KINDERGARTEN SCHOOL: TEACHING DATES:

DAILY LESSON LOG TEACHER: WEEK NO. WEEK 7

CONTENT FOCUS: Kaya kong gumalaw. Naigagalaw ko ang aking katawan sa QUARTER: 1ST QUARTER
maraming paraan.

BLOCKS Indicate the following: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OF TIME Learning Area (LA)
Content Standards (CS)
Performance Standards
(PS)
Learning Competency Code
(LCC)
Developmental Domain(s): Daily Routine: Daily Routine: Daily Routine: Daily Routine: Daily Routine:
(Language, Literacy and National Anthem National Anthem National Anthem National Anthem National Anthem
Communication) Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Content Standard: Exercise Exercise Exercise Exercise Exercise
The child exhibits an Kamustahan Kamustahan Kamustahan Kamustahan Kamustahan
understanding of increasing Attendance Attendance Attendance Attendance Attendance
his/her conversation skills Balitaan Balitaan Balitaan Balitaan Balitaan

ARRIVAL Performance Standard:

TIME The child shall be able to
confidently speaks his/her
feelings and ideas in words
that make sense

Learning Competency Code:

LLKVPD-la-13, LLKOL-la-1-2,
LLKOL-lg-3 & LLKOL -00-1
Developmental Domain(s): Mensahe: Mensahe: Naigagalaw Mensahe: Naigagalaw ko Mensahe: Marami akong Mensahe:
Understanding the Physical Nakakaramdam ako ko ang aking katawan sa ang aking kawatan sa nagagawa gamit ang aking Nakagagawa ako
and Natural Environment gamit ang aking balat. iba’t ibang paraan. iba’t ibang paraan. katawan. gamit ang aking
(Life Science: Ang aking katawan sa iba’t
Body and the senses) balat ay nakakadama ng Tanong: Tanong: Tanong: ibang
malamig o, mainit, Sa anong mga paraan Sa anong mga paraan mo Anong parte ng katawan paraan.
Content Standard: makinis, magaspang o mo naigagalaw ang iyong ang ating ginagamit sa
The child demonstrates an matigas o malambot na naigagalaw ang iyong katawan? mga Tanong: Bakit may
MEETING understanding of body parts mga bagay. katawan? sumusunod na gawain: mga taong hindi
TIME 1 and their uses Pagsayaw, nakagagalaw ng
Performance Standard: Tanong: Paano mo pag-akyat, pagpulot ng maayos? Bakit may
The child shall be able to take malalaman kung mga gamit mga taong hindi
care of oneself and the ang isang bagay ay mula sa sahig, pagsusulat, kayang gumawa ng
environment and able to malambot o atbp. iba’t ibang gawain?
solve problems encountered matigas? Makinis o
within the context of magaspang?
 everyday living
Learning Competency Code:
PNEKBS-Id-1, PNEKBS-Id-2,
PNEKBS-Ic-3, PNEKBS-Ic-4,
PNEKBS-Ic-5, PNEKBS-Ic-6
Developmental Domain(s): Pamamatnubay ng Pamamatnubay ng Pamamatnubay ng Pamamatnubay ng Guro: Pamamatnubay ng
Kagandahang Asal Guro: Guro: Guro: Guro:
( Pagpapahalaga sa Sarili ) Tapakan ang kulay.
Hulaan ang nasa loob/ Group Book: Ano ang unang tunog? MKSC-00-4 Tapakan ang kulay.
Content Standard: nilalaman? Naigagalaw ko ang aking LLKPA-Ig-1 MKSC-00-4
Ang bata ay nagkakaroon ng PNEKBS-Id-6 katawan sa iba’t ibang Malayang Paggawa:
pag-unawa sa konsepto ng paraan. Malayang Paggawa: (Mungkahing Gawain) Malayang Paggawa:
disiplina na batayan upang Malayang Paggawa: PNEKBS-Ic-3 (Mungkahing Gawain) (Mungkahing
WORK lubos na mapahalagahan ang (Mungkahing Gawain) Paggawa ng hugis gamit Gawain)
PERIOD 1 sarili Malayang Paggawa: Paggawa ng hugis gamit ang lumad
Paggawa ng hugis gamit (Mungkahing Gawain) ang lumad KPKFM-00-1.5 Paggawa ng hugis
Performance Standard: ang lumad KPKFM-00-1.5 gamit ang lumad
Ang bata ay nakapagpamalas KPKFM-00-1.5 Paggawa ng hugis gamit Paggawa ng tao mula sa KPKFM-00-1.5
ng tamang pagkilos sa lahat ang lumad Paggawa ng tao mula sa iba’tibang
ng pagkakataon na may Paggawa ng tao mula sa KPKFM-00-1.5 iba’tibang hugis Paggawa ng tao mula
paggalang at pagsasaalang- iba’tibang hugis KPKFM-00-1.6 sa iba’tibang
alang sa sarili at sa iba hugis Paggawa ng tao mula sa KPKFM-00-1.6 hugis
KPKFM-00-1.6 iba’tibang Hanapin ang hugis KPKFM-00-1.6
Learning Competency Code: hugis Hanapin ang hugis Tatsulok
KAKPS-00-1, KAKPS-00-2, Hanapin ang hugis KPKFM-00-1.6 Tatsulok MKSC-00-1 Hanapin ang hugis
KAKPS-00-3, KAKPS-00-5, Tatsulok MKSC-00-1 Tatsulok
KAKPS-00-7, KAKPS-00-9 MKSC-00-1 Hanapin ang hugis People Collage: Paano sila MKSC-00-1
Tatsulok People Collage: Paano sila gumagalaw?
People Collage: Paano MKSC-00-1 gumagalaw? PNEKBS-Ic-3 People Collage:
sila gumagalaw? PNEKBS-Ic-3 Paano sila
PNEKBS-Ic-3 People Collage: Paano Find a pair gumagalaw?
sila Find a pair SKMP-00-0 PNEKBS-Ic-3
Find a pair gumagalaw? SKMP-00-0
SKMP-00-0 PNEKBS-Ic-3 Find a pair
SKMP-00-0
Find a pair
SKMP-00-0
Developmental Domain(s): Mensahe: Gawain: Awit: Gawain: Gawain:
Sining Ang tatsulok ay may Ipakita ang ginawang Can you say the first Ipakita ang ginawang Old Mc Donald had a
( Malikhaing Pagpapahayag ) tatlong sulok at tatlong Collage. sound? character box
gilid. Tukuyin ito. mobile. Talakayin kung
Content Standard: Mayroong mga bagay na Gawain: ano ang mga Gawain:
Ang bata ay nagkakaroon ng kasing Awit: Alin ang naiiba? nagagawa nito. Take a sound away
pag-unawa sa pagpapahayag hugis nito. Boogie, Woogie (Alisin ang unang
MEETING ng kaisipan at imahinasyon sa Gawain: Take a sound tunog)
TIME 2 malikhain at malayang away
 pamamaraan
Performance Standard: Tanong:
Ang bata ay nakapagpamalas Ano-anong bagay ang
ng kakayahang maipahayag hugis tatsulok?
ang kaisipan, damdamin,
saloobin at imahinasyon

Learning Competency Code:

SKMP-00-1, SKMP-00-4
SKMP-00-7, SKMP-00-1O

Developmental Domain(s):
Pangangalaga sa Sariling
Kalusugan at Kaligtasan

Content Standard:
Ang bata ay nagkakaroon ng
pag-unawa sa kakayahang
pangalagaan ang sariling
SUPERVISED kalusugan at kaligtasan SNACK TIME
RECESS

Performance Standard:
Ang bata ay nakapagpamalas
ng pagsasagawa ng
pangunahing kasanayan ukol
sa pansariling kalinisan sa
pang araw-araw na
pamumuhay at pangangalaga
para sa sariling kaligtasan

Learning Competency Code:

KPKPKK-Ih-1
NAP TIME
Developmental Domain(s): Kuwento: Kuwento: Kuwento: Kuwento: Kuwento:
Language, Literacy and
Communication King Midas and The Ang Alamat ng Princess and the Pea Ayoko Na – PEHT P. 199 Ang Lihim ni Lea
( Listening Comprehension ) Golden Touch Ampalaya

Content Standard:
The child demonstrates an
understanding of information
STORY received by listening to
TIME stories and be able to relate
within the context of their
own experience
 Performance Standard:
The child shall be able to
listen attentively and
respond / interact with
peers and teacher
appropriately
Learning Competency
Code:
LLKLC-00-1, LLKLC-00-2,
LLKLC-Ih-3, LLKLC-Ig-4

Developmental Pamamatnubay ng Pamamatnubay ng Pamamatnubay ng Pamamatnubay ng Guro: Pamamatnubay ng

Domain(s): Guro: Guro: Guro: Guro:
Kalusugang Pisikal at How Long is it around?
Pagpapaunlad ng Peek thru the wall Peek thru the wall Hands Down, Kites Up MKME-00-2 Lining Up Snakes
(concrete up to (concrete up to MKME-00-2 MKME-00-2
kakayahang motor
quantities of 3) quantities of 3) Malayang Paggawa:
( Kasanayang Fine Motor ) MKAT-00-26 Malayang Paggawa: (Mungkahing Gawain) Malayang Paggawa:
MKAT-00-26
(Mungkahing Gawain) (Mungkahing
Content Standard: Malayang Paggawa: Block Play Gawain)
Malayang Paggawa:
WORK Ang bata ay nagkakaroon (Mungkahing Gawain) Block Play KPKFM-00-1.6
(Mungkahing
PERIOD 2 ng pag-unawa sa sariling KPKFM-00-1.6 MKSC-00-1 to 4 Block Play
Gawain)
kakayahanng sumubok Block Play MKSC-00-1 to 4 KPKFM-00-1.6
gamitin nang maayos ang Block Play KPKFM-00-1.6 Ship Shape MKSC-00-1 to 4
kamay upang lumikha o KPKFM-00-1.6 MKSC-00-1 to 4 Ship Shape MKSC-00-2
lumimbag MKSC-00-1 to 4 MKSC-00-2 Ship Shape
Ship Shape Sand Play MKSC-00-2
Ship Shape MKSC-00-2 Sand Play KAKPS-00-2
Performance Standard: MKSC-00-2 KAKPS-00-2 MKSC-00-2 Sand Play
Ang bata ay Sand Play MKSC-00-2 KAKPS-00-2
Sand Play
MKSC-00-4
nakapagpamalas KAKPS-00-2 MKSC-00-4 MKSC-00-2
ng kakayahang gamitin ang KAKPS-00-2 MKSC-00-2 Paggawa ng hugis gamit MKSC-00-4
kamay at daliri MKSC-00-2
MKSC-00-4 Paggawa ng hugis gamit ang lumad
MKSC-00-4 ang lumad SKMP-00-6 Paggawa ng hugis
Learning Competency Paggawa ng hugis Paggawa ng hugis gamit SKMP-00-6 KPKFM-00-1.5-1.6 gamit ang lumad
Code: gamit ang lumad ang lumad KPKFM-00-1.5-1.6 SKMP-00-6
KPKFM-00-1.5, KPKFM-00- SKMP-00-6 SKMP-00-6 Bead Stringing KPKFM-00-1.5-1.6
1.6 KPKFM-00-1.5-1.6 KPKFM-00-1.5-1.6 Bead Stringing KAKPS-00-1
KAKPS-00-1 KAKPS-00-1 Bead Stringing
Bead Stringing Bead Stringing SKMP-00-3 SKMP-00-3 KAKPS-00-1
KAKPS-00-1 KAKPS-00-1 SKMP-00-8 SKMP-00-8 KAKPS-00-1
KAKPS-00-1 KAKPS-00-1 SKMP-00-3
SKMP-00-3 SKMP-00-3 SKMP-00-8
 SKMP-00-8 SKMP-00-8
Developmental
Domain(s):
Kalusugang Pisikal at
Pagpapaunlad ng kakayahang
motor
( Kasanayang Gross Motor )
INDOOR/
OUTDOOR Content Standard: Kailangan Ko Kayo Iligtas ang iyong sarili. Igalaw ang iyong Ipasa ang Bola Ankle Walk
Ang bata ay nagkakaroon ng PNEKBS-Id-1 PNEKBS-Id-1 katawan KAKPS-00-19 KPKGM-Ig-3
pag-unawa sa kanyang KPKGM-Ia-1 to 3 KPKGM-Ia-1 to 3 PNEKBS-Id-1 PNEKBS-Id-1 PNEKBS-Id-1
kapaligiran at naiuugmay dito SEKKPA-00-8, 10 SEKKPA-00-8, 10 KPKGM-Ia-1 to 3 KPKGM-Ia-1 to 3 KPKGM-Ia-1 to 3
ang ankop na paggalaw ng SEKPSE-Ia-1.1 SEKPSE-Ia-1.1 SEKKPA-00-8, 10 SEKKPA-00-8, 10 SEKKPA-00-8, 10
katawan SEKPSE-Ia-1.1 SEKPSE-Ia-1.1 SEKPSE-Ia-1.1

Performance Standard:
Ang bata ay nakapagpamalas
ng maayos na galaw at
koordinasyon ng mga bahagi
ng katawan

Learning Competency Code:

KPKGM-Ie-2, KPKGM-Ig-3
MEETING DISMISSAL ROUTINE
TIME 3
 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 7

A. THEME-RELATED ACTIVITIES

Guess What’s Inside ?

Make one hole big enough to fit child hand through a narrow box and to the other side. Place different objects
in a small container. Place in an empty tissue box or small box to fit the container Have each child in the group
feel what it is and tell the group what they think it is.

Group Book: We can move our body in different ways.

Objectives: To identify body parts and movements

Materials: 1/8 manila paper, strips of colored paper, glue, scissors, crayons
Participants: 8 children
Procedure:
1. Ask each child to draw movements they can do with their bodies on pre-cut colored paper.
2. Have them draw 1-2 body movements per page.
3. Let them label each drawing or take down dictation as needed.
4. Have them glue these on manila paper.
5. Compile the pages and make it into a book. Write the title of the book.

Shape Man

Objectives: fine-motor coordination

Materials: Colored pages of old magazines, classified ads of newspapers Bond paper Paste and scissors
Number of Participants: 6-8 children
Procedure:
1. Let the children cut circles, squares, triangles and rectangles from colored pages of old magazines or from
classified ads of newspapers.
2. Allow children to choose what man or woman they’re going to make and paste on the bond paper. They
can also use mixed shapes. When they have all finished, talk about the different kinds of men or women
they made.
3. Display them on the bulletin board.

Variation: This activity maybe used after lesson on shapes. After finishing a figure let the pupils identify the
shapes they have used in their shape whether it’s man or woman

Textured Initial

Objectives: To identify the beginning letter of their name

Materials: pre-cut cardboard letter of each child’s name’s beginning letter, glue, marker, materials from nature like
leaves, twigs, sand, glue
Number of Players/Participants: 8 children
Procedure:
1. Give each child a pre-cut cardboard letter of his name’s beginning letter.
2. Have him write his name on the cardboard.
3. Ask him design the cardboard by gluing down the different materials collected from nature.

People Collage: How do they move ?

Objectives: identify body movements

Materials: magazines, glue, manila paper
Number of Players/Participants: 6-8 children
Procedure:
1. Have children look for pictures that show body movement.
2. Let them cut and then paste on manila paper.

Me Book: Yes I can !

Objectives: To identify the different things that one can do

Materials: shape books ( book takes on the form of a boy or girl) , pencils, crayons
Number of Players/Participants: 8 -10 children

Procedure:
1. On each page, ask the children to draw the things that they can do.
2. Have them color their drawings.
3. Take down dictation as needed.
4. Have them write the title “ Yes I can “ on the cover of their booklet/

B. OTHER MATH ACTIVITIES

Block Play

Objective: to explore the attributes of 3-dimensional or space figures

to understand the relationship between figures
to build structures using blocks
Materials: table or floor blocks
No. of Participants: 1-4
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)

Sand Play

Objective: to explore the attributes of sand

to explore capacity of containers
to practice measuring capacity using nonstandard tools and units
Materials: basin of sand variety of plastic containers (e.g. plastic bottles, cups, spoons)
Number of Players/ Participants: 4
Procedure:
Children can use sand in a variety of ways:
They can use sand to explore the capacity of containers.
They can also use this material for dramatic play activities (e.g. cooking, baking)
They can also practice writing numbers and letters on the sand.

Triangle Hunt/ Poster

Objectives: to recognize square objects in the environment

Materials: several square objects, 1/8 manila paper, ¼ newsprint or bond paper, glue, crayons or markers
Number of Players/Participants: 8 children
Procedure:
1. Tell children to look for triangular objects in the classroom.
2. Ask children to identify the objects that they found.
3. Have them draw the triangular objects in small strips of paper.
4. Paste these on 1/8 Manila paper.
5. Write the title “ There are triangular objects around us. “

Triangle Shape Book

Objectives: To identify shapes embedded in the environment

Materials: triangular blank booklets, colored markers/crayons, pencil
Number of players/participants: 8 children
Procedure:
1. Distribute one shape book to each child.
2. On each page, have them draw 1-2 triangular objects that they know of.
3. Let them label each object or take down dictation as needed.

Triangle Collage

Objectives: fine-motor coordination ;shape recognition

Materials/Preparation: small pieces of art paper or colored magazines, glue
Number of players/participant: 6-8 children

Procedure:
1. Distribute the triangle templates to each child.
2. Have children tear small pieces of art paper or colored magazines. (either one only)
3. Let them glue these pieces of paper within the triangle template.

Shape Trail

Objectives: shape recognition

Materials: shape board game, tokens
Number of Participants 4-5 children
Procedure:
1. At each turn, a child throws the die and moves his/her marker according to the number indicated on the
die.
2. The game continues until everyone has reached the end of the trail.
3. The first player who reaches the end wins the game.

Note: Instead of a regular die, you may also make an improvised die with a drawing of a shape on each face of the
die.

Step-on Colors

Objectives: color recognition

Materials: individual color cards ( size : 8 x 11 or bigger)
Number of players/participant: 4-5 players

Procedure
1. Spread out color cards on the floor.
2. Ask a player to step on a color that the teacher will call out and let him identify the color.
3. The game continues until everyone has been called to step on a particular color.
Writing Papers (0)

Objective: To learn 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 participants: individual
Procedure:
 Each child is given a writing paper with the numeral he is working on, in this case 3.
 Children use a crayon to connect the dots of the number pattern.

Mixed Up Numbers
ONE
Objectives: To read and recognize number words
To recognize the sequence of numbers
Players: small group
Materials: vocabulary cards of number words TWO

1. Place the word cards at random in the chalk tray.

2. Ask the students to say each word with you. THREE
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.

Variation: Distribute the cards to the children. Call one of the word names. A student with the corresponding
card is invited to stand.

Number Lotto

Objective: to match numerals

Number of Players/ Participants: 2-4
Materials: lotto boards, 2 sets of number cards, 0-3
Procedure:
1. Give each player a lotto 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 their board.
Variation: One person is a caller as in a bingo game. She holds u the number cards and players have to shout out
the name of the number in order to claim it to put on their board.

Number Concentration

Objective: to match numerals

Number of Players/ Participants: 2-4
Materials: 2 sets of number cards, 0-3
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.
Fishing Game: Numbers

Objective: to recognize and identify numerals

Number of Players/ Participants: 2-4
Materials: fish cut-outs (that have the numbers 0-3 written on them) with paper clip, fishing rod with magnet
Procedure:
1. Set up a “fishing area” where fish with shapes are placed on the floor.
2. Children take turns using the fishing rod to catch a ‘fish’.
3. When a child catches a ‘fish’ he identifies the number written on the fish.
4. The next child takes his turn.

Bingo: Numbers (0-3)

Objective: to match numerals

Number of Players/ Participants: 2-4
Materials : bingo card for each player calling cards tokens
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.

Number Snap

Objective: to match numerals

Number of Players/ Participants: 2-4
Materials: 3 sets of number cards, 0-3
Procedure:
1. Shuffle and deal the cards.
2. The players take it in turns to turn over their top card.
3. If two matching cards are turned over, the first player to shout "snap" wins both the piles concerned.
4. Continue until only one player is left.

Variation: Make a set of cards with the numbers shown in different ways.

Hand Game (concrete, up to quantities of 3)

Objective: to explore different combinations that makes a given quantity

Materials: any kind of counter such as pebbles, chips, or sticks
No. of Participants: small group
Procedure:
1. Children work in small groups.
2. Teacher gives each child a given quantity of sticks, in this case 3.
3. Children separate counters in different ways and verbalize the combinations that result.

Teacher says: Children say:

"Place four sticks in your right hand." "None and three is three." or
"Zero and three is three."

"Place one stick in your left hand." "One and two is three."

"Place one more stick in your left "Two and one is three."
hand."

"Place one more stick in your left "Three and none is three." or "Three and zero is
hand." three"
 Variation: CAVE GAME (concrete):The game proceeds as Hand Game but the position of hands is varied.

Lift The Bowl (concrete, up to quantities of 3)

Objective: to explore different combinations that makes a given quantity

Materials: bowl or cup, any kind of counter such as pebbles, chips, or sticks
No. of Participants: small group
Procedure:
Game proceeds as Hand Game but bowls are used for separating quantities.

Teacher says: Children say:

"Place three blocks under the "None and three is three." or
bowl." "Zero and three is three."
"Place one block on the bowl." "One and two is three."

"Place two blocks on the bowl." "Two and one is three."

"Place three blocks on the bowl." "Three and none is three." or "Three
and zero is three"

Counting Boards (concrete, up to quantities of 3)

Objective: to explore different combinations that makes a given quantity

Materials: counting boards & counters (example: webs & spiders, rivers & fish, stores & hats, tables & chairs,
sinks & plates)
Procedure:
1. Give each child one counting board.
2. Have the children take the number of counters being worked with for the day and decide what they want
to represent.
3. Take turns in telling a story to go with the counters.

Ex: Three fish were swimming. Three more came. That makes six fish swimming.
I saw seven mangoes in the tree. I climbed the tree and got two mangoes. Five mangoes were left.

Peek Thru the Wall

Objective: to explore different combinations that make a given quantity

Materials: any kind of counter such as pebbles, chips, or sticks and a ‘wall’ made up of clear plastic taped on all
sides
No. of Participants: small group
Procedure:
Game proceeds as Hand Game but ‘walls’ are used for separating quantities.
Teacher says: Children say:
"I see no sticks behind the wall." "None and three is three." or
"Zero and three is three."

"Place one stick behind the wall." "One and two is three."

"Place two sticks behind the wall." "Two and one is three."

"Place three sticks behind the wall." "Three and none is three." or
"Three and zero is three"
Ship Shapes

Objective: To recognize 2-dimensional shapes

Players: 2-4 players
Materials: Ship Shape game card for each player, spinner, crayons
Procedure:
1. Players take turns spinning the spinner to determine which shape to color in their game cards. Each player
can color in only one shape during his turn.
2. If a player spins a shape and all those shapes have already been colored in his game card, the player passes
and the next player takes a turn.
3. The first player to color in all the shapes on his game card wins.

Hands Down, Kites Up

Objective: To explore perimeter (or distance around an object)

Materials: construction paper, pencils, yarn, scissors, tape or stapler
Procedure:
1. Provide pairs of children with construction paper, pencils, string, scissors, and tape. Tell them they are going
to find out the distance around their hands.
2. Instruct one partner to place his or her hand, palm down, on the paper, fingers spread wide apart to make the
hand easy to trace. Ask the other partner to carefully trace the outline of the hand in pencil. Partners then
switch roles so that each ah an outlined hand. Have children write their name within their hand outline.
3. Have partners work together to place the string carefully on the traced outlines. They can also tape the string
in place.
4. Have children cut the string. Then they should straighten the string out to its full length and measure it.
5. Ask children to cut out their labeled hand shape. Have them tape or staple their length of string to the bottom
of the cut-out hand to create, in effect, a hand-shaped kite.

How Long Is It Around…

Objective: to measure length/distance/circumference using non-standard units and tools

Materials: string or yarn, scissors, Manila paper or old calendars tape
No. of Participants: small group
Procedure:
1. Ask the children who they think has the biggest head in the group. Ask them how they would measure and
compare the distance around their heads to make sure their answer is correct.
2. Bring out the string or yarn. Allow the children, in pairs to measure the circumference (distance around)
their heads.
3. Partners compare who has the bigger head. All the children in the group compare their measurements.
4. Strings or yarns are taped on a sheet of Manila paper (or old calendar). Each string or yarn is labeled with
the child’s name.
5. Children are instructed to measure other body parts such as: wrist, thumb, waist, knee, ankle

Lining Up Snakes

Objectives: to measure length using nonstandard tools

To order objects from longest to shortest
Materials: rubber or plastic snakes of different sizes playdough, string for measuring
Players: small group
Procedure:
1. Read the poem Snake Time.

Snake Time
The snakes lined up
On measuring day,
 I measured each one
Before they could play.
They got in a row
In an orderly way,
Then shortest to longest
They slithered away.

2. Discuss lengths of the 3 rubber or plastic snakes. Ask children which snake is longest, the next longest, the
shortest.
3. Ask children to measure the snakes using yarn or paper clips (or other nonstandard tools) to verify their
answers.
4. Provide play dough so that each child can mold 3 of their own snakes. Naming the snakes can make this
activity even more personal.
5. Have children compare the lengths of their snakes and line them up in order.
6. Again, children may use a variety of measuring tools to measure the length of their snakes.

C. OTHER LANGUAGE ARTS ACTIVITIES

Writers’ Workshop

“What did you do during the summer vacation?”

Objective: to represent experiences through drawing
Materials: ½ lengthwise bond paper, pencils, crayons
Number of Players/Participants: 8 children
Procedure:
1. Ask each student to draw a particular experience he/she had last summer and write about it.
Take down dictation if the child cannot write his own words or sentences yet.
2. Compile the stories and make it into a book. Write the title of the book – “Our Summer Vacation
Experiences”

Syllable Graph

Objectives: segment words

Materials: syllable graph written on manila paper, picture cards
Prepare: syllable graph that looks like the one below:

1 syllable 2 syllables 3 syllables 4 syllables

Number of players/participant: 6-8 children

Procedure:
1. Children take turns picking out a card.
2. Have him clap the number of syllables that make up the word.
3. Then have him place the card under the correct column.

Letter Domino

Objective: to identify upper case letters

Material : 24pcs upper case letter domino cards
Number of players/participant: 5-6
Procedure:
1. Deal all cards to the players.
 2. The first player lays down a card.
3. The next player lays down a card that can be connected to either letter on the card. Game continues until
all cards have been laid down

Variation: This can be done for lower case letters

Find a Pair

Objective: recognize initial sound in words

Materials: marker or crayons, ¼ bond paper or construction paper
Number of participants: half of the class
Procedure:
1. Have children identify objects in the classroom that have the same initial sound.
2. Let them draw these on paper.
3. Staple the pieces of paper to form a mini-book.

What’s the first sound ?

Objective: recognize initial sound in words

Materials” Picture cards for each targeted phoneme
Number of participants: half of the class
Procedure:
1. Gather a set of three or four pictures for each phoneme you want the children to explore. For example,
you might choose pictures of a fox, a foot, some feathers, and a fish for the /f/ et and pictures of a man, a
mouse, a mitten, and a moon for the /m/ set
2. Choose one set of pictures and have children take turns identify the name of each object depicted..
3. Then repeat the name, drawing out the initial consonant (e.g., f-f-f-f-ox).
4. Ask all of the children to repeat the name in the same way, f-f-f-f-ox, and notice and describe what they
are doing with their mouths as they make the /f-f-f/ sound.

Note:
 Work with a few only a few sets of pictures in a sitting or the children’s attention might wander. the time
being,
 It is important that the name of each picture used begins with a single consonant, preferably a continuant
consonant. None of the pictures should begin with consonant blends such as fr-,pl-,or st- because that
would make the game too hard for most children at this point.
 Make sure that all pictures are familiar to the children. You have to remember that when a word is
unfamiliar, it is very difficult to direct attention to its phonemes. Therefore, when there is any doubt
about the familiarity of any of these words, ask the class and/or the individual children in concern to
repeat it

Textured Initial

Objectives: To identify the beginning letter of their name

Materials: pre-cut cardboard letter of each child’s name’s beginning letter, glue, marker, materials from nature like
leaves, twigs, sand, glue
Number of Players/Participants: 8 children
Procedure:
1. Give each child a pre-cut cardboard letter of his name’s beginning letter.
2. Have him write his name on the cardboard.
3. Ask him design the cardboard by gluing down the different materials collected from nature.

Literature-based: Making Connections: King Midas and His Golden Touch

Objectives: To make personal connections

Materials: paper plates, yarn, colored paper, pencils, crayons, scissors, paste/glue
Number of Players/Participants: 8 children
Procedure:
1. Give each child a paper plate and design it into a head using yarn, colored paper, pencils, crayons, scissors,
paste or glue.
2. Ask the children to recall how King Midas got his golden touch.
3. Give each child a piece of paper and take down dictation as he tells you his answer.
4. Attach their answers to their paper plate heads and display them on the wall. Write the title of the activity.

Literature-based: Character Mobile

Objectives: identifies story characters, fine motor coordination

Materials: scratch paper, crayons, pencil, colored markers, hanger, ¼ construction paper
Number of Participants: any number of children
Procedure:
1. Have children draw the characters on each piece of construction paper with his/her name placed at the
bottom of the paper.
2. Draw both the front and back sides.
3. Cut strips of yarn to hang the characters on the hangers.
4. Glue a piece of yarn to each character.
5. Hang the drawing by tying the yarn to the hanger.
6. Write the title of the story on top of the hanger or within the triangular space.

Literature-based:The Character and I

Objective: make personal connections with the character describe a character in the story. Compare story
character
with oneself
Materials: paper, crayons/pencil
Number of Participants: any number of children
Procedure:
1. After reading the story, ask children to choose a character they want to compare themselves with.
2. Bind three pages into a book.
3. Each page must be divided into two parts. On the right column, write “ This is Me. On the left column, write
“ Story Character’s Name __________ “
On the first page, have the child draw what he and the character can do.
On the second page, have the child draw their likes and dislikes.
On the third page, have the child draw things that she and the character has or possess.

Literature-Based: Paper Plate Puppet

Objective: to make personal connections

Materials: crayons or makers, scissors, glue, paper plate, craft stick, construction paper
Number of Participants: 6-8 children
Procedure:
1. Ask each child to choose a character from the story read to the class..
2. On the paper, have him/her draw the character’s head. He/she may also choose to draw the character’s arms
and legs, as well as anything the character might hold or wear.
3. Let him/her color and cut out his/her pieces.
4. Have him/her glue these onto the bag.
5. Let the childput his/her handinside the bag and move the puppet to make it talk.
6. Have your puppet introduce the book to another student.
Make the Sound

Objective: reproduce sequences of sounds

Materials : none
Procedure:
1. Have children identify single sounds first.
2. Then let them identify each one in a given sequence of sounds.
3. Have children cover their eyes with their hands while you make a familiar noise such as closing the door,
sneezing, or playing a key on the piano. By listening carefully and without peeking, the children are to try
to identify the noise.
4. Once children have caught on the game, make two more noises, one after the other.
5. Without looking, have children guess the two sounds in sequence saying, ““There were two sounds. First
we
heard a ____, and then we heard a ____.”

Variation: After they have mastered this, produce series of more than two for them to identify and report in
sequence. Again, complete sentences should be encouraged.

ACTIVITIES FOR MEETING TIME 2

Which does not belong ?

Objective: identify which does not belong to a given set of words based on its initial sound
Number of Participants: whole class
Procedure:
1. Tell children to listen carefully to the words you will say.
2. Have them pay attention to the initial sounds of each of the words.
3. Let them identify which word has a different initial sound from the rest of the words.

Note: Give at least 6 sets of words so that children can have ample time to practice discriminating initial
sounds.

Take a Sound Away

Objective: to manipulate sounds in words

Materials: none
Number of participants: whole class or half of the class
Procedure:
1. Say a word to the class .For example, say mmmmm-at,” elongating the initial consonant, and have the
children repeat.
2. Then say “at,” and have the children repeat.
3. Ask the children if they can determine which sound has been taken away and repeat the words for them
(i.e., m-m-m-m… at … m-m-m-m-m…at ).

Note: Most children can identify the “hidden word” but have a great deal of difficulty in identifying what is
taken away. Children may also be inclined to produce rhyming words rather than to focus on initial sounds.
With this in mind, take care not to flip back and forth between the activities involving rhyming and initial
sounds.

D. SONGS/POEMS/ RHYMES

Boogie Woogie Can you say ?

 sung to the tune of Happy Birthday
Put your right hand in
Put your right hand out Can you say the last sound?
Put your right hand in Can you say the last sound?
And shake it all about It’s the last sound in rabbit
And do the BOOGIE,WOOGIE Can you say the last sound?
And you turn yourself around
That’s what it’s all about.

Change underlined words to: left hand, right

foot, left foot, head, elbows, backside, body

Old Mcdonald Had a Box

Old McDonald Had a Box Old McDonald had a

box E-I-E-I-O
And in that box , he had a /k/… E-I-E-I-O
With a can,can here
And a can,can there,
Here a can, there a can
Everywhere a can-can
Old McDonald had a box E-I-E-I-O

E. INDOOR/OUTDOOR GAMES

Move That Body

Objectives: To demonstrate movement of different body parts

Materials: CD player, CD (music)
Procedure:
 Children and teacher do deep breathing and other simple stretching exercises to loosen tight muscles,
concentrating on certain body parts. Example: hand, feet, head
 The teacher starts the music and tells the children: “Move your hand…feet…etc” in any way you want.
 Children move their body parts with music.
 End the activity with deep-breathing exercise.
(Note: Direction of the movement varies – example: up and down, back and forth, etc. The quality of
movement can also be varied – example: slow and fast, quiet and loud, light and heavy, happy and sad.
Different kinds of music can be used in various movements.)

Save Yourself

Objectives: To develop gross motor skills

To identify one’s name
Materials: name tags with printed names of the children, two empty boxes.
Procedure:
1. Class is divided into two groups. The two groups stand behind the starting line. The end line where the box
opposite each group is placed is 5 meters away from the starting line.
2. Tell the children to pretend that the box is a sinking ship and they are trying to save themselves from
drowning.
3. On signal START, the first player in each group skips toward the box, gets his own name tag, and gallops
back to the starting line, shakes hand with the next player, and pins the tag on his clothes.
4. The second player does what the first player did. The game goes on until everybody had his turn.
5. The group who finishes first and with all the players wearing their own respective name tags wins the
game.

Kailangan Ko Kayo
Objectives:Nakikilala ang iba’t-ibang bahagi ng katawan
Materials: mga larawan ng iba’t-ibang gawain ng iba’t-ibang bahagi ng katawan at mga cut-outs ng mga bahagi ng
katawan
Number of Players/Participants: buong klase
Procedure:
 Ihilera ang mga larawan ng iba’t-ibang gawain ng iba’t-ibang bahagi ng katawan.
 Ilagay naman ang cut-outs ng mga bahagi ng katawan sa isang kahon.
 Kukuha ang isang bata ng isang cut-out.
 Itatapa tang cut-outs sa larawan ng nagagawa nito.
 Maaring maging isang masiglang laro kung gagawa ng dalawang set ng cut-outs at ng mga gawain.
 Hatiin ang klase sa dalawang grupo at hayaang mag-unahan sila sa pagtatapat ng mga larawan at cut-outs.
 Ang grupong unang makatapos ang panalo.


Pass The Ball

Objectives: To encourage cooperation among the students
Materials: ball
Number of Players/Participants: whole class
Procedure:.
 Tell the children to line up, one behind the other.
 Give the first child a ball
 He passes the ball to the child behind him by passing the ball between his legs.
 When the ball reaches the last person, he starts passing it forward over his head.
 The fun of the game is to see how fast the children can pass the ball.
 Each time they repeat the game, the children try to pass the ball faster.

Ankle Walk
Line the children up on one side of the room.Ask them to bend over and hold onto their ankles.Have them walk to
the other side of the room while holding onto their ankles.