Documente Academic
Documente Profesional
Documente Cultură
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ENGLIS H
(P h ilippin e Ele m e n ta ry Le a rn in g Co mpe te n c ie s)
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ENGLIS H
ENGLISH
DESCRIPTION
Grade III is considered the threshold in reading. Thus, at the end of the third
grade, every child is expected to be a
functional/successful reader.
TIME ALLOTMENT
�
The daily period of 100 minutes is allotted for Grades I-III. There is no increase
in time allotment for Grades IV-VI because
basic literacy skills are expected to have been developed in Grades I-III.
�
The 20-minute increased time allotment may be used for mastery of the skills
through any of the following:
-peer tutoring -spelling lessons
-enrichment/reinforcement for fast learners -writing (practice)
-remediation for slow learners -free reading
1
EXPECTATIONS
GOAL: Access varied information and creatively use them in spoken and written
forms; communicate fluently and
accurately orally and in writing, for a variety of purposes and different social
and academic contexts at their level while
carrying out activities in everyday life
At the end of Grade VI, the learner is expected to listen critically; communicate
one�s feeling and ideas orally and in writing with a high
level of proficiency; and read various text types materials to serve one�s own
learning needs in meeting a wide range of life�s purposes.
At the end of Grade IV, the learner is expected to listen critically to news
reports, radio broadcasts and express ideas accurately in oral
and in written form; demonstrate more independence in the use of language to meet
everyday needs; and read independently for
pleasure and get information from various text types.
At the end of Grade III, the learner is expected to listen critically to get
information from text heard; demonstrate independence in using
the basic language structure in oral and written communication; and read with
comprehension.
At the end of Grade II, the learner is expected to listen critically to 1-2
paragraphs; use appropriate expressions in varied situations and
about places and topics of interest; read critically and fluently in correct
thought units, texts for information and entertainment and
respond properly to environmental prints like signs, posters, commands and
requests; and write legibly simple sentences and messages
in cursive form.
2
The Philippine Elementary Learning Competencies (PELC)
With this arrangement, teachers can easily pick out objectives from each phase in
preparing his/her lessons to show integration
within learning areas. The teacher is free to decide whether to have the four
components or only two or three components
integrated in a day�s lesson.
Here is a sample lesson plan showing the four components integrated in a day�s
lesson for 100 minutes. Science concepts are
integrated in this lesson.
I. Objectives
Tell what the story heard is about (Listening)
Use of this/that with singular form of nouns (Speaking)
Give appropriate heading for a set of pictures/sentences (Reading)
Write words/phrases � copying from a model (Writing)
�
Comprehension Questions
-Who has baby kittens?
-What is Pussy Cat doing?
-What are the baby kittens doing also?
-What is our story about?
B. Speaking
Show picture of a cat and say: This is a cat. The cat is big.
Ask pupils to hold the picture and repeat the sentence.
Ask them to tell something about their personal belongings.
4
C. Reading
Teacher recalls the story used in listening. Teacher/pupils read the story.
Question: Which of the following is a good title for the story?
Question: What are these words called? What words would be the title/heading for
the animals in Set A? Set B?
Practice: Read these sentences and give a title for each group of sentence.
e.g.
There are many animals in the farm.
The animals make different sound.
The dog barks. The cat says, �meow, meow.�
The duck says, �quack, quack�
Group Activity: Assign 3 or 4 leaders who will be holding strips of paper with
titles of the sentences or pictures
distributed to the pupils. When the leaders show the strips of paper, the pupils
holding the pictures/sentences group
together to their respective leaders.
5
V. Evaluation:
�
Evaluation of written work, neatness, etc.
�
Fill the blank with this or that.
Father reads a book and says, �_____ is a good book.
�
(Picture of father holding a book.
)
�
Give a title for the set of words and sentences.
orange apples guavas pineapple
VI. Agreement:
Ask the pupils to write down words or sentences related to the following:
Games I Like to Play
The teacher should strive for mastery of a particular objective before proceeding
to the next higher one. Objectives may be
taught for two or more days but with different activities/exercises for each day.
Criterion � reference test should be
administered to measure mastery of the objectives/skills taught.
6
ENGLISH � GRADE
I
7
LISTENING SPEAKING READING WRITING
4. Identify speech sounds heard
�
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initial and final consonant
and vowel sounds
e.g. /f/ vs. /p/; /e/ vs. /iy/
5. Identify words that rhyme in
poems/jingles
6. Recognize rising and falling
intonation and meanings they
signal
�
����
yes-no questions
�
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wh-questions
�
����
statement
7 Give the main idea of a
selection heard
8 Note details in a selection
heard
�
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answering wh-questions
�
����
identifying setting,
characters, events
4. Produce words listened to with
�
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initial and final consonant
sounds
�
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initial and medial vowel
sounds
5. Recite rhymes, jingles with
correct intonation and stress
6. Talk about oneself/others/things
6.1 Use singular form of nouns �
����
this/that is with objects
�
����
a and an in naming
objects
6.2 Use the plural form of nouns
�
����
noun + s
�
����
these are/those are +
noun
7. Use personal pronouns
7.1 Use the pronoun that agrees in
gender with its antecedent
8. Use verbs
�
����
simple present form
4. Associate names of objects/
pictures with their printed
symbols
e.g. words with
�
����
initial and final consonant
sounds
�
����
critical consonant and
vowel sounds
5. Sing/act rhymes, poems, jingles
6. Read orally high frequency
words in running print � Dolch
Basic Sight Word
6.1 Increase one�s vocabulary
�
����
words about family members
�
����
labels and sign in school
�
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synonyms and antonyms
6.2 Identify the parts of a book
-cover, title, table of contents
7. Tell what the picture or a series
of pictures is about
7.1 Tell what the story is about
�
����
composite picture
e.g. a garden scene
�
����
solo picture
e.g. red rose
8. Answer wh-questions based on
stimuli presented
Objects:
�
����
composite pictures
�
����
experience charts
4. Write the letters of the alphabet
according to:
�
����
grouping
�
����
proper sequence
5. Write words and phrases
5.1 Copying from a model
����
name, grade, school
5.2 Dolch Basic Sight Word
����
days of the week
6. Copy paragraph with 2 to 3
sentences
�
����
use the correct punctuation
mark
7. Write from dictation
�
����
common words
�
����
phrases
�
����
simple sentence
8
LISTENING SPEAKING READING WRITING
8.1 Select the details of a story
heard from a set of pictures
9 Tell the sequence of events in a
story heard through pictures
10 Act out best liked parts of story
heard
11. React to what the character
said/did on a story listened to
12. Infer the feeling/traits of
characters in a story heard
8.1 Use �ing form of the verb in
response to:
�
����
What is _____ doing?
____ is cooking.
�
����
What are _____ doing?
____ are playing.
8.2 Use the verb to be (am, is, are)
with nouns and pronouns as
subject
8.3 Use the simple past form of the
verb (regular verb)
9. Use words that describe
persons, animals, places
(adjectives)
9.1 Use the positive form of
regular adjectives
10. Talk about topics of interest in
2-3 sentences
9. Organize ideas
�
����
Grouping pictures based on
similar ideas
�
����
Select appropriate heading
for a:
-set of related pictures
-set of words/phrases
-set of sentences
10. Tell the sequence of natural
events
�
����
plant growth
�
����
life stages of animals
10.1 Tell what happened first,
second, last in a series of
pictures
11. Perceive relationship
�
����
source
e.g. egg-chicken
�
����
function
e.g. table-trees
�
����
part-whole
e.g. eyes-face
12. Predict outcomes
�
����
Give the possible ending of
a series of pictures/given
events
�
����
Tell what would happen
next to a set of pictures
13. Infer
13.1 what a person or animal
does
13.2 what have happened
before/after an event
8. Write names of common
objects learned in listening and
speaking
�
����
common signs in the
classroom
9. Write sentences using
synonyms and antonyms to
describe objects
10. Write sentences about one�s
self and family
11. Compose greetings in cards
e.g. Happy Birthday
9
ENGLISH � GRADE II
10
LISTENING SPEAKING READING WRITING
5. Give the main idea of a selection
listened to
-Tell what the story is about
3. Note details in selection listened to
3.1 Answer wh-questions
7. Retell best-liked parts of a story
heard
8. Act out best-liked parts of a story
heard
5. Talk about oneself/others things/
events
5.1 Use nouns
-This/that with singular form
of nouns
-Plural form of regular noun
-These are/those are with
plural noun
5.2 Use possessive pronouns (My,
You, His, Her, Your)
-Use the pronoun that
agrees in gender with its
antecedent
5.3 Use verbs
5.3.1 Use simple present form of
verbs with singular/plural
nouns as subject
5.3.2 Use the -ing form of verbs
(verbs of being)
5.3.3 Use the simple past of the
verbs commonly used
5.3.4 Use positive/negative form
of auxiliary verbs
5.3.5 Use two-word verb
6. Use adjectives to describe people,
animals, places
6.1 Use the positive form of regular
adjectives
7. Use preposition and prepositional
phrase
5. Get the main idea
3.2 Tell what the set of related
pictures is about
-Give the appropriate
heading for a set of
�
pictures
�
sentences
3.3 Group similar ideas under
proper heading
3.4 Distinguish big ideas from small
ideas
4. Note details in short paragraph,
poems, stories read
4.1 Note explicit details
-descriptive words
-identify
characters,
setting etc. of the
story
5.2 Note implied details
5. Organize ideas
5.1 Group pictures showing similar
ideas
5.2 Identify words/phrases
sentences that go with a given
concept/idea
7. Sequence events
7.1 Tell what happened first,
second, etc.
7.2 Tell what happened
before/after an event
7.3 Arrange words alphabetically
based on the first letter
5.1 Write important dates,
abbreviations in cursive
-Birthday
-Days of the week
-Months
-Address
6. Write from dictation
-Phrases
-Simple sentences
-Sentences in paragraph form
7. Write sentences/short
paragraph about the pictures
8. Write the correct spelling of words
learned in auditory discrimination
11
LISTENING SPEAKING READING WRITING
9. Impersonate well-liked characters
in a story heard
10. Give a possible ending to a
situation/story heard
11. Make inferences
-Infer hidden information from
oral texts
8. Talk about topics of interest in 3-4
sentences
8. Perceive relationship shown in
pictures
8.1 Identify the cause of a given
effect
8.2 Infer details in passages that
are not signaled explicitly
9. Predict outcomes
9.1 Tell the possible ending of
a situation presented
through pictures
9.2 Give events that
could happen next
10. Infer
-what have happened before/
after an event
9. Write sentences from a picture
stimulus
10. Write a different story ending
to a story read/heard
11. Write a composition
about a given topic
10.1 Prepare an invitation card
based on a model
10.2 Write short notes to
friends/family member
12
ENGLISH � GRADE III
13
LISTENING SPEAKING READING WRITING
6. Note details in selections listened to
(1-2 short paragraphs)
-answer who, what, when,
where questions
7. Sequence events in the story
listened to through pictures/groups of
sentences/guided questions
8. Retell best-liked parts of a story
heard
6. Talk about oneself things/events
6.1 Use the singular form of nouns
with verbs of being
6.2 Use the plural form of Nouns
7. Use possessive pronouns
7.1 Use pronouns that agree in
gender with its antecedent
8. Use verbs
8.1 Use the correct form of the verb
that agrees with the subject in
number
8.2 Use the correct time expression
to tell an action in the
-present
-past
-future
8.3 Construct sentences with simple
subject and predicate
9. Use words that describe persons,
places, animals, ideas, events
(adjectives)
-Use the positive, comparative and
superlative forms of adjectives
6. Note explicit and implied details
from a story read
-Answer how and why
questions
6.1 Decode words using structural
analysis
-prefixes
-compound words
7. Organize ideas
7.1 Classify related ideas/concept
under proper headings
7.2 Identify proper heading for
related sentences
7.3 Outline a 2-paragraph text with
explicitly given main idea
8. Sequence events
8.1 Arrange events as to
-space order
-line order
-both space and time
order
8.2 Number events in a story read
8.3 Arrange words alphabetically
based on the first and second
letter
9. Perceive relationship
9.1 Identify cause � effect
relationship
9.2 Identify and use language
clues that signify cause-effect
relationship
e.g. because, as a result
10. Predict outcomes
10.1 Give an appropriate ending to
a given situation
5. Write from dictation different kinds of
sentences with correct
punctuation marks �telling,
asking etc.
6. Write the correct spelling of
words learned in listening,
speaking and reading
7. Write simple letters for a given
purpose
-letter of excuse
-letter of apology
8. Write utterances on a given
situation/comic strip presented
9. Write a different story ending
10. Write sentences from a set of
pictures to make a story
14
LISTENING SPEAKING READING WRITING
9. Make inferences
-Infer traits of characters based on
what they do or say in a story
listened to
10. Distinguish between facts and
fancy from stories heard
10. Use expressions to show
location
11. Talk about topics of interest in 4-5
sentences
11. Infer
11.1 what have happened before
or after
11.2 insight from what is read or
observed
12. Draw conclusion using
picture-stimuli/passages
13. Evaluate ideas
13.1 Tell whether an action or
event is a reality or fantasy
13.2 Identify irrelevant ideas
in a passage
14. Read orally or commit to memory
poems/verses
11. Write a different story ending
12. Fill out forms correctly
�
library form
�
Information Sheet
13. Write a short story from
a given situation
15
ENGLISH � GRADE IV
16
LISTENING SPEAKING READING WRITING
6. Give the main idea of a selection
listened to:
-Tell what the story/poem/ news is
about in two or three sentences
7. Note details in a selection
listened to:
-identify setting, suspense, climax
in the story
8. Classify related ideas from news/
stories heard
4. Ask and answer questions about
oneself/others/pictures
use because, so that, in order
5. Use the plural form of nouns in
sentences
e.g. nouns ending in f:
chief-chiefs
leaf-leaves
-use expressions denoting
quantity
e.g. a lot of, some, etc.
6. Use possessive form of singular
nouns
e.g. Renato�s bag
6.1 Use possessive form of plural
nouns
e.g. the boy�s shirt
7. Use a variety of sentences as to
structure
-declarative
-interrogative
-imperative
-exclamatory
7.1 Construct simple sentences with
modifiers and compliments
-use context clues
-synonyms, antonyms,
homonyms
4. Give the main idea of a 2-paragraph
text
4.1 Identify the main idea that
is implied or explicitly stated
4.2 Evolve a title in topic form
for text based on the main
idea or big idea
4.3 Skim the general idea on
what the material is about
4.4 Read orally one�s best liked part
of a story
5. Note significant details that
relate to the central theme
5.1 Locate answers to wh-,
how and why questions
that are explicitly stated in
the texts
5.2 Demonstrate knowledge of
story grammar by being
able to identify setting,
characters and main events
in the story
5.3 Find descriptive words/action
words in selection read
5.4 Read orally one�s best liked part
of a story
6. Organize ideas
6.1 Classify related
ideas/concepts under
proper heading
6.2 Give a heading or title for
texts read
6.3 Identify sub-heading for a
given heading
4. Write a paragraph/short story
from one�s experience
5. Write letters observing the correct
format
-thank you letter
-letter of invitation
-letter of congratulations
6. Write a paragraph based on
an outline
17
LISTENING SPEAKING READING WRITING
9. Sequence events in the story
listened to through groups of
sentences/guided questions
10. Report on a news item/radio
broadcast heard
11. Predict the outcome of stories
heard
12. Infer the feelings of characters
based on how they talk (volume,
voice, stress)
13. Give conclusions to situations/
news/oral report heard
8. Use object pronouns
(me, him, her, us, them, you)
8.1 Use the object pronoun that
agrees in number with its
antecedent
9. Use the different verb forms
(regular and irregular)
-present form
-past
-future
9.1 Use the verb that
agrees with the subject
in number
10. Use words that describe persons,
places, animals, events
(adjectives)
10.1 Use the positive,
comparative and superlative
forms of regular adjectives
11. Use adverbs of place and time
12. Use prepositions and
prepositional phrase
e.g. among
in a month
6.4 Outline a two-paragraph
passage
6.5 Outline a story read
6.6 Use the outline as a guide
in retelling or summarizing
the story
7. Sequence events/ideas
7.1 Sequence the major
events/ideas in a selection
7.2 Arrange a set of given
events in logical order to
make a story
e.g. time order
space order
both space and time order
8. Perceive relationship
8.1 Identify statements/events
that show cause-effect
relationship
8.2 Give cause-effect relationship in
paragraph/passages read
8.3 Use the word because/so
that to identify statements
that show cause-effect
9. Predict outcomes
9.1 Give an appropriate ending
to a given situation and
give justification for such
ending
10. Infer
10.1 character traits from a
selection read
11. Draw conclusions based on
information given
7. Write essays
-arrange paragraphs according to
order of time/events and location
8. Write a variety of texts
-letters, paragraphs using a
variety of sentences
-riddles, mottos, sayings
9. Compose riddles, slogans
and announcements from
given stimuli e.g. semantic
maps, planned
activities/programs
10. Write utterances/expressions on
situations/comic strip
presented
e.g. Thank you!
You�re great!
18
LISTENING SPEAKING READING WRITING
14. Evaluate ideas and make
judgments on oral texts presented
orally
14.1 Distinguish between
fact and opinion
13. Talk about topics of interest in 56
sentences
12. Evaluate ideas and make
judgments
12.1 Tell whether an action or
event is reality or fantasy
12.2 Distinguish between fact
or opinion
12.3 Compare and contrast text
information with prior
knowledge
12.4 Evaluate the likelihood
that a story could really
happen
12.5 Determine an author�s
perspective on the
central topic
11. Write paragraphs
-Descriptive
-Narrative
12. Write diaries and journals
13. Write summary of story read
-fable
-fairy tale
19
ENGLISH � GRADE
V
20
LISTENING SPEAKING READING WRITING
6. Sequence events in the
story listened to through
groups of sentences
7. Identify cause/effect from
statements/situations heard
8. Give justification to a
possible ending to a story
heard
9. Identify action words/
descriptive words
in sentences/paragraphs
heard
10. Evaluate and make judgments on
oral texts presented orally
7. Use pronouns
7.1 Demonstrative (who, where,
etc.)
7.2 Reflexive (myself, herself, etc.)
7.3 Ask and answer questions
about oneself/others
No + negative (No, I�m not.)
rejoinder
-Yes + positive rejoinder
(Yes, I am.)
-positive stem + negative
stem
It�s a puppy, isn�t it.
-negative stem + positive tag
8. Use the different verb forms
8.1 Simple present for
general truth
8.2 Habitual past (use to + verb)
8.3 Future (going to + verb)
8.4 Use two-word verb
9. Use words that describe
Persons, places, animals,
Ideas (adjectives)
9.1 Use the positive, comparative
and superlative forms of
adjectives
9.2 Use descriptive words and
phrases
-as + adj. + as
10. Use adverbs10.1
Adverbs of manner and
frequency
10.2 Use words that can function
as adjectives and adverbs
10.3 Use preposition +
prepositional phrase
5. Organize ideas
5.1 Identify the major
ideas/concept in a selection
5.2 Organize the key sentence
and supporting details into
an outline
5.3 Make a two-point outline of a 2
to 3 paragraphs
6. Sequence the major
ideas/concept in a selection
7. Perceive relationship
-give possible causes to a
given effect and possible
effects to a given cause
8. Predict outcomes
8.1 Give possible endings to a
selection
8.2 Give an appropriate ending to a
selection
9. Infer
-traits of character
-the general mood of
expression in a selection
-how the story would turn out if
some episodes were changed
10. Draw conclusions based on
information given
11. Evaluate ideas/make judgements
11.1 Identify facts/opinions in a
selection read
11.2 Give opinions about
information read
6. Write a 2-point sentence outline
7. Write reports from writing models
-Science report
-television shows
-schools and community news
8. Write an ending to an incomplete
story
9. Write
-descriptive paragraph
-letters of invitation/request
-telegrams
-announcements
10. Respond in writing based on
stimuli-
result of an observation/
experiment
-acceptance letter
-descriptive/narrative
21
LISTENING SPEAKING READING WRITING
11. Report accurately
information heard
11. Direct and indirect discourse
e.g. Direct �
Lydia said, �Fe write a letter.�
Indirect �
Lydia told Fe to write a letter.
11.1 Transform direct to indirect or
vice versa
11.2 Change statement to question
or vice versa
e.g. Nora writes a letter.
Does Nora write a letter?
12. Talk about topics of
interest in 7-8 sentences
11.3 Get information from
newspapers
-parts of a newspaper and
information from each
part
12. Use library resources to get
information
-Card catalog
-Atlas, encyclopedia
-Newspapers
11. Write reported statements in
paragraph form
11.1 direct discourse to indirect
12. Write different texts
-Narrative
-Description
-Appointments
-Advertisements
22
ENGLISH � GRADE VI
23
LISTENING SPEAKING READING WRITING
6. Give possible cause/effect to 5. Use nouns6.
Organize ideas 6. Write reported statements in a
situations/news stories heard -plural of compound nouns,
-gerunds
5.1 Use nouns that are plural
in form but singular in
meaning
e.g. news, measles
6.1 Make a heading/sub-heading
for paragraphs in a selection
6.2 Identify the key concept/
sentence that make up the story
6.3 Identify the details, heading for
an outline
6.4 Make a three-point outline of
story form
6.1 Change statements,
questions, requests and
commands to reported
sentences
7. Analyze ideas as to what could 6. Use a variety of sentences as an expository
text read
happen next from stories heard to structure
-simple
�
simple subject with compound
predicate
�
compound subject and simple
predicate
�
simple subject and compound
predicate
�
compound predicate and
compound subject
-compound
�
using connectors and and but
-complex
�
dependent and independent
clause
7. Perceive relationship
7.1 Tell the relationship expressed
in the selection as to cause
and effect
7.2 Give other possible causes to a
given effect and other effects
to a given cause
8. Predict outcomes
8.1 Give other events that could
happen next
8.2 Draw pictures of
incidents/characters that is
7. Write an ending to a given
situation
8. Write a model composition
-write about one�s
feelings/reactions using the
correct form of the verb
8. Make inferences 7. Use indefinite pronouns possible to happen
8.1 Infer the mood of certain 7.1 Use the verb that agrees 8.3 Give possible
endings to a
events through the
speaker�s actions/
with the indefinite pronouns selection
intentions/utterances 8. Use verbs
8.1 Use the different verb
forms
-present perfect form
-active and passive voice
-expressions about future plans �
hope-can; wish, could if were
9. Infer
-traits of character
-the general mood of the
selection
-how the story would turn out if
some episodes were changed
-alternative actions taken by
characters
-alternative actions taken by
characters
9. Write an outline of a story read
-Write a two to three point
sentence outline
24
LISTENING SPEAKING READING WRITING
9. Evaluate and make judgments
9.1 Distinguish advertisement from
propaganda
9. Use adjectives
9.1 Use descriptive words and
phrases
-too + adj. + nominal
e.g. too short for
-adjective + enough
e.g. old enough
-two-word adjective
e.g. two-story building
9.2 degree of comparison of
irregular adjectives
9.3 adjectives in series
10. Use adverbs
-degrees of comparison of
adverbs
-words that can function as
adjective /adverb
11. Use direct and indirect discourse
12. Talk about topics of interest
-use a variety of sentences
-preposition and prepositional
phrases
10. Draw conclusions based on
information given
10.1 Evaluate if a conclusion
made is justifiable
10.2 Identify sufficient
evidences to justify a
conclusion/generalization
11. Evaluate ideas/make judgement
11.1 Give opinions about
information read
11.2 Determine the purpose of
the author
11.3 Identify author�s device to
bring out his message
12. Use the library resources
effectively
12.1 Use card catalog, atlas,
almanac, and other
general references
12.2 Get information from
newspapers and other
references
-Parts of a newspaper
Information one gets from
each part
10. Organize one�s thoughts in
writing
-information
-description
-resume
11. Respond in writing based on
stimuli and triggers
-application letter
-directions
-ads for work, editorials
12. Fill out forms
-Information Sheet
-Community Tax Certificate
-Bank Notes
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