The document outlines a curriculum focused on enhancing literacy and numeracy skills through diverse programs, technology proficiency, and teacher training. It emphasizes the importance of assessment in tailoring instruction to meet students' needs and promoting parent-teacher communication. Grading procedures, including weighted scores for various assessments, are detailed to ensure fair evaluation and facilitate student progress towards academic goals.

1. CURRICULUM

2.  To provide a diverse range of programs and support for
students to emphasize literacy and numeracy.
Train and upgrade teachers the skills in technology
proficiency.
Build capacity in high performance and the learning of
students.

3. We envision students who have full potential and
competitive by providing excellent education which prepare
them to meet challenges, attain through the use of
technology and communicate to the world.

4.  The learners are able to reap the important process,
strategies and appropriate steps using technology.
 To become expert and confident in browsing, exploring
ideas and develop their skills like fostering critically,
creative and collaborative skills.
 The learners can acquire and begin to use source of
information, process and strategies to identify, forms and
express ideas, creativity, clever in writing and constructing
sentences and essay.

5.  Learners will understand and
apply the knowledge of sounds,
letters and words in written
English.
Learners will be able to
comprehend spoken English in
both social and school setting.
 Learners become independent
and fluent readers with
comprehension both for
recreational and academic
purpose.
Learners will be able to speak
English for both social and
school setting.
 How do I figure out a word I
do not know?
 How does fluency affect
comprehension?
 How do readers construct
meaning from text?
 What are the basic, important
process, strategies and
appropriate steps using
technology?
What are the target
standards?
What are the essential
questions?

6. What evidence will show that pupils understand?
What performance tasks or projects are required?
 Completed writing assignments.
 Completed activity sheets.
 Verbal presentation choral – reading.
 Oral presentation based on illustrations.
 Class or group discussion.

7. What other evidences will be used to measure student
success?
 Teacher observation.
 Questioning/Response (Oral and Written).
 Rubrics for the verbal presentations.
 Anecdotal Records.
 Standardized achievement test.

8. What knowledge and skills do student need to own
in order to successfully complete the assessment
tasks?
Students will need to know… Students will need to be able to…
 Handwriting
 Phonological Awareness
 Decoding and word recognition
 Comprehension skills
 Active listening
 basic computer skills
 Use pictures to identify words.
 Find matching words or pictures.
 Find labeled real – life classroom objects.
 Match pictures to phrases/short
sentences.
 String words together to make short
sentences.
 Write symbols and strings of letters
associate with pictures.
 Reproduce familiar words from labeled
models or illustrations.
 Make illustrated notes and cards with
distinct letter combinations.
 Sort pictures or objects according to oral
instructions.
 Match pictures, objects or movements to
oral descriptions.

9. Draw pictures in response to oral
instructions.
 Act out songs and stories using
gestures.
 Describe pictures, classroom objects
or familiar people using simple phrases.
 Repeat sentences from rhymes and
patterned stories.
 Sing repetitive songs and chants.
 Response to questions correctly.
 Navigate computer.

10. What teaching and learning experience will equip students to
demonstrate the targeted understandings?
Letter writing.
 Color and white activity.
 Listening activity.
- Poems on Tape
 Character poem.
 Leisure activities.
- Action Songs
 Pantomime.
 read aloud.
 Cloze activity.

11. The sole purpose of assessment is to help plan instruction around
students’ needs so each student can achieve their academic goals.
Once the students have been taught and independent work has been
completed, it is only then that a grade should be assigned.
In order to assess student learning and understanding, it is essential
that teachers learn how to grade elementary students. Criteria used for
grading should be fair, supported by documentation and clearly
articulated to students and parents.

12.  Grading is complicated and subjective, there
is no right or wrong way to grade your students.
Keep in mind that when students receive a good
grade it can have a positive effect on their
motivation, poor grades have no motivational
value at all. Use the following tips when deciding
upon how you will grade your students:

13. Do include only students achievement when grading.
Do use an I for incomplete not a 0 (zero) that will hurt their average.
Do give students the opportunity to "redo" their mistakes.
Do involve students in the grading process.
Don't reduce marks for being late.
Don't factor in attendance.
Don't include group scores.
Don't grade every single assignment you give students.

14.  A contributing factor to student success is parent-teacher
communication. To help keep parents informed of their
child's' progress use the following means of communication
Weekly or monthly newsletter
Parent/Teacher conference
Samples of students work
Progress reports
Teacher website

17. 1) Formative Assessment
2) Summative Assessment
1) Written Work (WW)
2) Performance Tasks (PT)
3) Quarterly Assessment (QA)

18. Based of Dep-Ed Order 8, s.2015 – Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program all grades will be based on the
weighted score of the learners summative assessments.
The minimum grade to pass a specific learning area is 75 equivalent to C,
which can appear on the Report Card not numerical value but the equivalent level of
proficiency for Quarterly Grades and Final Grades.
Learners from Grades 1 to 6 are graded on Written Work (WW), Performance
Tasks (PT), and Quarterly Assessment (QA) every quarter. These three are given
specific percentage weights that vary according to the nature of the learning area.

19. Componen
ts
Languag
e
AP EsP Science Math MAPEH EPP
Written Work 30% 40% 20%
Performance
Tasks
50% 40% 60%
Quarterly
Assessment
20% 20% 20%

20. The following shows the steps of computing the grades
1. Get the Total score for each component.
Ex.
Learner’s Raw Score Highest Possible Score
Written Work 1 18 20
Written Work 2 18 20
Written Work 3 19 20
Written Work 4 19 20
Written Work 5 19 20
TOTAL 93 100
Learner’s Raw Score Highest Possible Score
Performance Task 1 18 20
Performance Task 2 19 20
Performance Task 3 19 20
Performance Task 4 18 20
Performance Task 5 17 20
TOTAL 93 100
Learner’s Raw Score Highest Possible Score
Quarterly Assessment 40 50

21. 2.. Divide the total raw score by the highest possible score then
multiply the quotient by 100%.
Percentage Score (PS) = ( 93/110) x 100%
PS of Written Work is 93.
Percentage Score (PS) = ( 93/110) x 100%
PS of Written Work is 93.
Percentage Score (PS) = ( 40/50) x 100%
PS of Written Work is 80.
3. Convert Percentage score to weighted scores. Multiply the percentage score by
the weight of the component indicated above.
Written work for English Grade 4 is 30%
Weighted Score (WS) = 93* 0.30
The weighted Score of Written Work is 27.9
Performance Tasks for English Grade 4 is 30%
Weighted Score (WS) = 93* 0.30
The weighted Score of Performance Tasks is 46.5
Quarterly Assessment for English Grade 4 is 30%
Weighted Score (WS) = 93* 0.30
The Weighted Score of Quarterly Assessment is 16.

22. 4. Add the weighted scores for each component. The result will be
the initial Grade.
Component weighted score
Written Work is 27.9
Performance Tasks is 46.5
Quarterly Assessment is 16
Total : 90.4
5. Translate the Initial Grade using Student Progress Chart and its numerical equivalent.
The quarterly Grade in English for the 1st quarter is 90.4 equivalent to A ( Excellent). A is reflected
in the Report Card.

23. Final Grade by learning area – 1st quarter grade + 2nd
quarter grade + 3rd quarter grade + 4th quarter grade / 4
The general average is computed by dividing the sum of all
final grades by the total number of learning areas. Each
learning area has equal weight.
General average = Sum of final grades of all learning areas/
total number of learning areas in a grade level

24. Below are Descriptors, Grading Scale, and Remarks
Letter Grades for Student Progress
DESCRIPTORS GRADING SCALE REMARKS
Outstanding 90 – 100 PASSED
Satisfactory 80 – 89 PASSED
Needs Improvement 75 – 79 PASSED
Unsatisfactory 60 - 74 FAILED
Not Evaluated 0 - 59 FAILED
How are learners promoted or retained at the end of the school year?
A final grade of 75 which is equivalent to C or higher in all learning areas
allows the student to be promoted to the next grade level.

25.  First Grading: Learn the basic of Microsoft Word application.
 Second Grading: Make a vocabulary of words using Microsoft Word.
 Third Grading: Composed letters using Microsoft Word.
 Fourth Grading: Composed stories with pictures using Microsoft Word.
 First Grading: Pronounce high frequency.
Read phrases and sentences with proper intonation.
Read short story given with proper punctuation and pronunciations.
 Second Grading: Read with speed and fluency.
 Third Grading: Construct short story orally with series of pictures presented.
 Fourth Grading: Answer the HOTS questions.

26.  First Grading: Expresses their ideas effectively in formal and informal compositions to fulfill own purposes for writing.
 Second Grading: Spells words with two or more syllables using phonic, semantic, and morphemic expressions.
 Third Grading: Writes legibly in cursive writing.
 Fourth Grading: Communicate effectively in written forms using the correct grammatical structures of English.

27. INTEGRATING ICT IN CLASS