English Curriculum Guide

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
ENGLISH
(Grades 1 to 10)
January 2013
THE FRAMEWORK
K to 12 Curriculum Guide version as of January 2013 – 2

I. PHILOSOPHY AND RATIONALE
Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language
are interrelated. Language is governed by rules and systems (language conventions) which are used to explore and
communicate meaning. It defines culture which is essential in understanding oneself (personal identity), forming
interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a
better society. Language, therefore, is central to the peoples‟ intellectual, social and emotional development and has an
essential role in all key learning areas1.
Language is the foundation of all human relationships. All human relationships are established on the ability of
people to communicate effectively with each other. Our thoughts, values and understandings are developed and
expressed through language. This process allows students to understand better the world in which they live and
contributes to the development of their personal perspectives of the global community. People use language to make
sense of and bring order to their world. Therefore, proficiency in the language enables people to access, process and
keep abreast of information, to engage with the wider and more diverse communities, and to learn about the role of
language in their own lives, and in their own and other cultures.
II. GUIDING PRINCIPLES
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning,
teaching and assessing principles.
All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the
learning of other languages (L2). Acquisition of sets of skills and implicit metalinguistic knowledge in one language
(common underlying proficiency or CUP) provides the base for the development of both the first language (L1) and the
second language (L2)2. It follows that any expansion of CUP that takes place in one language will have a beneficial effect
on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional
languages.
1
1998. English Curriculum Framework. Australia
2
Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL
Students Delaware: International Reading Association

Language acquisition and learning is an active process that begins at birth and continues throughout life. It is
continuous and recursive throughout students‟ lives. Students enhance their language abilities by using what they know
in new and more complex contexts and with increasing sophistication (spiral progression). They reflect on and use prior
knowledge to extend and enhance their language and understanding. By learning and incorporating new language
structures into their repertoire and using them in a variety of contexts, students develop language fluency and
proficiency. Positive learning experiences in language-rich environments enable students to leave school with a desire to
continue to extend their knowledge, skills and interests.
Learning requires meaning3. We learn when we use what we know to understand what is new. Start with what the
students know; use that to introduce new concepts. They use language to examine new experiences and knowledge in
relation to their prior knowledge, experiences, and beliefs. They make connections, anticipate possibilities, reflect upon
ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with and study of texts .
The term „text‟ refers to any form of written (reading and writing), oral (listening and speaking) and visual
communication involving language4. The texts through which students learn about language are wide-ranging and
varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by
which learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of
their own and to engage with texts produced by other people.
Successful language learning involves viewing, listening, speaking, reading and writing activities and accuracy5.
Language learning should include a plethora of strategies and activities that helps students focus on both MEANING and
ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students’ existing language
competence, including the use of non-standard forms of the language, and extending the range of language
available to students. Through language learning, learners develop functional and critical literacy skills. They learn to
control and understand the conventions of the target language that are valued and rewarded by society and to reflect on
and critically analyze their own use of language and the language of others.
An effective language arts and multiliteracies curriculum satisfies the following principles6.
3
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
4
Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
5
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO

1. develops thinking and language through interactive learning;
2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students‟ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge;
5. develops students‟ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
9. nurtures students‟ sense of their common ground in using language/s for communication as present or future global
citizens to prepare them to participate in school and in civic life, and;
10. assesses and reflects the students‟ ability to interpret and/or communicate in the target language7.
I. NEEDS OF THE LEARNERS : THE CONTEXT
The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born
with complete technology. They were born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous
Internet. They do not know life without technology. Hence, they are often termed as digital natives and are extremely
comfortable with technology. They can email, text and use computers without any problems. In addition, members of
Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and
gadgets has had a negative effect on the members. They rather stay indoors and use their electronics than play outdoors
and be active. They are leading a sedentary life that can result in health problems later on.
For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy
and are willing to share intimate details about themselves with complete strangers. They have virtual friends and for them
hanging out with friends means talking to them over the cell phones, emails and text messages. However, at the same
time, this generation is considered to highly creative and collaborative and will have a significant impact on the way
companies work when they join the workforce.
6
2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
7
2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education.
Department of Instruction.

Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously.
However, this has also led to reduced attention span leading to what psychologists call acquired attention deficit
disorder. This generation is unable to analyze complex data and information as they cannot focus for very long.
While we don‟t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly
diverse environment will make the grade schools of the next generation the most diverse ever. Higher levels of
technology will make significant inroads in academics allowing for customized instruction, data mining of student histories
to enable pinpoint diagnostics and remediation or accelerated achievement opportunities.
Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and
expert than their Gen Y forerunners.
I. OUTCOMES
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language
conventions, principles, strategies and skills in (1) interacting with others, (2) understanding and learning other content
areas, and (3) fending for themselves in whatever field of endeavour they may trudge.
1. Communicative Competence
Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is
used in social settings to perform communicative functions, and knowledge of utterances and communicative functions
can be combined according to the principles of discourse.8
Communicative competence is classified into the following competencies.
1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic
rules, semantic rules and lexical items.
2. Sociolinguistic Competence refers to the learning pragmatic aspect of various speech acts, namely, the cultural
values, norms, and other socio-cultural conventions in social contexts. They are the context and topic of discourse, the
8
Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics

participant‟s social status, sex, age, and other factors which influence styles and registers of speech. Since different
situations call for different types of expressions as well as different beliefs, views, values, and attitudes, the
development of sociolinguistic competence is essential for communicative social action.
3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence
(appropriate combination of communicative actions) of various types of discourse (oral and written). Sociolinguistic
rules of use and rules of discourse are crucial in interpreting utterances for social meaning, particularly when the
literal meaning of an utterance does not lead to the speaker‟s intention easily.
4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for
breakdown such as self-correction and at the same time to enhance the effectiveness of communication such as
recognizing discourse structure, activating background knowledge, contextual guessing, and tolerating ambiguity.
2. Multiliteracies
Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These
include traditional literacy practices using texts as well as new literacy practices using texts of popular culture such as
films. Social literacy encompasses how we communicate and exchange meaning in our society while professional
literacy links with the notion of literacy for school of the workplace.
The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that
English language is the most widely used medium of communication in Trade and the Arts, Sciences, Mathematics, and
in world economy. Furthermore, the curriculum aims to help learners understand that English language is a dynamic
social process which responds to and reflects changing social conditions, and that English is inextricably involved with
values, beliefs and ways of thinking about ourselves and the world we dwell. Through multi-literacy skills, learners will be
able to appreciate and be sensitive to sociocultural diversity and understand that the meaning of any form of
communication depends on context, purpose and audience.

IV.CONCEPTUAL FRAMEWORK
The world is now in the “Knowledge age” where the challenge of education is to prepare learners in the information drift and rapidly
changing world. Students in this age must be prepared to compete in a global economy, understand and operate complex
communication and information systems, and apply higher level thinking skills to make decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue,
Filipino and English follow a unified framework which allows easy transition from acquiring and learning one language to another.
The curriculum has five (5) components. Each component is essential to the learners‟ ability to communicate effectively in a
language leading them to achieve communicative competence and multiliteracies in the Mother Tongue, Filipino and English. The
diagram in the previous page shows that the heart and core of LAMC is making meaning through language and aims to develop
graduates who are communicatively competent and multiliterates.
Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of
language learning and therefore serves as guiding principles for language teaching.
Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures,
understanding language, processes and strategies) which will be developed through language arts (macro-skills).
Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and
viewing; reading, viewing and responding; writing and representing) and the development thinking skills (critical thinking, creative
thinking and metacognitiion) allowing students to make meaning through language.
Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its
effectiveness to students, teachers, school administrators, and curriculum developers.

COMPONENT 2: Language Learning Process
For effective language acquisition and learning to take place, language teachers must be guided of the six (6) language teaching
principles. These principles explain the natural process of language development.
1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty
and sophistication. This will allow students to progress from the foundational level to higher levels of language use.
2. Interaction
Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of
varying language demands (purposes, topics, and audiences) will be employed to help students interact with others thereby
improve their socialization skills.
3. Integration
The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an
integrated way, together with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful
connections. Integration may come in different types either implicitly or explicitly (skills, content, theme, topic, and values
integration).
4. Learner-Centeredness
Learners are at the centre of the teaching-learning process. Teaching will be differentiated according to students‟ needs, abilities
and interests. Effective pedagogies will be used to engage them and to strengthen their language development.
5. Contextualization
Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use.
For example, lessons will be planned around learning outcomes, a theme, or a type of text to help learners use related language
skills, grammatical items/ structures and vocabulary appropriately in spoken and written language to suit the purpose, audience,
context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice.
6. Construction
Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a
way that they will have time to reflect on and respond to ideas and information. Learners will be provided with sufficient
scaffolding so that they will be able to reach their full cognitive, affective, and psychomotor potentials and become independent
learners who are good consumers and constructors of meaning.

COMPONENT 3: Effective Language Use
There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and
Processes and Strategies). They are described as the knowledge and skill areas which are essential to effective language use
demonstrated through the language macro-skills.
1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to
different cultures of the world, including one’s culture. Learners develop sociolinguistic and sociocultural understandings and
apply them to their use of the language (Mother Tongue, Filipino, and English). Sociolinguistic understanding refers to
appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms and the
linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings
about appropriate actions, values, beliefs and attitudes within a community. These shared understandings determine not only
what is communicated and when and how it is communicated, but also who does the communicating. These collectively
constitute the sociolinguistic features of language.
Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the
non-linguistic features in the life of a society. Learners broaden their frame of reference beyond their own social and cultural
experiences. They gain insights into different values and belief systems and acknowledge the cultural contexts which underpin
them. They make sense of the social fabric of the target language community. They understand that the natural and physical
environments – as well as the social, economic, historical and political environments – influence the language speaking groups
and their cultural traditions.
2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning
and create meaning. They come to recognize the patterns and rules of the language which emerge as they interact with a
plethora of texts (literary and informational) to make meaning. They apply this knowledge and understanding to create their own
spoken, written and visual texts. Differences in language systems are expressed in a variety of ways: for example, in grammatical
differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the
language with the systems of other languages students understand that each language is different, but has identifiable patterns
within its own system.
3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their
understanding of the way language works for a variety of purposes in a range of contexts. They deliberate on how they use
language and apply different language strategies, depending on their purpose, context and audience. They use language as a

way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and
discussion as a way of developing ideas. They experiment, take risks and make approximations with language as a way of
developing their language skills. They clarify what they need to know when seeking information for particular purposes. They use
key-word searches and their understanding of the conventions of informational texts such as tables of contents, headings,
indexes, forewords and glossaries as aids in locating information. They assess the usefulness of information for particular
purposes. They treat information and ideas critically and evaluate information in terms of its reliability and currency. They make
notes and graphic representations of information and combine information from different sources into a coherent whole by
summarizing, comparing and synthesizing.
Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing
sources of ideas and information, and of presenting or representing ideas and information in ways which are not misleading. They
use quotation and sourcing conventions appropriately. They take into account the possible effects of and responses to the
presentation of ideas and information.
COMPONENT 4: Making Meaning through Language
Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language
learning should focus on guiding students make meaning through language for different purposes on a range of topics and with a
variety of audiences. Students must be able to adapt to various situations where communication demands greatly vary.
The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty
and sophistication. This design allows students to progress from the foundational level to higher levels of language use.
The Language Arts and Multiliteracies Curriculum (ELAMC) is composed of five (5) intricately intertwined and integrated sub-
strands (listening, speaking, reading, writing, and viewing) that serve as building blocks for understanding and creation of meaning
and for effective communication across curricula (Matrix 1).

Coherence with the Basic Education Program Goals
1. The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the
achievement of the basic education program goals.
2. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension
and study strategies.
3. Content includes print and electronic texts that are age, context and culture appropriate.

The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all
students at the end of basic education. This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multi-literacies
Curriculum (LAMC) but fleshes out the areas that children need to learn and that teachers need to teach in greater detail. Below is the
matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-strands.
Alignment of the Language and Literacy Domains with the 5 sub-strands
Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

1. Oral Language √ √
2. Phonological Awareness √
3. Book and Print Knowledge √
4. Alphabet Knowledge √ √ √ √ √
5. Phonics and Word Recognition √ √ √
6. Fluency √ √
7. Spelling √ √
8. Writing and Composition √ √ √ √
9. Grammar Awareness & Structure √ √ √ √
10. Vocabulary Development √ √ √ √ √
11. Reading Comprehension √ √ √

 schema & prior knowledge
 strategies
 narrative text
 informational text
12. Listening Comprehension √ √
13. Attitudes towards language, literacy and literature √ √ √ √ √
14. Study Strategies √ √ √ √ √

Funneling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum
Domains K-3 4-6 7-10 11-12
Oral language
Phonological awareness
Book and Print knowledge
Alphabet knowledge
Phonics and word recognition
Fluency
Spelling
Writing and composition
Grammar awareness and

structure
Vocabulary development
Reading comprehension
Listening comprehension
Attitude towards language,

literacy and literature
Study strategies
Viewing

Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K to 12 Basic Education Program of the
Department of Education.
Content Standards Performance Standards at the end of Grade 3

Oral Languages in English Have sufficient facility in English to understand spoken discourse and to talk and interact with other
about personal experiences and text listened to or read
Phonological Skills Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme.
Book and Print Knowledge Use narrative and expository texts for independent study and reading for pleasure
Alphabet knowledge Recognize, name and sound out all the upper and lower case letters of the alphabet.
Phonic and Word Recognition Use sight word recognition or phonic analysis to read and understand words in English that contain
complex letter combinations, affixes and contractions.
Fluency Read aloud grade level texts effortlessly, without hesitation and with proper expression.
Spelling Spell words with two or more syllables using phonic, semantic, and morphemic knowledge
Writing /Composition Express their ideas effectively in formal and informal compositions to fulfill their own purposes for
writing
Handwriting Write legibly in cursive writing.
Grammar Awareness and Structure  Demonstrate grammatical awareness by being able to read, speak and write correctly.
 Communicate effectively, in oral and written forms, using the correct grammatical structure of
English.
Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts.
Reading Comprehension and Study Strategies
Use of Content and Prior Knowledge Activate prior knowledge conceptually related to text and establish a purpose for reading
Comprehension Strategies Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
Comprehending Literary Text Respond to literary text through the appreciation of literary devices and an understanding of story
grammar
Comprehending Informational Text Locate information from expository texts and use this information for discussion or written production.
Attitude Demonstrate a love for reading stories and confidence in performing literacy-related activities/task
Viewing

KEY STAGE STANDARD (From the Convenor)
GRADE 12 - Students should be able to integrate communication and language skills for creating
meaning using oral and written texts, various genres, and discursive contexts for personal and
professional purposes
GRADE 10 - Students should be able to interpret, evaluate and represent information within and between learning area texts and dis
GRADE 6 - Student should be able to construct meanings and communicate them using creative, appropriate and grammatically cor
GRADE 3 - Students should be able to demonstrate eagerness to explore and experience oral and written texts and to communicate

K TO 12 CURRICULUM GUIDE IN ENGLISH
GRADE 1
DOMAINS OF CONTENT PERFORMANCE LEARNING COMPETENCIES

LITERACY STANDARD STANDARD
 Talk about oneself and one‟s family

demonstrates shares personal o Talk about one‟s name and other personal information
understanding of ideas, thoughts, o Talk about one‟s environment (e.g. persons,
common words used actions, and feelings animals, places, things, events, etc.)
Oral Language to communicate using common and o Talk about one‟s activities/responsibilities at home
personal experiences, appropriate words and in school and community
ideas, thoughts, o Talk about topics of interest (likes and dislikes)
actions, and feelings
 Recite known verses, short poems, and rhymes
 Use/Respond appropriately to polite expressions listened to
o greetings
o leave takings
o expressing gratitude and apology
o asking permission
o offering help
 Share personal experiences, feelings and ideas related to
stories and texts listened
o Give directions
o Ask simple questions
demonstrates  Listen to a variety of literary texts (poems and narratives)

understanding of participates actively in including informational texts (predictable texts, patterned
variety of literary forms different oral activities texts, ICT-based listening texts, and other content-based texts
and concept of words like science, social science, MAPEH, etc.)
in English for effective  Participate in choral speaking and echo reading of short
expression poems, rhymes and stories with repeated patterns and refrains
in English
 Dramatize familiar stories, rhymes and poems

 Recognize rhyming words
demonstrates  manipulates  Identify rhyming words in nursery rhymes, songs,
understanding of skillfully the jingles, poems and chants
sounds and their sounds in words to  Distinguish rhyming words from non-rhyming words
meanings for express meaning  Supply rhyming words in response to spoken words
appropriate use of
words  displays sensitivity
Phonological to sounds in
Awareness spoken language
demonstrates manipulates skillfully  Recognize/produce speech sounds (letter names and sounds)
understanding of the speech sounds  Identify/count individual words in phrases and sentences
sounds and sound through simple  Substitute sounds in words using onset and rimes
patterns for production meaningful guided 
of words conversations
Book and Print
Knowledge
Alphabet
Knowledge
Phonics & Word
Recognition
Fluency
Spelling
Handwriting

Sentence
demonstrates  correctly names  Recognize sentences and non-sentences
understanding of people, objects,  Use simple sentences
concepts of nouns and places and things  Use different kinds of sentences (declarative, interrogative)
adjectives for through theme-  Recognize punctuation marks (period, question mark)
identification and based activities Noun
description  Name people, objects, things and places (e.g. names of
Grammar animals, fruits, objects in songs, stories, poems, nursery
rhymes, pictures, realia and other ICT-based materials)
 Use nouns in sentences
Note: Classes of words  Recognize the use of a/an
should be taught in
 Use plural form of regular nouns by adding –s or –es
context
Adjective
 Describe people, objects, things and places using simple
adjectives (color, shape, size, height, weight, length, distance,
etc.)
demonstrates constructs Pronoun

understanding of grammatically correct-  Use personal pronouns
concepts of verbs, simple sentences in  Use commonly used possessive pronouns
pronouns, and theme-based  Use demonstrative pronouns (this/these, that/those)
prepositions in conversations using Use interrogative pronouns (who, what, when, where, why)
meaningful messages verbs, pronouns, and Verb
prepositions  Use common action words in retelling, conversation, etc.

demonstrates uses basic vocabulary  Differentiate English words from other languages spoken at
understanding of to independently home and in school
Vocabulary common English express ideas about  Ask about unfamiliar words to gain meaning
words for effective personal, home,  Sort and classify familiar words into basic categories (colors,
communication school and community shapes, foods, etc.)
experiences  Use new words learned through stories in own speech
 Ask, talk about and determine the meaning of new words
 (almost the same with the last one)Derive meaning from
repetitive language structures

 Use words that are related to self, family, school, community,
and concepts such as the names for colors, shapes, and
numbers in both Mother Tongue and English
demonstrates correctly uses  Recognize that some words have the same meaning
understanding of word common words in  Determine the meaning of words using clues (Total
meaning for correct speaking activities Physical Response through pictures, body movements,
usage etc.)
 Identify connections between text listened to and personal
demonstrates correctly identifies experience
understanding of story elements of literary  Activate prior knowledge based on new knowledge formed
elements and text and informational texts  Identify story elements (characters, setting, plot, ending) from
structures for effective to aid meaning getting the text listened
Listening oral expression  Make predictions about stories based on the cover or title,
Comprehension pictures, details in the text
 Use an understanding of characters, incidents and settings to
make predictions
 Validate ideas made after listening to a story
 Ask and answer simple questions (who, what, where, when,
why, and how) about text listened to
 Retell and/or reenact events from a story

 Ask and respond to questions about informational texts
listened to (environment, health, how-to‟s, etc.)
 Talk about texts identifying major points and key themes

demonstrates uses elements of  Determine whether a story is realistic or fantasy
understanding of the literary and  (dib a nasa taas na ito)Restate facts from informational texts
elements of literary informational texts to (climate change, children‟s rights, traffic safety, etc.)
and informational texts sufficiently extend  Follow one-step directions
for effective oral meaning and
expression understanding
demonstrates presents varied ideas  Revisit favorite books, songs, rhymes
Attitude towards understanding of independently and  Retell and/or reenact events from a favorite story
language, literacy, and literary concepts for shows interest  Participate / engage in a read-along of texts (e.g. poetry,
literature appreciation of enthusiastically in repetitive text)
literacy-related diverse literacy-related  Produce creative outputs (e.g. drawing, acting out, choral

activities/tasks activities/tasks reading, reciting lines, singing, etc. ) related to texts listened to
demonstrates uses strategies  Interpret pictographs

Study Strategies understanding of independently in  Interpret simple maps of familiar places,
useful strategies for accomplishing symbols and logos
purposeful literacy literacy-related tasks
learning

GRADE 2
DOMAIN CONTENT PERFORMANCE LEARNING COMPETENCIES

STANDARD STANDARD
demonstrates independently takes  Listen to a variety of media including books, audiotapes videos
understanding of turn in sharing inter and other age-appropriate publications
English words used to and intra personal  Create and participate in oral dramatic activities
communicate inter- experiences, ideas,
Oral Language
and intrapersonal thoughts, actions and  Demonstrate the concept of word by dividing spoken
experiences, ideas, feelings using sentences in English into individual words
thoughts, actions and appropriate words  Share inter and intra personal experiences, feelings and
feelings emotions using Mother Tongue and English
 Recite known verses, short poems and rhymes in English
 Participate in group and individual oral interpretation of short
demonstrates uses appropriate poems, rhymes, and stories in English
understanding of expressions in oral  Dramatize familiar stories, rhymes and poems using English
familiar literary texts interpretation and  Use appropriate expressions in common situations (polite
and common common situations expressions, greetings, seeking directions, apologizing,
expressions for asking help, query and clarification)
effective oral  Listen and respond to texts to clarify meanings heard
interpretation and while drawing on personal experiences
communication  Engage in a variety of ways to share information (e.g. role
playing,) reporting, summarizing, retelling and show and tell
demonstrates fluently expresses  Interact with others using correct intonation in:
Fluency understanding of ideas in various o greetings and leave-takings
punctuation marks, speaking tasks o introducing and acknowledging others
rhythm, pacing, o asking permission
intonation and vocal accurately and fluently  Read aloud grade 2 level text at a rate of approximately 60
patterns as guide for reads aloud literary words per minute.
fluent reading and and informational texts  Read grade 2 level text with an accuracy rate of 95 – 100%
speaking  Read grade 2 level text in 3 – 4 word phrases using intonation,
expression and punctuation cues.
 Read with automaticity 100 2nd grade high-frequency/sight
words

 Identify and discuss the elements of a story (theme, setting,
characters, and events)
demonstrates correctly presents text  Use an understanding of incidents, characters and settings to
understanding of text elements through make and validate predictions
elements to see the advance organizers to  Identify and use the elements of an informational/factual text
relationship between make inferences, heard
Listening predictions and
known and new o Informational Reports (School events, sports, projects)
Comprehension conclusions o Three-step directions
information to facilitate
o Conversations
comprehension o Personal Recounts (anecdotes, past experiences)
o Explanation (life cycles, water cycle)
 Use personal experiences to make predictions about text
viewed and listened to
 Relate information and events in a selection to life experiences
and vice versa
demonstrates uses information from  Recognize the difference between “made-up” (fiction) and
understanding of theme-based activities “real” (nonfiction) texts
information heard to as guide for decision  Identify important details in expository text listened
make meaningful making and following  Follow a set of verbal three-step directions with picture cues
decisions instructions Participate in the retelling of poems and stories
 Listen to and perform simple instructions
demonstrates distinguishes
understanding of the similarities and  Read the alphabets of English
Alphabet alphabets in English in differences of the
Knowledge comparison to the alphabets in English  Identify letters in English that are not present in Mother
alphabets of Filipino and Mother Tongue/Filipino and vice-versa
and Mother Tongue Tongue/Filipino
demonstrates analyzes pattern of  Distinguish words with short and long vowel sounds
understanding of the sounds in words for  Apply basic phonemic performance tasks
relationship of phonetic meaning and accuracy o Blending - /s/ /a/ /y/=say
principles of Mother o Segmenting- /b/ /e/ /d/ = bed
Tongue and English to  Blend onset and rime into whole word - /c/ -onset /at/ - rime
decode unknown cat
Phonics and Word words in English  Manipulate individual phonemes

Recognition o Adding-add t to car=cart
o Substituting-change /m/ to /s/ in mat=sat
o Deleting – take s from stop =top Blend phonemes to
decode words
 Match sounds to their corresponding letters/letter pattern
o Consonant Blends/ Clusters (e.g. c-l (clean) l-k (milk)
o Digraphs – initial position (e.g. sh, ch, ph, wh)
o Diphthongs – (e.g. boil, toy)
ably reads and spells  Read and spell one-to- two syllable common words with
out common and consonant blends (e.g.bl, tr, st) and consonant diagraphs
irregular words in (e.g.th, sh, ck)
English  Read and spell some irregularly - spelled words (e.g. have,
said, please, because)
 Read and spell words with inflectional endings
Note: Provide students with learning situations for them to distinguish similarities and differences between the
phonetic principles of Mother Tongue and English (The sounds of letters in Mother Tongue are phonetically regular
while some vowels (e.g. letter a, i) and consonant blends (e.g. gh, th) in English are not.)
demonstrates effectively transfers  Classify/Categorize sounds heard (animals, mechanical, objects,

understanding of the the knowledge of musical instruments, environment, speech)
Phonological
letter-sound letter-sound  Isolate and discriminate sounds from a background of
relationship between relationship from other sounds
Awareness Mother Tongue and Mother Tongue to  Recognize and discriminate same/different sounds
English for effective English  Produce the sounds of English letters using the letter sounds of
transfer of learning Mother Tongue as reference
correctly hears and  Hear and record beginning, medial and final sounds of a word
records sounds in  Identify sounds and count syllables in words
words  Supply words that rhyme with given words
Note: Listen to sounds in English words and sentences from ICT-based materials and from other content areas like
Spelling
math, science, social studies, etc.

demonstrates  Identify the English equivalent of words in the Mother Tongue or in
understanding of uses common Filipino
suitable vocabulary vocabulary to  Classify common words into conceptual categories (e.g. animals,
used in different independently foods, toys)
Vocabulary
languages for express ideas in  Recognize root words and their inflections (e.g. look, looks, looked,
effective speaking activities looking).
communication
 Identify some words that comprise contractions (e.g. can’t cannot,
demonstrates uses synonyms and it’s=it is aren’t= are not)
understanding of antonyms in diverse  Begin to see that some words mean the same (synonyms
synonyms and oral and written  Recognize that some words have opposite meaning (antonyms)
antonyms for activities  Recognize that some words represent part of a whole (meronyms
appropriate usage – part of (e.g. finger – part of a hand)
 Determine what words mean based on how they are used in a
sentence
Note: Let use common words in varied oral tasks students through dialogues, pair-share works, group performance
and other individual and collaborative written activities
demonstrates correctly identifies  Identify the front and back of the book
Book Knowledge understanding about book parts and
the concepts about follows reading  Identify title, author and book illustrator
print conventions
 Translate knowledge of reading conventions learned in Mother
Tongue to reading in English
 Identify the elements of narratives

Reading demonstrates uses information o Theme
Comprehension understanding of the derived from texts in o Setting
elements of literary presenting varied o Major Characters
and expository texts oral and written o Plot (beginning, middle and end)
for creative activities  Recall facts of informational selections read (topic and details)
interpretation  Use clues to make and justify predictions before, during and after
. reading (titles, pictures, themes, prior knowledge, graphs)
 State facts and details of text during and after reading
 Ask questions to clarify understanding before, during and after

reading
demonstrates identifies correctly  Identify the basic sequence of events and make
understanding of how paragraphs/ relevant predictions about stories
paragraph texts are developed  Sequence information from a procedural text read
development to  Infer/ Predict outcomes
identify text types  Make connections text to self
Handwriting
demonstrates uses a variety of  Participate in generating ideas through prewriting activities
understanding of the prewriting strategies o Brainstorming
process of writing to to generate, plan, o Webbing
generate and organize ideas, o Drawing
Writing and
express ideas and make a draft for
Composition feelings specific purposes  Express idea through illustrations or storyboard
demonstrates produces a  Write a personal recount by completing a stem to answer guide
understanding of variety of texts for questions (Ex. What did you do last weekend? Last weekend,
different formats to creative, personal we…)
write for a variety of academic and  Write a simple story
audiences and functional purposes  Make a card for various occasions (birthday, Christmas, New Year,
purposes etc.)
properly identifies NOUNS
demonstrates and describes  Use frequently occurring nouns
understanding of people, animals,  Form regular plural nouns by adding /s/ or /es/ (e.g., dog, dogs;
sentence places, things and wish, wishes).
Grammar
construction for uses them in a VERBS
correct expression variety of oral and  Identify action words
written theme-based  Form and use the past tense of frequently occurring regular verbs
activities (walk – walked, seat – seated, etc.)
ADJECTIVES
 Use words to identify and describe people, animals, places, things
and events
PRONOUNS
 Use personal pronouns(e.g. I, you, he, she, it, we, they) in
demonstrates uses pronouns and dialogues
understanding of the prepositions in a  Use possessive pronouns
concepts of nouns, variety of oral and  Use demonstrative pronouns
verbs and adjectives written theme-based  (this/that, these/those)

for proper activities  Use question words (interrogatives) (e.g., who, what, where,
identification and when, why, how).
description PREPOSITIONS
 Use the most frequently occurring preposition (e.g. on, over,
under, to, from, above, etc.)
 Write simple sentences in context
 Perform dialogues, drama, mock interview, TV talk show etc.
demonstrates shows proficiency in
understanding of the constructing  Recognize sentences and non-sentences
concepts of grammatically  Use different kinds of sentences( e.g. declarative,
pronouns and correct sentences in interrogative, exclamatory) in theme-based oral activities
preposition for different theme-  Recognize punctuation marks (e.g. period, question
appropriate based activities mark, exclamation point)
communication
Note: Classes of words should be discussed in the context of responding to wh-questions based from familiar stories
and informational texts with themes on environment, health, nutrition, history, interests, etc.
demonstrates makes personal  Retell familiar stories to other children

Attitude understanding of accounts on  Express feelings, opinions through journals, logs etc.
concepts about stories/texts as  Make choices from texts previously listened to and
narrative and expression of justify preferences
informational texts appreciation to  Take books from home to school or vice-versa for independent
for appreciation familiar books / shared extra reading
demonstrates Independently
Study Strategies understandings of uses strategies in  Sort information alphabetically by the 1st letter
useful strategies for accomplishing  Interpret bar graphs and tables
purposeful literacy literacy-related  Interpret simple maps of unfamiliar places, signs and symbols
learning tasks

GRADE 3

STANDARD STANDARD
 Listen to a variety of grade-appropriate media including books,
uses speaking skills audiotapes, videos and other ICT-driven publications
and strategies
demonstrates appropriately to  Create and participate in oral artistic theme-based activities
Oral Language
understanding of communicate ideas in o Listen and speak with a purpose in mind
speech cues for clear varied theme-based o Listen and respond to others
expression of ideas tasks o Follow and explain processes
o Express opinions and feelings about other‟s ideas
o Engage in discussions about specific topics
 Identify/Share relevant information

 Recount specific/significant events
 Compare and contrast information heard
 Synthesize and restate information shared by others
o Make interpretations
o Listen and respond to text
o Connect information heard to personal experiences
 Restate and retell information
creatively presents
information in varied  Present information in varied artistic ways (e.g. role playing, show
demonstrates ways and tell, radio play/podcast/broadcast/reporting/poster
understanding of presentations).
processes and o Summarize and retell shared/read aloud stories
information in text for o Express oneself
articulation of ideas o Speak clearly and audibly
o State and justify opinions
demonstrates fluently expresses
understanding of ideas in various  Initiate conversations with peers in a variety of school setting
Fluency punctuation marks, speaking tasks  Express ideas in a conversational manner
rhythm, pacing,

intonation and vocal accurately and  Read aloud in a manner like natural speech
patterns as guide for fluently reads aloud  Read grade level texts with at least 95-100 percent accuracy
fluent reading and literary and  Read aloud from familiar prose and poetry with fluency,
speaking informational texts appropriate rhythm, pacing and intonation
 Use punctuations including commas, periods and question marks
to guide reading for fluency
demonstrates uses information from  Recall details from texts viewed/ listened to
Listening understanding of texts viewed or  Sequence a series of events viewed /listened to
Comprehension different listening listened to in  Make simple inferences about thoughts and feelings based from
strategies to preparing logs and texts viewed/ listened to
comprehend texts journals  Propose several predictions about texts/stories listened to
 Take part in creative responses to stories like preparing logs,
journal and other oral presentations
Alphabet
Knowledge
demonstrates uses word  Show how spoken words are represented by written letters that
understanding of recognition are arranged in a specific order
processes in sight techniques to read
Phonics and Word word recognition or and understand  Blend phonemes to read words
phonic analysis to words that contain
Recognition read and understand complex letter
 Identify/distinguish words with short and long vowel sounds
words combinations, affixes
and contractions
 Read and spell one- to- two syllable words with consonant blends
through theme-based
activities (e.g. pl, tr).
 Read and spell one- to- two syllable words with consonant
digraphs(eg. ch in chin, ph in pheasant) and trigraphs(e.g. sch in
school)

demonstrates uses common and  Recognize some common sight words (e.g. an, of, then, had, his,
understanding of irregularly -spelled were, some, his, him)
common sight and words in meaningful  Recognize and read some irregularly spelled words (e.g. such as
irregularly spelled oral and written tasks enough, through, beautiful)
words for automatic  Read words with affixes
recognition  Use known words to perform artistic theme-based activities(e.g.
interviews, telephone conversation, role-play, etc.) using common
sight words
Phonological
Awareness
demonstrates
Spelling understanding of hears and records  Blend beginning, middle and ending sounds to recognize and
letter sequence in sounds in words read words
words to get meaning
 Use word patterns to spell unfamiliar words (e.g. bright, might
etc.)
 Decode words using knowledge of letter-sound correspondence

and syllabication pattern
demonstrates proficiency uses  Use knowledge of suffixes (e.g. un-, re-, in-dis) to determine the
understanding of English vocabulary in meaning of words
Vocabulary
English vocabulary varied and creative
 Determine the meaning of compound words using knowledge of
used in both oral and oral and written
individual words (e.g. lunchtime, daydream, everyday)
written language in a activities
 Recognize some words represented by common abbreviations
given context
(e.g. Mr. Ave., Oct).
 Increase vocabulary through
o Synonyms (e.g. quick/fast)
o Antonyms (e.g. big/small)
o Homonyms (e.g. flower/flour)
o Homographs (e.g., read-read)
o Hyponyms- type of (e.g. guava type of fruit)
o Meronyms – part of (e.g. finger – part of a hand
 Use clues from the context to figure out what words mean

Book Knowledge
demonstrates  Note details in a given text

understanding of the uses information  Make and confirm predictions about texts
elements of literary derived from texts in  Make inferences and draw conclusions based from texts
and expository texts presenting varied oral  Reread and self-correct
Reading
for creative and written activities  Use different sources of information in reading
Comprehension interpretation  Use graphic organizers to show understanding of texts
.  Describe literary elements of texts including characters setting
and plot
 Identify rhyme, rhythm, repetition and sensory images in poetry
 Sequence a series of events in a literary selection
 Present stories through dramatization, role playing etc.
demonstrates identifies correctly
understanding of how paragraphs/ texts  Identify cause and effect relationship
paragraph are developed
development to  Distinguish fact from opinion
identify text types
 Identify how paragraphs are developed (e.g. descriptive,
narrative etc.)
Handwriting
demonstrates composes three-to-  Recall and share experiences, film viewed and story
understanding of five sentence read/listened to as springboard for writing
Writing and sentences and paragraph  Write at least three sentences from various familiar sources
Composition paragraphs in  Complete patterned poems using appropriate rhyming words
expressing ideas  Use capitalization rules in word and sentence level
 Use appropriate punctuation marks.
 Develop short paragraphs through guided writing
 Compose short paragraphs about familiar topics

Noun
shows proficiency in  Use nouns (e.g. people, animals, places,, things events) in
constructing sentences
Grammar
demonstrates grammatically correct  Use plural form of commonly used nouns
understanding of sentences in varied  Use frequently occurring irregular plural nouns (e.g. children,
grammatical theme-based oral and feet, teeth)
structures of English written activities Use common and proper nouns

to be able to Verb
communicate  Use action words
effectively in oral and  Use verbs in simple present and past tenses
written forms
Pronouns
 Use personal pronouns (e.g. I, you, he, she, it, we, they)
 Use possessive pronouns
 Use demonstrative pronouns (this,/that, these/those)
Adjective
 Use descriptive adjectives
 Use the degrees of adjectives in making comparisons ( positive,
comparative, superlative)
Adverb
 Recognize adverbs of manner and frequency
Preposition
 Use the most frequently occurring prepositions(e.g. towards,
beside,, into, etc)
Sentence
 Distinguish sentences from non-sentences
 Recognize simple subject and predicate in sentences
 Use simple and compound sentences
 Use different kinds of sentences (e.g. declarative, interrogative,
exclamatory, imperative)
 Use punctuation marks (e.g. period, comma, question mark,
exclamation point)
Note: Classes of words, should be taught in context/theme (e.g. Environment, Science, History, Health and
Nutrition, etc).

demonstrates makes personal
understanding of journals, diaries,  Retell or re-read familiar stories to other children
Attitude narrative and portfolios and logs,
informational texts for etc. as expression of  Make journals, diaries, portfolios and logs
appreciation of enthusiasm in reading
literacy-related books both for  Identify favorite authors and stories
activities/tasks pleasure and learning
demonstrates uses strategies  Sort information alphabetically by the 2nd letter

Study Strategies understanding of independently in
useful strategies for accomplishing  Use index and table of contents
purposeful literacy literacy-related tasks
learning  Locate information using print and non-print sources
 Interpret simple graphs and tables

GRADE 4

STANDARD STANDARD
actively creates and  Listen to a variety of grade-appropriate media including books,
participates in oral audiotapes videos and other ICT-driven publication
demonstrates theme-based
understanding of verbal activities  Speak clearly using appropriate volume and pitch
Oral Language
cues for clear
expression of ideas  Read aloud fluently previously-read material
 Create and participate in oral artistic theme-based activities.
efficiently delivers  Memorize and deliver familiar literary pieces with ease and
demonstrates oral presentations confidence
understanding of verbal
and non-verbal cues for  Perform oral presentations from notes and outlines
effective oral using verbal and non-verbal cues (eye contact,
presentation gestures, voice projection, emphasis, tone etc.)
demonstrates creatively presents  Give and follow oral directions listen and respond to questions
understanding of information using involving directions
information derived from broadcast media
multi-media sources for  Restate and retell information derived from multi-media
clear and creative sources (e.g. television, radio, electronic gadgets.
presentation
 Distinguish between fact and opinion from informational text
 Present information in creative ways (e.g. Radio and TV

broadcast etc.)

demonstrates reads aloud text with  Read aloud grade four level texts with accuracy rate of 95-100
Fluency understanding that accuracy and percent
English is stress-timed automaticity  Read grade-four level texts in meaningful phrases using
language to achieve intonation ,expression and punctuation marks
accuracy and  Read with automaticity 300 fourth grade high frequency/sight
automaticity words
 Express ideas in conversational tone
 Express ideas clearly and audibly
 Recall details from texts/stories listened to
demonstrates recalls details,  Sequence a series of events from stories listened to
Listening understanding of the sequence of events  Share inferences, thoughts and feelings based from
elements of informational and shares ideas on texts/stories listened to
Comprehension
text for comprehension texts listened to  Distinguish reality from fantasy
 Distinguish fact from opinion
 Provide evidence to support understanding
demonstrates  Identify the elements of informational text
understanding of text identifies story  Identify story perspective (point of view)
types to construct perspective and text  Paraphrase portions of texts read aloud
feedback elements  State reactions to/ opinions on texts viewed/listened to
 Summarize information from various text types
Alphabet
Knowledge
Spelling
Phonics and Word
Recognition
Phonological
Awareness
Spelling
Vocabulary uses different

resources to find  clarify meaning of words using dictionaries, thesaurus and /
demonstrates understanding word meaning or online resources
that word meaning can be
derived from different sources

uses strategies to  Identify the meaning of unfamiliar words according to
demonstrates understanding decode the structure such as root words, inflections and affixes
that words are composed of meaning of words
different parts and their  Identify different meanings of words (Polysemy)
meaning changes depending  Denotation
on context  Word association
demonstrates understanding uses strategies to

that word meaning changes decode the  Use contextual clues to find the meaning of unfamiliar
based on context meaning of words words.
in context
 Use synonyms and antonyms in sentences
Book Knowledge
Use linguistic  Analyze figures of speech (simile, metaphor) to

demonstrate understanding cues to evaluate a variety of literary texts
of various linguistics nodes to appropriately  Analyze figures of sounds (onomatopoeia) to evaluate a
comprehend various texts construct meaning variety of literary texts
Reading
from a variety of  Identify the elements of narratives
Comprehension texts for a variety 1. Theme
of purposes 2. Setting
Use 3. Characters
Demonstrate understanding knowledge of text 4. Conflict/Problem
of text elements to comprehend types to correctly 5. Reaction
various texts distinguish literary 6. Resolution/Ending
from informational
texts  Identify forms and purposes of texts (letters, dictionary,
Use diction encyclopedia, maps)
Demonstrate understanding (choice of words)
of writing styles to comprehend to accurately  Identify the elements of an informational/factual texts
the author‟s message analyze author‟s 1. Procedures
tone, mood, and 2. Explanations
point of view 3. Descriptions
Use literal 4. Expositions (advertisements, movies, etc.)
Demonstrate understanding information from

that reading a wide range of texts to aptly infer 5. Recounts
texts provides pleasure and and predict
avenue for self-expression and outcomes
personal development
Handwriting
 Generate ideas through pre-writing activities such as:
demonstrates understanding of uses a variety o Brainstorming
writing as a process strategies to write o Drafting
informational and o Webbing
Writing and
literary o Group discussion
Composition compositions o Outlining
 Organize ideas to form coherent compositions
 Paraphrase and summarize previously-learned text.
 Use previous text to identify organizational structure of texts
(e.g. introduction, body and conclusion)
demonstrates understanding of uses varied  Write diaries, poems, news, reports, editorials, features and
the importance of using varied sources of stories.
sources of information to information to  Write for a variety of purposes to describe to inform and
support writing support writing explain
 Use correct spelling, appropriate punctuations marks and
transition/signal words (e.g. first, second, third, next, soon
etc.)
 Edit to correct errors in spelling and punctuations
 Revise writing for clarity
 Use technology-based references to support writing
 View and write a short reaction to a children‟s story.
 Make comic strips about stories read.
 Write formal and informal compositions, news story,
editorial, feature and sports
 Prepare online advertisements/promotions about “It‟s
more fun in our place.”
SENTENCE
demonstrates command of speaks and  Distinguish sentences structures
the conventions of standard writes using good  Use simple, compound and complex sentences
English grammar and usage command of the  Use different kinds of sentences (e.g. declarative,
Grammar
when writing or speaking conventions of interrogative, exclamatory, imperative)

standard English  Use punctuation marks (e.g. period, comma, question mark,
exclamation point)
NOUNS
demonstrates understanding of uses the classes 
Use nouns correctly (Common, proper, count, mass and
English grammar and usage in of words aptly in collective nouns)
speaking or writing various oral and Form plural of collective nouns
written discourse
 Use plural forms of nouns ending in ch, x, s or s-like sounds
VERBS
 uses simple present tense
 forms and uses the progressive (e.g. I was walking; I am
walking; I will be walking) verb aspects
 uses modal auxiliaries to convey various conditions
 uses common contractions (e.g., in tag questions)
PRONOUNS
 form plural of collective nouns
demonstrates understanding of  uses demonstrative pronouns accurately
English grammar and usage in uses the classes  observes pronoun-reference agreement
speaking or writing of words aptly in ADJECTIVES
various oral and  uses adjective to expand sentences
written discourse  orders adjectives within sentences according to
conventional patterns (e.g., a small red bag rather than a
red small bag)
ADVERBS
 uses adverbs of place and time
PREPOSITIONS
 uses prepositions and prepositional phrases correctly
 uses prepositions idiomatically (Verb + prep (give up, give
in, give off, give back)
Note: Classes of words, should be taught in context/theme (e.g. Environment, Science, History, Health and
Nutrition, etc).

applies knowledge
demonstrates understanding of of non-verbal skills  Observation conversation manners such as:
non-verbal cues to to show respect o Pay attention to the speaker
communicate with others when o Listen to the speaker‟s body language
Attitude
communication o Avoid making distractions
with others
demonstrates understanding of uses
verbal and non-verbal elements paralanguage and  Encourage others to talk by showing receptive gestures
of communication to respond non-verbal cues to
back respond  Avoid dominating discussion
appropriately
 Skim materials to develop a general overview of content or

Research demonstrates understanding of uses library skills to locate specific information.
(Study Strategies library skills to research on a to gather o Locate information from reference materials
from Grade 1-3) variety of topics appropriate and o Use a table of contents
relevant o Examine pictures and charts
information o Use dictionaries and indices
o Use available technology
 Credit secondary sources
views various
demonstrates understanding of forms of media in  Note down information derived from video clips
Viewing the strategies in order to gather  Answer questions about viewed material
comprehending visual text and share  Interpret visual text (e.g. pictures, diagrams, charts etc.)
(Entry Level)
information,  Make predictions based on information derived from visual
persuade others texts
and understand  Make connections between information viewed and
and express ideas personal experiences
 Draw conclusions based on visual information

GRADE 5
DOMAIN CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES

STANDARD
orally communicates  Follow basic directions
information, opinions, and  Identify and discuss criteria for effective oral
demonstrate ideas effectively to presentations, including such factors as eye contact,
understanding of various different audiences using projection, tone, volume, rate, and articulation
 Read aloud effectively from previously-read material
verbal elements in orally a variety of literary
 Participate in group readings, such as choral, echo, and
communicating information activities
shadow reading
Oral Language  Perform dramatic readings and presentations
orally communicates  Speaking from notes or a brief outline, communicate
demonstrates information, opinions, and precise information and accurate instructions in clearly
understanding of various ideas effectively to organized and sequenced detail
non-verbal elements in orally different audiences for a  Present autobiographical or fictional stories that recount
events effectively to large and small audiences
communicating information variety of purposes
prepares for and  Distinguish between fact and opinion and provide
demonstrates participates effectively in evidence to support opinions
understanding of the oral a range of conversations  Use appropriate eye contact and other nonverbal cues
standards of English in order and collaboration with  Use appropriate strategies to keep a discussion going
 Reflect on the ideas and opinions of others and respond
to participate in various oral diverse partners, building
thoughtfully
communication demands on others‟ ideas and
 Follow agreed-upon rules for discussions
(situation, purpose and expressing their own
 Ask questions to check understanding of information
audience) clearly and persuasively presented, stay on topic, and link their comments to the
remarks of others
 Summarize information conveyed through discussion

STANDARD
 Read aloud grade four level text with an accuracy rate
demonstrates reads with sufficient of 95 – 100%
understanding that English accuracy and fluency to  Read with automaticity 300 fourth grade high-
frequency/sight words

language is stress timed to support comprehension  Read grade level text with purpose and understanding
Fluency support comprehension  Read grade level text with accuracy, appropriate rate
and expression
 Use context to confirm or self-correct (reread) word
recognition and understanding
demonstrates uses knowledge of
understanding that a change stress and intonation of  Use informal English when appropriate to task and
in stress entails a change of speech to appropriately situation with correct intonation (stress, pitch, juncture)
meaning to evaluate the evaluate the speaker‟s  Use formal English when appropriate to task and
situation with correct intonation (stress, pitch, juncture)
speaker‟s/ author‟s purpose intention, purpose and
and meaning meaning
 Analyze figures of sounds (onomatopoeia, alliteration,

analyzes text types to assonance and consonance) to evaluate a variety of
Listening demonstrates effectively understand literary text
Comprehension understanding of various information/ message(s)  Listen to narrative texts paying extra attention to
descriptive details (setting, narrator, characters,
linguistics nodes to
dialogs) and clear event sequences
comprehend various texts  Identify the elements of an informational/factual text
(informational reports, procedures, explanations,
descriptions, and expositions)
demonstrates uses linguistic cues to  Distinguish reality from fantasy
understanding of text types effectively construct  Distinguish fact from opinion
to listen for different meaning from a variety of  Identify point-of-view/ perspective
purposes from a variety of texts for a variety of  Analyze evidences to support understanding
texts purposes  Analyze the speaker‟s tone and mood through
his/her phrases, sentences, and paragraphs)
uses literal information  Paraphrase portions of a text read aloud

demonstrates from texts heard to  Summarize information from various text types
understanding of text types construct an appropriate
in order construct feedback feedback

Alphabet
knowledge
Spelling
Phonics and
Word Recognition
Phonological
Awareness
demonstrates uses knowledge of  Decode grade appropriate multi-syllabic words using:
understanding that printed phonics (analytic and o knowledge of letter-sound correspondence
words are made up of synthetic) to effectively o knowledge of syllabication pattern
Vocabulary interconnected letters with decode grade-appropriate o knowledge of morphology (roots and affixes)
 Read grade appropriate irregularly spelled words
separate sounds that are words
including high frequency words
blended together to form
coherent pattern of sounds
 Decode meaning of unfamiliar and unknown words

demonstrate uses strategies to based on formations (compounds, blends, clips,
understanding that words are decode correctly the borrowed and idioms)
composed of different parts meaning of words in  Infer the meaning of familiar and unknown words based
on features (synonyms, antonyms, homonyms,
to know that their meaning isolation and in context
heteronyms)
changes depending in
 Identify different meanings of words (denotation
context and association)
 Clarify meaning of words using dictionaries, thesaurus,
and/or online resources
Book and Print

Knowledge

demonstrates uses linguistic cues to  Analyze figures of speech (simile, metaphor,
understanding of various appropriately construct personification) to evaluate a variety of literary texts
 Analyze figures of sounds (onomatopoeia,
Reading linguistics nodes to meaning from a variety of
alliteration) to evaluate a variety of literary texts
Comprehension comprehend various texts texts for a variety of
purposes  Identify the elements of narratives
1. Theme
2. Setting
uses knowledge of 3. Characters (Heroes and Villains)
demonstrates text types to correctly 4. Plot (beginning, middle and ending)
understanding of text distinguish literary from
elements to comprehend informational texts Identify forms and purposes of texts (newspapers,

various texts magazines, letters, content texts, dictionary,
encyclopedia, maps, charts, diagrams, tables)
demonstrates uses diction (choice of  Identify the elements of an informational/factual texts

understanding of writing words) to accurately 1. Informational Reports
styles to comprehend the analyze author‟s tone, 2. Dialogues
author‟s message mood, and point of view 3. Procedures
4. Explanations
5. Descriptions
demonstrates uses literal information 6. Expositions (advertisements, movies, etc.)
understanding that reading a from texts to aptly infer 7. Recounts
wide range of texts provides and predict outcomes
pleasure and avenue for self-
expression and personal
development

STANDARD
 Write a poem on a given topic to express thoughts on
Draft texts using experiences, people or events using visual imagery,
demonstrates appropriate text types for appropriate language and music (raps, jingles, 4-line
understanding of different a variety of audiences and poem, acrostic)
Writing and
formats to write for a variety purposes  Write a narrative showing comparison and contrast
Composition of audiences and purposes using effective technique, clear and concise language
Edit texts using and systematic organization of ideas
appropriate text types for  Write various texts using appropriate propaganda/s
a variety of audiences and (band wagon, plain folks, glittering generalities,
purposes testimonial)
 Write various informational/factual texts to produce

Rewrite/revise texts spontaneous and planned speech/utterances
express ideas effectively using appropriate text 1. Informational Reports
in formal and informal types for a variety of 2. Dialogues
compositions to fulfil their audiences and purposes 3. Procedures
own purposes for writing 4. Explanations
5. Descriptions
Publish texts using 6. Expositions (advertisements, movies, etc.)
appropriate text types for 7. Recounts
a variety of audiences and
purposes

STANDARD
NOUNS
 Form and use regular and irregular plural nouns.
uses the correct  Use abstract nouns (e.g., childhood).
demonstrates command function of nouns,  Use plural forms of nouns ending in ch, x, s or s-like
of the conventions of pronouns, verbs, sounds
standard English grammar adjectives, and adverbs in VERBS
and usage when writing or general and their  Form and use regular and irregular verbs.
speaking functions in various  Use simple present tense
discourse (oral and  Use the progressive (e.g., I was walking; I am walking; I
written) will be walking) verb aspects.
 Use modal auxiliaries (e.g., can may, must) to convey
Grammar various conditions
 Use common contractions (e.g., in tag questions)
PRONOUNS
 Use demonstrative pronouns
uses the correct  Observe correct pronoun-reference agreement
demonstrates command function of nouns,  Ensure subject-verb and pronoun-antecedent
of the conventions of pronouns, verbs, agreement.
standard English grammar adjectives, and adverbs in ADJECTIVES
and usage when writing or general and their  Use adjective to expand sentences
speaking functions in various  Order adjectives within sentences according to
discourse (oral and conventional patterns (e.g., a small red bag rather than
written) a red small bag)
ADVERBS
 Use adverbs of place and time
demonstrate command of uses the correct  Form and use comparative and superlative adjectives
the conventions of standard function of nouns, and adverbs, and choose between them depending on
English grammar and usage pronouns, verbs, what is to be modified.
when writing or speaking adjectives, and adverbs in PREPOSITIONS
general and their  Use prepositions and prepositional phrases
functions in various  Use prepositions idiomatically (Verb + prep (give up,

discourse (oral and give in, give off, give back)
written)
 Use a variety of sentences types (declarative,

imperative, interrogative, exclamatory)
 Produce simple, compound, and complex sentences
speaks and writes  Use coordinating and subordinating conjunctions.
using good command of  Use transition markers (first, second, next,
the conventions of then…etc.)Capitalize appropriate words in titles.
demonstrates command standard English  Use commas in addresses.
of the conventions of  Use commas and quotation marks in dialogue.
standard English grammar  Form and use possessives.
and usage when writing or  Use conventional spelling for high-frequency and other
speaking studied words and for adding suffixes to base words
(e.g., sitting, smiled, cries, happiness).
 Use spelling patterns and generalizations (e.g., word
families, position-based spellings, syllable patterns,
ending rules, meaningful word parts) in writing words.\
Consult reference materials, including beginning
dictionaries, as needed to check and correct spellings.

STANDARD
utilizes discrete  Use glossary and index of texts
demonstrates techniques (general or  Use the dictionary to determine information of unknown
Research understanding of library specific) and applies or unfamiliar words
(used to be Study skills to research a variety of appropriately them to all  Use basic library skills to research for familiar topics
Strategies topics or most fields of study  Conduct short research projects that build knowledge
about a topic.
uses a variety of  Identify sources and gather relevant information for use
demonstrates research strategies to in shared writing
understanding of the effectively write a variety  Participate in shared writing about familiar topics, topics
research process to write a of texts for various introduced through printed materials and other
variety of texts audiences and purposes classroom activities (Ex. Writing as a group about a
book unit, field trip, or other shared experiences
applies knowledge of  Describe different forms and conventions used in print,
demonstrates the various forms and non-print and digital materials (colors, lines, layout,
understanding of the forms conventions of print, non- icons and images, verbal use)
and conventions of print, print, and digital materials
non-print, and digital to appropriately  Describe different forms and conventions of film and
Viewing materials to understand comprehend print, non- moving pictures (lights, blocking, direction,
various viewing texts print, film and moving characterization, acting, dialog, setting or set-up)
texts
demonstrates evaluates effectively  Analyze the forms and conventions used to
understanding of the various the message constructed establish the following
forms and conventions of and conveyed in various  Meaning/ message
print, non-print, and digital viewing texts  Identity
materials  Analyze the versions of reality created and their effects
to the viewer and society
 Limited reality
 Make believe
 Realities embedded in fantasy
 Facts and non-facts
demonstrates applies different views  Identify the target audience
understanding of the various of the real world to  Analyze the setting used in print, non-print and digital
forms and conventions effectively interpret materials (Urban or Rural; Affluent or Poor)

materials to critically analyze (deconstruct) constructed  Analyze the characters used in print, non-print, and
the meaning constructed in meaning in print, non-print digital materials (Age and gender; Race and
print, non-print, and digital and digital materials nationality; Attitude and behavior)
materials  Determine constructs that are explicitly used to
influence viewers (Stereotypes, Point of view,
Propagandas)
demonstrates applies understanding  Design simple visuals (Crop, Extract, Modify,
understanding of of forms and conventions Transform, Draw)
construction, deconstruction, of viewing texts to  Create simple print materials (Icons and Logos;
and reconstruction of print, appropriately create and Flyers and Posters)
non-print and digital recreate meaning/  Creates simple non-print materials (Video clips; Still
materials messages pictures)
demonstrates applies knowledge of  Look at the speaker directly
understanding of non-verbal non-verbal skills to  Put aside distracting thoughts (don‟t mentally prepare
communication to respectfully give the a rebuttal!)
Attitude communicate with others speaker undivided  Avoid being distracted by environmental factors
attention and  “Listen” to the speaker‟s body language
acknowledge the  Refrain from side conversations when listening in a
message group setting
 Nod occasionally
demonstrates uses paralanguage  Smile and uses other facial expressions
understanding of verbal and and non-verbal cues to  Encourage the speaker to continue with small verbal
non-verbal elements of respond appropriately comments like “yes” and uh huh”
communication to respond  Assert your opinions respectfully
back  Treat the other person as he or she would want to be
treated
 Allow the speaker to finish
demonstrates uses a variety of  Reflect what has been said by summarizing
understanding of verbal and strategies to provide  Formulate specific questions to clarify or follow up on
non-verbal elements of appropriate feedback information and to formulate comments that will
communication to respond contribute to the discussion and link to the remarks of
back others

GRADE 6

STANDARD
orally communicates  Share brief impromptu remarks about topics of interest
information, opinions, and to oneself and others
demonstrates ideas effectively to  Speaking from notes or an outline, relate an experience
understanding of various different audiences using in descriptive detail, with a sense of timing and decorum
verbal elements in orally a variety of literary appropriate to the occasion
communicating information activities  Perform expressive oral readings of prose, poetry, and
Oral Language drama
 Prepare and conduct interviews
orally communicates  Present a coherent, comprehensive report on differing

information, opinions, and viewpoints on an issue
demonstrates ideas effectively to  Evaluate the content of the material presented
understanding of various different audiences for a  Organize the presentation in a manner appropriate to
non-verbal elements in orally variety of purposes the audience
communicating information  Differentiate between formal and informal contexts and
employ an appropriate style of speaking, adjusting
language, gestures, rate, and volume according to
audience and purpose
prepares for and  Distinguish between fact and opinion and provide
participates effectively in evidence to support opinions
demonstrates a range of conversations  Use appropriate strategies to keep a discussion going
understanding of the oral and collaboration with  Observe the appropriate etiquette when expressing
standards of English in order diverse partners, building thanks and receiving praise
to participate in various oral on others‟ ideas and  Reflect on the ideas and opinions of others and
communication demands expressing their own respond thoughtfully
(situation, purpose and clearly and persuasively
audience)  Follow agreed-upon rules for discussions
 Ask questions to check understanding of information
presented, stay on topic, and link their comments to the
remarks of others
 Summarize information conveyed through discussion

STANDARD
 Read aloud grade six level text with an accuracy rate of
reads with sufficient 95 – 100%
accuracy and fluency to  Read with automaticity 300 sixth grade high-
demonstrates support comprehension frequency/sight words
Fluency understanding that English  Read grade-level text with purpose and understanding.
language is stress timed to  Read grade-level prose and poetry orally with accuracy,
support comprehension appropriate rate, and expression on successive
readings.
 Use context to confirm or self-correct word recognition
and understanding, rereading as necessary.
uses knowledge of
demonstrates stress and intonation of  Use informal English when appropriate to task and
understanding that a change speech to appropriately situation with correct intonation (stress, pitch, juncture)
in stress entails a change of evaluate the speaker‟s
meaning to evaluate the intention, purpose and Use formal English when appropriate to task and
speaker‟s/ author‟s purpose meaning situation with correct intonation (stress, pitch, juncture)
and meaning
 Analyze figures of speech to evaluate a variety of

demonstrates analyzes text types to literary text (Onomatopoeia, Alliteration, Assonance,
Listening understanding of various effectively understand Consonance, Personification, Apostrophe)
Comprehension linguistics nodes to information/ message(s)  Listen to narrative texts paying extra attention to
comprehend various texts descriptive details and clear event sequences
(Situation, Narrator and/or characters, Sequence
of events, Conclusion that follows from the
narrated experiences or events)
 Identify the elements of an informational/factual text
(Informational Reports, Dialogues, Procedures,
Explanations, Descriptions, Expositions (Cause and
Effect, Problem-Solution-Contrast)

uses linguistic cues to  Distinguish among purposes for listening, such as
demonstrates effectively construct gaining information or being entertained, and take notes
understanding of text types meaning from a variety of as appropriate
to listen for different texts for a variety of  Recall significant details and sequence accurately
purposes from a variety of purposes  Follow a speaker's argument and represent it in notes
texts  Evaluate the reliability of information in a
communication, using criteria based on prior knowledge
of the speaker, the topic, and the context and on
analysis of logic, evidence, propaganda devices, and
language
demonstrates uses literal information  Paraphrase portions of a text read aloud
understanding of text types from texts heard to  Summarize and explain the information conveyed in an
in order construct feedback construct an appropriate oral communication, accounting for the key ideas,
feedback structure, and relationship of parts to the whole
Alphabet
knowledge
Spelling
Phonics and Word
Recognition
Phonological
Awareness
demonstrates
understanding that printed uses knowledge of  Use combined knowledge of all letter-sound
words are made up of phonics (analytic and correspondences, syllabication patterns, and
Vocabulary interconnected letters with synthetic) to effectively morphology (e.g., roots and affixes) to read accurately
separate sounds that are decode grade-appropriate unfamiliar multisyllabic words in context and out of
blended together to form words context.
coherent pattern of sounds
 Compare and contrast the varieties of English (e.g.,
dialects, registers) used in stories, dramas, or poems.
 Use context (e.g., cause/effect relationships and

demonstrates uses strategies to comparisons in text) as a clue to the meaning of a word
understanding that words decode correctly the or phrase.
are composed of different meaning of words in  Use common, grade-appropriate Greek and Latin

parts to know that their isolation and in context affixes and roots as clues to the meaning of a word
meaning changes depending (e.g., photograph, photosynthesis).
in context  Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases,
including those that signal contrast, addition, and other
logical relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition).
 Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find
the pronunciation and determine or clarify the precise
meaning of key words and phrases.
uses figurative
demonstrates language appropriately in  Interpret figurative language, including similes and
understanding of figurative various contexts metaphors, in context.
language, word relationships
and nuances in word  Recognize and explain the meaning of common idioms,
meanings to develop word adages, and proverbs.
consciousness
 Use the relationship between particular words (e.g.,
synonyms, antonyms, homographs) to better
understand each of the words.
Book and Print
Knowledge
demonstrates uses linguistic cues to
understanding of various appropriately construct  Analyze figures of speech to evaluate a variety of
linguistics nodes to meaning from a variety of literary texts (simile, metaphor, personification,
Reading comprehend various texts texts for a variety of culture-based euphemism)
Comprehension purposes
 Analyze figures of sounds to evaluate a variety of
demonstrates uses knowledge of
literary texts (onomatopoeia, alliteration, assonance,
understanding of text text types to correctly
consonance)
elements to comprehend distinguish literary from
various texts informational texts
 Identify the elements of narratives
demonstrated uses diction (choice of
understanding of writing words) to accurately 1. Theme
styles to comprehend the analyze author‟s tone, 2. Setting
author‟s message mood, and point of view 3. Characters (Heroes and Villains)

uses literal information 4. Plot (chronological-sequential, en medias res,
from texts to aptly infer flashback)
demonstrates and predict outcomes
understanding that reading a  Identify the elements of an informational/factual texts
wide range of texts provides 1. Informational Reports
pleasure and avenue for 2. Dialogues
self-expression and personal 3. Procedures
development 4. Explanations
5. Descriptions
6. Expositions (advertisements, movies, etc.)
7. Recounts
8. Response
 Locate, explain and use information from text feature

and organize information to show understanding of
main ideas within a text through
drafts texts using
appropriate text types for
demonstrates a variety of audiences and  Write a poem on a given topic to express thoughts on
Writing and understanding of different purposes experiences, people or events using visual imagery,
Composition formats to write for a variety edits texts using appropriate language and music (raps, jingles, chants)
of audiences and purposes appropriate text types for  Write a narrative showing comparison and contrast
a variety of audiences and using effective technique, clear and concise language
purposes and systematic organization of ideas
rewrites/revises texts  Write various texts using appropriate propaganda/s
using appropriate text (band wagon, plain folks, glittering generalities,
express ideas effectively types for a variety of testimonial)
in formal and informal audiences and purposes  Write various informational/factual texts to produce
compositions to fulfill their publishes texts using spontaneous and planned speech/utterances
own purposes for writing appropriate text types for 8. Informational Reports
a variety of audiences and 9. Dialogues
purposes 10. Procedures
11. Explanations
12. Descriptions
13. Expositions (advertisements, movies, etc.)
14. Recounts

STANDARD
NOUNS
 Use single-word nouns Noun phrases
uses the correct  Use foreign pluralization (forming plurals by changing
demonstrates command function of nouns, the spelling)
Grammar of the conventions of pronouns, verbs, VERBS
standard English grammar adjectives, and adverbs in  Form and use the progressive (e.g., I was walking; I am
and usage when writing or general and their walking; I will be walking) verb tenses.
speaking functions in various  Use modal auxiliaries (e.g., can, may, must) to convey
discourse (oral and various conditions.
written)  Form and use the perfect (e.g., I had walked; I have
walked; I will have walked) verb tenses.
 Use verb tense to convey various times, sequences,
states, and conditions.
 Recognize and correct inappropriate shifts in verb
tense.*
demonstrates command uses the correct PRONOUNS
of the conventions of function of nouns,  Use relative pronouns (who, whose, whom, which, that)
standard English grammar pronouns, verbs, and relative adverbs (where, when, why).
and usage when writing or adjectives, and adverbs in ADJECTIVES
speaking general and their  Order adjectives within sentences according to
functions in various conventional patterns (e.g., a small red bag rather than
discourse (oral and a red small bag).
written) ADVERBS
 Order adverbs within sentences according to
conventional patterns
PREPOSITIONS
 Form and use prepositional phrases.
speaks and writes  Use a variety of sentence functions (declarative,
using good command of imperative, interrogative, exclamatory)
the conventions of  Produce complete sentences, recognizing and
demonstrates command standard English correcting inappropriate fragments and run-ons.
of the conventions of  Use compound complex sentences

standard English grammar  Use correlative conjunctions (e.g., either/or,
and usage when writing or neither/nor).
speaking  Use transitions markers that denote cause-effect and
similarities-differences
 Use correct capitalization.
 Use comma and quotation marks to mark direct speech
and quotations from a text.
 Use a comma before a coordinating conjunction in a
compound sentence.
 Use a comma to separate an introductory element from
the rest of the sentence.
 Use punctuation to separate items in a series
 Use a comma to set off the words yes and no (e.g.,
Yes, thank you), to set off a tag question from the rest
of the sentence (e.g., It’s true, isn’t it?), and to indicate
direct address (e.g., Is that you, Steve?).
 Use underlining, quotation marks, or italics to indicate
titles of works.
demonstrates utilizes discrete  Use glossary and index of texts
understanding of library techniques (general or  Use the dictionary to determine information of unknown
Research skills to research a variety of specific) and applies or unfamiliar words
(used to be Study topics appropriately them to all  Use basic library skills to research for familiar topics
Strategies) or most fields of study  Conduct short research projects that build knowledge
about a topic.
demonstrates uses a variety of  Identify sources and gather relevant information for use
understanding of the research strategies to in shared writing
research process to write a effectively write a variety  Participate in shared writing about familiar topics, topics
variety of texts of texts for various introduced through printed materials and other
audiences and purposes classroom activities (Ex. Writing as a group about a
book unit, field trip, or other shared experiences
applies knowledge of
demonstrates the various forms and  Describe different forms and conventions used in print,
understanding of the forms conventions of print, non- non-print and digital materials (colors, lines, layout,
and conventions of print, print, and digital materials icons and images, verbal use)
Viewing non-print, and digital to appropriately
materials to understand comprehend print, non-  Describe different forms and conventions of film and

various viewing texts print, film and moving moving pictures (lights, blocking, direction,
texts characterization, acting, dialog, setting or set-up,
cinematography)
demonstrates evaluates effectively  Analyze the forms and conventions used to
understanding of the various the message constructed establish the following (Meaning/ message, Identity
forms and conventions of and conveyed in various
print, non-print, and digital viewing texts  Analyze the versions of reality created and their effects
materials to the viewer and society (Limited reality, Make believe,
Realities embedded in fantasy, Facts and non-facts)
demonstrates applies different views  Identify the target audience
understanding of the various of the real world to  Analyze the setting used in print, non-print and digital
forms and conventions effectively interpret materials (Urban or Rural; Affluent or Poor)
materials to critically analyze (deconstruct) constructed  Analyze the characters used in print, non-print, and
the meaning constructed in meaning in print, non-print digital materials (Age and gender, Race and
print, non-print, and digital and digital materials nationality, Attitude and behavior)
materials  Determine constructs that are explicitly used to
influence viewers (Stereotypes, Point of view,
Propagandas)
demonstrates applies understanding
understanding of of forms and conventions  Design simple visuals (Crop, Extract, Modify,
construction, deconstruction, of viewing texts to Transform, Draw)
and reconstruction of print, appropriately create and  Create simple print materials (Icons and Logos, Flyers
non-print and digital recreate meaning/ and Posters)
materials messages  Creates simple non-print materials (Video clips, Still
pictures)
 Participate in discussion by listening attentively,
demonstrating respect for the opinions of others, and
demonstrates applyies knowledge of responding responsibly and courteously to the remarks
understanding of non-verbal non-verbal skills to of others
communication to respectfully give the  Explain and advance opinions by citing evidence and
Attitude communicate with others speaker undivided referring to sources
attention and  Accept and use helpful criticism
acknowledge the  Attend to the content of discussion rather than the
message speaker
 Evaluate the stated ideas and opinions of others,
seeking clarification through questions

 Invite ideas and opinions of others into the discussion,
responding clearly and tactfully to questions and
comments
 Establish and maintain an open mind when listening to
others' ideas and opinions
demonstrates uses paralanguage  Nod occasionally
understanding of verbal and and non-verbal cues to  Smile and uses other facial expressions
non-verbal elements of respond appropriately  Encourage the speaker to continue with small verbal
communication to respond comments like “yes” and uh huh”
back  Assert your opinions respectfully
 Treat the other person as he or she would want to be
treated
 Allow the speaker to finish
demonstrates uses a variety of  Summarize the main points of a discussion, orally
understanding of verbal and strategies to provide and in writing, specifying areas of agreement and
non-verbal elements of appropriate feedback disagreement and paraphrasing contributions
communication to respond  Display and maintain facial expressions, body
back language, and other response cues that indicate
respect for the speaker and attention to the discussion
Participate in discussion without dominating
 Distinguish between supported and unsupported
statements

GRADE 7
PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD: The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and
other texts types for a deeper appreciation of Philippine Culture.
PERFORMANCE
DOMAINS OF CONTENT STANDARD LEARNING COMPETENCIES
STANDARD
LITERACY
Listening Quarter 1 Quarter 1 Quarter 1

Comprehension
The learner The learner determine how stress, intonation, phrasing, pacing, tone
demonstrates accurately and non-verbal cues serve as carriers of meaning that may aid
understanding of how produces a matrix or interfere in the message of the text listened to
stress, intonation, of comparison
phrasing, pacing, tone using the verbal
and non-verbal cues and non-verbal  Recognize differences in voice levels and speech
serve as carriers of cues to determine patterns.
the meaning of the
meaning that may aid or
messages listened  Explain the influence of differences in tone and
interfere in the message to. accent patterns in understanding a message.
of the text listened to
 Listen for important points signaled by shifts in stress
and intonation.
 Determine how pitch, phrasing, and pacing affect

understanding of a message.
 Determine the effect of facial expressions and eye

contact in understanding a message.

 Determine the effect of posture and bodily gestures
in understanding a message.
 Distinguish between and among the functions of non-

verbal cues: repetition, contradiction, substitution,
complementation, and accentuation.
Quarter 2 Quarter 2 Quarter 2
The learner The use active listening strategies based on purposes,

demonstrates learner familiarity with the topic and level of difficulty of short texts
understanding of how to independently listened to
use active listening prepares a non-  Note specific elements of the text listened to
strategies to suit one‟s linear/pictorial
purposes, audience, representation of  Determine the order of significant events/ideas in the text
familiarity with the topic the meaning or listened to
and level of difficulty. message of a
short text listened  Recognize key ideas or turning points in the text listened
to. to
 Note specific words or expressions that signal or

emphasize important details in the text listened to
Determine the tone and mood of the speaker or characters

in the narrative listened to
 Note familiar and unfamiliar details from the listened to
Formulate assumptions or predictions about the contents of

the texts
Infer appropriate responses to listening guide questions
 Infer the purpose of the listened to vis-à-vis the

author‟s background

The learner The
use different listening strategies based on purposes, with
demonstrates learner clearly
the topic familiarity, and level of difficulty of simple informative
understanding of the explains a process
texts and narrating short accounts
different listening strategies in a simple
employed to suit one‟s informative text
purposes for listening, listened to using a
 Note specific details of the text listened to
audience, familiarity with flowchart, tree
the topic and the level of diagram, etc.
 Determine the order of ideas or how the ideas are
difficulty of the simple
informative text. organized in the text listened to
 Recognize main points and supporting ideas in the text

listened to
 Note specific words or expressions that signal or emphasize

details of the text listened to
 Listen to determine steps in a process in informative texts
 Determine the information map suited to different text types,

e.g. flowcharts (for narratives, processes, etc.), tree
diagrams (for classifications and enumerations), and Venn
diagram or grid (for comparison)
 Identify the persons speaking and addressed, and the stand

of the speaker based on explicit statements made
 Formulate assumptions or predictions about the contents of

the narrative texts
The learner The learner listen to appreciate communication roles, expectations and
demonstrates understanding performs an intentions in specific communicative contexts or situations
of the varied communication enhanced
rendition of a
roles, expectations and
listening text  Note the roles and expectations of each speaker in intimate

intentions in specific and consultative situations.
communicative contexts or
situation for appreciation.  Note the roles and expectations of each speaker in casual,
conversational, or informal situations.
 Note the roles and expectations of each speaker in formal

situations.
 Determine the intentions of speakers by focusing on their

unique verbal and non-verbal cues and quality of
participation.
 Predict the outcomes of a verbal exchange listened to and

their possible effects on the speakers and their relationships.
 Express appreciation for entertaining texts (anecdotes,

jokes, fables, myths, tales) by recognizing the punch lines
Oral Language Quarter 1 Quarter 1 Quarter 1
and Fluency
The learner The use the right stress, intonation, phrasing, and pacing
demonstrates understanding learner when reading short written passages aloud and engaging in
of the use of stress, comprehensively interpersonal communication
intonation, phrasing, and presents a
pacing in reading short structured
written passages aloud and conversation  Use appropriate volume and enunciation that meet the
engaging in interpersonal observing correct needs of an oral communication situation.
communication to meet the prosodic patterns.
needs of an oral  Observe correct pronunciation of critical vowel and
communication situation. consonant sounds.
 Observe the right syllable stress pattern in three categories:

two-syllable word stress, compound noun stress, and words
with stress derived from suffixes.
 Observe the right sentence stress using the Rhythm Rule

guidelines for both stressed and unstressed words.

 Distinguish between and among the rising-falling intonation,
rising intonation, and non-final intonation patterns.
 Observe the right phrasing and pacing when reading texts or

passages aloud or participating in conversations.
 Observe the right oral language conventions when inquiring

about, summarizing, or reacting to what has been listened
to/read or observed.
The learner The Use appropriate verbal and non-verbal turn-taking,

demonstrates understanding learner skillfully turn-giving, and topic control strategies while participating in
of how to use appropriate conducts a dialogues and interviews
structured
verbal and non-verbal turn-
interview to get
taking/giving and topic control opinions about  Express needs, opinions, feelings, and attitudes in
strategies while participating current issues. explicit but polite ways
in dialogs and interviews .
 Use appropriate turn-taking cues at the level of words,
phrases, clauses, and sentences
 Vary the organization of interaction using the three-

ordered options: current speaker selects next speaker; next
speaker self-selects as next; or current speaker continues
 Use appropriate verbal and non-verbal turn-giving cues
 Use appropriate topic control strategies to expand

one‟s responses, to emphasize a point, and to evade
possible misinterpretations
 Use a variety of ways to strike a conversation, introduce a

topic, and terminate a conversation
 Ask and answer different types of questions in a dialogue

or interview.

 Use a variety of expressions to affirm, to negate, to see
further clarification, and to summarize points in a dialogue or
interview
The learner The explain orally significant human experiences and ideas based
demonstrates learner presents on literary or expository reading, listening, or viewing
understanding significant an excerpt of a selections in unrehearsed and rehearsed individual and group
human experiences in play highlighting modalities
relation to the ideas significant human
presented in the literary or experiences.
expository reading,  Narrate specific personal experiences related to the ideas
listening, or viewing presented in a selection.
selections.
 Compare and contrast ideas presented in a selection or a
set of related selections.
 Give meaningful comments and insightful observations

based on ideas presented in a selection.
 Express agreement or disagreement with ideas presented

in a selection.
 Talk about why and how people react differently to a

text listened to, read, or viewed based on one‟s
background knowledge, purpose, and point of view.
 State the effect of a text listened to, read, or viewed to

one‟s value system.
 Present points of view and opinions concerning the

message of a selection in creative oral means.
 Provide suggestions in addressing controversial,

problematic, or debatable ideas, issues, or concerns in a

selection.
Ask for and give information, express needs, opinions,

feelings and attitudes explicitly and implicitly in an informative
The learner demonstrates The learner talk
understanding of how to delivers an
disseminate information informative talk
obtained from mass media to
using multi-media  Express needs, opinions, feelings, and attitudes in
to highlight explicit but polite ways
express needs, opinions, important points.
feelings and attitudes.  Use appropriate turn-taking cues at the level of words,
phrases, clauses, and sentences
 Vary the organization of interaction using the three-

ordered options: current speaker selects next speaker; next
speaker self-selects as next; or current speaker continues
 Use appropriate verbal and non-verbal turn-giving cues
 Use appropriate topic control strategies to expand

one‟s responses, to emphasize a point, and to evade
possible misinterpretations
 Use a variety of ways to begin a panel discussion,

introduce the discussion topic, summarize the discussion,
and terminate the discussion
 Ask and answer different types of questions in a panel

discussion
 Use a variety of expressions to affirm, to negate, to see

further clarification, and to summarize points in a panel
discussion

Vocabulary Quarter 1 Quarter 1 Quarter 1
Enhancement
The learner The Establish semantic relationships of words as well as familiar,
demonstrates understanding learner colloquial, and idiomatic expressions.
of the appropriate use of appropriately uses
(Subsumed in all familiar, colloquial, and expressions:  Determine words or expressions in a selection that are
domains) idiomatic expressions in familiar, colloquial, similar or opposite.
different communication idioms in a casual  Determine words or expressions in a selection that have
situations. or informal causal or associative relations.
conversation/
dialogues.  Determine words or expressions in a selection that have
time (temporal) or place (locative) relations.
 Distinguish between familiar and colloquial expressions

commonly used in casual or informal conversations.
 Distinguish between colloquial language and slang.
 Use appropriate idiomatic expressions in a variety of basic

interpersonal communicative situations.
 Select an appropriate familiar, colloquial, or idiomatic word

or expression as a substitute for another word or
expression.
 Explain why familiar, colloquial, and idiomatic expressions

are used more often in oral communication.
The learner The learner Establish semantic relationships of words including figurative
demonstrates creatively prepares and academic language.
understanding of the a scrapbook of
various academic and poems and other  Distinguish between literal and figurative expressions.
figurative language to texts highlighting
enable him/her to figurative language.  Identify figures of speech that show comparison (simile,
understand underlying metaphor, and analogy).
meanings of selections

read or passages listened  Identify figures of speech that show contrast
to. (irony, oxymoron, and paradox).
 Identify figures of speech that show emphasis (hyperbole

and litotes).
 Differentiate figurative language from academic language.
 Explain the three functions of academic language: to

describe complexity, to describe higher order thinking, and
to describe abstraction.
The learner The Identify collocations and arrange words or expressions in

demonstrates learner accurately categories and clusters.
understanding of presents semantic
collocations as a means of organizers to show
expressing one‟s self and categorization and  Identify collocations used in a selection.
clustering words to widen clustering of words
one‟s vocabulary that will or expressions.  Identify the common forms of collocations: (a) adverb +
aid in meaningful and adjective, (b) adjective + noun, (c) noun + noun, (d) noun
worthwhile communication. + verb, (e) verb + noun), (f) verb + expression with
preposition, and (g) verb + adverb.
 Explain why collocations are useful in making the meaning

of expressions clearer.
 Determine words or expressions in a selection with genus-

species (hyponymous) relations
.
 Determine words or expressions with part-whole (partitive)
relations
 Devise categories and sub-categories to cluster ideas.
 Use a variety of semantic organizers to show
categorization and clustering of words or expressions.

The learner The learner
Analyze analogies and arrange words or expressions in clines.
demonstrates understanding proficiently writes a
of analogies and word clines version of a passage
that helps in determining or dialogue using
 Determine the relationship of words or expressions
relationship of words and vocabulary in specific
arranged in analogies.
expressions within a fields and for different
 Supply other words or expressions that complete an
passage and in enriching purposes.
analogous series of words or expressions.
one‟s vocabulary.
 Identify words or expressions that have multiple meanings
(homonymous or polysemous words or expressions).
 Identify words or expressions used in a selection that

show varying shades of meaning (gradients).
 Identify common categories of clines that are useful in

learning vocabulary in specific fields.
 Create or expand word clines.
 Explain how analogies and clines enrich one‟s vocabulary.

Reading and Quarter 1 Quarter 1 Quarter 1
Comprehension The learner The learner Use different reading styles (scan, skim, read closely,
demonstrates understanding produces a etc.) to suit the text and one‟s purpose for reading
and appreciation of various creative
literary and informative texts compilation of  Scan for specific information
with emphasis on Philippine Philippine folk
folk literature to develop literature and draws  Skim rapidly for major ideas using headings as guide
better understanding of the out in them inherent  Read closely to find answers to specific questions, note
human condition and the Filipino values to be
environment. presented in a sequence of events, etc.
personally preferred Use non-linear visuals as comprehensive aids in content
format.
texts
 Transcode orally and in writing the information presented

in diagrams, charts, table, graphs, etc.
 Give the meaning of signs and symbols used (road signs,

prohibited signs, etc.) and evaluate their effectiveness
Locate places and follow directions using a map

The learner The learner Use appropriate mechanisms/tools in the library for
demonstrates retells a story locating resources
understanding of the creatively using
interesting accounts of appropriate sources
people‟s ideas, feelings, of information,  Use the card catalogue, the online public access catalogue,
and values pertinent to the multimedia and or electronic search engine to locate specific resources
development of their culture technology.
and society using the most
appropriate sources of  Get information from the different parts of a book and from
information and technology general references in the library
with emphasis on Philippine
literature in English and
other text types.  Gather current information from newspapers and other
print and non-print media
Locate and synthesize essential information found in any

text
 Distinguish the statement of facts from beliefs
 Evaluate the accuracy of the information
 Draw conclusions from the set of details
 Point out relationships between statements
The learner The learner Use ideas and information gained from previous
demonstrates understanding interpretatively and readings and personal experiences to better understand a text

of the distinct features and proficiently performs
the development of Filipino in a choral
ancient poetry, their reading.  Use background knowledge or schema as basis for
elements and the poetic conjectures and hypothesis made while reading a text
devices using the
appropriate language forms
and functions.  Synthesize previous learnings with new insights
 Use illustrations to activate background knowledge and to

get a pictorial representation of what is discussed in a text
Conduct a covert dialogue with the writer as a basis for

formulating and modifying hypotheses
 Formulate and modify hypotheses based on information

 Distinguish fact from opinion, fantasy from reality
 React to assertions made in the text
 Make predictions and anticipate outcomes
The learner The Use varied text types to develop extensive reading
demonstrates understanding learner writes skills
of the distinctive features of vividly a personal
essays and other text types /reflective essay  Interpret instructions, directions, notices, rules and
used by the Filipino authors that expresses regulations correctly
to present lessons learned meaningful views
from experiences and and insights based  Make generalizations and significant abstractions from
personal observations. from the different different text types
texts read.
 Distinguish between general and specific statements
The
learner writes a  Sequence/reorganize ideas or information
summary in book  Cite evidences to support a general statement
report.
 Organize information read into an outline

Use structural, lexical and contextual devices in deriving
the meaning of unknown words and ambiguous and
information-dense discourse

Identify the sense and reference of words in reading texts
for a better understanding of the selection
Literature Quarter 1 Quarter 1 Show understanding and appreciation of various literary
types e.g. stories (legends, fables, myths, folktales), poems,
The learner The learner essays, dramas (with emphasis on Philippine literature)
demonstrates understanding proficiently
of how the structure and compiles  Identify the elements of a literary form which distinguishes
content of various literary Philippine Folk it from other literary forms: short story, poem, essay,
types (Philippine literature) Literature stating drama
reflect the ideals, beliefs, the values
culture and experiences of underscored in the
the Filipino people to literary pieces.  Explain the characteristics of fables, legends, myths,
express one‟ identity and folktales
cultural heritage.
 Point out the author‟s technique for characterization
 Determine the text structure of essays
Explain poetic devices, use of local color, figurative

language and sensory images in literary forms
The learner The learner Discover literature as an art form serving as a means of
demonstrates understanding interpretatively and developing better understanding of human condition and
of the distinctive features, proficiently the environment
aesthetic elements and performs in an
underlying objectives of excerpt of a play
varied literary and other text or drama  Express appreciation of one‟s identity and
types of Philippine literature highlighting human cultural heritage
better understanding of rights.
human condition and the
environment.  Show appreciation for worthwhile local traditions and

practices expressed in Philippine literature and the values they
represent
 Discover literature specifically Philippine literature as a

means of highlighting human rights in varied genres
 Express appreciation of literature expressive of the

Filipino identity
The learner The Determine the conflicts presented in literature /viewing

demonstrates understanding learner creatively selections and the need to resolve those conflicts in a non-
of distinct features of interprets a poem violent way
narrative, lyric and dramatic through a tableau
poetry, their elements and
the poetic devices in  Infer motives, attitudes and values of a character from
Philippine literature and what the person does (action/manner) says and what
other text types for better others say about him/her
understanding of Philippine
culture.
 Anticipate events and outcomes from a series of details or
acts
 Single out events that form the plot of a short story

 Express appreciation of sensory images in literary forms
The learner The learner Discover through Philippine literature the need to work
demonstrates understanding participates in a cooperatively and responsibly in today‟s global village
of the basic features, parts, literary character

structure, and pattern of parade showcasing  Take note of Filipino cultural values underscored in Philippine
development that make tone Filipino cultural literature
and style of Philippine values and
essays to appreciate Filipino economic
cultural values underscored development.  Show whether a literary piece affirms, modifies or changes
in Philippine literature. one‟s value system
 Note the values underscored by the writer in literary pieces
 Distinguish literature as a means of gaining vicarious

experiences
Viewing Quarter 1 Quarter 1

Comprehension Extract information from a program viewed
demonstrates understanding produces program Organize information from a program viewed
of the different text types portfolio that
and genres of programs to monitors their Distinguish basic genres of program viewed
effectively derive information progress as viewers Validate the information derived from the genres of the
and make this information in terms of interest,
meaningful. preference, and program viewed
reflections on Observe details, sequence and relationships of events
individual viewing
behaviors. Narrate events logically
Form mental images of the information conveyed by a
program viewed
Raise questions about a program viewed
Answer the questions raised from a program viewed
The learner The learner Grasp the message conveyed by a program viewed
demonstrates understanding produces a
of the various analytical and reaction paper of a Form mental images of the information conveyed by a
evaluative techniques program viewed.

employed in critical viewing. program viewed
React appropriately to a program viewed
Decode meaning of unfamiliar words
Follow a series of directions while viewing
Give the big ideas or key concepts from gestures of
interlocutors
The learner The learner Determine reality and fantasy from a program viewed
demonstrates understanding writes an
of how viewing conventions evaluation paper Compare television content to outside sources of
affect the way viewers of a program information
grasp, interpret, and viewed.
evaluate the meaning of a Determine one‟s own television-viewing behavior
program viewed.
Discuss the principles of lay outing in a viewing material
The learner The learner Discuss the principles of lay outing in a viewing material
demonstrates understanding presents a review
Discriminate between and among colors and how they
of how viewing conventions of a program
affect the way viewers incorporating symbolize ideas
grasp, interpret, and viewing
Distinguish basic camera functions
evaluate the meaning of a conventions.
program viewed. Verify how symmetry provides balance
Identify the concept of perspective through vantage points
in viewing
Writing Quarter 1 Quarter 1 Quarter 1
Distinguish between oral and written modes of language use
The learner The learner with emphasis on their exclusive features and properties.
demonstrates understanding writes a retell of a
of written modes of myth or a legend.  Compare and contrast the basic features and kinds
paragraph development with of paragraph

emphasis on the basic
features and kinds of  Recognize the features of literary writing and academic
paragraph development to writing
produce a simple text.
 Recognize the common purposes for writing
 Recognize the parts of a simple paragraph based on

writing purpose
 Follow steps in crafting a simple paragraph of five to seven

sentences
 Retell a chosen myth or legend in a series of three five-to-

seven-sentence paragraphs
 Revise a series of simple paragraphs in terms of content,

style, and mechanics collaboratively and independently

Compose short personal narrative texts using appropriate
The learner The learner literary and cohesive devices.
demonstrates writes a well-thought-
understanding of writing out personal narrative  Identify features of narrative writing.
personal narratives and revolving on a
other text types using particular personal  Distinguish between and among a journal entry, an
appropriate literary and advocacy. anecdote, a travelogue, a personal letter, and a blog entry
cohesive devices to .
produce a unified text.  Compose a series of journal entries.
 Compose an anecdote based on a significant personal

experience.
 Compose a travelogue.
 Compose a personal letter to a friend, relative, and other

people.

 Compose and upload a blog entry based on a particular
personal topic of interest.
 Revise a piece of narrative writing in terms of content,

style, and mechanics collaboratively and independently.
The learner demonstrates The learner writes a Organize information into short written discourse using
understanding of the features moving appropriate literary and cohesive devices.
and elements of personal/reflective  Analyze the features and basic types of short written
personal essays, and feature essay. personal/reflective essays.
articles to write for a variety
 Distinguish between and among a capsule biography,
of audiences. biographical sketch, and feature article.
 Organize information gathered from primary and

secondary sources using a graphic organizer.

secondary sources using a simple topic outline
.
 Compose a capsule biography of a person interviewed.
 Compose a biographical sketch of an interviewed person

whose backgrounds were also researched.
 Compose a feature article based on a personally selected

topic.
 Revise a piece of short personal writing in terms of

content, style, and mechanics collaboratively and
independently.

The learner The learner Use persuasive devices to express opinion and to construct
demonstrates understanding creatively basic mass communication materials.
of how to use persuasive constructs basic
devices to construct basic mass
communication materials. communication  Formulate a statement of opinion or assertion.
materials such as
print, radio, and TV  Recognize the elements and features of print, radio, TV,
ads and and ads and campaigns
campaigns. .
 Use basic persuasion techniques to create a print ad and
campaign: association, bandwagon, testimonials, fear,
humor, bribery, intensity, and repetition.
 Polish and revise the components of a persuasive material

in terms of content, style, and mechanics collaboratively
Grammar Quarter 1 Quarter 1 Quarter 1
The learner The learner Formulate grammatically correct sentences

demonstrates understanding communicates
of the set of structural rules effectively in oral  Observe rules on subject-verb agreement.
in English language that and written forms
govern the composition of using the correct  Observe consistent tense.
words, phrases, and clauses grammatical forms  Observe rules on pronoun-antecedent agreement.
to communicate effectively and structures of
in oral and written forms English  Formulate correct simple sentences.
using the correct  Formulate compound sentences.
grammatical structures of
English.
The learner The Expand grammatically correct sentences

demonstrates understanding learner
of the set of structural rules communicates  Use correct determiners.
in English language that effectively in oral
govern the composition of and written forms  Use varied noun complementation forms.

words, phrases, and using the correct
clauses to communicate grammatical forms  Use varied verb complementation forms.
effectively in oral and and structures of
written forms using the English  Formulate meaningful kernel sentences.
correct grammatical
structures of English  Formulate embedded sentences.
 Employ a variety of cohesive devices in composing short

personal narratives.
The learner The Formulate meaningful and grammatically correct

demonstrates understanding learner speech forms.
of the set of structural rules communicates
in English language that effectively in oral  Formulate meaningful question forms.
govern the composition of and written forms  Formulate meaningful short answers.
words, phrases, and clauses using the correct  Formulate meaningful reply questions.
to communicate effectively grammatical forms  Formulate direct speech forms.
in oral and written forms and structures of
using the correct English  Formulate reported speech forms.
English  Employ a variety of cohesive devices in composing short
The learner The Use simplified and grammatically corrects

demonstrates understanding learner expressions.
of the set of structural rules communicates  Observe proper tense simplification rules.
in English language that effectively in oral  Use appropriate auxiliary and modal verbs.
govern the composition of and written forms  Use persuasive language forms or expressions.
words, phrases, and clauses using the correct
to communicate effectively grammatical forms
in oral and written forms and structures of  Use varied adjective complementation forms.
using the correct English.
English

Attitude towards Quarter 1 Quarter 1 Quarter 1
language, literacy
and literature
(Subsumed in all
domains)
Study Strategies Quarter 1 Quarter 1 Quarter 1

(Subsumed in
Reading,
Literature, and
Writing)

GRADE 8
PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD: The learner demonstrates communicative competence through his/ her understanding of Afro-Asian Literature and
other texts types for a deeper appreciation of Philippine Culture and those of other countries.
DOMAINS OF CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES

LITERACY STANDARD
Listening Quarter 1 Quarter 1 Quarter 1

Comprehension
The learner demonstrates The learner accurately Recognize prosodic features: stress, intonation and
understanding of the prosodic produces a schematic pauses serving as carriers of meaning that may aid or
features and non-verbal cues diagram to note and interfere in the delivery of the message in stories and
informative texts
that serve as carriers of give an account of the
meaning when listening to important details in  Note prosodic features (stress, intonation, pauses) and
informative texts and longer long narratives or rate of speech as carriers of meaning
narratives to note significant descriptions listened
details. to.
 Recognize changes in meaning signaled by stress,
intonation and pauses
 Listen to points the speaker emphasizes as signaled by

contrastive sentence stress determine how stress,
intonation, phrasing, pacing, tone and non-verbal cues
serve as carriers of meaning that may aid or interfere in
the message of the text listened to
The learner demonstrates The Employ appropriate listening skills when listening to
understanding on how learner creates an descriptive and long narrative texts
employing projective listening audio – video (e. g. making predictions, noting the dramatic effect of
presentation

strategies to descriptive and highlighting the core sudden twists, etc.)
longer narrative audio texts, message of a text
helps him/her to validate listened to.
information, opinion, or
 Employ projective listening strategies with longer
assumption to participate well stories
in specific communicative
context .
 Listen to determine conflicting information aired over
the radio and television
The learner demonstrates

understanding of adjusting  Listen for clues to determine pictorial representations
listening strategies (marginal, of what is talked about in a listening text
selective, attentive, critical) in
relation to the main purpose
of listening, one‟s familiarity
with the topic and difficulty of
the text describing a process
and narrating longer stories
to suit the listening text and
task.
The learner demonstrates The learner proficiently Determine the persons being addressed in an
understanding in validating writes an editorial informative talk, the objective/s of the speaker and his/her
information, opinions, or article concerning an attitude on the issues
assumptions made by a issue raised by the  Use attentive listening strategies with
speaker to arrive at sound speaker in a text informative texts
decisions on critical issues. listened to.
 Note clues and links to show the speaker‟s stand and
assumptions

 Listen for clues and links to show the speaker‟s
train of thoughts
 Determine the stand of the speaker on a given

issue
 Listen to get the different sides of social, moral,
and economic issues affecting a community
The learner The learner creatively Process speech delivered at different rates by making
demonstrates understanding renders a choric inferences from what was listened to
of how the orchestration of interpretation of a text
harmony, unison, rhythm and listened to
 Use syntactic and lexical clues to supply items not
the structure of narratives
listened to
and other text types enable
him or her to appreciate their  Anticipate what is to follow in a text listened to
richness. considering the function/s of the statements made
Express appreciation for texts orally interpreted noting

harmony, unison, and rhythm.
 Listen to appreciate the tune and the narrative

structure of ballads
 Listen to appreciate harmony, unison, and rhythm in

choric interpretations.
Oral Language Quarter 1 Quarter 1 Quarter 1
and Fluency
The learner The learner Use appropriate registers to suit the intended audience,
demonstrates actively participates and variation in intonation and stress for emphasis and

understanding of how to in a conversational contrast
speak in clear, correct dialogue about
English appropriate for a school/environmental o Express feelings and attitudes by utilizing
certain situation, purpose issues or any current contrastive stress and variations of tone and tempo
and audience. social concerns.
o Use stress, intonation, and juncture to signal
changes in meaning
The learner The learner Ask for and give information, and express needs,
demonstrates joins actively in a opinions, feelings, and attitudes explicitly and implicitly
understanding of the various panel discussion in an informative talk
means on how figurative on a current issue or
and academic language can concern.  Formulate responses to questions noting the types
be used in various of questions raised (yes-no, wh-questions,
communication settings. alternative, modals, embedded)
 Make inquiries
 Give information obtained from mass media:

newspapers, radio, television
 Highlight important points in an informative talk using

multi-media resources
The learner demonstrates The learner proficiently Use appropriate turn-taking strategies (topic nomination,
understanding of using turn- conducts a formal, topic development, topic shift, turn-getting, etc.) in
taking strategies in extended structured interview extended conversations
conversations to effectively of a specific subject.
 Interview persons to get opinions about certain
convey information. issues
 Respond orally to ideas and needs expressed in
face-to-face interviews in accordance with the intended

meaning of the speaker
 Use communication strategies (e.g. paraphrase,

translations, and circumlocution) to repair breakdown in
communication
Arrive at a consensus on community issues by assessing

statements made
The learner demonstrates The learner
understanding of speech competently  React to information obtained from talks
functions and forms as delivers an
informative
indicators of meaning.
speech using  Interview persons to get their opinions about social
multi-media issues affecting the community
resources to
highlight important  Agree/Disagree with statements, observations and
points. responses made when issues affecting the community
 Infer the function/s of utterances and respond

accordingly taking into account the context of the
situation and the tone used
Vocabulary Quarter 1 Quarter 1 Quarter 1

Enhancement
The learner The learner Develop strategies for coping with unknown words
demonstrates creatively produces an and ambiguous sentence structures and discourse
understanding of the e-portfolio of
(Subsumed in all strategies for coping with o Differentiate between shades of meaning by
vocabulary illustrating
domains) the unknown words and arranging words in a cline
ambiguous sentence the use of varied
structures and discourse to strategies.
arrive at meaning. o Guess the meaning of idiomatic expressions by
noting keywords in expressions, context clues,
collocations, clusters, etc.

o Arrive at the meaning of structurally complex and
ambiguous sentences by deleting expansions to come up
with kernel sentences
The learner The learner Develop strategies for coping with unknown
demonstrates creatively prepares a words and ambiguous sentence structures and discourse
understanding of the comparative log of
strategies for coping with academic and o Identify the derivation of words
the unknown words and figurative language
ambiguous sentence reflected in
structures and discourse to documents with the o Define words from context and through word
arrive at meaning. same themes. analysis (prefix, roots, suffixes)
o Use collocations of difficult words as aids in

unlocking vocabulary
o Arrive at the meaning of structurally complex and

ambiguous sentences by separating kernel sentences from
modification structures and expansions
The learner The Develop strategies for coping with unknown words
demonstrates learner creatively and ambiguous sentence structures and discourse
understanding of the produces a o Identify the derivation of words
strategies for coping with frequency word list.
the unknown words and
ambiguous sentence o Define words from context and through word analysis
structures and discourse to (prefix, roots, suffixes
arrive at meaning.
 Arrive at the meaning of structurally complex and

ambiguous sentences by separating kernel
sentences from modification structures and
expansions.
The learner The learner Develop strategies for coping with unknown words and
demonstrates proficiently produces a ambiguous sentence structures and discourse
understanding of the glossary of words
strategies for coping with related to specific o Identify the derivation of words
the unknown words and disciplines.
ambiguous sentence
structures and discourse to o Define words from context and through word
arrive at meaning. analysis (prefix, roots, suffixes)

 Arrive at the meaning of structurally complex and

ambiguous sentences by separating kernel sentences
from modification structures and expansions
Reading and Quarter 1 Quarter 1 Quarter 1
Comprehension The learner The learner Adjust reading speed based on one‟s purpose for reading
demonstrates understanding produces a Reading and the type of materials read
of the different reading Log showing various
styles to suit the text and entries like the  Use different reading styles to suit the text and
one‟s purpose for reading. choice of reading one‟s purpose for reading
materials, the type of
reading employed,  Scan rapidly for sequence signals or connectors as
etc. basis for determining the rhetorical organization of
texts
 Skim to determine the author‟s key ideas and

purpose by answering questions raised after
surveying the text
 Read closely to select appropriate details from a
selection for specific purposes

Evaluate content, elements, features, and properties of a
demonstrates proficiently uses
reading or viewing selection using a set of criteria developed in
understanding of textual advanced
consultation (with peers and the teacher)
relationships using non- organizers/
linear forms and graphics illustrations
to obtain information from showing textual
 Explain visual-verbal relationships illustrated in tables,
linear and non-linear texts. relationships.
graphs, information maps commonly used in content area texts
 Transcode information from linear to non-linear

texts and vice-versa
 Explain illustrations from linear to non-linear texts

and vice versa
 Organize information illustrated in tables, graphs

and maps
The learner The learner Utilize varied reading strategies to process information
demonstrates understanding creatively produces a in a text
of varied reading approaches digital chart of
to make sense and develop various text types  Recognize the propaganda strategies used in
appreciation for the different with clickable advertisements and consider these in formulating
text types. features. hypotheses
 Distinguish between facts from opinions
 Use expressions that signal opinions (e.g. seems, as I
see it)
 Note the function of statements made as the text

unfolds and use it as a basis for predicting what is to
follow
 Express emotional reactions to what was asserted or

expressed in a text
 Employ approaches best suited to a text
 Note the functions of statements as they unfold

and consider the data that might confirm/disconfirm
hypothesis
 Examine for bias
 Determine the validity and adequacy of proof

statements to support assertions
 React critically to the devices employed by a

writer to achieve his/her purpose
The learner The learner Utilize knowledge of the differences among text types
demonstrates understanding prepares an (instructional, explanatory, recount, persuasive, informational
of how to abstract abstract of a text and literary) as an aid in processing information in the
information presented in read. selection read or viewed
different text types and to
note explicit and implicit
signals used by the writer.  Assess the content and function of each statement in a
text with a view of determining the information structure of
the text
 Abstract information from the different text types by noting
explicit and implicit signals used by the writer
 Interpret instructions, directions, notices, rules and
regulations
Locate and synthesize essential information found

in any text

 Distinguish the statement of facts from beliefs.
 Evaluate the accuracy of the information.
 Draw conclusions from the set of details.
 Point out relationships between statements.
 Distinguish between general and specific
statements.

Literature Quarter 1 Quarter 1 Discover literature as a means of understanding the
human being and the forces he/she to contend with
demonstrates creatively and  Discover through literature the symbiotic relationship
understanding of the proficiently performs between man and his environment and the need of the
different genres through the in a choral reading former to protect the latter
types contributed by Afro- of a chosen Afro-
Asian countries to express Asian poem.
appreciation for Afro-Asian  Demonstrate a heightened sensitivity to the needs
heritage. of others for a better understanding of man
 Discover through literature the links between one‟s

life and the lives of people throughout the world
 Highlight the need for a more just and equitable

distribution of resources
The learner The learner Show understanding and appreciation for the different
demonstrates creatively compiles genres with emphasis on types contributed by Asian
understanding of how Afro-Asian literary countries (i.e. Haiku, Tanka, etc.)
significant human pieces as accounts
experiences are best of experiential  Point out the elements of plays and playlets
captured in various literary learning.
forms that inspire humans to
bring out the best in them.  Determine the macro discourse patterns of essays and

the macro discourse signals used to establish meaning
relationships in the essay
 Determine the author‟s tone and purpose for writing
the essay
 Point out how the choice of title, space

allotment, imagery, choice of words, figurative
language, etc. contribute to the theme
 Explain figurative language used

 Express appreciation for sensory images in literary
forms
 Show understanding of the text by paraphrasing
passages
The learner The Discover Philippine and Afro Asian literature as a means
demonstrates learner produces a of expanding experiences and outlook and enhancing
understanding of the critical review of worthwhile universal human values
different genres to heighten articles with the
literary competence. same themes but  Express appreciation for worthwhile Asian traditions
different genres. and the values they represent
 Assess the Asian identity as presented in Asian

literature and oneself in the light of what makes one an
Asian
 Identify oneself with other people through literature

taking note of cultural differences so as to get to the
heart of problems arising from them
The learner The learner Point out the role of literature in enabling one to grow
demonstrates produces an e- in

understanding of how literary folio which personhood
literature mirrors the captures significant
realities of life and depicts human experiences.  Discriminate between what is worthwhile and what
human aspirations. is not through literature
 Distinguish as positive values humility,
resourcefulness, self-reliance and the ability to look into
oneself, and accept one‟s strengths and weaknessess
Viewing Quarter 1 Quarter 1  Organize information extracted from a program viewed

Comprehension
The learner The learner  Compare and contrast basic genres of programs viewed
demonstrates produces program
understanding of the portfolio that  Narrate events logically
different text types and monitors his/her
genres of programs viewed progress as a viewer  Validate mental images of the information conveyed by
to effectively derive (in terms of interest, a program viewed
information and find preference, and
meaning in them reflections on  Respond to questions raised in a program viewed
individual viewing
behaviors).
The learner The learner  Discern positive and negative messages conveyed by a
demonstrates effectively writes program viewed
understanding of the reactions to movies
different text types and viewed. (movie
 React appropriately and provide suggestions based on
genres of programs viewed review)
an established fact
to effectively derive
information and find
The learner  Decode the meaning of unfamiliar words using structural
meaning in them.
presents a review of analysis
a program viewed.
 Follow task- based directions shown after viewing
 Interpret the big ideas/key concepts implied by the facial

expressions of interlocutors

The learner The learner  Analyze the elements that make up reality and fantasy
demonstrates produces a reaction from a program viewed
understanding of the various paper to a program
analytical and evaluative viewed.  Compare and contrast one‟s own television-
techniques employed in viewing behavior with other viewers‟ viewing
critical viewing. behavior
 Organize an independent and systematic approach in

critiquing various reading or viewing selection
The learner The learner  Recognize the principles of lay outing in viewing a
demonstrates puts up a model material
understanding of how television
viewing conventions affect production  Explore how colors appeal to viewer‟s emotions
the way viewers grasp, incorporating viewing
interpret, and evaluate the conventions.  Identify basic camera angles
meaning of a program
viewed.  Ascertain how balance created by symmetry affects
visual response to a program viewed
 Differentiate between vantage points and viewing

Writing Quarter 1 Quarter 1 Quarter 1
Accomplish forms and prepare notices
demonstrates understanding proficiently prepares a  Write the information asked for in the following forms:
of giving valuable personal brochure on the  School forms
information and information  Bank forms
dangers of
on social events and issues  Order slips
by accomplishing different smoking/drugs and
 Evaluation forms
forms to effectively function other social issues  Survey forms
in school and in community.  Bills, telecom, etc.

. and concerns.
 Write notices (e.g. posters, slogans, advertisements
that relate to social events
The learner writes a

personal narratives.
The learner
creates a blog on
the internet
commenting on
social/economic
issues and
concerns.
Use non-linear texts and outlines to show relationships
The learner The learner between ideas
demonstrates understanding conducts an opinion
of the power of language poll, interprets, and  Transcode ideas from texts to concept maps
structures and forms in presents the findings
shaping people‟s reactions, having a local-based
perceptions, points of view, or national issue as  Make a write-up of ideas presented in concept
and beliefs in local, national reference. maps
and global communities.
 Use three-step words, phrasal and sentence
outlines to organize ideas
Transcode information from linear to non-linear texts and

vice versa
 Employ concept mapping (circle, bubble, linear,
etc.) as aids in taking down notes and organizing ideas
 Use outlines to sum up ideas taken from texts
 Use non-linear text outlines and notes as aids in

the preparation of a research paper

The learner The learner Use specific cohesive and literary devices to construct
demonstrates understanding produces an e- integrative literary and expository reviews, critiques, research
of how to have a good journal of poetry & reports, and scripts for broadcast communication texts,
command and facility of the prose entries with including screenplays
English Language emphasis on
necessary to produce content and writing
writing in different genres style.  Produce different text types and sub-types
and modes.
 Expand ideas in well-constructed paragraphs

observing cohesion, coherence and appropriate modes of
paragraph development
 Give and respond to feedback on one‟s paper in

the revision process
 Use grammatical structure and vocabulary needed
to effectively emphasize particular points
 Use appropriate modes of paragraph development

to express one‟s ideas, needs, feelings and
attitudes
 Use a variety of cohesive devices to make the

flow of thoughts from one sentence to another
smoothly and effortlessly
 Write short personal narratives to support an

assertion

secondary sources using a graphic organizer and
a simple topic outline

Do self and peer editing using a set of criteria
 Revise a piece of short personal writing in terms of

content, style, and mechanics collaboratively and
independently.
The learner The learner  Organize one‟s thoughts and adopt the appropriate
demonstrates understanding makes a write-up of writing style in letters, resumes, critiques, etc. using
of how to have a good an interview. appropriate styles (formal and formal)and audience in
command and facility of the mind
English Language necessary
to produce writing in different
genres and modes.  Employ interactional functions of language in different
genres and modes of writing (pen-pal letters, letters of
invitation, a “yes” and “no” letters, book reviews,
interview write-ups, journal entries, etc.)
 Write reflections on learning experiences in diary and

journal entries
 Write summaries of books read
 Employ varied strategies (condensing, deleting,

combining, embedding) when summarizing materials
read
 Write reactions to books read
Show respect for intellectual property rights by

acknowledging citations made

 Acknowledge citations by indicating in a bibliography
sources used
 Use writing conventions to indicate acknowledgement

of resources
 Use quotation marks or hanging indentations for

direct quotes
 Use in-text citation
 Arrange bibliographic entries of text cited from books

and periodicals
Grammar Quarter 1 Quarter 1 Quarter 1
The learner demonstrates The learner Uses:

understanding of well- effectively
constructed paragraphs writes a o varied adjective complementation
using appropriate modes of personal o appropriate idioms, collocations, and fixed expression
development and language narrative or o coordinators
o subordinators
structures to express one‟s informative text.
o other appropriate devices for emphasis
ideas, needs, feelings and Formulates:
attitudes
The learner proficiently o correct complex and compound-complex sentences
o correct conditional statements
writes a description of
o appropriate parenthetical expressions
The learner demonstrates a process.
understanding of how o meaningful expanded sentence (following
language is instrumental in balance, parallelism, and modification)
communicating thoughts, and
feelings.

Uses:
The learner The
demonstrates learner composes a
o varied adjective complementation
understanding of how meaningful and
o appropriate idioms, collocations, and fixed expression
grammatically correct grammatically
o coordinators
sentences ensure an correct composition.
o subordinators
effective discourse.
The other appropriate devices for emphasis

The learner learner writes a
 formulates:
demonstrates progress/ interim
understanding of how the report of a program or o correct complex and compound-complex sentences
knowledge of grammar advocacy o correct conditional statements
enables one to o appropriate parenthetical expression
successfully deliver
information. meaningful expanded sentence (following balance, parallelism,
and modification)
The learner The Uses:

demonstrates learner creatively
understanding of how produces a tourist
the use of Standard guide brochure
English conventions
facilitates interaction
and transaction.
and modification)

The learner The learner Uses:

demonstrates understanding innovatively presents
of the set of structural rules an Ad promoting a o varied adjective complementation
that govern various government bill or a o appropriate idioms, collocations, and fixed expression
communication situations. city ordinance. o coordinators
o subordinators
other appropriate devices for emphasis
 formulates:
o correct complex and compound-complex sentences
o correct conditional statements
o appropriate parenthetical expressions
meaningful expanded sentence (following balance, parallelism,

and modification)
Attitude towards Quarter 1 Quarter 1 Quarter 1

language, literacy
and literature
(Subsumed in all
domains)
Study Strategies Quarter 1 Quarter 1 Quarter 1

(Subsumed in
Reading,
Literature, and
Writing)

GRADE 9
PROGRAM
DOMAINS OfSTANDARD:
LITERACY The CONTENT
learner demonstrates
STANDARDcommunicative competence
PERFORMANCE through his/ her understanding of the different
STANDARD LEARNING COMPETENCIES
types of literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD:
LISTENING Thelearner
Q1 The learner demonstrates communicative
demonstrates competence
Q1 The learner presents an through his/her understanding
 Determine of British-American
appropriateness of stress, Literatur
COMPREHENSION understanding of how the correct analysis of prosodic intonation, phrasing, tone, and non –verbal
prosodic patterns of the language patterns cues used by a speaker in a particular
result to effective verbal in various communicative setting for a specific audience
 Analyze the different voice levels and speech p
messages. situations captured in videos.
 Listen for important points signaled by
pausing, stress and intonation that serve as
carriers of meaning.
 Note the changes in the speaker‟s volume
of voice, pitch rate that affect the meaning
Q2 The learner demonstrates Q2The learner presents a well-  Shift from one listening strategy to another
understanding of how to use documented report about the based on purpose, familiarity with the
various listening strategies that solution to a societal problem topic and level of difficulty of the
serve as highlighted in an argumentative or persuasive text
 Listen to get important information from
gateways to the meanings of argumentative

argumentative and persuasive or persuasive text. argumentative/persuasive text types
texts.  Process speech delivered at different rates by
making inferences from what was said.
 Listen to paraphrase and summarize
information from persuasive texts.
 Accept/ turn down, negotiate and propose
changes in the ideas listened to.
 Agree or disagree on the ideas of the
speaker
 Draw conclusions based on the text listened
to
 Anticipate the points that will be made based
on the speaker‟s purpose and main idea
 React and share personal opinion about the
ideas listened to
 Compare and contrast ideas / information
listened to
 Analyze the content and feeling levels of
utterances in persuasive texts
Q3 The learner demonstrates Q3The learner prepares an  Listen to determine faulty logic, unsupported
understanding of how to give advocacy flyer with facts ,and emotional appeal in order to
appropriate and critical feedback hyperlink highlighting provide appropriate and critical feedback in a
in addressing communication a proposed solution to a specific context or situation
 Listen and reflect on the ideas of the
flaws societal problem/ concern
speaker
 Listen to analyze and interpret the information
listened to

Q4 The learner demonstrates Q4 The learner produces a  Listen to lay value judgment on critical issues
understanding of how to use Project Plan detailing how a That demands sound analysis and calls
critical listening strategies to form specific national problem for prompt actions
sound judgment on pressing can be best addressed  Get the different sides of social, moral, and
economic issues affecting the nation
issues.
 Employ analytical listening to make prediction
/projections
 Analyze the stand of the speaker based on
the explicit statement made
 Judge on the relevance and truthfulness of
the ideas listened to
 Judge on the validity of the evidences
listened to.
ORAL LANGUAGE & Q1 The learner demonstrates Q1  Determine the appropriate stress, intonation,
FLUENCY understanding of how to use The learner proficiently phrasing,pacing, and tone while
audible and visible codes in delivers an inspirational delivering an extemporaneous or impromptu
speaking to achieve effective and speech showing the speech
 Use appropriate volume, enunciation, stress,
meaningful communication. interdependency between
phrasing, pacing, eye contact, and gestures
the audible and visible codes. that meet the needs of the settings, the
audience and the topic
 Observe social and linguistic conventions in
oral interactional and transactional discourse
 Deliver oral presentations with ease and
confidence
Q2 The learner demonstrates Q2 The learner presents an  Employ varied verbal and non-verbal
understanding of how to use audio-visual presentation strategies to create impact on a specific
verbal emphasizing the importance audience while delivering various forms
and non verbal strategies in of using verbal and non – of extemporaneous or impromptu speech
 Use appropriate communication strategies to m
conveying valuable messages verbal messages in various
for the inadequacies in the use of English
speaking situations.  Apply oral communication skills and strategies
to interviews, group presentations, formal
presentations and impromptu situations.

Q3 The learner demonstrates Q3 The learner delivers an  Provide appropriate and constructive response
understanding on how to give extemporaneous or impromptu questions and feedback concerning one‟s
credible feedback and logical speech about a current issue performance in an extemporaneous or
responses to questions required or concern. impromptu speech task
for effective presentation.
Q4 The learner demonstrates Q4 The learner delivers a  Use appropriate / variety of e- media to
understanding of how to use lecture about disaster communicate information effectively
multimedia and multimodal prevention/preparedness.  Develop multimedia-based and
approaches for effective multimodal presentations which highlights
technological sophistication
delivery of information.
The learner proficiently

delivers an inspirational
speech showing the
interdependency between
the audible and visible codes.
VOCABULARY Q1 The learner demonstrates Q1 The learner produces a  Identify context-appropriate substitute for
DEVELOPMENT understanding of how diction modified dialogue highlighting words or expressions
(appropriate word choice) the use of appropriate words  Identify the derivation of words
ensures and expressions based on  Arrive at the meaning of words through context
accuracy in meaning context. clues, word analysis (root words, affixes,
compounds)
 Use structural analysis of word, sentence , and
discourse to make sense of a text
 Note the strategies employed (restatement,
definition, synonyms, antonyms) to clarify
Q2 The learner demonstrates Q2 The learner proficiently  Determine the level of formality or register in
understanding of how language produces a mini thesaurus which a word or expression is to be used
formality and register affect the of formal terms.  Decide on the formality level and language
meaning of the message register to use in various situations
 Determine specialized vocabulary/jargons in
various disciplines

Q3 The learner demonstrates Q3 The learner efficiently  Use various strategies in decoding the
understanding of how decoding produces a mini-dictionary of meaning of words
the words with multiple meanings  Decode the meaning of words used in various
meaning of words through using disciplines
various strategies to make sense  Make sense of the various words with multiple
meanings based on the subject/ discipline they
of
are used
the text read, listened to, viewed.
Q4 The learner demonstrates Q4 The learner efficiently  Employ vocabulary know-how in taking exams
understanding of how enhanced constructs a word blog  Show how vocabulary becomes job hunting
vocabulary helps in taking (Wiki-inspired) of essential
competency exams and in terms used in certain a
meeting career/profession
the word proficiency requirement
of
various careers
READING Q1The learner demonstrates Q1The learner efficiently  Articulate prior knowledge concerning the
COMPREHENSION understanding of how schema produces a summation blog topic of reading or viewing selection using
building helps in understanding detailing the content of the guided small group discussion strategies
the selections read  Scan rapidly for sequence signals or
connectors as basis in determining the
meaning of texts
macro discourse pattern and rhetorical
organization of texts.
 Skim to determine the key ideas,
author‟s purpose and citations made
 Assess a text in the light of previous readings
 Assess advance organizers, titles,
sub-titles, illustrations, etc. in the light of
information given in a text
Q2 The learner demonstrates Q2 The learner produces a  Compare and contrast information presented in
understanding of how textual cross analysis of two or more two or more related reading or viewing
analysis selections read selections using guided text analysis strategies
of various selections help in and devices in a small group structure

determining the informative value  Get information from print Media like brochures,
of pamphlets, periodicals, and audio-video
texts recordings
 Interpret and match information presented in
diagrams with their corresponding write ups.
 Use varied ways of organizing information
(outlining, graphic,representations)
 Re structure original hypothesis to incorporate
new information and to use them as basis for
modifying or affirming hypothesis made
Q3 The learner demonstrates Q3 The learner proficiently  Ascertain the features of the reading or viewing
understanding of how tradition of produces an promotional video Selection that clarify its adherence to or
literary production is reflected in of an advocacy. dismissal of a particular tradition of literary
the production
 Read intensively to select appropriate details
richness of the reading selection
for a specific purpose from a given text
that
 Organize information from a written text into an
creates life-long impact outline.
Q4 The learner demonstrates Q4 The learner efficiently  Ascertain the features of the reading or viewing
understanding of how thorough produces a selection that clarify its adherence to or
analysis of textual features position paper dismissal of a particular social issue, concern,
influences on or disposition.
 Judge the relevance and worth of ideas,
stance on social issue, concern, the features of
soundness of author‟s reasoning, and the
or a selection effectiveness of the presentation by reading
disposition read critically to what is real

Literature Q1 Q1 o Note the form and functions of different types
The learner produces a poetic and subtypes of literary texts
folio  Point out relationships of time,
The learner demonstrates
place, cause-effect, general
emphasizing the literary
concepts, examples, analogy, etc.
understanding and appreciation features of used by the writer to underscore
British-American texts. the theme of the selection
of  Point out the sequencing of details
and account for such sequencing
varied genres focusing on the o Trace the development of character
and conflict in narratives and
dramas, and discuss the devices
contributions of British and used to achieve unity of effect
o Differentiate comedy from tragedy,
and formal from informal essays
American.
 Determine the objective of the autho
the means employed to attain them
o Explain the use of dramatic devices
o Single out the devices employed in fiction

and non-fiction works
(foreshadowing, flashbacks,
figurative language, etc.) used by
the author for intellectual,
emotional and aesthetic purposes
o Interpret and explain figurative
language used to achieve certain
effects and assess it in the light of
its contributions to the overall
theme of the selection
o React critically to the author‟s
choice of words

Q2 Q2 o Derive from literature values that
The learner presents a last in spite of changes brought
The learner demonstrates character
about by science and technology
Interplay taken from prominent
understanding of how to discover British and American Literary o React to the experiences or actions
pieces. of characters in relation to real life
literature as a means of
situations
understanding humankind (e.g.
o Express the belief that people can
the bonds/links between change their ways depending on
their motivation and determination
individual and society) as
as shown in literature
presented in Philippine, English,
o Analyze how the environment
and American literature influences a person‟s character
and actions
o Deduce recurring themes
underscored in literary pieces
Q3 Q3 o Single out the Eastern and Western

cultural values evident in our
The learner produces a heritage as a result of historical
development
novelette
 Express appreciation of
The learner demonstrates detailing the significant human Filipino cultural values and their
experiences captured in similarities to or differences from
British- English-
understanding of worthwhile
American literary pieces. American values
human o Underscore the Western values of
candid frankness and humor as
presented in British and American
literature
 Stress the importance of task-

experiences undwerscored in oriented and efficiency as values
worth emulating
Philippine, English, and American
Literature
Q4 Q4 o React to the worthwhile human

The learner produces a book values underlying responses to
The learner demonstrates of
the situations in literary pieces
Wisdom putting premium
the effect of a literary piece on the lessons extracted from o Point out how attitudes influence
British-American literary one‟s behavior
on one‟s value system pieces
Viewing Q1 The learner demonstrates Q1 The learner produces  Structure information from a program viewed
under- program portfolio that as to how they can be used in a discourse.
standing of the different text monitors their progress as
types viewers in terms of interest,
and genre of programs to preference, and reflection
effectively on individual viewing
derive information and make this behavior.
information meaningful.
 Classify the information derived from the
genre of programs viewed.
 Establish connections of events and how

these connections lead to the program‟s
end.
 Translate mental images to communicative
symbols.
Q2 The learner demonstrates Q2 The learner produces an  Authenticate the answers to the questions
under- evaluation paper to a program raised from a program viewed.

standing of the various analytical viewed.
and evaluative techniques
employed in critical viewing.
 Interpret the message conveyed by a program
viewed.
 React appropriately and provide

suggestions based on an observation.
 Decode the meaning of unfamiliar words

using context clues.
 Simplify directions from a program viewed.
Q3 The learner demonstrates Q3 The learner puts up a  Tell the big idea/key concept implied by the
understanding of how viewing model television production gestures of interlocutors.
conventions affect the way incorporating viewing
viewers conventions.
grasp, interprêt,and evaluate the
meaning of a program viewed.
 Prove how the elements that make up reality
and fantasy affect viewers‟ program
preference.
 Interpret the meaning of television content
and other sources of information.
 Make meaning of various viewing behaviors.
 Distinguish how the principles of lay outing

operate in television viewing.
 Investigate how colors provide aesthetic value.

Q4 The learner demonstrates Q4 The learner presents real –  Expose how angles create focus.
understanding that life skills can life
be best realized through scenarios to draw lessons
intelligent from
viewing. whatever is viewed.
 Prove that balance created by symmetry
affects the way viewers process mental images
obtained from a program viewed.
 Decide on the most appropriate vantage point
in viewing.
WRITING & Q1 The learner demonstrates Q1 The learner produces  Identify ways by which information is
COMPOSITION understanding of how a synthesis paper showing the systematically organized to meet specific
information extent of information to be goals and objectives in written discourse
must be organized to understand considered in writing a  Make sense of a language structure of a
text
and appreciate written discourse discourse
 Present information in non-linear text
 Utilize graphs, maps, flow charts, diagrams,
tables, and other information
 Write for variety of audiences and purposes.
 Develop a paragraph with a topic sentence,
supporting details and a concluding sentence
 Choose appropriate organizing strategy
(pros-con, cause-effect, reason- result, and
problem-solution) to present a topic
 Review, edit, polish ones work for elements of
language following guidelines and basic
principles of paragraph development
 Select and use pre-writing,writing and post
writing strategies
 Use variety of patterns to organize
information in multi paragraph writings
Q2 The learner demonstrates Q2 The learner produces a  Employ a variety of language and discourse
understanding of how expressing :”response blog” that considers patterns in expressing one‟s view and
views and opinions can be best strong arguments on critical opinions concerning a particular topic of
interest.
 Produce a variety of creative written works

done Issues.  Communicate thoughts and feelings in
by using a variety of language write-ups, ads, notes, letters using
and appropriate writing style
discourse patterns  Write personal reflections about the devices
and techniques used by the writer
 Write a personal response to a literary text
 Present sufficient details to support the
key ideas presented
 Use clear , strong evidences to support
claims or arguments
 Draft and revise focused, purposeful writing
that reflects insights
Q3 The learner demonstrates Q3 The learner creates an  Use specific cohesive and literary
understanding of how extended e-folio of written works which devices to construct extended literary and
literary and expository written can be commented on and expository written discourse as short fiction,
discourse are best understood modified. argumentative, and persuasive essays,
speeches, and opinionated journalistic writing.
through the use of specific
 Write in argumentative and persuasive mode
cohesive  Compose persuasive and argumentative text
and literary devices  Collect and write about the significant human
Experiences communicated in literary,
informative , descriptive and other text types
 Write argumentative essay based on personal
observations, reflections,imaginations, and
experiences
 Illustrate the structure, content, language, and
organization of details in an argumentative
essay
 Use cohesive devices and appropriate
rhetorical functions and techniques in
expressing ideas, thoughts, feelings and
observations.
 Use key idea sentences, support sentences,
transition devices and restatements of texts.

 Determine the logical progression of sentences
in a complete paragraph
Q4 The learner demonstrates Q4 The learner produces an  Consider the nature of the written documents
understanding of how writing inventory and compilation of to be produced before employing the
style is various writing styles and appropriate writing style and organizational
anchored on the kind of patterns. pattern to ensure a unified and coherent
composition
documents
 Document, cite and acknowledge sources
to be produced following the right of information/ data
conventions and organizational
patterns.
GRAMMAR Q1 The learner demonstrates Q2 The learner creatively  Use other cohesive techniques and devices,
AWARENESS understanding of how sentence designs an on-line tourism various polite expressions, varied techniques
structures are best expressed by pamphlet using correct of softening expressions, appropriate
taking in consideration various cohesive techniques, and techniques to avoid confusing sentence
structures
cohesive techniques and devices, devices as well as polite
polite expressions and expressions
euphemism.
Q2 The learner demonstrates Q2 The learner proficiently  Formulate appropriate restatements, correct
understanding of how grammar presents a features segment negation structures, meaningful structures of
proficiency is made evident by highlighting restatements, fronting, inversion,and emphasis, effective
correct restatements and correct negation structures, sentence with controlled length and rhythm
negation, structures of fronting, meaningful structures of
inversion, and emphasis, fronting, inversion, and
effective emphasis.
sentence with controlled length
and rhythm
ATTITUDE TOWARDS The learner demonstrates The learner proficiently  Adopt an appropriate, sensitive, and
LANGUAGE, understanding of how free and Produces a Responsive disposition in articulating,
LITERACY & effective expression is best Reflection Nook in articulating maintaining, and challenging diverse
LITERATURE manifested by taking into account feedback on a research opinions and points of view concerning
specific issues and concerns
the perspective of other people conducted, film viewed and
on specific issues and concerns. article read

STUDY SKILLS The learner demonstrates The learner efficiently  Design appropriate task and resource
understanding of how an produces a Feasibility Report management schemes to carry out
organized on how an academic specific goals of an organized inquiry
inquiry calls for organized undertaking can be
resource achieved through appropriate
management and well-designed task design and resource
task scheme. management scheme.

GRADE 10
PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of literature and other texts types
for a deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD: The learner demonstrates communicative competence through his/ her understanding of literature and other text types
for a deeper appreciation of World Literature, including Philippine Literature.
DOMAIN CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
Listening Q1 The learner demonstrates Q1 The learner activates prior Examine how spoken communication between
Comprehension understanding that listening is knowledge conceptually related to and among speakers in specific situations may
the receptive skill in the oral text and establishes a purpose for be repaired or enhanced verbally and non-
mode that allows one to listening. verbally to suit various functional purposes
comprehend what is heard using
ones skills and background  Show courtesy while listening to the ideas
knowledge (schema). and feelings of others.
 Listen attentively to what is uttered
 Allow a speaker to expound on a topic
before reacting to what was said
 Identify implicit and explicit signals, verbal,
as well as non-verbal, used by the speaker
to highlight significant points
 Single out direct and indirect
signals used by a speaker
 Note the intonation used by the
speaker to signal key points in a
talk
 Derive information that can be used in
everyday life from news reports, speeches,
informative talks, panel discussions, etc.
 Point out the effectiveness of the
devices used by the speaker to
attract and hold the attention of the
listener
 Identify the roles of discourse
markers (e.g. conjunctions,
gambits, adverbs) in signaling the
functions of statements made

Q2 Q2 The learner activates self-
awareness as they discuss and Adjust listening strategies based on purpose,
analyze a text to create new familiarity with the topic and level of difficulty of
meanings and modify old the expository and analytical texts
knowledge.
 Demonstrate flexibility in switching from
one strategy to another in accordance with
the situation and text type
 Process speech at different rates when

evaluating tasks texts and taking down
notes
 Assess the effectiveness of a material

listened to taking into account the
speaker‟s purpose and assessing
whether it was achieved or not
 Analyze and evaluate listening texts in

point of accuracy, validity, adequacy,
and relevance
 Employ analytical listening in problem

solving
 Listen analytically for the purpose of

 detecting bias and prejudice
 separating facts and opinion
 determining unsupported
generalizations and exaggerations

Q3 The learner demonstrates Q3 The learner responds to literary
competence in sharpening his texts through the appreciation of Listen to simplify, reorganize, and synthesize
thinking skills and reasoning literary devices and understanding informational purposes of expanding,
ability through the listening of story grammar reviewing, or updating knowledge
process.
 Listen to get different viewpoints on
various local or global issues
 Distinguish the important points from less
important ones in any listening text
 Write a summary of the important points
discussed in the text listened to
 React intelligently and creatively to the text
listened to
 Raise questions and seek clarifications on
issues discussed in the text listened to
 React to the falsity or soundness of an
argument
 Resolve conflicting ideas
 Show appreciation for songs, poems,

plays, etc.
 Listen to appreciate varied types of
dramatic oral interpretations (e.g.
chamber theater, readers theater)
and songs with emphasis on
protest song
 Describe the emotional appeal of a
piece
Q4 The learner demonstrates Q4 The learner locates information Assess the effectiveness of listening strategies
competence in responding to from expository texts and uses this employed considering text types, listening task
important information raised in information for discussion or written and one‟s purpose for listening
the listening texts. product.  Listen to take down information from
detailed reports, lectures, and discussion
of issues
 Utilize outlines and concept maps
when taking down notes from oral

reports or lectures
 Determine when to listen and when
to take down notes from lectures or
oral reports
 Listen to determine what further
elucidation is needed in a report or
lecture
 Determine the content and
functions of statements in a report
or lecture
Q1 The learner demonstrates Q1 The learner has sufficient

Oral Language & understanding of the standards facility in English to understand Adjust the stress, intonation, phrasing, pacing,
Fluency of English in order to participate spoken discourse and to talk and and tone while participating in formal oral
in various oral communication interact with others about personal presentations, debates and broadcast
demands (situation, purpose experiences and text listened to or communication tasks
and audience) read.  Speak clearly and spontaneously adapting
one‟s speech to situations, circumstances
and people addressed.
 Use accompanying non-verbal
cues (e.g. gestures) to highlight
significant points in extended
discourse
 Employ alternative ways of
expressing speech acts and
functions
Q2 Q2 Enhance the quality of verbal and non-verbal

strategies employed by speakers in a
completed formal oral presentations, debate, or
broadcast communication tasks
 Use appropriate language, idioms,
figurative language, and analogy to
express one‟s feelings, thoughts and
ideas
 Ask and respond to questions raised in
different situations

 Convey information obtained using
interactive media as aids
 Distinguish between social calls and
business transactions over the
telephone and other
multimedia gadgets
 Use idioms in expressing one‟s
feelings and attitudes
 Repair communication breakdown using
verbal and non-verbal communication
strategies
Q3 Q3 Formulate informed assertions, claims, and

justifications using accurate, adequate, and
appropriate primary and secondary information
 Give information obtained from the
Internet and other sources
 Arrive at a consensus by resorting to
varied strategies: assessment,
negotiation, and accommodation
 Indicate affirmation of or objections to
ideas expressed in discussions on
global/local issues
 Agree/disagree with panelists
expressing varied outlooks on a given
issue
 Analyze and react critically to ideas
presented in speeches, news reports,
discussions, etc.
Q4 Q4 Formulate informed assertions, claims, and

justifications using accurate, adequate, and
appropriate primary and secondary information
 Give information obtained from the

Internet and other sources

 Arrive at a consensus by resorting to
varied strategies: assessment,
negotiation, and accommodation
 Indicate affirmation of or objections to
ideas expressed in discussions on
global/local issues
 Agree/disagree with panelists
expressing varied outlooks on a given
issue
 Analyze and react critically to ideas
presented in speeches, news reports,
discussions, etc.
Reading & Q1 The learner demonstrates Q1 The learner activates prior Assess prior knowledge concerning the topic of
Viewing understanding that reading is a knowledge conceptually related to reading or viewing selection using individual or
Comprehension psycholinguistic guessing game text and establishes a purpose for group assessment devices
which utilizes visual and non- reading.  Use previous experiences as a scaffold for
visual information in order to processing information in a given reading
confirm, modify, and monitor or viewing selection
one‟s comprehension.  Test new insights against previous
learnings
 Note the effectiveness of textual aids
like advance organizers, titles, non-
linear illustrations, etc. in activating
background knowledge relevant to the
selection
 Develop strategies for coping with
unknown words and ambiguous structures
and discourse.
 Identify the derivation of words.
 Use collocations of difficult words as an
aid in unlocking vocabulary difficulties
 Define words from context, and through
word analysis.
 Arrive at the meaning of structurally
complex and ambiguous sentences by
separating kernel sentences from

modification structures and expansions
Q2 Q2 The learner activates self-

awareness as they discuss and Evaluate content, elements, features, and
analyze a text tos create new properties of reading or viewing selection using
meanings and modify old a set of text analysis, strategies developed in
knowledge. consultation with peers and the teacher
 Explain visual-verbal relationships
illustrated in tables, graphs, information
maps commonly used in content area texts
 Transcode information from linear to
non-linear texts and vice-versa
 Explain illustrations from linear to non-
linear texts and vice versa
 Organize information illustrated on
tables, graphs and maps
 Adjust and vary reading speed and style to
suit the text, one‟s background knowledge
and purpose in reading, and the content of
the material read
 Scan to determine specific meaning
and information
 Skim to get the main idea and
author‟s purpose by noting the title,
thesis statement and space allotted
to concept
 Read closely to get explicitly and
implicitly stated information
Q3 Q3 The learner responds to literary Organize an independent and systematic

texts through the appreciation of approach to critiquing an elected reading or
literary devices and understanding viewing selection
of story grammar  Employ approaches best suited to a text
 Note the functions of statements as
they unfold and consider the data that
might confirm/disconfirm hypothesis
 Examine for bias

 Determine the validity and adequacy of
proof statements to support assertions
 React critically to the devices employed
by a writer to achieve this purpose
Derive information from various text types and

sources using the card catalog, vertical file,
index, microfiche (microfilm). CD ROM,
internet, etc.
 Use locational skills to gather and
synthesize information from general and
first-hand sources of information
 Get vital information from various websites
in the internet.
 Extract accurately the required information
from sources read and viewed to reject
irrelevant details
Q4 Q4 The learner locates information

from expository texts and uses Organize an independent and systematic
these information for discussion or approach to critiquing an elected reading or
written product. viewing selection
Utilize knowledge of the differences among

text types (technical, journalistic, literary) as
an aid in processing information in the
selection read or viewed
Assess the content and function of each
statement a text with a view of determining
the information structure of the text
Locate and synthesize essential information
found in any text.
 Distinguish the statement of facts from
beliefs.
 Evaluate the accuracy of the
information.
 Draw conclusions from the set of

details.
 Point out relationships between
statements.
 Distinguish between general and
specific statements.
Viewing Q1 The learner demonstrates Q1 The learner produces program  Use the structure information in a familiar
Comprehension understanding of the different portfolio that monitors their
situation
text types and genres of progress as viewers in terms of
programs to effectively derive interest, preference, and reflections  Validate the information derived from the
information and make this on individual viewing behaviors.
genres of programs viewed
information meaningful.
 Link connections of events and how these
connections contribute to the totality of a
program viewed
 Apply symbols derived from mental images to
written or oral communication
 Confirm authenticated answers to questions
raised from program viewed with another
viewer
Quarter 2 Quarter 2  Interpret the message conveyed by a program
The learner demonstrates The learner produces a viewed

understanding of the various reaction paper of a program  Use previous experiences as scaffold to the
analytical and evaluative viewed.
techniques employed in critical message conveyed by a program viewed
viewing.  React appropriately and provide suggestions
based on an experience
 Decode the meaning of unfamiliar words
through gestures and facial expressions of

interlocutors
 Make own set of directions from a set of
instructions lifted from a program viewed
 Tell the big ideas/key concepts implied by the
character‟s appearance of the interlocutors
Q3 Q3  Evaluate how the elements that make up reality
The learner
and fantasy affect viewing habit
demonstrates understanding The learner writes a critic of
of how viewing conventions a program viewed.  Evaluate television content and outside
affect the way viewers grasp,
sources of information in terms of accessibility
interpret, and evaluate the
meaning of a program viewed. and effectiveness
 Evaluate and manage one‟s own
television behavior
 Evaluate the interdependence of plot, setting,
and characterization in a program viewed to
achieve the writer‟s purpose
 Note the time line in a program viewed:
historical, flashback, juxtaposition
 Describe the various types of conflict
evident in the program/movie viewed
Q4 Q4  Explain how lay out affects the way viewer

The learner The learner presents a receive and process the message of the
demonstrates understanding review of a program program viewed
of how viewing conventions incorporating viewing
affect the way viewers grasp, conventions.  Explain how colors affect the way viewer
interpret, and evaluate the
meaning of a program viewed. receive and process the message of the
program viewed

 Explain how the camera functions and angles
address the message of a program viewed
 Explain how balance created symmetry affects
the way viewers receive and process the
message of a program viewed
 Extrapolate how perspective affects the way
viewers receive and process the message of a
program viewed
Literature Q1 Q1  Differentiate between the text structure of
The learner
journalistic, literary, and scientific selections
demonstrates understanding of
the various literary types  Point out the interdependence of plot, setting,
across world cultures
and characterization in narratives to achieve
(narratives, drama, poems,
essays, etc.) the author‟s purposed
 Note the time liner in narratives:
historical, flashback, and juxtaposition
 Describe the various types of conflict
evident in the selection
 Deduce the themes from narratives
 Determine the information map used by an
author in essays
 Determine the rhetorical functions
and techniques used in essays
 Pick out the elements that distinguish
drama as a literary form and explain the

dramatic devices used by the writer
 React to the literary techniques and styles
(e.g. choice of symbols, imagery,
juxtaposition) adapted by an author to
achieve his purpose
 Appreciate the use of imagery and
poetic devices (e.g. figurative
language, rhyme, etc.) for unity of
effect
 Identify flashback, foreshadowing,
juxtaposition and their contribution
to the text structure
Q2 Q2  Identify the values reflected in various text
The learner
types in world literature
demonstrates understanding
of the significant human  Show value and respect for diversity evident in
experiences expressed in
world literature
various types of literary
genres to show appreciation  Point out how writers build a system of values
of world literature. through their selection of words and details and
the way they shape reality
Q3 Q3  Abstract from literary works how local and
The learner global are interconnected in our daily lives

demonstrates understanding  React to the idea of “cultural imperialism” in the
of how can people make
global scenarios presented in world literature
difference as highlighted in
world literature to express  Stress the universality of generosity and
his/her belief
service to others as reflected in world literature

Q4 Q4  Discriminate between positive and negative
The learner
values
demonstrates understanding
of what is worthwhile through  Indicate commitment to values pertaining to
exposure to world literature to
humanity e.g. social justice and equality as
show keener sensed of value
portrayed in world literature, and concern for
the environment for sustainable development
Writing Q1 The learner demonstrates Q1 The learner expresses ideas Identify ways by which purposeful writing may
Composition & understanding of the different effectively in formal and informal be supported by a variety of information
Grammar format to write for a variety of composition for a particular sources, processing techniques, and
Awareness & audiences and purposes. purpose and audience. presentation strategies
Structure Use outlines, map and other non-linear
texts to present information
 Use concept mapping (circle, bubble,
tree diagrams, grids) to show
relationships between and among ideas
abstracted from texts
 Use outlines to organize ideas
 Make a write-up of non-linear text used
to present information
Q2 Q2 Use standard procedure, appropriate forms,
and assessment tools or techniques in
process-oriented writing with the aid of peers
and the teacher
Fill out applications and write project

proposals
 Prepare school project proposals, on-
going project evaluation and end-of-the-
project reports
 Write a short paragraph about an
experiment performed in class
Transcode information from linear to non-
linear texts and vice versa
 Employ concept mapping (circle,

bubble, linear, etc.) as aids in taking
down notes and organizing ideas
 Use outlines to sum up ideas taken
from or to be expanded into texts
 Use non-linear text outlines and notes
as aids in the preparation of a research
paper
Q3 Q3 Use specific cohesive and literary devices to

construct integrative literary and expository
Demonstrate ability to write written discourse as review, critiques, research
clearly for specific purposes. reports, and scripts for broadcast
communication texts, including screenplays
 Produce different text types and sub-types

 Expand ideas in well-constructed
paragraphs observing cohesion,
coherence and appropriate modes of
paragraph development
 Give and respond to feedback on

one‟s paper in the revision process
 Use grammatical structure and
vocabulary needed to effectively
emphasize particular points
 Show respect for intellectual property rights
by acknowledging citations made in reports
and researches
 Use quotation marks or hanging
indentations for direct quotes
 Use in-text citation
 Arrange bibliographic entries of text
cited from books and periodicals
Organize one‟s thoughts and adopt the

Q4 Q4 appropriate writing style in letters, resumes,

critiques, etc. with the addressed audience in
Demonstrate imagination and mind
creativity in written form.  Write a business letter
 Write letters of application (job and/or

admission to a university) and the
accompanying documents (e.g.
resume)
 Use the interactional and transactional
functions of language in letters of
appeal, inquiry, etc.
 Write a research paper on global/local

issues
 Analyze, choose and synthesize

information from varied resources
 Employ varied strategies (condensing,
deleting, combining, embedding) when
summarizing materials read or viewed
Note: Vocabulary Enhancement, Attitude and Study Strategies are integrated in other literacy domains.

CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12
CURRICULUM
ENGLISH
-------------------------------------------------------------------------------------------------------
A. Workshop on the Refinement of K to 12 English

Date: July 9-13, 2012
NAME DESIGNATION SCHOOL/OFFICE
1. Galileo Go BEE-CDD
2. Josefina Sta Maria BSE-CDD
3. Fernando Pantino BSE-CDD
4. Ricardo Adorn Dionisio BSE-CDD
B. Learning Area Team (LAT) Review with designated LAT CONVENOR

Date : October 22, 2011
November 2, 2011
NAME DESIGNATION OFFICE/SCHOOL
1. Dr. Dina Ocampo- Dean
UP – College of Education
CONVENOR
2. Heidi Macahilig RAP/PNU
3. Gerry Areta PNU
4. Jeanne Ramos Raya School
5. Ruth Martin Raya School
6. Flora Anne Alfonso Xavier School
7. Filomena Sanchez Filbern School
8. Ramilio Correa Sangfil/DLSU
9. Joanne Astilla Wordlab School
10. Edizon Fermin Principal Merian College

11. Marivic Arcos Wordlab School
12. Ma. Perpetua Talens PDRC
13. Maia Josephine Tamboon PSDeaf
14. Josefina Lacuna Senior Education Program Specialist Retired-BEE
15. Marie Therese Bustos UP-Educ
16. Pamela Razon UPIS
17. Sabrina Par Instructor 4 UPIS
18. Ma. Lourdes Vargas UPIS
19. Rowena del Castillo UPIS
20. Greg Pawilen UP-Educ
21. Paraluman Giron (ret) Chair K-10 TWG DepEd
22. Roderick Aguirre Language and Preschool Consultant DepEd VIII / CESS
23. Avelina Llagas (ret) Consultant DepEd
C. Workshop on Determining Gaps Between BEC Grade 6 Competencies and the K to 12 Grade
7 Competencies
Venue: DAP, Tagaytay City
Date: September 7-9, 2011
A. Dr. Roderick Aguirre Language and Preschool
DepED VIII / CESS
Consultant
B. Ligaya Ilagan EPS II DepEd CO/BEE-SDD
C. Workshop on the Finalization of Learning Competencies

Venue: DAP, Tagaytay
City Date: August 15-19, 2011
Language and Preschool
1. Dr. Roderick Aguirre DepED VIII / CESS
Consultant

Retired ES: Elementary English –
2. Dr. Perla Cuanzon DepED - NEPP
DepED Manila
3. Galileo Go SEPS DepED CO/BEE-CDD
Retired ES: Elementary English –
4. Dr. Lourdes Visaya DepED – NEPP
DepED Manila
5. Eufrosina R. Lontoc AA IV / Documentor DepED CO/BEE-SPED
D. Workshop on the Finalization of Learning Competencies

Date: August 8-12 , 2011
Language and Preschool
1. Dr. Roderick Aguirre DepED VIII / CESS
Consultant
2. Dr. Edilberta Bala Professor Philippine Normal University, Manila
3. Gloria Buya-ao EPS I DepED DO – Ifugao
ES I English – Division of
4. Nerissa Lomeda DepED DO – Muntinlupa
Muntinlupa
5. Dr. Perla Cuanzon Former ES: Elementary English – DepED - NEPP
6. Ricardo Ador Dionisio Teacher II Rizal High School
7. Galileo Go SEPS DepED CO/BEE-CDD
8. Liberty Mangaluz HT III, English Quirino High School
9. Prof. Marla Papanggo Professor Philippine Normal University
10. Melinda Rivera Senior Subject Specialist DepED CO/BSE-CDD
11. Dr. Nilda Sunga Academic Director Angelicum College
12. Dr. Lourdes Visaya Former ES: Elementary English DepED – NEPP
Former PDO II: BESRA – DepED
14. Aro R. Rara DepEd
CO / Documentor
E. Workshop on the Development of Learning Competencies and Teaching Guides

Venue: DAP,Tagaytay City
Date: July 18-19, 2011

1. Dr. Lourdes Visaya Retired ES: Elementary English – DepEd
DepED Manila
2. Dr. Perla Cuanzon Retired ES: Elementary English – DepEd
DepED Manila
3. Mr. Roderick M. Aguirre Language and Preschool Consultant DepEd. Region VIII

Date: July 18-22, 2011
1. Liberty Mangaluz Head Teacher III Quirino High School
2. Digi Castillo Consultant British Council
3. Eufrosina R. Lontoc AA IV/ Encoder SPED - BEE
4. Perla H. Cuanzon Former Educ. Supervisor - English NEPP
5. Mr. Roderick M. Aguirre Language and Preschool Consultant DepEd. Region VIII
6. Galileo L. Go SEPS CDD, BEE
7. Ligaya G. Ilagan EPS II DepEd CO/BEE-SDD
8. Lourdes C. Visaya Former Educ. Supervisor – English Deped – NEPP
9. Melinda Rivera Senior Subject Specialist CDD - BSE
F. Workshop on the Development of Learning Competencies Grades 3 to 10

Venue: DAP, Tagaytay
City Date: July 18-22, 2011
1. Roderick M. Aguirre Language and Preschool Consultant DepED VIII/CESS
2. Perla H. Cuanzon Former Educ. Supervisor – English DepED - NEPP
3. Galileo L. Go SEPS DepED CO/BEE-CDD
4. Ligaya G. Ilagan EPS II DepED CO/BEE-SDD
5. Lourdes C. Visaya Former Educ. Supervisor – English DepED - NEPP
6. Melinda P. Rivera Senior Subject Specialist DepED CO/BSE-CDD
7. Liberty A. Mangaluz HT III, English Quirino High School

8. Ricardo G. Ador Dionisio Teacher II Rizal High School
9. Digi Castillo Consultant British Council
10. Eufrosina R. Lontoc AA IV / Encoder DepED CO/BEE-SPED
G. Workshop on the Development of Learning Competencies Grades K to 3

Date: July 11-15, 2011
1. Roderick M. Aguirre Language and Preschool Consultant DepED VIII/CESS
2. Perla H. Cuanzon Former ES: English – DepED Manila DepED - NEPP
3. Galileo L. Go SEPS DepED CO/BEE-CDD
4. Ligaya G. Ilagan EPS II DepED CO/BEE-SDD
5. Lourdes C. Visaya Former ES: English – DepED Manila DepED - NEPP
H. Writeshop on the Finalization of the Curriculum Standards

Venue: RELC, CALABARZON
Date: May 19-21,2011
1. Mr. Roderick M. Aguirre Language Consultant DepEd. Region VIII
2. Mr. Galileo L. Go Senior Education Program Specialist CDD-BEE, DepEd, Central Office
3. Mr. Ricardo G. Ador Dionisio Teacher II CDD – BSE, DepEd Central Office
4. Mrs. Liberty A. Mangaluz Head Teacher III Quirino High School, Quezon City
5. Mr. Adrian S. Peralta Teacher II/Assoc. Prof UE-CAS C.Apostol Elem. School, City of
Manila
University of the East, Manila
6. Ms. Marisol L. Echano Teacher I Sta. Lucia High School, Pasig City
I. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards
Date: May 10-13,2011

1. Dr. Edilberta Bala Professor Philippine Normal University
2. Dr. Lourdes Visaya retired ES: Elementary English – DepEd
DepED Manila
3. Dr. Perla Cuanzon Retired ES: Elementary English – DepEd
DepED Manila
4. Mr. Adrian S. Peralta Teacher II/Assoc. Prof UE-CAS C.Apostol Elem. School, City of
Manila
University of the East, Manila
5. Ms. JesusaAntiquiera Principal II Padre Gomez Elem. School, City of
Manila
6. Mr. Galileo L. Go Senior Education Program CDD-BEE, DepEd, Central Office
Specialist
7. Mr. Ricardo G. Ador Dionisio Teacher II CDD – BSE, DepEd Central Office
8. Mrs. Melinda Rivera Senior Education Program CDD-BSE DepEd Central Office
Specialist
9. Ms. Marisol L. Echano Teacher I Sta. Lucia High School, Pasig City
J. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards
1. Regions IV-A, IV-B,V and NCR

Venue: Bulwagan ng
Karunungan Date: April 27, 2011
1. Avelina T. Llagas Consultant Teacher Education Council
2. Caroline C. Laporteza Teacher Ateneo de Manila High School
3. Marife T. Tañala Education Program Supervisor Deped – Region IV-B MIMAROPA
4. Eufemia B. Pura Teacher II Rizal National Science High School
5. Ma. Theresa M. Abainza Master Teacher I Deped – Albay Division
6. Annalyn D. Mangurali Master Teacher I Deped – Calapan City
7. Victoria R. Mayo Education Program Supervisor II Deped – NCR

8. Rose Ann B. Pamintuan Teacher III Division of Pasig City
9. Ma. Gina M. Rocena SST III / Dept. Chairman Quezon City High School
10. Regida N. Uibar Education Program Supervisor II Deped – RO 5
11. Manuel C. Zacarias President NCR
2. Regions I,II,III and CAR

Venue: Teachers‟ Camp, Baguio City
Date: April 29, 2011
1. Judy P. Santiago LAC SLU – LHS
2. Adelaida A. Bogayao EPS – I Deped – CAR – Division of Abra
3. Erlyn B. Angway Master Teacher I Deped - Baguio
4. Pascuala P. Te-Elan Head Teacher III Mountain Province General
Comprehensive High School
5. Joel S. Cabanilla Principal SLU – Lab, High School
6. Aurelia T. Ballitoc Master Teacher II Deped
7. May L. Mendoza Teacher I Deped - CAR
8. Felimendo M. Felipe Head Teacher III Pinaripad National High School,
Division of Quirino, Region 2
9. Elizabeth L. Altona EPS II Secondary Educ. Div. Deped R.02
10. Leonarda L. Sapnu EPS – I Deped – Tarlac City
11. Teresita M. Morales ES II Deped RO I
12. Delia A. Antonio Academic Coordinator Lorma Colleges Grade School
13. Ma. Rita Teresa V. Riñosa Master Teacher I Victoria Q. Zarate ES
14. Winalyn E. Idio Teacher I Gueguesangen Elementary School
15. Mariecon G. Ramirez Education Program Supervisor Deped – Laoag City
16. Rhea Jane S. Manalo High School Coordinator BHC Educational Institution, Inc.
3. Regions VI,VII and VIII

Venue: Ecotech, Lahug Cebu City
Date: May 4,, 2011

1. Leilanie R. Francisco Teacher III Deped – Aklan
2. Lilia L. Orola EPS I Division of Roxas City
3. Arlene M. Omaque Master Teacher I Deped - Mandaue
4. Marcelita Dignos Teacher Deped – RO 7
5. Claire C. Bato Master Teacher I Deped - Biliran
6. Mary Ann F. Guimoc EGT II Deped – Tacloban City
7. Rustum D. Geonzon ES I Deped - Samar
8. Leonila Tabar English Area Chairman University of San Jose Recoletos
9. Evelyn Dominguez Head Teacher IV Deped RO 6
10. Lorelie G. Torlao SPET I Deped - Biliran
11. Luz V. Isobal Principal Bethel International School
12. Estrellita B. Plarisan GS Principal Saint Joseph College
13. Jude Thaddeus I. Iledan ES II DepEd
4. Regions IX,X and ARMM

Venue: RELC, Cagayan de Oro City
Date: May 5, 2011
1. Samina C. Mamao Teacher DepEd LS – II – A
2. Pedro L. Sutacio Jr. English Coordinator CUBED
3. Leticia S. Angelito MT - I DepEd
4. Sonia P. Lumbay ES II – English DepEd Region IX
5. Ann P. Barrientos Teacher I DepEd Region IX
6. Harrie May U. Honorio Teacher I DepEd Region IX
7. Dorothy D. Baraquero Teacher II DepEd Region IX
8. Gaudencio C. Gonite Teacher SHMS
9. Belinda A. Busalla Head Teacher III DepEd – Gingoog City
10. Mary Neva Grace C. Teacher III DepEd – Gingoog City
Chipada
11. Jocelyn R. Mimia Teacher DepEd – Agusan del Norte
12. Amor de Torres Teacher CU – PAFIE

13. Jeanie L. Mativo EPS I DepEd – Surigao del Norte
14. Leah O. Bayani Teacher CUBED
15. Joseph A. Moral Teacher Corpus Christi School
16. Belinda A. Busalla EPS Dep. Ed.
17. Angelina B. Buaron ES II - English Dep. Ed. R.O.
18. Gaudencio C. Garife Classroom Teacher SHJMS Borja
19. Anna Liza A. Aca-Ac Academic Head OLLES
20. Joan Valles Alejandrino Teacher I Dep. Ed., Agusan del Norte
21. Jocelyn R. Mission SST - I Dep. Ed., Agusan del Norte
22. Jeanie L. Matiso EPS I Dep. Ed. Surigao del Norte
23. Juliet R. Lebios ES II Dep. Ed. CARAGA
24. Jaremie J. Morales Language Teacher XUGS
5. Regions XI,XII, ARMM (Shariff Kabunsuan,Maguindanao)

Venue: RELC, Davao City and CARAGA
Date: May 6, 2011
1. Nancy P. Sumagaysay Div. Coordinator DepEd Division of Davao Oriental
2. Edilhynie M. Jambangan Teacher Holy Cross of Mintal, Inc.
3. Marivic N. Neri Teacher College of Educ. – USEP
4. Rudylen P. Anino Elem. Faculty Stella Maris Academy of Davao
5. Aileen Mae T. Hui Elementary Teacher Stella Maris Academy of Davao
6. Caren Joy E. Chiew Teacher Stella Maris Academy of Davao
7. Gilbert C. Bayron Faculty Davao Wisdom Academy
8. Clarisse Caballero - Treasurer Glan Little Angels Academy, Inc.
Regalado
9. Dinah G. Abdul ES I Div. Office, Maguindanao 2
10. Wilma Grace P. Rivero ESP I Div. Office, Maguindanao 1
11. Ofelia N. Caballo Elem. Teacher Francisco Adlaon Learning Institute
12. Lani F. Anito Master Teacher I Midsayap Pilot ES
13. Irene J. Cutamor Teacher I Romana C. Acharon, CES

14. Sheryl L. Loria Division English Coordinator DepEd Sultan Kudarat

15. Welma R. Vertido Teacher I BEE – Regional Office
16. Shirley S. Bulosan ES II DepED RO XII
17. Arlac G. Billano EPS City Schools of Tacurong City
K. Workshop on the K to 12 Curriculum Mapping

Date: March 16-18, 2011
1. Galileo Go SEPS CDD – BEE
2. Nerissa Lormeda Teacher Division of Taguig
3. Eva Imingan Teacher Division of Olongapo
4. Melinda Rivera EPS CDD – BSE
5. Liberty Mangaluz Head Teacher III Quirino HS, Division of Q.C.
6. Ricardo Ador Dionisio Teacher II Rizal HS, Division of Pasig City
7. Dr. Nilda R. Sunga Teacher Angelicum College, QC
8. Dr. Catalina Credo ES Zamboanguita, Neg. Or.
9. Dr. Lourdes Visaya Former Educ. Supervisor – DepEd – NEPP
English
10. Dr. Perla Cuanzon Former ES: Elementary English – DepEd – NEPP
DepED Manila
11. Dr. Marietta Otero Professor University of the East
12. Dr. Edilberta Bala Professor PNU
13. Dr. Roderick Aguirre Language Consultant PNU/ CESS
14. Mirla Olores Facilitator SPED – BEE
15. Eufrosina Lontoc AA IV/ Encoder SPED -BEE

SECRETARIAT
NAME DESIGNATION
1. Rachelle C. Fermin DepEd
2. Prescy Ong DepEd
3. Rozelyn M. Buyucan DepEd
4. Magdalena Mendoza DAP
5. Tristan Suratos DAP
6. Kimberly Pobre DAP
7. Cristina Villasenor DAP
8. Lani Garnace DAP
9. Kidjie Saguin DAP
10. Maria Boncan Accountant, DepEd
11. Daylinda Guevarra Accountant, DepEd
12. Fenerosa Maur Accountant, DepEd
13. Divina Tomelden Accountant, DepEd
14. Nilva Jimenez Disbursing Officer, DepEd
FACILITATORS/ SUPPORT TEAM
NAME DESIGNATION
1. Irene C. De Robles CDD – BEE
2. Jose Tuguinayo, Jr. CDD – BSE
3. Marivic Abcede CDD – BSE
4. Mirla Olores SPED – BEE
5. Simeona Ebol CDD – BEE
6. Fe Villalino SDD – BEE

ADVISORY TEAM
NAME DESIGNATION
1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC
2. Dr. Lolita Andrada Director, BSE – DepEd, Pasig
3. Dr. Angelita Esdicul Director, BEE – DepEd, Pasig
4. Dr. Ricardo de Lumen OIC, Director III – Tech Voc, DepEd
5. D. Paraluman R. Giron Chair, K – 10 TWG
6. Dr. Avelina T. Liagas Consultant, TEC, DepEd
7. Dr. Dina Ocampo Dean, COE, UP Diliman
8. Dr. Ester Ogena President, PNU
9. Dr. Brenda B. Corpuz Technical Adviser to the Office of USEC, Pograms and
Standards
10. Dr. Dennis Faustino Headmaster, SMS Sagada, Mt. Prov.
11. Dr. Merle Tan Director, UP – NISMED
12. Dr. Cristina Padolino President, CEU
13. Mr. Napoleon Imperial CHED
14. Diane Decker Consultant, MTB – MLE
15. Dr. Nelia Benito Director, NETRC
16. Dr. Socorro Pilor Director, IMCS
17. Dr. Beatriz Torno Executive Director, TEC
18. Dr. Carolina Guerrero Director, BALS
19. Dr. Irene Isaac Director, TESDA
20. Dr. Imelda Taganas Director, TESDA

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Republic of the Philippines

K to 12 Curriculum Guide version as of January 2013 – 2

II. GUIDING PRINCIPLES

K to 12 Curriculum Guide version as of January 2013 – 3

K to 12 Curriculum Guide version as of January 2013 – 4

I. NEEDS OF THE LEARNERS : THE CONTEXT

K to 12 Curriculum Guide version as of January 2013 – 5

Communicative competence is classified into the following competencies.

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K to 12 Curriculum Guide version as of January 2013 – 9

K to 12 Curriculum Guide version as of January 2013 – 10

COMPONENT 4: Making Meaning through Language

K to 12 Curriculum Guide version as of January 2013 – 11

K to 12 Curriculum Guide version as of January 2013 – 12

Alignment of the Language and Literacy Domains with the 5 sub-strands

Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

3. Book and Print Knowledge √

5. Phonics and Word Recognition √ √ √

8. Writing and Composition √ √ √ √

9. Grammar Awareness & Structure √ √ √ √

10. Vocabulary Development √ √ √ √ √

11. Reading Comprehension √ √ √

13. Attitudes towards language, literacy and literature √ √ √ √ √

14. Study Strategies √ √ √ √ √

K to 12 Curriculum Guide version as of January 2013 – 14

Domains K-3 4-6 7-10 11-12

Book and Print knowledge

Phonics and word recognition

Writing and composition

Grammar awareness and

Attitude towards language,

K to 12 Curriculum Guide version as of January 2013 – 15

Content Standards Performance Standards at the end of Grade 3

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DOMAINS OF CONTENT PERFORMANCE LEARNING COMPETENCIES

 Talk about oneself and one‟s family

demonstrates  Listen to a variety of literary texts (poems and narratives)

K to 12 Curriculum Guide version as of January 2013 – 18

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demonstrates constructs Pronoun

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demonstrates uses strategies  Interpret pictographs

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DOMAIN CONTENT PERFORMANCE LEARNING COMPETENCIES

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demonstrates effectively transfers  Classify/Categorize sounds heard (animals, mechanical, objects,

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 Identify the elements of narratives

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demonstrates makes personal  Retell familiar stories to other children

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DOMAIN CONTENT PERFORMANCE LEARNING COMPETENCIES

 Identify/Share relevant information

K to 12 Curriculum Guide version as of January 2013 – 29