LEARNING COMPETENCY DIRECTORY

S.Y. 2019-2020

QUARTER : FIRST GRADE : THREE

SUBJECT : ENGLISH

NO. OF
REFERENCE
DAYS OF
TOPIC/CONTENT COMPETENCIES ACTIVITY/IES & PAGE REMARKS
DELIVER
NO./CODE
Y
Using Be-Verbs Use the be-verbs (am, What I Know TEACHER’S
Correctly is, are, was, were) Choose the correct be-verb in the box to complete each sentence. GUIDE IN
correctly in sentences ENGLISH
What’s In
CURRICULUM
Let us have an activity! Are you ready? Read the question and draw your
GUIDE
answer in the box. Write at least three (3) sentences about your drawing
MG BOW
What’s New
Let’s get into the poetry world! Before you read the poem, enrich your (EN3G-IIa-b-3.4)
vocabulary with the following words. The pictures will help you understand
their meaning.

Comprehension Questions
Answer the following questions.
1. What is the safest place for learning?
2. How did the kid learn without going to school?
3. Why can’t he go to school?
4. What do you think did he feel when he couldn’t play with his
friends?

What’s More
Activity A.1 Let’s Identify
Read the story about Miguel and see how he prepared for the big day.
Identify the be-verbs in the story and write them on your paper.
ActivityA.2 Complete the Sentence!
Complete each sentence by writing the correct form of the be-verb.

Activity A.3 Let’s Have a Conversation!

 Read the conversation and write the correct be-verbs on the blank.

What I Have Learned

Directions: Fill in the blanks with the correct answers. Do this in your
notebook.

What I Can Do
Read, Relate and Draw
Directions: Read the sentences. If the sentence is correct, draw a on the
yes column. If not, draw a on the no column. Do this in your notebook.

Assessment
Read each sentence below and circle the correct be-verb to complete each
sentence.

Additional Activity
Be-Verbs in Sentences
Directions: Copy the composition in your notebook. Complete it with the
correct be-verbs in the box.
Simple Past Tense of Form the past, present, What I Know TEACHER’S
Regular Verbs and future form of Directions: Read the poem, “Our Vacation”. Encircle the verbs used in the GUIDE IN
regular verbs; and use poem. ENGLISH
the past, present, and
CURRICULUM
future form of regular What’s In
GUIDE
verbs in sentences Directions: Name the action in the pictures and write them on a separate
sheet of paper. MG BOW

(EN3G-IId-f3.2;
What’s New EN3G-IIe-f-
Directions: Read the story and answer the questions that follow. 3.2.1.1)

Comprehension Questions
Answer the following questions.
1. What is the text about?
2. Why is Slick late for school?
3. What are the things that Slick has to do as a result of not listening to
his father?
4. Are you like Slick? Why? Why not?
 What’s More
A. In a separate sheet of paper, write the correct past tense of the verb
inside the parenthesis to complete the sentence
B. Give the past tense of the verb as shown in the picture. Using the past
tense of the verb, make a sentence based on the picture.

What I Have Learned

Directions: Answer the following questions in a separate sheet of paper.
1. What is a verb?
2. When do you use the past tense of the verb?
3. How do you form the past tense of regular verbs?

What I Can Do
Directions: Write five sentences about what you have done last week.
Observe the correct tense of the verb.

Assessment
Directions: Last week, Lolo Tasyo invited Ana to visit his farm. Can you
tell what Ana did on the farm based on the pictures? Write your sentence on
a separate sheet of paper. Remember to use the past tense of the verb.

Additional Activity
Directions: Ask a member of your family this question.  What did you do
last summer vacation?

Write down all their answers on a separate sheet of paper. Remember to use
of past tense of the verb.
Actions in Simple Form the past, present, What I Know TEACHER’S
Present Tense and future form of Directions: Match the action words in column A with the picture that shows GUIDE IN
regular verbs; and use the action in column B. ENGLISH
3. Simple Future the past, present, and
CURRICULUM
Tense future form of regular What’s New
GUIDE
verbs in sentences Directions: Read the story below and answer the questions that follow.
MG BOW
Comprehension Questions
Answer the following questions. (EN3G-IId-f3.2;
1. Who is Kit? EN3G-IIe-f-
2. How old is Kit? 3.2.1.1)
3. What did the writer like to do with Kit after doing an assignment?
 4. Why did Kit’s owner love him so much?
5. If you have a pet cat, what name will you give him/her? Why?

What It Is
B. Fill in the correct word taken from the story to complete the sentence.

What’s More
Activity A.1 Supply the missing Verb! Directions: Supply the appropriate
action in the simple present tense to complete the sentence.

Activity A.2 Choose Wisely!

Directions: Write the correct form of the verb inside the parenthesis. Do it
on a separate sheet of paper.
What I Have Learned
Directions: Complete the paragraph

What I Can Do
Let us see what you can do.
A. Directions: Read the poem. Underline the verbs used.
B. Write a short paragraph of at least 3-5 sentences about your family’s
daily chores and habits. Do this on a separate sheet of paper.

Assessment
A. Directions: Underline the correct verb to complete the sentence. Do
this on a separate sheet of paper.

Additional Activity
Let’s check on what you have learned.
Directions: Make at least five sentences about what you do in school every
day. Write the sentences on a separate sheet of paper. Remember to use the
simple present form of the verb.
Simple Future Tense Form the past, present, What’s In TEACHER’S
and future form of Directions: Read the story below. Then, answer the questions on a separate GUIDE IN
regular verbs; and use sheet of paper. ENGLISH
the past, present, and
CURRICULUM
future form of regular What’s New
GUIDE
verbs in sentences Directions: Read the story
MG BOW
Comprehension Questions
 Directions: Encircle the letter of the correct answer.
(EN3G-IId-f3.2;
What’s More EN3G-IIe-f-
Activity Complete Me, My Dear! 3.2.1.1)
You know now that simple future tense describes an action that will occur in
the future. It uses “will + base form of the verb” and “is/are/am going to +
base form of the verb.”
Directions: Complete the given sentences with the correct form of verbs
inside the parenthesis. Write your answer on a separate sheet of paper.

Activity B.1 Identify Me!

Directions: Look at the picture and predict what will happen next. Give at
least 5 predictions and observe the use of the proper tense of the verb.

What I Have Learned

Directions: Answer the following questions.
A. What is a simple future tense?
B. How do you write verbs in the simple future tense?
C. What words are used to introduce the verbs in the simple future tense?

What I Can Do
What Could My Future Be?
Directions: How do you foresee your life15 years from now? Be creative
and widen your aspirations as you journey to the road of the future. Write at
least 5 sentences using either “will + base form of the verb” or “am + going
to + base form of the verb”.

Assessment
Directions: Complete the sentences in the paragraph with verbs in the simple
future tense. Write your answer on a separate sheet of paper.

Additional Activity
Directions: Write 2-3 sentences on how you will take good care of our
environment considering the destructions caused by human activities. Use
simple future tense in your sentences.
Words with Initial and Read phrases, sentences, What I Know TEACHER’S
Final Consonant Blend poems, rhymes and short A. Directions: Read the questions carefully and answer them. GUIDE IN
stories consisting of B. Directions: Read the following words. Put a check mark (√) in the ENGLISH
words with initial box after each word with final consonant blends. Do this in your
 consonant blends l, r, notebook CURRICULUM
and s (EN3PWRIIa-b- GUIDE
22); and read words with What’s In
final blends (-st, -lt, Directions: Look at each picture then answer the following questions. MG BOW
-nd, -nt, -ft) preceded by
short e, a, i, o, and u (EN3PWR-IId-e-
What’s More 1.1)
Activity A
Directions: Read each set of sentences. Identify the sentence that has a word
or words with initial consonant blend. Write the letter of your answer on
your paper.

Activity B
Directions: Read each sentence. Identify the words with initial blends and
write them in the boxes below. Do this on your paper.

Activity C
Directions: Read the poem and identify the words with initial consonant
blends. Write them on your paper.

What I Have Learned

Directions: Read and answer the following questions carefully.

What I Can Do
Directions: Read and complete each sentence with the blended word or
words.

Assessment
Read the story.

Question:
What initial consonant blended words are used in the story? List only 5
words.

Additional Activity
Directions: Read and check the box if you read the phrases, the sentences
and the rhyme correctly.
Common Sight Words Recognize more What I Know TEACHER’S
common sight words in Directions: Identify the following pictures. Write the letter of your answer GUIDE IN
order to read simple on a separate sheet of paper. ENGLISH
 phrases or sentences;
and read familiar words What’s In CURRICULUM
and phrases in a text. Directions: Name each picture below. Choose your answer in the box. GUIDE

MG BOW
What’s New
Directions: Read the phrase or sentence below each picture.

What’s More
Activity 1: Picture Tells
Directions: Copy the phrase or sentence in your notebook that tells about the
picture. Then read the phrases and sentences.

Activity 2: Put In Proper Order

Directions: Rearrange the sets of words and put them in proper order to form
phrases.

Activity 3: Unscramble
Directions: Rewrite the underlined word in each sentence. Write the correct
word on a separate sheet of paper.
Meet the Consonant Read sentences and What I Know TEACHER’S
Digraphs /ch/ and /sh/ phrases consisting of A. Directions: Recite the tongue twisters below and identify the words GUIDE IN
words with consonant with digraph /sh/. Write the words in your notebook. ENGLISH
digraphs /ch/ and /sh/;
and identify words CURRICULUM
What’s In
which have consonant GUIDE
Directions: Read and pick out the words that rhyme. Write your answers in
digraphs /ch/ and /sh/
your notebook. MG BOW

What’s New (EN3PWR-IIf-

Let’s focus on words with initial and final /sh/ and /ch/ sounds. Directions: 1.1)
Read the short passage and identify the words with beginning and ending
/sh/ and /ch/ sounds. Write your answers in the correct column.

Comprehension Questions:
1. Who is the man in the show?
2. Who is Mario?
3. What did they do one shiny morning?
4. How did they feel when they went out of the barber shop? 5. What do
you think made them happy and satisfied?
 What’s More
Activity A.1: Where Am I?
A. Directions: Read silently the sentences and look for digraphs.
Identify the location of the /sh/ sound. Write initial or final.
B. Identify the words with digraph /ch/ and tell whether the /ch/ sound
is heard at the beginning or end.

Activity A.2 Directions: Fill in the blanks with the right words to make the
sentences meaningful. Choose your answer from the words in the heart
below.

Activity B.1 Describe the Character

A. Use the following words with digraphs /sh/ in sentences.
B. Use the following words with digraphs /ch/ in sentences.

Activity B.2 Directions: Fill in the blanks with the correct words with
digraphs to make the paragraph meaningful. Choose your answers in the
box.

What I Have Learned

Fill in the blanks with the correct answers. Write your answers in your
notebook.

What I Can Do
Directions: List down the things in your home that have /sh/ and /ch/ initial
and final sounds.

Assessment
A. Directions: Connect the picture in column A with its correct name in
Column B.
B. Directions: Complete the sentences by filling in the blanks with the
words in the box.

Additional Activity
Directions: Give more words with digraphs /sh/ and /ch/. Then, identify
where you can hear the sound /sh/ or /ch/. Write them in the columns below.
Meet the Consonant Spell words with initial What I Know TEACHER’S
Diagraphs /ch/ and /sh/ and final consonant A. Directions: Read and understand the sentence inside the box. Then, GUIDE IN
digraphs /ch/ and /sh/ answer the following questions carefully. Choose the letter of the correct ENGLISH
and final consonant answer and write it on a separate sheet of paper.
blends CURRICULUM
; and identify sounds and B. Directions: Choose the letter of the correct answer. Write it on a separate GUIDE
syllables in words. sheet of paper.
MG BOW
What’s In
(EN3S-IId-e4.1)
Directions: Use the given clues, spell each word correctly, then write a
sentence for each word. Do this on a separate sheet of paper. (EN3S-IIg-h-4.2)

What’s New
A. Read the story.
Comprehension Questions:
Directions: Read and understand the questions carefully. Choose the letter of
the correct answer. Write your answer on a separate sheet of paper.

B. Read the poem below.

Comprehension Questions Directions:
Answer the following questions. Write your answers on a separate sheet of
paper.
1. What is the title of the poem?
2. Who is the author of the poem?
3. What does the author want to do in the first stanza?
4. What does the author want to do in the second stanza?
5. How does the author cope with the situation as expressed in the last
stanza?

What’s More
Activity A.1: Spell Me, Please!
Directions: Spell the following words correctly by identifying their initial or
final consonant digraphs /ch/ or /sh/. Write the correct answers on a sheet of
paper.

Activity A.2 How Do I Sound?

Directions: Identify the number of sounds and syllables in each of the
following words. Follow the pattern inside the parenthesis and write the
correct answer on a separate sheet of paper.

Activity B.1 Count On Me!

Directions: Identify each picture below. Write the name inside the boxes.
 Then, count the sounds and syllables of each name. Write your answer on a
sheet of paper.

Activity B.2: Fill Me Out!

Directions: Complete the crossword puzzle below with words that have
/ch/and /sh/ sounds. The clue or meaning of each word is given. Do this on
a separate sheet of paper.

What I Have Learned

Fill in the blanks with the correct answers. Write your answers in your
notebook.

What I Can Do
Directions: List down the things in your home that have /sh/ and /ch/ initial
and final sounds.

Assessment
C. Directions: Connect the picture in column A with its correct name in
Column B.
D. Directions: Complete the sentences by filling in the blanks with the
words in the box.

Additional Activity
Directions: Give more words with digraphs /sh/ and /ch/. Then, identify
where you can hear the sound /sh/ or /ch/. Write them in the columns below.
Understanding, Spelling Spell words with initial What’s In TEACHER’S
Out and Decoding Final and final consonant Directions: Do the following steps. Do this on a separate white sheet of GUIDE IN
Consonant Blends digraphs /ch/ and /sh/ paper. ENGLISH
and final consonant 1. Draw a big circle.
blends CURRICULUM
2. Inside the circle, draw a heart.
; and identify sounds and GUIDE
3. Inside the heart, write your favorite subject.
syllables in words.
MG BOW
What’s New
Directions: Read the story. Then, answer the questions that follow. (EN3S-IId-e4.1)

What’s More (EN3S-IIg-h-4.2)

Activity A: Draw Me
Directions: Think of 2 words with final consonant blends (-st, -lt) preceded
by short e, a, i, o, and u. Draw each word and write one sentence.
 Activity B: Identify Me! Directions: Spell out the following words with final
consonant blends (-st, -lt) preceded by short e, a, i, o, and u. Then, read each
word.

What I Have Learned

Fill in the blanks. Do this in your notebook.
What I Can Do
A. Directions: Identify and name the pictures below. Then, count the
sounds and syllables of each word. Write the correct answer on a
sheet of paper.
B. Directions: Look around. Name a thing that has final consonant
blend (-st, or -lt) preceded by short e, a, i, o, and u. Draw that thing.
Read the word and spell it out. Then, use it in a sentence.

Assessment
A. Directions: Match the scrambled letters in Column A with its
correctly spelled word in Column B. Write the correct answers on a
separate sheet of paper.
B. Directions: Using the correctly spelled words above, identify the
sounds and count the syllables of each word. Write the corrects
answer on a separate sheet of paper.
C. Directions: Arrange the following scrambled letters to get the correct
spelling of the words and then read them. Write the correct words on
a sheet of paper.

Additional Activity
A. Directions: Identify 5 things that can be found at home that have initial
or final consonant digraphs /ch/ or /sh/. Spell the words correctly. Then,
count the sounds and syllables of each word.

B. Read and spell out the words with final blends (-st and -lt) preceded by
short e, a, i, o, and u. Choose one word and write a sentence.
Commonly Used Use the commonly used What I Know TEACHER’S
Possessive Pronouns possessive pronouns in a A. Directions: Use hers, his, mine, ours, or yours to complete the GUIDE IN
sentence: her/hers, sentence. Choose the letter of the correct answer. Write your answers ENGLISH
his/his, my/ mine, on a separate blank sheet of paper.
our/ours, your/ yours, CURRICULUM
their/theirs; GUIDE
What’s In
Write a sentence using A. Directions: Complete the name of the picture with a consonant blend
the commonly used from the box. Write your answers on a separate blank sheet of paper. MG BOW
possessive pronouns;
and What’s New (EN3G-III e-f-
Value ownership. 4.2.4)
In this activity, you are going to read a dialogue showing ownership.
Observe how the underlined words are used.

What’s More
Activity 1: Choose Me
Directions: Choose the correct possessive pronoun inside the parenthesis.
Write your answers on a separate blank sheet of paper.

Activity 2: Complete Me
Directions: Complete each sentence with the correct possessive pronoun.
Write your answers on a separate blank sheet of paper.

Activity 3: Writing Activity

Directions: Rewrite the following sentences. Use possessive pronouns in
place of the underlined words. Write your answers on a separate blank sheet
of paper. The first one is done for you.

What I Have Learned

Directions: Discuss what you have learned from this module by answering
the following questions. Write your answers on a separate blank sheet of
paper.

What I Can Do
Activity: Fill Me
Directions: Fill in the blank with the appropriate possessive pronoun. Write
your answers on a separate blank sheet of paper.

Assessment
Directions: Complete the dialogues with the correct possessive pronouns in
the parentheses. Write your answers on a separate blank sheet of paper.

Additional Activity
Directions: Complete each sentence with the correct possessive pronoun.
Choose the letter of your answer. Write your answers on a separate blank
sheet of paper.
The After Effect Identify several effects What I Know TEACHER’S
based on a given cause Directions: Read the story below. Identify and write on the blanks the GUIDE IN
several effects of each statement below. Write your answers on a separate ENGLISH
blank sheet of paper.
CURRICULUM
GUIDE
What’s In
Directions: Choose the possessive pronoun that best completes each MG BOW
sentence. Write your answers on a separate blank sheet of paper.
(EN3RC-IIIa
What’s New 2.7.1)
Directions: Write the possible effect for each given situation. Choose the
right answers from the box below. Write your answers on a separate blank
sheet of paper.

What’s More
Activity 1: What’s the Effect?
Directions: Read each sentence. Write what you think might be an effect of
the given cause. Choose the right answers in the box below. Write your
answers on a separate blank sheet of paper.

What I Have Learned

Directions: Fill in the blanks with the correct answer. Write your answers on
a separate blank sheet of paper.

What I Can Do
Directions: Read the text carefully. Then underline the several effects of the
given cause. Write your answers on a separate blank sheet of paper.

Assessment
Directions: Think and write the possible effect of each situation. Write your
answers on a separate blank sheet of paper.

Additional Activity
Directions: Look at the picture closely. Write five possible effects that might
happen. Write your answers on a separate blank sheet of paper.
Guess What? Make inferences and What I Know TEACHER’S
draw conclusions; Directions: Read the story. Then, choose the letter of the correct answer for GUIDE IN
Choose the correct each question that follows. Write your answers on a separate blank sheet of ENGLISH
 inferences and paper.
conclusions; and CURRICULUM
Appreciate the value of What’s In GUIDE
helpfulness and Directions: Choose the letter that shows the possible effect for each given
kindness. MG BOW
cause. Write your answers on a separate blank sheet of paper.
(EN3RC-III-e-f-
What’s New 2.11)
Directions: Read the story. Then, answer the questions that follow. Write
your answers on a separate blank sheet of paper.

What’s More
Directions: Read the paragraph. What can you infer and conclude based on
each situation? Write your answers on a separate blank sheet of paper.

What I Have Learned

How do we make inferences and draw conclusion? Write your answer on a
separate blank sheet of paper.

What I Can Do
Directions: Look at each picture below. Make a guess of what will happen
next. Shade the circle of the correct answer. Write your answers on a
separate blank sheet of paper.

Assessment
Directions: Read each of the following situations. Then, answer the
questions that follow. Write your answers on a separate blank sheet of paper.

Additional Activity
A. Directions: Read the sentences carefully, then answer the questions that
follow. Choose the letter of the correct answer. Write your answers on a
separate blank sheet of paper.
Are You Sure? Define what is a fact and What I Know TEACHER’S
an opinion; Distinguish Directions: Read the story. Then, choose the letter of the correct answer for GUIDE IN
sentences or phrases as each question that follows. Write your answers on a separate blank sheet of ENGLISH
fact or opinion; paper.
Differentiate fact from CURRICULUM
opinion and GUIDE
What’s In
Appreciate the value of
knowing the fact and the Directions: Choose the letter that shows the possible effect for each given MG BOW
cause. Write your answers on a separate blank sheet of paper.
 opinion from an
information. What’s New (EN3RC-IIIa
Directions: Read the story. Then, answer the questions that follow. Write 2.13)
your answers on a separate blank sheet of paper.

What’s More
Directions: Read the paragraph. What can you infer and conclude based on
each situation? Write your answers on a separate blank sheet of paper.

What I Have Learned

How do we make inferences and draw conclusion? Write your answer on a
separate blank sheet of paper.

What I Can Do
Directions: Look at each picture below. Make a guess of what will happen
next. Shade the circle of the correct answer. Write your answers on a
separate blank sheet of paper.

Assessment
Directions: Read each of the following situations. Then, answer the
questions that follow. Write your answers on a separate blank sheet of paper.

Additional Activity
A. Directions: Read the sentences carefully, then answer the questions that
follow. Choose the letter of the correct answer. Write your answers on a
separate blank sheet of paper.

PREPARED BY: APPROVED BY:

LEA B. YAONA LEA B. YAONA

Teacher School Head