Competencies In English

BASI C EDUCATI ON CURRI CULUM (Philippine Elementary Learning Competencies)

ENGLISH

ENGLISH DESCRIPTION English as a subject is concerned with developing competence in listening, speaking, reading and writing. Listening is an information – processing act. It includes skills in auditory discrimination and cognitive comprehension. Speaking includes skills in using the language expressions and grammatical structures correctly in oral communication. Reading is getting meaning from the printed page. It includes skills for vocabulary development, levels of comprehension namely, literal, interpretative, critical analysis and application, literary appreciation and study skills. Writing includes readiness skills, mechanics, guided writing, functional, and creative writing. Learning activities to develop competence in these phases of communication should be varied, meaningful and realistic. Science and Health concepts may be used as content in English especially for Grades I and II, but not to the extent of neglecting the content in the English books for the grade. 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 Learning Areas English

Daily Time Allotment II III IV V

I 100

100

100

80

80

VI 80



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 2

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 V, the learner is expected to listen critically to different text types; express ideas logically in oral and written forms; and demonstrate interest in reading to meet one’s various needs. 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. At the end of Grade I, the learner is expected to recognize differences in speech sounds, word stress, intonation patterns in sentences heard; speak clearly and use appropriate expressions in talking about oneself and the immediate environment; read with ease and understanding beginners’ books in English; and write legibly information about oneself, common words and simple sentences in manuscript form.

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ENGLISH – GRADE I LISTENING

SPEAKING

1. Respond appropriately to expressions listened to * • greeting others • leave taking

1. Use expressions listened to in appropriate situations 1.1 Ask and answer questions e.g. What’s your name? Where do you live? What grade are you in? How old are you? etc.

1. Recognize words commonly heard through sight word • courteous expression • one-step direction

1. Demonstrate Writing Readiness Skills * • free-hand writing • connecting dots

2. Follow simple one-step direction heard e.g. stand up sit down

2. Give short commands and directions

2. Identify common printed materials e.g. book, newspaper,

2.

3. Identify specific sounds from a background of different sounds heard * • loud and soft • high and low

3. Talk about the meaning of sound signals heard e.g. roosters crow in the morning, ships make loud sounds when they arrive

* included in the 8-Week Curriculum

READING

2.1 Turn the pages of a reading material properly

3. Sharpen visual discrimination skills * • similarities and differences of objects/pictures as to size, length • identifying missing parts of pictures • left to right eye movement 4

WRITING

Trace and copy lines

* • • • • •

straight slanting horizontal curve circular

3. Write legibly, accurately in manuscript form the capital and small letters of the alphabet 3.1 Trace and copy letter with • straight lines • combination of straight and slanting lines e.g. Nn Aa • combination of straight and curved lines e.g. Dd

LISTENING

SPEAKING

READING 3.1 Identify letters that are similar/ different in a group of letters

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4. Identify speech sounds heard • initial and final consonant and vowel sounds e.g. /f/ vs. /p/; /e/ vs. /iy/

4. Produce words listened to with • initial and final consonant sounds • initial and medial vowel sounds

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. Identify words that rhyme in poems/jingles

5. Recite rhymes, jingles with correct intonation and stress

5. Sing/act rhymes, poems, jingles

6. Recognize rising and falling intonation and meanings they signal • yes-no questions • wh- questions • statement

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

Give the main idea of a selection heard

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 • 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

7. Use personal pronouns 7.1 Use the pronoun that agrees in gender with its antecedent 5

WRITING • rounded strokes with loops e.g Cc 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

LISTENING

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Note details in a selection heard • answering whquestions • identifying setting, characters, events 8.1 Select the details of a story heard from a set of pictures

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Tell the sequence of events in a story heard through pictures

10 Act out best liked parts of story heard

SPEAKING

READING e.g. a garden scene • solo picture e.g. red rose 8. Answer wh-questions based on stimuli presented Objects: • composite pictures • experience charts

8. Use verbs • simple present form

8.1 Use –ing form of the verb in response to: • What is _____ doing? ____ is cooking. • What are _____ doing? ____ are playing.

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

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)

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

9. Use words that describe persons, animals, places (adjectives) 9.1 Use the positive form of regular adjectives

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WRITING

7. Write from dictation • common words • phrases • simple sentence 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

LISTENING 11. React to what the character said/did on a story listened to

SPEAKING 10. Talk about topics of interest in 2-3 sentences

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 ENGLISH – GRADE II

12. Infer the feeling/traits of characters in a story heard

LISTENING 1. Identify speech sounds heard - initial consonant blends - initial and medial vowel sounds - words with diphthongs 1.1 Discriminate speech sounds heard - critical consonant and vowel sounds e.g. /s/ vs. /z/ /∂e/ vs. /ey/

2. Recognize the rising and falling intonation in: - yes-no questions - wh- questions - statements

READING

SPEAKING

WRITING 10. Write sentences about one’s self and family

11. Compose greetings in cards e.g. Happy Birthday

READING

1. Improve pronunciation skills 1.1 Use - initial consonant blends - initial and medial vowel sounds - words with diphthong - critical consonant sounds - critical vowel sounds

1. Associate names of objects. pictures with printed symbols 1.1 Read automatically high frequency words in running print 1.2 Recognize words using spelling patterns. c–v–v–c c–v–c–c consonant clusters in initial and final position consonant clusters and blends in initial/final position

1.2 Use courteous expressions in appropriate situations - greeting others - taking leave - offering help 2. Ask and answer questions

2. Increase one’s vocabulary by learning synonyms and antonyms of common words

2.1 Use short answer forms to questions e.g. Who is your teacher? Does the dog bark?

WRITING 1. Copy legibly, accurately and neatly in manuscript form of a given text -

sentences paragraph rhymes/poems learned

2. Use capital letters in writing one’s address, names of persons, subjects, the beginning letter of the first word in a sentence 1.1 Write common abbreviations

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LISTENING

2. Follow simple one-step directions heard

SPEAKING

3. Give commands/directions -

3. Identify words that rhyme in 2-3 stanza poems

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

READING

2. Do accurately slow reading to follow a simple one-step direction 2.1 Follow printed directions for test taking

two-step direction

WRITING e.g Mr., Mrs. 1.2 Copy words in alphabetical order 3. Copy paragraph observing indention, capitalization and punctuation

4. Recite short verses, two-stanza poems with correct intonation and stress

3. Pantomime/act out rhymes and jingles 3.1 Feel the rhythm through clapping, etc.

4.

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

4. Get the main idea

5.1 Write important dates, abbreviations in cursive Birthday Days of the week Months Address

4.1 Tell what the set of related pictures is about - Give the appropriate heading for a set of • pictures • sentences 4.2 Group similar ideas under proper heading

5.2 Use possessive pronouns (My, You, His, Her, Your) - Use the pronoun that agrees in gender with its antecedent

4.3 Distinguish big ideas from small ideas 5. Note details in short paragraph, poems, stories read

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

5.1 Note explicit details - descriptive words - identify characters, setting etc. of the story 5.2 Note implied details 6. Organize ideas 8

Copy poems/rhymes accurately

5. Demonstrate readiness skills in cursive writing

6. -

Write from dictation Phrases Simple sentences Sentences in paragraph form

7. Write sentences/short paragraph about the pictures

LISTENING heard

SPEAKING

READING

form of auxiliary verbs 5.3.5 Use two-word verb

6.1 Group pictures showing similar ideas 6.2 Identify words/phrases sentences that go with a given concept/idea

6. Use adjectives to describe people, animals, places 8. Act out best-liked parts of a story heard

WRITING

6.1 Use the positive form of regular adjectives

8. Sequence events

4. Use preposition and prepositional phrase

8. Write the correct spelling of words learned in auditory discrimination

8.1 Tell what happened first, second, etc. 8.2 Tell what happened before/after an event 8.3 Arrange words alphabetically based on the first letter

9. Impersonate well-liked characters in a story heard

9. Perceive relationship shown in pictures 5. Talk about topics of interest in 3-4 sentences

9. Write sentences from a picture stimulus

9.1 Identify the cause of a given effect 9.2 Infer details in passages that are not signaled explicitly

10. Give a possible ending to a situation/story heard

10. Predict outcomes 10.1

10. Write a different story ending to a story read/heard

Tell the possible ending of a situation presented through pictures

10.2 Give events that could happen next 11. Make inferences -

11. Infer what have happened before/ after an event

Infer hidden information from oral texts

11. Write a composition about a given topic 11.1 Prepare an invitation card based on a model 11.2 Write short notes to friends/family member

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ENGLISH – GRADE III LISTENING

SPEAKING

READING

1. Identify words with – • final consonant sounds • initial and final consonant blends and clusters

1. Increase one’s speaking vocabulary 1.1 Use words presented under auditory discrimination in sentences

1. Recognize words using spelling patterns as clues e.g. digraphs - Cvc - Consonant clusters in initial and final position 1.1 Recognize words through repeated exposure

2.

2. Recite short verses, 1-2 stanza poems with correct intonation and stress 2.1 Recite poems with gestures 2.2 Memorize short verses

2. Read orally 1-2 stanza poems with correct pronunciation, stress and rhythm 2.1 Read orally or commit to memory well liked lines in a poem/selection 2.2 Use context clues to get meaning of unfamiliar words 2.3 Use the glossary to get meaning of new words

3. Use courteous expressions in appropriate situations e.g. inviting someone (dyads) 3.1 Ask and answer questions about oneself/others using - pictures - dialogues - comic strips

3. Read orally conversations/dialogs observing proper intonation

4. Give short commands/directions three-step directions

distinguish big ideas from small ideas give appropriate title for a paragraph identify key sentence in a paragraph

Identify words that rhyme in poems heard

3. Recognize the rising and falling intonation in questions and answers heard 4. Follow two-step directions heard

5. Give the main idea of a selection listened to

4. Follow simple two-step directions two separate simple sentences compound sentences 5. Get the main idea

5. Talk about oneself things/events 5.1 Use the singular form of nouns with verbs of being 5.2 Use the plural form of Nouns 10

WRITING 1. Write legibly and neatly observing correct letter form, capitalization, punctuation and spelling copying from a model letters of excuse, apology name and write the parts of a letter 2.

Write contractions correctly

3. Write different kinds of sentences Telling, asking, requesting and exclamatory sentences 3.1 Write one’s own address correctly 4. Copy paragraph with 4-5 sentences observe indention, capitalization and punctuation

LISTENING

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

SPEAKING

6. Use possessive pronouns 1.3 Use pronouns that agree in gender with its antecedent 2. Use verbs 2.1 Use the correct form of the verb that agrees with the subject in number 2.2 Use the correct time expression to tell an action in the - present - past - future 2.3 Construct sentences with simple subject and predicate 3. Use words that describe persons, places, animals, ideas, events (adjectives) 3.1 Use the positive, comparative and superlative forms of adjectives 9. Use expressions to show location

8. Retell best-liked parts of a story heard

10. Talk about topics of interest in 4-5 sentences

READING

WRITING

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

5. Write from dictation different kinds of sentences with correct punctuation marks –telling, asking etc.

7. Organize ideas

7. Write simple letters for a given purpose letter of excuse letter of apology

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

6. Write the correct spelling of words learned in listening, speaking and reading

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

8. Write utterances on a given situation/comic strip presented

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

9. Write a different story ending

10. Predict outcomes

10. Write sentences from a set of pictures to make a story

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LISTENING

9. Make inferences Infer traits of characters based on what they do or say in a story listened to

SPEAKING

READING 10.1 Give an appropriate ending to a given situation

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

10. Distinguish between facts and fancy from stories heard

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

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WRITING

11. Fill out forms correctly • library form • Information Sheet 12. Write a short story from a given situation

ENGLISH – GRADE IV LISTENING 1. Distinguish rising and falling intonation

SPEAKING 1. Use - words with stressed and unstressed syllables in sentences

2. Identify the stressed and unstressed syllables e.g. stress on the: - first syllable (library) - second syllable (industrious) - third syllable (elementary) 3. Recognize pauses and stops in utterances that signal meaning

4. Follow 3-4 step directions heard

2. Give series of directions using sequence signals e.g. first, then, next, etc.

5. Get information from a conversation listened to

3. Use courteous expressions in appropriate situations e.g. telephone conversation 4. Ask and answer questions about oneself/others/pictures - use because, so that, in order

READING 1. Decode words in stories read using phonetic analysis e.g. /ze/z/- breeze /th/ - thank 1.1 Read orally stories/poems with correct stress and Intonation - Show enjoyment of stories/poems read 1.2 Use the dictionary - to interpret stress marks for correct accent - select appropriate meaning from several meanings given - to locate words using guide words 2. Locate information in a book, magazine, newspaper 2.1 Do accurate, slow reading in order to follow common directions in: -prescriptions -medicine labels -simple experiments 3. Identify meaning of unfamiliar words 3.1 through structural analysis - words with affixes and inflectional endings - compound words and their components words written as: - one word (backyard) - two words (security guard) - hyphenated (sister-inlaw) 13

WRITING 1. Write the correct spelling of words with stressed and unstressed syllables e.g. - words with silent letters - words ending in –ph sounded as f

2.

Write sentences/paragraphs giving simple directions in doing something e.g. making a project playing a game 3. Write from dictation - sentences and short paragraph observing correct spelling capitalization and punctuation marks

LISTENING

6. Give the main idea of a selection listened to:

SPEAKING

READING 3.2 use context clues 3.3 synonyms, antonyms, homonyms

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.

4. Give the main idea of a 2-paragraph text

7. Note details in a selection listened to: -identify setting, suspense, climax in the story

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

5. Note significant details that relate to the central theme

8. Classify related ideas from news/ stories heard

7. Use a variety of sentences as to structure - declarative - interrogative - imperative - exclamatory

-Tell what the story/poem/ news is about in two or three sentences

WRITING

4. Arrange events chronologically

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 e.g Big Idea – Monica is healthy. Title (in topic form) Healthy Monica 4.3 Skim the general idea on what the material is about 4.4 Read orally one’s best liked part of a story

5.1 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 14

5. Write letters observing the correct format - thank you letter - letter of invitation - letter of congratulations

6. Write a paragraph based on an outline

LISTENING

SPEAKING 7.1 Construct simple sentences with modifiers and compliments

9. Sequence events in the story listened to through groups of sentences/guided questions

8. Use object pronouns (me, him, her, us, them, you) 8.1 Use the object pronoun that agrees in number with its antecedent

10. Report on a news item/radio broadcast heard

9.

11. Predict the outcome of stories heard

10. Use words that describe persons, places, animals, events (adjectives) 10.1 Use the positive, comparative and superlative forms of regular adjectives

12. Infer the feelings of characters based on how they talk (volume, voice, stress)

11. Use adverbs of place and time

Use the different verb forms (regular and irregular) - present form - past - future 9.1 Use the verb that agrees with the subject in number

READING 6.2 Give a heading or title for texts read 6.3 Identify sub-heading for a given heading 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 15

WRITING

7. Write a variety of texts - letters, paragraphs using a variety of sentences - riddles, mottos, sayings

8. Write a paragraph/short story from one’s experience

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!

LISTENING 13. Give conclusions to situations/ news/oral report heard

14. Evaluate ideas and make judgments on oral texts presented orally 14.1 Distinguish between fact and opinion

SPEAKING 12. Use prepositions and prepositional phrase e.g. among in a month 13. Talk about topics of interest in 56 sentences

READING 11. Draw conclusions based on information given

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

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WRITING Come and have fun. You’re great!

11. Write paragraphs - Descriptive - Narrative 12. Write diaries and journals 13. Write summary of story read - fable - fairy tale

ENGLISH – GRADE V LISTENING 1. Distinguish changes in meaning in sentences caused by shift in intonation e.g. She’s coming. (plain statement) She’s coming? (for confirmation) 1.1 Distinguish changes in meaning of words caused by stress shift e.g. Please recórd (verb) the test result in the class récord (noun)

SPEAKING 1. Increase one’s speaking vocabulary 1.1 Pronounce words putting stress on the correct syllable 1.2 Use the correct intonation for statements and questions 1.3 Use courteous expressions in conducting a club meeting

2. Follow a series of directions (5 to 6 steps) 3. Give titles to paragraph/stories listened to 4. Note details in a selection listened to: Make a story grammar to remember details (setting, character, events Give implied ideas or information 5. Get information from news report heard 5.1 List down important ideas/events

2. Make simple and accurate descriptions and announcements

READING 1. Decode meaning of unfamiliar words 1.1 Decode words in stories using structural analysis 1.1.1 words with affixes - prefixes and suffixes 1.2 Identify the different information given to a word in a dictionary - syllabication - stress marks - multiple meaning of words. 1.3 Use synonyms and antonyms

WRITING 1. Write the correct spelling of words learned in listening, speaking and reading

2. Follow printed directions in filling up school forms - Information Sheet

2. Fill out school forms correctly Information Sheet Bank deposit and withdrawal slip

3. Get the main idea 3.1 Give heading to a set of related ideas 3.2 Identify the key sentence in a paragraph 3.3 Identify the details that support the key sentence 3.4 Skim to get a general idea on what the material is about

3. Use plural form of nouns in talking about oneself/others - irregular nouns 4. Retell selections listened to 5. Use a variety of sentences - simple - compound - complex

4. Note significant details 4.1 Identify the setting, characters and ending of stories read 4.2 Draw pictures of Incidents/characters from a selection heard 4.3 Identify oneself with a character in the story

6. Use possessive form of plural nouns - proper nouns ending in s or z 17

3. Write a paragraph from the pictures drawn Beginning sentence Middle Ending 4. Arranging sentences according to order of time/importance in writing a paragraph 5. Write rhymes/jingles related to the selection read

LISTENING

SPEAKING

READING 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 events in the story listened to through groups of sentences

7. Identify cause/effect from statements/situations heard

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

10. Evaluate and make judgments on oral texts presented orally

6. Write a 2-point sentence outline

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

8. Give justification to a possible ending to a story heard

9. Identify action words/ descriptive words in sentences/paragraphs heard

WRITING

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. Infer - traits of character - the general mood of expression in a selection - how the story would turn out if some episodes were changed

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. 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

10. Use adverbs10.1 Adverbs of manner and frequency 10.2 Use words that can function 18

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

LISTENING 11. Report accurately information heard

SPEAKING as adjectives and adverbs 10.3 Use preposition + prepositional phrase

READING 11.3 Get information from newspapers - parts of a newspaper and information from each part

11. Direct and indirect discourse e.g. Direct – Lydia said, “Fe write a letter.” Indirect – Lydia told Fe to write a letter.

12. Use library resources to get information Card catalog Atlas, encyclopedia Newspapers

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

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WRITING 11. Write reported statements in paragraph form 11.1 direct discourse to indirect 12. Write different texts Narrative Description Appointments Advertisements

ENGLISH – GRADE VI LISTENING 1. Distinguish changes in meaning of sentences caused by stress e.g. This is your dress. (It’s yours.) This is your dress. (It’s definitely a dress.) 2. Follow a series of directions listened to - labeling diagrams - completing a chart 3. Give the main idea of a selection listened to

SPEAKING 1. Increase one’s speaking vocabulary 1.1 Relay information accurately using different discourse (statement, questions, commands) 1.2 Use the correct intonation - Yes-No questions - Questions introduced by interrogatives

5. Sequence events of a story listened to through guided questions

1.1 Learn some common idioms e.g. stone’s throw 1.2 Use figurative language to describe people and events Simile; Metaphor; Hyperbole

2. Use courteous expressions on appropriate situations - Participate in club meetings - Conducting an interview 3. Ask and answer questions using pictures/dialogues/comic strips 3.1 Change statements into questions 3.2 Use tag questions negative and positive e.g. We get food from the forest, don’t we? You don’t buy junk food, do you?

4. Note details in selections listened to- identify the setting, main and secondary characters, climax and ending of the story

READING 1. Decode meaning of unfamiliar words using - structural analysis - words with affixes • prefixes and suffixes - the dictionary • words with multiple meanings - context clues

4. Retell a selection listened to – - news broadcast - fiction stories 4.1 Read orally/recite poems cast for a verse choir 4.2 Give accurate announcements Give a report based on an interview

2. Follow a series of directions in- experiments - prescriptions - cooking 3. Tell the big ideas/key concepts implied in each paragraph of the story read3.1 Give the details that support the big idea 3.2 State the main idea of a paragraph that is explicit or implied 4. Note significant details 4.1 Identify the events of the plot of a story, poem, short plays 5. Sequence the key concepts/big ideas to show wholeness of the 20

WRITING 1. Write a composition showing - introduction - body - conclusion

2.

Write specific directions on given situations e.g. interpret a diagram/road map

3. Write a model composition - arrange details in order • home reading report • diaries • minutes of meeting 4. Write a summary of what was read 5. Write from dictation 5.1 Reconstruct a dictated text by taking down important notes

LISTENING

SPEAKING

6. Give possible cause/effect to situations/news stories heard

5. Use nouns- plural of compound nouns, - gerunds 5.1 Use nouns that are plural in form but singular in meaning e.g. news, measles

7. Analyze ideas as to what could happen next from stories heard

6. Use a variety of sentences as to structure • • • • -

• •

8. Make inferences 8.1 Infer the mood of certain events through the speaker’s actions/ intentions/utterances

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

READING story/selection 5.1 Use a story grammar to show sequence of episodes in a story 6. Organize ideas 6.1 Make a heading/subheading 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 an expository text read

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

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

8.2 Draw pictures of incidents/characters that is possible to happen

7. Use indefinite pronouns

8. Use verbs

6. Write reported statements in a story form 6.1 Change statements, questions, requests and commands to reported sentences

7. Perceive relationship

6.1 Use direct and indirect discourse

7.1 Use the verb that agrees with the indefinite pronouns

WRITING

8.3 Give possible endings to a selection 9. Infer - traits of character - the general mood of the 21

9. Write an outline of a story read - Write a two to three point sentence outline

LISTENING

9. Evaluate and make judgments 9.1 Distinguish advertisement from propaganda

SPEAKING 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. 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 e.g. Direct – Ben said, “Nilo was in the contest.” Indirect – Ben said that Nilo won in the contest. 12. Talk about topics of interest - use a variety of sentences - preposition and prepositional phrases

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READING selection how the story would turn out if some episodes were changed alternative actions taken by characters alternative actions taken by characters

WRITING

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

10. Organize one’s thoughts in writing - information - description - resume

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

11. Respond in writing based on stimuli and triggers - application letter - directions - ads for work, editorials

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 - atlas, encyclopedia

12. Fill out forms

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Information Sheet Community Tax Certificate Bank Notes