K-12 English Curriculum

Republic of the Philippines
Department of Education
DepEd Complex, Meralco
Avenue
Pasig City
K to 12 Curriculum
Guide ENGLISH
(Grade 1 to Grade 10)
May 2016
K to 12 BASIC EDUCATION CURRICULUM
THE FRAMEWORK
K to 12 English Curriculum Guide May 2016 Page 2 of 247 Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that
have been delivered to schools.
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.
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.
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
K to 12 English Curriculum Guide May 2016 Page 3 of 247 Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been
delivered to schools.
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 activities5. 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.
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.
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
6
2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
III. 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 be creative and collaborative and will have a significant impact on the way
companies work when they join the workforce.
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 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.
7
2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education. Department of Instruction.
IV. 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
engage in.
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 how 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 of 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 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 in. 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.
8
Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
IV. CONCEPTUAL FRAMEWORK
The world is now in the “Knowledge age” where the challenge of education is to prepare learners to deal with the challenges of the 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 on page 2 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 of thinking skills (critical thinking, creative thinking and metacognition) 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 1: Language Learning Process
For effective language acquisition and learning to take place, language teachers must be guided by 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 center 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 2: 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 to 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 3: 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 (LAMC) 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).
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 Multiliteracies 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 √ √ √

11.1 schema & prior knowledge
11.2 strategies
11.3 narrative text
11.4 informational text
12. Listening Comprehension √ √
13. Attitudes towards language, literacy and literature √ √ √ √ √
14. Study Strategies √ √ √ √ √
Funnelling 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
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.
COMPONENT 4: Holistic Assessment

Assessment is an important aspect of learning and teaching. It should be effectively used to support the holistic development of our pupils. Our assessment practices should
go beyond summative evaluation and move towards a more holistic approach.
Holistic assessment refers to the ongoing gathering of information on different facets of a child from various sources, with the aim of providing qualitative and quantitative
feedback to support and guide the child's development. Holistic assessment informs our teachers of their teaching practices and guides them in the design and delivery of
student learning. It will also enable parents to support their children's development and growth.
Characteristics of Assessment
1. Proximity to actual language use and performance
Assessment procedures should be based on activities that have authentic communicative function rather than ones with little or no intrinsic communicative value.
These activities are based on actual performance in authentic situations which the learner is likely to encounter in his or her daily life.
2. A holistic view of language
Assessment procedures are based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored. Also the four skills of language-listening, speaking, reading, and writing-are seen to be parts of a structurally integrated whole.
Assessment approaches should be used for communication and self-expression. Assessment also takes into account the whole learner and his or her social, academic,
and physical context.
3. An integrative view of learning
Assessment attempts to capture the learner’s total array of skills and abilities. It measures language proficiency in the context of specific subject matter. Assessment
procedures are based on the idea that various aspects of a learner’s life, both academic and personal, are integral to the development of language proficiency and
cannot be ignored. These dimensions include not only processes such as acquiring and integrating knowledge, extending and refining knowledge, and using
knowledge meaningfully, but also issues such as varying student attitudes towards learning.
4. Developmental appropriateness
Assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the learner. This characteristic of assessment
makes it particularly valuable for second language learners who come from culturally diverse backgrounds and who may have atypical educational experiences.
5. Multiple referencing
Assessment entails obtaining information about the learner from numerous sources and through various means.
For students, assessment should allow them to see their own accomplishments in terms that they understand and, consequently, allows them to assume responsibility
for their learning. Assessment should allow parents to share in the educational process, and offers them a clear insight into what their children are doing in school. For
teachers, the primary advantage of assessment is that it provides data on their students and their classroom for educational decision-making. In addition, it reports
the success of the curriculum and provides teachers with a framework for organizing student’s works.
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 others 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 Demonstrate and use concepts of print, such as directionality, spacing, punctuation and configuration
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 and accurately, 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 manuscript or 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 Activate prior knowledge conceptually related to text and establish a purpose for reading
Knowledge
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 Demonstrate critical understanding and interpretation of visual media

Study Strategies Organize, process and use information effectively
KEY STAGE STANDARD

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 6 - Student should be able to construct meanings and
communicate them using creative, appropriate and grammatically
correct oral and written language.
GRADE 3 - Students should be able to demonstrate eagerness to

GRADE 10 - Students should be able to interpret, evaluate and explore and experience oral and written texts and to communicate
represent information within and between learning area texts and meanings and feelings effectively.
discourses.
GRADE 1
(3rd Quarter Oracy) Quarterly and Weekly Articulation
Core Learning Area Standard The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life
tasks necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.
Key Stage Standard The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.
Grade Level Standards The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and
other social context interactions.
Domain Content Standard Performance Standard
The learner… The learner…
Oral Language demonstrates understanding of familiar words used to Shares/express personal ideas, thoughts, actions, and feelings
communicate personal experiences, ideas, thoughts, actions, and using familiar words
feelings
demonstrates understanding of familiar literary forms and concept participates actively in different oral activities
of words in English for effective expression
Phonological demonstrates understanding of sounds and their meanings manipulates skilfully the sounds in words to express meaning
Awareness for appropriate use of words
displays sensitivity to sounds in spoken language
demonstrates understanding of sounds and sound patterns manipulates skilfully the speech sounds through simple meaningful
for production of words guided conversations
Grammar demonstrates understanding of concepts of nouns and adjectives correctly names people, objects, places and things through
for identification and description theme-based activities
demonstrates understanding of concepts of verbs, pronouns, constructs grammatically correct-simple sentences in

and prepositions in meaningful messages theme-based conversations using verbs, pronouns, and
prepositions
Vocabulary demonstrates understanding of familiar English words for uses basic vocabulary to independently express ideas about
effective communication personal, home, school and community experiences
demonstrates understanding of word meaning for correct usage correctly uses familiar words in speaking activities
Listening demonstrates understanding of story elements and text structures correctly identifies elements of literary and informational texts to
Comprehension for effective oral expression aid meaning getting
demonstrates understanding of the elements of literary uses elements of literary and informational texts to sufficiently
and informational texts for effective oral expression extend meaning and understanding
Attitude towards demonstrates understanding of literary concepts for appreciation presents varied ideas independently and shows interest enthusiastically
language, of literacy-related activities/tasks in diverse literacy-related activities/tasks
literacy, and
literature
Study Strategies demonstrates understanding of useful strategies for purposeful uses strategies independently in accomplishing literacy-related tasks
literacy learning
WEEK Learning Competencies
LC OL PA G V
Listening Comprehension Oral Language Phonological Awareness Grammar Vocabulary Development
1-5 EN1LC-IIIa-j- 1.1 EN1OL-IIIa-e-1.5 EN1PA-IIIa-e-2.2 EN1G-IIIa-e-1 EN1V-IIIa-e-5

Listen to short stories/poems and Use/Respond appropriately Recognize rhyming words in Sentences Use words that are related to
to polite expressions nursery rhymes, poems, ∙ EN1G-IIIa-1.1 self, family, school,
1. note important details ∙ EN1OL-IIIa-1.5.1 songs heard Recognize sentences and community, and concepts
pertaining to greetings non-sentences such as the names for colors,
a. character ∙ EN1OL-IIIb-1.5.2 EN1PA-IIIa-b- 3.1 ∙ EN1G-IIIb-1.4 shapes, and numbers
b. setting leave takings Give the number of syllables Recognize simple
c. events ∙ EN1OL-IIIc-1.5.3 of given words. sentences
2. Give the correct sequence expressing gratitude ∙ EN1G-IIIc-1.3;
of three events and apology EN1G IIId-1.3;
3. Infer the character feelings and ∙ EN1OL-IIId-1.5.4 EN1G-IIIe
traits asking permission 1.3
4. Identify cause and/or effect ∙ EN1OL-IIIe-1.5.5 Recognize telling and
of events offering help asking sentences
5. 5.Identify the speaker in
the story or poem EN1OL-IIIa-b – 1.17
6. Predict possible ending of a Talk about oneself and
story read one’s family
7. Relate story events to one’s
experience EN1OL-IIIb-c 1.3.3
8. Discuss, illustrate, dramatize Talk about one’s personal
specific events experiences pertaining to the
6-10 9. Identify the problem and family, one’s pets, and
solution personal experiences
10. Retell a story listened to
EN1OL-IIIc – 1.17.1
Relate one’s
activities/responsibilities
at home
LC OL PA G V
EN1OL-IVd- 1.3.4
Talk about topics of
interest (likes and
dislikes)
EN1OL-IIIa-e – 1.5
Use common expressions
and polite greetings
EN1OL-IIIa-j-1.3.1
Talk about stories heard
when and where it took
place
∙ the characters and
∙ some important details
of the story
EN1OL-IIIa-j-1.2.9
Participate in some
sharing activities
∙ News sharing
∙ Show and tell
∙ “I Spy” games
∙ Recite rhymes, poem
Articulation
(4TH Quarter Oracy) Quarterly and Weekly
Core Learning Area Standard The learner demonstrates mastery of basic skills in English language arts; communicates appropriately, fluently and accurately
orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life
tasks necessary to cope with the demands of a functionally literate and competent local, national, and global citizen.
Key Stage Standard The learner demonstrates basic language skills using a variety of media and uses these to learn varied content.
Grade Level Standards The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and
other social context interactions.
LC OL PA G V
1-5 EN1LC-IVa-j- 1.1 EN1OL-IVa-j-1.3 EN1PA-IVa-b-2.3 EN1G-IVa-e-3 EN1V-IVa-e-3

Listen to short stories/poems and Talk about pictures Distinguish rhyming words Sort and Classify familiar
presented using from non-rhyming words Verbs words into basic categories
1. note important details appropriate local EN1G-IVa-e-3.4 (colors, shapes, foods, etc)
pertaining to terminologies with ease EN1PA-IVc-e-2.4 Recognize common action
a. character and confidence Supply rhyming words in words in stories listened to
b. setting response to spoken words
c. events EN1OL-IVa-j-1.3.1
2. Give the correct sequence Talk about stories heard
of three events when and where it took
3. Infer the character feelings and place
traits ∙ the characters and
4. Identify cause and/or effect ∙ some important details
of events of the story
5. Identify the speaker in the
story or poem EN1OL-IVa-j-1.2.9
6. Predict possible ending of a Participate in some
story read sharing activities
7. Relate story events to one’s ∙ News sharing
experience ∙ Show and tell
8. Discuss, illustrate, dramatize ∙ “I Spy” games
specific events ∙ Recite rhymes, poem
9. Identify the problem and
6-10 EN1OL-IVf-1.17.2 EN1G-IVf-j-5 EN1V-IVf-j-12.1
LC OL PA G V
solution Ask simple questions Adjectives Give the meaning of words

10. Retell a story listened to EN1LC-IVg-h-3.6 Recognize describing words using clues (TPR, pictures,
Follow one-to-two step for people, objects, things body
directions and places (color, shape, movements, etc.)
EN1OL-IVi-j-1.17.1 size,
Give one-to-two step directions height, weight, length,
distance, etc.)
Listen to narrative and informational
text or poem and
EN1LC-IVa-j-2.1
1. Note important details
EN1LC- IVa-j-3.12
2. Give one’s reaction to an event
or issues
EN1LC- IVa-j-2.8
3. Infer important details
EN1LC- IVa-j-2.7
4. Sequence events when
appropriate
EN1LC- IVa-j-1.13.2.1
5. Listen and respond through
discussions, illustrations, songs,
dramatization and art
Grade 1 Tagged Materials

LEARNING COMPETENCY CODE LEARNING MATERIALS
Learning Materials are uploaded at *These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
LC – Listening Comprehension
3Q
Listen to short stories/poems and EN1LC-IIIa-j-1.1 BEAM ENG1 Module 8 – Noting Details. 2009.
1. BEAM ENG1 Module 9 – Sequencing Events. 2009.
1. note important details pertaining to 2. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
a. character 3. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
b. setting 4. BEAM ENG2 – Sequencing Events. 2009.
c. events 5. BEAM ENG2 – Perceiving Relationships. 2009.
2. Give the correct sequence of three events 6. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
3. Infer the character feelings and traits 7. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
4. Identify cause and/or effect of events 8. UnionBank English. Grade 2. Unit 3. Lesson 26.
5. Identify the speaker in the story or 9. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
poem 6. Predict possible ending of a story 10. *English Expressways. Grade 1. 2010. pp. 228-229.
read 11. *Unionbank Learning System. Grade 2. 2011. pp 30, 38, 40, 50, 52, 56, 94, 98, 100,
7. Relate story events to one’s experience 104, 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196.
8. Discuss, illustrate, dramatize specific events 12. *Unionbank Learning System (Teacher’s Edition). Grade 2. 2011. pp 30, 38, 40, 50, 52,
9. Identify the problem and solution 56, 94, 98, 100, 104, 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196. 13.
10. Retell a story listened to English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 122-124, 127-128,
137-143, 171,177 193, 197-200, 257-258, 262-264, 275-276, 302-304, 315,316-
317,318,319, 331-332, 340-341, 350-353, 366-368, 408-412, 422-424, 430-432. 14. English
(Teacher’s Guide). Grade 2. 2013. pp 13-16, 33-34,43-46, 47, 70-71, 72, 76-79, 91, 94-95,
104-106, 127-130, 135-136, 143, 162-163, 166-168, 170, 174, 180, 184, 189, 215- 217,
220-221, 227, 228.
4Q
Listen to short stories/poems and EN1LC-IVa-j-1.1 1. BEAM ENG1 Module 8 – Noting Details. 2009.
1. note important details pertaining to 3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
a. character 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
b. setting 5. BEAM ENG2 – Sequencing Events. 2009.
c. events 6. BEAM ENG2 – Perceiving Relationships. 2009.
2. Give the correct sequence of three 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
events 3. Infer the character feelings and 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
traits 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
4. Identify cause and/or effect of events 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
5. Identify the speaker in the story or 11. *English Expressways. Grade 1. 2010. pp 228-229.
poem 6. Predict possible ending of a story 12. *Unionbank Learning System. Grade 2. 2011. pp 30, 38, 40, 50, 52, 56, 94, 98, 100,
read 104, 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196.
7. Relate story events to one’s experience 13. *Unionbank Learning System (Teacher’s Edition). Grade 2. 2011. pp 30, 38, 40, 50, 52,
8. Discuss, illustrate, dramatize specific events 56, 94, 98, 100, 104, 132, 136, 144, 176, 182, 201; 123, 157; 160-161; 48; 90; 34; 196. 14.
9. Identify the problem and solution English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 122-124, 127-128,
10. Retell a story listened to 137-143, 171, 193, 197-200, 257-258, 262-264, 275-276, 302-304, 315-319, 331-332, 340-
341, 350-353, 366-368, 408-412, 422-424, 430-432.
15. English (Teacher’s Guide). Grade 2. 2013. pp 13-16, 43-46, 70-71, 76-79, 91, 94-95,
104- 106, 127-130, 135-136, 143, 162-163, 166-168, 174, 180, 184, 189, 215-217,
220-221, 227, 228.
Listen to narrative and informational text or EN1LC-IVa-j-2.1 1. BEAM ENG1 Module 8 – Noting Details. 2009.
poem and 2. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
1. Note important details 3. *Unionbank Learning System. Grade 2. 2011. pp 20.
4. Let’s Begin Reading in English 2.2013. pp 270.
2. Give one’s reaction to an event or issues EN1LC- IVa-j-3.12 1. *Unionbank Learning System. Grade 2. 2011. pp 30.
2. English (Learner’s Material). Grade 2. 2013. pp 211-212.

3. English (Teacher’s Guide). Grade 2. 2013. pp 109.
3. Infer important details EN1LC- IVa-j-2.8 1. BEAM ENG1 Module 8 – Noting Details. 2009.
2. *Unionbank Learning System. Grade 2. 2011. pp 20.
4. English (Teacher’s Guide). Grade 2. 2013. pp 114-115.
5. Let’s Begin Reading in English 2.2013. pp 167-175.
4. Sequence events when appropriate EN1LC- IVa-j-2.7 1. BEAM ENG1 Module 9 – Sequencing Events. 2009.
2. English (Learner’s Material). Grade 2. 2013. pp134-138.
4. Let’s Begin Reading in English 2.2013. pp 42, 45, 163-164, 174, 269, 274-275, 290.
5. Listen and respond through discussions, EN1LC- IVa-j-1.13.2.1 1. UnionBank English. Grade 2. Unit 3. Lesson 27.
illustrations, songs, dramatization and art 2. *Unionbank Learning System. Grade 2. 2011. pp 35, 90, 102, 108, 112,
157. 3. Let’s Begin Reading in English 2.2013.pp 127-128, 160, 285-286, 371
OL – Oral Language
3Q
Use/Respond appropriately to polite expressions EN1OL-IIIa-e-1.5 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
2. BEAM ENG1 Module 1 – Expressions. 2009.
3. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
4. UnionBank English. Grade 2. Unit 1. Lesson 17.
5. English (Learner’s Material) 2. 2013. pp 51-52.
6. English (Teacher’s Guide). Grade 2. 2013. pp 37
1. greetings EN1OL-IIIa-1.5.1 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009. pp 11.

4. *English Expressways 1. 2010. pp 3-5, 7-8.
5. Unionbank English 2. Unit 1. Lesson 17 pp 51-52.
6. *Unionbank Learning System. Grade 2. 2011. pp 34-35.
2. leave takings EN1OL-IIIb-1.5.2 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009. pp 13.
4. *English Expressways 1. 2010. pp 6.
5. expressing gratitude and apology EN1OL-IIIc-1.5.3 1. BEAM ENG1 Module 1 – Expressions. 2009.
2. Unionbank Learning System. Grade 2. 2011. pp 40.
3. *English Expressways 1. 2010. pp 66-68.
6. asking permission EN1OL-IIId-1.5.4 1. BEAM ENG1 Module 1 – Expressions. 2009.
7. offering help EN1OL-IIIe-1.5.5 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009. pp 14.
Talk about oneself and one’s family EN1OL-IIIa-b – 1.17 1. BEAM ENG1 Module 1 – Expressions. 2009.
2. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.

3. BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
4. BEAM ENG2 Module 5 – Getting the Main Idea.
5. BEAM ENG2 Qrt1 Mod1 – How Do I See Myself?
6. BEAM ENG 3 Module 5 – Noting Details.
8. UnionBank English. Grade 2. Unit 2. Lesson 1, 5.
9. *English Expressways 1. 2010. pp 16-29, 44-47, 54-56.
11. Let’s Begin Reading in English 2.2013. pp 113, 127-133.
Talk about one’s personal experiences pertaining to EN1OL-IIIb-c 1.3.3 1. *English Expressways 1. 2010. pp 105, 116-119, 124-125, 198-199.
the family, one’s pets, and personal experiences
Relate one’s activities/responsibilities at home EN1OL-IIIc – 1.17.1 1. UnionBank English. Grade 2. Unit 4. Lesson 2, 3.
Talk about topics of interest (likes and dislikes) EN1OL-IIId-1.3.4 1. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
2. BEAM ENG2 – Perceiving Relationships. 2009.
Use common expressions and polite greetings EN1OL-IIIa-e – 1.5 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
Talk about stories heard when and where it took EN1OL-IIIa-j-1.3.1 1. UnionBank English. Grade 2. Unit 1. Lesson 10, 13.
place ∙ the characters and EN1OL-IVa-j-1.3.1 2. UnionBank English. Grade 2. Unit 2. Lesson 8.
∙ some important details of the story 3. *English Expressways 1. 2010. pp 212-217.
6. Let’s Begin Reading in English 2.2013. pp 111-112, 146-148, 384-385.
Participate in some sharing activities EN1OL-IIIa-j-1.2.9 1. BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
∙ News sharing EN1OL-IVa-j-1.2.9 2. BEAM ENG1 Module 3A – Sounds like Science. 2009.
∙ Show and tell 3. BEAM ENG1 Module 5 – All About Rhymes. 2009.
∙ “I Spy” games 4. UnionBank English. Grade 2. Unit 1. Lesson 14, 23.
∙ Recite rhymes, poem 5. *English Expressways 1. 2010. pp 236.
6. Let’s Begin Reading in English 2. 2013. pp 201.
4Q
Talk about pictures presented using appropriate EN1OL-IVa-j-1.3 1. BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
local terminologies with ease and confidence 2. UnionBank English. Grade 2. Unit 2. Lesson 36.

Ask simple questions EN1OL-IVf-1.17.2 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
Follow one-to-two step directions EN1LC-IVg-h-3.6 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
3. BEAM ENG1 Module 2 – Commands and Directions. 2009.
4. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
6. Let’s Begin Reading in English 2.2013. pp 214-215, 301.
Give one-to-two step directions EN1OL-IVi-j-1.17.1 1. BEAM ENG1 Module 2 – Commands and Directions. 2009.
PA – Phonological Awareness
3Q
Recognize rhyming words in nursery rhymes, EN1PA-IIIa-e-2.2 1. BEAM ENG1 Module 5 – All About Rhymes. 2009.
poems, songs heard 2. BEAM ENG2 Module 4 – Rhymes.
3. English (Learner’s Material). Grade 2. 2013. pp 41-42, 186-187, 231.
4. English (Teacher’s Guide). Grade 2. 2013. pp 34-35, 119.
5. *English Expressways 1. 2010. pp 122, 156, 170.
6. Let’s Begin Reading in English 2.2013. pp 48-50, 53, 64.
Give the number of syllables of given words EN1PA-IIIa-b- 3.1 1. English (Learner’s Material). Grade 2. 2013. pp 299.
3. Let’s Begin Reading in English 2.2013. pp 318, 322, 333, 335, 344.
4Q
Distinguish rhyming words from non-rhyming words EN1PA-IVa-b-2.3 1. BEAM ENG1 Module 5 – All About Rhymes. 2009.
4. *Unionbank Learning System 2.2013. pp 115-118.
Supply rhyming words in response to spoken words EN1PA-IVc-e-2.4 1. BEAM ENG1 Module 5 – All About Rhymes. 2009.
G – Grammar
3Q
Sentences EN1G-IIIa-e-1 1. BEAM ENG1 Module 8 – Noting Details. 2009.

2. English (Learner’s Material). Grade 2. 2013. pp 173-176, 427, 460,
473-474. 3. English (Teacher’s Guide). Grade 2. 2013. pp 92, 224, 247,
255-256.
1. Recognize sentences and non-sentences EN1G-IIIa-1.1 1. BEAM ENG1 Module 8 – Noting Details. 2009.
2. Let’s Begin Reading in English 2.2013. pp 91-95, 134, 149,165-166, 181, 216, 234, 315.
2. Recognize simple sentences EN1G-IIIb-1.4 1. BEAM ENG1 Module 8 – Noting Details. 2009.
3. Recognize telling and asking sentences EN1G-IIIc-1.3; EN1G 1. BEAM-DLP 3 Module 39.
IIId-1.3; 2. Let’s Begin Reading in English 2.2013.pp 6, 10, 12, 291-295, 400-402.
EN1G-IIIe-1.3 3. English (Learner’s Material). Grade 2. 2013. pp 96-98, 460
4. English (Teacher’s Guide). Grade 2. 2013. pp 57-58, 195-196, 226, 247
4Q
Verbs EN1G-IVa-e-3 1. BEAM ENG1 Module 8 – Noting Details. 2009.

3. BEAM ENG2 Module 6B – Action Words. 2009.
6. English (Learner’s Material). Grade 2. 2013. pp 149-154, 164-165.
7. English (Teacher’s Guide). Grade 2. 2013. pp 82-85, 89.
8. Let’s Begin Reading in English 2. 2013. pp 251, 267, 321, 327, 356.
Recognize common action words in stories listened to EN1G-IVa-e-3.4 1. BEAM ENG1 Module 8 – Noting Details. 2009.
Adjectives EN1G-IVf-j-5 1. UnionBank English. Grade 2. Unit 3. Lesson 13, 15, 16, 8.
Recognize describing words for people, objects, 2. *English Expressways 1. 2010. pp 113-115, 160-163.
things and places (color, shape, size, height, 3. English (Learner’s Material). Grade 2. 2013. pp 279, 293.
weight, length, distance, etc.) 4. English (Teacher’s Guide). Grade 2. 2013. pp 146,154.
5. Let’s Begin Reading in English 2.2013. pp 408-409, 416, 419, 424-426, 435, 437, 443,
459- 460, 466-468.
V – Vocabulary Development
3Q
Use words that are related to self, family, school, EN1V-IIIa-e-5 1. *English Expressways 1. 2010. pp 12-13, 33-34.
community, and concepts such as the names for 2. English (Learner’s Material). Grade 2. 2013. pp 75-80, 107-110.
colors, shapes, and numbers 3. English (Teacher’s Guide). Grade 2. 2013. pp 51-52,63-64.
4. Let’s Begin Reading in English 2.2013. pp 67, 167-169.
4Q
Sort and Classify familiar words into basic EN1V-IVa-e-3 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
categories (colors, shapes, foods, etc) 2. BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
Give the meaning of words using clues (TPR, EN1V-IVf-j-12.1 1. Let’s Begin Reading in English 2.2013. pp 15, 22, 26, 35, 40-41, 54.
pictures, body movements, etc.)
GRADE 2
(1st Quarter to 2nd Quarter – Oracy) Quarterly and Weekly Articulation

Grade Level Standards The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure
and information critically in meaningful thought units; responds properly to environmental prints likes signs, posters,
commands and requests; and writes legibly simple sentences and messages in cursive form.
Oral Language demonstrates understanding of grade level appropriate words used independently takes turn in sharing inter and intra personal
to communicate inter- and intrapersonal experiences, ideas, experiences, ideas, thoughts, actions and feelings using appropriate
thoughts, actions and feelings words
demonstrates understanding of familiar literary texts and uses appropriate expressions in oral interpretation and familiar situations
common expressions for effective oral interpretation and
communication
Fluency demonstrates understanding of punctuation marks, rhythm, pacing, fluently expresses ideas in various speaking tasks
intonation and vocal patterns as guide for fluent reading and
speaking accurately and fluently reads aloud literary and informational
texts appropriate to the grade level
Listening demonstrates understanding of text elements to see the correctly presents text elements through simple organizers to
Comprehension relationship between known and new information to facilitate make inferences, predictions and conclusions
comprehension
demonstrates understanding of information heard to make uses information from theme-based activities as guide for decision
meaningful decisions making and following instructions
Alphabet demonstrates understanding of the alphabets in English in comparison distinguishes similarities and differences of the alphabets in English
Knowledge to the alphabets of Filipino and Mother Tongue and Mother Tongue/Filipino
Phonics and demonstrates understanding of the relationship of phonetic principles analyzes pattern of sounds in words for meaning and accuracy
Word of Mother Tongue and English to decode unknown words in English
Recognition ably reads and spells out grade appropriate regular and irregular words
in English
Phonological demonstrates understanding of the letter-sound relationship effectively transfers the knowledge of letter-sound relationship
Awareness between Mother Tongue and English for effective transfer of from Mother Tongue to English
learning
correctly hears and records sounds in words
Vocabulary demonstrates understanding of suitable vocabulary used in uses familiar vocabulary to independently express ideas in
different languages for effective communication speaking activities
Book Knowledge demonstrates understanding about the concepts about print correctly identifies book parts and follows reading conventions
Reading demonstrates understanding of the elements of literary and uses information derived from texts in presenting varied oral and
Comprehension expository texts for creative interpretation written activities
demonstrates understanding of paragraph development to identify identifies correctly how paragraphs/ texts are developed
text types
Writing and demonstrates understanding of the process of writing to generate uses a variety of prewriting strategies to generate, plan, organize
Composition and express ideas and feelings ideas, make a draft for specific purposes
demonstrates understanding of different formats to write for a variety produces a variety of texts for creative, personal academic and
of audiences and purposes functional purposes
Grammar demonstrates understanding of sentence construction for properly identifies and describes people, animals, places, things and
correct expression uses them in a variety of oral and written theme-based activities
demonstrates understanding of the concepts of nouns, verbs uses pronouns and prepositions in a variety of oral and written
and adjectives for proper identification and description theme based activities
demonstrates understanding of the concepts of pronouns and shows proficiency in constructing grammatically correct sentences
preposition for appropriate communication in different theme-based activities
Attitude demonstrates understanding of concepts about narrative and makes personal accounts on stories/texts as expression of appreciation
informational texts for appreciation to familiar books
Study Strategies demonstrates understandings of useful strategies for purposeful Independently uses strategies in accomplishing literacy-related tasks
literacy learning
1st Quarter (Continuation of Oracy)

OL LC PA BPK AK G V A SS
Oral Language Listening Phonological Book and Print Alphabet Grammar Vocabulary Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
1-5 EN2OL-If-j-1 EN2LC-Ia-j- EN2PA-Ia-c EN2BPK-Ia EN2G-Ia-e-1 EN2V-Ia-5 EN2G-Ia-e- EN2SS-Ia-e

.3 Talk about 1.1 Listen to 1.1 -3 Sentences Use words 7.4 Perform 1.2
oneself and a Classify/Categ Recognize ∙ EN2G-Ia that are dialogues, Engage in a
one’s family variety of oriz e sounds environmental 1.1 related to drama, mock variety of
media heard print Recognize self, family, interview, TV ways to
EN2OL-If including (animals, sentences school, talk show etc. share
1.3.1; EN2OL books, mechanical, EN2BPK-Ib-c and non community, information
audiotapes objects, musical -4 Recognize and concepts (e.g. role
videos and the such as playing,
other
age-appropria
te
Ig-1.3.1 publications instruments, common terms sentences the names for reporting,
Talk about and a. Note environment, in English ∙ EN2G-Ib-c colors, summarizing,
one’s name important speech) relating to 1.4 shapes, and retelling and
and other details part of book Recognize numbers in show and tell)
personal pertaining to EN2PA-Id-e (e.g. cover, simple both Mother
information a. character 1.2 title page, sentences Tongue and
Discriminate etc.) book ∙ EN2G-Id-e English
b. settings
EN2OL-Ih-j sounds from a orientation 1.3
c. events
1.3.2 b. Give the background of Recognize EN2V-Ib-c-
Talk about EN2BPK-Id-e 01
correct other sounds different
one’s -5 Recognize Differentiate
sequence of kinds of
environment proper eye English words
three events sentences
(e.g. persons, movement from other
c. Infer the (declarative,
animals, skills (transfer languages
character interrogative
places, skills) spoken at
feelings and )
things, ∙left to right home and in
traits
events, ∙top to school
d. Identify bottom
etc.) cause and/or
∙return sweep EN2VD-Id-e
effect
-1 Identify
of events
the
e. Identify the
English
speaker in
equivalent of
the
words in the
story or poem
Mother
f. Predict
Tongue or
possible
in Filipino
ending of a
story read
g. Relate
story events
to
one’s
experience
h. Discuss,
illustrate,
dramatize
specific
events
i. Identify the
problem
and
solution
j. Retell a
story listened
to
EN2LC-Ib-3.
16 Follow a
set of
verbal
two-step
directions
with
picture cues
EN2LC-Ic-
1.1 Activate
prior
knowledge
based on new
knowledge
formed
EN2LC-Id-e
1.2
Relate
information
and events
in a
selection to
life
experiences
and vice
versa
6-10 EN2OL-Ia-e EN2LC-If- EN2PA-If-1.2 EN2BPK-If-3 EN2AK-If-g EN2G-If-g-2 EN2V-If-5 EN2A-If-j-7.4 EN2SS-If-j-1
1.5 1.1 Listen .1 Recognize Recognize -1 Read the Nouns Use words Perform .2 Engage in
Use to a same/different environmental alphabets of that are dialogues, a
appropriate variety of sounds print English EN2G-If-g-2. related to drama, mock variety of
expressions media 1 Recognize self, family, interview, TV ways to
in including EN2PA-Ig- EN2BPK-Ig-h EN2AK-Ih-j- names school, talk show etc. share
common books, 2.3 -4 Recognize 2 Identify people, community, information
situations audiotapes Distinguish the letters in objects, and concepts (e.g. role
(polite videos and rhyming common terms English that things and such as the playing,
expressions, other words from in English are not places (e.g. names for reporting,
greetings, age-appropria non relating to present in names of colors,
animals, summarizing,
seeking te rhyming words part of book Mother shapes, and
fruits, objects retelling and
directions, publications (e.g. cover, Tongue/Filipi numbers in
in songs, show and tell)
apologizing, EN2PA-Ih-2 title page, no and both Mother
EN2LC-Ig-3. .4 Supply etc.) book vice-versa stories, Tongue and
asking help, poems,
16 Follow a words orientation English
query and nursery
set of that rhyme
clarification) rhymes,
verbal with given EN2BPK-Ii-j- EN2V-Ig-h-
two-step words 5 Recognize pictures, realia 01
directions proper eye and other ICT
Differentiate
with EN2PA-Ii-j-2 movement based materials)
English words
picture cues .4 Supply skills (transfer from other
EN2G-Ih-2.4
rhyming
EN2LC-Ih- Recognize nouns
1.1 Activate
prior
knowledge based
on new words in skills) in simple languages
knowledge response to ∙ left to right sentences spoken at
formed spoken words ∙ top to home and in
bottom EN2G-Ii-9.2 school
EN2LC-Ii-j- ∙ return sweep Recognize the
1.2 Relate use of a/an + EN2V-Ii-j-1
information noun Identify the
and events English
in a equivalent of
selection to words in the
life Mother
experiences Tongue or
and vice in Filipino
versa
2nd Quarter (Continuation of Oracy)

1-5 EN2OL-IIa-e EN2LC-IIa-b EN2BPK-II EN2AK-IIc-e EN1G-IIa-e EN2V-IIa-3 EN2A-IIa-e EN2SS-IIa-e

1.3 2.2 a-3 -2 Identify -3 Verbs Sort and 7.4 1.2
Talk about Identify and Recognize letters in classify Perform Engage in a
oneself and discuss the environmental English that EN1G-IIa-e familiar words dialogues, variety of
one’s family elements of a print are not 3.4 into basic drama, mock ways to
story (theme, present in Recognize categories interview, TV share
∙ EN2OL-IIa setting, EN2BPK-IIb Mother common (colors, talk show etc. information
b-1.3.3 characters, -c 4 Tongue/Filipi action shapes, (e.g. role
Talk about and events) Recognize the no and words in foods, etc.) playing,
one’s common terms vice-versa retelling, reporting,
activities/res EN2LC-IIa-j in English conversation, etc. EN2V-IIb-c summarizing,
ponsibilities 1.1 relating to EN2AK-IIa-e 12.1 retelling and
at home and Listen to a part of book -3 Give the Determine the show and tell)
in school variety of (e.g. cover, beginning meaning of
and media title page, letter of the words using
community including etc.) book name of clues (Total
books, orientation each picture Physical
∙ EN2OL-IIc
d-1.3.4 audiotapes Response
videos and EN2BPK-IId through realia,
Talk about
other -e 5 pictures, body
age-appropria Recognize movements,
te proper eye context clues
publications movement
and
topics of a. Note skills (transfer etc.)
interest important skills) EN2V-IId-e
(likes and details ∙ left to right -6 Derive
dislikes) pertaining to ∙ top to meaning
a. character bottom from
b. settings ∙ return sweep repetitive
c. events language
b. Give the structures
correct
sequence of
three events
c. Infer the
character
feelings and
traits
d. Identify
cause and/or
effect
of events
e. Identify the
speaker in
the
story or poem
f. Predict
possible
ending of a
story read
g. Relate
story events
to
one’s
experience
h. Discuss,
illustrate,
dramatize
specific
events
i. Identify the
problem
and
solution
j. Retell a
story listened
to
EN2LC-IIc-
2.1 Ask and
answer
simple
questions
(who, what,
where, when,
why, and
how) about
text
listened to
EN2LC-IId-e
2.5
Validate ideas
made after
listening to a
story
6-10 EN2OL-IIf EN2LC-IIf-g EN2PA-IIf- EN2BPK-IIf EN2AK-Iif-j- EN2G-IIf-j-5 EN2V-IIf-g- EN2A-IIf-j- EN2SS-IIf-j
1.17.2 2.2 2.3 -3 2 Identify Adjectives 3 Sort and 7.4 Perform 1.2
Ask simple Identify and Distinguish Recognize letters in classify dialogues, Engage in a
questions discuss the rhyming environmental English that EN2G-IIf-j-5 familiar words drama, mock variety of
elements of a words from print are not .1 Recognize into basic interview, TV ways to
EN2LC-IIg-3 story (theme, non present in descriptions of categories talk show etc. share
.6 Follow setting, rhyming words EN2BPK-IIg Mother people, (colors, information
one-to characters, -h 4 Tongue/Filipi objects, shapes, (e.g. role
two step and events) EN2PA-IIg-h Recognize the no and things and foods, etc.) playing,
directions 2.4 common terms vice-versa places (color, reporting,
EN2LC-IIh-i Supply words in English shape, EN2V-IIh-i summarizing,
EN2OL-IIh 2.1 that rhyme relating to size, height, 12.1 retelling and
1.17.1 Ask and with given part of book weight, Determine the show and tell)
Give answer words (e.g. cover, length, meaning of
one-to-two simple title page, distance, words using
questions EN2PA-IIi-j etc.) book etc.) clues (Total
step
(who, what, 2.4 orientation Physical
directions
where, when, Supply Response
why, and rhyming EN2BPK-IIi-j through realia,
EN2OL-IIi-j
how) about words in -5 Recognize
1.6 pictures, body
text response to proper eye
Recite movements,
spoken words movement
memorized listened to context clues etc.
skills (transfer
verses, short skills)
poems, and EN2LC-IIj- EN2V-IIj-6
∙ left to right
rhymes 2.5 Validate Derive
∙ top to
ideas meaning
bottom
made after from
∙ return sweep
listening to a repetitive
language
story structures
(3rd Quarter to 4th Quarter – Beginning Reading and Writing) Quarterly and Weekly Articulation
Grade Level Standards The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure
and information critically in meaningful thought units; responds properly to environmental prints likes signs, posters,
commands and requests; and writes legibly simple sentences and messages in cursive form.
3rd Quarter – Beginning Reading and Writing

OL LC RC WC PA BPK AK PWR F S G V A SS
Oral Listening Reading Writing/ Phono Book and Alphabet Phonics Fluency Spelling Grammar Vocabul Attitude Study
Language Compre Compre Compo logical Print Knowledge and Word ary Strategy
hen hen sition Awareness Knowledge Recognition Develop
sion sion ment
1-3 EN2OL EN2LC (Note: EN2WC EN2PA EN2BPK EN2AK EN2G EN2V EN2A EN2SS
IIIa-b- IIIa-2.4 The IIIa-c-1 IIIc-e- IIIa-1 IIIa-1.1 IIIa-c-1 IIIa-b IIIa-e- IIIa-d-
3.3 Talk Use an text Participate 6.2 Discuss Give the Sentences 13.1 1; 1.1
about underst that in Produce the beginning Give the Particip Follow
texts andi ng they will generati speech illustrati sound of EN2G meaning ate/ instructi
identifying of read ng sounds ons on each IIIa-1.1 of engage ons
major charact should ideas (sounds the consonan Distingu words in a orally
points and ers, be through and letter cover and t ish used in read-alo given
key themes incident controlled prewriting names) predict (m,s, f, t, sentenc stories ng of
s depending what the es presented texts
and on the PWR (e.g.
poetry,
sion sion ment
EN2OL settings to lesson.) activities story may h) from non through repetitive
IIIc-d- make Show be about sentences real text)
1.2 predictions underst EN2AK objects,
Participa andi ng EN2BPK IIIb-1.2 EN2G illustrations
te EN2LC of a IIIa-b-4 Give the IIIb-1.3 ,
in choral IIIa-j- story Identify beginning Use demonst
speaking 1.1 listened to the sound of different rati on
and echo Listen through common each kinds of and
reading of to a the terms in consonan sentences: context
short variety of following English t declarative clues
poems, media writing relating to (c, r, n,b, (telling)
rhymes including activities: part of g, p) and EN2V
and books, EN2WC book (e.g. interrog IIIc-13.
stories audiota IIIb-1.9 cover, title EN2AK ativ 1
with pes a. Writing page, etc.) IIIc-1.2 e(askin Recognize
repeated videos a phrase Give the g) that
patterns and or EN2BPK beginning some
and other sentence IIIb-2 sound of EN2G words
refrains in age about an Identify each IIIc-1.6 mean the
English appropri illustrati title, consonan Recognize same
ate on author t punctuat (synonyms)
publicati EN2WC and (d, j, w, v, ion
ons and IIIc-1.1 book z, y) marks EN2V
a. Note 0 illustrator (period, IIIc-d
importan b. and tell EN2AK question 13.2
t details Complet what they IIIa-c- mark) Recognize
pertainin i ng a do 1.2 that some
g to Lost and Name words
a. Found the have
characte Poster pictures opposite
r EN2WC that begin meaning
b. settings IIIc-1.1 its name (antonyms)
c. events 1 with a
b. Give c. Filling particular
the in consonant
correct blank
sequenc s in EN2AK
e of a letter IIIa-c-4
three EN2WC Give the
events IIIc-1.1 beginning
c. Infer 2 consonant
the d. sound of
characte Drawing the name
r feelings and of each
and writing picture
traits some
d. Identify words
cause on a
and/or birthday
effect of card
events EN2WC
e. Identify IIIc-1.1
3
e. Writing
sion sion ment
the some
speaker words
in the about a
story or characte
poem r
f. Predict
possible
ending
of a
story
read
g. Relate
story
events
to one’s
experien
ce
h. Discuss,
illustrate
,
dramatiz
e
specific
events
i. Identify
the
problem
and
solution
j. Retell a
story
listened
to
4-6 EN2OL EN2RC EN2PA EN2PWR EN2F EN2S EN2G EN2V
IIIe-f- EN2LC IIId-e IIIf-h- IIIc-d-3 IIIa-b IIId-j-3 IIId-f-2 IIId-j-2
1.1 IIIb-c- 2.10 6.3 Read 2.11 Spell Nouns 0
Listen 2.5 Use Note Produce words Read words Give Give the
and an details the with aloud with naming meaning
respond underst in sounds short phrases, short words for of short
to andi ng sentences of e sound sentences e sound in persons, e
texts to of and English in and CVC places, words
clarify incidents, stories letters CVC stories pattern things
meanings characters (controll using the pattern consisti
heard and ed letter (e.g. pen, ng EN2S EN2G
while settings to words, sounds of men, . . .) of short e IIId-j-4 IIId-2.4
drawing validate short e, Mother words Spell Use
on a.. .) Tongue as EN2PWR with words common
personal that reference IIId-f-9 appropri with nouns in
experiences they Read some ate short e simple
read the sight speed, and a sentences
words accuracy sound in EN2G
EN2RC and CVC IIIf-9.2
IIId-e- EN2PWR proper pattern Use the
2.4 IIId-f-7.1 expressi use of
Identify Match the on a/an +
the picture noun
basic with its
sequence and sight
of events word
and make
relevant EN2PWR
predicti IIId-f-1
ons 0
about Read
stories short
phrases
EN2RC consisting
IIIf-h of short e
2.17 words
Answer and
questions Some
to clarify sight
underst words
andi ng
before, EN2PWR
during IIIg-h-11
and Read
after short
reading phrases
and
sion sion ment
predictions sentences
consisting
EN2LC of short e
IIId-e- words and
2.4 Use the sight
personal words.
experien
ces to EN2PWR
make IIIi-j-12
predicti Read a
ons short
about story
text consisti
viewed ng
and of short e
listened words and
to sight words
EN2LC
IIIf-g
3.15
Recognize
the
difference
between
“made-
up”
and
“real”
in) texts
listened
to
7-10 EN2OL EN2LC EN2G
IIIg-1. IIIh-3.1 IIIg-h-3
16; Identify Verbs
Create important
and details in EN2G
participa expository IIIg-3.1
te text Identify
in oral listened action
dramatic words
activities EN2LC
IIIi-j-2.6 EN2G
Retell IIIh-3.4
EN2OL and/or Use
IIIh-j- reenact common
1.6 events action
Dramati from a words in
ze story retelling,
familiar convers
stories, atio ns,
rhymes etc.
and
poems
4th Quarter (Beginning Reading and Writing)
hension hension sition Awareness Knowledge Recognition Develop
ment
1 EN2OL EN2LC (Note: EN2WC EN2PA EN2BPK EN2PWR EN2F-I EN2S EN2G EN2V EN2A EN2SS
IVa-b- IVa-b- The IVa-c-1 IVa-b-3.1 IVa-b-4 IVa-c-1 Va d-4 IVa-e-2 IVa-f-4 IVa-e-2 IVa-e-1 IVa-b-2
3.3 2.4 text Participate Demons Identify Read Read Spell Pronouns 1 Participate/ Arrange
Talk Use an that in trat e the short a phrases, words Give the engage words
about underst they will generati the common words sentences with ∙ EN2G meaning in a alphabet
texts andi ng read ng concept of terms in in and short e IVa-b of short read-alo ical ly by
identifying of should ideas word by English CVC stories and a 4.2.1 a ng of the 1st
major charact be through dividing relating to pattern consisti sound in Use words texts letter
2 points and ers, controlled prewriting spoken part of (cat, man, ng CVC personal (e.g.
key themes incident depending activities sentences book (e.g. bag) of short a pattern pronouns EN2V poetry,
s on the ∙ EN2WC in English cover, title words and (see PWR) (e.g. I, IVa-e-2 repetitive
and PWR IVa-1.1 into page, EN2PWR some you, he, 2 text)
settings to lesson.) brainstor individual etc.) IVa-c-2.9 sight EN2S she, it, Give the
make ming words book ori Match words IVa-e-3 we, they) meaning
predictions EN2RC ∙ EN2WC entation pictures with Spell in of
IVa-2.2 IVb-1.2 with short appropri words dialogues 2-syllabl
State webbing a words ate with e
details of ∙EN2WC speed, short words with
text IVc-1.3 accuracy e, a and i short e
during drawing and sound in and a
and proper CVC sounds
after expressi pattern
reading) on (see PWR)
3 EN2OL EN2LC EN2RC EN2PA EN2S EN2G EN2SS

IVc-d- IVc-d- IVc-3.1.3 IVc-d-6 IVa-e- IVc-d IVc-d-3
1.2 2.5 Give the .2; 3.1 4.2.3 Interpret
Particip Use an sequence Produce Spell 2- Use simple
ate underst of three speech syllable demonst maps of
in choral andi ng events in sounds words rati ve unfamiliar
speaking of stories read (sounds with pronouns places,
and echo incidents, and letter short e, (this/that, signs and
reading of character names) a these/ symbols
4 EN2RC EN2WC EN2PWR
short s IVd-2.8 IVd-g-1.6 IVd-13 and i those)
poems, and Infer/ Express Differentiat sound
rhymes settings to predict idea e and in CVC
and validate outcomes through read pattern
stories predictions illustrations correctl (see
with or y PWR)
repeated storyboar the
patterns d short e
and and a
refrains in words
English (pan- pen,
man-men,
5 EN2OL EN2LC EN2RC EN2PA tan-iten
IVe-1.1 IVe-f-2.4 IVe-2.16 IVe-f-6. etc.)
Listen and Use Use clues 3
respond personal to make Produce EN2PWR
to experien and justify the
texts to ces to predictions sounds
clarify make of
English
letters
ment
meanings predicti before, using the IVd-14

heard ons during letter Write the
while about and sounds of names of
drawing text after Mother pictures
on viewed reading Tongue as with the
personal and (titles, reference short a, e
experiences listened pictures,) words.
to
EN2PWR
IVd-e
10.1-11.1
Read
phrases,
short
sentences
and short
stories
consisting
of short e
and a
words and
the Who,
What and
Where
questions
about them
6 EN2OL EN2PWR EN2F-IVf
IVf-g IVf-15 4.1
1.16 Read 2- Read
Create syllable phrases,
and words sentences
particip consisting and
ate of short e stories
in oral and a consisti
dramatic (basket, ng
activities magnet, .. of short e,
.). a, and i
words and
some
sight
words
with
appropri
ate
speed,
accuracy
and
proper
expressi
on
ment
7 EN2LC EN2PWR EN2F EN2G EN2V
IVg-3.15 IVg-h-1 IVg-j-4.2 IVg-h-7 IVg-21
Recognize 6 Read Prepos Give the
the Read phrases, itio ns meaning
difference short i sentences EN2G of short
between words and IVg-i-7.3 i
“made- in stories Use the words
up” CVC consisti most
and pattern ng frequently
“real” (pin, big, of 2- occurring
in) texts fit . . .) syllable preposit
listened short e, a, ion
to EN2PWR and i (e.g.
IVg-h-2.8 words on,
Match and over,
pictures some under, to,
with sight from,
short i words above,
words with etc.)
appropri
EN2PWR ate
IVh-17.2 speed,
Differentiat accuracy
e and and
read proper
correctl expressi
y on
the short
8 EN2OL EN2LC e, a and EN2V EN2SS
IVh-j-1.6 IVh-3.1 i IVh-j-22 IVh-1.2
Dramatize Identify words EN2G Give the Interpret
familiar important (pan- pen IIIi-j-5 ; meaning pictographs
stories, details in pin, bag Adjectives of
rhymes expository beg-big) 2-syllabl
and text EN2G e
poems listened IIIi-j-5.1 words with
Describe short e , a
people, and i
objects, sounds
things and
places
using
simple
adjectives
(color,
shape, size,
9 EN2LC EN2PWR
IVi-j-2.6 IVi-14.1
Retell Write the
and/or names of
reenact pictures
events with the
from a short a, e
story and i
words.
EN2LC
IIa-j-1.1 EN2PWR
Listen to a IVi
variety of 10.1.1-
media Read
including phrases,
books, short
audiotapes sentences
ment
videos and short height,

and stories weight,
other consisting length,
age of short e, distance,
appropri a and i etc.)
ate words and
publicati the Who,
ons and What and
a. Note Where
importa questions
nt about them
details
pertaini
ng to
a.
charact
er
b.
10 settings EN2PWR
c. IVj-15.2
events Read 2-
b. Give syllable
the words
correct consisting
sequen of short a,
ce of e and i
three words
events (pigpen,
magnet . .
.)
c. Infer
the EN2PWR
charact IVj-2.8
er Match the
feelings 2-syllable
and words
traits with
d. the
Identify correct
cause pictures
and/or
effect EN2PWR
of IVj-18
events Write
e. correctly
Identify the 2-
the syllable
speaker words
in the that
name
the
pictures
EN2PWR
IVj-
ment
story or 10.1.2-
poem Read
f. Predict phrases,
possi sentences
ble and short
ending stories
of a consisting
story of two
read syllable
g. Relate words and
story the
events questions
to one’s about them
experie
nce
h. Discuss
,
illustrat
e,
dramati
ze
specific
events
i.
Identify
the
proble
m and
solution
j. Retell
a story
listened
to

1Q
Talk about oneself and one’s family EN2OL-If-j-1.3 2. BEAM ENG1 Module 1 – Expressions. 2009.

11. *English for You and Me 3 (Reading). 2011. pp 41-42.
Talk about one’s name and other personal information EN2OL-If-g-1.3.1 1. BEAM ENG1 Module 1 – Expressions. 2009.
Talk about one’s environment (e.g. persons, EN2OL-Ih-j-1.3.2 1. UnionBank English. Grade 2. Unit 3. Lesson 9.
animals, places, things, events, etc.) 2. *English Expressways 1. 2010. pp 224-227.
Use appropriate expressions in common situations EN2OL-Ia-e-1.5 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
(polite expressions, greetings, seeking directions, 2. BEAM ENG1 Module 1 – Expressions. 2009.
apologizing, asking help, query and clarification) 3. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
4. BEAM-DLP3 Module 15 – Using Courteous Expressions. 2009.
5. UnionBank English 2. Unit 1. Lesson 17.
6. *English Expressways 1. 2010. pp 3-6, 7-8 66-68.
2Q
Talk about oneself and one’s family EN2OL-IIa-e-1.3 1. BEAM ENG1 Module 1 – Expressions. 2009.
∙ Talk about one’s activities/responsibilities at home EN2OL-IIa-b-1.3.3 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
and in school and community 2. UnionBank English. Grade 2. Unit 2. Lesson 2.
∙ Talk about topics of interest (likes and dislikes) EN2OL-IIc-d-1.3.4 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
2. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
3. BEAM ENG2 – Perceiving Relationships. 2009.
Ask simple questions EN2OL-IIf-1.17.2 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
Follow one-to-two step directions EN2OL-IIg-3.6 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
3. BEAM ENG1 Module 3 – Directions. 2009.

6. BEAM-DLP3 Module 48 – Following Two-step Directions. 2009.
Give one-to-two step directions EN2OL-IIh-1.17.1 1. BEAM ENG1 Module 3 – Directions. 2009.
Recite memorized verses, short poems, and rhymes EN2OL-IIi-j-1.6 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
2. BEAM ENG2 Module 4 – Rhymes. 2009.
3. *English for You and Me 3 (Reading). 2011. pp 48.
3Q
Participate in choral speaking and echo reading of EN2OL-IIIc-d-1.2 BEAM-DLP 3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress
short poems, rhymes and stories with repeated and Rhythm.
patterns and refrains in English
Create and participate in oral dramatic activities EN2OL-IIIg-1.16 *English for You and Me 3 (Reading). 2011. pp 21-22.
Dramatize familiar stories, rhymes and poems EN2OL-IIIh-j-1.6 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
2. BEAM ENG2 – Sequencing Events. 2009.
4Q
Participate in choral speaking and echo reading of EN2OL-IVc-d-1.2 BEAM-DLP 3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress
short poems, rhymes and stories with repeated and Rhythm.
patterns and refrains in English
Create and participate in oral dramatic activities EN2OL-IVf-g-1.16 *English for You and Me 3 (Reading). 2011. pp 21-22.
Dramatize familiar stories, rhymes and poems EN2OL-IVh-j-1.6 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
2. BEAM ENG2 – Sequencing Events. 2009.
1Q
Listen to a variety of media including EN2LC-Ia-j-1.1 1. BEAM ENG1 Module 8 – Noting Details. 2009.
books, audiotapes videos and other 2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
age-appropriate publications and 3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
k. Note important details pertaining to 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
a) character 5. BEAM ENG2 – Sequencing Events. 2009.
b) settings 6. BEAM ENG2 – Perceiving Relationships. 2009.
c) events 7. UnionBank English. Grade 2. Unit 1. Lesson 6, 13, 19, 20, 21.
l. Give the correct sequence of three events 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
m. Infer the character feelings and traits 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
n. Identify cause and/or effect of events 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
o. Identify the speaker in the story or poem 11. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 59-62, 127-128,
p. Predict possible ending of a story read 315-318, 364-367, 408-410.
q. Relate story events to one’s experience 12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
r. Discuss, illustrate, dramatize specific events 13. *English for You and Me 3 (Reading). 2011. pp 4, 8, 10-11, 21, 22.
s. Identify the problem and solution
t. Retell a story listened to
Follow a set of verbal two-step directions with EN2LC-Ib-3.16 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
picture cues EN2LC-Ig-3.16 2. BEAM ENG1 Module 1 – Expressions. 2009.
5. BEAM-DLP 3 Module 57 – Giving Short Commands or Directions.
2Q
Identify and discuss the elements of a story EN2LC-IIa-b-2.2 1. BEAM ENG1 Module 8 – Noting Details. 2009.
(theme, setting, characters, and events) 2. BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.
Listen to a variety of media including EN2LC-IIa-j-1.1 1. BEAM ENG1 Module 8 – Noting Details. 2009.
a. Note important details pertaining to 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
a. Give the correct sequence of three 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
events b. Infer the character feelings and 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
traits 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
c. Identify cause and/or effect of events 11. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 127-128,
d. Identify the speaker in the story or 315-318, 410-412.
poem e. Predict possible ending of a story 12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
read 13. *English for You and Me 3 (Reading).2011. pp 4, 8, 10-11, 21, 22.
f. Relate story events to one’s experience
g. Discuss, illustrate, dramatize specific events
h. Identify the problem and solution
i. Retell a story listened to
Ask and answer simple questions (who, what, EN2LC-IIc-2.1 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
where, when, why, and how) about text listened 2. BEAM ENG1 Module 1 – Expressions. 2009.
to 3. BEAM ENG2 Module 2 – Intonation and Expressions. 2009.
Identify and discuss the elements of a story EN2LC-IIf-g-2.2 1. BEAM ENG1 Module 8 – Noting Details. 2009.
(theme, setting, characters, and events) 2. BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.
Ask and answer simple questions (who, what, EN2LC-IIh-i-2.1 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
where, when, why, and how) about text listened 2. BEAM ENG1 Module 1 – Expressions. 2009.
to 3. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
4. BEAM ENG1 Module 8 – Noting Details. 2009.
5. BEAM-DLP3 Module 56 – Asking Wh-Questions.
7. Let’s Begin Reading in English 2. 2013. pp 24-27.
3Q
Listen to a variety of media including EN2LC-IIIa-j-1.1 1. BEAM ENG1 Module 8 – Noting Details. 2009.
n.Identify cause and/or effect of events 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
p. Predict possible ending of a story read 315-318, 410-412.
r. Discuss, illustrate, dramatize specific 13. *English for You and Me 3 (Reading).2011. pp 4, 8, 10-11, 21, 22.
events s. Identify the problem and solution
Recognize the difference between “made-up” and EN2LC-IIIf-g-3.15 1. UnionBank English. Grade 2. Unit 3. Lesson 11.
“real” in) texts listened to 2. English (Learner’s Material) 2. 2013. pp 274-277.
Retell and/or reenact events from a story EN2LC-IIIi-j-2.6 1. BEAM ENG2 – Sequencing Events. 2009.
2. English (Learner’s Material) 2. 2013. pp 315-318, 410-412.
4Q
Recognize the difference between “made-up” and EN2LC-IVg-3.15 1. English (Learner’s Material) 2. 2013. pp 274-277
“real” in) texts listened to 2. English for You and Me 3 (Reading). 2011. pp 156-161
Retell and/or reenact events from a story EN2LC-IVi-j-2.6 1. BEAM ENG2 – Sequencing Events. 2009.
Listen to a variety of media including EN2LC-IIa-j-1.1 1. BEAM ENG1 Module 8 – Noting Details. 2009.
n. Identify cause and/or effect of events 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
p. Predict possible ending of a story read 315-318, 410-412.
r. Discuss, illustrate, dramatize specific events 13. *English for You and Me 3 (Reading). 2011. pp 4, 8, 10-11, 21, 22.
s. Identify the problem and solution
RC – Reading Comprehension
3Q
Identify the basic sequence of events and make EN2RC-IIId-e-2.4 1. BEAM ENG2 – Sequencing Events. 2009.
relevant predictions about stories 2. *English for You and Me 3 (Reading). 2011. pp 87-91, 103, 106-110, 132-133, 152-153.
Answer questions to clarify understanding before, EN2RC-IIIf-h-2.17 *English for You and Me 3 (Reading). 2011. pp 16-17, 37-38, 45-46, 52-53, 70-72,
during and after reading 78-80, 106-107, 120-123, 128-131, 140-141, 151-152, 156-158, 162-168.
4Q
Give the sequence of three events in stories read EN2RC-IVc-3.1.3 1. BEAM ENG2 – Sequencing Events. 2009.
2. *English for You and Me 3 (Reading). 2011. pp 87-91, 103, 106-110.
Infer/ predict outcomes EN2RC-IVd-2.8 1. *English for You and Me 3 (Reading). 2011. pp 132-133, 138.
Use clues to make and justify predictions before, EN2RC-IVe-2.16 *English for You and Me 3 (Reading). 2011. pp 138.
during and after reading (titles, pictures,)
WC – Writing/ Composition
4Q
Participate in generating ideas through EN2RC-IVa-c-1

prewriting activities
a. drawing EN2RC-IVc-1.3 *English for You and Me 3 (Reading). 2011. pp 13-14, 21-22.
PA - Phonological Awareness
1Q
Classify/Categorize sounds heard (animals, EN2PA-Ia-c-1.1 2. BEAM ENG1 Module 3A – Sounds like Science.
mechanical, objects, musical instruments, 3. English (Learner’s Material). Grade 2. 2013. pp. 2-15.
environment, speech) 4. Let’s Begin Reading in English 2. 2013. pp 275-276.
Discriminate sounds from a background of other sounds EN2PA-Id-e-1.2 1. BEAM ENG1 Module 3A – Sounds like Science.
Recognize same/different sounds EN2PA-If-1.2.1 2. *English Expressways 1. 2010. pp 52-53, 62-65, 98-99.
Distinguish rhyming words from non-rhyming words EN2PA-Ig-2.3 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
3. *English Expressways 1.2010. pp. 51.
4. English (Learner’s Material). Grade 2. 2013. pp. 41-50, 181-182, 398.
Supply words that rhyme with given words EN2PA-Ih-2.4 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
Supply rhyming words in response to spoken words EN2PA-Ii-j-2.4 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
2Q
Distinguish rhyming words from non-rhyming words EN2PA-IIf-2.3 2. BEAM ENG1 Module 5 – All About Rhymes 2009.
4. *English Expressways 1.2010. pp. 51.
5. English (Learner’s Material). Grade 2. 2013. pp. 41-50, 181-182, 398.
Supply words that rhyme with given words EN2PA-IIg-h-2.4 BEAM ENG1 Module 5 – All About Rhymes 2009.
Supply rhyming words in response to spoken words EN2PA-IIi-j-2.4 BEAM ENG1 Module 5 – All About Rhymes 2009.
3Q
Produce speech sounds (sounds and letter names) EN2PA-IIIc-e-6.2 BEAM EMNG 2 Module 1B – Critical Speech Sounds
4Q
Produce speech sounds (sounds and letter names) EN2PA-IVc-d-6.2 BEAM EMNG 2 Module 1B – Critical Speech Sounds
BPK – Book and Print Knowledge
1Q
Recognize the common terms in English relating to part EN2BPK-Ib-c-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
of book (e.g. cover, title page, etc.) book orientation
Recognize proper eye movement skills (transfer EN2BPK-Id-e-5 BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
skills) a. left to right
b. top to bottom
c. return sweep
Recognize the common terms in English relating to part EN2BPK-Ig-h-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
Recognize proper eye movement skills (transfer EN2BPK-Ii-j-5 BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
b. top to bottom
c. return sweep
2Q
Recognize the common terms in English relating to part EN2BPK-IIb-c-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
Recognize proper eye movement skills (transfer EN2BPK-IId-e-5 BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
b. top to bottom
c. return sweep
Recognize the common terms in English relating to part EN2BPK-IIg-h-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
Recognize proper eye movement skills (transfer EN2BPK-IIi-j-5 BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
b. top to bottom
c. return sweep
3Q
Identify the common terms in English relating to part EN2BPK-IIIa-b-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
of book (e.g. cover, title page, etc.)
4Q
Identify the common terms in English relating to part of EN2BPK-IVa-b-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
book (e.g. cover, title page, etc.) book orientation
AK – Alphabet Knowledge
1Q
Identify letters in English that are not present in EN2AK-Ih-j-2 English (Learner’s Material). Grade 2. 2013. pp 19.
Mother Tongue/Filipino and vice-versa
2Q
Identify letters in English that are not present in EN2AK-IIc-e-2 English (Learner’s Material). Grade 2. 2013. pp 19.
Identify the name and sound of each consonant EN2AK-IIa-e-3 Let’s Begin Reading in English 2.2013. pp 11, 23.
Identify letters in English that are not present in EN2AK-Iif-j-2 English (Learner’s Material). Grade 2. 2013. pp 19.
3Q
Give the beginning sound of each consonant (m,s,f,t,h) EN2AK-IIIa-1.1 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
2. *English Expressways 1. 2010. pp 62-65, 69-71, 80-83, 92-95.
3. English (Learner’s Material). Grade 2. 2013. pp 23-25, 29.
Give the beginning sound of each consonant (c,r,n,b,g,p) EN2AK-IIIb-1.2 1. BEAM ENG2 Module 1B – Critical Speech Sounds
3. English (Learner’s Material). Grade 2. 2013. pp 23-25, 29.
Give the beginning sound of each consonant (d,j,w,v,z,y) EN2AK-IIIc-1.2 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
3. English (Learner’s Material). Grade 2 2013. pp. 19.
Name the pictures that begin its name with a EN2AK-IIIa-c-1.2 BEAM ENG2 Module 1B – Critical Speech Sounds.
particular consonant
Give the beginning consonant sound of the name of EN2AK-IIIa-c-4 BEAM ENG2 Module 1B – Critical Speech Sounds.
each picture
PWR – Phonics and Word Recognition
3Q
Read words with short /e/ sound in CVC pattern (e.g. EN2PWR-IIIc-d-3 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
pen, men) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV)
Patterns. 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
5. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
Read short phrases consisting of short /e/ words EN2PWR-IIId-f-10 English (Learner’s Material). Grade 2. 2013. pp 26, 28, 31.
and some sight words
Read short phrases and sentences consisting of short EN2PWR-IIIg-h-11 English (Learner’s Material). Grade 2. 2013. pp 26, 28, 31.
/e/ words and the sight words
Read a short story consisting of short /e/ words and EN2PWR-IIIi-j-12 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
sight words 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV)
4Q
Read short /a/ words in CVC pattern (cat, man, bag) EN2PWR-IVa-c-1 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV)
Patterns. 3. English (Learner’s Material). Grade 2. 2013. pp 32-38.
Differentiate and read correctly the short /e/ and EN2PWR-IVd-13 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
/a/ words (pan- pen, man-men, tan-ten etc.) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV)
Read short /i/ words in CVC pattern (pin, big, fit . . .) EN2PWR-IVg-h-16 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV)
Patterns. 3. English (Learner’s Material). Grade 2. 2013. pp 43-50.
S - Spelling
3Q
Spell words with short e sound in CVC pattern EN2S-IIId-j-3 BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
Spell words with short e and a sound in CVC pattern EN2S-IIId-j-4 BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
4Q
Spell words with short e and a sound in CVC EN2S-IVa-e-2 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
pattern (see PWR) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV)
Spell words with short e, a and i sound in CVC EN2S-IVa-e-3 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
pattern (see PWR) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV)
Spell 2-syllable words with short e, a and i sound in EN2S-IVa-e-3.1 6. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
CVC pattern 7. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV)
(see PWR) Patterns. 8. *Unionbank Student’s Work Text 2. 2013. pp 11.
G - Grammar
1Q
Sentences EN2G-Ia-e-1 English (Learner’s Material) 2. 2013. pp 473-474.
a. Recognize sentences and non-sentences EN2G-Ia-1.1 *English for You and Me 3. (Reading). 2011. pp 49-51.
b. Recognize simple sentences EN2G-Ib-c-1.4 1. BEAM ENG1 Module 8 – Noting Details. 2009.
2. *English for You and Me Reading 3. 2011. pp 2-3.
3. Let’s Begin Reading in English 2. 2013. pp 283.
c. Recognize different kinds of sentences EN2G-Id-e-1.3 English (Learner’s Material) 2. 2013. pp 426-429, 459-461.
(declarative, interrogative)
Nouns EN2G-If-g-2 1. English (Learner’s Material) 2. 2013. pp 53-54, 74-76.

Recognize names people, objects, things and places EN2G-If-g-2.1 *English Expressways 1.2010. pp 224-225, 231-235, 253-254, 258.
(e.g. names of animals, fruits, objects in songs,
stories, poems, nursery rhymes, pictures, realia and
other ICT-based materials)
Recognize nouns in simple sentences EN2G-Ih-2.4 1. English (Learner’s Material) 2. 2013. pp 53-54, 74-76.
Recognize the use of a/an + noun EN2G-Ii-9.2 BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
2Q
Verbs EN1G-IIa-e-3 1. BEAM ENG2 Module 6B – Action Words. 2009.

Recognize common action words in retelling, EN1G-IIa-e-3.4 English (Learner’s Material) 2. 2013. pp 152-153.
conversation, etc.
Adjectives EN2G-IIf-j-5 English (Learner’s Material) 2. 2013. pp 279-281.
Recognize descriptions of people, objects, things EN2G-IIf-j-5.1 English (Learner’s Material) 2. 2013. pp 292-294.
and places (color, shape, size, height, weight,
length, distance, etc.)
3Q
Sentences EN2G-IIIa-c-1 English (Learner’s Material) 2. 2013. pp 173-174.
Distinguish sentences from non-sentences EN2G-IIIa-1.1 *English for You and Me 3. (Reading). 2011. pp 49-51.
Use different kinds of sentences: declarative (telling) EN2G-IIIb-1.3 BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
and interrogative (asking)
Recognize punctuation marks (period, question mark) EN2G-IIIc-1.6 1. BEAM ENG1 Module 7 – Personal Idea.
Use common nouns in simple sentences EN2G-IIId-2.4
Use the use of a/an + noun EN2G-IIIf-9.2 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
Verbs EN2G-IIIg-h-3 1. BEAM ENG2 Module 6B – Action Words. 2009.

Identify action words EN2G-IIIg-3.1
Use common action words in retelling, conversations, etc. EN2G-IIIh-3.4 English (Learner’s Material) 2. 2013. pp 152-153.
4Q
Pronouns EN2G-IVa-f-4 1. *English Expressways 1. 2010. pp. 85-87, 127.

Use personal pronouns (e.g. I, you, he, she, it, we, they) EN2G-IVa-b-4.2.1 2. BEAM ENG1 Module 7 – Personal Idea.
in dialogues 3. *English Expressways 1.2010. pp 116-119, 122-125, 129-130.

5. Let’s Begin Reading in English 2. 2013. pp 113, 173-176.
Use demonstrative pronouns (this/that, these/those) EN2G-IVc-d-4.2.3 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
Prepositions EN2G-IVg-h-7 1. English (Learner’s Material) 2. 2013. pp 307-310.

Use the most frequently occurring preposition (e.g. EN2G-IVg-i-7.3 1. English (Learner’s Material) 2. 2013. pp 307-310, 320-322.
on, over, under, to, from, above, etc.)
V – Vocabulary Development
Give the meaning of words used in stories EN2V-IIIa-b-13.1 1. *English for You and Me 3 (Reading). 2011. pp 3, 37, 39, 44.
presented through real objects, illustrations,
demonstration and context clues
Recognize that some words mean the same (synonyms) EN2V-IIIc-13.1 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
Recognize that some words have opposite EN2V-IIIc-d-13.2 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
meaning (antonyms) 2. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
4Q
SS – Study Strategy
1Q
Engage in a variety of ways to share information (e.g. EN2SS-Ia-e-1.2 English (Learner’s Material) 2. 2013. pp 315-318, 410-412.
role playing, reporting, summarizing, retelling and EN2SS-If-j-1.2
show and tell)
2Q
Engage in a variety of ways to share information (e.g. EN2SS-IIa-e-1.2 English (Learner’s Material) 2. 2013. pp 315-318, 410-412.
role playing, reporting, summarizing, retelling and EN2SS-IIf-j-1.2
show and tell)
3Q
Follow instructions orally given EN2SS-IIIa-d-1.1 English (Learner’s Material) 2. 2013. pp 299-306.
4Q
Arrange words alphabetically by the 1st letter EN2SS-IVa-b-2
Interpret simple maps of unfamiliar places, signs EN2SS-IVc-d-3 1. English (Learner’s Material) 2. 2013. pp 358-362, 378-380.
and symbols
Interpret pictographs EN2SS-IVh-1.2 1. Let’s Begin Reading in English 2. 2013. pp 311-313.
GRADE 3
1st Quarter: Continuation of Beginning Literacy Quarterly and Weekly Articulation

Grade Level Standards The learner listens critically to to get information from text heard, demonstrates independence in using the basic
language structure in oral and written communication, and reads with comprehension
Oral Language demonstrates understanding of speech cues for clear expression of ideas uses speaking skills and strategies appropriately to communicate ideas
in varied theme-based tasks
demonstrates understanding of processes and information in text creatively presents information in varied ways
for articulation of ideas
Fluency demonstrates understanding of punctuation marks, rhythm, pacing, fluently expresses ideas in various speaking tasks
intonation and vocal patterns as guide for fluent reading and
speaking accurately and fluently reads aloud literary and informational texts
Listening demonstrates understanding of different listening strategies uses information from texts viewed or listened to in preparing logs
Comprehension to comprehend texts and journals
Phonics and demonstrates understanding of processes in sight word recognition uses word recognition techniques to read and understand words
Word or phonic analysis to read and understand words that contain complex letter combinations, affixes and contractions
Recognition through theme-based activities
demonstrates understanding of familiar sight and irregularly spelled uses familiar sight and irregularly -spelled words in meaningful oral
words for automatic recognition and written tasks
Spelling demonstrates understanding of letter sequence in words to get meaning hears and records sounds in words
Vocabulary demonstrates understanding of English vocabulary used in both oral proficiency uses English vocabulary in varied and creative oral and
and written language in a given context written activities
Reading demonstrates understanding of the elements of literary and uses information derived from texts in presenting varied oral and
Comprehension expository texts for creative interpretation written activities
demonstrates understanding of paragraph development to identify identifies correctly how paragraphs/ texts are developed
text types
Writing and demonstrates understanding of sentences and paragraphs in composes three-to-five sentence paragraph
Composition expressing ideas
Grammar demonstrates understanding of grammatical structures of English to shows proficiency in constructing grammatically correct sentences
be able to communicate effectively in oral and written forms in varied theme-based oral and written activities
Attitude demonstrates understanding of narrative and informational texts makes personal journals, diaries, portfolios and logs, etc. as expression
for appreciation of literacy-related activities/tasks of enthusiasm in reading books both for pleasure and learning
Study Strategies demonstrates understanding of useful strategies for purposeful uses strategies independently in accomplishing literacy-related tasks
literacy learning
OL LC RC WC PWR F G V A SS
Oral Language Listening Reading Writing/ Phonics and Fluency Grammar Vocabulary Attitude Study Strategy
Compre hension Comprehension Composition Word Develop ment
Recognition
and Spelling
1 EN3OL-Ia-3 EN3LC-Ia- (Note: The Write EN3PWR- EN3F-Ia-j EN3G-Ia-1 EN1V-Ia-b- EN3A-Ia-b EN3SS-Ia-
.8 Initiate j-2 Activate text that different Ia b-7 3.5.1 Sentences 01 Give the -1 2.1 Arrange
conversation prior they will forms of Review Read grade meaning of Participate/ words with
s with peers knowledge read should be simple reading and words used eng age in a a different
3 level EN3G-Ia-1
controlled composition read first letter in
in a variety based on the writing short texts .1 in stories
depending on
of stories to be as a e, a and i consisting of Distinguish listened to along of alphabetical
the PWR
school read lesson.) response words in CVC 2- syllable sentences texts (e.g. order
settings to stories/ pattern words with from poetry,
Listen to a Read simple poems short non-sentenc EN1V-Ib-23 repetitive EN3SS-Ia-6
variety of sentences listened to EN3PWR- vowel sound es Show text) Monitor and
literary and and levelled Ib d-19 with at least understandi self-correct
2 EN3OL-Ib-3 expository stories and EN3WC-Ia Read words 95-100% EN3G-Ib-1 ng of one’s
.6 Express texts EN3RC-I0- -j 4 with short o accuracy Sentences meaning of comprehensi
ideas in a EN3LC-Ia-j 2.2 a. note a. draw and sounds in short o on by
conversatio 2.1 details write CVC EN3F-Ia-j EN3G-Ib-1 words scanning
nal manner a. note regarding sentences pattern and 1.10.1 .4 through and skimming
important character, about one’s phrases and Read aloud Construct drawing,
EN3OL-Ib details setting and drawing sentences from familiar simple actions, and EN3SS-Ia-e
1.19 EN3LC-Ia-j plot EN3WC-Ia containing prose and sentences using them 1.1
Express 2.7 EN3RC-I0- -j 5 these words poetry in Follow
one’s b. sequence 2.10 b. a note of Consisting of EN3G-Ib sentences instructions
ideas by at least 3 b. sequence advice EN3PWR- Long vowel 1.4.1 given orally
presenting a events 3 events EN3WC-Ia Ib d-19.1 words with Use a
skit using signal (Note: -j 6 Recognize fluency, declarative
different c. Thank you more appropriate
words sentence
comprehensi letter common
EN3LC-Ia-j rhythm,
on skills may sight words
2.6 EN3WC-Ia pacing and EN3G-Ib
recur in
-j 7 in order to intonation
c. retell some different 1.4.1.1
d. descriptive read
quarters) Differentiat
simple phrases
ea
declarative
from an
Recognition
and Spelling
parts of the paragraph and sentences interrogative
story EN3WC-Ia sentence
EN3LC-Ia-j -j 8
3.15 e. another EN3G-Ib-1
d. ending for a .6 Use
differenti story proper
at e real EN3WC-Ia punctuation
from -j 2.2 for
make f. a diary declarative
believe and
EN3LC-Ia-j EN3WC-Ia interrogative
2.8 -j 9 sentences
e. infer g. a short
feelings paragraph, EN3G-Ib
and traits etc. 1.4.7
of Construct
characters declarative
EN3LC-Ia-j and
2.16 interrogative
f. identify sentences
cause and
effect EN3G-Ib
EN3LC-Ia-j 1.4.8
2.17 Identify an
g. draw exclamatory
conclusions sentence
3 EN3OL-Ic-1 Listen to EN3RC-Ic EN3G-Ic-1 EN1V-Ic-24

.3 Share poems and -e 2.1 Identify an Show
relevant EN3LC-Ic Describe imperative understandi
information 2.18 literary sentence ng of
a. identify elements of meaning of
the texts EN3G-Ic-1 short u
rhyming including .3 Use words
words characters different through
EN3LC-Ic setting and plot kinds of drawing,
3.11 sentences actions, and
give a simple (e.g. using them
paraphrase declarative, in
interrogative, sentences
exclamatory,
imperative)
4 EN3OL-Id-1 EN3F-Id-e EN3G-Id-1

.8 Recount 1.10 Sentences
Read aloud
specific/sign short
ific ant EN3G-Id-1.6
events
Recognition
and Spelling
stories/poe Use
ms appropriate
consisting punctuation
of marks (e.g.
short a,e,i period,
and o comma,
words with question
speed, mark,
accuracy and exclamation
proper point)
intonation
5 EN3OL-Ie EN3PWR-I EN3G-Ie-2 EN2V-Ie-14
1.10 e-3 Read EN3F-Ie-j- Nouns Classify
Synthesize words 4.3 Read common
and Restate with short u with EN3G-Ie-2. words into
information sound in CVC 4 Use nouns conceptual
accuracy,
shared by pattern (e.g. people, categories
speed and
others animals, (e.g.
proper animals,
places,,
phrasing foods, toys)
things
sentences
events) in
and stories EN2V-Ie-j-4
simple
with .1 Show
short u sentences
understandi
words and
6 EN3RC-If-j EN3PWR-If EN3G-If-2 ng of
other
2.8 g-17.1 .2 Use meaning of
words
Make and Differentiate common 2-syllable
previously words
confirm words with studied and proper
predictions different nouns consisting of
about texts medial EN3F-Ie-j short e to u
7 vowels (eg: 4.2.1 EN2G-Ig-h words
cap- Read with -2 .3 through
cop-cup; accuracy, Use plural drawing,
fan-fin, appropriate form of actions, and
fun) speed and regular using them
8 nouns by
correct in
EN3PWR- intonation 2- adding /s/ or correctly in
Ig h-20.1 syllable /es/ (e.g., sentences
Read words dog, dogs;
phrases, consisting wish,
sentences of wishes)
and short short e to u
stories words
consisting of
short vowel
words and
the
questions
about them
9 EN3OL-Ii-j EN3PWR-Ii EN3G-Ii-j-2

1.10.3 15 .4 Use plural
from
Recognition
and Spelling
Connect Read of frequently

information 2-syllable occurring
heard to words irregular
personal consisting of nouns (e.g.
experience short e to u children,
sound feet, teeth)
(basket,
hotdog,
sunset, etc.)
10 EN3PWR-Ij
21
Read
phrases,
sentences
and short
stories
consisting of
2- syllable
words and
the
questions
about them
2nd Quarter: Continuation of Beginning Literacy

OL LC RC WC PA PWR F S G V A SS
Oral Listening Reading Writing/ Phonological Phonics and Fluency Spelling Grammar Vocabulary Attitude Study
Language Compre Compre Composition Awareness Word Development Strategy
hension hension Recognition
1 EN3OL EN3LC (Note: The EN3WC EN3PA EN3PWR EN3F-IIa EN3S-IIa EN3G-IIa EN3V-IIa EN3A-IIa EN3SS-I
IIa-b IIa-b-3. text that IIa-b-1 IIa-d-2 IIa-b-22 j-3.5.1 b-4 c-3 b-5 b-1 Ia b-1.1
1.17.2 16 they will Participate Show how Read Read Spell one Verbs Show Participat Arrange
Ask simple Follow a read in spoken words grade 3 to- two understa e/ words with
questions set of should generating words are with level texts syllable EN3G-IIa ndi ng of engage the same
verbal be ideas represent initial consisting words with b-3.4 meaning in a first letter
2 three-step consonant of read-alon
controlled through ed by consonant Use the be of but a
directions depending prewriting written blends (l, r 2-syllable blends verbs words g different
with on the activities letters that and s words with (e.g. pl, (am, is, with of texts second
picture PWR a. EN3WC are blends) long vowel tr) are was, initial (e.g. letter in
cues lesson.) IIa-1.1 arranged EN3PWR sound with were) consonant poetry, alphabeti
in a IIa-b-23 at least 95- correctly repetitive cally order
brainstor blends
EN3LC followed 100% in text)
EN3RC ming specific through
IIc-e-1.1 IIa-b-2. by short accuracy sentence
order drawing,
Activate 19 vowel s
actions,
prior Rereads, sounds
(e.g.
knowledge monitors b.EN3WC black, EN3F-IIa EN3G-IIc and using

based on and self IIb-1.2 frog, j-1.10.1 d-3.4 them in
new correct webbing step) Read Identify sentences
knowledge one’s c. EN3WC aloud and use
3 formed compreh IIc-1.3 EN3PWR from action EN3V-IIc EN3A-IIc EN3SS-I
ensi on drawing IIc-24 familiar words in 6 2 Ic 3.6
EN3LC Read prose and simple Derive Revisit Follow one
IIa-j-2 EN3RC EN3WC phrases, poetry sentences meaning favorite to-three
Activate IIc-e-2.2 IId-h-3 sentences Consisting from books, step
prior Note Write at and short of repetitive songs, directions
knowledge details in least three stories Long language rhymes
based on a given sentences consisting vowel structures EN3SS-I
the stories text from of words words review Ic
to be read various with with EN3G-IId d-2.15
EN3RC familiar initial fluency, f-3.2 Use
Listen to a IIa-b-2.8 sources consonant appropri Form and graphic
variety of Make blends ate use the organizers
literary simple Write rhythm, past to show
and prediction different pacing and tense of understandi
expositor s forms of intonation frequently ng of texts
y simple occurring
texts Read composit EN3F-IIa regular
EN3LC simple ion as a c-4.4 verbs
IIa-j-2.1 sentences response Read with (walk –
a. note and to accuracy, walked,
important levelled stories/ speed and etc)
details stories poems proper
and listened to phrasing EN3G-IIe
EN3LC
EN3RC EN3WC sentences f-3.2.1.1
IIa-j-2.7
II0-2.2 IIa-j-4 and stories Use verbs
b.
a. note a. draw with words in simple
sequen
ce at details and write beginning present
least 3 regarding sentence in tense
events character, s about consonan
using setting one’s t
signal and plot drawing blends and
words EN3RC- EN3WC other
EN3LC II0 IIa-j-5 words
IIa-j-2.6 -2.10 b. a note previousl
c. retell b. of advice y
some seque EN3WC studied
parts of nce 3
4 EN3OL the story events EN3PWR EN3F-IId EN3S-IId EN3V-IId EN3A-IId
IId-e (Note: IId-e-1.1 e-4.4.1 e-4.1 e-5.1 f-7
1.17.1 different Read Read with Spell Show Identify
Give comprehen words accuracy, words understa favorite
one-to sio n skills with final speed and with ndi ng of authors
5 three may EN3PA blends ending and
proper meaning
recur in IIe-f-4.1 (-st, -lt, consonan
step phrasing of stories
directions -nd, -nt, t words
-ft.. ) blends with
EN3LC different IIa-j-6 Identify preceded sentences final

IIa-j-3.15 quarters) c. Thank sounds by short and stories consonant
d. you letter and e, a, consisting blends
differenti EN3WC count i,o and u of words through
a te real IIa-j-7 syllables in words with drawing,
from d. words (belt, ending actions,
make descriptiv sand, consonant and using
believe e raft) blends them in
EN3LC paragrap and other sentences
IIa-j-2.8 h words
e. infer EN3WC previously
feelings IIa-j-8 studied
and traits e. another
of ending
6 EN3OL characters for a EN3PWR EN3SS-
IIf-1.11 EN3LC story IIf-1.1 IIf h-1.5
Restate IIa-j-2.16 EN3WC Read Locate
and f. identify IIa-j-2.2 phrases, informati
retell cause and f. a diary sentences on using
informatio effect EN3WC and short print
n EN3LC IIa-j-9 stories and non
IIa-j-2.17 g. a short consisting print sources
g. draw paragrap of words
conclusio h, etc. with
ns final
EN3WC consonant
EN3LC- IIi-j-2.6 blends and
IIf h- Use other
2.8 appropria words
Make te previousl
simple punctuati y
inferences on studied
about marks and the
thoughts questions
and about
feelings them
based
7 EN3OL from EN3PWR EN3F-IIg EN3S-IIg EN3G-IIe EN3V-IIg
IIg-h-2.1 texts IIg-h-22 h-4.4.2 h-4.2 f-3.2.1.1 h-5.2
Recall and viewed/ Read Read with Spell Use verbs Show
share listened to words accuracy, words in simple understa
8 experienc with speed and with present ndi ng of
es, film EN3LC-IIi initial proper consonant and past meaning
viewed and final phrasing digraphs tense of
and story consonant sentences ch and words
read/listene digraph ch and stories sh with
d to as with words consonant
springboard digraphs
ch
through
for writing j-2.7 EN3RC consisting drawing,

Sequenc IIi-j-2.10 of initial actions,
ea Sequenc and and using
series of ea final ch them in
events series of and sh sentences
viewed/ events in a and other
listened to literary words
selection previously
studied
9 EN3OL- EN3PWR EN3F-II EN3S-II EN3G-IIi EN3V-II

IIi j-3 IIi-j-22.1 i-j 4.4.2 i-j 4.3 j-3.2.2 i-j 5.3
Retell Read Read with Spell Use verbs Show
familiar phrases, accuracy, words in simple understa
stories to sentences speed and with future tense ndi ng of
other and short proper initial meaning
10 stories of
children phrasing and
consisting sentences finalcons words
of words and stories ona nt with
with with words blends consonant
consonant consisting and digraphs
digraph ch of l ch consonant sh
and sh and sh digraphs through
and wordsand drawing,
other other actions,
words words and using
previousl previousl them in
y y sentences
studied studied
and the with
questions
speed,
about
accuracy
them
and proper
phrasing
3rd Quarter: Developing Reading and Writing
OL LC RC WC PWR F S G V A SS
Oral Language Listening Reading Writing/ Phonics and Fluency Spelling Grammar Vocabulary Attitude Study Strategy
Comprehension Comprehension Composition Word Development
Recognition
1 EN3LC-II (Note: The EN3WC EN3PWR EN3F-IIIa EN3S-IIIa EN3G-IIIa EN3V-IIIa EN3A-IIIa EN3SS-II
Ia b-2.1 text that IIIa-1 IIIa-b-5 1.6 d-4 b-4.2.1 -7 7 Ia 1.3
Recall they will Participate Read words Read grade Spell words Use Recognize Identify Get
details read in with long a 3 level that were demonstr some words favorite information
from texts should be generating sound texts introduced ativ e represented authors and from index
viewed/ controlled ideas (long a consisting during pronouns by common stories and table of
listened to depending through ending in of words word (this,/that, abbreviatio contents
on the prewriting e) with recognitio these/those) ns (e.g.
EN3LC-II PWR activities long vowel n Mr.
Ib 2.19 lesson.) sound with Ave., Oct.)
Identify at least
possible EN3RC-II 95- EN1V-IIIa
solutions to Ia 2.7.1 100% c-13.1,1
problems Identify accuracy 3.2 Give
several the
EN3LC-II effects EN3F-IIIa synonyms
Ib 4 based on j-3.5.1 and
Infer print a given Read grade antonyms
sources cause 3 level of
texts somewords
EN3LC-II EN3RC-II consisting
Ic d-2.5 Ia 2.11 of EN1V-IIIa
Validate Make 2-syllable j-25
ideas inferences words with Show
made after and draw long vowel understand
listening conslusions in g of
sound with
to a story based on meaning
at least
texts of long
95- vowel
EN3LC (pictures, 100%
title and words (a, i,
IIIa-j-1.1 accuracy
content o, and u)
Activate
words) through
prior EN3F-IIIa drawing,
knowledge j-1.10.1
EN3RC-II actions,
based on Read aloud and using
new Ia 2.13 from
knowledge them in
Distinguish familiar sentences
formed fact from prose and
opinion
2 EN3WC poetry EN3A-IIIb EN3SS-II
EN3LC-II EN3RC IIIb-c-3 Consisting EN3V-IIIb c-2.9 Ib i-1.2
Ia j-2 IIIa-b-2.1 Write at of Long d-13 Take part Engage in a
Activate 3 Identify least vowel Increase in variety of
prior cause three words with vocabulary creative ways to
knowledge sentences fluency, through responses share
from appropriate Synonyms to stories information
various rhythm, (e.g. like (e.g. role
familiar pacing and quick/fast) preparing playing,)
sources logs, reporting,
journal and summarizi
other oral ng,
presentatio retelling
ns and show
and tell
Recognition
based on and effect intonation and

the antonyms
stories to (e.g.
3 EN3OL-II be read. EN3PWR EN3G-IIIc big/small)
Ic 1.16.2 Listen to a IIIc d-4.2.3
Listen and variety of 11,12,13 Use
respond to literary and Read personal
others expository sentences, pronouns
texts stories and (e.g. I, you,
EN3LC-II poems he, she, it,
Ia j-2.1 consisting we, they)
a. note of long a
important words and
details questions
EN3LC-II about them
Ia j-2.7
4 EN3OL b. sequence EN3WC EN3PWR EN3A-IIId
IIId-1.16 at least 3 IIId-e-2.6 IIId-24 h-6
.3 Follow events Use Read words Take books
and using appropriate with long i EN3V-IIIe from home
explain punctuation sound EN3F-IIIe f13.6 to school
signal
processes marks (long i f-1.8 Homonyms or
words
ending in Read with (e.g. vice-versa
EN3LC-II
e) automatici flower/flour) for
Ia j-2.6
ty 100 independen
c. retell
5 EN3OL-II EN3RC EN3PWR 2nd and EN3S-IIIe EN3G-IIIe t / shared
some
Ie 1.16.4 IIIe-f-2. IIIe-25 3rd grade f-5 f-4.2.4 extra
parts of reading
Express 11 Make Read high Spell some Use
the story
opinions inferences sentences, frequency/ irregularly - commonly
EN3LC-II
and and draw stories and sig ht spelled used
Ia j-3.15 words
feelings d. conclusions poems words possessive
about differentia based from consisting (e.g. have, pronouns
other’s te real texts of long i said,
ideas from words please,
make and because)
believe questions
EN3LC-II about them
Ia j-2.8 EN3V-IIIg EN3A-IIIf
6 EN3OL-I
e. infer
EN3PWR EN3G-IIIf
IIIf-26 h-13.7 g-1
IIf g-5
feelings Express
1.16.5 Read words Adjectives
and traits feelings,
Engage in with long o
EN3F-IIIg opinions
discussions sound EN3G-IIIf
(long a through
about g-5.3.1
ending in journals,
specific Use
logs etc.
topics e) descriptive
7 EN1OL EN3RC EN3PWR EN3S-IIIg
IIIg-h-3.2 IIIg-j-2.5 IIIg-26.1 j-2.5
Ask and Use Read Use
respond to different sentences, capitalization
sources of
Recognition
questions of information stories and j-1.11 rules in adjectives Homograp

about characters in reading poems Observe word and hs (e.g.,
informatio EN3LC-II consisting the use sentence read
nal texts Ia j-2.16 Read simple of long o of level (e.g. read)
listened to f. identify sentences words And punctuatio proper and
(environme cause and and levelled questions ns common
nt, health, effect stories and about them including nouns,
how EN3LC EN3RC commas, beginning
8 to’s, etc.) IIIa-j-2.17 III0-2.2 EN3WC EN3PWR periods and words in
g. draw a. note IIIh-2.4 IIIh-26.2 question sentences)
conclusions details Complete Read words marks to
regarding patterned with long u guide
EN3LC-II character, poems sound reading for
Ie f-2.4 setting using (long a fluency
Propose and plot appropriat ending in
several EN3RC-I e e)
predictions II0 -2.10 rhyming
about b. words
texts/stori sequen EN3V-III
es ce 3 i-j 13.7
listened events Hyponyms
to (Note: type of
different (e.g.
EN3LC-II comprehensi guava -
Ig h-3.15 on skills type of
Determine may recur fruit)
in different
whether a
quarters)
9 EN3OL-I story is EN3PWR
IIi j-1.9 realistic or IIIi-26.3
Compare fantasy Read words
and with long
contrast EN3LC-II a, i, o, and
information Ii j-3.7 u and
heard Identify phrases,
and use sentences
the and stories
elements of containing
an these words.
informatio
10 nal/ factual EN3PWR
text IIIj-27
heard Read
sentences,
stories and
poems
consisting
of long u
words and
questions
about them
EN3PWR
IIIj-15
Read 2-
syllable words
Recognition
(fireman)
with long
vowel sound
4th Quarter: Developing Reading and Writing
Recognition
1 EN3OL-I EN3LC- (Note: The EN2WC EN3PWR EN3F- EN3S- EN1V-IVa EN3A- EN3SS-
Va IVa -3.7 text that IVa-e-22 IVa-b-8 IVa – IVa – b-4 b-13.6 IVa – c-7 IVa -1.3
e-1.19 Identify they will Write a Read words h-1.6 Spell words Give the Identify Follow
2 Present and use simple story with vowel Read grade that were correct favorite simpl e
read
information the digraphs ai 3level texts introduced meaning of authors and written
should be
in varied elements of (pail), ay consisting during homonyms stories directions
artistic an controlled (bay) of words word (pail,pale)
ways (e.g. informatio depending with recognitio EN3SS-
role nal/ factual on the vowel n EN3V-IV IVa b
playing, text PWR digraphs a-j 12.3 -1.2.3
show and heard and Use clues Interpret
lesson.)
tell, radio diphthong from the simple
play/podc EN3LC- s context to maps of
ast/ IVb with at figure out places
EN3RC-I
broadcast/ -3.7.1 least what words
Va
reporting/ Informatio 95-100% mean
3 b-2.13 EN3PWR EN3SS-
poster nal IVc-2 accuracy IVc
Identify
presenta Reports cause and Match EN3V-IV d-1.2.7
tions) (School effect words, EN3F-IVc a-j 12.3 Interpret a
events, phrases -d 1.4 Determine pictograph
EN3OL-I sports, EN3RC- and Read aloud what words
Va j-5 projects) IVa sentences from mean based
Engage in a –b-2.14 containing familiar on how
variety of EN3LC-I Show these prose and they are
ways to Vc 3.7.2 understan words poetry with used in a
share Three-step din g of a with fluency, sentence
information directions story pictures appropriate
(e.g. role EN3LC- rhythm,
by present
playing,) IVd EN3PWR pacing and
ing them in
reporting, -3.7.3 IVc-28 intonation
through
summarizing, Conversations Read
dramatization
stories EN3F-IVa-j
containing
these words
Recognition
retelling EN3LC-I , role and other 3.5.1 EN3V-IVf

and show Va j-1.1 playing words Read grade -g 13.6
and tell Activate etc. previously 3 level Use
(dependin prior learned texts homonyms
g knowledge Read simple consisting correctly
on th e based on sentences of (meat-
4 EN3PWR EN2S-IV EN3A-IV
selection new and levelled IVd-e-22 2-syllable d-f 5 meet, d-f 2.9
presented) knowledge stories and and 29 words with Spell some road, Take part
formed EN3RC-I0- Read words long vowel irregularly - -rode) in
EN3LC-I 2.2 with vowel sound with spelled creative
EN3OL-I Va j-2 a. note at least words EN3V-IV responses
5 digraphs ea EN3SS-
Va j-3.2 Activate details 95- (e.g. have, g-i 9 to stories
and ee and IVe f
Ask and prior 100% said, Use known like
regarding phrases,
respond to knowledge accuracy please, words to preparing -1.2.2
character, sentences
questions based on because) perform logs, Interpret
setting and stories
about the EN3F-IV artistic journal and simple
stories to and plot containing
informatio EN3RC-I a-j theme-bas other oral tables
be read. these words.
nal texts 0 - 2.10 1.10.1 ed presentatio
listened to Listen to a Read aloud ns
b. activities(e
6 (environme variety of EN2WC-I EN3PWR
from
sequen Vf j-2.3 IVf-g-8 .g.
nt, health, literary and familiar interviews,
expository ce 3 Make a Read words
how prose and telephone
texts events card for with vowel
to’s, etc) poetry conversati
(Note: various digraphs
EN3LC-I Consisting on,
different occasions oo(food),
EN3OL-IV Va j-2.1 of Long role-play,
comprehensi oa (road)
a-j-1.9 a. note (birthday, vowel
on skills etc.) using
Compare important may recur Christmas, words with
EN3PWR common sight
and details in different New Year, fluency,
EN3LC-I quarters) etc) IVg-2
contrast appropriate
Va j-2.7 Match
information rhythm,
b. EN3RC words,
heard phrases pacing and
sequen -IVc
and intonation
ce at d-1.2
least 3 Interpret sentences
containing EN3F-IV
events simple
these a-j 1.8
using maps of
words Read with
7 signal unfamiliar with automatici EN3S-IV EN3G-IVg EN3A-IV EN3SS-
words places, pictures ty 100 g-i 2.5 -7 g-i 6 IVg h
EN3LC-I signs and 2nd and Use Prepositio Take books -1.2.1
Va j-2.6 symbols EN3PWR 3rd grade capitalizati ns from home Interpret a
c. retell IVg-28 high on rules to school bar graphs
some frequency/ in word EN3G-IVg or
Read
parts of EN3RC - sight words and h-7.3 vice-versa
stories Use the
IVe-g-1.2 sentence for
containing level (e.g. most independen
Interpret EN3F-IVa-j
pictographs proper and frequently t / shared
common occurring extra
nouns, preposition reading
beginning s(e .g.
words in towards,
sentences) beside,,
into, etc.)
Recognition
the story EN3RC - these 1.11 EN3G-IVh words

EN3LC-I IVh-j-1.2 words Use 5.6
Va j-3.15 Interpret and other punctuatio Give the
d. simple ns synonyms
words
differentia graphs and including and
t e real tables previously commas, antonyms
from learned periods and of common EN3V-Ih-i
make question adjectives 26
8 believe EN2PW marks to Show
EN3LC-I IVh-i-6 guide understan
Va j-2.8 Read words reading for din g of
e. infer with vowel fluency the
feelings diphthongs meaning of
and traits Oy (boy), oi EN3F-IVi-j words with
of (boil), ou 5 vowel
characters (out) Read diphthongs
9 EN3LC-I Ow (bow) poems EN3G-IVi by using
Va j-2.16 with -j 5.2 them in
f. identify EN3PWR fluency, Use the correct
cause and IVi-2 appropriat degrees of sentences
effect Match these e adjectives in in correct
EN3LC-I words with rhythm,pa making sentences
Va j-2.17 the cin g and compariso
g. draw appropriate intonation ns
conclusions pictures (positive,
comparati
EN3LC- ve,
IVe f-3.7. EN3PWR superlative
Personal IVi-21 )
Recounts Read
(anecdotes, phrases, EN3G-IVi
past sentences -6
experiences) and short Adverbs
stories
EN3LC-I consisting EN3G-IVi
Vg of these -j 6.1
h-3.7.5 words Recognize
Explanation and other adverbs of
(life cycles, words manner
previously
studied
Recognition
10 water cycle) EN3PWR EN1V-IVj
IVj-22 27
EN3LC-IVi Recognize Read word
j-3.5 and read with affixes
Restate some
facts from irregularly
information spelled
al texts words
(climate (e.g. such
change, as
children’s enough,
rights, through,
traffic beautiful)
safety,
etc.)

1Q
Initiate conversations with peers in a variety of EN3FL-Ia-3.8 BEAM-DLP3 Module 15 – Using Courteous Expressions.
school settings
Express one’s ideas by presenting a skit EN3OL-Ib-1.19 1. BEAM-DLP3 Module 55 – Writing Utterances In A Given Situation Comic Strip
Presented. 2. *Fun in English 4. 1999. pp 6.
3. *English for You and Me 4 (Language). 2011. pp 27, 93.
2Q
Ask simple questions EN3OL-IIa-b-1.17.2 1. BEAM-DLP3 Module 42 – Using Do/ Does in Asking Questions.
2. *Unionbank Student’s Work Text 2. 2013. pp 203.
3. *English for You and Me 4 (Language). 2011. pp 31-32.
Give one-to-three step directions EN3OL-IId-e-1.17.1 1. BEAM ENG2 Module 3A – Giving and Following Directions.
2. BEAM-DLP3 Module 57 – Giving Short Commands or Directions.
3. BEAM-DLP4 Module 7 – Following 3-5 Step Directions.
4. BEAM-DLP4 Module 8 – Giving Series of Directions Using Sequence
Signals. 5. *English for You and Me 4 (Language). 2011. pp 17-19.
Restate and retell information EN3OL-IIf-1.11 BEAM-DLP5 Module 17 – Retelling a Selection.
Recall and share experiences, film viewed and EN3WC-IIg-h-2.1 BEAM ENG2 Module 7 – Organizing Ideas.
story read/listened to as springboard for writing
Retell familiar stories to other children EN3A-IIi-j-3 English 2. 2013. pp 317, 340, 364-367, 410.
3Q
Listen and respond to others EN3OL-IIIc-1.16.2 *English for You and Me 4 (Language). 2011. pp 93-97.
Ask and respond to questions about informational EN1LC-IIIg-h-3.2 *English for You and Me 3 (Reading). 2008. pp 56.
texts listened to (environment, health, how-to’s,
etc.)
4Q
Present information in varied artistic ways (e.g. EN3OL-IVa-e-1.19 *English for You and Me 4 (Language). 2011. pp 27, 93.
role playing, show and tell, radio
play/podcast/broadcast/ reporting/poster
presentations)
1Q
Activate prior knowledge based on the stories to be EN3LC-Ia-j-2 *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116,
read Listen to a variety of literary and 120- 121, 130, 147.
expository texts
a. note important details EN3LC-Ia-j-2.1 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
2. MISOSA ENG4 – Noting Details Using Story Grammar.
3. *Fun in English 4. 1999. pp. 11, 150, 202.
4. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 65, 82, 96-97, 111-112, 116,
120-121, 130, 139, 147.
b. sequence at least 3 events using signal words EN3LC-Ia-j-2.7 1. BEAM ENG2 – Sequencing Events.
2. BEAM-DLP3 Module 33 – Comprehension Skill: Sequencing Events.
3. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups
of Sentences/Guided Questions.
4. English 2 (Learner’s Material). 2013. pp 63-64.
5. English 2 (Teacher’s Guide). 2013. pp 46.
6. *Fun in English 4. 1999. pp 56, 64, 70-72.
7. *English for You and Me 4 (Language). 2011. pp 96.
8. *English for You and Me 4 (Reading). 2011. pp 105, 115-116.
c. retell some parts of the story EN3LC-Ia-j-2.6 1. BEAM ENG2 Module 7 – Organizing Ideas.
2. English 2 (Learner’s Material). 2013. pp 264.
4. *Fun in English 4. 1999. pp 187.
d. differentiate real from make-believe EN3LC-Ia-j-3.15 1. BEAM ENG3 Module 10 – Evaluating Ideas.
2. BEAM-DLP4 Module 68 – Reality or Fanciful.
4. English 2 (Teacher’s Guide). 2013. pp 143-145.
6. *Fun in English 4. 1999. pp 185, 187.
e. infer feelings and traits of characters EN3LC-Ia-j-2.8 1. BEAM-DLP4 Module 63 – Inferring Character Traits from a Selection Read.
2. English 2 (Teacher’s Guide). 2013. pp 209, 394-396.
3. *Fun in English 4. 1999. pp 158-159.

f. identify cause and effect EN3LC-Ia-j-2.16 1. BEAM ENG 2 – Perceiving Relationships.
2. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
4. BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in
Statements. 5. *Unionbank Student’s Work Text 2. 2013. pp 160-161, 196.
7. *Fun in English 4. 1999. pp 97-99, 101.
8. *English for You and Me 4 (Reading). 2011. pp 124-127, 131-132, 139.
g. draw conclusions EN3LC-Ia-j-2.17 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation –
I. 2. BEAM-DLP3 Module 58 – Writing a Story Ending.
3. BEAM-DLP3 Module 63 – Draw Conclusion 2.
4. BEAM-DLP3 Module 66 – Giving Appropriate Ending for A Given Situation.
5. BEAM-DLP4 Module 64 – Drawing Conclusions.
6. *Unionbank Student’s Work Text 2. 2013. pp 83, 158-159.
7. *English for You and Me 3 (Reading). 2008. pp 140, 154.
8. *Fun in English 4. 1999. pp 172-175.
9. *English for You and Me 4 (Reading). 2011. pp 167,169.
Listen to poems and EN3LC-Ic-2.18 1. BEAM ENG2 Module 4 – Rhymes.

a. identify the rhyming words 2. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
3. English 2 (Learner’s Material). 2013. pp 33-37, 42.
5. Let’s Begin in English 2. 2013. pp 49-50.
b. give a simple paraphrase EN3LC-Ic-3.11
2Q
Follow a set of verbal three-step directions with EN3LC-IIa-b-3.16 1. BEAM-DLP3 Module 51 – Following 3 – 4 Step Directions.
picture cues 2. English for You and Me 3 (Language). 2008. pp 41-43.
Activate prior knowledge based on the stories to be read EN3LC-IIa-j-2 1. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116,
120- 121, 130, 147.
Listen to a variety of literary and expository EN3LC-IIa-j-2.1 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
texts and 2. MISOSA ENG4 – Noting Details Using Story Grammar.
a. note important details 3. *Fun in English 4. 1999. pp 11, 150, 202.
120-121, 130, 139, 147.
b. sequence at least 3 events using signal words EN3LC-IIa-j-2.7 1. BEAM ENG2 – Sequencing Events.

6. English for You and Me 3 (Reading). 2008. pp 109.
7. *Fun in English 4. 1999. pp 56, 64, 70-72.
c. retell some parts of the story EN3LC-IIa-j-2.6 1. BEAM ENG2 Module 7 – Organizing Ideas.
2. English 2 (Learner’s Material). 2013. pp 264.
d. differentiate real from make-believe EN3LC-IIa-j-3.15 1. BEAM ENG3 Module 10 – Evaluating Ideas.
3. *Fun in English 4. 1999. pp 185, 187.
e. infer feelings and traits of characters EN3LC-IIa-j-2.8 1. BEAM-DLP4 Module 63 – Inferring Character Traits from a Selection Read.
2. *Fun in English 4. 1999. pp 158-159.
f. identify cause and effect EN3LC-IIa-j-2.16 1. BEAM ENG 2 – Perceiving Relationships.

4. BEAM-DLP4 Module 48 – Identifying Cause - Effect Relationships in
6. *Fun in English 4. 1999. pp 97-99, 101.
g. draw conclusions EN3LC-IIa-j-2.17 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation –
7. *Fun in English 4. 1999. pp 172-175.
Make simple inferences about thoughts and feelings EN3LC-IIf-h- 2.8 1. MISOSA ENG4 – Inferring Character Traits Based on a Selection Read.
based from texts viewed/ listened to
Sequence a series of events viewed/ listened to EN3LC-IIi- j-2.7 1. BEAM ENG2 – Sequencing Events.
4. *Fun in English 4. 1999. pp 56, 64, 70-72.
5. *English for You and Me 4 (Language). 2011. pp 96-97, 103.
6. *English for You and Me 4 (Reading). 2011. pp 101-109, 115-116.
3Q
Activate prior knowledge based on the stories to be read. EN3LC-IIIa-j-2 1. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116,
120- 121, 130, 147.
Listen to a variety of literary and expository EN3LC-IIIa-j-2.1 1. *Fun in English 4. 1999. pp 11, 150, 202.
texts a. Note important details 2. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 65, 82, 96-97, 111-112, 116,
120-121, 130, 139, 147.
b. Sequence at least 3 events using signal words EN3LC-IIIa-j-2.7 1. *Fun in English 4. 1999. pp 56, 64, 70-72.
c. retell some parts of the story EN3LC-IIIa-j-2.6 1. BEAM ENG2 Module 7 – Organizing Ideas.
d. differentiate real from make-believe EN3LC-IIIa-j-3.15 1. BEAM ENG3 Module 10 – Evaluating Ideas.
e. infer feelings and traits of characters EN3LC-IIIa-j-2.8 1. BEAM-DLP4 Module 63 – Inferring Character Traits from a Selection Read.
2. *Fun in English 4. 1999. pp 158-159.
f. identify cause and effect EN3LC-IIIa-j-2.16 1. BEAM ENG 2 – Perceiving Relationships.

6. *Fun in English 4. 1999. pp 97-99, 101.
g. draw conclusions EN3LC-IIIa-j-2.17 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending for A Given Situation –
7. *Fun in English 4. 1999. pp 172-175.
Propose several predictions about texts/stories EN3LC-IIIe-f-2.4 1. MISOSA ENG4 – Predicting Outcomes.
Determine whether a story is realistic or fantasy EN3LC-IIIg-h-3.15 1. BEAM-DLP3 Module 69 – Distinguishing Real and Fantasy.
Identify and use the elements of an EN3LC-IIIi-j-3.7 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
informational/factual text heard
4Q
Identify and use the elements of an EN3LC- IVa -3.7 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
informational/factual text heard
Informational Reports (school events, sports, projects) EN3LC- IVb -3.7.1
Three-step directions EN3LC-IVc-3.7.2 1. BEAM-DLP3 Module 51 – Following 3 – 4 Step Directions.
Activate prior knowledge based on the stories to be read. EN3LC-IVa-j-2 1. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116,
120- 121, 130, 147.
Listen to a variety of literary and expository EN3LC-IVa-j-2.1 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story
Grammar. 2. MISOSA ENG4 – Noting Details Using Story Grammar.
texts a. note important details 3. *Fun in English 4. 1999. pp 11, 150, 202.
120-121, 130, 139, 147.
b. sequence at least 3 events using signal words EN3LC-IVa-j-2.7 1. BEAM ENG2 – Sequencing Events.
4. *Fun in English 4. 1999. pp 56, 64, 70-72.
c. retell some partsof the story EN3LC-IVa-j-2.6 1. BEAM ENG2 Module 7 – Organizing Ideas.
d. differentiate real from make-believe EN3LC-IVa-j-3.15 1. BEAM ENG3 Module 10 – Evaluating Ideas.
3. English 2 (Learner’s Material). 2013. pp 227-228, 276-278.
5. *Fun in English 4. 1999. pp 185, 187.
6. *English for You and Me (Language) 4. 2011. pp 179-181.
7. *English for You and Me (Reading) 4. 2011. pp 173-176.
e. infer feelings and traits of characters EN3LC-IVa-j-2.8 1. BEAM-DLP4 Module 63 – Inferring Character Traits from a Selection Read.
2. English 2 (Teacher’s Guide). 2013. pp 94-96, 209.
3. *Fun in English 4. 1999. pp 158-159.
f. identify cause and effect EN3LC-IVa-j-2.16 1. BEAM ENG 2 – Perceiving Relationships.
7. *Fun in English 4. 1999. pp 97-99, 101.
g. draw conclusions EN3LC-IVa-j-2.17 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation –

8. *Fun in English 4. 1999. pp 172-175.
Personal Recounts (anecdotes, past experiences) EN3LC- IVe-f-3.7
Explanation (life cycle, water cycle) EN3LC-IVg-h-3.7.5 1. English 2 (Learner’s Material). 2013. pp 239-240.
RC – Reading Comprehension
1Q
Read simple sentences and levelled stories and EN3RC-I0-2.2 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
a. note details regarding character, setting and 2. MISOSA ENG4 – Noting Details Using Story Grammar.
plot 3. *Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48, 53, 56, 90, 94, 98, 100,
104, 110, 132, 136, 138, 144, 176, 182.
6. *English for You and Me 4 (Reading). 2011. pp 2-3, 14-16, 31-32, 37-38, 59-63, 70-71,
73- 82, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
b. sequence 3 events EN3RC-I0-2.10 1. BEAM ENG2 – Sequencing Events.

4. English 2 (Teacher’s Guide). 2013. pp 45-46, 227.
5. *English for You and Me 3 (Reading). 2008. pp 89, 102, 103, 108-110.
Describe literary elements of texts including EN3RC-Ic-e-2.1 1. MISOSA ENG4 – Noting Details Using Story Grammar.
characters setting and plot 2. English 2 (Learner’s Material). 2013. pp 40.
4. *Fun in English 4. 1999. pp 20-23.
Make and confirm predictions about texts EN3RC-If-j-2.8 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending.
2. BEAM-DLP4 Module 54 – Predicting Outcome.
3. BEAM-DLP4 Module 55 – Giving Possible Ending to a Selection Read.
4. MISOSA ENG4 – Predicting Outcomes.
5. English 2 (Learner’s Material). 2013. pp 137, 350.
6. English 2 (Teacher’s Guide). 2013. pp 76, 184.
7. *English for You and Me 3 (Reading). 2008. pp 132, 138, 140.
8. *Fun in English 4. 1999. pp 134-135.
2Q
Rereads, monitors and self-correct one’s comprehension EN3RC-IIa-b-2.19
Note details in a given text EN3RC-IIc-e-2.2 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
3. *Fun in English 4. 1999. pp 11, 150, 202.
Make simple predictions EN3RC-IIa-b-2.8 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending.

2. BEAM-DLP4 Module 54 – Predicting Outcome.
4. MISOSA ENG4 – Predicting Outcomes.
5. *English for You and Me 3 (Reading). 2008. pp 4, 8, 11, 22, 28, 32, 35, 38, 42, 46, 53, 57,
65, 72, 83, 89, 92, 94, 107, 113, 131, 137, 144, 147-148, 158, 165.
6. *Fun in English 4. 1999. pp 134-135.
Read simple sentences and levelled stories and EN3RC-II0-2.2 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
a. note details regarding character, setting and 3. *Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48-53, 56, 90, 94, 98, 100,
104, 110, 132, 136, 138, 144, 176, 182.
plot 4. *English for You and Me 4 (Reading). 2011. pp 2-3, 14-16, 31-32, 37-38, 59-63, 70-71,
73- 82, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
b. sequence a series of events in a literary selection 2EN3RC-II0-2.10 1. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups
3. English 2 (Learner’s Material). 2013. pp 205, 227-228.
4. *English for You and Me 3 (Reading). 2008. pp 89, 91, 97, 102-103,
108-110. 5. *English for You and Me 4 (Reading). 2011. pp 101-109.
Sequence a series of events in a literary selection EN3RC-IIi-j-2.10 1. BEAM ENG2 – Sequencing Events.
2. BEAM-DLP3 Modules 33 and 34 – Sequencing Events.
5. English 2 (Learner’s Material). 2013. pp 205, 227-228.
6. *English for You and Me 3 (Reading). 2008. pp 89, 91, 97, 102-103,
108-110. 7. *English for You and Me 4 (Reading). 2011. pp 101-109, 115-116.
3Q
Identify several effects based on a given cause EN3RC-IIIa 2.7.1 1. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
4. *Fun in English 4. 1999. pp 97-99.
Make inferences and draw conclusion based on EN3RC-IIIa-2.11 1. *English for You and Me 3 (Reading). 2008. pp 132, 140, 154.
texts (pictures, title, and content words) 2. *English for You and Me 4 (Reading). 2011. pp 5, 167.
Distinguish fact from opinions EN3RC-IIIa-2.13 1. *Fun in English 4. 1999. pp 209.
Identify cause and effect EN3RC-IIIa-b-2.13 1. *Fun in English 4. 1999. pp 97-99.

Make inferences and draw conclusions based from texts EN3RC-IIIe-f-2.11 1. BEAM-DLP3 Module 62 – Draw Conclusion Using Picture Stimuli.
2. MISOSA ENG4 – Inferring Character Traits Based on a Selection Read.
3. *English for You and Me 3 (Reading). 2008. pp 124, 132, 138, 140.
a. note details regarding character, setting and plot EN3RC-III0-2.2 1. Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48-53, 56, 90, 94, 98, 100,
104, 110, 132, 136, 138, 144, 176, 182.
4. *English for You and Me 3 (Reading). 2008. pp 4, 8, 11, 22, 28, 32, 35, 38, 42, 46, 53, 57,
65, 72, 83, 92, 94, 107, 113, 131, 144, 147-148, 158, 168.
73- 82, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
b. sequence 3 events EN3RC-III0-2.10 1. English 2 (Learner’s Material). 2013. pp 59-64, 430.

2. English 2 (Teacher’s Guide). 2013. pp 205, 227-228.
3. *English for You and Me 3 (Reading). 2008. pp 89, 91, 102-103, 108-110.
Read simple sentences and levelled stories and EN3RC-III0-2.2 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
a. note details regarding character, setting and 2. MISOSA ENG4 – Noting Details Using Story Grammar.
plot
b. sequence 3 events EN3RC-III0-2.10 1. BEAM ENG2 – Sequencing Events.

4Q
Identify cause and effect EN3RC-IVa-b-2.13 1. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
Statements. 4. *English for You and Me 3 (Reading). 2008. pp 124.
5. *Fun in English 4. 1999. pp 97-99.
Show understanding of a story by presenting them EN3RC- IVa –b-2.14 1. English 2 (Learner’s Material). 2013. pp 268, 319.
in through dramatization, role playing etc. 2. English 2 (Teacher’s Guide). 2013. pp 139, 168.
Read simple sentences and levelled stories and a. note EN3RC-I0-2.2 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
details regarding character, setting and plot 3. *Unionbank Student’s Work Text 2. 2013. pp 20, 28, 30, 38-42, 48-53, 56, 90, 94, 98, 100,
104, 110, 132, 136, 138, 144, 176, 182.
73- 82, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
b. sequence 3 events EN3RC-I0-2.10 1. BEAM ENG2 – Sequencing Events.

Interpret simple maps of unfamiliar places, signs EN3RC -IVc-d-1.2 1. Let’s Begin in English 2. 2013. pp 357-358.
and symbols 2. *English for You and Me 3 (Language). 2008. pp 42.
3. *Fun in English 4. 1999. pp 195-196.
WC – Writing/ Composition
1Q
Write different forms of simple composition EN3WC-Ia-j-4 1. *Unionbank Student’s Work Text 2. 2013. pp 108, 112, 134, 142, 146, 149, 173, 178,
as a response to stories/ poems listened to 184. 2. *English for You and Me 4 (Language). 2011. pp 163, 168, 180-181, 176-177.
a. draw and write sentences about one’s drawing
a. a note of advice EN3WC-IIa-j-5

b. Thank you letter EN3WC-Ia-j-6 1. BEAM-DLP3 Module 32 – Writing Letter Observing Correct Format.
2. Let’s Begin in English 2. 2013. pp 80-81, 90.
c. descriptive paragraph EN3WC-Ia-j-7 1. BEAM-DLP4 Module 51 – Writing Variety of Texts.

2. BEAM-DLP4 Module 72 – Writing Descriptive Paragraph.
3. BEAM ENG5 Module 10 – Traits and Moods.
d. another ending for a story EN3WC-Ia-j-8 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation –
4. Let’s Begin in English 2. 2013. pp 145.
e. a diary EN3WC-Ia-j-2.2 1. BEAM-DLP4 Module 74 – Writing a Diary.
f. a short paragraph, etc. EN3WC-Ia-j-9 1. Let’s Begin in English 2. 2013. pp 29, 37.
2. *English for You and Me 4 (Language). 2011. pp 102, 109, 181-182.
Use appropriate punctuation marks EN3WC-IIi-j-2.6 1. BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.
2Q
Participate in generating ideas through EN3WC-IIa-b-1

prewriting activities
a. brainstorming EN3WC-IIa-1.1 1. *English for You and Me 4 (Reading). 2011. pp 30.
b. webbing EN3WC-IIb-1.2
c. drawing EN3WC-IIc-1.3 1. *Unionbank Student’s Work Text 2. 2013. pp 22, 35, 54, 92.
Write different forms of simple composition EN3WC-IIa-j-4 1. *Unionbank Student’s Work Text 2. 2013. pp 108, 112, 134, 142, 146, 149, 173, 178,
as a response to stories/ poems listened to 184. 2. *English for You and Me 4 (Language). 2011. pp 163, 168, 180-181, 176-177.
b. draw and write sentences about one’s drawing
c. a note of advice EN3WC-IIa-j-5
d. Thank you letter EN3WC-IIa-j-6 1. BEAM-DLP3 Module 32 – Writing Letter Observing Correct Format.
e. descriptive paragraph EN3WC-IIa-j-7 1. BEAM-DLP4 Module 51 – Writing Variety of Texts.

2. BEAM-DLP4 Module 72 – Writing Descriptive Paragraph.
f. another ending for a story EN3WC-IIa-j-8 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation –
g. a diary EN3WC-IIa-j-2.2 1. BEAM-DLP4 Module 74 – Writing a Diary.
h. a short paragraph, etc. EN3WC-IIa-j-9 1. *Fun in English 4. 1999. pp. 29, 37.
Use appropriate punctuation marks EN3WC-IIi-j-2.6 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences. 3.
BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.
3Q
Use appropriate punctuation marks EN3WC-IIId-e-2.6 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences. 3.
BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience.
Complete patterned poems using appropriate EN3WC-IIIh-2.4 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
rhyming words 2. BEAM ENG2 Module 4 – Rhymes.
4Q
Write a simple story EN2WC-IVa-e-22 1. Let’s Begin in English 2. 2013. pp 307-308.

PA- Phonological Awareness
Show how spoken words are represented by EN3PW-IIa-d-2 1. *English for You and Me 4 (Reading). 2011. pp 7-9.
written letters that are arranged in a specific
order
PWR – Phonics and Word Recognition
1Q
Review reading and writing short e, a and i words in EN3PW-Ia-b-7 1. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
CVC pattern 2. *Unionbank Student’s Work Text 2. 2013. pp 11.
Read words with short o sounds in CVC pattern EN3PW-Ib-d-19 1. BEAM-DLP3 Module 1 – Word Recognition.
and phrases and sentences containing these 2. Let’s Begin in English 2. 2013. pp 251-252, 256.
words 3. *Unionbank Student’s Work Text 2. 2013. pp 9.
Recognize more common sight words in order to EN3PW-Ib-d-19.1 1. Let’s Begin in English 2. 2013. pp 277-278.
read simple phrases and sentences
Read words with short u sound in CVC pattern EN3PW-Ie-3 1. BEAM-DLP3 Module 1 – Word Recognition.
2. Let’s Begin in English 2. 2013. pp 375-376, 379-380, 383-384, 386, 393.
Differentiate words with different medial vowels (eg: EN3PW-If-g-17.1 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
cap cop-cup; fan-fin, fun)
Read 2-syllable words consisting of short e to u EN3PW-Ii-15 1. Let’s Begin in English 2. 2013. pp 318, 319, 320-322, 330, 333, 335, 344, 347, 349,
sound (basket, hotdog, sunset, etc.) 360, 362, 364.
Read phrases, sentences and short stories consisting EN3PW-Ij-21 1. BEAM-DLP3 Module 3 – Decoding New Words with Pattern.
of 2-syllable words and the questions about them
2Q
Read words with initial consonant blends (l, r EN3PWR-IIa-b-22 1. BEAM ENG2 Module 1A – Consonant Blends and Clusters.
and s blends)
Read phrases, sentences and short stories consisting EN3PWR-IIi-j-22.1 1. BEAM-DLP4 Module 5 – Decoding Words in Stories Read Using Phonetic
of words with consonant digraph ch and sh and other Analysis. 2. *Unionbank Student’s Work Text 2. 2013. pp 62-63.
words previously studied and the questions about
them
3Q
Read words with long a sound (long a ending in e) EN3PW-IIIa-b-5 1. BEAM-DLP4 Module 5 – Decoding Words in Stories Read Using Phonetic
Analysis. 2. *Unionbank Student’s Work Text 2. 2013. pp 12.
Read words with long i sound (long i ending in e) EN3PWR-IIId-24 1. BEAM-DLP4 Module 5 – Decoding Words in Stories Read Using Phonetic
Analysis. 2. *Unionbank Student’s Work Text 2. 2013. pp 14.
Read words with long o sound (long a ending in e) EN3PWR-IIIf-26 1. *Unionbank Student’s Work Text 2. 2013. pp 13.
And questions about them EN3PWR-IIIh-26.2 1. *Unionbank Student’s Work Text 2. 2013. pp 15.
Read words with long a, i, o, and u and EN3PWR-IIIi-26.3 1. *Unionbank Student’s Work Text 2. 2013. pp 12-15.
phrases, sentences and stories containing
these words.
Read 2-syllable words (fireman) with long vowel sound EN3PWR-IIIj-15 1. BEAM-DLP3 Module 5 – Identifying Words with Initial Consonant Blends.
4Q
Read words with vowel digraphs ai (pail), ay (bay) EN3PW-IVa-b-8 1. *Unionbank Student’s Work Text 2. 2013. pp 70.
Match words, phrases and sentences containing EN3PWR-IVc-2 1. *Unionbank Student’s Work Text 2. 2013. pp 70.
these words with pictures
Read words with vowel digraphs ea and ee and EN3PWR-IVd-e-22&29 1. *Unionbank Student’s Work Text 2. 2013. pp 71.
phrases, sentences and stories containing these
words
Read words with vowel digraphs oo (food), oa (road) EN3PW-IVf-g-8 1. BEAM-DLP3 Module 2 – Decode Words With CVVC Patterns.
Read words with vowel diphthongs EN2PW-IVh-i-6 1. BEAM-DLP3 Module 2 – Decode Words With CVVC Patterns.
oy (boy), oi (boil), ou (out) ow (bow) 2. *Unionbank Student’s Work Text 2. 2013. pp 73-76.
Match these words with the appropriate pictures EN3PWR-IVi-2 1. *Unionbank Student’s Work Text 2. 2013. pp 75-76.
F – Fluency
1Q
Read grade 3 level texts consisting of 2-syllable EN3F-Ia-j-3.5.1 1. *English for You and Me 4 (Language). 2011. pp 5.
words with short vowel sound with at least EN3F-IIa-j-3.5.1
95-100% accuracy
Read aloud from familiar prose and poetry consisting EN3F-Ia-j-1.10.1 1. BEAM-DLP3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and
of long vowel words with fluency, appropriate EN3F-IIa-j-1.10.1 Rhythm. 2. BEAM ENG2 Module 4 – Rhymes.
rhythm, pacing and intonation 3. *Unionbank Student’s Work Text 2. 2013. pp 12-15.
2Q
3Q
Read grade 3 level texts EN3F-IIIa-j-3.5.1 1. *English for You and Me 4 (Language). 2011. pp 5.
consisting of 2-syllable words with long vowel sound
with at least 95-100% accuracy
Read aloud from familiar prose and poetry consisting EN3F-IIIa-j-1.10.1 1. BEAM-DLP3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and
of long vowel words with fluency, appropriate Rhythm. 2. BEAM ENG2 Module 4 – Rhymes.
rhythm, pacing and intonation 3. *Unionbank Student’s Work Text 2. 2013. pp 12-15.
Observe the use of punctuations including commas, EN3F-IIIg-j-1.11 1. *English for You and Me 4 (Language). 2011. pp 8-11, 75-79, 87-89.
periods and question marks to guide reading for
fluency
4Q
Read aloud from familiar prose and poetry consisting EN3F-IVa-j-1.10.1 1. *Unionbank Student’s Work Text 2. 2013. pp 12-15.
of Long vowel words with fluency, appropriate
rhythm, pacing and intonation
Use punctuations including commas, periods and EN3FL-IVa-j-1.11 1. *English for You and Me 4 (Language). 2011. pp 8-11, 75-79, 87-89.
question marks to guide reading for fluency
Read poems with fluency, appropriate rhythm, pacing EN3F-IVi-j-5 1. BEAM-DLP3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and
and intonation Rhythm. 2. BEAM ENG2 Module 4 – Rhymes.
G – Grammar
1Q
Sentences EN3G-Ia-1 1. BEAM-DLP3 Module 38 – Identifying the Parts of a Sentence.

2. BEAM-DLP4 Module 34 - Using Variety of Sentences as To Structure.
Distinguish sentences from non-sentences EN3G-Ia-1.1 1. BEAM-DLP3 Module 38 – Identifying the Parts of a Sentence.
Sentences EN3G-Ib-1 1. Let’s Begin in English 2. 2013. pp. 373-374.

Construct simple sentences EN3G-Ib-1.4 1. BEAM-DLP3 Module 38 – Identifying the Parts of a Sentence.
2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
3. BEAM-DLP4 Module 35 – Constructing Simple Sentences Using Modifiers.

Use a declarative sentence EN3G-Ib-1.4.1 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
Differentiate a declarative from an interrogative sentence EN3G-Ib-1.4.1.1 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
Use proper punctuation for declarative and EN3G-Ib-1.6 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
interrogative sentences 2. Let’s Begin in English 2. 2013. pp 391-392, 395, 400.
Construct declarative and interrogative sentences EN3G-Ib-1.4.7 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
Identify an exclamatory sentence EN3G-Ib-1.4.8 1. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory
Sentences. 2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To
Structure.
3. MISOSA ENG4 – Using Imperative and Exclamatory Sentences.
Identify an imperative sentence EN3G-Ic-1 1. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory
Sentences. 2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To
Structure.
3. MISOSA ENG4 – Using Imperative and Exclamatory Sentences.
Use different kinds of sentences (e.g. EN3G-Ic-1.3 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
declarative, interrogative, exclamatory, 2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory
imperative Sentences. 3. BEAM-DLP4 Module 34 – Using Variety of Sentences as To
Structure.
4. *English for You and Me 4 (Language). 2011. pp 90-92, 94-95.
Sentences EN3G-Id-1 1. Let’s Begin in English 2. 2013. pp 373-374.

2. *Unionbank Student’s Worktext 2. 2013. pp 97.
Use appropriate punctuation marks (e.g. period, EN3G-Id-1.6 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
comma, question mark, exclamation point) 2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences. 3.
BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story from One’s Experience. 4. MISOSA
ENG4 – Writing From Dictation of Short Paragraphs and Observing Correct Spelling,
Punctuation Marks, and Capital Letters in Sentences.
6. *English for You and Me 4 (Language). 2011. pp 8-11, 75-79, 87-89.
Nouns EN3G-Ie-2 1. BEAM-DLP3 Module 17 – Looking for Name Words.

Use nouns (e.g. people, animals, places,, things events) in EN3G-Ie-2.4 BEAM-DLP3 Module 17 – Looking for Name Words.

K-12 English Curriculum

Uploaded by

Document Informationclick to expand document information

Copyright:

Available Formats

K-12 English Curriculum

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

K-12 English Curriculum

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

I. PHILOSOPHY AND RATIONALE

II. GUIDING PRINCIPLES

1. develops thinking and language through interactive learning;

Communicative competence is classified into the following competencies.

IV. CONCEPTUAL FRAMEWORK

COMPONENT 1: Language Learning Process

COMPONENT 2: Effective Language Use

COMPONENT 3: Making Meaning through Language

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

3. Book and Print Knowledge √

5. Phonics and Word Recognition √ √ √

8. Writing and Composition √ √ √ √

10. Vocabulary Development √ √ √ √ √

11. Reading Comprehension √ √ √

12. Listening Comprehension √ √

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

14. Study Strategies √ √ √ √ √

Book and Print knowledge

Phonics and word recognition

Writing and composition

Grammar awareness and structure

Attitude towards language, literacy

Coherence with the Basic Education Program Goals

COMPONENT 4: Holistic Assessment

1. Proximity to actual language use and performance

2. A holistic view of language

3. An integrative view of learning

Handwriting Write legibly in manuscript or cursive writing

Reading Comprehension and Study Strategies

Viewing Demonstrate critical understanding and interpretation of visual media

KEY STAGE STANDARD

GRADE 3 - Students should be able to demonstrate eagerness to

Domain Content Standard Performance Standard

The learner… The learner…

demonstrates understanding of concepts of verbs, pronouns, constructs grammatically correct-simple sentences in

The learner… The learner…

WEEK Learning Competencies

1-5 EN1LC-IIIa-j- 1.1 EN1OL-IIIa-e-1.5 EN1PA-IIIa-e-2.2 EN1G-IIIa-e-1 EN1V-IIIa-e-5

(4TH Quarter Oracy) Quarterly and Weekly

WEEK Learning Competencies

1-5 EN1LC-IVa-j- 1.1 EN1OL-IVa-j-1.3 EN1PA-IVa-b-2.3 EN1G-IVa-e-3 EN1V-IVa-e-3

solution Ask simple questions Adjectives Give the meaning of words

Grade 1 Tagged Materials

2. English (Learner’s Material). Grade 2. 2013. pp 211-212.

1. greetings EN1OL-IIIa-1.5.1 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009. pp 11.

6. asking permission EN1OL-IIId-1.5.4 1. BEAM ENG1 Module 1 – Expressions. 2009.

2. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.

7. English (Teacher’s Guide). Grade 2. 2013. pp 118.

Sentences EN1G-IIIa-e-1 1. BEAM ENG1 Module 8 – Noting Details. 2009.

Verbs EN1G-IVa-e-3 1. BEAM ENG1 Module 8 – Noting Details. 2009.

(1st Quarter to 2nd Quarter – Oracy) Quarterly and Weekly Articulation

Domain Content Standard Performance Standard

The learner… The learner…

The learner… The learner…

1st Quarter (Continuation of Oracy)

1-5 EN2OL-If-j-1 EN2LC-Ia-j- EN2PA-Ia-c EN2BPK-Ia EN2G-Ia-e-1 EN2V-Ia-5 EN2G-Ia-e- EN2SS-Ia-e

2nd Quarter (Continuation of Oracy)