Grade 4 English

Content standard

The learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension of literary and informational texts, and composing and creating processes; and their receptive and productive skills in order to produce age-appropriate and gender-responsive texts based on one’s purpose, context, and target audience.

Performance standard

The learners apply comprehension of literary and informational texts and produce narrative and expository texts (enumeration-description) based on their purpose, context (mealtimes and birthdays), and target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.

Learning competencies (12)

• EN4LR-I-1

  Comprehend literary texts.

  • 1 noting important elements (story grammar)
  • 2 identifying author's/speaker’s point of view
  • a first person
  • b second person
  • c third person (omniscient)
  • 3 sequencing at least 6 events
  • 4 identifying type of plot: sequential
  • 5 analyzing sound devices: onomatopoeia
  • 6 inferring: setting, theme, genre
  • 7 making predictions: outcomes of events
  • 8 drawing conclusions
  • 9 identifying the main idea
  • 10 summarizing story events
  • 11 differentiating fantasy from reality
  • 12 applying the important story elements to one’s schema: relating story to one’s experiences

• EN4LR-I-2

  Comprehend informational texts.

  • 1 noting important information through outlining (topic, main idea, supporting details): inductive organization (pyramid)
  • 2 identifying text types: enumeration-description
  • 3 identifying author’s purpose
  • a entertain
  • b inform, explain, describe
  • 4 drawing conclusions
  • 5 making a summary

• EN4SW-I-1

  Use words with literal (denotative) and implied (connotative) meanings in sentences.

  • 1 using context clues
  • a synonyms
  • b antonyms
  • 2 using structural analysis
  • a root words
  • b prefixes: un-, in-, il-, ir-, im- mis-, dis-
  • c suffixes: -able, -en, -ful, -ion, -less, -er, -or, -ly, -ible, -ness
  • d compound words

• EN4SW-I-2

  Use tone and mood appropriately for one’s purpose, context, and target audience: informal.

• EN4SW-I-3

  Compose appropriate sentences for clarity and coherence.

  • 1 using subject-verb agreement
  • a number of nouns: regular
  • b kinds of nouns: mass, count
  • c subject pronouns: personal
  • 2 using kinds of verbs: action
  • a using tenses of verbs simple past future
  • 3 present
  • 4 using active and passive voices
  • 5 using adjectives: descriptive/qualitative or attributive
  • 6 composing complex sentences

• EN4SW-I-4

  Produce text with introduction, body, and conclusion in conveying idea: using introduction, body, and conclusion.

• EN4SW-I-5

  Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose, context, and target audience.

  • 1 using text types
  • a narrative
  • b enumeration-description
  • 2 using friendly letters (e.g., excuse, invitation, gratitude, etc.)

• EN4SW-I-6

  Use appropriate non-verbal cues for clarity of context, purpose, and meaning.

  • 1 using facial expressions
  • 2 using gestures

• EN4VR-I-1

  Identify visual elements.

  • 1 using lines
  • a straight
  • b diagonal and zigzag
  • c thin, thick, broken, and dotted

• EN4VR-I-2

  Derive meaning based on the visual elements.

  • 1 interpreting lines, shapes, and colors used to convey meaning
  • 2 interpreting images/ideas that are explicitly used to influence viewers (symbolism)
  • 3 identifying the purpose of the visual text

• EN4VR-I-3

  Identify real or make-believe, fact or non-fact images.

• EN4VR-I-4

  Identify multimedia elements: text (headlines, subtitles, slogans).

Content standard

The learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension of literary and informational texts, and composing and creating processes; and their receptive and productive skills in order to produce age-appropriate and gender-responsive texts based on their purpose, context, and target audience.

Performance standard

The learners apply comprehension of literary and informational texts and produce narrative and expository texts (enumeration-description, time order: chronology and procedural) based on their purpose, context (christenings and weddings), and target audience using simple, compound, and complex sentences, and age-appropriate and gender- sensitive language.

Learning competencies (12)

• EN4LR-II-1

  Comprehend literary texts.

  • 1 noting important elements (story grammar)
  • 2 identifying author's/speaker’s point of view
  • a first person
  • b second person
  • c third person (omniscient)
  • 3 sequencing at least 6 events
  • 4 identifying type of plot: sequential
  • 5 analyzing sound devices
  • a onomatopoeia
  • b alliteration
  • 6 inferring: setting, theme, genre
  • 7 making predictions: outcomes of events
  • 8 drawing conclusions
  • 9 identifying the main idea
  • 10 summarizing story events
  • 11 differentiating fantasy from reality
  • 12 applying the important story elements to one’s schema: relating story to one’s experiences

• EN4LR-II-2

  Comprehend informational texts. noting important information through outlining (topic, main idea, supporting details): inductive 1 organization (pyramid) identifying text types a enumeration-description 2 b time order: chronology c time order: procedural identifying author’s purpose 3 a entertain b inform, explain, describe 4 drawing conclusions 5 making a summary

• EN4SW-II-1

  Use words with literal (denotative) and implied (connotative) meanings in sentences.

  • 1 using context clues
  • a synonyms
  • b antonyms
  • 2 using structural analysis
  • a root words
  • b prefixes: non-, anti-, de-, mal-, sub-, a-, under-
  • c suffixes: -dom, -ity/-ty, -ment, -ship, -wise, -al, -age, -ious/-ous

• EN4SW-II-2

  Use tone and mood appropriately for one’s purpose, context, and target audience: informal.

• EN4SW-II-3

  Compose appropriate sentences for clarity and coherence.

  • 1 using subject-verb agreement subject pronouns
  • a number of nouns: regular
  • b kinds of nouns: mass, count
  • c personal
  • a indefinite using tenses of verbs simple past future
  • 2 using kinds of verbs: action
  • 3 present
  • 4 using active and passive voices
  • 5 using adjectives: quantitative/numeral
  • 6 composing complex sentences

• EN4SW-II-4

  Produce text with introduction, body, and conclusion in conveying ideas: using introduction, body, and conclusion.

• EN4SW-II-5

  Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose, context, and target audience.

  • 1 using text types
  • a narrative
  • b enumeration-description
  • c time order: chronology
  • d time order: procedural
  • 2 using friendly letters (e.g., excuse, invitation, gratitude, etc.)

• EN4SW-II-6

  Use appropriate non-verbal cues for clarity of context, purpose, and meaning.

  • 1 using facial expressions
  • 2 using gestures

• EN4VR-II-1

  Identify visual elements.

  • 1 using shapes
  • a geometric
  • b organic
  • c abstract

• EN4VR-II-2

  Derive meaning based on the visual elements.

  • 1 interpreting lines, shapes, and colors used to convey meaning
  • 2 interpreting images/ideas that are explicitly used to influence viewers (symbolism)
  • 3 identifying the purpose of the visual text

• EN4VR-II-3

  Identify real or make-believe, fact or non-fact images.

• EN4VR-II-4

  Identify multimedia elements: text (headlines, subtitles, slogans).

Content standard

The learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and inferential comprehension of literary and informational texts, and composing and creating processes; and apply their receptive and productive skills in order to produce culture-specific texts based on their purpose, context, and target audience.

Performance standard

The learners apply literal and inferential comprehension of literary and informational texts and produce culture-specific narrative and expository texts (time order: chronology and procedural, recount) based on their purpose, context (funerals and symposia), and target audience using simple, compound, and complex sentences, and age-appropriate and gender- sensitive language.

Learning competencies (12)

• EN4LR-III-1

  Comprehend literary texts.

  • 1 noting important elements (story grammar)
  • 2 identifying author's/speaker’s point of view
  • a first person
  • b second person
  • c third person (omniscient)
  • 3 sequencing at least 6 events
  • 4 identifying type of plot: sequential
  • 5 analyzing sound devices
  • a onomatopoeia
  • b alliteration
  • c assonance
  • 6 analyzing figures of speech to get and clarify meaning: simile
  • 7 inferring: setting, theme, genre
  • 8 making predictions: outcomes of events
  • 9 drawing conclusions
  • 10 identifying the main idea
  • 11 summarizing story events
  • 12 differentiating fantasy from reality
  • 13 applying the important story elements to one’s schema: relating story to one’s experiences

• EN4LR-III-2

  Comprehend informational texts. noting important information through outlining (topic, main idea, supporting details): inductive 1 organization (pyramid) identifying text types a time order: chronology 2 b time order: procedural c recount identifying author’s purpose 3 a entertain b inform, explain, describe 4 drawing conclusions 5 making a summary distinguishing fact from opinion (statements of facts, opinions, and fact-based statements of 6 opinion)

• EN4SW-III-1

  Use words with literal (denotative) and implied (connotative) meanings in sentences.

  • 1 using context clues
  • a definition
  • b exemplification
  • 2 using structural analysis
  • a root words
  • b prefixes: re-, ex-, super-, inter-, intra-, mid-
  • c suffixes: noun-forming suffixes

• EN4SW-III-2

  Use tone and mood appropriately for one’s purpose, context, and target audience: informal.

• EN4SW-III-3

  Compose appropriate sentences for clarity and coherence.

  • 1 using subject-verb agreement
  • a number of nouns: irregular
  • b kinds of nouns: collective, concrete, abstract
  • 2 subject pronouns possessive using kinds of verbs
  • c indefinite
  • a action
  • b Helping
  • a using tenses of verbs simple past future
  • 3 present
  • 4 using active and passive voices
  • 5 using adjectives
  • a degrees of regular adjectives
  • b degrees of irregular adjectives
  • 6 composing complex sentences

• EN4SW-III-4

  Produce text with introduction, body, and conclusion in conveying ideas: using introduction, body, and conclusion.

• EN4SW-III-5

  Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose, context, and target audience.

  • 1 using text types
  • a narrative
  • b time order: chronology
  • c time order: procedural
  • d recount
  • 2 using friendly letters (e.g., excuse, invitation, gratitude, etc.)

• EN4SW-III-6

  Use appropriate non-verbal cues for clarity of context, purpose, and meaning.

  • 1 using facial expressions
  • 2 using gestures
  • 3 using eye contact
  • 4 using haptics

• EN4VR-III-1

  Identify visual elements: using colors (general meaning of colors)

• EN4VR-III-2

  Derive meaning based on the visual elements.

  • 1 interpreting lines, shapes, and colors used to convey meaning
  • 2 interpreting images/ideas that are explicitly used to influence viewers (symbolism)
  • 3 identifying the purpose of the visual text

• EN4VR-III-3

  Identify real or make-believe, fact or non-fact images.

• EN4VR-III-4

  Identify multimedia elements: graphics (photographs, drawings, graphs, illustrations, icons, etc.).

Content standard

The learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and inferential comprehension of literary and informational texts, and composing and creating processes; and apply their receptive and productive skills in order to produce culture-specific texts based on their purpose, context, and target audience.

Performance standard

The learners apply literal and inferential comprehension of literary and informational texts and produce culture-specific narrative and expository texts (recount) based on their purpose, context (national holidays), and target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.

Learning competencies (13)

• EN4LR-IV-1

  Comprehend literary texts.

  • 1 noting important elements (story grammar)
  • 2 identifying author's/speaker’s point of view
  • a first person
  • b second person
  • c third person (omniscient)
  • 3 sequencing at least 6 events events
  • 4 identifying type of plot: sequential
  • 5 analyzing sound devices
  • a onomatopoeia
  • b alliteration
  • c assonance
  • d consonance
  • 6 analyzing figures of speech to get and clarify meaning
  • a simile
  • b metaphor
  • 7 inferring: setting, theme, genre
  • 8 making predictions: outcomes of events
  • 9 drawing conclusions
  • 10 identifying the main idea
  • 11 summarizing story events
  • 12 differentiating fantasy from reality
  • 13 applying the important story elements to one’s schema: relating story to one’s experiences

• EN4LR-IV-2

  Comprehend informational texts.

  • 1 noting important information through outlining (topic, main idea, supporting details): inductive organization (pyramid)
  • 2 identifying text types: recount
  • 3 identifying author’s purpose
  • a entertain
  • b inform, explain, describe
  • 4 drawing conclusions
  • 5 making a summary
  • 6 distinguishing fact from opinion (statements of facts, opinions, and fact-based statements of opinion)

• EN4SW-IV-1

  Use words with literal (denotative) and implied (connotative) meanings in sentences.

  • 1 using context clues
  • a definition
  • b exemplification
  • 2 using structural analysis prefixes
  • a root words
  • b pre-, post-, semi-, over-, fore-, trans-
  • c suffixes: adjective-forming suffixes uni-, mono-, bi-, tri-, quad-, multi-, poly-

• EN4SW-IV-2

  Use tone and mood appropriately for one’s purpose, context, and target audience: informal.

• EN4SW-IV-3

  Compose appropriate sentences for clarity and coherence.

  • 1 using subject-verb agreement subject pronouns
  • a number of nouns: irregular
  • b kinds of nouns: collective, concrete, abstract
  • c possessive
  • 2 demonstrative using kinds of verbs
  • a Action
  • b helping
  • c linking (and sense)
  • a using tenses of verbs simple past future
  • 3 present
  • 4 using active and passive voices
  • 5 using adjectives: series (quality, size, shape, color)
  • 6 composing complex sentences

• EN4SW-IV-4

  Produce text with introduction, body, and conclusion in conveying ideas: using introduction, body, and conclusion.

• EN4SW-IV-5

  Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose, context, and target audience.

  • 1 using text types
  • a narrative
  • b recount
  • 2 using friendly letters (e.g., excuse, invitation, gratitude, etc.)

• EN4SW-IV-6

  Use appropriate non-verbal cues for clarity of context, purpose, and meaning.

  • 1 using facial expressions
  • 2 using gestures
  • 3 using eye contact
  • 4 using haptics

• EN4VR-IV-1

  Identify visual elements: using space (three-dimensional, four-dimensional, and proportional).

• EN4VR-IV-2

  Derive meaning based on the visual elements.

  • 1 interpreting lines, shapes, and colors used to convey meaning
  • 2 interpreting images/ideas that are explicitly used to influence viewers (symbolism)
  • 3 identifying the purpose of the visual text

• EN4VR-IV-3

  Identify real or make-believe, fact or non-fact images.

• EN4VR-IV-4

  Create a visual text drawn from visual elements learned.

• EN4VR-IV-5

  Identify multimedia elements: graphics (photographs, drawings, graphs, illustrations, icons, etc.).