English Grade 4

Bamboos are the giant of the grass family. They can grow as big as trees. They can grow in the low-lands or in rolling hills. There are different kinds of bamboos. 1. Guided Practice In groups, you are going to write your own paragraph based on the following outline. I. Different movements of frog A. dives into the water B. swims in the pond C. hops on land D. leaps for food Have the pupils present their paragraph. Have them identify the topic sen- tence and the sentences that give the details. II. Independent Practice Here is an outline. Write a short paragraph based on this. Taking care of fish A. Keep the aquarium clean B. Feed the fish daily C. Keep it away from catsDay 5 I. Objective Fill out forms giving the appropriate information. Recall the story about Bing. Tell the pupils that they are going to paint a butanding. Ask them to bring art materials. These are: crayons, paper, water- color and pencil. A. Art Integration Ask them to follow these simple directions. 1. Using a pencil, draw the shape of a whale shark on a piece of paper. 2. Using the white crayon, draw lines and spots on the whale shark. 3. Paint blue and green watercolour on the whole paper and see what happens. 4. Try these again using different colors for little fish and corals. 5. Have them post their work in their bulletin board. 173

B. Filling out of Forms Here is a simple form. Write the information asked for. Based on our story Bing, the Little Whale Shark, list the things/animals that can be found in the sea. Name: _____________________ Grade: _____________________ Things/ Animals in the sea: _________________________________________ _________________________________________ _________________________________________Week 7 I. Objectives A. Expressive Objectives 1. Admire the loyalty of the jellyfish to the king 2. Realize that plants and animals in the forest are our treasures B. Instructional Objectives Listening Comprehension Give a possible ending to a story heard Oral Language Retell the best-liked part of a story heard Reading Comprehension Infer feelings and traits of the characters in a story read Vocabulary Development Identify and use similes in the poem read Fluency Read a poem with correct pitch, intonation and expression Read words with consonant blends /tr/, and ,/cr/ Grammar Use the past form of regular verbs Writing Composition Write a paragraph about a personal experience Study Strategy Get information from the news page of a school paper Attitude Browse and read the news page of a school paper 174

I. Subject Matter A. Topics • Story: How the Jellyfish Lost His Bone • Poem: In the Forest • Past form of regular verbs • Giving possible ending to a story heard • Retelling the best-liked part of a story heard • Identifying simile • Composing an announcement • Getting information from the news page of a school paper B. Materials • story • poem • practice exercises C. References Enjoying English Workbook, by Alexes Anne F. Cruz, et.al. Campus Journalism Workbook by Gelly Elegio Alkuino Skill Builders for Efficient Reading by George Bareo, Nila B. Cay, Luz dela Concha, Wilhelimina D. Gatmaitan, Avelina J. Gil, Araceli M. Villamin, RED DWARF Books, Division of Carmelo and Buermann, Learning English the Easy Way 4 by Danilo Santos Gutierrez, English Expressways Language by Evelyn B. Angeles, Agnes Galapon, Carmelita A. Relente, Rodelio T SantosIII. ProcedureDay 1 1. To admire the loyalty of the jellyfish to his king 2. Give possible ending to a story heard 3. Retell the best liked part of the story heard 4. Infer the feelings of characters in a story heard. A. Oral Language Show and Tell: Look for something inside your bag and be ready to tell about it I’m holding a _______________. I like this because ___________. Drill: Teacher models in reading the words with consonant blends Words should be written on a chart or flashcards tr cr trees train cruel crowntreatment training crude crowdtreasure trainee crusade crops 175

A. Pre-Listening 1. Unlocking of Difficulties a. silly Do not take it seriously. It was just a silly game. (childish, stupid) b. clever All contestants are smart. They are clever in answering the questions. (smart, brainy) c. jellyfish (picture) Rita was hospitalized because a jellyfish stuck to her skin when she was swimming. d. pale I think she is sick. She looks pale. 2. Motivation Say: “Have you seen a jellyfish? How does it look? Here is a picture of a jellyfish. Who can describe it? Why do you think a jellyfish doesn’t have bones?” 3. Motive Question In the selection that I will read, find out; Why jellyfish doesn’t have bones? B. Listening (Read Aloud by the Teacher) - Refer to LM, Read and Learn C. Post Listening Comprehension Check-up Refer to LM, Talk About It Engagement Activities Group 1 and 2: Retelling using pictures The group will be given a set of pictures about the story. They have to write a sentence or sentences below the pictures. Each member of the group is given a picture so that all will have parts. For example, if pupil one holds picture 1, he will retell that part, followed by picture 2 by another pupil until the end of the story. Refer to LM, Talk About It. Group 3: Retelling Charades The group shall choose a leader. With the group, brainstorm the signif- icant events in the story. Then, write them on slips of paper and place in a box. Everyone should to draw a slip of paper. Once the slips of paper are drawn, have them act out the events, using only their bodies or gestures. For better understanding, the leader may read the events before retelling. 176

Possible events: a. The pretty little princess made believe that she was very sick and that only a monkey’s liver could cure her. b. The King called the brave fish and ordered to look for a monkey’s liver. c. The brave fish found the monkey sitting on a tree. d. The monkey climbed on the back of the brave fish. e. They returned back because the monkey pretended that he left his liver on a tree. f. The king ordered his men to punish the brave fish for not bringing the monkey’s liver. g. The brave fish looked pale and soft like jelly, and no one could hurt him anymore. Group 4: Giving Possible Ending Enrichment Activity: Form groups for the presentation of the Readers Theater.Day 2 1. To realize that plants and animals in the forest are our treasures 2. Read a poem with appropriate pitch, intonation and expression 3. Read words with consonant blends /tr/, and ,/cr/ 4. Identify and use a simile in a sentence A. Pre Reading 1. Unlocking of Difficulties a. crown (use picture) The queen has a crown. b. swiftly Horses ran swiftly during the race. c. glee When Lita received her gift, she smiled full of glee. d. treasure My children are doing well in their studies. They are my treasures. e. calamity The calamity brought by typhoon Glenda destroyed thousands of houses. f. priceless Mountains, rivers, oceans are our priceless treasures. g. wreck (destroy) The heavy rain wrecked our picnic. 177

2. Motivation What comes to mind when you hear the word forest? 3. Motive Questions What are our treasures in the forest?B. During Reading Teacher models in reading the poem. Refer to LM, Read and Learn.C. Post Reading Engagement Activity: Group 1 and 2 : Choral Reading of the poem The group will choose a leader to lead the group. Group 3 and 4 : Drawing a forest The group will be provided with drawing materials. Let pupils draw a forest Discussion Questions: Refer to LM, Talk About It. Skill Development: Simile Teacher asks them to read this part of the poem. Tall trees growing on a mountain top To me like a queenly crown I see Wild animals running so swiftly As lively children full of glee Wild animals and plant are treasures to me Ask: “What is compared to the tall trees?” (queenly crown)” “What is used in comparing them?” (like) “What is compared to wild animals?” (lively children full of glee) “What is used in comparing them?” (as) “What is compared to wild animals and plants?” (treasures) “Why do we consider plants and animals treasures?” “Did we use “like” or “as” in comparing?” 178

Teaching Chart  A simile is a figure of speech used to compare two different ideas or objects using “as” or “like.” 1. Guided Practice: Simile A. Match Column A with Column B to complete the sentence. Write the letter of the correct answer Refer to LM, Try and Learn B. Enrichment: Refer to LM, Learn Some More.Day 3 Use the past form of the regular verbs A. Oral Language Say : “Let’s recite/read the poem, In the Forest. 1. Presentation - Refer to LM, Read and Learn. 2. Teaching/Modeling - Refer to LM, Talk About It. Give some examples of similar words. Let the pupils give the past forms of the words and ask them in sentences. Sentences should be written on the board and processed. Say: “Recall your activities yesterday using any of the words inside the box.” need, cover, want, move, remove, help, work, use, tap, connect, wipe, clean, jump, listen, cook, arrange, cross, step, change, shout 3. Generalization - Refer to LM, Remember. 4. Guided Practice - Refer to LM, Try and Learn. 5. Independent Practice - Refer to LM, Try and and Learn Exercise 2-3 From the list below, find five misspelled verbs in the past tense. Write them correctly on your paper. prepared danced missed cleaned deliverd swam buildt asked helppd pushed sleepd roasted remembered visited passt needed 179

Day 4 I. Objectives Write a paragraph about a personal experience A. Oral Language Activity Message Relay Say: “All groups will have a piece of paper with lines from the poem, In The Forest. Each group will have seven members. All number one will get a piece of paper in the bowl. Number one whispers to number 2, then number 2 whispers to number 3 and so on. The first group who can whisper the correct line wins. B. Pre-writing 1. Motivation and Presentation Ask: “Where did you spend your vacation?” “How was your vacation? How do you describe your vacation?” “Who were your companions?” “What did you do there?” “What would you like to do if you could return to be there again?” Note: All answers should be written on the board. Lead the pupils in writing a paragraph using their answers (possible sentences are found in the paragraph). Refer to LM, Read and Learn. Skills Development Take a look at the paragraph. What is the first sentence? What do we call that sentence? (topic sentence) What sentences support the first sentence? How did we organize the paragraph? Notice how the first sentence was written. What punctuation mark is seen after a sentence? How did we write the title of the paragraph? How did we write the first sentence of the paragraph? (indent) How did we start the first sentence? (first word of the sentence is capitalized) What did we write after a sentence?(period) 180

Teaching chart  A paragraph is made up of sentences that explain or present the details of a topic. A good paragraph has three parts. 1. The beginning sentence, which usually states the main idea, 2. The middle sentences which support the main idea, and 3. The ending sentence, which summarizes or gives a con- clusion  Remember to observe the following tips in writing a para- graph 1. Focus on one topic. 2. Complete the paragraph with an ending sentence, which maybe an idea, a decision or a conclusion 3. Indent the first sentence of the paragraph 4. Begin the first word of a sentence with a capital letter 5. End each sentence with the correct punctuation markWriting Activity 1. Guided Activity (all groups will work on this) Each group will write a paragraph about their first day of school following the guide questions: a. Describe your first day in school in one sentence b. Who were your friends? Classmates? c. What did you do? d. What would you like to happen in the next opening of classes? 2. Independent Activity Ask pupils to write a paragraph about their first time at a restaurant (follow the guide questions). After writing, look for a partner and cor- rect each other’s work. 1. Describe your feelings in one sentence. 2. Who were your companions? 3. What did you eat? 4. Who paid for your food? 5. What would you like to happen when you eat at a restaurant next time? 181

Day 5 I. Instructional Objectives Get information from the news page of a school paper Browse school paper and read the news page 1. Motivation Show a newspaper/school paper. What information can we find in the newspaper or school paper? Is it good to read the news? Why? 2. Presentation Listen to the news. Assign someone to read it. Refer to LM, Read and Learn. Discussion Questions: Refer to LM, Talk About It. Refer to LM, Read and Learn and Talk About It Skills Development: Getting information from the news page Let pupils read the news they heard, “KSPEDS broadcasting team bags award in NSPC 2014” Refer to Find Out and Learn. Generalization: Refer to LM, Remember. 1. Guided Practice Read and answer the questions below. Refer to LM, Do and Learn and Learn Some More 2. Independent Practice Give pupils a school paper and ask them to look for the news page. Ask them to copy the primary lead.Week 8 I. Objectives A. Expressive Objectives 1. Admire Green Bird’s love for his lady love 2. Appreciate the value of telling the truth B. Instructional Objectives Listening Comprehension Sequence events in a story listened to Oral Language Act out well liked part of the story heard Reading Comprehension Infer traits and feelings of the character in a story read 182

Vocabulary Development Identify and use similes and metaphors in a story read Fluency Read a story with correct intonation and expression Read words with consonant blends /br/ and /gr/ Grammar Use the past form of irregular verbs Writing Composition Compose a slogan from a given stimuli Study Strategy Use a dictionary in getting the meaning of words Attitude Request more stories to be readII. Subject Matter A. Topics • Stories : The King of the Forest and His Three Advisers : The Green Bird • Past form of irregular Verbs • Similes and Metaphors • Composing a slogan from a given stimuli • Sequencing events from a story heard • Inferring character traits from a story read • Using dictionary to get the meaning of words B. Materials • stories • poem • practice exercises C. References Enjoying English Workbook, author Alexes Anne F. Cruz, et.al. Learning English the Easy Way 4, author Danilo Santos Gutierrez Designing a New World, author Evelyn S. Salazar et.al. Campus Journalism Workbook, author Gelly Elegio Alkuino New Dynamic Series in English 3, author Josefina V. Suarez,EdD Skill Builders for Efficient Reading, author George Bareo, et.al. English for you and Me 4, author Benita N. MirandaIII. Procedure 183

Day 1 I. Expressive Objective Appreciate the value of telling the truth II. Instructional Objective Sequence events in a story heard Act out a well liked part of a story heard A. Oral Language Say: I have something inside this box. It is a thing we use everyday. Guess what it is. Follow this pattern. It is __________. Is it a _________? B. Pre-Listening 1. Unlocking of Difficulties a. irritable Maria is sick. She easily gets angry. She is irritable. b. unpleasant He needs to take a bath every day to get rid of any unpleasant smell. c. breath Maria has bad breath. Her breath smells bad. d. tore into pieces Nita was so angry that she tore her English notebook into pieces. e. mood She looks so sad. She is not in the mood to dance. f. liar Richard didn’t tell the truth. He is a liar. 2. Motivation What do you usually do when you have a problem? 3. Motive Question Let’s read a story on, The King of the Forest and His Three Advisers. What did King Lion do when he had a problem? C. During Listening 184

The King of the Forest and His Three Advisers The lion is called the king of the forest. He is big and strong. So, the smaller animals are afraid of him except his wife, Queen Lioness. One morning, the king of the forest was in his irritable mood. His wife, the Queen had said something he did not like. Queen Lioness had told King Lion that his breath was unpleasant. So, King called the animals. First he called the sheep. “Friend Sheep,” opening wide his big mouth, “Would you say that my breath smells unpleasant?”What do you think was the Sheep’s answer? Believing that the lion wanted an honest answer, the sheep gave it, and the king bit off his head. King Lion was very angry. He roared and called the goat. “Mr. Goat, tell me the truth. Do I have a bad smell? Do I have bad breath?”The goat saw the sheep’s meat and bones. He was afraid of the lion. So the goat said, “Why, your Majesty, you have a breath as sweet as the roses in the garden”. Before he could finish, the goat was torn to pieces. “I do not like liars,” roared king Lion. At last, the lion called the horse. The horse walked slowly. He looked sick. He coughed and coughed.What do you think was the horse’s answer? “Friend horse, tell me the truth. Queen Lioness said I have a bad breath. She said I have a bad smell. Is it true?” The horse coughed and coughed. Then he said softly, “King Lion, I have a bad cold. It rained hard while I was carrying crops for my master. I think I also have a head cold. So I cannot smell at all. I am sorry; I cannot answer your question”. King Lion nodded , “Go home and rest. Get well soon.”D. Post Listening Engagement Activities Group 1: Complete the story map. Refer to Try and Learn LM. Group 2: Arrange the pictures by writing first, second, third and fourth as they happened in the story. Group 3: Arrange the sentences as they happened in the story. Group 4: Act out/dramatize the story. Discussion: What did the Queen tell the King? 185

How did the king feel about this? Do you like what the Queen was doing? (She tells the truth) Why did the King call the animals? Who was called first? What happened to him? Do you think the sheep did right? Is it good to tell the truth? What was the goat’s answer when the king asked him? What happened to the goat? Why did the king kill him? What was the answer of the horse when he was asked by the King? Why do you think the king didn’t hurt the horse? If you were the king, would you do the same? If you were one of the animals, how would you answer the king’s ques- tion? What do you feel when someone doesn’t tell you the truth? Enrichment Activity: What is the message of this story to us?Day 2 I. Expressive Objective Admire Green Bird’s love for his lady love II. Instructional Objectives Read a story with appropriate intonation and expression Read words with consonant blends /br/ and /gr/ Infer the feelings and traits of the characters from a story read Identify and use a simile and a metaphorA. Pre Reading Drill: Teacher models in reading the words Words should be written on a chart / flashcards gr br broomgreen grow branch brook brandgreed growth bran brookletsgreet growl1. Unlocking of Difficultiesa. sparrow (show a picture) Eliza likes to have a sparrow as her pet. She likes the short and strong beak of a sparrow. 186

b. beak (show a picture) The bird uses its beak to pick up grains and worms. c. crest The crest on the bird’s head is like a comb. d. slender Green bird is thinner than a sparrow. It is more slender than a spar- row. f. alarm An alarm clock sounded and everyone was surprised. g. spread Spread your arms upward. (The teacher demonstrates) h. pop My balloon suddenly burst. It popped. 2. Motivation What do you do when your mother leaves you? Do you look for her? Let’s read a story about the green bird that was looking for his lady love. 3. Motive Questions What did the green bird do to look for his Lady Love?B. During Reading Teacher models in reading. Refer to LM, Do and LearnC. Post Reading Engagement Activities Group 1 and 2: Infer the feelings and traits of the characters from each sentence. Choose the proper word for each sentence from the list inside the box. Refer to LM, Try and Learn. Group 3 and 4: Composing a Song Discussion Questions: Refer to LM, Talk about It. Skill Development: Identifying Similes and Metaphors Recall the meaning of simile Metaphor is used to compare two different ideas or objects, making them the same but unlike the simile, it doesn’t use “like” or “as”. Independent Practice. Refer to LM, Learn Some More Write at least two sentences using any of the similes and metaphor inside the box. is the apple of his eyes, like a star, is a rose in the garden 187

Day 3 Use the past form of irregular verbs Call selected pupils to read the dialog. Refer to LM, Read and Learn Guide pupils in answering the comprehension questions. Skill Development a. Who has a nice cellphone? b. Who bought his cellphone? c. When did grandmother give it to him? d. When he got lost in the mall, what did he do? e. Where did grandmother find him? f. What are the underlined words? g. What do we call these words?( bought, got, found) Teacher: These words are irregular verbs. They are in the past tense to show past actions or events. Present this chart of irregular verbs. Refer to Read and Learn LM. 2. Generalization What do you notice about the spelling of the past form of irregular verbs? Refer to Remember LM 3. Guided Practice Group 1 and 2: Give the correct past form of the verbs inside the parentheses. Yesterday, Roger __ (find) a strange red bag near the front gate. He __ (think) it was his father’s bag. He __ (get) it and __ (give) it to his grandmother. “This bag is so heavy!,” said grandmother. After an hour, Father __ (come). Roger __ (tell) him about the red bag. “Thank you Roger, it is your uncle’s bag from Hong Kong”, said Father. Group 3 and 4: Write the correct answer. Refer to LM, Try and Learn Exercise 1 and 2 4. Independent Practice Refer to LM, Try and Learn Exercise 3 Enrichment Activity: 188

Piling up EventsTeacher starts a simple event in the past tense. He / She does this in asentence. Then, the teacher calls on the first pupil to continue. The firstpupil repeats the teacher’s sentence. Next, he or she adds up his / herown sentence, and so on. Stop when it becomes difficult to rememberall the sentences.Teacher : Yesterday, I went to the market.Pupil 1 : Yesterday, I went to the market. I bought a pencil and some papers.Pupil 3 : Yesterday, I went to the market. I bought a pencil and some papers. I also bought an eraser for my brother.Day 4 I. Instructional Objectives Compose slogan from a given stimulus. 1. Motivation What comes to mind when you think of slogan? 2. Presentation Read the following product slogans that have become very popular. 1. Metrobank “You’re in good hands” 2. Levis “Quality never goes out of style” 3. Nokia “Connecting people” 4. Disneyland “The happiest place on earth” 5. You are What You Eat 6. Water is life, don’t waste it 7. Our earth is the only thing we’ve got, save it 8. This nation can be great again 9. Save a tree for life Discussion: What was the message of the first slogan? (Ask the same question about slogans 2-9) Why do you think the above slogans became memorable to people? Does a slogan need to be long to be remembered? Generalization: Refer to LM, Remember. 3. Guided Practice Show pictures about the environment. What would you like to happen to our environment? Write a slogan about it. Then illustrate your slogan on a poster. Let pupils display their work at designated areas. Have a Gallery Walk before the slogans are processed. 189

4. Independent Practice Refer to LM, Write About It Write a slogan about the Clean and Green project. Enrichment/Assignment Make a poster to illustrate your sloganDay 5 I. Instructional Objectives 1. Browse and read more stories 2. Use a dictionary in getting the meaning of words 1. Motivation Do you have a dictionary? What is the use of the dictionary? 2. Presentation Give pupils dictionaries (If possible each one should have a dictionary) Browse the dictionary. Notice how the words are arranged. Skills Development: Refer to LM. Try and Learn Look for the meaning of brass. Did you open the dictionary page by page? Which pages did you open? (after “a” and before “c”) Did you open all the pages of “b”? What helped you look for it? (the two words found on top of the page) What do these two words tell us? What do you mean by brass? How many definitions does it have? Have several exercises in getting the meaning of words in the dictionary. Teaching Chart: Refer to LM, Remember. 3. Guided Practice Have a contest in getting the meaning of words. (teacher may give as many words) The first group that can post the meaning on the board wins Use a dictionary to answer this. Match each word in Column A with its meaning in Column B. Refer to LM, Try and Learn. 4. Independent Practice Refer to LM, Learn Some More. Enrichment/Assignment Read more stories and write at least 5 words you do not understand. Find the meaning of words using the dictionary. 190

Week 9I. ObjectivesA. Expressive Objectives 1. Appreciate the value of sharing 2. Realize that all parts of a coconut tree have many usesB. Instructional Objectives Listening Comprehension Sequence events in a story listened to Oral Language Connect events in a story heard to a personal experience Reading Comprehension Note important details in an informational text Vocabulary Development Identify and use personification Fluency Read informational text with 95-100% accuracy Read words with consonant blends pr and gr Grammar Use the past form of regular and irregular verbs Writing Composition Write a news report using given facts Study Strategy Get information from the news page Attitude Listen attentively and react positively during story readingII. Subject Matter Why the Tortoise’s Shell is Not Smooth Coconut: The Tree of Life A. Topics Old Mother Stories : Poem : Past form of regular and irregular verbs Personification Writing a news report using facts given 191

A. References Enjoying English Workbook, author Alexes Anne F. Cruz, et.al. A Poem A Day, author Helen H. Moore English This Way, author Wilma P. Gonzales Basics and Beyond Reading 4 third Edition, author Cabrina H. Padilla, Skill Builders for Efficient Reading, author George Bareo, Nila B. Cay, Luz dela Concha, Wilhelmina D. Gatmaitan, Avelina J. Gil, Araceli M. Villamin, Learning English the Easy Way 4 by Danilo Santos Gutierrez B. Materials • story • poem • practice exercises • selection III. ProcedureDay 1 1. To appreciate the value of sharing 2. Sequence events in a story listened to 3. Connect events in a story heard to a personal experience 4. Listen attentively and react positively during story reading5. A. Pre-Listening 1. Unlocking of difficulties a. sweet tongue He has such a sweet tongue. He can easily make others believe him. b. famine Show a picture. They are thin and sick because of food shortage. There is famine. c. eloquent The winner of the storytelling contest is so expressive and fluent in the English language. She is truly an eloquent storyteller. d. mischief He easily gets in trouble because of his mischief. e. sniff (use action) The old woman tried to sniff air but she could not breathe. f. ungrateful I don’t like him. He doesn’t know how to thank and respect the people who helped him. He is ungrateful. 192

2. Motivation Show a picture of a tortoise. Say: This is a tortoise. Say something about it. What do you notice about its shell? Are tortoise’s shells not smooth? 3. Motive Question Why are tortoise shells not smooth?B. During Listening Why the Tortoise’s Shell Is Not Smooth Adapted from Chinua Achebe Once upon a time, all the birds were invited to a feast in the sky. They were very happy. They began to prepare themselves. They painted their bodies beautifully. Tortoise was so excited to join the group because he had not eaten a good meal for weeks. So he began to plan how he could go to the sky and join the feast. But Tor- toise had no wings so he asked the birds to be allowed to join them. “We know you too well,” said the birds. “You are ungrateful. If we allow you to come with us, you will soon begin your mischief.” “You do not know me,” said Tortoise. “I am a changed man; I have learned that a man who makes trouble for others is also making it for himself.” Tortoise had a sweet tongue, and within a short time, all the birds agreed that he was a changed man. The birds gave him a feather for his wings. The feast came. Tortoise was the first to arrive at the meeting place. Tortoise was very happy as he flew among the birds. The birds chose him to be their spokesperson. “There is one thing we must not forget,” he said. When people are invited to a great feast like this, they take new names for the occasion. The birds just followed. They thought of their names. When they had taken new names, Tortoise took one. He wanted to be called “All of You.” What do you think happened when they were in the sky? At last the group arrived in the sky. Their hosts were very happy to see them. Tortoise stood up and thanked them for their invitation. His speech was so eloquent that all the birds were glad they had brought him along. Their hosts treated him well as the king of the birds, as he looked somewhat different from the others. The people in the sky set before their guests the most delicious dishes Tortoise had ever seen or dreamed of. Tortoise began to sniff 193

aloud. When everything had been set before the guests, one of the people in the sky invited the birds to eat. But Tortoise jumped to his feet and asked, “For whom have you prepared this feast?” “For all of you,” replied the man. Tortoise turned to the birds and said,” Remember my name is All of You.” He began to eat and the birds were so angry. Tortoise ate the best part of the food and drank wine. The birds gathered around to eat what was left .They ate the bones that he had thrown on the floor. Some of them were too angry to eat. They chose to fly home on an empty stomach. But before they left, each took back the feath- er he had borrowed. And there, he stood full of food and wine but without any wings to fly home. He asked the birds to take a message for his wife, but they all refused. In the end, Parrot, who had felt angrier than the others, suddenly changed his mind and agreed to take the message. Why do you think Parrot changed his mind? “Tell my wife”, said Tortoise, “To bring out all the soft things in my house and cover the area around with them so that I can jump down from the sky without great danger.” Parrot promised to deliver the message, and then flew away. But when he reached Tortoise’s house, he told his wife to bring out all the hard things in the house. And so she brought out her husband’s hoes, knife, spears and guns. Tortoise looked down from the sky and saw his wife bringing things out, but it was too far to see what they were. When all seemed ready, he let himself go. He fell until he began to fear that he would never stop falling. And then like the sound of his gun, he crashed on the land. His shell broke into pieces but there was a great medicine man in the neighbourhood. The medicine man gathered all the bits of shell and put them together. This is why the tortoise’s shell is not so smooth today. C. Post Listening Engagement Activity Group 1 and 2: Refer to LM, Try and Learn Guided Practice Refer to LM, Do and Learn Independent Practice Refer to LM, Learn Some MoreDay 2 1. To realize the many uses of the coconut tree 2. Note important details in an informational text read 3. Read informational text with 95-100% accuracy 4. Read words with consonant blends pr and gr 194

A. Pre ReadingDrill:Teacher models reading the wordsWords should be written on a chart / flashcards pr fr freeprotein product fresh freeze freedomproduce proper freshenerpropagate problem freshman1. Unlocking of Difficultiesa. mattress I sleep on this mattress. It is comfortable.(show picture)b. propagate Mother wants to have more flowers, so she propagates some of them. (show picture)c. sap (show picture) The sap of that tree can be used for medicine.d. quench I want to drink cold juice to quench my thirst.e. dye My grandparents dye their hair to cover the gray.f. coir Coir comes from the husk of the coconut.g. ingredient I like coconut meat as one of the ingredients for salads.h. withstand The tree is strong. It can withstand strong typhoons.2. Motivation Have you seen a coconut tree? Can you describe it? Do you know why the coconut tree is called the tree of life?3. Motive Question Why do we consider the coconut tree a tree of life?B. Reading Teacher models in reading the story. Refer to LM, Read and Learn.C. Post Reading Comprehension Questions. Refer to LM, Talk About It Engagement ActivityGroup 1 and 2 : InterviewThe group will choose their interviewee. Each member of the groupshould be able to talk or to answer questions during the interview. 195

Ask: “The group may use the questions below.” “What do you think is the tree of life?” “Why do you consider the coconut tree a tree of life?” “What are the parts of a coconut tree?” “What are their uses?” Group 3 and 4: Refer to LM, Try and Learn. Discussion: Refer to LM, Talk about It.Day 3 Use the past form of regular and irregular verbs A. Presentation/Oral Language Give the past tense of the underlined word. Let pupils read the poem after putting in the past tense of the verbs. Refer to LM, Read and Learn. Comprehension Questions. Refer to LM, Talk About It B. Teaching/Modelling What are the underlined words in stanza one, two up to 3? Recall: Which are regular verbs? Irregular verbs? How do we form the past tense of regular verbs? Irregular verbs? Let the pupils read again the chart with regular and irregular verbs with present and past tense C. Guided Practice Let each group work on this Complete My Diary. Use the words found in the box. Refer to LM, Try and Learn. D. Independent Practice Write the past form of the words inside the parentheses. Refer to LM, Learn Some More. Enrichment Activity: Refer to LM, Write about it. Write 3 to 5 sentences about what you did last Saturday and Sunday.Day 4 1. Identify and use personification 2. Get information such as title of a selection and/or pages from the table of contents 196

1. PresentationTeacher models in reading the poem.Refer to LM, Read and Learn.Discussion Questions:Refer to LM, Talk about It.Skill Development: Using Personification1. What did the leaves do? The leaves danced.2. What did the moon see? The moon saw the leaves.3. What did the moon hear? The moon heard their song.4. Who is calling? North Wind is calling.Say: “Leaves, moon and north wind are treated as though they have life like people. They are made to act, think and talk like persons.” Teaching Chart  Personification is another figure of speech. Things and objects are treated as though they had life and were like people.2. Guided Practice Group 1 and 2: Underline the part of the sentence which is personified. Refer to LM, Try and Learn. Group 3 and 4: Write P if the sentence uses personification and N if it does not. Refer to LM, Learn Some More.3. Independent Practice Underline the name of the object that is personified and circle the word that tells what the object does that makes it seem like a person. Refer to LM, Learn Some More. 197

Skills Development: Use of Table of Contents Give pupils books and tell them to open the book to the table of contents. Ask: “What can we find in Unit 1?” “What is the title of Unit 4?” “What can we find on page 10?” “What information does the table of contents give us?” 1. Guided Practice Let’s have a contest using the table of contents 2. Independent Practice Use your book in English. 1. What unit is found on page__? 2. Where can we find Unit 2?Day 5 1. Express ideas through writing a news report from the facts presented 2. Get information from the news page 1. Motivation What TV programs give us news? Where can we read news? Is it good to know the news? Why? 2. Presentation Listen to news taken from a school paper. Be ready to answer questions that begin with who, what, when, where, why and how. Note: Teacher assigns a good reader to read this news. Refer to LM, Read and Learn. Discussion 1. Who received an award? 2. What award did she receive? 3. When did she receive it? 4. Where did she receive it? 5. Why do you think she was awarded as the Outstanding School Paper Adviser? 6. How did she get the award? Skills Development: Writing News Let them read the news they listened. 198

1. Which part of the news tells us the important facts of the story? Is it found at the beginning? What Wh questions can we ask about the beginning statement? 2. What statements complement/support the beginning statement? 3. What statements are less important? Where can we find this? 4. Notice how the headline was written. Teaching Chart: Refer to LM, Remember.1. Guided Practice For all groups: Write a news report based on the following facts. Use the inverted pyramid structure • The plane was going to Cebu City on a test flight. • Mayor Richard Datu, who rushed to the crash site found the pilot, Rene Lu and his passenger Lito Go, both safe despite the plane’s damage. • A two-seater plane with pilot Rene Lu and passenger Lito Go crashed in a rice field at Barangay Caditaan on July 15. • Lu said the plane’s engine stopped 30 minutes after it took off at Le- gaspi Airport. • Plane crashes in Cebu, no one hurt2. Independent Practice Write a news report. Use the facts below. Refer to LM, Write About It. • Teacher Induction Program is a training cours given to newly hired teachers. One of its purposes is to let them understand their roles and responsibilities. • The Division of Zamboanga Sibugay , through the leadership of the superintendent, Amelia P. Torralba, ED.D. conducted Teacher Induc- tion Program to 320 newly hired teachers at Roderic’s Resort, Ipil, Zamboanga Sibugay on July 2-4. • Education Program Supervisors who were trained on TIP were their facilitators • Division of Zamboanga Sibugay conducts Teacher Induction Pro- gram to 320 newly hired teachers 199

QUARTER 2TABLE OF SPECIFICATIONS (POST TEST) TOPICS/SKILLS ITEM NO. OF ITEMS PLACEMENT 11. Identifying the main idea and supporting details for a text 6 1 heard 1 22. Compound words 4 13. Arranging 8-10 word with differ- 2 5 5 ent beginning letters in alphabet- 13,14 1 ical order 15,16,17,18, 194. Using personal pronouns 25. Possessive pronouns 7 46. Using regular and irregular verbs 47. Noting details from news selec- 1,3 5 tions listened to 20,21,22,23 3 9,10,11,128. Answering wh- questions 36,37,38,39, 40 19. Prefixes and Suffixes 2 24,25,26 210. Verbs in the –s form11. Writing a friendly letter 812. Identifying figure of speech (simi- 39-35 27,28 le, metaphor and personification)13. Sequencing of events14. Making an Outline15. Following directions 200

QUARTER 2 POST ASSESSMENTI. Listening A. Listen as the teacher reads the story then answer the questions that follow. Write only the letter of your answer. Polly the Snail Polly is a garden snail. She lives in a beautiful vegetable garden near apond. She is one of the many snails in the garden. She slides and plays withher snail friends every day. Polly and her friends eat the leaves of the vegetables in the garden. Theyare always hungry. They like to know the different taste of leaves of thehealthy and green vegetables there. Polly goes around and takes small bites of each of the leaves everyday. If she likes the taste of a leaf, she eats it immediately. Soon, all of thevegetables had holes in their leaves. One day, Farmer Jane went to visit his garden. He looked at the vegeta-bles and gave a loud cry. “Who did this to my beautiful vegetables?” Pollysaw Farmer Jane. She looked around for somewhere to hide. She buriedherself under a brown leaf and hid inside her shell. Farmer Jane checked his garden and saw the many snails on it. Hepicked them one by one and placed the snails in a plastic bag. He did notfind Polly who was hiding in her shell. Then, Farmer Jane went away. Later that day, the farmer went back with a white duck. He happilyleft the duck in the garden. Polly saw the white duck. The white duck sawPolly, too.1. Where do Polly and her snail friends live?a. In a pond b. In a flower garden c. In a vegetable garden d. In a tree2. Which of the following is NOT a compound word?a. inside b. herself c. somewhere d. Happily3. What did the snails do to the vegetables in the garden? a. They helped the vegetables grow. b. They destroyed the leaves of the vegetables. c. They made sure that the vegetables will be free from insects. d. They provided the vegetables with nutrients.4. If you will be asked to write the words snail, vegetables, farmer, duck, shell, bag, holes, leaves, in alphabetical order, what word will come first?a. duck b. farmer c. shell d. vegetables 5. In the sentence “Polly and her friends eat the leaves of the vegetables in the garden. They are always hungry.” Which of the following words is a personalpronoun? b. they c. eat d. leavesa. Polly 201

6. Which of the following is NOT a part of the selection read? a. Polly and her friends live in a vegetable garden. b. The duck ate all of the snails in the garden. c. The snails ate the leaves of the vegetables in the garden. d. The angry farmer removed the snails from the garden. 7. Farmer Jane happily left the duck in the garden. Why was he happy?. a. The duck will stop the snails from eating the leaves of the vegetables. b. The duck will eat all of the snails in the vegetable garden. c. The duck and Polly will become good friends. d. The duck will watch the vegetables while he is away. 8. Which of the following events in the sentences happened first? a. Farmer Jane brought a duck in his garden. b. Polly and her friends ate the leaves of Farmer Jane’s vegetables. c. The duck saw Polly. d. Farmer Jane picked all the snails that he could find in his garden and placed them in a plastic bag.I. Grammar Read the sentence carefully. Write the letter of your answer. 9. Alyssa (a. sweep b. sweeps) the front yard every morning. 10. Her brothers Allan and Sam (a. gather b. gathers) the dried leaves in the trash can. 11. Together they (a. throw b. throws) the dried leaves in a compost pit. 12. After the chores the children (a. play b. plays) in the yard. A. Fill in the blanks with the correct possessive pronouns from the word box. mine your yours ours my our 13. The biggest guava belongs to you. It is ______ guava. 14. Today is our scheduled trip to the Science Park. I brought my pink lunch box with Me. This pink lunch box is –--. B. Choose the correct past form of the verb that will best complete the sentence. Last week, Vicky and I (15. went, go) to Manila Zoo. We (16. arrived,arrive) there before eight o’clock in the morning. We (17. see, saw) different kinds ofanimals. The zoo is home to more than 832 animals. We (18. walk, walked) towardsthe first animal. It was Mali’s cage. Mali is the most popular animal in the zoo. It is theonly living elephant here in the Philippines Mali (19. moved, move) its front and back legs forward and backward.She doesn’t gallop or jump. She walks and runs. She can swim and support herself inthe water up to six hours. 202

I. Reading A. Fill in the blank with the correct words from the box below. fearless immature homeless imperfect imbalanced 20. Typhoon Yolanda left many people --------(homeless). a. fortunate b. without a home c. full house 21. Two year old Jessie draw an --- (imperfect) circle. a. Irregular b. complete c. not perfect 22. Baby placed a basket of eggs on her head. The eggs were not evenly distributed in the basket. When she started to walk the basket went sideways and fell. All the eggs broke because the basket was imbalanced. b. dizzy b. unstable c. correct 23. He acts like a child; he is immature. c. Young b. childlike c. grown Write S if the sentence is simile, M if it is Metaphor and P if it is Personification 24. The farmer is busy as a bee. ______ 25. They fought like cats and dogs. ______ 26. When she saw her abductors she became as cold as ice. ______Following Directions27. What is the correct sequence of the direction given below? a. 2-1-3-4 b. 1-4-3-2 c. 3-2-1-4 d. 4-1-3-2 1. Measure rice with a cup and put in the cooking pot. 2. Cook rice for about 25 minutes. 3. Follow the 1:1 ratio. One cup of rice to one cup of water. 4. Wash rice.28. Which of the directions given below should be done first?a. number 1 b. number 2 c. number 3 d. Not inthe given1. Heat the pan and add cooking oil.2. Crack the eggs and place in the hot pan.3. When the edges turn white the eggs are done. 203

I. Writing 29-35. Read the short paragraph below and write an outline. Clouds The sun warms the water from rivers, lakes and seas. Water slowly evaporates. It condenses and forms into tiny droplets. When these droplets come together they become visible as clouds. There are three basic cloud types. Cirrus is curly or fibrous clouds. Stratus is clouds that form sheets or layers and cumulus clouds are those heaped or filed. Clouds I. ____________________________________ A. _________________________________ B. _________________________________ II. ____________________________________ A. _________________________________ B. _________________________________ C. _________________________________ 204

36-40. Rewrite the following parts of the letter in a separate sheet of paperfollowing the mechanics of letter writing. Nerissa Your loving aunt, #45A- Santolan Drive Deca Homes, Jones June 3 My dearest Sandro, How are you? You mom said you’re school is near my office. I did not know you transferred. Please come and visit me here in the Principal’s Office. I would love to hear from you soon. ______________ ______________ ______________ ______________ ____________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ______________ ______________ 205



English – Grade 4Teacher’s GuideFirst Edition 2015 Republic Act 8293, section 176 states that: No copyright shall subsist in anywork of the Government of the Philippines. However, prior approval of the governmentagency or office wherein the work is created shall be necessary for exploitation of suchwork for profit. Such agency or office may, among other things, impose as a conditionthe payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,trademarks, etc.) included in this book are owned by their respective copyright holders.DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. inseeking permission to use these materials from their respective copyright owners.All means have been exhausted in seeking permission to use these materials. Thepublisher and authors do not represent nor claim ownership over them. Only institution and companies which have entered an agreement withFILCOLS and only within the agreed framework may copy from this Teacher’s Guide.Those who have not entered the agreement with FILCOLS must, if they wish to copy,contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at [email protected] or(02) 439-2204, respectively.DEPED COPYPublished by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhD Development Team of the Teacher’s GuideConsultants and Editors: Felicitas Pado, PhD Ofelia Flojo, PhD Nemah Hermosa, PhD Perla Cuanzon, PhD Rosalina J. Villaneza, PhDAuthors:Grace U. Rabelas, Ms. Gretel Laura M. Cadiong Ms. Jennalyn S. DatuinVictoria D. Mangaser, PhD Ms. Lilibeth A. Magtang Ms. Evelyn F. ImportanteValeria Fides G. Corteza, PhD Ms. Ma. Rita Teresa V. Riñosa Ms. Mary Jane T. GangganganMs. Rose Ann B. Pamintuan Ms. Rosalina B. Mejorada Ms. Michelle L. MercadoGraphic Artist: Mr. Reynaldo A. Simple and Jason O. VillanuevaLayout Artists: Camille Francesca Mondejar Ezekiel Quijano Cheradee B. Lumitap Matthew Daniel V. LeysaPrinted in the Philippines by Vibal Group, Inc.Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 5th Floor, Mabini Building, DepEd Complex, Meralco Avenue, Pasig City, Philippines 1600Telefax: (02) 634-1054 or 634-1072E-mail Address: [email protected] ii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

To our Dear Teachers, This teacher’s guide is designed in four quarters with nine-weeklessons every quarter. Other broad competencies were subtasked to suitthe time alloted for the day’s lesson. In a literature-based curriculum, objectives are classified intoa) expressive which refers to the appreciation of the literary text; and b)instructional which refers to the development of the skills. There are several activities for the pupils to develop target skill/sbut this is not an end in itself. Feel free to modify the strategies to addressindividual differences of learners. We also want you to use formative assessment results as basisfor instruction thus, enrichment activities are provided for pupils who gotabove 50% of the total score and we encourage you to provide remediationto pupils whose total scores are below 50%. Enjoy teaching and make a DIFFERENCE in the pupils’ lives.DEPED COPY The Authors iii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Quarter 3: Special People, Places and Days Table of Specification: Pre Assessment .......................................................... 206 Pre Assessment ............................................................................................. 208 Week 1 ………………………………………………………............................ 214 Week 2 ………………………………………………………............................ 223 Week 3 ………………………………………………………............................ 231 Week 4 ………………………………………………………............................ 239 Week 5 ………………………………………………………............................ 250 Week 6 ………………………………………………………............................ 261 Week 7 ………………………………………………………............................ 275 Week 8 ………………………………………………………............................ 290 Week 9 ………………………………………………………............................ 304 Table of Specification: Post Assessment ........................................................ 320 Post Assessment ............................................................................................ 322 v All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

vi ENGLISH GRADE 4 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - DDomainFIRST QUARTER The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in writtenelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. EOral LanguageGrade Level Standardsforms; demonstrates confidence in the use of the language to meet everyday’s needs; and reads independently and gets relevant PEFluency information from various text types. Listening Content Standard Performance Standard The learner… The learner… DComprehension actively creates and participates in oral theme-based activities demonstrates understanding of verbal cues for clear expression of ideas efficiently delivers oral presentations Vocabulary demonstrates understanding of verbal and non-verbal cues for effective creatively presents information using broadcast media COReading oral presentation PYComprehensiondemonstrates understanding of information derived from multi-media reads aloud text with accuracy and automaticity sources for clear and creative presentation demonstrates understanding that English is stress-timed language to achieve accuracy and automaticity demonstrates understanding of the elements of informational text for recalls details, sequence of events and shares ideas on texts listened to comprehension identifies story perspective and text elements demonstrates understanding of text types to construct feedback demonstrates understanding that word meaning can be derived from uses different resources to find word meaning different sources demonstrates understanding that words are composed of different parts uses strategies to decode the meaning of words and their meaning changes depending on context demonstrates understanding that word meaning changes based on context uses strategies to decode the meaning of words in context demonstrate understanding of various linguistics nodes to comprehend Use linguistic cues to appropriately construct meaning from a variety of various texts texts for a variety of purposes Use knowledge of text types to correctly distinguish literary from Demonstrate understanding of text elements to comprehend various texts informational texts Use diction (choice of words) to accurately analyze author’s tone, mood, Demonstrate understanding of writing styles to comprehend the author’s and point of view message Demonstrate understanding that reading in a wide range of texts provides Use literal information from texts to aptly infer and predict outcomes pleasure and avenue for self-expression and personal development demonstrates understanding of writing as a process uses a variety strategies to write informational and literary compositions Writing and Composition demonstrates understanding of the importance of using varied sources of information to support writing uses varied sources of information to support writing

vii Domain Content Standard K to 12 BASIC EDUCATION CURRICULUM The learner… Performance Standard All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - DGrammar The learner…electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. EPAttitude EStudy speaks and writes using good command of the conventions of standard English Strategies/ DResearch Viewing demonstrates command of the conventions of standard English grammar and usage when writing or speaking demonstrates understanding of English grammar and usage in speaking or uses the classes of words aptly in various oral and written discourse writing demonstrates understanding of English grammar and usage in speaking or uses the classes of words aptly in various oral and written discourse writing demonstrates understanding of non-verbal cues to communicate with applies knowledge of non-verbal skills to show respect when others communicating with others demonstrates understanding of verbal and non-verbal elements of uses paralanguage and non-verbal cues to respond appropriately communication to respond back demonstrates understanding of library skills to research on a variety of uses library skills to gather appropriate and relevant information topics CWeek OPY1 views various forms of media in order to gather and share information, demonstrates understanding of the strategies in comprehending visual text persuade others and understand and express ideas LC OL V RC F SS G WC A Listening Oral Vocabulary Reading Oral Study Grammar Writing Attitude Comprehension Language Development Comprehension Reading Strategy Composition Fluency EN4G-Ia- EN4LC-Ia-1 EN4OL-Ia-d- EN4V-Ia-d-1 EN4RC-Ia-b-1 EN4F-Ia-1 EN4SS-Ia-1 b-1 EN4WC-Ia-b- EN4A-Ia-1 Note details in a 1 Use context clues Analyze a Phonological Locate Use plural 1 Show selection listened Speak clearly to find meaning narrative in terms Read words, information form of Write 2-3 willingness to. using of unfamiliar of its characters. phrases, using print and regular sentences about and appropriate words. poems or non-print nouns the characters enthusiasm pronunciation stories with resources in a literary text in reading or and intonation. long vowel a listened to or listening to sound read. literary text EN4LC-Ib-2 EN4V-Ia-d-2 EN4RC-Ia-b-2 EN4F-Ib-2 EN4SS-Ib-2 Note details in a Use context clues Analyze a Read words, Locate 2 selection listened (synoynms) to narrative in terms phrases, information to, to identify find meaning of using print and of its setting. poems or setting unfamiliar words. stories with non-print long vowel e resources K to 12 English Curriculum Guide December 2013 Page 2 of 14

viii K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - Week LC OL V RC F SS G WC Aelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. 3 Listening Oral Vocabulary Reading Oral Study Grammar Writing Attitude 4 Comprehension Development Comprehension Reading Strategy Composition DELanguage Fluency EN4A-IIb- 5 EN4LC-Ic-3 EN4V-Ia-d-2 EN4RC-Ic-2 sound EN4SS-Ic-3 EN4G-Ic-2 EN4WC-Ic-2 2 Note details in a Use context clues State similarities EN4F-Ic-3 Locate Use plural Write two or Listen selection listened (synonyms) to and differences Read words, information form of three sentences attentively to find meanind of in information / phrases, using print and irregular about the and react unfamiliar words. literary text read poems or non-print nouns characters, positively EN4LC-Id-4 PEN4OL-Ia-d- stories with resources setting, or during story Sequence events long vowel i (using map) events in a reading. in a story listened 2 Speak clearly sound story listened to to using or read Page 3 of 14 EN4V-Ia-d-2 EN4RC-Id-e-3 EN4F-Id-4 EN4SS-Id-4 EN4G-Id-3 EN4WC-Id-3 EN4LC-Ie-5 EappropriateUse context cluesSequence events Read words, Arrange words Use clear Write 2-3 step Sequence events (antonym) to in a story or phrases, in alphabetical and directions using in a story listened pronunciationdetermine the narrative poems or order with the coherent signal words to and intonationmeaning of stories with same first letter sentences (poems,unfamiliar words long vowel o but a different using EN4WC-Ie-f-4 sound second letter appropriate Write different Dchants, grammatical forms of simple EN4F-Ie-5 EN4SS-Ie-i-5 structures: composition rhymes, Read words, Use graphic Kinds of (thank you riddles) phrases, organizers to Nouns- card, note, CEN4OL-Ie-2 poems or show Mass Nouns poster, EN4V-Ie-f-2 stories with understanding and Count slogan) as a Give oralUse context clues long vowel u of texts (story Nouns response to (definition) to sound sequence stories / poems OPYdirectionsdetermine the organizers) EN4G-Ie-4 read or listened meaning of Use clear to unfamiliar words. and - notes / letters coherent sentences using appropriate grammatical structures (quantifiers of mass nouns) 6 EN4LC-If-1 EN4OL-If-3 EN4RC-If-4 EN4F-If-6 EN4SS-Ie-i-5 EN4G-If-5 K to 12 English Curriculum Guide December 2013

ix DEPEDOL K to 12 BASIC EDUCATION CURRICULUM Oral All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - Week LC Language V RC F SS G WC Aelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Listening Vocabulary Reading Oral Study Grammar Writing Attitude 7 Comprehension Express one’s Development Comprehension Reading Strategy Composition 8 Infer about ideas, feelings Fluency Compose - Descriptive EN4A-IIa- feelings, traits of clearly clear and paragraph 1 characters from Infer about Read words, Use graphic coherent - Another Demonstrate selections sentences ending to a respect for listened to feelings, traits of phrases, organizers to using story the ideas, appropriate feelings and EN4LC-Ig-1 characters in a poems or show grammatical EN4WC-Ig-h- culture of Infer about structures: 5 the author feelings, traits of selection read stories with understanding Kinds of Write a friendly of the text characters in Nouns letter as a listened to. selections compound of texts (story (Possessive response to listened to Nouns) stories / poems Page 4 of 14 words sequence EN4G-Ig-6 read or listened EN4LC-Ih-1 to Infer about organizers) feelings, traits of EN4WC-Ig-h- characters in EN4OL-Ig-4 EN4V-Ig-3 EN4RC-Ig-5 EN4F-Ig-7 6 selections COPYMake inferences Write forms of listened to Express one’s Use context clues Read words, Identify and simple ideas, feelings to find meaning and draw phrases, use concrete composition as clearly of unfamiliar conclusions poems, and nouns and a response to words (definition) based on a stories with abstract stories / poems EN4OL-Ih-5 literary or accuracy nouns read or listened Express one’s EN4V-Ih-4 expository text to -notes / ideas and Use context clues EN4F-Ig-8 EN4G-Ih-7 letters - feelings clearly to find meaning Read aloud Use descriptive of unfamiliar grade level collective texts with nouns accuracy and proper expression EN4F-Ih-i-8 Read words, phrases, poems, and words stories with (exemplification) diphthongs accurately K to 12 English Curriculum Guide December 2013

x K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - LC OL V RC F SS WCelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Listening Oral Vocabulary Reading Oral Study Writing Comprehension Language Development Comprehension Reading Strategy Composition Week Fluency G A Grammar paragraph Attitude DEP9 EN4WC-Ii-6 EN4LC-Ii-1 EN4OL-Ii-6 EN4V-Ii-5 EN4RC-Ih-4 EN4F-Ih-i-9 EN4G-Ii-8 Write a Infer feelings, Express one’s Use context clues Infer the theme Read with Use simple response to a traits of ideas, feelings to find meaning of literary text accuracy present story / poem characters in clearly of unfamiliar words, tense of read or listened selections words phrases, verbs in to -notes / listened to (exemplification) poems,and sentences letters stories with ESECOND QUARTER silent letters. Read aloud grade level texts DWeek LCCOPY1 OL V RC F SS G WC A Listening Oral Vocabulary Reading Oral Study Grammar Writing Attitude Comprehension Language Development Comprehension Reading Strategy Composition Fluency EN4G-IIa-b- EN4LC-IIa-1 EN4OL-IIa- EN4V-IIa-1 EN4RC-IIa-1 EN4F-IIa-1 EN4SS-IIa-1 1 EN4WC-IIa- EN4A-IIa-1 Identify main 1 Identify Identify the Read with Arrange 8-10 Identify and 1 Demonstrate idea and Restate or meanings of important story automaticity words with use personal Write respect for the supporting details retell unfamiliar elements such as grade level different pronouns in sentences ideas, feelings from a text information words through setting, character frequently beginning sentences. following and culture of listened to. from a text structural and plot. occurring letters in correct the author of listened to. analysis content area alphabetical mechanics of the text (compound words. order. capitalization listened to. words and and their punctuation. components: one word compound (backyard), two word K to 12 English Curriculum Guide December 2013 Page 5 of 14

xi DEPEDOL K to 12 BASIC EDUCATION CURRICULUM Oral All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - LC Language V RC F SS G WC Aelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Listening Oral Study Grammar Writing Attitude Week Comprehension EN4OL-IIb- Vocabulary Reading Reading Strategy Composition 2 2 Fluency EN4G-Ii-9 EN4A-IIb-2 3 EN4LC-IIb-2 Use courteous Development Comprehension Use the EN4WC-IIb- Listen Recall expressions pronoun that 2 attentively information from compound agrees in Write a short and react conversations. gender, story with the positively (security number with elements. during story EN4LC-Iib-3 reading. Note details from guard), EN4WC-IIc- news 3 EN4A-IIc-3 reports/selections hyphenated Write a Express love listened to. friendly letter for stories and EN4LC-IIc-3 compound using correct other texts. Note details by format. asking/answering word (sister- EN4A-IId-4 questions about EN4WC-IId- Take part in a story/poem in-law). 4 creative listened to Write a two- EN4V-IIb-2 EN4RC-IIb-2 EN4F-IIb-2 EN4SS-IIb-2 point sentence Page 6 of 14 EN4LC-IId-4 outline Follow a set of Identify Identify Read with Classify EN4WC-IIe- 5 meanings of meanings of automaticity related words, Outline a unfamiliar unfamiliar words grade level ideas, and words through through frequently concepts structural structural occurring according to COPYanalysis (words analysis content area certain the (words with with affixes). words. characteristics antecedent. affixes). and EN4RC-IIc-3 EN4F-IIc-3 similarities. EN4G-IIc-3 EN4OL-IIc-3 -Noting details Read with Identify and Listen and -Infer words, automaticity use s form of answer feelings of grade level verbs. questions characters frequently about a story EN4RC-IIb-3 occurring EN4G-IId-4 read/listened Infer the moods content area Use the to. or feelings of the words. character based Read words EN4OL-IId- EN4V-IId-3 on what he/she that end with 4 Use context says or do. –s correctly. EN4RC-IId-4 EN4F-IId-4 Make a two-point Recite a poem 4 three-to-five step Give three-to- clues to act sentence outline. with present form of verbs that directions. five step the meaning of expression directions. difficult words. agree with the subject EN4LC-IIe-5 EN4OL-IIe- EN4V-IIe-4 EN4RC-IIe-5 EN4F-IIe-5 EN4SS-IIc-3 EN4G-IIe-5 5 Interpret a story 5 Use prefixes Give possible Read with Follow Use through Relate story and root words endings to stories automaticity instructions possessive K to 12 English Curriculum Guide December 2013

xii K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - LC OL V RC F SS WCelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Listening Oral Vocabulary Reading Oral Study Writing Comprehension Language Development Comprehension Reading Strategy Composition Week dramatization Fluency G A songs or art events to as clues to get grade level carefully on a Grammar paragraph Attitude 6 one’s meaning of content area text. with explicitly 7 Dactivities. experience. words. words. pronouns that given main responses in 8 EN4LC-IIf-6 agree in idea. preparing 9 gender with logs, journal, EInfer traits of antecedents. EN4WC-IIf-6 and other oral Write a presentation. characters basedEN4OL-IIf-6 EN4V-IIf-5 EN4RC-IIf-6 EN4F-IIf-6 EN4SS-IId-4 EN4G-IIf-6 paragraph EN4A-IIe-5 on what they doReact to what Use suffixes Predict outcomes Read using Fill out forms Use correct based on a Take part in or say in a storythe characters and root words of events in the correct giving the time two-point creative said in the as clues to get story intonation and appropriate expressions to outline. responses in Plistened to. story listened meaning of expression. instructions. tell an action preparing to. words. in the present. EN4WC-IIg- logs, journal, EEN4LC-IIg-7 7 and other oral EN4OL-IIg- EN4V-IIg-6 EN4RC-IIg-h-7 EN4F-IIg-7 EN4SS-IIe-5 EN4G-IIg-7 Write a presentation. Give a possible7 Identify and Infer the feelings Read words Get Use the past paragraph EN4A-IIf-6 ending to a storyRetell best- use simile and and traits of the with information form of about one’s Browse and liked part of a metaphor in characters in the consonant from the news regular verbs. personal read news Dheard. story heard. the poem story. blends /tr/, page of a experience. page for read. and ,/cr/ school paper. EN4WC-IIh- information of EN4LC-IIh-i-8 8 a school Sequence events EN4F-IIh-8 EN4SS-IIf-6 EN4G-IIh-i- Compose paper. Read words Use dictionary 8 slogan from a EN4A-IIg-7 Cin a story listened with in getting the Use the past given stimuli. Request for consonant meaning of form of more stories to. blends /br/, words. irregular EN4WC-IIi-9 to be read. EN4V-IIh-7 and /gr/ verbs. Write a news Identify and report using EN4A-IIh-8 use simile and the facts Listen metaphor in a given. attentively story read. and react OEN4OL-IIi-8 positively EN4V-IIi-8 EN4RC-Iii-8 EN4F-IIi-9 EN4SS-IIg-7 EN4G-IIh-i- during story Connect Identify and Note important Read words Get 9 reading. use details in an with information Use the past events in a personification. informational consonant from the news form of text. blends /pr/, page. regular and Pstory heard to and /gr/ irregular a personal verbs. Yexperience K to 12 English Curriculum Guide December 2013 Page 7 of 14

xiii DWeek K to 12 BASIC EDUCATION CURRICULUM EP1 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - THIRD QUARTERelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. LC OL V RC F SS G WC A Listening Oral Vocabulary Reading Oral Study Grammar Writing Attitude Comprehension Language Development Comprehension Reading Strategy Composition Fluency EN4G-IIIa-1 EN4A-IIIa-1 EN4LC-IIIa-1 EN4OL-IIIa- EN4V-IIIa-1 EN4RC-IIIa-1 EN4F-IIIa-1 EN4SS-IIIa- Identify and EN4WC-IIIa- Show love for Distinguish reality 1 Use context Note significant Read a poem 1 use adjectives 1 Write reading by from fantasy. Use clues details. aloud with Use a in sentences sentences listening EEN4LC-IIIb-2 appropriate (synonym and proper thesaurus to describing attentively expression to antonym) to expression. find synonyms persons, during story talk about find meaning and antonyms places, things reading and famous of unfamiliar of words. and animals making events. words. comments or DNote details from EN4WC-IIIa- reactions. EN4V-IIIb-2 EN4RC-IIIb-2 EN4F-IIIb-2 EN4SS-IIIb- EN4G-IIIb-2 2 Rewrite EN4A-IIIb-2 C sentences pairs of Show interest Identify Note significant Read aloud 2 Identify and sentences in reading a using travelogue. a story listened multiple details. grade level Interpret a use words connectors EN4A-IIIc-3 2 to. meaning of texts map. that show EN4WC-IIIc- Show interest words. accurately. degrees of 3 in reading a Ofrom a Write simple biography. comparison of sentences using EN4A-IIId-4 objectives in sequence Browse and signals. read books for EN4LC-IIIc-3 EN4OL-IIIb- EN4V-IIIc-3 EN4RC-IIIc-3 EN4F-IIIc-3 EN4SS-IIIc- EN4G-IIIc-3 various Pplaces. EN4WC- purposes such Point out details 2 Get the Identify Read aloud 3 Use IIId-4 as learning or Write / for pleasure. Use meaning of sequence of grade level Use a timeline appropriate compose clear and coherent Page 8 of 14 3 biographical appropriate unfamiliar events. texts to show order word signals sentences account. accurately. using the expression to words through of events. to show the correct order YUse indirect of adjectives. talk about restatements. sequence of famous events in ssentences EN4LC-IIId-4 EN4V-IIId-4 EN4RC-IIId-4 EN4F-IIId-4 EN4SS-IIId- EN4G-IIId-4 Identify Identify cause Read grade 4 Identify and speech to clarify different and effect level texts Locate use the the speaker’s meaning of relationship with meaning of correct order 4 ideas. content appropriate words from of adjectives specific words. speed, the dictionary. in a series in accuracy and sentences expression K to 12 English Curriculum Guide December 2013

xiv K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - Week LC OL V RC F SS G WC Aelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. 5 Listening Oral Vocabulary Reading Oral Study Grammar Writing Attitude 6 Comprehension Language Development Comprehension Reading Strategy Composition 7 EN4LC-IIIe-5 Fluency EN4G-IIIe-5 EN4A-IIIe-5 Give one’s EN4OL-IIIc- EN4V-IIIe-5 EN4RC-IIIe-5 EN4F-IIIe-5 EN4SS-IIIe- Identify and EN4WC-IIIe- Browse and 8 reaction to an 3 Identify Identify various Read grade 5 use adverbs 5 read books event or issue. different text types level texts Locate of place in Write / for various DUse meaning of according to with information sentences. compose clear purposes such EN4LC-IIIf-6 content structure. appropriate from and coherent as learning or Give one’s appropriate specific words. speed. glossaries EN4G-IIIf-6 sentences for pleasure. reaction to an expression to Use using adverbs event or issue. talk about EN4V-IIIf-6 EN4RC-IIIf-6 EN4F-IIIf-6 EN4SS-IIIf- appropriate of place. EN4A-IIIf-6 Identify Make comparison Read grade 6 adverbs of EN4WC-IIIf- Browse and EN4LC-IIIg-7 Efamous different and contrast. level texts Locate time in 6 read books for Give one’s PEpeople. meanings of with information setences Write / various reaction to an content appropriate from indices. compose clear purposes such event or issue. specific words. speed. and coherent as learning or EN4OL-IIIg- sentences for pleasure. EN4LC-IIIh-8 EN4V-IIIg-7 EN4RC-IIIg-7 EN4F-IIIg-7 EN4SS-IIIg- EN4G-IIIg-7 using adverbs Give one’s D4 Identify Make Read correctly 7 Use adverbs of time. EN4A-IIIh-7 reaction to an different generalizations. grade level Locate of manner in EN4WC- Browse and event or issue. Tell / retell meanings of texts with information sentences IIIg-7 read books for familiar stories content EN4RC-IIIh-8 intonation and from indices. Write / various by using specific words Use appropriate expression. compose clear purposes such appropriate -denotation graphic and coherent as for learning -connotation organizers to EN4F-IIIh-8 EN4SS-IIIh- EN4G-IIIh-8 sentences or for Cgestures and show the Read correctly 8 Use a using adverbs pleasure. EN4V-IIIh-8 sequence of grade level Interpret particular kind of manner. expressions in Use word events in a text texts with charts. of sentence EN4A-IIIi-8 complete associations read intonation, for a specific EN4WC- Page 9 of 14 sentence. (analogy) expression. purpose IIIh-8 -making Write a one- OEN4OL-IIIh- requests paragraph essay on a 5 particular Tell / retell topic. familiar stories EN4WC-IIIi- Pby using appropriate gestures and Yexpressions in complete (Story) sentence. 9 EN4LC-IIIi-9 EN4OL-IIIi- EN4V-IIIi-9 EN4F-IIIi-9 EN4SS-IIIi- EN4G-IIIi-9 K to 12 English Curriculum Guide December 2013

xv DEPEWeek K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - LC OL V RC F SS G WC Aelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Listening Oral Oral Study Grammar Writing Attitude Comprehension Language Vocabulary Reading Reading Strategy Composition Fluency Use a Browse and Development Comprehension particular kind 9 read books for of sentence Write a one- various Give one’s 6 Use word Read grade 9 for a specific paragraph purposes such reaction to an Relate one’s purpose essay on a as for learning event or issue. own classifications level texts Interpret -asking particular topic or for experiences permission pleasure. and ideas correctly with graphs. related to the topic using a intonation and variety of words with expression. proper phrasing. DFOURTH QUARTER Week LC OL V RC F SS WC Listening Oral Vocabulary Reading Oral Study G Writing VC A COPY1Comprehensio Language Developme Comprehensio Reading Strategy Grammar Compositio Viewing Attitude EN4OL- Fluency EN4G-IVa- n IVa-1 nt n EN4F-IVa-1 EN4SS-IVa- 1 n EN4VC-IVa- EN4A-IVa- EN4LC-IVa-1 State a fact EN4V-IVa-1 EN4RC-IVa-1 Read aloud 1 Identify EN4WC- 1 1 Distinguish fact and Use Distinguish fact grade four Take note of prepositions IVa-1 Identify Express from opinion opinion knowledge of from opinion level texts relevant in sentences Write visual interest in context clues with accuracy information sentences elements different EN4LC-IVb-2 EN4OL- to find the EN4RC-IVb-2 rate of 95 to from a given EN4G-IVb- expressing used in a texts by meaning of 100% text fact and print/non reading unfamiliar opinion print available words EN4F-IVb-2 materials print -synonyms EN4WC- materials EN4VC-IVb- EN4A-IVb- EN4V-IVb-2 Tell whether an IVb-2 Use Interpret Read aloud 2 IVb-2 2 2 action or event Express knowledge of direction in grade four Use Write 3-4 Identify the Expess 2 is reality or whether an context clues authentic texts level texts prepositions sentences in visual interest in fantasy with accuracy text by action or to find the i.e., nn giving elements event is meaning of medical rate of 95 to sentences directions used in a reading reality or unfamiliar prescriptions 100% -to and from print/non available fantasy words print print K to 12 English Curriculum Guide December 2013 Page 10 of 14

xvi K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - Week LC OL V RC F SS G WC VC Aelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. 3 Listening Oral Vocabulary Reading Oral Study Grammar Writing Viewing Attitude 4 Comprehensio Language Developme Comprehensio Reading Strategy Compositio 5 Fluency EN4G-IVc- materials materials 6 n EN4OL- nt n EN4SS-IVc- 3 n EN4VC-IVc- EN4A-IVc- -antonyms EN4F-IVc-3 2 Use 3 3 EN4LC-IVc-3 DIVc-3 EN4V-IVc-3 EN4RC-IVc-3 Read aloud Use a prepositions EN4WC- Make Express Evaluate the Identify the Distiguish reality grade four glossary get in sentences IVc-3 connection interest in likelihood that State if a meaning of from fantasy in level texts meaning of -among and Write 3-4 between text by story/event story couldwords with stories read with words between sentences information reading could really really multiple accuracy rate using viewed and available happen meaning of 95 to among and personal print Ehappen 100% between experiences materials EN4LC-IVd-4 PEN4OL- EN4VC-IVd- EN4A-IVd- Give conclusion EN4V-IVd-4 EN4RC-IVd-4 EN4F-IVd-4 EN4SS-IVd- EN4G-IVd- EN4WC- 4 4 to realistic IdentifyIVd-4 Give conclusion Read grade 3 4 IVd-4 Make Express fiction listened meaning ofState to humorous or level texts Use the index Use Write 3-4 connection interest in to words with cumulative with 118 to locate prepositions sentences between text by prefixesEconclusion poem read words information in, on, showing information reading EN4LC-IVe-5 Un,in,im,dis, correctly per under and conclusion viewed and available Give conclusion mis and reto realistic minute EN4SS-IVe- above in of a given personal print to humorous or fiction 4 sentences topic or experiences materials cumulative DEN4OL- EN4F-IVe-5 Use almanac situation EN4VC-IVe- EN4A-IVe- poem listened to EN4V-IVe-5 EN4RC-IVe-5 Read grade to get EN4G-IVe- EN4WC- 5 5 IdentifyIVe-5 Give conclusion level texts information 5 IVe-5 Explain how Express EN4LC-IVf-6 meaning ofState to humorous or with 118 Use Write 3-4 specific interest in Distinguish fact word with cumulative words prepositional sentences aspects of a text by from opinion in suffixes fulCconclusion poem read correctly per phrases in showing text reading a narrative and less minute sentences conclusion illustrations available to contribute to print humorous wht ia materials or conveyed by the words in EN4A-IVf- Ocumulative a text 6 EN4VC-IVf- Express poem 6 interest in heard Explain how text by PEN4OL- Read aloud a specific reading cumulative aspects of a Page 11 of 14 IVf-6 poem text EN4V-IVf-6YState facts EN4F-IVf-6 EN4SS-IVf- EN4G-IVf- EN4WC- Identify EN4RC-IVf-6 Read grade 5 6 IVf-6 meaning of Distinguish fact level texts Interpret bar Use simple Write 3-4 from opinion or opinion words with from a narrative with 118 and line sentence sentences in a suffixes er words graph -simple expressing narrative and or correctly per subject and opinion K to 12 English Curriculum Guide December 2013

xvii DEPEDOL K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - Week LC Oral V RC F SS G WC VC Aelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. 7 Listening LanguageVocabulary Reading Oral Study Grammar Writing Viewing Attitude 8 Comprehensio Developme Comprehensio Reading Strategy Compositio Fluency predicate illustarions available n nt n n contribute to print EN4G-IVg- what is materials EN4LC-IVg-7 minute 7 EN4WC- conveyed by Distinguish fact Use simple IVg-7 the words in EN4A-IVg- from opinion in EN4OL- EN4V-IVg-7 EN4RC-IVg-7 EN4F-IVg-7 EN4SS-IVg- sentences Write 5-6 a text 7 an informational IVg-7 Identify Distinguish Read grade 6 with sentence EN4VC-IVg- Express text Express meaning of between fact or level texts Use the compound paragraph 7 interest in fact or words with opinion in an with 118 encyclopedia subject and about a Explain how text by EN4LC-IVh-8 opinion in prefixes de informational words to get given topic specific reading Distinguish fact an and dis text correctly per information aspects of a available from opinion in information minute text print a narrative text COPYsimple illustarions materials al text predicate in contribute to giving fact what is EN4A-IVh- EN4OL- EN4V-IVh-8 EN4RC-IVh-8 EN4F-IVh-8 and opinionEN4SS-IVh-EN4G-IVh-EN4WC- conveyed by 8 IVh-8 Identify Distinguish Read grade 7 8 IVh-8 the words in Express Express meaning of between fact or level texts Use Use simple Write 5-6 a text interest in fact or words with opinion in a with 118 strategies in sentences sentence EN4VC-IVh- text by opinion in a suffixes ly narrative text words takin`g test with simple paragraph 8 reading narrative and y correctly per subject and about given Explain how available text minute compound topic or idea specific print predicate in aspects of a materials giving text suggesting illustarions EN4A-IVi-9 solutions to contribute to Express problems what is interest in conveyed by text by EN4LC-IVi-9 EN4OL- EN4V-IVi-9 EN4RC-IVi-9 EN4F-IVi-9 EN4SS-IVi- EN4G-IVi- EN4WC- the words in reading Distinguish IVi-9 a text available Identify Distinguish Read grade 8 9 IVi-9 EN4VC-IVi- print 9 Page 12 of 14 between fact or Express meaning of between fact or level texts Follow steps Use Write 5-6 Explain how specific 9 opinion in a fact or words with opinion in a with 118 in a process compound sentence aspects of a text informational opinion in suffixes able informational words sentences in paragraph illustarions text an and ible text correctly per comparing about given information minute contrasting topic or idea K to 12 English Curriculum Guide December 2013

xviii K to 12 BASIC EDUCATION CURRICULUM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - LC V RC F SS WCelectronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Listening Vocabulary Reading Oral Study Writing Comprehensio Developme Comprehensio Reading Strategy Compositio Fluency n nt n n Week OL G VC A Oral Grammar Viewing Attitude Language persons/ani contribute to materials DEPED COPYaltext mals/places/ what is object/event conveyed by s/ideas the words in a text K to 12 English Curriculum Guide December 2013 Page 13 of 14