LEARNING COMPETENCIES FOR ELEMENTARY ENGLISH based from the Primer of BASIC EDUCATION CURRICULUM by the Department of Education

At the end of grade I, the learner is expected to recognize differences in speech sound per word stress, intonation patterns in sentences heard; speak clearly and use appropriate expressions in talking about oneself and the immediate environment; read comfortably beginners books in English, and write legibly information about oneself, common words and simple sentences in manuscript form.

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 environment prints like signs, posters, commands and requests; and write legibly simple sentences and messages in cursive form.

At the end of Grade III, the learner is expected to listen attentively 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 IV, the learner is expected to listen critically to news reports, radio broadcasts and express ideas logically in oral and written forms; and 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 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 ones various needs.

At the end of Grade VI, the learner is expected to listen critically, observe proper behavior, communicate ones feelings and ideas, orally and in writing with a high level of proficiency; and read fiction and non-fiction materials to serve ones own learning needs in meeting a wide range of lifes purposes.

-Grade III is considered the threshold for reading. Thus at the end of third grade, every child is expected to be a reader.

What is Rubrics? Rubrics is an example of a performance based test. A rubrics is nothing but a scoring method that lists criteria for a piece of work, or what counts; it also articulates gradations of quality for criterion, from excellent to poor.

Why use Rubrics? 1. First, they are very useful tools for both teaching and evaluation of learning outcomes. Rubrics have the potential to improve student performance, as well as monitor it, by clarifying teachers expectations and by actually guiding the students how to satisfy these expectations. 2. Secondly, rubrics seem to allow students to acquire wisdom in judging and evaluating the quality of their own work in relation to the quality of the work of other students. In other words, rubrics increase the students sense of responsibility and accountability. 3. Third, rubrics are quite often efficient and tend to require less time for the teachers in evaluating student performance. Rubrics provide students with more informative feedback about their strengths and areas in need of improvement. 4. It is easy to understand and construct a rubrics scoring guide. Most of the items found in the rubrics scoring are self-explanatory and require no further help from outside experts.

Purpose of the reading test: 1. To test the reading ability and proficiency of Kinder I to Grade 6 students. 2. To know the areas that needs to be improved by the teachers and students. 3. To find ways to improve the reading ability of students and what actions the board needs to do to implement those ways.

Why is reading necessary for learning? -But before taking up the higher branches of study, let them master the lower. This is too often neglected. Even among the students in the higher schools and the colleges there is great deficiency in knowledge of the common branches of educationMany study elocution with a view to acquiring the graces of oratory when they are unable to read in an intelligible and impressive manner. EG White, Educationp.234

Rubrics for Grade 6 2 can read and has good comprehension skills 1-can not read

BOYS Dongon, Andrean M. Lalimos Khlent Mc Lian R. Lucman, Ryan *Passion, Gamaliel Jay Tachado, Joshua GIRLS *Clavite, Palmela S. Lapinig, Rio P. Portuito, Jhacquiluz H. *Sanchez, Chozeh J. *Serrano, Mary Faith A. Cascarro, Levi Mae D.

2 2 2 2 2 2 2 2 2 2 2

Observations and Recommendation/s: 1. Everybody can read but majority are slow readers. They have good comprehension skills but not enough to make them proficient readers appropriate for their age. 2. Used to read using their eyes not their mouths. 3. Needs to practice more in oral reading. 4. Needs to widen their scope of reading (fiction, non-fiction, newpaper articles and magazine articles) 5. Reading materials in their classroom should cater their level of competency.

Graph for Grade 6 Reading Test 2=100%

120 100 80 60 40 20 0 2

Rubrics for Grade 5 2- can read with good comprehension 1-slow reader with poor comprehension skills BOYS Abellana, Dave O. *Borja, Marc Jereel Earl B. *Casingca, Jay Mark R. Castillas, Princharles P. Gahuman, Derick Dane G. Galgo, Clyde Elri D. Gamana, Vince Louis R. Inocian, Joshua Mark B. Kaluang, Alhiemar S. Lalimos , Levi Mc Charles Molihon, Aeron Brett C. *Paglinawan, Grandeur II V. Sorea, Ace Anthon P. Umpa, Janmel Alamodin M. Villacrusis, Ken Bryan P. Villaro, Noe P. GIRLS Acub, Juhaina M. *Babanto, Rustonette Anjel S. Cuesta, Cindy Bren T. *Damayo, Kiersten Bea P. Landisa, Cherrie Love M. Reyes, Florepaz V. *Sumapig, Kyle A. Undag, Horaze R.

2 2 2 Absent 2 1 2 2 Absent 2 1 2 1 2 2 1 2 2 2 2 2 2 2 2

Observations and Recommendations: 1. Majority of the students can read but lack good pronunciations skills. 2. Most students dont know when to pause or stop reading. They had no basic skills of what stress is needed whenever they see period, comma, questions mark or exclamation point. 3. Majority of them have very slow pick up with what they are reading. It takes time to comprehend or understand what they read. 4. Used in reading with their eyes not their mouths. 5. Majority of students who scored 1 are transferees from other schools. 6. Need to practice more in oral reading. 7. Reading materials available in the classroom should cater their level of competency.

Graph for Grade 5 Reading Test 2=82% 90 80 70 60 50 40 30 20 10 0 2 1 1=18%

Rubrics for Grade 4 4-can read well with good comprehension skills 3-slow reader with minimal or little comprehension skills 2-can read 3-4 letter words;has poor comprehension skills 1-can read 2-letter words; has poor comprehension skills BOYS Batoon, Erron Kyle D. Dadero, Fitz Gerald D. Durante, David Rafael A. Durante, John, Gabriel A. Lomoljo, Roger Jr. Luna, Jasper L. Paglinawan, Grizzly V. Rosales, Janster Y. Sanes, Angelou Jabes M. Strong, Argon Knight D. Tachado, Jeremy B. GIRLS Acub, Allisa M. Benolirao, Kylie Shin V. *Besas, Stephanie W. Fernandez, Jan Anieka A. Jamani, Myca M. *Manga, Jesciel Sky Collin E. *Patalinghug, Kett P. Ragmac, Vanessa P. *Sanchez Debie Marie A. Serina, Lil Gee A.

1 4 2 3 3 2 4 1 2 4 4 4 4 4 4 3 4 4 3 4 4

Observations and Recommendations: 1. Most students have difficulty in pronouncing the words well. 2. Majority has difficulty in identifying the punctuation marks thus they keep on reading even if there is a comma or periods. 3. Many can read but only few have critical reading ability meaning only few can understand implied sentences. 4. Used to read with their eyes not their mouths. 5. Most of the boys did not fare well in the exam. The sad thing was those who do not read well are the ones who like to tease their classmates that are non-readers. 6. Need to practice oral reading to enhance this skill. 7. More attention should be given to those who scored low in the test. 8. More individual reading activity should be given to encourage the students to read always.

4=57%

Graph for Grade 4 Reading Test 3=19% 2=14%

1=10%

60 50 40 30 20 10 0 4 3 2 1

Rubrics for Grade 3 4-can read well with very good comprehension skills 3-can read with good comprehension skills 2-can read but lacks comprehension 1-can read 2-4 letter words BOYS Alilang, Jobail Janiola, Mark Joseph A. Kaluang, Marjhumar S. Lalimos, Earl Marc Steven T. Maliawao, Al Muhadjir N. Manardas, Rakkan A. Manga, Bladymier Jess E. Montilla, Frank Lloyd M. Naranjo, Ian Lord P. Paglinawan, Gretz L. Patalinghug, Prince Ivan Erl B. Sebial, Jaze Cliafford A. Tusloc, Loreinz Paulo M. Urbina, Jhon Rey T. Villacampo, KC M. GIRLS Chu, Angel Mae S. Clavite, Rogelove C. Fernandez, Jan Anisah A. Kaluang , CT Rhudzna A. Lomoljo, Faithe Alpha M. Molo, Jenny Jane T. Pacilan, Sarahlyn M. Penaflor, Lorie Jane B. Reyes, Mara Hyacinth V. Serina, Majah A. Suminguit, Justine Rhea A.

3 1 2 2 3 2 1 2 4 3 4 1 4 2 3 2 2 4 3 2 1 3 3 4 3 3

Observations and Recommendations: 1. Most students can read but only a few have very good comprehension skills. 2. Some students can read but dont understand what they are reading. 3. Many have poor pronunciation skills. 4. Majority of the students dont know how to read punctuation marks. They keep on reading without any attention given to commas, periods and question marks. 5. Many students say that it was so easy when in fact the ones who said it was easy were the ones who have difficulty in reading. (I guess they want to boast to their classmates they are good readers). 6. Students need to practice more in oral reading. 7. More oral reading activity is encouraged so that the skill for reading will be harnessed well. 8. Reading materials available in the classroom should be fun and exciting to make them love reading.

Graph for Grade 3 Reading Test 4=19% 3=39% 2=27% 1=15%

45 40 35 30 25 20 15 10 5 0 4 3 2 1

Rubrics for Grade 2 5-very good reader 4-can read with good comprehension skills 3-can read but lacks comprehension 2-can read 2-4 letter words 1-cannot read

BOYS Ajias, Nikko Baculao, Guilmarc Devaras, Zscherbiak Milan Angelo Lomoljo, Robert Maderal, Dustin John Maliawao, Al-Firdaus Paler, Clarince Saaban, John Khalifa Selpa, Euzhon To-ong, Jolan GIRLS Bigog, Noela Fe Gahuman, Kathryn Denise Nobleza, Finnea Zoe Patarlas, Maria Jhennilee Samora, Julia Gabrielle Selpa, Ninotcha Jeanne Strong, Atheena Katryn

1 5 3 2 3 4 2 1 2 4 4 5 5 2 3 3 2

Observations and Recommendations: 1. More students have difficulty in reading than those who can read really, really well. 2. Some students can read but has no idea what they are reading. They are simply clueless of what it means to them. 3. Those who cannot read well are evenly distributed between the boys and girls population. 4. Something went wrong with their reading ability. Their growth for reading is stunted. 5. Students need to spend more time reading. 6. More reading activities should be given to the class to encourage their love of reading. 7. Reading materials available in the class should be appropriate for their level of competency. 8. More attention should be given by the board to this class and find ways to find a solution to the population who cannot read and those with poor comprehension skills.

10

5-18%

Graph for Reading Test in Grade 2 4-18% 3-23% 2-29%

1-12%

35 30 25 20 15 10 5 0 5 4 3 2 1

11

Rubrics for Grade 1 4-very good readers 3-can read 2-letter words 2-can recognize the letters and their sounds 1-cannot read

BOYS Acub, Abdul Aziz M. Balanay, Natchi C. Bigog, Manoel R. Cabasag, Jason Vince P. Diocos, Carl Heinz P. Gahuman, Rhyz Calvin G. Hamisani, Jedrick Sionex Deo T. Lalimos, Josch, Ivert A. Manardas, Basam A. Manga, Jaycee wynnon E. Molate, Niel Jared D. Patalinghug, Christian Khent Jie T. Ramiro, Klaus Meine Vashti P. Reyes, Ralph Thomas V. Sabellano, Lynniel Tsidkenu M. Tachado, Jhovert Binyl O. Umpa, Abdul Hakim M. GIRLS Andrade, Shene de Asis, Keziah Granaderos, Leizl Ann Martinez, Mearell Grace Sanchez, Lyca Claire Serina, Sania A. Tusloc, Louzeil Marie M. Villajos, Keziah Meah L.

4 3 1 4 1 4 1 4 1 2 2 2 4 4 4 2 4 4 3 4 3 4 4 4 4

Observations and Recommendations: 1. The Grade 1 students are doing exceptionally well considering that they only started their English class last month. 2. Those can not read well are students who are slow learners and also students who jump to Grade I without any background with the letters in the alphabet. Due to the K-12 program of the government, most students are too young to study Grade I. They are not mentally prepared to be a Grade I pupil. 3. The teacher is already half way with her goals, what she heeds is to continue with her methods in teaching. 4. Reading materials available in the classroom should be fun and exciting to encourage the students to read.

12

4-56% 60

Graph for Grade I Reading Test 3-12% 2-16%

1-16%

50

40

30

20

10

0 4 3 2 1

13

Rubrics for Kinder II 4-can easily read 2-letter syllables 3-can read some 2-letter syllables 2-can only recognize the letters of the alphabet and their sounds 1-can not recognize letters of the alphabet

BOYS Baculao, Mart Owen Lester De la Cruz, Austin Brian M. Dumato, Charles Louis B. Jambongana, Lexey Kyle C. Macaile, Jenzther Oliver B. Maghuyop, Jhon Bernard C. Mondido, Jireh Dew O. Omilig, William P. Sayson, Hamprey Dave G. To-ong, Jaylan M. Yamuta, Giovan Seth L. Yap, Anthony Jules C. GIRLS Ajias, Lady March R. Baranggot, Aiselah Brenda L. Baldomar, Hazel Anne E. Nalam, Trixie M. Nobleza, Gliana Remee S. Soriano, Princess Ann R. Tachado, Leah Jane B.

3 3 4 2 1 4 4 1 1 2 absent 3 1 2 1 1 4 1 4

Observations and recommendations; 1. Majority of the students can not read. 2. Majority of the students who can not read are transferees from other schools. 3. It seems that these transferees have no prior knowledge of the alphabet when they study here @ SDA. 4. Students who study Kinder I here last year are mostly the proficient students of English in the class. 5. More attention and time should be given to the non-readers of the class. 6. Activities that encourage the students to read are highly needed.

14

4-28%

Graph for Kinder II Reading Test 3-17% 2-17%

1-38%

40 35 30 25 20 15 10 5 0 4 3 2 1

15

Rubrics for Kinder I 3-can easily recognize letters of the alphabet and their sounds 2-can recognize letters and some of their sounds 1-can not recognize the letters of the alphabet BOYS Alando, Mohammad Clyde B. Enerio, Theo Dannell Andrew Sanes, Joshua Andre S. GIRLS Baculao, Jameela Ashley A. Martinez, Michelle Ann B. Vibar, Janine Y.

3 3 1 2 1 1

Graphics for Kinder I Reading Test 3-33% 2-17% 1-50%

60

50

40

30

20

10

0 3 2 1

Observations and Recommendation/s: 1. Majority of the students who cannot read are still too young to study or are not mature enough to study in school 2. Most of the non-readers dont pay attention to the task given to them. 3. Those who are readers are readily prepared to undergo the task given to them. 4. Activities in a form of games that encourage them to read is highly needed.

16