FINAL OUTPUT

DEVELOPMENT PORTFOLIO
GOAL The learners are expected to make a display portfolio that compiles all of the outputs that the students have done during the semester.
ROLE The Grade 11 learners are tasked to create a display portfolio of their works as a final output for the subject of Reading & Writing Skills.
AUDIENCE St. Nicholas Senior High School in 11th grade.
SITUATION This task is a crucial part of the students learning. This will be the reflection of their learnings in Reading and Writing. They are tasked to make a portfolio to
show not only their works but also their creativity in making their display portfolio.

The display portfolio must be a creative creation of the students, this should include the following works;
 Informations that was organize through graphic organizers and more.
 Essay
 Book Review or Article, Literature Review, Research Report, Project Proposal, Position Paper.
 Resume, Application for college admission, Application for employment
 Reflection Journal that will serve as the first page of the display portfolio.
PRODUCT The Grade 11 learners of St. Nicholas Senior High School produced a display portfolio that contains their works that may help them in understanding and
knowing the things that they should be prepared of in continuing their careers in college.
STANDARD The learners…

 Distinguishes between and among techniques in selecting and organizing information. EN11/12RWS-IIIa-2.1-2.4 (Quarter 1)
- brainstorming list
- graphic organizer
- topic outline
- sentence outline
 Formulates evaluative statements. EN11/12RWS-Ivac-9.1-9.2 (Quarter 2)
 Explains how one’s purpose is a crucial consideration in academic and professional writing. EN11/12RWS-IVdg-11 (Quarter 2)
 Compose texts that are useful across disciplines. EN11/12RWS-IVdg-12.1-12.4 (Quarter 2)
- Book Review or Article
- Literature Review
- Research Report
- Project Proposal
- Position Paper
 Compose professional correspondence. EN11/12RWS-IVhj-13.1-13.4 (Quarter 2)
- Resume
 - Application for College Admission
- Application for Employment
- Various forms of Office Correspondence

PORTFOLIO INTERDISCIPLINARY RUBRIC

Learning Areas Learning Competencies Assessment Strategies based on Learning Competencies and Weight Total
Partially Meets Meets Competency Exceeds Competency Leadership Skill anchored
Competency 86-91% 92-95% on Behavioral Indicators
80-85% 96-100%

Reading & Writing Skills  Distinguishes The learner met the The learner met the The learner demonstrated The learners demonstrated
between and competency, but competency, and the competency at a high commitment, creativity, and
among techniques inconsistently demonstrated the expected level, in terms of quality thoroughly embodies the
in selecting and demonstrated the expected competency. and timeliness of the result/ values of leadership such as
organizing competency. product of the work. The flexibility and
information. learner consistently, in all resourcefulness.
cases, exceeded on the
competency.
 Formulates The learner was able to The learner fully met the The learner demonstrated
evaluative achieve the competency competency. the competency at a level
statements. but some part of it was that exceeds expectations.
unclear.
 Explains how The learner understands The learner was able to The learner fully delivered
one’s purpose is a his/her purpose in writing explains his/her purpose a strong stand on one’s
crucial but is lacking in explaining clearly in crucial purpose as a crucial
consideration in his/her stand. consideration in academic consideration in academic
academic and writing. writing.
professional
writing.
 Compose texts that The learner was able to The learner was able to The learner fully
are useful across compose a text but still compose texts that are understand the purpose and
disciplines. needs further improvement useful across discipline. importance of composing
to fully meet expectation. The goal was consistently texts across disciplines and
achieved. was able to meet beyond
competency.
 Compose The learner was able to The learner was able to The learner consistently
professional compose each type of compose the different type showed great performance
correspondence. professional of professional in writing the different
correspondence but still correspondence and was professional
struggles at some part of able to complete all of it correspondence with
the papers he/she is without struggle. complete and full
writing. achievement on the
expected result.