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DepEd Database of Grade 1 Curriculum Competencies

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:

  1. Think of keywords relevant to your topic or content. Search the keywords one at a time.
  2. Search using keywords in English and Filipino.
  3. 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.

CodeGrade LevelVerbVerb ComplexityNounNoun ComplexitySubject
AP1PAA-IIIe-101Nabibigyang-katwiranang pagtupad sa mga alituntunin ng paaralanAP
AP1PAM-IIg-201Nabibigyang-katwiranang pagtupad sa mga batayang pagpapahalaga sa sariling pamilyaAP
AP1KAP-IVa-21Nagagamitsa pagtukoy ng mga gamit at lugar sa bahayang iba’t ibang katawagan sa pagsukat ng lokasyon at distansya: harapanAP
AP1KAP-IVa-21Nagagamitsa pagtukoy ng mga gamit at lugar sa bahayang iba’t ibang katawagan sa pagsukat ng lokasyon at distansya: ibabaAP
AP1KAP-IVa-21Nagagamitsa pagtukoy ng mga gamit at lugar sa bahayang iba’t ibang katawagan sa pagsukat ng lokasyon at distansya: itaasAP
AP1KAP-IVa-21Nagagamitsa pagtukoy ng mga gamit at lugar sa bahayang iba’t ibang katawagan sa pagsukat ng lokasyon at distansya: kaliwaAP
AP1KAP-IVa-21Nagagamitsa pagtukoy ng mga gamit at lugar sa bahayang iba’t ibang katawagan sa pagsukat ng lokasyon at distansya: kananAP
AP1KAP-IVa-21Nagagamitsa pagtukoy ng mga gamit at lugar sa bahayang iba’t ibang katawagan sa pagsukat ng lokasyon at distansya: likuranAP
AP1PAA-IIIg-121Nahihinuhaang kahalagahan ng alituntuninsa paaralan at sa buhay ng mga mag-aaralAP
AP1PAM-IIe-161Nahihinuhana ang mga alituntunin ng pamilya ay tumumutugon sa iba-ibang sitwasyon ng pang-araw-araw na gawain ng pamilyaAP
AP1PAM-IIf-181Naihahahambingsa alituntunin ng pamilya ng mga kamag-aralang alituntunin ng sariling pamilyaAP
AP1PAM-IIg-211Naihahahambingsa ibang pamilyaang mga pagpapahalaga ng sariling pamilyaAP
AP1PAM-IId-121Naihahambingang kwento ng sariling pamilyaat kwento ng pamilya ng mga kamag-aralAP
AP1NAT-Ig-111Naihahambingsa kwento at karanasan ng mga kamag-aralang sariling kwento o karanasan sa buhayAP
AP1PAM-IIe-141Naiisa-isaang mga alituntunin ng pamilyaAP
AP1KAP-IVc-51Naiisa-isaang mga bagay at istruktura na makikita sa nadadaanan mula sa tahanan patungo sa paaralanAP
AP1PAA-IIIh-131Naiisa-isaang mga gawain at pagkilos na nagpapamalas ng pagpapahalaga sa sariling paaralan(eg. Brigada Eskwela)AP
AP1PAM-IIg-201Nailalarawanang batayang pagpapahalaga sa sariling pamilyaAP
AP1PAM-IIa-21Nailalarawansa pamamagitan ng likhang siningang bawat kasapi ng sariling pamilyaAP
AP1PAM-IIa-31Nailalarawansa iba’t ibang pamamaraanang iba’t ibang papel na ginagampanan ng bawat kasapi ng pamilyaAP
AP1KAP-IVb-31Nailalarawanang kabuuan at mga bahagi ng sariling tahananat ang mga lokasyon nitoAP
AP1PAM-IIb-61Nailalarawanang mga gawain ng mag-anak sa pagtugon ng mga pangangailangan ng bawat kasapiAP
AP1PAM-IIc-91Nailalarawana pamamagitan ng timeline/family treeang mga mahahalagang pangyayari sa buhay ng pamilyaAP
AP1PAM-IId-101Nailalarawanang mga pagbabago sa nakagawiang gawainng pamilyaAP
AP1NAT-Ih-121Nailalarawanang mga pangarap o ninanais para sa sariliAP
AP1NAT-Id-71Nailalarawanang mga personal na gamittulad ng laruan, damit at iba pa; mula noong sanggol hanggang sa kasalukuyang edadAP
AP1PAM-IId-101Nailalarawanang mga pinapatuloy na tradisyonng pamilyaAP
AP1PAA-IIIb-41Nailalarawanang mga tungkuling ginagampanan ng mga taong bumubuo sa paaralan(e.g. punong guro, guro, mag-aaral, doktor at nars, dyanitor, etc.)AP
AP1NAT-Ib-41Nailalarawanang mithiin para sa PilipinasAP
AP1KAP-IVd-71Nailalarawanang pagbabago sa mga istruktura at bagay mula sa tahanan patungo sa paaralanAP
AP1NAT-Ib-41Nailalarawanang pansariling pangangailan: pagkain, kasuotan at iba paAP
AP1PAM-IIc-81Nailalarawansa malikhaing pamamaraanang pinagmulan ng pamilyaAP
AP1PAA-IIIa-21Nailalarawanang pisikal na kapaligiran ng sariling paaralanAP
AP1NAT-Ia-21Nailalarawansa pamamagitan ng iba’t ibang malikhaing pamamaraanang pisikal na katangianAP
AP1PAA-IIId-71Nailalarawangamit ang timeline at iba pang pamamaraanng mga pagbabago sa paaralantulad ng pangalan, lokasyon, bilang ng mag-aaral, atbp.AP
AP1PAM-IIe-131Naipagmamalakiang kwentong sariling pamilyaAP
AP1NAT-Ij-141Naipagmamalakisa pamamagitan ng mga malikhaing pamamamaraanang sariling pangarap o ninanaisAP
AP1PAM-IId-111Naipahahayagsa malikhaing pamamamaraanang sariling kwentong pamilyaAP
AP1KAP-IVi-131Naipakikitaang iba’t ibang pamamaraan ng pangangalaga ng kapaligirang ginagalawansa komunidadAP
AP1KAP-IVi-131Naipakikitaang iba’t ibang pamamaraan ng pangangalaga ng kapaligirang ginagalawansa paaralanAP
AP1KAP-IVi-131Naipakikitaang iba’t ibang pamamaraan ng pangangalaga ng kapaligirang ginagalawansa tahananAP
AP1NAT-Ie-91Naipakikitasa pamamagitan ng timeline at iba pang pamamaraanang mga pagbabago sa buhay at mga personal na gamitmula noong sanggol hanggang sa kasalukuyang edadAP
AP1KAP-IVj-141Naipakikitasa iba’t ibang pamamaraan at likhang siningang pagpapahalaga sa kapaligirang ginagalawanAP
AP1PAM-IIf-191Naipakikitaang pagpapahalaga sa pagtupad sa mga alituntunin ng pamilya ng mga kamag-aralAP
AP1PAM-IIf-191Naipakikitaang pagpapahalaga sa pagtupad sa mga alituntunin ng sariling pamilyaAP
AP1PAA-IIIc-51Naipaliliwanagang kahalagahan ng paaralansa sariling buhay at sa pamayanan o komunidadAP
AP1NAT-Ii-131Naipaliliwanagang kahalagahan ng pagkakaroon ng mga pangarap o ninanais para sa sariliAP
AP1KAP-IVg-111Naipaliliwanagsa pamamagitan ng nabuong mapa ng silid-aralan at paaralanang konsepto ng distansyaAP
AP1KAP-IVg-111Naipaliliwanagsa pamamagitan ng nabuong mapa ng silid-aralan at paaralanang konsepto ng distansyadistansya ng mga bagay sa isa’t isa sa loob ng silid-aralanAP
AP1KAP-IVg-111Naipaliliwanagsa pamamagitan ng nabuong mapa ng silid-aralan at paaralanang konsepto ng distansyadistansya ng mga mag-aaral sa ibang mga bagay sa silid-aralanAP
AP1KAP-IVg-111Naipaliliwanagsa pamamagitan ng nabuong mapa ng silid-aralan at paaralanang konsepto ng distansyadistansya ng silid-aralan sa iba’t ibang bahagi ng paaralanAP
AP1PAA-IIId-81Naipapakitasa pamamagitan ng malikhaing pamamaraan at iba pang likhang siningang pagbabago ng sariling paaralanAP
AP1NAT-Ih-121Naipapakitasa malikhaing pamamaraanang pangarapAP
AP1KAP-IVc-61Naiuugnaysa pang-araw-araw na buhay; sa pamamagitan ng iba’t ibang uri ng transportasyon mula sa tahanan patungo sa paaralanang konsepto ng distansyaAP
AP1KAP-IVc-61Naiuugnaysa pang-araw-araw na buhay; sa pamamagitan ng iba’t ibang uri ng transportasyon mula sa tahanan patungo sa paaralanang konsepto ng lokasyonAP
AP1KAP-IVc-61Naiuugnaysa pang-araw-araw na buhay; sa pamamagitan ng iba’t ibang uri ng transportasyon mula sa tahanan patungo sa paaralanang konsepto ng lugarAP
AP1PAM-IIh-231Nakabubuong konklusyontungkol sa mabuting pakikipag-ugnayan ng sariling pamilya sa iba pang pamilya sa lipunang PilipinoAP
AP1PAM-IIb-51Nakabubuong kwentotungkol sa pang-araw-araw na gawain ng buong pamilyaAP
AP1KAP-IVb-41Nakagagawang payak na mapang loob at labas ng tahananAP
AP1KAP-IVd-81Nakagagawang payak na mapamula sa tahanan patungo sa paaralanAP
AP1KAP-IVf-101Nakagagawang payak na mapang silid-aralan/paaralanAP
AP1PAM-IIf-171Nakagagawang wastong pagkilossa pagtugon sa mga alituntunin ng pamilyaAP
AP1KAP-IVh-121Nakapagbibigayhalimbawa ng mga gawina makatutulong at nakasasama sa sariling kapaligiran: tahanan at paaralanAP
AP1KAP-IVh-121Nakapagbibigayhalimbawa ng mga ugalina makatutulong at nakasasama sa sariling kapaligiran: tahanan at paaralanAP
AP1NAT-If-101Nakapaghihinuhasa pamamagitan ng pagsasaayos ng mga larawan ayon sa pagkakasunod-sunodng konseptong pagpapatuloy at pagbabagoAP
AP1PAA-IIIi-j-141Nakapagsasaliksikng mga kwentotungkol sa mga batang nakapag-aral at hindi nakapag-aralAP
AP1PAM-IIc-71Nakikilalaang “family tree”at ang gamit nito sa pag-aaral ng pinagmulang lahi ng pamilyaAP
AP1KAP-IVa-11Nakikilalaang konsepto ng distansyaat ang gamit nito sa pagsukat ng lokasyonAP
AP1NAT-Id-81Nakikilalaang timelineat ang gamit nito sa pag-aaral ng mahahalagang pangyayari sa buhay hanggang sa kanyang kasalukuyang edadAP
AP1NAT-Ia-11Nasasabiang batayang impormasyon tungkol sa sarilpangalan, magulang, kaarawan, edad, tirahan, paaralan, iba pang pagkakakilanlan at mga katangian bilang PilipinoAP
AP1PAA-IIIf-111Nasasabiang epekto ng hindi pagsunod sa mga alituntunan ng paaralansa sarili at sa mga kaklaseAP
AP1PAA-IIIf-111Nasasabiang epekto ng pagsunod sa mga alituntunan ng paaralansa sarili at sa mga kaklaseAP
AP1PAA-IIIb-31Nasasabiang epekto ng pisikal na kapaligiran sa sariling pag-aaral(e.g. mahirap mag-aaral kapag maingay, etc)AP
AP1PAM-IIa-41Nasasabiang kahalagahan ng bawat kasapi ng pamilyaAP
AP1PAA-IIIi-j-141Nasasabiang maaring maging epekto ng hindi nakapag-aralsa taoAP
AP1PAA-IIIi-j-141Nasasabiang maaring maging epekto ng nakapag-aralsa taoAP
AP1PAA-IIIc-61Nasasabiang mahahalagang pangyayari sa pagkakatatag ng sariling paaralanAP
AP1PAA-IIIa-11Nasasabiang mga batayang impormasyon tungkol sa sariling paaralanpangalan 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-31Nasasabisa iba’t ibang pamamaraanang sariling pagkakakilanlanAP
AP1PAA-IIIi-j-141Natatalakayang kahalagahan ng pag-aaralAP
AP1PAM-II0-151Natatalakayang mga batayan ng mga alituntunin ng pamilyaAP
AP1NAT-Ic-51Natatalakaysa malikhaing pamamaraanang mga lugar sa Pilipinas na gustong makitaAP
AP1NAT-Ic-51Natatalakaysa malikhaing pamamaraanang mga pansariling kagustuhan tulad ng: paboritong kapatid, pagkain, kulay, damit, laruan, atbp.AP
AP1KAP-IVe-91Natutukoyang bahagi sa loob ng silid-aralan/ paaralanat lokasyon ng mga itoAP
AP1KAP-IVe-91Natutukoyang gamit sa loob ng silid-aralan/ paaralanat lokasyon ng mga itoAP
AP1PAA-IIIe-91Natutukoyang mga alituntunin ng paaralanAP
AP1PAM-IIg-221Natutukoyang mga halimbawa ng ugnayan ng sariling pamilya sa ibang pamilyaAP
AP1NAT-Ic-61Natutukoygamit ang mga larawanang mga mahahalagang pangyayari sa buhaysimula isilang hanggang sa kasalukuyang edadAP
AP1NAT-Ih-121Natutukoyang mga pangarap o ninanaisAP
AP1KAP-IVd-71Natutukoyng mga mahalagang istruktura sa mga lugar mula sa tahanan patungo sa paaralanAP
AP1PAM-IIa-11Nauunawaanbatay sa bumubuo nito (ie. two-parent family, single-parent family, extended family)ang konsepto ng pamilyaAP
A1PR-IIIh1school/district exhibit and culminating activityin celebration of the National Arts Month (February)Arts-Music
MU1DY-IIIg-h-51Appliesto enhance poetry, chants, drama, and musical storiesthe concepts of dynamic levelsbig movement – loudArts-Music
MU1DY-IIIg-h-51Appliesto enhance poetry, chants, drama, and musical storiesthe concepts of dynamic levelssmall movement – softArts-Music
A1PL-IVd1Appreciatesthe creativity of indigenous craftsmen and womenwho create artistic and useful things out of recycled materials like the parol, maskara, local toys, masksArts-Music
A1PL-IVd1Appreciatesthe creativity of local craftsmen and womenwho create artistic and useful things out of recycled materials like the parol, maskara, local toys, masksArts-Music
A1PR-IIh-21Appreciatesthe landscape he paintedand the landscapes of othersArts-Music
MU1RH-Ic-51Chantswith accurate rhythm; in response to sound: in groupings of 2sArts-Music
MU1RH-Ic-51Chantswith accurate rhythm; in response to sound: in groupings of 3sArts-Music
MU1RH-Ic-51Chantswith accurate rhythm; in response to sound: in groupings of 4sArts-Music
MU1FO-IIg-h-41Choosesthe exact geometric shapesthat correspond to musical formArts-Music
MU1RH-Ic-51Clapswith accurate rhythm; in response to sound: in groupings of 2sArts-Music
MU1RH-Ic-51Clapswith accurate rhythm; in response to sound: in groupings of 3sArts-Music
MU1RH-Ic-51Clapswith accurate rhythm; in response to sound: in groupings of 4sArts-Music
A1PR-IVf-11Constructsfor a celebration like the Maskara Festival of Bacoloda maskout of cardboard, glue, found materials, bilao, paper plate, string, seeds and other found materialsArts-Music
A1PR-IIg1Createsa designinspired by Philippine flowers or objects found in schoolArts-Music
A1EL-IIId1Createsby applying dye on the finger or palm or any part of the body and pressing it to the paper, cloth, wall, etc. to create impressiona printArts-Music
A1PL-IIIe1Createsby rubbing pencil or crayon on paper placed on top of a textured object from nature and found objectsa printArts-Music
A1PR-IVe1Createsusing recycled materials like plastic bottlesa useful 3D object: a bowlArts-Music
A1PR-IVe1Createsusing recycled materials like plastic bottlesa useful 3D object: a containerArts-Music
A1PR-IVe1Createsusing recycled materials like plastic bottlesa useful 3D object: a pencil holderArts-Music
A1PR-IVh1Createsusing different techniqueshuman figuresout of clay, flour-salt mixture, or paper-macheArts-Music
A1PR-IVg1Createsmobilesout of recyclable materials such as cardboards, papers, baskets, leaves, strings and other found materialsArts-Music
MU1RH-Id-e-61Createsthrough body movementssimple ostinato patternsin groupings of 2s, 3s, and 4sArts-Music
MU1TX-IVe-21Demonstratesby using visual imagesawareness of textureArts-Music
MU1DY-IIIc-11Demonstrateswith movementsdynamic changesArts-Music
MU1TP-IVa-21Demonstratesthrough movementsthe basic concepts of tempoArts-Music
MU1TX-IVg-h-41Demonstratesby singing two-part rounds: Are You Sleeping, Brother John?the concept of textureArts-Music
MU1TX-IVg-h-41Demonstratesby singing two-part rounds: Row, Row, Row Your Boatthe concept of textureArts-Music
A1EL-IVa1Distinguishesbetween a 2-dimensional and 3-dimensional artworkArts-Music
A1EL-IIIa1Distinguishesbetween a print and a drawing or paintingArts-Music
MU1TX-IVf-31Distinguishesaccuratelybetween single musical line and multiple musical lineswhich occur simultaneously in a given songArts-Music
A1EL-Ib-11Distinguishesthe different kinds of drawings: drawings of home/school surroundingsArts-Music
A1EL-Ib-21Distinguishesthe different kinds of drawings: drawings of home/school surroundingsArts-Music
A1EL-Ib-11Distinguishesthe different kinds of drawings: family portraitsArts-Music
A1EL-Ib-21Distinguishesthe different kinds of drawings: family portraitsArts-Music
A1EL-Ib-11Distinguishesthe different kinds of drawings: on-the-spotArts-Music
A1EL-Ib-21Distinguishesthe different kinds of drawings: on-the-spotArts-Music
A1EL-Ib-11Distinguishesthe different kinds of drawings: portraitsArts-Music
A1EL-Ib-21Distinguishesthe different kinds of drawings: portraitsArts-Music
A1EL-Ib-11Distinguishesthe different kinds of drawings: school groundArts-Music
A1EL-Ib-21Distinguishesthe different kinds of drawings: school groundArts-Music
A1PL-IIe1Drawsa designout of repeated abstract and geometric shapes like in a parolArts-Music
A1PR-If1Drawsdifferent animals (pets)showing different shapes and texturesArts-Music
A1PR-Ih1Drawsdifferent kinds of plantsshowing a variety of shapes, lines and colorsArts-Music
A1EL-IIc1Experimentsusing different painting tools and paintswith paintingArts-Music
A1PR-Ie-11Expressesone’s ideasabout oneself, one’s family, home and schoolArts-Music
A1EL-IIb1Expressesthat colors have namesand can be grouped as primary, secondary and tertiary colorsArts-Music
A1PR-Ig1Helpsselect a particular view to drawhim/herArts-Music
A1EL-IIIc1Identifiesin his artworks and in the artworks of othersartistically designed printsArts-Music
A1EL-IIa1Identifiesboth in natural and man-made objects, seen in the surroundingscolorsArts-Music
A1EL-Ic1Identifiesdifferent linesused by artists in drawingArts-Music
A1EL-Ic1Identifiesdifferent shapesused by artists in drawingArts-Music
A1EL-Ic1Identifiesdifferent textureused by artists in drawingArts-Music
MU1FO-IIe-21Identifieswith the use of: body movementsdissimilar musical linesArts-Music
MU1FO-IIe-21Identifieswith the use of: geometric shapes or objectsdissimilar musical linesArts-Music
MU1FO-IIe-21Identifieswith the use of: body movementssimilar musical linesArts-Music
MU1FO-IIe-21Identifieswith the use of: geometric shapes or objectssimilar musical linesArts-Music
MU1TX-IVd-11IdentifiessoundsaloneArts-Music
MU1TX-IVd-11IdentifiessoundstogetherArts-Music
MU1RH-Ia-11Identifiesaccuratelythe difference between sound and silenceArts-Music
A1EL-Ib-11Identifiesthe different kinds of drawings: drawings of home/school surroundingsArts-Music
A1EL-Ib-21Identifiesthe different kinds of drawings: drawings of home/school surroundingsArts-Music
A1EL-Ib-11Identifiesthe different kinds of drawings: family portraitsArts-Music
A1EL-Ib-21Identifiesthe different kinds of drawings: family portraitsArts-Music
A1EL-Ib-11Identifiesthe different kinds of drawings: on-the-spotArts-Music
A1EL-Ib-21Identifiesthe different kinds of drawings: on-the-spotArts-Music
A1EL-Ib-11Identifiesthe different kinds of drawings: portraitsArts-Music
A1EL-Ib-21Identifiesthe different kinds of drawings: portraitsArts-Music
A1EL-Ib-11Identifiesthe different kinds of drawings: school groundArts-Music
A1EL-Ib-21Identifiesthe different kinds of drawings: school groundArts-Music
A1EL-IVb1Identifiesthe different materials that can be used in creating a 3-dimensional object: bamboo (furniture, bahay kubo)Arts-Music
A1EL-IVb1Identifiesthe different materials that can be used in creating a 3-dimensional object: clay or wood (human or animal figure)Arts-Music
A1EL-IVb1Identifiesthe different materials that can be used in creating a 3-dimensional object: found material (parol, sarangola)Arts-Music
A1EL-IVb1Identifiesthe different materials that can be used in creating a 3-dimensional object: paper, cardboard, (masks)Arts-Music
A1EL-IVb1Identifiesthe different materials that can be used in creating a 3-dimensional object: softwood (trumpo)Arts-Music
MU1ME-IIa-11Identifiesas high or lowthe pitch of a toneArts-Music
A1EL-IIIb1Identifiesthe shape and texture of printsmade from objects found in nature and man-made objectsArts-Music
A1EL-IIIb1Identifiesthe shape and texture of printsmade from objects found in nature and man-made objectsArts-Music
MU1TB-IIIa-11Identifiesthrough body movementsthe source of soundswind, wave, swaying of the trees, animal sounds, sounds produced by machines, transportationArts-Music
MU1FO-IId-11Identifieswith body movementsthe: beginningsArts-Music
MU1FO-IId-11Identifieswith body movementsthe: endingsArts-Music
MU1FO-IId-11Identifieswith body movementsthe: repeats of a recorded music exampleArts-Music
MU1DY-IIIe-f-41Interpretswith body movements; big movement – loudthe dynamics of a songArts-Music
MU1DY-IIIe-f-41Interpretswith body movements; small movement – softthe dynamics of a songArts-Music
MU1RH-Ic-41Maintainswhen chanting, walking, tapping, clapping, and playing musical instrumentsa steady beatArts-Music
MU1ME-IIb-21Matcheswith other sound sourcesthe correct pitch of tonesArts-Music
MU1ME-IIc-41Matcheswith the correct pitch; vocallythe melody of a song: action songsArts-Music
MU1ME-IIc-41Matcheswith the correct pitch; vocallythe melody of a song: counting songsArts-Music
MU1ME-IIc-41Matcheswith the correct pitch; vocallythe melody of a song: greeting songsArts-Music
MU1TP-IVa-11Mimicsanimal movements: carabao – slowArts-Music
MU1TP-IVa-11Mimicsanimal movements: horse – fastArts-Music
A1EL-Ib-21Observesin a view, to be able to show its shape and texturethe details in a person’s bodyArts-Music
A1EL-Ib-21Observesin a view, to be able to show its shape and texturethe details in a person’s faceArts-Music
A1PL-IId-11Paintsusing primary colors arranged in a balanced patterna designbased on the Philippine jeepney or fiesta décor and shapesArts-Music
A1PL-IIe1Paintsin primary and secondary colorsa designout of repeated abstract and geometric shapes like in a parolArts-Music
A1PR-IIh-11Paintschoosing specific colors to create a certain feeling or mooda homelandscape or designArts-Music
A1PR-IIh-11Paintschoosing specific colors to create a certain feeling or mooda schoollandscape or designArts-Music
MU1RH-Ib-31Performsecho clappingArts-Music
MU1RH-If-g-71Performson other sound sources, including body partssimple ostinato patternsArts-Music
MU1RH-Ic-51Playswith accurate rhythm; in response to sound: in groupings of 2smusical instrumentsArts-Music
MU1RH-Ic-51Playswith accurate rhythm; in response to sound: in groupings of 3smusical instrumentsArts-Music
MU1RH-Ic-51Playswith accurate rhythm; in response to sound: in groupings of 4smusical instrumentsArts-Music
MU1RH-Ih-81Playson classroom instruments: sticks, drums, triangles, nails, coconut shells, bamboo, empty boxes, etc.simple ostinato patternsArts-Music
MU1FO-IIf-31Relatesto geometric shapes; to indicate understanding of: different patternsbasic concepts of musical formsArts-Music
MU1FO-IIf-31Relatesto geometric shapes; to indicate understanding of: same patternsbasic concepts of musical formsArts-Music
MU1RH-Ib-21Relatesto sound and silence; within a rhythmic patternimagesArts-Music
A1PL-IId-21Relatespersonal observationson jeepney designs and fiesta decorationsArts-Music
MU1TP-IVb-41Relatesto movementstempo changesArts-Music
MU1DY-IIId-31Relatesto the movements of animals: elephant walk – loudthe concepts of dynamicsArts-Music
MU1DY-IIId-31Relatesto the movements of animals: tiny steps of a mouse – softthe concepts of dynamicsArts-Music
A1PR-IIIf1Repeatsby the use of stencil (recycled paper, plastic, cardboard, leaves, and other materials) and prints on paper, cloth, sinamay, bark, or a walla designArts-Music
MU1TB-IIIb-31Replicatesthe sounds heard from different sourcesArts-Music
MU1TB-IIIa-21Respondsappropriately; through body movementto differences in sounds heardArts-Music
MU1TP-IVb-31Respondswith movements or dance steps: fast movement with fast musicto variations in tempoArts-Music
MU1TP-IVb-31Respondswith movements or dance steps: slow movement with slow musicto variations in tempoArts-Music
A1EL-Ib-21Seesin a view, to be able to show its shape and texturethe details in a person’s bodyArts-Music
A1EL-Ib-21Seesin a view, to be able to show its shape and texturethe details in a person’s faceArts-Music
A1PL-IVc1Selects3D objectsthat are well proportioned, balanced and shows emphasis in designArts-Music
A1PR-IIIg1Sharesexperiencesin experimenting different art materialsArts-Music
A1PR-Ie-21Sharesstories related to their drawingsArts-Music
MU1ME-IIc-51Singsin pitchcounting songsArts-Music
MU1ME-IIc-51Singsin pitchecho singingArts-Music
MU1ME-IIc-51Singsin pitchgreeting songsArts-Music
MU1ME-IIc-51Singsin pitchrote singingArts-Music
MU1ME-IIb-31Singssimple melodic patterns(so–mi, mi–so, mi–re–do)Arts-Music
A1EL-IVa1Statesthe differencebetween a 2-dimensional and 3-dimensional artworkArts-Music
A1PR-IIh-21Talksabout the landscape he paintedand the landscapes of othersArts-Music
MU1RH-Ic-51Tapswith accurate rhythm; in response to sound: in groupings of 2sArts-Music
MU1RH-Ic-51Tapswith accurate rhythm; in response to sound: in groupings of 3sArts-Music
MU1RH-Ic-51Tapswith accurate rhythm; in response to sound: in groupings of 4sArts-Music
A1EL-Ia1Tellsthat ART is all around and is created by different peopleArts-Music
A1EL-Id1Usesto create his drawingdifferent drawing tools or materialspencil, crayons, piece of charcoal, a stick on different papers, sinamay, leaves, tree bark, and other local materialsArts-Music
A1PL-IIf1Usesto create paints from nature and found materials, and brushes from twigs, cloth and other materialshis creativityArts-Music
MU1DY-IIIc-21Usesto identify volume changesthe terms: loudArts-Music
MU1DY-IIIc-21Usesto identify volume changesthe terms: softArts-Music
MU1TP-IVc-51Usesto enhance poetry, chants, drama, and musical storiesvaried tempoArts-Music
MU1TB-IIIb-41Usesto produce a variety of timbresvoiceand other sources of soundArts-Music
A1PR-IVf-21Utilizesin simple role play or skitmasksArts-Music
MU1RH-Ic-51Walkswith accurate rhythm; in response to sound: in groupings of 2sArts-Music
MU1RH-Ic-51Walkswith accurate rhythm; in response to sound: in groupings of 3sArts-Music
MU1RH-Ic-51Walkswith accurate rhythm; in response to sound: in groupings of 4sArts-Music
EN1G-IVf-j-51AdjectivesEnglish
EN1G-IIIa-e-11SentencesEnglish
EN1G-IVa-e-31VerbsEnglish
EN1OL-IVf-1.17.21Askssimple questionsEnglish
EN1V-IVa-e-31Classifiesinto basic categories (colors, shapes, foods, etc.)familiar wordsEnglish
EN1LC-IIIa-j- 1.11Discussesspecific eventsEnglish
EN1PA-IVa-b-2.31Distinguishesfrom non-rhyming wordsrhyming wordsEnglish
EN1LC-IIIa-j- 1.11Dramatizesspecific eventsEnglish
EN1LC-IVg-h-3.61Followsone-to-two step directionsEnglish
EN1LC- IVa-j-3.121Givesone’s reactionto an event or issuesEnglish
EN1OL-IVi-j-1.17.11Givesone-to-two step directionsEnglish
EN1LC-IIIa-j- 1.11Givesthe correct sequence of three eventsEnglish
EN1V-IVf-j-12.11Givesusing clues (TPR, pictures, body movements, etc.)the meaning of wordsEnglish
EN1PA-IIIa-b- 3.11Givesthe number of syllablesof given wordsEnglish
EN1LC-IIIa-j- 1.11Identifiescauseof eventsEnglish
EN1LC-IIIa-j- 1.11Identifieseffectof eventsEnglish
EN1LC-IIIa-j- 1.11Identifiesthe problemEnglish
EN1LC-IIIa-j- 1.11Identifiesthe solutionEnglish
EN1LC-IIIa-j- 1.11Identifiesthe speakerin the story or poemEnglish
EN1LC-IIIa-j- 1.11Illustratesspecific eventsEnglish
EN1LC- IVa-j-2.81Infersimportant detailsEnglish
EN1LC-IIIa-j- 1.11Infersthe character feelingsEnglish
EN1LC-IIIa-j- 1.11Infersthe character traitsEnglish
EN1LC- IVa-j-1.13.2.11ListensEnglish
EN1LC- IVa-j-1.13.2.11Listensto informational textEnglish
EN1LC-IVa-j-2.11Listensto informational textEnglish
EN1LC- IVa-j-2.71Listensto informational textEnglish
EN1LC- IVa-j-2.81Listensto informational textEnglish
EN1LC- IVa-j-3.121Listensto informational textEnglish
EN1LC- IVa-j-1.13.2.11Listensto narrative textEnglish
EN1LC-IVa-j-2.11Listensto narrative textEnglish
EN1LC- IVa-j-2.71Listensto narrative textEnglish
EN1LC- IVa-j-2.81Listensto narrative textEnglish
EN1LC- IVa-j-3.121Listensto narrative textEnglish
EN1LC- IVa-j-1.13.2.11Listensto poemEnglish
EN1LC-IVa-j-2.11Listensto poemEnglish
EN1LC- IVa-j-2.71Listensto poemEnglish
EN1LC- IVa-j-2.81Listensto poemEnglish
EN1LC- IVa-j-3.121Listensto poemEnglish
EN1LC-IIIa-j- 1.11Listensto poemsEnglish
EN1LC-IIIa-j- 1.11Listensto short storiesEnglish
EN1LC-IIIa-j- 1.11Notesimportant detailspertaining to: characterEnglish
EN1LC-IIIa-j- 1.11Notesimportant detailspertaining to: eventsEnglish
EN1LC-IIIa-j- 1.11Notesimportant detailspertaining to: settingEnglish
EN1LC-IVa-j-2.11Notesimportant detailsEnglish
EN1OL-IIIa-j-1.2.91Participatesin some sharing activities: “I Spy” gamesEnglish
EN1OL-IVa-j-1.2.91Participatesin some sharing activities: “I Spy” gamesEnglish
EN1OL-IIIa-j-1.2.91Participatesin some sharing activities: News sharingEnglish
EN1OL-IVa-j-1.2.91Participatesin some sharing activities: News sharingEnglish
EN1OL-IIIa-j-1.2.91Participatesin some sharing activities: Reciting poemsEnglish
EN1OL-IVa-j-1.2.91Participatesin some sharing activities: Reciting poemsEnglish
EN1OL-IIIa-j-1.2.91Participatesin some sharing activities: Reciting rhymesEnglish
EN1OL-IVa-j-1.2.91Participatesin some sharing activities: Reciting rhymesEnglish
EN1OL-IIIa-j-1.2.91Participatesin some sharing activities: Show and tellEnglish
EN1OL-IVa-j-1.2.91Participatesin some sharing activities: Show and tellEnglish
EN1LC-IIIa-j- 1.11Predictspossible endingof a story readEnglish
EN1G-IIIc-1.31Recognizesasking sentencesEnglish
EN1G-IIId-1.31Recognizesasking sentencesEnglish
EN1G-IIIe-1.31Recognizesasking sentencesEnglish
EN1G-IVa-e-3.41Recognizesin stories listened tocommon action wordsEnglish
EN1G-IVf-j-51Recognizesdescribing words (color, shape, size, height, weight, length, distance, etc.)for people, objects, things and placesEnglish
EN1G-IIIa-1.11Recognizesnon-sentencesEnglish
EN1PA-IIIa-e-2.21Recognizesin nursery rhymes, poems, songs heardrhyming wordsEnglish
EN1G-IIIa-1.11RecognizessentencesEnglish
EN1G-IIIb-1.41Recognizessimple sentencesEnglish
EN1G-IIIc-1.31Recognizestelling sentencesEnglish
EN1G-IIId-1.31Recognizestelling sentencesEnglish
EN1G-IIIe-1.31Recognizestelling sentencesEnglish
EN1OL-IIIc – 1.17.11Relatesone’s activitiesat homeEnglish
EN1OL-IIIc – 1.17.11Relatesone’s responsibilitiesat homeEnglish
EN1LC-IIIa-j- 1.11Relatesto one’s experiencestory eventsEnglish
EN1LC- IVa-j-1.13.2.11Respondsthrough discussions, illustrations, songs, dramatization and artEnglish
EN1OL-IIIa-e-1.51Respondsappropriatelyto polite expressionsEnglish
EN1OL-IIId-1.5.41Respondsappropriatelyto polite expressions: asking permissionEnglish
EN1OL-IIIc-1.5.31Respondsappropriatelyto polite expressions: expressing gratitude and apologyEnglish
EN1OL-IIIa-1.5.11Respondsappropriatelyto polite expressions: greetingsEnglish
EN1OL-IIIb-1.5.21Respondsappropriatelyto polite expressions: leave takingsEnglish
EN1OL-IIIe-1.5.51Respondsappropriatelyto polite expressions: offering helpEnglish
EN1LC-IIIa-j- 1.11Retellsa story listened toEnglish
EN1LC- IVa-j-2.71Sequenceswhen appropriateeventsEnglish
EN1V-IVa-e-31Sortsinto basic categories (colors, shapes, foods, etc.)familiar wordsEnglish
EN1PA-IVc-e-2.41Suppliesin response to spoken wordsrhyming wordsEnglish
EN1OL-IIIa-b – 1.171Talksabout one’s familyEnglish
EN1OL-IIIb-c 1.3.31Talksabout one’s personal experiencespertaining to the family, one’s pets, and personal experiencesEnglish
EN1OL-IIIa-b – 1.171Talksabout oneselfEnglish
EN1OL-IVa-j-1.31Talksusing appropriate local terminologies with ease and confidenceabout pictures presentedEnglish
EN1OL-IIIa-j-1.3.11Talksabout stories heard: some important details of the storyEnglish
EN1OL-IVa-j-1.3.11Talksabout stories heard: some important details of the storyEnglish
EN1OL-IIIa-j-1.3.11Talksabout stories heard: the charactersEnglish
EN1OL-IVa-j-1.3.11Talksabout stories heard: the charactersEnglish
EN1OL-IIIa-j-1.3.11Talksabout stories heard: when and where it took placeEnglish
EN1OL-IVa-j-1.3.11Talksabout stories heard: when and where it took placeEnglish
EN1OL-IVd- 1.3.41Talksabout topics of interest: dislikesEnglish
EN1OL-IVd- 1.3.41Talksabout topics of interest: likesEnglish
EN1OL-IIIa-e – 1.51Usescommon expressionsEnglish
EN1OL-IIIa-e-1.51Usesappropriatelypolite expressionsEnglish
EN1OL-IIId-1.5.41Usesappropriatelypolite expressions: asking permissionEnglish
EN1OL-IIIc-1.5.31Usesappropriatelypolite expressions: expressing gratitude and apologyEnglish
EN1OL-IIIa-1.5.11Usesappropriatelypolite expressions: greetingsEnglish
EN1OL-IIIb-1.5.21Usesappropriatelypolite expressions: leave takingsEnglish
EN1OL-IIIe-1.5.51Usesappropriatelypolite expressions: offering helpEnglish
EN1OL-IIIa-e – 1.51Usespolite greetingsEnglish
EN1V-IIIa-e-51Useswordsthat are related to self, family, school, community, and concepts such as the names for colors, shapes, and numbersEnglish
EsP1PKP- Ib-c – 21Naisasakilossa iba’t ibang pamamaraanang sariling kakayahanpag-awit, pagsayaw, pakikipagtalastasan, at iba paEsP
EsP1PPP- IIIi – 51Nakagagamitng mga bagay na patapon ngunit maaari pang pakinabanganEsP
EsP1PD- IVh-i – 41Nakapagdarasalnang mataimtimEsP
EsP1PKP- Id – 31Nakapaglalarawanng iba’t ibang gawainna maaaring makasama o makabuti sa kalusuganEsP
EsP1PKP- Ih– 71Nakapagpapahayagna tungo sa pagkakaisa ang pagsasama-sama ng pamilyaEsP
EsP1PPP- IIIa – 11Nakapagpapakitang iba’t ibang paraan ng pagiging masunurin at magalangtulad ng: pagsagot kaagad kapag tinatawag ng kasapi ng pamilyaEsP
EsP1PPP- IIIa – 11Nakapagpapakitang iba’t ibang paraan ng pagiging masunurin at magalangtulad ng: pagsunod nang maluwag sa dibdib kapag inuutusanEsP
EsP1PPP- IIIa – 11Nakapagpapakitang iba’t ibang paraan ng pagiging masunurin at magalangtulad ng: pagsunod sa tuntuning itinakda ng paaralanEsP
EsP1PPP- IIIa – 11Nakapagpapakitang iba’t ibang paraan ng pagiging masunurin at magalangtulad ng: pagsunod sa tuntuning itinakda ng tahananEsP
EsP1PPP-IIId-e – 31Nakapagpapakitaupang makamtam at mapanatili ang kaayusan at kapayapaan sa tahanan at paaralanng mga paraantulad ng: pagiging masaya para sa tagumpay ng ibang kasapi ng pamilya at ng kamag-aralEsP
EsP1PPP-IIId-e – 31Nakapagpapakitaupang makamtam at mapanatili ang kaayusan at kapayapaan sa tahanan at paaralanng mga paraantulad ng: pagpapakumbabaEsP
EsP1PPP-IIId-e – 31Nakapagpapakitaupang makamtam at mapanatili ang kaayusan at kapayapaan sa tahanan at paaralanng mga paraantulad ng: pagpaparayaEsP
EsP1P- IIa-b – 11Nakapagpapakitang paggalangsa mga magulangEsP
EsP1P- IIe-f– 41Nakapagpapakitasa pamamagitan ng: “salamat”ng paggalangsa pamilya at sa kapwaEsP
EsP1P- IIe-f– 41Nakapagpapakitasa pamamagitan ng: bilang pagbating paggalangsa pamilya at sa kapwaEsP
EsP1P- IIe-f– 41Nakapagpapakitasa pamamagitan ng: paggamit ng salitang “pakiusap”ng paggalangsa pamilya at sa kapwaEsP
EsP1P- IIe-f– 41Nakapagpapakitasa pamamagitan ng: pagmamano/ paghalik sa nakatatandang paggalangsa pamilya at sa kapwaEsP
EsP1P- IIe-f– 41Nakapagpapakitasa pamamagitan ng: pagsagot ng “po" at “opo”ng paggalangsa pamilya at sa kapwaEsP
EsP1P- IIe-f– 41Nakapagpapakitasa pamamagitan ng: pakikinig habang may nagsasalitang paggalangsa pamilya at sa kapwaEsP
EsP1PD- IVd-e – 21Nakapagpapakitang paggalangsa paniniwala ng kapwaEsP
EsP1P- IIa-b – 11Nakapagpapakitang pagmamahalsa mga magulangEsP
EsP1P- IIc-d – 31Nakapagpapakitasa lahat ng pagkakataon; lalo na sa oras ng pangangailanganng pagmamahalsa pamilya at kapwaEsP
EsP1PPP- IIIb-c– 21Nakapagpapakitang pagpapahalaga sa mga karapatang tinatamasaHal. Pagkain ng masusustansyang pagkain, Nakapag-aaralEsP
EsP1PKP- If- 51Nakapagpapakitang wastong pag-uugalisa pangangalaga sa sariliEsP
EsP1P- IIg-i– 51Nakapagsasabisa lahat ng pagkakataon; upang maging maayos ang samahanng totoo: kung gumamit ng computer sa paglalaro imbis na sa pag-aaralsa magulang/ nakatatanda at iba pang kasapi ng mag-anakEsP
EsP1P- IIg-i– 51Nakapagsasabisa lahat ng pagkakataon; upang maging maayos ang samahanng totoo: kung kumuha ng hindi kanyasa magulang/ nakatatanda at iba pang kasapi ng mag-anakEsP
EsP1P- IIg-i– 51Nakapagsasabisa lahat ng pagkakataon; upang maging maayos ang samahanng totoo: kung saan papunta/ nanggalingsa magulang/ nakatatanda at iba pang kasapi ng mag-anakEsP
EsP1P- IIg-i– 51Nakapagsasabisa lahat ng pagkakataon; upang maging maayos ang samahanng totoo: mga pangyayari sa paaralan na nagbunga ng hindi pagkakaintindihansa magulang/ nakatatanda at iba pang kasapi ng mag-anakEsP
EsP1PD- IVf-g– 31Nakasusunodsa mga gawaing panrelihiyonEsP
EsP1PD- IVa-c– 11Nakasusunodsa utosng magulang at nakatatandaEsP
EsP1PKP- Ii– 81Nakatutukoyng mga kilos at gawain na nagpapakita ng pagmamahal at pagmamalasakit sa mga kasapi ng pamilyaHal. pag-aalala sa mga kasambahay, pag-aalaga sa nakababatang kapatid at kapamilyang maysakitEsP
EsP1P- IIb – 21Nakatutukoyng mga wastong paraan ng pakikitungo sa mga kasambahayEsP
EsP1PPP- IIIf-h – 41Nakatutulongpara sa mabuting kalusugansa pagpapanatili ng kalinisan at kaayusan sa loob ng tahanan at paaralanHal. Pagtulong sa paglilinis ng tahanan, Pagtulong sa paglilinis ng paaralan, Pag-iwas sa pagkakalatEsP
EsP1PKP- Ig – 61Nakikilaang mga gawaing nagpapakita ng pagkakabuklod ng pamilyatulad ng: pagdarasalEsP
EsP1PKP- Ig – 61Nakikilaang mga gawaing nagpapakita ng pagkakabuklod ng pamilyatulad ng: pagkukuwentuhan ng masasayang pangyayariEsP
EsP1PKP- Ig – 61Nakikilaang mga gawaing nagpapakita ng pagkakabuklod ng pamilyatulad ng: pagsasama-sama sa pagkainEsP
EsP1PKP- Ig – 61Nakikilaang mga gawaing nagpapakita ng pagkakabuklod ng pamilyatulad ng: pamamasyalEsP
EsP1PKP- Id – 31Nakikilalaang iba’t ibang gawainna maaaring makasama o makabuti sa kalusuganEsP
EsP1PKP- Id – 31Nakikilalaang iba’t ibang paraanna maaaring makasama o makabuti sa kalusuganEsP
EsP1PKP- Ia-b – 11Nakikilalaang sariling: damdamin/ emosyonEsP
EsP1PKP- Ia-b – 11Nakikilalaang sariling: gustoEsP
EsP1PKP- Ia-b – 11Nakikilalaang sariling: interesEsP
EsP1PKP- Ia-b – 11Nakikilalaang sariling: kahinaanEsP
EsP1PKP- Ia-b – 11Nakikilalaang sariling: potensyalEsP
EsP1PKP- Ie – 41Nasasabina nakatutulong sa paglinang ng sariling kakayahan ang wastong pangangalaga sa sariliEsP
F1WG-IIc-f-21PambalanaFilipino
F1WG-IIc-f-21PantangiFilipino
F1TA-0a-j-31Nababasanang may tamang bilis, diin, tono, antala at ekspresyonang kuwentoFilipino
F1F-0a-j-31Nababasanang may tamang bilis, diin, tono, antala at ekspresyonang kuwentoFilipino
F1PT-IIIb-2.11Nababasaang mga babalana madalas makita sa paligidFilipino
F1PP-IIg-4.11Nababasagamit ang palatandaang konpigurasyon larawanang mga salitaFilipino
F1PT-IIIb-2.11Nababasaang mga salitana madalas makita sa paligidFilipino
F1PT-IIIf-4.11Nababasagamit ang: palatandaang konpigurasyonang mga salitaFilipino
F1PT-IIIf-4.21Nababasagamit ang: tunay na bagayang mga salitaFilipino
F1PP-IVd-4.11Nababasagamit ang palatandaang konpigurasyonang mga salitaFilipino
F1PP-IVi-2.21Nababasaang mga salitangnatutuhan sa aralin at sa ibang asignaturaFilipino
F1PP-IIe-21Nababasaang mga salitang batayanFilipino
F1TA-0a-j-31Nababasanang may tamang bilis, diin, tono, antala at ekspresyonang talataFilipino
F1F-0a-j-31Nababasanang may tamang bilis, diin, tono, antala at ekspresyonang talataFilipino
F1TA-0a-j-31Nababasanang may tamang bilis, diin, tono, antala at ekspresyonang tulaFilipino
F1F-0a-j-31Nababasanang may tamang bilis, diin, tono, antala at ekspresyonang tulaFilipino
F1TA-0a-j-31Nababasanang may tamang bilis, diin, tono, antala at ekspresyonang usapanFilipino
F1F-0a-j-31Nababasanang may tamang bilis, diin, tono, antala at ekspresyonang usapanFilipino
F1PU-IIIi-2.31Nababaybaynang wastoang mga batayang talasalitaanFilipino
F1PY-IVh-2.21Nababaybaynang wastoang mga natutuhang salita mula sa mga aralinFilipino
F1PY-IIe-i-2.11Nababaybaynang wastoang mga salitang may tatlo o apat na pantigFilipino
F1PY-IIf-21Nababaybaynang wastoang mga salitang may tatlo o apat na pantigFilipino
F1PY-IIf 2.21Nababaybaynang wastoang mga salitang may tatlo o apat na pantigFilipino
F1PU-IIIi-2.11Nababaybaynang wastoang mga salitang may tatlo o apat na pantigFilipino
F1PY-IVd-2.11Nababaybaynang wastoang mga salitang may tatlo o apat na pantigFilipino
F1PY-IIe-i-2.11Nababaybaynang wastoang mga salitang natutuhan sa aralinFilipino
F1PY-IIf-21Nababaybaynang wastoang mga salitang natutuhan sa aralinFilipino
F1PY-IIf 2.21Nababaybaynang wastoang mga salitang natutuhan sa aralinFilipino
F1PY-IIf-2.21Nababaybaynang wastoang mga salitang natutuhan sa aralinFilipino
F1KP-IIb-11Nabibigkasnang wastoang tunog ng bawat letra ng alpabetong FilipinoFilipino
F1EP-IIe-21Nabibigyang-kahuluganang mga simpleng mapaFilipino
F1EP-Ivh-2.21Nabibigyang-kahuluganang mga simpleng pictographFilipino
F1EP-IIIg-2.11Nabibigyang-kahuluganang mga simpleng talaanFilipino
F1KP-IIe-41Nabibilangang pantigsa isang salitaFilipino
F1KP-IIc-21Nabibilangang salitasa isang pangungusapFilipino
F1KP-IIIh-j-61Nadadagdaganupang makabuo ng bagong salitaang mga tunogFilipino
F1PN-IIe- 21Nagagamitsa pag-unawa ng napakinggang alamatang karanasanFilipino
F1-IVb-21Nagagamitsa pag-unawa ng napakinggang tekstoang karanasanFilipino
F1PS-IIj-5j-6.111Nagagamitsa pagpapahayag ng sariling karanasanang magagalang na pananalitaFilipino
F1WG-IIIb-11Nagagamitang magalang na pananalita na angkop sa sitwasyon: pagbatiFilipino
F1WG-IVa1Nagagamitang magalang na pananalita na angkop sa sitwasyon: pagpapakilala ng ibang kasapi ng pamilyaFilipino
F1WG-IIa-11Nagagamitang magalang na pananalita sa angkop na sitwasyon: pagpapakilala ng sariliFilipino
F1WG-IVa1Nagagamitang magalang na pananalita sa angkop na sitwasyon: pagpapakilala ng sariliFilipino
F1EP-IIIh-4.11Nagagamitnang wasto at ayosang mga dapat iasal sa silid-aklatanFilipino
F1EP-IIIh-4.11Nagagamitnang wasto at ayosang mga dapat ikilos sa silid-aklatanFilipino
F1PP-IIIj-91Nagagamitsa pagbuo ng mga simpleng pangungusapang mga natutuhang salitaFilipino
F1WG-IVd-f-71Nagagamitnang wastoang mga pang-ukolFilipino
F1WG-IIIe-g-51Nagagamitsa pag-uusap tungkol sa iba’t ibang gawain sa tahanan, paaralan, at pamayananang mga salitang kilosFilipino
F1WG-IIg-h-31Nagagamitang mga salitang pamalit sa ngalan ng tao: akoFilipino
F1WG-IIg-i-31Nagagamitang mga salitang pamalit sa ngalan ng tao: akoFilipino
F1WG-IIg-h-31Nagagamitang mga salitang pamalit sa ngalan ng tao: ikawFilipino
F1WG-IIg-i-31Nagagamitang mga salitang pamalit sa ngalan ng tao: ikawFilipino
FIWG-IIg-i-31Nagagamitang mga salitang pamalit sa ngalan ng tao: kayoFilipino
FIWG-IIg-i-31Nagagamitang mga salitang pamalit sa ngalan ng tao: silaFilipino
F1WG-IIg-h-31Nagagamitang mga salitang pamalit sa ngalan ng tao: siyaFilipino
F1WG-IIg-i-31Nagagamitang mga salitang pamalit sa ngalan ng tao: siyaFilipino
FIWG-IIg-i-31Nagagamitang mga salitang pamalit sa ngalan ng tao: tayoFilipino
F1PN-IIe- 21Nagagamitsa pag-unawa ng napakinggang alamatang naunang kaalamanFilipino
F1-IVb-21Nagagamitsa pag-unawa ng napakinggang tekstoang naunang kaalamanFilipino
F1WG-IIc-f-21Nagagamitnang wasto; sa pagbibigay ng pangalan ng tao, lugar, hayop, bagay at pangyayariang pangngalanFilipino
F1EP-IIIh-4.11Nagagamitnang wasto at ayosang silid-aklatanFilipino
F1EP-IVi-4.21Nagagamitnang wasto at maayosang silid-aklatanpangangalaga sa mga kagamitang makikikita sa silid-aklatanFilipino
F1EP-IVf-51Nagagamitnang wastoang Talaan ng NilalamanFilipino
F1PL-0a-j1Nagagamitbilang tugon sa sariling pangangailangan at sitwasyonang wikaFilipino
F1TA-0a-j-21Nagagamitbilang tugon sa sariling pangangailangan at sitwasyonang wikaFilipino
F1PN-IIg-91Nahuhulaanang susunod na mangyayarisa napakinggang kuwentoFilipino
F1PN-IIIf-91Nahuhulaanang susunod na mangyayarisa napakinggang kuwentoFilipino
F1-IVe-91Nahuhulaanang susunod na mangyayarisa napakinggang kuwentoFilipino
F1PL-0a-j-71Naibabahagiupang makahikayat ng pagmamahal sa pagbasaang karanasan sa pagbasaFilipino
F1PN-IIh-101Naibibigayang paksang talatang napakingganFilipino
F1PN-IIIi-71Naibibigayang paksang napakinggang tulaFilipino
F1PN-IVj-71Naibibigayang paksang napakinggang tekstong pang-impormasyon /paliwanagFilipino
F1PN-IVd-61Naiguguhitang naibigang bahaging tulang napakingganFilipino
F1PN-IIi-111Nailalarawanang damdamin ng isang tauhansa kuwentong napakingganFilipino
F1TA-0a-j-21Naipahahayagnang may wastong tono, diin, bilis, antala at intonasyonang damdaminFilipino
F1TA-0a-j-21Naipahahayagnang may wastong tono, diin, bilis, antala at intonasyonang ideyaFilipino
F1TA-0a-j-21Naipahahayagnang may wastong tono, diin, bilis, antala at intonasyonang kaisipanFilipino
F1TA-0a-j-21Naipahahayagnang may wastong tono, diin, bilis, antala at intonasyonang reaksyonFilipino
F1PL-0a-j-61Naipakikitaang hilig sa pagbasaFilipino
F1PL-0a-j-51Naipakikitaang pagtanggap sa mga ideyang napakinggang teksto/akdaFilipino
F1PL-0a-j-51Naipakikitaang pagtanggap sa mga ideyang nabasang akda/tekstoFilipino
F1PL-0a-j-31Naipamamalasang paggalang sa damdamin ng may akdang tekstong napakinggan o nabasaFilipino
F1-0a-j-31Naipamamalasang paggalang sa damdamin ng may akdang tekstong napakinggan o nabasaFilipino
F1PL-0a-j-31Naipamamalasang paggalang sa ideya ng may akdang tekstong napakinggan o nabasaFilipino
F1-0a-j-31Naipamamalasang paggalang sa ideya ng may akdang tekstong napakinggan o nabasaFilipino
F1PL-0a-j-31Naipamamalasang paggalang sa kultura ng may akdang tekstong napakinggan o nabasaFilipino
F1-0a-j-31Naipamamalasang paggalang sa kultura ng may akdang tekstong napakinggan o nabasaFilipino
F1F-0-j-21Naipapahayagnang may wastong tono, diin, bilis, antala at intonasyonang damdaminFilipino
F1TA-0a-J-21Naipapahayagnang may wastong tono, diin, bilis, antala at intonasyonang damdaminFilipino
F1F-0-j-21Naipapahayagnang may wastong tono, diin, bilis, antala at intonasyonang ideyaFilipino
F1TA-0a-J-21Naipapahayagnang may wastong tono, diin, bilis, antala at intonasyonang ideyaFilipino
F1F-0-j-21Naipapahayagnang may wastong tono, diin, bilis, antala at intonasyonang kaisipanFilipino
F1TA-0a-J-21Naipapahayagnang may wastong tono, diin, bilis, antala at intonasyonang kaisipanFilipino
F1F-0-j-21Naipapahayagnang may wastong tono, diin, bilis, antala at intonasyonang reaksyonFilipino
F1TA-0a-J-21Naipapahayagnang may wastong tono, diin, bilis, antala at intonasyonang reaksyonFilipino
F1 PS-IIi-11Naipapahayagang sariling damdamintungkol sa napakinggan sa kuwentoFilipino
F1PS-IIIg-11Naipapahayagang sariling damdamintungkol sa sa napakinggang tugma/tulaFilipino
F1PS-IVb-11Naipapahayagang sariling damdamintungkol sa napakinggang tekstong pang-impormasyonFilipino
F1 PS-IIi-11Naipapahayagang sariling ideyatungkol sa napakinggan sa kuwentoFilipino
F1PS-IIIg-11Naipapahayagang sariling ideyatungkol sa sa napakinggang tugma/tulaFilipino
F1PS-IVb-11Naipapahayagang sariling ideyatungkol sa napakinggang tekstong pang-impormasyonFilipino
F1 PS-IIi-11Naipapahayagang sariling reaksyontungkol sa napakinggan sa kuwentoFilipino
F1PS-IIIg-11Naipapahayagang sariling reaksyontungkol sa sa napakinggang tugma/tulaFilipino
F1PS-IVb-11Naipapahayagang sariling reaksyontungkol sa napakinggang tekstong pang-impormasyonFilipino
F1PL-0a-j-41Naipapamalassa pagpapakita ng sigasig/interes sa pakikinigang pagpapahalaga sa tekstong pampanitikanFilipino
F1PN-IIb-51Naisasakilosang napakinggang awitFilipino
F1PN-IIIh-51Naisasakilosang napakinggang awitFilipino
F1PN-IIIh-51Naisasakilosang napakinggang tulaFilipino
F1PS-IIf-6.11Naisasalaysay mulisa tulong ng larawanang napakinggang tekstoFilipino
F1PS-IIId-6.21Naisasalaysay muligamit ang mga pangungusapang napakinggang tekstoFilipino
F1PS-IVc-6.31Naisasalaysay muliang napakinggang tekstoFilipino
F1KMIIg-21Naisusulatnang may wastong baybay at bantasang mga salitangididikta ng guroFilipino
F1KM-IIIe-21Naisusulatnang may wastong baybay at bantasang pangungusapna ididikta ng guroFilipino
F1KM-IVe-21Naisusulatnang may wastong baybay at bantasang pangungusapna ididiktaFilipino
F1KM-IIIe-21Naisusulatnang may wastong baybay at bantasang salitana ididikta ng guroFilipino
F1KM-IVe-21Naisusulatnang may wastong baybay at bantasang salitana ididiktaFilipino
F1PN-Iij-41Naiuugnaysa napakinggang kuwentoang sariling karanasanFilipino
F1PS-IIIa-41Naiuulatnang pasalitaang mga naobserbahang pangyayari sa loob ng silid-aralanFilipino
F1PS-IIc-31Naiuulatnang pasalitaang mga naobserbahang pangyayari sa paaralanFilipino
F1PS-IVa-41Naiuulatnang pasalitaang mga napanood na palabas sa telebisyonFilipino
F1PN-IIIa-1.31Nakabubuomatapos mapakinggan ang kuwentong mga tanongFilipino
F1WG-IVi-j-81Nakabubuong wasto at payak na pangungusapna may tamang ugnayan ng simuno at panag-uriFilipino
F1WG-IVi-j-81Nakabubuosa pakikipag-usapng wasto at payak na pangungusapna may tamang ugnayan ng simuno at panag-uriFilipino
F1PS-IId-8.11Nakapagbibigayng maikling panutona may 1 – 2 hakbangFilipino
F1PS-IIIi-8.21Nakapagbibigaygamit ang lokasyonng maikling panutoFilipino
F1PS-IVg-8.31Nakapagbibigaygamit ang simpleng mapang maikling panutoFilipino
F1KP-IIIg-91Nakapagbibigayng mga salitang magkakatugmaFilipino
F1KP-IVg-91Nakapagbibigayng mga salitang magkakatugmaFilipino
F1PN-IIIj-121Nakapagbibigayng sariling hinuhasa napakinggang tekstoFilipino
F1PN-IVi-121Nakapagbibigayng sariling hinuhasa napakinggang kuwentoFilipino
F1KP-IVi-61Nakapagdaragdagupang makabuo ng bagong salitang mga tunogFilipino
F1WG-IIIc-d-41Nakapaglalarawanng mga bagayFilipino
F1WG-IIIc-d-41Nakapaglalarawanng mga hayopFilipino
F1WG-IIIc-d-41Nakapaglalarawanng mga lugarFilipino
F1WG-IIIc-d-41Nakapaglalarawanng mga taoFilipino
F1KP-IVi-61Nakapagpapalitupang makabuo ng bagong salitang mga tunogFilipino
F1PS-IIg-71Nakapagsasalaysayna kaugnay ng napakinggang kuwentong orihinal na kuwentoFilipino
F1PN-IIIc-151Nakapagtatanongpara lalong mauunawaan ang napakingganng kaugnay na impormasyonFilipino
F1PS-IIa-21Nakapagtatanongtungkol sa isang larawanFilipino
F1PS-IVh-10.21Nakapagtatanongtungkol sa isang napakinggang balitaFilipino
F1PS-IIIc-10.11Nakapagtatanongtungkol sa napakinggang kuwentoFilipino
F1PP-IIi-51Nakapag-uuri-uriayon sa ipinahihiwatig na kaisipang konseptwalng mga salitaFilipino
F1PT-IIIi-51Nakapag-uuri-uriayon sa ipinahihiwatig na kaisipang konseptwalng mga salitaFilipino
P1PS-IIIf-5.21Nakasasalisa isang usapantungkol sa isang napakinggang kuwentoFilipino
F1PS-IVe-3.8.31Nakasasalisa isang usapantungkol sa isang pangyayaring naobserbahan sa loob ng paaralanFilipino
F1F-0a-j-41Nakasusulatnang may wastong baybay, bantas at mekaniks ng pagsulatFilipino
F1TA-0a-j-41Nakasusulatnang may wastong baybay, bantas at mekaniks ng pagsulatFilipino
F1PU-IIa-1.111Nakasusulatnang may tamang laki at layo sa isa't isa ang mga letraFilipino
F1PU-IIa-1.1-c-1.21Nakasusulatnang may tamang laki at layo sa isa't isa ang mga letraFilipino
F1PU-IIc-1.21Nakasusulatnang may tamang laki at layo sa isa't isa ang mga letraFilipino
F1PU-IIIb-1.21Nakasusulatnang may tamang laki at layo sa isa't isa ang mga letraFilipino
F1KM-IIIe-21Nakasusulatnang may tamang laki at layo sa isa't isa ang mga salitaFilipino
F1PU-IIa-1.111Nakasusulatng malalaking letraFilipino
F1PU-IIa-1.1-c-1.2a1Nakasusulatng malalaking letraFilipino
F1PU-IIc-1.2a1Nakasusulatng malalaking letraFilipino
F1PU-IIa-1.111Nakasusulatng maliliit na letraFilipino
F1PU-IIa-1.1-c-1.2a1Nakasusulatng maliliit na letraFilipino
F1PU-IIc-1.2a1Nakasusulatng maliliit na letraFilipino
F1PU-IVa-1.21Nakasusulatnang may tamang laki at layo sa isa't isang mga salitaFilipino
F1KM-Ij-31Nakasusulatnang may wastong baybay, bantas, gamit ng malaki at maliit na letra; upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyupangungusapFilipino
F1KM-IIIj1Nakasusulatnang may wastong baybay, bantas, gamit ng malaki at maliit na letra; upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyupangungusapFilipino
F1KM-IVj-31Nakasusulatnang may wastong baybay, bantas, gamit ng malaki at maliit na letra; upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyupangungusapFilipino
F1KM-IIIj1Nakasusulatnang may wastong baybay, bantas, gamit ng malaki at maliit na letra; upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyusalitaFilipino
F1PN-IId- 1.11Nakasusunodsa napakinggang panutona may 1 hakbangFilipino
F1PN-IIIb-1.21Nakasusunodsa napakinggang panutona may 1-2 hakbangFilipino
F1PN-IVg-1.21Nakasusunodsa napakinggang panuto(1-2 hakbang)Filipino
F1F-0a-j-11Nakatutugonnang angkop at wastoFilipino
F1TA-0a-j-11Nakatutugonnang angkop at wastoFilipino
F1KP-IIf-51Nakikilalaang mga tunog na bumubuo sa pantig ng mga salitaFilipino
F1KP-IIIa-51Nakikilalaang mga tunog na bumubuo sa pantig ng mga salitaFilipino
F1-IVab-51Nakikilalaang mga tunog na bumubuo sa pantig ng mga salitaFilipino
F1-IVa-b-51Nakikilalaang mga tunog na bumubuo sa pantig ng mga salitaFilipino
F1F-0a-j-11Nakikinignang angkop at wastoFilipino
F1TA-0a-j-11Nakikinignang angkop at wastoFilipino
F1EP-IIa-1.11Napagsusunod-sunodang mga alpabeto(unang letra ng salita)Filipino
F1PN-IIf-81Napagsusunod-sunodsa tulong ng mga larawanang mga pangyayarisa napakinggang kuwentoFilipino
F1PN-IIId-8.21Napagsusunod-sunodbatay sa pangungusapang mga pangyayaring kuwentong napakingganFilipino
F1PN-IVc-8.31Napagsusunod-sunodsa tulong ng mga pamatnubay na tanongang mga pangyayaring kuwentong napakingganFilipino
F1EP-IIIb-1.21Napagsusunod-sunodbatay sa alpabeto (unang letra ng salita)ang mga salitaFilipino
F1EP-IVc-1.31Napagsusunod-sunodbatay sa alpabeto; unang dalawang letra ng salitaang mga salitaFilipino
F1PP-IId-31Napagyayamansa pamamagitan ng pagbubuo ng mga salita gamit ang mga pantigang talasalitaanFilipino
F1PT-IIIj-31Napagyayamansa pamamagitan ng pagbubuo ng mga salita gamit ang mga pantigang talasalitaanFilipino
F1PT-Ivj-21Napagyayamansa pamamagitan ng pagbubuo ng mga salita /paghahanap ng mga salita sa isang salitaang talasalitaanFilipino
F1PL-0a-j-41Napahahalagahansa pamamagitan ng aktibong pakikilahok sa usapan at gawaing pampanitikanang mga tekstong pampanitikanFilipino
F1PL-0a-j-41Napahahalagahansa pamamagitan ng aktibong pagsali sa mga gawaing pampanitikanang mga tekstong pampanitikanFilipino
F1KP-IIi-61Napapalitanupang makabuo ng bagong salitaang mga tunogFilipino
F1KP-IIIh-j-61Napapalitanupang makabuo ng bagong salitaang mga tunogFilipino
F1KP-IId-31Napapantigang mga salitaFilipino
F1WG-IIIh-j-61Nasasabiang lugarng pagsasagawa ng kilos o gawain sa tahanan, paaralan at pamayananFilipino
F1 PS-IIh-91Nasasabiang mensaheng isang babalaFilipino
F1PT-IIId-1.11Nasasabiang mensaheng nais ipabatid ng mga babala o paalalaFilipino
F1PS-IIIe-91Nasasabiang mensaheng isang babalaFilipino
F1PP-IIa-11Nasasabiang mensahengnais ipabatid ng nabasang pananda, patalastas, babala o paalalaFilipino
F1PP-IVc-e-1.11Nasasabiang mensahengnais ipabatid ng babala o paalalaFilipino
F1AL –IIb-11Nasasabibatay sa pabalatang nilalaman ng aklatFilipino
F1AL-IIb-11Nasasabibatay sa pamagatang nilalaman ng aklatFilipino
F1KP-IIIe-71Nasasabiang pagkakaibang mga pantig/salitaFilipino
F1KP-IIIe-71Nasasabiang pagkakatuladng mga pantig/salitaFilipino
F1WG-IIIh-j-61Nasasabiang panahonng pagsasagawa ng kilos o gawain sa tahanan, paaralan at pamayananFilipino
F1WG-IIIh-j-61Nasasabiang paraanng pagsasagawa ng kilos o gawain sa tahanan, paaralan at pamayananFilipino
F1PN-IIIc-141Nasasabiang sariling ideyatungkol sa tekstong napakingganFilipino
F1PN-IIa- 31Nasasagotang mga tanongtungkol sa napakinggang pabulaFilipino
F1PN-IIIg-31Nasasagotang mga tanongtungkol sa napakinggang tugma/tulaFilipino
F1PN-IVh-31Nasasagotang mga tanongtungkol sa napakinggang tekstong pang-impormasyonFilipino
F1KM-IIb-11Nasisipimula sa huwaranang mga salitaFilipino
F1KM-IIIb-11Nasisipinang wasto at malinawang mga salitasa huwaranFilipino
F1KM-IVb-1.11Nasisipinang wasto at malinawang pangungusapFilipino
F1KM-IIb-11Nasisipinang wasto at malinaw; mula sa huwaranang salitaFilipino
F1AL-IIg-41Nasusundanayon sa estiloang pagkakasulat ng tekstoFilipino
F1AL-IIIg-61Nasusundanayon sa anyoang pagkakasulat ng tekstoFilipino
F1AL-IVb-71Natutukoyang gamitng maliit at malaking letraFilipino
F1AL-IVf-81Natutukoyang gamitng iba’t ibang bantasFilipino
F1AL-IIId-11Natutukoyang gawain ng may-akdang aklat o kuwentoFilipino
F1AL-IIId-11Natutukoyang gawain ng tagaguhitng aklat o kuwentoFilipino
F1PT-IIb-f-61Natutukoybatay sa kumpas, galaw, ekspresyon ng mukha; ugnayang salita-larawanang kahulugan ng salitaFilipino
F1PP-IIIh-1.41Natutukoybatay sa kasingkahuluganang kahulugan ng salitaFilipino
F1PT-IVa-h-1.51Natutukoybatay sa kasalungatang kahulugan ng salitaFilipino
F1WG-IIc-f-2.11Natutukoyang kailanan ng pangngalanFilipino
F1WG-II-i 2.21Natutukoyang kasarian ng pangngalanFilipino
F1PN-IVa-161Natutukoyang mahahalagang detalyekaugnay ng paksang napakingganFilipino
F1AL –IIc-21Natutukoyang may-akdang aklat o kuwentoFilipino
F1EP-IIId-3.31Natutukoyang mga bahagi ng aklat at ang kahalagahan ng bawat isa: IndexFilipino
F1EP-IIId-3.41Natutukoyang mga bahagi ng aklat at ang kahalagahan ng bawat isa: May-akda at TagaguhitFilipino
F1EP-IIId-3.21Natutukoyang mga bahagi ng aklat at ang kahalagahan ng bawat isa: Talaan ng NilalamanFilipino
F1KP-IIIc-81Natutukoyang mga salitang magkakatugmaFilipino
F1KP-IVd-81Natutukoyang mga salitang magkakatugmaFilipino
F1AL –IIc-21Natutukoyang pamagatng aklat o kuwentoFilipino
F1AL-IIh-31Natutukoyang pangungusapsa isang talataFilipino
F1AL-IIh-31Natutukoyang salitasa isang talataFilipino
F1AL-IIIe-21Natutukoyang simula ng kuwentoFilipino
F1AL-IIIe-21Natutukoyang simula ng pangungusapFilipino
F1AL-IIIe-21Natutukoyang simula ng talataFilipino
F1AL –IIc-21Natutukoyang tagaguhitng aklat o kuwentoFilipino
F1AL-IIj-51Natutukoyang ugnayan ng teksto at larawanFilipino
F1PL-0a-j-51Nauunawaanang kahalagahan ng nilalamanng napakinggang tekstoFilipino
PE1BM-Ic-d-21Createsby using different body partsshapesHealth-PE
PE1PF-IIa-h-31Demonstratesduring participation in motor fitness activitiesacceptable responses to challengesHealth-PE
PE1PF-IIa-h-41Demonstratesduring participation in physical activities: Suggested learning activities: action songs, chasing and fleeing games, simple games, singing gamesacceptable responses to challengesHealth-PE
PE1PF-IIa-h-31Demonstratesduring participation in motor fitness activitiesacceptable responses to failuresHealth-PE
PE1PF-IIa-h-41Demonstratesduring participation in physical activities: Suggested learning activities: action songs, chasing and fleeing games, simple games, singing gamesacceptable responses to failuresHealth-PE
PE1PF-IIa-h-31Demonstratesduring participation in motor fitness activitiesacceptable responses to successesHealth-PE
PE1PF-IIa-h-41Demonstratesduring participation in physical activities: Suggested learning activities: action songs, chasing and fleeing games, simple games, singing gamesacceptable responses to successesHealth-PE
PE1BM-IIIc-d-91Demonstrateswhile using locomotor skillscontrast between slow and fast speedsHealth-PE
H1FH-IIIj-101Demonstratesknowledgein keeping the home environment healthfulHealth-PE
PE1BM-IIc-e-61Demonstrateswithout bumping or falling; using locomotors skillsmoving within a groupHealth-PE
H1PH-IIc-d-21Demonstratesproper hand washingHealth-PE
H1PH-IIe-31Demonstratesproper hand washingHealth-PE
PE1BM-IVc-e-131Demonstratesrelationship of movementHealth-PE
PE1PF-IIIa-h-91Demonstratesin physical activities; Suggested learning activities: action songs, chasing and fleeing games, simple games, singing games, mimeticsthe characteristics of cooperatingHealth-PE
PE1PF-IIIa-h-91Demonstratesin physical activities; Suggested learning activities: action songs, chasing and fleeing games, simple games, singing games, mimeticsthe characteristics of sharingHealth-PE
PE1PF-IIIa-h-21Demonstratesthe difference between free and boundHealth-PE
PE1BM-IIIg-h-111Demonstratesthe difference between free and boundHealth-PE
PE1BM-IIIe-f-101Demonstrateswhile movingthe difference between heavy and lightHealth-PE
H1FH-IIIa-11Describesthe characteristicsof a healthful home environmentHealth-PE
PE1BM-IIIa-b-81Describesthe difference between free and bound movementsHealth-PE
PE1BM-IIIa-b-81Describesthe difference between heavy and light movementsHealth-PE
PE1BM-IIIa-b-81Describesthe difference between slow and fast movementsHealth-PE
PE1BM-Ia-b-11Describesthrough enjoyable physical activitiesthe different parts of the bodyand their movementsHealth-PE
H1FH-IIIh-i-1Describesways for family members to share household choresin maintaining a healthful home environmentHealth-PE
H1IS-IVh-91Describesways people can be intentionally harmfulto one anotherHealth-PE
H1IS-IVh-91Describesways people can be intentionally helpfulto one anotherHealth-PE
H1IS-IVg-81Describeswhat may happen if safety rules are not followedHealth-PE
PE1PF-IIIa-h-81Differentiatesfrom cooperatingsharingHealth-PE
H1FH-3IIIc-31Discusseshow to keep water at home cleanHealth-PE
H1FH-IIIb-21Discussesthe effect of clean wateron one’s healthHealth-PE
H1IS-IVi-101Distinguishesbetween “good” and “bad” touchHealth-PE
H1N-Ia-b-11Distinguisheshealthy from unhealthy foodsHealth-PE
PE1PF-Ia-h-21Engages inwith coordination; Suggested learning activities: action songs, singing games, simple games, chasing and fleeing games, mimeticsfun and enjoyable physical activitiesHealth-PE
PE1PF-IIa-h-21Engages inwith coordinationfun and enjoyable physical activitiesHealth-PE
PE1PF-IIIa-h-61Engages infun and enjoyable physical activitiesHealth-PE
PE1PF-IVa-h-21Engages infun and enjoyable physical activitiesHealth-PE
PE1PF-IVa-h-111Enjoysparticipating in physical activitiesSuggested learning activities: action songs, singing games, simple games, chasing and fleeing games, mimeticsHealth-PE
PE1PF-IIIa-h-71Enumeratesthe characteristicsof a good team playerHealth-PE
PE1BM-IIf-h-71Executeswhile moving in different directions at different spatial levelslocomotor skillsHealth-PE
H1N-Ie-f-31Exercisesgood decision makingin food choicesHealth-PE
PE1BM-Ig-h-41Exhibitstransfer of weightHealth-PE
H1FH-IIIh-i-81Explainsthe effect of a home environmentto the health of the people living in itHealth-PE
H1FH-IIIf-g-51Explainsthe effect of indoor airon one’s healthHealth-PE
H1IS-IVd-51Followsat home and in schoolrulesHealth-PE
H1IS-IVe-61Followsduring fire and other disaster drillsrulesHealth-PE
PE1PF-IVa-h-101Followssimple instructionsHealth-PE
PE1PF-IVa-h-101Followssimple rulesHealth-PE
H1IS-IVb-21Givesto appropriate personspersonal information, such as addressHealth-PE
H1IS-IVb-21Givesto appropriate personspersonal information, such as nameHealth-PE
H1IS-IVc-31Identifiesappropriate persons to ask for assistanceHealth-PE
PE1BM-IIa-b-51Identifieslocomotor skillsHealth-PE
PE1BM-IVa-b-121Identifiesmovement relationshipsHealth-PE
H1PH-IIa-b-11Identifiesproper behavior during mealtimeHealth-PE
H1IS-IVa-11Identifiessituations when it is appropriate to ask for assistance from strangersHealth-PE
H1FH-IIIf-g-61Identifiessources of indoor air pollutionHealth-PE
PE1PF-IIa-h-31Illustratesduring participation in motor fitness activitiesacceptable responses to challengesHealth-PE
PE1PF-IIa-h-31Illustratesduring participation in motor fitness activitiesacceptable responses to failuresHealth-PE
PE1PF-IIa-h-31Illustratesduring participation in motor fitness activitiesacceptable responses to successesHealth-PE
H1IS-IVc-41Knowshow to ask for helpHealth-PE
H1N-Ic-d-21Knowsthe consequences of eating unhealthy foodsHealth-PE
H1IS-IVf-71Observeswith stray or strange animalssafety rulesHealth-PE
PE1BM-IVf-h-141Performsusing forward-and-back and side-to-side movement patternsjumping over a stationary object several times in successionHealth-PE
H1N-Ig-j-41Practicesgood eating habitsthat can help one become healthyHealth-PE
H1PH-IIf-i-41Practiceshabitsof keeping the body clean & healthyHealth-PE
H1FH-IIId-e-41Practiceswater conservationHealth-PE
H1FH-IIIf-g-71Practicesways to keep indoor air cleanHealth-PE
H1IS-IVj-111Practicesways to protect oneselfagainst violent or unwanted behaviors of othersHealth-PE
H1PH-IIj-51Realizesthe importance of practicing good health habitsHealth-PE
H1PH-IIe-31Realizesthe importance of washing handsHealth-PE
PE1PF-Ia-h-11Recognizesthe importance of participatingin fun and enjoyable physical activitiesHealth-PE
PE1BM-Ie-f-31Showson one, two, three, four, and five body partsbalanceHealth-PE
PE1PF-IVa-h-91Showsinterestin participating in physical activitiesHealth-PE
M1NS-IId-28.21Addsmentally; with regrouping; using appropriate strategiesone-digit numbersMath
M1NS-IIb-26.21Addsusing the grouping property of additionthree one-digit numbersMath
M1NS-IIa-26.11Addsusing the order and zero properties of additiontwo one-digit numberswith sums up to 18Math
M1NS-IIa-28.1a1Addsusing appropriate mental techniquestwo one-digit numberse.g. adding doubles and/or near-doublesMath
M1NS-IIb-27.11Addshorizontally and verticallytwo to three one-digit numbersMath
M1NS-IId-28.1b1Addsmentally; using appropriate strategiestwo to three one-digit numberswith sums up to 18Math
M1NS-IId-28.21Addsmentally; with regrouping; using appropriate strategiestwo-digit numbersMath
M1GE-IIIe-21Classifiesaccording to common attributes2-dimensional (flat/plane) figuresMath
M1GE-IIIe-21Classifiesaccording to common attributes3-dimensional (solid) figuresMath
M1SP-IVg-2.11Classifiesin tabular formdataMath
M1SP-IVg-1.11Collectsthrough simple interviewdata on one variableMath
M1GE-IIIe-21Comparesaccording to common attributes2-dimensional (flat/plane) and 3-dimensional (solid) figuresMath
M1NS-Ij-19.11Comparesbillsup to PhP100; and their notationsMath
M1NS-Ij-19.11Comparescoinsup to PhP100; and their notationsMath
M1NS-Ih-12.11Comparesusing relation symbolsnumbersup to 100Math
M1ME-IVc-191Comparesusing comparative words: short, shorter, shortest; long, longer, longest; heavy, heavier, heaviest; light, lighter, lightestobjectsMath
M1NS-Id- 61Comparesusing the expressions “less than” “more than” and “as many as”two setsMath
M1NS-Ic-41Composesa given numbere.g. 5.5 and 0, 4 and 1, 3 and 2, 2 and 3, 1 and 4, 0 and 5Math
M1AL-IIIh-81Constructsusing addition and subtractionequivalent number expressione.g. 6 + 5 = 12 - 1Math
M1GE-IIIf-41Constructsusing manipulative materialsthree dimensional objects(solid)Math
M1NS-Ie-8.11Counts2s, 5s and 10sthrough 100Math
M1NS-IIIa-371Countsusing concrete objectsgroups of equal quantityup to 50Math
M1NS-Ib-2.11Countsby ones and tensthe number of objectsin a given setMath
M1AL-IIIi-91Createsto compose and decompose using additionpatternse.g. 7 = 0 + 7, 1 + 6, 2 + 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 1Math
M5NS-If-88.21Createsusing appropriate problem solving strategiesproblemsinvolving addition and/or subtraction of fractions; with reasonable answersMath
M1NS-IIe-30.11Createssituationsinvolving addition of whole numbers; including moneyMath
M1NS-IIj-35.11Createssituationsinvolving subtraction of whole number; including moneyMath
M1NS-Ic-41Decomposesa given numbere.g. 5.5 and 0, 4 and 1, 3 and 2, 2 and 3, 1 and 4, 0 and 5Math
M1SP-IVj-8.11Describesusing the phrases: “Likely” or “unlikely to happen”eventsin real-life situations; E.g. Tomorrow it will rain.Math
M1GE-IIIe-11Describesin 2-dimensional (flat/plane) and 3-dimensional (solid) objectsthe four basic shapes: circleMath
M1GE-IIIe-11Describesin 2-dimensional (flat/plane) and 3-dimensional (solid) objectsthe four basic shapes: rectangleMath
M1GE-IIIe-11Describesin 2-dimensional (flat/plane) and 3-dimensional (solid) objectsthe four basic shapes: squareMath
M1GE-IIIe-11Describesin 2-dimensional (flat/plane) and 3-dimensional (solid) objectsthe four basic shapes: triangleMath
M1ME-IVa-21Determinesusing a calendarthe dayMath
M1AL-IIIg-11Determinesthe missing term/sin 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-21Determinesthe missing term/sin 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,HexMath
M1ME-IVa-21Determinesusing a calendarthe monthMath
M1NS-IIIc-731Dividesinto halves and fourthsa wholeMath
M1NS-IIIc-74.11Dividesinto two groups of equal quantities; to show halvesthe elements of setsMath
M1GE-IIIf-31Drawsthe four basic shapesMath
M1NS-IIId-751Drawsthe whole regiongiven its ½ and/or ¼Math
M1NS-IIId-751Drawsthe whole setgiven its ½ and/or ¼Math
M1ME-IVf-221Estimatesusing non-standard unitcapacityMath
M1ME-IVd-201Estimatesusing non-standard units of linear measureslengthMath
M1ME-IVe-211Estimatesusing non-standard units of mass measuremassMath
M1AL-IIIj-101Findsusing a variety of ways; e.g. n + 2 = 5 5 – n = 3the missing numberin an addition or subtraction sentenceMath
M1NS-Ig-10.11Givesthe place valueof a digit in one- and two-digit numbersMath
M1NS-Ig-10.11Givesthe valueof a digit in one- and two-digit numbersMath
M1NS-IIIb-72.11Identifies½ and ¼of a whole objectMath
M1AL-IIIi-91Identifiesto compose and decompose using additionpatternse.g. 7 = 0 + 7, 1 + 6, 2 + 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 1Math
M1NS-Ii-16.11Identifiesfrom a given point of referencethe 1st objectup to 10th; in a given setMath
M1NS-Ii-16.11Identifiesfrom a given point of referencethe 2nd objectup to 10th; in a given setMath
M1NS-Ii-16.11Identifiesfrom a given point of referencethe 3rd objectup to 10th; in a given setMath
M1GE-IIIe-11Identifiesin 2-dimensional (flat/plane) and 3-dimensional (solid) objectsthe four basic shapes: circleMath
M1GE-IIIe-11Identifiesin 2-dimensional (flat/plane) and 3-dimensional (solid) objectsthe four basic shapes: rectangleMath
M1GE-IIIe-11Identifiesin 2-dimensional (flat/plane) and 3-dimensional (solid) objectsthe four basic shapes: squareMath
M1GE-IIIe-11Identifiesin 2-dimensional (flat/plane) and 3-dimensional (solid) objectsthe four basic shapes: triangleMath
M1NS-Ib-31Identifiesthe numberthat is one more or one less from a given numberMath
M1NS-IIa-231Illustratesas “putting together or combining or joining setsadditionMath
M1NS-IIf-241Illustratesas “taking away” or “comparing” elements of setssubtractionMath
M1NS-IIf-251Illustratesthat addition and subtraction are inverse operationsMath
M1SP-IVh-3.11Inferseg. finding out from the title what the pictograph is all about, comparing which has the least or greatestdatapresented in a pictograph without scalesMath
M1SP-IVh-3.11Interpretseg. finding out from the title what the pictograph is all about, comparing which has the least or greatestdatapresented in a pictograph without scalesMath
M1ME-IVf-221Measuresusing non-standard unitcapacityMath
M1ME-IVd-201Measuresusing non-standard units of linear measureslengthMath
M1ME-IVe-211Measuresusing non-standard units of mass measuremassMath
M1GE-IIIe-11Namesin 2-dimensional (flat/plane) and 3-dimensional (solid) objectsthe four basic shapes: circleMath
M1GE-IIIe-11Namesin 2-dimensional (flat/plane) and 3-dimensional (solid) objectsthe four basic shapes: rectangleMath
M1GE-IIIe-11Namesin 2-dimensional (flat/plane) and 3-dimensional (solid) objectsthe four basic shapes: squareMath
M1GE-IIIe-11Namesin 2-dimensional (flat/plane) and 3-dimensional (solid) objectsthe four basic shapes: triangleMath
M1NS-Ih-13.11Ordersin increasing or decreasing ordernumbersup to 100Math
M1NS-Ie-71Ordersfrom least to greatest; and vice versasetsMath
M1SP-IVg-2.11Organizesin tabular formdataMath
M1SP-IVg-2.11Presentsinto a pictograph without scalesdataMath
M1NS-If-9.11Readsin symbols and in wordsnumbersup to 100Math
M1NS-Ii-17.11Readsordinal numbers1st, 2nd, 3rd up to 10thMath
M1NS-Ij-19.11Recognizesbillsup to PhP100; and their notationsMath
M1NS-Ij-19.11Recognizescoinsup to PhP100; and their notationsMath
M1NS- Id-51Regroupsinto sets of tens; using objectssets of onesMath
M1NS- Id-51Regroupsinto hundreds; using objectssets of tensMath
M1NS-Ig-111Renamesinto tens and onesnumbersMath
M1NS-IIIc-731Representsinto halves and fourthsa wholeMath
M1NS-IIi-34.11Representswith and without regrouping; using appropriate problem solving strategies and toolsnon-routine problemsinvolving subtraction of whole numbers; including money; with minuends up to 99Math
M1NS-Ia-1.11Representsusing a variety of materialsnumbersfrom 0 to 100Math
M1NS-Ih-12.11Representsusing relation symbolsnumbersup to 100Math
M1NS-Ih-13.11Representsin increasing or decreasing ordernumbersup to 100Math
M1NS-IIIa-481Representsinto groups of equal quantity; using concrete objects up to 50; e.g. 10 grouped by 5sobjectsMath
M1NS-IIg-32.21Representswithout regroupingone- to two-digit numberswith minuends up to 99Math
M1NS-IIh-32.41Representswith regroupingone- to two-digit numberswith minuends up to 99Math
M1NS-IIg-32.11Representsone-digit numberswith minuends through 18; (basic facts)Math
M1NS-IIi-34.11Representswith and without regrouping; using appropriate problem solving strategies and toolsroutine problemsinvolving subtraction of whole numbers; including money; with minuends up to 99Math
M1NS-Ie-71Representsfrom least to greatest; and vice versasetsMath
M1NS-Id- 61Representsusing the expressions “less than” “more than” and “as many as”two setsMath
M1NS-IIIa-481Separatesinto groups of equal quantity; using concrete objects up to 50; e.g. 10 grouped by 5sobjectsMath
M1NS-IIi-34.11Solveswith and without regrouping; using appropriate problem solving strategies and toolsnon-routine problemsinvolving subtraction of whole numbers; including money; with minuends up to 99Math
M1SP-IVh-4.11Solvesusing data presented in pictograph without scalesnon-routine problemsMath
M1NS-IIe-29.11Solvesusing appropriate problem solving strategiesone-step non-routine problemsinvolving addition of whole numbers; including money; with sums up to 99Math
M1NS-IIe-29.11Solvesusing appropriate problem solving strategiesone-step routine problemsinvolving addition of whole numbers; including money; with sums up to 99Math
M1ME-IVb-41Solvesproblemsinvolving time (days in a week, months in a year, hour, half-hour, and quarter-hour)Math
M1NS-IIi-34.11Solveswith and without regrouping; using appropriate problem solving strategies and toolsroutine problemsinvolving subtraction of whole numbers; including money; with minuends up to 99Math
M1SP-IVh-4.11Solvesusing data presented in pictograph without scalesroutine problemsMath
M1SP-IVg-2.11Sortsin tabular formdataMath
M1NS-IIg-32.21Subtractswithout regroupingone- to two-digit numberswith minuends up to 99Math
M1NS-IIh-32.41Subtractswith regroupingone- to two-digit numberswith minuends up to 99Math
M1NS-IIg-32.11Subtractsone-digit numberswith minuends through 18; (basic facts)Math
M1NS-IIi-33.11Subtractsmentally; from two-digit minuends; without regrouping; using appropriate strategiesone-digit numbersMath
M1ME-IVa-11Tellsin the right orderthe days in a weekMath
M1ME-IVa-11Tellsin the right orderthe months in a yearMath
M1ME-IVb-31Tellsby hour, half-hour and quarter-hour; using analog clocktimeMath
M1SP-IVi-7.11Tellswhether an event is likely to happenMath
M1SP-IVi-7.11Tellswhether an event is unlikely to happenMath
M1NS-IIh-32.31Usesto explain subtraction with regroupingthe expanded formMath
M1NS-IIIb-72.11Visualizes½ and ¼of a whole objectMath
M1NS-Ie-8.11Visualizes2s, 5s and 10sthrough 100Math
M1NS-IIIc-731Visualizesinto halves and fourthsa wholeMath
M1NS-IIi-34.11Visualizeswith and without regrouping; using appropriate problem solving strategies and toolsnon-routine problemsinvolving subtraction of whole numbers; including money; with minuends up to 99Math
M1NS-Ia-1.11Visualizesusing a variety of materialsnumbersfrom 0 to 100Math
M1NS-Ih-12.11Visualizesusing relation symbolsnumbersup to 100Math
M1NS-Ih-13.11Visualizesin increasing or decreasing ordernumbersup to 100Math
M1NS-IIIa-481Visualizesinto groups of equal quantity; using concrete objects up to 50; e.g. 10 grouped by 5sobjectsMath
M1NS-IIg-32.21Visualizeswithout regroupingone- to two-digit numberswith minuends up to 99Math
M1NS-IIh-32.41Visualizeswith regroupingone- to two-digit numberswith minuends up to 99Math
M1NS-IIg-32.11Visualizesone-digit numberswith minuends through 18; (basic facts)Math
M1NS-IIe-29.11Visualizesusing appropriate problem solving strategiesone-step non-routine problemsinvolving addition of whole numbers; including money; with sums up to 99Math
M1NS-IIe-29.11Visualizesusing appropriate problem solving strategiesone-step routine problemsinvolving addition of whole numbers; including money; with sums up to 99Math
M1NS-IIi-34.11Visualizeswith and without regrouping; using appropriate problem solving strategies and toolsroutine problemsinvolving subtraction of whole numbers; including money; with minuends up to 99Math
M1NS-Ie-71Visualizesfrom least to greatest; and vice versasetsMath
M1NS-IIIc-74.11Visualizesinto two groups of equal quantities; to show halvesthe elements of setsMath
M1AL-IIIj-101Visualizesusing a variety of ways; e.g. n + 2 = 5 5 – n = 3the missing numberin an addition or subtraction sentenceMath
M1NS-Ig-10.11Visualizesthe place valueof a digit in one- and two-digit numbersMath
M1NS-Ig-10.11Visualizesthe valueof a digit in one- and two-digit numbersMath
M1NS-IIId-751Visualizesthe whole regiongiven its ½ and/or ¼Math
M1NS-IIId-751Visualizesthe whole setgiven its ½ and/or ¼Math
M1NS-IIb-26.21Visualizesusing the grouping property of additionthree one-digit numbersMath
M1NS-IIa-26.11Visualizesusing the order and zero properties of additiontwo one-digit numberswith sums up to 18Math
M1NS-Id- 61Visualizesusing the expressions “less than” “more than” and “as many as”two setsMath
M1NS-IIb-27.11Visualizeshorizontally and verticallytwo to three one-digit numbersMath
M1NS-IIIa-371Writesan equivalent expressione.g. 2 groups of 7Math
M1NS-If-9.11Writesin symbols and in wordsnumbersup to 101Math
M1NS-Ii-17.11Writesordinal numbers1st, 2nd, 3rd up to 10thMath
M1ME-IVb-31Writesby hour, half-hour and quarter-hour; using analog clocktimeMath
MT1PAh-i-6.11Addsin simple words; to make new wordsindividual soundsMTongue
MT1PA-Ih-i-6.11Addsin simple words; to make new wordsindividual soundsMTongue
MT1PWR-Ic-i-5.11Blendsto form syllables and wordsspecific lettersMTongue
MT1PWR-Ic-j-5.11Blendsto form syllables and wordsspecific lettersMTongue
MT1PWR-IIa-i-5.11Blendsto form syllables and wordsspecific lettersMTongue
MT1ATR-Ia-i-2.11Browsesbooksread to themMTongue
MT1ATR-Ia-j-2.11Browsesbooksread to themMTongue
MT1ATR-IIa-i-2.11Browsesbooksread to themMTongue
MT1GA-Ii-j-3.11Classifiesinto persons, places, animals, and things, etc.naming wordsMTongue
MT1OL-Id-e-2.11Communicatesorallybasic needsMTongue
MT1LC-IIh-i-7.11Discussesspecific eventsin a story readMTongue
MT1LC-IIh-i-7.11Dramatizesspecific eventsin a story readMTongue
MT1C-Ig-i-1.21Expressesthrough words or phrases; using both invented and conventional spellingideasMTongue
MT1C-Ig-j-1.21Expressesthrough words or phrases; using both invented and conventional spellingideasMTongue
MT1C-IIa-i-1.21Expressesthrough words or phrases; using both invented and conventional spellingideasMTongue
MT1C-IIIa-e-1.31Expressesthrough phrases, sentences or longer texts; using both invented and conventional spellingideasMTongue
MT1C-IVa-i-1.31Expressesthrough phrases, sentences or longer texts; using both invented and conventional spellingideasMTongue
MT1C-Ib-f-1.11Expressesthrough a variety of symbols (e.g. drawings and invented spelling)ideasMTongue
MT1SS-IIId-f-6.11Follows2-3 step written directionsMTongue
MT1SS-Ic-f-1.11Followssimple one to three-step oral directionsMTongue
MT1BPK-Id-f-2.11Followsfrom left to right, top to bottom and page by pagewordsMTongue
MT1SS-IIf-i-4.11Getsfrom simple environmental printsinformationMTongue
MT1SS-IVa-e-4.21Getsfrom a simple bar graphinformationMTongue
MT1SS-IVf-i-4.31Getsfrom a table of contentsinformationsuch as the title of a selection and/or pagesMTongue
MT1VCD-Ib-i-2.11Givesthrough: actions or gesturesmeanings of wordsMTongue
MT1VCD-Ib-i-2.11Givesthrough: picture cluesmeanings of wordsMTongue
MT1VCD-Ib-i-2.11Givesthrough: realiameanings of wordsMTongue
MT1VCD-IIa-i-2.11Givesthrough: actions or gesturesmeanings of wordsMTongue
MT1VCD-IIa-i-2.11Givesthrough: context cluesmeanings of wordsMTongue
MT1VCD-IIa-i-2.11Givesthrough: picture cluesmeanings of wordsMTongue
MT1VCD-IIa-i-2.11Givesthrough: realiameanings of wordsMTongue
MT1VCD-IIIa-i-2.1.11Givesthrough: context cluesmeanings of wordsMTongue
MT1VCD-IIIa-i-2.1.11Givesthrough: picture cluesmeanings of wordsMTongue
MT1VCD-IVa-i-2.1.11Givesthrough: context cluesmeanings of wordsMTongue
MT1VCD-IVa-i-2.1.11Givesthrough: picture cluesmeanings of wordsMTongue
MT1LC-IIIf-9.11Givesone’s reactionto an event or issues listened toMTongue
MT1LC-IVf-9.11Givesone’s reactionto an event or issues listened toMTongue
MT1RC-IIe-f-7.11Givesone’s reactionto an event or issues listened toMTongue
MT1RC-IIIi-i-7.11Givesone’s reactionto an event or issues listened toMTongue
MT1RC-IVe-f-7.11Givesone’s reactionto an event or issues listened toMTongue
MT1GA-IVh-i-4.11Givesthe antonymsof describing wordsMTongue
MT1PWR-Ib-i-1.21Givesthe beginning letterof the name of each pictureMTongue
MT1PWR-Ib-j-1.21Givesthe beginning letterof the name of each pictureMTongue
MT1PWR-IIa-i-1.21Givesthe beginning letterof the name of each pictureMTongue
MT1PWR-Ib-i-1.21Givesthe beginning soundof the name of each pictureMTongue
MT1PWR-Ib-j-1.21Givesthe beginning soundof the name of each pictureMTongue
MT1PWR-IIa-i-1.21Givesthe beginning soundof the name of each pictureMTongue
MT1LC-Ic-d-2.11Givesthe correct sequence of three eventsin a story listened toMTongue
MT1LC-IIa-b-2.11Givesthe correct sequence of three eventsin a story listened toMTongue
MT1RC-IIIb-c-2.11Givesthe correct sequence of three eventsin a story readMTongue
MT1VCD-IVa-i-3.11Givesthe meaning of compound wordsin sentencesMTongue
MT1PWR-Ib-i-1.11Givesthe nameof each letterMTongue
MT1PWR-Ib-j-1.11Givesthe nameof each letterMTongue
MT1PWR-IIa-i-1.11Givesthe nameof each letterMTongue
MT1PWR-Ib-i-1.11Givesthe soundof each letterMTongue
MT1PWR-Ib-j-1.11Givesthe soundof each letterMTongue
MT1PWR-IIa-i-1.11Givesthe soundof each letterMTongue
MT1GA-IVh-i-4.11Givesthe synonymsof describing wordsMTongue
MT1GA-III-i-2.2.11Identifiesaction wordsin oral and written exercisesMTongue
MT1VCD-IIIa-i-3.11Identifieswhen applicable; correctlyantonymsMTongue
MT1VCD-IVa-i-3.21Identifieswhen applicable; correctlyantonymsMTongue
MT1LC-IIc-d-4.21Identifiescauseof events in a story listened toMTongue
MT1RC-IVg-h-4.21Identifiescausein a text readMTongue
MT1VCD-IVa-i-3.11Identifiescompound wordsin sentencesMTongue
MT1GA-IVa-d-2.41Identifiesin sentencesdescribing wordsthat refer to color, size, shape, texture, temperature and feelingsMTongue
MT1LC-IIc-d-4.21Identifieseffectof events in a story listened toMTongue
MT1RC-IVg-h-4.21Identifieseffectin a text readMTongue
MT1VCD-IIIa-i-3.11Identifieswhen applicable; correctlyhomonymsMTongue
MT1VCD-IVa-i-3.21Identifieswhen applicable; correctlyhomonymsMTongue
MT1PWR-Ib-i-2.11Identifieslower case lettersMTongue
MT1PWR-IIa-i-2.11Identifieslower case lettersMTongue
MT1GA-Ie-f-2.11Identifiesnaming words: common and proper(persons, places, things, animals)MTongue
MT1GA-Ie-f-2.11Identifiesnaming words: noun markers(persons, places, things, animals)MTongue
MT1GA-IIi-i-2.2.11Identifiespronounswith contractionsMTongue
MT1GA-IIa-d-2.21Identifiespronouns: personalMTongue
MT1GA-IIa-d-2.21Identifiespronouns: possessiveMTongue
MT1PA-Ib-i-1.11Identifiesin nursery rhymes, songs, jingles, poems, and chantsrhyming wordsMTongue
MT1PA-Ib-j-1.11Identifiesin nursery rhymes, songs, jingles, poems, and chantsrhyming wordsMTongue
MT1VCD-IIIa-i-3.11Identifieswhen applicable; correctlysynonymsMTongue
MT1VCD-IVa-i-3.21Identifieswhen applicable; correctlysynonymsMTongue
MT1LC-IIf-g-4.31Identifiesthe problemin the story readMTongue
MT1LC-IVg-4.31Identifiesthe problemin the story readMTongue
MT1RC-IVi-i-4.31Identifiesthe problemin the texts readMTongue
MT1LC-IIf-g-4.31Identifiesthe solutionin the story readMTongue
MT1LC-IVg-4.31Identifiesthe solutionin the story readMTongue
MT1RC-IVi-i-4.31Identifiesthe solutionin the texts readMTongue
MT1LC-Ig-4.11Identifiesthe speakerin the story or poem listened toMTongue
MT1RC-IIIe-4.11Identifiesthe speakerin the story or poem listened toMTongue
MT1GA-IIIc-e-2.3.11Identifiesthe tense of the action wordin the sentenceMTongue
MT1PWR-Ib-i-2.11Identifiesupper case lettersMTongue
MT1PWR-IIa-i-2.11Identifiesupper case lettersMTongue
MT1VCD-IIIa-i-3.11Identifiescorrectlywordswith multiple meaningsMTongue
MT1VCD-IVa-i-3.21Identifiescorrectlywordswith multiple meaningsMTongue
MT1LC-IIh-i-7.11Illustratesspecific eventsin a story readMTongue
MT1LC-IIIe-3.21Infersfrom an informational textimportant detailsMTongue
MT1RC-IVd-3.21Infersfrom an informational textimportant detailsMTongue
MT1LC-IVe-3.21Infersfrom an informational textimportant detailsMTongue
MT1LC-Ie-f-3.11Infersthe character feelingsin a story listened toMTongue
MT1RC-IIId-3.11Infersthe character feelingsin a story readMTongue
MT1LC-Ie-f-3.11Infersthe character traitsin a story listened toMTongue
MT1RC-IIId-3.11Infersthe character traitsin a story readMTongue
MT1SS-IIa-e-3.11Interpretsa mapof the classroom/schoolMTongue
MT1SS-IIIa-c-5.11Interpretsa pictographMTongue
MT1PA-Ie-i-5.11Isolatesthe beginning soundsof given wordsMTongue
MT1PA-Ie-j-5.11Isolatesthe beginning soundsof given wordsMTongue
MT1PA-Ie-i-5.11Isolatesthe ending soundsof given wordsMTongue
MT1PA-Ie-j-5.11Isolatesthe ending soundsof given wordsMTongue
MT1ATR-Ib-i-1.11Listensattentively; during story readingMTongue
MT1ATRII-a-i-1.11Listensattentively; during story readingMTongue
MT1ATR-IIa-i-1.11Listensattentively; during story readingMTongue
MT1OL-Ie-i-5.11Listensin oral conversationto othersMTongue
MT1OL-Ie-j-5.11Listensin oral conversationto othersMTongue
MT1OL-IIa-i-5.11Listensin oral conversationto othersMTongue
MT1OL-IIIe-i-5.11Listensin oral conversationto othersMTongue
MT1OL-III-e-i5.11Listensin oral conversationto othersMTongue
MT1OL-IVe-i-5.11Listensin oral conversationto othersMTongue
MT1PWR-Ib-i-4.11Matcheswith pictures and objectswordsMTongue
MT1PWR-Ib-j-4.11Matcheswith pictures and objectswordsMTongue
MT1PWR-IIa-i-4.11Matcheswith pictures and objectswordsMTongue
MT1LC-IIIa-b-1.21Notesimportant detailsin grade level literary and informational texts listened toMTongue
MT1RC-IVa-1.21Notesimportant detailsn grade level literary and informational texts readMTongue
MT1LC-IVa-b-1.21Notesimportant detailsin grade level literary and informational texts listened toMTongue
MT1LC-Ib-1.11Notesimportant details: characterin grade level narrative texts listened toMTongue
MT1LC-IIa-1.11Notesimportant details: characterin grade level narrative texts listened toMTongue
MT1RC-IIIa-1.11Notesimportant details: characterin grade level narrative texts readMTongue
MT1LC-Ib-1.11Notesimportant details: eventsin grade level narrative texts listened toMTongue
MT1LC-IIa-1.11Notesimportant details: eventsin grade level narrative texts listened toMTongue
MT1RC-IIIa-1.11Notesimportant details: eventsin grade level narrative texts readMTongue
MT1LC-Ib-1.11Notesimportant details: settingin grade level narrative texts listened toMTongue
MT1LC-IIa-1.11Notesimportant details: settingin grade level narrative texts listened toMTongue
MT1RC-IIIa-1.11Notesimportant details: settingin grade level narrative texts readMTongue
MT1PWR-IIIf-i-8.11Observeswhen copying/writing words, phrases, sentences and short paragraphsproper mechanics: capitalizationMTongue
MT1PWR-IVa-8.11Observeswhen copying/writing words, phrases, sentences and short paragraphsproper mechanics: capitalizationMTongue
MT1PWR-IVa-i-8.11Observeswhen copying/writing words, phrases, sentences and short paragraphsproper mechanics: capitalizationMTongue
MT1PWR-IIIf-i-8.11Observeswhen copying/writing words, phrases, sentences and short paragraphsproper mechanics: formatMTongue
MT1PWR-IVa-8.11Observeswhen copying/writing words, phrases, sentences and short paragraphsproper mechanics: formatMTongue
MT1PWR-IVa-i-8.11Observeswhen copying/writing words, phrases, sentences and short paragraphsproper mechanics: formatMTongue
MT1PWR-IIIf-i-8.11Observeswhen copying/writing words, phrases, sentences and short paragraphsproper mechanics: indentionsMTongue
MT1PWR-IVa-8.11Observeswhen copying/writing words, phrases, sentences and short paragraphsproper mechanics: indentionsMTongue
MT1PWR-IVa-i-8.11Observeswhen copying/writing words, phrases, sentences and short paragraphsproper mechanics: indentionsMTongue
MT1PWR-IIIf-i-8.11Observeswhen copying/writing words, phrases, sentences and short paragraphsproper mechanics: proper spacing between wordsMTongue
MT1PWR-IVa-8.11Observeswhen copying/writing words, phrases, sentences and short paragraphsproper mechanics: proper spacing between wordsMTongue
MT1PWR-IVa-i-8.11Observeswhen copying/writing words, phrases, sentences and short paragraphsproper mechanics: proper spacing between wordsMTongue
MT1PWR-IIIf-i-8.11Observeswhen copying/writing words, phrases, sentences and short paragraphsproper mechanics: punctuation marksMTongue
MT1PWR-IVa-8.11Observeswhen copying/writing words, phrases, sentences and short paragraphsproper mechanics: punctuation marksMTongue
MT1PWR-IVa-i-8.11Observeswhen copying/writing words, phrases, sentences and short paragraphsproper mechanics: punctuation marksMTongue
MT1OL-Ie-i-5.11Participatesactively; by making comments and asking questionsduring story readingMTongue
MT1OL-IIa-i-6.11Participatesactively; by making comments and asking questionsduring story readingMTongue
MT1OL-IIIh-i-6.11Participatesactively; by making comments and asking questionsduring story readingMTongue
MT1OL-IVh-i-6.11Participatesactively; by making comments and asking questionsduring story readingMTongue
MT1OL-IIIa-i-6.21Participatesactivelyin class discussionson familiar topicsMTongue
MT1OL-IVa-i-6.21Participatesactivelyin class discussionson familiar topicsMTongue
MT1LC-Ih-i-5.11Predictspossible endingof a story listened toMTongue
MT1LC-IIe-5.11Predictspossible endingof a story listened toMTongue
MT1RC-IIIg-h-6.11Predictspossible endingof a story readMTongue
MT1ATR-Ib-i-1.11Reactspositively; during story readingMTongue
MT1ATRII-a-i-1.11Reactspositively; during story readingMTongue
MT1ATR-IIa-i-1.11Reactspositively; during story readingMTongue
MT1F-IIIa-IVi-1.31Readswith proper expressiongrade 1 level paragraphMTongue
MT1FIc-IVa-i-1.11Readswith appropriate speed and accuracygrade 1 level phrasesMTongue
MT1F-Ic-IVa-i-1.11Readswith appropriate speed and accuracygrade 1 level phrasesMTongue
MT1F-IIa-i-1.21Readswith appropriate speed, accuracy and proper expressiongrade 1 level phrasesMTongue
MT1F-IIIa-IVi-1.31Readswith proper expressiongrade 1 level phrasesMTongue
MT1F-III-IVa-i-1.31Readswith proper expressiongrade 1 level phrasesMTongue
MT1F-III-IVa-j-1.31Readswith proper expressiongrade 1 level phrasesMTongue
MT1FIc-IVa-i-1.11Readswith appropriate speed and accuracygrade 1 level sentencesMTongue
MT1F-Ic-IVa-i-1.11Readswith appropriate speed and accuracygrade 1 level sentencesMTongue
MT1F-IIa-i-1.21Readswith appropriate speed, accuracy and proper expressiongrade 1 level sentencesMTongue
MT1F-IIIa-IVi-1.31Readswith proper expressiongrade 1 level sentencesMTongue
MT1F-III-IVa-i-1.31Readswith proper expressiongrade 1 level sentencesMTongue
MT1F-III-IVa-j-1.31Readswith proper expressiongrade 1 level sentencesMTongue
MT1F-IIIa-IVi-1.31Readswith proper expressiongrade 1 level short paragraphMTongue
MT1F-III-IVa-i-1.31Readswith proper expressiongrade 1 level short paragraphMTongue
MT1F-III-IVa-j-1.31Readswith proper expressiongrade 1 level short paragraphMTongue
MT1F-IIIa-IVi-1.31Readswith proper expressiongrade 1 level short storyMTongue
MT1F-III-IVa-i-1.31Readswith proper expressiongrade 1 level short storyMTongue
MT1F-III-IVa-j-1.31Readswith proper expressiongrade 1 level short storyMTongue
MT1F-IIIa-IVi-1.31Readswith proper expressiongrade 1 level storyMTongue
MT1F-IIIa-IVi-1.41Readswith an accuracy rate of 95-100%grade 1 level textsMTongue
MT1F-III-IVa-i-1.41Readswith an accuracy rate of 95-100%grade 1 level textsMTongue
MT1FIc-IVa-i-1.11Readswith appropriate speed and accuracygrade 1 level wordsMTongue
MT1F-Ic-IVa-i-1.11Readswith appropriate speed and accuracygrade 1 level wordsMTongue
MT1F-IIa-i-1.21Readswith appropriate speed, accuracy and proper expressiongrade 1 level wordsMTongue
MT1F-IIIa-IVi-1.31Readswith proper expressiongrade 1 level wordsMTongue
MT1F-III-IVa-i-1.31Readswith proper expressiongrade 1 level wordsMTongue
MT1F-III-IVa-j-1.31Readswith proper expressiongrade 1 level wordsMTongue
MT1SS-IIIg-i-7.11Readslabelsin an illustrationMTongue
MT1PWR-IIIf-i-7.21ReadsphrasesMTongue
MT1PWR-IVa-i-7.2.11ReadsphrasesMTongue
MT1PWR-IIIf-i-7.21ReadssentencesMTongue
MT1PWR-IVa-i-7.2.11ReadssentencesMTongue
MT1PWR-IIIf-i-7.21Readsshort storiesMTongue
MT1PWR-IVa-i-7.2.11Readsshort storiesMTongue
MT1PWR-IIIa-i-7.11Readssight wordsMTongue
MT1PWR-IVa-i-7.11Readssight wordsMTongue
MT1PWR-IIIf-i-7.21ReadswordsMTongue
MT1OL-Ic-d-4.21Recitesindividually; with ease and confidencechantsMTongue
MT1OL-IIc-d-4.21Recitesindividually; with ease and confidencechantsMTongue
MT1OL-IIIc-d-4.21Recitesindividually; with ease and confidencechantsMTongue
MT1OL-IVc-d-4.21Recitesindividually; with ease and confidencechantsMTongue
MT1OL-b-i-4.11Recitesin groupsfamiliar rhymesMTongue
MT1O-lb-i-4.11Recitesin groupsfamiliar rhymesMTongue
MT1OL-b-i-4.11Recitesin groupsfamiliar songsMTongue
MT1O-lb-i-4.11Recitesin groupsfamiliar songsMTongue
MT1OL-Ic-d-4.21Recitesindividually; with ease and confidencepoemsMTongue
MT1OL-IIc-d-4.21Recitesindividually; with ease and confidencepoemsMTongue
MT1OL-IIIc-d-4.21Recitesindividually; with ease and confidencepoemsMTongue
MT1OL-IVc-d-4.21Recitesindividually; with ease and confidencepoemsMTongue
MT1OL-Ic-d-4.21Recitesindividually; with ease and confidenceriddlesMTongue
MT1OL-IIc-d-4.21Recitesindividually; with ease and confidenceriddlesMTongue
MT1OL-IIIc-d-4.21Recitesindividually; with ease and confidenceriddlesMTongue
MT1OL-IVc-d-4.21Recitesindividually; with ease and confidenceriddlesMTongue
MT1OL-Ic-d-4.21Recitesindividually; with ease and confidencesongsMTongue
MT1OL-IIc-d-4.21Recitesindividually; with ease and confidencesongsMTongue
MT1OL-IIIc-d-4.21Recitesindividually; with ease and confidencesongsMTongue
MT1OL-IVc-d-4.21Recitesindividually; with ease and confidencesongsMTongue
MT1BPK-Ig-i-3.11Recognizesthat spoken words are represented in written language by specific sequences of lettersMTongue
MT1BPK-Ig-j-3.11Recognizesthat spoken words are represented in written language by specific sequences of lettersMTongue
MT1RC-IVd-5.21Relatesto one’s experienceeventsMTongue
MT1LC-Ih-i-6.11Relatesto one’s experiencestory eventsMTongue
MT1RC-IIIf-5.11Relatesto one’s experiencestory eventsMTongue
MT1ATR-Ib-i-3.11Requestsmore stories to be read to themMTongue
MT1ATR-IIa-i-3.11Requestsmore stories to be read to themMTongue
MT1LC-IIIh-i-10.11Respondsthrough discussions, illustrations, songs, dramatization and art listened toto an informational textMTongue
MT1OL-Ie-i-5.11Respondsin oral conversationto othersMTongue
MT1OL-Ie-j-5.11Respondsin oral conversationto othersMTongue
MT1OL-IIa-i-5.11Respondsin oral conversationto othersMTongue
MT1OL-IIIe-i-5.11Respondsin oral conversationto othersMTongue
MT1OL-III-e-i5.11Respondsin oral conversationto othersMTongue
MT1OL-IVe-i-5.11Respondsin oral conversationto othersMTongue
MT1OL-II-j-8.11Respondsthrough dramatizationto text: fablesMTongue
MT1OL-II-j-8.11Respondsthrough dramatizationto text: legendsMTongue
MT1OL-II-j-8.11Respondsthrough dramatizationto text: poemsMTongue
MT1LC-IIh-i-8.11Retellsa story readMTongue
MT1OL-IIIa-i-9.11RetellsfablesMTongue
MT1OL-IVa-i-9.11RetellsfablesMTongue
MT1LC-IIIh-i-8.21Retellsinformation textsappropriate to the grade level; listened toMTongue
MT1OL-IIIa-i-9.11RetellsjokesMTongue
MT1OL-IVa-i-9.11RetellsjokesMTongue
MT1OL-IIIa-i-9.11RetellslegendsMTongue
MT1OL-IVa-i-9.11RetellslegendsMTongue
MT1LC-IIIh-i-8.21Retellsliterary textsappropriate to the grade level; listened toMTongue
MT1PA-Ic-i-4.11Sayswhen two or more sounds are put togetherthe new spoken wordMTongue
MT1PA-Ic-j-4.11Sayswhen two or more sounds are put togetherthe new spoken wordMTongue
MT1PA-Id-i-4.21Sayswhen two or more sounds are put togetherthe new spoken wordMTongue
MT1PA-Id-i-3.11Segmentsorally; into its syllabic partsa two-three syllable wordMTongue
MTPA-Id-i-3.11Segmentsorally; into its syllabic partsa two-three syllable wordMTongue
MT1PA-ld-i-3.11Segmentsorally; into its syllabic partsa two-three syllable wordMTongue
MT1LC-IIIc-d-9.11Sequenceswhen appropriateeventsin an informational textMTongue
MT1RC-IVb-c-8.11Sequenceseventsin an informational text readMTongue
MT1LC-IVc-d-9.11Sequenceswhen appropriateeventsin an informational textMTongue
MT1ATR-IIIa-i-4.11Showsby browsing/reading available print materialsinterestin textsMTongue
MT1ATR-IIIa-j-4.11Showsby browsing/reading available print materialsinterestin textsMTongue
MT1ATR-IIIa-j4.11Showsby browsing/reading available print materialsinterestin textsMTongue
MT1ATR-IVa-i-4.11Showsby browsing/reading available print materialsinterestin textsMTongue
MT1ATR-IVa-j-4.11Showsby browsing/reading available print materialsinterestin textsMTongue
MT1OL-Ic-d-4.21Singsindividually; with ease and confidencechantsMTongue
MT1OL-IIc-d-4.21Singsindividually; with ease and confidencechantsMTongue
MT1OL-IIIc-d-4.21Singsindividually; with ease and confidencechantsMTongue
MT1OL-IVc-d-4.21Singsindividually; with ease and confidencechantsMTongue
MT1OL-b-i-4.11Singsin groupsfamiliar rhymesMTongue
MT1O-lb-i-4.11Singsin groupsfamiliar rhymesMTongue
MT1OL-b-i-4.11Singsin groupsfamiliar songsMTongue
MT1O-lb-i-4.11Singsin groupsfamiliar songsMTongue
MT1OL-Ic-d-4.21Singsindividually; with ease and confidencepoemsMTongue
MT1OL-IIc-d-4.21Singsindividually; with ease and confidencepoemsMTongue
MT1OL-IIIc-d-4.21Singsindividually; with ease and confidencepoemsMTongue
MT1OL-IVc-d-4.21Singsindividually; with ease and confidencepoemsMTongue
MT1OL-Ic-d-4.21Singsindividually; with ease and confidenceriddlesMTongue
MT1OL-IIc-d-4.21Singsindividually; with ease and confidenceriddlesMTongue
MT1OL-IIIc-d-4.21Singsindividually; with ease and confidenceriddlesMTongue
MT1OL-IVc-d-4.21Singsindividually; with ease and confidenceriddlesMTongue
MT1OL-Ic-d-4.21Singsindividually; with ease and confidencesongsMTongue
MT1OL-IIc-d-4.21Singsindividually; with ease and confidencesongsMTongue
MT1OL-IIIc-d-4.21Singsindividually; with ease and confidencesongsMTongue
MT1OL-IVc-d-4.21Singsindividually; with ease and confidencesongsMTongue
MT1PWR-Ie-i-6.11Spellscorrectlygrade one level wordsconsisting of letters already learnedMTongue
MT1PWR-IIf-i-6.11Spellscorrectlygrade one level wordsconsisting of letters already learnedMTongue
MT1PWR-IIIa-i-6.21Spellsgrade one level wordsconsisting of letters already learnedMTongue
MT1PWR-IVa-i-6.21Spellscorrectlygrade one level wordsconsisting of letters already learnedMTongue
MT1PAh-i-6.11Substitutesin simple words; to make new wordsindividual soundsMTongue
MT1PA-Ih-i-6.11Substitutesin simple words; to make new wordsindividual soundsMTongue
MT1OL-IIa-i-7.11Suppliesto complete a rhyme, poem and songrhyming wordsMTongue
MT1OL-IIa-i7.11Suppliesto complete a rhyme, poem and songrhyming wordsMTongue
MT1OL-IIIa-i-1.31Talksusing descriptive wordsabout familyMTongue
MT1OL-IVa-i-1.31Talksusing descriptive wordsabout familyMTongue
MT1OL-IIIa-i-1.31Talksusing descriptive wordsabout friendsMTongue
MT1OL-IVa-i-1.31Talksusing descriptive wordsabout friendsMTongue
MT1OL-Ia-i-1.11Talksabout one’s personal experiences: familyMTongue
MT1OL-Ia-i-1.11Talksabout one’s personal experiences: favorite foodMTongue
MT1OL-IIa-i-1.31Talksabout one’s personal experiences: favorite toysMTongue
MT1OL-IIa-i-1.31Talksabout one’s personal experiences: friendsMTongue
MT1OL-Ia-i-1.11Talksabout one’s personal experiences: petMTongue
MT1OL-Ia-i-1.11Talksabout oneselfMTongue
MT1OL-IIa-i-1.31Talksabout oneselfMTongue
MT1OL-Ic-i-1.21Talkswith ease and confidenceabout pictures: : Family/ Peoplepresented using appropriate local terminologiesMTongue
MT1OL-Ic-i-1.21Talkswith ease and confidenceabout pictures: Animalspresented using appropriate local terminologiesMTongue
MT1OL-Ic-i-1.21Talkswith ease and confidenceabout pictures: Common objectspresented using appropriate local terminologiesMTongue
MT1OL-Ic-i-1.21Talkswith ease and confidenceabout pictures: Musical instrumentspresented using appropriate local terminologiesMTongue
MT1OL-IIIa-i-1.31Talksusing descriptive wordsabout schoolMTongue
MT1OL-IVa-i-1.31Talksusing descriptive wordsabout schoolMTongue
MT1OL-IIIa-i-9.11TellsfablesMTongue
MT1OL-IVa-i-9.11TellsfablesMTongue
MT1OL-IIIa-i-9.11TellsjokesMTongue
MT1OL-IVa-i-9.11TellsjokesMTongue
MT1OL-IIIa-i-9.11TellslegendsMTongue
MT1OL-IVa-i-9.11TellslegendsMTongue
MT1PA-Ib-i-2.11Tellswhether a given pair of words rhymesMTongue
MT1GA-IIIi-i-1.4.11Usesto give simple two to three-step directionsaction wordsMTongue
MT1VCD-IIIa-i-3.11Useswhen applicable; correctlyantonymsMTongue
MT1VCD-IVa-i-3.21Useswhen applicable; correctlyantonymsMTongue
MT1GA-Ia-e-1.11Usesorally; to introduce: Familyappropriate expressionsMTongue
MT1GA-Ia-e-1.11Usesorally; to introduce: Friendsappropriate expressionsMTongue
MT1GA-Ia-e-1.11Usesorally; to introduce: Oneselfappropriate expressionsMTongue
MT1GA-Ia-e-1.11Usesorally; to introduce: Othersappropriate expressionsMTongue
MT1OL-Ib-c-3.11Usescommon expressionsMTongue
MT1OL-IIb-c-3.11Usescommon expressionsMTongue
MT1VCD-IVa-i-3.11Usescompound wordsin sentencesMTongue
MT1GA-IIg-h-1.3.11Usesin sentencesdemonstrative pronounsMTongue
MT1GA-IVe-g-1.51Usesin sentencesdescribing wordsMTongue
MT1VCD-IIIa-i-3.11Useswhen applicable; correctlyhomonymsMTongue
MT1VCD-IVa-i-3.21Useswhen applicable; correctlyhomonymsMTongue
MT1GA-Ig-1-h.21Usesin sentencesnaming words: common and properMTongue
MT1GA-Ig-1-h.21Usesin sentencesnaming words: noun markersMTongue
MT1OL-Ib-c-3.11Usespolite greetingsMTongue
MT1OL-IIb-c-3.11Usespolite greetingsMTongue
MT1VCD-IIIa-i-3.11Useswhen applicable; correctlysynonymsMTongue
MT1VCD-IVa-i-3.21Useswhen applicable; correctlysynonymsMTongue
MT1GA-IIe-f-1.31Usesin place of naming words; in sentencesthe correct pronouns: personalMTongue
MT1GA-IIe-f-1.31Usesin place of naming words; in sentencesthe correct pronouns: possessiveMTongue
MT1GA-IIIf-h-1.41Usesin a sentencethe correct tenseof an action wordMTongue
MT1GA-IIIf-h-1.41Usesin a sentencethe correct time signalof an action wordMTongue
MT1BPK-Ia-c-1.11Usesthe terms referring to conventions of print: author and illustratorMTongue
MT1BPK-Ia-c-1.11Usesthe terms referring to conventions of print: beginning, ending, title pageMTongue
MT1BPK-Ia-c-1.11Usesthe terms referring to conventions of print: front and back coverMTongue
MT1VCD-Ia-i-1.11Usesvocabulary referring to: AnimalsMTongue
MT1VCD-IIa-e-1.11Usesvocabulary referring to: AnimalsMTongue
MT1VCD-Ia-i-1.11Usesvocabulary referring to: EnvironmentMTongue
MT1VCD-Ia-j-1.11Usesvocabulary referring to: EnvironmentMTongue
MT1VCD-IIa-e-1.11Usesvocabulary referring to: EnvironmentMTongue
MT1VCD-Ia-i-1.11Usesvocabulary referring to: Musical InstrumentsMTongue
MT1VCD-Ia-j-1.11Usesvocabulary referring to: Musical InstrumentsMTongue
MT1VCD-IIa-e-1.11Usesvocabulary referring to: Musical InstrumentsMTongue
MT1VCD-Ia-i-1.11Usesvocabulary referring to: ObjectsMTongue
MT1VCD-IIa-e-1.11Usesvocabulary referring to: ObjectsMTongue
MT1VCD-Ia-i-1.11Usesvocabulary referring to: People (Self, Family, Friends)MTongue
MT1VCD-IIa-e-1.11Usesvocabulary referring to: People (Self, Family, Friends)MTongue
MT1VCD-IIIa-i-1.21Usesto describe concrete experienceswordsMTongue
MT1VCD-IIIa-i-3.11Usescorrectlywordswith multiple meaningsMTongue
MT1VCD-IVa-i-3.21Usescorrectlywordswith multiple meaningsMTongue
MT1SS-Ig-i-2.11Writesbasic information about self: grade levelMTongue
MT1SS-Ig-j-2.11Writesbasic information about self: grade levelMTongue
MT1SS-Ig-i-2.11Writesbasic information about self: nameMTongue
MT1SS-Ig-j-2.11Writesbasic information about self: nameMTongue
MT1SS-Ig-i-2.11Writesbasic information about self: sectionMTongue
MT1SS-Ig-j-2.11Writesbasic information about self: sectionMTongue
MT1PWR-Ie-i-6.11Writescorrectlygrade one level wordsconsisting of letters already learnedMTongue
MT1PWR-IIf-i-6.11Writescorrectlygrade one level wordsconsisting of letters already learnedMTongue
MT1PWR-IIIa-i-6.21Writesgrade one level wordsconsisting of letters already learnedMTongue
MT1C-IIIf-i-2.11Writeswith proper punctuation, spacing and capitalizationlonger textsMTongue
MT1C-IVa-i-2.11Writeswith proper punctuation, spacing and capitalizationlonger textsMTongue
MT1PWR-IIIe-i-3.31Writeswith proper spacing, punctuation and capitalization; when applicablephrasesMTongue
MT1PWR-IVa-i-3.2.11WritescorrectlyphrasesMTongue
MT1C-IIIf-i-2.11Writeswith proper punctuation, spacing and capitalizationsentencesMTongue
MT1C-IVa-i-2.11Writeswith proper punctuation, spacing and capitalizationsentencesMTongue
MT1PWR-IIIe-i-3.31Writeswith proper spacing, punctuation and capitalization; when applicablesimple sentencesMTongue
MT1PWR-IVa-i-3.2.11Writescorrectlysimple sentencesMTongue
MT1PWR-Ib-i-3.11Writeslegibly; observing proper sequence of strokesthe lower case lettersMTongue
MT1PWR-IIa-i-3.11Writeslegibly; observing proper sequence of strokesthe lower case lettersMTongue
MT1PWR-Ib-i-3.11Writeslegibly; observing proper sequence of strokesthe upper case lettersMTongue
MT1PWR-IIa-i-3.11Writeslegibly; observing proper sequence of strokesthe upper case lettersMTongue
MT1PWR-IIIe-i-3.31Writeswith proper spacing, punctuation and capitalization; when applicablewordsMTongue

K to 12 Grade Levels:

Mark Anthony Llego

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