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
Daily Time Allotment

Learning Areas

II

III

IV

VI

English

100

100

100

80

80

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

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 ones feeling and ideas orally and in writing with a high level of proficiency; and read various text types materials to serve ones own learning needs in meeting a wide range of lifes 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 ones 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.

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 days lesson. Here is a sample lesson plan showing the four components integrated in a days 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

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.

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 ______.

V.

Evaluation: Evaluation of written work, neatness, etc. Fill the blank with this or that. Father reads a book and says, _____ is a good book. (Picture of father holding a book.) Give a title for the set of words and sentences. orange apples guavas pineapple

VI.

Agreement:

Ask the pupils to write down words or sentences related to the following:

Games I Like to Play

The teacher should strive for mastery of a particular objective before proceeding to the next higher one. Objectives may be taught for two or more days but with different activities/exercises for each day. Criterion reference test should be administered to measure mastery of the objectives/skills taught.

Grade One
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. Listening Standards: Pupils recognize differences in speech sounds, and intonation patterns in sentences heard Pupils manifest understanding of text listened to Standards: Pupils produce simple words applying the correct blending of sounds Pupils use appropriate expressions in talking about oneself, things in the immediate environment and in dealing with other people Speaking Standards: Pupils recognize letters sounds, and words and use them in reading simple sentences Pupils manifest understanding of the basic facts and ideas in what they have read using comprehension strategies to manifest understanding of the text Pupils show understanding and enjoyment of the story through literary appreciation activities Pupils follow common instructions in the school and community Competencies: 1. Identify specific sounds from a background of different sounds heard 1.1 Distinguish loud from soft sound 1.2 Distinguish high from low sound 1.3 Distinguish similar from dissimilar sounds 1.3.1 Identify similar sounds 1.3.2 Identify dissimilar sounds 1.4 Distinguish the number of different sounds heard 1.4.1 Distinguish one, two, three sounds 1.4.2 Identify one-sound utterances (e.g. one tap for s) 1.4.3 Identify two-sound utterances (e.g. two taps for sht) Competencies: 1. Talk about the meaning of sounds heard (e.g. Roosters crow in the morning. Ships make loud sounds when arriving/departing.) Competencies: 1.1 Identify the front cover, back cover, table of contents and title page of a book 1.2 Care of books 1.3 Identify common printed materials like books, newspapers, magazines, flyers and on-line information, posters 1.4 Follow words from left-to-right and from top to bottom on the printed page 1.5 Recognize that sentences in print are made up of separated words 1.6 Distinguish letters from words 1.7 Recognize and name all uppercase and lowercase of the alphabet Competencies: 1. Demonstrate writing readiness skills free hand drawing connecting dots trace and copy lines - straight - slanting - horizontal - curve - circular Reading Standards: Pupils apply the correct strokes in writing letters of the alphabet in manuscript form Pupils write legibly information about oneself, common words and simple sentences in manuscript form observing correct spelling, punctuation, capitalization and spacing Writing

Listening 1.4.4 Identify three-sound utterances (three taps for art..) 1.5 Distinguish the position of sounds in short utterances 1.5.1 Identify initial sounds 1.5.2 Identify final sounds 2. Identify letter sounds correspondence 1.1 Identify initial and final consonant sounds 1.2 Identify vowel sound 1.3 Identify diphthongs

Speaking

Reading

Writing

2. Produce words with initial consonant final consonant simple vowel sounds (initial and medial) critical consonant sounds /p/ as in pan and /f/ as in fan /ch/ as in chin, church /th/ as in thin and /dh/ as in then /b/ base and /v/ as in vase /sh/ as in she and /zh/ as in vision /dz/ as in judge critical vowel sounds /ae/, /e/, / / as in cup, ago, burn diphthongs /aw/, /ow/, /uw/, /ay/, /oy/ 3. Recite rhymes, jingles and raps with correct intonation and stress (Include rhymes, jingles and songs about body parts, plants and animals)

2. Associate names of objects/ pictures with their printed symbols words with initial and final consonant sounds words with initial and medial vowel sounds words with critical consonant and vowel sounds

2. Write legibly and accurately in manuscript form the capital and small letters of the alphabet. 2.1 Trace & copy letters with straight lines 2.2 Trace and copy letters with combination of straight and slanting lines, e.g. Nn Aa 2.3 Trace and copy letters with combination of straight & curve lines e.g. Dd 2.4 Trace and copy letters with rounded strokes and loops e.g. Cc

3. Identify words that rhyme in poems/ jingles

3. Sharpen visual discrimination skills 3.1 Note similarities and differences of objects/pictures as to size, length 3.2 Identify missing parts of pictures 3.3 Follow left-to-right eye movement 3.4 Identify letters as to letter form big/small similar/different in a group critical letter 3.5 Recognize words that rhyme in poems/jingles/raps 3.6 Read orally simple one-syllable and high frequency words (eg. Dolch Basic Sight Word, Frys List)

3. Copying from a model, write words and phrases from poems/jingles/raps heard 3.1 Copy words and phrases from basic sight words 3.2 Copy from a model, simple patterned greeting cards/invitations, etc. 3.3 Write the letters of the alphabet according to: grouping proper sequence

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Listening 4. Recognize rising and falling intonation and meanings they signal yes-no questions wh- questions Statements (Use science concepts (e.g. What animals are found in your neighborhood?)

Speaking 4. Use courteous expressions in appropriate situations greeting others asking to leave offering help expressing apology asking somebody a favor expressing the same meaning in different ways) 5. Use short answer form wh- questions personal history Whats your name? Where do you live? What grade are you in? How old are you? Etc.

Reading 4.1 Increase ones vocabulary thru context gestures/actual demonstration pictorial representations/rap words about family members, days, months, celebration labels and signs in school 4.2 Identify synonyms and antonyms 4.3 Use synonyms and antonyms 5. Tell what the picture or a series of pictures is about (composite picture e.g. a garden scene, solo picture e.g. red rose) 5.1 Tell what the picture or set of picture is about Tell what happened first, second, last in a series of pictures (process, stages) 5.2 Answer wh-questions based on stimuli presented composite pictures experience charts 5.3 Group pictures based on similar ideas 5.4 Select appropriate heading for a set of pictures set of words/phrases set of sentences 6. Tell the sequence of natural events plant growth life stages of animals and people 7. Perceive relationship source (e.g. egg-chicken) function (e.g. table-tree) part to whole (e.g. eyes-face) 8. Make inference 8.1 Infer what a person or animal does 8.2 Infer what had happened before/after an event

Writing 4. Capitalize the first word of a sentence, names of people, etc

5. Recognize appropriate courteous expressions in given situations

5. Write words and phrases following a model e.g. name, birthday, grade, school, address, parents name (e.g. in the garden

6. Give the main idea of a selection heard Giving titles to five-sentence paragraphs/rhymes listened to 7. Note details in a selection heard Answer wh- question Identify setting/characters/events Select the details of a story heard from a set of pictures (Use science texts) 8. Group the details in the story listened to under similar ideas

6. Give simple 1-2 step directions e.g. Open your book. Go to the board. Write your name. 7. Identify objects in the classroom/home 7.1 Name objects using a, an 7.2 Name objects using This is, That is (Include plants and animals) 8. Use the plural form of nouns 8.1 Form the plural of regular nouns (adding s or es) 8.2 Form the plural of commonly used/heard irregular nouns

6. Write the correct spelling of names of common objects and signs learned in listening and speaking 7. Copy paragraph with 2-3 sentences with correct punctuation marks (Use of punctuation marks e.g. period & question mark) 8. Write from dictation words phrase simple sentences

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Listening

Speaking 8.3 Name objects using These are, Those are 8.4 Name objects using the / di /, the /da / 8.5 Name objects using some 9. Use cardinal and ordinal numbers e.g. one, two, etc. first, second, etc. 10. Describe objects using one-half of, one third of, and one fourth of

Reading

Writing

9. Tell the sequence of events in a story heard through pictures (Science concepts)

9. Predict outcomes 9.1 Give the possible ending of a series of pictures/ given events 9.2 Tell what would happened next to a set of pictures 10. Impersonate well liked characters in the short story read (React on the characters in the story impersonated) 11. Do accurate slow reading in order to follow common directions in school and community Canteen this way STOP SILENCE

9. Write sentences about oneself/things/others

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

10. Write sentences using synonyms or antonyms to describe events, persons, animals, places and objects 11. Write sentences using verbs and adjectives already learned

11. Identify cause of a given effect Identify effect of a given cause

11. Use prepositions to show location on, in, at, ( Use prepositional phrases e.g. on the table, in the basket) 12. Use a personal pronoun in talking about oneself and others 12.1 Use I in talking about oneself 12.2 Use you in addressing a person spoken to 12.3 Use he/she in talking about a boy or a girl 12.4 Use we when talking about persons including oneself (Ask questions to generate the above structures) 13. Use possessive pronouns in talking about personal and another persons belongings 13.1 Use my/mine in talking about ones personal belongings 13.2 Use your/yours in talking about another persons belongings 13.3 Use his/her, his/hers in

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

13.React to what the character said/did in the story heard

12

Listening

Speaking talking about a boys or a girls belongings 13.4 Use their/theirs when talking about two or more than two persons belongings (Ask questions like whose?) 14. Describe persons, animals, things, and places using the positive form of regular adjectives 14.1 Identify adjectives 14.2 Use appropriate adjectives in describing persons, animals, things, places and events 15. Talk about ones activities/ responsibilities in school and at home 15.1 Use the -ing form of verbs (Use verbs in science context) - in statements e.g. I am /He is brushing my/his teeth. - in questions: e.g. What are you doing? 15.2 Use the simple present form of the verb to indicate habitual action and general truths (e.g. The sun rises in the east) 15.2.1 Form the singular of verbs 15.2.2 Use the singular/ plural form of verbs 15.3 Use present form of verb to be (am, is, are) 15.3.1 Use present form of verb be with other nouns as subjects and nouns and adjectives as predicates 15.3.2 Use present form of verb be with pronouns as subjects and nouns and adjectives as predicates

Reading

Writing

13

Listening

Speaking 15.4 Use simple past form of regular verbs in talking about things done 15.4.1 Form the past of regular verbs 15.4.2 Use simple past form of verbs (Use verbs presented in the previous lesson) 15.5. Use simple past form of irregular verbs in talking about things done 15.5.1 Form the past of commonly used/ heard irregular verbs 15.5.2 Use simple past form of verbs

Reading

Writing

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Grade Two
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. Listening Standards: Pupils recognize differences in speech sounds, and intonation patterns in sentences heard Pupils manifest understandingof text listened to 1. Standards: Pupils produce simple words applying the correct blending of sounds Pupils use appropriate expressions in talking about oneself, things in the immediate environment and in dealing with other people Speaking Standards: Pupils manifest understanding of the basic facts and ideas in what they have read using comprehension strategies to manifest understanding of the text Pupils show understanding and enjoyment of the story through literary appreciation activities Follow common instructions in the school and community Competencies: 1. Identify speech sounds heard. initial consonant blends ( r & l clusters) initial and medial vowel sounds words with diphthong critical consonant sounds (v, f etc) critical vowel sounds critical medial vowels Competencies: 1.Improve pronunciation skills in using: initial consonant blends initial and final vowel sounds words with diphthong critical consonant sounds critical vowel sounds Competencies: 1.Associate names of objects with pictures and other printed symbols. read automatically high frequency words in running print; recognize words using spelling patterns : c v v c; c v c c; consonant clusters in initial and final position; and consonant clusters and blends in initial/final position. Competencies: 1.a.) Demonstrate readiness skills for cursive writing. use of upward and downward strokes; use of slanting lines; use of circles; 1.b.) Trace and copy cursive letters with: 2-stroke form letters: Aa, Cc, Nn, Xx; 3-stroke form letters: Bb, Dd, Ee, Hh, Kk, Ll, Tt, Ww, Mm, Ii, Pp, Rr, Uu, Vv; 4-stroke form letters: Ff, Gg, Jj, Pp, Qq, Yy, Zz. 1.c.) Write the corresponding cursive forms for each of the manuscript letter forms: 2-stroke letters; 3-stroke letters 4-stroke letters. Reading Standards: Write legibly information about oneself, common words and simple sentences in manuscript form observing correct spelling, punctuation and capitalization neatly and with correct spacing Writing

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2. Identify words that rhyme in 2 3 stanza poems.(Nature poems)

2. Use courteous expressions in appropriate situations. greeting others taking leave offering help expressing apology asking favor declining an invitation

2. a)

Get meaning thru: pictorial representation phonetic analysis; contextual analysis; structural analysis; learning synonyms of common words; learning antonyms of common words. Word association(e.g. fish-sea, red-color) b) Use the glossary to get the meaning of new words. (Alphabetizing)

3. Recognize the rising and falling intonation in yes-no questions and wh-how questions/statements 4. Give the main idea of the selection listened to. 4.1 Give titles to 5 sentence paragraphs, rhymes listened to. (Include science texts)

3. Recite short verse, 1-2 stanza poems with correct intonation and stress. 4. Give two-step commands/directions.

5. Note details of the selection/story listened to. Answer wh questions Identify setting, character and events Complete/make visual representation of a text heard

5. Use prepositions on, in, under, below, above, etc.

3. Do slow reading accurately to follow a simple 1-step direction. Follow printed directions for test taking. 4. Note details from short paragraphs/poems/ stories read: Note explicit details. Use descriptive words.(for objects, experiences, animals and people) Identify characters, setting, etc. Note implied details. 5. a) Get main idea. Tell what the set of pictures is all about/ give appropriate heading for a set of pictures/sentences. Group similar ideas under appropriate heading. Distinguish big ideas from small ideas. Group pictures/sentences showing similar ideas. Identify words/phrases/sentences that go with a given concept/idea. b) Scan or skim through the

2. Write legibly and neatly with correct spacing Write the correct spelling of the words learned in auditory discrimination exercises. Use capital letters in writing ones address, names of persons, subjects of learning areas, the beginning letter of the first word of a sentence. Use punctuation marks in asking, telling sentences and in abbreviations) Write common abbreviations in cursive: i.e. days of the week, months, addresses, and titles like Mr., Mrs. Dr., etc. Copy 3 5 sentence paragraph and rhymes and poems observing correct spelling 3. Write from dictation different kinds of sentences. telling and asking 4. Write sentences from picture stimulus.

5. a) Write short notes to family member/s or friends. (special occasions) b) Write sentences telling what the scanned/ skimmed material is about

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6. Give the sequence of events in a story heard.

6. Use short form answers to questions about topics on community. wh questions using do does in questions

materials to get ideas 6. Sequence events. Sequencing events through pictures Tell what happened first, second, next, etc. Tell what happened before/after an event. 7. Infer character traits and events that happened before and after.

7. Infer hidden information from oral text. (Implied)

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

7. Use nouns accurately in expressing ideas. Use this/that is with nouns. Use plural form of regular nouns. Use plural forms of common irregular nouns (e.g. childchildren) Use a/an with singular nouns and some with plural nouns Use these are/those are with plural nouns. 8. Use ordinal numbers i.e. first, second, third, etc., and words like then, next, and in sentences expressing order or sequence. 9. Use fractions as determiners e.g. one-half of four one-half of ten one-third of nine one-fourth of twelve 10. Talk about self/others/things/topics of interest in 3-4 sentences. 10.1 Use verbs in sentences. simple present form with singular/plural nouns as subjects; -ing form of the verb (verbs of being) Use the positive and negative form of the verb be (e.g.was-wasnt, is-isnt etc) simple past tense of verb use time expressions (e.g. yesterday,last week, etc) will /shall/going to in

8. Tell the possible ending of a situation presented in the story/selection/pictures. 9. React to what the character said/did in the story being read.

9. React to what the character said/did in the story.

10. Identify cause and effect relationships in the situations/ideas or stories listened to.

10. Perceive relationship shown in pictures. Identify the cause of a given effect; (Askwhy questions) Infer details in passages that are not signaled explicitly.

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11. Act out best-liked parts of story heard. 12. Impersonate well-liked character/s in a story heard.

expressing futurity 10.2 Use possessive pronouns (my, your, his/her, their/our). Use the pronoun that agrees in gender with its antecedent. 11. Use because in a sentence. 12. Describe persons, animals, places and events.(shape, color, size) Identify sense organs appealed to based on what is described) Use the positive form of regular adjectives. Describe persons, places, things.or events Use other forms of adjectives. (comparative) 13. Use two-word verb (e.g. put on-take off, etc)

11. Evaluate the characters in the story. Why do you like the character? 12. Impersonate a well-liked character in the story read.

13. Retell best-liked parts of a story heard.

13. Retell best-liked part/s of the story read. Follow simple 1-2 step directions heard. Locate selection using the table of contents 14. Interprets simple charts like weather charts, etc

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GRADE III

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.
Listening Standards: Pupils recognize differences in speech sounds and intonation patterns in sentences heard Pupils manifest understanding of text listened to Standards: Pupils produce/pronounce simple words, words found in verses, poems applying correct blending of words Pupils use appropriate expressions and language structures learned in talking about oneself, things, events in the immediate environment and in dealing with others 1. Produce the sounds listened to (refer to listening activity) Speaking Standards: Pupils manifest understanding of ideas in what they have read using comprehension strategies learned Pupils show understanding and enjoyment of stories read Pupils make use of study skills learned Reading Standards: Pupils write information about oneself, construct sentences, paragraphs, and letters observing correct spelling, punctuation, and capitalization neatly and with correct spacing Writing

1.

Identify words with final consonant sounds initial and final consonant blends and cluster. Identify words that rhyme in poems heard. (Include poems about nautre) Recognize the rising and falling intonation in questions and answers heard. (yes-No; wh-how)

2.

2. Recite short verse, 2-stanza poems with gestures, correct intonation and stress from memory. 3. Use courteous expressions in inviting someone

Phonemic Awareness 1. Recognize that the final sound in the word may not be the sound of the final symbol e.g., hate, late, mate 2. Note that some words having the same sound differ in meaning, (e.g., sea-see) Word Recognition 3. Recognize words using spelling patterns as clues. C-V-C consonant clusters in initial and final position digraphs word families 4. Recognize that some words (concrete) can be pictured and others (abstract) cannot (kindness,

1.

Demonstrate readiness skills in cursive writing

2.

Arrange words alphabetically based on the first letter.

3.

3.

Write utterances on a comic strip e.g. Im sorry. Youre great! Congratulations!

4.

Follow two-step directions heard

4. Give 2-step commands/directions

4.

Fill-out forms correctly. 4.1 Pupils ID 4.2 library forms

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5.

Note details in selections listened to. (1-2 paragraphs) Answer who, what, when, where questions

6.

Give the main idea of a selection listened to 6.1 Make a visual representation of a selection/poem etc heard 7. Sequence events in the story listened to through pictures/ groups of sentences/guide questions. 8. Infer traits of character based on what they do or say in a story listened to.

5. Ask and answer questions about oneself/others/things using pictures, dialogs/comic strips. there is/are this is/that is, my/his/hers/etc (possessive) because, so that, in order, that 6. Use nouns with verbs of being. 6.1 Use singular form 6.2 Use plural form 7. Use possessive pronouns. 7.1 Use the pronoun that agrees in gender with its antecedent 8. Talk about oneself/others/things/ events/topics of interest in 4-5 sentences. 8.1 Use verbs 8.1.1 Use the correct form of the verb that agrees with the subject in number 8.1.2 Use the correct time expression to tell an action in the present, past and future 8.1.3 Use the positive/negative form of be verb 8.2 Use adjectives to describe persons, places, animals, ideas, events 8.2.1 Use the positive, comparative and superlative forms of adjectives 8.3 Use prepositions & prepositional phrase.(between, beside, infront, at the back) 9 Use sentences with simple subject and predicate.

honesty) 5. Note that words have multiple meanings 5.

4.3 student descriptive questionnaire Outline a 2-paragraph text with explicitly given main idea

6. Recognize word parts word (root) plus an ending that shows more than one (glasses), past time (planted), ownership (pupils) 7. Recognize original roots in contractions, e.g., Im, cant

6.

Write sentences from a set of pictures to make a story. Arrange words alphabetically based on the first and second letter

7.

8. Recognize the small words that form compound words

8.

Write simple descriptive sentences from given stimuli (pictures, video clips, story).

9.

Evaluate and make judgment on oral texts. 9.1 Discriminate between reality and fantasy 9.2 Distinguish between facts and fancy from stories heard (Justify)

Vocabulary Development 9. Recognize the meaning signaled by the following prefixes (re, in, im, un, dis)

9. Write a possible story ending of a selection read/heard.

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10. Identify cause and effect from a story heard. 11. Act out best liked parts of story heard. 12. Impersonate well liked characters in a story heard

10. Recognize the meaning signaled by the following suffixes (less, ful) 11. Recognize unfamiliar words using context clues 12. Use action and descriptive words properly

10. Copy paragraph with 4 5 sentences observing correct indention, capitalization punctuation and spacing 11. Write a descriptive paragraph about a favorite character. 12. Write simple letters for a given purpose. 12.1 letter of excuse 12.2letter of apology 13. Write from dictation sentences with adjectives

Comprehension 13. Get the main idea 13.1 Distinguish big ideas from small ideas (e.g. phrases, clauses, sentences) 13.2 Give appropriate title for a paragraph 13.3 Identify key sentence in a paragraph 14. Note explicit and implied details from a story read 14.1 Answer how and why questions 15. Sequence events. Arrange words alphabetically based on the first and second letter 15.1 Arrange events as to space order time order both space and time order number events in a story read 16. Perceive relationship. 16.1 Identify cause effect relationship 16.2 Identify and use language clues that signify causeeffect relationship
e.g. because, as a result

17. Infer what had happened before/after an event. 17.1 Infer from what is read or observed 18. Give an appropriate ending to a

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given situation. 18.1 Draw conclusion using stimuli/ passages 19. Distinguish whether the selection is a reality or fantasy Study Skills 20. Observe a specific pattern in following directions
Reads an entire problem for the general idea Reread to note specific steps to be taken Carry out steps Read problem again to ensure all steps were fully carried out (reference only)

21. Locate words in an alphabetical listing 21.1 Arrange words in alphabetical order to the second and third letter 21.2 Locate words using the thumb index in a dictionary 22. Use table of contents independently to locate stories 23. Classify related ideas/concepts under proper heading

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GRADE FOUR 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.

Listening Standards: Pupils recognize differences in intonation patterns, stress, pauses, etc in utterances/sentences heard Pupils manifest understanding of texts listened to Standards:

Speaking Standards:

Reading Standards:

Writing

Pupils use appropriate expressions in talking about oneself, others, things, events in his immediate environment and in dealing with others

Pupils recognize words using different strategies learned Pupils manifest understanding of what they have read using comprehension strategies learned to show understanding of the text Phonemic Awareness Word Recognition 1. Decode words in stories read using 18 phonetic analysis e.g. /ze/ /z/ - breeze /th/ - thanks Vocabulary Development 2. Use the dictionary 2.1 Interpret stress marks for correct accent 2.2 Select appropriate meaning from several meanings given 3. Identify meaning of unfamilliar words through structural analysis 3.1 words with affixes and inflectional endings 3.2 compound words written as: one word (backyard) two words (security guard) hyphenated (sister-in-law) 3.3 context clues 3.4 synonyms, antonyms, homonyms Comprehension

Pupils write words, sentences, etc. observing correct spelling Pupils complete poems, write letters and paragraphs

1.

Distinguish rising and falling intonation, in interjections, questions (yes-no, what)

1. Use words with stressed and unstressed syllables in sentences/conversations/ dialogs 2. Talk about oneself e.g.- in making introduction in relating experiences

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

2.

Identify the stressed and unstressed syllables

2.

3.

Recognize pauses and stops in utterances that signal meaning

3. Use courteous expressions in appropriate situations e.g. telephone conversation asking for directions to go to a place

3.

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4.

Get information from a conversation listened to

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

4. Get the main idea of two-paragraph texts 4.1 Identify the main idea that is explicitly stated in a 2paragraph text 4.2 Get the main idea that is implied in a 2-paragraph text 4.3 Evolve a little topic form for text based on the main idea or big idea 5. Note significant details that relate to the central theme 5.1 Locate answers to how and why questions that are explicitly stated in the texts 5.2 Demonstrate knowledge of story grammar by identifying setting, characters and main events in the story 5.3 Find descriptive words/action words in selection read 6. Sequence events/ideas 6.1 Sequence the major events/ideas in a selection 6.2 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. Perceive relationship 7.1 Identify statement/events that show cause-effect relationship 7.2 Give cause-effect relationship in paragraph/passage read 7.3 Use the word because/so that to identify statements that show cause-effect 8. Infer character traits from a selection read

4.

Fill out forms correctly 4.1 information sheet form 4.2 student descriptive questionnaire

5.

Follow 3-4 step directions heard (e.g. cooking recipe)

5. Ask and answer questions about oneself/others/things/events using pictures, dialogs/comic strip/speech tree

5.

Copy friendly letters from a model and observe punctuation, capitalization and spelling. e.g. thank you letter, invitation letter, congratulations, etc

6.

Give the main idea of a selections/ story/poem/songs/news listened to 6.1 Classify related ideas from news/stories heard 6.2 Give titles to poems, stories, etc. listened to Note details in selections/stories listened to 7.1 Identify character,setting ,suspense, climax, resolution in the story

6. Use the plural form of irregular nouns in sentences e.g. nouns ending in f chief, chiefs leaf-leaves 7. Use expressions denoting quantity e.g. a lot of, some, etc.

6.

Write a paragraph/short story from ones experience

7.

7.

Write letters observing the correct format 7.1 letter of thanks 7.2 letter of invitation 7.3 letter of congratulations

8.

Classify related ideas from news/stories heard Sequence events in the story listened to through groups of sentences/guided questions

8. Use possessive form of singular nouns e.g. Renatos bag 9. Use possesive form of plural nouns e.g. the boys shirt 10. Retell best-liked parts of story heard

8.

Write a paragraph based on an outline.

9.

10. Report on a news item/radio

9. Arrange paragraphs according to 9. Give an appropriate ending to a given order of time, events and location situation and give justification for such ending 10. Write announcements, slogans from 10. Draw conclusions based on given stimuli information given e.g. advertisements, semantic maps,

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broadcast heard 11. Predict the outcome of stories heard 11. Use a variety of sentences as to use declarative interrogative imperative exclamatory

planned activities, programs 11. Evaluate ideas and make judgments 11. Write an ending to an incomplete 11.1 Tell whether an action or selection event is reality or fantasy/support answer with reason/reasons 11.2 Distinguish between fact and opinion 11.3 Compare and contrast text information with prior knowledge 11.4 Evaluate the likelihood that a story could really happen 11.5 Determine an authors perspective on the central topic Study Skills 1. Do accurate, slow reading in order to 12. Write utterances/expressions on follow common directions in: situations /comic strips. presented 1.1 prescriptions 1.2 medicine labels 1.3 simple experiments 13. Write a 3-4 sentence reaction to a news item heard 2. Use the dictionary (Make posters/captions) 2.1 Use guide words to locate words in the dictionary 2.2 Select an appropriate meaning from several meanings given 2.3 Recognize correct syllabication of words 14. Write paragraphs 3. Use index in locating information in a 14.1 Write descriptive paragraphs book 14.2 Write narrative paragraphs 4. Use the parts of/sections of a newspaper in locating desired information 5. Classify related ideas/concepts under proper heading 15. Write a summary of a fable or fairy 5.1 Give a heading or title for texts tale read. read 5.2 Identify sub-heading for a given heading 5.3 Outline a two-paragraph passage 5.4 Use the outline as a guide in retelling or summarizing the story

12. Infer the feelings of characters based on how they talk (volume, voice, stress) 13. Give conclusions to situation/news oral report heard

12. Use simple sentences with modifiers and complements phrases clauses 13. Use object pronouns (me, him, her, us, them, you) 13.1 Use the object pronoun that agrees in number with its antecedent

14. Evaluate ideas and make judgments on oral texts presented orally

14. Use the different verb forms (regular and irregular) present past future 15. Use the verb that agrees with the subject in number 16. Use modals in different situations 16.1 Express ability and inability using can/cannot 16.2 Express permission and prohibition using may/may not, should/should not 16.3 Express obligation or

15. Distinguish between fact and opinion

6. Reads rapidly to locate

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compulsion using must/must not 16.4 Express duty using ought, should 17. Use because, so that, in order

information or to gain a general impression (scanning/skimming)

18. Use adjectives to describe persons, places, animals, events 18.1 Identify types of adjectives (quantity, quality, size, origin, color) 18.2 Identify forms of adjectives (e.g. -al as in mental, special, -ible/able as in commendable, -ic as in scientific) Transform nouns to adjectives using suffixes 18.3 Identify the position of adjectives in a sentence 18.4 Identify adjectives used as nouns 18.5 Use the positive, comparative and superlative form of regular adjectives 19. Use adverbs of place and time 20. Use prepositions and prepositional phrase e.g to, from, in a month, in a year, on a day 21. Talk about topics of interest in 5-6 sentences

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GRADE FIVE 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. Listening Standard: Pupils recognize variations in stress, intonation patterns, juncture in utterances and different text types heard. 1. Distinguish changes in meaning in sentences caused by shift in intonation
e.g. Shes coming. (plain statement) Shes coming? (for confirmation)

Speaking Standard: Pupils use their speaking skills to effectively express their feelings, ideas, about their own selves, others, events in different situations. 1. Increase ones speaking vocabulary 1.1Pronounce words putting stress on the correct syllable 1.2 Use the correct intonation for statements and questions 1.3Use courteous expressions in: conducting a club meeting talking to superiors/elders talking to peers (e.g. May I.., Excuse me.., Thank you, Sorry.., Please..etc)

Reading Standard: Pupils read and manifest enjoyment and understanding of different reading texts using varied comprehension strategies 1. Decode meaning of unfamiliar words 1.1 Decode words in stories using structural analysis 1.1.1 words with affixes 1.1.2 prefixes and suffixes 1.2 Identify the different information given to a word in a dictionary syllabication stress mark multiple meanings of words word clipping blending 1.3 Use synonyms and antonyms 1.4 Use word clipping, blending and acronyms (e.g. gym-gymnasium, motorcade-motorcycle and parade) 2. Follow printed directions in filling out forms: Information Sheet/biodata Deposit/withdrawal slips 3. Get the main idea 3.1 Give a heading to a set of related ideas

Writing Standard: Pupils write interesting paragraphs, fill out forms correctly, write accurate reports based on observations and simple experiments conducted. 1. Write the correct spelling of words learned in listening, speaking and reading

1.1 Distinguish changes in meaning of words caused by stress shift

e.g. Please recrd (verb) the test result in the class rcord (noun).

2. Follow a series of directions

2.

(5 to 6 steps) (e.g. cooking recipe, operating appliances/equipment )

Make simple and acccurate descriptions and announcements Use the plural form of nouns in talking about oneself/others irregular nouns (e.g. oxoxen) special nouns (e.g. woodpieces of wood woods-forest)

2.

Fill out forms correctly Information Sheet/biodata Deposit and Withdrawal Slips Write a paragraph from the pictures drawn Beginning sentence Middle Ending

3. Give the main idea of a selection/story/poem/news listened to 3.1 Give titles to paragraphs/stories listened to 3.2 Give implied ideas or information

3.

3.

3.2Identify the key sentence in a paragraph 3.3Identify the details that support the key sentence 3.4Skim to get a general idea on what the material is about
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4. Note details in a selection listened to

4.

Retell selections listened to

4.Note significant details 4.1 Identify setting, character and ending of stories, selection/poems read 4.2 Make a story grammar to remember details (setting, character, events)

4.

Arrange sentences according to order of time/importance in writing a paragraph

4.3 Draw pictures of incidents/characters of stories read 4.4Identify oneself with a character in the story read 4.5 Retell the story/selection with the aid of a timeline
5. Get information from news report, television news broadcast/interviews 5.1 List down important events

5. Use a variety of sentences according to structure

simple compound complex

5. Summarize a news report

6. 7.

Sequence events in the story listened to through: group of sentences illustrations/drawings comic strips

6.

Use possesive form of plural nouns proper nouns ending in s or z

5. Read a news report/selection - Organize Ideas 5.1 Identify the major ideas/concepts in a report/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 story/report/selection 6. Sequence the major ideas/concept in a selection

6. Write a summary of what was read using the timeline

Identify cause/effect from statements/situations heard

7. Use pronouns 7.1 Demonstrative (This, these, that, those) 7.2 Reflexive (myself, herself, etc) 7.3 Relative (who, whom, which, that, where) 7.4 Interrogative (Wh-questions) 8. Use the different verb forms 8.1 simple present for present action, general truth, habitual action

7. Writes report from writing models - Science report -Television shows - school and community news - investigatory projects

7. Perceive relationship
Give possible causes to a given effect, possible effects to a given cause 8. Write an ending to an incomplete story

8.

Give justification to possible ending to a story heard

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8.1 8.2 8.3

Give a possible ending Justify/explain of giving such Role play the culminating scene

and permanent condition 8.2 habitual past (used to + verb) 8.3 future (will, shall. going to + verb) 8.4 Use two-word verbs (e.g. back off, turn on, turn off) 9. Use words to describe persons, places, animals and ideas (adjectives)

8. Predict outcomes 8.1 Give possible/appropriate ending to a selection 9.Write - Descriptive paragraph - Letters of invitation/request - Announcements - e-mails

Identify action words/descriptive words in sentences/paragraphs heard

9.1 Use the positive, comparative and superlative forms of adjectives 9.2 Use descriptive words and phrases (as + adj. + as)
10. Use adverbs 10.1 Adverbs of manner, place, time, degree and frequency 10.2 Use words that can function as adjective and adverbs

9. Infer
- traits of character - the general mood of expression in a selection - how the story would turn out if some episodes were changed 10. Respond in writing based on stimuli - result of an observation/ Experiment -letters of acceptance -descriptive/narrative

10 Evaluate and make judgments on oral texts presented orally 10.1 Give the lesson 10.2 Identify fact from opinion 10.2 Describe the mood 10.3 Tell the purpose of the author 11 Report accurately information heard 11.1. Restate in ones own words the ideas heard

10. Draw conclusions based on

information given 11. Write reported statements in paragraph form 11.1 direct discourse to indirect

10.3 Use prepositional phrases

As adverbs 11. Direct and indirect discourse e.g. Direct Lydia said, Fe write a letter. Indirect Lydia told Fe to write a letter 11.1 Transform direct to indirect and vice versa 12 Change statement to question or vice versa 12.1 Yes-No e.g. Nora writes a letter. Does Nora write a letter? Wh-question e.g. Who writes a letter? What does Nora write? 12.2 Ask and answer questions about oneself/others

11. Evaluate ideas/make judgments

11.1 Identify facts/opinions in a selection 11.2 Give opinions about information 12. Write different text Narrative Description Appointments Announcements

12. Get information from newspapers - parts of a newspapers and information from each part 13. Use library resources to get information

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 No + negative rejoinder(No, Im not.) Yes + positive rejoinder (Yes, I am.) Positive stem + negative tag (e.g. Its a puppy, isnt it?) Negative stem + positive tag (e.g. You/re not lazy, are you?)

- card catalogue - Atlas, encyclopedia, Almanac - Newspapers/magazines - Internet

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GRADE SIX

At the end of Grade VI, the learner is expected to listen critically; communicate ones feeling and ideas orally and in writing with a high level of proficiency; and read various text types materials to serve ones own learning needs in meeting a wide range of lifes purposes.
Listening Standard: Pupils recognize variations in stress, intonation patterns, juncture in utterances/different text types listened to 1. Distinguish changes in meaning caused by shift in sentence stress ______ e.g. This is your dress. ( Its yours.) _____ This is your dress. ( Its definitely a dress.) Speaking Standard: Pupils use speaking skills and strategies appropriately to communicate with peers/others for a variety of purposes 1. Use the correct intonation 1.1 yes-no questions 1.2 questions introduced by interrogatives Reading Standard: Pupils read and manifest an understanding of literary, graphic and informative texts using a range of strategies to construct meaning 1. Decode meaning of unfamiliar words using: Phonetic analysis structural analysis words with affixes: prefixes and suffixes) dictionary correct syllabication of words diacritical marks for correct accent words with multiple meanings) context clues synonyms, antonyms, homonyms, homophones 1.1 Learn some common idioms e.g. stones throw 1.2 Use figurative language To describe thoughts, feelings, people and events simile metaphor hyperbole personification onomatopoeia alliteration/assonance 1.3 Use word clippings, word blending, and acronyms Writing Standard: Pupils organize ideas and information to write for an intended purpose and audience

1. Write a composition/advertisement/poem using figurative language and idioms showing: introduction body conclusion

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

2. Use courteous expressions in appropriate situations: participating in club meetings conducting an interview hosting a program introducing a speaker 3. Ask and answer questions using pictures/dialogues/comic strips 3.1 Change statements into questions Yes-No questions Wh-questions 3.2 Use tag questions Negative tag e.g. We get food from the forest, dont we? Positive tag e.g. You dont buy junk food, do you? 3.3 No + Negative rejoinder ( No, Im not.) Yes + Positive rejoinder(Yes, I am.)

2.

Follow

a series of directions in: Experiments Prescriptions Cooking Operating appliances/equipment

2. Write specific directions in given situations Interpreting a diagram/road maps Playing games (field/board games) 3. Write a composition showing arranged details supporting the main idea Diaries Minutes of a meeting Home reading reports

3. Give the main idea of a selection listened to 3.1 Give titles to poems, stories, selection listened to

3.

State the main idea of a paragraph either explicit or implied 3.1 Tell the big ideas/key concepts implied in each paragraph of the story read 3.2 Give the details that support the big idea 3.3 Evolve an appropriate title to given supporting details/main idea

4. Note details in a selection listened to 4.1 Identify the setting, main and secondary characters, climax and ending of the story

4.

Retell a selection listened to News broadcast Fiction stories Best liked parts of the story heard 4.1 Give a report based on an interview/announcements/ news/sports items

Note significant details 4.1 Identify the events of the plot of the story, poems, short plays 4.2 Read orally/recite poems cast for a verse choir

4. Write reported statements in a story form 4.1 Change statements, questions, requests and commands to reported sentences

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

5.1 Use nouns Plural of irregular and compound nouns Nouns that are plural in form but singular in meaning e.g. news, measles Possessive form of proper nouns ending in s or z Gerunds Infinitives

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

5. Write a summary of what was read using a story grammar

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

6.1Use pronouns 6.1.1 Indefinite pronouns ( e.g. nobody, someone, etc) Use the verb that agrees with the indefinite pronouns 6.1.2. Use reflexive pronouns (e.g. myself, himself, herself, etc) 6.1.3 Use reciprocal pronouns (e.g. We love each other, We love one another) 6.1.4 Use relative pronouns (e.g. that, which and wh-question Words) e.g. Red is the color that I like most.

6.1 Organize ideas 6.1 .1 Classify ideas under proper heading for paragraphs in a selection 6.1.2 Use graphic aids in organizing ideas 6.1.3 Identify the key concept/sentence that makes up the story 6.1.4 Identify the details, heading for an outline 6.1.5 Make a three-point outline of a text read 6.1.6 Give a summary of ideas based on an outline 6.2. Perceive relationship 6.2.1 Tell the relationship expressed in the selection as to cause and effect 6.2.2 Give other possible causes to a given effect and other effects to a given cause 7.1 Infer

6. Respond in writing based on stimuli Result of an observation/experiment for an investigatory project Acceptance letter Excuse letter Explanation letter

7. Make inferences Infer the mood of certain events through the speakers actions/intentions/utterances

7. Use adjectives 7.1 Use descriptive words and phrases Too + adjective + nominal e.g. too short for mother Adjective + enough e.g. old enough Two-word adjectives Two-storey building 7.2 Degrees of comparison of irregular verbs 7.3 Adjectives in series 8. Use verbs 8.1 Use the different verb forms Simple tenses Perfect tenses 8.2 Use active and passive voice

the 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

7. Write a model composition 7.1 Write about ones feelings/reactions about current issues using adjectives 7.2 Write a descriptive paragraph about a favorite character

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

8. Predict outcomes 8.1 Give other events that could happen next 8.2 Draw pictures of incidents that are possible to happen 8.3 Give possible endings to a

8. Write a composition About feelings/reactions to editorials using the correct form of the verb

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8.3 Use expressions about future plans Hope can Wish could If were Going to + verb

selection

An appropriate ending to a given situation

8.4 Use Used to + verb 8.5 Use a variety of sentences as to structure - Simple sentence Simple subject with simple predicate Simple subject with compound predicate Compound subject with simple predicate Compound subject with compound predicate - Compound sentence Using conjuctions and and but - Complex sentence Dependent and independent clause - Compound-complex 1 dependent clause and 2 independent clauses 9. Evaluate and make judgments 9.1 Distinguish advertisement from propaganda 9.2 Identify fact, opinion, truth , falsity 9.1 Use adverbs adverbs of degree/intensifiers adverbs of duration words that can function as adjectives or as adverbs degrees of comparison of adverbs 9.2 Use direct and indirect discourse Relay information accurately using indirect discourse

9.1 Draw conclusions based on information given 9.1.1 Evaluate if a conclusion made is justifiable 9.1.2 Identify sufficient evidences to justify a conclusion/ generalization 9.2 Evaluate ideas/make judgment 9.2.1 Give opinions about information read 9.2.2 Determine the purpose of the author 9.2.3 Identify authors device to bring out his message

9.1 Organize ones thoughts in writing resume Student Descriptive Questionnaire Application Letter

9.2 Respond in writing based on stimuli and triggers

Ads for work/editorials

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9.3 Read printed materials 9.3 Talk about topics of interest using: - preposition and prepositional phrases 9.3.1 Use the library resources effectively (card catalog, atlas, almanac and other general references) 9.3.2 Locate information from different parts of a newspaper and other references 9.3.3 Skim and scan to locate information 9.4 Use the web, internet to gather data 9.3. Fill-out forms correctly Information Sheet community tax certificate Bank notes

9.5 Use parts of a book to get desired information ( front and back covers, title page, table of contents, glossary and index)

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