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 4 Curriculum Competencies
A database which serves as a search facility for Grade 4 competencies.
| Code | Grade Level | Verb | Verb Complexity | Noun | Noun Complexity | Subject |
|---|---|---|---|---|---|---|
| AP4KPB-IVf-g-5 | 4 | Nabibigyang-halaga | ang bahaging ginagampanan ng mga mamamayan sa pagtataguyod ng kaunlaran ng bansa | AP | ||
| AP4LKE-IIa-1 | 4 | Nabibigyang-katwiran | ang pag-aangkop na ginawa ng mga tao sa kapaligiran upang matugunan ang kanilang pangangailangan | AP | ||
| AP4KPB-IVd-e-4 | 4 | Nahihinuha | ang epekto ng kagalingang pansibiko sa pag-unlad ng bansa. | AP | ||
| AP4KPB-IVf-g-5 | 4 | Naibibigay | ang kahulugan at katangian ng pagiging produktibong mamamayan | AP | ||
| AP4KPB-IVd-e-4 | 4 | Naibibigay | ang kahulugan ng kagalingang pansibiko (civic efficacy) | AP | ||
| AP4AAB-Ig-h-10 | 4 | Naihahambing | ang iba’t ibang pangunahing anyong lupa at anyong tubig ng bansa | AP | ||
| AP4LKE-IIa-1 | 4 | Naihahambing | ang mga produkto at kalakal na matatagpuan sa iba’t ibang lokasyon ng bansa (Hal: pangingisda, paghahabi, pagdadaing, pagsasaka, atbp.) | AP | ||
| AP4AAB-Ig-h-10 | 4 | Naihahambing | gamit ang mapang topograprapiya | ang topograpiya ng iba’t ibang rehiyon ng bansa | AP | |
| AP4AAB-Ig-h-10 | 4 | Naihahambing | ayon sa populasyon; gamit ang mapa ng populasyon | ang topograpiya ng iba’t ibang rehiyon ng bansa | AP | |
| AP4AAB-Ia-1 | 4 | Naiisa-isa | ang mga katangian ng bansa | AP | ||
| AP4AAB-Ig-h-10 | 4 | Naiisa-isa | ang mga magagandang tanawin at lugar pasyalan bilang yamang likas ng bansa | AP | ||
| AP4PAB-IIIf-g-6 | 4 | Naiisa-isa | ang mga programang pangkalusugan | AP | ||
| AP4AAB-Ig-h-10 | 4 | Nailalarawan | ayon sa mga katangiang pisikal at pagkakakilanlang heograpikal nito | ang bansa | AP | |
| AP4AAB-Ie-f-8 | 4 | Nailalarawan | sa tulong ng mapang pangklima | ang klima sa iba’t ibang bahagi ng bansa | AP | |
| AP4LKE-IIa-1 | 4 | Nailalarawan | ang mga gawaing pangkabuhayan sa iba’t ibang lokasyon ng bansa | AP | ||
| AP4LKE-IIe-f-7 | 4 | Nailalarawan | ang mga pagkakakilanlang kultural ng Pilipinas | AP | ||
| AP4LKE-IIg-9 | 4 | Naipakikita | ang kaugnayan ng heograpiya, kultura at pangkabuhayang gawain sa pagbuo ng pagkakilanlang Pilipino | AP | ||
| AP4KPB-IVi-7 | 4 | Naipakikita | ang pakikilahok sa mga programa at proyekto ng pamahalaan na nagtataguyod ng mga karapatan ng mamamayan | AP | ||
| AP4PAB-IIIc-3 | 4 | Naipaliliwanag | ang “check and balance” ng kapangyarihan sa bawat isang sangay | AP | ||
| AP4PAB-IIIc-3 | 4 | Naipaliliwanag | ang “separation of powers” ng tatlong sangay ng pamahalaan | AP | ||
| AP4LKE-IIb-2 | 4 | Naipaliliwanag | ang iba’t ibang pakinabang pang-ekonomiko ng mga likas yaman ng bansa | AP | ||
| AP4AAB-Ig-9 | 4 | Naipaliliwanag | ang katangian ng Pilipinas bilang bansang maritime o insular | AP | ||
| AP4LKE-IIb-d-3 | 4 | Naipaliliwanag | ang matalino at di-matalinong mga paraang pangangasiwa ng mga likas na yaman ng bansa | AP | ||
| AP4KPB-IVf-g-5 | 4 | Naipaliliwanag | kung paano itinataguyod ng mga mamamayan ang kaunlaran ng bansa | AP | ||
| AP4KPB-IVf-g-5 | 4 | Naipaliliwanag | kung paano makatutulong sa pag-unlad at pagsulong ng bansa ang pagpapaunlad sa sariling kakayahan at kasanayan | AP | ||
| AP4AAB-Ib-3 | 4 | Naipaliliwanag | na isang bansa ang Pilipinas | AP | ||
| AP4AAB-Ie-f-8 | 4 | Naipapaliwanag | na may kinalaman ang klima sa uri ng mga pananim at hayop sa Pilipinas | AP | ||
| AP4LKE-IId-4 | 4 | Naiuugnay | ang kahalagahan ng pagtangkilik sa sariling produkto sa pag-unlad at pagsulong ng bansa | AP | ||
| AP4LKE-IIa-1 | 4 | Naiuugnay | ang kapaligiran sa uri ng hanapbuhay | AP | ||
| AP4AAB-Ie-f-8 | 4 | Naiuugnay | ang klima at panahon sa lokasyon ng bansa sa mundo. | AP | ||
| AP4LKE-IIb-d-3 | 4 | Naiuugnay | ang matalinong pangangasiwa ng likas na yaman sa pag-unlad ng bansa | AP | ||
| AP4AAB-Ib-2 | 4 | Nakabubuo | ng kahulugan ng bansa | AP | ||
| AP4LKE-IIi-11 | 4 | Nakabubuo | ng plano na magpapakilala at magpapakita ng pagmamalaki sa kultura ng mga rehiyon sa malikhaing paraan. | AP | ||
| AP4AAB-Ii-11 | 4 | Nakagagawa | ng maagap at wastong pagtugon sa mga panganib | AP | ||
| AP4AAB-Ii-11 | 4 | Nakagagawa | ng mga mungkahi upang mabawasan ang masamang epekto dulot ng kalamidad | AP | ||
| AP4LKE-IIe-6 | 4 | Nakalalahok | sa mga gawaing lumilinang sa pangangalaga at pagsusulong ng likas kayang pag-unlad (sustainable development) ng mga likas yaman ng bansa | AP | ||
| AP4AAB-Ia-1 | 4 | Nakapagbibigay | ng halimbawa ng bansa | AP | ||
| AP4AAB-Ij-13 | 4 | Nakapagbibigay | ng konlusyon tungkol sa kahalagahan ng mga katangiang pisikal sa pag-unlad ng bansa | AP | ||
| AP4LKE-IIb-d-3 | 4 | Nakapagbibigay | ng mungkahing paraan ng wastong pangangasiwa ng likas yaman ng bansa | AP | ||
| AP4PAB-IIIf-g-6 | 4 | Nakapagbibigay-halimbawa | ng mga programa pangkapayapaan | AP | ||
| AP4PAB-IIIf-g-6 | 4 | Nakapagbibigay-halimbawa | ng mga programang pang-inprastraktura atbp ng pamahalaan | AP | ||
| AP4LKE-IIe-f-7 | 4 | Nakapagmumungkahi | sa pagsusulong at pagpapaunlad ng kulturang Pilipino | AP | ||
| AP4AAB-Id-6 | 4 | Nakapagsasagawa | gamit ang mga batayang heograpiya tulad ng iskala, distansya at direksyon | ng interpretasyon tungkol sa lokasyon ng bansa | AP | |
| AP4KPB-IVj-8 | 4 | Nakapagsusulat | ng sanaysay tungkol sa pagka-Pilipino | AP | ||
| AP4KPB-IVj-8 | 4 | Nakapagsusulat | ng sanaysay tungkol sa Pilipinas bilang bansa | AP | ||
| AP4LKE-IIj-12 | 4 | Nakasusulat | ng sanaysay na tumatalakay sa pagpapahalaga at pagmamalaki sa kulturang Pilipino | AP | ||
| AP4AAB-Ie-f-8 | 4 | Nakikilala | na isang bansang tropikal ang Pilipinas | AP | ||
| AP4KPB-IVh-6 | 4 | Napahahalagahan | ang mga pangyayari at kontribusyon ng mga Pilipino sa iba’t-ibang panig ng daigdig tungo sa kaunlaran ng bansa (hal. OFW) | AP | ||
| AP4PAB-IIIf-g-6 | 4 | Nasasabi | ang mga pamamaraan sa pagpapaunlad ng edukasyon sa bansa | AP | ||
| AP4PAB-IIIf-g-6 | 4 | Nasasabi | ang mga paraan ng pagtataguyod ng ekonomiya ng bansa | AP | ||
| AP4KPB-IVa-b-1 | 4 | Nasasabi | kung sino ang mga mamamayan ng bansa | AP | ||
| AP4PAB-IIIa-b-2 | 4 | Nasusuri | ang balangkas o istruktura ng pamahalaan ng Pilipinas | AP | ||
| AP4PAB-IIIj-9 | 4 | Nasusuri | ang iba’t ibang paraan ng pagtutulungan ng pamahalaang pambayan, pamahalaang panlalawigan at iba pang tagapaglingkod ng pamayanan | AP | ||
| AP4LKE-IIb-d-3 | 4 | Nasusuri | ang kahalagahan ng matalinong pagpapasya sa pangangasiwa ng mga likas na yaman ng bansa | AP | ||
| AP4PAB-IIIf-g-6 | 4 | Nasusuri | ang mga paglilingkod ng pamahalaan upang matugunan ang pangangailangan ng bawat mamamayan | AP | ||
| AP4PAB-IIIi-8 | 4 | Nasusuri | ang mga proyekto at iba pang gawain ng pamahalaan sa kabutihan ng lahat o nakararami | AP | ||
| AP4PAB-IIIc-3 | 4 | Nasusuri | ang mga ugnayang kapangyarihan ng tatlong sangay ng pamahalaan | AP | ||
| AP4LKE-IIg-8 | 4 | Nasusuri | ang papel na ginagampanan ng kultura sa pagbuo ng pagkakakilanlang Pilipino | AP | ||
| AP4PAB-IIIh-7 | 4 | Nasusuri | ang tungkulin ng pamahalaan na itaguyod ang karapatan ng bawat mamamayan | AP | ||
| AP4PAB-IIIa-b-2 | 4 | Natatalakay | ang antas ng pamahalaan (pambansa at lokal) | AP | ||
| AP4PLR-IIId-4 | 4 | Natatalakay | ang epekto ng mabuting pamumuno sa pagtugon ng pangangailangan ng bansa | AP | ||
| AP4LKE-IIb-d-3 | 4 | Natatalakay | ang ilang mga isyung pangkapaligiran ng bansa | AP | ||
| AP4KPB-IVd-e-4 | 4 | Natatalakay | ang kahalagahan ng mga gawaing pansibiko ng bawat isa bilang kabahagi ng bansa | AP | ||
| AP4PAB-IIIa-1 | 4 | Natatalakay | ang kahulugan at kahalagahan ng pambansang pamahalaan | AP | ||
| AP4PAB-IIId-5 | 4 | Natatalakay | ang kahulugan ng ilang simbolo at sagisag ng kapangyarihan ng pamahalaan (i.e. executive, legislative, judiciary) | AP | ||
| AP4LKE-IIh-10 | 4 | Natatalakay | ang kahulugan ng pambansang awit bilang sagisag ng bansa | AP | ||
| AP4LKE-IIh-10 | 4 | Natatalakay | ang kahulugan ng pambansang watawat bilang sagisag ng bansa | AP | ||
| AP4PAB-IIIa-b-2 | 4 | Natatalakay | ang kapangyarihan ng tatlong sangay ng pamahalaan (ehekutibo, lehislatura at hudikatura) | AP | ||
| AP4AAB-Ia-1 | 4 | Natatalakay | ang konsepto ng bansa | AP | ||
| AP4KPB-IVc-2 | 4 | Natatalakay | ang konsepto ng karapatan | AP | ||
| AP4KPB-IVa-b-1 | 4 | Natatalakay | ang konsepto ng pagkamamamayan | AP | ||
| AP4KPB-IVc-2 | 4 | Natatalakay | ang konsepto ng tungkulin | AP | ||
| AP4LKE-IIe-f-7 | 4 | Natatalakay | ang kontribusyon ng iba’t ibang pangkat (pangkat etniko, pangkat etno-linguistiko at iba pang pangkat panlipunan na bunga ng migrasyon at “inter-marriage”) sa kulturang Pilipino | AP | ||
| AP4KPB-IVd-e-4 | 4 | Natatalakay | ang mga gawaing nagpapakita ng kagalingan pansibiko ng isang kabahagi ng bansa (hal. Pagtangkilik ng produktong Pilipino, pagsunod sa mga batas ng bansa, pagtulong sa paglilinis ng kapaligiran) | AP | ||
| AP4LKE-IId-5 | 4 | Natatalakay | ang mga hamon at oportunidad sa mga gawaing pangkabuhayan ng bansa. | AP | ||
| AP4KPB-IVc-2 | 4 | Natatalakay | ang mga karapatan ng mamamayang Pilipino | AP | ||
| AP4LKE-IIb-d-3 | 4 | Natatalakay | ang mga pananagutan ng bawat kasapi sa pangangasiwa at pangangalaga ng pinagkukunang yaman ng bansa | AP | ||
| AP4KPB-IVc-3 | 4 | Natatalakay | ang mga tungkuling kaakibat ng bawat karapatang tinatamasa. | AP | ||
| AP4PAB-IIIa-b-2 | 4 | Natatalakay | ang paraan ng pagpili at ang kaakibat na kapangyarihan ng mga namumuno ng bansa | AP | ||
| AP4KPB-IVc-2 | 4 | Natatalakay | ang tungkulin ng mamamayang Pilipino | AP | ||
| AP4AAB-Id-7 | 4 | Natatalunton | gamit ang mapa | ang mga hangganan at lawak ng teritoryo ng Pilipinas | AP | |
| AP4KPB-IVa-b-1 | 4 | Natutukoy | ang batayan ng pagkamamamayang Pilipino | AP | ||
| AP4AAB-Ie-f-8 | 4 | Natutukoy | ang iba pang salik (temperatura, dami ng ulan) na may kinalaman sa klima ng bansa | AP | ||
| AP4LKE-IIe-f-7 | 4 | Natutukoy | ang ilang halimbawa ng kulturang Pilipino sa iba’t ibang rehiyon ng Pilipinas (tradisyon, relihiyon, kaugalian, paniniwala, kagamitan, atbp.) | AP | ||
| AP4AAB-Ic-5 | 4 | Natutukoy | sa mapa | ang kinalalagyan ng bansa sa rehiyong Asya at mundo | AP | |
| AP4AAB-Ii-11 | 4 | Natutukoy | gamit ang hazard map | ang mga lugar sa Pilipinas na sensitibo sa panganib | AP | |
| AP4PAB-IIIa-b-2 | 4 | Natutukoy | ang mga namumuno ng bansa | AP | ||
| AP4LKE-IIe-f-7 | 4 | Natutukoy | ang mga pamanang pook bilang bahagi ng pagkakakilanlang kulturang Pilipino | AP | ||
| AP4AAB-Ig-h-10 | 4 | Natutukoy | ang mga pangunahing likas na yaman ng bansa | AP | ||
| AP4AAB-Ic-4 | 4 | Natutukoy | batay sa mga nakapaligid dito; gamit ang pangunahin at pangalawang direksyon | ang relatibong lokasyon (relative location) ng Pilipinas | AP | |
| A4EL-Ic | 4 | Adapts | through crayon etching technique. | an indigenous cultural motif into a contemporary design | Arts-Music | |
| A4PL-IIIb | 4 | Analyzes | how existing ethnic motif designs are repeated and alternated | Arts-Music | ||
| A4PL-Id | 4 | Applies | specific clothing, objects, and designs of the cultural communities to a drawing of the attire and accessories of one of these cultural groups | Arts-Music | ||
| A4EL-Ia | 4 | Appreciates | the rich variety of cultural communities in the Philippines and their uniqueness 1.2 VISAYAS – Ati | Arts-Music | ||
| A4PL-IIIc | 4 | Appreciates | how relief prints make the work more interesting and harmonious | in terms of the elements involved | Arts-Music | |
| A4EL-IIc | 4 | Appreciates | the importance of communities and their culture | Arts-Music | ||
| A4EL-Ia | 4 | Appreciates | the rich variety of cultural communities in the Philippines and their uniqueness 1.1 LUZON - Ivatan, Ifugao, Kalinga, Bontok, Gaddang, Agta | Arts-Music | ||
| A4EL-Ia | 4 | Appreciates | the rich variety of cultural communities in the Philippines and their uniqueness 1.3 MINDANAO - Badjao, Mangyan,Samal, Yakan, Ubanon, Manobo, Higaonon, Talaandig, Matigsalog, Bilaan, T’boli, Tiruray, Mansaka, Tausug | Arts-Music | ||
| MU4TB-IIIf-h-4 | 4 | Classifies | the various musical instruments as: brass wind | Arts-Music | ||
| MU4TB-IIIf-h-4 | 4 | Classifies | the various musical instruments as: percussion | Arts-Music | ||
| MU4TB-IIIf-h-4 | 4 | Classifies | the various musical instruments as: string | Arts-Music | ||
| MU4TB-IIIf-h-4 | 4 | Classifies | the various musical instruments as: woodwind | Arts-Music | ||
| A4EL-IId | 4 | Compares | the geographical location, practices, and festivals of the different cultural groups in the country | Arts-Music | ||
| A4PR-IIId | 4 | Creates | by repeating, alternating, or by radial arrangement | a design | Arts-Music | |
| A4PR-Ig | 4 | Creates | after close study and observation of one of the cultural communities’ way of dressing and accessorizing | a drawing | Arts-Music | |
| A4PR-IIIe | 4 | Creates | using additive and subtractive processes | a relief master or hold | Arts-Music | |
| A4PR-IVf | 4 | Creates | using colored buri strips or any material that can be woven, showing different designs: squares, checks, zigzags, and stripes | a small mat | Arts-Music | |
| A4PR-IVh | 4 | Creates | by following the traditional steps in tie-dyeing; using one or two colors | an original tie-dyed textile design | Arts-Music | |
| MU4HA-IVh-3 | 4 | Creates | with others | examples of harmonic interval (2 pitches) | Arts-Music | |
| A4PR-IIIf | 4 | Creates | from a clay design | simple, interesting, and harmoniously arranged relief prints | Arts-Music | |
| A4PR-IIIi | 4 | Creates | using found material: hard foam, cardboard shapes glued on wood, strings and buttons, old screws, and metal parts glued on wood or cardboard. | the relief mold | Arts-Music | |
| MU4RH-Ic-4 | 4 | Demonstrates | by clapping in time signatures 2/4, 3/4, 4/5 | the meaning of rhythmic patterns | Arts-Music | |
| A4EL-IIIa | 4 | Describes | its characteristics | Arts-Music | ||
| A4EL-IVa | 4 | Differentiates | textile traditions (e.g. tie-dye) done in other countries like China, India, Japan, and Indonesia in the olden times and presently, as well as in the Philippines, e.g. the Tinalak made by the T’olis. | Arts-Music | ||
| A4PL-IIIc | 4 | Discovers | the process of creating relief prints | Arts-Music | ||
| A4EL-IIa | 4 | Discusses | pictures of localities where different cultural communities live | Arts-Music | ||
| A4PR-IIIh | 4 | Discusses | the finished artwork | Arts-Music | ||
| A4EL-IVc | 4 | Discusses | the intricate designs of mats woven in the Philippines: Romblon buri mats | Arts-Music | ||
| A4EL-IVc | 4 | Discusses | the intricate designs of mats woven in the Philippines: Badjao&Samal mats | Arts-Music | ||
| A4EL-IVc | 4 | Discusses | the intricate designs of mats woven in the Philippines: Basey, Samar buri mats | Arts-Music | ||
| A4EL-IVc | 4 | Discusses | the intricate designs of mats woven in the Philippines: Iloilo bamban mats | Arts-Music | ||
| A4EL-IVc | 4 | Discusses | the intricate designs of mats woven in the Philippines: Tawi-tawi laminusa mats | Arts-Music | ||
| A4PR-IIIj | 4 | Displays | for others to critique and discuss | the finished artwork | Arts-Music | |
| A4EL-Ib | 4 | Distinguishes | in terms of attire, body accessories, religious practices, and lifestyles | distinctive characteristics of several cultural communities | Arts-Music | |
| A4EL-IIb | 4 | Distinguishes | in terms of colors and shapes | the attire and accessories of selected cultural communities in the country | Arts-Music | |
| MU4TB-IIIe-1 | 4 | Distinguishes | vocal and instrumental sounds | Arts-Music | ||
| A4PR-IIId | 4 | Draws | ethnic motifs | Arts-Music | ||
| A4PL-IVd | 4 | Emphasizes | textile crafts like tie-dyeing | which demands careful practice and faithful repetition of the steps to produce good designs | Arts-Music | |
| A4EL-IIg | 4 | Exhibits | to create a mural for the class and the school to appreciate | painted landscapes | Arts-Music | |
| A4EL-IIIa | 4 | Explores | the texture of each material | Arts-Music | ||
| A4PL-IVe | 4 | Gives | to the designs, colors, patterns used in the artworks | meaning | Arts-Music | |
| MU4RH-Ib-2 | 4 | Groups | into measures; given simple meters | notes and rests | Arts-Music | |
| MU4TX-IVc-1 | 4 | Identifies | aurally | the texture of a music example | Arts-Music | |
| MU4TB-IIIe-2 | 4 | Identifies | as vocal or instrumental | a recording of the following: trio | Arts-Music | |
| MU4TB-IIIe-2 | 4 | Identifies | as vocal or instrumental | a recording of the following: duet | Arts-Music | |
| MU4TB-IIIe-2 | 4 | Identifies | as vocal or instrumental | a recording of the following: ensemble | Arts-Music | |
| MU4TB-IIIe-2 | 4 | Identifies | as vocal or instrumental | a recording of the following: solo | Arts-Music | |
| MU4RH-Id-6 | 4 | Identifies | accented pulses | Arts-Music | ||
| MU4TX-IVd-2 | 4 | Identifies | aurally and visually; in a musical example | an ostinato or descant | Arts-Music | |
| MU4TB-IIIf-3 | 4 | Identifies | aurally and visually | different instruments | Arts-Music | |
| MU4RH-Ia-1 | 4 | Identifies | different kinds of notes | Arts-Music | ||
| MU4RH-Ic-3 | 4 | Identifies | different kinds of notes | Arts-Music | ||
| MU4RH-Ia-1 | 4 | Identifies | different kinds of rests | Arts-Music | ||
| MU4RH-Ic-3 | 4 | Identifies | different kinds of rests | Arts-Music | ||
| MU4HA-IVf-1 | 4 | Identifies | harmonic interval (2 pitches) | in a musical example | Arts-Music | |
| MU4FO-IIIc-4 | 4 | Identifies | similar and contrasting phrases: melodic and rhythmic | in vocal and instrumental music from the previous lessons | Arts-Music | |
| A4PL-Id | 4 | Identifies | specific clothing, objects, and designs of the cultural communities | Arts-Music | ||
| MU4FO-IIIa-2 | 4 | Identifies | aurally and visually; in a musical example | the antecedent and consequent | Arts-Music | |
| MU4ME-IIe-5 | 4 | Identifies | to determine its range | the highest and lowest pitch | in a given notation of a musical piece | Arts-Music |
| MU4FO-IIIa-1 | 4 | Identifies | aurally and visually | the introduction and coda (ending) of a musical piece | Arts-Music | |
| MU4ME-IId-4 | 4 | Identifies | the movement of the melody as: descending skip wise | Arts-Music | ||
| MU4ME-IId-4 | 4 | Identifies | the movement of the melody as: ascending skip wise | Arts-Music | ||
| MU4ME-IId-4 | 4 | Identifies | the movement of the melody as: ascending stepwise | Arts-Music | ||
| MU4ME-IId-4 | 4 | Identifies | the movement of the melody as: descending stepwise | Arts-Music | ||
| MU4ME-IId-4 | 4 | Identifies | the movement of the melody as: no movement | Arts-Music | ||
| MU4ME-IIa-1 | 4 | Identifies | the pitch name of each line of the G-clef staff: EGBDF and FACE | Arts-Music | ||
| MU4ME-IIb-2 | 4 | Identifies | the pitch names of notes on the ledger lines and spaces below the G-clef staff (middle C and D) | Arts-Music | ||
| MU4RH-Id-6 | 4 | Identifies | unaccented pulses | Arts-Music | ||
| MU4FO-IIIa-b-3 | 4 | Listens | to similar and contrasting phrases in recorded music | Arts-Music | ||
| MU4RH-Ib-2 | 4 | Organizes | according to simple meters | notes and rests | Arts-Music | |
| A4EL-IIf | 4 | Paints | using color appropriate to the cultural community’s ways of life | the sketched landscape | Arts-Music | |
| MU4ME-IIg-h-7 | 4 | Performs | his/her own created melody | Arts-Music | ||
| MU4RH-Id-7 | 4 | Places | on the notation of recorded music | the accent (>) | Arts-Music | |
| A4EL-IVb | 4 | Presents | pictures or actual samples of different kinds of mat weaving traditions in the Philippines | Arts-Music | ||
| A4PR-IIIg | 4 | Prints | with adequate skill; to produce clean prints with a particular design motif (repeated or alternated). | reliefs | Arts-Music | |
| A4PR-IIIh | 4 | Prints | using found materials | reliefs | Arts-Music | |
| A4PR-Ih | 4 | Produces | a crayon resist work on any of the topics: the unique design of the houses, household objects, practices, or rituals of one of the cultural groups | Arts-Music | ||
| MU4TX-IVe-3 | 4 | Recognizes | aurally and visually | examples of 2-part vocal or instrumental music | Arts-Music | |
| MU4HA-IVg-2 | 4 | Recognizes | aurally and visually | examples of harmonic intervals | Arts-Music | |
| MU4ME-IIc-3 | 4 | Recognizes | the meaning and use of the G-Clef | Arts-Music | ||
| MU4DY-IIIf-1 | 4 | Recognizes | the use of the symbol f (forte) in a musical score | Arts-Music | ||
| MU4DY-IIIf-1 | 4 | Recognizes | the use of the symbol p (piano) in a musical score | Arts-Music | ||
| MU4TP-IVa-1 | 4 | Relates | body movements to the tempo of a musical example | Arts-Music | ||
| A4EL-IIh | 4 | Relates | experiences about cultural communities seen in the landscape | Arts-Music | ||
| A4EL-IVa | 4 | Researches | textile traditions (e.g. tie-dye) done in other countries like China, India, Japan, and Indonesia in the olden times and presently, as well as in the Philippines, e.g. the Tinalak made by the T’olis. | Arts-Music | ||
| MU4RH-Ie-g-8 | 4 | Responds | with appropriate conducting gestures | to metric pulses of music heard | Arts-Music | |
| A4PR-Ie | 4 | Shares | ideas about the practices of the different cultural communities. | Arts-Music | ||
| MU4FO-IIId-5 | 4 | Sings | similar and contrasting phrases in music: melodic and rhythmic | Arts-Music | ||
| MU4ME-IIf-6 | 4 | Sings | with accurate pitch | the simple intervals of a melody | Arts-Music | |
| A4EL-IIe | 4 | Sketches | based on researches and observations made | a landscape of a cultural community | Arts-Music | |
| MU4RH-Ic-3 | 4 | States | the meaning of the different rhythmic patterns | Arts-Music | ||
| A4EL-IIh | 4 | Tells | a story about cultural communities seen in the landscape | Arts-Music | ||
| A4PR-If | 4 | Translates | research on the artistic designs of the cultural communities into a contemporary design | Arts-Music | ||
| A4EL-IIa | 4 | Understands | that each group has distinct houses and practices | Arts-Music | ||
| MU4DY-IIIf-h-2 | 4 | Uses | to indicate simple dynamics | appropriate musical terminology: forte | Arts-Music | |
| MU4TP-IVb-2 | 4 | Uses | to indicate variations in tempo | appropriate musical terminology: largo | Arts-Music | |
| MU4DY-IIIf-h-2 | 4 | Uses | to indicate simple dynamics | appropriate musical terminology: piano | Arts-Music | |
| MU4TP-IVb-2 | 4 | Uses | to indicate variations in tempo | appropriate musical terminology: presto | Arts-Music | |
| MU4RH-Ic-5 | 4 | Uses | to indicate groupings of beats in 2/4, 3/4, 4/5 | the bar line | Arts-Music | |
| A4PR-Ii | 4 | Uses | in showing different ethnic designs or patterns | the crayon resist technique | Arts-Music | |
| A4PR-IVg | 4 | Weaves | own design | similar to the style made by a local ethnic group | Arts-Music | |
| EN4RC-Ib-2.1.1 | 4 | Analyzes | in terms of its setting | a story | English | |
| EN4RC-Ic-2.1.1 | 4 | Analyzes | in terms of its setting | a story | English | |
| EN4A-IIIf-32 | 4 | Browses and reads | for learning or pleasure | English | ||
| EN4A-IVi-32 | 4 | Browses and reads | for learning or pleasure | English | ||
| EN4A-IVh-32 | 4 | Browses and reads | for learning or for pleasure | books | English | |
| EN4A-IIg-26 | 4 | Browses and reads | for information of a school paper | news page | English | |
| EN4A-IIIh-33 | 4 | Browses and reads | for information | news page of school paper | English | |
| EN4A-IIIi-33 | 4 | Browses and reads | for information | news page of school paper | English | |
| EN4A-IIIg-33 | 4 | Browses and reads | for information | page of school paper | English | |
| EN4SS-IIa-7 | 4 | Classifies | according to certain characteristics and similarities | related concepts | English | |
| EN4SS-IIb-7 | 4 | Classifies | according to certain characteristics and similarities | related concepts | English | |
| EN4SS-IIa-7 | 4 | Classifies | according to certain characteristics and similarities | related ideas | English | |
| EN4SS-IIb-7 | 4 | Classifies | according to certain characteristics and similarities | related ideas | English | |
| EN4SS-IIa-7 | 4 | Classifies | according to certain characteristics and similarities | related words | English | |
| EN4SS-IIb-7 | 4 | Classifies | according to certain characteristics and similarities | related words | English | |
| EN4RC-IIIa-34 | 4 | Compares and contrasts | events in texts read | English | ||
| EN4RC-IIIa-34 | 4 | Compares and contrasts | people in texts read | English | ||
| EN4RC-IIIa-34 | 4 | Compares and contrasts | places in texts read | English | ||
| EN4G-If-35 | 4 | Composes | using appropriate grammatical structures Kinds of Nouns (Possessive Nouns) | clear and coherent sentences | English | |
| EN4A-Ig-22 | 4 | Demonstrates | respect for the ideas, feeling, and culture of the author of the text listened to | English | ||
| EN4A-IIa-b-22 | 4 | Demonstrates | respect for the ideas, feelings, and culture of the author of the text listened to | English | ||
| EN4LC-IIi-23 | 4 | Distinguishes | fact from opinion | in a narrative | English | |
| EN4LC-IIIh-2.10 | 4 | Distinguishes | fact from opinion | in news reports listened to | English | |
| EN4LC-IVa-30 | 4 | Distinguishes | fact from opinion | in an informational text | English | |
| EN4RC-IIi-36 | 4 | Distinguishes | fact from opinion | in a narrative | English | |
| EN4RC-IIIh-i-41 | 4 | Distinguishes | fact from opinion | in a news report | English | |
| EN4RC-IVa-42 | 4 | Distinguishes | fact from opinion | in an informational text | English | |
| EN4RC-IVb-42 | 4 | Distinguishes | fact from opinion | in an informational text | English | |
| EN4LC-IIh-22 | 4 | Distinguishes | reality from fantasy | English | ||
| EN4RC-IIh-35 | 4 | Distinguishes | reality from fantasy | English | ||
| EN4RC-IVc-43 | 4 | Distinguishes | reality from fantasy | in stories read | English | |
| EN4RC-IVd-43 | 4 | Distinguishes | reality from fantasy | in stories read | English | |
| EN4LC-IVe-33 | 4 | Draws | conclusions | in informational text heard | English | |
| EN4RC-Ig-26 | 4 | Draws | based on a literary text | conclusions | English | |
| EN4RC-IVe-44 | 4 | Draws | based on informational text | conclusions | English | |
| EN4LC-IVd-32 | 4 | Evaluates | the likelihood that a story/event could really happen | English | ||
| EN4A-IVa-34 | 4 | Expresses | by reading available print materials (informational) | interest in different texts | English | |
| EN4A-IVb-34 | 4 | Expresses | by reading available print materials (Informational) | interest in text | English | |
| EN4A-IVc-34 | 4 | Expresses | by reading available print materials (Informational) | interest in text | English | |
| EN4A-IVd-34 | 4 | Expresses | by reading available print materials (Informational) | interest in text | English | |
| EN4A-IVe-34 | 4 | Expresses | by reading available print materials (Informational) | interest in text | English | |
| EN4A-IVf-34 | 4 | Expresses | by reading available print materials (Informational) | interest in text | English | |
| EN4A-IVg-34 | 4 | Expresses | by reading available print materials (Informational) | interest in text | English | |
| EN4OL-If-10 | 4 | Expresses | clearly | one’s ideas and feelings | English | |
| EN4OL-Ig-10 | 4 | Expresses | clearly | one’s ideas and feelings | English | |
| EN4OL-Ih-10 | 4 | Expresses | clearly | one’s ideas and feelings | English | |
| EN4OL-Ii-10 | 4 | Expresses | clearly | one’s ideas and feelings | English | |
| EN4OL-IVg-26 | 4 | Expresses | one’s reaction to an event or issue | English | ||
| EN4OL-IVc-22 | 4 | Expresses | whether an action or event is reality or fantasy | English | ||
| EN4SS-IIf-10 | 4 | Fills out | following instructions appropriately | forms | English | |
| EN4SS-IVb-16 | 4 | Gets | from an announcement | information | English | |
| EN4SS-IVa-15 | 4 | Gets | from an advertisement | information | English | |
| EN4V-IIh-35 | 4 | Gets | using a dictionary | the meaning of words | English | |
| EN4V-IIi-35 | 4 | Gets | using a dictionary | the meaning of words | English | |
| EN4V-IIIh-39 | 4 | Gets | through word association (analogy) | the meaning of words | English | |
| EN4V-IIIi-40 | 4 | Gets | through word classification | the meaning of words | English | |
| EN4V-IIIe-37 | 4 | Gets | through restatements | unfamiliar words | English | |
| EN4LC-IIg-1.1 | 4 | Gives | a possible ending to a story heard | English | ||
| EN4RC-IIg-31 | 4 | Gives | a possible ending to a story read | English | ||
| EN4LC-IVf-34 | 4 | Gives | conclusions | to realistic fiction listened to | English | |
| EN4RC-IVf-45 | 4 | Gives | conclusions | to realistic fiction read | English | |
| EN4LC-IVg-35 | 4 | Gives | one’s reaction | to an event or issue heard | English | |
| EN4OL-Ie-1.13.1 | 4 | Gives | oral directions | English | ||
| EN4RC-IVh-2.16 | 4 | Identifies | cause and effect relationship | English | ||
| EN4RC-IVi-2.16 | 4 | Identifies | cause and effect relationship | English | ||
| EN4LC-IVh-2.16 | 4 | Identifies | cause and effect relationships | English | ||
| EN4V-IIIg-38 | 4 | Identifies | different meanings | of content specific words | English | |
| EN4V-IIIf-38 | 4 | Identifies | different meanings (denotation and connotation) | of content specific words | English | |
| EN4V-IIIg-38 | 4 | Identifies | different meanings (denotation and connotation) | of content specific words | English | |
| EN4V-IVd-42 | 4 | Identifies | meaning of words | with prefixes un-, in-, im-, dis-, mis- and re- | English | |
| EN4V-IVe-43 | 4 | Identifies | meaning of words | with suffixes -ful and -less | English | |
| EN4V-IVf-44 | 4 | Identifies | meaning of words | with suffixes -er and -or | English | |
| EN4V-IVg-45 | 4 | Identifies | meaning of words | with prefixes de- and dis- | English | |
| EN4V-IVh-46 | 4 | Identifies | meaning of words | with suffixes -ly and -y | English | |
| EN4V-IVi-47 | 4 | Identifies | meaning of words | with suffixes -able and -ible | English | |
| EN4V-IIa-32 | 4 | Identifies | through structural analysis (e.g., compound words and their components: one-word compound [backyard], two-word compound [security guard], hyphenated compound word [sister-in-law]) | meanings of unfamiliar words | English | |
| EN4V-IIb-32 | 4 | Identifies | through structural analysis (e.g., compound words and their components: one-word compound [backyard], two-word compound [security guard], and hyphenated compound [sister-in-law]) | meanings of unfamiliar words | English | |
| EN4V-IIc-32 | 4 | Identifies | through structural analysis (words and affixes) | meanings of unfamiliar words | English | |
| EN4V-IIIc-36 | 4 | Identifies | multiple meanings of words | English | ||
| EN4V-IIId-3 | 4 | Identifies | multiple meanings of words | English | ||
| EN4G-IVa-21 | 4 | Identifies | prepositions in sentences | English | ||
| EN4LC-IIIc-26 | 4 | Identifies | the elements | of informational text (editorial) | English | |
| EN4LC-IIId-27 | 4 | Identifies | the elements | of informational text (feature story) | English | |
| EN4LC-IIIf-29 | 4 | Identifies | the elements | of informational text (“how to”) | English | |
| EN4LC-IIa-19 | 4 | Identifies | the elements of a literary text listened to | English | ||
| EN4RC-IIa-1.1 | 4 | Identifies | the important story elements such as setting, character, and plot | English | ||
| EN4RC-IIb-27 | 4 | Identifies | the important story elements such as setting, character, and plot | English | ||
| EN4LC-IIIg-1.1 | 4 | Identifies | the key sentences | from text listened to | English | |
| EN4RC-IIIg-40 | 4 | Identifies | the key sentences of a given text | English | ||
| EN4LC-IIIg-1.1 | 4 | Identifies | the main idea | from text listened to | English | |
| EN4RC-IIIg-40 | 4 | Identifies | the main idea of a given text | English | ||
| EN4V-IVc-41 | 4 | Identifies | the meaning of words | with multiple meanings | English | |
| EN4LC-IIIg-1.1 | 4 | Identifies | the supporting details | from text listened to | English | |
| EN4RC-IIIg-40 | 4 | Identifies | the supporting details of a given text | English | ||
| EN4RC-IIc-28 | 4 | Identifies | the theme of the literary text read | English | ||
| EN4RC-IIIc-36 | 4 | Identifies | according to structure (problem and solution) | various text types | English | |
| EN4RC-IIId-37 | 4 | Identifies | according to structure (description) | various text types | English | |
| EN4RC-IIIe-38 | 4 | Identifies | according to structure (description) | various text types | English | |
| EN4RC-IIIf-39 | 4 | Identifies | according to structure (procedural/ sequence) | various text types | English | |
| EN4G-IIIb-14 | 4 | Identifies | words that show degrees of comparison of adjectives in sentences | English | ||
| EN4G-IIIa-13 | 4 | Identifies and uses | adjectives in sentences | English | ||
| EN4G-IIIe-16 | 4 | Identifies and uses | adverbs of place in sentences | English | ||
| EN4G-Ig-36 | 4 | Identifies and uses | concrete and abstract nouns | English | ||
| EN4G-IIa-4.2.1 | 4 | Identifies and uses | personal pronouns in sentences | English | ||
| EN4G-IIc-38 | 4 | Identifies and uses | s form of verbs | English | ||
| EN4G-IIId-15 | 4 | Identifies and uses | the correct order of adjectives in a series in sentences | English | ||
| EN4G-IIIc-14 | 4 | Identifies and uses | words that show degrees of comparison of adjectives in sentences | English | ||
| EN4LC-IId-20 | 4 | Infers | based on what they say or do in a story listened to | feelings and traits of characters | English | |
| EN4RC-Ih-2.8 | 4 | Infers | based on a story read | feelings and traits of characters | English | |
| EN4RC-Ii-2.8 | 4 | Infers | based on a story read | feelings and traits of characters | English | |
| EN4RC-IId-29 | 4 | Infers | based on what they say or do in a story read | feelings and traits of characters | English | |
| EN4LC-If-2.8 | 4 | Infers | based on the story heard | feelings of characters | English | |
| EN4RC-If-25 | 4 | Infers | feelings of characters in a story read | English | ||
| EN4LC-If-2.9 | 4 | Infers | based on the story heard | traits of characters | English | |
| EN4RC-If-25 | 4 | Infers | traits of characters in a story read | English | ||
| EN4SS-IVe-5.4 | 4 | Interprets | a map | English | ||
| EN4SS-IVf-19 | 4 | Interprets | bars and line graphs | English | ||
| EN4SS-IIIh-13 | 4 | Interprets | charts | English | ||
| EN4A-IIi-28 | 4 | Listens | attentively | during story reading | English | |
| EN4A-If-21 | 4 | Listens | attentively | to a story reading | English | |
| EN4OL-IIc-12 | 4 | Listens and answers | questions about a story read and listened to | English | ||
| EN4OL-IId-12 | 4 | Listens to and answers | questions about a story read and listened to | English | ||
| EN4SS-Ia-6 | 4 | Locates | using print and nonprint resources | information | English | |
| EN4SS-Ib-6 | 4 | Locates | using print and nonprint resources | information | English | |
| EN4SS-Ig-6 | 4 | Locates | using print and nonprint resources | information | English | |
| EN4SS-Ih-6 | 4 | Locates | using print and nonprint resources | information | English | |
| EN4SS-IIIf-1.3 | 4 | Locates | from indices | information | English | |
| EN4SS-IId-8 | 4 | Locates | from the dictionary | meaning of words | English | |
| EN4RC-IVg-2.2.12 | 4 | Makes | generalizations | English | ||
| EN4RC-Ig-26 | 4 | Makes | based on a literary text | inferences | English | |
| EN4RC-IVe-44 | 4 | Makes | based on informational text | inferences | English | |
| EN4LC-Ic-18 | 4 | Notes | by asking/ answering questions about a story/poem listened to | details | English | |
| EN4LC-IIIa-24 | 4 | Notes | details | in an informational text heard | English | |
| EN4LC-IIIb-25 | 4 | Notes | details | from news reports/ sections listened to | English | |
| EN4RC-IIIb-35 | 4 | Notes | details | in informational text | English | |
| EN4LC-Ia-17 | 4 | Notes | details in a literary text listened to | English | ||
| EN4LC-Ib-1.1 | 4 | Notes | details in a selection listened to | English | ||
| EN4RC-Ia-2.2 | 4 | Notes | significant details | in a literary text | English | |
| EN4LC-IIc-19 | 4 | Notes | the elements | of the literary text listened to | English | |
| EN4WC-IVa-34 | 4 | Outlines | a paragraph | with explicitly given main idea | English | |
| EN4RC-IIf-2.8 | 4 | Predicts | outcomes of events in the story | English | ||
| EN4A-If-21 | 4 | Reacts | appropriately | during story reading | English | |
| EN4A-IIi-28 | 4 | Reacts | positively | during story reading | English | |
| EN4LC-IIIe-28 | 4 | Reacts | to the elements of informational text listened to (autobiography, biography) | English | ||
| EN4OL-IIf-13 | 4 | Reacts | to what the characters said in the story listened to | English | ||
| EN4F-IVa-1.6 | 4 | Reads | aloud; with an accuracy rate of 95–100% | grade four-level texts | English | |
| EN4F-IVb-1.6 | 4 | Reads | aloud; with an accuracy rate of 95–100% | grade four-level texts | English | |
| EN4F-IVc-1.6 | 4 | Reads | aloud; with an accuracy rate of 95–100% | grade four-level texts | English | |
| EN4F-IIb-4 | 4 | Reads | with automaticity | grade-level and frequently occuring content-area word | English | |
| EN4F-IIc-4 | 4 | Reads | with automaticity | grade-level and frequently occuring content-area word | English | |
| EN4F-IIa-4 | 4 | Reads | with automaticity | grade-level and frequently occuring content-area words | English | |
| EN4F-Ig-12 | 4 | Reads | aloud; with accuracy and proper expression | grade-level texts | English | |
| EN4F-IIIa-15 | 4 | Reads | with appropriate speed, accuracy, and proper expression | grade-level texts | English | |
| EN4F-IIIb-15 | 4 | Reads | with appropriate speed, accuracy, and expression | grade-level texts | English | |
| EN4F-IIIc-15 | 4 | Reads | with appropriate speed, accuracy, and proper expression | grade-level texts | English | |
| EN4F-IIId-15 | 4 | Reads | with appropriate speed, accuracy, and expression | grade-level texts | English | |
| EN4F-IIIe-15 | 4 | Reads | with appropriate speed, accuracy, and expression | grade-level texts | English | |
| EN4F-IIIf-15 | 4 | Reads | with appropriate speed, accuracy, and expression | grade-level texts | English | |
| EN4F-IIIg-15 | 4 | Reads | with appropriate speed, accuracy, and expression | grade-level texts | English | |
| EN4F-IIIh-15 | 4 | Reads | with appropriate speed, accuracy, and expression | grade-level texts | English | |
| EN4F-IIIi-15 | 4 | Reads | with appropriate speed, accuracy, and expression | grade-level texts | English | |
| EN4F-IVd-1.13 | 4 | Reads | with 118 words correct per minute | grade-level texts | English | |
| EN4F-IVe-1.13 | 4 | Reads | with 118 words correct per minute | grade-level texts | English | |
| EN4F-IVf-1.13 | 4 | Reads | with 118 words correct per minute | grade-level texts | English | |
| EN4F-IVg-1.13 | 4 | Reads | with 118 words correct per minute | grade-level texts | English | |
| EN4F-IVh-1.13 | 4 | Reads | with 118 words correct per minute | grade-level texts | English | |
| EN4F-IVi-1.13 | 4 | Reads | with 118 words correct per minute | grade-level texts | English | |
| EN4F-IIg-4.4 | 4 | Reads | texts with words | with consonant blends /tr/ and /cr/ | English | |
| EN4F-IIc-5 | 4 | Reads | correctly | words | that end with –s | English |
| EN4F-IIh-16 | 4 | Reads | words | with consonant blends /br/ and /gr/ | English | |
| EN4F-IIi-4.4 | 4 | Reads | words | with consonant blends /pr/ and /gr/ | English | |
| EN4F-Ia-6 | 4 | Reads | words, phrases, poems, or stories | with the long-vowel a sound | English | |
| EN4F-Ia-7 | 4 | Reads | words, phrases, poems, or stories | with the long-vowel e sound | English | |
| EN4F-Ic-8 | 4 | Reads | words, phrases, poems, or stories | with the long-vowel i sound | English | |
| EN4F-Id-9 | 4 | Reads | words, phrases, poems, or stories | with the long-vowel o sound | English | |
| EN4F-Ie-10 | 4 | Reads | words, phrases, poems, or stories | with the long-vowel u sound | English | |
| EN4F-If-11 | 4 | Reads | words, phrases, poems, or stories | with compound words | English | |
| EN4F-Ih-13 | 4 | Reads | with accuracy | words, phrases, poems, or stories | with diphthongs | English |
| EN4F-Ii-14 | 4 | Reads | with accuracy | words, phrases, poems, or stories | with silent letters | English |
| EN4F-IId-15 | 4 | Reads | with accuracy and appropriate expression | words, phrases, poems, or stories | English | |
| EN4F-IIe-15 | 4 | Reads | with accuracy and appropriate expression | words, phrases, poems, or stories | English | |
| EN4F-IIf-15 | 4 | Reads | with accuracy and appropriate expression | words, phrases, poems, or stories | English | |
| EN4OL-IIe-1.1 | 4 | Relates | to one’s experience | story events | English | |
| EN4OL-IIa-11 | 4 | Restates or retells | information from a text listened to | English | ||
| EN4OL-IIIh-19 | 4 | Retells | using appropriate gestures and expressions | a news report | English | |
| EN4OL-IIIi-19 | 4 | Retells | using appropriate gestures and expressions | a news report | English | |
| EN4OL-IIg-2.6 | 4 | Retells | best-liked part of a story heard | English | ||
| EN4OL-IIh-2.6 | 4 | Retells | best-liked part of a story heard | English | ||
| EN4OL-IIi-2.6 | 4 | Retells | best-liked part of a story heard | English | ||
| EN4LC-Id-2.7 | 4 | Sequences | using signal words | events | at least 3 events | English |
| EN4LC-IIe-21 | 4 | Sequences | events in a story listened to | English | ||
| EN4RC-Id-e-24 | 4 | Sequences | events in a story or narrative | English | ||
| EN4A-IIc-23 | 4 | Shows | enthusiasm for participating in read-along activities (choral reading and readers' theater) | English | ||
| EN4A-IIIe-31 | 4 | Shows | interest in reading a biography/autobiography | English | ||
| EN4A-IIId-30 | 4 | Shows | interest in reading a feature story | English | ||
| EN4A-IIIc-29 | 4 | Shows | interest in reading an editorial | English | ||
| EN4A-IIh-27 | 4 | Shows | interest in reading more stories | English | ||
| EN4A-IIIa-28 | 4 | Shows | by listening attentively during story reading and making comments or reactions | love for reading | English | |
| EN4A-IIIb-28 | 4 | Shows | by listening attentively during story reading and making comments or reactions | love for reading | English | |
| EN4A-Ia-c-19 | 4 | Shows | in reading or listening to a literary text | willingness and enthusiasm | English | |
| EN4A-Id-20 | 4 | Shows | in reading or listening to a literary text | willingness and enthusiasm | English | |
| EN4OL-Ia-1.14.4 | 4 | Speaks | clearly | using appropriate pronunciation and intonation | English | |
| EN4OL-Ib-1.14.4 | 4 | Speaks | clearly | using appropriate pronunciation and intonation | English | |
| EN4OL-Ic-1.14.4 | 4 | Speaks | clearly | using appropriate pronunciation and intonation | English | |
| EN4OL-Id-1.14.4 | 4 | Speaks | clearly | using appropriate pronunciation and intonation | English | |
| EN4OL-Id-1.14.4 | 4 | Speaks | clearly | using appropriate pronunciation and intonation (poems, chants, rhymes, riddles) | English | |
| EN4OL-IVa-20 | 4 | States | a fact and an opinion about a particular topic (advertisements) | English | ||
| EN4OL-IVb-21 | 4 | States | a fact and an opinion about a particular topic (announcements) | English | ||
| EN4OL-IVd-23 | 4 | States | conclusion | English | ||
| EN4OL-IVe-24 | 4 | States | conclusion | in informational text | English | |
| EN4OL-IVf-25 | 4 | States | one’s conclusion to realistic fiction listened to | English | ||
| EN4OL-IVi-28 | 4 | States | the cause of a given effect | English | ||
| EN4OL-IVh-27 | 4 | States | the effects of a given cause | English | ||
| EN4SS-IVd-18 | 4 | Takes down | important information | English | ||
| EN4SS-IIIa-11 | 4 | Takes note | of relevant information from a given text | English | ||
| EN4SS-IIIb-11 | 4 | Takes note | of relevant information from a given text | English | ||
| EN4A-IIe-25 | 4 | Takes part | in preparing logs, journal, and other oral presentations | in creative responses | English | |
| EN4A-IIf-25 | 4 | Takes part | in preparing logs, journal, and other oral presentations | in creative responses | English | |
| EN4LC-IVc-31 | 4 | Tells | whether an action or an event is a reality or fantasy | English | ||
| EN4LC-IVc-31 | 4 | Tells | whether an action or an event is a reality or fantasy | English | ||
| EN4OL-IIIg-18 | 4 | Tells/retells | by using appropriate gestures and expressions in complete sentences | familiar stories | English | |
| EN4SS-IIh-1.4 | 4 | Uses | in getting the meaning of words | a dictionary | English | |
| EN4SS-IIi-1.4 | 4 | Uses | in getting the meaning of words | a dictionary | English | |
| EN4SS-IVg-20 | 4 | Uses | to get the meaning of words | a glossary | English | |
| EN4SS-IVg-21 | 4 | Uses | to get the meaning of words | a glossary | English | |
| EN4G-IIIi-20 | 4 | Uses | a particular kind of sentence for a specific purpose (e.g., asking permission) | English | ||
| EN4G-IIIh-19 | 4 | Uses | a particular kind of sentence for a specific purpose (e.g., making requests) | English | ||
| EN4SS-IIIi-14 | 4 | Uses | to find synonyms and antonyms | a thesaurus | English | |
| EN4G-IIIg-18 | 4 | Uses | adverbs of place in sentences | English | ||
| EN4G-IIIf-17 | 4 | Uses | adverbs of time in sentences | English | ||
| EN4OL-IIIa-b-14 | 4 | Uses | appropriate expression | to talk about famous events | English | |
| EN4OL-IIIc-15 | 4 | Uses | to talk about issues/ current events | appropriate expression | English | |
| EN4OL-IIId-16 | 4 | Uses | in talking about famous places | appropriate expression | English | |
| EN4OL-IIIe-f-17 | 4 | Uses | in talking about famous people | appropriate expression | English | |
| EN4RC-IIe-30 | 4 | Uses | to show the sequence of events in a text read (story) | appropriate graphic organizers | English | |
| EN4G-Id-33 | 4 | Uses | clear and coherent sentences employing appropriate grammatical structures: kinds of nouns – mass nouns and count nouns | English | ||
| EN4G-Ie-34 | 4 | Uses | clear and coherent sentences employing appropriate grammatical structures (quantifiers of mass nouns) | English | ||
| EN4G-Ih-3.9 | 4 | Uses | collective nouns | English | ||
| EN4G-IVi-25 | 4 | Uses | compound sentences | English | ||
| EN4V-Ia-31 | 4 | Uses | to find meaning of unfamiliar words | context clues | English | |
| EN4V-Ig-13.9 | 4 | Uses | to find meaning of unfamiliar words (definition) | context clues | English | |
| EN4V-Ib-13.1 | 4 | Uses | to find meaning of unfamiliar words | context clues (synonyms) | English | |
| EN4V-Id-13.2 | 4 | Uses | to determine the meaning of unfamiliar words | context clues (antonym) | English | |
| EN4V-Ie-f-13.9 | 4 | Uses | to determine the meaning of unfamiliar words | context clues (definition) | English | |
| EN4V-IIIa-13.2 | 4 | Uses | to find meaning of unfamiliar words | context clues (synonym and antonym) | English | |
| EN4V-IIIb-13.2 | 4 | Uses | to find meaning of unfamiliar words | context clues (synonym and antonym) | English | |
| EN4V-Ic-13.1 | 4 | Uses | to find meaning of unfamiliar words | context clues (synonyms) | English | |
| EN4V-Ih-13.9 | 4 | Uses | to determine the meaning of unfamiliar words | context clues(exemplification) | English | |
| EN4V-Ii-13.9 | 4 | Uses | to determine the meaning of unfamiliar words | context clues(exemplification) | English | |
| EN4G-IIf-10 | 4 | Uses | to tell an action in the present | correct time expressions | English | |
| EN2OL-IIb-1.5 | 4 | Uses | courteous expressions | English | ||
| EN4SS-Ic-2.15 | 4 | Uses | to show understanding of texts (story sequence organizers) | graphic organizers | English | |
| EN4SS-Id-2.15 | 4 | Uses | to show understanding of texts (story sequence organizers) | graphic organizers | English | |
| EN4SS-Ie-10 | 4 | Uses | to show an understanding of texts (story sequence organizers) | graphic organizers | English | |
| EN4SS-If- 2.15 | 4 | Uses | to show an understanding of texts | graphic organizers | English | |
| EN4SS-IIIc-12 | 4 | Uses | to organize information obtained from various sources in preparation for reporting, etc. | graphic organizers | English | |
| EN4SS-IIId-12 | 4 | Uses | to organize information obtained from various sources in preparation for reporting, etc. | graphic organizers | English | |
| EN4SS-IIIe-12 | 4 | Uses | to organize information obtained from various sources in preparation for reporting, etc. | graphic organizers | English | |
| EN4V-IVa-13. 1 | 4 | Uses | to find the meaning of unfamiliar words (synonyms) | knowledge of context clues | English | |
| EN4V-IVb-13.2 | 4 | Uses | to find the meaning of unfamiliar words (antonyms) | knowledge of context clues | English | |
| EN4G-Ib-2.4 | 4 | Uses | plural form of irregular nouns | English | ||
| EN4G-IIe-9 | 4 | Uses | possessive pronouns that agree in gender with antecedents | English | ||
| EN4V-IId-33 | 4 | Uses | as clues to get the meaning of words | prefixes and root words | English | |
| EN4V-IIe-33 | 4 | Uses | as clues to get the meaning of words | prefixes and root words | English | |
| EN4G-IVe-7.2 | 4 | Uses | prepositional phrases in sentences | English | ||
| EN4G-IVc-7.3 | 4 | Uses | prepositions in sentences - among and between | English | ||
| EN4G-IVb-7.3 | 4 | Uses | prepositions in sentences – to and from | English | ||
| EN4G-IVd-7.3 | 4 | Uses | prepositions: in, on, under, and above in sentences | English | ||
| EN4SS-IVc-17 | 4 | Uses | to get information | search engine, encylopedia, almanac and other multimedia sources | English | |
| EN4G-Ii-3.2.1.1 | 4 | Uses | simple present tense of verbs in sentences | English | ||
| EN4G-IVg-23 | 4 | Uses | simple sentence: compound subject + simple predicate | English | ||
| EN4G-IVf-22 | 4 | Uses | simple sentence: simple subject and simple predicate | English | ||
| EN4G-IVh-24 | 4 | Uses | simple sentences: simple subject + compound predicate | English | ||
| EN4SS-IVg-22 | 4 | Uses | before the test and during the test | strategies in taking tests | English | |
| EN4V-IIf-34 | 4 | Uses | as clues to get the meaning of words | suffixes and root words | English | |
| EN4V-IIg-34 | 4 | Uses | as clues to get the meaning of words | suffixes and root words | English | |
| EN4G-IIh-11 | 4 | Uses | the past form of irregular verbs | English | ||
| EN4G-IIi-12 | 4 | Uses | the past form of regular and irregular verbs | English | ||
| EN4G-IIg-3.2 | 4 | Uses | the past form of regular verbs | English | ||
| EN4G-Ia-b-2.3 | 4 | Uses | the plural form of regular nouns | English | ||
| EN4G-IId-3.2.1 | 4 | Uses | the present form of verbs that agree with the subject | English | ||
| EN4G-IIb-37 | 4 | Uses | the pronoun that agrees in gender and number with the antecedent | English | ||
| EN4SS-IIe-9 | 4 | Uses | to show order of events | timeline | English | |
| EN4G-IIIb-14 | 4 | Uses | words that show degrees of comparison of adjectives in sentences | English | ||
| EN4WC-Ig-18 | 4 | Writes | as a response to stories/poems read or listened to | a friendly letter | English | |
| EN4WC-IIi-25 | 4 | Writes | using the given facts | a news report | English | |
| EN4WC-IIIi-33 | 4 | Writes | using the given facts | a news report | English | |
| EN4WC-IIg-23 | 4 | Writes | a paragraph | English | ||
| EN4WC-IVc-36 | 4 | Writes | based on a 2-point outline | a paragraph | English | |
| EN4WC-IVf-39 | 4 | Writes | a paragraph about a given topic (Editing) | English | ||
| EN4WC-IVd-37 | 4 | Writes | a paragraph about a given topic (Prewriting) | English | ||
| EN4WC-IVh-41 | 4 | Writes | a paragraph about a given topic (Publishing) | English | ||
| EN4WC-IVi-42 | 4 | Writes | a paragraph about a given topic (Publishing) | English | ||
| EN4WC-IVg-40 | 4 | Writes | a paragraph about a given topic (Rewriting/ Revising) | English | ||
| EN4WC-IVe-38 | 4 | Writes | a paragraph about a given topic (Writing) | English | ||
| EN4WC-IIf-22 | 4 | Writes | a reaction | English | ||
| EN4WC-Ii-6 | 4 | Writes | a response to a story/poem read or listened to - letters | English | ||
| EN4WC-IVb-35 | 4 | Writes | a sentence outline | English | ||
| EN4WC-IId-20 | 4 | Writes | a short story | English | ||
| EN4WC-IIe-21 | 4 | Writes | a short story | English | ||
| EN4WC-Ic-2.4 | 4 | Writes | as a response to stories/poems read or listened to | different forms of simple composition (letters) | English | |
| EN4WC-Ih-19 | 4 | Writes | as a response to stories/ poems read or listened to | different forms of simple composition (notes/letters) | English | |
| EN4WC-Id-33 | 4 | Writes | using signal words | directions | English | |
| EN4WC-Ie-f-34 | 4 | Writes | using signal words | directions | English | |
| EN4WC-IIIh-33 | 4 | Writes | using the given facts | news report | English | |
| EN4WC-IIa-15 | 4 | Writes | sentences | English | ||
| EN4WC-IIb-15 | 4 | Writes | sentences | English | ||
| EN4WC-IIh-24 | 4 | Writes | sentences | English | ||
| EN4WC-IIIa-26 | 4 | Writes | sentences | English | ||
| EN4WC-Ia-b-15 | 4 | Writes | sentences about the characters in a literary text listened to or read | English | ||
| EN4WC-IIIb-27 | 4 | Writes/ composes | a news story | English | ||
| EN4WC-IIIc-28 | 4 | Writes/ composes | an editorial | English | ||
| EN4WC-IIId-29 | 4 | Writes/ composes | using the correct order of adjectives | clear and coherent sentences | English | |
| EN4WC-IIIe-30 | 4 | Writes/ composes | using adverbs of time | clear and coherent sentences | English | |
| EN4WC-IIIf-31 | 4 | Writes/ composes | using adverbs of manner | clear and coherent sentences | English | |
| EN4WC-IIIg-32 | 4 | Writes/ composes | using adverbs of place | clear and coherent sentences | English | |
| EsP4PPP- IIIc-d–20 | 4 | Naipagmamalaki/ napahahalagahan | ang nasuring kultura ng iba’t ibang pangkat etniko tulad ng kuwentong-bayan, katutubong sayaw, awit, laro at iba pa | EsP | ||
| EsP4P- IIe– 20 | 4 | Naisasabuhay | ang pagiging bukas-palad sa: mga nangangailangan | EsP | ||
| EsP4P- IIe– 20 | 4 | Naisasabuhay | ang pagiging bukas-palad sa: panahon ng kalamidad | EsP | ||
| EsP4P- IId–19 | 4 | Nakapagbabahagi | ng sariling karanasan o makabuluhang pangyayaring nagpapakita ng pang-unawa sa kalagayan/pangangailangan ng kapwa | EsP | ||
| EsP4PKP- Ie-g – 25 | 4 | Nakapagninilay | ng katotohanan mula sa mga: balitang napakinggan | EsP | ||
| EsP4PKP- Ie-g – 25 | 4 | Nakapagninilay | ng katotohanan mula sa mga: nababasa sa internet at mga social networking sites | EsP | ||
| EsP4PKP- Ie-g – 25 | 4 | Nakapagninilay | ng katotohanan mula sa mga: napanood na programang pantelebisyon | EsP | ||
| EsP4PKP- Ie-g – 25 | 4 | Nakapagninilay | ng katotohanan mula sa mga: patalastas na nabasa/narinig | EsP | ||
| EsP4PPP- IIIa-b–19 | 4 | Nakapagpapakita | ng kawilihan sa pakikinig o pagbabasa ng mga pamanang kulturang materyal (hal. kuwentong bayan, alamat, epiko) at di-materyal (hal. mga magagandang kaugalian, pagpapahalaga sa nakatatanda at iba pa) | EsP | ||
| EsP4P-IIf-i– 21 | 4 | Nakapagpapakita | ng paggalang sa iba sa mga sumusunod na sitwasyon: oras ng pamamahinga; kapag may nag-aaral; kapag mayroong maysakit; kapag may nagsasalita/ nagpapaliwanag; kapag gumagamit ng pasilidad ng paaralan (may pag-aalala sa kapakanan ng kapwa): palikuran, silid- | EsP | ||
| EsP4P- IIa-c–18 | 4 | Nakapagpapakita | ng pagkamahinahon sa damdamin at kilos ng kapwa tulad ng: pagtanggap ng sariling pagkakamali at pagtutuwid nang bukal sa loob; pagtanggap ng puna ng kapwa nang maluwag sa kalooban; pagpili ng mga salitang di-nakasasakit ng damdamin kung nagbibiro | EsP | ||
| EsP4PKP- Ia-b – 23 | 4 | Nakapagsasabi | anuman ang maging bunga nito | ng katotohanan | EsP | |
| EsP4PKP- Ih-i – 26 | 4 | Nakapagsasagawa | nang may mapanuring pag-iisip ng tamang pamamaraan/pamantayan sa pagtuklas ng katotohanan. | EsP | ||
| EsP4PKP- Ic-d – 24 | 4 | Nakapagsusuri | ng katotohanan bago gumawa ng anumang hakbangin: pagsangguni sa taong kinauukulan | EsP | ||
| EsP4PPP- IIIe-f–21 | 4 | Nakasusunod | kahit walang nakakakita | sa mga batas/panuntunang pinaiiral tungkol sa pangangalaga ng kapaligiran | EsP | |
| EsP4PPP- IIIg-i–22 | 4 | Nakatutulong | sa pamamagitan ng: segregasyon ng mga basurang nabubulok sa tamang lagayan; pag-iwas sa pagsunog ng anumang bagay; pagsasagawa ng muling paggamit ng mga patapong bagay (Recycling) | sa pagpapanatili ng kalinisan at kaayusan ng kapaligiran saanman | EsP | |
| EsP4PD- IVe-g–12 | 4 | Nangangalaga | gaya ng: pag-aayos ng mga nabuwal na halaman; paglalagay ng mga lupa sa paso; pagbubungkal ng tanim na halaman sa paligid | sa mga halaman | EsP | |
| EsP4PD- IVh-i –13 | 4 | Nangangalaga | sa mga materyal na kagamitang likas o gawa ng tao | EsP | ||
| EsP4PD- IVd–11 | 4 | Nangangalinga | sa mga hayop na ligaw at endangered | EsP | ||
| EsP4PD- IVa-c–10 | 4 | Napahahalagahan | ang lahat ng mga likha: may buhay at mga materyal na bagay: Sarili at kapwa-tao: pag-iwas sa pagkakaroon ng sakit, paggalang sa kapwa-tao | EsP | ||
| F4A-0a-j-6 | 4 | Nababago | ayon sa bagong ideyang nabasa sa teksto | ang dating kaalaman | Filipino | |
| F4PB-Ic-16 | 4 | Nababasa | nang may tamang bilis, diin, ekspresyon at intonasyon | ang maikling tula | Filipino | |
| F4EP-If-h-34 | 4 | Nababasang muli | ang teksto upang makuha ang impormasyong kinakailangan | Filipino | ||
| F4PU-IIa-j-1 | 4 | Nababaybay | nang wasto | ang mga salita | na natutuhan sa aralin at hiniram kaugnay ng ibang asignatura | Filipino |
| F4PU-IIIc-1 | 4 | Nababaybay | nang wasto | ang mga salita | na natutuhan sa aralin at hiniram kaugnay ng ibang asignatura | Filipino |
| F4PB-IIIg-8 | 4 | Nabibigyan | ng angkop na pamagat | ang talatang binasa | Filipino | |
| F4EP-IId-f-2.3 | 4 | Nabibigyang-kahulugan | ang bar grap/dayagram/talahanayan/ tsart | Filipino | ||
| F4PT-Ia-1.10 | 4 | Nabibigyang-kahulugan | sa pamamagitan ng pormal na depinisyon | ang salita | Filipino | |
| F4EP-IIh-j-9 | 4 | Nagagamit | nang wasto | ang card catalog | Filipino | |
| F4WG-IIIi-j-8 | 4 | Nagagamit | nang wasto at angkop | ang simuno at panaguri ng pangungusap | Filipino | |
| F4WG-IIe-5 | 4 | Nagagamit | sa pagsasalaysay ng nasaksihang pangyayari | ang aspekto ng pandiwa | panahunan | Filipino |
| F4EP-Ib-6.1 | 4 | Nagagamit | ang diksiyonaryo | Filipino | ||
| F4WG-IVa-13.1 | 4 | Nagagamit | sa pagsasalaysay ng sariling karanasan | ang iba’t ibang mga uri ng pangungusap | Filipino | |
| F4WG-If-3 | 4 | Nagagamit | sa usapan at pagsasabi tungkol sa sariling karanasan | ang iba’t ibang uri ng panghalip | (panao) | Filipino |
| F4WG-Ig-3 | 4 | Nagagamit | sa usapan at pagsasabi tungkol sa sariling karanasan | ang iba’t ibang uri ng panghalip | (pananong) - isahan - maramihan | Filipino |
| F4WG-Ih-3 | 4 | Nagagamit | sa usapan at pagsasabi tungkol sa sariling karanasan | ang iba’t ibang uri ng panghalip | (panaklaw) - tiyakan Isahan/Kalahatan - di-tiyakan | Filipino |
| F4WG-Ij-3 | 4 | Nagagamit | sa usapan at pagsasabi tungkol sa sariling karanasan | ang iba’t ibang uri ng panghalip | Filipino | |
| F4WG-Ii-3 | 4 | Nagagamit | sa usapan at pagsasabi tungkol sa sariling karanasan | ang iba’t ibang uri ng panghalip | (pamatlig) - Patulad pahimaton paukol - Paari panlunan paturo | Filipino |
| F4WG-IVb-e-13.2 | 4 | Nagagamit | sa pakikipag-usap | ang iba’t ibang uri ng pangungusap | Filipino | |
| F4WG-IVc-g-13.3 | 4 | Nagagamit | sa pakikipag-debate tungkol sa isang isyu | ang iba’t ibang uri ng pangungusap | Filipino | |
| F4WG-IVd-h-13.4 | 4 | Nagagamit | sa pagsasagawa ng radio broadcast | ang iba’t ibang uri ng pangungusap | Filipino | |
| F4WG-IVd-h-13.4 | 4 | Nagagamit | sa panayam | ang iba’t ibang uri ng pangungusap | Filipino | |
| F4WG-IVf-13.5 | 4 | Nagagamit | sa pagpapakilala ng produkto | ang iba’t ibang uri ng pangungusap | Filipino | |
| F4EP-IVg-j-7.1 | 4 | Nagagamit | ang kagamitan ng silid-aklatan para sa pangangailangan | Filipino | ||
| F4EP-IIIi-j-9 | 4 | Nagagamit | nang wasto; batay sa pangangailangang pampag-aaral | ang kagamitan sa silid-aralan | Filipino | |
| F4PS-Ia.12.8 | 4 | Nagagamit | sa iba’t ibang sitwasyon | ang magagalang na pananalita | tulad ng pagbili sa tindahan | Filipino |
| F4PS-Ig-12.9 | 4 | Nagagamit | sa iba’t ibang sitwayson | ang magagalang na pananalita | pakikipagtalastasan sa text (SMS) | Filipino |
| F4PS-Ig-12.9 | 4 | Nagagamit | sa iba’t ibang sitwayson | ang magagalang na pananalita | pagbati | Filipino |
| F4PS-IIa-12.10 | 4 | Nagagamit | sa iba’t ibang sitwasyon | ang magagalang na pananalita | paghingi ng pahintulot | Filipino |
| F4PS-III-12c-12.12 | 4 | Nagagamit | sa pagpapahayag ng sariling opinyon | ang magagalang na pananalita | ayon sa sitwasyon | Filipino |
| F4PS-IIId-12.13 | 4 | Nagagamit | sa pagpapahayag ng hindi pagsang-ayon | ang magagalang na pananalita | Filipino | |
| F4PS-IIIf-12.14 | 4 | Nagagamit | sa pakikipag-argumento o pakikipagdebate | ang magagalang na pananalita | Filipino | |
| F4PS-IVb-12.15 | 4 | Nagagamit | sa iba’t ibang sitwasyon | ang magagalang na pananalita | pagsasabi ng pangangailangan | Filipino |
| F4PS-IVc-12.16 | 4 | Nagagamit | sa iba’t ibang sitwasyon | ang magagalang na pananalita | tulad ng pagsasabi ng puna | Filipino |
| F4PS-IVd-12.17 | 4 | Nagagamit | sa iba’t ibang sitwasyon | ang magagalang na pananalita | sa pagbibigay ng mungkahi o suhestyon | Filipino |
| F4PS-IVe-12.18 | 4 | Nagagamit | sa iba’t ibang sitwasyon | ang magagalang na pananalita | pagbibigay ng puna sa editorial cartoon | Filipino |
| F4PS-II-12d-12.11 | 4 | Nagagamit | ang magagalang na pananalita sa iba’t ibang sitwasyon | pagpapahayag ng pasasalamat | Filipino | |
| F4WG-IVc-g-13.3 | 4 | Nagagamit | ang mga uri ng pangungusap | sa pormal na pagpupulong | Filipino | |
| F4EP-IIIh-7.1 | 4 | Nagagamit | nang wasto | ang mga bahagi ng pahayagan | Filipino | |
| F4EP-Ia-6.1.1 | 4 | Nagagamit | ang mga pamatnubay na mga salita ng diksiyonaryo | Filipino | ||
| F4WG-IIIf-g-10 | 4 | Nagagamit | nang wasto sa pangungusap | ang mga pang-angkop na: ng, g, na | Filipino | |
| F4WG-IIIh-11 | 4 | Nagagamit | nang wasto at angkop | ang mga pangatnig: dahil sa, sapagkat, atbp. | Filipino | |
| F4WG-IIIh-11 | 4 | Nagagamit | nang wasto at angkop | ang mga pangatnig: daw, raw atbp. | Filipino | |
| F4WG-IIIh-11 | 4 | Nagagamit | nang wasto at angkop | ang mga pangatnig: kung gayon,atbp. | Filipino | |
| F4WG-IIIh-11 | 4 | Nagagamit | nang wasto at angkop | ang mga pangatnig: kung sino, kung ano, siya rin, atbp. | Filipino | |
| F4WG-IIIh-11 | 4 | Nagagamit | nang wasto at angkop | ang mga pangatnig: kung, kapag, pag, atbp. | Filipino | |
| F4WG-IIIh-11 | 4 | Nagagamit | nang wasto at angkop | ang mga pangatnig: ngunit, subalit, atbp. | Filipino | |
| F4WG-IIIh-11 | 4 | Nagagamit | nang wasto at angkop | ang mga pangatnig: o, ni, maging, man | Filipino | |
| F4WG-IIIh-11 | 4 | Nagagamit | nang wasto at angkop | ang mga pangatnig: sa wakas atbp. | Filipino | |
| F4WG-Ia-e-2 | 4 | Nagagamit | nang wasto sa pagsasalita tungkol sa sarili, tao, hayop, lugar, bagay, at pangyayari sa paligid | ang mga pangngalan | Filipino | |
| F4WG-IVb-e-13.2 | 4 | Nagagamit | sa pakikipagtalastasan | ang mga uri ng pangungusap | Filipino | |
| F4WG-IVh-j-13.6 | 4 | Nagagamit | sa pagsasabi ng pananaw | ang mga uri ng pangungusap | Filipino | |
| F4WG-IVh-j-13.6 | 4 | Nagagamit | sa pakikipagdebate tungkol sa isang isyu | ang mga uri ng pangungusap | Filipino | |
| F4EP-IIh-j-9 | 4 | Nagagamit | nang wasto | ang OPAC (Online Public Access Catalog) | Filipino | |
| F4WG-IIg-5 | 4 | Nagagamit | sa pagsasalaysay ng sariling karanasan | ang panagano ng pandiwa | paturol pasakali | Filipino |
| F4WG-IIf-5 | 4 | Nagagamit | sa pagsasalaysay ng napakinggang usapan | ang panagano ng pandiwa | pawatas pautos | Filipino |
| F4WG-IIh-j-6 | 4 | Nagagamit | nang wasto sa paglalarawan ng kilos | ang pang-abay | Filipino | |
| F4WG-IIIa-c-6 | 4 | Nagagamit | sa paglalarawan ng kilos | ang pang-abay | Filipino | |
| F4WG-IIh-j-6 | 4 | Nagagamit | nang wasto sa pangungusap | ang pang-abay at pandiwa | Filipino | |
| F4WG-IIh-j-6 | 4 | Nagagamit | nang wasto sa pangungusap | ang pang-abay at pang-uri | Filipino | |
| F4WG-IIId-e-9 | 4 | Nagagamit | sa paglalarawan | ang pang-abay at pang-uri | Filipino | |
| F4WG-IIa-c-4 | 4 | Nagagamit | nang wasto sa paglalarawan | ang pang-uri | paghahambing | Filipino |
| F4WG-IIa-4 | 4 | Nagagamit | nang wasto | ang panguri sa paglalarawan ng tao, lugar, bagay at pangyayari sa sarili ibang tao katulong sa pamayanan | lantay | Filipino |
| F4WG-IIb-4 | 4 | Nagagamit | nang wasto | ang panguri sa paglalarawan ng tao, lugar, bagay at pangyayari, sa sarili, ibang tao katulong sa pamayanan | paghahambing pasukdol | Filipino |
| F4WG-IIc-4 | 4 | Nagagamit | nang wasto | ang panguri sa paglalarawan ng tao, lugar, bagay at pangyayari sa sarili ibang tao katulong sa pamayanan | lantay paghahambing pasukdol | Filipino |
| F4WG-IIIa-c-6 | 4 | Nagagamit | sa paglalarawan ng kilos | ang pariralang pang-abay | Filipino | |
| F4WG-IIId-e-9 | 4 | Nagagamit | sa paglalarawan | ang pariralang pang-abay at pandiwa | Filipino | |
| F4WG-IIId-e-9 | 4 | Nagagamit | sa paglalarawan | ang pariralang pang-abay at pang-uri | Filipino | |
| F4WG-IIIi-j-8 | 4 | Nagagamit | nang wasto at angkop | ang simuno at panaguri ng pangungusap | Filipino | |
| F4WG-IId-5 | 4 | Nagagamit | sa pagsasalaysay ng nasaksihang pangyayari | ang uri ng pandiwa | ayon sa panahunan | Filipino |
| F4A-0a-j-2 | 4 | Nagagamit | ang wika bilang tugon sa sariling pangangailangan at sitwasyon | Filipino | ||
| F4PL-0a-j -2 | 4 | Nagagamit | ang wika bilang tugon sa sariling pangangailangan at sitwasyon | Filipino | ||
| F4EP-Ij-5 | 4 | Nagagamit | nang wasto ang mga bahagi ng aklat | tulad ng talaan ng nilalaman, talahuluganan | Filipino | |
| F4EP-IVf-j-7.1 | 4 | Nagagamit | nang wasto ang mga bahagi ng pahayagan | Filipino | ||
| F4PB-IIa-17 | 4 | Nahuhulaan | gamit ang dating karanasan/ kaalaman | ang maaaring mangyari sa teksto | Filipino | |
| F4PL-0a-j-5 | 4 | Naibabahagi | ang karanasan sa pagbasa upang mahikayat ang iba na magbasa ng iba’t ibang akda | Filipino | ||
| F4PL-0a-j-5 | 4 | Naibabahagi | ang karanasan sa pagbasa upang makahikayat ng iba na magbasa ng panitikan | Filipino | ||
| F4-Aoa-j-5 | 4 | Naibabahagi | ang karanasan sa pagbasa upang makahikayat ng iba sa pagbasa ng panitikan | Filipino | ||
| F4PL-0a-j-5 | 4 | Naibabahagi | ang karanasan sa pagbasa upang makahikayat ng pagkahilig ng iba sa pagbabasa ng panitikan | Filipino | ||
| F4PL-0a-j-5 | 4 | Naibabahagi | ang karanasan sa pagbasa upang makahikayat ng pagmamahal sa pagbasa ng panitikan | Filipino | ||
| F4PS-IVh-j-14 | 4 | Naibabahagi | ang obserbasyon | sa iskrip ng radio broadcasting | Filipino | |
| F4PS-IVh-j-14 | 4 | Naibabahagi | sa mga taong kabahagi ng debate | ang obserbasyon | Filipino | |
| F4PS-IVh-j-14 | 4 | Naibabahagi | ang obserbasyon | sa napakinggang script ng teleradyo | Filipino | |
| F4PB-IVe-15 | 4 | Naibibigay | ang bagong natuklasang kaalaman mula sa binasang teksto | Filipino | ||
| F4PB-IVf-j-102 | 4 | Naibibigay | ang buod o lagom | ng tekstong script ng teleradyo | Filipino | |
| F4PB-IVf-j-16 | 4 | Naibibigay | ang buod o lagom | ng debateng binasa | Filipino | |
| F4PDI-e-2 | 4 | Naibibigay | ang kahalagahan ng media (hal. pang-impormasyon, pang-aliw, panghikayat) | Filipino | ||
| F4PT-IIc-1.4 | 4 | Naibibigay | batay sa kasingkahulugan | ang kahulugan ng mga salita | Filipino | |
| F4PT-Ib-1.12 | 4 | Naibibigay | sa pamamagitan ng pag-uugnay sa sariling karanasan | ang kahulugan ng mga salitang pamilyar at di-pamilyar | Filipino | |
| F4PT-IIb-1.12 | 4 | Naibibigay | sa pamamagitan ng pag-uugnay sa sariling karanasan | ang kahulugan ng mga salitang pamilyar at di-pamilyar | Filipino | |
| F4PT-IIIb-1.12 | 4 | Naibibigay | sa pamamagitan ng pag-uugnay sa sariling karanasan | ang kahulugan ng mga salitang pamilyar at di-pamilyar | Filipino | |
| F4PT-IIIh-1.12 | 4 | Naibibigay | sa pamamagitan ng pag-uugnay sa sariling karanasan | ang kahulugan ng mga salitang pamilyar at di-pamilyar | Filipino | |
| F4PT-IIIi-1.12 | 4 | Naibibigay | sa pamamagitan ng pag-uugnay sa sariling karanasan | ang kahulugan ng mga salitang pamilyar at di-pamilyar | Filipino | |
| F4PT-IVa-1.12 | 4 | Naibibigay | sa pamamagitan ng pag-uugnay sa sariling karanasan | ang kahulugan ng mga salitang pamilyar at di-pamilyar | Filipino | |
| F4PT-IVf-1.12 | 4 | Naibibigay | sa pamamagitan ng pag-uugnay sa sariling karanasan | ang kahulugan ng mga salitang pamilyar at di-pamilyar | Filipino | |
| F4PT-IVh-1.12 | 4 | Naibibigay | sa pamamagitan ng pag-uugnay sa sariling karanasan | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F4PT-IVi-1.12 | 4 | Naibibigay | sa pamamagitan ng pag-uugnay sa sariling karanasan | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F4PT-Ig-1.10 | 4 | Naibibigay | sa pamamagitan ng pormal na depinisyon | ang kahulugan ng salita | Filipino | |
| F4PT-IIIc-1.10 | 4 | Naibibigay | sa pamamagitan ng pormal na depinisyon nito | ang kahulugan ng salita | Filipino | |
| F4PT-IVc-1.10 | 4 | Naibibigay | sa pamamagitan ng pormal na depinisyon | ang kahulugan ng salita | Filipino | |
| F4PT-IVd-1.10 | 4 | Naibibigay | sa pamamagitan ng pormal na depinisyon | ang kahulugan ng salita | Filipino | |
| F4PN-IIc-7 | 4 | Naibibigay | ang paksa ng napakinggang teksto | Filipino | ||
| F4PN-IVb-7 | 4 | Naibibigay | ang paksa ng napakinggang teksto | Filipino | ||
| F4PN-IIi-18.1 | 4 | Naibibigay | ang sanhi at bunga ng mga pangyayari | sa napakinggang teksto | Filipino | |
| F4PN-IIIi-18.2 | 4 | Naibibigay | ang sanhi at bunga ng mga pangyayari | sa napakinggang ulat | Filipino | |
| F4PN-IIg-8.2 | 4 | Naibibigay | ang sariling wakas | ng napakinggang tekstong pang-impormasyon: talambuhay | Filipino | |
| F4PU-IIIg-h-3 | 4 | Naiguguhit | ang paksa ng binasang teksto | Filipino | ||
| F4PU-IIIg-h-3 | 4 | Naiguguhit | ang paksa ng binasang tula | Filipino | ||
| F4PS-Ib-h-91 | 4 | Naikukuwentong muli | na wasto ang pagkakasunod-sunod at gumagamit ng signal words: una, pangalawa | ang napakinggang teksto | Filipino | |
| F4PN-IIe-12.1 | 4 | Nailalarawan | ang elemento ng kuwento: - banghay | Filipino | ||
| F4PN-IIe-12.1 | 4 | Nailalarawan | ang elemento ng kuwento: - pangyayari | Filipino | ||
| F4PN-IIe-12.1 | 4 | Nailalarawan | ang elemento ng kuwento: - tagpuan | Filipino | ||
| F4PN-IIe-12.1 | 4 | Nailalarawan | ang elemento ng kuwento: - tauhan | Filipino | ||
| F4PS-IIe-f-12.1 | 4 | Nailalarawan | batay sa ikinilos, ginawi, sinabi at naging damdamin | ang tauhan | Filipino | |
| F4PS-IIIb-2.1 | 4 | Nailalarawan | batay sa ikinilos, ginawi, sinabi at naging damdamin | ang tauhan | Filipino | |
| F4A-0a-j-1 | 4 | Naipagmamalaki | sa pamamagitan ng paggamit nito | ang sariling wika | Filipino | |
| F4PL-0a-j-1 | 4 | Naipagmamalaki | sa pamamagitan ng paggamit nito | ang sariling wika | Filipino | |
| F4 PS-Id-i-1 | 4 | Naipahahayag | ang sariling opinyon o reaksyon | sa isang napakinggang isyu o usapan | Filipino | |
| F4PS-IIb-c-1 | 4 | Naipahahayag | ang sariling opinyon o reaksyon | sa isang napakinggang isyu o usapan/paksa | Filipino | |
| F4PS-IIb-c-1 | 4 | Naipahahayag | ang sariling opinyon o reaksyon | sa isang napakinggang isyu o usapan | Filipino | |
| F4PS-IVf-g-1 | 4 | Naipahahayag | ang sariling opinyon o reaksyon | batay sa napakinggang pagpupulong (pormal at di-pormal) | Filipino | |
| F4PS-IVf-g-1 | 4 | Naipahahayag | ang sariling opinyon o reaksyon | sa isang napakinggang isyu | Filipino | |
| F4PS-Id-i-1 | 4 | Naipahahayag | ang sariling opinyon o reaskyon | sa isang napakinggang isyu o usapan | Filipino | |
| F4A0a-j-7 | 4 | Naipakikita | ang hilig sa pagbabasa | Filipino | ||
| F4PL-0a-j-7 | 4 | Naipakikita | sa pamamagitan ng pagpili ng mga babasahing angkop sa edad | ang hilig sa pagbabasa | Filipino | |
| F4PL-0a-j -7 | 4 | Naipakikita | sa pamamagitan ng paggamit ng mga babasahin sa silid-aklatan | ang hilig sa pagbasa | Filipino | |
| F4PL-0a-j-7 | 4 | Naipakikita | sa pamamagitan ng paggamit ng mga aklat sa silid-aklatan | ang hilig sa pagbasa | Filipino | |
| F4PL-0a-j-7 | 4 | Naipakikita | sa pamamagitan ng pagpili ng babasahing angkop sa edad | ang hilig sa pagbasa | Filipino | |
| F4PL-0a-j-7 | 4 | Naipakikita | ang hilig sa pagbasa ng mga babasahing angkop sa edad | Filipino | ||
| F4EP-IIe-g-8 | 4 | Naipakikita | sa pamamagitan ng nakalarawang balangkas (kuwadradong pagkukuwento) | ang nakalap na impormasyon | Filipino | |
| F4EP-IIe-g-8 | 4 | Naipakikita | sa pamamagitan ng nakalarawang balangkas | ang nakalap na impormasyon | Filipino | |
| F4EP-IIIa-8 | 4 | Naipakikita | sa pamamagitan ng nakalarawang balangkas o dayagram | ang nakalap na impormasyon | Filipino | |
| F4EP-IIIb-8 | 4 | Naipakikita | sa pamamagitan ng nakalarawang balangkas o dayagram | ang nakalap na impormasyon | Filipino | |
| F4EP-IVa-d-8 | 4 | Naipakikita | sa pamamagitan ng nakalarawang balangkas o dayagram | ang nakalap na impormasyon | Filipino | |
| F4EP-IVa-d-8 | 4 | Naipakikita | sa pamamagitan ng nakalarawang balangkas o dayagram (mula sa binalangkas na binasang opinyon | ang nakalap na impormasyon | ) | Filipino |
| F4PL-0a-j-6 | 4 | Naipakikita | ang pagtanggap sa mga ideya ng nabasang akda/teksto | Filipino | ||
| F4PL-0a-j-6 | 4 | Naipakikita | ang pagtanggap sa mga ideya ng nabasang teksto/akda | Filipino | ||
| F4PD-IIIc-7.1 | 4 | Naipakikita | sa pamamagitan ng pagsasakilos nito | ang pag-unawa sa pinanood | Filipino | |
| F4PD-IIIh-7.2 | 4 | Naipakikita | sa pamamagitan ng pagbibigay ng ibang pagwawakas ayon sa sariling saloobin o paniniwala | ang pag-unawa sa pinanood | Filipino | |
| F4A00-3 | 4 | Naipamamalas | ang paggalang sa ideya, damdamin at kultura ng may akda ng tekstong napakinggan o nabasa | Filipino | ||
| F4A-0a-j-3 | 4 | Naipamamalas | ang paggalang sa ideya, damdamin at kultura ng may akda ng tekstong napakinggan o nabasa | Filipino | ||
| F4PL-0a-j-3 | 4 | Naipamamalas | ang paggalang sa ideya, damdamin at kultura ng may akda ng tekstong napakinggan o nabasa | Filipino | ||
| F4PD-II-b-4 | 4 | Naisasadula | ang nagustuhang bahagi ng napanood | Filipino | ||
| F4PN-IIa-5 | 4 | Naisasakilos | ang bahagi ng kuwento na nagustuhan | Filipino | ||
| F4PN-IVc-5 | 4 | Naisasakilos | ang napakinggang awit | Filipino | ||
| F4PN-IIId-18 | 4 | Naisasalaysay | ang mahahalagang detalye | sa napakinggang editoryal | Filipino | |
| F4PD-IId-87 | 4 | Naisasalaysay | nang may tamang pagkakasunod-sunod | ang nakalap na impormasyon mula sa napanood | Filipino | |
| F4PB-Ig-12.1 | 4 | Naisasalaysay muli | ang binasang teksto nang may tamang pagkasunod-sunod ng mga pangyayari | Filipino | ||
| F6PS-IVf-6.6 | 4 | Naisasalaysay muli | ang binasang teksto nang may tamang pagkasunod-sunod ng mga pangyayari | (larawan) | Filipino | |
| F4PB-Ig-12.1 | 4 | Naisasalaysay muli | gamit ang mga pangungusap | ang nabasang teksto | Filipino | |
| F4PB-IIj-12.1 | 4 | Naisasalaysay muli | sa sariling pangungusap | ang nabasang teksto | Filipino | |
| F4PB-Ig-12.1 | 4 | Naisasalaysay muli | gamit ang mga pangungusap | ang napakinggang teksto | Filipino | |
| F4PS-Ib-h-6.1 | 4 | Naisasalaysay muli | gamit ang mga larawan | ang napakinggang teksto | Filipino | |
| F4PS-IIh-i-6.2 | 4 | Naisasalaysay muli | gamit ang sariling salita | ang napakinggang teksto | Filipino | |
| F4PS-III-h-6.6 | 4 | Naisasalaysay muli | gamit ang sariling salita | ang napakinggang teksto | Filipino | |
| F4PD-IVb-e-8 | 4 | Naiuugnay | sa pinanood | ang sariling karanasan | Filipino | |
| F4PS-Ic-4 | 4 | Naiuugnay | sa napakinggang teksto | ang sariling karanasan | Filipino | |
| F4PS-IIg-4 | 4 | Naiuugnay | sa napakinggang teksto | ang sariling karanasan | Filipino | |
| F4PS-IIIg-4 | 4 | Naiuugnay | sa napakinggang teksto | ang sariling karanasan | Filipino | |
| F4PB-IIa-25 | 4 | Nakababasa | para kumuha ng impormasyon | Filipino | ||
| F3PT-IVe-1.4 | 4 | Nakagagamit | upang malaman ang kahulugan ng mga salita tulad ng paggamit ng palatandaang nagbibigay ng kahulugan | ng pahiwatig | kasingkahulugan | Filipino |
| F4PT-IIIa-1.8 | 4 | Nakagagamit | upang malaman ang kahulugan ng mga salita tulad ng paggamit ng palatandaang nagbibigay ng kahulugan | ng pahiwatig | sitwasyong pinaggamitan | Filipino |
| F4PT-IIIb-1.7 | 4 | Nakagagamit | upang malaman ang kahulugan ng mga salita tulad ng paggamit ng palatandaang nagbibigay ng kahulugan, katuturan o kahulugan ng salita | ng pahiwatig | Filipino | |
| F4PT-IIIg-1.4 | 4 | Nakagagamit | upang malaman ang kahulugan ng mga salita tulad ng paggamit ng palatandaang nagbibigay ng kahulugan | ng pahiwatig | - kasingkahulugan | Filipino |
| F4PT-IIIj-1.13 | 4 | Nakagagamit | upang malaman ang kahulugan ng mga salita tulad ng paggamit ng palatandaang nagbibigay ng kahulugan | ng pahiwatig | - paglalarawan | Filipino |
| F4PT-IIj-1.5 | 4 | Nakagagamit | upang malaman ang kahulugan ng mga salita tulad ng paggamit ng palatandaang nagbibigay ng kahulugan | ng pahiwatig | kasalungat | Filipino |
| F4PT-IIh-1.5 | 4 | Nakagagamit | ng pahiwatig upang malaman ang kahulugan ng mga salita tulad ng paggamit ng palatandaang nagbibigay ng kahulugan | kasalungat | Filipino | |
| F4PT-Ig-1.4 | 4 | Nakagagamit | ng pahiwatig upang malaman ang kahulugan ng mga salita tulad ng paggamit ng palatandaang nagbibigay ng kahulugan - kasingkahulugan | Filipino | ||
| F4PT-IVd-e-1.13 | 4 | Nakagagamit | ng pahiwatig upang malaman ang kahulugan ng mga salita tulad ng paggamit ng palatandaang nagbibigay ng kahulugan - paglalarawan | Filipino | ||
| F4EP-IIa-c-6 | 4 | Nakagagamit | ng pangkalahatang sanggunian ayon sa pangangailangan tulad ng diksiyonaryo, almanac, at atlas | Filipino | ||
| F4EP-IVc-6 | 4 | Nakagagamit | ng pangkalahatang sanggunian ayon sa pangangailangan: diksiyonaryo,almanac, atlas | Filipino | ||
| F4PU-IVj-8 | 4 | Nakagagawa | ng portfolio ng mga drawing at sulatin | Filipino | ||
| F4EP-IIb-11 | 4 | Nakakukuha | sa pamamagitan ng pahapyaw na pagbasa | ng impormasyon | Filipino | |
| F4EP-IIId-e-11 | 4 | Nakakukuha | sa pamamagitan ng pahapyaw na pagbasa sa paliwanag | ng impormasyon | Filipino | |
| F4EP-IVb-e-11 | 4 | Nakakukuha | sa pamamagitan ng pahapyaw na pagbasa | ng impormasyon | Filipino | |
| F4EP-IIId-e-11 | 4 | Nakakukuha | sa pamamagitan ng pahapyaw na pagbasa | ng impormasyon sa editoryal | Filipino | |
| F4EP-IIIc-f-10 | 4 | Nakakukuha | buhat sa binasang teksto | ng tala | Filipino | |
| F4EP-IVb-e-10 | 4 | Nakakukuha | buhat sa binasang teksto | ng tala | Filipino | |
| F4PU-IVd-f-2.6 | 4 | Nakalilikha | mula sa nabasang editoryal | ng editorial cartoon | Filipino | |
| F4PN-IIIg-17 | 4 | Nakapagbibigay | ng angkop na pamagat | sa napakinggang teksto | Filipino | |
| F4PS-IIIa-8.6 | 4 | Nakapagbibigay | ng hakbang ng isang gawain | Filipino | ||
| F4PN-IIb-12 | 4 | Nakapagbibigay | ng hinuha sa kalalabasan ng mga pangyayari sa napakinggang teskto | Filipino | ||
| F4PS-Ie-j-8.5 | 4 | Nakapagbibigay | gamit ang pangunahing direksyon | ng panuto | na may dalawa hanggang tatlong hakbang | Filipino |
| F4PS-IIj-8.5 | 4 | Nakapagbibigay | gamit ang pangunahin at pangalawang direksyon | ng panuto | Filipino | |
| F4PS-IVa-8.7 | 4 | Nakapagbibigay | gamit ang pangunahin at pangalawang direksyon | ng panuto | na may tatlo hanggang apat na hakbang | Filipino |
| F4PS-IIIe-8.8 | 4 | Nakapagbibigay | ng reaksiyon | sa napakinggang paliwanag | Filipino | |
| F4PS-IIIi-92 | 4 | Nakapagbibigay | ng reaksiyon sa isyu | mula sa napakinggang ulat | Filipino | |
| F4PD-IIe-j-6 | 4 | Nakapagbibigay | ng reaksyon sa napanood | Filipino | ||
| F4PB-IIIj-14 | 4 | Nakapagbibigay | ng wakas | sa binasang teksto | Filipino | |
| F4PDIV-g-i-9 | 4 | Nakapaghahambing | ng iba’t ibang debateng napanood | Filipino | ||
| F4PD-IV-g-i-9 | 4 | Nakapaghahambing | ng iba’t ibang patalastas na napanood | Filipino | ||
| F4EP-IVg-j-7.1 | 4 | Nakapagtatala | ng impormasyong kinakailangan | Filipino | ||
| F4EP-If-h-14 | 4 | Nakasusulat | sa anyong pangungusap o paksa | ng balangkas ng binasang teksto | Filipino | |
| F4EP-I-fh-14 | 4 | Nakasusulat | sa anyong pangungusap o paksa | ng balangkas ng binasang teksto | Filipino | |
| F4PU-IVd-f-2.6 | 4 | Nakasusulat | ng editoryal | Filipino | ||
| F4PU-IVh-2.7.1 | 4 | Nakasusulat | ng iskrip | para sa radio broadcasting | Filipino | |
| F4PU-IVi-2.7.2 | 4 | Nakasusulat | ng iskrip para sa teleradyo | Filipino | ||
| F4PU-IVg-2.3 | 4 | Nakasusulat | ng liham | na nagbibigay ng hinaing o reklamo | Filipino | |
| F4PU-IIh-i-2.3 | 4 | Nakasusulat | ng liham na nag-aaplay o nagpiprisinta ng trabaho | Filipino | ||
| F4PU-IIhi-2.3 | 4 | Nakasusulat | ng liham na nag-aaplay o nagpiprisinta ng trabaho | Filipino | ||
| F4PU-IIb-2.3 | 4 | Nakasusulat | ng liham paanyaya | Filipino | ||
| F4PU-IIIf-2.3 | 4 | Nakasusulat | ng liham paanyaya | Filipino | ||
| F4PU-Ic-2.2 | 4 | Nakasusulat | ng maikling tula | Filipino | ||
| F4PU-IIId-2.5 | 4 | Nakasusulat | ng sariling kuwento | Filipino | ||
| F4PU-IIIb-2.5 | 4 | Nakasusulat | ng sariling talambuhay | Filipino | ||
| F4PU-IIIa-2.4 | 4 | Nakasusulat | ng simpleng panuto | Filipino | ||
| F4PU-Id-h-2.1 | 4 | Nakasusulat | ng talatang nagbabalita | Filipino | ||
| F4PU-IIc-d-2.1 | 4 | Nakasusulat | ng talatang nagbabalita | Filipino | ||
| F4PU-II-cd-2.1 | 4 | Nakasusulat | ng talatang nagbabalita | Filipino | ||
| F4PU-IIIe-2.1 | 4 | Nakasusulat | ng talatang nagbabalita | Filipino | ||
| F4PU-IVe-2.1 | 4 | Nakasusulat | ng talatang nagbibigay ulat | tungkol sa isang pangyayaring nasaksihan | Filipino | |
| F4PU-IIe-g-2.1 | 4 | Nakasusulat | ng talatang naglalarawan | Filipino | ||
| F4PU-IIIj-2.1 | 4 | Nakasusulat | ng talatang naglalarawan | Filipino | ||
| F4PU-IVab-2.1 | 4 | Nakasusulat | ng talatang naglalarawan | Filipino | ||
| F4PU-IVa-b-2.1 | 4 | Nakasusulat | ng talatang naglalarawan | Filipino | ||
| F4PU-Id-h-2.1 | 4 | Nakasusulat | ng talatang nagsasalaysay | Filipino | ||
| F4PU-Id-h-2.1 | 4 | Nakasusulat | ng talatang nagsasalaysay | Filipino | ||
| F4PU-IVc-2.1 | 4 | Nakasusulat | ng talatang nagsasalaysay | Filipino | ||
| F4PU-IIIi-2.1 | 4 | Nakasusulat | ng talatang nagsasalysay | Filipino | ||
| F4PN-IIIa-e-1.1 | 4 | Nakasusunod | sa napakinggang hakbang ng isang gawain | Filipino | ||
| F4PN-IIj-1.1 | 4 | Nakasusunod | sa napakinggang panuto | Filipino | ||
| F3PN-IVf-1.4 | 4 | Nakasusunod | sa panuto | na may tatlo hanggang apat na hakbang gawain | Filipino | |
| F4PB-IIi-h-2.1 | 4 | Nakasusunod | sa panuto | na nakasulat | Filipino | |
| F4PN-IId-15 | 4 | Nakikinig | nang mabuti sa nagsasalita upang maulit at mabigyang-kahulugan ang mga pahayag | Filipino | ||
| F4PN-Ia-15 | 4 | Nakikinig | nang mabuti sa nagsasalita upang maulit at mabigyang-kahulugan ang mga pahayag | Filipino | ||
| F4PT-If-1.4 | 4 | Nalalaman | batay sa kasing kahulugan | ang kahulugan ng mga salita | Filipino | |
| F4PT-If-1.5 | 4 | Nalalaman | batay sa kasalungat na kahulugan | ang kahulugan ng mga salita | Filipino | |
| F4PT-IIc-1.4 | 4 | Nalalaman | ayon sa singkahulugan nito | ang kahulugan ng mga salita | Filipino | |
| F4PN-IVa-8.4 | 4 | Napagsusunod-sunod | ang mga detalye | ayon sa tekstong napakinggan | Filipino | |
| F4PB-IVa-5 | 4 | Napagsusunod-sunod | ang mga pangyayari | sa binasang teksto | Filipino | |
| F4PN-IVh-8.5 | 4 | Napagsusunod-sunod | ang mga pangyayari | sa napakinggang radio broadcasting | Filipino | |
| F4PB-Ic-5.4 | 4 | Napagsusunod-sunod | ang mga pangyayari sa kuwento | mga larawan | Filipino | |
| F4PN-IIh-8.2 | 4 | Napagsusunod-sunod | sa pamamagitan ng tanong | ang mga pangyayari sa tekstong napakinggan | pangungusap | Filipino |
| F4PN-IIIj-8.4 | 4 | Napagsusunod-sunod | sa pamamagitan ng paggamit ng una, pangalawa, sumunod, at panghuli | ang mga pangyayari sa tekstong napakinggan | Filipino | |
| F4PL-0a-j-4 | 4 | Napahahalagahan | sa pamamagitan ng aktibong pakikilahok sa usapan at gawaing pampanitikan | ang mga tekstong pampanitikan | Filipino | |
| F4PL-0a-j-4 | 4 | Napahahalagahan | sa pamamagitan ng pagpapakita ng sigasig/interes sa pagbasa | ang mga tekstong pampanitikan | Filipino | |
| F4PL-0a-j-4 | 4 | Napahahalagahan | sa pamamagitan ng pagsulat ng reaksyon o saloobin ukol dito | ang mga tekstong pampanitikan | Filipino | |
| F4PL-0a-j-4 | 4 | Napapahalagahan | sa pamamagitan ng pagpapakita ng interes sa pagbasa | ang mga tekstong pampanitikan | Filipino | |
| F4PT-IIh-1. 3 | 4 | Nasasabi | batay sa paglalarawan | ang kahulugan ng mga salita | Filipino | |
| F4PT-Ic-1.13 | 4 | Nasasabi | ang kahulugan ng mga salita ayon sa paglalarawan nito | Filipino | ||
| F4PD-II-f-5.2 | 4 | Nasasabi | ang paksa | ng napanood na maikling pelikula | Filipino | |
| F4PB-IIdi-6.1 | 4 | Nasasabi | ayon sa nabasang pahayag | ang sanhi at bunga | Filipino | |
| F4PN-IIf-3.1 | 4 | Nasasagot | ang mga literal na tanong | tungkol sa napakinggang tekstong pampanitikan, alamat | Filipino | |
| F4PN-IIIb-3.1 | 4 | Nasasagot | ang mga literal na tanong | tungkol sa napakinggang tula | Filipino | |
| F4PN-IVd-j-3.1 | 4 | Nasasagot | ang mga literal na tanong | tungkol sa napakinggang opinyon mula sa binasang pahayagan | Filipino | |
| F3PB-Ig-3.1.2 | 4 | Nasasagot | ang mga tanong | sa binasang tekstong pang-impormasyon | Filipino | |
| F4PB-Ia-3.1.2 | 4 | Nasasagot | ang mga tanong | tungkol sa binasang tekstong pang-impormasyon - balita | Filipino | |
| F4PB-Ia-d-3.1 | 4 | Nasasagot | ang mga tanong | sa binasang tekstong pampanitikan - kuwento | Filipino | |
| F4PB-Ia-d-3.1 | 4 | Nasasagot | ang mga tanong | sa binasang tekstong pang-impormasyon | Filipino | |
| F4PB-If-j-3.2.1 | 4 | Nasasagot | ang mga tanong | na bakit at paano | Filipino | |
| F4PB-IIc-g-3.1.2 | 4 | Nasasagot | ang mga tanong | sa binasang tekstong pang-impormasyon (recount) | Filipino | |
| F4PB-IIc-g-3.1.2 | 4 | Nasasagot | ang mga tanong | sa binasang tekstong pang-impormasyon | Filipino | |
| F4PB-IIi-3.1 | 4 | Nasasagot | ang mga tanong | sa binasang teksto | Filipino | |
| F4PB-IIIad-3.1 | 4 | Nasasagot | ang mga tanong | tungkol sa binasang editoryal | Filipino | |
| F4PB-IIIad-3.1 | 4 | Nasasagot | ang mga tanong | tungkol sa binasang teksto | Filipino | |
| F4PB-IIIb-3.2 | 4 | Nasasagot | ang mga tanong | tungkol sa binasang teksto | Filipino | |
| F4PB-IVb-c-3.2.1 | 4 | Nasasagot | ang mga tanong | tungkol sa binasang awit | Filipino | |
| F4PB-IVe-3.2.1 | 4 | Nasasagot | ang mga tanong | tungkol sa editorial cartoon: -kapaligiran | Filipino | |
| F4PB-IVe-3.2.1 | 4 | Nasasagot | ang mga tanong | tungkol sa editorial cartoon: -pangarap | Filipino | |
| F4PB-IVe-3.2.1 | 4 | Nasasagot | ang mga tanong | tungkol sa editorial cartoon: -katitikan ng pulong | Filipino | |
| F4PB-IVg-j-100 | 4 | Nasasagot | ang mga tanong | tungkol sa minutes ng pagpupulong (pormal at di -pormal) | Filipino | |
| F4PDI-g-3 | 4 | Nasasagot | ang mga tanong | tungkol sa pinanood | Filipino | |
| F4PD-Iia-86 | 4 | Nasasagot | ang mga tanong | tungkol sa pinanood | Filipino | |
| F4PD-IIIf-88 | 4 | Nasasagot | ang mga tanong | tungkol sa napanood na argumento | Filipino | |
| F4PD-IVf-89 | 4 | Nasasagot | ang mga tanong | tungkol sa napanood na patalastas | Filipino | |
| F4PN-Id-h-3.2 | 4 | Nasasagot | ang mga tanong | tungkol sa mahahalagang detalyeng napakinggang balita | Filipino | |
| F4PN-Id-h-3.2 | 4 | Nasasagot | ang mga tanong | tungkol sa mga mahahalagang detalye ng napakinggang balita | Filipino | |
| F4PN-If-3.2 | 4 | Nasasagot | ang mga tanong | tungkol sa mahahalagang detalye ng napakinggang balita | Filipino | |
| F4PN-Ih-3.2 | 4 | Nasasagot | ang mga tanong | tungkol sa mahahalagang detalye ng napakinggang teksto o SMS (Short Messaging Text) | Filipino | |
| F4PN-IIIb-h-3.2 | 4 | Nasasagot | ang mga tanong | batay sa tekstong napakinggan | Filipino | |
| F4PN-IIIf-3.1 | 4 | Nasasagot | ang mga tanong | tungkol sa napakinggang argumento | Filipino | |
| F4PN-IVd-g-3.3 | 4 | Nasasagot | ang mga tanong | tungkol sa napakinggang pagpupulong (pormal at di-pormal) | Filipino | |
| F4PN-IVi-j-3 | 4 | Nasasagot | ang mga tanong | tungkol sa napakinggang script ng teleradyo | Filipino | |
| F4PN-IVi-j-3.1 | 4 | Nasasagot | ang mga tanong | tungkol sa napakinggang debate | Filipino | |
| F4PB-IVg-j-101 | 4 | Nasasagot | ang mga tanong broadcasting | tungkol sa binasang iskrip ng radio | Filipino | |
| F4PB-IIe-3.2.1 | 4 | Nasasagot | ang mga tanong na bakit at paano | Filipino | ||
| F4PB-IIIa-3.2.1 | 4 | Nasasagot | ang mga tanong na bakit at paano | batay sa tekstong pang-impormasyon (procedure) | Filipino | |
| F4PB-IVa-c-3.2.1 | 4 | Nasasagot | ang mga tanong na bakit at paano | sa tekstong pang-impormasyon | Filipino | |
| F4PB-IVd-f-3.2 | 4 | Nasasagot | ang mga tanong na bakit at paano | Filipino | ||
| F4PN-IIIb-h-3.2 | 4 | Nasasagot | ang mga tanong na bakit at paano | batay sa tekstong napakinggan | Filipino | |
| F4PN-IVd-f-3.2 | 4 | Nasasagot | ang mga tanong na bakit at paano | Filipino | ||
| F4PN-IVf-j-3.3 | 4 | Nasasagot | ang mga tanong tungkol sa isyung ipinahahayag | sa isang editorial cartoon | Filipino | |
| F4PN-Ie-j-1.1 | 4 | Nasusunod | ang napakinggang panuto o hakbang ng isang gawain | Filipino | ||
| F4PD-II-g-22 | 4 | Nasusuri | ang damdamin ng mga tauhan | sa napanood | Filipino | |
| F4PT-Ic-1.10 | 4 | Nasusuri | ang kahulugan ng mga salita ayon sa depinisyon nito | Filipino | ||
| F4PB-IIIf-19 | 4 | Nasusuri | kung opinyon o katotohanan ang isang pahayag | Filipino | ||
| F4PB-IVd-19 | 4 | Nasusuri | kung opinyon o katotohanan ang pahayag | Filipino | ||
| F4PN-Ib-i-16 | 4 | Natutukoy | ayon sa tono, diin, bilis at intonasyon | ang damdamin ng nagsasalita | Filipino | |
| F4PN-IIIb-i-16 | 4 | Natutukoy | ayon sa tono, diin, bilis at intonasyon | ang damdamin ng tagapagsalita | Filipino | |
| F4PN-IIIb-i-16 | 4 | Natutukoy | ang damdaming ipinahihiwatig ng napakinggang paliwanag | Filipino | ||
| F4EP-IIIg-35 | 4 | Natutukoy | ang kahalagahan ng bawat bahagi ng pahayagan | Filipino | ||
| F4PT-Ig-1.4 | 4 | Natutukoy | ang kahulugan ng mga salita ayon sa singkahulugan nito | Filipino | ||
| F4PT-IIc-1.4 | 4 | Natutukoy | ang kahulugan ng mga salita sa tulong ng kasingkahulugan | Filipino | ||
| F4PT-IIc-1.11 | 4 | Natutukoy | ang kahulugan ng mga salita sa tulong ng pagbibigay ng halimbawa | Filipino | ||
| F4PT-IIc-1.10 | 4 | Natutukoy | ang kahulugan ng mga salita sa tulong ng pormal na depinisyon | Filipino | ||
| F1PT-Iib-f-6 | 4 | Natutukoy | batay sa ugnayang salita-larawan | ang kahulugan ng salita | Filipino | |
| F1PT-IIb-f-6 | 4 | Natutukoy | batay sa ugnayang salita-larawan | ang kahulugan ng salita | Filipino | |
| F4PT-IIIb-f-6 | 4 | Natutukoy | batay sa ugnayang salita-larawan | ang kahulugan ng salita | Filipino | |
| F4WG-IIId-e-9.1 | 4 | Natutukoy | ang kaibahan ng pang-abay at pang-uri | Filipino | ||
| F4PB-Ii-24 | 4 | Natutukoy | ang mga bahagi ng kuwentong binasa: simula, kasukdulan, at katapusan | Filipino | ||
| F4PB-Ia-97 | 4 | Natutukoy | ang mga elemento ng isang kuwento: banghay | Filipino | ||
| F4PB-Ia-97 | 4 | Natutukoy | ang mga elemento ng isang kuwento: tagpuan | Filipino | ||
| F4PB-Ia-97 | 4 | Natutukoy | ang mga elemento ng isang kuwento: tauhan | Filipino | ||
| F4PB-Ii-98 | 4 | Natutukoy | ang mga elemento ng kuwentong binasa: banghay | Filipino | ||
| F4PB-Ii-98 | 4 | Natutukoy | ang mga elemento ng kuwentong binasa: tagpuan | Filipino | ||
| F4PB-Ii-98 | 4 | Natutukoy | ang mga elemento ng kuwentong binasa: tauhan | Filipino | ||
| F4PB-IIh-11.2 | 4 | Natutukoy | ang mga sumusuportang detalye sa mahalagang kaisipang nabasa sa teksto | Filipino | ||
| F4PB-IIIe-h-11.2 | 4 | Natutukoy | ang mga sumusuportang detalye sa mahalagang kaisipang nabasa sa teksto | Filipino | ||
| F4PB-IIIe-i-99 | 4 | Natutukoy | ang sanhi at bunga | ng mga pangyayari sa binasang teksto | Filipino | |
| F4PT-Ic-1.10 | 4 | Nauunawaan | ang kahulugan ng mga salita ayon sa paglalarawan sa akda | pormal na depinisyon | Filipino | |
| F4PT-Ic-1.13 | 4 | Nauunawaan | ang kahulugan ng mga salita ayon sa paglalarawan sa akda | paglalarawan | Filipino | |
| F4PT-Ic-1.4 | 4 | Nauunawaan | ang kahulugan ng mga salita ayon sa paglalarawan sa akda | kasingkahulugan | Filipino | |
| F4PT-Ic-1.5 | 4 | Nauunawaan | ang kahulugan ng mga salita ayon sa paglalarawan sa akda | kasalungat | Filipino | |
| H4IS-Ivh-j-33 | 4 | Advocates | the use of alternatives to firecrackers and alcohol in celebrating special events | Health-PE | ||
| H4N-If-g-25 | 4 | Analyzes | by comparing the information in their food labels | the nutritional value of food products | two or more | Health-PE |
| PE4PF-Ib-h-18 | 4 | Assesses | regularly; based on physical activity pyramid | participation in physical activities | Health-PE | |
| PE4PF-IIb-h-18 | 4 | Assesses | regularly; based on physical activity pyramid | participation in physical activities | Health-PE | |
| H4N-Ic-e-24 | 4 | Demonstrates | ability to interpret information provided in the food label | Health-PE | ||
| H4IS-IVb-d-29 | 4 | Demonstrates | before, during, and after a disaster or an emergency situation | proper response | Health-PE | |
| H4IS-Ivf-g-31 | 4 | Describes | appropriate safety measures | to be observed in special events or situations that may put people at risk | Health-PE | |
| H4DD-Iig-h-12 | 4 | Describes | common communicable diseases | Health-PE | ||
| H4DD-IIa-7 | 4 | Describes | communicable diseases | Health-PE | ||
| H4N-Ij-27 | 4 | Describes | general signs and symptoms of food-borne diseases | Health-PE | ||
| H4N-Ij-27 | 4 | Describes | general symptoms of food-borne diseases | Health-PE | ||
| H4IS-IVh-j-32 | 4 | Describes | the dangers of engaging in risky behaviors such as use of firecrackers, guns, alcohol consumption | Health-PE | ||
| PE4PF-Ia-16 | 4 | Describes | the physical activity pyramid | Health-PE | ||
| PE4PF-IIa-16 | 4 | Describes | the physical activity pyramid | Health-PE | ||
| H4S-IIId-e-4 | 4 | Describes | the potential dangers associated with medicine misuse and abuse | Health-PE | ||
| H4S-IIIf-g-5 | 4 | Describes | the proper use of medicines | Health-PE | ||
| PE4GS-Ib-2 | 4 | Describes | the skills | involved in the dance | Health-PE | |
| PE4GS-IIb-2 | 4 | Describes | the skills | involved in the dance | Health-PE | |
| H4S-IIIa-1 | 4 | Describes | uses of medicines | Health-PE | ||
| H4S-IIIc-d-3 | 4 | Describes | ways on how medicines are misused and abused | Health-PE | ||
| H4N-If-g-26 | 4 | Describes | ways to keep food clean and safe | Health-PE | ||
| H4S-IIIb-2 | 4 | Differentiates | nonprescription medicines | Health-PE | ||
| H4S-IIIb-2 | 4 | Differentiates | prescription from nonprescription medicines | Health-PE | ||
| H4N-Ih-i-27 | 4 | Discusses | the importance of keeping food clean and safe to avoid disease | Health-PE | ||
| PE4PF-Ib-h-20 | 4 | Displays | during participation in physical activities | joy of effort, respect for others and fair play | Health-PE | |
| PE4PF-IIb-h-20 | 4 | Displays | during participation in physical activities | joy of effort, respect for others and fair play | Health-PE | |
| H4DD-Iic-d-10 | 4 | Enumerates | the different elements in the chain of infection | Health-PE | ||
| PE4GS-Ic-h-4 | 4 | Executes | different skills | involved in the dance | Health-PE | |
| PE4GS-IIc-h-4 | 4 | Executes | different skills | involved in the dance | Health-PE | |
| PE4PF-Ia-21 | 4 | Explains | health and skill related fitness components | Health-PE | ||
| PE4PF-IIa-21 | 4 | Explains | health and skill related fitness components | Health-PE | ||
| H4S-IIIi-j-6 | 4 | Explains | the importance of reading drug information and labels, and other ways to ensure proper use of medicines | Health-PE | ||
| H4N-Ib-23 | 4 | Explains | the importance of reading food labels in selecting and purchasing food products | Health-PE | ||
| PE4PF-Ia-17 | 4 | Explains | the indicators for fitness | Health-PE | ||
| PE4PF-IIa-17 | 4 | Explains | the indicators for fitness | Health-PE | ||
| PE4GS-Ib-1 | 4 | Explains | the nature/background | of the dance | Health-PE | |
| PE4GS-IIb-1 | 4 | Explains | the nature/background | of the dance | Health-PE | |
| PE4PF-Ib-h-22 | 4 | Identifies | areas for improvement | Health-PE | ||
| PE4PF-IIb-h-22 | 4 | Identifies | areas for improvement | Health-PE | ||
| H4N-Ij-26 | 4 | Identifies | common food-borne diseases | Health-PE | ||
| H4N-Ia-22 | 4 | Identifies | information provided on the food label | Health-PE | ||
| H4DD-IIb-9 | 4 | Identifies | the various disease agents of communicable diseases | Health-PE | ||
| H4DD-Ii-j-14 | 4 | Identifies | ways to break the chain of infection at respective points | Health-PE | ||
| H4DD-Iie-f-11 | 4 | Knows | how communicable diseases are transmitted | Health-PE | ||
| H4DD-Ii-j-13 | 4 | Knows | how to prevent and control common communicable diseases | Health-PE | ||
| H4DD-Ii-j-13 | 4 | Knows | how to stay healthy | Health-PE | ||
| PE4GS-Ib-h-3 | 4 | Observes | safety precautions | Health-PE | ||
| PE4GS-IIb-h-3 | 4 | Observes | safety precautions | Health-PE | ||
| H4DDIIi-j-15 | 4 | Practices | to prevent and control common communicable diseases | personal habits and environmental sanitation | Health-PE | |
| H4IS-IVa-28 | 4 | Recognizes | disasters or emergency situations | Health-PE | ||
| PE4PF-Ib-h-19 | 4 | Recognizes | the value of participation | in physical activities | Health-PE | |
| PE4PF-IIb-h-19 | 4 | Recognizes | the value of participation | in physical activities | Health-PE | |
| H4IS-IVe-30 | 4 | Relates | disaster preparedness to preserving lives | Health-PE | ||
| H4IS-IVe-30 | 4 | Relates | proper response during emergency situations to preserving lives | Health-PE | ||
| M4NS-IIg-83 | 4 | Adds | dissimilar fractions. | Math | ||
| M4NS-IIg-83 | 4 | Adds | similar fractions. | Math | ||
| M4NS-IIj-104.1 | 4 | Arranges | decimal numbers. | Math | ||
| M4NS-Ib-13.4 | 4 | Arranges | in increasing or decreasing order. | numbers | up to 100 00 | Math |
| M4NS-IIe-81 | 4 | Changes | fractions to lowest forms | Math | ||
| M4NS-IIe-80 | 4 | Changes | improper fraction to mixed numbers and vice versa | improper fraction | Math | |
| M4NS-IIe-80 | 4 | Changes | improper fraction to mixed numbers and vice versa | mixed numbers | Math | |
| M4SP-IVg-1.4 | 4 | Collects | using any source | data on two variables | Math | |
| M4NS-IIj-104.1 | 4 | Compares | decimal numbers. | Math | ||
| M4NS-Ib-12.4 | 4 | Compares | using relation symbols. | numbers | up to 100 000 | Math |
| M4ME-IIIj-54 | 4 | Converts | sq. cm to sq. m and vice versa | Math | ||
| M4ME-IVd-61 | 4 | Creates | with reasonable answers | problems involving area involving rectangles. | Math | |
| M4ME-IVd-61 | 4 | Creates | with reasonable answers | problems involving area involving squares. | Math | |
| M4ME-IVd-61 | 4 | Creates | with reasonable answers | problems involving area involving triangles. | Math | |
| M4ME-IVd-61 | 4 | Creates | with reasonable answers | problems involving perimeter involving parallelograms. | Math | |
| M4ME-IVf-66 | 4 | Creates | with reasonable answers | problems involving volume of rectangular prism. | Math | |
| M4SP-IVj-13 | 4 | Creates | problems involving a simple experiment. | Math | ||
| M4NS-IIh-88.1 | 4 | Creates | with reasonable answers | problems involving addition of fractions. | Math | |
| M4NS-Ie-46.3 | 4 | Creates | with reasonable answers | problems involving addition of whole numbers | including money. | Math |
| M4ME-IVd-61 | 4 | Creates | with reasonable answers | problems involving area involving parallelograms. | Math | |
| M4ME-IVd-61 | 4 | Creates | with reasonable answers | problems involving area involving trapezoids. | Math | |
| M4NS-Ii-57.3 | 4 | Creates | with reasonable answers | problems involving division of whole numbers | without or with any other operations; including money | Math |
| M4NS-IId-71.1 | 4 | Creates | with reasonable answers | problems involving GCF of 2 given numbers. | Math | |
| M4NS-IId-71.1 | 4 | Creates | with reasonable answers | problems involving LCM of 2 given numbers. | Math | |
| M4NS-Ie-46.3 | 4 | Creates | with reasonable answers | problems involving multiplication of whole numbers | including money. | Math |
| M4ME-IVd-61 | 4 | Creates | with reasonable answers | problems involving perimeter involving rectangles. | Math | |
| M4ME-IVd-61 | 4 | Creates | with reasonable answers | problems involving perimeter involving squares. | Math | |
| M4ME-IVd-61 | 4 | Creates | with reasonable answers | problems involving perimeter involving trapezoids. | Math | |
| M4ME-IVd-61 | 4 | Creates | with reasonable answers | problems involving perimeter involving triangles. | Math | |
| M4NS-IIh-88.1 | 4 | Creates | with reasonable answers | problems involving subtraction of fractions. | Math | |
| M4NS-Ie-46.3 | 4 | Creates | with reasonable answers | problems involving subtraction of whole numbers | including money. | Math |
| M4ME-IIIh-50 | 4 | Derives | the formula for perimeter of any given figure. | Math | ||
| M4ME-IVe-63 | 4 | Derives | the formula for the volume of rectangular prisms. | Math | ||
| M4ME-IVb-57 | 4 | Derives | the formulas for the area of parallelograms. | Math | ||
| M4ME-IVb-57 | 4 | Derives | the formulas for the area of trapezoids. | Math | ||
| M4ME-IVb-57 | 4 | Derives | the formulas for the area of triangles. | Math | ||
| M4GE-IIIa-12.2 | 4 | Describes | intersecting lines. | Math | ||
| M4GE-IIIa-12.2 | 4 | Describes | perpendicular lines. | Math | ||
| M4GE-IIIa-12.3 | 4 | Describes | using models | different angles (acute) | Math | |
| M4GE-IIIb-14 | 4 | Describes | using models | different angles (acute) | Math | |
| M4GE-IIIa-12.3 | 4 | Describes | using models | different angles (obtuse) | Math | |
| M4GE-IIIb-14 | 4 | Describes | using models | different angles (obtuse) | Math | |
| M4GE-IIIa-12.3 | 4 | Describes | using models | different angles (right) | Math | |
| M4GE-IIIb-14 | 4 | Describes | using models | different angles (right) | Math | |
| M4GE-IIIa-12.2 | 4 | Describes | parallel lines. | Math | ||
| M4GE-IIIb-15 | 4 | Describes | using concrete objects or models | the attributes of quadrilaterals | Math | |
| M4GE-IIIb-15 | 4 | Describes | using concrete objects or models | the attributes of triangles | Math | |
| M4GE-IIIc-17 | 4 | Describes | the different kinds of quadrilaterals: parallelogram. | Math | ||
| M4GE-IIIc-17 | 4 | Describes | the different kinds of quadrilaterals: rectangle. | Math | ||
| M4GE-IIIc-17 | 4 | Describes | the different kinds of quadrilaterals: rhombus. | Math | ||
| M4GE-IIIc-17 | 4 | Describes | the different kinds of quadrilaterals: square. | Math | ||
| M4GE-IIIc-17 | 4 | Describes | the different kinds of quadrilaterals: trapezoid. | Math | ||
| M4GE-IIIb-15 | 4 | Describes | using concrete objects or models | the properties of quadrilaterals | Math | |
| M4GE-IIIb-15 | 4 | Describes | using concrete objects or models | the properties of triangles | Math | |
| M4GE-IIIc-16 | 4 | Describes | according to sides and angles. | triangles | Math | |
| M4AL-IIIe-5 | 4 | Determines | the missing term/s in a sequence of numbers | Math | ||
| M4ME-IIIj-53 | 4 | Differentiates | perimeter from area | Math | ||
| M4NS-IIb-66 | 4 | Differentiates | prime from composite numbers | Math | ||
| M4NS-If-54.3 | 4 | Divides | without and with remainder | 1- to 2-digit numbers | Math | |
| M4NS-Ig-52.3 | 4 | Divides | mentally; without remainder; using appropriate strategies. | 1-digit numbers | Math | |
| M4NS-Ig-52.3 | 4 | Divides | mentally; without remainder; using appropriate strategies. | 2- to 3-digit numbers | Math | |
| M4NS-If-54.3 | 4 | Divides | without and with remainder | 3- to 4-digit numbers | Math | |
| M4NS-If-54.4 | 4 | Divides | without and with remainder | 3- to 4-digit numbers by tens or hundreds or by 1 000 | Math | |
| M4SP-IVh-5.4 | 4 | Draws | inferences based on data | presented in a double-bar graph. | Math | |
| M4ME-IVa-56 | 4 | Estimates | the area of irregular plane figures made up of rectangles. | Math | ||
| M4ME-IVa-56 | 4 | Estimates | the area of irregular plane figures made up of squares | Math | ||
| M4ME-IVc-59 | 4 | Estimates | the area of parallelograms. | Math | ||
| M4ME-IVc-59 | 4 | Estimates | the area of trapezoids. | Math | ||
| M4ME-IVc-59 | 4 | Estimates | the area of triangles. | Math | ||
| M4ME-IIIf-12 | 4 | Estimates | in minutes. | the duration of time | Math | |
| M4NS-Ic-44.2 | 4 | Estimates | with reasonable results | the products of 2- to 3-digit numbers | Math | |
| M4NS-Ic-44.2 | 4 | Estimates | with reasonable results | the products of 3- to 4-digit numbers | Math | |
| M4NS-Ig-55.2 | 4 | Estimates | with reasonable results | the quotient of 1- to 2-digit divisors | Math | |
| M4NS-Ig-55.2 | 4 | Estimates | with reasonable results | the quotient of 3- to 4-digit dividends | Math | |
| M4NS-Ii-61.1 | 4 | Explains | correctly | Multiplication, Division, Addition, Subtraction (MDAS) | Math | |
| M4SP-IVi-11 | 4 | Explains | the outcomes in an experiment. | Math | ||
| M4NS-Id-42.3 | 4 | Explains | the strategies used. | Math | ||
| M4SP-IVi-10 | 4 | Expresses | in words, symbols, tables, or graphs. | the outcome in a simple experiment | Math | |
| M4NS-IIc-69.1 | 4 | Finds | using the following methods: listing, prime factorization, and continuous division. | least common multiple (LCM) of two numbers | Math | |
| M4ME-IVa-55 | 4 | Finds | using sq. cm and sq. m. | the area of irregular figures made up of rectangles | Math | |
| M4ME-IVa-55 | 4 | Finds | using sq. cm and sq. m. | the area of irregular figures made up of squares | Math | |
| M4ME-IVb-58 | 4 | Finds | using sq. cm and sq. m. | the area of triangles, parallelograms and trapezoids | Math | |
| M4ME-IVb-58 | 4 | Finds | using sq. cm and sq. m. | the area of triangles, parallelograms and trapezoids | Math | |
| M4ME-IVb-58 | 4 | Finds | using sq. cm and sq. m. | the area of triangles, parallelograms and trapezoids | Math | |
| M4NS-IIc-68.1 | 4 | Finds | using the following methods: listing, prime factorization, and continuous division. | the common factors of two numbers | Math | |
| M4NS-IIc-69.1 | 4 | Finds | using the following methods: listing, prime factorization, and continuous division. | the common multiples of two numbers | Math | |
| M4ME-IIIf-11 | 4 | Finds | in minutes and seconds | the elapsed time | Math | |
| M4NS-IIc-68.1 | 4 | Finds | using the following methods: listing, prime factorization, and continuous division. | the greatest common factor (GCF) of two numbers | Math | |
| M4AL-IIIe-13 | 4 | Finds | the missing number in an equation | involving properties of operations | Math | |
| M4ME-IIIi-51 | 4 | Finds | the perimeter of parallelograms. | Math | ||
| M4ME-IIIi-51 | 4 | Finds | the perimeter of rectangles. | Math | ||
| M4ME-IIIi-51 | 4 | Finds | the perimeter of squares. | Math | ||
| M4ME-IIIi-51 | 4 | Finds | the perimeter of trapezoids. | Math | ||
| M4ME-IIIi-51 | 4 | Finds | the perimeter of triangles. | Math | ||
| M4ME-IVe-64 | 4 | Finds | using cu. cm and cu. m. | the volume of a rectangular prism | Math | |
| M4NS-Ia-10.4 | 4 | Gives | the place value of a digit | in numbers up to 100,000 | Math | |
| M4NS-IIi-101.1 | 4 | Gives | the place value of a digit of a given decimal number | through hundredths. | Math | |
| M4NS-Ia-10.4 | 4 | Gives | the value of a digit | in numbers up to 100,000 | Math | |
| M4NS-IIi-101.1 | 4 | Gives | the value of a digit of a given decimal number | through hundredths. | Math | |
| M4NS-IIe-79.2 | 4 | Identifies | improper fractions | Math | ||
| M4NS-IIe-79.2 | 4 | Identifies | proper fractions | Math | ||
| M4NS-IIa-64 | 4 | Identifies | factors of a given number | up to 100 | Math | |
| M4NS-IIe-79.2 | 4 | Identifies | mixed numbers. | Math | ||
| M4GE-IIIc-17 | 4 | Identifies | the different kinds of quadrilaterals: parallelogram. | Math | ||
| M4GE-IIIc-17 | 4 | Identifies | the different kinds of quadrilaterals: rectangle. | Math | ||
| M4GE-IIIc-17 | 4 | Identifies | the different kinds of quadrilaterals: rhombus. | Math | ||
| M4GE-IIIc-17 | 4 | Identifies | the different kinds of quadrilaterals: square. | Math | ||
| M4GE-IIIc-17 | 4 | Identifies | the different kinds of quadrilaterals: trapezoid. | Math | ||
| M4NS-IIa-65 | 4 | Identifies | the multiples of a given number | up to 100 | Math | |
| M4GE-IIIc-16 | 4 | Identifies | according to sides and angles. | triangles | Math | |
| M4GE-IIIa-12.2 | 4 | Illustrates | intersecting lines. | Math | ||
| M4GE-IIIa-12.2 | 4 | Illustrates | parallel lines. | Math | ||
| M4GE-IIIa-12.3 | 4 | Illustrates | using models | different angles (acute) | Math | |
| M4GE-IIIb-14 | 4 | Illustrates | using models | different angles (acute) | Math | |
| M4GE-IIIa-12.3 | 4 | Illustrates | using models | different angles (obtuse) | Math | |
| M4GE-IIIb-14 | 4 | Illustrates | using models | different angles (obtuse) | Math | |
| M4GE-IIIa-12.3 | 4 | Illustrates | using models | different angles (right) | Math | |
| M4GE-IIIb-14 | 4 | Illustrates | using models | different angles (right) | Math | |
| M4GE-IIIa-12.2 | 4 | Illustrates | perpendicular lines. | Math | ||
| M4SP-IVg-3.4 | 4 | Interprets | data presented in different kinds of bar graphs (double bars). | Math | ||
| M4SP-IVg-3.4 | 4 | Interprets | data presented in different kinds of bar graphs (horizontal bars). | Math | ||
| M4SP-IVg-3.4 | 4 | Interprets | data presented in different kinds of bar graphs (single bar). | Math | ||
| M4SP-IVg-3.4 | 4 | Interprets | data presented in different kinds of bar graphs (vertical bars). | Math | ||
| M4ME-IIIh-49 | 4 | Measures | using appropriate tools. | the perimeter of any given figure | Math | |
| M4NS-Id-42.3 | 4 | Multiplies | mentally | 1- to 2-digit numbers. | with products up to 200 | Math |
| M4NS-Ic-43.7 | 4 | Multiplies | without or with regrouping. | 2-digit numbers | Math | |
| M4NS-Id-42.3 | 4 | Multiplies | mentally | 2-digit numbers | with products up to 200 | Math |
| M4NS-Ic-43.7 | 4 | Multiplies | without or with regrouping. | 3-digit numbers | Math | |
| M4SP-IVg-2.4 | 4 | Organizes | in tabular form. | data | Math | |
| M4NS-Ij-62.1 | 4 | Performs | a series of two or more operations. | Math | ||
| M4SP-IVg-2.4 | 4 | Presents | in a single/double horizontal or vertical bar graph. | data | Math | |
| M4NS-IIj-102.1 | 4 | Reads | decimal numbers | through hundredths. | Math | |
| M4NS-Ia-9.4 | 4 | Reads | in symbols and in words. | numbers | up to hundred thousand | Math |
| M4SP-IVi-9 | 4 | Records | Favorable outcomes in a simple experiment | Math | ||
| M4GE-IIId-18.2 | 4 | Relates | one quadrilateral to another quadrilateral | Math | ||
| M4GE-IIId-18.1 | 4 | Relates | quadrilaterals | Math | ||
| M4GE-IIId-18.1 | 4 | Relates | triangles | Math | ||
| M4NS-IIi-100 | 4 | Renames | to fractions. | decimal numbers | Math | |
| M4NS-IIi-100 | 4 | Renames | to decimals. | fractions | whose denominators are factors of 10 and 100 | Math |
| M4NS-Ii-61.1 | 4 | Represents | correctly | Multiplication, Division, Addition, Subtraction (MDAS) | Math | |
| M4NS-IIj-103.1 | 4 | Rounds | to the nearest whole number and tenth. | decimal numbers | Math | |
| M4NS-Ib-5.2 | 4 | Rounds | to the nearest thousand and ten thousand. | numbers | Math | |
| M4NS-IId-70.1 | 4 | Solves | problems involving LCM of 2 given numbers . | real-life | Math | |
| M4NS-Ie-45.5 | 4 | Solves | using appropriate problem solving strategies and tools. | multi-step, non-routine problems involving addition | Math | |
| M4NS-Ih-56.4 | 4 | Solves | using appropriate problem solving strategies and tools. | multi-step, non-routine problems involving division of whole numbers | and any of the other operations; including money | Math |
| M4NS-Ie-45.5 | 4 | Solves | using appropriate problem solving strategies and tools. | multi-step, non-routine problems involving multiplication | Math | |
| M4NS-Ie-45.5 | 4 | Solves | using appropriate problem solving strategies and tools. | multi-step, non-routine problems involving subtraction | Math | |
| M4NS-Ie-45.5 | 4 | Solves | using appropriate problem solving strategies and tools. | multi-step, routine problems involving addition | Math | |
| M4NS-Ih-56.4 | 4 | Solves | using appropriate problem solving strategies and tools. | multi-step, routine problems involving division of whole numbers | and any of the other operations; including money | Math |
| M4NS-Ie-45.5 | 4 | Solves | using appropriate problem solving strategies and tools. | multi-step, routine problems involving multiplication | Math | |
| M4NS-Ie-45.5 | 4 | Solves | using appropriate problem solving strategies and tools. | multi-step, routine problems involving subtraction | Math | |
| M4SP-IVh-4.4 | 4 | Solves | using data presented in a single or double-bar graph. | non-routine problems | Math | |
| M4ME-IVc-60 | 4 | Solves | non-routine problems involving parallelograms | Math | ||
| M4ME-IVc-60 | 4 | Solves | non-routine problems involving rectangles | Math | ||
| M4ME-IVc-60 | 4 | Solves | non-routine problems involving squares | Math | ||
| M4ME-IVc-60 | 4 | Solves | non-routine problems involving trapezoids | Math | ||
| M4ME-IVc-60 | 4 | Solves | non-routine problems involving triangles | Math | ||
| M4SP-IVj-12 | 4 | Solves | non-routine problems involving a simple experiment | Math | ||
| M4NS-IIh-87.1 | 4 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving addition of fractions | Math | |
| M4NS-Ih-56.3 | 4 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving division of 1- to 2-digit numbers | including money | Math |
| M4NS-Ih-56.3 | 4 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving division of 3- to 4-digit numbers | including money | Math |
| M4NS-Id-45.4 | 4 | Solves | using appropriate problem solving strategies and tools | non-routine problems involving multiplication of whole numbers | including money | Math |
| M4ME-IIIi-52 | 4 | Solves | non-routine problems involving perimeter of parallelograms | in real-life situations | Math | |
| M4ME-IIIi-52 | 4 | Solves | non-routine problems involving perimeter of rectangles | in real-life situations | Math | |
| M4ME-IIIi-52 | 4 | Solves | non-routine problems involving perimeter of squares | in real-life situations | Math | |
| M4ME-IIIi-52 | 4 | Solves | non-routine problems involving perimeter of trapezoids. | in real-life situations | Math | |
| M4ME-IIIi-52 | 4 | Solves | non-routine problems involving perimeter of triangles | in real-life situations | Math | |
| M4NS-IIh-87.1 | 4 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving subtraction of fractions | Math | |
| M4ME-IVf-65 | 4 | Solves | non-routine problems involving the volume of a rectangular prism | Math | ||
| M4ME-IIIg-13 | 4 | Solves | problems involving elapsed time. | Math | ||
| M4NS-IId-70.1 | 4 | Solves | problems involving GCF of 2 given numbers . | real-life | Math | |
| M4SP-IVh-4.4 | 4 | Solves | using data presented in a single or double-bar graph. | routine problems | Math | |
| M4ME-IVc-60 | 4 | Solves | routine problems involving parallelograms | Math | ||
| M4ME-IVc-60 | 4 | Solves | routine problems involving rectangles | Math | ||
| M4ME-IVc-60 | 4 | Solves | routine problems involving squares | Math | ||
| M4ME-IVc-60 | 4 | Solves | routine problems involving trapezoids | Math | ||
| M4ME-IVc-60 | 4 | Solves | routine problems involving triangles | Math | ||
| M4SP-IVj-12 | 4 | Solves | routine problems involving a simple experiment | Math | ||
| M4NS-IIh-87.1 | 4 | Solves | using appropriate problem solving strategies and tools. | routine problems involving addition of fractions | Math | |
| M4NS-Ih-56.3 | 4 | Solves | using appropriate problem solving strategies and tools. | routine problems involving division of 1- to 2-digit numbers | including money | Math |
| M4NS-Ih-56.3 | 4 | Solves | using appropriate problem solving strategies and tools. | routine problems involving division of 3- to 4-digit numbers | including money | Math |
| M4NS-Id-45.4 | 4 | Solves | using appropriate problem solving strategies and tools | routine problems involving multiplication of whole numbers | including money | Math |
| M4ME-IIIi-52 | 4 | Solves | routine problems involving perimeter of parallelograms | in real-life situations | Math | |
| M4ME-IIIi-52 | 4 | Solves | routine problems involving perimeter of rectangles | in real-life situations | Math | |
| M4ME-IIIi-52 | 4 | Solves | routine problems involving perimeter of squares | in real-life situations | Math | |
| M4ME-IIIi-52 | 4 | Solves | routine problems involving perimeter of trapezoids. | in real-life situations | Math | |
| M4ME-IIIi-52 | 4 | Solves | routine problems involving perimeter of triangles | in real-life situations | Math | |
| M4NS-IIh-87.1 | 4 | Solves | using appropriate problem solving strategies and tools. | routine problems involving subtraction of fractions | Math | |
| M4ME-IVf-65 | 4 | Solves | routine problems involving the volume of a rectangular prism | Math | ||
| M4NS-IIg-83 | 4 | Subtracts | dissimilar fractions. | Math | ||
| M4NS-IIg-83 | 4 | Subtracts | similar fractions. | Math | ||
| M4NS-IIf-82.1 | 4 | Visualizes | subtraction of similar fractions. | Math | ||
| M4NS-IIg-82.3 | 4 | Visualizes | addition of dissimilar fractions. | Math | ||
| M4NS-IIf-82.1 | 4 | Visualizes | addition of similar fractions. | Math | ||
| M4NS-IIi-99 | 4 | Visualizes | using models like blocks, grids, number lines and money; to show the relationship to fractions. | decimal numbers | Math | |
| M4NS-Ia-1.4 | 4 | Visualizes | numbers | up to 100 000; with emphasis on numbers 10 001 – 100 000. | Math | |
| M4NS-IIf-82.2 | 4 | Visualizes | subtraction of a fraction from a whole number. | Math | ||
| M4NS-IIg-82.3 | 4 | Visualizes | subtraction of dissimilar fractions. | Math | ||
| M4ME-IIIg-48 | 4 | Visualizes | in different situations. | the perimeter of any given plane figure | Math | |
| M4ME-IVd-62 | 4 | Visualizes | in different situations; using non-standard (e.g. marbles, etc.) and standard units. | the volume of solid figures | Math | |
| M4NS-IIb-67 | 4 | Writes | a given number as a product of its prime factors. | Math | ||
| M4NS-IIj-102.1 | 4 | Writes | decimal numbers | through hundredths. | Math | |
| M4NS-Ia-9.4 | 4 | Writes | in symbols and in words. | numbers | up to hundred thousand | Math |
| S4LT-IIc-d-8 | 4 | Chooses | which animals to raise | in a particular habitat | Science | |
| S4LT-IIe-f-12 | 4 | Chooses | which plants to grow | in a particular habitat | Science | |
| S4MT-Ia-1 | 4 | Classifies | based on the ability to absorb water, float, sink, undergo decay | materials | Science | |
| S4LT-IIa-b-2 | 4 | Communicates | that the major organs work together to make the body function properly | Science | ||
| S4LT-IIc-d-6 | 4 | Compares | body movements of animals | in their habitat | Science | |
| S4LT-IIg-h-13 | 4 | Compares | the stages in the life cycle of organisms | Science | ||
| S4ES-IVa-1 | 4 | Compares and contrasts | the characteristics of different types of soil | Science | ||
| S4LT-IIi-j-17 | 4 | Conducts | to determine environmental conditions needed by living things to survive | investigations | Science | |
| S4LT-IIe-f-10 | 4 | Conducts | given varying environmental conditions: light, water, temperature, and soil type | investigations on the specialized structures of plants | Science | |
| S4MT-Ic-d-3 | 4 | Demonstrates | proper disposal of waste | according to the properties of its materials | Science | |
| S4LT-IIi-j-16 | 4 | Describes | certain types of harmful interactions among living things | Science | ||
| S4MT-Ig-h-6 | 4 | Describes | changes in properties of materials when exposed to certain conditions such as temperature or when mixed with other materials | Science | ||
| S4MT-Ie-f-5 | 4 | Describes | changes in solid materials when they are bent, pressed, hammered, or cut | Science | ||
| S4FE-IIIf-g-4 | 4 | Describes | how heat travels | Science | ||
| S4FE-IIIf-g-4 | 4 | Describes | how light travels | Science | ||
| S4FE-IIIf-g-4 | 4 | Describes | how sound travels | Science | ||
| S4LT-IIi-j-15 | 4 | Describes | some types of beneficial interactions among living things | Science | ||
| S4ES-IVh-9 | 4 | Describes | the changes in the position and in the length of shadows in the surroundings as the position of the Sun changes | Science | ||
| S4LT-IIg-h-14 | 4 | Describes | the effect of the environment on the life cycle of organisms | Science | ||
| S4ES-IVj-11 | 4 | Describes | the effects of the Sun | Science | ||
| S4LT-IIi-j-18 | 4 | Describes | the effects of interactions among organism in their environment | Science | ||
| S4FE-IIId-e-3 | 4 | Describes | the force exerted by magnets | Science | ||
| S4ES-IVd-4 | 4 | Describes | the importance of the water cycle | Science | ||
| S4LT-IIa-b-1 | 4 | Describes | the main function of the major organs | Science | ||
| S4ES-IVi-10 | 4 | Describes | the role of the Sun in the water cycle | Science | ||
| S4FE-IIIi-j-6 | 4 | Describes | ways to protect oneself from exposure to excessive heat | Science | ||
| S4FE-IIIi-j-6 | 4 | Describes | ways to protect oneself from exposure to excessive light | Science | ||
| S4FE-IIIi-j-6 | 4 | Describes | ways to protect oneself from exposure to excessive sound | Science | ||
| S4ES-IVb-2 | 4 | Explains | in the context of daily activities | the use of water from different sources | Science | |
| S4FE-IIIa-1 | 4 | Explains | the effects of force applied to an object | Science | ||
| S4LT-IIe-f-9 | 4 | Identifies | the specialized structures of terrestrial and aquatic plants | Science | ||
| S4MT-Ii-j-7 | 4 | Identifies | changes in materials | whether useful or harmful to one’s environment | Science | |
| S4ES-IVg-8 | 4 | Identifies | safety precautions during different weather conditions | Science | ||
| S4LT-IIa-b-3 | 4 | Identifies | the causes and treatment of diseases of the major organs | Science | ||
| S4MT-Ib-2 | 4 | Identifies | the effects of decaying materials on one’s health and safety | Science | ||
| S4LT-IIc-d-5 | 4 | Infers | that body structures help animals adapt and survive in their particular habitat | Science | ||
| S4ES-IVc-3 | 4 | Infers | the importance of water | in daily activities | Science | |
| S4FE-IIIh-5 | 4 | Investigates | Characteristics and properties of light and sound | Science | ||
| S4LT-IIc-d-7 | 4 | Makes | a survey of animals found in the community and their specific habitats | Science | ||
| S4LT-IIe-f-11 | 4 | Makes | a survey of plants found in the community and their specific habitats | Science | ||
| S4ES-IVf-7 | 4 | Makes | simple interpretations about the weather | as recorded in the weather chart | Science | |
| S4LT-IIa-b-4 | 4 | Practices | to maintain a healthy body | habits | Science | |
| S4FE-IIIb-c-2 | 4 | Practices | proper handling of materials | Science | ||
| S4FE-IIIb-c-2 | 4 | Practices | safety measures in physical activities | Science | ||
| S4ES-IVf-6 | 4 | Records | in a chart | the weather conditions | Science | |
| S4ES-IVe-5 | 4 | Uses | to measure the different weather components | weather instruments | Science |
K to 12 Grade Levels:
- Kindergarten Curriculum Competencies
- Grade 1 Curriculum Competencies
- Grade 2 Curriculum Competencies
- Grade 3 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
