KINDERGARTEN SCHOOL: TEACHING DATES:

DAILY LESSON LOG TEACHER: WEEK NO. WEEK 10

CONTENT FOCUS: Ako ay nakagagawa at natututo ng iba’t ibang QUARTER: 1ST QUARTER
bagay.

BLOCKS OF TIME Indicate the following: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Learning Area (LA)
Content Standards (CS)
Performance Standards (PS)
Learning Competency Code (LCC)
ARRIVAL TIME LA: LLC Daily Routine: Daily Routine: Daily Routine: Daily Routine: Daily Routine:
(10 mins) (Language, Literacy and National Anthem National Anthem National Anthem National Anthem National Anthem
Communication) Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
CS: The child demonstrates an Exercise Exercise Exercise Exercise Exercise
understanding of: Kamustahan Kamustahan Kamustahan Kamustahan Kamustahan
 kahalagahan ng Attendance Attendance Attendance Attendance Attendance
pagkakaroon ng Balitaan Balitaan Balitaan Balitaan Balitaan
masiglang
pangangatawan
 kanyang kapaligiran at
naiiugnay dito ang
angkop na paggalaw ng
katawan
 increasing his/her
conversation skills
 paggalang
PS: The child shall be able to:
 sapat na lakas na
magagamit sas pagsali
sa mga pang-araw-araw
na gawain
 maayos na galaw at
koordinasyon ng mga
bahagi ng katawan
 confidently speaks and
expresses his/her
feelings and ideas in
words that makes sense

LCC: KPKPF-Ia-2, KPKGM-Ia-

1
KPKGM-Ie-2, KPKGM-Ig-3
LLKVPD-Ia-13
KAKPS-00-14
KAKPS-OO-15
MEETING TIME 1 LA:(SE) PAGPAPAUNLAD SA Mensahe: Mensahe: Mensahe: Mensahe: Mensahe:
(10mins) KAKAYAHANG SOSYO- Marami akong kayang Marami akong kayang May mga bagay na Kaya kong matuto. Kaya kong matuto sa
EMOSYUNAL gawin sa loob ng gawin sa aking kayang-kaya kong iba’t ibang
CS: Ang bata ay nagkakaroon paaralan. Kaya kong tahanan. Kaya kong gawin. Tanong: Ano ang pamamaraan.
ng pag-unawa sa: magsulat, gumuhit, tumulong sa lahat ng iyong gusting Natututo ako sa
 konsepto ng pamilya, kumanta at tumula. gawain sa bahay at Tanong: Anong mga matutunan? Ano ang pagbabasa, panunuod
paaralan at komunidad ayusin ang aking bagay-bagay na makakatulong sayo at paglalaro.
bilang kasapi nito kagamitan. kayang-kaya mong upang ikaw ay
PS: Ang bata ay nagpapamalas gawin mag-isa? matuto? Tanong: Ano ang
ng: Tanong: Ano pa ang iyong gusting
 pagmamalaki at iyong mga nagagawa matutunan? Ano ang
kasiyahang sa iyong tahanan? makatutulong sayo
makapagkwento ng upang ikaw ay
sarling karanasan matuto?
bilang kabahagi ng
pamilya, paaralan at
komunidad.
LCC:
KMKPAra-00-1 to 5
WORK PERIOD 1 LA: SE (Pagpapaunlad sa Pamamatnubay ng Pamamatnubay ng Pamamatnubay Pamamatnubay Pamamatnubay
Kakayahang Sosyo- Guro: Guro: ng Guro: ng Guro: ng Guro:
Emosyunal) (Teacher- (Teacher- (Teacher- (Teacher- (Teacher-
Supervised): Supervised): Supervised): Supervised): Supervised):
KP (Kalusugang pisikal at
Poster: Now We Can. Cooperative Finger Word Pairs Wonder webs Paglilimbag ng mga
pagpapaunlad ng
kakayahang motor) KAKPS-00-7 Painting LLKPA-Ic-2 LLKKPA-00-6 patapong bagay.
CS: Ang bata ay nagkakaroon SKMP-00-1 SKMP-00-2 SKMP-00-3
ng pag-unawa sa: Malayang Malayang
 sariling kakayahang Malayang Paggawa: Malayang Paggawa: Paggawa: Malayang
sumubok gamitin nang (Mungkahing Paggawa: (Mungkahing (Mungkahing Paggawa:
maayos ang kamay Gawain) (Mungkahing Gawain) Gawain) (Mungkahing
upang A-Z Pocket Chart Gawain) A-Z Pocket Chart A-Z Pocket Chart Gawain)
lumikha/lumimbag MKSC-00-6 A-Z Pocket Chart MKSC-00-6 MKSC-00-6 A-Z Pocket Chart
 pagpapahayag ng LLKPA-Ig-7 MKSC-00-6 LLKPA-Ig-7 LLKPA-Ig-7 MKSC-00-6
kaisipan at LLKPA-Ig-7 LLKPA-Ig-7
imahinasyon sa
Alphabet Crowns Alphabet Crowns Alphabet Crowns
malikhain at malayang
pamamaraan. LLKAK-Ih-3 LLKAK-Ih-3 LLKAK-Ih-3
SKMP-00-4 Alphabet Crowns SKMP-00-4 SKMP-00-4 Alphabet Crowns
PS: Ang bata ay nagpapamalas LLKAK-Ih-3 LLKAK-Ih-3
ng: Color Memory Game SKMP-00-4 Color Memory Color Memory SKMP-00-4
 kakayahang gamitin MKSC-00-2 Game Game
ang kamay at daliri Color Memory Game MKSC-00-2 MKSC-00-2 Color Memory
 kakayahang Shape Trail MKSC-00-2 Game
maipahayag ang MKSC-00-2 Shape Trail Shape Trail MKSC-00-2
kaisipan, damdamin,
 saloobin at Shape Trail MKSC-00-2 MKSC-00-2
imahinasyob sa Letter Making MKSC-00-2 Shape Trail
pamamagitan ng LLKAK-Ih-3 Letter Making Letter Making MKSC-00-2
malikhaing KPKFM-00-1.4 Letter Making LLKAK-Ih-3 LLKAK-Ih-3
pagguhit/pagpinta
LLKAK-Ih-3 KPKFM-00- KPKFM-00- Letter Making
LCC:
KAKPS-00-1-3
KPKFM-00-1.4 1.4 1.4 LLKAK-Ih-3
KPKFM-00-1.5 KPKFM-00-
KPKFM-00-1.6 1.4
SKMP-00-6
SKMP-00-7
KMKPara-00-2
LKPA-Ig-1
MEETING TIME 2 LA: SE (Pagpapaunlad sa Ipapakikita ang poster Gawain: I say you Tula: Me Awit: What’s the Ipakita ang mga
Kakayahang Sosyo- na ginawa. Talakayin. say sound? nagawa ng bata
Emosyunal) Gawain: Snap and
CS: Ang bata ay nagkakaroon
mula sa mga
clap rhymes Gawain: Ano ang patapong
ng pag-unawa sa:
bagong salitang
 sariling ugali at materyales.
damdamin
nabuo?
 increase his/her
conversation skills
PS: Ang bata ay nagpapamalas
ng:
 kakayang kontrolin
ang sariling
damdamin at pag-
uugali, gumawa ng
desisyon at
magtagumpay sa
kanyang mga gawain
 confidently speaks
and expresses
his/her feelings and
ideas in words that
make sense.
LCC:
LLKOL-00-5
LLKOL-1a-2
SUPERVISED LA: PKK Pangangalaga sa SNACK TIME
RECESS Sariling Kalusugan at
Kaligtasan
CS: Ang bata ay nagkakaroon
ng pag-unawa sa:
* kakayahang pangalagaan
ang sariling kalusugan at
 kaligtasan
PS: Ang bata ay nagpapamalas
ng:
* pagsasagawa ng mga
pangunahing kasanayan
ukol sa pansariling
kalinisan sa pang-araw-
araw na pamumuhay at
pangangalaga para sa
sariling kaligtasan
LCC:
KPKPKK-Ih-1
NAP TIME
STORY TIME LA: BPA (Book and Print Story: Si Pagong at Story: Nang Story: Milly Molly Story: Milly Molly Story: Banana for
Awareness) Matsing magkakulay ang and Stowaways and Lily May Lunc
CS: The child demonstrates an Nayon
understanding of:
 book familiarity,
awareness that there is
a story to read with a
beginning and an en,
written by author(s),
and illustrated by
someone

PS: The child shall be able to:

 use book – handle and
turn the pages; take
care of books; enjoy
listening to stories
repeatedly and may
play pretend-reading
and associates
him/herself with the
story
LCC: LLKBPA-00-2 to 8

WORK PERIOD 2 LA: M (Mathematics) Pamamatnubay ng Pamamatnubay ng Pamamatnubay Pamamatnubay Pamamatnubay

Guro: Guro: ng Guro: ng Guro: ng Guro:
CS: CS: The child demonstrates
Train Ride Balloons Bird Pattern Dot Chart Shadow Shapes
an understanding of: MKAT-00-4,8,9,26 MKAT-00-4,8,9,26 MKSC-00-19 MKSC-00-19 LLKLC-00-1 to 2
LLKOL-Ia-2,
* Objects in the environment
Malayang Paggawa: Malayang Malayang Malayang KSC-00-1 to 2
have properties or
attributes (e.g., color, size, (Mungkahing Paggawa: Paggawa: Paggawa:
 shapes, and functions) and Gawain) (Mungkahing (Mungkahing (Mungkahing Malayang
that objects can be Laruang Blocks Gawain) Gawain) Gawain) Paggawa:
manipulated based on these MKSC- 00-4 Laruang Blocks Laruang Blocks Laruang Blocks (Mungkahing
properties and attributes MKSC- 00-4 MKSC- 00-4 MKSC- 00-4 Gawain)
*concepts of size, length, Three Concentration Laruang Blocks
weight, time, and money
MKAT-00-3, Three Concentration Three Three MKSC- 00-4
PS: The child shall be able to:
8,10,14 MKAT-00-3, Concentration Concentration
* manipulate objects based 8,10,14 MKAT-00-3, MKAT-00-3, Three
on properties or attributes Go 3 8,10,14 8,10,14 Concentration
*use arbitrary measuring MKAT-00-3, Go 3 MKAT-00-3,
tools/means to determine 8,10,14 MKAT-00-3, Go 3 Go 3 8,10,14
size, length, weight of things 8,10,14 MKAT-00-3, MKAT-00-3,
around him/her. Subtraction Cards 8,10,14 8,10,14 Go 3
LCC: MKSC- 00-4 MKAT-00-3, Subtraction Cards MKAT-00-3,
MKME -00-1 8,10,14 MKAT-00-3, Subtraction Cards Subtraction Cards 8,10,14
MKC-00-2 TO 6
8,10,14 MKAT-00-3, MKAT-00-3,
MKAT-00-1
Tapatan 8,10,14 8,10,14 Subtraction Cards
MKSC-00-4, 19 Tapatan MKAT-00-3,
MKSC-00-4, 19 Tapatan Tapatan 8,10,14
MKSC-00-4, 19 MKSC-00-4, 19
Tapatan
MKSC-00-4, 19
INDOOR/ LA: KP (Kalusugang Pisikal Counting Game - Body Patterns. Monkey See, Body Movement Skipping Rope -
OUTDOOR at Pagpapaunlad ng PEHT p.9 Monkey Do PEHT p.22
Kakayahang Motor) MKSC-00-12 PNEKBS-Ic-1 to 3 KPKPF-00-1 KPKPF-00-1 KPKPF-Ia-2
CS: Ang bata ay nagkakaroon SEKPKN-00-1 SEKPKN-00-1
ng pag-unawa sa:
SEKPKN-Ig-2 SEKPKN-Ig-2
* kanyang kapaligiran at
naiuugnay dito ang angkop
KPKGM-Ie-2
na paggalaw ng katawan
PS: Ang bata ay nagpapamalas
ng:
* maayos na galaw at
koordinasyon ng mga
bahagi ng katawan
LCC: KPKGM-Ia-1 to 3
MEETING TIME 3 DISMISSAL ROUTINE
 REMARKS
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this
week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation.
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties dis I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
APPENDIX: WEEK 10

A. THEME-RELATED ACTIVITIES

Poster - Now We Can! - Things I can do now that I could not do when I was younger
Objective/Competency: To identify the activities the child can do by himself/herself
Materials: manila paper, pieces of papers, pencils, crayons
Number of Players/Participants: 8 children
Procedure:
1. On a piece of construction paper, ask each child to draw one thing that they can now do by themselves/
2. Let him/her label his work or take down dictation as needed.
3. Paste it on the poster. Write the title of the activity.

Look What I Can Do

Objective/Competency: To identify the different things that the children can do
Materials: 4-5 pages of ½ crosswise papers stapled together, pencils, crayons (Teacher writes the title on each of
the booklets.)
Number of Players/Participants: 8 children
Procedure:
1. Have each child write his/her name on the cover page of the booklet.
2. On each page, have him/her draw things that he/she can do now/
3. Teacher takes down dictation as needed.

Cooperative Finger-painting
Objective/Competency: To develop self-expression
To learn how to work with a partner (sharing, taking turns)
Materials: finger-paint (red, blue, yellow), white paper, tape, markers, wet cloth for wiping fingers
Number of Players/Participants: 6 children (3 pairs)
Procedure:
1. Tape the paper on the table so that it will not move or be blown away while the children are painting.
2. Ask the children to write their names on the paper with a marker.
3. Invite the children to dip their fingers in a tub of finger-paint and apply the finger-paint on their paper to
paint pictures.
4. Remind children that they need to share the space on the paper while painting and to wait for their turn to
get finger-paint from the tub.
5. Teach the children to wipe their fingers clean before dipping in another colored paint.
6. When children have finished painting, the teacher asks them about their painting and writes their answers
on their paper.
7. Teacher hangs the painting up to dry.

Can You Do It? - PEHT p.91

I Can Do This - PEHT p. 101

Kaya Kong __ - PEHT p.80

Treasure Box - PEHT p.87

Kuwintas - PEHT p.234

Paglilimbag Ng Mga Patapong Bagay - PEHT p.121

B. OTHER MATH ACTIVITIES

Dot Chart/ Patterns
Objective: To recognize pattern in dot formations
To translate dot patterns to rhythmic patterns and vice versa
Materials: dot charts
Players: small or whole group
Procedure:
       
1. Teacher shows symbols such as
2. Teacher asks children to interpret symbols using their bodies or their hands.
3. Teacher asks for different interpretations.
4. On subsequent days the teacher changes the original pattern and repeats the procedure.
5. Children can also be given their own dot charts where they can record the patterns that are produced.

Hand Game – Worksheet

Objective: to write addition equations involving quantities of 3
To conserve number
Materials: counters Hand game work mat Hand game worksheet pencil
Procedure:
 Instruct children to play the Hand game as before.
 Tell them to record or write equations that represent their concrete manipulations on the Hand game
worksheet

If worksheets are not available, teacher can simply write the combinations

0 + 3 = ____ 1 + 2 = _____ 2 + 1 = ____ 3 + 0 = _____

3 – 0 = ____ 3 – 2 = _____ 3 – 1 = _____ 3 – 3 = _____

Lift the Bowl - Worksheet

Objective: to write addition equations involving quantities of 3
To conserve number
Materials: counters Lift the Bowl work matLift the Bowl worksheet pencil
Procedure:
 Instruct children to play the Lift the Bowl activity as before.
 Tell them to record or write equations that represent their concrete manipulations on the Lift the Bowl
worksheet.

Bird Patterns
Objective: To recognize color patterns
To continue pattern in a series of objects
Materials: pocket chart, 10 bird cut-outs: 6 red birds, 3 blue birds, Phoebe blue bird
Players: whole or small group
Procedure:
 Read the poem The Lost Blue Parakeet.
 After reading the second verse, let the children line up the birds, including Phoebe, according to the
pattern described in the poem (red, red, and blue). One blue bird can be waiting on a higher row of the
pocket chart.
 When Phoebe flies away to join her owner, this blue bird can come to take Phoebe’s place in the pattern.

Roll and Count

Objective: to compare quantities
Number of participants: 2-4 players
Materials: plus and minus spinners die
 Newsprint or bond paper for each child clothespins
Procedure:
1. The children take turns rolling the die and turning the spinner.
2. Each child adds or subtracts clothespin from his or her working space paper according to the die and
spinner.
3. If the spinner and die indicate they are to take away more clothespins than they have on their papers, the
children say “impossible” and spin again.
4. If they are to add more clothespins than they have room for on their working space papers, they each get
an additional paper.

Number Hunt (3)

Objective/Competency: To identify the number 3
Materials: old magazines or newspapers, crayons
Number of Players/Participants: 8 children
Procedure:
1. Have each child get a newspaper or magazine page.
2. Point out the number 3 that they will be looking out for. Write it on the chalkboard in big print.
3. Let them search the target number.
4. Ask them to use a crayon to encircle it.

Searching For Shape Words

Objective: to recognize 2-dimensional shapes
To read shape words
Materials: copy of poem
Players: small or whole group
Procedure:
1. Write a list of 2-dimensional shape names on the board.(circle, square, triangle, rectangle)
2. Ask the children to hunt for and underline the shape words in the poem.
3. They can refer to the list on the board to guide them.

Shadow Shapes

I’m stepping on a triangle.

I hop onto a square.
The shadow shapes on sunny days
Are lying everywhere.
My hat looks like a triangle.
My arm looks like one, too.
I’m seeing lots of rectangles
On every block or two.

The shadow of that cat is not

A triangle or square.
It’s made of lots of different shapes
All covered up with hair!

Searching For Shadow Shapes

Objectives: to identify 2-dimensional shapes
Materials: pictures of shapes to be hunted
Players: small group
Procedure:
1. Read the poem Shadow Shapes
2. Go outdoors and let children draw and/or record the names of objects that are 2-dimensional shapes.
Shadows of objects can be inspected as well.
3. (Note: Natural objects such as trees, bushes, animals have shapes that are not geometrical.)
 4. Indoors, you can show children pattern blocks, boxes, cans and other familiar objects and have them
predict what shapes the shadows will make.

Shape Trail
Objective/Competency: shape recognition
Materials: shape trail board game , markers
Number of Players/Participants: 6 children
Procedure:
1. Explain the directions of the game to the group.
2. The oldest player goes first. .
3. The first player throws the die and moves his playing piece according to the number that appeared on the
die.
4. The child identifies the shape space he landed on.
5. The child on his left will have the next turn.
6. The game continues until a player reaches the finish line.

Color Memory Game

Objective: match colors
Material : 8 pairs of identical color cards
Number of players/participant: 5-6
Procedure:
1. Place all cards on the table face down.
2. Each player turns over two cards during his turn. If he gets a pair of identical shape cards, he gets to keep
the pair and takes another turn.
3. If the letter cards do not match, the player puts back the cards into their original places.
4. The player who is able to get the most number of pairs wins the game.

Train Ride
Objectives: to add and subtract single-digit numbers
Players: small or whole group
Materials: chalk and chalkboard
Procedure:
1. Divide the group into 2
2. The first player in each group goes to the chalkboard and draws a train engine. As directed the leader
writes a numeral, for example 8, on the drawing of the train.
3. The second player then comes up to draw a coach, on which he writes a combination that names the
number selected for the engine, such as 6 + 2.
4. Continue in order until a member of the group thinks that all combinations have been shown.
5. The team whose train shows all combinations for the engine number wins.

Balloons
Concept: Addition-Subtraction
Objectives: to add and subtract single-digit numbers
Players: individual, small or whole group
Materials: chalk and chalkboard
Procedure:
1. Draw pictures of balloons on the chalkboard and write an addition or subtraction combination on each.
2. Players take turns by trying to “pop the balloons” by giving answers to the combinations. Children may
indicate the popping of balloons by clapping hands

Variation: Instead of drawing balloons, flowers, leaves and other more familiar objects can be drawn.

Draw 3
Objective : to explore different combinations that make 3
Materials : 4 sets of numeral cards (0 –3)
No. of players / participants: 3- 5 players
Procedure
1. One card is drawn from the deck and is set aside throughout the game, so that there will be an odd card
without a mate at the end of the game. All the other cards are dealt.
2. Each player goes through the cards received trying to find pairs that make 3. All the pairs thus made are
discarded in the middle of the table.
3. The players then take turns, each holding her cards like a fan and letting the person to her left draw one of
them without looking at them. If the person who draws the card can use it to make 5 with one of the cards
in her hand, she discards the pair in the middle of the table. If she cannot use it, she has to keep it. She then
holds all her cards like a fan so that the person to her left can draw one of them by chance.
4. Play continues until one person is left holding the odd card and loses the game.

3 Concentration
Objective: to explore different combinations that make 3
Materials: 4 sets of numeral cards (0-3)
Procedure:
1. Sixteen cards are placed in the middle of the table, face down, in a 4 x 4 arrangement. The remaining cards
are placed faced-down in a stack.
2. The players take turns turning over two cards, trying to turn a pair that totals 3 If a pair can be made, the
player keeps it and continues to play as long as he is successful. If he is not successful, he returns the two
cards to their original face-down positions and replaces any cards he took with new ones from the deck.
3. With 16 face-down cards on the table, the turn passes to the next player to the left.
4. The person who collects the greatest number of pairs is the winner.

Find 3
Objective / Competency: collect pairs of cards
Materials : 4 sets of numeral cards (0-3)
No. of players / participants : 3-5 players
Procedure
1. All cards are dealt. Last card is turned face up. Each player keeps the cards dealt to him in a stack, face-
down, without looking at them.
2. By turns, players turn over the top card of his stack. If this card can be used with one on the table to make
a total of 3, the player can take it and keep the pair. If there are no cards that can be used, he has to discard
his card in the middle of the table, face up.
3. The player who collects the most number of pairs wins.

Go 3
Objective: to explore different combinations that make 3
Materials: 4 sets of numeral cards (0-3)
Procedure:
1. All the cards are dealt.
2. The players take turns asking specific people for specific cards in a way similar to the card game Go Fish.
For example, John may say to Carol do you have a 1 ?" If Carol has a 1, she has to give it up to John. John
then lays this 1 and a 2 in front of himself, face up.
A player can continue asking for a card as long as he gets the card he requested. If he does not get the card
he asked for, the turn passes to the person who said, "I don't have it."
3. The person who makes the greatest number of pairs is the winner.

Subtraction Cards
Objective: to subtract quantities up to 3
Materials: subtraction cards, counters
No. of Participants: 1-4
Procedure:
1. Teacher reads the total on the card, in this case 3.
2. Children get 3 counters.
3. Teacher says "take away one" while lifting the right hand flip.
 4. Children take away 1 counter, count remaining counters and say "Two"
5. Teacher shows the group the two remaining dots on the subtraction card.

Bingo: Addition (up to quantities of 3)

Objective: To match an addition fact with its correct sum
Materials: bingo card for each player calling cards tokens
No. of Participants: 1-4
Procedure:
1. Provide each player with a bingo card.
2. Assign a student to call out what is written on calling cards.
3. First one to cover all spaces wins. If players go through all the cards without reaching Bingo, they should
reshuffle the cards, then turn them face down again and continue playing until someone has won.

Bingo: Subtraction (up to quantities of 3)

Objective: To practice subtraction up to quantities of 3
Materials: bingo card for each player calling cards tokens
No. of Participants: 1-4
Procedure:
1. Provide each player with a bingo card.
2. Assign a student to call out what is written on calling cards.
3. First one to cover all spaces wins. If players go through all the cards without reaching Bingo, they should
reshuffle the cards, then turn them face down again and continue playing until someone has won.

Tapatan (tic-tac-toe's brainy Filipino cousin)

Materials: playing board, 3 markers of two colors (3 red and 3 blue)
Procedure:
The object of the game is to arrange 3 markers of the same color in a row along any of the board lines
(horizontally, vertically or diagonally). Players take turns placing one marker at a time on any of the board points.
When all six pieces are placed, the players take turns sliding from point to point along the board lines until one
player is able to arrange 3 markers of the same color in a row.

C. OTHER LANGUAGE ARTS ACTIVITIES

Print Pals
Objective/Competency: To know that sentences are divided into words
Materials: white paper, pencil
Number of Players/Participants: 8 children
Procedure:
1. Think of a sentence.
2. Clap and count the words so you will know how many you will need to write.
3. Teacher draws a line on the paper for each word in the sentence.
4. Point to each line as you say the sentence you will write there.
5. Now segment each word. If you know how to write the letter for the sound you hear, write it. Teacher
writes the rest.
6. Keep sharing the pencil until the sentence is complete.

Writing To Read!
Objective/Competency:
Materials: paper, scissors, stapler, pencils, crayons, markers
Number of Players/Participants: 8 children
Procedure:
1. Make several booklets with blank pages.
2. Think of a title (suggested titles: I Can, I Am, I See).
3. Complete the sentence for every page of the booklet (I can dance. I can sing. I can jump.)
4. Write your name at the cover page.
Wonder Webs
Objective/Competency: To describe objects
Materials: paper, pencil
Number of Players/Participants: 8 children
Procedure:
1. Choose an object you want to describe.
2. Draw the object and write the label in the center of the sheet of paper.
3. Draw a circle around it.
4. Draw several lines coming out from the circle like a web.
5. At the end of each one, write a word that tells about your chosen object.

A-Z Pocket Chart

Objective/Competency: To group the picture cards the letter, picture with the beginning letter and the word that
begins with that letter
Materials: playing cards with a letter card, picture card that begins with that letter and the word name of the
picture (for each letter of the alphabet)
Number of Players/Participants: 8 children
Procedure:
1. Choose only 5 letters to work with at a line. Complete all 15 playing cards of those 5 letters.
2. Spread out the cards on the table.
3. Have the children sort among them what 3 cards belong in each set.
4. Ask them to put the three cards together side by side when they have found them.
5. Let them say the letter sounds and read the words in each set.
6. Replace the 15 cards with another set when the round is finished.

Alphabet Crowns
Objective/Competency: To recognize the alphabet
Materials: long strips of white cardboard, old magazines or newspaper, scissors, pencils, crayons, tape
Number of Players/Participants: 8 children
Procedure:
1. Have the children look for the letters of their name from magazines.
2. Let him cut it out and paste it on his strip of cardboard.
3. When the child has already completed looking for all the letters, tape the ends together to fit around the
child’s head. Let him wear it as a crown.

The Treasure Box

Objective/Competency: To design a box using torn art papers and glue
Materials: small boxes, scrap art papers, glue, marker
Number of Players/Participants: 8 children
Procedure:
1. Let each child choose a box from the pile.
2. Have them cover the box with glue and torn art papers.
3. Ask the child to label his box with his name.

Oral Blending and Segmentation

Objective: manipulate a sound in words
Materials: Blocks,2-3-4 phoneme word cards
Number of participants: half of class

Oral Blending:
Procedure:
1. Give each child inch cubes or counters.
2. Show a picture card and say the word.
3. Then say each phoneme (sound) with a pause (about half a second interval) between its phonemes. For
 example, if you are working with the word hair bow, say /b/ /o/.
4. To show that the word bow consists of two separate sounds, the teacher now places blocks in two
different colors underneath the picture as she enunciates the sound represented by each.
5. Then have children repeat the word in the same manner, /b/ /o/
In addition, you should have two blocks of your own and a set of pictures of two-phoneme words. Also,
before beginning, it is important to have read the introduction to this chapter.
The children then repeat the word sound by sound while representing the sounds of the word, left to
right, with their own blocks. The children should repeat the sounds while pointing to the respective
blocks and then the word, pausing slightly less between phonemes with each repetition (e.g., “b… ō…,
bow, b… ō…bow, b- ō…bow”.)

Oral segmentation
Objective: segmenting sounds in words
Material Blocks,Two/three/Four phoneme word cards
Number of participants: half of class
Procedure:
This game is just the reverse of the segmentation game
1. Choose a picture and place it face down so the children cannot see it.
1. Then say the word phoneme by phoneme (e.g., “b… ō…), while placing the blocks beneath the picture.
2. While pointing to their own blocks, the children must repeat the phonemes over and over and faster
and faster as they did in the analysis game.
3. When they know the identity of the picture, they should raise their hands.
4. The teacher may then ask the group or any individual to name the picture. After resolving any
disagreements, the picture is held up for all to see.
5. After modeling several words is held in this way,

Letter Shapes
Objective/Competency: distinguish shapes that make up letters ; develop motor skills for writing
Materials/Preparation: cardboard, yarn
Preparation: On separate pieces of cardboard draw and cut-out following shapes : a slanted line, a tunnel, a
straight line, a circle, a curved line and a straight and slanted line together.
Punch holes in the cardboard pieces
Number of players/participant: 4=6 children or it can also be played by just one child
Procedure: Ask students to get one cardboard piece at a time.
1. Each student pulls the yarn through the holes

Letter Making
Objective/Competency: letter formation; motor skills for writing
Materials/Preparation: cardboard, buttons, beans or miniature counters
Number of players/participant: 3-4 students or it can also be played by just one child
Procedure:
1. Distribute letter cards to each student.
2. Ask each one to place the beans within the outline of each block letter.
3. Use the arrows and numbers as a guide for forming letters in writing.
4. Ask them to run their fingers over the beans, buttons or counters and verbalize the movements they are
making to form the letter. For example, for letter L, they would say down, across.

ACTIVITIES FOR MEETING TIME 2

"I say, You say" game:

Procedure:
1. Tell students that you will play a rhyming game.
2. Teacher says a word and students think of a word that rhymes with teacher’s word.
3. For example, teacher says:
I say fat. You say _____. I say red. You say _____.
Snap and Clap Rhymes
Objective/Competency: identify words that rhyme
Materials: none
Number of players/participant: whole class during circle time or in half groups
Procedure:
1. Begin with a simple clap and snap rhythm.
2. Get more complex as children move along in rhyming.
Clap Clap Snap fall Clap Clap Snap ball
Clap Clap Snap hall Clap Clap Snap small

What’s the New Word ? (Add and Take Away a Sound)

Procedure:
1. Explain to the children that when you add a sound to a word, you end up with a totally different word.
2. Give an example to demonstrate the skill. For example, say /at/ and have children repeat it.
3. Ask what will happen if they add a new sound to the beginning of the word such /m-m-m-m/ …at”
4. Children must be able to figure out that the new word is mat.
5. Then say, “ We put a new sound on the beginning and we have a new word.!”
6. Tell children that you would take away the initial sound and have them identify the new word.
7. Ask them which sound and assign 2-3 pictures to each group. Have them agree on its name and give
them time to analyze it on their own. To gain a good sense of who is and is not catching on, ask one
or more individuals to share his or her solution to each word. Then the whole group should repeat
the solution together, voicing the separate phonemes of the word as they point to their
corresponding blocks.

D. SONGS/POEMS/ RHYMES

Three Little Ducks Three Little Monkeys

Three little ducks went out one day Three little monkeys sitting on a tree
Over the hills and far away Teasing Mr. Crocodile, “You can’t catch me, no you
Mother Duck said, “Quack, quack, quack, quack!” can’t catch me!”
But only two little ducks came back. Along came Mr. Crocodile hungry as can be and
Two little ducks… SNAP!
One little duck… Two little monkeys sitting on a tree teasing Mr.
No more little duck… Crocodile, “You can’t catch me, no you can’t catch
Sad Mother Duck….and all the three little ducks me!”…
came back.

Doodle-Li-Doo What’s the Sound?

Please sing to me What’s the sound that these words share?

A sweet melody Listen to these words
Called doodle-li-doo, doodle-li-doo Sad and silly are these words
I like it so Tell me what you’ve heard (ssss…)
Wherever I go With a /s/, /s/ here and a /s/,/s/ there,
Sing doodle-li-doo, doodle-li-doo Here a /s/, there a/s/, everywhere a /s/,/s/
A simple a song /s/ is the sound that these words share
There isn’t much to it We can hear this soun
All you have to do
Is doodle-li-doo it
I like it so
Wherever I go
Sing doodle-li, doodle-li-doo, DOO
One, Two, Buckle My Shoe - PEHT p.160

I Can Do Many Things - PEHT p.162

E. INDOOR/OUTDOOR GAMES

Body Patterns
Objective/Competency: To develop body coordination
To develop a sense of rhythm
Materials: none
Number of Players/Participants: whole or small group
Procedure:
1. Have the children to sit in a circle.
2. Arrange the children as such: Boy, Boy, Boy, Girl, Boy, Boy, Boy, Girl
3. Ask the children what is next in the pattern.
4. Ask them to arrange themselves as such.
(Variation: Assign a leader to think of a body pattern which the class will do.)

Monkey See, Monkey Do

Objective/Competency: To develop body coordination
To follow instructions
Materials: none
Number of Players/Participants: whole or small group
Procedure:
1. Have the children to sit in a circle.
2. Assign a leader who will stand in the center.
3. The leader makes a pattern using his body (example: clap, clap, stomp, clap, clap, stomp).
4. The class imitates his body movements.
5. Let the children take turns being the “monkey.”

Body Movement
Objective/Competency: To develop body coordination
To develop a sense of rhythm
Materials: CD player, CD/music, ball
Number of Players/Participants: whole class or small group
Children respond to the rhythm of the music with the ball eg. dribbling, throwing, shooting, passing rolling, etc.

Simon Says (English version of “Sabi ni Pedro” – PEHT p.51)

Move That Body - PEHT p.55

Counting Game - PEHT p.9

Skipping Rope - PEHT p.22