CG Grade 2-3

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
MOTHER TONGUE
(Grade 1 to Grade 3)
May 2016
K to 12 BASIC EDUCATION CURRICULUM
MTBMLE CURRICULUM FRAMEWORK
Introduction
Mother Tongue – Based Multilingual Education (MTB-MLE) is the government’s banner program for education as a salient part of the implementation of the K to 12
Basic Education Program. Its significance is underscored by the passing of Republic Act 10523, otherwise known as the “Enhanced Basic Educatiion Act of 2013.”
MTBMLE is education, formal or non - formal, in which the learner’s mother tongue and additional languages are used in the classroom. Learners begin their
education in the language they understand best - their mother tongue - and develop a strong foundation in their mother language before adding additional languages.
Research stresses the fact that children with a solid foundation in their mother tongue develop stronger literacy abilities in the school language. Their knowledge and skills
transfer across languages. This bridge enables the learners to use both or all their languages for success in school and for lifelong learning. In terms of cognitive
development, the school activities will engage learners to move well beyond th basic wh-questions to cover all higher order thinking skills in L1 which they can transfer to the
other languages once enough Filipino or English has been acquired to use these skills in thinking and articulating thoughts.
With the nd goal of making Filipino children lifelong learners in their Li (MT), L2 (Filipino, the national language), and L3 (English, the global language) the learners
are more thatn prepared to develop the competencies in the different learning areas. This will serve as their passport to enter and achieve well in the mainstream educational
system and in the end, contribute productively to their community and to the larger society as well as Multilingual, Multiliterate, and Multi-Cultural Citizens of the country.
For the effective implementation of the MTB-MLE, it is suggested that the two-track method be used, that is the primer track to focus on accuracy and the story track
to focus on meaning. Learning via the two-track method to gain proficiency in leteracy as well as comprehend academic content and gain curriculum mastery, creative and
critical thinking skills for decisive decision-making.
MTBMLE provides:
 Literacy. We only learn to read once. Learning to read in the L1 develops skills that transfer to reading any other languages. Comprehension in reading other
languages only occurs after oral proficiency has developed such that vocabulary of the written L2 text is already part of the learners’ spoken vocabulary.
 Prior knowledge. Engaging learners in a discussion of what is already familiar to them using the home language and culture enables better
 learning of the curriculum through integration and application of that knowledge into current knowledge schemes.
 Cognitive development and higher order thinking skills (HOTS). Using the learners’ mother tongue provides a strong foundation by developing cognitive skills
and comprehension of the academic content from day one. The knowledge, skills, attitudes, and values gained through the mother tongue better support learning of
other languages and learning through other languages later.
o As learners articulate their thoughts and expand ideas, both language and critical thinking are strengthened. MTBMLE cultivates critical thinking through
talking about ideas in the familiar language. When teaching only in the L2, critical thinking is postponed until L2 is sufficiently developed to support such
analysis.
K to 12 Mother Tongue Curriculum Guide May 2016 Page 2 of 155

 Strong Bridge. MTBMLE provides a good bridge to listening, speaking, reading, and writing the L2s (L2, L3) of the classroom using sound educational principles for
building fluency and confidence in using the other languages for lifelong learning. Reading in the L2 is only introduced after basic L1 reading fluency and L2 oral
proficiency are developed. Comprehension in reading the L2 occurs after the development of that spoken L2. Once sufficient oral and written proficiency in the L2
are developed, a gradual transition to using the L2 as medium of instruction can progress without the L1 support.
 Scaffolding. In L2 teaching, the L1 is used to support learning when the L2 is not sufficiently developed to be used alone. The L1 is used for expression and the
teacher facilitates the development of the L2 to enable learners to adequately express ideas in the L2. In this way, the L1 strengthens the learning of the L2 by
supporting the L2 development for communication.
 Teaching for meaning and accuracy. Decoding text requires accuracy, while comprehending texts requires decoding skills within a meaningful context. Both
meaning and accuracy are important, but in classrooms that teach only L2 , there is often primary focus on accuracy until the L2 is sufficiently learned. This delays
actual meaningful learning until the L2 can support that learning.
 Confidence building and proficiency development for two or more languages along the following macro-skills ( listening, speaking, reading,
writing, and viewing ) for both meaning and accuracy .


The following standards illustrate teaching for meaning and accuracy:
Story track Primer track
Focus on meaning Focus on correctness
 Listening Listen in order to understand, think critically respond Recognize and distinguish sounds; recognize parts of
creatively words
 Speaking Speak with understanding, to communicate knowledge, Use correct vocabulary, pronunciation, grammar
ideas, experiences
 Reading Read with understanding to apply, analyze, evaluate, and Decode by recognizing parts of words, sentences
to create new knowledge
 Writing Write to communicate knowledge, ideas experiences, goals Form letters properly and neatly; spell words accurately;
use correct grammar
 Viewing View in order to understand, think critically respond Recognize and distinguish print and non materials and be
creatively able to critic the materials objectively.

GUIDING PRINCIPLES FOR TEACHING AND LEARNING IN MTBMLE
Principle 1. Known to the unknown
1.1 Learning requires meaning. We learn when we use what we already know to help us understand what is new.
“The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him/her accordingly.” Ausubel, D.P.(1968). Educational
Psychology. A Cognitive View. New York: Holt, Rinehart & Winston
Application: Start with what the learners already know about a topic and use that to introduce the new concept. Beginning with the learners’ first language and culture will
better facilitate mastery of the curriculum content.
“Nowhere is the role of prior knowledge more important than in second language educational contexts. Students who can access their prior knowledge through the language
and culture most familiar to them can call on a rich array of schemata, whereas students who believe they can only use that knowledge they have explicitly learned in the
second language are limited in their access.”(Chamot, 1998, p.197).
1.2 Second language learners use what they know in their own language to help develop other languages. This positive transfer effect has been found to be significant in
reading.
Application: Develop an awareness of how the L1 works to support learning the L2, L3.
Claude Goldenberg. “Teaching English Language Learners: What the Research Does – and Does Not – Say.” American Educator, Summer 2008: 8-23.
Principle 2. Language and Academic Development
Students with well-developed skills in their first language have been shown to acquire additional languages more easily and fully and that, in turn, has a positive impact on
academic achievement.
Application: Continue the oral development of L1 and begin reading in L1 to strengthen L2 and L3 learning as well as academic achievement across the curriculum.
Fred Genesee, Kathryn Lindholm-Leary, William Saunders, and Donna Christian. Educating English Language Learners: A Synthesis of Reasearch Evidence. Cambridge
University Press, 2006.

Principle 3. Cognitive Development
3.1 Students who use their multilingual skills have been shown to develop both cognitive flexibility and divergent thinking.
Application: Continue developing critical thinking in the L1 as well as in L2 and L3.

Jim Cummins. Multilingual Matters, 2001.
3.2 Higher Order Thinking Skills

When we truly learn something, we can explain it, apply it, analyze it, evaluate it, and use it to create new ideas and information.
Application: In all subjects, focus on activities that build understanding and that encourage students to apply, analyze, and evaluate what they have learned to create new
knowledge. CF Bloom’s Revised Taxonomy.
Remember Understand Apply Analyze Evaluate Create

Repeat Explain Use Examine Assess Use what
what we what we what we what we What we We learn to
hear or hear or hear or learn to Hear or discover,
read read read discover patterns Read Invent, and create
Principle 4. Discovery Learning
4.1 We learn when someone who already understands the new idea or task helps us to “discover” the new idea and then use it meaningfully.
Application: Find out what the students already know about a topic. Then provide activities that let them use their knowledge to learn the new concept or task.
Bruner, J.S. (1967). On knowing: Essays for the left hand. Cambridge, Mass: Harvard University Press. Also at http://www.learning-theories.com/discovery-learning-
bruner.html

Principle 5. Active Learning
5.1 Peer interaction. Children learn best through peer interactions in which they work together creatively to solve problems.
Application: Do most class activities in teams or pairs. Encourage students to talk with each other and compare ideas in order to solve problems.
5.2 Second language active learning. Young children gain confidence in learning a new language when they begin with “hear-see-do” (Total Physical Response ) activities.
Application: Begin the L2 language learning time by focusing on listening and responding to oral language. Children listen to a command, observe someone respond to the
command and then respond in action (no talking at first).
5.3 Purposeful Talk. Talking helps us make sense of new ideas and information.
Application: 1) Ask a lot of “higher level” questions and give students time to think and then respond. 2) Provide plenty of opportunities for students to work in teams,
sharing and comparing their ideas.
Principle 6. Meaning and Accuracy
Successful language learning involves hearing, speaking, reading and writing activities that focus on both meaning and accuracy.
Application: Include plenty of activities that focus on both MEANING and ACCURACY.
Principle 7. Language Learning/Language Transfer
7.1 We learn a new language best when the learning process is non-threatening and meaningful and when we can take “small steps” that help us gain confidence in our
ability to use the language meaningfully.
Application: Begin the L2 language learning time by focusing on “hear-see-do” activities than enable students to build up their “listening vocabulary” before they are expected
to talk. Introduce reading and writing in L2 only when they have built up a good hearing and speaking vocabulary.
7.2 Research in second-language acquisition indicates that it takes a minimum of 2 years to learn basic communicative skills in a second language when society supports
that learning.It takes five years or more to learn enough L2 for learning complex academic concepts.
Thomas & Collier; 2003, Cummins, 2006
7.3 “Errors” are a normal part of second-language learning. Second language learners benefit from opportunities to receive feedback in a respectful and encouraging way. It
is helpful when teachers respond first to the content of what the student is saying or writing… focusing on one or two errors at a time. Patsy M. Lightbown and Nina Spada.
How Languages Are Learned, 3rd ed., Oxford University Press, 2006.

Principle 8. Affective component: Valuing the home language/culture
8.1 Valuing students with talents in their home language more powerfully enables learning than just valuing learners of English whose home language is irrelevant to
academic success.
Application: Learners are encouraged when they know they are valued in the classroom and their language and heritage are seen as resources.
Jim Cummins, Promoting Literacy in Multilingual Contexts, Research Monograph #5, The Literacy and Numeracy Secretariat, Ontario Ministry of Education, 2007, p. 3
8.2 The classroom environment

Children from ethno-linguistic language groups thrive in a welcoming environment in which teachers and peers value them as a positive presence in the classroom and the
school; encourage their use of their L1; provide books, visual representations, and concrete objects that reflect their backgrounds and interests.
Filipino Sign Language as Mother Tongue
Filipino Sign Language (FSL) refers to the sign language used by the Deaf community in the Philippines. It is distinct from spoken Filipino. Sign languages, such as FSL, are
visual-spatial while spoken languages, such as spoken Filipino, are auditory-vocal languages. In sign language, information is conveyed through the shape, placement,
movement and orientation of the hands as well as movement of the face and the body. Linguistic information is received through the eyes.
FSL is rule-governed, having its own linguistic structure -- phonology, morphology, syntax, and discourse. It belongs to the branch of visual languages with influence from
American Sign Language (ASL). The structure of FSL has significantly changed over the years and is considered a language distinct from ASL.
FSL, as with all other sign languages in the world, does not have a written form. Deaf people do not read and write in sign language, rather they become literate in a second
language. Using Filipino Sign Language as the mother language, Deaf children will learn to read and write in other languages such as Filipino and English. It is expected that
Filipino deaf children will develop metalinguistic awareness and transfer knowledge, concepts and thinking skills about language from FSL to written Filipino or written
English.
The K-3 Mother Tongue Curriculum Guide specifies content and performance standards and learning competencies for all Filipino children – deaf and hearing alike. Since the
focus of the curriculum is language and literacy development, the learning outcomes apply to sign language users as well. In this guide, listening and speaking will be
operationalized as viewing (visually attending) and signing; spoken language as sign language and so on. Teachers are enjoined to follow the curriculum as closely as
possible, cognizant of learning and communication differences among deaf and hearing children.

GRADE 2
The learner demonstrats communication skills in talking about variety of topics using expanding vocavulary, shows understanding of
GRADE LEVEL STANDARD spoken language in different context using both verbal and non-verbal cues, understands and uses correctly vocabulary and languange
strutures, appreciates the cultural aspects of the language, and reads and writes literary and informational texts.
Content Standard Performance Standard

Domain
The learner… The learner…
uses developing oral language to name and describe people, places, and
possesses developing language skills and cultural awareness necessary to
Oral Language concrete objects and communicate personal experiences, ideas, thoughts,
participate successfully in oral communication in different contexts.
actions, and feelings in different contexts.
Phonics and
demonstrates knowledge of and skills in word analysis to read, write in applies word analysis skills in reading, writing in cursive and spelling words
Word
cursive and spell grade level words. independently.
Recognition
demonstrates the ability to read grade level words with sufficient accuracy reads with sufficient speed, accuracy, and proper expression in reading
Fluency
speed, and expression to support comprehension. grade level text.
uses developing knowledge and skills to write clear and coherent
demonstrates the ability to formulate ideas into sentences or longer texts
Composing sentences, simple paragraphs, and friendly letters from a variety of
using conventional spelling.
stimulus materials.
Grammar demonstrates understanding and knowledge of language grammar and speaks and writes correctly and effectively for different purposes using the
Awareness usage when speaking and/or writing. basic grammar of the language.
Vocabulary and
demonstrates expanding knowledge and use of appropriate grade level uses expanding vocabulary knowledge and skills in both oral and written
Concept
vocabulary and concepts. forms.
Development
Listening comprehends and appreciates grade level narrative and informational
demonstrates understanding of grade level literary and informational texts.
Comprehension texts.
Reading demonstrates understanding of grade level narrative and informational uses literary and narrative texts to develop comprehension and
Comprehension texts. appreciation of grade level appropriate reading materials.
Attitude
Towards demonstrates positive attitude towards language, literacy, and literature. values reading and writing as communicative activities.
Reading
demonstrates developing knowledge and skills and strategies to listen, uses his developing knowledge and skills to listen, read and write for
Study Skills
read and write for specific purposes. specific purposes.

FIRST QUARTER
Phonics and Vocabulary and

Quarter/ Grammar Listening Reading Attitude
Oral Language Word Fluency Composing Concept Study Skills
Week/ Awareness Compre Compre Towards
(OL) Recognition (F) (C) Development (SS)
Theme (GA) hension (LC) hension (RC) Reading (ATR)
(PWR) (VCD)
Quarter I – Knowing Myself and My Family

MT2OL-Ia- MT2PWR-Ia- MT2F-I-a-i- MT2C-Ia-i- MT2GA-Ia- MT2VCD-Ia-i- MT2LC-Ia-b- MT2RC-Ia-b- MT2ATR-Ia- MT2SS-Ia-d-
6.2.1 b-7.3 1.4 1.4 2.1.1 1.2 1.1.1 1.1.1 c-5.1 8.1
Participate Read a large Read aloud Express ideas Identify and Use words Note important Note important Express Fill out forms
actively during number of grade level text through poster use naming unlocked details in grade details in grade individual (e.g. school
story reading regularly with an making (e.g. words in during story level narrative level choices and forms)
by making spelled multi- accuracy of 95 ads, character sentences. reading in texts: narrative texts: taste for texts.
comments and syllabic words. - 100%. profiles, news meaningful a. character a. character
asking report, lost and contexts. b. setting b. setting
questions using found) using c. plot c. plot
Q1, complete stories as (problem and (problem and
Week 1 sentences. springboard.(T resolution) resolution)
(a) hese writing
Theme: activities are
My scaffold by the
Family teacher.)
and I:
Likes and MT2PWR-Ia- MT2F-Ia-i-
Dislikes d-7.5 1.5
Genre: Read with Read grade
Poem understanding level texts with
grade level appropriate
text. speed. (Note:
should include
benchmarks on
number of
words per
minute once
research and
data have been
gathered)

(PWR) (VCD)
MT2PWR-Ia- MT2F-Ia-i-
i-6.3 1.6
Correctly spell Read grade
Q1, grade level level texts with
Week 1 words. appropriate
(a) intonation,
Theme: expression,
My and
Family punctuation
and I: cues when
Likes and applicable.
Dislikes MT2PWR-Ia-
Genre: i-3.3
Poem Write upper
and lower case
letters using
cursive strokes.
MT2OL-Ib- MT2PWR-Ia- MT2F-Ia-i- MT2C-Ia-i- MT2GA-Ib- MT2VCD-Ia-i- MT2LC-Ia-b- MT2RC-Ia-b- MT2ATR-Ia- MT2SS-Ia-d-
4.1.1 b-7.3 1.4 1.4 3.1.1 1.2 1.1.1 1.1.1 c-5.1 8.1
Q1, Recite and sing Read a large Read aloud Express ideas Classify Use words Note important Note Express Fill out forms
Week 2 in group longer number of grade level text through poster naming words unlocked details in grade important individual (e.g. school
(b) poems, jingles, regularly with an making (e.g. into different during story level narrative details in grade choices and forms)
Theme: riddles, chants, spelled multi- accuracy of 95 ads, character categories. reading in texts: level taste for texts.
My and songs syllabic words. - 100%. profiles, news meaningful a. character narrative texts:
Family (folk, rap, etc.) report, lost and contexts. b. setting a. character
and I: with ease and found) using c. plot b. setting
Likes and confidence. stories as (problem and c. plot
Dislikes springboard.(T resolution) (problem and
Genre: hese writing resolution)
Poem activities are
scaffold by the
teacher.)

(PWR) (VCD)
d-7.5 1.5
Read with Read grade
understanding level texts with
grade level appropriate
text. speed.* (Note:
should include
benchmarks on
number of
words per
minute once
Q1,
research and
Week 2
data have been
(b)
gathered)
Theme:
My MT2PWR-Ia- MT2F-Ia-i-
Family i-6.3 1.6
and I: Correctly spell Read grade
Likes and grade level level texts with
Dislikes words. appropriate
Genre: intonation,
Poem expression,
and
punctuation
cues when
applicable.
MT2PWR-Ia-
i-3.3
Write upper
and lower case
letters using
cursive strokes.

(PWR) (VCD)
MT2OL-Ic-d- MT2PWR-Ic- MT2F-I-a-i- MT2C-Ia-i- MT2GA-Ic- MT2VCD-Ia-i- MT2LC-Ic-d- MT2RC-Ic-d- MT2ATR-Ia- MT2SS-Ia-d-
10.1 d-7.4 1.4 1.4 2.1.2 1.2 2.1.1 2.1.1 c-5.1 8.1
Relate one’s Read with Read aloud Express ideas Identify the Use words Give the Give the Express Fill out forms
own understanding grade level text through poster gender of unlocked correct correct individual (e.g. school
experiences words with with an making (e.g. naming words, during story sequence of 3- sequence of 3- choices and forms)
and ideas consonant accuracy of 95 ads, character when reading in 5 events in a 5 events in a taste for texts.
related to the blends, clusters - 100%. profiles, news applicable. meaningful story. story.
topics using a and digraphs report, lost and contexts.
variety of when found) using
words with applicable stories as
proper springboard.(T
phrasing and hese writing
intonation. activities are
scaffold by the
Q1, teacher.)
Week 3
MT2PWR-Ia- MT2F-Ia-i- MT2VCD-Ic-
(c) d-7.5 1.5 e-1.3
Theme: Read with Read grade Use the
My
understanding level texts with combination of
Family grade level appropriate affixes and root
and I: text. speed.* (Note: words as clues
Likes and
should include to get the
Dislikes benchmarks on meaning of
Genre: number of words.
Poem
words per
minute once
research and
data have been
gathered)*
i-6.3 1.6
grade level level texts with
words. appropriate
intonation,
expression,
and
punctuation
cues when
applicable.

(PWR) (VCD)
Q1, MT2PWR-Ia-
Week 3 i-3.3
(c) Write upper
Theme: and lower case
My letters using
Family cursive strokes.
and I:
Likes and
Dislikes
Genre:
Poem
MT2OL-Ic-d- MT2PWR-Ic- MT2F-I-a-i- MT2C-Ia-i- MT2GA-Id- MT2VCD-Ia-i- MT2LC-Ic-d- MT2RC-Ic-d- MT2ATR-Id- MT2SS-Ia-d-
10.1 d-7.4 1.4 1.4 2.1.3 1.2 2.1.1 2.1.1 f-2.1.1 8.1
Relate one’s Read with Read aloud Express ideas Identify and Use words Give the Give the Browse/read Fill out forms
own understanding grade level text through poster use collective unlocked correct correct books for (e.g. school
experiences words with with an making (e.g. nouns, when during story sequence of 3- sequence of 3- various forms)
and ideas consonant accuracy of 95 ads, character applicable. reading in 5 events in a 5 events in a purposes such
related to the blends, clusters - 100%. profiles, news meaningful story. story. as for learning
topics using a and digraphs report, lost and contexts. or for pleasure.
variety of when found) using
Q1, words with applicable stories as
Week 4 proper springboard.(T
(d) phrasing and hese writing
Theme: intonation. activities are
My scaffold by the
Family teacher.)
and I: MT2PWR-Ia- MT2FI-a-i- MT2VCD-Ic-
Likes and d-7.5 1.5 e-1.3
Dislikes Read with Read grade Use the
Genre: understanding level texts with combination of
Poem grade level appropriate affixes and root
text*. speed.* (Note: words as clues
should include to get the
benchmarks on meaning of
number of words.
words per
minute once
research and
data have been
gathered)

(PWR) (VCD)
i-6.3 1.6
(d) intonation,
Theme: expression,
My and
Family punctuation
and I: cues when
Dislikes MT2PWR-Ia-
Genre: i-3.3
Poem Write upper
and lower case
letters using
cursive strokes.
MT2OL-Ie-f- MT2PWR-Ie- MT2F-I-a-i- MT2C-Ia-i- MT2GA-Ie-f- MT2VCD-Ia-i- MT2LC-Ie- MT2RC-Ie- MT2ATRId-f- MT2SS-Ie-g-
3.2 i-7.6 1.4 1.4 2.5 1.2 6.1 6.1 2.1.1 1.2
Q1, Use Read content Read aloud Express ideas Identify the Use words Relate story Relate story Browse/read Follow
Week 5 expressions area-related grade level text through poster parts of a unlocked events to one’s events to one’s books for instructions in
(e) appropriate to words. (Math with an making (e.g. sentence during story experiences. experiences. various a test carefully.
Theme: the grade level and Science accuracy of 95 ads, character (subject and reading in purposes such
My to give opinion terms) - 100%. profiles, news predicate). meaningful as for learning
Family in a text report, lost and contexts.* or for pleasure.
and I: listened to, found) using
Likes and heard or read. stories as
Dislikes springboard.(T
Genre: hese writing
Poem activities are
scaffold by the
teacher.)

(PWR) (VCD)
MT2PWR-Ie- MT2F-Ia-i- MT2VCD-Ic-

i-7.7 1.5 e-1.3
Read content Read grade Use the
area-related level texts with combination of
sight words. appropriate affixes and root
(Math and speed.* (Note: words as clues
Science terms) should include to get the
benchmarks on meaning of
number of words.
words per
Q1, minute once
Week 5 research and
(e) data have been
Theme: gathered)*
My MT2PWR-Ia- MT2F-Ia-i-
Family i-6.3 1.6
and I: Correctly spell Read grade
Likes and grade level level texts with
Dislikes words. appropriate
Genre: intonation,
Poem expression,
and
punctuation
cues when
applicable.
MT2PWR-Ia-
i-3.3
Write upper
and lower case
letters using
cursive strokes.

(PWR) (VCD)
MT2OL-Ie-f- MT2PWR-Ie- MT2F-I-a-i- MT2C-Ia-i- MT2GA-Ie-f- MT2VCD-Ia-i- MT2LC-If-4.4 MT2RC-If-4.4 MT2ATR-Id- MT2SS-Ie-g-
3.2 i-7.6 1.4 1.4 2.5 1.2 Identify the Identify the f-2.1.1 1.2
Use Read content Read aloud Express ideas Identify the Use words difference difference Browse/read Follow
expressions area-related grade level text through poster parts of a unlocked between a between a books for instructions in
appropriate to words. (Math with an making (e.g. sentence during story story and a story and a various a test carefully.
the grade level and Science accuracy of 95 ads, character (subject and reading in poem. poem. purposes such
to give opinion terms) - 100%. profiles, news predicate). meaningful as for learning
in a text report, lost and contexts. or for pleasure.
listened to, found) using
heard or read. stories as
springboard.(T
hese writing
activities are
scaffold by the
teacher.)
Q1,
MT2PWR-Ie- MT2F-Ia-i- MT2VCD-If-
Week 6
i-7.7 1.5 h-3.3
(f)
Read content Read grade Identify and
Theme:
area-related level texts with use compound
My
sight words. appropriate words
Family
(Math and speed. (Note: appropriate to
and I:
Science terms) should include the grade level
Likes and
benchmarks on in sentences.
Dislikes
number of
Genre:
words per
Poem
minute once
research and
data have been
gathered)
MT2PWR-Ia- MT2F-Ia-j-
j-3.3 1.6
Write upper Read grade
and lower case level texts with
letters using appropriate
cursive strokes. intonation,
expression,
and
punctuation
cues when
applicable.

(PWR) (VCD)
MT2OL-Ig-h- MT2PWR-Ie- MT2F-Ia-i- MT2C-Ia-i- MT2GA-Ig- MT2VCD-Ia-i- MT2LC-Ig- MT2RC-Ig- MT2ATR-Ig-i- MT2SS-Ie-g-
1.4 i-7.6 1.4 1.4 4.1 1.2 2.3 2.3 4.2 1.2
Talk about Read content Read aloud Express ideas Differentiate Use words Give the Give the Show love for Follow
famous people, area-related grade level text through poster sentences from unlocked meaning of a meaning of a reading by instructions in
places, events, words. (Math with an making (e.g. non - during story poem. poem. listening a test carefully.
etc. using and Science accuracy of 95 ads, character sentences. reading in attentively
descriptive and terms) - 100%. profiles, news meaningful during story
action words in report, lost and contexts. reading and by
complete found) using making
sentences. stories as comments/reac
springboard.(T tions.
hese writing
activities are
scaffold by the
Q1, teacher.)
Week 7
MT2PWR-Ie- MT2F-Ia-i- MT2VCD-If- MT2LC-Ig-h- MT2RC-Ig-h-
(g) i-7.7 1.5 h-3.3 3.3 3.3
Theme: Read content Read grade Identify and Give the main Give the main
My
area-related level texts with use compound idea of a idea of a
Family sight words. appropriate words story/poem. story/poem.
and I: (Math and speed. (Note: appropriate to
Likes and
Science terms) should include the grade level
Dislikes benchmarks on in sentences.
Genre: number of
Poem
words per
minute once
research and
data have been
gathered)
i-6.3 1.6
words. appropriate
intonation,
expression,
and
punctuation
cues when
applicable.

(PWR) (VCD)
Q1, MT2PWR-Ia-
Week 7 i-3.3
(g) Write upper
Theme: and lower case
My letters using
Family cursive strokes.
and I:
Likes and
Dislikes
Genre:
Poem
MT2OL-Ig-h- MT2PWR-Ie- MT2F-I-a-i- MT2C-Ia-i- MT2GA-Ih-i- MT2VCD-Ia-i- MT2LC-Ig-h- MT2RC-Ig-h- MT2ATR-Ig-i- MT2SS-Ih-i-
1.4 i-7.6 1.4 1.4 2.6 1.2 3.3 3.3 4.2 1.3
Talk about Read content Read aloud Express ideas Identify and Use words Give the main Give the main Show love for Follow 3 -5
famous people, area-related grade level text through poster use a variety of unlocked idea of a idea of a reading by step written
places, events, words. (Math with an making (e.g. sentences: during story story/poem. story/poem. listening directions.
etc. using and Science accuracy of 95 ads, character a. declarative reading in attentively
descriptive and terms) - 100%. profiles, news b. interrogative meaningful during story
action words in report, lost and c. exclamatory contexts. reading and by
complete found) using d. imperative making
Q1, sentences. stories as comments/
Week 8 springboard. reactions.
(h) (These writing
Theme: activities are
My scaffold by the
Family teacher.)
and I: MT2PWR-Ie- MT2F-Ia-i- MT2GA-Ih-i- MT2VCD-If- MT2LC-Ih-i- MT2RC-Ih-i-
Likes and i-7.7 1.5 5.1 h-3.3 5.1 5.1
Dislikes Read content Read grade Construct Identify and Predict possible Predict possible
Genre: area-related level texts with sentences use compound ending of a ending of a
Poem sight words. appropriate observing words story. story.
(Math and speed. (Note: appropriate appropriate to
Science terms) should include punctuation the grade level
benchmarks on marks. in sentences.
number of
words per
minute once
research and
data have been
gathered)

(PWR) (VCD)
i-6.3 1.6
(h) intonation,
Theme: expression,
My and
Family punctuation
and I: cues when
Dislikes MT2PWR-Ia-
Genre: i-3.3
Poem Write upper
and lower case
letters using
cursive strokes.
MT2OL-Ii-i- MT2PWR-Ie- MT2F-I-a-i- MT2C-Ia-i- MT2GA-Ih-i- MT2VCD-Ia-i- MT2LC-Ih-i- MT2RC-Ih-i- MT2ATR-Ig- MT2SS-Ih-i-
9.1.1 i-7.6 1.4 1.4 2.6 1.2 5.1 5.1 j-4.2 1.3
Q1, Tell/retell Read content Read aloud Express ideas Identify and Use words Predict possible Predict possible Show love for Follow 3 -5
Week 9 familiar stories area-related grade level text through poster use a variety of unlocked ending of a ending of a reading by step written
(i) and short words. (Math with an making (e.g. sentences: during story story. story. listening directions.
Theme: conversations and Science accuracy of 95 ads, character a. declarative reading in attentively
My by using terms) - 100%. profiles, news b. interrogative meaningful during story
Family appropriate report, lost and c. exclamatory contexts. reading and by
and I: gestures and found) using d. imperative making
Likes and expressions in stories as comments/reac
Dislikes complete springboard. tions.
Genre: sentences. (These writing
Poem activities are
scaffold by the
teacher.)

(PWR) (VCD)
MT2PWR-Ie- MT2F-Ia-i- MT2GA-Ih-i- MT2VCD-Ii-i- MT2L-Ii-i-2.5 MT2RC-Ii-i-

i-7.7 1.5 5.1 4.1 Give the 2.5
Read content Read grade Construct Recognize summary of a Give the
area-related level texts with sentences common story summary of a
sight words. appropriate observing abbreviations story
(Math and speed. (Note: appropriate (e.g. Jan.,
Science terms) should include punctuation Sun., St., Mr.,
benchmarks on marks. Mrs.).
number of
words per
minute once
Q1,
research and
Week 9
data have been
(i)
gathered)
Theme:
My
i-6.3 1.6
Family
and I:
Likes and
words. appropriate
Dislikes
intonation,
Genre:
expression,
Poem
and
punctuation
cues when
applicable.
MT2PWR-Ia-
i-3.3
Write upper
and lower case
letters using
cursive strokes.
Summative Test

SECOND QUARTER

(PWR) (VCD)
Quarter 2 – Knowing Myself and My Family

MT2OL-IIa-c- MT2PWR- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIa- MT2VCD-IIa- MT2LC-IIa-b- MT2RC-Ia-b- MT2ATR-IIa-
10.1 IIa-b-7.3 1.4 2.2 e-2.2.2 i-1.2 4.5 4.5 c-5.1
Relate one’s Read a large Read aloud Write Identify and Use words Identify the Identify the Express
own number of grade level text paragraphs use the unlocked important story important story individual
experiences regularly with an using subject, following during story elements. elements. choices and
and ideas spelled multi- accuracy of 95 object and pronouns when reading in taste for texts.
related to the syllabic words - 100%. possessive applicable meaningful
topics using a pronouns, a. contexts.
variety of observing the demonstrative
words with conventions of pronouns (e.g.
proper writing. ito, iyan, yan,
Q2, phrasing and dito, diyan,
Week 1 intonation. doon)
(a) b. subject and
Theme: object
My pronouns
Family c. possessive
and I: pronouns
Likes and
MT2PWR- MT2F-IIa-i- MT2VCD-IIa-
Dislikes
IIa-d-7.5 1.5 i-3.4
Genre:
Read with Read grade Identify and
Poem
understanding level texts with use simile and
grade level appropriate metaphor in
text. speed. (Note: sentences.
should include
benchmarks on
number of
words per
minute once
research and
data have been
gathered)

(PWR) (VCD)
MT2PWR- MT2F-IIa-i-
IIe-i-7.6 1.6
Q2, Read content Read grade
Week 1 area-related level texts with
(a) words. (Math appropriate
Theme: and Science intonation,
My terms) expression,
Family and
and I: punctuation
Likes and cues when
Dislikes applicable
Genre: MT2PWR-
Poem IIa-i-6.3
Correctly spell
grade level
words.
MT2OL-IIa-c- MT2PWR- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIa- MT2VCD-IIa- MT2LC-IIa-b- MT2RC-Ia-b- MT2ATR-IIa-
10.1 IIa-b-7.3 1.4 2.2 e-2.2.2 -i1.2 4.5 4.5 c-5.1
Relate one’s Read a large Read aloud Write Identify and Use words Identify the Identify the Express
own number of grade level text paragraphs use the unlocked important story important story individual
Q2,
experiences regularly with an using subject, following during story elements. elements. choices and
Week 2
and ideas spelled multi- accuracy of 95 object and pronouns when reading in taste for texts.
(b)
related to the syllabic words - 100%. possessive applicable meaningful
Theme:
topics using a pronouns, a. contexts.
My
variety of observing the demonstrative
Family
words with conventions of pronouns (e.g.
and I:
Likes and
phrasing and dito, diyan,
Dislikes
intonation. doon)
Genre:
b. subject and
Poem
object
pronouns
c. possessive
pronouns

(PWR) (VCD)
MT2PWR- MT2F-IIa-i- MT2VCD-IIa-

IIa-d-7.5 1.5 i-3.4
Read with Read grade Identify and
understanding level texts with use simile and
text. speed.* (Note: sentences.
should include
benchmarks on
number of
words per
Q2, minute once
Week 2 research and
(b) data have been
Theme: gathered)
My MT2PWR- MT2F-IIa-i-
Family IIe-i-7.6 1.6
and I: Read content Read grade
Likes and area-related level texts with
Dislikes words. (Math appropriate
Genre: and Science intonation,
Poem terms) expression,
and
punctuation
cues when
applicable
MT2PWR-
IIa-i-6.3
Correctly spell
grade level
words.

(PWR) (VCD)
MT2OL-IIa-c- MT2PWR-IIc- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIa- MT2VCD-IIa- MT2LC-Iic- MT2RC-Ic- MT2ATR-IIa-

10.1 d-7.4 1.4 2.2 e-2.2.2 i-1.2 3.1 3.1 c-5.1
Relate one’s Read with Read aloud Write Identify and Use words Infer character Infer character Express
own understanding grade level text paragraphs use the unlocked feelings and feelings and individual
experiences words with with an using subject, following during story traits in a story traits in a story choices and
and ideas consonant accuracy of 95 object and pronouns when reading in taste for texts.
related to the blends, clusters - 100%. possessive applicable meaningful
topics using a and digraphs pronouns, a. contexts.
variety of when observing the demonstrative
words with applicable conventions of pronouns (e.g.
Q2, phrasing and dito, diyan,
Week 3 intonation. doon)
(c) b. subject and
Theme: object
My pronouns
Family c. possessive
and I: pronouns
Likes and MT2PWR- MT2F-IIa-i- MT2VCD-IIa-
Dislikes IIa-d-7.5 1.5 i-3.4
Genre: Read with Read grade Identify and
Poem understanding level texts with use simile and
text. speed.* (Note: sentences.
should include
benchmarks on
number of
words per
minute once
research and
data have been
gathered)

(PWR) (VCD)
MT2PWR- MT2F-IIa-i-
IIe-i-7.6 1.6
Read content Read grade
Q2,
area-related level texts with
Week 3
words. (Math appropriate
(c)
and Science intonation,
Theme:
terms) expression,
My
and
Family
punctuation
and I:
cues when
Likes and
applicable
Dislikes
MT2PWR-
Genre:
IIa-i-6.3
Poem
Correctly spell
grade level
words.
MT2OL-IId- MT2PWR-IIc- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIa- MT2VCD-IIa- MT2LC-IId-e- MT2RC-IId- MT2ATR-IId- MT2SS-IId-e-
e-6.3 d-7.4 1.4 2.2 e-2.2.2 i-1.2 2.5 e-2.5 f-2.1.1 4.4
Participate in Read with Read aloud Write Identify and Use words Give the Give the Browse/read Get information
and initiate understanding grade level text paragraphs use the unlocked summary of a summary of a books for from published
Q2,
more extended words with with an using subject, following during story story story various announcement
Week 4
social consonant accuracy of 95 object and pronouns when reading in purposes such s.
(d)
conversation or blends, clusters - 100%. possessive applicable meaningful as for learning
Theme:
dialogue with and digraphs pronouns, a. contexts. or for pleasure.
My
peers, adults when observing the demonstrative
Family
on unfamiliar applicable conventions of pronouns (e.g.
and I:
topics by writing. ito, iyan, yan,
Likes and
asking and dito, diyan,
Dislikes
answering doon)
Genre:
questions, b. subject and
Poem
restating and object
soliciting pronouns
information c. possessive
pronouns

(PWR) (VCD)
MT2PWR- MT2F-IIa-i- MT2VCD-IIa- MT2LC-IId-e- MT2RC-IId-

IIe-i-7.6 1.5 i-3.4 8.1 e-8.1
Read content Read grade Identify and Retell a story. Retell a story.
area-related level texts with use simile and
words. (Math appropriate metaphor in
and Science speed. (Note: sentences.
terms) should include
benchmarks on
Q2, number of
Week 4 words per
(d) minute once
Theme: research and
My data have been
Family gathered)
and I:
Likes and MT2PWR- MT2F-IIa-i-
Dislikes IIa-i-6.3 1.6
Genre: Correctly spell Read grade
Poem grade level level texts with
words. appropriate
intonation,
expression,
and
punctuation
cues when
applicable

(PWR) (VCD)
MT2OL-IId- MT2PWR- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIa- MT2VCD-IIa- MT2LC-IId-e- MT2RC-IId- MT2ATR-IId- MT2SS-IId-e-
e-6.3 IIe-i-7.6 1.4 2.2 e-2.2.2 i-1.2 2.5 e-2.5 f-2.1.1 4.4
Participate in Read content Read aloud Write Identify and Use words Give the Give the Browse/read Get information
and initiate area-related grade level text paragraphs use the unlocked summary of a summary of a books for from published
more extended words. (Math with an using subject, following during story story story various announcement
social and Science accuracy of 95 object and pronouns when reading in purposes such s.
conversation or terms) - 100%. possessive applicable meaningful as for learning
dialogue with pronouns, a. contexts. or for pleasure.
peers, adults observing the demonstrative
on unfamiliar conventions of pronouns (e.g.
topics by writing. ito, iyan, yan,
Q2, asking and dito, diyan,
Week 5 answering doon)
(e) questions, b. subject and
Theme: restating and object
My soliciting pronouns
Family information c. possessive
and I: pronouns
Likes and
MT2PWR- MT2F-IIa-i- MT2VCD-IIa- MT2LC-IId-e- MT2RC-IId-
Dislikes
IIe-i-7.7 1.5 i-3.4 8.1 e-8.1
Genre:
Read content Read grade Identify and Retell a story. Retell a story.
Poem
area-related level texts with use simile and
sight words. appropriate metaphor in
(Math and speed. (Note: sentences.
Science terms) should include
benchmarks on
number of
words per
minute once
research and
data have been
gathered)

(PWR) (VCD)
MT2PWR- MT2F-IIa-i-
IIe-i-7.6 1.6
terms) expression,
and
punctuation
cues when
applicable
MT2PWR-
Q2, IIe-i-7.7
Week 5 Read content
(e) area-related
Theme: sight words.
My (Math and
Family Science terms)
and I: MT2PWR-
Likes and IIa-i-6.3
Dislikes Correctly spell
Genre: grade level
Poem words.
MT2PWR-
IIe-i-3.4
Write/copy
words,
phrases, and
sentences with
proper strokes,
spacing,
punctuation
and
capitalization
using cursive
writing.

(PWR) (VCD)
MT2PWR- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIf-i- MT2VCDII-a- MT2LC-IIf-g- MT2RC-IIf-g- MT2ATR-IId- MT2SS-IIf-h-

IIe-i-7.6 1.4 2.2 2.6 i-1.2 2.11 2.11 f-2.1.1 4.5
Read content Read aloud Write Identify and Use words Note important Note important Browse/read Get information
area-related grade level text paragraphs use a variety of unlocked details in grade details in grade books for from a table
words. (Math with an using subject, sentences: during story level level various
and Science accuracy of 95 object and a. declarative reading in informational informational purposes such
terms) - 100%. possessive b. interrogative meaningful texts. texts. as for learning
pronouns, c. exclamatory contexts. or for pleasure.
observing the d. imperative
conventions of
writing.
MT2PWR- MT2F-IIa-i- MT2GA-IIf-i- MT2VCD-IIa- MT2LC-IIf-g- MT2RC-IIf-g-
Q2, IIe-i-7.7 1.5 5.1 i-3.4 3.4 3.4
Week 6 Read content Read grade Construct Identify and Infer important Infer important
(f) area-related level texts with sentences use simile and details from an details from an
Theme: sight words. appropriate observing metaphor in informational informational
My (Math and speed. (Note: appropriate sentences. text. text.
Family Science terms) should include punctuation
and I: benchmarks on marks.
Likes and number of
Dislikes words per
Genre: minute once
Poem research and
data have been
gathered)
MT2PWR- MT2F-IIa-i-
IIe-i-7.6 1.6
terms) expression,
and
punctuation
cues when
applicable

(PWR) (VCD)
MT2PWR-
IIe-i-7.7
Read content
area-related
sight words.
(Math and
Science terms)
Q2, MT2PWR-
Week 6 IIa-i-6.3
(f) Correctly spell
Theme: grade level
My words.
Family
and I: MT2PWR-
Likes and IIe-i-3.4
Dislikes Write/copy
Genre: words,
Poem phrases, and
sentences with
proper strokes,
spacing,
punctuation
and
capitalization
using cursive
writing.
Q2, MT2OL-IIg- MT2PWR- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIf-i- MT2VCD-IIa- MT2LC-IIf-g- MT2RC-IIf-g- MT2ATR-IIg- MT2SS-IIf-h-
Week 7 h-1.2 IIe-i-7.6 1.4 2.2 2.6 i-1.2 2.11 2.11 j-4.2 4.5
(g) Talk about Read content Read aloud Write Identify and Use words Note important Note important Show love for Get information
Theme: famous people, area-related grade level text paragraphs use a variety of unlocked details in grade details in grade reading by from a table
My places, events, words. (Math with an using subject, sentences: during story level level listening
Family etc. using and Science accuracy of 95 object and a. declarative reading in informational informational attentively
and I: descriptive and terms) - 100%. possessive b. interrogative meaningful texts. texts. during story
Likes and action words in pronouns, c. exclamatory contexts. reading and by
Dislikes complete observing the d. imperative making
Genre: sentences. conventions of comments/reac
Poem writing. tions.

(PWR) (VCD)
MT2PWR- MT2F-IIa-i- MT2GA-IIf-i- MT2VCD-IIa- MT2LC-IIf-g- MT2RC-IIf-g-

IIe-i-7.7 1.5 5.1 i-3.4 3.4 3.4
Read content Read grade Construct Identify and Infer important Infer important
area-related level texts with sentences use simile and details from an details from an
sight words. appropriate observing metaphor in informational informational
(Math and speed. (Note: appropriate sentences. text. text.
Science terms) should include punctuation
benchmarks on marks.
number of
words per
minute once
research and
data have been
Q2, gathered)
Week 7 MT2PWR- MT2F-IIa-i-
(g) IIe-i-7.6 1.6
Theme: Read content Read grade
My area-related level texts with
Family words. (Math appropriate
and I: and Science intonation,
Likes and terms) expression,
Dislikes and
Genre: punctuation
Poem cues when
applicable
MT2PWR-
IIe-i.7
Read content
area-related
sight words.
(Math and
Science terms)
MT2PWR-
IIa-i-6.3
Correctly spell
grade level
words.

(PWR) (VCD)
MT2PWR-
Q2, IIe-i-3.4
Week 7 Write/copy
(g) words,
Theme: phrases, and
My sentences with
Family proper strokes,
and I: spacing,
Likes and punctuation
Dislikes and
Genre: capitalization
Poem using cursive
writing.
MT2OL-IIg- MT2PWR- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIf-i- MT2VCD-IIa- MT2LC-IIh-i- MT2RC-Ih-i- MT2ATR-IIg- MT2SS-Ih-i-
h-1.2 IIe-i-7.6 1.4 2.2 2.6 i-1.2 9.2 9.2 i-4.2 1.3
Talk about Read content Read aloud Write Identify and Use words Sequence Sequence Show love for Read a map of
famous people, area-related grade level text paragraphs use a variety of unlocked events in an events in an reading by the community.
places, events, words. (Math with an using subject, sentences: during story informational informational listening
etc. using and Science accuracy of 95 object and a. declarative reading in text through text through attentively
descriptive and terms) - 100%. possessive b. interrogative meaningful discussion, discussion, during story
action words in pronouns, c. exclamatory contexts. illustration, illustration, reading and by
Q2, complete observing the d. imperative song, song, making
Week 8 sentences. conventions of dramatization dramatization comments/reac
(h) writing. and art. and art. tions.
Theme:
My MT2PWR- MT2F-IIa-i- MT2GA-IIf-i- MT2VCD-IIa- MT2SS-IIf-h-
Family IIe-i-7.7 1.5 5.1 i-3.4 4.5
and I: Read content Read grade Construct Identify and Get information
Likes and area-related level texts with sentences use simile and from a table
Dislikes sight words. appropriate observing metaphor in
Genre: (Math and speed. (Note: appropriate sentences.
Poem Science terms) should include punctuation
benchmarks on marks.
number of
words per
minute once
research and
data have been
gathered)

(PWR) (VCD)
MT2PWR- MT2F-IIa-i-
IIe-i-7.6 1.6
terms) expression,
and
punctuation
cues when
applicable
MT2PWR-
Q2, IIe-i-7.7
Week 8 Read content
(h) area-related
Theme: sight words.
My (Math and
Family Science terms)
and I: MT2PWR-
Likes and IIa-i-6.3
Dislikes Correctly spell
Genre: grade level
Poem words.
MT2PWR-
IIe-i-3.4
Write/copy
words,
phrases, and
sentences with
proper strokes,
spacing,
punctuation
and
capitalization
using cursive
writing.

(PWR) (VCD)
Q2, MT2PWR-
Week 8 IIh-i-8.1
(h) Observe proper
Theme: mechanics and
My format when
Family writing for
and I: different
Likes and purposes (i.e.
Dislikes paragraph
Genre: writing, letter
Poem writing)
MT2OL-IIi- MT2PWR- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIf-i- MT2VCD-IIa- MT2LC-IIh-i- MT2RC-Ih-i- MT2ATR-IIg- MT2SS-Ih-i-
3.2 IIe-i-7.6 1.4 2.2 2.6 i-1.2 9.2 9.2 i-4.2 1.3
Use Read content Read aloud Write Identify and Use words Sequence Sequence Show love for Read a map of
expressions to area-related grade level text paragraphs use a variety of unlocked events in an events in an reading by the community.
the grade level words. (Math with an using subject, sentences: during story informational informational listening
to give opinion and Science accuracy of 95 object and a. declarative reading in text through text through attentively
in a text terms) - 100%. possessive b. interrogative meaningful discussion, discussion, during story
listened to, pronouns, c. exclamatory contexts. illustration, illustration, reading and by
heard or read. observing the d. imperative song, song, making
Q2, conventions of dramatization dramatization comments/reac
Week 9 writing. and art. and art. tions.
(i) MT2PWR- MT2F-IIa-i- MT2GA-IIf-i- MT2VCD-IIa- MT2SS-IIi-i-
Theme: IIe-i-7.7 1.5 5.1 i-3.4 9.1
My Read content Read grade Construct Identify and Arrange 7
Family
area-related level texts with sentences use simile and words with
and I: sight words. appropriate observing metaphor in different
Likes and (Math and speed. (Note: appropriate sentences. beginning
Dislikes Science terms) should include punctuation letters in
Genre: benchmarks on marks. alphabetical
Poem number of order.
words per
minute once
research and
data have been
gathered)
MT2PWR- MT2F-IIa-i-
IIe-i-7.6 1.6
(PWR) (VCD)

terms) expression,
and
punctuation
cues when
applicable
MT2PWR-
IIe-i-7.7
Read content
area-related
sight words.
(Math and
Science terms)
Q2,
Week 9 MT2PWR-
(i) IIa-i-6.3
Theme: Correctly spell
My grade level
Family words.
and I:
MT2PWR-
Likes and IIe-i-3.4
Dislikes Write/copy
Genre:
words,
Poem phrases, and
sentences with
proper strokes,
spacing,
punctuation
and
capitalization
using cursive
writing.

(PWR) (VCD)
Q2, MT2PWR-
Week 9 IIh-i-8.1
(i) Observe proper
Theme: mechanics and
My format when
Family writing for
and I: different
Likes and purposes (i.e.
Dislikes paragraph
Genre: writing, letter
Poem writing)
Summative Test

THIRD QUARTER

(PWR) (VCD)

MT2OL-IIIa- MT2PWR- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIIa- MT2VCD- MT2LC-IIIa- MT2RC-IIIa- MT2ATR- MT2SS-IIIa-
10.1 IIIa-c-7.6 1.4 2.3 c-2.3.2 IIIa-i-1.2 2.11 2.11 IIIa-c-5.1 b-5.1
Relate one’s Read content Read aloud Write short Identify and Use words Note important Note important Express Interpret a
own area-related grade level text narrative use action unlocked details in a details in a individual pictograph.
experiences words. (Math with an paragraphs words in simple during story grade level grade level choices and
and ideas and Science accuracy of 95 that include tenses reading in narrative or narrative or taste for texts.
related to the terms) - 100%. elements of (present, past, meaningful informational informational
topics using a setting, future) with contexts. text. text.
variety of characters, and the help of
Q3,
words with plot (problem time signals.
Week 1
proper and
(a)
phrasing and resolution),
Theme:
intonation. observing the
My
conventions of
Family
writing.
and I:
MT2PWR- MT2F-IIIa-i- MT2VCD-
Likes and
IIIa-c7.7 1.5 IIIa-i-3.5
Dislikes
Read content Read grade Identify and
Genre:
area-related level texts with use words with
Poem
sight words. appropriate multiple
(Math and speed. (Note: meanings in
Science terms) should include sentences.
benchmarks on
number of
words per
minute once
research and
data have been
gathered)

(PWR) (VCD)
Q3, MT2PW-IIIa- MT2F-IIIa-i-
Week 1 i-6.3 1.6
(a) Correctly spell Read grade
Theme: grade level level texts with
My words. appropriate
Family intonation,
and I: expression,
Likes and and
Dislikes punctuation
Genre: cues when
Poem applicable.
MT2OL-IIIb- MT2PWR- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIIa- MT2VCD- MT2LCIIIb-c- MT2R-CIIIb- MT2ATR- MT2SS-IIIa-
c-6.3 IIIa-c-7.6 1.4 2.3 c-2.3.2 IIIa-i-1.2 4.5 c-4.5 IIIa-c-5.1 b-5.1
Participate in Read content Read aloud Write short Identify and Use words Identify the Identify the Express Interpret a
Q3, and initiate area-related grade level text narrative use action unlocked important story important story individual pictograph.
Week 2 more extended words. (Math with an paragraphs words in simple during story elements. elements. choices and
(b) social and Science accuracy of 95 that include tenses reading in taste for texts.
Theme: conversation or terms) - 100%. elements of (present, past, meaningful
My dialogue with setting, future) with contexts.
Family peers, adults characters, and the help of
and I: on unfamiliar plot (problem time signals.
Likes and topics by and
Dislikes asking and resolution),
Genre: answering observing the
Poem questions, conventions of
restating and writing.
soliciting
information.
MT2PWR- MT2F-IIIa-j- MT2VCD- MT2LC-IIIb- MT2RC-IIIb-
Q3, IIIa-c-7.7 1.5 IIIa-j-3.5 c-2.2.1 c-2.2.1
Week 2 Read content Read grade Identify and Give one’s Give one’s
(b) area-related level texts with use words with reaction to an reaction to an
Theme: sight words. appropriate multiple event or issue. event or issue.
My (Math and speed. (Note: meanings in
Family Science terms) should include sentences.
and I: benchmarks on
Likes and number of
Dislikes words per
Genre: minute once
Poem research and
data have been

(PWR) (VCD)
gathered)
MT2PW-IIIa- MT2F-IIIa-i-
i-6.3 1.6
words. appropriate
intonation,
expression,
and
punctuation
cues when
applicable.
MT2OL-IIIb- MT2PWR- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIIa- MT2VCD- MT2LC-IIIb- MT2RC-IIIb- MT2ATR- MT2SS-IIIc-
c-6.3 IIIa-c-7.6 1.4 2.3 c-2.3.2 IIIa-i-1.2 c-4.5 c-4.5 IIIa-c-5.1 e-1.3
Participate in Read content Read aloud Write short Identify and Use words Identify the Identify the Express Follow 3 – 5
Q3, and initiate area-related grade level text narrative use action unlocked important story important story individual step written
Week 3 more extended words. (Math with an paragraphs words in simple during story elements. elements. choices and directions.
(c) social and Science accuracy of 95 that include tenses reading in taste for texts.
Theme: conversation or terms) - 100%. elements of (present, past, meaningful
My dialogue with setting, future) with contexts.
Family peers, adults characters, and the help of
and I: on unfamiliar plot (problem time signals.
Likes and topics by and
Dislikes asking and resolution),
Genre: answering observing the
Poem questions, conventions of
restating and writing.
soliciting
information.

(PWR) (VCD)
MT2PWR- MT2F-IIIa-i- MT2VCD- MT2LC-IIIb- MT2RC-IIIb-
IIIa-c-7.7 1.5 IIIa-i-3.5 c-2.2.1 c-2.2.1
Read content Read grade Identify and Give one’s Give one’s
area-related level texts with use words with reaction to an reaction to an
sight words. appropriate multiple event or issue. event or issue.
(Math and speed. (Note: meanings in
Science terms) should include sentences.
Q3, benchmarks on
Week 3 number of
(c) words per
Theme: minute once
My research and
Family data have been
and I: gathered)
Likes and MT2PW-IIIa- MT2F-IIIa-i-
Dislikes i-6.3 1.6
words. appropriate
intonation,
expression,
and
punctuation
cues when
applicable.
MT2OL-IIId- MT2PW-IIIa- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIId- MT2VCD- MT2LC-IIId- MT2RC-IIId- MT2ATR- MT2SS-IIIc-
Q3, f-1.2 i-6.3 1.4 2.3 i-1.4.1 IIIa-i-1.2 e-3.4 e-3.4 IIId-f-2.1.1 e-1.3
Week 4 Talk about Correctly spell Read aloud Write short Use action Use words Infer important Infer important Browse/read Follow 3 – 5
(d) famous people, grade level grade level text narrative words when unlocked details from an details from an books for step written
Theme: places, events, words. with an paragraphs narrating during story informational informational various directions.
My etc. using accuracy of 95 that include simple reading in text. text. purposes such
Family descriptive and - 100%. elements of experiences meaningful as for learning
and I: action words in setting, and when contexts. or for pleasure.
Likes and complete characters, and giving simple
Dislikes sentences/ plot (problem 3-5 steps
Genre: paragraph and directions using
Poem resolution), signal words
observing the (e.g. first,
conventions of second, next,
writing. etc.).

(PWR) (VCD)
MT2F-IIIa-i- MT2GA-IIId- MT2VCD-
1.5 i-5.1.1 IIIa-i-3.5
Read grade Construct Identify and
level texts with sentences use words with
appropriate and/or multiple
speed. (Note: paragraphs meanings in
should include observing sentences.
benchmarks on appropriate
number of punctuation
words per marks.
minute once
research and
data have been
gathered)
MT2F-IIIa-i-
1.6
Read grade
level texts with
appropriate
intonation,
expression,
and
punctuation
cues when
applicable.
MT2OL-IIId- MT2PW-IIIa- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIId- MT2VCD- MT2LC-IIId- MT2RC-IIId- MT2ATR- MT2SS-IIIc-
Q3, f-1.2 i-6.3 1.4 2.3 i-1.4.1 IIIa-i-1.2 e-3.4 e-3.4 IIId-f-2.1.1 e-1.3
Week 5 Talk about Correctly spell Read aloud Write short Use action Use words Infer important Infer important Browse/read Follow 3 – 5
(e) famous people, grade level grade level text narrative words when unlocked details from an details from an books for step written
Theme: places, events, words. with an paragraphs narrating during story informational informational various directions.
My etc. using accuracy of 95 that include simple reading in text. text. purposes such
Family descriptive and - 100%. elements of experiences meaningful as for learning
and I: action words in setting, and when contexts. or for pleasure.
Likes and complete characters, and giving simple
Dislikes sentences/para plot (problem 3-5 steps
Genre: graph and directions using
writing. etc.).

(PWR) (VCD)
MT2PWR- MT2F-IIIa-i- MT2GA-IIId- MT2VCD-
IIIe-i-3.4.1 1.5 i-5.1.1 IIIa-i-3.5
Write/copy Read grade Construct Identify and
sentences, level texts with sentences use words with
paragraphs and appropriate and/or multiple
short texts with speed. (Note: paragraphs meanings in
proper strokes, should include observing sentences.
spacing, benchmarks on appropriate
punctuation number of punctuation
and words per marks.
capitalization minute once
using cursive research and
writing. data have been
gathered)
MT2PWR- MT2F-IIIa-i-
IIIe-i-8.1 1.6
Observe proper Read grade
mechanics and level texts with
format when appropriate
writing for intonation,
different expression,
purposes (i.e. and
paragraph punctuation
writing, letter cues when
writing) applicable.
MT2OL-IIId- MT2PW-IIIa- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIId- MT2VCD- MT2LC-IIIf- MT2RC-IIIf- MT2ATR- MT2SS-IIIf-
Q3, f-1.2 i-6.3 1.4 2.3 i-1.4.1 IIIa-i-1.2 g-9.2 g-9.2 IIId-f-2.1.1 h-10.1
Week 6 Talk about Correctly spell Read aloud Write short Use action Use words Sequence Sequence Browse/read Enumerate the
(f) famous people, grade level grade level text narrative words when unlocked events in an events in an books for labels in an
Theme: places, events, words. with an paragraphs narrating during story informational informational various illustration.
My etc. using accuracy of 95 that include simple reading in text through text through purposes such
Family descriptive and - 100%. elements of experiences meaningful discussion, discussion, as for learning
and I: action words in setting, and when contexts. illustration, illustration, or for pleasure.
Likes and complete characters, and giving simple song, song,
Dislikes sentences/para plot (problem 3-5 steps
Genre: graph and directions using
writing. etc.).

(PWR) (VCD)
IIIe-i-3.4.1 1.5 i-5.1.1 IIIa-i-3.5
gathered)
IIIe-i-8.1 1.6
purposes (i.e. and
MT2OL-IIIg- MT2PW-IIIa- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIId- MT2VCD- MT2LC-IIIf- MT2RC-IIIf- MT2ATR- MT2SS-IIIf-
Q3, h-3.3 i-6.3 1.4 2.3 i-1.4.1 IIIa-i-1.2 g-9.2 g9.2 IIIg-j-4.2 h-10.1
Week 7 Use Correctly spell Read aloud Write short Use action Use words Sequence Sequence Show love for Enumerate the
(g) expressions grade level grade level text narrative words when unlocked events in an events in an reading by labels in an
Theme: appropriate to words. with an paragraphs narrating during story informational informational listening illustration.
My the grade level accuracy of 95 that include simple reading in text through text through attentively
Family to relate/show - 100%. elements of experiences meaningful discussion, discussion, during story
and I: one’s setting, and when contexts. illustration, illustration, reading and by
Likes and obligation, characters, and giving simple song, song, making
Dislikes hope, and wish plot (problem 3-5 steps comments/reac
Genre: and directions using tions.
writing. etc.).

(PWR) (VCD)
IIIe-i-3.4.1 1.5 i-5.1.1 IIIa-i-3.5
gathered)
IIIe-i-8.1 1.6
purposes (i.e. and
MT2OL-IIIg- MT2PW-IIIa- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIId- MT2VCD- MT2LC-IIIh- MT2RC-IIIh- MT2ATR- MT2SS-IIIf-
Q3, h-3.3 i-6.3 1.4 2.3 i-1.4.1 IIIa-i-1.2 2.6 2.6 IIIg-i-4.2 h-10.1
Week 8 Use Correctly spell Read aloud Write short Use action Use words Give another Give another Show love for Enumerate the
(h) expressions grade level grade level text narrative words when unlocked title for literary title for literary reading by labels in an
Theme: appropriate to words. with an paragraphs narrating during story or or listening illustration.
My the grade level accuracy of 95 that include simple reading in informational informational attentively
Family to relate/show - 100%. elements of experiences meaningful text. text. during story
and I: one’s setting, and when contexts. reading and by
Likes and obligation, characters, and giving simple making
Dislikes hope, and wish plot (problem 3-5 steps comments/
Genre: and directions using reactions.
writing. etc.).

(PWR) (VCD)
IIIe-i-3.4.1 1.5 i-5.1.1 IIIa-i-3.5
short texts with speed.* (Note: paragraphs meanings in
gathered)
IIIe-i-8.1 1.6
purposes (i.e. and
MT2OL-IIIi-i- MT2PW-IIIa- MT2F-IIIa-i- MT2C-IIIa-i- MT2GA-IIId- MT2VCD- MT2LC-IIIi-i- MT2RC-IIIi-i- MT2ATR- MT2SS-IIIi-i-
Q3, 11.1 i-6.3 1.4 2.3 i-1.4.1 IIIa-i-1.2 4.6 4.6 IIIg-i-4.2 11.1
Week 9 Recognize Correctly spell Read aloud Write short Use action Use words Identify the Identify the Show love for Alphabetize 7
(i) appropriate grade level grade level text narrative words when unlocked author’s author’s reading by words with the
Theme: ways of words. with an paragraphs narrating during story purpose for purpose for listening same
My speaking that accuracy of 95 that include simple reading in writing a writing a attentively beginning
Family vary according - 100%. elements of experiences meaningful selection selection during story letters and
and I: to purposes, setting, and when contexts. reading and by different
Likes and audience, and characters, and giving simple making second letters.
Dislikes subject matter plot (problem 3-5 steps comments/
Genre: and directions using reactions.
writing. etc.).

(PWR) (VCD)
IIIe-i-3.4.1 1.5 i-5.1.1 IIIa-i-3.5
gathered)
IIIe-i-8.1 1.6
purposes (i.e. and
Summative Test

FOURTH QUARTER

(PWR) (VCD)

MT2OL-IVa- MT2PWR- MT2F-IVa-i- MT2C-IVa-i- MT2GA-IVa- MT2VCD-IVa- MT2LC-IVa- MT2RC-IVa- MT2ATR-IVa- MT2SS-IVa-
b-10.1 IVa-c-7.6 1.4 3.1 2.4.1 i1.2 2.11 2.11 c-5.1 e-4.6
Relate one’s Read content Read aloud Observe the Identify and Use words Note important Note important Express Get information
own area-related grade level text conventions of use adjectives unlocked details in a details in a individual such as the
experiences words. (Math with an writing in in sentences. during story grade level grade level choices and title of a
and ideas and Science accuracy of 95 composing reading in narrative or narrative or taste for texts. selection
related to the terms) - 100%. journal entries meaningful informational informational and/or pages
topics using a and letters contexts. text. text. from a table of
variety of (friendly letter, contents.
words with thank you
proper letter, letter of
phrasing and invitation,
Q4, intonation. birthday
Week 1 greetings).
(a) MT2PWR- MT2F-IVa-i- MT2C-IVa-i- MT2VCD-IVa-
Theme: IVa-c-7.7 1.5 2.4 i-3.5
My Read content Read grade Write Identify and
Family area-related level texts with descriptive use words with
and I: sight words. appropriate paragraphs, multiple
Likes and (Math and speed. (Note: observing the meanings in
Dislikes Science terms) should include conventions of sentences.
Genre: benchmarks on writing.
Poem number of
words per
minute once
research and
data have been
gathered)
MT2PW-IVa- MT2F-IVa-i-
i-6.3 1.6
words. appropriate
intonation,
expression,
and
punctuation
(PWR) (VCD)
cues when
applicable
MT2OL-IVa- MT2PWR- MT2F-IVa-i- MT2C-IVa-i- MT2GA-IVb- MT2VCD-IVa- MT2LC-IVb- MT2RC-IVb- MT2ATR-IVa- MT2SS-IVa-
b-10.1 IVa-c-7.6 1.4 3.1 c-2.4.2 i-1.2 c-4.5 c-4.5 c-5.1 e-4.6
Relate one’s Read content Read aloud Observe the Identify Use words Identify the Identify the Express Get information
own area-related grade level text conventions of synonyms and unlocked important story important story individual such as the
experiences words. (Math with an writing in antonyms of during story elements. elements. choices and title of a
and ideas and Science accuracy of 95 composing adjectives. reading in taste for texts. selection
related to the terms) - 100%. journal entries meaningful and/or pages
topics using a and letters contexts. from a table of
variety of (friendly letter, contents.
Q4,
words with thank you
Week 2
proper letter, letter of
(b)
phrasing and invitation,
Theme:
intonation. birthday
My
greetings).
Family
and I: MT2PWR- MT2F-IVa-i- MT2C-IVa-i- MT2VCD-IVa- MT2LC-IVb- MT2RC-IVb-
Likes and IVa-c-7.7 1.5 2.4 i-3.5 c-2.2.1 c-2.2.1
Dislikes Read content Read grade Write Identify and Give one’s Give one’s
Genre: area-related level texts with descriptive use words with reaction to an reaction to an
Poem sight words. appropriate paragraphs, multiple event or issue. event or issue.
(Math and speed. (Note: observing the meanings in
Science terms) should include conventions of sentences.
benchmarks on writing.
number of
words per
minute once
research and
data have been
gathered)

(PWR) (VCD)
Q4, MT2PW-IVa- MT2F-IVa-i-
Week 2 i-6.3 1.6
(b) Correctly spell Read grade
Theme: grade level level texts with
My words. appropriate
Family intonation,
and I: expression,
Likes and and
Dislikes punctuation
Genre: cues when
Poem applicable
MT2OL-IVc- MT2PWR- MT2F-IVa-i- MT2C-IVa-i- MT2GA-IVb- MT2VCD-IVa- MT2LC-IVb- MT2RC-IVb- MT2ATR-IVa- MT2SS-IVa-
d-6.3 IVa-c-7.6 1.4 3.1 c-2.4.2 i-1.2 c-4.5 c-4.5 c-5.1 e-4.6
Participate in Read content Read aloud Observe the Identify Use words Identify the Identify the Express Get information
Q4, and initiate area-related grade level text conventions of synonyms and unlocked important story important story individual such as the
Week 3 more extended words. (Math with an writing in antonyms of during story elements. elements. choices and title of a
(c) social and Science accuracy of 95 composing adjectives. reading in taste for texts. selection
Theme: conversation or terms) - 100%. journal entries meaningful and/or pages
My dialogue with and letters contexts. from a table of
Family peers, adults (friendly letter, contents.
and I: on unfamiliar thank you
Likes and topics by letter, letter of
Dislikes asking and invitation,
Genre: answering birthday
Poem questions, greetings).
restating and
soliciting
information

(PWR) (VCD)
MT2PWR- MT2F-IVa-i- MT2C-IVa-i- MT2VCD-IVa- MT2LC-IVb- MT2RC-IVb-
IVa-c-7.7 1.5 2.4 i-3.5 c-2.2.1 c-2.2.1
Read content Read grade Write Identify and Give one’s Give one’s
area-related level texts with descriptive use words with reaction to an reaction to an
sight words. appropriate paragraphs, multiple event or issue. event or issue.
(Math and speed. (Note: observing the meanings in
Science terms) should include conventions of sentences.
Q4, benchmarks on writing.
Week 3 number of
(c) words per
Theme: minute once
My research and
and I: gathered)
Likes and MT2PW-IVa- MT2F-IVa-i-
Dislikes i-6.3 1.6
words. appropriate
intonation,
expression,
and
punctuation
cues when
applicable
MT2OL-IVc- MT2PW-IVa- MT2F-IVa-i- MT2C-IVa-i- MT2GA-IVd- MT2VCD-IVa- MT2LC-IVd- MT2RC-IVd- MT2ATR-IVd- MT2SS-IVa-
d-6.3 i-6.3 1.4 3.1 e-1.6.1 i-1.2 e-3.4 e-3.4 f-2.1.1 e-4.6
Participate in Correctly spell Read aloud Observe the Use correctly Use words Infer important Infer important Browse/read Get information
Q4,
and initiate grade level grade level text conventions of different unlocked details from an details from an books for such as the
Week 4
more extended words. with an writing in degrees of during story informational informational various title of a
(d)
social accuracy of 95 composing comparison of reading in text. text. purposes such selection
Theme:
conversation or - 100%. journal entries adjectives meaningful as for learning and/or pages
My
dialogue with and letters (same degree, contexts. or for pleasure. from a table of
Family
peers, adults (friendly letter, comparative, contents.
and I:
on unfamiliar thank you superlative).
Likes and
topics by letter, letter of
Dislikes
asking and invitation,
Genre:
answeringques birthday
Poem
tions, restating greetings).
and soliciting
information
(PWR) (VCD)
MT2F-IVa-i- MT2C-IVa-i- MT2VCD-IVa-
1.5 2.4 i-3.5
Read grade Write Identify and
level texts with descriptive use words with
appropriate paragraphs, multiple
speed. (Note: observing the meanings in
should include conventions of sentences.
Q4, benchmarks on writing.
Week 4 number of
(d) words per
Theme: minute once
My research and
and I: gathered)
Likes and MT2F-IVa-i-
Dislikes 1.6
Genre: Read grade
Poem level texts with
appropriate
intonation,
expression,
and
punctuation
cues when
applicable
MT2OL-IVe- MT2PW-IVa- MT2F-IVa-i- MT2C-IVa-i- MT2GA-IVd- MT2VCD-IVa- MT2LC-IVd- MT2RC-IVd- MT2ATR-IVd- MT2SS-IVa-
f-1.2 i-6.3 1.4 3.1 e-1.6.1 i-1.2 e-3.4 e-3.4 f-2.1.1 e-4.6
Q4,
Talk about Correctly spell Read aloud Observe the Use correctly Use words Infer important Infer important Browse/read Get information
Week 5
famous people, grade level grade level text conventions of different unlocked details from an details from an books for such as the
(e)
places, events, words. with an writing in degrees of during story informational informational various title of a
Theme:
etc. using accuracy of 95 composing comparison of reading in text. text. purposes such selection
My
descriptive and - 100%. journal entries adjectives meaningful as for learning and/or pages
Family
action words in and letters (same degree, contexts. or for pleasure. from a table of
and I:
complete (friendly letter, comparative, contents.
Likes and
sentences/para thank you superlative).
Dislikes
graph letter, letter of
Genre:
invitation,
Poem
birthday
greetings).

(PWR) (VCD)
MT2PWR- MT2F-IVa-i- MT2C-IVa-i- MT2VCD-IVa-
IVe-i-3.4.1 1.5 2.4 i-3.5
Write/copy Read grade Write Identify and
sentences, level texts with descriptive use words with
paragraphs and appropriate paragraphs, multiple
short texts with speed. (Note: observing the meanings in
proper strokes, should include conventions of sentences.
Q4, spacing, benchmarks on writing.
Week 5 punctuation number of
(e) and words per
Theme: capitalization minute once
My using cursive research and
Family writing. data have been
and I: gathered)
Likes and MT2PWR- MT2F-IVa-i-
Dislikes IVe-i-8.1 1.6
Genre: Observe proper Read grade
Poem mechanics and level texts with
purposes (i.e. and
writing) applicable
MT2OL-IVe- MT2PW-IVa- MT2F-IVa-i- MT2C-IVa-i- MT2GA-IVf- MT2VCD-IVa- MT2LCIVf-g- MT2RC-IVf- MT2ATR-IVd- MT2SS-IVf-i-
f-1.2 i-6.3 1.4 3.1 g-1.6.2 i-1.2 9.2 g-9.2 f-2.1.1 4.7
Q4,
Talk about Correctly spell Read aloud Observe the Use adjectives Use words Sequence Sequence Browse/read Get information
Week 6
famous people, grade level grade level text conventions of in writing unlocked events in an events in an books for from simple
(f)
places, events, words. with an writing in descriptive during story informational informational various bar and line
Theme:
etc. using accuracy of 95 composing paragraphs. reading in text through text through purposes such graphs.
My
descriptive and - 100%. journal entries meaningful discussion, discussion, as for learning
Family
action words in and letters contexts. illustration, illustration, or for pleasure.
and I:
complete (friendly letter, song, song,
Likes and
sentences/ thank you
Dislikes
paragraph letter, letter of
Genre:
invitation,
Poem
birthday
greetings).

(PWR) (VCD)
IVe-i-3.4.1 1.5 2.4 i-3.5
(f) and words per
and I: gathered)
purposes (i.e. and
writing) applicable
MT2OL-IVg- MT2PW-IVa- MT2F-IVa-i- MT2C-IVa-i- MT2GA-IVf- MT2VCD-IVa- MT2LC-IVf-g- MT2RC-IVf- MT2ATR-IVg- MT2SS-IVf-i-
h-3.4 i-6.3 1.4 3.1 g-1.6.2 i-1.2 9.2 g-9.2 i-4.2 4.7
Q4,
Use Correctly spell Read aloud Observe the Use adjectives Use words Sequence Sequence Show love for Get information
Week 7
expressions grade level grade level text conventions of in writing unlocked events in an events in an reading by from simple
(g)
appropriate to words. with an writing in descriptive during story informational informational listening bar and line
Theme:
the grade level accuracy of 95 composing paragraphs. reading in text through text through attentively graphs.
My
to explain or - 100%. journal entries meaningful discussion, discussion, during story
Family
give reasons to and letters contexts. illustration, illustration, reading and by
and I:
issues, events, (friendly letter, song, song, making
Likes and
news articles, thank you comments/reac
Dislikes
etc. letter, letter of tions.
Genre:
invitation,
Poem
birthday
greetings).

(PWR) (VCD)
MT2PWR- MT2F-IIIa-i- MT2C-IVa-i- MT2VCD-IVa-
IVe-i-3.4.1 1.5 Read 2.4 Write i-3.5 Identify
Write/copy grade level descriptive and use words
sentences, texts with paragraphs, with multiple
paragraphs and appropriate observing the meanings in
short texts with speed. (Note: conventions of sentences.
proper strokes, should include writing.
Q4, spacing, benchmarks on
(g) and words per
and I: gathered)
purposes (i.e. and
writing) applicable
MT2OL-IVg- MT2PW-IVa- MT2F-IVa-i- MT2C-IVa-i- MT2GA-IVh- MT2VCD-IVa- MT2LC-Ivh- MT2RC-Ivh- MT2ATR-IVg- MT2SS-IVf-i-
h-3.4 i-6.3 1.4 3.1 i-2.5 i-1.2 2.6 2.6 i-4.2 4.7
Q4,
Use Correctly spell Read aloud Observe the Identify and Use words Give another Give another Show love for Get information
Week 8
expressions grade level grade level text conventions of use correctly unlocked title for literary title for literary reading by from simple
(h)
appropriate to words. with an writing in adverbs of: during story or or listening bar and line
Theme:
the grade level accuracy of 95 composing a. time reading in informational informational attentively graphs.
My
to explain or - 100%. journal entries b. place meaningful text. text. during story
Family
give reasons to and letters c. manner contexts. reading and by
and I:
issues, events, (friendly letter, d. frequency making
Likes and
news articles, thank you comments/reac
Dislikes
etc. letter, letter of tions.
Genre:
invitation,
Poem
birthday
greetings).

(PWR) (VCD)
IVe-i-3.4.1 1.5 2.4 i-3.5
short texts with speed.* (Note: observing the meanings in
(h) and words per
and I: gathered)
purposes (i.e. and
writing) applicable
MT2OL-IVi-i- MT2PW-IVa- MT2F-IVa-i- MT2C-IVa-i- MT2GA-IVh- MT2VCD-IVa- MT2LC-IVi-i- MT2RC-IVi-i- MT2ATR-IVg- MT2SS-IVf-i-
11.1 i-6.3 1.4 3.1 i-2.5 i-1.2 4.6 4.6 i-4.2 4.7
Q4,
Recognize Correctly spell Read aloud Observe the Identify and Use words Identify the Identify the Show love for Get information
Week 9
appropriate grade level grade level text conventions of use correctly unlocked author’s author’s reading by from simple
(i)
ways of words. with an writing in adverbs of: during story purpose for purpose for listening bar and line
Theme:
speaking that accuracy of 95 composing a. time reading in writing a writing a attentively graphs.
My
vary according - 100%. journal entries b. place meaningful selection selection during story
Family
to purposes, and letters c. manner contexts. reading and by
and I:
audience, and (friendly letter, d. frequency making
Likes and
subject matter thank you comments/reac
Dislikes
letter, letter of tions.
Genre:
invitation,
Poem
birthday
greetings).

(PWR) (VCD)
IVe-i-3.4.1 1.5 2.4 i-3.5
(i) and words per
and I: gathered)
purposes (i.e. and
writing) applicable
Summative Test

GRADE 3
The learner demonstrates communication skills in talking about variety of topics using expanding vocabulary, shows understanding of
GRADE LEVEL STANDARD spoken language in different contexts using both verbal and non-verbal cues, vocabulary and language structures, cultural aspects of the
language, and reads and writes literary and informational texts.

Domain
has expanding oral language to name and describe people, places, and
possesses expanding language skills and cultural awareness necessary to
Oral Language concrete objects and communicate personal
participate successfully in oral communication in different contexts.
experiences, ideas, thoughts, actions, and feelings in different contexts.
demonstrates the ability to read grade level words with sufficient accuracy reads with sufficient speed, accuracy, and proper expression in reading
Fluency
speed, and expression to support comprehension. grade level text.
Spelling demonstrates accurate spelling of grade level words. spells grade level words with accuracy.
uses expanding knowledge and skills to write clear coherent sentences,
demonstrates the ability to formulate ideas following the conventional
Composing paragraphs, short stories, letters, and poems from a variety of stimulus
format/patterns of written language.
materials.
Grammar demonstrates expanding knowledge and understanding of language speaks and writes correctly and effectively for different purposes using the
Awareness grammar and usage when speaking and/or writing. grammar of the language.
Vocabulary and
demonstrates extending knowledge and use of appropriate grade level uses extending vocabulary knowledge and skills in both oral and written
Concept
vocabulary concepts form.
Development
Listening comprehends and appreciates grade level narrative and informational
Reading comprehends and appreciates grade level narrative and informational
Attitude
Towards manifests positive attitude towards language, literacy, and literature. sustains love and appreciation for language, literacy and literature
Reading
demonstrates expanding knowledge and skills to listen, read, and write for has expanding knowledge and skills to listen, read, and write for specific
Study Skills
specific purposes. purposes.

FIRST QUARTER
Vocabulary Attitude
Quarter Oral Grammar Listening Reading
Fluency Spelling Composing and Concept Towards Study Skills
Week/ Language Awareness Compre Compre
(F) (S) (C) Development Reading (SS)
Theme (OL) (GA) hension (LC) hension (RC)
(VCD) (ATR)
Quarter I – Knowing Myself and My Family

MT3OL-Ia-b- MT3F-Ia-c- MT3F-Ia-i- MT3C-Ia-e- MT3G-Ia-c- MT3VCD-Ia- MT3RC-Ia-b- MT3RC-Ia-b- MT3A-Ia-i- MT3SS-Ia-b-
6.2.2 1.4 1.6 2.5 4.2 b-1.4 1.1.1 1.1.1 5.2 8.2
Participates Reads aloud Correctly spells Writes poems, Differentiates Uses words Notes Notes Expresses love Fills out forms,
actively during grade level text the words in riddles, chants, count from unlocked important important for stories and giving the
class sharing with an the list of and raps. mass nouns. during story details in grade details in grade other texts by appropriate
on familiar accuracy of 95 vocabulary reading in level narrative level narrative browsing the information.
Week 1
topics by - 100%. words and the meaningful texts: texts: books read to
(a)
making words in the texts. a. Character a. Character them and
Theme:
comments and selections read. b. Setting b. Setting asking to be
My
asking c. Plot c. Plot read more
Family
questions using (problem & (problem & stories and
and I:
complete solution) solution) texts.
Likes and
sentences/
Dislikes
paragraphs.
Genre:
MT3G-Ia-c-
Poem
1.2.1
Uses the
correct
counters for
mass nouns
(ex: a kilo of
meat)
MT3OL-Ia-b- MT3F-Ia-c- MT3F-IVa-i- MT3C-Ia-e- MT3G-Ia-c- MT3RC-Ia-b- MT3A-Ia-i- MT3SS-Ia-b-
6.2.2 1.4 1.6 2.5 4.2 1.1.1 5.2 8.2
Week 2
Participates Reads aloud Correctly spells Writes poems, Differentiates Notes Expresses love Fills out forms,
(b)
actively during grade level text the words in riddles, chants, count from important for stories and giving the
Theme:
class sharing with an the list of and raps. mass nouns. details in grade other texts by appropriate
My
on familiar accuracy of 95 vocabulary level narrative browsing the information.
Family
topics by - 100%. words and the texts: books read to
and I:
making words in the a. Character them and
Healthy
comments and selections read. b. Setting asking to be
Habits
asking c. Plot read more
Genre:
questions using (problem & stories and
Song
complete solution) texts.
sentences/
paragraphs.
Vocabulary Attitude
(VCD) (ATR)
MT3G-Ia-c-
1.2.1 Uses the
correct
counters for
mass nouns
(ex: a kilo of
meat)
MT3OL-Ic- MT3F-Ia-c- MT3F-IVa-i- MT3C-Ia-e- MT3G-Ia-c- MT3VCD-Ic- MT3LC-Ic-d- MT3RC-Ic-d- MT3A-Ia-i- MT3SS-Ic-d-
10.1 1.4 1.6 2.5 4.2 e-1.5 2.1.1 2.1.1 5.2 1.2
Relates one’s Reads aloud Correctly spells Writes poems, Differentiates Uses the Gives the Gives the Expresses love Follows
own grade level text the words in riddles, chants, count from combination of correct correct for stories and instructions
Week 3 experiences with an the list of and raps. mass nouns. affixes and root sequence of 3- sequence of 3- other texts by carefully in a
(c) and ideas accuracy of 95 vocabulary words as clues 5 events in a 5 events in a browsing the test.
Theme: related to the - 100%. words and the to get meaning story. story. books read to
Things I topics using a words in the of words. them and
Enjoy and variety of selections read. (Note: Align asking to be
People I words with with specific read more
like – proper competencies stories and
Friends phrasing and in Grammar texts.
Genre: intonation. Awareness)
Experienc MT3G-Ia-c-
e 1.2.1
Story Uses the
correct
counters for
mass nouns
(ex: a kilo of
meat)
MT3OL-Id-e- MT3F-Id-g- MT3F-IVa-i- MT3C-Ia-e- MT3G-Id-e- MT3VCD-Ic- MT3LC-Ie-4.4 MT3RC-Ie- MT3A-Ia-i- MT3SS-Ie-f-
Week 4 3.4 1.5 1.6 2.5 2.1.4 e-1.5 Identifies the 4.4 5.2 1.4
(d) Uses Reads grade Correctly spells Writes poems, Identifies and Uses the difference Identifies the Expresses love Follows
Theme: expressions level texts with the words in riddles, chants, uses abstract combination of between a difference for stories and sequentially
Things I appropriate to appropriate the list of and raps. nouns. affixes and root story and a between a other texts by more than 5-
Enjoy and the grade level speed. (Note: vocabulary words as clues poem. story and a browsing the step written
People I to relate/show should include words and the to get meaning poem. books read to directions (in
Like one’s benchmarks on words in the of words. them and manuals, in
Genre: obligation, number of selections read. (Note: Align asking to be recipes etc.)
Experienc hope, and wish words per with specific read more
e Story minute once competencies stories and
research and in Grammar texts.
Vocabulary Attitude
(VCD) (ATR)
data have been Awareness)

gathered)
MT3OL-If-g- MT3F-Id-- MT3F-IVa-i- MT3C-If-i-3.2 MT3G-If-g- MT3VCD-If- MT3LC-If-2.3 MT3RC-If-2.3 MT3-AIa-i- MT3SS-Ie-f-
1.3 g1.5 1.6 Observes the 4.2.1 h-3.6 Gives the Gives the 5.2 1.4
Week 5 Talks about Reads grade Correctly spells conventions of Differentiates Identifies and meaning of a meaning of a Expresses love Follows
(e) famous people, level texts with the words in writing in concrete nouns uses poem. poem. for stories and sequentially
Theme: places, events, appropriate the list of composing a (person, place, personification, other texts by more than 5-
My etc. using speed. (Note: vocabulary paragraph, and animal, thing) hyperbole, and browsing the step written
Favorite expanding should include words and the journal entries from abstract idiomatic books read to directions (in
Animals vocabulary in benchmarks on words in the nouns. expressions in them and manuals, in
and complete number of selections read. sentences. asking to be recipes etc.)
Plants sentences/para words per read more
Genre: graphs. minute once stories and
Fables research and texts.
data have been
gathered)
Week 6 MT3OL-If-g- MT3F-Id-g- MT3F-IVa-i- MT3C-If-i-3.2 MT3G-If-g- MT3VCD-If- MT3LC-Ig-h- MT3RC-Ig-h- MT3A-Ia-i- MT3SS-Ig-h-
(f) 1.3 1.5 1.6 Observes the 4.2.1 h-3.6 2.4 2.4 5.2 12.1
Theme: Talks about Reads grade Correctly spells conventions of Differentiates Identifies and Gives the main Gives the main Expresses love Identifies the
Things I famous people, level texts with the words in writing in concrete nouns uses idea of a idea of a for stories and parts of a book
Love to places, events, appropriate the list of composing a (person, place, personification, story/poem. story/poem. other texts by
Do etc. using speed. (Note: vocabulary paragraph, and animal, thing) hyperbole, and browsing the
(Favorite expanding should include words and the journal entries from abstract idiomatic books read to
activities, vocabulary in benchmarks on words in the nouns. expressions in them and
Hobbies, complete number of selections read. sentences. asking to be
Sports) sentences/para words per read more
Genre: graphs. minute once stories and
Friendly research and texts.
Letter data have been
gathered)

Vocabulary Attitude
(VCD) (ATR)
MT3OL-Ig-i-
12.1
Speaks clearly
and
comprehensivel
y by using
standard
language and
appropriate
grammatical
forms, pitch,
and modulation
MT3OL-Ih-i- MT3F-Ih-i- MT3F-IVa-i- MT3C-If-i-3.2 MT3G-Ih-i- MT3VCD-If- MT3LC-Ig-h- MT3RC-Ig-h- MT3A-Ia-i- MT3SS-Ig-h-
12.1 1.6 1.6 Observes the 6.1 h-3.6 2.4 2.4 5.2 12.1
Speaks clearly Reads grade Correctly spells conventions of Writes correctly Identifies and Gives the main Gives the main Expresses love Identifies the
Week 7 and level texts with the words in writing in different types uses idea of a idea of a for stories and parts of a book
(g) comprehensivel appropriate the list of composing a of sentences personification, story/poem. story/poem. other texts by
Theme: y by using intonation, vocabulary paragraph, and (simple, hyperbole, and browsing the
My standard expression, words and the journal entries compound, idiomatic books read to
Family language and and words in the complex). expressions in them and
and Our appropriate punctuation selections read. sentences. asking to be
Roles grammatical cues when read more
(Helping forms, pitch, applicable. stories and
the and texts.
Family, modulation.
Family MT3G-Ih-j-
Rules) 5.1
Genre: Constructs
Broadcast sentences
observing
appropriate
punctuation
marks.

Vocabulary Attitude
(VCD) (ATR)
MT3OL-Ih-i- MT3F-Ih-i- MT3F-IVa-i- MT3C-If-i-3.2 MT3G-Ih-i- MT3VCD-Ii-i- MT3LC-Ii-i- MT3RC-Ii-i- MT3A-Ia-i- MT3SS-Ii-i-
12.1 1.6 1.6 Observes the 6.1 3.6 3.3 3.3 5.2 4.8
Speaks clearly Reads grade Correctly spells conventions of Writes correctly Identifies and Infers Infers Expresses love Gets
Week 8 and level texts with the words in writing in different types uses words character character for stories and information
(h) comprehensivel appropriate the list of composing a of sentences with multiple feelings and feelings and other texts by from the table
Theme: y by using intonation, vocabulary paragraph, and (simple, meanings in traits in a traits in a story browsing the of contents.
My standard expression, words and the journal entries* compound, sentences. story. books read to
Family: language and and words in the complex). them and
Members appropriate punctuation selections read. asking to be
of the grammatical cues when read more
Family, forms, pitch, applicable. stories and
Pride of and texts.
My modulation.
Family MT3G-Ih-j-
Genre: 5.1
Rap/ Constructs
Chant sentences
observing
appropriate
punctuation
marks.
MT3OL-Ii- MT3F-Ih-i- MT3F-IVa-i- MT3C-If-i-3.2 MT3G-Ih-i- MT3VCD-Ii-i- MT3LC-Ii-i- MT3RC-Ii-i- MT3A-Ia-i- MT3SS-Ii-i-
Week 9
9.1.1 1.6 1.6 Observes the 6.1 3.6 3.3 3.3 5.2 4.8
(i)
Tells/retells Reads grade Correctly spells conventions of Writes correctly Identifies and Infers Infers Expresses love Gets
Theme:
familiar stories level texts with the words in writing in different types uses words character character for stories and information
My
and short appropriate the list of composing a of sentences with multiple feelings and feelings and other texts by from the table
Family
conversations intonation, vocabulary paragraph, and (simple, meanings in traits in a traits in a story browsing the of contents.
and Our
by using expression, words and the journal entries* compound, sentences story. books read to
Roles -
appropriate and words in the complex). them and
Activities
gestures and punctuation selections read. MT3GIh-j5.1 asking to be
our
expressions in cues when Construct read more
Family
complete applicable. sentences stories and
Does
sentences. observing texts.
Genre:
appropriate
Invitation
punctuation
Letter
marks.
Week - 10 Summative Test

SECOND QUARTER
Vocabulary Attitude
(VCD) (ATR)
Quarter 2 - Exploring My Community
MT3OL-Iia- MT3F-IIa-c- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIa-b- MT3VCD-IIa- MT3LC-IIa-b- MT3RC-IIa- MT3A-IIa-i- MT3SS-IIa-c-
6.2.2 1.4 1.6 3.3 2.2.3 b-1.4 4.5 b-4.5 4.2 4.4
Week 1 Participates Reads aloud Correctly spells Observes the Identifies Uses words Identifies the Identifies the Shows love for Gets
(a) actively during grade level text the words in conventions of interrogative unlocked important story important story reading by information
Theme: story reading with an the list of writing in pronouns. during story elements. elements. listening from published
Communi by making accuracy of 95 vocabulary composing a 2 reading in attentively announcement
ty: comments and - 100%. words and the – paragraph meaningful during story s.
Taking asking words in the narrative that texts. reading and
Care of questions using selections read. includes the making
Each complete elements of comments or
Own sentences/ setting, reactions.
Home, paragraphs. characters, and
Surroundi plot.
ngs, and
Family
Safety
Genre:
Chant/Ra
p
MT3OL-IIb- MT3F-IIa-c- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIa-b- MT3VCD-IIa- MT3LC-IIa-b- MT3RC-IIa- MT3AIIa-i- MT3SS-IIa-c-
c-10.1 1.4 1.6 3.3 2.2.3 b-1.4 4.5 b-4.5 4.2 4.4
Week 2 Relates one’s Reads aloud Correctly spells Observes the Identifies Uses words Identifies the Identifies the Shows love for Gets
(b) own grade level text the words in conventions of interrogative unlocked important story important story reading by information
Theme: experiences with an the list of writing in pronouns. during story elements. elements. listening from published
Personal and ideas accuracy of 95 vocabulary composing a 2 reading in attentively announcement
Hygiene related to the - 100%. words and the – paragraph meaningful during story s.
and topics using a words in the narrative that texts. reading and
Sanitation variety of selections read. includes the making
Genre: words with elements of comments or
Song proper setting, reactions.
phrasing and characters, and
intonation. plot.

Vocabulary Attitude
(VCD) (ATR)
Week 3 MT3OL-IIb- MT3F-IIa-c- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIc-d- MT3VCD-IIc- MT3LC-IIc-d- MT3RC-IIc- MT3A-IIa-i- MT3SS-IIa-c-
(c) c-10.1 1.4 1.6 3.3 1.3.2 e-1.5 5.1 d-5.1 4.2 4.4
Theme: Relates one’s Reads aloud Correctly spells Observes the Uses singular Uses the Predicts Predicts Shows love for Gets
Our own grade level text the words in conventions of and plural combination of possible ending possible ending reading by information
Communi experiences with an the list of writing in interrogative affixes and root of a story. of a story. listening from published
ty/Our and ideas accuracy of 95 vocabulary composing a 2 pronouns in words as clues attentively announcement
NeighboR related to the - 100%. words and the – paragraph sentences to get meaning during story s.
hood topics using a words in the narrative that (when of words. reading and
(care for variety of selections read. includes the applicable). (Note: Align making
the words with elements of with specific comments or
Environ proper setting, competencies reactions.
ment) phrasing and characters, and in Grammar
Genre: intonation. plot. Awareness)
How to..
Procedur
al e.g.
Washing,
cleaning
the house
and
surroundi
ngs
MT3OL-IId- MT3F-IId-g- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIc-d- MT3VCD-IIc- MT3LC-IIc-d- MT3RC-IIc- MT3A-IIa-i- MT3SS-IId-f-
Week 4
e-3.6 1.5 1.6 3.3 1.3.2 e-1.5 5.1 d-5.1 4.2 9.2
(d)
Use Read grade Correctly spell Observe the Use singular Use the Predict possible Predict possible Show love for Arranges 8-10
Theme:
expressions level texts with the words in conventions of and plural combination of ending of a ending of a reading by words with
History of
appropriate to appropriate the list of writing in interrogative affixes and root story. story. listening different
the
the grade level speed. (Note: vocabulary composing a 2 pronouns in words as clues attentively beginning
Communi
to react to local should include words and the – paragraph sentences to get meaning during story letters in
ty, How
news, benchmarks on words in the narrative that (when of words. reading and alphabetical
the
information, number of selections read. includes the applicable). (Note: Align making order.
Communi
and words per elements of with specific comments or
ty Got its
propaganda minute once setting, competencies reactions.
Name
about school, research and characters, and in Grammar
Genre:
community and data have been plot. Awareness)
Legend/F
other local gathered)
olktale
activities.

Vocabulary Attitude
(VCD) (ATR)
MT3OL-IId- MT3F-IId-g- MT3F-IVa-i- MT3-CIIa-i- MT3G-IIe-f- MT3VCD-IIc- MT3LC-IIe- MT3RC-IIe- MT3A-IIa-i- MT3SS-IId-f-
e-3.6 1.5 1.6 3.3 2.2.4 e-1.5 6.1 6.1 4.2 9.2
Week 5 Use Read grade Correctly spell Observe the Identify Use the Relate story Relate story Show love for Arrange 8-10
(e) expressions level texts with the words in conventions of indefinite combination of events to one’s events to one’s reading by words with
Theme: appropriate to appropriate the list of writing in pronouns affixes and root experiences. experiences. listening different
Our the grade level speed. (Note: vocabulary composing a 2 (when words as clues attentively beginning
Communi to react to local should include words and the – paragraph applicable). to get meaning during story letters in
ty Today news, benchmarks on words in the narrative that of words. reading and alphabetical
(before information, number of selections read. includes the (Note: Align making order.
and now) and words per elements of with specific comments or
Genre: propaganda minute once setting, competencies reactions.
News about school, research and characters, and in Grammar
Article community and data have been plot. Awareness)
other local gathered)
activities.
MT3OL-IIf-g- MT3F-IId-g- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIe-f- MT3VCD-IIf- MT3LC-IIf-g- MT3RC-IIf-g- MT3A-IIa-i- MT3SS-IId-f-
1.3 1.5 1.6 3.3 2.2.4 h-3.6 11.1 11.1 4.2 9.2
Week 6
Talks about Reads grade Correctly spells Observes the Identifies Identifies and Responds to a Responds to a Shows love for Arrange 8-10
(f)
famous people, level texts with the words in conventions of indefinite uses story through, story through, reading by words with
Theme:
places, events, appropriate the list of writing in pronouns personification, dramatization, dramatization, listening different
People in
etc. using speed. (Note: vocabulary composing a 2 (when hyperbole, and songs or art songs or art attentively beginning
our
expanding should include words and the – paragraph applicable idiomatic activities. activities. during story letters in
Communi
vocabulary in benchmarks on words in the narrative that expressions in reading and alphabetical
ty
complete number of selections read. includes the sentences. making order.
Genre:
sentences/para words per elements of comments or
News/Fea
graphs. minute once setting, reactions.
ture
research and characters, and
Article
data have been plot.
gathered)
Week 7 MT3OL-IIh-i- MT3F-Ih-i- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIg-h- MT3VCD-IIf- MT3LC-IIh-i- MT3RC-IIf-g- MT3A-IIa-i- MT3SS-IIg-i-
(g) 12.1 1.6 1.6 3.3 1.3.3 h-3.6 2.5 11.1 4.2 12.2
Theme: Speaks clearly Reads grade Correctly spells Observes the Uses singular Identifies and Gives the Responds to a Shows love for Identifies and
Importan and level texts with the words in conventions of and plural uses summary of a story through, reading by discusses
t Places comprehensivel appropriate the list of writing in indefinite personification, story dramatization, listening information
in the y by using intonation, vocabulary composing a 2 pronouns in hyperbole, and songs or art attentively from a table
Communi standard expression, words and the – paragraph sentences. idiomatic activities. during story
ty (Map language and and words in the narrative that expressions in reading and
of the appropriate punctuation selections read. includes the sentences. making
School) grammatical cues when elements of comments or
Genre: forms, pitch, applicable. setting, reactions.
Vocabulary Attitude
(VCD) (ATR)
Factual and characters, and

Story modulation. plot.
Week 8 MT3OL-IIh-i- MT3F-Ih-i- MT3F-IVa-i- MT3C-IIa-i- MT3G-IIi-h- MT3VCD-IIi- MT3LC-IIh-i- MT3RC-IIf-g- MT3A-IIa-i- MT3SS-IIg-i-
(h) 12.1 1.6 1.6 3.3 1.3.4 i-3.6 2.5 11.1 4.2 12.2
Theme: Speaks clearly Reads grade Correctly spells Observes the Uses pronouns Identifies and Gives the Responds to a Shows love for Identifies and
Importan and level texts with the words in conventions of correctly in uses words summary of a story through, reading by discusses
t Places comprehensivel appropriate the list of writing in writing with multiple story dramatization, listening information
in our y by using intonation, vocabulary composing a 2 paragraphs. meanings in songs or art attentively from a table.
Communi standard expression, words and the – paragraph sentences. activities. during story
ty language and and words in the narrative that reading and
(Commun appropriate punctuation selections read. includes the making
ity Map) grammatical cues when elements of comments or
Genre: forms, pitch, applicable. setting, reactions.
Notices/A and characters, and
nnounce modulation. plot
ments
MT3OL-IIj- MT3F-Ih-i- MT3F-Ih-i- MT3C-IIa-i- MT3C-IIa-i- MT3VCD-IIi- MT3LC-Iii- MT3RC-IIi- MT3A-IIa-i- MT3SS-IIg-i-
9.1.1 1.6 1.6 3.3 3.3 i-3.6 8.1 8.1 4.2 12.2
Week 9
Tells/retells Reads grade Reads grade Observes the Observes the Identifies and Retells a story. Retells a story. Shows love for Identifies and
(i)
familiar stories level texts with level texts with conventions of conventions of uses words reading by discusses
Theme:
and short appropriate appropriate writing in writing in with multiple listening information
Importan
conversations intonation, intonation, composing a 2 composing a 2 meanings in attentively from a table.
t Places
by using expression, expression, – paragraph – paragraph sentences. during story
in Our
appropriate and and narrative that narrative that reading and
Communi
gestures and punctuation punctuation includes the includes the making
ty
expressions in cues when cues when elements of elements of comments or
Genre:
complete applicable. applicable. setting, setting, reactions.
Travelog
sentences. characters, and characters, and
plot. plot.
Week 10 - Summative Test

THIRD QUARTER
Vocabulary Attitude
(VCD) (ATR)
Quarter 3 - Going Beyond My Community

MT3OL-IIIa- MT3F-IIIa-c- MT3F-IVa-i- MT3C-IIIa-i- MT3G-IIIa-b- MT3VCD- MT3LC-IIIa- MT3RC-IIIa- MT3A-IIIa-i- MT3SS-IIIa-
10.1 1.4 1.6 2.6 2.3.3 IIIa-b-1.4 1.2.1 1.2.1 4.2 c-5.2
Relates one’s Reads aloud Correctly spells Writes Identifies and Uses words Notes Notes Shows love for Interprets a
Week 1 own grade level text the words in reactions and uses verbs unlocked important important reading by pictograph
(a) experiences with an the list of personal appropriate for during story details in grade details in grade listening based on a
Theme: and ideas accuracy of 95 vocabulary opinions to the grade level. reading in level level attentively given legend.
Cultural related to the - 100%. words and the news reports meaningful informational informational during story
Music topics using a words in the and issues. texts. texts. texts. reading and
Genre: variety of selections read. making
Lullaby words with comments or
proper reactions.
phrasing and
intonation.
MT3OL-IIIb- MT3F-IIIa-c- MT3F-IVa-i- MT3C-IIIa-i- MT3G-IIIa-b- MT3VCD- MT3LC-IIIb- MT3RC-IIIb- MT3A-IIIa-i- MT3SS-IIIa-
c-6.3 1.4 1.6 2.6 2.3.3 IIIa-b-1.4 c-2.2.1 c-2.2.1 4.2 c-5.2
Participates in Reads aloud Correctly spells Writes Identifies and Uses words Gives one’s Gives one’s Shows love for Interprets a
Week 2
and initiate grade level text the words in reactions and uses verbs unlocked reaction to an reaction to an reading by pictograph
(b)
more extended with an the list of personal appropriate for during story event or issue. event or issue. listening based on a
Theme:
social accuracy of 95 vocabulary opinions to the grade level. reading in attentively given legend.
Our
conversation or - 100%. words and the news reports meaningful during story
Cultural
dialogue with words in the and issues. texts. reading and
Dances
peers, adults selections read. making
Genre:
on unfamiliar comments or
Video of
topics by reactions.
Diff.
asking and
Dances
answering
with
questions,
Narration
restating and
soliciting
information.
Week 3 MT3OL-IIIb- MT3F-IIIa-c- MT3F-IIIa-c- MT3C-IIIa-i- MT3G-IIIc-e- MT3VCD- MT3LC-IIIb- MT3RC-IIIb- MT3A-IIIa-i- MT3SS-IIIa-
(c) c-6.3 1.4 1.4 2.6 1.5.3 IIIc-e-1.5 c-2.2.1 c-2.2.1 4.2 c-5.2
Theme: Participates in Reads aloud Reads aloud Writes Uses the Uses the Gives one’s Gives one’s Shows love for Interprets a
Local Arts and initiate grade level text grade level text reactions and correct form of combination of reaction to an reaction to an reading by pictograph
and Craft more extended with an with an personal the verb given affixes and root event or issue. event or issue. listening based on a
Vocabulary Attitude
(VCD) (ATR)
Genre: social accuracy of 95 accuracy of 95 opinions to the time signal. words as clues attentively given legend.
How to conversation or - 100%. * - 100%. * news reports to get meaning during story
Activity/ dialogue with and issues. of words. reading and
Procedur peers, adults (Note: Align making
al/ on unfamiliar with specific comments or
Preparing topics by competencies reactions.
Projects asking and in Grammar
from answering Awareness)
Recyclabl questions,
e restating and
Materials soliciting
information.
MT3OL-IIId- MT3F-IIId-g- MT3F-IVa-i- MT3C-IIIa-i- MT3G-IIIc-e- MT3VCD- MT3LC-IIId- MT3RC-IIId- MT3A-IIIa-i- MT3SS-IIId-
e-1.3 1.5 1.6 2.6 1.5.3 IIIc-e-1.5 3.4 3.4 4.2 f-10.2
Week 4
Talks about Reads grade Correctly spells Writes Uses the Uses the Infers Infers Shows love for Enumerates
(d)
famous people, level texts with the words in reactions and correct form of combination of important important reading by and interprets
Theme:
places, events, appropriate the list of personal the verb given affixes and root details from an details from an listening the labels in an
Our
etc. using speed. (Note: vocabulary opinions to the time signal. words as clues informational informational attentively illustration.
Favorite
expanding should include words and the news reports to get meaning text. text. during story
Food/Loc
vocabulary in benchmarks on words in the and issues. of words. reading and
al Cuisine
complete number of selections read. (Note: Align making
Genre:
sentences/para words per with specific comments or
Procedur
graph minute once competencies reactions.
al/Cookin
research and in Grammar
g
gathered)
Week 5 MT3OL-IIId- MT3F-IIId-g- MT3F-IVa-i- MT3C-IIIa-i- MT3G-IIIc-e- MT3VCD- MT3LC-IIIe- MT3RC-IIIe- MT3A-IIIa-i- MT3SS-IIId-
(e) e-1.3 1.5 1.6 2.6 1.5.3 IIIc-e-1.5 f-9.2 f-9.2 4.2 f-10.2
Theme: Talks about Reads grade Correctly spells Writes Uses the Uses the Sequences Sequences Shows love for Enumerates
Good famous people, level texts with the words in reactions and correct form of combination of events in an events in an reading by and interprets
Citizenshi places, events, appropriate the list of personal the verb given affixes and root informational informational listening the labels in an
p etc. using speed. (Note: vocabulary opinions to the time signal. words as clues text through text through attentively illustration.
(Obeying expanding should include words and the news reports to get meaning discussion, discussion, during story
Traffic; vocabulary in benchmarks on words in the and issues. of words. illustration, illustration, reading and
Waste complete number of selections read. (Note: Align song, song, making
Segregati sentences/ words per with specific dramatization dramatization comments or
on) paragraph minute once competencies and art. and art. reactions.
Genre: research and in Grammar
Feature data have been Awareness)
Story gathered)
Vocabulary Attitude
(VCD) (ATR)
Week 6 MT3OL-IIIf- MT3F-IIId-g- MT3F-IVa-i- MT3C-IIIa-i- MT3G-IIIf-h- MT3VCD- MT3LC-IIIe- MT3RC-IIIe- MT3A-IIIa-i- MT3SS-IIId-
(f) g-3.7 1.5 1.6 2.6 1.5.4 IIIf-h-3.6 f-9.2 f-9.2 4.2 f-10.2
Theme: Uses Reads grade Correctly spells Writes Uses the Identifies and Sequences Sequences Shows love for Enumerates
Our expressions level texts with the words in reactions and correct form of uses events in an events in an reading by and interprets
Communi appropriate to appropriate the list of personal the verb that personification, informational informational listening the labels in an
ty the grade level speed. (Note: vocabulary opinions to agrees with the hyperbole, and text through text through attentively illustration.
Celebrati to explain or should include words and the news reports subject. idiomatic discussion, discussion, during story
on give reasons to benchmarks on words in the and issues. expressions in illustration, illustration, reading and
(Fiesta, issues, events, number of selections read. sentences. song, song, making
Tribal news articles, words per dramatization dramatization comments or
gathering etc. minute once and art. and art. reactions.
) research and
Genre: data have been
Letter of gathered)
Invitation
Week 7 MT3OL-IIIf- MT3F-IIId-g- MT3F-IVa-i- MT3C-IIIa-i- MT3G-IIIf-h- MT3VCD- MT3LC-IIIg- MT3RC-IIIg- MT3A-IIIa-i- MT3SS-IIIg-
(g) g-3.7 1.5 1.6 2.6 1.5.4 IIIf-h-3.6 2.6 2.6 4.2 h-9.3
Theme: Uses Reads grade Correctly spells Writes Uses the Identifies and Gives another Gives another Shows love for Arranges 7-10
Our expressions level texts with the words in reactions and correct form of uses title for literary title for literary reading by words with the
Communi appropriate to appropriate the list of personal the verb that personification, or or listening same
ty the grade level speed. (Note: vocabulary opinions to agrees with the hyperbole, and informational informational attentively beginning
Celebrati to explain or should include words and the news reports subject. idiomatic text. text. during story letter in
on give reasons to benchmarks on words in the and issues. expressions in reading and alphabetical
(Custom, issues, events, number of selections read. sentences. making order
Beliefs news articles, words per comments or
and etc. minute once reactions.
Tradition) research and
Genre: data have been
Factual gathered)
Story
MT3OL-IIIh- MT3F-IIIh-i- MT3F-IVa-i- MT3C-IIIa-i- MT3G-IIIf-h- MT3VCD- MT3LC-IIIh- MT3RC-IIIh- MT3A-IIIa-i- MT3SS-IIIg-
Week 8
i-13.1 1.6 1.6 2.6 1.5.4 IIIf-h-3.6 4.6 4.6 4.2 h-9.3
(h)
Recognizes Reads grade Correctly spells Writes Uses the Identifies and Identifies the Identifies the Shows love for Arranges 7-10
Theme:
appropriate level texts with the words in reactions and correct form of uses author’s author’s reading by words with the
Our
ways of appropriate the list of personal the verb that personification, purpose for purpose for listening same
Transport
speaking that intonation, vocabulary opinions to agrees with the hyperbole, and writing a writing a attentively beginning
ations
vary according expression, words and the news reports subject. idiomatic selection. selection. during story letter in
Genre:
to purposes, and words in the and issues. expressions in reading and alphabetical
News
audience, and punctuation selections read. sentences. making order
Article
subject matter. cues when comments or
Vocabulary Attitude
(VCD) (ATR)
applicable. reactions.
MT3OL-IIIh- MT3G-IIIh-i-
i-12.1 1.5.5
Week 8 Speaks clearly Uses the
(h) and correct form of
Theme: comprehensivel the verb when
Our y by using writing about
Transport standard an event, an
ations language and interesting
Genre: appropriate experience, a
News grammatical diary, . . .
Article forms, pitch,
and
modulation.
Week 9 MT3OL-IIIh- MT3F-IIIh-i- MT3F-IVa-i- MT3C-IIIa-i- MT3G-IIIh-i- MT3VCD-IIIi- MT3LC-IIIi-i- MT3R-CIIIi-i- MT3A-IIIa-i- MT3SS-IIIi-i-
(i) i-13.1 1.6 1.6 2.6 1.5.5 i-3.6 12.1 12.1 4.2 12.3
Theme: Recognizes Reads grade Correctly spells Writes Uses the Identifies and Describes and Describes and Shows love for Identifies the
Communi appropriate level texts with the words in reactions and correct form of uses words reacts to the reacts to the reading by parts of a
cations ways of appropriate the list of personal the verb when with multiple author’s writing author’s writing listening newspaper.
(News speaking that intonation, vocabulary opinions to writing about meanings in style. style. attentively
Paper, vary according expression, words and the news reports an event, an sentences. during story
Cell to purposes, and words in the and issues. interesting reading and
Phone, audience, and punctuation selections read. experience, a making
Telephon subject matter. cues when diary, . . . comments or
e, Radio, applicable. reactions.
Billboard,
Posters,
eyc.)
Genre:
Newa
Articles/
Dialogue

Vocabulary Attitude
(VCD) (ATR)
Week 9 MT3OL-IIIh-
(i) i-12.1
Theme: Speaks clearly
Communi and
cations comprehensivel
(News y by using
Paper, standard
Cell language and
Phone, appropriate
Telephon grammatical
e, Radio, forms, pitch,
Billboard, and modulation
Posters,
eyc.)
Genre:
Newa
Articles/
Dialogue
Summative Test

FOURTH QUARTER
Vocabulary Attitude
(VCD) (ATR)
Quarter 4 - Caring for My Environment

MT3OL-IVa- MT3F-IVa-c- MT3F-IVa-i- MT3C-IVa-i- MT3G-Iva- MT3VCD-IVa- MT3LC-IVa- MT3RC-IVa- MT3A-IVa-i- MT3SS-IVa-
10.1 1.4 1.6 2.7 2.4.2 b-1.4 1.2.1 1.2.1 5.3 c-13.1
Week 1 Relates one’s Reads aloud Correctly spells Writes a 3 -5 Identifies and Uses words Notes Notes Expresses Makes a two-
(a) own grade level text the words in step procedural uses adjectives unlocked important important interest in texts level outline for
Theme: experiences with an the list of paragraph appropriate for during story details in grade details in grade by reading a report.
Our and ideas accuracy of 95 vocabulary using signal the grade level. reading in level level available print
Communi related to the - 100%. words and the words such as meaningful informational informational materials.
ty topics using a words in the first, last, then, texts. texts. texts.
Resource variety of selections read. and next.
s Genre: words with
Folktale proper
phrasing and
intonation.
MT3OL-IVb- MT3F-IVa-c- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVb- MT3VCD-IVa- MT3LC-IVb- MT3A-IVa-i- MT3A-IVa-i- MT3SS-IVa-
Week 2 c-6.3 1.4 1.6 2.7 2.5 b-1.4 c-2.2.1 5.3 5.3 c-13.1
(b) Participates in Reads aloud Correctly spells Writes a 3 -5 Identifies Uses words Gives one’s Expresses Expresses Makes a two-
Theme: and initiate grade level text the words in step procedural synonyms and unlocked reaction to an interest in texts interest in texts level outline for
Communi more extended with an the list of paragraph antonyms of during story event or issue. by reading by reading a report.
ty social accuracy of 95 vocabulary using signal grade-level reading in available print available print
Livelihoo conversation or - 100%. words and the words such as adjectives. meaningful materials. materials.
d/Occupa dialogue with words in the first, last, then, texts.
tion/Trad peers, adults selections read. and next.
e and on unfamiliar
Industry topics by
Genre: asking and
Flyers/Ad answering
vertiseme questions,
nts of restating and
Products soliciting
information.

Vocabulary Attitude
(VCD) (ATR)
Week 3 MT3OL-IVb- MT3F-IVa-c- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVc-d- MT3VCD-IVc- MT3LC-IVb- MT3RC-IVb- MT3A-IVa-i- MT3SS-IVa-
(c) c-6.3 1.4 1.6 2.7 1.6.1 e-1.5 c-2.2.1 c-2.2.1 5.3 c-13.1
Theme: Participates in Reads aloud Correctly spells Writes a 3 -5 Uses correctly Uses the Gives one’s Gives one’s Expresses Makes a two-
Energy and initiate grade level text the words in step procedural different combination of reaction to an reaction to an interest in texts level outline for
Resource more extended with an the list of paragraph degrees of affixes and root event or issue. event or issue. by reading a report.
s social accuracy of 95 vocabulary using signal comparison of words as clues available print
Electricity conversation or - 100%. words and the words such as adjectives to get meaning materials.
, dialogue with words in the first, last, then, (same degree, of words.
gas/wood peers, adults selections read. and next. comparative, (Note: Align
for on unfamiliar superlative). with specific
cooking, topics by competencies
wind, asking and in Grammar
solar answering Awareness)
Genre: questions,
Story in restating and
the soliciting
Communi information.
ty
MT3OL-IVd- MT3F-IVd-g- MT3F-IVa-i- MT3C-IVa- MT3G-IVc-d- MT3VCD-IVc- MT3LC-IVd- MT3RC-IV- MT3A-IVa-i- MT3SS-IVd-f-
Week 4
e-1.3 1.5 1.6 i2.7 1.6.1 e-1.5 3.4 d3.4 5.3 12.4
(d)
Talks about Reads grade Correctly spells Writes a 3 -5 Uses correctly Uses the Infers Infers Expresses Identifies and
Theme:
famous people, level texts with the words in step procedural different combination of important important interest in texts discusses
Conservin
places, events, appropriate the list of paragraph degrees of affixes and root details from an details from an by reading information
g Energy
etc. using speed. (Note: vocabulary using signal comparison of words as clues informational informational available print from simple
and
expanding should include words and the words such as adjectives to get meaning text. text. materials. line and bar
Other
vocabulary in benchmarks on words in the first, last, then, (same degree, of words. graphs.
Resource
complete number of selections read. and next. comparative, (Note: Align
s Genre:
sentences/ words per superlative). with specific
Graph
paragraph minute once competencies
(Energy
research and in Grammar
Consump
tion
gathered)

Vocabulary Attitude
(VCD) (ATR)
Week 5 MT3OL-IVd- MT3F-IVd-g- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVf-g- MT3VCD-IVc- MT3LC-IVe-f- MT3RC-IVe- MT3A-IVa-i- MT3SS-IVd-f-
(e) e-1.3 1.5 1.6 2.7 2.5.2 e-1.5 9.2 f-9.2 5.3 12.4
Theme: Talks about Reads grade Correctly spells Writes a 3 -5 Identifies and Uses the Sequences Sequences Expresses Identifies and
Helping famous people, level texts with the words in step procedural uses adverbs combination of events in an events in an interest in texts discusses
My places, events, appropriate the list of paragraph of time, place affixes and root informational informational by reading information
Communi etc. using speed. (Note: vocabulary using signal and manner words as clues text through text through available print from simple
ty: expanding should include words and the words such as correctly. to get meaning discussion, discussion, materials. line and bar
Beautifyin vocabulary in benchmarks on words in the first, last, then, of words. illustration, illustration, graphs.
g My complete number of selections read. and next. (Note: Align song, song,
Communi sentences/ words per with specific dramatization dramatization
ty paragraph minute once competencies and art. and art.
Genre: research and in Grammar
Feature data have been Awareness)
Story gathered)
Week 6 MT3OL-IVf- MT3F-IVd-g- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVf-g- MT3VCD-IVf- MT3LC-IVe-f- MT3RC-IVe- MT3A-IVa-i- MT3SS-IVd-f-
(f) h-3.7 1.5 1.6 2.7 2.5.2 h-3.6 9.2 f-9.2 5.3 12.4
Theme: Uses Reads grade Correctly spells Writes a 3 -5 Identifies and Identifies and Sequences Sequences Expresses Identifies and
Helping expressions level texts with the words in step procedural uses adverbs uses events in an events in an interest in texts discusses
My appropriate to appropriate the list of paragraph of manner in personification, informational informational by reading information
Communi the grade level speed. (Note: vocabulary using signal different hyperbole, and text through text through available print from simple
ty: to explain or should include words and the words such as degrees of idiomatic discussion, discussion, materials. line and bar
Keeping give reasons to benchmarks on words in the first, last, then, comparison. expressions in illustration, illustration, graphs.
Our issues, events, number of selections read. and next. sentences. song, song,
Communi news articles, words per dramatization dramatization
ty Clean etc. minute once and art. and art.
Genre: research and
Autobiogr data have been
aphy gathered)

Vocabulary Attitude
(VCD) (ATR)
MT3OL-IVf- MT3F-IVd-g- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVe- MT3VCD-IVf- MT3LC-IVg- MT3LC-IVg- MT3A-IVa-i- MT3SS-IVg-i-
h-3.7 1.5 1.6 2.7 2.5.1 h-3.6 2.6 2.6 5.3 13.1
Week 7 Uses Reads grade Correctly spells Writes a 3 -5 Identifies and Identifies and Gives another Gives another Expresses Uses
(g) expressions level texts with the words in step procedural uses adverbs uses title for literary title for literary interest in texts appropriate
Theme: appropriate to appropriate the list of paragraph of time, place personification, or or by reading graphic
Helping the grade level speed. (Note: vocabulary using signal and degrees of hyperbole, and informational informational available print organizers.
Our to explain or should include words and the words such as comparison. idiomatic text text materials.
Communi give reasons to benchmarks on words in the first, last, then, expressions in
ty – Tree issues, events, number of selections read. and next. sentences.
Planting news articles, words per
Genre: etc. minute once
Poem research and
data have been
gathered)
Week 8 MT3OL-IVf- MT3F-IVh-i- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVh- MT3VCD-IVf- MT3LC-IVh- MT3RC-IVh- MT3A-IVa-i- MT3SS-IVg-i-
(h) h-3.7 1.6 1.6 2.7 2.6 h-3.6 4.6 4.6 5.3 13.1
Theme: Uses Reads grade Correctly spells Writes a 3 -5 Identifies and Identifies and Identifies the Identifies the Expresses Uses
Helping expressions level texts with the words in step procedural uses correctly uses author’s author’s interest in texts appropriate
My appropriate to appropriate the list of paragraph prepositions personification, purpose for purpose for by reading graphic
Communi the grade level intonation, vocabulary using signal and hyperbole, and writing a writing a available print organizers.
ty: to explain or expression, words and the words such as prepositional idiomatic selection. selection. materials.
Growing give reasons to and words in the first, last, then, phrases. expressions in
Vegetable issues, events, punctuation selections read. and next. sentences.
s news articles, cues when
Genre: etc. applicable.
Experienc
e Story
Week 39 MT3OL-IVi-i- MT3F-IVh-i- MT3F-IVa-i- MT3C-IVa-i- MT3G-IVi-1.7 MT3VCD-IVi- MT3LC-IVi- MT3LC-IVi- MT3A-IVa-i- MT3SS-IVg-i-
(i) 13.1 1.6 1.6 2.7 Uses the i-3.6 12.1 12.1 5.3 13.1
Theme: Recognizes Reads grade Correctly spells Writes a 3 -5 different parts Identifies and Describes and Describes and Expresses Uses
Disaster appropriate level texts with the words in step procedural of speech uses words reacts to the reacts to the interest in texts appropriate
Prepared ways of appropriate the list of paragraph correctly in with multiple author’s writing author’s writing by reading graphic
ness: speaking that intonation, vocabulary using signal writing for a meanings in style. style. available print organizers.
Weather vary according expression, words and the words such as variety of sentences. materials.
and to purposes, and words in the first, last, then, purposes.
Natural audience, and punctuation selections read. and next.
Phenome subject matter. cues when
na, applicable.

Vocabulary Attitude
(VCD) (ATR)
Emergenc MT3OL-IVi-
y 12.1
Drill/Kit/e Speaks clearly
tc) and
Genre: comprehensivel
News/Ess y by using
ay standard
language and
appropriate
grammatical
forms, pitch,
and
modulation.
Summative Test

GLOSSARY
Alphabet Principle/
Refers to the understanding that each speech sound (i.e., phoneme) of a language has its alphabetic/ letter representation.
Knowledge
This pertains to the process of reflecting on the ethical considerations of the use of ideas and information; the use of language in
Attitude
appreciating contexts and situations considering the culture of the audience.
 The fluidity of utterances (oral fluency) or the reading of text smoothly (reading fluency), not hindered with word-by-word
reading and other word recognition problems that might hinder comprehension.
Fluency
 It is also writing without thinking about how to form a letter before writing (writing fluency).
 Smooth, rapid, effortless use of language.
Grammar Awareness and Refers to both the language we use and the description of language as a system. In describing language, attention is paid to both
Structure structure (syntax) and meaning (semantics at the level of the word, the sentence and the text).
Also known as factual text. Uses levels of information such as topic, main idea, and supporting details;it presents information and
Information Text ideas that aim show, tell, or persuade the audience in advertisements, announcements, internet web sites, current affairs shows,
debates, recipes, reports and instructions.
Listening Comprehension The ability and capacity for understanding constructing and negotiating meaning from text via listening.
Mother Tongue A child’s first language, the language s/he knows best;a child’s language at home.
The understanding of a story (written language for reading and spoken language for listening) which is usually told by a storyteller,
Narrative Text
a person who gives his/her point of view to the audience and determines the order in which events of the story will be told.
The ability and capacity of learners to listen for information and give information (speaking). Through speaking, learners are able to
Oral Language
orally communicate and interact with others (audience) for a variety of purposes.
focuses on acoustics and is a method of teaching sounds based on the alphabetic principle and emphasizes the correspondence
Phonics
between sounds and letters.
Helping pupils figure out the pronunciation of new words through teaching them that letters represent certain sounds. When pupils
learn to connect sounds with letters or groups of letters, they will be able to approximate pronunciations of unknown words.
Phonics Instruction
Phonics instruction should also include teaching the skills of segmenting (analytic phonics) and blending sounds (synthetic phonics)
within words and making analogies across words.
Refers to the metacognitive understanding that spoken words are composed of a series of sounds and those sounds occur within a
Phonological Awareness
particular order.
Print Awareness and Print Pertains to the way print works, including directionality, recognition of words and letters, the connection between spoken and
Concept Development written language, and the function of punctuation.
Reading Comprehension The process of constructing and negotiating meaning from print.
Reading Strategy Include preparing, organizing, elaborating, rehearsing, and monitoring. (.
Schema The organized knowledge that an individual has about people, places, things, and events
The forming of words from letters according to accepted usage ;the art of writing words with the proper letters according to
Spelling
standard usage; the representation of the sounds of a language by written or printed symbols.

GLOSSARY
Study Strategy Deliberate and planned procedures designed to help a reader reach a goal; it includes the use of advance organizers, marginal
notes, research, etc.
The process of acquiring and learning words used in a language, book, content area, or by an author.; it consists of the individual
Vocabulary words that an individual understands or knows the meanings of; words that an individual does not understand are not part of
his/her vocabulary.
Word Recognition A process of determining the meaning and pronunciation of a word.
 The process of using the writing system or orthography in the conduct of people’s daily lives and in the transmission of their
culture to other generations.
Writing and Composition  It is the process or result of recording language graphically by hand or by others means, as by letters, logograms, and other
symbols.
 A meaningful set of ideas so expressed. A person’s distinct style of graphically recording language; handwriting.

CODE BOOK LEGEND
Sample: MT1SS-IIIa-c-5.1
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and Oral Language OL

Strand/ Subject or Mother Tongue
Specialization Phonological Awareness PA
First Entry MT1
Book and Print Knowledge BPK
Grade Level Grade 1
Phonics and Word Recognition PWR
Domain/Content/ Fluency F
Uppercase Letter/s
Component/ Topic
Study Skilss SS
Spelling S
-
Composing C
Roman Numeral
*Zero if no specific quarter
Quarter Third Quarter III Grammar Awareness GA
Lowercase Letter/s
Vocabulary and Concept Development VCD
*Put a hyphen (-) in between
letters to indicate more than a
Week Week one to three a-c
Listening Comprehension LC
specific week
- Reading Comprehension RC
Attitude Towards Reading ATR

Arabic Number Competency Interpret a pictograph 5.1
Study Skills SS

REFERENCES
Alberta Education, The Common Curriculum Framework for English Language Arts Kindergarten to Grade 12 Western Canadian Protocol for Collaboration in Basic Education,
(Manitoba: Alberta Education, 1998)
Anderson, Mark and Anderson, Kathryn. Text Type in English 1, (Malaysia: MacMillan, 2003)
Canale, Michael and Swain, Merril. “Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing” in Applied Linguistics Vol. I, Issue 1, (USA:
Oxford, 1980.)
Cummins, Jim, The Acquisition of English as a Second Language in Spangenberg-Urbschat.K and Pritchard, R. (eds.), Reading Instruction for ESL Students Delaware,
(Delaware: International Reading Association, 1994)
Malone, Susan, Manual on MTB-MLE (Community-Based Program), (Switzerland: UNESCO, 2006)
Massachusetts Department of Elementary and Secondary Education, “Guiding Principles for English Language Arts and Literacy Programs,” (Massachusetts: Department of
Elementary and Secondary Education, 2011)
Public School of Carolina, State Board of Education. Second Language Studies and Standard Course of Study and Grade Level Competencies, (North Carolina: Department of
Instruction, 2004)

Pasig City
K to 12 Gabay Pangkurikulum
FILIPINO
(Baitang 1 - 10)
May 2016
K to 12 Curriculum: Tunguhin, Inaasahang Bunga/Resulta, Pamantayang Pangnilalaman, Pamantayan sa Pagganap
Buo at Ganap na
Filipino na May
Kapaki-pakinabang
na Literasi
Deskripsyon ng Batayang Konseptuwal na Balangkas sa Pagtuturo ng Filipino K-12
Pangkalahatang layunin ng Kurikulum ng K to 12 ang makalinang ng isang buo at ganap na Filipinong may kapaki - pakinabang na literasi.
K to 12 Filipino Gabay Pangkurikulum Mayo 2016 Pahina 2 ng 190

Kaugnay nito, layunin ng pagtuturo ng Filipino na malinang ang (1) kakayahang komunikatibo, (2) replektibo / mapanuring pag-iisip at, (3) pagpapahalagang pampanitikan ng mga mag-aaral sa
pamamagitan ng mga babasahin at teknolohiya tungo sa pagkakaroon ng pambansang pagkakakilanlan, kultural na literasi, at patuloy na pagkatuto upang makaagapay sa mabilis na pagbabagong nagaganap sa
daigdig.
Sa ikatatamo ng mithiing ito, kailangan ng mga kagamitang panturo ng mga guro bilang suporta sa kurikulum na magmumula sa administrasyon, ahensiyang panlipunan, pribado at publiko, pamahalaang
lokal, midya, tahanan at iba pang sektor ng lipunan.
Isinaalang-alang sa pagbuo ng kurikulum ang pangangailangang panlipunan, lokal at global na pamayanan, maging ang kalikasan at pangangailangan ng mga mag-aaral. Pinagbatayan din ang mga legal na
batas pang-edukasyon, at mga teoryang pilosopikal ng edukasyon at wika nina Jean Piaget (Developmental Stages of Learning), Leo Vygotsky (Cooperative Learning), Jerome Bruner (Discovery Learning), Robert
Gagne (Heirarchical Learning ), David Ausubel (Interactive/Integrated Learning),Cummins (Basic Interpersonal Communication Skills-BICS at Cognitive Academic Language Proficiency Skills-CALPS) at ng ating
pambansang bayaning si Dr. Jose P. Rizal na nagsabing “nasa kabataan ang pag-asa ng bayan”. Dahil ang Filipino ay nasa disiplina ng wika, pinagbatayan ang mga teorya sa kalikasan at pagkatuto ng wika, mga
teorya / simulain sa pagsusuring panliterasi at mga pagdulog sa pagtuturo ng wika (W1, W2, W3) at pagtuturo ng mga akdang pampanitikan at tekstong palahad.
Mga Pamantayan sa Filipino K-12
A. Pamantayan sa Programa (Core Learning Area Standard):
Nagagamit ang wikang Filipino upang madaling maunawaan at maipaliwanag ang mga kaalaman sa araling pangnilalaman, magamit ang angkop at
Pamantayan ng Programa ng
wastong salita sa pagpapahayag ng sariling kaisipan, damdamin o karanasan nang may lubos na paggalang sa kultura ng nagbibigay at tumatanggap
ng mensahe.
Baitang 1-6
Pamantayan ng Programa ng Naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip, at pag-unawa at pagpapahalagang pampanitikan gamit ang
teknolohiya at iba’t ibang uri ng teksto at mga akdang pampanitikang rehiyunal, pambansa, saling-akdang Asyano at pandaigdig tungo sa
Baitang 7-10
pagtatamo ng kultural na literasi.
B. Pangunahing Pamantayan ng Bawat Yugto (Key Stage Standards):
K–3 4–6 7 – 10 11 – 12
Sa dulo ng Baitang 3, nakakaya ng mga mag-aaral Sa dulo ng Baitang 6, naipapakita ng mga mag- Sa dulo ng Baitang 10, naipamamalas ng mag- Sa dulo ng Baitang 12 naipamamalas ng mag-
na ipakita ang kasanayan sa pag-unawa at pag- aaral ang sigla sa pagtuklas at pagdama sa aaral ang kakayahang komunikatibo, replektibo/ aaral ang kakayahang komunikatibo, replektibo/
iisip sa mga narinig at nabasang teksto at pabigkas at pasulat na mga teksto at ipahayag mapanuring pag-iisip at pagpapahalagang mapanuring pag-iisip at pagpapahalagang
ipahayag nang mabisa ang mga ibig sabihin at nang mabisa ang mga ibig sabihin at nadarama. pampanitikan sa tulong ng mga akdang pampanitikan sa tulong ng iba’t ibang disiplina at
nadarama. rehiyonal, pambansa at salintekstong Asyano at teknolohiya upang magkaroon ng akademikong
pandaigdig upang matamo ang kultural na pag-unawa
literasi.

Pamantayan sa Bawat Baitang (Grade Level Standards):
Baitang Pamantayan sa Bawat Baitang
Naipamamalas ng mag-aaral ang kakayahan sa pagpapahayag ng iniiisip at damdamin sa wikang katutubo at ang kahandaan sa pagbasa at pagsulat upang makilala ang sarili at matutong
K
makisalamuha sa kapwa.
Pagkatapos ng Unang Baitang, inaasahang nauunawaan ng mga mag-aaral ang mga pasalita at di-pasalitang paraan ng pagpapahayag at nakatutugon nang naaayon. Nakakamit ang mga kasanayan
1 sa mabuting pagbasa at pagsulat upang maipahayag at maiugnay ang sariling ideya, damdamin at karanasan sa mga narinig at nabasang mga teksto ayon sa kanilang antas o nibel at kaugnay ng
kanilang kultura.
Pagkatapos ng Ikalawang Baitang, inaasahang nasasabi ng mga mag-aaral ang pangunahing diwa ng tekstong binasa o napakinggan, nagagamit ang mga kaalaman sa wika, nakababasa nang may
2 wastong paglilipon ng mga salita at maayos na nakasusulat upang maipahayag at maiugnay ang sariling ideya, damdamin at karanasan sa mga narinig at nabasang mga teksto ayon sa kanilang antas
o nibel at kaugnay ng kanilang kultura.
Pagkatapos ng Ikatlong Baitang, inaasahang nasasabi na ng mga mag-aaral ang pangunahing diwa ng tekstong binasa o napakinngan at nakapagbibigay ng kaugnay o katumbas na teksto,
3 nagagamit ang mga kaalaman sa wika, nakababasa nang may wastong palipon ng mga salita at maayos na nakasulat gamit ang iba’t ibang bahagi ng pananalita upang maipahayag at maiugnay ang
sariling ideya, damdamin at karanasan sa mga narinig at nabasang mga teksto ayon sa kanilang antas o lebel at kaugnay ng kanilang kultura.
Pagkatapos ng Ikaapat na Baitang, naipamamalas na ng mga mag-aaral ang kakayahan sa pagbasa, pagsulat at pakikipagtalastasan nang wasto upang maipahayag ang kaalaman, ideya at
4
damdaming angkop sa kaniyang edad at sa kulturang kinabibilangan at nakikilahok sa pagpapaunlad ng pamayanan.
Pagkatapos ng Ikalimang Baitang, naipamamalas ng mag-aaral ang kakayahan sa pakikipagtalastasan, mapanuring pag-iisip at, pagpapahalaga sa panitikan at kultura sa pamamagitan ng iba’t ibang
5
teksto/ babasahing lokal at pambansa.
Pagkatapos ng Ikaanim na Baitang, naipamamalas ng mag-aaral ang kakayahan sa pakikipagtalastasan, mapanuring pag-iisip at pagpapahalaga sa wika, panitikan at kultura upang makaambag sa
6
pag-unlad ng bansa.
Pagkatapos ng Ikapitong Baitang, naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip, at pag-unawa at pagpapahalagang pampanitikan gamit ang teknolohiya at
7
iba’t ibang uri ng teksto at akdang pampanitikang rehiyunal upang maipagmalaki ang sariling kultura, gayundin ang iba’t ibang kulturang panrehiyon.
Pagkatapos ng Ikawalong Baitang, naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip,at pag-unawa at pagpapahalagang pampanitikan gamit ang teknolohiya at iba’t
8
ibang uri ng teksto at akdang pampanitikang pambansa upang maipagmalaki ang kulturang Pilipino.
Pagkatapos ng Ikasiyam na Baitang, Naipamamalas ng mag-aaral ang kakayahang komunikatibo,mapanuring pag-iisip,at pag-unawa at pagpapahalagang pampanitikan gamit ang teknolohiya at
9
iba’t ibang uri ng teksto at saling-akdang Asyanoupang mapatibay ang pagkakakilanlang Asyano.
Pagkatapos ng Ikasampung Baitang, naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip, at pag-unawa at pagpapahalagang pampanitikan gamit ang teknolohiya at
10
iba’t ibang uri ng teksto at saling-akdang pandaigdig tungo sa pagkakaroon ng kamalayang global.

BAITANG 2
PAMANTAYAN NG PROGRAMA Nagagamit ang wikang Filipino upang madaling maunawaan at maipaliwanag ang mga kaalaman sa araling pangnilalaman, magamit ang angkop at wastong salita sa
pagpapahayag ng sariling kaisipan, damdamin o karanasan nang may lubos na paggalang sa kultura ng nagbibigay at tumatanggap ng mensahe.
Sa dulo ng Baitang 3, nakakaya ng mga mag-aaral na ipakita ang kasanayan sa pag-unawa at pag-iisip sa mga narinig at nabasang teksto at ipahayag nang mabisa ang
PAMANTAYAN NG BAWAT YUGTO mga ibig sabihin at nadarama.
Pagkatapos ng Ikalawang Baitang, inaasahang nasasabi ng mga mag-aaral ang pangunahing diwa ng tekstong binasa o napakinggan, nagagamit ang mga kaalaman
PAMANTAYANNG BAWAT BILANG
sa wika, nakababasa nang may wastong paglilipon ng mga salita at maayos na nakasusulat upang maipahayag at maiugnay ang sariling ideya, damdamin at karanasan
sa mga narinig at nabasang mga teksto ayon sa kanilang antas o nibel at kaugnay ng kanilang kultura.
UNANG MARKAHAN
Pagsasalita Pagbasa Pagsulat

Pakikinig Palabigka Pag-unlad Estratehiya Pagpapahala
LINGGO (Pag-unawa sa Gramatika Kaalaman sa sa Pag- ga sa Wika,
(Wikang Kamalayang san at ng Pag-unawa Pagsulat at Komposi
Napakinggan) (Kayarian ng Aklat at aaral at Panitikan
Binibigkas) Ponolohiya Pagkilala sa Talasali sa Binasa Pagbaybay syon
Wika) Limbag
Salita taan
Naipamamalas Naipamamalas ang kakayahan at Nauunawaan Naipamamalas Naipamamalas Naisasagawa ang Nagkakaroon Nauunawa Naipamamal Naipamamalas
ang kakayahan tatas sa pagsasalita at ang ugnayan ang kamalayan ang iba’t mapanuring pagbasa upang ng an na may as ang iba’t ang
PANGNILALAMAN
sa mapanuring pagpapahayag ng sariling ideya, ng simbolo at sa mga bahagi ibang mapalawak ang talasalitaan papaunlad iba’t ibang ibang pagpapahalag
PAMANTAYANG
pakikinig at pag- kaisipan, karanasan at damdamin tunog ng aklat at kasanayan na dahilan ng kasanayan a at
unawa sa kung paano upang kasanayan sa pagsulat upang kasanayan sa
napakinggan ang ugnayan makilala at wasto at maunawaan paggamit ng
ng simbolo at mabasa ang maayos na ang iba’t wika sa
wika mga pamilyar pagsulat ibang teksto komunikasyon
at di-pamilyar at pagbasa ng
na salita iba’t ibang uri
ng panitikan
F2TA-0a-j-1 F2TA-0a-j-2 F2TA-0a-j-3 F2TA-0a-j-4
Nakikinig at Naipahahayag ang Nababasa ang usapan, tula, talata, kuwento nang may tamang bilis, diin, tono, Nakasusulat nang may
TATAS nakatutugon ideya/kaisipan/damdamin/reaksy antala at ekspresyon wastong baybay, bantas at
nang angkop at on nang may wastong tono, diin, mekaniks ng pagsulat
wasto bilis, antala at intonasyon
F2PN-Ia-2 F2WG-Ia-1 F2BPK-Ia-9 F2PP-Ia-c- F2PT-Ia- F2PU-Ia-j- F2EP-IIa- F2PL-0a-j-2
12 h-1.4 1.1 1.1
Nagagamit ang Nagagamit Nahuhulaan Nasasabi ang Nakakagami Nakagagawa Napagsusuno Nagagamit
naunang ang magalang ang pamagat mensaheng t ng mga ng pataas- d-sunod ang ang wika
kaalaman o na pananalita batay sa nais ipabatid palatandaa pababang mga salita bilang tugon
karanasan sa sa angkop na pabalat ng ng guhit batay sa sa sariling
1 pag-unawa ng sitwasyon aklat nagbibigay alpabeto pangangailang
napakinggang (pagbati) ng (unang an at
teksto kahulugaha dalawang sitwasyon
n (context; letra)
kasingkahul
ugan)

Wika) Limbag
Salita taan
F2-PN-3.1.1 F2PS-Ib-5.3 F2KP-Ib-g-6 F2PP-Ib-6 F2PB-Ib- F2PU-Ia- F2-PL-a-j-3
2.1 1.2
Nakasasagot sa Nakasasali sa Nakapagpapalit Nasasabi ang Nakasusunod Nakagagawa Naipamamalas
mga tanong isang usapan at pagkakatulad sa nakasulat ng pataas na ang paggalang
tungkol sa tungkol sa nakapagdaragd at pagkakaiba na panutong paikot sa ideya,
2 napakinggang isang ag ng mga ng mga may 1- 2 damdamin at
kuwento batay pangyayaring tunog upang pantig/salita hakbang kultura ng
sa tunay na naobserbahan makabuo ng may akda ng
pangyayari bagong salita tekstong
/pabula napakinggan o
nabasa
F2PN-1.3 F2PS-Ic-8.4 F2WG-Ic-e-2 F2PP-Ia-c- F2PT-Ic-e- F2PB-Ic-9 F2PU-Ia- F2PL-0a-j-4
12 2.1 1.3
Nakasusunod sa Nakapag Nagagamit Nasasabi ang Napagyaya Nagagamit Nakagagawa Napapahalaga
napakinggang bibigay ng nang wasto mensaheng man ang ang personal ng paikot han ang mga
panuto (1 simpleng ang nais ipabatid talasalitaan na karanasan pababang tekstong
hakbang) panuto na may pangngalan sa ng nabasang sa pamama sa paghinuha ikot pampanitikan
2-3 hakbang pagbibigay ng patalastas gitan ng ng
3 pangalan ng paghanap mangyayari
tao, lugar at ng maikling sa nabasang
mga bagay salitang teksto
pambalana matatagpua
n sa loob
ng isang
mahabang
salita
F2PN-Id-1.3.1 F2WG-Ic-e-2 F2KP-Id-5 F2PB-Id- F2PU-Id-f- F2PE-Id- F2PL-0a-j-3
3.1.1 3.1 1.1
Nasasagot ang Nagagamit Nakikilala ang Nakasasagot Nakasusulat Napagsusuno Naipamamalas
mga tanong na nang wasto mga tunog na sa mga sa kabit-kabit d-sunod ang ang paggalang
sino , ano, saan ang bumubuo sa tanong na paraan mga salita sa ideya,
at bakit pangngalan sa pantig ng mga tungkol sa na may batay sa damdamin at
4
pagbibigay ng salita nabasang tamang laki alpabeto kultura ng
pangalan ng kuwento at layo sa (unang may akda ng
tao, lugar, batay sa isa't isa ang dalawang tekstong
hayop, tunay na mga salita letra) napakinggan o
pangyayari at pangyayari nabasa
mga bagay /pabula
F2PN-Ie-9 F2WG-Ic-e-2 F2AL-Ie-11 F2PT-Ic-e- F2PB-Ie-4 F2PU-Id-f- F2PL-0a-j-5
2.1 3.2
Nahuhulaan ang Nagagamit Natutukoy ang Napagyaya Nailalarawan Nakasusulat Nakadarama
susunod na nang wasto kahalagahan man ang ang mga sa kabit-kabit ng pagbabago
5
mangyayari sa ang gamit ng talasalitaan bahagi ng na paraan sa sariling
kuwento batay pangngalan sa malaking letra sa kuwento na may damdamin at
sa tunay na pagbibigay ng sa isang salita/ pamamagit panimula tamang laki pananaw
pangyayari/pabul pangalan ng pangungusap an kasukdulan at layo sa batay sa
Wika) Limbag
Salita taan
a tao, lugar at paghanap katapusan/ka isa't isa ang binasang
mga bagay ng maikling lakasan mga salita teksto
kasarian salitang
matatagpua
n sa loob
ng isang
mahabang
salita
F2PS-If-1 F2PP-Iif-2.1 F2PB-If-5.1 F2PU-Id-f- F2KM-Ig- F2PL-0a-j-6
Naipapahayag Nababasa ang Naisasalaysa 3.2 1.2 Naipakikita
ang sariling mga salita sa y muli ang Nakasusulat Naisusulat ang hilig sa
ideya/damdami unang kita binasang sa kabit-kabit nang may pagbasa
n o reaksyon teksto nang na paraan wastong
tungkol sa may tamang na may baybay at
napakinggang pagkakasuno tamang laki bantas
kuwento batay d-sunod sa at layo sa ang mga
sa tunay na tulong ng isa't isa ang salitang
pangyayari mga larawan mga salita ididikta ng
guro
F2PU-Id-f-
3.3
6
Nagagamit
ang malaki
at maliit na
letra at mga
bantas sa
pagsulat ng
mga parirala
at
pangungusap
gamit ang
mga salitang
natutuhan sa
aralin
F2PN-Ig-8.1 F2PS-Ig-6.1 F2WG-Ig-3 F2KP-Ib-g-6 F2PB-Ig-8 F2KM-Ig- F2PL-0a-j-7
1.2
Napagsusunod- Naisasalaysay Nagagamit Nakapagpapalit Nakapagbibig Nasisipi Naibabahagi
sunod ang mga muli ang ang mga at ay ng nang ang karanasan
pangyayari ng napakinggang salitang nakapagdaragd angkop na wasto at sa pagbasa
7
kuwentong teksto sa pamalit sa ag ng mga pamagat sa maayos upang
napakinggan tulong ng mga ngalan ng tao tunog upang binasang ang mga makahikayat
batay sa larawan larawan (ako, ikaw, makabuo ng teksto pangungu ng
siya) bagong salita sap pagmamahal
sa pagbasa

Wika) Limbag
Salita taan
F2PN-Ih-12.1 F2PT-Ia- F2PB-Ih-6 F2KM-Ih- F2EP-Ih-3 F2PL-0a-j-7
h-1.5 1.2
Naibibigay ang Nakakagami Napag- Naisusulat Natutukoy Naibabahagi
paksa o t ng mga uugnay ang nang may ang mga ang karanasan
nilalaman ng pahiwatig sanhi at wastong bahagi ng sa pagbasa
pabulang upang bunga ng baybay at aklat at ang upang
napakinggan malaman mga bantas kahalagahan makahikayat
ang pangyayari ang mga ng bawat isa ng
kahulugan sa binasang salitang talaan ng pagmamahal
ng mga talata ididikta ng nilalaman sa pagbasa
8 salita guro indeks
paggamit may- akda
ng mga tagaguhit
palatandaa
ng
nagbibigay
ng
kahulugaha
n (context
clues)
kasalungat
F2PN-Ii-j-12.1 F2-PS-Ig-6.1 F2WG-Ii-3 F2PB-Ii-1 F2KM-Ii- F2PL-0a-j-7
1.2
Nailalarawan ang Naipahahayag Nagagamit Naiuugnay sa Naisusulat Naibabahagi
mga tauhan sa ang sariling ang mga sariling nang may ang karanasan
napakinggang ideya/damdami salitang karanasan wastong sa pagbasa
testo batay sa n o reaksyon pamalit sa ang baybay at upang
9
kilos tungkol sa ngalan ng tao nabasang bantas makahikayat
napakinggang tayo, kayo, sila teksto ang mga ng
kuwento batay salitang pagmamahal
sa tunay na ididikta ng
pangyayari/pab guro
ula
F2PN-Ii-j-12.1 F2PS-Ij-3 F2KP-Ij-6 F2PT-Ij-5 F2PB-Ij-7 F2PY-Ij-2.1 F2PL-0a-j-2
Nailalarawan ang Naiuulat nang Napapalitan at Napag-uuri- Natutukoy Nababaybay Nagagamit

mga tauhan sa pasalita ang nadadagdagan uri ang mga ang suliranin nang wasto ang wika
napakinggang mga ang mga tunog salita ayon sa nabasang ang mga bilang tugon
testo batay sa nasaksihang upang sa teskto o salita tatlo o sa sariling
10 damdamin pangyayari sa makabuo ng pahiwatig napanood apat na apat pangangailang
paaralan bagong salita na na pantig an at
konseptwal batayang sitwasyon
talasalitaang
pampaningin
natutunang
salita mula
Wika) Limbag
Salita taan
sa mga aralin
IKALAWANG MARKAHAN

Pagpapa
Palabigka Estratehiya
Pakikinig Gramatika Kaalaman sa Pag-unlad halaga sa
LINGGO (Wikang Kamalayang san at Pag-unawa Pagsulat at Komposi sa Pag-
(Pag-unawa sa (Kayarian ng Aklat at ng Talasali Wika, at
Binibigkas) Ponolohiya Pagkilala sa sa Binasa Pagbaybay syon aaral
Napakinggan) Wika) Limbag taan Panitikan
Salita
PANGNILALAMAN
sa mapanuring pagpapahayag ng sariling ideya, ng simbolo at sa mga bahagi ibang mapalawak ang talasalitaan papaunlad iba’t ibang ibang pagpapahalag
PAMANTAYANG
pakikinig at pag- kaisipan, karanasan at damdamin ng mga tunog ng aklat at kasanayan na dahilan ng kasanayan a at
unawa sa kung paano upang kasanayan sa pagsulat upang kasanayan sa
napakinggan ang ugnayan makilala at wasto at mauunawaa paggamit ng
ng simbolo at mabasa ang maayos na n ang iba’t wika sa
wika mga pamilyar pagsulat ibang teksto komunikasyon
at di-pamilyar at pagbasa ng
na salita iba’t ibang uri
ng panitikan
F2PN-IIa-1.3 F2WG-IIa-1 F2AL-IIa-1.1 F2PP-IIa-6 F2PB-IIa- F2PU-Ia- F2PL-0a-j-2
b-3.1.1 3.1
Nakasusunod sa Nagagamit Nasasabi ang Nasasabi ang Nakasasagot Nakasusulat Nagagamit
napakinggang ang magalang nilalaman ng pagkakatulad sa mga sa kabit-kabit ang wika
panuto (1 na pananalita aklat batay sa at pagkakaiba tanong na paraan bilang tugon
hakbang) na angkop sa pabalat nito ng mga tungkol sa na may sa sariling
sitwasyon pantig/salita nabasang tamang laki pangangailang
pakikipag- kuwento at layo sa an at
usap sa isa't isa ang sitwasyon
matatanda mga salita
1
F2PU-Ia-
3.2
Naisusulat
nang may
wastong
baybay at
bantas ang
mga

Pagpapa
Salita
pangungusap
na ididikta
ng guro
F2PN-IIb-2 F2PS-IIb-1 F2KP-IIb-8 F2PT-IIb- F2PB-IIa- F2KM- F2PL-0a-j-3
1.7 b-3.1.1 IIb-f-1.2
Nagagamit ang Naipapahayag Natutukoy ang Nakakagami Nakasasagot Nasisipi Naipamamalas
naunang ang sariling mga salitang t ng mga sa mga nang ang paggalang
kaalaman o ideya/damdami magkakatugma pahiwatig tanong wasto at sa ideya,
karanasan sa n o reaksyon upang tungkol sa malinaw damdamin at
pag-unawa ng tungkol sa malaman nabasang ang kultura ng
napakinggang napakinggang ang kuwento parirala may akda ng
teksto sa kuwento/ kahulugan pangu tekstong
alamat ng mga ngusap napakinggan o
salita tulad nabasa
ng
2
paggamit
ng mga
palatandaa
ng
nagbibigay
ng
kahulugaha
n (context
clues)
katuturan o
kahulugan
ng salita
F2PN-IIc-3.1.1 F2WG-IIc-d- F2KP-IIc-3 F2PB-IIc- F2PU-IIc- F2KM- F2EP-IIc-2 F2PL-0a-j-4
4 2.2 3.2 IIb-f-1.2
Nakasasagot sa Nakapaglalara Napapantig ang Nakasusunod Nakasusulat Nasisipi Nabibigyang- Naipakikita
mga tanong wan ng mga mga mas sa nakasulat sa kabit-kabit nang kahulugan ang aktibong
tungkol sa bagay, tao, mahahabang na panutong na paraan wasto at ang mga pakikilahok sa
napakinggang pangyayari, salita may 2- 3 na may malinaw simpleng usapan at
3 kuwento/alamat at lugar hakbang tamang laki ang mapa gawaing
at layo sa parirala pampanitikan
isa't isa pangu
malaki at
maliit na ngusap
letra ; mga
salita
F2PN-IId-12.2 F2WG-IIc-d- F2PP-IId-i-5 F2PB-IId-4 F2PU-IIc- F2KM- F2PL-0a-j-3
4 3.2 IIb-f-1.2 Naipamamalas
4 Nailalarawan ang Nakapaglalara Nakapag-uuri- Nailalarawan Nakasusulat Nasisipi ang paggalang
mga tauhan sa wan ng mga uri ng mga ang mga sa kabit-kabit nang sa ideya,
napakinggang bagay, tao, salita ayon sa elemento ng na paraan wasto at damdamin at

Pagpapa
Salita
kuwento batay pangyayari, ipinahihiwatig kuwento na may malinaw kultura ng
sa sinabi o at lugar na kaisipang tauhan tamang laki ang may akda ng
pahayag konseptwal tagpuan at layo sa parirala tekstong
banghay isa't isa pangu napakinggan o
malaki at ngusap nabasa
maliit na
letra ; mga
salita
F2PN-IIe-7 F2PS_IIe-h- F2AL-IIe-10 F2PP-IIe- F2KM- F2EP-IIe- F2PL-0a-j-5

5.1 2.2 IIb-f-1.2 1.1
Naibibigay ang Nakasasali sa Natutukoy ang Nababasa ang Nasisipi Napagsusun Naipakikita
paksa o kaisipan isang usapan kahalagahan mga salitang nang od-sunod ang
ng kuwentong tungkol sa gamit ng madalas na wasto at ang mga pagtanggap sa
5 kathang – isip napakinggang malaking letra makita sa malinaw salita batay mga ideya ng
napakinggan kathang-isip na /bantas sa paligid ang sa alpabeto nabasang
kuwento isang parirala unang akda/teskto
salita/pangungu pangungus dalawang
sap ap letra ng
salita
F2PS-If-3.1 F2PT-IIa- F2PB-IIf- F2PU-IIf- F2KM- F2EP-IIf-h- F2PL-0a-j-6
j-1.6 10 3.2 IIb-f-1.2 5
Naiuulat nang Nakakagami Nasasabi ang Nakasusulat Nasisipi Nagagamit Naipakikita
pasalita ang t ng mga paksa o tema sa kabit-kabit nang ang mga ang hilig sa
mga pahiwatig ng binasang na paraan wasto at bahagi ng pagbasa
naobserbahang upang teksto na may malinaw aklat ayon sa
pangyayari sa malaman tamang laki ang pangangaila
pamayanan ang at layo sa parirala ngan
kahulugan isa't isa ang pangu
ng mga mga salita
salita tulad ngusap
ng
6
paggamit
ng mga
palatandaa
ng
nagbibigay
ng
kahulugaha
n (context
clue
katuturan o
kahulugan
ng salita)

Pagpapa
Salita
F2PN-IIg-8.3 F2PS-IIg-6.4 F2WG-IIg-h- F2AL-Ii-g-5.2 F2PY-IIg-i- F2KM- F2PL-0a-j-7
5 2.1 IIg-j-3
Napagsusunod- Naisasalaysay Nagagamit Naisasalaysay Nababaybay Naka Naibabahagi
sunod ang mga muli ang ang mga muli ang nang wasto susulat ang karanasan
pangyayari ng napakinggang salitang kilos binasang teksto ang mga nang may sa pagbasa
kuwentong teksto sa tulong sa pag-uusap nang may salitang may wastong upang
napakinggan ng pamatnubay tungkol sa tamang tatlo o apat baybay, makahikayat
batay sa mga na tanong iba’t ibang pagkakasunod- na pantig bantas at ng
pamatnubay na gawain sa sunod batayang gamit ng pagmamahal
tanong tahanan, talasalitaang malaki at sa pagbasa
7 paaralan, at pampaningin maliit na
pamayanan natutunang letra
salita mula upang
sa mga aralin maipahaya
g ang
ideya,
damdamin
o reaksyon
sa isang
paksa o
isyu
F2PS-IIe-h- F2WG-IIg-h- F2PT-IIa- F2PB-Iih-6 F2EP-Iif-h- F2PL-0a-j-7
5.1 5 j-1.6 5
Nakasasali sa Nagagamit Nakakagami Napag- Nagagamit Naibabahagi
isang usapan ang mga t ng mga uugnay ang ang mga ang karanasan
tungkol sa salitang kilos pahiwatig sanhi at bahagi ng sa pagbasa
isang sariling sa pag-uusap upang bunga ng aklat ayon sa upang
karanasan tungkol sa malaman mga pangangaila makahikayat
iba’t ibang ang pangyayari ngan ng
gawain sa kahulugan sa binasang pagmamahal
tahanan, ng mga teksto sa pagbasa
paaralan, at salita tulad
8 pamayanan ng
paggamit
ng mga
palatandaa
ng
nagbibigay
ng kahu
lugahan
(katuturan
o
kahulugan
ng salita)

Pagpapa
Salita
F2PN-IIi-9 F2KP-IIi-j-6 F2PT-IIa- F2PB-IIi-7 F2PY-IIg-i- F2KM- F2PL-0a-j-7
j-1.6 2.2 IIg-j-3
Nahuhulaan ang Nakapagpapalit Nabibigyan Natutukoy Nababaybay Nakasusul Naibabahagi
susunod na at g ang suliranin nang wasto at nang ang karanasan
mangyayari sa nakapagdaragd kahulugan sa nabasang ang mga may sa pagbasa
kuwento ag ng mga ang mga teskto o salitang may wastong upang
tunog upang salita sa napanood tatlo o apat baybay, makahikayat
makabuo ng pamamagit na pantig bantas, ng
bagong salita an ng batayang gamit ng pagmamahal
pagbibigay talasalitaang malaki at sa pagbasa
ng pampaningin maliit na
9
kasingkahul natutunang letra
ugan at salita mula upang
kasalungat sa mga aralin maipahaya
g ang
ideya,
damdamin
o reaksyon
sa isang
paksa o
isyu pangu
ngusap
F2 PS-IIj-8.1 F2WG-IIj-6 F2KP-IIj-6 F2PP-IIa-j- F2PB-IIj-8 F2KM- F2PL-0a-j-2
1.7 IIg-j-3
Nakapagbibigay Nasasabi ang Nakapagpapalit Nakakagamit Nakapagbibig Nakasusul Nagagamit
ng maikling paraan, at ng mga ay ng at nang ang wika
panuto ng may panahon at nakapagdaragd pahiwatig angkop na may bilang tugon
2-3 hakbang lugar ng ag ng mga upang pamagat sa wastong sa sariling
gamit ang pagsasagawa tunog upang malaman ang binasang baybay, pangangailang
pangunahing ng kilos o makabuo ng kahulugan ng teksto bantas, an at
direksyon gawain sa bagong salita mga salita gamit ng sitwasyon
tahanan, paggamit ng malaki at
10 paaralan at mga maliit na
pamayanan palatandaang letra
nagbibigay ng upang
kahulugahan maipahaya
(context g ang
clues) ideya,
katuturan o damdamin
kahulugan ng o reaksyon
salita sa isang
paksa o
isyu

IKATLONG MARKAHAN
Pagsasalita Pagbasa Pagsulat Pagpapa

Pakikinig Palabigkasa Pag-unlad Estratehiya halaga sa
LINGGO (Pag-unawa sa Gramatika Kaalaman sa sa Pag- Wika,
Wikang Kamalayang n at ng Pag-unawa Pagsulat at Komposi
(Kayarian Aklat at
Napakinggan) Binibigkas Ponolohiya Pagkilala sa Talasalita sa Binasa Pagbaybay syon aaral Literasi at
ng Wika) Limbag Panitikan
Salita an
Naipamamalas Naipamamalas ang kakayahan at Nauunawaan Naipamamalas Naipamamalas Naisasagawa ang Nagkakaroon ng papaunlad Nauunawaan Naipamamalas
ang kakayahan tatas sa pagsasalita at ang ugnayan ang kamalayan ang iba’t mapanuring pagbasa upang na kasanayan sa wasto at na may iba’t ang
PANGNILALAMAN
PAMANTAYANG
sa mapanuring pagpapahayag ng sariling ideya, ng simbolo at sa mga bahagi ibang mapalawak ang talasalitaan maayos na pagsulat ibang dahilan pagpapahalaga
pakikinig at pag- kaisipan, karanasan at ng mga tunog ng aklat at kasanayan ng pagsulat at kasanayan
unawa sa damdamin kung paano upang sa paggamit
napakinggan ang ugnayan makilala at ng wika sa
ng simbolo at mabasa ang komunikasyon
wika mga pamilyar at pagbasa ng
at di-pamilyar iba’t ibang uri
na salita ng panitikan
nakatutugon ideya/kaisipan/damdamin/reaksy antala at ekspresyon wastong baybay, bantas at
TATAS
F2PN-IIIa-2 F2PS-IIIa-g- F2WG-IIIa- F2PT-IIIa- F2PB-IIIa- F2PU-IIIa- F2PL-0a-j-2

5.3 g-1 e-2.2 1 3.1 Nagagamit ang
Nagagamit ang Nakasasali sa Nagagamit Napagyaya Naiuugnay Nakasusulat wika bilang
naunang isang usapan ang magalang man ang ang binasa sa kabit-kabit tugon sa
kaalaman o tungkol sa na pananalita talasalitaan sa sariling na paraan na sariling
karanasan sa napanood o sa angkop na sa karanasan may tamang pangangailang
pag-unawa ng nabasang sitwasyon pamamagit laki at layo an at
1 napakinggang patalastas paghingi ng an ng sa isa’t isa sitwasyon
teksto pahintulot pagbubuo
ng mga
bagong
salita mula
sa salitang-
ugat
F2PN-IIIb-c- F2PS-IIIb-8.2 F2AL-IIIb-1.2 F2PP-IIIb-6 F2PY-IIIb- F2KM- F2PL-0a-j-3
3.1.1 h-j-2.1 IIIb-e-
1.4
Nakasasagot sa Nakapagbibigay Nasasabi ang Nasasabi ang Nababaybay Nasisipi Naipamamalas
mga tanong ng maikling nilalaman ng pagkakatulad nang wasto nang ang paggalang
tungkol sa panuto gamit aklat batay sa at pagkakaiba ang mga wasto at sa ideya,
napakinggang ang lokasyon pamagat ng mga salitang may malinaw damdamin at
2 tugma pantig/salita tatlo o apat ang isang kultura ng may
na apat na talata akda ng
pantig tekstong
batayang F2KM- napakinggan o
talasalitaang IIIbce- nabasa
pampaningin 3.2
natutunang Nakasusul
(Kayarian Aklat at
Salita an
salita mula at ng
sa mga aralin sariling
talatang
may
wastong
baybay,
bantas at
gamit ng
maliit at
malaking
letra
F2P-IIIb-c- F2PS-IIIc-1 F2KP-IIIc-8 F2PB-IIIc- F2KM- F2PL-0a-j-4-
3.1.1- 3.1.11 IIIb-e- Naipakikita
3.2 ang aktibong
Nakasasagot sa Naipahahayag Natutukoy ang Nakasusunod Nakasusul pakikilahok sa
mga tanong ang sariling mga salitang sa nakasulat at ng usapan at
tungkol sa ideya/damdami magkakatugma na panutong sariling gawaing
napakinggang n o reaksyon gamit ang talatang pampanitikan
tula tungkol sa sa lokasyon may
3 napakinggang wastong
tugma/tula baybay,
bantas at
gamit ng
maliit at
malaking
letra
F2PN-IIId-1.2 F2WG-IIIa- F2KP-IIId-9 F2PB-IIId- F2PU-IIIa- F2EP-IIIe- F2PL-0a-j-3
g-1 3.1.11 3.1 1.1-
Nakasusunod sa Nagagamit Nakapagbibigay Nasasagot Nakasusulat Napagsusuno Naipamamalas
napakinggang ang magalang ng mga salitang ang mga sa kabit-kabit d-sunod ang ang paggalang
panuto na pananalita magkakatugma tanong na paraan mga salita sa ideya,
( 1- 2 hakbang) sa angkop na tungkol sa na may batay sa damdamin at
4
sitwasyon nabasang tamang laki alpabeto kultura ng may
pagtanggap tugma/tula at layo sa unang akda ng
ng isa't isa dalawang tekstong
paumanhin letra ng napakinggan o
salita nabasa
F2PS-IIIe- F2AL-IIIe-j- F2PP-IIIe- F2PU-IIIe- F2KM- F2PL-0a-j-5

3.2- 12 2.1 g-3.1 IIIb-e-
3.2
Natutukoy kung Nababasa ang Nakasusulat Nakasusul Nauunawaan
5
Naiuulat nang paano batayang sa kabit-kabit at ng ang
pasalita ang nagsisimula at talasalitaan na paraan sariling kahalagahan
mga napanood nagtatapos ang na may talatang ng mga
sa telebisyon isang tamang laki may nilalaman ng
(Kayarian Aklat at
Salita an
pangungusap at layo sa wastong panitikan/
isa't isa baybay, teksto
malaki at bantas at
maliit na gamit ng
letra mga maliit at
salita malaking
letra
F2PN-IIIf-7 F2PS-IIIa-g- F2PT-IIIf- F2PB-IIIf-7 F2PY-IIIb- F2EP-IIIh- F2PL-0a-j-6
5.3 1.8 j-2.2 2.1
Naibibigay ang Nakasasali sa Nakakagami Natutukoy Nababaybay Nagagamit Naipakikita
paksa o kaisipan isang usapan t ng mga ang suliranin nang wasto nang wasto ang hilig sa
ng tugma/tulang tungkol sa pahiwatig sa nabasang ang mga ang talaan pagbasa
napakinggan isang paksang upang teskto o salitang may ng nilalaman
napakinggan malaman napanood tatlo o apat
ang na pantig
kahulugan (batayang
ng mga talasalitaang
salita tulad pampaningin
6 ng natutuhang
paggamit salita mula
ng mga sa mga
palatandaa aralin)
ng
nagbibigay
ng kahu
lugahan
(sitwasyong
pinaggamit
an ng
salita)
F2PN-IIIg-9- F2PS-IIIa-g- F2WG-IIIa- F2PT-IIIc- F2PB-IIIg- F2PU-IIIe- F2PL-0a-j-7
5.3 g-1 g-5 6 g-3.2
Nahuhulaan ang Nakasasali sa Nagagamit Nakapag- Napag- Nakasusulat Naibabahagi
susunod na isang usapan ang magalang uuri-uri ng uugnay ang sa kabit-kabit ang karanasan
mangyayari sa tungkol sa na pananalita mga salita sanhi at na paraan sa pagbasa
7 napakinggang isang napaking sa angkop na ayon sa bunga ng na may upang
tugma/tula gang kuwento sitwasyon ipinahihiwat mga tamang laki makahikayat
(paghingi ng ig na pangyayari at layo sa ng
paumanhin) kaisipang/ sa binasang isa't isa pagmamahal
konseptwal teksto ang mga sa pagbasa ng
salita panitikan
F2PN-IIIh-8.4 F2WG-IIIh- F2KP-IIIh-1 F2AL-IIIe-j- F2PY-IIIb- F2EP-IIIh- F2PL-0a-j-7
i-7 12 h-2.3 2.1 Naibabahagi
Napagsusunod- Nagagamit Nabibigkas Natutukoy kung Nababaybay Nabibigyang- ang karanasan
8 sunod ang mga nang wasto nang wasto ang paano nang wasto kahulugan sa pagbasa
pangyayari ng ang mga mga nagsisiumula at ang mga ang mga upang
(Kayarian Aklat at
Salita an
kuwentong pang-ukol diptonggo nagtatapos ang salitang may simpleng makahikayat
napakinggan ni/nina (aw,ew, iw, ay, isang talata tatlo o apat talaan ng
kay/kina oy) na pantig pagmamahal
ayon sa (batayang sa pagbasa
para sa talasalitaang
ukol sa pampa
ningin;
natutuhang
salita mula
sa mga
aralin)
F2PS-IIIi-6.3 F2WG- F2PP-IIIi- F2PT-IIIi- F2PB-IIIi- F2KM- F2PL-0a-j-7
IIIh—i-7 2.2- 5 11 IIIi-3.1
Naisasalaysay Nagagamit Napagyayama Nakapag- Naibibigay Nakasusu Naibabahagi
muli ang nang wasto n ang uuri-uri ng ang mga lat nang ang karanasan
napakinggang ang mga talasalitaan mga salita sumusuporta may sa pagbasa
teksto ayon sa pang-ukol sa ayon sa ng kaisipan wastong upang
pananaw ng isa ni/nina pamamagitan ipinahihiwat sa baybay, makahikayat
sa mga tauhan kay/kina pagbubuo ng ig na pangunahing bantas, ng
ayon sa mga bagong kaisipang kaisipan ng gamit pagmamahal
para sa salita mula sa konseptwal tekstong ng malaki sa pagbasa
ukol sa salitang-ugat binasa at maliit
na letra
9 upang
maipahaya
g ang
ideya,
damdamin
o reaksyon
sa isang
paksa o
isyu
(talata na
may 3- 5
pangu
ngusap)
F2PN-IIIj-12 F2PS-IIIj-8.2 F2KP-IIIj-6 F2AL-IIIe-j- F2PY-IIIb- F2EP-IIIj- F2PL-0a-j-2
12 j-2.3 4.1
Nakapagbibigay Nakapagbibigay Nakapagpapalit Natutukoy kung Nababaybay Nagagamit Nagagamit ang
ng sariling ng maikling at paano nang wasto nang wasto wika bilang
hinuha sa panuto ng may nakapagdaragd nagsisimula at ang mga at ayos ang tugon sa
10
napakinggang 2-3 hakbang ag ang mga nagtatapos ang salitang may silid-aklatan sariling
teksto gamit ang tunog upang isang tatlo o apat Mga dapat pangangailang
pangunahing makabuo ng pangungusap/ na pantig ikilos sa an at
direksyon bagong salita talata (batayang silid- aklatan sitwasyon
talasalitaang
(Kayarian Aklat at
Salita an
pampa
ningin;
natutuhang
salita mula
sa mga
aralin)
IKAAPAT NA MARKAHAN
Pagsasalita Pagbasa Pagsulat Pagpapahala

Pakikinig Estratehiya
Gramatika Kaalaman sa Palabigkasan Pag-unlad Pag- ga sa Wika,
LINGGO (Pag-unawa sa Wikang Kamalayang Pagsulat at Kompo sa Pag-
(Kayarian ng Aklat at at Pagkilala sa ng Talasali unawa sa Literasi at
Napakinggan) Binibigkas Ponolohiya Pagbaybay sisyon aaral
Wika) Limbag Salita taan Binasa Panitikan
Naipamama las Naipamamalas ang kakayahan Nauunawaan Naipamamalas Naipamamalas Naisasagawa ang Nagkakaroon ng papaunlad Nauunawaan Naipamamalas
ang kakayahan at tatas sa pagsasalita at ang ugnayan ang kamalayan ang iba’t ibang mapanuring pagbasa upang na kasanayan sa wasto at na may iba’t ang
PANGNILALAMAN
PAMANTAYANG
sa mapanuring pagpapahayag ng sariling ideya, ng simbolo at sa mga bahagi kasanayan mapalawak ang talasalitaan maayos na pagsulat ibang dahilan pagpapahalaga
pakikinig at pag- kaisipan, karanasan at ng mga tunog ng aklat at upang makilala ng pagsulat at kasanayan
unawa sa damdamin kung paano at mabasa ang sa paggamit ng
napakinggan ang ugnayan mga pamilyar at wika sa
ng simbolo at di-pamilyar na komunikasyon
wika salita at pagbasa ng
iba’t ibang uri
ng panitikan
Nakikinig at Naipahahayag ang Nababasa ang usapan, tula, talata, kuwento nang may tamang bilis, diin, tono, antala Nakasusulat nang may
TATAS nakatutugon ideya/kaisipan/damdamin/reaks at ekspresyon wastong baybay, bantas at
nang angkop at yon nang may wastong tono, mekaniks ng pagsulat
wasto diin, bilis, antala at intonasyon
F2PN-IVa-7 F2PS-IVa- F2WG-IVa-c- F2PT-IVa- F2PB-IVa- F2KM-IVa- F2PL-0a-j-2
8.5 1 d-1.9 3.2- 2.4 Nagagamit ang
Naibibigay ang Nakapagbibig Nagagamit ang Nakakagamit Nakasa Naisusulat wika bilang
paksa o kaisipan ay ng magalang na ng mga sagot sa nang may tugon sa
sa napakinggang maikling pananalita sa pahiwatig mga tanong wastong sariling
kuwento tungkol panuto ng angkop na upang tungkol sa baybay at pangangaila
sa isang tunay may 2-3 sitwasyon malaman nabasang bantas ang ngan at
na pangyayari hakbang pagtatanong ng ang tekstong liham na sitwasyon
1 gamit ang lokasyon ng kahulugan pang- ididikta ng
pangunahing lugar ng mga salita imporma guro
direksyon tulad ng syon
paggamit ng
mga
palatandaang
nagbibigay
ng ka

hulugahan
(pagbibigay
ng
halimbawa)
F2PN-IVb-2 F2KP-IVb- F2AL-IVb-10 F2PP-IVb-2.1 F2PU-IVb-3 F2KM-IVb- F2EP-IVb- F2PL-0a-j-3
1.2 5 5.1
Nagagamit ang Nabibigkas Nabibigyan ng Nababasa ang Nakasusulat Naisusulat Nagagamit Naipamamalas
naunang nang wasto sariling mga salitang sa kabit-kabit nang wasto nang wasto ang paggalang
kaalaman o ang tunog na pamagat ang madalas na na paraan ang mga ang Index ng sa ideya,
karanasan sa kambal katinig isang kuwento makita sa paligid na may idiniktang aklat damdamin at
pag-unawa ng (kl, ts, gl, pr, tamang laki mga salita kultura ng may
2 napakinggang pl, gr) at layo sa akda ng
teksto isa't isa tekstong
malaki at napakinggan o
maliit na nabasa
letra
mga salita
pangungusap
F2PN-IVc-1.3 F2WG-IVc-1 F2KP-IVc-i-9 F2PP-IVb-2.1 F2PB-IVc- F2KM-IVc- F2EP-IVc- F2PL-0a-j-4
2.4 6 g-1.4
Nakasusunod sa Nagagamit ang Nakapagbibiga Nababasa ang Naiuugnay Nakabubuo Napagsunod- Napapahalagah
napakinggang magalang na y ng mga mga salitang ang binasa ng isang sunod ang an ang mga
panuto pananalita sa salitang madalas na sa sariling talata sa mga salita tekstong
(2 -3 hakbang) angkop na magkakatugm makita sa paligid karanasan pamamagita batay sa pampanitikan
sitwasyon a n ng alpabeto
3
(pagtanggap ng pagsasama- tambalang
tawag sa sama ng salita
telepono) magkakaugn
ay na pangu
ngusap
F2PS-IVd-1 F2KP-IVd-j- F2PP-IVd-2 F2PT-IVa- F2PB-IVd- F2KM-IVd- F2PL-0a-j-3
6 d-1.9 6 1.5
Naipapahaya Nakapagpapali Nababasa ang Nakakagamit Napag- Nakasusulat Naipamamalas
g ang sariling t at batayang ng mga uugnay ng liham sa ang paggalang
ideya/damda nakapagragda talasalitaan pahiwatig ang sanhi tulong ng sa ideya,
min o g ng mga upang at bunga ng padronmula damdamin at
reaksyon tunog upang malaman mga sa guro kultura ng may
tungkol sa makabuo ng ang pangyayari akda ng
4 napakinggan bagong salita kahulugan sa binasang tekstong
g tekstong ng mga salita teksto napakinggan o
pang- tulad ng nabasa
imporma paggamit ng
syon mga
palatandaang
nagbibigay
ng
kahulugahan
(pagbibigay
ng
halimbawa)
F2PS-IVe- F2WG-IVe-1 F2KP-IVe- F2AL-IVe-g- F2PB-IVe- F2KM-Ive-7 F2EP-IVe- F2PL-0a-j-5
6.5 1.3 13 7 h-2.3
Naisasalaysa Nagagamit ang Nabibigkas Natutukoy kung Natutukoy Nakasusulat Nabibigyang- Naipakikita ang
y muli ang magalang na nang wasto paano ang ng isang kahulugan pagtanggap sa
napakinggan pananalita sa ang tunog ng nagsisiumula at suliranin sa tugma- ang mga mga ideya ng
5
g teksto sa angkop na mga nagtatapos ang nabasang tugmaan simpleng nabasang akda
tulong ng sitwasyon diptonggo isang teskto o graph o teskto
story pagbibigay ng (ay,ey,iy,oy, pangungusap/ napanood
grammar reaksyon o uy) talata
komento
F2PN-IVf-3.1.2 F2PS-IVf-i- F2PT-IVf-i- F2PB-IVf- F2KM-IVf- F2PL-0a-j-6
5.4 1.10 5.3 3.2
Nasasagot ang Nakasasali sa Nakakagamit Naisasalysa Nakasusulat Naipakikita ang
mga tanong isang usapan ng mga y muli ang nang may hilig sa
tungkol sa tungkol sa pahiwatig binasang wastong pagbasa
napakinggang isang upang teksto sa baybay,
tekstong pang- napanood na malaman pamamagit bantas,
impormasyon patalastas o ang an ng story gamit ng
6 palabas kahulugan grammar malaki at
ng mga salita maliit na
(paggamit ng letra upang
pormal na maipahayag
depinisyon ang ideya,
ng salita) damdamin o
reaksyon sa
isang paksa
o isyu
F2PS-IVg- F2WG-IVg-j-8 F2KP-IVb-i- F2AL-IVe-g- F2PB-Ivg- F2KM-IVg- F2EP-IVc- F2PL-0a-j-7
3.4 1.3 1.3 3.2 1.5 g-1.4
Naiuulat Nakabubuo Nakapagbibiga Natutukoy kung Nasasagot Nakasusulat Napagsunod- Naibabahagi
nang pasalita nang wasto at y ng mga paano ang mga ng liham sa sunod ang ang karanasan
ang mga payak na salitang nagsisiumula at tanong tulong ng mga salita sa pagbasa
7 napakinggan pangungusap magkakatugm nagtatapos ang tungkol sa padron mula batay sa upang
sa radyo na may tamang a isang binasang sa guro alpabeto makahikayat ng
ugnayan ng pangungusap/ teksto tambalang pagmamahal sa
simuno at talata salita pagbasa
panag-uri sa
pakikipag-usap
F2PN-IVh-8.5 F2KP-IVh-5 F2PP-IVh-5 F2KM-IVh- F2EP-IVe- F2PL-0a-j-7
3.2 h-2.3 Naibabahagi
Napagsusunod- Natutukoy ang Nakapag-uuri-uri Nakasusulat Nabibigyang ang karanasan
sunod ang mga mga tunog na ng mga salita sa kabit-kabit kahulugan sa pagbasa
8
pangyayari ng bumubuo sa ayon sa na paraan ang simpleng upang
kuwentong isang klaster ipinahihiwatig ng na may graph makahikayat ng
napakinggan (salitang kaisipang tamang laki pagmamahal sa
batay sa story hiram) konseptwal at layo sa pagbasa
grammar KKPK tren isa't isa ang
KPKK nars, mga salita at
keyk pangungusap
F2PS-IVf-i- F2WG-IVg-j-8 F2KP-IVb-i- F2PP-IVf-i- F2PB-IVi- F2PY-IVi-2 F2KM-IVi- F2PL-0a-j-7
5.4 1.3 1.10 11 1.6
Nakasasali sa Nakabubuo Nakapagbibiga Nakakagamit ng Naibibigay Nababaybay Nakasusulat Naibabahagi
isang usapan nang wasto at y ng mga mga pahiwatig ang mga nang wasto ng sariling ang karanasan
tungkol sa payak na salitang upang malaman sumusuport ang mga liham na sa pagbasa
isang pangungusap magkaka ang kahulugan ang salitang may wala nang upang
napanood na na may tamang tugma ng mga salita kaisipan sa tatlo o apat padron makahikayat ng
9 patalastas o ugnayan ng paggamit ng pangunahin na apat na pagmamahal sa
palabas simuno at mga g kaisipan pantig pagbasa
panag-uri palatandaang ng tekstong batayang
nagbibigay ng binasa talasalitaang
kahulugahan pampaningin
(pormal na natutunang
depenisyon ng salita mula
mga salita) sa mga aralin
F2PN-IVj-12 F2WG-IVg-j-8 F2KP-IVd-j- F2PT-IIIi-5 F2PB-IVj- F2KM-IVj-9 F2EP-Ivj- F2PL-a-j-2
6 8 4.1
Nakapagbibigay Nakabubuo Naka Nakapag- Nakapgabib Naibibigay Nagagamit Nagagamit ang
ng sariling nang wasto at pagpapalit at uuri-uri ng igay ng ang angkop nang wasto wika bilang
hinuha sa payak na nakapagragda mga salita angkop na na salita at ayos ang tugon sa
10 napakinggang pangungusap g ng mga ayon sa pamagat sa /parirala silid-aklatan sariling
kuwento na may tamang tunog upang ipinahihiwati isang talata upang panganga pangangaila
ugnayan ng makabuo ng g na makabuo ng laga sa mga ngan at
simuno at bagong salita kaisipang isang talata kagamitang sitwasyon
panag-uri konseptwal makikikita sa
silid-aklatan
LEARNING COMPETENCY
CODE LEARNING MATERIALS
Ang Learning Materials ay naka-upload sa
*Ang mga Learning Materials na ito ay mahahanap sa mga aklat na ipinadala sa mga paaralan.
http://lrmds.deped.gov.ph/.
UNANG MARKAHAN
Una
Nagagamit ang naunang kaalaman o karanasan sa pag-unawa ng F2PN-Ia-2 1. Pagdiriwang ng Wikang Filipino 2. 2003. Pp. 2-7*
napakinggang teksto
Nagagamit ang magalang na pananalita sa angkop na sitwasyon F2WG-Ia-1 1. Landas sa Wika at Pagbasa 2. 1999. Pp. 15-16*
(pagbati)
Nahuhulaan ang pamagat batay sa pabalat ng aklat F2BPK-Ia-9 1. Filipino 3 Sagisag ng Lahi.1999. Pp.4-5.
Nasasabi ang mensaheng nais ipabatid F2PP-Ia-c-12 1. Kayamanan ng Lahi.Pagbasa 3.2000. Pp.58-60*
Nakagagawa ng pataas-pababang guhit F2PU-Ia-j-1.1 1. Pagdiriwang ng Wikang Filipino 2.2003.p.75*
2. Ang Bagong Batang Pinoy Filipino 2. 2013. p.16

LEARNING COMPETENCY
3. Landas sa Wika at PAgbasa 2. 1999. P. 68. (Letter D.)*
Napagsusunod-sunod ang mga salita batay sa alpabeto (unang F2EP-IIa-1.1 1. Pagdiriwang ng Wikang Filipino 2.2003.p.21*
dalawang letra)
Ikalawa
Nakasasagot sa mga tanong tungkol sa napakinggang kuwento F2-PN-3.1.1 1. Landas sa Wika at Pagbasa 2. 1999. Pp. 9-12 (mula sa DANE Publishing House)*
batay sa tunay na pangyayari /pabula
Nakapagpapalit at nakapagdaragdag F2KP-Ib-g-6 1. Ang Bagong Batang Pinoy.Filipino 2.2013.pp.150-152
ngmgatunogupangmakabuongbagongsalita
Nakasusunod sa nakasulat na panutong may 1- 2 hakbang F2PB-Ib-2.1 1. BALS. Ako, Kami, Tayo: Sa Landas ng Kapayapaan. 2005. (Unang Aralin lamang)
Nakagagawa ng pataas na paikot F2PU-Ia-1.2 1. Pagdiriwang ng Wikang Filipino 2.2003.p.81*
2. Ang Bagong Batang Pinoy Filipino 2. 2013. p. 33*
3. Landas sa Wika at Pagbasa 2. 1999. p. 75. (Letter D)*
Ikatlo
Nakasusunod sa napakinggang panuto (1 hakbang) F2PN-1.3 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 37-39*
2. Landas sa Wika at Pagbasa 1. 1999. pp. 76-77 (mula sa DANE Publishing House, Inc.)*
Nagagamit nang wasto ang pangngalan sa pagbibigay ng F2WG-Ic-e-2 1. Bagong Filipino 2. 2000. pp. 82-85, 102-104
pangalan ng tao, lugar at mga bagay pambalana 2. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 93-98*
3. Landas sa Wika at Pagbasa 2. 1999. p.46. (mula sa DANE Publications, Inc.)*
4. Ang Bagong Batang Pinoy Filipino 2, 2013. p. 109. (Sanayin Natin)
Napagyayaman ang talasalitaan sa pamamagitanng paghanap ng F2PT-Ic-e-2.1 1. Sibol 3.2000.Rex Book Store,Inc.p.86*
maikling salitang matatagpuan sa loob ng isang mahabang salita
Nakagagawa ng paikot pababang ikot F2PU-Ia-1.3 1. Pagdiriwang ng Wikang Filipino 2.2003.p.86*
2. Ang Bagong Baatang Pinoy 2013. p. 33
3. Landas sa Wika at Pagbasa 2. 1999. P. 75. (Letter D)*
Ikaapat
Nasasagot ang mga tanong na sino , ano, saan at bakit F2PN-Id-1.3.1 1. Filipino 2 Wika at Pagbasa. Ika-2.1992, 1996.pp.187-192*
2. PRODED FILIPINO. Pag-unawa sa Detalye. 2-A
3. PRODED FILIPINO. Pag-unawa sa Detalye. 2-B
4. PRODED FILIPINO. Pag-unawa sa Detalye. 2-C
Nagagamit nang wasto ang pangngalan sa pagbibigay ng F2WG-Ic-e-2 1. Bagong Filipino 2. 2000. Pp. 82-85, 102-104
pangalan ng tao, lugar, hayop, pangyayari at mga bagay 2. Pagdiriwang ng Wikang Filipino 2. 2003. Pp. 93-98*
3. Landas sa Wika at Pagbasa 2. 1999. P.46. (mula sa DANE Publications, Inc.)*
4. Ang Bagong Batang Pinoy Filipino 2, 2013. P. 109. (Sanayin Natin)
Nakasasagot sa mga tanong tungkol sa nabasang kuwento batay F2PB-Id-3.1.1 1. PRODED Filipino. Totoo Ba o Likhang-isip Lamang? 11-B.1997. p. 11
sa tunay na pangyayari /pabula 2. Filipino 3 Sagisag ng Lahi.1999.p.36*
3. Ang Bagong Batang Pinoy.Filipino 2.2013.pp.395-399
Nakasusulat sa kabit-kabit na paraan na may tamang laki at layo F2PU-Id-f-3.1 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.120,133-134*
sa isa't isa ang mga salita
Napagsusunod-sunod ang mga salita batay sa alpabeto (unang F2PE-Id-1.1 1. Pagdiriwang ng Wikang Filipino 2.2003.p.21*
dalawang letra)
Ikalima
Nahuhulaan ang susunod na mangyayari sa kuwento batay sa F2PN-Ie-9 1. Landas sa Pagbasa 3. 1997. Pp. 124- 129*
tunay na pangyayari/pabula
Nagagamit nang wasto ang pangngalan sa pagbibigay ng F2WG-Ic-e-2 1. Bagong Filipino 2. 2000. Pp. 82-85, 102-104
pangalan ng tao, lugar at mga bagay kasarian 2. Pagdiriwang ng Wikang Filipino 2. 2003. Pp. 93-98*
3. Landas sa Wika at Pagbasa 2. 1999. P.46. (mula sa DANE Publications, Inc.)*
4. Ang Bagong Batang Pinoy Filipino 2, 2013. P. 109. (Sanayin Natin)

LEARNING COMPETENCY
Natutukoy ang kahalagahan gamit ng malaking letra sa isang F2AL-Ie-11 1. Pag-unlad sa Wika 3.1989,1991,1994 & 1996 pp.38-41*
salita/ pangungusap
Nakasusulat sa kabit-kabit na paraan na may tamang laki at layo F2PU-Id-f-3.2 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.120,133-134*
Ikaanim
Nababasa ang mga salita sa unang kita F2PP-If-2.1 1. Filipino 2 Wika at Pagbasa. Ika-2.1992, 1996.p7*
Nagagamit ang malaki at maliit na letra at mga bantas sa F2PU-Id-f-3.3 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.120,133-134*
pagsulat ng mga parirala at pangungusap gamit ang mga salitang
natutuhan sa aralin
Naisusulat nang may wastong baybay at bantas ang mga salitang F2KM-Ig-1.2 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.154*
ididikta ng guro
Ikapito
Napagsusunod-sunod ang mga pangyayari ng kuwentong F2PN-Ig-8.1 1. Pagdiriwang ng Wikang Filipino 1. 1997. p. 184*
napakinggan batay sa larawan 2. Landas sa Wika at Pagbasa 2. 1999. pp. 64-68. (mula sa DANE Publishing House, Inc.)*
Nagagamit ang mga salitang pamalit sa ngalan ng tao F2WG-Ig-3 1. Landas sa Wika at Pagbasa 2. 1999. P. 67.(Gawin, Letter A, no. 1)*
(ako, ikaw, siya) 2. Landas sa Wika at Pagbasa 1. 1999. P. 60. (Gawin)*
Nakapagpapalit at nakapagdaragdag ng mga tunog upang makabuo F2KP-Ib-g-6 1. Ang Bagong Batang Pinoy.Filipino 2.2013.pp.150-152
ng bagong salita
Ikawalo
Napag-uugnay ang sanhi at bunga ng mga pangyayari sa F2PB-Ih-6 1. Kayamanan ng Lahi.Pagbasa 3.2000.pp127,128*
binasang talata 2. Landas sa Wika at PAgbasa 2. 1999. p. 166-167. (Pag-Usapan, Letter A)*
3.BALS. Mitsa ng Buhay, Mga Kalamidad na Gawa ng Tao. 2005
Naisusulat nang may wastong baybay at bantas ang mga salitang F2KM-Ih-1.2 1. Pagdiriwang ng Wikang Filipino 2.2003.p.154*
ididikta ng guro
Natutukoy ang mga bahagi ng aklat at ang kahalagahan ng F2EP-Ih-3 1. PRODED.Filipino.Mga Bahagi ng Aklat.12-A.1997.p.3-8
bawat isa talaan ng nilalaman indeks
may- akda tagaguhit
Ikasiyam
Nailalarawan ang mga tauhan sa napakinggang testo batay sa F2PN-Ii-j-12.1 1.Pagdiriwang ng Wikang Filipino 1. 1997. pp. 180-183*
kilos
Naipahahayag ang sariling ideya/damdamin o reaksyon tungkol F2-PS-Ig-6.1 1. Pagdiriwang ng Wikang Filipino 1, 1997. p. 184. (Gawin, Letter A)*
sa napakinggang kuwento batay sa tunay na pangyayari/pabula
Nagagamit ang mga salitang pamalit sa ngalan ng tao F2WG-Ii-3 1. Ang Bagong Batang Pinoy Filipino 2. 2013. P. 163. (Gawin Natin).
tayo, kayo, sila 2. Landas sa Wika at Pagbasa 2. 1999. p. 67. (Gawin, Letter A. no 2. And 3.)*
Naiuugnay sa sariling karanasan ang nabasang teksto F2PB-Ii-1 1. Ang Bagong Batang Pinoy.Filipino 2.2013.pp.222-225
Ikasampu
Napapalitan at nadadagdagan ang mga tunog upang makabuo ng F2KP-Ij-6 1. Filipino 2 Wika at Pagbasa. Ika-2.1992, 1996.pp.34-37*
bagong salita
IKALAWANG MARKAHAN
Una
Nakasusunod sa napakinggang panuto (1 hakbang) F2PN-IIa-1.3 1. Kayumanggi 3. 1998. pp. 14-20*
Nagagamit ang magalang na pananalita na angkop sa sitwasyon F2WG-IIa-1 1. Kayumanggi 3.1998. pp. 14-16*
pakikipag-usap sa matatanda
Nakasasagot sa mga tanong tungkol sa nabasang kuwento F2PB-IIa-b-3.1.1 1. Filipino 2 Wika at Pagbasa. Ika-2.1992, 1996.pp.12-15,22-25,30-33,38-41,45-48,148-50,152-155*
2. Pagdiriwang ng Wikang Filipino 1.1997 pp.123-124,127-128,180-183*
3. Pagdiriwang ng Wikang Filipino 2.2003.pp.165-167*
4. Landas sa Wika at Pagbasa 2. 1999.pp.4,12,52,65 (mula Dane Publishing House,Inc.)*
LEARNING COMPETENCY
5.Kayamanan ng Lahi. Pagbasa 3. 2000. p.81*
Nakasusulat sa kabit-kabit na paraan na may tamang laki at layo F2PU-Ia-3.1 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.120,133-134*
aisusulat nang may wastong baybay at bantas ang mga F2PU-Ia-3.2 1. Pagdiriwang ng Wikang Filipino 2.2003.p.150*
pangungusap na ididikta ng guro
Ikalawa
Nakasasagot sa mga tanong tungkol sa nabasang kuwento F2PB-IIa-b-3.1.1 1. Filipino 2 Wika at Pagbasa. Ika-2.1992, 1996.pp.12-15,22-25,30-33,38-41,45-48,148-50,152-155*
2. Pagdiriwang ng Wikang Filipino 1.1997 pp.123-124,127-128,180-183*
3. Pagdiriwang ng Wikang Filipino 2.2003.pp.165-167*
4. Landas sa Wika at Pagbasa 2. 1999. pp.4,12,52,65 (Dane Publishing House,Inc.)*
5. Kayamanan ng Lahi. Pagbasa 3. 2000.Christian Publishing.p.81*
Ikatlo
Nakasasagot sa mga tanong tungkol sa napakinggang F2PN-IIc-3.1.1 1. Filipino 2. 1992,1996. pp. 12-15*
kuwento/alamat
Nakapaglalarawan ng mga bagay, tao, pangyayari, at lugar F2WG-IIc-d-4 1. Landas sa Wika at Pagbasa 2. 1999. pp. 90-95*
Napapantig ang mga mas mahahabang salita F2KP-IIc-3 1. Ang Bagong Batang Pinoy.Filipino 2.2013.p.162
Nakasusunod sa nakasulat na panutong may 2- 3 hakbang F2PB-IIc-2.2
Nakasusulat sa kabit-kabit na paraan na may tamang laki at layo F2PU-IIc-3.2 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.120,174*
sa isa't isa malaki at maliit na letra ; mga salita
Ikaapat
Nailalarawan ang mga tauhan sa napakinggang kuwento batay sa F2PN-IId-12.2 1.Landas sa Wika at Pagbasa 2. 1999. pp. 90-95. (mula sa DANE Publishing House, Inc.)*
sinabi o pahayag
Nakapaglalarawan ng mga bagay, tao, pangyayari, at lugar F2WG-IIc-d-4 1. Landas sa Wika at Pagbasa 2. 1999. pp. 90-95*
Ikalima
Natutukoy ang kahalagahan gamit ng malaking letra /bantas sa F2AL-IIe-10 1. Pag-unlad sa Wika 3.1989, 1991,1994,1996.pp.180-186,155-173*
isang salita/pangungusap
Ikaanim
Nasasabi ang paksa o tema ng binasang teksto F2PB-IIf-10 1.Filipino 2 Wika at Pagbasa. Ika-2.1992, 1996.pp.222-223,225*
Nakasusulat sa kabit-kabit na paraan na may tamang laki at layo F2PU-IIf-3.2 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.120,133-134*
Nagagamit ang mga bahagi ng aklat ayon sa pangangailangan F2EP-IIf-h-5 1. Kayamanan ng Lahi 3.2000.pp. 149,150,151,152*
Ikapito
Napagsusunod-sunod ang mga pangyayari ng kuwentong F2PN-IIg-8.3 1. Landas sa Wika at Pagbasa 2. 1999. pp. 69-71(mula sa DABE Publishing House, Inc.)*
napakinggan batay sa mga pamatnubay na tanong
Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba’t F2WG-IIg-h-5 1. Ang Bagong Batang Pinoy. 2013. pp.280-285, 314-318*
ibang gawain sa tahanan, paaralan, at pamayanan 2. Bagong Filipino sa Salita at Gawa 2. 2000. pp. 184-187
3. Landas sa Wika at Pagbasa 2. 1997. pp. 108-112*
Naisasalaysay muli ang binasang teksto nang may tamang F2AL-Ii-g-5.2 1. Sibol 3.2000.Rex Book Store,Inc.pp.146-147*
pagkakasunod-sunod 2. Kayamanan ng Lahi.Pagbasa 3.2000.pp.98-99,103,104*
3. Filipino 3.Sagisag ng Lahi.1999. pp.106-108*
4. Ang Bagong Batang Pinoy.Filipino 2.2013.pp.367,369,393
Nakasusulat nang may wastong baybay, bantas at gamit ng F2KM-IIg-j-3 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.139,144*
malaki at maliit na letra upang maipahayag ang ideya, damdamin
o reaksyon sa isang paksa o isyu
Ikawalo
Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba’t F2WG-IIg-h-5 1. Ang Bagong Batang Pinoy. 2013. pp.280-285, 314-318
LEARNING COMPETENCY
ibang gawain sa tahanan, paaralan, at pamayanan 2. Bagong Filipino sa Salita at Gawa 2. 2000. pp. 184-187*
3. Landas sa Wika at Pagbasa 2. 1997. pp. 108-112.
Napag-uugnay ang sanhi at bunga ng mga pangyayari sa F2PB-Iih-6 1. PRODED Filipino. Bakit Nga Ba? 9-A-B.1997. pp. 2-3
binasang teksto 2. Ang Bagong Batang Pinoy.Filipino 2.2013.pp.344-346
3. BALS. Mitsa ng Buhay. Mga Kalamidad na Gawa ng Tao. 2005
Ikasiyam
Nahuhulaan ang susunod na mangyayari sa kuwento F2PN-IIi-9 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 190-192*
Nakapagpapalit at nakapagdaragdag ng mga tunog upang F2KP-IIi-j-6 1. Ang Bagong Batang Pinoy.Filipino 2.2013.pp.220-221;293,294,414
makabuo ng bagong salita
Ikasampu
Nasasabi ang paraan, panahon at lugar ng pagsasagawa ng kilos F2WG-IIj-6 1. Landas sa Wika 3. 1997. pp. 129-144*
o gawain sa tahanan, paaralan at pamayanan
Nakapagpapalit at nakapagdaragdag ng mga tunog upang F2KP-IIj-6 1. Ang Bagong Batang Pinoy.Filipino 2.2013.pp.220-221;293,294,414
Nakapagbibigay ng angkop na pamagat sa binasang teksto F2PB-IIj-8 1. Filipino 2 Wika at Pagbasa. Ika-2.1992, 1996.pp.168-169,171*
Ikatlong Markahan
Una
Nagagamit ang magalang na pananalita sa angkop na sitwasyon F2WG-IIIa-g-1 1. Filipino Wika at Pagbasa 2. 1992, 1996. p.18*
paghingi ng pahintulot
Nakasusulat sa kabit-kabit na paraan na may tamang laki at layo F2PU-IIIa-3.1 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.120,133-134*
sa isa’t isa
Ikalawa
Nakasasagot sa mga tanong tungkol sa napakinggang tugma F2PN-IIIb-c-3.1.1 1. Landas sa Wika at Pagbasa 2. 1999. pp. 86-87. (mula sa DANE Publishing House, Inc. )*
Nasisipi nang wasto at malinaw ang isang talata F2KM-IIIb-e-1.4 1. Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.98-101*
2. Pagdiriwang ng Wikang Filipino 2.2003.p.189*
Nakasusulat ng sariling talatang may wastong baybay, bantas at F2KM-IIIbce-3.2 1. BALS. Pinoy Kami. 2005.
gamit ng maliit at malaking letra
Ikatlo
Nakasasagot sa mga tanong tungkol sa napakinggang tula F2PN-IIIb-c-3.1.1 1. Landas sa Wika at Pagbasa 2. 1999. Pp. 86-87. (mula sa DANE Publishing House, Inc. )*
Ikaapat
Nakasusunod sa napakinggang panuto ( 1- 2 hakbang) F2PN-IIId-1.2 1. Landas sa Wika 3. 1997. Pp. 33-37. (mula sa DANE Publishing House, Inc.)*
Nagagamit ang magalang na pananalita sa angkop na sitwasyon F2WG-IIIa-g-1 1. Filipino Wika at Pagbasa 2. 1992, 1996. p.18*
pagtanggap ng paumanhin
Nasasagot ang mga tanong tungkol sa nabasang tugma/tula F2PB-IIId-3.1.11 1. Sibol 3.2000.Rex Book Store,Inc.p.79*
2. Ang Bagong Batang Pinoy.Filipino 2.2013.p.8
Ikalima
Nakasusulat sa kabit-kabit na paraan na may tamang laki at layo F2PU-IIIe-g-3.1 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.120-174*
sa isa't isa malaki at maliit na letra mga salita
Ikaanim
Nagagamit nang wasto ang talaan ng nilalaman F2EP-IIIh-2.1 1.Landas sa Pagbasa 3. 1997.p.7,8 (mula Dane Publishing House Inc.)*
Nabibigyang-kahulugan ang mga simpleng talaan F2EP-IIIh-2.1 1.Landas sa Pagbasa 3. 1997.p.7,8 (mula Dane Publishing House Inc.)*
Ikapito
Nahuhulaan ang susunod na mangyayari sa napakinggang F2PN-IIIg-9 1. Landas sa Pagbasa 3. 1997. Pp. 181-184. (mula sa DANE Publishing House, Inc.)*
tugma/tula
Nagagamit ang magalang na pananalita sa angkop na sitwasyon F2WG-IIIa-g-1 1. Filipino Wika at Pagbasa 2. 1992, 1996. p. 18*
(paghingi ng paumanhin)
LEARNING COMPETENCY
Napag-uugnay ang sanhi at bunga ng mga pangyayari sa F2PB-IIIg-6 1. BALS. Mitsa ng Buhay, Mga Kalamidad na Gawa ng Tao. 2005
binasang teksto
Nakasusulat sa kabit-kabit na paraan na may tamang laki at layo F2PU-IIIe-g-3.2 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.120,133-134*
Ikawalo
Nagagamit nang wasto ang mga pang-ukol F2WG-IIIh-i-7 1. Ang Bagong Batang Pinoy 2. 2013. Pp. 399,416-417,430-433,446
-ni/nina
-kay/kina
-ayon sa
-para sa
- ukol sa
Nabibigkas nang wasto ang mga F2KP-IIIh-1 1. Kayamanan ng Lahi.Pagbasa 3.2000. pp.24-25*
diptonggo (aw,ew, iw, ay, oy) 2. Sibol 3. 2000.Rex Book Store,Inc.p.65*
3. Ang Bagong Batang Pinoy.Filipino 2.2013.pp.326,339-340
Ikasiyam
Naibibigay ang mga sumusuportang kaisipan sa pangunahing F2PB-IIIi-11 1. Landas sa Wika at Pagbasa 2. 1999. Pp.154,156,157. (mula sa DANE Publishing House, Inc. )*
kaisipan ng tekstong binasa
Nakasusulat nang may wastong baybay, bantas, gamit F2KM-IIIi-3.1 1. Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.101,185-186*
ng malaki at maliit na letra upang maipahayag ang ideya,
damdamin o reaksyon sa isang paksa o isyu
(talata na may 3- 5 pangungusap)
Ikasampu
Nakapagpapalit at nakapagdaragdag ang mga tunog upang F2KP-IIIj-6 1. Ang Bagong Batang Pinoy.Filipino 2.2013.pp.220-221;293,294,414
IKAAPAT NA MARKAHAN
Ikalawa
Nabibigkas nang wasto ang tunog na F2KP-IVb-1.2 1. Kayamanan ng Lahi.Pagbasa 3.2000. pp.16-17. (mula sa Christian Publishing)*
kambal katinig (kl, ts, gl, pr, pl, gr)
Nababasa ang mga salitang madalas na makita sa paligid F2PP-IVb-2.1 1. Kayamanan ng Lahi.Pagbasa 3.2000. p.56. (mula sa Christian Publishing)*
Nakasusulat sa kabit-kabit na paraan na may tamang laki at layo F2PU-IVb-3 1. Pag-unlad sa Wikang Filipino 2.2003.pp.150*
sa isa't isa malaki at maliit na letra mga salita pangungusap
Nagagamit nang wasto ang Index ng aklat F2EP-IVb-5.1 1. PRODED.Filipino.Mga Bahagi ng Aklat.12-B.1997.p.8
Ikatlo
Nababasa ang mga salitang madalas na makita sa paligid F2PP-IVb-2.1 1. Kayamanan ng Lahi.Pagbasa 3.2000. p.56*
Naiuugnay ang binasa sa sariling karanasan F2PB-IVc-2.4 1. Ang Bagong Batang Pinoy.Filipino 2.2013.pp.330,331
2. BALS. Halinang Magbasa sa Ating Kalikasan. 2005. (Aralin 2 at 3)
Ikaapat
Napag-uugnay ang sanhi at bunga ng mga pangyayari sa F2PB-IVd-6 1. Landas sa Wika at Pagbasa 2. 1999.pp.166-169( mula saDane Publishing House,Inc)*
binasang teksto
Ikalama
Nabibigkas nang wasto ang tunog ng mga F2KP-IVe-1.3 1. Kayumanggi Wika 3.1998. Pp.27,28*
diptonggo (ay,ey,iy,oy, uy)
Nabibigyang-kahulugan ang mga simpleng graph F2EP-IVe-h-2.3 1. PRODED.Filipino.Larawan Din.6-C.1997.p.1-7
2. Kayamanan ng Lahi 3. Christian Publishing.2000.p.154-158*
3. Filipino: Sagisag ng Lahi 3. Abiva Publishing House Inc.p. 70-79*
4. BALS. Iilan na Lang Sila?. 2005
Ikaanim
LEARNING COMPETENCY
Nakasusulat nang may wastong baybay, bantas, gamit ng malaki F2KM-IVf-3.2 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.139,144*
at maliit na letra upang maipahayag ang ideya, damdamin o
reaksyon sa isang paksa o isyu
Ikapito
Nakabubuo nang wasto at payak na pangungusap na may F2WG-IVg-j-8 1. Ang Bagong Batang Pinoy 2. 2013. pp. 510-513
tamang ugnayan ng simuno at panag-uri sa pakikipag-usap 2. Kayumanggi 3. 1998. pp. 158-160*
3. BALS. Karapatan ng Bata, Dapat Alagaan. 2005
4. BALS. Pilipino: Dangal ng Lahing Kayumanggi. 2005
4. BALS. Kapaligiran: Pahalagahan…Pagyamanin. 2005. (Aralin 2)
5. BALS. Lakbay Alaga. 2005. Aralin 3
6. BALS. Wastong Nutrisyon: Kaagapay ng Pamilya at Hanapbuhay. 2005 (Aralin 1)
Ikawalo
Napagsusunod-sunod ang mga pangyayari ng kuwentong F2PN-IVh-8.5
napakinggan batay sa story grammar
Natutukoy ang mga tunog na bumubuo sa isang klaster (salitang F2KP-IVh-5 1. Sibol 3.2000. p.57*
hiram) KKPK tren, KPKK nars, keyk 2.Kayamanan ng Lahi.Pagbasa 3.2000. pp.16,17*
3. Kayumanggi Wika 3. 1998.pp.21-23*
Nakapag-uuri-uri ng mga salita ayon sa ipinahihiwatig ng F2PP-IVh-5
kaisipang konseptwal
Nakasusulat sa kabit-kabit na paraan na may tamang laki at layo F2KM-IVh-3.2 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.150*
sa isa't isa ang mga salita at pangungusap
Nabibigyang kahulugan ang simpleng graph F2EP-IVe-h-2.3 1. PRODED.Filipino.Larawan Din.6-C.1997.p.1-7
2. Kayamanan ng Lahi 3. Christian Publishing.2000.p.154-158*
3. Filipino: Sagisag ng Lahi 3. Abiva Publishing House Inc.p. 70-79*
4. BALS. Iilan na Lang Sila?. 2005
Ikasiyam
Naibibigay ang mga sumusuportang kaisipan sa pangunahing F2PB-IVi-11 1. Ang Bagong Batang Pinoy.Filipino 2.2013.pp.6,7;310,311
kaisipan ng tekstong binasa
Nakasusulat ng sariling liham na wala nang padron F2KM-IVi-1.6 1. Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.191,195-196,201*
2. BALS. Karapatan ng Bata, Dapat Alagaan. 2005
3. BALS. Bagong Sibol. 2005.(ikatlong aralin)
4. BALS. Kaya Mo, Kaya Ko Rin. 2005. Aralin2

BAITANG 3
PAMANTAYAN NG PROGRAMA Nagagamit ang wikang Filipino upang madaling maunawaan at maipaliwanag ang mga kaalaman sa araling pangnilalaman, magamit ang angkop at wastong salita sa
pagpapahayag ng sariling kaisipan, damdamin o karanasan nang may lubos na paggalang sa kultura ng nagbibigay at tumatanggap ng mensahe.
Sa dulo ng Baitang 3, nakakaya ng mga mag-aaral na ipakita ang kasanayan sa pag-unawa at pag-iisip sa mga narinig at nabasang teksto at ipahayag nang mabisa ang mga
PAMANTAYAN NG BAWAT YUGTO
ibig sabihin at nadarama.
Pagkatapos ng Ikatlong Baitang, inaasahang nasasabi na ng mga mag-aaral ang pangunahing diwa ng tekstong binasa o napakinngan at nakapagbibigay ng kaugnay o
katumbas na teksto, nagagamit ang mga kaalaman sa wika, nakababasa nang may wastong palipon ng mga salita at maayos na nakasulat gamit ang iba’t ibang bahagi ng
PAMANTAYAN NG BAWAT BILANG
pananalita upang maipahayag at maiugnay ang sariling ideya, damdamin at karanasan sa mga narinig at nabasang mga teksto ayon sa kanilang antas o lebel at kaugnay ng
kanilang kultura.
UNANG MARKAHAN
Pagpapa
Pakikinig Palabigka
Gramatika Kaalaman sa Pag-unlad Estratehiya halaga sa
LINGGO (Pag-unawa sa Wikang Kamalayang san at Pag-unawa Pagsulat at Komposi
(Kayarian ng Aklat at ng Talasali sa Pag- Wika, at
Napakinggan) Binibigkas Ponolohiya Pagkilala sa sa Binasa Pagbaybay syon
Wika) Limbag taan aaral Panitikan
Salita
PANGNILALAMAN
sa mapanuring pagpapahayag ng sariling ideya, ng simbolo at sa mga bahagi ibang mapalawak ang talasalitaan papaunlad iba’t ibang ibang
PAMANTAYANG
pagpapahalaga
pakikinig at pag- kaisipan, karanasan at damdamin ng mga tunog ng aklat at kasanayan na dahilan ng kasanayan at kasanayan
unawa sa kung paano upang kasanayan sa pagsulat upang sa paggamit ng
napakinggan ang ugnayan makilala at wasto at mauunawaan wika sa
ng simbolo at mabasa ang maayos na ang iba’t komunikasyon
wika mga pamilyar pagsulat ibang teksto at pagbasa ng
at di-pamilyar iba’t ibang uri
nakatutugon ideya/kaisipan/damdamin/reaksy antala at ekspresyon wastong baybay, bantas at
TATAS
F3TA-Ia-13.1 F3WG-Ia-d-2 F3AL-Ia-1.2 F3PB-Ia-1 F3PU-Ia-c- F3PL-0a-j-2
1.2
Naisasagawa Nagagamit Nahuhulaan Naiuugnay Nasisipi nang Nagagamit ang
ang maayos na ang ang ang binasa wasto at wika bilang
pagpapakilala pangngalan sa nilalaman/paks sa sariling maayos ang tugon sa
1 ng sarili pagsasalaysay a ng aklat sa karanasan isang talata sariling
tungkol sa pamamagitan pangangaila
mga tao, lugar ng pamagat ngan at
at bagay sa sitwasyon
paligid
F3PN-Ib-2 F3WG-Ia-d-2 F3KP-Ib-f-8 F3PB-Ib- F3EP-Ib-h- F3PL-0a-j-3
3.1 5
Nagagamit ang Nagagamit Natutukoy ang Nasasagot Nagagamit Naipamamalas
2
naunang ang mga salitang ang mga ang iba’t ang paggalang
kaalaman o pangngalan sa magkakatugma tanong ibang bahagi sa ideya,
karanasan sa pagsasalaysay tungkol sa ng aklat sa damdamin at
Pagpapa
Pakikinig Palabigka
Salita
pag-unawa ng tungkol sa tekstong pagkalap ng kultura ng may
napakinggang mga tao, lugar binasa tugma impormasyon akda ng
teksto at bagay sa tekstong
paligid napakinggan o
nabasa
F3PN-Ic-j- F3PS-Ib-12.5 F3AL-If-1.3 F3PT-Ic- F3PB-Ic-2 F3PU-Ia-c- F3PL-0a-j-4
3.1.1 1.4 1.2
Nasasagot ang Nagagamit ang Nababasa ang Nakakaga Nakasusunod Nasisipi nang Napapahalaga
mga tanong magalang na mga salitang mit ng mga sa nakasulat wasto at han ang mga
tungkol sa pananalita na may tatlong pahiwatig na panuto maayos ang tekstong
napakinggang angkop sa pantig pataas upang isang talata pampanitikan
kuwento sitwasyon malaman
(pagbati, ang
pakikipag– kahulugan
usap, paghingi ng mga
3
ng paumanhin) salita
paggamit
ng mga
palatan
daang
nagbibigay
ng
kahuluga
han (kasing
kahulugan)
F3PN-Ic-j- F3WG-Ia-d-2 F3KP-Id-10 F3PB-Id- F3PY-Id- F3EP-Id- F3PL-0a-j
3.1.1 3.1 2.2 6.1
Napagsusunod- Nagagamit Nahahati nang Nasasagot Nababaybay Nakakagamit Naipamamalas
sunod ang mga ang pabigkas ang ang mga nang wasto ng ang paggalang
pangyayari ng pangngalan sa isang salita tanong ang mga diksyunaryo sa ideya,
4 kuwentong pagsasalaysay ayon sa pantig tungkol sa salitang damdamin at
napakinggan sa tungkol sa tekstong natutunan sa kultura ng may
pamamagitan ng mga tao, lugar binasa aralin akda ng
larawan at bagay sa (kuwento) tekstong
paligid napakinggan o
nabasa
F3PN-Ie-5 F3WG-Ie-h-3 F3AL-Ie-14.1 F3PBH-Ie-4 F3KM-Ie- F3EP-Ib-h- F3PL-00-5
g-3 5
Naisasakilos ang Nagagamit sa Naikukumpara Nailalarawan Naka Nagagamit Nauunawaan
tulang usapan ang ang mga aklat ang mga susulat ang iba’t ang
napakinggan mga salitang sa elemento ng nang may ibang bahagi kahalagahan ng
5
pamalit sa pamamagitan kuwento wastong ng aklat sa mga nilalaman
ngalan ng tao ng (tauhan, baybay, pagkalap ng ng panitikan /
(ako, ikaw, pagkakatulad at tagpuan, bantas, at impormasyon teksto
siya) pagkakaiba banghay) gamit ng
batay sa pisikal malaki at
Pagpapa
Pakikinig Palabigka
Salita
na anyo maliit na
letra
upang
maipahaya
g ang
ideya,
damdamin
o reaksyon
sa isang
paksa o
isyu
F3PN-If-1.3 F3PS-If-12 F3WG-Ie-h-3 F3KP-Ib-f-8 F3PBH-If- F3PY-If-2.4 F3EP-If-j- F3PL-0a-j
3.2 2.4
Nakasusunod sa Nagagamit ang Nagagamit sa Natutukoy ang Nasasagot Nababaybay Nabibigyang- Naipakikita ang
panutong may 2 magalang na usapan ang mga salitang ang mga nang wasto kahulugan hilig sa pagbasa
– 3 hakbang pananalita sa mga salitang magkakatugma tanong ang mga ang isang
6 angkop na pamalit sa tungkol sa salita di- table
sitwasyon ngalan ng tao binasang kilala batay
pakikipag usap kami, tayo, tekstong sa bigkas
sa matatanda kayo at sila pang-
at hindi kakilala impormasyon
F3PN-Ig-6.1 F3KP-Ig-j-6 F3PT-Ic- F3PB-Ig- F3PU-Ig-i-4 F3EP-Id- F3PL-0a-j-7

1.5 12.1 6.1
Naisasalaysay Nakapagpapalit Nakakaga Naisasalay Nagagamit Nakagagamit Naibabahagi
muli ang at mit ng say muli ang ang malaki ng ang karanasan
napakinggang nakapagdaragd pahiwatig binasang at maliit na diksyunaryo sa pagbasa
teksto sa ag ng mga upang teksto nang letra at mga upang
tulong ng tunog upang malaman may tamang bantas sa makahikayat ng
larawan makabuo ng ang pagkaka pagsulat ng; pagmamahal sa
bagong salita kahulugan sunod-sunod mga salitang pagbasa
ng mga ng mga natutunan sa
7 salita tulad pangyayari aralin
ng parirala
paggamit pangungusap
ng mga
palatan
daang
nagbibigay
ng
kahuluga
han (kasa
lungat)
F3PN-Ic-1.4 F3PS-If-12.2 F3WG-Ie-h- F3PB-Ih-14 F3PY-Ih- F3EP-Ib-h- F3PL-0a-j-7
8 3.1 2.1 5 Naibabahagi
Naiguguhit ang Nagagamit ang Nagagamit Nakapagbibig Nababaybay Nagagamit ang karanasan

Pagpapa
Pakikinig Palabigka
Salita
mensahe ng magalang na ang panghalip ay ng wakas nang wasto ang iba’t sa pagbasa
napakinggang pananalita na bilang pamalit ng binasang ang mga ibang bahagi upang
parabula/ alamat angkop sa sa pangngalan kuwento salitang may ng aklat sa makahikayat ng
sitwasyon may tatlo o apat pagkalap ng pagmamahal sa
(panghihiram panandang na pantig impormasyon pagbasa
ng gamit) ang
(ito/iyan/iyon)
F3PN-Ic-j- F3PS-Ii-3.1 F3WG-Ie-h- F3PT-Ic- F3PB-Ii-15 F3PU-Ig-i-4 F3PL-0a-j-7
3.1.1 3.1 1.5
Nasasagot ang Naiuulat nang Nagagamit Nakakaga Nagbabago Nagagamit Naibabahagi
mga tanong ang mga ang panghalip mit ng ang dating ang malaki ang karanasan
tungkol sa naobserbahang bilang pamalit pahiwatig kaalaman at maliit na sa pagbasa
napakinggang pangyayari sa sa pangngalan upang base sa mga letra at mga upang
kuwento pamayanan (ito/iyan/iyon) malaman natuklasang bantas sa makahikayat ng
ang kaalaman sa pagsulat ng pagmamahal sa
kahulugan binasang talata pagbasa
ng mga teksto
9 salita tulad
ng
paggamit
ng mga
palatandaa
ng
nagbibigay
ng
kahuluga
han (ka
salungat)
F3PN-Ij-10 F3KP-Ig-j-6 F3PT-Ij- F3KM-Ij- F3EP-If-j- F3PL-0a-j-2
2.3 4 2.4
Nakabubuo ng Nakapagpapalit Napagya Nakasusul Nabibigyang- Nagagamit ang
isang kuwentong at yaman ang at ng kahulugan wika bilang
katumbas ng nakapagdaragd talasalitaan isang ulat ang table tugon sa
napakinggang ag ng mga sa pama tungkol sa sariling
kuwento tunog upang magitan ng isang pangangaila
10 makabuo ng paggamit pangyayari ngan at
bagong salita ng ng sitwasyon
magkasing napaking
kahulugan gan
at magka
salungat
namga
salita

IKALAWANG MARKAHAN

Gramatika Palabigkasan Kaalaman sa Pag-unlad halaga sa
LINGGO (Pag-unawa sa (Wikang Kamalayang Pag-unawa Pagsulat at Komposi sa Pag-
(Kayarian ng at Pagkilala Aklat at ng Talasali Wika, at
Napakinggan) Binibigkas) Ponolohiya sa Binasa Pagbaybay syon aaral
Wika) sa Salita Limbag taan Panitikan
Naipamamalas Naipamamalas ang kakayahan at Nauunawaan Naipamamalas Naipamamalas Naisasagawa ang Nagkakaroon Nauunawa Naipama Naipamamalas
ang kakayahan tatas sa pagsasalita at ang ugnayan ang iba’t ibang ang mapanuring pagbasa upang ng an na may malas ang ang
PANGNILALAMAN
sa mapanuring pagpapahayag ng sariling ideya, ng simbolo at kasanayan kamalayan sa mapalawak ang talasalitaan papaunlad iba’t ibang iba’t ibang pagpapaha
PAMANTAYANG
pakikinig at pag- kaisipan, karanasan at damdamin ng mga tunog upang makilala mga bahagi na dahilan ng kasanayan laga at
unawa sa at mabasa ang ng aklat at kasanayan sa pagsulat upang kasanayan sa
napakinggan mga pamilyar kung paano wasto at maunawaan paggamit ng
at di-pamilyar ang ugnayan maayos na ang iba’t wika sa
na salita ng simbolo at pagsulat ibang teksto komunikasyon
wika at pagbasa ng
iba’t ibang uri
ng panitikan
F3PN-IIa-2 F3WG-IIa-c- F3PT-IIc- F3PB-IIa-1 F3EP-IIa-d- F3PL-0a-j-2
2 1.5 5
Nagagamit ang Nagagamit ang Nakakaga Naiuugnay Nagagamit Nagagamit ang
naunang pangngalan sa mit ng ang binasa ang iba’t wika bilang
kaalaman o pagsasalaysay pahiwatig sa sariling ibang bahagi tugon sa
karanasan sa tungkol sa mga upang karanasan ng aklat sa sariling
pag-unawa ng tao, lugar, malaman pagkalap ng pangangailang
napakinggang bagay at mga ang impormasyon an at
teksto pangyayari sa kahulugan sitwasyon
paligid ng mga
salita tulad
1
ng
paggamit
ng mga
palatan
daang
nagbibigay
ng
kahuluga
han (ka
salungat)
F3PS-IIb- F3AL-IIb-1 F3PB-IIb- F3PU-IIa- F3PL-0a-j-3
12.5 e-4 1.2
Nagagamit Nahuhulaan Nailalarawan Nasisipi nang Naipamamalas
2 ang magalang ang ang wasto at ang paggalang
na pananalita nilalaman/pak elemento ng maayos ang sa ideya,
sa angkop na sa ng aklat sa kuwento isang talata damdamin at
sitwasyon pamamagitan (tauhan, kultura ng may

(pagpa ng pagtingin tagpuan, akda ng
paliwanag) sa mga banghay) tekstong
larawan napakinggan o
nabasa
F3PN-IIc-3.1.1 F3WG-IIa-c F3PP-IIc-d- F3PB-IIc-2 F3PY-IIc- F3PL-0a-j-4
2.3 2.3
Nasasagot ang Nagagamit Nababasa ang Nakasusunod Nababaybay Napapahalaga
mga tanong ang mga salitang sa nakasulat nang wasto han ang mga
tungkol sa pangngalan sa may klaster na panuto ang tekstong
napakinggang pagsasalaysay batayang pampanitikan
3
tula tungkol sa mga talasalitaan
tao, lugar ,
bagay at mga
pangyayari sa
paligid
F3PN-IId-5 F3KP-IIb-d-8 F3PP-IIc-d- FPT-IId- F3PB-I-d- F3PU-IId-4 F3EP-IIa-d- F3PL-oa-j-3

2.3 1.7 3.1 5
Naisasakilos ang Natutukoy ang Nababasa ang Nakakaga Nasasagot Nagagamit Nagagamit Naipamamalas
tulang mga salitang mga salitang mit ng ang mga ang malaki ang iba’t ang paggalang
napakinggan magkakatugma may klaster pahiwatig tanong at maliit na ibang bahagi sa ideya,
upang tungkol sa letra at mga ng aklat sa damdamin at
malaman tekstong bantas sa pagkalap ng kultura ng may
ang binasa pagsulat ng impormasyon akda ng
kahulugan tula mga parirala/ tekstong
ng mga pangungusap napakinggan o
salita tulad nabasa
ng
4
paggamit
ng mga
pala
tandaang
nagbibigay
ng
kahuluga
han
(katuturan
o
kahulugan
ng salita)
F3PS-IIb-2.5 F3WG-IIg-j-3 F3PP-IIe-g- F34AL-IIe- F3PB-IIb- F3KM- F3PL-0a-j-6
2.4 14 e-4 IIe-3.1
Naisasagawa Nagagamit sa Nababasa ang Naikokompara Nailalarawan Nakasu Naipakikita
5
ang maayos usapan ang mga salitang ang mga ang mga sulat ng ang
na mga salitang iisa ang baybay kuwento sa elemento ng talata pagtanggap sa
pagpapakilala pamalit sa ngunit pamamagitan kuwento nang may mga ideya ng

ng ibang tao ngalan ng tao magkaiba ang ng pagtatala (tauhan, wastong nabasang
(kami, tayo, bigkas ng tagpuan, baybay, teksto/akda
kayo at sila) pagkakatulad banghay) bantas at
at pagkakaiba gamit ng
malaki at
maliit na
letra
upang
maipahaya
g ang
ideya,
damdamin
o reaksyon
sa isang
paksa o
isyu
F3PN-IIf-6.4 F3PT-IIf- F3PB-IIf- F3PY-IIf- F3PL-0a-j-7
1.8 3.2 2.2 Naipakikita
Naisasalaysay Nakakaga Nasasagot Nabaybay ang hilig sa
muli ang mit ng ang mga nang wasto pagbasa sa
napakinggang pahiwatig tanong ang mga pamamagitan
teksto sa upang tungkol sa salitang ng pagpili ng
malaman binasang natutuhan sa babasahing
tulong ng ang tekstong aralin angkop sa
pamatnubay na kahulugan pang- edad
tanong ng mga impormasyon
salita tulad
6 ng
paggamit
ng mga
palatan
daang
nagbibigay
ng
kahuluga
han
(sitwasyong
pinag
gamitan)
F3PN-Iif-1.3 F3WG-IIg-j-3 F3PP-IIe-g- F3AL-IIg- F3PB-IIg- F3PL-0a-j-5
2.4 14.3 12.2 Naibabahagi
Nakasusunod sa Nagagamit sa Nababasa ang Naikokompara Naisasalaysa ang karanasan
7 panutong may 2 usapan ang mga salitang ang mga y muli ang sa pagbasa
– 3 hakbang mga salitang iisa ang baybay kuwento sa binasang upang
pamalit sa ngunit pamamagitan teksto nang makahikayat
ngalan ng tao magkaiba ang ng pagtatala may tamang ng

(kami, tayo, bigkas ng pagkakasuno pagmamahal
kayo at sila) pagkakatulad d-sunod sa sa pagbasa
at pagkakaiba tulong ng
pamatnubay
na tanong
F3PN-IIg-6.2 F3PT-IIh- F3PY-IIh- F3EP-IIh-i- F3PL-0a-j-5
2.3 2.5 2.3 Naibabahagi
Naiguguhit ang Napagyaya Nababaybay Nabibigyang- ang karanasan
mensahe ng man ang nang wasto kahulugan sa pagbasa
napakinggang talasalitaan ang mga ang upang
teksto sa salitang dayagram makahikayat
pamamagit hiram ng
8 an ng pagmamahal
paggamit sa pagbasa
ng
magkasingk
ahulugan at
magkasalun
gat ng mga
salita
F3PN-IIj-13 F3PS-IIi-3.1 F3WG-IIg-j- F3PB-IIi- F3KM- F3PL-0a-j-5
3.1 14 IIi-4 Naibabahagi
Nakabubuo ng Naiuulat nang Nagagamit ang Nakapagbibig Nakasu ang karanasan
mga tanong pasalita ang panghalip ay ng wakas sulat ng sa pagbasa
matapos mga bilang pamalit ng binasang isang ulat upang
mapakinggan nasaksihang sa pangngalan kuwento tungkol sa makahikayat
9 ang isang teksto pangyayari sa anyong ng isang ng
pamayanan (nito/niyan/ pangya pagmamahal
(noon) niyon) yaring sa pagbasa
naobserba
han sa
kapali
giran
F3PN-IIj-10 F3WG-IIg-j- F3PP-IIc-j- F3PB-IIj- F3EP-IIh-i- F3PL-0a-j-
3.1 2.3;e-g-2.4 15 2.3 Nagagamit ang
Nakabubuo ng Nagagamit ang Nababasa ang Nagbabago Nabibigyang- wika bilang
isang kuwentong panghalip mga salitang ang dating kahulugan tugon sa
katumbas ng bilang pamalit iisa ang baybay kaalaman ang graph sariling
10
napakinggang sa pangngalan ngunit base sa mga pangangailang
kuwento (nito/niyan magkaiba ang natuklasang an at
(noo / niyon) bigkas kaalaman sa sitwasyon
binasang
teksto

IKATLONG MARKAHAN

Pakikinig
halaga sa
(Pag-unawa Gramatika Palabigkasan Kaalaman Pag-unlad Estratehiya
LINGGO (Wikang Kamalayang Pag-unawa Pagsulat at Komposi Wika,
sa (Kayarian ng at Pagkilala sa sa Aklat at ng Talasali sa Pag-aaral
Binibigkas) Ponolohiya sa Binasa Pagbaybay syon Literasi at
Napakinggan) Wika) Salita Limbag taan
Panitikan
Naipamamalas Naipamamalas ang kakayahan Nauunawaan Naipamamalas Naipamamal Naisasagawa ang mapanuring Nagkakaroon Nauunawaan Naipamamalas Naipamamalas
ang kakayahan at tatas sa pagsasalita sa ang ugnayan ang iba’t ibang as ang pagbasa upang mapalawak ng papaunlad na may iba’t ang iba’t ibang ang
PANGNILALAMAN
sa mapanuring pagpapahayag ng sariling ng simbolo at kasanayan kamalayan ang talasalitaan na kasanayan ibang dahilan kasanayan pagpapahalag
PAMANTAYANG
pakikinig at ideya, kaisipan, karanasan at ng mga tunog upang makilala sa mga sa wasto at ng pagsulat upang a at
pag-unawa sa damdamin at mabasa ang bahagi ng maayos na mauunawaan kasanayan sa
napakinggan mga pamilyar at aklat at kung pagsulat ang iba’t ibang paggamit ng
di-pamilyar na paano ang teksto wika sa
salita ugnayan ng komunikasyon
simbolo at at pagbasa ng
wika iba’t ibang uri
ng panitikan
F3TA-0a-j-1 F3PA-0a-j-2 F3TA-0a-j-3 F3TA-0a-j-4
TATAS nakatutugon ideya/kaisipan/damdamin/reak antala at ekspresyon wastong baybay, bantas at
nang angkop at syon nang may wastong tono, mekaniks ng pagsulat
F3PN-IIIa-2 F3WG-IIIa- F3KP-IIIa-c- F3AL-IIIa- F3PT-IIIa- F3PB-IIIa- F3PU-IIIa- F3PL-0a-j-2
b-6 9 e-1.4 2.3 1 e-1.2
Nagagamit ang Nagagamit Nakapagbi Naibibigay Nakakagamit Naiuugnay Nasisipi nang Nagagamit
naunang ang angkop bigay ng mga ang ng pahiwatig ang sariling wasto at ang wika
kaalaman o na salitang maaaring upang karanasan sa maayos ang bilang tugon
karanasan sa pagtatanong magkaka pahina ng malaman binasa mga talata sa sariling
pag-unawa ng tungkol sa tugma aklat batay ang pangangailang
napakinggang mga tao, sa pamagat kahulugan an at
teksto bagay, lugar at pabalat ng mga salita sitwasyon
at pangyayari tulad ng
1
paggamit ng
mga
palatandaang
nagbibigay
ng
kahulugahan
(kasing
kahulugan /
kasalungat)
F3PN-IIIb-1.4 F3WG-IIIa- F3PP-IIIb-d- F3PB-IIIb- F3PY-IIIb- F3KM-IIIb- F3PL-0a-j-3
b-6 2.3 3.2 2.2/2.3 f-4.1
Nakasusunod sa Nagagamit Nababasa ang Nasasagot Nababaybay Nakasusulat Naipamamalas
panutong may 3 ang angkop mga salitang ang mga nang wasto ng isang ulat ang paggalang
– 4 hakbang na iisa ang baybay tanong ang mga tungkol sa sa ideya,
2
pagtatanong ngunit magkaiba tungkol sa salitang isang damdamin at
tungkol sa ang bigkas tekstong natutunan sa pangyayaring kultura ng
mga tao, binasa aralin/ napanood may akda ng
bagay, lugar tekstong batayang tekstong

Pakikinig
halaga sa
Panitikan
at pangyayari pang- talasalitaang napakinggan o
ano, sino, impormasyon pampaningin nabasa
saan, ilan, pagpa
kalian, ano- paliwanag
ano, sino-
sino
F3PN-IIIc- F3WG-IIIcd- F3A-IIIcj- F3PT-IIIci- F3EP-IIIc-e- F3PL-Oa-j-4
3.12 4 14.4 3.1 2.3
Nasasagot ang Nakapagla Naiku Natutukoy Nabibigyang- Naipakikita
mga tanong larawan ng kumpara ang ang kahulugan ang ang aktibong
tungkol sa mga tao, mga aklat sa kahulugan graph pakikilahok sa
napakinggang hayop, bagay pamamagita ng mga usapan at
balita/anunsyo at lugar sa n ng tambalang gawaing
3 pamayanan pagtatala ng salita na pampanitikan
pagkakatulad nananatili
at ang
pagkakaiba kahulugan
batay sa
tema
F3PN-IIId-14 F3PS-IIId- F3WG-IIIc- F3PP-IIIb-d- F3PT-IIId- F3PB-IIId- F3PU-IIId- F3PL-0a-j-3

1 d-4 2.3 h-2.1 10 2.6
Nasasabi ang Naipahahaya Nakapaglalara Nababasa ang Napagyayam Nasasabi ang Nagagamit Naipamamalas
sariling ideya g ang wan ng mga mga salitang iisa an ang paksa o tema ang malaki at ang paggalang
tungkol sa sariling tao, hayop, ang baybay talasalitaan ng binasang maliit na letra sa ideya,
tekstong opinyon o bagay at ngunit magkaiba sa pamama teksto at mga bantas damdamin at
napakinggan reaskyon sa lugar sa ang bigkas gitan ng sa pagsulat ng kultura ng
4 isang pamayanan paghanap ng mga salitang may akda ng
napakinggan maikling dinaglat tekstong
g isyu salitang napakinggan o
matatagpuan nabasa
sa loob ng
isang
mahabang
salita
F3PN-IIIe-7 F3WG-IIIe- F3KP-IIIe-g- F3AL-IIIa- F3PT-IIIe- F3PB-IIIe- F3KM-IIa- F3EP-IIIc-e- F3PL-0a-j-6
f-5 6 e-1. 1.8 11.2 e-1.2 2.3
Naibibigay ang Nagagamit Napapalitan at Nahuhulaan Nakakagamit Naibibigay Nasisipi nang Nabibigyang- Nababago ang
paksa ng ang tamang nadadagdagan ang ng pahiwatig ang mga wasto at kahulugan ang sariling
kuwento o salitang kilos/ ang mga nilalaman/pa upang sumusuporta maayos ang graph damdamin at
5 sanaysay na pandiwa sa tunog upang ksa ng aklat malaman ng kaisipan mga liham pananaw sa
napakinggan pagsasalaysay makabuo ng sa ang sa mga bagay-
ng mga bagong salita pamamagita kahulugan pangunahing bagay batay
personal na n ng ng mga salita kaisipan ng sa binasang
karanasan pahapyaw na tulad ng tekstong teksto
pagbasa paggamit ng binasa

Pakikinig
halaga sa
Panitikan
mga
palatandaang
nagbibigay
ng
kahulugahan
(sitwasyong
pinag
gamitan ng
salita)
F3PN-IIIf-12 F3PS-IIIf- F3WG-IIIe- F3PB-IIIf-8 F3KM-IIIb- F3EP-IIIf- F3PL-0a-j-7
12.6 f-5 f-4.1 4.3;i-4.4
Naibibigay ang Nagagamit Nagagamit Nakapagbibig Nakasusulat Nagagamit Naipakikita
sariling hinuha ang ang tamang ay ng ng isang ulat nang wasto ang ang hilig sa
bago, habang at magagalang salitang kilos/ angkop na tungkol sa silid-aklatan pagbasa sa
6
pagkatapos na pandiwa sa pamagat sa isang nakalimbag na pamamagitan
mapakinggang pananalita sa pagsasalaysay binasang pangyayaring kagamitan ng pagpili ng
teksto pag-anyaya ng mga teksto napanood babasahin na
personal na angkop sa
karanasan edad
F3PN-IIIg-8.2 F3WG-IIIh- F3KP-IIIe-g- F3PT-IIIg- F3PB-IIIg- F3PU-IIIg- F3PL-0a-j-5
6 6 1.10 12.3 2.6
Napagsusunod- Nagagamit Nakapagpapali Nakakagamit Naisasalaysa Nagagamit Naibabahagi
sunod ang mga nang wasto t at ng pahiwatig y muli ang ang malaki at ang karanasan
pangyayari ng ang mga nakapagdarag upang binasang maliit naletra sa pagbasa
kuwentong pang-abay na dag ng mga malaman teksto nang at mga bantas upang
napakinggan naglalarawan tunog upang ang may tamang sa pagsulat ng makahikayat
ng isang kilos makabuo ng kahulugan pagkaka mga salitang ng pagkahilig
o gawi bagong salita ng mga salita sunod-sunod dinaglat sa pagbasa
7 tulad ng
paggamit ng
mga
palatandaang
nagbibigay
ng
kahulugahan
(pormal na
depinisyon
ng salita)
F3PN-IIIh-6.3 F3WG-IIIh- F3PT-IIId- F3PB-IIIh- F3EP-IIIh-6 F3PL-Oa-j-5
6 h-2.1 6.2
Naisasalaysay Nagagamit Napagya Napag- Nagagamit ang Naibabahagi
muli ang nang wasto yaman ang uugnay ang mga ang karanasan
8
napakinggang ang mga talasalitaan sanhi at nakalarawang sa pagbasa
teksto ayon sa pang-abay na sa pamama bunga ng balangkas sa upang
kronolohikal na naglalarawan gitan ng mga pagtatala ng makahikayat
pagkakasunod- ng isang kilos paghanap ng pangyayari impormasyon o ng pagkahilig

Pakikinig
halaga sa
Panitikan
sunod o gawi maiikling sa binasang datos na sa pagbasa
salita sa loob teksto kailangan
ng isang
mahabang
salita
F3LC-IIIi-13 F3PS-IIIi- F3WG-IIIi-j- F3PT-IIIc- F3PB-IIIi- F3PU-IIIg- F3KM-IIIi- F3EP-IIIi-4.4 F3PL-0a-j-5

3.5 7 i-3.1 14 2.6 3.2
Nakapagbibigay Naiuulat Nagagamit Natutukoy Nakapagbibig Nagagamit Nakasusulat Nagagamit Naibabahagi
ng sariling nang nang wasto ang ay ng wakas ang malaki at ng talata nang wasto ang ang karanasan
wakas sa pasalita ang ang pang-ukol kahulugan ng binasang maliit na letra nang may silid-aklatan at kaalaman
napakinggang mga (laban sa, ng mga kuwento at mga bantas wastong kagamitang mula sa
kuwento napaking ayon sa, tambalang sa pagsulat ng baybay, electronic pagbasa
gang balita para sa, salita na mga salitang bantas at upang
ukol sa) nananatili dinaglat gamit ng makahikayat
9
ang malaki at ng iba na
kahulugan maliit na magbasa
letra upang
maipahayag
ang ideya,
damdamin o
reaksyon sa
isang paksa
o isyu
F3PN-IIIj-10 F3WG-IIIi-j- F3KP-IIIh-j- F3AL-IIIc- F3PB-IIIj- F3PL-0a-j-2
7 11 j-14.4 16
Nakabubuo ng Nagagamit Nagsasama Naiko Naibibigay Nagagamit
isang nang wasto ang mga kompara ang ang buod o ang wika
kuwentong ang pang-ukol katinig, patinig mga lagom ng bilang tugon
katumbas ng (laban sa, upang kuwento sa tesktong sa sariling
10 napakinggang ayon sa, makabuo ng pama binasa pangangailang
kuwento para sa , salitang magitan ng an at
ukol sa, klaster pagtatala ng sitwasyon
tungkol sa) (Hal. blusa, pagkakatulad
gripo, at
plato) pagkakaiba

IKAAPAT NA MARKAHAN

Pakikinig
halaga sa
Panitikan
Naipamamalas Naipamamalas ang kakayahan Nauunawaan Naipamamalas Naipamamal Naisasagawa ang mapanuring Nagkakaroon Nauunawaan Naipamamalas Naipamamalas
ang kakayahan at tatas at pagsasalita at ang ugnayan ang kamalayan as ang iba’t pagbasa upang mapalawak ng papaunlad na may iba’t ang iba’t ibang ang
sa mapanuring pagpapahayag ng sariling ng simbolo at sa mga bahagi ibang ang talasalitaan na kasanayan ibang dahilan kasanayan pagpapahalag
PAMANTAYANG PANGNILALAMAN
pakikinig at ideya, kaisipan, karanasan at ng mga tunog ng aklat at kung kasanayan sa wasto at ng pagsulat upang a at
pag-unawa sa damdamin paano ang upang maayos na mauunawaan kasanayan sa
napakinggan ugnayan ng makilala at pagsulat ang iba’t ibang paggamit ng
simbolo at wika mabasa ang teksto wika sa
mga komunikasyon
pamilyar at at pagbasa ng
di-pamilyar iba’t ibang uri

TATAS nakatutugon ideya/kaisipan/damdamin/reak antala at ekspresyon wastong baybay, bantas at
nang angkop at syon nang may wastong tono, mekaniks ng pagsulat
F3PN-IVa F3WG-IVab- F3PT-IVaf- F3PB-IVa- F3PU-IVa-e- F3EP-IVa-5 F3PL-Oa-j-2
3.1.3 6 2.2 3.2 1.5
Nasasagot ang Nagagamit Napagya Nasasagot Nasisipi nang Nagagamit Nagagamit
mga tanong ang angkop yaman ang ang mga wasto at pangkalahatang ang wika
tungkol sa na talasalitaan tanong maayos ang sanggunian bilang tugon
napakinggang / pagtatanong sa pamama tungkol sa mga talata batay sa sa sariling
usapan tungkol sa gitan ng tekstong pangangaila panga
mga tao, pagbubuo ng binasa ngan ngailangan at
1
hayop, bagay, mga bagong balita sitwasyon
lugar at salita mula
pangyayari sa salitang-
(ano, sino, ugat
saan, ilan,
kalian, ano-
ano, sino-
sino)
F3PN-IVb-10 F3WG-IVab- F3PT-IIIg- F3PB-IVb- F3PY-IVb-h- F3EP-IVb-i- F3PL-0a-j -3
6 1.4/1.5 2 2 4.3; 4.4
2
Nakabubuo ng Nagagamit Nakagagamit Nakasusunod Nababaybay Nagagamit Naipamamalas
isang ang angkop ng mga sa nakasulat nang wasto nang wasto ang ang paggalang

Pakikinig
halaga sa
Panitikan
kuwentong na pahiwatig na panuto ang mga silid-aklatan sa ideya,
katumbas ng pagtatanong upang salita para sa damdamin at
napakinggang tungkol sa malaman natutuhan sa nakalimbag na kultura ng
kuwento mga tao, ang aralin kagamitan at may akda ng
hayop, bagay, kahulugan electronic na tekstong
lugar at ng mga salita kagamitan napakinggan o
pangyayari paggamit ng nabasa
(ano, sino, mga
saan, ilan, palatandaang
kalian, ano- nagbibigay
ano, sino- ng
sino) kahulugahan
(context
clues)
kasingkahulu
gan/
kasalungat
F3PN-IVc-2 F3PS-IVc-1 F3WG-IVc- F3PP-IVcg-2.5 F3PB-Ivc-1 F3EP-IVc-2.3 F3PL-Oa-j -4
d-4
Nagagamit ang Naipapa Nakapagla Nababasa ang Naiuugnay Nabibigyang- Naipakikita
naunang hayag ang larawan ng mga salitang ang binasa kahulugan ang ang aktibong
kaalaman o sariling mga bagay, hiram sa sariling graph pakikilahok sa
3 karanasan sa opinyon o hayop, tao, at karanasan usapan at
pag-unawa ng reaskyon sa lugar sa gawaing
napakinggang isang pamayanan pampanitikan
teksto napaking
gang isyu
usapan
F3PN-IVd-7 F3WG-IVc- F3PT-IVd- F3PU-IVd-f- F3KM-IVd- F3EP-IVh-6 F3PL-Oa-j-3
d-4 h-3.2 4 3.1
Naibibigay ang Nakapagla Natutukoy Nagagamit Nakasusulat Nagagamit ang Naipamamalas
paksa ng larawan ng ang ang malaki at ng isang mga ang paggalang
kuwento o mga bagay, kahulugan maliit na letra talata nakalarawang sa ideya,
sanaysay na hayop, tao, at ng mga at mga bantas balangkas sa damdamin at
napakinggan lugar sa tambalang sa pagsulat ng pagtatala ng kultura ng
pamayanan salita na mga salitang impormasyon o may akda ng
4 nananatili natutunan sa datos na tekstong
ang aralin mga kailangan napakinggan o
kahulugan salitang nabasa
katutubo,
salitang
hiram at mga
salitang
dinaglat

Pakikinig
halaga sa
Panitikan
F3PN-IVe-8 F3PS-IVe- F3WG-IVe-f- F3PT-IIIg- F3PB-IV3- F3KM-IVa- F3EP-IVd-h-6 F3PL-0a-j-6
3.6 5 1.4/1.5 12.4 e-1.5
Napagsusunod- Naiuulat Nagagamit Nakagagamit Naisasalay Nasisipi nang Nagagamit ang Naipakikita
sunod ang mga nang ang mga ng mga say muli ang wasto at mga ang
pangyayari ng pasalita ang salitang kilos pahiwatig binasang maayos ang nakalarawang pagtanggap sa
kuwentong mga sa pag-uusap upang teksto nang liham balangkas sa mga ideya ng
napakinggan napanood na tungkol sa malaman may tamang pagtatala ng nabasang
patalastas iba’t ibang ang pagkaka impormasyon o akda o teksto
gawain sa kahulugan sunod-sunod datos na
5 tahanan, ng mga salita sa tulong ng kailangan
paaralan, at paggamit ng balangkas
pamayanan mga
palatandaang
nagbibigay
ng
kahulugahan
(kasing
kahulugan/
kasalungat)
F3PN-IVf-1.4 F3WG-IVe-f- F3KP-IVb-f- F3PT-IVd- F3PB-IVf- F3PY-IVb-h- F3EP-IVd-h-6 F3PL-Oa-j-7
5 6 h-3.2 14 2
Nakasusunod sa Nagagamit Nakapagpa Napagya Nakapagbi Nababaybay Nagagamit ang Naipakikita
panutong may 3 ang mga palit at yaman ang bigay ng nang wasto mga ang hilig sa
– 4 hakbang salitang kilos nakapagdarag talasalitaan wakas ng ang mga nakalarawang pagbasa
sa pag-uusap dag ng mga sa pamama binasang salita balangkas sa
tungkol sa tunog upang gitan ng kuwento natutunan sa pagtatala ng
6
iba’t ibang makabuo ng pagbubuo ng aralin/ impormasyon o
gawain sa bagong salita mga bagong batayang datos na
tahanan, salita mula talasalitaan/ kailangan
paaralan, at sa salitang- salitang
pamayanan ugat dinaglat/
salitang
hiram
F3PN-IVf-14 F3PS-IVg- F3WG-IVg- F3PP-IVc-g-2 F3AL-IVg-j- F3EP-IVb-i-4 F3PL-Oa-j -7
2.7 h-6 14
Nakapagbibigay Nagagamit Nagagamit Nababasa ang Naiko Nagagamit Naibabahagi
ng sariling ang nang wasto mga salitang kompara ang nang wasto ang ang karanasan
wakas sa magagalang ang mga hiram/natutuhan mga aklat sa silid-aklatan sa pagbasa
napakinggang na pang-abay na sa aralin pamama nakalimbag at upang
7 kuwento pananalita sa naglalarawan gitan ng electronic na makahikayat
pagtanggap ng isang kilos pagkakatulad kagamitan ng pagkahilig
ng panauhin o gawi at sa pagbasa
pagkakaiba
batay sa
pisikal na
anyo

Pakikinig
halaga sa
Panitikan
(tauhan
tagpuan
tema)
F3PN-IVh-6.6 F3WG-IVg- F3KP-IVd-h- F3PT-IVd- F3PB-IVh- F3PY-IVb-h- F3EP-IVd-h-6
h-6 9 h-3.2 13 2
Naisasalaysay Nagagamit Nakapagbi Natutukoy Nakapagb Nababaybay Nagagamit ang
muli ang nang wasto bigay ng mga ang ibigay ng nang wasto mga
napakinggang ang mga salitang kahulugan mungkahing ang mga nakalarawang
teksto sa tulong pang-abay na magkaka ng mga solusyon sa salitang balangkas sa
balangkas naglalarawan tugma tambalang suliraning natutunan sa pagkalap ng
8
ng isang kilos salita na nabasa sa aralin/ impormasyon o
o gawi nananatili isang teskto batayang kailangan
ang o napanood talasalitaan/
kahulugan salitang
dinaglat/
salitang
hiram
F3PN-IVi-16 F3PS-IVi- F3WG-IVi-j- F3KP-IVi-11 F3PB-IVi- F3EP-IVc-2.3 F3PL-0a-j -7
3.1 7 16
Natutukoy ang Naiuulat Nagagamit Napagsasama Naibibigay Nabibigyang- Naibabahagi
mahahalagang nang nang wasto ang mga ang buod o kahulugan ang ang karanasan
detalye kaugnay pasalita ang ang pang-ukol katinig at lagom ng graph sa pagbasa
9
ng paksang naobser (ukol sa, patinig upang tesktong upang
narinig bahang para sa, makabuo ng binasa makahikayat
pangyayari laban sa, salitang may ng
tungkol sa) diptonggo pagmamahal
sa pagbasa

Pakikinig
halaga sa
Panitikan
F3PN-IVd-7 F3WG-IVi-j- F3AL-IVg-j- F3PT-IVj- F3KM-IVj- F3PL-0a-j -2
7 14 1.10 3.2 Nagagamit
Naibibigay ang Nagagamit Naiku Nakagagamit Nakasusulat ang wika
paksa ng nang wasto kumpara ang ng mga ng liham bilang tugon
kuwento o ang pang-ukol mga pahiwatig panga sa sariling
sanaysay na (ukol sa, kuwento sa upang ngalakal panga
napakinggan para sa, pamama malaman ngailangan at
laban sa, gitan ng ang sitwasyon
tungkol sa) pagkakatulad kahulugan
at ng mga salita
pagkakaiba tulad ng
10 batay sa paggamit ng
pisikal na mga
anyo palatandaang
tauhan nagbibigay
tagpuan ng
tema kahulugahan
(na
depinisyon
ng salita)
LEARNING COMPETENCY
LEARNING MATERIALS
Ang Learning Materials ay naka-upload sa CODE
UNANG MARKAHAN
Una
Naisasagawa ang maayos na pagpapakilala ng sarili F3TA-Ia-13.1 1. Kayumanggi Wika 3. 1998. p. 5 (Letter B)*
2. Pagdiriwang ng Wikang Filipino 1. 1997. pp. 4-5. (Gawin, Letter A)*
Nagagamit ang pangngalan sa pagsasalaysay tungkol sa mga tao, F3WG-Ia-d-2 Landas sa Wika 3. 1997. p. 49 (Paunlarin, Letter B)*
lugar at bagay sa paligid
Naiuugnay ang binasa sa sariling karanasan F3PB-Ia-1 Sibol 3. 2000. P.40 (Pagyamanin)*
Nasisipi nang wasto at maayos ang isang talata F3PU-Ia-c-1.2 Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.96-97 (Tandaan Mo at Subukin Mo)*
Ikalawa
Nagagamit ang pangngalan sa pagsasalaysay tungkol sa mga F3WG-Ia-d-2 Landas sa Wika 3. 1997. Pp. 49 (Paunlarin, Letter B)*
tao, lugar at bagay sa paligid
Natutukoy ang mga salitang magkakatugma F3KP-Ib-f-8 Sibol 3. 2000. p.5. (GAWIN, no.6) *
Nasasagot ang mga tanong tungkol sa tekstong binasa tugma F3PB-Ib-3.1 Sibol 3. 2000. p. 4. (Unawain) *
Nagagamit ang iba’t ibang bahagi ng aklat sa pagkalap ng F3EP-Ib-h-5 1. Kayamanan ng Lahi 3.2000.pp. 149-152*
impormasyon 2. Umuunlad sa Filipino 3. 1999.pp. 173,174,175,176*
3. Filipino: Sinag ng Lahi 3. pp. 2-8*
Ikatlo
Nakakaga mit ng mga pahiwatig upang malaman ang kahulugan F3PT-Ic-1.4 Ang Bagong Batang Pinoy.Filipino 2.2013.pp.13 (Sanayin Natin)

LEARNING COMPETENCY
LEARNING MATERIALS
ng mga salita paggamit ng mga palatan daang nagbibigay ng
kahuluga han (kasing kahulugan)
Nakasusunod sa nakasulat na panuto F3PB-Ic-2 1. Kayamanan ng Lahi.Pagbasa 3.2000. pp.145-148*
2. Sagisag ng Lahi Filipino 3. 1999. pp.57-58 (Letter C at D)*
Ikaapat
Nagagamit ang pangngalan sa pagsasalaysay tungkol sa mga tao, F3WG-Ia-d-2 Landas sa Wika 3. 1997. pp. 49 (Paunlarin, Letter B)*
lugar at bagay sa paligid
Nasasagot ang mga tanong tungkol sa tekstong binasa (kuwento) F3PB-Id-3.1 Sibol 3. 2000. p.26. (Unawain)*
Nababaybay nang wasto ang mga salitang natutunan sa aralin F3PY-Id-2.2 PRODED Filipino.Katulad o Kasalungat?3C.1997
Nakakagamit ng diksyunaryo F3EP-Id-6.1 1. Landas sa Pagbasa 3. pp. 100-101 (Paggamit ng Diksyunaryo)*
2. Sining sa Pagbasa 4.p. 171 (Paunlarin ang Talasalitaan),179-180,184-186 (Hanggang C lamang)*
Ikalima
Naisasakilos ang tulang napakinggan F3PN-Ie-5
Nagagamit sa usapan ang mga salitang pamalit sa ngalan ng tao F3WG-Ie-h-3 Landas sa Wika 3. 1997. pp. 62-63(maliban sa paunlarin)(mula sa DANE Publishing House, Inc.)*
(ako, ikaw, siya)
Nailalarawan ang mga elemento ng kuwento F3PBH-Ie-4 Pagdiriwang ng Wikang Filipino 2.2003.pp.177. (Sagutin)*
(tauhan, tagpuan, banghay)
Naka susulat nang may wastong baybay, bantas, at gamit ng F3KM-Ie-g-3 1.Pag-unlad sa Wika 3.1989,1991,1994,1996. p. 41. (Subukin Mo)*
malaki at maliit na letra upang maipahayag ang ideya, damdamin 2.PRODED Filipino.Mga Sangkap sa Pagsulat.16A. 1997
o reaksyon sa isang paksa o isyu
Nagagamit ang iba’t ibang bahagi ng aklat sa pagkalap ng F3EP-Ib-h-5 1. Kayamanan ng Lahi 3.2000.p. 149-152*
impormasyon 2. Umuunlad sa Filipino 3.Esteem Enterprises. 1999.p. 173,174,175,176*
3. Filipino: Sinag ng Lahi 3. Abiva Publishing House Inc.p. 2-8*
Ikaanim
Nakasusunod sa panutong may 2 – 3 hakbang F3PN-If-1.3
Nagagamit ang magalang na pananalita sa angkop na sitwasyon F3PS-If-12 1. Pag-unlad sa Wika 3. 1989, 1991, 1994 & 1996. pp. 12(Sabihin Mo) and13 (Subukin Mo)*
pakikipag usap sa matatanda at hindi kakilala 2. Kayumanggi Wika 3. 1998. p. 17*
Nagagamit sa usapan ang mga salitang pamalit sa ngalan ng tao F3WG-Ie-h-3 Landas sa Wika 3. 1997. pp. 62-63(maliban sa paunlarin)*
kami, tayo, kayo at sila
Ikapito
Nakakaga mit ng pahiwatig upang malaman ang kahulugan ng F3PT-Ic-1.5 Ang Bagong Batang Pinoy Filipino 2. 2013. p. 205. (letter B)*
mga salita tulad ng paggamit ng mga palatan daang nagbibigay
ng kahuluga han (kasa lungat)
Naisasalay say muli ang binasang teksto nang may tamang F3PB-Ig-12.1 1. Kayamanan ng Lahi.Pagbasa 3.2000.pp.99 (letter B);102 (Gawin Ito, Pagsasanay), 104 (Pagsasanay, Letter A)*
pagkaka sunod-sunod ng mga pangyayari 2. Filipino 3.Sagisag ng Lahi.1999. pp.106-108 (maliban sa Letter B)*
Nagagamit ang malaki at maliit na letra at mga bantas sa pagsulat F3PU-Ig-i-4 BALS. Sa Likod ng Isang Awit. 2005.
ng; mga salitang natutunan sa aralin parirala pangungusap
Nakagagamit ng diksyunaryo F3EP-Id-6.1 1. Landas sa Pagbasa 3.1997.pp. 100-101 (Paggamit ng Diksyunaryo)*
2. Sining sa Pagbasa 4.pp. 171 (Paunlarin ang Talasalitaan),179-180,184-186 (Hanggang C lamang)*
Ikawalo
Nagagamit ang panghalip bilang pamalit sa pangngalan F3WG-Ie-h-3.1 1. Pag-unlad sa Wika 3. 1989, 1991, 1994 & 1996. pp. 16-18 (Maliban sa Letter C at D)*
may panandang ang (ito/iyan/iyon) 2. Kayumanggi 3. 1998. P. 87 (Pagyamanin ang Aralin)*
Nakapagbibigay ng wakas ng binasang kuwento F3PB-Ih-14 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.190-192*
2. Filipino 2 Wika at Pagbasa.1992,1996.p. 235 (Basahin at Sagutin Natin)*
3. PRODED Filipino. Ano Kaya Ang Mangyayari? 10-A-C .1997
5.Kayamanan ng Lahi.Pagbasa 3.2000. (Sagutin, Gawin Ito, Pagsasanay)*
Nababaybay nang wasto ang mga salitang may tatlo o apat na F3PY-Ih-2.1
LEARNING COMPETENCY
LEARNING MATERIALS
pantig
Nagagamit ang iba’t ibang bahagi ng aklat sa pagkalap ng F3EP-Ib-h-5 1. Kayamanan ng Lahi 3.pp. 149-152*
3. Filipino: Sinag ng Lahi 3.pp. 2-8*
Ikasiyam
Nagagamit ang panghalip bilang pamalit sa pangngalan F3WG-Ie-h-3.1 1. Pag-unlad sa Wika 3. 1989, 1991, 1994 & 1996. Pp. 16-18 (Maliban sa Letter C at D)*
(ito/iyan/iyon) 2. Kayumanggi 3. 1998. p. 87 *
Nakakaga mit ng pahiwatig upang malaman ang kahulugan ng F3PT-Ic-1.5 Ang Bagong Batang Pinoy Filipino 2. 2013. p. 205. (letter B)
mga salita tulad ng paggamit ng mga palatandaang nagbibigay
ng kahuluga han (ka salungat)
Ikasampu
Napagya yaman ang talasalitaan sa pama magitan ng paggamit F3PT-Ij-2.3 Pag-unlad sa Wika 3. 1989, 1991,1994,1996.pp.67-68 (Alamin Mo at Sabihin Mo), 73 (Alamin Mo), 75 (Subukin
ng magkasing kahulugan at magka salungat namga salita Mo)*
IKALAWANG MARKAHAN
Una
Nagagamit ang pangngalan sa pagsasalaysay tungkol sa mga F3WG-IIa-c-2 1. Landas sa Wika 3. 1997. pp. 49 (Letter B)*
tao, lugar, bagay at mga pangyayari sa paligid 2. Kayumanggi Wika 3. 1998. p. 60*
Naiuugnay ang binasa sa sariling karanasan F3PB-IIa-1
Nagagamit ang iba’t ibang bahagi ng aklat sa pagkalap ng F3EP-IIa-d-5 1. Kayamanan ng Lahi 3. 2000.pp. 149-152*
3. Filipino: Sinag ng Lahi 3.Abiva Publishing House Inc.pp. 2-8*
Ikalawa
Nagagamit ang magalang na pananalita sa angkop na sitwasyon F3PS-IIb-12.5 1. Pag-unlad sa Wika 3. 1989,1991, 1994, & 1996. pp. 7,12 (Sabihin Mo),42,45 (Sabihin Mo)*
(pagpa paliwanag) 2. Kayumanggi Wika 3. 1998. P. 16-17 *
3. Landas sa Wika 3. 1997. Pp. 35-37(Gawin at Paunlarin)(mula sa DANE Publishing Inc.)*
4. Landas sa Wika at Pagbasa 2. 1999. P. 7, 15-16 (mula sa DANE Publishing, Inc.)*
Nasisipi nang wasto at maayos ang isang talata F3PU-IIa-1.2 Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.96-97 (Subukin Mo)*
Ikatlo
Nasasagot ang mga tanong tungkol sa napakinggang tula F3PN-IIc-3.1.1
Nagagamit ang pangngalan sa pagsasalaysay tungkol sa mga F3WG-IIa-c 1. Landas sa Wika 3. 1997. pp. 49 (Letter B)*
tao, lugar , bagay at mga pangyayari sa paligid 2. Kayumanggi Wika 3. 1998. p. 60.(Roman numeral no. 1)*
Nababasa ang mga salitang may klaster F3PP-IIc-d-2.3 1. Sibol 3.2000. p.57 *
Ikaapat
Nababasa ang mga salitang may klaster F3PP-IIc-d-2.3 Sibol 3.2000. p.57 *
Nasasagot ang mga tanong tungkol sa tekstong binasa F3PB-I-d-3.1 Pag-unlad sa Wika 3. 1989, 1991,1994,1996.pp.66-67 (Sagutin Mo)*
tula
Ikalima
Naisasagawa ang maayos na pagpapakilala ng ibang tao F3PS-IIb-2.5 Landas sa Wika 3. 1997. pp. 15-18. (Gawin at Paularin)*
Ikapito
Naisasalaysay muli ang binasang teksto nang may tamang F3PB-IIg-12.2 Sibol 3 .2000. p. 118. (Unawain)*
pagkakasunod-sunod sa tulong ng pamatnubay na tanong
Ikawalo
Nabibigyang-kahulugan ang dayagram F3EP-IIh-i-2.3 1. Landas sa Pagbasa 3.1997.pp. 200-201 (Paggamit ng Grap) (Dane Publishing House Inc.)*
2. Umuunlad sa Filipino 3. 1999.pp. 179,180,181,182*
Ikasiyam
Nakapagbibigay ng wakas ng binasang kuwento F3PB-IIi-14 Pagdiriwang ng Wikang Filipino 2. 2003. pp. 191-192. (Gawin at Sulatin)*
IKATLONG MARKAHAN
LEARNING COMPETENCY
LEARNING MATERIALS
Una
Nasisipi nang wasto at maayos ang mga talata F3PU-IIIa-e-1.2 1.Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.96-97. (Subukin Mo)*
2.Landas sa Wika 3.1999. p. 195. (mula sa DANE Publishing House, Inc.)*
Ikalawa
Nagagamit ang angkop na pagtatanong tungkol sa mga tao, F3WG-IIIa-b-6 1. Pag-unlad sa Wika 3. 1989, 1991, 1994 & 1996. pp. 52 (Subukin Mo)*
bagay, lugar at pangyayari ano, sino, saan, ilan, kalian, ano- ano, 2. Landas sa Wika 3. 1997. pp. 66-69 (Maliban sa Letter B ng pahina 69)*
sino-sino
Ikatlo
Nabibigyang-kahulugan ang graph F3EP-IIIce-2.3 1. Landas sa Pagbasa 3. 1997.p. 200-201 (Paggamit ng Grap)*
2. Umuunlad sa Filipino 3.Esteem Enterprises.1999.p. 179,180,181,182*
Ikaapat
Nakapaglalarawan ng mga tao, hayop, bagay at lugar sa F3WG-IIIc-d-4 Landas sa Wika 3. 1997. p. 79 (Paunlarin, letter A)*
pamayanan
Nasasabi ang paksa o tema ng binasang teksto F3PB-IIId-10 Ang Bagong Batang Pinoy.Filipino 2.2013.pp.301-302. (Sanayin natin at Linangin Natin)
Nagagamit ang malaki at maliit na letra at mga bantas sa F3PU-IIId-2.6 Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.123-126*
pagsulat ng mga salitang dinaglat
Ikalima
Nagagamit ang tamang salitang kilos/ pandiwa sa pagsasalaysay F3WG-IIIe-f-5 Pag-unlad sa Wika 3. 1989, 1991, 1994 & 1996. Pp. 57 (Sabihin Mo. Letter B)*
ng mga personal na karanasan
Nasisipi nang wasto at maayos ang mga liham F3KM-IIa-e-1.2 1. Pag-unlad sa Wika 3.1989,1991,1994,1996.p. 195. (Letter C), 196 (Subukin Mo)*
2. Landas sa Wika 3. 1999. p. 200. (Letter B)*
Ikaanim
Naibibigay ang sariling hinuha bago, habang at pagkatapos F3PN-IIIf-12 Pagdiriwang ng Wikang Filipino 2. 2003. p. 124*
mapakinggang teksto
Nagagamit ang tamang salitang kilos/ pandiwa sa pagsasalaysay F3WG-IIIe-f-5 Pag-unlad sa Wika 3. 1989, 1991, 1994 & 1996. pp. 57 (Sabihin Mo. Letter B)*
ng mga personal na karanasan
Nakapagbibigay ng angkop na pamagat sa binasang teksto F3PB-IIIf-8 Sining sa Pagbasa 4.1998.J.C.Palabay Enterprises,Inc.pp.78-81 (Gawin Natin)*
Ikapito
Nagagamit nang wasto ang mga pang-abay na naglalarawan ng F3WG-IIIh-6 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 132-133 (Magsanay, Letter A at B)*
isang kilos o gawi 2. Kayumanggi Wika 3. 1998. pp. 140-142 (Isagawa Natin, Letter A-C)*
3. Landas sa Wika 3. 1999. pp. 131 -132 (Maliban sa Paunlarin , 137-138 (Maliban sa Paunlarin, Letter B), 142-144(
Maliban sa letter C)*
Naisasalaysay muli ang binasang teksto nang may tamang F3PB-IIIg-12.3 Sibol 3. 2000. P. 146-147 (Gawin)*
pagkaka sunod-sunod
Nagagamit ang malaki at maliit naletra at mga bantas sa F3PU-IIIg-2.6 Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.123-126*
pagsulat ng mga salitang dinaglat
Ikawalo
Nagagamit nang wasto ang mga pang-abay na naglalarawan ng F3WG-IIIh-6 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 132-133 (Magsanay, Letter A at B)*
3. Landas sa Wika 3. 1999. pp. 131 -132 (Maliban sa Paunlarin , 137-138 (Maliban sa Paunlarin, Letter B), 142-144(
Maliban sa letter C)*
Ikasiyam
Nakapagbibigay ng wakas ng binasang kuwento F3PB-IIIi-14 Sibol 3. 2000. P. 147 ( Pagyamanin)*
Nakasusulat ng talata nang may wastong baybay, bantas at F3KM-IIIi-3.2 Pag-unlad sa Wika 3.1989,1991,1994,1996.p. 101 (Subukin Mo)*
gamit ng malaki at maliit na letra upang maipahayag ang ideya,
damdamin o reaksyon sa isang paksa o isyu
Ikasampu
LEARNING COMPETENCY
LEARNING MATERIALS
Naibibigay ang buod o lagom ng tesktong binasa F3PB-IIIj-16 1. Kayamanan ng Lahi.Pagbasa 3.2000.pp.118,119*
2. Sibol 3. 2000. p. 66 (Unawain at Gawin)*
IKAAPAT NA MARKAHAN
Una
Nasasagot ang mga tanong tungkol sa napakinggang / usapan F3PN-IVa 3.1.3 Pag-unlad sa Wika 3. 1989, 1991, 1994, 1996. pp. 50*
Nagagamit ang angkop na pagtatanong tungkol sa mga tao, F3WG-IVab-6 Landas sa WIka 3. 1997. pp. 68-69. (Paunlarin, Letter A)*
hayop, bagay, lugar at pangyayari (ano, sino, saan, ilan, kalian,
ano-ano, sino-sino)
Nasisipi nang wasto at maayos ang mga talata F3PU-IVa-e-1.5 Pag-unlad sa Wika 3.1989,1991,1994,1996.pp. 96-97. (Subukin Mo)*
Landas sa Wika 3.1999. p. 195*
Ikalawa
Nagagamit ang angkop na pagtatanong tungkol sa mga tao, F3WG-IVab-6 Landas sa WIka 3. 1997. pp. 68-69 (Paunlarin, Letter A)*
hayop, bagay, lugar at pangyayari (ano, sino, saan, ilan, kalian,
ano-ano, sino-sino)
Nakagagamit ng mga pahiwatig upang malaman ang kahulugan F3PT-IIIg-1.4/1.5 BALS. May Kakayahan Ka Ba?. 2005
ng mga salita paggamit ng mga palatandaang nagbibigay ng
kahulugahan (context clues)kasingkahulugan/ kasalungat
Nakasusunod sa nakasulat na panuto F3PB-IVb- 2 Pagdiriwang ng Wikang Filipino 2. 2003. P. 40 (Sulatin)*
Ikatlo
Nagagamit ang naunang kaalaman o karanasan sa pag-unawa ng F3PN-IVc-2 1. Filipino 2. 1992, 1996. pp. 138-142*
napakinggang teksto 2.Pag-unlad sa Wika 3. p. 56*
Nakapagla larawan ng mga bagay, hayop, tao, at lugar sa F3WG-IVc-d-4 Landas sa Wika 3. 1997. p. 80 (Letter C, No. 2 )*
pamayanan
Nabibigyang-kahulugan ang graph F3EP-IVc-2.3 1. Landas sa Pagbasa 3.1997.p. 200-201 (Paggamit ng Grap)*
2. Umuunlad sa Filipino 3. 1999.p. 179,180,181,182*
Ikaapat
Nakapagla larawan ng mga bagay, hayop, tao, at lugar sa F3WG-IVc-d-4 Landas sa Wika 3. 1997. p. 80 (Letter C, No. 2)*
pamayanan
Nakasusulat ng isang talata F3KM-IVd-3.1 1. Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.96-97 (Subukin Mo)*
2. Landas sa Wika 3. 1999. p.194 (Gawin, Letter B)*
Ikalima
Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba’t F3WG-IVe-f-5 Landas sa Wika 3. 1997. pp. 116-117(Paunlarin, Letter A)*
ibang gawain sa tahanan, paaralan, at pamayanan
Nakagagamit ng mga pahiwatig upang malaman ang kahulugan F3PT-IIIg-1.4/1.5 BALS. May Kakayahan Ka Ba?. 2005
ng mga salita paggamit ng mga palatandaang nagbibigay ng
kahulugahan (kasing kahulugan/ kasalungat)
Nasisipi nang wasto at maayos ang liham F3KM-IVa-e-1.5 1. Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.195, 196 (Subukin Mo)*
2. Landas sa Wika 3. 1999. p. 200 (Letter B)((mula sa DANE Publishing House, Inc.)*
Ikaanim
Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba’t F3WG-IVe-f-5 Landas sa Wika 3. 1997. pp. 116-117. (Paunlarin, Letter A)*
ibang gawain sa tahanan, paaralan, at pamayanan
Ikapito
Nagagamit nang wasto ang mga pang-abay na naglalarawan ng F3WG-IVg-h-6 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 132-133 (Magsanay, Letter A at B)*
3. Landas sa Wika 3. 1999. pp. 131 -132 (Maliban sa Paunlarin , 137-138 (Maliban sa Paunlarin, Letter B), 142-144
(Maliban sa letter C)*
Nababasa ang mga salitang hiram/natutuhan sa aralin F3PP-IVc-g-2 1. Pagdiriwang ng Wikang Filipino 2.2003.p. 171 (Tandaan)*
LEARNING COMPETENCY
LEARNING MATERIALS
Ikawalo
Nagagamit nang wasto ang mga pang-abay na naglalarawan ng F3WG-IVg-h-6 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 132-133 (Magsanay, Letter A at B)*
3. Landas sa Wika 3. 1999. pp. 131 -132 (Maliban sa PAunlarin , 137-138 (Maliban sa Paunlarin, Letter B), 142-144
(Maliban sa letter C)*
Ikasiyam
Naibibigay ang buod o lagom ng tesktong binasa F3PB-IVi-16 1. BALS. Ang Pagsasaka. 2005. (Aralin 1)
Nabibigyang-kahulugan ang graph F3EP-IVc-2.3 1. Landas sa Pagbasa 3. 1997.pp. 200-201 (Paggamit ng Grap)*
2. Umuunlad sa Filipino 3. 1999.p. 179,180,181,182*
Ikasampu
Nakasusulat ng liham panga ngalakal F3KM-IVj-3.2 1. PRODED Filipino.Sumulat ng Liham 18C.1997

Pasig City
ENGLISH
May 2016
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 (L 2).
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
Learning requires meaning3. We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce
new concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They make
connections, anticipate possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with and study of texts. The term ‘text’ refers to any form
of written (reading and writing), oral (listening and speaking) and visual communication involving language4. The texts through which students learn about
language are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by which
learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts produced
by other people.
Successful language learning involves viewing, listening, speaking, reading and writing activities 5. 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 principles 6.
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 language 7.
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
Have sufficient facility in English to understand spoken discourse and to talk and interact with others about personal
Oral Languages in English
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.
Use sight word recognition or phonic analysis to read and understand words in English that contain complex letter
Phonic and Word Recognition
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
 Demonstrate grammatical awareness by being able to read, speak and write correctly
Grammar Awareness and Structure
 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
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.
KEY STAGE STANDARD
GRADE 10 - Students should be able to interpret, evaluate and represent information within and between
learning area texts and discourses.
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 explore and experience oral and written
texts and to communicate meanings and feelings effectively.

GRADE 2
(1st Quarter to 2nd Quarter – Oracy) Quarterly and Weekly Articulation
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards 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.

Domain
demonstrates understanding of grade level appropriate words used to
independently takes turn in sharing inter and intra personal experiences,
communicate inter- and intrapersonal experiences, ideas, thoughts,
ideas, thoughts, actions and feelings using appropriate words
Oral Language actions and feelings
demonstrates understanding of familiar literary texts and common
uses appropriate expressions in oral interpretation and familiar situations
expressions for effective oral interpretation and communication
fluently expresses ideas in various speaking tasks
demonstrates understanding of punctuation marks, rhythm, pacing,
Fluency accurately and fluently reads aloud literary and informational texts
intonation and vocal patterns as guide for fluent reading and speaking
appropriate to the grade level
demonstrates understanding of text elements to see the relationship correctly presents text elements through simple organizers to make
Listening between known and new information to facilitate comprehension inferences, predictions and conclusions
Comprehension demonstrates understanding of information heard to make meaningful uses information from theme-based activities as guide for decision making
decisions and following instructions
Alphabet demonstrates understanding of the alphabets in English in comparison to distinguishes similarities and differences of the alphabets in English and
Knowledge the alphabets of Filipino and Mother Tongue Mother Tongue/Filipino
Phonics and analyzes pattern of sounds in words for meaning and accuracy
demonstrates understanding of the relationship of phonetic principles of
Word ably reads and spells out grade appropriate regular and irregular words in
Mother Tongue and English to decode unknown words in English
Recognition English
effectively transfers the knowledge of letter-sound relationship from
Phonological demonstrates understanding of the letter-sound relationship between
Mother Tongue to English
Awareness Mother Tongue and English for effective transfer of learning
correctly hears and records sounds in words
demonstrates understanding of suitable vocabulary used in different uses familiar vocabulary to independently express ideas in speaking
Vocabulary
languages for effective communication activities
Book Knowledge demonstrates understanding about the concepts about print correctly identifies book parts and follows reading conventions

Domain
demonstrates understanding of the elements of literary and expository uses information derived from texts in presenting varied oral and written
Reading texts for creative interpretation activities
Comprehension demonstrates understanding of paragraph development to identify text
identifies correctly how paragraphs/ texts are developed
types
demonstrates understanding of the process of writing to generate and uses a variety of prewriting strategies to generate, plan, organize ideas,
Writing and express ideas and feelings make a draft for specific purposes
Composition demonstrates understanding of different formats to write for a variety of produces a variety of texts for creative, personal academic and functional
audiences and purposes purposes
demonstrates understanding of sentence construction for correct properly identifies and describes people, animals, places, things and uses
expression them in a variety of oral and written theme-based activities
demonstrates understanding of the concepts of nouns, verbs and uses pronouns and prepositions in a variety of oral and written theme-
Grammar
adjectives for proper identification and description based activities
demonstrates understanding of the concepts of pronouns and preposition shows proficiency in constructing grammatically correct sentences in
for appropriate communication different theme-based activities
demonstrates understanding of concepts about narrative and informational makes personal accounts on stories/texts as expression of appreciation to
Attitude
texts for appreciation familiar books
demonstrates understandings of useful strategies for purposeful literacy
Study Strategies Independently uses strategies in accomplishing literacy-related tasks
learning
1st Quarter (Continuation of Oracy)
Learning Competencies
WEEK LC PA BPK AK V
OL G A SS
Listening Phonological Book and Print Alphabet Vocabulary
Oral Language Grammar Attitude Study Strategy
Comprehension Awareness Knowledge Knowledge Development
EN2OL-If-j-1.3 EN2LC-Ia-j-1.1 EN2PA-Ia-c- EN2BPK-Ia-3 EN2G-Ia-e-1 EN2V-Ia-5 EN2G-Ia-e-7.4 EN2SS-Ia-e-
Talk about Listen to a 1.1 Recognize Sentences Use words that Perform 1.2
oneself and one’s variety of media Classify/Categoriz environmental  EN2G-Ia- are related to dialogues, Engage in a
1-5 family including books, e sounds heard print 1.1 self, family, drama, mock variety of ways
audiotapes (animals, Recognize school, interview, TV talk to share
EN2OL-If- videos and other mechanical, EN2BPK-Ib-c-4 sentences community, and show etc. information (e.g.
1.3.1; EN2OL- age-appropriate objects, musical Recognize the and non- concepts such as role playing,
WEEK LC PA BPK AK V
OL G A SS
Ig-1.3.1 publications and instruments, common terms in sentences the names for reporting,
Talk about one’s a. Note environment, English relating  EN2G-Ib-c- colors, shapes, summarizing,
name and other important speech) to part of book 1.4 and numbers in retelling and
personal details (e.g. cover, title Recognize both Mother show and tell)
information pertaining to EN2PA-Id-e- page, etc.) book simple Tongue and
a. character 1.2 orientation sentences English
EN2OL-Ih-j- b. settings Discriminate  EN2G-Id-e-
1.3.2 c. events sounds from a EN2BPK-Id-e-5 1.3 EN2V-Ib-c-01
Talk about one’s b. Give the background of Recognize proper Recognize Differentiate
environment correct other sounds eye movement different English words
(e.g. persons, sequence of skills (transfer kinds of from other
animals, places, three events skills) sentences languages
things, events, c. Infer the  left to right (declarative, spoken at home
etc.) character  top to interrogative and in school
feelings and bottom )
traits  return sweep EN2VD-Id-e-1
d. Identify cause Identify the
and/or effect English
of events equivalent of
e. Identify the words in the
speaker in the Mother Tongue
story or poem or in Filipino
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
WEEK LC PA BPK AK V
OL G A SS
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
EN2OL-Ia-e- EN2LC-If-1.1 EN2PA-If-1.2.1 EN2BPK-If-3 EN2AK-If-g-1 EN2G-If-g-2 EN2V-If-5 EN2A-If-j-7.4 EN2SS-If-j-1.2
1.5 Listen to a Recognize Recognize Read the Nouns Use words that Perform Engage in a
Use appropriate variety of media same/different environmental alphabets of are related to dialogues, variety of ways
expressions in including books, sounds print English EN2G-If-g-2.1 self, family, drama, mock to share
common audiotapes Recognize names school, interview, TV talk information (e.g.
situations (polite videos and other EN2PA-Ig-2.3 EN2BPK-Ig-h-4 EN2AK-Ih-j-2 people, objects, community, and show etc. role playing,
expressions, age-appropriate Distinguish Recognize the Identify letters in things and places concepts such as reporting,
greetings, publications rhyming words common terms in English that are (e.g. names of the names for summarizing,
seeking from non- English relating not present in animals, fruits, colors, shapes, retelling and
6-10
directions, EN2LC-Ig-3.16 rhyming words to part of book Mother objects in songs, and numbers in show and tell)
apologizing, Follow a set of (e.g. cover, title Tongue/Filipino stories, poems, both Mother
asking help, verbal two-step EN2PA-Ih-2.4 page, etc.) book and vice-versa nursery rhymes, Tongue and
query and directions with Supply words orientation pictures, realia English
clarification) picture cues that rhyme with and other ICT-
given words EN2BPK-Ii-j-5 based materials) EN2V-Ig-h-01
EN2LC-Ih-1.1 Recognize proper Differentiate
Activate prior EN2PA-Ii-j-2.4 eye movement EN2G-Ih-2.4 English words
knowledge based Supply rhyming skills (transfer Recognize nouns from other
WEEK LC PA BPK AK V
OL G A SS
on new words in skills) in simple languages
knowledge response to  left to right sentences spoken at home
formed spoken words  top to and in school
bottom EN2G-Ii-9.2
EN2LC-Ii-j-1.2  return sweep Recognize the EN2V-Ii-j-1
Relate use of a/an + Identify the
information and noun English
events in a equivalent of
selection to life words in the
experiences and Mother Tongue
vice versa or in Filipino
2nd Quarter (Continuation of Oracy)
WEEK LC PA BPK AK V
OL G A SS
EN2OL-IIa-e- EN2LC-IIa-b- EN2BPK-IIa-3 EN2AK-IIc-e-2 EN1G-IIa-e-3 EN2V-IIa-3 EN2A-IIa-e- EN2SS-IIa-e-
1.3 2.2 Recognize Identify letters in Verbs Sort and classify 7.4 1.2
Talk about Identify and environmental English that are familiar words Perform Engage in a
oneself and one’s discuss the print not present in EN1G-IIa-e- into basic dialogues, variety of ways
family elements of a Mother 3.4 categories drama, mock to share
story (theme, EN2BPK-IIb-c- Tongue/Filipino Recognize (colors, shapes, interview, TV talk information (e.g.
 EN2OL-IIa- setting, 4 and vice-versa common action foods, etc.) show etc. role playing,
b-1.3.3 characters, and Recognize the words in reporting,
Talk about events) common terms in EN2AK-IIa-e-3 retelling, EN2V-IIb-c- summarizing,
1-5 one’s English relating Give the conversation, etc. 12.1 retelling and
activities/res EN2LC-IIa-j- to part of book beginning letter Determine the show and tell)
ponsibilities 1.1 (e.g. cover, title of the name of meaning of
at home and Listen to a page, etc.) book each picture words using clues
in school variety of media orientation (Total Physical
and including books, Response
community audiotapes EN2BPK-IId-e- through realia,
 EN2OL-IIc- videos and other 5 pictures, body
d-1.3.4 age-appropriate Recognize proper movements,
Talk about publications and eye movement context clues

WEEK LC PA BPK AK V
OL G A SS
topics of a. Note skills (transfer etc.)
interest important skills) EN2V-IId-e-6
(likes and details  left to right Derive meaning
dislikes) pertaining to  top to from repetitive
a. character bottom language
b. settings  return sweep structures
c. events
b. Give the
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

WEEK LC PA BPK AK V
OL G A SS
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
EN2OL-IIf- EN2LC-IIf-g- EN2PA-IIf-2.3 EN2BPK-IIf-3 EN2AK-Iif-j-2 EN2G-IIf-j-5 EN2V-IIf-g-3 EN2A-IIf-j-7.4 EN2SS-IIf-j-
1.17.2 2.2 Distinguish Recognize Identify letters in Adjectives Sort and classify Perform 1.2
Ask simple Identify and rhyming words environmental English that are familiar words dialogues, Engage in a
questions discuss the from non- print not present in EN2G-IIf-j-5.1 into basic drama, mock variety of ways
elements of a rhyming words Mother Recognize categories interview, TV talk to share
EN2LC-IIg-3.6 story (theme, EN2BPK-IIg-h- Tongue/Filipino descriptions of (colors, shapes, show etc. information (e.g.
Follow one-to- setting, EN2PA-IIg-h- 4 and vice-versa people, objects, foods, etc.) role playing,
two step characters, and 2.4 Recognize the things and places reporting,
directions events) Supply words common terms in (color, shape, EN2V-IIh-i- summarizing,
that rhyme with English relating size, height, 12.1 retelling and
EN2OL-IIh- EN2LC-IIh-i- given words to part of book weight, length, Determine the show and tell)
1.17.1 2.1 (e.g. cover, title distance, etc.) meaning of
6-10
Give one-to-two Ask and answer EN2PA-IIi-j- page, etc.) book words using clues
step directions simple questions 2.4 orientation (Total Physical
(who, what, Supply rhyming Response
EN2OL-IIi-j- where, when, words in EN2BPK-IIi-j-5 through realia,
1.6 why, and how) response to Recognize proper pictures, body
Recite about text spoken words eye movement movements,
memorized listened to skills (transfer context clues etc.
verses, short skills)
poems, and EN2LC-IIj-2.5  left to right EN2V-IIj-6
rhymes Validate ideas  top to Derive meaning
made after bottom from repetitive
listening to a  return sweep language
WEEK LC PA BPK AK V
OL G A SS
story structures
(3rd Quarter to 4th Quarter – Beginning Reading and Writing) Quarterly and Weekly Articulation
The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
Grade Level Standards 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 V SS
WEEK Listening Reading Writing/ Phono Book and Phonics F S G Vocabulary A
Oral Alphabet Study
Language
Comprehen Comprehen Compo logical Print
Knowledge
and Word Fluency Spelling Grammar Develop Attitude Strategy
sion sion sition Awareness Knowledge Recognition ment
EN2OL- EN2LC- (Note: The EN2WC- EN2PA- EN2BPK- EN2AK- EN2G- EN2V- EN2A- EN2SS-
IIIa-b-3.3 IIIa-2.4 text that IIIa-c-1 IIIc-e-6.2 IIIa-1 IIIa-1.1 IIIa-c-1 IIIa-b- IIIa-e-1 ; IIIa-d-1.1
Talk about Use an they will Participate Produce Discuss the Give the Sentences 13.1 Participate/ Follow
texts understandi read should in speech illustrations beginning Give the engage in a instructions
1-3
identifying ng of be generating sounds on the sound of EN2G- meaning of read-along orally given
major characters, controlled ideas (sounds cover and each IIIa-1.1 words used of texts
points and incidents depending through and letter predict consonant Distinguish in stories (e.g.
key themes and on the PWR prewriting names) what the (m,s, f, t, sentences presented poetry,

Oral Alphabet Study
Language
Knowledge
settings to lesson.) activities story may h) from non- through repetitive
EN2OL- make Show be about sentences real text)
IIIc-d-1.2 predictions understandi EN2AK- objects,
Participate ng of a EN2BPK- IIIb-1.2 EN2G- illustrations
in choral EN2LC- story IIIa-b-4 Give the IIIb-1.3 ,
speaking IIIa-j-1.1 listened to Identify the beginning Use demonstrati
and echo Listen to a through the common sound of different on and
reading of variety of following terms in each kinds of context
short media writing English consonant sentences: clues
poems, including activities: relating to (c, r, n,b, declarative
rhymes and books, EN2WC- part of g, p) (telling) EN2V-
stories with audiotapes IIIb-1.9 book (e.g. and IIIc-13.1
repeated videos and a. Writing cover, title EN2AK- interrogativ Recognize
patterns other age- a phrase page, etc.) IIIc-1.2 e(asking) that some
and appropriate or Give the words
refrains in publications sentence EN2BPK- beginning EN2G- mean the
English and about an IIIb-2 sound of IIIc-1.6 same
a. Note illustrati Identify each Recognize (synonyms)
importan on title, author consonant punctuation
t details EN2WC- and book (d, j, w, v, marks EN2V-
pertainin IIIc-1.10 illustrator z, y) (period, IIIc-d-
g to b. Completi and tell question 13.2
a. ng a what they EN2AK- mark) Recognize
characte Lost and do IIIa-c-1.2 that some
r Found Name the words have
b. settings Poster pictures opposite
c. events EN2WC- that begin meaning
b. Give the IIIc-1.11 its name (antonyms)
correct c. Filling in with a
sequenc blanks in particular
e of a letter consonant
three EN2WC-
events IIIc-1.12 EN2AK-
c. Infer the d. Drawing IIIa-c-4
characte and Give the
r feelings writing beginning
and some consonant
traits words sound of
d. Identify on a the name
cause birthday of each
and/or card picture
effect of EN2WC-
events IIIc-1.13
e. Identify e. Writing
Oral Alphabet Study
Language
Knowledge
the some
speaker words
in the about a
story or characte
poem r
EN2OL- f. Predict EN2RC- EN2PA- EN2PWR- EN2F- EN2S- EN2G- EN2V-
IIIe-f-1.1 possible IIId-e- IIIf-h-6.3 IIIc-d-3 IIIa-b- IIId-j-3 IIId-f-2 IIId-j-20
Listen and ending 2.10 Produce Read words 2.11 Spell words Nouns Give the
respond to of a Note details the sounds with short Read aloud with short Give meaning of
texts to story in of English e sound in phrases, e sound in naming short e
clarify read sentences letters CVC sentences CVC words for words
meanings g. Relate and stories using the pattern and stories pattern persons,
heard while story (controlled letter (e.g. pen, consisting places,
drawing on events words, sounds of men, . . .) of short e EN2S- things
personal to one’s short e, a.. Mother words with IIId-j-4
experiences experien .) that they Tongue as EN2PWR- appropriate Spell words EN2G-
ce read reference IIId-f-9 speed, with short e IIId-2.4
h. Discuss, Read some accuracy and a Use
illustrate EN2RC- the sight and proper sound in common
, IIId-e-2.4 words expression CVC nouns in
dramatiz Identify the pattern simple
e basic EN2PWR- sentences
specific sequence IIId-f-7.1 EN2G-
events of events Match the IIIf-9.2
4-6 i. Identify and make picture with Use the use
the relevant its of a/an +
problem predictions and sight noun
and about word
solution stories
j. Retell a EN2PWR-
story EN2RC- IIId-f-10
listened IIIf-h- Read short
to 2.17 phrases
Answer consisting
EN2LC- questions of short e
IIIb-c-2.5 to clarify words and
Use an understandi Some sight
understandi ng before, words
ng of during and
incidents, after EN2PWR-
characters reading IIIg-h-11
and Read short
settings to phrases
validate and
Oral Alphabet Study
Language
Knowledge
predictions sentences
consisting
EN2LC- of short e
IIId-e-2.4 words and
Use the sight
personal words.
experiences
to make EN2PWR-
predictions IIIi-j-12
about text Read a
viewed and short story
listened to consisting
of short e
EN2LC- words and
IIIf-g- sight words
3.15
Recognize
the
difference
between
“made-up”
and “real”
in) texts
listened to
EN2G-
IIIg-h-3
EN2LC-
EN2OL- Verbs
IIIh-3.1
IIIg-1.16;
Identify
Create and EN2G-
important
participate IIIg-3.1
details in
in oral Identify
expository
dramatic action
text
activities words
listened
7-10
EN2G-
EN2LC-
EN2OL- IIIh-3.4
IIIi-j-2.6
IIIh-j-1.6 Use
Retell
Dramatize common
and/or
familiar action
reenact
stories, words in
events
rhymes and retelling,
from a
poems conversatio
story
ns, etc.

4th Quarter (Beginning Reading and Writing)
Oral Alphabet Study
Language
Compre Compre Compo logical Print
Knowledge
hension hension sition Awareness Knowledge Recognition ment
EN2OL- EN2LC- (Note: The EN2WC- EN2PA- EN2BPK- EN2PWR- EN2F-IVa- EN2S- EN2G- EN2V- EN2A- EN2SS-
IVa-b-3.3 IVa-b-2.4 text that IVa-c-1 IVa-b-3.1 IVa-b-4 IVa-c-1 d-4 IVa-e-2 IVa-f-4 IVa-e-21 IVa-e-1 IVa-b-2
1 Talk about Use an they will Participate Demonstrat Identify the Read short Read Spell words Pronouns Give the Participate/ Arrange
texts understandi read should in e the common a words in phrases, with short e meaning of engage in a words
identifying ng of be generating concept of terms in CVC sentences and a  EN2G- short a read-along alphabetical
major characters, controlled ideas word by English pattern and stories sound in IVa-b- words of texts ly by the 1st
points and incidents depending through dividing relating to (cat, man, consisting CVC 4.2.1 (e.g. letter
key themes and on the PWR prewriting spoken part of bag) of short a pattern Use EN2V- poetry,
settings to lesson.) activities sentences book (e.g. words and (see PWR) personal IVa-e-22 repetitive
make  EN2WC- in English cover, title EN2PWR- some sight pronouns Give the text)
2 predictions EN2RC- IVa-1.1 into page, etc.) IVa-c-2.9 words with EN2S- (e.g. I, meaning of
IVa-2.2 brainstor individual book ori Match appropriate IVa-e-3 you, he, 2-syllable
State ming words entation pictures speed, Spell words she, it, words with
details of  EN2WC- with short accuracy with short we, they) short e and
text during IVb-1.2 a words and proper e, a and i in a sounds
and after webbing expression sound in dialogues
reading)  EN2WC- CVC
EN2OL- EN2LC- EN2RC- IVc-1.3 EN2PA- pattern EN2G- EN2SS-
IVc-d-1.2 IVc-d-2.5 IVc-3.1.3 drawing IVc-d-6.2; (see PWR) IVc-d- IVc-d-3
Participate Use an Give the Produce 4.2.3 Interpret
in choral understandi sequence speech EN2S- Use simple
3 speaking ng of of three sounds IVa-e-3.1 demonstrati maps of
and echo incidents, events in (sounds Spell 2- ve unfamiliar
reading of characters stories read and letter syllable pronouns places,
short and names) words with (this/that, signs and
poems, settings to EN2RC- EN2WC- EN2PWR- short e, a these/ symbols
rhymes and validate IVd-2.8 IVd-g-1.6 IVd-13 and i sound those)
stories with predictions Infer/ Express Differentiat in CVC
repeated predict idea e and read pattern
4 patterns outcomes through correctly (see PWR)
and illustrations the short e
refrains in or and a
English storyboard words
EN2OL- EN2LC- EN2RC- EN2PA- (pan- pen,
IVe-1.1 IVe-f-2.4 IVe-2.16 IVe-f-6.3 man-men,
Listen and Use Use clues Produce tan-iten
5 respond to personal to make the sounds etc.)
texts to experiences and justify of English
clarify to make predictions letters EN2PWR-

Oral Alphabet Study
Language
Knowledge
meanings predictions before, using the IVd-14
heard while about text during and letter Write the
drawing on viewed and after sounds of names of
personal listened to reading Mother pictures
experiences (titles, Tongue as with the
pictures,) reference short a, e
words.
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
EN2OL- EN2PWR- EN2F-IVf-
IVf-g- IVf-15 4.1
1.16 Read 2- Read
Create and syllable phrases,
participate words sentences
in oral consisting and stories
dramatic of short e consisting
activities and a of short e,
6 (basket, a, and i
magnet, .. words and
.). some sight
words with
appropriate
speed,
accuracy
and proper
expression

Oral Alphabet Study
Language
Knowledge
EN2LC- EN2PWR- EN2F- EN2G- EN2V-
IVg-3.15 IVg-h-16 IVg-j-4.2 IVg-h-7 IVg-21
Recognize Read short Read Prepositio Give the
the i words in phrases, ns meaning of
difference CVC sentences EN2G- short i
between pattern and stories IVg-i-7.3 words
“made-up” (pin, big, fit consisting Use the
and “real” . . .) of 2- most
in) texts syllable frequently
7 listened to EN2PWR- short e, a, occurring
IVg-h-2.8 and i words preposition
Match and some (e.g. on,
pictures sight words over,
with short i with under, to,
words appropriate from,
speed, above,
EN2PWR- accuracy etc.)
IVh-17.2 and proper
Differentiat expression
EN2OL- EN2LC- e and read EN2V- EN2SS-
IVh-j-1.6 IVh-3.1 correctly IVh-j-22 IVh-1.2
Dramatize Identify the short e, Give the Interpret
familiar important a and i meaning of pictographs
8 stories, details in words 2-syllable
rhymes and expository (pan- pen- words with
poems text pin, bag- short e , a
listened beg-big) and i
EN2LC- EN2PWR- sounds
IVi-j-2.6 IVi-14.1 EN2G-
Retell Write the IIIi-j-5 ;
and/or names of Adjectives
reenact pictures
events with the EN2G-
from a short a, e IIIi-j-5.1
story and i Describe
9 words. people,
EN2LC- objects,
IIa-j-1.1 EN2PWR- things and
Listen to a IVi- places
variety of 10.1.1- using
media Read simple
including phrases, adjectives
books, short (color,
audiotapes sentences shape, size,
Oral Alphabet Study
Language
Knowledge
videos and and short height,
other age- stories weight,
appropriate consisting length,
publications of short e, distance,
and a and i etc.)
a. Note words and
importa the Who,
nt What and
details Where
pertaini questions
ng to about them
a. EN2PWR-
charact IVj-15.2
er Read 2-
b. syllable
settings words
c. consisting
events of short a,
b. Give e and i
the words
correct (pigpen,
sequen magnet . .
ce of .)
three
events EN2PWR-
IVj-2.8
Match the
10 c. Infer 2-syllable
the words with
charact the correct
er pictures
feelings
and EN2PWR-
traits IVj-18
d. Identify Write
cause correctly
and/or the 2-
effect syllable
of words that
events name the
e. Identify pictures
the
speaker EN2PWR-
in the IVj-
Oral Alphabet Study
Language
Knowledge
story or 10.1.2-
poem Read
f. Predict phrases,
possible sentences
ending and short
of a stories
story consisting
read of two
g. Relate syllable
story words and
events the
to one’s questions
experie about them
nce
h. Discuss
,
illustrat
e,
dramati
ze
specific
events
i. Identify
the
proble
m and
solution
j. Retell a
story
listened
to
Grade 2 Tagged Materials
LEARNING COMPETENCY
LEARNING MATERIALS
Learning Materials are uploaded at CODE
*These materials are in textbooks that have been delivered to schools.
http://lrmds.deped.gov.ph
OL – Oral Language
1Q
Talk about oneself and one’s family 2. BEAM ENG1 Module 1 – Expressions. 2009.
EN2OL-If-j-1.3 3. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
4. BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
LEARNING COMPETENCY
LEARNING MATERIALS
5. BEAM ENG2 Module 5 – Getting the Main Idea.
6. BEAM ENG2 Qrt1 Mod1 – How Do I See Myself?
7. BEAM ENG 3 Module 5 – Noting Details.
8. UnionBank English. Grade 2. Unit 1. Lesson 34.
9. UnionBank English. Grade 2. Unit 2. Lesson 1, 5.
10. *English Expressways 1. 2010. pp 16-29.
11. *English for You and Me 3 (Reading). 2011. pp 41-42.
Talk about one’s name and other personal information 1. BEAM ENG1 Module 1 – Expressions. 2009.
EN2OL-If-g-1.3.1
Talk about one’s environment (e.g. persons, animals, 1. UnionBank English. Grade 2. Unit 3. Lesson 9.
EN2OL-Ih-j-1.3.2
places, things, events, etc.) 2. *English Expressways 1. 2010. pp 224-227.
Use appropriate expressions in common situations (polite 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
expressions, greetings, seeking directions, apologizing, 2. BEAM ENG1 Module 1 – Expressions. 2009.
asking help, query and clarification) 3. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
EN2OL-Ia-e-1.5 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.
7. English (Learner’s Material) 2. 2013. pp 51-52.
2Q
Talk about oneself and one’s family 1. BEAM ENG1 Module 1 – Expressions. 2009.
2. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
4. BEAM ENG2 Module 5 – Getting the Main Idea.
5. BEAM ENG2 Qrt1 Mod1 – How Do I See Myself?
EN2OL-IIa-e-1.3
6. BEAM ENG 3 Module 5 – Noting Details.
8. UnionBank English. Grade 2. Unit 2. Lesson 1, 5.
 Talk about one’s activities/responsibilities at home 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
and in school and community EN2OL-IIa-b-1.3.3 2. UnionBank English. Grade 2. Unit 2. Lesson 2.
 Talk about topics of interest (likes and dislikes) 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
2. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
EN2OL-IIc-d-1.3.4
3. BEAM ENG2 – Perceiving Relationships. 2009.
Ask simple questions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
EN2OL-IIf-1.17.2
2. BEAM ENG1 Module 1 – Expressions. 2009.
Follow one-to-two step directions 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
EN2OL-IIg-3.6 2. BEAM ENG1 Module 1 – Expressions. 2009.
3. BEAM ENG1 Module 3 – Directions. 2009.
LEARNING COMPETENCY
LEARNING MATERIALS
4. BEAM ENG1 Module 2 – Commands and Directions. 2009.
5. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
6. BEAM-DLP3 Module 48 – Following Two-step Directions. 2009.
7. *English Expressways 1. 2010. pp 9.
Give one-to-two step directions 1. BEAM ENG1 Module 3 – Directions. 2009.
EN2OL-IIh-1.17.1
2. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
Recite memorized verses, short poems, and rhymes 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
EN2OL-IIi-j-1.6 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 short BEAM-DLP 3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and
EN2OL-IIIc-d-1.2
poems, rhymes and stories with repeated patterns and Rhythm.
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 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
EN2OL-IIIh-j-1.6
2. BEAM ENG2 – Sequencing Events. 2009.
4Q
Participate in choral speaking and echo reading of short BEAM-DLP 3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and
poems, rhymes and stories with repeated patterns and EN2OL-IVc-d-1.2 Rhythm.
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 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
EN2OL-IVh-j-1.6
LC – Listening Comprehension
1Q
Listen to a variety of media including books,
1. BEAM ENG1 Module 8 – Noting Details. 2009.
audiotapes videos and other age-appropriate
2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
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
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 EN2LC-Ia-j-1.1
m. Infer the character feelings and traits
n. Identify cause and/or effect of events
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, 315-318,
p. Predict possible ending of a story read
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
LEARNING COMPETENCY
LEARNING MATERIALS
t. Retell a story listened to
Follow a set of verbal two-step directions with picture 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
cues 2. BEAM ENG1 Module 1 – Expressions. 2009.
EN2LC-Ib-3.16 3. BEAM ENG1 Module 2 – Commands and Directions. 2009.
EN2LC-Ig-3.16 4. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
5. BEAM-DLP 3 Module 57 – Giving Short Commands or Directions.
2Q
Identify and discuss the elements of a story (theme, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2LC-IIa-b-2.2
setting, characters, and events) 2. BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.
Listen to a variety of media including books, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
audiotapes videos and other age-appropriate 2. BEAM ENG1 Module 9 – Sequencing Events. 2009.
publications and 3. BEAM ENG2 Module 6B Using -ing Form of the Verb. 2009.
a. 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.
a. Give the correct sequence of three events 8. UnionBank English. Grade 2. Unit 2. Lesson 3, 7, 8, 32, 39.
EN2LC-IIa-j-1.1
b. Infer the character feelings and traits 9. UnionBank English. Grade 2. Unit 3. Lesson 26.
c. Identify cause and/or effect of events 10. UnionBank English. Grade 2. Unit 4. Lesson 1, 21, 23, 25, 31.
d. Identify the speaker in the story or poem 11. English (Learner’s Material). Grade 2. 2013. pp 20-23, 38-40, 56-64, 127-128, 315-318,
e. Predict possible ending of a story read 410-412.
f. Relate story events to one’s experience 12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
g. Discuss, illustrate, dramatize specific events 13. *English for You and Me 3 (Reading).2011. pp 4, 8, 10-11, 21, 22.
h. Identify the problem and solution
i. Retell a story listened to
Ask and answer simple questions (who, what, where, 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
when, why, and how) about text listened to 2. BEAM ENG1 Module 1 – Expressions. 2009.
3. BEAM ENG2 Module 2 – Intonation and Expressions. 2009.
EN2LC-IIc-2.1
6. *English Expressways 1. 2010. pp 202-208, 212-217.
Identify and discuss the elements of a story (theme, 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2LC-IIf-g-2.2
setting, characters, and events) 2. BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.
Ask and answer simple questions (who, what, where, 1. BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
when, why, and how) about text listened to 2. BEAM ENG1 Module 1 – Expressions. 2009.
3. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
EN2LC-IIh-i-2.1
4. BEAM ENG1 Module 8 – Noting Details. 2009.
5. BEAM-DLP3 Module 56 – Asking Wh-Questions.
6. *English Expressways 1. 2010. pp 202-208, 212-217.
7. Let’s Begin Reading in English 2. 2013. pp 24-27.
LEARNING COMPETENCY
LEARNING MATERIALS
3Q
k. Note important details pertaining to 4. BEAM ENG2 Module 7 – Organizing Ideas. 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.
EN2LC-IIIa-j-1.1
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, 56-64, 127-128, 315-318,
p. Predict possible ending of a story read 410-412.
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.
Recognize the difference between “made-up” and “real” 1. UnionBank English. Grade 2. Unit 3. Lesson 11.
EN2LC-IIIf-g-3.15
in) texts listened to 2. English (Learner’s Material) 2. 2013. pp 274-277.
Retell and/or reenact events from a story 1. BEAM ENG2 – Sequencing Events. 2009.
2. English (Learner’s Material) 2. 2013. pp 315-318, 410-412.
EN2LC-IIIi-j-2.6
4Q
Recognize the difference between “made-up” and “real” 1. English (Learner’s Material) 2. 2013. pp 274-277
EN2LC-IVg-3.15
in) texts listened to 2. English for You and Me 3 (Reading). 2011. pp 156-161
Retell and/or reenact events from a story 1. BEAM ENG2 – Sequencing Events. 2009.
EN2LC-IVi-j-2.6
k. Note important details pertaining to 4. BEAM ENG2 Module 7 – Organizing Ideas. 2009.
c) events EN2LC-IIa-j-1.1 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, 56-64, 127-128, 315-318,
p. Predict possible ending of a story read 410-412.
q. Relate story events to one’s experience 12. English (Teacher’s Guide). Grade 2. 2013. pp 44-46, 127-130.
LEARNING COMPETENCY
LEARNING MATERIALS
r. Discuss, illustrate, dramatize specific events 13. *English for You and Me 3 (Reading). 2011. pp 4, 8, 10-11, 21, 22.
RC – Reading Comprehension
3Q
Identify the basic sequence of events and make relevant 1. BEAM ENG2 – Sequencing Events. 2009.
EN2RC-IIId-e-2.4
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, during *English for You and Me 3 (Reading). 2011. pp 16-17, 37-38, 45-46, 52-53, 70-72, 78-80,
EN2RC-IIIf-h-2.17
and after reading 106-107, 120-123, 128-131, 140-141, 151-152, 156-158, 162-168.
4Q
Give the sequence of three events in stories read 1. BEAM ENG2 – Sequencing Events. 2009.
EN2RC-IVc-3.1.3
2. *English for You and Me 3 (Reading). 2011. pp 87-91, 103, 106-110.
Infer/ predict outcomes 1. *English for You and Me 3 (Reading). 2011. pp 132-133, 138.
EN2RC-IVd-2.8
Use clues to make and justify predictions before, during *English for You and Me 3 (Reading). 2011. pp 138.
EN2RC-IVe-2.16
and after reading (titles, pictures,)
WC – Writing/ Composition
4Q
Participate in generating ideas through prewriting
EN2RC-IVa-c-1
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, mechanical, 2. BEAM ENG1 Module 3A – Sounds like Science.
objects, musical instruments, environment, speech) EN2PA-Ia-c-1.1 3. English (Learner’s Material). Grade 2. 2013. pp. 2-15.
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 1. BEAM ENG1 Module 5 – All About Rhymes 2009.
2. BEAM ENG2 Module 4 – Rhymes. 2009.
EN2PA-Ig-2.3 3. *English Expressways 1.2010. pp. 51.
4. English (Learner’s Material). Grade 2. 2013. pp. 41-50, 181-182, 398.
5. Let’s Begin Reading in English 2.2013. pp 49-56.
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 2. BEAM ENG1 Module 5 – All About Rhymes 2009.
EN2PA-IIf-2.3
4. *English Expressways 1.2010. pp. 51.
5. English (Learner’s Material). Grade 2. 2013. pp. 41-50, 181-182, 398.
LEARNING COMPETENCY
LEARNING MATERIALS
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 of EN2BPK-Ib-c-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
book (e.g. cover, title page, etc.) book orientation
Recognize proper eye movement skills (transfer skills) BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
a. left to right
EN2BPK-Id-e-5
b. top to bottom
c. return sweep
Recognize the common terms in English relating to part of BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2BPK-Ig-h-4
a. left to right
b. top to bottom EN2BPK-Ii-j-5
c. return sweep
2Q
Recognize the common terms in English relating to part of BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2BPK-IIb-c-4
a. left to right
EN2BPK-IId-e-5
b. top to bottom
c. return sweep
Recognize the common terms in English relating to part of EN2BPK-IIg-h-4 BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
a. left to right EN2BPK-IIi-j-5
b. top to bottom
c. return sweep
3Q
Identify the common terms in English relating to part of BEAM ENG1 Module 6 – High Frequency Words 1B. 2009.
EN2BPK-IIIa-b-4
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.

LEARNING COMPETENCY
LEARNING MATERIALS
AK – Alphabet Knowledge
1Q
Identify letters in English that are not present in Mother English (Learner’s Material). Grade 2. 2013. pp 19.
EN2AK-Ih-j-2
Tongue/Filipino and vice-versa
2Q
Identify letters in English that are not present in Mother 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 Mother English (Learner’s Material). Grade 2. 2013. pp 19.
EN2AK-Iif-j-2
3Q
Give the beginning sound of each consonant (m,s,f,t,h) 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
EN2AK-IIIa-1.1 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) 1. BEAM ENG2 Module 1B – Critical Speech Sounds
EN2AK-IIIb-1.2 2. *English Expressways 1. 2010. pp 52-53, 62-65, 84-85, 96-99.
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) 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
EN2AK-IIIc-1.2 2. *English Expressways 1. 2010. pp 52-53, 69-71, 86-87, 101-103.
3. English (Learner’s Material). Grade 2 2013. pp. 19.
Name the pictures that begin its name with a particular BEAM ENG2 Module 1B – Critical Speech Sounds.
EN2AK-IIIa-c-1.2
consonant
Give the beginning consonant sound of the name of each BEAM ENG2 Module 1B – Critical Speech Sounds.
EN2AK-IIIa-c-4
picture
PWR – Phonics and Word Recognition
3Q
Read words with short /e/ sound in CVC pattern (e.g. pen, 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
men) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2PWR-IIIc-d-3 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
4. English (Learner’s Material). Grade 2. 2013. pp 16-17, 23-25.
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 and EN2PWR-IIId-f-10 English (Learner’s Material). Grade 2. 2013. pp 26, 28, 31.
some sight words
Read short phrases and sentences consisting of short /e/ EN2PWR-IIIg-h-11 English (Learner’s Material). Grade 2. 2013. pp 26, 28, 31.
words and the sight words
Read a short story consisting of short /e/ words and sight 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
words EN2PWR-IIIi-j-12 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
3. *Unionbank Student’s Work Text 2. 2013. pp 11.
LEARNING COMPETENCY
LEARNING MATERIALS
4Q
Read short /a/ words in CVC pattern (cat, man, bag) 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
EN2PWR-IVa-c-1 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 /a/ 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
words (pan- pen, man-men, tan-ten etc.) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2PWR-IVd-13 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
Read short /i/ words in CVC pattern (pin, big, fit . . .) 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
EN2PWR-IVg-h-16 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 pattern 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
(see PWR) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2S-IVa-e-2 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
Spell words with short e, a and i sound in CVC pattern 1. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
(see PWR) 2. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
EN2S-IVa-e-3 3. *Unionbank Student’s Work Text 2. 2013. pp 11.
Spell 2-syllable words with short e, a and i sound in CVC 6. BEAM-DLP 3 Module 1 – Learning to Read 1: Word Recognition.
pattern 7. BEAM-DLP 3 Module 3 – Decoding New Words With (CVC/CVCV) Patterns.
(see PWR) EN2S-IVa-e-3.1 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 1. BEAM ENG1 Module 8 – Noting Details. 2009.
EN2G-Ib-c-1.4 2. *English for You and Me Reading 3. 2011. pp 2-3.
3. Let’s Begin Reading in English 2. 2013. pp 283.
LEARNING COMPETENCY
LEARNING MATERIALS
c. Recognize different kinds of sentences English (Learner’s Material) 2. 2013. pp 426-429, 459-461.
EN2G-Id-e-1.3
(declarative, interrogative)
Nouns 1. English (Learner’s Material) 2. 2013. pp 53-54, 74-76.
EN2G-If-g-2
Recognize names people, objects, things and places (e.g. *English Expressways 1.2010. pp 224-225, 231-235, 253-254, 258.
names of animals, fruits, objects in songs, stories, poems,
EN2G-If-g-2.1
nursery rhymes, pictures, realia and other ICT-based
materials)
Recognize nouns in simple sentences 1. English (Learner’s Material) 2. 2013. pp 53-54, 74-76.
EN2G-Ih-2.4
Recognize the use of a/an + noun EN2G-Ii-9.2 BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
2Q
Verbs 1. BEAM ENG2 Module 6B – Action Words. 2009.
EN1G-IIa-e-3
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 and English (Learner’s Material) 2. 2013. pp 292-294.
EN2G-IIf-j-5.1
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) and BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN2G-IIIb-1.3
interrogative (asking)
Recognize punctuation marks (period, question mark) 1. BEAM ENG1 Module 7 – Personal Idea.
EN2G-IIIc-1.6 2. BEAM ENG2 Module 3A – Giving and Following Directions. 2009.
Use common nouns in simple sentences EN2G-IIId-2.4
Use the use of a/an + noun 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
EN2G-IIIf-9.2
Verbs 1. BEAM ENG2 Module 6B – Action Words. 2009.
EN2G-IIIg-h-3
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 1. *English Expressways 1. 2010. pp. 85-87, 127.
EN2G-IVa-f-4
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.

LEARNING COMPETENCY
LEARNING MATERIALS
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) 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
EN2G-IVc-d-4.2.3
Prepositions EN2G-IVg-h-7 1. English (Learner’s Material) 2. 2013. pp 307-310.
Use the most frequently occurring preposition (e.g. on, 1. English (Learner’s Material) 2. 2013. pp 307-310, 320-322.
EN2G-IVg-i-7.3
over, under, to, from, above, etc.)
V – Vocabulary Development
Give the meaning of words used in stories presented 1. *English for You and Me 3 (Reading). 2011. pp 3, 37, 39, 44.
EN2V-IIIa-b-13.1
through real objects, illustrations, demonstration and
context clues
Recognize that some words mean the same (synonyms) 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
2. BEAM ENG2 Module 2 – Intonations and Expressions. 2009.
EN2V-IIIc-13.1
Recognize that some words have opposite meaning 1. BEAM ENG1 Module 6 – High Frequency Words 1A. 2009.
(antonyms) EN2V-IIIc-d-13.2 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. role English (Learner’s Material) 2. 2013. pp 315-318, 410-412.
EN2SS-Ia-e-1.2
playing, reporting, summarizing, retelling and show and
EN2SS-If-j-1.2
tell)
2Q
Engage in a variety of ways to share information (e.g. role EN2SS-IIa-e-1.2 English (Learner’s Material) 2. 2013. pp 315-318, 410-412.
playing, reporting, summarizing, retelling and show and EN2SS-IIf-j-1.2
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 and 1. English (Learner’s Material) 2. 2013. pp 358-362, 378-380.
EN2SS-IVc-d-3
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
The learner listens critically to to get information from text heard, demonstrates independence in using the basic language
Grade Level Standards
structure in oral and written communication, and reads with comprehension

Domain
uses speaking skills and strategies appropriately to communicate ideas in
demonstrates understanding of speech cues for clear expression of ideas
varied theme-based tasks
Oral Language
demonstrates understanding of processes and information in text for
creatively presents information in varied ways
articulation of ideas
demonstrates understanding of punctuation marks, rhythm, pacing, fluently expresses ideas in various speaking tasks
Fluency
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 to uses information from texts viewed or listened to in preparing logs and
Comprehension comprehend texts journals
uses word recognition techniques to read and understand words that
demonstrates understanding of processes in sight word recognition or
Phonics and contain complex letter combinations, affixes and contractions through
phonic analysis to read and understand words
Word theme-based activities
Recognition demonstrates understanding of familiar sight and irregularly spelled words uses familiar sight and irregularly -spelled words in meaningful oral and
for automatic recognition written tasks
Spelling demonstrates understanding of letter sequence in words to get meaning hears and records sounds in words
demonstrates understanding of English vocabulary used in both oral and proficiency uses English vocabulary in varied and creative oral and written
Vocabulary
written language in a given context activities
demonstrates understanding of the elements of literary and expository uses information derived from texts in presenting varied oral and written
Reading texts for creative interpretation activities
Comprehension demonstrates understanding of paragraph development to identify text
identifies correctly how paragraphs/ texts are developed
types
Writing and demonstrates understanding of sentences and paragraphs in expressing
composes three-to-five sentence paragraph
Composition ideas

Domain
demonstrates understanding of grammatical structures of English to be shows proficiency in constructing grammatically correct sentences in
Grammar
able to communicate effectively in oral and written forms varied theme-based oral and written activities
demonstrates understanding of narrative and informational texts for makes personal journals, diaries, portfolios and logs, etc. as expression of
Attitude
appreciation of literacy-related activities/tasks enthusiasm in reading books both for pleasure and learning
demonstrates understanding of useful strategies for purposeful literacy
Study Strategies uses strategies independently in accomplishing literacy-related tasks
learning
LC RC WC PWR V
WEEK OL Phonics and F G A SS
Listening Reading Writing/ Vocabulary
Oral Language
Compre hension Comprehension Composition
Word Recognition Fluency Grammar Develop ment
Attitude Study Strategy
and Spelling
EN3OL-Ia-3.8 EN3LC-Ia-j-2 (Note: The text Write different EN3PWR-Ia- EN3F-Ia-j- EN3G-Ia-1 EN1V-Ia-b-01 EN3A-Ia-b-1 EN3SS-Ia-2.1
Initiate Activate prior that they will forms of simple b-7 3.5.1 Sentences Give the Participate/eng Arrange words
conversations knowledge read should be composition Review Read grade 3 meaning of age in a read- with a different
controlled
1 with peers in a based on the
depending on the
as a response reading and level texts EN3G-Ia-1.1 words used in along of texts first letter in
variety of stories to be PWR lesson.) to stories/ writing short e, consisting of 2- Distinguish stories listened (e.g. poetry, alphabetical
school settings read poems listened a and i words syllable words sentences from to repetitive text) order
Read simple to in CVC pattern with short non-sentences
EN3OL-Ib-3.6 Listen to a sentences and vowel sound EN3G-Ib-1 EN3SS-Ia-6
Express ideas variety of levelled stories EN3WC-Ia-j- EN3PWR-Ib- with at least Sentences EN1V-Ib-23 Monitor and
in a literary and and 4 d-19 95-100% Show self-correct
conversational expository texts EN3RC-I0-2.2 a. draw and Read words accuracy EN3G-Ib-1.4 understanding one’s
manner EN3LC-Ia-j- a. note details write with short o Construct of meaning of comprehension
2.1 regarding sentences sounds in CVC EN3F-Ia-j- simple short o words by scanning
EN3OL-Ib- a. note character, about one’s pattern and 1.10.1 sentences through and skimming
1.19 important setting and drawing phrases and Read aloud drawing,
Express one’s details plot EN3WC-Ia-j- sentences from familiar EN3G-Ib- actions, and EN3SS-Ia-e-
2 ideas by EN3LC-Ia-j- EN3RC-I0- 5 containing prose and 1.4.1 using them in 1.1
presenting a 2.7 2.10 b. a note of these words poetry Use a sentences Follow
skit b. sequence b. sequence 3 advice Consisting of declarative instructions
at least 3 events EN3WC-Ia-j- EN3PWR-Ib- Long vowel sentence given orally
events (Note: different 6 d-19.1 words with
using signal comprehension c. Thank you Recognize fluency, EN3G-Ib-
words skills may recur letter more common appropriate 1.4.1.1
EN3LC-Ia-j- in different EN3WC-Ia-j- sight words in rhythm, pacing Differentiate a
2.6 quarters) 7 order to read and intonation declarative
c. retell some d. descriptive simple phrases from an
LC RC WC PWR V
Oral Language
and Spelling
parts of the paragraph and sentences interrogative
story EN3WC-Ia-j- sentence
EN3LC-Ia-j- 8
3.15 e. another EN3G-Ib-1.6
d. differentiat ending for a Use proper
e real from story punctuation for
make- EN3WC-Ia-j- declarative and
believe 2.2 interrogative
EN3LC-Ia-j- f. a diary sentences
2.8
e. infer EN3WC-Ia-j- EN3G-Ib-
feelings 9 1.4.7
and traits g. a short Construct
of paragraph, declarative and
characters etc. interrogative
EN3LC-Ia-j- sentences
2.16
f. identify EN3G-Ib-
cause and 1.4.8
effect Identify an
EN3LC-Ia-j- exclamatory
2.17 sentence
EN3OL-Ic-1.3 g. draw EN3RC-Ic-e- EN3G-Ic-1 EN1V-Ic-24
Share relevant conclusions 2.1 Identify an Show
information Describe imperative understanding
Listen to poems literary sentence of meaning of
and elements of short u words
EN3LC-Ic- texts including EN3G-Ic-1.3 through
3 2.18 characters Use different drawing,
a. identify the setting and plot kinds of actions, and
rhyming sentences (e.g. using them in
words declarative, sentences
EN3LC-Ic- interrogative,
3.11 exclamatory,
give a simple imperative)
EN3OL-Id-1.8 paraphrase EN3F-Id-e- EN3G-Id-1
Recount 1.10 Sentences
4
specific/signific Read aloud
ant events short EN3G-Id-1.6
LC RC WC PWR V
Oral Language
and Spelling
stories/poems Use appropriate
consisting of punctuation
short a,e,i and marks (e.g.
o words with period, comma,
speed, question mark,
accuracy and exclamation
proper point)
EN3OL-Ie- EN3PWR-Ie-3 intonation EN3G-Ie-2 EN2V-Ie-14
1.10 Read words Nouns Classify
Synthesize and with short u EN3F-Ie-j-4.3 common words
Restate sound in CVC Read with EN3G-Ie-2.4 into conceptual
information pattern accuracy, Use nouns (e.g. categories (e.g.
5 shared by speed and people, animals, foods,
others proper phrasing animals, toys)
sentences and places,, things
stories with events) in EN2V-Ie-j-4.1
short u words simple Show
and other sentences understanding
EN3RC-If-j- EN3PWR-If- words EN3G-If-2.2 of meaning of
2.8 g-17.1 previously Use common 2-syllable
6 studied words
Make and Differentiate and proper
confirm words with nouns consisting of
predictions different medial EN3F-Ie-j- EN2G-Ig-h-2 short e to u
about texts vowels (eg: 4.2.1 .3 words through
7 cap- cop-cup; Read with Use plural form drawing,
fan-fin, fun) accuracy, of regular actions, and
appropriate nouns by using them in
EN3PWR-Ig- speed and adding /s/ or correctly in
h-20.1 correct /es/ (e.g., dog, sentences
Read phrases, intonation 2- dogs; wish,
sentences and syllable words wishes)
8 short stories consisting of
consisting of short e to u
short vowel words
words and the
questions about
them
EN3OL-Ii-j- EN3PWR-Ii- EN3G-Ii-j-2.4
9
1.10.3 15 Use plural from
LC RC WC PWR V
Oral Language
and Spelling
Connect Read 2-syllable of frequently
information words occurring
heard to consisting of irregular nouns
personal short e to u (e.g. children,
experience sound (basket, feet, teeth)
hotdog, sunset,
etc.)
EN3PWR-Ij-
21
Read phrases,
sentences and
short stories
10
consisting of 2-
syllable words
and the
questions about
them
2nd Quarter: Continuation of Beginning Literacy
OL LC RC WC PA PWR V SS
WEEK F S G A
Listening Reading Phonics and
Oral Writing/ Phonological Vocabulary Study
Language
Compre Compre
Composition Awareness
Word Fluency Spelling Grammar Development
Attitude Strategy
hension hension Recognition
EN3OL- EN3LC- (Note: The EN3WC- EN3PA- EN3PWR- EN3F-IIa- EN3S-IIa- EN3G-IIa- EN3V-IIa- EN3A-IIa- EN3SS-IIa-
IIa-b- IIa-b-3.16 text that IIa-b-1 IIa-d-2 IIa-b-22 j-3.5.1 b-4 c-3 b-5 b-1 b-1.1
1 1.17.2 Follow a set they will Participate Show how Read words Read grade Spell one- Verbs Show Participate/ Arrange
Ask simple of verbal read should in spoken with initial 3 level texts to- two understandi engage in a words with
questions three-step be generating words are consonant consisting of syllable EN3G-IIa- ng of read-along the same
directions controlled ideas represented blends (l, r 2-syllable words with b-3.4 meaning of of texts first letter
with picture depending through by written and s words with consonant Use the be- words with (e.g. poetry, but a
cues on the PWR prewriting letters that blends) long vowel blends (e.g. verbs (am, initial repetitive different
lesson.) activities are EN3PWR- sound with pl, tr) is, are was, consonant text) second letter
2 EN3LC- a. EN3WC- arranged in IIa-b-23 at least 95- were) blends in alphabeti
IIc-e-1.1 EN3RC- IIa-1.1 a specific followed by 100% correctly in through cally order
Activate IIa-b-2.19 brainstor order short vowel accuracy sentences drawing,
prior Rereads, ming sounds (e.g. actions,
WEEK F S G A
Language
Compre Compre
Attitude Strategy
knowledge monitors b. EN3WC- black, frog, EN3F-IIa- and using
based on and self- IIb-1.2 step) j-1.10.1 them in
new correct webbing Read aloud sentences
knowledge one’s c. EN3WC- EN3PWR- from familiar EN3G-IIc- EN3V-IIc- EN3A-IIc- EN3SS-IIc-
formed comprehensi IIc-1.3 IIc-24 prose and d-3.4 6 2 3.6
on drawing Read poetry Identify and Derive Revisit Follow one-
EN3LC- phrases, Consisting use action meaning favorite to-three step
IIa-j-2 EN3RC- EN3WC- sentences of words in from books, directions
Activate IIc-e-2.2 IId-h-3 and short Long vowel simple repetitive songs,
prior Note details Write at stories words with sentences language rhymes EN3SS-IIc-
knowledge in a given least three consisting of fluency, structures d-2.15 Use
based on text sentences words with appropriate review graphic
the stories from various initial rhythm, organizers to
to be read EN3RC- familiar consonant pacing and show
IIa-b-2.8 sources blends intonation understandi
Listen to a Make simple EN3G-IId- ng of texts
variety of predictions Write EN3F-IIa- f-3.2
3 literary and different c-4.4 Form and
expository Read simple forms of Read with use the past
texts sentences simple accuracy, tense of
EN3LC- and levelled composition speed and frequently
IIa-j-2.1 stories and as a proper occurring
a. note EN3RC- response to phrasing regular
important II0-2.2 stories/ sentences verbs (walk
details a. note poems and stories – walked,
EN3LC- details listened to with words etc)
IIa-j-2.7 regarding EN3WC- beginning in
b. sequence character, IIa-j-4 consonant EN3G-IIe-
at least 3 setting a. draw and blends and f-3.2.1.1
events and plot write other words Use verbs in
using EN3RC-II0 sentence previously simple
signal -2.10 s about studied present
EN3OL- words b. sequence one’s EN3PWR- EN3F-IId- EN3S-IId- tense EN3V-IId- EN3A-IId-
IId-e- EN3LC- 3 events drawing IId-e-1.1 e-4.4.1 e-4.1 e-5.1 f-7
4 1.17.1 IIa-j-2.6 (Note: EN3WC- Read words Read with Spell words Show Identify
Give one-to- c. retell different IIa-j-5 with final accuracy, with ending understandi favorite
three step some comprehensio b. a note of blends (-st, speed and consonant ng of authors and
n skills may EN3PA-
directions parts of advice -lt, -nd, -nt, proper blends meaning of stories
5 the story
recur in
EN3WC- IIe-f-4.1 -ft.. ) phrasing words with
WEEK F S G A
Language
Compre Compre
Attitude Strategy
EN3LC- different IIa-j-6 Identify preceded by sentences final
IIa-j-3.15 quarters) c. Thank sounds and short e, a, and stories consonant
d. differentia you letter count i,o and u consisting of blends
te real EN3WC- syllables in words (belt, words with through
from IIa-j-7 words sand, raft) ending drawing,
make- d. descriptiv consonant actions,
believe e blends and using
EN3LC- paragrap and other them in
IIa-j-2.8 h words sentences
e. infer EN3WC- previously
feelings IIa-j-8 studied
EN3OL- and traits e. another EN3PWR- EN3SS-IIf-
IIf-1.11 of ending IIf-1.1 h-1.5
Restate and characters for a Read Locate
retell EN3LC- story phrases, information
information IIa-j-2.16 EN3WC- sentences using print
f. identify IIa-j-2.2 and short and non-
cause and f. a diary stories print sources
effect EN3WC- consisting of
EN3LC- IIa-j-9 words with
6 IIa-j-2.17 g. a short final
g. draw paragrap consonant
conclusio h, etc. blends and
ns other words
EN3WC- previously
EN3LC-IIf- IIi-j-2.6 studied and
h- 2.8 Use the
Make simple appropriate questions
inferences punctuation about them
EN3OL- about marks EN3PWR- EN3F-IIg- EN3S-IIg- EN3G-IIe- EN3V-IIg-
7 IIg-h-2.1 thoughts IIg-h-22 h-4.4.2 h-4.2 f-3.2.1.1 h-5.2
Recall and and feelings Read words Read with Spell words Use verbs in Show
share based from with initial accuracy, with simple understandi
experiences, texts and final speed and consonant present and ng of
film viewed viewed/ consonant proper digraphs ch past tense meaning of
8 and story listened to digraph ch phrasing and sh words with
read/listene sentences consonant
d to as EN3LC-IIi- and stories digraphs ch
springboard with words through
WEEK F S G A
Language
Compre Compre
Attitude Strategy
for writing j-2.7 consisting of drawing,
Sequence a initial and actions,
series of final ch and and using
events sh and other them in
viewed/ words sentences
listened to previously
studied
EN3OL-IIi- EN3PWR- EN3F-IIi-j- EN3S-IIi-j- EN3G-IIi- EN3V-IIi-j-
j-3 IIi-j-22.1 4.4.2 4.3 j-3.2.2 5.3
9 Retell Read Read with Spell words Use verbs Show
familiar phrases, accuracy, with initial in simple understandi
stories to sentences speed and and future tense ng of
other and short proper finalconsona meaning of
children stories phrasing nt blends words with
consisting of sentences and consonant
words with and stories consonant digraphs sh
EN3RC- consonant with words digraphs through
IIi-j-2.10 digraph ch consisting of drawing,
Sequence a and sh and l ch and sh actions,
10 series of other words wordsand and using
events in a previously other words them in
literary studied and previously sentences
selection the studied with
questions speed,
about them accuracy
and proper
phrasing

3rd Quarter: Developing Reading and Writing
PWR
WEEK LC RC WC V
OL Phonics and F S G A SS
Oral Language Word Fluency Spelling Grammar Attitude Study Strategy
Comprehension Comprehension Composition Development
Recognition
EN3LC-IIIa- (Note: The EN3WC- EN3PWR- EN3F-IIIa- EN3S-IIIa- EN3G-IIIa- EN3V-IIIa-7 EN3A-IIIa- EN3SS-IIIa-
b-2.1 text that they IIIa-1 IIIa-b-5 1.6 d-4 b-4.2.1 Recognize 7 1.3
Recall details will read Participate in Read words Read grade 3 Spell words Use some words Identify Get
1 from texts should be generating with long a level texts that were demonstrativ represented favorite information
viewed/ controlled ideas through sound (long a consisting of introduced e pronouns by common authors and from index
listened to depending on prewriting ending in e) words with during word (this,/that, abbreviations stories and table of
the PWR activities long vowel recognition these/those) (e.g. Mr. contents
EN3LC-IIIb- lesson.) EN3WC- sound with at Ave., Oct.) EN3A-IIIb- EN3SS-IIIb-
2.19 IIIb-c-3 least 95- c-2.9 i-1.2
Identify EN3RC-IIIa Write at least 100% EN1V-IIIa- Take part in Engage in a
possible 2.7.1 three accuracy c-13.1,13.2 creative variety of
solutions to Identify sentences Give the responses to ways to share
problems several from various EN3F-IIIa- synonyms stories like information
effects based familiar j-3.5.1 and antonyms preparing (e.g. role
EN3LC-IIIb- on a given sources Read grade 3 of somewords logs, journal playing,)
4 cause level texts and other oral reporting,
Infer print consisting of EN1V-IIIa- presentations summarizing,
sources EN3RC-IIIa 2-syllable j-25 retelling and
2.11 words with Show show and tell
EN3LC-IIIc- Make long vowel understandin
d-2.5 inferences sound with at g of meaning
Validate ideas and draw least 95- of long vowel
2 made after conslusions 100% words (a, i, o,
listening to a based on accuracy and u)
story texts through
(pictures, title EN3F-IIIa- drawing,
EN3LC- and content j-1.10.1 actions, and
IIIa-j-1.1 words) Read aloud using them in
Activate prior from familiar sentences
knowledge EN3RC-IIIa prose and
based on new 2.13 poetry EN3V-IIIb-
knowledge Distinguish Consisting of d-13
formed fact from Long vowel Increase
opinion words with vocabulary
EN3LC-IIIa- fluency, through
j-2 EN3RC- appropriate Synonyms
Activate prior IIIa-b-2.13 rhythm, (e.g.
knowledge Identify cause pacing and quick/fast)
PWR
WEEK LC RC WC V
Recognition
based on the and effect intonation and antonyms
EN3OL-IIIc- stories to be EN3PWR- EN3G-IIIc- (e.g.
1.16.2 read. IIIc- d-4.2.3 big/small)
Listen and Listen to a 11,12,13 Use personal
respond to variety of Read pronouns
others literary and sentences, (e.g. I, you,
3 expository stories and he, she, it,
texts poems we, they)
EN3LC-IIIa- consisting of
j-2.1 long a words
a. note and questions
important about them
EN3OL- details EN3WC- EN3PWR- EN3A-IIId-
IIId-1.16.3 EN3LC-IIIa- IIId-e-2.6 IIId-24 h-6
Follow and j-2.7 Use Read words Take books
4 b. sequence
explain appropriate with long i from home to
processes at least 3 punctuation sound (long i school or
events marks ending in e) vice-versa for
EN3OL-IIIe- using EN3RC- EN3PWR- EN3F-IIIe- EN3S-IIIe- EN3G-IIIe- EN3V-IIIe- independent /
1.16.4 signal IIIe-f-2.11 IIIe-25 f-1.8 f-5 f-4.2.4 f13.6 shared extra
Express words Make Read Read with Spell some Use Homonyms reading
opinions and EN3LC-IIIa- inferences sentences, automaticity irregularly - commonly (e.g.
feelings about j-2.6 and draw stories and 100 2nd and spelled words used flower/flour)
5 other’s ideas c. retell conclusions poems 3rd grade (e.g. have, possessive
some based from consisting of high- said, please, pronouns
parts of texts long i words frequency/sig because)
the story and questions ht words
EN3LC-IIIa- about them
j-3.15
EN3OL-IIIf- d. differentia EN3PWR-
1.16.5 te real IIIf-26
Engage in from Read words EN3G-IIIf- EN3A-IIIf-
6 make- g-5 g-1
discussions with long o
about specific believe sound (long a Adjectives Express
topics EN3LC-IIIa- ending in e) feelings,
EN1OL- j-2.8 EN3RC- EN3PWR- EN3S-IIIg- EN3G-IIIf- opinions
IIIg-h-3.2 e. infer IIIg-j-2.5 IIIg-26.1 j-2.5 g-5.3.1 through
7 feelings Use EN3V-IIIg- journals, logs
Ask and Use different Read Use
respond to and traits sources of sentences, EN3F-IIIg- capitalization descriptive h-13.7 etc.
PWR
WEEK LC RC WC V
Recognition
questions of information in stories and j-1.11 rules in word adjectives Homographs
about characters reading poems Observe the and sentence (e.g., read-
informational EN3LC-IIIa- consisting of use of level (e.g. read)
texts listened j-2.16 Read simple long o words punctuations proper and
to f. identify sentences And questions including common
(environment, cause and and levelled about them commas, nouns,
health, how- effect stories and EN3WC- EN3PWR- periods and beginning
to’s, etc.) EN3LC- EN3RC- IIIh-2.4 IIIh-26.2 question words in
IIIa-j-2.17 III0-2.2 Complete Read words marks to sentences)
g. draw a. note patterned with long u guide reading
8 conclusions details for fluency
poems using sound (long a
regarding appropriate ending in e)
EN3LC-IIIe- character, rhyming
f-2.4 setting words
EN3OL-IIIi- Propose and plot EN3PWR-
j-1.9 several EN3RC-III0 IIIi-26.3
Compare and predictions -2.10 Read words
contrast about b. sequence with long a, i, EN3V-IIIi-j-
information texts/stories 3 events o, and u and 13.7
9 listened to (Note: Hyponyms-
heard phrases,
different sentences type of (e.g.
EN3LC-IIIg- comprehension guava - type
and stories
skills may recur
h-3.15 containing of fruit)
in different
Determine quarters) these words.
whether a EN3PWR-
story is IIIj-27
realistic or Read
fantasy sentences,
stories and
EN3LC-IIIi- poems
j-3.7 consisting of
10 Identify and long u words
use the and questions
elements of about them
an
informational/ EN3PWR-
factual text IIIj-15
heard Read 2-
syllable words
PWR
WEEK LC RC WC V
Recognition
(fireman)
with long
vowel sound
4th Quarter: Developing Reading and Writing
PWR
WEEK LC RC WC V
Recognition
EN3OL-IVa- EN3LC- IVa (Note: The EN2WC- EN3PWR- EN3F- IVa – EN3S- IVa – EN1V-IVa- EN3A- IVa – EN3SS- IVa
1 e-1.19 -3.7 text that they IVa-e-22 IVa-b-8 h-1.6 b-4 b-13.6 c-7 -1.3
Present Identify and will read Write a Read words Read grade Spell words Give the Identify Follow simpl e
information in use the simple story with vowel 3level texts that were correct favorite written
should be
varied artistic elements of digraphs ai consisting of introduced meaning of authors and directions
ways (e.g. an controlled (pail), ay words with during word homonyms stories
role playing, informational/ depending on (bay) vowel recognition (pail,pale) EN3SS- IVa-
2 show and tell, factual text the PWR digraphs and b -1.2.3
radio heard lesson.) diphthongs EN3V-IVa-j- Interpret
play/podcast/ with at least 12.3 simple maps
broadcast/ EN3LC- IVb 95-100% Use clues of places
reporting/ -3.7.1 EN3RC-IVa- accuracy from the
poster Informational b-2.13 EN3PWR- context to EN3SS- IVc-
presenta Reports Identify cause IVc-2 EN3F-IVc-d- figure out d-1.2.7
tions) (School and effect Match words, 1.4 what words Interpret a
events, phrases and Read aloud mean pictograph
EN3OL-IVa- sports, EN3RC- IVa sentences from familiar
j-5 projects) –b-2.14 containing prose and EN3V-IVa-j-
Engage in a Show these words poetry with 12.3
3 variety of EN3LC-IVc- fluency, Determine
understandin with pictures
ways to share 3.7.2 g of a story appropriate what words
information Three-step by present EN3PWR- rhythm, mean based
(e.g. role directions ing them in IVc-28 pacing and on how they
playing,) EN3LC- IVd through Read stories intonation are used in a
reporting, -3.7.3 dramatization containing sentence
summarizing, Conversations these words EN3F-IVa-j-

PWR
WEEK LC RC WC V
Recognition
retelling and , role playing and other 3.5.1
show and tell EN3LC-IVa- etc. words Read grade 3
(depending j-1.1 previously level texts
on th e Activate prior Read simple learned consisting of
selection knowledge sentences 2-syllable
presented) based on new and levelled EN3PWR- words with EN2S-IVd-f- EN3A-IVd-f-
knowledge stories and IVd-e-22 long vowel 5 2.9
4 formed EN3RC-I0- and 29 sound with at Spell some Take part in
EN3OL-IVa- EN3LC-IVa- 2.2 Read words least 95- irregularly - creative
j-3.2 j-2 a. note with vowel 100% spelled words responses to
Ask and Activate prior details digraphs ea accuracy (e.g. have, stories like EN3SS- IVe-
respond to knowledge regarding and ee and said, please, preparing f -1.2.2
questions based on the character, phrases, EN3F-IVa-j- because) logs, journal
about stories to be setting 1.10.1 Interpret
5 sentences and other oral
informational read. and plot and stories Read aloud presentations simple
texts listened Listen to a EN3RC-I0 - containing from familiar tables
to variety of 2.10 these words. prose and EN3V-IVf-g-
(environment, literary and b. sequence EN2WC-IVf- EN3PWR- poetry 13.6
health, how- expository 3 events j-2.3 IVf-g-8 Consisting of Use
to’s, etc) texts (Note: Make a card Read words Long vowel homonyms
6 different
EN3LC-IVa- for various with vowel words with correctly
EN3OL-IV j-2.1 comprehension fluency, (meat- meet,
skills may recur occasions digraphs
a-j-1.9 a. note (birthday, oo(food), oa appropriate road, -rode)
in different EN3S-IVg-i- EN3G-IVg-7 EN3A-IVg-i- EN3SS- IVg-
Compare and important quarters) Christmas, (road) rhythm,
2.5 Prepositions 6 h -1.2.1
contrast details New Year, pacing and EN3V-IVg-i-
Use Take books Interpret a
information EN3LC-IVa- EN3RC -IVc- etc) EN3PWR- intonation 9
capitalization EN3G-IVg- from home to bar graphs
heard j-2.7 d-1.2 IVg-2 Use known
rules in word h-7.3 school or
b. sequence Interpret Match words, EN3F-IVa-j- words to
and sentence Use the most vice-versa for
at least 3 simple maps phrases and 1.8 perform
level (e.g. frequently independent /
events of unfamiliar sentences Read with artistic
proper and occurring shared extra
7 using places, signs containing automaticity theme-based
common prepositions(e reading
signal and symbols these words 100 2nd and activities(e.g.
nouns, .g. towards,
words with pictures 3rd grade interviews,
beginning beside,, into,
EN3LC-IVa- high- telephone
words in etc.)
j-2.6 EN3RC - EN3PWR- frequency/ conversation,
sentences)
c. retell IVe-g-1.2 IVg-28 sight words role-play,
some Interpret etc.) using
Read stories
parts of pictographs EN3F-IVa-j- common sight
containing

PWR
WEEK LC RC WC V
Recognition
the story these words 1.11 words
EN3LC-IVa- and other Use
j-3.15 words punctuations
d. differentiat including
previously
e real commas,
from learned periods and
make- question EN3V-Ih-i-
believe EN2PW- marks to EN3G-IVh- 26
EN3LC-IVa- IVh-i-6 guide reading 5.6 Show
j-2.8 Read words for fluency Give the understandin
8 e. infer EN3RC - with vowel synonyms g of the
feelings IVh-j-1.2 diphthongs EN3F-IVi-j- and antonyms meaning of
and traits Interpret Oy (boy), oi 5 of common words with
of simple graphs (boil), ou Read poems adjectives vowel
characters and tables (out) with fluency, EN3G-IVi-j- diphthongs by
EN3LC-IVa- Ow (bow) appropriate 5.2 using them in
j-2.16 rhythm,pacin Use the correct
f. identify EN3PWR- g and degrees of sentences in
cause and IVi-2 intonation adjectives in correct
effect Match these making sentences
EN3LC-IVa- words with comparisons
j-2.17 the (positive,
g. draw appropriate comparative,
conclusions pictures superlative)
EN3LC- IVe- EN3G-IVi-6

9 EN3PWR-
f-3.7. Adverbs
Personal IVi-21
Recounts Read phrases, EN3G-IVi-j-
(anecdotes, sentences 6.1
past and short Recognize
experiences) stories adverbs of
consisting of manner
EN3LC-IVg- these words
h-3.7.5 and other
Explanation words
(life cycles, previously
studied

PWR
WEEK LC RC WC V
Recognition
water cycle) EN3PWR-
IVj-22
EN3LC-IVi- Recognize
j-3.5 and read EN1V-IVj-
Restate facts some 27
from irregularly Read word
10
informational spelled words with affixes
texts (climate (e.g. such as
change, enough,
children’s through,
rights, traffic beautiful)
safety, etc.)
Grade 3 Tagged Materials
LEARNING COMPETENCY
LEARNING MATERIALS
OL – Oral Language
1Q
Initiate conversations with peers in a variety of school BEAM-DLP3 Module 15 – Using Courteous Expressions.
EN3FL-Ia-3.8
settings
Express one’s ideas by presenting a skit 1. BEAM-DLP3 Module 55 – Writing Utterances In A Given Situation Comic Strip Presented.
EN3OL-Ib-1.19 2. *Fun in English 4. 1999. pp 6.
3. *English for You and Me 4 (Language). 2011. pp 27, 93.
2Q
Ask simple questions 1. BEAM-DLP3 Module 42 – Using Do/ Does in Asking Questions.
EN3OL-IIa-b-1.17.2 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 1. BEAM ENG2 Module 3A – Giving and Following Directions.
2. BEAM-DLP3 Module 57 – Giving Short Commands or Directions.
EN3OL-IId-e-1.17.1 3. BEAM-DLP4 Module 7 – Following 3-5 Step Directions.
4. BEAM-DLP4 Module 8 – Giving Series of Directions Using Sequence Signals.
Restate and retell information EN3OL-IIf-1.11 BEAM-DLP5 Module 17 – Retelling a Selection.
Recall and share experiences, film viewed and story BEAM ENG2 Module 7 – Organizing Ideas.
EN3WC-IIg-h-2.1
read/listened to as springboard for writing

LEARNING COMPETENCY
LEARNING MATERIALS
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 texts *English for You and Me 3 (Reading). 2008. pp 56.
EN1LC-IIIg-h-3.2
listened to (environment, health, how-to’s, etc.)
4Q
Present information in varied artistic ways (e.g. role *English for You and Me 4 (Language). 2011. pp 27, 93.
playing, show and tell, radio play/podcast/broadcast/ EN3OL-IVa-e-1.19
reporting/poster presentations)
LC – Listening Comprehension
1Q
Activate prior knowledge based on the stories to be read *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116, 120-
EN3LC-Ia-j-2
Listen to a variety of literary and expository texts 121, 130, 147.
a. note important details 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
2. MISOSA ENG4 – Noting Details Using Story Grammar.
EN3LC-Ia-j-2.1 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 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.
EN3LC-Ia-j-2.7 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 1. BEAM ENG2 Module 7 – Organizing Ideas.
2. English 2 (Learner’s Material). 2013. pp 264.
EN3LC-Ia-j-2.6
4. *Fun in English 4. 1999. pp 187.
d. differentiate real from make-believe 1. BEAM ENG3 Module 10 – Evaluating Ideas.
2. BEAM-DLP4 Module 68 – Reality or Fanciful.
3. English 2 (Learner’s Material). 2013. pp 276-278.
4. English 2 (Teacher’s Guide). 2013. pp 143-145.
EN3LC-Ia-j-3.15
6. *Fun in English 4. 1999. pp 185, 187.
e. infer feelings and traits of characters 1. BEAM-DLP4 Module 63 – Inferring Character Traits from a Selection Read.
EN3LC-Ia-j-2.8
2. English 2 (Teacher’s Guide). 2013. pp 209, 394-396.
LEARNING COMPETENCY
LEARNING MATERIALS
3. *Fun in English 4. 1999. pp 158-159.
f. identify cause and effect 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.
EN3LC-Ia-j-2.16
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 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.
EN3LC-Ia-j-2.17 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 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.
EN3LC-Ic-2.18
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 picture 1. BEAM-DLP3 Module 51 – Following 3 – 4 Step Directions.
EN3LC-IIa-b-3.16
cues 2. English for You and Me 3 (Language). 2008. pp 41-43.
Activate prior knowledge based on the stories to be read 1. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116, 120-
EN3LC-IIa-j-2 121, 130, 147.
Listen to a variety of literary and expository texts 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
and 2. MISOSA ENG4 – Noting Details Using Story Grammar.
a. note important details EN3LC-IIa-j-2.1 3. *Fun in English 4. 1999. pp 11, 150, 202.
120-121, 130, 139, 147.
EN3LC-IIa-j-2.7 3. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of

LEARNING COMPETENCY
LEARNING MATERIALS
6. English for You and Me 3 (Reading). 2008. pp 109.
7. *Fun in English 4. 1999. pp 56, 64, 70-72.
EN3LC-IIa-j-2.6 2. English 2 (Learner’s Material). 2013. pp 264.
EN3LC-IIa-j-3.15 3. *Fun in English 4. 1999. pp 185, 187.
EN3LC-IIa-j-2.8
2. *Fun in English 4. 1999. pp 158-159.
EN3LC-IIa-j-2.16 4. BEAM-DLP4 Module 48 – Identifying Cause - Effect Relationships in Statements.
6. *Fun in English 4. 1999. pp 97-99, 101.
EN3LC-IIa-j-2.17
5. BEAM-DLP4 Module 64 – Drawing Conclusions.
7. *Fun in English 4. 1999. pp 172-175.
Make simple inferences about thoughts and feelings based 1. MISOSA ENG4 – Inferring Character Traits Based on a Selection Read.
EN3LC-IIf-h- 2.8
from texts viewed/ listened to
Sequence a series of events viewed/ listened to 1. BEAM ENG2 – Sequencing Events.
EN3LC-IIi- j-2.7 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.

LEARNING COMPETENCY
LEARNING MATERIALS
3Q
Activate prior knowledge based on the stories to be read. 1. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116, 120-
EN3LC-IIIa-j-2
121, 130, 147.
Listen to a variety of literary and expository texts 1. *Fun in English 4. 1999. pp 11, 150, 202.
a. Note important details EN3LC-IIIa-j-2.1 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 1. *Fun in English 4. 1999. pp 56, 64, 70-72.
EN3LC-IIIa-j-2.7 2. *English for You and Me 4 (Language). 2011. pp 96.
EN3LC-IIIa-j-2.6
EN3LC-IIIa-j-3.15 3. *Fun in English 4. 1999. pp 187.
EN3LC-IIIa-j-2.8
2. *Fun in English 4. 1999. pp 158-159.
EN3LC-IIIa-j-2.16 4. BEAM-DLP4 Module 48 – Identifying Cause-Effect Relationships in Statements.
6. *Fun in English 4. 1999. pp 97-99, 101.
g. draw conclusions 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending for A Given Situation – I.
EN3LC-IIIa-j-2.17
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 1. BEAM-DLP3 Module 69 – Distinguishing Real and Fantasy.
EN3LC-IIIg-h-3.15
Identify and use the elements of an informational/factual 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
EN3LC-IIIi-j-3.7
text heard
4Q
Identify and use the elements of an informational/factual 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
EN3LC- IVa -3.7
text heard
LEARNING COMPETENCY
LEARNING MATERIALS
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. 1. *English for You and Me 4 (Language). 2011. pp 29, 45-46, 59, 96-97, 111-112, 116, 120-
EN3LC-IVa-j-2
121, 130, 147.
Listen to a variety of literary and expository texts 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
a. note important details EN3LC-IVa-j-2.1 3. *Fun in English 4. 1999. pp 11, 150, 202.
120-121, 130, 139, 147.
EN3LC-IVa-j-2.7 Sentences/Guided Questions.
4. *Fun in English 4. 1999. pp 56, 64, 70-72.
c. retell some partsof the story 1. BEAM ENG2 Module 7 – Organizing Ideas.
EN3LC-IVa-j-2.6
3. English 2 (Learner’s Material). 2013. pp 227-228, 276-278.
EN3LC-IVa-j-3.15 4. English 2 (Teacher’s Guide). 2013. pp 143-145.
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.
EN3LC-IVa-j-2.8 2. English 2 (Teacher’s Guide). 2013. pp 94-96, 209.
3. *Fun in English 4. 1999. pp 158-159.
EN3LC-IVa-j-2.16
7. *Fun in English 4. 1999. pp 97-99, 101.
EN3LC-IVa-j-2.17 3. BEAM-DLP3 Module 63 – Draw Conclusion 2.
LEARNING COMPETENCY
LEARNING MATERIALS
8. *Fun in English 4. 1999. pp 172-175.
Personal Recounts (anecdotes, past experiences) EN3LC- IVe-f-3.7
Explanation (life cycle, water cycle) 1. English 2 (Learner’s Material). 2013. pp 239-240.
EN3LC-IVg-h-3.7.5
RC – Reading Comprehension
1Q
Read simple sentences and levelled stories and 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
a. note details regarding character, setting and plot 2. MISOSA ENG4 – Noting Details Using Story Grammar.
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.
EN3RC-I0-2.2
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 1. BEAM ENG2 – Sequencing Events.
EN3RC-I0-2.10
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 characters 1. MISOSA ENG4 – Noting Details Using Story Grammar.
setting and plot 2. English 2 (Learner’s Material). 2013. pp 40.
EN3RC-Ic-e-2.1
4. *Fun in English 4. 1999. pp 20-23.
Make and confirm predictions about texts 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.
EN3RC-If-j-2.8 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 1. BEAM-DLP4 Module 29 – Identifying Story Elements Using Story Grammar.
EN3RC-IIc-e-2.2 2. MISOSA ENG4 – Noting Details Using Story Grammar.
3. *Fun in English 4. 1999. pp 11, 150, 202.
LEARNING COMPETENCY
LEARNING MATERIALS
Make simple predictions 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.
EN3RC-IIa-b-2.8 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.
a. note 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,
EN3RC-II0-2.2
104, 110, 132, 136, 138, 144, 176, 182.
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 1. BEAM-DLP4 Module 41 – Sequencing Events in the Story Listened to Through Groups of
2EN3RC-II0-2.10
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.
Sequence a series of events in a literary selection 1. BEAM ENG2 – Sequencing Events.
2. BEAM-DLP3 Modules 33 and 34 – Sequencing Events.
EN3RC-IIi-j-2.10 4. English 2 (Learner’s Material). 2013. pp 59-64, 430.
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.
3Q
Identify several effects based on a given cause 1. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
EN3RC-IIIa 2.7.1 3. *English for You and Me 3 (Reading). 2008. pp 124.
4. *Fun in English 4. 1999. pp 97-99.
Make inferences and draw conclusion based on texts 1. *English for You and Me 3 (Reading). 2008. pp 132, 140, 154.
EN3RC-IIIa-2.11
(pictures, title, and content words) 2. *English for You and Me 4 (Reading). 2011. pp 5, 167.
Distinguish fact from opinions 1. *Fun in English 4. 1999. pp 209.
EN3RC-IIIa-2.13 2. *English for You and Me 4 (Language). 2011. pp 180-181.
Identify cause and effect 1. *Fun in English 4. 1999. pp 97-99.
EN3RC-IIIa-b-2.13
Make inferences and draw conclusions based from texts 1. BEAM-DLP3 Module 62 – Draw Conclusion Using Picture Stimuli.
EN3RC-IIIe-f-2.11
2. MISOSA ENG4 – Inferring Character Traits Based on a Selection Read.
LEARNING COMPETENCY
LEARNING MATERIALS
3. *English for You and Me 3 (Reading). 2008. pp 124, 132, 138, 140.
a. note details regarding character, setting and plot 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.
EN3RC-III0-2.2 3. English 2 (Teacher’s Guide). 2013. pp 236-238.
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.
82, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
b. sequence 3 events 1. English 2 (Learner’s Material). 2013. pp 59-64, 430.
EN3RC-III0-2.10 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.
EN3RC-III0-2.2
a. note details regarding character, setting and plot 2. MISOSA ENG4 – Noting Details Using Story Grammar.
EN3RC-III0-2.10
2. BEAM-DLP3 Modules 33 and 34 – Sequencing Events.
4Q
Identify cause and effect 1. BEAM-DLP3 Module 45 – Identifying Cause - Effect Relationship 1.
EN3RC-IVa-b-2.13
5. *Fun in English 4. 1999. pp 97-99.
Show understanding of a story by presenting them in 1. English 2 (Learner’s Material). 2013. pp 268, 319.
through dramatization, role playing etc. EN3RC- IVa –b-2.14 2. English 2 (Teacher’s Guide). 2013. pp 139, 168.
a. note 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,
EN3RC-I0-2.2
104, 110, 132, 136, 138, 144, 176, 182.
82, 90-92, 110-114, 128-130, 133-134, 140-143, 156-159, 162-168, 171-172.
EN3RC-I0-2.10 2. BEAM-DLP3 Modules 33 and 34 – Sequencing Events.
Interpret simple maps of unfamiliar places, signs and 1. Let’s Begin in English 2. 2013. pp 357-358.
symbols 2. *English for You and Me 3 (Language). 2008. pp 42.
EN3RC -IVc-d-1.2
3. *Fun in English 4. 1999. pp 195-196.

LEARNING COMPETENCY
LEARNING MATERIALS
WC – Writing/ Composition
1Q
Write different forms of simple composition 1. *Unionbank Student’s Work Text 2. 2013. pp 108, 112, 134, 142, 146, 149, 173, 178, 184.
as a response to stories/ poems listened to EN3WC-Ia-j-4 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 1. BEAM-DLP3 Module 32 – Writing Letter Observing Correct Format.
EN3WC-Ia-j-6 2. Let’s Begin in English 2. 2013. pp 80-81, 90.
c. descriptive paragraph 1. BEAM-DLP4 Module 51 – Writing Variety of Texts.
EN3WC-Ia-j-7 2. BEAM-DLP4 Module 72 – Writing Descriptive Paragraph.
3. BEAM ENG5 Module 10 – Traits and Moods.
d. another ending for a story 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
EN3WC-Ia-j-8 3. BEAM-DLP4 Module 55 – Giving Possible Ending to a Selection Read.
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. 1. Let’s Begin in English 2. 2013. pp 29, 37.
EN3WC-Ia-j-9 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 prewriting
EN3WC-IIa-b-1
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 1. *Unionbank Student’s Work Text 2. 2013. pp 108, 112, 134, 142, 146, 149, 173, 178, 184.
as a response to stories/ poems listened to EN3WC-IIa-j-4 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

LEARNING COMPETENCY
LEARNING MATERIALS
c. a note of advice EN3WC-IIa-j-5
d. Thank you letter 1. BEAM-DLP3 Module 32 – Writing Letter Observing Correct Format.
EN3WC-IIa-j-6 2. Let’s Begin in English 2. 2013. pp 80-81, 90.
e. descriptive paragraph 1. BEAM-DLP4 Module 51 – Writing Variety of Texts.
EN3WC-IIa-j-7
2. BEAM-DLP4 Module 72 – Writing Descriptive Paragraph.
f. another ending for a story 1. BEAM-DLP3 Module 50 – Giving Appropriate Ending For A Given Situation – I.
EN3WC-IIa-j-8 3. BEAM-DLP4 Module 55 – Giving Possible Ending to a Selection Read.
g. a diary EN3WC-IIa-j-2.2 1. BEAM-DLP4 Module 74 – Writing a Diary.
h. a short paragraph, etc. 1. *Fun in English 4. 1999. pp. 29, 37.
EN3WC-IIa-j-9 2. *English for You and Me 4 (Language). 2011. pp 102, 109, 181-182.
Use appropriate punctuation marks 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
EN3WC-IIi-j-2.6 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 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
EN3WC-IIId-e-2.6
Complete patterned poems using appropriate rhyming 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
EN3WC-IIIh-2.4
words 2. BEAM ENG2 Module 4 – Rhymes.
4Q
Write a simple story 1. Let’s Begin in English 2. 2013. pp 307-308.
EN2WC-IVa-e-22 2. *Fun in English 4. 1999. pp 187.
PA- Phonological Awareness
Show how spoken words are represented by written EN3PW-IIa-d-2 1. *English for You and Me 4 (Reading). 2011. pp 7-9.
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 CVC 1. Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225-227, 256-257.
pattern EN3PW-Ia-b-7 2. *Unionbank Student’s Work Text 2. 2013. pp 11.
Read words with short o sounds in CVC pattern and 1. BEAM-DLP3 Module 1 – Word Recognition.
phrases and sentences containing these words EN3PW-Ib-d-19 2. Let’s Begin in English 2. 2013. pp 251-252, 256.

LEARNING COMPETENCY
LEARNING MATERIALS
Recognize more common sight words in order to read EN3PW-Ib-d-19.1 1. Let’s Begin in English 2. 2013. pp 277-278.
simple phrases and sentences
Read words with short u sound in CVC pattern 1. BEAM-DLP3 Module 1 – Word Recognition.
EN3PW-Ie-3 2. Let’s Begin in English 2. 2013. pp 375-376, 379-380, 383-384, 386, 393.
Differentiate words with different medial vowels (eg: cap- EN3PW-If-g-17.1 1. BEAM ENG2 Module 1B – Critical Speech Sounds.
cop-cup; fan-fin, fun)
Read 2-syllable words consisting of short e to u sound 1. Let’s Begin in English 2. 2013. pp 318, 319, 320-322, 330, 333, 335, 344, 347, 349, 360,
EN3PW-Ii-15
(basket, hotdog, sunset, etc.) 362, 364.
Read phrases, sentences and short stories consisting of 1. BEAM-DLP3 Module 3 – Decoding New Words with Pattern.
EN3PW-Ij-21
2-syllable words and the questions about them
2Q
Read words with initial consonant blends (l, r and s 1. BEAM ENG2 Module 1A – Consonant Blends and Clusters.
EN3PWR-IIa-b-22
blends)
Read phrases, sentences and short stories consisting of 1. BEAM-DLP4 Module 5 – Decoding Words in Stories Read Using Phonetic Analysis.
words with consonant digraph ch and sh and other words EN3PWR-IIi-j-22.1 2. *Unionbank Student’s Work Text 2. 2013. pp 62-63.
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.
Read words with long i sound (long i ending in e) 1. BEAM-DLP4 Module 5 – Decoding Words in Stories Read Using Phonetic Analysis.
EN3PWR-IIId-24
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 phrases, 1. *Unionbank Student’s Work Text 2. 2013. pp 12-15.
EN3PWR-IIIi-26.3
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 these 1. *Unionbank Student’s Work Text 2. 2013. pp 70.
EN3PWR-IVc-2
words with pictures
Read words with vowel digraphs ea and ee and phrases, EN3PWR-IVd-e-22&29 1. *Unionbank Student’s Work Text 2. 2013. pp 71.
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 1. BEAM-DLP3 Module 2 – Decode Words With CVVC Patterns.
EN2PW-IVh-i-6
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 1. *Unionbank Student’s Work Text 2. 2013. pp 75-76.
EN3PWR-IVi-2

LEARNING COMPETENCY
LEARNING MATERIALS
F – Fluency
1Q
Read grade 3 level texts consisting of 2-syllable words EN3F-Ia-j-3.5.1 1. *English for You and Me 4 (Language). 2011. pp 5.
with short vowel sound with at least 95-100% accuracy EN3F-IIa-j-3.5.1
Read aloud from familiar prose and poetry consisting of 1. BEAM-DLP3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and Rhythm.
EN3F-Ia-j-1.10.1
long vowel words with fluency, appropriate rhythm, 2. BEAM ENG2 Module 4 – Rhymes.
EN3F-IIa-j-1.10.1
pacing and intonation 3. *Unionbank Student’s Work Text 2. 2013. pp 12-15.
2Q
3Q
Read grade 3 level texts 1. *English for You and Me 4 (Language). 2011. pp 5.
consisting of 2-syllable words with long vowel sound with EN3F-IIIa-j-3.5.1
at least 95-100% accuracy
Read aloud from familiar prose and poetry consisting of 1. BEAM-DLP3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and Rhythm.
long vowel words with fluency, appropriate rhythm, EN3F-IIIa-j-1.10.1 2. BEAM ENG2 Module 4 – Rhymes.
pacing and intonation 3. *Unionbank Student’s Work Text 2. 2013. pp 12-15.
Observe the use of punctuations including commas, 1. *English for You and Me 4 (Language). 2011. pp 8-11, 75-79, 87-89.
EN3F-IIIg-j-1.11
periods and question marks to guide reading for fluency
4Q
Read aloud from familiar prose and poetry consisting of 1. *Unionbank Student’s Work Text 2. 2013. pp 12-15.
Long vowel words with fluency, appropriate rhythm, EN3F-IVa-j-1.10.1
pacing and intonation
Use punctuations including commas, periods and question 1. *English for You and Me 4 (Language). 2011. pp 8-11, 75-79, 87-89.
EN3FL-IVa-j-1.11
marks to guide reading for fluency
Read poems with fluency, appropriate rhythm, pacing and 1. BEAM-DLP3 Module 11 – Reading Orally 1-2 Stanza Poems with Correct Stress and Rhythm.
EN3F-IVi-j-5
intonation 2. BEAM ENG2 Module 4 – Rhymes.
G – Grammar
1Q
Sentences 1. BEAM-DLP3 Module 38 – Identifying the Parts of a Sentence.
2. BEAM-DLP4 Module 34 - Using Variety of Sentences as To Structure.
EN3G-Ia-1
Distinguish sentences from non-sentences 1. BEAM-DLP3 Module 38 – Identifying the Parts of a Sentence.
EN3G-Ia-1.1 2. Let’s Begin in English 2. 2013. pp 373-374.
Sentences 1. Let’s Begin in English 2. 2013. pp. 373-374.
EN3G-Ib-1
Construct simple sentences 1. BEAM-DLP3 Module 38 – Identifying the Parts of a Sentence.
2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
EN3G-Ib-1.4
3. BEAM-DLP4 Module 35 – Constructing Simple Sentences Using Modifiers.

LEARNING COMPETENCY
LEARNING MATERIALS
Use a declarative sentence 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN3G-Ib-1.4.1
Differentiate a declarative from an interrogative sentence 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN3G-Ib-1.4.1.1 2. Let’s Begin in English 2. 2013. pp 391-392, 395.
Use proper punctuation for declarative and interrogative 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
sentences 2. Let’s Begin in English 2. 2013. pp 391-392, 395, 400.
EN3G-Ib-1.6
3. *English for You and Me 4 (Language). 2011. pp 75, 79, 87-89.
Construct declarative and interrogative sentences 1. BEAM-DLP3 Module 39 – Recognizing Telling and Asking Sentences.
EN3G-Ib-1.4.7 2. BEAM-DLP4 Module 34 – Using Variety of Sentences as To Structure.
Identify an exclamatory sentence 1. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
3. MISOSA ENG4 – Using Imperative and Exclamatory Sentences.
EN3G-Ib-1.4.8
Identify an imperative sentence 1. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
EN3G-Ic-1
3. MISOSA ENG4 – Using Imperative and Exclamatory Sentences.
Use different kinds of sentences (e.g. declarative, 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
interrogative, exclamatory, imperative 2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
EN3G-Ic-1.3
4. *English for You and Me 4 (Language). 2011. pp 90-92, 94-95.
Sentences 1. Let’s Begin in English 2. 2013. pp 373-374.
EN3G-Id-1
2. *Unionbank Student’s Worktext 2. 2013. pp 97.
Use appropriate punctuation marks (e.g. period, comma, 1. BEAM-DLP3 Module 39 – Recodnizing, Telling and Asking Sentences.
question mark, exclamation point) 2. BEAM-DLP3 Module 41 – Recognizing Imperative and Exclamatory Sentences.
4. MISOSA ENG4 – Writing From Dictation of Short Paragraphs and Observing Correct Spelling,
EN3G-Id-1.6
Punctuation Marks, and Capital Letters in Sentences.
5. Let’s Begin in English 2. 2013. pp 391-392, 395.
6. *English for You and Me 4 (Language). 2011. pp 8-11, 75-79, 87-89.
Nouns 1. BEAM-DLP3 Module 17 – Looking for Name Words.
EN3G-Ie-2
Use nouns (e.g. people, animals, places,, things events) in EN3G-Ie-2.4 BEAM-DLP3 Module 17 – Looking for Name Words.
LEARNING COMPETENCY
LEARNING MATERIALS
simple sentences
Use common and proper nouns EN3G-If-2.2 Let’s Begin in English 2. 2013. pp 29, 43.
Use plural form of regular nouns by adding /s/ or /es/ 1. BEAM-DLP3 Module 19 – Using Plural of Nouns.
(e.g., dog, dogs; wish, wishes) 2. BEAM-DLP4 Module 16 – Using the Plural of Nouns.
EN2G-Ig-h-2 .3
3. Let’s Begin in English 2. 2013. pp 58-59, 65, 66, 69.
Use plural from of frequently occurring irregular nouns 1. BEAM-DLP4 Module 16 – Using the Plural of Nouns.
EN3G-Ii-j-2.4
(e.g. children, feet, teeth) 2. *English for You and Me 4 (Language). 2011. pp 40-42.
2Q
Verbs 1. BEAM ENG2 Module 6B – Action Words.
2. BEAM-DLP3 Module 36 – Identifying Action Words.
3. BEAM-DLP4 Module 31 – Finding Action Words.
EN3G-IIa-c-3
4. BEAM-DLP4 Module 47 – Using Regular Verb Forms.
5. Let’s Begin in English 2. 2013. pp 251, 267, 282.
6. *Unionbank Student’s Work Text 2. 2013. pp 165-166.
Use the be-verbs (am, is, are was, were) correctly in 1. BEAM-DLP3 Module 44 – Using Am, Is, and Are.
sentences EN3G-IIa-b-3.4 2. BEAM-DLP3 Module 44 – Using Was and Were.
3. Let’s Begin in English 2. 2013. pp 313-314, 315, 317.
Identify and use action words in simple sentences 1. BEAM-DLP3 Module 36 – Identifying Action Words.
2. BEAM-DLP4 Module 31 – Finding Action Words.
EN3G-IIc-d-3.4
Form and use the past tense of frequently occurring 1. BEAM-DLP3 Module 49 – Using Simple Past Tense of Regular Verbs.
regular verbs (walk – walked, etc) 2. Let’s Begin in English 2. 2013. pp 327, 329, 332, 334.
EN3G-IId-f-3.2
Use verbs in simple present tense 1. BEAM-DLP3 Module 37 – Using Present Tense of the Verb.
3. MISOSA ENG4 – Using the Simple Present Form of the Verb That Agrees with the Subject in
Number.
Use verbs in simple present and past tense EN3G-IIe-f-3.2.1.1 1. BEAM ENG2 Module 6B – Action Words.
2. BEAM-DLP3 Module 37 – Using Present Tense of the Verb.
3. BEAM-DLP3 Module 49 – Using Simple Past Tense of Regular Verbs.
5. MISOSA ENG4 – Using the Simple Present Form of the Verb That Agrees with the Subject in
Number.
6. MISOSA ENG4 – Using the Simple Past Form of the Verb.
7. *Unionbank Student’s Worktext 2. 2013. pp 168-169.
LEARNING COMPETENCY
LEARNING MATERIALS
Use verbs in simple future tense 1. BEAM-DLP4 Module 47 – Using Regular Verb Forms.
2. MISOSA ENG4 – Using the Future Form of the Verb.
EN3G-IIi-j-3.2.2
3Q
Use demonstrative pronouns (this,/that, these/those) 1. BEAM ENG2 Module 5A – Getting the Main Idea.
EN3G-IIIa-b-4.2.1 2. Let’s Begin in English 2. 2013. pp 233-234, 236-237, 239-240, 244-245.
3. *Unionbank Student’s Work Text 2. 2013. pp 88, 128.
Use personal pronouns (e.g. I, you, he, she, it, we, they) 1. BEAM-DLP3 Module 26 – Identifying Pronouns.
2. Let’s Begin in English 2. 2013. pp 133-134, 139, 148-149, 152, 154, 157, 165-167.
EN3G-IIIc-d-4.2.3 3. *Unionbank Student’s Work Text 2. 2013. pp 85-87.
Use commonly used possessive pronouns 1. BEAM-DLP3 Module 30 – Using Possessive Pronouns.
2. Let’s Begin in English 2. 2013. pp 180-181, 184, 186, 190-191, 197-198, 201-202, 204, 215,
EN3G-IIIe-f-4.2.4 216, 217, 221, 224.
3. *Unionbank Student’s Work Text 2. 2013. pp 127, 130.
Adjectives 1. BEAM-DLP3 Module 64 – Identifying Adjectives.
EN3G-IIIf-g-5 2. Let’s Begin in English 2. 2013. pp 418-420, 424-425, 430, 437, 439, 442-443, 451, 459, 460,
466-468.
Use descriptive adjectives 1. BEAM-DLP3 Module 64 – Identifying Adjectives
2. Let’s Begin in English 2. 2013. pp 418-420, 424-425, 430, 437, 439, 442-443, 451, 459, 460,
EN3G-IIIf-g-5.3.1
466-468.
4Q
Prepositions 1. BEAM ENG2 Module 7 – Organizing Ideas.
2. BEAM ENG2 – Sequencing Events.
EN3G-IVg-7 3. BEAM-DLP3 Module 68 – Using Prepositions.
4. BEAM-DLP4 Module 61 – Using Prepositions.
Use the most frequently occurring prepositions(e.g. 1. BEAM ENG2 – Sequencing Events.
towards, beside,, into, etc.) 2. BEAM ENG2 Module 7 – Organizing Ideas.
EN3G-IVg-h-7.3
Give the synonyms and antonyms of common adjectives 1. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN3G-IVh-5.6 2. BEAM ENG2 Module 2 – Intonation and Expressions.
3. BEAM ENG2 Module 4 – Rhymes.
Use the degrees of adjectives in making comparisons EN3G-IVi-j-5.2 1. BEAM-DLP3 Module 65 – Comparing Adjectives.
LEARNING COMPETENCY
LEARNING MATERIALS
(positive, comparative, superlative) 2. BEAM-DLP4 Module 53 – Using the Degrees of Comparison of Regular Adjectives.
3. MISOSA ENG4 – Using the Degree of Comparison of Regular Adjectives.
Adverbs 1. BEAM-DLP4 Module 59 – Adverbs of Place.
2. BEAM-DLP4 Module 60 – Adverbs of Time.
EN3G-IVi-6
3. MISOSA ENG4 – Using Adverbs of Time and Place.
Recognize adverbs of manner 1. BEAM-DLP5 Module 38 – Using Adverbs of Manner and Frequency.
EN3G-IVi-j-6.1
S – Spelling
2Q
Spell one-to-two syllable words with consonant blends EN3S-IIa-b-4 BEAM-DLP3 Module 5 – Identifying Words with Initial Consonant Blends.
(e.g. pl, tr)
Spell words with initial and final consonant blends and 1. BEAM-DLP3 Module 5 – Identifying Words with Initial Consonant Blends.
EN3S-IIi-j-4.3
consonant digraphs 2. BEAM-DLP3 Module 5 – Identifying Words with Final Consonant Blends.
3Q
Spell words that were introduced during word recognition EN3S-IIIa-d-4 BEAM-DLP3 Module 1 – Word Recognition.
Use capitalization rules in word and sentence level (e.g. BEAM ENG2 Module 3A – Giving and Following Directions.
proper and common nouns, beginning words in EN3S-IIIg-j-2.5
sentences)
4Q
Spell words that were introduced during word recognition EN3S- IVa –b-4 BEAM-DLP3 Module 1 – Word Recognition.
Use capitalization rules in word and sentence level (e.g. BEAM ENG2 Module 3A – Giving and Following Directions.
proper and common nouns, beginning words in EN3S-IVg-i-2.5
sentences)
V – Vocabulary Development
1Q
Give the meaning of words used in stories listened to 1. BEAM-DLP3 Module 3 – Decoding New Words with (CVC/CVCV) Patterns.
2. *English for You and Me 3 (Reading). 2008. pp 44, 70, 105, 111, 120, 128, 149, 155, 162.
EN1V-Ia-b-01 3. Fun in English 4. 1999. pp. 3, 8, 16, 24, 30, 38, 44, 53, 58, 66, 74, 82, 90, 102, 110, 120,
*128, 136, 146, 153, 162, 168, 180, 188, 198, 206.
4. *English for You and Me 4 (Reading). 2011. pp 113, 123, 137, 143, 151, 152.
Classify common words into conceptual categories (e.g. *English for You and Me 4 (Reading). 2011. pp 83, 84.
EN2V-Ie-14
animals, foods, toys)
2Q
Derive meaning from repetitive language structures *English for You and Me 3 (Reading). 2008. pp 23, 44, 70, 86, 105, 114, 120, 128, 149, 155,
EN3V-IIc-6
review 162.
Show understanding of meaning of words with consonant *Unionbank Student’s Work Text 2. 2013. pp 62, 63.
EN3V-IIg-h-5.2
digraphs /ch/ through drawing, actions, and using them

LEARNING COMPETENCY
LEARNING MATERIALS
in sentences
Show understanding of meaning of words with consonant *Unionbank Student’s Work Text 2. 2013. pp 62, 63.
digraphs /sh/ through drawing, actions, and using them EN3V-IIi-j-5.3
in sentences
3Q
Recognize some words represented by common 1. BEAM ENG2 Module 2 – Intonation and Expressions.
EN3V-IIIa-7
abbreviations (e.g. Mr. Ave., Oct.) 2. BEAM ENG2 Module 3A – Giving and Following Directions.
Give the synonyms and antonyms of somewords 1. BEAM ENG2 Module 2 – Intonation and Expressions.
2. BEAM ENG2 Module 4 – Rhymes.
3. BEAM-DLP4 Module 21 – Using Synonyms and Antonyms.
EN1V-IIIa-c-13.1,13.2
6. *Fun in English 4. 1999. pp 62, 102, 115, 120, 128, 131, 136, 146.
EN3V-IIIb-d-13 2. *Fun in English 4. 1999. pp 62, 102, 115, 120, 128, 131, 136, 146.
Homonyms (e.g. flower/flour) 1. *Unionbank Student’s Work Text 2. 2013. pp 117-118, 154-156, 194.
EN3V-IIIe-f13.6
2. *Fun in English 4. 1999. pp 153, 162, 168, 180, 188, 198.
4Q
Give the correct meaning of homonyms (pail,pale) 1. *Unionbank Student’s Work Text 2. 2013. pp 117-118, 154-156, 194.
EN1V-IVa-b-13.6
2. *Fun in English 4. 1999. pp 158, 164, 184, 191, 192, 201.
Determine what words mean based on how they are used *Fun in English 4. 1999. pp 204-205.
EN3V-IVa-j-12.3
in a sentence
Use homonyms correctly (meat- meet, road, -rode) EN1V-IVf-g-13.6 *Fun in English 4. 1999. pp 158, 164, 184, 191, 192, 201.
Read word with affixes 1. MISOSA ENG4 – Identifying Meaning of Unfamiliar Words with Prefixes.
EN1V-IVj-27 2. *Unionbank Student’s Work Text 2. 2013. pp 153, 192-193, 198.
3. *Fun in English 4. 1999. pp 3, 8, 16, 24, 30, 38, 44, 206.
A - Attitude
1Q
Participate/engage in a read-along of texts (e.g. poetry, EN3A-Ia-b-1 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
repetitive text) 2. *English for You and Me 4 (Reading). 2011. pp 2, 5.
2Q
Participate/ engage in a read-along of texts (e.g. poetry, 1. BEAM-DLP3 Module 10 – Identifying Rhyming Words.
EN3A-IIa-b-1
repetitive text) 2. *English for You and Me 4 (Reading). 2011. pp 2, 5.
SS – Study Strategy
1Q
Arrange words in alphabetical order 1. BEAM ENG2 Module 3A – Giving and Following Directions.
EN3SS-Ia-2.1
2. *Fun in English 4. 1999. pp 119, 126.
2Q

LEARNING COMPETENCY
LEARNING MATERIALS
Arrange words with the same first letter but a different 1. BEAM ENG2 Module 3A – Giving and Following Directions.
EN3SS-IIa-b-1.1
second letter in alphabetical order 2. *Fun in English 4. 1999. pp 126.
Follow one-to-three step directions EN3LC-IIc-3.6 Let’s Begin Reading in English 2. 2013. pp 214-215, 279-282, 301-302, 371-372, 377, 381.
3Q
Get information from index and table of contents EN3SS-IIIa-1.3 *Fun in English 4. 1999. pp 7, 57, 65, 72.
Engage in a variety of ways to share information (e.g. role 1. Let’s Begin in English 2. 2013. pp 285.
playing,) reporting, summarizing, retelling and show and EN3OL-IIIb-i-1.2 2. *Fun in English 4. 1999. pp 15.
tell
4Q
Follow simple written directions EN3SS- IVa -1.3
Interpret simple maps 1. Let’s Begin in English 2. pp 470.
EN3SS- IVa-b -1.2.3
of places 2. *Fun in English 4. 1999. pp 195-196.
Interpret a pictograph EN3SS- IVc-d-1.2.7 Let’s Begin in English 2. pp 311-313.
Interpret simple tables EN3SS- IVe-f -1.2.2 Let’s Begin in English 2. pp 493-495, 498-500.
Interpret a bar graphs EN3SS- IVg-h -1.2.1 Let’s Begin in English 2. pp 478-480, 485-486.

Pasig City
MATHEMATICS
August 2016
Figure 1.The Conceptual Framework of Mathematics Education
K to 12 Mathematics Curriculum Guide August 2016 Page 2 of 257

CONCEPTUAL FRAMEWORK
Mathematics is one subject that pervades life at any age and in any circumstance. Thus, its value goes beyond the classroom and the school. Mathematics
as a school subject, therefore, must be learned comprehensively and with much depth.
The twin goals of mathematics in the basic education levels, K-10, are Critical Thinking and Problem Solving.
Critical thinking, according to Scriven and Paul (1987) is the intellectually disciplined process of actively and skilfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
On the other hand, according to Polya (1945 & 1962), mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a
problem that is unknown.
These two goals are to be achieved with an organized and rigorous curriculum content, a well-defined set of high-level skills and processes, desirable values and
attitudes, and appropriate tools, taking into account the different contexts of Filipino learners.
There are five content areas in the curriculum, as adopted from the framework prepared by MATHTED & SEI (2010): Numbers and Number Sense, Measurement,
Geometry, Patterns and Algebra, and Probability and Statistics.
The specific skills and processes to be developed are: knowing and understanding; estimating, computing and solving; visualizing and modelling; representing and
communicating; conjecturing, reasoning, proving and decision-making; and applying and connecting.
The following values and attitudes are to be honed as well: accuracy, creativity, objectivity, perseverance, and productivity.
We recognize that the use of appropriate tools is necessary in teaching mathematics. These include: manipulative objects, measuring devices, calculators and
computers, smart phones and tablet PCs, and the Internet.
We define context as a locale, situation, or set of conditions of Filipino learners that may influence their study and use of mathematics to develop critical thinking and
problem solving skills. Contexts refer to beliefs, environment, language and culture that include traditions and practices, as well as the learner’s prior knowledge and
experiences.

The framework is supported by the following underlying learning principles and theories: Experiential and Situated Learning, Reflective Learning, Constructivism,
Cooperative Learning and Discovery and Inquiry-based Learning. The mathematics curriculum is grounded in these theories.
Experiential Learning as advocated by David Kolb is learning that occurs by making sense of direct everyday experiences. Experiential Learning theory defines learning
as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience"
(Kolb, 1984, p. 41). Situated Learning, theorized by Lave and Wenger, is learning in the same context in which concepts and theories are applied.
Reflective Learning refers to learning that is facilitated by reflective thinking. It is not enough that learners encounter real-life situations. Deeper learning occurs when
learners are able to think about their experiences and process these, allowing them the opportunity to make sense of and derive meaning from their experiences.
Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connect them to new
ideas.
Cooperative Learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task.
The mathematics curriculum allows for students to learn by asking relevant questions and discovering new ideas. Discovery Learning and Inquiry-based Learning
(Bruner, 1961) support the idea that students learn when they make use of personal experiences to discover facts, relationships, and concepts.

BRIEF COURSE DESCRIPTION
Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and figures, functions, logic, and reasoning. Mathematics is also a tool of science
and a language complete with its own notations and symbols and “grammar” rules, with which concepts and ideas are effectively expressed.
The contents of mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns & Algebra and Statistics and Probability.
Numbers and Number Sense as a strand include concepts of numbers, properties, operations, estimation, and their applications.
Measurement as a strand includes the use of numbers and measures to describe, understand, and compare mathematical and concrete objects. It focuses on
attributes such as length, mass and weight, capacity, time, money, and temperature, as well as applications involving perimeter, area, surface area, volume, and angle
measure.
Geometry as a strand includes properties of two- and three-dimensional figures and their relationships, spatial visualization, reasoning, and geometric modelling and
proofs.
Patterns and Algebra as a strand studies patterns, relationships, and changes among shapes and quantities. It includes the use of algebraic notations and
symbols, equations, and most importantly, functions, to represent and analyze relationships.
Statistics and Probability as a strand is all about developing skills in collecting and organizing data using charts, tables, and graphs; understanding, analyzing and
interpreting data; dealing with uncertainty; and making predictions about outcomes.
The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it pro vides necessary concepts and life
skills needed by Filipino learners as they proceed to the next stage in their life as learners and as citizens of the Philippines.

LEARNING AREA STANDARD: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied - using appropriate
technology - in problem solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.
KEY STAGE STANDARDS:
K–3 4–6 7 – 10
At the end of Grade 6, the learner demonstrates At the end of grade 10, the learner
At the end of Grade 3, the learner demonstrates understanding and appreciation of key concepts and skills demonstrates understanding and appreciation of key
understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers, concepts and skills involving numbers and number sense
involving numbers and number sense (whole numbers up number theory, fractions, decimals, ratio and proportion, (sets and real numbers); measurement (conversion of
to 10,000 and the four fundamental operations including percent, and integers);measurement (time, speed, units); patterns and algebra (linear equations and
money, ordinal numbers up to 100th, basic concepts of perimeter, circumference and area of plane figures, inequalities in one and two variables, linear functions,
fractions); measurement (time, length, mass, capacity, volume and surface area of solid/space figures, systems of linear equations, and inequalities in two
area of square and rectangle); geometry (2-dimensional temperature and meter reading); geometry (parallel and variables, exponents and radicals, quadratic equations,
and 3-dimensional objects, lines, symmetry, and perpendicular lines, angles, triangles, quadrilaterals, inequalities, functions, polynomials, and polynomial
tessellation); patterns and algebra (continuous and polygons, circles, and solid figures); patterns and algebra equations and functions); geometry (polygons, axiomatic
repeating patterns and number sentences); statistics and (continuous and repeating patterns, number sentences, structure of geometry, triangle congruence, inequality
probability (data collection and representation in tables, sequences, and simple equations); statistics and and similarity, and basic trigonometry);statistics and
pictographs and bar graphs and outcomes)as applied - probability (bar graphs, line graphs and pie graphs, probability (measures of central tendency, variability and
using appropriate technology - in critical thinking, simple experiment, and experimental probability) as position; combinatorics and probability) as applied - using
problem solving, reasoning, communicating, making applied -using appropriate technology - in critical thinking, appropriate technology - in critical thinking, problem
connections, representations, and decisions in real life. problem solving, reasoning, communicating, making solving, communicating, reasoning, making connections,
connections, representations, and decisions in real life. representations, and decisions in real life.

GRADE LEVEL STANDARDS:

GRADE LEVEL GRADE LEVEL STANDARDS
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 20,
basic concepts on addition and subtraction); geometry (basic attributes of objects), patterns and algebra (basic concept of sequence and number
pairs); measurement (time, location, non-standard measures of length, mass and capacity); and statistics and probability (data collection and tables)
K
as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations and
decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 100,
ordinal numbers up to 10th, money up to PhP100, addition and subtraction of whole numbers, and fractions ½ and 1/4);geometry (2- and 3-
GRADE 1 dimensional objects); patterns and algebra (continuous and repeating patterns and number sentences); measurement (time, non-standard measures
of length, mass, and capacity);and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical
thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 1
000, ordinal numbers up to 20th, money up to PhP100, the four fundamental operations of whole numbers, and unit fractions); geometry (basic
GRADE 2 shapes, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns and number sentences);measurement (time, length,
mass, and capacity); and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to
10 000; ordinal numbers up to 100th; money up to PhP1 000;the four fundamental operations of whole numbers; proper and improper fractions; and
similar, dissimilar, and equivalent fractions); geometry (lines, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns
GRADE 3
and number sentences); measurement (conversion of time, length, mass and capacity, area of square and rectangle); and statistics and probability
(tables, bar graphs, and outcomes) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to
100 000, multiplication and division of whole numbers, order of operations, factors and multiples, addition and subtraction of fractions, and basic
concepts of decimals including money); geometry (lines, angles, triangles, and quadrilaterals); patterns and algebra (continuous and repeating
GRADE 4
patterns and number sentences); measurement (time, perimeter, area, and volume); and statistics and probability (tables, bar graphs, and simple
experiments) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life.
GRADE 5 The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to

GRADE LEVEL GRADE LEVEL STANDARDS
10 000 000, order of operations, factors and multiples, fractions and decimals including money, ratio and proportion, percent); geometry (polygons,
circles, solid figures); patterns and algebra (sequence and number sentences); measurement (time, circumference, area, volume, and temperature);
and statistics and probability (tables, line graphs and experimental probability) as applied - using appropriate technology - in critical thinking, problem
solving, reasoning, communicating, making connections, representations, and decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (divisibility, order of
operations, fractions and decimals including money, ratio and proportion, percent, integers); geometry (plane and solid figures); patterns and algebra
GRADE 6 (sequence, expression, and equation); measurement (rate, speed, area, surface area, volume, and meter reading); and statistics and probability
(tables, pie graphs, and experimental and theoretical probability) as applied - using appropriate technology - in critical thinking, problem solving,
reasoning, communicating, making connections, representations, and decisions in real life.
The learner demonstrates understanding of key concepts and principles of numbers and number sense (sets and real number system); measurement
(conversion of units of measurement);patterns and algebra (algebraic expressions and properties of real numbers as applied in linear equations and
GRADE 7 inequalities in one variable); geometry (sides and angles of polygons); and statistics and probability (data collection and presentation, and measures
of central tendency and variability) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.
The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions,
linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables); geometry (axiomatic structure of
GRADE 8 geometry, triangle congruence, inequalities in a triangle, and parallel and perpendicular lines); and statistics and probability (probability of simple
events) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
The learner demonstrates understanding of key concepts and principles of patterns and algebra (quadratic equations and inequalities, quadratic
functions, rational algebraic equations, variations, and radicals) and geometry (parallelograms and triangle similarities and basic concepts of
GRADE 9
trigonometry) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
The learner demonstrates understanding of key concepts and principles of patterns and algebra (sequences, series, polynomials, polynomial
equations, and polynomial functions); geometry (circles and coordinate geometry); and statistics and probability (combinatorics and probability, and
GRADE 10
measures of position) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
Time Allotment:
Grade 1 2 3 4 5 6 7 8 9 10

GRADE 2
CONTENT PERFORMANCE
LEARNING COMPETENCY LEARNING MATH
CONTENT STANDARDS STANDARDS CODE
MATERIALS EQUIPMENT
The learner... The learner... The learner...
Grade 2- FIRST QUARTER
1. BEAM LG Gr. 2 Module
Numbers and 1. demonstrates 1. is able to 1- Whole Numbers
Number understanding recognize, 2. Lesson Guide in Elem.
Sense of whole represent, Math Grade 2 p. 1
numbers up to compare, and 3. Lesson Guide in Elem.
1000, ordinal order whole Math Grade 2. 2005.
numbers up to numbers up to 1. visualizes and represents pp. 1-10
M2NS-Ia-
20th, and money 1000, ordinal numbers from 0-1000 with 4. Lesson Guide in Elem.
1.2
up to PhP100. numbers up to emphasis on numbers 101 – 1 Math Grade 2. 2010.
20th, and money 000 using a variety of materials. pp. 1-5; 5-11
2. demonstrates up to PhP100 in 5. Mathematics
understanding various forms and Kagamitan ng
of addition of contexts. Magaaral Tagalog
whole numbers Grade 2. 2013. pp.
up to 1000 2. is able to 112
including recognize and 1. Lesson Guide in Cuisenaire
money. represent ordinal Elementary Rods/Number
numbers up to Mathematics Grade 2. Sticks, 250 pcs/set
20th in various 2012. p. 4; 10
forms and 2. Mathematics for
contexts. 2. groups objects in ones, M2NS-Ib- Everyday Life Grade 2.
tens, and hundreds. 2.2 1999. pp. 2-5*
3. is able to apply 3. Mathematics
addition of whole Kagamitan ng
numbers up to Magaaral Tagalog
1000 including Grade 2. 2013. pp.
money in 13-15
mathematical 1. BEAM LG Gr. 2 Module Place Value Pocket
3. gives the place value and
problems and M2NS-Ib- 1- Whole Numbers Chart
finds the value of a digit in
real-life situations. 10.2 2. Lesson Guide in Elem.
three-digit numbers.
Math Grade 2 p.12
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
3. Lesson Guide in Elem.
Math Grade 2. 2005.
pp. 10-14
Math Grade 2. 2010.
pp. 12-15
5. Lesson Guide in
Elementary
Mathematics Grade 2.
2012. pp. 12-15
6. Mathematics for
Everyday Life Grade 2.
1999. pp.20-21*
7. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
24-26
1- Whole Numbers
Math Grade 2 p.24
Math Grade 2. 2005.
pp. 23-27
4. visualizes and counts 4. Lesson Guide in Elem.
M2NS-Ib-
numbers by 10s, 50s, and Math Grade 2. 2010.
8.2
100s. pp. 24-28
5. Lesson Guide in
Elementary
2012. pp. 24-27
6. Mathematics
Kagamitan ng
Magaaral Tagalog
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Grade 2. 2013. pp.
19-20
1- Whole Numbers
Math Grade 2 p.15
Math Grade 2. 2005.
pp. 14-17
Math Grade 2. 2010.
pp. 15-18
5. reads and writes numbers
M2NS-Ic- 5. Lesson Guide in
up to 1 000 in symbols and
9.2 Elementary
in words.
2012. pp. 15-18
6. Mathematics for
1999. pp. 6-7, 24-25*
7. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
16-18; 21-23
1- Whole Numbers
Math Grade 2 p.18
6. visualizes and writes three- 3. Lesson Guide in Elem.
M2NS-Ic-
digit numbers in expanded Math Grade 2. 2005.
14
form. pp. 17-20
Math Grade 2. 2010.
pp. 18-21
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Math Grade 2. 2012.
pp. 18-21
6. Mathematics for
1999. pp. 8-9*
7. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
27-28
1- Whole Numbers
Math Grade 2 p.21
Math Grade 2. 2005.
pp. 20-23
Math Grade 2. 2010.
pp. 21-24
7. visualizes and compares 5. Lesson Guide in
M2NS-Id-
numbers up to 1 000 using Elementary
12.2
relation symbols. Mathematics Grade 2.
2012. pp. 21-24
6. Mathematics for
1999. pp. 10-11, 26-
27*
7. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
28-30
8. visualizes and orders M2NS-Id- 1. Mathematics
numbers up to 1 000 in 13.2 Kagamitan ng
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
increasing or decreasing Magaaral Tagalog
order. Grade 2. 2013. pp.
30-33
2. Proded Math. I-A, I-B
& I-C: Ordering
Numbers
2- Presenting Whole
Numbers
Math Grade 2 p.28
Math Grade 2. 2005.
pp. 27-32
9. identifies the 1st through
the 20th with the emphasis
M2NS-Ie- Math Grade 2. 2010.
on 11th to 20th object in a
16.2 pp. 28-33
given set from a given point
of reference.
Math Grade 2. 2012.
pp. 28-32
6. Mathematics
Kagamitan ng
Magaaral Tagalog Gr.
2. 2013. pp. 33-36
7. Proded Math. 4-A:
Ordinal Numbers
1- Whole Numbers
10. reads and writes ordinal Math Grade 2. 2005.
M2NS-Ie-
numbers from 1st through pp. 32-34
17.2
the 20th. 3. Lesson Guide in Elem.
Math Grade 2. 2010.
pp. 33-36
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Math Grade 2. 2012.
pp. 33-35
5. Mathematics for
1999. p. 12*
6. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
36-40
Ordinal Numbers
1- Whole Numbers
Math Grade 2 p.40
Math Grade 2. 2005.
pp. 35-38
11. identifies and uses the 4. Lesson Guide in Elem.
pattern of naming ordinal M2NS-Ie- Math Grade 2. 2010.
numbers from 1st to the 18 pp. 36-39
20th. 5. Lesson Guide in Elem.
Math Grade 2. 2012.
pp. 36-39
6. Mathematics for
1999. p. 13*
7. Proded Math. 4-B & 4-
C: Ordinal Numbers
12. reads and writes money in 1- Reading and
M2NS-If-
symbols and in words Writing Whole
20.1
through PhP100. Numbers
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Math Grade 2 p.42
Math Grade 2. 2005.
pp. 41-43
Math Grade 2. 2010.
pp. 42-45
Math Grade 2. 2012.
pp. 42-44
6. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
176-182, 193-195
3- Money
Math Grade 2. 2005.
pp. 43-47
13. counts the value of a set of Math Grade 2. 2010.
bills or a set of coins pp. 45-49
through PhP100 (peso- 4. Lesson Guide in Elem.
coins only; centavo-coins M2NS-If-21 Math Grade 2. 2012.
only; peso-bills only and pp. 45-49
combined peso-coins and 5. Mathematics for
peso-bills). Everyday Life Grade 2.
1999. pp. 14, 28-29*
6. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
182-193

CONTENT PERFORMANCE
MATERIALS EQUIPMENT
3- Money
Math Grade 2 p.50
Math Grade 2. 2005.
pp. 47-50
14. compares values of Math Grade 2. 2010.
different denominations of pp. 50-53
M2NS-If-
coins and paper bills 5. Lesson Guide in Elem.
22.1
through PhP100 using Math Grade 2. 2012.
relation symbols. pp. 50-54
6. Mathematics for
1999. p. 15, 30*
7. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013.195-
196
1. BEAM LG Gr. 2 Module Plastic Chips, 60
4- Addition pcs/set
Math Grade 4 p.24
3. DLP Gr. 4 Modules 9,
15. illustrates the properties of
10, 11; Gr. 5 Module 2
addition (commutative,
M2NS-Ig- 4. Lesson Guide in Elem.
associative, identity) and
26.3 Math Grade 2. 2005.
applies each in appropriate
pp. 71-78
and relevant situations.
Math Grade 2. 2010.
pp. 76-79; 79-83
Math Grade 2. 2012.
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
pp. 76-82
7. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
47-54
4- Addition
Math Grade 2 p.59
Math Grade 2. 2005.
pp. 56-60
Math Grade 2. 2010.
pp. 59-63; 63-69
16. visualizes, represents, and
Math Grade 2. 2012.
adds 2-digit by 3-digit
M2NS-Ig- pp. 62-63; 69-72
numbers with sums up to
27.4 6. Mathematics
1000 without and with
Kagamitan ng
regrouping .
Magaaral Tagalog
Grade 2. 2013. pp.
40-44
7. Proded Math. II-A:
Addition of Whole
Numbers With
Regrouping
Addition of Whole
Numbers Without
Regrouping

CONTENT PERFORMANCE
MATERIALS EQUIPMENT
4- Addition
Math Grade 2 p.59
3. Proded Math. 13A, B
and C: Addition of
Whole Numbers
(Without Regrouping)
4. Proded Math. 15A, B
and C: Addition of
Whole Numbers (With
Regrouping)
Math Grade 2. 2012.
pp. 59-83
adds 3-digit by 3-digit
M2NS-Ih- 6. Mathematics for
numbers with sums up to
27.5 Everyday Life Grade 2.
1000 without and with
1999. pp. 36-37; 42-
regrouping.
43*
7. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
45-46
Addition of Whole
Numbers With
Regrouping
9. Proded Math. II-B:
Addition of Whole
Numbers Without
Regrouping
18. adds mentally 1- to 2-digit 1. BEAM LG Gr. 2 Module
M2NS-Ih-
numbers with sums up to 4- Addition
28.3
50 using appropriate 2. Lesson Guide in Elem.
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
strategies. Math Grade 2 p.83
Math Grade 2. 2005.
pp. 79-82
Math Grade 2. 2010.
pp. 83-87
Math Grade 2. 2012.
pp. 83-86
6. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
54-55
19. adds mentally 3-digit Mathematics Kagamitan
numbers and 1-digit M2NS-Ii- ng Magaaral Tagalog
numbers using appropriate 28.4 Grade 2. 2013. pp. 56-58
strategies.
20. adds mentally three -digit Mathematics Kagamitan
numbers and tens ng Magaaral Tagalog
M2NS-Ii-
(multiples of 10 up to 90) Grade 2. 2013. pp. 59-60
28.5
using appropriate
strategies.
21. adds mentally 3-digit
numbers and hundreds
M2NS-Ii-
(multiples of 100 up to 900)
28.6
using appropriate
strategies.

CONTENT PERFORMANCE
MATERIALS EQUIPMENT
– Application of
Addition
Math Grade 2 p.87
Math Grade 2. 2005.
pp. 85-93
22. solves routine and non- 4. Lesson Guide in Elem.
routine problems involving Math Grade 2. 2010.
addition of whole numbers pp. 87-90; 90-92; 92-
M2NS-Ij-
including money with sums 95; 95-99
29.2
up to 1000 using 5. Lesson Guide in Elem.
appropriate problem solving Math Grade 2. 2012.
strategies and tools. pp. 87-99
6. Mathematics for
1999. pp. 48-52*
7. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
61-69
23. creates problems involving
M2NS-Ij-
addition of whole numbers
30.2
including money.
Grade 2- SECOND QUARTER
Numbers and demonstrates is able to apply 6- Subtraction
Number understanding of subtraction and 2. Lesson Guide in Elem.
subtracts 2- to 3-digit
Sense subtraction and multiplication of whole M2NS-IIa- Math Grade 2 p.105
numbers with minuends up
multiplication of whole numbers up to 1000 32.5 3. Lesson Guide in Elem.
to 999 without and with
numbers up to 1000 including money in Math Grade 2. 2005.
regrouping.
including money. mathematical problems pp. 103-107
and real-life situations. 4. Lesson Guide in Elem.
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Math Grade 2. 2010.
pp. 105-112
5. Proded Math. 16A,
16B and 16C:
Subtraction Without
Regrouping
6. Proded Math. 17A,
17B and 17C:
Subtraction With
Regrouping
Math Grade 2. 2012.
pp. 105-123
8. Mathematics for
Eveyrday Life Grade 2.
1999. pp. 40-41; 44-
45*
9. Mathematics for
Everyday Use Grade 3.
1997. pp. 60-62*
10. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
69-71
11. Proded Math. II-A,
II-B & II-C:
Subtraction With
Regrouping
12. Proded Math. 17-A,
17-B & 17-C:
Subtraction With
Regrouping
13. Proded Math. II-C:
Subtraction Without
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Regrouping
14. Proded Math. 16-C:
Subtraction Without
Regrouping
6- Subtraction
2. LessonGuide in Elem.
Math Grade 2 p.123
Math Grade 2. 2005.
pp. 120-122
25. subtracts mentally 1-digit
numbers from 1- to 3-digit
M2NS-IIb- Math Grade 2. 2010.
numbers without
33.2 pp. 123-125
regrouping using
appropriate strategies.
Math Grade 2. 2012.
pp. 123-125
6. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
72-74
26. subtracts mentally 3-digit Mathematics Kagamitan
numbers by tens and by ng Magaaral Tagalog
M2NS-IIb-
hundreds without Grade 2. 2013. pp. 75-78
33.3
regrouping using
27. solves routine and non-
– Application of
routine problems involving
Subtraction
subtraction of whole
M2NS-IIc- 2. Lesson Guide in Elem.
numbers including money
34.2 Math Grade 2 p.126
with minuends up to 1000
using appropriate problem
Math Grade 2. 2005.
solving strategies and tools.
pp. 122-125
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Math Grade 2. 2010.
pp. 126-128
Math Grade 2. 2012.
pp. 126-128
6. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
78-82
M2NS-IId-
subtraction of whole
35.2
numbers including money.
Math Grade 2. 2005.
29. performs orders of pp. 131-134
operations involving M2NS-IId- 2. Mathematics
addition and subtractions of 34.3 Kagamitan ng
small numbers. Magaaral Tagalog
Grade 2. 2013. pp.
83-85
8- Application of
Addition and
30. solves multi-step routine Subtraction
and non-routine problems 2. Lesson Guide in Elem.
involving addition and Math Grade 2. 2010.
M2NS-IIe-
subtraction of 2- to 3-digit pp. 132-135; 136-139
34.4
numbers including money 3. Lesson Guide in Elem.
using appropriate problem Math Grade 2. 2012.
solving strategies and tools. pp. 132-139
4. Mathematics
Kagamitan ng
Magaaral Tagalog
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Grade 2. 2013. pp.
85-96
31. creates word problems
involving addition and M2NS-IIe-
subtraction of whole 35.3
Math Grade 2 p.140
Math Grade 2. 2005.
pp. 139-143; 143-147
32. illustrates multiplication as
Math Grade 2. 2010.
repeated addition using
pp. 140-143; 143-148
32.1 groups of equal
quantities M2NS-IIf-
Math Grade 2. 2012.
32.2 arrays 38
pp. 140-141, 143-146
32.3 counting by multiples
5. Mathematics for
32.4 equal jumps on the
number line
1999. pp. 58-59*
6. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
97-103

CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Math Grade 2 p.148
Math Grade 2. 2010.
pp. 148-151
33. writes a related equation for 3. Lesson Guide in Elem.
each type of multiplication: Math Grade 2. 2012.
repeated addition, array, M2NS-IIf- pp. 142-145; 147
counting by multiples, and 39 4. Mathematics for
equal jumps on the number Everyday Life Grade 2.
line. 1999. pp. 60-61*
5. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
103-109
Math Grade 2 p.157
Math Grade 2. 2010.
pp. 157-160
Math Grade 2. 2012.
pp. 157-159
34. illustrates the property of
4. Mathematics for
multiplication that any M2NS-IIg-
number multiplied by one 40.1
1999. pp. 70-71*
(1) is the same number.
5. Mathematics for
1997. pp. 93-95*
6. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
109-112
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Math Grade 2 p.160
2. DLP Gr. 4 Module 27
Math Grade 2. 2005.
pp. 158-160
35. illustrates the property of Math Grade 2. 2010.
multiplication that zero M2NS-IIg- pp. 160-162
multiplied by any number is 40.2 5. Lesson Guide in Elem.
zero. Math Grade 2. 2012.
pp. 160-162
6. Mathematics for
1999. pp. 70-71*
7. Mathematics for
1997. pp. 93-95*
Mathematics Kagamitan
36. illustrates the commutative M2NS-IIg- ng Magaaral Tagalog
property of multiplication. 40.3 Grade 2. 2013. pp. 112-
114
– Multiplication
2. Mathematics for
37. visualizes multiplication of
M2NS-IIh- 1999. pp. 62-69*
numbers 1 to 10 by 2,3,4,5
41.1 3. Mathematics
and10.
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
114-117
38. multiplies mentally 2,3,4,5 1. BEAM LG Gr. 2 Module
M2NS-IIi-
and 10 using appropriate – Multiplication
42.1
strategies. 2. Lesson Guide in Elem.
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Math Grade 2 p.166
– Multiplication
Math Grade 2 p.169
Math Grade 2. 2005.
pp. 167-170; 173-176
Math Grade 2. 2010.
pp. 169-172; 172-177
multiplication of whole M2NS-IIi-
numbers including money 45.1
Math Grade 2. 2012.
using appropriate problem
pp. 169-176
solving strategies and tools.
6. Mathematics for
1999. pp. 80-81*
7. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
120-122
Math Grade 2 p.177
40. solves routine and non- Math Grade 2. 2005.
routine problems involving pp. 176-180
multiplication and addition 3. Lesson Guide in Elem.
M2NS-IIj-
or subtraction of whole Math Grade 2. 2010.
45.2
numbers including money pp. 177-180
using appropriate problem 4. Lesson Guide in Elem.
solving strategies and tools. Math Grade 2. 2012.
pp. 177-180
5. Mathematics
Kagamitan ng
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Magaaral Tagalog
Grade 2. 2013. pp.
122-124
multiplication only and
multiplication with addition M2NS-IIj-
or subtraction of whole 46.1
numbers including money
with reasonable answers.
Grade 2- THIRD QUARTER
1. BEAM LG Gr. 2 Module Beads, Ø16mm
Numbers and 1. demonstrates 1. is able to apply 11– Application of
Number understanding of division of whole Division
Sense division of whole numbers up to 2. Lesson Guide in Elem.
numbers up to 1000 including Math Grade 2 p.181
1000 including money in 3. Lesson Guide in Elem.
money. mathematical Math Grade 2. 2005.
problems and 42. visualizes and represents division pp. 180-183; 195-199
2. demonstrates real-life situations. as equal sharing, repeated 4. Lesson Guide in Elem.
M2NS-IIIa-
understanding of subtraction, equal jumps on the Math Grade 2. 2010.
49
unit fractions. 2. is able to number line and using formation pp. 181-184
recognize and of equal groups of objects 5. Lesson Guide in Elem.
represent unit Math Grade 2. 2012.
fractions in pp. 181-184
various forms and 6. Mathematics
contexts. Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
124-135
43. creates and writes a related 1. DLP Gr. 3 Module 24
equation for each type of 2. Mathematics for
M2NS-IIIa-
situation: equal sharing, Everyday Life Gr. 2.
50
repeated subtraction, equal 1999. pp. 86-89*
jumps on the number line, 3. Mathematics

CONTENT PERFORMANCE
MATERIALS EQUIPMENT
and formation of equal Kagamitan ng
groups of objects. Magaaral Tagalog
Grade 2. 2013. pp.
135-145
11– Application of
Division
Math Grade 2. 2005.
44. visualizes division of
pp. 186-190
numbers up to 100 by
M2NS-IIIb- 3. Mathematics for
2,3,4,5, and 10
51.1 Everyday Life Grade 2.
(multiplication table of 2, 3,
1999. pp. 92-99*
4, 5 and 10).
4. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
145-147
45. divides mentally numbers Mathematics Kagamitan
by 2,3,4,5 and 10 using ng Magaaral Tagalog
M2NS-IIIb-
appropriate strategies Grade 2. 2013. pp. 147-
52.1
(multiplication table of 2, 3, 149
4, 5 and 10).
Math Grade 2 p.206
Math Grade 2. 2005.
46. illustrates that multiplication
M2NS-IIIc- pp. 200-203
and division are inverse
53 4. Lesson Guide in Elem.
operations.
Math Grade 2. 2010.
pp. 202-206
Math Grade 2. 2012.
pp. 202-206
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
6. Mathematics for
1999. pp. 90-91
11– Application of
Division
Math Grade 2. 2005.
pp. 211-214; 217-220;
220-223
division of numbers by
2,3,4,5 and 10 and with
M2NS-IIIc- Math Grade 2. 2010.
any of the other operations
56.1 pp. 215-218
of whole numbers including
4. Mathematics for
money using appropriate
problem solving strategies
1999. pp. 104-106*
and tools.
5. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
149-154
48. creates word problems
M2NS-IIIc-
involving division of whole
57.1
13 – Fractions
49. visualizes, represents and Math Grade 2 p.231
identifies unit fractions with M2NS-IIId- 3. Lesson Guide in Elem.
denominators of 10 and 72.2 Math Grade 2. 2005.
below. pp. 230-239
Math Grade 2. 2010.
pp. 231-235

CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Math Grade 2. 2012.
pp. 231-240
6. Mathematics for
1999. pp. 110-117*
7. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
154-157
Math Grade 2 p.240
Math Grade 2. 2005.
pp. 239-244
Math Grade 2. 2010.
pp. 240-245
50. reads and writes unit M2NS-IIId-
Math Grade 2. 2012.
fractions. 76.1
pp. 240-245
5. Mathematics for
1999. pp. 110-117*
6. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
157-158
Math Grade 2 p.245
51. compares unit fractions M2NS-IIIe-
using relation symbols. 77.1
Math Grade 2. 2005.
pp. 244-248
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Math Grade 2. 2010.
pp. 245-249
4. Proded Math. 30A:
Comparing Parts of a
Whole
5. Proded Math. 30C:
Comparing Fractions
Math Grade 2. 2012.
pp. 245-249
7. Mathematics for
1999. pp. 120-121*
8. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
159-160
Whole
10. Proded Math. II-B:
Set
11. Proded Math. II-C:
Comparing Fractions
52. arranges unit fractions in
M2NS-IIIe- ng Magaaral Tagalog
increasing or decreasing
78.1 Grade 2. 2013. pp. 160-
order.
162

CONTENT PERFORMANCE
MATERIALS EQUIPMENT
1. DLP Gr. 3 Module 35 5.
Math Grade 3. 2012.
pp. 293-298
53. identifies other fractions 3. Mathematics for
less than one with M2NS-IIIe- Everyday Use Grade 3.
denominators 10 and 79.1 1997. pp. 162-165*
below. 4. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
162-164
Mathematics Kagamitan Square Units/Tiles,
54. visualizes similar fractions
M2NS-IIIf- ng Magaaral Tagalog 10cm x 10cm,
(using group of objects
72.3 Grade 2. 2013. pp. 165- plastic
and number line).
167
55. reads and writes similar M2NS-IIIf- ng Magaaral Tagalog
fractions. 76.2 Grade 2. 2013. pp. 168-
172
2. Mathematics
56. compares similar
M2NS-IIIf- Kagamitan ng
fractions using relation
77.2 Magaaral Tagalog
symbols.
Grade 2. 2013. pp.
172-173
Math Grade 4 p.205
2. MISOSA 4 – Ordering
57. arranges similar fractions Similar Fractions
M2NS-IIIf-
in increasing or 3. Mathematics
78.2
decreasing order. Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
173-175
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Geometry demonstrates is able to recognize 58. visualizes, identifies, Mathematics Kagamitan
understanding of and construct straight classifies and describes M2GE-IIIg- ng Magaaral Tagalog
straight and curved and curved lines, flat half circles and quarter 5 Grade 2. 2013. pp. 197-
lines, flat and curved and curved surfaces, circles. 198
surfaces, basic basic shapes and 59. constructs squares, Mathematics Kagamitan Compass,
shapes, symmetry in create simple designs rectangles, triangles, ng Magaaral Tagalog blackboard
M2GE-IIIg-
a line, and that show symmetry circles, half-circles, and Grade 2. 2013. pp. 198-
6
tessellations using in a line and quarter circles using cut- 201 Geoboard, 11 x 11
triangles and squares. tessellation using outs and square grids.
triangles and squares. 1. BEAM LG Gr. 2 Module Compass,
Geometry – blackboard
Tessellations
Math Grade 2 p.266
Math Grade 2. 2010.
pp. 266-270
4. Elementary
60. identifies shapes/figures
M2GE-IIIh- 2003. pp. 122-123
that show symmetry in a
7.1 5. Lesson Guide in
line.
Elementary
2012. pp. 266-269
6. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
201-204
Describing Shapes
61. identifies and draws the Proded Math. 6-B: Compass,
line of symmetry in a M2GE-IIIh- Describing Shapes blackboard
given symmetrical 7.4a
figure.
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
62. creates figures that show M2GE-IIIh- ng Magaaral Tagalog
symmetry in a line. 7.2 Grade 2. 2013. pp. 205-
210
63. recognizes shapes that M2GE-IIIh- ng Magaaral Tagalog
can tessellate. 8.1 Grade 2. 2013. pp. 211-
214
1. Lesson Guide in Elem. Pattern Blocks, 250
Math Grade 2 p.263 pcs/set
Math Grade 2. 2005.
64. tessellates a surface pp. 262-265
M2GE-IIIi-
using triangles and 3. Lesson Guide in Elem.
8.2
squares. Math Grade 2. 2010.
pp. 263-266
Math Grade 2. 2012.
pp. 263-265
65. identifies straight lines Mathematics Kagamitan
and curves, flat and ng Magaaral Tagalog
curved surfaces in a 3- M2GE-IIIi- Grade 2. 2013. pp. 217-
dimensional object. This 9 219
is not reflected in the
performance standards.
66. explains the differences Basic 3-
between straight lines Dimensional
and curved lines, flat Models
M2GE-IIIi-
surfaces and curved
10
surfaces. This is not
reflected in the
performance standards.

CONTENT PERFORMANCE
MATERIALS EQUIPMENT
67. determines the missing Mathematics Kagamitan
Patterns and demonstrates is able to apply term/s in a given ng Magaaral Tagalog
Algebra understanding of knowledge of continuous pattern using Grade 2. 2013. pp. 220-
continuous patterns continuous patterns two attributes (any two of 228
using two attributes using two attributes the following: figures,
and mathematical and number numbers, colors, sizes, and
M2AL-IIIj-
sentences involving sentences involving orientations, etc.)
3
multiplication and multiplication and e.g.
division of whole division using 2, 3,
numbers using 2, 3, 4, 4, 5 and 10 only in 1, A, 2,B,3,C,__,__
5 and 10 only. various situations.
1 , 2 , 3 , 4 __
68. visualizes and finds the

missing value in a number
sentence involving
multiplication or division of
M2AL-IIIj-
whole numbers using 2, 3,
11
4, 5 and 10 only.
e.g.
5 x __ = 30
30 ÷ __ = 6
Grade 2- FOURTH QUARTER
1. BEAM LG Gr. 2 Module Digital Clock,
Measurement demonstrates is able to apply 9 – Time Measure tabletop
understanding of time, knowledge of time, 2. Lesson Guide in Elem.
standard measures of standard measures of Math Grade 2 p.285 Demonstration
length, mass and length, weight, and 69. tells and writes time in 3. Lesson Guide in Elem. Clock (Manipulative
capacity and area using capacity, and area minutes including a.m. and M2ME-IVa- Math Grade 2. 2005. Clock, Blackboard)
square-tile units. using square-tile units p.m. using analog and 5 pp. 284-286; 291-298
in mathematical digital clocks. 4. Lesson Guide in Elem.
problems and real-life Math Grade 2. 2010.
situations. pp. 285-288
Math Grade 2. 2012.
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
pp. 285-288
6. Mathematics for
1999. pp. 144-148*
7. Mathematics for
1997. pp. 196-197*
8. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
229-232
70. visualizes and finds the M2ME-IVa-
elapsed time in days. 6
9 – Time Measure
Math Grade 2 p.304
Math Grade 2. 2005.
pp. 301-306
71. visualizes, represents, and Math Grade 2. 2010.
solves problems involving pp. 304-309
M2ME-IVa-
time (minutes including 5. Lesson Guide in Elem.
7
a.m. and p.m. and elapsed Math Grade 2. 2012.
time in days). pp. 304-308
6. Mathematics for
1999. pp. 148-150*
7. Mathematics for
1997. pp. 198-199*
8. Mathematics
Kagamitan ng
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Magaaral Tagalog
Grade 2. 2013. pp.
234-240
1. Mathematics for Plastic Ruler, 12
Everyday Life Grade 2. inches or 30cm
1999. pp. 152-153*
2. Mathematics for
1997. pp. 200-202*
72. shows and uses the 3. Mathematics
appropriate unit of length Kagamitan ng
M2ME-IVb-
and their abbreviation cm Magaaral Tagalog
23
and m to measure a Grade 2. 2013. pp.
particular object. 244-248
4. NFE Accreditation and
Equivalency Learning
Material. Measurement,
Perimeter and
Circumference. 2001.
p.5
1. Mathematics for
1999. p. 154*
73. compares length in meters M2ME-IVb- 2. Mathematics
or centimeters. 24 Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
249-251
Math Grade 2 p.309
74. measures objects using 2. Lesson Guide in Elem.
M2ME-IVb-
appropriate measuring Math Grade 2. 2005.
25
tools in m or cm. pp. 309-313
Math Grade 2. 2010.
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
pp. 309-312
Math Grade 2. 2012.
pp. 309-312
Material. Measuring
Length. 2001. pp. 10-
11
Math Grade 2 p.312
Math Grade 2. 2010.
pp. 312-316
75. estimates and measures 3. Lesson Guide in Elem.
M2ME-IVc-
length using meter or Math Grade 2. 2012.
26
centimeter. pp. 312-316
4. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
252-253
1. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
76. solves routine and non- 254-255
M2ME-IVc-
routine problems involving 2. NFE Accreditation and
27
length. Equivalency Learning
Material. Measurement,
Perimeter and
Circumference. 2001.
pp. 6, 8-9
77. shows and uses the M2ME-IVd- 1. Mathematics
appropriate unit of weight 28 Kagamitan ng
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
and their abbreviations g Magaaral Tagalog
and kg to measure a Grade 2. 2013. pp.
particular object. 256-257
Material. Measuring
Weight Part 1: The
Metric & English
Systems. 2001. pp. 5-
12
18 – Mass and
Capacity
2. Mathematics for
78. compares mass in grams or M2ME-IVd-
1999. pp. 160-162*
kilograms. 29
3. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
258-260
1. BEAM LG Gr. 2 Module Weighing Scale,
18 – Mass and analog, max. 5 kg
Capacity cap.
Math Grade 2 p.317 Weighing Scale,
3. Lesson Guide in Elem. analog, 1 kg. cap.
79. measures objects using
M2ME-IVd- Math Grade 2. 2005.
appropriate measuring
30 pp. 320-324 Double-pan
units in g or kg.
4. Lesson Guide in Elem. Balance, 500g
Math Grade 2. 2010.
pp. 317-320
Math Grade 2. 2012.
pp. 317-319
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
1. BEAM LG Gr. 2 Module 8.
18 – Mass and
Capacity
Math Grade 2 p.323
Math Grade 2. 2005.
pp. 313-316
80. estimates and measures Math Grade 2. 2010.
M2ME-IVe-
mass using gram or pp. 323-327
31
kilogram. 5. Lesson Guide in Elem.
Math Grade 2. 2012.
pp. 323-327
6. Mathematics for
1999. p. 163*
7. Mathematics
Kagamitan ng
Magaaral Tagalog Gr.
2. 2013. pp. 261-263
1. Mathematics for 5.
1999. pp. 164-165*
2. Mathematics for
1997. pp. 220-222*
M2ME-IVe- 3. Mathematics
32 Kagamitan ng
mass.
Magaaral Tagalog
Grade 2. 2013. pp.
264-266
Material. Measuring
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Weight Part 1: The
Metric & English
Systems. 2001. pp. 30-
31, 49-51
1. Lesson Guide in Elem. 1. Liter Volume
Math Grade 2. 2005. Set (liter
pp. 336-340 cases)
2. Lesson Guide in
Elementary 2. Measuring cup,
82. measures objects using
M2ME-IVf- Mathematics Grade 2. 250mL, plastic
appropriate measuring
33 2012. pp. 340-343
tools in mL or L.
3. Mathematics 3. Set of
Kagamitan ng Measuring cups
Magaaral Tagalog and Spoons
Grade 2. 2013. pp.
279-280
83. creates problems involving M2ME-IVf-
length, mass and capacity. 34
1. BEAM LG Gr. 2 Module Geoboard, 11 x 11
12 – Area
2. Lesson Guide in
Elementary
84. illustrates area as a 2012. pp. 331-335
measure of how much M2ME-IVg- 3. Mathematics for
surface is covered or 35 Everyday Use Grade 3.
occupied by a plane figure. 1997. p. 211*
4. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
267-270

CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Math Grade 2. 2005.
pp. 332-336
2. Lesson Guide in
Elementary
85. finds the area of a given
2012. pp. 335-340
figure using square-tile M2ME-IVg-
3. Mathematics for
units i.e. number of square- 36
tiles needed.
1997. pp. 212-213*
4. Mathematics
Kagamitan ng
Magaaral Tagalog
Grade 2. 2013. pp.
271-273
86. estimates the area of a
M2ME-IVh- ng Magaaral Tagalog
given figure using any
37 Grade 2. 2013. pp. 273-
shape.
278
87. solves routine and non- Mathematics for Square Units/Tiles,
routine problems involving M2ME-IVh- Everyday Use Grade 3. 2.54 x 2.54cm,
any figure using square 38 1997. pp. 214-216* plastic
tiles.
88. collects data on one Mathematics for
M2SP-IVh-
Statistics and deepens understanding is able to create and variable using a Everyday Use Grade 3.
1.2
Probability of pictographs without interpret simple questionnaire. 1997. pp. 232-234*
and with scales and representations of data 89. sorts, classifies, and Mathematics Kagamitan
outcomes of an event (tables and pictographs organizes data in tabular ng Magaaral Tagalog
using the terms likely, without and with M2SP-IVi- Grade 2. 2013. pp. 281-
form and presents this into
equally likely and scales) and describe 2.2 284
a pictograph without and
unlikely to happen. outcomes of familiar with scales.

CONTENT PERFORMANCE
MATERIALS EQUIPMENT
events using the terms 1. BEAM LG Gr. 3 Module
likely, equally likely and 15 – Pictograph
unlikely to happen. 90. infers and interprets data 2. Mathematics
M2SP-IVi-
presented in a pictograph Kagamitan ng
3.2
without and with scales. Magaaral Tagalog Gr.
2. 2013. pp. 286

routine problems using
M2SP-IVi-
data presented in a
4.2
pictograph without and
with scales.
92. tells whether an event is
M2SP-IVj-
likely, equally likely,
7.2
unlikely to happen.
93. describe events in real-life
situations using the phrases
M2SP-IVj-
“ likely to happen” or
8.2
“unlikely to happen” or
“equally likely to happen”.

GRADE 3
CONTENT PERFORMANCE
LEARNING COMPETENCY
CONTENT STANDARDS STANDARDS CODE LEARNING MATERIALS MATH EQUIPMENT

Grade 3- FIRST QUARTER
Numbers and 1. demonstrates 1. is able to Math 3 pp. 1 – 14
Number understanding recognize, 2. BEAM LG Gr. 3 Module
Sense of whole represent, 1.1 – Whole Numbers
numbers up to compare, and 3. Lesson Guide in Elem.
10 000, ordinal order whole 1. visualizes numbers up to 10 Math Grade 3. 2005. pp.
M3NS-Ia-
numbers up to numbers up to 000 with emphasis on 1-10
1.3
100th, and 10 000, and numbers 1001 - 10000. 4. Lesson Guide in Elem.
money up to money up to Math Grade 3. 2010. pp.
PhP1000. PhP1000 in 1-10
various forms 5. Lesson Guide in Elem.
2. demonstrates and contexts. Math Grade 3. 2012. pp.
understanding 1-10
of addition and 2. is able to 1. Lesson Guide in Elem. Cuisenaire
subtraction of recognize and Math 3 pp. 15 – 17 Rods/Number Sticks,
whole numbers represent, 2. BEAM LG Gr. 3 Module 250 pcs/set
including money ordinal numbers 1.1 – Whole Numbers
up to 100th in 3. MTB-MLE Group –
various forms Teacher’s Guide
and contexts. 4. Lesson Guide in Elem.
Math Grade 3. 2005. pp.
2. gives the place value and
3. is able to apply M3NS-Ia- 15-19
value of a digit in 4- to 5-digit
addition and 10.3 5. Lesson Guide in Elem.
numbers.
subtraction of Math Grade 3. 2010. pp.
whole numbers 15-18
including money 6. Mathematics for
in mathematical Everyday Use Grade 3.
problems and 1997. pp. 11-13
real-life 7. Lesson Guide in Elem.
situations. Math Grade 3. 2012. pp.
15-18

CONTENT PERFORMANCE
LEARNING COMPETENCY

Math 3 pp. 18 - 27
1.1 – Whole Numbers
3. MTB-MLE Group –
Teacher’s Guide
3. reads and writes numbers
M3NS-Ia- 19-28
up to 10 000 in symbols and
9.3 5. Lesson Guide in Elem.
in words.
18-23; 23-28
6. Mathematics for
1997. pp. 2-7*
1-10
Math 3 pp. 37 – 40
Teacher’s Guide
4. rounds numbers to the
M3NS-Ib- Math Grade 3. 2005. pp.
nearest ten, hundred and
15.1 37-44
thousand..
37-44
37-44
8. Mathematics for
CONTENT PERFORMANCE
LEARNING COMPETENCY

2000. pp. 10-13*
Material. Estimation.
2001. pp. 4-7
Teacher’s Guide
5. compares numbers up to Math Grade 3. 2005. pp.
M3NS-Ib-
10 000 using relation 28-33
12.3
symbols. 4. Lesson Guide in Elem.
28-33
5. Mathematics for
1997. pp. 14-18*
6. orders 4- to 5-digit numbers MTB-MLE Group – Teacher’s
M3NS-Ib-
in increasing or decreasing Guide
13.3
order.
7. identifies ordinal numbers 1. MTB-MLE Group –
from 1st to 100th with Teacher’s Guide
M3NS-Ic-
emphasis on the 21st to 100th 2. Mathematics for
16.3
object in a given set from a Everyday Life Grade 4.
given point of reference. 2000. pp. 12-13
8. recognizes coins and bills up M3NS-Ic-
to PhP1 000. 19.2
Math 3 pp.49 – 51
9. reads and writes money in
symbols and in words M3NS-Ic-
through PhP1 000 in pesos 20.2
3. DLP Gr. 3 Module 8, Gr.
and centavos.
4 Module 48

CONTENT PERFORMANCE
LEARNING COMPETENCY

Teacher’s Guide
49-52
49-52
49-52
Math 3 pp.52 – 56
Teacher’s Guide
10. compares values of the Math Grade 3. 2005. pp.
different denominations of M3NS-Id- 52-56
coins and bills through PhP1 22.2 5. Lesson Guide in Elem.
000 using relation symbols. Math Grade 3. 2010. pp.
52-57
6. Mathematics for
1997. pp. 22-25*
52-57*
Math 3 pp.70 – 80
11. adds 3- to 4-digit numbers 2. DLP Gr. 3 Module 12, 13
up to three addends with M3NS-Id- 3. MTB-MLE Group –
sums up to 10 000 without 27.6 Teacher’s Guide
and with regrouping. 4. Lesson Guide in Elem.
69-72
CONTENT PERFORMANCE
LEARNING COMPETENCY

70-73
6. Proded Mathematics.
14A: Finding Sums
Without Regrouping
7. Mathematics for
1997. pp. 32-35*
1. LG in Elem. Math 3
pp.81 – 84
Teacher’s Guide
12. estimates the sum of 3- to 4-
M3NS-Ie- Math Grade 3. 2005. pp.
digit addends with
31 80-84
reasonable results.
81-85
6. Mathematics for
Everyday Life Gr. 4.
2000. pp. 14-17*
Math 3 pp.85 – 90
Teacher’s Guide
13. adds mentally 2-digit and 1-
digit numbers without or with M3NS-Ie-
regrouping using appropriate 28.7
84-88
strategies.
85-90
6. Mathematics for
CONTENT PERFORMANCE
LEARNING COMPETENCY

1997. pp. 51-53*
85-90
1. LG in Elem. Math 4
pp.35 – 36
14. adds mentally 2- to 3-digit Teacher’s Guide
numbers with multiples of M3NS-Ie- 3. Grade School
hundreds using appropriate 28.8 Mathematics Grade 4.
strategies. 2003. pp. 32-33
4. Mathematics for
2000. pp. 28-29*
Math 3 pp.95 – 99
Teacher’s Guide
92-98
M3NS-If- 95-100
with sums up to 10 000
29.3 6. Misosa Grade 4 Mod. 10
including money using
7. Mathematics for
appropriate problem solving
strategies and tools.
1997. pp. 54-59*
8. Grade School
2003. pp. 34-35
95-100
10. Mathematics for
CONTENT PERFORMANCE
LEARNING COMPETENCY

2000. pp. 40-41*
M3NS-If-
30.3
including money.
Math 3 pp.100 – 144
2. BEAM LG Gr. 3 Module 1
– Subtraction
3. DLP Gr. 3 Module 17, 18
Teacher’s Guide
17. subtracts 3-to 4-digit
numbers from 3- to 4-digit M3NS-Ig-
98-142
numbers without and with 32.6
regrouping.
100-144
7. Mathematics for
1997. pp. 60-62*
8. Grade School
2003. pp. 38-39
Math 3 pp.145 – 148
– Subtraction
18. estimates the difference of
two numbers with three to M3NS-Ih-
Teacher’s Guide
four digits with reasonable 36
results.
142-146

CONTENT PERFORMANCE
LEARNING COMPETENCY

145-149
6. Grade School
2003. pp. 40-41*
145-149
8. Mathematics for
2000. pp. 36-37*
Math 3 pp.149 – 154
– Subtraction
Teacher’s Guide
146-151
19. subtracts mentally 1- to 2 –
digits numbers without and M3NS-Ih-
with regrouping using 33.5
149-154
6. Mathematics for
1997. pp. 78-79
149-154
8. Mathematics for
2000. pp. 38-39*
20. subtracts mentally 2- to 3 – 1. MTB-MLE Group –
digits numbers with Teacher’s Guide
M3NS-Ii-
multiples of hundreds 2. Grade School
33.6
without and with regrouping Mathematics Grade 4.
using appropriate strategies. 2003. pp. 42-43*
CONTENT PERFORMANCE
LEARNING COMPETENCY

Math 3 pp.155 – 169
– Application of
Subtraction, Module 3 –
Application of Addition
and Subtraction
3. DLP Gr. 3 Module 19, Gr.
4 Module 19
Teacher’s Guide
subtraction without or with
M3NS-Ii- Math Grade 3. 2005. pp.
34.5 152-158; 163-167
including money using
appropriate problem solving
strategies and tools.
155-161; 165-169
7. Mathematics for
1997. pp. 81-82*
155-161
9. Mathematics for
2000. pp. 42-43*
addition and/or subtraction of
whole numbers including
money.
M3NS-Ij-
35.4

CONTENT PERFORMANCE
LEARNING COMPETENCY

1. BEAM LG Gr.2 Module –
Numbers and demonstrates is able to apply Multiplication
Number understanding of multiplication and 23. visualizes multiplication of 2. MTB-MLE Group –
M3NS-IIa-
Sense multiplication and division of whole numbers 1 to 10 by 6,7,8 Teacher’s Guide
41.2
division of whole numbers including and 9. 3. Mathematics for
numbers including money in mathematical Everyday Life Grade 2.
money. problems and real-life 1999. pp.72-77*
situations 24. visualizes and states basic MTB-MLE Group – Teacher’s
M3NS-IIa-
multiplication facts for Guide
41.3
numbers up to 10.
Math 3 pp.170 – 174
Teacher’s Guide
25. applies the commutative M3NS-IIb- Math Grade 3. 2005. pp.
property of multiplication. 40.4 167-172
170-175
170-175
26. multiplies 2-digit by 1-digit 1. DLP Gr. 4 Module 29
numbers using the M3NS-IIb- 2. MTB-MLE Group –
distributive property of 40.5 Teacher’s Guide
multiplication.
27. multiplies three 1-digit 1. DLP Gr. 4 Module 26, Gr.
numbers using the M3NS-IIb- 5 Module 3
associative property of 40.6 2. MTB-MLE Group –
multiplication. Teacher’s Guide
28. multiplies 2- to 3-digit M3NS-IIc- 1. Lesson Guide in Elem.
numbers by 1-digit numbers 43.1 Math 3 pp.185 – 193

CONTENT PERFORMANCE
LEARNING COMPETENCY

without or with regrouping. 2. MTB-MLE Group –
Teacher’s Guide
172-177; 188-181
175-180; 180-184
5. Mathematics for
1997. pp.88-89*
6. Mathematics for
2000. pp. 54-57*
7. Proded Math. III-A, III-B
& III-C: Multiplying
Whole Numbers Without
Regrouping
8. Proded Math. III-A & III-
B: Multiplying Whole
Numbers With
Regrouping
29. multiplies 2-digit numbers by Teacher’s Guide
M3NS-IIc-
2-digit numbers without 2. Mathematics for
43.2
regrouping. Everyday Use Grade 3.
1997. pp. 96-98*
30. multiplies 2-digit number by
Teacher’s Guide
2-digit numbers with M3NS-IIc-
2. Mathematics for
regrouping. 43.3
1997. pp. 104-106*
31. multiplies 2- to 3-digit 1. Lesson Guide in Elem.
M3NS-IId-
numbers by multiples of 10 Math 3 pp.194 – 203
43.4
and 100. 2. MTB-MLE Group –

CONTENT PERFORMANCE
LEARNING COMPETENCY

Teacher’s Guide
191-196; 196-201
194-199; 199-203
5. Mathematics for
1997. pp. 110-111*
6. Grade School
2003. pp. 66-67
194-203
8. Mathematics for
2000. pp. 52-53*
32. multiplies 1- to 2-digit MTB-MLE Group – Teacher’s
M3NS-IId-
numbers by Guide
43.5
1 000.
Teacher’s Guide
201-205
33. estimates the product of 2- 3. Lesson Guide in Elem.
to 3-digit numbers and 1- to M3NS-IId- Math Grade 3. 2010. pp.
2-digit numbers with 44.1 208-211
reasonable results . 4. Lesson Guide in Elem.
204-208
5. Mathematics for
2000. pp. 62-63*
CONTENT PERFORMANCE
LEARNING COMPETENCY

Math 3 pp.212 – 215
Teacher’s Guide
209-213
34. multiplies mentally 2-digit by 212-216
1-digit numbers without M3NS-IIe- 5. Mathematics for
regrouping with products of 42.2 Everyday Use Grade 3.
up to 100. 1997. pp. 116-117
6. Grade School
2003. pp. 70-71
212-216
8. Mathematics for
2000.pp. 64-65*
Math 3 pp.216 – 222
35. solves routine and non- Teacher’s Guide
routine problems involving 3. Lesson Guide in Elem.
multiplication without or with Math Grade 3. 2005. pp.
addition and subtraction of M3NS-IIe- 214-217; 217-220
whole numbers including 45.3 4. Lesson Guide in Elem.
money using appropriate Math Grade 3. 2010. pp.
problem solving strategies 216-223
and tools. 5. Mathematics for
1997. pp. 122-125*
CONTENT PERFORMANCE
LEARNING COMPETENCY

216-223
7. Mathematics for
2000. pp. 66-71*
multiplication or with addition M3NS-IIf-
or subtraction of whole 46.2
37. visualizes and states the MTB-MLE Group – Teacher’s
M3NS-IIf-
multiples of 1- to 2-digit Guide
47
numbers.
38. visualizes division of numbers 1. BEAM LG Gr.2 Module
up to 100 by 6,7,8,and 9 M3NS-IIg- 11 – Division
(multiplication table of 6, 7, 51.2 2. MTB-MLE Group –
8, and 9). Teacher’s Guide
1. BEAM LG Gr.2 Module
39. visualizes and states basic
M3NS-IIg- 11 – Division
division facts of numbers up
51.3 2. MTB-MLE Group –
to 10.
Teacher’s Guide
Math 3 pp.229 – 236
Teacher’s Guide
40. divides 2- to 3-digit numbers Math Grade 3. 2005. pp.
M3NS-IIh-
by 1- to 2- digit numbers 226-231; 240-246
54.1
without and with remainder. 5. Lesson Guide in Elem.
229-236
6. Proded Mathematics. 26A,
B & C: Division of Whole
Numbers Without
Remainder
CONTENT PERFORMANCE
LEARNING COMPETENCY

7. Proded Mathematics. 27A:
Finding the Quotients
Without Remainders
8. Proded Mathematics. 28A
& B: Division of Whole
Numbers With Remainder
9. Proded Mathematics. 29A
& 29B: Finding Quotients
With Remainders
10. Mathematics for
1997. pp. 129-134; 139-
147*
229-242
12. Mathematics for
2000. pp. 72-85*
13. Proded Math. III-A, III-
B & III-C: Division of
Whole Numbers (Without
Remainder)
14. Proded Math. III-A, III-
B & III-C: Division of
Whole Numbers (With
Remainder)
Finding the Quotients
Without Remainder
16. Proded Math. 29-A &
29-B: Finding Quotients
With Remainders
41. divides 2-3 digit numbers by 1. Lesson Guide in Elem.
M3NS-IIh-
10 and 100 without or with Math 3 pp.270 – 275
54.2
remainder. 2. BEAM LG Gr.3 Module-
CONTENT PERFORMANCE
LEARNING COMPETENCY

Application of Division
Teacher’s Guide
268-274
237-242; 270-276
7. Mathematics for
Everyday Use Gr. 3.
1997. pp. 136-138*
270-276
9. Mathematics for
2000. pp. 86-87*
42. estimates the quotient of 2- Teacher’s Guide
M3NS-IIi-
to 3- digit numbers by 1- to 2. Lesson Guide in Elem.
55.1
2- digit numbers. Math Grade 3. 2005. pp.
240-246
Math 3 pp.276 – 280
43. divides mentally 2-digit Teacher’s Guide
numbers by 1-digit numbers M3NS-IIi- 4. Lesson Guide in Elem.
without remainder using 52.2 Math Grade 3. 2010. pp.
appropriate strategies. 276-280
5. Mathematics for
1997. pp. 148-150*
6. Grade School
CONTENT PERFORMANCE
LEARNING COMPETENCY

2003. pp. 92-93*
276-280
8. Mathematics for
2000. pp. 88-89*
Math 3 pp.281 – 292
11 – Division, Gr.3
Module – Application of
Division
44. solves routine and non- Teacher’s Guide
routine problems involving 4. Lesson Guide in Elem.
division of 2- to 4-digit Math Grade 3. 2005. pp.
numbers by 1- to 2-digit 278-282; 283-286; 287-
numbers without or with any M3NS-IIj- 291
of the other operations of 56.2 5. Lesson Guide in Elem.
whole numbers including Math Grade 3. 2010. pp.
money using appropriate 281-293
problem solving strategies 6. Mathematics for
and tools. Everyday Use Grade 3.
1997. pp. 151-153*
281-293
8. Mathematics for
2000.pp. 90-94*
division or with any of the M3NS-IIj-
other operations of whole 57.2
CONTENT PERFORMANCE
LEARNING COMPETENCY

Numbers and demonstrates is able to recognize and Math 3 pp.44 – 48, Gr. 5
Number understanding of represent proper and p. 27
Sense proper and improper, improper, similar and 2. DLP Gr. 3 Module 7
similar and dissimilar dissimilar and equivalent 3. BEAM LG Gr.3 Module
and equivalent fractions in various 1.2
fractions. forms and contexts. 4. MTB-MLE Group –
Teacher’s Guide
46. identifies odd and even M3NS-IIIa- Math Grade 3. 2005. pp.
numbers. 63 44-49
44-49
7. Mathematics for
1997. pp. 19-21*
44-49
Math 3 pp.305 – 311
Teacher’s Guide
47. visualizes and represents Math Grade 3. 2005. pp.
M3NS-IIIa-
fractions that are equal to 306-310
72.4
one and greater than one. 5. Lesson Guide in Elem.
305-309; 309-312
6. Mathematics for
1997. p. 167*
7. Grade School
CONTENT PERFORMANCE
LEARNING COMPETENCY

2003. pp. 104-105
305-312
9. Mathematics for
2000. pp. 104-105*
1. BEAM LG Gr.3 Module 1-
Identify and Order
Fractions
Teacher’s Guide
48. reads and writes fractions 3. Mathematics for
that are equal to one and M3NS-IIIb- Everyday Use Grade 3.
greater than one in symbols 76.3 1997. pp.168-169*
and in words. 4. Lesson Guide in Elem.
305-312
5. Mathematics for
2000. pp. 104-105*
1. Lesson Guide in Elem. Beads, Ø16mm
Math 4 p.188
49. represents fractions using 2. BEAM LG Gr.6 Module
M3NS-IIIb-
regions, sets, and the 22
72.5
number line. 3. Lesson Guide in Elem.
188-192
50. visualizes and represents M3NS-IIIc- Math 4 p.197
dissimilar fractions. 72.6 3. MTB-MLE Group –
Teacher’s Guide
4. MISOSA Grade 4 Module

CONTENT PERFORMANCE
LEARNING COMPETENCY

35
197-200
6. Mathematics for
2000. pp.96-97*
1. MISOSA Module Gr.6 –
Comparing Fractions
Teacher’s Guide
3. Proded Mathematics.30A:
Whole, 30B: Comparing
Parts of a Set & 30C:
51. visualizes, represents, and M3NS-IIId- Comparing Parts of
compares dissimilar fractions. 77.3 Fractions
4. MISOSA Grade 4 Module
35
5. Mathematics for
Everyday Use Gr. 3.
1997. pp. 170-175*
6. Grade School
2003. pp. 106-109*
1. BEAM LG Gr.5 Module 2,
Gr.6 Module 29
2. MISOSA Gr. 5 Module –
Ordering Dissimilar
Fractions
arranges dissimilar fractions M3NS-IIId-
in increasing or decreasing 78.3
Teacher’s Guide
order.
4. Mathematics for
1997. pp. 170-175*
5. Grade School
CONTENT PERFORMANCE
LEARNING COMPETENCY

2003. pp. 108-109*
Material. Learning About
Fractions. 1998. pp. 10-14
Math 5 p.63
2. BEAM LG Gr.5 Module 2
3. MISOSA Gr. 5 and 6
Modules –
Equal/Equivalent
Fractions
53. visualizes and generates M3NS-IIIe- 4. MTB-MLE Group –
equivalent fractions. 72.7 Teacher’s Guide
63-68
Material. Learning About
Fractions. 1998. pp. 6-9
Geometry demonstrates is able to recognize and Teacher’s Guide
understanding of lines, represent lines in real 2. Grade School
symmetrical designs, objects and designs or Mathematics Grade 4.
54. recognizes and draws a
and tessellation using drawings, complete M3GE-IIIe- 2003. pp. 172-174*
point, line, line segment and
square, triangle and symmetrical designs, 11 3. Mathematics for
ray.
other shapes that can and create patterns of Everyday Life Grade 4.
tessellate. designs using square, 2000. pp. 162-163*
triangle and other 4. BALS Video – Shapes and
shapes that can Figures Around Us
tessellate. 55. recognizes and draws 1. Lesson Guide in Elem.
M3GE-IIIf-
parallel, intersecting and Math 3 pp.330 – 337
12.1
perpendicular lines. 2. DLP Gr. 3 Module 42

CONTENT PERFORMANCE
LEARNING COMPETENCY

– Line and Line Segment
Teacher’s Guide
327-335
330-338
7. Grade School
2003. pp. 175-176
330-338
9. Mathematics for
2000. pp. 164-165*
Math 3 pp.338 – 344
Teacher’s Guide
56. visualizes, identifies and 5. Lesson Guide in Elem.
M3GE-IIIf-
draws congruent line Math Grade 3. 2005. pp.
13
segments. 335-338; 338-341
338-345
7. Grade School
2003. pp. 177-179*
CONTENT PERFORMANCE
LEARNING COMPETENCY

338-345
9. Mathematics for
2000. pp. 166-167*
57. identifies and visualizes 2. BEAM LG Gr.3 Module 7
M3GE-IIIg-
symmetry in the – Line and Line Segment
7.3
environment and in design. 3. MTB-MLE Group –
Teacher’s Guide
58. identifies and draws the line MTB-MLE Group – Teacher’s
M3GE-IIIg-
of symmetry in a given Guide
7.4
symmetrical figure.
Math 3 pp.357 – 362
Teacher’s Guide
59. completes a symmetric figure 4. Lesson Guide in Elem.
M3GE-IIIh-
with respect to a given line of Math Grade 3. 2005. pp.
7.5
symmetry. 353-359
357-363
357-363
M3GE-IIIh- 1. Lesson Guide in Elem. Pattern Blocks, 250
60. tessellates the plane using
8.3 Math 3 pp. 345 – 356 pcs/set
triangles, squares and other
shapes that can tessellate.
Teacher’s Guide
Patterns and demonstrates is able to apply 61. determines the missing MTB-MLE Group – Teacher’s
Algebra understanding of knowledge of term/s in a given M3AL-IIIi-4 Guide
continuous and continuous and combination of continuous

CONTENT PERFORMANCE
LEARNING COMPETENCY

repeating patterns and repeating patterns and and repeating pattern.
mathematical number sentences e.g.
sentences involving involving multiplication
multiplication and or division of whole 4A,5B, 6A,7B,__
division of whole numbers in various
numbers. situations. 1 2 3 4 ___
62. finds the missing value in a

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

CONTENT PERFORMANCE
LEARNING COMPETENCY

Math 3 pp.363 – 367
2. BEAM LG Gr.2 Module 9-
Time Measure, Gr. 3
Module 8
64. visualizes, and represents, 3. MTB-MLE Group –
and converts time measure Teacher’s Guide
64.1 days to week, month 4. Lesson Guide in Elem.
and year and vice Math Grade 3. 2005. pp.
M3ME-IVa-
versa 359-364
9
64.2 weeks to months and 5. Lesson Guide in Elem.
year and vice versa Math Grade 3. 2010. pp.
64.3 months to year and 363-368
vice versa. 6. Lesson Guide in Elem.
363-368
7. Mathematics for
2000. pp. 198-199*
Math 3 pp.376 – 379
Teacher’s Guide
65. visualizes, and represents,
372-376
and solves problems M3ME-IVb-
involving conversion of time 10
measure.
376-380
371-372
Material. 2001. Time. pp.
CONTENT PERFORMANCE
LEARNING COMPETENCY

13, 17-18
Material. Oras. 2001. pp.
13-14, 19
1. DLP Gr. 3 Module 45 Plastic Ruler, 12
2. BEAM LG Gr.3 Module 1 inches or 30cm
Teacher’s Guide Double-pan Balance,
4. Lesson Guide in Elem. 500g
410-413
5. Mathematics for
1997. p. 219*
66. visualizes, and represents, 6. Mathematics for
and converts common units Everyday Life Grade 4.
of measure from larger to 2000. pp. 188-189*
M3ME-IVb-
smaller unit and vice versa: 7. NFE Accreditation and
39
meter and centimeter, Equivalency Learning
kilogram and gram, liter and Material. Measuring
milliliter. Length. 2001. pp. 14-15
Material. Measuring
Weight Part 1: The Metric
& English Systems. 2001.
pp. 18-25
Material. Perimeter and
Areas. 1998. pp. 11-22
67. visualizes, and represents, 1. BEAM LG Gr.3 Module 2
and solves routine and non- M3ME-IVc- – Capacity
routine problems involving 40 2. Lesson Guide in Elem.
conversions of common Math Grade 3. 2010. pp.
CONTENT PERFORMANCE
LEARNING COMPETENCY

units of measure. 413-417
Material. Measuring
Length. 2001. pp. 16-18,
28-30, 34-45
Material. Perimeters and
Areas. 1998. pp. 14-
15,18-19
1. Lesson Guide in Elem. Set of Measuring
Math 3 pp.406 – 409 cups and Spoons
18 – Mass and Capacity, Measuring cup,
Gr.3 Module 1-Capacity 250mL, plastic
Teacher’s Guide Liter Volume Set (liter
68. visualizes, and represents, 4. Lesson Guide in Elem. Cases)
and finds the capacity of a M3ME-IVc- Math Grade 3. 2005. pp.
container using milliliter and 41 406-409
liter. 5. Lesson Guide in Elem.
406-409
406-409
7. BALS Video – Ang
Volume
Math 3 pp.413 – 416
and solves routine and non- M3ME-IVd-
Teacher’s Guide
routine problems involving 42
capacity measure.
409-413
CONTENT PERFORMANCE
LEARNING COMPETENCY

413-417
70. visualizes, and represents, MTB-MLE Group – Teacher’s
and measures area using M3ME-IVd- Guide
appropriate unit. 43
1. Lesson Guide in Elem. Square Units/Tiles,

Math 3 pp.388 – 397 10cm x 10cm, plastic
Math Grade 3. 2005. pp. Square Units/Tiles,
384-394 2.54 x 2.54cm, plastic
71. derives the formula for the Math Grade 3. 2010. pp.
M3ME-IVe-
area of a rectangle and a 388-393; 393-398
44
square. 4. Lesson Guide in Elem.
388-398
Areas. 1998. pp. 21-23
1. BEAM LG Gr.3 Module 9 4.
– Area
and finds the area of a M3ME-IVe-
Teacher’s Guide
rectangle and square in 45
3. Mathematics for
sq.cm and sq. m.
1997. pp. 211-213*
1. Lesson Guide in Elem. 9.
73. solves routine and non- Math 3 pp.398 – 405
routine problems involving M3ME-IVf- 2. BEAM LG Gr.3 Module 9
areas of squares and 46 – Area
rectangles. 3. MTB-MLE Group –
Teacher’s Guide

CONTENT PERFORMANCE
LEARNING COMPETENCY

394-402
398-402;402-406
6. Mathematics for
1997. pp. 215-216*
398-406
Areas. 1998. p. 24, 26
M3ME-IVf-
area of rectangle and
47
square.
Statistics and demonstrates is able to create and 75. collects data on one MTB-MLE Group – Teacher’s
M3SP-IVg-
Probability understanding of bar interpret simple variable using existing Guide
1.3
graphs and outcomes representations of data records.
of an event using the (tables and single bar 1. Lesson Guide in Elem. 6.
terms sure, likely, graphs) and describe Math 3 pp.430 – 433
equally likely, unlikely, outcomes of familiar 2. BEAM LG Gr.4 Module
and impossible to events using the terms 15 – Bar Graphs
happen. sure, likely, equally 76. sorts, classifies, and 3. MTB-MLE Group –
likely, unlikely, and organizes data in tabular Teacher’s Guide
M3SP-IVg-
impossible to happen. form and presents this into 4. Lesson Guide in Elem.
2.3
a vertical or horizontal Math Grade 3. 2012. pp.
bar graph. 430-434
5. Mathematics for
2000. pp. 220-223*

CONTENT PERFORMANCE
LEARNING COMPETENCY

1. Lesson Guide in Elem. 8.
Math 3 p.426
15 – Bar Graphs
77. infers and interprets data Teacher’s Guide
presented in different kinds M3SP-IVh- 5. Mathematics for
of bar graphs (vertical/ 3.3 Everyday Use Grade 3.
horizontal). 1997. pp. 235-237*
6. Grade School
2003. pp. 226-228*
7. Mathematics for
2000. pp. 216-219*
routine problems using data M3SP-IVh-
presented in a single-bar 4.3
graph.
79. tells whether an event is MTB-MLE Group – Teacher’s
sure, likely, equally likely, M3SP-IVi- Guide
unlikely, and impossible to 7.3
happen.
80. describes events in real-life
situations using the phrases
“sure to happen,“ likely to
M3SP-IVj-
happen”, “equally likely to
8.3
happen”, “unlikely to
happen”, and “impossible to
happen”.

Pasig City
SCIENCE
August 2016
Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgments
and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic,
personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our
country’s cultural heritage.
The K to 12 science curriculum will provide learners with a repertoire of competencies important in the world of work and in a knowledge-based society. It envisions
the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of
nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science:
understanding and applying scientific knowledge in local setting as well as global context whenever possible, performing scientific processes and skills, and developing and
demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science-
technology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy
namely, constructivism, social cognition learning model, learning style theory, and brain-based learning.
Science content and science processes are intertwined in the K to 12 Curriculum. Without the content, learners will have difficulty utilizing science process skills since
these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners’ curiosity motivates them to learn
and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop learners’
interest and let them become active learners.
As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in
Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving the
way to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and its
application to real-life situations.
K to 12 Science Curriculum Guide August 2016 Page 2 of 203

Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION
Scientific, CURRICULUM
Technological and
Environmental Literacy
Developing and
Demonstrating Scientific
Attitudes and Values
Brain-based
learning
The Conceptual Framework of Science Education

CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)
The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve
problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed
decisions, and engage in discussions of relevant issues that involve science, technology, and environment.
KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2)
K–3 4–6 7–10 11-12
At the end of Grade 10, the learners should

have developed scientific, technological, and At the end of Grade 12, the learners
At the end of Grade 3, the
At the end of Grade 6, the learners environmental literacyand can make that should have gained skills in obtaining
learners should have acquired
should have developed the essential would lead to rational choices on issues scientific and technological information
healthful habits and
skills of scientific inquiry – designing confronting them. Having been exposed to from varied sources about global
havedeveloped curiosity about
simple investigations, using appropriate scientific investigations related to real life, issues that have impact on the
self and their environment
procedure, materials and tools to gather they should recognize that the central feature country. They should have acquired
using basic process skills of
evidence, observing patterns, of an investigation is that if one variable is scientific attitudes that will allow them
observing, communicating,
determining relationships,drawing changed (while controlling all others), the to innovate and/or create products
comparing, classifying,
conclusions based on evidence, and effect of the change on another variable can useful to the community or country.
measuring, inferring and
communicating ideas in varied ways to be measured. The context of the investigation They should be able to process
predicting. This curiosity will
make meaning of the observations can be problems at the local or national level information to get relevant data for a
help learners value science as
and/or changes that occur in the to allow them to communicate with learners problem at hand. In addition, learners
an important tool in helping
environment. The content and skills in other parts of the Philippines or even from should have made plans related to
them continue to explore their
learned will be applied to maintain good other countries using appropriate technology. their interests and expertise, with
natural and physical
health, ensure the protection and consideration forthe needs of their
environment. This should also The learners should demonstrate an
improvement of the environment, and community and the country — to
include developing scientific
practice safety measures. understanding of science concepts and apply pursue either employment,
knowledge or concepts. science inquiry skills in addressingreal-world entrepreneurship, or higher education.
problems through scientific investigations.

GRADE/LEVEL Grade-Level Standards
The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, animals and varied
materials in their environment and their observable characteristics; general weather conditions and how these influence what they wear; and
Kindergarten
other things in their environment. Understanding of their bodies and what is around them is acquired through exploration, questioning, and
careful observation as they infer patterns, similarities, and differences that will allow them to make sound conclusions.
At the end of Grade 1, learners will use their senses to locate and describe the external parts of their body; to identify, external parts of animals
and plants; to tell the shape, color, texture, taste, and size of things around them; to describe similarities and differences given two objects; to
differentiate sounds produced by animals, vehicles cars, and musical instruments; to illustrate how things move; to, describe the weather and
Grade 1
what to do in different situations; to use appropriate terms or vocabulary to describe these features; to collect, sort, count, draw, take things
apart, or make something out of the things; to practice healthy habits (e.g., washing hands properly, choosing nutritious food) and safety
measures (e.g., helping to clean or pack away toys, asking questions and giving simple answers/ descriptions to probing questions).
At the end of Grade 2, learners will use their senses to explore and describe the functions of their senses, compare two or more objects and
using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain events in the
Grade 2 home or school and express how these are affecting them, do simple measurements of length, tell why some things around them are important ,
decide if what they do is safe or dangerous; give suggestions on how to prevent accidents at home, practice electricity, water, and paper
conservation, help take care of pets or of plants , and tell short stories about what they do, what they have seen, or what they feel.
At the end of Grade 3, learners can describe the functions of the different parts of the body and things that make up their surroundings --- rocks
and soil, plants and animals, the Sun, Moon and stars. They can also classify these things as solid, liquid or gas. They can describe how objects
Grade 3 move and what makes them move. They can also identify sources and describe uses of light, heat, sound, and electricity.
Learners can describe changes in the conditions of their surroundings. These would lead learners to become more curious about their
surroundings, appreciate nature, and practice health and safety measures.
At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other materials or when
force is applied on them. They can identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in
the community.
Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They can classify
Grade 4 plants and animals according to where they live and observe interactions among living things and their environment. They can infer that plants
and animals have traits that help them survive in their environment.
Learners can investigate the effects of push or pull on the size, shape, and movement of an object.
Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They learned about what
makes up weather and apply their knowledge of weather conditions in making decisions for the day. They can infer the importance of the Sun to
life on Earth.

At the end of Grade 5, learners can decide whether materials are safe and useful by investigating about some of their properties. They can infer
that new materials may form when there are changes in properties due to certain conditions.
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty.
They can compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They have
Grade 5 become aware of the importance of estuaries and intertidal zones and help in their preservation.
Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that different materials react
differently with heat, light, and sound. They can relate these abilities of materials to their specific uses.
Learners can describe the changes that earth materials undergo. They can make emergency plans with their families in preparation for typhoons.
They can observe patterns in the natural events by observing the appearance of the Moon.
At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these materials may be recovered
using different separation techniques. They can prepare useful mixtures such as food, drinks and herbal medicines.
Learners understand how the different organ systems of the human body work together. They can classify plants based on reproductive
structures, and animals based on the presence or lack of backbone. They can design and conduct an investigation on plant propagation. They
can describe larger ecosystems such as rainforests, coral reefs, and mangrove swamps.
Grade 6
Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, sound, electricity, and
motion studied earlier are forms of energy and these undergo transformation.
Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur. They can infer
that the weather follows a pattern in the course of a year. They have learned about the solar system, with emphasis on the motions of the Earth
as prerequisite to the study of seasons in another grade level.

At the end of Grade 7, learners can distinguish mixtures from substances through semi-guided investigations. They realize the importance of air
testing when conducting investigations. After studying how organ systems work together in plants and animals in the lower grade levels, learners
can use a microscope when observing very small organisms and structures. They recognize that living things are organized into different levels:
Cells, tissues, organs, organ systems, and organisms. These organisms comprise populations and communities, which interact with non-living
things in ecosystems.
Grade 7
Learners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, charts, and equations. They can
describe how various forms of energy travel through different mediums.
Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain the occurrence of
breezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain why seasons change and demonstrate how
eclipses occur.
At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can differentiate
the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy, such as temperature
difference, and the type (solid, liquid, or gas) of the medium.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They recognize other
members of the solar system.
Grade 8
Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that ingredients in food and medical products
are made up of these particles and are absorbed by the body in the form of ions.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper into the process of
digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can participate in activities that protect
and conserve economically important species used for food.
At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall
health. They have become familiar with some technologies that introduce desired traits in economically important plants and animals. Learners
can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise from
such rearrangements.
Grade 9
Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped
for human use. They are familiar with climatic phenomena that occur on a global scale. They can explain why certain constellations can be seen
only at certain times of the year.
Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum.

At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate
boundaries. They can demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions. Learners
can explain the factors affecting the balance and stability of an object to help them practice appropriate positions and movements to achieve
efficiency and safety such as in sports and dancing. They can analyze situations in which energy is harnessed for human use whereby heat is
Grade 10 released, affecting the physical and biological components of the environment. Learners will have completed the study of the entire organism
with their deeper study of the excretory and reproductive systems. They can explain in greater detail how genetic information is passed from
parents to offspring, and how diversity of species increases the probability of adaptation and survival in changing environments. Learners can
explain the importance of controlling the conditions under which a chemical reaction occurs. They recognize that cells and tissues of the human
body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in the food they eat.
SEQUENCE OF DOMAIN/STRANDS PER QUARTER
G3 G4 G5 G6 G7 G8 G9 G10
Living Things
Force, Motion,&
1st Quarter Matter Matter Matter Matter Matter and Their Earth & Space
Energy
Environment
Living Things Living Things Living Things Living Things Living Things
Force, Motion,&
2nd Quarter and Their and Their and Their and Their and Their Earth & Space Matter
Energy
Environment Environment Environment Environment Environment
Living Things
Force, Motion,& Force, Motion,& Force, Motion & Force, Motion,& Force, Motion,&
3rd Quarter Matter Earth & Space and Their
Energy Energy Energy Energy Energy
Environment
Living Things
Force, Motion,&
4th Quarter Earth & Space Earth & Space Earth & Space Earth & Space Earth & Space and Their Matter
Energy
Environment

SPIRALLING OF CONCEPTS GRADE 3 – GRADE 10
MATTER
Grade 3 Grade 4 Grade 5 Grade 6

PROPERTIES OF MATTER
When learners observe different objects Aside from being grouped into After learning how to read and interpret In Grade 4, the learners have observed the
and materials, they become aware of solids, liquids, or gases, materials product labels, learners can critically decide changes when mixing a solid in a liquid or a
their different characteristics such as may also be grouped according to whether these materials are harmful or not. liquid in another liquid.
shape, weight, definiteness of volume their ability to absorb water, They can also describe ways in which they From these investigations, learners can now
and ease of flow. Using characteristics, ability to float or sink, and can use their knowledge of solids and describe the appearance of mixtures as
objects and materials can be grouped whether they decay or not liquids in making useful materials and uniform or non-uniform and classify them as
into solids, liquids or gases. products. homogeneous or heterogeneous mixtures.
CHANGES THAT MATTER UNDERGO

Using the characteristics observed Changes in some characteristics In Grade 4, learners investigated changes in Based on the characteristics of the components
among solids, liquids, and gases, of solid materials can be observed materials that take place at certain of a heterogeneous mixture, learners
learners investigate ways in which solid when these are bent, hammered, conditions, such as applying force, mixing investigate ways of separating these
turns into liquid, solid into gas, liquid pressed, and cut. materials, and changing the temperature. In components from the mixture. They will infer
into gas, and liquid into solid, as Grade 5, they investigate changes that take that the characteristics of each of the
affected by temperature. After investigating the changes in place under the following conditions: components remain the same even when the
some observable characteristics presence or lack of oxygen (in air), and component is part of the mixture.
of materials due to temperature applying heat. They learn that some of
in Grade 3, learners can now these conditions can result in a new
inquire about changes observed product. Knowing these conditions enable
when a solid is mixed with a them to apply the “5R method” (recycling,
liquid or when a liquid is mixed reducing, reusing, recovering and repairing)
with another liquid. at home and in school.
Learners learn that some changes

in the characteristics of a product
such as food or medicine may
affect its quality. One way of
finding out is by reading and
interpreting product labels. This
information helps them decide
when these products become
harmful.

PROPERTIES AND STRUCTURE OF MATTER
In Grade 6, learners learned how to Using models, learners learn that Using their understanding of atomic Learners investigate how gases behave in
distinguish homogenous from matter is made up of particles, the structure learned in Grade 8, learners different conditions based on their knowledge
heterogeneous mixtures. In Grade 7, smallest of which is the atom. These describe how atoms can form units of the motion of and distances between gas
learners investigate properties of particles are too small to be seen called molecules. They also learn about particles. Learners then confirm whether their
solutions that are homogeneous through a microscope. The ions. Further, they explain how atoms explanations are consistent with the Kinetic
mixtures. They learn how to express properties of materials that they form bonds (ionic and covalent) with Molecular Theory. They also learn the
concentrations of solutions qualitatively have observed in earlier grades can other atoms by the transfer or sharing of relationships between volume, temperature,
and quantitatively. They distinguish now be explained by the type of electrons. and pressure using established gas laws.
mixtures from substances based on a particles involved and the attraction
They also learn that the forces holding
set of properties. between these particles. In Grade 9, learners learned that the bonding
metals together are caused by the
characteristics of carbon result in the formation
attraction between flowing electrons and
Learners begin to do guided and semi- of large variety of compounds. In Grade 10,
the positively charged metal ions.
guided investigations, making sure that they learn more about these compounds that
the experiment they are conducting is a Learners explain how covalent bonding include biomolecules such as carbohydrates,
fair test. in carbon forms a wide variety of carbon lipids, proteins, and nucleic acids. Further, they
compounds. will recognize that the structure of these
compounds comprises repeating units that are
Recognizing that matter consists of an
made up of a limited number of elements such
extremely large number of very small
as carbon, hydrogen, oxygen, and nitrogen.
particles, counting these particles is not
practical. So, learners are introduced to
the unit—mole.
CHANGES THAT MATTER UNDERGO

Learners recognize that materials Learners learn that particles are Learners explain how new compounds In Grade 9, learners described how particles
combine in various ways and through always in motion. They can now are formed in terms of the rearrange to form new substances. In Grade
different processes, contributing to the explain that the changes from solid rearrangement of particles. They also 10, they learn that the rearrangement of
wide variety of materials. Given this to liquid, solid to gas, liquid to solid, recognize that a wide variety of useful particles happen when substances undergo
diversity, they recognize the importance and liquid to gas, involve changes in compounds may arise from such chemical reaction. They further explain that
of a classification system. They become the motion of and relative distances rearrangements. when this rearrangement happens, the total
familiar with elements and compounds, between the particles, as well as the number of atoms and total mass of newly
metals and non-metals, and acids and attraction between them. formed substances remain the same. This is
bases. the Law of Conservation of Mass. Applying this
They also recognize that the same law, learners learn to balance chemical
Further, learners demonstrate that particles are involved when these equations and solve simple mole-mole, mole-
homogeneous mixtures can be changes occur. In effect, no new mass, and mass-mass problems.
separated using various techniques. substances are formed.
LIVING THINGS AND THEIR ENVIRONMENT

PARTS AND FUNCTION OF ANIMALS AND PLANTS
In Grade 3, learners observe and In Grade 4, the learners are After learning in Grade 4 how the major In Grade 6, learners describe the interactions
describe the different parts of living introduced to the major organs of organs of the human body work together, among parts of the major organs of the
things focusing on the sense organs the human body. the learners now focus on the organs of human body.
of humans and the more familiar the reproductive systems of humans,
external parts of animals and plants. They also learn about some parts animals, and plants. They also learn how vertebrates and
that help plants and animals survive invertebrates differ and how non-flowering
They also explore and describe in places where they live. plants reproduce,
characteristics of living things that
distinguish them from non-living
things.
HEREDITY:INHERITANCE AND VARIATION
Learners learn that living things Learners learn that humans, Learners learn how flowering plants and Learners learn how non-flowering plants
reproduce and certain traits are animals, and plants go through life some non-flowering plants reproduce. (spore-bearing and cone-bearing plants, ferns,
passed on to their offspring/s. cycles. Some inherited traits may be and mosses) reproduce.
affected by the environment at They are also introduced to the sexual and
certain stages in their life cycles. asexual modes of reproduction.
BIODIVERSITY AND EVOLUTION
Different kinds of living things are Learners investigate that animals Learners learn that reproductive structures They learn that plants and animals share
found in different places. and plants live in specific habitats. serve as one of the bases for classifying common characteristics which serve as bases
living things. for their classification.
ECOSYSTEMS
Learners learn that living things Learners learn that there are Learners are introduced to the interactions Learners are introduced to the interactions
depend on their environment for food, beneficial and harmful interactions among components of larger habitats such among components of habitats such as
air, and water to survive. that occur among living things and as estuaries and intertidal zones, as well as tropical rainforests, coral reefs, and mangrove
their environment as they obtain the conditions that enable certain swamps.
their basic needs. organisms to live.

PARTS AND FUNCTION: ANIMAL AND PLANTS

In Grade 7, learners are introduced to the In Grade 8, learners gain knowledge of Learners study the coordinated Learners learn that organisms have
levels of organization in the human body how the body breaks down food into functions of the digestive, respiratory, feedback mechanisms that are
and other organisms. They learn that forms that can be absorbed through and circulatory systems. coordinated by the nervous and
organisms consist of cells, most of which the digestive system and transported endocrine systems. These mechanisms
are grouped into organ systems that to cells. They also learn that nutrients enter help the organisms maintain
perform specialized functions. the bloodstream and combine with homeostasis to reproduce and survive.
Learners learn that gases are oxygen taken in through the
exchanged through the respiratory respiratory system. Together, they are
system. This provides the oxygen transported to the cells where oxygen
needed by cells to release the energy is used to release the stored energy.
stored in food.
They also learn that dissolved wastes

are removed through the urinary
system while solid wastes are
eliminated through the excretory
system.
HEREDITY:INHERITANCE AND VARIATION
After learning how flowering and non Learners study the process of cell Learners study the structure of genes Learners are introduced to the structure
flowering plants reproduce, Grade 7 division by mitosis and meiosis. They and chromosomes, and the functions of the DNA molecule and its function.
learners are taught that asexual understand that meiosis is an early they perform in the transmission of
reproduction results in genetically identical step in sexual reproduction that leads traits from parents to offspring. They also learn that changes that take
offspring whereas sexual reproduction gives to variation. place in sex cells are inherited while
rise to variation. changes in body cells are not passed on.
BIODIVERSITY AND EVOLUTION
Learners learn that the cells in similar Learners learn that species refers to a Learners learn that most species that Learners revisit the mechanisms involved
tissues and organs in other animals are group of organisms that can mate with have once existed are now extinct. in the inheritance of traits and the
similar to those in human beings but differ one another to produce fertile offspring. Species become extinct when they fail changes that result from these
somewhat from cells found in plants. They learn that biodiversity is the to adapt to changes in the environment. mechanisms. Learners explain how
collective variety of species living in an natural selection has produced a
ecosystem. This serves as an succession of diverse new species.
introduction to the topic on hierarchical Variation increases the chance of living
taxonomic system. things to survive in a changing
environment.

ECOSYSTEMS
Learners learn that interactions occur Learners learn how energy is Learners learn how plants capture Learners investigate the impact of
among the different levels of organization in transformed and how materials are energy from the Sun and store energy human activities and other organisms on
ecosystems. Organisms of the same kind cycled in ecosystems. in sugar molecules (photosynthesis). ecosystems.
interact with each other to form This stored energy is used by cells
populations; populations interact with other during cellular respiration. These two They learn how biodiversity influences
populations to form communities. processes are related to each other. the stability of ecosystems.
FORCE, MOTION AND ENERGY

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

FORCE AND MOTION
From a simple understanding of motion, This time, learners study the concept of To deepen their understanding of motion, From learning the basics of forces in
learners study more scientific ways of force and its relationship to motion. learners use the Law of Conservation of Grade 8, learners extend their
describing (in terms of distance, speed, They use Newton’s Laws of Motion to Momentum to further explain the motion understanding of forces by describing
and acceleration) and representing explain why objects move (or do not of objects. how balanced and unbalanced forces,
(using motion diagrams, charts, and move) the way they do (as described in From motion in one dimension in the either by solids or liquids, affect the
graphs) the motion of objects in one Grade 7). They also realize that if force previous grades, they learn at this level movement, balance, and stability of
dimension. is applied on a body, work can be done about motion in two dimensions using objects.
and may cause a change in the energy projectile motion as an example.
of the body.
ENERGY
This time learners recognize that Learners realize that transferred energy Learners explain how conservation of Learners acquire more knowledge about
different forms of energy travel in may cause changes in the properties of mechanical energy is applied in some the properties of light as applied in
different ways—light and sound travel the object. They relate the observable structures, such as roller coasters, and in optical instruments.
through waves, heat travels through changes in temperature, amount of natural environments like waterfalls. They Learners also use the concept of moving
moving or vibrating particles, and current, and speed of sound to the further describe the transformation of charges and magnetic fields in explaining
electrical energy travels through moving changes in energy of the particles. energy that takes place in hydroelectric the principle behind generators and
charges. power plants. motors.
In Grade 5, they learned about the Learners also learn about the relationship
different modes of heat transfer. This between heat and work, and apply this
time, they explain these modes in terms concept to explain how geothermal power
of the movement of particles. plants operate.
After they have learned how electricity is
generated in power plants, learners
further develop their understanding of
transmission of electricity from power
stations to homes.

EARTH AND SPACE

GEOLOGY
After familiarizing themselves with In this grade level, learners will learn that Learners will learn that aside from weathering
Learners will describe what makes up
the general landscape, learners will our surroundings do not stay the same and erosion, there are other processes that
their environment, beginning with
investigate two components of the forever. For example, rocks undergo may alter the surface of the Earth: earthquakes
the landforms and bodies of water
physical environment in more detail: weathering and soil is carried away by and volcanic eruptions. Only the effects of
found in their community.
soil and water. They will classify soils erosion. Learners will infer that the surface earthquakes and volcanic eruptions are taken
in their community using simple of the Earth changes with the passage of up in this grade level, not their causes (which
criteria. They will identify the time. will be tackled in Grades 8 and 9). Learners
different sources of water in their will also gather and report data on earthquakes
community. They will infer the and volcanic eruptions in their community or
importance of water in daily region.
activities and describe ways of using
water wisely.
METEOROLOGY
After making simple descriptions Learners will learn that the weather does After learning how to measure the different
Learners will describe the different
about the weather in the previous not stay the same the whole year round. components of weather in Grades 4 and 5,
types of local weather,
grade, learners will now measure the Weather disturbances such as typhoons learners will now collect weather data within
components of weather using simple may occur. Learners will describe the the span of the school year. Learners will
instruments. They will also identify effects of typhoons on the community and interpret the data and identify the weather
trends in a simple weather chart. the changes in the weather before, during, patterns in their community.
and after a typhoon.
ASTRONOMY
After describing the natural objects After learning about the Sun, learners will In Grade 6, learners will turn their attention to
Learners will describe the natural
that are seen in the sky, learners will now familiarize themselves with the Moon Earth as another natural object in space (in
objects that they see in the sky.
now focus on the main source of and the stars. They will describe the addition to the Sun, Moon, and stars).
heat and light on Earth: the Sun, its changes in the appearance of the Moon and Learners will learn about the motions of the
role in plant growth and discover that the changes are cyclical, and Earth: rotation and revolution. Learners will
development, and its effect on the that the cycle is related to the length of a also compare the different members that
activities of humans and other month. Learners will identify star patterns make up the Solar System and construct
animals. that can be seen during certain times of the models to help them visualize their relative
year. sizes and distances.


GEOLOGY
As a result of being located along the Ring Being located along the Ring of Fire, the Using maps, learners will discover
Learners will explore and locate places
of Fire, the Philippines is prone to Philippines is home to many volcanoes. Using that volcanoes, earthquake
using a coordinate system. They will
earthquakes. Using models, learners will models, learners will explain what happens epicenters, and mountain ranges are
discover that our country’s location
explain how quakes are generated by when volcanoes erupt. They will describe the not randomly scattered in different
near the equator and along the Ring of
faults. They will try to identify faults in the different types of volcanoes and differentiate places but are located in the same
Fire influences elements of up
community and differentiate active faults active volcanoes from inactive ones. They areas. This will lead to an
Philippine environment (e.g., natural
from inactive ones. will also explain how energy from volcanoes appreciation of plate tectonics—a
resources and climate).
may be tapped for human use. theory that binds many geologic
processes such as volcanism and
earthquakes.
METEOROLOGY
Being located beside the Pacific Ocean, the In this grade level, learners will distinguish Note: The theory of plate tectonics
Learners will explain the occurrence of
Philippines is prone to typhoons. In Grade between weather and climate. They will is the sole topic in Earth and Space
atmospheric phenomena (breezes,
5, the effects of typhoons were tackled. explain how different factors affect the in Grade 10. This is because the
monsoons, and ITCZ) that are
Here, learners will explain how typhoons climate of an area. They will also be theory binds many of the topics in
commonly experienced in the country
develop, how typhoons are affected by introduced to climatic phenomena that occur previous grade levels, and more
as a result of the Philippines’ location
landforms and bodies of water, and why over a wide area (e.g., El Niño and global time is needed to explore
with respect to the equator, and
typhoons follow certain paths as they move warming). connections and deepen learners’
surrounding bodies of water and
within the Philippine Area of Responsibility. understanding.
landmasses.
ASTRONOMY
Learners will complete their survey of the Learners will now leave the Solar System and
Learners will explain the occurrence of
Solar System by describing the learn about the stars beyond. They will infer
the seasons and eclipses as a result of
characteristics of asteroids, comets, and the characteristics of stars based on the
the motions of the Earth and the
other members of the Solar System. characteristics of the Sun. Using models,
Moon. Using models, learners will
learners will show that constellations move in
explain that because the Earth revolves
the course of a night because of Earth’s
around the Sun, the seasons change,
rotation, while different constellations are
and because the Moon revolves around
observed in the course of a year because of
the Earth, eclipses sometimes occur.
the Earth’s revolution.

GRADE 3
PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CONTENT STANDARDS CODE
STANDARDS COMPETENCY MATERIALS EQUIPMENT
Grade 3 – MATTER
FIRST QUARTER/FIRST GRADING PERIOD
1. BEAM 5. Unit 4. 1. 5-Newton
1. Properties The learners demonstrate The learners should be The learners should be able Learning Guides. 3 Spring
1.1. Characteristics understanding of… able to… to… Materials. Module Balance
of solids, 1. February 2007.
liquids, and ways of sorting materials group common objects 1. describe different 2. Moving Onward 2. Beral
gases and describing them as found at home and in objects based on their with Science and Pipette
solid, liquid or gas based school according to characteristics (e.g. Health 1 Teacher’s Dropper
on observable properties solids, liquids and gas Shape, Weight, Volume, Manual. Dungan-
Ease of flow); Ramires, Cristeta, 3. Double-
et al. 1997. pp. 56- pan
69 Balance,
3. Growing with 500g
Science and Health
1. Domanais, Lucia
S3MT-Ia-b-1 C., et al. 1997. pp.
115-119, 152-155.*
4. Science and Health
1. Coronel,
Carmelita C., et al.
2000. pp. 83-91.
1. Bañez,
Resurreccion S., et
al. 1998. pp. 108-
121. *
Today 1.
Apolinario, Nenita
A. 1997. pp. 125-
133. *
7. Into the Future:
Science and Health
2. Estrella, Sonia
1. Properties The learners demonstrate The learners should be The learners should be able S3MT-Ia-b-1 V., et al. 1997. pp.
1.1. Characteristics understanding of… able to… to… 84-97.*
of solids, 8. Science and Health
liquids, and ways of sorting materials group common objects 1. describe different Today 2.
gases and describing them as found at home and in objects based on their Apolinario, Nenita
solid, liquid or gas based school according to characteristics (e.g. A. 1997. pp. 123-
on observable properties solids, liquids and gas Shape 125. *
9. Growing with
Science and Health
2. Domanais, Lucia
C. et al. 1997. pp.
114-118. *
10. Moving Onward
with Science and
Health 1 Teacher’s
Manual. Dungan-
Ramirez, Cristeta,
et al. 1997. pp. 56-
59. *
11. Our World of
Science and Health
1 Teachers Manual.
Santiago, Erlinda
M. 1997. pp. 61-62.
*
12. Science for
Everyone 1
Teacher’s manual.
De Lara, Ruth G.
1997.pp. 90-93. *
2 Teacher’s
Manual. Apostol,
Joy A., et al. 1997.
pp. 75-77. *

1. BEAM 5. Unit 4.
1. Properties The learners demonstrate The learners should be 2. classify objects and S3MT-Ic-d-2 Learning Guides. 3
1.1. Characteristics understanding of… able to… materials as solid, Materials. Module
of solids, liquid, and gas based 1. February 2007.
liquids, and ways of sorting materials group common objects on some observable 2. Our World of
gases and describing them as found at home and in characteristics; Science and Health
solid, liquid or gas based school according to 1. Santiago, Erlinda
on observable properties solids, liquids and gas M. 1997. pp. 105-
124. *
Today 2.
Apolinario, Nenita
A. 1997. pp. 126-
136. *
4. Exploring Science
2. Siringan-
Rasalan, Elizabeth.
1999. pp. 82-100. *
2. Apostol, Joy A.,
et al. 1997. pp.
112-123. *
6. Growing with
Science and Health
2. Domanais, Lucia
C., et al. 1997.
114-130. *
7. Science for Daily
Use 2. Menguito,
Perla B., et al.
1997. pp. 111-125. *
8. Science for
Everyone 2. De
Lara, Ruth G. 1997.
pp. 98-112. *
2. Coronel,
Carmelita C. 1997.
The learners demonstrate The learners should be 2. classify objects and S3MT-Ic-d-2 pp. 114-137. *
1. Properties understanding of… able to… materials as solid, 10. Science Around Us
1.1. Characteristics liquid, and gas based 2. Garcia, Ligaya
of solids, ways of sorting materials group common objects on some observable B., et al. 1997. pp.
liquids, and and describing them as found at home and in characteristics; 103-119. *
gases solid, liquid or gas based school according to 11. Science and Health
on observable properties solids, liquids and gas for Life 2. Carale,
Dr. Lourdes R., et
al. 1997. pp. 141-
154. *
3. describe ways on the S3MT-Ie-g-3 1. Science and Health

proper use and 3 Teacher’s
handling solid, liquid Manual. Jacinto,
and gas found at Emilio S. Jr., et al.
home and in school; 1997. pp. 109-111.
and *
2. Science Around Us
3. Garcia, Ligaya
B., et al. 1997. pp.
113-114. *

2. Changes that effects of temperature on investigate the different 4. describe changes in BEAM 5. Unit 4. 8 Plastic
Materials Undergo materials changes in materials as materials based on the Physical and Chemical Thermometer,
affected by effect of temperature: Changes. Distance non-mercury
temperature 4.1 Solid to liquid S3MT-Ih-j-4 Learning Modules. DLP
4.2 Liquid to solid 26.
4.3 Liquid to gas
4.4 Solid to gas
Grade 3 – Living Things and Their Environment

SECOND QUARTER/SECOND GRADING PERIOD
1. BEAM 3. Unit 1. 1. Human
1. Living Things The learners demonstrate The learners should be The learners should be able S3LT-IIa-b-1 Distance Learning Ear Model
understanding of… able to … to… Modules. DLP 1. 2. Human
1.1 Humans 2. Science for Nose
parts, and functions of the practice healthful habits 1. describe the parts and Everyone 1. De Model
1.1.a Sense sense organs of the in taking care of the functions of the sense Lara, Ruth G. 1997. 3. Human
Organs human body sense organs organs of the human pp. 1-11* Torso
body; 3. Science and Health Model
1. Santiago, Ma. (miniature
Lourdes B. 1997. -type)
pp. 1-7.*
4. Into the Future:
Science and Health
1. Estrella, Sonia
V., et al. 1997. pp.
1-9. *
Today 1.
Apolinario, Nenita
A. 1997. pp. 2-17.
*
6. Moving Onward
with Science and
Health 1. Dungan-
Ramirez, Cristeta.
1997. pp. 11-17. *
1. Living Things The learners demonstrate The learners should be The learners should be able S3LT-IIa-b-1 7. Growing with
understanding of… able to … to… Science and Health
1.2 Humans 1. Domanais, Lucia
parts, and functions of the practice healthful habits 1. describe the parts and C., et al. 1997. pp.
1.1.a Sense Organs sense organs of the in taking care of the functions of the sense 2-4. *
human body sense organs organs of the human body; 8. Science and Health
1. Bañez,
Resurreccion S., et
al. 1998. pp. 2-8. *
1. Coronel,
2000. pp. 3-9.
10. Our World of
Science and Health
1. Santiago, Erlinda
M. 1997. pp. 2-17.
*
1. Coronel,
Carmelita C. 1997.
pp. 19-23. *
12. Science for
Everyone 2
Teacher’s Manual.
De Lara, Ruth G.
1997. pp. 8-18. *
13. Growing with
Science and Health
2 Teacher’s
Manual. Domanais,
Lucia C., et al.
1997. pp. 2-20. *
2 Teacher’s
Manual. Coronel,
Carmelita C. 1997.
1. Living Things The learners demonstrate The learners should be The learners should be able S3LT-IIa-b-1 pp. 14-20. *
understanding of… able to … to… 15. Science and Health
1.1 Humans 2 Teacher’s
parts, and functions of the practice healthful habits 1. describe the parts and Manual. Apostol,
1.1.a Sense sense organs of the in taking care of the functions of the sense Joy A., et al. 1997.
Organs human body sense organs organs of the human body; pp. 1-6. *
16. Into the Future:
Science and Health
1 Teacher’s
Manual. Estrella,
Sonia V., et al.
1997. pp. 11-13. *
1. BEAM 3. Unit 1.
2. enumerate healthful S3LT-IIa-b-2 Distance Learning
habits to protect the Modules. DLP 9.
sense organs; 2. BEAM 3. Unit 1.
Distance Learning
Modules. DLP 10.
3. BEAM 3. Unit 1.
Distance Learning
Modules. DLP 11.
4. BEAM 3. Unit 1.
Distance Learning
Modules. DLP 12.
2. Coronel,
Carmelita C. 1997.
pp. 19-23. *
2. Siringan-
Rasalan, Elizabeth.
1999. pp. 9-13. *
7. Into the Future:
Science and Health
2. Estrella, Sonia
V., et al. 1997. pp.
4-13. *
1. Living Things The learners demonstrate The learners should be 2. enumerate healthful S3LT-IIa-b-2 8. Science and Health
understanding of… able to … habits to protect the sense 2. Coronel,
1.1 Humans organs; Carmelita C., et al.
parts, and functions of the practice healthful habits 2000. pp. 15-21.
1.1.a Sense sense organs of the in taking care of the 9. Science for
Organs human body sense organs Everyone 2. De
Lara, Ruth G. 1997.
pp. 19-25. *
Today 2.
Apolinario, Nenita
A. 1997. pp. 28-34.
*
11. Growing with
Science and Health
1 Teacher’s
Manual. Domanais,
Lucia C., et al.
1997. pp. 14-16. *
1 Teacher’s
Manual. Coronel,
Carmelita C. 1997.
pp. 27-29. *

1. BEAM 3. Unit 2. 1. Model of
2.Living Things parts and functions of enumerate ways of 3. describe animals in S3LT-IIc-d-3 Distance Learning invertebrates
animals and importance to grouping animals based their immediate Modules. DLP 18. 2. Model of
2.1 Animals humans on their structure and surroundings; 2. Science for Daily vertebrates
importance Use. Menguito,
Perla B., et al.
1997. pp. 52-55. *
3. Into the Future:
Science and Health
2. Estrella, Sonia
V., et al. 1997. pp.
36-37. *
2. Siringan-
Rasalan, Elizabeth.
1999. pp. 33-35. *
5. Into the Future:
Science and Health
1. Estrella, Sonia
V., et al. 1997. pp.
44-45. *
1. Bañez,
Resurreccion S., et
al. 1998. pp. 52-55. *
7. Science for
Everyone 1. De
Lara, Ruth G. 1997.
pp. 59-62. *
Today 1.
Apolinario, Nenita
A. 1997. pp. 72-76. *
1. Coronel,
Carmelita C. 1997.
pp. 58-61. *
2.Living Things parts and functions of enumerate ways of 4. identify the parts and S3LT-IIc-d-4 1. BEAM 3. Unit 2. 1. Hand
animals and importance to grouping animals based functions of animals; Distance Learning Magnifying
2.1 Animals humans on their structure and Modules. DLP 19. Lens, 5X
importance 2. Science and Health 2. Model of
1. Coronel, invertebrates
Carmelita C. 1997. 3. Model of
pp. 53-57.* vertebrates
3. Science for
Everyone 1. De
Lara, Ruth G. 1997.
pp. 52-54. *
1. Bañez,
Resurreccion S., et
al. 1998. pp. 56-60. *
5. Into the Future:
Science and Health
1. Estrella, Sonia
V., et al. 1997. pp.
36-43. *
6. Science for
Everyone 2. De
Lara, Ruth G. 1997.
pp. 49-53. *
7. Into the Future:
Science and Health
2. Estrella, Sonia
V., et al. 1997. pp.
26-33. *
Today 2.
Apolinario, Nenita
A. 1997. pp. 60-63. *
2. Apostol, Joy A.,
et al. 1997. p. 57. *

2.Living Things parts and functions of enumerate ways of 4. identify the parts and S3LT-IIc-d-4 10. Science Around Us
animals and importance to grouping animals based functions of animals; 2. Garcia, Ligaya
2.1 Animals humans on their structure and B., et al. 1997. pp.
importance 46-48. *
2. Coronel,
2000. pp. 41-46.
3 Teacher’s
Manual. Jacinto,
Emilio Jr. S. 1997.
pp. 43-46. *
2 Teacher’s
Manual. Apostol,
Joy A., et al. 1997.
pp. 23-26. *
5. classify animals S3LT-IIc-d-5 1. BEAM 3. Unit 2. 1. Hand

according to body parts Distance Learning Magnifying
and use; Modules. DLP 24. Lens, 5X
2. Science and Health 2. Model of
2. Coronel, Invertebrat
Carmelita C., et al. es
2000. pp. 47-51. 3. Model of
3. Science Around Us Vertebrates
2. Garcia, Ligaya
B., et al. 1997. pp.
51-59. *
2. Apostol, Joy A.,
et al. 1997. pp. 62-
67. *
5. Science for
Everyone 2. De
Lara, Ruth G. 1997.
2.Living Things parts and functions of enumerate ways of 5. classify animals S3LT-IIc-d-5 pp. 54-58. *
animals and importance to grouping animals based according to body parts 6. Into the Future:
2.1 Animals humans on their structure and and use; Science and Health
importance 1. Estrella, Sonia
V., et al. 1997. pp.
38-39. *
3. Garcia, Ligaya
B., et al. 1997. pp.
51-59. *
8. Exploring Science 1
Teacher’s Manual.
Reynaldo-
Mangubat, Ma.
Carmina. 1999. pp.
31-36. *
6. state the importance S3LT-IIc-d-6 1. BEAM 3. Unit 2.

of animals to humans; Distance Learning
Modules. DLP 29.
2. Science for
Everyone 1. De
Lara, Ruth G. 1997.
pp. 70-72. *
3. Into the Future:
Science and Health
2. Estrella, Sonia
V., et al. 1997. pp.
48-49. *

2.Living Things parts and functions of enumerate ways of 7. describe ways of S3LT-IIc-d-7 1. BEAM 3. Unit 2.
animals and importance to grouping animals based proper handling of Distance Learning
2.1 Animals humans on their structure and animals; Modules. DLP 31.
importance 2. Science for Daily
Use 2. Menguito,
Perla B., et al.
1997. pp. 76-79. *
for Life 2. Carale,
Lourdes R. 1997.
pp. 94-99. *
4. Into the Future:
Science and Health
2. Estrella, Sonia V.
1997. pp. 50-51. *
2. Coronel,
2000. pp. 60-61.
2. Apostol, Joy A.,
et al. 1997. pp. 71-
72. *
Today 2.
Apolinario, Nenita
A. 1997. pp. 92-97.
*
2. Siringan-
Rasalan, Elizabeth.
1999. pp. 47-49. *
2. Coronel,
Carmelita C. 1997.
pp. 81-82.*
2.Living Things parts and functions of enumerate ways of 7. describe ways of S3LT-IIc-d-7 10. Science Around Us
animals and importance to grouping animals based proper handling of 3. Garcia, Ligaya
2.1 Animals humans on their structure and animals; B., et al. 1997. pp.
importance 71-73. *
11. Science for
Everyone 2
Teacher’s Manual.
De Lara, Ruth G.
1997. pp. 57-60. *
2 Teacher’s
Manual. Apostol,
Joy A. 1997. pp.
44-45. *
Today 2 Teacher’s
Manual. Apolinario,
Nenita A. 1997. pp.
69-74. *
2 Teacher’s
Manual. Garcia,
Ligaya B., et al.
1997. pp. 57-59. *
Science and Health
2 Teacher’s
Manual. Estrella,
Sonia V., et al.
1997. pp. 43-44. *
1 Teachers Manual.
Coronel, Carmelita
C. 1997. pp. 40-42.
*

2.Living Things parts and functions of enumerate ways of 7. describe ways of S3LT-IIc-d-7 17. Science for
animals and importance to grouping animals based proper handling of Everyone 1
2.1 Animals humans on their structure and animals; Teacher’s Manual.
importance De Lara, Ruth G.
1997. pp. 61-63. *
Science and Health
1 Teacher’s
Manual. 1997. pp.
48-50. *
3. Living Things external parts of plants demonstrate the proper 1. describe the parts of S3LT-IIe-f-8 1. BEAM 3. Unit 3. Hand
and their functions, and ways of handling plants different kinds of Distance Learning magnifying
3.1 Plants importance to humans plants; Modules. DLP 33. lens
2. BEAM 3. Unit 3.
Distance Learning
Modules. DLP 34.
3. Garcia, Ligaya
B., et al. 1997. pp.
78-89. *
4. Science and Heath
2. Coronel,
Carmelita C. 1997.
pp. 86-97. *
2. Siringan-
Rasalan, Elizabeth.
1999. pp. 56-65. *
Today 2.
Apolinario, Nenita
A. 1997. pp. 106-
108. *
3. Living Things external parts of plants demonstrate the proper 1. describe the parts of S3LT-IIe-f-8 7. Science and Health
and their functions, and ways of handling plants different kinds of 2. Coronel,
3.1 Plants importance to humans plants; Carmelita C., et al.
2000. pp. 65-67.
2. Garcia, Ligaya
B., et al. 1997. pp.
77-83. *
Teachers Manual.
Reynaldo-
Mangubat, ma.
Carmina. 1999. pp.
58-61. *
10. Our World of
Science and Health
1 Teacher’s
Manual. Santiago,
Erlinda M. 1997.
pp. 46-48. *
11. Growing with
Science and Health
1 Teacher’s
Manual. Domanais,
Lucia C. 1997. pp.
91-93. *

3. Living Things external parts of plants demonstrate the proper 2. state the importance S3LT-IIe-f-9 1. BEAM 3. Unit 3.
and their functions, and ways of handling plants of plants to humans; Distance Learning
3.1 Plants importance to humans Modules. DLP 38.

1. Santiago, Ma.
Lourdes B. 1997.
pp. 100-101. *

1 Teacher’s
Manual. Santiago,
Ma. Lourdes B.
1997. p. 68. *
3. describe ways of S3LT-IIe-f-10 1. BEAM 3. Unit 3.

caring and proper Distance Learning
handling of plants; Modules. DLP 40.
2. BEAM 3. Unit 3.
Distance Learning
Modules. DLP 41.
2. Apostol, Joy A.
1997. pp. 104-105.
*
2. Coronel,
2000. pp. 79-80.
for Life 2. Carale,
Dr. Lourdes R., et
al. 1997. pp. 136-
140. *
Use 2. Menguito,
Perla B., et al.
1997. Pp. 105-106.
*
2. Garcia, Ligaya
B., et al. 1997. pp.
97-98. *
8. Science for
Everyone 2. De
Lara, Ruth G. 1997.
pp. 93-94. *
1 Teachers Manual.
Santiago, Ma.
Lourdes B. 1997. p.
69. *
characteristics of living illustrates the 4. compare living with S3LT-IIe-f- Pilot School MTB-MLE.
and nonliving things difference between nonliving things; 11 Science TG. Quarter 1.
living and non-living Day 1.
things
4. Heredity: reproduction among given a photo of

5. infer that living S3LT-IIg-
Inheritance and humans, animals and offspring and parents,
things reproduce; h12
Variation plants and certain make a checklist of
observable characteristics possible characteristics
that are passed from that the offspring 6. identify observable
parents to offspring inherited from the characteristics that
parents are passed on from
S3LT-IIg-h13
parents to offspring
(e.g., humans,
animals, plants);

5.Ecosystems basic needs of plants, list down activities 7. identify the basic S3LT-IIi-j- 1. Science and Health
animals and humans which they can perform needs of humans, 14 2. Apostol, Joy A.,
at home, in school, or plants and animals et al. 1997. pp. 35-
in their neighborhood such as air, food, 40, 70 and 103. *
to keep the water, and shelter; 2. Growing with
environment clean Science and Health
1. Domanais, Lucia
C., et al. 1997. pp.
20-40 and 78-80. *
Today 2.
Apolinario, Nenita
A. 1997. pp. 36-44,
89-91 and 114-116.
*
8. explain how living S3LT-IIi-j-

things depend on the 15
environment to meet
their basic needs;
and
9. recognize that there S3LT-IIi-j-

is a need to protect 16
and conserve the
environment.

Grade 3 – Force and Motion
THIRD QUARTER/THIRD GRADING PERIOD
1. Force and Motion The learners demonstrate The learners should be The learners should be able 1. Pair of
understanding of… able to… to… Bar
Magnets
Into the Future:
motion of objects observe, describe, and 1. describe the position 2. Plastic
S3FE-IIIa-b- Science and Health 2.
investigate the position of a person or an Ruler, 12
1 Estrella, Sonia V., et al.
and movement of object in relation to a inches or
1997. pp. 124-125. *
things around them reference point such 30cm
as chair, door,
another person;
2. identify things that S3FE-IIIc-d-2 1. Science and Health 1. Pair of

can make objects Today 1. Bar
move such as people, Apolinario, Nenita Magnets
water, wind, magnets; A. 1997. pp. 154- 2. Toy Car,
157. * non-
2. Into the Future: friction,
Science and Health non-
2. Estrella, Sonia battery
V., et al. 1997. pp.
126-131. *
for Life 2. Carale,
Dr. Lourdes R., et
al. 1997. pp. 171-
180. *
Use 2. Menguito,
Perla B., et al.
1997. pp. 144-150.
*
2. Apostol, Joy A.,
et al. 1997. pp.
147-153. *
1. Force and Motion The learners demonstrate The learners should be 2. identify things that can S3FE-IIIc-d-2 6. Growing with
understanding of… able to… make objects move Science and Health
such as people, water, 1 Teacher’s
motion of objects observe, describe, and wind, magnets; Manual. Domanais,
investigate the position Lucia C., et al.
and movement of 1997. pp. 157-159.
things around them *
1 Teacher’s
Manual. Bañez,
Resurreccion S.
1998. pp. 100-102.
*
3. describe the S3FE-IIIe-f-3 1. Growing with Toy car, non-

movements of objects Science and Health friction, non-
such as fast/slow, 1. Domanais, Lucia battery
forward/backward, C., et al. 1997. pp.
stretching/compressin 166-168. *
g; 2. Exploring Science 3
Teacher’s Manual.
Alsim-Madriaga,
Lucita. 2000. pp.
108-111. *
Teacher’s Manual.
Reynaldo-
Mangubat, Ma.
Carmina. 1999. pp.
100-102. *

1. BEAM 3. Unit 5. 1. Connecting
2. Energy: Light, sources and uses of light, apply the knowledge of 4. describe sources of S3FE-IIIg-h- Distance Learning wires and
sound. sound, heat and electricity the sources and uses of light and sound, heat 4 Modules. DLP 50. Bulb-Socket
light, sound, heat, and and electricity; and 2. BEAM 3. Unit 5. Assembly
2.1 Heat and electricity Distance Learning a. 250 mm
Electricity Modules. DLP 51. long with
3. Science Around Us crocodile
2. Garcia, Ligaya clips, red
B., et al. 1997. pp. b. bulb and
123-124 and 133- socket
134. * assembly
2. Coronel, 2. Dry Cell
Carmelita C., et al. Holder, 1
2000. pp. 105-106 chamber,
and 114-115. for size D
5. Science for dry cell
Everyone 2. De
Lara, Ruth G. 1997. 3. Flashlight
pp. 116-119 and with
126-127. * Incandesce
6. Into the Future: nt Bulb
Science and Health
2. Estrella, Sonia
V., et al. pp. 105-
109 and 114-115. *
Use 2. Menguito,
Perla B., et al.
1997. pp. 127-129
and 138-140. *
2. Siringan-
Rasalan, Elizabeth.
1999. pp. 101-105.
*
4. describe sources of light S3FE-IIIg-h- for Life 2. Carale,
2. Energy: Light, sources and uses of light, apply the knowledge of and sound, heat and 4 Dr. Lourdes R., et
sound. sound, heat and electricity the sources and uses of electricity; and al. pp. 156-163. *
light, sound, heat, and 5. enumerate uses of S3FE-IIIi-j-3 1. MISOSA 6. Module 1. Connecting
2.1 Heat and electricity light, sound, heat and 21. wires and
Electricity electricity. 2. MISOSA 6. Module Bulb-Socket
22. Assembly
3. MISOSA 6. Module a. 250 mm
23. long with
4. Science for Daily crocodile
Use 4. Lozada, clips, red
Buena A., et al. b. bulb and
2002. p. 162. * socket
assembly
2. Dry Cell
Holder, 1
chamber,
for size D
dry cell
3. Flashlight
with
incandesce
nt bulb
Grade 3 – Earth and Space
FOURTH QUARTER/FOURTH GRADING PERIOD
1. BEAM 3. Unit 6.
1. Earth and Space The learners demonstrate The learners should be The learners should be able S3ES-IVa-b-1 Learning Guides.
1.1The Surroundings understanding of… able to… to… Me and my
Environment.
people, animals, plants, express their concerns 1. describe the things January 2007.
lakes, rivers, streams, hills, about their found in the 2. Science and
mountains, and other surroundings through surroundings; Health 1. Coronel,
landforms, and their teacher-guided and self Carmelita C. 1997.
importance –directed activities pp. 176-186. *
3. Moving Onward
with Science and
Health 1. Dungan-
1. Earth and Space The learners demonstrate The learners should be The learners should be able S3ES-IVa-b-1 Ramirez, Cristeta.
1.1The Surroundings understanding of… able to… to… 1997. pp. 175-
187. *
people, animals, plants, express their concerns 1. describe the things found 4. Science and
lakes, rivers, streams, hills, about their in the surroundings; Health Today 1.
mountains, and other surroundings through Apolinario, Nenita
landforms, and their teacher-guided and self A. 1997. pp. 164-
importance –directed activities 170. *
5. Moving Onward
with Science and
Manual. Dungan-
Ramirez, Cristeta.
1997. pp. 83-87. *
6. Growing with
Science and
Manual.
Domanais, Lucia
C. 1997. pp. 169-
171. *
1. BEAM 3. Unit 6.
2. relate the importance of S3ES-IVc-d-2 Learning Guides.
surroundings to people Me and my
and other living things; Environment.
January 2007.
2. Science and
Health Today 1.
Apolinario, Nenita A.
1997. pp. 174-176.
3. Growing with
Science and
Health 1.
Domanais, Lucia
C., et al. 1997. pp.
193-197.

1. BEAM 4. Unit 8.
2. Earth and Space types and effects of express ideas about 3. describe the changes in S3ES-IVe-f-3 Distance Learning
2.1Weather weather as they relate to safety measures during the weather over a Modules. DLP 57.
daily activities, health and different weather period of time; 2. Science and
safety conditions creatively Health Today 1.
(through artwork, Apolinario, Nenita
poem, song) A. 1997. pp. 183-
186. *
3. Growing with
Science and
Health 1.
Domanais, Lucia
C., et al. 1997. pp.
202-205. *
4. Our World of
Science and
Health 1.
Santiago, Erlinda
M. 1997. pp. 166-
169. *
4. communicate how S3ES-IVg-h-4 1. BEAM 4. Unit 8.

different types of Distance Learning
weather affect activities Modules. DLP 57.
in the community; and 2. Our World of
Science and
Health 1.
Santiago, Erlinda
M. 1997. pp. 176-
180. *
3. Science and
Health Today 1.
Apolinario, nenita
A. 1997. pp. 187-
188. *
4. Growing with
Science and
2. Earth and Space types and effects of express ideas about 4. communicate how S3ES-IVg-h-4 Health 1.
2.1Weather weather as they relate to safety measures during different types of Domanais, Lucia
daily activities, health and different weather weather affect activities C., et al. 1997. pp.
safety conditions creatively in the community; and 187-188. *
(through artwork, 5. Science for
poem, song) Everyone 2. De
Lara, Ruth G.
1997. pp. 177-
178. *
6. Into the Future:
Science and
Health 2. Estrella,
Sonia V., et al.
1997. pp. 166-
167. *
7. Growing with
Science and
Manual.
Domanais, Lucia
C., et al. 1997. pp.
168-170. *
8. Growing with
Science and
Manual.
Domanais, Lucia
C., et al. 1997. pp.
186-188. *
9. Science for
Everyone 1
Teacher’s Manual.
De Lara, Ruth G.
1997. pp. 139-
140. *
10. Science and
Health Today 1
2. Earth and Space types and effects of express ideas about 4. communicate how S3ES-IVg-h-4 Teacher’s Manual.
2.1Weather weather as they relate to safety measures during different types of Apolinario, Nenita
daily activities, health and different weather weather affect activities A. 1997. pp. 132-
safety conditions creatively in the community; and 138. *
(through artwork,
poem, song) 1. BEAM 4. Unit 8.
5. enumerate and practice S3ES-IVg-h-5 Distance Learning
safety and precautionary Modules. DLP 58.
measures in dealing with 2. Into the Future:
different types of Science and
weather. Health 2. Estrella,
Sonia V., et al.
1997. pp. 168-
169. *
3. Growing with
Science and
Health 1.
Domanais, Lucia
C., et al. 1997. pp.
213-216. *
4. Science and
Health 2. Apostol,
Joy A., et al.
1997. pp. 211-
212. *
5. Science for
Everyone 2
Teacher’s Manual.
De Lara, Ruth G.
1997. pp. 142-
144. *
6. Growing with
Science and
Manual.
Domanais, Lucia
C. 1997. pp. 171-
173. *
3. Earth and Space natural objects in the sky list down activities 6. describe the natural S3ES-IVg-h-6 1. Pilot School MTB-
affect one’s daily activities which affect their daily objects that are found MLE. Science TG.
3.1Natural Objects activities in the sky during Quarter 4. Week
in the Sky daytime and nighttime 7.
2. Science and
Health for Life 2.
Carale, Dr.
Lourdes R., et al.
1997., pp. 213-
217. *
3. Science and
Health 1. Bañez,
Resurreccion S., et
al. 1998. pp. 198-
207. *
4. Science and
Health 1.
Santiago, Ma.
Lourdes B. 1997.
pp. 189-192. *
5. Science and
Health Today 1.
Apolinario, Nenita
A. 1997. pp. 196-
198. *
6. Our World of
Science and
Health 1.
Santiago, Erlinda
M. 1997. pp. 182-
186. *
7. Science and
Manual. Bañez,
3. Earth and Space natural objects in the sky list down activities 6. describe the natural S3ES-IVg-h-6 Resurreccion S.
affect one’s daily activities which affect their daily objects that are found 1998. pp. 131-
3.1Natural Objects activities in the sky during 134. *
in the Sky daytime and nighttime 8. Moving Onward
with Science and
Manual. Dungan-
Ramirez, Cristeta,
et al. 1997. pp.
94-96. *
9. Our World of
Science and
Manual. Santiago,
Erlinda M. 1997.
pp. 96-98. *
1 Teacher’s
Manual. Reynaldo-
Mangubat, ma.
Carmina. 1999.
pp. 133-135. *
7. communicate how the S3ES-IVg-h-7 1. Pilot School MTB-

natural objects in the MLE. Sciene TG.
sky affect daily activities Quarter 4. Week
7.
2. Growing with
Science and Health
2. Domanais, Lucia
C., et al. 1997. pp.
198-200. *
3. Garcia, Ligaya
B., et al. 1997. pp.
203-204. *
3. Earth and Space natural objects in the sky list down activities 7. communicate how the S3ES-IVg-h-7 4. Science for Daily
affect one’s daily activities which affect their daily natural objects in the Use 2. Menguito,
3.1Natural Objects activities sky affect daily activities Perla B., et al.
in the Sky 1997. pp. 199-200.
*
8. enumerate safety S3ES-IVg-h-8 1. Pilot School MTB-

measures to avoid the MLE. Science TG.
harmful effects of the Quarter 4. Week 8.
Sun’s heat and light 2. Science Around Us
3. Garcia, Ligaya
B., et al. 1997. pp.
205-206. *
2. Coronel,
Carmelita C. 2000.
p. 170.
3 Teacher’s
Manual. Emilio,
Jacinto Jr. S. 1997.
pp. 198-200. *
Teacher’s Manual.
Alsim-Madriaga,
Lucita. 2000. pp.
167-170. *
6. Science Around US
3 Teacher’s
Manual. Garcia,
Ligaya B., et al.
1997. 165-167. *

Republika ng Pilipinas
Kagawaran ng Edukasyon
Lungsod ng Pasig
K to12 Gabay Pangkurikulum

ARALING
PANLIPUNAN
Baitang 1 –10
Mayo 2016
Figure 1. The Conceptual Framework of Araling Panlipunan
K to 12 Araling Panlipunan Gabay Pangkurikulum Mayo 2016 Pahina 2ng 240

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools
BALANGKAS NG ARALING PANLIPUNAN
Deskripsyon
Naging batayan ng K-12 Araling Panlipunan Kurikulum ang mithiin ng “Edukasyon para sa Lahat 2015” (Education for All 2015) at ang K-12 Philippine Basic
Education Curriculum Framework. Layon ng mga ito na magkaroon ng mga kakayahang kinakailangang sa siglo 21 upang makalinang ng “functionally literate and
developed Filipino.” Kaya naman, tiniyak na ang mga binuong nilalaman, pamantayang pangnilalalaman at pamantayan sa pagganap sa bawat baitang ay makapag-aambag
sa pagtatamo ng nasabing mithiin. Sa pag-abot ng nasabing mithiin, tunguhin (goal) ng K-12 Kurikulum ng Araling Panlipunan ang makahubog ng mamamayang mapanuri,
mapagmuni, mapanagutan, produktibo, makakalikasan, makabansa at makatao na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usaping
pangkasaysayan at panlipunan.
Katuwang sa pagkamit ng layuning ito ay ang pagsunod sa teorya sa pagkatuto na kontruktibismo, magkatuwang na pagkatuto (collaborative learning), at
pagkatutong pangkaranasan at pangkonteksto at ang paggamit ng mga pamaraang tematiko-kronolohikal at paksain/ konseptuwal, pagsisiyat, intregratibo, interdesiplinaryo
at multisiplinaryo. Sa pagkamit ng nasabing adhikain, mithi ng kurikulum na mahubog ang pag-iisip (thinking), perpekstibo at pagpapahalagang pangkasaysayan at sa iba
pang disiplina ng araling panlipunan ng mag-aaral sa pamamagitan ng magkasabay na paglinang sa kanilang kaalaman at kasanayang pang-disiplina.
Mula sa unang baitang hanggang ika-labindalawang baitang, naka-angkla (anchor) ang mga paksain at pamantayang pang-nilalaman at pamantayan sa pagganap ng
bawat yunit sa pitong tema: I) tao, kapaligiran at lipunan 2)panahon, pagpapatuloy at pagbabago, 3) kutlura, pananagutan at pagkabansa, 4) karapatan, pananagutan at
pagkamamamayan 5) kapangyarihan, awtoridad at pamamahala, 6)produksyon, distibusyon at pagkonsumo 7) at ungnayang pangrehiyon at pangmundo Samantala, ang
kasanayan sa iba’t-ibang disiplina ng araling panlipunan tulad pagkamalikhain, mapanuring pag-iisip at matalinong pagpapasya , pagsasaliksik/ pagsisiyasat, kasanayang
pangkasaysayan at Araling Panlipunan, at pakikipagtalastasan at pagpapalawak ng pandaigdigan pananaw, ay kasabay na nalilinang ayon sa kinakailangang pag-unawa at
pagkatuto ng mag-aaral sa paraang expanding.
Sa ibang salita, layunin ng pagtuturo ng K-12 Araling Panlipunan na malinang sa mag-aaral ang pag-unawa sa mga pangunahing kaisipan at isyung pangkasaysayan,
pangheograpiya, pampulitika, ekonomiks at kaugnay na disiplinang panlipunan upang siya ay makaalam, makagawa, maging ganap at makipamuhay (Pillars of Learning).
Binibigyang diin sa kurikulum ang pag-unawa at hindi pagsasaulo ng mga konsepto at terminolohiya. Bilang pagpapatunay ng malalim na pag-unawa, ang mag-aaral ay
kinakailangang makabuo ng sariling kahulugan at pagpapakahulugan sa bawat paksang pinag-aaralan at ang pagsasalin nito sa ibang konteksto lalo na ang aplikasyon nito
sa tunay na buhay na may kabuluhan mismo sa kanya at sa lipunang kanyang ginagalawan.

Batayan ng K to 12 Araling Panlipunan Kurikulum
Naging batayan ng K-12 Araling Panlipunan Kurikulum ang mithiin ng “Edukasyon para sa Lahat 2015” (Education for All 2015) at ang K-12 Philippine Basic
Education Curriculum Framework. Layon ng mga ito na magkaroon ng mga kakayahang kinakailangang sa siglo 21 upang makalinang ng “functionally literate and
developed Filipino.” Nilalayon din ng batayang edukasyon ang pangmatagalang pagkatuto pagkatapos ng pormal na pag-aaral (lifelong learning). Ang istratehiya sa pagkamit
ng mga pangkalahatang layuning ito ay alinsunod sa ilang teorya sa pagkatuto na konstruktibismo, magkatuwang na pagkatuto (collaborative learning), at pagkatutong
pangkaranasan at pangkonteksto.
Ang sakop at daloy ng AP kurikulum ay nakabatay sa kahulugan nito:
Ang Araling Panlipunan ay pag-aaral ng mga tao at grupo, komunidad at lipunan, kung paano sila namuhay at namumuhay, ang kanilang ugnayan at
interaksyon sa kapaligiran at sa isa’t isa, ang kanilang mga paniniwala at kultura, upang makabuo ng pagkakakilanlan bilang Pilipino, tao at miyembro ng lipunan at mundo at
maunawaan ang sariling lipunan at ang daigidig, gamit ang mga kasanayan sa pagsasaliksik, pagsisiyasat, mapanuri at malikhaing pag-iisip, matalinong pagpapasya, likas-
kayang paggamit ng pinagkukunang-yaman, at mabisang komunikasyon. Layunin ng Araling Panlipunan ang paghubog ng mamamayang mapanuri, mapagmuni,
responsable, produktibo, makakalikasan, makabansa, at makatao, na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa
nakaraan at kasalukuyan, tungo sa pagpanday ng kinabukasan.
Layunin ng AP Kurikulum
Nilalayon ng AP kurikulum na makalinang ng kabataan na may tiyak na pagkakakilanlan at papel bilang Pilipinong lumalahok sa buhay ng lipunan, bansa at
daigdig. Kasabay sa paglinang ng identidad at kakayanang pansibiko ay ang pag-unawa sa nakaraan at kasalukuyan at sa ugnayan sa loob ng lipunan, sa pagitan ng lipunan
at kalikasan, at sa mundo, kung paano nagbago at nagbabago ang mga ito, upang makahubog ng indibiduwal at kolektibong kinabukasan. Upang makamit ang mga
layuning ito, mahalagang bigyang diin ang mga magkakaugnay na kakayahan sa Araling Panlipunan: (i)pagsisiyasat; (ii) pagsusuri at interpretasyon ng
impormasyon; (iii) pananaliksik; (iv) komunikasyon, lalo na ang pagsulat ng sanaysay; at (v) pagtupad sa mga pamantayang pang-etika.

Tema ng AP Kurikulum
Upang tuhugin ang napakalawak at napakaraming mga paksa na nakapaloob sa Araling Panlipunan, ito ang magkakaugnay na temang gagabay sa buong AP
kurikulum, na hango sa mga temang binuo ng National Council for Social Studies (Estados Unidos).1 Hindi inaasahan na lahat ng tema ay gagamitin sa bawat baitang ng
edukasyon dahil ilan sa mga ito, katulad, halimbawa, ng ika-anim na tema, Produksyon, Distribusyon at Pagkonsumo, ay mas angkop sa partikular na kurso (Ekonomiks)
kaysa sa iba, bagamat tatalakayin din ang ilang mga konsepto nito sa kasaysayan ng Pilipinas, ng Asya at ng mundo. Iaangkop ang bawat tema sa bawat baitang ngunit sa
kabuuan, nasasakop ng kurikulum ang lahat ng mga tema.
1. Tao, Lipunan at Kapaligiran

Ang ugnayan ng tao sa lipunan at kapaligiran ay pundamental na konsepto sa Araling Panlipunan. Binibigyang diin ng temang ito ang pagiging bahagi ng tao hindi
lamang sa kanyang kinabibilangang komunidad at kapaligiran kundi sa mas malawak na lipunan at sa kalikasan. Sa ganitong paraan, mauunawaan ng mag-aaral ang mga
sumusunod:
1.1 Ang mga batayang konsepto ng heograpiya, gamit ang mapa, atlas at simpleng teknolohikal na instrumento, upang mailugar niya ang kanyang sarili at ang
kinabibilangan niyang komunidad;
1.2 Ang impluwensiya ng pisikal na kapaligiran sa tao at lipunan at ang epekto ng mga gawaing pantao sa kalikasan;
1.3 Ang mobilidad (pag-usad) ng tao at populasyon, at mga dahilan at epekto ng mobilidad na ito; at
1.4 Ang pananagutan ng indibidwal bilang miyembro ng lipunan at taga-pangalaga ng kapaligiran at tapagpanatili ng likas kayang pag-unlad
2. Panahon, Pagpapatuloy at Pagbabago
Mahalagang makita ng mag-aaral ang pag-unlad ng lipunan mula sa sinaunang panahon hanggang sa kasalukuyan upang lalo niyang maunawaan ang kanyang sarili at
bansa at sa ganoong paraan ay makapagbuo ng identidad (pagkakakilanlan) bilang indibiduwal at miyembro ng lipunan, bansa at mundo. Sentral sa pag-aaral ng
tao, lipunan at kapaligiran ang konsepto ngpanahon (time), na nagsisilbing batayang konteksto at pundasyon ng pag-uunawa ng mga pagbabago sa buhay ng bawat isa, ng
lipunang kanyang kinabibilangan, at ng kanyang kapaligiran. Ang kaisipang kronolohikal ay hindi nangangahulugan ng pagsasaulo ng mga petsa o pangalan ng tao at
lugar, bagamat mayroong mga mahahalagang historikal fact ( katotohan/ impormasyon) na dapat matutunan ng mag-aaral, kundi ang pagkilala sa pagkakaiba ng
nakaraan sa kasalukuyan, ang pagpapatuloy ng mga paniniwala, istruktura at iba pa sa paglipas ng panahon, ang pag-unawa ng konsepto ng kahalagahang
pangkasaysayan (historical significance), pagpahalaga sa konstekto ng pangyayari sa nakaraan man o sa kasalukuyan, at ang mga kaugnay na kakayahan upang maunawaan
nang buo ang naganap at nagaganap.
3. Kultura, Pagkakakilanlan at Pagkabansa

Kaugnay sa dalawang naunang tema ang konsepto ng kultura, na tumutukoy sa kabuuan ng mga paniniwala, pagpapahalaga, tradisyon, at paraan ng
pamumuhay ng isang grupo o lipunan, kasama ang mga produkto nito katulad ng wika, sining, at iba pa. Nakaangkla sa kultura ang identidad ng grupo at ng mga
miyembro nito, na sa bansang Pilipinas at sa ibang bahagi ng mundo ay napakarami at iba-iba. May mga aspeto ng kultura na nagbabago samantala ang iba naman ay
patuloy na umiiral sa kasalukuyan. Sa pag-aaral ng temang ito, inaasahan na makabubuo ang mag-aaral ng sariing pagkakakilanlan bilang kabataan, indibidwal
at Pilipino, at maunawaan at mabigyang galang ang iba’t ibang kultura sa Pilipinas. Ang pagkakakilanlan bilang Pilipino ay magiging basehan ng makabansang
pananaw, na siya namang tutulong sapagbuo ng mas malawak na pananaw ukol sa mundo.
4. Karapatan, Pananagutan at Pagkamamamayan

Nakabatay ang kakayahang pansibiko sa pag-unawa sa papel na ginagampanan ng bawat isa bilang mamamayan at kasapi ng lipunan at sa pagkilala at pagtupad ng
mga karapatan at tungkulin bilang tao at mamamayan. Pananagutan ng mamamayan na igalang ang karapatan ng iba, anuman ang kanilang pananampalataya,
paniniwalang pampulitika, kultural, kasarian, etnisidad, kulay ng balat, pananamit at personal na pagpili. Kasama rito ang paggalang sa opinyon ng iba kahit hindi ito sang-
ayon o katulad ng sariling pag-iisip, at respeto sa pagkatao ng sinuman sa bansa at mundo. Ang pag-unawa sa karapatang pantao at ang pananagutang kaakibat dito
ay mahalagang bahagi ng AP kurikulum upang makalahok ang magaaral nang ganap at sa makabuluhang paraan sa buhay ng komunidad, bansa at mundo.
5. Kapangyarihan, Awtoridad at Pamamahala

Bahagi ng pagkamamamayan ay ang pag-unawa sa konsepto ng kapangyarihan, ang paggamit nito sa bansa at sa pang-araw-araw na buhay, ang kahulugan at
kahalagahan ng demokratikong pamamalakad, at ang uri ng pamahalaan sa Pilipinas. Sakop din ng temang ito ang Saligang Batas, na nagsasaad ng mga karapatan at
pananagutan ng mamamayan at ng sambayanang Pilipino. Ang pag-unawa sa konsepto ng awtoridad at liderato sa iba-ibang antas at aspeto ng pamahalaan, kasama ang
mabigat na tungkulin sa pagiging isang lider, ay tatalakayin sa AP kurikulum. Ang karanasan din ng mga bansa sa Asya at sa ibang bahagi ng daigidig ngayon at sa
nakaraan ay pinagmulan ng maraming halimbawa at aralin ukol sa temang ito.
6. Produksyon, Distribusyon at Pagkonsumo

Paano gagastusin ang sariling allowance o kita ng magulang? Paano palalaguin ang naipong pondo ng pamilya? Ang sagot sa mga simpleng tanong na ito ay may
kinalaman sa batayang konsepto ng pagpili (choice), pangangailangan, paggastos (expenditure), halaga at pakinabang (cost and benefit) na sakop unang-una ng
Ekonomiks, ngunit ginagamit din sa pag-aaral ng kasaysayan ng Pilipinas at mga lipunan sa rehiyon ng Asya at daigidig. Sa pag-aaral ng temang Produksyon, Distribusyon
at Pagkonsumo, magagamit ng mag-aaral ang mga konseptong ito sa sariilng buhay at mauunawaan ang ibang konsepto katulad ng inflation, GDP, deficit, na karaniwang
nababasa sa dyaryo o naririnig sa balita sa radyo. Mahalaga ring maunawaan ng mag-aaral ang panlipunang epekto ng desisyon ng indibidwal na konsyumer at ng mga
kumpanya, katulad ng epekto ng kanilang pagpapasya sa presyo ng bilihin o ang epekto ng patakaran ng pamahalaan sa pagdebelop ng ekonomiya, gamit ang pamamaraang
matematikal. (Consumer Ed. Financial Literacy, Pag-iimpok)
7. Ugnayang Panrehiyon at Pangmundo

Sinusuportahan ng temang ito ang layunin ng AP kurikulum na makabuo ang mag-aaral ng pambansa at pandaigdigang pananaw at pagpapahalaga sa mga
pangunahing usapin sa lipunan at mundo. Araling Asyano sa baitang 7, Kasaysayan ng Daigdig sa baitang 8, Ekonomiks sa baitang 9 at Mga Kontemporaryong Isyu
sa baitang 10. Makatutulong ang kaalaman tungkol sa ibang bansa sa pag-unawa ng lugar at papel ng Pilipinas sa rehiyon at mundo, at kung paano maaaring kumilos ang
Pilipino at ang bansa sa paglutas ng mga suliranin bilang kasapi ng pandaigdigang komunidad.
Inaasahan na sa ika-11 at ika-12 na baitang ay magkakaroon ng mga elektib na kursong tatalakay sa iba’t ibang isyu (lokal, pambansa, panrehiyon, at pandaigidig)
upang lumawak ang kaalaman ng mga mag-aaral at malinang ang kanilang mga mapanuring kakayahan. Sa ganitong paraan din ay lalong mahahasa ang
pagkakadalubhasa ng bawat AP na guro sa pagdisenyo ng nilalaman ng kurso at sa istratehiya ng pagturo nito alinsunod sa pangkalahatang balangkas ng AP. Ilang
halimbawa ng mga paksa ng elektib na kurso ay:
1. Mga panganib sa kapaligiran at kalikasan, ang pangangalaga nito at mga hakbang na maaaring gawin ng mga mag-aaral at ng komunidad upang matugunan ang mga
panganib na ito;
2. Ang layunin at pilosopiya ng isang batas o patakarang opisyal, ang epekto nito sa tao at lipunan (at kalikasan), ang mga problema sa implementasyon at posibleng
solusyon sa problema
3. Ang ugnayan ng kultura sa pagsulong ng lipunan (komunidad, bansa) at mga isyung kaugnay sa kaunlaran ng lipunan
4. Mga pandaigdigang problema sa klima, kalamidad (natural at likha ng tao), at ang paglutas ng mga suliraning ito

Mga Kakayahan
Ang mga kakayahan ng bagong AP kurikulum ay nakaugat sa mga layunin ng batayang edukasyon: ang kapaki - pakinabang (functional) na literasi ng lahat;
ang paglinang ng “functionally literate and developed Filipino;” at ang pangmatagalang pagkatuto pagkatapos ng pormal na pag-aaral (lifelong learning). Makikita ang
mga pangkalahatang layuning ito sa mga partikular na kakayahan ng AP katulad halimbawa, ng pagsisiyasat at pagsusuri. Samakatuwid, ang AP kurikulum ay di lamang base
sa nilalaman (content-based) kundi rin sa mga kakayahan (competence-based). Sadyang inisa-isa ang mga kakayahan ng AP upang: (a) ipakita ang ugnayan nito sa mga
layunin ng batayang edukasyon, at (b) bigyang diin ang mga mapanuring kakayahan na hindi malilinang sa pamamagitan ng pagsasaulo ng impormasyon.
Sa ibaba ang kabuuan ng mga pangkalahatang kakayahan sa AP kurikulum at sa bawat kakayahan, ang mga partikular na kasanayan. Magkakaugnay ang
mga kakayahan at kapwa nagpapatibay ang mga ito sa isa’t isa. Nilalayong linangin ang mga kakahayan sa debelopmental na pamamaraan na angkop sa bawat antas ng
batayang edukasyon at sa proseso ng scaffolding, upang maitatag ang pundasyon ng mga kasanayan para sa mas malalim (at mas komplex) na kakayahan.
Kakayahan Partikular na Kasanayan

1. Natutukoy ang mga sanggunian o pinagmulan ng impormasyon
Pagsisiyasat 2. Nakagagamit ng mapa at atlas upang matukoy ang iba’t ibang lugar, lokasyon at ibang impormasyong pangheograpiya
3. Nakagagamit ng mga kasangkapang teknolohikal upang makakita o makahanap ng mga sanggunian ng impormasyon
1. Nakababasa ng istatistikal na datos
2. Nakagagamit ng pamamaraang istatistikal o matematikal sa pagsuri ng kwantitatibong impormasyon at ng datos penomenong pang-
Pagsusuri at
ekonomiya
interpretasyon ng datos
3. Nakababasa sa mapanuring pamamaraan upang maunawaan ang historikal na konteksto ng
sanggunian at ang motibo at pananaw ng may-akda
1. Nakauunawa ng kahulugan, uri at kahalagahan ng primaryang sanggunian at ang kaibahan nito sa sekundaryang sanggunian
2. Nakabubuo ng kamalayan sa mga pagpapahalaga, gawi at kaugalian ng panahon at nakikilala ang impormasyon pagkakaiba at/o
pagkakatulad ng mga iyon sa kasalukuyan
3. Nakikilala ang historikal na perspektibo ng awtor o manlilikha
4. Natutukoy ang pagkakaiba ng opinyon at fact
5. Nakatataya ng impormasyon sa pamamagitan ng pagkilala sa bias o punto de bista ng awtor/manlilikha
6. Nakakukuha ng datos mula sa iba’t ibang primaryang sanggunian
7. Nakahihinuha mula sa datos o ebidensya
Pagsusuri at
8. Nakapag-aayos at nakagagawa ng buod ng impormasyon—pangunahing katotohanan at ideya sa sariling salita
interpretasyon ng
9. Nakauunawa ng ugnayang sanhi at epekto (cause and effect)
impormasyon
10. Nakapaghahambing ng impormasyon mula sa mga magkaugnay na sanggunian at nakikilala ang mga punto ng pagkakasundo at di
pagkakasundo
11. Nakabubuo ng interpretasyon tungkol sa magkaiba at posibleng magkasalungat na paliwanag ng isang pangyayari
12. Nakapagbibigay ng historikal na kahalagahan sa mga tao, grupo, pangyayari, proseso o kilusan at institusyon
13. Napag-iisipan ang sariling ideya o pagtingin tungkol sa pinag-uusapan at mga natutuhan mula sa sanggunian
14. Nakapaghahambing ng sariling kaisipan sa kaisipan ng awtor/manlilikha at naipaliliwanag kung saan at bakit sumasang-ayon o hindi ang
dalawang kaisipanNakauunawa ng mobilidad at migrasyon ng populasyon, ang distribusyon nito, dahilan at epekto
15. Nakauunawa ng papel at epekto ng heograpiya sa pagbabagong panlipunan at pangkalikasan
Kakayahan Partikular na Kasanayan
16. Nakagagamit ng pamamaraang matematikal sa pag-unawa ng mga batayang konsepto ng Ekonomiks at sa pagsusuri ng kwantitatibong
datos
17. Nakabubuo ng konklusyon base sa interpretasyon ng impormasyon
1. Nakasasagot ng tanong base sa angkop at sapat na ebidensya
2. Nakapag-aayos ang resulta ng pagsasaliksik sa lohikal na paraan
Pagsasaliksik
3. Nakagagamit ng teknolohikal na instrumento sa pagsasaliksik, pagsusuri ng datos, pagsulat ng sanaysay o papel, at paghanda ng
presentasyon ng pananaliksik
1. Nakapag-uugnay ng sari-saring impormasyon mula sa mga angkop na sanggunian
2. Naipakikilala ang sipi mula sa sanggunian at nagagamit ito nang tama
3. Naipararating sa malinaw at maayos na paraan ang sariling kaisipan tungkol sa kaganapan o isyung pinag-aaralan na
Komunikasyon pinatitibay ng nararapat na ebidensya o datos
4. Nakabubuo ng maikli ngunit malinaw na introduksyon at konklusyon kapag nagpapaliwanag
5. Nakasusulat ng sanaysay (na may habang 3-5 pahina sa mataas na baitang) na nagpapaliwanag ng isang pangyayari,
isyu o penomeno, gamit ang nararapat at sapat na impormasyon o ebidensiya sa angkop na pamamaraan
1. Nakauunawa ng karapatan at tungkulin bilang mamamayan upang makalahok sa makabuluhang paraan sa buhay ng pamayanan, bansa at
dagidig
2. Naigagalang at nabibigyang kahalagahan ang pagkakaiba ng mga tao, komunidad, kultura, at paniniwala, at ang kanilang
karapatang pantao
Pagtupad sa
3. Nagiging maingat sa sariling naisin, paniniwala, punto de bista o posisyon
pamantayang pang-etika
4. Nakapagpapakita ng pantay na pakikitungo at paggalang sa mga may ibang pag-iisip kahit hindi ito sumasang-ayon sa sariling ideya,
posisyon o pagtingin
5. Natutukoy ang sangguniang ginamit sa papel (reaksyon, maikling sanaysay) bilang pagkilala sa karapatan sa pag-aaring intelektuwal
ng awtor/manlilikha
Pamantayan sa Programa (Core learning Area Standard):
Naipamamalas ang pag-unawa sa mga konsepto at isyung pangkasaysayan, pangheograpiya, pang-ekonomiya, pangkultura, pampamahalaan,
pansibiko, at panlipunan gamit ang mga kasanayang nalinang sa pag-aaral ng iba’t ibang disiplina at larangan ng araling panlipunan kabilang ang
pananaliksik, pagsisiyasat, mapanuring pag-iisip, matalinong pagpapasya, pagkamalikhain, pakikipagkapwa, likas-kayang paggamit ng
pinagkukunang-yaman, pakikipagtalastasan at pagpapalawak ng pandaigdigang pananaw upang maging isang mapanuri, mapagnilay,
mapanagutan, produktibo, makakalikasan, makabansa at makatao na papanday sa kinabukasan ng mamamayan ng bansa at daigdig.

Pangunahing Pamantayan ng Bawat Yugto (Key Stage Standards):
K–3 4–6 7 – 10
Naipamamalas ang panimulang pag-unawa at Naipamamalas ang mga kakayahan bilang Naipamamalas ang mga kakayahan bilang kabataang
pagpapahalaga sa sarili, pamilya, paaralan, at batang produktibo, mapanagutan at mamamayang Pilipino na mapanuri, mapagnilay,
komunidad, at sa mga batayang konsepto ng makabansang mamamayang Pilipino gamit ang malikhain, may matalinong pagpapasya at aktibong
pagpapatuloy at pagbabago, kasanayan sa pagsasaliksik, pagsisiyasat, pakikilahok, makakalikasan, mapanagutan,produktibo,
distansya at direksyon gamit ang mga kasanayan tungo mapanuring pag-iisip, matalinong pagpapasya, makatao at makabansa, na may pandaigdigang pananaw
sa malalim ng pag-unawa tungkol sa sarili at pagkamalikhain, pakikipagkapwa, likas-kayang gamit ang mga kasanayan sa pagsisiyasat, pagsusuri ng
kapaligirang pisikal at sosyo-kultural , bilang kasapi ng paggamit ng pinagkukunang-yaman at datos at iba’t ibang sanggunian, pagsasaliksik, mabisang
sariling komunidad at ng mas malawak na lipunan pakikipagtalastasan at pag-unawa sa mga komunikasyon at pag-unawa sa mga batayang konsepto ng
batayang konsepto ng heograpiya, kasaysayan, heograpiya, kasaysayan, ekonomiya, politika at kultura
ekonomiya, pamamahala, sibika at kultura tungo tungo sa pagpapanday ng maunlad na kinabukasan para sa
sa pagpapanday ng maunlad na kinabukasan para bansa.
sa bansa.
Pamantayan sa Bawat Baitang/ Antas (Grade Level Standards):
Baitang Pamantayan sa Pagkatuto
Naipamamalas ang panimulang pag-unawa sa pagkilala sa sarili at pakikipag-ugnayan sa kapwa bilang pundasyon sa paglinang ng kamalayan sa kapaligirang
K
sosyal.
Naipamamalas ang kamalayan at pag-unawa sa sarili bilang kasapi ng pamilya at paaralan at pagpapahalaga sa kapaligirang pisikal gamit ang konsepto ng
1
pagpapatuloy at pagbabago, interaksyon, distansya at direksyon tungo sa pagkakakilanlan bilang indibidwal at kasapi ng pangkat ng lipunan.komunidad.
Naipamamalas ang kamalayan, pag-unawa at pagpapahalaga sa kasalukuyan at nakaraan ng kinabibilangang komunidad, gamit ang konsepto ng
2 pagpapatuloy at pagbabago,kapangyarihan, pamumuno at pananagutan, pangangailangan at kagustuhan, pagkakilanlan, mga simpleng konseptong
heograpikal tulad ng lokasyon at pinagkukunang-yaman at ng mga saksi ng kasaysayan tulad ng tradisyong oral at mga labi ng kasaysayan.
Naipamamalas ang malawak na pag-unawa at pagpapahalaga ng mga komunidad ng Pilipinas bilang bahagi ng mga lalawigan at rehiyon ng bansa batay sa
3 (a) katangiang pisikal (b) kultura; (c) kabuhayan; at (d) pulitikal, gamit ang malalim na konsepto ng pagpapatuloy at pagbabago, interaksyon ng tao at
kapaligirang pisikal at sosyal.

Baitang Pamantayan sa Pagkatuto
Naipagmamalaki ang pagka- Pilipino at ang bansang Pilipinas na may pagpapahalaga sa pagkakaiba-iba ng mga kulturang Pilipino batay sa paggamit ng mga
4
kasanayan sa heograpiya, pag-unawa sa kultura at kabuhayan, pakikilahok sa pamamahala at pagpapahalaga sa mga mithiin ng bansang Pilipinas.
Naipamamalas ang pag-unawa at pagpapahalaga sa pagkakabuo ng kapuluan ng Pilipinas at mga sinaunang lipunan hanggang sa mga malalaking
pagbabagong pang-ekonomiya at ang implikasyon nito sa lipunan sa simula ng ika-labing siyam na siglo, gamit ang batayang konsepto katulad ng
5 kahalagahang pangkasaysayan (historical significance), pagpapatuloy at pagbabago, ugnayang sanhi at epekto tungo sa paglinang ng isang batang
mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at makabansa at may pagpapahalaga sa mga usapin sa lipunan sa
nakaraan at kasalukuyan tungo sa pagpanday ng maunlad na kinabukasan para sa bansa.
Naipamamalas ang patuloy na pag-unawa at pagpapahalaga sa kasaysayan ng Pilipinas mula sa ika-20 siglo hanggang sa kasalukuyan, tungo sa pagbuo
ng tiyak na pagkakakilanlan bilang Pilipino at mamamayan ng Pilipinas Naipamamalas ang malalim na pag-unawa sa kasaysayan ng Pilipinas base sa
6
pagsusuri ng sipi ng mga piling primaryang sangguniang nakasulat, pasalita, awdyo-biswal at kumbinasyon ng mga ito, mula sa iba-ibang panahon,
tungo sa pagbuo ng makabansang kaisipan na siyang magsisilbing basehan ng mas malawak na pananaw tungkol sa mundo
Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa kamalayan sa heograpiya , kasaysayan, kultura, lipunan, pamahalaan at ekonomiya ng
7
mga bansa sa rehiyon tungo sa pagbubuo ng pagkakakilanlang Asyano at magkakatuwang na pag-unlad at pagharap sa mga hamon ng Asya
Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa sama-samang pagkilos at pagtugon sa mga pandaigdigang hamon sa sangkatauhan sa kabila
8 ng malawak na pagkakaiba-iba ng heograpiya, kasaysayan, kultura, lipunan, pamahalaan at ekonomiya tungo sa pagkakaroon ng mapayapa, maunlad at
matatag na kinabukasan
Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa mga pangunahing kaisipan at napapanahong isyu sa ekonomiks gamit ang mga kasanayan at
9 pagpapahalaga ng mga disiplinang panlipunan tungo sa paghubog ng mamamayang mapanuri , mapagnilay, mapanagutan, makakalikasan, produktibo,
makatarungan, at makataong mamamayan ng bansa at daigdig
Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa mga kontemporaryong isyu at hamong pang-ekonomiya, pangkalikasan, pampolitika,
karapatang pantao, pang-edukasyon at pananagutang sibiko at pagkamamamayan sa kinakaharap ng mga bansa sa kasalukuyang panahon gamit ang mga
10
kasanayan sa pagsisiyasat, pagsusuri ng datos at iba’t ibang sanggunian, pagsasaliksik, mapanuring pag-iisip, mabisang komunikasyon at matalinong
pagpapasya

Saklaw at Daloy ng Kurikulum
Naipamamalas ang kamalayan bilang batang Pilipino sa katangian at bahaging ginagampanan ng tahanan, paaralan at pamayanan tungo sa paghubog ng isang
mamamayang mapanagutan, may pagmamahal sa bansa at pagmamalasakit sa kapaligiran at kapwa.
Grado Daloy ng Paksa Deskripsyon Tema

Pagkilala sa sarili at pakikipag-ugnayan sa kapwa bilang pundasyon sa paglinang ng kamalayan
K Ako at ang Aking kapwa 1-2
sa kapaligirang sosyal
Ang sarili bilang kabahagi ng pamilya at paaralan tungo sa pagkakakilanlan bilang indibidwal at
1 Ako, ang Aking Pamilya at Paaralan kasapi ng komunidad, gamit ang konsepto ng pagpapatuloy at pagbabago, interaksyon 1-3
distansya at direksyon at ang pagpapahalaga sa kapaligirang pisikal at paaralan
Pag-unawa sa kasalukuyan at nakaraan ng kinabibilangang komunidad, gamit ang konsepto ng
Ang Aking Komundad, Ngayon at pagpapatuloy at pagbabago, interaksyon, pagkakasunod-sunod ng pangyayari, mga simpleng
2 1-5
Noon konseptong heograpikal tulad ng lokasyon at pinagkukunang yaman, at konsepto ng mga saksi
ng kasaysayan tulad ng tradisyon oral at mga labi ng kasaysayan
Pag-unawa sa pinagmulan at pag-unlad ng sariling lalawigan at rehiyon kasama ang aspektong
3 Ang Mga Lalawigan sa Aking Rehiyon pangkultura, pampulitika, panlipunan at pangkabuhayan gamit ang malalim na konsepto ng 1-6
pagapapatuloy at pagbabago, interaksyon ng tao at kapaligirang pisikal at sosyal
Pagpapahalaga sa pambansang pagkakakilanlan at ang mga kontribosyon ng bawat rehiyon sa
paghubog ng kulturang Pilipino at pambansang pag-unlad gamit ng mga kasanayan sa
4 Ang Bansang Pilipinas 1-6
heograpiya, pag-unawa sa kultura at kabuhayan, pakikilahok sa pamamahala at pagpapahalaga
sa mga mithiin ng bansang Pilipinas.
Pagkakabuo ng kapuluan ng Pilipinas at mga sinaunang lipunan hanggang sa simula ng ika-20
5 Pagbuo ng Pilipinas bilang Nasyon siglo gamit ang batayang konseptong katulad ng kahalagahang pangkasaysayan (historical 1-6
significance), pagbabago, pag-unlad at pagpapatuloy.
Ang Pilipinas sa harap ng mga hamon at tugon ng ika-20 siglo hanggang sa kasalukuyan tungo
6 Mga Hamon at Tugon sa Pagkabansa 1-6
sa pagbuo ng tiyak na pagkakakilanlang Pilipino at matatag na pagkabansa (strong nationhood)
Pag-unawa at pagpapahalaga sa kamalayan sa heograpiya , kasaysayan, kultura,

lipunan, pamahalaan at ekonomiya ng mga bansa sa rehiyon tungo sa pagbubuo ng
7 Araling Asyano 1-7
pagkakakilanlang Asyano at magkakatuwang na pag-unlad at pagharap sa mga hamon ng
Asya

Grado Daloy ng Paksa Deskripsyon Tema
Pag-unawa at pagpapahalaga sa sama-samang pagkilos at pagtugon sa mga pandaigdigang

hamon sa sangkatauhan sa kabila ng malawak na pagkakaiba-iba ng heograpiya, kasaysayan,
8 Kasaysayan ng Daigdig 1-7
kultura, lipunan, pamahalaan at ekonomiya tungo sa pagkakaroon ng mapayapa, maunlad at
matatag na kinabukasan.
Pag-unawa sa mga pangunahing kaisipan at napapanahong isyu sa ekonomiks gamit ang mga
kasanayan at pagpapahalaga ng mga disiplinang panlipunan tungo sa paghubog ng
9 Ekonomiks 1-7
mamamayang mapanuri , mapagnilay, mapanagutan, makakalikasan, produktibo, makatarungan,
at makataong mamamayan ng bansa at daigdig
Pag-unawa at pagpapahalaga sa mga kontemporaryong isyu at hamong pang-ekonomiya,
pangkalikasan, pampolitika, karapatang pantao, pang-edukasyon at pananagutang sibiko at
10 Mga Kontemporaryong Isyu pagkamamamayan sa kinakaharap ng mga bansa sa kasalukuyang panahon gamit ang mga 1-7
kasanayan sa pagsisiyasat, pagsusuri ng datos at iba’t ibang sanggunian, pagsasaliksik,
mapanuring pag-iisip, mabisang komunikasyon at matalinong pagpapasya
BILANG NG ORAS SA PAGTUTURO: 10 weeks/quarter; 4 quarters/year
Grade Time Allotment
1-2 30 min/day x 5 days
3-6 40 min/day x 5 days
7-10 3 hrs/week

PAMANTAYANG PAMANTAYAN PAMANTAYAN SA
NILALAMAN
PANGNILALAMAN SA PAGGANAP PAGKATUTO CODE LEARNING MATERIALS
(Content )
(Content Standard) (Performance Standard) ( Learning Competencies)
1997. pp. 75-85.
13. * Pilipinas: Bansang
Maganda Batayang
Aklat 2. 2000. pp.
109-114.
14. * Sibika at Kultura
Batayang Aklat 2.
1997. pp. 80-81.
14. Naipakikita ang 1. * Sibika at Kultura
pagpapahalaga sa Batayang Aklat 1.
AP1KAP-
kapaligirang ginagalawan sa 2001. pp. 83-85.
IVj-14
iba’t ibang pamamaraan at 2. * Ang Bayan Kong
likhang sining. Mahal 1. 1998. pp.
89.
BAITANG 2
Pamantayang Pagkatuto: Naipamamalas ang kamalayan, pag-unawa at pagpapahalaga sa kasalukuyan at nakaraan ng kinabibilangang komunidad, gamit ang
konsepto ng pagpapatuloy at pagbabago, interaksyon, pagkakasunod-sunod ng pangyayari, mga simpleng konseptong hepgrapikal tulad ng
lokasyon at pinagkukunang yaman at bukal ng yamang lahi, at konsepto ng mga saksi ng kasaysayan tulad ng tradisyong oral at mga bakas
ng kasaysayan.

NILALAMAN
(Content )
UNANG MARKAHAN - Ang Aking Komunidad
A. Pagkilala sa Komunidad Ang Mag-aaral ay… Ang Mag-aaral ay… 1. Nauunawaan ang konsepto 1. * Pagsibol ng Lahing
ng ‘komunidad’ Pilipino 2. 2003. pp.15-17
naipamamalas ang pag- malikhaing 1.1 Nasasabi ang payak 2. * Araling Panlipunan
unawa sa kahalagahan nakapagpapahayag/ na kahulugan ng 2.2013.pp.2-12
AP2KOM-Ia-
ng kinabibilangang nakapagsasalarawan ng ‘komunidad’ 3. * Kulturang Pilipino 2.
1
komunidad kahalagahan ng 1.2 Nasasabi ang mga 2000. pp.14-22
kinabibilangang komunidad halimbawa ng 4. * Pilipino Ako, Pilipinas
‘komunidad’ Ang Bayan Ko 2.pp.21-28
5. * Sibika at Kultura 2.
NILALAMAN
(Content )
1997.pp.33-44
6. * Pamayanang Pilipino 2.
1997. pp.21-28
7. Lahing Pilipino 2. 1997.
pp. 13-18
8. * Pagsibol ng Lahing
Pilipono 3. 1997. Pp. 47-
51
9. Kulturang Pilipino 2.
2000. pp. 14-22
10. Pilipino Ako, Pilipinas Ang
Bayan Ko 2. 1997. pp.21-
28.
Batayang Aklat 2. 1997.
pp. 33-44.
12. * Ang Bayan Kong Mahal
2. 2000. pp. 14-19.
13. * Lahing Pililpino 2. 1997.
pp. 13-18.
Pilipino 1. 1997. pp. 72-
73.
Minamahal 1. 1997. pp.
96-103.
16. * Pilipinas Ang Ating
Bansa 1. 1999. pp. 91-95,
100-101.
17. * Pilipinas Bayan Mo,
Bayan Ko 1. 1997. pp.
115-117.
1997. pp. 102.
1. 1998. pp. 126-131,

NILALAMAN
(Content )
139.
1998. pp. 107, 111-114.
2. Naipaliliwanag ang 1. * Pagsibol ng Lahing
kahalagahan ng Pilipino 2. 2003.pp.25-28
‘komunidad’ 2. * Araling Panlipunan
AP2KOM-
2.2003.pp.39-44
Ib-2
78.
3. Natutukoy ang mga 1. * Pagsibol ng Lahing
bumubuo ng komunidad: Pilipino 2. 2003. pp.17,22
3.1 Mga tao: mga iba’t 2. * Sibika at Kultura
ibang naninirahan sa 1.2001.pp.149-151,156-
komunidad, mga 157
pamilya o mag-anak 3. * Araling
3.2 Mga institusyon: Panlipunan2.2003.pp.8
paaralan, mga 4. * Kulturang Pilipino 2.
sentrong 2000.pp.58-65
pamahalaan o 5. * Pilipino Ako, Pilipinas
nagbibigay serbisyo, Ang Bayan Ko 2. 1997.
sentrong pp.168-170
pangkalusugan, AP2KOM- 6. * Sibika at Kultura 2.
pamilihan, simbahan Ib-3 1997. pp.8-10
o mosque at iba 7. * Lahing Pilipino 2. 1997.
pang pinagtitipunan pp. 59-68
ng mga kasapi ng 8. * Kulturang Pilipino 2.
ibang relihiyon 2000. pp. 58-65.
9. * Pilipino Ako, Pilipinas
Ang Bayan Ko 2. 1997.
pp. 2-6.
pp. 8-10.
11. * Lahing Pilipino 1. 1997.
pp. 87-99.

NILALAMAN
(Content )
92, 142-150.
104-106.
Bansa 1. 1999. pp. 74-81.
106-111, 117-118.
1997. pp. 103, 104-105,
108, 111.
1998. pp. 110.
4. Naiuugnay ang tungkulin at 1. * Pagsibol ng Lahing
gawain ng mga bumubuo Pilipino 2. 2003.pp.132-
ng komunidad sa sarili at 137
sariling pamilya 2. * Sibika at Kultura
1.2001.pp.172-182
3. Ako, ang Pamilya at ang
Aking Komunidad
(Philippines Nonformal
AP2KOM-Ic- Education
4 Program).2001.pp.23-24
4. My Family,My Community
and I (Philippines
Nonformal Education
Program).2001.pp.23-24
5. * Araling Panlipunan
2.2003.pp.14-24
Maganda 2. 2000. pp.
123-130, 207-227.
7. * Kulturang Pilipino 2.

NILALAMAN
(Content )
2000. Pp.23-28, 155-159.
pp.168-170, 168-170.
99.
200-210.
108-111, 118, 121.
1997. pp. 112, 119-120.
1998. pp. 125-130.
B. Ang Aking Komunidad 5. Nasasabi na ang bawat 1. Ako, ang Pamilya at ang
bata ay may Aking Komunidad
kinabibilangang komunidad (Philippines Nonformal
Education
AP2KOM-Ic-
and I (Philippines
5
Nonformal Education
2.2003.pp.27-28
1. 1998. pp. 144-149.
6. Nasasabi ang batayang 1. PRODED Learning Guide
AP2KOM-
impormasyon tungkol sa in Sibika at Kultura
Id-6
sariling komunidad: Populasyon:Umaasa o
pangalan ng komunidad; Inaasahan 2. 2003. pp.1-

NILALAMAN
(Content )
lokasyon ( malapit sa tubig 14
o bundok, malapit sa 2. * Sibika at Kultura 1.
bayan), mga namumuno 2001.pp.112
dito, populasyon, mga 3. Ako, ang Pamilya at ang
wikang sinasalita, atbp Aking Komunidad
(Philippines Nonformal
Education
Program).2001.pp.22
and I (Philippines
Nonformal Education
Program).2001.pp.22
123-130
2. 2000. pp.73-82
1997. pp.77-85
8. * Lahing Pilipino 1. pp.
105-109.
107-114.
Bansa 1. 1999. pp. 102-
105.
1997. pp. 113-118.
1. 1998. pp. 132-138.
1998. pp. 115-122.
14. MISOSA 6 Lesson 2
7. Nailalarawan ang sariling AP2KOM- 1. PRODED Learning Guide
komunidad gamit ang mga Id-e-7 in Sibika at Kultura Mga

NILALAMAN
(Content )
simbolo sa payak na mapa Sagisag o Pananda sa
7.1 Nakikilala ang mga Mapa 2.2000. pp. 1-19
sagisag na 2. PRODED Learning Guide
ginagamit sa mapa in Sibika at Kultura Ituro
sa tulong ng Mo 2.2000.pp.1-8
panuntunan. 3. * Pagsibol ng Lahing
7.2 Natutukoy ang Pilipino 2.2003.pp.33-
lokasyon ng mga 36,49-54,60-62
mahahalagang lugar 4. * Sibika at Kultura
sa sariling 1.2001.pp.57-65
komunidad batay sa 5. * Sibika at
lokasyon nito sa Kultura3.2000.pp.50-69
sariling tahanan o 6. * Pamana 5.1999.pp.50-
paaralan 52
7.3 Nailalarawan ang 7. * Pilipinas:Bansang
mga anyong lupa at Papaunlad 6.2000.pp.74-
tubig sa sariling 77
komunidad 8. * Araling Panlipunan
7.4 Nakaguguhit ng 2.2003.pp.45-55,69-86
payak na mapa ng 9. * Pilipinas: Bansang
komunidad mula sa Maganda 2. 2000. pp.35-
sariling tahahan o 47
paaralan, na 10. * Pilipino Ako, Pilipinas
nagpapakita ng mga Ang Bayan Ko 2. 1997.
mahahalagang lugar pp.31-38
at istruktura, anyong 11. * Sibika at Kultura 2.
lupa at tubig, atbp. 1997. pp.45-52
2. 2000. pp.21-29
1997. pp.30-40
pp. 18-23
Pilipino 3. 1997. pp.15-18
16. * Sibika at Kultura: Ang

NILALAMAN
(Content )
Bayan Kong Mahal 3.
1998. pp. 13-19, 33
Ang Bayan Ko. 3. 1999.
pp. 13-15
Pinagpala 4. 2000.pp. 26-
27
19. * Heograpiya,
Kasaysayan at Sibika:
Ang Bayan Kong Mahal 4.
1999. pp. 32-51
Maganda 2. 2000. pp. 48-
58.
2000. pp. 23-28.
3. 1998. pp. 13-19;33.
4. 1999. pp. 32-51.
22-23.
164.
26. Sibika at Kultura 1. 1997.
pp. 110.
27. Pilot School MTBLME 2nd
Qrtr Grade 3
8. Nailalarawan ang panahon 1. PRODED Learning Guide
at kalamidad na in Sibika at Kultura
nararanasan sa sariling AP2KOM-If- Yamang-Lupa: Alagaan
komunidad h-8 2.2003.pp.1-13
8.1 Nasasabi ang iba’t 2. Sibika at Kultura 3.
ibang uri ng 2000.pp.72-75

NILALAMAN
(Content )
panahong 3. Handa Ka Na Ba sa
nararanasan sa Kalamidad (Philippines
sariling komunidad Nonformal Education
(tag-ulan at tag-init) Program). 1998.pp.1-34
8.2 Natutukoy ang mga 4. Bagyo at Lindol:Paano
natural na Paghahandaan
kalamidad o (Philippines Nonformal
sakunang madalas Education
maganap sa sariling Program).1998.pp.1-40
komunidad 5. * Araling Panlipunan
8.3 Nakakukuha ng 2.2003.pp.87-98
impormasyon 6. OHSP Module 1
tungkol sa mga 7. Pilot School MTBMLE 1st
epekto ng kalamidad Qrtr Grade 3 AP LM
sa kalagayan ng 8. * Pagsibol ng Lahing
mga anyong lupa, Pilipino 3. 1997. pp. 35-
anyong tubig at sa 46
mga tao sa sariling 9. * Pilipinas Ang Ating
komunidad Bansa 3. 1999. pp. 35-40,
8.4 Nasasabi ang mga 66-70
wastong gawain/ 10. * Sibika at Kultura: Ang
pagkilos sa tahanan Bayan Kong Mahal 3.
at paaralan sa 1998. pp. 6, 43-49
panahon ng 11. * Sibika at Kultura 3.
kalamidad 1997. pp. 36-40
8.5 Nasasabi kung 12. * Pilipino Ako, Pilipinas
paano ibinabagay ng Ang Bayan Ko. 3. 1999.
mga tao sa panahon pp. 31-39
ang kanilang 13. * Pilipinas: Bansang
kasuotan at tirahan Pinagpala 4. 2000. pp.
43-46, 55-65, 83
14. * Heograpiya,
1999. pp. 76-82

NILALAMAN
(Content )
6. 1999. pp. 76-82.
16. * Pilipinas: Kasaysayan at
Pamahalaan I. 2000. pp.
17-18.
1. 1998. pp. 153-154.
18. MISOSA 4 Lesson 9,10
19. Pilot School MTBLME 1st
Qrtr Grade 3
20. Pilot School MTBLME TG
1st Qrtr Grade 3
9. Nasasabi ang * Araling
pagkakapareho at AP2KOM-Ii- Panlipunan2.2003.pp.29
pagkakaiba ng sariling 9
komunidad sa mga kaklase
IKALAWANG MARKAHAN – Ang Aking Komunidad Ngayon at Noon
A. Ang Kwento ng Ang mag-aaral ay… Ang mag-aaral ay… 1. Nakapagsasalaysay ng 1. * Pamana.5.1999.pp.3-5
Pinagmulan ng Aking pinagmulan ng sariling 2. * Araling Panlipunan
Komunidad naipamamalas ang pag- 1. nauunawaan ang komunidad batay sa mga 2.2003.pp.100-108
AP2KNN-
unawa sa kwento ng pinagmulan at pagsasaliksik, pakikinig sa
IIa-1
pinagmulan ng sariling kasaysayan ng kuwento ng mga
komunidad batay sa komunidad nakakatanda sa
konsepto ng pagbabago komunidad, atbp
at pagpapatuloy at 2. nabibigyang halaga 2. Naiuugnay ang mga 1. * Sibika at Kultura
pagpapahalaga sa ang mga bagay na pagbabago sa pangalan ng 1.2001.pp.13-15
AP2KNN-
kulturang nabuo ng nagbago at nananatili sariling komunidad sa 2. * Araling Panlipunan
IIa-2
komunidad sa pamumuhay mayamang kuwento ng 2.2003.pp.103-105
komunidad pinagmulan nito
3. Nasasabi ang pinagmulan 1. * Hekasi Para Sa Mga

at pagbabago ng sariling Batang Pilipino
komunidad sa AP2KNN- 4.2000.pp.276-277
pamamagitan ng timeline IIb-3 2. * Araling Panlipunan
at iba pang graphic 2.2003.pp.105
organizers
4. Nakagagawa ng maikling AP2KNN- 1. Ipagdiwang Natin ang

NILALAMAN
(Content )
salaysay ng mga IIc-4 Pagkakaiba ng ating
pagbabago sa sariling Kultura (Philippines
komunidad sa iba’t ibang Nonformal Education
aspeto nito tulad ng uri ng Program).2001.pp.11-12
transportasyon, pananamit, 2. * Araling Panlipunan
libangan,pangalan ng mga 2.2003.pp.106-108
kalye atbp. sa
pamamagitan ng iba’t-
ibang sining (ei. pagguhit,
paggawa ng simpleng graf,
pagkuwento, atbp.)
5. Naiuugnay ang mga 1. PRODED Learning Guide in
sagisag, natatanging Sibika at Kultura: Mga
istruktura, bantayog ng Sagisag ng Pilipinas, Alam
mga bayani at mga Mo? 2.2000.pp.1-12
mahahalagang bagay na 2. * Sibika at Kultura
matatagpuan sa komunidad 1.2001.pp.87-97
sa kasaysayan nito 3. * Araling Panlipunan
2.2003.pp.107
4. Pilot School MTBMLE 2nd
Qrtr Grade 3
AP2KNN- Maganda 2. 2000. Pp.65-
IId-5 76, 228-240
2000. Pp.30-38,69-82
Pp.40-52,99-112
1997. Pp.53-64,107-123
2. 2000. Pp.31-37,91-
103,123-130
1997. Pp.41-52,87-107

NILALAMAN
(Content )
11. Lahing Pilipino 2. 1997.
Pp. 24-35, 69-80, 192-
211
Bansa 3. 1999. Pp. 118-
126
Maganda 2. 2000. pp. 65-
76;228-240.
Ang Bayan Ko 2. 1997. pp.
40-52, 99-112.
Pilipino 1. 1997. pp. 50-68.
80-89.
Bansa 1. 1999. pp. 24-31.
Bayan Ko 1. 1997. pp. 31-
42, 85-102.
1997. pp. 38-52, 54-56,
57, 82-97.
1. 1998. pp. 53-74, 99-
113.
1998. pp. 57-69, 91-103.
6. Nailalarawan ang dami ng * Pagsibol ng Lahing Pilipino
AP2KNN-
tao sa sariling komunidad 2.2003.pp.85-94
IId-6
sa pamamagitan ng graf
B. Ang Kultura sa Aking Naipagmamalaki ang 7. Nakabubuo ng maikling AP2KNN- * Araling Panlipunan
Komunidad kultura ng sariling salaysay tungkol samga IIe-7 2.2003.pp.94-96,127-134
1. Pamumuhay komunidad bagay na hindi nagbago sa

NILALAMAN
(Content )
2. Tradisyon/ Kaugalian komunidad(hal., pangalan,
3. Mga pagdiriwang pagkain, gusali o istruktura)
4. Sining 8. Nakasusuri ng pagkakaiba 1. * Sibika at Kultura
ng kalagayan ng kapaligiran AP2KNN- 3.2000.pp.61-70
ng sariling komunidad (ei. IIe-8 2. * Araling Panlipunan
mga anyong lupa at tubig 2.2003.pp.97,118-126
ngayon at noon)
9. Nailalarawan ang 1. * Pagsibol ng Lahing
pagkakakilanlang kultural ng Pilipino 2. 2003.pp.110-
komunidad 114
9.1 Natutukoy at 2. Araling Panlipunan 1
naipaliliwanag ang mga Modyul 2 “Kapaligirang
katangiang Kultural”.pp.12-17
nagpapakilala ng sariling 3. Pilot School MTBMLE 2nd
komunidad (ie, tanyag Qrtr Grade 3
na anyong lupa o tubig, 4. * Pilipinas: Bansang
produkto, pagkain, maganda 2. 2000. Pp.184-
tanyag na kasapi ng 205
komunidad atbp.) 5. * Kulturang Pilipino 2.
9.2 Natutukoy ang iba’t 2000. Pp113.124
ibang pagdiriwang ng 6. * Pilipino Ako, Pilipinas
AP2KNN-
komunidad Ang Bayan Ko 2. 1997.
IIf-g-9
9.3 Natatalakay ang mga Pp.147-152
tradisyon na 7. * Sibika at Kultura 2.
nagpapakilala sa sariling 1997. Pp.143-148
komunidad 8. * Ang Bayan Kong Mhal
9.4 Natatalakay ang iba’t- 2. 2000. Pp.123-129
ibang uri ng sining na 9. * Pamayanang Pilipino 2.
nagpapakilala sa sariling 1997. Pp.134-141
komunidad (ei. 10. * Lahing Pilipino 2. 1997.
panitikan, musika, Pp. 125-140
sayaw, isports atbp) 11. * Ang Bayan Kong Mahal
5. 1999. pp. 9.
Qrtr Grade 3

NILALAMAN
(Content )
10. Naihahambing ang 1. * Pagsibol ng Lahing
katangian ng sariling Pilipino 2.2003.pp.110-115
komunidad sa iba pang 2. * Araling Panlipunan
AP2KNN-
komunidad tulad ng likas 2.2003.pp.146-148
IIh-10
na yaman, produkto at
hanap-buhay, kaugalian at
mga pagdiriwang, atbp.
11. Nasusuri ang kahalagahan 1. * Pagsibol ng Lahing
ng mga pagdriwang at Pilipino 2. 2003.pp.110-
tradisyon na nagbubuklod 115,119-123
ng mga tao sa pag-unlad 2. Pilot School MTBMLE 2nd
ng sariling komunidad AP2KNN- Qrtr Grade 3
IIi-11 3. * Pamayanang Pilipino 2.
1997. pp. 139-140.
1st Qrtr Grade 3
2nd Qrtr Grade 3
12.
Nakakalahok sa mga
proyekto o mungkahi na AP2KNN-
nagpapaunlad o IIj-12
nagsusulong ng
natatanging
IKATLONG MARKAHAN – Pamumuhay sa Komunidad
A. Kabuhayan sa Komunidad Ang mag-aaral ay… Ang mag-aaral ay… 1. Natatalakay ang mga 1. * Pagsibol ng Lahing
produkto at mga kaugnay na Pilipino 2. 2003.pp.66-68
naipamamalas ang nakapagpapahayag ng hanapbuhay na nalilikha 2. Kapaligiran, Kayamanan,
kahalagahan ng pagpapahalaga sa mula sa likas yaman ng Kalingain (Philippines
mabuting paglilingkod pagsulong ng mabuting komunidad Nonformal Education
ng mga namumuno sa paglilingkod ng mga 1.1 Nailalarawan ang likas na AP2PSK- Program).1998.pp.5-8
pagsulong ng mga namumuno sa komunidad yaman at pangunahing IIIa-1 3. Araling Panlipunan 1
pangunahing tungo sa pagtugon sa produkto ng komunidad Modyul I “Kapaligirang
hanapbuhay at pangangailangan ng mga 1.2 Naiuugnay ang mga Pisikal ng
pagtugon sa kasapi ng sariling pangunahing Pamayanan”.pp.6-10
pangangailangan ng komunidad hanapbuhay ng 4. Araling Panlipunan I
mga kasapi ng sariling komunidad sa likas na Modyul 3 Kayamanang

NILALAMAN
(Content )
komunidad yaman ng komunidad Pinagkukunan Likas na
Kayaman.pp.3-14
2.2003.pp.152-174
6. Pilot School MTBMLE 2nd
Qrtr grade 3
Maganda 2. 2000. pp.35-
47; 82-108
2000. pp.41-56
pp.53-70
1997. pp.65-89
2. 2000. pp.61-71
1997. pp.53-74
13. * Lahing Pilipino 2.
1997.pp. 41-50
65
Bansa 3. 1999. pp. 19-35,
41-60
Bayan Kong Mahal 3.
1998. pp. 22-37, 51-74
1997. Pp. 23-35, 46-56
pp. 17-30, 42-65

NILALAMAN
(Content )
Pinagpala 4. 2000. pp.
84-85, 79-80, 93-95, 98-
99, 101-103, 110-112,
114-115, 117-119, 126-
127, 129-130. 132-134,
137-138
20. * Heograpiya,
1999. pp. 57-61, 63-64,
66-67, 69-70, 72-73, 76-
81, 84-86, 92-94, 96-98,
101, 107-109, 111-112,
114, 117-118, 120-121,
123-124
6. 1999. pp. 99-106
3. 1998. pp. 22-37, 51-74.
Pilipino 1. 1997. pp. 32-39.
54-63; 131-133.
Bansa 1. 1999. pp. 35-41,
60-61.
Bayan Ko 1. 1997. pp. 49-
57, 62-67.
1997. pp. 59-69.
1. 1998. pp. 76-88.

NILALAMAN
(Content )
1998. pp. 72-78, 82-83.
Qrtr Grade 3
1st Qrtr Grade 3
2. Naipaliliwanag ang 1. * Pagsibol ng Lahing
pananagutan ng bawat isa sa Pilipino 2. 2003.pp.69-70
pangangalaga sa likas na 2. PRODED Learning Guide
yaman at pagpanatili ng in Sibika at Kultura
kalinisan ng sariling Yamang Tubig-Alagaan at
komunidad. Tipirin 2.2000.pp.1-12
2.1 Nasasabi ang mga sanhi 3. * Sibika at Kultura
at bunga ng pagkasira 1.2001.pp.75-81
ng likas na yaman ng 4. * Sibika at Kultura
kinabibilangang 3.2000.pp.91-94
komunidad 5. Ingatan ang Mga Anyong
2.2 Nahihinuha ang mga Tubig (Philippines
posibleng dahilan ng tao Nonformal Education
sa pagsira ng mga likas Program).1998.pp.5-20
na yaman ng AP2PSK- 6. Kapaligiran, Kayamanan,
kinabibilangang IIIb-2 Kalingain (Philippines
komunidad. Nonformal Education
2.3 Nakapagbibigay ng Program).1998.pp.16-23
mungkahing paraan ng 7. Kapaligiran, Alagaan Para
pag-aalaga sa kapaligiran Sa Kinabukasan
at likas na yaman ng (Philippines Nonformal
kinabibilangang Education
komunidad Program).1998.pp.6-
10,16-21,25-29
8. Araling Panlipunan 1
Modyul 3“Kayamanang
Pinagkukunan Likas na
Kayamanan”.pp.15-18
9. Ang Pangangalaga ng
Ating mga Yamang

NILALAMAN
(Content )
Tubig(Philippines
Nonformal Education
10. Makialam at Lumahok sa
Pagpapaunlad ng
Pamayanan(Philippines
Nonformal Education
Program).1998.pp.5-8,34-
45
11. Economic Efficiency and
Environmental
Education.pp.68-69,73-90
12. PRODED Learning Guide
in
Heograpiya/Kasaysayan/S
ibika Likas na Yaman
Pagyamanin 4.2003.pp.1-
11
13. MISOSA 6 Lesson
15,19,20,21,22,23
14. Pilot School MTBMLE 4th
Qrtr Week 8 Grade 3
Qrtr Weeks 1-4 Grade 3
17. * Pilipinas; Bansang
Maganda 2. 2000. Pp.90-
91,99-101,105,109-111
2000. Pp.46,53
Pp.75-87
1997. Pp.71-72,80-81
21. * Ang Bayan Kong Mhal

NILALAMAN
(Content )
2. 2000. Pp.54-56
1997. Pp.69-70
Pp. 51-58
Pilipino 3. 1997. Pp. 66-
70, 128-133, 181-186
Bayan Kong Mahal 3.
1998. Pp. 31
1997. Pp. 57-62, 170-175
6. 1999. Pp. 107-115, 117-
118
pp. 57-62, 170-175.
22-24.
62-65.
48.
68-79.
Bansa 1. 1999. pp. 44-49,
63-72.
58-60, 68, 71-83, 133.

NILALAMAN
(Content )
1997. pp. 53, 56-57;72-
81.
1. 1998. pp. 89-98.
1998. pp. 79-81, 84-89.
38. MISOSA 6 Lesson
18,19,20,21,22
Qrtr Grade 3
1st Qrtr Grade 3
4th Qrtr Week 7 Grade 3
4th Qrtr Week 8 Grade 3
B. Pamumuno at Paglilingkod 3. Nailalarawan kung paano 1. * Pilipinas:Bansang

sa Komunidad natutugunan ang Papaunlad 6.2000.pp.81-
pangangailangan ng mga 92
tao mula sa likas yaman ng 2. * Pagsibol ng Lahing
komunidad Pilipino 2.2003.pp.66-68
2.2003.pp.163-166
AP2PSK-
Bansa 3. 1999. Pp. 61-66
IIIc-3
Pp. 65
3. 1998. pp. 75-86.
7. * Pagbabago Batayang
Aklat IV. 2001. pp. 47-50.
Bayan Ko 1. 1997. pp. 50-

NILALAMAN
(Content )
55, 62-65.
1. 1998. pp. 78-84
4. Naiuugnay ang epekto ng 1. * Pagsibol ng Lahing
pagkakaroon ng hanapbuhay Pilipino 2.2003.pp.25-28
sa pagtugon ng 2. PRODED Learning Guide in
pangangailangan ng Sibika at Kultura
AP2PSK-
komunidad at ng sariling Pangunahing Hanapbuhay
IIId-4
pamilya 3.2000.pp.1-10
3. * Sibika at Kultura 3.2000.
pp.78-89
2000. Pp.61-63
5. Nakikilala ang mga 1.2001.pp.112
namumuno sa sariling 2. * Araling Panlipunan
komunidad at ang kanilang 2.2003.pp.179-181
kaakibat na tungkulin at 3. Pilot School MTBMLE
responsibilidad 3rdQrtr Weeks 3-5 Grade 3
5.1 Nasasabi kung paano AP2PSK- 4. MISOSA 4 Lesson 1
nagiging pinuno IIIe-f-5 5. Pilot School MTBLME TG
5.2 Nasasabi ang katangian 3rdQrtr Weeks 3-5 Grade 3
ng mabuti at di
mabuting pinuno
3rd Qrtr Weeks 3-5 Grade
3
6. Nasasabi ang kahalagahan 1. * Pilipinas :Bansang
ng mabuting pamumuno sa AP2PSK- Papaunlad 6.2000.pp.118-
pagtugon ng IIIg-6 120
pangangailangan ng mga 2. * Araling Panlipunan
tao sa komunidad. 2.2003.pp.185,196-198
7. Nakikilala ang mga taong 1. * Pagsibol ng Lahing
nag-aambag sa kapakanan AP2PSK- Pilipino 2. 2003.pp.80-
at kaunlaran ng komunidad IIIh-7 82,154-157
sa iba’t ibang aspeto at 2. Pilot School MTBMLE 3rd
paraan (ei mga pribadong Qrtr Weeks 6-8 Grade 3
NILALAMAN
(Content )
samahan (NGO) na 3. * Kulturang Pilipino 2.
tumutulong sa pag-unlad ng 2000. Pp.65-67
komunidad) 4. * Pagsibol ng Lahing
Pilipino 3. 1997. Pp. 144-
154
Bansa 3. 1999. Pp. 175-
191
8. Nakapagbigay ng mga
mungkahi at dahilan upang AP2PSK-
palakasin ang tama, maayos IIIi-8
at makatwirang pamumuno
IKAAPAT NA MARKAHAN - Pagiging Kabahagi ng Komunidad
A. Kabahagi Ako ng Aking Ang mag-aaral ay… Ang mag-aaral ay… 1. Natatalakay ang 1. PRODED Learning Guide
Komunidad kahalagahan ng mga in Sibika at Kultura
naipamamalas ang nakapahahalagahan ang paglilingkod/ serbisyo ng Maunlad na Pamumuhay
pagpapahalaga sa mga paglilingkod ng komunidad upang ang Kailangan ng Bayan
kagalingang pansibiko komunidad sa sariling pag- matugunan ang 3.2000.pp.1-8
bilang pakikibahagi sa unlad at nakakagawa ng pangangailangan ng mga 2. * Araling Panlipunan
mga layunin ng sariling makakayanang hakbangin kasapi sa komunidad. 2.2003.pp.215-221
AP2PKK-
komunidad bilang pakikibahagi sa mga 3. * Kulturang Pilipino 2.
IVa-1
layunin ng sariling 2000. Pp.83-87
komunidad 4. * Pagsibol ng Lahing
Pilipino 3. 1997. Pp. 123-
128
132,134
2. Natutukoy ang iba pang tao 1. * Pagsibol ng Lahing
na naglilingkod at ang Pilipino 2. 2003.pp.77-
kanilang kahalagahan sa 80,104-106
AP2PKK-
komunidad (e.g. guro, pulis, 2. * Sibika at Kultura
IVa-2
brgy. tanod, bumbero, nars, 1.2001.pp.190-191,194-
duktor, tagakolekta ng 196
basura, kartero, karpintero, 3. * Araling Panlipunan
tubero, atbp.) 2.2003.pp.188-191

NILALAMAN
(Content )
4. Pilot School MTBMLE 3rd
Qrtr weeks 6-8 Grade 3
2000. Pp.88-98
6. * Ang Bayan Kong Mhal 2.
2000. Pp.79-84
168-177.
Pilipino 1. 1997. pp. 110-
114.
133-135.
Bansa 1. 1999. pp. 115-
120, 123-126;133-134.
127-131, 136, 138.
1997. pp. 130-132, 135,
153-164.
1. 1998. pp. 150-152,
155, 157,159-165.
1998. pp. 131-141.
3rd Qrtr Weeks 6-8 Grade
3
3. Naiuugnay ang pagbibigay 1. * Hekasi Para Sa Mga
serbisyo/ paglilingkod ng AP2PKK- Batang Pilipino
komunidad sa karapatan ng IVb-d-3 4.2000.pp.283-288
bawat kasapi sa komunidad. 2. * Pagsibol ng Lahing

NILALAMAN
(Content )
3.1 Nasasabi na ang bawat Pilipino 2.2003.pp.126-
kasapi ay may karapatan 128
na mabigyan ng 3. * Sibika at Kultura
paglilingkod/ serbisyo 3.2000.pp.247-252
mula sa komunidad 4. * Pilipinas:Bansang
3.2 Nakapagbibigay Papaunlad 6.2000.pp.144-
halimbawa ng pagtupad 149
at hindi pagtupad ng 5. * Sibika at Kultura
karapatan ng bawat 1.2001.pp.164-166
kasapi mula sa mga 6. PRODED Learning Guide
serbisyo ng komunidad in Sibika at Kultura
3.3 Naipaliliwanag ang epekto Karapatan Ko, Ibigay
ng pagbigay serbisyo at Ninyo 2.2003.pp.1-14
di pagbigay serbisyo sa 7. * Araling Panlipunan
buhay ng tao at 2.2003.pp.222-225
komunidad 8. Pilot School MTBMLE 4th
2000. Pp.145-154
Pp.157-162
1997. Pp.146-154
Bayan Kong Mahal 3.
1998. Pp. 184-202
Pp. 176-185
Pinagpala 4. 2000. Pp.
242-244
4. 1999. pp. 225-231.

NILALAMAN
(Content )
6. 1999. pp. 171-178.
200-208.
18. * Pamana 5. 1999. pp.
23-24
Pilipino 1. 1997. pp. 134-
140.
171-178, 184-193.
Bansa 1. 1999. pp. 162-
174.
178-194, 197.
1997. pp. 182-193.
1. 1998. pp. 184-196.
1998. pp. 159-168.
4th Qrtr Week 1-4 Grade
3
4. Naipaliliwanag na ang mga 1. * Pagsibol ng Lahing
karapatang tinatamasa ay Pilipino 2.2003.pp.126-129
may katumbas na tungkulin 2. PRODED Learning Guide in
AP2PKK-
bilang kasapi ng komunidad Sibika at Kultura Karapatan
IVe-4
Ko, Ibigay Ninyo 2.
2000.pp.1-14
3.2000.pp.268-270

NILALAMAN
(Content )
4. * Hekasi Para Sa Mga
Batang Pilipino
4.2000.pp286-288
2.2003.pp.226,238-244
7. * Pilipinas; Bansang
Maganda 2. 2000. pp.207-
220
2000. pp. 155-160
Pp.163-173
1997. pp.165-178
11. * Ang Bayan Kong Mhal 2.
2000. pp.136-146
1997. pp. 155-167
pp. 155-181
Pilipino 3. 1997. pp. 203-
208
Bansa 3. 1999. pp. 208-
217
Bayan Kong Mahal 3.
1998. pp. 244-256
17. * Sibika at Kultura 3. 1997.
pp. 167-180, 114-117, 119

NILALAMAN
(Content )
pp. 201-212
19. Pilipinas: Bansang
Pinagpala 4. 2000. pp.
245-250
20. * Heograpiya, Kasaysayan
at Sibika: Ang Bayan Kong
Mahal 4. 1999. Pp. 232-
236
3. 1998. pp. 244-256.
4. 1999. pp. 232-236.
6. 1999. pp. 179-180.
208-212.
25. * Pamana 5. 1999. pp. 24.
186-195.
Pilipino 1. 1997. pp. 153-
167.
28. * Pilipinas Ang Ating Bansa
1. 1999. pp. 175-190.
Bayan Ko 1. 1997. pp. 199-
218.
pp. 210-222.
31. Ang Bayan Kong Mahal 1.
1998. pp. 200-216.
pp. 172-182.
4th Qrtr Week 1-4 Grade 3

NILALAMAN
(Content )
5. Naisasagawa ang disiplinang 1. * Sibika at Kultura
pansarili sa pamamagitan ng 3.2000.pp.255-259
pagsunod sa mga tuntunin 2. * Araling Panlipunan
bilang kasapi ng komunidad 2.2003.pp.245-252
5.1 Natutukoy ang mga 3. * Pagsibol ng Lahing
tuntuning sinusunod ng Pilipino 3. 1997. Pp. 193-
bawat kasapi sa 202
komunidad (ei. pagsunod 4. * Pilipinas Ang Ating
sa mga babala, batas, Bansa 3. 1999. Pp. 202-
atbp) 207
5.2 Natatalakay ang 5. * Sibika at Kultura: Ang
kahalagahan ng mga Bayan Kong Mahal 3.
tuntuning itinakda para 1998. Pp. 226-243
sa ikabubuti ng lahat ng 6. * Pilipino Ako, Pilipinas
kasapi AP2PKK- Ang Bayan Ko. 3. 1999.
IVf-5 Pp. 193-199
6. 1999. pp. 268-274.
8. * Pagpapahalaga sa Aking
Daigdig IV. 2000. pp. 60-
67.
204-216.
1997. pp. 223-235.
1. 1998. pp. 203-214.
1998. pp. 178.
6. Napahalagahan ang 1. * Pagsibol ng Lahing
kagalingan pansibiko sa Pilipino 2. 2003.pp.98-
sariling komunidad AP2PKK- 103,119-123,146-150
6.1 Natatalakay ang mga IVg-j-6 2. * Araling Panlipunan
tradisyong may 2.2003.pp.253-260
kinalaman sa 3. Pilot School MTBMLE 3rd

NILALAMAN
(Content )
pagkakabuklod buklod Qrtr Weeks 6-8 Grade 3
ng mga tao sa 4. Pilot School MTBMLE 4th
komunidad Qrtr Week 5 Grade 3
6.2 Naipaliliwanag ang 5. * Pilipinas; Bansang
kahalagahan ng Maganda 2. 2000.
pagtutulungansa Pp.178,191-196
paglutas mga suliranin 6. * Kulturang Pilipino 2.
ng komunidad 2000. Pp. 125-139,101-108
6.3 Naipakikita ang iba’t 7. * Pilipino Ako, Pilipinas
ibang paraan ng Ang Bayan Ko 2. 1997.
pagtutulungan ng mga Pp.118-131,133-139
kasapi ng komunidad sa 8. * Sibika at Kultura 2.
pagbigay solusyon sa 1997. Pp.149-155,133-
mga problema sa 141
komunidad 9. * Ang Bayan Kong Mhal 2.
6.4 Nakakalahok sa mga 2000. Pp.130-131,107-
gawaing 111,114-120
pinagtutulungan ng mga 10. * Pamayang Pilipino 2.
kasapi para sa ikabubuti 1997. Pp. 130-133, 108-
ng pamumuhay sa 128
komunidad 11. * Lahing Pilipino 2. 1997.
Pp. 84-86, 102-124, 141-
153
Bansa 3. 1999. Pp. 128-
133
Bayan Kong Mahal 3.
1998. Pp. 125-133
Pp. 152-161.
112-119;125-130;136-
144.

NILALAMAN
(Content )
Pilipino 1. 1997. pp. 127-
130.
144-155.
Bansa 1. 1999. pp. 136-
149.
154-164.
1997. pp. 138-151.
1. 1998. pp. 114;157-167.
1998. pp. 124-140.
1stQrtr Grade 3
2ndQrtr Grade 3
3rd Qrtr Grade 3
BAITANG 3
Pamantayang Pagkatuto: Naipamamalas ang malawak na pag-unawa at pagpapahalaga ng mga komunidad ng Pilipinas bilang bahagi ng mga lalawigan at rehiyon ng
bansa batay sa (a) katangiang pisikal (b) kultura; (c) kabuhayan; at (d) pulitikal, gamit ang konsepto ng pagpapatuloy at pagbabago,
interaksyon ng tao at kapaligirang pisikal at sosyal.

NILALAMAN LEARNING
PANGNILALAMAN SA PAGGANAP PAGKATUTO CODE
(Content ) MATERIALS

NILALAMAN LEARNING
UNANG MARKAHAN - Ang Mga Lalawigan Sa Aking Rehiyon
A. Ang Kinalalagyan ng mga Ang mag-aaral ay… Ang mag-aaral ay… 1. Naipaliliwanagi ang 1. Pilot School MTB-MLE
Lalawigan sa Aking Rehiyon kahulugan ng mga simbolo Lesson 5 (Grade 3 –
naipamamalas ang pang- nakapaglalarawan ng pisikal na ginagamit sa mapa sa 1st quarter)
Batayang heograpiya unawa sa kinalalagyan na kapaligiran ng mga tulong ng panuntunan (ei. 2. * Pagsibol ng Lahing
1. direksyon ng mga lalawigan sa lalawigan sa rehiyong katubigan, kabundukan, Pilipino 2.
2. relatibong lokasyon rehiyong kinabibilangan kinabibilangan gamit ang etc) 2003.pp.36-37
3. distansya ayon sa katangiang mga batayang impormasyon 3. PRODED Learning
4. anyong tubig/ anyong heograpikal nito tungkol sa direksiyon, Guide in Sibika at
lupa lokasyon, populasyon at Kultura 3. Direksyon.
paggamit ng mapa San Ba Ako?
Kagamitang mapa 2001.pp.1-13
1. mapa ng rehiyon 4. Maps and Scales
2. demogprahic map (Philippines Non-
3. population map Formal Education
AP3LAR- Project). 2001. pp.1-
Ia-1 44
5. * Pilipinas: Ang Ating
Bansa 3. 1999. pp.
24-25
1997. pp. 27
Pilipino,Batayang
Aklat 3. 1997. pp. 31
2000. pp. 26-27
9. * Pamayanang
Pilipino 2. 1997. pp.
38-39
1997. pp. 19-23
2. Nakapagbabasa at 1. MISOSA 4 Lesson 2, 5
nakapagsasagawa ng AP3LAR- and 7
interpretasyon tungkol sa Ib-2 2. Pilot School MTB-MLE
kinalalagyan ng iba’t ibang Lesson 1 (Grade 3 –

NILALAMAN LEARNING
lalawigan sa rehiyon gamit 1st quarter)
ang mga batayang 3. MISOSA 6 Lesson 11-
heograpiya tulad ng 14
distansya at direksyon 4. * Sibika at Kultura 3.
2000. pp.29-41
3. Nailalarawan ang 1. Pilot School MTB-MLE
kinalalagyan ng mga Lesson 1(Grade 3)
lalawigan ng sariling 2. MISOSA 6 Lesson 11-
rehiyon batay sa mga 14
nakapaligid dito gamit ang 3. * Sibika at Kultura 3.
pangunahing direksiyon 2000. pp.8-13
(relative location) 4. * Pilipinas: Ang Ating
Bansa 3. 1999. pp.
15-17
5. * Ang Bayan Kong
Mahal 3. 1998. pp.
14-16
1997. pp. 20-21
AP3LAR-
7. * Pilipino Ako,
Ic-3
Pilipinas Ang Bayan
Ko 3. 1999. pp. 9-11
12-15
9. * Ang Bayan Kong
Mahal 4. 1999. pp.
13-14
10. * Pilipinas Bansang
Pinagpala 4. 2000.
pp. 24-27
1997. pp. 29-30
12. * Kulturang Pilipino,
2. 2000. pp. 24-25
4. Naipaghahambing ang AP3LAR- 1. Pilot School MTB-MLE

NILALAMAN LEARNING
mga lalawigan sa sariling Ic-4 1st Quarter (Grade 3)
rehiyon ayon sa lokasyon, 2. MISOSA 4 Lesson 14-
direksiyon, laki at 30
kaanyuan
5. Nailalarawan ang 1. MISOSA 6 Lesson
populasyon ng iba’t ibang 2. Learning Guide in
pamayanan sa sariling Heograpiya,
lalawigan gamit ang bar Kasaysayan at Sibika
graph 6. Populasyon. Bakit
AP3LAR- Lumalaki. 2003. pp. 9
Id-5 3. PRODED Learning
Guide in Heograpiya,
Kasaysayan at Sibika
6. Distribusyon, Dami
at Kapal ng
Populasyon. 2003.
pp. 1-11
B. Ang Mga Lalawigan sa Ang mag-aaral ay… Ang mag-aaral ay… 6. Naihahambing ang mga 1. MISOSA 6 Lesson 3
Aking Rehiyon lalawigan sa rehiyon ayon 2. * HEKASI para sa
1. Mapang topograpiya naipamamalas ang pag- 1. nakalalahok sa sa dami ng populasyon mga Batang Pilipino
2. Hazard map unawa sa rehiyon bilang pangangalaga ng mga gamit ang mapa ng 4. 2000. pp.75,171
3. Topograpiya konseptong heograpikal lalawigan bunga ng populasyon 3. PRODED Learning
3.1 Panahon upang mapahalagahan pakikibahagi sa nasabing Guide in Heograpiya,
AP3LAR-
3.2 Anyong tubig/ ang sariling rehiyon rehiyon Kasaysayan at Sibika
Id-6
Anyong lupa gamit ang mapa at iba 6. Distribusyon, Dami
3.3 Likas yaman pang kasanayang 2. nagagamit ang kaalaman at Kapal ng
4. Kahalagahan at pangheograpiya sa kasanayang Populasyon. 2003.
pangangalaga pangheograpikal sa pp. 1-11
pagpapanukala ng mga 4. * Ang Bayan Kong
solusyon sa pangunahing Mahal 6. 1999. pp.
problema o isyung 14-20
pangkapaligiran ng 7. Nailalarawan ang iba’t 1. Pilot School MTB-MLE
sariling pamayanan bilang ibang lalawigan sa rehiyon AP3LAR- 1st Quarter (Grade 3)
isang rehiyon ayon sa mga katangiang Ie-7 2. MISOSA 4 Lesson 14-
pisikal at pagkakakilanlang 30
heograpikal nito gamit ang 3. * Sibika at Kultura 3.

NILALAMAN LEARNING
mapang topograpiya ng 2000. pp.42-44
rehiyon 4. * Pilipinas: Bansang
Papaunlad 6. 2000.
pp.73
Bansa 3. 1999. pp.
25-26
6. * Ang Bayan Kong
Mahal 3. 1998. pp. 21
7. * Sibika at Kultura,
Batayang Aklat 3.
1997. pp. 35
8. * Pilipino Ako,
Pilipinas Ang Bayan
Ko 3. 1999. pp. 27
31
8. Napaghahambing ang iba’t 1. Pilot School MTB-MLE
ibang pangunahing anyong 1st and 2nd Quarter
lupa at anyong tubig ng (Grade 3)
iba’t ibang lalawigan sa 2. MISOSA 4 Lesson 14-
sariling rehiyon 30
2000. pp. 50-70
4. PRODED Learning
AP3LAR-
Guide in Sibika at
Ie-8
Kultura 3. Anyong
Lupa. pp. 1-9
5. PRODED Learning
Guide in Sibika at
Kultura 3. Anyong
Tubig. pp. 1-11
Papaunlad 6. 2000.
pp.74-77

NILALAMAN LEARNING
7. * Ang Bayan Kong
Mahal 3. 1998. pp.
21-38
1997. pp. 23-35
9. * Pilipino Ako,
Pilipinas Ang Bayan
Ko 3. 1999. pp. 17-27
21-30
11. * Ang Bayan Kong
Mahal 4. 1999. pp.
55-124
Mahal 6. 1999. pp.
90-95
9. Natutukoy ang 1. Pilot School MTB-MLE
pagkakaugnay-ugnay ng 1st and 2nd Quarter
mga anyong tubig at lupa (Grade 3)
sa mga lalawigan ng 2. MISOSA 4 Lesson 14-
sariling rehiyon 30
2000. pp.42-49
AP3LAR- Papaunlad 6. 2000.
If-9 pp.73-78
2000. pp. 42-53
6. * Pilipino Ako,
Pilipinas ang Bayan
Ko 2. 1997. pp. 53 -
70
7. * Pamayanang
56-60

NILALAMAN LEARNING
10. Nakagagawa ng payak na 1. MISOSA 6 Lesson 16
mapa na nagpapakita ng and 17
mahahalagang anyong AP3LAR- 2. * Sibika at Kultura 3.
lupa at anyong tubig ng If-10 2000. pp.4
sariling lalawigan at mga 3. * Pilipino Ako, Pilipinas
karatig na lalawigan nito Ang Bayan Ko 3.
1999. pp. 28
11. Natutukoy ang mga lugar 1. Paghahanda sa mga
na sensitibo sa panganib Kalamidad
batay sa lokasyon at (Philippines
topographiya nito Nonformal Education
11.1 Nasasabi o Project). 2001.pp.1-
natataluntun ang 38
mga lugar ng sariling 2. Bagyo at Lindol:
rehiyon na sensitibo Paano
sa panganib gamit AP3LAR- Paghahandaan?
ang hazard map Ig-h-11 (Philippines
11.2 Nakagagawa nang Nonformal Education
maagap at wastong Project). 2001.pp. 1-
pagtugon sa mga 38
panganib na madalas 3. Preparing for
maranasan ng Calamities (Philippines
sariling rehiyon. Nonformal Education
Project). 2001.pp. 1-
53
12. Nailalarawan ang mga 1. MISOSA 4 Lesson 14-
pangunahing likas na 30
yaman ng mga lalawigan 2. * Pilipinas: Bansang
sa rehiyon Papaunlad 6.
AP3LAR- 2000.pp.82-92
Ih-12 3. * HEKASI para sa
mga Batang Pilipino
4. 2000. pp. 73-182
Bansa 3. 1999. pp.
41-70

NILALAMAN LEARNING
5. * Ang Bayan Kong
Mahal 3. 1998. pp.
51-70
1997. pp. 47-56
7. * Pilipino Ako,
Pilipinas Ang Bayan
Ko 3. 1999. pp. 42-62
52-60
9. * Ang Bayan Kong
Mahal 4. 1999. pp.
55-124
Pinagpala 4. 2000.
pp. 76-157
Mahal 6. 1999. pp.
99-104
12. * Pamayanang
61-68
13. Natatalakay angwastong 1. Pilot School MTB-MLE
pangangasiwa ngmga likas 4th Quarter week 7
na yaman ng sariling (Grade 3)
laalwigan at rehiyon 2. MISOSA 6 Lesson 21
13.1 Nasusuri ang 3. * Pilipinas: Bansang
matalino at di- Papaunlad 6. 2000.
AP3LAR-
matalinong mga pp.93-101
Ii-13
paraanng 4. * Sibika at Kultura 1.
pangangasiwa ng 2001. pp. 75-81
mga likas nayaman 5. * Sibika at Kultura 3.
13.2 Nakabubuo ng 2000. pp. 91-93
konklusyon na ang 6. * Pagsibol ng Lahing
matalinongpangangas Pilipino 2. 2003.

NILALAMAN LEARNING
iwa ng likas na pp.69-70
yaman ay 7. Kapaligiran, Alagaan
maykinalaman sa para sa Kinabukasan
pag-unlad ng sariling (Philippines
lalawigan at rehiyon Nonformal Education
Project). 1998. pp.1-
31
8. Kapaligiran,
Kayamanan, Kalingain
(Philippines
Nonformal Education
Project). 1998. pp.1-
31
Bansa 3. 1999. pp.
72-76
66-68
Mahal 6. 1999. pp.
107-116
1997. pp. 43-48
Minamahal 1. 1997.
pp. 68-71
Mahal4. 1999. pp. 89-
94
1997. pp. 72-76
16. * Pilipinas: Bayan Mo,
Bayan Ko 1. 1997.
pp. 71-83
17. * Pilipino Ako,

NILALAMAN LEARNING
Pilipinas ang Bayan
Ko 2. 1997. pp. 75-84
18. * Pamayanang
69-71
1997. pp. 51-54
20. BALS Video- Pagligtas
sa Yamang Lupa
14. Nakabubuo ng AP3LAR- 1. MISOSA 4 Lesson 18,
interprestayon ng Ii-14 21,26,27,28, 29, 30
kapaligiran ng sariling (for specific regions)
lalawigan at karatig na 2. * HEKASI para sa
mga lalawigan ng rehiyon mga Batang Pilipino
gamit ang mapa 4. 2000. pp. 75-171
2000. pp. 45
Pinagpala 4. 2000.
pp. 76-15
IKALAWANG MARKAHAN - Ang Mga Kwento Ng Mga Lalawigan Sa Sariling Rehiyon
A. Ang mga Kwento ng Aking Ang mag-aaral ay… Ang mag-aaral ay… 1. Nauunawaan ang 1. * HEKASI para sa
Rehiyon kasaysayan ng mga Batang Pilipino
naipapamalas ang pang- nakapagpapamalas ang mga kinabibilangang rehiyon 4. 2000. pp. 196-
1. Pinagmulan at mga unawa at pagpapahalaga mag-aaral ng pagmamalaki 1.1 Naisalaysay ang 201, 276-277
Pagbabago ng iba’t ibang kwento sa iba’t ibang kwento at pinagmulan ng sariling 2. * PAMANA 5. 1999.
2. Makasaysayang pook at and mga sagisag na sagisag na naglalarawan ng lalawigan at mga karatig pp. 2-29
pangyayari sa Iba’t naglalarawan ng sariling sariling lalawigan at mga na lalawigan sa 3. * Sibika at Kultura.
AP3KLR-
Ibang Lalawigan lalawigan at mga karatig karatig lalawigan sa pamamagitan ng 2000. pp. 101-103
IIa-b-1
3. Simbolo ng mga lalawigan sa kinabibilangang rehiyon malikhaing
Lalawigan kinabibilangang rehiyon pagpapahayag at iba
4. Mga Bayani ng mga pang likhang sining
Lalawigan 1.1.1 Natutukoy ang
kasaysayan ng
pagbuo ng
sariling lalawigan

NILALAMAN LEARNING
ayon sa batas
1.1.2 Naisasalaysay
ang mga
pagbabago ng
sariling lalawigan
at mga karatig na
lalawigan sa
rehiyon tulad ng
laki nito,
pangalan,
lokasyon,
populasyon, mga
istruktura at iba
pa
1.2 Nakabubuo ng timeline
ng mga makasaysayang
pangyayari sa rehiyon sa
iba’t ibang malikhaing
pamamaraan
1.3 Nasasabi ang mga
paraan ng
pagtutulungan ng mga
lalawigan sa rehiyon
noon at sa kasalukuyan
B. Pagpapahalaga sa mga 2. Natatalakay ang mga
Sagisag ng Kinabibilangang pagbabago at AP3KLR-
Lalawigan at Rehiyon nagpapatuloy sa sariling IIc-2
lalawigan at
kinabibilangang rehiyon
3. Naisasalaysay o 1. * Pagsibol ng Lahing
naisasadula ang kwento ng Pilipino 2. 2003. pp.
mga makasaysayang pook AP3KLR- 41-44
o pangyayaring IId-3 2. * Lahing Pilipino 1.
nagpapakilala sa sariling 1997. pp. 32-44, 55-
lalawigan at mga karatig 66
nito sa rehiyon 3. * Kulturang Pilipino 2.

NILALAMAN LEARNING
2000. pp. 30-38
4. * Pilipino Ako,
Pilipinas ang Bayan
Ko 2. 1997. pp. 39-46
5. *Pamayanang Pilipino
2. 1997. pp. 42-49
1997. pp. 24-32
4. Natatalakay ang kahulugan 1. * Pagsibol ng Lahing
ng ilang simbolo at sagisag Pilipino 2. 2003. pp.
ng sariling lalawigan at 85-94
rehiyon 2. PRODED Learning
Guide in Sibika at
Kultura 2. Mga
Sagisag ng Pilipinas:
Alam mo ba? 2000.
AP3KLR- pp. 1-12
IIe-4 3. * Lahing Pilipino 1.
1997. pp. 70-79, 92-
102
Bansa 1. 1999. Pp. 24-
29
5. BALS Video- Mga
Sagisag ng Ating
Bansa
5. Naihahambing ang ilang 1. * Pagsibol ng Lahing
simbolo at sagisag na Pilipino 2. 2003. pp.
nagpapakilala ng iba’t 85-94
ibang lalawigan sa sariling AP3KLR- 2. Learning Guide in
rehiyon IIf-5 Sibika at Kultura 2.
Mga Sagisag ng
Pilipinas: Alam mo
ba?. 2000. pp. 1-12
6. Natatalakay ang kahulugan AP3KLR- * HEKASI para sa mga
ng “official hymn” at iba IIg-6 Batang Pilipino 4. 2000.

NILALAMAN LEARNING
pang sining na pp.290-297
nagpapakilala ng sariling
lalawigan at rehiyon
7. Naipagmamalaki ang mga 1. * Pagsibol ng Lahing
bayani ng sariling Pilipino 2. 2003. pp.
lalawigan at rehiyon 160-162
7.1 Nakikilala ang mga 2. Bayani: Magigiting sa
bayani ng mga sariling Likod ng Kalayaan
lalawigan at rehiyon (Philippines Non-
7.2 Napahahalagahan ang Formal Education
pagpupunyagi ng mga Project). 1998. pp.1-
bayani ng sariling 36
lalawigan at rehiyon sa 3. Huwag Kalimutan,
malikhaing Bayani ng Bayan
pamamaraan (Philippines Non-
7.3 Nakalilikha ng anumang Formal Education
sining tungkol sa Project). 1998. pp. 1-
bayani ng lalawigan o AP3KLR- 36
rehiyon na nais tularan IIh-i-7 4. * Pilipinas: Ang Ating
Bansa 3. 1999. pp.
118-124
1997. pp. 94-98
108-118
7. * Ang Bayan Kong
Mahal 4. 1999. pp.
220-223
2000. pp. 168-178
9. BALS Video- Heroes
Then and Now
8. Nakasusulat ng payak na Ipinagmamalaki kong
AP3KLR-
kwento/ 1-2 talata tungkol Ako’y Pilipino
IIj-8
sa lalawigan sa (Philippines Nonformal

NILALAMAN LEARNING
kinabibilangang rehiyon na Education Project).
naging katangi-tangi para 2001. pp. 6
sa sarili.
IKATLONG MARKAHAN - Ang Pagkakakilanlang Kultural Ng Kinabibilangang Rehiyon
A. Ang Kultura ng Aking Ang mag-aaral ay… Ang mag-aaral ay… 1. Naibibigay ang kahulugan AP3PKR- * HEKASI para sa mga
Lalawigan at ng sariling kultura at mga IIIa-1 Batang Pilipino 4. 2000.
Kinabibilangang Rehiyon naipapamalas ang pag- nakapagpapahayag ng may kaugnay na konsepto pp.207-213
unawa at pagpapahalaga pagmamalaki at pagkilala sa 2. Naipaliliwanag na ang mga 1. Pilot School MTB-MLE
1. Mga Tao sa pagkakakilanlang nabubuong kultura ng mga salik heograpikal katulad ng 1st Quarter (Grade 3)
2. Panahanan kultural ng lalawigan sa kinabibilangang lokasyon at klima ay naka 2. MISOSA 4 Lesson 9-
3. Dialekto at Wika kinabibilangang rehiyon rehiyon iimpluwensiya sa pagbuo at 11
4. Paniniwala at Tradisyon paghubog ng uri ng 3. * HEKASI para sa
5. Pagdiriwang pamumuhay ng mga mga Batang Pilipino
6. Katutubong Sining lalawigan at rehiyon 4. 2000. pp.57-62
(tula/awit/ sayaw/laro) 4. * Pilipinas: Bansang
7. Bagay Pang-kultura Papaunlad 6. 2000.
(pagkain, produkto, pp.71-72
atbp) 5. * Sibika at Kultura 3.
8. Katawagan AP3PKR- 2000. pp.72-80
IIIa-2 6. * Pilipinas: Ang Ating
Bansa 3. 1999. pp.
61-68
1997. pp. 55-56
41-43
9. * Ang Bayan Kong
Mahal 4. 1999. pp.
39-48
Mahal 6. 1999. pp. 82
3. Nailalarawan ang 1. Pilot School MTB-MLE
pagkakakilanlang kultural AP3PKR- 2nd Quarter (Grade 3)
ng kinabibilangang rehiyon IIIb-c-3 2. * Pilipinas: Bansang
3.1 Nailalarawan ang Papaunlad 6. 2000.

NILALAMAN LEARNING
pagkakakilanlang pp. 24-32
kultura ng sariling 3. Ang Magandang
lalawigan Daigdig ng Ating
3.2 Naiisa-isa ang mga mga Katutubong
pangkat ng mga tao sa Kapatid (Philippines
sariling lalawigan at Nonformal Education
rehiyon Project). 1998. pp.
3.3 Nakapagbibigay ng 1-44
mga halimbawang 4. * Pilipinas: Ang
salita mula sa mga wika Ating Bansa 3. 1999.
at diyalekto sa sariling pp. 101-115
lalawigan at rehiyon 5. * Ang Bayan Kong
3.4 Nailalarawan ang mga Mahal 6. 1999. pp.
kaugalian, paniniwala 51-52
at tradisyon ng sariling 6. BALS Video- Ito ang
lalawigan at ng Aking Kultura
rehiyon.
B. Pagpapahalaga sa 4. Naipaliliwanag ang * Pagsibol ng Lahing
Pagkakakilanlang Kultural kahalagahan ng mga Pilipino 2. 2003. pp.41-44
AP3PKR-
ng Sariling Lalawigan at makasaysayan lugar at ang
IIId-4
Rehiyon mga saksi nito sa
pagkakakilanlang kultura ng
sariling lalawigan at rehiyon
5. Naihahambing ang 1. Pilot School MTB-MLE
pagkakatulad at pagkakaiba 1st Quarter (Grade 3)
ng mga kaugalian, 2. * Pilipinas: Bansang
paniniwala at tradisyon sa AP3PKR- Papaunlad 6. 2000.
sariling lalawigan sa karatig IIIe-5 pp.24-33
lalawigan sa 3. * Pilipinas: Bansang
kinabibilangang rehiyon at Papaunlad 6. 2000.
sa ibang lalawigan at Pp. 39-40
rehiyon
6. Nasusuri ang papel na 1. Pilot School MTB-MLE
ginagampanan ng kultura AP3PKR- 1st Quarter (Grade 3)
sa pagbuo ng IIIf-6 2. * Pilipinas: Bansang
pagkakakilanlan ng sariling Papaunlad 6. 2000.

NILALAMAN LEARNING
lalawigan at rehiyon, at sa pp. 44-54
Pilipinas 3. * Sibika at Kultura 3.
2000.pp.131-140
4. Ang Magandang
Daigdig ng Ating mga
Katutubong Kapatid
(Philippines
Nonformal Education
Project). 1998. pp. 1-
44
Bansa 3. 1999. pp.
101-115
7. Napahahalagahan ang iba’t 1. Pilot School MTB-MLE
ibang pangkat ng tao sa 1st Quarter (Grade 3)
lalawigan at rehiyon 2. * Pilipinas: Bansang
AP3PKR- Papaunlad 6. 2000.
IIIf-7 pp. 24-32
3. * Ang Bayan Kong
Mahal 6. 1999. pp.
36-50
8. Napapahalagahan ang mga 1. Pilot School MTB-MLE
sining (tula/awit/ sayaw) na 1st Quarter (Grade 3)
nagpapakilala sa lalawigan 2. * Pilipinas: Bansang
AP3PKR-
at rehiyon sa pamamagitan Papaunlad 6. 2000.
IIIg-8
ng pakikilahok sa mga pp. 35
gawain na nagsusulong ng 3. * HEKASI para sa
pagpapahalaga sa mga mga Batang Pilipino
sining sa lalawigan 4. 2000. pp. 297
9. Naipapakita sa iba’t-ibang 1. Pilot School MTB-
sining ang pagmamalaki sa MLE 1st Quarter
mga natatanging (Grade 3)
AP3PKR-
kaugalian, paniniwala at 2. * Pilipinas: Bansang
IIIh-9
tradisyon ng iba’t ibang Papaunlad 6. 2000.
lalawigan sa pp. 24-35
kinabibilangang rehiyon 3. * HEKASI para sa

NILALAMAN LEARNING
mga Batang Pilipino
4. 2000. pp. 297
4. Mga Katutubong
Kaalaman at
Paniniwala
(Philippines
Nonformal
Education Project).
1998. pp. 8-26
5. * Ang Bayan Kong
Mahal 6. 1999. pp.
60-66
10. Natutukoy ang mga * Sibika at Kultura 3.
katawagan sa iba’t ibang AP3PKR- 2000. pp.131-140
layon sa kinabibilanagng IIIi-10
rehiyon (e.g. paggalang,
paglalambing, pagturing)
11. Nakagagawa ng isang 1. Pilot School MTB-MLE
payak na mapang kultural 1st Quarter (Grade 3)
na nagpapakilala ng kultura 2. * Pilipinas: Bansang
AP3PKR-
ng ibat ibang lalawigan sa Papaunlad 6. 2000.
IIIj-11
rehiyon pp.25
IKAAPAT NA KARKHAN - Ekonomiya At Pamamahala

A. Ang Ekonomiya ng mga Ang mag-aaral ay… Ang mag-aaral ay… 1. Naiuugnay ang kapaligiran 1. Pilot School MTB-MLE
Lalawigan sa Rehiyon sa uri ng pamumuhay ng 1st Quarter (Grade 3)
naipamamalas ang pang- nakapagpapakita ng kinabibilangang lalawigan 2. * Pilipinas: Bansang
unawa sa mga gawaing aktibong pakikilahok sa mga Papaunlad 6. 2000.
1. Kabuhayan at pangkabuhayan at gawaing panlalawigan tungo pp. 24-35
AP3EAP-
pinagkukunanng bahaging ginagampanan sa ikauunlad ng mga 3. * HEKASI para sa
IVa-1
yaman ng pamahalaan at ang lalawigan sa kinabibilangang mga Batang Pilipino
2. Produkto mga kasapi nito, mga rehiyon 4. 2000. pp. 297
3. Industriya pinuno at iba pang 4. Mga Katutubong
4. Kalakalan naglilingkod tungo sa Kaalaman at
5. Negosyo pagkakaisa, kaayusan at Paniniwala

NILALAMAN LEARNING
6. Inprastraktura kaunlaran ng mga (Philippines
7. Uri ng Empleyo lalawigan sa Nonformal Education
kinabibilangang rehiyon Project). 1998. pp. 8-
26
5. * Ang Bayan Kong
Mahal 6. 1999. pp.
60-66
2. Naipapaliwanag ang iba’t 1. Pilot School MTB-MLE
ibang pakinabang pang 1st Quarter (Grade 3)
ekonomiko ng mga likas 2. * HEKASI para sa
yaman ng lalawigan at mga Batang Pilipino
kinabibilangang rehiyon 4. 2000. pp. 73-193
Bansa 3. 1999. pp.
41-70
4. * Ang Bayan Kong
Mahal 3. 1998. pp.
51-70
AP3EAP-
5. * Pilipino Ako,
IVa-2
Pilipinas Ang Bayan
Ko 3. 1999. pp. 42-62
52-60
Pinagpala 4. 2000.
pp. 76-157
8. * Ang Bayan Kong
Mahal 4. 1999. pp.
55-124
3. Natatalakay ang 1. MISOSA Lesson 31
pinanggalingan ng produkto (Grade IV)
ng kinabibilagang lalawigan AP3EAP- 2. * HEKASI para sa
IVb-3 mga Batang Pilipino
4. 2000. pp. 73-193

NILALAMAN LEARNING
Bansa 3. 1999. pp.
41-70
4. * Ang Bayan Kong
Mahal 3. 1998. pp.
51-70
5. * Pilipino Ako,
Pilipinas Ang Bayan
Ko 3. 1999. pp. 42-62
52-60
7. * Ang Bayan Kong
Mahal 4. 1999. pp.
55-124
4. Naiisa-isa ang mga 1. MISOSA 4 Lesson 14-
produkto at kalakal na 30
matatagpuan sa 2. * HEKASI para sa mga
kinabibilangang rehiyon Batang Pilipino 4.
2000. pp. 73-193
Bansa 3. 1999. pp.
41-70
4. * Ang Bayan Kong
Mahal 3. 1998. pp.
AP3EAP- 51-70
IVb-4 5. * Pilipino Ako, Pilipinas
Ang Bayan Ko 3.
1999. pp. 42-62
52-60
Pinagpala 4. 2000.
pp. 76-157
8. * Ang Bayan Kong
Mahal 4. 1999. pp.

NILALAMAN LEARNING
55-124
5. Naipakikita ang ugnayan ng 1. MISOSA 4 Lesson 14-
kabuhayan ng mga AP3EAP- 30
lalawigan sa IVc-5 2. * HEKASI para sa mga
kinabibilangang rehiyon at Batang Pilipino 4.
sa ibang rehiyon 2000. pp. 73-193
6. Naiuugnay ang MISOSA 4 Lesson 2, 31
pakikipagkalakalan sa and 37
pagtugon ng mga AP3EAP-
pangangailangan ng sariling IVc-6
lalawigan at mga karatig na
lalawigan sa rehiyon at ng
bansa.
7. Natutukoy ang 1. MISOSA 4 Lesson 31
inprastraktura (mga and 37
daanan, palengke) ng mga AP3EAP- 2. * Sibika at Kultura 3.
lalawigan at naipaliliwanag IVd-7 2000. pp.16-48
ang kahalagahan nito sa
kabuhayan
8. Naipaliliwanag ang iba’t MISOSA 4 Lesson 31 and
ibang aspeto ng ekonomiya 37
(pangangailangan,
AP3EAP-
produksyon, kalakal,
IVd-8
insprastraktura, atbp.) sa
pamamagitan ng isang
graphic organizer
9. Natutukoy na ang rehiyon 1. Pilot School MTB-MLE
ay binibuo ng mga 3rd Quarter week 3-5
lalawigan na may sariling (Grade 3)
pamunuan AP3EAP- 2. * HEKASI para sa mga
IVe-9 Batang Pilipino 4.
2000. pp. 280-285
Papaunlad 6. 2000.
pp.117-119
B. Ang Pamamahala sa mga 10. Natutukoy na ang rehiyon AP3EAP- 1. Pilot School MTB-MLE

NILALAMAN LEARNING
Lalawigan ng ay binibuo ng mga IVe-10 3rd Quarter week 3-5
Kinabibilangang Rehiyon lalawigan na may sariling (Grade 3)
pamunuan 2. HEKASI para sa mga
1. Mga Pinuno ng mga Batang Pilipino 4.
Lalawigan sa Rehiyon 2000. pp. 280-285
2. Pamamahala at 3. Pilipinas: Bansang
Programa/ Proyekto/ Papaunlad 6. 2000.
Serbisyo pp.117-119
3. Karapatan at Tungkulin 11. Natutukoy ang mga 1. Pilot School MTB-MLE
tungkulin at pananagutan 3rd Quarter week 3-5
ng mga namumuno sa mga (Grade 3)
lalawigan ng 2. * Pilipinas: Bansang
kinabibilangang rehiyon Papaunlad 6. 2000.
pp.119, 125-131
3. * HEKASI para sa mga
Batang Pilipino 4.
2000. pp. 280-284
2000. pp.241-243
AP3EAP- Bansa 3. 1999. pp.
IVf-11 175-190
Ang Bayan Ko 3.
1999. pp. 177-183
172-185
1997. pp. 199-202
9. BALS Video-
Government
10.BALS Video – Basic
Education
12. Natatalakay ang mga AP3EAP- 1. MISOSA 6 Lesson 35
paraan ng pagpili ng pinuno IVf-12 2. * Pilipinas: Bansang

NILALAMAN LEARNING
ng mga lalawigan Papaunlad 6. 2000.
pp.114-119
13. Naipapaliwang ang 1. Pilot School MTB-MLE
kahalagahan ng 3rd Quarter week 3-4
pagkakaroon ng (Grade 3)
pamahalaan sa bawat AP3EAP- 2. MISOSA 6 Lesson 25
lalawigan sa IVg-13 3. * Pilipinas: Bansang
kinabibilangang rehiyon Papaunlad 6. 2000.
pp.119-120
2000. pp. 165-166
14. Naipaliliwanag ang dahilan 1. Pilot School MTB-MLE
ng paglilingkod ng 3rd Quarter week 3-4
pamahalaan ng mga (Grade 3)
AP3EAP-
lalawigan sa mga kasapi 2. MISOSA 6 Lesson 25
IVg-14
nito.
Bansa 3. 1999. pp.
175-190
15. Natutukoy ang iba’t ibang 1. Pilot School MTB-MLE
paraan sa pakikiisa sa mga 4th Quarter week 1-5
proyekto ng pamahalaan ng (Grade 3)
mga lalawigan sa 2. * Sibika at Kultura 3.
kinabibilangang rehiyon 2000. pp.255-259
AP3EAP- Papaunlad 6. 2000.
IVh-15 pp.162-163
Bansa 3. 1999. pp.
155-158, 175-190,
196-198
5. * Ang Bayan Kong
Mahal 3. 1998. pp.
213-217, 244-257
16. Nakalalahok sa mga AP3EAP- 1. Pilot School MTB-MLE
gawaing nakatutulong sa IVi-16 4th Quarter week 1-5

Republika ng Pilipinas
Kagawaran ng Edukasyon
Lungsod ng Pasig
K to12 Gabay Pangkurikulum

EDUKASYON SA
PAGPAPAKATAO
Baitang 1 –10
May 2016
ANG BATAYANG KONSEPTWAL NG EDUKASYON SA PAGPAPAKATAO
Ang tunguhin o ”outcome” ng pag-aaral sa batayang edukasyon ay ang panlahatang pag–unlad taglay ang mga kasanayan sa ika–dalawampu’t isang siglo.
Taglay ito ng isang mag-aaral kung mayroon siyang mga kakayahang pangkaalaman, pandamdamin at pangkaasalan na magbibigay sa kanya ng kakayahan
upang:
1. mamuhay at magtrabaho
2. malinang ang kanyang mga potensiyal
3. magpasiya nang mapanuri at batay sa impormasyon
4. makakilos nang epektibo sa lipunan at pamayanan sa konteksto ng sandaigdigan upang mapabuti ang uri ng kanyang pamumuhay at ng kanyang
lipunan (Literacy Coordinating Council, Setyembre 1997).
Ibinatay ang kahulugan at ang limang palatandaan nito sa Apat na Batayan (Pillar) ng Edukasyon at sa konsepto ng UNESCO tungkol sa mga panghabambuhay
na kakayahan (life skills) na binuo ng International Commission on Education para sa ika-21 siglo. Ang sumusunod ang limang palatandaan nito: (a) may
kakayahang makipagtalastasan, (b) nag-iisip nang mapanuri at may kakayahang lumutas ng suliranin, (c) ginagamit ang mga likas na yaman nang
mapanagutan para sa susunod na salinlahi at (d) produktibo, napauunlad ang sarili at ang pakikipagkapwa, at (e) may malawak na pananaw sa daigdig.
Sa Edukasyon sa Pagpapakatao (EsP), ang palatandaan o batayang kakayahan ng functional literacy ay nagpapasya at kumikilos nang mapanagutan tungo sa
kabutihang panlahat. Ibig sabihin, nilalayon ng EsP na linangin at paunlarin ang pagkataong etikal ng mag-aaral. Ang EsP ay naglalayong gabayan ang mag-
aaral na mahanap / matagpuan ang kabuluhan ng kanyang buhay, ang papel niya sa lipunang Pilipino upang makibahagi siya sa pagtatayo ng pamayanang
pinaiiral ang katotohanan, kalayaan, katarungan at pagmamahal. Upang maipamalas ito, kailangang taglay niya ang limang pangunahing kakayahan (macro
skills)*: pag-unawa, pagninilay, pagsangguni, pagpapasiya at pagkilos.
1. Pag-unawa. Mahalagang maipamalas niya ang kakayahang mahinuha ang mga konsepto at prinsipyong nagbibigay-paLiwanag sa sariling karanasan,
mga sitwasyong namasid, sinuri at pinagnilayan gamit ang obhektibong pamantayan ng moral na pamumuhay.
2. Pagninilay. Sa gitna ng mabilis na daloy ng impormasyon at ingay ng kapaligiran, kailangang mag-ukol ng panahon ang mag-aaral sa maingat at
malalim na pag-iisip sa mga sitwasyong naobserbahan at mga konseptong natutuhan tungkol sa moral na pamumuhay.
3. Pagsangguni. Kailangang humingi siya ng payo o gabay sa mga taong may higit na kaalaman o kasanayan sa moral na pamumuhay at marunong
magsala (weigh) ng mga impormasyong mula sa iba’t ibang uri ng media batay sa obhektibong pamantayan ng moral na pamumuhay.
4. Pagpapasiya. Kailangang matuto siyang bumuo ng sariling posisyon, paniniwala, paninindigan o kilos na isasagawa batay sa obhektibong pamantayan
ng moral na pamumuhay.
K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum May 2016 Pahina 2 of 153

5. Pagkilos. Mahalagang mailapat niya ang konsepto o prinsipyong nahinuha mula sa mga konkretong sitwasyon ng buhay at maipakita ang kahandaang
isabuhay ang mga mabuting ugali (virtues) na natutuhan batay sa obhektibong pamantayan ng moral na pamumuhay.
Ang mga pangunahing kakayahang ito ay nililinang sa apat na tema sa bawat taon sa paraang “expanding spiral” mula Kindergarten hanggang Grade 12. Ang
sumusunod ang apat na tema: (a) Pananagutang Pansariliat Pagiging Kasapi ng Pamilya , (b) Pakikipagkapwa at Katatagan ng Pamilya, (c) Paggawa Tungo sa
Pambansang Pag-unlad at Pakikibahagi sa Pandaigdigang Pagkakaisa, at (d) Pagkamaka-Diyos at Preperensya sa Kabutihan. Pitong pangunahing
pagpapahalaga (core values) ang nililinang sa mga temang ito: Kalusugan at Pakikiisa sa Kalikasan, Katotohanan at Paggalang, Pagmamahal at Kabutihan,
Ispiritwalidad, Kapayapaan at Katarungan, Likas-kayang Pag-unlad, Pagkamaka-Pilipino at Pakikibahagi sa Pambansang Pagkakaisa (Values Education for the
Filipino: 1997 Revised Version of the DECS Values Education Program, ph. 10-11).
Ang Pilosopiya at mga Batayang Teorya ng Pagtuturo-Pagkatuto
Ang Batayang Konseptwal ng Edukasyon sa Pagpapakatao ay batay sa pilosopiyang Personalismo tungkol sa pagkatao ng tao at sa Etika ng Kabutihang Asal
(Virtue Ethics). Ayon sa pilosopiya ng Personalismo, nakaugat lagi sa pagpapakatao ang ating mga ugnayan. Nililikha natin ang ating pagpapakatao sa ating
pakikipagkapwa. Sa Virtue Ethics naman, sinasabing ang isang mabuting tao ay nagsasabuhay ng mga virtue o mabuting gawi (habits) at umiiwas sa mga
bisyo o masamang gawi. Samakatwid, ang nagpapabuti sa tao ay ang pagtataglay at ang pagsasabuhay ng mga mabuting gawi.
Sa murang edad na 6 hanggang 12 taon, maaaring hindi pa lubos na maunawaan ng isang bata ang kanyang pagkatao bilang tao ayon sa paLiwanag ng
pilosopiyang Personalismo. Ngunit maaari siyang sanayin sa mga virtue at pagpapahalaga upang lumaki siyang isang mabuting tao. Sa mga edad na ito,
mauunawaan niya na dapat siyang magpakabuti hindi lamang sapagkat ito ang inaasahan sa kanya ng lipunan kundi dahil tao siya - may dignidad at likas ang
pagiging mabuti. May dignidad ang tao dahil siya ay bukod-tangi at may ugnayan sa kanyang kapwa, sa Diyos, at kalikasan.
Ang Interaktibong Teorya ng Pagkatuto (Social Learning Theory) ni Albert Bandura, Pagkatutong Pangkaranasan (Experiential Learning) ni David Kolb,
Konstruktibismo (Constructivism) at Teorya ng Pamimili ng Kurso (Theory of Career Development) ni Ginzberg, et. al. at Super ang iba pang teorya na
nagpapaLiwanag kung paano natututo ang mag-aaral sa EsP.
Ayon sa paLiwanag ng Interaktibong Teorya ng Pagkatuto (Social Learning Theory) ni Albert Bandura, maaaring makuha sa pagmamasid sa ibang tao ang mga
pagkatuto tulad ng pagkakaroon ng mabuting ugali at bagong impormasyon. Ayon pa rin sa teoryang ito, mahalaga ang mga iniisip ng tao sa kanyang
pagkatuto ngunit hindi nangangahulugang magbubunga ito ng pagbabago sa kilos.
Ang mga karanasan din ang pinagkukunan ng mga pagkatuto ayon kay David Kolb at sa Teorya ng Pagkatuto ng Konstruktibismo. Ayon saTeorya ng
Pagkatutong Pangkaranasan ni Kolb, ang mga nasa edad (adults) ay natututo sa pamamagitan ng kanilang pagninilay sa kanilang mga karanasan, pagbuo ng
mga konklusyon o insight mula sa mga ito, at paglalapat ng mga ito sa angkop na mga sitwasyon ng buhay. Sinusuportahan ang pananaw ni Kolb ng Teorya
ng Konstruktibismo. Sinasabi ng teoryang ito nanagkakaroon ng pagkatuto ang tao at gumagawa ng kabuluhan (meaning) batay sa kanyang mga karanasan.

Naipamamalas ito sa pagtuturo sa pamamagitan ng pagbibigay ng tuon sa mag-aaral. Nagkakaroon siya ng mga bagong pagkatuto gamit ang mga tanong ng
guro at ng kanyang malikhaing paraan.
Nailalapat ang mga pagkatutong ito sa paggawa ng mga pasiya tulad ng kukuning kurso o propesyon. Ayon sa Teorya ng Career Development nina Ginzberg,
et. al. at Super, dumadaan sa iba’t ibang yugto ang pagpapasya ng bata ukol sa kurso o propesyon batay sa kanyang pagtingin sa sarili (self-concept), saloobin
(attitude) at mga pagpapahalaga. Tinatanggap o tinatanggihan niya ang isang kurso o trabaho batay sa obserbasyon niya (halimbawa, mga kilos ng kanyang
magulang ayon sa propesyon nito) at sa tinuturing niyang mahalaga (halimbawa, malaking sweldo o paglilingkod sa lipunan).
Mga Disiplina ng Edukasyon sa Pagpapakatao
Ang nilalaman at istraktura ng Edukasyon sa Pagpapakatao ay nakaankla sa dalawang disiplina: Ethics at Career Guidance. Ang Etika ay ang siyensya ng
moralidad ng kilos ng tao. Samantalang Career Guidance naman ang paggabay sa mag-aaral na magpasiya ng kursong akademiko, sining at isports o teknikal-
bokasyonal na tugma sa kanyang mga talento, kakayahan at aptitude at mga trabahong kailangan ng industriya.
Mga Dulog sa Pagtuturo
Ang mga pangunahing dulog na gagamitin sa pagtuturo ng mga konsepto ay ang pagpapasyang etikal ( ethical decision making) sa pamamagitan ng pagsusuri
ng suliranin o isyu), ang Panlipunan–Pandamdaming Pagkatuto (Social-Emotional Learning), at pagpaplano ng kursong akademiko o teknikal-bokasyonal.
Ang paggawa ng pagpapasyang etikal o moral ay ang pagbuo ng pasiya na may preperensya sa kabutihan at magpapatingkad o maglilinang ng pagkatao ng
tao. Proseso ito na kinapapalooban ng (a) pag-alam sa mga detalye ng sitwasyon at (b) maingat na pagsasaalang-alang ng mga moral na pagpapahalaga na
mahalaga sa isang sitwasyon. Mahalaga rin dito ang pagiging sensitibo sa mga aspetong moral ng mga sitwasyon sa pang-araw-araw na buhay at ang
kamalayan sa mga tao o pangkat na maaapektuhan ng pasiya.
Ang Panlipunan–Pandamdaming Pagkatuto (Social-Emotional Learning) ay ang pagkakaroon ng mga kakayahang kailangan sa pagkilala at pamamahala ng
sarili, paglinang ng pagmamalasakit sa kapwa, paggawa ng mapanagutang pasiya, pakikipag-ugnayan, at pagharap nang epektibo sa mga mapanghamong
sitwasyon. Paraan ito ng paglinang ng mga kakayahan ng mag-aaral upang magtagumpay sa mga gawain sa buhay. Nahahati sa limang uri ang mga
kakayahang ito: Kamalayang Pansarili, Pamamahala ng Sarili, Kamalayang Panlipunan, Pamamahala ng Pakikipag-ugnayan at Mapanagutang Pagpapasiya.

Pilosopiya ng Personalismo
Figure 1. Ang Batayang Konseptwal ng Edukasyon sa Pagpapakatao

Deskripsyon ng Asignatura
Ang Edukasyon sa Pagpapakatao (EsP) ay isa sa mga asignatura ng Pinaunlad na Programa ng Batayang Edukasyon na K to 12 na gagabay at huhubog
sa mga kabataan. Tunguhin nito ang paghubog ng kabataang nagpapasya at kumikilos nang mapanagutan tungo sa kabutihang panlahat. Nangangahulugan ito
na lilinangin at pauunlarin ang pagkataong etikal ng bawat mag-aaral. Upang maipamalas ito, kailangang magtaglay siya ng limang pangunahing kakayahan
(macro skills): pag-unawa, pagninilay, pagsangguni, pagpapasya at pagkilos.
Nililinang sa apat na tema sa bawat antas mula Kindergarten hanggang Baitang 10 ang mga pangunahing kakayahang ito: (a) Pananagutang Pansarili
at Mabuting Kasapi ng Pamilya, (b) Pakikipagkapwa-tao, (c) Paggawa Tungo sa Pambansang Pag-unlad at Pakikibahagi sa Pandaigdigang Pagkakaisa, at (d)
Pananalig at Pagmamahal sa Diyos at Paninindigan sa Kabutihan.
MGA PAMANTAYAN SA PROGRAMA (LEARNING AREASTANDARDS)
Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto sa pananagutang pansarili, pamilya, kapwa, bansa/daigdig at Diyos; nakapagpapasiya at
nakakikilos nang mapanagutan tungo sa kabutihang panlahat upang mamuhay nang maayos at maligaya.
PANGUNAHING PAMANTAYAN NG BAWAT YUGTO (KEYSTAGE STANDARDS)
K – Baitang 3 Baitang 4 – 6 Baitang 7 – 10
Naipamamalas ng mag-aaral ang pag-unawa sa

Naipamamalas ng mag-aaral ang pag-unawa sa Naipamamalas ng mag-aaral ang pag-unawa sa
mga konsepto sa pananagutang pansarili,
konsepto at gawaing nagpapakita ng pananagutang konsepto at gawaing nagpapakita ng
pagkatao ng tao, pamilya at pakikipagkapwa,
pansarili, pampamilya, pagmamahal sa kapwa/ pananagutang pansarili, pampamilya, lipunan, paggawa at mga pagpapahalagang moral
pamayanan, sa bansa at sa Diyos tungo sa maayos pagmamahal sa kapwa, sa bansa/ daigdig at sa at nagpapasiya at kumikilos nang mapanagutan
at masayang pamumuhay. Diyos tungo sa kabutihang panlahat. tungo sa kabutihang panlahat upang mamuhay
nang may kaayusan at kaligayahan.

ANG BATAYANG KONSEPTWAL NG EDUKASYON SA PAGPAPAKATAO
Grade Level Standards (Pamantayan sa Bawat Baitang/Antas)
BAITANG PAMANTAYAN
Naipamamalas ng mag-aaral ang pag-unawa sa pagkakaroon ng kamalayan sa paggalang at pagmamahal sa sarili, kapwa at Diyos
K bilang gabay tungo sa maayos at masayang tahanan.
Naipamamalas ng mag-aaral ang pag-unawa sa mga paraan ng paggalang sa sarili, kapwa, bansa at Diyos bilang gabay tungo sa
1
maayos at masayang tahanan at paaralan.
Naipamamalas ng mag-aaral ang pag-unawa sa pagpapakikita ng mga kilos na nagpapahalaga sa sarili, kapwa, bansa, Diyos at sa
2 Kanyang mga nilikha bilang patnubay sa maayos at masayang paaralan at pamayanan.
Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na nagpapakita ng pagpapahalaga tungo sa maayos at masayang
3 pamumuhay na may mapanagutang pagkilos at pagpapasiya para sa sarili, kapwa, pamayanan, bansa at Diyos .
Naipamamalas ng mag-aaral ang pag-unawa sa mga makabuluhang gawain na may kaakibat na pagpapahalaga tungo sa wasto,
4 maayos, masaya at mapayapang pamumuhay para sa sarili, kapwa, bansa at Diyos.
Naipamamalas ng mag-aaral ang pag-unawa sa masusing pagsusuri sa pagpapahayag, pagganap ng tungkulin na may
5 pananagutan at pagsasabuhay ng mga ito tungo sa masaya, mapayapa at maunlad na pamumuhay para sa sarili/ mag-anak,
kapwa/ pamayanan, bansa/ daigdig at Diyos.
BAITANG PAMANTAYAN
Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na tumutulong sa pag-angat ng sariling dignidad, pagmamahal sa
6 kapwa na may mapanagutang pagkilos at pagpapasiya tungo sa maayos, mapayapa at maunlad na pamumuhay para sa
kabutihang panlahat.
Naipamamalas ng mag-aaral ang pag-unawa sa mga angkop na inaasahang kakayahan at kilos sa panahon ng pagdadalaga /
7 pagbibinata, kakayahan at talento, hilig at pagkatao ng tao tungo sa pagtupad ng mga tungkulin sa sarili, sa kapwa, sa bansa/
daigdig at sa Diyos at pagtatakda ng mithiin upang mapanagutan ang kahihinatnan ng mga pasya at kilos.
Naipamamalas ng mag-aaral ang pag-unawa sa layunin at kahalagahan ng pamilya at pakikipagkapwa upang maging mapanagutan sa
8
pakikipag-ugnayan sa iba tungo sa makabuluhang buhay sa lipunan.
9 Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto tungkol sa lipunan at paggawa bilang paglilingkod tungo sa
tamang pagpili ng kurso o hanapbuhay na magiging makabuluhan at kapaki-pakinabang sa kanya at sa lipunan.
Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto tungkol sa pagkatao ng tao, makataong kilos, pagpapahalagang moral
10
at mga isyung moral at nagpapasya at kumikilos nang may preperensya sa kabutihan upang maging matatag sa gitna ng mga isyung
moral at impluwensya ng kapaligiran.
K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum Mayo 2016 Pahina 8 ng 153

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textooks that have ben delivered to schools.
BATAYANG
PAMANTAYANG PAMANTAYAN
PAGPAPAHALAGA/ PAMANTAYAN SA PAGKATUTO LEARNING
PANGNILALAMAN SA PAGGANAP CODE
MGA KAUGNAY NA ( Learning Competencies) MATERIALS
(Content Standard) (Performance Standard)
PAGPAPAHALAGA
pp. 97-104.*
11. Basic Literacy
Learning
Materials.
BALS. 2005.
Ang Aming
mga Gawain.
Aralin 3.
Mabuting Asal at
Wastong Pag-
EsP1PD-
21. Nakapagdarasal nang mataimtim uugali 1 (Batayang
IVh-i – 4
Aklat). 2000. pp.
190-194.*
BAITANG 2
Pamantayan Para sa Naipamamalas ng mag-aaral ang pag-unawa sa pagpapakikita ng mga kilos na nagpapahalaga sa sarili, kapwa, bansa, Diyos at sa Kanyang
Baitang 2 mga nilikha bilang patnubay sa maayos at masayang paaralan at pamayanan.
\BATAYANG
PAGPAPAHALAGA
I. Tungkulin Ko Sa Aking Sarili at Pamilya – Unang Markahan
1. Edukasyon sa
1. Pagkilala sa sarili Naipamamalas ang Naisasagawa nang buong 1. Naisakikilos ang sariling kakayahan sa iba’t Pagpapakatao
pag-unawa sa husay ang anumang ibang pamamaraan: 2. Tagalog.
1.1. kakayahan / kahalagahan ng kakayahan o potensyal at 1.1. pag-awit 2013. pp. 2-13.
potensyal pagkilala sa sarili at napaglalabanan ang 1.2. pagguhit EsP2PKP- 2. Wastong Pag-
1.2. kahinaan pagkakaroon ng anumang kahinaan 1.3. pagsayaw Ia-b – 2 uugali sa
1.3. damdamin disiplina tungo sa 1.4. pakikipagtalastasan Makabagong
pagkakabuklod- 1.5. at iba pa Panahon 1
A. Pagpapahalaga sa buklod o pagkakaisa (Batayang
sarili (self-esteem) ng mga kasapi ng Aklat). 1997.
\BATAYANG
PAGPAPAHALAGA
tahanan at paaralan pp. 21-25.*
B. Pagtitiwala sa sarili 3. Kagandahang
(self-confidence) Asal at
Wastong Pag-
uugali 2
(Batayang
Aklat). 1998.
pp. 46-52.*
4. Pilipino sa Ugali
at Asal 2
(Batayang
Aklat). 1997.
pp. 57-68.*
5. Magandang
Asal 2
(Batayang
Aklat). 2000.
pp. 68-71.*
1. Edukasyon sa
Pagpapakatao
2. Tagalog.
2. Napahahalagahan ang saya o tuwang dulot ng 2013. pp. 14-
pagbabahagi ng anumang kakayahan o talent EsP2PK 25.
P- Ic – 9 2. Magandang
Asal 2
(Batayang
Aklat). 2000.
pp. 63-67.*
3. Nakapagpapakita ng kakayahang labanan ang
EsP2PK
takot kapag may nangbubully
P- Ic –
10
1. PILOT MTBMLE
2. Pagiging responsable Naisasagawa nang 4. Naisakikilos ang mga paraan ng pagpapanatili EsP2PKP- ESP 3 pp. 1-4.
sa pangangalaga/ palagian ang ng kalinisan, kalusugan at pag-iingat ng Id – 11 2. Liwanag 1
pag-iingat sa sarili pangangalaga at pag- katawan (Patnubay ng
\BATAYANG
PAGPAPAHALAGA
iingat sa katawan Guro). 2000. pp.
1.1. Kalinisan at 14-17.*
Kalusugan 3. Edukasyon sa
Cleanliness/ Wastong Pag-
Wellness) uugali at
Kagandahang
Asal 1 (Batayang
Aklat). 1997. pp.
9-13.*
4. Magandang Asal
2 (Batayang
Aklat). 2000. pp.
3-7, 17-28.*
5. Basic Literacy
Learning
Material. BALS.
2005. Ang K ng
Buhay. Aralin 1-
3.
6. Basic Literacy
Learning
Material. BALS.
2005. Kalusugan
ay Kayamanan.
Aralin 1, 2.
1. FL-EP Baitang
3. Pampamilyang Naisasagawa ang kusang 1, Aralin 1
Pagkakabuklod pagsunod sa mga tuntunin 5. Nakapagpapakita ng pagsunod sa mga tuntunin pp. 11-13.
3.1. Pagkakabuklod/ at napagkasunduang at pamantayang itinakda sa loob ng tahanan 2. PRODED EPP,
Pagkakaisa gagawin sa loob ng 5.1. paggising at pagkain sa tamang oras Paglilinis ng
EsP2PKP-
(Unity/Oneness) tahanan 5.2. pagtapos ng mga gawaing bahay Tahanan.
Id-e – 12
3.2. Pagkakaroon ng 5.3. paggamit ng mga kagamitan 3. PILOT MTBMLE
disiplina 5.4. at iba pa ESP 3 pp. 35-
(Personal 44.
Discipline) 4. Edukasyon sa
Pagpapakatao
\BATAYANG
PAGPAPAHALAGA
2. Tagalog.
2013. pp. 26-
36.
5. GMRC 1
(Patnubay ng
Guro). 1996.
pp. 109-117.*
6. Liwanag 1
(Patnubay ng
Guro). 2000.
pp. 42-48.*
at Asal 1
(Batayang
Aklat). 1997.
pp. 48-55.*
8. Wastong Pag-
uugali sa
Makabagong
Panahon 1
(Batayang
Aklat). 1997.
pp. 16-19.*
9. Edukasyon sa
Wastong Pag-
uugali at
Kagandahang
Asal 1
(Batayang
Aklat). 1997.
pp. 37-41.*
10. Mabuting Asal
at Wastong
Pag-uugali
(Batayang
Aklat). 2000.
\BATAYANG
PAGPAPAHALAGA
pp. 22-26.*
11. Kagandahang
Asal at wastong
Pag-uugali 1
(Batayang
Aklat). 1998.
pp. 42-46, 60-
65.*
12. Magandang
Asal 2
(Batayang
Aklat). 2000.
pp. 8-12.*
13. Basic Literacy
Learning
Materials. BALS.
2005. Ang
Aming mga
Gawain. Aralin
1.
1II. Mahal Ko, Kapwa Ko - Ikalawang Markahan
1. Edukasyon sa
Naipamamalas ang Naisasagawa ang wasto at Pagpapakatao
pag-unawa sa tapat na pakikitungo at 2. Tagalog.
kahalagahan ng pakikisalamuha sa kapwa 6. Nakapagpapakita ng pagkamagiliwin at 2013. pp. 79-
pagiging sensitibo sa pagkapalakaibigan na may pagtitiwala sa mga 97.
damdamin at sumusunod: 2. GMRC 1
pangangailangan ng 6.1. kapitbahay (Patnubay ng
EsP2P-
iba, pagiging 6.2. kamag-anak Guro). 1996.
IIa-b – 6
magalang sa kilos at 6.3. kamag-aral pp. 119-143.*
pananalita at 6.4. panauhin/ bisita 3. Pilipino sa Ugali
pagmamalasakit sa 6.5. bagong kakilala at Asal 1
kapwa 6.6. taga-ibang lugar (Patnubay ng
Guro). 1997.
pp. 96-100,
152-157.*
\BATAYANG
PAGPAPAHALAGA
at Asal 1
(Batayang
Aklat). 1997.
pp. 177-184.*
5. Wastong Pag-
uugali sa
Makabagong
Panahon 1
(Batayang
Aklat). 1997.
pp. 197-199,
202-205.*
6. Magandang
Asal 2
(Batayang
Aklat). 2000.
pp. 118-121.*
7. BALS Video.
Building
Relationship
with Others.
1. Edukasyon sa
Pagpapakatao
2. Tagalog.
2013. pp. 98-
7. Nakapagbabahagi ng sarili sa kalagayan
105.
ng kapwa tulad ng:
EsP2P- 2. Uliran 2
7.1. antas ng kabuhayan
IIc – 7 (Batayang
7.2. pinagmulan
Aklat). 1997.
7.3. pagkakaroon ng kapansanan
pp. 141-145.*
3. PILOT MTBMLE
ESP 3 pp. 69-
75.
1. Pagkamagalang 8. Nakagagamit ng magalang na pananalita sa EsP2P- 1. Edukasyon sa
(Respect) kapwa bata at nakatatanda IId – 8 Pagpapakatao
\BATAYANG
PAGPAPAHALAGA
2. Tagalog.
2013. pp. 106-
114.
2. Mabuting Asal
at Wastong
Pag-uugali 1
(Batayang
Aklat). 2000.
pp. 167-172.*
1. Edukasyon sa
Pagpapakatao
2. Tagalog.
2013. pp. 115-
124.
9. Nakapagpapakita ng iba’t ibang kilos na at Asal 1
EsP2P-
nagpapakita ng paggalang sa kaklase o kapwa (Batayang
IId-9
bata Aklat). 1997.
pp. 40-47.*
3. Magandang
Asal 2
(Batayang
Aklat). 2000.
pp. 107-113.*
Naisasagawa ang mga 1. GMRC 1
3. Pagmamalasakit sa kilos at gawaing (Patnubay ng
Kapwa (Concern for nagpapakita ng Guro). 1996.
Others) pagmamalasakit sa kapwa pp. 87-96.*
2. Edukasyon sa
EsP2P- Wastong Pag-
10. Nakagagawa ng mabuti sa kapwa
IIe – 10 uugali at
Kagandahang
Asal 1
(Batayang
Aklat). 1997.
pp. 129-133.*
\BATAYANG
PAGPAPAHALAGA
3. Salamin ng
Kagandahang
Asal at
Wastong Pag-
uugali 1
(Batayang
Aklat). 1997.
pp. 141-148.*
4. Uliran 2
(Batayang
Aklat). 1997.
pp. 133-137.*
5. Basic Literacy
Learning
Materials. BALS.
2005. Ang
Aming mga
Gawain. Aralin
4.
Edukasyon sa
11. Nakapaglalahad na mahalaga ang paggawa ng EsP2P- IIf Pagpapakatao 2.
mabuti sa kapwa 11 Tagalog. 2013. pp.
132-138.
Edukasyon sa
12. Nakatutukoy ng mga kilos at gawaing
EsP2P- Pagpapakatao 2.
nagpapakita ng pagmamalasakit sa mga kasapi
IIg – 12 Tagalog. 2013. pp.
ng paaralan at pamayanan
139-155.
1. Uliran 2
(Batayang
Aklat). 1997.
13. Nakapagpapakita ng pagmamalasakit sa kasapi
EsP2P- pp. 148-151.*
ng paaralan at pamayanan sa iba’t ibang
IIh-i – 13 2. BALS Video. I’m
paraan
Proud to be a
Filipino.
Hospitality.
III. Para Sa Kabutihan ng Lahat, Sumunod Tayo – Ikatlong Markahan
\BATAYANG
PAGPAPAHALAGA
Pilipino sa Ugali at
1. Pagmamahal sa Naipamamalas ang Naisasagawa nang buong 14. Nakapagpapakita ng paraan ng Asal 1 (Batayang
Bansa pag-unawa sa pagmamalaki ang pagiging pagpapasalamat sa anumang karapatang EsP2PPP- Aklat). 1997. pp.
kahalagahan ng mulat sa karapatan na tinatamasa IIIa-b– 6 130-133, 135-140.*
1.1. Pagkamasunurin kamalayan sa maaaring tamasahin Hal. pag-aaral nang mabuti
(Obedience) karapatang pantao ng pagtitipid sa anumang kagamitan
bata, pagkamasunurin 1. Edukasyon sa
1.2. Pagpapanatili ng tungo sa kaayusan at Pagpapakatao
kaayusan at kapayapaan ng 2. Tagalog.
kapayapaan kapaligiran at ng 2013. pp. 157-
(Peace and bansang 166.
order) kinabibilangan 2. Basic Literacy
Learning
1.3. Paggalang sa Material
karapatang (BALS) 2013.
15. Nakatutukoy ng mga karapatang maaaring
pantao (Respect Karapatan ng
ibigay ng mag-anak EsP2PPP-
for human Bata Dapat
IIIc– 7
rights) Alagaan.
3. Basic Literacy
Learning
Material. BALS.
2005. Mga
Karapatan,
Alamin at
Pangalagaan.
Aralin 1-3.
Edukasyon sa
16. Nakapagpapahayag ng kasiyahan sa
EsP2PPP- Pagpapakatao 2.
karapatang tinatamasa
IIIc– 8 Tagalog. 2013. pp.
167-174.
Edukasyon sa
17. Nakapagbabahagi ng pasasalamat sa
EsP2PPP- Pagpapakatao 2.
tinatamasang karapatan sa pamamagitan ng
IIId– 9 Tagalog. 2013. pp.
kuwento
175-180.

\BATAYANG
PAGPAPAHALAGA
1. PILOT MTBMLE
2. Likas-kayang Pag- Naisasabuhay ang ESP 3 pp. 44-
unlad (Sustainable pagsunod sa iba’t ibang 49, 172-176.
Development) paraan ng pagpapanatili 2. Wastong Pag-
ng kaayusan at uugali sa
2.1. Pagkamatipid kapayapaan sa Makabagong
(Financial pamayanan at bansa Panahon 1
Literacy) (Batayang
Aklat). 1997.
2.2. Pagmamalasakit pp. 133-138,
sa kapaligiran 143-145.*
(Care of the 3. Basic Literacy
environment) Learning
Material
(BALS). 2013.
Ang Tubig ay
Buhay.
18. Nakagagamit nang masinop ng anumang EsP2PPP-
4. Basic Literacy
bagay tulad ng tubig, pagkain, enerhiya at iba IIId-e–
Learning
pa 10
Material. BALS.
2005. Ang
Tubig ay
Buhay. Aralin 1.
5. Basic Literacy
Learning
Material. BALS.
2005. Yamang
Tubig: Ingatan
at Pagyamanin.
Aralin 2.
6. BALS Video.
Proper Use of
Electricity.
Lesson 2.
7. MISOSA 4
Magtipid sa
\BATAYANG
PAGPAPAHALAGA
Paghahanda at
Pagluluto ng
Pagkain; Pagre-
recycle ng
Pagkain.
1. Edukasyon sa
Pagpapakatao
2. Tagalog.
2013. pp. 202-
222.
at Asal 1
(Patnubay ng
Guro). 1997.
pp. 11-18.*
19. Nakikibahagi sa anumang programa ng
3. Kagandahang
paaralan at pamayanan na makatutulong sa EsP2PPP-
Asal at
pagpapanatili ng kalinisan at kaayusan sa IIIf– 11
Wastong Pag-
pamayanan at bansa
uugali 2
(Batayang
Aklat). 1998.
pp. 132-137.*
4. Magandang
Asal 2
(Batayang
Aklat). 2000.
pp. 82-85, 90-
94.*
3. Pambansang 20. Nakatutukoy ng iba’t ibang paraan upang 1. PILOT MTBMLE
pagkakaunawaan mapanatili ang kalinisan at kaayusan sa ESP 3 pp. 144-
pamayanan EsP2PPP- 151, 181-185.
3.1. Kaayusan at hal. IIIg-h– 2. Edukasyon sa
Kapayapaan - pagsunod sa mga babalang pantrapiko 12 Pagpapakatao
(Peace and - wastong pagtatapon ng basura 2. Tagalog.
Order) - pagtatanim ng mga halaman sa paligid 2013. pp. 181-

\BATAYANG
PAGPAPAHALAGA
201.
at Asal 2
(Batayang
Aklat). 1997.
pp. 23-35.*
4. Basic Literacy
Learning
Material. BALS.
2005. Ang
Aming mga
Gawain. Aralin
2.
1. Edukasyon sa
Pagpapakatao
2. Tagalog.
2013. pp. 223-
229.
2. NFE
Accreditation
and
Equivalency
21. Nakapagpapakita ng pagiging ehemplo ng EsP2PPP-
Learning
kapayapaan IIIi– 13
Material. 2001.
Mga
Tagapaghatid
ng Kapayapaan.
3. Basic Literacy
Learning
Material
(BALS). 2013.
Bagong Sibol.
IV. Paggawa nang Mabuti, Kinalulugdan ng Diyos – Ikaapat na Markahan

\BATAYANG
PAGPAPAHALAGA
1. MISOSA 4
1. Pagmamahal sa Diyos Naipamamalas ang Naisasabuhay ang Biyayang
(Love of God) pag-unawa sa pagpapasalamat sa lahat Kaloob ng
kahalagahan ng ng biyayang tinatanggap Panginoon,
2. Pag-asa (Hope) pagpapasalamat sa at nakapagpapakita ng Pahalagahan.
lahat ng likha at mga pag-asa sa lahat ng 2. Edukasyon sa
3. Pagkakawanggawa biyayang tinatanggap pagkakataon Pagpapakatao
(Charity) mula sa Diyos 2. Tagalog.
2013. pp. 231-
248.
3. Kagandahang
Asal at
Wastong Pag-
22. Nakapagdarasal nang may pagpapasalamat sa uugali 1
EsP2PD-
mga biyayang tinanggap, tinatanggap at (Batayang
IVa-d– 5
tatanggapin mula sa Diyos Aklat). 1998.
pp. 32-36.*
at Asal 1
(Batayang
Aklat). 1997.
pp.91-97.*
5. Basic Literacy
Learning
Materials. BALS.
2005. Ang
Aming mga
Gawain. Aralin
3.
23. Nakapagpapakita ng pasasalamat sa mga 1. Edukasyon sa
kakayahan/ talinong bigay ng Panginoon sa Pagpapakatao
pamamagitan ng: 2. Tagalog.
EsP2PD-
2013. p. 249
IVe-i– 6
23.1. paggamit ng talino at kakayahan 2. Liwanag 1
23.2. pakikibahagi sa iba ng taglay na talino (Patnubay ng
at kakayahan Guro). 2000.
\BATAYANG
PAGPAPAHALAGA
23.3. pagtulong sa kapwa pp. 96-98.*
23.4. pagpapaunlad ng talino at kakayahang 3. Kagandahang
bigay ng Panginoon Asal at
Wastong
Pag-uugali 3.
1998. pp. 129-
135.*
at Asal 1
(Patnubay ng
Guro). 1997.
pp. 71-80.*
at Asal 1
(Batayang
Aklat). 1997.
pp. 84-90.*
6. Salamin ng
Kagandahang
Asal at
Wastong
Pag-uugali 1
(Batayang
Aklat). 1997.
pp. 44-50, 70-
77.*
7. Kagandahang
Asal at
Wastong
Pag-uugali 2
(Batayang
Aklat). 1998.
pp. 118-124.*

BAITANG 3
Pamantayan Para sa Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na nagpapakita ng pagpapahalaga tungo sa maayos at masayang pamumuhay na
Baitang 3 may mapanagutang pagkilos at pagpapasiya para sa sarili, kapwa, pamayanan, bansa at Diyos.
BATAYANG
PAGPAPAHALAGA
I. Tungkulin Ko Sa Aking Sarili at Pamilya – Unang Markahan
1. MISOSA 4
1. Pagpapahalaga sa Naipamamalas ang Naipakikita ang 1. Nakatutukoy ng natatanging kakayahan Pagbabahagi nang
Sarili (Self-Esteem) pag-unawa sa natatanging kakayahan sa Hal. talentong ibinigay ng Diyos Sariling
kahalagahan ng sariling iba’t ibang pamamaraan Kakayahan.
kakayahan, nang may tiwala, 2. MISOSA 5 Mga
pagkakaroon ng tiwala, katapatan at katatagan ng Samahan Ayon sa
pangangalaga at pag- loob Hilig o Interes.
iingat sa sarili tungo sa 3. Wastong
kabutihan at kaayusan Pag-uugali sa
ng pamilya at Makabagong
pamayanan Panahon 3. 1997.
pp. 50-62.*
4. Kagandahang Asal
EsP3PKP-
at Wastong
Ia – 13
Pag-uugali 3. 1998.
pp. 51-57.*
5. GMRC 3. 1998. pp.
62-65.*
6. Ulirang
Mag-aaral:
Makadiyos,
Makabayan 3.
1997. pp. 36-39.*
7. Magandang Asal 2.
2000. pp. 63-67.*
2000. pp. 62-69.*
BATAYANG
PAGPAPAHALAGA
1. MISOSA 4
2. Pagtitiwala sa Sarili Pagbabahagi nang
(Confidence) Sariling
Kakayahan.
2. MISOSA 4
Napaglalaban
ang Sariling
Kahinaan;
Napaglalabanan
ang Takot sa
Paghaharap sa
Tao.
3. MISOSA 5
Pagtitiwala sa
Sarili.
4. Wastong
Pag-uugali sa
2. Nakapagpapakita ng mga natatanging
EsP3PKP- Makabagong
kakayahan nang may pagtitiwala sa
Ia – 14 Panahon 3. 1998.
sarili
pp. 50-62.*
5. Kagandahang Asal
at Wastong Pag-
uugali 3. 1998. pp.
51-57.*
6. Wastong
Pag-uugali sa
Makabagong
Panahon
(Manwal ng Guro)
3. 1997. pp. 37-
42.*
7. Ulirang
Mag-aaral:
Makadiyos,
Makabayan 3.
1997. pp. 36-39,
BATAYANG
PAGPAPAHALAGA
43-49.*
8. GMRC 3. 1998. pp.
62-70.*
2000. pp. 68-71.*
2000. pp. 62-69.*
1. MISOSA 4.
Paggawa nang
may Mataas na
3. Napahahalagahan ang kakayahan sa EsP3PKP- Kalidad.
paggawa Ib 15 2. Kagandahang Asal
at Wastong Pag-
uugali 3. 1998. pp.
179-187.*
4. Nakatutukoy ng mga damdamin na MISOSA 4
3. Katatagan ng loob EsP3PKP- Napaglalabanan ang
nagpapamalas ng katatagan ng
(Fortitude) Ic – 16 Sariling Kahinaan.
kalooban
1. MISOSA 4
Mahinahon sa
Pagtanggap man
ng Puna.
5. Napahahalagahan ang pagkilala sa 2. MISOSA 5 Ang
kayang gawin ng mag-aaral na Kaalamang Mali,
sumusukat sa kanyang katatagan ng Ituwid!
loob tulad ng: 3. Kagandahang
EsP3PKP-
5.1. pagtanggap sa puna ng ibang tao Asal at Wastong
Id – 17
sa mga hindi magandang gawa, Pag-uugali 3.
kilos, at gawi 1998. pp. 188-
5.2. pagbabago ayon sa nararapat na 193.*
resulta 4. Basic Literacy
Learning Material.
BALS. 2005. Ako,
Kami, Tayo Sa
Landas ng
BATAYANG
PAGPAPAHALAGA
Kapayapaan.
Aralin 1.
1. PILOT MTBMLE
4. Pangangalaga sa Naisasabuhay ang iba’t ESP 3 pp. 4-8
sarili ibang patunay ng 2. MISOSA 4
pangangalaga at pag- Pagtanggap na
4.1. Mabuting iingat sa sarili ang Sarilng
kalusugan Kagamitan ay
Pansariling Gamit
4.2. Pangangasiwa Lamang.
ng sarili 3. MISOSA 5 Mga
Gawaing
Pangkaligtasan sa
Sarili.
4. Kagandahang
6. Nakagagawa ng mga wastong kilos at Asal at Wastong
EsP3PKP-
gawi sa pangangalaga ng sariling Pag-uugali 3.
Ie – 18
kalusugan at kaligtasan. 1998. pp. 31-42.*
5. Pilipino sa Ugali at
Asal 2 (Batayang
Aklat). 1997. pp.
36-46.*
6. Basic Literacy
Learning
Materials. BALS.
2005. Kalusugan
ay Kayamanan.
Aralin 3.
7. INFED Modules.
BALS. Bata Bata,
Maglaro Tayo.

BATAYANG
PAGPAPAHALAGA
1. MISOSA 6 Mabilis
na Paglalakad-
Gawaing
Pangkaangkupang
Pisikal; Panatilihin
ang Kaangkupang
Pisikal.
2. PILOT MTBMLE
ESP 3 pp. 8-12,
21-28.
3. MISOSA 4
Pagkain ng Wasto
7. Nakahihikayat ng kapwa na gawin ang
at
dapat para sa sariling kalusugan at
EsP3PKP- If Masustansiyang
kaligtasan
– 19 Pagkain.
Hal. pagkain/inumin, kagamitan, lansangan,
4. MISOSA 5
pakikipagkaibigan
Kaligtasan sa
Tahanan.
5. Wastong
Pag-uugali sa
Makabagong
Panahon 3. 1997.
pp. 33-35.*
6. Basic Literacy
Learning Material
(BALS). 2013.
Pagkain, Paano
Tunawin.
8. Napatutunayan ang ibinubunga ng 1. MISOSA 4 Pagkain
pangangalaga sa sariling kalusugan at ng Wasto at
kaligtasan Masustansiyang
8.1. maayos at malusog na EsP3PKP- Pagkain.
pangangatawan Ig – 20 2. MISOSA 5 Ang
8.2. kaangkupang pisikal Kaayusan ay
8.3. kaligtasan sa kapahamakan Kaligtasan.
8.4. masaya at maliksing katawan 3. MISOSA 6 Mag-
BATAYANG
PAGPAPAHALAGA
ehersisyo; Mabilis
na Paglalakad –
Gawaing
Pangkaangkupang
Pisikal.
4. PILOT MTBMLE
ESP 3 pp. 8-12.
5. Kagandahang Asal
at Wastong
Pag-uugali 3.
1998. pp. 37-42.*
6. Basic Literacy
Learning Material
(BALS). 2013.
Kalusugan ay
Kayamanan.
7. Basic Literacy
Learning Material.
BALS. 2005.
Wastong
Nutrisyon:
Kaagapay sa
Pamilya at
Hanapbuhay.
Aralin 2.
1. MISOSA 4
5. Pampamilyang Naipakikita ang katapatan, Paggawa ng may
Pagkakabuklod pakikiisa at pagsunod sa Komitment;
(Family Solidarity / mga tuntunin o anumang 9. Nakasusunod nang kusang-loob at Pagpapakita ng
EsP3PKP-
Orderliness) kasunduang itinakda ng kawilihan sa mga panuntunang itinakda Kasiyahan sa
Ih – 21
mag-anak na may ng tahanan Paggawa.
5.1. Kapayapaan/ kinalaman sa kalusugan at 2. PILOT MTBMLE
Kaayusan kaligtasan tungo sa ESP 3 pp. 29-34.
(Peace/ kabutihan ng lahat

BATAYANG
PAGPAPAHALAGA
Orderliness) 1. PILOT MTBMLE
5.2. Katapatan ESP 3 pp. 34-39.
10. Nakasusunod sa mga
(Honesty) EsP3PKP- Ii 2. Pilipino sa Ugali at
pamantayan/tuntunin ng mag-anak
5.3. Pagkamatiyaga – 22 Asal 1 (Patnubay
(Perseverance) ng Guro). 1997.
pp.145-151.*
II. Mahal Ko, Kapwa Ko - Ikalawang Markahan
1. PILOT MTBMLE
1. Pagdama at pag- Naipamamalas ang Naisasabuhay nang ESP 3 pp. 50-54,
unawa sa damdamin pag-unawa sa palagian ang mga 56-59.
ng iba (Empathy) kahalagahan ng makabuluhang gawain 2. Kagandahang Asal
pakikipagkapwa-tao tungo sa kabutihan ng at Wastong
kapwa Pag-uugali 3.
2. Pagkamatapat 1998. pp. 149-
(Honesty/ Sincerity) 1. pagmamalasakit sa 162.*
kapwa 3. Magandang Asal
2. pagiging matapat 3. 2000. pp. 124-
3. Paggalang (Respect) sa kapwa 11. Nakapagpapadama ng malasakit sa 138.*
3. pantay-pantay na kapwa na may karamdaman sa 4. Ulirang Mag-aaral:
pagtingin pamamagitan ng mga simpleng gawain EsP3P- IIa- Makadiyos,
4. Kabutihan (Kindness) 11.1. pagtulong at pag-aalaga b – 14 Makabayan 3.
11.2. pagdalaw, pag-aliw at pagdadala 1997. pp. 147-
ng pagkain o anumang bagay na 150, 154-161.*
5. Pagkabukas-palad kailangan 5. Wastong Pag-
(Generosity) uugali sa
Makabagong
Panahon 3. 1997.
pp. 138-151.*
6. Basic Literacy
Learning Material.
BALS. 2005. Ang
Aming mga
Gawain. Aralin 4.
12. Nakapagpapakita ng malasakit sa may 1. PILOT MTBMLE
EsP3P- IIc-
mga kapansanan sa pamamagitan ng: ESP 3 pp. 59-69.
e – 15
12.1. pagbibigay ng simpleng tulong sa 2. Wastong Pag-
BATAYANG
PAGPAPAHALAGA
kanilang pangangailangan uugali sa
12.2. pagbibigay ng pagkakataon upang Makabagong
sumali at lumahok sa mga palaro o Panahon 3. 1997.
larangan ng isport at iba pang pp. 139-153.*
programang pampaaralan 3. Magandang Asal
12.3. pagbibigay ng pagkakataon upang 3. 2000. pp. 124-
sumali at lumahok sa mga palaro at 130, 135-138.*
iba pang paligsahan sa pamayanan 4. Basic Literacy
Learning Material.
BALS. 2005. Kaya
Mo, Kaya Ko rin.
Aralin 1-3.
13. Naisasaalang-alang ang katayuan/ PILOT MTBMLE ESP 3
kalagayan/ pangkat etnikong pp. 69-79.
kinabibilangan ng kapwa bata sa EsP3P- IIf-
pamamagitan ng: g –16
13.1. pagbabahagi ng pagkain, laruan,
damit, gamit at iba pa
1. PILOT MTBMLE
ESP 3 pp. 82-94.
2. MISOSA 4
Sumusunod sa
Tuntunin ng Laro;
Pagtanggap sa
14. Nakapagpapakita nang may kasiyahan sa Pagkapanalo o
pakikiisa sa mga gawaing pambata Pagkatalo;
Hal. paglalaro EsP3P- IIh-i Naipapakita ang
programa sa paaralan (paligsahan, – 17 Pagiging Isport.
pagdiriwang at iba pa) 3. Wastong
Pag-uugali sa
Makabagong
Panahon 3. 1997.
pp. 35-48, 120-
122.*
4. Kagandahang Asal
at Wastong
BATAYANG
PAGPAPAHALAGA
Pag-uugali 3.
1997. pp. 31-36.*
5. GMRC 3. 1998.
pp. 38-52.*
III. Para Sa Kabutihan ng Lahat, Sumunod Tayo – Ikatlong Markahan
1. MISOSA 4
1. Pagmamahal sa Naipamamalas ang Naipagmamalaki ang mga Pagmamahal sa
Bansa pag-unawa sa magagandang kaugaliang Matatanda.
kahalagahan ng Pilipino sa iba’t ibang 2. PILOT MTBMLE
1.1. Pagmamahal pananatili ng mga pagkakataon ESP 3 pp. 95-107
sa mga natatanging kaugaliang 3. Kagandahang Asal
kaugaliang Pilipino kaalinsabay ng at Wastong
Pilipino pagsunod sa mga Pag-uugali 3.
tuntunin at batas na 1998. pp. 136-
1.2. Pagkamasunuri may kaugnayan sa 15. Nakapagpapakita ng mga kaugaliang 141.*
n (Obedience) kalikasan at pamayanan Pilipino tulad ng: 4. Wastong
15.1. pagmamano EsP3PPP- Pag-uugali sa
15.2. paggamit ng "po" at "opo" IIIa-b – 14 Makabagong
15.3. pagsunod sa tamang tagubilin ng Panahon 3. 1997.
mga nakatatanda pp. 175-177.*
5. Ulirang Mag-aaral:
Makadiyos,
Makabayan 3.
1997. pp.190-
196.*
6. GMRC 3. 1998.
pp. 213-217.*
7. Uliran 3. 2000.
pp. 215-228.*
1. FL-EP. Grade3-
Ugaliing Magtipid.
16. Nakapagpapahayag na isang tanda ng Aralin 5 p.74.
EsP3PPP-
mabuting pag-uugali ng Pilipino ang 2. PILOT MTBMLE
IIIc-d– 15
pagsunod sa tuntunin ng pamayanan ESP 3 pp. 152-
167.
3. Wastong
BATAYANG
PAGPAPAHALAGA
Pag-uugali sa
Makabagong
Panahon 3. 1997.
pp. 66-68.*
4. GMRC 3. 1998.
pp. 71-75.*
5. Magandang Asal
3. 2000. pp. 118-
123.*
6. Basic Literacy
Learning Material.
BALS. 2005. Sa
Ating Mga Kamay,
Tungkulin ay
Nakasalalay.
Aralin 1-3.
1. FL-EP. Grade 3.
2. Likas-kayang Pag- Naipamamalas ang Aralin 1. p. 52.
unlad (Sustainable pagiging masunurin sa 2. MISOSA 4 Hindi
Development) mga itinakdang Pagtatapon ng
alituntunin, patakaran at Basura sa Bakuran
2.1. Kalinisan at batas para sa malinis, ng Iba; Pagtulong
Kaayusan ligtas at maayos na 17. Nakapagpapanatili ng malinis at ligtas na sa Kalinisan ng
(Cleanliness pamayanan pamayanan sa pamamagitan ng: Kapaligiran; Tapat
and 17.1. paglilinis at pakikiisa sa gawaing Mo, Linis Mo Para
Orderliness) pantahanan at pangkapaligiran EsP3PPP- sa Kaayusan at
17.2. wastong pagtatapon ng basura IIIe-g – 16 Kalinisan ng
17.3. palagiang pakikilahok sa proyekto Kapaligiran.
ng pamayanan na may kinalaman 3. PILOT MTBMLE
sa kapaligiran ESP 3 pp.107-113.
4. MISOSA 5
Pagiging Maayos
at Malinis sa Pook
Pampubiko.
5. Wastong
Pag-uugali sa
BATAYANG
PAGPAPAHALAGA
Makabagong
Panahon 3. 1997.
pp. 2-5, 18-26,
66-69.*
6. Wastong Pag-
uugali sa
Makabagong
Panahon (GMRC-
TM) 3. 1997. pp.
13-24.*
Makadiyos,
Makabayan 3.
1997. pp. 9-14.*
8. GMRC 3. 1998.
pp. 18-27.*
9. Basic Literacy
Learning Material.
BALS. 2005.
Pagsasarili. Aralin
3.
1. PILOT MTBMLE
ESP 3 pp. 136-
143.
2. Kagandahang Asal
at Wastong
18. Nakasusunod sa mga tuntuning may Pag-uugali 3.
kinalaman sa kaligtasan tulad ng 1998. pp. 71-76.*
EsP3PPP-
mga babala at batas trapiko 3. Wastong
IIIh – 17
18.1. pagsakay/pagbaba sa takdang Pag-uugali sa
lugar Makabagong
Panahon GMRC 3
(Manwal ng
Guro). 1997. pp.
56-58.*
4. Wastong
BATAYANG
PAGPAPAHALAGA
Pag-uugali at Asal
sa Makabagong
Panahon 3. 1999.
pp. 78-85.*
5. Uliran 3. 2000.
pp. 137-140.*
6. Magandang Asal
3. 2000. pp. 92-
99.*
Makadiyos,
Makabayan 3.
1997. pp. 59-63.*
8. GMRC 3. 1998.
pp. 82-87.*
9. Road Safety
Education
Modules:
Edukasyong
Pagpapakatao,
pp. 19-22.
3. Pamamahala sa 1. Instructional
Panganib ng Sakuna Manager’s Guide
(Disaster Risk for Radio-Based
Management) Instruction (RBI)
Program. 2009.
3.1. Pakikiangkop Episode 49.
sa Oras ng 19. Nakapagpapanatili ng ligtas na pamayanan 2. Basic Literacy
EsP3PPP-
Pangangailanga sa pamamagitan ng pagiging handa sa Learning Material.
IIIi – 18
(Resiliency) sakuna o kalamidad BALS. 2005.
Saklolo! Aralin 1-
3.2. Pagiging Handa 3.
sa Kaligtasan 3. Basic Literacy
Learning Material.
BALS. 2005. Mitsa
ng Buhay, Mga
BATAYANG
PAGPAPAHALAGA
Kalamidad na
Gawa ng Tao.
4. ALS Accreditation
and Equivalency
Learning Material.
BALS. 2013. First
Aid: A Necessity.
IV. Paggawa nang Mabuti, Kinalulugdan ng Diyos – Ikaapat na Markahan
1. Wastong
1. Pananalig sa Diyos Naipamamalas ang 1. Naisabubuhay ang Pag-uugali sa
(Faith) pag-unawa sa paggalang sa Makabagong
kahalagahan ng paniniwala ng iba Panahon 3. 1999.
2. Pag-asa (Hope) pananalig sa Diyos, tungkol sa Diyos pp. 88-91.*
EsP3PD-
paggalang sa sariling 20. Nakapagpapakita ng pananalig sa Diyos 2. Uliran 3. 2000.
IVa– 7
3. Pagkakawanggawa paniniwala at 2. Naipakikita ang pp. 141-143.*
(Charity) paniniwala sa iba pagmamahal sa Diyos 3. BALS Video. I’m
hinggil sa Diyos, at sa lahat ng Kanyang Proud to be a
4. Ispiritwalidad pagkakaroon ng pag- nilikha kaakibat ang Filipino. Trust
(Spirituality) asa at pagmamahal pag-asa God.
bilang isang nilikha 1. Wastong
Pag-uugali sa
Makabagong
Panahon 3. 1997.
pp. 88-100.*
2. Kagandahang Asal
at Wastong
21. Nakapagpapakita ng paggalang sa
Pag-uugali 3.
paniniwala ng iba tungkol sa Diyos EsP3PD-
1998. pp. 91-96.*
IVb–8
3. Uliran 3. 2000.
pp. 153-158.*
4. Magandang Asal
3. 2000. pp. 100-
110.*
5. PRODED:
Heograpiya/Kasay
sayan/Sibika V:
BATAYANG
PAGPAPAHALAGA
Pananampalataya
ng mga Unang
Pilipino. 2003
6. PRODED:
Heograpiya/Kasay
sayan/Sibika V:
Relihiyon at
Edukasyon sa
Panahon ng
Amerikano. 2003.
7. NFE Accreditation
and Equivalency
Learning Material.
2001. Mga
Pangunahing
Relihiyon sa
Buong Mundo
8. Basic Literacy
Learning Material.
BALS. 2005. Ako,
Kami, Tayo Sa
Landas ng
Kapayapaan.
Aralin 3.
9. Basic Literacy
Learning Material.
BALS. 2005.
Bagong Sibol.
Aralin 1.
10. BALS Video.
Igalang ang
Relihiyon ng Iba.
Igalang Natin.
22. Naipamamalas ang pagmamahal sa lahat ng 1. MISOSA 4 Kapwa
EsP3PD-
nilikha ng Diyos at kanyang mga biyaya sa Ko, Mahal Ko
IVc-i– 9
pamamagitan ng: 2. Kagandahang Asal
BATAYANG
PAGPAPAHALAGA
22.1. pagpapakita ng kahalagahan ng at Wastong Pag-
pag-asa para makamit ang uugali 3. 1998.
tagumpay pp. 149-162, 211-
22.2. pagpapakita at pagpapadama ng 217.*
kahalagahan ng pagbibigay ng pag- 3. FL-EP Grade 6.
asa sa iba pp. 132-134.
22.3. pagpapakita ng suporta sa mga 4. Basic Literacy
kaibigan o pagiging mabuting Learning Material.
kaibigan BALS. 2005.
22.4. pagpapakita ng kabutihan at Kapaligiran:
katuwiran Pahalagahan.
22.5. pagtulong sa mga nangangailangan Pagyamanin.
22.6. pag-iingat at pangangalaga sa Aralin 1-2.
kalikasan 5. BALS Video.
Taking Care of
Our Aquatic
Resources. Water
Adventure.

Pasig City
MUSIC
May 2016
Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for ar tistic expression and
cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills and grounded in performance-
based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and art to the development of his/her
own cultural identity and the expansion of his/her vision of the world.
As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative
expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing,
(singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and
creating. (See Figure 1 and Figure 2)
The philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner, Performance-Based
Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure for Music Education by Ronald
Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the N ational Research Council of the Philippines,
Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain, Discipline-Based
Art Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the Cultural Center of the Philippines.
K to 12 Music Curriculum Guide May 2016 Page 2of 94

PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION
Music is both an aural and a temporal art. All its elements, when interwoven in the highest artistic order, are likened into a -- tapestry moving in time.
The global weavings of this tapestry in historical and cultural contexts are diverse -- having spurred a continued metamorphosis to include a full range of
purposes, functions, and identities, from the utilitarian to aesthetic.
However, the basic nature of music does not change. In his book A Structure for Music Education, Ronald Thomas articulates that the nature of music is
expressive, ongoing, and creative. Through a language and medium of its own, music conveys ideas and feelings in a way that addresses the human spirit, and
has great value in its communicative process. Music, being responsive in interpreting contemporary times, is a continuing art. Aaron Copland describes this
characteristic as a continuous state of becoming. Like the other arts, music is a creative avenue for man’s individual quest for self- expression and fulfillment.
On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical soun ds needs to be
developed. The student must learn to ―hear, ―speak, and ―think in the medium of music. Simultaneously, growth and development in the skills that enable the
application of the learner’s knowledge should be encouraged, through active involvement in the various musical processes.
Drawing from the development of music pedagogy through the years, the K-10 Music Curriculum embodies the best practices advocated by the
SPIRAL, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought about contemporary general
education.
We envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and cultural literacy, and celebrate his/her
national heritage, while it instils, within every individual Filipino learner, pride in his/her own cultural identity.

Figure 1. The Curriculum Framework of Music and Arts Education

Grade 12Mastery of Proficiency in the chosen form or genre
Grade 10Application of Contemporary Music and Arts
Grade 9Application – Western Music and Arts
Grade 8Application – Asian Music and Arts
Grade 7Application – Philippine Folk Music and Arts
Grade 6Application for Appropriate Mastery and Acquisition of Skills
Grade 5Exploration – Elements / Processes
Grade 4Formal Introduction to Elements / Processes
Grade 3Preliminary Acquisition of Basic Knowledge and Skills
Grade 2Enhanced Understanding of Fundamental Processes
Grade 1Introduction to the Fundamental Processes
KindergartenExposure to the Different Music & Art Processes

(Experiential Learning)
Figure 2. Content of Music and Arts per Grade Level

Table 1. Basic Reference for Music Content
Music Elements Music Processes
-creating)
(including movement)
*No formal instruction in harmony
from K to 3

LEARNING AREA STANDARD: The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation,
analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and
expansion of his/her world vision.
K-3 4-6 7 – 10
The learner demonstrates The learner demonstrates understanding The learner demonstrates understanding
understanding of fundamental of basic elements and concepts through of salient features of music and art of
processes through performing, creating, and responding, the Philippines and the world, through
performing, creating, and responding, aimed towards the development of appreciation, analysis, and performance,
aimed towards the development of appreciation of music and art, and for self-development, the celebration of
appreciation of music and art, and acquisition of basic knowledge and skills. Filipino cultural identity and diversity,
acquisition of basic knowledge and and the expansion of one’s world vision.
skills.

Grade Level Grade Level Standards
Kindergarten The learner is exposed to the different basic music and art processes through experiential learning.
The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, and
Grade 1
responding.
The learner demonstrates understanding of the basic and fundamental processes in music and art, through performing, creating, listening and observing,
Grade 2
and responding.
The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards the
Grade 3
development of appreciation of music and art, and the acquisition of basic knowledge and skills.
Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, towards self-development, the
Grade 4
celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, towards self-development, the
Grade 5
celebration of Filipino cultural identity and diversity, and expansion of one’s world vision.
Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art, towards self-development, the
Grade 6
celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
The learner demonstrates basic understanding of the fundamental processes in music and the arts through performing, creating, listening and observing,
Grade 7
and responding towards appreciation of the cultural richness of the different provinces in the Philippines.
The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for self-
Grade 8
development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis,
Grade 9
and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and performance, for self-
Grade 10
development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
GRADE 2
ELEMENTS OF MUSIC
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM demonstrates basic responds appropriately to 1. distinguishes aurally and Pilot School MTB-
understanding of sound, the pulse of sounds heard visually between sound and MLE
1. Distinction Between silence and rhythmic and performs with accuracy silence
Music, Arts, Physical
Sound and Silence patterns and develops the rhythmic patterns in MU2RH-Ia-1
Education and
2. Steady Beats musical awareness while expressing oneself
Health 2.Illagan,
3. Simple Rhythmic performing the Amelia M. et.al,
Patterns fundamental processes in 2013 pp.3-8
4. Ostinato music 2. relates visual images to Pilot School MTB-
sound and silence within a MLE
rhythmic pattern
MU2RH-Ib-2
Education and
Health 2.Illagan,
Amelia M. et.al,
2013 pp.3-8
3. replicates a simple series of Pilot School MTB-
rhythmic sounds (i.e. echo MLE
clapping)
MU2RH-Ib-3
Education and
Health 2.Illagan,
Amelia M. et.al,
2013 pp.21-24
4. maintains a steady beat when Pilot School MTB-
chanting, walking, tapping, MU2RH-Ic-4 MLE
clapping, and playing musical
instruments
5. claps the written stick Pilot School MTB-
notation to show steady beats MLE
5.1 divides the stick notations MU2RH-Ic-5
into measures of 2s, 3s and
Education and
4s to show rhythmic
Health 2.Illagan,
patterns Amelia M. et.al,

STANDARDS MATERIALS
I. RHYTHM demonstrates basic responds appropriately to 2013 pp.25-31
understanding of sound, the pulse of sounds heard 6. creates simple ostinato Pilot School MTB-
1. Distinction Between silence and rhythmic and performs with accuracy patterns in measures of 2s, MLE
Sound and Silence patterns and develops the rhythmic patterns in 3s, and 4s with body
2. Steady Beats musical awareness while expressing oneself movements MU2RH-Id-e-6
Education and
3. Simple Rhythmic performing the Health 2.Illagan,
Patterns fundamental processes in Amelia M. et.al,
4. Ostinato music 2013 pp.25-31
7. writes stick notation on the Pilot School MTB-
board to represent the sound MLE
heard
MU2RH-If-g-7
Education and
Health 2.Illagan,
Amelia M. et.al,
2013 pp.22
Pilot School MTB-
MLE
8. plays simple ostinato patterns
on classroom instruments Music, Arts, Physical
8.1 sticks, drums, triangles, MU2RH-Ih-8 Education and
nails, coconut shells, Health 2.Illagan,
bamboo, empty boxes, etc. Amelia M. et.al,
2013 pp.32-33
SECOND QUARTER
II. MELODY demonstrates basic performs with accuracy of 1. identifies the pitch of tones as Pilot School MTB-
understanding of pitch and pitch, the simple melodic 1.1 high MLE
1. Pitch simple melodic patterns patterns through body 1.2 low
2. Simple Melodic movements, singing or 1.3 higher MU2ME-IIa-1
Education and
Patterns playing musical instruments 1.4 lower
Health 2.Illagan,
Amelia M. et.al,
2013 pp.39-42
2. responds to ranges of pitch Pilot School MTB-
through body movements, MLE
singing, and playing sources MU2ME-IIa-2
of sounds
Education and
STANDARDS MATERIALS
II. MELODY demonstrates basic performs with accuracy of Health 2.Illagan,
understanding of pitch and pitch, the simple melodic Amelia M. et.al,
1. Pitch simple melodic patterns patterns through body 2013 pp.43-44
2. Simple Melodic movements, singing or 3. demonstrates high and low Pilot School MTB-
pitches through singing or MLE
Patterns playing musical instruments
playing musical instruments
MU2ME-IIb-3 Education and
Health 2.Illagan,
Amelia M. et.al,
2013 pp.42-45, 47-
50
4. sings the following songs with Pilot School MTB-
accurate pitch: MLE
4.1 wrote songs
4.2 echo songs MU2ME-IIb-4
Education and
4.3 simple children’s melodies
Health 2.Illagan,
Amelia M. et.al,
2013 pp.52-55
5. echoes simple melodic Pilot School MTB-
patterns through singing or MLE
humming
MU2ME-IIc-5
Education and
Health 2.Illagan,
Amelia M. et.al,
2013 pp.54-55
6. demonstrates the melodic Pilot School MTB-
contour with movement MLE

MU2ME-IIc-6
Education and
Health 2.Illagan,
Amelia M. et.al,
2013 pp.57-58
7. demonstrates the melodic Pilot School MTB-
contour through MLE
MU2ME-IIc-7
1.7 body staff
1.8 writing the melodic line “on
STANDARDS MATERIALS
II. MELODY demonstrates basic performs with accuracy of the air” Education and
understanding of pitch and pitch, the simple melodic 1.9 line notation Health 2.Illagan,
1. Pitch simple melodic patterns patterns through body Amelia M. et.al,
2013 pp.58-62
2. Simple Melodic movements, singing or
Patterns playing musical instruments 8. relates visual imagery to Pilot School MTB-
melodic patterns MLE

MU2ME-IIc-8
Education and
Health 2.Illagan,
Amelia M. et.al,
2013 pp.63-65
III. FORM demonstrates performs a song, chosen 9. identifies the beginning and Pilot School MTB-
understanding of the basic from among the previously ending of a song MLE
1. Musical Lines concepts of musical form learned songs that shows
2. Beginnings and the basic concepts of MU2FO-IId-1
Education and
Endings in Music musical lines, beginnings,
Health 2.Illagan,
3. Repeats in Music endings and repeats Amelia M. et.al,
through body movement, 2013 pp.78-82
vocal sounds, and 10. demonstrates the beginning Pilot School MTB-
instrumental sounds and ending of a song with MLE
10.1 movements
10.2 vocal sounds MU2FO-IId-2
Education and
10.3 instrumental sounds
Health 2. Illagan,
Amelia M. et.al,
2013 pp.78-82
11. identifies musical lines as Pilot School MTB-
11.1 similar MLE
11.2 dissimilar with
movements and with the MU2FO-IIe-3
Education and
use geometric shapes or
Health 2. Illagan,
objects Amelia M. et.al,
2013 pp.72-76
12. demonstrates repeated Pilot School MTB-
musical lines with movements MLE
MU2FO-IIe-4

STANDARDS MATERIALS
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.84-88
13. recognizes repetitions within a Pilot School MTB-
MU2FO-IIf-5 MLE
song
14. creates melodic introduction Pilot School MTB-
MU2FO-IIg-h-6 MLE
and ending of songs
15. creates rhythmic introduction Pilot School MTB-
MU2FO-IIg-h-7 MLE
and ending of songs
THIRD QUARTER
IV. TIMBRE demonstrates determines accurately the 1. identifies the source of Pilot School MTB-
understanding of the basic sources of sounds heard, sounds e.g. winds, waves MLE
1. Quality of Sound in concepts of timbre and produce sounds using swaying of the trees, animals
Music voice, body, and objects, sounds, sounds produced by MU2TB-IIIa-1
Education and
2. Introduction to Voice and be able to sing in machines, transportation, etc.
Health 2. Illagan,
Production accurate pitch Amelia M. et.al,
3. Differentiation in 2013 pp.97-102
Sound Quality 2. replicates different sources of Pilot School MTB-
4. Introduction to sounds with body movements MLE
Musical Instruments
MU2TB-IIIa-2
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.103-106
3. identifies the common musical Pilot School MTB-
instruments by their sounds MLE
and image
MU2TB-IIIb-3
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.108-111
4. recognizes the difference Pilot School MTB-
between speaking and singing MLE
MU2TB-IIIc-4

STANDARDS MATERIALS
IV. TIMBRE demonstrates determines accurately the Education and
understanding of the basic sources of sounds heard, Health 2. Illagan,
1. Quality of Sound in concepts of timbre and produce sounds using Amelia M. et.al,
2013 pp.112-115
Music voice, body, and objects,
2. Introduction to Voice and be able to sing in 5. sings songs with accurate Pilot School MTB-
pitch and pleasing vocal MLE
Production accurate pitch
3. Differentiation in Sound quality
Quality MU2TB-IIIc-5
Education and
4. Introduction to Musical Health 2. Illagan,
Instruments Amelia M. et.al,
2013 pp.121-122
6. produces sounds using voice, Pilot School MTB-
body, and objects to enhance MU2TB-IIId-6 MLE
a given story
V. DYNAMICS demonstrates creatively applies changes 7. interprets through body Pilot School MTB-
understanding of the basic in dynamics to enhance movements the dynamics of a MLE
1. Volume of Sound in concepts of dynamics rhymes, chants, drama, and song
Music musical stories MU2DY-IIIc-1
Education and
2. Distinction Between
Health 2. Illagan,
Loudness and Amelia M. et.al,
Softness in Music 2013 pp.132-139
8. distinguishes between “loud”, Pilot School MTB-
“louder”, “soft” and “softer” in MLE
music
MU2DY-IIIc-2
Education and
Health 2.Illagan,
Amelia M. et.al,
2013 pp.132-134
9. relates movements of animals Pilot School MTB-
to dynamics MLE
E.g.
elephant walking – loud MU2DY-IIIc-3
Education and
dog walking – medium
Health 2. Illagan,
tiny steps of a mouse - soft Amelia M. et.al,
2013 pp.132-134
10. uses the words loud, louder, MU2DY-IIIc-4 Pilot School MTB-
STANDARDS MATERIALS
V. DYNAMICS demonstrates creatively applies changes soft, softer – to identify MLE
understanding of the basic in dynamics to enhance variations in volume
1. Volume of Sound in Music concepts of dynamics rhymes, chants, drama, and 11. replicates “loud,” “medium,” Pilot School MTB-
2. Distinction Between musical stories and “soft” with voice or with MLE
Loudness and Softness instruments
in Music MU2DY- Music, Arts, Physical
IIId,e,h-5 Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.130-131
12. sings a given song with Pilot School MTB-
MU2DY-IIIf-h-6 MLE
appropriate dynamics
FOURTH QUARTER
VI. TEMPO demonstrates uses varied tempito 1. mimics animal movements Pilot School MTB-
understanding of the basic enhance rhymes, chants, 1.1 horse – fast MLE
1. Speed of Sound In concepts of tempo drama, and musical stories 1.2 carabao – moderate
Music 1.3 turtle – slow MU2TP-IVa-1 Music, Arts, Physical
Education and
Health 2. Illagan,
Fastness and Amelia M. et.al,
Slowness in Music 2013 pp.143-145
2. responds to the accurate Pilot School MTB-
tempo of a song as guided by MLE
the hand signal of the teacher
E.g.
MU2TP-IVa-2 Education and
The teacher’s slow hand Health 2. Illagan,
movement means “slow”, Amelia M. et.al,
while fast hand movement 2013 pp.147-148
means “fast”.
3. demonstrates changes in Pilot School MTB-
tempo with movements MLE

MU2TP-IVa-3
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.147-148
4. responds to variations in MU2TP-IVb-4
Pilot School MTB-
MLE
STANDARDS MATERIALS
VI. TEMPO demonstrates uses varied tempito tempo with dance steps
understanding of the basic enhance rhymes, chants, 4.1 slow movement with slow Music, Arts, Physical
1. Speed of Sound In concepts of tempo drama, and musical stories music Education and
Health 2. Illagan,
Music 4.2 s music
Amelia M. et.al,
2013 pp.137-140
Fastness and Slowness
5. distinguishes “slow,” Pilot School MTB-
in Music MLE
“slower,”“fast,” and “faster” in
recorded music with voice or
with instruments MU2TP-IVb-5
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.137-140
6. uses the terms “fast,” Pilot School MTB-
“faster,” “slow,” and “slower” MLE
to identify variations in tempo
MU2TP-IVb-6
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.145
7. replicates “slow,” Pilot School MTB-
“slower,”“fast,” and “faster” MLE
with voice or with
instruments MU2TP-IVc-7
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.137-140
VII. TEXTURE demonstrates distinguishes accurately 8. identifies musical texture with Pilot School MTB-
understanding of the basic between single musical line recorded music MLE
1. Single Melodic Line or concepts of texture and multiple musical lines E.g.
Simultaneous which occur simultaneously 8.1 melody with single
Education and
Occurrence of Multiple in a given song instrument or voice MU2TX-IVd-f-1
Health 2. Illagan,
Melodic Lines 8.2 single melody with Amelia M. et.al,
2. Distinction Between accompaniment 2013 pp.151-152
Thinness and 8.3 two or more melodies sung
Thickness in Music or played together at the

STANDARDS MATERIALS
VII. TEXTURE demonstrates distinguishes accurately same time
understanding of the basic between single musical line 9. shows awareness of texture Pilot School MTB-
1. Single Melodic Line or concepts of texture and multiple musical lines by relating visual images to MLE
Simultaneous which occur simultaneously recorded or performed music
Occurrence of Multiple in a given song Music, Arts, Physical
MU2TX-IVd-f-2
Education and
Melodic Lines
Health 2. Illagan,
2. Distinction Between Amelia M. et.al,
Thinness and 2013 pp.154-159
Thickness in Music 10. distinguishes between single Pilot School MTB-
musical line and multiple MLE
musical lines which occur
simultaneously MU2TX-IVd-f-3
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.156-161
11. distinguishes between Pilot School MTB-
thinness and thickness of MLE
musical sound in recorded or
performed music MU2TX-IVg-h-4
Education and
Health 2. Illagan,
Amelia M. et.al,
2013 pp.160-162

GRADE 3
ELEMENTS OF MUSIC
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM demonstrates 1. performs simple 1. relates images with sound Pilot School MTB-
understanding of the basic ostinato patterns/simple and silence within a rhythmic MLE
1. Sound and Silence concepts of rhythm rhythmic pattern
*Tunog, Tinig,
2. Steady Beats accompaniments on
Tugtog at Likhang
3. Simple Rhythmic classroom instruments
Sining 3. Nera, Fe
Pattern and other sound MU3RH-Ia-1
C. et al, 2000 pp.1-
4. Ostinato sources to a given song 4
2. sings songs with correct *Musika at Sining 3.

rhythm Sunico, Raul M. et
al, 2000 pp.3-8
2. maintains a steady beat when Pilot School MTB-
chanting, walking, tapping, MLE
clapping, and playing musical MU3RH-Ib-h-2
instruments
3. claps, taps, chants, walks, Pilot School MTB-

and plays musical instruments MLE
in response to sound with the
correct rhythm
3.1 in measures of 2s, 3s, and MU3RH-Ia-c-3
4s
3.2 echo clapping
3.3 marching
3.4 dancing the waltz
4. claps the written stick Pilot School MTB-
notation on the board MLE
representing the sound heard MU3RH-Id-4
5. plays simple ostinato patterns Pilot School MTB-

with classroom instruments MU3RH-Id-h-5 MLE
and other sound sources
STANDARDS MATERIALS
I. RHYTHM demonstrates 1. performs simple 6. creates simple ostinato Pilot School MTB-
understanding of the basic ostinato patterns/simple patterns in measures of 2s, MLE
1. Sound and Silence concepts of rhythm rhythmic 3s, and 4s through body
2. Steady Beats accompaniments on movements *Tunog, Tinig,
3. Simple Rhythmic classroom instruments Tugtog at Likhang
Pattern and other sound Sining 3. Nera, Fe
4. Ostinato sources to a given song C. et al, 2000 pp.6-
14
2. sings songs with MU3RH-Ie-6
*Musika at Sining 3.
correct rhythm Sunico, Raul M. et
al, 2000 pp.14-25
*Umawit at
Gumuhit 3.
Valdecantos,
Emelita C. 1997.
pp.12-26
7. creates ostinato patterns in Pilot School MTB-
different meters using MLE
combination of different MU3RH-If-7
sound sources
Sunico, Raul M. et
al, 2000 pp.14-25
SECOND QUARTER
II. MELODY demonstrates sings the melody of a song 1. identifies the pitch of a tone Pilot School MTB-
understanding of the basic with accurate pitch as: MLE
1. Pitch concepts of melody 1.1 high – higher
*Tunog, Tinig,
2. Melodic Lines 1.2 moderately high – higher
Tugtog at Likhang
3. Melodic Patterns 1.3 moderately low – lower
Sining 3. Nera, Fe
andContour 1.4 low – lower C. et al, 2000
MU3ME-IIa-1 pp.28-34
Sunico, Raul M. et
al, 2000 pp.52-56
*Umawit at
Gumuhit 3.
STANDARDS MATERIALS
II. MELODY demonstrates sings the melody of a song Valdecantos,
understanding of the basic with accurate pitch Emelita C. 1997.
1. Pitch concepts of melody pp.33-37
2. Melodic Lines 2. matches the correct pitch of Pilot School MTB-
tones MLE
3. Melodic Patterns
andContour 2.1 with the voice
*Tunog, Tinig,
2.2 with an instrument
Tugtog at Likhang
Sining 3. Nera, Fe
MU3ME-IIa-2
C. et al, 2000
pp.30-31
Sunico, Raul M. et
al, 2000 pp.58-59
3. relates movements with levels Pilot School MTB-
of pitch MLE
MU3ME-IIb-3 *Tunog, Tinig,

Tugtog at Likhang
Sining 3. Nera, Fe
C. et al, 2000 pp.31
4. matches the voice with the Pilot School MTB-
MU3ME-IIb-c-4 MLE
pitches of a melody
5. recreates simple patterns and Pilot School MTB-
MU3ME-IIb-5 MLE
contour of a melody
6. sings entire simple songs with Pilot School MTB-
accurate pitch MLE
6.1 Favorite Children’s Songs
6.1.1 “Do – Re – Mi”
6.1.2 “What Can We Do
Today”
MU3ME-IIc-6
6.2 Folksongs
6.2.1 “Manang Biday”
6.2.2 “Paruparong Bukid”
6.2.3 “Atin Cu Pung
Singsing”

STANDARDS MATERIALS
III. FORM demonstrates sings, plays, and performs 7. identifies the beginning, Pilot School MTB-
MU3FO-IId-1 MLE
understanding of the basic (through body movements) middle, and ending of a song
1. Musical Lines concepts of musical form a chosen song showing the 8. identifies musical lines as Pilot School MTB-
2. Musical Beginning, basic concepts of musical 8.1 similar MLE
Middle, and End lines, beginnings, endings 8.2 same
3. Repeats in music and repeats *Tunog, Tinig,
8.3 different through
Tugtog at Likhang
movements and geometric
Sining 3. Nera, Fe
shapes or objects MU3FO-IId-2
C. et al, 2000
pp.62-68
Sunico, Raul M. et
al, 2000 pp.96-100
9. recognizes repetitions within a Pilot School MTB-
song MLE
*Tunog, Tinig,
Tugtog at Likhang
Sining 3. Nera, Fe
MU3FO-IId-3
C. et al, 2000
pp.64-68
Sunico, Raul M. et
al, 2000 pp.102-103
10. sings repetitions of musical Pilot School MTB-
lines independently MLE
*Tunog, Tinig,
MU3FO-IIe-4
Tugtog at Likhang
Sining 3. Nera, Fe
C. et al, 2000
pp.66-68
11. plays repetitions of musical Pilot School MTB-
MU3FO-IIf-5 MLE
lines
12. renders a song confidently, Pilot School MTB-
giving appropriate emphasis MU3FO-IIg-h-6 MLE
on the beginning and on the

STANDARDS MATERIALS
ending
THIRD QUARTER
IV. TIMBRE demonstrates applies vocal techniques in 1. recognizes differences in Pilot School MTB-
understanding of the basic singing to produce a sound quality coming from a MLE
1. Voice Production concepts of timbre pleasing vocal quality: variety of sound sources
Techniques 1. using head tones MU3TB-IIIa-1 *Musika at Sining 3.
Sunico, Raul M. et
2. Variation in Sound 2. employing proper
al, 2000 pp.129-
Quality breathing 134. Pp.135-140
2.1 Similar 3. using the diaphragm 2. responds to differences in Pilot School MTB-
2.2 Different sound quality with appropriate MLE
3. Introduction to Musical movement
Instruments *Tunog, Tinig,
Tugtog at Likhang
Sining 3. Nera, Fe
MU3TB-IIIa-2 C. et al, 2000
pp.58-79
Sunico, Raul M. et
al, 2000 pp.129-
134, pp.135-140
3. recognizes musical Pilot School MTB-
instruments through sound MLE
*Tunog, Tinig,
Tugtog at Likhang
Sining 3. Nera, Fe
C. et al, 2000
MU3TB-IIIb-3 pp.74-79
Sunico, Raul M. et
al, 2000 pp.129-
134, pp.135-140
4. identifies and compares the Pilot School MTB-

voices of: MLE
MU3TB-IIIb-4
4.1 classmates as they sing or
*Tunog, Tinig,
STANDARDS MATERIALS
III. TIMBRE demonstrates applies vocal techniques in speak Tugtog at Likhang
understanding of the basic singing to produce a 4.2 selected popular singers in Sining 3. Nera, Fe
1. Voice Production concepts of timbre pleasing vocal quality: recordings C. et al, 2000
pp.72-73
Techniques 1. using head tones
2. Variation in Sound 2. employing proper
*Manwal ng Guro
Quality breathing Umawit at Gumuhit
2.1 Similar 3. using the diaphragm 3. Valdecantos,
2.2 Different Emelita C. 1997.
3. Introduction to Musical pp.64-68
Instruments 5. compares the use of the voice Pilot School MTB-
in speaking and in singing MLE
*Tunog, Tinig,
Tugtog at Likhang
Sining 3. Nera, Fe
C. et al, 2000
pp.70-72
MU3TB-IIIb-5
Sunico, Raul M. et
al, 2000 pp.125-128
*Manwal ng Guro
Umawit at Gumuhit
3. Valdecantos,
Emelita C. 1997.
pp.64
6. uses the voice and other
sources of sound to produce a *Manwal ng Guro
variety of timbres Umawit at Gumuhit
MU3TB-IIIc-6 3. Valdecantos,
Emelita C. 1997.
pp.64
IV. DYNAMICS demonstrates sings songs with proper 7. interprets the dynamics of a Pilot School MTB-
understanding of the basic dynamics following basic song through body movements MLE
1. Volume of Sound in concepts of dynamics in conducting gestures MU3DY-IIId-1
*Tunog, Tinig,
Music order to respond to 7.1 small movement – soft
Tugtog at Likhang
2. Conducting and conducting gestures using 7.2 big movement – loud
STANDARDS MATERIALS
Dynamics symbols indicating Sining 3. Nera, Fe
variances in dynamics C. et al, 2000.
pp.82-86
8. distinguishes “loud,” Pilot School MTB-
“medium,” and “soft” in music MLE
*Tunog, Tinig,
MU3DY-IIId-2
Tugtog at Likhang
Sining 3. Nera, Fe
C. et al, 2000.
pp.82-86
9. relates dynamics to the Pilot School MTB-
movements of animals MLE
e.g. MU3DY-IIId-3
9.1 elephant walking – loud
9.2 mice scurrying – soft
10. uses terms “loud,” “medium,” Pilot School MTB-
and “soft” (louder, softer) to MLE
identify changes and
*Manwal ng Guro
variations in volume MU3DY-IIIe-4
Umawit at Gumuhit
3. Valdecantos,
Emelita C. 1997.
pp.73
11. responds to conducting Pilot School MTB-
gestures of the teacher for MLE
“loud” and “soft”
*Umawit at
E.g.
Gumuhit 3.
11.1 Teacher’s palm down MU3DY-IIIe-h-
Valdecantos,
means “soft” and palm up 5 Emelita C. 1997.
means “loud.” pp.73-75
11.2 Hands moving farther from
each other mean sound
becomes louder.
12. uses varied dynamics to Pilot School MTB-
enhance poetry, chants, MU3DY-IIIf-h- MLE
drama, songs and musical 6
stories
STANDARDS MATERIALS
FOURTH QUARTER
V. TEMPO demonstrates enhances performance of 1. mimics animal movements Pilot School MTB-
understanding of the poetry, chants, drama, according to speed MLE
1. Speed of Sound in concepts of tempo in order musical stories, and songs 1.1 horse – fast
Music to respond to conducting by using a variety of tempo 1.2 carabao – slow MU3TP-IVa-1
1.1 Fast symbols indicating 1.3 turtle – slow
1.2 Slow variations in tempo 1.4 rabbit - fast
2. Conducting and Tempo 1.5 dog – fast
2. sings songs with proper Pilot School MTB-
tempo following basic MLE
conducting gestures
*Tunog, Tinig,
Tugtog at Likhang
Sining 3. Nera, Fe
C. et al, 2000
MU3TP-IVa-2
pp.88-89
*Umawit at
Gumuhit 3.
Valdecantos,
Emelita C. 1997.
pp.75-80
3. relates movement to changes Pilot School MTB-
and variations in tempo MLE
*Tunog, Tinig,
MU3TP-IVb-3
Tugtog at Likhang
Sining 3. Nera, Fe
C. et al, 2000
pp.88-93
4. responds with movement to Pilot School MTB-
tempo changes MLE
4.1 (i.e. doing locomotor and
non-locomotor movements) MU3TP-IVb-c-4 *Tunog, Tinig,
Tugtog at Likhang
to a variety of tempo in
Sining 3. Nera, Fe
recorded music C. et al, 2000 pp.90
5. distinguishes among fast, Pilot School MTB-
MU3TP-IVb-5 MLE
moderate, and slow in music
STANDARDS MATERIALS
V. TEMPO demonstrates enhances performance of
understanding of the poetry, chants, drama, *Tunog, Tinig,
1. Speed of Sound in concepts of tempo in order musical stories, and songs Tugtog at Likhang
Sining 3. Nera, Fe
Music to respond to conducting by using a variety of tempo
C. et al, 2000
1.1 Fast symbols indicating
pp.88-93
1.2 Slow variations in tempo
6. uses the terms: fast, Pilot School MTB-
2. Conducting and Tempo MLE
moderate, and slow, (faster,
slower etc.) to identify tempo
*Tunog, Tinig,
changes and variations
Tugtog at Likhang
Sining 3. Nera, Fe
C. et al, 2000
pp.88-93
*Musika at Sining
MU3TP-IVb-6
3.Sunico, Raul M. et
al, 2000. pp.111-
123
*Manwal ng Guro
Umawit at Gumuhit
3. Valdecantos,
Emelita C. 1997.
pp.75
7. sings songs with designated Pilot School MTB-
tempo MLE
E.g.
*Tunog, Tinig,
7.1 Lullaby – slow MU3TP-IVa-c-7
Tugtog at Likhang
7.2 Joyful songs – fast
Sining 3. Nera, Fe
C. et al, 2000
pp.88-93
VI. TEXTURE demonstrates sings 8. demonstrates the concept of Pilot School MTB-
understanding of the basic 1. “two-part rounds” texture by singing “two-part MLE
1. Single Melodic Line or concepts of texture 2. “partner songs” rounds”
MU3TX-IVd-f-1
Simultaneous E.g.
Occurrence of Multiple 8.1 “Are You Sleeping, Brother
Melodic Lines John?”
STANDARDS MATERIALS
2. Distinction Between 8.2 “Row, Row, Row Your Boat”
Thinness and 8.3 “Musika Ay Di Kukupas”
Thickness in Music 9. demonstrates the concept of Pilot School MTB-
texture by singing “partner MLE
songs
E.g.
9.1 “Leron, Leron Sinta” MU3TX-IVd-f-2
9.2 “Pamulinawen”
9.3 “It’s A Small World”
9.4 “He’s Got the Whole World in
His Hands
10. distinguishes between single Pilot School MTB-
musical line and multiple MLE
MU3TX-IVd-f-3
musical lines which occur
simultaneously
11. distinguishes between Pilot School MTB-
MU3TX-IVg-h- MLE
thinness and thickness of
4
musical sound

GRADE 4
ELEMENTS OF MUSIC
STANDARDS MATERIALS
FIRST QUARTER
I. RHYTHM demonstrates creates rhythmic patterns 1. identifies different kinds of MISOSA4-
understanding of concepts in: notes and rests module6,7
1. Musical Symbols and pertaining to rhythm and 1. simple time signatures
Concepts: musical symbols 2. simple one-measure MISOSA5-
1.1 Notes and Rests ostinato pattern module1
1.2 Meters
MU4RH-Ia-1
1.3 Rhythmic Patterns *Manwal ng
1.4 Simple Time Guro Umawit
Signatures at Gumuhit 4.
1.5 Ostinato Valdecantos,
Emelita C.
1999. pp.7-9
2. organizes notes and rests MISOSA4-
according to simple meters module8
(grouping notes and rests into
measures given simple *Umawit at
MU4RH-Ib-2
meters) Gumuhit 4.
Valdecantos,
Emelita C.
1999. pp.8-12
3. states the meaning of the MISOSA4-
different rhythmic patterns MU4RH-Ic-3 module2,8
4. demonstrates the meaning of MISOSA4-

rhythmic patterns by clapping module3,4,5
in time signatures
2 3 4 *Manwal ng
MU4RH-Ic-4
4, 4, 4 Guro Umawit
at Gumuhit 4.
Valdecantos,
Emelita C.
Pasig City
ART
May 2016
Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for ar tistic expression and
cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills and grounded in performance-
based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate music and art to the development of his/her
own cultural identity and the expansion of his/her vision of the world.
As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance, creative
expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing, listening/observing, performing,
(singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and processes, responding, composing, and
creating. (See Figure 1 and Figure 2)
The philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner, Performance-Based
Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure for Music Education by Ronald
Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the National Research Council of the Philippines,
Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain, Discipline-Based
Art Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, bothproduced by the Cultural Center of the Philippines.
K to 12 Arts Curriculum Guide May 2016 Page 2of 102

PHILOSOPHY AND RATIONALE FOR ARTS
The Arts has been present since the beginning of civilization as it is an essential means for man to live and communicate with others. It has been used to
enhance man’s life and surroundings, to express his thoughts, dreams, and spiritual beliefs, and to share his own and his community’s aspirations,
celebrations, and events. Arts records, reflects, and rearranges man’s life and existence.
The Arts is a visualization of a people’s history and uniqueness, a reflection of their creativity and accomplishments, and a visible expression of their distinct
way of thinking, communicating, reasoning, and worshiping. It is expressed in a unique symbol system that is visual, kinetic and tactile. Howard Gardner,
an educator and psychologist, affirms that the arts develop the child’s “SPATIAL, INTRAPERSONAL, LINGUISTIC AND KINESTHETIC INTELLIGENCES” for the Arts
develop a distinct way of seeing, thinking, communicating, and creating in a person. Furthermore, Art develops and increases a person’s ability to apply
creative and new solutions, for new problems in our world. Schools, therefore, need to develop the multiple intelligences of a student through the arts. The K-
12 Arts Curriculum seeks to address these needs of our students for the 21st Century.
The 21st Century is a different world: it is highly visual, with a proliferation of images seen not only in static media like magazines, books, paintings and
posters. Now images are kinetic and accessible in various media like television, outdoor advertisements, movies, cell phones, and new technologies like iPads,
iPods, DVD players, personal computers, and tablets. Artists create, upload and share via the Internet, images, sounds, texts, films, videos, pictures, artworks and
designs. These are readily available and interactive, involving the viewer to react, comment and utilize these visuals through the Internet. Teaching Art to students is
one way for them to process and interpret the barrage of images and sounds, in a critical and intelligent manner.
The focus of the K-12 Art curriculum is PHILIPPINE ART, CULTURE and HERITAGE, appreciating the diversity of our local artists, our arts, crafts, and
indigenous materials to strengthen the student’s identity of being Filipino, before he/she is introduced to the art of other countries. The modules guide educators
and provide our students with art experiences, concepts, and processes that are presented in a SPIRAL PROGRESSION of difficulty and depth from Kindergarten to
Grade 12.
The approach is CHILD-CENTERED and HANDS-ON in creating art using locally available materials. It develops the student’s imagination and individual
expression, and his/her CRITICAL THINKING SKILLS through inquiry into the aesthetic qualities of his work, the work of others and of artists from the
Philippines and other parts of the world. It culminates in connecting art to other subject areas and provides exposure and apprenticeship to professionals in
various art-related fields so the student can discover and consider the different career opportunities in the arts.

Figure 1. The Curriculum Framework of Music and Art

Education

Grade 10Application of Contemporary Music and Arts
Grade 9Application – Western Music and Arts
Grade 8Application – Asian Music and Arts
Grade 7Application – Philippine Folk Music and Arts
Grade 6Application for Appropriate Mastery and Acquisition

of Skills
Grade 5Exploration – Elements / Processes
Grade 4Formal Introduction to Elements / Processes
Grade 3Preliminary Acquisition of Basic Knowledge and

Skills
Grade 2Enhanced Understanding of Fundamental Processes
Grade 1Introduction to the Fundamental Processes
KindergartenExposure to the Different Music & Art Processes

(Experiential Learning)
Figure 2. Content of Music and Art per Grade Level

Table 1. Basic Reference for Music and Art Content
Music Elements Arts Elements and Principles Music Processes Art Processes
Shape/Form
Form -creating) Reading -creating)
Balance
* Contrast
Applying (transference)
*No formal instruction in harmony

Emphasis
from K to 3

LEARNING AREA STANDARD: The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation,
analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and
expansion of his/her world vision.
K-3 4–6 7 – 10
The learner demonstrates The learner demonstrates understanding The learner demonstrates understanding
understanding of fundamental of basic elements and concepts through of salient features of music and art of
processes through performing, creating, and responding, the Philippines and the world, through
performing, creating, and responding, aimed towards the development of appreciation, analysis, and performance,
aimed towards the development of appreciation of music and art, and for self-development, the celebration of
appreciation of music and art, and acquisition of basic knowledge and skills. Filipino cultural identity and diversity,
acquisition of basic knowledge and and the expansion of one’s world vision.
skills.
The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, and
Grade 1
responding.

CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
III. Process:
5. 3 - Dimension works and
sculpture
GRADE 2

GRADE 2- FIRST QUARTER

I. Elements: The learner… The learner The learner Music, Art, Physical
1. LINES Education and
different lines demonstrates creates a composition/design 1. identifies and appreciates Health 2. Ramilo,
2. SHAPES understanding on lines, by translating one’s the different styles of Ronaldo V. et al,
natural shapes shapes and colors as imagination or ideas that Filipino artists when they 2013. pp. 190-193
3. COLORS contrasting elements of art, and others can see and create portraits and still life
A2EL-Ia
variety, proportion and appreciates (different lines and colors) *Umawit at
II. Principles: contrast as principles of Gumuhit 3.
4. variety of lines, shapes art through drawing Valdecantos,
5. proportion of body parts, Emelita C. 1997.
fruits pp.144-145
6. contrast of shapes 2. points out the contrast Music, Art, Physical
between shapes and colors Education and
III. Process: of different fruits or plants Health 2. Ramilo,
A2EL-Ib
7. DRAWING and flowers in one’s work Ronaldo V. et al,
7.1 portrait of two or more and in the work of others 2013. pp.174-176,
people in a compo-sition 178-179, 181-182,
7.2 body in motion 222-223
still life (fruits/ plants) 3. composes the different Music, Art, Physical
and drawing of fruits or plants to show Education and
imaginary landscape overlapping of shapes and A2EL-Ic Health 2. Ramilo,
the contrast of colors and Ronaldo V. et al,
shapes in his colored 2013. pp.174-176,
drawing 181-182
4. draws from an actual still Music, Art, Physical
life arrangement Education and
A2EL-Id Health 2. Ramilo,
Ronaldo V. et al,
2013. pp.183-184
5. portraits of persons to Music, Art, Physical
capture their likeness and Education and
A2EL-Ie
character Health 2. Ramilo,
I. Elements: demonstrates creates a composition/design Ronaldo V. et al,
1. LINES understanding on lines, by translating one’s 2013. pp. 194-197
different lines shapes and colors as imagination or ideas that 6. draws a portrait of two or Music, Art, Physical
2. SHAPES elements of art, and others can see and more persons - his friends, Education and
natural shapes variety, proportion and appreciates his family, showing the Health 2. Ramilo,
A2EL-If
3. COLORS contrasting contrast as principles of differences in the shape of Ronaldo V. et al,
art through drawing their facial features (shape 2013. pp.194-197
II. Principles: of eyes, nose, lips, head,
4. variety of lines, shapes and texture of the hair
5. proportion of body parts, 7. shows motion or action in Music, Art, Physical
fruits the drawing of human Education and
6. contrast of shapes A2EL-Ih-1
bodies Health 2. Ramilo,
Ronaldo V. et al,
III. Process: 2013. pp.172-173
7. DRAWING 8. creates an imaginary Music, Art, Physical
7.1 portrait of two or more landscape or world from a Education and
people in a compo- dream or a story Health 2. Ramilo,
sition Ronaldo V. et al,
7.2 body in motion A2EL-Ih-2 2013. pp. 186-189
still life (fruits/ plants)
and drawing of *Musika at Sining 3.
imaginary landscape Sunico, Raul M. et
al, 2000. pp.171-
172
9. shares stories related to
the output A2EL-Ih-3


I. Elements: The learner… The learner… The learner… MISOSA4-module7
1. Colors
1.1 Primary demonstrates creates a composition or 1. describes the lines, shapes A2EL-IIa Music, Art, Physical
1.2 Secondary understanding of using design of a tricycle or jeepney and textures seen in skin Education and
2. Shapes two or more kinds of that shows unity and variety coverings of animals in the Health 2. Ramilo,
2.1 organic lines, colors and shapes of lines, shapes and colors community using visual art Ronaldo V. et al,
2.2 geometric through repetition and words and actions 2013. pp. 205-207
3. Textures contrast to create
3.1 spotted rhythm *Umawit at
3.2 furry Gumuhit 3.
3.3 shiny, slimy Valdecantos,
Emelita C. 1997.
II. Principles: pp.100
4. Contrast 2. describes the unique MISOSA4-module7
5. Rhythm shapes, colors, texture and A2EL-IIb
design of the skin coverings Music, Art, Physical
III. Process: of different fishes and sea Education and
6. PAINTING creatures or of wild forest Health 2. Ramilo,
6.1 fishes and sea creatures animals from images Ronaldo V. et al,
or wild forest animals 2013. pp. 208-213
designs: lines, shapes,
tricycles, jeepneys
3. points out the contrasts in MISOSA4-module7

the colors, shapes,
textures between two or Music, Art, Physical
A2EL-IIc
more animals Education and
Health 2. Ramilo,
Ronaldo V. et al,
2013. pp.214-215

4. draws, with the use of Music, Art, Physical
I. Elements: demonstrates creates a composition or pencil or crayon, the sea or Education and
1. Colors understanding of using design of a tricycle or jeepney forest animals in their Health 2. Ramilo,
1.1 Primary two or more kinds of that shows unity and variety habitat showing their Ronaldo V. et al,
1.2 Secondary lines, colors and shapes of lines, shapes and colors unique shapes and features A2EL-IId 2013. pp.199-203
2. Shapes through repetition and
2.1 organic contrast to create *Musika at Sining 3.
2.2 geometric rhythm Sunico, Raul M. et
3. Textures al, 2000. pp.174-
3.1 spotted 175
3.2 furry 5. paints the illustration of Music, Art, Physical
3.3 shiny, slimy animals to show variety of Education and
A2EL-IIe
colors and textures in their Health 2. Ramilo,
II. Principles: skin Ronaldo V. et al,
4. Contrast 2013. pp.208-209
5. Rhythm 6. creates designs by using Music, Art, Physical
two or more kinds of lines, Education and
III. Process: colors and shapes by Health 2. Ramilo,
A2PL-IIf
6. PAINTING repeating or contrasting Ronaldo V. et al,
6.1 fishes and sea creatures them, to show rhythm 2013. pp.216-224
or wild forest animals
designs: lines, shapes, 7. uses control of the painting MISOSA4-module6
tricycles, jeepneys tools and materials to paint
the different lines, shapes Music, Art, Physical
and colors in his work or in Education and
a group work Health 2. Ramilo,
Ronaldo V. et al,
2013. pp.225-228
A2PR-IIg-1
*Umawit at
Gumuhit 3.
Valdecantos,
Emelita C. 1997.
pp.103-106
*Umawit at
Gumuhit 4.
Valdecantos,
Emelita C. 1999.
I. Elements: demonstrates creates a composition or pp.83-84
1. Colors understanding of using design of a tricycle or jeepney
1.1 Primary two or more kinds of that shows unity and variety
1.2 Secondary lines, colors and shapes of lines, shapes and colors
2. Shapes through repetition and
2.1 Organic contrast to create 8. draws the outline of a Music, Art, Physical
2.2 geometric rhythm tricycle or jeepney on a big Education and
3. Textures paper, and paints the Health 2. Ramilo,
3.1 spotted design with lines and A2PR-IIg-2 Ronaldo V. et al,
3.2 furry shapes that show 2013. pp.222-223
3.3 shiny, slimy repetition, contrast and
rhythm
II. Principles:
4. Contrast
5. Rhythm
III. Process:
6. PAINTING
6.1 fishes and sea creatures
or wild forest animals
designs: lines, shapes,
tricycles, jeepneys
GRADE 2- THIRD QUARTER

I. Elements: The learner… The learner… The learner… MISOSA4-module8
1. shapes
2. colors demonstrates creates prints from natural 1. identify natural and man-
3. textures understanding of and man-made objects that made objects with
shapes, textures, colors can be repeated or alternated repeated or alternated
A2EL-IIIa
II. Principles: and repetition of motif, in shape or color. shapes and colors and
4. repetition of motif contrast of motif and materials that can be used
5. contrast of motif & color color from nature and creates prints with repeating, in print making
found objects alternating or contrasting

III. Process: demonstrates color or size or texture 2. creates a consistent MISOSA4-module8
6. PRINTMAKING understanding of pattern by making two or
A2PL-IIIb
3.1 banana trunk prints shapes, textures, colors shows skills in making a clear three prints that are
3.2 fern prints and repetition of motif, print from natural and man- repeated or alternated in
3.3 eraser prints contrast of motif and made objects shape or color
3.4 found object prints color from nature and 3. create a print on paper or Music, Art, Physical
3.5 cut out designs found objects cloth showing repeated Education and
A2PL-IIIc
6.6 card making motif using man-made Health 2. Ramilo,
objects with flat surface Ronaldo V. et al,
2013. pp.235-236
4. experiments with natural Music, Art, Physical
objects (leaves, twig, bark Education and
of trees, etc.) by dabbing Health 2. Ramilo,
dyes or paints on the A2PR-IIId Ronaldo V. et al,
surface and presses this on 2013. pp. 238-239
paper or cloth, sinamay
and any other material to
create a prints
5. experiments with natural Music, Art, Physical
objects (banana stalks, Education and
gabi stalks, etc.) by Health 2. Ramilo,
dabbing dyes or paints on A2PR-IIIe Ronaldo V. et al,
the surface and presses 2013. pp.231-232,
this on paper or cloth, 246-249
sinamay and any other
material to create prints
6. carves a shape or letter on MISOSA4-module9
an eraser or kamote which
can be painted and printed Music, Art, Physical
A2PR-IIIf
several times Education and
Health 2. Ramilo,
Ronaldo V. et al,
2013. pp.246-249
7. create a print on paper or *Umawit at
cloth using cut-out designs A2PR-IIIg Gumuhit 4.
Valdecantos,
Emelita C. 1999.
I. Elements: demonstrates creates prints from natural pp.120-121
1. shapes understanding of and man-made objects that
2. colors shapes, textures, colors can be repeated or alternated
3. textures and repetition of motif, in shape or color. 8. creates prints for a card Music, Art, Physical
contrast of motif and and makes several copies Education and
II. Principles: color from nature and creates prints with repeating, or editions of the print so Health 2. Ramilo,
4. repetition of motif found objects alternating or contrasting A2PR-IIIh-1
that cards can be Ronaldo V. et al,
5. contrast of motif & color color or size or texture exchanged with other 2013. pp.241-243
persons
III. Process: shows skills in making a clear 9. share your card with your Music, Art, Physical
6. PRINTMAKING print from natural and man- love ones Education and
6.1 banana trunk prints made objects Health 2. Ramilo,
6.2 fern prints A2PR-IIIh-2 Ronaldo V. et al,
6.3 eraser prints 2013. pp.241-243
6.4 found object prints
6.5 cut out designs
6.6 card making 10. school/district exhibit and A2PR-IIIh-3
culminating activity in
celebration of the National
Arts Month (February)
I. Elements: The learner… The learner The learner… Music, Art, Physical
1. natural shapes Education and
2. geometric shapes demonstrates creates a 3-dimensional free- 1. identifies the artistry of Health 2. Ramilo,
3. texture understanding of standing, balanced figure different local craftsmen in Ronaldo V. et al,
shapes, texture, using different materials creating: 2013. pp.264
II. Principles: proportion and balance (found materials, recycled, 1.1 taka of different
4. proportion through sculpture and local or manufactured) animals and figures in A2EL-IVa-1
5. balance 3-dimensional crafts Paete, Laguna
1.2 sarangola, or kites
1.3 banca, native boats
from Cavite, and
coastal towns

III. Process: demonstrates creates a 3-dimensional free- 2. gives value and importance *Umawit at
6. SCULPTURE and 3-D CRAFTS understanding of standing, balanced figure to the craftsmanship of the Gumuhit 4.
A2EL-IVa-2
6.1 box figure sculpture shapes, texture, using different materials local artists Valdecantos,
6.2 kites and boats proportion and balance (found materials, recycled, Emelita C. 1999.
6.3 paper mache animals through sculpture and local or manufactured) pp.140
6.4 clay figures 3-dimensional crafts 3. sites examples of 3- *Umawit at
dimensional crafts found in Gumuhit 4.
A2EL-IVb
the locality giving emphasis Valdecantos,
on their shapes, textures, Emelita C. 1999.
proportion and balance pp.141-142
4. constructs a native kite Music, Art, Physical
from bamboo sticks, papel Education and
de japon glue, string, and A2EL-IVc Health 2. Ramilo,
fly the kite to tests its Ronaldo V. et al,
design (proportion and 2013. pp.267-269
balance)
5. learns the steps in making Music, Art, Physical
a paper mache with focus Education and
A2PR-IVd
on proportion and balance Health 2. Ramilo,
Ronaldo V. et al,
2013. pp.274-279
6. shows the beginning skill in MISOSA4-module9
the method of creating 3-
dimensional free standing Music, Art, Physical
A2PR-IVe
figures out of different Education and
materials clay, wood, found Health 2. Ramilo,
materials, recycled objects, Ronaldo V. et al,
wire, metal, bamboo 2013. pp.280-282
7. creates an imaginary robot Music, Art, Physical
or creature using different Education and
sizes of boxes, coils, wires, A2PR-IVf Health 2. Ramilo,
I. Elements: demonstrates creates a 3-dimensional free- bottle caps and other found Ronaldo V. et al,
1. natural shapes understanding of standing, balanced figure material 2013. pp.262
2. geometric shapes shapes, texture, using different materials

3. texture proportion and balance (found materials, recycled, 8. molds an animal shape on Music, Art, Physical
through sculpture and local or manufactured) wire or bamboo armature Education and
A2PR-IVg
II. Principles: 3-dimensional crafts or framework, showing the Health 2. Ramilo,
4. proportion animal in action Ronaldo V. et al,
5. balance 2013. pp.274-279
9. creates a clay human Music, Art, Physical
III. Process: figure that is balanced and Education and
6. SCULPTURE and 3-D CRAFTS can stand on its own Health 2. Ramilo,
6.1 box figure sculpture Ronaldo V. et al,
6.2 kites and boats 2013. pp.283-287
6.3 paper mache animals
6.4 clay figures
A2PR-IVh
GRADE 3

GRADE 3- FIRST QUARTER

I. Elements: The learner... The learner… The learner… PILOT SCHOOL –
1. Lines MTB MLE Lesson 1
1.1 lines can show demonstrates creates an artwork of people 1. distinguishes the size of A3EL-Ia
movement understanding of lines, in the province/region. persons in the drawing, to
2. texture is created by using texture, shapes and On-the-spot sketching of indicate its distance from
different lines depth, contrast (size, plants trees, or buildings and the viewer

3. shape of natural objects texture) through geometric line designs 2. shows the illusion of space PILOT SCHOOL –
drawing shows a work of art based on in drawing the objects and A3EL-Ib MTB MLE Lesson 2
II. Principles: close observation of natural persons in different sizes
4. Depth objects in his/her surrounding 3. appreciates that artist PILOT SCHOOL –
4.1 balance of size noting its size, shape and create visual textures by A3PL-Ic MTB MLE Lesson 6
5. Contrast texture using a variety of lines and
5.1 contrast of picture colors
4. tells that in a landscape, PILOT SCHOOL –
III. Process: the nearest object drawn is MTB MLE Lesson 4
6. DRAWING the foreground; the objects
6.1 people in the behind the foreground are A3PL –Id
province/region the middle ground, while
on-the-spot sketching of the objects farthest away
plants, trees or building are the background, and
geometric line designs. by doing this there is
balance
5. describes the way of life of PILOT SCHOOL –
people in the cultural MTB MLE Lesson 3
community
A3PL-Ie
Sunico, Raul M. et
al, 2000. pp.224-
227
6. create a geometric design PILOT SCHOOL –
by contrasting two kind of A3PR-If MTB MLE Lesson 6
creates an artwork of people lines in terms of type or
I. Elements: demonstrates in the province/region. size
1. Lines understanding of lines, On-the-spot sketching of 7. sketches on-the-spot PILOT SCHOOL –
1.1 lines can show texture, shapes and plants trees, or buildings and outside or near the school MTB MLE Lesson 5
movement depth, contrast (size, geometric line designs to draw a plant, flowers or
2. texture is created by using texture) through shows a work of art based on A3PR-Ig
a tree showing the
different lines drawing close observation of natural different textures and
3. shape of natural objects objects in his/her surrounding shape of each part, using
noting its size, shape and only a pencil or black
II. Principles: texture crayon or ballpen
4. Depth 8. creates a pencil or pen A3PR-Ih PILOT SCHOOL –
4.1 balance of size drawing of scene in daily MTB MLE Lesson 3
5. Contrast life, where people in the
5.1 contrast of picture province/region show their
occupation by the action
III. Process: they are doing
6. DRAWING 9. sketches and colors and PILOT SCHOOL –
6.1 people in the view of the province/region MTB MLE Lesson
province/region with houses and buildings 3,4
on-the-spot sketching of indicating the foreground A3PR-Ii
plants, trees or building middle ground and
geometric line designs. background by the size of
the objects
I. Elements: The learner... The learner... The learner... PILOT SCHOOL –
1. Color 1. sees that there is harmony MTB MLE Lesson 8
1.1 mix colors to create demonstrates creates an artwork of people in nature as seen in the A3EL-IIa
tints, shades and neutral understanding of lines, in the province/region on-the- color of landscapes at Music, Art, Physical
color textures, shapes and spot sketching of plants, trees different times of the day Education and
2. Shape balance of size, contrast and building and geometric Ex: Health 2. Ramilo,
2.1 animals have shapes of texture through line designs 1.1 landscapes of Felix Ronaldo V. et al,
2.2 adapted to their needs drawing Hidalgo, Fernando 2013. pp.190-192
3. Texture Amorsolo, Jonahmar
3.1 is created by variety of applies knowledge of planes Salvosa
lines in a landscape (foreground, 1.2 Still’s life of Araceli
middle ground and Dans, Jorge Pineda,
II. Principles: background) in painting a Agustin Goy
4. Harmony landscape 2. appreciates that nature is Music, Art, Physical
4.1 colors, shapes and lines so rich for no two animals A3EL-IIb Education and
that complement each have the same shape, skin Health 2. Ramilo,
other create harmony and covering and color Ronaldo V. et al,
a mood of the painting 2013. pp.214-215
3. perceives how harmony is PILOT SCHOOL –
III. Process:
created in an artwork A3PL-IIc MTB MLE Lesson 8
5. PAINTING
because of complementary
fruits and plants (still life)
colors and shapes
scene at the a time of day
wild animal (close-up)

4. paints a still life by PILOT SCHOOL –
observing the different MTB MLE Lesson 7
shapes, color and texture A3PR-IId
of fruits, drawing them
overlapping and choosing
the right colors for each
fruit
5. creates new tints and PILOT SCHOOL –

I. Elements: creates an artwork of people shades of colors by mixing A3PR-IIe MTB MLE Lesson 7
1. Color in the province/region on-the- two or more colors
1.1 mix colors to create demonstrates spot sketching of plants, trees
tints, shades and neutral understanding of lines, and building and geometric 6. paints a landscape at a PILOT SCHOOL –
color textures, shapes and line designs particular time of the day A3PR-IIf MTB MLE Lesson 8
2. Shape balance of size, contrast and selects colors that
2.1 animals have shapes of texture through complement each other to
2.2 adapted to their needs drawing applies knowledge of planes create a mood
3. Texture in a landscape (foreground,
3.1 is created by variety of middle ground and 7. observes the characteristics PILOT SCHOOL –
lines background) in painting a of a wild animal by making MTB MLE Lesson 9
several pencil sketches and A3PR-IIg
landscape
II. Principles: painting it later, adding
4. Harmony texture of its skin covering
4.1 Colors, shapes and
8. appreciates the Filipino A3PR-IIh Music, Art, Physical
linesthat complement
artists painted landscapes Education and
each
in their own particular style Health 2. Ramilo,
other create harmony
and can identify what Ronaldo V. et al,
and a mood of the
makes each artist unique in 2013. pp.190-192
painting
his use of colors to create
harmony
III. Process:
5. PAINTING
fruits and plants (still life)
scene at the a time of day
wild animal (close-up)


I. Elements: The learner... The learner... The learner… PILOT SCHOOL –
1. Shape MTB MLE Lesson 10
1.1 letter stencils demonstrates exhibits basic skills in making 1. tells that a print made A3EL-IIIa
1.2 logo designs understanding of a design for a print and from objects found in
1.3 abstract shapes shapes, colors and producing several clean copies nature can be realistic or
2. Color principle repetition and of the prints abstract
2.1 Complementary colors emphasis through 2. appreciates the importance PILOT SCHOOL –
printmaking (stencils) manipulates a stencil with an and variety of materials A3PL-IIIb MTB MLE Lesson 10
II. Principles: adequate skill to produce a used for printing
3. Repetition clean print for a message,
slogan or logo for a T-shirt, 3. observes that a print PILOT SCHOOL –
3.1 of letters and logos and
poster bag design may use repetition MTB MLE Lesson 12
shapes A3PL-IIIc
of shapes or lines and
4. Emphasis
produces at least 3 good emphasis on contrast of
4.1 of shapes by contrast
copies of print using shapes and lines
complementary colors and 4. realizes that a print design PILOT SCHOOL –
III. Process:
contrasting shapes can be duplicated many MTB MLE Lesson 12
5. PRINTMAKING (stencils) A3PL-IIId
5.1 T-shirt/cloth pin times by hand or by
5.2 poster prints machine and can be
5.3 duffel bag print shared with others
5. explain the meaning of the A3PR-IIIe PILOT SCHOOL –
design created MTB MLE Lesson 12
6. designs an attractive logo PILOT SCHOOL –
with slogan about the A3PR-IIIf MTB MLE Lesson 12
environment to be used for
printing
7. creates and cuts a stencil PILOT SCHOOL –
from paper or plastic MTB MLE Lesson 12
sheets to be used for A3PR-IIIg
multiple prints on cloth or
hard paper

I. Elements: 8. creates a print for a shirt, PILOT SCHOOL –
1. Shape bag or a poster using MTB MLE Lesson 12
1.1 letter stencils stencils with abstract A3PR-IIIh
1.2 logo designs designs that conveys a
1.3 abstract shapes message and can be
2. Color replicated
demonstrates exhibits basic skills in making
2.1 Complementary colors 9. writes a slogan about the PILOT SCHOOL –
understanding of a design for a print and
environment that correlates MTB MLE Lesson 11
shapes, colors and producing several clean copies A3PR-IIIg
II. Principles: messages to be printed on
principle repetition and of the prints
3. Repetition T-shirts, posters, banners
emphasis through
3.1 of letters and logos and manipulates a stencil with an or bags
printmaking (stencils)
shapes adequate skill to produce a 10. school/district exhibit and
4. Emphasis clean print for a message, culminating activity in
4.1 of shapes by contrast slogan or logo for a T-shirt, celebration of the National
poster bag Arts Month (February)
III. Process: A3PR-IIIh
5. PRINTMAKING (stencils) produces at least 3 good
5.1 T-shirt/cloth pin copies of print using
5.2 poster prints complementary colors and
5.3 duffel bag print contrasting shapes
GRADE 3- FOURTH QUARTER

I. Elements: The learner... The learner... The learner… PILOT SCHOOL –
1. SHAPES MTB MLE Lesson 13
1.1 human and animals demonstrates creates a single puppet based 1. identifies different styles of
understanding of on character in legends, A3EL-IVa
2. COLORS puppets made in the
2.1 primary shapes, colors, textures, myths or stories using Philippines (form Teatro
2.2 secondary and emphasis by recycled and hard material Mulat and Anino Theater
2.3 tertiary variation of shapes and creates a mask or headdress Group)
3. TEXTURES texture and contrast of that is imaginary in design 2. appreciates variations of PILOT SCHOOL –
3.1 visual and actual colors through sculpture using found and recycled puppets in terms of MTB MLE Lesson 13
and crafts materials A3PL-IVb
material, structure, shapes,
II. Principles: demonstrates basic skills in colors and intricacy of
4. Emphasis constructing a puppet made textural details

4.1 by Variation of shapes from a hard and stick, which 3. creates a puppet designs PILOT SCHOOL –
and textures can be manipulated that would give a specific A3PR-IVc MTB MLE Lesson 13
5. CONTRASTof colors and unique character
4. applies designs of varied PILOT SCHOOL –
III. Process: shapes and colors on MTB MLE Lesson 13
6. SCULPTURE and CRAFTS A3PR-IVd
puppets to show the
6.1 puppets on a stick unique character of the
6.2 hand puppet puppet
imaginary masks 5. constructs a simple puppet PILOT SCHOOL –
based on a character in a MTB MLE Lesson 13
legend, myth or story A3PR-IVe
using recyclable materials
and bamboo sticks or twigs
6. manipulates a puppet to PILOT SCHOOL –
act out a character in a A3PR-IVf MTB MLE Lesson 13
story together with the
puppets
7. performs as puppeteer PILOT SCHOOL –
together with others, in a MTB MLE Lesson 13
puppet show to tell a story
using the puppet he/she
created
A3PR-IVg
I. Elements:
1. SHAPES creates a single puppet based
1.1 human and animals demonstrates on character in legends,

Pasig City
PHYSICAL EDUCATION
May 2016
CURRICULAR FRAMEWORK
K to 12 Basic Education Program: An Overview
Essentially, the K to 12 curriculum proposed in 2011 seeks to develop 21st century skills among its learners. These include the cognitive skills of critical thinking,
problem-solving and creative thinking; the social or interpersonal skills of communication, collaboration, leadership and cross-cultural skills; self- management skills of self-
monitoring and self-direction, as well as task or project management skills, and personal characteristics which are part of ethics, civic responsibility and accountability.
The Curricular Philosophy of the K to 12 PE Curriculum
Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity
participation in order to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is
important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this curriculum recognizes the view that
fitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. This
curricular orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.
Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of skills, and techniques and the acquisition of
understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.
Learning Outcomes
The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating
their own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required ofall students to live an
active life for fitness and health.
The K to 12 PE Curriculum prioritizes the following standards:
1. Habitual physical activity participation to achieve and maintain health-enhancing levels of fitness.
2. Competence in movement and motor skills requisite to various physical activity performances.
3. Valuing physical activities for enjoyment, challenge, social interaction and career opportunities.
4. Understanding various movement concepts, principles, strategies and tactics as they apply to the learning of physical activity.
K to 12 Physical Education Curriculum Guide May 2016 Page 2 of 67

Learning Approaches
Physical literacy is consists of movement, motor- and activity-specific skills. In the early grades the learners are taught the ‘what,’ ‘why’ and ‘how’ of the movement.
This progresses to an understanding of the ‘why’ of the movement which is achieved by developing more mature movement patterns and motor skills in a wide range and
variety of exercise, sports and dance activities to specifically enhance fitness parameters. The learners builds on these knowledge and skills in order to plan, set goals and
monitor their participation in physical activities (exercise, sports and dance) and constantly evaluate how well they have integrated this their personal lifestyle. This implies
the provision of ongoing and developmentally-appropriate activities so that the learners can practice, create, apply and evaluate the knowledge, understanding and skills
necessary to maintain and enhance their own as well as others’ fitness and health through participation in physical activities.
The curriculum also allows for an inclusive approach that understands and respects the diverse range of learners; thus, the program takes into account their needs,
strengths and abilities. This is to ensure that all learners have equivalent opportunities and choices in Physical Education.
The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement. It focuses on developing the learners’ understanding of how the body responds,
adjusts and adapts to physical activities. This will equip the learner to become self-regulated and self-directed as a result of knowing what should be done and actually doing
it; is the learners are equally confident in influencing their peers, family, immediate community, and ultimately, society. These are all valuable 21st century skills which the K
to 12 PE Curriculum aspires for the learners to develop.
Learning Strands
The program has five learning strands:

1. Body management which includes body awareness, space awareness, qualities and relationships of movements and how these are used dynamically in various physical
activities.
2. Movement skills related to the fundamental movement patterns and motor skills that form the basis of all physical activities.
3. Games and sports consisting of simple, lead-up and indigenous games; as well as individual, dual and team sports in competitive and recreational settings.
4. Rhythms and dances include rhythmical movement patterns; the promotion and appreciation of Philippine folk dance, indigenous and traditional dances as well as other
dance forms.
5. Physical fitness includes assessment through fitness tests and records, interpreting, planning and implementing appropriate programs that support fitness and health goals.
The acquisition of physical literacy serves as the foundation for lifelong physical activity participation which is critical to maintaining and promoting health. Thus, the
health strand in the senior high school (SHS) is seamlessly integrated in the PE curriculum. This strand optimizes the learner’s potential for health and wellbeing and
contributes to building healthy, active communities. Thus, the course title, Health-optimizing PE or H.O.P.E.

. A graduate who lives an active life

for fitness and lifelong health
PHYSICAL LITERACY
Fundamental Fundamental Activity-specific
Movement Skills Motor skills Activity
Rhythms & Dances

Body Management
Games & Sports
K ----1---2---3---4---5---6---7---8----9---10---11---12
Developmentally Standard
Activity-Based Appropriate
Integrated Inclusive
based
MOVE TO LEARN, LEARN TO MOVE

Figure 1. The Conceptual Framework of Physical Education

Learning Area Standard
The learner demonstrates understanding of the concept of physical fitness and physical activity in achieving, sustaining, and promoting an active life for fitness
and health
Key Stage Standards
Strands K–3 4–6 7 - 10

The learner demonstrates The learner demonstrates The learner demonstrates
understanding of movement understanding of principles in understanding of integrating
concepts and skills in preparation for active movement and fitness physical activity behaviors in
participation in various for active participation in various achieving an active lifestyle.
physical activities. physical activities.
Body Management
Movement Skills
Physical Fitness
Games and Sports
Rhythms and Dance

GRADE LEVEL STANDARDS
Grade 1
The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through participation in
Grade 2
enjoyable physical activities.
Grade 3
Grade 4
The learner demonstrates understanding of the importance of physical activity and physical fitness through participation in and assessment of physical
Grade 5 activities.
Grade 6
Grade 7 The learner demonstrates understanding of personal fitness in achieving an active lifestyle.
Grade 8 The learner demonstrates understanding of family and school fitness in sustaining an active lifestyle.
Grade 9 The learner demonstrates understanding of community fitness in sustaining and promoting an active lifestyle.
Grade 10 The learner demonstrates understanding of societal fitness in promoting an active lifestyle.

Table 1a - Scope and Sequence of Physical Education from Grades 1-3
Key Stage 1
Grade Level Strands Q1 Q2 Q3 Q4
Body Awareness Space Awareness Qualities of Effort Relationships

Body management
Movement skills
GRADE 1 Rhythms and dance
Games and sports Participation in enjoyable singing games, action songs, simple games, Chasing/Fleeing type games and mimetics.
Physical fitness
Locations, Directions,
Body Shapes and Body Person, Objects, Sound
Levels, Pathways and Time, Force and Flow
Actions and Environment
Body management Planes
Movement skills
Games and sports Participation in enjoyable activities in different locomotor, non- locomotor and manipulative activities, folk dances,
Physical fitness rhythmic routines (ribbon, hoop, balls, indigenous/improvised materials), relays and races
Locations, Directions,
Body Shapes and Body Person, Objects, Sound
Levels, Pathways and Time, Force and Flow
Body management Actions and Environment
Planes
Movement skills
Games and sports Participation in enjoyable and challenging activities in different locomotor, non- locomotor and manipulative
Physical fitness activities ,simple folk dance, rhythmic routines (ribbon, hoop, balls, etc.)Lead-up and organized games(indigenous)
and corrective exercises.
Note: The scope and sequence for Grades 1 to 3 activities are integrative and inclusive in context.

Table 1a - Scope and Sequence of Physical Education from Grades 4-6
Key Stage 2
Health-Enhancing Fitness 1
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 4 Target games,
Invasion games
striking/fielding games,
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Games and sports
Invasion games Wall/net games, invasion games
striking/fielding games
Games and sports
Invasion games
striking/fielding games
Note: The scope and sequence for Grades 4 to 6 are focused on health and skill enhancing activities, ensuring that they are integrative and inclusive in
context.

Table 1d - Scope and Sequence of Physical Education from Grades 7-10
Key Stage 3
Personal Fitness
Exercise programs: Training Guidelines, FITT Principle
GRADE 7 Physical fitness
Endurance and Muscle-and bone- strengthening activities
Games and sports Individual and Dual sports
Rhythms and dance Folk/indigenous, ethnic, traditional/festival dances
Family and School Fitness
Physical fitness Physical activity programs: Training Guidelines, FITT Principle
GRADE 8 Endurance and Muscle-and bone- strengthening activities
Games and sports Team Sports
Folk dances with Asian
Rhythms and dance
influence
Community Fitness
GRADE 9 Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
Sports officiating Active Recreation (indoor
Games and sports
& outdoor)
Rhythms and dance Social, ballroom dances and Festival dances
Societal Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
GRADE 10 Games and sports Active Recreation (Sports)
Active Recreation (Other dance forms-Hip-hop, Street
Rhythms and dance
Dance, Cheer dance, Contemporary, etc.)
Note: The scope and sequence for Grades 7 to 10 are thematically organized; ensure that they are integrative and inclusive context.

Table 1d - Scope and Sequence of Physical Education and Health from Grades 11-12
Grade Level Strands Semester 1 Semester 2
Q1 Q2 Q3 Q4
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 1 and 2)
Fitness/Exercise
GRADE 11 Aerobic, muscle and bone-strengthening
activities
Sports
Individual, dual and team sports
HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 3 and 4)
Dance Traditional, contemporary, ethnic, folk and social

dances
GRADE 12
Recreation
Aquatic and mountaineering activities
Note: Students can elect from the menu of physical activity courses

TIME ALLOTMENT FOR PHYSICAL EDUCATION
Grade Level Time Allotment
Kindergarten Integrated with other subject areas
Grades 1 – 6 40 minutes / week

GRADE 2
CONTENT PERFORMANCE LEARNING MATERIALS

STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes The learner . . . The learner . . . The learner . . Music, Art, Physical Education and
(Straight, curled, wide 1.describes body shapes Health 2. (Tagalog) DepEd.
PE2BM-Ia-b-1
and twisted) and demonstrates performs body shapes and and actions Falculita, Rogelio F. et.al. 2013. pp.
Body Actions understanding of body actions properly. 295-296
(Walking, standing, shapes and body 2. demonstrates body Music, Art, Physical Education and
sitting) actions in preparation shapes and actions PE2BM-Ic-d-15 Health 2. Tagalog) DepEd. Falculita,
for various movement Rogelio F. et.al. 2013. pp. 297-299
activities 3. creates body shapes Music, Art, Physical Education and
and actions PE2BM-Ie-f-2 Health 2.(Tagalog) DepEd. Falculita,
Rogelio F. et.al.2013. pp. 300-301
4. demonstrates
momentary stillness in 1. MISOSA 4 - module 1.
symmetrical and 2. Music, Art, Physical Education
asymmetrical shapes PE2BM-Ig-h-16 and Health 2. (Tagalog) DepEd.
using body parts other Falculita, Rogelio F. et.al. 2013.
than both feet as a pp. 300-301
base of support
5. demonstrates
movement skills in
PE2MS-Ia-h-1
response to sound and
music
6. exhibits correct body MISOSA 6 – module 5
PE2PF-Ia-h-12
posture
7. assesses body posture Music, Art, Physical Education and
PE2PF-Ia-h-13 Health 2.(Tagalog) DepeEd. Falculita,
Rogelio F. et.al. 2013. pp. 380-382
8. engages in fun and PE2PF-Ia-h-2
enjoyable physical
1. MISOSA 6 – module 1 - 5
activities
2. Music, Art, Physical Education
and Health 2.(Tagalog) DepEd.
Suggested learning activities
Falculita, Rogelio F. et.al.2013.
 movement skills activities
pp. 303-305. 311-314. 375
(locomotor, non-
locomotor and
STANDARDS STANDARDS
manipulative skills)
Body Shapes The learner . . . The learner . . .  folk dances
(Straight, curled, wide (Alitaptap/Rabong)
and twisted) and demonstrates performs body shapes and  rhythmic routines
Body Actions understanding of body actions properly. (ribbon, hoop, balls, and
(Walking, standing, shapes and body any available
sitting) actions in preparation indigenous/improvised
for various movement materials)
activities relays and races
SECOND QUARTER/ SECOND GRADING

Locations Th The learner . . . ThThe learner. . . 9. describes movements
(Behind,infront, under, in a location, direction,
PE2BM-IIa-b-17 MISOSA 4 - module 1
over, personal space, demonstrates performs movements level, pathway and
general space) understanding of accurately involving plane
Directions (linear- locations, directions, locations, directions, 10. moves in:
forward and backward, levels, pathways and levels, pathways and  personal and
lateral- sideward, and planes planes. general space
multi-directional)  forward,
Levels (High, middle, backward, and
low) Pathways sideward
(Straight, curved, directions
PE2BM-IIc-h-18
zigzag) and Planes  high, middle, and
(Diagonal, horizontal, low levels
vertical, and rotational)  straight, curve,
and zigzag
pathways
 diagonal and
horizontal planes
11. demonstrates
movement skills in
PE2MS-IIa-h-1
response to sounds
and music
12. observes correct Music, Art, Physical Education and
posture and body Health 2.(Tagalog) DepEd. Falculita,
PE2PF-IIa-h-14
mechanics while Rogelio F. et.al.2013. pp. 380-381
Th performing movement
STANDARDS STANDARDS
Locations (Behind, The learner . . . The learner. . . activities
infront, under, over,
personal space, demonstrates performs movements
general space) understanding of accurately involving 13. engages in fun and Music, Art, Physical Education and
Directions(linear- locations, directions, locations, directions, enjoyable Health 2.(Tagalog) DepEd. Falculita,
forward and levels, pathways and levels, pathways and physicalactivities Rogelio F. et.al.2013. pp. 375. 303-
backward, lateral- planes planes. 305. 313-314
sideward, and multi- Suggested learning activities
directional) Levels  movement skills activities
(High, middle, low) (locomotor, non-
Pathways (Straight, locomotor and PE2PF-IIa-h-2
curved, zigzag) and manipulative skills)
Planes (Diagonal,  folk dances
horizontal, vertical,  rhythmic routines
and rotational (ribbon, hoop, balls, and
any available
indigenous/improvised
materials)
 relays and races
THIRD QUARTER/ THIRD GRADING
Time (slow, slower, The learner . . . The learner . . . 14. describes movements
slowest/fast, faster, in a location, PE2BM-IIIa-b-
fastest) Force (light, demonstrates performs movements direction, level, 17
lighter, understanding of accurately involving time, pathway and plane
lightest/strong, movement in relation force, and flow. 15. moves: MISOSA 4 - module 1
stronger, strongest) to time, force and flow
and Flow 15.1 at slow, slower,
(smoothness of slowest/fast, faster,
movement) fastest pace
PE2BM-IIIc-h-
15.2 using light,
19
lighter,
lightest/strong,
stronger, strongest
force with
smoothness
16. demonstrates Music, Art, Physical Education and
PE2MS-IIIa-h-1
movement skills in Health 2.(Tagalog) DepEd. Falculita,

STANDARDS STANDARDS
response to sound Rogelio F. et.al.2013.. pp. 309-310
Time (slow, slower, The learner . . . The learner . . . and music
slowest/fast, faster, 17. engages in fun and Music, Art, Physical Education
fastest) Force (light, demonstrates performs movements enjoyable physical and Health 2.(Tagalog) DepEd.
PE2PF-IIIa-h-2
lighter, understanding of accurately involving time, activities Falculita, Rogelio F. et.al.2013.
lightest/strong, movement in relation force, and flow. pp. 304-305
stronger, strongest) to time, force and flow 18. observes correct 1. MISOSA 6 – module 1
and Flow posture and body 2. Music, Art, Physical Education
(smoothness of mechanics while and Health 2.(Tagalog) DepEd.
movement) performing movement Falculita, Rogelio F. et.al.2013.
activities pp. 375. 303-305. 313-314

locomotor, non-
locomotor and PE2PF-IIIa-h-14
manipulative skills
 folk dances
(Alitaptap/Rabong)
 rhythmic routines
(ribbon, hoop, balls, and
any available
materials)
relays and races
FOURTH QUARTER/ FOURTH GRADING
Person (Individual, The learner . . . The learner . . . 19. familiarizes in various
pair, group), Objects movement activities
PE2BM-IV-a-b-
(ribbon, hoop, balls, demonstrates performs movement involving person, MISOSA 5 –module 1
20
and any available understanding of activities involving person, objects, music and
indigenous/improvised movement activities objects, music and environment
materials), Sound, relating to person, environment correctly 20. moves:
Environment objects, music and
(indoor and outdoor environment 20.1 individually, with PE2BM-IV-c-h-
MISOSA 5 –module 1pp.2-3
settings) partner, and 21
Person (Individual, with group
pair, group), Objects 20.2 with ribbon,
STANDARDS STANDARDS
(ribbon, hoop, balls, The learner . . . The learner . . . hoop, balls, and
and any available any available
indigenous/improvised demonstrates performs movement indigenous/impr
materials), Sound, understanding of activities involving person, ovised materials
Environment movement activities objects, music and 20.3 with sound
(indoor and outdoor relating to person, environment correctly 20.4 in indoor and
settings) objects, music and outdoor settings
environment
21. demonstrates Music, Art, Physical Education and
movement skills in Health 2.(Tagalog) DepEd. Falculita,
PE2MS-IV-a-h-1
response to sound Rogelio F. et.al.2013. pp. 356-357
22. engages in fun and Music, Art, Physical Education and

enjoyable physical PE2PF-IV-a-h-2 Health 2.(Tagalog) DepEd. Falculita,
activities Rogelio F. et.al.2013. pp.313-314
23. observes correct body
posture and body
mechanics while
performing movement
activities

locomotor, non-locomotor
PE2PF-IV-a-h-
and manipulative skills MISOSA 6 –module 1pp.1-6
14
 folk dances
(Alitaptap/Rabong)
 rhythmic routines (ribbon,
hoop, balls, and any
available
materials)
relays and races

GRADE 3
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes The learner . . . The learner . . . The learner . . . Music, Art, Physical Education and
(Straight, curled, wide 1. describes body shapes Health 2.(Tagalog) DepEd.
and twisted) and demonstrates performs body shapes and actions PE3BM-Ia-b-1 Falculita, Rogelio F. et.al.2013.
Body Actions understanding of body and actions properly. pp. 295-296
(Walking, standing, shapes and body actions 2. performs body shapes and Music, Art, Physical Education and
sitting) in preparation for various actions Health 2.(Tagalog) DepEd.
PE3BM-Ic-d-15
movement activities Falculita, Rogelio F. et.al.2013.
pp. 297-299
3. creates body shapes and Music, Art, Physical Education and
actions Health 2.(Tagalog) DepEd.
PE3BM-Ie-f-2
Falculita, Rogelio F. et.al.2013. pp.
300-301
4. demonstrates momentary Music, Art, Physical Education and
stillness in symmetrical Health 2.(Tagalog) DepEd.
and asymmetrical shapes Falculita, Rogelio F. et.al.2013. pp.
PE3BM-Ig-h-16
using body parts other 300-301
than both feet as a base
of support
5. demonstrates movement
skills in response to PE3MS-Ia-h-1
sounds and music
6. identifies conditioning and Music, Art, Physical Education and
flexibility exercises that Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-15
will improve posture Falculita, Rogelio F. et.al.2013. pp.
381-382
7. performs conditioning and Music, Art, Physical Education and
flexibility exercises that Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-16
will improve body posture Falculita, Rogelio F. et.al.2013. pp.
381-382
8. engages in fun and Music, Art, Physical Education and
enjoyable physical activities Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-2 Falculita, Rogelio F. et.al.2013.
Suggested learning activities pp. 303-305. 313-314
CONTENT PERFORMANCE
STANDARDS STANDARDS
(locomotor, non-locomotor
Body Shapes The learner . . . The learner . . . and manipulative skills)
(Straight, curled, wide  folk dances (Tiklos/Kunday-
and twisted) and demonstrates performs body shapes kunday)
Body Actions understanding of body and actions properly.  rhythmic routines (ribbon,
(Walking, standing, shapes and body actions hoop, balls, and any available
sitting) in preparation for various indigenous/improvised
movement activities materials)
 lead up, organized and
indigenous games
corrective exercises
SECOND QUARTER/ SECOND GRADING

Locations The learner . . . The learner . . . The learner . . .
(Behind,in front, 9. describes movements in a
under, over, demonstrates performs movements location, direction, level, PE3BM-IIa-b-17
personal space, understanding of accurately involving pathway and plane
general space) locations, directions, locations, directions,
Directions levels, pathways and levels, pathways and 10. moves in:
(linear-forward and planes planes.
backward, lateral-  personal and general
sideward, and multi- space
directional)  forward, backward,
Levels and sideward
(High, middle, low) directions PE3BM-IIc-h-18
Pathways  high, middle, and low
(Straight, curve, levels
zigzag)  straight, curve, and
and Planes zigzag pathways
(Diagonal, horizontal,  diagonal and
vertical, and horizontal planes
rotational) 11. demonstrates movement
skills in response to PE3MS-IIa-h-1 MISOSA 4 – module 1
sound
12. identifies conditioning
1. MISOSA 5 - module 1
and flexibility exercises PE3PF-IIa-h-15
2. MISOSA 5 - module 5. pp. 1-5
that will improve body

CONTENT PERFORMANCE
STANDARDS STANDARDS
mechanics
Locations The learner . . . The learner . . .
13. performs conditioning
(Behind,in front,
and flexibility exercises MISOSA 6- Module 5. pp.1-6.
under, over, demonstrates performs movements PE3PF-IIa-h-16
personal space, understanding of accurately involving
mechanics
general space) locations, directions, locations, directions,
14. engages in fun and
Directions levels, pathways and levels, pathways and
enjoyable physical
(linear-forward and planes planes.
activities
backward, lateral-
sideward, and multi-
directional)
(locomotor, non-locomotor
Levels
and manipulative skills)
(High, middle, low) Music, Art, Physical Education and
 folk dances (Tiklos/ Kunday-
Pathways Health 2.(Tagalog) DepEd.
kunday) PE3PF-IIa-h-2
(Straight, curve, Falculita, Rogelio F. et.al.2013. pp.
zigzag) 345. 313-314
hoop, balls, and any available
and Planes
(Diagonal, horizontal,
materials)
vertical, and
rotational)
indigenous games
THIRD QUARTER/ THIRD GRADING

Time The learner . . . The learner . . . 15. describes movements in
PE3BM-IIIa-b- MISOSA 4 – module 1 pp.3-4
(slow, slower, a location, direction,
17
slowest/fast, faster, demonstrates performs movements level, pathway and plane
fastest ) understanding of accurately involving 16. moves:
Force movement in relation to time, force, and flow.
(light, lighter, time, force and flow  at slow, slower,
lightest/strong, slowest/fast, faster,
PE3BM-IIIc-h-
stronger, strongest) fastest pace
19
and Flow  using light, lighter,
(smoothness of lightest/strong,
movement) stronger, strongest
force with smoothness
17. demonstrates movement
PE3MS-IIIa-h-1
skills in response to
CONTENT PERFORMANCE
STANDARDS STANDARDS
Time The learner . . . The learner . . . sound
(slow, slower,
18. engages in fun and
slowest/fast, faster, demonstrates performs movements
enjoyable physical PE3PF-IIIa-h-2
fastest ) understanding of accurately involving
activities
Force movement in relation to time, force, and flow.
(light, lighter, time, force and flow
and flexibility exercises MISOSA 5 – module 1. pp.1-5
lightest/strong, PE3PF-IIIa-h-15
stronger, strongest)
mechanics
and Flow
(smoothness of 20. performs conditioning
movement) and flexibility exercises
mechanics

and manipulative skills
 folk dances (Tiklos/ Kunday- PE3PF-IIIa-h-16 MISOSA 5 – module 1.
kunday)
materials)
indigenous games
 corrective exercises
FOURTH QUARTER/ FOURTH GRADING

Person The learner . . . The learner . . . The learner . . .
(Invidual, pair, group) 21. participates in various MISOSA 4 – module 5. pp.3-5
PE3BM-IV-a-b-
Objects demonstrates performs movement movement activities
20
(ribbon, hoop, balls, understanding of activities involving involving person, objects,
and any available movement activities person, objects, music music and environment
indigenous/improvised relating to person, and environment 22. moves:
materials), objects, music and correctly PE3BM-IV-c-h-
Sound and environment  individually, with 21
Environment partner, and with
CONTENT PERFORMANCE
STANDARDS STANDARDS
(indoor and outdoor group
settings)  with ribbon, hoop,
balls, and any
Person The learner . . . The learner . . . available
(Invidual, pair, group) indigenous/improvised
Objects demonstrates performs movement materials
(ribbon, hoop, balls, understanding of activities involving  with sound
and any available movement activities person, objects, music  in indoor and outdoor
indigenous/improvised relating to person, and environment settings
materials), objects, music and correctly 23. demonstrates movement
Sound and environment skills in response to PE3MS-IV-a-h-1
Environment sounds and music
(indoor and outdoor 24. engages in fun and
settings) enjoyable physical PE3PF-IV-a-h-2
activities
PE3PF-IV-a-h-
and flexibility exercises
15
that will improve posture
26. performs conditioning
and flexibility exercises
mechanics

and manipulative skills PE3PF-IV-a-h-
 folk dances (Tiklos/Kunday- 16
kunday)
materials)
indigenous games

Pasig City
HEALTH
August 2016
The Kindergarten to Grade 12 (“K to 12”) Health curriculum aims to assist the Filipino learner in attaining, sustaining and promoting life-long health and wellness.
The learning experience through the program provides opportunities for the development of health literacy competencies among students and to enhance their over-all well-
being.
Health Education from Kindergarten to Grade 10 focuses on the physical, mental, emotional, as well as the social, moral and spiritual dimensions of holistic health. It
enables the learners to acquire essential knowledge, attitudes, and skills that are necessary to promote good nutrition; to prevent and control diseases; to prevent substance
misuse and abuse; to reduce health-related risk behaviors; to prevent and control injuries with the end-view of maintaining and improving personal, family, community, as
well as global health.
Health Education emphasizes the development of positive heath attitudes and relevant skills in order to achieve a good quality of living. Thus, the focus on skills
development is explicitly demonstrated in the primary grade levels. Meanwhile, a comprehensive body of knowledge is provided in the upper year levels to serve as a
foundation in developing desirable health attitudes, habits and practices.
In order to facilitate the development of health literacy competencies, the teacher is highly encouraged to use developmentally-appropriate learner-centered teaching
approaches. This includes scaffolding on student experience and prior learning; utilizing culture-responsive scenarios and materials; incorporating arts, and music in imparting
health messages; engaging learners in meaningful games and cooperative learning activities; and using life skills and value-based strategies particularly in discussing
sensitive topics such as substance abuse and sexuality. The teacher is also advised to use differentiated instruction in order to cater to the learners’ various needs and
abilities.
K to 12 Health Curriculum Guide August2016 Page 2 of 95

Conceptual Framework of Health Education
Holistic
Values-based Preventive
Growth and
Development
Community and
Environmental Personal Health
Health
Health and Achieve,

Learner-
Life Skills-
based
Consumer
Health
Sustain and Nutrition centered
Promote
Lifelong
Injury
Prevention and
Wellness Substance Use
and Abuse
Safety
Culture- Disease
Prevention and Family Health
responsive Conrtol
Rights-based
Standards and Epidemiological

Outcomes-based

HEALTH CONTENT AREAS
Injury Prevention, Safety and First Aid: Discusses the causes, costs, and prevention of accidents and injuries while performing various activities at home, in school or in
the community. Prevention can be done through the promotion of safe environments, the development of safety programs, procedures and services, which includes first aid
education and disaster preparedness programs.
Community and Environmental Health: Situates the learner as an integral part of the community and the environment, with a great responsibility of protecting the
environment, with the support of individual and community actions and legislation promoting a standard of health, hygiene and safety in food and water supply, waste
management, pollution control, pest control, as well as the delivery of primary health care.
Consumer Health: Focuses on the application of consumer knowledge and skills in the effective evaluation, selection and use of health information, products, and services.
Family Health: Covers information on the human life cycle and also on family dynamics that influence an individual’s development of ideals, values and standards of
behavior with regard to sexuality and responsible parenthood.
Growth and Development: Emphasizes developmental milestones and health concerns during puberty and adolescence with focus on personal health and the
development of self-management skills to cope with life’s changes.
Nutrition: Addresses the importance of eating healthy and establishing good eating habits especially for children and adolescents as a way to enhance health and prevent
diseases.
Personal Health: Comprises personal health habits and practices that promote physical, mental, social, emotional, and moral-spiritual health and prevent or manage
personal health issues and concerns.
Prevention and Control of Diseases and Disorders: Involves the prevention and control of both communicable and non-communicable diseases and disorders through
the development of health habits and practices and the adoption of health programs supported by legislation with provisions on school and community health services.
Substance Use and Abuse: Highlights the prevention and control of the use, misuse, and abuse of substances and drugs by providing comprehensive information on the
nature of abused substances, the negative impact of substance abuse on the individual, family and society in general; and the importance of learning and using resistance
skills to protect oneself from drug risk-taking behaviors.

CHARACTERISTICS OF THE HEALTH CURRICULUM
Culture-responsive: Uses the cultural knowledge, prior experiences, and performance styles of the diverse student body to make learning more appropriate and effective
for them (Gay, 2000).
Epidemiological: Relates to the incidence, prevalence and distribution of diseases in populations, including detection of the sources and causes of epidemics.
Health and Life skills-based: Applies life skills to specific health choices and behaviors.
Holistic: Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of health (physical, mental, social,
emotional, moral and spiritual).
Learner-centered: Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning.
Preventive: Characterizes something that helps people take positive health action in order to prevent diseases and to achieve optimum health.
Rights-based: Advances the understanding and recognition of human rights, as laid down in the Universal Declaration of Human Rights and other international human
rights instruments.
Standards and outcomes-based: Requires students to demonstrate that they have learned the academic standards set on specific content and competencies.
Values-based: Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical values as the bases of good
educational practice.

Key Stage Standards
K–3 4–6 7 – 10
The learner demonstrates an understanding and The learner demonstrates an understanding of The learner demonstrates an understanding of key health
observance of healthy habits and practices in how changes, which are part of growth and concepts related to the achievement, sustainability and
achieving wellness. development, impact health practices that help promotion of wellness as it improves the quality of life of
achieve and sustain optimum health and well- the individual, the family and the larger community.
being.
Grade Level Standards
The learner demonstrates an understanding of the essential concepts related to nutrition and personal health as well as knowledge in injury-
Grade 1
prevention, safety and first aid, as factors in facilitating the development of healthy habits and practices among individuals.
The learner demonstrates an understanding of personal health; family health; the prevention and control of diseases and disorders; as well as
Grade 2
injury prevention, safety and first aid, which are factors that facilitate the development of healthy habits and practices.
The learner demonstrates an understanding and knowledge in the following: nutrition; prevention and control of diseases and disorders;
Grade 3
consumer health; and community and environmental health—factors which help in facilitating the development of healthy habits and practices.
The learner demonstrates an understanding of nutrition; prevention and control of diseases and disorders; substance use and abuse; and
Grade 4
injury prevention, safety and first aid, leading to the achievement of optimum health and well-being.

The learner demonstrates an understanding of the nature of personal health; growth and development; substance use and abuse; and
Grade 5
community and environmental health, which helps to achieve optimum health and well-being.
The learner demonstrates an understanding of personal health, prevention and control of diseases and disorders; consumer health; and injury
Grade 6
prevention, safety and first aid to achieve optimum health and well-being.
The learner demonstrates an understanding of growth and development; nutrition; personal health and injury prevention, safety and first aid
Grade 7
to achieve, sustain, and promote personal health and wellness.
The learner demonstrates understanding of family health and prevention and control of diseases and disorders (communicable and non-
Grade 8
communicable to achieve, sustain, and promote family health and wellness.
The learner demonstrates understanding of community and environmental health; injury prevention, safety and first aid); and prevention of
Grade 9
substance use and abuse to achieve, sustain, and promote community health and wellness
The learner demonstrates understanding of consumer health; national and global health trends, issues and concerns (); the development of a
Grade 10
health plan and exploration of careers in health to achieve, sustain, and promote health and wellness.

Grading
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10
Period
Community
First Personal
Personal Personal Growth and and Consumer
Quarter Nutrition Health/ Nutrition Nutrition Family Health I
Health Health Development Environmental Health
Nutrition
Health
Personal Personal
Health Health Injury
Health Trends,
Prevention and Prevention and Prevention,
Personal Issues and
Second Personal Control of Control of Family Health Safety and
Prevention and Prevention and Health/ Growth Nutrition Concerns
Quarter Health Diseases &
& Development
Diseases & II First Aid
(National
Control of Control of Disorders Disorders (Unintentional
Diseases & Diseases & Level)
Injuries)
Disorders Disorders
Prevention and Substance Use Health Trends,

Consumer and Abuse Issues and
Control of
Third Personal Consumer Substance Use Substance Use Health/ Personal Concerns
Family Health Diseases and
Quarter Health Health and Abuse and Abuse Environmental Health
Disorders (Drug
Health
(Communicable) scenario) (Global Level)
Injury Injury
Injury Prevention,
Prevention, Injury
Prevention, Safety & First Prevention and
Injury Injury Injury Safety & First Aid/ Prevention, Substance Use
Safety & First Control of
Fourth Prevention, Prevention, Prevention, Aid/Community Safety and and Abuse Planning for a
Aid Diseases and
Quarter Safety and Safety and
/Community &
Safety & First and Consumer
First Aid (Gateway Health Career
Disorders (Non-
First Aid First Aid Aid Environmental (Intentional drugs)
Environmental Health Communicable)
Health Injuries)
Health

GRADE 2
CONTENT PERFORMANCE
STANDARDS STANDARDS
Grade 2- NUTRITION – 1ST QUARTER (H2N)

A. Healthy Food and the The learner… The learner…
Body 1. states that children have
1. Provides energy understands the 1. demonstrates the right to nutrition
1.1 Carbohydrates importance of good decision- (Right of the child to
and Fats eating a balanced making skills nutrition Article 24 of the 1. PDF 24 BLLM Wastong Nutrisyon Aralin 1.
2. Promotes growth diet. in choosing UN Rights of the Child) H2N-Ia-5 Manwal 1-7
and body-building food to eat to 2. Exploring Science 3. Lucita Alsim-
2.1 Protein have a Madriaga. 2000. pp.26-28*
3. Regulates body balanced diet.
functions
3.1 Vitamins and 2. consistently
Minerals practices good
B. Guide in Eating health habits 2. discusses the importance 1. PDF 24 BLLM Wastong Nutrisyon Aralin 1.
Balanced diet and hygiene of eating a balanced Manwal pp.8-13
1. Food Pyramid for for the sense meal 2. Growing with Science and Health 2.
Filipino children (7-12 organs Domanais, Lucia. 1997. pp. 27-29*
years old) 3. INTO THE FUTURE: SCIENCE AND
2. Food Plate for HEALTH 2. Estrella, Sonia, et. al. 1997
Filipino children (7-12 pp.14-17*
years old) 4. Science and Health 2. Teacher’s Manual.
The learner… Apostol, Joy. 1997. pp.13-15*
5. Science for Daily Use 2. Teacher’s Manual.
H2N-Ib-6
understands the Menguito, Perla, et. al. 1997. pp.19-21*
importance of 6. Exploring Science 3. Lucita Alsim-
eating a balanced Madriaga. 2000. pp.29*
diet. 7. Growing with Science and Health 3.
Teacher’s Manual. Balagtas, Marilyn.U. et.
al. 1999 pp.47-49*
8. Science and Health 3. Teacher’s Manual.
Jacinto, Emilio, et. al. 1997. pp.30-32*
9. Science and Health for Better Life 3.
Teacher’s Manual.PRODED. IMDC/
B. Guide in Eating DepED. Abracia,Norma M. et. al.
The learner… The learner… 1985,1989. pp.4-5
CONTENT PERFORMANCE
STANDARDS STANDARDS
Balanced diet 3. discusses the important 1. Growing with Science and Health 2.
1. Food Pyramid for understands the 1. demonstrates functions of food Domanais, Lucia. 1997. pp.29*
Filipino children (7-12 importance of good decision- 2. INTO THE FUTURE: SCIENCE AND HEALTH
years old) eating a balanced making skills 2. Estrella, Sonia. et. al. 1997 pp.14-17*
2. Food Plate for diet. in choosing 3. INTO THE FUTURE: SCIENCE AND HEALTH
Filipino children (7-12 food to eat to 2. Teacher’s Manual. Estrella, Sonia, et. al.
years old) have a 1997 pp.14-18*
balanced diet. 4. Science Around Us 2. Garcia, Ligaya, et. al.
1997. pp.23-26*
2. consistently 5. Science And Health 2. Apostol, Joy A. et.
practices good al. 1997. pp. 35-37*
health habits 6. Science and Health 2 .Teachers Manual.
and hygiene Apostol, Joy A. et. al. 1997. pp. 13-15.*
for the sense 7. Science and Health For Life 2. Carale,
organs Lourdes, et. al. 1997. pp.27-29*
8. Science and Health Today 2. Apolinario,
H2N-Icd-7 Nenita. 1997 pp.36-38*
9. Science and Health Today 2. Teacher’s
Manual. Apolinario, Nenita. 1997. pp.33-
40*
10. Science for Daily Use 2. Teachers Manual.
Menguito, Perla B. et. al. 1997. pp. 19-21.*
11. Exploring Science 3. Madriaga, Lucita,
2000. pp. 26-29.*
12. Growing with Science and Health 3.
Teachers Manual. Balagtas, Marilyn U. et.
al. 1999. pp. 47-49.*
13. Science and Health 3. Teachers Manual.
Jacinto, Emilio S. Jr. et. al. 1997. pp. 30-
32.*
14. Science and Health for Better Life 3.
Teacher’s Manual. PRODED. IMDC/
DepED. Abracia,Norma M. et.al.
1985,1989. pp.4-5

CONTENT PERFORMANCE
STANDARDS STANDARDS
B. Guide in Eating The learner… 4. describes what 1. Growing with Science and Health 2.
Balanced diet constitutes a balanced Domanais, Lucia, et.al. 1997. pp.33-34*
1. Food Pyramid for 1. demonstrates diet 2. Science and Health 2. Apostol, Joy. 1997.
H2N-Ie-8
Filipino children (7-12 good decision- pp.35-36*
years old) making skills 3. Science and Health For Life 2. Carale,
2. Food Plate for in choosing Lourdes, et. al. 1997. pp.38*
Filipino children (7-12 food to eat to
years old) have a 5. considers Food Pyramid H2N-Ifh-9
balanced diet. and Food Plate in making
food choices
2. consistently 6. displays good decision- H2N-Iij-10 1. Kumain ng Wasto, Maging Malusog . A&E.
practices good making skills in choosing NFE Accreditation and Equivalency
health habits the right kinds of food to Learning Material. DepED. 2001. pp.34-38
and hygiene eat 2. Growing with Science and Health 2.
for the sense Domanais, Lucia C. et. al. 1997. pp. 27-34*
organs 3. Into the Future: Science and Health 2.
Estrella, Sonia V. et. al. 1997. pp. 14-17.*
4. Into the Future: Science and Health 2.
Teachers Manual. Estrella, Sonia V. et. al.
1997. 14-18*
5. Science Around Us 2. Garcia, Ligaya, et. al.
1997. pp.25-26, 27-31*
6. Science and Health 2. Apostol, Joy. 1997.
pp.37*
7. Science for Daily Use 2. Teachers Manual.
Menguito, Perla B. et. al. 1997. pp.19-21,
29-30*
8. Science and Health For Life 2. Carale,
Lourdes, et.al. 1997. pp. 27-29,31-32*
9. Growing with Science and Health 3
Teachers Manual. Balagtas, Marilyn U. et.
al. 1999. pp. 57-59.*

CONTENT PERFORMANCE
STANDARDS STANDARDS
Grade 2 – PERSONAL HEALTH – 2ND QUARTER (H2PH)

A. Health Habits and The learner… The learner… The learner… 1. Growing with Science and Health 2.
hygiene Domanais, Lucia. 1997. pp.4-5,8-9,12-
1. Care of the eyes, demonstrates consistently 1. describes ways of caring 14,21-22*
ears, nose understanding of practices good for the eyes, ears, nose, 2. INTO THE FUTURE: SCIENCE AND HEALTH
1.1 Pediculosis (lice the proper ways of health habits and 2. Estrella, Sonia, et. al. 1997. pp.4-5,8-9*
hair and skin in order to
infestation) taking care of the hygiene for the 3. INTO THE FUTURE: SCIENCE AND HEALTH
1.2 Scabies sense organs sense organs avoid common childhood 2. Teacher’s Manual. Estrella, Sonia, et. al.
1.3 Sore eyes health conditions 1997. pp.4-6,8-10*
1.4 Excessive or 4. Science Around Us 2. Garcia, Ligaya, et. al.
hardened ear wax 1997. pp.19-22*
(impacted 5. Science and Health 2. Apostol, Joy. et. al.
cerumen) 1997. pp.23-30*
2. Care for the 6. Science and Health 2. Teacher’s Manual.
mouth/teeth Apostol, Joy. et. al. 1997. pp.10-11*
2.1 Proper tooth 7. Science and Health Today 2. Apolinario,
brushing and Nenita. 1997 pp. 29-35*
H2PH-IIa-e-
flossing at least 8. Science and Health Today 2. Teacher’s
6
twice a day and Manual. Apolinario, Nenita. 1997 pp.25-32*
always before 9. Science and Health For Life 2. Carale,
sleeping Lourdes, et. al. 1997. pp.14-21*
2.2 Going to the 10. Science and Health for Life 2. Teacher’s
dentist twice a Manual. Carale, Lourdes R. et. al. 1997. pp.
year for dental 23-29.*
checkup 11. Science for Daily Use 2. Teacher’s Manual.
Menguito, Perla, et. al. 1997. pp. 17-19.*
12. Science for Everyone 2. Teacher’s Manual.
De Lara, Ruth G. 1997. pp. 2-8,21-24.*
13. Exploring Science 3. Madriaga, Lucita.
2000. pp.6-7,9-10,12-13.*
al. SEMPT. 1999 pp.8-11,15-18,21-23,27-
29,33-34.*
Jacinto, Emilio, et. al. 1997. pp.22-24.*
16. Science for Everyone 3. Teacher’s Manual.
CONTENT PERFORMANCE
STANDARDS STANDARDS
A. Health Habits and The learner… The learner… de Lara, Ruth . 1997. pp.15-17.*
hygiene
1. Care of the eyes, demonstrates consistently
ears, nose understanding of practices good 2. describes ways of caring 1. Growing with Science and Health 2.
1.1 Pediculosis (lice the proper ways of health habits and for the mouth/teeth Domanais, Lucia. 1997. pp.18.*
infestation) taking care of the hygiene for the
2. Science Around Us 2. Garcia, Ligaya, et.
1.2 Scabies sense organs sense organs
al. 1997. pp.22.*
1.3 Sore eyes
3. Science and Health 2, Apostol, Joy, et. al.
1.4 Excessive or
1997. pp.28-29.*
hardened ear wax
(impacted cerumen)
Apostol, Joy. 1997. pp.10-11.*
2. Care for the H2PH-IIfh-7
mouth/teeth
Nenita. 1997 pp.32-35.*
2.1 Proper tooth
6. Science and Health Today 2. Teacher’s
brushing and
Manual. Apolinario, Nenita. 1997 pp.25-
flossing at least
32.*
twice a day and
always before
Menguito, Perla, et.al. 1997. pp.17-19.*
sleeping
8. Exploring Science 3. Madriaga, Lucita.
2.2 Going to the
2000. pp. 13.*
dentist twice a
year for dental
checkup
al. SEMPT. 1999. pp.27-29.
B. Development of self- 3. displays self- 1. Science and Health 2. Apostol, Joy A. et. al.
management skills management skills in 1997. pp.34.*
caring for the sense 2. Science and Health For Life 2. Carale,
organs Lourdes, et. al. 1997. pp.24.*
Nenita. 1997 pp.28,34-35.*
H2PH-IIij-8
4. Science and Health Today 2. Teachers
Manual. Apolinario, Nenita A. 1997. pp. 28-
32.*
Menguito, Perla, et. al. 1997. pp.17-19.*
6. Science for Everyone 2. Teachers Manual.
De Lara, Ruth G. 1997. pp. 21-24.*
CONTENT PERFORMANCE
STANDARDS STANDARDS

Jacinto, Emilio S. Jr., et. al. 1997. pp.22-
24.*
8. Science for Everyone 3. Teachers Manual.
De Lara, Ruth G. 1997. pp. 15-17.*
Grade 2 – FAMILY HEALTH – 3RD QUARTER (H2FH)

A. Healthy Family Habits The learner… The learner… The learner… 1. Exploring Science 3. Lucita Alsim-Madriaga.
and Practices 1. describes healthy habits 2000. pp.40-41.*
1. Sharing demonstrates consistently adopts of the family 2. Science and Health for Better Life 3.
responsibilities in understanding of healthy family H2FH-IIIab- Teacher’s Manual. PRODED. IMDC/
keeping the house healthy family The learner… 11 DepED. Abracia,Norma M. et.al.
clean habits and practices 1985,1989. pp.13-15.
2. Preparing and eating
healthy foods 2. demonstrates good family 1. PDF 24 BLLM, Ang Aming mga Gawain
together health habits and Aralin 1.
3. Exercising regularly practices 2. PDF 24 BLLM, Kalusugan Aralin 1, Manwal
as a family pp.1-8.
H2FH-IIIcd-
4. Doing recreational 3. Exploring Science 3. Lucita Alsim-Madriaga.
12
activities together 2000. pp.40-41.*
al. SEMPT. 1999. pp.57-59.*
B. Positive Expressions of The learner... The learner... 3. explains the benefits of

Feelings healthy expressions of H2FH-IIIef- Music, Art, Physical Education and Health
demonstrates an demonstrates feelings 13 2. Oabel, Edna C., et. al. DepED. 2013.
understanding of positive expression pp.397-400.
managing one’s of feelings toward
feelings and family members 4. expresses positive H2FH-IIIgh-
respecting and ways of coping feelings in appropriate 14
differences with negative ways

CONTENT PERFORMANCE
STANDARDS STANDARDS
B. Positive Expressions of The learner... feelings 5. demonstrates positive

Feelings ways of expressing
H2FH-IIIij-
negative feelings, such as
15
anger, fear, or
disappointment
6. displays respect for the

H2FH-IIIj-
feelings of others Music, Art, Physical Education and Health
16
2. Oabel, Edna C., et. al. DepED. 2013.
pp.401-405.
Grade 2 – INJURY PREVENTION, SAFETY AND FIRST AID - 4TH QUARTER (H2IS)
A. Safety Rights and The learner… The learner… The learner…
Responsibilities
demonstrates an demonstrates 1. discusses one’s right and H2IS-IVa-12 Music, Art, Physical Education and Health
understanding of consistency in responsibilities for safety 2. Oabel, Edna C., et.al. DepED. 2013.
rules to ensure following safety pp.466.
safety at home and rules at home and
in school. in school.
B. Home Safety 2. identifies hazardous areas
H2IS-IVbc-
1. Hazards at home at home INTO THE FUTURE: SCIENCE AND HEALTH
13
2. Safety Rules 2. Estrella, Sonia, et.al. 1997 pp.13.*
2.1. Walk cautiously
especially when 3. identifies hazardous 1. Music, Art, Physical Education and Health
using the stairs H2IS-IVde-
household products that 2. Oabel, Edna C., et.al. DepED. 2013.
2.2. Be aware of 14
are harmful if ingested, or pp.467-469.
rough edges inhaled, and if touched 2. INTO THE FUTURE: SCIENCE AND HEALTH
around the especially electrical 2. Estrella, Sonia, et.al. 1997 pp.13.*
house appliances
2.3. Be extra careful 4. recognizes warning labels
when using the Music, Art, Physical Education and Health
that identify harmful
bathroom to H2IS-IVf-15 2. Oabel, Edna C., et.al. DepED. 2013.
things and substances
avoid falls pp.471-472.
2.4. Do not play with
5. explains rules for the safe Music, Art, Physical Education and Health
matches, knives,
use of household H2IS-IVg-16 2. Oabel, Edna C., et.al. DepED.
pointed
chemicals 2013.pp.473-475.

CONTENT PERFORMANCE
STANDARDS STANDARDS
materials, The learner… The learner…

electrical
1. INTO THE FUTURE: SCIENCE AND HEALTH
equipment and demonstrates an demonstrates
2. Teachers Manual. Estrella, Sonia, et. al.
household understanding of consistency in
6. follows rules for home 1997. Evaluation No.3 , Remedial pp.14.*
chemicals) rules to ensure following safety H2IS-IVh-17
safety 2. Music, Art, Physical Education and Health
2.5. Never touch a safety at home and rules at home and
2. Oabel, Edna C., et.al. DepED. 2013.
hot in school. in school.
pp.476-478.
oven/cooking
material
C. School Safety 1. INTO THE FUTURE: SCIENCE AND HEALTH
1. Hazards in the 2. Estrella, Sonia, et.al. 1997 pp.13.*
school 2. Music, Art, Physical Education and Health
2. Safety Rules 2. Oabel, Edna C., et.al. DepED. 2013.
2.1. Always wear pp.479-480
your school
identification 7. identifies safe and
card unsafe practices and H2IS-IVi-18
2.2. Observe proper conditions in the school
behavior in the
corridor and
when using the
stairs (no
pushing/shovin

CONTENT PERFORMANCE
STANDARDS STANDARDS
g)
2.3. Report The learner… The learner…
observed
hazards such as demonstrates an demonstrates
damaged understanding of consistency in
equipment, rules to ensure following safety
slippery floor, safety at home and rules at home and
or dangerous in school. in school.
material to the
teacher or
school
personnel
2.4. Observe 8. practices safety rules
Music, Art, Physical Education and Health
playground H2IS-IVj-19 2. Oabel, Edna C., et. al. DepED. 2013.
during school activities
safety rules (do pp.481-484
not climb or
jump on high
bars; avoid
harmful
physical
contacts with
others; report
improper
behavior to
teachers or
school
personnel)

GRADE 3

CONTENT LEARNING COMPETENCY CODE EQUIPMENT
Grade 3 – NUTRITION – 1ST QUARTER (H3N)

A. Good Nutrition and Health The learner… The learner… The learner… Music, Art, Physical Weighing Scale,
1. Concept of Malnutrition Education and Health bathroom-type
2. Forms of malnutrition demonstrates consistently 1. describes a healthy person 2. Oabel, Edna C., et.
H3N-Iab-11
(undernutrition and understanding of demonstrates al. DepED. 2013.
overnutrition) the importance good decision- pp.418-419
2.1. Protein-Energy of nutritional making skills in 2. explains the concept of
Malnutrition (PEM) guidelines and making food malnutrition
2.2. Micronutriental balanced diet in choices H3N-Iab-12
Deficiencies good nutrition 3. identifies nutritional
2.2.1. Vitamin A – and health problems H3N-Icd-13
Night Blindness
2.2.2. Vitamin B – 4. describes the characteristics,
Beri-beri signs and symptoms, effect H3N-Ief-14
2.2.3. Vitamin C – of the various forms of
Scurvy malnutrition
2.2.4. Votamin D –
Rickets 5. discusses ways of preventing
2.2.5. Iron – Anemia the various forms of
2.2.6. Iodine – Goiter malnutrition
2.2.7. Calcium –
Rickets/
Osteoperosis
2.3. Overweight and obesity
H3N-Ief-15


B. Nutritional Guidelines for 6. identifies the nutritional Science and Health

Filipinos (with emphasis on guidelines for Filipino Today 2. Teacher’s
items with *) The learner… The learner… Manual. Apolonario,
H3N-Igh-16
1. Eat variety of foods Nenita.1997 pp.33-
every day to get the demonstrates consistently 35.*
nutrients needed by the understanding of demonstrates
body* the importance good decision- 7. discusses the different Science and Health
2. Breastfeed infants of nutritional making skills in nutritional guidelines Today 2. Teacher’s
H3N-Ii-17
exclusively from birth up guidelines and making food Manual. Apolonario,
to 6 months then give balanced diet in choices Nenita.1997 pp.33-35*
appropriate good nutrition 8. realizes the importance of Science and Health
complementary foods and health following nutritional Today 2. Teacher’s
while continuing guidelines H3N-Ij-18 Manual. Apolonario,
breastfeeding for 2 Nenita.1997 pp.33-35*
years and beyond for
optimum growth and 9. describes ways of Music, Art, Physical
development maintaining healthy lifestyle Education and Health
3. Eat more vegetables, H3N-Ij-19 2. Oabel, Edna C., et.
and fruits everyday to al. DepED. 2013.
get the essential pp.418-419
vitamins, minerals and Music, Art, Physical
fiber for regulation of 10. evaluates one’s lifestyle Education and Health
body processes* 2. Oabel, Edna C., et.
4. Consume fish, lean al. DepED. 2013.
meat, poultry, egg, dried pp.419-421
beans or nuts daily for H3N-Ij-20
growth and repair of
body tissues*
5. Consume milk, milk
products and other
calcium-rich foods, such


as small fish and

shellfish everyday for The learner… The learner… 11. adopts habits for a healthier H3N-Ij-21
healthy bones and lifestyle
teeth* demonstrates consistently
6. Consume safe foods and understanding of demonstrates
water to prevent the importance good decision-
diarrhea and other food of nutritional making skills in
and water-borne guidelines and making food
diseases* balanced diet in choices
7. Use iodized salt to good nutrition
prevent Iodine and health
Deficiency Disorders
8. Limit intake of salty,
fried, fatty and sugar-
rich foods to prevent
cardiovascular diseases*
9. Attain normal body
weight through proper
diet and moderate
physical activity to
maintain good health
and help prevent
obesity.
10. Be physically active,
make healthy food
choices, manage stress,
avoid alcoholic
beverages and do not
smoke to help prevent
lifestyle-related non-
communicable
diseases.*


Grade 3 – PERSONAL HEALTH / PREVENTION AND CONTROL OF DISEASES AND DISORDERS - 2ND QUARTER (H3PH/DD)
A. Concept of health and The learner… The learner… 1. Pilot School
wellness demonstrates an consistently MTB_MLE Health
understanding of practices healthy 3. Q2 W1&2
the nature of habits to prevent 2. Music, Art,
The learner…
and the and control H3PH-IIa-9 Physical
1. describes a healthy and
prevention of diseases Education and
an unhealthy person
diseases Health 2. Oabel,
Edna C., et. al.
The learner… DepED. 2013.
The learner… consistently pp.418-419
B. Common Childhood Diseases demonstrates an practices healthy 1. Pilot School
1. Common diseases understanding of habits to prevent MTB_MLE Health
2. General risk factors the nature of and control 3. Q2 W1&2 ,
2.1. Heredity and the diseases W3&4, W5&6,
2.2. Environment prevention of W7&8, W9, W10
2.3. Lifestyle diseases 2. Music, Art,
3. Effects Physical
2. identifies common Education and
H3DD-IIbcd-1
childhood diseases Health 2. Oabel,
Edna C., et. al.
DepED. 2013.
pp.413-416
3. Alsim-
Madriaga,Lucita.
2000. pp.32-34.*
The learner… 1. Pilot School
consistently MTB_MLE Health
The learner… practices healthy 3. Q2 W1&2 ,
demonstrates an habits to prevent W3&4, W5&6,
understanding of and control 3. identifies risk factors for W7&8, W9, W10
H3DD-IIbcd-2
the nature of diseases diseases 2. Exploring Science
and the 3. Alsim-
prevention of Madriaga,Lucita.
diseases 2000. pp.32-34.*


1. Pilot School
MTB_MLE Health
3. Q2 W1&2 ,
4. discusses the different risk W3&4, W5&6,
factors for diseases H3DD-IIbcd-3 W7&8, W9, W10
3. Alsim-
Madriaga,Lucita.
2000. pp.32-34.*
1. Pilot School
MTB_MLE Health
3. Q2 W1&2 ,
W3&4, W5&6,
5. gives an example of health W7&8, W9, W10
H3DD-IIbcd-4
condition under each risk factor 2. Exploring Science
3. Alsim-
Madriaga,Lucita.
2000. pp.32-34.*
1. Pilot School
MTB_MLE Health
3. Q2 W1&2 ,
W3&4, W5&6,
6. explains the effects of
H3DD-IIbcd-5 W7&8, W9, W10
common diseases
3. Alsim-
Madriaga,Lucita.
2000. pp.32-34.*
C. Preventive Measures for 1. Pilot School
Common Childhood Diseases MTB_MLE Health
1. Proper Hygiene 3. Q2 W1&2 ,
2. Environmental Sanitation W3&4, W5&6,
7. explains measures to prevent H3DD-IIefg-6
3. Building up one’s body W7&8, W9, W10
common diseases
resistance through 2. Exploring Science
healthy lifestyle 3. Alsim-
3.1. Proper Nutrition Madriaga,Lucita.
3.2. Adequate Rest and 2000. pp.32-35.*

Sleep 1. Pilot School

3.3. Regular Physical MTB_MLE Health
Activities 3. Q2 W1&2 ,
4. Specific protection W3&4, W5&6,
through immunization W7&8, W9, W10
5. Regular health and dental 2. Exploring Science
check-up 3. Alsim-
8. explains the importance of Madriaga,Lucita.
H3DD-IIh-7
proper hygiene and building up 2000. pp.30-32.*
one's body resistance in the 3. Music, Art,
prevention of diseases Physical
Education and
Health 2. DepED.
Oabel, Edna C.,
et. al. 2013.
pp.429-434
9. demonstrates good 1. Pilot School

self-management and good- MTB_MLE Health
decision making-skills to prevent 3. Q2 W1&2 ,
common diseases W3&4, W5&6,
W7&8, W9, W10
2. Music, Art,
Physical
Education and
Health 2. Oabel,
H3DD-IIij-8
Edna C., et. al.
DepED. 2013.
pp.417-421
3. Alsim-
Madriaga,Lucita.
2000. pp.30-34.*


Grade 3 - CONSUMER HEALTH – 3RD QUARTER (H3CH)

A. Introduction to consumer The learner… The learner… The learner… Pilot School
education and its 1. defines a consumer H3CH-IIIab-1 MTB_MLE Health
components (health demonstrates demonstrates 3. Q4 W4 pp.92
information, products and understanding of critical thinking
services) factors that skills as a wise 2. explain the components of
Pilot School
affect the choice consumer consumer health
MTB_MLE Health
of health
3. Q1-Q4, Lesson
information and H3CH-IIIab-2
Plan in Grade 3,
products
Q4 W5, W6
B. Factors that influence the 3. identify different factors that Pilot School
choice of goods and services influence the choice of MTB_MLE Health
H3CH-IIIbc-3
1. Personal (interest, goods and services 3. Q4 W8, W7
preference)
2. Economic (budget) 4. discusses the different
Pilot School
3. Psychological (emotion) factors that influence choice
MTB_MLE Health
4. Ethical (values) of goods and services
3. Q4 W7, W8 ,
5. Environmental/Social H3CH-IIIbc-4
W9,10
(family, peers, media,
trends)
C. Skills of a wise consumer H3CH-IIIde-5 1. Pilot School
1. Budgeting MTB_MLE Health
2. Bargaining (negotiation) 3. Q4 W3 pp.90 ,
3. Data collection W4
5. describes the skills of a wise
(collecting data or 2. Buying Wisely.
consumer
learning more about the A&E. NFE
product through Accreditation and
literature, etc.) Equivalency
4. Comparison buying Learning Material.
5. Communication and DepED. 2001.
assertiveness (writing or pp.45-46
reporting a complaint


regarding a defective or 1. Pilot School

fraudulent good/service) MTB_MLE Health
The learner… The learner… 3. Q4 W4
2. Buying Wisely.
6. demonstrates consumer
demonstrates demonstrates A&E. NFE
skills for given simple
understanding of critical thinking H3CH-IIIde-6 Accreditation and
situations
factors that skills as a wise Equivalency
affect the choice consumer Learning Material.
of health DepED. 2001.
information and pp.10-11
products
D. Consumer Rights 7. identifies basic consumer H3CH-IIIfg-7
1. Right to basic needs rights Pilot School
2. Right to safety MTB_MLE Health
3. Right to information 3. Q4 W3, W4
4. Right to choose
5. Right to representation
6. Right to redress 1. Pilot School
7. Right to consumer 8. practices basic consumer
MTB_MLE Health
education rights when buying H3CH-IIIfg-8
3. Q4 W3,W4
8. Right to a healthy
environment
E. Consumer Responsibility
1. Critical awareness (ask
1. Pilot School
questions on the quality, 9. identify consumer
MTB_MLE Health
use and prices of goods responsibilities H3CH-IIIh-9
3. Q4 W1, W2,
and services) W3 , W4
2. Action (assertiveness)
3. Social concern
(awareness on the
impact of consumption Pilot School
on other citizens) 10. discusses consumer MTB_MLE Health
4. Environmental responsibilities H3CH-IIIi-10 3. Q4 W1,W2,
awareness (understand W3 , W4
environmental
consequences of

consumption)
5. Solidarity-(organize
together as consumers
to develop strength and
influence to promote
and protect interests)
F. Sources of reliable health
information
1. Government agencies
such as Department of
Health, Department of
Education, Department
of Trade and Industry
2. Health Professionals Pilot School
such as licensed doctor, MTB_MLE Health
11. identifies reliable sources of
dentist, nurse, health, H3CH-IIIj-11 3. Q4 W5,W6
health information
educator
3. Printed materials such
as health books,
pamphlets, brochures,
and magazines produced
by health professionals
or legitimate health
institutions
Grade 3 – INJURY PREVENTION, SAFETY AND FIRST AID – 4TH QUARTER (H3IS)
A. Road safety The learner… The learner… The learner…
1. Road safety practices as
pedestrian demonstrates demonstrates 1. explains road safety H3IS-IVab-19 Pilot School
1.1. Cross safely using understanding of consistency in practices as a pedestrian MTB_MLE Health
the pedestrian lane risks to ensure following safety 3. Q3 W3
(with an road safety and rules to road
accompanying adult in the safety and in the
or cross in groups) community. community.
1.2. Follow road crossing
procedure: Stop,
Look and Listen

1.3. Obey traffic rules The learner… 2. demonstrates road safety

and road signs practices for pedestrian
1.4. Walk facing traffic demonstrates Pilot School
(best chance to see consistency in H3IS-IVab-20 MTB_MLE Health 3.
approaching following safety Q3 W3
vehicles) rules to road
1.5. Walk on the safety and in the
3. explains basic road safety
sidewalk community.
practices as a passenger
1.6. Be aware of bikers H3IS-IVcd-21
and runners while
walking.
2. Road safety as
passenger 4. demonstrates road safety
2.1. Choosing a safe spot practices as a passenger
to sit on H3IS-IVcd-22
2.2. Using the
designated loading
and unloading zones 5. explains the meaning of Pilot School
2.3. Keep all body parts traffic signals and road H3IS-IVe-23 MTB_MLE Health
inside the vehicle signs 3. Q3 W1
2.4. Line up properly
when entering 6. describes dangerous,
boarding vehicle and destructive, and disturbing Pilot School
allow exiting road situations that need to MTB_MLE Health 3.
passengers to get H3IS-IVf-24
be reported to authorities Q3 W4
off first.
2.5. Step down only from
the vehicle when it The learner…
comes to a complete
stop demonstrates
2.6. Not running into the understanding of Pilot School
street risks to ensure 7. displays self-management
H3IS-IVg-25 MTB_MLE Health 3.
2.7. Do not distract the road safety and skills for road safety.
Q3 W5
driver in the
3. Road hazards and community.
accident prevention
3.1. Road hazards such

as open manhole,
slippery surface, The learner… The learner…
crowded sidewalk,
uneven surface, demonstrates demonstrates
poor lighting understanding of consistency in
3.2. Self-management risks to ensure following safety
skills road safety and rules to road
in the safety and in the
community. community.
B. Community safety 1. Pilot School

1. Hazards in the MTB_MLE Health
community 3. Q3 W6
1.1. Natural 2. Science and
8. identifies hazards in the
hazards(landslide, Health Today 2.
community H3IS-IVh-26
volcano, earthquake, Teacher’s Manual.
typhoon, tsunami, Apolinario,Nenita.
etc.) 1997. pp.137-
1.2. Human-caused 139.*
hazards (crime and
violent acts)
2. Safety guidelines Pilot School
2.1. Participate in MTB_MLE Health
9. follows safety rules to avoid
family/community H3IS-IVi-27 3. Q3 W6, W7,
accidents in the community
disaster drills W8
2.2. Be vigilant (do not
talk to strangers; do
not invite a stranger 1. Pilot School
to the house; do not MTB_MLE Health
accept anything 3. Q3 W9,W10
from a stranger) 2. INTO THE
2.3. Report to a trusted 10. recommends preventive
H3IS-IVj-28 FUTURE: SCIENCE
adult or authority action for a safe community
AND HEALTH 2.
any suspicious Teacher’s Manual.
looking person or Estrella, Sonia,
suspicious actions et.al. 1997.


2.4. Use safe routes for pp.125-127.*

walking in the
community
2.5. Know places/people
to go when seeking
help.


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Republic of the Philippines

K to 12 Mother Tongue Curriculum Guide May 2016 Page 2 of 155

K to 12 Mother Tongue Curriculum Guide May 2016 Page 3 of 155

K to 12 Mother Tongue Curriculum Guide May 2016 Page 4 of 155

The following standards illustrate teaching for meaning and accuracy:

Story track Primer track

Focus on meaning Focus on correctness

K to 12 Mother Tongue Curriculum Guide May 2016 Page 5 of 155

GUIDING PRINCIPLES FOR TEACHING AND LEARNING IN MTBMLE

Principle 1. Known to the unknown

Principle 2. Language and Academic Development

K to 12 Mother Tongue Curriculum Guide May 2016 Page 6 of 155

Application: Continue developing critical thinking in the L1 as well as in L2 and L3.

3.2 Higher Order Thinking Skills

Remember Understand Apply Analyze Evaluate Create

Principle 4. Discovery Learning

K to 12 Mother Tongue Curriculum Guide May 2016 Page 7 of 155

Principle 5. Active Learning

Principle 6. Meaning and Accuracy

Principle 7. Language Learning/Language Transfer

K to 12 Mother Tongue Curriculum Guide May 2016 Page 8 of 155

Principle 8. Affective component: Valuing the home language/culture

8.2 The classroom environment

Filipino Sign Language as Mother Tongue

K to 12 Mother Tongue Curriculum Guide May 2016 Page 9 of 155

Content Standard Performance Standard

K to 12 Mother Tongue Curriculum Guide May 2016 Page 83 of 155

Phonics and Vocabulary and

Quarter I – Knowing Myself and My Family

K to 12 Mother Tongue Curriculum Guide May 2016 Page 84 of 155

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MT2PWR-Ie- MT2F-Ia-i- MT2VCD-Ic-

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MT2PWR-Ie- MT2F-Ia-i- MT2GA-Ih-i- MT2VCD-Ii-i- MT2L-Ii-i-2.5 MT2RC-Ii-i-

K to 12 Mother Tongue Curriculum Guide May 2016 Page 95 of 155

Phonics and Vocabulary and

Quarter 2 – Knowing Myself and My Family

K to 12 Mother Tongue Curriculum Guide May 2016 Page 96 of 155

K to 12 Mother Tongue Curriculum Guide May 2016 Page 97 of 155

MT2PWR- MT2F-IIa-i- MT2VCD-IIa-

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MT2OL-IIa-c- MT2PWR-IIc- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIa- MT2VCD-IIa- MT2LC-Iic- MT2RC-Ic- MT2ATR-IIa-

K to 12 Mother Tongue Curriculum Guide May 2016 Page 99 of 155

K to 12 Mother Tongue Curriculum Guide May 2016 Page 100 of 155

MT2PWR- MT2F-IIa-i- MT2VCD-IIa- MT2LC-IId-e- MT2RC-IId-

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K to 12 Mother Tongue Curriculum Guide May 2016 Page 103 of 155

MT2PWR- MT2F-IIa-i- MT2C-IIa-i- MT2GA-IIf-i- MT2VCDII-a- MT2LC-IIf-g- MT2RC-IIf-g- MT2ATR-IId- MT2SS-IIf-h-

K to 12 Mother Tongue Curriculum Guide May 2016 Page 104 of 155

K to 12 Mother Tongue Curriculum Guide May 2016 Page 105 of 155