MATATAG 1

K to 12 School: Grade Level:

READING AND
Curriculum
Teacher: Learning Area: LITERACY
Daily Lesson
Log Teaching Dates and 1st (WEEK6)
Time: Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.CURRICULUM, STANDARD AND LESSON COMPETENCIES
A. Content Standard The learners demonstrate phonological awareness in decoding developmentally- and grade level-
appropriate words; understand and create simple sentences to express meaning about oneself,
family, and everyday topics (narrative and informational).
B. Performance Standard The learners use phonological and alphabetic knowledge to read/write words accurately with/for
meaning and narrate personal experiences with family and content-specific topics.
C. Learning Competencies • Chant nursery • Identify the letters in • Identify the letters • Identify the letters
rhymes and poems. L1. in L1. in L1.
• Segment a two- • Produce the sound • Produce the sound • Produce the sound
three syllable word of the letters of L1. of the letters of L1. of the letters of L1.
into its syllabic parts. • Identify rhyming • Identify rhyming • Identify rhyming
• Narrate one’s words in nursery words in nursery words in nursery
personal rhymes, poems, and rhymes, poems, and rhymes, poems, and
experiences: content chants. chants. chants.
specific topics. • • Say two or three • Say two or three • Say two or three
Read high-frequency words that rhyme. words that rhyme. words that rhyme.
words accurately for • Sound out words • Substitute individual • Isolate sounds in a
meaning. accurately. sounds in simple word.
• Express ideas • Read content- words to make new • Write words legibly
about: content- specific words words. and correctly.
specific topics • accurately for • Write words legibly • Recognize
Identify rhyming meaning. and correctly. environmental print
words in nursery • Write words legibly • Read content- (symbols).
rhymes, poems, and and correctly. specific words • Read high-
chants. • Segment a two-three accurately for frequency words
• Recognize proper syllable word into its meaning. accurately for
eye movement skills syllabic parts. • Read high- meaning.
in reading: left to • Identify initial frequency words • Express ideas about
right; top to bottom; sounds. accurately for content-specific topics
and return sweep • Recognize the parts meaning. • Comprehend
• Recognize of the book. • Express ideas about informational text: -
environmental print • Identify words with content-specific topics identify problem and
(symbols). different functions: • Identify initial solution
 words that describe sounds. •
persons, places, and Comprehend
things. • Narrate one’s informational text: -
personal experiences: note significant
content specific details in a story
topics. listened to
D. Learning Objectives At the end of the At the end of the At the end of the the learners are able
lesson, the learners lesson, the learners lesson, the learners to: • Identify the
are able to: • Identify are able to: • Identify are able to: • Identify letter NG and its
the sounds and the letter N and its the letter G and its sound.
names of previously sound. sound. • Read words that
learned letters (K, L, • Read words that • Read words that contain the letter NG.
and Y). contain the letter N. contain the letter G. • Write words that
• Write the previously • Write words that • Write words that contain the letter NG.
learned letters. contain the letter N. contain the letter G. • Isolate the initial
• Read high-frequency • Isolate the initial • Substitute individual sound in words
words. sound in words sounds in simple beginning with NG.
• Narrate personal beginning with N. words to create new
experiences. words.
• Discuss content-
specific topics.
II. CONTENT
III. LEARNING RESOURCES
A. References Lesson Exemplar Lesson Exemplar pg.1- Lesson Exemplar pg.1- Lesson Exemplar pg.1-
pg.1-11 11 11 11
B. Other Learning Resources Laptop , powerpoint Laptop , powerpoint Laptop , powerpoint Laptop , powerpoint
Mga larawan at bidyo Mga larawan at bidyo Mga larawan at bidyo Mga larawan at bidyo

IV. TEACHING AND LEARNING PROCEDURES

Before/ Pre- Lesson Proper
Activating Prior Knowledge Ask students to say Begin by asking Begin by asking Begin by asking
the sound and name students if they know students if they know students if they know
of each letter. any words that start any words that start any words that start
with the letter N. with the letter G. with the letter NG.
Provide examples in
Filipino: K: “K” as in Write their responses Write their responses Write their responses
“kubo” L: “L” as in on the board. This on the board. This on the board. This
“lobo” Y: “Y” as in activates their prior activates their prior activates their prior
“yoyo” knowledge and knowledge and knowledge and
provides a starting provides a starting provides a starting
 Encourage students to point for the lesson. point for the lesson. point for the lesson.
come up with more Review any previous Review any previous
words starting with Review any previous lessons on letter lessons on letter
these letters (e.g., lessons on letter recognition and recognition and
"kalabaw", "lata", recognition and sounds sounds to ensure sounds to ensure
"yelo"). to ensure students are students are prepared students are prepared
prepared for today’s for today’s focus on for today’s focus on
Write these words on focus on the letter N. the letter G. the letter NG.
the board and ask
students to read them
aloud.
Lesson Purpose/ Intention Explain that today’s Explicitly state the Explain that today’s Explain that today’s
lesson will focus on purpose of the lesson lesson will focus on lesson will focus on
reviewing previously to the students. learning about the learning about the
learned letters, their letter G, its sound, and letter NG, its sound,
sounds, and words Explain that today they how to use it in and how to use it in
that contain these will be focusing on the different Filipino different Filipino
letters. letter N, its sound, and words. words.
words that start with N.
Share the objectives Share the objectives Share the objectives
with the students to with the students to with the students to
set clear set clear expectations. set clear expectations.
expectations.

During/Lesson Proper
Reading the Key Idea/ Stem Chant the rhyme “Ako Have students share a clear problem and Read a short story
Ay May Lobo” story or experience solution, explicitly with a clear problem
together, ensuring all involving something guiding students to and solution, explicitly
students participate. with the letter N: identify and discuss guiding students to
the problem and note important details
Ask students to clap “Ngayon, gusto kong solution in the story. in the story.
along to maintain isipin ninyo ang iyong
rhythm and kakilala, isang lugar, o Si Galay ay may mga Nakita ni Paeng na
engagement. isang gamit na gulay. “Mabuti ang ngumunguya ng
nagsisimula sa N. gulay,” sabi ng nanay. nganga ang nanay
“Kumakain ako ng niya. Humingi siya ng
Marahil ang iyong gulay,” sabi ni Galay. nganga. Umiling ang
nanay o sa niyugan. Nagalak ang nanay nanay niya. Umiyak si
Sino ang gustong kay Galay. Paeng. “Hindi kinakain
magbahagi ng kanilang ang nganga.
 kwento?” Mga Tanong : Nginunguya lamang
1. Sino ang may ito ng matatanda,”
gulay? 2. Ano ang sabi sabi ng nanay. Tumigil
ng nanay tungkol sa sa pagngalngal si
gulay? 3. Bakit mabuti Paeng.
ang gulay?
Mga Tanong:
Iguhit at kulayan ang 1. Ano ang hinihingi ni
mga gulay ni Galay. Paeng sa kaniyang
nanay?
2. Ano ang ginawa ni
Paeng nang umiling
ang kaniyang nanay?
3. Bakit hindi siya
binigyan ng kaniyang
nanay ng nganga?
Developing Understanding Write the rhyme on a Show the letter N Show the letter G how the letter NG
of the Key Idea/ Stem chart. flashcard and say, “Ito flashcard and say, “Ito flashcard and say, “Ito
ang titik N. Ito ay ang titik G. Ito ay may ang titik NG. Ito ay
Read the rhyme again tumutunog ng /n/.” tunog na /g/.” ‘’ may tunog na /ng/.”
and ask students to
highlight the rhyming Demonstrate the sound Demonstrate the Demonstrate the
words /n/ by saying, “Makinig sound /g/ by saying, sound /ng/ by saying,
sa tunog na ginagawa “Pakinggan ninyo ang “Pakinggan ang tunog
ako-lobo ng titik N: /n/.” tunog ng titik G: /g/.” na ginagawa ng titik
nakita-pala NG: /ng/.”
pera-sana Chant a rhyme that Have students repeat
includes words with the the sound several Have students repeat
Discuss why these letter N: “Magtugma times: “Sabihin natin the sound several
words rhyme and tayo ang tunog nang sabay- times: “Sabihin natin
what rhyming means. ng tula. Sabay-sabay sabay: /g/, /g/, /g/.” ang tunog nang
natin sabay-sabay: /ng/,
Practice segmenting sabihin: Ang nanay ay Guide students in /ng/, /ng/.”
two three syllable nagluluto ng nilaga at actively listening for
words into syllabic tinola. Siya ay words that start with Chant a rhyme that
parts using clapping. nagsasanay the letter W and includes words with
magluto ng iba pang highlight these words the letter NG: “Mag-
Go back to the list of lutuin. together as a class. awit tayo ng tugtugin.
rhyming words and Siya ay tunay na Ulitin pagkatapos ko:
segment words into mahalaga Use word cards and The cat sat on a mat
syllables: “Maghati sa bahay.” encourage students to with a hat.”
 tayo ng mga salitang come up with their
ito sa mga pantig. Ang Introduce words that own examples: “Narito Discuss naming and
‘halaman’ ay may start with N: “Ngayon, ang ilang word cards. describing words
tatlong pantig: ha-la tayo ay mag-aaral ng Subukan nating palitan related to NG words:
man. Ang ‘hagdan’ ay mga salitang ang unang tunog ng “Pag-usapan natin ang
may dalawang pantig: nagsisimula sa N: mga salitang ito upang mga salitang
hag-dan. Ang nanay, nobela, at makabuo ng bagong nagsisimula sa NG.
‘harapan’ ay may niyog.” salita.” Ang ‘ba-nga’ ay isang
tatlong pantig: ha-ra- salitang
pan.” Nena nota nuno noo gala gulay ginto gansa nagngangalan. Ang
niyog nobela nanay gata gamot gabi gisa ‘pa ngo’ ay isang
Have students share a Nida nata Nino gusto salitang naglalarawan.
brief personal Maaari ba kayong
experience or story mag-isip ng ibang
with the class: “Sino mga salitang
ang nais magbahagi nagngangalan o
ng isang kwento naglalarawan na
tungkol sa kanilang nagsisimula sa NG o
mga sarili? Ipakita mga salitang may
natin kung paano NG?”
magkuwento nang
malinaw at may
kumpiyansa.”
Write a simple Hand out worksheets Encourage students to Encourage students to
Deepening Understanding sentence on the board for write words that start write words that start
of the Key Idea/ Stem and have students writing practice: with G: with NG: “Isulat ang
identify each word: mga salitang ‘ngipin,’
“Isusulat ko ang Encourage students to Practice reading and ‘ngiti,’ at ‘nguso’ sa
pangungusap na ‘Si write words that start identifying high- inyong worksheet.”
Ana ay nag-aaral.’ with N: frequency words that
Tukuyin natin ang include the letter G: Show images of
bawat salita sa Segment simple N “Basahin natin ang common signs and
pangungusap na ito.” words into syllables: ilang salitang symbols that include
“Maghati tayo ng mga nagsisimula sa G. the letter NG:
Practice reading salitang ito sa mga Sabay-sabay nating
sentences or short pantig. Ang ‘niyog’ ay sabihin: ‘gulay,’ ‘gala,’ Practice reading and
paragraphs,emphasizi may dalawang pantig: at ‘gansa’.” identifying high-
ng left-to-right, top-to- ni-yog. Ang ‘nobela’ ay frequency words that
bottom, and return may tatlong pantig: no- Display these words on include the letter NG:
sweep: “Magsanay be-la. Ang ‘nanay’ ay chart paper and review “
tayong magbasa. may dalawang pantig: them as a class:
 Tandaan, nagbabasa na-nay.” “Tingnan ang chart
tayo mula kaliwa- paper. Narito ang ating
pakanan, taas mga G words. Basahin
pababa. Kapag natin ito ng sabay-
natapos na tayo sa sabay.”
dulo ng linya,
bumabalik tayo sa
simula ng susunod na
linya.

Basahin natin itong

pangungusap nang
sabaysabay:

‘Ang pusa ay nasa

banig.’”
After/ Post Lesson Proper
Making Generalizations and Summarize the lesson Summarize the lesson Summarize the lesson ummarize the lesson
Abstractions by reviewing the by reviewing the sound by reviewing the by reviewing the
sounds of the letters of the letter N and the sound of the letter G sound of the letter NG
K, L, and Y and the words that were and the words that and the words that
words practiced: practiced: were practiced: were practiced:

“Ngayon, balikan “Ngayon, natutunan “Ngayon, natutunan “Ngayong araw,

natin ang mga tunog natin ang tunog ng titik natin ang tungkol sa natutunan natin ang
ng titik K, L, at Y. N at ang mga salitang titik G. Ito ay may tungkol sa titik NG. Ito
pinraktis natin: ‘nanay,’ tunog na /g/. Nag- ay may tunog na /ng/.
Anong mga salita ang ‘niyog,’ at ‘nobela’.” practice tayo ng mga Napag-aralan natin
natutunan natin na salita tulad ng ‘walis,’ ang mga salitang
nagsisimula sa mga ‘watawat,’ at ‘wika.’” tulad ng ‘ba-nga,’ ‘sa-
titik na ito?” nga,’ at ‘ngi pin.’”
Evaluating Learning Conduct a quick Conduct a quick Conduct a quick Conduct a quick
assessment using a assessment through a assessment through a assessment through a
worksheet or verbal worksheet or verbal worksheet or verbal worksheet or verbal
quiz where students quiz where students quiz where students
quiz where students
identify or write words identify or write words identify or write words
identify words that with the letter N: with the letter G: with the letter NG:
start with K, L, and Y
See worksheet See worksheet See worksheet
See worksheet
 Provide additional Provide additional Provide additional Provide additional
Additional Activities worksheets for practice worksheets for practice worksheets practice worksheets
for Application or Remediation students who need students who need for students who need for students who need
extra practice with more support. more support. more support.
letters K, L, and Y.
Explicitly guide Create a matching Create a matching
Include activities like students in finding and game where students game where students
tracing letters, bringing in objects or pair words with pair words with
matching words to pictures of objects that pictures that start with pictures that start with
pictures, and filling in start with the letter N the letter G the letter NG:
missing letters. for further
reinforcement,
Play a matching game emphasizing the
where students pair connection between
pictures with words spoken and written
that start with K, L, language.
and Y.
Remarks
Reflection
A..No. of learners who earned 80% in ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
the evaluation earned 80% above earned 80% above earned 80% above earned 80% above
B.No. of learners ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
who require additional activities for require additional require additional require additional require additional
remediation who scored below 80% activities for activities for remediation activities for remediation activities for remediation
remediation
C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who have caught up
with ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who
the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson
D. No. of learners who continue to ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
require remediation continue to require continue to require continue to require continue to require
remediation remediation remediation remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well? Why ___ Games ___ Games ___ Games ___ Games
did these work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
 ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks
F. What difficulties did I encounter ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
which my principal or supervisor can earned 80% above earned 80% above earned 80% above earned 80% above
help me solve?
G. What innovation or localized ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
materials did I use/discover which I require additional require additional require additional require additional
wish to share with other teachers? activities for activities for remediation activities for remediation activities for remediation
remediation

Prepared by : Reviewed by: Aproved by:

_______________________________ ________________________________ ________________________________

Teacher Master Teacher School Principal/ School Head