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 Learning Areas

Time Allotment

English

DAILY TIME ALLOTMENT

I

II

III

IV

VI

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

-remediation for slow learners

-writing (practice)

-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 feelingand
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.

ENGLISH GRADE I
1. Recognize words commonly heard through sight word
courteous expression
one-step direction
2. Identify common printed materials e.g. book, newspaper,
2.1 Turn the pages of a readingmaterial properly
3. Sharpen visual discriminationskills *
similarities and differences ofobjects/pictures as to size,length
identifying missing parts ofpictures
left to right eye movement
3.1 Identify letters that are similar/ different in a group ofletters
4. Associate names of objects/pictures with their printed symbols e.g. words with
initial and final consonant sounds
critical consonant and vowel sounds
5. Sing/act rhymes, poems, jingles
6. Read orally high frequency words in running print Dolch Basic Sight Word
6.1 Increase ones vocabulary
words about family members
labels and sign in school
synonyms and antonyms
6.2 Identify the parts of a book - cover, title, table of contents
7. Tell what the picture or a series of pictures is about
7.1 Tell what the story is about
composite picture e.g. a garden scene
solo picture e.g. red rose
8. Answer wh-questions based on stimuli presented Objects:

composite pictures
experience charts

9. Organize ideas
Grouping pictures based on similar ideas
Select appropriate heading for a:
- set of related pictures
- set of words/phrases
- set of sentences

10. Tell the sequence of natural events

plant growth
life stages of animals
10.1 Tell what happened first, second, last in a series of pictures
11. Perceive relationship
source e.g. egg-chicken
function e.g. table-trees
part-whole e.g. eyes-face

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.