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DepEd Database of Grade 2 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 2 Curriculum Competencies

A database which serves as a search facility for Grade 2 competencies.

CodeGrade LevelVerbVerb ComplexityNounNoun ComplexitySubject
AP2PSK-IIIb-22Nahihinuhaang mga posibleng dahilan ng tao sa pagsira ng mga likas na yaman ng kinabibilangang komunidadAP
AP2KNN-IIh-102Naihahambingsa iba pang komunidadang katangian ng sariling komunidadtulad ng likas na yaman, produkto at hanap-buhay, kaugalian at mga pagdiriwang, atbp.AP
AP2KNN-IId-62Nailalarawansa pamamagitan ng grafang dami ng tao sa sariling komunidadAP
AP2KOM-If-h-82Nailalarawanang kalamidadna nararanasan sa sariling komunidadAP
AP2PSK-IIIa-12Nailalarawanang likas na yamanng komunidadAP
AP2KOM-Id-e-72Nailalarawanang mga anyong lupasa sariling komunidadAP
AP2KOM-Id-e-72Nailalarawanang mga anyong tubigsa sariling komunidadAP
AP2KNN-IIf-g-92Nailalarawanang pagkakakilanlang kulturalng komunidadAP
AP2KOM-If-h-82Nailalarawanang panahonna nararanasan sa sariling komunidadAP
AP2PSK-IIIa-12Nailalarawanang pangunahing produktong komunidadAP
AP2KOM-Id-e-72Nailalarawangamit ang mga simbolo sa payak na mapaang sariling komunidadAP
AP2PSK-IIIc-32Nailalarawankung paano natutugunan ang pangangailangan ng mga tao mula sa likas yaman ng komunidadAP
AP2PKK-IVg-j-62Naipakikitaang iba’t ibang paraan ng pagtutulungan ng mga kasapi ng komunidad sa pagbigay solusyon sa mga problema sa komunidadAP
AP2PKK-IVb-d-32Naipaliliwanagang epekto ng di pagbigay serbisyosa buhay ng tao at komunidadAP
AP2PKK-IVb-d-32Naipaliliwanagang epekto ng pagbigay serbisyosa buhay ng tao at komunidadAP
AP2KOM-Ib-22Naipaliliwanagang kahalagahan ng ‘komunidad’AP
AP2PKK-IVg-j-62Naipaliliwanagang kahalagahan ng pagtutulungansa paglutas mga suliranin ng komunidadAP
AP2KNN-IIf-g-92Naipaliliwanagang mga katangiang nagpapakilala ng sariling komunidad(ie, tanyag na anyong lupa o tubig, produkto, pagkain, tanyag na kasapi ng komunidad, atbp.)AP
AP2PSK-IIIb-22Naipaliliwanagang pananagutan ng bawat isasa pangangalaga sa likas na yaman at pagpanatili ng kalinisan ng sariling komunidadAP
AP2PKK-IVe-42Naipaliliwanagna ang mga karapatang tinatamasa ay may katumbas na tungkulin bilang kasapi ng komunidadAP
AP2PKK-IVf-52Naisasagawasa pamamagitan ng pagsunod sa mga tuntunin bilang kasapi ng komunidadang disiplinang pansariliAP
AP2PSK-IIId-42Naiuugnaysa pagtugon ng pangangailangan ng komunidad at ng sariling pamilyaang epekto ng pagkakaroon ng hanapbuhayAP
AP2KNN-IId-52Naiuugnaysa kasaysayan nitoang mga mahahalagang bagayna matatagpuan sa komunidadAP
AP2KNN-IId-52Naiuugnaysa kasaysayan nitoang mga natatanging istrukturana matatagpuan sa komunidadAP
AP2KNN-IIa-22Naiuugnaysa mayamang kuwento ng pinagmulan nitoang mga pagbabago sa pangalan ng sariling komunidadAP
AP2PSK-IIIa-12Naiuugnaysa likas na yaman ng komunidadang mga pangunahing hanapbuhay ng komunidadAP
AP2KNN-IId-52Naiuugnaysa kasaysayan nitoang mga sagisagna matatagpuan sa komunidadAP
AP2KNN-IId-52Naiuugnaysa kasaysayan nitoang mgabantayog ng mga bayanina matatagpuan sa komunidadAP
AP2PKK-IVb-d-32Naiuugnaysa karapatan ng bawat kasapi sa komunidadang pagbibigay serbisyo/ paglilingkod ng komunidadAP
AP2KOM-Ic-42Naiuugnaysa sarili at sariling pamilyaang tungkulin at gawain ng mga bumubuo ng komunidadAP
AP2KNN-IIe-72Nakabubuong maikling salaysaytungkol sa mga bagay na hindi nagbago sa komunidad (hal., pangalan, pagkain, gusali o istruktura)AP
AP2KNN-IIc-42Nakagagawasa pamamagitan ng iba’t-ibang sining (ei. pagguhit, paggawa ng simpleng graf, pagkuwento, atbp.)ng maikling salaysayng mga pagbabago sa sariling komunidad sa iba’t ibang aspeto nito tulad ng uri ng transportasyon, pananamit, libangan, pangalan ng mga kalye, atbp.AP
AP2KOM-Id-e-72Nakaguguhitng payak na mapang komunidad mula sa sariling tahahan o paaralan, na nagpapakita ng mga mahahalagang lugar at istruktura, anyong lupa at tubig, atbp.AP
AP2PKK-IVg-j-62Nakakalahokpara sa ikabubuti ng pamumuhay sa komunidadsa mga gawaing pinagtutulungan ng mga kasapiAP
AP2KNN-IIj-122Nakakalahoksa mga mungkahina nagpapaunlad o nagsusulong ng natatangingAP
AP2KNN-IIj-122Nakakalahoksa mga proyektona nagpapaunlad o nagsusulong ng natatangingAP
AP2KOM-If-h-82Nakakukuhang impormasyontungkol sa mga epekto ng kalamidad sa kalagayan ng mga anyong lupa, anyong tubig at sa mga tao sa sariling komunidadAP
AP2PKK-IVb-d-32Nakapagbibigaymula sa mga serbisyo ng komunidadhalimbawa ng hindi pagtupad ng karapatan ng bawat kasapiAP
AP2PKK-IVb-d-32Nakapagbibigaymula sa mga serbisyo ng komunidadhalimbawa ng pagtupad ng karapatan ng bawat kasapiAP
AP2PSK-IIIi-82Nakapagbibigayupang palakasin ang tama, maayos at makatwirang pamumunong mga dahilanAP
AP2PSK-IIIi-82Nakapagbibigayupang palakasin ang tama, maayos at makatwirang pamumunong mga mungkahiAP
AP2PSK-IIIb-22Nakapagbibigayng mungkahing paraan ng pag-aalaga sa kapaligiranng kinabibilangang komunidadAP
AP2PSK-IIIb-22Nakapagbibigayng mungkahing paraan ng pag-aalaga sa likas na yamanng kinabibilangang komunidadAP
AP2KNN-IIa-12Nakapagsasalaysaybatay sa mga pagsasaliksik, pakikinig sa kuwento ng mga nakakatanda sa komunidad, atbpng pinagmulan ng sariling komunidadAP
AP2KNN-IIe-82Nakasusuring pagkakaiba ng kalagayan ng kapaligiran ng sariling komunidad(ei. mga anyong lupa at tubig ngayon at noon)AP
AP2PSK-IIIe-f-52Nakikilalaang mga namumuno sa sariling komunidadat ang kanilang kaakibat na tungkulin at responsibilidadAP
AP2KOM-Id-e-72Nakikilalasa tulong ng panuntunanang mga sagisag na ginagamit sa mapaAP
AP2PSK-IIIh-72Nakikilalaang mga taong nag-aambag sa kapakanan at kaunlaran ng komunidad sa iba’t ibang aspeto at paraan(ei mga pribadong samahan (NGO) na tumutulong sa pag-unlad ng komunidad)AP
AP2PKK-IVg-j-62Napahahalagahanang kagalingan pansibikosa sariling komunidadAP
AP2KOM-Id-62Nasasabiang batayang impormasyon tungkol sa sariling komunidadpangalan ng komunidad; lokasyon ( malapit sa tubig o bundok, malapit sa bayan), mga namumuno dito, populasyon, mga wikang sinasalita, atbp.AP
AP2KOM-If-h-82Nasasabiang iba’t ibang uri ng panahong nararanasan sa sariling komunidad(tag-ulan at tag-init)AP
AP2PSK-IIIg-62Nasasabiang kahalagahan ng mabuting pamumunosa pagtugon ng pangangailangan ng mga tao sa komunidadAP
AP2PSK-IIIe-f-52Nasasabiang katangian ng di mabuting pinunoAP
AP2PSK-IIIe-f-52Nasasabiang katangian ng mabuting pinunoAP
AP2PSK-IIIb-22Nasasabiang mga bunga ng pagkasira ng likas na yamanng kinabibilangang komunidadAP
AP2KOM-Ia-12Nasasabiang mga halimbawa ng ‘komunidad’AP
AP2PSK-IIIb-22Nasasabiang mga sanhi ng pagkasira ng likas na yamanng kinabibilangang komunidadAP
AP2KOM-If-h-82Nasasabiang mga wastong gawain/ pagkilossa tahanan at paaralan; sa panahon ng kalamidadAP
AP2KNN-IIb-32Nasasabisa pamamagitan ng timeline at iba pang graphic organizersang pagbabago ng sariling komunidadAP
AP2KOM-Ii-92Nasasabisa mga kaklaseang pagkakaiba ng sariling komunidadAP
AP2KOM-Ii-92Nasasabisa mga kaklaseang pagkakapareho ng sariling komunidadAP
AP2KOM-Ia-12Nasasabiang payak na kahulugan ng ‘komunidad’AP
AP2KNN-IIb-32Nasasabisa pamamagitan ng timeline at iba pang graphic organizersang pinagmulan ng sariling komunidadAP
AP2KOM-If-h-82Nasasabikung paano ibinabagay ng mga tao sa panahonang kanilang kasuotan at tirahanAP
AP2PSK-IIIe-f-52Nasasabikung paano nagiging pinunoAP
AP2KOM-Ic-52Nasasabina ang bawat bata ay may kinabibilangang komunidadAP
AP2PKK-IVb-d-32Nasasabina ang bawat kasapi ay may karapatanna mabigyan ng paglilingkod/ serbisyo mula sa komunidadAP
AP2KNN-IIi-112Nasusuriang kahalagahan ng mga pagdiriwangna nagbubuklod ng mga tao sa pag-unlad ng sariling komunidadAP
AP2KNN-IIi-112Nasusuriang kahalagahan ng mga tradisyonna nagbubuklod ng mga tao sa pag-unlad ng sariling komunidadAP
AP2KNN-IIf-g-92Natatalakayang iba’t-ibang uri ng sining na nagpapakilala sa sariling komunidad(ei. panitikan, musika, sayaw, isports, atbp.)AP
AP2PKK-IVa-12Natatalakayang kahalagahan ng mga paglilingkod/ serbisyo ng komunidadupang matugunan ang pangangailangan ng mga kasapi sa komunidadAP
AP2PKK-IVf-52Natatalakayang kahalagahan ng mga tuntuning itinakda para sa ikabubuti ng lahat ng kasapiAP
AP2PSK-IIIa-12Natatalakayang mga kaugnay na hanapbuhayna nalilikha mula sa likas yaman ng komunidadAP
AP2PSK-IIIa-12Natatalakayang mga produktona nalilikha mula sa likas yaman ng komunidadAP
AP2KNN-IIf-g-92Natatalakayang mga tradisyonna nagpapakilala sa sariling komunidadAP
AP2PKK-IVg-j-62Natatalakayang mga tradisyongmay kinalaman sa pagkakabuklod-buklod ng mga tao sa komunidadAP
AP2PKK-IVa-22Natutukoyang iba pang tao na naglilingkodat ang kanilang kahalagahan sa komunidad (e.g. guro, pulis, brgy. tanod, bumbero, nars, duktor, tagakolekta ng basura, kartero, karpintero, tubero, atbp.)AP
AP2KNN-IIf-g-92Natutukoyang iba’t ibang pagdiriwangng komunidadAP
AP2KOM-Id-e-72Natutukoybatay sa lokasyon nito sa sariling tahanan o paaralanang lokasyon ng mga mahahalagang lugarsa sariling komunidadAP
AP2KOM-Ib-32Natutukoyang mga bumubuo ng komunidadMga institusyon: paaralan, mga sentrong pamahalaan o nagbibigay serbisyo, sentrong pangkalusugan, pamilihan, simbahan o mosque at iba pang pinagtitipunan ng mga kasapi ng ibang relihiyonAP
AP2KOM-Ib-32Natutukoyang mga bumubuo ng komunidadMga tao: mga iba’t ibang naninirahan sa komunidad, mga pamilya o mag-anakAP
AP2KNN-IIf-g-92Natutukoyang mga katangiang nagpapakilala ng sariling komunidad(ie, tanyag na anyong lupa o tubig, produkto, pagkain, tanyag na kasapi ng komunidad, atbp.)AP
AP2KOM-If-h-82Natutukoyang mga natural na kalamidad o sakunang madalas maganap sa sariling komunidadAP
AP2PKK-IVf-52Natutukoyang mga tuntuning sinusunod ng bawat kasapi sa komunidad(ei. pagsunod sa mga babala, batas, atbp)AP
AP2KOM-Ia-12Nauunawaanang konsepto ng ‘komunidad’AP
A2EL-Ia2Appreciatesthe different styles of Filipino artistsin portraiture and still life (different lines and colors)Arts-Music
A2PR-IIIf2Carveson an eraser or kamotea letterwhich can be painted and printed several timesArts-Music
A2PR-IIIf2Carveson an eraser or kamotea shapewhich can be painted and printed several timesArts-Music
A2EL-IVb2Citesgiving emphasis on their shapes, textures, proportion and balanceexamples of 3-dimensional craftsfound in the localityArts-Music
MU2RH-Ic-52Clapsto show steady beatsthe written stick notationArts-Music
A2EL-Ic2Composesto show overlapping of shapes, and the contrast of colors and shapes in his colored drawingthe different fruits or plantsArts-Music
A2EL-IVc2Constructsfrom bamboo sticks, papel de japon glue, stringa native kiteArts-Music
A2PR-IVh2Createsa clay human figurethat is balanced and can stand on its ownArts-Music
A2PL-IIIb2Createsby making two or three prints that are repeated or alternated in shape or colora consistent patternArts-Music
A2PL-IIIc2Createson paper or cloth; using man-made objects with flat surfacea printshowing a repeated motifArts-Music
A2PR-IIIg2Createson paper or cloth; using cut-out designsa printArts-Music
MU2FO-IIg-h-72Createsa rhythmic ending of songsArts-Music
MU2FO-IIg-h-72Createsa rhythmic introduction of songsArts-Music
A2PR-IVf2Createsusing different sizes of boxes, coils, wires, bottle caps and other found materialan imaginary creatureArts-Music
A2EL-Ih-22Createsan imaginary landscapefrom a dream or a storyArts-Music
A2PR-IVf2Createsusing different sizes of boxes, coils, wires, bottle caps and other found materialan imaginary robotArts-Music
A2EL-Ih-22Createsan imaginary worldfrom a dream or a storyArts-Music
A2PL-IIf2Createsby using two or more kinds of lines, colors and shapes by repeating or contrasting them, to show rhythmdesignsArts-Music
MU2FO-IIg-h-62Createsmelodic ending of songsArts-Music
MU2FO-IIg-h-62Createsmelodic introduction of songsArts-Music
A2PR-IIIh-12Createsfor a cardprintsArts-Music
MU2RH-Id-e-62Createswith body movementssimple ostinato patternsin measures of 2s, 3s, and 4sArts-Music
MU2TP-IVa-32Demonstrateswith movementschanges in tempoArts-Music
MU2ME-IIb-32Demonstratesthrough singing or playing musical instrumentshigh pitchesArts-Music
MU2ME-IIb-32Demonstratesthrough singing or playing musical instrumentslow pitchesArts-Music
MU2FO-IIe-42Demonstrateswith movementsrepeated musical linesArts-Music
MU2FO-IId-22Demonstrateswith: instrumental soundsthe beginning of a songArts-Music
MU2FO-IId-22Demonstrateswith: movementsthe beginning of a songArts-Music
MU2FO-IId-22Demonstrateswith: vocal soundsthe beginning of a songArts-Music
MU2FO-IId-22Demonstrateswith: instrumental soundsthe ending of a songArts-Music
MU2FO-IId-22Demonstrateswith: movementsthe ending of a songArts-Music
MU2FO-IId-22Demonstrateswith: vocal soundsthe ending of a songArts-Music
MU2ME-IIc-62Demonstrateswith movementthe melodic contourArts-Music
MU2ME-IIc-72Demonstratesthrough: body staffthe melodic contourArts-Music
MU2ME-IIc-72Demonstratesthrough: line notationthe melodic contourArts-Music
MU2ME-IIc-72Demonstratesthrough: writing the melodic line “on the air”the melodic contourArts-Music
A2EL-IIa2Describesusing visual art words and actionsthe linesseen in skin coverings of animals in the communityArts-Music
A2EL-IIa2Describesusing visual art words and actionsthe shapesseen in skin coverings of animals in the communityArts-Music
A2EL-IIa2Describesusing visual art words and actionsthe texturesseen in skin coverings of animals in the communityArts-Music
A2EL-IIb2Describesfrom imagesthe unique colorsof the skin coverings of different fishes and sea creatures or of wild forest animalsArts-Music
A2EL-IIb2Describesfrom imagesthe unique designof the skin coverings of different fishes and sea creatures or of wild forest animalsArts-Music
A2EL-IIb2Describesfrom imagesthe unique shapesof the skin coverings of different fishes and sea creatures or of wild forest animalsArts-Music
A2EL-IIb2Describesfrom imagesthe unique textureof the skin coverings of different fishes and sea creatures or of wild forest animalsArts-Music
MU2TX-IVd-f-32Distinguishesbetween single musical line and multiple musical lineswhich occur simultaneouslyArts-Music
MU2RH-Ia-12Distinguishesaurally and visuallybetween sound and silenceArts-Music
MU2TX-IVg-h-42Distinguishesbetween thinness and thickness of musical soundin recorded or performed musicArts-Music
MU2TP-IVb-52Distinguisheswith voice or with instrumentsfastin musicArts-Music
MU2TP-IVb-52Distinguisheswith voice or with instrumentsfasterin musicArts-Music
MU2DY-IIIc-22Distinguishesloudin musicArts-Music
MU2DY-IIIc-22Distinguisheslouderin musicArts-Music
MU2TP-IVb-52Distinguisheswith voice or with instrumentsslowin musicArts-Music
MU2TP-IVb-52Distinguisheswith voice or with instrumentsslowerin musicArts-Music
MU2DY-IIIc-22Distinguishessoftin musicArts-Music
MU2DY-IIIc-22Distinguishessofterin musicArts-Music
MU2RH-Ic-52Dividesnto measures of 2s, 3s and 4s; to show rhythmic patternsthe stick notationsArts-Music
A2EL-Id2Drawsfrom an actual still life arrangementArts-Music
A2EL-If2Drawsa portrait of two or more persons - his friends, his familyshowing the differences in the shape of their facial features (shape of eyes, nose, lips, head, and texture of hair)Arts-Music
A2EL-IId2Drawswith the use of pencil or crayonthe forest animals in their habitatshowing their unique shapes and featuresArts-Music
A2EL-IId2Drawswith the use of pencil or crayonthe sea animals in their habitatshowing their unique shapes and featuresArts-Music
MU2ME-IIc-52Echoesthrough singing or hummingsimple melodic patternsArts-Music
A2PR-IIId2Experimentsby dabbing dye or paint on the surfacewith natural objects(leaves, twig, bark of trees, etc.)Arts-Music
A2PR-IIIe2Experimentsby dabbing dye or paint on the surfacewith natural objects(banana stalks, gabi stalks, etc.)Arts-Music
A2EL-IVc2Fliesto tests its design (proportion and balance)the kiteArts-Music
A2EL-IVa-22Givesto the craftsmanship of the local artistsvalue and importanceArts-Music
A2EL-IIIa2Identifiesman-made objectswith repeated or alternated shapes and colors and materials that can be used in print makingArts-Music
MU2FO-IIe-32Identifiesas: dissimilar; with movements and with the use geometric shapes or objectsmusical linesArts-Music
MU2FO-IIe-32Identifiesas: similarmusical linesArts-Music
MU2TX-IVd-f-12Identifieswith recorded musicmusical texturemelody with single instrument or voiceArts-Music
MU2TX-IVd-f-12Identifieswith recorded musicmusical texturesingle melody with accompanimentArts-Music
MU2TX-IVd-f-12Identifieswith recorded musicmusical texturetwo or more melodies sung or played together at the same timeArts-Music
A2EL-IIIa2Identifiesnatural objectswith repeated or alternated shapes and colors and materials that can be used in print makingArts-Music
A2EL-IVa-12Identifiesthe artistry of different local craftsmenin creating: banca, native boats from Cavite, and coastal townsArts-Music
A2EL-IVa-12Identifiesthe artistry of different local craftsmenin creating: sarangola, or kitesArts-Music
A2EL-IVa-12Identifiesthe artistry of different local craftsmenin creating: taka of different animals and figures in Paete, LagunaArts-Music
MU2FO-IId-12Identifiesthe beginning of a songArts-Music
MU2TB-IIIb-32Identifiesby their sounds and imagethe common musical instrumentsArts-Music
A2EL-Ia2Identifiesthe different styles of Filipino artistsin portraiture and still life (different lines and colors)Arts-Music
MU2FO-IId-12Identifiesthe ending of a songArts-Music
MU2ME-IIa-12Identifiesas: highthe pitch of tonesArts-Music
MU2ME-IIa-12Identifiesas: higherthe pitch of tonesArts-Music
MU2ME-IIa-12Identifiesas: lowthe pitch of tonesArts-Music
MU2ME-IIa-12Identifiesas: lowerthe pitch of tonesArts-Music
MU2TB-IIIa-12Identifiesthe source of soundse.g., winds, waves swaying of the trees, animals sounds, sounds produced by machines, transportation, etc.Arts-Music
MU2DY-IIIc-12Interpretsthrough body movementsthe dynamics of a songArts-Music
A2PR-IVd2Learnswith focus on proportion and balancethe steps in making a paper mache objectArts-Music
MU2RH-Ic-42Maintainswhen chanting, walking, tapping, clapping, and playing musical instrumentsa steady beatArts-Music
A2PR-IIIh-12Makesseveral copies or editions of the printso that cards can be exchanged with other personsArts-Music
MU2TP-IVa-12Mimicsanimal movements: carabao – moderateArts-Music
MU2TP-IVa-12Mimicsanimal movements: horse – fastArts-Music
MU2TP-IVa-12Mimicsanimal movements: turtle – slowArts-Music
A2PR-IVg2Moldson wire or bamboo armature or framework; showing the animal in actionan animal shapeArts-Music
A2EL-Ie2Paintsto capture their likeness and characterportraits of personsArts-Music
A2EL-IIe2Paintsto show the variety of colors and textures in their skinthe illustration of animalsArts-Music
MU2RH-Ih-82Playson classroom instruments: sticks, drums, triangles, nails, coconut shells, bamboo, empty boxes, etc.simple ostinato patternsArts-Music
A2EL-IIc2Points outthe contrasts in the colorsbetween two or more animalsArts-Music
A2EL-IIc2Points outthe contrasts in the shapesbetween two or more animalsArts-Music
A2EL-IIc2Points outthe contrasts in the texturesbetween two or more animalsArts-Music
A2PR-IIId2Presseson paper or cloth, sinamay and any other material; to create printsnatural objectswith dye or paint on the surfaceArts-Music
A2PR-IIIe2Presseson paper or cloth, sinamay and any other material; to create printsnatural objectswith dye or paint on the surfaceArts-Music
MU2TB-IIId-62Producesusing voice, body, and objects; to enhance a given storysoundsArts-Music
MU2FO-IIf-52Recognizesrepetitions within a songArts-Music
MU2TB-IIIc-42Recognizesthe difference between speaking and singingArts-Music
MU2DY-IIIc-32Relatesto dynamics: dog walking – mediummovements of animalsArts-Music
MU2DY-IIIc-32Relatesto dynamics: elephant walking – loudmovements of animalsArts-Music
MU2DY-IIIc-32Relatesto dynamics: tiny steps of a mouse - softmovements of animalsArts-Music
MU2ME-IIc-82Relatesto melodic patternsvisual imageryArts-Music
MU2RH-Ib-22Relatesto sound and silence; within a rhythmic patternvisual imagesArts-Music
MU2TP-IVc-72Replicateswith voice or with instruments“fast”Arts-Music
MU2TP-IVc-72Replicateswith voice or with instruments“faster”Arts-Music
MU2DY-IIId,e,h-52Replicateswith voice or with instruments“loud”Arts-Music
MU2DY-IIId,e,h-52Replicateswith voice or with instruments“medium”Arts-Music
MU2TP-IVc-72Replicateswith voice or with instruments“slow”Arts-Music
MU2TP-IVc-72Replicateswith voice or with instruments“slower”Arts-Music
MU2DY-IIId,e,h-52Replicateswith voice or with instruments“soft”Arts-Music
MU2RH-Ib-32Replicatesa simple series of rhythmic sounds(i.e. echo clapping)Arts-Music
MU2TB-IIIa-22Replicateswith body movementsdifferent sources of soundsArts-Music
MU2ME-IIa-22Respondsthrough body movements, singing, and playing sources of soundsto ranges of pitchArts-Music
MU2TP-IVa-22Respondsas guided by the hand signal of the teacher: The teacher’s slow hand movement means “slow”, while fast hand movement means “fast”to the accurate tempo of a songArts-Music
MU2TP-IVb-42Respondswith dance steps: s musicto variations in tempoArts-Music
MU2TP-IVb-42Respondswith dance steps: slow movement with slow musicto variations in tempoArts-Music
A2PR-IIIh-22Shareswith their loved onestheir cardArts-Music
MU2TX-IVd-f-22Showsby relating visual images to recorded or performed musicawareness of textureArts-Music
A2EL-Ih-12Showsmotion or actionin the drawing of human bodiesArts-Music
A2PR-IVe2Showsthe beginning skillin the method of creating 3-dimensional free standing figures out of different materials like clay, wood, found materials, recycled objects, wire, metal, bambooArts-Music
MU2DY-IIIf-h-62Singswith appropriate dynamicsa given songArts-Music
MU2TB-IIIc-52Singswith accurate pitch and pleasing vocal qualitysongsArts-Music
MU2ME-IIb-42Singswith accurate pitchthe following songs: echo songsArts-Music
MU2ME-IIb-42Singswith accurate pitchthe following songs: simple children’s melodiesArts-Music
MU2ME-IIb-42Singswith accurate pitchthe following songs: wrote songsArts-Music
A2PR-IIg2Usesto paint the different lines, shapes and colors; in his work or in a group workcontrol of the painting tools and materialsArts-Music
MU2TP-IVb-62Usesto identify variations in tempothe terms: “fast”Arts-Music
MU2TP-IVb-62Usesto identify variations in tempothe terms: “faster”Arts-Music
MU2TP-IVb-62Usesto identify variations in tempothe terms: “slow”Arts-Music
MU2TP-IVb-62Usesto identify variations in tempothe terms: “slower”Arts-Music
MU2DY-IIIc-42Usesto identify variations in volumethe words: loudArts-Music
MU2DY-IIIc-42Usesto identify variations in volumethe words: louderArts-Music
MU2DY-IIIc-42Usesto identify variations in volumethe words: softArts-Music
MU2DY-IIIc-42Usesto identify variations in volumethe words: softerArts-Music
MU2RH-If-g-72Writeson the board; to represent the sound heardstick notationArts-Music
EN2G-IIf-j-52AdjectivesEnglish
EN2G-IIIi-j-52AdjectivesEnglish
EN2G-If-g-22NounsEnglish
EN2G-IIId-f-22NounsEnglish
EN2G-IVg-h-72PrepositionsEnglish
EN2G-IVa-f-42PronounsEnglish
EN2G-Ia-e-12SentencesEnglish
EN2G-IIIa-c-12SentencesEnglish
EN1G-IIa-e-32VerbsEnglish
EN2G-IIIg-h-32VerbsEnglish
EN2LC-Ic-1.12Activatesbased on new knowledge formedprior knowledgeEnglish
EN2LC-Ih-1.12Activatesbased on new knowledge formedprior knowledgeEnglish
EN2RC-IIIf-h-2.172Answersto clarify understanding before, during and after readingquestionsEnglish
EN2LC-IIc-2.12Answerssimple questions: howabout text listened toEnglish
EN2LC-IIh-i-2.12Answerssimple questions: howabout text listened toEnglish
EN2LC-IIc-2.12Answerssimple questions: whatabout text listened toEnglish
EN2LC-IIh-i-2.12Answerssimple questions: whatabout text listened toEnglish
EN2LC-IIc-2.12Answerssimple questions: whenabout text listened toEnglish
EN2LC-IIh-i-2.12Answerssimple questions: whenabout text listened toEnglish
EN2LC-IIc-2.12Answerssimple questions: whereabout text listened toEnglish
EN2LC-IIh-i-2.12Answerssimple questions: whereabout text listened toEnglish
EN2LC-IIc-2.12Answerssimple questions: whoabout text listened toEnglish
EN2LC-IIh-i-2.12Answerssimple questions: whoabout text listened toEnglish
EN2LC-IIc-2.12Answerssimple questions: whyabout text listened toEnglish
EN2LC-IIh-i-2.12Answerssimple questions: whyabout text listened toEnglish
EN2SS-IVa-b-22Arrangesalphabetically by the 1st letterwordsEnglish
EN2OL-IIf-1.17.22Askssimple questionsEnglish
EN2LC-IIc-2.12Askssimple questions: howabout text listened toEnglish
EN2LC-IIh-i-2.12Askssimple questions: howabout text listened toEnglish
EN2LC-IIc-2.12Askssimple questions: whatabout text listened toEnglish
EN2LC-IIh-i-2.12Askssimple questions: whatabout text listened toEnglish
EN2LC-IIc-2.12Askssimple questions: whenabout text listened toEnglish
EN2LC-IIh-i-2.12Askssimple questions: whenabout text listened toEnglish
EN2LC-IIc-2.12Askssimple questions: whereabout text listened toEnglish
EN2LC-IIh-i-2.12Askssimple questions: whereabout text listened toEnglish
EN2LC-IIc-2.12Askssimple questions: whoabout text listened toEnglish
EN2LC-IIh-i-2.12Askssimple questions: whoabout text listened toEnglish
EN2LC-IIc-2.12Askssimple questions: whyabout text listened toEnglish
EN2LC-IIh-i-2.12Askssimple questions: whyabout text listened toEnglish
EN2PA-Ia-c-1.12Categorizessounds heard: animalsEnglish
EN2PA-Ia-c-1.12Categorizessounds heard: environmentEnglish
EN2PA-Ia-c-1.12Categorizessounds heard: mechanicalEnglish
EN2PA-Ia-c-1.12Categorizessounds heard: musical instrumentsEnglish
EN2PA-Ia-c-1.12Categorizessounds heard: objectsEnglish
EN2PA-Ia-c-1.12Categorizessounds heard: speechEnglish
EN2V-IIa-32Classifiesinto basic categories (colors, shapes, foods, etc.)familiar wordsEnglish
EN2V-IIf-g-32Classifiesinto basic categories (colors, shapes, foods, etc.)familiar wordsEnglish
EN2PA-Ia-c-1.12Classifiessounds heard: animalsEnglish
EN2PA-Ia-c-1.12Classifiessounds heard: environmentEnglish
EN2PA-Ia-c-1.12Classifiessounds heard: mechanicalEnglish
EN2PA-Ia-c-1.12Classifiessounds heard: musical instrumentsEnglish
EN2PA-Ia-c-1.12Classifiessounds heard: objectsEnglish
EN2PA-Ia-c-1.12Classifiessounds heard: speechEnglish
EN2OL-IVf-g-1.162Createsoral dramatic activitiesEnglish
EN2OL-IIIg-1.162Createsoral dramatic activitiesEnglish
EN2PA-IVa-b-3.12Demonstratesby dividing spoken sentences in English into individual wordsthe concept of wordEnglish
EN2V-IId-e-62Derivesfrom repetitive language structuresmeaningEnglish
EN2V-IIj-62Derivesfrom repetitive language structuresmeaningEnglish
EN2G-IIIi-j-5.12Describesusing simple adjectives (color, shape, size, height, weight, length, distance, etc.)objectsEnglish
EN2G-IIIi-j-5.12Describesusing simple adjectives (color, shape, size, height, weight, length, distance, etc.)peopleEnglish
EN2G-IIIi-j-5.12Describesusing simple adjectives (color, shape, size, height, weight, length, distance, etc.)placesEnglish
EN2G-IIIi-j-5.12Describesusing simple adjectives (color, shape, size, height, weight, length, distance, etc.)thingsEnglish
EN2V-IIb-c-12.12Determinesusing clues (Total Physical Response through realia, pictures, body movements, context clues etc.)the meaning of wordsEnglish
EN2V-IIh-i-12.12Determinesusing clues (Total Physical Response through realia, pictures, body movements, context clues etc.)the meaning of wordsEnglish
EN2V-Ib-c-012Differentiatesfrom other languagesEnglish wordsspoken at home and in schoolEnglish
EN2V-Ig-h-012Differentiatesfrom other languagesEnglish wordsspoken at home and in schoolEnglish
EN2PWR-IVd-132Differentiatescorrectlythe short e and a words(pan-pen, man-men, tan-ten, etc.)English
EN2PWR-IVh-17.22Differentiatescorrectlythe short e, a and i words(pan-pen-pin, bag-beg-big)English
EN2PA-Id-e-1.22Discriminatesfrom a background of other soundssoundsEnglish
EN2LC-Ia-j-1.12Discussesspecific eventsEnglish
EN2LC-IIa-j-1.12Discussesspecific eventsEnglish
EN2LC-IIIa-j-1.12Discussesspecific eventsEnglish
EN2LC-IIa-b-2.22Discussesthe elements of a story: charactersEnglish
EN2LC-IIf-g-2.22Discussesthe elements of a story: charactersEnglish
EN2LC-IIa-b-2.22Discussesthe elements of a story: eventsEnglish
EN2LC-IIf-g-2.22Discussesthe elements of a story: eventsEnglish
EN2LC-IIa-b-2.22Discussesthe elements of a story: settingEnglish
EN2LC-IIf-g-2.22Discussesthe elements of a story: settingEnglish
EN2LC-IIa-b-2.22Discussesthe elements of a story: themeEnglish
EN2LC-IIf-g-2.22Discussesthe elements of a story: themeEnglish
EN2BPK-IIIa-12Discussesthe illustrations on the coverEnglish
EN2PA-Ig-2.32Distinguishesfrom non-rhyming wordsrhyming wordsEnglish
EN2PA-IIf-2.32Distinguishesfrom non-rhyming wordsrhyming wordsEnglish
EN2G-IIIa-1.12Distinguishesfrom non-sentencessentencesEnglish
EN2OL-IIIh-j-1.62Dramatizesfamiliar poemsEnglish
EN2OL-IVh-j-1.62Dramatizesfamiliar poemsEnglish
EN2OL-IIIh-j-1.62Dramatizesfamiliar rhymesEnglish
EN2OL-IVh-j-1.62Dramatizesfamiliar rhymesEnglish
EN2OL-IIIh-j-1.62Dramatizesfamiliar storiesEnglish
EN2OL-IVh-j-1.62Dramatizesfamiliar storiesEnglish
EN2LC-Ia-j-1.12Dramatizesspecific eventsEnglish
EN2LC-IIa-j-1.12Dramatizesspecific eventsEnglish
EN2LC-IIIa-j-1.12Dramatizesspecific eventsEnglish
EN2A-IIIa-e-12Engagesin a read-along of texts(e.g. poetry, repetitive text)English
EN2A-IVa-e-12Engagesin a read-along of texts(e.g. poetry, repetitive text)English
EN2SS-Ia-e-1.22Engagesto share informationin a variety of ways(e.g. role playing, reporting, summarizing, retelling and show and tell)English
EN2SS-If-j-1.22Engagesto share informationin a variety of ways(e.g. role playing, reporting, summarizing, retelling and show and tell)English
EN2SS-IIa-e-1.22Engagesto share informationin a variety of ways(e.g. role playing, reporting, summarizing, retelling and show and tell)English
EN2SS-IIf-j-1.22Engagesto share informationin a variety of ways(e.g. role playing, reporting, summarizing, retelling and show and tell)English
EN2WC-IVd-g-1.62Expressesthrough illustrations or storyboardideaEnglish
EN2LC-Ib-3.162Followsa set of verbal two-step directionswith picture cuesEnglish
EN2LC-Ig-3.162Followsa set of verbal two-step directionswith picture cuesEnglish
EN2SS-IIIa-d-1.12Followsinstructionsorally givenEnglish
EN2LC-IIg-3.62Followsone-to-two step directionsEnglish
EN2G-IIId-f-22Givesnaming wordsfor persons, places, thingsEnglish
EN2OL-IIh-1.17.12Givesone-to-two step directionsEnglish
EN2AK-IIIa-c-42Givesthe beginning consonant soundof the name of each pictureEnglish
EN2AK-IIa-e-32Givesthe beginning letterof the name of each pictureEnglish
EN2AK-IIIa-1.12Givesthe beginning soundof each consonant (m, s, f, t, h)English
EN2AK-IIIb-1.22Givesthe beginning soundof each consonant (c, r, n, b, g, p)English
EN2AK-IIIc-1.22Givesthe beginning soundof each consonant (d, j, w, v, z, y)English
EN2LC-Ia-j-1.12Givesthe correct sequence of three eventsEnglish
EN2LC-IIa-j-1.12Givesthe correct sequence of three eventsEnglish
EN2LC-IIIa-j-1.12Givesthe correct sequence of three eventsEnglish
EN2V-IIIa-b-13.12Givespresented through real objects, illustrations, demonstration and context cluesthe meaningof words used in storiesEnglish
EN2V-IIId-j-202Givesthe meaningof short e wordsEnglish
EN2V-IVa-e-212Givesthe meaningof short a wordsEnglish
EN2V-IVa-e-222Givesthe meaningof 2-syllable words with short e and a soundsEnglish
EN2V-IVg-212Givesthe meaningof short i wordsEnglish
EN2V-IVh-j-222Givesthe meaningof 2-syllable words with short e, a and i soundsEnglish
EN2RC-IVc-3.1.32Givesthe sequence of three eventsin stories readEnglish
EN2G-IIIg-3.12Identifiesaction wordsEnglish
EN2LC-Ia-j-1.12Identifiescauseof eventsEnglish
EN2LC-IIa-j-1.12Identifiescauseof eventsEnglish
EN2LC-IIIa-j-1.12Identifiescauseof eventsEnglish
EN2LC-Ia-j-1.12Identifieseffectof eventsEnglish
EN2LC-IIa-j-1.12Identifieseffectof eventsEnglish
EN2LC-IIIa-j-1.12Identifieseffectof eventsEnglish
EN2LC-IIIh-3.12Identifiesimportant detailsin expository text listened toEnglish
EN2LC-IVh-3.12Identifiesimportant detailsin expository text listened toEnglish
EN2OL-IIIa-b-3.32Identifieskey themesEnglish
EN2OL-IVa-b-3.32Identifieskey themesEnglish
EN2AK-Ih-j-22Identifiesletters in Englishthat are not present in Mother Tongue/Filipino; and vice-versaEnglish
EN2AK-IIc-e-22Identifiesletters in Englishthat are not present in Mother Tongue/Filipino; and vice-versaEnglish
EN2AK-IIf-j-22Identifiesletters in Englishthat are not present in Mother Tongue/Filipino; and vice-versaEnglish
EN2OL-IIIa-b-3.32Identifiesmajor pointsEnglish
EN2OL-IVa-b-3.32Identifiesmajor pointsEnglish
EN2RC-IIId-e-2.42Identifiesthe basic sequence of eventsEnglish
EN2BPK-IIIa-b-42Identifiesthe common terms in English relating to part of book(e.g. cover, title page, etc.)English
EN2BPK-IVa-b-42Identifiesthe common terms in English relating to part of book(e.g. cover, title page, etc.); book orientationEnglish
EN2LC-IIa-b-2.22Identifiesthe elements of a story: charactersEnglish
EN2LC-IIf-g-2.22Identifiesthe elements of a story: charactersEnglish
EN2LC-IIa-b-2.22Identifiesthe elements of a story: eventsEnglish
EN2LC-IIf-g-2.22Identifiesthe elements of a story: eventsEnglish
EN2LC-IIa-b-2.22Identifiesthe elements of a story: settingEnglish
EN2LC-IIf-g-2.22Identifiesthe elements of a story: settingEnglish
EN2LC-IIa-b-2.22Identifiesthe elements of a story: themeEnglish
EN2LC-IIf-g-2.22Identifiesthe elements of a story: themeEnglish
EN2VD-Id-e-12Identifiesthe English equivalentof words in the Mother Tongue or in FilipinoEnglish
EN2V-Ii-j-12Identifiesthe English equivalentof words in the Mother Tongue or in FilipinoEnglish
EN2AK-IIc-e-22Identifiesthe nameof each consonantEnglish
EN2LC-Ia-j-1.12Identifiesthe problemEnglish
EN2LC-IIa-j-1.12Identifiesthe problemEnglish
EN2LC-IIIa-j-1.12Identifiesthe problemEnglish
EN2LC-Ia-j-1.12Identifiesthe solutionEnglish
EN2LC-IIa-j-1.12Identifiesthe solutionEnglish
EN2LC-IIIa-j-1.12Identifiesthe solutionEnglish
EN2AK-IIc-e-22Identifiesthe soundof each consonantEnglish
EN2LC-Ia-j-1.12Identifiesthe speakerin the story or poemEnglish
EN2LC-IIa-j-1.12Identifiesthe speakerin the story or poemEnglish
EN2LC-IIa-j-1.12Identifiesthe speakerin the story or poemEnglish
EN2LC-IIIa-j-1.12Identifiesthe speakerin the story or poemEnglish
EN2LC-Ia-j-1.12Illustratesspecific eventsEnglish
EN2LC-IIa-j-1.12Illustratesspecific eventsEnglish
EN2LC-IIIa-j-1.12Illustratesspecific eventsEnglish
EN2RC-IVd-2.82InfersoutcomesEnglish
EN2LC-Ia-j-1.12Infersthe character feelingsEnglish
EN2LC-IIa-j-1.12Infersthe character feelingsEnglish
EN2LC-IIIa-j-1.12Infersthe character feelingsEnglish
EN2LC-Ia-j-1.12Infersthe character traitsEnglish
EN2LC-IIa-j-1.12Infersthe character traitsEnglish
EN2LC-IIIa-j-1.12Infersthe character traitsEnglish
EN2SS-IVh-1.22InterpretspictographsEnglish
EN2SS-IVc-d-32Interpretssimple mapsof unfamiliar places, signs and symbolsEnglish
EN2LC-Ia-j-1.12Listensto a variety of mediaincluding books, audiotapes videos and other age-appropriate publicationsEnglish
EN2LC-If-1.12Listensto a variety of mediaincluding books, audiotapes videos and other age-appropriate publicationsEnglish
EN2LC-IIa-j-1.12Listensto a variety of mediaincluding books, audiotapes videos and other age-appropriate publicationsEnglish
EN2LC-IIIa-j-1.12Listensto a variety of mediaincluding books, audiotapes videos and other age-appropriate publicationsEnglish
EN2OL-IIIe-f-1.12Listensto clarify meanings heard; while drawing on personal experiencesto textsEnglish
EN2OL-IVe-1.12Listensto clarify meanings heard; while drawing on personal experiencesto textsEnglish
EN2RC-IIId-e-2.42Makesrelevant predictionsabout storiesEnglish
EN2PWR-IVa-c-2.92Matcheswith short a wordspicturesEnglish
EN2PWR-IVg-h-2.82Matcheswith short i wordspicturesEnglish
EN2PWR-IVj-2.82Matcheswith the correct picturesthe 2-syllable wordsEnglish
EN2PWR-IIId-f-7.12Matcheswith its sight wordthe pictureEnglish
EN2AK-IIIa-c-1.22Namesthe picturesthat begin its name with a particular consonantEnglish
EN2RC-IIId-e-2.102Notesdetailsin sentences and stories (controlled words, short e, a.. .) that they readEnglish
EN2LC-Ia-j-1.12Notesimportant detailspertaining to: characterEnglish
EN2LC-Ia-j-1.12Notesimportant detailspertaining to: eventsEnglish
EN2LC-Ia-j-1.12Notesimportant detailspertaining to: settingEnglish
EN2LC-IIa-j-1.12Notesimportant detailspertaining to: characterEnglish
EN2LC-IIa-j-1.12Notesimportant detailspertaining to: eventsEnglish
EN2LC-IIa-j-1.12Notesimportant detailspertaining to: settingEnglish
EN2LC-IIIa-j-1.12Notesimportant detailspertaining to: characterEnglish
EN2LC-IIIa-j-1.12Notesimportant detailspertaining to: eventsEnglish
EN2LC-IIIa-j-1.12Notesimportant detailspertaining to: settingEnglish
EN2A-IIIa-e-12Participatesin a read-along of texts(e.g. poetry, repetitive text)English
EN2A-IVa-e-12Participatesin a read-along of texts(e.g. poetry, repetitive text)English
EN2OL-IIIc-d-1.22Participatesin choral speakingof short poems, rhymes and stories; with repeated patterns and refrains in EnglishEnglish
EN2OL-IVc-d-1.22Participatesin choral speakingof short poems, rhymes and stories; with repeated patterns and refrains in EnglishEnglish
EN2OL-IIIc-d-1.22Participatesin echo readingof short poems, rhymes and stories; with repeated patterns and refrains in EnglishEnglish
EN2OL-IVc-d-1.22Participatesin echo readingof short poems, rhymes and stories; with repeated patterns and refrains in EnglishEnglish
EN2WC-IIIa-c-12Participatesthrough prewriting activitiesin generating ideasEnglish
EN2WC-IVa-1.12Participatesthrough prewriting activities: brainstormingin generating ideasEnglish
EN2WC-IVa-c-12Participatesthrough prewriting activitiesin generating ideasEnglish
EN2WC-IVb-1.22Participatesthrough prewriting activities: webbingin generating ideasEnglish
EN2WC-IVc-1.32Participatesthrough prewriting activities: drawingin generating ideasEnglish
EN2OL-IIIg-1.162Participatesin oral dramatic activitiesEnglish
EN2OL-IVf-g-1.162Participatesin oral dramatic activitiesEnglish
EN2G-Ia-e-7.42Performsdialogues, drama, mock interview, TV talk show, etc.English
EN2A-If-j-7.42Performsdialogues, drama, mock interview, TV talk show, etc.English
EN2A-IIa-e-7.42Performsdialogues, drama, mock interview, TV talk show, etc.English
EN2A-IIf-j-7.42Performsdialogues, drama, mock interview, TV talk show, etc.English
EN2RC-IVd-2.82PredictsoutcomesEnglish
EN2LC-Ia-j-1.12Predictspossible endingof a story readEnglish
EN2LC-IIa-j-1.12Predictspossible endingof a story readEnglish
EN2LC-IIIa-j-1.12Predictspossible endingof a story readEnglish
EN2BPK-IIIa-12Predictswhat the story may be aboutEnglish
EN2PA-IIIc-e-6.22Producesspeech sounds(sounds and letter names)English
EN2PA-IVc-d-6.22Producesspeech sounds(sounds and letter names)English
EN2PA-IIIf-h-6.32Producesusing the letter sounds of Mother Tongue as referencethe sounds of English lettersEnglish
EN2PA-IVe-f-6.32Producesusing the letter sounds of Mother Tongue as referencethe sounds of English lettersEnglish
EN2PWR-IVf-152Reads2-syllable wordsconsisting of short e and a (basket, magnet, .. .)English
EN2PWR-IVj-15.22Reads2-syllable wordsconsisting of short a, e and i words (pigpen, magnet . . .)English
EN2PWR-IIIi-j-122Readsa short storyconsisting of short e words and sight wordsEnglish
EN2F-IIIa-b-2.112Readsaloud; with appropriate speed, accuracy and proper expressionphrasesconsisting of short e wordsEnglish
EN2F-IVa-d-42Readswith appropriate speed, accuracy and proper expressionphrasesconsisting of short a words and some sight wordsEnglish
EN2PWR-IVd-e-10.1-11.12Readsphrasesconsisting of short e and a wordsEnglish
EN2F-IVf-4.12Readswith appropriate speed, accuracy and proper expressionphrasesconsisting of short e, a, and i words and some sight wordsEnglish
EN2F-IVg-j-4.22Readswith appropriate speed, accuracy and proper expressionphrasesconsisting of 2-syllable short e, a, and i words and some sight wordsEnglish
EN2PWR-IVi-10.1.12Readsphrasesconsisting of short e, a and i wordsEnglish
EN2PWR-IVj-10.1.22Readsphrasesconsisting of two syllable wordsEnglish
EN2F-IIIa-b-2.112Readsaloud; with appropriate speed, accuracy and proper expressionsentencesconsisting of short e wordsEnglish
EN2PWR-IIIg-h-112Readssentencesconsisting of short e words and the sight wordsEnglish
EN2F-IVa-d-42Readswith appropriate speed, accuracy and proper expressionsentencesconsisting of short a words and some sight wordsEnglish
EN2PWR-IVd-e-10.1-11.12Readssentencesconsisting of short e and a wordsEnglish
EN2F-IVf-4.12Readswith appropriate speed, accuracy and proper expressionsentencesconsisting of short e, a, and i words and some sight wordsEnglish
EN2F-IVg-j-4.22Readswith appropriate speed, accuracy and proper expressionsentencesconsisting of 2-syllable short e, a, and i words and some sight wordsEnglish
EN2PWR-IVi-10.1.12Readssentencesconsisting of short e, a and i wordsEnglish
EN2PWR-IVj-10.1.22Readssentencesconsisting of two syllable wordsEnglish
EN2PWR-IVa-c-12Readsshort a wordsin CVC pattern (cat, man, bag)English
EN2PWR-IVg-h-162Readsshort i wordsin CVC pattern (pin, big, fit . . .)English
EN2PWR-IIId-f-102Readsshort phrasesconsisting of short e words and some sight wordsEnglish
EN2PWR-IIIg-h-112Readsshort phrasesconsisting of short e words and the sight wordsEnglish
EN2F-IVa-d-42Readswith appropriate speed, accuracy and proper expressionshort storiesconsisting of short a words and some sight wordsEnglish
EN2PWR-IVd-e-10.1-11.12Readsshort storiesconsisting of short e and a wordsEnglish
EN2F-IVf-4.12Readswith appropriate speed, accuracy and proper expressionshort storiesconsisting of short e, a, and i words and some sight wordsEnglish
EN2F-IVg-j-4.22Readswith appropriate speed, accuracy and proper expressionshort storiesconsisting of 2-syllable short e, a, and i words and some sight wordsEnglish
EN2PWR-IVi-10.1.12Readsshort storiesconsisting of short e, a and i wordsEnglish
EN2PWR-IVj-10.1.22Readsshort storiesconsisting of two syllable wordsEnglish
EN2PWR-IIId-f-92Readssome of the sight wordsEnglish
EN2F-IIIa-b-2.112Readsaloud; with appropriate speed, accuracy and proper expressionstoriesconsisting of short e wordsEnglish
EN2AK-If-g-12Readsthe alphabet of EnglishEnglish
EN2PWR-IVj-10.1.22Readsthe questionsabout phrases, sentences and short stories consisting of two syllable wordsEnglish
EN2PWR-IVd-132Readscorrectlythe short e and a words(pan-pen, man-men, tan-ten, etc.)English
EN2PWR-IVh-17.22Readscorrectlythe short e, a and i words(pan-pen-pin, bag-beg-big)English
EN2PWR-IVd-e-10.1-11.12Readsthe What questionsabout phrases, short sentences and short stories consisting of short e and a wordsEnglish
EN2PWR-IVi-10.1.12Readsthe What questionsabout phrases, short sentences and short stories consisting of short e, a and i wordsEnglish
EN2PWR-IVd-e-10.1-11.12Readsthe Where questionsabout phrases, short sentences and short stories consisting of short e and a wordsEnglish
EN2PWR-IVi-10.1.12Readsthe Where questionsabout phrases, short sentences and short stories consisting of short e, a and i wordsEnglish
EN2PWR-IVd-e-10.1-11.12Readsthe Who questionsabout phrases, short sentences and short stories consisting of short e and a wordsEnglish
EN2PWR-IVi-10.1.12Readsthe Who questionsabout phrases, short sentences and short stories consisting of short e, a and i wordsEnglish
EN2PWR-IIIc-d-32Readswordswith short e sound in CVC pattern (e.g. pen, men, . . .)English
EN2OL-IIi-j-1.62Recitesmemorized rhymesEnglish
EN2OL-IIi-j-1.62Recitesmemorized short poemsEnglish
EN2OL-IIi-j-1.62Recitesmemorized versesEnglish
EN1G-IIa-e-3.42Recognizesin retelling, conversation, etc.common action wordsEnglish
EN2G-IIf-j-5.12Recognizesdescribing words (color, shape, size, height, weight, length, distance, etc.)for people, objects, things and placesEnglish
EN2G-Id-e-1.32Recognizesdifferent kinds of sentences: declarativeEnglish
EN2G-Id-e-1.32Recognizesdifferent kinds of sentences: interrogativeEnglish
EN2PA-If-1.2.12Recognizesdifferent soundsEnglish
EN2BPK-Ia-32Recognizesenvironmental printEnglish
EN2BPK-If-32Recognizesenvironmental printEnglish
EN2BPK-IIa-32Recognizesenvironmental printEnglish
EN2BPK-IIf-32Recognizesenvironmental printEnglish
EN2G-If-g-2.12Recognizesnames of objects(e.g. names of animals, fruits, objects in songs, stories, poems, nursery rhymes, pictures, realia and other ICT-based materials)English
EN2G-If-g-2.12Recognizesnames of people(e.g. names of animals, fruits, objects in songs, stories, poems, nursery rhymes, pictures, realia and other ICT-based materials)English
EN2G-If-g-2.12Recognizesnames of places(e.g. names of animals, fruits, objects in songs, stories, poems, nursery rhymes, pictures, realia and other ICT-based materials)English
EN2G-If-g-2.12Recognizesnames of things(e.g. names of animals, fruits, objects in songs, stories, poems, nursery rhymes, pictures, realia and other ICT-based materials)English
EN2G-Ia-1.12Recognizesnon-sentencesEnglish
EN2G-Ih-2.42Recognizesin simple sentencesnounsEnglish
EN2BPK-Id-e-52Recognizesproper eye movement skills (transfer skills): left to rightEnglish
EN2BPK-Ii-j-52Recognizesproper eye movement skills (transfer skills): left to rightEnglish
EN2BPK-IId-e-52Recognizesproper eye movement skills (transfer skills): left to rightEnglish
EN2BPK-IIi-j-52Recognizesproper eye movement skills (transfer skills): left to rightEnglish
EN2BPK-Id-e-52Recognizesproper eye movement skills (transfer skills): return sweepEnglish
EN2BPK-Ii-j-52Recognizesproper eye movement skills (transfer skills): return sweepEnglish
EN2BPK-IId-e-52Recognizesproper eye movement skills (transfer skills): return sweepEnglish
EN2BPK-IIi-j-52Recognizesproper eye movement skills (transfer skills): return sweepEnglish
EN2BPK-Id-e-52Recognizesproper eye movement skills (transfer skills): top to bottomEnglish
EN2BPK-Ii-j-52Recognizesproper eye movement skills (transfer skills): top to bottomEnglish
EN2BPK-IId-e-52Recognizesproper eye movement skills (transfer skills): top to bottomEnglish
EN2BPK-IIi-j-52Recognizesproper eye movement skills (transfer skills): top to bottomEnglish
EN2G-IIIc-1.62Recognizespunctuation marks: periodEnglish
EN2G-IIIc-1.62Recognizespunctuation marks: question markEnglish
EN2PA-If-1.2.12Recognizessame soundsEnglish
EN2G-Ia-1.12RecognizessentencesEnglish
EN2G-Ib-c-1.42Recognizessimple sentencesEnglish
EN2V-IIIc-d-13.22Recognizesthat some words have opposite meaning(antonyms)English
EN2V-IIIc-13.12Recognizesthat some words mean the same(synonyms)English
EN2BPK-Ib-c-42Recognizesthe common terms in English relating to part of book(e.g. cover, title page, etc.); book orientationEnglish
EN2BPK-Ig-h-42Recognizesthe common terms in English relating to part of book(e.g. cover, title page, etc.); book orientationEnglish
EN2BPK-IIb-c-42Recognizesthe common terms in English relating to part of book(e.g. cover, title page, etc.); book orientationEnglish
EN2BPK-IIg-h-42Recognizesthe common terms in English relating to part of book(e.g. cover, title page, etc.); book orientationEnglish
EN2LC-IIIf-g-3.152Recognizesin texts listened tothe difference between “made-up” and “real”English
EN2LC-IVg-3.152Recognizesin texts listened tothe difference between “made-up” and “real”English
EN2G-Ii-9.22Recognizesthe use of a/an + nounEnglish
EN2LC-IIIi-j-2.62Reenactsevents from a storyEnglish
EN2LC-IVi-j-2.62Reenactsevents from a storyEnglish
EN2LC-Id-e-1.22Relatesto life experiences, and vice versaeventsin a selectionEnglish
EN2LC-Ii-j-1.22Relatesto life experiences, and vice versaeventsin a selectionEnglish
EN2LC-Id-e-1.22Relatesto life experiences, and vice versainformationin a selectionEnglish
EN2LC-Ii-j-1.22Relatesto life experiences, and vice versainformationin a selectionEnglish
EN2LC-Ia-j-1.12Relatesto one’s experiencestory eventsEnglish
EN2LC-IIa-j-1.12Relatesto one’s experiencestory eventsEnglish
EN2LC-IIIa-j-1.12Relatesto one’s experiencestory eventsEnglish
EN2OL-IIIe-f-1.12Respondsto clarify meanings heard; while drawing on personal experiencesto textsEnglish
EN2OL-IVe-1.12Respondsto clarify meanings heard; while drawing on personal experiencesto textsEnglish
EN2LC-Ia-j-1.12Retellsa story listened toEnglish
EN2LC-IIa-j-1.12Retellsa story listened toEnglish
EN2LC-IIIa-j-1.12Retellsa story listened toEnglish
EN2LC-IIIi-j-2.62Retellsevents from a storyEnglish
EN2LC-IVi-j-2.62Retellsevents from a storyEnglish
EN2WC-IIIb-1.92Showsthrough the following writing activities: Writing a phrase or sentence about an illustrationunderstanding of a storylistened toEnglish
EN2WC-IIIc-1.102Showsthrough the following writing activities: Completing a Lost and Found Posterunderstanding of a storylistened toEnglish
EN2WC-IIIc-1.112Showsthrough the following writing activities: Filling in blanks in a letterunderstanding of a storylistened toEnglish
EN2WC-IIIc-1.122Showsthrough the following writing activities: Drawing and writing some words on a birthday cardunderstanding of a storylistened toEnglish
EN2WC-IIIc-1.132Showsthrough the following writing activities: Writing some words about a characterunderstanding of a storylistened toEnglish
EN2V-IIa-32Sortsinto basic categories (colors, shapes, foods, etc.)familiar wordsEnglish
EN2V-IIf-g-32Sortsinto basic categories (colors, shapes, foods, etc.)familiar wordsEnglish
EN2S-IVa-e-3.12Spells2-syllable wordswith short e, a and i sound in CVC patternEnglish
EN2S-IIId-j-32Spellswordswith short e sound in CVC patternEnglish
EN2S-IIId-j-42Spellswordswith short e and a sound in CVC patternEnglish
EN2S-IVa-e-22Spellswordswith short e and a sound in CVC patternEnglish
EN2S-IVa-e-32Spellswordswith short e, a and i sound in CVC patternEnglish
EN2RC-IVa-2.22Statesduring and after readingdetails of textEnglish
EN2PA-Ii-j-2.42Suppliesin response to spoken wordsrhyming wordsEnglish
EN2PA-IIi-j-2.42Suppliesin response to spoken wordsrhyming wordsEnglish
EN2PA-Ih-2.42Supplieswordsthat rhyme with given wordsEnglish
EN2PA-IIg-h-2.42Supplieswordsthat rhyme with given wordsEnglish
EN2OL-IIa-b-1.3.32Talksabout one’s activitiesat home and in school and communityEnglish
EN2OL-Ih-j-1.3.22Talksabout one’s environment(e.g. persons, animals, places, things, events, etc.)English
EN2OL-If-j-1.32Talksabout one’s familyEnglish
EN2OL-IIa-e-1.32Talksabout one’s familyEnglish
EN2OL-If-1.3.12Talksabout one’s nameand other personal informationEnglish
EN2OL-Ig-1.3.12Talksabout one’s nameand other personal informationEnglish
EN2OL-IIa-b-1.3.32Talksabout one’s responsibilitiesat home and in school and communityEnglish
EN2OL-If-j-1.32Talksabout oneselfEnglish
EN2OL-IIa-e-1.32Talksabout oneselfEnglish
EN2OL-IIIa-b-3.32Talksabout textsEnglish
EN2OL-IVa-b-3.32Talksabout textsEnglish
EN2OL-IIc-d-1.3.42Talksabout topics of interest: dislikesEnglish
EN2OL-IIc-d-1.3.42Talksabout topics of interest: likesEnglish
EN2LC-IIIa-2.42Usesto make predictionsan understanding of charactersEnglish
EN2LC-IIIb-c-2.52Usesto validate predictionsan understanding of charactersEnglish
EN2LC-IVa-b-2.42Usesto make predictionsan understanding of charactersEnglish
EN2LC-IVc-d-2.52Usesto validate predictionsan understanding of charactersEnglish
EN2LC-IIIa-2.42Usesto make predictionsan understanding of incidentsEnglish
EN2LC-IIIb-c-2.52Usesto validate predictionsan understanding of incidentsEnglish
EN2LC-IVa-b-2.42Usesto make predictionsan understanding of incidentsEnglish
EN2LC-IVc-d-2.52Usesto validate predictionsan understanding of incidentsEnglish
EN2LC-IIIa-2.42Usesto make predictionsan understanding of settingsEnglish
EN2LC-IIIb-c-2.52Usesto validate predictionsan understanding of settingsEnglish
EN2LC-IVa-b-2.42Usesto make predictionsan understanding of settingsEnglish
EN2LC-IVc-d-2.52Usesto validate predictionsan understanding of settingsEnglish
EN2OL-Ia-e-1.52Usesappropriate expressions in common situations(polite expressions, greetings, seeking directions, apologizing, asking help, query and clarification)English
EN2RC-IVe-2.162Usesto make and justify predictions before, during and after readingclues(titles, pictures)English
EN2G-IIIh-3.42Usesn retelling, conversations, etc.common action wordsEnglish
EN2G-IIId-2.42Usesin simple sentencescommon nounsEnglish
EN2G-IVc-d-4.2.32Usesdemonstrative pronouns: these/thoseEnglish
EN2G-IVc-d-4.2.32Usesdemonstrative pronouns: this/thatEnglish
EN2G-IIIb-1.32Usesdifferent kinds of sentences: declarative (telling)English
EN2G-IIIb-1.32Usesdifferent kinds of sentences: interrogative (asking)English
EN2LC-IIId-e-2.42Usesto make predictions about text viewed and listened topersonal experiencesEnglish
EN2LC-IVe-f-2.42Usesto make predictions about text viewed and listened topersonal experiencesEnglish
EN2G-IVa-b-4.2.12Usesin dialoguespersonal pronouns(e.g. I, you, he, she, it, we, they)English
EN2G-IVg-i-7.32Usesthe most frequently occurring prepositions(e.g. on, over, under, to, from, above, etc.)English
EN2G-IIIf-9.22Usesthe use of a/an + nounEnglish
EN2V-Ia-52Usesin both Mother Tongue and Englishwordsthat are related to self, family, school, community, and concepts such as the names for colors, shapes, and numbersEnglish
EN2V-If-52Usesin both Mother Tongue and Englishwordsthat are related to self, family, school, community, and concepts such as the names for colors, shapes, and numbersEnglish
EN2LC-IId-e-2.52Validatesideasmade after listening to a storyEnglish
EN2LC-IIj-2.52Validatesideasmade after listening to a storyEnglish
EN2PWR-IVj-182Writescorrectlythe 2-syllable wordsthat name the picturesEnglish
EN2PWR-IVd-142Writeswith the short a, e wordsthe names of picturesEnglish
EN2PWR-IVi-14.12Writeswith the short a, e and i wordsthe names of picturesEnglish
EsP2PKP- Id – 112Naisakikilosang mga paraan ng pagpapanatili ng kalinisanEsP
EsP2PKP- Id – 112Naisakikilosang mga paraan ng pagpapanatili ng kalusuganEsP
EsP2PKP- Id – 112Naisakikilosang mga paraan ng pagpapanatili ng pag-iingat ng katawanEsP
EsP2PKP- Ia-b – 22Naisakikilossa iba’t ibang pamamaraanang sariling kakayahanpag-awit, pagguhit, pagsayaw, pakikipagtalastasan, at iba paEsP
EsP2PPP- IIId-e– 102Nakagagamitnang masinopang anumang bagay tulad ng tubig, pagkain, enerhiya at iba paEsP
EsP2P- IId – 82Nakagagamitsa kapwa bata at nakatatandang magalang na pananalitaEsP
EsP2P- IIe – 102Nakagagawasa kapwang mabutiEsP
EsP2PPP- IIId– 92Nakapagbabahagisa pamamagitan ng kuwentong pasasalamatsa tinatamasang karapatanEsP
EsP2P- IIc – 72Nakapagbabahagisa kalagayan ng kapwa tulad ng: antas ng kabuhayanng sariliEsP
EsP2P- IIc – 72Nakapagbabahagisa kalagayan ng kapwa tulad ng: pagkakaroon ng kapansananng sariliEsP
EsP2P- IIc – 72Nakapagbabahagisa kalagayan ng kapwa tulad ng: pinagmulanng sariliEsP
EsP2PD-IVa-d– 52Nakapagdarasalnang may pagpapasalamat sa mga biyayang tinanggap, tinatanggap at tatanggapin mula sa DiyosEsP
EsP2P- IIf 112Nakapaglalahadna mahalaga ang paggawa ng mabuti sa kapwaEsP
EsP2PPP- IIIc– 82Nakapagpapahayagng kasiyahansa karapatang tinatamasaEsP
EsP2P- IId-92Nakapagpapakitang iba’t ibang kilosa nagpapakita ng paggalang sa kaklase o kapwa bataEsP
EsP2PKP- Ic – 102Nakapagpapakitakapag may nangbubullyng kakayahang labanan ang takotEsP
EsP2PPP- IIIi– 132Nakapagpapakitang pagiging ehemplo ng kapayapaanEsP
EsP2P- IIa-b – 62Nakapagpapakitang pagkamagiliwinna may pagtitiwala sa mga sumusunod: bagong kakilalaEsP
EsP2P- IIa-b – 62Nakapagpapakitang pagkamagiliwinna may pagtitiwala sa mga sumusunod: kamag-anakEsP
EsP2P- IIa-b – 62Nakapagpapakitang pagkamagiliwinna may pagtitiwala sa mga sumusunod: kamag-aralEsP
EsP2P- IIa-b – 62Nakapagpapakitang pagkamagiliwinna may pagtitiwala sa mga sumusunod: kapitbahayEsP
EsP2P- IIa-b – 62Nakapagpapakitang pagkamagiliwinna may pagtitiwala sa mga sumusunod: panauhin/ bisitaEsP
EsP2P- IIa-b – 62Nakapagpapakitang pagkamagiliwinna may pagtitiwala sa mga sumusunod: taga-ibang lugarEsP
EsP2P- IIa-b – 62Nakapagpapakitang pagkapalakaibiganna may pagtitiwala sa mga sumusunod: bagong kakilalaEsP
EsP2P- IIa-b – 62Nakapagpapakitang pagkapalakaibiganna may pagtitiwala sa mga sumusunod: kamag-anakEsP
EsP2P- IIa-b – 62Nakapagpapakitang pagkapalakaibiganna may pagtitiwala sa mga sumusunod: kamag-aralEsP
EsP2P- IIa-b – 62Nakapagpapakitang pagkapalakaibiganna may pagtitiwala sa mga sumusunod: kapitbahayEsP
EsP2P- IIa-b – 62Nakapagpapakitang pagkapalakaibiganna may pagtitiwala sa mga sumusunod: panauhin/ bisitaEsP
EsP2P- IIa-b – 62Nakapagpapakitang pagkapalakaibiganna may pagtitiwala sa mga sumusunod: taga-ibang lugarEsP
EsP2P- IIh-i – 132Nakapagpapakitasa iba’t ibang paraanng pagmamalasakitsa kasapi ng paaralan at pamayananEsP
EsP2PKP- Id-e – 122Nakapagpapakitang pagsunod sa mga tuntunin at pamantayang itinakda sa loob ng tahananpaggising at pagkain sa tamang oras, pagtapos ng mga gawaing bahay, paggamit ng mga kagamitan, at iba paEsP
EsP2PPP- IIIa-b– 62Nakapagpapakitang paraan ng pagpapasalamat sa anumang karapatang tinatamasaHal. pag-aaral nang mabuti, pagtitipid sa anumang kagamitanEsP
EsP2PD- IVe-i– 62Nakapagpapakitasa pamamagitan ng: paggamit ng talino at kakayahanng pasasalamat sa mga kakayahan/ talinong bigay ng PanginoonEsP
EsP2PD- IVe-i– 62Nakapagpapakitasa pamamagitan ng: pagpapaunlad ng talino at kakayahang bigay ng Panginoonng pasasalamat sa mga kakayahan/ talinong bigay ng PanginoonEsP
EsP2PD- IVe-i– 62Nakapagpapakitasa pamamagitan ng: pagtulong sa kapwang pasasalamat sa mga kakayahan/ talinong bigay ng PanginoonEsP
EsP2PD- IVe-i– 62Nakapagpapakitasa pamamagitan ng: pakikibahagi sa iba ng taglay na talino at kakayahanng pasasalamat sa mga kakayahan/ talinong bigay ng PanginoonEsP
EsP2PPP- IIIg-h– 122Nakatutukoyng iba’t ibang paraan upang mapanatili ang kalinisan at kaayusan sa pamayananHal. pagsunod sa mga babalang pantrapiko, wastong pagtatapon ng basura, pagtatanim ng mga halaman sa paligidEsP
EsP2PPP- IIIc– 72Nakatutukoyng mga karapatang maaaring ibigay ng mag-anakEsP
EsP2P- IIg – 122Nakatutukoyng mga kilos at gawaing nagpapakita ng pagmamalasakitsa mga kasapi ng paaralan at pamayananEsP
EsP2PPP- IIIf– 112Nakikibahagisa anumang programa ng paaralanna makatutulong sa pagpapanatili ng kalinisan at kaayusan sa pamayanan at bansaEsP
EsP2PPP- IIIf– 112Nakikibahagisa anumang programa ng pamayananna makatutulong sa pagpapanatili ng kalinisan at kaayusan sa pamayanan at bansaEsP
EsP2PKP- Ic – 92Napahahalagahanang saya o tuwang dulot ng pagbabahagi ng anumang kakayahan o talentEsP
F2PP-IIIe-2.12Nababasaang batayang talasalitaanFilipino
F2PP-IVd-22Nababasaang batayang talasalitaanFilipino
F2TA-0a-j-32Nababasanang may tamang bilis, diin, tono, antala at ekspresyonang kuwentoFilipino
F2PP-IIf-2.12Nababasasa unang kitaang mga salitaFilipino
F2PP-IIe-2.22Nababasaang mga salitangmadalas na makita sa paligidFilipino
F2PP-IVb-2.12Nababasaang mga salitangmadalas na makita sa paligidFilipino
F2TA-0a-j-32Nababasanang may tamang bilis, diin, tono, antala at ekspresyonang talataFilipino
F2TA-0a-j-32Nababasanang may tamang bilis, diin, tono, antala at ekspresyonang tulaFilipino
F2TA-0a-j-32Nababasanang may tamang bilis, diin, tono, antala at ekspresyonang usapanFilipino
F2PY-Ij-2.12Nababaybaynang wastoang mga batayang talasalitaang pampaninginFilipino
F2PY-IIg-i-2.12Nababaybaynang wastoang mga batayang talasalitaang pampaninginFilipino
F2PY-IIg-i-2.22Nababaybaynang wastoang mga batayang talasalitaang pampaninginFilipino
F2PY-IIIb-h-2.32Nababaybaynang wastoang mga batayang talasalitaang pampaninginFilipino
F2PY-IIIb-h-j-2.12Nababaybaynang wastoang mga batayang talasalitaang pampaninginFilipino
F2PY-IIIb-j-2.22Nababaybaynang wastoang mga batayang talasalitaang pampaninginFilipino
F2PY-IIIb-j-2.32Nababaybaynang wastoang mga batayang talasalitaang pampaninginFilipino
F2PY-IVi-22Nababaybaynang wastoang mga batayang talasalitaang pampaninginFilipino
F2PY-IIIb-h-2.32Nababaybaynang wastoang mga natutuhang salita mula sa mga aralinFilipino
F2PY-IIIb-j-2.22Nababaybaynang wastoang mga natutuhang salita mula sa mga aralinFilipino
F2PY-IIIb-j-2.32Nababaybaynang wastoang mga natutuhang salita mula sa mga aralinFilipino
F2PY-Ij-2.12Nababaybaynang wastoang mga natutunang salita mula sa mga aralinFilipino
F2PY-IIg-i-2.12Nababaybaynang wastoang mga natutunang salita mula sa mga aralinFilipino
F2PY-IIg-i-2.22Nababaybaynang wastoang mga natutunang salita mula sa mga aralinFilipino
F2PY-IIIb-h-j-2.12Nababaybaynang wastoang mga natutunang salita mula sa mga aralinFilipino
F2PY-IVi-22Nababaybaynang wastoang mga natutunang salita mula sa mga aralinFilipino
F2PY-Ij-2.12Nababaybaynang wastoang mga salita tatlo o apat na pantigFilipino
F2PY-IIIb-h-j-2.12Nababaybaynang wastoang mga salitang may tatlo o apat na apat na pantigFilipino
F2PY-IIg-i-2.12Nababaybaynang wastoang mga salitang may tatlo o apat na pantigFilipino
F2PY-IIg-i-2.22Nababaybaynang wastoang mga salitang may tatlo o apat na pantigFilipino
F2PY-IIIb-h-2.32Nababaybaynang wastoang mga salitang may tatlo o apat na pantigFilipino
F2PY-IIIb-j-2.22Nababaybaynang wastoang mga salitang may tatlo o apat na pantigFilipino
F2PY-IIIb-j-2.32Nababaybaynang wastoang mga salitang may tatlo o apat na pantigFilipino
F2PY-IVi-22Nababaybaynang wastoang mga salitang may tatlo o apat na pantigFilipino
F2KP-IIIh-12Nabibigkasnang wastoang mga diptonggo(aw, ew, iw, ay, oy)Filipino
F2KP-IVb-1.22Nabibigkasnang wastoang tunog na kambal katinig(kl, ts, gl, pr, pl, gr)Filipino
F2KP-IVe-1.32Nabibigkasnang wastoang tunog ng mga diptonggo(ay, ey, iy, oy, uy)Filipino
F2AL-IVb-102Nabibigyanng sariling pamagat ang isang kuwentoFilipino
F2PT-IIa-j-1.62Nabibigyang-kahulugansa pamamagitan ng pagbibigay ng kasingkahulugan at kasalungatang mga salitaFilipino
F2EP-IVe-h-2.32Nabibigyang-kahuluganang mga simpleng graphFilipino
F2EP-IIc-22Nabibigyang-kahuluganang mga simpleng mapaFilipino
F2EP-IIIh-2.12Nabibigyang-kahuluganang mga simpleng talaanFilipino
F2EP-IVe-h-2.32Nabibigyang-kahuluganang simpleng graphFilipino
F2KP-Ij-62Nadadagdaganupang makabuo ng bagong salitaang mga tunogFilipino
F2EP-IVb-5.12Nagagamitnang wastoang Index ng aklatFilipino
F2PN-Ia-22Nagagamitsa pag-unawa ng napakinggang tekstoang karanasanFilipino
F2PN-IIb-22Nagagamitsa pag-unawa ng napakinggang tekstoang karanasanFilipino
F2PN-IIIa-22Nagagamitsa pag-unawa ng napakinggang tekstoang karanasanFilipino
F2-IVb-22Nagagamitsa pag-unawa ng napakinggang tekstoang karanasanFilipino
F2WG-Ia-12Nagagamitang magalang na pananalita na angkop sa sitwasyon: pagbatiFilipino
F2WG-IVe-12Nagagamitang magalang na pananalita na angkop sa sitwasyon: pagbibigay ng reaksyon o komentoFilipino
F2WG-IIIa-g-12Nagagamitang magalang na pananalita na angkop sa sitwasyon: paghingi ng paumanhinFilipino
F2WG-IVc-12Nagagamitang magalang na pananalita na angkop sa sitwasyon: pagtanggap ng tawag sa teleponoFilipino
F2WG-IIa-12Nagagamitang magalang na pananalita na angkop sa sitwasyon: pakikipag-usap sa matatandaFilipino
F2WG-IIIa-g-12Nagagamitang magalang na pananalita sa angkop na sitwasyon: paghingi ng pahintulotFilipino
F2WG-IIIa-g-12Nagagamitang magalang na pananalita sa angkop na sitwasyon: pagtanggap ng paumanhinFilipino
F2WG-IVa-c-12Nagagamitang magalang na pananalita sa angkop na sitwasyon: pagtatanong ng lokasyon ng lugarFilipino
F2PU-Id-f-3.32Nagagamitsa pagsulat ng mga parirala at pangungusap; gamit ang mga salitang natutuhan sa aralinang malaking letraFilipino
F2PU-Id-f-3.32Nagagamitsa pagsulat ng mga parirala at pangungusap; gamit ang mga salitang natutuhan sa aralinang maliit na letraFilipino
F2EP-IIf-h-52Nagagamitayon sa pangangailanganang mga bahagi ng aklatFilipino
F2PU-Id-f-3.32Nagagamitsa pagsulat ng mga parirala at pangungusap; gamit ang mga salitang natutuhan sa aralinang mga bantasFilipino
F2EP-IIIj-4.12Nagagamitnang wasto at ayosang mga dapat ikilos sa silid-aklatanFilipino
F2WG-IIIh-i-72Nagagamitnang wastoang mga pang-ukol: ayon saFilipino
F2WG-IIIh-i-72Nagagamitnang wastoang mga pang-ukol: kay/kinaFilipino
F2WG-IIIh-i-72Nagagamitnang wastoang mga pang-ukol: ni/ninaFilipino
F2WG-IIIh-i-72Nagagamitnang wastoang mga pang-ukol: para saFilipino
F2WG-IIIh-i-72Nagagamitnang wastoang mga pang-ukol: ukol saFilipino
F2WG-IIg-h-52Nagagamitsa pag-uusap tungkol sa iba’t ibang gawain sa tahanan, paaralan, at pamayananang mga salitang kilosFilipino
F2WG-Ig-32Nagagamitang mga salitang pamalit sa ngalan ng tao: akoFilipino
F2WG-Ig-32Nagagamitang mga salitang pamalit sa ngalan ng tao: ikawFilipino
F2WG-Ii-32Nagagamitang mga salitang pamalit sa ngalan ng tao: kayoFilipino
F2WG-Ii-32Nagagamitang mga salitang pamalit sa ngalan ng tao: silaFilipino
F2WG-Ig-32Nagagamitang mga salitang pamalit sa ngalan ng tao: siyaFilipino
F2WG-Ii-32Nagagamitang mga salitang pamalit sa ngalan ng tao: tayoFilipino
F2PN-Ia-22Nagagamitsa pag-unawa ng napakinggang tekstoang naunang kaalamanFilipino
F2PN-IIb-22Nagagamitsa pag-unawa ng napakinggang tekstoang naunang kaalamanFilipino
F2PN-IIIa-22Nagagamitsa pag-unawa ng napakinggang tekstoang naunang kaalamanFilipino
F2-IVb-22Nagagamitsa pag-unawa ng napakinggang tekstoang naunang kaalamanFilipino
F2WG-Ic-e-22Nagagamitnang wasto; sa pagbibigay ng pangalan ng tao, lugar at mga bagay kasarianang pangngalanFilipino
F2WG-Ic-e-22Nagagamitsa pagbibigay ng pangalan ng tao, lugar, hayop, pangyayari at mga bagayang pangngalanFilipino
F2PB-Ic-92Nagagamitsa paghinuha ng mangyayari sa nabasang tekstoang personal na karanasanFilipino
F2EP-IIIj-4.12Nagagamitnang wasto at ayosang silid-aklatanFilipino
F2EP-IVj-4.12Nagagamitnang wasto at ayosang silid-aklatanpangangalaga sa mga kagamitang makikikita sa silid-aklatanFilipino
F2EP-IIIh-2.12Nagagamitnang wastoang talaan ng nilalamanFilipino
F2PL-0a-j-22Nagagamitbilang tugon sa sariling pangangailangan at sitwasyonang wikaFilipino
F2BPK-Ia-92Nahuhulaanbatay sa pabalat ng aklatang pamagatFilipino
F2PN-Ie-92Nahuhulaanbatay sa tunay na pangyayari/pabulaang susunod na mangyayarisa kuwentoFilipino
F2PN-IIi-92Nahuhulaanang susunod na mangyayarisa kuwentoFilipino
F2PN-IIIg-92Nahuhulaanang susunod na mangyayarisa napakinggang tugma/tulaFilipino
F2PL-0a-j-72Naibabahagiupang makahikayat ng pagmamahal sa pagbasaang karanasan sa pagbasaFilipino
F2PL-0a-j-72Naibabahagiupang makahikayat ng pagmamahal sa pagbasa ng panitikanang karanasan sa pagbasaFilipino
F2KM-IVj-92Naibibigayupang makabuo ng isang talataang angkop na salita /pariralaFilipino
F2PB-IIIi-112Naibibigayang mga sumusuportang kaisipan sa pangunahing kaisipanng tekstong binasaFilipino
F2PB-IVi-112Naibibigayang mga sumusuportang kaisipan sa pangunahing kaisipanng tekstong binasaFilipino
F2PN-IIe-72Naibibigayang paksa o kaisipanng kuwentong kathang–isip o napakingganFilipino
F2PN-IIIf-72Naibibigayang paksa o kaisipanng tugma/tulang napakingganFilipino
F2PN-IVa-72Naibibigayang paksa o kaisipansa napakinggang kuwento tungkol sa isang tunay na pangyayariFilipino
F2PN-Ih-12.12Naibibigayang paksa o nilalamanng pabulang napakingganFilipino
F2PB-Ie-42Nailalarawanang mga bahagi ng kuwento: kalakasanFilipino
F2PB-Ie-42Nailalarawanang mga bahagi ng kuwento: kasukdulanFilipino
F2PB-Ie-42Nailalarawanang mga bahagi ng kuwento: katapusanFilipino
F2PB-Ie-42Nailalarawanang mga bahagi ng kuwento: panimulaFilipino
F2PB-IId-42Nailalarawanang mga elemento ng kuwento: banghayFilipino
F2PB-IId-42Nailalarawanang mga elemento ng kuwento: tagpuanFilipino
F2PB-IId-42Nailalarawanang mga elemento ng kuwento: tauhanFilipino
F2PN-Ii-j-12.12Nailalarawanbatay sa damdaminang mga tauhansa napakinggang tekstoFilipino
F2PN-Ii-j-12.12Nailalarawanbatay sa kilosang mga tauhansa napakinggang tekstoFilipino
F2PN-IId-12.22Nailalarawanbatay sa sinabi o pahayagang mga tauhansa napakinggang kuwentoFilipino
F2TA-0a-j-22Naipahahayagnang may wastong tono, diin, bilis, antala at intonasyonang damdaminFilipino
F2TA-0a-j-22Naipahahayagnang may wastong tono, diin, bilis, antala at intonasyonang ideyaFilipino
F2TA-0a-j-22Naipahahayagnang may wastong tono, diin, bilis, antala at intonasyonang kaisipanFilipino
F2TA-0a-j-22Naipahahayagnang may wastong tono, diin, bilis, antala at intonasyonang reaksyonFilipino
F2-PS-Ig-6.12Naipahahayagbatay sa tunay na pangyayari/pabulaang sariling damdamintungkol sa napakinggang kuwentoFilipino
F2PS-IIc-12Naipahahayagang sariling damdamintungkol sa sa napakinggang tugma/tulaFilipino
F2-PS-Ig-6.12Naipahahayagbatay sa tunay na pangyayari/pabulaang sariling ideyatungkol sa napakinggang kuwentoFilipino
F2PS-IIc-12Naipahahayagang sariling ideyatungkol sa sa napakinggang tugma/tulaFilipino
F2-PS-Ig-6.12Naipahahayagbatay sa tunay na pangyayari/pabulaang sariling reaksyontungkol sa napakinggang kuwentoFilipino
F2PS-IIc-12Naipahahayagang sariling reaksyontungkol sa sa napakinggang tugma/tulaFilipino
F2PL-0a-j-42Naipakikitaang aktibong pakikilahok sa gawaing pampanitikanFilipino
F2PL-0a-j-42Naipakikitaang aktibong pakikilahok sa usapan pampanitikanFilipino
F2PL-0a-j-62Naipakikitaang hilig sa pagbasaFilipino
F2PL-0a-j-52Naipakikitaang pagtanggap sa mga ideyang nabasang akda/tekstoFilipino
F2-PL-a-j-32Naipamamalasang paggalang sa damdamin ng may akdang tekstong napakinggan o nabasaFilipino
F2PL-0a-j-32Naipamamalasang paggalang sa damdamin ng may akdang tekstong napakinggan o nabasaFilipino
F2-PL-a-j-32Naipamamalasang paggalang sa ideya ng may akdang tekstong napakinggan o nabasaFilipino
F2PL-0a-j-32Naipamamalasang paggalang sa ideya ng may akdang tekstong napakinggan o nabasaFilipino
F2-PL-a-j-32Naipamamalasang paggalang sa kultura ng may akdang tekstong napakinggan o nabasaFilipino
F2PL-0a-j-32Naipamamalasang paggalang sa kultura ng may akdang tekstong napakinggan o nabasaFilipino
F2PS-If-12Naipapahayagbatay sa tunay na pangyayariang sariling damdamintungkol sa napakinggang kuwentoFilipino
F2PS-IIb-12Naipapahayagang sariling damdamintungkol sa napakinggan sa kuwento/ alamatFilipino
F2PS-IVd-12Naipapahayagang sariling damdamintungkol sa napakinggang tekstong pang-impormasyonFilipino
F2PS-If-12Naipapahayagbatay sa tunay na pangyayariang sariling ideyatungkol sa napakinggang kuwentoFilipino
F2PS-IIb-12Naipapahayagang sariling ideyatungkol sa napakinggan sa kuwento/ alamatFilipino
F2PS-IVd-12Naipapahayagang sariling ideyatungkol sa napakinggang tekstong pang-impormasyonFilipino
F2PS-If-12Naipapahayagbatay sa tunay na pangyayariang sariling reaksyontungkol sa napakinggang kuwentoFilipino
F2PS-IIb-12Naipapahayagang sariling reaksyontungkol sa napakinggan sa kuwento/ alamatFilipino
F2PS-IVd-12Naipapahayagang sariling reaksyontungkol sa napakinggang tekstong pang-impormasyonFilipino
F2PB-If-5.12Naisasalaysay mulinang may tamang pagkakasunod-sunod; sa tulong ng mga larawanang binasang tekstoFilipino
F2AL-Ii-g-5.22Naisasalaysay mulinang may tamang pagkakasunod-sunodang binasang tekstoFilipino
F2PB-IVf-5.32Naisasalaysay mulisa pamamagitan ng story grammarang binasang tekstoFilipino
F2-PS-Ig-6.12Naisasalaysay mulisa tulong ng mga larawanang napakinggang tekstoFilipino
F2PS-IIg-6.42Naisasalaysay mulisa tulong ng pamatnubay na tanongang napakinggang tekstoFilipino
F2PS-IIIi-6.32Naisasalaysay muliayon sa pananaw ng isa sa mga tauhanang napakinggang tekstoFilipino
F2PS-IVe-6.52Naisasalaysay mulisa tulong ng story grammarang napakinggang tekstoFilipino
F2KM-IVa-2.42Naisusulatnang may wastong baybay at bantasang lihamna ididikta ng guroFilipino
F2KM-IVb-52Naisusulatnang wastoang mga idiniktang mga salitaFilipino
F2PU-Ia-3.22Naisusulatnang may wastong baybay at bantasang mga pangungusapna ididikta ng guroFilipino
F2KM-Ig-1.22Naisusulatnang may wastong baybay at bantasang mga salitangididikta ng guroFilipino
F2KM-Ih-1.22Naisusulatnang may wastong baybay at bantasang mga salitangididikta ng guroFilipino
F2KM-Ii-1.22Naisusulatnang may wastong baybay at bantasang mga salitangididikta ng guroFilipino
F2PB-IIIa-12Naiuugnaysa sariling karanasanang binasaFilipino
F2PB-IVc-2.42Naiuugnaysa sariling karanasanang binasaFilipino
F2PB-Ii-12Naiuugnaysa sariling karanasanang nabasang tekstoFilipino
F2PS-If-3.12Naiuulatnang pasalitaang mga naobserbahang pangyayari sa pamayananFilipino
F2PS-IVg-3.42Naiuulatnang pasalitaang mga napakinggan sa radyoFilipino
F2PS-IIe-3.22Naiuulatnang pasalitaang mga napanood sa telebisyonFilipino
F2PS-Ij-32Naiuulatnang pasalitaang mga nasaksihang pangyayari sa paaralanFilipino
F2KM-IVc-62Nakabubuosa pamamagitan ng pagsasama-sama ng magkakaugnay na pangungusapng isang talataFilipino
F2WG-IVg-j-82Nakabubuong wasto at payak na pangungusapna may tamang ugnayan ng simuno at panag-uriFilipino
F2WG-IVg-j-82Nakabubuosa pakikipag-usapng wasto at payak na pangungusapna may tamang ugnayan ng simuno at panag-uriFilipino
F2PL-0a-j-52Nakadaramabatay sa binasang tekstong pagbabagosa sariling damdamin at pananawFilipino
F2PU-Ia-1.32Nakagagawang paikot pababang ikotFilipino
F2PU-Ia-1.22Nakagagawang pataas na paikotFilipino
F2PU-Ia-j-1.12Nakagagawang pataas-pababang guhitFilipino
F2PT-Ia-h-1.52Nakakagamitupang malaman ang kahulugan ng mga salita; paggamit ng mga palatandaang nagbibigay ng kahulugahan (context clues); kasalungatng mga pahiwatigFilipino
F2PT-IIa-j-1.62Nakakagamitupang malaman ang kahulugan ng mga salita tulad ng paggamit ng mga palatandaang nagbibigay ng kahulugahan (context clue, katuturan o kahulugan ng salita)ng mga pahiwatigFilipino
F2PT-IIa-j-1.62Nakakagamitupang malaman ang kahulugan ng mga salita tulad ng paggamit ng mga palatandaang nagbibigay ng kahulugahan (katuturan o kahulugan ng salita)ng mga pahiwatigFilipino
F2PP-IIa-j-1.72Nakakagamitupang malaman ang kahulugan ng mga salita; paggamit ng mga palatandaang nagbibigay ng kahulugahan (context clues); katuturan o kahulugan ng salitang mga pahiwatigFilipino
F2PT-IIb-1.72Nakakagamitupang malaman ang kahulugan ng mga salita tulad ng paggamit ng mga palatandaang nagbibigay ng kahulugahan (context clues); katuturan o kahulugan ng salitang mga pahiwatigFilipino
F2PT-IIIf-1.82Nakakagamitupang malaman ang kahulugan ng mga salita tulad ng paggamit ng mga palatandaang nagbibigay ng kahulugahan (sitwasyong pinaggamitan ng salita)ng mga pahiwatigFilipino
F2PT-IVa-d-1.92Nakakagamitupang malaman ang kahulugan ng mga salita tulad ng paggamit ng mga palatandaang nagbibigay ng kahulugahan (pagbibigay ng halimbawa)ng mga pahiwatigFilipino
F2PT-IVf-i-1.102Nakakagamitupang malaman ang kahulugan ng mga salita (paggamit ng pormal na depinisyon ng salita)ng mga pahiwatigFilipino
F2PP-IV-f-i-1.102Nakakagamitupang malaman ang kahulugan ng mga salita; paggamit ng mga palatandaang nagbibigay ng kahulugahan (pormal na depenisyon ng mga salita)ng mga pahiwatigFilipino
F2PT-Ia-h-1.42Nakakagamitng mga palatandaang nagbibigay ng kahulugahan(context; kasingkahulugan)Filipino
F2PB-Ig-82Nakapagbibigayng angkop na pamagatsa binasang tekstoFilipino
F2PB-IIj-82Nakapagbibigayng angkop na pamagatsa binasang tekstoFilipino
F2PB-IVj-82Nakapagbibigayng angkop na pamagatsa isang talataFilipino
F2 PS-IIj-8.12Nakapagbibigaygamit ang pangunahing direksyonng maikling panutong may 2-3 hakbangFilipino
F2PS-IIIb-8.22Nakapagbibigaygamit ang lokasyonng maikling panutoFilipino
F2PS-IIIj-8.22Nakapagbibigaygamit ang pangunahing direksyonng maikling panutong may 2-3 hakbangFilipino
F2PS-IVa-8.52Nakapagbibigaygamit ang pangunahing direksyonng maikling panutong may 2-3 hakbangFilipino
F2KP-IIId-92Nakapagbibigayng mga salitang magkakatugmaFilipino
F2KP-IVb-i-1.32Nakapagbibigayng mga salitang magkakatugmaFilipino
F2KP-IVc-i-92Nakapagbibigayng mga salitang magkakatugmaFilipino
F2PN-IIIj-122Nakapagbibigayng sariling hinuhasa napakinggang tekstoFilipino
F2-IVj-122Nakapagbibigayng sariling hinuhasa napakinggang kuwentoFilipino
F2PS-Ic-8.42Nakapagbibigayng simpleng panutona may 2-3 hakbangFilipino
F2KP-Ib-g-62Nakapagdaragdagupang makabuo ng bagong salitang mga tunogFilipino
F2KP-IIi-j-62Nakapagdaragdagupang makabuo ng bagong salitang mga tunogFilipino
F2KP-IIj-62Nakapagdaragdagupang makabuo ng bagong salitang mga tunogFilipino
F2KP-IIIj-62Nakapagdaragdagupang makabuo ng bagong salitang mga tunogFilipino
F2KP-IVd-j-62Nakapagdaragdagupang makabuo ng bagong salitang mga tunogFilipino
F2WG-IIc-d-42Nakapaglalarawanng mga bagayFilipino
F2WG-IIc-d-42Nakapaglalarawanng mga hayopFilipino
F2WG-IIc-d-42Nakapaglalarawanng mga lugarFilipino
F2WG-IIc-d-42Nakapaglalarawanng mga taoFilipino
F2KP-Ib-g-62Nakapagpapalitupang makabuo ng bagong salitang mga tunogFilipino
F2KP-IIi-j-62Nakapagpapalitupang makabuo ng bagong salitang mga tunogFilipino
F2KP-IIj-62Nakapagpapalitupang makabuo ng bagong salitang mga tunogFilipino
F2KP-IIIj-62Nakapagpapalitupang makabuo ng bagong salitang mga tunogFilipino
F2KP-IVd-j-62Nakapagpapalitupang makabuo ng bagong salitang mga tunogFilipino
F2PP-IId-i-52Nakapag-uuri-uriayon sa ipinahihiwatig na kaisipang konseptwalng mga salitaFilipino
F2PT-IIIc-g-52Nakapag-uuri-uriayon sa ipinahihiwatig na kaisipang konseptwalng mga salitaFilipino
F2PT-IIIi-52Nakapag-uuri-uriayon sa ipinahihiwatig na kaisipang konseptwalng mga salitaFilipino
F2PP-Ivh-52Nakapag-uuri-uriayon sa ipinahihiwatig na kaisipang konseptwalng mga salitaFilipino
F2-PN-3.1.12Nakasasagotbatay sa tunay na pangyayari /pabulasa mga tanongFilipino
F2PB-Id-3.1.12Nakasasagotbatay sa tunay na pangyayari /pabulasa mga tanongtungkol sa nabasang kuwentoFilipino
F2PB-IIa-b-3.1.12Nakasasagotsa mga tanongtungkol sa nabasang kuwentoFilipino
F2PN-IIc-3.1.12Nakasasagotsa mga tanongFilipino
F2P-IIIb-c-3.1.12Nakasasagotsa mga tanongFilipino
F2PN-IIIb-c-3.1.12Nakasasagotsa mga tanongFilipino
F2PB-IVa-3.22Nakasasagotsa mga tanongtungkol sa nabasang tekstong pang-impormasyonFilipino
F2PS-Ib-5.32Nakasasalisa isang usapantungkol sa isang pangyayaring naobserbahanFilipino
F2PS-IIe-h-5.12Nakasasalisa isang usapantungkol sa isang sariling karanasanFilipino
F2PS_IIe-h-5.12Nakasasalisa isang usapantungkol sa napakinggang kathang-isip na kuwentoFilipino
F2PS-IIIa-g-5.32Nakasasalisa isang usapantungkol sa isang paksang napakingganFilipino
F2PS-IIIa-g-5.32Nakasasalisa isang usapantungkol sa napanood o nabasang patalastasFilipino
F2PS-IIIa-g-5.32Nakasasalisa isang usapantungkol sa isang napakinggang kuwentoFilipino
F2PS-IVf-i-5.42Nakasasalisa isang usapantungkol sa isang napanood na patalastas o palabasFilipino
F2TA-0a-j-42Nakasusulatnang may wastong baybay, bantas at mekaniks ng pagsulatFilipino
F2PU-Ia-3.12Nakasusulatsa kabit-kabit na paraan; na may tamang laki at layo sa isa't isa ang mga salitaFilipino
F2PU-Id-f-3.12Nakasusulatsa kabit-kabit na paraan; na may tamang laki at layo sa isa't isa ang mga salitaFilipino
F2PU-Id-f-3.22Nakasusulatsa kabit-kabit na paraan; na may tamang laki at layo sa isa't isa ang mga salitaFilipino
F2PU-Ie-g-3.12Nakasusulatsa kabit-kabit na paraan; na may tamang laki at layo sa isa't isa ang mga malaki at maliit na letra at mga salitaFilipino
F2PU-II-c-3.22Nakasusulatsa kabit-kabit na paraan; na may tamang laki at layo sa isa't isa ang mga malaki at maliit na letra at mga salitaFilipino
F2PU-IIc-3.22Nakasusulatsa kabit-kabit na paraan; na may tamang laki at layo sa isa't isa ang mga malaki at maliit na letra at mga salitaFilipino
F2PU-IIf-3.22Nakasusulatsa kabit-kabit na paraan; na may tamang laki at layo sa isa't isa ang mga salitaFilipino
F2KM-IIg-j-32Nakasusulatnang may wastong baybay, bantas at gamit ng malaki at maliit na letra; upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyuFilipino
F2KM-IIg-j-32Nakasusulatnang may wastong baybay, bantas, gamit ng malaki at maliit na letra; upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyuFilipino
F2PU-IIIa-3.12Nakasusulatsa kabit-kabit na paraan; na may tamang laki at layo sa isa’t isaFilipino
F2PU-IIIe-g-3.22Nakasusulatsa kabit-kabit na paraan; na may tamang laki at layo sa isa't isa ang mga salitaFilipino
F2PU-IVb-32Nakasusulatsa kabit-kabit na paraan; na may tamang laki at layo sa isa't isa ang mga malaki at maliit na letra, mga salita at pangungusapFilipino
F2KM-IVf-3.22Nakasusulatnang may wastong baybay, bantas, gamit ng malaki at maliit na letra; upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyuFilipino
F2KM-IVh-3.22Nakasusulatsa kabit-kabit na paraan; na may tamang laki at layo sa isa't isa ang mga salita at pangungusapFilipino
F2KM-IVe-72Nakasusulatng isang tugma-tugmaanFilipino
F2KM-IVd-1.52Nakasusulatsa tulong ng padron mula sa gurong lihamFilipino
F2KM-IVg-1.52Nakasusulatsa tulong ng padron mula sa gurong lihamFilipino
F2KM-IIg-j-32Nakasusulatnang may wastong baybay, bantas, gamit ng malaki at maliit na letra; upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyung pangungusapFilipino
F2KM-IVi-1.62Nakasusulatna wala nang padronng sariling lihamFilipino
F2KM-IIIbce-3.22Nakasusulatng sariling talatangmay wastong baybay, bantas at gamit ng maliit at malaking letraFilipino
F2KM-IIIi-3.12Nakasusulatnang may wastong baybay, bantas, gamit ng malaki at maliit na letra; upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyutalatana may 3- 5 pangu ngusapFilipino
F2PB-Ib-2.12Nakasusunodsa nakasulat na panutongmay 1- 2 hakbangFilipino
F2PB-IIc-2.22Nakasusunodsa nakasulat na panutongmay 2- 3 hakbangFilipino
F2PB-IIIc-3.1.112Nakasusunodsa nakasulat na panutonggamit ang lokasyonFilipino
F2-PN-1.32Nakasusunodsa napakinggang panuto(1 hakbang)Filipino
F2PN-IIa-1.32Nakasusunodsa napakinggang panuto(1 hakbang)Filipino
F2PN-IIId-1.22Nakasusunodsa napakinggang panuto(1-2 hakbang)Filipino
F2-IVc-1.32Nakasusunodsa napakinggang panuto(2-3 hakbang)Filipino
F2TA-0a-j-12Nakatutugonnang angkop at wastoFilipino
F2KP-Id-52Nakikilalaang mga tunog na bumubuo sa pantig ng mga salitaFilipino
F2TA-0a-j-12Nakikinignang angkop at wastoFilipino
F2PN-Ig-8.12Napagsusunod-sunodbatay sa larawanang mga pangyayaring kuwentong napakingganFilipino
F2PN-IIg-8.32Napagsusunod-sunodbatay sa mga pamatnubay na tanongang mga pangyayaring kuwentong napakingganFilipino
F2PN-IIIh-8.42Napagsusunod-sunodang mga pangyayaring kuwentong napakingganFilipino
F2PN-IVh-8.52Napagsusunod-sunodbatay sa story grammarang mga pangyayaring kuwentong napakingganFilipino
F2EP-IIa-1.12Napagsusunod-sunodbatay sa alpabeto (unang dalawang letra)ang mga salitaFilipino
F2PE-Id-1.12Napagsusunod-sunodbatay sa alpabeto (unang dalawang letra)ang mga salitaFilipino
F2EP-IIe-1.12Napagsusunod-sunodbatay sa alpabeto (unang dalawang letra)ang mga salitaFilipino
F2EP-IIIe-1.12Napagsusunod-sunodbatay sa alpabeto (unang dalawang letra)ang mga salitaFilipino
F2EP-IVc-g-1.42Napagsusunod-sunodbatay sa alpabeto; tambalang salitaang mga salitaFilipino
F2PB-Ih-62Napag-uugnayang sanhi at bunga ng mga pangyayarisa binasang talataFilipino
F2PB-IIh-62Napag-uugnayang sanhi at bunga ng mga pangyayarisa binasang tekstoFilipino
F2PB-IIIg-62Napag-uugnayang sanhi at bunga ng mga pangyayarisa binasang tekstoFilipino
F2PB-IVd-62Napag-uugnayang sanhi at bunga ng mga pangyayarisa binasang tekstoFilipino
F2PT-Ij-52Napag-uuri-uriayon sa pahiwatig na konseptwalang mga salitaFilipino
F2PT-Ic-e-2.12Napagyayamansa pamamagitan paghanap ng maikling salitang matatagpuan sa loob ng isang mahabang salitaang talasalitaanFilipino
F2PT-IIIa-e-2.22Napagyayamansa pamamagitan ng pagbubuo ng mga bagong salita mula sa salitang-ugatang talasalitaanFilipino
F2PP-IIIi-2.22Napagyayamansa pamamagitan pagbubuo ng mga bagong salita mula sa salitang-ugatang talasalitaanFilipino
F2PL-0a-j-42Napahahalagahanang mga tekstong pampanitikanFilipino
F2KP-Ij-62Napapalitanupang makabuo ng bagong salitaang mga tunogFilipino
F2KP-IIc-32Napapantigang mga mas mahahabang salitaFilipino
F2WG-IIj-62Nasasabiang lugarng pagsasagawa ng kilos o gawain sa tahanan, paaralan at pamayananFilipino
F2PP-Ia-c-122Nasasabiang mensahengnais ipabatidFilipino
F2PP-Ia-c-122Nasasabiang mensahengnais ipabatid ng nabasang patalastasFilipino
F2AL-IIa-1.12Nasasabibatay sa pabalat nitoang nilalaman ng aklatFilipino
F2AL-IIIb-1.22Nasasabibatay sa pamagatang nilalaman ng aklatFilipino
F2PP-Ib-62Nasasabiang pagkakaibang mga pantig/salitaFilipino
F2PP-IIa-62Nasasabiang pagkakaibang mga pantig/salitaFilipino
F2PP-IIIb-62Nasasabiang pagkakaibang mga pantig/salitaFilipino
F2PP-Ib-62Nasasabiang pagkakatuladng mga pantig/salitaFilipino
F2PP-IIa-62Nasasabiang pagkakatuladng mga pantig/salitaFilipino
F2PP-IIIb-62Nasasabiang pagkakatuladng mga pantig/salitaFilipino
F2PB-IIf-102Nasasabiang paksa o temang binasang tekstoFilipino
F2WG-IIj-62Nasasabiang panahonng pagsasagawa ng kilos o gawain sa tahanan, paaralan at pamayananFilipino
F2WG-IIj-62Nasasabiang paraanng pagsasagawa ng kilos o gawain sa tahanan, paaralan at pamayananFilipino
F2PN-Id-1.3.12Nasasagotang mga tanongna sino, ano, saan at bakitFilipino
F2PB-IIId-3.1.112Nasasagotang mga tanongtungkol sa nabasang tugma/tulaFilipino
F2PN-IVf-3.1.22Nasasagotang mga tanongtungkol sa napakinggang tekstong pang-impormasyonFilipino
F2PB-IVg-3.22Nasasagotang mga tanongtungkol sa binasang tekstoFilipino
F2KM-IIIb-e-1.42Nasisipinang wasto at malinawang isang talataFilipino
F2KM-Ig-1.22Nasisipinang wasto at maayosang mga pangungusapFilipino
F2KM-IIb-f-1.22Nasisipinang wasto at malinawang pangungusapFilipino
F2KM-IIb-f-1.22Nasisipinang wasto at malinawang pariralaFilipino
F2AL-Ie-112Natutukoyang kahalagahan gamit ng malaking letrasa isang salita/ pangungusapFilipino
F2AL-IIe-102Natutukoyang kahalagahan gamit ng malaking letra /bantassa isang salita/pangungusapFilipino
F2EP-Ih-32Natutukoyang mga bahagi ng aklat at ang kahalagahan ng bawat isa: indeksFilipino
F2EP-Ih-32Natutukoyang mga bahagi ng aklat at ang kahalagahan ng bawat isa: may-akda at tagaguhitFilipino
F2EP-Ih-32Natutukoyang mga bahagi ng aklat at ang kahalagahan ng bawat isa: talaan ng nilalamanFilipino
F2KP-IIb-82Natutukoyang mga salitang magkakatugmaFilipino
F2KP-IIIc-82Natutukoyang mga salitang magkakatugmaFilipino
F2KP-IVh-52Natutukoyang mga tunog na bumubuo sa isang klaster (salitang hiram): KKPKtrenFilipino
F2KP-IVh-52Natutukoyang mga tunog na bumubuo sa isang klaster (salitang hiram): KPKKnars, keykFilipino
F2PB-Ij-72Natutukoyang suliraninsa nabasang teskto o napanoodFilipino
F2PB-IIi-72Natutukoyang suliraninsa nabasang teskto o napanoodFilipino
F2PB-IIIf-72Natutukoyang suliraninsa nabasang teskto o napanoodFilipino
F2PB-IVe-72Natutukoyang suliraninsa nabasang teskto o napanoodFilipino
F2AL-IIIe-j-122Natutukoykung paano nagsisimulaang isang talataFilipino
F2AL-IIIe-j-122Natutukoykung paano nagsisimulaang isang pangungusapFilipino
F2AL-IIIe-j-122Natutukoykung paano nagsisimulaang isang pangungusap/ talataFilipino
F2AL-IVe-g-132Natutukoykung paano nagsisimulaang isang pangungusap/ talataFilipino
F2AL-IIIe-j-122Natutukoykung paano nagtataposang isang talataFilipino
F2AL-IIIe-j-122Natutukoykung paano nagtataposang isang pangungusapFilipino
F2AL-IIIe-j-122Natutukoykung paano nagtataposang isang pangungusap/ talataFilipino
F2AL-IVe-g-132Natutukoykung paano nagtataposang isang pangungusap/ talataFilipino
F2PL-0a-j-52Nauunawaanang kahalagahan ng mga nilalamanng panitikan / tekstoFilipino
H2N-Ia-52Articulatesthat children have the right to nutrition(Right of the child to nutrition Article 24 of the UN Rights of the Child)Health-PE
PE2PF-Ia-h-132Assessesbody postureHealth-PE
H2N-If-h-92Considersin making food choicesthe Food PlateHealth-PE
H2N-If-h-92Considersin making food choicesthe Food PyramidHealth-PE
PE2BM-Ie-f-22Createsbody actionsHealth-PE
PE2BM-Ie-f-22Createsbody shapesHealth-PE
PE2BM-Ic-d-152Demonstratesbody actionsHealth-PE
PE2BM-Ic-d-152Demonstratesbody shapesHealth-PE
H2FH-IIIc-d-122Demonstratesgood family health habits and practicesHealth-PE
PE2BM-Ig-h-162Demonstratesusing body parts other than both feet as a base of supportmomentary stillnessin symmetrical and asymmetrical shapesHealth-PE
PE2MS-Ia-h-12Demonstratesin response to sound and musicmovement skillsHealth-PE
PE2MS-IIa-h-12Demonstratesin response to sound and musicmovement skillsHealth-PE
PE2MS-IIIa-h-12Demonstratesin response to sound and musicmovement skillsHealth-PE
PE2MS-IV-a-h-12Demonstratesin response to soundmovement skillsHealth-PE
H2FH-IIIi-j-152Demonstratespositive ways of expressing negative feelings such as angerHealth-PE
H2FH-IIIi-j-152Demonstratespositive ways of expressing negative feelings such as disappointmentHealth-PE
H2FH-IIIi-j-152Demonstratespositive ways of expressing negative feelings such as fearHealth-PE
PE2BM-Ia-b-12Describesbody actionsHealth-PE
PE2BM-Ia-b-12Describesbody shapesHealth-PE
H2FH-IIIa-b-112Describeshealthy habitsof the familyHealth-PE
PE2BM-IIa-b-172Describesmovementsin a location, direction, level, pathway, and planeHealth-PE
PE2BM-IIIa-b-172Describesmovementsin a location, direction, level, pathway, and planeHealth-PE
H2PH-IIa-e-62Describesways of caring for the earsin order to avoid common childhood health conditionsHealth-PE
H2PH-IIa-e-62Describesways of caring for the eyesin order to avoid common childhood health conditionsHealth-PE
H2PH-IIa-e-62Describesways of caring for the hairin order to avoid common childhood health conditionsHealth-PE
H2PH-IIf-h-72Describesways of caring for the mouthHealth-PE
H2PH-IIa-e-62Describesways of caring for the nosein order to avoid common childhood health conditionsHealth-PE
H2PH-IIa-e-62Describesways of caring for the skinin order to avoid common childhood health conditionsHealth-PE
H2PH-IIf-h-72Describesways of caring for the teethHealth-PE
H2N-Ie-82Describeswhat constitutes a balanced dietHealth-PE
H2N-Ib-62Discussesthe importance of eating a balanced mealHealth-PE
H2N-Icd-72Discussesthe important functions of foodHealth-PE
H2PH-Ii-j-82Displaysin caring for the sense organsself-management skillsHealth-PE
H2N-Ii-j-102Displaysin choosing the right kinds of food to eatsound decision-making skillsHealth-PE
PE2PF-Ia-h-22Engages infun and enjoyable physical activitiesSuggested learning activities: movement skills activities (locomotor, non-locomotor and manipulative skills), folk dances (Alitaptap/Rabong), rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials), relays and racesHealth-PE
PE2PF-IIa-h-22Engages infun and enjoyable physical activitiesSuggested learning activities: movement skills activities (locomotor, non-locomotor and manipulative skills), folk dances, rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials), relays and racesHealth-PE
PE2PF-IIIa-h-22Engages infun and enjoyable physical activitiesHealth-PE
PE2PF-IV-a-h-22Engages infun and enjoyable physical activitiesHealth-PE
PE2PF-Ia-h-122Exhibitscorrect body postureHealth-PE
H2FH-IIIj-162Explainsrules for the safe use of household chemicalsHealth-PE
H2FH-IIIe-f-132Explainsthe benefits of healthy expressions of feelingsHealth-PE
H2FH-IIIg-h-142Expressesin appropriate wayspositive feelingsHealth-PE
PE2BM-IV-a-b-202Familiarizesin various movement activitiesinvolving persons, objects, music, and environmentHealth-PE
H2IS-IVh-172Followsfor home safetyrulesHealth-PE
H2IS-IVi-182Identifiessafe conditionsin the schoolHealth-PE
H2IS-IVi-182Identifiessafe practicesin the schoolHealth-PE
H2IS-IVi-182Identifiesunsafe conditionsin the schoolHealth-PE
H2IS-IVi-182Identifiesunsafe practicesin the schoolHealth-PE
H2N-Ia-52Knowsthat children have the right to nutrition(Right of the child to nutrition Article 24 of the UN Rights of the Child)Health-PE
E2BM-IIc-h-182Movesin: diagonal and horizontal planesHealth-PE
E2BM-IIc-h-182Movesin: forward, backward, and sideward directionsHealth-PE
E2BM-IIc-h-182Movesin: high, middle, and low levelsHealth-PE
E2BM-IIc-h-182Movesin: personal and general spaceHealth-PE
E2BM-IIc-h-182Movesin: straight, curve, and zigzag pathwaysHealth-PE
PE2BM-IIIc-h-192Movesat slow, slower, slowest/fast, faster, fastest paceHealth-PE
PE2BM-IIIc-h-192Movesusing light, lighter, lightest/strong, stronger, strongest force; with smoothnessHealth-PE
PE2BM-IV-c-h-212Movesin indoor and outdoor settingsHealth-PE
PE2BM-IV-c-h-212Movesindividually, with partner, and with groupHealth-PE
PE2BM-IV-c-h-212Moveswith ribbon, hoop, balls, and any available indigenous/improvised materialsHealth-PE
PE2BM-IV-c-h-212Moveswith soundHealth-PE
PE2PF-IIa-h-142Observeswhile performing movement activitiescorrect body mechanicsHealth-PE
PE2PF-IIIa-h-142Observeswhile performing movement activities: Suggested learning activities: movement skills activities locomotor, non-locomotor and manipulative skills, folk dances (Alitaptap/Rabong), rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvicorrect body mechanicsHealth-PE
PE2PF-IV-a-h-142Observeswhile performing movement activities: Suggested learning activities: movement skills activities locomotor, non-locomotor and manipulative skills, folk dances (Alitaptap/Rabong), rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvicorrect body mechanicsHealth-PE
PE2PF-IV-a-h-142Observeswhile performing movement activities: Suggested learning activities: movement skills activities locomotor, non-locomotor and manipulative skills, folk dances (Alitaptap/Rabong), rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvicorrect body postureHealth-PE
PE2PF-IIa-h-142Observeswhile performing movement activitiescorrect postureHealth-PE
PE2PF-IIIa-h-142Observeswhile performing movement activities: Suggested learning activities: movement skills activities locomotor, non-locomotor and manipulative skills, folk dances (Alitaptap/Rabong), rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvicorrect postureHealth-PE
H2IS-IVj-192Observesduring school activitiessafety rulesHealth-PE
M2NS-Ih-28.32Addsmentally; using appropriate strategies1- to 2-digit numberswith sums up to 50Math
M2NS-Ig-27.42Addsby 3-digit numbers; without and with regrouping2-digit numberswith sums up to 1,000Math
M2NS-Ih-27.52Addsby 3-digit numbers; without and with regrouping3-digit numberswith sums up to 1,000Math
M2NS-Ig-26.32Appliesin appropriate and relevant situationsthe properties of additionMath
M2NS-IIIf-78.22Arrangesin increasing or decreasing ordersimilar fractionsMath
M2NS-IIIe-78.12Arrangesin increasing or decreasing orderunit fractionsMath
M2SP-IVi-2.22Classifiesin tabular formdataMath
M2GE-IIIg-52Classifieshalf circlesMath
M2GE-IIIg-52Classifiesquarter circlesMath
M2SP-IVh-1.22Collectsusing a questionnairedata on one variableMath
M2ME-IVb-242Compareslengthin meters or centimetersMath
M2ME-IVd-292Comparesmassin grams or kilogramsMath
M2NS-Id-12.22Comparesusing relation symbolsnumbersup to 1,000Math
M2NS-IIIf-77.22Comparesusing relation symbolssimilar fractionsMath
M2NS-IIIe-77.12Comparesusing relation symbolsunit fractionsMath
M2NS-If-22.12Comparesusing relation symbolsvalues of different denominations of coins and paper billsthrough PhP100Math
M2GE-IIIg-62Constructsusing cut-outs and square gridscirclesMath
M2GE-IIIg-62Constructsusing cut-outs and square gridshalf-circlesMath
M2GE-IIIg-62Constructsusing cut-outs and square gridsquarter circlesMath
M2GE-IIIg-62Constructsusing cut-outs and square gridsrectanglesMath
M2GE-IIIg-62Constructsusing cut-outs and square gridssquaresMath
M2GE-IIIg-62Constructsusing cut-outs and square gridstrianglesMath
M2NS-Ib-8.22Countsby 10s, 50s, and 100snumbersMath
M2NS-If-212Countsthe value of a set of billsthrough PhP100 (peso-coins only; centavo-coins only; peso-bills only and combined peso-coins and peso-bills)Math
M2NS-If-212Countsthe value of a set of coinsthrough PhP100 (peso-coins only; centavo-coins only; peso-bills only and combined peso-coins and peso-bills)Math
M2NS-IIIa-502Createsfor each type of situation: equal sharing, repeated subtraction, equal jumps on the number line, and formation of equal groups of objectsa related equationMath
M2GE-IIIh-7.22Createsfiguresthat show symmetry in a lineMath
M2NS-Ij-30.22Createsproblemsinvolving addition of whole numbers; including moneyMath
M2NS-IIj-46.12Createsproblemsinvolving multiplication only and multiplication with addition or subtraction of whole numbers; including money; with reasonable answersMath
M2ME-IVf-342Createsproblemsinvolving length, mass and capacityMath
M2NS-IIe-35.32Createsword problemsinvolving addition and subtraction of whole numbers; including moneyMath
M2NS-IIIc-57.12Createsword problemsinvolving division of whole numbers; including moneyMath
M2SP-IVj-8.22Describesusing the phrases: “likely to happen” or “unlikely to happen” or “equally likely to happen”eventsin real-life situationsMath
M2GE-IIIg-52Describeshalf circles and quarter circlesMath
M2GE-IIIg-52Describeshalf circles and quarter circlesMath
M2AL-IIIj-32Determinesthe missing term/sin a given continuous pattern using two attributes (any two of the following: figures, numbers, colors , sizes, and orientations, etc.) e.g. 1, A, 2,B,3,C,__,__ (1),( 2 ),( 3 ),( 4 ),____Math
M2NS-IIIb-52.12Dividesmentally; by 2, 3, 4, 5 and 10 using appropriate strategies (multiplication table of 2, 3, 4, 5 and 10)numbersMath
M2GE-IIIh-7.4a2Drawsthe line of symmetryin a given symmetrical figureMath
M2ME-IVc-262Estimatesusing meter or centimeterlengthMath
M2ME-IVe-312Estimatesusing gram or kilogrammassMath
M2ME-IVh-372Estimatesusing any shapethe area of a given figureMath
M2GE-IIIi-102Explainsthe differences between flat surfaces and curved surfacesMath
M2GE-IIIi-102Explainsthe differences between straight lines and curved linesMath
M2ME-IVg-362Findsusing square-tile units i.e. number of square-tiles neededthe areaof a given figureMath
M2ME-IVa-62Findsin daysthe elapsed timeMath
M2AL-IIIj-112Findsusing 2, 3, 4, 5 and 10 only; e.g. 5 x __ = 30 30 ÷ __ = 6the missing valuein a number sentence involving multiplication or division of whole numbersMath
M2NS-Ib-10.22Findsthe valueof a digit in three-digit numbersMath
M2NS-Ib-10.22Givesthe place valueof a digit in three-digit numbersMath
M2NS-Ib-2.22Groupsin ones, tens, and hundredsobjectsMath
M2GE-IIIi-92Identifiesin a 3-dimensional objectcurved surfacesMath
M2GE-IIIi-92Identifiesin a 3-dimensional objectcurvesMath
M2GE-IIIh-7.12Identifiesfiguresthat show symmetry in a lineMath
M2GE-IIIi-92Identifiesin a 3-dimensional objectflat surfacesMath
M2GE-IIIg-52Identifieshalf circles and quarter circlesMath
M2GE-IIIg-52Identifieshalf circles and quarter circlesMath
M2NS-IIIe-79.12Identifiesother fractionsless than one; with denominators 10 and belowMath
M2GE-IIIh-7.12Identifiesshapesthat show symmetry in a lineMath
M2GE-IIIi-92Identifiesin a 3-dimensional objectstraight linesMath
M2NS-Ie-16.22Identifieswith the emphasis on 11ththe 1st through the 20thMath
M2GE-IIIh-7.4a2Identifiesthe line of symmetryin a given symmetrical figureMath
M2NS-Ie-182Identifiesthe pattern of naming ordinal numbersfrom 1st to the 20thMath
M2NS-IIId-72.22Identifiesunit fractionswith denominators of 10 and belowMath
M2ME-IVg-352Illustratesas a measure of how much surface is covered or occupied by a plane figureareaMath
M2NS-IIf-382Illustratesas repeated addition; using: groups of equal quantities, arrays, counting by multiples, equal jumps on the number linemultiplicationMath
M2NS-IIIc-532Illustratesthat multiplication and division are inverse operationsMath
M2NS-IIg-40.32Illustratesthe commutative property of multiplicationMath
M2NS-Ig-26.32Illustratesthe properties of addition: associativeMath
M2NS-Ig-26.32Illustratesthe properties of addition: commutativeMath
M2NS-Ig-26.32Illustratesthe properties of addition: identityMath
M2NS-IIg-40.12Illustratesthe property of multiplicationthat any number multiplied by one (1) is the same numberMath
M2NS-IIg-40.22Illustratesthe property of multiplicationthat zero multiplied by any number is zeroMath
M2SP-IVi-3.22Infersdatapresented in a pictograph without and with scalesMath
M2SP-IVi-3.22Interpretsdatapresented in a pictograph without and with scalesMath
M2ME-IVc-262Measuresusing meter or centimeterlengthMath
M2ME-IVe-312Measuresusing gram or kilogrammassMath
M2ME-IVb-252Measuresusing appropriate measuring tools; in m or cmobjectsMath
M2ME-IVd-302Measuresusing appropriate measuring units; in g or kgobjectsMath
M2ME-IVf-332Measuresusing appropriate measuring tools; in ml or LobjectsMath
M2NS-IIi-42.12Multipliesmentally; using appropriate strategies2, 3, 4, 5 and 10Math
M2NS-Id-13.22Ordersin increasing or decreasing ordernumbersup to 1,000Math
M2SP-IVi-2.22Organizesin tabular formdataMath
M2SP-IVi-2.22Presentsinto a pictograph without and with scalesdataMath
M2NS-If-20.12Readsin symbols and in wordsmoneythrough PhP100Math
M2NS-Ic-9.22Readsin symbols and in wordsnumbersup to 1,000Math
M2NS-Ie-17.22Readsordinal numbersfrom 1st through the 20thMath
M2NS-IIIf-76.22Readssimilar fractionsMath
M2NS-IIId-76.12Readsunit fractionsMath
M2GE-IIIh-8.12Recognizesshapesthat can tessellateMath
M2NS-Ig-27.42Representsby 3-digit numbers; without and with regrouping2-digit numberswith sums up to 1,000Math
M2NS-Ih-27.52Representsby 3-digit numbers; without and with regrouping3-digit numberswith sums up to 1,000Math
M2NS-IIIa-492Representsas equal sharing, repeated subtraction, equal jumps on the number line and using formation of equal groups of objectsdivisionMath
M2NS-Ia-1.22Representswith emphasis on numbers 101-1,000; using a variety of materialsnumbersfrom 0-1,000Math
M2ME-IVa-72Representsproblemsinvolving time (minutes including a.m. and p.m. and elapsed time in days)Math
M2NS-IIId-72.22Representsunit fractionswith denominators of 10 and belowMath
M2ME-IVb-232Showsto measure a particular objectthe appropriate unit of lengthand their abbreviation cm and mMath
M2ME-IVd-282Showsto measure a particular objectthe appropriate unit of weightand their abbreviations g and kgMath
M2NS-IIe-34.42Solvesusing appropriate problem solving strategies and toolsmulti-step non-routine problemsinvolving addition and subtraction of 2- to 3-digit numbers; including moneyMath
M2NS-IIe-34.42Solvesusing appropriate problem solving strategies and toolsmulti-step routine problemsinvolving addition and subtraction of 2- to 3-digit numbers; including moneyMath
M2NS-IIc-34.22Solvesusing appropriate problem solving strategies and toolsnon-routine problemsinvolving subtraction of whole numbers; including money; with minuends up to 1,000Math
M2NS-IIi-45.12Solvesusing appropriate problem solving strategies and toolsnon-routine problemsinvolving multiplication of whole numbers; including moneyMath
M2NS-IIIc-56.12Solvesusing appropriate problem solving strategies and toolsnon-routine problemsinvolving division of numbers by 2, 3, 4, 5 and 10; and with any of the other operations of whole numbers; including moneyMath
M2NS-IIj-45.22Solvesusing appropriate problem solving strategies and toolsnon-routine problemsinvolving multiplication and addition or subtraction of whole numbers; including moneyMath
M2NS-Ij-29.22Solvesusing appropriate problem solving strategies and toolsnon-routine problemsinvolving addition of whole numbers; including money; with sums up to 1,000Math
M2ME-IVc-272Solvesnon-routine problemsinvolving lengthMath
M2ME-IVe-322Solvesnon-routine problemsinvolving massMath
M2ME-IVh-382Solvesusing square tilesnon-routine problemsinvolving any figureMath
M2SP-IVi-4.22Solvesusing data presented in a pictograph without and with scalesnon-routine problemsMath
M2ME-IVa-72Solvesproblemsinvolving time (minutes including a.m. and p.m. and elapsed time in days)Math
M2NS-IIc-34.22Solvesusing appropriate problem solving strategies and toolsroutine problemsinvolving subtraction of whole numbers; including money; with minuends up to 1,000Math
M2NS-IIi-45.12Solvesusing appropriate problem solving strategies and toolsroutine problemsinvolving multiplication of whole numbers; including moneyMath
M2NS-IIIc-56.12Solvesusing appropriate problem solving strategies and toolsroutine problemsinvolving division of numbers by 2, 3, 4, 5 and 10; and with any of the other operations of whole numbers; including moneyMath
M2NS-IIj-45.22Solvesusing appropriate problem solving strategies and toolsroutine problemsinvolving multiplication and addition or subtraction of whole numbers; including moneyMath
M2NS-Ij-29.22Solvesusing appropriate problem solving strategies and toolsroutine problemsinvolving addition of whole numbers; including money; with sums up to 1,000Math
M2ME-IVc-272Solvesroutine problemsinvolving lengthMath
M2ME-IVe-322Solvesroutine problemsinvolving massMath
M2ME-IVh-382Solvesusing square tilesroutine problemsinvolving any figureMath
M2SP-IVi-4.22Solvesusing data presented in a pictograph without and with scalesroutine problemsMath
M2SP-IVi-2.22Sortsin tabular formdataMath
M2NS-IIb-33.22Subtractsmentally; from 1- to 3-digit numbers; without regrouping; using appropriate strategies1-digit numbersMath
M2NS-IIb-33.32Subtractsmentally; by tens and by hundreds; without regrouping; using appropriate strategies3-digit numbersMath
M2ME-IVa-52Tellsin minutes; including a.m. and p.m.; using analog and digital clockstimeMath
M2SP-IVj-7.22Tellswhether an event is equally likely to happenMath
M2SP-IVj-7.22Tellswhether an event is likely to happenMath
M2SP-IVj-7.22Tellswhether an event is unlikely to happenMath
M2GE-IIIi-8.22Tessellatesusing triangles and squaresa surfaceMath
M2ME-IVb-232Usesto measure a particular objectthe appropriate unit of lengthand their abbreviation cm and mMath
M2ME-IVd-282Usesto measure a particular objectthe appropriate unit of weightand their abbreviations g and kgMath
M2NS-Ie-182Usesthe pattern of naming ordinal numbersfrom 1st to the 20thMath
M2NS-Ig-27.42Visualizesby 3-digit numbers; without and with regrouping2-digit numberswith sums up to 1,000Math
M2NS-Ih-27.52Visualizesby 3-digit numbers; without and with regrouping3-digit numberswith sums up to 1,000Math
M2NS-IIIa-492Visualizesas equal sharing, repeated subtraction, equal jumps on the number line and using formation of equal groups of objectsdivisionMath
M2NS-IIIb-51.12Visualizesdivisionof numbers up to 100 by 2, 3, 4, 5 and 10 (multiplication table of 2, 3, 4, 5 and 10)Math
M2GE-IIIg-52Visualizeshalf circles and quarter circlesMath
M2GE-IIIg-52Visualizeshalf circles and quarter circlesMath
M2NS-IIh-41.12Visualizesmultiplicationof numbers 1 to 10 by 2, 3, 4, 5 and 10Math
M2NS-Ia-1.22Visualizeswith emphasis on numbers 101-1,000; using a variety of materialsnumbersfrom 0-1,000Math
M2NS-Ib-8.22Visualizesby 10s, 50s, and 100snumbersMath
M2NS-Id-12.22Visualizesusing relation symbolsnumbersup to 1,000Math
M2NS-Id-13.22Visualizesin increasing or decreasing ordernumbersup to 1,000Math
M2ME-IVa-72Visualizesproblemsinvolving time (minutes including a.m. and p.m. and elapsed time in days)Math
M2NS-IIIf-72.32Visualizesusing group of objects and number linesimilar fractionsMath
M2ME-IVa-62Visualizesin daysthe elapsed timeMath
M2AL-IIIj-112Visualizesusing 2, 3, 4, 5 and 10 only; e.g. 5 x __ = 30 30 ÷ __ = 6the missing valuein a number sentence involving multiplication or division of whole numbersMath
M2NS-Ic-142Visualizesin expanded formthree-digit numbersMath
M2NS-IIId-72.22Visualizesunit fractionswith denominators of 10 and belowMath
M2NS-IIf-392Writesfor each type of multiplication: repeated addition, array, counting by multiples, and equal jumps on the number linea related equationMath
M2NS-IIIa-502Writesfor each type of situation: equal sharing, repeated subtraction, equal jumps on the number line, and formation of equal groups of objectsa related equationMath
M2NS-If-20.12Writesin symbols and in wordsmoneythrough PhP100Math
M2NS-Ic-9.22Writesin symbols and in wordsnumbersup to 1,000Math
M2NS-Ie-17.22Writesordinal numbersfrom 1st through the 20thMath
M2NS-IIIf-76.22Writessimilar fractionsMath
M2NS-Ic-142Writesin expanded formthree-digit numbersMath
M2ME-IVa-52Writesin minutes; including a.m. and p.m.; using analog and digital clockstimeMath
M2NS-IIId-76.12Writesunit fractionsMath
MT2SS-IIIi-i-11.12Alphabetizes7 wordswith the same beginning letters and different second lettersMTongue
MT2SS-IIi-i-9.12Arrangesin alphabetical order8 wordswith different beginning lettersMTongue
MT2ATR-Id-f-2.1.12Browsesfor various purposes such as for learning or for pleasurebooksMTongue
MT2ATRId-f-2.1.12Browsesfor various purposes such as for learning or for pleasurebooksMTongue
MT2ATR-IId-f-2.1.12Browsesfor various purposes such as for learning or for pleasurebooksMTongue
MT2ATR-IIId-f-2.1.12Browsesfor various purposes such as for learning or for pleasurebooksMTongue
MT2ATR-IVd-f-2.1.12Browsesfor various purposes such as for learning or for pleasurebooksMTongue
MT2GA-Ib-3.1.12Classifiesinto different categoriesnaming wordsMTongue
MT2GA-IIId-i-5.1.12Constructsobserving appropriate punctuation marksparagraphsMTongue
MT2GA-Ih-i-5.12Constructsobserving appropriate punctuation markssentencesMTongue
MT2GA-IIf-i-5.12Constructsobserving appropriate punctuation markssentencesMTongue
MT2GA-IIId-i-5.1.12Constructsobserving appropriate punctuation markssentencesMTongue
MT2PWR-IIe-i-3.42Copieswith proper strokes, spacing, punctuation and capitalization; using cursive writingparagraphsMTongue
MT2PWR-IIIe-i-3.4.12Copieswith proper strokes, spacing, punctuation and capitalization; using cursive writingparagraphsMTongue
MT2PWR-IVe-i-3.4.12Copieswith proper strokes, spacing, punctuation and capitalization; using cursive writingparagraphsMTongue
MT2PWR-IIe-i-3.42Copieswith proper strokes, spacing, punctuation and capitalization; using cursive writingsentencesMTongue
MT2PWR-IIIe-i-3.4.12Copieswith proper strokes, spacing, punctuation and capitalization; using cursive writingsentencesMTongue
MT2PWR-IVe-i-3.4.12Copieswith proper strokes, spacing, punctuation and capitalization; using cursive writingsentencesMTongue
MT2PWR-IIe-i-3.42Copieswith proper strokes, spacing, punctuation and capitalization; using cursive writingshort textsMTongue
MT2PWR-IIIe-i-3.4.12Copieswith proper strokes, spacing, punctuation and capitalization; using cursive writingshort textsMTongue
MT2PWR-IVe-i-3.4.12Copieswith proper strokes, spacing, punctuation and capitalization; using cursive writingshort textsMTongue
MT2GA-Ig-4.12Differentiatesfrom non-sentencessentencesMTongue
MT2SS-IIIf-h-10.12Enumeratesthe labelsin an illustrationMTongue
MT2C-Ia-i-1.42Expressesthrough poster making (e.g. ads, character profiles, news report, lost and found); using stories as springboardideasMTongue
MT2ATR-Ia-c-5.12Expressesindividual choicesfor textsMTongue
MT2ATR-IIa-c-5.12Expressesindividual choicesfor textsMTongue
MT2ATR-IIIa-c-5.12Expressesindividual choicesfor textsMTongue
MT2ATR-IVa-c-5.12Expressesindividual choicesfor textsMTongue
MT2ATR-Ia-c-5.12Expressestastefor textsMTongue
MT2ATR-IIa-c-5.12Expressestastefor textsMTongue
MT2ATR-IIIa-c-5.12Expressestastefor textsMTongue
MT2ATR-IVa-c-5.12Expressestastefor textsMTongue
MT2SS-Ia-d-8.12Fills outforms(e.g. school forms)MTongue
MT2SS-Ih-i-1.32Follows3-5 step written directionsMTongue
MT2SS-IIIc-e-1.32Follows3-5 step written directionsMTongue
MT2SS-Ie-g-1.22Followscarefullyinstructionsin a testMTongue
MT2SS-IId-e-4.42Getsfrom published announcementsinformationMTongue
MT2SS-IIf-h-4.52Getsfrom a tableinformationMTongue
MT2SS-IVa-e-4.62Getsfrom a table of contentsinformationsuch as the title of a selection and/or pagesMTongue
MT2SS-IVf-i-4.72Getsfrom simple bar and line graphsinformationMTongue
MT2LC-IIIh-2.62Givesanother titlefor literary or informational textMTongue
MT2RC-IIIh-2.62Givesanother titlefor literary or informational textMTongue
MT2LC-IVh-2.62Givesanother titlefor literary or informational textMTongue
MT2RC-IVh-2.62Givesanother titlefor literary or informational textMTongue
MT2LC-IIIb-c-2.2.12Givesone’s reactionto an event or issueMTongue
MT2RC-IIIb-c-2.2.12Givesone’s reactionto an event or issueMTongue
MT2LC-IVb-c-2.2.12Givesone’s reactionto an event or issueMTongue
MT2RC-IVb-c-2.2.12Givesone’s reactionto an event or issueMTongue
MT2LC-Ic-d-2.1.12Givesthe correct sequence of 3-5 eventsin a storyMTongue
MT2RC-Ic-d-2.1.12Givesthe correct sequence of 3-5 eventsin a storyMTongue
MT2LC-Ig-h-3.32Givesthe main ideaof a story/poemMTongue
MT2RC-Ig-h-3.32Givesthe main ideaof a story/poemMTongue
MT2LC-Ig-2.32Givesthe meaningof a poemMTongue
MT2RC-Ig-2.32Givesthe meaningof a poemMTongue
MT2LC-IId-e-2.52Givesthe summaryof a storyMTongue
MT2RC-IId-e-2.52Givesthe summaryof a storyMTongue
MT2L-II-i-2.52Givesthe summaryof a storyMTongue
MT2RC-II-i-2.52Givesthe summaryof a storyMTongue
MT2GA-Ih-i-2.62Identifiesa variety of sentences: declarativeMTongue
MT2GA-IIf-i-2.62Identifiesa variety of sentences: declarativeMTongue
MT2GA-Ih-i-2.62Identifiesa variety of sentences: exclamatoryMTongue
MT2GA-IIf-i-2.62Identifiesa variety of sentences: exclamatoryMTongue
MT2GA-Ih-i-2.62Identifiesa variety of sentences: imperativeMTongue
MT2GA-IIf-i-2.62Identifiesa variety of sentences: imperativeMTongue
MT2GA-Ih-i-2.62Identifiesa variety of sentences: interrogativeMTongue
MT2GA-IIf-i-2.62Identifiesa variety of sentences: interrogativeMTongue
MT2GA-IIIa-c-2.3.22Identifieswith the help of time signalsaction wordsin simple tenses (present, past, future)MTongue
MT2GA-IVa-2.4.12Identifiesin sentencesadjectivesMTongue
MT2GA-IVh-i-2.52Identifiescorrectlyadverbs of: frequencyMTongue
MT2GA-IVh-i-2.52Identifiescorrectlyadverbs of: mannerMTongue
MT2GA-IVh-i-2.52Identifiescorrectlyadverbs of: placeMTongue
MT2GA-IVh-i-2.52Identifiescorrectlyadverbs of: timeMTongue
MT2GA-IVb-c-2.4.22Identifiesantonymsof adjectivesMTongue
MT2GA-Id-2.1.32Identifieswhen applicablecollective nounsMTongue
MT2VCD-If-h-3.32Identifiesin sentencescompound wordsappropriate to the grade levelMTongue
MT2VCD-IIa-i-3.42Identifiesin sentencesmetaphorMTongue
MT2GA-Ia-2.1.12Identifiesin sentencesnaming wordsMTongue
MT2VCD-IIa-i-3.42Identifiesin sentencessimileMTongue
MT2GA-IVb-c-2.4.22Identifiessynonymsof adjectivesMTongue
MT2LC-IIIi-i-4.62Identifiesthe author’s purposefor writing a selectionMTongue
MT2RC-IIIi-i-4.62Identifiesthe author’s purposefor writing a selectionMTongue
MT2LC-IVi-i-4.62Identifiesthe author’s purposefor writing a selectionMTongue
MT2RC-IVi-i-4.62Identifiesthe author’s purposefor writing a selectionMTongue
MT2LC-If-4.42Identifiesthe difference between a story and a poemMTongue
MT2RC-If-4.42Identifiesthe difference between a story and a poemMTongue
MT2GA-IIa-e-2.2.22Identifieswhen applicablethe following pronouns: demonstrative pronounsMTongue
MT2GA-IIa-e-2.2.22Identifieswhen applicablethe following pronouns: possessive pronounsMTongue
MT2GA-IIa-e-2.2.22Identifieswhen applicablethe following pronouns: subject and object pronounsMTongue
MT2GA-Ic-2.1.22Identifieswhen applicablethe genderof naming wordsMTongue
MT2RC-Ia-b-4.52Identifiesthe important story elementsMTongue
MT2LC-IIa-b-4.52Identifiesthe important story elementsMTongue
MT2LCIIIb-c-4.52Identifiesthe important story elementsMTongue
MT2LC-IIIb-c-4.52Identifiesthe important story elementsMTongue
MT2RC-IIIb-c-4.52Identifiesthe important story elementsMTongue
MT2R-CIIIb-c-4.52Identifiesthe important story elementsMTongue
MT2LC-IVb-c-4.52Identifiesthe important story elementsMTongue
MT2RC-IVb-c-4.52Identifiesthe important story elementsMTongue
MT2GA-Ie-f-2.52Identifiesthe parts of a sentence: predicateMTongue
MT2GA-Ie-f-2.52Identifiesthe parts of a sentence: subjectMTongue
MT2VCD-IIIa-i-3.52Identifiesin sentenceswordswith multiple meaningsMTongue
MT2VCD-IIIa-j-3.52Identifiesin sentenceswordswith multiple meaningsMTongue
MT2VCD-IVa-i-3.52Identifiesin sentenceswordswith multiple meaningsMTongue
MT2LC-Iic-3.12Inferscharacter feelingsin a storyMTongue
MT2RC-Ic-3.12Inferscharacter feelingsin a storyMTongue
MT2LC-Iic-3.12Inferscharacter traitsin a storyMTongue
MT2RC-Ic-3.12Inferscharacter traitsin a storyMTongue
MT2LC-IIf-g-3.42Infersfrom an informational textimportant detailsMTongue
MT2RC-IIf-g-3.42Infersfrom an informational textimportant detailsMTongue
MT2LC-IIId-e-3.42Infersfrom an informational textimportant detailsMTongue
MT2RC-IIId-e-3.42Infersfrom an informational textimportant detailsMTongue
MT2LC-IVd-e-3.42Infersfrom an informational textimportant detailsMTongue
MT2RC-IVd-e-3.42Infersfrom an informational textimportant detailsMTongue
MT2OL-IId-e-6.32Initiateswith peers and adults; by asking and answering questions, restating and soliciting informationmore extended social conversationon unfamiliar topicsMTongue
MT2OL-IIIb-c-6.32Initiateswith peers and adults; by asking and answering questions, restating and soliciting informationmore extended social conversationon unfamiliar topicsMTongue
MT2OL-IVc-d-6.32Initiateswith peers and adults; by asking and answering questions, restating and soliciting informationmore extended social conversationon unfamiliar topicsMTongue
MT2OL-IId-e-6.32Initiateswith peers and adults; by asking and answering questions, restating and soliciting informationmore extended social dialogueon unfamiliar topicsMTongue
MT2OL-IIIb-c-6.32Initiateswith peers and adults; by asking and answering questions, restating and soliciting informationmore extended social dialogueon unfamiliar topicsMTongue
MT2OL-IVc-d-6.32Initiateswith peers and adults; by asking and answering questions, restating and soliciting informationmore extended social dialogueon unfamiliar topicsMTongue
MT2SS-IIIa-b-5.12Interpretsa pictographMTongue
MT2LC-IIf-g-2.112Notesimportant detailsin grade level informational textsMTongue
MT2RC-IIf-g-2.112Notesimportant detailsin grade level informational textsMTongue
MT2LC-IIIa-2.112Notesimportant detailsin a grade level narrative or informational textMTongue
MT2RC-IIIa-2.112Notesimportant detailsin a grade level narrative or informational textMTongue
MT2LC-IVa-2.112Notesimportant detailsin a grade level narrative or informational textMTongue
MT2RC-IVa-2.112Notesimportant detailsin a grade level narrative or informational textMTongue
MT2LC-Ia-b-1.1.12Notesimportant details: characterin grade level narrative textsMTongue
MT2RC-Ia-b-1.1.12Notesimportant details: characterin grade level narrative textsMTongue
MT2LC-Ia-b-1.1.12Notesimportant details: plot (problem)in grade level narrative textsMTongue
MT2RC-Ia-b-1.1.12Notesimportant details: plot (problem)in grade level narrative textsMTongue
MT2LC-Ia-b-1.1.12Notesimportant details: plot (resolution)in grade level narrative textsMTongue
MT2RC-Ia-b-1.1.12Notesimportant details: plot (resolution)in grade level narrative textsMTongue
MT2LC-Ia-b-1.1.12Notesimportant details: settingin grade level narrative textsMTongue
MT2RC-Ia-b-1.1.12Notesimportant details: settingin grade level narrative textsMTongue
MT2PWR-IIh-i-8.12Observeswhen writing for different purposes (i.e. paragraph writing, letter writing)proper formatMTongue
MT2PWR-IIIe-i-8.12Observeswhen writing for different purposes (i.e. paragraph writing, letter writing)proper formatMTongue
MT2PWR-IVe-i-8.12Observeswhen writing for different purposes (i.e. paragraph writing, letter writing)proper formatMTongue
MT2PWR-IIh-i-8.12Observeswhen writing for different purposes (i.e. paragraph writing, letter writing)proper mechanicsMTongue
MT2PWR-IIIe-i-8.12Observeswhen writing for different purposes (i.e. paragraph writing, letter writing)proper mechanicsMTongue
MT2PWR-IVe-i-8.12Observeswhen writing for different purposes (i.e. paragraph writing, letter writing)proper mechanicsMTongue
MT2C-IVa-i-3.12Observesin composing journal entries and letters (friendly letter, thank you letter, letter of invitation, birthday greetings)the conventions of writingMTongue
MT2OL-Ia-6.2.12Participatesactively; by making comments and asking questions; using complete sentencesduring story readingMTongue
MT2OL-IId-e-6.32Participateswith peers and adults; by asking and answering questions, restating and soliciting informationin extended social conversationon unfamiliar topicsMTongue
MT2OL-IIIb-c-6.32Participateswith peers and adults; by asking and answering questions, restating and soliciting informationin extended social conversationon unfamiliar topicsMTongue
MT2OL-IVc-d-6.32Participateswith peers and adults; by asking and answering questions, restating and soliciting informationin extended social conversationon unfamiliar topicsMTongue
MT2OL-IId-e-6.32Participateswith peers and adults; by asking and answering questions, restating and soliciting informationin extended social dialogueon unfamiliar topicsMTongue
MT2OL-IIIb-c-6.32Participateswith peers and adults; by asking and answering questions, restating and soliciting informationin extended social dialogueon unfamiliar topicsMTongue
MT2OL-IVc-d-6.32Participateswith peers and adults; by asking and answering questions, restating and soliciting informationin extended social dialogueon unfamiliar topicsMTongue
MT2LC-Ih-i-5.12Predictspossible endingof a storyMTongue
MT2RC-Ih-i-5.12Predictspossible endingof a storyMTongue
MT2PWR-Ia-b-7.32Readsa large number of regularly spelled multi-syllabic wordsMTongue
MT2PWR-IIa-b-7.32Readsa large number of regularly spelled multi-syllabic wordsMTongue
MT2SS-Ih-i-1.32Readsa mapof the communityMTongue
MT2ATRId-f-2.1.12Readsfor various purposes such as for learning or for pleasurebooksMTongue
MT2ATR-Id-f-2.1.12Readsfor various purposes such as for learning or for pleasurebooksMTongue
MT2ATR-IId-f-2.1.12Readsfor various purposes such as for learning or for pleasurebooksMTongue
MT2ATR-IIId-f-2.1.12Readsfor various purposes such as for learning or for pleasurebooksMTongue
MT2ATR-IVd-f-2.1.12Readsfor various purposes such as for learning or for pleasurebooksMTongue
MT2PWR-Ie-i-7.72Readscontent area-related sight words(Math and Science terms)MTongue
MT2PWR-IIe-i.72Readscontent area-related sight words(Math and Science terms)MTongue
MT2PWR-IIe-i-7.72Readscontent area-related sight words(Math and Science terms)MTongue
MT2PWR-IIIa-c7.72Readscontent area-related sight words(Math and Science terms)MTongue
MT2PWR-IIIa-c-7.72Readscontent area-related sight words(Math and Science terms)MTongue
MT2PWR-IVa-c-7.72Readscontent area-related sight words(Math and Science terms)MTongue
MT2PWR-Ie-i-7.62Readscontent area-related words(Math and Science terms)MTongue
MT2PWR-IIe-i-7.62Readscontent area-related words(Math and Science terms)MTongue
MT2PWR-IIIa-c-7.62Readscontent area-related words(Math and Science terms)MTongue
MT2PWR-IVa-c-7.62Readscontent area-related words(Math and Science terms)MTongue
MT2PWR-Ia-d-7.52Readswith understandinggrade level textMTongue
MT2F-Ia-i-1.42Readsaloud; with an accuracy of 95-100%grade level textMTongue
MT2F-I-a-i-1.42Readsaloud; with an accuracy of 95-100%grade level textMTongue
MT2PWR-IIa-d-7.52Readswith understandinggrade level textMTongue
MT2F-IIa-i-1.42Readsaloud; with an accuracy of 95-100%grade level textMTongue
MT2F-IIIa-i-1.42Readsaloud; with an accuracy of 95-100%grade level textMTongue
MT2F-IVa-i-1.42Readsaloud; with an accuracy of 95-100%grade level textMTongue
MT2FI-a-i-1.52Readswith appropriate speedgrade level texts(Note: should include benchmarks on number of words per minute once research and data have been gathered)MTongue
MT2F-Ia-i-1.52Readswith appropriate speedgrade level texts(Note: should include benchmarks on number of words per minute once research and data have been gathered)MTongue
MT2F-Ia-i-1.62Readswith appropriate intonation, expression and punctuation cues; when applicablegrade level textsMTongue
MT2F-Ia-j-1.62Readswith appropriate intonation, expression and punctuation cues; when applicablegrade level textsMTongue
MT2F-IIa-i-1.52Readswith appropriate speedgrade level texts(Note: should include benchmarks on number of words per minute once research and data have been gathered)MTongue
MT2F-IIa-i-1.62Readswith appropriate intonation, expression and punctuation cues; when applicablegrade level textsMTongue
MT2F-IIIa-i-1.52Readswith appropriate speedgrade level texts(Note: should include benchmarks on number of words per minute once research and data have been gathered)MTongue
MT2F-IIIa-i-1.62Readswith appropriate intonation, expression and punctuation cues; when applicablegrade level textsMTongue
MT2F-IIIa-j-1.52Readswith appropriate speedgrade level texts(Note: should include benchmarks on number of words per minute once research and data have been gathered)MTongue
MT2F-IVa-i-1.52Readswith appropriate speedgrade level texts(Note: should include benchmarks on number of words per minute once research and data have been gathered)MTongue
MT2F-IVa-i-1.62Readswith appropriate intonation, expression and punctuation cues; when applicablegrade level textsMTongue
MT2PWR-Ic-d-7.42Readswith understanding; when applicablewordswith consonant blends, clusters and digraphsMTongue
MT2PWR-IIc-d-7.42Readswith understanding; when applicablewordswith consonant blends, clusters and digraphsMTongue
MT2OL-Ib-4.1.12Recitesin group; with ease and confidencechantsMTongue
MT2OL-Ib-4.1.12Recitesin group; with ease and confidencejinglesMTongue
MT2OL-Ib-4.1.12Recitesin group; with ease and confidencelonger poemsMTongue
MT2OL-Ib-4.1.12Recitesin group; with ease and confidenceriddlesMTongue
MT2OL-Ib-4.1.12Recitesin group; with ease and confidencesongs(folk, rap, etc.)MTongue
MT2OL-IIIi-i-11.12Recognizesappropriate ways of speakingthat vary according to purposes, audience, and subject matterMTongue
MT2OL-IVi-i-11.12Recognizesappropriate ways of speakingthat vary according to purposes, audience, and subject matterMTongue
MT2VCD-Ii-i-4.12Recognizescommon abbreviations(e.g. Jan., Sun., St., Mr., Mrs.)MTongue
MT2OL-Ic-d-10.12Relatesusing a variety of words; with proper phrasing and intonationone’s own experiencesrelated to the topicsMTongue
MT2OL-IIa-c-10.12Relatesusing a variety of words; with proper phrasing and intonationone’s own experiencesrelated to the topicsMTongue
MT2OL-IIIa-10.12Relatesusing a variety of words; with proper phrasing and intonationone’s own experiencesrelated to the topicsMTongue
MT2OL-IVa-b-10.12Relatesusing a variety of words; with proper phrasing and intonationone’s own experiencesrelated to the topicsMTongue
MT2OL-Ic-d-10.12Relatesusing a variety of words; with proper phrasing and intonationone’s own ideasrelated to the topicsMTongue
MT2OL-IIa-c-10.12Relatesusing a variety of words; with proper phrasing and intonationone’s own ideasrelated to the topicsMTongue
MT2OL-IIIa-10.12Relatesusing a variety of words; with proper phrasing and intonationone’s own ideasrelated to the topicsMTongue
MT2OL-IVa-b-10.12Relatesusing a variety of words; with proper phrasing and intonationone’s own ideasrelated to the topicsMTongue
MT2LC-Ie-6.12Relatesto one’s experiencestory eventsMTongue
MT2RC-Ie-6.12Relatesto one’s experiencestory eventsMTongue
MT2LC-IId-e-8.12Retellsa storyMTongue
MT2RC-IId-e-8.12Retellsa storyMTongue
MT2OL-Ii-i-9.1.12Retellsby using appropriate gestures and expressions; in complete sentencesfamiliar storiesMTongue
MT2OL-Ii-i-9.1.12Retellsby using appropriate gestures and expressions; in complete sentencesshort conversationsMTongue
MT2RC-Ih-i-9.22Sequencesthrough discussion, illustration, song, dramatization and arteventsin an informational textMTongue
MT2LC-IIh-i-9.22Sequencesthrough discussion, illustration, song, dramatization and arteventsin an informational textMTongue
MT2LC-IIIf-g-9.22Sequencesthrough discussion, illustration, songeventsin an informational textMTongue
MT2RC-IIIf-g-9.22Sequencesthrough discussion, illustration, songeventsin an informational textMTongue
MT2RC-IIIf-g9.22Sequencesthrough discussion, illustration, songeventsin an informational textMTongue
MT2LCIVf-g-9.22Sequencesthrough discussion, illustration, songeventsin an informational textMTongue
MT2LC-IVf-g-9.22Sequencesthrough discussion, illustration, songeventsin an informational textMTongue
MT2RC-IVf-g-9.22Sequencesthrough discussion, illustration, songeventsin an informational textMTongue
MT2ATR-Ig-i-4.22Showsby listening attentively during story reading and by making comments/ reactionslovefor readingMTongue
MT2ATR-Ig-j-4.22Showsby listening attentively during story reading and by making comments/ reactionslovefor readingMTongue
MT2ATR-IIg-i-4.22Showsby listening attentively during story reading and by making comments/ reactionslovefor readingMTongue
MT2ATR-IIg-j-4.22Showsby listening attentively during story reading and by making comments/ reactionslovefor readingMTongue
MT2ATR-IIIg-i-4.22Showsby listening attentively during story reading and by making comments/ reactionslovefor readingMTongue
MT2ATR-IIIg-j-4.22Showsby listening attentively during story reading and by making comments/ reactionslovefor readingMTongue
MT2ATR-IVg-i-4.22Showsby listening attentively during story reading and by making comments/ reactionslovefor readingMTongue
MT2OL-Ib-4.1.12Singsin group; with ease and confidencechantsMTongue
MT2OL-Ib-4.1.12Singsin group; with ease and confidencejinglesMTongue
MT2OL-Ib-4.1.12Singsin group; with ease and confidencelonger poemsMTongue
MT2OL-Ib-4.1.12Singsin group; with ease and confidenceriddlesMTongue
MT2OL-Ib-4.1.12Singsin group; with ease and confidencesongs(folk, rap, etc.)MTongue
MT2PWR-Ia-i-6.32Spellscorrectlygrade level wordsMTongue
MT2PWR-IIa-i-6.32Spellscorrectlygrade level wordsMTongue
MT2PW-IIIa-i-6.32Spellscorrectlygrade level wordsMTongue
MT2PW-IVa-i-6.32Spellscorrectlygrade level wordsMTongue
MT2OL-Ig-h-1.42Talksusing descriptive and action words in complete sentencesabout famous people, places, events, etc.MTongue
MT2OL-IIg-h-1.22Talksusing descriptive and action words in complete sentencesabout famous people, places, events, etc.MTongue
MT2OL-IIId-f-1.22Talksusing descriptive and action words in complete sentences/ paragraphabout famous people, places, events, etc.MTongue
MT2OL-IVe-f-1.22Talksusing descriptive and action words in complete sentences/ paragraphabout famous people, places, events, etc.MTongue
MT2OL-Ii-i-9.1.12Tellsby using appropriate gestures and expressions; in complete sentencesfamiliar storiesMTongue
MT2OL-Ii-i-9.1.12Tellsby using appropriate gestures and expressions; in complete sentencesshort conversationsMTongue
MT2GA-Ih-i-2.62Usesa variety of sentences: declarativeMTongue
MT2GA-IIf-i-2.62Usesa variety of sentences: declarativeMTongue
MT2GA-Ih-i-2.62Usesa variety of sentences: exclamatoryMTongue
MT2GA-IIf-i-2.62Usesa variety of sentences: exclamatoryMTongue
MT2GA-Ih-i-2.62Usesa variety of sentences: imperativeMTongue
MT2GA-IIf-i-2.62Usesa variety of sentences: imperativeMTongue
MT2GA-Ih-i-2.62Usesa variety of sentences: interrogativeMTongue
MT2GA-IIf-i-2.62Usesa variety of sentences: interrogativeMTongue
MT2GA-IIIa-c-2.3.22Useswith the help of time signalsaction wordsin simple tenses (present, past, future)MTongue
MT2GA-IIId-i-1.4.12Useswhen narrating simple experiences and when giving simple 3-5 steps directions; using signal words (e.g. first, second, next, etc.)action wordsMTongue
MT2GA-IVa-2.4.12Usesin sentencesadjectivesMTongue
MT2GA-IVf-g-1.6.22Usesin writing descriptive paragraphsadjectivesMTongue
MT2GA-IVh-i-2.52Usescorrectlyadverbs of: frequencyMTongue
MT2GA-IVh-i-2.52Usescorrectlyadverbs of: mannerMTongue
MT2GA-IVh-i-2.52Usescorrectlyadverbs of: placeMTongue
MT2GA-IVh-i-2.52Usescorrectlyadverbs of: timeMTongue
MT2GA-Id-2.1.32Useswhen applicablecollective nounsMTongue
MT2VCD-If-h-3.32Usesin sentencescompound wordsappropriate to the grade levelMTongue
MT2GA-IVd-e-1.6.12Usescorrectlydifferent degrees of comparison of adjectives: comparativeMTongue
MT2GA-IVd-e-1.6.12Usescorrectlydifferent degrees of comparison of adjectives: same degreeMTongue
MT2GA-IVd-e-1.6.12Usescorrectlydifferent degrees of comparison of adjectives: superlativeMTongue
MT2OL-Ie-f-3.22Usesto give opinion on a text listened to, heard or readexpressionsappropriate to the grade levelMTongue
MT2OL-IIi-3.22Usesto give opinion on a text listened to, heard or readexpressionsappropriate to the grade levelMTongue
MT2OL-IIIg-h-3.32Usesto relate/show one’s obligation, hope and wishexpressionsappropriate to the grade levelMTongue
MT2OL-IVg-h-3.42Usesto explain or give reasons to issues, events, news articles, etc.expressionsappropriate to the grade levelMTongue
MT2VCD-IIa-i-3.42Usesin sentencesmetaphorMTongue
MT2GA-Ia-2.1.12Usesin sentencesnaming wordsMTongue
MT2VCD-IIa-i-3.42Usesin sentencessimileMTongue
MT2VCD-Ic-e-1.32Usesas clues to get meaning of wordsthe combination of affixes and root wordsMTongue
MT2GA-IIa-e-2.2.22Useswhen applicablethe following pronouns: demonstrative pronounsMTongue
MT2GA-IIa-e-2.2.22Useswhen applicablethe following pronouns: possessive pronounsMTongue
MT2GA-IIa-e-2.2.22Useswhen applicablethe following pronouns: subject and object pronounsMTongue
MT2VCD-Ia-i-1.22Usesin meaningful contextswordsunlocked during story readingMTongue
MT2VCDII-a-i-1.22Usesin meaningful contextswordsunlocked during story readingMTongue
MT2VCD-IIa-i-1.22Usesin meaningful contextswordsunlocked during story readingMTongue
MT2VCD-IIa--i1.22Usesin meaningful contextswordsunlocked during story readingMTongue
MT2VCD-IIIa-i-1.22Usesin meaningful contextswordsunlocked during story readingMTongue
MT2VCD-IIIa-i-3.52Usesin sentenceswordswith multiple meaningsMTongue
MT2VCD-IIIa-j-3.52Usesin sentenceswordswith multiple meaningsMTongue
MT2VCD-IVa-i1.22Usesin meaningful contextswordsunlocked during story readingMTongue
MT2VCD-IVa-i-1.22Usesin meaningful contextswordsunlocked during story readingMTongue
MT2VCD-IVa-i-3.52Usesin sentenceswordswith multiple meaningsMTongue
MT2C-IVa-i-2.42Writesobserving the conventions of writingdescriptive paragraphsMTongue
MT2PWR-Ia-i-3.32Writesusing cursive strokeslower case lettersMTongue
MT2PWR-Ia-j-3.32Writesusing cursive strokeslower case lettersMTongue
MT2C-IIa-i-2.22Writesusing subject, object and possessive pronouns; observing the conventions of writingparagraphsMTongue
MT2PWR-IIe-i-3.42Writeswith proper strokes, spacing, punctuation and capitalization; using cursive writingparagraphsMTongue
MT2PWR-IIIe-i-3.4.12Writeswith proper strokes, spacing, punctuation and capitalization; using cursive writingparagraphsMTongue
MT2PWR-IVe-i-3.4.12Writeswith proper strokes, spacing, punctuation and capitalization; using cursive writingparagraphsMTongue
MT2PWR-IIe-i-3.42Writeswith proper strokes, spacing, punctuation and capitalization; using cursive writingsentencesMTongue
MT2PWR-IIIe-i-3.4.12Writeswith proper strokes, spacing, punctuation and capitalization; using cursive writingsentencesMTongue
MT2PWR-IVe-i-3.4.12Writeswith proper strokes, spacing, punctuation and capitalization; using cursive writingsentencesMTongue
MT2C-IIIa-i-2.32Writesobserving the conventions of writingshort narrative paragraphsthat include elements of setting, characters, and plot (problem and resolution)MTongue
MT2PWR-IIe-i-3.42Writeswith proper strokes, spacing, punctuation and capitalization; using cursive writingshort textsMTongue
MT2PWR-IIIe-i-3.4.12Writeswith proper strokes, spacing, punctuation and capitalization; using cursive writingshort textsMTongue
MT2PWR-IVe-i-3.4.12Writeswith proper strokes, spacing, punctuation and capitalization; using cursive writingshort textsMTongue
MT2PWR-Ia-i-3.32Writesusing cursive strokesupper case lettersMTongue
MT2PWR-Ia-j-3.32Writesusing cursive strokesupper case lettersMTongue

K to 12 Grade Levels:

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