Hubmatch

MATATAG curriculum

Grade 3 English

114 learning competencies across 4 quarters, as the Department of Education curriculum guide prints them.

Quarter 1

Content standard

The learners demonstrate expanding vocabulary and understanding of high frequency words and content-specific vocabulary; understand and create simple and compound sentences for comprehending, analyzing, creating, and composing texts about regional themes and content-specific topics.

Performance standard

The learners use their expanding vocabulary of high-frequency and content-specific words, and simple and compound sentences to comprehend, create, and compose narrative and informational texts about regional themes and content- specific topics; and read grade level texts with appropriate speed, accuracy, and expression.

Learning competencies (28)

  • EN3PWS-I-1

    Identify Grade 3 level-appropriate sight words.

  • EN3PWS-I-2

    Read words accurately and automatically according to word patterns (initial, final, medial).

    • 1 CVCC words
    • 2 CCVC words (clusters and diphthongs)
    • 3 VCV words
    • 4 VCCV words

  • EN3VWK-I-1

    Identify high-frequency words accurately.

  • EN3VWK-I-2

    Use vocabulary referring to:

    • 1 regional themes
    • 2 content-specific topics

  • EN3VWK-I-3

    Use content-specific words.

    • 1 Mathematics (basic symbols and terminologies)
    • 2 Science (basic terminologies)

  • EN3VWK-I-4

    Identify words with different functions. words that label actions (doing words - verbs) words that describe persons, places, things, animals, events, ideas, and emotions (describing words - adjectives) words that replace persons, places, things, animals, events, ideas, and emotions

    • a. interrogative pronouns
    • b. possessive pronouns
    • c. demonstrative pronouns

  • EN3VWK-I-5

    Identify the synonyms and antonyms of words.

  • EN3VWK-I-6

    Read words correctly for meaning (based on word patterns).

  • EN3VWK-I-7

    Write words legibly and correctly (based on word patterns).

  • EN3VWK-I-8

    Identify roots of high frequency words (nouns, verbs, and adjectives).

  • EN3GAGS-I-1

    Identify sentences and non-sentences.

  • EN3GAGS-I-2

    Use simple sentences to express ideas about regional themes.

  • EN3GAGS-I-3

    Use simple sentences with proper intonation (pitch, juncture, rhythm).

  • EN3GAGS-I-4

    Sequence words to represent meaning in simple sentences.

    • 1 telling sentences (declarative)
    • 2 asking sentences (interrogative)
    • 3 commanding and requesting sentences (imperative)
    • 4 exclamatory sentences

  • EN3GAGS-I-5

    Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).

    • 1 telling sentences (declarative)
    • 2 asking sentences (interrogative)
    • 3 commanding and requesting sentences (imperative)
    • 4 exclamatory sentences

  • EN3GAGS-I-6

    Use correct capitalization and punctuation for simple sentences.

    • 1 telling sentences (declarative)
    • 2 asking sentences (interrogative)
    • 3 commanding and requesting sentences (imperative)
    • 4 exclamatory sentences

  • EN3GAGS-I-7

    Identify discourse markers for a given text type.

    • 1 time order and procedural
    • 2 Description
    • 3 explanation

  • EN3CAT-I-1

    Read grade level sentences with appropriate speed, accuracy, and expression.

  • EN3CAT-I-2

    Comprehend stories.

    • 1 Note important elements from stories (characters, setting, events).
    • 2 Sequence at least four to five events.
    • 3 Identify the problem and solution in stories.
    • 4 Infer the character’s feelings and traits.
    • 5 Relate story events to one’s experience.
    • 6 Identify cause and effect of events.
    • 7 Predict possible ending.
    • 8 Give a summary.

  • EN3CAT-I-3

    Comprehend informational texts.

    • 1 Note at least four to five significant details in informational texts.
    • 2 Identify problem and solution.
    • 3 Identify text types.
    • a. time order and procedural
    • b. description
    • c. explanation
    • 4 Draw conclusions.

  • EN3CCT-I-1

    Use common expressions and polite greetings appropriate to a given situation.

  • EN3CCT-I-2

    Use own words in retelling myths, legends, fables, and narrative poems.

  • EN3CCT-I-3

    Express ideas about one’s experiences.

    • 1 regional themes
    • 2 content-specific topics

  • EN3CCT-I-4

    Use basic sight words, high frequency, and content-specific words.

  • EN3CCT-I-5

    Compose texts to react to the character, setting, or events in a story.

  • EN3CCT-I-6

    Compose texts to react to a topic.

  • EN3CCT-I-7

    Make a summary of narrative text.

  • EN3CCT-I-8

    Express ideas using text types.

    • 1 time order and procedural
    • 2 description
    • 3 explanation

Quarter 2

Content standard

The learners demonstrate expanding vocabulary and understanding of high frequency words and content-specific vocabulary; understand and create simple and compound sentences for comprehending, analyzing, creating, and composing texts about regional themes and content-specific topics.

Performance standard

The learners use their expanding vocabulary of high-frequency and content-specific words, and simple and compound sentences to comprehend, create, and compose narrative and informational texts about regional themes and content- specific topics; and read grade level texts with appropriate speed, accuracy, and expression.

Learning competencies (30)

  • EN3PWS-II-1

    Identify Grade 3 level-appropriate sight words.

  • EN3PWS-II-2

    Read words accurately and automatically according to word patterns (initial, final, medial).

    • 1 VCV words
    • 2 VCCV words

  • EN3VWK-II-1

    Identify high-frequency words accurately.

  • EN3VWK-II-2

    Use vocabulary referring to:

    • 1 regional themes
    • 2 content-specific topics

  • EN3VWK-II-3

    Use content-specific words.

    • 1 Mathematics (basic symbols and terminologies)
    • 2 Science (basic terminologies)

  • EN3VWK-II-4

    Identify words with different functions.

    • 1 words that label actions (doing words - verbs)
    • 2 words that describe persons, places, things, animals, events, ideas, and emotions (describing words - adjectives)
    • 3 words that replace persons, places, things, animals, events, ideas, and emotions
    • a. possessive pronouns
    • b. demonstrative pronouns

  • EN3VWK-II-5

    Identify the synonyms and antonyms of words.

  • EN3VWK-II-6

    Read words correctly for meaning (based on word patterns).

  • EN3VWK-II-7

    Write words legibly and correctly (based on word patterns).

  • EN3VWK-II-8

    Identify roots of high frequency words (nouns, verbs, and adjectives).

  • EN3GAGS-II-1

    Identify sentences and non-sentences.

  • EN3GAGS-II-2

    Use simple sentences to express ideas about regional themes.

  • EN3GAGS-II-3

    Use simple sentences with proper intonation (pitch, juncture, rhythm).

  • EN3GAGS-II-4

    Sequence words to represent meaning in simple sentences.

    • 1 telling sentences (declarative)
    • 2 asking sentences (interrogative)
    • 3 commanding and requesting sentences (imperative)
    • 4 exclamatory sentences

  • EN3GAGS-II-5

    Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).

    • 1 telling sentences (declarative)
    • 2 asking sentences (interrogative)
    • 3 commanding and requesting sentences (imperative)
    • 4 exclamatory sentences

  • EN3GAGS-II-6

    Use correct capitalization and punctuation for simple sentences.

    • 1 telling sentences (declarative)
    • 2 asking sentences (interrogative)
    • 3 commanding and requesting sentences (imperative)
    • 4 exclamatory sentences

  • EN3GAGS-II-7

    Identify in a compound sentence:

    • 1 the two independent clauses in a compound sentence
    • 2 the joining word in a compound sentence (coordinating conjunction)
    • 3 the doers and the actions in the two clauses

  • EN3GAGS-II-8

    Use correct capitalization and punctuation in compound sentences.

  • EN3GAGS-II-9

    Identify discourse markers for a given text type.

    • 1 time order and procedural
    • 2 description
    • 3 explanation

  • EN3CAT-II-1

    Read grade level sentences with appropriate speed, accuracy, and expression.

  • EN3CAT-II-2

    Comprehend stories.

    • 1 Note important elements from stories (characters, setting, events).
    • 2 Sequence at least four to five events.
    • 3 Identify the problem and solution in stories.
    • 4 Infer the character’s feelings and traits.
    • 5 Relate story events to one’s experience.
    • 6 Identify cause and effect of events.
    • 7 Predict possible ending.
    • 8 Give a summary.

  • EN3CAT-II-3

    Comprehend informational texts.

    • 1 Note at least four to five significant details in informational texts.
    • 2 Identify problem and solution.
    • 3 Identify text types.
    • a. time order and procedural
    • b. description
    • c. explanation
    • 4 Draw conclusions.

  • EN3CCT-II-1

    Use common expressions and polite greetings appropriate to a given situation.

  • EN3CCT-II-2

    Use own words in retelling myths, legends, fables, and narrative poems.

  • EN3CCT-II-3

    Express ideas about one’s experiences.

    • 1 regional themes
    • 2 content-specific topics

  • EN3CCT-II-4

    Use basic sight words, high frequency, and content-specific words.

  • EN3CCT-II-5

    Compose texts to react to the character, setting, or events in a story.

  • EN3CCT-II-6

    Compose texts to react to a topic.

  • EN3CCT-II-7

    Make a summary of narrative text.

  • EN3CCT-II-8

    Express ideas using text types.

    • 1 time order and procedural
    • 2 description
    • 3 explanation

Quarter 3

Content standard

The learners demonstrate expanding vocabulary and understanding of high frequency words and content-specific vocabulary; understand and create simple and compound sentences for comprehending, analyzing, creating, and composing texts about national themes and content-specific topics.

Performance standard

The learners use their expanding vocabulary of high-frequency and content-specific words, and simple and compound sentences to comprehend, create, and compose narrative and informational texts about national themes and content- specific topics; and read grade level texts with appropriate speed, accuracy, and expression.

Learning competencies (29)

  • EN3PWS-III-1

    Identify Grade 3 level-appropriate sight words.

  • EN3VWK-III-1

    Identify high-frequency words accurately.

  • EN3VWK-III-2

    Use vocabulary referring to:

    • 1 national themes
    • 2 content-specific topics

  • EN3VWK-III-3

    Use content-specific words.

    • 1 Mathematics (basic symbols and terminologies)
    • 2 Science (basic terminologies)

  • EN3VWK-III-4

    Identify words with different functions.

    • 1 words that label actions (doing words - verbs)
    • 2 words that describe persons, places, things, animals, events, ideas, and emotions (describing words - adjectives)
    • 3 words that replace persons, places, things, animals, events, ideas, and emotions: demonstrative pronouns

  • EN3VWK-III-5

    Identify the synonyms and antonyms of words.

  • EN3VWK-III-6

    Read words correctly for meaning (based on word patterns).

  • EN3VWK-III-7

    Write words legibly and correctly (based on word patterns).

  • EN3VWK-III-8

    Identify roots of high frequency words (nouns, verbs, and adjectives).

  • EN3GAGS-III-1

    Identify sentences and non-sentences.

  • EN3GAGS-III-2

    Use simple sentences to express ideas about national themes.

  • EN3GAGS-III-3

    Use simple sentences with proper intonation (pitch, juncture, rhythm).

  • EN3GAGS-III-4

    Sequence words to represent meaning in simple sentences.

    • 1 telling sentences (declarative)
    • 2 asking sentences (interrogative)
    • 3 commanding and requesting sentences (imperative)
    • 4 exclamatory sentences

  • EN3GAGS-III-5

    Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).

    • 1 telling sentences (declarative)
    • 2 asking sentences (interrogative)
    • 3 commanding and requesting sentences (imperative)
    • 4 exclamatory sentences

  • EN3GAGS-III-6

    Use correct capitalization and punctuation for simple sentences.

    • 1 telling sentences (declarative)
    • 2 asking sentences (interrogative)
    • 3 commanding and requesting sentences (imperative)
    • 4 exclamatory sentences

  • EN3GAGS-III-7

    Identify in a compound sentence:

    • 1 the two independent clauses in a compound sentence
    • 2 the joining word in a compound sentence (coordinating conjunction)
    • 3 the doers and the actions in the two clauses

  • EN3GAGS-III-8

    Use correct capitalization and punctuation in compound sentences.

  • EN3GAGS-III-9

    Identify discourse markers for a given text type.

    • 1 time order and procedural
    • 2 description
    • 3 explanation

  • EN3CAT-III-1

    Read grade level sentences with appropriate speed, accuracy, and expression.

  • EN3CAT-III-2

    Comprehend stories.

    • 1 Note important elements from stories (characters, setting, events).
    • 2 Sequence at least five events.
    • 3 Identify the problem and solution in stories.
    • 4 Infer the character’s feelings and traits.
    • 5 Relate story events to one’s experience.
    • 6 Identify cause and effect of events.
    • 7 Predict possible ending.
    • 8 Give a summary.

  • EN3CAT-III-3

    Comprehend informational texts.

    • 1 Note at least five significant details in informational texts.
    • 2 Identify problem and solution.
    • 3 Identify text types.
    • a. time order and procedural
    • b. description
    • c. explanation
    • 4 Draw conclusions.

  • EN3CCT-III-1

    Use common expressions and polite greetings appropriate to a given situation.

  • EN3CCT-III-2

    Use own words in retelling myths, legends, fables, and narrative poems.

  • EN3CCT-III-3

    Express ideas about one’s experiences.

    • 1 national themes
    • 2 content-specific topics

  • EN3CCT-III-4

    Use basic sight words, high frequency, and content-specific words.

  • EN3CCT-III-5

    Compose texts to react to the character, setting, or events in a story.

  • EN3CCT-III-6

    Compose texts to react to a topic.

  • EN3CCT-III-7

    Make a summary of narrative text.

  • EN3CCT-III-8

    Express ideas using text types.

    • 1 time order and procedural
    • 2 description
    • 3 explanation

Quarter 4

Content standard

The learners demonstrate expanding vocabulary and understanding of high frequency words and content-specific vocabulary; understand and create simple and compound sentences for comprehending, analyzing, creating, and composing texts about national themes and content-specific topics.

Performance standard

The learners use their expanding vocabulary of high-frequency and content-specific words, and simple and compound sentences to comprehend, create, and compose narrative and informational texts about national themes and content- specific topics; and read grade level texts with appropriate speed, accuracy, and expression.

Learning competencies (27)

  • EN3PWS-IV-1

    Identify Grade 3 level-appropriate sight words.

  • EN3VWK-IV-1

    Identify high-frequency words accurately.

  • EN3VWK-IV-2

    Use vocabulary referring to:

    • 1 national themes
    • 2 content-specific topics

  • EN3VWK-IV-3

    Use content-specific words.

    • 1 Mathematics (basic symbols and terminologies)
    • 2 Science (basic terminologies)

  • EN3VWK-IV-4

    Identify words with different functions.

    • 1 words that label actions (doing words - verbs)
    • 2 words that describe persons, places, things, animals, events, ideas, and emotions (describing words - adjectives)

  • EN3VWK-IV-5

    Identify the synonyms and antonyms of words.

  • EN3VWK-IV-6

    Read words correctly for meaning (based on word patterns).

  • EN3VWK-IV-7

    Write words legibly and correctly (based on word patterns).

  • EN3VWK-IV-8

    Identify roots of high frequency words (nouns, verbs, and adjectives).

  • EN3GAGS-IV-1

    Identify sentences and non-sentences.

  • EN3GAGS-IV-2

    Use simple sentences to express ideas about national themes.

  • EN3GAGS-IV-3

    Use simple sentences with proper intonation (pitch, juncture, rhythm).

  • EN3GAGS-IV-4

    Sequence words to represent meaning in simple sentences.

    • 1 telling sentences (declarative)
    • 2 asking sentences (interrogative)
    • 3 commanding and requesting sentences (imperative)
    • 4 exclamatory sentences

  • EN3GAGS-IV-5

    Identify the parts of simple sentences: (who/what, what are they doing, when/where/how).

    • 1 telling sentences (declarative)
    • 2 asking sentences (interrogative)
    • 3 commanding and requesting sentences (imperative)
    • 4 exclamatory sentences

  • EN3GAGS-IV-6

    Use correct capitalization and punctuation for simple sentences.

    • 1 telling sentences (declarative)
    • 2 asking sentences (interrogative)
    • 3 commanding and requesting sentences (imperative)
    • 4 exclamatory sentences

  • EN3GAGS-IV-9

    Identify discourse markers for a given text type.

    • 1 time order and procedural
    • 2 description
    • 3 explanation

  • EN3CAT-IV-1

    Read grade level sentences with appropriate speed, accuracy, and expression.

  • EN3CAT-IV-2

    Comprehend stories.

    • 1 Note important elements from stories (characters, setting, events).
    • 2 Sequence at least five events.
    • 3 Identify the problem and solution in stories.
    • 4 Infer the character’s feelings and traits.
    • 5 Relate story events to one’s experience.
    • 6 Identify cause and effect of events.
    • 7 Predict possible ending.
    • 8 Give a summary.

  • EN3CAT-IV-3

    Comprehend informational texts.

    • 1 Note at least five significant details in informational texts.
    • 2 Identify problem and solution.
    • 3 Identify text types.
    • a. time order and procedural
    • b. description
    • c. explanation
    • 4 Draw conclusions.

  • EN3CCT-IV-1

    Use common expressions and polite greetings appropriate to a given situation.

  • EN3CCT-IV-2

    Use own words in retelling myths, legends, fables, and narrative poems.

  • EN3CCT-IV-3

    Express ideas about one’s experiences.

    • 1 national themes
    • 2 content-specific topics

  • EN3CCT-IV-4

    Use basic sight words, high frequency, and content-specific words.

  • EN3CCT-IV-5

    Compose texts to react to the character, setting, or events in a story.

  • EN3CCT-IV-6

    Compose texts to react to a topic.

  • EN3CCT-IV-7

    Make a summary of narrative text.

  • EN3CCT-IV-8

    Express ideas using text types.

    • 1 time order and procedural
    • 2 description
    • 3 explanation

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