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Consolidated Least Learning Competencies in English

This document outlines the consolidated least learned competencies in English for high school students in the Philippines across four quarters. For each grade level from 7 to 10, it identifies the competencies that students struggled with the most in each quarter and describes the technical assistance and home visitation interventions provided to address these least learned competencies.

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Judy Nel Plesing
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48 views2 pages

Consolidated Least Learning Competencies in English

This document outlines the consolidated least learned competencies in English for high school students in the Philippines across four quarters. For each grade level from 7 to 10, it identifies the competencies that students struggled with the most in each quarter and describes the technical assistance and home visitation interventions provided to address these least learned competencies.

Uploaded by

Judy Nel Plesing
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CONSOLIDATED LEAST LEARNING COMPETENCIES IN ENGLISH

(HIGHSCHOOL)
INTERVENTION
LEAST LEARNED COMPETENCIES TECHINICAL
GRADE CONDUCTED TO
ASSISTANCE
LEVEL ADDRESS THE
PROVIDED
QUARTER 1 QUARTER 2 LLC’S
 Use phrases, clauses,  Use analogy to describe Giving another Home Visitation
and sentences or make a point; set of activities
appropriately and  Transcode information
meaningfully; from linear to non-
VII  Use appropriate reading linear texts and vice-
strategies to meet one’s versa;
purpose (e.g. scanning,
skimming, close reading,
etc.).
 Identify and use signals  Compare and contrast Giving another Home Visitation
that indicate coherence own opinions with set of activities
(e.g. additive - also, those presented in
moreover; causative - as familiar texts;
a result, consequently;  Recognize positive and
conditional/ negative messages
concessional - conveyed in a text;
otherwise, in that case,
however; sequential - to
VIII begin with, in
conclusion; clarifying -.
For instance, in fact, in
addition);
 Use a range of verbs,
adjectives and adverbs
to convey emotional
response or reaction to
an issue to persuade;
 Use conditionals in  Make connections Giving another Home Visitation
expressing arguments; between texts to set of activities
 Employ the appropriate particular social issues,
communicative styles concerns, or
for various situations dispositions in real life;
(intimate, casual,  Analyse literature as a
IX conversational, means of understanding
consultative, frozen); unchanging values in
the VUCA (volatile,
uncertain, complex,
ambiguous) world;
 Evaluate and make  Deliver a prepared or Giving another Home Visitation
judgements about a impromptu talk on an set of activities
range of texts using a issue employing the
set of criteria e.g. techniques in public
comparing arguments speaking;
on the same topic,  Compose texts which
X critiquing a short story; include multimodal
 Evaluate spoken texts elements;
using given criteria, e.g.
fluency, tone, cohesion,
correctness;

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