4th Grade English Matatag

# Mastering the MATATAG English Curriculum: A Comprehensive Guide for Grade 4 Educators

## Introduction: Embracing the MATATAG Revolution in Philippine Education

The Philippine basic education system is undergoing a significant transformation with the introduction of the MATATAG Curriculum, a landmark reform by the Department of Education (DepEd). Launched in August 2023, MATATAG is a direct and decisive response to a well-documented learning crisis. National and international assessments, including the 2018 Programme for International Student Assessment (PISA) which placed the Philippines lowest in reading comprehension, and a 2022 World Bank report indicating that 91% of ten-year-old Filipinos could not read simple text, highlighted the urgent need for change. [1] [2] The previous K-12 curriculum was identified as a primary contributor, its congested nature overwhelming both teachers and students and hindering the mastery of fundamental skills. The MATATAG Curriculum aims to rectify this by decongesting learning content and sharpening the focus on essential competencies.

At the heart of this reform is the vision of “Bansang Makabata, Batang Makabansa” – a nation for children, and children for the nation. This powerful tagline encapsulates the reciprocal duty between the country and its youth, emphasizing the development of learners who are not only academically proficient but also deeply rooted in their national identity. [2] This comprehensive guide is designed specifically for Grade 4 English teachers, providing the essential knowledge, pedagogical strategies, and practical tools necessary to navigate and excel in implementing this new, transformative curriculum. As educators on the front lines, your role is pivotal in bringing the MATATAG vision to life in every classroom.

The implementation of MATATAG is taking place in a systematic, phased approach. The first phase, which began in School Year 2024-2025, includes Kindergarten, Grade 1, Grade 4, and Grade 7. [2] This strategic rollout allows for careful monitoring, adjustment, and support as the curriculum is gradually introduced across all grade levels. By 2027-2028, the MATATAG Curriculum will be fully implemented throughout the K-10 system, marking a complete transformation of basic education in the Philippines. For Grade 4 teachers, this means you are among the pioneers of this reform, and your experiences and insights will shape its future trajectory.

## The Four Pillars of MATATAG: A Framework for Holistic Education

The MATATAG Curriculum is built upon four foundational pillars, which collectively form a framework for a more holistic, relevant, and effective education. These pillars guide the design of all learning areas and instructional approaches, ensuring that the development of the learner is balanced and comprehensive. The name MATATAG itself is a powerful Filipino word meaning “sturdy” or “resilient,” and it also serves as an acronym for these four core principles.

Understanding and internalizing these four pillars is the first step for any educator preparing to teach the MATATAG curriculum. They represent a shift from a purely content-driven approach to one that nurtures the whole child, preparing them not just for academic success but for a life of active, responsible, and engaged citizenship. The **Makabansa** pillar, for instance, is not just about teaching history or civics; it is about weaving Filipino identity into every lesson, whether through the stories we choose, the examples we use, or the values we model. The **Matao** pillar reminds us that education is fundamentally about people, and that every child deserves to feel seen, heard, and valued in the classroom. The **Mahas** pillar challenges us to move beyond rote learning and to equip students with the skills they need to navigate an increasingly complex world. And the **Matatag** pillar calls on us to build not just knowledge, but character—the resilience and adaptability that will serve students throughout their lives.

## Deconstructing the Grade 4 English MATATAG Curriculum

One of the most significant changes introduced by the MATATAG Curriculum is the decongestion of learning content. With a reduction of over 70% in the number of learning competencies, the curriculum allows for a deeper and more meaningful exploration of essential skills. [2] This “less is more” approach moves away from rote memorization and towards genuine mastery. For Grade 4 English, this means a sharpened focus on the foundational skills that underpin all future learning: literacy and numeracy, with a particular emphasis on developing effective communication skills in the English language.

The curriculum is carefully structured to ensure both vertical and horizontal alignment. **Vertical alignment** means that the skills learned in Grade 4 build directly upon those from Grade 3 and seamlessly prepare students for the challenges of Grade 5. For example, if students in Grade 3 learned to identify the main idea of a paragraph, Grade 4 students will extend this skill to identifying the main idea of a multi-paragraph text and supporting it with evidence. **Horizontal alignment** ensures that the concepts and skills taught in English are reinforced and applied in other subject areas, such as Science and Araling Panlipunan, creating a more integrated and coherent learning experience. When students write an informational report in Science, they are applying the writing skills they learned in English. When they analyze a historical document in Araling Panlipunan, they are using the reading comprehension strategies taught in English class.

The official DepEd Curriculum Guide for Grade 4 English provides a detailed breakdown of the specific learning competencies for each quarter, serving as the primary roadmap for instruction. [3] This guide is an essential resource for every Grade 4 English teacher, as it outlines not only what students should learn, but also provides guidance on how to teach it. The guide emphasizes the integration of the four language macro-skills—listening, speaking, reading, and writing—with the addition of viewing and representing as critical 21st-century skills. It also highlights the importance of using authentic texts and real-world contexts to make learning more relevant and engaging for students.

## Core Competency 1: Viewing and Representing – Developing Visual Literacy

In our increasingly digital and media-saturated world, the ability to critically analyze and interpret visual information is no longer a secondary skill—it is a fundamental component of literacy. The MATATAG curriculum recognizes this by placing a strong emphasis on “Viewing and Representing.” This competency moves beyond simply looking at pictures; it involves teaching students to deconstruct images, understand their purpose, and create their own visual representations to communicate ideas effectively.

Key components of this competency include analyzing visual elements such as lines, shapes (geometric, organic, and abstract), and colors to understand how they create meaning and evoke emotion. A critical aspect is teaching students to distinguish between fact and fiction in visual media by analyzing whether an image depicts a real, factual event or a make-believe, imagined one. Furthermore, students learn to identify and understand the purpose of various multimedia elements, including slogans, subtitles, and headings, which are prevalent in both print and digital texts.

Classroom activities can include analyzing the symbolism in national emblems, such as the Philippine flag or the coat of arms, to understand how visual elements convey meaning and values. Students might compare and contrast the effectiveness of different public service announcement posters on topics like road safety or environmental conservation, evaluating which design choices make the message more compelling. Another engaging activity is creating storyboards to plan a narrative, which requires students to think visually about how to sequence events and convey emotion through images. Teachers can also use advertisements, infographics, and even social media posts as texts for analysis, helping students become more critical consumers of the visual information that surrounds them daily.

This excellent video by Teacher Aika provides a clear and engaging introduction to the concepts of viewing and representing, making it a valuable resource for both teachers and students. The video demonstrates how to guide students through the process of analyzing visual elements and distinguishing between real and make-believe images, using examples that are culturally relevant and age-appropriate.

## Core Competency 2: Comprehending Literary Texts – Building Story Grammar

While visual literacy is crucial, the ability to comprehend written texts remains the cornerstone of English language education. The MATATAG curriculum enhances this skill by focusing on “story grammar”—the ability to understand the structure and key elements of a narrative. This is achieved through the practice of “noting details,” which involves training students to actively seek answers to the fundamental questions of who, what, where, when, why, and how as they read.

Teachers are encouraged to explicitly teach the core elements of a story: the **Title** and **Author**, the **Setting** (time and place), the **Plot** (the sequence of events, including beginning, middle, and end), the **Point of View** from which the story is told, the **Genre** (e.g., fantasy, realism, folktale), and the **Theme** or central message. To enrich this understanding, the curriculum also introduces literary devices such as **simile** (a comparison using “like” or “as”), **alliteration** (the repetition of initial consonant sounds), **assonance** (the repetition of vowel sounds), and **onomatopoeia** (words that imitate sounds).

A particularly effective strategy is to use culturally relevant materials, such as Philippine folktales like “The Story of the Rainbow” or “The Magic Bahag,” which not only teach comprehension skills but also reinforce the *Makabansa* pillar by connecting students to their cultural heritage. These stories provide rich opportunities for discussion about Filipino values, traditions, and beliefs. Teachers can also use contemporary Philippine children’s literature, which offers diverse characters and settings that reflect the experiences of Filipino children today. By using texts that students can relate to, teachers make reading more engaging and meaningful, fostering a love of literature that will last a lifetime.

Teacher Aika’s video on noting important details provides a practical demonstration of how to teach story grammar using engaging examples, making it another indispensable tool for the Grade 4 classroom. The video breaks down the process of identifying story elements in a clear, step-by-step manner, and provides examples of how to use graphic organizers to help students organize their thinking.

## Effective Instructional Strategies for the MATATAG Classroom

The shift in the MATATAG curriculum requires a corresponding shift in instructional practices. Moving away from teacher-centered lectures, the curriculum calls for more student-centered, inquiry-based approaches. The **5E Model** (Engage, Explore, Explain, Elaborate, Evaluate) is an excellent framework for structuring lessons that foster curiosity and deep understanding. For example, an English lesson might begin by **engaging** students with a mysterious picture (Viewing), allowing them to **explore** its details in small groups, then coming together to **explain** their interpretations, after which the teacher can **elaborate** on concepts like mood and tone, and finally **evaluate** their understanding by having them create their own captioned image.

**Differentiated instruction** is also critical to fulfilling the *Matao* (People-Centered) pillar. This means providing multiple pathways for students to access content and demonstrate their learning. In an English class, this could involve offering a choice of reading materials at different difficulty levels, providing sentence starters for writing assignments, or allowing students to present their understanding through a drawing, a skit, or a written summary. Teachers can also differentiate by process, allowing students to work independently, in pairs, or in small groups depending on their learning preferences. Differentiation is not about lowering expectations; it is about providing the support and scaffolding that each student needs to reach high standards.

**Project-based learning** is another powerful strategy, allowing students to integrate various language skills (reading, writing, speaking, viewing) in the context of a meaningful, real-world task, such as creating a class newsletter or a short documentary about a community issue. For instance, students might work in groups to research a local environmental problem, interview community members, write articles, design graphics, and present their findings to the class or even to the school community. This type of learning is highly engaging because it gives students a sense of purpose and agency, and it allows them to see the real-world relevance of the skills they are learning.

**Collaborative learning** is also emphasized in the MATATAG framework. By working together, students learn to communicate effectively, negotiate meaning, and build on each other’s ideas. Activities like literature circles, where small groups of students read and discuss a book together, or peer editing sessions, where students provide feedback on each other’s writing, are excellent ways to foster collaboration. Teachers should create a classroom culture that values cooperation over competition, where students see their classmates as resources and partners in learning.

## Integrating Technology and Digital Literacy

In the 21st century, literacy extends beyond reading and writing to include digital literacy—the ability to find, evaluate, create, and communicate information using digital technologies. The MATATAG curriculum recognizes the importance of preparing students for a digital world, and encourages the integration of technology into English language instruction. This does not mean simply using technology for the sake of using it; rather, it means using technology strategically to enhance learning and develop critical digital skills.

Teachers can use digital tools to support reading comprehension, such as e-books with built-in dictionaries or audiobooks that allow students to listen while they read. They can use online platforms for collaborative writing, where students can work together on a document in real-time, providing feedback and making revisions. They can use multimedia creation tools to have students produce digital stories, podcasts, or videos that demonstrate their understanding of a text or topic. Teachers can also teach students how to conduct effective online research, how to evaluate the credibility of online sources, and how to cite their sources properly.

However, it is important to remember that technology is a tool, not a replacement for good teaching. The focus should always be on the learning objectives and the needs of the students. Technology should be used to enhance engagement, provide access to diverse resources, and develop 21st-century skills, but it should not overshadow the fundamental importance of human interaction, critical thinking, and creative expression.

## Assessment in the MATATAG Framework

Assessment in the MATATAG curriculum is not merely about grading; it is about gathering information to improve teaching and learning. The framework calls for a balanced approach that utilizes both formative and summative assessments. **Formative assessments** are ongoing, informal checks for understanding that happen during the learning process (e.g., exit tickets, think-pair-share, observation). They provide immediate feedback that allows teachers to adjust their instruction in real-time. For example, if a teacher notices through an exit ticket that many students are struggling with identifying the theme of a story, they can plan to reteach that concept in the next lesson using a different approach.

**Summative assessments**, such as end-of-unit projects or quarterly exams, evaluate what students have learned over a longer period. These assessments provide a snapshot of student achievement and can be used to measure progress towards learning goals. However, summative assessments should not be the only measure of student learning. The MATATAG framework emphasizes the importance of using a variety of assessment methods to get a more complete picture of what students know and can do.

A key feature is the emphasis on **performance-based tasks**, which assess students’ ability to apply their knowledge and skills in authentic contexts. Instead of just answering multiple-choice questions about grammar, a student might be asked to write a persuasive letter to the school principal or deliver a short oral presentation on a topic they researched. These tasks are more meaningful because they require students to use language in real-world ways, and they provide teachers with richer information about student learning.

The use of clear **rubrics** is essential for evaluating these tasks objectively and providing students with specific, actionable feedback on how they can improve. A rubric should clearly define the criteria for success and describe what performance looks like at different levels (e.g., beginning, developing, proficient, advanced). When students understand the criteria for success, they can take more ownership of their learning and work towards specific goals. Teachers should share rubrics with students before they begin a task, and even involve students in creating or revising rubrics, which helps them develop metacognitive skills and a deeper understanding of quality work.

## Fostering a Love of Reading and Writing

Beyond the specific competencies and skills outlined in the curriculum, one of the most important goals of English language education is to foster a lifelong love of reading and writing. This is not something that can be taught directly; rather, it is cultivated through creating a classroom environment that values and celebrates literacy. Teachers can do this by creating a classroom library with a diverse collection of books that reflect the interests and experiences of their students. They can set aside time each day for independent reading, allowing students to choose books that they are genuinely interested in. They can read aloud to their students, modeling fluent reading and sharing their own enthusiasm for books.

Teachers can also encourage writing by providing opportunities for students to write for authentic purposes and audiences. Instead of just writing essays for the teacher, students can write letters to pen pals, create stories for younger students, or contribute articles to a class blog. When students see that their writing has a real purpose and a real audience, they are more motivated to write and to write well. Teachers should also create a supportive environment where students feel safe to take risks and make mistakes. Writing is a process, and it takes time and practice to develop. By providing constructive feedback and celebrating effort and growth, teachers can help students develop confidence as writers.

## Conclusion: Becoming a MATATAG-Ready English Educator

The MATATAG Curriculum represents a bold and necessary step towards building a more effective and equitable education system in the Philippines. For Grade 4 English teachers, it is an invitation to embrace a new role as facilitators of learning, guiding students to become not just proficient users of the English language, but also critical thinkers, creative communicators, and proud, resilient Filipinos. The journey requires a commitment to understanding the curriculum’s foundational pillars, a willingness to adopt new instructional strategies, and a dedication to continuous professional development and collaboration with colleagues.

By focusing on mastery over memorization, integrating skills with culturally relevant content, and nurturing the whole child, you can empower your students with the communication skills and strength of character they need to thrive. The task is significant, but the reward—a generation of competent, patriotic, and resilient young citizens—is immeasurable. You are at the forefront of this educational revolution, and your passion and expertise are the keys to its success.

As you embark on this journey, remember that you are not alone. The DepEd provides a wealth of resources, including curriculum guides, lesson exemplars, and professional development modules, to support you in implementing the MATATAG curriculum. [1] [3] Connect with your fellow teachers, share your experiences, and learn from each other. Embrace the challenges and celebrate the successes. Together, we can build a brighter future for all Filipino children.

## References

[1] Department of Education. (n.d.). *MATATAG Curriculum*. Retrieved from https://www.deped.gov.ph/matatagcurriculumk147/

[2] MATATAG Curriculum Official Website. (2026). *Deped Matatag Curriculum*. Retrieved from https://matatagcurriculum.ph/

[3] Department of Education. (n.d.). *MATATAG English Curriculum Guide G4 and 7*. Retrieved from https://www.deped.gov.ph/wp-content/uploads/MATATAG-ENGLISH-CG-G4-and-7.pdf

[4] Teacher Aika. (2023). *MATATAG ENGLISH 4 Grade 4 Quarter 1 Lesson 1 Viewing and Representing* [Video]. YouTube. https://www.youtube.com/watch?v=gDmC02PuAUU

[5] Teacher Aika. (2023). *MATATAG Grade 4 English 4 Quarter 3 Lesson 1 Noting Important Details of a Story* [Video]. YouTube. https://www.youtube.com/watch?v=l_1LA3ucp8k