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PIVOT 4A BUDGET OF WORK (BOW) IN ENGLISH

A. Features/Elements

The PIVOT 4A Budget of Work (BOW) in English is a resource material in teaching

English that contains and highlights the most essential learning competencies (MELCs)
and the learning competencies serving as enabling competencies in achieving the
former as mapped from the K to 12 Basic Education Curriculum for Grades 1 to 10.

The K to 12 English Curriculum features domain-based learning competencies.

The number of domains vary from one grade level to another. Presented below is the
alignment of the language and literacy domains with five (5) sub-standards.

Alignment of the Language and Literacy Domains

with the Five (5) Sub-Standards

Integrated Language Arts

Listening Speaking Reading Writing Viewing
Domains
1. Oral Language √ √
2. Phonological Awareness √
3. Book and Print Knowledge √
4. Alphabet Knowledge √ √ √ √ √
5. Phonics and Word
√ √ √
Recognition
6. Fluency √ √
7. Spelling √ √
8. Writing and Composition √ √ √ √
9. Grammar Awareness &
√ √ √ √
Structure
10. Vocabulary Development √ √ √ √ √
11. Reading Comprehension
11.1 schema & prior
knowledge
√ √ √
11.2 strategies
11.3 narrative text
11.4 informational text
12. Listening Comprehension √ √
13. Attitudes towards
language, literacy and √ √ √ √ √
literature
14. Study Strategies √ √ √ √ √
Source: DepEd K to 12 Curriculum Guide for English

Furthermore, language domains for English are also funneled across the K to 12
Basic Education Integrated Language Arts Curriculum. This illustration provides clearer
view on the presence of language domains in various grade levels and key stages.
The existence of these domains in vary depending on the nature and contexts of
developmental stages of learners. These domains include the following:

The identified domains in the K to 12 English Curriculum are anchored to the

contexts of communicative language teaching (CLT) which is generally regarded as
an approach to language teaching (Richards and Rodgers, 2001 as cited in Richards,
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2006). CLT reflects a certain model or language paradigm, or a theory (Celce-Murcia,

2008). It is based on the theory that the primary function of language use is
communication. Its primary goal is for learners to develop communicative
competence (Hymes, 1971 as cited in Celce-Murcia, 2008), or simply put,
communicative ability. In other words, its goal is to make use of real-life situations that
necessitate communication.

Such notion of CLT encompasses a wide range of abilities. These abilities or

competences include linguistic competence, sociocultural competence, discourse
competence and strategic competence. These four features of CLT require
appropriate knowledge which will be helpful in understanding the target concepts
for the appropriate use of the target language in various situations.

Basically, the aforementioned abilities are described as follows: the knowledge

of grammar and vocabulary (linguistic competence); the ability to say the
appropriate thing in a certain social situation (sociocultural competence); the ability
to start, enter, contribute to, and end a conversation, and the ability to do this in a
consistent and coherent manner (discourse competence); and the ability to
communicate effectively and repair problems caused by communication
breakdowns (strategic competence). These CLT components are further subdivided
in the different domains of language learning in the Philippine context.

B. How to Use this BOW?

The PIVOT 4A BOW in English is composed of five (5) columns. The first column
is intended for the Quarter; the second one for the Domain; the third for the Most
Essential Learning Competencies (MELC); the fourth for the Learning Competencies;
and the last one for the No. of Days Taught.

Quarter Domain Most Essential Learning Learning Competencies No. of Days

Competencies (MELC) Taught
(A) (B) (C) (D) (E)
(F)
(F)

(G) 1

In using the PIVOT 4A BOW in English, it is important to understand the figure

above marked by the following specifications:

A. Quarter
B. Domain
C. Most Essential Learning Competencies (MELC)
D. Learning Competencies
E. Number of Days Taught
F. Enabling Competencies. These were taken from the K to 12 Curriculum Guide
which teachers shall use in bridging the lessons especially in reaching and
targeting the Most Essential Learning Competencies (MELC).
G. Most Essential Learning Competencies (MELC). In each PIVOT 4A BOW, the
MELC is symbolized or marked by numbers. These identified MELCs may be of
the same variant of the K to 12 LCs or enabling competencies. But in some
cases, MELCs were produced by merging/fusing some LCs or enabling
competencies.
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Further, teachers should:

 Look for the grade level they are handling.

 Check the MELC/s and/or LC/s to be taught in a particular quarter and
domain.
 Be guided that the MELCs in each quarter and grade level are marked with
numbers, i.e. No. 1 is the first MELC in each grade level.
 Take note that the first MELC/LC or set of LCs in the BOW becomes the first
lesson to be taught in a quarter.
 Remember that the learning competency that appears before the MELC
serves as the enabling competency that has to be taught before the MELC to
carefully establish learners’ knowledge, skills and attitude/values based from
the curricular demand.
 Design their lessons using the MELC and/or clustered LCs and the identified
enabling competencies using the IDEA instructional delivery process.
 Observe the appropriate domains where MELCs and/or LCs are part of. Lessons
in teaching such MELCs and/or LCs should reflect the indicated domains. If the
said MELCs or LCs fall under Reading Comprehension or RC, lessons to be
prepared should reflect the contexts of reading comprehension. However,
teachers may also add activities reflecting under domains or macro skills but
with central focus on the actual domains specified in the PIVOT 4A BOW.
 Observe and consume the allotted number of days for a particular MELC or set
of LCs. Lessons in English for Grades 1-6 are designed for 40 meetings/sessions
in a quarter while 36 meetings/sessions are allocated for lessons for Grades 7-
10 considering the one day of weekly lesson is allocated for
independent/cooperative learning (ICL) as per DepEd Order No. 21, s 2019.

The MELCs for English are identified by the Central Office. Such MELCs are
further enhanced by providing enabling competencies taken from the CG itself. The
identified enabling competencies are presented either individually or in group
depending on the nature of the MELC.

With the inclusion of MELCs developed by the Central Office, the K to 12 LCs
are mapped and restructured in the PIVOT 4A BOW. The adjustments are explained
by the following legends:

A An enabling competency developed to bridge the MELC

B The MELC is a refinement/restatement of the available K to 12 LC.
C The MELC was developed by merging/fusing a set of related LCs.
D The MELC originally appeared in other grade level/s based from
the K to 12 Curriculum Guide.
E The MELC originally appeared in other quarter/s based from the K to
12 Curriculum Guide.

clmd/jsc
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GRADE 1 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 3
PA Give the number of syllables of given words.
Recognize rhyming words in nursery rhymes, 5
PA 1
poems, songs heard
G Form words to form a phrase A
G Identify parts of a sentence A
8
Sentences
G 2
Recognize sentences and non-sentences
Listen to short stories/poems and
1. note important details pertaining
to
a. character
b. setting
c. events
2. Give the correct sequence of three
events
3. Infer the character feelings and traits
LC 3 4. Identify cause and/or effect of events 15
5. Identify the speaker in the story or
poem
6. Predict possible ending of a story read
7. Relate story events to one’s
experience
8. Discuss, illustrate, dramatize specific
events
9. Identify the problem and solution
10. Retell a story listened to
OL Determine different polite expressions A
Use/Respond appropriately to polite expressions
 Greetings
 leave takings 6
OL 4
 expressing gratitude and apology
 asking permission
 offering help
Use words that are related to self, family, school,
V community, and concepts such as the names for
6
colors, shapes, and numbers
OL 5 Talk about oneself and one’s family
Quarter 4
Recognize common action words in stories listened
G 6 8
to
Recognize describing words for people, objects,
G 7 things and places (color, shape, size, height, weight, 8
length, distance, etc.)
Sort and classify familiar words into basic categories
V 8 8
(colors, shapes, foods, etc.)
Give the meaning of words using clues (TPR, pictures,
V 9 6
body movements, etc.)
OL 10 Follow one-to-two step directions
10
OL 11 Give one-to-two step directions
A - An enabling competency developed to bridge the MELC
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GRADE 2 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
Recognize the common terms in English relating to part
BPK 1 4
of book (e.g. cover, title page, etc.) book orientation
AK 2 Read the alphabets of English 4
Recognize names people, objects, things and places
(e.g. names of animals, fruits, objects in songs, stories,
G
poems, nursery rhymes, pictures, realia and other ICT- 5
based materials)
G 3 Recognize the use of a/an + noun
G Recognize nouns in simple sentences
Recognize common or proper nouns in simples 8
G 4
sentences B
Discriminate sounds from a background of other
PA
sounds
Classify/Categorize sounds heard (animals, 5
PA 5 mechanical, objects, musical instruments, environment,
speech)
Differentiate English words from other languages spoken
V
at home and in school
6
Identify the English equivalent of words in the Mother
V 6
Tongue or in Filipino
Relate information and events in a selection to life
LC
experiences and vice versa
8
Activate prior knowledge based on new knowledge
LC 7
formed
Quarter 2
Identify letters in English that are not present in Mother
AK 3
Tongue/Filipino and vice-versa
AK 8 Give the beginning letter of the name of each picture 8
Recognize common action words in retelling,
G 9 10
conversation, etc.
Ask and answer simple questions (who, what, where,
LC 7
when, why, and how) about text listened to
Identify and discuss the elements of a story (theme,
LC 10 12
setting, characters, and events)
Quarter 3
Participate in generating ideas through prewriting
WC 11 1
activities B
Show understanding of a story listened to through the
following writing activities:
a. Completing a Lost and Found Poster
WC b. Filling in blanks in a letter 3
c. Drawing and writing some words on a birthday card
d. Writing a phrase or sentence about an illustration
12
e. Writing some words about a character
Identify the common terms in English relating to part of
BPK
book (e.g. cover, title page, etc.)
Discuss the illustrations on the cover and predict what
BPK 13 3
the story may be about
Identify title, author and book illustrator and tell what
BPK 14
they do
S Spell words with short a sound in CVC Pattern A
S Spell words with short e sound in CVC Pattern
S Spell words with short i sound in CVC Pattern A
S Spell words with short o sound in CVC Pattern A 2
S Spell words with short u sound in CVC Pattern A
Spell words with short e, a, i, o and u sound in CVC
S 15
pattern
G Identify action words
Use common action words in retelling, conversations, 2
G 16
etc.
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Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Identify the basic sequence of events and make
RC 17 3
relevant predictions about stories
Give the meaning of words used in stories presented
RC through real objects, illustrations, demonstration and
context clues
Use an understanding of characters, incidents and
LC
settings to make predictions
3
Use an understanding of incidents, characters and
LC
settings to validate predictions
Use clues to answer questions, clarify understanding
RC 18 and justify predictions before, during and after reading
(titles, pictures, etc.)
Recognize that some words mean the same (synonyms)
V C
20 3
Recognize that some words have opposite meaning
V
(antonyms) C
V 19 Create or expand word cline D 2
Recognize the difference between “made-up” and
LC 21 2
“real” in) texts listened to
LC 22 Identify important details in expository text listened 2
LC 23 Retell and/or reenact events from a story 2
Talk about texts identifying major points and key
OL 24 3
themes
Participate/engage in a read-along of texts (e.g.
A
poetry, repetitive text)
Participate in choral speaking and echo reading of 3
OL 25 short poems, rhymes and stories with repeated patterns
and refrains in English
Use personal experiences to make predictions about
LC
text viewed and listened to
2
Listen and respond to texts to clarify meanings heard
OL 26
while drawing on personal experiences
Read short phrases consisting of short e words and
PWR
some sight words
Read short phrases and sentences consisting of short
PWR
e words and the sight words.
2
Read a short story consisting of short a, i, o and u
PWR
words and sight words A
Read words with short e, a, i, o , and u sound in CVC
PWR 27
pattern B
PWR Read some the sight words
2
PWR 28 Match the picture with its sight word
Quarter 4
S Spell words with short e, a and i sound in CVC pattern
S Spell words with short o and u sound in CVC pattern A
3
Spell 2- syllable words with short a, e, i, o and u sound in
S 29
CVC pattern
Use personal pronouns (e.g. I, you, he, she, it, we, they)
G 30 7
in dialogues
G 31 Use demonstrative pronouns (this/that, these/ those) 7
Use the most frequently occurring preposition (e.g. on,
G 32 7
over, under, to, from, above, etc.)
Differentiate and read correctly the short e and a words
PWR
(pan- pen, man-men, tan-ten etc.)
Differentiate and read correctly the short e and i words
PWR
(pin- pen, tin-ten etc.) A
4
Differentiate and read correctly the short o and u words
PWR
(hot-hut, not-nut, etc.) A
Differentiate words with different medial vowels (eg:
PWR 33
cap-cop-cup; fan-fin-fun)
Read 2-syllable words consisting of short e and a (basket,
V 6
magnet, ...)
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Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Read 2-syllable words consisting of short i, o and u
V
(basket, magnet, ...) A
Read phrases, short sentences and short stories
V consisting of short e and a words and the Who, What
and Where questions about them
Read phrases, short sentences and short stories
V consisting of short i, o and u words and the Who, What
and Where questions about them
Read phrases, short sentences and short stories
consisting of words with short e, a, i, o, and u then
V 34
answer the Who, What and Where questions about
them C
PWR Read short i words in CVC pattern (pin, big, fit. . .)
Read short a, e, o and u words in CVC pattern (pan, beg,
PWR
hot, nut…) A
Read 2- syllable words consisting of short a, e and i
PWR
words (pigpen, magnet ...) 6
Read 2- syllable words consisting of short o and u words
PWR
(hotpot, donut ...) A
Write the names of pictures with the short a, e, i, o, and
PWR 35
u words C
A - An enabling competency developed to bridge the MELC
B - The MELC is a refinement/restatement of the available K to 12 LC.
C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide.
E - The MELC originally appeared in other quarter/s based from the K to 12 Curriculum Guide.

Note: Some MELCs are rearranged to carefully bridge the achievement of competencies in a systematic manner.
 Page 104 of 349

GRADE 3 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
Write different forms of simple composition as a
WC 1 response to stories/ poems listened to
a. draw and write sentences about one’s drawing
WC b. a note of advice
WC c. Thank you letter 4
WC d. a short paragraph, etc.
WC 2 e. Descriptive paragraph
WC 3 f. another ending for a story
WC 4 g. a diary
G Construct simple sentences 2
Use appropriate punctuation marks (e.g. period,
G 1
comma, question mark, exclamation point)
G 5 Identify an exclamatory sentence 2
G 6 Identify an imperative sentence 2
Use different kinds of sentences (e.g. declarative,
G 7 3
interrogative, exclamatory, imperative)
Use nouns (e.g. people, animals, places,, things
G 2
events) in simple sentences
G 8 Use common and proper nouns 2
Use plural form of regular nouns by adding /s/ or /es/
G 9 3
(e.g., dog, dogs; wish, wishes)
Use plural form of frequently occurring irregular nouns
G 10 3
(e.g. children, feet, teeth)
Differentiate words with different medial vowels (eg:
PWR
cap- cop-cup; fan-fin, fun)
Read words with short o sounds in CVC pattern and
PWR
phrases and sentences containing these words 3
Read words with short a, e, i and u sounds in CVC
PWR pattern and phrases and sentences containing these
words A
Review reading and writing short e, a, i, o, and u words
PWR 11 2
in CVC pattern
Read grade 3 level texts consisting of 2- syllable words
F 2
with short vowel sound with at least 95-100% accuracy
Recognize more common sight words in order to
PWR
read simple phrases and sentences
3
Read phrases, sentences and short stories consisting of
PWR 12
2- syllable words and the questions about them
Initiate conversations with peers in a variety of school
OL 13 3
settings
OL Express ideas in a conversational manner
OL Share relevant information
3
OL Recount specific/significant events
OL 14 Synthesize and restate information shared by others
Quarter 2
Use the be-verbs (am, is, are was, were) correctly in
G 15 4
sentences
Form and use the past tense of frequently occurring
G 3
regular verbs (walk– walked, etc.)
G Use verbs in simple present tense C 4
G 16 Use verbs in simple present and past tense C 4
G Use verbs in simple future tense C 4
Read words with initial consonant blends (l, r and s
PWR blends) followed by short vowel sounds (e.g. black,
frog, step)
Read words with final blends (-st, -lt, -nd, -nt, -ft…) 4
PWR preceded by short e, a, i,o and u words (belt, sand,
raft)
PWR 17 Read words with initial and final consonant blends
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Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Read phrases, sentences and short stories consisting
PWR 18 4
of words with initial consonant blends
Show understanding of meaning of words with
V consonant digraphs ch through drawing, actions,
and using them in sentences
Show understanding of meaning of words with
V consonant digraphs sh through drawing, actions, 3
and using them in sentences
Read words, phrases, sentences and short stories
PWR 19 consisting of words with consonant digraph ch and sh
and other words previously studied
Read with accuracy, speed and proper phrasing
sentences and stories with words consisting of initial
F
and final ch and sh and other words previously
studied
3
Read with accuracy, speed and proper phrasing
sentences and stories with words consisting of ch and
F
sh words and other words previously studied with
speed, accuracy and proper phrasing
S Spell words with consonant digraphs ch and sh 3
Spell one- to- two syllable words with initial and final
S 20 consonant blends (e.g. pl, tr) and consonant digraphs 4
(ch and sh)
Quarter 3
G Use demonstrative pronouns (this,/that, these/those)
Use personal pronouns (e.g. I, you, he, she, it, we,
G
they)
4
G Use commonly used possessive pronouns
Identify commonly used possessive pronouns and use
G 21
them in a sentence
RC Identify cause and effect
3
RC 22 Identify several effects based on a given cause
Make inferences and draw conclusions based on texts
RC 23 3
(pictures, title and content words)
RC 24 Distinguish fact from opinion 3
SS Get information from index and table of contents
LC Infer print sources 3
RC 25 Use different sources of information in reading
Recognize some words represented by common
V 26 3
abbreviations (e.g. Mr. Ave., Oct.)
Increase vocabulary through:
V - Synonyms (e.g. quick/fast) and antonyms 1
(e.g. big/small)
V 27 - Homonyms (e.g. flower/flour) 1
V 28 - Homographs (e.g., read- read) 1
V 29 - Hyponyms- type of (e.g. guava - type of fruit) 1
V 36 Read word with affixes D 2
LC Recall details from texts viewed/ listened to
LC Validate ideas made after listening to a story 3
LC 30 Identify possible solutions to problems
Identify and use the elements of an informational/
LC 31
factual text heard
3
Ask and respond to questions about informational texts
LC 34
listened to (environment, health, how-to’s, etc.)
PWR Read words with long a sound (long a ending in e)
PWR Read words with long i sound (long i ending in e)
32 3
PWR Read words with long o sound (long o ending in e)
PWR Read words with long u sound (long a ending in e)
Read sentences, stories and poems consisting of long
PWR
a words and questions about them
33 Read sentences, stories and poems consisting of long i 3
PWR
words and questions about them
PWR Read sentences, stories and poems consisting of long o
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Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
words and questions about them
Read sentences, stories and poems consisting of long
PWR
u words and questions about them
Read words with long a, i, o, and u and phrases,
PWR
sentences and stories containing these words.
OL Express opinions and feelings about other’s ideas
OL Engage in discussions about specific topics 3
OL 35 Compare and contrast information heard
Quarter 4
Take part in creative responses to stories like preparing
A
logs, journal and other oral presentations 4
WC 37 Write a simple story
Use the degrees of adjectives in making comparisons
G 38 3
(positive, comparative, superlative)
G 39 Recognize adverbs of manner 3
SS Interpret simple maps of places
Interpret simple maps of unfamiliar places, signs and 4
RC 40
symbols
RC Interpret pictographs
3
SS Interpret a pictograph
SS 41 Interpret simple tables
SS Interpret a bar graphs 3
RC Interpret simple graphs and tables
Give the synonyms and antonyms of common
V 2
adjectives
V 42 Read word with affixes 3
LC Personal Recounts (anecdotes, past experiences)
LC Explanation (life cycles, water cycle)
4
Restate facts from informational texts (climate change,
LC 43
children’s rights, traffic safety, etc.)
Read words containing vowel digraphs - ai, ay, ea, ee,
PWR 44
oo, oa
3
Read phrases, sentences and stories with vowel
PWR 45
digraphs - ai, ay, ea, ee, oo, oa
Read words with vowel diphthongs: oy (boy), oi (boil),
PWR 46
ou (out) ow (bow)
3
Read phrases, sentences and short stories consisting
PWR 47
vowel diphthongs: oy, oi, ou, ow
Recognize and read some irregularly spelled words
PWR 48 2
(e.g. such as enough, through, beautiful)
Engage in a variety of ways to share information (e.g.
OL role playing,) reporting, summarizing, retelling and
show and tell
3
Present information in varied artistic ways (e.g. role
OL 49 playing, show and tell, radio play/podcast/
broadcast/ reporting/ poster presentations)
A - An enabling competency developed to bridge the MELC
B - The MELC is a refinement/restatement of the available K to 12 LC.
C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide.
E - The MELC originally appeared in other quarter/s based from the K to 12 Curriculum Guide.

Note: Some MELCs are rearranged to carefully bridge the achievement of competencies in a systematic manner.
 Page 107 of 349

GRADE 4 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
RC 1 Recognize the parts of a simple paragraph D 5
SS Use dictionary in getting the meaning of words 2
Get the meaning of words using a dictionary,
V 2 5
thesaurus, and/or online resources. D
LC Note details in a literary text listened to
5
RC 3 Note significant details of various text types.
Identify various text types according to structure,
RC 4 purpose and language features: problem and 5
solution, description, procedural/ sequence
Identify meanings of unfamiliar words through
V 5 structural analysis (words and affixes: prefixes 6
and suffixes) E
SS Locate meaning of words from the dictionary
Identify different meanings of content specific 6
V 6
words (denotation and connotation) E
Get the meaning of words through word
V 7 6
association (analogy) and classification. E
Quarter 2
Use context clues (definition) to determine the
V 3
meaning of unfamiliar words C
8
Use context clues (exemplification) to
V 3
determine the meaning of unfamiliar words C
Use clear and coherent sentences employing
appropriate grammatical structures: Kinds of
G 4
Nouns
– Mass Nouns and Count Nouns C
Use clear and coherent sentences employing
G 9 appropriate grammatical structures 4
(quantifiers of mass nouns) C
Use clear and coherent sentences employing
appropriate grammatical structures: Kinds of
G 4
Nouns
– Possessive and Collective Nouns C
G Define and assess the use of pronouns A 2
G 10 Use personal pronouns in sentences 3
Identify and use words that show degrees of
G 2
comparison of adjectives in sentences A
Use adjectives (degrees of comparison, order) in
G 11 3
sentences E
G 12 Use simple present tense of verbs in sentences E 3
Use correct time expressions to tell an action in
G 13 3
the present
G Use the past form of regular verbs C 3
14
G Use the past form of irregular verbs C 3
Quarter 3
G Use adverbs of place in sentences
G Identify and use adverbs of place in sentences
4
Write/compose clear and coherent sentences
WC
using adverbs of place C
Write/compose clear and coherent sentences
WC 15 4
using adverbs of time C
Write/compose clear and coherent sentences
WC 4
using adverbs of manner C
OL Give oral directions
WC Write 2–3 step directions using signal words 6
WC 16 Write directions using signal words E
Distinguish between general and specific
RC 17 4
statements D
LC Note details in an informational text heard
5
RC Note details in informational text
 Page 108 of 349

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Identify the main idea, key sentences, and
RC 18
supporting details from text listened to
Use appropriate graphic organizers to show the
RC
sequence of events in a text read (story)
4
Use graphic organizers to show understanding of
SS 19
texts (story sequence organizers) E
RC 20 Infer the speaker’s tone, mood and purpose D 4
Identify the important story elements such as
RC
setting, character, and plot 5
LC 21 Analyze a story in terms of its elements D
Quarter 4
LC Give conclusions to realistic fiction listened to
RC Give conclusions to realistic fiction read
OL State conclusion to realistic fiction
State one’s conclusion to realistic fiction 8
OL
listened to
Write a short story (fiction/nonfiction) with its
WC 22
complete elements
LC 23 Give one’s reaction to an event or issue heard B 5
RC/LC 24 Distinguish fact from opinion in a narrative. E 5
WC 25 Identify features of Journalistic Writing D 5
Distinguish among types of Journalistic Writing
WC 26 (news report, opinion article, feature article, and 5
sports news article) D
WC 27 Write a news report using the given facts E 6
WC 28 Write/compose an editorial E 6
A - An enabling competency developed to bridge the MELC
B - The MELC is a refinement/restatement of the available K to 12 LC.
C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide.
E - The MELC originally appeared in other quarter/s based from the K to 12 Curriculum Guide.
 Page 109 of 349

GRADE 5 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
Fill-out forms accurately (school forms, deposit
WC 1 3
and withdrawal slips, etc.) E
Clarify meaning of words using dictionaries,
V thesaurus, and/or online resources 2

Infer the meaning of unfamiliar words

(compound) based on given context clues
V 3
(synonyms, antonyms, word parts) and other
strategies
Infer the meaning of unfamiliar words
(blended) based on given context clues
V 2 3
(synonyms, antonyms, word parts) and other
strategies
Infer the meaning of unfamiliar words
(clipped) based on given context clues
V 3
(synonyms, antonyms, word parts) and
other strategies
G Identify, write and use a simple sentence. 2
Differentiate simple, compound and complex
G 2
sentence
Use compound and complex sentences to show
G 3 cause and effect and problem-solution 4
relationship of ideas. E
Compose clear and coherent sentences using
G appropriate grammatical structures: -Aspects 5
of verbs
Compose clear and coherent sentences using
G appropriate grammatical structures: -Subject 5
and Verb Agreement D
4
Compose clear and coherent sentences
G using appropriate grammatical structures: - 4
conjunctions
Compose clear and coherent sentences
G using appropriate grammatical structures: - 4
Adverbs of Intensity and Frequency
Quarter 2
Compose clear and coherent sentences using
G appropriate grammatical structures: -Aspects 6
of Verbs E
Compose clear and coherent sentences using
G 5 6
appropriate grammatical structures: -Modals E
Compose clear and coherent sentences using
G appropriate grammatical structures: - 6
subordinate and coordinate conjunctions E
VC 6 Identify point-of-view. E 5
Determine images/ideas that are explicitly used
to influence viewers
VC 7 - Stereotypes 10
- Point of view
- Propagandas
Distinguish among various types of viewing
VC 8 7
materials E
Quarter 3
Distinguish text-types according to purpose and
RC 9 features: classification, explanation, enumeration 5
and time order. E
LC Restate sentences heard in one’s own words 2
LC Summarize information from various text types 2
RC Make generalizations 2
Summarize various text types based on elements.
RC 10 E
5
 Page 110 of 349

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Show tactfulness when communicating with
A 2
others
OL Link comments to the remarks of others 2
Use appropriate strategies to keep the
OL 2
discussion going
OL 11 Make a stand 6
LC Distinguish fact from opinion 3
LC Provide evidence to support understanding 3
LC 12 Provide evidence to support opinion/fact. E 6
Quarter 4
Use verbal and non-verbal cues in a TV
OL 3
broadcast
VC Infer target audience 3
VC Infer purposes of the visual media 3
Analyze how visual and multimedia elements
VC 13 5
contribute to the meaning of a text
Plan a two to three-paragraph composition using
WC 3
an outline/other graphic organizers
RC Use appropriate graphic organizers in texts read 3
Write paragraphs showing: cause and effect,
WC 14 comparison and contrast and problem-solution 5
relationships. E
Compose a three-paragraph descriptive essay
WC 4
on self-selected topic
Revise writing for clarity
WC 3
- correct spelling
Revise writing for clarity
WC - appropriate punctuation marks 3
- transition/signal words
WC 15 Write a feature article. E 5
A - An enabling competency developed to bridge the MELC
B - The MELC is a refinement/restatement of the available K to 12 LC.
C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide.
E - The MELC originally appeared in other quarter/s based from the K to 12 Curriculum Guide.
 Page 111 of 349

GRADE 6 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
Analyze the characters used in print, non-print, and
VC digital materials (age and gender, race and 4
nationality, attitude and behavior)
Analyze the setting used in print, non-print and digital
VC 4
materials, affluent or poor.
VC Infer the purpose of visual media A 4
Identify real or make-believe, fact or non-fact
VC 1 9
images. E
VC 2 Identify the values suggested in the visual media. E 9
Make connections between information viewed
VC 3 10
and personal experiences. E
Quarter 2
LC Note down relevant information from text heard
4
RC Note significant details of informational texts
Respond appropriately to the messages of the
RC 4
different authentic texts
Distinguish various types of informational/factual
LC 4 6
text.
Detect biases and propaganda devices used by
LC 5 8
speakers. E
OL React on the content of the material presented 3
VC Infer purpose of the visual media 3
VC Infer the target audience 3
Analyze the elements used in print, non-print, and
VC 6 9
digital materials.
Quarter 3
Organize information from secondary sources in
SSR preparation for writing, reporting and similar 4
academic tasks in collaboration with others
OL Provide evidence to support opinions 4
OL Make a stand based on informed opinion 4
Present a coherent, comprehensive report on
OL 7 7
differing viewpoints on an issue.
LC Note significant details 3
Evaluate narratives based on how the author
LC developed the elements: -Setting -Characters 6
(Heroes and Villains)
LC Evaluate narratives based on how the author
8 6
developed the elements: -theme -point of view
Evaluate narratives based on how the author
RC developed the elements: -Plot (chronological 6
sequential, in medias res, flashback)
Quarter 4
Compose clear and coherent sentences using
G appropriate grammatical structures: -tenses of 5
verbs E
Compose clear and coherent sentences using
G appropriate grammatical structures: -Subordinate 5
and coordinate conjunctions
Compose clear and coherent sentences using
G 9 appropriate grammatical structures: Adverbs of 5
intensity
Compose clear and coherent sentences using
G appropriate grammatical structures: Adverbs of 4
frequency E
Compose clear and coherent sentences using
G appropriate grammatical structures: Adverbs of 4
manner E
 Page 112 of 349

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Compose clear and coherent sentences using
G appropriate grammatical structures: Adverbs of 4
place and time E
SSR Take down relevant notes 2
SSR Assess credibility of sources of information 2
Plan a composition using an outline/other graphic
WC 2
organizers
WC 10 Compose a persuasive essay on self-selected topic. 7
A - An enabling competency developed to bridge the MELC
B - The MELC is a refinement/restatement of the available K to 12 LC.
C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide.
E - The MELC originally appeared in other quarter/s based from the K to 12 Curriculum Guide.
 Page 113 of 349

GRADE 7 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
Select an appropriate colloquial or idiomatic
V word or expression as a substitute for another
word or expression
Use appropriate idiomatic expressions in a variety
V
of basic interpersonal communicative situations 4
Explain the predominance of colloquial and
V
idiomatic expressions in oral communication
Supply other words or expressions that complete
V 1
an analogy E
VC Organize information from a material viewed 2
Determine the truthfulness and accuracy of the
VC 2
material viewed
Identify the genre of a material viewed (such as
VC 2 movie clip, trailer, news flash, internet-based 4
program, documentary, video, etc.)
G Observe correct subject-verb agreement 4
Use the passive and active voice meaningfully in
G 3 4
varied contexts E
Use the past and past perfect tenses correctly in
G 4 4
varied contexts E
Use direct and reported speech appropriately in
G 5 4
varied contexts E
Use phrases, clauses, and sentences appropriately
G 6 4
and meaningfully E
Read intensively to find answers to specific
RC
questions
RC Scan for specific information
RC Skim for major ideas using headings as guide 4
Use the appropriate reading style (scanning,
RC 7 skimming, speed reading, intensive reading etc.)
for one’s purpose
Quarter 2
LC Recognize main/key ideas
Note specific details/elements of the text listened
LC
to
LC Extract information from the text listened to 4
Use listening strategies based on purpose,
LC 8 familiarity with the topic and levels of difficulty of
short texts listened to
Use appropriate mechanisms/tools in the library or
RC 2
other sources for locating resources
Use an electronic search engine to locate specific
RC 9 3
resources B
Get information from the different parts of a book
RC 2
and from general references in the library
Gather current information from newspapers and
RC 10 3
other print and non-print media
WC Identify key ideas
WC Identify supporting details
WC Simplify ideas 3
Extract information from a text using a summary,
WC 11
precis, and paraphrase
Predict the gist of the material viewed based on
VC the title, pictures, and excerpts of the material
viewed
Draw similarities and differences of the featured 3
L
selections in relation to the theme
Compare content of materials viewed to other
VC 12
sources of information (print and radio) E
 Page 114 of 349

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Identify figures of speech that show comparison
V 2
(simile metaphor, personification)
Identify figures of speech that show contrast
V 2
(irony, oxymoron, paradox)
V Classify sample texts into literal or figurative 2
Discriminate between literal and figurative
V 2
language
V 13 Analyze relationships presented in analogies E 3
Use non-linear visuals as comprehensive aids in
RC
content texts A
2
Give the meaning of given signs and symbols
RC
(road signs, prohibited signs, etc.) A
Transcode orally and in writing the information
RC presented in diagrams, charts, table, graphs, etc.
A 3
Transcode information from linear to non-linear
RC 14
texts and vice-versa D
Quarter 3
Express ideas, opinions, feelings and emotions
F during interviews, group/panel discussions,
forums/fora, debates, etc.
Use the appropriate prosodic features of speech
F
during interviews, discussions and forums
Employ the appropriate oral language and
5
F stance in an interview, a panel discussion, in a
forum and in a debate
Use correct and appropriate multi-media
resources when orally giving information,
F 15
instructions, making explanations and narrating
events in personal or factual recounts E
Use the appropriate oral language, stance and
behavior when giving information, instructions,
F 16 4
making explanations, and narrating events in
factual and personal recounts E
Identify the distinguishing features of revolutionary
L
songs, poems, short stories, drama, and novels
Discover literature as a tool to assert one’s unique
L 5
identity and to better understand other people
Explain how a selection may be influenced by
L 17
culture, history, environment, or other factors E
VC Make a stand on the material viewed 2
Express one’s beliefs/convictions based on a
VC 18 4
material viewed E
RC Identify the author’s intentions for writing 2
RC Make predictions about the text 2
RC 19 Cite evidence to support a general statement E 3
RC 20 React to what is asserted or expressed in a text B 3
Express ideas and opinions based on text listened
F 2
to
Raise sensible, challenging thought provoking
F 21 4
questions in public forums/panel discussions, etc. E
Quarter 4
Organize information about a chosen subject
WC
using a graphic organizer
3
Organize information about a chosen subject
WC
using a one-step topic outline
WC 22 Distinguish features of academic writing D 3
Observe and use the appropriate oral language,
stance and behavior when giving information,
F 4
instructions, making explanations, and narrating
events in factual and personal recounts
 Page 115 of 349

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Give clear precise and concise information,
F explanations and instructions in varied oral
communication situations
Orally narrate events in factual and personal
F recounts using appropriate verbal and non-verbal
cues
Employ a variety of strategies for effective
F 23 interpersonal communication (interview, dialog,
conversation) D
Make simple inferences about thoughts and
LC
feelings expressed in the text listened to
Process information mentioned in the text listened
LC 4
to
Determine the worth of ideas mentioned in the
LC 24
text listened to
Differentiate reality from fantasy based on a
VC
material viewed
Express one’s beliefs/convictions based on a
VC 4
material viewed
Determine the truthfulness and accuracy of the
VC 25
material viewed E
L Explain the literary devices used
Determine tone, mood, technique, and purpose
L
of the author
Draw similarities and differences of the featured
L 4
selections in relation to the theme
Discover the conflicts presented in literary
L 26 selections and the need to resolve those conflicts
in non-violent ways E
Discover literature as a tool to assert one’s unique
L 27 4
identity and to better understand other people E
Discover through Philippine literature the need to
L 28 work cooperatively and responsibly in today’s 4
global village
Compose a capsule biography of a person
WC
interviewed
2
Compose a biographical sketch based on a
WC
personal interview and background research
WC 29 Compose an informative essay B 4
A - An enabling competency developed to bridge the MELC
B - The MELC is a refinement/restatement of the available K to 12 LC.
C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide.
E - The MELC originally appeared in other quarter/s based from the K to 12 Curriculum Guide.
 Page 116 of 349

GRADE 8 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
Use context clues from the material viewed to
V determine the meaning of unfamiliar words or
expressions
Explain how the elements specific to a genre
L contribute to the theme of a particular literary 5
selection
Determine the meaning of words and expressions
V 1 that reflect the local culture by noting context
clues
Expand the content of an outline using notes from
WC 2
primary and secondary sources
WC 2 Use conventions in citing sources E 5
G 3 Use modals appropriately E 5
Use appropriate cohesive devices in composing
G 3
an informative speech
G 4 Use emphasis markers for persuasive purposes E 5
Scan for logical connectors to determine the text
RC 2
type
RC Skim to determine key ideas 2
Use the appropriate reading style (scanning,
RC skimming, speed reading, intensive reading etc.) 2
for one's purpose.
Note implicit signals used by the writer to indicate
RC 5 5
coherence B
Quarter 2
Transcode information from linear to nonlinear
RC 3
texts and vice-versa
Explain visual-verbal relationships illustrated in
RC 6 tables, graphs, and information maps found in 4
expository texts
Use appropriate grammatical signals or
expressions suitable to each pattern of idea
G development: general to particular claim and 3
counterclaim problem solution cause-effect and
others
G 7 Share ideas using opinion-marking signals E 5
Compare and contrast the presentation of the
VC 8 6
same topic in different viewing genres E
Compare and contrast one’s beliefs/convictions
VC 9 6
with those presented in a material viewed E
Predict the gist of the material viewed based on
VC 3
the title, pictures, and excerpts
Discern positive and negative messages
VC 10 6
conveyed in a material viewed
Quarter 3
Judge the relevance and worth of ideas
VC
presented in the material viewed
Judge the relevance and worth of ideas
LC
presented in the text listened to
5
Determine the issue and stand presented in the
VC
material viewed
Examine biases (for or against) made by the
RC 11
author
Recognize propaganda techniques used in a
RC
given text
5
Analyze intention of words or expressions used in
V 12
propaganda techniques
Distinguish facts from opinion cited in the text
LC 5
listened to
 Page 117 of 349

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Employ different listening strategies suited to the
LC topic, purpose, and level of difficulty of the
listening text
Determine various social, moral, and economic
LC 13
issues discussed in the text listened to
Identify the notable literary genres contributed by
L
Southeast Asian writers
Identify the distinguishing features of notable
L poems, short stories, dramas, and novels
contributed by Southeast Asian writers
Identify similarities and differences of the featured 6
L
selections
Explain how a selection is influenced by culture,
L
history, environment
Appreciate literature as a mirror to a shared
L 14
heritage of people with diverse backgrounds B
G Share ideas using opinion-marking signals
G Use emphasis markers for persuasive purposes
5
Use appropriate cohesive devices in various types
G 15
of speech E
G Review subject and verb agreement 4
G 16 Use parallel structures E 6
Quarter 4
G Use appropriate modifiers
2
G Use appropriate logical connectors for emphasis
Use appropriate grammatical signals or
expressions suitable to each pattern of idea
development: E
 general to particular
G 17 5
 claim and counterclaim
 problem-solution
 cause-effect
 and others
Use writing conventions to indicate
WC
acknowledgement of sources
4
Expand the content of an outline using notes from
WC 18
primary and secondary sources E
RC Draw conclusions from a set of details
LC Summarize information from the text listened to.
4
Synthesize essential information found in various
RC 19
sources B
WC Distinguish parts of a paragraph A
5
WC 20 Compose effective paragraphs E
WC Distinguish features of different text types A
Develop paragraphs that illustrate each text type
4
WC 21 (narrative in literature, expository, explanatory,
factual and personal recount, persuasive) E
Use the correct production of the sounds of
English when delivering a manuscript or
F 2
memorized speech in an oration, in a
declamation or in a dramatic monologue
Deliver a manuscript/memorized oral speech with
F 2
ease and fluency before an audience
Use effective nonverbal communication
F strategies: gestures and body movements and 2
eye contact, etc.
Deliver a self-composed speech using all the
F 22 6
needed speech conventions E
A - An enabling competency developed to bridge the MELC
B - The MELC is a refinement/restatement of the available K to 12 LC.
C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide.
E - The MELC originally appeared in other quarter/s based from the K to 12 Curriculum Guide.
 Page 118 of 349

GRADE 9 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
Compose clear and coherent sentence using
G 2
modals A
Express permission, obligation and prohibition using
G 1 5
modals E
G Identify parts of conditionals A 2
G 2 Use conditionals in expressing arguments B 5
Arrive at the meaning of words through formation
V (clipping, blending, acronymy, compounding, folk 4
etymology, etc.)
Note types of context clues (restatement,
V definition, synonyms, antonyms) used for a given 4
word
Provide words or expressions appropriate to a
V 4
given situation
Determine the vocabulary or jargons expected of
V 3 5
a communicative style E
Employ the appropriate communicative styles for
V 4 various situations (intimate, casual, conversational, 5
consultative, frozen) B
Quarter 2
Compare and contrast similar information
RC 6
presented in different texts
Relate text content to particular issues, concerns or
RC 5 10
dispositions in life
Explain how a selection may be influenced by
L 5
culture, history, environment or other factors
Analyze literature as means of valuing other
L 5
people and other various circumstances in life
Analyze literature as means of understanding
L 6 unchanging values in the VUCA (volatile, 10
uncertain, complex, ambiguous) world E
Quarter 3
LC Reflect on the ideas of the speaker 2
Share on the personal opinions on the ideas
LC 2
listened to
LC Form decisions based on the ideas mentioned 2
LC 7 Differentiate biases from prejudices E 5
Interpret the message conveyed in the material
VC 3
viewed
Analyze the information contained in the material
VC 3
viewed
Determine the relevance and truthfulness of the
VC 8 5
ideas presented in the material viewed E
LC Interpret the information listened to 3
Recognize unfaulty logic, unsupported facts and
LC 3
emotional appeal
Judge the relevance and worth of
LC 3
information/ideas
LC 9 Judge the validity of the evidence listened to 5
Quarter 4
Judge the relevance of the truthfulness of the
LC 4
ideas listened to
LC Judge the validity of the evidence listened to 4
Judge the relevance and worth of ideas,
RC 10 soundness of author’s reasoning and the 8
effectiveness of the presentation
Get the different sides of social, moral and
LC 4
economic issues affecting the nation
Relate text content to particular issues, concerns
RC 4
and dispositions in real life
 Page 119 of 349

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Take a stand on critical issues brought up in the
VC 4
material viewed
React to lay value judgment on critical issues that
LC 11 demand sound analysis and call for prompt 8
actions B
A - An enabling competency developed to bridge the MELC
B - The MELC is a refinement/restatement of the available K to 12 LC.
C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide.
E - The MELC originally appeared in other quarter/s based from the K to 12 Curriculum Guide.
 Page 120 of 349

GRADE 10 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
Use information from news reports, speeches,
RC 1 informative talks, panel discussions, etc. in everyday 5
life B
Transcode information from linear to non-linear texts
RC
and vice-versa A
Explain illustrations from linear to non-linear texts and
RC
vice versa A 5
Determine the effect of textual aids like advance
RC 2 organizers, titles, non-linear illustrations, etc. on the
understanding of a text
Determine how connected events contribute to the
VC
totality of a material viewed
Appraise the unity of plot, setting and 5
VC 3 characterization in a material viewed to achieve the
writer’s purpose E
Express insights based on the ideas presented in the
VC
material viewed
Compare and contrast the contents of the materials 5
VC 4 viewed with outside sources of information in terms
of accessibility and effectiveness E
Determine the implicit and explicit signals, verbal, as
LC well as non-verbal, used by the speaker to highlight
significant points
Determine the roles of discourse markers (e.g. 5
LC conjunctions, gambits, adverbs) signaling the
functions of statements made
LC 5 Employ analytical listening in problem solving E
Explain how the elements specific to a selection build
L
its theme
Explain how the elements specific to a genre 3
L contribute to the theme of a particular literary
selection
Evaluate text content, elements, features, and
LC 6 4
properties using a set of criteria E
Evaluate listening texts in terms of accuracy, validity,
LC 7 4
adequacy, and relevance E
Quarter 2
G Use words and expressions that affirm or negate
G Observe correct grammar in making definitions
3
Observe the language of research, campaigns, and
G 8
advocacies E
Use patterns and techniques of developing an
WC
argumentative claim 4
WC 9 Identify parts and features of argumentative essays
VC Detect bias and prejudice in the material viewed
4
WC 10 Formulate a statement of opinion or assertion E
WC 11 Formulate claims of fact, policy, and value 3
Employ appropriate pitch, stress, juncture,
F
intonation, etc.
Observe the correct stance and proper stage
F
behavior as deemed necessary
4
F Establish eye contact
F Demonstrate confidence and ease of delivery
Employ the techniques in public speaking in a
F 12
sample public speaking situation E
Use appropriate multimedia resources that
F 13 4
accompany language E
Use the correct sound of English when delivering
F 2
impromptu and extemporaneous speech
 Page 121 of 349

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Make and deliver impromptu and extemporaneous
F 14 4
speeches with ease and confidence
Deliver special speeches like toast and roast
speeches, tributes, welcome and closing remarks,
F 15 4
speeches to introduce guest speakers/resource
persons etc. effectively in varied speech situations E
Deliver self-composed campaign speeches on
F 16 4
Advocacies, Social Issues and Concerns E
Quarter 3
Raise questions to clarify issues covered in the
VC
material viewed
Share viewpoints based on the ideas presented in
VC
the materials viewed 4
Evaluate the information contained in the material
VC
viewed in terms of accuracy and effectiveness
WC 17 Compose an argumentative essay E
Use a variety of informative, persuasive, and
WC 18 3
argumentative writing techniques
Compose an independent critique of a chosen
WC 19 4
selection
RC Identify textual details A 1
Critique a literary selection based on the following
approaches: C
RC - Overall artistic value of the structure and 4
elements of the selection
(structuralist/formalist)
- Treatment of underlying or overarching issue
RC 4
concerning human experience (moralist)
20
RC - Power struggles of characters (Marxist) 4
RC - Gender relationships of characters (feminist) 4
- Relevance of the selection to the historical
RC context during which it was produced 4
(historical)
- Personal significance of the selection to the
RC 4
reader (reader-response)
Quarter 4
Determine the definition of terminologies using
V 2
dictionary, thesaurus and online sources A
V 21 Distinguish technical terms used in research B 5
V 22 Give technical and operational definitions E 4
V 23 Give expanded definitions of words E 4
G Review subject and verb agreement A 3
G 24 Observe correct grammar in making definitions E 5
Expand ideas using principles of cohesion and
WC 2
coherence
WC Acknowledge sources by preparing a bibliography 2
WC Use writing conventions to acknowledge sources 2
Compose a research report on a relevant social
WC 25 7
issue
A - An enabling competency developed to bridge the MELC
B - The MELC is a refinement/restatement of the available K to 12 LC.
C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide.
E - The MELC originally appeared in other quarter/s based from the K to 12 Curriculum Guide.