GRADE 1 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 3
PA Give the number of syllables of given words.
Recognize rhyming words in nursery rhymes, poems, 5
PA 1
songs heard
G Form words to form a phrase A
G Identify parts of a sentence A
8
Sentences
G 2 Recognize sentences and non-sentences
Listen to short stories/poems and
1. note important details pertaining to
a. character
b. setting
c. events
2. Give the correct sequence of three events
3. Infer the character feelings and traits
4. Identify cause and/or effect of events
5. Identify the speaker in the story or
LC 3 poem 15
6. Predict possible ending of a story read
7. Relate story events to one’s
experience
8. Discuss, illustrate, dramatize specific
events
9. Identify the problem and solution
10. Retell a story listened to

OL Determine different polite expressions A

Use/Respond appropriately to polite expressions
 Greetings
 leave takings 6
OL 5
 expressing gratitude and apology
 asking permission
 offering help
Use words that are related to self, family, school, community,
V and concepts such as the names for colors, shapes, and 6
numbers
OL 6 Talk about oneself and one’s family
Quarter 4
Recognize common action words in stories listened to
G 7 8
Recognize describing words for people, objects, things and
G 8 places (color, shape, size, height, weight, length, distance, 8
etc.)
Sort and classify familiar words into basic categories (colors,
V 9 8
shapes, foods, etc.)
Give the meaning of words using clues (TPR, pictures, body
V 10 6
movements, etc.)
OL 11 Follow one-to-two step directions
10
OL 12 Give one-to-two step directions
A - An enabling competency developed to bridge the MELC
 GRADE 2 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
Recognize the common terms in English relating to part of book
BPK 1 4
(e.g. cover, title page, etc.) book orientation
AK 2 Read the alphabets of English 4
Recognize names people, objects, things and places (e.g. names
G of animals, fruits, objects in songs, stories, poems, nursery
rhymes, pictures, realia and other ICT- based materials) 5

G 3 Recognize the use of a/an + noun

G Recognize nouns in simple sentences
Recognize common or proper nouns in simples sentences B 8
G 4
Discriminate sounds from a background of other sounds
PA
Classify/Categorize sounds heard (animals, mechanical, objects, 5
PA 5 musical instruments, environment, speech)

Differentiate English words from other languages spoken at home

V
and in school 6
Identify the English equivalent of words in the Mother Tongue
V 6
or in Filipino
Relate information and events in a selection to life experiences and
LC
vice versa 8
Activate prior knowledge based on new knowledge formed
LC 7
Quarter 2
Identify letters in English that are not present in Mother
AK 3
Tongue/Filipino and vice-versa
AK 8 Give the beginning letter of the name of each picture 8
Recognize common action words in retelling,
G 9 10
conversation, etc.
Ask and answer simple questions (who, what, where, when, why,
LC 7
and how) about text listened to
Identify and discuss the elements of a story (theme, setting,
LC 10 12
characters, and events)
Quarter 3
Participate in generating ideas through prewriting activities
WC 11 B
1
Show understanding of a story listened to through the following
writing activities:
a. Completing a Lost and Found Poster
WC b. Filling in blanks in a letter 3
c. Drawing and writing some words on a birthday card
d. Writing a phrase or sentence about an illustration
12
e. Writing some words about a character
Identify the common terms in English relating to part of book
BPK
(e.g. cover, title page, etc.)
Discuss the illustrations on the cover and predict what the story 3
BPK 13
may be about
Identify title, author and book illustrator and tell what they do
BPK 14
S Spell words with short a sound in CVC Pattern A
S Spell words with short e sound in CVC Pattern
S Spell words with short i sound in CVC Pattern A
S Spell words with short o sound in CVC Pattern A 2
S Spell words with short u sound in CVC Pattern A
Spell words with short e, a, i, o and u sound in CVC pattern
S 15
G Identify action words
Use common action words in retelling, conversations, etc. 2
G 16
 Most Essential Learning No. of Days
Quarter Domain Learning Competencies
Competencies (MELC) Taught
Identify the basic sequence of events and make relevant predictions
RC 17 3
about stories
Give the meaning of words used in stories presented through
RC real objects, illustrations, demonstration and context clues

Use an understanding of characters, incidents and settings to make

LC
predictions
3
Use an understanding of incidents, characters and settings to validate
LC
predictions
Use clues to answer questions, clarify understanding and justify
RC 18 predictions before, during and after reading (titles, pictures, etc.)

Recognize that some words mean the same (synonyms)

V C
20 3
Recognize that some words have opposite meaning (antonyms)
V C

V 19 Create or expand word cline D 2

Recognize the difference between “made-up” and “real” in)
LC 21 2
texts listened to
LC 22 Identify important details in expository text listened 2
LC 23 Retell and/or reenact events from a story 2
Talk about texts identifying major points and key themes
OL 24 3
Participate/engage in a read-along of texts (e.g. poetry,
A
repetitive text)
Participate in choral speaking and echo reading of short poems, 3
OL 25 rhymes and stories with repeated patterns and refrains in English

Use personal experiences to make predictions about text

LC
viewed and listened to
2
Listen and respond to texts to clarify meanings heard while
OL 26
drawing on personal experiences
Read short phrases consisting of short e words and some
PWR
sight words
Read short phrases and sentences consisting of short e words
PWR
and the sight words.
2
Read a short story consisting of short a, i, o and u words
PWR
and sight words A
Read words with short e, a, i, o , and u sound in CVC pattern B
PWR 27
PWR Read some the sight words
2
PWR 28 Match the picture with its sight word
Quarter 4
S Spell words with short e, a and i sound in CVC pattern
S Spell words with short o and u sound in CVC pattern A
3
Spell 2- syllable words with short a, e, i, o and u sound in CVC
S 29
pattern
Use personal pronouns (e.g. I, you, he, she, it, we, they) in
G 30 7
dialogues
G 31 Use demonstrative pronouns (this/that, these/ those) 7
Use the most frequently occurring preposition (e.g. on, over, under,
G 32 7
to, from, above, etc.)
Differentiate and read correctly the short e and a words (pan- pen,
PWR
man-men, tan-ten etc.)
Differentiate and read correctly the short e and i words (pin- pen,
PWR
tin-ten etc.) A
4
Differentiate and read correctly the short o and u words (hot-hut,
PWR
not-nut, etc.) A
Differentiate words with different medial vowels (eg: cap-cop-
PWR 33
cup; fan-fin-fun)
Read 2-syllable words consisting of short e and a (basket,
V 6
magnet, ...)
 Most Essential Learning No. of Days
Quarter Domain Learning Competencies
Competencies (MELC) Taught
Read 2-syllable words consisting of short i, o and u (basket,
V
magnet, ...) A
Read phrases, short sentences and short stories consisting of short e
V and a words and the Who, What and Where questions about them

Read phrases, short sentences and short stories consisting of short

V i, o and u words and the Who, What and Where questions about
them
Read phrases, short sentences and short stories consisting of
words with short e, a, i, o, and u then answer the Who, What
V 34
and Where questions about them C

PWR Read short i words in CVC pattern (pin, big, fit. . .)

Read short a, e, o and u words in CVC pattern (pan, beg, hot, nut…)
PWR A

Read 2- syllable words consisting of short a, e and i words

PWR
(pigpen, magnet ...) 6
Read 2- syllable words consisting of short o and u words (hotpot,
PWR
donut ...) A
Write the names of pictures with the short a, e, i, o, and u words C
PWR 35

A - An enabling competency developed to bridge the MELC

B - The MELC is a refinement/restatement of the available K to 12 LC. C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide. E - The MELC originally appeared in other quarter/s
based from the K to 12 Curriculum Guide.
 GRADE 3 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
Write different forms of simple composition as a
WC 1 response to stories/ poems listened to
a. draw and write sentences about one’s drawing
WC b. a note of advice
WC c. Thank you letter 4
WC d. a short paragraph, etc.
WC 2 e. Descriptive paragraph
WC 3 f. another ending for a story
WC 4 g. a diary
G Construct simple sentences 2
Use appropriate punctuation marks (e.g. period, comma,
G 1
question mark, exclamation point)
G 5 Identify an exclamatory sentence 2
G 6 Identify an imperative sentence 2
Use different kinds of sentences (e.g. declarative, interrogative,
G 7 3
exclamatory, imperative)
Use nouns (e.g. people, animals, places,, things events) in
G 2
simple sentences
G 8 Use common and proper nouns 2
Use plural form of regular nouns by adding /s/ or /es/ (e.g., dog,
G 9 3
dogs; wish, wishes)
Use plural form of frequently occurring irregular nouns (e.g.
G 10 3
children, feet, teeth)
Differentiate words with different medial vowels (eg: cap-
PWR
cop-cup; fan-fin, fun)
Read words with short o sounds in CVC pattern and
PWR 3
phrases and sentences containing these words
Read words with short a, e, i and u sounds in CVC pattern and
PWR phrases and sentences containing these words A

Review reading and writing short e, a, i, o, and u words in CVC

PWR 11 2
pattern
Read grade 3 level texts consisting of 2- syllable words with
F 2
short vowel sound with at least 95-100% accuracy
Recognize more common sight words in order to read
PWR
simple phrases and sentences 3
Read phrases, sentences and short stories consisting of 2- syllable
PWR 12
words and the questions about them
Initiate conversations with peers in a variety of school settings
OL 13 3
OL Express ideas in a conversational manner
OL Share relevant information
3
OL Recount specific/significant events
OL 14 Synthesize and restate information shared by others
Quarter 2
Use the be-verbs (am, is, are was, were) correctly in sentences
G 15 4
Form and use the past tense of frequently occurring regular
G 3
verbs (walk– walked, etc.)
G Use verbs in simple present tense C 4
G 16 Use verbs in simple present and past tense C 4
G Use verbs in simple future tense C 4
Read words with initial consonant blends (l, r and s blends)
PWR followed by short vowel sounds (e.g. black, frog, step)

Read words with final blends (-st, -lt, -nd, -nt, -ft…) preceded 4
PWR by short e, a, i,o and u words (belt, sand,
raft)
PWR 17 Read words with initial and final consonant blends
 Page 100 of 261

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Read phrases, sentences and short stories consisting of words
PWR 18 4
with initial consonant blends
Show understanding of meaning of words with consonant
V digraphs ch through drawing, actions, and using them in
sentences
Show understanding of meaning of words with consonant
V digraphs sh through drawing, actions, and using them in 3
sentences
Read words, phrases, sentences and short stories consisting of words
PWR 19 with consonant digraph ch and sh and other words previously
studied
Read with accuracy, speed and proper phrasing sentences and
stories with words consisting of initial
F
and final ch and sh and other words previously studied
3
Read with accuracy, speed and proper phrasing sentences and
stories with words consisting of ch and sh words and other words
F
previously studied with speed, accuracy and proper phrasing

S Spell words with consonant digraphs ch and sh 3

Spell one- to- two syllable words with initial and final consonant
S 20 blends (e.g. pl, tr) and consonant digraphs (ch and sh) 4

Quarter 3
G Use demonstrative pronouns (this,/that, these/those)
Use personal pronouns (e.g. I, you, he, she, it, we, they)
G
G Use commonly used possessive pronouns 4
Identify commonly used possessive pronouns and use them in a
G 21
sentence
RC Identify cause and effect
3
RC 22 Identify several effects based on a given cause
Make inferences and draw conclusions based on texts (pictures,
RC 23 3
title and content words)
RC 24 Distinguish fact from opinion 3
SS Get information from index and table of contents
LC Infer print sources 3
RC 25 Use different sources of information in reading
Recognize some words represented by common abbreviations (e.g.
V 26 3
Mr. Ave., Oct.)
Increase vocabulary through:
V - Synonyms (e.g. quick/fast) and antonyms (e.g. 1
big/small)
V 27 - Homonyms (e.g. flower/flour) 1
V 28 - Homographs (e.g., read- read) 1
V 29 - Hyponyms- type of (e.g. guava - type of fruit) 1
V 36 Read word with affixes D 2
LC Recall details from texts viewed/ listened to
LC Validate ideas made after listening to a story 3
LC 30 Identify possible solutions to problems
Identify and use the elements of an informational/ factual text
LC 31
heard
3
Ask and respond to questions about informational texts listened to
LC 34
(environment, health, how-to’s, etc.)
PWR Read words with long a sound (long a ending in e)
PWR Read words with long i sound (long i ending in e)
PWR 32 Read words with long o sound (long o ending in e) 3
PWR Read words with long u sound (long a ending in e)
Read sentences, stories and poems consisting of long a words
PWR
and questions about them
33 Read sentences, stories and poems consisting of long i words and 3
PWR
questions about them
PWR Read sentences, stories and poems consisting of long o
 Most Essential Learning No. of Days
Quarter Domain Learning Competencies
Competencies (MELC) Taught
words and questions about them
Read sentences, stories and poems consisting of long u words
PWR
and questions about them
Read words with long a, i, o, and u and phrases, sentences and
PWR
stories containing these words.
OL Express opinions and feelings about other’s ideas
OL Engage in discussions about specific topics 3
OL 35 Compare and contrast information heard
Quarter 4
Take part in creative responses to stories like preparing logs,
A
journal and other oral presentations 4
WC 37 Write a simple story
Use the degrees of adjectives in making comparisons (positive,
G 38 3
comparative, superlative)
G 39 Recognize adverbs of manner 3
SS Interpret simple maps of places
Interpret simple maps of unfamiliar places, signs and symbols 4
RC 40
RC Interpret pictographs
3
SS Interpret a pictograph
SS 41 Interpret simple tables
SS Interpret a bar graphs 3
RC Interpret simple graphs and tables
Give the synonyms and antonyms of common adjectives
V 2
V 42 Read word with affixes 3
LC Personal Recounts (anecdotes, past experiences)
LC Explanation (life cycles, water cycle)
4
Restate facts from informational texts (climate change, children’s
LC 43
rights, traffic safety, etc.)
Read words containing vowel digraphs - ai, ay, ea, ee, oo, oa
PWR 44
3
Read phrases, sentences and stories with vowel digraphs - ai, ay,
PWR 45
ea, ee, oo, oa
Read words with vowel diphthongs: oy (boy), oi (boil), ou (out) ow
PWR 46
(bow)
3
Read phrases, sentences and short stories consisting vowel
PWR 47
diphthongs: oy, oi, ou, ow
Recognize and read some irregularly spelled words (e.g. such
PWR 48 2
as enough, through, beautiful)
Engage in a variety of ways to share information (e.g.
OL role playing,) reporting, summarizing, retelling and show
and tell
3
Present information in varied artistic ways (e.g. role playing,
OL 49 show and tell, radio play/podcast/ broadcast/ reporting/ poster
presentations)
A - An enabling competency developed to bridge the MELC
B - The MELC is a refinement/restatement of the available K to 12 LC. C - The
MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide. E - The MELC
originally appeared in other quarter/s based from the K to 12 Curriculum Guide.
 GRADE 4 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
RC 1 Recognize the parts of a simple paragraph D 5
SS Use dictionary in getting the meaning of words 2
Get the meaning of words using a dictionary,
V 2 5
thesaurus, and/or online resources. D
LC Note details in a literary text listened to
5
RC 3 Note significant details of various text types.
Identify various text types according to structure,
RC 4 purpose and language features: problem and solution, 5
description, procedural/ sequence
Identify meanings of unfamiliar words through
V 5 structural analysis (words and affixes: prefixes and 6
suffixes) E
SS Locate meaning of words from the dictionary
Identify different meanings of content specific words 6
V 6
(denotation and connotation) E
Get the meaning of words through word
V 7 6
association (analogy) and classification. E
Quarter 2
Use context clues (definition) to determine the meaning
V 3
8 of unfamiliar words C
Use context clues (exemplification) to determine the
V 3
meaning of unfamiliar words C
Use clear and coherent sentences employing
appropriate grammatical structures: Kinds of Nouns
G 4
– Mass Nouns and Count Nouns C

Use clear and coherent sentences employing

G 9 appropriate grammatical structures (quantifiers of mass 4
nouns) C
Use clear and coherent sentences employing
appropriate grammatical structures: Kinds of Nouns
G 4
– Possessive and Collective Nouns C

G Define and assess the use of pronouns A 2

G 10 Use personal pronouns in sentences 3
Identify and use words that show degrees of
G 2
comparison of adjectives in sentences A
Use adjectives (degrees of comparison, order) in sentences
G 11 E
3
G 12 Use simple present tense of verbs in sentences E 3
Use correct time expressions to tell an action in the
G 13 3
present
G Use the past form of regular verbs C 3
14
G Use the past form of irregular verbs C 3
Quarter 3
G Use adverbs of place in sentences
G Identify and use adverbs of place in sentences
4
Write/compose clear and coherent sentences using
WC
adverbs of place C
15 Write/compose clear and coherent sentences using
WC 4
adverbs of time C
Write/compose clear and coherent sentences using
WC 4
adverbs of manner C
OL Give oral directions
WC Write 2–3 step directions using signal words 6
WC 16 Write directions using signal words E
Distinguish between general and specific
RC 17 4
statements D
LC Note details in an informational text heard
5
RC Note details in informational text
 Most Essential Learning No. of Days
Quarter Domain Learning Competencies
Competencies (MELC) Taught
Identify the main idea, key sentences, and
RC 18
supporting details from text listened to
Use appropriate graphic organizers to show the sequence
RC
of events in a text read (story)
4
Use graphic organizers to show understanding of texts
SS 19
(story sequence organizers) E
RC 20 Infer the speaker’s tone, mood and purpose D 4
Identify the important story elements such as setting,
RC
character, and plot 5
LC 21 Analyze a story in terms of its elements D
Quarter 4
LC Give conclusions to realistic fiction listened to
RC Give conclusions to realistic fiction read
OL State conclusion to realistic fiction
State one’s conclusion to realistic fiction 8
OL
listened to
Write a short story (fiction/nonfiction) with its
WC 22
complete elements
LC 23 Give one’s reaction to an event or issue heard B 5
RC/LC 24 Distinguish fact from opinion in a narrative. E 5
WC 25 Identify features of Journalistic Writing D 5
Distinguish among types of Journalistic Writing (news
WC 26 report, opinion article, feature article, and sports news 5
article) D
WC 27 Write a news report using the given facts E 6
WC 28 Write/compose an editorial E 6

A - An enabling competency developed to bridge the MELC

B - The MELC is a refinement/restatement of the available K to 12 LC. C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide. E - The MELC originally appeared in other quarter/s
based from the K to 12 Curriculum Guide.
 GRADE 5 – ENGLISH

Most Essential Learning No. of Days

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

Infer the meaning of unfamiliar words (compound)

V based on given context clues (synonyms, antonyms, 3
word parts) and other strategies

Infer the meaning of unfamiliar words (blended) based

2 on given context clues (synonyms, antonyms, word
V 3
parts) and other
strategies
Infer the meaning of unfamiliar words (clipped)
V based on given context clues (synonyms, antonyms, 3
word parts) and other strategies

G Identify, write and use a simple sentence. 2

Differentiate simple, compound and complex sentence
G 2
Use compound and complex sentences to show cause and
G 3 effect and problem-solution relationship of ideas. E 4

Compose clear and coherent sentences using

G appropriate grammatical structures: -Aspects of verbs 5

Compose clear and coherent sentences using

G appropriate grammatical structures: -Subject 5
and Verb Agreement D
2
Compose clear and coherent sentences using
G appropriate grammatical structures: - conjunctions 4

Compose clear and coherent sentences using

G appropriate grammatical structures: - Adverbs of 4
Intensity and Frequency
Quarter 2
Compose clear and coherent sentences using
G appropriate grammatical structures: -Aspects of Verbs E 6

5 Compose clear and coherent sentences using

G 6
appropriate grammatical structures: -Modals E
Compose clear and coherent sentences using
G appropriate grammatical structures: - subordinate and 6
coordinate conjunctions E
VC 6 Identify point-of-view. E 5
Determine images/ideas that are explicitly used to
influence viewers
VC 7 - Stereotypes 10
- Point of view
- Propagandas
Distinguish among various types of viewing
VC 8 7
materials E
Quarter 3
Distinguish text-types according to purpose and
RC 9 features: classification, explanation, enumeration and time 5
order. E
LC Restate sentences heard in one’s own words 2
LC Summarize information from various text types 2
RC Make generalizations 2
Summarize various text types based on elements.
RC 10 E 5
 Most Essential Learning No. of Days
Quarter Domain Learning Competencies
Competencies (MELC) Taught
Show tactfulness when communicating with others
A 2
OL Link comments to the remarks of others 2
Use appropriate strategies to keep the
OL 2
discussion going
OL 11 Make a stand 6
LC Distinguish fact from opinion 3
LC Provide evidence to support understanding 3
LC 12 Provide evidence to support opinion/fact. E 6
Quarter 4
Use verbal and non-verbal cues in a TV
OL 3
broadcast
VC Infer target audience 3
VC Infer purposes of the visual media 3
Analyze how visual and multimedia elements contribute to
VC 13 5
the meaning of a text
Plan a two to three-paragraph composition using an
WC 3
outline/other graphic organizers
RC Use appropriate graphic organizers in texts read 3
Write paragraphs showing: cause and effect, comparison
WC 14 and contrast and problem-solution relationships. E 5

Compose a three-paragraph descriptive essay on self-

WC 4
selected topic
Revise writing for clarity
WC - correct spelling 3
Revise writing for clarity
WC - appropriate punctuation marks 3
- transition/signal words
WC 15 Write a feature article. E 5

A - An enabling competency developed to bridge the MELC

B - The MELC is a refinement/restatement of the available K to 12 LC. C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide. E - The MELC originally appeared in other quarter/s
based from the K to 12 Curriculum Guide.
 GRADE 6 – ENGLISH

Most Essential Learning No. of Days

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

LC 8 Evaluate narratives based on how the author developed the

6
elements: -theme -point of view
Evaluate narratives based on how the author
RC developed the elements: -Plot (chronological 6
sequential, in medias res, flashback)
Quarter 4
Compose clear and coherent sentences using appropriate
G grammatical structures: -tenses of verbs E 5

Compose clear and coherent sentences using appropriate

G grammatical structures: -Subordinate and coordinate 5
conjunctions
Compose clear and coherent sentences using appropriate
G 9 grammatical structures: Adverbs of 5
intensity
Compose clear and coherent sentences using appropriate
G grammatical structures: Adverbs of 4
frequency E
Compose clear and coherent sentences using
G appropriate grammatical structures: Adverbs of 4
manner E
 Most Essential Learning No. of Days
Quarter Domain Learning Competencies
Competencies (MELC) Taught
Compose clear and coherent sentences using appropriate
G grammatical structures: Adverbs of place and time E 4

SSR Take down relevant notes 2

SSR Assess credibility of sources of information 2
Plan a composition using an outline/other graphic organizers
WC 2
WC 10 Compose a persuasive essay on self-selected topic. 7
A - An enabling competency developed to bridge the MELC
B - The MELC is a refinement/restatement of the available K to 12 LC. C - The
MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide. E - The MELC
originally appeared in other quarter/s based from the K to 12 Curriculum Guide.