Competencies have been dissected into Noun, Noun Complexity, Verb and Verb Complexity for easy sorting. These may not be lifted directly from the Curriculum Guides (CG). Some have been simplified. For example: the competency starting with “Perform addition” was simplified to start with “Add”.
Competencies are not in its actual order, however, competency Codes have been retained as is. For the scope and sequence, refer to the Curriculum Guides (CG).
Tips on how to use the Curriculum Competencies Database:
- Think of keywords relevant to your topic or content. Search the keywords one at a time.
- Search using keywords in English and Filipino.
- Use the Search to filter according to different fields. (e.g. subject, grade level, code).
Grade 1 Curriculum Competencies
A database which serves as a search facility for Grade 1 competencies.
| Code | Grade Level | Verb | Verb Complexity | Noun | Noun Complexity | Subject |
|---|---|---|---|---|---|---|
| AP1PAA-IIIe-10 | 1 | Nabibigyang-katwiran | ang pagtupad sa mga alituntunin ng paaralan | AP | ||
| AP1PAM-IIg-20 | 1 | Nabibigyang-katwiran | ang pagtupad sa mga batayang pagpapahalaga sa sariling pamilya | AP | ||
| AP1KAP-IVa-2 | 1 | Nagagamit | sa pagtukoy ng mga gamit at lugar sa bahay | ang iba’t ibang katawagan sa pagsukat ng lokasyon at distansya: harapan | AP | |
| AP1KAP-IVa-2 | 1 | Nagagamit | sa pagtukoy ng mga gamit at lugar sa bahay | ang iba’t ibang katawagan sa pagsukat ng lokasyon at distansya: ibaba | AP | |
| AP1KAP-IVa-2 | 1 | Nagagamit | sa pagtukoy ng mga gamit at lugar sa bahay | ang iba’t ibang katawagan sa pagsukat ng lokasyon at distansya: itaas | AP | |
| AP1KAP-IVa-2 | 1 | Nagagamit | sa pagtukoy ng mga gamit at lugar sa bahay | ang iba’t ibang katawagan sa pagsukat ng lokasyon at distansya: kaliwa | AP | |
| AP1KAP-IVa-2 | 1 | Nagagamit | sa pagtukoy ng mga gamit at lugar sa bahay | ang iba’t ibang katawagan sa pagsukat ng lokasyon at distansya: kanan | AP | |
| AP1KAP-IVa-2 | 1 | Nagagamit | sa pagtukoy ng mga gamit at lugar sa bahay | ang iba’t ibang katawagan sa pagsukat ng lokasyon at distansya: likuran | AP | |
| AP1PAA-IIIg-12 | 1 | Nahihinuha | ang kahalagahan ng alituntunin | sa paaralan at sa buhay ng mga mag-aaral | AP | |
| AP1PAM-IIe-16 | 1 | Nahihinuha | na ang mga alituntunin ng pamilya ay tumumutugon sa iba-ibang sitwasyon ng pang-araw-araw na gawain ng pamilya | AP | ||
| AP1PAM-IIf-18 | 1 | Naihahahambing | sa alituntunin ng pamilya ng mga kamag-aral | ang alituntunin ng sariling pamilya | AP | |
| AP1PAM-IIg-21 | 1 | Naihahahambing | sa ibang pamilya | ang mga pagpapahalaga ng sariling pamilya | AP | |
| AP1PAM-IId-12 | 1 | Naihahambing | ang kwento ng sariling pamilya | at kwento ng pamilya ng mga kamag-aral | AP | |
| AP1NAT-Ig-11 | 1 | Naihahambing | sa kwento at karanasan ng mga kamag-aral | ang sariling kwento o karanasan sa buhay | AP | |
| AP1PAM-IIe-14 | 1 | Naiisa-isa | ang mga alituntunin ng pamilya | AP | ||
| AP1KAP-IVc-5 | 1 | Naiisa-isa | ang mga bagay at istruktura na makikita sa nadadaanan mula sa tahanan patungo sa paaralan | AP | ||
| AP1PAA-IIIh-13 | 1 | Naiisa-isa | ang mga gawain at pagkilos na nagpapamalas ng pagpapahalaga sa sariling paaralan | (eg. Brigada Eskwela) | AP | |
| AP1PAM-IIg-20 | 1 | Nailalarawan | ang batayang pagpapahalaga sa sariling pamilya | AP | ||
| AP1PAM-IIa-2 | 1 | Nailalarawan | sa pamamagitan ng likhang sining | ang bawat kasapi ng sariling pamilya | AP | |
| AP1PAM-IIa-3 | 1 | Nailalarawan | sa iba’t ibang pamamaraan | ang iba’t ibang papel na ginagampanan ng bawat kasapi ng pamilya | AP | |
| AP1KAP-IVb-3 | 1 | Nailalarawan | ang kabuuan at mga bahagi ng sariling tahanan | at ang mga lokasyon nito | AP | |
| AP1PAM-IIb-6 | 1 | Nailalarawan | ang mga gawain ng mag-anak sa pagtugon ng mga pangangailangan ng bawat kasapi | AP | ||
| AP1PAM-IIc-9 | 1 | Nailalarawan | a pamamagitan ng timeline/family tree | ang mga mahahalagang pangyayari sa buhay ng pamilya | AP | |
| AP1PAM-IId-10 | 1 | Nailalarawan | ang mga pagbabago sa nakagawiang gawain | ng pamilya | AP | |
| AP1NAT-Ih-12 | 1 | Nailalarawan | ang mga pangarap o ninanais para sa sarili | AP | ||
| AP1NAT-Id-7 | 1 | Nailalarawan | ang mga personal na gamit | tulad ng laruan, damit at iba pa; mula noong sanggol hanggang sa kasalukuyang edad | AP | |
| AP1PAM-IId-10 | 1 | Nailalarawan | ang mga pinapatuloy na tradisyon | ng pamilya | AP | |
| AP1PAA-IIIb-4 | 1 | Nailalarawan | ang mga tungkuling ginagampanan ng mga taong bumubuo sa paaralan | (e.g. punong guro, guro, mag-aaral, doktor at nars, dyanitor, etc.) | AP | |
| AP1NAT-Ib-4 | 1 | Nailalarawan | ang mithiin para sa Pilipinas | AP | ||
| AP1KAP-IVd-7 | 1 | Nailalarawan | ang pagbabago sa mga istruktura at bagay mula sa tahanan patungo sa paaralan | AP | ||
| AP1NAT-Ib-4 | 1 | Nailalarawan | ang pansariling pangangailan: pagkain, kasuotan at iba pa | AP | ||
| AP1PAM-IIc-8 | 1 | Nailalarawan | sa malikhaing pamamaraan | ang pinagmulan ng pamilya | AP | |
| AP1PAA-IIIa-2 | 1 | Nailalarawan | ang pisikal na kapaligiran ng sariling paaralan | AP | ||
| AP1NAT-Ia-2 | 1 | Nailalarawan | sa pamamagitan ng iba’t ibang malikhaing pamamaraan | ang pisikal na katangian | AP | |
| AP1PAA-IIId-7 | 1 | Nailalarawan | gamit ang timeline at iba pang pamamaraan | ng mga pagbabago sa paaralan | tulad ng pangalan, lokasyon, bilang ng mag-aaral, atbp. | AP |
| AP1PAM-IIe-13 | 1 | Naipagmamalaki | ang kwento | ng sariling pamilya | AP | |
| AP1NAT-Ij-14 | 1 | Naipagmamalaki | sa pamamagitan ng mga malikhaing pamamamaraan | ang sariling pangarap o ninanais | AP | |
| AP1PAM-IId-11 | 1 | Naipahahayag | sa malikhaing pamamamaraan | ang sariling kwento | ng pamilya | AP |
| AP1KAP-IVi-13 | 1 | Naipakikita | ang iba’t ibang pamamaraan ng pangangalaga ng kapaligirang ginagalawan | sa komunidad | AP | |
| AP1KAP-IVi-13 | 1 | Naipakikita | ang iba’t ibang pamamaraan ng pangangalaga ng kapaligirang ginagalawan | sa paaralan | AP | |
| AP1KAP-IVi-13 | 1 | Naipakikita | ang iba’t ibang pamamaraan ng pangangalaga ng kapaligirang ginagalawan | sa tahanan | AP | |
| AP1NAT-Ie-9 | 1 | Naipakikita | sa pamamagitan ng timeline at iba pang pamamaraan | ang mga pagbabago sa buhay at mga personal na gamit | mula noong sanggol hanggang sa kasalukuyang edad | AP |
| AP1KAP-IVj-14 | 1 | Naipakikita | sa iba’t ibang pamamaraan at likhang sining | ang pagpapahalaga sa kapaligirang ginagalawan | AP | |
| AP1PAM-IIf-19 | 1 | Naipakikita | ang pagpapahalaga sa pagtupad sa mga alituntunin ng pamilya ng mga kamag-aral | AP | ||
| AP1PAM-IIf-19 | 1 | Naipakikita | ang pagpapahalaga sa pagtupad sa mga alituntunin ng sariling pamilya | AP | ||
| AP1PAA-IIIc-5 | 1 | Naipaliliwanag | ang kahalagahan ng paaralan | sa sariling buhay at sa pamayanan o komunidad | AP | |
| AP1NAT-Ii-13 | 1 | Naipaliliwanag | ang kahalagahan ng pagkakaroon ng mga pangarap o ninanais para sa sarili | AP | ||
| AP1KAP-IVg-11 | 1 | Naipaliliwanag | sa pamamagitan ng nabuong mapa ng silid-aralan at paaralan | ang konsepto ng distansya | AP | |
| AP1KAP-IVg-11 | 1 | Naipaliliwanag | sa pamamagitan ng nabuong mapa ng silid-aralan at paaralan | ang konsepto ng distansya | distansya ng mga bagay sa isa’t isa sa loob ng silid-aralan | AP |
| AP1KAP-IVg-11 | 1 | Naipaliliwanag | sa pamamagitan ng nabuong mapa ng silid-aralan at paaralan | ang konsepto ng distansya | distansya ng mga mag-aaral sa ibang mga bagay sa silid-aralan | AP |
| AP1KAP-IVg-11 | 1 | Naipaliliwanag | sa pamamagitan ng nabuong mapa ng silid-aralan at paaralan | ang konsepto ng distansya | distansya ng silid-aralan sa iba’t ibang bahagi ng paaralan | AP |
| AP1PAA-IIId-8 | 1 | Naipapakita | sa pamamagitan ng malikhaing pamamaraan at iba pang likhang sining | ang pagbabago ng sariling paaralan | AP | |
| AP1NAT-Ih-12 | 1 | Naipapakita | sa malikhaing pamamaraan | ang pangarap | AP | |
| AP1KAP-IVc-6 | 1 | Naiuugnay | sa pang-araw-araw na buhay; sa pamamagitan ng iba’t ibang uri ng transportasyon mula sa tahanan patungo sa paaralan | ang konsepto ng distansya | AP | |
| AP1KAP-IVc-6 | 1 | Naiuugnay | sa pang-araw-araw na buhay; sa pamamagitan ng iba’t ibang uri ng transportasyon mula sa tahanan patungo sa paaralan | ang konsepto ng lokasyon | AP | |
| AP1KAP-IVc-6 | 1 | Naiuugnay | sa pang-araw-araw na buhay; sa pamamagitan ng iba’t ibang uri ng transportasyon mula sa tahanan patungo sa paaralan | ang konsepto ng lugar | AP | |
| AP1PAM-IIh-23 | 1 | Nakabubuo | ng konklusyon | tungkol sa mabuting pakikipag-ugnayan ng sariling pamilya sa iba pang pamilya sa lipunang Pilipino | AP | |
| AP1PAM-IIb-5 | 1 | Nakabubuo | ng kwento | tungkol sa pang-araw-araw na gawain ng buong pamilya | AP | |
| AP1KAP-IVb-4 | 1 | Nakagagawa | ng payak na mapa | ng loob at labas ng tahanan | AP | |
| AP1KAP-IVd-8 | 1 | Nakagagawa | ng payak na mapa | mula sa tahanan patungo sa paaralan | AP | |
| AP1KAP-IVf-10 | 1 | Nakagagawa | ng payak na mapa | ng silid-aralan/paaralan | AP | |
| AP1PAM-IIf-17 | 1 | Nakagagawa | ng wastong pagkilos | sa pagtugon sa mga alituntunin ng pamilya | AP | |
| AP1KAP-IVh-12 | 1 | Nakapagbibigay | halimbawa ng mga gawi | na makatutulong at nakasasama sa sariling kapaligiran: tahanan at paaralan | AP | |
| AP1KAP-IVh-12 | 1 | Nakapagbibigay | halimbawa ng mga ugali | na makatutulong at nakasasama sa sariling kapaligiran: tahanan at paaralan | AP | |
| AP1NAT-If-10 | 1 | Nakapaghihinuha | sa pamamagitan ng pagsasaayos ng mga larawan ayon sa pagkakasunod-sunod | ng konsepto | ng pagpapatuloy at pagbabago | AP |
| AP1PAA-IIIi-j-14 | 1 | Nakapagsasaliksik | ng mga kwento | tungkol sa mga batang nakapag-aral at hindi nakapag-aral | AP | |
| AP1PAM-IIc-7 | 1 | Nakikilala | ang “family tree” | at ang gamit nito sa pag-aaral ng pinagmulang lahi ng pamilya | AP | |
| AP1KAP-IVa-1 | 1 | Nakikilala | ang konsepto ng distansya | at ang gamit nito sa pagsukat ng lokasyon | AP | |
| AP1NAT-Id-8 | 1 | Nakikilala | ang timeline | at ang gamit nito sa pag-aaral ng mahahalagang pangyayari sa buhay hanggang sa kanyang kasalukuyang edad | AP | |
| AP1NAT-Ia-1 | 1 | Nasasabi | ang batayang impormasyon tungkol sa saril | pangalan, magulang, kaarawan, edad, tirahan, paaralan, iba pang pagkakakilanlan at mga katangian bilang Pilipino | AP | |
| AP1PAA-IIIf-11 | 1 | Nasasabi | ang epekto ng hindi pagsunod sa mga alituntunan ng paaralan | sa sarili at sa mga kaklase | AP | |
| AP1PAA-IIIf-11 | 1 | Nasasabi | ang epekto ng pagsunod sa mga alituntunan ng paaralan | sa sarili at sa mga kaklase | AP | |
| AP1PAA-IIIb-3 | 1 | Nasasabi | ang epekto ng pisikal na kapaligiran sa sariling pag-aaral | (e.g. mahirap mag-aaral kapag maingay, etc) | AP | |
| AP1PAM-IIa-4 | 1 | Nasasabi | ang kahalagahan ng bawat kasapi ng pamilya | AP | ||
| AP1PAA-IIIi-j-14 | 1 | Nasasabi | ang maaring maging epekto ng hindi nakapag-aral | sa tao | AP | |
| AP1PAA-IIIi-j-14 | 1 | Nasasabi | ang maaring maging epekto ng nakapag-aral | sa tao | AP | |
| AP1PAA-IIIc-6 | 1 | Nasasabi | ang mahahalagang pangyayari sa pagkakatatag ng sariling paaralan | AP | ||
| AP1PAA-IIIa-1 | 1 | Nasasabi | ang mga batayang impormasyon tungkol sa sariling paaralan | pangalan nito (at bakit ipinangalan ang paaralan sa taong ito), lokasyon, mga bahagi nito, taon ng pagkakatatag at ilang taon na ito, at mga pangalan ng gusali o silid (at bakit ipinangalan sa mga taong ito) | AP | |
| AP1NAT-Ib-3 | 1 | Nasasabi | sa iba’t ibang pamamaraan | ang sariling pagkakakilanlan | AP | |
| AP1PAA-IIIi-j-14 | 1 | Natatalakay | ang kahalagahan ng pag-aaral | AP | ||
| AP1PAM-II0-15 | 1 | Natatalakay | ang mga batayan ng mga alituntunin ng pamilya | AP | ||
| AP1NAT-Ic-5 | 1 | Natatalakay | sa malikhaing pamamaraan | ang mga lugar sa Pilipinas na gustong makita | AP | |
| AP1NAT-Ic-5 | 1 | Natatalakay | sa malikhaing pamamaraan | ang mga pansariling kagustuhan tulad ng: paboritong kapatid, pagkain, kulay, damit, laruan, atbp. | AP | |
| AP1KAP-IVe-9 | 1 | Natutukoy | ang bahagi sa loob ng silid-aralan/ paaralan | at lokasyon ng mga ito | AP | |
| AP1KAP-IVe-9 | 1 | Natutukoy | ang gamit sa loob ng silid-aralan/ paaralan | at lokasyon ng mga ito | AP | |
| AP1PAA-IIIe-9 | 1 | Natutukoy | ang mga alituntunin ng paaralan | AP | ||
| AP1PAM-IIg-22 | 1 | Natutukoy | ang mga halimbawa ng ugnayan ng sariling pamilya sa ibang pamilya | AP | ||
| AP1NAT-Ic-6 | 1 | Natutukoy | gamit ang mga larawan | ang mga mahahalagang pangyayari sa buhay | simula isilang hanggang sa kasalukuyang edad | AP |
| AP1NAT-Ih-12 | 1 | Natutukoy | ang mga pangarap o ninanais | AP | ||
| AP1KAP-IVd-7 | 1 | Natutukoy | ng mga mahalagang istruktura sa mga lugar mula sa tahanan patungo sa paaralan | AP | ||
| AP1PAM-IIa-1 | 1 | Nauunawaan | batay sa bumubuo nito (ie. two-parent family, single-parent family, extended family) | ang konsepto ng pamilya | AP | |
| A1PR-IIIh | 1 | school/district exhibit and culminating activity | in celebration of the National Arts Month (February) | Arts-Music | ||
| MU1DY-IIIg-h-5 | 1 | Applies | to enhance poetry, chants, drama, and musical stories | the concepts of dynamic levels | big movement – loud | Arts-Music |
| MU1DY-IIIg-h-5 | 1 | Applies | to enhance poetry, chants, drama, and musical stories | the concepts of dynamic levels | small movement – soft | Arts-Music |
| A1PL-IVd | 1 | Appreciates | the creativity of indigenous craftsmen and women | who create artistic and useful things out of recycled materials like the parol, maskara, local toys, masks | Arts-Music | |
| A1PL-IVd | 1 | Appreciates | the creativity of local craftsmen and women | who create artistic and useful things out of recycled materials like the parol, maskara, local toys, masks | Arts-Music | |
| A1PR-IIh-2 | 1 | Appreciates | the landscape he painted | and the landscapes of others | Arts-Music | |
| MU1RH-Ic-5 | 1 | Chants | with accurate rhythm; in response to sound: in groupings of 2s | Arts-Music | ||
| MU1RH-Ic-5 | 1 | Chants | with accurate rhythm; in response to sound: in groupings of 3s | Arts-Music | ||
| MU1RH-Ic-5 | 1 | Chants | with accurate rhythm; in response to sound: in groupings of 4s | Arts-Music | ||
| MU1FO-IIg-h-4 | 1 | Chooses | the exact geometric shapes | that correspond to musical form | Arts-Music | |
| MU1RH-Ic-5 | 1 | Claps | with accurate rhythm; in response to sound: in groupings of 2s | Arts-Music | ||
| MU1RH-Ic-5 | 1 | Claps | with accurate rhythm; in response to sound: in groupings of 3s | Arts-Music | ||
| MU1RH-Ic-5 | 1 | Claps | with accurate rhythm; in response to sound: in groupings of 4s | Arts-Music | ||
| A1PR-IVf-1 | 1 | Constructs | for a celebration like the Maskara Festival of Bacolod | a mask | out of cardboard, glue, found materials, bilao, paper plate, string, seeds and other found materials | Arts-Music |
| A1PR-IIg | 1 | Creates | a design | inspired by Philippine flowers or objects found in school | Arts-Music | |
| A1EL-IIId | 1 | Creates | by applying dye on the finger or palm or any part of the body and pressing it to the paper, cloth, wall, etc. to create impression | a print | Arts-Music | |
| A1PL-IIIe | 1 | Creates | by rubbing pencil or crayon on paper placed on top of a textured object from nature and found objects | a print | Arts-Music | |
| A1PR-IVe | 1 | Creates | using recycled materials like plastic bottles | a useful 3D object: a bowl | Arts-Music | |
| A1PR-IVe | 1 | Creates | using recycled materials like plastic bottles | a useful 3D object: a container | Arts-Music | |
| A1PR-IVe | 1 | Creates | using recycled materials like plastic bottles | a useful 3D object: a pencil holder | Arts-Music | |
| A1PR-IVh | 1 | Creates | using different techniques | human figures | out of clay, flour-salt mixture, or paper-mache | Arts-Music |
| A1PR-IVg | 1 | Creates | mobiles | out of recyclable materials such as cardboards, papers, baskets, leaves, strings and other found materials | Arts-Music | |
| MU1RH-Id-e-6 | 1 | Creates | through body movements | simple ostinato patterns | in groupings of 2s, 3s, and 4s | Arts-Music |
| MU1TX-IVe-2 | 1 | Demonstrates | by using visual images | awareness of texture | Arts-Music | |
| MU1DY-IIIc-1 | 1 | Demonstrates | with movements | dynamic changes | Arts-Music | |
| MU1TP-IVa-2 | 1 | Demonstrates | through movements | the basic concepts of tempo | Arts-Music | |
| MU1TX-IVg-h-4 | 1 | Demonstrates | by singing two-part rounds: Are You Sleeping, Brother John? | the concept of texture | Arts-Music | |
| MU1TX-IVg-h-4 | 1 | Demonstrates | by singing two-part rounds: Row, Row, Row Your Boat | the concept of texture | Arts-Music | |
| A1EL-IVa | 1 | Distinguishes | between a 2-dimensional and 3-dimensional artwork | Arts-Music | ||
| A1EL-IIIa | 1 | Distinguishes | between a print and a drawing or painting | Arts-Music | ||
| MU1TX-IVf-3 | 1 | Distinguishes | accurately | between single musical line and multiple musical lines | which occur simultaneously in a given song | Arts-Music |
| A1EL-Ib-1 | 1 | Distinguishes | the different kinds of drawings: drawings of home/school surroundings | Arts-Music | ||
| A1EL-Ib-2 | 1 | Distinguishes | the different kinds of drawings: drawings of home/school surroundings | Arts-Music | ||
| A1EL-Ib-1 | 1 | Distinguishes | the different kinds of drawings: family portraits | Arts-Music | ||
| A1EL-Ib-2 | 1 | Distinguishes | the different kinds of drawings: family portraits | Arts-Music | ||
| A1EL-Ib-1 | 1 | Distinguishes | the different kinds of drawings: on-the-spot | Arts-Music | ||
| A1EL-Ib-2 | 1 | Distinguishes | the different kinds of drawings: on-the-spot | Arts-Music | ||
| A1EL-Ib-1 | 1 | Distinguishes | the different kinds of drawings: portraits | Arts-Music | ||
| A1EL-Ib-2 | 1 | Distinguishes | the different kinds of drawings: portraits | Arts-Music | ||
| A1EL-Ib-1 | 1 | Distinguishes | the different kinds of drawings: school ground | Arts-Music | ||
| A1EL-Ib-2 | 1 | Distinguishes | the different kinds of drawings: school ground | Arts-Music | ||
| A1PL-IIe | 1 | Draws | a design | out of repeated abstract and geometric shapes like in a parol | Arts-Music | |
| A1PR-If | 1 | Draws | different animals (pets) | showing different shapes and textures | Arts-Music | |
| A1PR-Ih | 1 | Draws | different kinds of plants | showing a variety of shapes, lines and colors | Arts-Music | |
| A1EL-IIc | 1 | Experiments | using different painting tools and paints | with painting | Arts-Music | |
| A1PR-Ie-1 | 1 | Expresses | one’s ideas | about oneself, one’s family, home and school | Arts-Music | |
| A1EL-IIb | 1 | Expresses | that colors have names | and can be grouped as primary, secondary and tertiary colors | Arts-Music | |
| A1PR-Ig | 1 | Helps | select a particular view to draw | him/her | Arts-Music | |
| A1EL-IIIc | 1 | Identifies | in his artworks and in the artworks of others | artistically designed prints | Arts-Music | |
| A1EL-IIa | 1 | Identifies | both in natural and man-made objects, seen in the surroundings | colors | Arts-Music | |
| A1EL-Ic | 1 | Identifies | different lines | used by artists in drawing | Arts-Music | |
| A1EL-Ic | 1 | Identifies | different shapes | used by artists in drawing | Arts-Music | |
| A1EL-Ic | 1 | Identifies | different texture | used by artists in drawing | Arts-Music | |
| MU1FO-IIe-2 | 1 | Identifies | with the use of: body movements | dissimilar musical lines | Arts-Music | |
| MU1FO-IIe-2 | 1 | Identifies | with the use of: geometric shapes or objects | dissimilar musical lines | Arts-Music | |
| MU1FO-IIe-2 | 1 | Identifies | with the use of: body movements | similar musical lines | Arts-Music | |
| MU1FO-IIe-2 | 1 | Identifies | with the use of: geometric shapes or objects | similar musical lines | Arts-Music | |
| MU1TX-IVd-1 | 1 | Identifies | sounds | alone | Arts-Music | |
| MU1TX-IVd-1 | 1 | Identifies | sounds | together | Arts-Music | |
| MU1RH-Ia-1 | 1 | Identifies | accurately | the difference between sound and silence | Arts-Music | |
| A1EL-Ib-1 | 1 | Identifies | the different kinds of drawings: drawings of home/school surroundings | Arts-Music | ||
| A1EL-Ib-2 | 1 | Identifies | the different kinds of drawings: drawings of home/school surroundings | Arts-Music | ||
| A1EL-Ib-1 | 1 | Identifies | the different kinds of drawings: family portraits | Arts-Music | ||
| A1EL-Ib-2 | 1 | Identifies | the different kinds of drawings: family portraits | Arts-Music | ||
| A1EL-Ib-1 | 1 | Identifies | the different kinds of drawings: on-the-spot | Arts-Music | ||
| A1EL-Ib-2 | 1 | Identifies | the different kinds of drawings: on-the-spot | Arts-Music | ||
| A1EL-Ib-1 | 1 | Identifies | the different kinds of drawings: portraits | Arts-Music | ||
| A1EL-Ib-2 | 1 | Identifies | the different kinds of drawings: portraits | Arts-Music | ||
| A1EL-Ib-1 | 1 | Identifies | the different kinds of drawings: school ground | Arts-Music | ||
| A1EL-Ib-2 | 1 | Identifies | the different kinds of drawings: school ground | Arts-Music | ||
| A1EL-IVb | 1 | Identifies | the different materials that can be used in creating a 3-dimensional object: bamboo (furniture, bahay kubo) | Arts-Music | ||
| A1EL-IVb | 1 | Identifies | the different materials that can be used in creating a 3-dimensional object: clay or wood (human or animal figure) | Arts-Music | ||
| A1EL-IVb | 1 | Identifies | the different materials that can be used in creating a 3-dimensional object: found material (parol, sarangola) | Arts-Music | ||
| A1EL-IVb | 1 | Identifies | the different materials that can be used in creating a 3-dimensional object: paper, cardboard, (masks) | Arts-Music | ||
| A1EL-IVb | 1 | Identifies | the different materials that can be used in creating a 3-dimensional object: softwood (trumpo) | Arts-Music | ||
| MU1ME-IIa-1 | 1 | Identifies | as high or low | the pitch of a tone | Arts-Music | |
| A1EL-IIIb | 1 | Identifies | the shape and texture of prints | made from objects found in nature and man-made objects | Arts-Music | |
| A1EL-IIIb | 1 | Identifies | the shape and texture of prints | made from objects found in nature and man-made objects | Arts-Music | |
| MU1TB-IIIa-1 | 1 | Identifies | through body movements | the source of sounds | wind, wave, swaying of the trees, animal sounds, sounds produced by machines, transportation | Arts-Music |
| MU1FO-IId-1 | 1 | Identifies | with body movements | the: beginnings | Arts-Music | |
| MU1FO-IId-1 | 1 | Identifies | with body movements | the: endings | Arts-Music | |
| MU1FO-IId-1 | 1 | Identifies | with body movements | the: repeats of a recorded music example | Arts-Music | |
| MU1DY-IIIe-f-4 | 1 | Interprets | with body movements; big movement – loud | the dynamics of a song | Arts-Music | |
| MU1DY-IIIe-f-4 | 1 | Interprets | with body movements; small movement – soft | the dynamics of a song | Arts-Music | |
| MU1RH-Ic-4 | 1 | Maintains | when chanting, walking, tapping, clapping, and playing musical instruments | a steady beat | Arts-Music | |
| MU1ME-IIb-2 | 1 | Matches | with other sound sources | the correct pitch of tones | Arts-Music | |
| MU1ME-IIc-4 | 1 | Matches | with the correct pitch; vocally | the melody of a song: action songs | Arts-Music | |
| MU1ME-IIc-4 | 1 | Matches | with the correct pitch; vocally | the melody of a song: counting songs | Arts-Music | |
| MU1ME-IIc-4 | 1 | Matches | with the correct pitch; vocally | the melody of a song: greeting songs | Arts-Music | |
| MU1TP-IVa-1 | 1 | Mimics | animal movements: carabao – slow | Arts-Music | ||
| MU1TP-IVa-1 | 1 | Mimics | animal movements: horse – fast | Arts-Music | ||
| A1EL-Ib-2 | 1 | Observes | in a view, to be able to show its shape and texture | the details in a person’s body | Arts-Music | |
| A1EL-Ib-2 | 1 | Observes | in a view, to be able to show its shape and texture | the details in a person’s face | Arts-Music | |
| A1PL-IId-1 | 1 | Paints | using primary colors arranged in a balanced pattern | a design | based on the Philippine jeepney or fiesta décor and shapes | Arts-Music |
| A1PL-IIe | 1 | Paints | in primary and secondary colors | a design | out of repeated abstract and geometric shapes like in a parol | Arts-Music |
| A1PR-IIh-1 | 1 | Paints | choosing specific colors to create a certain feeling or mood | a home | landscape or design | Arts-Music |
| A1PR-IIh-1 | 1 | Paints | choosing specific colors to create a certain feeling or mood | a school | landscape or design | Arts-Music |
| MU1RH-Ib-3 | 1 | Performs | echo clapping | Arts-Music | ||
| MU1RH-If-g-7 | 1 | Performs | on other sound sources, including body parts | simple ostinato patterns | Arts-Music | |
| MU1RH-Ic-5 | 1 | Plays | with accurate rhythm; in response to sound: in groupings of 2s | musical instruments | Arts-Music | |
| MU1RH-Ic-5 | 1 | Plays | with accurate rhythm; in response to sound: in groupings of 3s | musical instruments | Arts-Music | |
| MU1RH-Ic-5 | 1 | Plays | with accurate rhythm; in response to sound: in groupings of 4s | musical instruments | Arts-Music | |
| MU1RH-Ih-8 | 1 | Plays | on classroom instruments: sticks, drums, triangles, nails, coconut shells, bamboo, empty boxes, etc. | simple ostinato patterns | Arts-Music | |
| MU1FO-IIf-3 | 1 | Relates | to geometric shapes; to indicate understanding of: different patterns | basic concepts of musical forms | Arts-Music | |
| MU1FO-IIf-3 | 1 | Relates | to geometric shapes; to indicate understanding of: same patterns | basic concepts of musical forms | Arts-Music | |
| MU1RH-Ib-2 | 1 | Relates | to sound and silence; within a rhythmic pattern | images | Arts-Music | |
| A1PL-IId-2 | 1 | Relates | personal observations | on jeepney designs and fiesta decorations | Arts-Music | |
| MU1TP-IVb-4 | 1 | Relates | to movements | tempo changes | Arts-Music | |
| MU1DY-IIId-3 | 1 | Relates | to the movements of animals: elephant walk – loud | the concepts of dynamics | Arts-Music | |
| MU1DY-IIId-3 | 1 | Relates | to the movements of animals: tiny steps of a mouse – soft | the concepts of dynamics | Arts-Music | |
| A1PR-IIIf | 1 | Repeats | by the use of stencil (recycled paper, plastic, cardboard, leaves, and other materials) and prints on paper, cloth, sinamay, bark, or a wall | a design | Arts-Music | |
| MU1TB-IIIb-3 | 1 | Replicates | the sounds heard from different sources | Arts-Music | ||
| MU1TB-IIIa-2 | 1 | Responds | appropriately; through body movement | to differences in sounds heard | Arts-Music | |
| MU1TP-IVb-3 | 1 | Responds | with movements or dance steps: fast movement with fast music | to variations in tempo | Arts-Music | |
| MU1TP-IVb-3 | 1 | Responds | with movements or dance steps: slow movement with slow music | to variations in tempo | Arts-Music | |
| A1EL-Ib-2 | 1 | Sees | in a view, to be able to show its shape and texture | the details in a person’s body | Arts-Music | |
| A1EL-Ib-2 | 1 | Sees | in a view, to be able to show its shape and texture | the details in a person’s face | Arts-Music | |
| A1PL-IVc | 1 | Selects | 3D objects | that are well proportioned, balanced and shows emphasis in design | Arts-Music | |
| A1PR-IIIg | 1 | Shares | experiences | in experimenting different art materials | Arts-Music | |
| A1PR-Ie-2 | 1 | Shares | stories related to their drawings | Arts-Music | ||
| MU1ME-IIc-5 | 1 | Sings | in pitch | counting songs | Arts-Music | |
| MU1ME-IIc-5 | 1 | Sings | in pitch | echo singing | Arts-Music | |
| MU1ME-IIc-5 | 1 | Sings | in pitch | greeting songs | Arts-Music | |
| MU1ME-IIc-5 | 1 | Sings | in pitch | rote singing | Arts-Music | |
| MU1ME-IIb-3 | 1 | Sings | simple melodic patterns | (so–mi, mi–so, mi–re–do) | Arts-Music | |
| A1EL-IVa | 1 | States | the difference | between a 2-dimensional and 3-dimensional artwork | Arts-Music | |
| A1PR-IIh-2 | 1 | Talks | about the landscape he painted | and the landscapes of others | Arts-Music | |
| MU1RH-Ic-5 | 1 | Taps | with accurate rhythm; in response to sound: in groupings of 2s | Arts-Music | ||
| MU1RH-Ic-5 | 1 | Taps | with accurate rhythm; in response to sound: in groupings of 3s | Arts-Music | ||
| MU1RH-Ic-5 | 1 | Taps | with accurate rhythm; in response to sound: in groupings of 4s | Arts-Music | ||
| A1EL-Ia | 1 | Tells | that ART is all around and is created by different people | Arts-Music | ||
| A1EL-Id | 1 | Uses | to create his drawing | different drawing tools or materials | pencil, crayons, piece of charcoal, a stick on different papers, sinamay, leaves, tree bark, and other local materials | Arts-Music |
| A1PL-IIf | 1 | Uses | to create paints from nature and found materials, and brushes from twigs, cloth and other materials | his creativity | Arts-Music | |
| MU1DY-IIIc-2 | 1 | Uses | to identify volume changes | the terms: loud | Arts-Music | |
| MU1DY-IIIc-2 | 1 | Uses | to identify volume changes | the terms: soft | Arts-Music | |
| MU1TP-IVc-5 | 1 | Uses | to enhance poetry, chants, drama, and musical stories | varied tempo | Arts-Music | |
| MU1TB-IIIb-4 | 1 | Uses | to produce a variety of timbres | voice | and other sources of sound | Arts-Music |
| A1PR-IVf-2 | 1 | Utilizes | in simple role play or skit | masks | Arts-Music | |
| MU1RH-Ic-5 | 1 | Walks | with accurate rhythm; in response to sound: in groupings of 2s | Arts-Music | ||
| MU1RH-Ic-5 | 1 | Walks | with accurate rhythm; in response to sound: in groupings of 3s | Arts-Music | ||
| MU1RH-Ic-5 | 1 | Walks | with accurate rhythm; in response to sound: in groupings of 4s | Arts-Music | ||
| EN1G-IVf-j-5 | 1 | Adjectives | English | |||
| EN1G-IIIa-e-1 | 1 | Sentences | English | |||
| EN1G-IVa-e-3 | 1 | Verbs | English | |||
| EN1OL-IVf-1.17.2 | 1 | Asks | simple questions | English | ||
| EN1V-IVa-e-3 | 1 | Classifies | into basic categories (colors, shapes, foods, etc.) | familiar words | English | |
| EN1LC-IIIa-j- 1.1 | 1 | Discusses | specific events | English | ||
| EN1PA-IVa-b-2.3 | 1 | Distinguishes | from non-rhyming words | rhyming words | English | |
| EN1LC-IIIa-j- 1.1 | 1 | Dramatizes | specific events | English | ||
| EN1LC-IVg-h-3.6 | 1 | Follows | one-to-two step directions | English | ||
| EN1LC- IVa-j-3.12 | 1 | Gives | one’s reaction | to an event or issues | English | |
| EN1OL-IVi-j-1.17.1 | 1 | Gives | one-to-two step directions | English | ||
| EN1LC-IIIa-j- 1.1 | 1 | Gives | the correct sequence of three events | English | ||
| EN1V-IVf-j-12.1 | 1 | Gives | using clues (TPR, pictures, body movements, etc.) | the meaning of words | English | |
| EN1PA-IIIa-b- 3.1 | 1 | Gives | the number of syllables | of given words | English | |
| EN1LC-IIIa-j- 1.1 | 1 | Identifies | cause | of events | English | |
| EN1LC-IIIa-j- 1.1 | 1 | Identifies | effect | of events | English | |
| EN1LC-IIIa-j- 1.1 | 1 | Identifies | the problem | English | ||
| EN1LC-IIIa-j- 1.1 | 1 | Identifies | the solution | English | ||
| EN1LC-IIIa-j- 1.1 | 1 | Identifies | the speaker | in the story or poem | English | |
| EN1LC-IIIa-j- 1.1 | 1 | Illustrates | specific events | English | ||
| EN1LC- IVa-j-2.8 | 1 | Infers | important details | English | ||
| EN1LC-IIIa-j- 1.1 | 1 | Infers | the character feelings | English | ||
| EN1LC-IIIa-j- 1.1 | 1 | Infers | the character traits | English | ||
| EN1LC- IVa-j-1.13.2.1 | 1 | Listens | English | |||
| EN1LC- IVa-j-1.13.2.1 | 1 | Listens | to informational text | English | ||
| EN1LC-IVa-j-2.1 | 1 | Listens | to informational text | English | ||
| EN1LC- IVa-j-2.7 | 1 | Listens | to informational text | English | ||
| EN1LC- IVa-j-2.8 | 1 | Listens | to informational text | English | ||
| EN1LC- IVa-j-3.12 | 1 | Listens | to informational text | English | ||
| EN1LC- IVa-j-1.13.2.1 | 1 | Listens | to narrative text | English | ||
| EN1LC-IVa-j-2.1 | 1 | Listens | to narrative text | English | ||
| EN1LC- IVa-j-2.7 | 1 | Listens | to narrative text | English | ||
| EN1LC- IVa-j-2.8 | 1 | Listens | to narrative text | English | ||
| EN1LC- IVa-j-3.12 | 1 | Listens | to narrative text | English | ||
| EN1LC- IVa-j-1.13.2.1 | 1 | Listens | to poem | English | ||
| EN1LC-IVa-j-2.1 | 1 | Listens | to poem | English | ||
| EN1LC- IVa-j-2.7 | 1 | Listens | to poem | English | ||
| EN1LC- IVa-j-2.8 | 1 | Listens | to poem | English | ||
| EN1LC- IVa-j-3.12 | 1 | Listens | to poem | English | ||
| EN1LC-IIIa-j- 1.1 | 1 | Listens | to poems | English | ||
| EN1LC-IIIa-j- 1.1 | 1 | Listens | to short stories | English | ||
| EN1LC-IIIa-j- 1.1 | 1 | Notes | important details | pertaining to: character | English | |
| EN1LC-IIIa-j- 1.1 | 1 | Notes | important details | pertaining to: events | English | |
| EN1LC-IIIa-j- 1.1 | 1 | Notes | important details | pertaining to: setting | English | |
| EN1LC-IVa-j-2.1 | 1 | Notes | important details | English | ||
| EN1OL-IIIa-j-1.2.9 | 1 | Participates | in some sharing activities: “I Spy” games | English | ||
| EN1OL-IVa-j-1.2.9 | 1 | Participates | in some sharing activities: “I Spy” games | English | ||
| EN1OL-IIIa-j-1.2.9 | 1 | Participates | in some sharing activities: News sharing | English | ||
| EN1OL-IVa-j-1.2.9 | 1 | Participates | in some sharing activities: News sharing | English | ||
| EN1OL-IIIa-j-1.2.9 | 1 | Participates | in some sharing activities: Reciting poems | English | ||
| EN1OL-IVa-j-1.2.9 | 1 | Participates | in some sharing activities: Reciting poems | English | ||
| EN1OL-IIIa-j-1.2.9 | 1 | Participates | in some sharing activities: Reciting rhymes | English | ||
| EN1OL-IVa-j-1.2.9 | 1 | Participates | in some sharing activities: Reciting rhymes | English | ||
| EN1OL-IIIa-j-1.2.9 | 1 | Participates | in some sharing activities: Show and tell | English | ||
| EN1OL-IVa-j-1.2.9 | 1 | Participates | in some sharing activities: Show and tell | English | ||
| EN1LC-IIIa-j- 1.1 | 1 | Predicts | possible ending | of a story read | English | |
| EN1G-IIIc-1.3 | 1 | Recognizes | asking sentences | English | ||
| EN1G-IIId-1.3 | 1 | Recognizes | asking sentences | English | ||
| EN1G-IIIe-1.3 | 1 | Recognizes | asking sentences | English | ||
| EN1G-IVa-e-3.4 | 1 | Recognizes | in stories listened to | common action words | English | |
| EN1G-IVf-j-5 | 1 | Recognizes | describing words (color, shape, size, height, weight, length, distance, etc.) | for people, objects, things and places | English | |
| EN1G-IIIa-1.1 | 1 | Recognizes | non-sentences | English | ||
| EN1PA-IIIa-e-2.2 | 1 | Recognizes | in nursery rhymes, poems, songs heard | rhyming words | English | |
| EN1G-IIIa-1.1 | 1 | Recognizes | sentences | English | ||
| EN1G-IIIb-1.4 | 1 | Recognizes | simple sentences | English | ||
| EN1G-IIIc-1.3 | 1 | Recognizes | telling sentences | English | ||
| EN1G-IIId-1.3 | 1 | Recognizes | telling sentences | English | ||
| EN1G-IIIe-1.3 | 1 | Recognizes | telling sentences | English | ||
| EN1OL-IIIc – 1.17.1 | 1 | Relates | one’s activities | at home | English | |
| EN1OL-IIIc – 1.17.1 | 1 | Relates | one’s responsibilities | at home | English | |
| EN1LC-IIIa-j- 1.1 | 1 | Relates | to one’s experience | story events | English | |
| EN1LC- IVa-j-1.13.2.1 | 1 | Responds | through discussions, illustrations, songs, dramatization and art | English | ||
| EN1OL-IIIa-e-1.5 | 1 | Responds | appropriately | to polite expressions | English | |
| EN1OL-IIId-1.5.4 | 1 | Responds | appropriately | to polite expressions: asking permission | English | |
| EN1OL-IIIc-1.5.3 | 1 | Responds | appropriately | to polite expressions: expressing gratitude and apology | English | |
| EN1OL-IIIa-1.5.1 | 1 | Responds | appropriately | to polite expressions: greetings | English | |
| EN1OL-IIIb-1.5.2 | 1 | Responds | appropriately | to polite expressions: leave takings | English | |
| EN1OL-IIIe-1.5.5 | 1 | Responds | appropriately | to polite expressions: offering help | English | |
| EN1LC-IIIa-j- 1.1 | 1 | Retells | a story listened to | English | ||
| EN1LC- IVa-j-2.7 | 1 | Sequences | when appropriate | events | English | |
| EN1V-IVa-e-3 | 1 | Sorts | into basic categories (colors, shapes, foods, etc.) | familiar words | English | |
| EN1PA-IVc-e-2.4 | 1 | Supplies | in response to spoken words | rhyming words | English | |
| EN1OL-IIIa-b – 1.17 | 1 | Talks | about one’s family | English | ||
| EN1OL-IIIb-c 1.3.3 | 1 | Talks | about one’s personal experiences | pertaining to the family, one’s pets, and personal experiences | English | |
| EN1OL-IIIa-b – 1.17 | 1 | Talks | about oneself | English | ||
| EN1OL-IVa-j-1.3 | 1 | Talks | using appropriate local terminologies with ease and confidence | about pictures presented | English | |
| EN1OL-IIIa-j-1.3.1 | 1 | Talks | about stories heard: some important details of the story | English | ||
| EN1OL-IVa-j-1.3.1 | 1 | Talks | about stories heard: some important details of the story | English | ||
| EN1OL-IIIa-j-1.3.1 | 1 | Talks | about stories heard: the characters | English | ||
| EN1OL-IVa-j-1.3.1 | 1 | Talks | about stories heard: the characters | English | ||
| EN1OL-IIIa-j-1.3.1 | 1 | Talks | about stories heard: when and where it took place | English | ||
| EN1OL-IVa-j-1.3.1 | 1 | Talks | about stories heard: when and where it took place | English | ||
| EN1OL-IVd- 1.3.4 | 1 | Talks | about topics of interest: dislikes | English | ||
| EN1OL-IVd- 1.3.4 | 1 | Talks | about topics of interest: likes | English | ||
| EN1OL-IIIa-e – 1.5 | 1 | Uses | common expressions | English | ||
| EN1OL-IIIa-e-1.5 | 1 | Uses | appropriately | polite expressions | English | |
| EN1OL-IIId-1.5.4 | 1 | Uses | appropriately | polite expressions: asking permission | English | |
| EN1OL-IIIc-1.5.3 | 1 | Uses | appropriately | polite expressions: expressing gratitude and apology | English | |
| EN1OL-IIIa-1.5.1 | 1 | Uses | appropriately | polite expressions: greetings | English | |
| EN1OL-IIIb-1.5.2 | 1 | Uses | appropriately | polite expressions: leave takings | English | |
| EN1OL-IIIe-1.5.5 | 1 | Uses | appropriately | polite expressions: offering help | English | |
| EN1OL-IIIa-e – 1.5 | 1 | Uses | polite greetings | English | ||
| EN1V-IIIa-e-5 | 1 | Uses | words | that are related to self, family, school, community, and concepts such as the names for colors, shapes, and numbers | English | |
| EsP1PKP- Ib-c – 2 | 1 | Naisasakilos | sa iba’t ibang pamamaraan | ang sariling kakayahan | pag-awit, pagsayaw, pakikipagtalastasan, at iba pa | EsP |
| EsP1PPP- IIIi – 5 | 1 | Nakagagamit | ng mga bagay na patapon ngunit maaari pang pakinabangan | EsP | ||
| EsP1PD- IVh-i – 4 | 1 | Nakapagdarasal | nang mataimtim | EsP | ||
| EsP1PKP- Id – 3 | 1 | Nakapaglalarawan | ng iba’t ibang gawain | na maaaring makasama o makabuti sa kalusugan | EsP | |
| EsP1PKP- Ih– 7 | 1 | Nakapagpapahayag | na tungo sa pagkakaisa ang pagsasama-sama ng pamilya | EsP | ||
| EsP1PPP- IIIa – 1 | 1 | Nakapagpapakita | ng iba’t ibang paraan ng pagiging masunurin at magalang | tulad ng: pagsagot kaagad kapag tinatawag ng kasapi ng pamilya | EsP | |
| EsP1PPP- IIIa – 1 | 1 | Nakapagpapakita | ng iba’t ibang paraan ng pagiging masunurin at magalang | tulad ng: pagsunod nang maluwag sa dibdib kapag inuutusan | EsP | |
| EsP1PPP- IIIa – 1 | 1 | Nakapagpapakita | ng iba’t ibang paraan ng pagiging masunurin at magalang | tulad ng: pagsunod sa tuntuning itinakda ng paaralan | EsP | |
| EsP1PPP- IIIa – 1 | 1 | Nakapagpapakita | ng iba’t ibang paraan ng pagiging masunurin at magalang | tulad ng: pagsunod sa tuntuning itinakda ng tahanan | EsP | |
| EsP1PPP-IIId-e – 3 | 1 | Nakapagpapakita | upang makamtam at mapanatili ang kaayusan at kapayapaan sa tahanan at paaralan | ng mga paraan | tulad ng: pagiging masaya para sa tagumpay ng ibang kasapi ng pamilya at ng kamag-aral | EsP |
| EsP1PPP-IIId-e – 3 | 1 | Nakapagpapakita | upang makamtam at mapanatili ang kaayusan at kapayapaan sa tahanan at paaralan | ng mga paraan | tulad ng: pagpapakumbaba | EsP |
| EsP1PPP-IIId-e – 3 | 1 | Nakapagpapakita | upang makamtam at mapanatili ang kaayusan at kapayapaan sa tahanan at paaralan | ng mga paraan | tulad ng: pagpaparaya | EsP |
| EsP1P- IIa-b – 1 | 1 | Nakapagpapakita | ng paggalang | sa mga magulang | EsP | |
| EsP1P- IIe-f– 4 | 1 | Nakapagpapakita | sa pamamagitan ng: “salamat” | ng paggalang | sa pamilya at sa kapwa | EsP |
| EsP1P- IIe-f– 4 | 1 | Nakapagpapakita | sa pamamagitan ng: bilang pagbati | ng paggalang | sa pamilya at sa kapwa | EsP |
| EsP1P- IIe-f– 4 | 1 | Nakapagpapakita | sa pamamagitan ng: paggamit ng salitang “pakiusap” | ng paggalang | sa pamilya at sa kapwa | EsP |
| EsP1P- IIe-f– 4 | 1 | Nakapagpapakita | sa pamamagitan ng: pagmamano/ paghalik sa nakatatanda | ng paggalang | sa pamilya at sa kapwa | EsP |
| EsP1P- IIe-f– 4 | 1 | Nakapagpapakita | sa pamamagitan ng: pagsagot ng “po" at “opo” | ng paggalang | sa pamilya at sa kapwa | EsP |
| EsP1P- IIe-f– 4 | 1 | Nakapagpapakita | sa pamamagitan ng: pakikinig habang may nagsasalita | ng paggalang | sa pamilya at sa kapwa | EsP |
| EsP1PD- IVd-e – 2 | 1 | Nakapagpapakita | ng paggalang | sa paniniwala ng kapwa | EsP | |
| EsP1P- IIa-b – 1 | 1 | Nakapagpapakita | ng pagmamahal | sa mga magulang | EsP | |
| EsP1P- IIc-d – 3 | 1 | Nakapagpapakita | sa lahat ng pagkakataon; lalo na sa oras ng pangangailangan | ng pagmamahal | sa pamilya at kapwa | EsP |
| EsP1PPP- IIIb-c– 2 | 1 | Nakapagpapakita | ng pagpapahalaga sa mga karapatang tinatamasa | Hal. Pagkain ng masusustansyang pagkain, Nakapag-aaral | EsP | |
| EsP1PKP- If- 5 | 1 | Nakapagpapakita | ng wastong pag-uugali | sa pangangalaga sa sarili | EsP | |
| EsP1P- IIg-i– 5 | 1 | Nakapagsasabi | sa lahat ng pagkakataon; upang maging maayos ang samahan | ng totoo: kung gumamit ng computer sa paglalaro imbis na sa pag-aaral | sa magulang/ nakatatanda at iba pang kasapi ng mag-anak | EsP |
| EsP1P- IIg-i– 5 | 1 | Nakapagsasabi | sa lahat ng pagkakataon; upang maging maayos ang samahan | ng totoo: kung kumuha ng hindi kanya | sa magulang/ nakatatanda at iba pang kasapi ng mag-anak | EsP |
| EsP1P- IIg-i– 5 | 1 | Nakapagsasabi | sa lahat ng pagkakataon; upang maging maayos ang samahan | ng totoo: kung saan papunta/ nanggaling | sa magulang/ nakatatanda at iba pang kasapi ng mag-anak | EsP |
| EsP1P- IIg-i– 5 | 1 | Nakapagsasabi | sa lahat ng pagkakataon; upang maging maayos ang samahan | ng totoo: mga pangyayari sa paaralan na nagbunga ng hindi pagkakaintindihan | sa magulang/ nakatatanda at iba pang kasapi ng mag-anak | EsP |
| EsP1PD- IVf-g– 3 | 1 | Nakasusunod | sa mga gawaing panrelihiyon | EsP | ||
| EsP1PD- IVa-c– 1 | 1 | Nakasusunod | sa utos | ng magulang at nakatatanda | EsP | |
| EsP1PKP- Ii– 8 | 1 | Nakatutukoy | ng mga kilos at gawain na nagpapakita ng pagmamahal at pagmamalasakit sa mga kasapi ng pamilya | Hal. pag-aalala sa mga kasambahay, pag-aalaga sa nakababatang kapatid at kapamilyang maysakit | EsP | |
| EsP1P- IIb – 2 | 1 | Nakatutukoy | ng mga wastong paraan ng pakikitungo sa mga kasambahay | EsP | ||
| EsP1PPP- IIIf-h – 4 | 1 | Nakatutulong | para sa mabuting kalusugan | sa pagpapanatili ng kalinisan at kaayusan sa loob ng tahanan at paaralan | Hal. Pagtulong sa paglilinis ng tahanan, Pagtulong sa paglilinis ng paaralan, Pag-iwas sa pagkakalat | EsP |
| EsP1PKP- Ig – 6 | 1 | Nakikila | ang mga gawaing nagpapakita ng pagkakabuklod ng pamilya | tulad ng: pagdarasal | EsP | |
| EsP1PKP- Ig – 6 | 1 | Nakikila | ang mga gawaing nagpapakita ng pagkakabuklod ng pamilya | tulad ng: pagkukuwentuhan ng masasayang pangyayari | EsP | |
| EsP1PKP- Ig – 6 | 1 | Nakikila | ang mga gawaing nagpapakita ng pagkakabuklod ng pamilya | tulad ng: pagsasama-sama sa pagkain | EsP | |
| EsP1PKP- Ig – 6 | 1 | Nakikila | ang mga gawaing nagpapakita ng pagkakabuklod ng pamilya | tulad ng: pamamasyal | EsP | |
| EsP1PKP- Id – 3 | 1 | Nakikilala | ang iba’t ibang gawain | na maaaring makasama o makabuti sa kalusugan | EsP | |
| EsP1PKP- Id – 3 | 1 | Nakikilala | ang iba’t ibang paraan | na maaaring makasama o makabuti sa kalusugan | EsP | |
| EsP1PKP- Ia-b – 1 | 1 | Nakikilala | ang sariling: damdamin/ emosyon | EsP | ||
| EsP1PKP- Ia-b – 1 | 1 | Nakikilala | ang sariling: gusto | EsP | ||
| EsP1PKP- Ia-b – 1 | 1 | Nakikilala | ang sariling: interes | EsP | ||
| EsP1PKP- Ia-b – 1 | 1 | Nakikilala | ang sariling: kahinaan | EsP | ||
| EsP1PKP- Ia-b – 1 | 1 | Nakikilala | ang sariling: potensyal | EsP | ||
| EsP1PKP- Ie – 4 | 1 | Nasasabi | na nakatutulong sa paglinang ng sariling kakayahan ang wastong pangangalaga sa sarili | EsP | ||
| F1WG-IIc-f-2 | 1 | Pambalana | Filipino | |||
| F1WG-IIc-f-2 | 1 | Pantangi | Filipino | |||
| F1TA-0a-j-3 | 1 | Nababasa | nang may tamang bilis, diin, tono, antala at ekspresyon | ang kuwento | Filipino | |
| F1F-0a-j-3 | 1 | Nababasa | nang may tamang bilis, diin, tono, antala at ekspresyon | ang kuwento | Filipino | |
| F1PT-IIIb-2.1 | 1 | Nababasa | ang mga babala | na madalas makita sa paligid | Filipino | |
| F1PP-IIg-4.1 | 1 | Nababasa | gamit ang palatandaang konpigurasyon larawan | ang mga salita | Filipino | |
| F1PT-IIIb-2.1 | 1 | Nababasa | ang mga salita | na madalas makita sa paligid | Filipino | |
| F1PT-IIIf-4.1 | 1 | Nababasa | gamit ang: palatandaang konpigurasyon | ang mga salita | Filipino | |
| F1PT-IIIf-4.2 | 1 | Nababasa | gamit ang: tunay na bagay | ang mga salita | Filipino | |
| F1PP-IVd-4.1 | 1 | Nababasa | gamit ang palatandaang konpigurasyon | ang mga salita | Filipino | |
| F1PP-IVi-2.2 | 1 | Nababasa | ang mga salitang | natutuhan sa aralin at sa ibang asignatura | Filipino | |
| F1PP-IIe-2 | 1 | Nababasa | ang mga salitang batayan | Filipino | ||
| F1TA-0a-j-3 | 1 | Nababasa | nang may tamang bilis, diin, tono, antala at ekspresyon | ang talata | Filipino | |
| F1F-0a-j-3 | 1 | Nababasa | nang may tamang bilis, diin, tono, antala at ekspresyon | ang talata | Filipino | |
| F1TA-0a-j-3 | 1 | Nababasa | nang may tamang bilis, diin, tono, antala at ekspresyon | ang tula | Filipino | |
| F1F-0a-j-3 | 1 | Nababasa | nang may tamang bilis, diin, tono, antala at ekspresyon | ang tula | Filipino | |
| F1TA-0a-j-3 | 1 | Nababasa | nang may tamang bilis, diin, tono, antala at ekspresyon | ang usapan | Filipino | |
| F1F-0a-j-3 | 1 | Nababasa | nang may tamang bilis, diin, tono, antala at ekspresyon | ang usapan | Filipino | |
| F1PU-IIIi-2.3 | 1 | Nababaybay | nang wasto | ang mga batayang talasalitaan | Filipino | |
| F1PY-IVh-2.2 | 1 | Nababaybay | nang wasto | ang mga natutuhang salita mula sa mga aralin | Filipino | |
| F1PY-IIe-i-2.1 | 1 | Nababaybay | nang wasto | ang mga salitang may tatlo o apat na pantig | Filipino | |
| F1PY-IIf-2 | 1 | Nababaybay | nang wasto | ang mga salitang may tatlo o apat na pantig | Filipino | |
| F1PY-IIf 2.2 | 1 | Nababaybay | nang wasto | ang mga salitang may tatlo o apat na pantig | Filipino | |
| F1PU-IIIi-2.1 | 1 | Nababaybay | nang wasto | ang mga salitang may tatlo o apat na pantig | Filipino | |
| F1PY-IVd-2.1 | 1 | Nababaybay | nang wasto | ang mga salitang may tatlo o apat na pantig | Filipino | |
| F1PY-IIe-i-2.1 | 1 | Nababaybay | nang wasto | ang mga salitang natutuhan sa aralin | Filipino | |
| F1PY-IIf-2 | 1 | Nababaybay | nang wasto | ang mga salitang natutuhan sa aralin | Filipino | |
| F1PY-IIf 2.2 | 1 | Nababaybay | nang wasto | ang mga salitang natutuhan sa aralin | Filipino | |
| F1PY-IIf-2.2 | 1 | Nababaybay | nang wasto | ang mga salitang natutuhan sa aralin | Filipino | |
| F1KP-IIb-1 | 1 | Nabibigkas | nang wasto | ang tunog ng bawat letra ng alpabetong Filipino | Filipino | |
| F1EP-IIe-2 | 1 | Nabibigyang-kahulugan | ang mga simpleng mapa | Filipino | ||
| F1EP-Ivh-2.2 | 1 | Nabibigyang-kahulugan | ang mga simpleng pictograph | Filipino | ||
| F1EP-IIIg-2.1 | 1 | Nabibigyang-kahulugan | ang mga simpleng talaan | Filipino | ||
| F1KP-IIe-4 | 1 | Nabibilang | ang pantig | sa isang salita | Filipino | |
| F1KP-IIc-2 | 1 | Nabibilang | ang salita | sa isang pangungusap | Filipino | |
| F1KP-IIIh-j-6 | 1 | Nadadagdagan | upang makabuo ng bagong salita | ang mga tunog | Filipino | |
| F1PN-IIe- 2 | 1 | Nagagamit | sa pag-unawa ng napakinggang alamat | ang karanasan | Filipino | |
| F1-IVb-2 | 1 | Nagagamit | sa pag-unawa ng napakinggang teksto | ang karanasan | Filipino | |
| F1PS-IIj-5j-6.11 | 1 | Nagagamit | sa pagpapahayag ng sariling karanasan | ang magagalang na pananalita | Filipino | |
| F1WG-IIIb-1 | 1 | Nagagamit | ang magalang na pananalita na angkop sa sitwasyon: pagbati | Filipino | ||
| F1WG-IVa | 1 | Nagagamit | ang magalang na pananalita na angkop sa sitwasyon: pagpapakilala ng ibang kasapi ng pamilya | Filipino | ||
| F1WG-IIa-1 | 1 | Nagagamit | ang magalang na pananalita sa angkop na sitwasyon: pagpapakilala ng sarili | Filipino | ||
| F1WG-IVa | 1 | Nagagamit | ang magalang na pananalita sa angkop na sitwasyon: pagpapakilala ng sarili | Filipino | ||
| F1EP-IIIh-4.1 | 1 | Nagagamit | nang wasto at ayos | ang mga dapat iasal sa silid-aklatan | Filipino | |
| F1EP-IIIh-4.1 | 1 | Nagagamit | nang wasto at ayos | ang mga dapat ikilos sa silid-aklatan | Filipino | |
| F1PP-IIIj-9 | 1 | Nagagamit | sa pagbuo ng mga simpleng pangungusap | ang mga natutuhang salita | Filipino | |
| F1WG-IVd-f-7 | 1 | Nagagamit | nang wasto | ang mga pang-ukol | Filipino | |
| F1WG-IIIe-g-5 | 1 | Nagagamit | sa pag-uusap tungkol sa iba’t ibang gawain sa tahanan, paaralan, at pamayanan | ang mga salitang kilos | Filipino | |
| F1WG-IIg-h-3 | 1 | Nagagamit | ang mga salitang pamalit sa ngalan ng tao: ako | Filipino | ||
| F1WG-IIg-i-3 | 1 | Nagagamit | ang mga salitang pamalit sa ngalan ng tao: ako | Filipino | ||
| F1WG-IIg-h-3 | 1 | Nagagamit | ang mga salitang pamalit sa ngalan ng tao: ikaw | Filipino | ||
| F1WG-IIg-i-3 | 1 | Nagagamit | ang mga salitang pamalit sa ngalan ng tao: ikaw | Filipino | ||
| FIWG-IIg-i-3 | 1 | Nagagamit | ang mga salitang pamalit sa ngalan ng tao: kayo | Filipino | ||
| FIWG-IIg-i-3 | 1 | Nagagamit | ang mga salitang pamalit sa ngalan ng tao: sila | Filipino | ||
| F1WG-IIg-h-3 | 1 | Nagagamit | ang mga salitang pamalit sa ngalan ng tao: siya | Filipino | ||
| F1WG-IIg-i-3 | 1 | Nagagamit | ang mga salitang pamalit sa ngalan ng tao: siya | Filipino | ||
| FIWG-IIg-i-3 | 1 | Nagagamit | ang mga salitang pamalit sa ngalan ng tao: tayo | Filipino | ||
| F1PN-IIe- 2 | 1 | Nagagamit | sa pag-unawa ng napakinggang alamat | ang naunang kaalaman | Filipino | |
| F1-IVb-2 | 1 | Nagagamit | sa pag-unawa ng napakinggang teksto | ang naunang kaalaman | Filipino | |
| F1WG-IIc-f-2 | 1 | Nagagamit | nang wasto; sa pagbibigay ng pangalan ng tao, lugar, hayop, bagay at pangyayari | ang pangngalan | Filipino | |
| F1EP-IIIh-4.1 | 1 | Nagagamit | nang wasto at ayos | ang silid-aklatan | Filipino | |
| F1EP-IVi-4.2 | 1 | Nagagamit | nang wasto at maayos | ang silid-aklatan | pangangalaga sa mga kagamitang makikikita sa silid-aklatan | Filipino |
| F1EP-IVf-5 | 1 | Nagagamit | nang wasto | ang Talaan ng Nilalaman | Filipino | |
| F1PL-0a-j | 1 | Nagagamit | bilang tugon sa sariling pangangailangan at sitwasyon | ang wika | Filipino | |
| F1TA-0a-j-2 | 1 | Nagagamit | bilang tugon sa sariling pangangailangan at sitwasyon | ang wika | Filipino | |
| F1PN-IIg-9 | 1 | Nahuhulaan | ang susunod na mangyayari | sa napakinggang kuwento | Filipino | |
| F1PN-IIIf-9 | 1 | Nahuhulaan | ang susunod na mangyayari | sa napakinggang kuwento | Filipino | |
| F1-IVe-9 | 1 | Nahuhulaan | ang susunod na mangyayari | sa napakinggang kuwento | Filipino | |
| F1PL-0a-j-7 | 1 | Naibabahagi | upang makahikayat ng pagmamahal sa pagbasa | ang karanasan sa pagbasa | Filipino | |
| F1PN-IIh-10 | 1 | Naibibigay | ang paksa | ng talatang napakinggan | Filipino | |
| F1PN-IIIi-7 | 1 | Naibibigay | ang paksa | ng napakinggang tula | Filipino | |
| F1PN-IVj-7 | 1 | Naibibigay | ang paksa | ng napakinggang tekstong pang-impormasyon /paliwanag | Filipino | |
| F1PN-IVd-6 | 1 | Naiguguhit | ang naibigang bahagi | ng tulang napakinggan | Filipino | |
| F1PN-IIi-11 | 1 | Nailalarawan | ang damdamin ng isang tauhan | sa kuwentong napakinggan | Filipino | |
| F1TA-0a-j-2 | 1 | Naipahahayag | nang may wastong tono, diin, bilis, antala at intonasyon | ang damdamin | Filipino | |
| F1TA-0a-j-2 | 1 | Naipahahayag | nang may wastong tono, diin, bilis, antala at intonasyon | ang ideya | Filipino | |
| F1TA-0a-j-2 | 1 | Naipahahayag | nang may wastong tono, diin, bilis, antala at intonasyon | ang kaisipan | Filipino | |
| F1TA-0a-j-2 | 1 | Naipahahayag | nang may wastong tono, diin, bilis, antala at intonasyon | ang reaksyon | Filipino | |
| F1PL-0a-j-6 | 1 | Naipakikita | ang hilig sa pagbasa | Filipino | ||
| F1PL-0a-j-5 | 1 | Naipakikita | ang pagtanggap sa mga ideya | ng napakinggang teksto/akda | Filipino | |
| F1PL-0a-j-5 | 1 | Naipakikita | ang pagtanggap sa mga ideya | ng nabasang akda/teksto | Filipino | |
| F1PL-0a-j-3 | 1 | Naipamamalas | ang paggalang sa damdamin ng may akda | ng tekstong napakinggan o nabasa | Filipino | |
| F1-0a-j-3 | 1 | Naipamamalas | ang paggalang sa damdamin ng may akda | ng tekstong napakinggan o nabasa | Filipino | |
| F1PL-0a-j-3 | 1 | Naipamamalas | ang paggalang sa ideya ng may akda | ng tekstong napakinggan o nabasa | Filipino | |
| F1-0a-j-3 | 1 | Naipamamalas | ang paggalang sa ideya ng may akda | ng tekstong napakinggan o nabasa | Filipino | |
| F1PL-0a-j-3 | 1 | Naipamamalas | ang paggalang sa kultura ng may akda | ng tekstong napakinggan o nabasa | Filipino | |
| F1-0a-j-3 | 1 | Naipamamalas | ang paggalang sa kultura ng may akda | ng tekstong napakinggan o nabasa | Filipino | |
| F1F-0-j-2 | 1 | Naipapahayag | nang may wastong tono, diin, bilis, antala at intonasyon | ang damdamin | Filipino | |
| F1TA-0a-J-2 | 1 | Naipapahayag | nang may wastong tono, diin, bilis, antala at intonasyon | ang damdamin | Filipino | |
| F1F-0-j-2 | 1 | Naipapahayag | nang may wastong tono, diin, bilis, antala at intonasyon | ang ideya | Filipino | |
| F1TA-0a-J-2 | 1 | Naipapahayag | nang may wastong tono, diin, bilis, antala at intonasyon | ang ideya | Filipino | |
| F1F-0-j-2 | 1 | Naipapahayag | nang may wastong tono, diin, bilis, antala at intonasyon | ang kaisipan | Filipino | |
| F1TA-0a-J-2 | 1 | Naipapahayag | nang may wastong tono, diin, bilis, antala at intonasyon | ang kaisipan | Filipino | |
| F1F-0-j-2 | 1 | Naipapahayag | nang may wastong tono, diin, bilis, antala at intonasyon | ang reaksyon | Filipino | |
| F1TA-0a-J-2 | 1 | Naipapahayag | nang may wastong tono, diin, bilis, antala at intonasyon | ang reaksyon | Filipino | |
| F1 PS-IIi-1 | 1 | Naipapahayag | ang sariling damdamin | tungkol sa napakinggan sa kuwento | Filipino | |
| F1PS-IIIg-1 | 1 | Naipapahayag | ang sariling damdamin | tungkol sa sa napakinggang tugma/tula | Filipino | |
| F1PS-IVb-1 | 1 | Naipapahayag | ang sariling damdamin | tungkol sa napakinggang tekstong pang-impormasyon | Filipino | |
| F1 PS-IIi-1 | 1 | Naipapahayag | ang sariling ideya | tungkol sa napakinggan sa kuwento | Filipino | |
| F1PS-IIIg-1 | 1 | Naipapahayag | ang sariling ideya | tungkol sa sa napakinggang tugma/tula | Filipino | |
| F1PS-IVb-1 | 1 | Naipapahayag | ang sariling ideya | tungkol sa napakinggang tekstong pang-impormasyon | Filipino | |
| F1 PS-IIi-1 | 1 | Naipapahayag | ang sariling reaksyon | tungkol sa napakinggan sa kuwento | Filipino | |
| F1PS-IIIg-1 | 1 | Naipapahayag | ang sariling reaksyon | tungkol sa sa napakinggang tugma/tula | Filipino | |
| F1PS-IVb-1 | 1 | Naipapahayag | ang sariling reaksyon | tungkol sa napakinggang tekstong pang-impormasyon | Filipino | |
| F1PL-0a-j-4 | 1 | Naipapamalas | sa pagpapakita ng sigasig/interes sa pakikinig | ang pagpapahalaga sa tekstong pampanitikan | Filipino | |
| F1PN-IIb-5 | 1 | Naisasakilos | ang napakinggang awit | Filipino | ||
| F1PN-IIIh-5 | 1 | Naisasakilos | ang napakinggang awit | Filipino | ||
| F1PN-IIIh-5 | 1 | Naisasakilos | ang napakinggang tula | Filipino | ||
| F1PS-IIf-6.1 | 1 | Naisasalaysay muli | sa tulong ng larawan | ang napakinggang teksto | Filipino | |
| F1PS-IIId-6.2 | 1 | Naisasalaysay muli | gamit ang mga pangungusap | ang napakinggang teksto | Filipino | |
| F1PS-IVc-6.3 | 1 | Naisasalaysay muli | ang napakinggang teksto | Filipino | ||
| F1KMIIg-2 | 1 | Naisusulat | nang may wastong baybay at bantas | ang mga salitang | ididikta ng guro | Filipino |
| F1KM-IIIe-2 | 1 | Naisusulat | nang may wastong baybay at bantas | ang pangungusap | na ididikta ng guro | Filipino |
| F1KM-IVe-2 | 1 | Naisusulat | nang may wastong baybay at bantas | ang pangungusap | na ididikta | Filipino |
| F1KM-IIIe-2 | 1 | Naisusulat | nang may wastong baybay at bantas | ang salita | na ididikta ng guro | Filipino |
| F1KM-IVe-2 | 1 | Naisusulat | nang may wastong baybay at bantas | ang salita | na ididikta | Filipino |
| F1PN-Iij-4 | 1 | Naiuugnay | sa napakinggang kuwento | ang sariling karanasan | Filipino | |
| F1PS-IIIa-4 | 1 | Naiuulat | nang pasalita | ang mga naobserbahang pangyayari sa loob ng silid-aralan | Filipino | |
| F1PS-IIc-3 | 1 | Naiuulat | nang pasalita | ang mga naobserbahang pangyayari sa paaralan | Filipino | |
| F1PS-IVa-4 | 1 | Naiuulat | nang pasalita | ang mga napanood na palabas sa telebisyon | Filipino | |
| F1PN-IIIa-1.3 | 1 | Nakabubuo | matapos mapakinggan ang kuwento | ng mga tanong | Filipino | |
| F1WG-IVi-j-8 | 1 | Nakabubuo | ng wasto at payak na pangungusap | na may tamang ugnayan ng simuno at panag-uri | Filipino | |
| F1WG-IVi-j-8 | 1 | Nakabubuo | sa pakikipag-usap | ng wasto at payak na pangungusap | na may tamang ugnayan ng simuno at panag-uri | Filipino |
| F1PS-IId-8.1 | 1 | Nakapagbibigay | ng maikling panuto | na may 1 – 2 hakbang | Filipino | |
| F1PS-IIIi-8.2 | 1 | Nakapagbibigay | gamit ang lokasyon | ng maikling panuto | Filipino | |
| F1PS-IVg-8.3 | 1 | Nakapagbibigay | gamit ang simpleng mapa | ng maikling panuto | Filipino | |
| F1KP-IIIg-9 | 1 | Nakapagbibigay | ng mga salitang magkakatugma | Filipino | ||
| F1KP-IVg-9 | 1 | Nakapagbibigay | ng mga salitang magkakatugma | Filipino | ||
| F1PN-IIIj-12 | 1 | Nakapagbibigay | ng sariling hinuha | sa napakinggang teksto | Filipino | |
| F1PN-IVi-12 | 1 | Nakapagbibigay | ng sariling hinuha | sa napakinggang kuwento | Filipino | |
| F1KP-IVi-6 | 1 | Nakapagdaragdag | upang makabuo ng bagong salita | ng mga tunog | Filipino | |
| F1WG-IIIc-d-4 | 1 | Nakapaglalarawan | ng mga bagay | Filipino | ||
| F1WG-IIIc-d-4 | 1 | Nakapaglalarawan | ng mga hayop | Filipino | ||
| F1WG-IIIc-d-4 | 1 | Nakapaglalarawan | ng mga lugar | Filipino | ||
| F1WG-IIIc-d-4 | 1 | Nakapaglalarawan | ng mga tao | Filipino | ||
| F1KP-IVi-6 | 1 | Nakapagpapalit | upang makabuo ng bagong salita | ng mga tunog | Filipino | |
| F1PS-IIg-7 | 1 | Nakapagsasalaysay | na kaugnay ng napakinggang kuwento | ng orihinal na kuwento | Filipino | |
| F1PN-IIIc-15 | 1 | Nakapagtatanong | para lalong mauunawaan ang napakinggan | ng kaugnay na impormasyon | Filipino | |
| F1PS-IIa-2 | 1 | Nakapagtatanong | tungkol sa isang larawan | Filipino | ||
| F1PS-IVh-10.2 | 1 | Nakapagtatanong | tungkol sa isang napakinggang balita | Filipino | ||
| F1PS-IIIc-10.1 | 1 | Nakapagtatanong | tungkol sa napakinggang kuwento | Filipino | ||
| F1PP-IIi-5 | 1 | Nakapag-uuri-uri | ayon sa ipinahihiwatig na kaisipang konseptwal | ng mga salita | Filipino | |
| F1PT-IIIi-5 | 1 | Nakapag-uuri-uri | ayon sa ipinahihiwatig na kaisipang konseptwal | ng mga salita | Filipino | |
| P1PS-IIIf-5.2 | 1 | Nakasasali | sa isang usapan | tungkol sa isang napakinggang kuwento | Filipino | |
| F1PS-IVe-3.8.3 | 1 | Nakasasali | sa isang usapan | tungkol sa isang pangyayaring naobserbahan sa loob ng paaralan | Filipino | |
| F1F-0a-j-4 | 1 | Nakasusulat | nang may wastong baybay, bantas at mekaniks ng pagsulat | Filipino | ||
| F1TA-0a-j-4 | 1 | Nakasusulat | nang may wastong baybay, bantas at mekaniks ng pagsulat | Filipino | ||
| F1PU-IIa-1.11 | 1 | Nakasusulat | nang may tamang laki at layo sa isa't isa ang mga letra | Filipino | ||
| F1PU-IIa-1.1-c-1.2 | 1 | Nakasusulat | nang may tamang laki at layo sa isa't isa ang mga letra | Filipino | ||
| F1PU-IIc-1.2 | 1 | Nakasusulat | nang may tamang laki at layo sa isa't isa ang mga letra | Filipino | ||
| F1PU-IIIb-1.2 | 1 | Nakasusulat | nang may tamang laki at layo sa isa't isa ang mga letra | Filipino | ||
| F1KM-IIIe-2 | 1 | Nakasusulat | nang may tamang laki at layo sa isa't isa ang mga salita | Filipino | ||
| F1PU-IIa-1.11 | 1 | Nakasusulat | ng malalaking letra | Filipino | ||
| F1PU-IIa-1.1-c-1.2a | 1 | Nakasusulat | ng malalaking letra | Filipino | ||
| F1PU-IIc-1.2a | 1 | Nakasusulat | ng malalaking letra | Filipino | ||
| F1PU-IIa-1.11 | 1 | Nakasusulat | ng maliliit na letra | Filipino | ||
| F1PU-IIa-1.1-c-1.2a | 1 | Nakasusulat | ng maliliit na letra | Filipino | ||
| F1PU-IIc-1.2a | 1 | Nakasusulat | ng maliliit na letra | Filipino | ||
| F1PU-IVa-1.2 | 1 | Nakasusulat | nang may tamang laki at layo sa isa't isa | ng mga salita | Filipino | |
| F1KM-Ij-3 | 1 | Nakasusulat | nang may wastong baybay, bantas, gamit ng malaki at maliit na letra; upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyu | pangungusap | Filipino | |
| F1KM-IIIj | 1 | Nakasusulat | nang may wastong baybay, bantas, gamit ng malaki at maliit na letra; upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyu | pangungusap | Filipino | |
| F1KM-IVj-3 | 1 | Nakasusulat | nang may wastong baybay, bantas, gamit ng malaki at maliit na letra; upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyu | pangungusap | Filipino | |
| F1KM-IIIj | 1 | Nakasusulat | nang may wastong baybay, bantas, gamit ng malaki at maliit na letra; upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyu | salita | Filipino | |
| F1PN-IId- 1.1 | 1 | Nakasusunod | sa napakinggang panuto | na may 1 hakbang | Filipino | |
| F1PN-IIIb-1.2 | 1 | Nakasusunod | sa napakinggang panuto | na may 1-2 hakbang | Filipino | |
| F1PN-IVg-1.2 | 1 | Nakasusunod | sa napakinggang panuto | (1-2 hakbang) | Filipino | |
| F1F-0a-j-1 | 1 | Nakatutugon | nang angkop at wasto | Filipino | ||
| F1TA-0a-j-1 | 1 | Nakatutugon | nang angkop at wasto | Filipino | ||
| F1KP-IIf-5 | 1 | Nakikilala | ang mga tunog na bumubuo sa pantig ng mga salita | Filipino | ||
| F1KP-IIIa-5 | 1 | Nakikilala | ang mga tunog na bumubuo sa pantig ng mga salita | Filipino | ||
| F1-IVab-5 | 1 | Nakikilala | ang mga tunog na bumubuo sa pantig ng mga salita | Filipino | ||
| F1-IVa-b-5 | 1 | Nakikilala | ang mga tunog na bumubuo sa pantig ng mga salita | Filipino | ||
| F1F-0a-j-1 | 1 | Nakikinig | nang angkop at wasto | Filipino | ||
| F1TA-0a-j-1 | 1 | Nakikinig | nang angkop at wasto | Filipino | ||
| F1EP-IIa-1.1 | 1 | Napagsusunod-sunod | ang mga alpabeto | (unang letra ng salita) | Filipino | |
| F1PN-IIf-8 | 1 | Napagsusunod-sunod | sa tulong ng mga larawan | ang mga pangyayari | sa napakinggang kuwento | Filipino |
| F1PN-IIId-8.2 | 1 | Napagsusunod-sunod | batay sa pangungusap | ang mga pangyayari | ng kuwentong napakinggan | Filipino |
| F1PN-IVc-8.3 | 1 | Napagsusunod-sunod | sa tulong ng mga pamatnubay na tanong | ang mga pangyayari | ng kuwentong napakinggan | Filipino |
| F1EP-IIIb-1.2 | 1 | Napagsusunod-sunod | batay sa alpabeto (unang letra ng salita) | ang mga salita | Filipino | |
| F1EP-IVc-1.3 | 1 | Napagsusunod-sunod | batay sa alpabeto; unang dalawang letra ng salita | ang mga salita | Filipino | |
| F1PP-IId-3 | 1 | Napagyayaman | sa pamamagitan ng pagbubuo ng mga salita gamit ang mga pantig | ang talasalitaan | Filipino | |
| F1PT-IIIj-3 | 1 | Napagyayaman | sa pamamagitan ng pagbubuo ng mga salita gamit ang mga pantig | ang talasalitaan | Filipino | |
| F1PT-Ivj-2 | 1 | Napagyayaman | sa pamamagitan ng pagbubuo ng mga salita /paghahanap ng mga salita sa isang salita | ang talasalitaan | Filipino | |
| F1PL-0a-j-4 | 1 | Napahahalagahan | sa pamamagitan ng aktibong pakikilahok sa usapan at gawaing pampanitikan | ang mga tekstong pampanitikan | Filipino | |
| F1PL-0a-j-4 | 1 | Napahahalagahan | sa pamamagitan ng aktibong pagsali sa mga gawaing pampanitikan | ang mga tekstong pampanitikan | Filipino | |
| F1KP-IIi-6 | 1 | Napapalitan | upang makabuo ng bagong salita | ang mga tunog | Filipino | |
| F1KP-IIIh-j-6 | 1 | Napapalitan | upang makabuo ng bagong salita | ang mga tunog | Filipino | |
| F1KP-IId-3 | 1 | Napapantig | ang mga salita | Filipino | ||
| F1WG-IIIh-j-6 | 1 | Nasasabi | ang lugar | ng pagsasagawa ng kilos o gawain sa tahanan, paaralan at pamayanan | Filipino | |
| F1 PS-IIh-9 | 1 | Nasasabi | ang mensahe | ng isang babala | Filipino | |
| F1PT-IIId-1.1 | 1 | Nasasabi | ang mensahe | ng nais ipabatid ng mga babala o paalala | Filipino | |
| F1PS-IIIe-9 | 1 | Nasasabi | ang mensahe | ng isang babala | Filipino | |
| F1PP-IIa-1 | 1 | Nasasabi | ang mensaheng | nais ipabatid ng nabasang pananda, patalastas, babala o paalala | Filipino | |
| F1PP-IVc-e-1.1 | 1 | Nasasabi | ang mensaheng | nais ipabatid ng babala o paalala | Filipino | |
| F1AL –IIb-1 | 1 | Nasasabi | batay sa pabalat | ang nilalaman ng aklat | Filipino | |
| F1AL-IIb-1 | 1 | Nasasabi | batay sa pamagat | ang nilalaman ng aklat | Filipino | |
| F1KP-IIIe-7 | 1 | Nasasabi | ang pagkakaiba | ng mga pantig/salita | Filipino | |
| F1KP-IIIe-7 | 1 | Nasasabi | ang pagkakatulad | ng mga pantig/salita | Filipino | |
| F1WG-IIIh-j-6 | 1 | Nasasabi | ang panahon | ng pagsasagawa ng kilos o gawain sa tahanan, paaralan at pamayanan | Filipino | |
| F1WG-IIIh-j-6 | 1 | Nasasabi | ang paraan | ng pagsasagawa ng kilos o gawain sa tahanan, paaralan at pamayanan | Filipino | |
| F1PN-IIIc-14 | 1 | Nasasabi | ang sariling ideya | tungkol sa tekstong napakinggan | Filipino | |
| F1PN-IIa- 3 | 1 | Nasasagot | ang mga tanong | tungkol sa napakinggang pabula | Filipino | |
| F1PN-IIIg-3 | 1 | Nasasagot | ang mga tanong | tungkol sa napakinggang tugma/tula | Filipino | |
| F1PN-IVh-3 | 1 | Nasasagot | ang mga tanong | tungkol sa napakinggang tekstong pang-impormasyon | Filipino | |
| F1KM-IIb-1 | 1 | Nasisipi | mula sa huwaran | ang mga salita | Filipino | |
| F1KM-IIIb-1 | 1 | Nasisipi | nang wasto at malinaw | ang mga salita | sa huwaran | Filipino |
| F1KM-IVb-1.1 | 1 | Nasisipi | nang wasto at malinaw | ang pangungusap | Filipino | |
| F1KM-IIb-1 | 1 | Nasisipi | nang wasto at malinaw; mula sa huwaran | ang salita | Filipino | |
| F1AL-IIg-4 | 1 | Nasusundan | ayon sa estilo | ang pagkakasulat ng teksto | Filipino | |
| F1AL-IIIg-6 | 1 | Nasusundan | ayon sa anyo | ang pagkakasulat ng teksto | Filipino | |
| F1AL-IVb-7 | 1 | Natutukoy | ang gamit | ng maliit at malaking letra | Filipino | |
| F1AL-IVf-8 | 1 | Natutukoy | ang gamit | ng iba’t ibang bantas | Filipino | |
| F1AL-IIId-1 | 1 | Natutukoy | ang gawain ng may-akda | ng aklat o kuwento | Filipino | |
| F1AL-IIId-1 | 1 | Natutukoy | ang gawain ng tagaguhit | ng aklat o kuwento | Filipino | |
| F1PT-IIb-f-6 | 1 | Natutukoy | batay sa kumpas, galaw, ekspresyon ng mukha; ugnayang salita-larawan | ang kahulugan ng salita | Filipino | |
| F1PP-IIIh-1.4 | 1 | Natutukoy | batay sa kasingkahulugan | ang kahulugan ng salita | Filipino | |
| F1PT-IVa-h-1.5 | 1 | Natutukoy | batay sa kasalungat | ang kahulugan ng salita | Filipino | |
| F1WG-IIc-f-2.1 | 1 | Natutukoy | ang kailanan ng pangngalan | Filipino | ||
| F1WG-II-i 2.2 | 1 | Natutukoy | ang kasarian ng pangngalan | Filipino | ||
| F1PN-IVa-16 | 1 | Natutukoy | ang mahahalagang detalye | kaugnay ng paksang napakinggan | Filipino | |
| F1AL –IIc-2 | 1 | Natutukoy | ang may-akda | ng aklat o kuwento | Filipino | |
| F1EP-IIId-3.3 | 1 | Natutukoy | ang mga bahagi ng aklat at ang kahalagahan ng bawat isa: Index | Filipino | ||
| F1EP-IIId-3.4 | 1 | Natutukoy | ang mga bahagi ng aklat at ang kahalagahan ng bawat isa: May-akda at Tagaguhit | Filipino | ||
| F1EP-IIId-3.2 | 1 | Natutukoy | ang mga bahagi ng aklat at ang kahalagahan ng bawat isa: Talaan ng Nilalaman | Filipino | ||
| F1KP-IIIc-8 | 1 | Natutukoy | ang mga salitang magkakatugma | Filipino | ||
| F1KP-IVd-8 | 1 | Natutukoy | ang mga salitang magkakatugma | Filipino | ||
| F1AL –IIc-2 | 1 | Natutukoy | ang pamagat | ng aklat o kuwento | Filipino | |
| F1AL-IIh-3 | 1 | Natutukoy | ang pangungusap | sa isang talata | Filipino | |
| F1AL-IIh-3 | 1 | Natutukoy | ang salita | sa isang talata | Filipino | |
| F1AL-IIIe-2 | 1 | Natutukoy | ang simula ng kuwento | Filipino | ||
| F1AL-IIIe-2 | 1 | Natutukoy | ang simula ng pangungusap | Filipino | ||
| F1AL-IIIe-2 | 1 | Natutukoy | ang simula ng talata | Filipino | ||
| F1AL –IIc-2 | 1 | Natutukoy | ang tagaguhit | ng aklat o kuwento | Filipino | |
| F1AL-IIj-5 | 1 | Natutukoy | ang ugnayan ng teksto at larawan | Filipino | ||
| F1PL-0a-j-5 | 1 | Nauunawaan | ang kahalagahan ng nilalaman | ng napakinggang teksto | Filipino | |
| PE1BM-Ic-d-2 | 1 | Creates | by using different body parts | shapes | Health-PE | |
| PE1PF-IIa-h-3 | 1 | Demonstrates | during participation in motor fitness activities | acceptable responses to challenges | Health-PE | |
| PE1PF-IIa-h-4 | 1 | Demonstrates | during participation in physical activities: Suggested learning activities: action songs, chasing and fleeing games, simple games, singing games | acceptable responses to challenges | Health-PE | |
| PE1PF-IIa-h-3 | 1 | Demonstrates | during participation in motor fitness activities | acceptable responses to failures | Health-PE | |
| PE1PF-IIa-h-4 | 1 | Demonstrates | during participation in physical activities: Suggested learning activities: action songs, chasing and fleeing games, simple games, singing games | acceptable responses to failures | Health-PE | |
| PE1PF-IIa-h-3 | 1 | Demonstrates | during participation in motor fitness activities | acceptable responses to successes | Health-PE | |
| PE1PF-IIa-h-4 | 1 | Demonstrates | during participation in physical activities: Suggested learning activities: action songs, chasing and fleeing games, simple games, singing games | acceptable responses to successes | Health-PE | |
| PE1BM-IIIc-d-9 | 1 | Demonstrates | while using locomotor skills | contrast between slow and fast speeds | Health-PE | |
| H1FH-IIIj-10 | 1 | Demonstrates | knowledge | in keeping the home environment healthful | Health-PE | |
| PE1BM-IIc-e-6 | 1 | Demonstrates | without bumping or falling; using locomotors skills | moving within a group | Health-PE | |
| H1PH-IIc-d-2 | 1 | Demonstrates | proper hand washing | Health-PE | ||
| H1PH-IIe-3 | 1 | Demonstrates | proper hand washing | Health-PE | ||
| PE1BM-IVc-e-13 | 1 | Demonstrates | relationship of movement | Health-PE | ||
| PE1PF-IIIa-h-9 | 1 | Demonstrates | in physical activities; Suggested learning activities: action songs, chasing and fleeing games, simple games, singing games, mimetics | the characteristics of cooperating | Health-PE | |
| PE1PF-IIIa-h-9 | 1 | Demonstrates | in physical activities; Suggested learning activities: action songs, chasing and fleeing games, simple games, singing games, mimetics | the characteristics of sharing | Health-PE | |
| PE1PF-IIIa-h-2 | 1 | Demonstrates | the difference between free and bound | Health-PE | ||
| PE1BM-IIIg-h-11 | 1 | Demonstrates | the difference between free and bound | Health-PE | ||
| PE1BM-IIIe-f-10 | 1 | Demonstrates | while moving | the difference between heavy and light | Health-PE | |
| H1FH-IIIa-1 | 1 | Describes | the characteristics | of a healthful home environment | Health-PE | |
| PE1BM-IIIa-b-8 | 1 | Describes | the difference between free and bound movements | Health-PE | ||
| PE1BM-IIIa-b-8 | 1 | Describes | the difference between heavy and light movements | Health-PE | ||
| PE1BM-IIIa-b-8 | 1 | Describes | the difference between slow and fast movements | Health-PE | ||
| PE1BM-Ia-b-1 | 1 | Describes | through enjoyable physical activities | the different parts of the body | and their movements | Health-PE |
| H1FH-IIIh-i- | 1 | Describes | ways for family members to share household chores | in maintaining a healthful home environment | Health-PE | |
| H1IS-IVh-9 | 1 | Describes | ways people can be intentionally harmful | to one another | Health-PE | |
| H1IS-IVh-9 | 1 | Describes | ways people can be intentionally helpful | to one another | Health-PE | |
| H1IS-IVg-8 | 1 | Describes | what may happen if safety rules are not followed | Health-PE | ||
| PE1PF-IIIa-h-8 | 1 | Differentiates | from cooperating | sharing | Health-PE | |
| H1FH-3IIIc-3 | 1 | Discusses | how to keep water at home clean | Health-PE | ||
| H1FH-IIIb-2 | 1 | Discusses | the effect of clean water | on one’s health | Health-PE | |
| H1IS-IVi-10 | 1 | Distinguishes | between “good” and “bad” touch | Health-PE | ||
| H1N-Ia-b-1 | 1 | Distinguishes | healthy from unhealthy foods | Health-PE | ||
| PE1PF-Ia-h-2 | 1 | Engages in | with coordination; Suggested learning activities: action songs, singing games, simple games, chasing and fleeing games, mimetics | fun and enjoyable physical activities | Health-PE | |
| PE1PF-IIa-h-2 | 1 | Engages in | with coordination | fun and enjoyable physical activities | Health-PE | |
| PE1PF-IIIa-h-6 | 1 | Engages in | fun and enjoyable physical activities | Health-PE | ||
| PE1PF-IVa-h-2 | 1 | Engages in | fun and enjoyable physical activities | Health-PE | ||
| PE1PF-IVa-h-11 | 1 | Enjoys | participating in physical activities | Suggested learning activities: action songs, singing games, simple games, chasing and fleeing games, mimetics | Health-PE | |
| PE1PF-IIIa-h-7 | 1 | Enumerates | the characteristics | of a good team player | Health-PE | |
| PE1BM-IIf-h-7 | 1 | Executes | while moving in different directions at different spatial levels | locomotor skills | Health-PE | |
| H1N-Ie-f-3 | 1 | Exercises | good decision making | in food choices | Health-PE | |
| PE1BM-Ig-h-4 | 1 | Exhibits | transfer of weight | Health-PE | ||
| H1FH-IIIh-i-8 | 1 | Explains | the effect of a home environment | to the health of the people living in it | Health-PE | |
| H1FH-IIIf-g-5 | 1 | Explains | the effect of indoor air | on one’s health | Health-PE | |
| H1IS-IVd-5 | 1 | Follows | at home and in school | rules | Health-PE | |
| H1IS-IVe-6 | 1 | Follows | during fire and other disaster drills | rules | Health-PE | |
| PE1PF-IVa-h-10 | 1 | Follows | simple instructions | Health-PE | ||
| PE1PF-IVa-h-10 | 1 | Follows | simple rules | Health-PE | ||
| H1IS-IVb-2 | 1 | Gives | to appropriate persons | personal information, such as address | Health-PE | |
| H1IS-IVb-2 | 1 | Gives | to appropriate persons | personal information, such as name | Health-PE | |
| H1IS-IVc-3 | 1 | Identifies | appropriate persons to ask for assistance | Health-PE | ||
| PE1BM-IIa-b-5 | 1 | Identifies | locomotor skills | Health-PE | ||
| PE1BM-IVa-b-12 | 1 | Identifies | movement relationships | Health-PE | ||
| H1PH-IIa-b-1 | 1 | Identifies | proper behavior during mealtime | Health-PE | ||
| H1IS-IVa-1 | 1 | Identifies | situations when it is appropriate to ask for assistance from strangers | Health-PE | ||
| H1FH-IIIf-g-6 | 1 | Identifies | sources of indoor air pollution | Health-PE | ||
| PE1PF-IIa-h-3 | 1 | Illustrates | during participation in motor fitness activities | acceptable responses to challenges | Health-PE | |
| PE1PF-IIa-h-3 | 1 | Illustrates | during participation in motor fitness activities | acceptable responses to failures | Health-PE | |
| PE1PF-IIa-h-3 | 1 | Illustrates | during participation in motor fitness activities | acceptable responses to successes | Health-PE | |
| H1IS-IVc-4 | 1 | Knows | how to ask for help | Health-PE | ||
| H1N-Ic-d-2 | 1 | Knows | the consequences of eating unhealthy foods | Health-PE | ||
| H1IS-IVf-7 | 1 | Observes | with stray or strange animals | safety rules | Health-PE | |
| PE1BM-IVf-h-14 | 1 | Performs | using forward-and-back and side-to-side movement patterns | jumping over a stationary object several times in succession | Health-PE | |
| H1N-Ig-j-4 | 1 | Practices | good eating habits | that can help one become healthy | Health-PE | |
| H1PH-IIf-i-4 | 1 | Practices | habits | of keeping the body clean & healthy | Health-PE | |
| H1FH-IIId-e-4 | 1 | Practices | water conservation | Health-PE | ||
| H1FH-IIIf-g-7 | 1 | Practices | ways to keep indoor air clean | Health-PE | ||
| H1IS-IVj-11 | 1 | Practices | ways to protect oneself | against violent or unwanted behaviors of others | Health-PE | |
| H1PH-IIj-5 | 1 | Realizes | the importance of practicing good health habits | Health-PE | ||
| H1PH-IIe-3 | 1 | Realizes | the importance of washing hands | Health-PE | ||
| PE1PF-Ia-h-1 | 1 | Recognizes | the importance of participating | in fun and enjoyable physical activities | Health-PE | |
| PE1BM-Ie-f-3 | 1 | Shows | on one, two, three, four, and five body parts | balance | Health-PE | |
| PE1PF-IVa-h-9 | 1 | Shows | interest | in participating in physical activities | Health-PE | |
| M1NS-IId-28.2 | 1 | Adds | mentally; with regrouping; using appropriate strategies | one-digit numbers | Math | |
| M1NS-IIb-26.2 | 1 | Adds | using the grouping property of addition | three one-digit numbers | Math | |
| M1NS-IIa-26.1 | 1 | Adds | using the order and zero properties of addition | two one-digit numbers | with sums up to 18 | Math |
| M1NS-IIa-28.1a | 1 | Adds | using appropriate mental techniques | two one-digit numbers | e.g. adding doubles and/or near-doubles | Math |
| M1NS-IIb-27.1 | 1 | Adds | horizontally and vertically | two to three one-digit numbers | Math | |
| M1NS-IId-28.1b | 1 | Adds | mentally; using appropriate strategies | two to three one-digit numbers | with sums up to 18 | Math |
| M1NS-IId-28.2 | 1 | Adds | mentally; with regrouping; using appropriate strategies | two-digit numbers | Math | |
| M1GE-IIIe-2 | 1 | Classifies | according to common attributes | 2-dimensional (flat/plane) figures | Math | |
| M1GE-IIIe-2 | 1 | Classifies | according to common attributes | 3-dimensional (solid) figures | Math | |
| M1SP-IVg-2.1 | 1 | Classifies | in tabular form | data | Math | |
| M1SP-IVg-1.1 | 1 | Collects | through simple interview | data on one variable | Math | |
| M1GE-IIIe-2 | 1 | Compares | according to common attributes | 2-dimensional (flat/plane) and 3-dimensional (solid) figures | Math | |
| M1NS-Ij-19.1 | 1 | Compares | bills | up to PhP100; and their notations | Math | |
| M1NS-Ij-19.1 | 1 | Compares | coins | up to PhP100; and their notations | Math | |
| M1NS-Ih-12.1 | 1 | Compares | using relation symbols | numbers | up to 100 | Math |
| M1ME-IVc-19 | 1 | Compares | using comparative words: short, shorter, shortest; long, longer, longest; heavy, heavier, heaviest; light, lighter, lightest | objects | Math | |
| M1NS-Id- 6 | 1 | Compares | using the expressions “less than” “more than” and “as many as” | two sets | Math | |
| M1NS-Ic-4 | 1 | Composes | a given number | e.g. 5.5 and 0, 4 and 1, 3 and 2, 2 and 3, 1 and 4, 0 and 5 | Math | |
| M1AL-IIIh-8 | 1 | Constructs | using addition and subtraction | equivalent number expression | e.g. 6 + 5 = 12 - 1 | Math |
| M1GE-IIIf-4 | 1 | Constructs | using manipulative materials | three dimensional objects | (solid) | Math |
| M1NS-Ie-8.1 | 1 | Counts | 2s, 5s and 10s | through 100 | Math | |
| M1NS-IIIa-37 | 1 | Counts | using concrete objects | groups of equal quantity | up to 50 | Math |
| M1NS-Ib-2.1 | 1 | Counts | by ones and tens | the number of objects | in a given set | Math |
| M1AL-IIIi-9 | 1 | Creates | to compose and decompose using addition | patterns | e.g. 7 = 0 + 7, 1 + 6, 2 + 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 1 | Math |
| M5NS-If-88.2 | 1 | Creates | using appropriate problem solving strategies | problems | involving addition and/or subtraction of fractions; with reasonable answers | Math |
| M1NS-IIe-30.1 | 1 | Creates | situations | involving addition of whole numbers; including money | Math | |
| M1NS-IIj-35.1 | 1 | Creates | situations | involving subtraction of whole number; including money | Math | |
| M1NS-Ic-4 | 1 | Decomposes | a given number | e.g. 5.5 and 0, 4 and 1, 3 and 2, 2 and 3, 1 and 4, 0 and 5 | Math | |
| M1SP-IVj-8.1 | 1 | Describes | using the phrases: “Likely” or “unlikely to happen” | events | in real-life situations; E.g. Tomorrow it will rain. | Math |
| M1GE-IIIe-1 | 1 | Describes | in 2-dimensional (flat/plane) and 3-dimensional (solid) objects | the four basic shapes: circle | Math | |
| M1GE-IIIe-1 | 1 | Describes | in 2-dimensional (flat/plane) and 3-dimensional (solid) objects | the four basic shapes: rectangle | Math | |
| M1GE-IIIe-1 | 1 | Describes | in 2-dimensional (flat/plane) and 3-dimensional (solid) objects | the four basic shapes: square | Math | |
| M1GE-IIIe-1 | 1 | Describes | in 2-dimensional (flat/plane) and 3-dimensional (solid) objects | the four basic shapes: triangle | Math | |
| M1ME-IVa-2 | 1 | Determines | using a calendar | the day | Math | |
| M1AL-IIIg-1 | 1 | Determines | the missing term/s | in a given continuous pattern using one attribute (letters/ numbers/ events); e.g. A,B,C,D,__ 2,3,__,5,6,7 __,Wed, Thu, Fri ABCD__ ,___ | Math | |
| M1AL-IIIg-2 | 1 | Determines | the missing term/s | in a given repeating pattern using one Attribute (letters, numbers, colors, figures, sizes, etc.). e.g. A,B,C,A,B,C,A,__ Hrt,Hrt,Hex,Hex,___,Hrt,Hex,Hex | Math | |
| M1ME-IVa-2 | 1 | Determines | using a calendar | the month | Math | |
| M1NS-IIIc-73 | 1 | Divides | into halves and fourths | a whole | Math | |
| M1NS-IIIc-74.1 | 1 | Divides | into two groups of equal quantities; to show halves | the elements of sets | Math | |
| M1GE-IIIf-3 | 1 | Draws | the four basic shapes | Math | ||
| M1NS-IIId-75 | 1 | Draws | the whole region | given its ½ and/or ¼ | Math | |
| M1NS-IIId-75 | 1 | Draws | the whole set | given its ½ and/or ¼ | Math | |
| M1ME-IVf-22 | 1 | Estimates | using non-standard unit | capacity | Math | |
| M1ME-IVd-20 | 1 | Estimates | using non-standard units of linear measures | length | Math | |
| M1ME-IVe-21 | 1 | Estimates | using non-standard units of mass measure | mass | Math | |
| M1AL-IIIj-10 | 1 | Finds | using a variety of ways; e.g. n + 2 = 5 5 – n = 3 | the missing number | in an addition or subtraction sentence | Math |
| M1NS-Ig-10.1 | 1 | Gives | the place value | of a digit in one- and two-digit numbers | Math | |
| M1NS-Ig-10.1 | 1 | Gives | the value | of a digit in one- and two-digit numbers | Math | |
| M1NS-IIIb-72.1 | 1 | Identifies | ½ and ¼ | of a whole object | Math | |
| M1AL-IIIi-9 | 1 | Identifies | to compose and decompose using addition | patterns | e.g. 7 = 0 + 7, 1 + 6, 2 + 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 1 | Math |
| M1NS-Ii-16.1 | 1 | Identifies | from a given point of reference | the 1st object | up to 10th; in a given set | Math |
| M1NS-Ii-16.1 | 1 | Identifies | from a given point of reference | the 2nd object | up to 10th; in a given set | Math |
| M1NS-Ii-16.1 | 1 | Identifies | from a given point of reference | the 3rd object | up to 10th; in a given set | Math |
| M1GE-IIIe-1 | 1 | Identifies | in 2-dimensional (flat/plane) and 3-dimensional (solid) objects | the four basic shapes: circle | Math | |
| M1GE-IIIe-1 | 1 | Identifies | in 2-dimensional (flat/plane) and 3-dimensional (solid) objects | the four basic shapes: rectangle | Math | |
| M1GE-IIIe-1 | 1 | Identifies | in 2-dimensional (flat/plane) and 3-dimensional (solid) objects | the four basic shapes: square | Math | |
| M1GE-IIIe-1 | 1 | Identifies | in 2-dimensional (flat/plane) and 3-dimensional (solid) objects | the four basic shapes: triangle | Math | |
| M1NS-Ib-3 | 1 | Identifies | the number | that is one more or one less from a given number | Math | |
| M1NS-IIa-23 | 1 | Illustrates | as “putting together or combining or joining sets | addition | Math | |
| M1NS-IIf-24 | 1 | Illustrates | as “taking away” or “comparing” elements of sets | subtraction | Math | |
| M1NS-IIf-25 | 1 | Illustrates | that addition and subtraction are inverse operations | Math | ||
| M1SP-IVh-3.1 | 1 | Infers | eg. finding out from the title what the pictograph is all about, comparing which has the least or greatest | data | presented in a pictograph without scales | Math |
| M1SP-IVh-3.1 | 1 | Interprets | eg. finding out from the title what the pictograph is all about, comparing which has the least or greatest | data | presented in a pictograph without scales | Math |
| M1ME-IVf-22 | 1 | Measures | using non-standard unit | capacity | Math | |
| M1ME-IVd-20 | 1 | Measures | using non-standard units of linear measures | length | Math | |
| M1ME-IVe-21 | 1 | Measures | using non-standard units of mass measure | mass | Math | |
| M1GE-IIIe-1 | 1 | Names | in 2-dimensional (flat/plane) and 3-dimensional (solid) objects | the four basic shapes: circle | Math | |
| M1GE-IIIe-1 | 1 | Names | in 2-dimensional (flat/plane) and 3-dimensional (solid) objects | the four basic shapes: rectangle | Math | |
| M1GE-IIIe-1 | 1 | Names | in 2-dimensional (flat/plane) and 3-dimensional (solid) objects | the four basic shapes: square | Math | |
| M1GE-IIIe-1 | 1 | Names | in 2-dimensional (flat/plane) and 3-dimensional (solid) objects | the four basic shapes: triangle | Math | |
| M1NS-Ih-13.1 | 1 | Orders | in increasing or decreasing order | numbers | up to 100 | Math |
| M1NS-Ie-7 | 1 | Orders | from least to greatest; and vice versa | sets | Math | |
| M1SP-IVg-2.1 | 1 | Organizes | in tabular form | data | Math | |
| M1SP-IVg-2.1 | 1 | Presents | into a pictograph without scales | data | Math | |
| M1NS-If-9.1 | 1 | Reads | in symbols and in words | numbers | up to 100 | Math |
| M1NS-Ii-17.1 | 1 | Reads | ordinal numbers | 1st, 2nd, 3rd up to 10th | Math | |
| M1NS-Ij-19.1 | 1 | Recognizes | bills | up to PhP100; and their notations | Math | |
| M1NS-Ij-19.1 | 1 | Recognizes | coins | up to PhP100; and their notations | Math | |
| M1NS- Id-5 | 1 | Regroups | into sets of tens; using objects | sets of ones | Math | |
| M1NS- Id-5 | 1 | Regroups | into hundreds; using objects | sets of tens | Math | |
| M1NS-Ig-11 | 1 | Renames | into tens and ones | numbers | Math | |
| M1NS-IIIc-73 | 1 | Represents | into halves and fourths | a whole | Math | |
| M1NS-IIi-34.1 | 1 | Represents | with and without regrouping; using appropriate problem solving strategies and tools | non-routine problems | involving subtraction of whole numbers; including money; with minuends up to 99 | Math |
| M1NS-Ia-1.1 | 1 | Represents | using a variety of materials | numbers | from 0 to 100 | Math |
| M1NS-Ih-12.1 | 1 | Represents | using relation symbols | numbers | up to 100 | Math |
| M1NS-Ih-13.1 | 1 | Represents | in increasing or decreasing order | numbers | up to 100 | Math |
| M1NS-IIIa-48 | 1 | Represents | into groups of equal quantity; using concrete objects up to 50; e.g. 10 grouped by 5s | objects | Math | |
| M1NS-IIg-32.2 | 1 | Represents | without regrouping | one- to two-digit numbers | with minuends up to 99 | Math |
| M1NS-IIh-32.4 | 1 | Represents | with regrouping | one- to two-digit numbers | with minuends up to 99 | Math |
| M1NS-IIg-32.1 | 1 | Represents | one-digit numbers | with minuends through 18; (basic facts) | Math | |
| M1NS-IIi-34.1 | 1 | Represents | with and without regrouping; using appropriate problem solving strategies and tools | routine problems | involving subtraction of whole numbers; including money; with minuends up to 99 | Math |
| M1NS-Ie-7 | 1 | Represents | from least to greatest; and vice versa | sets | Math | |
| M1NS-Id- 6 | 1 | Represents | using the expressions “less than” “more than” and “as many as” | two sets | Math | |
| M1NS-IIIa-48 | 1 | Separates | into groups of equal quantity; using concrete objects up to 50; e.g. 10 grouped by 5s | objects | Math | |
| M1NS-IIi-34.1 | 1 | Solves | with and without regrouping; using appropriate problem solving strategies and tools | non-routine problems | involving subtraction of whole numbers; including money; with minuends up to 99 | Math |
| M1SP-IVh-4.1 | 1 | Solves | using data presented in pictograph without scales | non-routine problems | Math | |
| M1NS-IIe-29.1 | 1 | Solves | using appropriate problem solving strategies | one-step non-routine problems | involving addition of whole numbers; including money; with sums up to 99 | Math |
| M1NS-IIe-29.1 | 1 | Solves | using appropriate problem solving strategies | one-step routine problems | involving addition of whole numbers; including money; with sums up to 99 | Math |
| M1ME-IVb-4 | 1 | Solves | problems | involving time (days in a week, months in a year, hour, half-hour, and quarter-hour) | Math | |
| M1NS-IIi-34.1 | 1 | Solves | with and without regrouping; using appropriate problem solving strategies and tools | routine problems | involving subtraction of whole numbers; including money; with minuends up to 99 | Math |
| M1SP-IVh-4.1 | 1 | Solves | using data presented in pictograph without scales | routine problems | Math | |
| M1SP-IVg-2.1 | 1 | Sorts | in tabular form | data | Math | |
| M1NS-IIg-32.2 | 1 | Subtracts | without regrouping | one- to two-digit numbers | with minuends up to 99 | Math |
| M1NS-IIh-32.4 | 1 | Subtracts | with regrouping | one- to two-digit numbers | with minuends up to 99 | Math |
| M1NS-IIg-32.1 | 1 | Subtracts | one-digit numbers | with minuends through 18; (basic facts) | Math | |
| M1NS-IIi-33.1 | 1 | Subtracts | mentally; from two-digit minuends; without regrouping; using appropriate strategies | one-digit numbers | Math | |
| M1ME-IVa-1 | 1 | Tells | in the right order | the days in a week | Math | |
| M1ME-IVa-1 | 1 | Tells | in the right order | the months in a year | Math | |
| M1ME-IVb-3 | 1 | Tells | by hour, half-hour and quarter-hour; using analog clock | time | Math | |
| M1SP-IVi-7.1 | 1 | Tells | whether an event is likely to happen | Math | ||
| M1SP-IVi-7.1 | 1 | Tells | whether an event is unlikely to happen | Math | ||
| M1NS-IIh-32.3 | 1 | Uses | to explain subtraction with regrouping | the expanded form | Math | |
| M1NS-IIIb-72.1 | 1 | Visualizes | ½ and ¼ | of a whole object | Math | |
| M1NS-Ie-8.1 | 1 | Visualizes | 2s, 5s and 10s | through 100 | Math | |
| M1NS-IIIc-73 | 1 | Visualizes | into halves and fourths | a whole | Math | |
| M1NS-IIi-34.1 | 1 | Visualizes | with and without regrouping; using appropriate problem solving strategies and tools | non-routine problems | involving subtraction of whole numbers; including money; with minuends up to 99 | Math |
| M1NS-Ia-1.1 | 1 | Visualizes | using a variety of materials | numbers | from 0 to 100 | Math |
| M1NS-Ih-12.1 | 1 | Visualizes | using relation symbols | numbers | up to 100 | Math |
| M1NS-Ih-13.1 | 1 | Visualizes | in increasing or decreasing order | numbers | up to 100 | Math |
| M1NS-IIIa-48 | 1 | Visualizes | into groups of equal quantity; using concrete objects up to 50; e.g. 10 grouped by 5s | objects | Math | |
| M1NS-IIg-32.2 | 1 | Visualizes | without regrouping | one- to two-digit numbers | with minuends up to 99 | Math |
| M1NS-IIh-32.4 | 1 | Visualizes | with regrouping | one- to two-digit numbers | with minuends up to 99 | Math |
| M1NS-IIg-32.1 | 1 | Visualizes | one-digit numbers | with minuends through 18; (basic facts) | Math | |
| M1NS-IIe-29.1 | 1 | Visualizes | using appropriate problem solving strategies | one-step non-routine problems | involving addition of whole numbers; including money; with sums up to 99 | Math |
| M1NS-IIe-29.1 | 1 | Visualizes | using appropriate problem solving strategies | one-step routine problems | involving addition of whole numbers; including money; with sums up to 99 | Math |
| M1NS-IIi-34.1 | 1 | Visualizes | with and without regrouping; using appropriate problem solving strategies and tools | routine problems | involving subtraction of whole numbers; including money; with minuends up to 99 | Math |
| M1NS-Ie-7 | 1 | Visualizes | from least to greatest; and vice versa | sets | Math | |
| M1NS-IIIc-74.1 | 1 | Visualizes | into two groups of equal quantities; to show halves | the elements of sets | Math | |
| M1AL-IIIj-10 | 1 | Visualizes | using a variety of ways; e.g. n + 2 = 5 5 – n = 3 | the missing number | in an addition or subtraction sentence | Math |
| M1NS-Ig-10.1 | 1 | Visualizes | the place value | of a digit in one- and two-digit numbers | Math | |
| M1NS-Ig-10.1 | 1 | Visualizes | the value | of a digit in one- and two-digit numbers | Math | |
| M1NS-IIId-75 | 1 | Visualizes | the whole region | given its ½ and/or ¼ | Math | |
| M1NS-IIId-75 | 1 | Visualizes | the whole set | given its ½ and/or ¼ | Math | |
| M1NS-IIb-26.2 | 1 | Visualizes | using the grouping property of addition | three one-digit numbers | Math | |
| M1NS-IIa-26.1 | 1 | Visualizes | using the order and zero properties of addition | two one-digit numbers | with sums up to 18 | Math |
| M1NS-Id- 6 | 1 | Visualizes | using the expressions “less than” “more than” and “as many as” | two sets | Math | |
| M1NS-IIb-27.1 | 1 | Visualizes | horizontally and vertically | two to three one-digit numbers | Math | |
| M1NS-IIIa-37 | 1 | Writes | an equivalent expression | e.g. 2 groups of 7 | Math | |
| M1NS-If-9.1 | 1 | Writes | in symbols and in words | numbers | up to 101 | Math |
| M1NS-Ii-17.1 | 1 | Writes | ordinal numbers | 1st, 2nd, 3rd up to 10th | Math | |
| M1ME-IVb-3 | 1 | Writes | by hour, half-hour and quarter-hour; using analog clock | time | Math | |
| MT1PAh-i-6.1 | 1 | Adds | in simple words; to make new words | individual sounds | MTongue | |
| MT1PA-Ih-i-6.1 | 1 | Adds | in simple words; to make new words | individual sounds | MTongue | |
| MT1PWR-Ic-i-5.1 | 1 | Blends | to form syllables and words | specific letters | MTongue | |
| MT1PWR-Ic-j-5.1 | 1 | Blends | to form syllables and words | specific letters | MTongue | |
| MT1PWR-IIa-i-5.1 | 1 | Blends | to form syllables and words | specific letters | MTongue | |
| MT1ATR-Ia-i-2.1 | 1 | Browses | books | read to them | MTongue | |
| MT1ATR-Ia-j-2.1 | 1 | Browses | books | read to them | MTongue | |
| MT1ATR-IIa-i-2.1 | 1 | Browses | books | read to them | MTongue | |
| MT1GA-Ii-j-3.1 | 1 | Classifies | into persons, places, animals, and things, etc. | naming words | MTongue | |
| MT1OL-Id-e-2.1 | 1 | Communicates | orally | basic needs | MTongue | |
| MT1LC-IIh-i-7.1 | 1 | Discusses | specific events | in a story read | MTongue | |
| MT1LC-IIh-i-7.1 | 1 | Dramatizes | specific events | in a story read | MTongue | |
| MT1C-Ig-i-1.2 | 1 | Expresses | through words or phrases; using both invented and conventional spelling | ideas | MTongue | |
| MT1C-Ig-j-1.2 | 1 | Expresses | through words or phrases; using both invented and conventional spelling | ideas | MTongue | |
| MT1C-IIa-i-1.2 | 1 | Expresses | through words or phrases; using both invented and conventional spelling | ideas | MTongue | |
| MT1C-IIIa-e-1.3 | 1 | Expresses | through phrases, sentences or longer texts; using both invented and conventional spelling | ideas | MTongue | |
| MT1C-IVa-i-1.3 | 1 | Expresses | through phrases, sentences or longer texts; using both invented and conventional spelling | ideas | MTongue | |
| MT1C-Ib-f-1.1 | 1 | Expresses | through a variety of symbols (e.g. drawings and invented spelling) | ideas | MTongue | |
| MT1SS-IIId-f-6.1 | 1 | Follows | 2-3 step written directions | MTongue | ||
| MT1SS-Ic-f-1.1 | 1 | Follows | simple one to three-step oral directions | MTongue | ||
| MT1BPK-Id-f-2.1 | 1 | Follows | from left to right, top to bottom and page by page | words | MTongue | |
| MT1SS-IIf-i-4.1 | 1 | Gets | from simple environmental prints | information | MTongue | |
| MT1SS-IVa-e-4.2 | 1 | Gets | from a simple bar graph | information | MTongue | |
| MT1SS-IVf-i-4.3 | 1 | Gets | from a table of contents | information | such as the title of a selection and/or pages | MTongue |
| MT1VCD-Ib-i-2.1 | 1 | Gives | through: actions or gestures | meanings of words | MTongue | |
| MT1VCD-Ib-i-2.1 | 1 | Gives | through: picture clues | meanings of words | MTongue | |
| MT1VCD-Ib-i-2.1 | 1 | Gives | through: realia | meanings of words | MTongue | |
| MT1VCD-IIa-i-2.1 | 1 | Gives | through: actions or gestures | meanings of words | MTongue | |
| MT1VCD-IIa-i-2.1 | 1 | Gives | through: context clues | meanings of words | MTongue | |
| MT1VCD-IIa-i-2.1 | 1 | Gives | through: picture clues | meanings of words | MTongue | |
| MT1VCD-IIa-i-2.1 | 1 | Gives | through: realia | meanings of words | MTongue | |
| MT1VCD-IIIa-i-2.1.1 | 1 | Gives | through: context clues | meanings of words | MTongue | |
| MT1VCD-IIIa-i-2.1.1 | 1 | Gives | through: picture clues | meanings of words | MTongue | |
| MT1VCD-IVa-i-2.1.1 | 1 | Gives | through: context clues | meanings of words | MTongue | |
| MT1VCD-IVa-i-2.1.1 | 1 | Gives | through: picture clues | meanings of words | MTongue | |
| MT1LC-IIIf-9.1 | 1 | Gives | one’s reaction | to an event or issues listened to | MTongue | |
| MT1LC-IVf-9.1 | 1 | Gives | one’s reaction | to an event or issues listened to | MTongue | |
| MT1RC-IIe-f-7.1 | 1 | Gives | one’s reaction | to an event or issues listened to | MTongue | |
| MT1RC-IIIi-i-7.1 | 1 | Gives | one’s reaction | to an event or issues listened to | MTongue | |
| MT1RC-IVe-f-7.1 | 1 | Gives | one’s reaction | to an event or issues listened to | MTongue | |
| MT1GA-IVh-i-4.1 | 1 | Gives | the antonyms | of describing words | MTongue | |
| MT1PWR-Ib-i-1.2 | 1 | Gives | the beginning letter | of the name of each picture | MTongue | |
| MT1PWR-Ib-j-1.2 | 1 | Gives | the beginning letter | of the name of each picture | MTongue | |
| MT1PWR-IIa-i-1.2 | 1 | Gives | the beginning letter | of the name of each picture | MTongue | |
| MT1PWR-Ib-i-1.2 | 1 | Gives | the beginning sound | of the name of each picture | MTongue | |
| MT1PWR-Ib-j-1.2 | 1 | Gives | the beginning sound | of the name of each picture | MTongue | |
| MT1PWR-IIa-i-1.2 | 1 | Gives | the beginning sound | of the name of each picture | MTongue | |
| MT1LC-Ic-d-2.1 | 1 | Gives | the correct sequence of three events | in a story listened to | MTongue | |
| MT1LC-IIa-b-2.1 | 1 | Gives | the correct sequence of three events | in a story listened to | MTongue | |
| MT1RC-IIIb-c-2.1 | 1 | Gives | the correct sequence of three events | in a story read | MTongue | |
| MT1VCD-IVa-i-3.1 | 1 | Gives | the meaning of compound words | in sentences | MTongue | |
| MT1PWR-Ib-i-1.1 | 1 | Gives | the name | of each letter | MTongue | |
| MT1PWR-Ib-j-1.1 | 1 | Gives | the name | of each letter | MTongue | |
| MT1PWR-IIa-i-1.1 | 1 | Gives | the name | of each letter | MTongue | |
| MT1PWR-Ib-i-1.1 | 1 | Gives | the sound | of each letter | MTongue | |
| MT1PWR-Ib-j-1.1 | 1 | Gives | the sound | of each letter | MTongue | |
| MT1PWR-IIa-i-1.1 | 1 | Gives | the sound | of each letter | MTongue | |
| MT1GA-IVh-i-4.1 | 1 | Gives | the synonyms | of describing words | MTongue | |
| MT1GA-III-i-2.2.1 | 1 | Identifies | action words | in oral and written exercises | MTongue | |
| MT1VCD-IIIa-i-3.1 | 1 | Identifies | when applicable; correctly | antonyms | MTongue | |
| MT1VCD-IVa-i-3.2 | 1 | Identifies | when applicable; correctly | antonyms | MTongue | |
| MT1LC-IIc-d-4.2 | 1 | Identifies | cause | of events in a story listened to | MTongue | |
| MT1RC-IVg-h-4.2 | 1 | Identifies | cause | in a text read | MTongue | |
| MT1VCD-IVa-i-3.1 | 1 | Identifies | compound words | in sentences | MTongue | |
| MT1GA-IVa-d-2.4 | 1 | Identifies | in sentences | describing words | that refer to color, size, shape, texture, temperature and feelings | MTongue |
| MT1LC-IIc-d-4.2 | 1 | Identifies | effect | of events in a story listened to | MTongue | |
| MT1RC-IVg-h-4.2 | 1 | Identifies | effect | in a text read | MTongue | |
| MT1VCD-IIIa-i-3.1 | 1 | Identifies | when applicable; correctly | homonyms | MTongue | |
| MT1VCD-IVa-i-3.2 | 1 | Identifies | when applicable; correctly | homonyms | MTongue | |
| MT1PWR-Ib-i-2.1 | 1 | Identifies | lower case letters | MTongue | ||
| MT1PWR-IIa-i-2.1 | 1 | Identifies | lower case letters | MTongue | ||
| MT1GA-Ie-f-2.1 | 1 | Identifies | naming words: common and proper | (persons, places, things, animals) | MTongue | |
| MT1GA-Ie-f-2.1 | 1 | Identifies | naming words: noun markers | (persons, places, things, animals) | MTongue | |
| MT1GA-IIi-i-2.2.1 | 1 | Identifies | pronouns | with contractions | MTongue | |
| MT1GA-IIa-d-2.2 | 1 | Identifies | pronouns: personal | MTongue | ||
| MT1GA-IIa-d-2.2 | 1 | Identifies | pronouns: possessive | MTongue | ||
| MT1PA-Ib-i-1.1 | 1 | Identifies | in nursery rhymes, songs, jingles, poems, and chants | rhyming words | MTongue | |
| MT1PA-Ib-j-1.1 | 1 | Identifies | in nursery rhymes, songs, jingles, poems, and chants | rhyming words | MTongue | |
| MT1VCD-IIIa-i-3.1 | 1 | Identifies | when applicable; correctly | synonyms | MTongue | |
| MT1VCD-IVa-i-3.2 | 1 | Identifies | when applicable; correctly | synonyms | MTongue | |
| MT1LC-IIf-g-4.3 | 1 | Identifies | the problem | in the story read | MTongue | |
| MT1LC-IVg-4.3 | 1 | Identifies | the problem | in the story read | MTongue | |
| MT1RC-IVi-i-4.3 | 1 | Identifies | the problem | in the texts read | MTongue | |
| MT1LC-IIf-g-4.3 | 1 | Identifies | the solution | in the story read | MTongue | |
| MT1LC-IVg-4.3 | 1 | Identifies | the solution | in the story read | MTongue | |
| MT1RC-IVi-i-4.3 | 1 | Identifies | the solution | in the texts read | MTongue | |
| MT1LC-Ig-4.1 | 1 | Identifies | the speaker | in the story or poem listened to | MTongue | |
| MT1RC-IIIe-4.1 | 1 | Identifies | the speaker | in the story or poem listened to | MTongue | |
| MT1GA-IIIc-e-2.3.1 | 1 | Identifies | the tense of the action word | in the sentence | MTongue | |
| MT1PWR-Ib-i-2.1 | 1 | Identifies | upper case letters | MTongue | ||
| MT1PWR-IIa-i-2.1 | 1 | Identifies | upper case letters | MTongue | ||
| MT1VCD-IIIa-i-3.1 | 1 | Identifies | correctly | words | with multiple meanings | MTongue |
| MT1VCD-IVa-i-3.2 | 1 | Identifies | correctly | words | with multiple meanings | MTongue |
| MT1LC-IIh-i-7.1 | 1 | Illustrates | specific events | in a story read | MTongue | |
| MT1LC-IIIe-3.2 | 1 | Infers | from an informational text | important details | MTongue | |
| MT1RC-IVd-3.2 | 1 | Infers | from an informational text | important details | MTongue | |
| MT1LC-IVe-3.2 | 1 | Infers | from an informational text | important details | MTongue | |
| MT1LC-Ie-f-3.1 | 1 | Infers | the character feelings | in a story listened to | MTongue | |
| MT1RC-IIId-3.1 | 1 | Infers | the character feelings | in a story read | MTongue | |
| MT1LC-Ie-f-3.1 | 1 | Infers | the character traits | in a story listened to | MTongue | |
| MT1RC-IIId-3.1 | 1 | Infers | the character traits | in a story read | MTongue | |
| MT1SS-IIa-e-3.1 | 1 | Interprets | a map | of the classroom/school | MTongue | |
| MT1SS-IIIa-c-5.1 | 1 | Interprets | a pictograph | MTongue | ||
| MT1PA-Ie-i-5.1 | 1 | Isolates | the beginning sounds | of given words | MTongue | |
| MT1PA-Ie-j-5.1 | 1 | Isolates | the beginning sounds | of given words | MTongue | |
| MT1PA-Ie-i-5.1 | 1 | Isolates | the ending sounds | of given words | MTongue | |
| MT1PA-Ie-j-5.1 | 1 | Isolates | the ending sounds | of given words | MTongue | |
| MT1ATR-Ib-i-1.1 | 1 | Listens | attentively; during story reading | MTongue | ||
| MT1ATRII-a-i-1.1 | 1 | Listens | attentively; during story reading | MTongue | ||
| MT1ATR-IIa-i-1.1 | 1 | Listens | attentively; during story reading | MTongue | ||
| MT1OL-Ie-i-5.1 | 1 | Listens | in oral conversation | to others | MTongue | |
| MT1OL-Ie-j-5.1 | 1 | Listens | in oral conversation | to others | MTongue | |
| MT1OL-IIa-i-5.1 | 1 | Listens | in oral conversation | to others | MTongue | |
| MT1OL-IIIe-i-5.1 | 1 | Listens | in oral conversation | to others | MTongue | |
| MT1OL-III-e-i5.1 | 1 | Listens | in oral conversation | to others | MTongue | |
| MT1OL-IVe-i-5.1 | 1 | Listens | in oral conversation | to others | MTongue | |
| MT1PWR-Ib-i-4.1 | 1 | Matches | with pictures and objects | words | MTongue | |
| MT1PWR-Ib-j-4.1 | 1 | Matches | with pictures and objects | words | MTongue | |
| MT1PWR-IIa-i-4.1 | 1 | Matches | with pictures and objects | words | MTongue | |
| MT1LC-IIIa-b-1.2 | 1 | Notes | important details | in grade level literary and informational texts listened to | MTongue | |
| MT1RC-IVa-1.2 | 1 | Notes | important details | n grade level literary and informational texts read | MTongue | |
| MT1LC-IVa-b-1.2 | 1 | Notes | important details | in grade level literary and informational texts listened to | MTongue | |
| MT1LC-Ib-1.1 | 1 | Notes | important details: character | in grade level narrative texts listened to | MTongue | |
| MT1LC-IIa-1.1 | 1 | Notes | important details: character | in grade level narrative texts listened to | MTongue | |
| MT1RC-IIIa-1.1 | 1 | Notes | important details: character | in grade level narrative texts read | MTongue | |
| MT1LC-Ib-1.1 | 1 | Notes | important details: events | in grade level narrative texts listened to | MTongue | |
| MT1LC-IIa-1.1 | 1 | Notes | important details: events | in grade level narrative texts listened to | MTongue | |
| MT1RC-IIIa-1.1 | 1 | Notes | important details: events | in grade level narrative texts read | MTongue | |
| MT1LC-Ib-1.1 | 1 | Notes | important details: setting | in grade level narrative texts listened to | MTongue | |
| MT1LC-IIa-1.1 | 1 | Notes | important details: setting | in grade level narrative texts listened to | MTongue | |
| MT1RC-IIIa-1.1 | 1 | Notes | important details: setting | in grade level narrative texts read | MTongue | |
| MT1PWR-IIIf-i-8.1 | 1 | Observes | when copying/writing words, phrases, sentences and short paragraphs | proper mechanics: capitalization | MTongue | |
| MT1PWR-IVa-8.1 | 1 | Observes | when copying/writing words, phrases, sentences and short paragraphs | proper mechanics: capitalization | MTongue | |
| MT1PWR-IVa-i-8.1 | 1 | Observes | when copying/writing words, phrases, sentences and short paragraphs | proper mechanics: capitalization | MTongue | |
| MT1PWR-IIIf-i-8.1 | 1 | Observes | when copying/writing words, phrases, sentences and short paragraphs | proper mechanics: format | MTongue | |
| MT1PWR-IVa-8.1 | 1 | Observes | when copying/writing words, phrases, sentences and short paragraphs | proper mechanics: format | MTongue | |
| MT1PWR-IVa-i-8.1 | 1 | Observes | when copying/writing words, phrases, sentences and short paragraphs | proper mechanics: format | MTongue | |
| MT1PWR-IIIf-i-8.1 | 1 | Observes | when copying/writing words, phrases, sentences and short paragraphs | proper mechanics: indentions | MTongue | |
| MT1PWR-IVa-8.1 | 1 | Observes | when copying/writing words, phrases, sentences and short paragraphs | proper mechanics: indentions | MTongue | |
| MT1PWR-IVa-i-8.1 | 1 | Observes | when copying/writing words, phrases, sentences and short paragraphs | proper mechanics: indentions | MTongue | |
| MT1PWR-IIIf-i-8.1 | 1 | Observes | when copying/writing words, phrases, sentences and short paragraphs | proper mechanics: proper spacing between words | MTongue | |
| MT1PWR-IVa-8.1 | 1 | Observes | when copying/writing words, phrases, sentences and short paragraphs | proper mechanics: proper spacing between words | MTongue | |
| MT1PWR-IVa-i-8.1 | 1 | Observes | when copying/writing words, phrases, sentences and short paragraphs | proper mechanics: proper spacing between words | MTongue | |
| MT1PWR-IIIf-i-8.1 | 1 | Observes | when copying/writing words, phrases, sentences and short paragraphs | proper mechanics: punctuation marks | MTongue | |
| MT1PWR-IVa-8.1 | 1 | Observes | when copying/writing words, phrases, sentences and short paragraphs | proper mechanics: punctuation marks | MTongue | |
| MT1PWR-IVa-i-8.1 | 1 | Observes | when copying/writing words, phrases, sentences and short paragraphs | proper mechanics: punctuation marks | MTongue | |
| MT1OL-Ie-i-5.1 | 1 | Participates | actively; by making comments and asking questions | during story reading | MTongue | |
| MT1OL-IIa-i-6.1 | 1 | Participates | actively; by making comments and asking questions | during story reading | MTongue | |
| MT1OL-IIIh-i-6.1 | 1 | Participates | actively; by making comments and asking questions | during story reading | MTongue | |
| MT1OL-IVh-i-6.1 | 1 | Participates | actively; by making comments and asking questions | during story reading | MTongue | |
| MT1OL-IIIa-i-6.2 | 1 | Participates | actively | in class discussions | on familiar topics | MTongue |
| MT1OL-IVa-i-6.2 | 1 | Participates | actively | in class discussions | on familiar topics | MTongue |
| MT1LC-Ih-i-5.1 | 1 | Predicts | possible ending | of a story listened to | MTongue | |
| MT1LC-IIe-5.1 | 1 | Predicts | possible ending | of a story listened to | MTongue | |
| MT1RC-IIIg-h-6.1 | 1 | Predicts | possible ending | of a story read | MTongue | |
| MT1ATR-Ib-i-1.1 | 1 | Reacts | positively; during story reading | MTongue | ||
| MT1ATRII-a-i-1.1 | 1 | Reacts | positively; during story reading | MTongue | ||
| MT1ATR-IIa-i-1.1 | 1 | Reacts | positively; during story reading | MTongue | ||
| MT1F-IIIa-IVi-1.3 | 1 | Reads | with proper expression | grade 1 level paragraph | MTongue | |
| MT1FIc-IVa-i-1.1 | 1 | Reads | with appropriate speed and accuracy | grade 1 level phrases | MTongue | |
| MT1F-Ic-IVa-i-1.1 | 1 | Reads | with appropriate speed and accuracy | grade 1 level phrases | MTongue | |
| MT1F-IIa-i-1.2 | 1 | Reads | with appropriate speed, accuracy and proper expression | grade 1 level phrases | MTongue | |
| MT1F-IIIa-IVi-1.3 | 1 | Reads | with proper expression | grade 1 level phrases | MTongue | |
| MT1F-III-IVa-i-1.3 | 1 | Reads | with proper expression | grade 1 level phrases | MTongue | |
| MT1F-III-IVa-j-1.3 | 1 | Reads | with proper expression | grade 1 level phrases | MTongue | |
| MT1FIc-IVa-i-1.1 | 1 | Reads | with appropriate speed and accuracy | grade 1 level sentences | MTongue | |
| MT1F-Ic-IVa-i-1.1 | 1 | Reads | with appropriate speed and accuracy | grade 1 level sentences | MTongue | |
| MT1F-IIa-i-1.2 | 1 | Reads | with appropriate speed, accuracy and proper expression | grade 1 level sentences | MTongue | |
| MT1F-IIIa-IVi-1.3 | 1 | Reads | with proper expression | grade 1 level sentences | MTongue | |
| MT1F-III-IVa-i-1.3 | 1 | Reads | with proper expression | grade 1 level sentences | MTongue | |
| MT1F-III-IVa-j-1.3 | 1 | Reads | with proper expression | grade 1 level sentences | MTongue | |
| MT1F-IIIa-IVi-1.3 | 1 | Reads | with proper expression | grade 1 level short paragraph | MTongue | |
| MT1F-III-IVa-i-1.3 | 1 | Reads | with proper expression | grade 1 level short paragraph | MTongue | |
| MT1F-III-IVa-j-1.3 | 1 | Reads | with proper expression | grade 1 level short paragraph | MTongue | |
| MT1F-IIIa-IVi-1.3 | 1 | Reads | with proper expression | grade 1 level short story | MTongue | |
| MT1F-III-IVa-i-1.3 | 1 | Reads | with proper expression | grade 1 level short story | MTongue | |
| MT1F-III-IVa-j-1.3 | 1 | Reads | with proper expression | grade 1 level short story | MTongue | |
| MT1F-IIIa-IVi-1.3 | 1 | Reads | with proper expression | grade 1 level story | MTongue | |
| MT1F-IIIa-IVi-1.4 | 1 | Reads | with an accuracy rate of 95-100% | grade 1 level texts | MTongue | |
| MT1F-III-IVa-i-1.4 | 1 | Reads | with an accuracy rate of 95-100% | grade 1 level texts | MTongue | |
| MT1FIc-IVa-i-1.1 | 1 | Reads | with appropriate speed and accuracy | grade 1 level words | MTongue | |
| MT1F-Ic-IVa-i-1.1 | 1 | Reads | with appropriate speed and accuracy | grade 1 level words | MTongue | |
| MT1F-IIa-i-1.2 | 1 | Reads | with appropriate speed, accuracy and proper expression | grade 1 level words | MTongue | |
| MT1F-IIIa-IVi-1.3 | 1 | Reads | with proper expression | grade 1 level words | MTongue | |
| MT1F-III-IVa-i-1.3 | 1 | Reads | with proper expression | grade 1 level words | MTongue | |
| MT1F-III-IVa-j-1.3 | 1 | Reads | with proper expression | grade 1 level words | MTongue | |
| MT1SS-IIIg-i-7.1 | 1 | Reads | labels | in an illustration | MTongue | |
| MT1PWR-IIIf-i-7.2 | 1 | Reads | phrases | MTongue | ||
| MT1PWR-IVa-i-7.2.1 | 1 | Reads | phrases | MTongue | ||
| MT1PWR-IIIf-i-7.2 | 1 | Reads | sentences | MTongue | ||
| MT1PWR-IVa-i-7.2.1 | 1 | Reads | sentences | MTongue | ||
| MT1PWR-IIIf-i-7.2 | 1 | Reads | short stories | MTongue | ||
| MT1PWR-IVa-i-7.2.1 | 1 | Reads | short stories | MTongue | ||
| MT1PWR-IIIa-i-7.1 | 1 | Reads | sight words | MTongue | ||
| MT1PWR-IVa-i-7.1 | 1 | Reads | sight words | MTongue | ||
| MT1PWR-IIIf-i-7.2 | 1 | Reads | words | MTongue | ||
| MT1OL-Ic-d-4.2 | 1 | Recites | individually; with ease and confidence | chants | MTongue | |
| MT1OL-IIc-d-4.2 | 1 | Recites | individually; with ease and confidence | chants | MTongue | |
| MT1OL-IIIc-d-4.2 | 1 | Recites | individually; with ease and confidence | chants | MTongue | |
| MT1OL-IVc-d-4.2 | 1 | Recites | individually; with ease and confidence | chants | MTongue | |
| MT1OL-b-i-4.1 | 1 | Recites | in groups | familiar rhymes | MTongue | |
| MT1O-lb-i-4.1 | 1 | Recites | in groups | familiar rhymes | MTongue | |
| MT1OL-b-i-4.1 | 1 | Recites | in groups | familiar songs | MTongue | |
| MT1O-lb-i-4.1 | 1 | Recites | in groups | familiar songs | MTongue | |
| MT1OL-Ic-d-4.2 | 1 | Recites | individually; with ease and confidence | poems | MTongue | |
| MT1OL-IIc-d-4.2 | 1 | Recites | individually; with ease and confidence | poems | MTongue | |
| MT1OL-IIIc-d-4.2 | 1 | Recites | individually; with ease and confidence | poems | MTongue | |
| MT1OL-IVc-d-4.2 | 1 | Recites | individually; with ease and confidence | poems | MTongue | |
| MT1OL-Ic-d-4.2 | 1 | Recites | individually; with ease and confidence | riddles | MTongue | |
| MT1OL-IIc-d-4.2 | 1 | Recites | individually; with ease and confidence | riddles | MTongue | |
| MT1OL-IIIc-d-4.2 | 1 | Recites | individually; with ease and confidence | riddles | MTongue | |
| MT1OL-IVc-d-4.2 | 1 | Recites | individually; with ease and confidence | riddles | MTongue | |
| MT1OL-Ic-d-4.2 | 1 | Recites | individually; with ease and confidence | songs | MTongue | |
| MT1OL-IIc-d-4.2 | 1 | Recites | individually; with ease and confidence | songs | MTongue | |
| MT1OL-IIIc-d-4.2 | 1 | Recites | individually; with ease and confidence | songs | MTongue | |
| MT1OL-IVc-d-4.2 | 1 | Recites | individually; with ease and confidence | songs | MTongue | |
| MT1BPK-Ig-i-3.1 | 1 | Recognizes | that spoken words are represented in written language by specific sequences of letters | MTongue | ||
| MT1BPK-Ig-j-3.1 | 1 | Recognizes | that spoken words are represented in written language by specific sequences of letters | MTongue | ||
| MT1RC-IVd-5.2 | 1 | Relates | to one’s experience | events | MTongue | |
| MT1LC-Ih-i-6.1 | 1 | Relates | to one’s experience | story events | MTongue | |
| MT1RC-IIIf-5.1 | 1 | Relates | to one’s experience | story events | MTongue | |
| MT1ATR-Ib-i-3.1 | 1 | Requests | more stories to be read to them | MTongue | ||
| MT1ATR-IIa-i-3.1 | 1 | Requests | more stories to be read to them | MTongue | ||
| MT1LC-IIIh-i-10.1 | 1 | Responds | through discussions, illustrations, songs, dramatization and art listened to | to an informational text | MTongue | |
| MT1OL-Ie-i-5.1 | 1 | Responds | in oral conversation | to others | MTongue | |
| MT1OL-Ie-j-5.1 | 1 | Responds | in oral conversation | to others | MTongue | |
| MT1OL-IIa-i-5.1 | 1 | Responds | in oral conversation | to others | MTongue | |
| MT1OL-IIIe-i-5.1 | 1 | Responds | in oral conversation | to others | MTongue | |
| MT1OL-III-e-i5.1 | 1 | Responds | in oral conversation | to others | MTongue | |
| MT1OL-IVe-i-5.1 | 1 | Responds | in oral conversation | to others | MTongue | |
| MT1OL-II-j-8.1 | 1 | Responds | through dramatization | to text: fables | MTongue | |
| MT1OL-II-j-8.1 | 1 | Responds | through dramatization | to text: legends | MTongue | |
| MT1OL-II-j-8.1 | 1 | Responds | through dramatization | to text: poems | MTongue | |
| MT1LC-IIh-i-8.1 | 1 | Retells | a story read | MTongue | ||
| MT1OL-IIIa-i-9.1 | 1 | Retells | fables | MTongue | ||
| MT1OL-IVa-i-9.1 | 1 | Retells | fables | MTongue | ||
| MT1LC-IIIh-i-8.2 | 1 | Retells | information texts | appropriate to the grade level; listened to | MTongue | |
| MT1OL-IIIa-i-9.1 | 1 | Retells | jokes | MTongue | ||
| MT1OL-IVa-i-9.1 | 1 | Retells | jokes | MTongue | ||
| MT1OL-IIIa-i-9.1 | 1 | Retells | legends | MTongue | ||
| MT1OL-IVa-i-9.1 | 1 | Retells | legends | MTongue | ||
| MT1LC-IIIh-i-8.2 | 1 | Retells | literary texts | appropriate to the grade level; listened to | MTongue | |
| MT1PA-Ic-i-4.1 | 1 | Says | when two or more sounds are put together | the new spoken word | MTongue | |
| MT1PA-Ic-j-4.1 | 1 | Says | when two or more sounds are put together | the new spoken word | MTongue | |
| MT1PA-Id-i-4.2 | 1 | Says | when two or more sounds are put together | the new spoken word | MTongue | |
| MT1PA-Id-i-3.1 | 1 | Segments | orally; into its syllabic parts | a two-three syllable word | MTongue | |
| MTPA-Id-i-3.1 | 1 | Segments | orally; into its syllabic parts | a two-three syllable word | MTongue | |
| MT1PA-ld-i-3.1 | 1 | Segments | orally; into its syllabic parts | a two-three syllable word | MTongue | |
| MT1LC-IIIc-d-9.1 | 1 | Sequences | when appropriate | events | in an informational text | MTongue |
| MT1RC-IVb-c-8.1 | 1 | Sequences | events | in an informational text read | MTongue | |
| MT1LC-IVc-d-9.1 | 1 | Sequences | when appropriate | events | in an informational text | MTongue |
| MT1ATR-IIIa-i-4.1 | 1 | Shows | by browsing/reading available print materials | interest | in texts | MTongue |
| MT1ATR-IIIa-j-4.1 | 1 | Shows | by browsing/reading available print materials | interest | in texts | MTongue |
| MT1ATR-IIIa-j4.1 | 1 | Shows | by browsing/reading available print materials | interest | in texts | MTongue |
| MT1ATR-IVa-i-4.1 | 1 | Shows | by browsing/reading available print materials | interest | in texts | MTongue |
| MT1ATR-IVa-j-4.1 | 1 | Shows | by browsing/reading available print materials | interest | in texts | MTongue |
| MT1OL-Ic-d-4.2 | 1 | Sings | individually; with ease and confidence | chants | MTongue | |
| MT1OL-IIc-d-4.2 | 1 | Sings | individually; with ease and confidence | chants | MTongue | |
| MT1OL-IIIc-d-4.2 | 1 | Sings | individually; with ease and confidence | chants | MTongue | |
| MT1OL-IVc-d-4.2 | 1 | Sings | individually; with ease and confidence | chants | MTongue | |
| MT1OL-b-i-4.1 | 1 | Sings | in groups | familiar rhymes | MTongue | |
| MT1O-lb-i-4.1 | 1 | Sings | in groups | familiar rhymes | MTongue | |
| MT1OL-b-i-4.1 | 1 | Sings | in groups | familiar songs | MTongue | |
| MT1O-lb-i-4.1 | 1 | Sings | in groups | familiar songs | MTongue | |
| MT1OL-Ic-d-4.2 | 1 | Sings | individually; with ease and confidence | poems | MTongue | |
| MT1OL-IIc-d-4.2 | 1 | Sings | individually; with ease and confidence | poems | MTongue | |
| MT1OL-IIIc-d-4.2 | 1 | Sings | individually; with ease and confidence | poems | MTongue | |
| MT1OL-IVc-d-4.2 | 1 | Sings | individually; with ease and confidence | poems | MTongue | |
| MT1OL-Ic-d-4.2 | 1 | Sings | individually; with ease and confidence | riddles | MTongue | |
| MT1OL-IIc-d-4.2 | 1 | Sings | individually; with ease and confidence | riddles | MTongue | |
| MT1OL-IIIc-d-4.2 | 1 | Sings | individually; with ease and confidence | riddles | MTongue | |
| MT1OL-IVc-d-4.2 | 1 | Sings | individually; with ease and confidence | riddles | MTongue | |
| MT1OL-Ic-d-4.2 | 1 | Sings | individually; with ease and confidence | songs | MTongue | |
| MT1OL-IIc-d-4.2 | 1 | Sings | individually; with ease and confidence | songs | MTongue | |
| MT1OL-IIIc-d-4.2 | 1 | Sings | individually; with ease and confidence | songs | MTongue | |
| MT1OL-IVc-d-4.2 | 1 | Sings | individually; with ease and confidence | songs | MTongue | |
| MT1PWR-Ie-i-6.1 | 1 | Spells | correctly | grade one level words | consisting of letters already learned | MTongue |
| MT1PWR-IIf-i-6.1 | 1 | Spells | correctly | grade one level words | consisting of letters already learned | MTongue |
| MT1PWR-IIIa-i-6.2 | 1 | Spells | grade one level words | consisting of letters already learned | MTongue | |
| MT1PWR-IVa-i-6.2 | 1 | Spells | correctly | grade one level words | consisting of letters already learned | MTongue |
| MT1PAh-i-6.1 | 1 | Substitutes | in simple words; to make new words | individual sounds | MTongue | |
| MT1PA-Ih-i-6.1 | 1 | Substitutes | in simple words; to make new words | individual sounds | MTongue | |
| MT1OL-IIa-i-7.1 | 1 | Supplies | to complete a rhyme, poem and song | rhyming words | MTongue | |
| MT1OL-IIa-i7.1 | 1 | Supplies | to complete a rhyme, poem and song | rhyming words | MTongue | |
| MT1OL-IIIa-i-1.3 | 1 | Talks | using descriptive words | about family | MTongue | |
| MT1OL-IVa-i-1.3 | 1 | Talks | using descriptive words | about family | MTongue | |
| MT1OL-IIIa-i-1.3 | 1 | Talks | using descriptive words | about friends | MTongue | |
| MT1OL-IVa-i-1.3 | 1 | Talks | using descriptive words | about friends | MTongue | |
| MT1OL-Ia-i-1.1 | 1 | Talks | about one’s personal experiences: family | MTongue | ||
| MT1OL-Ia-i-1.1 | 1 | Talks | about one’s personal experiences: favorite food | MTongue | ||
| MT1OL-IIa-i-1.3 | 1 | Talks | about one’s personal experiences: favorite toys | MTongue | ||
| MT1OL-IIa-i-1.3 | 1 | Talks | about one’s personal experiences: friends | MTongue | ||
| MT1OL-Ia-i-1.1 | 1 | Talks | about one’s personal experiences: pet | MTongue | ||
| MT1OL-Ia-i-1.1 | 1 | Talks | about oneself | MTongue | ||
| MT1OL-IIa-i-1.3 | 1 | Talks | about oneself | MTongue | ||
| MT1OL-Ic-i-1.2 | 1 | Talks | with ease and confidence | about pictures: : Family/ People | presented using appropriate local terminologies | MTongue |
| MT1OL-Ic-i-1.2 | 1 | Talks | with ease and confidence | about pictures: Animals | presented using appropriate local terminologies | MTongue |
| MT1OL-Ic-i-1.2 | 1 | Talks | with ease and confidence | about pictures: Common objects | presented using appropriate local terminologies | MTongue |
| MT1OL-Ic-i-1.2 | 1 | Talks | with ease and confidence | about pictures: Musical instruments | presented using appropriate local terminologies | MTongue |
| MT1OL-IIIa-i-1.3 | 1 | Talks | using descriptive words | about school | MTongue | |
| MT1OL-IVa-i-1.3 | 1 | Talks | using descriptive words | about school | MTongue | |
| MT1OL-IIIa-i-9.1 | 1 | Tells | fables | MTongue | ||
| MT1OL-IVa-i-9.1 | 1 | Tells | fables | MTongue | ||
| MT1OL-IIIa-i-9.1 | 1 | Tells | jokes | MTongue | ||
| MT1OL-IVa-i-9.1 | 1 | Tells | jokes | MTongue | ||
| MT1OL-IIIa-i-9.1 | 1 | Tells | legends | MTongue | ||
| MT1OL-IVa-i-9.1 | 1 | Tells | legends | MTongue | ||
| MT1PA-Ib-i-2.1 | 1 | Tells | whether a given pair of words rhymes | MTongue | ||
| MT1GA-IIIi-i-1.4.1 | 1 | Uses | to give simple two to three-step directions | action words | MTongue | |
| MT1VCD-IIIa-i-3.1 | 1 | Uses | when applicable; correctly | antonyms | MTongue | |
| MT1VCD-IVa-i-3.2 | 1 | Uses | when applicable; correctly | antonyms | MTongue | |
| MT1GA-Ia-e-1.1 | 1 | Uses | orally; to introduce: Family | appropriate expressions | MTongue | |
| MT1GA-Ia-e-1.1 | 1 | Uses | orally; to introduce: Friends | appropriate expressions | MTongue | |
| MT1GA-Ia-e-1.1 | 1 | Uses | orally; to introduce: Oneself | appropriate expressions | MTongue | |
| MT1GA-Ia-e-1.1 | 1 | Uses | orally; to introduce: Others | appropriate expressions | MTongue | |
| MT1OL-Ib-c-3.1 | 1 | Uses | common expressions | MTongue | ||
| MT1OL-IIb-c-3.1 | 1 | Uses | common expressions | MTongue | ||
| MT1VCD-IVa-i-3.1 | 1 | Uses | compound words | in sentences | MTongue | |
| MT1GA-IIg-h-1.3.1 | 1 | Uses | in sentences | demonstrative pronouns | MTongue | |
| MT1GA-IVe-g-1.5 | 1 | Uses | in sentences | describing words | MTongue | |
| MT1VCD-IIIa-i-3.1 | 1 | Uses | when applicable; correctly | homonyms | MTongue | |
| MT1VCD-IVa-i-3.2 | 1 | Uses | when applicable; correctly | homonyms | MTongue | |
| MT1GA-Ig-1-h.2 | 1 | Uses | in sentences | naming words: common and proper | MTongue | |
| MT1GA-Ig-1-h.2 | 1 | Uses | in sentences | naming words: noun markers | MTongue | |
| MT1OL-Ib-c-3.1 | 1 | Uses | polite greetings | MTongue | ||
| MT1OL-IIb-c-3.1 | 1 | Uses | polite greetings | MTongue | ||
| MT1VCD-IIIa-i-3.1 | 1 | Uses | when applicable; correctly | synonyms | MTongue | |
| MT1VCD-IVa-i-3.2 | 1 | Uses | when applicable; correctly | synonyms | MTongue | |
| MT1GA-IIe-f-1.3 | 1 | Uses | in place of naming words; in sentences | the correct pronouns: personal | MTongue | |
| MT1GA-IIe-f-1.3 | 1 | Uses | in place of naming words; in sentences | the correct pronouns: possessive | MTongue | |
| MT1GA-IIIf-h-1.4 | 1 | Uses | in a sentence | the correct tense | of an action word | MTongue |
| MT1GA-IIIf-h-1.4 | 1 | Uses | in a sentence | the correct time signal | of an action word | MTongue |
| MT1BPK-Ia-c-1.1 | 1 | Uses | the terms referring to conventions of print: author and illustrator | MTongue | ||
| MT1BPK-Ia-c-1.1 | 1 | Uses | the terms referring to conventions of print: beginning, ending, title page | MTongue | ||
| MT1BPK-Ia-c-1.1 | 1 | Uses | the terms referring to conventions of print: front and back cover | MTongue | ||
| MT1VCD-Ia-i-1.1 | 1 | Uses | vocabulary referring to: Animals | MTongue | ||
| MT1VCD-IIa-e-1.1 | 1 | Uses | vocabulary referring to: Animals | MTongue | ||
| MT1VCD-Ia-i-1.1 | 1 | Uses | vocabulary referring to: Environment | MTongue | ||
| MT1VCD-Ia-j-1.1 | 1 | Uses | vocabulary referring to: Environment | MTongue | ||
| MT1VCD-IIa-e-1.1 | 1 | Uses | vocabulary referring to: Environment | MTongue | ||
| MT1VCD-Ia-i-1.1 | 1 | Uses | vocabulary referring to: Musical Instruments | MTongue | ||
| MT1VCD-Ia-j-1.1 | 1 | Uses | vocabulary referring to: Musical Instruments | MTongue | ||
| MT1VCD-IIa-e-1.1 | 1 | Uses | vocabulary referring to: Musical Instruments | MTongue | ||
| MT1VCD-Ia-i-1.1 | 1 | Uses | vocabulary referring to: Objects | MTongue | ||
| MT1VCD-IIa-e-1.1 | 1 | Uses | vocabulary referring to: Objects | MTongue | ||
| MT1VCD-Ia-i-1.1 | 1 | Uses | vocabulary referring to: People (Self, Family, Friends) | MTongue | ||
| MT1VCD-IIa-e-1.1 | 1 | Uses | vocabulary referring to: People (Self, Family, Friends) | MTongue | ||
| MT1VCD-IIIa-i-1.2 | 1 | Uses | to describe concrete experiences | words | MTongue | |
| MT1VCD-IIIa-i-3.1 | 1 | Uses | correctly | words | with multiple meanings | MTongue |
| MT1VCD-IVa-i-3.2 | 1 | Uses | correctly | words | with multiple meanings | MTongue |
| MT1SS-Ig-i-2.1 | 1 | Writes | basic information about self: grade level | MTongue | ||
| MT1SS-Ig-j-2.1 | 1 | Writes | basic information about self: grade level | MTongue | ||
| MT1SS-Ig-i-2.1 | 1 | Writes | basic information about self: name | MTongue | ||
| MT1SS-Ig-j-2.1 | 1 | Writes | basic information about self: name | MTongue | ||
| MT1SS-Ig-i-2.1 | 1 | Writes | basic information about self: section | MTongue | ||
| MT1SS-Ig-j-2.1 | 1 | Writes | basic information about self: section | MTongue | ||
| MT1PWR-Ie-i-6.1 | 1 | Writes | correctly | grade one level words | consisting of letters already learned | MTongue |
| MT1PWR-IIf-i-6.1 | 1 | Writes | correctly | grade one level words | consisting of letters already learned | MTongue |
| MT1PWR-IIIa-i-6.2 | 1 | Writes | grade one level words | consisting of letters already learned | MTongue | |
| MT1C-IIIf-i-2.1 | 1 | Writes | with proper punctuation, spacing and capitalization | longer texts | MTongue | |
| MT1C-IVa-i-2.1 | 1 | Writes | with proper punctuation, spacing and capitalization | longer texts | MTongue | |
| MT1PWR-IIIe-i-3.3 | 1 | Writes | with proper spacing, punctuation and capitalization; when applicable | phrases | MTongue | |
| MT1PWR-IVa-i-3.2.1 | 1 | Writes | correctly | phrases | MTongue | |
| MT1C-IIIf-i-2.1 | 1 | Writes | with proper punctuation, spacing and capitalization | sentences | MTongue | |
| MT1C-IVa-i-2.1 | 1 | Writes | with proper punctuation, spacing and capitalization | sentences | MTongue | |
| MT1PWR-IIIe-i-3.3 | 1 | Writes | with proper spacing, punctuation and capitalization; when applicable | simple sentences | MTongue | |
| MT1PWR-IVa-i-3.2.1 | 1 | Writes | correctly | simple sentences | MTongue | |
| MT1PWR-Ib-i-3.1 | 1 | Writes | legibly; observing proper sequence of strokes | the lower case letters | MTongue | |
| MT1PWR-IIa-i-3.1 | 1 | Writes | legibly; observing proper sequence of strokes | the lower case letters | MTongue | |
| MT1PWR-Ib-i-3.1 | 1 | Writes | legibly; observing proper sequence of strokes | the upper case letters | MTongue | |
| MT1PWR-IIa-i-3.1 | 1 | Writes | legibly; observing proper sequence of strokes | the upper case letters | MTongue | |
| MT1PWR-IIIe-i-3.3 | 1 | Writes | with proper spacing, punctuation and capitalization; when applicable | words | MTongue |
K to 12 Grade Levels:
- Kindergarten Curriculum Competencies
- Grade 2 Curriculum Competencies
- Grade 3 Curriculum Competencies
- Grade 4 Curriculum Competencies
- Grade 5 Curriculum Competencies
- Grade 6 Curriculum Competencies
- Grade 7 Curriculum Competencies
- Grade 8 Curriculum Competencies
- Grade 9 Curriculum Competencies
- Grade 10 Curriculum Competencies
- Grade 11 Curriculum Competencies
- Grade 12 Curriculum Competencies
