Republic of the Philippines

DEPARTMENT OF EDUCATION
Region 02
Schools Division of Isabela
District of Quirino
103594- VINTAR ELEMENTARY SCHOOL
Vintar, Quirino, Isabela

REFERENCES OF THE DEVELOPED LEARNING RESOURCES [LRs] BASED ON THE MOST ESSENTIAL LEARNING COMPETENCIES [MELCs]

GRAD LEARNIN
QUARTER MOST ESSENTIAL LEARNING COMPETENCY Page[s] where you can find the MELC
E G AREAS
Teacher’s Guide Learner’s Textbooks SIMs Other References,
Material please specify with
pages
Grade ENGLISH 3rd Quarter Recognize rhyming words in nursery rhymes, TG pp. 10-12 LM pp. 1, 46
1 poems, songs heard.
(EN1PA-IIIa-e-2.2)
Recognize sentences (telling and asking) and TG pp. 86-88, LM pp. 11,23
non-sentences. 112-113
(EN1G-IIIa-1.1)
Use words that are related to self, family, school, TG pp. 12-15 LM pp.
and community. 2,4,7,12,24
(EN1V-IIIa-e-5)

Listen to short stories/poems (EN1LC-IIIa-j-1.1)

1.note important details pertaining to a. character TG pp. 21-23 LM: 33-39,49
b. setting c. events

2. Give the correct sequence of three events TG pp. 34-37 LM: 7,50, 61,
63
3. Infer the character feelings and traits TG pp. 62-64 LM:101-102

4. Identify cause and effect/or effect of events TG pp. 82-86 LM:19,70,82

 5. Identify the speaker in the story or poem TG pp. 100-108 LM:27,72

6. Predict possible ending of a story read TG pp. 125-128 LM:94

7. Relate story events to one’s experience TG pp. 138- 143 LM:86

8. Discuss, illustrate, dramatize specific events TG pp. 158-163

9. Identify the problem and solution TG pp. 178- 184 LM:110

10. Retell a story listened to TG pp. 224-226 LM:57-59

11. Ask simple questions about the text listened to

Use/Respond appropriately to polite expressions: TG pp. 43-44, LM:3,5,10,17,1

greetings, leave takings, expressing gratitude and 67-69 8, 28
apology, asking permission, offering help.
(EN1OL-IIIa-e-1.5)
Talk about oneself, one’s family and one’s TG pp. 120-130 LM:2,44,86
personal experiences.
(EN1OL-IIIb-c 1.3.3)

4th Quarter Recognize common action words in stories TG pp. 251-255 LM:16,53-
listened to. 54,56,83
(EN1G-IVa-e-3.4)
Recognize describing words for people, objects, TG pp. 227-234, LM:67,76-79,
things and places (color, shape, size, height, 347-348 81,84
weight, length, distance, etc.)
(EN1G-IVf-j-5)
Sort and Classify familiar words into basic TG pp. 198-200, LM:47,73,107
categories (colors, shapes, foods, etc) 291-295
(EN1V-IVa-e-3)

Give the meaning of words using clues (TPR, TG pp. 304-312 LM:6,8
pictures, body movements, etc.)
 (EN1V-IVf-j-12.1)
Follow one-to-two step directions. TG pp. 320-333 LM:45, 105,
(EN1LC-IVg-h-3.6) 113

Give one-to-two step directions. TG pp. 368-370

( EN1OL-IVi-j-1.17.1)

Prepared by: Certified Correct by: Endorsed by:

MARITES A. GANADO NOEMI V. TAMAYO MARIBEL M. ANCHETA, PhD

Teacher ESHT-I Public Schools District Supervisor

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region 02
Schools Division of Isabela
District of Quirino
103594- VINTAR ELEMENTARY SCHOOL
Vintar, Quirino, Isabela

REFERENCES OF THE DEVELOPED LEARNING RESOURCES [LRs] BASED ON THE MOST ESSENTIAL LEARNING COMPETENCIES [MELCs]
GRAD LEARNIN
QUARTER MOST ESSENTIAL LEARNING COMPETENCY Page[s] where you can find the MELC
E G AREAS
Teacher’s Guide Learner’s Textbooks SIMs Other References,
Material please specify with
pages
ESP 1st Quarter Nakikilala ang sariling: 1.1. gusto 1.2. interes 1.3. TG pp. 3-13 LM: 2-15
potensyal 1.4. kahinaan 1.5. damdamin / emosyon
(EsP1PKP- Ia-b – 1)
Naisasakilos ang sariling kakayahan sa iba’t ibang TG pp. 14-18 LM: 16-23
pamamaraan 2.1 pag-awit 2.2 pagsayaw 2.3
pakikipagtalastasan at iba pa
(EsP1PKP- Ib-c – 2)
Nakapaglalarawan ng iba’t ibang gawain na TG pp. 19-23 LM: 24-29
maaaring makasama o makabuti sa kalusugan
(EsP1PKP- Id – 3)
Nasasabi na nakatutulong sa paglinang ng sariling TG pp. 24- 32 LM: 30-44
kakayahan ang wastong pangangalaga sa sarili.
( EsP1PKP- Ie – 4)

Nakakikila ng mga gawaing nagpapakita ng TG pp. 33-40 LM: 45-57

pagkakabuklod ng pamilya tulad ng 4.1.
pagsasama-sama sa pagkain 4.2. pagdarasal 4.3.
pamamasyal 4.4. pagkukuwentuhan ng
masasayang pangyayari
(EsP1PKP- Ig – 6)
Nakatutukoy ng mga kilos at gawain na TG pp. 41-47 LM: 58-64
nagpapakita ng pagmamahal at pagmamalasakit
sa mga kasapi ng pamilya
(EsP1PKP- Ii– 8)
2nd Quarter Nakapagpapakita ng pagmamahal at paggalang TG pp. 52- 58 LM: 66-73
sa mga magulang.
(EsP1P-IIa-b-1)
Nakapagpapakita ng pagmamahal sa pamilya at TG pp. 59-82 LM: 74-89
kapwa sa lahat ng pagkakataon lalo na sa oras ng
pangangailangan.
 ( EsP1P-IIc-d-3)
Nakapagpapakita ng paggalang sa pamilya at TG pp. 83-90 LM: 98-115
sa kapwa sa pamamagitan ng: a)
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
(EsP1P-IIe-f-4)
Nakapagsasabi ng totoo sa magulang/ TG pp. 91-107 LM: 116-140
nakatatanda at iba pang kasapi ng mag- anak sa
lahat ng pagkakataon upang maging maayos
ang samaha.
(EsP1P-IIg-i-5)
3rd Quarter Nakapagpapakita ng iba’t ibang paraan ng TG pp. 112-129 LM: 142-168
pagiging masunurin at magalang tulad ng:
10.1.pagsagot kaagad kapag tinatawag ng kasapi
ng pamilya 10.2.pagsunod nang maluwag sa
dibdib kapag inuutusan 10.3.pagsunod sa
tuntuning itinakda ng: tahanan paaralan
(EsP1PPP- IIIa – 1)
Nakapagpapakita ng pagpapahalaga sa mga TG pp. 130- 143 LM: 169-188
karapatang tinatamasa.
(EsP1PPP- IIIb-c– 2)
Nakasusunod sa utos ng magulang at TG pp. 144-154 LM: 189-206
nakatatanda. Nakapagpapakita ng mga paraan
upang makamtam at mapanatili ang kaayusan at
kapayapaan sa tahanan at paaralan.
(EsP1PPP- IIId-e-3)
Nakatutulong sa pagpapanatili ng kalinisan at TG pp. 155-162 LM: 201-226
kaayusan sa loob ng tahanan at paaralan para
sa mabuting kalusugan.
(EsP1PPP- IIIf-h – 4)
Nakagagamit ng mga bagay na patapon ngunit TG pp. 163-175 LM: 227-236
maaari pang pakinabangan.
(EsP1PPP- IIIi-5)
4th Quarter Nakasusunod sa utos ng magulang at TG pp. 185- 203 LM: 238-258
 nakatatanda.
(EsP1PD- IVa-c– 1)
Nakapagpapakita ng paggalang sa paniniwala ng TG pp. 204- 214 LM: 259-270
kapwa.
(EsP1PD- IVd-e – 2)
Nakasusunod sa mga gawaing panrelihiyon. TG pp. 215- 237 LM: 271-296
(EsP1PD- IVf-g– 3)

Prepared by: Certified Correct by: Endorsed by:

MARITES A. GANADO NOEMI V. TAMAYO MARIBEL M. ANCHETA, PhD

Teacher ESHT-I Public Schools District Supervisor

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region 02
Schools Division of Isabela
District of Quirino
103594- VINTAR ELEMENTARY SCHOOL
Vintar, Quirino, Isabela

REFERENCES OF THE DEVELOPED LEARNING RESOURCES [LRs] BASED ON THE MOST ESSENTIAL LEARNING COMPETENCIES [MELCs]
GRAD LEARNIN MOST ESSENTIAL LEARNING
QUARTER Page[s] where you can find the MELC
E G AREAS COMPETENCY
 Teacher’s Learner’s Textbooks SIMs Other References,
Guide Material please specify with
pages
MOTHER 1st Quarter Talk about oneself and one’s personal TG pp. 36-46, LM: 12-13,
TONGUE experiences using appropriate expressions 51-55 30, 50
(family, pet, favorite food, personal Activity Sheet: 8-20
experiences (friends, favorite toys, etc.)
Use the terms referring to conventions of TG pp. 38- LM: -11
print: - front and back cover - beginning, 39,49-52
ending, title page - author and illustrator
(MT1BPK-Ia-c-1.1)
Read Grade 1 level words, phrases and TG pp. 60-70 Activity Sheet Part 1: 50-
sentences with appropriate speed and 51, 67, 73,85,118,120
accuracy.
(MT1F-Ic-IVa-i-1.1)
Identify rhyming words in nursery rhymes, TG pp. LM: 33-34
songs, jingles, poems, and chants. (MT1PA-
Ib-i-1.1)
Give the name and sound of each letter. TG pp. 65-77 Activity Sheet Part 1: 23,
(MT1PWR-Ib-i-1.1) 28, 33, 37, 39, 43-45,52,
62,69,75,86,92-
93,107,111,122,159
Express ideas through a variety of symbols TG pp. 64-72 Activity Sheet Part 1:
(e.g. drawings and invented spelling). 97,106,134
(MT1C-Ib-f-1.1)
Note important details in grade level TG pp. 56, 57,
narrative texts listened to: 1. character 2. 61-63
setting 3. events
(MT1LC-Ib-1.1)
Use common expressions and polite TG pp. 51-52,
greetings. (MT1OL-Ib-c-3.1) 56-57
Tell whether a given pair of word rhyme. TG pp. 47, 60 LM: 28, 34, Activity Sheet Part 1: 51
(MT1PA-Ib-i-2.1) 40
Identify upper and lower case letters. TG pp. 60, 81, Activity Sheet Part 1: 23,
(MT1PWR-Ib-i-2.1) 97, 114 28, 33 37, 39, 45,63-
 64,66,78,86,92,101,107,
111,122,130,150-157
Give meanings of words through: a. realia b. TG pp. 81, 97, Activity Sheet Part 1: 44,
picture clues actions or gestures 130 49, 59,66,75,156,158
(MT1VCD-Ib-i-2.1)
Recite and sing in groups familiar rhymes TG pp. 60, 81,
and songs. 97, 114
(MT1OL-b-i-4.1)
Write the upper and lower case letters TG pp. 60, 81, Activity Sheet Part 1: 23-
legibly, observing proper sequence of 97, 114 25, 29-30, 34-35, 40-41,
strokes. 46-47,53-54,66,79-
(MT1PWR-Ib-i-3.1) 80,87-88,94-95,102-103,
108-109,112-113, 123-
124,153-154,161-162
Give the beginning letter/sound of the name TG pp. 60, 81, Activity Sheet Part 1: 27,
of each picture. 97, 114, 130 32, 37, 38, 43, 44,
(MT1PWR-Ib-i-3.1) 49,55,66,76,78,86,92,93,
99,100,105,107,117,123,
158
Match words with pictures and objects. TG pp. 81, Activity Sheet Part 1: 27,
(MT1PWR-Ib-i-4.1) 114, 130 32, 38, 43, 49,59, 66, 68,
116, 120, 158,
Give the correct sequence of three events in TG pp. 114, LM: 32
a story listened to. MT1LC-Ic-d-2.1 130, 147
Follow simple one to three- step oral TG pp. 97, 130
directions. MT1SS-Ic-f-1.1
Talk about pictures presented using TG pp. 81, Activity Sheet Part 1: 16-
appropriate local terminologies with ease and 114, 130 20,
confidence. - Animals - Common objects -
Musical instruments - Family/People
MT1OL-Ic-i-1.2
Say the new spoken word when two or more TG pp. 114, Activity Sheet Part 1: 26,
sounds are put together. MT1PA-Ic-i-4.1 130, 147, 166 31, 3, 42, 48, 55, 58, 65,
72, 81, 89, 95, 99, 104,
 114, 125, 132
Recite and sing individually, with ease and TG pp. 97, 114
confidence, songs, poems, chants, and
riddles.
MT1OL-IIc-d-4.2
Blend specific letters to form syllables and TG pp. 81, Activity Sheet Part 1: 26,
words. MT1PWR-IIa-i-5.1 114, 130, 166 31, 36, 42, 48, 55, 58,
65, 67, 72, 81, 89, 95,
104, 110, 114, 125, 157,
163
Follow words from left to right, top to bottom TG pp. 47
and page by page. MT1BPK-Id-f-2.1
Orally communicate basic needs. MT1OL-Id-
e-2.1
Orally segment a two-three syllable word into TG pp. 81, Activity Sheet Part 1: 50-
its syllabic parts. MT1PA-Id-i-3.1 114, 130, 166 51, 55, 58, 65, 72-73, 81,
89, 95, 104, 110, 114,
132
Infer the character feelings and traits in a TG pp. 81,
story listened to. MT1LC-Ie-f-3.1 114, 130, 147
Identify naming words (persons, places, TG pp. 60, 81, Activity Sheet Part 1: 73-
things, animals) a. common and proper b. 186 73, 82-83, 90-91, 115,
noun markers 133, 140, 149
MT1GA-Ie-f-2.1 Activity Sheet Part 2: 1,
7-8
Listen and respond to others in oral TG pp. 60, 81,
conversation. MT1OL-Ie-i-5.1 130
Participate actively during story reading by TG pp. 81,
making comments and asking questions. 130, 147
MT1OL-Ie-i-5.1
Isolate and pronounce the beginning and TG pp. 81, 114 Activity Sheet Part 1: 61,
ending sounds of given words. MT1PA-Ie-i- 77, 85, 99, 105, 121,
5.1 127-128
Write correctly grade one level words TG pp. 81, Activity Sheet Part 1: 42,
consisting of letters already learned 114, 130 48, 55, 58, 65, 67, 72,
81, 89, 95, 104, 110,
 114, 125, 132, 155, 163
Recognize that spoken words are TG pp. 81, Activity Sheet Part 1: 58,
represented in written language by specific 114, 130, 166 84, 85, 134
sequences of letters.
MT1BPK-Ig-i-3.1
Express ideas through words or phrases, TG pp. 114, Activity Sheet Part 1: 97,
using both invented and conventional 130, 166, 185 106, 134, 157
spelling.
MT1C-Ig-i-1.2
Use naming words in sentences a. common TG pp. 81, Activity Sheet Part 1: 73,
and proper b. noun markers 185, 238, 282, 74, 115, 119, 126, 141-
MT1GA-Ig-1-h.2 299, 342 143
Activity Sheet Part 2: 2-3,
7-8
Identify the speaker in the story or poem TG pp. 114,
listened to. MT1LC-Ig-4.1 130, 147, 166
Write basic information about self (name TG pp. 60 LM: 12-13, 20
grade level, section). MT1SS-Ig-i-2.1
Predict possible ending of a story listened to. TG pp. 60,
MT1LC-Ih-i-5.1 130, 147, 318
Add or substitute individual sounds in simple TG pp. 81,
words to make new words. MT1PAh-i-6.1 114, 130, 147,
166
Classify naming words into persons, places, TG pp. 81, Activity Sheet Part 1: 90-
animals, and things, etc. MT1GA-Ii-j-3.1 185, 202, 282 91, 133, 140

2nd Quarter Identify pronouns: a. personal b. possessive TG pp. 238 LM: 213-114, Activity Sheet Part 1: 56-
MT1GA-IIa-d-2.2 191-193 57
Activity Sheet Part 2: 12,
14, 17-18, 20
Interpret a map of the classroom/school. TG pp. 318
MT1SS-IIa-e-3.1
Supply rhyming words to complete a rhyme, TG pp. 64-69 LM: 230 Activity Sheet Part 1: 6
poem, and song. MT1OL-IIa-i-7.1
 Identify cause and/or effect of events in a TG pp. 352,
story listened to. MT1LC-IIc-d-4.2 364, 375
Identify the problem and solution in the story TG pp. 386,
read. MT1LC-IIf-g-4.3 396, 405

Get information from various sources: TG pp. 261,

(pictures, illustrations, simple graphs, charts. 282, 299

Illustrate specific events in a story read. TG pp. 185,

202, 261
Retell a story read. MT1LC-IIh-i-8.1 TG pp. 453
Identify pronouns with contractions *(Siya’y, TG pp. 376, LM: 228-229
Tayo’y . . .) 386, 396, 405,
MT1GA-IIi-i-2.2.1 416, 426
Respond to text (legends, fables, poems.) TG pp. 185,
through dramatization. MT1OL-II-j-8.1 202, 235, 352
3rd Quarter Participate actively in class discussions on TG pp. 396
familiar topic. MT1OL-IIIa-i-6.2
Read sight words. MT1PWR-IIIa-i-7.1 TG pp. 340,
351, 363, 374,
385, 395, 404,
415
Read grade 1 level short paragraph/story TG pp. 330, Activity Sheet Part 2: 4,
with proper expression 341, 352, 364, 9, 13, 15
386
Note important details in grade level literary TG pp. 352 LM: 375, 370
and informational texts listened to. MT1LC-
IIIa-b-1.2
Interpret a pictograph. MT1SS-IIIa-c-5.1 LM: 362-363,
371-373
Talk about various topics and experiences TG pp. 434, Activity Sheet Part 2: 67,
using descriptive words. 443, 468, 477 70-72, 76
 Tell/retell legends, fables, and jokes. TG pp. 335,
MT1OL-IIIa-i-9.1 352, 376, 396
Write with proper spacing, punctuation and TG pp. 282, LM: 355, 315 Activity Sheet Part 2:
capitalization when applicable 318, 330, 352, 11,16, 21, 26, 32-33, 55,
426, 434 69, 83, 90
Identify and use synonyms, antonyms, TG pp. 99, LM: 402, 409- Activity Sheet Part 2: 81-
homonyms (when applicable) and words with 318, 376, 386, 411, 414-415 82
multiple meanings correctly 396, 405, 416,
MT1VCD-IIIa-i-3.1 426
Identify the tense of the action word in the TG pp. 405, LM: 356, 355, Activity Sheet Part 2: 40-
sentence. MT1GA-IIIc-e-2.3.1 416 353, 352 41, 56-59
Infer the character feelings and traits in a TG pp. 261, LM: 356, 349
story read. MT1RC-IIId-3.1 299, 330, 375,
386, 405, 416
Follow 2 to 3 step written directions. TG pp. 386, Activity Sheet Part 2: 23-
MT1SS-IIId-f-6.1 396 25
Observe proper indentions, and format) TG pp. 261, Activity Sheet Part 2: 95,
when copying/writing words, phrases, 318, 352, 386, 106, 73, 69, 64, 5, 52,
sentences, and short paragraphs 434, 443, 453, 38, 33
462
Read labels in an illustration. MT1SS-IIIg-i- LM: 283, 284,
7.1 285, 290
Retell literary and information texts TG pp. 453, LM: 356, 243
appropriate to the grade level listened to. 468
MT1LC-IIIh-i-8.2
Identify action words in oral and written TG pp. 495, LM: 402 Activity Sheet Part 2: 27-
exercises. MT1GA-III-i-2.2.1 416 28, 36-37, 39
Use action words to give simple two to three- TG pp. 405, Activity Sheet Part 2: 30-
step direction. MT1GA-IIIi-i-1.4.1 416 31

4th Quarter Identify describing words that refer to color, TG pp. 434, LM: 392, 383, Activity Sheet Part 2: 62-
size, shape, texture, temperature and 443, 462, 477 379-380 63, 79-80, 84-85
feelings in sentences.
MT1GA-IVa-d-2.4
 Identify, give the meaning of, and use TG pp. 453, LM: 413, 406,
compound words in sentences. MT1VCD- 468 407,400-401
IVa-i-3.1
Identify, give the meaning of, and use TG pp. 453 LM: 413, 406,
compound words in sentences. 407,400-401
Use describing words in sentences. TG pp. 443, LM: 410 Activity Sheet Part 2: 60-
MT1GA-IVe-g-1.5 453 61, 65-66, 74-75, 86-88
Give the synonyms and antonyms of TG pp. 468 LM: 414-415, Activity Sheet Part 2: 81-
describing words. MT1GA-IVh-i-4.1 410-411, 409, 82
402

Prepared by: Certified Correct by: Endorsed by:

MARITES A. GANADO NOEMI V. TAMAYO MARIBEL M. ANCHETA, PhD

Teacher ESHT-I Public Schools District Supervisor

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region 02
Schools Division of Isabela
District of Quirino
103594- VINTAR ELEMENTARY SCHOOL
Vintar, Quirino, Isabela

REFERENCES OF THE DEVELOPED LEARNING RESOURCES [LRs] BASED ON THE MOST ESSENTIAL LEARNING COMPETENCIES [MELCs]
GRAD LEARNIN QUARTER MOST ESSENTIAL LEARNING Page[s] where you can find the MELC
E G AREAS COMPETENCY
Teacher’s Learner’s Textbook SIMs Other References,
Guide Material s please specify with
(Tagalog) pages
1 AP UNANG Nasasabi ang batayang impormasyon Bagong Lakbay ng
MARKAHAN tungkol sa sarili: pangalan, magulang, Lahing Pilipino
1-3 pp.5-8
kaarawan, edad, tirahan, paaralan, iba AS 9-14
 pang pagkakakilanlan at mga katangian
bilang Pilipino
Nailalarawan ang pansariling Bagong Lakbay ng
8-9 Lahing Pilipino
pangangailan: pagkain, kasuotan at iba
pp.18-25
pa at mithiin para sa Pilipinas AS 26-31
Natutukoy ang mga mahahalagang Bagong Lakbay ng
Lahing Pilipino
pangyayari at pagbabago sa buhay
12-13 pp.56-60
simula isilang hanggang sa
kasalukuyang edad gamit ang mga
larawan at timeline
* Nakapaghihinuha ng konsepto ng Bagong Lakbay ng
Lahing Pilipino
pagpapatuloy at pagbabago sa
AS 61-67
pamamagitan ng pagsasaayos ng
14-15
mgalarawan ayon sa
pagkakasunodsunod
Naihahambing ang sariling kwento o
karanasan sa buhay sa kwento at
karanasan ng mga kamag- aral ibang
miyembro ng pamilya at 14-15
ng mga kapatid, mga magulang (noong
sila ay nasa parehong edad), mga
pinsan, at
iba pa; o mga kapitbahay
Naipagmamalaki ang sariling pangarap Bagong Lakbay ng
Lahing Pilipino
o ninanais sa pamamagitan ng mga
pp.71-78
malikhaing pamamamaraan AS 79-84
IKALAWANG *Naipaliliwanag ang konsepto ng Bagong Lakbay ng
MARKAHAN pamilya batay sa bumubuo nito (ie. Lahing Pilipino
pp. 89-92
two- parent family, single-parent AS 93-98
family, extended family)
*Nailalarawan ang sariling pamilya Bagong Lakbay ng
 batay sa: (a) komposisyon (b) kaugalian Lahing Pilipino
pp.100-105
at paniniwala (c ) pinagmulan at (d)
AS 106-112
tungkulin at karapatan ng bawat kasapi
Nasasabi ang kahalagahan ng bawat Bagong Lakbay ng
Lahing Pilipino
kasapi ng pamilya
pp.115-120
AS 120-121
Nailalarawan ang mga mahahalagang Bagong Lakbay ng
Lahing Pilipino
pangyayari sa buhay ng pamilya sa
pp.122-126
pamamagitan ng timeline/family tree
*Napahahalagahan ang kwento ng Bagong Lakbay ng
Lahing Pilipino
sariling pamilya.
pp.145-149
AS 150-156
Nakagagawa ng wastong pagkilos sa Bagong Lakbay ng
Lahing Pilipino
pagtugon sa mga alituntunin ng
pp.130-135
pamilya AS 136-143
Nakabubuo ng konklusyon tungkol sa
mabuting pakikipag-ugnayan ng
sariling pamilya sa iba pang pamilya sa
lipunang Pilipino.
IKATLONG Nasasabi ang mga batayang Bagong Lakbay ng
MARKAHAN Lahing Pilipino
impormasyon tungkol sa sariling
pp.39-41
paaralan: AS 129-131
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 Bagong Lakbay ng
Lahing Pilipino
kapaligiran sa sariling pag-aaral (e.g.
pp.44-46
mahirap mag-aaral kapag maingay, etc)
 AS 143-146
Nailalarawan ang mga tungkuling Bagong Lakbay ng
Lahing Pilipino
ginagampanan ng mga taong bumubuo
pp.47-49
sa paaralan (e.g. punong guro, guro, AS 150-154
mag-aaral, doktor at nars, dyanitor, etc
Naipaliliwanag ang kahalagahan ng Bagong Lakbay ng
Lahing Pilipino
paaralan sa sariling buhay at sa
pp. 50-51
pamayanan o komunidad. AS 158-161
Nabibigyang-katwiran ang pagtupad sa Bagong Lakbay ng
Lahing Pilipino
mga alituntunin ng paaralan
pp.54-56
AS 170-174
*Nakalalahok sa mga gawain at Bagong Lakbay ng
Lahing Pilipino
pagkilos na nagpapamalas ng
pp.57-58
pagpapahalaga sa sariling paaralan (eg. AS 177-181
Brigada Eskwela)
IKAAPAT NA *Naipaliliwanag ang konsepto ng Bagong Lakbay ng
MARKAHAN distansya at diresyon at ang gamit nito Lahing Pilipino
pp.69-73
sa pagtukoy ng lokasyon AS 191-196
Nakagagawa ng payak na mapa ng loob Bagong Lakbay ng
Lahing Pilipino
at labas ng tahanan
pp.74-77
AS 201-205
*Natutukoy ang mga bagay at Bagong Lakbay ng
Lahing Pilipino
istruktura na makikita sa nadadaanan
pp.78-79
mula sa tahanan patungo sa paaralan AS 208-211
Naiuugnay ang konsepto ng lugar, Bagong Lakbay ng
Lahing Pilipino
lokasyon at distansya sa pang-
pp.80-82
arawaraw na buhay sa pamamagitan AS 215-218
ng iba’t ibang uri ng transportasyon
mula sa tahanan patungo sa paaralan
*Naipaliliwanag ang kahalagahan ng Bagong Lakbay ng
Lahing Pilipino
mga istruktura mula sa tahanan
 patungo sa paaralan
AS 223-227
Nakagagawa ng payak na mapa mula Bagong Lakbay ng
Lahing Pilipino
sa tahanan patungo sa paaralan
pp.83-85
AS 232-24
Nakapagbigay halimbawa ng mga gawi Bagong Lakbay ng
Lahing Pilipino
at ugali na makatutulong at
pp.92-95
nakasasama sa sariling kapaligiran: AS 248-249
tahanan at paaralan
*Naisasagawa ang iba’t ibang Bagong Lakbay ng
Lahing Pilipino
pamamaraan ng pangangalaga ng
pp.95
kapaligirang ginagalawan AS 250-252
• sa tahanan
• sa paaralan
• sa komunidad

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region 02
Schools Division of Isabela
District of Quirino
103594- VINTAR ELEMENTARY SCHOOL
Vintar, Quirino, Isabela

REFERENCES OF THE DEVELOPED LEARNING RESOURCES [LRs] BASED ON THE MOST ESSENTIAL LEARNING COMPETENCIES [MELCs]
GRADE LEARNING QUARTER MOST ESSENTIAL LEARNING Page[s] where you can find the MELC
AREAS COMPETENCY
Teacher’s Learner’s Textbooks SIMs Other References,
Guide Material please specify with
pages
1 FILIPINO IKALAWANG Nasasagot ang mga tanong tungkol sa
MARKAHAN napakinggang pabula, tugma/tula, at 5-7
tekstong pang-impormasyon
Nakapagtatanong tungkol sa isang
larawan, kuwento, at napakinggang balita 8-10

Nagagamit ang magalang na pananalita

sa angkop na sitwasyon tulad ng
pagpapakilala ng sarili, pagpapahayag ng
sariling karanasan at pagbati
Nasasabi ang mensaheng nais ipabatid ng
nabasang pananda, patalastas, babala, o 84-86
paalala
Nakasusulat ng malalaki at maliliit na
letra na may tamang layo sa isa't isa ang 18-19
mga letra
Nabibigkas nang wasto ang tunog ng
bawat letra ng alpabetong Filipino 20-22
Natutukoy ang kahulugan ng salita batay
sa kumpas, galaw, ekspresyon ng mukha;
ugnayang salitalarawan; 67-70
o kasalungat
Nagagamit nang wasto ang pangngalan sa
pagbibigay ng pangalan ng tao, lugar, 25-28
hayop, bagay at pangyayari
Natutukoy ang kailanan ng pangngalan 57-62
Nakasusunod sa napakinggang panuto na 119-121
may 1-2 hakbang
Napapalitan at nadadagdagan ang mga
tunog upang makabuo ng bagong salita 35-38
Nagagamit ang naunang kaalaman o
karanasan sa pag-unawa ng 46-49
napakinggang alamat/teksto
Nakikilala ang mga tunog na bumubuo sa
pantig ng mga salita
 Nabibilang ang pantig sa isang salita
Napagsusunod-sunod ang mga
pangyayari sa napakinggang kuwento sa 53-57
tulong ng mga larawan at pamatnubay na
tanong
Naiuulat nang pasalita ang mga
naobserbahang pangyayari sa paligid
(bahay, komunidad, paaralan) at sa
mga napanood (telebisyon, cellphone,
kompyuter)

IKATLONG Nababaybay nang wasto ang mga salitang

MARKAHAN natutuhan sa aralin at salitang may tatlo
o apat na pantig
Nabibigay ang susunod na mangyayari sa
napakinggang kuwento 164-166

Nakapagsasalaysay ng orihinal na
kuwento na kaugnay ng napakinggang 77-79
kuwento
Nagagamit ang mga salitang pamalit sa
ngalan ng tao (ako, ikaw, siya, tayo, kayo,
sila)
Naisusulat nang may wastong baybay at
bantas ang mga salitang ididikta ng guro
Natutukoy ang salita/pangungusap sa
isang talata
Nailalarawan ang damdamin ng isang
tauhan sa kuwentong napakinggan
Naipapahayag ang sariling
 ideya/damdamin o reaksyon tungkol sa
kuwento, tekstong pang-impormasyon at
tula
Natutukoy ang kasarian ng pangngalan
Naiuugnay ang sariling karanasan sa
napakinggang kuwento
Napapalitan at nadadagdagan ang mga
tunog upang makabuo ng bagong salita
Natutukoy ang ugnayan ng teksto at
larawan 94-98
Nababasa ang mga salita at babala na
madalas makita sa paligid 84
Nasasabi ang sariling ideya tungkol sa
tekstong napakinggan
Nakapaglalarawan ng mga bagay, tao,
hayop, pangyayari, at lugar * 130-132
IKAAPAT NA Natutukoy ang mga salitang
MARKAHAN magkakatugma 253-255
Natutukoy ang simula ng pangungusap,
talata at kuwento 148-151
Naisusulat nang may wastong baybay at
bantas ang salita at pangungusap na
ididikta ng guro *
Nagagamit ang mga salitang kilos sa pag-
uusap tungkol sa iba’t ibang gawain sa 154-155
tahanan, paaralan, at pamayanan
Natutukoy ang kahulugan ng salita batay 145-147
sa kasingkahulugan
Nakapagbibigay ng sariling hinuha
Nasasabi ang paraan, panahon at lugar ng
 pagsasagawa ng kilos o gawain sa
tahanan, paaralan at pamayanan
Nagagamit ang mga natutuhang salita sa
pagbuo ng mga simpleng pangungusap.
Nakasusulat nang may wastong baybay,
bantas, gamit ng malaki at maliit na letra
upang maipahayag ang ideya, damdamin
o reaksyon sa isang paksa o isyu
Natutukoy ang mahahalagang detalye
kaugnay ng paksang napakinggan
Natutukoy ang gamit ng maliit at
malaking letra
Nagagamit nang wasto ang mga pang-
ukol
Natutukoy ang gamit ng iba’t ibang
bantas
Nakapagbibigay ng maikling panuto
Nakabubuo nang wasto at payak na
pangungusap na may tamang ugnayan ng
simuno at panag-uri sa pakikipag-usap
Naibibigay ang paksa ng napakinggang
tekstong pang-impormasyon paliwanag

Prepared by: Certified Correct by: Endorsed by:

MARITES A. GANADO NOEMI V. TAMAYO MARIBEL M. ANCHETA, PhD

Teacher ESHT-I Public Schools District Supervisor
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
Schools Division of Isabela
District of Quirino
103594- VINTAR ELEMENTARY SCHOOL
Vintar, Quirino, Isabela

REFERENCES OF THE DEVELOPED LEARNING RESOURCES [LRs] BASED ON THE MOST ESSENTIAL LEARNING COMPETENCIES [MELCs]
GRADE LEARNING QUARTER MOST ESSENTIAL LEARNING Page[s] where you can find the MELC
AREAS COMPETENCY
Teacher’s Learner’s Textbooks SIMs Other References,
Guide Material please specify with
(Tagalog) (Tagalog) pages
1 MATHEMATICS FIRST Visualizes, represents, and counts (Ilocano) TG
QUARTER numbers from 0 to 100 using a variety of 2-21 2-29 pp. 1-43
materials and methods. LM pp. 1-34

identifies the number that is one more or (Ilocano) TG

one less from a given number. 24-27 32-38 pp. 44-53
LM pp. 66-72
regroups sets of ones into sets of tens and (Ilocano) TG
sets of tens into hundreds using objects. 39-41 65-68 pp. 93-96
LM pp. 36-37
compares two sets using the expressions (Ilocano) TG
“less than,” “more than,” and “as many pp. 54-63
as” and orders sets from least to greatest 27-31 39-53 LM pp. 73-98
and vice versa.
reads and writes numbers up to 100 in (Ilocano) TG
symbols and in words. pp. 69-76
LM pp. 40-56
visualizes and gives the place value and (Ilocano) TG
value of a digit in one- and two-digit 41-45 65-70 pp. 93-96
numbers. LM pp. 36-37
renames numbers into tens and ones. (Ilocano) TG
45-47 71-72 pp. 93-96
LM pp. 36-37
compares numbers up to 100 using
relation symbol and orders them in 48-55 73-82
increasing or decresing order.
Identifies, reads and writes ordinal
numbers: 1st ,2nd, 3rd, up to 10th object in
a given set from a given point of 105-110 82-88
reference.
recognizes and compares coins and bills
up to PhP100 and their notations. 97-104 89-94
illustrates addition as “putting together or
combining or joining sets” 111-117 96-106
visualizes and adds the following numbers
using appropriate techniques:
a. two one-digit numbers with sums up
137-145, 107-116
to 18 149-158
b. three one-digit numbers
c. numbers with sums through 99
 without and with regrouping
visualizes and solves one-step routine and
nonroutine problems involving addition of
whole numbers including money with 166-169 120-125
sums up to 99 using appropriate problem
solving strategies.
illustrates subtraction as “taking away” or
“comparing” elements of sets. 97-101 138-145
illustrates that addition and subtraction
are inverse operations. 101-104 146-149
visualizes, represents, and subtracts the
following numbers:
a. one-digit numbers with minuends
through 18 (basic facts)
b. one- to two-digit numbers with 104-109, 150-155,
minuends up to 99 without regrouping
c. one- to two-digit numbers with 112-114 158-163
minuends up to 99 with regrouping
subtracts mentally one-digit numbers
from two digit minuends without 117-118 164-166
regrouping using appropriate strategies.
visualizes, represents, and solves routine
and non-routine problems involving
subtraction of whole numbers including 119-120 178-181
money with minuends up to 99 with and
without regrouping using appropriate
problem solving strategies and tools.
THIRD counts groups of equal quantity using
QUARTER concrete objects up to 50 and writes an 128-129 174-177
equivalent expression. e.g. 2 groups of 5
visualizes, represents, and separates
objects into groups of equal quantity using
concrete objects up to 50. e.g. 10 grouped 129-130 178-181
by 5s
visualizes, represents, divides a whole into
halves and fourths and identifies ½ and ¼ 131-136 182-188
of a whole object.
visualizes, represents and divides the
elements of sets into two groups of equal
quantities to show halves and four groups 137-142 189-191
of equal quantities to show fourths
visualizes and draws the whole region or
set given its ½ and/or ¼ 142-144 192-198
identifies, names, and describes the four
basic shapes (square, rectangle, triangle
and circle) in 2-dimensional (flat/plane) 144-149 199-204
and 3-dimensional (solid) objects.
draws the four basic shapes. 149-152 204-209
constructs three dimensional objects
(solid) using manipulative materials. 152-154 205-206
determines the missing term/s using one
attribute in a given continuous pattern
(letters/numbers/events) and in a given 154-158 210-215
repeating pattern (letters, numbers,
colors, figures, sizes, etc.).
constructs equivalent number expression
using addition and subtraction. 158-160 221-222
e.g. 6 + 5 = 12 - 1
visualizes and finds the missing number in
an addition or subtraction sentence using
a variety of ways 162-164 226-228
e.g. n + 2 = 5 5 – n = 3
 FOURTH tells the days in a week; months in a year
QUARTER in the right order. 168-171 230-234
determines the day or the month using a
calendar. 172-173 235-237
tells and writes time by hour, half-hour
and quarter-hour using analog clock. 174-178 238-243
solves problems involving time (days in a
week, months in a year, hour, half-hour, 178-182 244-253
and quarter hour)
compares objects using comparative
words:
short, shorter, shortest; long, longer,
182-187 254-265
longest; heavy, heavier, heaviest; light,
lighter, lightest.
estimates and measures length, mass and
capacity using non- standard units of 188-198 266-267
measures.
infers and interprets data presented in a
pictograph without scales.
e.g. finding out from the title what the 198-200 278-282
pictograph is all about, comparing
which has the least or greatest …
solves routine and non-routine problems
using data presented in pictograph 201 283-287
without scales.

Prepared by: Certified Correct by: Endorsed by:

MARITES A. GANADO NOEMI V. TAMAYO MARIBEL M. ANCHETA, PhD

Teacher ESHT-I Public Schools District Supervisor
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
Schools Division of Isabela
District of Quirino
103594- VINTAR ELEMENTARY SCHOOL
Vintar, Quirino, Isabela

REFERENCES OF THE DEVELOPED LEARNING RESOURCES [LRs] BASED ON THE MOST ESSENTIAL LEARNING COMPETENCIES [MELCs]
GRADE LEARNIN QUARTER MOST ESSENTIAL LEARNING Page[s] where you can find the MELC
G AREAS COMPETENCY
Teacher’s Learner’s Textbooks SIMs Other References,
Guide Material please specify with
pages
1 MUSIC FIRST identifies the difference between
QUARTER sound and silence accurately 26-28 16
relates images to sound and silence
within a rhythmic pattern 29-32 17
performs steady beat and accurate
rhythm through clapping, tapping
chanting, walking and playing musical
instruments in response to sound
 o in groupings of 2s 34-37 19-21
o in groupings of 3s
o in groupings of 4s
creates simple ostinato
patterns in groupings of 2s, 3s, and 4s 38-40 23-26
through body movements
Enjoying Life Through MAPEH
identifies the pitch of a tone as high or Book A
low 76-81
Enjoying Life Through MAPEH
sings simple melodic patterns ( so –mi, Book A
mi –so, mi – re-do) 85-91
Enjoying Life Through MAPEH
sings the melody of a song with the Book A
correct pitch e.g. greeting songs, 95-99
counting songs, or action songs
SECOND identifies similar or dissimilar musical
QUARTER 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.
THIRD relates the source of sound with
QUARTER different body movements e.g. wind,
wave, swaying 15-17 9-10
of the trees, animal sounds, or sounds
produced by man-made devices or
machines.
Produces sounds with different timbre
using a variety of local materials 17-19 10-12
identifies volume changes from sound
samples using the terms loud and soft 2-5
 relates the concepts of dynamics to
the
movements of animals e.g. big 6-7 5-7
animals/movement = loud; small
animals/movement = soft
applies the concept of dynamic levels
to enhance poetry, chants, songs,
drama or musical stories
FOURTH demonstrates the basic concepts of
QUARTER tempo 9-11 4
through movements (fast or slow)
uses body movements or dance steps
to respond to varied tempo - slow
movement with slow music - fast 11-13 5
movement with fast music
uses varied tempo to enhance poetry,
chants, drama, and musical stories 13 6-7
demonstrates awareness of texture by
identifying sounds that are solo or 18-19 8
with other sounds.
distinguishes single musical line and
multiple musical lines which occur 19-20 17-19
simultaneously in a given song
sings two-part round songs e.g. Are
You Sleeping, Brother John? Row, 20 19-23
Row, Row Your Boat

Prepared by: Certified Correct by: Endorsed by:

 MARITES A. GANADO NOEMI V. TAMAYO MARIBEL M. ANCHETA,
PhD
Teacher ESHT-I Public Schools District
Supervisor

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region 02
Schools Division of Isabela
District of Quirino
103594- VINTAR ELEMENTARY SCHOOL
Vintar, Quirino, Isabela

REFERENCES OF THE DEVELOPED LEARNING RESOURCES [LRs] BASED ON THE MOST ESSENTIAL LEARNING COMPETENCIES [MELCs]
GRADE LEARNING QUARTER MOST ESSENTIAL LEARNING Page[s] where you can find the MELC
AREAS COMPETENCY
Teacher’s Learner’s Textbook SIM Other References,
Guide Material s s please specify with
pages
1 ARTS FIRST 1. explains that ART is all around and is
QUARTER created by different people 4-6 2
2. identifies different lines, shapes, texture
used by artists in drawing 7-10 3-4
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 20-22 12
1. identifies colors as primary, secondary,
SECOND and tertiary, both in natural and man-made 33-36 22
QUARTER objects, seen in the surrounding
2. creates a design inspired by Philippine
flowers, jeepneys, Filipino fiesta decors, 30
parol, or objects and other geometric 41-44
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 52-54 26
certain feeling or mood
4. talks about the landscape he painted and
the landscapes of others 61-63 32
THIRD Enjoying Life Through MAPEH
1. differentiates between a print and a Book A
QUARTER drawing or painting 149-157
Enjoying Life Through MAPEH
2. describes the shape and texture of prints Book A
made from objects found in nature and 160-166
manmade objects and from the artistically
designed prints in his artworks and in the
art works of others.
Enjoying Life Through MAPEH
3. creates a print by applying dyes on his Book A
finger or palm or any part of the body and 177-181
pressing it to the paper, cloth, wall, etc. to
 create impression
Enjoying Life Through MAPEH
4. creates a print by rubbing pencil or Book A
crayon on paper placed on top of a 184-188
textured objects from nature and found
objects
Enjoying Life Through MAPEH
5. stencil a design (in recycled paper, Book A
plastic, cardboard, leaves, and other 191-196
materials) and prints on paper, cloth,
sinamay, bark, or a wall
Enjoying Life Through MAPEH
6. narrates experiences in experimenting Book A
different art materials 191-196
Enjoying Life Through MAPEH
7. participates in school/district exhibit and Book A
culminating activity in celebration of the 191-196
National Arts Month (February)
FOURTH Enjoying Life Through MAPEH
1. differentiates between 2-dimensional Book A
QUARTER and 3-dimensional artwork and states the 241-243
difference
Enjoying Life Through MAPEH
2. identifies the different materials that can Book A
be used in creating a 3-dimensional object: 244-245,
248-249,
2.1 clay or wood (human or animal figure) 250-251
2.2 bamboo (furniture, bahay kubo)
2.3 softwood (trumpo)
2.4 paper, cardboard, (masks)
2.5 found material (parol, sarangola)
Enjoying Life Through MAPEH
3. creates 3D objects that are well Book A
proportioned, balanced and show emphasis 253
in design, like any of the following: a pencil
holder, bowl, container, using recycled
materials like plastic bottles, etc.
Enjoying Life Through MAPEH
4. creates masks, human figures out of Book A
recyclable materials such as cardboards, 260-261
 papers, baskets, leaves, strings, clay,
cardboard, glue, found materials, bilao,
paper plate, strings, seeds, flour-salt
mixture, or paper-mache, and other found
materials

Prepared by: Certified Correct by: Endorsed by:

MARITES A. GANADO NOEMI V. TAMAYO MARIBEL M. ANCHETA,

PhD
Teacher ESHT-I Public Schools District
Supervisor

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region 02
Schools Division of Isabela
District of Quirino
103594- VINTAR ELEMENTARY SCHOOL
Vintar, Quirino, Isabela
 REFERENCES OF THE DEVELOPED LEARNING RESOURCES [LRs] BASED ON THE MOST ESSENTIAL LEARNING COMPETENCIES [MELCs]
GRADE LEARNING AREAS QUARTER MOST ESSENTIAL LEARNING Page[s] where you can find the MELC
COMPETENCY
Teacher’ Learner’s Textbooks SIMs Other
s Guide Material References,
please
specify with
pages
1 PE FIRST 1. Creates shapes by using different
QUARTER body 2 8-9
parts
2. Shows balance on one, two, three,
four and five body parts 3 10
3. Exhibits transfer of weight 3 12-13
4. Engages in fun and enjoyable physical
activities with coordination
Suggested learning activities
⮚ action songs 4
⮚ singing games
⮚ simple games
⮚ chasing and fleeing games
⮚ memitic
SECOND 1. Moves within a group without
QUARTER bumping or falling using locomotors 16 28
skills
2. Executes locomotor skills while 19 28
moving in different directions at
different spatial levels
3. Engages in fun and enjoyable physical
activities with coordination 21
THIRD 1. Demonstrates the difference between
QUARTER slow and fast, heavy and light, free 1
 and bound movements
2. Demonstrates contrast between slow
and fast speeds while using locomotor 1 2-3
skills
3. Engages in fun and enjoyable physical
activities 2
4. Demonstrates the characteristics
of sharing and cooperating in physical 2
activities
FOURTH 1. Demonstrates relationship of
QUARTER movement 4
2. Performs jumping over a stationary
object several times in succession, using
forward and- back and side-to-side 5 11-12
movement patterns
3. Engages in fun and enjoyable physical
activities 6
4. Follows simple instructions and rules 6

Prepared by: Certified Correct by: Endorsed by:

MARITES A. GANADO NOEMI V. TAMAYO MARIBEL M. ANCHETA,

PhD
Teacher ESHT-I Public Schools District
Supervisor
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
Schools Division of Isabela
District of Quirino
103594- VINTAR ELEMENTARY SCHOOL
 Vintar, Quirino, Isabela

REFERENCES OF THE DEVELOPED LEARNING RESOURCES [LRs] BASED ON THE MOST ESSENTIAL LEARNING COMPETENCIES [MELCs]
GRADE LEARNING AREAS QUARTER MOST ESSENTIAL LEARNING Page[s] where you can find the MELC
COMPETENCY
Teacher’ Learner’s Textbooks SIMs Other
s Guide Material References,
please
specify with
pages
1 HEALTH FIRST distinguishes healthful from less
QUARTER healthful foods 7 2-4
tells the consequences of eating less
healthful foods 10 7
*practices good decision making
exhibited in eating habits that can help 12-16 8-13
one become healthy
SECOND identifies proper behaviour during
QUARTER mealtime 22-24 14-15
demonstrates proper hand washing 26-29 22-25
realizes the importance of washing 30-31 26
hands
practices habits of keeping the body
clean & healthy 40-46 36-40
realizes the importance of practicing
good health habits 47-50 41-46
describes the characteristics of a
THIRD healthful home environment
QUARTER
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
FOURTH identifies situations when it is
QUARTER appropriate to ask for assistance from 23-25 44-45
strangers
gives personal information, such as
name and address to appropriate 24 46
persons
identifies appropriate persons to ask for
assistance 25 44-45
demonstrates ways to ask for help 25 45
follows rules at home and in school. 25-29 47-51
follows rules during fire and other
disaster drills 29-32 53
observes safety rules with stray or
strange animals 32-34 60-61
describes what may happen if safety
rules are not followed 33-34 57-59
describes ways people can be
intentionally helpful or harmful to one 25 52
another
distinguishes between good and bad 34-35 62-64
 touch
practices ways to protect oneself against
violent or unwanted behaviors of others 36-37 65-66

Prepared by: Certified Correct by: Endorsed by:

MARITES A. GANADO NOEMI V. TAMAYO MARIBEL M. ANCHETA,

PhD
Teacher ESHT-I Public Schools District
Supervisor