QUARTERLY MONITORING TOOL FOR ENGLISH TEACHERS IN THE NEW NORMAL

(Note: Put a check mark under the appropriate rating opposite each indicator, where 1 is the lowest and 4 is the highest)

School: BALATAKAN ELEMENTARY SCHOOL District: Ponot I

Quarter: ONE

RATING
4 3 2 1
INDICATOR GRADE LEVEL
Highly
Proficient Proficient Basic Below Basic
1.     Provides opportunities to let the parents understand and have a GRADE I ∕
grasp on what to do in the specific activities in the modules.
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

2. Shows expertise on content as reflected in the sound GRADE I ∕

recommendation to assess learning
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
 GRADE 6 ∕
Remarks:

3. Communicates simplified instructions and expectations clearly GRADE I ∕

through available offline and print communication means (e.g.
availability of activity sheets) GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

4. Manages offline and print resources with ease and flexibility to GRADE I ∕
support learners
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

5. Designs contextualized activities to help the struggling readers GRADE I ∕

GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
 GRADE 5 ∕
GRADE 6 ∕
Remarks:

6. Uses the input and contribution of families and other learning GRADE I ∕
facilitators in supporting skills development
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

7. Utilizes formative assessment data to identify students strengths GRADE I ∕

and needs and ways to address them.
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

8. Communicates to parents and guardians the learners achievements GRADE I ∕

and decision to support development of skills (How did you
communicate them e.g. instructions, guidelines, etc.) GRADE 2 ∕
GRADE 3 ∕
8. Communicates to parents and guardians the learners achievements
and decision to support development of skills (How did you
communicate them e.g. instructions, guidelines, etc.)

GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

9. Provides meaningful feedback on the learners’ formative activities GRADE I ∕

and outputs through offline, online and print communications
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

10. Manages learners’ difficulties through well-documented GRADE I ∕

clarifications
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

11. Identifies the cause/s of some students’ inability to give accurate GRADE I ∕
answers to the activities
GRADE 2 ∕
11. Identifies the cause/s of some students’ inability to give accurate
answers to the activities

GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

12. Enumerates the specific reading problem of the struggling readers GRADE I ∕
e.g. word-reading difficulty, specific reading comprehension difficulties
and mixed reading difficulties GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

13. Receives feedback from the parents and learning facilitators GRADE I ∕
whether there are learners from Grades 1 to 7 who can’t recognize
letters and words and can’t read words and sentences with correct GRADE 2 ∕
stressing and intonation GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

14. Applies knowledge on content across curriculum, as evidenced in GRADE I ∕

the acquisition of the copy of MELCS, WHLP, etc.
14. Applies knowledge on content across curriculum, as evidenced in
the acquisition of the copy of MELCS, WHLP, etc.
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

15. Prepares support materials such as LAS, learning interventions, GRADE I ∕

worksheets and interactive video lessons
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

Prepared by

EMMA S. GARGOLES
School English Coordinator
Noted by: WELLIJARDO F. EQUIA JR.
School Head
 QUARTERLY MONITORING TOOL FOR ENGLISH TEACHERS IN THE NEW NORMAL
(Note: Put a check mark under the appropriate rating opposite each indicator, where 1 is the lowest and 4 is the highest)

School: BALATAKAN ELEMENTARY SCHOOL District: Ponot I

Quarter: TWO

RATING
4 3 2 1
INDICATOR GRADE LEVEL
Highly
Proficient Proficient Basic Below Basic
1.     Provides opportunities to let the parents understand and have a GRADE I ∕
grasp on what to do in the specific activities in the modules.
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

2. Shows expertise on content as reflected in the sound GRADE I ∕

recommendation to assess learning
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
 GRADE 6 ∕
Remarks:

3. Communicates simplified instructions and expectations clearly GRADE I ∕

through available offline and print communication means (e.g.
availability of activity sheets) GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

4. Manages offline and print resources with ease and flexibility to GRADE I ∕
support learners
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

5. Designs contextualized activities to help the struggling readers GRADE I ∕

GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
 GRADE 5 ∕
GRADE 6 ∕
Remarks:

6. Uses the input and contribution of families and other learning GRADE I ∕
facilitators in supporting skills development
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

7. Utilizes formative assessment data to identify students strengths GRADE I ∕

and needs and ways to address them.
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

8. Communicates to parents and guardians the learners achievements GRADE I ∕

and decision to support development of skills (How did you
communicate them e.g. instructions, guidelines, etc.) GRADE 2 ∕
GRADE 3 ∕
8. Communicates to parents and guardians the learners achievements
and decision to support development of skills (How did you
communicate them e.g. instructions, guidelines, etc.)

GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

9. Provides meaningful feedback on the learners’ formative activities GRADE I ∕

and outputs through offline, online and print communications
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

10. Manages learners’ difficulties through well-documented GRADE I ∕

clarifications
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

11. Identifies the cause/s of some students’ inability to give accurate GRADE I ∕
answers to the activities
GRADE 2 ∕
11. Identifies the cause/s of some students’ inability to give accurate
answers to the activities

GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

12. Enumerates the specific reading problem of the struggling readers GRADE I ∕
e.g. word-reading difficulty, specific reading comprehension difficulties
and mixed reading difficulties GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

13. Receives feedback from the parents and learning facilitators GRADE I ∕
whether there are learners from Grades 1 to 7 who can’t recognize
letters and words and can’t read words and sentences with correct GRADE 2 ∕
stressing and intonation GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

14. Applies knowledge on content across curriculum, as evidenced in GRADE I ∕

the acquisition of the copy of MELCS, WHLP, etc.
14. Applies knowledge on content across curriculum, as evidenced in
the acquisition of the copy of MELCS, WHLP, etc.
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

15. Prepares support materials such as LAS, learning interventions, GRADE I ∕

worksheets and interactive video lessons
GRADE 2 ∕
GRADE 3 ∕
GRADE 4 ∕
GRADE 5 ∕
GRADE 6 ∕
Remarks:

Prepared by

EMMA S. GARGOLES
School English Coordinator
Noted by: WELLIJARDO F. EQUIA JR.
School Head
 QUARTERLY MONITORING TOOL FOR ENGLISH TEACHERS IN THE NEW NORMAL
(Note: Put a check mark under the appropriate rating opposite each indicator, where 1 is the lowest and 4 is the highest)

School: SIGAMOK ELEMENTARY SCHOOL District: Ponot I

Quarter: THRE

RATING
4 3 2 1
INDICATOR GRADE LEVEL
Highly
Proficient Proficient Basic Below Basic
1.     Provides opportunities to let the parents understand and have a GRADE I
grasp on what to do in the specific activities in the modules.
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

2. Shows expertise on content as reflected in the sound GRADE I

recommendation to assess learning
GRADE 2
GRADE 3
GRADE 4
GRADE 5
 GRADE 6
Remarks:

3. Communicates simplified instructions and expectations clearly GRADE I

through available offline and print communication means (e.g.
availability of activity sheets) GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

4. Manages offline and print resources with ease and flexibility to GRADE I
support learners
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

5. Designs contextualized activities to help the struggling readers GRADE I

GRADE 2
GRADE 3
GRADE 4
 GRADE 5
GRADE 6
Remarks:

6. Uses the input and contribution of families and other learning GRADE I
facilitators in supporting skills development
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

7. Utilizes formative assessment data to identify students strengths GRADE I

and needs and ways to address them.
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

8. Communicates to parents and guardians the learners achievements GRADE I

and decision to support development of skills (How did you
communicate them e.g. instructions, guidelines, etc.) GRADE 2
GRADE 3
8. Communicates to parents and guardians the learners achievements
and decision to support development of skills (How did you
communicate them e.g. instructions, guidelines, etc.)

GRADE 4
GRADE 5
GRADE 6
Remarks:

9. Provides meaningful feedback on the learners’ formative activities GRADE I

and outputs through offline, online and print communications
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

10. Manages learners’ difficulties through well-documented GRADE I

clarifications
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

11. Identifies the cause/s of some students’ inability to give accurate GRADE I
answers to the activities
GRADE 2
11. Identifies the cause/s of some students’ inability to give accurate
answers to the activities

GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

12. Enumerates the specific reading problem of the struggling readers GRADE I
e.g. word-reading difficulty, specific reading comprehension difficulties
and mixed reading difficulties GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

13. Receives feedback from the parents and learning facilitators GRADE I
whether there are learners from Grades 1 to 7 who can’t recognize
letters and words and can’t read words and sentences with correct GRADE 2
stressing and intonation GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

14. Applies knowledge on content across curriculum, as evidenced in GRADE I

the acquisition of the copy of MELCS, WHLP, etc.
14. Applies knowledge on content across curriculum, as evidenced in
the acquisition of the copy of MELCS, WHLP, etc.
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

15. Prepares support materials such as LAS, learning interventions, GRADE I

worksheets and interactive video lessons
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

Prepared by

ELGEN M. ABILA
School English Coordinator
 QUARTERLY MONITORING TOOL FOR ENGLISH TEACHERS IN THE NEW NORMAL
(Note: Put a check mark under the appropriate rating opposite each indicator, where 1 is the lowest and 4 is the highest)

School: _________________________________________ District: Ponot I

Quarter: FOUR

RATING
4 3 2 1
INDICATOR GRADE LEVEL
Highly
Proficient Proficient Basic Below Basic
1.     Provides opportunities to let the parents understand and have a GRADE I
grasp on what to do in the specific activities in the modules.
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

2. Shows expertise on content as reflected in the sound GRADE I

recommendation to assess learning
GRADE 2
GRADE 3
GRADE 4
GRADE 5
 GRADE 6
Remarks:

3. Communicates simplified instructions and expectations clearly GRADE I

through available offline and print communication means (e.g.
availability of activity sheets) GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

4. Manages offline and print resources with ease and flexibility to GRADE I
support learners
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

5. Designs contextualized activities to help the struggling readers GRADE I

GRADE 2
GRADE 3
GRADE 4
 GRADE 5
GRADE 6
Remarks:

6. Uses the input and contribution of families and other learning GRADE I
facilitators in supporting skills development
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

7. Utilizes formative assessment data to identify students strengths GRADE I

and needs and ways to address them.
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

8. Communicates to parents and guardians the learners achievements GRADE I

and decision to support development of skills (How did you
communicate them e.g. instructions, guidelines, etc.) GRADE 2
GRADE 3
8. Communicates to parents and guardians the learners achievements
and decision to support development of skills (How did you
communicate them e.g. instructions, guidelines, etc.)

GRADE 4
GRADE 5
GRADE 6
Remarks:

9. Provides meaningful feedback on the learners’ formative activities GRADE I

and outputs through offline, online and print communications
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

10. Manages learners’ difficulties through well-documented GRADE I

clarifications
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

11. Identifies the cause/s of some students’ inability to give accurate GRADE I
answers to the activities
GRADE 2
11. Identifies the cause/s of some students’ inability to give accurate
answers to the activities

GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

12. Enumerates the specific reading problem of the struggling readers GRADE I
e.g. word-reading difficulty, specific reading comprehension difficulties
and mixed reading difficulties GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

13. Receives feedback from the parents and learning facilitators GRADE I
whether there are learners from Grades 1 to 7 who can’t recognize
letters and words and can’t read words and sentences with correct GRADE 2
stressing and intonation GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

14. Applies knowledge on content across curriculum, as evidenced in GRADE I

the acquisition of the copy of MELCS, WHLP, etc.
14. Applies knowledge on content across curriculum, as evidenced in
the acquisition of the copy of MELCS, WHLP, etc.
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

15. Prepares support materials such as LAS, learning interventions, GRADE I

worksheets and interactive video lessons
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
Remarks:

Prepared by

_______________________________________________
School English Coordinator