ALS RPL Form 4

LEARNER’S CHECKLIST OF COMPETENCIES

Name of Learner: ________________________________________ Community Learning Center: ________________________________

Level: Basic Literacy Name of ALS Teacher: ______________________________________
Directions: Below is a list of competencies. Please check () the column (A, B, C, or D) that best matches your learning goals.
Learning Goals
(Layunin sa Pagkatuto)
A B C D
Competencies I can do this ALS Teacher’s Remarks
(Mga Kakayahan) but want to
I can do this well learn more
I want to learn to
I want to learn
this but not now (Puna)
this

(May sapat akong (May kakayahan (Gusto kong

(Gusto kong
kakayahan na akong gawin ito matutuhan ito
matutuhan kung
gawin ito) ngunit nais ko ngunit hindi pa
paano ito gawin)
pang matuto muna sa ngayon)
nang husto)

LS 1: Communication Skills-English
Listening
Listen attentively and critically to day-to-day listening occasions and to short
stories/poems/narrative and informational text to and note important/ significant/
specific/ text listened to:
 short stories and poems pertaining to character, setting and events 
narrative and informational text or poem
Give one’s reaction to an event or issues
Sequence a series of events/ at least 3 events using signal words/ mentioned in
the text listened to
Infer the character’s feelings and traits based on what they say or do in a story
listened to
Identify cause and/or effect of events/ relationship
Identify the speaker in the story or poem
Predict/ give possible ending/ draw conclusions of a story about the contents of
the texts listened to
Retell/ Reenact events of some parts of a story listened to
Discuss, illustrate, dramatize specific events
Identify possible solutions to problems
Speaking
Use everyday expressions correctly in appropriate situations:
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Introductions (e.g., talk about one’s personal

• greetings (e.g., How do you do, How are you, Hi, and Hello)
• Leave takings (e.g., Goodbye, May I leave for a while, and May I leave
now?)
• Expressing gratitude and apology
• Seeking directions (e.g., How Can I get to…)  Offering help (e.g., Can I
help you?
• Query and clarification (e.g., May I know…)
• Expressing/Asking permission, obligation, and prohibition
Talk about oneself and one’s family/one’s personal experiences and relate one’s
activities/responsibilities at home and in the community
Talk about:
• topics of interest (likes and dislikes)
• stories heard (when and where it took place, the characters, some
important details of the story)
• texts identifying major points and key themes
Ask a simple question
Follow one-to-two step directions
Give oral one-to-three- step directions
Recognize/ Distinguish sentences and non sentences
Recognize simple sentences
Recognize telling and asking sentences
Recognize/Identify common action words (verbs) in stories listened to
Describe people, objects, things and places using simple adjectives (color,
shape, size, height, weight, length, distance, etc.)
Reading
Identify letters of the alphabet in words that are related to self, family,
community, and concepts such as the names for colors, shape, and numbers
Identify and read common sight words in a paragraph, name, address
onesyllable words such as: go, stop, fish and farm
Recognize rhyming words in nursery rhymes, poems, songs heard
Give the number of syllables of given words
Sort and classify familiar words into basic categories (colors, shapes, foods, etc.)

Give the synonyms (e.g., quick/fast) and antonyms (e.g., big/small, good/bad) of
some words

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Tell the missing parts in objects / pictures
Give the synonyms and antonyms of the given word
Point to the first part / beginning of story
Note important details in grade level narrative texts read: character, setting and
give the meaning of words using clues (TPR, pictures, body movements, etc.)
Recognize telling and asking sentences
Writing
Write simple sentences to:
• introduce oneself, e.g., I am
• tell something about members of the family
Identify the letter, number, or word that is different in a group
Tell the number of syllables in given spoken words
Name objects that begin with a particular letter of the alphabet
Recognize rhyming words in nursery rhymes, poems, song heard
Recognize simple sentences

___________________________________ ___________________________________ (Learner’s Signature over Printed

Name) (ALS Teacher’s Signature over Printed Name)

Date: _______________________________ Date: _______________________________

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 ALS RPL Form 4

LEARNER’S CHECKLIST OF COMPETENCIES

Name of Learner: ________________________________________ Community Learning Center: ________________________________

Level: Basic Literacy Name of ALS Teacher: ______________________________________
Directions: Below is a list of competencies. Please check () the column (A, B, C, or D) that best matches your learning goals.
Learning Goals
(Layunin sa Pagkatuto)
A B C D
Competencies I can do this but ALS Teacher’s Remarks
(Mga Kakayahan) I can do this well
want to learn
more
I want to learn to
I want to learn
this but not now (Puna)
this

(May sapat akong (May kakayahan (Gusto kong

(Gusto kong
kakayahan na akong gawin ito matutuhan ito
matutuhan kung
gawin ito) ngunit nais ko ngunit hindi pa
paano ito gawin)
pang matuto muna sa ngayon)
nang husto)

LS 1 Communication Skills - Filipino

Pakikinig
Nasasagot ang mga tanong (sino, ano, saan, bakit, paano) tungkol sa
napakinggang pabula, tugma/tula at tekstong pang-impormasyon
Naibibigay ang paksa o nilalaman ng napakinggang tula at tekstong
pangimpormasyon at pabula
Nasusunod ang napakinggang panuto ng isang gawain na may 1-2 hakbang
Napagsusunod-sunod ang mga pangyayari sa napakinggang kuwento/teksto
sa tulong ng/batay sa/ sa pamamagitan ng mga larawan
Nahuhulaan ang susunod na mangyayari sa napakinggang kwento at tula/tugma

Naibibigay ang paksa ng napakinggang talata/tula/tekstong pang-impormasyon,

pabula/tugma o tula at kwento/sanaysay/usapan
Nailalarawan o natutukoy ang damdamin ng mga tauhan/ tagapagsalita sa
napakinggang kwento at pananalita ayon sa tono, diin, bilis at intonasyon
Pagsasalita
Nagagamit ang magalang na pananalita sa angkop na sitwasyon pagpapakilala
ng sarili
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Naiuulat nang pasalita ang mga naobserbahang pangyayari sa barangay o
pamayanan
Nagagamit nang wasto ang pangngalan sa pagbibigay ng pangalan ng tao, lugar,
hayop, bagay at pangyayari (pantangi/pambala)

Natutukoy ang kailanan ng pangngalan

Nagagamit sa pakikipag-usap sa ibat-ibang sitwasyon at sa pagsasabi tungkol
sa sariling karanasan ang panghalip na panao(ako, ko, akin, amin, kami, kayo,
atin, inyo, kanila, kanya, siya, sila, mo, kita, kata, natin, namin, nila)
Nakapagbibigay ng panuto na may 1-2 hakbang
Nakapagsasalaysay ng orihinal na kuwento sa kaugnay ng napakinggang
kuwento
Naiuulat nang pasalita ang napanood na palabas sa elebisyon
Nakapaglalarawan ng mga bagay, tao, hayop, pangyayari, lugar at iba’t-ibang
sitwasyon gamit ang pang-uri
Nagagamit ang salitang kilos o pandiwa sa pag-uusap tungkol sa iba’t ibang
gawain sa tahanan at sa pamayanan
Nasasabi ang paraan, panahon at lugar ng pagsasagawa ng kilos o gawain sa
tahanan at pamayanan (pang-abay)
Nakabubuo nang wasto at payak na pangungusap na may tamang ugnayan ng
simuno at panag-uri sa pakikipag-usap
Naipapahayag o nailalahad nang malinaw at maayos ang sariling
ideya/damdamin o reaksyon/ opinyon/ saloobin/kongklusyon tungkol sa
napakinggang tugma/tula.
Pagbasa
Nabibigkas nang wasto ang tunog ng bawat letra ng alpabetong Filipino
Nakikilala ang mga tunog na bumubuo sa pantig ng mga salita
Napapantig ang mga salita
Nabibilang ang pantig ng mga salita
Napapalitan at nadaragdagan ang mga tunog upang makabuo ng bagong salita
Natutukoy ang mga salitang magkakatugma
Natutukoy ang kahulugan ng salita batay sa kumpas, galaw, ekspresyon ng
mukha at ugnayang salita-larawan
Natutukoy ang kahulugan ng salita batay sa kasingkahulugan
Napagyayaman ang talasalitaan sa pamamagitan ng pagbubuo ng mga salita
gamit ang mga pantig
Nababasa ang mga salitang gamit ang palatandaang kunpigurasyong larawan
at tunay na bagay
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Nagagamit ang mga natutuhang salita sa pagbuo ng mga simpleng
pangungusap
Nasasabi ang nilalaman ng aklat batay sa pamagat at pabalat
Natutukoy ang gamit/kahalagahan sa pangugusap ng maliliit at malalaking letra
at iba’t ibang bantas
Naipaliliwanag ang kahulugan ng mga simpleng pictograp
Nahuhulaan kung tungkol saan ang kuwento batay sa pamagat ng aklat at sa
larawang nasa pabalat
Natutukoy ang mga letra na bumubuo sa pangalang ibinigay
Nakikilala ang mga bagay na nagsisimula sa partikular na titik sa Alpabeto
Naibibigay ang kasingkahulugan at kasalungat ng mga salita
Nakukuha ang impormasyon mula sa larawan na makikita sa kapaligiran
Nasasabi ang mga mensaheng nais ipabatid ng nabasang pananda,
patalastas, babala o paalala
Natutukoy ang kahulugan ng salita batay sa kumpas, galawa, expresyon ng
mukha, ugnayang salita-larawan
Natutukoy ang ugnayan teksto at larawan
Natutukoy ang simula ng pangungusap/talata/kuwento
Napagyayaman ang talasalitaan sa pamagitan ng pagbubuo ng mga salita
gamit ang mga pantig
Natutukoy ang kahulugan ng salita batay sa kasalungat
Pagsulat
Nakasusulat ng malalaki at maliit na letra
Nasisipi nang malinaw ang salita mula sa huwaran
Nababaybay nang wasto ang mga salitang may tatlo o apat na pantig na
natutuhan sa aralin
Naisusulat nang may wastong baybay at bantas ang salita/pangungusap na
ididikta
Nakasusulat ng salita/talata/pangungusap nang may wastong baybay, bantas,
gamit ng malaki at maliit na letra upang maipahayag ang ideya, damdamin o
reaksyon sa isang paksa o isyu:
Nakikilala ang mga taong nakatutulong sa komunida hal. guro, bombero, pulis,
at iba pa

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 ALS RPL Form 4
___________________________________ ___________________________________ (Learner’s Signature over Printed
Name) (ALS Teacher’s Signature over Printed Name)

Date: _______________________________ Date: _______________________________

LEARNER’S CHECKLIST OF COMPETENCIES

Name of Learner: ________________________________________ Community Learning Center: ________________________________

Level: Basic Literacy Name of ALS Teacher: ______________________________________
Directions: Below is a list of competencies. Please check () the column (A, B, C, or D) that best matches your learning goals.
Learning Goals
(Layunin sa Pagkatuto)
A B C D
Competencies I can do this ALS Teacher’s Remarks
(Mga Kakayahan) but want to
I can do this well learn more
I want to learn to
I want to learn
this but not now (Puna)
this

(May sapat akong (May kakayahan (Gusto kong

(Gusto kong
kakayahan na akong gawin ito matutuhan ito
matutuhan kung
gawin ito) ngunit nais ko ngunit hindi pa
paano ito gawin)
pang matuto muna sa ngayon)
nang husto)

LS 3: Mathematical and Problem Solving Skills

Numeracy Skills
Demonstrate the importance and value of mathematics as a means of
communicating and solving problems in daily life, e.g., computing and
comparing costs of goods to make a decision on which to buy
Demonstrate creativity, interest, and curiosity in asking questions, defining
problems, considering different strategies, and finding appropriate solutions to
problems through mathematics, e.g., analyzing the given data in a problem and
identifying what mathematical operation will be applied to solve the problem
Express satisfaction in mastery of new ways of thinking through application of
mathematics, e.g., deciding the shortest and most accurate way of solving
problems in daily life that require mathematical solutions

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Integrates mathematics with disciplines such as economics, agricultural studies,
communication arts, science and technology, geography, cooking, architecture,
music, e.g., use of comprehension skills in analyzing problems that would lead
to the most accurate way of solving the problem, interpret the number of beats
musical notes/rests in a musical composition, etc.
State the advantages of accuracy and precision in mathematics, e.g., in
measurement
Exhibits honesty and accuracy in collecting and reporting mathematical data,
e.g., use of untampered measuring instruments such as measuring tapes,
weighing scales, volume measurers, and electric and water meters
Numbers and Number Sense

Identify numbers 0–20 (Kindergarten level)

Read one-digit whole numbers
* number of ALS classes per week
*number of harvest season per year
Read two- and three-digit whole numbers
Represent numbers from 0–20 (Kindergarten level)
*number of children in the family
*number of students in the ALS class
*number of chicks hatched by a mother hen
Represent numbers from 0–100
*number of trees in the field/farm
*number of days in one month
Write numbers of one-digit whole numbers
Write two- and three-digit whole numbers
Translate symbols/numbers into words of one-digit whole numbers or vice-versa
Translate two- and three-digit whole numbers into words or symbols, or
viceversa
Count and group objects:
*by piece or by dozen as in eggs, by kind or size as in fish and fruits *by
kaing as in fruits
*by sacks as in rice, cement
*by the number of male and female in a learning group
*by votes cast per candidate in a barangay election
Read and writes money values (pesos and centavos)
Count money to pay specific items
Count and records the amount of money earned for the day, e .g., Jeepney
/tricycle driver/employees/laborers

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Read and writes ordinal numbers (1st , 2nd , 3rd up to 10th )
Use ordinal numbers to rank sets of objects in everyday life, e.g.: Rank of
person according to height/weight
Compose and decompose a given number e.g., 5 is 5 and 0; 4 is 1 and 3, and 2
and 2; and 3 and 1, and 4, 0, and5
Add and subtract 1- and 2-digit whole numbers without regrouping, e.g.:
• total number of vegetables of different kinds harvested from a backyard
garden
• number of vegetables sold from the total number harvested and unsold
Represent and Solve routine and non-routine problems involving subtraction of
whole numbers including money with minuends up to 99 with and without
regrouping daily expenses of the family
Create situations involving addition of whole number including money
Determine the sources of expenses of a common farmer and its production

expenses in one harvest season

Use of correct mathematical symbols (+, -, x, ¸, <, >, =) in solving simple
mathematical problems
Solve one-step problems related to daily life involving addition or subtraction
without regrouping, e.g.:
Total number of assorted fruits harvested
Number of fruits sold from the total harvest and the unsold number of fruits
Demonstrate comprehension of whole numbers and their uses in everyday life
Read and write fractions in symbols and in words
Use fractions to name the equal parts of a whole, e.g.:
• Fractional part of a cake cut into four equal parts
• Shaded part of a rectangular piece of land
Add quantities up to 10 using concrete objects
Compare two groups of objects to decide which is more or less or if they are
equal
Solve simple addition and subtraction number stories (up to quantities of 10)
read by the teacher using a variety of ways (e.g. concrete materials, drawings)
and describe and explains the strategies used
Illustrates addition as “putting together or combining sets”
Visualizes and adds numbers with sums through 99 without or with regrouping
Visualizes, represents and solves routine and non routine problems involving
subtraction of whole numbers including money with minuends up to 99 with and
without rerouping using strategies and tools
Visualizes and identifies ½ and ¼ of a whole object
Geometry
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Identify plane figures, e.g., triangle, square, rectangle, circle.
Compare and classifies 2-dimensional (flat/plane) and 3-dimensional (solid)
figures according to common attributes.
Draws the four basic shapes.
Describe geometric shapes at home and workplace, e. g., shape of furniture,
shape of the roof
Use a variety of tools and technologies to study geometry, e.g., ruler, protractor,
compass, software
Apply the principles of geometric shapes in daily life situations
Recognize simple shapes in the environment
Identifies, names, and describes the four basic shapes (square, rectangle, triangle
and circle) in 2 – dimensional (flat/plane) and 3 dimensional (solid) objects.
Measurement
Show appreciation of indigenous measurement technologies used by different
cultures, e.g.:

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 ALS RPL Form 4

• linear – dipa, dangkal, piye, hakbang

• weight – kilo, guhit
• volume – ganta, bilao, lata, chupa
Take and records linear measurements, e.g., width, length, height, distance using
rulers, tape measures, meter sticks and indigenous measuring devices
Apply knowledge and skills involving daily life problems involving linear
measurement, perimeter and circumference of objects.
Demonstrate understanding of the meaning of mass/weight
Read and record measures of mass/weight of objects using standard measuring
devices and indigenous ways, e.g.:
• for determining weight of children, pregnant women
• for baking – flour, sugar, milk, salt, oil
• for construction – sand, cement
Estimates mass/weight by lifting and by comparing familiar objects considering
the shape, diameter, and height of other containers to determine if the seller gives
the right amount of materials for the money paid
Explain the meaning of mass/weight and its practical application
Use appropriate units of measurement of weight, e.g., grams (gm), kilograms
(kg), tons (t), pounds (lbs.), ounces (oz.)
Compare weights using standard and indigenous measures; e.g., 1cavan of
rice equivalent to 50 kilos is also equal to 20 gantas
Solve everyday problems using knowledge and skills on weight/mass, e.g., 
harvest of rice, vegetables, fruits, etc.
• market price of farm products (e.g., poultry, pigs, beef) based on weight,
e.g., price per kilogram
• sugar or rice consumption per person per day, per week or month
• feed consumed per day by animals on a farm or in a poultry
• cost of purchases of meat, vegetables, fish, and other food items, given
the unit cost
• savings made by buying food items in bulk
• amount of ingredients needed for food preparation for a family gathering
or community affair
• amount of sand, cement, and gravel needed for construction
Demonstrate knowledge and skill in understanding time and the calendar
Tell and write time by hour, half-hour, and quarter-hour using analog clock
Read and record the time of the day by, e.g.:
• using a watch or clock
• watching the position of the sun
• estimating the length of the shadow cast by objects

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Read/Interpret time-related charts and tables; e.g.:
 provincial bus, ferry, and airline timetables and tickets

 tide charts for fishing and boating purposes, time chart for sunset and
sunrise, etc.
Use a calendar to determine days, weeks, months, and years (including
number of days in a week, weeks in a month, months in a year, weeks in a
year, days in a year, years in a decade/century, etc.)
Read and compute dates in calendars (birthdays, anniversaries, holidays,
historical events, Before Christian Era [BCE]/Christian Era [CE].
Use knowledge of the calendar in solving problems, e.g.:
• Use the calendar for keeping appointments
• Telling the time of the year when typhoons occur, planting and harvest
season, and the wet and dry seasons
• Ages and age differences of family members in years and in months
• Number of days prior to special events for planning purposes—
birthdays, anniversaries, Christmas, fiestas, and other special holidays
• Fertile period of a wife in family planning/childbirth spacing
Use estimation skills in working with quantities, measurements, computations,
and problems solving in everyday life
Determine when an estimate is appropriate
Determine the level of accuracy of an estimate
Apply estimation when working with quantities, measurement, and
computation, e.g.:
• estimate the cost of items to be purchased at the grocery store before
paying at the cashier
• estimate the number of people who will attend a public meeting to plan
for the purchase of snacks/drinks
• estimate the weight and number of fish in a fishing boat’s daily catch
• estimate the number of pieces or volume of items stored in various
locally used containers, e.g., candies/soap bars/small fish in a jar/sticks
in a bundle
Use estimation to check the reasonableness of the results of computations
Tell time by the hour
Compare objects based on their size, length, weight/mass
Big/little
Longer/shorter
Heavier/lighter
Determines the day or the month using a calendar
Patterns and Algebra
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Determines the missing term/s in a given continuous pattern using one attribute
(letters/numbers/events), e.g. ABCD,… 2,3,,5,6,7
Statistics and Probability
Collect and record data, e.g.:

___________________________________ ___________________________________ (Learner’s Signature over

Printed Name) (ALS Teacher’s Signature over Printed Name)

• total number of registered voters who actually voted in the different

barangays of a particular municipality
• total number of votes cast for individual candidates by position in a
barangay election (barangay captain and councilors)
• total number of votes cast for individual candidates by position in a local
election (mayor and councilors)
Tally the frequency of occurrence, e.g., votes counted in a barangay election for
candidates
Record data and systematically arranges these in a table
Describe the different kinds of graphs used to organize and present data in real
life situations, e.g.:
 pictograph, e.g., annual harvest production rates, daily egg production,
harvest expenses, farmers planting different crops
Solve routine and non-routine problems using data presented in a
pictograph without and with scales
Discuss simple pictograph
Infers and interprets data presented in a pictograph without scales
Complete patterns

Date: _______________________________ Date: _______________________________

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