English Elementary

(P h i li p p i n e Ele m e n ta ry Le a rn i n g Co m p e te n c i e s )

EN GLIS H

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 III IV V

I

II

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 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 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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The Philippine Elementary Learning Competencies (PELC) The PELC is a listing of expected outcomes in the four phases of Communication Arts, namely, listening, speaking, reading and writing. The expected outcomes are stated in behavioral terms hierarchically arranged from the simplest to the most complex. The expected outcomes (skills) for each component are in matrix form per grade level. 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) II. Subject Matter Telling what the story/picture is about Use of this/that with singular nouns III. Materials:

short story, pictures

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IV. Procedure A. Listening • •

Motivation – showing pictures of animals; talking about pets or animals they know Listening to a story Pussy Cat is big. Its color is white and black. She sleeps under the chair with her three little baby kittens. The baby kittens are very small. Pussy Cat is always beside the baby kittens.

•

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. e.g. This is my bag. My bag is red. Introduce the use of that. Teacher says: This is a bag. What is this? Guide the pupils to say – This is a bag. (pointing to the object) Practice: Pupils take turn in asking and answering questions using this-that. e.g. Pupil 1: This is a pupil. What is this? Pupil 2: That is a pencil. (Pupil 2 shows another object and repeat the sentence pattern.) (There is pupil to pupil interaction with this kind of activity.) Let the pupils understand that – This and That refer to one object.

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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? a. My Pet b. Pussy Cat c. Pussy Cat and Her Kittens Present these words on the board or show pictures. Pupils read the words or give the names of the pictures. a. pig b. pig dog goat bird carabao monkey cow Question: What are these words called? What words would be the title/heading for the animals in Set A? Set B? Science Concepts: There are different animals around. Some animals make good pets. Some animals give us food. Infusion of Values: Animals need care. We should be kind to animals. 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. D. Writing – Copy the sentences and fill in the blanks. My Pet I have a ______. I call it ______. Its color is _____. My pet eats ______.

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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

VI. Agreement:

apples

guavas

pineapple

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.

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ENGLISH – GRADE I LISTENING

SPEAKING

READING

WRITING

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. Trace and copy lines * • straight • slanting • horizontal • curve • circular

3. Identify specific sounds from a background of different sounds

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

heard * • loud and soft • high and low

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

* included in the 8-Week Curriculum 7

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 • rounded strokes with loops e.g Cc

LISTENING

SPEAKING

READING

WRITING

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. Read orally high frequency 6.1 Use singular form of nouns words in running print – Dolch Basic Sight Word • this/that is with objects 6.1 Increase one’s vocabulary • a and an in naming • words about family members objects • labels and sign in school 6.2 Use the plural form of nouns • noun + s • synonyms and antonyms 6.2 Identify the parts of a book • these are/those are + - cover, title, table of contents noun

5. Write words and phrases 5.1 Copying from a model • name, grade, school 5.2 Dolch Basic Sight Word • days of the week

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Give the main idea of a selection heard

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

6. Copy paragraph with 2 to 3 sentences • use the correct punctuation mark

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Note details in a selection heard • answering wh- questions • identifying setting, characters, events

8. Use verbs • simple present form

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 8

4. Write the letters of the alphabet according to: • grouping • proper sequence

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

LISTENING 8.1 Select the details of a story heard from a set of pictures

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SPEAKING

READING

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

Tell the sequence of events in a 8.2 Use the verb to be (am, is, are) story heard through pictures with nouns and pronouns as subject 8.3 Use the simple past form of the verb (regular verb)

10 Act out best liked parts of story heard

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

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

10. Talk about topics of interest in 2-3 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

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

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WRITING 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

ENGLISH – GRADE II 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

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

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

2. Follow simple one-step directions heard

3. Give commands/directions

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

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

-

two-step direction

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

3. Do accurately slow reading to follow a simple one-step direction 3.1 Follow printed directions for test taking 4. Pantomime/act out rhymes and jingles 4.1 Feel the rhythm through clapping, etc.

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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 e.g Mr., Mrs. 1.2 Copy words in alphabetical order 3. Copy paragraph observing indention, capitalization and punctuation 4. Copy poems/rhymes accurately 5. Demonstrate readiness skills in cursive writing

LISTENING 5. Give the main idea of a selection listened to - Tell what the story is about

SPEAKING 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

READING 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

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

3. Note details in selection listened to 3.1 Answer wh-questions

7. Retell best-liked parts of a story heard

3.4 Distinguish big ideas from small ideas 4. Note details in short paragraph, poems, stories read

6. Write from dictation - Phrases - Simple sentences - Sentences in paragraph form 7. Write sentences/short paragraph about the pictures

5. Organize ideas

6. Use adjectives to describe people, animals, places

7.

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

4.1 Note explicit details - descriptive words - identify characters, setting etc. of the story 5.2 Note implied details

5.1 Group pictures showing similar ideas 5.2 Identify words/phrases sentences that go with a given concept/idea

6.1 Use the positive form of regular adjectives 8. Act out best-liked parts of a story heard

WRITING

Use preposition and prepositional phrase

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 11

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

LISTENING 9. Impersonate well-liked characters in a story heard

SPEAKING

READING 8. Perceive relationship shown in pictures

8. Talk about topics of interest in 3-4 sentences

WRITING 9. Write sentences from a picture stimulus

8.1 Identify the cause of a given effect 8.2 Infer details in passages that are not signaled explicitly 9. Predict outcomes

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

9.1

Tell the possible ending of a situation presented through pictures

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

9.2 Give events that could happen next 10. Infer - what have happened before/ after an event

11. Make inferences -

Infer hidden information from oral texts

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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

ENGLISH – GRADE III LISTENING

SPEAKING

READING

WRITING

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

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.

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

2. Write contractions correctly

3. Recognize the rising and falling intonation in questions and answers heard

3. Use courteous expressions in appropriate situations e.g. inviting someone

3. Read orally conversations/dialogs observing proper intonation

4. Follow two-step directions heard

4. Give short commands/directions - three-step directions

3. Write different kinds of sentences - Telling, asking, requesting and exclamatory sentences 3.1 Write one’s own address correctly

Identify words that rhyme in poems heard

5. Give the main idea of a selection listened to

5. Ask and answer questions about oneself/others using - pictures - dialogues - comic strips

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

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

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

SPEAKING 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

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

8. Retell best-liked parts of a story heard

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

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

10.1 Give an appropriate ending to a given situation 14

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

SPEAKING 10. Use expressions to show location

READING 11. Infer

11. Write a different story ending

11.1 what have happened before or after 11.2 insight from what is read or observed

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

12. Draw conclusion using picture-stimuli/passages 10. Distinguish between facts and fancy from stories heard

WRITING

13. Evaluate ideas

12. Fill out forms correctly • library form • Information Sheet

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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13. Write a short story from a given situation

ENGLISH – GRADE IV LISTENING

SPEAKING

READING

WRITING

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

1. Decode words in stories read using phonetic analysis e.g. /ze/z/- breeze /th/ - thank - Read orally stories/poems with correct stress and Intonation - Show enjoyment of stories/poems read 2. Use the dictionary - to interpret stress marks for correct accent - select appropriate meaning from several meanings given - to locate words using guide words

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

4. Follow 3-4 step directions heard

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

3. Do accurate, slow reading in order to follow common directions in: - prescriptions - medicine labels - simple experiments

2.

5. Get information from a conversation listened to

3. Use courteous expressions in appropriate situations e.g. telephone conversation

4. Identify meaning of unfamiliar words - 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)

3. Write from dictation - sentences and short paragraph observing correct spelling capitalization and punctuation marks

1. Distinguish rising and falling intonation 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 e.g. Roy, the boy in white/is my cousin. (describing Roy) Roy/the boy in white is my cousin. (talking about Roy)

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Write sentences/paragraphs giving simple directions in doing something e.g. making a project playing a game

LISTENING

SPEAKING 4. Ask and answer questions about oneself/others/pictures use because, so that, in order

-

READING use context clues 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 7.1 Construct simple sentences with modifiers and compliments

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

6. Give the main idea of a selection listened to: -Tell what the story/poem/ news is about in two or three sentences

WRITING

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

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

5.1 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

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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

READING 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

WRITING

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

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

7. Write essays - arrange paragraphs according to order of time/events and location

10. Report on a news item/radio broadcast heard

9.

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

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

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

9. Predict outcomes 9.1 Give an appropriate ending to a given situation and give justification for such ending

9. Compose riddles, slogans and announcements from given stimuli e.g. semantic maps, planned activities/programs

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

11. Use adverbs of place and time

10. Infer 10.1 character traits from a selection read

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

12. Use prepositions and prepositional phrase e.g. among in a month

11. Draw conclusions based on information given

10. Write utterances/expressions on situations/comic strip presented e.g. Thank you! You’re great!

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

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

SPEAKING 13. Talk about topics of interest in 56 sentences

READING 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 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

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

2. Follow a series of directions (5 to 6 steps)

2. Make simple and accurate descriptions and announcements

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

3. Give titles to paragraph/stories listened to

3. Use plural form of nouns in talking about oneself/others - irregular nouns

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

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

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

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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

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

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

7. Perceive relationship give possible causes to a given effect and possible effects to a given cause

7. Write reports from writing models - Science report - television shows - schools and community news

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

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

8. Predict outcomes 8.1 Give possible endings to a selection 8.2 Give an appropriate ending to a selection

8. Write an ending to an incomplete story

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

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

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. Write - descriptive paragraph - letters of invitation/request - telegrams - announcements

10. Draw conclusions based on information given

10. Respond in writing based on stimuli- result of an observation/ experiment - acceptance letter - descriptive/narrative

6. Sequence events in the story listened to through groups of sentences

7. Identify cause/effect from statements/situations heard

10. Evaluate and make judgments on oral texts presented orally

WRITING 6. Write a 2-point sentence outline

6. Sequence the major ideas/concept in a selection

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

11. Evaluate ideas/make judgements 11.1 Identify facts/opinions in a selection read 11.2 Give opinions about information read 21

LISTENING 11. Report accurately information heard

SPEAKING

READING

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

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

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

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.)

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

2. Follow a series of directions listened to - labeling diagrams - completing a chart

2. Use courteous expressions on appropriate situations - Participate in club meetings - Conducting an interview

3. Give the main idea of a selection listened to

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

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

READING 1. Decode meaning of unfamiliar words using - structural analysis - words with affixes • prefixes and suffixes - the dictionary • words with multiple meanings - context clues 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. 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 story/selection 5.1 Use a story grammar to show sequence of episodes in a story 23

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 -

• • • •

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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 6. Organize ideas 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 an expository text read 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 possible to happen

7. Use indefinite pronouns 7.1 Use the verb that agrees with the indefinite pronouns

8.3 Give possible endings to a selection

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 24

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

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

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 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

READING

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

12. Fill out forms

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Information Sheet Community Tax Certificate Bank Notes