(LEARNING COMPREHENCIES IN ELEMENTARY)

ENGLISH:

TUAZON, JESSA MAE D. (BEED 2-A)

DESCRIPTION: English as a subject is concerned with developing competence in listening, speaking, reading
and writing. Listening is information processing act. It includes skills in auditory discrimination and
cognitive comprehension. Speaking includes skills in using the language expressions and grammatical
structures correctly in oral communication. Reading is getting meaning from the printed page. It includes
skills for vocabulary development, levels of comprehension namely, literal, interpretative, critical analysis
and application, literary appreciation and study skills. Writing includes readiness skills, mechanics, guided
writing, functional, and creative writing. Learning activities to develop competence in these phases of
communication should be varied, meaningful and realistic. Science and Health concepts may be used as
content in English especially for Grades I and II, but not to the extent of neglecting the content in the
English books for the grade. Grade III is considered the threshold in reading. Thus, at the end of the third
grade, every child is expected to be a functional/successful reader.
TIME ALLOTMENT:

Learning Areas
English

Daily Time Allotment

I
100

II
100

III
100

IV
80

V
80

VI
80

The daily period of 100 minutes is allotted for Grades I-III. There is no increase in time allotment
for Grades IV-VI because basic literacy skills are expected to have been developed in Grades I-III.
The 20-minute increased time allotment may be used for mastery of the skills through any of the
following: - Peer tutoring - enrichment/reinforcement for fast learners - remediation for slow
learners - spelling lessons - 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 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 carabao monkey cow
b. pig dog goat bird
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.

(LEARNING COMPREHENCIES IN ELEMENTARY)

EDUKASYON SA PAGPAPALAKAS NG KATAWAN

Mithiin: Patuloy na nakapagtatamo ng kaukulang antas ng kaangkupang pisikal sa pamamagitan ng paglahok sa

mga gawaing pangkatawan gamit ang mga batayang kilos na naisasagawa nang may kasanayan sa mga laro,
himnasyo, sayaw at isports, habang nagpapakita ng kanais-nais na kasanayang pangsosyal, sumusunod sa mga
kaugaliang pangkalusugan at pangkaligtasan at pinahahalagahan ang ating mga katutubong kultura.
Ikaapat na Baitang

Ikalimang Baitang

Ikaanim na Baitang

Inaasahang Bunga: Pagkatapos ng Ikaapat

na Baitang, nagkakaroon ang mga bata ng
kakayahan na mapaunlad ang sariling tikas
at tindig sa pamamagitan ng wastong
pangangasiwa ng katawan at pagtataya sa
kaangkupang pisikal, pagsasagawa ng mga
kilos lokomotor at di-lokomotor at
paggamit sa mga ito sa mga laro, himnasyo
at stunts na pang-isahan, pandalawahan at
may kapareha, pagsasagawa ng mga
katutubo at banyagang sayaw at mga
batayang kasanayan sa Athletiks nang may
pag-iingat at paglahok sa mga natatanging
gawaing pangkultura at pampalakasan.

Inaasahang Bunga: Pagkatapos ng

Ikalimang Baitang, patuloy na
napapaunlad ng mga bata ang sariling
tikas at tindig sa pamamagitan ng
wastong pangangasiwa ng katawan at
pagtataya ng kaangkupang pisikal,
pagsasagawa ng mga kilos lokomotor at
dilokomotor at paggamit sa mga ito sa
mga laro, himnasyo, stunts, sayaw at
isports na volleyball at paglahok sa mga
natatanging gawaing pangkultura at
pampalakasan habang ipinakikita ang mga
mabuting kaugalian sa pagkatao

Inaasahang Bunga: Pagkatapos ng

Ikaanim na Baitang, nagkakaroon
ang mga bata ng mas mataas na
kakayahan na maisagawa ang
wastong pangangasiwa ng
katawan at pagtataya sa
kaangkupang pisikal, magamit ang
kumbinasyong lokomotor at dilokomotor sa pagsasagawa ng mga
gawain na may kasangkapan o
aparato nang isahan,
pandalawahan at pangmaramihan,
pagsasagawa ng mga laro, at
stunts at mas masalimuot na
mga katutubo at banyagang
sayaw, mga batayang kasanayan
sa softball/baseball at
basketball upang magamit ang
mga ito sa mga panimulang laro na
sinusunod ang mga pamantayan sa
pagsasagawa ng gawain at
paglahok sa mga natatanging
gawaing pangkultura at
pampalakasan

Mga Pamantayan:
Ang mag-aaral ay:
I. KAKAYAHAN SA PANGANGASIWA NG KATAWAN
A. Wastong Tikas/Tindig at Kaaya-ayang Ayos ng Katawan
nakapagpapakita ng sapat na kakayahan
sa pangangasiwa ng katawan sa
pamamagitan ng paglahok sa mga gawain
na nakatutulong sa pagpapaunlad ng
wastong tindig

patuloy na nakapagpapakita ng sapat na

kakayahan sa pangangasiwa ng katawan
sa pamamagitan ng paglahok sa mga
gawain na nakatutulong sa
pagpapaunlad ng wastong tindig

nakapagpapakita ng mas
mataas na kakayahan sa
pangangasiwa ng katawan

LEARNING COMPREHENCIES IN ELEMENTARY)

FILIPINO
MITHIIN: Nagagamit ang Filipino sa mabisang pagtanggap ng mga impormasyon sa pakikinig, pagbasa at
panonood, naipamamalas ang kahusayan sa pagpapahayag ng sarili sa pagsasalita at pagsulat upang makaangkop
sa pang-araw-araw na sitwasyon ng pamumuhay at mabilis na pagbabagong nagaganap sa daigdig:
Pagkatapos ng IKAANIM na BAITANG, ang mga mag-aaral ay nakauunawa sa mga napakinggang teksto at
naililipat ang impormasyon tungo sa iba pang anyo ng pagpapahayag. Nagagamit ang ibat ibang pangungusap sa
pagpapaliwanag, nakapagbibigay ng solusyon sa mga suliranin batay sa karanasan at mga natutuhang kaalaman
sa anumang sitwasyon, nagagamit nang wasto ang mga sangguniang-aklat at iba pa. Nakasusulat ng talatang
nagsasalaysay, naglalarawan, naglalahad, at nangangatwiran ayon sa mga isyu o paksang napapanahon, pictorial
essay sa tulong ng mga ideya/talang binuo ng klase. Nakauunawa kung paano ginagamit ang mga pananda, mga
larawan, mga tunog at iba pa sa visual media.
Pagkatapos ng IKALIMANG BAITANG, ang mag-aaral ay nakapagbibigay ng sariling reaksyon, palagay o
hinuha sa binasang teksto at nakapagbubuod ng napakinggan o binasang. Nagagamit ang ibat ibang bahagi ng
pananalita, mga pangungusap, pahayag o usapan at sitwasyon. Nakagagamit ng diksyunaryo, thesaurus at iba
pang sanggunian sa paghahanap ng impormasyon at nakasusulat ng balita, biro, anekdota, patalastas, poster at
sulatin na may 15-20 pangungusap. Nakauunawa sa gamit at kahulugan ng mga simbolo at mga larawan sa visual
media.
Pagkatapos ng IKAAPAT na BAITANG, ang mag-aaral ay nakapagpapahayag ng sariling ideya at kaisipan
tungkol sa mga impormasyon/kuwentong narinig, nakapagbibigay ng reaksiyon at nakalalahok sa ibat-ibang
talakayan, gumagamit ng matalinghagang salita at mga ekspresyong tuwiran at di-tuwiran. Napagsusunudsunod ang mga ideya at sitwasyon, natutukoy ang mga pangyayaring nag-uugnay ng sanhi at bunga. Nagagamit
ang mga bahagi ng pananalita sa pangungusap, pahayag, usapan at sitwasyon. Nakauunawa sa ibat ibang
paraang ginagamit sa pagbibigay ng mensahe sa pamamagitan ng visual media.
Pagkatapos ng IKATLONG BAITANG, ang mag-aaral ay nakauunawa at nasasagot ang mga tanong tungkol sa
pinakinggang balita/ulat, naibibigay ang sariling palagay tungkol sa binasang teksto, naipaliliwanag ang
kahulugan ng mga hiram na salita, mga babala at patalastas; nasasabi ang pagkakaiba ng opinyon at
katotohanan. Nagagamit ang mga bahagi ng pananalita sa pangungusap, usapan at sitwasyon. Naisusulat ang
mga idiniktang patalastas, anunsiyo, poster, liham at iba pang teksto. Nakauunawa sa ibat ibang mensaheng
ipinahihiwatig sa pamamagitan ng visual media.
Pagkatapos ng IKALAWANG BAITANG, ang mag-aaral ay nakapagsasabi ng pangunahing diwa ng kuwento o
saknong ng tula. Nakababasa ng may wastong paglilipon ng salita. Nakapaglalarawan ng mga tao, bagay o pook
nagagamit ang mga salitang-kilos sa mga pahayag at nakabubuo ng mga pangungusap ayon sa gamit.
Nakasusulat nang kabit-kabit na mga titik na gumagamit ng wastong bantas. Nakagagamit ng ibat ibang
estratehiya upang mahinuha ang nilalaman at kahulugan sa pamamagitan ng visual media.
Pagkatapos ng UNANG BAITANG, ang mag-aaral ay inaasahang nabibigkas ang tunog ng mga titik ng alpabeto
at mga simpleng salita. Nagagamit ang magagalang na pananalita at nakasusunod sa maikling panuto/direksyon.
Nakababasa ng bagong salita, payak na pangungusap at maikling babasahin. Naisusulat ang sariling pangalan at
mga payak na pangungusap nang maayos at may wastong bantas. Naibibigay ang pangunahing diwa o mensahe
sa pamamagitan ng visual media, (graphic animation, comic books, television)

Pamantayan 1 Pakikinig
A. Kahandaan sa Pakikinig pagkatapos ng ikatlong baitang, ang mga mag-aaral ay nakapagpapakita ng
kasanayan sa pagsunod sa wastong pamantayan sa pakikinig upang maproseso nang mabuti ang mga ideyang
napakinggan.
B. Mahusay na Pakikinig pagkatapos ng ikaanim na baitang, naipamamalas ng mga mag-aaral ang kahusayan sa
pakikinig upang ganap na maunawaan at maproseso ang diskurso o tekstong napakinggan
C. Mapanuring Pakikinig pagkatapos ng ikaanim na baitang, nagagamit ng mga mag-aaral ang kasanayan sa
pagsusuri ng mga tekstong napakinggan upang maitranscode ang mga ito tungo sa iba pang anyo ng
pagpapahayag at nagagamit sa epektibong pakikipagtalastasan
Pamantayan 2 Pagsasalita
A. Kaangkupan pagkatapos ng ikaanim na baitang ang mga mag-aaral ay nakagagamit ng angkop na pananalita
at ekspresyon sa ibat ibang sitwasyon
B. Pasalitang Diskurso pagkatapos ng ikaanim na baitang ang mga mag-aaral ay nakapagpapamalas ng
paggamit ng wika sa pasalitang diskurso
C. Kawastuhan pagkatapos ng ikaanim na baitang ang mga mag-aaral ay nakapagpapakita ng kasanayan sa
paggamit ng wika pasalita o pasulat man nang may wastong pagbabalarila
D. Makabuluhang Pagpapahayag pagkatapos ng ikaanim na baitang ang mga mag-aaral ay nakagagamit ng
kasanayan sa makabuluhang pagpapahayag ng karanasan, damdamin, opinyon, paniniwala at kaisipan sa iba.
Pamantayan 3 Pagbasa
A. Kahandaan sa Pagbasa pagkatapos ng unang baitang ang mga mag-aaral ay nakapagpapamalas ng
kahandaan sa pagbasa
B. Panimulang Pagbasa pagkatapos ng ikatlong baitang ang mga mag-aaral ay nakababasa ng mga pangungusap
at maiikling talata nang may wastong paglilipon ng mga salita
C. Talasalitaan pagkatapos ng ikaanim na baitang ang mga mag-aaral ay nakapagpapamalas ng kasanayan sa
pagbibigay kahulugan ng mga salita at magagamit ang mga ito sa paglalahad ng mga angkop at makabuluhang
konteksto.
D. Pang-unawa pagkatapos ng ikaanim na baitang ang mga mag-aaral ay nagkakaroon ng malawak na pangunawa sa tekstong binasa at magagamit ito upang maunawaan ang sarili, ibang tao, daigdig sa tulong ng mga
tekstong literari at eksposisyon.
Pamantayan 4 Pagsulat
A. Kahandaan sa Pagsulat pagkatapos ng ikatlong baitang ang mga mag-aaral ay nakasusulat nang maayos at
malinaw nang palimbag at kabit-kabit gamit ang wastong bantas
B. Panimulang Pagsulat pagkatapos ng ikatlong baitang ang mga mag-aaral ay nakasusulat nang maayos at
malinaw ng ibat ibang diskurso
C. Maunlad na Pagsulat pagkatapos ng ikaanim na baitang ang mga mag-aaral ay nagagawang mailahad ang
kanilang malayang ideya sa pormal o di-pormal na komposisyon para matugunan ang kanilang layunin sa
pagsulat
Pamantayan 5 Panonood
Nagagamit ang mga kasanayan at mga pamamaraan sa panonood upang maunawaan at mabigyang-kahulugan
ang visual media.

LEARNING COMPREHENCIES IN ELEMENTARY)

MATHEMATICS
Goal: Demonstrate understanding and skills in computing with considerable speed and accuracy, estimating,
communicating, thinking analytically and critically, and in solving problems in daily life using appropriate
technology.
GRADE I
STANDARDS
The Learner

GRADE II
STANDARDS
The Learner

GRADE III
STANDARDS
The Learner

GRADE IV
STANDARDS
The Learner

GRADE V
STANDARDS
The Learner

GRADE VI
STANDARDS
The Learner

shows a clear
understanding of
the concept of
whole number up
to one hundred
including money
and enjoys using
the concept to
interpret and
give meaning to
objects and
things that
he/she sees in
his/her
environment.
understands the
concept of
addition and
subtraction of
whole numbers of
1- to 3- digit
numbers
including money
and appreciates
using them to
solve everyday
problems.
understands the
concept of halves
and fourths and
derives
satisfaction in
applying the
concept in
separating an
object or a group
of objects.

shows a clear
understanding
of the concept
of whole
numbers up to
one thousand
including money
by displaying
proficiency in
associating
whole numbers
with objects
around him as
well as reading
and writing
these numbers
in symbols and
in words.
understands
the concept of
the four
operations of
whole numbers
and applies the
concept in a
variety of
problem
situations.

understands the
concept of whole
numbers up to
one hundred
thousand, place
value and derives
satisfaction in
counting,
rounding,
comparing and
using them in real
life situation.
shows
improvement in
performing the
basic operations
of whole numbers
through the
correct use of
regrouping,
estimating,
mental operations
and apply them in
a variety of
problems. begins
to understand
the basic kinds of
fractions and
enjoys
simplifying,
ordering and
relating them in
day to day
situation.

shows mastery of
the concept of
whole numbers up
to billions and
enjoys giving the
place value and
rounding numbers.
shows mastery of
the four
operations,
estimation and
involving mental
computations
involving whole
numbers and
exhibits confidence
in solving problems
understands the
concept of decimals
and money and
enjoys reading and
writing, rounding,
renaming and giving
the place value of
decimals.

shows mastery of
the concept s and
operations/series
of operations
(MDAS) of whole
numbers and uses
the operations in
solving real-life
problems shows
understanding of
the concepts of
fractions and
apply them
through renaming,
ordering
dissimilar
fractions as well
as estimating.
performs
addition,
subtraction and
multiplication of
fractions and
makes use of this
knowledge to
solve everyday
problems.
understands the
concept of
reducing/express
ion g ratio to
lower/higher
terms

understands the
concept of the
order of operations
(PEMDAS) of whole
numbers and enjoys
relating it to a
variety of problem
situation. enriches
his/her
understanding of
decimals by
translating them in
expanded and
scientific notation.
shows mastery in
performing the
operations involving
decimals and enjoys
using various
strategies in
solving problems.
shows clear
understanding of
equivalent
fractions, finding
the LCD and
comparing and
ordering fractions.

LEARNING COMPREHENCIES IN ELEMENTARY)

SCIENCE AND HEALTH
DESCRIPTION
Science and Health aims to help the Filipino child gain a functional understanding of science concepts and principles
linked with real life situations, acquire science skills as well as scientific attitudes and values needed in solving
everyday problems. These pertain to health and sanitation, nutrition, food production, and the environment and its
conservation.
There is no Science and Health for Grades I and II but simple science and health concepts which include the childs
interaction to his immediate environment are contents of English. These concepts reinforce the sensory-perceptual
activities introduced in the 8-week ECD Curriculum. Likewise, process skills may be developed in Makabayan subject
like Sibika at Kultura. Teaching Science and Health will formally start in Grade III using English as medium of
instruction. In Grades IV-VI, more complex study of Science concepts will be taken up in preparation for High School
work.
GOAL: Construct knowledge and understanding of science and health concepts, develop the skill for scientific inquiry,
solving problems, communicating scientific ideas and results and for making informed decisions and develop attitudes
and values that would benefit themselves, society and the environment
GOAL: Translating knowledge into new context of Science and Health concepts, developing opinions, judgment or
decisions, solving problems using required skills, relating scientific ideas, verifying values of evidence and assessing
value of theories.
EXPECTATIONS
Grade III
At the end of Grade
III, the learner is
expected to develop
functional
understanding and
application of science
and health concepts,
basic process/life
skills, and acquire
values, attitude and
practices related to
ones sense organs,
growth and
development, ways of
protecting oneself,
characteristics of
plants and animals,
caring for plants and
animals, characteristics
of solids, liquid and
gases, light and sound,
force, earth resources
and their conservation,
weather and the Sun as
a source of heat and
light.

Grade IV
At the end of Grade IV, the
learner is expected to develop
functional understanding and
application of science and health
concepts, basic and integrated
process/life skills, and acquire
values, attitudes, and practices
related to body systems (skeletal,
muscular and digestive), taking
care of the systems, concern
towards differently-abled
persons, animal and plant
reproduction, dangers posed by
animals, materials and their uses,
methods of heat transfer, soil
erosion, weather condition,
movement of earth and moon
around the sun.

Grade V
At the end of Grade V, the
learner is expected to
develop functional
understanding and
application of science and
health concepts, basic and
integrated process skills,
and acquire values, attitudes
and practices related to
body systems (reproductive,
respiratory and urinary),
taking care of the systems,
photosynthesis, classifying
plants and animals, plant and
animal adaptation,
endangered animals,
materials and their
characteristics, mixture,
electrical circuit,
electromagnet, simple
machines, rocks, unequal
heating of the Earths
surface, weather systems,
typhoon, solar system and
recent inventions and
discoveries about the solar
system.

Grade VI
At the end of Grade
VI, the learner is
expected to develop
functional
understanding and
application of science
and health concepts,
basic and integrated
process skills and
acquire values,
attitudes and
practices related to
body systems
(circulatory and
nervous), ecosystem,
changes in matter,
energy forms and
transformation energy
conservation, friction,
structure and
characteristics of the
Earth, occurrence of
natural disasters:
earthquake, tsunami,
volcanic eruption,
stars and
constellation.