COURSE OF STUDY OUTLINE

Level 2 – Elementary
S.Y. 2023- 2024
By: Emalie Grace Wilson

COURSE TITLE: Language Arts

Grade Level: Grade 1
Length: 40 minutes (5 Periods per week)
Number of Credits: N/A
Prerequisites: N/A

COURSE DESCRIPTION:

Grade 1 Language Arts course involves Reading, Writing, Phonics, Spelling,

Comprehension, and Grammar. In Reading and Spelling, students will learn and read
the basic rules for short vowel and long vowel words, consonant blends, letter
clusters and sight words. They will also learn comprehension skills and grammar
through written and oral activities such as speaking and conversing in complete
sentences, telling, and retelling stories, making inferences on and predictions on the
stories read and watched, learning vocabulary words through context clues and
pictures, and applying punctuation marks in writing.

RATIONALE FOR THE COURSE:

• To communicate and understand others through proper communication, both

in oral and written, in a clear language.
• To develop both reading and listening comprehension skills and apply it in
everyday living.

ESLG's EMPHASIZED:
• Critical Thinker
• Effective Communicator
• Exemplary Worker
• Caring Citizen
• Self-Manager
Standards and Benchmarks, Students Performance Objectives
Standard & Benchmarks
Reading Standards for Foundational Skills
Standard 1: Students apply grade-level phonics and word analysis skills in decoding words both
in isolation and in text.
Benchmarks Indicators

1.1 Apply word recognition strategies 1.1.1 Phonics awareness.

to decode unfamiliar multi-syllabic
words and will read grade- 1.1.2 Mastery of the sounds and the letters of the alphabet.
appropriate text with accuracy and
fluency. 1.1.3 Reading CVC and sight words.

1.1.4 Decode and identify similar ending sound words.

1.1.5 Read, write, and apply phonic rules in decoding

consonant, consonant blends, letter clusters (diphthongs,
digraphs), short and long vowels patterns).

1.1.6 Long vowel sounds.

1.1.7 Know the spelling-sound correspondences for

common consonant digraphs.

1.1.8 Decode regularly spelled one-syllable words.

1.1.9 Know final -e and common vowel team conventions

for representing long vowel sounds.

1.1.10 Use knowledge that every syllable must have a

vowel sound to determine the number of syllables in a
printed word.

1.1.11 Decode two-syllable words following basic patterns

by breaking the words into syllables.
1.1.12 Read words with inflectional endings.

1.1.13 Recognize and read grade-appropriate irregularly

spelled words.

1.2 Read with sufficient accuracy and 1.2.1 Read grade-level text with purpose and understanding.
fluency to support comprehension.
1.2.2 Read grade-level text orally with accuracy,
appropriate rate, and expression on successive readings.

1.2.3 Use context to confirm or self-correct word

recognition and understanding, rereading as necessary.
 1.3 Demonstrate understanding of the 1.3.1 Recognize the distinguishing features of a sentence
organization and basic features of (e.g., first word, capitalization, ending punctuation).
print.

Reading Standards for Literature

Standard 2: Students interpret literature to construct meaning, recognize and evaluate the
literary value, interact with literary works from various cultures and viewpoints in order to
enlarge their world views.
2.1. Establish a purpose for reading 2.2.1 Establish a purpose for reading (e.g., to be informed,
and use a range of reading to follow directions or to be entertained).
comprehension strategies to
understand literary passages and text. 2.2.2 Answer literal, inferential and evaluative questions to
demonstrate comprehension of grade-appropriate print texts
and electronic and visual media.

2.2.3 With prompting and support, read prose and poetry of

appropriate complexity for grade 1.

2.2.4 Retell stories including fables and folktales from

diverse cultures and determine their central message, lesson
or moral, with guidance.

2.2.5 Describe the overall structure of a story, including

describing how the beginning introduces the story and the
ending concludes the action.

2.2 Evaluate and interpret the quality 2.2.1 Recite and interpret literature such as poem and
of literary experience. rhymes according to their understanding.

2.2.2 Identify words and phrases in stories or poems that

suggest feelings or appeal to the senses.

2.2.3 Identify who is telling the story at various points in a

text.

2.2.4 Ask and answer questions to demonstrate

understanding of a text.
2.3 Identify characters, events, and 2.3.1. Compare similarities and differences of characters
settings within or across and setting of the story to the present time.
selections/cultures.
2.3.2 Identify the moral lesson and positive contribution of
the literature to everyday living.

2.3.3 Describe characters, settings, and major events in a

story, using key details.

2.3.4 Use illustrations in a story to describe its characters,

setting, or events.
2.4 Demonstrate understanding of 2.4.1 Describe various connections in the text.
various reading skills.
2.4.2 Identify main ideas and details.

2.4.3 Explain the cause and effect in simple words.

2.4.4 Draw conclusions from the text.

2.4.5 Distinguish between realism and fantasy.

2.4.6 Identify the plot and theme in the literary text.

2.4.7 Identify the main purpose of the text, including the

author’s purpose to answer explain and describe.

2.4.8 Create and use graphic organizers such as Venn

diagrams and webs to demonstrate the connections.

2.4.9 Compare and contrast the most important points

presented.

2.5 Demonstrate comprehension by 2.5.1 Ask and answer such questions as who, what,
responding to the questions. where, when, why, and how to demonstrate
understanding of key details in a text.

2.5.2 Monitor reading comprehension by identifying

word error and self-correcting.

2.5.3 Activate prior knowledge related to the information

and events in the text, with guidance.

2.5.4 Confirm predictions about what will happen next in

the text.
Reading Standards for Informational Text
Standard 3: Students apply reading strategies at each step of the reading process to interpret
meaning of text.
Benchmarks Indicators

3.1 Demonstrate understanding of the 3.1.1 Ask and answer questions to help determine or clarify
informational text. the meaning of words and phrases in a text.

3.1.2 Ask and answer such questions as who, what,

where, when, why, and how to demonstrate
understanding of key details in a text.

3.1.3 Identify the main topic and retell key details of a text,
through illustrations, story mapping or storytelling,
with guidance.

3.2 Demonstrate understanding of 3.2.1 Describe various connections in the text.

various reading skills.
3.2.2 Identify main ideas and details.

3.2.3 Explain the cause and effect in simple words.

3.2.4 Draw conclusions from the text.

3.2.5 Distinguish between realism and fantasy.

3.2.6 Identify the sequence in the given text.

3.2.7 Identify the main purpose of the text, including the

author’s purpose to answer explain and describe.

3.2.8 Create and use graphic organizers such as Venn

diagrams and webs to demonstrate the connections.

3.2.9 Compare and contrast the most important points

presented.

3.3 Identify and demonstrate various 3.3.1 Distinguish between information provided by pictures
illustrations. or other illustrations and information provided by the words
in a text.

3.3.2 Use the illustrations and details in a text to describe its

key ideas.
3.4 Comprehend the meaning of texts 3.4.1 Apply the comprehension skills such as: Following
using a variety of comprehension directions, making inference, visualizing, and analyzing
strategies and demonstrate literal characters to develop reading comprehension.
comprehension.
3.4.2 Summarize the details of the story by illustrating or
drawing.

3.5 Apply and adjust self-monitoring 3.5.1 Monitor comprehension by recognizing when text
strategies to assess understanding of does not make sense and look back or read on to reinforce
text. comprehension.

3.5.2 Monitor reading comprehension by identifying word

errors and self-correcting, with guidance.

3.5.3 Independently read books for various purposes (e.g.,

for enjoyment, for literary experience, to gain information
or to perform a task).

3.5.4 Determine the meaning of words and phrases in a

relevant to a grade 1 topic or subject area.

3.5.5 Determine word meaning of unfamiliar words and

multiple-meaning words through context clues.

3.5.6 With prompting and support, read informational texts

appropriately complex for grade 1.
Language Standards
Standard 4: Students apply principles of language to express themselves correctly in speaking
and writing.
Benchmarks Indicators

4.1 Demonstrate command of the 4.1.1 Print all upper- and lowercase letters.
conventions of standard English
grammar and usage when writing or 4.1.2 Use common, proper, and possessive nouns.
speaking.
4.1.3 Use singular and plural nouns with matching verbs in
basic sentences (e.g., He hops; We hop).

4.1.4 Use personal, possessive, and indefinite pronouns

(e.g., I, me, my; they, them, their, anyone, everything).

4.1.5 Use verbs to convey a sense of past, present, and

future (e.g., Yesterday I walked home; Today I walk home;
Tomorrow I will walk home).

4.1.6. Use an apostrophe to form contractions and

frequently occurring possessives.

4.1.7 Use frequently occurring adjectives.

4.1.8 Use frequently occurring conjunctions (e.g., and, but,

or, so, because).

4.1.9 Use determiners (e.g., articles, demonstratives).

Use frequently occurring prepositions (e.g., during, beyond,
toward).

4.1.10 Produce and expand complete simple and compound

declarative, interrogative, imperative, and exclamatory
sentences in response to prompts.

4.1.11 Use adjectives of comparison in writing and

speaking.

4.1.12 Unscramble words to form sentences; and sentences

to form paragraphs.

4.1.13 Demonstrate the understanding of subject-verb

agreement.
 4.2 Demonstrate command of the 4.2.1 Capitalize dates, title, and names of people.
conventions of standard English
capitalization, punctuation, and 4.2.2 Use end punctuation for sentences.
spelling when writing.
4.2.3 Use commas in dates and to separate single words in a
series.

4.2.4 Use conventional spelling for words with common

spelling patterns and for frequently occurring irregular
words.

4.2.5 Spell untaught words phonetically, drawing on

phonemic awareness and spelling conventions.

Writing Standards
Standard 5: Students, using a range of styles, engage in the writing process to communicate
ideas through compositions, poetry, personal narratives, and short fiction for a variety of
purposes and audiences.
Benchmarks Indicators
5.1 Apply standard English 5.1.1 Develop proper writing in upper and lower case
conventions to help a writer convey manuscript.
meaning to the reader.
5.1.2 Construct simple but correct sentences and eventually
short paragraphs.

5.2 Write grade appropriate narratives; 5.2.1 Write two or more appropriately sequenced events,
and respond to literature. include some details regarding what happened, use temporal
words to signal event order, and provide some sense of
closure.

5.2.2 Write responses to literature that demonstrate an

understanding of the literary work.

5.2.3 With guidance and support from adults and peers, recall
information from experiences or gather information from
sources to answer a question, and respond to questions and
suggestions adding details to strengthen writing.

5.3 Write descriptions, processes and 5.3.1 Describe a character, a place or a thing from the stories
persuasions. read.

5.3.2Write step-by-step process to do or make something.

5.3.3 Write various kinds of persuasive texts.

5.4 Write opinion pieces and 5.4.1 Write opinion pieces in which they introduce the topic
informational/explanatory texts. or name the book they are writing about, state an opinion,
supply a reason for the opinion, and provide some sense of
closure.

5.4.2 Write informative/explanatory texts in which they name

a topic, supply some facts about the topic, and provide some
sense of closure.

5.5 Write various forms of writing 5.5.1 Write simple poems and stories with guidance.
with guidance, or independently.

5.5.2 With teacher’s guidance students take notes.

5.5.3 Encourage the students to write simple sentences out of

the stories they read or from any printed materials.

5.5.4 Write journals or simple diary.

5.6 Organize writing with a developed 5.6.1 Encourage the students to use correct grammar in
beginning, middle and end. writing sentences, short paragraphs and short stories.

5.6.2 Write short paragraphs.

5.7 Use digital tools to produce 5.7.1 With guidance and support from adults, use a variety of
writing. digital tools to produce and publish writing, including in
collaboration with peers.

5.8 Edit and proofread for correct 5.8.1. Encourage the students to write the correct spelling by
spelling, grammar, usage, and doing variety of spelling drills.
mechanics with guidance.
5.8.2 Provide wide variety of activities to enhance student's
ability in writing and to apply the correct usage of
punctuations and capitalization.

5.8.3 Give the students a chance to evaluate their work by

checking and rechecking someone's work.
Listening and Speaking Standards
Standard 6: Students use a variety of skills and strategies to listen and comprehend and give
information through speaking and writing.
Benchmarks Indicators

6.1 Demonstrate understanding and

communicate effectively through
listening and speaking. 6.1.1 Participate in a variety of activities such as oral
conversation and formal discussions in a large and small
groups.

6.1.2 Demonstrate active listening and comprehension.

6.1.3 Follow multi-step oral directions.

6.1.4 Give oral presentations for different purposes.

6.2. Critically analyze information 6.2.1 Read print and view pictures and video images and
found in electronic and print media, 6.1.5 Follow
identify agreed-upon
differences rules for discussions
in how information (e.g.,
is presented in print
listening to others with care, speaking one at a time
and will use a variety of these sources and non- print materials.
to learn about a topic and present about the topics and texts under discussion).
ideas. 6.2.2 Use, print, pictures, audio and video to express ideas
and knowledge gleaned from the sources.

6.3 Speak clearly, accurately, and 6.3.1 Participate in phonics drills, sing along with the CDs
fluently, using appropriate delivery. provided by the teacher in the classroom.

6.3.2 Encourage the students to participate in any speaking

activities such as show and tell, storytelling, simple drama
and choral reading.

6.4 Speak with a command of 6.4.1 Inform the students about the standard English
standard English conventions. grammar correctly in speaking.

6.4.2 Encourage the students to apply the right usage of

English grammar even in common conversations.

6.4.3 Demonstrate the right pattern of sentence and correct

the students right away if they don't speak the right English.

6.5 Use active listening strategies to 6.5.1 Identify the main idea of oral presentations and visual
identify the main idea and to gain media.
information from oral presentation.
6.5.2 Formulate and respond appropriately to the questions.

6.5.3 Participate as an active listener and speaker in any

group discussion.
 6.6 Participate actively in speaking 6.6.1 Follow multiple directions.
and listening activities as verbal and
non-verbal communication. 6.6.2 Take turns speaking in conversation.

6.6.3 Use appropriate speaking vocabulary.

6.6.4 Use nonverbal communication skills such as gestures

and eye contact.
6.7 Use appropriate language for 6.7.1 Perform variety of speaking activities such as show
formal and informal setting. and tell, choral reading, tongue twisters, etc.

6.7.2 Perform short play in the classroom such as stories

from the bible or any character building stories from any
resources.

6.7.3 Describe and tell something about themselves: full

name, nickname, birthday, place to live and favorites.

Media and Technology Standards

Standard 7: Students use media and technology as reference or learning tools as a source of
information.
Benchmarks Indicators

7.1 Know the different types of 7.1.2 Expose the students in different types of media as part
media. of their learning such as: TV, cassette player, DVD player,
computer, etc.

7.1.2 Use technology in the classroom as a medium of

learning.

7.1.3 Recognize characteristics of common types of media;

e.g., books, magazines, newspapers, cartoons, radio,
television, films, electronic sources, charts, maps,
encyclopedias, etc.
7.2 Interact with and respond to a 7.2.1 Write a reaction paper out of the movies, video clips,
variety of print and non-print media and stories they heard, read or watched.
for a range of purposes.
7.2.2 Plan for a field trip or visit a place which are
connected to the topic and make a simple report.

7.3 Critically analyze information 7.3.1 Read, print and view pictures and video images and
found in electronic and print media, identify differences in how information is presented in print
and will use a variety of these sources and non- print materials.
to learn about a topic and represent
ideas. 7.3.2 Use, print, pictures, audio and video to express ideas
and knowledge gleaned from the sources.
 7.4 Evaluate what they read, heard, 7.4.1 Administer different types of assessment such as
and observed. KWL, performance, and traditional assessments.

7.4.2 Each student will make a portfolio, a collection, of

what they did with a corresponding rubric.

Research Standards
Standard 8: Students engage in the research process to gather, evaluate, organize, and present
information.
Benchmarks Indicators

8.1. Apply the purpose, structure, and 8.1.1 Identify the parts of the book and other reading
organization of reference sources materials.
(print, electronic, media, internet)
8.1.2 Identify the author, illustrator, the title of the book and
the contents of the book.

8.2.1 Do a preliminary search for information.

8.2. Recall information from 8.2.2 Identify important information and write brief notes
experiences or gather information about the information.
from provided sources to answer a
question. 8.2.2 Sort relevant information into categories about the
topic with teacher assistance.
8.2.3 Report important findings to others.
8.2.3 Conduct interviews and survey to gather information.

8.2.5 Participate in shared research and writing projects

(e.g., explore a number of “how-to” books on a given topic
and use them to write a sequence of instructions).

8.3. Collect information, summarize, 8.3.1 Combine and compare information.

evaluate, and present the research
project. 8.3.2 Evaluate, interpret, and draw conclusions about key
information.

8.3.3 Summarize information.

8.3.4 Make an outline.

8.3.5 Communicate information

8.3.6 Write and present a report.

Vocabulary Acquisition and Use Standards
Standard 9: Students apply various vocabulary acquisition skills to know the meaning of words.

Benchmarks Indicators

9.1 Use variety of strategies to 9.1.1 Spelling and vocabulary building.

expand reading, listening and
speaking vocabularies. 9.1.2 Antonyms, synonyms, and homonyms.

9.1.3 Making words.

9.1.4 Root words, Prefixes, and suffixes.

9.1.5 Compound word.

9.2 Determine or clarify the 9.2.1 Use sentence-level context as a clue to the
meaning of unknown and
meaning of a word or phrase.
multiple-meaning words and
phrases based on grade 1 9.2.2 Use frequently occurring affixes as a clue to
reading and content, choosing the meaning of a word.
flexibly from an array of 9.2.3 Identify frequently occurring root words
strategies.
(e.g., look) and their inflectional forms (e.g.,looks,
looked,looking)
 9.3 With guidance and support from 9.3.1 Sort words into categories (e.g., colors,
adults, demonstrate understanding
of word relationships and nuances clothing) to gain a sense of the concepts the
in word meanings. categories represent.

9.3.2 Define words by category and by one or

more key attributes (e.g., a duck is a bird that
swims; a tiger is a large cat with stripes).

9.3.3 Identify real-life connections between words

and their use (e.g., note places at home that
are cozy).

9.3.4 Distinguish shades of meaning among verbs

differing in manner (e.g., look, peek, glance, stare,
glare, scowl) and adjectives differing in intensity
(e.g., large, gigantic) by defining or choosing them
or by acting out the meanings.

9.3.5 Use words and phrases acquired through

conversations, reading and being read to, and
responding to texts, including using frequently
occurring conjunctions to signal simple
General Objectives
relationships (e.g., because).
In Grade one, students will begin to develop their skills in English language through
a variety of activities and exercises. They will work on listening, speaking, reading,
and writing skills, as well as building their vocabulary, learning phonics, and developing
comprehension and communication abilities. By the end of the year, students should
be able to listen to and follow simple instructions, speak in simple sentences,
recognize and read common sight words, write simple sentences and short texts,
learn new words related to familiar topics, recognize and produce the sounds of the
English language, understand and answer simple questions, interact with others in
English in a variety of contexts, and appreciate cultural diversity related to the
English language. These objectives will provide a foundation for further language
development in later grades and beyond.
 Grading System (Weight)

Comprehension ( Word, Sentence, Story) 40 %

Fluency 20%
Word Recognition 20%
Quarterly 20%
Total 100%

Dates/ Standards & Benchmarks Content Assessment

Quarter
First Quarter Standard 1: Students apply Language Arts 1 • Worksheets
grade-level phonics and • Quizzes
word analysis skills in Grammar Usage • Text/Workbook
decoding words both in • Projects & Reports
isolation and in text. Noun • Quarter Test
1.1, 1.2, 1.3, 1.4 • Naming words
• Singular Noun
Standard 2: Students • Plural Noun (s, es)
interpret literature to • Common Irregular
construct meaning, Nouns
recognize and evaluate the • Singular possessive
literary value, interact with Nouns
literary works from
various cultures and Articles
viewpoints in order to • a and an
enlarge their world views.
Mechanics
2.3,2.4, 2.5
Capitalization
Standard 3: Students apply • Letters
reading strategies at each • Names & titles of
step of the reading process people
to interpret meaning of • Names of places,
text. things, animals

3.1,3.2,3.3 Writing Process

Standard 4: Students apply • Writing names of

principles of language to nouns (person, place,
express themselves thing, animals)
correctly in speaking and • Write singular and
writing. plural nouns

4.1, 4.2 Reading 1

Comprehension Skills

• Visualize
• Key details
 Standard 5: Students, • Realistic Fiction
using a range of styles, • Main idea
engage in the writing • Informational text
process to communicate
ideas through Spelling & Phonics
compositions, poetry,
personal narratives, and Short Vowel
short fiction for a variety of • Short a
purposes and audiences. •Short e
• Short i
5.6 • Short o
• Short u
Standard 6: Students use a Long Vowel
variety of skills and • Long a
strategies to listen and • Long e
comprehend and give • Long i
information through • Long o
speaking and writing. • Long u

6.1, 6.3, 6.5, 6.6 Vocabulary Strategy

• Double final
Standard 7: Students use consonants
media and technology as • Plural Nouns
reference or learning tools • Alphabetical Order
as a source of information. • Open syllables

7.1, 7.2

Standard 9: Students apply

various vocabulary
acquisition skills to know
the meaning of words.

9.1, 9.2
First quarter Examination
October 9-12, 2023
Second Standard 1: Students apply Language Arts 1 • Worksheets
Quarter grade-level phonics and • Quizzes
word analysis skills in Grammar Usage • Text/Workbook
decoding words both in • Projects & Reports
isolation and in text. Pronoun Quarter Test
• Subject pronouns (he,
1.1, 1.2, 1.3, 1.4 she, it, they, we, I, you)
• Object Pronouns (her,
Standard 2: Students him, it, them us) •
interpret literature to Demonstrative
construct meaning, Pronouns (that, those,
recognize and evaluate the this, these) Prepositions
literary value, interact with • Common prepositions
literary works from (on, in, under, at, over,
various cultures and above, behind, in front,
 viewpoints in order to etc.)
enlarge their world views. • Prepositional phrase

2.3,2.4, 2.5 Mechanics

Standard 3: Students apply Abbreviation

reading strategies at each • Abbreviations
step of the reading process • Titles
to interpret meaning of • Days of the week
text. • Months of the year
• State/Streets
3.1,3.2,3.3
Writing Process

Standard 4: Students apply • Writing short

principles of language to sentence or phrase with
express themselves the application of skills
correctly in speaking and in grammar, spelling &
writing. phonics

4.1, 4.2

Reading 1

Standard 5: Students, Comprehension Skills

using a range of styles,
engage in the writing • Make and confirm
process to communicate predictions
ideas through • Character
compositions, poetry, • Setting
personal narratives, and • Reread
short fiction for a variety of
purposes and audiences. Spelling & Phonics

5.6 Consonant Digraphs

• th, sh, -ng
Standard 6: Students use a • ch, -tch, wh, ph
variety of skills and r-blends and s-blends
strategies to listen and l-blends
comprehend and give
information through Vocabulary Strategy
speaking and writing.
• Inflectional
6.1 ,6.3, 6.5,6.6 endings-ed
• Contractions with- ‘s
Standard 7: Students use • Inflectional
media and technology as endings-ing
reference or learning tools • Inflectional ending- es
as a source of information.

7.1, 7.2
 Standard 9: Students apply
various vocabulary
acquisition skills to know
the meaning of words.

9.1, 9.2

Second Quarter Examination

December 8-15, 2023
Third Quarter Standard 1: Students apply Language Arts 1 • Worksheets
grade-level phonics and word • Quizzes
analysis skills in decoding Grammar Usage • Text/Workbook
words both in isolation and in • Projects & Reports
text. Verb • Quarter Test

1.1, 1.2, 1.3, 1.4 • Present Tense (Regular verbs)

• Main and helping verbs
• Verbs to be (am, was, are,
Standard 2: Students interpret were)
literature to construct • Auxiliary Verbs (do, does, did)
meaning, recognize and • Has/Have/Had
evaluate the literary value,
interact with literary works Mechanics
from various cultures and
viewpoints in order to enlarge Punctuations
their world views. • Periods
• Commas
2.3,2.4, 2.5 • Apostrophes

Writing Process
Standard 3: Students apply
reading strategies at each step • Writing simple Sentence
of the reading process to • Writing sentence with subject
interpret the meaning of text. and verb agreement
Reading 1
3.1,3.2,3.3
Comprehension Skills

• Main topic
• Informational text
• Nonfiction
• Plot
• Fantasy

Spelling & Phonics

• Soft c, soft g, dge

• Long a: a-e
• Long e: e-e
• Long i: i-e
• Long o: o-e
 • Long u: u-e, /u/:oo, u

Vocabulary Strategy

• CVC syllables
• Alphabetical Order
• Irregular plurals

Third Quarter Examination

March 11-14, 2024
Fourth Quarter Standard 1: Students apply Language Arts 1 • Worksheets
grade-level phonics and • Quizzes
word analysis skills in Grammar Usage • Text/Workbook
decoding words both in • Projects & Reports
isolation and in text. Adjective • Quarter Test

1.1, 1.2, 1.3, 1.4 • Describing words

(size, shape, color)
• Adjectives that
compare (-er, -est)
• Common Irregular
Verbs (good, better,
Standard 2: Students best) Sentence
interpret literature to • Complete and
construct meaning, incomplete simple
recognize and evaluate the sentences
literary value, interact with• Simple subject and
literary works from simple predicate
various cultures and
viewpoints in order to Mechanics
enlarge their world views.
Punctuations
2.3,2.4, 2.5
• Exclamation Mark
• Question Mark
• Apostrophe
• First word in a
Sentence
Standard 3: Students apply
reading strategies at each Writing Process
step of the reading process
to interpret the meaning of • Writing simple
text. sentence (Tenses)

3.1,3.2,3.3 Reading 1

Comprehension Skills

• Ask/Answer
questions
• Sequence
• Folktale
• Point of View
 • Problem and
Solution

Spelling & Phonics

Words with:
• /ar/ar
• /ur/
• /or/ Diphthongs
• ou, ow, oi, oy, Variant
Vowel
• /u/
• /o/ Silent letters
Three letter blends

Vocabulary Strategy

• Inflectional endings –
er,est
• Final stable syllables
• Suffixes

Fourth Quarter Examination

May 24-30, 2024

Suggested Teaching Strategies:

• STEM Projects
• Research Strategy
• Reporting
• Differentiated Learning
• Concept mapping
• Simulation
• Discovery and experimentation
• Inquiry
• Discussion
Evaluation Techniques:
• Summative Assessment
• Recitation/Discussion
• Alternative assessment /Performance Assessment
• Topic Assessment

Resources:
Textbook

MC GrawHill Education (ebook)

Online Resources

Revjul7