Grade 5 English

Content standard

The learners demonstrate their expanding vocabulary knowledge as used in formal and informal situations; growing knowledge of grammatical structures; literal, inferential, and critical comprehension of literary and informational texts; and developing skills in composing and creating text in order to produce culture-appropriate texts based on their purpose, context, and target audience.

Performance standard

The learners apply literal, inferential, and critical comprehension of literary and informational texts and produce culture- appropriate texts: narrative and expository texts (explanation, news report) 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 (15)

• EN5LR-I-1

  Comprehend literary texts.

  • 1 noting important elements (story grammar)
  • 2 sequencing at least 7 events
  • 3 identifying type of plot: sequential
  • 4 analyzing sound devices
  • a onomatopoeia
  • b alliteration
  • c assonance
  • d consonance
  • 5 analyzing figures of speech to get and clarify meaning
  • a simile
  • b metaphor
  • c personification
  • 6 inferring: character's feelings and traits
  • 7 making predictions: character's possible decision/action
  • 8 drawing conclusions
  • 9 identifying the main idea
  • 10 summarizing story events
  • 11 applying the important story elements to one’s schema: evaluating possibility of an event happening in real life

• EN5LR-I-2

  Comprehend informational texts.

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

• EN5SW-I-1

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

  • 1 using context clues: analogy
  • 2 using structural analysis
  • a suffixes: verb-forming suffixes
  • 3 using general references (print and online): dictionary

• EN5SW-I-2

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

• EN5SW-I-3

  Compose appropriate sentences for clarity and coherence. using subject-verb agreement a kinds of nouns: collective, concrete, abstract 1 subject pronouns b demonstrative Relative using kinds of verbs a helping 2 b linking (and sense) c Transitive using tenses of verbs progressive 3 present a past future 4 using adjectives: series (determiner, quantity, quality, size, shape, color) 5 using adverbs: manner 6 composing compound-complex sentences

• EN5SW-I-4

  Produce text with introduction, body, and conclusion in conveying ideas: giving relevant information on a given topic.

• EN5SW-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 explanation
  • c news report
  • 2 using friendly letters (e.g., excuse, invitation, gratitude, etc.)

• EN5SW-I-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
  • 5 using posture
  • 6 using proxemics and blocking

• EN5SW-I-7

  Fill out forms accurately.

  • 1 personal data forms
  • 2 school forms

• EN5VR-I-1

  Identify visual elements: using layout (margin, grid, header, slide bar).

• EN5VR-I-2

  Derive meaning based on the visual elements.

  • 1 interpreting tone and mood (colors, space, layout, directionality)
  • 2 identifying the purpose of the visual text
  • 3 analyzing how visual elements contribute to the meaning of a text
  • 4 interpreting images/ideas that are explicitly used to influence viewers
  • a stereotypes on age and gender
  • b stereotypes on socio-economic status

• EN5VR-I-3

  Evaluate cultural appropriateness of visual elements.

• EN5VR-I-4

  Create a visual text drawn from visual elements learned.

• EN5VR-I-5

  Identify multimedia elements: audio (dialogue, recorded narration, music, sound effects).

• EN5VR-I-6

  Derive meaning for multimedia elements learned: identifying the author’s purpose.

Content standard

The learners demonstrate their expanding vocabulary knowledge as used in formal and informal situations; growing knowledge of grammatical structures; literal, inferential, and critical comprehension of literary and informational texts; and developing skills in composing and creating text in order to produce culture-appropriate texts based on their purpose, context, and target audience.

Performance standard

The learners apply literal, inferential, and critical comprehension of literary and informational texts and produce culture- appropriate texts: narrative and expository texts (explanation, news report) based on their purpose, context (Ramadan), and target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.

Learning competencies (15)

• EN5LR-II-1

  Comprehend literary texts.

  • 1 noting important elements (story grammar)
  • 2 sequencing at least 7 events
  • 3 identifying type of plot: sequential
  • 4 analyzing figures of speech to get and clarify meaning
  • a simile
  • b metaphor
  • c personification
  • d hyperbole
  • 5 inferring: character's feelings and traits
  • 6 making predictions: character's possible decision/action
  • 7 drawing conclusions
  • 8 identifying the main idea
  • 9 summarizing story events
  • 10 applying the important story elements to one’s schema: evaluating possibility of an event happening in real life

• EN5LR-II-2

  Comprehend informational texts.

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

• EN5SW-II-1

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

  • 1 using context clues
  • a analogy
  • b appositive
  • 2 using structural analysis
  • a suffixes: adverb-forming suffixes
  • 3 using general references (print and online): glossary

• EN5SW-II-2

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

• EN5SW-II-3

  Compose appropriate sentences for clarity and coherence. using subject-verb agreement a kinds of nouns: possessive, compound 1 subject pronouns b relative reflexive 2 using kinds of verbs a helping b linking (and sense) c transitive using tenses of verbs progressive 3 present a past future using adverbs 4 a time b place 5 using complement: noun 6 composing compound-complex sentences

• EN5SW-II-4

  Produce text with introduction, body, and conclusion in conveying ideas: giving relevant information on a given topic.

• EN5SW-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 explanation
  • c news report
  • 2 using friendly letters (e.g., excuse, invitation, gratitude, etc.)

• EN5SW-II-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
  • 5 using posture
  • 6 using proxemics and blocking

• EN5SW-II-7

  Fill out forms accurately.

  • 1 personal data forms
  • 2 school forms

• EN5VR-II-1

  Identify visual elements: using directionality (linear, overlapping shapes).

• EN5VR-II-2

  Derive meaning based on the visual elements.

  • 1 interpreting tone and mood (colors, space, layout, directionality)
  • 2 identifying the purpose of the visual text
  • 3 analyzing how visual elements contribute to the meaning of a text
  • 4 interpreting images/ideas that are explicitly used to influence viewers
  • a stereotypes on age and gender
  • b stereotypes on socio-economic status

• EN5VR-II-3

  Evaluate cultural appropriateness of visual elements.

• EN5VR-II-4

  Create a visual text drawn from visual elements learned.

• EN5VR-II-5

  Identify multimedia elements: audio (dialogue, recorded narration, music, sound effects).

• EN5VR-II-6

  Derive meaning for multimedia elements learned: identifying the author’s purpose.

Content standard

The learners demonstrate their expanding vocabulary knowledge as used in formal and informal situations; growing knowledge of grammatical structures; literal, inferential, and critical comprehension of literary and informational texts; and developing skills in composing and creating text in order to produce culture-appropriate texts based on one’s purpose, context, and target audience.

Performance standard

The learners apply literal, inferential, and critical comprehension of literary and informational texts and produce culture- appropriate texts: narrative and expository texts (explanation, news report) based on their purpose, context (Chinese New Year), and target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.

Learning competencies (14)

• EN5LR-III-1

  Comprehend literary texts.

  • 1 noting important elements (story grammar)
  • 2 sequencing at least 7 events
  • 3 identifying type of plot: flashback
  • 4 analyzing figures of speech to get and clarify meaning
  • a metaphor
  • b personification
  • c hyperbole
  • 5 inferring: character's feelings and traits
  • 6 making predictions: character's possible decision/action
  • 7 drawing conclusions
  • 8 identifying the main idea
  • 9 summarizing story events
  • 10 applying the important story elements to one’s schema: evaluating possibility of an event happening in real life

• EN5LR-III-2

  Comprehend informational texts.

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

• EN5SW-III-1

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

  • 1 using context clues
  • a analogy
  • b appositive
  • c general gist/sense
  • 2 using general references (print and online): thesaurus

• EN5SW-III-2

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

• EN5SW-III-3

  Compose appropriate sentences for clarity and coherence.

  • 1 using subject-verb agreement
  • a kinds of nouns: possessive, compound
  • b subject pronouns: reflexive
  • 2 using kinds of verbs
  • a linking (and sense)
  • b transitive
  • 3 using tenses of verbs
  • 4 progressive
  • a present past future using adverbs
  • a frequency
  • b intensity
  • 5 using complement
  • a noun
  • b pronoun
  • 6 composing compound-complex sentences

• EN5SW-III-4

  Produce text with introduction, body, and conclusion in conveying ideas: giving relevant information on a given topic.

• EN5SW-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 explanation
  • c news report
  • 2 using friendly letters (e.g., excuse, invitation, gratitude, etc.)

• EN5SW-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
  • 5 using posture
  • 6 using proxemics and blocking

• EN5SW-III-7

  Fill out forms accurately.

  • 1 bank forms
  • 2 composite/government forms

• EN5VR-III-1

  Derive meaning based on the visual elements.

  • 1 interpreting tone and mood (colors, space, layout, directionality)
  • 2 identifying the purpose of the visual text
  • 3 analyzing how visual elements contribute to the meaning of a text
  • 4 interpreting images/ideas that are explicitly used to influence viewers
  • a stereotypes on age and gender
  • b stereotypes on socio-economic status

• EN5VR-III-2

  Evaluate cultural appropriateness of visual elements.

• EN5VR-III-3

  Create a visual text drawn from visual elements learned.

• EN5VR-III-4

  Identify multimedia elements: video (clip, film, tv ads, slide show, etc.).

• EN5VR-III-5

  Derive meaning for multimedia elements learned: identifying the author’s purpose.

Content standard

The learners demonstrate their expanding vocabulary knowledge as used in formal and informal situations; growing knowledge of grammatical structures; literal, inferential, and critical comprehension of literary and informational texts, and developing skills in composing and creating text in order to produce culture-appropriate texts based on one’s purpose, context, and target audience.

Performance standard

The learners apply literal, inferential, and critical comprehension of literary and informational texts and produce culture- appropriate texts: narrative and expository texts (explanation, news report) based on their purpose, context (Indigenous People and regional celebrations), and target audience using simple, compound, and complex sentences, and age- appropriate and gender-sensitive language.

Learning competencies (15)

• EN5LR-IV-1

  Comprehend literary texts.

  • 1 noting important elements (story grammar)
  • 2 sequencing at least 7 events
  • 3 identifying type of plot: flashback
  • 4 analyzing figures of speech to get and clarify meaning
  • a personification
  • b hyperbole
  • 5 inferring: character's feelings and traits
  • 6 making predictions: character's possible decision/action
  • 7 drawing conclusions
  • 8 identifying the main idea
  • 9 summarizing story events
  • 10 applying the important story elements to one’s schema: evaluating possibility of an event happening in real life

• EN5LR-IV-2

  Comprehend informational texts.

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

• EN5SW-IV-1

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

  • 1 using context clues
  • a analogy
  • b general gist/sense
  • c punctuation
  • 2 using general references (print and online): encyclopedia

• EN5SW-IV-2

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

• EN5SW-IV-3

  Compose appropriate sentences for clarity and coherence. 1 using kinds of verbs: transitive using tenses of verbs progressive 2 present a past future using adverbs 3 a degrees of regular adverbs b degrees of irregular adverbs using complement a noun 4 b pronoun c adjective 5 composing compound-complex sentences

• EN5SW-IV-4

  Produce text with introduction, body, and conclusion in conveying ideas: giving relevant information on a given topic.

• EN5SW-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 explanation
  • c news report
  • 2 using friendly letters (e.g., excuse, invitation, gratitude, etc.)

• EN5SW-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
  • 5 using posture
  • 6 using proxemics and blocking

• EN5SW-IV-7

  Fill out forms accurately.

  • 1 bank forms
  • 2 composite/government forms

• EN5VR-IV-1

  Derive meaning based on the visual elements.

  • 1 interpreting tone and mood (colors, space, layout, directionality)
  • 2 identifying the purpose of the visual text
  • 3 analyzing how visual elements contribute to the meaning of a text
  • 4 interpreting images/ideas that are explicitly used to influence viewers
  • a stereotypes on age and gender
  • b stereotypes on socio-economic status

• EN5VR-IV-2

  Evaluate cultural appropriateness of visual elements.

• EN5VR-IV-3

  Create a visual text drawn from visual elements learned.

• EN5VR-IV-4

  Identify multimedia elements: video (clip, film, tv ads, slide show, etc.).

• EN5VR-IV-5

  Derive meaning for multimedia elements learned: identifying the author’s purpose.

• EN5VR-IV-6

  Create a multimedia text drawn from multimedia elements learned.