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NATIONAL KINDERGARTEN CURRICULUM GUIDE (NKCG)

Government Property (Not for Sale)
Copyright, 2011

Copyright Notice. Section 9 of Presidential Decree No. 49 provides: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or office wherein the
work is created shall be necessary for exploitation of such work for profit.
This Eight Week Summer Kindergarten Curriculum for Filipino Children was prepared by the Curriculum
Development Division, Bureau of Elementary Education, Department of Education.
Management Staff. Yolanda S. Quijano, Undersecretary for Programs and Projects, Angelita M.
Esdicul, Director III, OIC-Office of the Director IV, Simeona T. Ebol, Chief, Curriculum
Development Division, Irene C. de Robles, OIC Assistant Chief, Curriculum Development Division,
Josefina V. Lacuna, Senior Education Program Specialist, Project Coordinator, Forcefina E. Frias,
Education Program Specialist, Nerisa M. Beltran, Education Program Specialist, and Eldy U. Oas,
Education Program Specialist, Assistant - Team Project Coordinators.
BEE Writers. Rogelio O. Does, Ofelia H. Eustaquio, Virginia T. Fernandez, Galileo L. Go,
Josefina V. Lacuna, Nerisa M. Beltran, Kathleen C. Diza, Forcefina E. Frias, Robesa R. Hilario,
Thea Joy G. Manalo, Judy Ann R. Marquez, Marion Grace A. Murillo, Eldy U. Oas, Marilou D.
Pandio, and Rosalinda T. Serrano.
DepED Offices - Field Writers. Michelle A. Mejica, III, Jenifer E. Quinto - Div. of San Jose Del
Monte City, III, Virgilio L. Laggui - Div. of Bulacan, III, Edwina C. Nabo Div. of Sta. Rosa City,
IV-A, Manuela S. Tolentino Div. of Cavite, IV-A, Gloria M. Cruz, IV-B MIMAROPA, Charity A.
Capunitan - Div. of Or. Mindoro, IV-B, Florida L. Madrid - Div. of Calapan City, IV-B, Lany M.
Semilla - Division of Marinduque, IV-B, Adelardo I. Malaluan - Div. of Occ. Mindoro, IV-B, Roger
Capa - Div. of Romblon, IV-B, Sonia H. Herezo, VI, Heidelyn P. Geromiano - Div. of Capiz, VI,
Asst. Supt. Salustiano T. Jimenez - Div. of Cebu City - VII, Luzviminda L. Ona, NCR, Carmelita N.
Miranda - Div. of Manila, NCR, and Jenny J. Bendal - Div. of Muntinlupa City, NCR.
Administrative Aide. Marcelino C. Bataller, Ferdinand S. Bergado, Roy L. Concepcion, Bryan R.
Simara, Dennis E. Geroca, Jannet Labre
Consultants. Feny de los Angeles-Bautista, Marissa J. Pascual, Marjorie Salcedo-Javier
Funding Partner. UNICEF Philippines Representatives: Ma. Lourdes de Vera-Mateo, Chief,
Fe Nogra-Abog, ECD Specialist, Education Section
Printed with the Assistance of UNICEF, Philippines, 31st Floor, Yuchengco Tower, RCBC Plaza, 6819
Ayala Corner Buendia, Makati City
Curriculum Development Division, Bureau of Elementary Education
Office Address
:
Rm. 204, Bonifacio Bldg.,
DepEd Complex, Meralco Avenue, 1600 Pasig City
Telefax
:
(02) 638-4799/637-4347
[email protected]
Email address
:

FOREWORD
Brain development occurs during the first 8 years of life of the child. Early experiences
contribute significantly to the structure of the brain and its capacities. Early interactions, how
we relate and respond, directly affect the way the brain is interconnected. Development is
also influenced by nutrition, surroundings and stimulation.
Cognizant of how brain development takes place, a curriculum which will enhance its
development should be in place. Hence, the development of the forty-week Kindergarten
Curriculum or the National Kindergarten Curriculum Guide (NKCG).
The NKCG intends to provide the Kindergarten teachers everyday learning episodes which
are correspondingly supported with developmentally-appropriate activities.
The NKCG has the following features:

It is of 2 Parts:
Part I Weeks 1 20
(1 10 First Grading Weekly Plans)
(11 20 Second Grading Weekly Plans)
Part II Weeks 21 40
(21 30 Third Grading Weekly Plans)
(31 40 Fourth Grading Weekly Plans)

With the prescribed Blocks of Time

Each week has:
Content-focus statement
5 suggested daily plans
Daily plans contain:
Message for the day
Suggested activities for each Block of Time
Activities and materials are appended after every weekly plans.

Interrelatedness of all the learning domains is of utmost consideration, hence learning

activities are carefully selected so that no learning area is taught in isolation. However,
materials and activities are suggestive in nature and the teacher is still empowered to use
activities/materials deemed best suited to the class being handled.
The content and skills to be developed are derived from the National Kindergarten
Standards and Competencies for the Five Year Old Filipino Children and employs the
integrative approach in developing the skills relative to the content focus.
Varied activities are utilized through games, songs, dances, rhymes, poems, stories,
pictures, manipulative toys which will make learning fun, pleasant, and enjoyable, thus
ensuring active interaction among the learners.
Basically, the NKCG will relieve the Kindergarten teachers from worries on what and how to
teach and where to get the materials needed.

SAMPLE PROGRAM OF ACTIVITIES

MORNING and AFTERNOON SESSION

Time
7:30-7:40

No. of
Minutes
10

Activities

7:40-8:00

20

Meeting Time 1

8:00 8:50

50

Work Period 1

8:50 9:10

20

Meeting Time 2

9:10 9:25

15

Recess

9:25 9:45

20

Rest/Story Time

Arrival Time

Area of Development
Language Development listening, speaking-storytelling
Introduce & reinforce routines and rules
Exploration of materials of their choice
Browsing through books
Drawing/writing
Gathering news
chatting with peers/teachers
First whole group activity for the day
Perfect context for:
teaching children how to behave confidently and fairly in a
group
Teaching children how to take turns talking and listening to
each other
Provides children with opportunities to:
share experiences
plan the day
make choices
problem-solve
Provide children with opportunities to:
explore the environment
develop thinking skills: observing, problem-solving,
measuring
develop creativity: generating ideas, creating products
Second whole group activity for the day that provides children with
opportunities to:
share experiences
plan the day
make choices
problem-solve
Gives children a chance to refuel on many levels:
physically
emotionally
socially
Children take their snacks and a chance for teachers to incorporate
hands-on activities to develop desirable table manner. Values of being
independent, disciplined and being conscious about healthy and
nutritious food are deliberately integrated.
Provide children with opportunities to:
have time to stay still and be quiet
over-stimulation
o all day children are bombarded with sounds, sights,
smells
o resolving conflicts, learning to play together and
responding to the demands of adults is hard work
for children
Self-care and independence
Attending to and learning about health and hygiene
Developing the concept of time: learning the sequence of

9:45 10:30

45

Work Period 2

20

Rhymes/Poems/So
ngs

10:30 -10:50

20

Indoor/Outdoor
Games

10:50 11:00

10

Meeting Time3

daily activities
Provides opportunities for:
Listening and speaking
Imaginative thought
Making predictions
Learn to work independently and collaboratively
Make choices about their work
Gain control over what they do
Provide opportunities for:
Learning about pitch, rhythm, tempo
Language development
Understanding patterns
Developing physical skills and coordination and using the
body for self-expression
Creativity
Interaction
Enjoyment
Provide activities which may either be quiet or active. Quieting
activities include thinking games and activities that involve music and
light movement.
Active and vigorous activities include ball games, relays, calesthenics,
routine exercises or dancing.
Children are being prepared to go home. They are reminded on some
road safety rules to follow.

KINDERGARTEN CLASS THIRD GRADING DAILY PLANS

WEEK 24: ________________________

Monday
Tuesday
CONTENT FOCUS: Places of Learning in the Community
MEETING TIME 1:
Message: There are schools or places of learning in a community.
A Daycare center is a place for learning for very young children. Some children attend daycare classes before they go to a big
school.
There are public elementary and high schools for older children. Families do not have to pay to send their children to a public school.
There are also private schools in some communities. Families have to pay when they send their children to these schools.
Questions: Where is our school located? Are there other schools in our community?
WORK PERIOD 1
Teacher-Supervised: Diorama : Different Schools in our Community Teacher-Supervised: Where does your sibling go to school
Independent:
Independent:
Mapping: Home to School
Block Play: Schools in the community
Mapping: Home to School
Block Play: Schools in the community
Word Walls: CVC Words
Word Walls: CVC words
Same and Different : Medial sounds
Call Out Letter Game
Kaya kong (Draw what on can do in school) PEHT p. 80
Writers Workshop
MEETING TIME 2:
MEETING TIME 2:
Game: Listen to the Sound ( medial sound)
Message: Some children go to schools within their
community. Some children live in communities where there
are no schools so they have to walk to another village just
to be able to go to school
Poem: I can Do Many Thing, Everybody Do this
Supervised Recess
Supervised Recess
STORY: Ang Batang Ayaw Gumising (UNICEF)
STORY: Pasan Ko si Bunso
WORK PERIOD 2:
WORK PERIOD 2:
Teacher-Supervised: Number Stations and Number Books
Teacher-Supervised: More Than, Less Than, As Many As
(quantities of 8; using toothpicks or squares)
(comparing quantities up to 8)
Independent:
Independent:
Sand Play
Sand Play
Cover All Game (0-8)
Playdough Numerals (0-8)
Call Out Game: Numbers (0-8)
Writing Papers (8)
Number Concentration (0-8)
Number stations/ number books (quantities of 8)
Number Connect Game
Cover All Game/Call Out Game: Numbers (0-9)
Number Concentration/ Its A Match (1-8)
Picking Up Game: Numbers
INDOOR/OUTDOOR ACTIVITY: Drop the Handkerchief
MEETING TIME 3: Dismissal Routine
Homework: Draw your classroom

INDOOR/OUTDOOR ACTIVITY: Body Letters

MEETING TIME 3: Dismissal Routine
Homework: Draw the things you usually do in school.

Wednesday
MEETING TIME 1:
Message: A Madrasah is a school for Muslim children.
Children learn about Allah and His teachings in a
Madrasah. They also learn how to speak, read and write
Arabic in their Madrasah.
Question: Where else do you know places for learning?
WORK PERIOD 1
Teacher-Supervised: Target Letter : Hh Letter Poster
Independent:
Literature-based: Story Mobile
Literature-based: Picture Walk
Same and Different: Medial Sounds
Call Out Letter Game
Kaya kong (Draw what on can do in school) PEH p.80
MEETING TIME 2:
Message: There are many activities children do in school.
Activities can be inside the room, they can be outdoor
activities. They can also be in the community, like parade,
scouting activities and Alay tanim project.
Activity: Snap and Clap
Supervised Recess
STORY: Sumunod sa Panuto
WORK PERIOD 2:
Teacher-Supervised: Hand Game and Cave Game
(concrete; quantities of 8)
Independent:
Block Play
Playdough Numerals (0-8)
Writing Papers (8)
Number stations/ number books (quantities of 8)
Comparing quantities: A Game for Partners
Its A Match (1-8)
Who Has More?
Which Card is Missing
INDOOR/OUTDOOR ACTIVITY: Hop Relay
MEETING TIME 3: Dismissal Routine
Homework: List down the things other people in the
community do in school

THURSDAY
MEETING TIME 1:
Message: The community uses the school in different ways.
Sometimes schools are used as evacuation centers.
Question: How can the school help evacuees?
WORK PERIOD 1
Teacher-Supervised: Opposite Words
Independent:
Literature-based: Story Mobile
Literature-based: Picture Walk
Find a Pair: Opposite Words
Opposite Words Booklet
Letter H Designs
MEETING TIME 2:
Message: People in the community can help the school in many ways.
They can help clean the school before classes begin
They can volunteer when something needs to be built or made
in the Madrasah.
Game: Same and Different Medial Sound
Supervised Recess
STORY: Fireman Fred (Letterland Handbook)
WORK PERIOD 2:
Teacher-Supervised: Hand Game and Cave Game (concrete;
quantities of 8)
Independent:
Number Stations/ Number Books (quantities of 8)
Comparing quantities: A Game for Partners
Number Concentration/ Mixed Up Numbers (1-8)
Cover All Game/Call Out Game: Numbers(0-8), Its a Match
INDOOR/OUTDOOR ACTIVITY: One Potato (PEHT 231)
Count and Turn (up to 8)
MEETING TIME 3: Dismissal Routine

FRIDAY
MEETING TIME 1:
Message: The community uses the school in different ways.
Sometimes schools are used for special
celebrations in the community.
Schools are used during election.
Question: How else can the school be used by the
community?
WORK PERIOD 1
Teacher-Supervised:

Lets Write : Hh

Poster : The School can be used in different

Independent:
Letter H Designs
Opposite Words Booklet
Letter Collage
Writers Workshop
MEETING TIME 2:
Message: People in the community can help the school in
many ways.
They can cook food for the children in the Madrasah.
They can make learning materials for children.
They can set-up a garden in school.
Song This is the Way We Cross The Road
Supervised Recess
STORY: Fireman Fred (Letterland Handbook)
WORK PERIOD 2:
Teacher-Supervised: Measuring Strings
Independent:
Number Stations/ Number Books (quantities of 8)
Comparing quantities: A Game for Partners
Number Concentration/ Mixed Up Numbers (1-8)
Cover All Number/Call Out Game: Numbers (0-6); Its A
Match (1-8)
INDOOR/OUTDOOR ACTIVITY: People Counting Games
Circle Game (up to 8)
MEETING TIME 3: Dismissal Routine

NOTES

APPENDIX: WEEK 24
SMALL GROUP ACTIVITIES
A. THEME-RELATED ACTIVITIES
Mapping: Home to School
Objective: to develop fine motor coordination
Materials: newsprint
Number of players/participants: 6 - 8 children
Procedure:
1. Give each child a piece of newsprint.
2. Have him draw his house on one end of the paper and his school on the other end.
3. Let him recall the places he would pass by on his way to school and have him draw in the space between
his house and the school.
4. Have him describe his drawing or take down dictation if the child has difficulty writing sentences yet.
Diorama: Different Schools in our Community
Objective: to create a model of different kinds of school in their community
Materials: shoebox, crayons, scissors, glue, cloth/string, masking tape
Number of players/participants: 6 - 8 children
Procedure:
1. Divide the children into groups of 3 - 4
2. Distribute shoe boxes or any box of similar size for their diorama.
3. Brainstorm with them what can be seen in the school assigned to each group.
4. Using clay or play dough and other junk materials, have them recreate the school that was assigned to them.
5. Cover the box with art or construction paper and draw the natural features of the school.
6. Have them set up their clay and junk models inside the box.
7. Ask children to hang the name of the school or learning center they recreated on the box.
Graph: In what school does your sibling go to?

B. OTHER MATH ACTIVITIES

Block Play
Objectives: to explore the attributes of 3-dimensional or space figures
to demonstrate understanding of the relationship between figures
to build structures using blocks
Materials: table or floor blocks
Number of participants/players: 1 4 children
Procedure:
Children use table or floor blocks to build structures.
While building structures children are encouraged to talk about attributes of block (e.g. long/ short, heavy/light) and the relationship of each
block to another (e.g. 2 of these blocks make 1 of these blocks)
Children can also be encouraged to build structures based on the theme of the week (e.g. building homes, schools, establishments in the
community)
Number Stations (quantities of 8)
Objectives: to count up to quantities of 8
to see that despite differences in appearance quantities remain the same (conservation)
to develop fine motor coordination
Materials: several boxes of toothpicks, paper and pencil
Number of participants/players: small group
Procedure:
1. Teacher chooses a number to work with for the day, in this case 8.
2. Children work together exploring a given quantity of toothpicks, in this case 8, making as many arrangements as possible. Then let the
children write the number on their paper.
3. Teacher encourages the children to describe the toothpick patterns in a variety of ways.
Variation: Children can explore other materials such as pebbles, popsicle sticks, blocks and others.

Number Books (quantities of 8)

Objective: to use numerals to describe and record quantities
Materials: old magazines, scratch paper, crayons, pencils
Number of participants/players: small group
Procedure:
1. Help your child to draw pictures or glue in pictures from magazines of things that are important to him and write a number caption
underneath.
2. It is a good idea to include zero in your book.
3. Try making a book to illustrate a favorite number story or rhyme.
Variation: Glue the designs from the Number Stations activity on sheets of paper. Bind the paper to make a book.
Number Cover All
Objective: to match numerals
Materials: cover all boards, 2 sets of number cards, 0-8
Number of participants/players: 1 4 children
Procedure:
1. Give each player a cover all board
2. Players take turns to pick up a card from the deck.
3. If the number appears on their board they use this to cover the number up.
4. Continue until someone fills his/her board.
Variation: One person is a caller as in a call out game. She holds the number cards and players have to shout out the name of the number in
order to claim it to put on their board.
Concentration
Objective: to match numerals
Materials: 2 sets of number cards, 0-8
Number of participants/players: small group
Procedure:
1. Lay the cards down, either in rows or just anyhow.
2. Take turns turning over 2 cards.
3. If the cards match, you win them. If not, turn them face down again.
4. Player with most number of cards win.
Playdough Numerals (0-8)
Objective: to identify the numerals 0, 1, 2, 3, 4, 5, 6, 7 and 8
Materials: play dough
Number of players/participants: 6 children
Procedure:
1. Give each child a medium-sized ball of play dough.
2. Let them form the numerals 0, 1, 2, 3, 4, 5, 6, 7 and 8.
3. Then ask each child to create the number of objects for each numeral. (Example: 2 hearts numeral 2)
Writing Papers (8)
Objectives: to observe sequence
to observe the form of each numeral
to develop eye-hand coordination
Materials: writing papers (with number dot patterns for each numeral), crayon
Number of players/participants: individual
Procedure:
1. Each child is given a writing paper with the numeral he is working on, in this case 8.
2. Children use a crayon to connect the dots of the number pattern.
Number Connect Game
Objectives: to recognize numbers 1-8
to match numbers that are alike
Materials: set of 28 number connect cards
Number of participants/players: small group
Procedure:
1. All number connect cards are placed face down.
2. Each player draws 8 number connect cards.
3. A player with a double begins to play.

4.
5.

Each player in turn says the number names and then plays as in a regular connect game.
The winner is the player who has played all number connect cards, or the player with the smallest number of number connect cards when
all players must pass.

Number Call Out

Objective: to match numerals
Materials: Call out card for each player, calling cards, tokens
Number of participants/players: 1 or more children
Procedure:
1. Provide each player with a Call out card (numerals).
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 Call out, they should reshuffle the cards, then turn
them face down again and continue playing until someone has won.
Picking Up Game: Numbers
Objective: to recognize and identify numerals
Materials: fish or guava shape cut-outs (that have the numbers 1-8 written on them) with paper clip, rod with magnet
Procedure:
1. Set up a picking area where fish with shapes are placed on the floor.
2. Children take turns using the picking rod to pick a number.
3. When a child picks a number he identifies the number written on the fish or guava shape.
4. The next child takes his turn.
Mixed Up Numbers
Objectives: to read and recognize number words
to recognize the sequence of numbers
Materials: vocabulary cards of number words
Number of participants/players: small group
Procedure:
1. Place the word cards at random in the chalk tray.
2. Ask the students to say each word with you.
3. Ask the children to help you place them in correct sequence.
4. Tell the children to hide their eyes while a mischievous kitten (you) comes and change the order of the cards.
5. The children close their eyes and lower their heads on their desk.
6. The teacher switches cards and then calls on a pupil to return them to the correct places.
Its a Match
Objective: to match numeral to set of objects/ dots
Materials: one set of cards with numerals 0 -8
one set of cards with dots (corresponding to the numerals)
Number of participants/players: pairs or small group
Procedure:
1. Place the numeral cards face down in a box.
2. Place the corresponding dot pattern cards in the chalk tray.
3. Call on a child to get a card from the box and place it over the equivalent card in the chalk tray.
4. If correct, the child may choose the next player.
More Than, Less Than, As Many As
Objective: to compare quantities up to 8 using terms of comparison: more than, less than, the same as
Materials: fruits or any objects
Number of players/participants: 8 children
Procedure:
1. Teacher holds a tray with eight apples.
2. Group children into three groups.
3. Each group will be given objects.
I- 5 mangoes
II- 6 oranges
III- 7 bananas
4. Ask questions:
Which group has less than the given objects?
Which group has more than the given objects?
Which group has as many as the given objects?

Who Has More?

Objective: to compare quantities
Materials: assorted materials such as toothpicks, buttons, marbles
Number of participants/players: small group
Procedure:
1. Put out about six saucers, each with a different number of things in, for example, six toothpicks, five small buttons, four big buttons, three
peas, two pebbles, one marble.
2. The child points at two saucers and chooses without counting out, which has more. Child then checks by pairing up the contents of the
two saucers.
Variations:
1. Put the same number of things in two of the saucers.
2. Put four big things and four small things in another saucer.
3. Put out bigger number of things.
Comparing Numbers A Game For Partners
Objective: to compare quantities
Materials: clothespins, small card numbers, more/less spinner
Number of players/ participants: 3 pairs of children
Procedure:
1. Each player draws a numeral card from a pile of cards.
2. Each player builds the appropriate clothespin stack to match his cards.
3. One child turns the more/less spinner. If it lands on less, the partner whose stack has lesser clothespins wins both stacks. If the spinner
lands on more, the partner with more clothespins wins both stacks.
4. They continue to take turns, each accumulating clothespins.
5. When the time is up or the children decide to end the game, they snap together all the clothespins. They turn the spinner to see if the
person who has accumulated more or less clothespins is the winner.
Which Card Is Missing?
Objective: to identify missing number in a series of numbers
Materials: number cards with spots drawn on them (0-8)
Number of participants/players: small group
Procedure:
1. Put in order a set of number cards.
2. While child closes her eyes, hide one of the card and close up the gap.
3. Ask the child which one is missing.
Variation: Swap two cards around instead of hiding one or spread the cards out anyhow and then hide one.
Hand Game (concrete, up to quantities of 8)
Objective: to explore different combinations that make a given quantity
Materials: any kind of counter such as pebbles, chips, or sticks
Number of participants/players: small group
Procedure:
1. Children work in small groups.
2. Teacher gives each child a given quantity of sticks, in this case 8.
3. Children separate counters in different ways and verbalize the combinations that result.
Teacher says:
"Place seven sticks in your right hand."
"Place one stick in your left hand."
"Place one more stick in your left hand."
"Place one more stick in your left hand."
"Place one more stick in your left hand."
"Place one more stick in your left hand."
"Place one more stick in your left hand."
"Place one more stick in your left hand."
"Place one more stick in your left hand."

Children say:
"None and eight is eight." or "Zero and eight is eight."
"One and seven is eight."
"Two and six is eight."
"Three and five is eight."
"Four and four is eight."
"Five and three is eight."
"Six and two is eight."
Seven and one is eight
"Eight and none is eight." or "Eight and zero is eight."

Variation: CAVE GAME (concrete): The game proceeds as Hand Game but the position of hands is varied.

Measuring Strings
Objectives: to measure lengths using non standard tools
to compare lengths of objects
Materials: 5 lengths of string labeled with a colored dot on a strip of masking tape
5 objects marked along one edge with a length of masking tape and a letter
Number of participants/players: small group
Procedure:
1. Tell the children to take the strings and match them with the masking tape, trying to find the appropriate length of string to measure each
object.
2. The children make a record of which string matches each item.
3. Repeat the activity if you change the items to be measured. At the start measurements should be quite different but as the children gain
skill the measurements should become less differentiated, requiring more accurate measurements.

C. OTHER LANGUAGE ARTS ACTIVITIES

Listen to the Sound (for Meeting Time 2)
Objective: to identify medial sounds
Materials: none
Procedure:
1. Ask children to listen to the following set of words: man, can, ban
2. Point out that all these words have the same medial sound. This sound is /a/.
3. Tell them that you want them to listen carefully to each new set of words you say and then tell you what the medial sound is.
4. Finally, ask them to provide other words that have the same medial sound.
Ask them what medial sounds do they hear in each set of words:
Other set of words:

cap, map, tap

bet, let, set

hot, pot, not

fin, sin, bin

Same and Different (Meeting Time 2)

Objective: identify medial sounds
Materials: none
Procedure:
1. Tell the class you will read out pairs of words. Ask them to listen carefully and tell you if the words have the same or different medial
sounds.
2. Read out each set of words. Ask the class to identify which word has a different medial sound.
man, can, pen
sam, Pam , him
set, met, fat
men, hen, fun
nag, lag, beg
Word Wall CVC words
Letter Call Out
Same and Different
Objective: to identify words with the same medial sounds
Materials: CVC word cards with different medial sounds, category cards
Preparation:
1. Prepare pairs of picture cards. Some pairs should have the same medial sound while others should have different medial sounds.
2. Prepare two category cards and write the word SAME on one and DIFFERENT on the other.
Procedure:
1. Lay the category cards on the table
2. Show each pair of picture cards.
3. Ask children if the words have the same medial sound. . If they do, have them place the card under the category
card SAME . Let them identify the medial sound and give its corresponding letter name.
4. If the words dont have the same medial sound, have them place the words under the category card DIFFERENT .
5. Continue until all the words have been sorted.

Opposite Booklets
Objective: to identify words with opposite meanings
Materials: blank booklets
Number of participants/players: 6 - 8 children
Procedure:
1. Distribute blank booklets to children.
2. On each page, have them write words or draw pictures that show opposite meanings.
Find a Pair (opposite meanings)
Objective: to identify words with opposite meanings
Materials: word cards with opposite meanings
Number of participants/players: 4 6 children
Procedure:
1. Spread out words on the table.
2. Ask each child to pick out two words with opposite meanings.
3. Talk about these words. Have them practice using these words in a sentence.
4. Continue the game until all words with opposite meanings have been located.
Word Walls CVC words
Objective: to identify medial sounds
Materials: manila paper, 1/8 strips of paper, marker
Number of participants/players: 6 - 8 children
Procedure:
1. Have children think of words containing a given word chunk or word family e. g an words (pat, sat, cat)
2. Let them write each word on 1/8 sheet of paper.
3. Ask them to paste/glue this on the manila paper.
Literature-based: Story Mobile (refer to previous instructions)
Literature-based: Picture Walk
Title:
Objective:
Materials/.preparation:
Number of players/participants:
Procedure:

Picture Walk
to tell stories in sequence
Your book
Picture Walk sheet
Crayons or markers
1.
2.
3.
4.

Write the title and author.

Think about how to retell the story in pictures.
Decide on three key events. They should retell the beginning, middle, and
ending.
Draw a picture for each event in the order they happened.

Source: Reading-Writing Connections

D. SONGS/RHYMES/ POEMS
Snap And Clap
Objectives: to count backward
to develop body coordination
to count in one-to-one correspondence
to develop a sense of rhythm
Materials: none
Number of players/participants: whole or small group
Procedure:
The children clap together in rhythm, counting forward, One, two, three, four and then snap their fingers counting backward, four, three,
two, one. Repeat this over and over again without losing a beat between the last clap and the first snap.

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I Can Do Many Things PEHT p.162

Sung to the tune of Bahay Kubo
BATANG MUNTI
Akoy batang munti
Na may laging mithi
Maganda ang ugali
Mabuti ang gawi
Kahit batang munti
Everybody Do This

BISIG

BALIKAT

BUHOK

Itong ating bisig

Matatag, makisig
Kung magkakabigkis
Lahat makakamit
Dito sa daigdig

Sukatan ng lakas
Ang ating balikat
Kung may binubuhat
Bagay na mabigat
Dito sumasadlak

Itong ating buhok

Tuwid man o kulot
Sa ulo ay suklob
Pampagandang lubos
Kaloob ng Diyos

Everybody do this (do an action such as shaking one hand

or tapping ones shoulder)
Do this, do this
Everybody do this
Just like this
Song is repeated each time a new action is done

E. INDOOR/OUTDOOR ACTIVITIES
Count And Turn
Objectives: to count in sequence
to develop body coordination
to develop a sense of rhythm
to count in one-to-one correspondence
Materials: none
Number of players/participants: whole or small group
Procedure:
1. The children stomp their feet as they count, throwing their arms up in the air to emphasize the last number in the sequence. The children
change directions without losing the beat, counting one as they turn.
One, two, three, four, five, six, seven, eight
(turn) one, two, three, four, five, six, seven, eight
(turn) one, two, three, four, five, six, seven, eight.
People Counting Games (8)
Objectives: to count in sequence
to count in one-to-one correspondence
to develop body coordination
to develop a sense of rhythm
Materials: ball or jump rope
Number of players/participants: whole or small group
Procedure:
Bouncing ball/: One, two, three, four, five, six, seven, eight (bounce a ball/ jump rope)
Jumping rope
one, two, three, four, five, six, seven, eight (bounce a ball/ jump rope)
Circle Game (8)
Objectives: to count in sequence
to count in one-to-one correspondence
to develop body coordination
to solve problems
to predict outcomes
Materials: chairs for each player
Number of players/participants: 6 - 8 children
Procedure:
Children stand in a circle with their chairs behind them. One child is designated to start the counting, and this child wears a hat to clearly
delineate his or her from the others. The starter begins the counting and each child counts off in sequence. The child who says the last
number in the sequence sits down. The children go around and around the circle, skipping over those sitting down, until only one child is
left standing.
Repeat the activity exactly, starting with the same child and going in the same direction, using the same sequence, and neither adding nor
removing any children. Ask the children to predict who they think will be the last one standing.

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Title: Body Letters

Objective: to be able to form letters through body simulations.
Materials: Letters of the Alphabet
Number of players/participants: 3-5 children in each group
Procedure:
1. Divide the class into groups of three to five students.
2. Assign each group a letter to form with their bodies. They might form the letter individually (each child forming it), or use the entire group to
form it, e.g., four children might lie on the floor to form letter E).

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