Competencies have been dissected into Noun, Noun Complexity, Verb and Verb Complexity for easy sorting. These may not be lifted directly from the Curriculum Guides (CG). Some have been simplified. For example: the competency starting with “Perform addition” was simplified to start with “Add”.
Competencies are not in its actual order, however, competency Codes have been retained as is. For the scope and sequence, refer to the Curriculum Guides (CG).
Tips on how to use the Curriculum Competencies Database:
- Think of keywords relevant to your topic or content. Search the keywords one at a time.
- Search using keywords in English and Filipino.
- Use the Search to filter according to different fields. (e.g. subject, grade level, code).
Grade 3 Curriculum Competencies
A database which serves as a search facility for Grade 3 competencies.
| Code | Grade Level | Verb | Verb Complexity | Noun | Noun Complexity | Subject |
|---|---|---|---|---|---|---|
| AP3PKR-IIIa-1 | 3 | Naibibigay | ang kahulugan ng sariling kultura | at mga kaugnay na konsepto | AP | |
| AP3KLR-IIf-5 | 3 | Naihahahambing | ang ilang simbolo at sagisag | na nagpapakilala ng iba’t ibang lalawigan sa sariling rehiyon | AP | |
| AP3LAR-Id-6 | 3 | Naihahambing | ayon sa dami ng populasyon; gamit ang mapa ng populasyon | ang mga lalawigan sa rehiyon | AP | |
| AP3PKR-IIIe-5 | 3 | Naihahambing | sa karatig lalawigan, sa kinabibilangang rehiyon, at sa ibang lalawigan at rehiyon | ang pagkakaiba | ng mga kaugalian, paniniwala at tradisyon sa sariling lalawigan | AP |
| AP3PKR-IIIe-5 | 3 | Naihahambing | sa karatig lalawigan, sa kinabibilangang rehiyon, at sa ibang lalawigan at rehiyon | ang pagkakatulad | ng mga kaugalian, paniniwala at tradisyon sa sariling lalawigan | AP |
| AP3EAP-IVb-4 | 3 | Naiisa-isa | ang kalakal | na matatagpuan sa kinabibilangang rehiyon | AP | |
| AP3PKR-IIIb-c-3 | 3 | Naiisa-isa | ang mga pangkat ng mga tao | sa sariling lalawigan at rehiyon | AP | |
| AP3EAP-IVb-4 | 3 | Naiisa-isa | ang mga produkto | na matatagpuan sa kinabibilangang rehiyon | AP | |
| AP3LAR-Ie-7 | 3 | Nailalarawan | ayon sa mga katangiang pisikal at pagkakakilanlang heograpikal nito; gamit ang mapang topograpiya ng rehiyon | ang iba’t ibang lalawigan sa rehiyon | AP | |
| AP3LAR-Ic-3 | 3 | Nailalarawan | batay sa mga nakapaligid dito; gamit ang pangunahing direksiyon (relative location) | ang kinalalagyan ng mga lalawigan ng sariling rehiyon | AP | |
| AP3PKR-IIIb-c-3 | 3 | Nailalarawan | ang mga kaugalian | ng sariling lalawigan at ng rehiyon | AP | |
| AP3LAR-Ih-12 | 3 | Nailalarawan | ang mga pangunahing likas na yaman | ng mga lalawigan sa rehiyon | AP | |
| AP3PKR-IIIb-c-3 | 3 | Nailalarawan | ang mga paniniwala | ng sariling lalawigan at ng rehiyon | AP | |
| AP3PKR-IIIb-c-3 | 3 | Nailalarawan | ang mga tradisyon | ng sariling lalawigan at ng rehiyon | AP | |
| AP3PKR-IIIb-c-3 | 3 | Nailalarawan | ang pagkakakilanlang kultura | ng sariling lalawigan | AP | |
| AP3PKR-IIIb-c-3 | 3 | Nailalarawan | ang pagkakakilanlang kultural | ng kinabibilangang rehiyon | AP | |
| AP3LAR-Id-5 | 3 | Nailalarawan | gamit ang bar graph | ang populasyon | ng iba’t ibang pamayanan sa sariling lalawigan | AP |
| AP3LAR-Ic-4 | 3 | Naipaghahambing | ayon sa lokasyon, direksiyon, laki at kaanyuan | ang mga lalawigan sa sariling rehiyon | AP | |
| AP3KLR-IIh-i-7 | 3 | Naipagmamalaki | ang mga bayani | ng sariling lalawigan at rehiyon | AP | |
| AP3EAP-IVc-5 | 3 | Naipakikita | ang ugnayan ng kabuhayan ng mga lalawigan sa kinabibilangang rehiyon at sa ibang rehiyon | AP | ||
| AP3EAP-IVg-14 | 3 | Naipaliliwanag | ang dahilan ng paglilingkod ng pamahalaan ng mga lalawigan sa mga kasapi nito | AP | ||
| AP3EAP-IVd-8 | 3 | Naipaliliwanag | sa pamamagitan ng isang graphic organizer | ang iba’t ibang aspeto ng ekonomiya | (pangangailangan, produksyon, kalakal, insprastraktura, atbp.) | AP |
| AP3EAP-IVd-7 | 3 | Naipaliliwanag | ang kahalagahan ng inprastraktura ng mga lalawigan sa kabuhayan | AP | ||
| AP3PKR-IIId-4 | 3 | Naipaliliwanag | ang kahalagahan ng mga makasaysayan lugar at ang mga saksi nito | sa pagkakakilanlang kultura ng sariling lalawigan at rehiyon | AP | |
| AP3LAR-Ia-1 | 3 | Naipaliliwanag | sa tulong ng panuntunan | ang kahulugan ng mga simbolo na ginagamit sa mapa | (ei. katubigan, kabundukan, etc) | AP |
| AP3PKR-IIIa-2 | 3 | Naipaliliwanag | na ang mga salik heograpikal katulad ng lokasyon at klima ay nakaiimpluwensiya sa pagbuo at paghubog ng uri ng pamumuhay ng mga lalawigan at rehiyon | AP | ||
| AP3PKR-IIIh-9 | 3 | Naipapakita | sa iba’t-ibang sining | ang pagmamalaki sa mga natatanging kaugalian ng iba’t ibang lalawigan sa kinabibilangang rehiyon | AP | |
| AP3PKR-IIIh-9 | 3 | Naipapakita | sa iba’t-ibang sining | ang pagmamalaki sa mga natatanging paniniwala ng iba’t ibang lalawigan sa kinabibilangang rehiyon | AP | |
| AP3PKR-IIIh-9 | 3 | Naipapakita | sa iba’t-ibang sining | ang pagmamalaki sa mga natatanging tradisyon ng iba’t ibang lalawigan sa kinabibilangang rehiyon | AP | |
| AP3EAP-IVa-2 | 3 | Naipapaliwanag | ang iba’t ibang pakinabang pangekonomiko ng mga likas yaman | ng lalawigan at kinabibilangang rehiyon | AP | |
| AP3EAP-IVg-13 | 3 | Naipapaliwanag | ang kahalagahan ng pagkakaroon ng pamahalaan sa bawat lalawigan sa kinabibilangang rehiyon | AP | ||
| AP3KLR-IIa-b-1 | 3 | Naisalaysay | sa pamamagitan ng malikhaing pagpapahayag at iba pang likhang sining | ang pinagmulan ng mga karatig na lalawigan | AP | |
| AP3KLR-IIa-b-1 | 3 | Naisalaysay | sa pamamagitan ng malikhaing pagpapahayag at iba pang likhang sining | ang pinagmulan ng sariling lalawigan | AP | |
| AP3KLR-IId-3 | 3 | Naisasadula | ang kwento ng mga makasaysayang pook o pangyayaring nagpapakilala sa sariling lalawigan at mga karatig nito sa rehiyon | AP | ||
| AP3KLR-IId-3 | 3 | Naisasalaysay | ang kwento ng mga makasaysayang pook o pangyayaring nagpapakilala sa sariling lalawigan at mga karatig nito sa rehiyon | AP | ||
| AP3KLR-IIa-b-1 | 3 | Naisasalaysay | ang mga pagbabago ng mga karatig na lalawigan sa rehiyon | tulad ng laki nito, pangalan, lokasyon, populasyon, mga istruktura at iba pa | AP | |
| AP3KLR-IIa-b-1 | 3 | Naisasalaysay | ang mga pagbabago ng sariling lalawigan | tulad ng laki nito, pangalan, lokasyon, populasyon, mga istruktura at iba pa | AP | |
| AP3EAP-IVa-1 | 3 | Naiuugnay | sa uri ng pamumuhay ng kinabibilangang lalawigan | ang kapaligiran | AP | |
| AP3EAP-IVc-6 | 3 | Naiuugnay | sa pagtugon ng mga pangangailangan ng sariling lalawigan at mga karatig na lalawigan sa rehiyon at ng bansa | ang pakikipagkalakalan | AP | |
| AP3LAR-Ii-14 | 3 | Nakabubuo | gamit ang mapa | ng interprestayon ng kapaligiran | ng sariling lalawigan at karatig na mga lalawigan ng rehiyon | AP |
| AP3LAR-Ii-13 | 3 | Nakabubuo | ng konklusyon | na ang matalinong pangangasiwa ng likas na yaman ay may kinalaman sa pag-unlad ng sariling lalawigan at rehiyon | AP | |
| AP3KLR-IIa-b-1 | 3 | Nakabubuo | sa iba’t ibang malikhaing pamamaraan | ng timeline | ng mga makasaysayang pangyayari sa rehiyon | AP |
| AP3PKR-IIIj-11 | 3 | Nakagagawa | ng isang payak na mapang kultural | na nagpapakilala ng kultura ng ibat ibang lalawigan sa rehiyon | AP | |
| AP3LAR-Ig-h-11 | 3 | Nakagagawa | ng maagap at wastong pagtugon sa mga panganib na madalas maranasan ng sariling rehiyon | AP | ||
| AP3LAR-If-10 | 3 | Nakagagawa | ng payak na mapa | na nagpapakita ng mahahalagang anyong lupa at anyong tubig ng sariling lalawigan at mga karatig na lalawigan nito | AP | |
| AP3EAP-IVi-16 | 3 | Nakalalahok | sa mga gawaing nakatutulong sa kaayusan | ng sariling lalawigan at kinabibilangang rehiyon | AP | |
| AP3EAP-IVi-16 | 3 | Nakalalahok | sa mga gawaing nakatutulong sa kaunlaran | ng sariling lalawigan at kinabibilangang rehiyon | AP | |
| AP3EAP-IVi-16 | 3 | Nakalalahok | sa mga gawaing nakatutulong sa pagkakaisa | ng sariling lalawigan at kinabibilangang rehiyon | AP | |
| AP3KLR-IIh-i-7 | 3 | Nakalilikha | ng anumang sining | tungkol sa bayani ng lalawigan o rehiyon na nais tularan | AP | |
| AP3LAR-Ib-2 | 3 | Nakapagbabasa | gamit ang mga batayang heograpiya tulad ng distansya at direksyon | ng interpretasyon | tungkol sa kinalalagyan ng iba’t ibang lalawigan sa rehiyon | AP |
| AP3PKR-IIIb-c-3 | 3 | Nakapagbibigay | ng mga halimbawang salita | mula sa mga wika at diyalekto sa sariling lalawigan at rehiyon | AP | |
| AP3LAR-Ib-2 | 3 | Nakapagsasagawa | gamit ang mga batayang heograpiya tulad ng distansya at direksyon | ng interpretasyon | tungkol sa kinalalagyan ng iba’t ibang lalawigan sa rehiyon | AP |
| AP3KLR-IIj-8 | 3 | Nakasusulat | ng payak na 1-2 talata | tungkol sa lalawigan sa kinabibilangang rehiyon; na naging katangi-tangi para sa sarili | AP | |
| AP3KLR-IIj-8 | 3 | Nakasusulat | ng payak na kwento | tungkol sa lalawigan sa kinabibilangang rehiyon; na naging katangi-tangi para sa sarili | AP | |
| AP3KLR-IIh-i-7 | 3 | Nakikilala | ang mga bayani | ng mga sariling lalawigan at rehiyon | AP | |
| AP3LAR-Ie-8 | 3 | Napaghahambing | sa sariling rehiyon | ang iba’t ibang pangunahing anyong lupa ng iba’t ibang lalawigan | AP | |
| AP3LAR-Ie-8 | 3 | Napaghahambing | sa sariling rehiyon | ang iba’t ibang pangunahing anyong tubig ng iba’t ibang lalawigan | AP | |
| AP3PKR-IIIf-7 | 3 | Napahahalagahan | ang iba’t ibang pangkat ng tao | sa lalawigan at rehiyon | AP | |
| AP3KLR-IIh-i-7 | 3 | Napahahalagahan | sa malikhaing pamamaraan | ang pagpupunyagi ng mga bayani | ng sariling lalawigan at rehiyon | AP |
| AP3PKR-IIIg-8 | 3 | Napapahalagahan | sa pamamagitan ng pakikilahok sa mga gawain na nagsusulong ng pagpapahalaga sa mga sining sa lalawigan | ang mga sining: awit | na nagpapakilala sa lalawigan at rehiyon | AP |
| AP3PKR-IIIg-8 | 3 | Napapahalagahan | sa pamamagitan ng pakikilahok sa mga gawain na nagsusulong ng pagpapahalaga sa mga sining sa lalawigan | ang mga sining: sayaw | na nagpapakilala sa lalawigan at rehiyon | AP |
| AP3PKR-IIIg-8 | 3 | Napapahalagahan | sa pamamagitan ng pakikilahok sa mga gawain na nagsusulong ng pagpapahalaga sa mga sining sa lalawigan | ang mga sining: tula | na nagpapakilala sa lalawigan at rehiyon | AP |
| AP3LAR-Ig-h-11 | 3 | Nasasabi | gamit ang hazard map | ang mga lugar ng sariling rehiyon na sensitibo sa panganib | AP | |
| AP3KLR-IIa-b-1 | 3 | Nasasabi | ang mga paraan ng pagtutulungan ng mga lalawigan sa rehiyon | noon at sa kasalukuyan | AP | |
| AP3LAR-Ii-13 | 3 | Nasusuri | ang di-matalinong mga paraan ng pangangasiwa ng mga likas na yaman | AP | ||
| AP3LAR-Ii-13 | 3 | Nasusuri | ang matalinong mga paraan ng pangangasiwa ng mga likas na yaman | AP | ||
| AP3PKR-IIIf-6 | 3 | Nasusuri | ang papel na ginagampanan ng kultura | sa pagbuo ng pagkakakilanlan ng sariling lalawigan at rehiyon, at sa Pilipinas | AP | |
| AP3KLR-IIg-6 | 3 | Natatalakay | ang kahulugan ng “official hymn” at iba pang sining | na nagpapakilala ng sariling lalawigan at rehiyon | AP | |
| AP3KLR-IIe-4 | 3 | Natatalakay | ang kahulugan ng ilang sagisag | ng sariling lalawigan at rehiyon | AP | |
| AP3KLR-IIe-4 | 3 | Natatalakay | ang kahulugan ng ilang simbolo | ng sariling lalawigan at rehiyon | AP | |
| AP3KLR-IIc-2 | 3 | Natatalakay | ang mga nagpapatuloy | sa sariling lalawigan at kinabibilangang rehiyon | AP | |
| AP3KLR-IIc-2 | 3 | Natatalakay | ang mga pagbabago | sa sariling lalawigan at kinabibilangang rehiyon | AP | |
| AP3EAP-IVf-12 | 3 | Natatalakay | ang mga paraan ng pagpili ng pinuno | ng mga lalawigan | AP | |
| AP3EAP-IVb-3 | 3 | Natatalakay | ang pinanggalingan ng produkto ng kinabibilagang lalawigan | AP | ||
| AP3LAR-Ii-13 | 3 | Natatalakay | ang wastong pangangasiwa ng mga likas na yaman | ng sariling laalwigan at rehiyon | AP | |
| AP3LAR-Ig-h-11 | 3 | Natatalunton | gamit ang hazard map | ang mga lugar ng sariling rehiyon na sensitibo sa panganib | AP | |
| AP3EAP-IVh-15 | 3 | Natutukoy | ang iba’t ibang paraan sa pakikiisa sa mga proyekto ng pamahalaan ng mga lalawigan sa kinabibilangang rehiyon | AP | ||
| AP3EAP-IVd-7 | 3 | Natutukoy | ang inprastraktura ng mga lalawigan (mga daanan) | AP | ||
| AP3EAP-IVd-7 | 3 | Natutukoy | ang inprastraktura ng mga lalawigan (palengke) | AP | ||
| AP3KLR-IIa-b-1 | 3 | Natutukoy | ang kasaysayan ng pagbuo ng sariling lalawigan ayon sa batas | AP | ||
| AP3PKR-IIIi-10 | 3 | Natutukoy | ang mga katawagan sa iba’t ibang layon sa kinabibilanagng rehiyon | (e.g. paggalang, paglalambing, pagturing) | AP | |
| AP3LAR-Ig-h-11 | 3 | Natutukoy | batay sa lokasyon at topographiya nito | ang mga lugar na sensitibo sa panganib | AP | |
| AP3EAP-IVf-11 | 3 | Natutukoy | ang mga pananagutan ng mga namumuno | sa mga lalawigan ng kinabibilangang rehiyon | AP | |
| AP3EAP-IVf-11 | 3 | Natutukoy | ang mga tungkulin ng mga namumuno | sa mga lalawigan ng kinabibilangang rehiyon | AP | |
| AP3LAR-If-9 | 3 | Natutukoy | ang pagkakaugnay-ugnay ng mga anyong tubig at lupa | sa mga lalawigan ng sariling rehiyon | AP | |
| AP3EAP-IVe-9 | 3 | Natutukoy | na ang rehiyon ay binibuo ng mga lalawigan na may sariling pamunuan | AP | ||
| AP3EAP-IVe-10 | 3 | Natutukoy | na ang rehiyon ay binibuo ng mga lalawigan na may sariling pamunuan | AP | ||
| AP3KLR-IIa-b-1 | 3 | Nauunawaan | ang kasaysayan ng kinabibilangang rehiyon | AP | ||
| A3PR-IVd | 3 | Applies | on puppets; to show the unique character of the puppet | designs | of varied shapes and colors | Arts-Music |
| A3PR-IIh | 3 | Appreciates | Filipino artists | who painted landscapes in their own particular style | Arts-Music | |
| A3PL-Ic | 3 | Appreciates | that artists create visual textures | by using a variety of lines and colors | Arts-Music | |
| A3EL-IIb | 3 | Appreciates | that nature is so rich | for no two animals have the same shape, skin covering and color | Arts-Music | |
| A3PL-IIIb | 3 | Appreciates | the importance | of materials used for printing | Arts-Music | |
| A3PL-IIIb | 3 | Appreciates | the variety | of materials used for printing | Arts-Music | |
| A3PL-IVb | 3 | Appreciates | variations of puppets | in terms of material, structure, shape, color and intricacy of textural details | Arts-Music | |
| MU3RH-Ia-c-3 | 3 | Chants | in response to sound with the correct rhythm: dancing the waltz | Arts-Music | ||
| MU3RH-Ia-c-3 | 3 | Chants | in response to sound with the correct rhythm: echo clapping | Arts-Music | ||
| MU3RH-Ia-c-3 | 3 | Chants | in response to sound with the correct rhythm: in measures of 2s, 3s, and 4s | Arts-Music | ||
| MU3RH-Ia-c-3 | 3 | Chants | in response to sound with the correct rhythm: marching | Arts-Music | ||
| MU3RH-Ia-c-3 | 3 | Claps | in response to sound with the correct rhythm: dancing the waltz | Arts-Music | ||
| MU3RH-Ia-c-3 | 3 | Claps | in response to sound with the correct rhythm: echo clapping | Arts-Music | ||
| MU3RH-Ia-c-3 | 3 | Claps | in response to sound with the correct rhythm: in measures of 2s, 3s, and 4s | Arts-Music | ||
| MU3RH-Ia-c-3 | 3 | Claps | in response to sound with the correct rhythm: marching | Arts-Music | ||
| MU3RH-Id-4 | 3 | Claps | the written stick notation on the board | representing the sound heard | Arts-Music | |
| A3PR-Ii | 3 | Colors | indicating the foreground, middle ground and background by the size of the objects | a view of the province/ region | with houses and buildings | Arts-Music |
| MU3TB-IIIb-5 | 3 | Compares | the use of the voice | in speaking and in singing | Arts-Music | |
| MU3TB-IIIb-4 | 3 | Compares | the voices of: classmates as they sing or speak | Arts-Music | ||
| MU3TB-IIIb-4 | 3 | Compares | the voices of: selected popular singers in recordings | Arts-Music | ||
| A3PR-IVe | 3 | Constructs | using recyclable materials and bamboo sticks or twigs | a simple puppet | based on a character in a legend, myth or story | Arts-Music |
| A3PR-If | 3 | Creates | by contrasting two kinds of lines in terms of type or size | a geometric design | Arts-Music | |
| A3PR-IVh | 3 | Creates | with the use of recycled or natural objects | a headdress | inspired by best festivals | Arts-Music |
| A3PR-IVi | 3 | Creates | using found and recycled material | a headdress | that is imaginary in design, inspired by local festivals | Arts-Music |
| A3PR-IVh | 3 | Creates | with the use of recycled or natural objects | a mask | inspired by best festivals | Arts-Music |
| A3PR-IVi | 3 | Creates | using found and recycled material | a mask | that is imaginary in design, inspired by local festivals | Arts-Music |
| A3PR-Ih | 3 | Creates | a pen drawing of a scene in daily life | where people in the province/ region show their occupation by the action they are doing | Arts-Music | |
| A3PR-Ih | 3 | Creates | a pencil drawing of a scene in daily life | where people in the province/ region show their occupation by the action they are doing | Arts-Music | |
| A3PR-IIIh | 3 | Creates | using stencils with abstract designs that convey a message and can be replicated | a print | for a shirt, bag or a poster | Arts-Music |
| A3PR-IVc | 3 | Creates | a puppet design | that would give a specific and unique character | Arts-Music | |
| A3PR-IIIg | 3 | Creates | from paper or plastic sheets | a stencil | to be used for multiple prints on cloth or hard paper | Arts-Music |
| A3PR-IIe | 3 | Creates | by mixing two or more colors | new shades of colors | Arts-Music | |
| A3PR-IIe | 3 | Creates | by mixing two or more colors | new tints of colors | Arts-Music | |
| MU3RH-If-7 | 3 | Creates | using combinations of different sound sources | ostinato patterns | in different meters | Arts-Music |
| MU3RH-Ie-6 | 3 | Creates | through body movements | simple ostinato patterns | in measures of 2s, 3s, and 4s | Arts-Music |
| A3PR-IIIg | 3 | Cuts | from paper or plastic sheets | a stencil | to be used for multiple prints on cloth or hard paper | Arts-Music |
| MU3TX-IVd-f-1 | 3 | Demonstrates | by singing “two-part rounds”: “Are You Sleeping, Brother John?” | the concept of texture | Arts-Music | |
| MU3TX-IVd-f-1 | 3 | Demonstrates | by singing “two-part rounds”: “Musika Ay Di Kukupas” | the concept of texture | Arts-Music | |
| MU3TX-IVd-f-1 | 3 | Demonstrates | by singing “two-part rounds”: “Row, Row, Row Your Boat” | the concept of texture | Arts-Music | |
| MU3TX-IVd-f-2 | 3 | Demonstrates | by singing “partner songs”: “He’s Got the Whole World in His Hands” | the concept of texture | Arts-Music | |
| MU3TX-IVd-f-2 | 3 | Demonstrates | by singing “partner songs”: “It’s A Small World” | the concept of texture | Arts-Music | |
| MU3TX-IVd-f-2 | 3 | Demonstrates | by singing “partner songs”: “Leron, Leron Sinta” | the concept of texture | Arts-Music | |
| MU3TX-IVd-f-2 | 3 | Demonstrates | by singing “partner songs”: “Pamulinawen” | the concept of texture | Arts-Music | |
| A3PL-Ie | 3 | Describes | the way of life of people | in the cultural community | Arts-Music | |
| A3PR-IVh | 3 | Designs | with the use of recycled or natural objects | a headdress | inspired by best festivals | Arts-Music |
| A3PR-IVh | 3 | Designs | with the use of recycled or natural objects | a mask | inspired by best festivals | Arts-Music |
| A3PR-IIIf | 3 | Designs | an attractive logo | with a slogan about the environment; to be used for printing | Arts-Music | |
| MU3TX-IVd-f-3 | 3 | Distinguishes | between single musical line and multiple musical lines | which occur simultaneously | Arts-Music | |
| MU3TX-IVg-h-4 | 3 | Distinguishes | between thinness and thickness of musical sound | Arts-Music | ||
| MU3TP-IVb-5 | 3 | Distinguishes | fast | in music | Arts-Music | |
| MU3DY-IIId-2 | 3 | Distinguishes | loud | in music | Arts-Music | |
| MU3DY-IIId-2 | 3 | Distinguishes | medium | in music | Arts-Music | |
| MU3TP-IVb-5 | 3 | Distinguishes | moderate | in music | Arts-Music | |
| MU3TP-IVb-5 | 3 | Distinguishes | slow | in music | Arts-Music | |
| MU3DY-IIId-2 | 3 | Distinguishes | soft | in music | Arts-Music | |
| A3EL-Ia | 3 | Distinguishes | to indicate its distance from the viewer | the size of persons | in the drawing | Arts-Music |
| A3PR-IIIe | 3 | Explains | the meaning of the design created | Arts-Music | ||
| A3EL-IVa | 3 | Identifies | different styles of puppets made in the Philippines | (form Teatro Mulat and Anino Theater Group) | Arts-Music | |
| MU3FO-IId-2 | 3 | Identifies | as: different; through movements and geometric shapes or objects | musical lines | Arts-Music | |
| MU3FO-IId-2 | 3 | Identifies | as: same | musical lines | Arts-Music | |
| MU3FO-IId-2 | 3 | Identifies | as: similar | musical lines | Arts-Music | |
| MU3FO-IId-1 | 3 | Identifies | the beginning of a song | Arts-Music | ||
| MU3FO-IId-1 | 3 | Identifies | the ending of a song | Arts-Music | ||
| MU3FO-IId-1 | 3 | Identifies | the middle of a song | Arts-Music | ||
| MU3ME-IIa-1 | 3 | Identifies | as: low – lower | the pitch of a tone | Arts-Music | |
| MU3ME-IIa-1 | 3 | Identifies | as: moderately high – higher | the pitch of a tone | Arts-Music | |
| MU3ME-IIa-1 | 3 | Identifies | as: moderately low – lower | the pitch of a tone | Arts-Music | |
| MU3ME-IIa-1 | 3 | Identifies | as: high – higher | the pitch of a tone | Arts-Music | |
| MU3TB-IIIb-4 | 3 | Identifies | the voices of: classmates as they sing or speak | Arts-Music | ||
| MU3TB-IIIb-4 | 3 | Identifies | the voices of: selected popular singers in recordings | Arts-Music | ||
| A3PR-IIh | 3 | Identifies | what makes each artist unique | in his use of colors to create harmony | Arts-Music | |
| MU3DY-IIId- | 3 | Interprets | through body movements: big movement – loud | the dynamics of a song | Arts-Music | |
| MU3DY-IIId- | 3 | Interprets | through body movements: small movement – soft | the dynamics of a song | Arts-Music | |
| MU3RH-Ib-h-2 | 3 | Maintains | when chanting, walking, tapping, clapping, and playing musical instruments | a steady beat | Arts-Music | |
| A3PR-IVf | 3 | Manipulates | to act out a character in a story together with other puppets | a puppet | Arts-Music | |
| MU3ME-IIa-2 | 3 | Matches | with an instrument | the correct pitch of tones | Arts-Music | |
| MU3ME-IIa-2 | 3 | Matches | with the voice | the correct pitch of tones | Arts-Music | |
| MU3ME-IIb-c-4 | 3 | Matches | with the pitches of a melody | the voice | Arts-Music | |
| MU3TP-IVa-1 | 3 | Mimics | according to speed: carabao – slow | animal movements | Arts-Music | |
| MU3TP-IVa-1 | 3 | Mimics | according to speed: dog – fast | animal movements | Arts-Music | |
| MU3TP-IVa-1 | 3 | Mimics | according to speed: horse – fast | animal movements | Arts-Music | |
| MU3TP-IVa-1 | 3 | Mimics | according to speed: rabbit - fast | animal movements | Arts-Music | |
| MU3TP-IVa-1 | 3 | Mimics | according to speed: turtle – slow | animal movements | Arts-Music | |
| A3PL-IIIc | 3 | Observes | that a print design may use repetition of shapes or lines | and may emphasize the contrast of shapes and lines | Arts-Music | |
| A3PR-IIg | 3 | Observes | by making several pencil sketches and painting it later, adding texture to its skin covering | the characteristics of a wild animal | Arts-Music | |
| A3PR-IIf | 3 | Paints | at a particular time of the day | a landscape | Arts-Music | |
| A3PR-IId | 3 | Paints | by observing the different shapes, color and texture of fruits, their overlapping lines and choosing the right colors for each fruit | a still life | Arts-Music | |
| A3PL-IIc | 3 | Perceives | how harmony is created in an artwork | because of complementary colors and shapes | Arts-Music | |
| A3PR-IVg | 3 | Performs | together with others; in a puppet show to tell a story; using the puppet he/she created | as puppeteer | Arts-Music | |
| MU3RH-Ia-c-3 | 3 | Plays | in response to sound with the correct rhythm: dancing the waltz | musical instruments | Arts-Music | |
| MU3RH-Ia-c-3 | 3 | Plays | in response to sound with the correct rhythm: echo clapping | musical instruments | Arts-Music | |
| MU3RH-Ia-c-3 | 3 | Plays | in response to sound with the correct rhythm: in measures of 2s, 3s, and 4s | musical instruments | Arts-Music | |
| MU3RH-Ia-c-3 | 3 | Plays | in response to sound with the correct rhythm: marching | musical instruments | Arts-Music | |
| MU3FO-IIf-5 | 3 | Plays | repetitions of musical lines | Arts-Music | ||
| MU3RH-Id-h-5 | 3 | Plays | with classroom instruments and other sound sources | simple ostinato patterns | Arts-Music | |
| A3PL-IIId | 3 | Realizes | that a print design can be duplicated many times by hand or by machine | and can be shared with others | Arts-Music | |
| MU3TB-IIIa-1 | 3 | Recognizes | differences in sound quality | coming from a variety of sound sources | Arts-Music | |
| MU3TB-IIIb-3 | 3 | Recognizes | through sound | musical instruments | Arts-Music | |
| MU3FO-IId-3 | 3 | Recognizes | repetitions within a song | Arts-Music | ||
| MU3ME-IIb-5 | 3 | Recreates | simple contours of a melody | Arts-Music | ||
| MU3ME-IIb-5 | 3 | Recreates | simple patterns of a melody | Arts-Music | ||
| MU3DY-IIId-3 | 3 | Relates | to the movements of animals: elephant walking – loud | dynamics | Arts-Music | |
| MU3DY-IIId-3 | 3 | Relates | to the movements of animals: mice scurrying – soft | dynamics | Arts-Music | |
| MU3RH-Ia-1 | 3 | Relates | with sound and silence; within a rhythmic pattern | images | Arts-Music | |
| MU3TP-IVb-3 | 3 | Relates | to changes and variations in tempo | movement | Arts-Music | |
| MU3ME-IIb-3 | 3 | Relates | with levels of pitch | movements | Arts-Music | |
| MU3FO-IIg-h-6 | 3 | Renders | confidently; giving appropriate emphasis to the beginning and ending | a song | Arts-Music | |
| MU3DY-IIIe-h-5 | 3 | Responds | to conducting gestures of the teacher for “loud” and “soft” | Hands moving farther from each other mean sound becomes louder | Arts-Music | |
| MU3DY-IIIe-h-5 | 3 | Responds | to conducting gestures of the teacher for “loud” and “soft” | Teacher’s palm down means “soft” and palm up means “loud” | Arts-Music | |
| MU3TB-IIIa-2 | 3 | Responds | with appropriate movement | to differences in sound quality | Arts-Music | |
| MU3TP-IVb-c-4 | 3 | Responds | with movement | to tempo changes | (i.e. doing locomotor and non-locomotor movements) to a variety of tempos in recorded music | Arts-Music |
| A3EL-IIa | 3 | Sees | that there is harmony in nature | as seen in the color of landscapes at different times of the day: landscapes of Felix Hidalgo, Fernando Amorsolo, Jonahmar Salvosa | Arts-Music | |
| A3EL-IIa | 3 | Sees | that there is harmony in nature | as seen in the color of landscapes at different times of the day: Still lifes of Araceli Dans, Jorge Pineda, Agustin Goy | Arts-Music | |
| A3PR-IIf | 3 | Selects | to create a mood | colors that complement each other | Arts-Music | |
| A3EL-Ib | 3 | Shows | in drawing the objects and persons in different sizes | the illusion of space | Arts-Music | |
| MU3ME-IIc-6 | 3 | Sings | with accurate pitch | entire simple songs | Favorite Children’s Songs: “Do – Re – Mi” | Arts-Music |
| MU3ME-IIc-6 | 3 | Sings | with accurate pitch | entire simple songs | Favorite Children’s Songs: “What Can We Do Today” | Arts-Music |
| MU3ME-IIc-6 | 3 | Sings | with accurate pitch | entire simple songs | Folksongs: “Atin Cu Pung Singsing” | Arts-Music |
| MU3ME-IIc-6 | 3 | Sings | with accurate pitch | entire simple songs | Folksongs: “Manang Biday” | Arts-Music |
| MU3ME-IIc-6 | 3 | Sings | with accurate pitch | entire simple songs | Folksongs: “Paruparong Bukid” | Arts-Music |
| MU3FO-IIe-4 | 3 | Sings | independently | repetitions of musical lines | Arts-Music | |
| MU3TP-IVa-2 | 3 | Sings | with proper tempo; following basic conducting gestures | songs | Arts-Music | |
| MU3TP-IVa-c-7 | 3 | Sings | with designated tempo: Joyful songs – fast | songs | Arts-Music | |
| MU3TP-IVa-c-7 | 3 | Sings | with designated tempo: Lullaby – slow | songs | Arts-Music | |
| A3PR-Ig | 3 | Sketches | on-the-spot, outside or near the school; to draw a plant, flowers or a tree showing the different textures and shape of each part; using only a pencil or black crayon or ballpen | Arts-Music | ||
| A3PR-Ii | 3 | Sketches | indicating the foreground, middle ground and background by the size of the objects | a view of the province/ region | with houses and buildings | Arts-Music |
| MU3RH-Ia-c-3 | 3 | Taps | in response to sound with the correct rhythm: dancing the waltz | Arts-Music | ||
| MU3RH-Ia-c-3 | 3 | Taps | in response to sound with the correct rhythm: echo clapping | Arts-Music | ||
| MU3RH-Ia-c-3 | 3 | Taps | in response to sound with the correct rhythm: in measures of 2s, 3s, and 4s | Arts-Music | ||
| MU3RH-Ia-c-3 | 3 | Taps | in response to sound with the correct rhythm: marching | Arts-Music | ||
| A3EL-IIIa | 3 | Tells | that a print made from objects found in nature can be realistic or abstract | Arts-Music | ||
| A3PL –Id | 3 | Tells | that, in a landscape, the nearest object drawn is the foreground | and by doing this there is balance | Arts-Music | |
| A3PL –Id | 3 | Tells | that, in a landscape, the objects behind the foreground are the middle ground | and by doing this there is balance | Arts-Music | |
| A3PL –Id | 3 | Tells | that, in a landscape, the objects farthest away are the background | and by doing this there is balance | Arts-Music | |
| MU3DY-IIIe-4 | 3 | Uses | to identify changes and variations in volume | terms: “loud” | Arts-Music | |
| MU3DY-IIIe-4 | 3 | Uses | to identify changes and variations in volume | terms: “medium” | Arts-Music | |
| MU3DY-IIIe-4 | 3 | Uses | to identify changes and variations in volume | terms: “soft” | Arts-Music | |
| MU3DY-IIIe-4 | 3 | Uses | to identify changes and variations in volume | terms: louder | Arts-Music | |
| MU3DY-IIIe-4 | 3 | Uses | to identify changes and variations in volume | terms: softer | Arts-Music | |
| MU3TP-IVb-6 | 3 | Uses | to identify tempo changes and variations | the terms: fast | (faster, slower, etc.) | Arts-Music |
| MU3TP-IVb-6 | 3 | Uses | to identify tempo changes and variations | the terms: moderate | (faster, slower, etc.) | Arts-Music |
| MU3TP-IVb-6 | 3 | Uses | to identify tempo changes and variations | the terms: slow | (faster, slower, etc.) | Arts-Music |
| MU3TB-IIIc-6 | 3 | Uses | to produce a variety of timbres | the voice | and other sources of sound | Arts-Music |
| MU3DY-IIIf-h-6 | 3 | Uses | o enhance poetry, chants, drama, songs and musical stories | varied dynamics | Arts-Music | |
| MU3RH-Ia-c-3 | 3 | Walks | in response to sound with the correct rhythm: dancing the waltz | Arts-Music | ||
| MU3RH-Ia-c-3 | 3 | Walks | in response to sound with the correct rhythm: echo clapping | Arts-Music | ||
| MU3RH-Ia-c-3 | 3 | Walks | in response to sound with the correct rhythm: in measures of 2s, 3s, and 4s | Arts-Music | ||
| MU3RH-Ia-c-3 | 3 | Walks | in response to sound with the correct rhythm: marching | Arts-Music | ||
| A3PR-IIIg | 3 | Writes | a slogan about the environment | that correlates messages to be printed on T-shirts, posters, banners or bags | Arts-Music | |
| EN3G-IIIf-g-5 | 3 | Adjectives | English | |||
| EN3G-IVi-6 | 3 | Adverbs | English | |||
| EN3LC- IVd -3.7.3 | 3 | Conversations | English | |||
| EN3V-IIIg-h-13.7 | 3 | Homographs | (e.g., read-read) | English | ||
| EN3V-IIIe-f13.6 | 3 | Homonyms | (e.g. flower/flour) | English | ||
| EN3V-IIIi-j-13.7 | 3 | Hyponyms - type of | (e.g. guava - type of fruit) | English | ||
| EN3LC- IVb -3.7.1 | 3 | Informational Reports | (School events, sports, projects) | English | ||
| EN3G-Ie-2 | 3 | Nouns | English | |||
| EN3LC- IVe-f-3.7 | 3 | Personal Recounts | (anecdotes, past experiences) | English | ||
| EN3G-IVg-7 | 3 | Prepositions | English | |||
| EN3G-Ia-1 | 3 | Sentences | English | |||
| EN3G-Ib-1 | 3 | Sentences | English | |||
| EN3G-Id-1 | 3 | Sentences | English | |||
| EN3LC-IVc-3.7.2 | 3 | Three-step directions | English | |||
| EN3G-IIa-c-3 | 3 | Verbs | English | |||
| EN3LC-Ia-j-2 | 3 | Activates | based on the stories to be read | prior knowledge | English | |
| EN3LC-IIa-j-2 | 3 | Activates | based on the stories to be read | prior knowledge | English | |
| EN3LC-IIc-e-1.1 | 3 | Activates | based on new knowledge formed | prior knowledge | English | |
| EN3LC-IIIa-j-1.1 | 3 | Activates | based on new knowledge formed | prior knowledge | English | |
| EN3LC-IIIa-j-2 | 3 | Activates | based on the stories to be read | prior knowledge | English | |
| EN3LC-IVa-j-1.1 | 3 | Activates | based on new knowledge formed | prior knowledge | English | |
| EN3LC-IVa-j-2 | 3 | Activates | based on the stories to be read | prior knowledge | English | |
| EN3SS-Ia-2.1 | 3 | Arranges | in alphabetical order | words | with a different first letter | English |
| EN3SS-IIa-b-1.1 | 3 | Arranges | in alphabetical order | words | with the same first letter but a different second letter | English |
| EN1OL-IIIg-h-3.2 | 3 | Asks | questions | about informational texts listened to (environment, health, how-to’s, etc.) | English | |
| EN3OL-IVa-j-3.2 | 3 | Asks | questions | about informational texts listened to (environment, health, how-to’s, etc.) | English | |
| EN3OL-IIa-b-1.17.2 | 3 | Asks | simple questions | English | ||
| EN2V-Ie-14 | 3 | Classifies | into conceptual categories (e.g. animals, foods, toys) | common words | English | |
| EN3OL-IIIi-j-1.9 | 3 | Compares | information heard | English | ||
| EN3OL-IV a-j-1.9 | 3 | Compares | information heard | English | ||
| EN3WC-IIIh-2.4 | 3 | Completes | using appropriate rhyming words | patterned poems | English | |
| EN3RC-If-j-2.8 | 3 | Confirms | predictions | about texts | English | |
| EN3OL-Ii-j-1.10.3 | 3 | Connects | to personal experience | information heard | English | |
| EN3G-Ib-1.4.7 | 3 | Constructs | declarative sentences | English | ||
| EN3G-Ib-1.4.7 | 3 | Constructs | interrogative sentences | English | ||
| EN3G-Ib-1.4 | 3 | Constructs | simple sentences | English | ||
| EN3OL-IIIi-j-1.9 | 3 | Contrasts | information heard | English | ||
| EN3OL-IV a-j-1.9 | 3 | Contrasts | information heard | English | ||
| EN3V-IIc-6 | 3 | Derives | from repetitive language structures | meaning | (review) | English |
| EN3RC-Ic-e-2.1 | 3 | Describes | literary elements of texts | including characters setting and plot | English | |
| EN3V-IVa-j-12.3 | 3 | Determines | based on how they are used in a sentence | what words mean | English | |
| EN3LC-IIIg-h-3.15 | 3 | Determines | whether a story is realistic or fantasy | English | ||
| EN3G-Ib-1.4.1.1 | 3 | Differentiates | a declarative from an interrogative sentence | English | ||
| EN3LC-Ia-j-3.15 | 3 | Differentiates | real from make-believe | English | ||
| EN3LC-IIa-j-3.15 | 3 | Differentiates | real from make-believe | English | ||
| EN3LC-IIIa-j-3.15 | 3 | Differentiates | real from make-believe | English | ||
| EN3LC-IVa-j-3.15 | 3 | Differentiates | real from make-believe | English | ||
| EN3PWR-If-g-17.1 | 3 | Differentiates | words with different medial vowels | (eg. cap-cop-cup; fan-fin-fun) | English | |
| EN3RC-IIIa 2.13 | 3 | Distinguishes | from opinion | fact | English | |
| EN3G-Ia-1.1 | 3 | Distinguishes | from non-sentences | sentences | English | |
| EN3LC-Ia-j-2.17 | 3 | Draws | conclusions | English | ||
| EN3LC-IIa-j-2.17 | 3 | Draws | conclusions | English | ||
| EN3RC-IIIa 2.11 | 3 | Draws | conclusions | based on texts (pictures, title and content words) | English | |
| EN3LC-IIIa-j-2.17 | 3 | Draws | conclusions | English | ||
| EN3RC-IIIe-f-2.11 | 3 | Draws | conclusions | based from texts | English | |
| EN3LC-IVa-j-2.17 | 3 | Draws | conclusions | English | ||
| EN3A-Ia-b-1 | 3 | Engages | in a read-along of texts | (e.g. poetry, repetitive text) | English | |
| EN3A-IIa-b-1 | 3 | Engages | in a read-along of texts | (e.g. poetry, repetitive text) | English | |
| EN3SS-IIIb-i-1.2 | 3 | Engages | to share information | in a variety of ways | (e.g. role playing, reporting, summarizing, retelling and show and tell) | English |
| EN3OL-IVa-j-5 | 3 | Engages | to share information | in a variety of ways | (e.g. role playing, reporting, summarizing, retelling and show and tell); depending on the selection presented | English |
| EN3OL-IIIf-1.16.5 | 3 | Engages | in discussions | about specific topics | English | |
| EN3LC-IVg-h-3.7.5 | 3 | Explains | life cycles | English | ||
| EN3OL-IIId-1.16.3 | 3 | Explains | processes | English | ||
| EN3LC-IVg-h-3.7.5 | 3 | Explains | water cycle | English | ||
| EN3OL-IIIe-1.16.4 | 3 | Expresses | feelings | about other’s ideas | English | |
| EN3A-IIIf-g-1 | 3 | Expresses | through journals, logs etc. | feelings | English | |
| EN3OL-Ib-3.6 | 3 | Expresses | in a conversational manner | ideas | English | |
| EN3OL-Ib-1.19 | 3 | Expresses | by presenting a skit | one’s ideas | English | |
| EN3OL-IIIe-1.16.4 | 3 | Expresses | opinions | about other’s ideas | English | |
| EN3A-IIIf-g-1 | 3 | Expresses | through journals, logs etc. | opinions | English | |
| EN3LC-IIa-b-3.16 | 3 | Follows | a set of verbal three-step directions | with picture cues | English | |
| EN3SS-Ia-e-1.1 | 3 | Follows | instructions | given orally | English | |
| EN3SS-IIc-3.6 | 3 | Follows | one-to-three step directions | English | ||
| EN3OL-IIId-1.16.3 | 3 | Follows | processes | English | ||
| EN3SS- IVa -1.3 | 3 | Follows | simple written directions | English | ||
| EN3G-IId-f-3.2 | 3 | Forms | the past tense of frequently occurring regular verbs | (walk – walked, etc) | English | |
| EN3SS-IIIa-1.3 | 3 | Gets | from index and table of contents | information | English | |
| EN3LC-Ic-3.11 | 3 | Gives | a simple paraphrase | English | ||
| EN3OL-IId-e-1.17.1 | 3 | Gives | one-to-three step directions | English | ||
| EN1V-IIIa-c-13.1 | 3 | Gives | the antonyms | of some words | English | |
| EN1V-IIIa-c-13.2 | 3 | Gives | the antonyms | of some words | English | |
| EN3G-IVh-5.6 | 3 | Gives | the antonyms | of common adjectives | English | |
| EN1V-IVa-b-13.6 | 3 | Gives | the correct meaning of homonyms | (pail, pale) | English | |
| EN1V-Ia-b-01 | 3 | Gives | the meaning | used in stories listened to | English | |
| EN1V-IIIa-c-13.1 | 3 | Gives | the synonyms | of some words | English | |
| EN1V-IIIa-c-13.2 | 3 | Gives | the synonyms | of some words | English | |
| EN3G-IVh-5.6 | 3 | Gives | the synonyms | of common adjectives | English | |
| EN3G-IIc-d-3.4 | 3 | Identifies | in simple sentences | action words | English | |
| EN3G-Ib-1.4.8 | 3 | Identifies | an exclamatory sentence | English | ||
| EN3G-Ic-1 | 3 | Identifies | an imperative sentence | English | ||
| EN3LC-Ia-j-2.16 | 3 | Identifies | cause | English | ||
| EN3LC-IIa-j-2.16 | 3 | Identifies | cause | English | ||
| EN3RC-IIIa-b-2.13 | 3 | Identifies | cause | English | ||
| EN3LC-IIIa-j-2.16 | 3 | Identifies | cause | English | ||
| EN3RC-IVa-b-2.13 | 3 | Identifies | cause | English | ||
| EN3LC-IVa-j-2.16 | 3 | Identifies | cause | English | ||
| EN3PA-IIe-f-4.1 | 3 | Identifies | in words | count syllables | English | |
| EN3LC-Ia-j-2.16 | 3 | Identifies | effect | English | ||
| EN3LC-IIa-j-2.16 | 3 | Identifies | effect | English | ||
| EN3RC-IIIa-b-2.13 | 3 | Identifies | effect | English | ||
| EN3LC-IIIa-j-2.16 | 3 | Identifies | effect | English | ||
| EN3RC-IVa-b-2.13 | 3 | Identifies | effect | English | ||
| EN3LC-IVa-j-2.16 | 3 | Identifies | effect | English | ||
| EN3A-IId-f-7 | 3 | Identifies | favorite authors | English | ||
| EN3A-IIIa-7 | 3 | Identifies | favorite authors | English | ||
| EN3A- IVa –c-7 | 3 | Identifies | favorite authors | English | ||
| EN3A-IId-f-7 | 3 | Identifies | favorite stories | English | ||
| EN3A-IIIa-7 | 3 | Identifies | favorite stories | English | ||
| EN3A- IVa –c-7 | 3 | Identifies | favorite stories | English | ||
| EN3LC-IIIb-2.19 | 3 | Identifies | possible solutions to problems | English | ||
| EN3RC-IIIa 2.7.1 | 3 | Identifies | based on a given cause | several effects | English | |
| EN3PA-IIe-f-4.1 | 3 | Identifies | in words | sounds | English | |
| EN3LC-IIIi-j-3.7 | 3 | Identifies | the elements | of an informational/ factual text heard | English | |
| EN3LC- IVa -3.7 | 3 | Identifies | the elements | of an informational/ factual text heard | English | |
| EN3LC-Ic-2.18 | 3 | Identifies | the rhyming words | English | ||
| EN3V-IIIb-d-13 | 3 | Increases | through synonyms (e.g. quick/fast) and antonyms (e.g. big/small) | vocabulary | English | |
| EN3LC-Ia-j-2.8 | 3 | Infers | feelings | of characters | English | |
| EN3LC-IIa-j-2.8 | 3 | Infers | feelings | of characters | English | |
| EN3LC-IIIa-j-2.8 | 3 | Infers | feelings | of characters | English | |
| EN3LC-IVa-j-2.8 | 3 | Infers | feelings | of characters | English | |
| EN3LC-IIIb-4 | 3 | Infers | print sources | English | ||
| EN3LC-Ia-j-2.8 | 3 | Infers | traits | of characters | English | |
| EN3LC-IIa-j-2.8 | 3 | Infers | traits | of characters | English | |
| EN3LC-IIIa-j-2.8 | 3 | Infers | traits | of characters | English | |
| EN3LC-IVa-j-2.8 | 3 | Infers | traits | of characters | English | |
| EN3OL-Ia-3.8 | 3 | Initiates | in a variety of school settings | conversations | with peers | English |
| EN3SS- IVg-h -1.2.1 | 3 | Interprets | a bar graph | English | ||
| EN3SS- IVc-d-1.2.7 | 3 | Interprets | a pictograph | English | ||
| EN3RC -IVe-g-1.2 | 3 | Interprets | pictographs | English | ||
| EN3RC -IVh-j-1.2 | 3 | Interprets | simple graphs | English | ||
| EN3SS- IVa-b -1.2.3 | 3 | Interprets | simple maps | of places | English | |
| EN3RC -IVc-d-1.2 | 3 | Interprets | simple maps | of unfamiliar places, signs and symbols | English | |
| EN3SS- IVe-f -1.2.2 | 3 | Interprets | simple tables | English | ||
| EN3RC -IVh-j-1.2 | 3 | Interprets | simple tables | English | ||
| EN3LC-Ia-j-2.1 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-Ia-j-2.16 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-Ia-j-2.17 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-Ia-j-2.6 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-Ia-j-2.7 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-Ia-j-2.8 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-Ia-j-3.15 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IIa-j-2.1 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IIa-j-2.16 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IIa-j-2.17 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IIa-j-2.6 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IIa-j-2.7 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IIa-j-2.8 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IIa-j-3.15 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IIIa-j-2.1 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IIIa-j-2.16 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IIIa-j-2.17 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IIIa-j-2.6 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IIIa-j-2.7 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IIIa-j-2.8 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IIIa-j-3.15 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IVa-j-2.1 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IVa-j-2.16 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IVa-j-2.17 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IVa-j-2.6 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IVa-j-2.7 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IVa-j-2.8 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-IVa-j-3.15 | 3 | Listens | to a variety of expository texts | English | ||
| EN3LC-Ia-j-2.1 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-Ia-j-2.16 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-Ia-j-2.17 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-Ia-j-2.6 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-Ia-j-2.7 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-Ia-j-2.8 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-Ia-j-3.15 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IIa-j-2.1 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IIa-j-2.16 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IIa-j-2.17 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IIa-j-2.6 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IIa-j-2.7 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IIa-j-2.8 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IIa-j-3.15 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IIIa-j-2.1 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IIIa-j-2.16 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IIIa-j-2.17 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IIIa-j-2.6 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IIIa-j-2.7 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IIIa-j-2.8 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IIIa-j-3.15 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IVa-j-2.1 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IVa-j-2.16 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IVa-j-2.17 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IVa-j-2.6 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IVa-j-2.7 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IVa-j-2.8 | 3 | Listens | to a variety of literary texts | English | ||
| EN3LC-IVa-j-3.15 | 3 | Listens | to a variety of literary texts | English | ||
| EN3OL-IIIc-1.16.2 | 3 | Listens | to others | English | ||
| EN3LC-Ic-2.18 | 3 | Listens | to poems | English | ||
| EN3LC-Ic-3.11 | 3 | Listens | to poems | English | ||
| EN3SS-IIf-h-1.5 | 3 | Locates | using print and non-print sources | information | English | |
| EN2WC-IVf-j-2.3 | 3 | Makes | for various occasions (birthday, Christmas, New Year, etc) | a card | English | |
| EN3RC-IIIa 2.11 | 3 | Makes | inferences | based on texts (pictures, title and content words) | English | |
| EN3RC-IIIe-f-2.11 | 3 | Makes | inferences | based from texts | English | |
| EN3RC-If-j-2.8 | 3 | Makes | predictions | about texts | English | |
| EN3LC-IIf-h- 2.8 | 3 | Makes | simple inferences | about thoughts and feelings based from texts viewed/ listened to | English | |
| EN3RC-IIa-b-2.8 | 3 | Makes | simple predictions | English | ||
| EN3PWR-IVc-2 | 3 | Matches | with pictures | phrases | containing these words | English |
| EN3PWR-IVg-2 | 3 | Matches | with pictures | phrases | containing these words | English |
| EN3PWR-IVc-2 | 3 | Matches | with pictures | sentences | containing these words | English |
| EN3PWR-IVg-2 | 3 | Matches | with pictures | sentences | containing these words | English |
| EN3PWR-IVi-2 | 3 | Matches | with the appropriate pictures | these words | English | |
| EN3PWR-IVc-2 | 3 | Matches | with pictures | words | English | |
| EN3PWR-IVg-2 | 3 | Matches | with pictures | words | English | |
| EN3SS-Ia-6 | 3 | Monitors | by scanning and skimming | one’s comprehension | English | |
| EN3RC-IIa-b-2.19 | 3 | Monitors | one’s comprehension | English | ||
| EN3RC-I0-2.2 | 3 | Notes | details | regarding character, setting and plot | English | |
| EN3RC-II0-2.2 | 3 | Notes | details | regarding character, setting and plot | English | |
| EN3RC-IIc-e-2.2 | 3 | Notes | details | in a given text | English | |
| EN3RC-III0-2.2 | 3 | Notes | details | regarding character, setting and plot | English | |
| EN3LC-Ia-j-2.1 | 3 | Notes | important details | English | ||
| EN3LC-IIa-j-2.1 | 3 | Notes | important details | English | ||
| EN3LC-IIIa-j-2.1 | 3 | Notes | important details | English | ||
| EN3LC-IVa-j-2.1 | 3 | Notes | important details | English | ||
| EN3F-IIIg-j-1.11 | 3 | Observes | to guide reading for fluency | the use of punctuations | including commas, periods and question marks | English |
| EN3A-Ia-b-1 | 3 | Participates | in a read-along of texts | (e.g. poetry, repetitive text) | English | |
| EN3A-IIa-b-1 | 3 | Participates | in a read-along of texts | (e.g. poetry, repetitive text) | English | |
| EN3WC-IIa-1.1 | 3 | Participates | through prewriting activities: brainstorming | in generating ideas | English | |
| EN3WC-IIa-b-1 | 3 | Participates | through prewriting activities | in generating ideas | English | |
| EN3WC-IIb-1.2 | 3 | Participates | through prewriting activities: webbing | in generating ideas | English | |
| EN3WC-IIc-1.3 | 3 | Participates | through prewriting activities: drawing | in generating ideas | English | |
| EN3WC-IIIa-1 | 3 | Participates | through prewriting activities | in generating ideas | English | |
| EN3OL-IVa-e-1.19 | 3 | Presents | in varied artistic ways (e.g. role playing, show and tell, radio play/podcast/broadcast/ reporting/ poster presenta tions) | information | English | |
| EN3LC-IIIe-f-2.4 | 3 | Proposes | several predictions | about texts/stories listened to | English | |
| EN3F-IVa-j-1.8 | 3 | Reads | with automaticity | 100 2nd and 3rd grade high-frequency/ sight words | English | |
| EN3F-IIIe-f-1.8 | 3 | Reads | with automaticity | 101 2nd and 3rd grade high-frequency/ sight words | English | |
| EN3F-Ie-j-4.2.1 | 3 | Reads | with accuracy, appropriate speed and correct intonation | 2-syllable words | consisting of short e to u words | English |
| EN3PWR-Ii-15 | 3 | Reads | 2-syllable words | consisting of short e to u sound (basket, hotdog, sunset, etc.) | English | |
| EN3PWR-IIIj-15 | 3 | Reads | 2-syllable words | with long vowel sound (fireman) | English | |
| EN3F-Ia-j-1.10.1 | 3 | Reads | aloud; with fluency, appropriate rhythm, pacing and intonation | from familiar poetry | consisting of long vowel words | English |
| EN3F-IIa-j-1.10.1 | 3 | Reads | aloud; with fluency, appropriate rhythm, pacing and intonation | from familiar poetry | consisting of long vowel words | English |
| EN3F-IIIa-j-1.10.1 | 3 | Reads | aloud; with fluency, appropriate rhythm, pacing and intonation | from familiar poetry | consisting of long vowel words | English |
| EN3F-IVa-j-1.10.1 | 3 | Reads | aloud; with fluency, appropriate rhythm, pacing and intonation | from familiar poetry | consisting of long vowel words | English |
| EN3F-IVc-d-1.4 | 3 | Reads | aloud; with fluency, appropriate rhythm, pacing and intonation | from familiar poetry | English | |
| EN3F-Ia-j-1.10.1 | 3 | Reads | aloud; with fluency, appropriate rhythm, pacing and intonation | from familiar prose | consisting of long vowel words | English |
| EN3F-IIa-j-1.10.1 | 3 | Reads | aloud; with fluency, appropriate rhythm, pacing and intonation | from familiar prose | consisting of long vowel words | English |
| EN3F-IIIa-j-1.10.1 | 3 | Reads | aloud; with fluency, appropriate rhythm, pacing and intonation | from familiar prose | consisting of long vowel words | English |
| EN3F-IVa-j-1.10.1 | 3 | Reads | aloud; with fluency, appropriate rhythm, pacing and intonation | from familiar prose | consisting of long vowel words | English |
| EN3F-IVc-d-1.4 | 3 | Reads | aloud; with fluency, appropriate rhythm, pacing and intonation | from familiar prose | English | |
| EN3F-Ia-j-3.5.1 | 3 | Reads | with at least 95-100% accuracy | grade 3 level texts | consisting of 2-syllable words with short vowel sound | English |
| EN3F-IIa-j-3.5.1 | 3 | Reads | with at least 95-100% accuracy | grade 3 level texts | consisting of 2-syllable words with long vowel sound | English |
| EN3F-IIIa-1.6 | 3 | Reads | with at least 95-100% accuracy | grade 3 level texts | consisting of words with long vowel sound | English |
| EN3F-IIIa-j-3.5.1 | 3 | Reads | with at least 95-100% accuracy | grade 3 level texts | consisting of 2-syllable words with long vowel sound | English |
| EN3F- IVa –h-1.6 | 3 | Reads | with at least 95-100% accuracy | grade 3 level texts | consisting of words with vowel digraphs and diphthongs | English |
| EN3F-IVa-j-3.5.1 | 3 | Reads | with at least 95-100% accuracy | grade 3 level texts | consisting of 2-syllable words with long vowel sound | English |
| EN3RC-I0-2.2 | 3 | Reads | levelled stories | English | ||
| EN3RC-I0 -2.10 | 3 | Reads | levelled stories | English | ||
| EN3RC-I0-2.10 | 3 | Reads | levelled stories | English | ||
| EN3RC-II0-2.2 | 3 | Reads | levelled stories | English | ||
| EN3RC-II0 -2.10 | 3 | Reads | levelled stories | English | ||
| EN3RC-III0-2.2 | 3 | Reads | levelled stories | English | ||
| EN3RC-III0 -2.10 | 3 | Reads | levelled stories | English | ||
| EN3PWR-Ib-d-19 | 3 | Reads | phrases | containing words with short o sounds in CVC pattern | English | |
| EN3PWR-Ig-h-20.1 | 3 | Reads | phrases | consisting of short vowel words | English | |
| EN3PWR-Ij-21 | 3 | Reads | phrases | consisting of 2-syllable words | English | |
| EN3PWR-IIc-24 | 3 | Reads | phrases | consisting of words with initial consonant blends | English | |
| EN3PWR-IIf-1.1 | 3 | Reads | phrases | consisting of words with final consonant blends and other words previously studied | English | |
| EN3PWR-IIi-j-22.1 | 3 | Reads | phrases | consisting of words with consonant digraph ch and sh and other words previously studied | English | |
| EN3PWR-IIIi-26.3 | 3 | Reads | phrases | containing words with long a, i, o, and u | English | |
| EN3PWR-IVd-e-22 | 3 | Reads | phrases | containing words with vowel digraphs ea and ee | English | |
| EN3PWR-IVd-e-29 | 3 | Reads | phrases | containing words with vowel digraphs ea and ee | English | |
| EN3PWR-IVi-21 | 3 | Reads | phrases | consisting of these words and other words previously studied | English | |
| EN3PWR-IIIc-11 | 3 | Reads | poems | consisting of long a words | English | |
| EN3PWR-IIIc-12 | 3 | Reads | poems | consisting of long a words | English | |
| EN3PWR-IIIc-13 | 3 | Reads | poems | consisting of long a words | English | |
| EN3PWR-IIIe-25 | 3 | Reads | poems | consisting of long i words | English | |
| EN3PWR-IIIg-26.1 | 3 | Reads | poems | consisting of long o words | English | |
| EN3PWR-IIIj-27 | 3 | Reads | poems | consisting of long u words | English | |
| EN3F-IVi-j-5 | 3 | Reads | with fluency, appropriate rhythm, pacing and intonation | poems | English | |
| EN3PWR-IIIc-11 | 3 | Reads | questions | about sentences, stories and poems consisting of long a words | English | |
| EN3PWR-IIIc-12 | 3 | Reads | questions | about sentences, stories and poems consisting of long a words | English | |
| EN3PWR-IIIc-13 | 3 | Reads | questions | about sentences, stories and poems consisting of long a words | English | |
| EN3PWR-IIIe-25 | 3 | Reads | questions | about sentences, stories and poems consisting of long i words | English | |
| EN3PWR-IIIg-26.1 | 3 | Reads | questions | about sentences, stories and poems consisting of long o words | English | |
| EN3PWR-IIIj-27 | 3 | Reads | questions | about sentences, stories and poems consisting of long u words | English | |
| EN3PWR-Ib-d-19 | 3 | Reads | sentences | containing words with short o sounds in CVC pattern | English | |
| EN3F-Ie-j-4.3 | 3 | Reads | with accuracy, speed and proper phrasing | sentences | with short u words and other words previously studied | English |
| EN3PWR-Ig-h-20.1 | 3 | Reads | sentences | consisting of short vowel words | English | |
| EN3PWR-Ij-21 | 3 | Reads | sentences | consisting of 2-syllable words | English | |
| EN3F-IIa-c-4.4 | 3 | Reads | with accuracy, speed and proper phrasing | sentences | with words beginning in consonant blends and other words previously studied | English |
| EN3PWR-IIc-24 | 3 | Reads | sentences | consisting of words with initial consonant blends | English | |
| EN3F-IId-e-4.4.1 | 3 | Reads | with accuracy, speed and proper phrasing | sentences | consisting of words with ending consonant blends and other words previously studied | English |
| EN3PWR-IIf-1.1 | 3 | Reads | sentences | consisting of words with final consonant blends and other words previously studied | English | |
| EN3F-IIg-h-4.4.2 | 3 | Reads | with accuracy, speed and proper phrasing | sentences | with words consisting of initial and final ch and sh and other words previously studied | English |
| EN3F-IIi-j-4.4.2 | 3 | Reads | with accuracy, speed and proper phrasing | sentences | with words consisting of l ch and sh words and other words previously studied | English |
| EN3PWR-IIi-j-22.1 | 3 | Reads | sentences | consisting of words with consonant digraph ch and sh and other words previously studied | English | |
| EN3PWR-IIIc-11 | 3 | Reads | sentences | consisting of long a words | English | |
| EN3PWR-IIIc-12 | 3 | Reads | sentences | consisting of long a words | English | |
| EN3PWR-IIIc-13 | 3 | Reads | sentences | consisting of long a words | English | |
| EN3PWR-IIIe-25 | 3 | Reads | sentences | consisting of long i words | English | |
| EN3PWR-IIIg-26.1 | 3 | Reads | sentences | consisting of long o words | English | |
| EN3PWR-IIIi-26.3 | 3 | Reads | sentences | containing words with long a, i, o, and u | English | |
| EN3PWR-IIIj-27 | 3 | Reads | sentences | consisting of long u words | English | |
| EN3PWR-IVd-e-22 | 3 | Reads | sentences | containing words with vowel digraphs ea and ee | English | |
| EN3PWR-IVd-e-29 | 3 | Reads | sentences | containing words with vowel digraphs ea and ee | English | |
| EN3PWR-IVi-21 | 3 | Reads | sentences | consisting of these words and other words previously studied | English | |
| EN3PWR-Ia-b-7 | 3 | Reads | short e, a and i words | in CVC pattern | English | |
| EN3PWR-Ig-h-20.1 | 3 | Reads | short stories | consisting of short vowel words | English | |
| EN3PWR-Ij-21 | 3 | Reads | short stories | consisting of 2-syllable words | English | |
| EN3PWR-IIc-24 | 3 | Reads | short stories | consisting of words with initial consonant blends | English | |
| EN3PWR-IIf-1.1 | 3 | Reads | short stories | consisting of words with final consonant blends and other words previously studied | English | |
| EN3PWR-IIi-j-22.1 | 3 | Reads | short stories | consisting of words with consonant digraph ch and sh and other words previously studied | English | |
| EN3PWR-IVi-21 | 3 | Reads | short stories | consisting of these words and other words previously studied | English | |
| EN3F-Id-e-1.10 | 3 | Reads | aloud; with speed, accuracy and proper intonation | short stories/poems | consisting of short a, e, i and o words | English |
| EN3F-Id-e-1.10 | 3 | Reads | aloud; with speed, accuracy and proper intonation | short stories/poems | consisting of short a, e, i and o words | English |
| EN3RC-I0-2.2 | 3 | Reads | simple sentences | English | ||
| EN3RC-I0 -2.10 | 3 | Reads | simple sentences | English | ||
| EN3RC-I0-2.10 | 3 | Reads | simple sentences | English | ||
| EN3RC-II0-2.2 | 3 | Reads | simple sentences | English | ||
| EN3RC-II0 -2.10 | 3 | Reads | simple sentences | English | ||
| EN3RC-III0-2.2 | 3 | Reads | simple sentences | English | ||
| EN3RC-III0 -2.10 | 3 | Reads | simple sentences | English | ||
| EN3PWR-IVj-22 | 3 | Reads | some irregularly spelled words | (e.g. enough, through, beautiful) | English | |
| EN3PWR-Ib-d-19 | 3 | Reads | stories | containing words with short o sounds in CVC pattern | English | |
| EN3F-Ie-j-4.3 | 3 | Reads | with accuracy, speed and proper phrasing | stories | with short u words and other words previously studied | English |
| EN3F-IIa-c-4.4 | 3 | Reads | with accuracy, speed and proper phrasing | stories | with words beginning in consonant blends and other words previously studied | English |
| EN3F-IId-e-4.4.1 | 3 | Reads | with accuracy, speed and proper phrasing | stories | consisting of words with ending consonant blends and other words previously studied | English |
| EN3F-IIg-h-4.4.2 | 3 | Reads | with accuracy, speed and proper phrasing | stories | with words consisting of initial and final ch and sh and other words previously studied | English |
| EN3F-IIi-j-4.4.2 | 3 | Reads | with accuracy, speed and proper phrasing | stories | with words consisting of l ch and sh words and other words previously studied | English |
| EN3PWR-IIIc-11 | 3 | Reads | stories | consisting of long a words | English | |
| EN3PWR-IIIc-12 | 3 | Reads | stories | consisting of long a words | English | |
| EN3PWR-IIIc-13 | 3 | Reads | stories | consisting of long a words | English | |
| EN3PWR-IIIe-25 | 3 | Reads | stories | consisting of long i words | English | |
| EN3PWR-IIIg-26.1 | 3 | Reads | stories | consisting of long o words | English | |
| EN3PWR-IIIi-26.3 | 3 | Reads | stories | containing words with long a, i, o, and u | English | |
| EN3PWR-IIIj-27 | 3 | Reads | stories | consisting of long u words | English | |
| EN3PWR-IVc-28 | 3 | Reads | stories | containing these words and other words previously learned | English | |
| EN3PWR-IVd-e-22 | 3 | Reads | stories | containing words with vowel digraphs ea and ee | English | |
| EN3PWR-IVd-e-29 | 3 | Reads | stories | containing words with vowel digraphs ea and ee | English | |
| EN3PWR-IVg-28 | 3 | Reads | stories | containing these words and other words previously learned | English | |
| EN3PWR-Ig-h-20.1 | 3 | Reads | the questions | about phrases, sentences and short stories consisting of short vowel words | English | |
| EN3PWR-Ij-21 | 3 | Reads | the questions | about phrases, sentences and short stories consisting of 2-syllable words | English | |
| EN3PWR-IIf-1.1 | 3 | Reads | the questions | about phrases, sentences and short stories consisting of words with final consonant blends and other words previously studied | English | |
| EN3PWR-IIi-j-22.1 | 3 | Reads | the questions | about phrases, sentences and short stories consisting of words with consonant digraph ch and sh and other words previously studied | English | |
| EN1V-IVj-27 | 3 | Reads | word | with affixes | English | |
| EN3PWR-Ib-d-19 | 3 | Reads | words | with short o sounds in CVC pattern | English | |
| EN3PWR-Ie-3 | 3 | Reads | words | with short u sound in CVC pattern | English | |
| EN3PWR-IIa-b-22 | 3 | Reads | words | with initial consonant blends (l, r and s blends) | English | |
| EN3PWR-IIa-b-23 | 3 | Reads | words | with initial consonant blends (l, r and s blends) followed by short vowel sounds (e.g. black, frog, step) | English | |
| EN3PWR-IId-e-1.1 | 3 | Reads | words | with final blends (-st, -lt, -nd, -nt, -ft.. ) preceded by short e, a, i, o and u words (belt, sand, raft) | English | |
| EN3PWR-IIg-h-22 | 3 | Reads | words | with initial and final consonant digraph ch | English | |
| EN3PWR-IIIa-b-5 | 3 | Reads | words | with long a sound (long a ending in e) | English | |
| EN3PWR-IIId-24 | 3 | Reads | words | with long i sound (long i ending in e) | English | |
| EN3PWR-IIIf-26 | 3 | Reads | words | with long o sound (long a ending in e) | English | |
| EN3PWR-IIIh-26.2 | 3 | Reads | words | with long u sound (long a ending in e) | English | |
| EN3PWR-IIIi-26.3 | 3 | Reads | words | with long a, i, o, and u | English | |
| EN3PWR-IVa-b-8 | 3 | Reads | words | with vowel digraphs ai (pail), ay (bay) | English | |
| EN3PWR-IVd-e-22 | 3 | Reads | words | with vowel digraphs ea and ee | English | |
| EN3PWR-IVd-e-29 | 3 | Reads | words | with vowel digraphs ea and ee | English | |
| EN3PWR-IVf-g-8 | 3 | Reads | words | with vowel digraphs oo (food), oa (road) | English | |
| EN2PW-IVh-i-6 | 3 | Reads | words | with vowel diphthongs oy (boy), oi (boil), ou (out), ow (bow) | English | |
| EN3LC-IIIa-b-2.1 | 3 | Recalls | from texts viewed/ listened to | details | English | |
| EN3OL-IIg-h-2.1 | 3 | Recalls | as springboard for writing | experiences | English | |
| EN3OL-IIg-h-2.1 | 3 | Recalls | as springboard for writing | film viewed | English | |
| EN3OL-IIg-h-2.1 | 3 | Recalls | as springboard for writing | story listened to | English | |
| EN3OL-IIg-h-2.1 | 3 | Recalls | as springboard for writing | story read to | English | |
| EN3G-IVi-j-6.1 | 3 | Recognizes | adverbs of manner | English | ||
| EN3PWR-Ib-d-19.1 | 3 | Recognizes | in order to read simple phrases and sentences | more common sight words | English | |
| EN3PWR-IVj-22 | 3 | Recognizes | some irregularly spelled words | (e.g. enough, through, beautiful) | English | |
| EN3V-IIIa-7 | 3 | Recognizes | some words represented by common abbreviations | (e.g. Mr., Ave., Oct.) | English | |
| EN3OL-Id-1.8 | 3 | Recounts | significant events | English | ||
| EN3OL-Id-1.8 | 3 | Recounts | specific events | English | ||
| EN3RC-IIa-b-2.19 | 3 | Rereads | one’s comprehension | English | ||
| EN3OL-IIIc-1.16.2 | 3 | Responds | to others | English | ||
| EN1OL-IIIg-h-3.2 | 3 | Responds | to questions | about informational texts listened to (environment, health, how-to’s, etc.) | English | |
| EN3OL-IVa-j-3.2 | 3 | Responds | to questions | about informational texts listened to (environment, health, how-to’s, etc.) | English | |
| EN3LC-IVi-j-3.5 | 3 | Restates | facts from informational texts | (climate change, children’s rights, traffic safety, etc.) | English | |
| EN3OL-IIf-1.11 | 3 | Restates | information | English | ||
| EN3OL-Ie-1.10 | 3 | Restates | information shared by others | English | ||
| EN3OL-IIi-j-3 | 3 | Retells | to other children | familiar stories | English | |
| EN3OL-IIf-1.11 | 3 | Retells | information | English | ||
| EN3LC-Ia-j-2.6 | 3 | Retells | some parts of the story | English | ||
| EN3LC-IIa-j-2.6 | 3 | Retells | some parts of the story | English | ||
| EN3LC-IIIa-j-2.6 | 3 | Retells | some parts of the story | English | ||
| EN3LC-IVa-j-2.6 | 3 | Retells | some parts of the story | English | ||
| EN3A-IIc-2 | 3 | Revisits | favorite books | English | ||
| EN3A-IIc-2 | 3 | Revisits | favorite rhymes | English | ||
| EN3A-IIc-2 | 3 | Revisits | favorite songs | English | ||
| EN3SS-Ia-6 | 3 | Self-corrects | by scanning and skimming | one’s comprehension | English | |
| EN3RC-IIa-b-2.19 | 3 | Self-corrects | one’s comprehension | English | ||
| EN3RC-I0 -2.10 | 3 | Sequences | 3 events | English | ||
| EN3RC-I0-2.10 | 3 | Sequences | 3 events | English | ||
| EN3RC-II0 -2.10 | 3 | Sequences | 3 events | English | ||
| EN3RC-III0 -2.10 | 3 | Sequences | 3 events | English | ||
| EN3LC-IIi- j-2.7 | 3 | Sequences | a series of events | viewed/ listened to | English | |
| EN3RC-IIi-j-2.10 | 3 | Sequences | a series of events | in a literary selection | English | |
| EN3LC-Ia-j-2.7 | 3 | Sequences | using signal words | at least 3 events | English | |
| EN3LC-IIa-j-2.7 | 3 | Sequences | using signal words | at least 3 events | English | |
| EN3LC-IIIa-j-2.7 | 3 | Sequences | using signal words | at least 3 events | English | |
| EN3LC-IVa-j-2.7 | 3 | Sequences | using signal words | at least 3 events | English | |
| EN3OL-IIg-h-2.1 | 3 | Shares | as springboard for writing | experiences | English | |
| EN3OL-IIg-h-2.1 | 3 | Shares | as springboard for writing | film viewed | English | |
| EN3OL-Ic-1.3 | 3 | Shares | relevant information | English | ||
| EN3OL-IIg-h-2.1 | 3 | Shares | as springboard for writing | story listened to | English | |
| EN3OL-IIg-h-2.1 | 3 | Shares | as springboard for writing | story read to | English | |
| EN3PA-IIa-d-2 | 3 | Shows | how spoken words are represented by written letters that are arranged in a specific order | English | ||
| EN3RC- IVa –b-2.14 | 3 | Shows | by presenting them through dramatization, role playing etc. | understanding of a story | English | |
| EN1V-Ib-23 | 3 | Shows | through drawing, actions, and using them in sentences | understanding of meaning | of short o words | English |
| EN1V-Ic-24 | 3 | Shows | through drawing, actions, and using them in sentences | understanding of meaning | of short u words | English |
| EN2V-Ie-j-4.1 | 3 | Shows | through drawing, actions, and using them correctly in sentences | understanding of meaning | of 2-syllable words consisting of short e to u words | English |
| EN3V-Ih-i-26 | 3 | Shows | by using them in correct sentences | understanding of meaning | of words with vowel diphthongs | English |
| EN3V-IIa-b-5 | 3 | Shows | through drawing, actions, and using them in sentences | understanding of meaning | of words with initial consonant blends | English |
| EN3V-IId-e-5.1 | 3 | Shows | through drawing, actions, and using them in sentences | understanding of meaning | of words with final consonant blends | English |
| EN3V-IIg-h-5.2 | 3 | Shows | through drawing, actions, and using them in sentences | understanding of meaning | of words with consonant digraphs ch | English |
| EN3V-IIi-j-5.3 | 3 | Shows | through drawing, actions, and using them in sentences | understanding of meaning | of words with consonant digraphs sh | English |
| EN1V-IIIa-j-25 | 3 | Shows | through drawing, actions, and using them in sentences | understanding of meaning | of long vowel words (a, i, o, and u) | English |
| EN3S-IIa-b-4 | 3 | Spells | one-to-two syllable words | with consonant blends (e.g. pl, tr) | English | |
| EN3S-IIIe-f-5 | 3 | Spells | some irregularly-spelled words | (e.g. have, said, please, because) | English | |
| EN2S-IVd-f-5 | 3 | Spells | some irregularly-spelled words | (e.g. have, said, please, because) | English | |
| EN3S-IId-e-4.1 | 3 | Spells | words | with ending consonant blends | English | |
| EN3S-IIg-h-4.2 | 3 | Spells | words | with consonant digraphs ch and sh | English | |
| EN3S-IIi-j-4.3 | 3 | Spells | words | with initial and final consonant blends and consonant digraphs | English | |
| EN3S-IIi-j-4.3 | 3 | Spells | words | with initial and final consonant blends and consonant digraphs | English | |
| EN3S-IIIa-d-4 | 3 | Spells | words | that were introduced during word recognition | English | |
| EN3S- IVa –b-4 | 3 | Spells | words | that were introduced during word recognition | English | |
| EN3OL-Ie-1.10 | 3 | Synthesizes | information shared by others | English | ||
| EN3A-IIId-h-6 | 3 | Takes | from home to school, or vice-versa; for independent/ shared extra reading | books | English | |
| EN3A-IVg-i-6 | 3 | Takes | from home to school, or vice-versa; for independent/ shared extra reading | books | English | |
| EN3A-IIIb- c-2.9 | 3 | Takes | part in creative responses to stories | like preparing logs, journal and other oral presentations | English | |
| EN3A-IVd-f- 2.9 | 3 | Takes | part in creative responses to stories | like preparing logs, journal and other oral presentations | English | |
| EN3G-Ib-1.4.1 | 3 | Uses | a declarative sentence | English | ||
| EN3G-IIc-d-3.4 | 3 | Uses | in simple sentences | action words | English | |
| EN3G-Id-1.6 | 3 | Uses | appropriate punctuation marks | (e.g. period, comma, question mark, exclamation point) | English | |
| EN3WC-IIi-j-2.6 | 3 | Uses | appropriate punctuation marks | English | ||
| EN3WC-IIId-e-2.6 | 3 | Uses | appropriate punctuation marks | English | ||
| EN3S-IIIg-j-2.5 | 3 | Uses | capitalization rules in word and sentence level | (e.g. proper and common nouns, beginning words in sentences) | English | |
| EN3S-IVg-i-2.5 | 3 | Uses | capitalization rules in word and sentence level | (e.g. proper and common nouns, beginning words in sentences) | English | |
| EN3V-IVa-j-12.3 | 3 | Uses | to figure out what words mean | clues | from the context | English |
| EN3G-If-2.2 | 3 | Uses | common nouns | English | ||
| EN3G-IIIe-f-4.2.4 | 3 | Uses | commonly used possessive pronouns | English | ||
| EN3G-IIIa-b-4.2.1 | 3 | Uses | demonstrative pronouns: these/those | English | ||
| EN3G-IIIa-b-4.2.1 | 3 | Uses | demonstrative pronouns: this/that | English | ||
| EN3G-IIIf-g-5.3.1 | 3 | Uses | descriptive adjectives | English | ||
| EN3G-Ic-1.3 | 3 | Uses | different kinds of sentences | (e.g. declarative, interrogative, exclamatory, imperative) | English | |
| EN3RC-IIIg-j-2.5 | 3 | Uses | in reading | different sources of information | English | |
| EN3SS-IIc-d-2.15 | 3 | Uses | to show understanding of texts | graphic organizers | English | |
| EN3V-IVf-g-13.6 | 3 | Uses | correctly | homonyms | (meat-meet, road-rode) | English |
| EN3V-IVg-i-9 | 3 | Uses | to perform artistic theme-based activities (e.g. interviews, telephone conversation, role-play, etc.); using common sight words | known words | English | |
| EN3G-Ie-2.4 | 3 | Uses | in simple sentences | nouns | (e.g. people, animals, places,, things events) | English |
| EN3G-IIIc-d-4.2.3 | 3 | Uses | personal pronouns | (e.g. I, you, he, she, it, we, they) | English | |
| EN2G-Ig-h-2 .3 | 3 | Uses | by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) | plural form of regular nouns | English | |
| EN3G-Ii-j-2.4 | 3 | Uses | plural from of frequently occurring irregular nouns | (e.g. children, feet, teeth) | English | |
| EN3G-If-2.2 | 3 | Uses | proper nouns | English | ||
| EN3G-Ib-1.6 | 3 | Uses | for declarative and interrogative sentences | proper punctuation | English | |
| EN3F-IVa-j-1.11 | 3 | Uses | to guide reading for fluency | punctuations | including commas, periods and question marks | English |
| EN3G-IIa-b-3.4 | 3 | Uses | correctly; in sentences | the be-verbs: am | English | |
| EN3G-IIa-b-3.4 | 3 | Uses | correctly; in sentences | the be-verbs: are | English | |
| EN3G-IIa-b-3.4 | 3 | Uses | correctly; in sentences | the be-verbs: is | English | |
| EN3G-IIa-b-3.4 | 3 | Uses | correctly; in sentences | the be-verbs: was | English | |
| EN3G-IIa-b-3.4 | 3 | Uses | correctly; in sentences | the be-verbs: were | English | |
| EN3G-IVi-j-5.2 | 3 | Uses | in making comparisons | the degrees of adjectives: comparative | English | |
| EN3G-IVi-j-5.2 | 3 | Uses | in making comparisons | the degrees of adjectives: positive | English | |
| EN3G-IVi-j-5.2 | 3 | Uses | in making comparisons | the degrees of adjectives: superlative | English | |
| EN3LC-IIIi-j-3.7 | 3 | Uses | the elements | of an informational/ factual text heard | English | |
| EN3LC- IVa -3.7 | 3 | Uses | the elements | of an informational/ factual text heard | English | |
| EN3G-IVg-h-7.3 | 3 | Uses | the most frequently occurring prepositions | (e.g. towards, beside,, into, etc.) | English | |
| EN3G-IId-f-3.2 | 3 | Uses | the past tense of frequently occurring regular verbs | (walk – walked, etc) | English | |
| EN3G-IIe-f-3.2.1.1 | 3 | Uses | verbs | in simple present and past tense | English | |
| EN3G-IIe-f-3.2.1.1 | 3 | Uses | verbs | in simple present tense | English | |
| EN3LC-IIIc-d-2.5 | 3 | Validates | ideas | made after listening to a story | English | |
| EN2WC-IVa-e-22 | 3 | Writes | a simple story | English | ||
| EN3WC-IId-h-3 | 3 | Writes | at least three sentences | from various familiar sources | English | |
| EN3WC-IIIb-c-3 | 3 | Writes | at least three sentences | from various familiar sources | English | |
| EN3WC-Ia-j-2.2 | 3 | Writes | as a response to stories/ poems listened to | different forms of simple composition: a diary | English | |
| EN3WC-IIa-j-2.2 | 3 | Writes | as a response to stories/ poems listened to | different forms of simple composition: a diary | English | |
| EN3WC-Ia-j-5 | 3 | Writes | as a response to stories/ poems listened to | different forms of simple composition: a note of advice | English | |
| EN3WC-IIa-j-5 | 3 | Writes | as a response to stories/ poems listened to | different forms of simple composition: a note of advice | English | |
| EN3WC-Ia-j-9 | 3 | Writes | as a response to stories/ poems listened to | different forms of simple composition: a short paragraph, etc. | English | |
| EN3WC-IIa-j-9 | 3 | Writes | as a response to stories/ poems listened to | different forms of simple composition: a short paragraph, etc. | English | |
| EN3WC-Ia-j-8 | 3 | Writes | as a response to stories/ poems listened to | different forms of simple composition: another ending for a story | English | |
| EN3WC-IIa-j-8 | 3 | Writes | as a response to stories/ poems listened to | different forms of simple composition: another ending for a story | English | |
| EN3WC-Ia-j-7 | 3 | Writes | as a response to stories/ poems listened to | different forms of simple composition: descriptive paragraph | English | |
| EN3WC-IIa-j-7 | 3 | Writes | as a response to stories/ poems listened to | different forms of simple composition: descriptive paragraph | English | |
| EN3WC-Ia-j-4 | 3 | Writes | as a response to stories/ poems listened to | different forms of simple composition: draw and write sentences about one’s drawing | English | |
| EN3WC-IIa-j-4 | 3 | Writes | as a response to stories/ poems listened to | different forms of simple composition: draw and write sentences about one’s drawing | English | |
| EN3WC-Ia-j-6 | 3 | Writes | as a response to stories/ poems listened to | different forms of simple composition: Thank you letter | English | |
| EN3WC-IIa-j-6 | 3 | Writes | as a response to stories/ poems listened to | different forms of simple composition: Thank you letter | English | |
| EN3PWR-Ia-b-7 | 3 | Writes | short e, a and i words | in CVC pattern | English | |
| EsP3PD- IVc-i– 9 | 3 | Naipamamalas | sa pamamagitan ng: pag-iingat at pangangalaga sa kalikasan | ang pagmamahal sa lahat ng nilikha ng Diyos | at kanyang mga biyaya | EsP |
| EsP3PD- IVc-i– 9 | 3 | Naipamamalas | sa pamamagitan ng: pagpapakita ng kabutihan at katuwiran | ang pagmamahal sa lahat ng nilikha ng Diyos | at kanyang mga biyaya | EsP |
| EsP3PD- IVc-i– 9 | 3 | Naipamamalas | sa pamamagitan ng: pagpapakita at pagpapadama ng kahalagahan ng pagbibigay ng pag-asa sa iba | ang pagmamahal sa lahat ng nilikha ng Diyos | at kanyang mga biyaya | EsP |
| EsP3PD- IVc-i– 9 | 3 | Naipamamalas | sa pamamagitan ng: pagpapakita ng kahalagahan ng pag-asa para makamit ang tagumpay | ang pagmamahal sa lahat ng nilikha ng Diyos | at kanyang mga biyaya | EsP |
| EsP3PD- IVc-i– 9 | 3 | Naipamamalas | sa pamamagitan ng: pagpapakita ng suporta sa mga kaibigan o pagiging mabuting kaibigan | ang pagmamahal sa lahat ng nilikha ng Diyos | at kanyang mga biyaya | EsP |
| EsP3PD- IVc-i– 9 | 3 | Naipamamalas | sa pamamagitan ng: pagtulong sa mga nangangailangan | ang pagmamahal sa lahat ng nilikha ng Diyos | at kanyang mga biyaya | EsP |
| EsP3P- IIf-g –16 | 3 | Naisasaalang-alang | sa pamamagitan ng: pagbabahagi ng pagkain, laruan, damit, gamit at iba pa | ang kalagayan | ng kapwa bata | EsP |
| EsP3P- IIf-g –16 | 3 | Naisasaalang-alang | sa pamamagitan ng: pagbabahagi ng pagkain, laruan, damit, gamit at iba pa | ang katayuan | ng kapwa bata | EsP |
| EsP3P- IIf-g –16 | 3 | Naisasaalang-alang | sa pamamagitan ng: pagbabahagi ng pagkain, laruan, damit, gamit at iba pa | ang pangkat etnikong kinabibilangan | ng kapwa bata | EsP |
| EsP3PKP- Ie – 18 | 3 | Nakagagawa | ng mga wastong kilos at gawi | sa pangangalaga ng sariling kalusugan at kaligtasan | EsP | |
| EsP3PKP- If – 19 | 3 | Nakahihikayat | na gawin ang dapat para sa sariling kalusugan at kaligtasan Hal. pagkain/inumin, kagamitan, lansangan, pakikipagkaibigan | ng kapwa | EsP | |
| EsP3P- IIa-b – 14 | 3 | Nakapagpapadama | na may karamdaman; sa pamamagitan ng mga simpleng gawain: pagdalaw, pag-aliw at pagdadala ng pagkain o anumang bagay na kailangan | ng malasakit sa kapwa | EsP | |
| EsP3P- IIa-b – 14 | 3 | Nakapagpapadama | na may karamdaman; sa pamamagitan ng mga simpleng gawain: pagtulong at pag-aalaga | ng malasakit sa kapwa | EsP | |
| EsP3PPP- IIIc-d– 15 | 3 | Nakapagpapahayag | na isang tanda ng mabuting pag-uugali ng Pilipino ang pagsunod sa tuntunin ng pamayanan | EsP | ||
| EsP3P- IIh-i – 17 | 3 | Nakapagpapakita | ng kasiyahan sa pakikiisa sa mga gawaing pambata | Hal. paglalaro, programa sa paaralan (paligsahan, pagdiriwang at iba pa) | EsP | |
| EsP3P- IIc-e – 15 | 3 | Nakapagpapakita | sa pamamagitan ng: pagbibigay ng pagkakataon upang sumali at lumahok sa mga palaro at iba pang paligsahan sa pamayanan | ng malasakit | sa may mga kapansanan | EsP |
| EsP3P- IIc-e – 15 | 3 | Nakapagpapakita | sa pamamagitan ng: pagbibigay ng pagkakataon upang sumali at lumahok sa mga palaro o larangan ng isport at iba pang programang pampaaralan | ng malasakit | sa may mga kapansanan | EsP |
| EsP3P- IIc-e – 15 | 3 | Nakapagpapakita | sa pamamagitan ng: pagbibigay ng simpleng tulong sa kanilang pangangailangan | ng malasakit | sa may mga kapansanan | EsP |
| EsP3PPP- IIIa-b – 14 | 3 | Nakapagpapakita | ng mga kaugaliang Pilipino | tulad ng: paggamit ng "po" at "opo" | EsP | |
| EsP3PPP- IIIa-b – 14 | 3 | Nakapagpapakita | ng mga kaugaliang Pilipino | tulad ng: pagmamano | EsP | |
| EsP3PPP- IIIa-b – 14 | 3 | Nakapagpapakita | ng mga kaugaliang Pilipino | tulad ng: pagsunod sa tamang tagubilin ng mga nakatatanda | EsP | |
| EsP3PKP- Ia – 14 | 3 | Nakapagpapakita | nang may pagtitiwala sa sarili | ng mga natatanging kakayahan | EsP | |
| EsP3PD- IVb–8 | 3 | Nakapagpapakita | ng paggalang | sa paniniwala ng iba tungkol sa Diyos | EsP | |
| EsP3PD-IVa– 7 | 3 | Nakapagpapakita | ng pananalig sa Diyos | EsP | ||
| EsP3PPP- IIIi – 18 | 3 | Nakapagpapanatili | sa pamamagitan ng pagiging handa sa sakuna o kalamidad | ng ligtas na pamayanan | EsP | |
| EsP3PPP- IIIe-g – 16 | 3 | Nakapagpapanatili | sa pamamagitan ng: paglilinis at pakikiisa sa gawaing pantahanan at pangkapaligiran | ng malinis at ligtas na pamayanan | EsP | |
| EsP3PPP- IIIe-g – 16 | 3 | Nakapagpapanatili | sa pamamagitan ng: palagiang pakikilahok sa proyekto ng pamayanan na may kinalaman sa kapaligiran | ng malinis at ligtas na pamayanan | EsP | |
| EsP3PPP- IIIe-g – 16 | 3 | Nakapagpapanatili | sa pamamagitan ng: wastong pagtatapon ng basura | ng malinis at ligtas na pamayanan | EsP | |
| EsP3PKP- Ii – 22 | 3 | Nakasusunod | sa mga pamantayan | ng mag-anak | EsP | |
| EsP3PKP- Ih – 21 | 3 | Nakasusunod | nang may kusang-loob at kawilihan | sa mga panuntunang itinakda ng tahanan | EsP | |
| EsP3PKP- Ii – 22 | 3 | Nakasusunod | sa mga tuntunin | ng mag-anak | EsP | |
| EsP3PPP- IIIh – 17 | 3 | Nakasusunod | sa mga tuntuning may kinalaman sa kaligtasan | tulad ng mga babala at batas trapiko: pagsakay/ pagbaba sa takdang lugar | EsP | |
| EsP3PKP- Ic – 16 | 3 | Nakatutukoy | ng mga damdamin | na nagpapamalas ng katatagan ng kalooban | EsP | |
| EsP3PKP- Ia – 13 | 3 | Nakatutukoy | ng natatanging kakayahan | Hal. talentong ibinigay ng Diyos | EsP | |
| EsP3PKP- Ib 15 | 3 | Napahahalagahan | ang kakayahan sa paggawa | EsP | ||
| EsP3PKP- Id – 17 | 3 | Napahahalagahan | ang pagkilala sa kayang gawin ng mag-aaral na sumusukat sa kanyang katatagan ng loob | tulad ng: pagbabago ayon sa nararapat na resulta | EsP | |
| EsP3PKP- Id – 17 | 3 | Napahahalagahan | ang pagkilala sa kayang gawin ng mag-aaral na sumusukat sa kanyang katatagan ng loob | tulad ng: pagtanggap sa puna ng ibang tao sa mga hindi magandang gawa, kilos, at gawi | EsP | |
| EsP3PKP- Ig – 20 | 3 | Napatutunayan | ang ibinubunga ng pangangalaga sa sariling kalusugan at kaligtasan: kaangkupang pisikal | EsP | ||
| EsP3PKP- Ig – 20 | 3 | Napatutunayan | ang ibinubunga ng pangangalaga sa sariling kalusugan at kaligtasan: kaligtasan sa kapahamakan | EsP | ||
| EsP3PKP- Ig – 20 | 3 | Napatutunayan | ang ibinubunga ng pangangalaga sa sariling kalusugan at kaligtasan: maayos at malusog na pangangatawan | EsP | ||
| EsP3PKP- Ig – 20 | 3 | Napatutunayan | ang ibinubunga ng pangangalaga sa sariling kalusugan at kaligtasan: masaya at maliksing katawan | EsP | ||
| F3PB-Ii-15 | 3 | Nababago | base sa mga natuklasang kaalaman sa binasang teksto | ang dating kaalaman | Filipino | |
| F3PB-IIj-15 | 3 | Nababago | base sa mga natuklasang kaalaman sa binasang teksto | ang dating kaalaman | Filipino | |
| F3PL-0a-j-6 | 3 | Nababago | batay sa binasang teksto | ang sariling damdamin | Filipino | |
| F3PL-0a-j-6 | 3 | Nababago | batay sa binasang teksto | ang sariling pananaw sa mga bagay-bagay | Filipino | |
| F3TA-0a-j-3 | 3 | Nababasa | nang may tamang bilis, diin, tono, antala at ekspresyon | ang kuwento | Filipino | |
| F3PP-IVcg-2 | 3 | Nababasa | ang mga salitang hiram | Filipino | ||
| F3PP-IVcg-2.5 | 3 | Nababasa | ang mga salitang hiram | Filipino | ||
| F3PP-IIb-d-2.3 | 3 | Nababasa | ang mga salitang iisa ang baybay ngunit magkaiba ang bigkas | Filipino | ||
| F3PP-IIc-j-2.3 | 3 | Nababasa | ang mga salitang iisa ang baybay ngunit magkaiba ang bigkas | Filipino | ||
| F3PP-IIe-g-2.4 | 3 | Nababasa | ang mga salitang iisa ang baybay ngunit magkaiba ang bigkas | Filipino | ||
| F3PP-IIIb-d-2.3 | 3 | Nababasa | ang mga salitang iisa ang baybay ngunit magkaiba ang bigkas | Filipino | ||
| F3PP-IIc-d-2.3 | 3 | Nababasa | ang mga salitang may klaster | Filipino | ||
| F3Al-If-1.3 | 3 | Nababasa | ang mga salitang may tatlong pantig pataas | Filipino | ||
| F3PP-IVcg-2 | 3 | Nababasa | ang mga salitang natutuhan sa aralin | Filipino | ||
| F3TA-0a-j-3 | 3 | Nababasa | nang may tamang bilis, diin, tono, antala at ekspresyon | ang talata | Filipino | |
| F3TA-0a-j-3 | 3 | Nababasa | nang may tamang bilis, diin, tono, antala at ekspresyon | ang tula | Filipino | |
| F3TA-0a-j-3 | 3 | Nababasa | nang may tamang bilis, diin, tono, antala at ekspresyon | ang usapan | Filipino | |
| F3PY-IIc-2.3 | 3 | Nababaybay | nang wasto | ang batayang talasalitaan | Filipino | |
| F3PY-Id-2.2 | 3 | Nababaybay | nang wasto | ang mga salitang natutunan sa aralin | Filipino | |
| F3PY-IVbfh-2 | 3 | Nababaybay | nang wasto | ang mga batayang talasalitaan | Filipino | |
| F3PY-IVb-h-2 | 3 | Nababaybay | nang wasto | ang mga batayang talasalitaan | Filipino | |
| F3PY-IIIb-2.2-2.3 | 3 | Nababaybay | nang wasto | ang mga batayang talasalitaang pampaningin | Filipino | |
| F3PY-If-2.4 | 3 | Nababaybay | nang wasto; batay sa bigkas | ang mga salita di-kilala | Filipino | |
| F3PY-IVbfh-2 | 3 | Nababaybay | nang wasto | ang mga salitang dinaglat | Filipino | |
| F3PY-IVb-h-2 | 3 | Nababaybay | nang wasto | ang mga salitang dinaglat | Filipino | |
| F3PY-IIh-2.5 | 3 | Nababaybay | nang wasto | ang mga salitang hiram | Filipino | |
| F3PY-IVbfh-2 | 3 | Nababaybay | nang wasto | ang mga salitang hiram | Filipino | |
| F3PY-IVb-h-2 | 3 | Nababaybay | nang wasto | ang mga salitang hiram | Filipino | |
| F3PY-Ih-2.1 | 3 | Nababaybay | nang wasto | ang mga salitang may tatlo o apat na pantig | Filipino | |
| F3PY-IIf-2.2 | 3 | Nababaybay | nang wasto | ang mga salitang natutuhan sa aralin | Filipino | |
| F3PY-IIIb-2.2-2.3 | 3 | Nababaybay | nang wasto | ang mga salitang natutunan sa aralin | Filipino | |
| F3PY-IVbfh-2 | 3 | Nababaybay | nang wasto | ang mga salitang natutunan sa aralin | Filipino | |
| F3PY-IVb-h-2 | 3 | Nababaybay | nang wasto | ang mga salitang natutunan sa aralin | Filipino | |
| F3EP-IIh-i-2.3 | 3 | Nabibigyang-kahulugan | ang dayagram | Filipino | ||
| F3EP-IIh-i-2.3 | 3 | Nabibigyang-kahulugan | ang graph | Filipino | ||
| F3EP-IIIce-2.3 | 3 | Nabibigyang-kahulugan | ang graph | Filipino | ||
| F3EP-IIIc-e-2.3 | 3 | Nabibigyang-kahulugan | ang graph | Filipino | ||
| F3EP-IVc-2.3 | 3 | Nabibigyang-kahulugan | ang graph | Filipino | ||
| F3EP-If-j-2.4 | 3 | Nabibigyang-kahulugan | ang isang table | Filipino | ||
| F3EP-If-j-2.4 | 3 | Nabibigyang-kahulugan | ang table | Filipino | ||
| F3KP-IIIe-g-6 | 3 | Nadadagdagan | upang makabuo ng bagong salita | ang mga tunog | Filipino | |
| F3WG-IIa-b-6 | 3 | Nagagamit | ang angkop na pagtatanong tungkol sa mga bagay | Filipino | ||
| F3WG-IVab-6 | 3 | Nagagamit | ang angkop na pagtatanong tungkol sa mga bagay | (ano, sino, saan, ilan, kalian, ano-ano, sino-sino) | Filipino | |
| F3WG-IVab-6 | 3 | Nagagamit | ang angkop na pagtatanong tungkol sa mga hayop | (ano, sino, saan, ilan, kalian, ano-ano, sino-sino) | Filipino | |
| F3WG-IIa-b-6 | 3 | Nagagamit | ang angkop na pagtatanong tungkol sa mga lugar | Filipino | ||
| F3WG-IVab-6 | 3 | Nagagamit | ang angkop na pagtatanong tungkol sa mga lugar | (ano, sino, saan, ilan, kalian, ano-ano, sino-sino) | Filipino | |
| F3WG-IIa-b-6 | 3 | Nagagamit | ang angkop na pagtatanong tungkol sa mga pangyayari | Filipino | ||
| F3WG-IVab-6 | 3 | Nagagamit | ang angkop na pagtatanong tungkol sa mga pangyayari | (ano, sino, saan, ilan, kalian, ano-ano, sino-sino) | Filipino | |
| F3WG-IIa-b-6 | 3 | Nagagamit | ang angkop na pagtatanong tungkol sa mga tao | Filipino | ||
| F3WG-IVab-6 | 3 | Nagagamit | ang angkop na pagtatanong tungkol sa mga tao | (ano, sino, saan, ilan, kalian, ano-ano, sino-sino) | Filipino | |
| F3EP-IVbgi-4 | 3 | Nagagamit | nang wasto | ang electronic na kagamitan | Filipino | |
| F3EP-Ib-h-5 | 3 | Nagagamit | sa pagkalap ng impormasyon | ang iba’t ibang bahagi ng aklat | Filipino | |
| F3EP-IIa-d-5 | 3 | Nagagamit | sa pagkalap ng impormasyon | ang iba’t ibang bahagi ng aklat | Filipino | |
| F3EP-IIIi-4.4 | 3 | Nagagamit | nang wasto | ang kagamitang electronic | Filipino | |
| F3PN-Ib-2 | 3 | Nagagamit | sa pag-unawa ng napakinggang teksto | ang karanasan | Filipino | |
| F3PN-IIa-2 | 3 | Nagagamit | sa pag-unawa ng napakinggang teksto | ang karanasan | Filipino | |
| F3PN-IVc-2 | 3 | Nagagamit | sa pag-unawa ng napakinggang teksto | ang karanasan | Filipino | |
| F3PS-IVg-2.7 | 3 | Nagagamit | sa pagtanggap ng panauhin | ang magagalang na pananalita | Filipino | |
| F3PS-IIIf-12.6 | 3 | Nagagamit | ang magagalang na pananalita sa pag-anyaya | Filipino | ||
| F3PS-IIb-12.5 | 3 | Nagagamit | ang magalang na pananalita na angkop sa sitwasyon: pagbati | Filipino | ||
| F3PS-IIb-12.5 | 3 | Nagagamit | ang magalang na pananalita na angkop sa sitwasyon: paghingi ng paumanhin | Filipino | ||
| F3PS-IIb-12.5 | 3 | Nagagamit | ang magalang na pananalita na angkop sa sitwasyon: pagpapaliwanag | Filipino | ||
| F3PS-IIb-12.5 | 3 | Nagagamit | ang magalang na pananalita na angkop sa sitwasyon: pakikipag–usap | Filipino | ||
| F3PS-If-12.2 | 3 | Nagagamit | ang magalang na pananalita na angkop sa sitwasyon: panghihiram ng gamit | Filipino | ||
| F3PS-If-12 | 3 | Nagagamit | ang magalang na pananalita sa angkop na sitwasyon: pakikipag usap sa hindi kakilala | Filipino | ||
| F3PS-If-12 | 3 | Nagagamit | ang magalang na pananalita sa angkop na sitwasyon: pakikipag usap sa matatanda | Filipino | ||
| F3PU-Ig-i-4 | 3 | Nagagamit | sa pagsulat ng talata | ang malaking letra | Filipino | |
| F3PU-Ig-i-4 | 3 | Nagagamit | sa pagsulat ng: mga salitang natutunan sa aralin, parirala, pangungusap | ang malaking letra | Filipino | |
| F3PU-IId-4 | 3 | Nagagamit | sa pagsulat ng mga parirala/ pangungusap | ang malaking letra | Filipino | |
| F3PU-IIId-2.6 | 3 | Nagagamit | sa pagsulat ng mga salitang dinaglat | ang malaking letra | Filipino | |
| F3PU-IIIg-2.6 | 3 | Nagagamit | sa pagsulat ng mga salitang dinaglat | ang malaking letra | Filipino | |
| F3PU-IVdf-4 | 3 | Nagagamit | sa pagsulat ng mga salitang natutunan sa aralin, mga salitang katutubo, salitang hiram at mga salitang dinaglat | ang malaking letra | Filipino | |
| F3PU-Ig-i-4 | 3 | Nagagamit | sa pagsulat ng talata | ang maliit na letra | Filipino | |
| F3PU-Ig-i-4 | 3 | Nagagamit | sa pagsulat ng: mga salitang natutunan sa aralin, parirala, pangungusap | ang maliit na letra | Filipino | |
| F3PU-IId-4 | 3 | Nagagamit | sa pagsulat ng mga parirala/ pangungusap | ang maliit na letra | Filipino | |
| F3PU-IIId-2.6 | 3 | Nagagamit | sa pagsulat ng mga salitang dinaglat | ang maliit na letra | Filipino | |
| F3PU-IIIg-2.6 | 3 | Nagagamit | sa pagsulat ng mga salitang dinaglat | ang maliit na letra | Filipino | |
| F3PU-IVdf-4 | 3 | Nagagamit | sa pagsulat ng mga salitang natutunan sa aralin, mga salitang katutubo, salitang hiram at mga salitang dinaglat | ang maliit na letra | Filipino | |
| F3PU-Ig-i-4 | 3 | Nagagamit | sa pagsulat ng talata | ang mga bantas | Filipino | |
| F3PU-Ig-i-4 | 3 | Nagagamit | sa pagsulat ng: mga salitang natutunan sa aralin, parirala, pangungusap | ang mga bantas | Filipino | |
| F3PU-IId-4 | 3 | Nagagamit | sa pagsulat ng mga parirala/ pangungusap | ang mga bantas | Filipino | |
| F3PU-IIId-2.6 | 3 | Nagagamit | sa pagsulat ng mga salitang dinaglat | ang mga bantas | Filipino | |
| F3PU-IIIg-2.6 | 3 | Nagagamit | sa pagsulat ng mga salitang dinaglat | ang mga bantas | Filipino | |
| F3PU-IVdf-4 | 3 | Nagagamit | sa pagsulat ng mga salitang natutunan sa aralin, mga salitang katutubo, salitang hiram at mga salitang dinaglat | ang mga bantas | Filipino | |
| F3EP-IIIh-6 | 3 | Nagagamit | sa pagtatala ng impormasyon o datos na kailangan | ang mga nakalarawang balangkas | Filipino | |
| F3EP-IVdefh-6 | 3 | Nagagamit | sa pagtatala ng impormasyon o datos na kailangan | ang mga nakalarawang balangkas | Filipino | |
| F3EP-IVd-h-6 | 3 | Nagagamit | sa pagkalap ng impormasyon o datos na kailangan | ang mga nakalarawang balangkas | Filipino | |
| F3EP-IVh-6 | 3 | Nagagamit | sa pagtatala ng impormasyon o datos na kailangan | ang mga nakalarawang balangkas | Filipino | |
| F3WG-IIIh-6 | 3 | Nagagamit | nang wasto | ang mga pang-abay na naglalarawan ng isang kilos o gawi | Filipino | |
| F3WG-IVg-h-6 | 3 | Nagagamit | nang wasto | ang mga pang-abay na naglalarawan ng isang kilos o gawi | Filipino | |
| F3WG-IVef-5 | 3 | Nagagamit | sa pag-uusap tungkol sa iba’t ibang gawain sa tahanan, paaralan, at pamayanan | ang mga salitang kilos | Filipino | |
| F3WG-Ie-h-3 | 3 | Nagagamit | sa usapan | ang mga salitang pamalit sa ngalan ng tao: ako | Filipino | |
| F3WG-Ie-h-3 | 3 | Nagagamit | sa usapan | ang mga salitang pamalit sa ngalan ng tao: ikaw | Filipino | |
| F3WG-Ie-h-3 | 3 | Nagagamit | sa usapan | ang mga salitang pamalit sa ngalan ng tao: kami | Filipino | |
| F3WG-IIg-j-3 | 3 | Nagagamit | sa usapan | ang mga salitang pamalit sa ngalan ng tao: kami | Filipino | |
| F3WG-Ie-h-3 | 3 | Nagagamit | sa usapan | ang mga salitang pamalit sa ngalan ng tao: kayo | Filipino | |
| F3WG-IIg-j-3 | 3 | Nagagamit | sa usapan | ang mga salitang pamalit sa ngalan ng tao: kayo | Filipino | |
| F3WG-Ie-h-3 | 3 | Nagagamit | sa usapan | ang mga salitang pamalit sa ngalan ng tao: sila | Filipino | |
| F3WG-IIg-j-3 | 3 | Nagagamit | sa usapan | ang mga salitang pamalit sa ngalan ng tao: sila | Filipino | |
| F3WG-Ie-h-3 | 3 | Nagagamit | sa usapan | ang mga salitang pamalit sa ngalan ng tao: siya | Filipino | |
| F3WG-Ie-h-3 | 3 | Nagagamit | sa usapan | ang mga salitang pamalit sa ngalan ng tao: tayo | Filipino | |
| F3WG-IIg-j-3 | 3 | Nagagamit | sa usapan | ang mga salitang pamalit sa ngalan ng tao: tayo | Filipino | |
| F3EP-IIIf-4.3 | 3 | Nagagamit | nang wasto | ang nakalimbag na kagamitan | Filipino | |
| F3EP-IIIi-4.4 | 3 | Nagagamit | nang wasto | ang nakalimbag na kagamitan | Filipino | |
| F3EP-IVbgi-4 | 3 | Nagagamit | nang wasto | ang nakalimbag na kagamitan | Filipino | |
| F3PN-Ib-2 | 3 | Nagagamit | sa pag-unawa ng napakinggang teksto | ang naunang kaalaman | Filipino | |
| F3PN-IIa-2 | 3 | Nagagamit | sa pag-unawa ng napakinggang teksto | ang naunang kaalaman | Filipino | |
| F3PN-IVc-2 | 3 | Nagagamit | sa pag-unawa ng napakinggang teksto | ang naunang kaalaman | Filipino | |
| F3WG-IIg-j-3.1 | 3 | Nagagamit | bilang pamalit sa pangngalan | ang panghalip (anyong ng): (noon) niyon | Filipino | |
| F3WG-IIg-j-3.1 | 3 | Nagagamit | bilang pamalit sa pangngalan | ang panghalip (anyong ng): nito | Filipino | |
| F3WG-IIg-j-3.1 | 3 | Nagagamit | bilang pamalit sa pangngalan | ang panghalip (anyong ng): niyan | Filipino | |
| F3WG-IIg-j-3.1 | 3 | Nagagamit | bilang pamalit sa pangngalan | ang panghalip: (noon) niyon | Filipino | |
| F3WG-Ie-h-3.1 | 3 | Nagagamit | bilang pamalit sa pangngalan | ang panghalip: ito | Filipino | |
| F3WG-Ie-h-3.1 | 3 | Nagagamit | bilang pamalit sa pangngalan | ang panghalip: iyan | Filipino | |
| F3WG-Ie-h-3.1 | 3 | Nagagamit | bilang pamalit sa pangngalan | ang panghalip: iyon | Filipino | |
| F3WG-IIg-j-3.1 | 3 | Nagagamit | bilang pamalit sa pangngalan | ang panghalip: nito | Filipino | |
| F3WG-IIg-j-3.1 | 3 | Nagagamit | bilang pamalit sa pangngalan | ang panghalip: niyan | Filipino | |
| F3WG-Ia-d-2 | 3 | Nagagamit | sa pagsasalaysay tungkol sa mga tao, lugar at bagay sa paligid | ang pangngalan | Filipino | |
| F3WG-IIa-c | 3 | Nagagamit | sa pagsasalaysay tungkol sa mga tao, lugar, bagay at mga pangyayari sa paligid | ang pangngalan | Filipino | |
| F3WG-IIa-c-2 | 3 | Nagagamit | sa pagsasalaysay tungkol sa mga tao, lugar, bagay at mga pangyayari sa paligid | ang pangngalan | Filipino | |
| F3WG-IVi-j-7 | 3 | Nagagamit | nang wasto | ang pang-ukol: laban sa | Filipino | |
| F3WG-IVi-j-7 | 3 | Nagagamit | nang wasto | ang pang-ukol: para sa | Filipino | |
| F3WG-IVi-j-7 | 3 | Nagagamit | nang wasto | ang pang-ukol: tungkol sa | Filipino | |
| F3WG-IVi-j-7 | 3 | Nagagamit | nang wasto | ang pang-ukol: ukol sa | Filipino | |
| F3EP-IIIf-4.3 | 3 | Nagagamit | nang wasto | ang silid-aklatan | Filipino | |
| F3EP-IIIi-4.4 | 3 | Nagagamit | nang wasto | ang silid-aklatan | Filipino | |
| F3EP-IVbgi-4 | 3 | Nagagamit | nang wasto | ang silid-aklatan | Filipino | |
| F3EP-IVb-i-4.3-4.4 | 3 | Nagagamit | nang wasto; para sa nakalimbag na kagamitan at electronic na kagamitan | ang silid-aklatan | Filipino | |
| F3WG-IIIe-f-5 | 3 | Nagagamit | sa pagsasalaysay ng mga personal na karanasan | ang tamang salitang kilos/ pandiwa | Filipino | |
| F3PL-0a-j | 3 | Nagagamit | bilang tugon sa sariling pangangailangan at sitwasyon | ang wika | Filipino | |
| F3PL-0a-j-2 | 3 | Nagagamit | bilang tugon sa sariling pangangailangan at sitwasyon | ang wika | Filipino | |
| F3EP-IVa-5 | 3 | Nagagamit | batay sa pangangailangan | pangkalahatang sanggunian | Filipino | |
| F3KP-Id-10 | 3 | Nahahati | nang pabigkas; ayon sa pantig | ang isang salita | Filipino | |
| F3AL-Ia-1.2 | 3 | Nahuhulaan | sa pamamagitan ng pamagat | ang nilalaman/paksa ng aklat | Filipino | |
| F3AL-IIb-1 | 3 | Nahuhulaan | sa pamamagitan ng pagtingin sa mga larawan | ang nilalaman/paksa ng aklat | Filipino | |
| F3AL-IIIa-e-1 | 3 | Nahuhulaan | sa pamamagitan ng pahapyaw na pagbasa | ang nilalaman/paksa ng aklat | Filipino | |
| F3PL-0a-j-5 | 3 | Naibabahagi | upang makahikayat ng iba na magbasa | ang kaalaman mula sa pagbasa | Filipino | |
| F3PL-0a-j-5 | 3 | Naibabahagi | upang makahikayat ng iba na magbasa | ang karanasan sa pagbasa | Filipino | |
| F3PL-0a-j-5 | 3 | Naibabahagi | upang makahikayat ng pagkahilig sa pagbasa | ang karanasan sa pagbasa | Filipino | |
| F3PL-0a-j-5 | 3 | Naibabahagi | upang makahikayat ng pagmamahal sa pagbasa | ang karanasan sa pagbasa | Filipino | |
| F3PL-0a-j -7 | 3 | Naibabahagi | upang makahikayat ng pagkahilig sa pagbasa | ang karanasan sa pagbasa | Filipino | |
| F3PL-0a-j-7 | 3 | Naibabahagi | upang makahikayat ng pagmamahal sa pagbasa | ang karanasan sa pagbasa | Filipino | |
| F3PB-IIIj-16 | 3 | Naibibigay | ang buod o lagom | ng tesktong binasa | Filipino | |
| F3PB-IVi-16 | 3 | Naibibigay | ang buod o lagom | ng tesktong binasa | Filipino | |
| F3AL-IIa-e-1.4 | 3 | Naibibigay | batay sa pamagat at pabalat | ang maaaring pahina ng aklat | Filipino | |
| F3PB-IIIe-11.2 | 3 | Naibibigay | ang mga sumusuportang kaisipan sa pangunahing kaisipan | ng tekstong binasa | Filipino | |
| F3PN-IIIe-7 | 3 | Naibibigay | ang paksa | ng kuwento o sanaysay na napakinggan | Filipino | |
| F3PN-IVd-7 | 3 | Naibibigay | ang paksa | ng kuwento o sanaysay na napakinggan | Filipino | |
| F3PN-IIIf-12 | 3 | Naibibigay | bago, habang at pagkatapos mapakinggan ang teksto | ang sariling hinuha | Filipino | |
| F3PN-Ic-1.4 | 3 | Naiguguhit | ang mensahe | ng napakinggang parabula/ alamat | Filipino | |
| F3PN-IIg-6.2 | 3 | Naiguguhit | ang mensahe | ng napakinggang teksto | Filipino | |
| F3AL-Ie-14.1 | 3 | Naikukumpara | sa pamamagitan ng pagkakatulad at pagkakaiba; batay sa pisikal na anyo | ang mga aklat | Filipino | |
| F3A-IIIcj-14.4 | 3 | Naikukumpara | sa pamamagitan ng pagtatala ng pagkakatulad at pagkakaiba; batay sa tema | ang mga aklat | Filipino | |
| F3AL-IVgj-14 | 3 | Naikukumpara | sa pamamagitan ng pagkakatulad at pagkakaiba; batay sa pisikal na anyo (tauhan, tagpuan, tema) | ang mga aklat | Filipino | |
| F3AL-IIg-14.3 | 3 | Naikukumpara | sa pamamagitan ng pagtatala ng pagkakatulad at pagkakaiba | ang mga kuwento | Filipino | |
| F3AL-IIIc-j-14.4 | 3 | Naikukumpara | sa pamamagitan ng pagtatala ng pagkakatulad at pagkakaiba | ang mga kuwento | Filipino | |
| F3AL-Ivg-j-14 | 3 | Naikukumpara | sa pamamagitan ng pagkakatulad at pagkakaiba; batay sa pisikal na anyo (tauhan, tagpuan, tema) | ang mga kuwento | Filipino | |
| F3PB-IIb-e-4 | 3 | Nailalarawan | ang elemento ng kuwento: banghay | Filipino | ||
| F3PB-IIb-e-4 | 3 | Nailalarawan | ang elemento ng kuwento: tagpuan | Filipino | ||
| F3PB-IIb-e-4 | 3 | Nailalarawan | ang elemento ng kuwento: tauhan | Filipino | ||
| F3PBH-Ie-4 | 3 | Nailalarawan | ang mga elemento ng kuwento: banghay | Filipino | ||
| F3PB-IIb-e-4 | 3 | Nailalarawan | ang mga elemento ng kuwento: banghay | Filipino | ||
| F3PBH-Ie-4 | 3 | Nailalarawan | ang mga elemento ng kuwento: tagpuan | Filipino | ||
| F3PB-IIb-e-4 | 3 | Nailalarawan | ang mga elemento ng kuwento: tagpuan | Filipino | ||
| F3PBH-Ie-4 | 3 | Nailalarawan | ang mga elemento ng kuwento: tauhan | Filipino | ||
| F3PB-IIb-e-4 | 3 | Nailalarawan | ang mga elemento ng kuwento: tauhan | Filipino | ||
| F3TA-0a-j-2 | 3 | Naipahahayag | nang may wastong tono, diin, bilis, antala at intonasyon | ang damdamin | Filipino | |
| F3TA-0a-j-2 | 3 | Naipahahayag | nang may wastong tono, diin, bilis, antala at intonasyon | ang ideya | Filipino | |
| F3TA-0a-j-2 | 3 | Naipahahayag | nang may wastong tono, diin, bilis, antala at intonasyon | ang kaisipan | Filipino | |
| F3TA-0a-j-2 | 3 | Naipahahayag | nang may wastong tono, diin, bilis, antala at intonasyon | ang reaksyon | Filipino | |
| F3PS-IIId-1 | 3 | Naipahahayag | ang sariling opinyon | sa isang napakinggang isyu | Filipino | |
| F3PS-IIId-1 | 3 | Naipahahayag | ang sariling reaskyon | sa isang napakinggang isyu | Filipino | |
| F3PL-Oa-j -4 | 3 | Naipakikita | ang aktibong pakikilahok sa gawaing pampanitikan | Filipino | ||
| F3PL-Oa-j -4 | 3 | Naipakikita | ang aktibong pakikilahok sa usapan pampanitikan | Filipino | ||
| F3PL-0a-j | 3 | Naipakikita | ang hilig sa pagbasa | Filipino | ||
| F3PL-Oa-j-7 | 3 | Naipakikita | ang hilig sa pagbasa | Filipino | ||
| F3PL-0a-j-7 | 3 | Naipakikita | sa pamamagitan ng pagpili ng babasahin na angkop sa edad | ang hilig sa pagbasa | Filipino | |
| F3PL-0a-j-7 | 3 | Naipakikita | sa pamamagitan ng pagpili ng babasahing angkop sa edad | ang hilig sa pagbasa | Filipino | |
| F3PL-0a-j-6 | 3 | Naipakikita | ang pagtanggap sa mga ideya | ng nabasang teksto/akda | Filipino | |
| F3PL-0a-j | 3 | Naipamamalas | ang paggalang sa damdamin ng may akda | ng tekstong napakinggan o nabasa | Filipino | |
| F3PL-0a-j-3 | 3 | Naipamamalas | ang paggalang sa damdamin ng may akda | ng tekstong napakinggan o nabasa | Filipino | |
| F3PL-0a-j | 3 | Naipamamalas | ang paggalang sa ideya ng may akda | ng tekstong napakinggan o nabasa | Filipino | |
| F3PL-0a-j-3 | 3 | Naipamamalas | ang paggalang sa ideya ng may akda | ng tekstong napakinggan o nabasa | Filipino | |
| F3PL-0a-j | 3 | Naipamamalas | ang paggalang sa kultura ng may akda | ng tekstong napakinggan o nabasa | Filipino | |
| F3PL-0a-j-3 | 3 | Naipamamalas | ang paggalang sa kultura ng may akda | ng tekstong napakinggan o nabasa | Filipino | |
| F3PS-IVc-1 | 3 | Naipapahayag | ang sariling opinyon | sa isang napaking gang isyu o usapan | Filipino | |
| F3PS-IVc-1 | 3 | Naipapahayag | ang sariling reaskyon | sa isang napaking gang isyu o usapan | Filipino | |
| F3PS-IIb-2.5 | 3 | Naisasagawa | ang maayos na pagpapakilala ng ibang tao | Filipino | ||
| F3TA-Ia-13.1 | 3 | Naisasagawa | ang maayos na pagpapakilala ng sarili | Filipino | ||
| F3PN-Ie-5 | 3 | Naisasakilos | ang tulang napakinggan | Filipino | ||
| F3PN-IId-5 | 3 | Naisasakilos | ang tulang napakinggan | Filipino | ||
| F3PB-Ig-12.1 | 3 | Naisasalaysay muli | nang may tamang pagkakasunod-sunod ng mga pangyayari | ang binasang teksto | Filipino | |
| F3PB-IIg-12.2 | 3 | Naisasalaysay muli | nang may tamang pagkakasunod-sunod; sa tulong ng pamatnubay na tanong | ang binasang teksto | Filipino | |
| F3PB-IIIg-12.3 | 3 | Naisasalaysay muli | nang may tamang pagkakasunod-sunod | ang binasang teksto | Filipino | |
| F3PB-IV3-12.4 | 3 | Naisasalaysay muli | nang may tamang pagkakasunod-sunod; sa tulong ng balangkas | ang binasang teksto | Filipino | |
| F3PN-Ig-6.1 | 3 | Naisasalaysay muli | sa tulong ng larawan | ang napakinggang teksto | Filipino | |
| F3PN-IIf-6.4 | 3 | Naisasalaysay muli | sa tulong ng pamatnubay na tanong | ang napakinggang teksto | Filipino | |
| F3PN-IIIh-6.3 | 3 | Naisasalaysay muli | ayon sa kronolohikal na pagkakasunod-sunod | ang napakinggang teksto | Filipino | |
| F3PN-IVh-6.6 | 3 | Naisasalaysay muli | sa tulong balangkas | ang napakinggang teksto | Filipino | |
| F3KP-IIIh-j-11 | 3 | Naisasama | upang makabuo ng salitang klaster | ang mga katinig at patinig | (Hal. blusa, gripo, plato) | Filipino |
| F3PB-Ia-1 | 3 | Naiuugnay | sa sariling karanasan | ang binasa | Filipino | |
| F3PB-IIa-1 | 3 | Naiuugnay | sa sariling karanasan | ang binasa | Filipino | |
| F3PB-Ivc-1 | 3 | Naiuugnay | sa sariling karanasan | ang binasa | Filipino | |
| F3PB-IIIa-1 | 3 | Naiuugnay | sa binasa | ang sariling karanasan | Filipino | |
| F3PS-IIi-3.1 | 3 | Naiuulat | nang pasalita | ang mga naobserbahang pangyayari sa pamayanan | Filipino | |
| F3PS-IIIi-3.5 | 3 | Naiuulat | nang pasalita | ang mga napakinggang balita | Filipino | |
| F3PS-IVe-3.6 | 3 | Naiuulat | nang pasalita | ang mga napanood na patalastas | Filipino | |
| F3PS-IIi-3.1 | 3 | Naiuulat | nang pasalita | ang mga nasaksihang pangyayari sa pamayanan | Filipino | |
| F3PS-IVi-3.1 | 3 | Naiuulat | nang pasalita | ang naobserbahang pangyayari | Filipino | |
| F3PN-Ij-10 | 3 | Nakabubuo | ng isang kuwentong katumbas ng napakinggang kuwento | Filipino | ||
| F3PN-IIj-10 | 3 | Nakabubuo | ng isang kuwentong katumbas ng napakinggang kuwento | Filipino | ||
| F3PN-IIIj-10 | 3 | Nakabubuo | ng isang kuwentong katumbas ng napakinggang kuwento | Filipino | ||
| F3PN-IVb-10 | 3 | Nakabubuo | ng isang kuwentong katumbas ng napakinggang kuwento | Filipino | ||
| F3PN-IIj-13 | 3 | Nakabubuo | matapos mapakinggan ang isang teksto | ng mga tanong | Filipino | |
| F3EP-Id-6.1 | 3 | Nakagagamit | ng diksyunaryo | Filipino | ||
| F3PT-IIIg-1.4/1.5 | 3 | Nakagagamit | upang malaman ang kahulugan ng mga salita; paggamit ng mga palatandaang nagbibigay ng kahulugahan (context clues); kasingkahulugan/ kasalungat | ng mga pahiwatig | Filipino | |
| F3PT-IVj-1.10 | 3 | Nakagagamit | upang malaman ang kahulugan ng mga salita tulad ng paggamit ng mga palatandaang nagbibigay ng kahulugahan (na depinisyon ng salita) | ng mga pahiwatig | Filipino | |
| F3EP-Id-6.1 | 3 | Nakakagamit | ng diksyunaryo | Filipino | ||
| F3PT-Ic-1.4 | 3 | Nakakagamit | upang malaman ang kahulugan ng mga salita; paggamit ng mga palatandaang nagbibigay ng kahulugahan (kasingkahulugan) | ng mga pahiwatig | Filipino | |
| F3PT-Ic-1.5 | 3 | Nakakagamit | upang malaman ang kahulugan ng mga salita tulad ng paggamit ng mga palatandaang nagbibigay ng kahulugahan (kasalungat) | ng pahiwatig | Filipino | |
| F3PT-IIa-2.3 | 3 | Nakakagamit | upang malaman ang kahulugan ng mga salita tulad ng paggamit ng mga palatandaang nagbibigay ng kahulugahan (kasing kahulugan / kasalungat) | ng pahiwatig | Filipino | |
| F3PT-IIc-1.5 | 3 | Nakakagamit | upang malaman ang kahulugan ng mga salita tulad ng paggamit ng mga palatandaang nagbibigay ng kahulugahan (kasalungat) | ng pahiwatig | Filipino | |
| FPT-IId-1.7 | 3 | Nakakagamit | upang malaman ang kahulugan ng mga salita tulad ng paggamit ng mga palatandaang nagbibigay ng kahulugahan (katuturan o kahulugan ng salita) | ng pahiwatig | Filipino | |
| F3PT-IIf-1.8 | 3 | Nakakagamit | upang malaman ang kahulugan ng mga salita tulad ng paggamit ng mga palatandaang nagbibigay ng kahulugahan (sitwasyong pinaggamitan) | ng pahiwatig | Filipino | |
| F3PT-IIIe-1.8 | 3 | Nakakagamit | upang malaman ang kahulugan ng mga salita tulad ng paggamit ng mga palatandaang nagbibigay ng kahulugahan (sitwasyong pinaggamitan ng salita) | ng pahiwatig | Filipino | |
| F3PT-IIIg-1.10 | 3 | Nakakagamit | upang malaman ang kahulugan ng mga salita tulad ng paggamit ng mga palatandaang nagbibigay ng kahulugahan (pormal na depenisyon ng salita) | ng pahiwatig | Filipino | |
| F3PB-IIIf-8 | 3 | Nakapagbibigay | ng angkop na pamagat | sa binasang teksto | Filipino | |
| F3KP-IIa-c-9 | 3 | Nakapagbibigay | ng mga salitang magkakatugma | Filipino | ||
| F3KP-IVd-h-9 | 3 | Nakapagbibigay | ng mga salitang magkakatugma | Filipino | ||
| F3-IVh-13 | 3 | Nakapagbibigay | ng mungkahing solusyon | sa suliraning nabasa sa isang teskto o napanood | Filipino | |
| F3LC-IIIi-13 | 3 | Nakapagbibigay | ng sariling wakas | sa napakinggang kuwento | Filipino | |
| F3PN-IVf-14 | 3 | Nakapagbibigay | ng sariling wakas | sa napakinggang kuwento | Filipino | |
| F3PB-Ih-14 | 3 | Nakapagbibigay | ng wakas | ng binasang kuwento | Filipino | |
| F3PB-IIi-14 | 3 | Nakapagbibigay | ng wakas | ng binasang kuwento | Filipino | |
| F3PB-IIIi-14 | 3 | Nakapagbibigay | ng wakas | ng binasang kuwento | Filipino | |
| F3PB-IVf-14 | 3 | Nakapagbibigay | ng wakas | ng binasang kuwento | Filipino | |
| F3KP-Ig-j-6 | 3 | Nakapagdaragdag | upang makabuo ng bagong salita | ng mga tunog | Filipino | |
| F3KP-IIIe-g-6 | 3 | Nakapagdaragdag | upang makabuo ng bagong salita | ng mga tunog | Filipino | |
| F3KP-IVbf-6 | 3 | Nakapagdaragdag | upang makabuo ng bagong salita | ng mga tunog | Filipino | |
| F3WG-IIIcd-4 | 3 | Nakapaglalarawan | ng mga bagay | sa pamayanan | Filipino | |
| F3WG-IIIc-d-4 | 3 | Nakapaglalarawan | ng mga bagay | sa pamayanan | Filipino | |
| F3WG-IVcd-4 | 3 | Nakapaglalarawan | ng mga bagay | sa pamayanan | Filipino | |
| F3WG-IIIcd-4 | 3 | Nakapaglalarawan | ng mga hayop | sa pamayanan | Filipino | |
| F3WG-IIIc-d-4 | 3 | Nakapaglalarawan | ng mga hayop | sa pamayanan | Filipino | |
| F3WG-IVcd-4 | 3 | Nakapaglalarawan | ng mga hayop | sa pamayanan | Filipino | |
| F3WG-IIIcd-4 | 3 | Nakapaglalarawan | ng mga lugar | sa pamayanan | Filipino | |
| F3WG-IIIc-d-4 | 3 | Nakapaglalarawan | ng mga lugar | sa pamayanan | Filipino | |
| F3WG-IVcd-4 | 3 | Nakapaglalarawan | ng mga lugar | sa pamayanan | Filipino | |
| F3WG-IIIcd-4 | 3 | Nakapaglalarawan | ng mga tao | sa pamayanan | Filipino | |
| F3WG-IIIc-d-4 | 3 | Nakapaglalarawan | ng mga tao | sa pamayanan | Filipino | |
| F3WG-IVcd-4 | 3 | Nakapaglalarawan | ng mga tao | sa pamayanan | Filipino | |
| F3KP-Ig-j-6 | 3 | Nakapagpapalit | upang makabuo ng bagong salita | ng mga tunog | Filipino | |
| F3KP-IIIe-g-6 | 3 | Nakapagpapalit | upang makabuo ng bagong salita | ng mga tunog | Filipino | |
| F3KP-IVbf-6 | 3 | Nakapagpapalit | upang makabuo ng bagong salita | ng mga tunog | Filipino | |
| F3TA-0a-j-4 | 3 | Nakasusulat | nang may wastong baybay, bantas at mekaniks ng pagsulat | Filipino | ||
| F3KM-Ie-g-3 | 3 | Nakasusulat | nang may wastong baybay, bantas at gamit ng malaki at maliit na letra; upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyu | Filipino | ||
| F3KM-IVd-3.1 | 3 | Nakasusulat | ng isang talata | Filipino | ||
| F3KM-Ij-4 | 3 | Nakasusulat | ng isang ulat | tungkol sa isang pangyayaring napakinggan | Filipino | |
| F3KM-IIi-4 | 3 | Nakasusulat | ng isang ulat | tungkol sa isang pangyayaring naobserbahan sa kapaligiran | Filipino | |
| F3KM-IIIb-f-4.1 | 3 | Nakasusulat | ng isang ulat | tungkol sa isang pangyayaring napanood | Filipino | |
| F3KM-IVj-3.2 | 3 | Nakasusulat | ng liham pangangalakal | Filipino | ||
| F3KM-IIe-3.1 | 3 | Nakasusulat | nang may wastong baybay, bantas at gamit ng malaki at maliit na letra; upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyu | ng talata | Filipino | |
| F3KM-IIIi-3.2 | 3 | Nakasusulat | nang may wastong baybay, bantas at gamit ng malaki at maliit na letra; upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyu | ng talata | Filipino | |
| F3PB-Ic-2 | 3 | Nakasusunod | sa nakasulat na panuto | Filipino | ||
| F3PB-IIc-2 | 3 | Nakasusunod | sa nakasulat na panuto | Filipino | ||
| F3PB-IVb- 2 | 3 | Nakasusunod | sa nakasulat na panuto | Filipino | ||
| F3PN-If-1.3 | 3 | Nakasusunod | sa panutong | may 2–3 hakbang | Filipino | |
| F3PN-IIb-1.4 | 3 | Nakasusunod | sa panutong | may 3–4 hakbang | Filipino | |
| F3PN-IIf-1.3 | 3 | Nakasusunod | sa panutong | may 2–3 hakbang | Filipino | |
| F3PN-IVf-1.4 | 3 | Nakasusunod | sa panutong | may 3–4 hakbang | Filipino | |
| F3TA-0a-j-1 | 3 | Nakatutugon | nang angkop at wasto | Filipino | ||
| F3TA-0a-j-1 | 3 | Nakikinig | nang angkop at wasto | Filipino | ||
| F3KP-IVi-11 | 3 | Napagsasama | upang makabuo ng salitang may diptonggo | ang mga katinig at patinig | Filipino | |
| F3PN-Ic-j-3.1.1 | 3 | Napagsusunod-sunod | sa pamamagitan ng larawan | ang mga pangyayari | ng kuwentong napakinggan | Filipino |
| F3PN-IIIg-8.2 | 3 | Napagsusunod-sunod | ang mga pangyayari | ng kuwentong napakinggan | Filipino | |
| F3PN-IVe-8 | 3 | Napagsusunod-sunod | ang mga pangyayari | ng kuwentong napakinggan | Filipino | |
| F3PB-IIIh-6.2 | 3 | Napag-uugnay | ang sanhi at bunga ng mga pangyayari | sa binasang teksto | Filipino | |
| F3PT-Ij-2.3 | 3 | Napagyayaman | sa pamamagitan ng paggamit ng magkasingkahulugan at magkasalungat na mga salita | ang talasalitaan | Filipino | |
| F3PT-IIh-2.3 | 3 | Napagyayaman | sa pamamagitan ng paggamit ng magkasingkahulugan at magkasalungat ng mga salita | ang talasalitaan | Filipino | |
| F3PT-IIId-h-2.1 | 3 | Napagyayaman | sa pamamagitan ng paghanap ng maiikling salita sa loob ng isang mahabang salita | ang talasalitaan | Filipino | |
| F3PT-IIId-h-2.1 | 3 | Napagyayaman | sa pamamagitan ng paghanap ng maikling salitang matatagpuan sa loob ng isang mahabang salita | ang talasalitaan | Filipino | |
| F3PT-IVaf-2.2 | 3 | Napagyayaman | sa pamamagitan ng pagbubuo ng mga bagong salita mula sa salitang-ugat | ang talasalitaan | Filipino | |
| F3PT-IVdh-3.2 | 3 | Napagyayaman | sa pamamagitan ng pagbubuo ng mga bagong salita mula sa salitang-ugat | ang talasalitaan | Filipino | |
| F3PL-0a-j-4 | 3 | Napahahalagahan | ang mga tekstong pampanitikan | Filipino | ||
| F3KP-IIIe-g-6 | 3 | Napapalitan | upang makabuo ng bagong salita | ang mga tunog | Filipino | |
| F3PB-IIId-10 | 3 | Nasasabi | ang paksa o tema | ng binasang teksto | Filipino | |
| F3PN-IIId-14 | 3 | Nasasabi | ang sariling ideya | tungkol sa tekstong napakinggan | Filipino | |
| F3PB-Ib-3.1 | 3 | Nasasagot | ang mga tanong | tungkol sa tekstong binasa: tugma | Filipino | |
| F3PN-Ic-j-3.1.1 | 3 | Nasasagot | ang mga tanong | tungkol sa napakinggang kuwento | Filipino | |
| F3PN-Ic-j-3.1.1 | 3 | Nasasagot | ang mga tanong | tungkol sa napakinggang kuwento | Filipino | |
| F3PB-I-d-3.1 | 3 | Nasasagot | ang mga tanong | tungkol sa tekstong binasa: tula | Filipino | |
| F3PBH-If-3.2 | 3 | Nasasagot | ang mga tanong | tungkol sa binasang tekstong pang-impormasyon | Filipino | |
| F3PN-IIc-3.1.1 | 3 | Nasasagot | ang mga tanong | tungkol sa napakinggang tula | Filipino | |
| F3PB-IIf-3.2 | 3 | Nasasagot | ang mga tanong | tungkol sa binasang tekstong pang-impormasyon | Filipino | |
| F3PB-IIIb-3.2 | 3 | Nasasagot | ang mga tanong | tungkol sa tekstong binasa: tekstong pang-impormasyon/ pagpa paliwanag | Filipino | |
| F3PN-IIIc-3.12 | 3 | Nasasagot | ang mga tanong | tungkol sa napakinggang balita/anunsyo | Filipino | |
| F3PN-IVa-3.1.3 | 3 | Nasasagot | ang mga tanong | tungkol sa napakinggang usapan | Filipino | |
| F3PB-IVa-3.2 | 3 | Nasasagot | ang mga tanong | tungkol sa tekstong binasa: balita | Filipino | |
| F3PU-Ia-c-1.2 | 3 | Nasisipi | nang wasto at maayos | ang isang talata | Filipino | |
| F3PU-IIa-1.2 | 3 | Nasisipi | nang wasto at maayos | ang isang talata | Filipino | |
| F3KM-IVae-1.5 | 3 | Nasisipi | nang wasto at maayos | ang liham | Filipino | |
| F3KM-IIa-e-1.2 | 3 | Nasisipi | nang wasto at maayos | ang mga liham | Filipino | |
| F3PU-IIa-e-1.2 | 3 | Nasisipi | nang wasto at maayos | ang mga talata | Filipino | |
| F3PU-IVae-1.5 | 3 | Nasisipi | nang wasto at maayos | ang mga talata | Filipino | |
| F3PT-IIIci-3.1 | 3 | Natutukoy | ang kahulugan ng mga tambalang salita | na nananatili ang kahulugan | Filipino | |
| F3PT-IIIc-i-3.1 | 3 | Natutukoy | ang kahulugan ng mga tambalang salita | na nananatili ang kahulugan | Filipino | |
| F3PT-IVdh-3.2 | 3 | Natutukoy | ang kahulugan ng mga tambalang salita | na nananatili ang kahulugan | Filipino | |
| F3PT-IVd-h-3.2 | 3 | Natutukoy | ang kahulugan ng mga tambalang salita | na nananatili ang kahulugan | Filipino | |
| F3PN-IVi-16 | 3 | Natutukoy | ang mahahalagang detalye | kaugnay ng paksang narinig | Filipino | |
| F3KP-Ib-f-8 | 3 | Natutukoy | ang mga salitang magkakatugma | Filipino | ||
| F3KP-IIb-d-8 | 3 | Natutukoy | ang mga salitang magkakatugma | Filipino | ||
| F3PL-00-5 | 3 | Nauunawaan | ang kahalagahan ng mga nilalaman | ng panitikan / teksto | Filipino | |
| H3N-Ij-20 | 3 | Adopts | habits | for a healthier lifestyle | Health-PE | |
| PE3BM-Ie-f-2 | 3 | Creates | body actions | Health-PE | ||
| PE3BM-Ie-f-2 | 3 | Creates | body shapes | Health-PE | ||
| H3CH-IIIa-b-1 | 3 | Defines | a consumer | Health-PE | ||
| H3CH-IIId-e-6 | 3 | Demonstrates | consumer skills | for given simple situations | Health-PE | |
| H3DD-Ii-j-8 | 3 | Demonstrates | to prevent common diseases | good self-management skills | Health-PE | |
| PE3BM-Ig-h-16 | 3 | Demonstrates | using body parts other than both feet as a base of support | momentary stillness | in symmetrical and asymmetrical shapes | Health-PE |
| PE3MS-Ia-h-1 | 3 | Demonstrates | in response to sound and music | movement skills | Health-PE | |
| PE3MS-IIa-h-1 | 3 | Demonstrates | in response to sound | movement skills | Health-PE | |
| PE3MS-IIIa-h-1 | 3 | Demonstrates | in response to sound | movement skills | Health-PE | |
| PE3MS-IV-a-h-1 | 3 | Demonstrates | in response to sound and music | movement skills | Health-PE | |
| H3IS-IVa-b-20 | 3 | Demonstrates | as pedestrian | road-safety practices | Health-PE | |
| H3IS-IVc-d-22 | 3 | Demonstrates | as passenger | road-safety practices | Health-PE | |
| H3DD-Ii-j-8 | 3 | Demonstrates | to prevent common diseases | sound decision-making skills | Health-PE | |
| H3N-Ia-b-11 | 3 | Describes | a healthy person | Health-PE | ||
| H3PH-IIa-9 | 3 | Describes | a healthy person | Health-PE | ||
| H3PH-IIa-9 | 3 | Describes | an unhealthy person | Health-PE | ||
| PE3BM-Ia-b-1 | 3 | Describes | body actions | Health-PE | ||
| PE3BM-Ia-b-1 | 3 | Describes | body shapes | Health-PE | ||
| H3IS-IVf-24 | 3 | Describes | dangerous road situations | that need to be reported to authorities | Health-PE | |
| H3IS-IVf-24 | 3 | Describes | destructive road situations | that need to be reported to authorities | Health-PE | |
| H3IS-IVf-24 | 3 | Describes | disturbing road situations | that need to be reported to authorities | Health-PE | |
| PE3BM-IIa-b-17 | 3 | Describes | movements | in a location, direction, level, pathway, and plane | Health-PE | |
| PE3BM-IIIa-b-17 | 3 | Describes | movements | in a location, direction, level, pathway, and plane | Health-PE | |
| H3N-Ie-f-14 | 3 | Describes | the characteristics | of various forms of malnutrition | Health-PE | |
| H3N-Ie-f-14 | 3 | Describes | the effects | of various forms of malnutrition | Health-PE | |
| H3CH-IIId-e-5 | 3 | Describes | the skills of a wise consumer | Health-PE | ||
| H3N-Ie-f-14 | 3 | Describes | the symptoms | of various forms of malnutrition | Health-PE | |
| H3N-Ij-19 | 3 | Describes | ways of maintaining healthy lifestyle | Health-PE | ||
| H3CH-IIIi-10 | 3 | Discusses | consumer responsibilities | Health-PE | ||
| H3CH-IIIb-c-4 | 3 | Discusses | the different factors | that influence choice of goods and services | Health-PE | |
| H3N-Ii-17 | 3 | Discusses | the different nutritional guidelines | Health-PE | ||
| H3DD-IIb-d-3 | 3 | Discusses | the different risk factors | for diseases | Health-PE | |
| H3N-Ie-f-15 | 3 | Discusses | ways of preventing the various forms of malnutrition | Health-PE | ||
| H3IS-IVg-25 | 3 | Displays | for road safety | self-management skills | Health-PE | |
| PE3PF-Ia-h-2 | 3 | Engages in | fun and enjoyable physical activities | Suggested learning activities: movement skills activities (locomotor, non-locomotor and manipulative skills), folk dances (Tiklos/Kunday-kunday), rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials), lead up, organize | Health-PE | |
| PE3PF-IIa-h-2 | 3 | Engages in | fun and enjoyable physical activities | Suggested learning activities: movement skills activities (locomotor, non-locomotor and manipulative skills), folk dances (Tiklos/ Kunday-kunday), rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials), lead up, organiz | Health-PE | |
| PE3PF-IIIa-h-2 | 3 | Engages in | fun and enjoyable physical activities | Health-PE | ||
| PE3PF-IV-a-h-2 | 3 | Engages in | fun and enjoyable physical activities | Health-PE | ||
| H3IS-IVc-d-21 | 3 | Explains | basic road safety practices | as passenger | Health-PE | |
| H3DD-IIe-g-6 | 3 | Explains | measures | to prevent common diseases | Health-PE | |
| H3IS-IVa-b-19 | 3 | Explains | road safety practices | as pedestrian | Health-PE | |
| H3CH-IIIa-b-2 | 3 | Explains | the components of consumer health | Health-PE | ||
| H3N-Ia-b-12 | 3 | Explains | the concept of malnutrition | Health-PE | ||
| H3DD-IIb-d-5 | 3 | Explains | the effects of common diseases | Health-PE | ||
| H3DD-IIh-7 | 3 | Explains | the importance of building up one's body resistance | in the prevention of diseases | Health-PE | |
| H3DD-IIh-7 | 3 | Explains | the importance of proper hygiene | in the prevention of diseases | Health-PE | |
| H3IS-IVe-23 | 3 | Explains | the meaning of traffic signals and road sign | Health-PE | ||
| H3IS-IVi-27 | 3 | Follows | to avoid accidents at home and in the community | safety rules | Health-PE | |
| H3DD-IIb-d-4 | 3 | Gives | an example of health condition under each risk factor | Health-PE | ||
| H3CH-IIIf-g-7 | 3 | Identifies | basic consumer rights | Health-PE | ||
| H3DD-IIb-d-1 | 3 | Identifies | common childhood diseases | Health-PE | ||
| PE3PF-Ia-h-15 | 3 | Identifies | conditioning exercises | that will improve posture | Health-PE | |
| PE3PF-IIa-h-15 | 3 | Identifies | conditioning exercises | that will improve body mechanics | Health-PE | |
| PE3PF-IIIa-h-15 | 3 | Identifies | conditioning exercises | that will improve body mechanics | Health-PE | |
| PE3PF-IV-a-h-15 | 3 | Identifies | conditioning exercises | that will improve posture | Health-PE | |
| H3CH-IIIh-9 | 3 | Identifies | consumer responsibilities | Health-PE | ||
| H3CH-IIIb-c-3 | 3 | Identifies | different factors | that influence the choice of goods and services | Health-PE | |
| PE3PF-Ia-h-15 | 3 | Identifies | flexibility exercises | that will improve posture | Health-PE | |
| PE3PF-IIa-h-15 | 3 | Identifies | flexibility exercises | that will improve body mechanics | Health-PE | |
| PE3PF-IIIa-h-15 | 3 | Identifies | flexibility exercises | that will improve body mechanics | Health-PE | |
| PE3PF-IV-a-h-15 | 3 | Identifies | flexibility exercises | that will improve posture | Health-PE | |
| H3IS-IVh-26 | 3 | Identifies | hazards | in the community | Health-PE | |
| H3N-Ig-h-16 | 3 | Identifies | nutritional guidelines for Filipinos | Health-PE | ||
| H3N-Ic-d-13 | 3 | Identifies | nutritional problems | Health-PE | ||
| H3CH-IIIj-11 | 3 | Identifies | reliable sources of health information | Health-PE | ||
| H3DD-IIb-d-2 | 3 | Identifies | risk factors | for diseases | Health-PE | |
| PE3BM-IIc-h-18 | 3 | Moves | in: diagonal and horizontal planes | Health-PE | ||
| PE3BM-IIc-h-18 | 3 | Moves | in: forward, backward, and sideward directions | Health-PE | ||
| PE3BM-IIc-h-18 | 3 | Moves | in: high, middle, and low levels | Health-PE | ||
| PE3BM-IIc-h-18 | 3 | Moves | in: personal and general space | Health-PE | ||
| PE3BM-IIc-h-18 | 3 | Moves | in: straight, curve, and zigzag pathways | Health-PE | ||
| PE3BM-IIIc-h-19 | 3 | Moves | at slow, slower, slowest/fast, faster, fastest pace | Health-PE | ||
| PE3BM-IIIc-h-19 | 3 | Moves | using light, lighter, lightest/strong, stronger, strongest force; with smoothness | Health-PE | ||
| PE3BM-IV-c-h-21 | 3 | Moves | in indoor and outdoor settings | Health-PE | ||
| PE3BM-IV-c-h-21 | 3 | Moves | individually, with partner, and with group | Health-PE | ||
| PE3BM-IV-c-h-21 | 3 | Moves | with ribbon, hoop, balls, and any available indigenous/improvised materials | Health-PE | ||
| PE3BM-IV-c-h-21 | 3 | Moves | with sound | Health-PE | ||
| PE3BM-IV-a-b-20 | 3 | Participates | in various movement activities | involving persons, objects, music, and environment | Health-PE | |
| PE3BM-Ic-d-15 | 3 | Performs | body actions | Health-PE | ||
| PE3BM-Ic-d-15 | 3 | Performs | body shapes | Health-PE | ||
| PE3PF-Ia-h-16 | 3 | Performs | conditioning exercises | that will improve body posture | Health-PE | |
| PE3PF-IIa-h-16 | 3 | Performs | conditioning exercises | that will improve body mechanics | Health-PE | |
| PE3PF-IIIa-h-16 | 3 | Performs | conditioning exercises | that will improve body mechanics; Suggested learning activities: movement skills activities locomotor, non-locomotor and manipulative skills, folk dances (Tiklos/ Kunday-kunday), rhythmic routines (ribbon, hoop, balls, and any available indigenous/improv | Health-PE | |
| PE3PF-IV-a-h-16 | 3 | Performs | conditioning exercises | that will improve body mechanics: Suggested learning activities: movement skills activities locomotor, non-locomotor and manipulative skills, folk dances (Tiklos/Kunday-kunday), rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvi | Health-PE | |
| PE3PF-Ia-h-16 | 3 | Performs | flexibility exercises | that will improve body posture | Health-PE | |
| PE3PF-IIa-h-16 | 3 | Performs | flexibility exercises | that will improve body mechanics | Health-PE | |
| PE3PF-IIIa-h-16 | 3 | Performs | flexibility exercises | that will improve body mechanics; Suggested learning activities: movement skills activities locomotor, non-locomotor and manipulative skills, folk dances (Tiklos/ Kunday-kunday), rhythmic routines (ribbon, hoop, balls, and any available indigenous/improv | Health-PE | |
| PE3PF-IV-a-h-16 | 3 | Performs | flexibility exercises | that will improve body mechanics: Suggested learning activities: movement skills activities locomotor, non-locomotor and manipulative skills, folk dances (Tiklos/Kunday-kunday), rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvi | Health-PE | |
| H3CH-IIIf-g-8 | 3 | Practices | when buying | basic consumer rights | Health-PE | |
| H3N-Ij-18 | 3 | Realizes | the importance of following nutritional guidelines | Health-PE | ||
| H3IS-IVj-28 | 3 | Recommends | for a safe community | preventive actions | Health-PE | |
| M3NS-Ie-28.7 | 3 | Adds | without or with regrouping; using appropriate strategies | 1-digit numbers | Math | |
| M3NS-Ie-28.8 | 3 | Adds | mentally; using appropriate strategies | 2- to 3-digit numbers | with multiples of hundreds | Math |
| M3NS-Ie-28.7 | 3 | Adds | without or with regrouping; using appropriate strategies | 2-digit numbers | Math | |
| M3NS-Id-27.6 | 3 | Adds | up to three addends; without and with regrouping | 3- to 4-digit numbers | with sums up to 10,000 | Math |
| M3NS-IIb-40.4 | 3 | Applies | the commutative property of multiplication | Math | ||
| M3NS-IIId-78.3 | 3 | Arranges | in increasing or decreasing order | dissimilar fractions | Math | |
| M3SP-IVg-2.3 | 3 | Classifies | in tabular form | data | Math | |
| M3SP-IVg-1.3 | 3 | Collects | using existing records | data on one variable | Math | |
| M3NS-IIId-77.3 | 3 | Compares | dissimilar fractions | Math | ||
| M3NS-Ib-12.3 | 3 | Compares | using relation symbols | numbers | up to 10,000 | Math |
| M3NS-Id-22.2 | 3 | Compares | using relation symbols | values of the different denominations of coins and bills | through PhP1,000 | Math |
| M3GE-IIIh-7.5 | 3 | Completes | with respect to a given line of symmetry | a symmetric figure | Math | |
| M3ME-IVb-39 | 3 | Converts | from larger to smaller unit; and vice versa | common units of measure: kilogram and gram | Math | |
| M3ME-IVb-39 | 3 | Converts | from larger to smaller unit; and vice versa | common units of measure: liter and milliliter | Math | |
| M3ME-IVb-39 | 3 | Converts | from larger to smaller unit; and vice versa | common units of measure: meter and centimeter | Math | |
| M3ME-IVa-9 | 3 | Converts | and vice versa | days to month | Math | |
| M3ME-IVa-9 | 3 | Converts | and vice versa | days to week | Math | |
| M3ME-IVa-9 | 3 | Converts | and vice versa | days to year | Math | |
| M3ME-IVa-9 | 3 | Converts | and vice versa | months to year | Math | |
| M3ME-IVa-8 | 3 | Converts | from seconds to minutes, minutes to hours, and hours to a day; and vice versa | time measure | Math | |
| M3ME-IVa-9 | 3 | Converts | and vice versa | weeks to month | Math | |
| M3ME-IVa-9 | 3 | Converts | and vice versa | weeks to year | Math | |
| M3NS-If-30.3 | 3 | Creates | problems | involving addition of whole numbers; including money | Math | |
| M3NS-Ij-35.4 | 3 | Creates | problems | involving addition and/or subtraction of whole numbers; including money | Math | |
| M3NS-IIf-46.2 | 3 | Creates | problems | involving multiplication or with addition or subtraction of whole numbers; including money | Math | |
| M3NS-IIj-57.2 | 3 | Creates | problems | involving division or with any of the other operations of whole numbers; including money | Math | |
| M3ME-IVf-47 | 3 | Creates | problems | involving area of rectangle and square | Math | |
| M3ME-IVe-44 | 3 | Derives | the formula for the area of a rectangle | Math | ||
| M3ME-IVe-44 | 3 | Derives | the formula for the area of a square | Math | ||
| M3SP-IVj-8.3 | 3 | Describes | using the phrases: “sure to happen,“ likely to happen”, “equally likely to happen”, “unlikely to happen”, and “impossible to happen” | events | in real-life situations | Math |
| M3AL-IIIi-4 | 3 | Determines | the missing term/s | in a given combination of continuous and repeating pattern; e.g. 4A,5B, 6A,7B,__ [1],(2),[3],(4),___ | Math | |
| M3NS-IIh-54.1 | 3 | Divides | by 1- to 2- digit numbers; without and with remainder | 2- to 3-digit numbers | Math | |
| M3NS-IIh-54.2 | 3 | Divides | by 10 and 100; without or with remainder | 2-3 digit numbers | Math | |
| M3NS-IIi-52.2 | 3 | Divides | mentally; by 1-digit numbers; without remainder; using appropriate strategies | 2-digit numbers | Math | |
| M3GE-IIIe-11 | 3 | Draws | a line | Math | ||
| M3GE-IIIe-11 | 3 | Draws | a line segment | Math | ||
| M3GE-IIIe-11 | 3 | Draws | a point | Math | ||
| M3GE-IIIe-11 | 3 | Draws | a ray | Math | ||
| M3GE-IIIf-13 | 3 | Draws | congruent line segments | Math | ||
| M3GE-IIIf-12.1 | 3 | Draws | intersecting lines | Math | ||
| M3GE-IIIf-12.1 | 3 | Draws | parallel lines | Math | ||
| M3GE-IIIf-12.1 | 3 | Draws | perpendicular lines | Math | ||
| M3GE-IIIg-7.4 | 3 | Draws | the line of symmetry | in a given symmetrical figure | Math | |
| M3NS-Ig-32.6 | 3 | Estimates | with reasonable results | the difference of two numbers | with three to four digits | Math |
| M3NS-Ih-36 | 3 | Estimates | with reasonable results | the difference of two numbers | with three to four digits | Math |
| M3NS-IId-44.1 | 3 | Estimates | with reasonable results | the product of 2- to 3-digit numbers | and 1- to 2-digit numbers | Math |
| M3NS-IIi-55.1 | 3 | Estimates | the quotient of 2- to 3- digit numbers | by 1- to 2- digit numbers | Math | |
| M3NS-Ie-31 | 3 | Estimates | with reasonable results | the sum of 3- to 4-digit addends | Math | |
| M3ME-IVe-45 | 3 | Finds | in sq. cm and sq. m | the area of a rectangle | Math | |
| M3ME-IVe-45 | 3 | Finds | in sq. cm and sq. m | the area of a square | Math | |
| M3ME-IVc-41 | 3 | Finds | using milliliter and liter | the capacity of a container | Math | |
| M3AL-IIIj-12 | 3 | Finds | the missing value | in a number sentence involving multiplication or division of whole numbers. e.g. n x 7 = 56 56 ÷ n = 8 | Math | |
| M3NS-IIIe-72.7 | 3 | Generates | equivalent fractions | Math | ||
| M3NS-Ia-10.3 | 3 | Gives | the place value | of a digit in 4- to 5-digit numbers | Math | |
| M3NS-Ia-10.3 | 3 | Gives | the value | of a digit in 4- to 5-digit numbers | Math | |
| M3GE-IIIf-13 | 3 | Identifies | congruent line segments | Math | ||
| M3NS-IIIa-63 | 3 | Identifies | even numbers | Math | ||
| M3NS-IIIa-63 | 3 | Identifies | odd numbers | Math | ||
| M3NS-Ic-16.3 | 3 | Identifies | with emphasis on the 21st to 100th | ordinal numbers | from 1st to 100th | Math |
| M3GE-IIIg-7.3 | 3 | Identifies | in the environment and in design | symmetry | Math | |
| M3GE-IIIg-7.4 | 3 | Identifies | the line of symmetry | in a given symmetrical figure | Math | |
| M3SP-IVh-3.3 | 3 | Infers | data | presented in different kinds of bar graphs (vertical/ horizontal) | Math | |
| M3SP-IVh-3.3 | 3 | Interprets | data | presented in different kinds of bar graphs (vertical/ horizontal) | Math | |
| M3ME-IVd-43 | 3 | Measures | using appropriate unit | area | Math | |
| M3NS-IId-43.5 | 3 | Multiplies | by 1,000 | 1- to 2-digit numbers | Math | |
| M3NS-IIc-43.1 | 3 | Multiplies | by 1-digit numbers; without or with regrouping | 2- to 3-digit numbers | Math | |
| M3NS-IId-43.4 | 3 | Multiplies | by multiples of 10 and 100 | 2- to 3-digit numbers | Math | |
| M3NS-IIb-40.5 | 3 | Multiplies | by 1-digit numbers; using the distributive property of multiplication | 2-digit numbers | Math | |
| M3NS-IIc-43.2 | 3 | Multiplies | by 2-digit numbers; without regrouping | 2-digit numbers | Math | |
| M3NS-IIc-43.3 | 3 | Multiplies | by 2-digit numbers; with regrouping | 2-digit numbers | Math | |
| M3NS-IIe-42.2 | 3 | Multiplies | mentally; by 1-digit numbers; without regrouping | 2-digit numbers | with products of up to 100 | Math |
| M3NS-IIb-40.6 | 3 | Multiplies | using the associative property of multiplication | three 1-digit numbers | Math | |
| M3NS-Ib-13.3 | 3 | Orders | in increasing or decreasing order | 4- to 5-digit numbers | Math | |
| M3SP-IVg-2.3 | 3 | Organizes | in tabular form | data | Math | |
| M3SP-IVg-2.3 | 3 | Presents | into a vertical or horizontal bar graph | data | Math | |
| M3NS-IIIb-76.3 | 3 | Reads | in symbols and in words | fractions | that are equal to one and greater than one | Math |
| M3NS-Ic-20.2 | 3 | Reads | in symbols and in words; in pesos and centavos | money | through PhP1,000 | Math |
| M3NS-Ia-9.3 | 3 | Reads | in symbols and in words | numbers | up to 10,000 | Math |
| M3GE-IIIe-11 | 3 | Recognizes | a line | Math | ||
| M3GE-IIIe-11 | 3 | Recognizes | a line segment | Math | ||
| M3GE-IIIe-11 | 3 | Recognizes | a point | Math | ||
| M3GE-IIIe-11 | 3 | Recognizes | a ray | Math | ||
| M3NS-Ic-16.3 | 3 | Recognizes | bills | up to PhP1,000 | Math | |
| M3NS-Ic-19.2 | 3 | Recognizes | bills | up to PhP1,000 | Math | |
| M3NS-Ic-16.3 | 3 | Recognizes | coins | up to PhP1,000 | Math | |
| M3NS-Ic-19.2 | 3 | Recognizes | coins | up to PhP1,000 | Math | |
| M3GE-IIIf-12.1 | 3 | Recognizes | intersecting lines | Math | ||
| M3GE-IIIf-12.1 | 3 | Recognizes | parallel lines | Math | ||
| M3GE-IIIf-12.1 | 3 | Recognizes | perpendicular lines | Math | ||
| M3ME-IVd-43 | 3 | Represents | using appropriate unit | area | Math | |
| M3ME-IVb-39 | 3 | Represents | from larger to smaller unit; and vice versa | common units of measure: kilogram and gram | Math | |
| M3ME-IVb-39 | 3 | Represents | from larger to smaller unit; and vice versa | common units of measure: liter and milliliter | Math | |
| M3ME-IVb-39 | 3 | Represents | from larger to smaller unit; and vice versa | common units of measure: meter and centimeter | Math | |
| M3ME-IVa-9 | 3 | Represents | and vice versa | days to month | Math | |
| M3ME-IVa-9 | 3 | Represents | and vice versa | days to week | Math | |
| M3ME-IVa-9 | 3 | Represents | and vice versa | days to year | Math | |
| M3NS-IIIc-72.6 | 3 | Represents | dissimilar fractions | Math | ||
| M3NS-IIId-77.3 | 3 | Represents | dissimilar fractions | Math | ||
| M3NS-IIId-78.3 | 3 | Represents | in increasing or decreasing order | dissimilar fractions | Math | |
| M3NS-IIIa-72.4 | 3 | Represents | fractions | that are equal to one and greater than one | Math | |
| M3NS-IIIb-72.5 | 3 | Represents | using regions, sets, and the number line | fractions | Math | |
| M3ME-IVa-9 | 3 | Represents | and vice versa | months to year | Math | |
| M3ME-IVc-40 | 3 | Represents | non-routine problems | involving conversions of common units of measure | Math | |
| M3ME-IVd-42 | 3 | Represents | non-routine problems | involving capacity measure | Math | |
| M3ME-IVb-10 | 3 | Represents | problems | involving conversion of time measure | Math | |
| M3ME-IVc-40 | 3 | Represents | routine problems | involving conversions of common units of measure | Math | |
| M3ME-IVd-42 | 3 | Represents | routine problems | involving capacity measure | Math | |
| M3ME-IVe-45 | 3 | Represents | in sq. cm and sq. m | the area of a rectangle | Math | |
| M3ME-IVe-45 | 3 | Represents | in sq. cm and sq. m | the area of a square | Math | |
| M3ME-IVc-41 | 3 | Represents | using milliliter and liter | the capacity of a container | Math | |
| M3ME-IVa-8 | 3 | Represents | from seconds to minutes, minutes to hours, and hours to a day; and vice versa | time measure | Math | |
| M3ME-IVa-9 | 3 | Represents | and vice versa | weeks to month | Math | |
| M3ME-IVa-9 | 3 | Represents | and vice versa | weeks to year | Math | |
| M3NS-Ib-15.1 | 3 | Rounds | to the nearest ten, hundred and thousand.. | numbers | Math | |
| M3NS-If-29.3 | 3 | Solves | using appropriate problem solving strategies and tools | non-routine problems | involving addition of whole numbers; with sums up to 10,000; including money | Math |
| M3NS-Ii-34.5 | 3 | Solves | using appropriate problem solving strategies and tools | non-routine problems | involving subtraction without or with addition of whole numbers; including money | Math |
| M3NS-IIe-45.3 | 3 | Solves | using appropriate problem solving strategies and tools | non-routine problems | involving multiplication; without or with addition and subtraction of whole numbers; including money | Math |
| M3NS-IIj-56.2 | 3 | Solves | using appropriate problem solving strategies and tools | non-routine problems | involving division of 2- to 4-digit numbers by 1- to 2-digit numbers; without or with any of the other operations of whole numbers; including money | Math |
| M3ME-IVc-40 | 3 | Solves | non-routine problems | involving conversions of common units of measure | Math | |
| M3ME-IVd-42 | 3 | Solves | non-routine problems | involving capacity measure | Math | |
| M3ME-IVf-46 | 3 | Solves | using square tiles | non-routine problems | involving areas of squares and rectangles | Math |
| M3SP-IVh-4.3 | 3 | Solves | using data presented in a single-bar graph | non-routine problems | Math | |
| M3ME-IVb-10 | 3 | Solves | problems | involving conversion of time measure | Math | |
| M3NS-If-29.3 | 3 | Solves | using appropriate problem solving strategies and tools | routine problems | involving addition of whole numbers; with sums up to 10,000; including money | Math |
| M3NS-Ii-34.5 | 3 | Solves | using appropriate problem solving strategies and tools | routine problems | involving subtraction without or with addition of whole numbers; including money | Math |
| M3NS-IIe-45.3 | 3 | Solves | using appropriate problem solving strategies and tools | routine problems | involving multiplication; without or with addition and subtraction of whole numbers; including money | Math |
| M3NS-IIj-56.2 | 3 | Solves | using appropriate problem solving strategies and tools | routine problems | involving division of 2- to 4-digit numbers by 1- to 2-digit numbers; without or with any of the other operations of whole numbers; including money | Math |
| M3ME-IVc-40 | 3 | Solves | routine problems | involving conversions of common units of measure | Math | |
| M3ME-IVd-42 | 3 | Solves | routine problems | involving capacity measure | Math | |
| M3ME-IVf-46 | 3 | Solves | using square tiles | routine problems | involving areas of squares and rectangles | Math |
| M3SP-IVh-4.3 | 3 | Solves | using data presented in a single-bar graph | routine problems | Math | |
| M3SP-IVg-2.3 | 3 | Sorts | in tabular form | data | Math | |
| M3NS-IIg-51.3 | 3 | States | basic division facts | of numbers up to 10 | Math | |
| M3NS-IIa-41.3 | 3 | States | basic multiplication facts | of numbers up to 10 | Math | |
| M3NS-IIf-47 | 3 | States | the multiples | of 1- to 2-digit numbers | Math | |
| M3NS-Ih-33.5 | 3 | Subtracts | mentally; without and with regrouping; using appropriate strategies | 1- to 2-digit numbers | Math | |
| M3NS-Ii-33.6 | 3 | Subtracts | mentally; with multiples of hundreds; without and with regrouping; using appropriate strategies | 2- to 3-digits numbers | Math | |
| M3SP-IVi-7.3 | 3 | Tells | whether an event is equally likely to happen | Math | ||
| M3SP-IVi-7.3 | 3 | Tells | whether an event is impossible to happen | Math | ||
| M3SP-IVi-7.3 | 3 | Tells | whether an event is likely to happen | Math | ||
| M3SP-IVi-7.3 | 3 | Tells | whether an event is sure to happen | Math | ||
| M3SP-IVi-7.3 | 3 | Tells | whether an event is unlikely to happen | Math | ||
| M3GE-IIIh-8.3 | 3 | Tessellates | using triangles, squares and other shapes that can tessellate | the plane | Math | |
| M3ME-IVd-43 | 3 | Visualizes | using appropriate unit | area | Math | |
| M3NS-IIg-51.3 | 3 | Visualizes | basic division facts | of numbers up to 10 | Math | |
| M3NS-IIa-41.3 | 3 | Visualizes | basic multiplication facts | of numbers up to 10 | Math | |
| M3ME-IVb-39 | 3 | Visualizes | from larger to smaller unit; and vice versa | common units of measure: kilogram and gram | Math | |
| M3ME-IVb-39 | 3 | Visualizes | from larger to smaller unit; and vice versa | common units of measure: liter and milliliter | Math | |
| M3ME-IVb-39 | 3 | Visualizes | from larger to smaller unit; and vice versa | common units of measure: meter and centimeter | Math | |
| M3GE-IIIf-13 | 3 | Visualizes | congruent line segments | Math | ||
| M3ME-IVa-9 | 3 | Visualizes | and vice versa | days to month | Math | |
| M3ME-IVa-9 | 3 | Visualizes | and vice versa | days to week | Math | |
| M3ME-IVa-9 | 3 | Visualizes | and vice versa | days to year | Math | |
| M3NS-IIIc-72.6 | 3 | Visualizes | dissimilar fractions | Math | ||
| M3NS-IIId-77.3 | 3 | Visualizes | dissimilar fractions | Math | ||
| M3NS-IIId-78.3 | 3 | Visualizes | in increasing or decreasing order | dissimilar fractions | Math | |
| M3NS-IIg-51.2 | 3 | Visualizes | division | of numbers up to 100 by 6, 7, 8 and 9 (multiplication table of 6, 7, 8 and 9) | Math | |
| M3NS-IIIe-72.7 | 3 | Visualizes | equivalent fractions | Math | ||
| M3NS-IIIa-72.4 | 3 | Visualizes | fractions | that are equal to one and greater than one | Math | |
| M3ME-IVa-9 | 3 | Visualizes | and vice versa | months to year | Math | |
| M3NS-IIa-41.2 | 3 | Visualizes | multiplication | of numbers 1 to 10 by 6, 7, 8 and 9 | Math | |
| M3ME-IVc-40 | 3 | Visualizes | non-routine problems | involving conversions of common units of measure | Math | |
| M3ME-IVd-42 | 3 | Visualizes | non-routine problems | involving capacity measure | Math | |
| M3NS-Ia-1.3 | 3 | Visualizes | with emphasis on numbers 1,001-10,000 | numbers | up to 10,000 | Math |
| M3ME-IVb-10 | 3 | Visualizes | problems | involving conversion of time measure | Math | |
| M3ME-IVc-40 | 3 | Visualizes | routine problems | involving conversions of common units of measure | Math | |
| M3ME-IVd-42 | 3 | Visualizes | routine problems | involving capacity measure | Math | |
| M3GE-IIIg-7.3 | 3 | Visualizes | in the environment and in design | symmetry | Math | |
| M3ME-IVe-45 | 3 | Visualizes | in sq. cm and sq. m | the area of a rectangle | Math | |
| M3ME-IVe-45 | 3 | Visualizes | in sq. cm and sq. m | the area of a square | Math | |
| M3ME-IVc-41 | 3 | Visualizes | using milliliter and liter | the capacity of a container | Math | |
| M3NS-IIf-47 | 3 | Visualizes | the multiples | of 1- to 2-digit numbers | Math | |
| M3ME-IVa-8 | 3 | Visualizes | from seconds to minutes, minutes to hours, and hours to a day; and vice versa | time measure | Math | |
| M3ME-IVa-9 | 3 | Visualizes | and vice versa | weeks to month | Math | |
| M3ME-IVa-9 | 3 | Visualizes | and vice versa | weeks to year | Math | |
| M3NS-IIIb-76.3 | 3 | Writes | in symbols and in words | fractions | that are equal to one and greater than one | Math |
| M3NS-Ic-20.2 | 3 | Writes | in symbols and in words; in pesos and centavos | money | through PhP1,000 | Math |
| M3NS-Ia-9.3 | 3 | Writes | in symbols and in words | numbers | up to 10,000 | Math |
| MT3SS-IIIg-h-9.3 | 3 | Arranges | in alphabetical order | 7-10 words | with the same beginning letter | MTongue |
| MT3SS-IId-f-9.2 | 3 | Arranges | in alphabetical order | 8-10 words | with different beginning letters | MTongue |
| MT3GIh-j5.1 | 3 | Constructs | observing appropriate punctuation marks | sentences | MTongue | |
| MT3G-Ih-j-5.1 | 3 | Constructs | observing appropriate punctuation marks | sentences | MTongue | |
| MT3LC-IIIi-i-12.1 | 3 | Describes | the author’s writing style | MTongue | ||
| MT3R-CIIIi-i-12.1 | 3 | Describes | the author’s writing style | MTongue | ||
| MT3LC-IVi-12.1 | 3 | Describes | the author’s writing style | MTongue | ||
| MT3G-If-g-4.2.1 | 3 | Differentiates | from abstract nouns | concrete nouns: animal | MTongue | |
| MT3G-If-g-4.2.1 | 3 | Differentiates | from abstract nouns | concrete nouns: person | MTongue | |
| MT3G-If-g-4.2.1 | 3 | Differentiates | from abstract nouns | concrete nouns: place | MTongue | |
| MT3G-If-g-4.2.1 | 3 | Differentiates | from abstract nouns | concrete nouns: thing | MTongue | |
| MT3G-Ia-c-4.2 | 3 | Differentiates | from mass nouns | count nouns | MTongue | |
| MT3SS-IIg-i-12.2 | 3 | Discusses | from a table | information | MTongue | |
| MT3SS-IVd-f-12.4 | 3 | Discusses | from simple line and bar graphs | information | MTongue | |
| MT3SS-IIId-f-10.2 | 3 | Enumerates | the labels | in an illustration | MTongue | |
| MT3A-IVa-i-5.3 | 3 | Expresses | by reading available print materials | interest | in texts | MTongue |
| MT3A-Ia-i-5.2 | 3 | Expresses | by browsing the books read to them and asking to be read more stories and texts | love | for stories and other texts | MTongue |
| MT3-AIa-i-5.2 | 3 | Expresses | by browsing the books read to them and asking to be read more stories and texts | love | for stories and other texts | MTongue |
| MT3SS-Ia-b-8.2 | 3 | Fills out | giving the appropriate information | forms | MTongue | |
| MT3SS-Ic-d-1.2 | 3 | Follows | carefully | instructions | in a test | MTongue |
| MT3SS-Ie-f-1.4 | 3 | Follows | sequentially | more than 5-step written directions | (in manuals, in recipes etc.) | MTongue |
| MT3SS-IIa-c4.4 | 3 | Gets | from published announcements | information | MTongue | |
| MT3SS-IIa-c-4.4 | 3 | Gets | from published announcements | information | MTongue | |
| MT3SS-II-i-4.8 | 3 | Gets | from the table of contents | information | MTongue | |
| MT3LC-IIIg-2.6 | 3 | Gives | another title | for literary or informational text | MTongue | |
| MT3RC-IIIg-2.6 | 3 | Gives | another title | for literary or informational text | MTongue | |
| MT3LC-IVg-2.6 | 3 | Gives | another title | for literary or informational text | MTongue | |
| MT3LC-IIIb-c-2.2.1 | 3 | Gives | one’s reaction | to an event or issue | MTongue | |
| MT3RC-IIIb-c-2.2.1 | 3 | Gives | one’s reaction | to an event or issue | MTongue | |
| MT3LC-IVb-c-2.2.1 | 3 | Gives | one’s reaction | to an event or issue | MTongue | |
| MT3RC-IVb-c-2.2.1 | 3 | Gives | one’s reaction | to an event or issue | MTongue | |
| MT3LC-Ic-d-2.1.1 | 3 | Gives | the correct sequence of 3-5 events | in a story | MTongue | |
| MT3RC-Ic-d-2.1.1 | 3 | Gives | the correct sequence of 3-5 events | in a story | MTongue | |
| MT3LC-Ig-h-2.4 | 3 | Gives | the main idea | of a story/poem | MTongue | |
| MT3RC-Ig-h-2.4 | 3 | Gives | the main idea | of a story/poem | MTongue | |
| MT3LC-If-2.3 | 3 | Gives | the meaning | of a poem | MTongue | |
| MT3RC-If-2.3 | 3 | Gives | the meaning | of a poem | MTongue | |
| MT3LC-IIh-i-2.5 | 3 | Gives | the summary | of a story | MTongue | |
| MT3G-Id-e-2.1.4 | 3 | Identifies | abstract nouns | MTongue | ||
| MT3G-IVa-2.4.2 | 3 | Identifies | adjectives | appropriate for the grade level | MTongue | |
| MT3G-IVe-2.5.1 | 3 | Identifies | adverbs of degrees of comparison | MTongue | ||
| MT3G-IVf-g-2.5.2 | 3 | Identifies | adverbs of manner | in different degrees of comparison | MTongue | |
| MT3G-IVf-g-2.5.2 | 3 | Identifies | correctly | adverbs of manner | MTongue | |
| MT3G-IVe-2.5.1 | 3 | Identifies | adverbs of place | MTongue | ||
| MT3G-IVf-g-2.5.2 | 3 | Identifies | correctly | adverbs of place | MTongue | |
| MT3G-IVe-2.5.1 | 3 | Identifies | adverbs of time | MTongue | ||
| MT3G-IVf-g-2.5.2 | 3 | Identifies | correctly | adverbs of time | MTongue | |
| MT3G-IVb-2.5 | 3 | Identifies | antonyms | of grade-level adjectives | MTongue | |
| MT3VCD-If-h-3.6 | 3 | Identifies | in sentences | hyperbole | MTongue | |
| MT3VCD-IIf-h-3.6 | 3 | Identifies | in sentences | hyperbole | MTongue | |
| MT3VCD-IIIf-h-3.6 | 3 | Identifies | in sentences | hyperbole | MTongue | |
| MT3VCD-IVf-h-3.6 | 3 | Identifies | in sentences | hyperbole | MTongue | |
| MT3VCD-If-h-3.6 | 3 | Identifies | in sentences | idiomatic expressions | MTongue | |
| MT3VCD-IIf-h-3.6 | 3 | Identifies | in sentences | idiomatic expressions | MTongue | |
| MT3VCD-IIIf-h-3.6 | 3 | Identifies | in sentences | idiomatic expressions | MTongue | |
| MT3VCD-IVf-h-3.6 | 3 | Identifies | in sentences | idiomatic expressions | MTongue | |
| MT3G-IIe-f-2.2.4 | 3 | Identifies | when applicable | indefinite pronouns | MTongue | |
| MT3SS-IIg-i-12.2 | 3 | Identifies | from a table | information | MTongue | |
| MT3SS-IVd-f-12.4 | 3 | Identifies | from simple line and bar graphs | information | MTongue | |
| MT3G-IIa-b-2.2.3 | 3 | Identifies | interrogative pronouns | MTongue | ||
| MT3VCD-If-h-3.6 | 3 | Identifies | in sentences | personification | MTongue | |
| MT3VCD-IIf-h-3.6 | 3 | Identifies | in sentences | personification | MTongue | |
| MT3VCD-IIIf-h-3.6 | 3 | Identifies | in sentences | personification | MTongue | |
| MT3VCD-IVf-h-3.6 | 3 | Identifies | in sentences | personification | MTongue | |
| MT3G-IVh-2.6 | 3 | Identifies | correctly | prepositional phrases | MTongue | |
| MT3G-IVh-2.6 | 3 | Identifies | correctly | prepositions | MTongue | |
| MT3G-IVb-2.5 | 3 | Identifies | synonyms | of grade-level adjectives | MTongue | |
| MT3LC-IIIh-4.6 | 3 | Identifies | the author’s purpose | for writing a selection | MTongue | |
| MT3RC-IIIh-4.6 | 3 | Identifies | the author’s purpose | for writing a selection | MTongue | |
| MT3LC-IVh-4.6 | 3 | Identifies | the author’s purpose | for writing a selection | MTongue | |
| MT3RC-IVh-4.6 | 3 | Identifies | the author’s purpose | for writing a selection | MTongue | |
| MT3LC-Ie-4.4 | 3 | Identifies | the difference between a story and a poem | MTongue | ||
| MT3RC-Ie-4.4 | 3 | Identifies | the difference between a story and a poem | MTongue | ||
| MT3LC-IIa-b-4.5 | 3 | Identifies | the important story elements | MTongue | ||
| MT3RC-IIa-b-4.5 | 3 | Identifies | the important story elements | MTongue | ||
| MT3SS-Ig-h-12.1 | 3 | Identifies | the parts | of a book | MTongue | |
| MT3SS-IIIi-i-12.3 | 3 | Identifies | the parts | of a newspaper | MTongue | |
| MT3G-IIIa-b-2.3.3 | 3 | Identifies | verbs | appropriate for the grade level | MTongue | |
| MT3VCD-Ii-i-3.6 | 3 | Identifies | in sentences | words | with multiple meanings | MTongue |
| MT3VCD-IIi-i-3.6 | 3 | Identifies | in sentences | words | with multiple meanings | MTongue |
| MT3VCD-IIIi-i-3.6 | 3 | Identifies | in sentences | words | with multiple meanings | MTongue |
| MT3VCD-IVi-i-3.6 | 3 | Identifies | in sentences | words | with multiple meanings | MTongue |
| MT3RC-Ii-i-3.3 | 3 | Infers | character feelings | in a story | MTongue | |
| MT3LC-Ii-i-3.3 | 3 | Infers | character feelings | in a story | MTongue | |
| MT3RC-Ii-i-3.3 | 3 | Infers | character traits | in a story | MTongue | |
| MT3LC-Ii-i-3.3 | 3 | Infers | character traits | in a story | MTongue | |
| MT3LC-IIId-3.4 | 3 | Infers | from an informational text | important details | MTongue | |
| MT3RC-IIId-3.4 | 3 | Infers | from an informational text | important details | MTongue | |
| MT3LC-IVd-3.4 | 3 | Infers | from an informational text | important details | MTongue | |
| MT3RC-IV-d3.4 | 3 | Infers | from an informational text | important details | MTongue | |
| MT3OL-IIIb-c-6.3 | 3 | Initiates | with peers and adults; by asking and answering questions, restating and soliciting information | more extended social conversation | on unfamiliar topics | MTongue |
| MT3OL-IVb-c-6.3 | 3 | Initiates | with peers and adults; by asking and answering questions, restating and soliciting information | more extended social conversation | on unfamiliar topics | MTongue |
| MT3OL-IIIb-c-6.3 | 3 | Initiates | with peers and adults; by asking and answering questions, restating and soliciting information | more extended social dialogue | on unfamiliar topics | MTongue |
| MT3OL-IVb-c-6.3 | 3 | Initiates | with peers and adults; by asking and answering questions, restating and soliciting information | more extended social dialogue | on unfamiliar topics | MTongue |
| MT3SS-IIIa-c-5.2 | 3 | Interprets | based on a given legend | a pictograph | MTongue | |
| MT3SS-IIId-f-10.2 | 3 | Interprets | the labels | in an illustration | MTongue | |
| MT3SS-IVa-c-13.1 | 3 | Makes | for a report | a two-level outline | MTongue | |
| MT3LC-IIIa-1.2.1 | 3 | Notes | important details | in grade level informational texts | MTongue | |
| MT3RC-IIIa-1.2.1 | 3 | Notes | important details | in grade level informational texts | MTongue | |
| MT3LC-IVa-1.2.1 | 3 | Notes | important details | in grade level informational texts | MTongue | |
| MT3RC-IVa-1.2.1 | 3 | Notes | important details | in grade level informational texts | MTongue | |
| MT3RC-Ia-b-1.1.1 | 3 | Notes | important details: character | in grade level narrative texts | MTongue | |
| MT3RC-Ia-b-1.1.1 | 3 | Notes | important details: plot (problem) | in grade level narrative texts | MTongue | |
| MT3RC-Ia-b-1.1.1 | 3 | Notes | important details: plot (resolution) | in grade level narrative texts | MTongue | |
| MT3RC-Ia-b-1.1.1 | 3 | Notes | important details: setting | in grade level narrative texts | MTongue | |
| MT3C-If-i-3.2 | 3 | Observes | in composing a paragraph and journal entries | the conventions of writing | MTongue | |
| MT3C-IIa-i-3.3 | 3 | Observes | in composing a 2-paragraph narrative that includes the elements of setting, characters and plot | the conventions of writing | MTongue | |
| MT3-CIIa-i-3.3 | 3 | Observes | in composing a 2-paragraph narrative that includes the elements of setting, characters and plot | the conventions of writing | MTongue | |
| MT3OL-Ia-b-6.2.2 | 3 | Participates | actively; by making comments and asking questions; using complete sentences/ paragraphs | during class sharing | on familiar topics | MTongue |
| MT3OL-IIa-6.2.2 | 3 | Participates | actively; by making comments and asking questions; using complete sentences/ paragraphs | during story reading | on familiar topics | MTongue |
| MT3OL-IIIb-c-6.3 | 3 | Participates | with peers and adults; by asking and answering questions, restating and soliciting information | in extended social conversation | on unfamiliar topics | MTongue |
| MT3OL-IVb-c-6.3 | 3 | Participates | with peers and adults; by asking and answering questions, restating and soliciting information | in extended social conversation | on unfamiliar topics | MTongue |
| MT3OL-IIIb-c-6.3 | 3 | Participates | with peers and adults; by asking and answering questions, restating and soliciting information | in extended social dialogue | on unfamiliar topics | MTongue |
| MT3OL-IVb-c-6.3 | 3 | Participates | with peers and adults; by asking and answering questions, restating and soliciting information | in extended social dialogue | on unfamiliar topics | MTongue |
| MT3LC-IIc-d-5.1 | 3 | Predicts | possible ending | of a story | MTongue | |
| MT3RC-IIc-d-5.1 | 3 | Predicts | possible ending | of a story | MTongue | |
| MT3LC-IVi-12.1 | 3 | Reacts | to the author’s writing style | MTongue | ||
| MT3LC-IIIi-i-12.1 | 3 | Reacts | to the author’s writing style | MTongue | ||
| MT3R-CIIIi-i-12.1 | 3 | Reacts | to the author’s writing style | MTongue | ||
| MT3F-Ia-c-1.4 | 3 | Reads | aloud; with an accuracy of 95-100% | grade level text | MTongue | |
| MT3F-IIa-c-1.4 | 3 | Reads | aloud; with an accuracy of 95-100% | grade level text | MTongue | |
| MT3F-IIIa-c-1.4 | 3 | Reads | aloud; with an accuracy of 95-100% | grade level text | MTongue | |
| MT3F-IVa-c-1.4 | 3 | Reads | aloud; with an accuracy of 95-100% | grade level text | MTongue | |
| MT3F-Id-g-1.5 | 3 | Reads | with appropriate speed | grade level texts | (Note: should include benchmarks on number of words per minute once research and data have been gathered) | MTongue |
| MT3F-Id--g1.5 | 3 | Reads | with appropriate speed | grade level texts | (Note: should include benchmarks on number of words per minute once research and data have been gathered) | MTongue |
| MT3F-Ih-i-1.6 | 3 | Reads | with appropriate intonation, expression and punctuation cues; when applicable | grade level texts | MTongue | |
| MT3F-IId-g-1.5 | 3 | Reads | with appropriate speed | grade level texts | (Note: should include benchmarks on number of words per minute once research and data have been gathered) | MTongue |
| MT3F-IId-g-1.5 | 3 | Reads | with appropriate speed | grade level texts | (Note: should include benchmarks on number of words per minute once research and data have been gathered) | MTongue |
| MT3F-IIId-g-1.5 | 3 | Reads | with appropriate speed | grade level texts | (Note: should include benchmarks on number of words per minute once research and data have been gathered) | MTongue |
| MT3F-IIIh-i-1.6 | 3 | Reads | with appropriate intonation, expression and punctuation cues; when applicable | grade level texts | MTongue | |
| MT3F-IVd-g-1.5 | 3 | Reads | with appropriate speed | grade level texts | (Note: should include benchmarks on number of words per minute once research and data have been gathered) | MTongue |
| MT3F-IVh-i-1.6 | 3 | Reads | with appropriate intonation, expression and punctuation cues; when applicable | grade level texts | MTongue | |
| MT3OL-IIIh-i-13.1 | 3 | Recognizes | appropriate ways of speaking | that vary according to purposes, audience, and subject matter | MTongue | |
| MT3OL-IVi-i-13.1 | 3 | Recognizes | appropriate ways of speaking | that vary according to purposes, audience, and subject matter | MTongue | |
| MT3OL-Ic-10.1 | 3 | Relates | using a variety of words; with proper phrasing and intonation | one’s own experiences | related to the topics | MTongue |
| MT3OL-IIb-c-10.1 | 3 | Relates | using a variety of words; with proper phrasing and intonation | one’s own experiences | related to the topics | MTongue |
| MT3OL-IIIa-10.1 | 3 | Relates | using a variety of words; with proper phrasing and intonation | one’s own experiences | related to the topics | MTongue |
| MT3OL-IVa-10.1 | 3 | Relates | using a variety of words; with proper phrasing and intonation | one’s own experiences | related to the topics | MTongue |
| MT3OL-Ic-10.1 | 3 | Relates | using a variety of words; with proper phrasing and intonation | one’s own ideas | related to the topics | MTongue |
| MT3OL-IIb-c-10.1 | 3 | Relates | using a variety of words; with proper phrasing and intonation | one’s own ideas | related to the topics | MTongue |
| MT3OL-IIIa-10.1 | 3 | Relates | using a variety of words; with proper phrasing and intonation | one’s own ideas | related to the topics | MTongue |
| MT3OL-IVa-10.1 | 3 | Relates | using a variety of words; with proper phrasing and intonation | one’s own ideas | related to the topics | MTongue |
| MT3LC-IIe-6.1 | 3 | Relates | to one’s experience | story events | MTongue | |
| MT3RC-IIe-6.1 | 3 | Relates | to one’s experience | story events | MTongue | |
| MT3LC-IIf-g-11.1 | 3 | Responds | through dramatization, songs or art activities | to a story | MTongue | |
| MT3RC-IIf-g-11.1 | 3 | Responds | through dramatization, songs or art activities | to a story | MTongue | |
| MT3LC-IIi-8.1 | 3 | Retells | a story | MTongue | ||
| MT3RC-IIi-8.1 | 3 | Retells | a story | MTongue | ||
| MT3OL-Ii-9.1.1 | 3 | Retells | by using appropriate gestures and expressions; in complete sentences | familiar stories | MTongue | |
| MT3OL-IIj-9.1.1 | 3 | Retells | by using appropriate gestures and expressions; in complete sentences | familiar stories | MTongue | |
| MT3OL-Ii-9.1.1 | 3 | Retells | by using appropriate gestures and expressions; in complete sentences | short conversations | MTongue | |
| MT3OL-IIj-9.1.1 | 3 | Retells | by using appropriate gestures and expressions; in complete sentences | short conversations | MTongue | |
| MT3LC-IIIe-f-9.2 | 3 | Sequences | through discussion, illustration, song, dramatization and art | events | in an informational text | MTongue |
| MT3RC-IIIe-f-9.2 | 3 | Sequences | through discussion, illustration, song, dramatization and art | events | in an informational text | MTongue |
| MT3LC-IVe-f-9.2 | 3 | Sequences | through discussion, illustration, song, dramatization and art | events | in an informational text | MTongue |
| MT3RC-IVe-f-9.2 | 3 | Sequences | through discussion, illustration, song, dramatization and art | events | in an informational text | MTongue |
| MT3A-IIa-i-4.2 | 3 | Shows | by listening attentively during story reading and by making comments/ reactions | love | for reading | MTongue |
| MT3AIIa-i-4.2 | 3 | Shows | by listening attentively during story reading and by making comments/ reactions | love | for reading | MTongue |
| MT3A-IIa-i4.2 | 3 | Shows | by listening attentively during story reading and by making comments/ reactions | love | for reading | MTongue |
| MT3A-IIIa-i-4.2 | 3 | Shows | by listening attentively during story reading and by making comments/ reactions | love | for reading | MTongue |
| MT3OL-Ig-i-12.1 | 3 | Speaks | clearly and comprehensively; by using standard language and appropriate grammatical forms, pitch, and modulation | MTongue | ||
| MT3OL-Ih-i-12.1 | 3 | Speaks | clearly and comprehensively; by using standard language and appropriate grammatical forms, pitch, and modulation | MTongue | ||
| MT3OL-IIh-i-12.1 | 3 | Speaks | clearly and comprehensively; by using standard language and appropriate grammatical forms, pitch, and modulation | MTongue | ||
| MT3OL-IIIh-i-12.1 | 3 | Speaks | clearly and comprehensively; by using standard language and appropriate grammatical forms, pitch, and modulation | MTongue | ||
| MT3OL-IVi-12.1 | 3 | Speaks | clearly and comprehensively; by using standard language and appropriate grammatical forms, pitch, and modulation | MTongue | ||
| MT3F-Ia-i-1.6 | 3 | Spells | correctly | the words | in the list of vocabulary words in the selections read | MTongue |
| MT3F-IVa-i-1.6 | 3 | Spells | correctly | the words | in the list of vocabulary words in the selections read | MTongue |
| MT3OL-If-g-1.3 | 3 | Talks | using expanding vocabulary; in complete sentences/ paragraphs | about famous people, places, events, etc. | MTongue | |
| MT3OL-IIf-g-1.3 | 3 | Talks | using expanding vocabulary; in complete sentences/ paragraphs | about famous people, places, events, etc. | MTongue | |
| MT3OL-IIId-e-1.3 | 3 | Talks | using expanding vocabulary; in complete sentences/ paragraphs | about famous people, places, events, etc. | MTongue | |
| MT3OL-IVd-e-1.3 | 3 | Talks | using expanding vocabulary; in complete sentences/ paragraphs | about famous people, places, events, etc. | MTongue | |
| MT3OL-Ii-9.1.1 | 3 | Tells | by using appropriate gestures and expressions; in complete sentences | familiar stories | MTongue | |
| MT3OL-IIj-9.1.1 | 3 | Tells | by using appropriate gestures and expressions; in complete sentences | familiar stories | MTongue | |
| MT3OL-Ii-9.1.1 | 3 | Tells | by using appropriate gestures and expressions; in complete sentences | short conversations | MTongue | |
| MT3OL-IIj-9.1.1 | 3 | Tells | by using appropriate gestures and expressions; in complete sentences | short conversations | MTongue | |
| MT3G-Id-e-2.1.4 | 3 | Uses | abstract nouns | MTongue | ||
| MT3G-IVa-2.4.2 | 3 | Uses | adjectives | appropriate for the grade level | MTongue | |
| MT3G-IVe-2.5.1 | 3 | Uses | adverbs of degrees of comparison | MTongue | ||
| MT3G-IVf-g-2.5.2 | 3 | Uses | adverbs of manner | in different degrees of comparison | MTongue | |
| MT3G-IVf-g-2.5.2 | 3 | Uses | correctly | adverbs of manner | MTongue | |
| MT3G-IVe-2.5.1 | 3 | Uses | adverbs of place | MTongue | ||
| MT3G-IVf-g-2.5.2 | 3 | Uses | correctly | adverbs of place | MTongue | |
| MT3G-IVe-2.5.1 | 3 | Uses | adverbs of time | MTongue | ||
| MT3G-IVf-g-2.5.2 | 3 | Uses | correctly | adverbs of time | MTongue | |
| MT3SS-IVg-i-13.1 | 3 | Uses | appropriate graphic organizers | MTongue | ||
| MT3G-IVc-d-1.6.1 | 3 | Uses | correctly | different degrees of comparison of adjectives: comparative | MTongue | |
| MT3G-IVc-d-1.6.1 | 3 | Uses | correctly | different degrees of comparison of adjectives: same degree | MTongue | |
| MT3G-IVc-d-1.6.1 | 3 | Uses | correctly | different degrees of comparison of adjectives: superlative | MTongue | |
| MT3OL-Id-e-3.4 | 3 | Uses | to relate/show one’s obligation, hope and wish | expressions | appropriate to the grade level | MTongue |
| MT3OL-IId-e-3.6 | 3 | Uses | to react to local news, information, and propaganda about school, community and other local activities | expressions | appropriate to the grade level | MTongue |
| MT3OL-IIIf-g-3.7 | 3 | Uses | to explain or give reasons to issues, events, news articles, etc. | expressions | appropriate to the grade level | MTongue |
| MT3OL-IVf-h-3.7 | 3 | Uses | to explain or give reasons to issues, events, news articles, etc. | expressions | appropriate to the grade level | MTongue |
| MT3VCD-If-h-3.6 | 3 | Uses | in sentences | hyperbole | MTongue | |
| MT3VCD-IIf-h-3.6 | 3 | Uses | in sentences | hyperbole | MTongue | |
| MT3VCD-IIIf-h-3.6 | 3 | Uses | in sentences | hyperbole | MTongue | |
| MT3VCD-IVf-h-3.6 | 3 | Uses | in sentences | hyperbole | MTongue | |
| MT3VCD-If-h-3.6 | 3 | Uses | in sentences | idiomatic expressions | MTongue | |
| MT3VCD-IIf-h-3.6 | 3 | Uses | in sentences | idiomatic expressions | MTongue | |
| MT3VCD-IIIf-h-3.6 | 3 | Uses | in sentences | idiomatic expressions | MTongue | |
| MT3VCD-IVf-h-3.6 | 3 | Uses | in sentences | idiomatic expressions | MTongue | |
| MT3VCD-If-h-3.6 | 3 | Uses | in sentences | personification | MTongue | |
| MT3VCD-IIf-h-3.6 | 3 | Uses | in sentences | personification | MTongue | |
| MT3VCD-IIIf-h-3.6 | 3 | Uses | in sentences | personification | MTongue | |
| MT3VCD-IVf-h-3.6 | 3 | Uses | in sentences | personification | MTongue | |
| MT3G-IIc-d-1.3.2 | 3 | Uses | in sentences; when applicable | plural interrogative pronouns | MTongue | |
| MT3G-IIc-d-1.3.2 | 3 | Uses | in sentences; when applicable | plural interrogative pronouns | MTongue | |
| MT3G-IVh-2.6 | 3 | Uses | correctly | prepositional phrases | MTongue | |
| MT3G-IVh-2.6 | 3 | Uses | correctly | prepositions | MTongue | |
| MT3G-IIi-h-1.3.4 | 3 | Uses | correctly; in writing paragraphs | pronouns | MTongue | |
| MT3G-IIg-h-1.3.3 | 3 | Uses | in sentences | singular and plural indefinite pronouns | MTongue | |
| MT3G-IIg-h-1.3.3 | 3 | Uses | in sentences | singular and plural indefinite pronouns | MTongue | |
| MT3G-IIc-d-1.3.2 | 3 | Uses | in sentences; when applicable | singular interrogative pronouns | MTongue | |
| MT3G-IIc-d-1.3.2 | 3 | Uses | in sentences; when applicable | singular interrogative pronouns | MTongue | |
| MT3VCD-Ic-e-1.5 | 3 | Uses | as clues to get meaning of words | the combination of affixes and root words | (Note: Align with specific competencies in Grammar Awareness) | MTongue |
| MT3VCD-IIc-e-1.5 | 3 | Uses | as clues to get meaning of words | the combination of affixes and root words | (Note: Align with specific competencies in Grammar Awareness) | MTongue |
| MT3VCD-IIc-e-1.5 | 3 | Uses | as clues to get meaning of words | the combination of affixes and root words | (Note: Align with specific competencies in Grammar Awareness) | MTongue |
| MT3VCD-IIIc-e-1.5 | 3 | Uses | as clues to get meaning of words | the combination of affixes and root words | (Note: Align with specific competencies in Grammar Awareness) | MTongue |
| MT3VCD-IVc-e-1.5 | 3 | Uses | as clues to get meaning of words | the combination of affixes and root words | (Note: Align with specific competencies in Grammar Awareness) | MTongue |
| MT3G-Ia-c-1.2.1 | 3 | Uses | the correct counters for mass nouns | (ex: a kilo of meat) | MTongue | |
| MT3G-IIIc-e-1.5.3 | 3 | Uses | given the time signal | the correct form of the verb | MTongue | |
| MT3G-IIIf-h-1.5.4 | 3 | Uses | the correct form of the verb | that agrees with the subject | MTongue | |
| MT3G-IIIh-i-1.5.5 | 3 | Uses | when writing about an event, an interesting experience, a diary, . . . | the correct form of the verb | MTongue | |
| MT3G-IVi-1.7 | 3 | Uses | correctly; in writing for a variety of purposes | the different parts of speech | MTongue | |
| MT3G-IIIa-b-2.3.3 | 3 | Uses | verbs | appropriate for the grade level | MTongue | |
| MT3VCD-Ia-b-1.4 | 3 | Uses | in meaningful texts | words | unlocked during story reading | MTongue |
| MT3VCD-Ii-i-3.6 | 3 | Uses | in sentences | words | with multiple meanings | MTongue |
| MT3VCD-IIa-b-1.4 | 3 | Uses | in meaningful texts | words | unlocked during story reading | MTongue |
| MT3VCD-IIi-i-3.6 | 3 | Uses | in sentences | words | with multiple meanings | MTongue |
| MT3VCD-IIIa-b-1.4 | 3 | Uses | in meaningful texts | words | unlocked during story reading | MTongue |
| MT3VCD-IIIi-i-3.6 | 3 | Uses | in sentences | words | with multiple meanings | MTongue |
| MT3VCD-IVa-b-1.4 | 3 | Uses | in meaningful texts | words | unlocked during story reading | MTongue |
| MT3VCD-IVi-i-3.6 | 3 | Uses | in sentences | words | with multiple meanings | MTongue |
| MT3C-IVa-i2.7 | 3 | Writes | using signal words such as first, last, then, and next | a 3-5 step procedural paragraph | MTongue | |
| MT3C-IVa-i-2.7 | 3 | Writes | using signal words such as first, last, then, and next | a 3-5 step procedural paragraph | MTongue | |
| MT3C-Ia-e-2.5 | 3 | Writes | chants | MTongue | ||
| MT3G-Ih-i-6.1 | 3 | Writes | correctly | different types of sentences: complex | MTongue | |
| MT3G-Ih-i-6.1 | 3 | Writes | correctly | different types of sentences: compound | MTongue | |
| MT3G-Ih-i-6.1 | 3 | Writes | correctly | different types of sentences: simple | MTongue | |
| MT3C-IIIa-i-2.6 | 3 | Writes | personal opinions | to news reports and issues | MTongue | |
| MT3C-Ia-e-2.5 | 3 | Writes | poems | MTongue | ||
| MT3C-Ia-e-2.5 | 3 | Writes | raps | MTongue | ||
| MT3C-IIIa-i-2.6 | 3 | Writes | reactions | to news reports and issues | MTongue | |
| MT3C-Ia-e-2.5 | 3 | Writes | riddles | MTongue | ||
| S3LT-IIc-d-5 | 3 | Classifies | according to body parts and use | animals | Science | |
| S3MT-Ic-d-2 | 3 | Classifies | as solid, liquid, and gas based on some observable characteristics | materials | Science | |
| S3MT-Ic-d-2 | 3 | Classifies | as solid, liquid, and gas based on some observable characteristics | objects | Science | |
| S3ES-IVg-h-4 | 3 | Communicates | how different types of weather affect activities in the community | Science | ||
| S3ES-IVg-h-7 | 3 | Communicates | how the natural objects in the sky affect daily activities | Science | ||
| S3LT-IIe-f-11 | 3 | Compares | with nonliving things | living things | Science | |
| S3LT-IIc-d3 | 3 | Describes | animals | in their immediate surroundings | Science | |
| S3MT-Ih-j-4 | 3 | Describes | based on the effect of temperature | changes in materials: Liquid to gas | Science | |
| S3MT-Ih-j-4 | 3 | Describes | based on the effect of temperature | changes in materials: Liquid to solid | Science | |
| S3MT-Ih-j-4 | 3 | Describes | based on the effect of temperature | changes in materials: Solid to gas | Science | |
| S3MT-Ih-j-4 | 3 | Describes | based on the effect of temperature | changes in materials: Solid to liquid | Science | |
| S3MT-Ia-b-1 | 3 | Describes | based on their characteristics (e.g. shape, weight, volume, ease of flow) | different objects | Science | |
| S3FE-IIIg-h-4 | 3 | Describes | sources of electricity | Science | ||
| S3FE-IIIg-h-4 | 3 | Describes | sources of heat | Science | ||
| S3FE-IIIg-h-4 | 3 | Describes | sources of light | Science | ||
| S3FE-IIIg-h-4 | 3 | Describes | sources of sound | Science | ||
| S3ES-IVe-f-3 | 3 | Describes | the changes in the weather over a period of time | Science | ||
| S3LT-IIa-b-1 | 3 | Describes | the functions of the sense organs of the human body | Science | ||
| S3FE-IIIe-f-3 | 3 | Describes | the movements of objects such as: fast/slow | Science | ||
| S3FE-IIIe-f-3 | 3 | Describes | the movements of objects such as: forward/backward | Science | ||
| S3FE-IIIe-f-3 | 3 | Describes | the movements of objects such as: stretching/compressing | Science | ||
| S3ES-IVg-h-6 | 3 | Describes | the natural objects that are found in the sky | during daytime and nighttime | Science | |
| S3LT-IIe-f-8 | 3 | Describes | the parts of different kinds of plants | Science | ||
| S3LT-IIa-b-1 | 3 | Describes | the parts of the sense organs of the human body | Science | ||
| S3FE-IIIa-b-1 | 3 | Describes | in relation to a reference point such as a chair, door, or another person | the position of a person or an object | Science | |
| S3FE-IIIa-b-1 | 3 | Describes | in relation to a reference point such as a chair, door, or another person | the position of a person or an object | Science | |
| S3ES-IVa-b-1 | 3 | Describes | the things found in the surroundings | Science | ||
| S3MT-Ie-g-3 | 3 | Describes | ways for the proper use and handling of gas | found at home and in school | Science | |
| S3MT-Ie-g-3 | 3 | Describes | ways for the proper use and handling of liquid | found at home and in school | Science | |
| S3MT-Ie-g-3 | 3 | Describes | ways for the proper use and handling of solid | found at home and in school | Science | |
| S3LT-IIe-f-10 | 3 | Describes | ways of caring for and handling plants properly | Science | ||
| S3LT-IIc-d-7 | 3 | Describes | ways of handling animals properly | Science | ||
| S3LT-IIa-b-2 | 3 | Enumerates | to protect the sense organs | healthful habits | Science | |
| S3ES-IVg-h-5 | 3 | Enumerates | safety and precautionary measures | in dealing with different types of weather | Science | |
| S3ES-IVg-h-8 | 3 | Enumerates | to avoid the harmful effects of the Sun’s heat and light | safety measures | Science | |
| S3FE-IIIi-j-3 | 3 | Enumerates | uses of electricity | Science | ||
| S3FE-IIIi-j-3 | 3 | Enumerates | uses of heat | Science | ||
| S3FE-IIIi-j-3 | 3 | Enumerates | uses of light | Science | ||
| S3FE-IIIi-j-3 | 3 | Enumerates | uses of sound | Science | ||
| S3LT-IIi-j-15 | 3 | Explains | how living things depend on the environment to meet their basic needs | Science | ||
| S3LT-IIi-j-14 | 3 | Identifies | basic needs of animals | such as air, food, water and shelter | Science | |
| S3LT-IIi-j-14 | 3 | Identifies | basic needs of humans | such as air, food, water and shelter | Science | |
| S3LT-IIi-j-14 | 3 | Identifies | basic needs of plants | such as air, food, water and shelter | Science | |
| S3LT-IIc-d-4 | 3 | Identifies | functions of animals | Science | ||
| S3LT-IIg-h13 | 3 | Identifies | observable characteristics that are passed on from parents to offspring | (e.g., humans, animals, plants) | Science | |
| S3LT-IIc-d-4 | 3 | Identifies | the parts of animals | Science | ||
| S3FE-IIIc-d-2 | 3 | Identifies | things that can make objects move | such as people, water, wind, magnets | Science | |
| S3LT-IIg-h12 | 3 | Infers | that living things reproduce | Science | ||
| S3ES-IVg-h-5 | 3 | Practices | safety and precautionary measures | in dealing with different types of weather | Science | |
| S3LT-IIi-j-16 | 3 | Recognizes | that there is a need to protect and conserve the environment | Science | ||
| S3ES-IVc-d-2 | 3 | Relates | to people and other living things | the importance of surroundings | Science | |
| S3LT-IIc-d-6 | 3 | States | the importance of animals | to humans | Science | |
| S3LT-IIe-f-9 | 3 | States | the importance of plants | to humans | Science |
K to 12 Grade Levels:
- Kindergarten Curriculum Competencies
- Grade 1 Curriculum Competencies
- Grade 2 Curriculum Competencies
- Grade 4 Curriculum Competencies
- Grade 5 Curriculum Competencies
- Grade 6 Curriculum Competencies
- Grade 7 Curriculum Competencies
- Grade 8 Curriculum Competencies
- Grade 9 Curriculum Competencies
- Grade 10 Curriculum Competencies
- Grade 11 Curriculum Competencies
- Grade 12 Curriculum Competencies
