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GUIDELINES ON THE USE OF
THE MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
I. Rationale
The current global health crisis poses a profound impact on the basic education system as approximately 87% of the world’s student population, or about 1.5 billion learners, have been affected by school closures (UNESCO, 2020). While interim distance and remote learning programs are being put in place in many locations, the most marginalized, poverty-stricken, and vulnerable children are expected to be put at a disadvantage.
In the Philippines, ensuring the welfare of more than 27 million learners in basic education alone requires indomitable commitment amidst this crisis. However, as UNESCO reiterates its stand: “ Education cannot wait. If learning stops, we will lose human capital.” Meeting the needs of the most vulnerable populations in these times is essential to achieving SDG4 (UNESCO, 2017).
The Department echoes UNESCO’s belief that educational quality, access, and system strengthening cannot be compromised in times of crisis (UNESCO, 2017), and that doing the opposite will negatively affect human capital. Thus, the Department of Education affirms its commitment to sustaining the delivery of quality, accessible, relevant and liberating Philippine basic education services anchored on the Sulong EduKalidad framework. It will continue to strive to produce holistic Filipino learners with 21st^ century skills. Consequently, the Bureau of Curriculum Development ensures that learning standards are relevant and flexible to address the complex, disruptive, volatile, and ambiguous impact of COVID-19 in the Philippines particularly in the basic education sector.
Working on the said premise, the Department hereby releases the Most Essential Learning Competencies (MELCs) to be used nationwide by field implementers for SY 2020-2021 only. The Department emphasizes that the review of the K to 12 curriculum remains ongoing, and the experience with MELCs for this school year will be used to inform and enrich the curriculum review.
The release of the MELCs is not just a response to addressing the challenges of the current pandemic but is also part of the Department’s long-term response to the call of SDG 4 to develop resilient education systems, most especially during emergencies. Thus, it can be used under certain circumstances as a mechanism to ensure education continuity through the curriculum dimension.
The MELCs will enable the Department to focus instruction to the most essential and indispensable competencies that our learners must acquire, as we anticipate challenges in learning delivery.
It will also lighten the burden of converting classroom-oriented learning resources into learning resources adapted to distance learning.
Releasing the MELCs does not diminish the standards set by the full K to 12 curriculum guides. Rather, these serve as one of the guides for teachers as they address the instructional needs of learners while ensuring that curriculum standards are maintained and achieved.
The content and performance standards are indicated in the attached documents for field implementers, to demonstrate how the MELCs are anchored on the prescribed standards.
II. Background on the Identification of the Most Essential Learning Competencies
The Department, through the Bureau of Curriculum Development – Curriculum Standards Development Division, in collaboration with the Assessment Curriculum and Technology Research Centre (ACTRC), started working on the identification of essential learning competencies in the middle of 2019 as part of its ongoing review of the intended curriculum. Bureau specialists, academic experts and field implementers worked to reach a consensus regarding the criteria to be used in determining these competencies.
Initiated by Secretary Leonor Magtolis-Briones, the K to 12 curriculum review is not just meant to fulfill one of the provisions of Republic Act (RA) 105333 to review the curriculum, but is also part of her commitment to ensure quality, relevant and liberating education for all. After the four phases of curriculum review are completed, the Secretary will convene the Curriculum Consultative Committee to present the findings as provided for in Section 6 of the same Republic Act.
The review focuses on articulation within and across learning areas to identify gaps, issues, and concerns across learning areas and grade levels. Specifically, the review covers the following:
● Mapping of the essential and desirable learning competencies within the curriculum; ● Identification of prerequisite knowledge and skills needed to prepare students for essential learning competencies; and ● Analysis of the interconnectedness of prerequisite knowledge and skills among the learning competencies for each subject area.
Essential learning competencies are defined as what the students need, considered indispensable, in the teaching-learning process to building skills to equip learners for subsequent grade levels and subsequently, for lifelong learning. On the other hand, desirable learning competencies were defined as what may enhance education but may not be necessary in building foundational skills.
A list of characteristics of essential learning competencies was provided to help reviewers decide which among the learning competencies are deemed most important.
Characteristics of an Essential Learning Competency
Learning competency is ESSENTIAL if …
- It is aligned with national and/or local standards/ frameworks (eg: “scientifically literate Filipinos”).
- It connects the content to higher concepts across content areas.
- It is applicable to real-life situations.
- If students leave school, it would still be important for them to have this competency above many others.
- It would not be expected for most students to learn this in settings other than through formal education.
These characteristics are based on a US-developed competency validation rubric, which is intended to assure that learning competencies can reach the highest level of quality and comparability across schools (New Hampshire Department of Education, 2012), although adaptations were made for relevance in the Philippine context.
With the challenges on learning delivery posed by COVID-19, the Bureau of Curriculum Development accelerated the identification of the essential learning competencies, and streamlined these further into the Most Essential Learning Competencies (MELCs).
or objectives using the Kindergarten Curriculum Guide. The teacher may add more sub-competencies depending on the need of the learners, and as time allows.
Example:
Quarter 1 – Week 1 Content Standards Performance Standards
Most Essential Learning Competencies
Sub-Competencies
Ang bata ay nagkakaroon ng pag- unawa sa sariling ugali at damdamin.
Ang bata ay nakapagpapamalas ng kakayahang kontrolin ang sariling damdamin at pag-uugali, gumawa ng desisyon at magtagumpay sa kanyang mga gawain
- Nakikilala ang sarili a) pangalan at apelyido b) kasarian c) gulang/kapanganakan d) 1.4 gusto/di-gusto e) Use the proper expression in introducing oneself e.g., I am/My name is
- Use the proper expression in introducing oneself e.g., I am/My name is ______ - Talk about one’s personal experiences/narrates events of the day - Naipakikita ang tiwala sa sarili na tugunan ang sariling pangangailangan nang mag-isa Hal. maghugas ng kamay, kumain, magbihis, magligpit, tapusin ang gawaing nasimulan
Quarter 2 - Week 2 Content Standards Performance Standards
Most Essential Learning Competencies
Sub-Competencies
Ang bata ay nagkakaroon ng pag- unawa sa konsepto ng pamilya, paaralan at komunidad bilang kasapi nito
Ang bata ay nakapagpapamalas ng pagmamalaki at kasiyahang makapagkuwento ng sariling karanasan bilang kabahagi ng pamilya, paaralan at komunidad
Ang bata ay nakapagpapamalas ng a) pagmamalaki at kasiyahang makapagkuwento ng sariling karanasan bilang kabahagi ng pamilya, paaralan at komunidad
- Nailalarawan ang mga karanasan na may kinalaman sa pagtutulungan ng pamilya at paaralan
- Naikukuwento ang mga naging karanasan bilang kasapi ng komunidad
- Talk about family members, pets, toys, foods, or members of the community using various appropriate descriptive words
Grade Level: Kindergarten
Quarter Content Standards Performance Standards
Most Essential Learning Competencies
Duration
Ang bata ay nagkakaroon ng pag- unawa sa sariling ugali at damdamin.
Ang bata ay nakapagpapamalas ng kakayahang kontrolin ang sariling damdamin at pag-uugali, gumawa ng desisyon at magtagumpay sa kanyang mga gawain
- Nakikilala ang sarili f) pangalan at apelyido g) kasarian h) gulang/kapanganakan i) 1.4 gusto/di-gusto j) Use the proper expression in introducing oneself e.g., I am/My name is
Week 1
Ang bata ay nagkakaroon ng pag- unawa sa sariling ugali at damdamin.
Ang bata ay nagkakaroon ng pag- unawa sa konsepto ng mga sumusunod na batayan upang lubos na mapahalagahan ang sarili:
- Disiplina
Ang bata ay nakapagpapamalas ng kakayahang kontrolin ang sariling damdamin at pag-uugali, gumawa ng desisyon at magtagumpay sa kanyang mga Gawain
Ang bata ay nakapagpapamalas ng tamang pagkilos sa lahat ng pagkakataon na may paggalang at pagsasaalang- alang sa sarili at sa iba
- Nasasabi ang mga sariling pangangailangan nang walang pag- aalinlangan
- Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at silid- aralan
Week 2
The child demonstrates an understanding of objects in the environment have properties or attributes (e.g., color, size, shapes, and functions) and that objects can be manipulated based on these properties and attributes
The child shall be able to manipulate objects based on properties or attributes
- Sort and classify objects according to one attribute/property (shape, color, size, function/use)
Week 3
things around him/her
The child demonstrates an understanding of Objects can be 2- dimensional or 3- dimensional
The child demonstrates an understanding of body parts and their uses
The child shall be able to describe and compare 2- dimensional and 3- dimensional objects
The child shall be able to take care of oneself and the environment and able to solve problems encountered within the context of everyday living
- Recognize symmetry (own body, basic shapes)
- Identify one’s basic body parts
Week 6
The child demonstrates an understanding of body parts and their uses
The child shall be able to take care of oneself and the environment and able to solve problems encountered within the context of everyday living
- Tell the function of each basic body part
- Demonstrate movements using different body parts
Week 7
The child demonstrates an understanding of body parts and their uses
The child shall be able to take care of oneself and the environment and able to solve problems encountered within the context of everyday living
- Name the five senses and their corresponding body parts Week 8
The child demonstrates an understanding of body parts and their uses
The child shall be able to take care of oneself and the environment and able to solve problems encountered within the context of everyday living
- Identify one’s basic needs and ways to care for one’s body
Week 9
The child demonstrates an
The child shall be able to take care of oneself and the
- Practice ways to care for one’s body Week 10
understanding of body parts and their uses
environment and able to solve problems encountered within the context of everyday living
Ang bata ay nagkakaroon ng pag- unawa sa konsepto ng pamilya, paaralan at komunidad bilang kasapi nito
Ang bata ay nakapagpapamalas ng pagmamalaki at kasiyahang makapagkuwento ng sariling karanasan bilang kabahagi ng pamilya, paaralan at komunidad
- Natutukoy na may pamilya ang bawat isa
Week 1
Ang bata ay nagkakaroon ng pag- unawa sa konsepto ng pamilya, paaralan at komunidad bilang kasapi nito
Ang bata ay nakapagpapamalas ng pagmamalaki at kasiyahang makapagkuwento ng sariling karanasan bilang kabahagi ng pamilya, paaralan at komunidad
- Natutukoy kung sino-sino ang bumubuo ng pamilya
Week 2
Ang bata ay nagkakaroon ng pag- unawa sa konsepto ng pamilya, paaralan at komunidad bilang kasapi nito
Ang bata ay nakapagpapamalas ng pagmamalaki at kasiyahang makapagkuwento ng sariling karanasan bilang kabahagi ng pamilya, paaralan at komunidad
- Nailalarawan kung paano nagkakaiba at nagkakatulad ang bawat pamilya
Week 3
Ang bata ay nagkakaroon ng pag- unawa sa konsepto ng pamilya, paaralan at komunidad bilang kasapi nito
Ang bata ay nakapagpapamalas ng pagmamalaki at kasiyahang makapagkuwento ng sariling karanasan bilang kabahagi ng pamilya, paaralan at komunidad
- Naipakikita ang pagmamahal sa mga kasapi ng pamilya at sa nakatatanda sa pamamagitan ng: 4. pagsunod nang maayos sa mga utos/kahilingan
pagmamano/paghalik 4.3 paggamit ng magagalang na pagbati/pananalita 4.
Week 4
vocabulary links to his/her experiences
The child demonstrates an understanding of increasing his/her conversation skills
peers and adults using varied spoken vocabulary
The child shall be able to confidently speaks and expresses his/her feelings and ideas in words that make sense
they use
- Talk about family members, pets, toys, foods, or members of the community using various appropriate descriptive words
The child demonstrates an understanding of increasing his/her conversation skills
The child shall be able to confidently speaks and expresses his/her feelings and ideas in words that make sense
- Use polite greetings and courteous expressions in appropriate situations 1.1 Good Morning/Afternoon 1.2 Thank You/You’re Welcome 1.3 Excuse Me/I’m Sorry 1. Please…./May I…..
Week 7
The child demonstrates an understanding of increasing his/her conversation skills
The child demonstrates an understanding of increasing his/her conversation skills
The child shall be able to confidently speaks and expresses his/her feelings and ideas in words that make sense
The child shall be able to confidently speaks and expresses his/her feelings and ideas in words that make sense
- Talk about likes/dislikes (foods, pets, toys, games, friends, places)
- Talk about family members, pets, toys, foods, or members of the community using various appropriate descriptive words
Week 8
The child demonstrates an understanding of different types of weather and changes that occur in the environment
The child demonstrates an understanding of different types of weather and changes
The child shall be able to talk about how to adapt to the different kinds of weather and care for the environment
The child shall be able to talk about how to adapt to the different kinds
- Tell and describe the different kinds of weather (sunny, rainy, cloudy, stormy, windy)
- Observe and record the weather daily (as part of the opening routine)
Week 9
that occur in the environment
of weather and care for the environment The child demonstrates an understanding of different types of weather and changes that occur in the environment
The child demonstrates an understanding of different types of weather and changes that occur in the environment
The child demonstrates an understanding of letter representation of sounds – that letters as symbols have names and distinct sounds
The child demonstrates an understanding of letter representation of sounds – that letters as symbols have names and distinct sounds
The child shall be able to talk about how to adapt to the different kinds of weather and care for the environment
The child shall be able to talk about how to adapt to the different kinds of weather and care for the environment
The child shall be able to identify the letter names and sounds
The child shall be able to identify the letter names and sounds
- Identify what we wear and use for each kind of weather
- Observe safety practices in different kinds of weather
- Trace, copy, and write the letters of the alphabet: straight lines (A,E,F,H,I L,T), combination of straight and slanting lines (K, M,N, V, W, X, Y, Z), combination of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U), rounded strokes with loops
- Write one’s given name
Week 10
The child demonstrates an understanding of concepts of size, length, weight, time, and money
Ang bata ay nagkakaroon ng pag-
The child shall be able to use arbitrary measuring tools/means to determine size, length, weight of things around him/her, time (including his/her own schedule)
- Tell the names of the days in a week, months in a year
- Nakikilala ang mga taong nakatutulong
Week 1
properties or attributes (e.g., color, size, shapes, and functions) and that objects can be manipulated based on these properties and attributes
The child demonstrates an understanding of objects in the environment have properties or attributes (e.g., color, size, shapes, and functions) and that objects can be manipulated based on these properties and attributes
The child shall be able to manipulate objects based on properties or attributes
- Arrange objects one after another in a series/sequence according to a given attribute (size, length) and describe their relationship (big/bigger/biggest or long/longer/longest)
The child demonstrates an understanding of the sense of quantity and numeral relations, that addition results in increase and subtraction results in decrease
The child shall be able to perform simple addition and subtraction of up to 10 objects or pictures/drawings
Week 6
The child demonstrates an understanding of the sense of quantity and numeral relations, that addition results in increase and subtraction results in decrease
The child shall be able to perform simple addition and subtraction of up to 10 objects or pictures/drawings
- Count objects with one-to-one correspondence up to quantities of 10
Week 7
The child demonstrates an understanding of objects in the environment have properties or attributes (e.g., color, size, shapes, and functions) and that objects can be manipulated based on
The child shall be able to manipulate objects based on properties or attributes
- Tell that the quantity of a set of objects does not change even though the arrangement has changed (i.e., the child should be able to tell that one set of counters placed in one-to-one correspondence and
Week 8
these properties and attributes
then rearranged still has the same quantity) Ang bata ay nagkakaroon ng pag- unawa sa kakayahang pangalagaan ang sariling kalusugan at kaligtasan
Ang bata ay nakapagpapamalas ng pagsasagawa ng mga pangunahing kasanayan ukol sa pansariling kalinisan sa pang- araw-araw na pamumuhay at pangangalaga para sa sariling kaligtasan
- Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit na bagay sa bibig, ilong, at tainga, hindi paglalaro ng posporo, maingat na paggamit ng matutulis/matatalim na bagay tulad ng kutsilyo, tinidor, gunting, maingat na pag-akyat at pagbaba sa hagdanan, pagtingin sa kaliwa’t kanan bago tumawid sa daan, pananatiling kasama ng nakatatanda kung nasa sa matataong lugar
Week 9
Ang bata ay nagkakaroon ng pag- unawa sa kakayahang pangalagaan ang sariling kalusugan at kaligtasan
Ang bata ay nakapagpapamalas ng pagsasagawa ng mga pangunahing kasanayan ukol sa pansariling kalinisan sa pang- araw-araw na pamumuhay at pangangalaga para sa sariling kaligtasan
- Nakikilala ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit na bagay sa bibig, ilong, at tainga, hindi paglalaro ng posporo, maingat na paggamit ng matutulis/matatalim na bagay tulad ng kutsilyo, tinidor, gunting, maingat na pag-akyat at pagbaba sa hagdanan, pagtingin sa kaliwa’t kanan bago tumawid sa daan, pananatiling kasama ng nakatatanda kung nasa sa matataong lugar
Week 10
The child demonstrates an understanding of characteristics and
The child shall be able to communicate the usefulness of
- Name common animals
- Observe, describe, and examine
Week 1
(including his/her own schedule) The child demonstrates an understanding of the sense of quantity and numeral relations, that addition results in increase and subtraction results in decrease
The child shall be able to perform simple addition and subtraction of up to 10 objects or pictures/drawings
- Identify the number that comes before, after, or in between
- Arrange three numbers from least to greatest/ greatest to least
Week 7
The child demonstrates an understanding of the sense of quantity and numeral relations, that addition results in increase and subtraction results in decrease
The child shall be able to perform simple addition and subtraction of up to 10 objects or pictures/drawings
- Recognize the words “put together,” “add to,” and “in all” that indicate the act of adding whole numbers
- Recognize the words “take away,” “less,” and “are left” that indicate the act of subtracting whole numbers
Week 8
The child demonstrates an understanding of the sense of quantity and numeral relations, that addition results in increase and subtraction results in decrease
The child shall be able to perform simple addition and subtraction of up to 10 objects or pictures/drawings
- Add quantities up to 10 using concrete objects
- Subtract quantities up to 10 using concrete objects
Week 9
The child demonstrates an understanding of the sense of quantity and numeral relations, that addition results in increase and subtraction results in decrease
The child shall be able to perform simple addition and subtraction of up to 10 objects or pictures/drawings
- Write addition and subtraction number sentences using concrete representations
Week 10
B. Araling Panlipunan
Layunin ng pagbuo ng MELCs ay matulungan ang mga guro na matukoy ang mahahalagang kasanayang pampagkatuto upang sa gayon ay mabigyan ito ng prayoridad at maging batayan sa kanilang mga desisyong instruksyonal at hindi upang palitan ang kasalukuyang curriculum guide.
Ang mga MELC ay hinango mula sa mga learning competencies ng K to 12 Araling Panlipunan Curriculum Guide kung saan ito ay pinag-aralan kung retained , merged , rephrased , subsumed o deleted katulad ng nasa talahanayan sa ibaba:
MELCs Uri ng Batayan / Paliwanag Halimbawa (Learning Competency/-ies mula sa K to 12 Curriculum Guide) ‘ Nasasabi ang batayang impormasyon tungkol sa sarili: pangalan, magulang, kaarawan, edad, tirahan, paaralan, iba pang pagkakakilanlan at mga katangian bilang Pilipino ’ (AP1, Quarter 1).
Retained itinuturing na esensyal kaya hindi nirebisa o nanatili sa dati nitong anyo o artikulasyon tulad ng makikita sa K to 12 Curriculum Guide
‘ Nasasabi ang batayang impormasyon tungkol sa sarili: pangalan, magulang, kaarawan, edad, tirahan, paaralan, iba pang pagkakakilanlan at mga katangian bilang Pilipino ’ (AP1, Quarter 1).
- Naipaliliwanag ang konsepto ng komunidad’ (AP2, Quarter 1)
Merged magkakaugnay, magkakahalintulad, o bahagi ng isang paksa na pinag-isa na lamang sa pamamagitan ng pagbuo ng bagong PP pagsasama-sama ng ilang learning competencies upang mapaikli ang panahon ng pagtuturo nang hindi isinasantabi ang pagbibigay tuon sa paglinang ng pagpapahalaga (valuing) at pagsasabuhay nito
a. Nauunawaan ang konsepto ng ‘komunidad’ , b. ‘ Nasasabi ang payak na kahulugan ng ‘komunidad’ at c. Nasasabi ang mga halimbawa ng ‘komunidad’
- Naipamamalas ang pagpapahalaga sa pagkakatulad at pagkakaiba-iba ng mga kultura gamit ang sining na nagpapakilala sa lalawigan at rehiyon (e.g. tula, awit, sayaw, pinta, atbp. ) (AP 3, Quarter 3)
Rephrased sumailalim sa pagpapalit ng learning verb, salita, o grupo ng mga salita upang gawin itong mas tiyak , malinaw, o komprehensibo pagsasaayos ng learning competency/-ies upang higit itong maging malinaw sa guro
‘ Naipapakita sa iba’t-ibang sining ang pagmamalaki sa mga natatanging kaugalian, paniniwala at tradisyon ng iba’t ibang lalawigan sa kinabibilangang rehiyon ’(AP3PKR- IIIh-9).
Nailalapat ang kahulugan ng ekonomiks sa pang-araw- araw na pamumuhay bilang isang mag- aaral, at kasapi ng pamilya at lipunan (AP 9, Quarter 1)
Subsumed magkakaugnay, magkakahalintulad, o bahagi ng isang paksa na ipinagpapalagay na nakapaloob na sa nakapag- iisang (independent) MELC
a. Naipakikita ang ugnayan ng kakapusan sa pang-araw- araw na pamumuhay b. Natutukoy ang mga palatandaan ng kakapusan sa pang-araw-araw na buhay. c. Nakakabuo ang konklusyon na ang kakapusan ay isang pangunahing suliraning panlipunan d. Nakapagmumungkahi ng mga paraan upang malabanan ang kakapusan
As can be seen, this LC would entail a number of other competencies in order for it to be achieved. Among the competencies needed are: (1) making a stand; (2) gathering information from various sources; (3) citing sources of information. This consequently calls for unpacking and sub-tasking on the part of the teacher, so that bigger or broader LCs may be broken down into manageable sub-competencies.
It should also be noted that domains were no longer retained as these may cause confusion among end users. The original English Curriculum Guide (CG) was designed in such a way that domains work together through horizontal alignment since one lesson does not tackle only one macro skill, but multiple skills. However, during the examination of LCs using the ENDURANCE criterion, some skills under a particular domain can no longer be retained. Organizing the MELCs by domain, through columns as in the original CG, would render the document seemingly incomplete and harder to follow due to the absence of horizontal alignment. See table below which shows Week 9 of the First Quarter of Grade 4; note that entries in red are not considered MELCs:
LC
Listening Comprehension
OL
Oral Language
V
Vocabulary Development
RC
Reading Comprehension
F
Oral Reading
Fluency
SS
Study Strategy
G
Grammar
WC
Writing Composition
EN4LC-Ii- 2.8 Infer feelings and traits of character s based on the story heard
EN4OL-Ii- 10 Express one’s ideas and feelings clearly
EN4V-Ii- 13. Use context clues (exemplif ication) to determin e the meaning of unfamilia r words
EN4RC-Ii- 2. Infer feelings and traits of character s based on the story read
EN4F-Ii- 14 Read with accuracy words, phrases, poems, and stories with silent letters
-- EN4G-Ii- 3.2.1. Use simple present tense of verbs in sentence s
EN4WC-
Ii- Write a response to a story/po em read or listened to -letters
Accordingly, the MELCs were arranged in a list based on cognitive demand, which makes way for better curriculum flexibility as teachers are able to freely integrate LCs without the restrictions of horizontal alignment. Relative to this, the schedule and time allotment of LCs in quarters are suggestive in nature. As discussed, the teacher is given the autonomy to unpack the MELC depending on the needs of the learners. Based on this premise, therefore, the duration of an LC is relative. What is required, however, is that the list of competencies be achieved in the specified grade level.
Lastly, because the content and performance standards in the English Curriculum are described in such detail, especially in Grades 1 to 4 where these are broken down into domains, the process of determining the MELCs required that some of these standards be forgone. See figure below showing some of the content and performance standards for Grade 2:
Nevertheless, it is assured that all Grade Level Standards are maintained through the chosen MELCs.
Given the nature of the MELCs, the teacher is advised to re-teach certain competencies needed for their achievement. It is also recommended that the teacher unpack the MELCs into more specific learning competencies as guided by the original 2016 English Curriculum Guide. Consider the following samples:
GRADE LEVEL/ QUARTER
MELC SUB-COMPETENCIES
G3 Q
Read phrases, sentences, and short stories consisting of words with initial and final consonant blends
Read words with initial consonant blends (l, r and s blends) followed by short vowel sounds (e.g. black, frog, step) Read phrases, sentences and short stories consisting of words with initial consonant blends Read words with final blends (-st, -lt, -nd, -nt, -ft) preceded by short e, a, i, o and u words (belt, sand, raft)
G5 Q
Summarize various text types based on elements
Identify the elements of literary texts Identify informational text-types Summarize narrative texts based on elements: -Theme -Setting -Characters (heroes and villains) -Plot (beginning, middle and ending) Identify the main idea, key sentences and supporting details of a given paragraph Distinguish text-types according to purpose (classify or describe, recall series of events, explain, persuade) Distinguish text types according to features (structural and language): problem and solution, cause and effect, comparison and contrast, and time order (sequence, recounts, process) Make generalizations
