LEARNING DELIVERY MODALITIESCOURSE 2

MODULE 2:
MOST ESSENTIAL
LEARNING
COMPETENCIES
(MELCs)
MODULE OBJECTIVES:

By the end of this Module, you will be able to:

1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives

MODULE CONTENT:

Lesson 1. Background, Rationale, and Development of MELCs

Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2
 LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
ACTIVITY 1.
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed serious challenges on the delivery
of quality basic education. As a teacher, what do you think are the fundamental concerns in terms of
curriculum standards that need to be addressed in order to ensure learning continuity? Cite a specific
example. Do you think these concerns could be solved by teachers alone? Why or why not?

The crisis brought about by the COVID-19 has posted a lot of challenges for the Department of Education
especially to the teachers who are standing in the front line to provide the continuity in education. As a teacher, I
believe that narrowing down the learning competencies has become a huge factor in order to deliver the only the
most essential in this time of pandemic. However, one of the major concerns to ensure that learning continues is
the implementation process itself. Given the shortage of resources, schools, teachers, and the community itself
are finding means to bridge the gap.

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools nationwide, the congested
curriculum has been a perennial problem of teachers (Andaya, 2018). This is perceived to be one of the
hindering factors on the poor performance of Filipino learners. Do you agree with this observation? Why or
why not?

I totally agree to this. The purpose of the curriculum is solely to achieve a higher standard of education and to
produce competitive learners. But due to its congested nature, students cannot cope up with it and more often
than not, teachers find it hard and time consuming to teach all these competencies which seem to be repetitive
and redundant resulting to poor performance of the learners as well as the teachers.

ACTIVITY 2
Familiarize yourself with the course reading on the Development and Design of the MELCs. After going through the
document, provide a brief and concise response to the following guide questions. Write your answers in your Study
Notebook.

1. What are the general and specific purposes of the development of MELCs?
The MELC is developed to allow students to study based on their abilities to learn skills or competencies at
their own pace. This method is tailored to meet different learning levels that can lead to efficient learning
outcomes through alternative learning delivery modalities. How does curriculum review aid in the identification of
essential learning competencies?

2. What is the difference between essential learning competencies and desirable learning competencies?
Essential learning competencies are defined as what the students need, considered indispensable, in the
teaching-learning process to building skills to equip learners for subsequent grade levels and subsequently, for
lifelong learning. On the other hand, desirable learning competencies were defined as what may enhance
education but may not necessary in building foundational skills.

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 3. How were the most essential learning competencies identified? What were the decisions made in order to
trim down the number of the essential learning competencies further?
The MELCs were identified according to the gaps, issues and concerns across learning areas and grade levels.
The decisions were made due to the limited number of school days and the absence of face-to-face instructions at
this time of pandemic. Hence, narrowing down the learning competencies is the best option the DepEd has come
up with.

4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
The MELCs are made aligned with the national/local standards, applicable to real-life and are the most
essential competencies that students are expected to learn despite this pandemic. The Department of Education
has made sure that with limited resources, time, and the absence of face-to-face instructions, learners would still
get the the necessary competencies the need to acquire through these MELCs.

ACTIVITY 3
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs. Go to
the sections of the curriculum guide and MELCs that are relevant to your instructional needs. Copy and accomplish
the following table in your Study Notebook and compare the two documents to determine which learning
competencies were retained, dropped, or merged.
K TO 12 LEARNING
MELCS
COMPETENCIES
MERGED/CLUSTERED MT2LC-Ia-b-1.1.1 Note important
details in grade level narrative
texts:
a. character
b. setting
c. plot
(problem and resolution)
MT2RC-Ia-b-1.1.1 Note important
details in grade level narrative texts:
a. character
b. setting
c. plot (problem and resolution )
(problem and resolution)
MT2VCD-Ia-i-1.2 Use words unlocked during
story reading in meaningful contexts.
MT2LC-Ia-b-1.1.1 Note important details in
grade level narrative texts:
a. character
b. setting
c. plot
(problem and resolution)
MT2RC-Ia-b-1.1.1 Note important details in
grade level narrative texts:
a. character
b. setting
c. plot
(problem and resolution)
MT2PWR-Ia-d-7.5 Read with understanding
grade level text.
MT2F-Ia-i-1.5 Read grade level texts with
appropriate speed.* (Note: should include
benchmarks on number of words per minute
once research and data have been 2
gathered
MT2PWR-Ia-i-3.3 Write upper and lower case
letters using cursive strokes
MT2SS-Ie-g-1.2 Follow instructions in a test
carefully.
MT2-Ia-i-1.5Read grade level texts with
appropriate speed.(Note: should include
benchmarks on number of words per
minute once research and data have been
gathered)
MT2PWR-Ia-j-3.3 Write upper and lower
case letters using cursive strokes.
MT2VCD-If-h-3.3 Identify and use compound
words appropriate to the grade level in
sentences.
MT2LC-Ig-h-3.3 Give the main idea of a
story/poem.
MT2RC-Ig-h-3.3 Give the main idea of a
story/poem.
MT2F-Ia-i-1.6 Read grade level texts with
appropriate intonation, expression, and
punctuation when applicable
MT2PWR-Ia-i-3.3 Write upper and lower case
letters using cursive strokes.Q1, Week 8
(h)Theme: My Family and I: Likes and
Dislikes Genre: Poem
MT2OL-Ig-h-1.4 Talk about famous people,
places, events, etc. using descriptive and
action words in complete sentences.
MT2PWR-Ie-i-7.6 Read content area-related
words.(Math and Science terms)
MT2F-I-a-i-1.4 Read aloud grade level text
with an accuracy of 95 -100%.
MT2C-Ia-i-1.4 Express ideas through poster
making (e.g. ads, character profiles, news
report, lost and found) using stories as
springboard.(These writing activities are
scaffold by the teacher.)
MT2VCD-Ia-i-1.2 Use words unlocked
during story reading in meaningful
contexts.
MT2LC-Ig-h-3.3 Give the main idea of a
story/poem.
MT2RC-Ig-h-3.3 Give the main idea of a
story/poem.
MT2SS-h-i-1.3 Follow 3 -5 step written
directions.
MT2VCD-If-h-3.3 Identify and use compound
words appropriate to the grade level in
sentences.
MT2LC-Ih-i-5.1Predict possible ending of a
story.
MT2RC-Ih-i-5.1 Predict possible ending of a
Story
MT2PWR-Ia-i-6.3 Correctly spell grade level
words.
MT2PWR-Ia-i-3.3Write upper and lower 3 case
letters using cursive strokes.
MT2F-I-a-i-1.4 Read aloud grade level text
with an accuracy of 95 -100%.
MT2C-Ia-i-1.4 Express ideas through poster
making (e.g. ads, character profiles, news
report, lost and found) using stories as
 springboard.(These writing activities are
scaffold by the teacher.)
MT2PWR-Ie-i-7.6 Read content area-
related words. (Math and Science terms)
MT2VCD-Ia-i-1.2Use words unlocked
during story reading in meaningful contexts.
MT2LC-Ih-i-5.1 Predict possible ending of a
story.
MT2RC-Ih-i-5.1 Predict possible ending of a
story.
MT2SS-Ih-i-1.3 Follow 3 -5 step written
Directions
MT2F-Ia-i-1.5 Read grade level texts with
appropriate speed. (Note: should include
benchmarks on number of words per
minute once research and data have been
gathered)
MT2RC-Ii-i-2.5 Give the summary of a
Story
MT2F-Ia-i-1.6 Read grade level texts with
appropriate intonation, expression, and
punctuation cues when applicable
MT2F-Ia-i-1.6 Read grade level texts with
appropriate intonation, expression, and
punctuation
MT2PWR-Ia-i-3.3 Write upper and lower case
letters using cursive strokes
RETAINED MT2O-Ia6.2.1 Participate actively during MT2O-Ia6.2.1 Participate actively during
story reading by making comments and story reading by making comments and
asking questions using complete asking questions using complete
sentences sentences
MT2PWR-Ia-b-7.3 Read a large number of MT2PWR-Ia-b-7.3 Read a large number of
regularly spelled multi-syllabic words. regularly spelled multi-syllabic words.
MT2GA-Ia-2.1.1 Identify and use naming MT2GA-Ia-2.1.1 Identify and use naming
words in sentences. words in sentences.
MT2PWR-Ia-d-7.5 Read with understanding MT2PWR-Ia-d-7.5 Read with understanding
grade level text. grade level text.
MT2PWR-Ia-i-3.3 Write upper and lower case l MT2PWR-Ia-i-3.3 Write upper and lower case
letters using cursive strokes letters using cursive strokes
MT2GA-Ib-3.1.1 Classify naming words into MT2GA-Ib-3.1.1 Classify naming words into
different categories. different categories.
MT2GA-Ic-2.1.2 Identify the gender of MT2GA-Ic-2.1.2 Identify the gender of
naming words, when applicable. naming words, when applicable.
MT2GA-Id-2.1.3 Identify and use collective MT2GA-Id-2.1.3 Identify and use collective
nouns, when applicable. nouns, when applicable.
MT2VCD-Ic-e-1.3 Use the combination of MT2VCD-Ic-e-1.3 Use the combination of
affixes and root words as clues to get the affixes and root words as clues to get the
meaning of words. meaning of words.
MT2GA-Ie-f-2.5 Identify the parts of a MT2GA-Ie-f-2.5 Identify the parts of a
sentence (subject and predicate). 4 sentence (subject and predicate).
MT2SS-Ie-g-1.2 Follow instructions in MT2SS-Ie-g-1.2 Follow instructions in
a test carefully a test carefully
MT2LC-If-4.4 Identify the difference MT2LC-If-4.4 Identify the difference
between a story and a poem. between a story and a poem.
MT2VCD-If-h-3.3 Identify and use compound MT2VCD-If-h-3.3 Identify and use compound
words appropriate to the grade level in words appropriate to the grade level in sentences.
sentences. MT2GA-Ig-4.1 Differentiate sentences from
MT2GA-Ig-4.1 Differentiate sentences from non -sentences.
non -sentences. MT2GA-Ih-i-2 .6.Identify and use a variety of
MT2GA-Ih-i-2 .6.Identify and use a variety of sentences:
sentences: a. declarative
a. declarative b. interrogative
 b. interrogative c. exclamatory
c. exclamatory d. imperative
d. imperative MT2GA-Ih-i-5.1 Construct sentences
MT2GA-Ih-i-5.1 Construct sentences observing appropriate punctuation
observing appropriate punctuation marks.
marks. MT2OL-Ii-i-9.1.1Tell/retell familiar stories
MT2OL-Ii-i-9.1.1Tell/retell familiar stories and short conversations by using appropriate
and short conversations by using appropriate gestures and expressions in
gestures and expressions in complete sentences.
complete sentences. MT2PWR-Ie-i-7.6 Read content area-
MT2PWR-Ie-i-7.6 Read content area- related words. (Math and Science terms)
related words. (Math and Science terms) MT2GA-Ih-i-5.1 Construct sentences
MT2GA-Ih-i-5.1 Construct sentences observing appropriate punctuation marks.
observing appropriate punctuation marks. MT2VCD-Ii-i-4.1 Recognize common
MT2VCD-Ii-i-4.1 Recognize common abbreviations (e.g. Jan., Sun., St., Mr., Mrs.).
abbreviations (e.g. Jan., Sun., St., Mr., Mrs.). MT2L-Ii-i-2.5 Give the summary of a story
MT2L-Ii-i-2.5 Give the summary of a story

DROPPED MT2C-Ia-i-1.4 Express ideas through poster

making (e.g. ads, character profiles, news
report, lost and found) using stories as
springboard.(These writing activities are
scaffold by the teacher.)
MT2C-Ia-i-1.4 Express ideas through poster
making (e.g. ads, character profiles, news
report, lost and found) using stories as
springboard.(These writing activities are
scaffold by the teacher.)
MT2VCD-Ia-i-1.2 Use words unlocked
during story reading in meaningful
contexts.
MT2ATR-Ia-c-5.1 Express individual choices and
taste for texts.
MT2SS-Ia-d-8.1 Fill out forms (e.g. school
Forms)
MT2F-Ia-i-1.5 Read grade level texts with
appropriate speed.
(Note: should include benchmarks on
number of words per minute once
research and data have been
gathered
MT2PWR-Ia-i-6.3 Correctly spell grade level
words.
MT2F-Ia-i-1.6 Read grade level texts with
appropriate intonation, expression, and5
punctuation cues when applicable
MT2OL-Ib-4.1.1 Recite and sing in group longer
poems, jingles, riddles, chants,
and songs (folk, rap, etc.) with ease and
confidence.
MT2PWR-Ia-b-7.3 Read a large number of
regularly spelled multi-syllabic words.
MT2F-Ia-i-1.4 Read aloud grade level text
with an accuracy of 95 -100%.
MT2C-Ia-i-1.4 Express ideas through poster
making (e.g. ads, character profiles, news
report, lost and found) using stories as
springboard.(These writing activities are
scaffold by the teacher.)
MT2ATR-Ia-c-5.1 Express individual choices and
taste for texts.
MT2SS-Ia-d-8.1 Fill out forms (e.g. school
Forms)
MT2PWR-Ia-i-6.3 Correctly spell grade level
words.
MT2F-Ia-i-1.6 Read grade level texts with
appropriate intonation, expression, and
punctuation cues when applicable
MT2OL-Ic-d-10.1 Relate one’s own
experiences and ideas related to the
topics using a variety of words with proper
phrasing and intonation.
MT2ATR-Ia-c-5.1 Express individual choices and
taste for texts.
MT2SS-Ia-d-8.1 Fill out forms (e.g. school
Forms
MT2F-Ia-i-1.5 Read grade level texts with
appropriate speed.* (Note: should include
benchmarks on number of word sper
minute once research and data have been
gathered)*
MT2VCD-Ic-e-1.3 Use the combination of affixes
and root words as clues to get the
meaning of words.
MT2PWR-Ia-i-6.3 Correctly spell grade level
words.
MT2PWR-Ia-i-3.3 Write upper and lower case
letters using cursive stroke
MT2PWR-Ic-d-7.4 Read with understanding
words with consonant blends, clusters
and digraphs when applicable
MT2C-Ia-i-1.4 Express ideas through poster
making (e.g. ads, character profiles, news
report, lost and found) using stories as
springboard.(These writing activities are
scaffold by the teacher.)
MT2C-Ia-i-1.4 Express ideas through poster
making (e.g. ads, character profiles, news
report, lost and found) using stories as
springboard.(These writing activities are
scaffold by the teacher.)
MT2VCD-Ia-i-1.2 Use words unlocked6
during story reading in meaningful contexts.
MT2LC-Ic-d-2.1.1Give the correct sequence of 3-
5 events in a story.
MT2RC-Ic-d-2.1.1Give the correct sequence of
3-5 events in a story.
MT2PWR-Ia-d-7.5 Read with understanding
grade level text.
MT2F-Ia-i-1.6 Read grade level texts with
appropriate intonation, expression, and
punctuation cues when applicable
MT2VCD-Ia-i-1.2 Use words unlocked during
story reading in meaningful contexts.
MT2LC-Ic-d-2.1.1 Give the correct sequence of
3-5 events in a story.
MT2RC-Ic-d-2.1.1 Give the correct sequence of
3-5 events in a story.
MT2ATR-Id-f-2.1.1 Browse/read books for
various purposes such as for learning or for
pleasure.
MT2SS-Ia-d-8.1 Fill out forms (e.g. sc
School fors)
MT2PWR-Ia-d-7.5 Read with understanding
grade level text*.
MT2FI-a-i-1.5 Read grade level texts with
appropriate speed.* (Note: should include
benchmarks on number of words per
minute once research and data have been
gathered)
MT2PWR-Ia-i-6.3 Correctly spell grade level
words.
MT2F-Ia-i-1.6 Read grade level texts with
appropriate intonation, expression,
and punctuation cues when applicable
MT2OL-Ie-f-3.2 Use expressions appropriate to
the grade level to give opinion in a text listened
to, heard or read.
MT2PWR-Ie-i-7.6 Read content area-related
words.(Math and Science terms)
MT2F-I-a-i-1.4 Read aloud grade level text
with an accuracy of 95 -100%.
MT2C-Ia-i-1.4 Express ideas through poster
making (e.g. ads, character profiles, news
report, lost and found) using stories as
springboard.(These writing activities are
scaffold by the teacher.)
MT2VCD-Ia-i-1.2 Use words unlocked
during story reading in meaningful contexts.*
MT2LC-Ie-6.1 Relate story events to one’s
experiences.
MT2ATRId-f-2.1.1 Browse/read books for
various purposes such as for learning
or for pleasure.
MT2PWR-Ie-i-7.7 Read content area-related
sight words.(Math and Science terms)
MT2F-Ia-i-1.5 Read grade level texts with
7
appropriate speed.* (Note: should include
benchmarks on number of words per
minute once research and data have been
gathered)*
MT2VCD-Ic-e-1.3 Use the combination of
affixes and root words as clues to get the
meaning of words.
MT2PWR-Ia-i-6.3 Correctly spell grade level
words.
MT2F-Ia-i-1.6 Read grade level texts with
appropriate intonation, expression, and
punctuation cues when applicable.
MT2OL-Ie-f-3.2 Use expressions appropriate to
the grade level to give opinion in a text
listened to, heard or read.
MT2PWR-Ie-i-7.6 Read content area-related
words.(Math and Science terms)
MT2F-I-a-i-1.4 Read aloud grade level text
with an accuracy of 95 -100%.
MT2C-Ia-i-1.4 Express ideas through poster
making (e.g. ads, character profiles, news
report, lost and found) using stories as
springboard.(These writing activities are
scaffold by the teacher.)
MT2GA-Ie-f-2.5 Identify the parts of a
sentence (subject and predicate).
MT2VCD-Ia-i-1.2 Use words unlocked
during story reading in meaningful
contexts.
MT2ATR-Id-f-2.1.1Browse/read books for
various purposes such as for learning
 or for pleasure.
MT2PWR-Ie-i-7.7 Read content area-related
sight words.(Math and Science terms)
MT2F-Ia-j-1.6 Read grade level texts with
appropriate intonation, expression, and
punctuation cues when applicable
MT2OL-Ig-h-1.4 Talk about famous people,
places, events, etc. using descriptive and
action words in complete sentences.
MT2VCD-Ia-i-1.2 Use words unlocked
during story reading in meaningful contexts.
MT2LC-Ig-2.3 Give the meaning of a poem.
MT2RC-Ig-2.3 Give the meaning of a poem.
MT2ATR-Ig-i-4.2 Show love for reading by
listening attentively during story reading and by
making comments/reactions.
MT2SS-Ie-g-1.2 Follow instructions in a test
carefully.
MT2PWR-Ie-i-7.7 Read content area-
related sight words.(Math and Science terms)
MT2F-Ia-i-1.5 Read grade level texts with
appropriate speed.(Note: should include
benchmarks on number of words per
minute once research and data have been
gathered) 8
MT2PWR-Ia-i-6.3 Correctly spell grade level
words.
MT2F-Ia-i-1.6 Read grade level texts with
appropriate intonation, expression, and
punctuation when applicable
MT2ATR-Ig-i-4.2 Show love for reading by
listening attentively during story reading and by
making comments/reactions.
MT2PWR-Ie-i-7.7 Read content area-related
sight words.(Math and Science terms)
MT2F-Ia-i-1.5 Read grade level texts with
appropriate speed.(Note: should include
benchmarks on number of words per
minute once research and data have been
gathered)
MT2F-Ia-i-1.6 Read grade level texts with
appropriate intonation, expression,
and punctuation cues when applicable.
MT2OL-Ii-i-9.1.1Tell/retell familiar stories
and short conversations by using appropriate
gestures and expressions in
complete sentences.
MT2PWR-Ie-i-7.6 Read content area-
related words. (Math and Science terms)
MT2ATR-Ig-j-4.2 Show love for reading by
listening attentively during story reading and by
making comments/reactions.
MT2PWR-Ie-i-7.7 Read content area-related
sight words.(Math and Science terms)
MT2PWR-Ia-i-6.3 Correctly spell grade level
words.

ACTIVITY 4
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any questions about the
MELCs that need clarification as well. Share your thoughts and let your co-teachers articulate their insights regarding
your questions. Jot down all the insights shared in the discussion, including your own, in your Study Notebook.

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading the document,
provide a brief and concise response to the following guide questions in your Study Notebook:
1. What is the importance of unpacking and combining the MELCs?
By unpacking and combining the MELCs, we now have a clear path forward. This gives up a deeper
understanding on how these MELCs are selected. It will be much helpful for us to plan on how are we going to
implement our LCP more efficiently.

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2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
The Most Essential Learning Competencies should be aligned to the content and performance standards of the
all the learning areas. Should be based on the learning needs of the learners.

3. Do all the MELCs need to be unpacked or combined? Why or why not?

Of course, unpacking the MELCs are essential in order to have a systematic learning activity so that the
competencies needed by the learners are not congested or repetitive.

ACTIVITY 2
1. Form a group of four members within your LAC, preferably with fellow teachers in your respective learning
area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and unpackthese into
learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and processing will follow each
presentation. Suggestions and insights from each group will be considered in enhancing the learning
objectives.

Repeat the above process but instead of unpacking, each team will now combineat least two MELCs of their choice.
Group deliberation will be observed in order to arrive at a consensus. Discuss and jot down the synthesis of the
presentations in your Study Notebook.