
Writing b. using kinds of verbs
(productive
skills)
• perfect
➢ past ✓ ✓ ✓
➢ future ✓ ✓ ✓
d. using adverbs and prepositional phrases as adverbs
• time ✓ ✓ ✓
• place ✓ ✓ ✓
e. using complement
• noun ✓ ✓ ✓
• adjective ✓ ✓ ✓
EN5SW-IIIa-i-4 Produce text with introduction, body, and conclusion in conveying ideas.
EN5SW-IIIa-i-5 Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose,
• news report ✓ ✓ ✓
EN5SW-IIIa-i-6 Use appropriate culture-based non-verbal cues for clarity and purpose of meaning.
e. using posture ✓ ✓ ✓
EN5SW-IIIa-i-7 Fill-out forms accurately.
a. bank forms ✓ ✓ ✓
b. composite/government forms ✓ ✓ ✓
EN5VR-IIIa-i-1 Determine multi-media elements.
a. using text (headlines, subtitles, slogans) ✓ ✓ ✓
Viewing and
EN5VR-IIIa-i-2 Derive meaning for multi-media elements learned.
Representing
a. identifying author’s purpose ✓ ✓ ✓
EN5VR-IIIa-i-3 Produce a visual text drawn from visual elements learned. ✓ ✓ ✓
QUARTER 4
The learner produces culture-appropriate oral, written, and visual texts (narrative with flashback type of plot and informational), using
PERFORMANCE exposition text pattern and deductive organization (inverted pyramid), based on one’s purpose (entertain, inform, explain, and describe),
STANDARDS context (Indigenous People and Regional Celebrations), and target audience (self, parents, relatives, friends, teachers, and
classmates); and fills out composite forms accurately.
WEEK
1-3 4-6 7-9 10
• apostrophe ✓ ✓ ✓
Listening and • synecdoche ✓ ✓ ✓
• character’s possible decision/ action ✓ ✓ ✓
b. identifying text patterns (exposition) ✓ ✓ ✓
• punctuation ✓ ✓ ✓
• adverb-forming suffixes ✓ ✓ ✓
• bibliographies, appendices, indices ✓ ✓ ✓
EN5SW-IVa-i-2 Use tone and mood appropriately for one’s purpose, context, and target audience.
a. optimism ✓ ✓ ✓
b. pessimism ✓ ✓
Speaking and ➢ possessive ✓ ✓ ✓
Writing ➢ reflexive ✓ ✓ ✓
(productive
skills)
• perfect
• frequency ✓ ✓ ✓
• intensity ✓ ✓ ✓
d. using complement
• noun ✓ ✓ ✓
EN5SW-IVa-i-4 Produce text with introduction, body, and conclusion in conveying ideas.
EN5SW-IVa-i-5 Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose,
• exposition ✓ ✓ ✓
EN5SW-IVa-i-6 Use appropriate culture-based non-verbal cues for clarity and purpose of meaning.
f. using proxemics and blocking ✓ ✓ ✓
EN5SW-IVa-i-7 Fill-out forms accurately.
a. bank forms ✓ ✓ ✓
b. composite/government forms ✓ ✓ ✓
EN5VR-IVa-i-1 Determine multi-media elements.
a. using text (headlines, subtitles, slogans) ✓ ✓ ✓
Viewing and b. using graphics (photographs, drawings, graphs, illustrations, icons, etc.) ✓ ✓ ✓
Representing EN5VR-IVa-i-2 Derive meaning for multi-media elements learned.
a. identifying author’s purpose ✓ ✓ ✓
EN5VR-IVa-i-3 Produce a visual text drawn from visual elements learned. ✓ ✓ ✓
The learner uses their critical and applied literacy skills in mastering receptive, productive, viewing and responding skills in English as a second
language; refer to a plethora of reference materials to denotatively and connotatively use words in composing narratives and informational texts using
exposition and argumentation text patterns with clear and coherent sentences while consciously using tone and mood-appropriate, age-appropriate,
G6
gender-responsive, culture-appropriate verbal and non-verbal cues, and appropriate propaganda techniques for clarity of purpose and meaning;
creates simple survey forms for specific purposes; uses visual and multimedia elements to derive meaning from and produce multimedia texts for
specific purposes.
Grade 6
Q1 Q2 Q3 Q4
• first person ✓ ✓ ✓ ✓
• second person ✓ ✓ ✓ ✓
• third person ✓ ✓ ✓ ✓
• omniscient ✓ ✓ ✓ ✓
c. sequencing at least 8 events in narrative texts ✓ ✓ ✓ ✓
d. identifying the type of plot (flashback) ✓ ✓ ✓ ✓
• metonymy ✓
Listening and
• euphemism ✓
Reading
(receptive skills) • oxymoron ✓
• antithesis ✓
• pun ✓
• interrogation/rhetorical question ✓ ✓
• exclamation ✓ ✓
f. inferring and drawing conclusions
• author’s purpose, message, target audience ✓ ✓ ✓ ✓
g. making prediction
• possible ending ✓ ✓ ✓ ✓
h. summarizing story events ✓ ✓ ✓ ✓
i. relating story to one’s experiences
• learning vicariously from the text ✓ ✓ ✓ ✓
• inductive-deductive organization (diamond) ✓ ✓ ✓ ✓
• exposition ✓
• persuade ✓ ✓ ✓ ✓
c. drawing conclusions ✓ ✓ ✓ ✓
d. making generalizations ✓ ✓ ✓ ✓
e. making a summary ✓ ✓ ✓ ✓
f. distinguishing fact from opinion
• identifying true statement of facts (current time) ✓ ✓
• identifying false statement of facts (across time) ✓ ✓
g. identifying propaganda technique used to persuade audience to further an idea or agenda
• name calling or labelling ✓
• glittering generalities ✓
• transfer ✓
• testimonies/ial ✓
• plain folks ✓
• bandwagon ✓
• fear ✓
• half-truths or spin ✓
• bad logic/unwarranted extrapolation ✓
• card stacking ✓
Speaking and a. using references
Writing • bibliographies, appendices, indices ✓
(productive • almanacs ✓
skills) • directories (acronyms and abbreviations used by organizations) ✓
• handbooks and manuals ✓
LC2. Use appropriate propaganda techniques to persuade audience to further an idea or agenda. ✓ ✓ ✓ ✓
b. tense of verbs
• progressive tense
➢ present progressive tense ✓ ✓ ✓
➢ past progressive tense ✓ ✓
➢ future progressive tense ✓ ✓
c. using adverbs and prepositional phrases as adverbs
• order of adverbs (manner, place, frequency, time, purpose) ✓ ✓
d. using complements
• noun ✓ ✓ ✓ ✓
• pronoun ✓ ✓ ✓ ✓
• adjective ✓ ✓ ✓ ✓
a. giving relevant information on a given topic ✓ ✓
b. providing evidence to support information ✓ ✓ ✓ ✓
LC5. Express ideas appropriately (age-appropriate, gender-responsive, culture-sensitive) for one’s purpose, context, and
target audience.
• exposition ✓
• business (e.g., application, purchase, complaint, etc.) ✓ ✓ ✓ ✓
LC6. Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
LC7. Create simple survey forms.
a. personal data information (print) ✓
b. open-ended survey forms (print) ✓
c. Interview survey forms (oral) ✓
d. Online survey forms (digital) ✓
LC1. Determine multimedia elements and graphics.
a. using text (headlines, subtitles, slogans) ✓
b. using graphics (photographs, drawings, graphs, illustrations, icons, etc.) ✓
c. using audio (dialogue, recorded narration, music, sound effects) ✓
d. using video (clip, film, tv ads, slide show) ✓
e. using animation (two-dimensional, three-dimensional) ✓ ✓
Viewing and
Representing
a. identifying the author’s purpose ✓ ✓ ✓ ✓
b. analyzing how multi-media elements contribute to the meaning of a text ✓ ✓ ✓ ✓
c. determining ideas that are explicitly used to influence viewers ✓ ✓ ✓ ✓
• author’s point of view/ stand ✓ ✓ ✓ ✓
• propaganda technique used ✓ ✓ ✓ ✓
LC3. Produce a multimedia text drawn from multimedia elements learned. ✓ ✓ ✓ ✓
QUARTER 1
The learner demonstrates their word knowledge (denotative, connotative, tone, and mood) as used in formal and informal situations,
CONTENT knowledge of grammatical structures, critical and applied comprehension of narrative and informational text, composing and creating
STANDARDS text skills, and knowledge of non-verbal cues (body language), and propaganda techniques in order to produce culture-based text (oral,
written, and multimedia) based on one’s purpose, context, and target audience.
The learner produces culture-based oral, written, and multimedia texts (narrative with flashback type of plot and informational), using
PERFORMANCE exposition text pattern and inductive-deductive organization (diamond), based on one’s purpose (entertain, inform, explain, and
STANDARDS describe), context (Indigenous People and Regional Celebrations), and target audience (teachers, and classmates); and creates simple
survey forms accurately (personal data information-print).
WEEK
1-3 4-6 7-9 10
✓ ✓ ✓
d. identifying the type of plot (flashback)
• metonymy ✓ ✓ ✓
Listening and • euphemism ✓ ✓ ✓
Reading • oxymoron ✓ ✓ ✓
(receptive skills) f. inferring and drawing conclusions
• author’s purpose, message, target audience ✓ ✓ ✓
• possible ending ✓ ✓ ✓
• learning vicariously from the text ✓ ✓ ✓
• inductive-deductive organization (diamond) ✓ ✓ ✓
b. identifying text patterns (exposition) ✓ ✓ ✓
• persuade ✓ ✓ ✓
• name calling or labelling ✓ ✓ ✓
• glittering generalities ✓ ✓ ✓
• transfer ✓ ✓ ✓
EN6SW-Ia-i-1 Use words with denotative and connotative meanings in sentences.
a. using references (bibliographies, appendices, indices) ✓ ✓ ✓
a. using tenses of verbs
• progressive
b. using adverbs
c. using complement
Speaking and
• noun ✓ ✓ ✓
Writing
(productive • pronoun ✓ ✓ ✓
skills) • adjective ✓ ✓ ✓
b. providing evidence to support information ✓ ✓ ✓
EN6SW-Ia-i-4 Express ideas appropriately (age-appropriate, gender-responsive, culture-sensitive) for one’s purpose,
• exposition ✓ ✓ ✓
EN6SW-Ia-i-5 Use appropriate non-verbal cues for clarity of context, purpose and meaning.
EN6SW-Ia-i-6 Create simple survey forms (personal data information-print). ✓ ✓ ✓
EN6VR-Ia-i-1 Determine multimedia elements.
a. text (headlines, subtitles, slogans) ✓ ✓ ✓
b. graphics (photographs, drawings, graphs, illustrations, icons, etc.) ✓ ✓ ✓
c. audio (dialogue, recorded narration, music, sound effects) ✓ ✓ ✓
EN6VR-Ia-i-2 Derive meaning for multimedia elements learned.
a. identifying the author’s purpose
Representing
b. analyzing how multi-media elements contribute to the meaning of a text ✓ ✓ ✓
• author’s point of view/stand ✓ ✓ ✓
• propaganda technique used ✓ ✓ ✓
EN6VR-Ia-i-3 Produce a multimedia text drawn from multimedia elements learned. ✓ ✓ ✓
QUARTER 2
PERFORMANCE argumentation text pattern, inductive-deductive organization (diamond), and propaganda technique appropriate for one’s purpose
STANDARDS (entertain, inform, explain, describe, and persuade), context (Indigenous People and Regional Celebrations), and target audience
(teachers, and classmates); and creates simple survey forms accurately (interview survey forms-oral).
WEEK
1-3 4-6 7-9 10
• antithesis ✓ ✓ ✓
Listening and • pun ✓ ✓ ✓
(receptive skills) • author’s purpose, message, target audience ✓ ✓ ✓
b. identifying text patterns (argumentation) ✓ ✓ ✓
• testimonies/ial ✓ ✓ ✓
• plain folks ✓ ✓ ✓
• bandwagon ✓ ✓ ✓
a. using almanacs ✓ ✓ ✓
• progressive
➢ past ✓ ✓
b. using adverbs
Speaking and
c. using complement
Writing
• noun ✓ ✓ ✓
(productive
skills) • pronoun ✓ ✓ ✓
EN6SW-IIa-i-3 Produce text with introduction, body, and conclusion in conveying ideas.
b. providing evidence to support information ✓ ✓ ✓
EN6SW-IIa-i-4 Express ideas appropriately (age-appropriate, gender-responsive, culture-sensitive) for one’s purpose,
EN6SW-IIa-i-5 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
EN6SW-IIa-i-6 Create simple survey forms (open-ended survey forms-print). ✓ ✓ ✓
EN6VR-IIa-i-1 Determine multi-media elements.
a. using video (clip, fil, tv ads, slide show) ✓ ✓ ✓
EN6VR-IIa-i-2 Derive meaning for multimedia elements learned.
a. identifying the author’s purpose ✓ ✓ ✓
b. analyzing how multi-media elements contribute to the meaning of a text
Representing
EN6VR-IIa-i-3 Produce a multimedia text drawn from multimedia elements learned. ✓ ✓ ✓
QUARTER 3
(teachers, and classmates); and creates simple survey forms accurately (open-ended surveys-print).
WEEK
1-3 4-6 7-9 10
• interrogation/rhetorical question ✓ ✓ ✓
Listening and • exclamation ✓ ✓ ✓
f. making a summary. ✓ ✓ ✓
• half-truths or spin ✓ ✓ ✓
• fear ✓ ✓ ✓
a. using directories (acronyms and abbreviations used by organizations) ✓ ✓ ✓
• progressive
➢ past ✓ ✓ ✓
b. using adverbs
• order of adverbs (manner, place, frequency, time, purpose) ✓ ✓ ✓
c. using complement
• noun ✓ ✓ ✓
Speaking and • pronoun ✓ ✓ ✓
Writing • adjective ✓ ✓ ✓
(productive EN6SW-IIIa-i-3 Produce text with introduction, body, and conclusion in conveying ideas.
skills) a. providing evidence to support information ✓ ✓ ✓
EN6SW-IIIa-i-4 Express ideas appropriately (age-appropriate, gender-responsive, culture-sensitive) for one’s purpose,
EN6SW-IIIa-i-5 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
EN6SW-IIIa-i-6 Create simple survey forms (interview survey forms-oral). ✓ ✓ ✓
EN6VR-IIIa-i-1 Determine multi-media elements.
a. using animation (two-dimensional, three-dimensional) ✓ ✓ ✓
EN6VR-IIIa-i-2 Derive meaning for multimedia elements learned.
Viewing and b. analyzing how multi-media elements contribute to the meaning of a text ✓ ✓ ✓
Representing
EN6VR-IIIa-i-3 Produce a multimedia text drawn from multimedia elements learned. ✓ ✓ ✓
QUARTER 4
(teachers, and classmates); and creates simple survey forms accurately (online survey forms-digital).
WEEK
1-3 4-6 7-9 10
e. analyzing figures of speech to get and clarify meaning.
• interrogation/rhetorical question ✓ ✓ ✓
Listening and • exclamation ✓ ✓ ✓
• bad logic/unwarranted extrapolation ✓ ✓ ✓
• card stacking ✓ ✓ ✓
a. using handbooks and manuals ✓ ✓ ✓
• progressive
b. using adverbs
• order of adverbs (manner, place, frequency, time, purpose) ✓ ✓ ✓
c. using complement
• noun ✓ ✓ ✓
Speaking and • adjective ✓ ✓ ✓
Writing EN6SW-IVa-i-3 Produce text with introduction, body, and conclusion in conveying ideas.
(productive a. providing evidence to support information ✓ ✓ ✓
skills) EN6SW-IVa-i-4 Express ideas appropriately (age-appropriate, gender-responsive, culture-sensitive) for one’s purpose,
b. using different text patterns
EN6SW-IVa-i-5 Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
EN6SW-IVa-i-6 Create simple survey forms (online survey forms-digital). ✓ ✓ ✓
EN6VR-IVa-i-1 Determine multi-media elements,
a. using animation (two-dimensional, three dimensional) ✓ ✓ ✓
EN6VR-IVa-i-2 Derive meaning for multimedia elements learned.
b. analyzing how multi-media elements contribute to the meaning of a text
Representing
EN6VR-IVa-i-3 Produce a multimedia text drawn from multimedia elements learned. ✓ ✓ ✓
By the end of Grade 10, learners have proficiently learned the form and structure of literary, informational, academic, and transactional texts, and are able to
compose (process and product) and publish (readership) a plethora of multimedia texts for their purpose, meaning, and intended audience.
The learner applies their critical and applied literacy skills and communicative competence in evaluating form and function of Philippine literary,
G7 informational, academic, and transactional texts in order to appropriately publish texts in various modalities, which represent their purpose, meaning,
and target audience, and reflects local and/or national identity.
The learner applies their critical and applied literacy skills and communicative competence in evaluating form and function of Afro-Asian literary,
G8 informational, academic, and transactional texts in order to appropriately publish multimedia texts which represent their purpose, meaning, and target
audience, and reflects their expanding identity (Philippines and Afro-Asia).
The learner applies their critical and applied literacy skills and communicative competence in evaluating form and function of Anglo-American literary,
audience, and reflects their expanding identity (Philippines, Afro-Asia, and Anglo-America).
The learner applies their critical and applied literacy skills and communicative competence in evaluating form and function of World literary,
audience, and reflects their expanding identity (Philippines, Afro-Asia, Anglo-America, and the World).
DEFINITION OF TERMS
1. Literary Text. It is any written and/or spoken work distinguished by its aesthetic excellence that follows either grammatical or metrical structure and
represents significant human experiences.
2. Informational Text. This refers to nonfiction writing, including prints, digital and multimedia, written with the intention of informing the reader about a
specific topic. It is written using special text features such as visual representations that allow the reader to easily find key information and understand
the main topic. Its typical examples are articles found in magazines, newspapers, science or history books, autobiographies, and instruction manuals.
3. Academic Text. This is generally written with and often characterized by its formal style, objectivity, and use of technical terms. It is formal by avoiding
casual or conversational language, such as contractions or informal vocabulary. It is objective by avoiding direct reference to people or feelings, and
instead emphasizing objects, facts, and ideas. It is technical by using vocabulary specific to the discipline.
4. Transactional Text. It is an umbrella term for non-fiction writing genres that intend to communicate information between individuals or groups for a
specific purpose: to persuade, to argue, to advise, and/or to inform. Examples of which include letters, emails, speeches, among others.
5. Revise. This refers to the act of examining and improving the coherence of the composition (purpose, meaning, and relevant information).
6. Edit. This refers to the act of refining composition to bring out conformity to a standard or to suit a particular purpose (cohesion).
7. Publish. This refers to the act of making a composition available to a particular audience.
8. Multimodal. This refers to the combination of multiple modes of communicating a message. Modes include written language, spoken language, and
patterns of meaning that are visual, audio, gestural, tactile, and spatial, among others, where every mode uses unique semiotic resources to create
meaning. Examples include picture books, textbooks, graphic novels, comics, and posters (multimodal) and film, animation, slide shows, e-posters,
digital stories, and web pages (digital multimodal).
9. Multimodal Texts. This refers to the use of a combination of two or more communication modes, for example, print, image and spoken texts as in film
or computer presentations, digital texts, graphics, and performances combine visual, audio, gestural, and spatial modalities which require understanding
not only of the individual mode, but also the relationship between and among modalities.
10. Journalistic vlog. This refers to the type of journalism that uses video and audio content to convey information and/or commentaries on issues and
current events. It includes digitally published news magazines, video commentaries, and mobile/citizen journalism.
IN THE LITERARY TEXT SUBDOMAIN
GRADE 7 GRADE 8 GRADE 9 GRADE 10

QUARTER 1 QUARTER 2 QUARTER 1 QUARTER 1 QUARTER 1
ESSENTIAL SKILLS AND WK WK WK WK WK WK WK WK WK WK WK WK WK WK WK
LEARNING COMMPETENCIES 1-3 4-6 7-9 1-3 4-6 7-9 1-3 4-6 7-9 1-3 4-6 7-9 1-3 4-6 7-9
TEXT FOCI
POETRY PROSE POETRY AND PROSE
Evaluating literary texts
Analyze literary texts as expressions of individual or communal values within:
Structural Context
• conflict
➢ character vs. character ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
➢ character vs. society ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
➢ character vs. nature/environment ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
➢ character vs. himself ✓ ✓ ✓ ✓ ✓ ✓
• character ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• characterization ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• plot
➢ linear and flashback ✓ ✓ ✓ ✓ ✓ ✓
➢ parallel ✓ ✓ ✓
➢ episodic ✓ ✓
➢ in medias res ✓ ✓
• spectacle, dialogue, and music ✓ ✓ ✓ ✓
• rhyme and meter ✓ ✓ ✓ ✓ ✓
• diction ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• tone and mood ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• style ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• sign and referent ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• binary opposition ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• patterns and motifs ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• figures of speech and sound devices ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• point of view and narrative techniques ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• organic unity ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Biographical Context ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Historical Context ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Sociocultural Context ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Linguistic Context
• deictic
➢ speaker/narrator and time ✓
➢ speaker/narrator and place ✓ ✓ ✓ ✓
➢ speaker/narrator and situation ✓ ✓ ✓ ✓
• co-text ✓ ✓ ✓ ✓ ✓
• collocation ✓ ✓ ✓ ✓ ✓
Psychological Context ✓ ✓ ✓ ✓ ✓ ✓
Analyze the maxims, universal truths, and philosophies
presented in the literary text as a means of valuing other ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
people and their various circumstances in life.
Publishing an original literary text that reflects culture
Identify one’s meaning and purpose in selecting the type
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
of literary text for composition.
Compose literary texts using appropriate structure. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Revise the literary texts for coherence and cohesion. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Publish an original literary text that reflects culture:
• verse ✓
• prose ✓
• verse/prose ✓
• script for a one-act play ✓
• script for a short film ✓
IN THE INFORMATIONAL TEXT SUBDOMAIN

QUARTER 3 QUARTER 2 QUARTER 3 QUARTER 2 QUARTER 3 QUARTER 2
WK WK WK WK WK WK WK WK WK WK WK WK WK WK WK WK WK WK
1-3 4-6 7-9 1-3 4-6 7-9 1-3 4-6 7-9 1-3 4-6 7-9 1-3 4-6 7-9 1-3 4-6 7-9
TEXT FOCI
SPOKEN
NON-JOURNALISTIC TEXTS JOURNALISTIC TEXTS
TEXTS
FEATURES, AND EDITORIALS

SCIENCE AND TECHNOLOGY
AS NEWS FEATURES, AND
DOCUMENTARIES AND
OPINION-EDITORIALS
DESCRIPTIVE TEXTS
ESSENTIAL SKILLS AND
PERSUASIVE TEXTS
SPORTS AS NEWS
PRESS RELEASES
EXPOSITORY AND
LEARNING COMMPETENCIES
TRADITIONAL
MULTIMEDIA
EDITORIALS
FEATURES
VLOGS
NEWS
Evaluating informational/factual text for clarity of meaning, purpose, form, and function
Determine the distinguishing features of
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
informational/ factual text.
Examine text structures for clarity of meaning and purpose:
Non-Journalistic Texts
• enumeration-description ✓ ✓ ✓
• time order-procedural ✓ ✓ ✓
• comparison-contrast ✓ ✓ ✓
• cause-effect ✓ ✓ ✓
• problem-solution ✓ ✓ ✓
Journalistic Texts
• news ✓
• features ✓
• opinion editorials ✓
• sports stories as news, features, and
✓ ✓
editorials
• science and technology stories as
✓ ✓
news, features, and editorials
• press releases ✓
• documentaries and vlogs ✓
Spoken Texts
• traditional delivery ✓ ✓
• multimedia ✓ ✓
Extract significant information. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Examine linguistic features as tools to achieve organizational efficiency in informational texts:
Diction and Style ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Transition Devices ✓ ✓ ✓ ✓ ✓ ✓ ✓
Sentence Structure and Function ✓ ✓ ✓ ✓ ✓ ✓ ✓
Examine how visual elements are used as tools to achieve the intended meaning of informational texts:
Vectors and Viewpoint ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Technical Editing ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Animations ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Analyze the real-world issues/occurrences
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
presented in informational texts.
Distinguish facts from claims/opinions:
Statements of Facts ✓ ✓ ✓ ✓ ✓ ✓
Statements of Opinions ✓ ✓ ✓ ✓ ✓ ✓
Statements of Fact-Based Opinions ✓ ✓ ✓ ✓ ✓ ✓
Self-evidence ✓ ✓ ✓ ✓ ✓ ✓
Anecdotal Evidence ✓ ✓ ✓ ✓ ✓ ✓
Argument from Authority ✓ ✓ ✓ ✓ ✓ ✓
Empirical Evidence ✓ ✓ ✓ ✓ ✓ ✓
Analyze propaganda techniques used in informational texts for political correctness:
Testimonials vs. Plain Folks ✓ ✓ ✓ ✓ ✓ ✓
Stereotyping vs. Fear Appeals ✓ ✓ ✓ ✓ ✓ ✓
Bandwagon vs. Glittering Generalities ✓ ✓ ✓ ✓ ✓ ✓
Transfer Propaganda Techniques
✓ ✓ ✓ ✓ ✓ ✓
vs. Half Truths
Name Calling vs. Card Stacking ✓ ✓ ✓ ✓ ✓ ✓
Ad Nauseum Propaganda ✓ ✓ ✓ ✓ ✓ ✓
vs. Appeal to Justice
Draw inferences and conclusions to formulate sound judgment:
Author’s purpose and meaning ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Target audience
• hypothetical vs. real
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• experts vs. laypeople
• managerial vs. rank-and-file
Analyze how non-linear texts represent and/or summarize the contents of informational texts:
Graphs ✓ ✓ ✓ ✓ ✓ ✓
Charts ✓ ✓ ✓ ✓ ✓ ✓
Infographics ✓ ✓ ✓ ✓ ✓ ✓
Graphical Organizers ✓ ✓ ✓ ✓ ✓ ✓
Cartoons/Sketches ✓ ✓ ✓ ✓ ✓ ✓
Photographs ✓ ✓ ✓ ✓ ✓ ✓
Assess the quality of journalistic articles based on standard development principles:
Simplicity and Brevity ✓ ✓ ✓ ✓ ✓ ✓
Precision ✓ ✓ ✓ ✓ ✓ ✓
Objectivity and Factuality ✓ ✓ ✓ ✓ ✓ ✓
Fairness and Balance ✓ ✓ ✓ ✓ ✓ ✓
Ethics ✓ ✓ ✓ ✓ ✓ ✓
Synthesize significant information. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Publishing a multimodal informational text for one’s purpose and target audience
Identify the text type appropriate for one’s topic,
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
purpose, and target audience.
Organize significant information using various
✓ ✓ ✓ ✓ ✓ ✓
technique.
Compose the informational text based on the
✓ ✓ ✓ ✓ ✓ ✓
chosen text type.
Render multimodal elements appropriate to the
✓ ✓ ✓ ✓ ✓ ✓
chosen text delivery/ies.
Revise text for coherence. ✓ ✓ ✓ ✓ ✓ ✓
Revise for cohesion (diction, syntax, and style). ✓ ✓ ✓ ✓ ✓ ✓
Edit the text for textual consistency. ✓ ✓ ✓ ✓ ✓ ✓
Publish a multimodal informational text for one’s
✓ ✓ ✓ ✓ ✓ ✓
purpose and target audience.
IN THE ACADEMIC TEXT SUBDOMAIN

QUARTER 4 QUARTER 4 QUARTER 4 QUARTER 3 QUARTER 4
WK WK WK WK WK WK WK WK WK WK WK WK WK WK WK
1-3 4-6 7-9 1-3 4-6 7-9 1-3 4-6 7-9 1-3 4-6 7-9 1-3 4-6 7-9
TEXT FOCI
ESSENTIAL SKILLS AND DESCRIPTIVE ANALYTIC PERSUASIVE CRITICAL
LEARNING COMMPETENCIES
RESEARCH
ABSTRACT
SUMMARY
PRECIS
POSITION LITERATURE RESEARCH
BOOK REVIEW
PAPER REVIEW PROPOSAL
Evaluating an academic text for facts and information

Note significant information based on form and structure. ✓ ✓ ✓ ✓ ✓ ✓ ✓
Draw inferences:
• author’s purpose and meaning
• target audience ✓ ✓ ✓ ✓ ✓ ✓ ✓
➢ hypothetical vs. real
➢ experts vs. laypeople
Analyze the contexts in which the text was created for
political correctness:
• intellectual ✓ ✓ ✓ ✓
• social
• cultural
Determine the veracity of the information presented:
• credibility of the author
• accuracy of information
• relevance ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• timeliness
• objectivity
• coverage
Evaluate claims explicitly or implicitly made in a text:
✓ ✓
• claim of fact
• claim of value
• claim of policy
Analyze textual evidence to support an argument/general
statement:
• quoting ✓ ✓ ✓ ✓ ✓
• paraphrasing
• summarizing
Analyze the supporting evidence to validate assertions
and counterclaims:
• factual knowledge
✓ ✓ ✓
• statistical inferences
• informed opinion
• personal testimony
Analyze persuasive techniques to support an argument:
• ethos
✓
• logos
• pathos
Analyze language use for clarity, coherence, and cohesion.
• diction and style
➢ formal language ✓ ✓ ✓ ✓ ✓ ✓ ✓
➢ discipline-specific words ✓ ✓ ✓ ✓ ✓ ✓ ✓
➢ voice ✓ ✓ ✓ ✓ ✓ ✓ ✓
➢ technical terms in research ✓ ✓ ✓
➢ conceptual, operational, and expanded
✓ ✓
definition of words
➢ hedging language ✓ ✓ ✓ ✓
• transition devices (cohesion) ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• sentence structure (coherence) ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• modal verbs ✓ ✓ ✓
• range of tenses ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Analyze the citation style (APA, MLA, Chicago Style)
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
used to avoid plagiarism.
Publishing an academic text based on one’s purpose and target audience
Identify the purpose, focus, and target audience. ✓ ✓ ✓ ✓ ✓ ✓ ✓
Review the significant information from the critique
papers and research across learning areas to identify ✓ ✓
themes and gaps.
Organize important information (topic, main idea, and
✓ ✓ ✓ ✓ ✓ ✓ ✓
supporting details).
Summarize information. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Synthesize information. ✓ ✓ ✓
Determine one’s thesis as the central idea of the paper. ✓ ✓ ✓ ✓ ✓ ✓ ✓
Compose a paper following its essential form and
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
structure.
Revise the paper for coherence (consistency of meaning
✓ ✓ ✓ ✓ ✓ ✓ ✓
and purpose).
Revise the paper for cohesion (diction, transition devices,
✓ ✓ ✓ ✓ ✓ ✓ ✓
and sentence structures).
Publish an academic text based on one’s purpose and
✓ ✓ ✓ ✓ ✓ ✓ ✓
target audience.
IN THE TRANSACTIONAL TEXT SUBDOMAIN

ESSENTIAL SKILLS AND LEARNING COMMPETENCIES QUARTER 2 QUARTER 3
WEEKS 7-9
Evaluating letters for clarity of purpose and meaning
Analyze distinguishing features of informal and formal letters to infer sender’s meaning and purpose across modalities.
• letter of request ✓
• letter of inquiry ✓
• letter of complaint ✓
• letter of application ✓
Analyze milieus influencing the structure and rhetoric of informal and formal letters across modalities.
• parts and formats ✓ ✓ ✓ ✓
• organizational patterns ✓ ✓ ✓ ✓
• politeness strategies (etiquette) ✓ ✓ ✓ ✓
Examine appropriateness of acceptance, refusal, or acknowledgment in response to informal
✓ ✓ ✓ ✓
and formal letters across modalities.
Examine the sender’s voice for clarity of purpose and meaning:
• diction ✓ ✓ ✓ ✓
• style ✓ ✓ ✓ ✓
• tone and register ✓ ✓ ✓ ✓
• point of view ✓ ✓ ✓ ✓
• sentence structure ✓ ✓ ✓ ✓
Examine how ethics is established in transmitting informal and formal letters across modalities. ✓ ✓ ✓ ✓
Sending letters to communicate with and respond to senders
Identify one’s purpose and meaning in writing letters. ✓ ✓ ✓ ✓
Compose a letter of request. ✓
Compose a letter of inquiry. ✓
Compose a letter of complaint. ✓
Compose a letter of application. ✓
Revise for coherence and cohesion. ✓ ✓ ✓ ✓
Edit for consistency of diction, style, tone and register, point of view, and grammar. ✓ ✓ ✓ ✓
Send letters to communicate with and respond to senders within the bounds of ethics. ✓ ✓ ✓ ✓
GRADE 7
The learner applies their critical and applied literacy skills and communicative competence in evaluating form and function of Philippine literary,
G7 informational, academic, and transactional texts in order to appropriately publish texts in various modalities, which represent their purpose, meaning,
and target audience, and reflects local and/or national identity.
QUARTER 1
The learner demonstrates their literacy skills and communicative competence in evaluating the form and function of Philippine poetry
CONTENT
(lyric, narrative, dramatic) for clarity of meaning, purpose, and intended audience as foundational skills to publish original poems that
STANDARDS
reflect local and national culture.
PERFORMANCE The learner publishes an original poem that represents their purpose, meaning, and target audience, and reflects local and national
STANDARDS identity.
WEEK
1-3 4-6 7-9 10
EN7LIT-Ia-i-1 Analyze poetry (lyric, narrative, dramatic) as expressions of individual or communal values in various
contexts:
Structural Context
Evaluating Philippine literary texts
• conflict
➢ character vs. character ✓
➢ character vs. society ✓
➢ character vs. nature/environment ✓
LITERARY TEXTS
• character
➢ major character: protagonist and antagonist ✓
➢ minor character: confidante, foil, stock, round, villain ✓
• characterization
➢ flat/static ✓ ✓
➢ round/dynamic
• plot ✓ ✓
• rhyme and meter ✓ ✓ ✓
• diction ✓ ✓ ✓
• tone and mood ✓ ✓ ✓
• style ✓ ✓ ✓
• sign and referent ✓ ✓ ✓
• binary opposition ✓ ✓ ✓
• patterns and motifs ✓ ✓ ✓
• figures of speech and sound devices ✓ ✓ ✓
• point of view and narrative techniques ✓ ✓ ✓
• organic unity ✓ ✓ ✓
Biographical Context ✓
Historical Context ✓
Sociocultural Context ✓
EN7LIT-Ia-i-2 Analyze the maxims, universal truths, and philosophies presented in the literary text as
✓ ✓ ✓
a means of valuing other people and their various circumstances in life.
EN7LIT-Ia-f-3 Identify one’s meaning and purpose in selecting the type of literary verse for
✓ ✓
a Philippine
literary text
Publishing
composition.
EN7LIT-Id-i-4 Compose a literary verse using appropriate structure. ✓ ✓
EN7LIT-Id-i-5 Revise the literary verse for coherence and cohesion. ✓ ✓
EN7LIT-Ig-i-6 Publish an original piece of poetry that reflects Filipino culture. ✓
QUARTER 2
The learner demonstrates their literacy skills and communicative competence in evaluating the form and function of Philippine prose
CONTENT (short story and novel) for clarity of meaning, purpose, and intended audience as foundational skills to publish original prose that reflect
STANDARDS local and national culture; and in evaluating letter of request for clarity of purpose and meaning in order to send and respond to the letter
appropriately.
PERFORMANCE The learner publishes an original prose that represents their purpose, meaning, and target audience and reflects their local and national
STANDARDS identity; and sends and responds to letter of request appropriately.
WEEK
1-3 4-6 7-9 10
EN7LIT-IIa-f-1 Analyze prose (short story, novel, and drama) as expressions of individual or communal values in various
contexts:
Structural Context
• conflict ✓ ✓
Evaluating Philippine literary texts
• character and characterization ✓ ✓

• plot ✓ ✓
• diction ✓ ✓
• tone and mood ✓ ✓
• style ✓ ✓
LITERARY TEXTS
• sign and referent ✓ ✓
• binary opposition ✓ ✓
• patterns and motifs ✓ ✓
• figures of speech and sound devices ✓ ✓
• point of view and narrative techniques ✓ ✓
• organic unity ✓ ✓
Biographical Context ✓ ✓
Historical Context ✓ ✓
Sociocultural Context ✓ ✓
EN7LIT-IIa-f-2 Analyze the maxims, universal truths, and philosophies presented in the literary text as
✓ ✓
EN7LIT-IIa-f-3 Identify one’s meaning and purpose in selecting the type of prose for composition. ✓ ✓
Publishin
Philippin
e literary
EN7LIT-IId-i-4 Compose a literary prose using appropriate structure. ✓ ✓

text
ga
EN7LIT-IId-i-5 Revise the literary prose for coherence and cohesion. ✓ ✓

EN7LIT-IIg-i-6 Publish an original piece of prose that reflects Filipino culture. ✓
EN7TRA-IIg-i-1 Analyze distinguishing features of informal and formal request letters to infer sender’s
lett
ers
me
alu
ani
cla
✓
for
ng
pu
ng
Ev
ati
an
os
Erit
rp
Tof
TI
d
Xy
e
O
R
A
N
A
C
N
A
S
S
T
L
T
meaning and purpose across modalities.

EN7TRA-IIg-i-2 Analyze milieus influencing the structure and rhetoric of informal and formal letters
across modalities:
• parts and formats ✓
• organizational patterns
• politeness strategies (etiquette)
EN7TRA-IIg-i-3 Examine appropriateness of acceptance, refusal, or acknowledgment in response to
✓
informal and formal letters across modalities.
EN7TRA-IIg-i-4 Examine the sender’s voice for clarity of purpose and meaning:
• diction
• style
✓
• tone and register
• point of view
• sentence structure
EN7TRA-IIg-i-5 Examine how ethics is established in transmitting informal and formal letters across
✓
modalities.
EN7TRA-IIg-i-6 Identify one’s purpose and meaning in writing letters. ✓
Sending letters
communicate
EN7TRA-IIg-i-7 Compose a letter of request. ✓

respond to
with and
senders
EN7TRA-IIg-i-8 Revise for coherence and cohesion. ✓

to
EN7TRA-IIg-i-9 Edit for consistency of diction, style, tone and register, point of view, and grammar. ✓
EN7TRA-IIg-i-10 Send letters to communicate with and respond to senders within the bounds of
✓
ethics.
QUARTER 3
The learner demonstrates their literacy skills and communicative competence in evaluating the form and function of Philippine non-
CONTENT
journalistic texts (expository and descriptive) for clarity of meaning, purpose, and intended audience as foundational skills to publish
STANDARDS
original prose that reflects local and national culture.
PERFORMANCE The learner publishes an original multimodal non-journalistic text using an appropriate text form and function that represents their purpose,
STANDARDS meaning, and target audience, and reflects their local and national identity.
WEEK
1-3
4-6 7-9 10
EN7INF-IIIa-i-1 Determine the distinguishing features of non-journalistic texts:
• expository texts ✓
• descriptive texts ✓ ✓
EN7INF-IIIa-i-2 Examine text structures for clarity of meaning and purpose:
• enumeration-description ✓ ✓
Evaluating informational/factual text for clarity
• time order-procedural ✓ ✓
of meaning, purpose, form, and function
• comparison-contrast ✓ ✓
• cause-effect ✓ ✓
• problem-solution ✓ ✓
INFORMATIONAL TEXTS
✓ ✓ ✓
EN7INF-IIIa-i-3 Extract significant information (topic, main idea, and supporting details).
EN7INF-IIIa-i-4 Examine linguistic features as tools to achieve organizational efficiency in non-journalistic articles:
• diction and style ✓ ✓
• transition devices ✓ ✓
• sentence structure and function ✓ ✓
EN7INF-IIIa-i-5 Examine how visual elements are used as tools to achieve the intended meaning of non-journalistic texts:
• vectors and viewpoint ✓ ✓
• technical editing ✓ ✓
• animations ✓ ✓ ✓
EN7INF-IIIa-i-6 Analyze the real-world issues/occurrences presented in non-journalistic texts. ✓ ✓ ✓
EN7INF-IIIa-i-7 Distinguish facts from claims/opinions:
• statements of facts (both true and false statements of facts) ✓
• statements of opinions ✓
• statements of fact-based opinions ✓
• self-evidence ✓
• anecdotal evidence ✓
• argument from authority ✓
• empirical evidence ✓
EN7INF-IIIa-i-8 Analyze propaganda techniques used in non-journalistic texts for political correctness:
• testimonials vs. plain folks ✓
• stereotyping vs. fear appeals ✓
• bandwagon vs. glittering generalities ✓
• transfer propaganda techniques vs. half truths ✓
• name calling vs. card stacking ✓
• ad nauseum propaganda vs. appeal to justice ✓
EN7INF-IIIa-i-9 Draw inferences and conclusions to formulate sound judgment:
• author’s purpose and meaning ✓ ✓
• target audience
✓ ✓
➢ managerial vs. rank-and-file
EN7INF-IIIa-i-10 Analyze how non-linear texts represent and/or summarize the contents of non-journalistic texts:
• charts ✓
• graphs ✓
• infographics ✓
• graphical organizers ✓
• cartoons/sketches ✓
• photographs ✓
EN7INF-IIIa-i-11 Assess the quality of non-journalistic articles based on standard development principles:
• simplicity and brevity ✓
• precision ✓
• objectivity and factuality ✓
• fairness and balance ✓
• ethics ✓
EN7INF-IIIa-i-12 Synthesize significant information for critical understanding. ✓ ✓ ✓
EN7INF-IIIa-f-13 Identify the text type appropriate for one’s topic, purpose, and target audience. ✓ ✓
informational text for
one’ s purpose and
EN7INF-IIId-f-14 Organize significant information using various techniques (e.g., outlining, advance
target audience
✓
Publishing a
multimodal
organizers).
EN7INF-IIId-f-15 Compose a non-journalistic text based on the chosen text type. ✓
EN7INF-IIIg-i-16 Render multimodal elements appropriate to the chosen text delivery/ies (infographics,
✓
advertisements, and instructional text).
EN7INF-IIIg-i-17 Revise text for coherence (consistency of meaning, purpose, and political
✓
correctness).
EN7INF-IIIg-i-18 Revise for cohesion (diction, syntax, and style). ✓
EN7INF-IIIg-i-19 Edit the text for textual consistency. ✓
EN7INF-IIIg-i-20 Publish a multimodal informational non-journalistic text for one’s purpose and target
✓
audience.
QUARTER 4
The learner demonstrates their literacy skills and communicative competence in evaluating the form and function of academic texts
CONTENT
(summary, precis, research abstract of a scientific paper) for clarity of meaning, purpose, and intended audience as foundational skills to
STANDARDS
publish a summary, precis, and research abstract of a scientific paper that reflects the essential elements of academic texts.
PERFORMANCE The learner publishes a summary, precis, and research abstract of a scientific paper based on one’s purpose and target audience,
STANDARDS observing the essential elements of academic writing.
WEEK
1-3 4-6 7-9 10
EN7ACAD-IVa-i-1 Note significant information based on form and structure. ✓ ✓ ✓
EN7ACAD-IVa-i-2 Draw inferences:
Evaluating a descriptive academic text for facts and

• target audience ✓ ✓ ✓
EN7ACAD-IVa-i-3 Determine the veracity of the information presented:
• relevance ✓ ✓ ✓
information
ACADEMIC TEXTS
• timeliness
• objectivity
• coverage
EN7ACAD-IVa-i-4 Analyze language use for clarity, coherence, and cohesion:
➢ formal language ✓ ✓ ✓
➢ discipline-specific words ✓ ✓ ✓
➢ voice ✓ ✓ ✓
➢ technical terms in research ✓ ✓ ✓
• transition devices (cohesion) ✓ ✓ ✓
• sentence structure (coherence) ✓ ✓ ✓
• range of tenses ✓ ✓ ✓
EN7ACAD-IVa-i-5 Analyze the citation style (e.g., APA, MLA, Chicago Style) used to avoid plagiarism. ✓ ✓ ✓
EN7ACAD-IVa-i-6 Identify the purpose, focus, and target audience. ✓ ✓ ✓
Publishin
based on
audience
descripti
academi
purpose
one’ s
✓ ✓ ✓
target
c text
EN7ACAD-IVa-i-7 Organize important information (topic, main idea, supporting details).

and
ga
ve
EN7ACAD-IVa-i-8 Summarize information. ✓ ✓ ✓

EN7ACAD-IVa-i-9 Determine one’s thesis as the central idea of the paper. ✓ ✓ ✓
EN7ACAD-IVa-i-10 Compose a paper following its essential form and structure:
• summary ✓
• precis ✓
• research abstract of a scientific paper ✓
EN7ACAD-IVa-i-11 Revise the paper for coherence (consistency of meaning and purpose). ✓ ✓ ✓
EN7ACAD-IVa-i-12 Revise the paper for cohesion (diction, transition devices, and sentence
✓ ✓ ✓
structures).
EN7ACAD-IVa-i-13 Publish a summary/precis/research abstract of a scientific paper based on one’s
✓ ✓ ✓
purpose and target audience.
GRADE 8
The learner applies their critical and applied literacy skills and communicative competence in evaluating form and function of Afro-Asian literary,
audience, and reflects their broadening identity (Philippines and Afro-Asia).
QUARTER 1
The learner demonstrates their literacy skills and communicative competence in evaluating the form and function of Afro-Asian literary
CONTENT
texts (poetry and prose) for clarity of meaning, purpose, and intended audience as foundational skills to publish an original literary text
STANDARDS
that reflect their broadening culture (Philippines and Afro-Asia).
PERFORMANCE The learner publishes an original literary text that represents their purpose, meaning, and target audience, and reflects their broadening
STANDARDS identity (Philippines and Afro-Asia).
WEEK
1-3 4-6 7-9 10
EN8LIT-Ia-i-1 Analyze literary texts as expressions of individual or communal values in various contexts:
• poetry (lyric/narrative/dramatic) ✓
• prose (folktale/myth/short story/novel) ✓
Evaluating Afro-Asian literary texts
Structural Context
• plot ✓ ✓
LITERARY TEXTS
• rhyme and meter ✓

• diction ✓ ✓
• style ✓ ✓
Biographical Context ✓ ✓ ✓
Historical Context ✓ ✓ ✓
Sociocultural Context ✓ ✓ ✓
Linguistic Context
• deictic
➢ speaker/narrator and time ✓
➢ speaker/narrator and place ✓
➢ speaker/narrator and situation ✓
✓ ✓ ✓
EN8LIT-Ia-f-3 Identify one’s meaning and purpose in selecting the type of literary text (poetry/prose)
✓ ✓
Publishing
a literary
for composition.
text
EN8LIT-Id-i-4 Compose a literary text using appropriate structure. ✓ ✓

EN8LIT-Id-i-5 Revise the literary text for coherence and cohesion. ✓ ✓
EN8LIT-Ig-i-6 Publish an original piece of poetry/prose that reflects one’s broadening identity. ✓
QUARTER 2
The learner demonstrates their literacy skills and communicative competence in evaluating the form and function of Afro-Asian non-
CONTENT journalistic texts (persuasive) for clarity of meaning, purpose, and intended audience as foundational skills to publish original prose that
STANDARDS reflects their broadening culture (Philippines and Afro-Asia); and in evaluating letter of inquiry for clarity of purpose and meaning in order
to send and respond to the letter appropriately.
The learner publishes an original multimodal non-journalistic text (persuasive) using an appropriate text form and function that represents
PERFORMANCE
their purpose, meaning, and target audience, and reflects their broadening identity (Philippines and Afro-Asia); and sends and responds
STANDARDS
to letter of inquiry appropriately.
WEEK
1-3 4-6 7-9 10
EN8INF-IIa-f-1 Determine the distinguishing features of persuasive non-journalistic texts. ✓ ✓
EN8INF-IIa-f-2 Examine text structures for clarity of meaning and purpose:
• time order-procedural ✓
• comparison-contrast ✓
• cause-effect ✓
• problem-solution ✓
EN8INF-IIa-f-3 Extract significant information (topic, main idea, and supporting details). ✓ ✓
INFORMATIONAL TEXTS
EN8INF-IIa-f-4 Examine linguistic features as tools to achieve organizational efficiency in non-journalistic articles:
• diction and style ✓
• transition devices ✓
• sentence structure and function ✓
EN8INF-IIa-f-5 Examine how visual elements are used as tools to achieve the intended meaning of non-journalistic texts:
• vectors and viewpoint ✓
• technical editing ✓
• animations ✓
EN8INF-IIa-f-6 Analyze the real-world issues/occurrences presented in non-journalistic texts. ✓ ✓
EN8INF-IIa-f-7 Distinguish facts from claims/opinions:
EN8INF-IIa-f-8 Analyze propaganda techniques used in non-journalistic texts for political correctness:
EN8INF-IIa-f-9 Draw inferences and conclusions to formulate sound judgment:
• author’s purpose and meaning ✓ ✓
• target audience
✓
EN8INF-IIa-f-10 Analyze how non-linear texts represent and/or summarize the contents of non-journalistic texts:
• charts ✓
• graphs ✓
• photographs ✓
EN8INF-IIa-f-11 Assess the quality of journalistic articles based on standard development principles:
• precision ✓
• ethics ✓
EN8INF-IIa-f-12 Synthesize significant information for critical understanding. ✓ ✓
EN8INF-IIa-f-13 Identify the text type appropriate for one’s topic, purpose, and target audience. ✓ ✓
informational text for
EN8INF-IIa-c-14 Organize significant information using various techniques (e.g., outlining, advance
target audience
✓
Publishing a
multimodal
organizers).
EN8INF-IIa-c-15 Compose a non-journalistic text based on the chosen text type. ✓
EN8INF-IId-f-16 Render multimodal elements appropriate to the chosen text delivery/ies (infographics,
✓
EN8INF-IId-f-17Revise text for coherence (consistency of meaning, purpose, and political
✓
correctness).
EN8INF-IId-f-18 Revise for cohesion (diction, syntax, and style). ✓
EN8INF-IId-f-19 Edit the text for textual consistency. ✓
EN8INF-IId-f-20 Publish a multimodal informational non-journalistic text for one’s purpose and target
✓
audience.
EN8TRA-IIg-i-1 Analyze distinguishing features of informal and formal letters of inquiry to infer
✓
sender’s meaning and purpose across modalities.
Evaluating letters for clarity of purpose and
EN8TRA-IIg-i-2 Analyze milieus influencing the structure and rhetoric of informal and formal letters
across modalities:
TRANSACTIONAL TEXTS
meaning
EN8TRA-IIg-i-3 Examine appropriateness of acceptance, refusal, or acknowledgment in response to

✓
EN8TRA-IIg-i-4 Examine the sender’s voice for clarity of purpose and meaning:
• diction
• style
✓
• point of view
EN8TRA-IIg-i-5 Examine how ethics is established in transmitting informal and formal letters across
✓
modalities.
EN8TRA-IIg-i-6 Identify one’s purpose and meaning in writing letters. ✓
Sending letters to
with and respond

communicate
EN8TRA-IIg-i-7 Compose a letter of inquiry. ✓

to senders
EN8TRA-IIg-i-8 Revise for coherence and cohesion. ✓

EN8TRA-IIg-i-9 Edit for consistency of diction, style, tone and register, point of view, and grammar. ✓
EN8TRA-IIg-i-10 Send letters to communicate with and respond to senders within the bounds of
✓
ethics.
QUARTER 3
The learner demonstrates their literacy skills and communicative competence in evaluating the form and function of Afro-Asian journalistic
CONTENT
texts (news, features, and opinion-editorials) for clarity of meaning, purpose, and intended audience as foundational skills to publish
STANDARDS
original prose that reflects their broadening culture (Philippines and Afro-Asia).
PERFORMANCE The learner publishes an original multimodal journalistic text (news, features, and opinion-editorials) using an appropriate text form and
STANDARDS function that represents their purpose, meaning, and target audience, and reflects their broadening identity (Philippines and Afro-Asia).
WEEK
1-3 4-6 7-9 10
EN8INF-IIIa-i-1 Determine the distinguishing features of journalistic texts: ✓ ✓ ✓
EN8INF-IIIa-i-2 Examine text structures for clarity of meaning and purpose:
• news stories
➢ headline and byline
✓
➢ lead paragraph
➢ supporting paragraphs
• features
➢ introduction
✓
➢ body
INFORMATIONAL TEXTS
➢ conclusion
• editorials
➢ news peg
✓
➢ supporting paragraphs
➢ conclusion
EN8INF-IIIa-i-3 Extract significant information (topic, main idea, and supporting details). ✓ ✓ ✓
EN8INF-IIIa-i-4 Examine linguistic features as tools to achieve organizational efficiency in journalistic articles:
EN8INF-IIIa-i-5 Examine how visual elements are used as tools to achieve the intended meaning of
journalistic texts:
• vectors and viewpoint ✓ ✓ ✓
• editing
• animations
EN8INF-IIIa-i-6 Analyze the real-world issues/occurrences presented in journalistic texts. ✓ ✓ ✓
EN8INF-IIIa-i-7 Distinguish facts from claims/opinions:
EN8INF-IIIa-i-8 Analyze propaganda techniques used in journalistic texts for political correctness:
EN8INF-IIIa-i-9 Draw inferences and conclusions to formulate sound judgment:
EN8INF-IIIa-i-10 Analyze how non-linear texts represent and/or summarize the contents of journalistic texts:
• charts ✓
• graphs ✓
• photographs ✓
EN8INF-IIIa-i-11 Assess the quality of journalistic articles based on standard development principles:
• precision ✓
• ethics ✓
EN8INF-IIIa-i-12 Synthesize significant information for critical understanding. ✓ ✓ ✓
Publis
modal
hing a
purpo
target
matio
audie
multi
infor
text
and
nce
nal
one’
for
se
EN8INF-IIId-f-14 Organize significant information using various techniques (e.g., outlining, advance
s
✓
organizers).
EN8INF-IIId-f-15 Compose a journalistic text based on the chosen text type. ✓
EN8INF-IIIg-i-16 Render multimodal elements appropriate to the chosen text delivery/ies (infographics,
✓
EN8INF-IIIg-i-17Revise text for coherence (consistency of meaning, purpose, and political
✓
correctness).
EN8INF-IIIg-i-18 Revise for cohesion (diction, syntax, and style). ✓
EN8INF-IIIg-i-19 Edit the text for textual consistency. ✓
EN8INF-IIIg-i-20 Publish a multimodal informational journalistic text for one’s purpose and target
✓
audience.
QUARTER 4
The learner demonstrates their literacy skills and communicative competence in evaluating the form and function of Afro-Asian academic
CONTENT
texts (book review) for clarity of meaning, purpose, and intended audience as foundational skills to publish a book review that reflects the
STANDARDS
essential elements of academic texts.
PERFORMANCE
The learner publishes a book review based on one’s purpose and target audience observing the essential elements of academic writing.
STANDARDS
WEEK
1-3 4-6 7-9 10
EN8ACAD-IVa-c-1 Note significant information based on its form and structure:
Evaluating an analytical academic text for facts and information
• introduction
✓
• body
• conclusion
EN8ACAD-IVa-c-2 Draw inferences:
• target audience ✓
EN8ACAD-IVa-c-3 Analyze the contexts in which the text was created for political correctness:
ACADEMIC TEXTS
• intellectual
✓
• social
• cultural
EN8ACAD-IVd-i-4 Determine the veracity of the information presented:
• relevance ✓ ✓
• timeliness
• objectivity
• coverage
EN8ACAD-IVd-f-5 Evaluate claims explicitly or implicitly made in a text:
• claim of fact
✓
• claim of value
• claim of policy
EN8ACAD-IVd-i-6 Analyze textual evidence to support an argument/general statement:
• quoting ✓ ✓
• paraphrasing
• summarizing
EN8ACAD-IVd-i-7 Analyze the supporting evidence to validate assertions and counterclaims:
• statistical inferences ✓ ✓
➢ formal language ✓
➢ discipline-specific words ✓
➢ voice ✓
• transition devices (cohesion) ✓ ✓
• sentence structure (coherence) ✓ ✓
• modal verbs ✓
• range of tenses ✓
EN8ACAD-IVg-i-9 Analyze the citation style (e.g., APA, MLA, Chicago Style) used to avoid plagiarism. ✓
EN8ACAD-IVa-c-10 Identify the purpose, focus, and target audience. ✓
Publishing an analytical
academic text based on
EN8ACAD-IVa-c-11 Organize important information (topic, main idea, and supporting details). ✓
target audience.
EN8ACAD-IVa-f-12 Summarize information. ✓ ✓

EN8ACAD-IVa-c-13 Determine one’s thesis as the central idea of the paper. ✓
EN8ACAD-IVa-f-14 Compose a book review following its essential form and structure. ✓ ✓
EN8ACAD-IVg-i-15 Revise the paper for coherence (consistency of meaning and purpose). ✓
EN8ACAD-IVg-i-16 Revise the paper for cohesion (diction, transition devices, and sentence ✓
structures).
EN8ACAD-IVg-i-17 Publish a book review based on one’s purpose and target audience. ✓
GRADE 9
The learner applies their critical and applied literacy skills and communicative competence in evaluating form and function of Anglo-American literary,
audience, and reflects their broadening identity (Philippines, Afro-Asia, and Anglo-America).
QUARTER 1
The learner demonstrates their literacy skills and communicative competence in evaluating the form and function of Anglo-American
CONTENT
literary texts (poetry and prose) for clarity of meaning, purpose, and intended audience as foundational skills to publish an original literary
STANDARDS
text that reflects their broadening culture (Philippines, Afro-Asia, and Anglo-America).
PERFORMANCE The learner publishes an original literary text that represents their purpose, meaning, and target audience, and reflects their broadening
STANDARDS identity (Philippines, Afro-Asia, Anglo-America).
WEEK
1-3 4-6 7-9 10
EN9LIT-Ia-i-1 Analyze literary texts as expressions of individual or communal values in various contexts.
Evaluating Anglo-American literary texts

Structural Context
• conflict
✓ ✓
➢ character vs. himself
LITERARY TEXTS

• plot
➢ parallel ✓ ✓
➢ episodic
• spectacle, dialogue, and music ✓ ✓
• rhyme and meter
➢ trochee
➢ iamb
✓
➢ spondee
➢ dactyl
➢ anapest
• diction ✓ ✓
• style ✓ ✓
Linguistic Context
• deictic
➢ co-text ✓ ✓
➢ collocation ✓ ✓
Psychological Context ✓ ✓ ✓
✓ ✓ ✓
EN9LIT-Ia-f-3 Identify one’s meaning and purpose in composing a one-act play. ✓ ✓
Publishin
literary
EN9LIT-Id-i-4 Compose a one-act play using appropriate structure. ✓ ✓

text
ga
EN9LIT-Id-i-5 Revise the one-act play for coherence and cohesion. ✓ ✓

EN9LIT-Ig-i-6 Publish a script for one-act play that reflects one’s broadening identity. ✓
QUARTER 2
CONTENT
journalistic texts (sports and science editorials) for clarity of meaning, purpose, and intended audience as foundational skills to publish an
STANDARDS
original editorial that reflects their broadening culture (Philippines, Afro-Asia, and Anglo-America).
PERFORMANCE The learner publishes an original multimodal journalistic text (sport or science editorial) using an appropriate text form and function that
STANDARDS represents their purpose, meaning, and target audience and reflects their broadening identity (Philippines, Afro-Asia, and Anglo-America).
WEEK
1-3 4-6 7-9 10
EN9INF-IIa-i-1 Determine the distinguishing features of journalistic texts. ✓ ✓ ✓
EN9INF-IIa-i-2 Examine text structures for clarity of meaning and purpose:
• sports stories as:
➢ news
✓ ✓
➢ opinion-editorials
➢ features
• Science and Technology stories as:

➢ news
✓ ✓
➢ opinion-editorials
INFORMATIONAL TEXTS
➢ features
EN9INF-IIa-i-3 Extract significant information (topic, main idea, and supporting details). ✓ ✓ ✓
EN9INF-IIa-i-4 Examine linguistic features as tools to achieve organizational efficiency in journalistic articles:
EN9INF-IIa-i-5 Examine how visual elements are used as tools to achieve the intended meaning of
journalistic texts:
• vectors and viewpoint ✓ ✓ ✓
• editing
• animations
EN9INF-IIa-i-6 Analyze the real-world issues/occurrences presented in journalistic texts. ✓ ✓ ✓
EN9INF-IIa-i-7 Distinguish facts from claims/opinions:
EN9INF-IIa-i-8 Analyze propaganda techniques used in journalistic texts for political correctness:
EN9INF-IIa-i-9 Draw inferences and conclusions to formulate sound judgment:
EN9INF-IIa-i-10 Analyze how non-linear texts represent and/or summarize the contents of journalistic texts:
• charts ✓
• graphs ✓
• photographs ✓
EN9INF-IIa-i-11 Assess the quality of journalistic articles based on standard development principles:
• precision ✓
• ethics ✓
EN9INF-IIa-i-12 Synthesize significant information for critical understanding. ✓ ✓ ✓
text for one’ s
informational
purpose and
Publishing a
multimodal
EN9INF-IId-f-14 Organize significant information using various techniques (e.g., outlining, advance
audience
✓
target
organizers).
EN9INF-IId-f-15 Compose a journalistic text based on the chosen text type. ✓
EN9INF-IIg-i-16 Render multimodal elements appropriate to the chosen text delivery/ies (infographics,
✓
EN9INF-IIg-i-17 Revise text for coherence (consistency of meaning, purpose, and political
✓
correctness).
EN9INF-IIg-i-18 Revise for cohesion (diction, syntax, and style). ✓
EN9INF-IIg-i-19 Edit the text for textual consistency. ✓
EN9INF-IIg-i-20 Publish a multimodal informational journalistic text for one’s purpose and target
✓
audience.
QUARTER 3
CONTENT journalistic texts (press releases, documentaries, and vlogs) for clarity of meaning, purpose, and intended audience as foundational skills
STANDARDS to publish original prose that reflects their broadening culture (Philippines, Afro-Asia, and Anglo-America); and in evaluating the form and
function of a letter of complaint in order to send and respond to the letter appropriately.
The learner publishes an original multimodal journalistic text (press releases, documentaries, or vlogs) using an appropriate text form and
PERFORMANCE
function that represents their purpose, meaning, and target audience, and reflects their broadening identity (Philippines, Afro-Asia, and
STANDARDS
Anglo-America); and sends and responds to letter of complaint appropriately.
WEEK
1-3 4-6 7-9 10
EN9INF-IIIa-f-1 Determine the distinguishing features of journalistic texts. ✓ ✓
EN9INF-IIIa-f-2 Examine text structures for clarity of meaning and purpose:
• press release
➢ headline
➢ dateline
➢ introduction
✓
➢ body
➢ boilerplate
➢ call to action
INFORMATIONAL TEXTS
➢ media contact details
• documentaries, journalistic vlogs
➢ opening/introduction
➢ body/discussion of content features ✓
➢ closing
➢ credits
EN9INF-IIIa-f-3 Extract significant information (topic, main idea, supporting details). ✓ ✓
EN9INF-IIIa-f-4 Examine linguistic features as tools to achieve organizational efficiency in journalistic articles:
EN9INF-IIIa-f-5 Examine how visual elements are used as tools to achieve the intended meaning of
journalistic texts:
• vectors and viewpoint ✓ ✓
• editing
• animations
EN9INF-IIIa-f-6 Analyze the real-world issues/occurrences presented in journalistic texts. ✓ ✓
EN9INF-IIIa-f-7 Distinguish facts from claims/opinions:
EN9INF-IIIa-f-8 Analyze propaganda techniques used in journalistic texts for political correctness:
EN9INF-IIIa-f-9 Draw inferences and conclusions to formulate sound judgment:
• target audience ✓ ✓
EN9INF-IIIa-f-10 Analyze how non-linear texts represent and/or summarize the contents of journalistic texts:
• charts ✓
• graphs ✓
• photographs ✓
EN9INF-IIIa-f-11 Assess the quality of journalistic articles based on standard development principles:
• precision ✓
• ethics ✓
EN9INF-IIIa-f-12 Synthesize significant information for critical understanding. ✓ ✓
m
P
u
b
n
g
o
d
o
n
o
n
p
u
p
o
n
d
u
d
s
e
x
s
e
a
e
r
r
t
t
f
t
l
i
l
i
i
EN9INF-IIIa-c-14 Organize significant information using various techniques (e.g., outlining, advance
✓
organizers).
EN9INF-IIIa-c-15 Compose a journalistic text based on the chosen text type. ✓
EN9INF-IIId-f-16 Render multimodal elements appropriate to the chosen text delivery/ies
✓
(infographics, advertisements, and instructional text).
EN9INF-IIId-f-17 Revise text for coherence (consistency of meaning, purpose, and political
✓
correctness).
EN9INF-IIId-f-18 Revise for cohesion (diction, syntax, and style). ✓
EN9INF-IIId-f-19 Edit the text for textual consistency. ✓
EN9INF-IIId-f-20 Publish a multimodal informational journalistic text for one’s purpose and target
✓
audience.
EN9TRA-IIIg-i-1 Analyze distinguishing features of informal and formal letters of complaint to infer
✓
Evaluating letters for clarity of purpose

EN9TRA-IIIg-i-2 Analyze milieus influencing the structure and rhetoric of informal and formal letters
across modalities:
and meaning

TRANSACTIONAL TEXTS
EN9TRA-IIIg-i-3 Examine appropriateness of acceptance, refusal, or acknowledgment in response to

✓
EN9TRA-IIIg-i-4 Examine the sender’s voice for clarity of purpose and meaning:
• diction
• style
✓
• point of view
EN9TRA-IIIg-i-5 Examine how ethics is established in transmitting informal and formal letters across
✓
modalities.
EN9TRA-IIIg-i-6 Identify one’s purpose and meaning in writing letters. ✓
Sending letters to
with and respond

communicate
EN9TRA-IIIg-i-7 Compose a letter of complaint. ✓

to senders
EN9TRA-IIIg-i-8 Revise for coherence and cohesion. ✓

EN9TRA-IIIg-i-9 Edit for consistency of diction, style, tone and register, point of view, and grammar. ✓
EN9TRA-IIIg-i-10 Send letters to communicate with and respond to senders within the bounds of
✓
ethics.
QUARTER 4
CONTENT
academic texts (position paper) for clarity of meaning, purpose, and intended audience as foundational skills to publish a position paper
STANDARDS
that reflects the essential elements of academic texts.
PERFORMANCE
The learner publishes a position paper based on one’s purpose and target audience observing the essential elements of academic writing.
STANDARDS
WEEK
1-3 4-6 7-9 10
Evaluating a persuasive academic text for facts and information
• introduction
✓
• body
• conclusion
ACADEMIC TEXTS
• intellectual
✓
• social
• cultural
EN9ACAD-IVd-i-4 Determine the veracity of the information presented:
• relevance ✓ ✓
• timeliness
• objectivity
• coverage
EN9ACAD-IVd-f-5 Evaluate claims explicitly or implicitly made in a text:
• claim of fact
✓
• claim of value
• claim of policy
EN9ACAD-IVd-f-6 Analyze textual evidence to support an argument/general statement:
• quoting ✓
• paraphrasing
• summarizing
EN9ACAD-IVd-f-7 Analyze the supporting evidence to validate assertions and counterclaims:
• statistical inferences ✓
EN9ACAD-IVd-f-8 Analyze persuasive techniques to support an argument:
• ethos
✓
• logos
• pathos
➢ voice ✓
➢ hedging language ✓ ✓
• modal verbs ✓ ✓
EN9ACAD-IVg-i-10 Analyze the citation style (e.g., APA, MLA, Chicago Style) used to avoid
✓
plagiarism.
one’ s purpose and target
✓
Publishing a persuasive
EN9ACAD-IVa-c-12 Organize important information (topic, main idea, and supporting details).
EN9ACAD-IVa-f-13 Summarize information. ✓ ✓
EN9ACAD-IVd-f-14 Synthesize information. ✓
audience.
EN9ACAD-IVa-c-15 Determine one’s thesis as the central idea of the paper. ✓

EN9ACAD-IVa-f-16 Compose a position paper following its essential form and structure. ✓ ✓
EN9ACAD-IVg-i-18 Revise the paper for cohesion (diction, transition devices, and sentence ✓
structures).
EN9ACAD-IVg-i-19 Publish a position paper based on one’s purpose and target audience. ✓
GRADE 10
The learner applies their critical and applied literacy skills and communicative competence in evaluating form and function of World literary,
audience, and reflects their broadening identity (Philippines, Afro-Asia, Anglo-America, and the World).
QUARTER 1
The learner demonstrates their literacy skills and communicative competence in evaluating the form and function of World literary texts
CONTENT
(poetry and prose) for clarity of meaning, purpose, and intended audience as foundational skills to publish an original literary text that
STANDARDS
reflects their broadening culture (Philippines, Afro-Asia, Anglo-America, and the World).
PERFORMANCE The learner publishes an original literary text that represents their purpose, meaning, and target audience and reflects their broadening
STANDARDS identity (Philippines, Afro-Asia, Anglo-America, and the World).
WEEK
1-3 4-6 7-9 10
EN10LIT-Ia-i-1 Analyze literary texts as expressions of individual or communal values in various contexts.
Evaluating literary texts from the World
Structural Context
LITERAARY TEXTS
• plot
✓ ✓
➢ in medias res
• spectacle, dialogue, and music ✓ ✓
• rhyme and meter ✓
• diction ✓ ✓
• style ✓ ✓
Linguistic Context ✓ ✓ ✓
Psychological Context ✓ ✓ ✓
✓ ✓ ✓
EN10LIT-Ia-f-3 Identify one’s meaning and purpose in composing a short film script. ✓ ✓
Publishin
literary
EN10LIT-Id-i-4 Compose a short film script using appropriate structure. ✓ ✓
text
ga
EN10LIT-Id-i-5 Revise the short film script for coherence and cohesion. ✓ ✓
EN10LIT-Ig-i-6 Publish a script for short film that reflects one’s broadening identity. ✓
QUARTER 2
The learner demonstrates their literacy skills and communicative competence in evaluating the form and function of World spoken texts
CONTENT
(traditional and multimedia) for clarity of meaning, purpose, and intended audience as foundational skills to publish an original spoken
STANDARDS
text that reflects their broadening culture (Philippines, Afro-Asia, Anglo-America, and the World).
PERFORMANCE The learner publishes an original multimodal spoken text using an appropriate text form and function that represents their purpose,
STANDARDS meaning, and target audience, and reflects their broadening identity (Philippines, Afro-Asia, Anglo-American, and the World).
WEEK
1-3 4-6 7-9 10
EN10INF-IIa-i-1 Determine the distinguishing features of spoken texts:
• traditional delivery ✓
• multimedia (e.g., podcasts, live addresses, ted talks, vlogs, pecha kucha, pitch presentations,
✓ ✓
etc.)
EN10INF-IIa-f-2 Examine text structures for clarity of meaning and purpose:
• introduction
• body/discussion of content ✓ ✓
• conclusion
• credits
INFORMATIONAL TEXTS
EN10INF-IIa-i-3 Extract significant information (topic, main idea, and supporting details). ✓ ✓ ✓
EN10INF-IIa-i-4 Examine linguistic features as tools to achieve organizational efficiency in spoken texts:
• diction and style ✓ ✓
EN10INF-IIa-i-5 Examine how visual elements are used as tools to achieve the intended meaning of
spoken texts:
• vectors and viewpoint
✓ ✓ ✓
• editing
• animations
• verbal and non-verbal cues
EN10INF-IIa-i-6 Analyze the real-world issues/occurrences presented in spoken texts. ✓ ✓ ✓
EN10INF-IIa-i-7 Distinguish facts from claims/opinions:
EN10INF-IIa-i-8 Analyze propaganda techniques used in spoken texts for political correctness:
EN10INF-IIa-i-9 Draw inferences and conclusions to formulate sound judgment:
EN10INF-IIa-i-10 Analyze how non-linear texts represent and/or summarize the contents of spoken texts:
• charts ✓
• graphs ✓
• photographs ✓
EN10INF-IIa-i-11 Assess the quality of spoken texts based on standard development principles:
• precision ✓
• ethics ✓
EN10INF-IIa-i-12 Synthesize significant information for critical understanding. ✓ ✓ ✓
text for one’ s
informational
purpose and
Publishing a
multimodal
EN10INF-IId-f-14 Organize significant information using various techniques (e.g., outlining, advance
audience
✓
target
organizers).
EN10INF-IId-f-15 Compose a spoken text based on the chosen text type. ✓
EN10INF-IIg-i-16 Render multimodal elements appropriate to the chosen text delivery/ies
✓
(infographics, advertisements, and instructional text).
EN10INF-IIg-i-17 Revise text for coherence (consistency of meaning, purpose, and political
✓
correctness).
EN10INF-IIg-i-18 Revise for cohesion (diction, syntax, and style). ✓
EN10INF-IIg-i-19 Edit the text for textual consistency. ✓
EN10INF-IIg-i-20 Publish a multimodal informational spoken text for one’s purpose and target
✓
audience.
QUARTER 3
The learner demonstrates their literacy skills and communicative competence in evaluating the form and function of World academic texts
CONTENT (literature review) for clarity of meaning, purpose, and intended audience as foundational skills to publish a literature review that reflects
STANDARDS the essential elements of academic texts; and in evaluating the form and function of a letter of application in order to send and respond
to the letter appropriately.
PERFORMANCE The learner publishes a literature review based on one’s purpose and target audience observing the essential elements of academic
STANDARDS writing; and sends and responds to a letter of application appropriately.
WEEK
1-3 4-6 7-9 10
EN10ACAD-IIIa-c-1 Note significant information based on its form and structure. ✓
EN10ACAD-IIIa-c-2 Draw inferences:
Evaluating a critical academic text for facts and information

EN10ACAD-IIIa-c-3 Analyze the contexts in which the text was created for political correctness:
• intellectual
✓
• social
• cultural
ACADEMIC TEXTS
EN10ACAD-IIId-f-4 Determine the veracity of the information presented:

• relevance ✓
• timeliness
• objectivity
• coverage
EN10ACAD-IIId-f-5 Analyze textual evidence to support an argument/general statement:
• quoting
✓
• paraphrasing
• summarizing
EN10ACAD-IIIa-f-6 Analyze language use for clarity, coherence, and cohesion:
➢ voice ✓
• range of tenses ✓ ✓
EN10ACAD-IIIa-f-7 Analyze the citation style (e.g., APA, MLA, Chicago Style) used to avoid
✓ ✓
plagiarism.
EN10ACAD-IIIa-c-8 Identify the purpose, focus, and target audience. ✓
one’ s purpose and target

EN10ACAD-IIIa-c-9 Review the significant information from the critique papers and research across
Publishing a critical ✓
learning areas to identify themes and gaps.
EN10ACAD-IIIa-c-10 Organize important information (topic, main idea, and supporting details). ✓
audience. EN10ACAD-IIIa-f-11 Summarize information. ✓ ✓
EN10ACAD-IIId-f-12 Synthesize the information. ✓
EN10ACAD-IIId-f-13 Determine one’s thesis as the central idea of the paper. ✓
EN10ACAD-IIId-f-14 Compose a literature review following its essential form and structure. ✓
EN10ACAD-IIId-f-15 Revise the paper for coherence (consistency of meaning and purpose). ✓
EN10ACAD-IIId-f-16 Revise the paper for cohesion (diction, transition devices, and sentence ✓
structures).
EN10ACAD-IIId-f-17 Publish a literature review based on one’s purpose and target audience. ✓
EN10TRA-IIIg-i-1 Analyze distinguishing features of informal and formal letters of application to infer
✓
Evaluating letters for clarity of purpose

EN10TRA-IIIg-i-2 Analyze milieus influencing the structure and rhetoric of informal and formal letters
across modalities:
TRANSACTIONAL TEXTS
and meaning

EN10TRA-IIIg-i-3 Examine appropriateness of acceptance, refusal, or acknowledgment in response to
✓
EN10TRA-IIIg-i-4 Examine the sender’s voice for clarity of purpose and meaning:
• diction
• style
✓
• point of view
EN10TRA-IIIg-i-5 Examine how ethics is established in transmitting informal and formal letters across
✓
modalities.
EN10TRA-IIIg-i-6 Identify one’s purpose and meaning in writing letters. ✓
letters to
commun
with and
Sending
respond
senders
icate
✓
to
EN10TRA-IIIg-i-7 Compose a letter of application.

EN10TRA-IIIg-i-8 Revise for coherence and cohesion. ✓
EN10TRA-IIIg-i-9 Edit for consistency of diction, style, tone and register, point of view, and grammar. ✓
EN10TRA-IIIg-i-10 Send letters to communicate with and respond to senders within the bounds of
✓
ethics.
QUARTER 4
The learner demonstrates their literacy skills and communicative competence in evaluating the form and function of refereed journals to
CONTENT
produce a research proposal for clarity of meaning, purpose, and intended audience as foundational skills to publish a research proposal
STANDARDS
that reflect the essential elements of academic texts.
PERFORMANCE The learner publishes a research proposal that extends an already (prior) conducted research based on one’s purpose and target
STANDARDS audience observing the essential elements of academic writing.
WEEK
1-3 4-6 7-9 10
• introduction
Evaluating a critical academic text for facts and information
• objectives
✓
• literature review
• methodology
• plan
ACADEMIC TEXTS

• intellectual
✓
• social
• cultural
EN10ACAD-IVd-f-4 Determine the veracity of the information presented:
• relevance ✓
• timeliness
• objectivity
• coverage
EN10ACAD-IVd-f-5 Analyze textual evidence to support an argument/general statement:
• quoting
✓
• paraphrasing
• summarizing
➢ voice ✓
➢ technical terms in research ✓ ✓
➢ conceptual, operational, and expanded definition of words ✓ ✓
➢ hedging language ✓ ✓
• range of tenses ✓ ✓
EN10ACAD-IVd-i-7 Analyze the citation style (e.g., APA, MLA, Chicago Style) used to avoid
✓ ✓
plagiarism.
EN10ACAD-IVa-c-9 Review the significant information from the critique papers and research across
based on one’ s purpose and target
✓
Publishing a critical academic text
learning areas to identify themes and gaps.

EN10ACAD-IVa-c-10 Organize important information (topic, main idea, and supporting details). ✓
EN10ACAD-IVd-f-11 Summarize information. ✓
EN10ACAD-IVd-f-12 Synthesize the information. ✓
EN10ACAD-IVd-f-13 Determine one’s thesis as the central idea of the paper. ✓
audience.
EN10ACAD-IVd-f-14 Compose a research proposal following its essential form and structure:
• introduction
• objectives
✓
• literature review
• methodology
• plan
EN10ACAD-IVg-i-16 Revise the paper for cohesion (diction, transition devices, and sentence
✓
structures).
EN10ACAD-IVg-i-17 Publish a research proposal based on one’s purpose and target audience. ✓

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THE PHILIPPINE ENGLISH CURRICULUM

LEARNING AREA STANDARD

KEY STAGE 1 STANDARD

GRADE LEVEL STANDARDS

Grade 1 Grade 2 Grade 3

GRADE LEVEL STANDARD

GRADE LEVEL STANDARD

GRADE LEVEL STANDARD

Grammar LC1. Identify compound sentences as regards:

GRADE LEVEL STANDARDS

LANGUAGE Grade 4 Grade 5 Grade 6

GRADE LEVEL STANDARD

GRADE LEVEL STANDARD

GRADE LEVEL STANDARD

GRADE LEVEL STANDARDS

GRADE 7 GRADE 8 GRADE 9 GRADE 10

GRADE 7 GRADE 8 GRADE 9 GRADE 10

FEATURES, AND EDITORIALS

GRADE 7 GRADE 8 GRADE 9 GRADE 10

Evaluating an academic text for facts and information

GRADE 7 GRADE 8 GRADE 9 GRADE 10

GRADE LEVEL STANDARD

• character and characterization ✓ ✓

EN7LIT-IId-i-4 Compose a literary prose using appropriate structure. ✓ ✓

EN7LIT-IId-i-5 Revise the literary prose for coherence and cohesion. ✓ ✓

meaning and purpose across modalities.

EN7TRA-IIg-i-7 Compose a letter of request. ✓

EN7TRA-IIg-i-8 Revise for coherence and cohesion. ✓

• author’s purpose and meaning

EN7ACAD-IVa-i-7 Organize important information (topic, main idea, supporting details).

EN7ACAD-IVa-i-8 Summarize information. ✓ ✓ ✓

GRADE LEVEL STANDARD

• rhyme and meter ✓

EN8LIT-Id-i-4 Compose a literary text using appropriate structure. ✓ ✓

EN8TRA-IIg-i-3 Examine appropriateness of acceptance, refusal, or acknowledgment in response to

with and respond

EN8TRA-IIg-i-7 Compose a letter of inquiry. ✓

EN8TRA-IIg-i-8 Revise for coherence and cohesion. ✓

EN8ACAD-IVa-f-12 Summarize information. ✓ ✓

GRADE LEVEL STANDARD

• prose (folktale/myth/short story/novel) ✓

• character and characterization ✓ ✓

EN9LIT-Id-i-4 Compose a one-act play using appropriate structure. ✓ ✓

EN9LIT-Id-i-5 Revise the one-act play for coherence and cohesion. ✓ ✓

• Science and Technology stories as:

➢ media contact details

sender’s meaning and purpose across modalities.

• politeness strategies (etiquette)

EN9TRA-IIIg-i-3 Examine appropriateness of acceptance, refusal, or acknowledgment in response to

with and respond

EN9TRA-IIIg-i-7 Compose a letter of complaint. ✓

EN9TRA-IIIg-i-8 Revise for coherence and cohesion. ✓

EN9ACAD-IVa-c-15 Determine one’s thesis as the central idea of the paper. ✓

GRADE LEVEL STANDARD

• author’s purpose and meaning

EN10ACAD-IIId-f-4 Determine the veracity of the information presented:

one’ s purpose and target

sender’s meaning and purpose across modalities.

• politeness strategies (etiquette)