MATATAG Paaralan JAMOOG ES Baitang ONE

K to 10 Curriculum Pangalan ng Guro JANE L. BALLICUD Asignatura READING & LITERACY

Weekly Lesson Log Petsa at Oras ng 8:40-9:20 AM Markahan Kwarter 2/ Ikaapat na Linggo
Pagtuturo

Unang Araw Ikalawang Araw Ikatlong Araw Ikaapat na Araw

I. NILALAMAN, MGA PAMANTAYAN, AT MGA KASANAYANG PAMPAGKATUTO NG KURIKULUM
The learners demonstrate ongoing development in decoding high frequency words and content-specific vocabulary; understand
A. Pamantayang
and create simple sentences in getting and expressing meaning about one’s school and everyday topics (narrative and
Pangnilalaman
informational).
The learners use their developing word knowledge in automatically recognizing sight words; decode high frequency words and
B. Pamantayan sa
content-specific vocabulary and use them to express ideas; and narrate personal experiences with one’s school and content-
Pagganap
specific topics.
C. Mga Kasanayang RL1PWS-II-1. Produce RL1PWS-II-1. Produce the RL1PWS-II-1. Produce the RL1PWS-II-1. Produce the
Pampagkatuto the sound of the letters sound of the letters of sound of the letters of L1. sound of the letters of
of L1. L1. RL1PWS-II-2. Identify the L1.
RL1PWS-II-2. Identify the RL1PWS-II-2. Identify the letters in L1. RL1PWS-II-2. Identify the
letters in L1. letters in L1. RL1PWS-II-3. Isolate letters in L1.
RL1PWS-II-3. Isolate RL1PWS-II-3. Isolate sounds (consonants and RL1PWS-II-3. Isolate
sounds (consonants and sounds (consonants and vowels) in a word sounds (consonants and
vowels) in a word vowels) in a word (beginning and/or vowels) in a word
(beginning and/or (beginning and/or ending). (beginning and/or
ending). ending). RL1PWS-II-4. Substitute ending).
RL1PWS-II-4. Substitute RL1PWS-II-4. Substitute individual sounds in RL1PWS-II-4. Substitute
individual sounds in individual sounds in simple words to make individual sounds in
simple words to make simple words to make new words. simple words to make
new words. new words. RL1PWS-II-5. Sound out new words.
RL1PWS-II-5. Sound out RL1PWS-II-5. Sound out words accurately. RL1PWS-II-5. Sound out
words accurately. words accurately. RL1VWK-II-1. Use words accurately.
RL1VWK-II-1. Use RL1VWK-II-1. Use vocabulary referring to RL1VWK-II-1. Use
vocabulary referring to vocabulary referring to self, family, school, vocabulary referring to
self, family, school, self, family, school, community, and self, family, school,
community, and community, and environment. community, and
environment. environment. environment.
RL1VWK-II-2. Identify
RL1VWK-II-2. Identify RL1VWK-II-2. Identify words with different RL1VWK-II-2. Identify
words with different words with different functions: naming words. words with different
functions: naming functions: naming words. RL1VWK-II-3. Read high- functions: naming words.
words. RL1VWK-II-3. Read high- frequency words RL1VWK-II-3. Read high-
RL1VWK-II-3. Read high- frequency words accurately for meaning. frequency words
frequency words accurately for meaning. RL1VWK-II-5. Write words accurately for meaning.
accurately for meaning. RL1VWK-II-5. Write words legibly and correctly. RL1VWK-II-5. Write words
RL1VWK-II-5. Write legibly and correctly. RL1BPK-II-3. Recognize legibly and correctly.
words legibly and RL1BPK-II-3. Recognize proper eye movement RL1BPK-II-3. Recognize
correctly. proper eye movement skills in reading: proper eye movement
RL1BPK-II-3. Recognize skills in reading: a. left to right skills in reading:
proper eye movement a. left to right b. top to bottom a. left to right
skills in reading: b. top to bottom c. return sweep b. top to bottom
a. left to right c. return sweep RL1CCT-II-1. Narrate c. return sweep
b. top to bottom LC. Read sentences with one’s personal LC. Read sentences with
c. return sweep appropriate speed, experiences. appropriate speed,
RL1CCT-II-1. Narrate accuracy, and a. oneself and family accuracy, and
one’s personal expression. b. school expression.
experiences. RL1CAT-II-1. c. community RL1CAT-II-1.
a. oneself and family Comprehend stories. Comprehend stories.
b. school a. Note important details a. Note important details
c. community in stories (character, in stories (character,
setting, and events). setting, and events).
b. Sequence events in b. Sequence events in
stories. stories.
c. Infer the character's c. Infer the character's
feelings and traits. feelings and traits.
e. Relate story events to e. Relate story events to
one’s experience. one’s experience.
RL1CAT-II-2. RL1CAT-II-2.
Comprehend Comprehend
informational text. informational text.
a. Note significant details a. Note significant details
in informational texts in informational texts
(list and describe). (list and describe).

RL1CCT-II-1. Narrate RL1CCT-II-1. Narrate

one’s personal one’s personal
experiences. experiences.
a. oneself and family a. oneself and family
b. school b. school
c. community c. community
RL1CCT-II-4. Respond RL1CCT-II-4. Respond
 creatively to texts creatively to texts
(myths, legends, fables, (myths, legends, fables,
and narrative poems). and narrative poems).
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
the learners can: the learners can: the learners can: the learners can:

 Identify and produce

Identify target sounds
  Identify and produce  Identify target sounds
the sound of the
in a word: m, a, s, i, o, the sound of letter Dd. in a word: m, a, s, i, o,
letter ng. e, b, u, t, k, l, y, n, g,  Identify words that e, b, u, t, k, l, y, n, g,
 Identify words that
r, p, and ng. begin with /d/ r, p, ng, and d.
begin with /ng/.
 Blend the individual  Write the big and  Blend the individual
 Write the big and
sounds in the word by small letter Dd. sounds in the word by
small letter Ng ng.
focusing on the  Identify the individual focusing on the
 Identify the following letters: m, a, sounds in the word by following letters: m, a,
individual sounds in
s, i, o, e, b, u, t, k, l, y, focusing on the s, i, o, e, b, u, t, k, l, y,
the word by focusing
n, g, r, p, and ng. following letters: m, a, n, g, r, p, ng, and d.
on the following
 Read high-frequency s, i, o, e, b, u, t, k, l, y,  Read high-frequency
letters: m, a, s, i, o,
words accurately for n, g, r, p, ng, and d. words accurately for
e, b, u, t, k, l, y, n, g,
meaning.  Blend the individual meaning.
r, p, and ng.
 Read sentences with sounds in the word by  Read sentences with
D. Mga Layunin
 Blend the individual
appropriate speed, focusing on the appropriate speed,
sounds in the word
accuracy, and following letters: accuracy, and
by focusing on the
expression. m,a,s,i,o,e,b,u,t,k,l,y,n, expression.
following letters: m,
 Note important g, r, p, ng, and d.  Compare characters
a, s, i, o, e, b, u, t, k,
details in story read:  Spell words using in the story by noting
l, y, n, g, r, p, and ng.
characters, settings, target letters: m, a, s, important character
 Spell words using
and events i, o, e, b, u, t, k, l, y, n, details.
target letters: m, a,
 Retell the story g, r, p, ng, and d.  Relate story events to
s, i, o, e, b, u, t, k, l,
following the correct  Follow proper eye one's experience.
y, n, g, r, p, and ng.
sequence of events. movement from left to  Follow proper eye
 Follow proper eye
 Relate story events to right and top to movement from left
movement from left
one's experience. bottom during to right and top to
to right and top to
 Follow proper eye reading. bottom during
bottom during movement from left reading.
reading. to right and top to
bottom during
reading.
II. NILALAMAN/PAKSA Letter Ng Letter Ng Letter Dd Letter Dd
III. MGA KAGAMITANG PANTURO AT PAMPAGKATUTO
 A. Sanggunian Unang Hakbang sa Unang Hakbang sa Unang Hakbang sa Fulgencio, M. V. (2022).
Pagbasa 1 - Tagalog Pagbasa 1 - Tagalog Pagbasa 1 - Tagalog Ang kambal na sina Ding
(Primer), Kagamitan ng (Primer), Kagamitan ng (Primer), Kagamitan ng at Dong.
Guro sa Pagtuturo Guro sa Pagtuturo Guro sa Pagtuturo
(Teacher’s Guide) at (Teacher’s Guide) at (Teacher’s Guide) at https://bloomlibrary.org/
Kagamitan ng Mag-aaral Kagamitan ng Mag-aaral Kagamitan ng Mag-aaral ABCPhilippines/ABCPhili
(Learner’s Material) (Learner’s Material (Learner’s Material) ppines-Tagalog-Filipino-
GMRC anchor for the Grade1/book/LHWsfRFak
week: Helpful; Helping E
hands create happy
hearts Unang Hakbang sa
Pagbasa 1 - Tagalog
(Primer), Kagamitan ng
Guro sa Pagtuturo
(Teacher’s Guide) at
Kagamitan ng Mag-aaral
(Learner’s Material)
B. Iba pang Pictures of words that Flashcards of target Pictures of words that Flashcards of target
Kagamitan start with Nn words start with Nn words

Flashcards of letters: Picture of the target Flashcards of letters: Picture of the target
m,a,s,i,o,e,b,u,t,k,l,y,n, words. m,a,s,i,o,e,b,u,t,k,l,y,n, g, words.
g, r, p, and ng. r, p, ng, and d.

Flashcards and pictures Flashcards and pictures of

of target words target words
IV. MGA PAMARAANG PANTURO AT PAMPAGKATUTO
Bago Ituro ang Aralin
Panimulang Gawain Review Game: Encourage Review Game: Instruct the
Reinforce letter learners to jot down the Engage learners in letter learners to write the
recognition with sounds they hear, either practice by employing designated letter either
learners by utilizing on their individual papers flashcards featuring the on their own paper or on
flashcards featuring the or on the board. Instruct letters m, a, s, i, o, e, b, u, the board, and then
letters m, a, s, i, o, e, b, them to verbalize the t, k, l, y, n, g, r, p, and ng. prompt them to read the
u, t, k, l, y, n, g, r, and p. corresponding letters Encourage learners to words formed.
Prompt learners to and count the total actively participate by
actively participate by number of sounds. stating both the letter’s Say: Magbabanggit ako
providing both the name name and providing a ng mga letra. Isulat sa
and sound associated Say: Magbabanggit ako word that starts with that inyong papel na mga
with each displayed ng mga tunog. Isulat ang letter. letrang aking
letter. titik ng tunog na aking babanggitin at basahin
babanggitin at basahin Preparation ang salitang nabuo.
Preparation ang salitang nabuo. Model how to read the Pagkatapos, ipalakpak
Have a quick picture- Ibigay ang mga titik riddle below. After that, ang mga pantig. Makinig
taking session with the (spell). Ibigay din ang invite them to read with kayong mabuti.
learners. Ask them to bilang ng mga tunog. you. Halimbawa:
smile: “Smile!” Makinig kayong mabuti. /s/…/u/…/g/…/a/…/t/
Halimbawa: Hayop na maliit
Show them the picture /ng/…/u/…/s/…/o/ Tawag ay bubuwit (Isusulat ng mga bata
taken or a picture of a Kapag hinabol ng pusa ang mga titik sa pisara o
child smiling. (Isusulat ng mga bata Takbo ay sa lungga sa papel.) Ano ang
ang mga titik sa pisara o salitang mabubuo? Ilang
Ano ang nakikita niyo sa sa papel.) Ano ang Ano ang sagot? pantig ang mayroon sa
larawan? salitang mabubuo? salita?
(Nguso) Ilang tunog ang
Ask learners what the aking binanggit? Mga salita:
person/s in the picture Ding braso
is/are doing. Ask them Mga salita: Dong balisa
to give a describing Nganga ilong kambal sarili
word for the picture. nguya pango tamad nanay
Write on the board: ngiti ngipin nginig Daga maglinis naglaro
banga pisngi nagkamot
Ano ang unang tunog Ask: Ano ang nakikita
ng salitang ngiti? /Ng/ niyo sa larawan? Ilarawan After this, write all the
Anong titik ito? ang daga. words on the board and
model how to read them
Connect with the lesson and guide learners in
in Language: Ihalintulad reading them as well.
ang daga sa pusa. Ano
ang kanilang Discuss the meaning of
pagkakapareho at the words.
pagkakaiba?
Ask: Batay sa mga
Ano ang unang tunog ng listahan ng mga salita,
salitang daga? /d/ tungkol sa ano kaya ang
Anong titik ito? kwento?

Encourage learners to
predict what will happen
 in the story based on the
words.
Gawaing Paglalahad ng Affirm the responses of Say, “Sa araw na ito, Affirm the responses of Say, “Sa araw na ito,
Layunin ng Aralin the learners to the magbabasa tayo ng the learners to the magbabasa tayo ng
question about “ngiti” maikling kuwento. question about “daga” maikling kuwento.
and say, “Ang pag- Gagamitin natin ang mga and say, “Ang pag- Gagamitin natin ang mga
aaralan natin ngayong letrang atin nang aaralan natin ngayong letrang atin nang
araw ay ang titik ng–ang natutunan upang araw ay ang titik d–ang natutunan upang basahin
tunog, ang tamang basahin ang kuwento.” tunog, ang tamang ang kuwento.”
pagsulat nito, at ang pagsulat nito, at ang
pagbasa ng mga pagbasa ng mga salitang
salitang may titik na may titik na ito.”
ito.”
Gawaing Pag-unawa sa Discuss the unfamiliar Discuss the unfamiliar Discuss the unfamiliar Discuss the unfamiliar
mga words in the learners’ L1 words in the text to be words in the learners’ L1 words in the text to be
Susing-Salita/Parirala o that they may encounter read. Examples: bungo, that they may encounter read. Examples:
Mahahalagang Konsepto in today’s lesson. nginig, ngata, banga, in today’s lesson. bakuran, nagkakamot,
sa Aralin Examples: Nguya, etc. Examples: dama, etc.
pango, pangulo, etc. dinamita, parada, etc.

Habang Itinuturo ang Aralin

Pagbasa sa Optional: Play a video of Word Reading Optional: Play a video of a Review the high-
Mahahalagang Pag- a song on titik ng. Ask the pupils to read song on titik d. Sample: frequency words that
unawa/Susing Ideya the words listed below. BrightFlixTV PH. (2020, commonly appear in
Show pictures of Have the class match August 31). Titik-serye: sentences:
things/objects that begin words to their Titik D. [Video].  ang
with letter Ng (Refer to corresponding picture. https://www.youtube.co  ng
Primer LM Tagalog p. 99 (Refer to Primer LM m/watch?v=YVRkktrqy3g  mga
- ngipin, nganga, nguso, Tagalog pp. 99-100.)
nganga.) Show pictures of Phrase Reading
things/objects that begin This time, model fluent
Give the names of the with letter Dd (Refer to reading of the first two to
pictures that start with Primer LM Tagalog p. 107 three phrases below.
the target letter one by Review the high- - dahon, dalaga, dila, Guide students in
one. Talk about the frequency words that damit, duhat.) reading the remaining
picture for vocabulary commonly appear in phrases.
development. sentences: Give the names of the After they read each
Emphasize the  ang pictures that start with phrase, ask them to read
beginning sound of the  ng the target letter one by it again faster and with
word.  mga one. Talk about the expression. Model when
Example: picture for vocabulary needed.
Phrase Reading development.  Si Ding
Ito ay larawan ng /ng/… This time, model fluent  Si Dong
ngipin. Ang ngipin natin reading of the first two to Emphasize the beginning  ay kambal
ay ginagamit nating sa three phrases below. sound of the word.  ng sarili
pagnguya ng ating Guide students to read Example:  sa kanilang bakuran
pagkain. Kailangan the remaining phrases.  ng taguan at tayaan
nating pangalagaan ang After they read each Ito ay larawan ng /d/…  ay nagpaalala
ating mga ngipin sa phrase, ask them to read dahon. Saan natatagpuan  ang kaniyang nanay
pamamagitan ng it again faster and with ang dahon? Kailangan ng  ay nagpalit ng damit
pagsisipilyo. Ano ang expression. Model when mga halaman ang dahon  ay balisa
unang tunog ng salitang needed. dahil ito ang sumasagap  nagkamot nang
ngipin?  pangako ng pangulo sa init ng araw na siyang nagkamot
 bungo sa banga nagsisilbing pagkain ng  ang kaniyang mga
Ipalakpak natin ang  ang mga sanga halaman. Nagbibigay rin braso at paa
bawat pantig ng salita.  pagnguya ng nganga ang dahon ng lilim sa
Ano pa ang ibang mga  ang bunga mga tao at hayop laban *Additional phrases may
salita na nagsisimula sa init ng araw. Kaya be taken from the story.
sa /ng/? *Additional phrases may mahalaga ang dahon sa
be taken from Tagalog atin. Ano Sentence Reading
Show how to form the Primer - Learner’s ang unang tunog ng
mouth to properly sound Material page 104 salitang dahon?  This time, prepare the
out the target letter. Ask students to read
the learners to follow. Sentence Reading Ipalakpak natin ang sentences in the short
This time, prepare the bawat pantig ng salita. story. The following
Demonstrate the proper students to read reminders may be
strokes for writing the sentences in a short Ano pa ang ibang mga given:
target letter: Ganito story. The following salita na nagsisimula  Read from left to right
natin isinusulat ang reminders may be given: sa /d/? then top to bottom.
malaki at maliit na titik:  Read from left to right  Each sentence begins
Ng, ng. then top to bottom. Call also learners whose with a big letter and
Ask the learners to write  Each sentence begins names start with D. ends in a punctuation
the letter using their with a big letter and mark.
fingers in the air, on the ends in a punctuation Show how to form the  When possible, read
desk, or on their palm. mark. mouth to properly sound in groups of words.
 When possible, read out the target letter. Ask  Pay attention to the
Demonstrate how to in groups of words. the learners to follow. punctuation marks.
write the big and small  Pay attention to the
letters following the punctuation marks. Demonstrate the proper Sentences to read:
lines on the paper. Ask strokes for writing the  Sina Ding at Dong ay
volunteers to write the Use sentences in Tagalog target letter: Ganito natin kambal ngunit
letters on the board. Primer - Learner’s isinusulat ang malaki at magkaiba.
Material p. 104. Give maliit na titik: D, d.  Ugali ni Ding na
Ask the learners to write feedback to their reading palaging maglinis ng
the big and small letters and ask them to repeat Ask the learners to write sarili.
on their paper. as needed. the letter using their  Tamad namang
fingers in the air, on the maglinis ng sarili si
Ask questions to check desk, or on their palm. Dong
the learner's  Naglaro sila ng
understanding of the Demonstrate how to write taguan at tayaan.
sentence. For example: the big and small letters  Pagkatapos nilang
Napangisi ang batang following the lines on the maglaro ay
bungi. paper. Ask volunteers to nagpaalala ang
write the letters on the nanay.
Sino ang napangisi? board.  Naglinis ng sarili si
Ding.
Bakit kaya siya Ask the learners to write  Tamad maglinis ng
napangisi? the big and small letters sarili si Dong.
on their paper.  Makati ang kaniyang
Ask the learner to point mga braso at paa.
which part of the  Ginamot ni nanay ang
sentence helped them mga sugat ni Dong.
give an answer. This
strategy can be used to Ask questions to check
deepen the the learner's
comprehension of the understanding of the
text by identifying sentence. For example:
specific details in each
sentence.  Sina Ding at Dong ay
kambal ngunit
magkaiba.

Ano ang pangalan ng

kambal?
 Tamad maglinis ng
sarili si Dong.

Sino ang tamad maglinis

ng sarili? Bakit kaya siya
 tamad maglinis ng sarili?

Ask the learner to point

which part of the
sentence helped them
give an answer. This
strategy can be used to
deepen the
comprehension of the
text by identifying
specific details in each
sentence.
Pagpapaunlad ng Key picture/key word Story Reading Key picture/key word Story Reading
Kaalaman at Kasanayan Present the key picture Ask students to read the Present the key picture or Ask students to read the
sa Mahahalagang Pag- or key word “ngipin” story in the Tagalog key word “damo” story below:
unawa /Susing Ideya
Primer - Learner’s Fulgencio, M. V. (2022).
Material p. 105. Model Ang kambal na sina Ding
reading the sentences in at Dong.
the story: https://bloomlibrary.org/
ABCPhilippines/ABCPhili
ppines-Tagalog-Filipino-
Grade1/book/LHWsfRFak
E

Ang Kambal na sina

Ding at Dong
Isinulat ni Mira V.
Ano ang nasa larawan? Fulgencio ad iginuhit ni
Ang palaso (arrow) sa Ronald V. Teoxon
larawan ay nakaturo sa
ngipin ng tao. Basahin Sina Ding at Dong ay
natin ang salita nang Reread the story aloud kambal ngunit magkaiba.
tatlong beses - ngipin. with the learners. Give Ugali ni Ding na palaging
Ngumiti tayong lahat at feedback to their reading Ano ang nasa larawan? maglinis ng sarili. Tamad
ipakita ang ating ngipin. Ask them to read again Ito ay larawan ng damo. namang maglinis ng
Syllable Box to apply given feedback. Basahin natin ang salita sarili si Dong.
Basahin natin ang mga Using the 5-Finger Retell nang tatlong beses -
pantig - ngipin. Strategy, ask the damo. Tumingin sa labas Isang umaga, naglaro
Ipalakpak natin ang learners to identify the at tukuyin ang mga damo ang kambal. Tumakbo
bilang ng mga pantig sa setting, characters, sa paligid. sila paikot sa kanilang
sa salita. beginning, middle, and bakuran. Naglaro din sila
Ilang pantig ang nasa end of the story. After Syllable Box ng taguan at tayaan.
salitang ngipin? this, ask them to turn to Basahin natin ang mga
a seatmate and share pantig - damo. Pagkatapos nilang
Word Breaking their responses. Finally, Ipalakpak natin ang maglaro ay nagpaalala
Write the key word, first call a few volunteers to bilang ng mga pantig sa ang nanay. “Maglinis na
syllable, and beginning share their responses to sa salita. kayo ng sarili,” sabi niya.
letter. (Refer to LM p. the whole class. Ilang pantig ang nasa “Opo, nanay!” sabay na
100) salitang damo? tugon ng kambal.
Ask the following
ngipin questions: Word Breaking Naglinis ng kaniyang
ngi  Ano ang hinihingi ni Write the key word, first sarili sa banyo si Ding. Si
ng Paeng sa kaniyang syllable, and beginning Dong naman ay nagpalit
Basahin natin ang salita nanay? letter. (Refer to LM p. lamang ng damit. Tamad
- ngipin.  Ano ang ginawa ni 108) kasi siyang maglinis ng
Basahin natin ang Paeng nang umiling sarili.
unang pantig ng salita - ang kaniyang nanay? damo
ngi. Bakit siya umiyak? Sa da Sa kanilang pagtulog ay
Bigkasin natin ang inyong palagay, tama d balisa si Dong.
unang tunog ng salita ba ang ginawa ni Basahin natin ang salita - Bumangon siya at
- /ng/. Paeng na umiyak damo. nagkamot nang
agad dahil hindi Basahin natin ang unang nagkamot. Makati kasi
Word Making pumayag ang nanay pantig ng salita - da. ang kaniyang mga braso
Write the beginning niya sa kanyang Bigkasin natin ang unang at paa.
letter, first syllable and gusto? Bakit? tunog ng salita - /d/.
the key word. (Refer to  Bakit hindi siya Nagising si Ding at
Primer LM Tagalog p. binigyan ng kaniyang Word Making nakitang nagkakamot si
100). nanay ng nganga? Write the beginning Dong. “Maglinis ka ng
ng  Kung kayo si Paeng, letter, first syllable and iyong sarili,” payo ni
at hindi pumayag ang the key word. (Refer to Ding.
ngi inyong nanay sa Primer LM Tagalog p. “Nakakatamad, bukas na
ngipin inyong gusto, ano 108). lang,” sagot ni Dong.
Bigkasin natin ang ang gagawin ninyo?
unang tunog ng salita Remind the learners of d Kinabukasan, lumapit si
- /ng/ the importance of da Dong sa kaniyang nanay.
Basahin natin ang obeying their parents for damo Ipinakita niya ang mga
unang pantig ng salita - their welfare. Bigkasin natin ang unang braso at paang
ngi. Basahin natin ang tunog ng salita - /d/ nakasugat. Sinabi niyang
salita - ngipin. Basahin natin ang unang tinamad siyang maglinis
pantig ng salita - da. ng sarili.
Remind learners that to Basahin natin ang salita -
read a word, they need damo. Ginamot ni nanay ang
to identify the sound of mga sugat ni Dong.
each letter from left to Remind learners that to “Maglinis kang palagi,
right and blend the read a word, they need to Dong,” payo ni nanay.
sounds together to form identify the sound of each “Opo, susunod na po
the word. letter from left to right ako,” sagot ni Dong.
and blend the sounds
together to form the Simula noon,
word. magkatulad na ang
kambal. Palagi nang
naglilinis ng sarili si
Dong. Naging masaya
ang kaniyang kakambal
at nanay.

(*Note: If the text

appears to be too long
for learners to read
depending on their
reading ability, conduct
shared reading. This is a
strategy wherein the
teacher and the learners
read different parts of
the story. Select only
some phrases or
sentences that contain
familiar words for
children to read. The rest
of the text will be read by
the teacher.)

Reread the story aloud

with the learners. Give
feedback to their reading
Ask them to read again
to apply given feedback.
 Ask the following
questions:
1. Sino-sino ang mga
tauhan sa kwento?
2. Ano ang sinabi ng
nanay kina Ding at Dong
pagkatapos nilang
maglaro?
Pagpapalalim ng Read the following Ask: Sa inyong tahanan, Read the following Sketch to Stretch
Kaalaman at Kasanayan syllables - left to right, sumusunod ba kayo sa syllables - left to right, Ask learners to get a
sa Mahahalagang Pag- top to bottom. Ask inyong magulang? top to bottom. Ask sheet of paper folded in
unawa /Susing Ideya learners to follow. Tumutulong ba kayo sa learners to follow. Remind half. On the left side, ask
Remind them that when gawaing bahay? them that when we read, them to draw Ding, write
we read, we read from we read from left to right, his name, and write
left to right, then top to Model fluent reading of then top to bottom. They describing words for him.
bottom. They can use the text below. Guide can use their finger or On the right side, ask
their finger or pencil to students to read the pencil to track their them to do the same for
track their reading. remaining phrases. reading. Dong.
After they read each
This can be turned into sentence, ask them to This can be turned into a After this activity, ask:
a game using flashcards read it again faster and game using flashcards to  Ano ang
to practice reading with expression. Model practice reading syllables pagkakapareho nina
syllables at random. when needed. at random. (Refer to Ding at Dong?
(Refer to Primer LM Primer LM Tagalog pp.  Ano ang pagkakaiba
Tagalog pp. 100-101.) Nakikinig ako sa aking 108-109.) nina Ding at Dong?
mga magulang.  Sino kina Ding at
Sumusunod ako sa Dong ang nais mong
kanila. Tumutulong ako tularan? Bakit?
sa mga gawaing bahay  Sa iyong palagay,
gaya ng pagliligpit ng mahalaga ba ang
gamit at pagpupunas ng paglilinis ng sarili?
Help the learners form mesa. Masaya ako kapag Help the learners form Bakit?
words out of the ako ay nakatutulong sa words out of the syllables.  Ano-ano ang mga
syllables. Write the bahay. Write the formed word on paraan upang
formed word on the the board. Read the mapanatili nating
board. Read the words After reading, ask words with the learners. malinis ang ating
with the learners. learners: What household Ask the pupils to read the sarili?
chores do you help your words below. (Refer to
Ask the pupils to read parents with? Primer LM Tagalog pp.
the words below. (Refer 108-109.)
 to Primer LM Tagalog
pp. 100-101.)

Have the class match

Have the class match
words to their
words to their
corresponding picture.
corresponding picture.
Ask the students to
Ask the students to
identify the picture that
identify the picture that
corresponds to the word
corresponds to the word
that was just read.
that was just read. Beside
Beside each picture, ask
each picture, ask
students to copy the
students to copy the
letters for each word.
letters for each word.
They may be asked to
They may be asked to
give the sound of each
give the sound of each
letter as they write the
letter as they write the
letter. They can also be
letter. They can also be
asked to clap the
asked to clap the
syllables of the word
syllables of the word they
they read.
read.

Pagkatapos Ituro ang Aralin

Paglalapat at Paglalahat Ask the learners to Ask the learners to Ask the learners to reflect Ask the learners to
reflect and complete complete this sentence: and complete these complete this sentence:
these statements: statements:
Ngayong araw, ang Ngayong araw, ang
Ang natutunan ko natutunan ko ay Ang natutunan ko natutunan ko ay
ngayong araw ay ang ___________. ngayong araw ay ang ___________.
letrang _____ . Ang letrang _____ . Ang tunog
tunog ng letrang ___ Halimbawa ng mga mga ng letrang ___ ay____. Halimbawa ng mga mga
ay____. salitang may letrang salitang may letrang d:
“ng”: ____________. Ganito isulat ang maliit at ____________.
Ganito isulat ang maliit Sa pagbasa, kailangan malaking letrang D:
at malaking letrang ng: kong tandaan ang mga Halimbawa ng mga mga Sa paghahambing ng
Halimbawa ng mga mga sumusunod: ________. salitang may letrang d: mga tao o bagay,
 salitang may letrang ng: Tutulong ako sa bahay ____________. kailangan kong tandaan
____________. sa pamamagitan ng ang mga sumusunod:
________. Ilan sa mga ito ay mga ________.
Ilan sa mga ito ay mga pangalan. Halimbawa ng
pangalan. Halimbawa ng mga pangalan na may Mapapanatili ko ang
mga pangalan na may titik d ay _____. kalinisan sa aking
titik ng ay _____. katawan sa
pamamagitan ng
_____________.
Pagtataya ng Natutuhan Task 1: Tell whether the From the text read Task 1: Write the big D Task: Pagtapatin ang
picture begins with /ng/ earlier, ask learners to fill and small d. pangyayari sa hanay A at
or not. If it does, write in the blanks: ang kaugnay nito sa
its name on the blank Task 2: Write the letter d hanay B.
beside the picture. If it on the blanks to complete
does not, write a cross the word. Hanay A
(X). 1. Hindi naglilinis ng
*See LAS sarili si Dong.
Task 2: Write the big Ng 2. Kinamot nang
and small ng. kinamot ni Dong ang
kaniyang mga braso
*See LAS at paa.
3. Palagi nang naglilinis
Nakikinig ako sa aking ng sarili si Dong.
__________. Sumusunod 4. Ano kaya ang
ako sa kanila. __________ mangyayari kung
ako sa mga gawaing hindi ka maglilinis ng
bahay gaya ng iyong sarili?
______________ at
________________. Masaya Hanay B
ako kapag ako ay a. Masaya na sina
nakatutulong sa ________. nanay at Ding.
b. Nangati ang
Have them read their kaniyang mga
completed sentence braso at paa.
frames to their seatmate. c. Nagkasugat ito.
Call volunteers to read
their work to the class. Have the learners read
*See LAS aloud their pairing. Call
volunteers to read their
work to the class.
Mga Dagdag na Gawain Home practice Reinforcement activity Home practice Home practice 1.
para sa Paglalapat o
para sa Remediation Ask learners to practice Ask learners to read the Ask learners to practice Ask learners to practice
(kung nararapat) reading the words, story, “Ang Kalaykay”: reading the words, reading the words,
phrases, and sentences Diaz, M. Z. (2022). Ang phrases, and sentences phrases, and sentences
on the Primer LM kalaykay. on the Primer LM Tagalog on Primer LM Tagalog,
Tagalog page, 104. https://bloomlibrary.org/ pages 109. pages 112-113.
ABCPhilippines/ABCPhili
Ask learners to answer ppines-Tagalog-Filipino- Ask learners to answer
Primer LM Tagalog, Grade1/book/G1tlj41ZRN Primer LM Tagalog, pages
pages 101 to 103 for 110-111 for more practice
more practice of skills. Ask learners to choose of skills.
Share the link of the five words from the list of
video to parents for words read in the session
home practice of letter (during word reading) to
ng: Teacher John write in their notebook.
Michael Serrano. (2020,
October 8). Letrang ng. Home practice
[Video].
https://www.youtube.co Ask learners to practice
m/watch? reading the sentences
v=owth12vVaW 0 from their worksheet and
to answer Paglikha on
the Primer LM Tagalog,
page 106.
Mga Tala

Repleksiyon

Takdang-Aralin

Prepared by: Checked & Noted:

JANE L. BALLICUD TARA M. BIDO
Teacher I School Head