LRs Based On MELCs ALL SUBJECTS

PREFERENCES OF THE DEVELOPED LEARNING COMPETENCIES (
CORDON SOUTH DISTRICT
GRADE
LEVEL LEARNING AREA QUARTER
1 ENGLISH
Q3
Q4
F THE DEVELOPED LEARNING COMPETENCIES (lrS) BASED ON THE MOST ESSENTIAL LEARNING
Pages(s) where you can find t

MOST ESSENTIAL LEARNING COMPETENCY
Teacher's Guide
Recognize rhyming words in nursery rhymes, poems,
songs heard EN1PA-IIIa-e2.2
1,14,20,26,28
Recognize sentences (telling and asking) and non-

sentences
1,3,7
Use words that are related to self, family, school, and

community
1,3,4,5,7,10,11,12,14,17,19
Listen to short stories/poems 1. note important details

pertaining to a. character b. setting c. events 2. Give the
correct sequence of three events 3. Infer the character
feelings and traits 4. Identify cause and effect/or effect of
events 5. Identify the speaker in the story or poem 6.
Predict possible ending of a story read 7. Relate story
events to one’s experience 8. Discuss, illustrate,
dramatize specific events 9. Identify the problem and
solution 10. Retell a story listened to 11. Ask simple 10,12
questions about the text listened to
Use/Respond appropriately to polite expressions:

greetings, leave takings, expressing gratitude and
apology, asking permission, offering help EN1OL-IIIa-e1.5
Talk about oneself, one’s family and one’s personal

experiences
1,2,3,4,5,8,9,10,11,12,14
Recognize common action words in stories listened to
EN1G-IVa-e-3.4
27
Recognize describing words for people, objects, things
and places (color, shape, size, height, weight, length,
distance, etc.) EN1G-IVf-j-5
Sort and Classify familiar words into basic categories

(colors, shapes, foods, etc) EN1V-IVa-e-3
14-25
Give the meaning of words using clues (TPR, pictures,
body movements, etc.) EN1V-IVf-j-12.1
26-29
Follow one-to-two step directions EN1LC-IVg-h-3.6
25,26
Give one-to-two step directions EN1OL-IVi-j1.17.1
25,26
THE MOST ESSENTIAL LEARNING COMPETENCIES (MELC)
Other references
Pages(s) where you can find the MELC (please specify with
Learner's Material Textbooks SIMs pages)
EXPRESS WAYS ENGLISH 1

236,201
Lets Begin Reading in
English 2. 2013
91-95, 134, 149, 165, 166, 181,216, Lets Begin Reading in

234, 315 English 2. 2013
EXPRESS WAYS ENGLISH 1.

2010 English
12,13,33,34,75-80, 107-110
Learner Materials Under
Grade 2 . 2014
228-229,20-23, 38-40, 56-64, 122-

124, 127-128, 137-143, 171, 177,
193, 197-200, 257-258, 262-264, English Expressway Grade
275-276, 302-304, 315-316, 317-318, 1. 2010
319, 331-332, 340-341, 350-353,
366-368, 408-412, 422-424, 430-432
English Learner Materials

Grade 2 . 2013 English
Teachers Guide Grade 2.
2013
51-52, 37
English expressway 1. 2010
Lets begin Reading in

English 2. 2013
16-29,44-47,54-56,113, 127-133
English Learners Materials

Grade 2. 2013 Lets
Begin Reading in English 2.
2013
164-165, 323-329
English Expressways 1.
2010
113-115, 160-163,279,293, 408-
English Learners
409,416,419,424-
Material Grade 2. 2013
426,435,437,443,459-460,466-468
English 2. 2013

15,22,26,35,40-41,54 English 2. 2013
English expressways 1.
2010
88-90, 214-215, 301
Lets Begin in Reading
English 2. 2013
PREFERENCES OF THE DEVELOPED LEARNING COMPETENCIES (lrS) BASED ON
GRADE LEVEL LEARNING AREA QUARTER
1 FILIPINO Q2
Q3
Q4
DEVELOPED LEARNING COMPETENCIES (lrS) BASED ON THE MOST ESSENTIAL LEARNING CO
Pages(s) where you can find the M

Teacher's Guide
Nasasagot ang mga tanong tungkol sa napakinggang pabula,
tugma/tula, at tekstong pang-impormasyon F1PN-IIa- 3
F1PN-IIIg-3 F1PN-IVh
2
Nakapagtatanong tungkol sa isang larawan, kuwento, at

napakinggang balita F1PS-IIa-2 F1PS-IIIc-10.1 F1PS-IVh-10.2 2
Nagagamit ang magalang na pananalita sa angkop na

sitwasyon tulad ng pagpapakilala ng sarili, pagpapahayag ng
sariling karanasan at pagbati F1WG-IIa-1 F1PS-IIj-5j-6.11
F1WG-IIIb-1 4
Nasasabi ang mensaheng nais ipabatid ng nabasang pananda, 426

patalastas, babala, o paalala F1PP-IIa-1 F1PT-IIId-1.1/ F1PS-
IIIe-9/ F1PS-IIh-9/ F1PP-IVc-e1.1/ F1PP-IVc-e-1.1
Nakasusulat ng malalaki at maliliit na letra na may tamang 4

layo sa isa't isa ang mga letra F1PU-II a-1.11: c-1.2; 1.2a
24,18
Nabibigkas nang wasto ang tunog ng bawat letra ng
alpabetong Filipino FKP-IIb-1
Natutukoy ang kahulugan ng salita batay sa kumpas, galaw,

ekspresyon ng mukha; ugnayang salita -larawan; o kasalungat 2
F1PT -IIb - f - 6
Nagagamit nang wasto ang pangngalan sa pagbibigay ng

pangalan ng tao, lugar, hayop, bagay at pangyayari F1WG -IIc 44
-f-2
Natutukoy ang kailanan ng pangngalan F1WG -IIc - f -2.1

Nakasusunod sa napakinggang panuto na may 1 -2 hakbang 216
F1PN -IIIb -1.2
Napapalitan at nadadagdagan ang mga tunog upang
makabuo ng bagong salita F1KP -IIIh - j - 6 346
Nagagamit ang naunang kaalaman o karanasan sa pag

-unawa ng napakinggang alamat/teksto F1PN -IIe -2/ F1 -IVb - 112
2
Nakikilala ang mga tunog na bumubuo sa pantig ng mga salita 112
F1KP -IIf - 5
Nabibilang ang pantig sa isang salita F1KP -Iie - 4 90
Napagsusunod -sunod ang mga pangyayari sa napakinggang

kuwento sa tulong ng mga larawan at pamatnubay na tanong 110
F1PN -IIf - 8
Naiuulat nang pasalita ang mga naobserbahang pangyayari sa
paligid (bahay, komunidad, paaralan) at sa mga napanood 258
(telebisyon, cellphone, kompyuter) F1PS -IIc - 3 F1PS -IIIa -4
F1PS -IVa - 4
Nababaybay nang wasto ang mga salitang natutuhan sa
aralin at salitang may tatlo o apat na pantig F1PY -IIf -2.2/
F1PY -IVh - 2.2 F1PY -IIe -i-2.1: f 2.2/ F1PY -IIf -2/ F1PU -IIIi - 176
2.1;2.3/ F1PY -IVd -2.1
1PY -IVd -2.1 Nabibigay ang susunod na mangyayari sa 466

napakinggang kuwento F1 -IVe -9
Nakapagsasalaysay ng orihinal na kuwento na kaugnay ng 132
napakinggang kuwento F1PS -IIg - 7
Nagagamit ang mga salitang pamalit sa ngalan ng tao (ako, 132

ikaw, siya, tayo, kayo, sila) F1WG -IIg - h - 3 FIWG -IIg -i3
Naisusulat nang may wastong baybay at bantas ang mga 132
salitang ididikta ng guro F1KM -IIg - 2
152
Naibibigay ang paksa ng talata at tula F1PN -IIh -10
Natutukoy ang salita/pangungusap sa isang talataF1PN-IIIi-7 152

F1AL -IIh - 3
Nailalarawan ang damdamin ng isang tauhan sa kuwentong 174
napakinggan F1PN -IIi -11
Naipapahayag ang sariling ideya/damdamin o reaksyon
tungkol sa kuwento, tekstong pang - impormasyon at tula F1
PS-IIi-1 F1PS-IVb-1 F1PS-IIIg-1 174
176
Natutukoy ang kasarian ng pangngalan F1WG -II -i 2.2
Naiuugnay ang sariling karanasan sa napakinggang kuwento 174
F1PN -II - j - 4
Napapalitan at nadadagdagan ang mga tunog upang 176
makabuo ng bagong salita F1KP-IIi-6
Natutukoy ang ugnayan ng teksto at larawan F1AL -IIj - 5 218
Nababasa ang mga salita at babala na madalas makita sa 238
paligid F1PT -IIIb -2.1
Nasasabi ang sariling ideya tungkol sa tekstong napakinggan 238
F1PN -IIIc -14
Nakapaglalarawan ng mga bagay, tao, hayop, pangyayari, at 238
lugar * F1WG -IIIc - d - 4
Natutukoy ang mga salitang magkakatugma F1KP -IIIc - 8 240
Natutukoy ang simula ng pangungusap, talata at kuwento 282

F1AL -IIIe - 2
Naisusulat nang may wastong baybay at bantas ang salita at

282
pangungusap na ididikta ng guro * F1KM -IIIe - 2
Nagagamit ang mga salitang kilos sa pag -uusap tungkol sa
iba’t ibang gawain sa tahanan, paaralan, at pamayanan F1WG 284
-IIIe - g - 5
Natutukoy ang kahulugan ng salita batay sa kasingkahulugan 324
F1PP -IIIh -1.4
364
Nakapagbibigay ng sariling hinuha F1PN -IIIj -12
Nasasabi ang paraan, panahon at lugar ng pagsasagawa ng

kilos o gawain sa tahanan, paaralan at pamayanan F1WG -IIIh 364
-j-6
Nagagamit ang mga natutuhang salita sa pagbuo ng mga 364
simpleng pangungusap. F1PP -IIIj - 9
Nakasusulat nang may wastong baybay, bantas, gamit ng 364

malaki at maliit na letra upang maipahayag ang ideya,
damdamin o reaksyon sa isang paksa o isyu F1KM -IIIj
Natutukoy ang mahahalagang detalye kaugnay ng paksang 386
napakinggan F1PN -IVa -16
410
Natutukoy ang gamit ng maliit at malaking letra F1AL -IVb - 7
448
Nagagamit nang wasto ang mga pang -ukol F1WG -IVd - f -7
484
Natutukoy ang gamit ng iba’t ibang bantas F1AL -IVf - 8
508
Nakapagbibigay ng maikling panuto F1PS -IVg -8.3
Nakabubuo nang wasto at payak na pangungusap na may

tamang ugnayan ng simuno at panag -uri sa pakikipag -usap 548
F1WG -IVi - j - 8
Naibibigay ang paksa ng napakinggang tekstong pang 552
-impormasyon paliwanag F1PN -IVj - 7 -
HE MOST ESSENTIAL LEARNING COMPETENCIES (MELC)
specify
Pages(s) where you can find the MELC with
Filipino 2. 1992,1996
222-226
Pagdiriwang ng Wikang
70-75 Filipino
Ang Bagong Batang Pinoy.

279
Filipino
Landas sa wika at Pagbasa

1.1999
pagdiriwang ng wikang
Filipino 1. 1997
23,25
Ang Bagong Batang Pinoy.

Filipino
102-103
Pagdiriwang ng wikang
70-75 Filipino 2
Filipino 2.1992
12,13,14,15
99-102,114-15,118,122 Filipino 1. 1997
Filipino 1. 1997
180-184
Wika at Pagbasa1992,1996
109
Filipino 1
131-133
Pagunlad sa wika
122-126 3,1989,1991,1994,1996
Pagdiriwang wikang Filipino
186-189 2,2003
178-180 Filipino 1, 1996
Filipino 1, 1997
176-177
93-98 Filipino 2,2003
Filipino 2,ikadawala
112-113 1992,1996
Ang bagong batang Pinoy
2,202,212,932,294,410 Filipino 2. 2013
140-154 Filipino 1, 1997
Pagunlad sa wika 3.
1989,1991,1994,1996
122-126
1. 1997
155-157
62-65 2. 2003
190-192 2. 2003

2. 2003
128-134
Filipino 2. 2003
139,158-159
Landas sa wikang Pagbasa 1.
146-148 1999
Pagunlad sa wika 3.
38-41 1989.1991. 1994. 1996
Ang Bagong Batang Pinoy

358-360 Filipino 2. 2013
40 Filipino 2. 2003
Filipino 1. 1997
168-170
PREFERENCES OF THE DEVELOPED LEARNING COMPETENCIES (lrS) BASED ON THE
(MELC)
MOST ESSENTIAL LEARNING Pages(s) where

GRADE LEVEL LEARNING AREA QUARTER COMPETENCY Teacher's Guide
1 Math 1st Quarter Visualizes, represents, and Mathematics 1
counts numbers from 0 to (Tagalog) pages
100 using a variety of
materials and methods
Week 1 (M1NS-Ia-1.1)
1 Math 1st Quarter Identifies the number that is Mathematics 1

one more or one less from a (Tagalog) pages
given number.
Week 2 (M1NS-Ib-3)
Regroups sets of ones into

sets of tens and sets of tens
1 Math 1st Quarter
into hundreds using objects.
Week 3 (M1NS- Id-5)
Mathematics 1
(Tagalog) pages
1 Math 1st Quarter Compares two sets using the Mathematics 1
expressions “less than”, (Tagalog) pages
“more than”,” as many as”,
and orders sets from least to
greatest and vice versa,
Week 4 (M1NS-Id-6)
1 Math 1st Quarter Reads and writes numbers up Mathematics 1

to 100 in symbols and in (Tagalog) pages
words.
Week 5 (M1NS-If-9.1)
1 Math 1st Quarter Visualizes and gives the place Mathematics 1

value and value of a digit in (Tagalog) pages
one and two-digit numbers.
Week 6 (M1NS-lg-10.1)
1 Math 1st Quarter Renames numbers into tens Mathematics 1

and ones. (Tagalog) pages
Week 7 (M1NS-Ig-11)
1 Math 1st Quarter Compares numbers up to 100 Mathematics 1
using relation symbol and (Tagalog) pages
orders then in increasing or
decreasing order.
Week 8 (M1NS-le-7)
1 Math 1st Quarter Identifies, reads and writes Mathematics 1

ordinal numbers: 1st, 2nd, 3rd (Tagalog) pages
up to 10th object in a given
set from a given point of
reference,
Week 9 (M1NS-lI-16.1)
1 Math 1st Quarter Recognizes and compares Mathematics 1

coins and bills up to PhP 100 (Tagalog) pages
and their notations.
Week 10 (M1NS-Ij-19.1)
1 Math 1st Quarter Recognizes coins and bills up Mathematics 1

to PhP100 and their notations (Tagalog) pages
Week 11 (M1NS-Ij-19.1)
1 Math 2nd Quarter Illustrate addition as “putting Mathematics 1
together” or combining or (Tagalog) pages
joining two sets.
Week 1 (M1NS-IIa-23)
1 Math 2nd Quarter Visualize and add the Mathematics 1

following numbers using (Tagalog) pages
appropriate techniques.
a. two one-digit numbers with
sums up to 18
b. three one-digit numbers
c. numbers with sums
through 99 without and with
regrouping,
Week 2 (M1NS-IIa-26.1)
1 Math 2nd Quarter Visualizes and solves one-step Mathematics 1

routine and non-routine (Tagalog) pages
problems involving addition
of whole numbers including
money with sums up to 99
using appropriate problem
solving strategies.
Week 3 (M1NS-Ile-29.1)
1 Math 2nd Quarter Illustrates that addition and Mathematics 1

subtraction are inverse (Tagalog) pages
operations.
Week 4 (M1NS- llf-24)
1 Math 2nd Quarter Illustrates that addition and Mathematics 1

subtraction are inverse (Tagalog) pages
operations.
Week 5 (M1NS- llf-25)
1 Math 2nd Quarter Visualizes, represents, and Mathematics 1
subtracts the following (Tagalog) pages
numbers:
a. one-digit numbers with
minuends through 18 (basic
facts)
b. one-digit numbers with
minuends up to 99 without
regrouping
c, one-to two-digit numbers
with minuends up to 99 with
regrouping.
1 Math 2nd Quarter Subtracts mentally one-digit Mathematics 1

numbers from two-digit (Tagalog) pages
minuends without regrouping
using appropriate strategies.
Week 7 (M1NS- lli-33.1)
1 Math 2nd Quarter Visualizes, represents, and Mathematics 1

solves routine and non- (Tagalog) pages
routine problems involving
subtraction of whole numbers
including money with
minuends up to 99 with and
without regrouping using
appropriate problem solving
strategies and tools.
Week 8 (M1NS- lli-34.1)
1 Math 2nd Quarter subtracts mentally one-digit Mathematics 1

numbers from two-digit (Tagalog) pages
minuends without regrouping
using appropriate strategies.
Week 9 (M1NS-IIi-33.1 )
1 Math 2nd Quarter To create situations involving Mathematics 1
subtraction of whole number (Tagalog) pages
including money.
Week 10 (M1NS-IIj-35.1)
1 Math 3rd Quarter Counts groups of equal Mathematics 1

quantity using concrete (Tagalog) pages
objects up to 50 and writes an
equivalent expression. E.g. 2
grouped by 5s Week 1
(M1NS-IIIa-37)
1 Math 3rd Quarter Visualizes, represents, and Mathematics 1

separates objects into groups (Tagalog) pages
of equal quantity using
concrete objects up to 50, e.g.
10 grouped by 5s
Week 2 (M1NS-IIIa-48)
1 Math 3rd Quarter Visualizes, represents and Mathematics 1

divides a whole into halves (Tagalog) pages 18-
and fourths and identifies ½ 22
and ¼ of a whole object.
1 3rd Quarter Visualizes, represents, and Mathematics 1
divides the elements of sets (Tagalog) pages 27-
into two groups or equal 30
quantities to show halves and
four groups of equal
quantities to show fourths.
1 Math 3rd Quarter Visualizes and draws the Mathematics 1

whole region or set given its (Tagalog) pages 16-
½ and or ¼ 30
Week 5 (M1NS-llld-75)
3rd Quarter Identifies, names, and Mathematics 1

describes the four basic (Tagalog) pages 44-
shapes (square, rectangle, 46
triangle, and circle) in 2-
dimensional (flat/plane) and
3-dimensional (solid) objects.
Week 6 (M1GE-llle-1)
3rd Quarter Draws the four basic shapes Mathematics 1
Week 7 (M1GE-lllf-3) (Tagalog) page 36
3rd Quarter Constructs three dimensional Mathematics 1

objects (solid) using (Tagalog) page 44
manipulative materials.
Week 8 (M1GE-lllf-4)
3rd Quarter Determines the missing Mathematics 1
term/s using one attribute in (Tagalog) page 49
a given continuous pattern
(letters/ numbers/events) and
in a given repeating pattern
(letters, numbers, colors,
figures, sizes, etc.).
Week 9 (M3AL-IIIi-4)
3rd Quarter Constructs equivalent number Mathematics 1

expression using addition and (Tagalog) pages
subtraction.
e.g. 6+5=12-1
Week 10 (M1AL-llli-9)
3rd Quarter Identifies and creates Mathematics 1

patterns to compose and (Tagalog) pages 49
decompose using addition.
e.g. 7= 0+7, 1+6, 2+5, 3+4,
4+3, 5+2, 6+1, 7+0
Week 11 (M1AL-lllj-10)
3rd Quarter Visualizes and finds the Mathematics 1
missing number in an addition (Tagalog) pages
or subtraction sentence using
a variety of ways.
e.g. n+2=5 5-n=3
Week 12 (M1AL-lllj-10)
1 Math 4th Quarter Tells the days in a week; Mathematics 1

months (Tagalog) pages 53-
in a year in the right order. 57
Week 1 (M1ME-IVa-1)
1 Math 4th Quarter Determines the day or the Mathematics 1
month (Tagalog) page 57
using a calendar.
Week 2 (M1ME-IVa-2)
1 Math 4th Quarter Tells and writes time by hour, Mathematics 1

half-hour and quarter-hour (Tagalog) page 59
using analog clock
Week 3 (M1ME-IVb-3)
1 Math 4th Quarter Solves problems involving Mathematics 1
time (Tagalog) pages 53-
(days in a week, months in a 59
year,
hour, half-hour, and quarter-
hour)
Week 4 (M1ME-IVb-4)
1 Math 4th Quarter Compares objects using Mathematics 1

comparative words: (Tagalog) pages 63-
short, shorter, shortest; long, 67
longer, longest;
heavy, heavier, heaviest;
light, lighter, lightest.
Week 5 (M1ME-IVc-19)
1 Math 4th Quarter Estimates and measures Mathematics 1

length, mass, (Tagalog) pages 72-
and capacity using non- 75
standard units of measures.
Week 6 (M1ME-IVd-20)
1 Math 4th Quarter Infers and interprets data Mathematics 1
presented in a pictograph (Tagalog) page 84
without scales.
(e.g. finding out from the title
what the pictograph is all
about, comparing which has
the least or greatest.
Week 7 (M1SP-IVh-3.1)
1 Math 4th Quarter Solves routine and non- Mathematics 1

routine problems (Tagalog) pages 84
using data presented in
pictograph without scales.
Week 8 (M1SP-IVh-4.1)
1 Math 4th Quarter Describe events in real life Mathematics 1
situations using phrases (Tagalog) pages 87-
“likely’ or unlikely to happen” 88
e.g. Tomorrow it will rain.
Week 9 (M1SP-IVj-8.1)
S (lrS) BASED ON THE MOST ESSENTIAL LEARNING COMPETENCIES
MELC)
Other references
Pages(s) where you can find the MELC (please specify with
Mathematics 1 MELC
( Kagamitan ng Mag- Page 5
aaral -Tagalog) pages 1- Page 7
26 Page 9
Page 11
Page 17
Page 22
Page 23
Page 24
Page 26
Page 28
Page 30
Mathematics 1 MELC
aaral -Tagalog) Page 10
pages 30-43 Page 12
Page 14
Page 16
Page 21
Page 22
Page 24
Page 26
Page 28
Mathematics 1 MELC
pages 48-50 Page 23
page 47-50
Mathematics 1 MELC
aaral -Tagalog) Page12
pages 48-50 Page 14
Page 15
Page 17
Page 20
Page21
Page 22
Page 24
Page 28
Page 30
Mathematics 1 MELC
pages Page 9
Page 11
Page 13
Page 15
Page 17
Page 18
Page 19
Page 21
Page 22
Page 25
Page 27
Page 29
Mathematics 1 Mathematics12-Q1-W6
( Kagamitan ng Mag-
aaral -Tagalog)
pages 69-70
( Kagamitan ng Mag-
aaral -Tagalog)
page 71
Mathematics 1 MELC
pages 73-82 Page 10
Page 11
Page 13
Page 15
Page 17
Page 19
Page 20
Page 21
Page 22
Page 24
Page 25
Mathematics 1 MELC
page 86 Page 17
Page 19
Page 21
Page 23
Page 29
Page 30
Page 33
( Kagamitan ng Mag-
aaral -Tagalog)
pages 89-92
Mathematics 1 MELC
pages 92 Page 11
Page 13
Page 18
Page 19
Page 20
Pages 22
Page 26
Page 28
Mathematics 1 MELC
pages 96
Mathematics 1 MELC
pages 103-120 Page 3
Page 4
Page 5
Page 9
Page 11
Page 14
Page 15
Page 16
Page 22
Page 24
Page 26-27
Mathematics 1 MELC
pages 132 Page 3
Page 4-5
Page 6
Page 7-8
Page 9
Page 10
Mathematics 1 MELC
pages 138-142
Mathematics 1 MELC
aaral -Tagalog)
page 146
Mathematics 1 MELC
Page 7
Page 8
Page 9
Page 12
Page 16
Page 17
Page 18
Mathematics 1 MELC
( Kagamitan ng Mag- Page 3-4
Page 11
Mathematics 1 MELC
aaral -Tagalog) Page 8-9
pages 164-167 Page 14-17
Page 20
Page 22
Mathematics 1 MELC
Page 9
Page 10
Page 11
Mathematics 1 MELC
pages 136 Page 6
Page 9
Page 10
Mathematics 1 MELC
pages 174 Page 12
Page 13
Page 17
Page 20
Page 22
Page 26
Page 28-30
Page 32
Page 34-35
Mathematics 1 MELC
page 178 Page 12
Page 13
Page 17
Page 20
Page 22
Page 26
Page 28-30
Page 32
Page 34-35
Mathematics 1 MELC
Page 14
Page 16
Page 21
Page 22
Page 24
Page 26
Page 28
Mathematics 1 MELC
page 189 Page 6
Page 10
Page 11
Mathematics 1 MELC
( Kagamitan ng Mag- Page 7-8
aaral -Tagalog) Page12
pages Page 13
Page 20
Page22
Page23
Page24
Page26
Page30
Page32-33
Mathematics 1 MELC
Page 12
Page 14
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Mathematics 1 MELC
page 202 Page 10
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Mathematics 1 MELC
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Mathematics 1 MELC
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Mathematics 1 MELC
pages Mathematics 1 Page 8
pages 221 Page 13
Page 15
Page 17
Page 19
Mathematics 1 MELC
pages 223 Page 8
Page 9
Page 11
Page 13
Page 15
Page 17
Page 19
Mathematics 1 MELC
pages 226 Page 10
Page 112-13
Page 15
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Mathematics 1 Mathematics12-Q4-W1-
( Kagamitan ng Mag- MAY D. BERMILLO
aaral -Tagalog) Appendix 1 Day 1 –p.9
pages 230 (WS)
Appendix 2 Day 1-p.12
(WS)
(WS)
(ACT)
Appendix 8 Day 2 –p.18
(ACT)
(WS)
(WS)
(WS)
(WS)
( Kagamitan ng Mag- RICHELL N. GARAN
pages 233-235 (ACT)
(ACT)
(ACT)
(ACT)
(ACT)
(ACT)
Appendix 2 Day 2 –p.19
(ACT)
(ACT)
(ACT)
(ACT)
(ACT)
(ACT)
(ACT)
( Kagamitan ng Mag- IMELDA G. QUIBOL
pages 238 (ACT)
(ACT)
(ACT)
( Kagamitan ng Mag- ROSALIE M. DOMINGO
aaral -Tagalog) Appendix 1 Day 1-p.15
pages 238-241 (ACT)
(ACT)
(ACT)
( Kagamitan ng Mag- to W6-MELANIE A.
aaral -Tagalog) SERIA
pages 254-259 Appendix 4 Day 1-p.10
(ACT)
(ACT)
(ACT)
(ACT)
(ACT)
(ACT)
( Kagamitan ng Mag-
aaral -Tagalog)
pages 265-274
( Kagamitan ng Mag- LEN LEN B. MEDINA
pages 278-283 (ACT)
(ACT)
(ACT)
Appendix 8 Day 2-p.18-
19 (ACT)
(ACT)
(ACT)
(ACT)
(ACT)
( Kagamitan ng Mag- SHERYL R. BACLIG
pages 288 (ACT)
(ACT)
Mathematics 1 Mathematics12-Q4-
( Kagamitan ng Mag- W10-ARLINE G. VALERA
pages 291 (ACT)
(ACT)
(ACT)
(ACT)
(ACT)
(ACT)
(ACT)
(ACT)
(ACT)
(ACT)
(ACT)
PREFERENCES OF THE DEVELOPED LEARNING COMPETENCIES (lrS) BASED
Grade Level Learning Area Quarter
Grade 1 ESP
1ST
2nd
3rd
4TH
ELOPED LEARNING COMPETENCIES (lrS) BASED ON THE MOST ESSENTIAL LEARNING COMP
Most Essential Learning Competency

Teacher's Guide Learner's Materials
1. Nakikilala ang sariling: 1.1. gusto 1.2. Page 3 - 13 Page 2 - 15

interes 1.3. potensyal 1.4. kahinaan 1.5.
damdamin / emosyon
2. Naisasakilos ang sariling kakayahan sa iba’t Page 14 - 18 Page 16 -23

ibang pamamaraan 2.1 pag-awit 2.2 pagsayaw
2.3 pakikipagtalastasan at iba pa
1. Nakapaglalarawan ng iba’t ibang gawain na

maaaring makasama o makabuti sa kalusugan Page 19 - 22 Page 24 - 44
1.1 nakikilala ang iba’t ibang gawain/paraan na
maaaring makasama o makabuti sa kalusugan
3.2 nasasabi na nakatutulong sa paglinang ng
sariling kakayahan ang wastong pangangalaga
sa sarili
Nakakikila ng mga gawaing nagpapakita ng

pagkakabuklod ng pamilya tulad ng 4.1. Page 33 - 38 Page 45 -47
pagsasama-sama sa pagkain 4.2. pagdarasal
4.3. pamamasyal 4.4. pagkukuwentuhan ng
masasayang pangyayari
.Nakatutukoy ng mga kilos at gawain na
nagpapakita ng
pagmamahal at pagmamalasakit sa mga Page 39 - 47 Page 58 - 64
kasapi ng pamilya
Hal.
1. pag-aalala sa mga kasambahay
2. pag-aalaga sa nakababatang kapatid at
kapamilyang maysakit
Nakapagpapakita ng pagmamahal at page 52- 58 Page 66 - 73

paggalang sa mga magulang
Nakapagpapakita ng pagmamahal sa pamilya Page 67- 57 Page 90 - 97
at kapwa sa lahat ng pagkakataon lalo na sa
oras ng pangangailangan
. Nakapagpapakita ng paggalang sa pamilya
at sa kapwa sa pamamagitan ng: a. Page 83 - 90 Page 98 - 115
pagmamano/paghalik sa nakatatanda b.
bilang pagbati c. pakikinig habang may
nagsasalita d. pagsagot ng “po" at “opo” e.
paggamit ng salitang “pakiusap” at “salamat”
. Nakapagsasabi ng totoo sa magulang/ page91- 98 page116- 140
nakatatanda at iba pang kasapi ng mag- anak
sa lahat ng pagkakataon upang maging
maayos ang samahan
pagsagot kaagad kapag tinatawag ng kasapi ng page109 -120 page142- 154

pamilya 10.2.pagsunod nang maluwag sa
dibdib kapag inuutusan 10.3.pagsunod sa
tuntuning itinakda ng: tahanan paaralan
Nakapagpapakita ng pagpapahalaga sa mga page130- 136 page 169- 179
karapatang tinatamasa
Hal. Pagkain ng masusustansyang pagkain
Nakapag-aaral
12. Nakasusunod sa utos ng magulang at

nakatatanda. Nakapagpapakita ng mga
paraan upang makamtam at mapanatili ang page137-144 page180- 188
kaayusan at kapayapaan sa tahanan at
paaralan tulad ng: 12.1.pagiging masaya
para sa tagumpay ng ibang kasapi ng pamilya
at ng kamag-aral 12.2.pagpaparaya
12.3.pagpapakumbaba
Nakakatulong sa pagpapanatili ng kalinisan at page143-163 page201-215
kaayusan sa loob ng tahanan at paaralan
para sa mabuting kalusugan Hal. Pagtulong sa
paglilinis ng tahanan Pagtulong sa paglilinis ng
paaralan Pag-iwas sa pagkakalat
Nakagagamit ng mga bagay na patapon ngunit page169- 175 page227- 235

maaari pang pakinabangan
Nakasusunod sa utos ng magulang at page185-196 page 238-249
nakatatanda
Nakapagpapakita ng paggalang sa paniniwala page204- 209 page259- 265
ng kapwa
Nakasusunod sa mga gawaing panrelihiyon page 215- 219 page 271- 276
OST ESSENTIAL LEARNING COMPETENCIES (MELC)
Other
Textbooks SIMS references,please
specify with pages
Edukasyon sa Pagpapakatao 1
PREFERENCES OF THE DEVELOPED LEARNING COMPETENCIES (lrS) BASED ON T
Grade Level Learning Area Quarter Most Essential Learning Competency
Grade 1 AP 1st Nasasabi ang batayang impormasyon

tungkol sa sarili: pangalan, magulang,
kaarawan, edad, tirahan, paaralan, iba
pang pagkakakilanlan at mga katangian
bilang Pilipino
Nailalarawan ang pansariling

pangangailan: pagkain, kasuotan at iba
pa at mithiin para sa Pilipinas
*Natutukoy ang mga mahahalagang
pangyayari at pagbabago sa buhay
simula isilang hanggang sa
kasalukuyang edad gamit ang mga
larawan at timeline
* Nakapaghihinuha ng konsepto ng
pagpapatuloy at pagbabago sa
pamamagitan ng pagsasaayos ng
mgalarawan ayon sa pagkakasunod-
sunod
Naihahambing ang sariling kwento o
karanasan sa buhay sa kwento at
karanasan ng mga kamag- aral ibang
miyembro ng pamilya gaya ng mga
kapatid, mga magulang (noong sila ay
nasa parehong edad), mga pinsan, at
iba pa; o mga kapitbahay
Naipagmamalaki ang sariling pangarap

o ninanais sa pamamagitan ng mga
malikhaing pamamamaraan
2nd *Naipaliliwanag ang konsepto ng
pamilya batay sa bumubuo nito (ie.
two- parent family, single-parent
family, extended family)
*Nailalarawan ang sariling pamilya
batay sa: (a) komposisyon (b)
kaugalian at paniniwala (c )
pinagmulan at (d) tungkulin at
karapatan ng bawat kasapi tungkulin
at karapatan ng bawat kasapi
Nasasabi ang kahalagahan ng bawat
kasapi ng pamilya
Nailalarawan ang mga mahahalagang

pangyayari sa buhay ng pamilya sa
pamamagitan ng timeline/family tree
*Napahahalagahan ang kwento ng
sariling pamilya
Nakagagawa ng wastong pagkilos sa

pagtugon sa mga alituntunin ng
pamilya
Nakabubuo ng konklusyon tungkol sa
mabuting pakikipag-ugnayan ng
sariling pamilya sa iba pang pamilya sa
lipunang Pilipino.
3rd
Nasasabi ang mga batayang

impormasyon tungkol sa sariling
paaralan: pangalan nito (at bakit
ipinangalan ang paaralan sa taong ito),
lokasyon, mga bahagi nito, taon ng
pagkakatatag at ilang taon na ito, at
mga pangalan ng gusali o silid (at bakit
ipinangalan sa mga taong ito)
Nasasabi ang epekto ng pisikal na
kapaligiran sa sariling pag-aaral (e.g.
mahirap mag-aaral kapag maingay,
etc)
Nailalarawan ang mga tungkuling

ginagampanan ng mga taong
bumubuo sa paaralan (e.g. punong
guro, guro, mag-aaral, doktor at nars,
dyanitor, etc
Naipaliliwanag ang kahalagahan ng
paaralan sa sariling buhay at sa
pamayanan o komunidad
Nabibigyang-katwiran ang pagtupad sa
mga alituntunin ng paaralan
*Nakalalahok sa mga gawain at
pagkilos na nagpapamalas ng
pagpapahalaga sa sariling paaralan
(eg. Brigada Eskwela)
4th *Naipaliliwanag ang konsepto ng

distansya at direksyon at ang gamit
nito sa pagtukoy ng lokasyon
Nakagagawa ng payak na mapa ng
loob at labas ng tahanan
*Natutukoy ang mga bagay at

istruktura na makikita sa nadadaanan
mula sa tahanan patungo sa paarala
Naiuugnay ang konsepto ng lugar,
lokasyon at distansya sa pang-araw-
araw na buhay sa pamamagitan ng
iba’t ibang uri ng transportasyon mula
sa tahanan patungo sa paaralan
*Naipaliliwanag ang kahalagahan ng

mga istruktura mula sa tahanan
patungo sa paaralan
Nakagagawa ng payak na mapa mula
sa tahanan patungo sa paaralan
Nakapagbigay halimbawa ng mga gawi

at ugali na makatutulong at
nakasasama sa sariling kapaligiran:
tahanan at paaralan
*Naisasagawa ang iba’t ibang
pamamaraan ng pangangalaga ng
kapaligirang ginagalawan • sa tahanan
• sa paaralan • sa komunidad
NCIES (lrS) BASED ON THE MOST ESSENTIAL LEARNING COMPETENCIES (MELC)
Page (s) where you can find the MELC

Other
Teacher's Guide Learner's Materials Textbooks SIMS references,please
specify with pages
TG pp. 1-3 LM pp. 1-10 Araling Panlipunan 1
TG pp. 8-9 LM pp. 11-18 Araling Panlipunan 1
TG pp.12-13 LM pp. 19-26 Araling Panlipunan 1
TG pp.14-15 LM pp. 27-37 Araling Panlipunan 1
TG pp.14-15 LM pp.38-47 Araling Panlipunan 1

TG pp. 39-41 LM pp.126-131 Araling Panlipunan 1
LM pp.140-146 Araling Panlipunan 1


PREFERENCES OF THE DEVELOPED LEARNING COMPETENCIES (lr
Grade Level Learning Area Quarter
1 MUSIC 1ST
2ND
3RD
4th
DEVELOPED LEARNING COMPETENCIES (lrS) BASED ON THE MOST ESSENTIAL LEARNING CO
Page (s) where you can find

Most Essential Learning Competency
Teacher's Guide Learner's Materials
identifies the difference between sound and

silence accurately pp 1-24 pp 1-29
identifies the difference between sound and
silence accurately
Performs steady beat and accurate rhythm

through clapping, tapping chanting, walking
and playing musical instruments in response
to sound o in groupings of 2s o in groupings of
3s o in groupings of 4s
creates simple ostinato patterns in groupings

of 2s, 3s, and 4s through body movements
identifies the pitch of a tone as high or low PP 25-41 PP 30-55
identifies the pitch of a tone as high or low
sings the melody of a song with the correct

pitch e.g. greeting songs, counting songs, or
action songs
identifies similar or dissimilar musical lines
identifies the beginning, ending, and repeated

parts of a recorded music sample
Performs songs with the knowledge when to

start, stop, repeat or end the song.
Relates the source of sound with different

body movements e.g. wind, wave, swaying of
the trees, animal sounds, or sounds produced
by man-made devices or machines. PP 1-9 PP 1-24
Produces sounds with different timbre using a
variety of local materials
identifies volume changes from sound
samples using the terms loud and soft
relates the concepts of dynamics to the
movements of animals e.g. big
animals/movement = loud; small
animals/movement = soft
applies the concept of dynamic levels to

enhance poetry, chants, songs, drama or
musical stories
demonstrates the basic concepts of tempo

through movements (fast or slow) PP 13-26 PP 25-39
uses body movements or dance steps to

respond to varied tempo - slow movement
with slow music - fast movement with fast
music
uses varied tempo to enhance poetry, chants,
drama, and musical stories
demonstrates awareness of texture by

identifying sounds that are solo or with other
sounds.
distinguishes single musical line and multiple

musical lines which occur simultaneously in a
given song
sings two-part round songs e.g. Are You

Sleeping, Brother John? Row, Row, Row Your
Boat
T ESSENTIAL LEARNING COMPETENCIES (MELC)
Page (s) where you can find the MELC

Other references,please specify
Textbooks SIMS
with pages
MUSICAL FOLK GAMES OF

USB (RECORDED SLOW & MANILA BY M. FACTORA TULOG
FAST MUSIC) NA
(ANIMAL MOVEMENTS) C. MIRANDILLA
MUSICAL STORIES
CONCRETE,MUSICAL
INSTRUMENT(DRUM),SON
G,GAME,CONCEPT CHILDREN
MAP,ROTE SONG, /(ECHO RHYME,TRANSLATION BY C.
SINGING) STORY TELLING MIRANDILLA,MUSIC FROM
WITH WORDS. PRESCHOOL
K. FORRAI (ADAPTED),PILOT
SCHOOL,MTB MLE
MUSICAL INSTRUMENTS SEE-SAW
PICTURES NURSERY RHYME
RHYMES/SONG/GAME/US TRANSLATION BY O. DE VERA

B.VIDEO PRESENTATION PAN DE SAL
TRANSLATION, HOT CROSS
HEARTBEAT BURNS
POSTER CHILDREN SONG
PERFORMANCE/MUSIC PHILIPPINES CHILDREN CHANT
MAGUINDANAO CHILDRENS
RECORDED GAME
SOUND "PIKO PIKO AGKG"

USB (RECORDED SLOW &
FAST MUSIC) PILOT SCHOOL MTB MLE
MUSIC,ARTS,PHYSICAL
EDUCATION AND HEALTH
ILLAGAN,AMELIA M. et.al 2013
VIDEO PP 97-102, PP 103-106, PP 1332-
CLIPS/PRESENTATION 134
PHILPPINE CHILDREN SONGS:

VIDEO PRESENTATION SPOKEN THYMES
MUSICAL RHYMES GAMES
SOUTHERN FOLK SONGS
PILOT SCHOOL MTB MLE
MUSIC,ARTS,PHYSICAL
EDUCATION AND HEALTH 2
ILLAGAN,AMELIA M.et.al 2013

pp 143-145, pp137--140,pp 154-
159,pp 160-162
PREFERENCES OF THE DEVELOPED LEARNING COMPETENCIES (lr
1 ARTS 1st
1 ART 2nd
1 ART 3rd
1 ARTS 4th
S OF THE DEVELOPED LEARNING COMPETENCIES (lrS) BASED ON THE MOST ESSENTIAL LEARN
Pages(s) where you can find the MELC

Teacher's Guide Learner's Material
1. Explains that ART is all pp. 1 - 32 pp. 1 - 21
around and is created by
different people
2. Identifies different lines,
shapes, texture used by
artists in drawing
3. Uses different drawing
tools or materials- pencil,
crayons, piece of charcoal
stick-on different papers,
sinamay, leaves, tree bark,
and other local materials to
create his drawing about
oneself, one's family, home,
and school, as a means of
self-expression
4. Draws different kinds of
plants showing a variety of
shapes, lines and color.
1. Identifies colors as pp. 33- 63 pp. 22- 32
primary, secondary, and
tertiary, both in natural
and man-made objects,
seen in the surrounding
2. Creates a design inspired
by Philippine flowers,
jeepneys, Filipino fiesta
decors, parol, or objects
and other geometric shapes
found in nature and in
school using primary and
secondary colors
3. Paints a home/school
landscape or design
choosing specific colors
to create a certain feeling
or mood
4. Talks about the landscapes
he painted and the
landscape of others
1. Diffeerentiate between a print and pp. 1-24 pp. 2-10
a drawing or painting
2. Descrilees the shape and texture of
print made from objects found in nature
and manmade objects and form the
artistically designed print in his artwork
and in the artwork of other
3. Creates a print by applying dijes on
his finger or palm or any part of the body
and pressing it to the paper,cloth,wall,
ect. to acale impression
4. Creates a print by rubbing percil or
crayon on paper placed on top of a
texture objects from nature and found
objects
5. Stencil a design (in recycled paper,
plactic cardboard,leaves, and other material)
and print on paper,cloth, siraway,book,or a
wall
6. Narrates experiences in experimenting
different art material
7. Participates in school/activity in celebration
of the national arts month (february)
1. Differeniates beween 2-dimensional and pp. 25 - 45 pp. 12 - 39
3-dimensional artwork and states the
difference
2. Identifies the different materials that can
be used in creating a 3-dimensional object
2.1 clay or wood (human or animal figure)
2.2 bamboo (furniture, bahay kubo)
2.3 softwood (trumpo)
2.4 paper, cardboard (masks)
2.5 found material (parol, sarangola)
3. Creates 3D objects tha are well propor-
tioned, balanced and show emphasis in
design, like any of the following: a pencil
holder, bowl, container, using recycled
materials like plastic bottles, ect.
4. Creates masks, human figures out of
recyclable materials such as cardboards,
papers, baskets, leaves, strings, clay,
cardboard, glue, found materials, bilao,
paper plates, strings, seeds, flour-salt
mixture, or paper-mache, and other found
materials
E MOST ESSENTIAL LEARNING COMPETENCIES (MELC)
) where you can find the MELC

Textbooks SIMs Other references (please specify with pages)
Drawings and No One Saw
cartoon Children's book of artists work
Drawings Philippine History
Books and Textbooks, AP
magazines Former Philippine Presidents
Outline of an Full body drawings/Paintings by
object Justinian Asuncion and Simon Flores
Portraits by Ang Dyip ni Mang Tomas www. Canvas.ph
F. Amorsolo Amorsolo's Countryside Paintings
B. Cabrera Edades Murals
J. Asuncion Balai Vernacular, Ma. Corazon A. Hila,
Concrete Rodrigo D. Perez, Julian E. Dacanay,
materials Museo ng Kalinangang Pilipino
mirror, camera Philippine Folk Architecture
photograph Philippine Ancestral Houses
Survey game Cesar Balagot-
mural, pictures http://www. Kriyagoga.com/philippines/
Newsprint philippine art and paintings/index.html)
size A3 Victoria Abad Kerblat(http.//logal.ph/arts and entertainment
Colorwheel The World Around Me/series or kulay
Songs Little Blue and Little Yellow
Stick materials Leo Lionni
Local myths/legends http://www.youtube.com/watch?v=v
Video Presentations TaaYwH2PE
Paintings A Child's Pasko:Christmas in the Philippines
Artwork/pictures of imaginary land www.myparol.com
Paintings by Carlos Francisco and Victoria Edades
Still Life Paintings by Amorsolo and other Filipino Artists
Comic book and film artists:Watt Disney:Pixar Artists
MIMOSA 4- Module 8
MIMOSA 4- Module 7
Musika at Sining 3
Sunico, Raul M.,et al,2000.pp. 151-153,pp 178-181
Nera, Fe Capile et al,2000,pp 151-153
Music, Art Physical Education and Health 2-
Ranilo, Ronaldo V. et al,2013,pp. 253-255
Musika at sining 3- Sunico, Raul M. et al,2000.pp 196-198
Tunog, Tinig, Tugtog at Likhang Sining 3
Nera, Fe Capile et al,2000,pp 168-171
Umawit at Gumuhit 3-Valdecantos,Emelita C.,pp 122-126
MIMOSA 4: Module 9
Music, Art, Physical Education and Health 2
Ranilo, Ronaldo V. et al, 2013,pp 258-259
PREFERENCES OF THE DEVELOPED LEARNING COMPETENCIES (lrS)
1 PHYSICAL EDUCATION 1ST
2ND
3RD
4TH
THE DEVELOPED LEARNING COMPETENCIES (lrS) BASED ON THE MOST ESSENTIAL LEARNING C

Teacher's Guide Learner's Material
Creates shapes by using different body parts PP 2-12 PP 1-22

Shows balance on one, two, three, four and
five body parts
Exhibits transfer of weight
Engages in fun and enjoyable physical activities

with coordination Suggested learning activities
⮚ action songs ⮚ singing games ⮚ simple games
⮚ chasing and fleeing games ⮚ mimetics
Moves within a group without bumping or
falling using locomotors skills PP 13-19 PP 23-33
Executes locomotor skills while moving in

different directions at different spatial levels

with coordination
Demonstrates the difference between slow and

fast, heavy and light, free and bound
movements PP 1-2 PP 1-5
. Demonstrates contrast between slow and fast

speeds while using locomotor skills
Demonstrates the characteristics of sharing

and cooperating in physical activities
Demonstrates relationship of movement PP 3-4 PP 8-17
Performs jumping over a stationary object

several times in succession, using forward- and-
back and side-to-side movement patterns

Follows simple instructions and rules
MOST ESSENTIAL LEARNING COMPETENCIES (MELC)
where you can find the MELC Other references (please specify with
Textbooks SIMs pages)
CASETTE RECORDER/USB MAP,GLOBE,MIMOSA 4-MODULE 4
FLASHCARDS
PICTURES
ACTION SONGS
GAMES TREASURE MAP
STICK MISOSA 4-MODULE 1
MUSIC,ART,PHYSICAL EDUCATION AND

HEALTH 2(TAGALOG) DepEd Faculty
Rogelio F. et.al 2013,pp 303-305 pp 304-
COMPASS 305 misosa 4- module 1 pp 2-3 pp 306-307
PICTURES,GAMES,VIDEO MISOSA 4- MODULE 1
MISOSA 4-MODULE 1 PP 4
DOWNLOADED MIMOSA 4-MODULE 1
SIMPLE MOVEMENT
PREFERENCES OF THE DEVELOPED LEARNING COMPETENCIES (lrS) BASED ON
MOST ESSENTIAL LEARNING

GRADE LEVEL LEARNING AREA QUARTER COMPETENCY
1 HEALTH 1st distinguishes healthful from
less healthful foods
tells the consequences of

eating less healthful foods
> practicess good decision making

exhibited in eating habits that
can help one become healthy
1 HEALTH 2nd identifies proper behavior

during mealtime
demonstrates proper hand

washing
realizes the importance of

washing hands
practices habits of keeping

the body clean and healthy
realizes the importance of

practicing good health habits
1 HEALTH 3rd describes the characteristics
of a healthful home
environment
demonstrates ways to ask

for help
follows rules at home and

in school
follows rules during fire

and other disaster drills
observes safety rules wih

stray or strange animals
describes what may happen

if safety rules are not
followed
describes ways people can

be intenttionally helpful
or harmful to one another
distinguishes between
good and bad touch
practices ways to protect

oneself against violent or
unwanted behaviors of
others
discusses the effect of clean
water on one's health
discusses how to keep water

at home clean
practices water conservation
explains the effect of indoor

air on one's health
identifies sources of indoor

air pollution
practices ways to keep indoor

air clean
explains the effect of a home
environment to the health
of the people living in it
demonstrates how to keep the

home environment healthful
1 HEALTH 4th identifies situations when
it is appropriate to ask for
assistance from strangers
gives personal information ,

such as name and address to
appropriate persons
identifies appropriate persons

to ask for assistance
MPETENCIES (lrS) BASED ON THE MOST ESSENTIAL LEARNING COMPETENCIES (MELC)

Teacher's Guide Learner's Material Textbooks SIMs
pp. 2 - 26 pp. 1 - 20 > cut-outs
> concrete fruits
and vegetables
> USB with down
loaded songs
> smart TV
> CD/DVD player
> cassette player
> food mobile
> strips of paper
> poster
pp. 26 - 50 pp. 21 - 50 > video

presentation
> poster
>My Promise
Certificate
> puppet
pp. 1 - 22 pp. 1 - 38 > projector

pp. 23 - 38 pp. 39 - 69
NG COMPETENCIES (MELC)
Other references (please specify with

pages)
Seibel,J.A.(Feb.25(WID)
(Reviewer).WebMD.
Healthy eating and diet
Retrieved from
http://www.webmd.com.
/diet/guide/most-
important-meal
Nemours.(n.d.).Breakfast
basics.Retrieved from
http:kidshealth.org/parent
nutrition-center/healthy-
eatingbreakfast.html
Bar-Dayan,A.(Apr.19,2010)-
The importance of a
healthy breakfast.
Retrieved from
http://www.aboutkidshealth.
ca/En/News/Columns/
Fitness And Nurition/Pages
The-imporance-of-a
healtthy-breakfast.aspx
http://www.ehow.com/video
_12779_wash_hands.html
Brahm's Lullaby (You Tube)

http://www.youtube.com/watch
v=uOosvxdrNIO
Kidshealth, 2009
Anspaugh,D.j. & Ezell, G.

(2012). Teaching Today's
health.9th ed. Upper
Saddle River,N.J.
Pearson Education
Galvez Tan, J.Z. et al.

(2009). The health
curriculum in Philippine
basic education. A resource
book on health for teachers
Vol.2. Manila: UNACOM
Social and Human Sciences
Committee
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PREFERENCES OF THE DEVELOPED LEARNING COMPETENCIES (

CORDON SOUTH DISTRICT

Pages(s) where you can find t

Recognize sentences (telling and asking) and non-

Use words that are related to self, family, school, and

Listen to short stories/poems 1. note important details

Use/Respond appropriately to polite expressions:

Talk about oneself, one’s family and one’s personal

Sort and Classify familiar words into basic categories

EXPRESS WAYS ENGLISH 1

91-95, 134, 149, 165, 166, 181,216, Lets Begin Reading in

EXPRESS WAYS ENGLISH 1.

228-229,20-23, 38-40, 56-64, 122-

English Learner Materials

Lets begin Reading in

English Learners Materials

Lets Begin Reading in

GRADE LEVEL LEARNING AREA QUARTER

Pages(s) where you can find the M

Nakapagtatanong tungkol sa isang larawan, kuwento, at

Nagagamit ang magalang na pananalita sa angkop na

Nasasabi ang mensaheng nais ipabatid ng nabasang pananda, 426

Nakasusulat ng malalaki at maliliit na letra na may tamang 4

Natutukoy ang kahulugan ng salita batay sa kumpas, galaw,

Nagagamit nang wasto ang pangngalan sa pagbibigay ng

Natutukoy ang kailanan ng pangngalan F1WG -IIc - f -2.1

Nagagamit ang naunang kaalaman o karanasan sa pag

Napagsusunod -sunod ang mga pangyayari sa napakinggang

1PY -IVd -2.1 Nabibigay ang susunod na mangyayari sa 466

Nagagamit ang mga salitang pamalit sa ngalan ng tao (ako, 132

Natutukoy ang salita/pangungusap sa isang talataF1PN-IIIi-7 152

Natutukoy ang simula ng pangungusap, talata at kuwento 282

Naisusulat nang may wastong baybay at bantas ang salita at

Nasasabi ang paraan, panahon at lugar ng pagsasagawa ng

Nakasusulat nang may wastong baybay, bantas, gamit ng 364

Nakabubuo nang wasto at payak na pangungusap na may

Ang Bagong Batang Pinoy.

Landas sa wika at Pagbasa

Ang Bagong Batang Pinoy.

Pagdiriwang wikang Filipino

Ang Bagong Batang Pinoy

MOST ESSENTIAL LEARNING Pages(s) where

1 Math 1st Quarter Identifies the number that is Mathematics 1

Regroups sets of ones into

1 Math 1st Quarter Reads and writes numbers up Mathematics 1

1 Math 1st Quarter Visualizes and gives the place Mathematics 1

1 Math 1st Quarter Renames numbers into tens Mathematics 1

1 Math 1st Quarter Identifies, reads and writes Mathematics 1

1 Math 1st Quarter Recognizes and compares Mathematics 1

1 Math 1st Quarter Recognizes coins and bills up Mathematics 1

1 Math 2nd Quarter Visualize and add the Mathematics 1

1 Math 2nd Quarter Visualizes and solves one-step Mathematics 1

1 Math 2nd Quarter Illustrates that addition and Mathematics 1

1 Math 2nd Quarter Illustrates that addition and Mathematics 1

1 Math 2nd Quarter Subtracts mentally one-digit Mathematics 1

1 Math 2nd Quarter Visualizes, represents, and Mathematics 1

1 Math 2nd Quarter subtracts mentally one-digit Mathematics 1

1 Math 3rd Quarter Counts groups of equal Mathematics 1

1 Math 3rd Quarter Visualizes, represents, and Mathematics 1

1 Math 3rd Quarter Visualizes, represents and Mathematics 1

1 Math 3rd Quarter Visualizes and draws the Mathematics 1

3rd Quarter Identifies, names, and Mathematics 1

3rd Quarter Constructs three dimensional Mathematics 1