K

Kindergarten
Quarter 2: Week 8 Learning Experiences

CO_Q2_Kindergarten_Week 8
Kindergarten
Alternative Delivery Mode
Quarter 2: Week 8 Learning Experiences
First Edition, 2020

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Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team

Writer: Maricar B. Barazon

Editors: Gilda G. Bancog, Anna Liza Mapula, Elaine F. Perfecio, Lilia R. Ybañez, Juditha O. Mapue
Reviewers: Exequiel J. Cifra, Cerelina S. Llerin, Mitchell Dave M. Cabuguas, Maurita F. Ponce
Illustrator: Christian G. Yocte
Layout Artists: Rio M. Emping, Eugene S. Ignacio
Management Team: Salustiano T. Jimenez, Cristito A. Eco, Maria Jesusa C. Despojo, Maurita F. Ponce, Cesar A. Restauro Jr.

Printed in the Philippines by ________________________

Department of Education – Region VII , Central Visayas
Office Address: Doña M. Gaisano St., Sudlon, Lahug, Cebu City
Telefax: (032) 414 - 7399
E-mail Address: [email protected]

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 K
Kindergarten
Quarter 2: Week 8 Learning Experiences
Introductory Message

For the facilitator:

Welcome to the Kindergarten Learning Experiences (KLE) for Alternative Delivery Mode (ADM)!

This learning resource was aligned with the identified Most Essential Learning Competencies (MELCs) applicable to the child’s real-life situations.
This is collaboratively designed, developed and reviewed by educators both from public and private institutions to assist the teacher or facilitator
in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in
schooling.

This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking into consideration on their needs and circumstances.

As a facilitator, you are expected to prepare the needed materials in advance. If the suggested materials in the activities herein are not available, it
is advised that you will utilize whatever is in the locality.
You also need to keep track of the learners' progress while allowing them to learn through play. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the material.

iv
 Table of Contents

Introductory Message................................................................................................................................................................................................. iv
Activity 1: My Favorite Food ...................................................................................................................................................................................... 2
Activity 2: Food Sorting ............................................................................................................................................................................................. 3
Activity 3: My Favorite Pet ........................................................................................................................................................................................ 6
Activity 4: Count and Match........................................................................................................................................................................................ 7
Activity 5: Toy Picture Puzzle ..................................................................................................................................................................................... 9
Activity 6: Sorting Toys ............................................................................................................................................................................................ 11
Activity 7: My Favorite Friend ................................................................................................................................................................................. 13
Activity 8: My Letter Pp Mosaic ............................................................................................................................................................................... 15
Activity 9: My Favorite Place in the Community...................................................................................................................................................... 17
Activity 10: Letter Pp Collage .................................................................................................................................................................................. 18
References ................................................................................................................................................................................................................. 20

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 QUARTER 2: WEEK 8 LEARNING EXPERIENCES
Content Standards: The child demonstrates an understanding of increasing his/her conversation skills

Performance Standards: The child shall be able to confidently speak and expresses his/her feelings and ideas in words that make sense

Most Essential Learning Competencies: Talk about likes/dislikes (foods, pets, toys, games, friends, places). Talk about family members, pets,
toys, foods, or members of the community using various appropriate descriptive words.

Content Focus: I can talk about foods that I like and don’t like.

Learning Experiences Materials Note to the Facilitator

What I need to know? I can tell the foods that I like and the foods that I don’t like.

Say: Optional:
Hello, good morning/good afternoon! Start the day’s activity with a
prayer. Use any prayer the child
What have you learned from your previous activities? (I is familiar with.
learned about letter Rr and its sound) Then sing any familiar localized
song.
What is the sound of letter Rr? /r/
What I Know? Let the learner practice
Can you give me examples of words that begin with /r/?
(ring, rainbow, rain, rabbit, or words may vary according to courteous greetings every day.
the learner’s answer)
Introduce the flow of this routine
Have you eaten your breakfast/lunch this every day.
morning/afternoon? (Yes)

What have you eaten this morning/afternoon? (answer may

vary)

1 CO_Q2_Kindergarten_Week 8
 Do you like the foods that you ate this morning/afternoon?
(Yes/No) Why?

What are the foods that you love to eat? (answer may vary)
Why?
Do you have a specific food that you would really like to
eat? (Yes)
What is it/What are they? Why?

Today, you are going to draw your favorite food.

 clean sheet of Assist the learner if he/she is not

Activity 1: My Favorite Food paper yet capable of drawing.
 pencil
Procedure:
 crayons Guide the learner in labelling the
1. Give the learner a clean sheet of paper. drawing.
2. Let the learner do the following:
What’s new?  think of his/her favorite food;
 draw his/her favorite food on the clean sheet of
paper;
 color the drawing;
 label the drawing with “My Favorite Food”; and
 tell something about his/her favorite food.

Discussion (Informal Conversation) about the Activity

Say:
Let me see your drawing. Wow, it looks delicious! Ask these questions one at a
time.
What is it?
Ask:
What did you draw?
Can you tell me the reasons why you like this food?
Do you also have food which you don’t like to eat? (Yes)

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 What are the foods that you don’t really want to eat? Why?

Say:
Sometimes, there are foods that we really like to eat, but some of these foods are not
good for us like junk foods, sweets, etc. Sometimes there are foods that we don’t
like but we need to eat because they are good for our health, like vegetables, fruits,
etc.

Snack Time: These can also be done during

 Washing of hands before and after eating mealtime.
 Thanksgiving prayer
 Eating etiquette

Activity 2: Food Sorting  cut-out pictures of different kinds Make sure that the learner knows
of food like rice, bread, hotdogs, or have already tasted the
Procedure: buttered chicken, pork adobo, different foods in the picture.
1. Put the 2 boxes on the table. banana, mango, eggplant, squash,
2. Give the learner an idea of sorting chips, candies, juice, etc. You may use pictures of different
What’s more?
the different pictures of foods and  2 boxes (a box labeled with kinds of foods that can be found
put in the box provided with labels: ‘Foods that I Like’ and the other in your locality. You may also
‘Foods that I Like’ and ‘Foods that is labeled as ‘Foods that I Don’t use real foods instead of cut-out
I Don’t Like’. Like’) pictures. Instead of using boxes
3. Let the learner do the following: you may use plates if real foods
 get the cut-out pictures of different are presented.
kinds of food;
 sort the different kinds of foods; If in case real foods and pictures
and are not available, you may draw
 count the foods that he/she likes the different kinds of food.
and the foods that he/she doesn’t
like.

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 Wrap-up
Ask:
Can you tell me the foods that you like to eat?
How about the foods that you don’t really like to eat? Why?
Have you tasted the foods that you don’t like? How do you find its taste?
But don’t you know that these foods provide many health benefits to our body?
Is it good to choose the foods that we eat? Why?
What I have learned?
Say:
Yes, we need to choose the foods that are good for our health. We don’t just eat
foods because we like it, we eat foods because of the nutrients it gave to us. These
nutrients help us grow big, healthy and strong. There are also foods that we may like
but is not needed by our body. These include junk foods, soft drinks, sweets, etc.
We need to eat the right kind of food like vegetables, fruits, etc.

Application Encourage the learner to join in

 Let the learner play “Cooking Pretend Play” where she/he will cook the food the preparation of the ingredients
he/she like using kitchen set toys/cooking toys. for cooking. Then introduce the
benefits of each ingredient, like
What I can do?  Allow the learner to play any outdoor games with siblings. vegetables, fish, meat, etc.

Encourage the learner to eat

nutritious food always.

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Content Standards: The child demonstrates an understanding of increasing his/her conversation skills

Performance Standards: The child shall be able to confidently speak and expresses his/her feelings and ideas in words that make sense

Most Essential Learning Competencies: Talk about likes/dislikes (foods, pets, toys, games, friends, places). Talk about family members, pets,
toys, foods, or members of the community using various appropriate descriptive words.

Content Focus: I can talk about pets that I like and don’t like.

Learning Experiences Materials Note to the Facilitator

What I need to know? I can tell the pets that I like and some that I don’t like.

Say: Optional:
Hello! Good morning/Good afternoon! How are you Start the day’s activity with a prayer.
feeling today? Use any prayer the child is familiar
with.
What did you do in your previous activity? (I sorted out Then sing any familiar localized
the foods that I like to eat and the foods that I don’t like song.
to eat.)

What I know? What are the foods that you like to eat?
How about the foods that you don’t like to eat?

Before we start our activity today, let us have a riddle

first.

Riddle: Who am I?

I have four legs.

I am a pet.
I hate cats.

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 I bark.
Who am I? _____(dog)

I can swim and dive.

I have two legs.
I have wings.
I quack.
Who am I? ___ (duck)

I am a pet.
I like mice.
I have nine lives.
I purr and meow.
Who am I? ___ (cat)

What is the riddle all about? (animals)

Do you also have animals at home? (yes)
What is your favorite animal/pet?

Now, let’s make your favorite pet/animal out of play dough.

modelling clay/
Activity 3: My Favorite Pet homemade play Integrate health hygiene and safety
dough practices as part of the pandemic new
Procedure: normal rules through proper hand
1. Give the learner a modelling clay/homemade washing.
What’s new? playdough.
2. Let the learner do the following:
 choose a favorite pet you want to form;
 form the modelling clay/homemade playdough
to a pet of your favorite; and

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  tell something about his/her favorite pet

Discussion (Informal Conversation) about the Activity

Say: You did it, you have formed your favorite pet out of play dough!

Ask: Ask these questions one at a time.

Why do you like your pet/animal? Tell me something about your pet/animal.
Why do you think pets/animals are important to us?
How do you take care of your pet?
What is it? Who helps you in taking care of your pet?
What is the favorite food of your pet?
Do you talk to your favorite pet?
What are the animals that you don’t like? Why?
How do you show respect to the animals that you don’t like?

Say: Pets/animals are important to us. They can be our friends and they can
protect us from danger.

Snack Time: These can also be done during

 Washing of hands before and after eating mealtime.
 Thanksgiving prayer
 Eating etiquette

What’s more? Say: Let’s have another activity.  One set of cards with
numerals 1-7 Make sure that the learner is able
 One set of picture to count with one-to-one
Activity 4: Count and Match cards with pets/ correspondence.
animals
(corresponding to the

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 Procedure: number of animals
1. Show a set of picture cards of pets/animals (ex. 1 goldfish, 2
ranging from 1 up to 7 and a set of numeral birds, 3 cats, 4 dogs,
cards. 5 rabbits, 6 turtles,
and 7 roosters)
2. Let the learner do the following:
 get a picture card;
 count the pets found on the card;
 get a number card that corresponds to
the number of pets; and
 place it over the picture card.

Wrap-up
Ask:
What are the animals that you have seen in the pictures?
Can you count the animals in each picture?
Very Good! How about you, how many pets do you have at home?
Which animal from the pictures would you like to have? Why?
What I have learned? Which of the animal in the pictures do you have at home? Guide the child in feeding his/her pet.
Which of these animals you don’t like to have? Why? Make sure that the child is safe before
How do you show care for the animals? letting him/her feed the animal.

Say: There are animals that we like and don’t like as a pet. But even if we don’t
like them, we should not hurt them. Animals should be loved, not harmed.
Application
 Let the learner takes good care of his/her pet/s at home through feeding.
What I can do?  Let the learner play animal toys or any game of the child’s interest.

8 CO_Q2_Kindergarten_Week 8
Content Standards: The child demonstrates an understanding of increasing his/her conversation skills

Performance Standards: The child shall be able to confidently speak and expresses his/her feelings and ideas in words that make sense

Most Essential Learning Competencies: Talk about likes/dislikes (foods, pets, toys, games, friends, places). Talk about family members,
pets, toys, foods, or members of the community using various appropriate descriptive words.

Content Focus: I can play with friends or family members using the toys/games that I like.

Learning Experiences Materials Note to the Facilitator

What I need to I can play with toys and games that I like and don’t like.
know?

Say: Optional:
A pleasant morning/afternoon to you! Start the day’s activity with a prayer. Use
any prayer the child is familiar with.
Last time, we talked about your favorite pet Then sing any familiar localized song.
and the animals/pets that you don’t like to
have.
What I know?
What is your favorite pet?
Why do you like it?
What are the animals/pets that you don’t like
to have? Why?

Today, we are going to talk about your

favorite toys/games. Let us try to form this
puzzle first before doing the activity.

Activity 5: Toy Picture Puzzle  2 sets of 6-piece picture Use construction toys like lego, trucks,
puzzle of a toy blocks, tangrams, shape blocks, cubes,

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What’s new? Procedure: etc. if available at home.
1. Give the 2 sets of puzzles to the
learner.

2. Let the learner do the following:

 connect the pieces of puzzles to
complete the two different
objects;
 compare the two puzzles;
 identify the objects formed; and
 tell which one he/she likes and
which one he/she doesn’t like.

Discussion (Informal Conversation) about the Activity

Ask: Ask these questions one at a time.

What objects have you formed from the puzzle pieces? (toys)
Which of the toys would you like to have? Why?
How about the other one, do you like it? (No) Why do you say so?
What is it?
Say:
There are toys that we like, and there are those that we don’t like. We still
take good care of the toys we don’t like. If there are toys you don’t like, you
can share it with other children without toys.

Snack Time: These can also be done during

What’s more?  Washing of hands before and after eating mealtime.
 Thanksgiving prayer
 Eating etiquette

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 Say: Let’s have another activity.  manila paper
 picture cards of different Look for pictures in magazines,
kinds of toys (dolls, newspapers, and other available
Activity 6: Sorting Toys rubber ducky’s, toy cars, materials at home.
kitchen utensil toys,
Procedure:
cooking toys, heavy
1. Get the picture cards and give them
equipment toys, etc.
to the learner.
2. Let the learner do the following:
Toys Toys
 look at each picture card;
that I that I
 get the picture card one by one; Like don’t
 decide if the picture belongs to the Like
“Toys that I like” or to the “Toys
that I Don’t Like”;
 count the picture cards that are
pasted in each column;
 write the number of picture cards at
the bottom; and
 tell what he/she will do with the
toys he/she doesn’t like.

Wrap-up
Ask:
Based on the pictures that you have pasted, what are the toys that you like to
What I have
have? Why?
learned?
How about the toys that you don’t like? Why?

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 If you have the toys you don’t like, what will you do?

Do you think you can have all the toys that you like? Why?

Say:
In reality, we cannot get all that we want. Give the learner enough time to enjoy the
We cannot have all the toys that we want because sometimes our parents toys.
need to prioritize the things that we really need like foods, clothing, etc.

Application
 Let the learner play toys that are available in their house or any
What I can do? toy/game of the child’s interest. Then let him/her classify toys that
he/she likes most from those that are not.

Content Standards: The child demonstrates an understanding of increasing his/her conversation skills

Performance Standards: The child shall be able to confidently speak and expresses his/her feelings and ideas in words that make sense

Most Essential Learning Competencies: Talk about likes/dislikes (foods, pets, toys, games, friends, places). Talk about family members,
pets, toys, foods, or members of the community using various appropriate descriptive words.

Content Focus: I can talk about the friends that I like and don’t like.

Learning Experiences Materials Note to the Facilitator

What I need to I can talk to my friends that I like and those that I like the least.
know?

12 CO_Q2_Kindergarten_Week 8
 Introduction Optional:
Say: Start the day’s activity with a prayer. Use any
Hello, good morning/good afternoon! prayer the child is familiar with.
Then sing any familiar localized song.
What have you learned from your previous
activities? (I learned about the toys that I like Let the learner practice courteous greetings every
and the toys that I don’t like.) day.

What are those toys that you like? Why do

What I know? you like them?
How about the toys that you don’t like? Why
don’t you like them?

Today, we are going to talk about your

friends. Do you have friends? Who are they?
Of all your friends, who is your favorite?
Why?

For our activity, you are going to make a stick

puppet of your favorite friend.

Activity 7: My Favorite Friend  clean sheet of Assist the learner in cutting the learner’s drawing.
paper
Procedure:  pencil If scrap cloth is not available, the learner may use
1. Let the learner do the following:  scissors materials that can be seen in their locality like
What’s new?
 draw his/her friend on a clean sheet  crayons twigs, eggshells, dried leaves, etc.
of paper;  scrap cloth
 cut the outline of his/her drawing;  glue/paste

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  design his/her puppet using scrap
cloth and colored markers; and
 attach the puppet to a popsicle stick
using masking tape.
Discussion (Informal Conversation) about the Activity

Say: Show me your stick puppet. Good job, your stick puppet Ask these questions one at a time.
looks very nice. With your stick puppet, can you tell me something
about your friend?

Ask:
What is the name of your friend? Why do you consider him/her as
your favorite friend? Aside from your favorite friend, do you have
other friends? Do you like them? Why?

Say:
What is it?
Friends are very important to us. They are like family to us. They
play with us, laugh with us and cry with us. That is why we should
love them. If the learner cannot give examples of names that
begin with /p/, you may give him/her some
Ask: Do you have a friend or anyone you know whose name or examples like Papa, paper, etc.
nickname begins with /p/? Say /p/ three times? /p/
Do you know what letter is this? (Show the picture of letter Pp or
write it on the paper)

Say: This is letter Pp. Say letter Pp three times.

What letter is this? (Pp) What is the sound of letter Pp? /p/

After taking your snacks, you will do a Letter Pp mosaic.

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 Snack Time: These can also be done during mealtime.
 Washing of hands before and after eating
 Thanksgiving prayer
 Eating etiquette

Let’s begin.
 recycled scrap Prepare a letter Pp outline and recycled/scrap
Activity 8: My Letter Pp Mosaic colored papers/ colored papers/old magazines.
old magazines
Procedure:  pair of
1. Give the letter Pp template to the scissors
learner.  glue You may use other material found in your locality
2. Let the learner do the following:
such as seeds, sands, leaves, twigs, sequins, etc.
What’s more?  cut the recycled/scrap colored papers
or old magazines into small pieces (or
any shape he/she wants);
 paste the cut recycled/scrap colored
papers or old magazines within the
letter template; and
 trace the letter Pp mosaic using
fingers.
Wrap-up
Ask:
What letter is formed in your mosaic? (It is letter Pp.)

What I have What is the sound of letter Pp? (/p/)

learned?
Can you name objects that begin with letter Pp?

What is the beginning sound of those objects?

15 CO_Q2_Kindergarten_Week 8
 Can you give names of your friends that start with letter Pp? Let the learner play with toys that start with letter
Pp like toy plates, toy puppy, pillows, paper,
Say: Very Good! Say the sound of Pp three times. /p/ puppets, etc.
Again, what is the sound of letter Pp?

Application
 Let the learner look for 7 letter Pp in the old
magazines/newspapers/calendars and encircle them.
What I can do?
Count the number of Pp’s he/she has found.

Content Standards: The child demonstrates an understanding of increasing his/her conversation skills

Performance Standards: The child shall be able to confidently speak and expresses his/her feelings and ideas in words that make sense

Most Essential Learning Competencies: Talk about likes/dislikes (foods, pets, toys, games, friends, places). Talk about family members,
pets, toys, foods, or members of the community using various appropriate descriptive words.

Content Focus: I can talk about places that I like and don’t like.

Learning Experiences Materials Note to the Facilitator

What I need to I can tell some places that I like and those that I dislike.
know?

16 CO_Q2_Kindergarten_Week 8
 Introduction Optional:
Say: Start the day’s activity with a
Good morning/afternoon! How’s your day today? prayer. Use any prayer the child
is familiar with.
What have you learned from the previous activities?
(I learned about letter Pp and its sound) Then sing any familiar
What I know? localized song.
What is this letter? (letter Pp)
Say it three times. /p/
What is the sound of letter Pp? (/p/)
Say it again three times. (/p/)

Say: Since we are done talking about your friends, let us

talk about your favorite community place.

 blocks If blocks are not available, you

Activity 9: My Favorite Place in the Community  examples of may use stones/pebbles, twigs,
community places dried leaves, or any localized
Procedure: materials available in your
(church, hospital,
1. Mention to the learner the places in the community place.
police station,
where he/she can possibly visit or may have visited, post office,
like playground, park, church, school, malls, playground, school,
What’s new? restaurant, hills, fishing pond, beaches, stores, etc. chapel, parks, hills,
2. Let the learner do the following: etc.)
 choose his/her favorite place in the community;
 build or create a miniature model of his/her favorite
place using blocks or any available materials at
home; and
 tell something about the favorite place.

17 CO_Q2_Kindergarten_Week 8
 Discussion (Informal Conversation) about the Activity
Ask:
What did you build? Ask these questions one at a
Why is (name the community place built/created) your favorite place in the time.
community?
Can you tell me the community places that you don’t want to visit? Why?

Say:
There are places that we really want to visit, but sometimes we are not allowed because
of some reasons, like this time of COVID-19 pandemic. Even if we want to go to the
playground or any other places, our parents will not allow us because they want us to
What is it? be safe. We have to follow the rules and health protocols set by the government for
our safety and protection.

Ask:
Can you tell me the names of community places? (church, hospital, police station, post
office, school, playground/park, etc.)
Among all of these community places, which of them begins with /p/? (police station,
post office, playground, etc.)

Say: After eating your snacks, we will have an activity about community places that
begin with /p/.

Snack Time:
These can also be done during
 Washing of hands before and after eating
mealtime.
 Thanksgiving prayer
 Eating etiquette
What’s more?
Say: Let’s start.  cut-out pictures of different kinds Assist the learner in identifying
of community places that begin the community places before
Activity 10: Letter Pp Collage with letter Pp (police station, post starting the activity.
office, pet shop, park, playground,

18 CO_Q2_Kindergarten_Week 8
 Procedure: etc.) Explain the community places
1. Give the learner a letter Pp template.  glue/paste one by one.
3. Let the learner do the following:
 identify the letter in the template;
 produce the sound of the letter;
 paste the pictures of community
places which names begin with letter
Pp inside the letter template;
 identify the community places that
are posted on the collage; and
 tell something about the letter Pp
collage.
Wrap-up

Say: Show me your collage. Excellent! Your collage looks so nice.

What letter have you formed in your collage? (letter Pp)

What I have
What is the sound of letter Pp? /p/ Say it again /p/
learned?
What are the names of community places that begin with the /p/? (police station, pet
shop, park, etc.)

Who do we see in the park? (Parents and their children) What are the things that we
can do in the park? (We can jog, can play slides, seesaw, swing, etc.) Parents must assist the learner
Application in finding places or words that
 Let the learner look for names of places that begins with letter Pp (example: begin with letter Pp.
Philippines, Pampanga, Pangasinan, etc.)
What I can do? Free play
 Allow the learner to play any outdoor games with his/her siblings.

19 CO_Q2_Kindergarten_Week 8
References

Standards and Competencies for Five-Year-Old Filipino Children, (2015). Department of Education, Pasig City
Kindergarten Teacher’s Guide. (2017), First Edition. Vo. 1 & 2. Department of Education, Pasig City, Philippines

20 CO_Q2_Kindergarten_Week 8
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]