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Senior High Reading & Writing Skills

This document outlines the most essential learning competencies and number of days taught for the subject of Reading and Writing Skills at the senior high school level over two quarters. In Quarter 3, students will compare and contrast texts across disciplines over 8 days, evaluate texts based on organization and language over 8 days, and identify explicit or implicit claims in texts over 16 days. In Quarter 4, students will identify the context of texts over 6 days, explain critical reading over 6 days, formulate evaluative statements and counterclaims about texts over 6 days, and determine textual evidence to support assertions over 10 days. Students will also learn to compose different text types like reviews and reports over 10 days and professional correspondence like resumes over 10 days.

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FLORENTINO BALICUAT
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105 views1 page

Senior High Reading & Writing Skills

This document outlines the most essential learning competencies and number of days taught for the subject of Reading and Writing Skills at the senior high school level over two quarters. In Quarter 3, students will compare and contrast texts across disciplines over 8 days, evaluate texts based on organization and language over 8 days, and identify explicit or implicit claims in texts over 16 days. In Quarter 4, students will identify the context of texts over 6 days, explain critical reading over 6 days, formulate evaluative statements and counterclaims about texts over 6 days, and determine textual evidence to support assertions over 10 days. Students will also learn to compose different text types like reviews and reports over 10 days and professional correspondence like resumes over 10 days.

Uploaded by

FLORENTINO BALICUAT
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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Level : SENIOR HIGH SCHOOL

Subject Group : CORE SUBJECT


Subject : READING AND WRITING SKILLS

No. of Days
Quarter Most Essential Learning Competencies (MELC)
Taught
Quarter 3
Compare and contrast patterns of written texts across disciplines 8
Evaluate a written text based on its properties (organization, coherence and
8
cohesion, language use and mechanics)
Identify claims explicitly or implicitly made in a written text
a. Claim of fact
16
b. Claim of policy
c. Claim of value
Quarter 4
Identify the context in which a text was developed
a. Hypertext 6
b. Intertext
Explain critical reading as reasoning
Formulate evaluative statements about a text read:
a. assertions about the content and properties of a text read; and
b. counterclaims in response to claims made in a text read 6
Determine textual evidence to validate assertions and counterclaims made
about a text read
Identify the unique features of and requirements in composing texts that
are useful across disciplines:
a. Book Review or Article Critique
b. Literature Review 10
c. Research Report
d. Project Proposal
e. Position Paper
Identify the unique features of and requirements in composing professional
correspondence:
a. Resume
10
b. Application for College Admission
c. Application for Employment
d. Various forms of Office Correspondence

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