ALS RPL Form 4

L EARNER ’ S C HECKLIST OF C OMPETENCIES

Name of Learner: _______________________________ Community Learning Center: _____________________________

Level: BLP Name of Learning Facilitator: _____________________________
Directions: Here is a checklist of competencies. Please tick () the column (A, B, C, or D) that best matches your learning goals.

Learning Goals
(Layunin sa Pagkatuto)
A B C D Learning Facilitator’s Remarks
Competencies I can do this but
want to learn
I want to learn
this but not now (Puna)
I can do this I want to learn
more (Gusto kong
(Kakayahan) well
(Maaari ko
(Maaari ko itong how to do this mapag-aralan ito
(Gusto kong
gawin ngunit ngunit hindi pa
itong gawin) mapag-aralan ito)
nais na malaman muna sa
ang higit pa) ngayon)

LS 1: Communication Skills-English
Identify the letters (symbols and sounds) of the alphabet.
Write letters of the alphabet and numbers correctly in writing information
about
• oneself
• names of other family members
• one’s and other people’s address
• birth dates and other dates important to the family
• numbers 1 to 99 (See Learning Strand 2 –Numeracy skills)
Show understanding of simple phrases, spoken slowly with frequent
repetitions in the language to be acquired in day-to-day listening
occasions:
• Conversations
• Telephone calls
• Religious leaders' sermons/homilies/preaching
• Formal and informal discussions of people on the streets, market
place, etc.
• Radio and television programs
• Radio and television ads
• Radio and television interviews
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Use basic words accurately in the language to be acquired

Write simple words legibly, accurately, and neatly
Identify common sight words in a paragraph.
Recognize common sight words / DOLCH
Show understanding of conversations containing some familiar and
unfamiliar vocabulary in the language being acquired
Use everyday expressions correctly in appropriate situations
Show understanding of phrases containing familiar vocabulary in
different contexts in the language being acquired
Show understanding of most conversations in the language being
acquired (not necessarily all the details if the subject is unfamiliar)
"Listen in order to recount accurately specific details of informative oral
messages:
• Conversations
• Formal and informal discussions
• Telephone Calls
• Religious leader’s sermons/ homilies/ preaching
• Announcements
• Radio and Television Ads"
Show understanding and appreciation of conversation containing some
familiar and unfamiliar vocabulary by:
• keeping eyes focused on the speaker, and
• responding to what the speaker says and does through verbal and
non-verbal cues.
Show understanding and respect for ideas and feelings of others by
responding appropriately, e.g.
• concentrating on the person speaking.
• showing interest in others’ spoken opinions
• interpreting correctly the meaning of a speaker’s tone of voice
• interpreting what a speaker has said.
Participate actively in conversations like the following using appropriate
expressions.
• Face-to-face conversations in the home, workplace and community
• Telephone conversation
• Extending/accepting an invitation

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• Buying/shopping
Use appropriate expressions in reacting to social situations such as:
• happy events in family life
Write correctly and clearly for personal purposes.
Show understanding of oral messages:
• meant to inform, e.g., radio and TV programs, ads, newscasts;
• meant to entertain, e.g., talk shows, soap opera, movies; and
• meant to give directions (Do-it-yourself-materials):
- games
- recipes
- projects
Show understanding of information from different oral sources:
• Newscast,
• Radio broadcast
• Weather forecast
State messages taken from different types of materials.
• Short stories
• Parables
• Folk songs
• Proverbs
• Fables
• Folktales
• Myths
• Poems
• Legends
• Advertisements
Show understanding and respect for ideas and feelings of others
by responding appropriately, e.g.,
• concentrating on the person speaking
• showing interest in others’ spoken opinions
• interpreting correctly the meaning of a speaker’s tone of voice
(include cultural differences/ sensitivity)
• interpreting what a speaker has said."
Respond appropriately to ideas and feelings of others through verbal
and non-verbal means.
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• Nodding of one’s head

• Smiling, frowning and opening the eyes when surprised
• Raising an eyebrow
• Showing concentration on the person speaking
• Showing interest in others’ spoken opinions
• Interpreting correctly the meaning of a speaker’s tone of voice
• Paraphrasing what a speaker has said
Interpret verbal or nonverbal cues in conversation or oral presentations
such as tone of voice, facial expression or body language
Interpret properly auditory signals for warnings or survival messages.
• Ringing of church bells, etc.
• Fire alarm
• Typhoon signals
Relay correctly messages, commentaries, news accounts,
announcements heard.
• Weather forecast
• Survival messages such as typhoon signals, fire alarms, ringing of
church bells, etc.
• News reports
• Advertisements
• Government rules, regulations, laws, etc.
Follow oral instructions/directions in everyday life situations such as:
• traveling to a destination
• using organic fertilizers/compost making
• selecting inexpensive but nutritious food
• protecting the environment (see Learning Strand II)
• using a recipe as a guide to food preparation
• performing simple experiments (see LS II).
Sequence steps in the activities or the events in written materials,
• Preparing land for planting
• Following recipe
Follow simple written directions related to various household or work
activities such as:
• medicine labels and instructions for use
• sanitation labels (waste management/segregation)
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• recipes
Listen attentively and critically to radio and television broadcasts to
keep abreast of current issues/happenings in the world:
• family conflict (relationship among family members, inheritance)
• family planning
Present an oral summary of an oral or written message that is concise,
complete, accurate and original.
Summarize orally:
• the main points in a meeting
Ask and answer questions correctly
Ask questions using markers correctly, e.g., who, what, how, why
Ask questions related to everyday urgent inquiries, e.g., locating places
and people, purchasing items in the market
Ask/answer questions related to current issues presented in:
• home/family discussions/conversations
• community assemblies
• TV/radio program encouraging audience participation
Ask concise direct questions on familiar and some unfamiliar subjects.
Respond appropriately to questions in given situations e.g. everyday
situations and activities e.g. economic-livelihood, socio cultural
activities, health problems
Use basic grammar correctly in the language being acquired.
Use appropriate vocabulary in expressing one’s ideas and feelings in:
• ordinary conversations
Use written language to express one’s ideas and feelings clearly and
appropriately
Adjust one’s words, rate of speaking and volume of voice to suit the
topic, audience and situation
Interpret simple written sentences, e.g., sentences whose contents are
related to:
• immediate needs
• specific activities in the community or workplace
Interpret important points in commonly found written materials in the
household, workplace or community.
• Work-related documents such as contracts, pay slips, bank forms,

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government documents, application for license

• Election-related documents and processes (i.e. application, voting
procedures)
• Property-related documents and processes (e.g. land/property deed of
sales)
Interpret properly simple common written messages, signs, symbols,
words and phrases related to immediate needs or which are commonly
used at work or in the community
Write simple sentences to:
• introduce oneself, e.g., I am ____________.
• tell something about members of the family
• tell something about their community (ex. Signage/ reminders,
garbage and environmental concerns)
(intended for youth and adult learners; consider contextualization)
Write legibly, neatly and accurately in filling out forms.
• Bank forms (deposit, withdrawal, loan)
• Commission on Election (COMELEC) forms (registration, voters ID,
sample ballots)
• Personal Forms (e.g. Bio Data, School Forms, Contest/ Raffle Forms)
• Survey forms
• Government Forms for Personal Identification (PSA, Postal, Driver’s
License, Hospital Forms)
• Business Forms (BIR, Brgy and Municipal Permits, DTI)
• Application Forms (BIR, Brgy and Municipal Permits, DTI)
LS 1: Communication Skills-Filipino
Naipapahayag ang ideya/kaisipan/damdamin/reaksyon nang may
wastong tono, diin, bilis, antala at intonasyon
Nababasa ang usapan, tula, talata, kuwento nang may tamang bilis,
diin, tono, antala at ekspresyon
Nasasagot ang mga tanong tungkol sa napakinggang pabula
Nakapagtatanong tungkol sa isang larawan
Nagagamit ang magalang na pananalita sa angkop na sitwasyon
pagpapakilala ng sarili
Nasasabi ang mensaheng nais ipabatid ng nabasang pananda
patalastas, babala o paalala
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Naiuulat nang pasalita ang mga naobserbahang pangyayari sa

paaralan
Napagyayaman ang talasalitaan sa pamamagitan ng pagbubuo ng mga
salita gamit ang mga pantig
Nababasa ang mga salitang batayan
Napagsusunod-sunod ang mga pangyayari sa napakinggang kuwento
sa tulong ng mga larawan
Napagsusunod-sunod ang mga pangyayari ng kuwentong napakinggan
batay sa pangungusap
Nababasa ang mga salita gamit ang palatandaang konpigurasyon
larawan
Naibibigay ang paksa ng talatang napakinggan
Nasisipi ang mga salita mula sa huwaran
Naipapahayag ang sariling ideya/damdamin o reaksyon tungkol sa
napakinggang sa kuwento
Nababaybay nang wasto ang mga salitang may tatlo o apat na pantig
natutunan sa aralin
Natutukoy ang ugnayan ng teksto at larawan
Nakasusulat nang may wastong baybay, bantas, gamit ng malaki at
maliit na letra upang maipaha yag ang ideya, damdamin o reaksyon sa
isang paksa o isyu sa pangungusap
Nakabubuo ng mga tanong matapos mapakinggan ang kuwento
Naiuulat nang pasalita ang mga naobserbahang pangyayari sa loob ng
silid-aralan
Nakikilala ang mga tunog na bumubuo sa pantig ng mga salita
Natutukoy ang mga salitang magkakatugma
Nasasabi ang pagkakatulad o pagkakaiba ng mga pantig/salita
Nababasa ang mga salita gamit ang palatandaang konpigurasyon
tunay na bagay
Nasasagot sa mga tanong tungkol sa napakinggang tugma/tula
Nakapagbibigay ng mga salitang magkakatugma
Napapalitan at nadadagdagan ang mga tunog upang makabuo ng
bagong salita
Natutukoy ang kahulugan ng salita batay sa kasingkahulugan
Nakapagbibigay ng sariling hinuha sa napakinggang teksto
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Natutukoy ang mahahalagang detalye kaugnay ng paksang

napakinggan
Naiuulat nang pasalita ang mga napanood na palabas sa telebisyon
Natutukoy ang kahulugan ng salita batay sa kasalungat
Naipapahayag ang sariling ideya/damdamin o reaksyon tungkol sa
napakinggang tekstong pang-impormasyon
Naisasalaysay muli ang napakinggang teksto
Nagagamit ang magalang na pananalita sa angkop na sitwasyon tulad
ng pagpa pakilala ng ibang kasapi ng pamilya
Nasasabi ang mensaheng nais ipabatid, babala o paalala
Natutukoy ang mga salitang magkakatugma
Nababasa ang mga salita gamit ang palatandaang konpigurasyon
Nababaybay nang wasto ang mga salitang may tatlo o apat na pantig
Naisusulat nang may wastong baybay at bantas ang salita/
pangungusap na ididikta
Nababasa ang mga salitang nautuhan sa aralin at sa ibang asignatura
Nakapagbibigay ng mga salitang magkakatugma
Nababaybay nang wasto ang mga natutuhang salita mula sa mga
aralin
LS 3: Mathematical and Problem-Solving Skills
Read whole numbers
Read one-digit whole numbers
Read two- and three-digit whole numbers
Read symbols/numbers of 4- to 6- digit whole numbers
Write whole numbers
Write numbers of one-digit whole numbers
Write two- and three-digit whole numbers
Write numbers/symbols of 4- to 6- digit whole numbers
Identify numbers
Identify numbers 0–20 ( Kindergarten level)
Identify numbers up to 100 with emphasis on numbers 21– 100 (Grade
1)
Identify numbers from 0–1000 with emphasis on 101–1000
Translate numbers/symbols into words or vice-versa
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Translates symbols/numbers into words of one-digit whole numbers or

vice-versa
Translates two- and three-digit whole numbers into words or symbols,
or vice-versa
Represents numbers using variety of materials
Represents numbers from 0–20 (Kindergarten level)
Represents numbers from 0–100
Represents numbers from 101–1000 using variety of materials
Counts and groups objects:
Reads and writes money values (pesos and centavos)
Compares values of different denominations of Philippine coins and
paper bills using the relation symbols: >, < or =
Ordinal numbers
Compares whole numbers using >, < and = symbols
Reads and writes ordinal numbers (1st, 2nd, 3rd up to 10th) in a given
set and use them to rank sets of objects
Uses ordinal numbers to rank sets of objects in everyday life
Use of correct mathematical symbols (+, -, x, ¸,<, >, =) in solving simple
mathematical problems
Composes and decomposes a given number .e.g., 5 is 5 and 0; 4 is 1
and 3, and 2 and 2; and 3, 1, and 4, 0, and 5
Adds and subtracts 1- and 2-digit whole numbers without regrouping,
e.g.:
Represents and solves routine and nonroutine problems involving
subtraction of whole numbers including money with minuends up to 99
with and without regrouping using appropriate problem-solving
strategies and tools
Identifies plane figures, e.g., triangle, square, rectangle, circle.
Describes geometric shapes at home and workplace; e. g. shape of
furniture, shape of the roof
Shows appreciation of indigenous measurement technologies used by
different cultures, e.g.:
Uses indigenous measures to estimate the volume of objects, e.g.
Estimates mass/weight by lifting and by comparing familiar objects
considering the shape, diameter, and height of other containers to
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determine if the seller gives the right amount of materials for the money
paid
Explains the meaning of mass/weight and its practical application
Compares weights using standard and indigenous measures; e.g.,
1cavan of rice equivalent to 50 kilos is also equal to 20 gantas
Interprets temperature in daily life activities, e.g., boiling water, ice
water, weather, by using appropriate devices such as a thermometer
Identifies ways to save/reduce water and electricity consumption
Demonstrates knowledge and skill in understanding time and the
calendar
Tells and writes time by hour, half-hour, and quarter-hour using analog
clock
Reads and records the time of the day
Uses knowledge of time to solve simple problems
Uses a calendar to determine days, weeks, months, and years
(including number of days in a week, weeks in a month, months in a
year, weeks in a year, days in a year, years in a decade/century, etc.)
Uses estimation skills in working with quantities, measurements,
computations, and problems solving in everyday life
Determines when an estimate is appropriate
Determines an estimate’s level of accuracy
Collects and records data
Records data and systematically arranges these in a table

_________________________________ __________________________________
(Learner’s Signature over Printed Name) (Learning Facilitator’s Signature over Printed Name)
Date: ____________________________ Date: _____________________________

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