40 Week Kinder Curriculum

KINDERGARTEN CLASS FIRST GRADING DAILY PLANS
WEEK 1: ____________________
Monday Tuesday Wednesday

CONTENT FOCUS: I belong to a class. (classroom orientation)
MEETING TIME 1: MEETING TIME 1: MEETING TIME 1:
Message: Welcome! Today is the first day of school. We Message: Our classroom is part of a school. The name of Message: There are children and adults in our classroom.
belong to the Kindergarten class. our school is ____________.
Questions: How was your vacation? What did you do Questions: Who are the youngest students in the school? Questions: Who are the people in our classroom?
during your vacation? Who are in school for the first time? Why do you want to go
to school?
WORK PERIOD 1 WORK PERIOD 1 WORK PERIOD 1
Teacher-Supervised: Writer’s Workshop- What did you Teacher-Supervised: Self Portrait / (write-up) My name Teacher-Supervised: People Puppets
do during your summer vacation? is___.
Independent: Independent: Independent:
 Block Play  Block Play  Block Play
 Find a Match ( identical pictures)  Find a Match ( identical pictures)  Bead Stringing
 Color Match  Color Match  Picture Match ( identical pictures)
 Color Lotto  Color Lotto  Bingo: Colors
 Color Domino
Activity: Count and Turn (1,2,3) Activity: Count and Turn (1,2,3) Activity: Count and Turn (1,2,3)
Message: We did many things during the summer. Children show their People Puppets and tell the class
Children share what they ‘wrote’ for writers’ workshop. Questions: Why do children go to school? Why do some something about the person.
children not go to school?
Supervised Recess Supervised Recess Supervised Recess
STORY: Ayoko Pumasok Sa Paaralan STORY: Bakit Matagal ang Sundo Ko? STORY: Si Inggolok at ang Planetang Pakaskas
WORK PERIOD 2: WORK PERIOD 2: WORK PERIOD 2:
Teacher-Supervised: Junk Box Sorting Teacher-Supervised: Junk Box Sorting Teacher-Supervised: Labeling Things in the Classroom
Odd One Out Odd One Out Classroom Inventory
Independent: Independent:: Independent::
 Construction Toys  Construction Toys  Drawing: Ang Aking Sasakyan Patungong Bagong Planeta
 Shape Match  Shape Match  Mobile: Mga Bagay na Nakakain sa Planetang Pakaskas
 Shape Lotto  Shape Lotto  Shape Match
 Shape Domino  Shape Puzzles
INDOOR/OUTDOOR ACTIVITY: Name Chain INDOOR/OUTDOOR ACTIVITY: Name Chain INDOOR/OUTDOCTIVITY: At the School
MEETING TIME 3: Dismissal Routine MEETING TIME 3: Dismissal Routine MEETING TIME 3: Dismissal Routine
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THURSDAY FRIDAY NOTES
CONTENT FOCUS: I belong to a class. (classroom orientation)
MEETING TIME 1: MEETING TIME 1:
Message: Our classroom has different areas. We will use Message: We have jobs in the classroom.
these areas in different ways.
Questions: What are the different areas in the classroom? Questions: What is a job? Why do we need jobs inside the
What do you see in each area? What can we do in each classroom? What will happen if we do not do the job assigned
area? to us?
WORK PERIOD 1 WORK PERIOD 1
Teacher-Supervised: Classroom Tour Teacher-Supervised: Job Chart
Classroom Map Continue Classroom Map
Continue Classroom Inventory
Independent: Independent:
 Block Play  Block Play
 Bead Stringing  Bead Stringing
 Picture Match ( identical pictures)  Color Match
 Bingo: Colors  Color Lotto
 Color Domino  Bingo: Colors
 Color Domino
Rhythmic activity: Count and Turn (1,2,3) Rhythmic activity: Count and Turn (1,2,3)
Show the Classroom Map and discuss what activities Show the Job Chart and start assigning jobs. Discuss
can be done in each area. Discuss some do’s and don’ts what each job entails.
Supervised Recess Supervised Recess
STORY: Si Paula Oink-Oink STORY: Si Monica Dalosdalos
WORK PERIOD 2: WORK PERIOD 2:
Teacher-Supervised: Number Stations (quantities of 3) Teacher-Supervised: Number Stations (quantities of 3)
Independent:: Independent::
 Lacing Shapes  Lacing Shapes
 Shape Match  Bingo: Shapes
 Bingo: Shapes  Shape Lotto
 Shape Puzzles  Shape Puzzles
 Junk Box Sorting  Junk Box Sorting
INDOOR/OUTDOOR ACTIVITY: At the School INDOOR/OUTDOOR ACTIVITY: Relay Games
MEETING TIME 3: Dismissal Routine MEETING TIME 3: Dismissal Routine
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APPENDIX: WEEK 1
A. THEME-RELATED ACTIVITIES
Self-Portrait
Objective: to draw one’s self
Materials: ½ crosswise bond paper pencil crayon
Number of Players/ Participants: individual
Procedure:
1. Give each child a half piece of bond paper.
2. Ask the child to draw herself/ himself.
3. Remind the child to color his/ her drawing.
4. Let the child write his/ her name on the paper. If the child does not know how to write his/her name, he/she can copy
this.
People Puppets – “There are people in our classroom.”

Materials: pre-cut cardboard puppet, popsicle sticks, masking tape, scissors, pencils, crayons
Number of Players/Participants: 8 children
Procedure:
1. Tell the children that they will make puppets of the different people in class.
2. Distribute pre-cut cardboard puppets to each child.
3. Ask each child to design his/her own puppet.
4. Attach each puppet to a popsicle stick using masking tape
5. Display the puppets. Put the title of the activity – “There are people in our classroom.”
Classroom Tour
Objective: to become familiar with the classroom environment
Number of players/ participants: small group
Procedure:
Bring small groups of children to each learning area in the classroom – meeting area, work area, block play & dramatic
play area, reading area, etc. Discuss what they can do in each area. Talk about what materials or supplies can be found
here. Talk about acceptable and unacceptable behavior while playing or working in each area. Tell the children that they
will make a classroom map after going around the room.
Classroom Map – Can you find your way around our classroom?
Objective: to become familiar with the classroom environment
Materials: medium –sized manila paper, scratch papers, pencils, crayons
Preparations: Teacher should have labeled the map already with pencil to show the important areas in the classroom so
as to guide the children in the actual mapping activity.
Number of Players/Participants: 8
Procedure:
1. Ask the children to look around the classroom and identify that area.
2. Give them a piece of paper and ask them to draw that area, the things they see there and help them label the area.
3. Lay out the pieces of papers and talk about how they are arranged in the classroom – What is beside what area? What
comes next? What is behind it?
4. Paste them on the manila paper and post it on your wall. Write the title of the activity - “Can you find your way around
our classroom?”
Labeling Things in the Classroom

Objective: to identify objects in the environment
Materials: strips of paper masking tape
scissors
Number of Players/Participants: 6-8
Procedure:
1. Let the children write a label for each object in the classroom.. Ex. blackboard, pencil, table
If the child cannot spell the words on his own yet, teacher writes the word on a card and
asks the child to copy the word from this model.
2. Ask them to stick these labels to these things using masking or transparent tape.
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Classroom Inventory
Objectives: to count objects
to copy words from model
Materials: paper, pencil
Procedure:
1. Ask children to do an inventory of the following things in the classroom: table, chairs, blackboard, cabinets, cleaning
materials, books, toys, etc.
2. Record results of inventory on sheet of paper.
3. Place the inventory on the blackboard (and later on the Math corner).
Job Chart
Objective: to enumerate the different jobs needed to make sure the classroom is clean and orderly
Materials: pre-cut 2x4 individual cards ; markers, crayons
Procedure:
1. Ask children to think of different “ jobs’ around the classroom that they could learn to do themselves such as fixing the
chairs, setting the table, collecting the garbage, watering the plants, sweeping the floor.
2. Distribute individual cards and ask each child to draw a particular job on the card. Teacher writes down the job on the
card.
3. Teacher prepares a pocket chart for these individual cards.
4. Every day children get to choose a job for the day. He/She picks the corresponding job card and slips these into his
name on the pocket chart.
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)
Construction Toys
Objectives: to explore space by fitting things together and taking things apart
Materials: construction toys (e.g. interlocking blocks)
Number of Players/ Participants: 1-4
Procedure:
Provide children with a set of construction toys. Fitting things together and taking them apart provides children with both
spatial challenges and a sense of accomplishment. Through trial and error, persistence and repetition, children gain first
hand experience with putting things together, taking them apart, and twisting and turning them.
Bead Stringing
Objective: to develop fine motor skills
To explore patterns
Materials: set of colored wooden beads and string (or shoelaces)
Procedure:
1. Provide children with a set of wooden beads. Show them how to string beads first regardless of color. (If uncolored
bead are available this can initially be used.)
2. Choose bead of two colors and string these showing a pattern.
Ex. blue, blue, red, blue, blue, red
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3. Ask children what they notice about the arrangement of the beads
4. Ask the children to choose 2 colors and to make their own arrangement.
5. Discuss the arrangement or pattern each child makes.
Patterns are important in mathematics, both visual (color and shape) and number patterns. This is because math is all
about things being orderly, regular and systematic.
Junk Box Sorting (grouping objects into 2 groups: big-small, long-short, red-not red, blue-not blue, etc.)
Objectives: to sort objects based on similarities and differences
Materials: box of a variety of objects (make sure there are objects that are exactly the same and those that have similar
characteristics – color, shape, function)
Procedure:
To give your child the idea of sorting in play, you may need to start casually sorting things out yourself. Try sorting out
all the red blocks to make a tower, sorting coins into piles of different denominations, putting all the shapes in one field,
all the cows in another. Keep a box full of small objects like buttons, paperclips, beads, dried beans, coins, nuts and
bolts. Your child may like to have an egg tray to sort them into.
Odd One Out

Objectives: to sort objects based on similarities and difference
Procedure:
Spotting the odd one out will get your child thinking about sameness and difference. You can make the game harder as
he gets older. For instance, see if he can spot the difference in textures by having three hard objects and one soft, or in
materials by having three plastic things and one metal.
Be sure to acknowledge that he is right if he spots a difference that you had not noticed. You can always tell him what
you were thinking of afterwards. Let him give you some things so you have a turn at spotting the odd one out too.
Color Match
Objective: to match colors
Materials: a set of color cards
Number of Players/Participants:2-4
Procedure:
1. Give each group 2 sets of color cards.
2. Tell the children to match cards of the same color
Color Lotto
Objective: to match shapes of the same color
Materials: playing board with drawings of the same shape but of different colors, calling cards
with colored shapes that match playing board
Procedure:
1. Give each player a playing board with a shape (ex. square) of different colors drawn on them
2. Teacher holds up each calling card (shape of different colors) in turn for the players to claim.
3. Continue until someone fills up his or her board.
Bingo: Colors
Objective: color recognition
Number of players/participants: 1-4
Materials: color bingo cards ; individual color cards
Preparation: Divide pieces of cardboard into 9 sections. Each frame must have a drawing of a shape
Prepare individual cards for each shape. Use these as call out cards.
Procedure:
1. Distribute 1 bingo card to each student.
2. Take one call card at a time and show the color card to the children.
3. If the child has this color in his bingo card, he covers this with a token.
4. The first player to cover all colors in his card wins the game.
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Color Domino
Material : color domino cards
Number of players/participant: 4-6
Procedure:
1. Deal all cards to the players.
2. The first player lays down a color card.
3. The next player lays down a card that can be connected to either color on the card. Game continues until all cards have
been laid down
Shape Lotto
Materials: playing board with drawings of different shapes, calling cards with shapes that match
playing board
Procedure:
1. Make some boards with shapes drawn on them and cut some shapes out card to match.
2. Teacher holds up each shape in turn for the players to claim.
Shape Match
Objectives: to match shapes
Materials: 20 pairs of shape cards
Procedure:
1. Lay out all shape cards on the table.
2. Each child takes turns look for two identical shape cards.
3. Child names the shape of the card.
4. After all cards have been collected, ask children to sort their cards. Have them count how many of each shape they got.
5. Let them record this on their pad paper.
Bingo: Shapes
Objective: shape recognition
Materials: shape bingo cards ; individual shape cards
Procedure:
2. Take one call card at a time and show the shape card to the children.
3. If the child has this shape in his bingo card, he covers this with a token.
4. The first player to cover all shapes in his card wins the game.
Shape Domino
Objectives: To recognize geometric shapes and match geometric shapes that are alike
Materials: set of 28 geometry dominoes
Procedure:
1. All dominoes are placed face down.
2. Each player draws 7 dominoes.
3. A player with a “double” begins play.
4. Each player in turn says the shape names and then plays as in a regular domino game.
5. The winner is the player who has played all dominoes, or the player with the smallest number of dominoes when all
players must pass.
Lacing Shapes
Objective: To develop fine motor and eye-hand coordination
Materials: shape cards, strings (old shoelaces or yarn)
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Procedure:
1. Give each child a piece of shoelace or yarn and a shape card.
2. Let the children lace the card by pushing the string through the hole of the card.
3 Have them lace as many cards as they can. .
Shape Puzzles
Objective: to develop fine motor coordination
To recognize shapes
Materials: shape cardboard pieces
Preparation: Make shape cards and cut this into 2-3 puzzle pieces.
Procedure:
1. Ask each child to form a shape using the puzzle pieces.
2. Let children name the shape after the puzzle has been completed.
Number Station (quantities of 3)

Objective: To count up to quantities of 3
To see that despite differences in appearance quantities remain the same (conservation)
Materials: several boxes of toothpicks
Procedure:
1. Teacher chooses a number to work with for the day, in this case 3.
2. Children work together exploring 3 toothpicks making as many arrangements as possible.
3. Teacher encourages the children to describe the toothpick patterns in a variety of ways.
(Variation: Children can explore other materials such pebbles, popsicle sticks, and blocks.)
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
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”
Find a Match
Objective/Competency: to match identical pictures
Materials: 2 sets of pictures of common objects
Procedure:
1. Give each group 2 sets of pictures of common objects
2. Tell the children to match identical pictures
Picture Match
Objective/Competency: to match identical pictures
Materials: 2 sets of pictures of common objects
Procedure:
1. Give each pair of children 2 sets of pictures of common objects
2. Divide the cards between the players
3. Players take turns picking/ drawing a card from his/her partner.
4. If the pictures match the cards are placed down.
5. If the pictures do not match the player keeps the card he/she has drawn.
6. The player who finds the picture that matches all his/her pictures wins the game.
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D. SONGS/POEMS/ RHYMES
The following are greeting songs that can be sung during Meeting Time 1 throughout the year. Other variations can be
introduced later on, although variations in the mother tongue is preferably introduced in the first quarter. The English and
/or Filipino versions may be introduced later.
Hello, Hello, Hello Kumusta, Kumusta
Hello, Hello, Hello, Hello, How do you do? Kumusta, kumusta, kumusta
I’m glad to be with you and you and you and you Kumusta kayong lahat
Tralala lalala, Tralala lalala, Tralala lalala Ako’y tuwang-tuwa
Masaya’t nagagalak
Tralalalala, Tralalala (2x)
The More We Get Together Masaya Kung Sama-sama
The more we get together Masaya kung sama-sama

Together, together Sama-sama, sama-sama
The more we get together Masaya kung sama-sama
The happier are we. At nagtatawanan.
For your friends
Are my friends
And my friends
Are your friends
The more we get together
The happier are we.
Ten Little Angels Tell me the Weather
There was one, there were two, there were three Tell me the Weather, the weather now 2X
Little angels Tell me the weather now.
There were four, there were five, there were six Today is a _______ , a _________ day 2x.
Little angels
There were seven, there were eight, there were nine Teacher shows the calendar (teacher-made) and asks a
Little angels child to draw a symbol to represent the kind of weather for
Ten little angels in the band the day.
Oh, Listen to the band, Monday morning (3x) Sun for a sunny day ; clouds for a cloudy day; raindrops for
Monday morning now. a rainy day.
These songs can be sung during Meeting Time 2
Isa, Dalawa, Tatlo Where Are The Boys?
Isa, dalawa, tatlo Where are the boys? 2x

Una-unahan tayo Here we are. 2x
Apat, lima, anim How are you this morning? (*change morning to afternoon)
Sa balong malalim Very well we thank you.
Pito, walo, siyam Please count the boys. (*change boys to girls, children or
Lakad parang langgam adults)
Pagdating sa sampu 2x
Ang lahat ay umupo.
Variation:
Note: This song can be sung so that children can gather in Please sit down.
the meeting area after the first work period. Please count off.
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E. INDOOR/OUTDOOR GAMES
Name Chain
Procedure:
• Sit the children in a circle on the floor.
• Choose a child to start the introduction game.
• This child says her name, then introduces the child next to her. For example, “My name is Susan, and I would like to
introduce Gregory.”
• Gregory gives his name and introduces the next child to him. This is a good way to learn names as well as how to
introduce others.
Count And Turn (1, 2, 3)

Objectives: To count in sequence
To develop body coordination
To develop a sense of rhythm
To learn one-to-one correspondence
Materials: none
Number of Players/Participants: whole or small group
Procedure:
 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, Threeeeee (turn)
At Our School
Objective/Competency: To develop gross motor skills
Materials: little drum
Number of Players/Participants: whole group
 Recite the poem with the children.
 Let the children take turns, by rows or groups, performing different body actions while pretending to play a drum.
At our school there is a boy,

And every single day,
He hops, hops, hops around the school,
While on the drum he plays.
Relay Games (walking, hopping, jumping)

Objective/Competency: To develop gross motor skills
Materials: 2 small chairs
Number of Players/Participants: whole class
Procedure:
 Divide the class into 2 groups.
 Place a small chair in front of each group (check that the distance is not too far from the children).
 Agree on what action they will do (example: walk or hop)
 Teacher says “Ready, get set, go!” At the mark “go,” the first child will walk to the small chair, go around it and go back
to his/her team, tapping the hand of the next child to signal that child’s turn and so on and so forth until all the children
have taken a turn.
 You can modify the relay next time: walk backwards, walk on tiptoes, etc.
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WEEK 2: ____________________
CONTENT FOCUS: We do many things in school.
Message: We follow a class schedule. Message: We do different things in school. Message: There are many areas in our school..
- We play. We work. We do different activities in these areas.
Show the class schedule and talk what the class will do - We sing. We dance. - Some of the areas in school include the library,
during each period. - We eat. We rest. playground, canteen, classrooms, principal‟s office.
- We listen to stories. We browse through books.
- We fix our classroom.
Questions: What do you think we will do during Meeting Questions: What activities can we do in school? Which of Questions: What are the other places of the school? Who do
time? During Work Period? During Story time? During the activities do you like to do? you see in these places? What can you do in these places?
Indoor/ Outdoor Activity?
Teacher-Supervised: Red Hunt Teacher-Supervised: Poster: I Can Help… Teacher-Supervised: Class Quilt
Our Red Book or Red Collage Poster: We Do Many Things in School
 Dramatic Play  Dramatic Play  Dramatic Play
 Picture Match  Playdough: I Can Make Red Objects  Playdough: I Can Make Red Objects
 Color Match  Writer‟s Workshop: I Do Many Things in School  Bead Stringing
 Color Lotto  Picture Match  Writer‟s Workshop: I Do Many Things in School
 Color Domino  Mini-book: I See Red Things Around Me  Mini-book: I See Red Things Around Me
 Bingo: Colors  Red Objects Puzzle  Red Objects Puzzle
 Color Match/ Color Lotto/Color Domino/ Bingo: Colors  Color Match/ Color Lotto/Color Domino/ Bingo: Colors
Song: I can sing a rainbow Song: Ito Ang Ginagawa Ko Sa Paaralan Activity: People Counting Game: Stand and Sit and Hopping
Message: We see red objects around us. Forward (1,2, 3)
Show Red Book and Red Collage. Show Posters: I Can Help and We Do Many Things Show Class Quilt
STORY: Si Dragong Pula STORY: Celia Studious and Conrad Cat STORY: Ang Kamatis ni Peles
Teacher-Supervised: Number Books (quantities of 3) Teacher-Supervised: Number Books (quantities of 3) Teacher-Supervised: Same and Different
Independent:: Independent:: Independent::
 Block Play  Continue Number Books (quantities of 3)  Continue Number Books (quantities of 3)
 Construction Toys  Block Play  Number Stations (quantities of 3)
 Number Stations (quantities of 3)  Construction Toys  Block Play
 Shape Lotto  Number Stations (quantities of 3)  Junk Box Sorting
 Bingo: Shapes  Shape Lotto/ Bingo: Shapes  Shape Domino/Shape Match
INDOOR/OUTDOOR ACTIVITY: Teacher, May I? INDOOR/OUTDOOR ACTIVITY: Teacher, May I? INDOOR/OUTDOOR ACTIVITY: Line Up
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CONTENT FOCUS: We follow rules in school.
Message: We follow rules in our classroom. Message: We follow rules in our school.
Questions: Why do we need rules in classroom? What Questions: What rules do we follow in the other parts of the
rules can help keep our classroom clean and orderly school?
Teacher-Supervised: Classroom Rules Teacher-Supervised: School Rules
 Dramatic Play  Dramatic Play
 Playdough: I Can Make Red Objects  Playdough: I Can Make Red Objects
 Bead Stringing  Bead Stringing
 Mini-book: I See Red Things Around Me  Mini-book: I See Red Things Around Me
 Red Objects Puzzle  Red Objects Puzzle
 Color Match/ Color Lotto/Color Domino/ Bingo: Colors  Color Match/ Color Lotto/Color Domino/ Bingo: Colors
Activity: People Counting Game: Stand and Sit and Poem: What‟s a Handy Ruler
Hopping Forward (1,2, 3) Message: We can use some parts of our body to measure the
things in our classroom.
Show the different classroom rules the children came up
with. Discuss what will happen if each rule is not followed.
STORY: Sumusunod sa Panuto (PEHT p. 203) STORY: Ang Mabait na Kalabaw
Teacher-Supervised: Ilang Dangkal (measuring length Teacher-Supervised: Ilang Dangkal (measuring length using
using hands) hands)
 Continue Number Books  Block Play
 Number Stations  Construction Toys
 Block Play  Junk Box Sorting
 Junk Box Sorting  Shape Domino
 Shape Domino  Shape Match
 Shape Match  Bingo: Shapes
 Bingo: Shapes  Shape Lotto
 Shape Lotto
INDOOR/OUTDOOR ACTIVITY: Line Up INDOOR/OUTDOOR ACTIVITY: Line Up
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APPENDIX: WEEK 2
Poster – We do many things in school.

Objective: To identify activities that children and adults do in school
Materials: manila paper, 1/4 lengthwise bond paper, pencils, crayons, manila paper with a pre-drawn
outline of a school
Procedure:
1. Distribute the paper to the children. Have them draw one activity they do in school on each piece.
2. Let them paste their drawings on the manila paper.
3. Let them label their work or take down dictation as needed.
Class Quilt
Materials: 1/6 construction paper scissors yarn
Procedure:
1. Teacher cuts out individual frames of construction paper.
2. Ask each child to draw himself/herself on the construction paper. Let him/her write her name below the drawing. If the
child does not know how to write his/her name, give him a name card from which he can copy his name.
3. Stitch the individual frames using the yarn.
4. Post the class quilt on the wall.
Poster: I can help…

Objective: to identify ways a member of the class can help each other in class/ school
Materials: ¼ of construction paper
Procedure:
1. Ask children to think of ways they can help one another in school.
2. Have them draw these on the construction paper.
3. Glue the construction paper on manila paper.
4. Write the title of the chart “ We can help in many ways “
Classroom Rules/ School Rules

Objective: to list classroom and school rules that help maintain cleanliness and orderliness in the classroom and in school
Materials: cardboard or paper strips
Procedure:
1. Ask children to think of rules they should have in class to make it a better place for learning. Have them think of rules
that can keep them safe; rules for work, meeting time etc; rules in dealing with people
2. Let them write each rule on a strip of paper.
3. Post these rules around the classroom where most appropriate. For example, post rules related to books
in the reading corner.
Red Hunt
Objective/Competency: to recognize colors
Materials: different red objects
Procedure:
1. Tell children to look for red objects in the classroom.
2. Ask children to identify the objects that he/she found.
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Our Red Book
Objectives: to recognize colors
Materials: stapled pages of 1/8 manila paper, ¼ newsprint or bond paper, glue, crayons or markers
Procedure:
1. Tell children to think of red objects in their environment.
2. Ask each one to choose at least 3-4 red objects they would like to draw.
3. Have them draw each blue object in a small strip of paper.
4. Paste these on the pages of the Big Book.
5. Have children design the cover of the book.
6. Show to the whole class during Meeting Time.
Red Collage
Materials: bond or scratch paper pencil torn or cut out pieces of red art paper
Procedure:
1. Ask children to choose 1 thing that is red.
2. Teacher draws that object on a sheet of bond or scratch paper. (Children can also draw their own figures.)
3. Ask children to „color‟ the object red using the torn or cut out pieces of red art paper.
Playdough: I Can Make Red Objects

Objectives: to develop eye-hand coordination
to recognize colors
Materials: playdough paper
Preparation: When making play dough use red food coloring only.
HOW TO MAKE PLAY DOUGH
COOKED PLAYDOUGH
Materials: Flour, water, salt, cream of tartar, oil, wax paper, food coloring
Procedure:
1. Mix 1 cup of flour, 1 cup of water, ½ cup of salt, 2 tablespoon of cream of tartar, and 1
tablespoon of oil in a saucepan and cook until the concoction achieves a smooth texture.
2. Turn out onto wax paper and knead in food coloring.
UNCOOKED PLAY DOUGH

Materials: 2 cups all purpose flour, ¾ cup salt, ¼ cup oil, approximately ½ cup water, food
coloring
Procedure: Mix dry ingredients together. Add oil. Add water until you get a nice consistency for
molding. Store in airtight container.
Variations: Give each child a small ball and tell them to make a hole in it with their finger.
Squirt a drop of food coloring into the hole and then let the child squeeze it to mix the color.
Procedure:
1. Children identify red objects they see in the classroom.
2. Children form objects out of the playdough.
Red Objects Puzzle

Objective: to recognize colors
Number of Players/Participants: 1-4 (depending on number of puzzles available)
Materials: 2-3 puzzles of red objects
Prepare: Draw things that are red on a sheet of bond or scratch paper. Stick the drawing on a sheet of cardboard.
Divide the drawing into 2-3 pieces.
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Procedure:
1. Initially give the children 1 puzzle set (2-3 pieces) to put together.
2. As children get more skillful at forming the puzzle, give 2 puzzle sets (with 2-3 pieces each) at a time.
Note: Watch out for difficulties, especially if this if the child’s first experience with puzzles. If children get confused with
more than one set at a time, provide 2 or more sets later in the school year.
Color Match
Materials: a set of color cards
Number of Players/Participants:2-4
Procedure:
1. Give each group 2 sets of color cards.
2. Tell the children to match cards of the same color
Color Lotto
Materials: playing board with drawings of the same shape but of different colors, calling cards
with colored shapes that match playing board
Procedure:
1. Give each player a playing board with a shape (ex. square) of different colors drawn on them
2. Teacher holds up each calling card (shape of different colors) in turn for the players to claim.
Bingo: Colors
Materials: color bingo cards ; individual color cards
Procedure:
2. Take one call card at a time and show the color card to the children.
3. If the child has this color in his bingo card, he covers this with a token.
4. The first player to cover all colors in his card wins the game.
Color Domino
Procedure:
been laid down
Shape Lotto
playing board
Procedure:
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Shape Match
Procedure:
Bingo: Shapes
Procedure:
Shape Domino
Procedure:
players must pass.
Block Play
Procedure:
Bead Stringing
Objective: to develop fine motor skills
To explore patterns
Materials: set of colored wooden beads and string (or shoelaces)
Procedure:
1. Provide children with a set of wooden beads. Show them how to string beads first regardless of color. (If uncolored
bead are available this can initially be used.)
2. Choose bead of two colors and string these showing a pattern.
Ex. blue, blue, red, blue, blue, red
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3. Ask children what they notice about the arrangement of the beads
4. Ask the children to choose 2 colors and to make their own arrangement.
5. Discuss the arrangement or pattern each child makes.
Construction Toys
Objectives: to explore space by fitting things together and taking things apart
Materials: construction toys (e.g. interlocking blocks)
Procedure:
Provide children with a set of construction toys. Fitting things together and taking them apart provides children with both
spatial challenges and a sense of accomplishment. Through trial and error, persistence and repetition, children gain first
hand experience with putting things together, taking them apart, and twisting and turning them.
Same and Different

Objective/Competency: to identify similarities and differences between objects
Materials: assorted objects from the junk box
Procedure:
1. Give each child a pair of objects.
2. Ask the child to describe each object.
3. Ask the child to identify similarities between the two objects
4. Ask the child to identify the differences between the two objects
Junk Box Sorting (grouping objects into 2 groups: big-small, long-short, red-not red, blue-not blue, etc.)
Materials: box of a variety of objects (make sure there are objects that are exactly the same and those that have similar
characteristics – color, shape, function)
Procedure:
To give your child the idea of sorting in play, you may need to start casually sorting things out yourself. Try sorting out
all the red blocks to make a tower, sorting coins into piles of different denominations, putting all the shapes in one field,
all the cows in another. Keep a box full of small objects like buttons, paperclips, beads, dried beans, coins, nuts and
bolts. Your child may like to have an egg tray to sort them into.
Number Station (quantities of 3)

Objective: To count up to quantities of 3
Procedure:
2. Children work together exploring a given quantity of toothpicks making as many arrangements as possible.
(Variation: Children can explore other materials such pebbles, popsicle sticks, and blocks.)
Number Books (quantities of 3)

Objective/Competency: To use numerals to describe and record quantities
Procedure:
Glue the designs from the Number Stations activity on sheets of paper. Bind the paper to make a book
Variation: 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 (e.g. 3 pairs of shoes, 3 bottles of juice)
Ilang Dangkal?
Objective: to measure length using non-standard units and tools
Materials: objects that have a length of 1 or more „dangkal‟ or hand spans
No. of Participants: small group
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Procedure:
1. Children are given a set of objects. They compare the lengths of the objects and determine which is longer/ shorter,
longest/ shortest
2. Children are asked to estimate how long each object is - how many „dangkal‟ or hand spans long each object is.
3. Then children use their hand span or use „dangkal‟ to measure the length of each.
4. Discuss why some children counted more „dangkal‟ than the others.
5. Point out that the hand span of each child may be different from one another, thus making the number of „dangkal‟ more
or less than that of the others.
Mini-book: I See Red Things Around Me

Materials: individual booklets, pencil, red crayons or markers
Procedure:
1. Ask children to look for Red objects in the classroom.
2. Have them draw each of these objects on the pages of the booklet.
3. Let them label their drawings. Take down dictation as needed.
Writer’s Workshop: I Do Many Things in School

Objective: To identify the activities that children do in school
Materials: 6-8 pages of ½ crosswise papers stapled together, pencils, crayons (Teacher writes the title on each of the booklets.)
Procedure:
1. Give each child a booklet.
2. Ask them to write their name on the cover page of the booklet.
3. Ask them to draw and write about what they do in school. Take down dictation if the child cannot write on his own yet.
4. Have him color his drawings.
Note: Continue to sing the songs for Meeting Time 1 and 2. Refer to the Appendix of Week 1.
I Can Sing A Rainbow
Red and yellow and pink and green

Orange and purple and blue
I can sing a rainbow
Sing a rainbow
Sing a rainbow tune
Listen with your ears

Listen with your ears
And sing everything you hear
I can sing a rainbow

Sing a rainbow
Sing along with me
Can be sang during Meeting Time 2 or before doing the Number Books (quantities of 3)
Three Little Monkeys Three Green Bottles
Three little monkeys sitting on a tree Three green bottles standing in a row (2x)
Teasing Mr. Crocodile, “You can‟t catch me!” And if one green bottle should accident‟ly fall
Along came Mr. Crocodile, hungry as can be and “snap!” There‟ll be two green bottles standing in a row …
(3 take away 1 is 2) (Two… One… No more green bottles standing in a row.)
Two little monkeys…
One little monkey…
No more monkeys sitting on a tree.
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Ito’ng Ginagawa Ko sa Paaralan
Objective: To identify the things we do in school
Procedure:
 Ask the children to sit in a circle.
 Assign a child to be the leader who will act out an activity we do in school (example: eating snacks) while the whole
class is singing.
 After the song, the children will try to guess the actions of the leader.
 The one who guesses the correct answer will be the next leader.
Itong ginagawa ko sa paaralan

Hindi nagsasawa at paulit-ulit pa
Gayahin niyo ako (2x)
Tiyak matutuwa kayo sa gawaing ito.
What’s a Handy Ruler?

Procedure:
During Meeting Time 2 (whole group)
1. Show the title of the poem to the children: “No Ruler? No Problem!” and let them try to imagine what it‟s about.
2. Brainstorm a list of rulers they “carry with them” at all times – hand spans, arm spans, strides, baby steps, thumb
lengths, body lengths, and cubits (elbow to the tip of middle finger)
3. Read the poem No Ruler? No Problem!
No Ruler? No Problem!
I measured using hand spans,
And my notebook came out two.
When a ruler isn’t handy,
Then a hand or foot will do.
My cat was twenty thumb prints,

And my dog was twenty-eight.
When I cannot find my ruler,
Then my thumb print works just great.
I measured using arm spans

And my bedroom came out four.
There are lots of ways to measure –
Arms and hands and many more!
People Counting Games (1,2,3)

Objectives : To count in sequence
Materials: ball or jump rope
Number of participants: whole or small group
Procedure:
Stand and Sit: “One” (sit), “Two” (stand), “Three” (sit),
Hopping Forward: “One, Two, Three” (change direction)
“One, Two, Three” (change direction)
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Line Up
Objectives: to compare and group people into 2 groups based on given attributes
Number of Players/Participants: whole group
Procedure:
 Ask children to form a circle.
 Tell them that when you give them some descriptions, they will need to form 2 lines in front of you.
- BOYS and GIRLS
- WEARING DRESS or SKIRT and WEARING LONG or SHORT PANTS
- 5 YEAR OLDS and not 5 YEAR OLDS
- HAS EARRING and HAS NO EARRINGS
- WALKS TO SCHOOL and RIDES A VEHICLE GOING TO SCHOOL
Note: include other descriptions that can be used for your own class
Teacher, May I?
Objective/Competency: To follow directions
To develop gross motor skills
Materials: none
Procedure:
 Teacher stands a few feet away from the group of children facing her.
 Teacher tells the children that she is going to give each child a command (example: “Caloy, make five baby steps.”) but
before that child can obey the teacher, he has to ask permission first by saying “Teacher, may I?” then waits for teacher
to answer, “Yes, you may.” before proceeding with the task assigned.
 The child who forgets to ask permission loses his turn to move forward. Likewise, the child who proceeds without
waiting for teacher to grant him permission, also loses his turn to move forward.
 The teacher calls out the children‟s names one by one and gives them a command (example: “Carisa, make four giant
steps.” or “Celina, make three frog hops.”).
 The child moves forward as he obeys the commands accordingly.
 The first to reach the teacher wins and gets the chance to be the next “Teacher.”
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20
WEEK 3: ____________________

CONTENT FOCUS: I am me.
Message: I have a name. Message: Every child must have a name. Message: I am a boy. I am a girl.
I share part of my full name with my family. Some names have special meanings.
Some people have nicknames.
Questions: What is your name? Questions: What does your name mean? Questions: Who are the boys in class? Who are the girls in
Song: Where is Thumbkin? - (modify with child's name) Who chose your name? class?
Teacher-Supervised: Graph: How many letters are in Teacher-Supervised: Beginning/Middle/End Chart Teacher-Supervised: Boy and Girl Chart
your name ? Beginning/Middle/End Chart
 Same and Different: Pictures  Color Fishing Game  Boy and Girl Simple Picture Puzzle
 Name Necklace  Name Necklace  Color Domino
 Name Designs  Name Tracing  Sorting : Red/Yellow Objects
 Color Fishing Game  Yellow Hunt/Poster  Name Necklace
 Playdough : Make My Name  Playdough : Make My Name  Name Tracing
Song: Sing B-I-N-G-O with Your Name Song: Sing B-I-N-G-O with Your Name Poem: I Love my Name
Message: We see yellow objects around us. Show the graph: How many letters are in your name? Show the Yellow Poster
Questions: Whose favorite color is yellow? Questions: Whose name has the most number of letters? Activity: Yellow Things On My Mind
What yellow objects do you see around you? Whose name has the least number of letters? Song: If Your Name Begins with A…
Whose names have the same number of letters?
STORY: Ang Bata Sa Basket STORY: Round Robin STORY: Si Digong Dilaw
Teacher-Supervised: Large Numeral Cards (1,2, 3 ) Teacher-Supervised: Large Numeral Cards (1,2, 3 ) Teacher-Supervised: Number Stations and Number books
(quantities of 3 using bottle caps or buttons)

 Number Concentration (0-3)  Playdough Numerals (1, 2, 3)  Playdough Numerals (1, 2, 3)
 Number Lotto (0-3)  Number Concentration (0-3)  Fishing Game: Numbers (0-3)
 Shape Domino/ Shape Match/ Bingo: Shapes/ Shape  Number Lotto (0-3)  Bingo: Numbers (0-3)
Lotto  Shape Domino/ Shape Match/ Bingo: Shapes/ Shape Lotto  Shape Domino/ Shape Match/ Bingo: Shapes/ Shape Lotto
INDOOR/OUTDOOR ACTIVITY: Name Game PEHTp. 40 INDOOR/OUTDOOR ACTIVITY: Your Name and Mine INDOOR/OUTDOOR ACTIVITY: Name Hops
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CONTENT FOCUS: I am me.
Message: I am _____ years old. Song: Sino Ako? - PEHT p.146
I have a birthday that tells the day I was born. Message: I live in ________________.
Questions: How old are you? Questions: Where do you live?
When is your birthday?
Teacher-Supervised: Birthday Chart Teacher-Supervised: Age Chart
 Picture Puzzles  Sand Play
 Sand Play  Table Blocks
 Mini-book: Yellow Things Around Us  Picture Puzzles
 Name Collage  Name Collage
 Lit-based: My Favorite Part ….  Drawing: From Home to School
 Shape Lacing Boards  Lit-based: My Favorite Part …
 Shape : Lacing Boards
Poem: Kaarawan Ko Song: Where are the boys? (modify with children‟s ages)
Questions: When were you born? Where are the 4 years old? Where are the 5 years old?
(refer to the birthday chart) Who was born on ___? Where are the 6 years old?
Activity: Rhyming Word Sit Down Activity: Rhyme Time
STORY: A Surprise Birthday Gift STORY: Ang Kaibigan Kong Dilim
Teacher-Supervised: Ilang Hakbang (measuring distance) Teacher-Supervised: Ilang Hakbang (measuring distance)
 Playdough Numerals (1, 2, 3)  Playdough Numerals (1, 2, 3)
 Number Stations (quantities of 3)  Number Stations (quantities of 3)
 Number Books (quantities of 3)  Number Books (quantities of 3)
 Fishing Game: Numbers (0-3)  Number Snap (0-3)
 Bingo: Numbers (0-3)  Number Concentration (0-3)/ Number Lotto (0-3)
 Fishing Game: Numbers (0-3)/ Bingo: Numbers (0-3)
INDOOR/OUTDOOR ACTIVITY: Birthday Train INDOOR/OUTDOOR ACTIVITY: Ang Bilang ng Edad Ko
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APPENDIX: WEEK 3
Birthday Chart
Objective: to state one‟s birth date
Materials: 1/8 sheet of construction paper colored markers or crayons glue/paste
Preparation: birthday chart on manila paper or cartolina
January February March April May June July Aug Sept Oct Nov Dec
9 11 5
Jing Marj July
Number of Players/Participants: 6-8 at a time

Procedure:
1. Assign each child to ask 3-4 classmates when their birthday is.
2. Ask the child to write the name and birthday of a classmate on a piece of construction paper.
3. Let the child paste this under the birth month of his classmate. Have him do this for all the classmates assigned to him.
4. Write the title “ When is your birthday ?”
5. Show the completed chart during Meeting Time. Have them look at the chart carefully and ask the following questions:
 How many children were born on the month of ______________ ?
 Who will celebrate their birthday this month ?
 How many children celebrated their birthday last month ?
 Which month has the most number of children born in ? Which has the least ?
 Are there more children born on the month of ___________ than on the month of ___________ ?
 Which months has the same number of children born in ?
Boy/Girl Chart
I am a boy I am a girl
Tony Rosa
Objective: to identify one‟s self as a boy or girl

Materials: Boy/Girl Chart ¼ or 1/6 of newsprint or bond paper colored markers or crayons glue/paste
Number of Players/Participants: 6- 8 children at a time

Tony 1
Procedure:
1. Ask each child in class to draw himself and write his name on a strip of paper.
2. Ask the group assigned to work on the chart to sort the strips of paper accordingly and glue this
Tony
on the appropriate column.
Note: Talk about the age chart. Ask them to count the number of boys and girls in class. Have them figure out if there
are more boys than girls or more girls than boys.
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Age Chart :“How old are you?”
Materials: prepared age graph, small pre-cut birthday cake-shaped papers, pencil, crayons, glue or paste
Procedure:
1. Give each child a pre-cut birthday cake-shaped paper.
2. Ask each child to design and color his birthday cake.
3. Help each child draw the number of candles on his cake depending on his age.
4. Paste the birthday cake on the corresponding column.
5. Write the title of the chart.
Graph: How many letters are in your name?

Objective: to count the number of letters in one‟s name
Number of Players/ Participants: 8 children at a time
Materials: Manila paper square pieces of bond or scratch paper pencils/ crayons
Blue
Preparation: Draw a graphing chart on a piece of Manila paper as shown below
2 letters
3 letters
4 letters
5 letters
6 letters
Procedure:
1. Ask the children to write their names on a square piece of paper. Teacher assists those who do not know how to write
their name.
2. Ask the children to count the number of letters in their names.
3. Taking turns, ask each child to glue their piece of paper on the chart.
4. After everyone in the group has glued their names in the corresponding space, ask questions such as:
Who have the most number of letters in their name? Who has the least?
Who have the same number of letters?
Playdough: Make My Name

Materials: playdough , individual name cards
Procedure:
1. Divide the playdough among the children in the group.
2. Distribute their individual name cards.
3. Have each child form their name using playdough.
Name Designs
Materials: strips of paper
Procedure:
1. Prepare strips of paper or cardboard with the child‟s name written on it.
2. Let him/her make designs or along the outline of each letter of his/her name.
Name Necklace
Materials: string or yarn, drinking straws cut into 1-inch length, pencil, crayons, 2 x 3-sized cardboard, one-hole puncher, scissors
Number of Players/ Participants: 8 children
Procedure:
1. Give each child a cardboard. Ask the child to the letters of his name on individual cardboards.
2. Let the child design each letter card.
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3. Teacher punches a hole on top of each card.
4. Help the child string each letter of his name using yarn.
5. Teacher ties the finished necklace around each child‟s neck.
Name Collage
Materials: scrap yellow art paper, glue, name template
Preparation:
1. Prepare individual name templates for children.
2. On a piece of 2‟ x 3‟ of craft paper, write the outline of the letters of a child‟s name in upper and lowercase.
Procedure:
1. Distribute individual name templates to children.
2. Have each child paste small pieces of yellow art paper inside the letters of his name.
Name Tracing
Materials: name templates
Number of Players/Participants: any number
Procedure:
1. Distribute to the children their individual name templates.
2. Have children trace over the letters of their names.
3. Have them practice writing their name on air.
From Home to School

Objectives: name places in his environment; develop fine-motor coordination
Materials: Scratch paper, bond paper or newsprint Pencil Crayons
Procedure:
1. Give these instructions the day before the activity: Try to remember the places that you will see on your way from your
home to school ex. barangay hall, a classmate‟s house, the health center, the market, etc.
2. When the children arrive the following day, have the children draw the places that they passed by on the way to school
on a piece of bond paper. Have them trace their steps from their home to school. You may point out that they can draw
the road or street.
Boy and Girl Simple Picture Puzzle

Objective: fine motor coordination
Materials: picture puzzles of a boy or a girl (cut-outs into 4-5 puzzle pieces for each picture)
Procedure:
1. Distribute sets of boy and girl puzzles.
2. Ask children to complete the puzzles.
3. Let them sort the completed puzzles e.g. puzzles of boys on one side and those of girls on the other side
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Large Numeral Cards (1-3)

Objectives/Competency: To learn sequence
To observe the form of each numeral
To develop eye-hand coordination
Materials: bond paper, purple and green crayons
Procedure:
1. Draw the numerals in front of the children, making a new one each day or two. The first part of the numeral is drawn with
the purple crayon and the second part with green.
2. The children stand at least ten feet away and trace the shape of the numeral in the air with two fingers extended. The
purple part is always traced first followed by the green part.
3. When the children have traced the numeral six or seven times in the air, have them trace it in the palm of their hands.
The children hold their hands up high enough so that if they raise their eyes slightly, they see the large numeral card just
over their hand.
Playdough Numerals (1-3)

Objective/Competency: To identify the numerals 1, 2 and 3
Materials: playdough
Procedure:
1. Give each child a medium-sized ball of playdough.
2. Let them to form the numerals 1, 2 and 3.
3. Then ask each child to create the number of objects for each numeral. (Example: 2 hearts – numeral 2)
HOW TO MAKE PLAY DOUGH
COOKED PLAYDOUGH
Materials: Flour, water, salt, cream of tartar, oil, wax paper, food coloring
Procedure:
1. Mix 1 cup of flour, 1 cup of water, ½ cup of salt, 2 tablespoon of cream of tartar, and 1
tablespoon of oil in a saucepan and cook until the concoction achieves a smooth texture.
2. Turn out onto wax paper and knead in food coloring.
UNCOOKED PLAY DOUGH

Materials: 2 cups all purpose flour, ¾ cup salt, ¼ cup oil, approximately ½ cup water, food
coloring
Procedure: Mix dry ingredients together. Add oil. Add water until you get a nice consistency for
molding. Store in airtight container.
Variations: Give each child a small ball and tell them to make a hole in it with their finger. Squirt a drop
of food coloring into the hole and then let the child squeeze it to mix the color.
Number Stations (quantities of 3)

Objective/Competency: To count up to quantities of 3
To develop fine motor coordination
Materials: bottle caps or buttons
Procedure:
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2. Children work together exploring a given quantity of bottle caps or buttons in this case 3, making as many arrangements
as possible. Then let the children write the number on their paper.
3. Teacher encourages the children to describe the bottle cap or button patterns in a variety of ways.

Materials: cut out pictures from magazines
Procedure:
1. Glue the cut out pictures from magazines on sheets of paper. (e.g. 3 pairs of shoes, 3 bottles of juice)
2. Bind the paper to make a book
Number Lotto
Objective: to match numerals
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
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
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)

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
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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.
Yellow Hunt
Materials: different red objects
Procedure:
1. Tell children to look for yellow objects in the classroom.
Poster: Yellow Things in the Classroom

Objectives: color recognition
Materials: ¼ manila paper, 1/6 newsprint or bond paper, glue, crayons or markers
Procedure:
1. Tell children to think of yellow objects in their environment.
2. Ask each one to choose at least 2-3 blue objects they would like to draw.
3. Have them draw each yellow object in a small strip of paper.
4. Paste these on the pages on the manila paper.
5. Show the poster to the whole class during Meeting Time.
Sorting : Red/Yellow Objects

Materials: assorted red and yellow objects, red/yellow chart on manila paper, small strips of paper, glue
Number of Players/Participants: 6- 8 children
Procedure:
1. Place the objects in the middle of the table or floor.
2. Let the children sort the objects according to color.
3. Have them draw the objects in strips of paper.
4. Have them glue this on the red/yellow chart/
Color Fishing Game

Objective: to identify primary colors
to sort cards by color
to develop eye-hand coordination
Material: fishing hook
color cards
Procedure:
1. Arrange the chairs in a circle.
2. Place the color fish cards inside the circle.
3. Ask players to sit on each chair.
4. Each player takes turns fishing a card.
5. Ask each player to identify the color of the fish card that he gets.
6. After all cards have been fished, ask children to sort the cards that they got.
7. Have them count how many of each color did they get.
Color Domino
Procedure:
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been laid down
Mini-book : Yellow Things Around Me

Objective/Competency: color recognition
Materials: individual booklets, pencil, crayons or markers
Procedure:
1. Ask children to look for yellow objects in the classroom.
3. Have them draw other red objects they know of.
Yellow Poster: Yellow Things in the Classroom

Objective/Competency: color recogniton
Procedure:
1. Tell children to look for yellow objects in their environment.
3. Have them draw each yellow object in a small strip of paper.
4. Paste these on the manila paper.
Yellow Things on My Mind – Meeting Time

Procedure:
1. Tell children you are going to play a guessing game. Today they are going to guess objects
In the classroom or school that are yellow.
2. Give 2-3 clues for each object that you will let them guess. For example – It is a fruit. It is green when it
Is not yet ripe. It is sweet. It has a seed in it.
Shape Lotto
playing board
Procedure:
Shape Match
Procedure:
Bingo: Shapes
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Procedure:
Shape Domino
Procedure:
players must pass.
Shape Lacing Boards

Objective/Competency: To develop fine motor and eye-hand coordination
Materials: shape cards, strings (old shoelaces or yarn)
Procedure:
1. Give each child a piece of shoelace or yarn and a shape card.
2. Let the children lace the card by pushing the string through the hole of the card.
3 Have them lace as many cards as they can. .
Block Play
Procedure:
Ilang Hakbang?
Objective: to measure distance using non-standard units and tools
Materials: none
Procedure:
1. Ask children how far the blackboard is from the teacher‟s table. Ask children how they would attempt to find out.
Discuss the different suggestions.
2. Children are instructed to measure distances from one place to another inside the classroom using a step or „hakbang‟.
3. Discuss why some children counted more steps or „hakbang‟ than the others.
Point out that the step or „hakbang‟ of each child may be different from one another, thus making the number of steps or
„hakbang‟ more or less than that of the others.

Same and Different (Pictures)
Objective/ Competency: to identify similar objects
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Materials: pictures of common objects
Number of players/ participants: 2-4
Procedure:
1. Ask children choose 2 pictures from the pile.
2. Have them describe each object and tell why they are similar and why they are different.
Picture Puzzle
Objective: fine-motor coordination, visual discrimination
Materials: puzzle pices
Preparation: Choose 8-10 pictures to mount on boards. Cut this up into 4-6 pieces.
Procedure:
1. Distribute one set of puzzle to each child.
2. Have each one complete the puzzle assigned to him/her.
3. Have them exchange sets as they finish.
Lit-based: Beginning, Middle And End Flip Chart (lit-based) - “Anu-ano ang mga nangyari sa unahan, gitna at hulihan ng
kwento?” (Ang Bata sa Basket)
Objective: To identify what happened first, next and last in the story
Materials: one whole bond paper divided into 3 parts (lengthwise(Teacher writes “Unahan”, “Gitna” and “Dulo”), pencils, crayons
on top of each column.)
Preparation: Divide the paper into three parts. Write “Beginning” on one column, Middle in the middle column and End
in the last column
Procedure:
1. Review the story read the day before. Have them recall what happened in the beginning, middle and end of the story.
2. Give each child a story flip chart and ask him to draw what happened first, next and last in the story.
3. Encourage children to write key words to describe their drawing. Take down dictation if the child cannot do this yet.
4. Post this on the wall.
Literature-based: My Favorite Part of the story

Objective: to recognize colors
Materials: several yellow objects, 1/8 manila paper, ¼ newsprint or bond paper, glue, crayons or markers
Procedure:
1. Distribute ½ newsprint or bond paper to each child.
2. Have them draw their favorite part of the story read the day before.
3. Ask each child to share their drawing with 1-2 children and tell them why this is his/her favorite part.
Rhyming Word Sit Down - Meeting Time

Procedure:
1. Teacher explains what rhyming words are and gives examples of these. (mat,cat; pen, men)
2. Give examples and non-examples of rhyming words.
3. Introduce the game “ Rhyming Word sit down”
4. Children walk around in a big circle taking one step each time a rhyming word is said by the teacher.
5. When the teacher says a word that doesn‟t rhyme, the children sit down.
she tree flea spree key bee sea went
Rhyme Time – Meeting Time

Objectives: identify words that rhyme
Materials: none
Number of players/participants: whole class during circle time or in half groups
Procedure:
1. Read out two words to the group.
2. Ask the children to put their thumbs up if these two words rhyme –ex. pail- tail cow- pig.
3. Continue to activity until you have read/called out at least 10 pairs of words.
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Where is (child’s name)? Sing B-I-N-G-O with Your Name

sung to the tune of “Where is Thumbkin?”
There was a (boy/girl) in the class
Where is (child‟s name)? (2x) And (child‟s name) was (his/her) name-o
Here I am (2x) (Spell out child‟s name here) C-O-C-O-Y, C-O-C-O-Y, C-O-C-
How are you this (morning/afternoon)? O-Y
Very well, I thank you. And (child‟s name) was (his/her) name-o.
Please sit down.
I Love My Name (poem) If Your Name Begins with Aa

sung to the tune of “If You‟re Happy and You Know It”
I love my name
Its my very own If your name begins with Aa, clap your hands (2x)
Mommy and daddy If your name begins with Aa (2x)
Gave it to me. If your name begins with Aa, clap your hands.
(modify the letter according to the beginning letters of the
children‟s names)
Sino Ako? Kaarawan Ko (poem)
Ako si Emmanuel Ako‟y may sasabihin

Popoy kung tawagin Inyo sanang pakinggan
Ngalan ko‟y maganda Bukas tayo‟y magsasaya
Pagkat sadyang akin. Bukas ay aking kaarawan.
Ang sabi nga ni Lola,
Ako naman si Linda 5 taon ka na
Pangalan ko‟y maganda Bilangin ang daliri mo,
Di ko ipagpapalit Isa, dalawa, tatlo, apat, lima.
Sa ngalan ng iba.
Ako si Len-Len
Makinis at mabilog
Kaya ang ngalan ko
Si Len-Len na kyut.
Where are the 5 year olds?

Sung to the tune of Where are the boys?
Where are the four years old?

Here we are, Here we are
How are you this morning?
Very well we thank you.
Please sit down
(modify the ages depending on the ages of the children
present)
Name Game
Objective/Competency: To be able to follow the body patterns
Materials: names of the children printed on flashcards
Procedure:
1. All sit on the floor in a circle.
2. Practice the rhythmic pattern for the game.
3. Teacher demonstrates:
Lightly hit your knees twice with both hands (count 1-2)
Clap hands together twice (count 3-4)
Snap the fingers of the right hand then the left hand (count 5-6)
4. Let the children master the rhythmic pattern first.
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5. Spread the printed names in the middle of the circle.
6. At the end of the pattern, the child will say her name (I‟m Flora). Then get her printed name in the circle and say “This is
my name. It reads (Flora).”
7. Repeat the activity until all the children are able to get their own name card.
Your Name And Mine
Materials: one whole sheet of white paper, pencils

Procedure:
1. Start by having the children write their names in big letters on the top of a piece of paper.
2. Have each child draw a thick line across the paper about two-thirds of the way down.
3. Let the children mingle, comparing their names to see if they have letters in common.
4. If a child (example “Juan”) has at least one letter in common with someone (example “Petra”), have (Petra) add her
name to the top section of (Juan‟s) paper and circle the letters that are the same.
5. If a child (example “Juan”) has no letters in common with someone (example “Pedro”), have (Pedro) write his name on
the section below the line of (Juan‟s) paper.
6. Guide the children afterwards by asking questions, such as: “Did more children have some letters in common with you
or no letters in common with you?” “Who has the most letters in common with you?”
Name Hops
Objective/Competency: To identify one‟s name
To notice similarities and differences
To solve problems
Materials: cardboards with the children‟s names
Procedure
1. Write each child‟s name on a piece of paper or cardboard.
2. On top of each syllable draw a curved line.
3. By turns, each child jumps the number of syllables his name has.
Ex. Frederick – 3 jumps
(variation: instead of jumping, children clap the number of syllables his name has.)
Ang Bilang ng Edad Ko

Objective/Competency: To identify their age
Materials: number cards - 4, 5 and 6, worksheet, pencil
Procedure:
1. Ilagay sa ibabaw ng mesa ang edad o gulang ng bawat bata ng buong klase siguraduhing tama ang dami ng bilang na 4,
5, 6 ayon sa edad ng mga bata.
2. Papiliin ang bawat bata ng bilang ng kaniyang edad at sabihin: Ako ay ______ na taong gulang na.
3. Ipabakat ang bilang ng kanilang edad sa “worksheet” na inihanda ng guro.
The Birthday Train

Objective/Competency: To identify what he wants for his birthday
Materials: none
Procedure:
1. Ask the children to form a circle.
2. Take the hand of one child.
3. Walk around inside the circle with the child as everyone chants:
“Come aboard the birthday train,

Come aboard the birthday train,
What do you want for your birthday?
Come aboard the birthday train.”
4. Pause in front of a child.

5. Ask him to say what he wants for his birthday.
6. After he does, ask him to join the train.
7. Continue chanting the verse until all the children had their turn to sell what they want for their birthday.
8. As the game ends, there will be one large birthday train!
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34
WEEK 4: ____________________
CONTENT FOCUS: I have a body.
Song: My Toes, My Knees, My Shoulders, My Head Song: Paa, Tuhod, Balikat, Ulo Message: I have two hands.
Message: I have a body. Message: I have a body I have 5 fingers in each hand.
My body has different parts. I cannot see some parts My hands are connected to my arms.
I can see some parts. I can move my hands in different ways.
Questions: What are the parts of your body? Questions: What are the other parts of our body? Questions: Are our hands all the same? How are they the
What parts of the body do you see? What parts of the body can we not see? same? How are they different?
Song: The Two Parts of Me Song: Lima Ang Daliri
Teacher-Supervised: Balangkas ng Katawan Ko Teacher-Supervised: Body Tracing Poster: What‟s inside Teacher-Supervised: Hand Tracing
our body? (Internal Body Parts) Hand Printing
 Playdough: My Body  Playdough: My Body  Body Lotto
 Same/Different: Geometric Figures/Designs  Same/Different – Geometric Figures/Designs  Literature-based: Name a Body Part
 Shape Lotto  Literature-based: Name a Body Part  Blue Hunt
 Shape Puzzles  Shape Lotto  Poster: Blue Things In The Classroom
 Writer‟s Workshop  Shape Puzzles  Writer‟s Workshop
Ask children to name the body parts in the “Balangkas ng Song: Reaching With My Arms
Katawan Introduce the poem “ Inside Me” . Message: We see blue things around us.
Note: Introduce both English and Filipino terms Questions: What blue things do you see in our classroom?
Song: Everybody Do This Song: Head, Shoulders, Knees and Toes Who are wearing blue? Whose favorite color is blue
STORY: This is My Body STORY: Nagsasabi na si Patpat STORY: Planetang Asul
Teacher-Supervised: Height Chart: Gaano Ka Teacher-Supervised: Who Has More: comparing up to Teacher-Supervised: Who Has More: comparing up to
Katangkad? (nonstandard units and tools) quantities of 3 (2 groups only) quantities of 3 (2 groups only)
Comparing Numbers: A Game for Partners (up to 3) Comparing Numbers: A Game for Partners (up to 3)
 Playdough Numerals (1, 2, 3)  Playdough Numerals (1, 2, 3)  Comparing Numbers: A Game for Partners (up to 3)
 Number Stations (inch cubes or squares)  Number Stations (inch cubes or squares)  Playdough Numerals (1, 2, 3)
 Number Books (squares)  Number Books (squares)  Writing Paper s (1)
 Number Concentration (0-3)/ Number Lotto (0-3)  Number Snap (0-3)  Number Snap (0-3)
 Fishing Game: Numbers (0-3)/ Bingo: Numbers (0-3)  Fishing Game: Numbers (0-3)/ Bingo: Numbers (0-3)  Number Concentration (0-3)/ Number Lotto (0-3)
INDOOR ACTIVITY: Move that Body PEHT p.55) INDOOR ACTIVITY: Sabi ni Pedro PEHT p.51  OUTDOOR ACTIVITY: Movement Exploration PEHTp.219
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CONTENT FOCUS: I have a body.
Song: Hokey Pokey/ Kanang Kamay Song: I Can Do Many Things PEHT p. 162
Message: I use my hands for doing different things. Message: I have 2 feet.
I have five toes in each foot.
My feet are connected to my legs
I can move my feet in many ways.
Questions: Why do you think we need a pair of hands for? Questions: Are all our feet the same? How are they the
How hard do you think it is to live without 1 or 2 hands? same? How are they different?
Teacher-Supervised: Hand Fan Teacher-Supervised: Foot Tracing
Hand Tracing/ Hand Printing Foot Printing
 Hand Shape Book  Hand Shape Book
 Body Lotto  Picture Memory Game
 Spot the Odd One Out ( shapes, designs)  Spot the Odd One Out ( shapes, designs)
 Mini-book : I See Blue Things Around Me  Letter Lotto
 Letter Lotto  Find a Match (letters)
 Find a Match (Letters)  Writer‟s Workshop
MEETING TIME 2: MEETING TIME 2:.
Poem: One, Two, How Do You Do? Poem: One, Two, How Do You Do?
Recite the poem in a round
Story: Si Hinlalaki STORY: I like Me
Teacher-Supervised: Classification: Colors Teacher-Supervised: Color Pattern (using red-blue-yellow)
 Comparing Numbers: A Game for Partners (up to 3)  Classification: Colors
 Playdough Numerals (1, 2, 3)  Comparing Numbers: A Game for Partners (up to 3)
 Writing Paper s (1)  Playdough Numerals (1, 2, 3)
 Number Snap (0-3)  Writing Paper s (1)
 Number Concentration (0-3)/ Number Lotto (0-3)  Fishing Game: Numbers (0-3)/ Bingo: Numbers (0-3)
INDOOR/OUTDOOR ACTIVITY: Circle Blind Guess INDOOR/OUTDOOR ACTIVITY: Don‟t Touch PEHT p.53
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APPENDIX: WEEK 4
Balangkas Ng Katawan Ko
Objectives: Naipahahayag ang pagkamalikhain sa pagbakat sa papel ng bahagi ng katawan.
Natutukoy ang iba‟t-ibang bahagi ng katawan
Materials: papel na malapad, krayola o lapis, pandikit
Procedure:
1. Ilatag ang papel sa sahig.
2. Pahigain ang bata sa papel.
3. Pasundan sa kaklase ang balangkas ng katawan ng batag nakahiga.
4. Pakulayan ang loob ng balangkas.
5. Ipagupit at ipadikit sa isang papel na may patigas.
6. Gawin ito sa lahat ng mga bata.
7. Sulatan ng pangalan ang bawat balangkas.
8. Paguhitan ang mata, ilong, at bibig ang mukha ng balangkas.
9. Maaring lagyan ng may-ari ang kanyang balangkas ng baro, kamiseta, ribbon sa ulo, o anuman bagay na
mapagkakakilanlan sa kanya.
10. Ibitin sa dingding palibot sa silid aralan ang mga balangkas ng katawan.
Body Tracing Poster: What’s Inside Our Body?

Objective/Competency: To identify the parts that is inside the body and their functions
Materials: half-sized manila paper, marking pen, paste/glue, cut out pictures of brain, heart, lungs, stomach, bones and muscles
and word cards of these body parts
Procedure:
1. Create a life size drawing of the body by tracing one of the members of the group.
2. The rest of the members of the group will paste the picture of internal body parts on the right spot with the word/name
cards.
3. Let the children identify the function of each body part. (Example: heart - pumps blood through our body, lungs helps us
to breathe, stomach turns food to energy, etc.)
Playdough : My Body
Objective/Competency: To identify the different body parts
Procedure:
2. Let the children form the whole body of a person.
3. Ask them to identify the different body parts as they create.
Body Lotto
Objective/Competency: body part recognition
Materials: body part lotto cards, individual body parts cards
Number of players/participant: 3-4 players or it can also be played by just one child
Procedure:
1. Distribute lotto cards and individual body part cards that correspond to the ones in the lotto card.
2. Ask children to match body parts.
3. Have them identify the body part as they match the cards.
Hand Print
Materials: paint, water, tissue paper, manila paper
Procedure
1. Dilute paint in water.
2. Pour a small amount of this on paper plate.
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3. Put tissue paper on the paper plate. (This will prevent the paint from splashing once the children start dipping their
hands into the paint.
4. Have each child dip his hand into the paint then d let him stamp this on the manila paper.
5. Ask the child to label her hand.
6. Write the title “ This my handprint !! “
Hand Tracing
Objective/Competency: tracing
Materials. construction paper or bond paper, scissors, glue, manila paper
Procedure:
1. Give each a child a piece of paper.
2. Have him trace his hand on it.
3. Teacher cuts this out.
4. Ask children to glue their hand cut-out on manila paper.
Hand Fan
Materials: pencil , crayons ,cardboard, popsicle stick
Procedure:
1. Help each child trace his/her hand on a cardboard.
2. Cut the outline of the hand.
3. Stick to this to a cardboard
4. Have the child design his/her hand fan.
Hand Shape Book – I Feel With My Hands

Objective/Competency: To identify things we can touch
Materials: 6-8 pages of ½ crosswise paper, pencils, crayons, stapler (Teacher writes the title on each of the booklets.)
Procedure:
1. Teacher traces the handprint of each child and cuts out at least 6-8 pages of that handprint. She staples the pages
together.
2. Let the children write their name on the cover page of the booklet.
3. Ask each child to think of things that he can touch.
4. For every page in the booklet, each child will draw an object that he can touch.
5. Take down dictation as each child describes his drawing.
Foot Tracing
Objective/Competency: tracing
Procedure:
6. Have him trace his foot on it.
Foot Print
Procedure
2. Pour a small amount of this on paper plate.
3. Put tissue paper on the paper plate. (This will prevent the paint from splashing once the children start dipping their
hands into the paint.
4. Have each child dip his hand into the paint then d let him stamp this on the manila paper.
5. Ask the child to label her foot.
6. Write the title “ This my footprint !! “
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Block Play
Procedure:
Same and Different (geometric figures/designs)

Materials: picture cards, category cards
Preparation: Prepare several cards with similar geometric figures/ designs as well as different geometric figures/ designs
Procedure:
1. Have each child pick out 2 picture cards and tell whether the pictures are the same or different from one another/
2. If they are the same, have him place this under the category card “ SAME”. Let the child explain why the geometric
figures/designs are the same.
3. If the pictures are different from each other, have him place this under the category card “DIFFERENT”.
4. Let the child explain why the geometric figures/designs are different from each other.
Blue Hunt
Materials: several blue objects, 1/8 manila paper, ¼ newsprint or bond paper, glue, crayons or markers
Procedure:
1. Tell children to look for blue objects in the classroom.
3. Have them draw the blue objects that they find in small strips of paper.
4. Paste this on 1/8 Manila paper.
Poster: Blue Things in the Classroom

Procedure:
1. Tell children to think of blue objects in their environment.
3. Have them draw each blue object in a small strip of paper.
4. Paste these on the pages on the manila paper.
Mini-book : I See Blue Things Around Me

Procedure:
1. Ask children to look for blue objects in the classroom.
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Classification: Color
Objective: to classify objects according to color
Materials: objects of different colors: red, blue and yellow
3 boxes, 1 labeled RED, 1 labeled BLUE, 1 labeled YELLOW
Procedure:
1. Children are given a junk box filled with objects that come in 3 colors: red, blue and yellow.
2. Children determine which box to place each object in depending on its color
Color Pattern: Red-Blue-Yellow

Objective: to extend and reproduce a pattern
Materials: block or cards of 3 different colors: red, blue and yellow
Procedure:
1. Children take turns using the blocks or card to make color patterns.
2. Other children in the group reproduce or extend the pattern made
Shape Lotto
playing board
Procedure:
Shape Puzzles
Objective/Competency: fine motor coordination; shape recognition
Materials: 6-8 sets of shape puzzles
Preparation: Make shape boards cut out in 3-4 puzzle pieces.
Number of Players/Participants: 2-4 children
Procedure:
1. Distribute one set of shape puzzle to each child.
2. Have him assemble the pieces to form a shape.
3. Ask him to draw each shape he has formed on his paper.
Spot the Odd Out (geometric figures and designs)

Objective/Competency: To identify the picture that does not belong in a given series
Materials: picture cards shapes and designs, counters
Participants: 8 children
Procedure:
1. Distribute” a spot the odd one out card “to each child.
2. Let him identify the picture in the cards.
3. Ask each child to put a counter over the picture that is different from the rest.
Who Has More?

Objective: to compare quantities up to 3
Materials: assorted materials such as toothpicks, buttons, marbles
No. of Participants: 1 or more
Procedure:
1. Put out about three saucers, each with a different number of things in, for example, three peas, two pebbles, one
marble.
2. The child points at two saucers and chooses without counting out, which has more.
3. 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 three big things and three small things in another saucer.
3. Put out bigger number of things.
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Comparing Numbers – A Game For Partners
Objective: Compares quantities
Number of Players/ Participants: 3 pairs
Materials: clothespins, small card numbers, More/less spinner
1. Each player draws a numeral card from a pile of cards.
2. They each build the appropriate clothespin stack to match their 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.

Objective/Competency: To identify the numerals 1, 2 and 3
Procedure:
2. Let them to form the numerals 1, 2 and 3.
Writing Papers (1)

Objective: to learn sequence
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 1.
 Children use a crayon to connect the dots of the number pattern.

Objective/Competency: To count up to quantities of 3
Materials: 1”x1” pieces of squares or inch cubes
Procedure:
2. Children work together exploring a given quantity of toothpicks, in this case 3, making as many arrangements as
possible. Then let the children write the number on their paper.
(Variation: children can explore other materials such as pebbles, popsicle sticks, blocks and others.)

Materials: 1”x1” pieces of squares
Procedure:
Glue the designs from the Number Stations activity on sheets of paper. Bind the paper to make a book
Variation: 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 (e.g. 3 pairs of shoes, 3 bottles of juice)
Number Lotto
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Procedure:
Variation: One person is a caller as in a bingo game. She holds the number cards and players have to shout out the name of
Procedure:

Procedure:

Procedure:
Number Snap
Procedure:
Height Chart: Gaano Ka Katangkad

Objective: to measure height using nonstandard units and tools
Number of players/ participants: 6-8 at a time
Materials: strips of old newspaper about 1 inch thick glue Manila paper
Procedure:
1. Ask the children to form a line from shortest to tallest. Encourage them to compare heights among themselves
2. Children get strips of newspaper and glue about 2 or more strips together.
3. By pairs, children measure each other‟s height using the newspaper strips.
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4. Glue the newspaper strips on the sheet of Manila paper from shortest to longest. Label the strip with each child‟s name.
5. Now compare the result of the Height Chart with the results of the discussion earlier when the children formed a line.
Writer’s Workshop
Objective/Competency: to develop expressing language skills
Procedure:
1. Distribute individual booklets or loose pages to each child.
2. Have him draw on the pages of this booklet.
3. Let him color his work.
4. Ask him to write/dictate to you the title of his story.
Note: In the initial stages of writer‟s workshop, the child must be allowed to draw whatever he wants on the pages of this booklet.
Have him tell you what he drew and take down dictation as needed OR if the child can already write letters, encourage him to
write key words to describe what he drew.
As the child gains more confidence in writing, he can be encouraged to write his own stories. It could be about a personal
experience or something he read about or an original one. Have him think about what happens in the beginning, middle and end
of his story.
Writer‟s Workshop must be done at least 3x a week.
Lit-based Activity: Name the Body Part

Objective/Competency: To make personal connections
Materials: ½ sheet crosswise white paper, pencils, crayons
Procedure:
1. Ask the children to give one body part mentioned in the story and tell us what that body part can do.
2. Give each child a piece of paper and ask him to draw his answer
3. Take down dictation as needed.
4. Compile the stories and make it into a book. Write the title of the book.
Letter Lotto
Objective/Competency: letter recognition
Materials: lotto cards
Procedure:
1. Distribute lotto cards and individual letter cards that correspond with the letters on the lotto cards.
2. Students match individual letter cards with the letters on the lotto board.
3. Students exchange cards after. Give each child a chance with all the lotto cards.
Variation : You can do this for lower case letters as well. At a later stage of the school year, you may also provide upper/lower
case lotto where children will match upper and lower case letters instead of just matching identical letters.
Find a Match (letters)

Objective/Competency: matching letters
Materials: 15 pairs of identical letters
Procedure:
1. Spread individual letter cards upside down on the table (or floor) .
2. Each one in the group takes turns looking for pairs of identical letters.
3. As each one picks a pair, the group sounds out the letter, give its letter name and thinks of one word that begins with
this particular letter.
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Picture Memory Game
Objective: to match identical pictures
Material : 10 pairs of upper case letters
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 picture cards, he gets to keep the pair and
takes another turn.
3. If the picture 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.
My Toes, My Knees, My Shouders, My Head Paa, Tuhod, Balikat, Ulo
My toes, my knees, my shoulders, my head (3x) Paa, tuhod, balikat, ulo (3x)
Let‟s clap our hands together. Magpalakpakan tayo.
Head, Shoulders, Knees And Toes Sampung Mga Daliri
Head, shoulders, knees and toes Sampung mga daliri

Knees and toes Kamay at paa
Head, shoulders, knees and toes Dalawang tainga
Knees and toes Dalawang mata
Eyes and ears and mouth and nose Ilong na maganda
Head, shoulders, knees and toes
Knees and toes
Reaching with my Arms The Two Parts Of Me
I reach with my one arm, then with the other I have two hands to clap (clap) when I am happy,
I reach for my sister, I reach for my brother, I have two lungs to breath (take a deep breath) for me to live,
I reach for my ceiling, I reach for the wall, I have two eyes to see (point to eyes)the beauty that surrounds
I reach for so many things, I reach for them all. me,
I have two legs to run and jump (jog in place) with playmates,
I have two ears to hear (cup hands to ears) what teacher will
tell me
Hokey, Pokey Kanang Kamay
Put your right hand in Kanang kamay

Put your right hand out Sa harap ilagay
Put your right hand in Kanang kamay sa likod
And shake it all about Kanang kamay
And do the hokey, pokey Sa harap ilagay
And you turn yourself around Kumendeng-kendeng at umikot-ikot
That‟s what it‟s all about.
Change right hand with: left hand, right foot, left foot, head, Baguhin ang kanang kamay nang: kaliwang kamay, kanang
body paa, kaliwang paa, ulo, buong katawan
Everybody Do This…Just Like This
Everybody do this, do this, do this (2x)

Just like this.
Teacher makes a body movement, example, clapping
hands, and the children imitate her while they are singing.
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I Can Do Many Things PEHT – p.162
Sung to the tune of Bahay Kubo
BATANG MUNTI BISIG BALIKAT BUHOK
Ako‟y batang munti Itong ating bisig Sukatan ng lakas Itong ating buhok
Na may laging mithi Matatag, makisig Ang ating balikat Tuwid man o kulot
Maganda ang ugali Kung magkakabigkis Kung may binubuhat Sa ulo ay suklob
Mabuti ang gawi Lahat makakamit Bagay na mabigat Pampagandang lubos
Kahit batang munti Dito sa daigdig Dito sumasadlak Kaloob ng Diyos
Instructions for Meeting Time 2
Starting this week you will start introducing rhyming poems,songs and jingles for rhyme play.
Every week, try to introduce 1-2 rhymes that children can learn well. In introducing a new poem or song,
first read or recite it for the children first, emphasizing its rhythm and exaggerating its rhymes.Then have children repeat each line
in unison.
Introduce the following variations when reciting the poems.
Recite the poem in whispers but say the rhyming words aloud.
Recite the poem in very loud voices, but whisper the rhyming words.
Recite the poem in crescending voices, getting louder and louder as you go.
Recite the poem in decrescending voices, getting softer and softer as you go.
Recite the poem in a round.
Seat the children in a circle and ask them to recite successive lines of the poem,
one at at time, in turn.
Seat the children in a circle, and ask them to recite successive words of the poem
one at a time,in turn.
Source: Phonemic Awareness in Young children by Marilyn Adams, Barbara Foorman,

Ingvar Lundberg and Terri Beeler
One, Two, How do you do ? (POEM)

1,2, how do you do ?
1,2,3, clap with me
1,2,3,4, jump on the floor
1,2,3,4,5, look bright and alive
1,2,3,4, 5,6, your shoe to fix
1,2,3,4,5,6,7, to look up to heaven
1,2,3,4,5,6,7,8,draw a round plate
1,2,3,4,5,6,7,8,9, get in line.
Move That Body

Objective/Competency: 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.)
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Sabi ni Pedro
Objective/Competency: To learn to hear discriminately and able to follow instruction.
Materials: wala
Number of Players/Participants: buong klase
Procedure:
 Hatiin ang klase sa dalawang pangkat. Iayos nang pabilog ang bawat pangkat.
 Pansamantalang magtalaga ng “Pedro” sa bawat pangkat at patayuin siya sa gitna ng bilog.
 Magbibigay siya ng mga utos tulad ng “Hawakan ang ilong,” “Hawakan ang mata,” at iba pa.
 Ang utos ay maaring pangunahan o hindi ng mga salitang “Sabi ni Pedro.” Hindi dapat sundin si “Pedro” kapag ang utos
ay walang pang-unang salitang “Sabi ni Pedro”. Halimbawa: “Hawakan ang leeg.” (Hindi dapat sundin.) “Sabi ni Pedro,
hawakan ang leeg.” (Sundin ito.)
 Maaring ibang bahagi ng katawan ang hawakan ni Pedro kaysa sa kanyang sinasabi upang lituhin ang mga bata.
 Ang batang magkamali ang magiging bagong “Pedro.”
Circle Blind Guess

Arrange all but one of the group of players in a single circle, players, holding hands and facing in. Appoint the extra player X,
blindfold him and place him in the center of the circle. At a signal, X runs after the players in the circle, attempting to catch one.
The circle may move to prevent X from catching one of its members, accommodating its movements to those of X. The players,
however, must continue clasping each others hands. The chase continues until a player, attempting to discover who he is. He
has two guesses as to reveal the identity of the caught player. If he fails, he remains X and returns to the center of the circle. At
another signal, the game is restated. If he succeeds in identifying the player, the two exchange offices and the game continues.
Movement Exploration (PEHT p. 219)
Don’t Touch (PEHT p. 53)
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45
WEEK 5: ____________________
CONTENT FOCUS: I have a body. I have senses that help me learn
Message: I use my feet to do different things. Message: I have two eyes. I see with my eyes. Message: I have two eyes. I see with my eyes.
Questions: What do you think will happen if you do not Questions: What can we see around us? Questions: What will happen if you cannot see well in class?
have feet? How can poor eyesight affect learning? What can you do if you
have poor eyesight?
Teacher-Supervised: Foot Poster Teacher-Supervised: Silly Faces Teacher-Supervised: Literature-based: What Did You See?
Literature-based: Character Mask
 Fingerpainting: Exploration  Mga Mata PEHT p. 50  Shape Book: Circles
 Foot Tracing  Mini-book: I see things around me  Use Your Eyes PEHT p. 95
 Foot Printing  Circle Hunt  Chart: Things I See at Home/ In School
 Foot Shape Book  Shape Poster: Circles  Spin a Bottle (colors)
 Shape Lacing : Circles  Shape Lacing Cards  Writers‟ Workshop
 Letter Fishing Game  Same and Different: Letters
 Same and Different: Letters  Letter Fishing Game
 Writers‟ Workshop
Message: We see round objects around us. Tula: Mata Song: Do You Know? …
A circle does not have straight sides and pointed corners. Pag-usapan ang gamit ng mga mata sa tula.
Questions: What round objects do you see around us? Activity: Does It Rhyme?
STORY: Ang Bilog na Itlog STORY: Ang Mukha ni Bito STORY: Si Dilat, Si Pikit, Si Kindat, Si Kurap
Teacher-Supervised: Literature-based: Story Map: Teacher-Supervised: Scrapbook Teacher-Supervised: Character Mask
Saan pumunta ang bilog na itlog ? Independent::
Independent::  Block Play Independent::
 Mobile: Mga bagay na nakita ng bilog na itlog  Playdough  Literature-based: What did you see ?
 Block Play  Bead stringing  Block Play
 Playdough  Number Stations/ Number Books  Playdough
 Bead stringing  Writing Papers (2)  Number Stations/ Number Books
 Number Books : Mga Bilog na Itlog  Number Concentration (0-3)/ Number Lotto (0-3)/  Writing Papers (2)
 It‟s a Match Fishing Game: Numbers (0-3)/ Bingo: Numbers (0-3)/
Number Snap (0-3)
INDOOR/OUTDOOR ACTIVITY: People Counting INDOOR/OUTDOOR ACTIVITY: Let‟s See PEHT p. 48 INDOOR/OUTDOOR ACTIVITY: Circle Game
Games: Hopping Forward and Bouncing Ball (1, 2, 3)
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CONTENT FOCUS: I have a body. I have senses that help me learn.
Tula: Pandinig Message: I have 2 ears. I hear with my ears.
Message: I have 2 ears. I hear with my ears.
Questions: What sounds can we hear? Questions: What will happen if you cannot hear well in
school? At home? What do some sounds mean? (ex. sirens,
bells)
Teacher-Supervised: Sensory Walk: Listening to Sounds Teacher-Supervised: Poster: What objects make sounds?
Around Us
Poster: Sounds We Hear In School
 Finger painting Exploration  Finger painting Exploration
 Spin a Bottle (colors)  Sound cans
 Sound tracks  Ear Book: I can hear different sounds
 Sound Cans  Toss a Rubber (colors)
 Color Memory Game  Color Memory Game
 Letter Fishing Game  Writers‟ Workshop
 Senses PEHT p. 47-48
Activity: Making Sense of Sentences Message: Some sounds are high and some are low.
Some sounds are soft and some are loud.
Activity: Sound Trip: Two Little and Ikot-ikot
STORY: We Hear with Our Ears STORY: Ang Kuya ni Karina
Teacher-Supervised: Ribbon Me Teacher-Supervised: Fruit and Vegetable Patterns
 Matching Lids with Boxes  Matching Lids with Boxes
 Number Stations/ Number Books  Number Stations/ Number Books
 Number Concentration (0-3)/ Number Lotto (0-3)/ Fishing  Number Concentration (0-3)/ Number Lotto (0-3)/ Fishing
Game: Numbers (0-3)/ Bingo: Numbers (0-3)/ Number Game: Numbers (0-3)/ Bingo: Numbers (0-3)/ Number
Snap (0-3)/ Mixed Up Numbers (0-3) Snap (0-3)
INDOOR/OUTDOOR ACTIVITY: Where‟s the Sound? INDOOR/OUTDOOR ACTIVITY: Here I Am
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APPENDIX: WEEK 5
Foot Poster: We use our feet to do different things.

Objectives: tracing
Number of Players/Participants: 6-8 students
Procedure:
1. On each foot cut-out, have a child draw/write about one thing he/she can do using her feet e.g. dance, climb, jump
2. Have children paste their drawings on the manila paper.
3. Write the title “We use our feet to do different things.”
Foot Tracing
Objectives: tracing
Materials construction paper or bond paper, scissors, glue, manila paper
Procedure:
2. Have him trace his foot on it.
Foot Print
Procedure
2. Pour a small amount of this on a small basin.
3. Put tissue paper on the basin. (This will prevent the paint from splashing once the children start dipping their foot into the
paint.
4. Have each child dip his foot into the paint then let him stamp this on the manila paper.
5. Ask the child to label her foot.
6. Write the title “ This my footprint !! “
Foot Shape Book

Objectives: identify things we can do with our feet
Materials: 6-8 pages of ½ crosswise paper, pencils, crayons, stapler (Teacher writes the title on each of the booklets.)
Procedure:
 Teacher traces the footprint of each child and cuts out at least 6-8 pages of that footprint. She staples the pages
together.
 Let the children write their name on the cover page of the booklet.
 ON each page of the booklet, have them draw things that they can do with their feet..
 Take down dictation as needed.
Silly Faces
Objectives: To identify the different parts of the face
Materials: big cut-out circle from a white paper, old magazines, scissors, paste/glue
Procedure:
1. Look for the different facial features in the magazines and cut them out.
2. Paste them on the white paper to form a face.
Mini-book – I can see many things around me.

Objectives: To identify and describe the things in the environment
Materials: mini-books, pencil, crayons, paste/glue,
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Procedure:
1. Distribute the booklets to each child.
2. On the first page, have the child draw objects of different colors.
3. On the second page, let the child draw objects of different shapes.
4. On the third page, let the child draw objects of different sizes.
Mga Mata PEHT p.50
Use your eyes PEHT p.95
Senses PEHT p.47-48
Chart: Things I See at Home/In school

Objectives: to identify things in the environment
Materials: ½ bond paper or pad paper
Procedure:
1. Ask each child to make a chart like the one below. On the left column, have HIM write “ HOME” and on the other
column, have him write “SCHOOL”
HOME SCHOOL
2. Have him/her draw things that he/she sees at home and in school on the respective columns.
Sound cans
Objectives: To match identical sounds
Materials: yakult bottles(cover it with art paper), or yogurt cups, a little amount of sand, mongo seeds, stones, bottons,
Preparation: Prepare sound cans using yakult bottles. For each pair of bottles, put in a particular object/objects that
make a sound.
e.g. mongo seeds, sand, pebbles
Procedure:
1. Ask a child to shake a bottle and guess what is inside.
2. Then have him look for a bottle that matches with the one he is holding.
3. After he has found one, let another child do the same thing.
4. Activity continues until everyone has tried finding a match.
Sound tracks
Objectives: To identify environmental sounds
Materials: tape recorder (Teacher will record different sounds e.g. doorbell, telephone, clap, etc.)
Preparation: Teacher records different environmental sounds e.g. animal sounds, bell, dripping of water,
telephone/cellphone
Procedure:
1. Teacher plays the recorder.
2. Children listen to a particular sound and identify what it is.
3. After the activity, have children draw things that make sounds.
Sensory Walk – Listening to sounds around us

Objectives: To identify the different sounds around us
Materials: notebook and pen for Teacher‟s use only (Teacher brings a notebook and pen to take down notes of the things that the
children will see).
Procedure:
1. Teacher tells the children that they are going on a listening walk.
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2. Ask this question “What body part do we need to be able to listen to the sounds around us?” Remind the children to
refrain from talking to be able to hear the sounds very well.
3. Walk around the school and stop at certain spots where there are distinctive sounds – children shouting, music playing,
etc.
4. Teacher asks them what they can hear around them.
5. Teacher takes note of their answers. This list will be used in other activities.
Poster : Sounds We Hear In School

Objectives: To differentiate the different sounds around us
Materials: manila paper, scratch papers, pencil, crayons, paste/glue
Procedure:
1. Ask the children to recall the things they heard when they went around the school.
2. Give each child a piece of paper and ask him to draw his answer
3. Take down dictation as each child tells you what he drew or you can sound out the letters while guiding him how to write
the letters.
4. Paste their answers in the manila paper. Write the title of the activity.
Ear Book: I can hear different sounds

Objectives: To differentiate the different sounds around us
Materials: shape booklets (ear shape), markers, crayons, pencils
Procedure:
1. On each page, ask children to list down things that make sounds in the environment.
3. Write the title “ I can hear different sounds. “
Circle Hunt
Objectives: to identify round objects in the environment
Materials: several square objects, 1/8 manila paper, ¼ newsprint or bond paper, glue, crayons or markers
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 round objects in small strips of paper.
4. Paste these on 1/8 Manila paper.
5. Write the title “ There are round objects around us. “
Shape Lacing: Circle

Objectives: shape recognition; eye-hand coordination
Materials: pre cut circle shape cardboard, puncher, yarn
Procedure:
1. Distribute the shape cards.
2. Using the yarn attached to the shape card, have each child lace the edges of the shape card he is holding.
Shape Book: Circles

Objectives: shape recognition
Materials: shape booklets (round) , pencil, crayons or markers
Procedure:
 Ask children to draw round objects they know of in their individual booklets
 Let them label their drawings.
 Have them design the cover of their booklets.
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Shape Poster: Circles
Objective: to recognize shapes
Materials: ¼ manila paper , strips of paper ( 1/8 of bond paper)
Number of players/participant: 6-8 participants
Procedure:
1. Draw the shape on top of the page. Then write the title, “I see round objects around me .“
2. Ask each child to draw round objects that they see around them. Start with the ones in the classroom.
3. Children name the objects in the poster.
4. Children stick their drawings into the manila paper.
5. Teacher presents their poster to the whole class during Meeting time 2.
Color Memory Game

Objective: to identify color cards
Material : 6-8 pairs of color cards
Procedure:
2. Each player turns over two cards during his turn. If he gets a pair of identical color cards, he gets to keep the pair and
takes another turn.
3. If the color cards do not match, the player puts back the cards into their original place.
Toss the Rubber (colors)

Objectives: to identify color recognition
Materials: rubber band, color cards
Procedure:
1. Scatter color cards on the floor.
2. Children take turns in tossing the rubber band.
3. Have them identify the color of the card on which the rubber band landed.
Spin the Bottle (colors)

Materials: mineral water bottle, color cards , color graph
Preparation:
Make a graph like the one below:
How many times did it land on …. ?
RED BLUE YELLOW
Procedure:
1. Arrange the color cards around the circle.
2. At each turn, a child spins the bottle.
3. Have the child identify the color of the card to which the top part of the bottle is pointing to.
4. Let them record how many times the spinner landed on a particular color by drawing sticks on each
column.
Color Fishing Game

Objectives: to identify colors
Materials: colored fish, fishing rod
Procedure:
1. Children take turns using the fishing rod to “catch” a fish.
2. Ask each child to name the color of the fish that he/she catches at each turn.
3. At the end of the game, have them record on paper how many of each color were they able to catch.
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Scrapbook
Objective: to classify objects based on a given attribute
Materials: old magazines Manila paper scissors glue/paste
Preparation: Make a scrapbook by binding ¼ sheets of Manila paper
Procedure:
1. 1.Cut out pictures from old magazines, newspapers and catalogues.
2. Make a scrapbook divided up into different categories such as animals, cars, food, people (girls/ boys or adults/
children). You could also incorporate numbers.
Matching Lids With Boxes

Objective: to notice size, shape of various boxes
Number of players/ Participants: 4
Materials: boxes of various sizes and shapes (with and without lids or covers)
Procedure:
Teacher supervised:
1. To help children focus their attention on the geometric attributes of boxes, begin by saying such things as, “I see a
square on this box. Do you see any other boxes that have square faces? Or “I see this box has two long rectangles
and two short rectangles. Do you see any other boxes that have those kinds of faces?” Or “What do you notice about
the boxes?”
2. Pick up one box and ask, ‟Which of those lid can be used to cover this box?”
Independent work:
1. Give the children several boxes of various sizes and shapes
2. Ask the children to match the boxes with their lids or covers.
3. Discuss with the children how they knew which boxes and lids went together
Ribbon Me
Materials: a reel of ribbon, scissors, Manila or kraft paper, glue, pencil
Procedure:
 Use lengths of ribbons to measure the different parts of the body
 Make a Ribbon Me chart that will show all the measurements of one child.
foot ankle wrist waist forearm neck nose mouth
 A Ribbon Me chart can also show the measurements of the wrists of all children.
Note: It is always important to note that all ribbons should start at the same base line so that the children do not get
fooled by what they see.
Fruit and Vegetable Patterns

Objective: to describe patterns
To connect an abstract idea to the real world
Materials: variety of fruits and vegetables such as onion, orange, apple, banana, cabbage
Bond or scratch paper pencil crayon
Procedure:
1. Have the children look outside each piece of fruit or vegetable. Encourage them to describe the shape, texture and
markings.
2. Ask the children questions to force them to examine each piece carefully: Which is green? Yellow? Orange? Which ones
are smooth? Bumpy? Which ones pull apart? Which one feels like paper? Which ones have tiny spots on the skin?
3. Ask the children to draw each item
4. Ask the children what they think each fruit or vegetable looks like inside. Ask them to predict if these would have the
same color on the inside. Ask if they expect to find seeds – few or many. Discuss the lines, the shade of color.
5. Cut each item open and talk about what you discover. Look at the different patterns in each piece.
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6. Ask the children to draw what they see in the inside.
Writing Papers (2)

crayon
Procedure:
Mixed Up Numbers
Objectives: To read and recognize number words ONE
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.

Objectives: To count up to quantities of 3
Materials: assorted materials such as pebbles, popsicle sticks, old keys
Procedure:
2. Children work together exploring a given quantity of objects, in this case 3, making as many arrangements as possible.
Then let the children write the number on their paper.
3. Teacher encourages the children to describe the patterns in a variety of ways.

Objectives: To use numerals to describe and record quantities
Materials: cut outs from magazines scratch or bond paper
Preparation: Make number books by cutting paper in half and binding these together.
Procedure:
1. Find pictures of familiar objects such as shoes, toys, food items.
2. Cut and paste 3 of each object/ item on 1 page. Label each page “3 _____”
Number Lotto
Procedure:
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Procedure:

Procedure:

Procedure:
Number Snap
Procedure:
Junk Box Sorting (grouping things into 3 or more groups)

Materials: box of a variety of objects
Procedure:
To give your child the idea of sorting in play, you may need to start casually sorting things out yourself. Keep a box full
of small objects like buttons, paperclips, beads, dried beans, coins, nuts and bolts. Your child may like to have an egg
tray to sort them into.
Spin the Bottle (colors)

Materials: mineral water bottle, color cards , color graph
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Preparation: Make a graph like the one below:
How many times did it land on …. ?
RED BLUE YELLOW
Procedure:
1. Arrange the color cards around the circle.
2. At each turn, a child spins the bottle.
3. Have the child identify the color of the card to which the top part of the bottle is pointing to.
4. Let them record how many times the spinner landed on a particular color by drawing sticks on each column.
Writer’s Workshop
Objectives: to develop expressing language skills
Procedure:
1. Distribute individual booklets or loose pages to each child.
2. Have him draw on the pages of this booklet.
3. Let him color his work.
4. Ask him to write/dictate to you the title of his story.
Note: In the initial stages of writer‟s workshop, the child must be allowed to draw whatever he wants on the pages of this booklet.
Have him tell you what he drew and take down dictation as needed OR if the child can already write letters, encourage him to
write key words to describe what he drew.
As the child gains more confidence in writing, he can be encouraged to write his own stories. It could be about a personal
experience or something he read about or an original one. Have him think about what happens in the beginning, middle and end
of his story.
Writer‟s Workshop must be done at least 3x a week.
Title of Activity: Story Map

“Ang Itlog na Bilog - Kwento ni Al Santos at Guhit ni Josefina Sanchez”
Objective/Competency: to retell the story using locations on the map
Materials: large sheet of manila paper, half-size bond papers, white cardboards, marker/pencils, masking tape, barbecue sticks
Procedure:
1. List down the different places that the main character visited.
2. Ask the students to draw, color and label the different places that the main character visited.
3. Paste the drawings on the manila paper. Make it look like a map.
4. On a white cardboard, ask the children to draw, color and label the main character and the other characters he met in
the story. Cut them out and tape a barbecue stick at the back to make puppets.
5. As you and the whole class read through the story, place the character figures at the appropriate setting locations on the
map.
Lit-based Activity: Mobile: Mga bagay na nakita ng bilog na itlog

Objectives: identify round objects; recall story details
Materials: cardboard or construction paper, crayons,, scissors, paste/glue, yarn, hanger
Procedure:
1. Have each one draw one thing that the round egg saw as depicted in the story.
2. Let them hang their drawings on the hanger.
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Lit-based Activity: Character Mask
Objectives: To identify the different facial features
Materials: paper plate, cut-out shapes from colored papers, scissors, paste/glue
Procedure:
1. Ask children to recall the characters in the story and choose one they will make a mask for.
2. Give each child a paper plate and help him lay-out the shapes on the paper plate to form a face.
3. Ask each child to identify the different facial features.
4. Have them show the masks to the rest of the class during Meeting Time 2.
Literature-based: What did you see ?

Number of participants: 4-6 children
Procedure:
3. Distribute ½ lengthwise bond paper or construction paper to each child.
4. Ask them to divide their paper into three parts to correspond to the beginning, middle and end part of the story.
5. Have them draw things/places that they saw at the beginning, middle and end of the story.
Fingerpainting – free exploration

Objectives: To develop self-expression
Materials: fingerpaint (red, blue, yellow), white paper, tape, markers, wet cloth for wiping fingers
Procedure:
 Tape the paper on the table so that it will not move or fly away while the child is painting.
 Ask each child to write his name on the paper with a marker.
 Invite each child to dip his fingers in a tub of fingerpaint and apply the fingerpaint on his white paper to paint pictures.
 Teach the children to wipe his fingers clean before dipping in another colored paint.
 When a child has finished painting, teacher asks him about his drawing and writes his answer on the paper.
 Teacher hangs the painting up to dry.
Letter Fishing Game

Objective: to identify upper case letters
Material : fishing hook
24 letter cards
Procedure:
2. Place the letter fish cards inside the circle.
5. Ask the child to identify the letter that he fishes out.
6. Ask everyone from the group to sound out the letter.
7. Invite the children to think of 2-3 words that begin with that letter.
8. At the end of the game, ask children to count the number of fishes that they caught.
Same and Different (Letters)

Materials: picture cards, category cards
Preparation: Prepare several cards which contain a mix of identical letters and different letters mounted on boards. The
figure below shows how the boards must be mounted.
Ex.
A A D F
Procedure:
1. Have each child pick out a letter card and tell whether the letters are the same or different from one another.
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2. If they are the same, have him place the card under the category card “ SAME”.
3. If the pictures are different from each other, have him place this card under the category card “DIFFERENT”.
4. On each turn, introduce the letter names on each card.
ACTIVITIES FOR MEETING TIME 2
Does It Rhyme? (Day 3)

Objectives: identify words that rhyme
Materials: none
Number of players/participants: whole class during circle time or in half groups
Procedure:
1. Read out two words to the group.

2. Ask the children to put their thumbs up if these two words rhyme –ex. pail- tail cow- pig.
3. Continue to activity until you have read/called out at least 10 pairs of words.
Making Sense of Sentences (Day 4)

Objective: to understand the notion of sentences
Materials: blackboard/chalk or manila paper and marker
Number of Participants: whole or half class
Procedure:
1. Explain that a sentence is also like a short story and just like any story, it has to tell something and has to name who or
what it is telling about.
2. Give examples of sentences using people in class as subjects e.g. Nenita eats mangoes. Luis carries a heavy bag.
3. After each example, have the children repeat the word sentence loudly in unison.
4. Then pick out some sentences from a book. Talk about what it tells us.
5. To help children make a distinction, give examples of groups of words without a subject e.g. is wearing a blue shirt.
draws a picture
6. After asking if each group of words is a sentence, explain that phrases cannot be called sentences because they do not
tell who
is being talked about.
7. Invite children to complete the sentence.
8. Similarly, give children examples of groups of words that tell who but do not tell what is being talked about e.g. Anna is
_________.
The book is _________.

Tell children that these phrases , too, cannot be considered as sentences as they do not tell what is being talked about.
Note: Throughout the week and in the succeeding weeks, invite children to construct their own sentences about people
and things in school or characters in stories read in class.
Discuss whether their sentences name who and what is being talked about.
Sound Trip (Day 5)

A. Two Little
1. Introduce the poem “Two Little” .
2. Recite the poem in whispers.
3. Introduce the term “whisper “ and “soft” and discuss what they mean.
4. Recite the poem in a very loud voice.
5. Introduce the term “loud” . Ask them to think of other sounds that are loud.
Two Little
Two little feet go tap, tap

Two little hands go clap, clap, clap
A quiet little leap up from my chair
Two little arms reach up in the air
Two little feet go jump, jump, jump
Two little fists go thump, thump, thump
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One little body goes round, round, round
And one little child sits quietly down
B. Ikot-ikot
1. Introduce the song “ Ikot, Ikot … “
2. First, have them sing the song using a normal pitch.
3. Then let them try using a high pitch.
4. Then let them try using a low pitch.
Ikot-ikot
Ikot-ikot, ikot, ikot

ikot,ikot,
Hila, hila
Pok, pok, pok
(repeat )
Gupit ng gupit
At tahi ng tahi
Gupit ng gupit
at tahi ng tahi
(repeat first stanza)
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D. STORIES
ANG MUKHA NI BITOY

ni Minda Ona
Questions Before Reading the Story

 Kung pamimiliin kayo ng inyong katawan ang paborito mo?
 Ano ang nararamdaman mo kung mawal ang isang bahago ng iyong katawan?
 Aalamin natin kung ano ang nangyari sa pangunahing tauhan sa kuwento
Questions While Reading the Story
 Sino ang pangunahing tauhan sa kwento?
 Ano ang nangyari sa kanya?
 Bakit nawawala ang kanyang mukha?
Questions After Reading the Story
 Paano naibalik ang nawawalang mukha ni Bitoy?
 Ano ang aral na natutuhan sa kwento
Alam ni Bitoy na umaga na pero wala siyang makita. Hindi rin niya naririnig ang tunog ng orasan na gumigising sa kanya. Hindi
rin niya maamoy ang masarap naluto ni Nanay. Gusto niyang magsalita pero hindi niya magawa.
Dahan-dahan niyang itinaas ang dalawa niyang kamay. Hinawakan ang kanyang mukha. Nagpapadyak siya at nag-iiling. Para
bang sinasabi, nasaan ang mukha ko? Nasaan ang mga mata ko? Nasaan ang mga taynga ko? Nasaan ang ilong ko? Nasaan
ang bibig ko? “Naririto kami,” ang sabay-sabay na wika ng mga bahagi ng mukha. Hindi mo kasi nililinis! Pinababayaan mo kami!
Umiiling-iling si Bitoy na para bang sinasabi na “Mula ngayon hindi ko na kayo pababayaan. Lilinisin ko na kayo.
Maya-maya pa nagtakbuhan sa mukha ni Bitoy ang dalawang mata, ang dalawang taynga, ang ilong at ang bibig.
Tuwang-tuwa si Bitoy nang humarap sa salamin.
Nakakakita na siya. Nakakarinig na siya at naaamoy na niya ang masarap na niluluto ni Nanay.
Pagkaraan tuluy-tuloy si Bitoy sa banyo.
E. SONGS/POEMS/ RHYMES
Igalaw Mga Mata Mata (TULA)

Sung to the tune of Twinkle Little Star Mata ay itingin
Sa mga tanawin
Halina ating igalaw, Nitong mundo natin
Dalawang matang malilinaw. Mata‟y ilaw na rin
Idilat at ipikit Sa ating landasin
At sundan nang Repeat
Pakurap-kurap. Mata ay itingin
Sa mga tanawin
Nitong mundo natin
Mata‟y ilaw na rin
Sa ating landasin
Do You Know? (sung to the tune of “The Muffin Man”) Pandinig
Do you know two rhyming words, Tainga ang pandinig

Two rhyming words, Sa ating paligid
Two rhyming words? Ligaya ang hatid
O, do you know two rhyming words? O kung may panganib
They sound a lot alike. Nagpapahiwatig
King and ring are
Two rhyming words,
Two rhyming words?
They sound a lot alike.
(variation: replace the underline words with another pair of
rhyming words)
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F. INDOOR/OUTDOOR GAMES
Where is the sound?

Objective To listen sensitively and thoughtfully
Procedure:
 Let the children sit quietly in a circle. He/She should sit on a chair in the center of the circle with his/her eyes covered.
 Another child is sent to another part of the room and makes an animal sound. .The child in the center of the circle must
try to point to where the sound is coming from
 When the child in the middle of the circle has figured out from where the sound is coming, the child who was hiding goes
into the middle and a new it is is chosen.
Variation: Children may use sounds other than animal sounds, perhaps sounds tied to a particular
theme being studied in the classroom.
People Counting Games (1,2,3)

Objectives : To count in sequence
Number of participants: whole or small group
Procedure:
Hopping Forward: “One, Two, Three” (change direction)
“One, Two, Three” (change direction)
Bouncing Ball: “One, Two, Three” (bounce the ball)
Circle Game
Objectives: To count in sequence
To solve problems
To predict outcomes
Materials: chairs for each player
Players: 6-8 players
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.
Let’s See PEHT p.48

Objectives: To recall the location of people in the room
Materials: none
Procedure:
1. Ask the children to walk around the room with their eyes open.
2. Ask them to stop walking and stand still.
3. Ask them to tell who standing next to them. Ask them how they know.
4. Ask the children to close their eyes and walk around the room.
5. Tell them to stop walking and stand still.
6. Tell them not to open their eyes and try to guess who is standing next to them.
7. Tell them to open their eyes and check if their guess is correct.
8. Ask the children if they were able to guess correctly. If not, discuss what this caused the difficulty.
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Here I Am
Objectives: To discriminate animal sounds
To follow directions of the game
Materials: mask or neckerchief
Participants: whole class
Procedure:
1. Divide the class into groups. The group members are assigned an animal sound. One will be the group leader who will
make the animal sound.
2. Then the members are blindfolded and scattered around the room. They do not know where their group leader is.
3. On signal start, the leader starts and continuously make the sound of the animal they represent.
4. The group members listen carefully to their sound and start walking to source of their assigned animal sound.
5. The first group to assemble all its members around the leader will win the game.
Variation: Assign another name to the groups. Materials to be used will depend on what the group represents. Change the
leader of the group from time to time.
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WEEK 6: ____________________

CONTENT FOCUS: I have senses that help me learn.
Message: I have a nose. I smell with my nose. Message: I have a nose. I smell with my nose. Message: I use my tongue to taste.
Questions: What can we smell with our nose? Questions: Why is it that sometimes we cannot smell Questions: What does ____ (sugar, unripe mango, etc) taste
anything? like?
Song: Five Senses
Teacher-Supervised: Smelling Jars Teacher-Supervised: Hearing Words in Sentences Teacher-Supervised: Taste and Tell
 Letter Shapes  Same and Different (smell)  Mini-book: Foods I like to Eat
 Picture/Word/Letter Sort  Smell and Match  Food Picture Cards Sort
 Lacing Shapes: Circles  Picture/Word/Letter Sort  Square Hunt
 Circle Collage  Lacing Shapes: Circles  Shape Poster: Squares
 Writer‟s Workshop  Spot the Odd One Out (letters)  Letter Shapes
 Writer‟s Workshop
Song: Sound Song Message: There are square objects around us. Song: Long and Short Words
A square has 4 straight sides and 4 corners.
Activities: Make the Sound Show a square and a circle. Have children compare these
Tell Me About It shapes and tell how they are different.
STORY: Si Roy at ang Pabango ni Nanay STORY: The Nose Book STORY: Gusto Ko ng Pansit
Teacher-Supervised: Hand Game and Cave Game Teacher-Supervised: Hand Game and Cave Game Teacher-Supervised: Literature-based: Graphing: My
(concrete up to quantities of 3) (concrete up to quantities of 3) Favorite Fruit
 Block Play  Block Play Independent:
 Sand Play  Sand Play  Stuffing : My Favorite Vegetable Mobile
 Comparing Numbers  Comparing Numbers  Food Memory Game
 Writing Papers (3)  Writing Papers (3)  Counting Boards (up to quantities of 3)
 Number Concentration (0-3)/ Number Lotto (0-3)/  Fishing Game: Numbers (0-3)/ Bingo: Numbers (0-3)/  Number Concentration (0-3)/ Number Lotto (0-3)/ Number
Fishing Game: Numbers (0-3)/ Bingo: Numbers (0-3) Number Snap (0-3)/ Mixed Up Numbers (0-3) Snap (0-3)/ Mixed Up Numbers (0-3)
INDOOR/OUTDOOR ACTIVITY: Pin the Nose INDOOR/OUTDOOR ACTIVITY: I Smell A Mouse PEHT p. INDOOR/OUTDOOR ACTIVITY: Here I Am
219
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CONTENT FOCUS: I have senses that help me learn.
Message: I use my tongue to taste. Message: I feel and touch with my hands. My hands help me
tell if objects are rough or smooth, soft or hard, cold or hot.
Questions: What food tastes sweet? What food tastes Questions: What part of you body is smooth? Rough? What
sour? What food tastes salty? What food tastes bitter? part of your body is hard? Soft?
Teacher-Supervised: Name the Taste Teacher-Supervised: Touch and Tell
Same and Different (Taste)
 Big Book : Square Things Around Us  Feely Bag
 Square Designs  Texture Cards Concentration Game/Feely Boards Matching
 Food Domino Game
 Mobille: Mga Paboritong Pagkain ni Diding  Shape Designs
 Letter Shapes  Sand Paper Letters
Poem: Hands on Shoulders Song: I Use My Five Senses
Activity: Syllable Clap Activity: Listen and Look
STORY: Halo-Halo Espesyal STORY: Papel de Liha
Teacher-Supervised: Lift the Bowl (concrete up to quantities Teacher-Supervised: Senses Chart
of 3)
 Block Play  Literature-based: Anong nililinis ni nanay doon sa kuwentong
 Sand Play binasa ? ( PApel de Liha)
 Build A House  Texture Boards –matching, sorting
 Pattern Rubbings  Pattern Rubbings
 Hand Game/ Cave Game (up to quantities of 3)  Hand Game/ Cave Game (up to quantities of 3)
 Counting Boards (up to quantities of 3)  Number Concentration (0-3)/ Number Lotto (0-3)/ Fishing
 Number Concentration (0-3/ Bingo: Numbers (0-3)/ Game: Numbers (0-3)/ Number Snap (0-3)
Number Snap (0-3)/ Mixed Up Numbers (0-3)
INDOOR/OUTDOOR ACTIVITY: Finger and Whistle INDOOR/OUTDOOR ACTIVITY: What‟s On My Back
Command
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APPENDIX: WEEK 6
Smelling Jars
Objectives: observe, compare and use language to describe scented items
Materials: jars or film canisters with pinholes in the top for each of the following scented items: (use cotton balls for the liquid
scents)
vanilla extract rubbing alcohol banana chunk

vinegar coffee grounds lemon oil
cinnamon perfume
Preparation: Put a scented item or scented cotton ball in each jar. Put pinholes on top of each jar or film canister
1. Ask children to close their eyes and then spray a little perfume into the air.
2. Ask them what they smell when they open their eyes. Talk about how our noses help us smell things.
3. Show one jar or canister and have each child smell it. Talk about what it smells like.
4. Encourage them to use descriptive words.
5. Next, introduce the other jars or film canisters, making certain each child has one.
6. Give children time to talk about the smells and encourage older youngsters to exchange canister. Ask, "Can you guess
what it is by the way it smells?"
7. After children have opportunities to guess, open each jar or canister. Show them how you poured the liquid onto cotton
balls.
Note: You may lace the closed jars or canisters in one area of the classroom for future smell investigations.
Smell and Match

Objectives: To identify and differentiate different scents
Materials: several small jars with cotton balls dipped in different scents Picture cards of the object with each corresponding scent
(example: Teacher puts talc inside a small jar – picture of baby powder)
Number of players/participants: 8 children
Procedure:
1. Put the small jars in a tray.
2. Each child take turns smelling a jar.
3. When they have identified a scent, let them look for the picture of the object that has that smell/scent. Ask them to put
the picture card on top of its matching smelling jar.
4. Teacher looks at the number on the jar and checks with her list if they match. If they match, the child gets to keep the
picture card. If they do not match, the player puts back the jar and picture card into the piles.
5. The activity continues until all the jars and picture cards have matched.
6. The child with the most number of picture cards wins.
Same or Different (smell)

Objective/Competency: To match identical scents
Materials: jars or film canisters with pinholes in the top for each of the following scented items: (use cotton balls for the liquid
scents)
vanilla extract rubbing alcohol banana chunk
vinegar coffee grounds lemon oil
cinnamon perfume
Preparation: Prepare pairs of canisters or jars with identical scents.

Procedure:
1. Blindfold each child on his turn to smell.
2. Once the blindfold has been securely placed, have the child smell two canisters at a time and tell if they have the same
scent or not.
Variation: Have a child look for the pair of canisters that have identical scents.
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Taste and Tell
Objectives: To identify the different tastes
Materials: different kinds of food ( kamias, ampalaya, sweet mango, green mango, salt, sugar, sweetened juice, coffee, chocolate
drink, milk, catsup )
Number of Participants: 8 children
Procedure:
1. Gather a selection of foods that taste radically different. Avoid using things that taste unpleasant. Use items that can be
swallowed without being chewed or cut things up into very small pieces.
2. Blindfold the players.
3. Place a sample on one‟s player‟s tongue and ask that he or she guess what the item is.
4. Go to the next player with the same item if it was not guessed correctly.
5. Continue until all food items have been identified.
Name the Taste

Objectives: To discriminate tastes
Materials: potato chips (salty), coffee granules (bitter), kamias or calamansi (sour), sugar (sweet)
Procedure:
1. At each turn, blindfold a child and have him taste one food item at a time.
2. Ask “How does it taste ?” Is it sweet, sour, bitter, salty ? “
3. Ask him to think of other food items that have a similar taste
Same or Different (taste)

Objectives: To match identical tastes
Materials: paper plate, assorted food items with distinctly different tastes
Preparation: Put one food item on each paper plate or saucer.
Procedure:
3. Blindfold each child on his turn to taste.
4. Once the blindfold has been securely placed, place two samples on one‟s player‟s tongue one after the other.
5. Ask the child if the two food items are the same or different from each other. .
6. Activity continues until everyone has gone through at least 4 rounds.
Note: Make sure you give him a mix sample of food items that are identical and different from each other to give children a
chance to practice discriminating tastes.
Mini-book: Foods I like to Eat

Objectives: develop eye-hand coordination and expressive language skills
Materials: booklets, crayons, markers
Participants: any number of children
Procedure:
1. Distribute booklets or mini-books to the children.
2. Ask children to draw their favorite foods on the pages of their book.
3. After everyone is done, let them show their books to one another.
4. Have them identify their common favorite foods.
Food Picture Card Sort

Objectives: To discriminate taste
To sort pictures according to a given attribute
Materials: picture cards of familiar food items, category cards( sweet, sour, salty, bitter) scratch papers, pencil, crayons,
paste/glue
Procedure:
1. Show each food card to the children.
2. Have them identify the food item and describe its taste.
3. Have them sort these pictures according to their distinctive taste.
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Touch and Tell
Objectives: To identify the texture of objects (example: soft, hard, rough, smooth)
Materials: a tray with materials of different textures, manila paper with columns of the different texture, pieces of papers, pencils,
crayons, paste/glue
Procedure:
 Have the children explore the texture of the different materials in the tray.
 Ask them to identify the texture of each object and help them describe what they feel.
 Give each child a piece of paper and ask him/her to draw and color the object he described.
 Help him label his/drawing.
 Have him paste it on the appropriate column on the texture chart.
Feely Bag
Objectives: To identify the different textures
Materials: assorted materials
Procedure:
1. Blindfold each child on his turn.
2. Have him put his inside the feely bag or box.
3. Let him pick one object and guess what it is before bringing it out of the bag or box
4. Children take turns doing this.
5. Do this several times to give children practice in identifying objects by touch.
Texture Cards Concentration Game /Feely Boards Matching Game

Objectives: To match identical texture cards
Materials: 2 sets of texture cards (small cardboards with sandpaper, cloth, aluminum foil, plastic cover, corrugated carton, etc.)
Procedure:
Senses Chart
Objectives: To identify words or objects for each sense chart (example: sweet – tongue –tasting, radio/music – ears – hearing,
etc.)
Materials: manila paper (Teacher prepares 5 medium-sized posters with a big drawing (outline only) of each of the body parts
related to the senses: eyes – sight, ears- hearing, nose- smelling, tongue – tasting, hands – touching/feeling), small
pieces of paper, pencils, crayons (Each group will work on one Sense Chart only at a time.)
Procedure:
1. Let the group choose a Sense Chart to work on, example - tongue – tasting.
2. Ask the children to name words or objects associated with taste.
3. Give each child a scratch paper and ask him to draw that object.
4. Ask him to color his drawings and take down dictation as he tells you what he drew.
5. Paste on the manila paper and post it on your wall. Write the title of each chart.
Block Play
Procedure:
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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.
Pattern Rubbings
Objective: to explore textured surfaces
to observe patterns in the environment
Materials: crayons paper textured objects (e.g. bricks, leaves, tree trunks, shoe soles)
Procedure:
Children often enjoy looking for things to take rubbings from.
Tell children to put a piece a paper over the objects with a textured surface and rub with a crayon.
Lacing Shapes: Circles

Objectives: To identify shape, develop eye hand coordination and fine motor skills
Materials: pre cut circle shape cardboard of different sizes, puncher, yarn
Procedure:
Have children lace the outline of the shape board using yarn.
Circle Collage
Objectives: fine-motor coordination
Materials/Preparation: small pieces of art paper or colored magazines, glue
Number of players/participant: 6-8 children
Procedure:
1. Distribute one sheet of paper with a circle template on it 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 circle template.
Square Hunt
Objectives: to recognize square objects in the environment
Procedure:
1. Tell children to look for square objects in the classroom.
3. Have them draw the square objects in small strips of paper.
5. Write the title “ There are square objects around us. “
Shape Poster: Squares

Objective: to recognize shapes
Procedure:
1. Draw the shape on top of the page. Then write the title, “I see square objects around me .“
2. Ask each child to draw square objects that they see around them. Start with the ones in the classroom.
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3. Children name the objects in the poster.
4. Children stick their drawings into the Manila paper.
5. Teacher presents their poster to the whole class during Meeting time 2.
Big Book: Square Things Around Us

Materials: stapled pages of manila paper cut out into squares, crayons, pencil , markers
Procedure:
1. Ask children to think of square objects in their environment.
2. Ask each one to choose at least 3-4 square objects they would like to draw.
3. Have them draw each square object on a small strip of paper.
4. Paste these on the pages of the Big Book.
5. Have children design the cover of the book.
6. Show to the whole class during Meeting Time.
Square Designs
Materials: square cut-outs , glue, bond paper or newsprint
Procedure:
1. Give each child ½ bond paper or newsprint
2. Ask each one to make a design using the square cut-outs e.g. house, garden, building
3. Have them glue their design on their
Build A House
Objective: to match shapes
Materials: playing board, shape spinner
Procedure:
1. Make some boards with a picture of a house drawn on them.
2. Make a spinner with the shapes used in the picture.
3. Cut out shapes that will fit the picture.
4. Players take turns to spin and pick up a corresponding shape to put on their board. If the player gets a shape he does
not need, the player passes.
Writing Papers (3)

crayon
Procedure:
1. Each child is given a writing paper with the numeral he is working on, in this case 2.
2. Children use a crayon to connect the dots of the number pattern.
Comparing Numbers – A Game For Partners (up to quantities of 3)

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Mixed Up Numbers
to stand.
Number Lotto
Procedure:
Procedure:

Procedure:

Procedure:
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Number Snap
Procedure:
Children need to do their adding and subtracting in a very practical way, for a real purpose, with
real objects in front of them. It is very important NOT to rush children through this stage and on to
doing calculations. They need to add one object to two objects to make three many, many times
before they realize that 1 + 2 = 3.
At the concrete or concept level children manipulate counters and other countable objects while the
teacher gives number stories or problems to work on.
It is essential that children understand concepts BEFORE they are asked to deal with symbols
representing those concepts. Thus, NO WRITTEN SYMBOLS are used at the start.
Hand Game (concrete, up to quantities of 3)

Objective: to explore different combinations that make a given quantity
Materials: any kind of counter such as pebbles, chips, or sticks
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 hand." "Two and one is three."
"Place one more stick in your left hand." "Three and none is three." or "Three and zero is 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)

Materials: bowl or cup, any kind of counter such as pebbles, chips, or sticks
Procedure:
Game proceeds as Hand Game but bowls are used for separating quantities.

"Place three blocks under the bowl." "None and three is three." or
"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"
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Counting Boards (concrete, up to quantities of 3)
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.
Hearing Words in Sentences

Objectives: recognize words in sentences
Materials: blocks or squares of heavy paper
Number of Participants: 8-10 students
Procedure:
1. Distribute 6-8 inch cubes, counters or squares of heavy paper which children will use to represent the words in a
sentence that teacher will read out to them.
2. Show the child how to use one block to represent a word in a sentence. Give an example of a sentence and lay down a
block for each word in your sentence.
Ex. Tony has a red shirt. (5 blocks)
3. Have children compose simple sentences orally. Let them lay down a block or square paper for every word in their
sentence.
Note: At first, all sentences should be short (two to three words). Once they have become comfortable composing sentences,
they can begin to explore longer sentences.
Picture/Letter/Word Sort
Objectives: distinguish between letters, words and pictures
Materials/Preparation: letter cards, word cards, picture, category cards ( letters, words, pictures)
Procedure:
1. Spread the letters, pictures and words on the floor or table.

2. Lay down the category cards.
3. Have them sort the cards and place these under the appropriate category.
4. Ask children how these set of cards are different from one another..
Letter Shapes
Objectives: distinguish shapes that make up letters ; develop motor skills for writing
Materials/Preparation: cardboard, yarn
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: 3-4 children or it can also be played by just one child
Procedure:
1. Ask students to get one cardboard piece at a time.
2. Each student pulls the yarn through the holes
Spot the Odd One Out (Letters)

Objectives: To identify which letter does not belong in a given set of letters
Materials: odd one out cards (please see sample below), counters
M M L M
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Procedure:
1. Give each child a card and ask him to look at the letters and try to find out the letter that is different from the group.
2. Ask him to put a counter on top of the letter that he thinks is different.
3. Go over the letters together by looking at the similarities and differences of the letters to check if his answer is correct.
Sand Paper Letters

Objectives: letter formation
Materials/Preparation: pre-cut sand paper letters
Number of players/participant: 4-6 ( or depending on number of letters available)
Procedure:
1. Distribute the letter cut-outs.

2. Have children trace each letter using their forefinger.
3. Then have them try forming the letter on air then on the back of a classmate.
ACTIVITIES FOR MEETING TIME 2:
Make the Sounds (Day 1)

Objective: reproduce sequences of sounds
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, “
Once the children have caught on to the game, make two noises, one after the other. Without looking, have children
identify the sequence of sounds by 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.
Tell Me About It (Day 1)

Objective: practice making sentences
Procedure:
1. Show pictures to the class.
2. Have them make simple sentences to describe each picture.
3. Write each sentence on the board.
4. Have them tell whether the sentence tells what or who is being talked about.
5. Ask them if the sentence tells us something about the person or thing being talked about.
6. Count the number of words in a sentence and write the number beside the sentence.
7. Have them compare the number of words in each sentence. .
Long and Short Words (Day 3)

Objective : to refine the children‟s awareness of words
to help them realize that words are defined by meaning and that they can be long or short independently of their meaning
Materials: Chalk/chalkboard Magnetic letters or word cards
Storybook (optional)
Procedure:
To play the game, pronounce a pair of words (e.g., car and ambulance) and ask the children which word they think is longer.
When the children have answered, show them the words in print so that they can see if their judgments were correct. Useful pairs
of words include the following.
ant – brontosaurus dog – giraffe

bee – butterfly elephant – cat
bus – motorcycle mosquito – truck
car – automobile tree – flower
cow – ladybug
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Note: Remember that the objective is for children to learn to hear the differences in the lengths of the words. In support of this objective, the
print should not be revealed until the children have judged “Longer” or “shorter” through listening.
Syllable Clap (Day 4)

Objectives: orally segment words
Number of players/participant: whole or half groups
Procedure:
Ask them to clap with you as you say these words:
Sunshine vacation delicious dinner
furniture alphabet Transportation calendar
school wonderful playground community
Note: you may also begin with clapping the names of your students, things in the classroom and school
Listen and Look (Day 5)

Objective: blend syllables to form words
Materials: pictures of objects familiar to the children (Note: Choose pictures of objects that have names of differing syllables. )
Procedure:
1. Hold up your stack of pictures and explain that you will say the name of each but in a very strange way – one syllable at
a time.
2. Tell the children to listen carefully and to figure out each picture named.
3. In naming each picture, speak in a strict monotone and insert a clear pause between each syllable (e.g., tel-e-phone).
4. When the children figure out each word, hold up the picture and have the children repeat the word in both normal and
syllable-by-syllable fashion.
D. STORIES
Si Roy At Ang Pabango Ni Nanay

(Kuwento ni Minda L. Ona)
Questions before reading the story:

 Ano ang karanasan ninyo na natakot/ nagulat o kinabahan kayo. Bakit?
Questions while reading the story:
 Sino ang pangunahing tauhan sa kuwento?
 Ilarawan mo siya. Bakit mo nasabi?
 Ano ang di magandang nangyari?
 Ano kaya ang naramdaman ni Roy? Bakit mo nasabi?
 Ano ang magandang nangyari?
 Paano nailigtas ni Roy ang pabango ni Nanay?
 Anong katangian ang ipinakita niya?
 Kung kayo si Roy ililigtas ba ninyo ang pabango ni Nanay? Bakit?
 Mabilis ba sa pagkilos si Roy? Patunayan.
Masipag na bata si Roy. Kahit wala si Nanay masaya siyang gumagawa ng gawaing-bahay.
Sa di inaasahang pangyayari natabig ni Roy ang mesa. Nasa ibabaw ng mesa ang plastic na lalagyan ng mamahaling pabango
ni Nanay. Napansin niya kanina na bukas iyon. Nalimutan ni Nanay na takpan iyon. Kinabahan siya. “Matatapon ang pabango
ni Nanay,” ang bulong niya sa sarili. Dali-daling inangat ni Roy ang kanyang mga binti at gumawa ng malalaking hakbang. Pilit
niyang hinabol ang pagbagsak ng lalagyang plastik. Umupo siya sa sahig at padausdos na hinabol ang lalagyan sabay taas ng
dalawang kamay.
Swak! Bagsak ang lalagyan sa magkasalukob na kamay ni Roy.
Nakahinga nang maluwag si Roy.
Kinuha niya ang takip ng lalagyan at maingat na inilagay muli sa mesa.
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Sound Song Five Senses

sung to the tune of "Did You Ever See A Lassie?" sung to the tune of “Where is Thumbkin”
Did you ever hear a bell ring, Five senses, five senses
A bell ring, a bell ring? We have them. We have them.
Did you ever hear a bell ring? Seeing, hearing, touching,
Ding, dong, ding, dong, ding. Tasting and smelling.
There are five. There are five.
Did you ever hear the wind blow,
The wind blow, the wind blow? Point to the parts of the body as you sing the song.
Did you ever hear the wind blow?
Swish, swish, swish, swish, swish.
Kung Ang Ulan ay Puro Tsokolate I Use My Five Senses

sung to the tune of “The Farmer in the Dell”
Kung ang ulan ay puro tsokolate
o anong tamis ng ulan I use my eyes to see, I use my eyes to see,
Ako‟y labas nang ako‟y makasagap And when I want to see a star, I use my eyes to see.
Ahaa …. I use my nose to smell, use my nose to smell,
o ang tamis ng ulan And when I want to smell a flower, I use my nose to smell.
I use my tongue to taste, I use my tongue to taste.
Kung ang ulan ay katas ng calamansi I use my ears to hear, I use my ears to hear.
o anong asim ng ulan And when I want to hear a bird, I use my ears to hear.
Ako‟y lalabas nang ako‟y makasagap I use my hands to touch, I use my hands to touch
Ahaa …. And when I want to touch a cat, I use my hands to touch.
o anong asim ng ulan
…katas ng sili o ang anghang ng ulan
Hands On Shoulders
Hands on shoulder
Hands on knees.
Hands behind you,
If you please;
Touch your shoulder,
Now your nose
Now your hair and now your toes.
Hands up high in the air,
Down at your sides, and touch your hair
Hands up high as before,
Now clap your hands, one-two-three-four.
Pin The Nose On The Face

Objectives: To put the nose on the correct location on the face while blindfolded
Materials: blindfold, poster of a face without a face, several cut-out cardboard noses with tape at the back
Procedure:
1. Hang the face poster on the wall. (Height should be eye level with the children.)
2. Blindfold the first player and give him/her a cardboard nose.
3. Bring him to the starting line (a few steps away from the poster). Make him face the poster.
4. At the signal “go,” he walks forward until he reaches the poster.
5. He tries to attach the cardboard nose on the correct location of the nose on the face.
6. The game goes on until all has taken a turn.
7. The child who was able to attach the nose nearest to the correct location on the face, wins the game.
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Here I Am
Objectives: To discriminate animal sounds
To follow directions of the game
Materials: mask or neckerchief
Procedure:
1. Divide the class into groups. The group members are assigned an animal sound. One will be the group leader who will
make the animal sound.
2. Then the members are blindfolded and scattered around the room. They do not know where their group leader is.
3. On signal start, the leader starts and continuously make the sound of the animal they represent.
4. The group members listen carefully to their sound and start walking to source of their assigned animal sound.
5. The first group to assemble all its members around the leader will win the game.
Variation: Assign another name to the groups. Materials to be used will depend on what the group represents. Change the
leader of the group from time to time.
I Smell A Mouse PEHT p. 219

Objectives: To use their body to make different movements
Materials: none
Procedure:
1. Let the children walk on the floor without any noise. Let them describe how their feet go down the floor without their
steps being heard.
2. Let them make any kind of steps while walking lightly. Let them make any kind of steps without noise. Let them try with
small steps.
3. Ask them how they walk without noise. How do they do it? What part of their feet touched the floor first?
4. Let them imagine that they are cats. Tell them to use the steps they like while pretending to be looking for food.
5. Let them pretend that they smell a mouse nearby. Tell them to be sure that they are not heard. Then they walk again.
Finger And Whistle Command

Objective/Competency: To follow directions
Materials: whistle (instead of bell)
Procedure:
1. The children will respond to the signal commands.
2. Signal commands are as follows:
a. continuous blowing of whistle… scatter and sit on the floor.
b. one blow… stand up on one‟s space
c. two blows… form a line (boys and girls separate)
d. three blows… walk quietly in line formation to any direction
e. one blow plus finger sign…stand up and form smaller groups with members equal to fingers raised (by 2s or 3s or
4s or 5s - members join hands and sit down immediately.
3. Succeeding groupings shall be composed of new members.
4. Grouping continues until a minimum of five pupils are left.
(Command a – d must be given alternately with command e)
What’s On My Back?
Procedure:
 Teacher uses a finger to draw a letter (uppercase) on a child‟s back.
 Let the child guess the letter written on her back.
 Let the children write letters on each other‟s back. Have them guess what were written.
 The same game may be used for writing numbers.
 Continue the activity until every child has participated.
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WEEK 7: ____________________

CONTENT FOCUS: I can move. I can do many things with my body.
Message: I feel with my skin. Message: I can move my body in many ways. Message: I can move my body in many ways.
My skin helps me tell if things are hot or cold, rough or
smooth or hard or soft.
Questions: How can you tell if things are soft or hard, Questions: What are the different ways you can move your Questions: What are the different ways you can move your
rough or smooth, hot or cold? body? body?
Teacher-Supervised: Guess What‟s Inside? Teacher-Supervised: Group Book: We can move Teacher-Supervised: What‟s the first sound ?
our body in different ways.
 Playdough  Playdough  Triangle Shape Book
 Shape Man  Triangle Hunt/Poster  Triangle Collage
 Textured Initial  People Collage: How do they move ?  Syllable Graph
 Literature-based: Making Connections  Syllable Graph  Letter Domino
 Writer‟s Workshop  Textured Initial  Writer‟s Workshop
Message: A triangle has three corners and three straight Show to the class the “People Collage” .Talk about the Song: Can you say the first sound?
sides. Some objects look like triangles. different movements shown in the collage.
Questions: Can you name objects that look like Song: Boogie,Woogie Activity: “Which does not belong?
triangles?
STORY: King Midas and the Golden Touch STORY: Ang Alalmat ng Ampalaya STORY: Princess and the Pea
Teacher-Supervised: Peek Thru the Wall (concrete up to Teacher-Supervised: Peek Thru the Wall (concrete up to Teacher-Supervised: Hands Down, Kites Up
quantities of 3) quantities of 3)
 Sand Play  Sand Play  Sand Play
 Ship Shape  Ship Shape  Bead Stringing
 Writing Papers (0)  Writing Papers (0)  Lift the Bowl /Counting Boards (up to quantities of 3)
 Hand Game/ Cave Game/ (up to quantities of 3)  Hand Game/ Cave Game (up to quantities of 3)  Ship Shape
 Number Concentration (0-3)/ Number Lotto (0-3)/  Number Concentration (0-3/ Bingo: Numbers (0-3)/  Number Concentration (0-3)/ Number Lotto (0-3)/ Number
Fishing Game: Numbers (0-3)/ Number Snap (0-3) Number Snap (0-3)/ Mixed Up Numbers (0-3) Snap (0-3)/ Mixed Up Numbers (0-3)
INDOOR/OUTDOOR ACTIVITY: Kailangan Ko Kayo INDOOR/OUTDOOR ACTIVITY: Save Yourself INDOOR/OUTDOOR ACTIVITY: Move That Body
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CONTENT FOCUS: I can do.
Message: I can do different things using my body. Message: I can do different things using my body.
Questions: What body part do we use for the following: Questions: Why are some people not able to move? Why are
dancing, climbing, picking things from the floor, writing etc ? some people not able to do some activities?
Teacher-Supervised: Step-on Colors Teacher-Supervised: Step-on Colors
 Literature-based: Character Mobile  The Character and I
 Literature-based: Paper Plate Puppets  Find a Pair
 Shape Trail  Me Book: Yes I can !
 Letter Domino  Shape Trail
 Find a Pair  Table Blocks
 Table Blocks  Writer‟s Workshop

Show the character mobile and stick puppets. Talk about the Song: Old McDonald Had a Box
story characters and what they can do.
Activity: Take a Sound Away” Activity: Take a Sound Away
STORY: Ayoko Na – PEHT p.199 STORY: Ang Lihim ni Lea
Teacher-Supervised: How Long Is It Around… Teacher-Supervised: Lining Up Snakes
 Bead stringing  Bead stringing
 Playdough  Playdough
 Peek Thru the Wall/ Counting Boards (up to quantities of  Continue How Long Is It Around
3)  Peek Thru the Wall/ Counting Boards (up to quantities of 3)
 Number Concentration (0-3)/ Bingo: Numbers (0-3)/  Number Concentration (0-3)/ Bingo: Numbers (0-3)/ Number
Number Snap (0-3)/ It‟s A Match (0-3) Snap (0-3)/ It‟s A Match (0-3)
INDOOR/OUTDOOR ACTIVITY: Pass the Ball INDOOR/OUTDOOR ACTIVITY: Ankle Walk
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APPENDIX: WEEK 7
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
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
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
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:
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1. On each page, ask the children to draw the things that they can do.
2. Have them color their drawings.
4. Have them write the title “ Yes I can “ on the cover of their booklet/
Block Play
Procedure:
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
Procedure:
1. Tell children to look for triangular objects in the classroom.
3. Have them draw the triangular objects in small strips of 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
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.
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Triangle Collage
Objectives: fine-motor coordination ;shape recognition
Materials/Preparation: small pieces of art paper or colored magazines, glue
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
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
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)

crayon
Procedure:
Mixed Up Numbers
to stand.
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Number Lotto
Procedure:
Procedure:

Procedure:

Procedure:
Number Snap
Procedure:
 Hand Game (concrete, up to quantities of 3)

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

Procedure:

"Place three blocks under the bowl." "None and three is three." or
"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"

Procedure:
Peek Thru the Wall

Materials: any kind of counter such as pebbles, chips, or sticks and a „wall‟ made up of clear plastic taped on all sides
Procedure:
Game proceeds as Hand Game but „walls‟ are used for separating quantities.
"I see no sticks behind the wall." "None and three is three." or
"Place one stick behind the wall." "One and two is three."
"Place two sticks behind the wall." "Two and one is three."
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"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
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
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
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
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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.

Procedure:
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

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
Material : 24pcs upper case letter domino cards
Procedure:
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.
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What’s the first sound ?
Objective: recognize initial sound in words
Materials” Picture cards for each targeted phoneme
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
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
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
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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
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 child put his/her hand inside the bag and move the puppet to make it talk.
6. Have your puppet introduce the book to another student.
Make the Sounds

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.
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-
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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.
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
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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
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.
 Itatapat ang cut-outs sa larawang 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
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.
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87
WEEK 8: ____________________
CONTENT FOCUS: I can take care of my body
Song: This is the way … Message: I eat the right kinds of food. Song: Mag-ehersisyo Tayo
Message: I can take care of my body. Questions: What will happen if you do not enough food? Message: I exercise.
I can keep myself clean. What will happen if you eat too much food? I rest when I am tired. I sleep on time
Song: Ang Gatas at ang Itlog Questions: How can exercise and rest help the body stay
healthy?
Teacher-Supervised: Teacher-Supervised: Filim Strip: Ang Prinsipeng Ayaw Teacher-Supervised: Two-Sound Words (oral segmentation)
Mobile: These are the things we use to keep our body clean. Maligo
Poster: We can take care of our body
Independent:  Literature-based: Story Map  Dramatic Play
 What comes next?  Literature-based: Accordion Book: Paano magsipilyo ?  Food Chart: Healthy Food/Junk Food
 Kalusugan: Mahalaga PEHT p.57 Maligo ? maghugas ng kamay  Slogan. Eight It Is!
 Letter Puzzles  Outline Game ( Things We Use to Keep us Clean)  Literature-based: Drawing: Ang Mga Paborito Kong
 Name Sort  Food Mobile Pagkain
 Table Blocks  Make a Meal  Literature-based: Food Memory Game/Food Domino
 Writer‟s Workshop  What comes next  Puzzle Pictures
 Playdough
Song: My Body Song: It‟s Me Again Activity: Pantomime: Ways of Taking Care of the Body
Activity: What‟s the New Word Activity: Guess a Riddle
STORY: Ang Prinsipeng Ayaw Maligo STORY: Si Owel ang Batang Matakaw STORY: Ang Prinsesang Ayaw Matulog
Teacher-Supervised: Hand Game (connecting using Teacher-Supervised: Hand Game (connecting using Teacher-Supervised: Lift the Bowl (connecting using quantities up
quantities up to 3) quantities up to 3) to 3)
3 Concentration 3 Concentration Find 3
 Water Play  Water Play  Water Play
 Sand Play: Mark the Scoops  Sand Play: Mark the Scoops  3 Concentration
 Subtraction Card ( 2-3)  Subtraction Cards (2-3)  Subtraction Cards (2-3)
 Number Books (quantities of 3)  Number Books (quantities of 3)  Number Books (quantities of 3)
 Number Games (for those who still have difficulty  Number Games (for those who still have difficulty  Number Games (for those who still have difficulty recognizing
recognizing numerals 0,1,2,3) recognizing numerals 0,1,2,3) numerals 0,1,2,3)
INDOOR/OUTDOOR ACTIVITY: Watch and Guess INDOOR/OUTDOOR ACTIVITY: Confusing Game INDOOR/OUTDOOR ACTIVITY: Writing Using Body Parts
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CONTENT FOCUS: I can take care of myself.
Story: Si Monica Dalos-dalos Message: I can protect myself from harm
Message: I can protect myself from harm
Questions: Questions:
Teacher-Supervised: Literature-based: Story Teacher-Supervised: Three Sound Words
Sequence Strips
 Dramatic Play  Literature-based: “How did the character take care of her
 Playdough body?” (Looking After Myself)
 Literature-based: Flip Chart: Beginning/Middle/End  Playdough
 Safety Signs  Mini-book: I can take care of myself in different ways.
 Picture Puzzles  How many sounds?
 How many sounds?
Activity: Two sound words ( oral blending) Activity: Sounds in Words : Break and Blend
Song: Sound It Out
STORY: Looking After Myself STORY: Ayoko Na
Teacher-Supervised: Lift the Bowl (connecting using Teacher-Supervised: Bingo: Addition
quantities up to 3) Bingo: Subtraction
Find 3
Independent: Independent::
 Water Play  Water Play
 Writing Numerals (1,2,3,0)  Writing Numerals (1,2,3,0)
 3 Concentration  3 Concentration
 Subtraction Cards (2-3)  Find 3
 Number Games (for those who still have difficulty  Subtraction Cards (2-3)
recognizing numerals 0,1,2,3)  Number Games (for those who still have difficulty
recognizing numerals 0,1,2,3)
INDOOR/OUTDOOR ACTIVITY: Mimetics/Move that Body INDOOR/OUTDOOR ACTIVITY: Shape Relay
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APPENDIX: WEEK 8
Mobile - These are the things we use to keep our body clean.
Objective: To identify the different things used to keep our body clean
Materials: cardboard, pencil, crayons, paste/glue
Procedure:
1. Ask children to brainstorm on ways to keep their bodies clean.
2. Have them draw these on cardboard.
3. Attach a yarn to each drawing.
4. Have them label the drawing.
5. Hang this where everyone can see.
Poster – We can take care of our body.

Objectives: To know the ways of taking care of our body
Materials: manila paper, scratch papers, pencil, crayons, paste/glue
Procedure:
 Ask the children to name one way of taking care of our body.
 Give each child a piece of paper and ask them to draw their answer
 Take down dictation as each child tells you what he drew.
 Paste their answers in the manila paper. Write the title of the activity.
Kalusugan: Mahalaga PEHT p.57
Make a Healthy Meal

Objective: To identify health foods; develop eye-hand coordination
Materials: paper plate, scissors, magazines, several pieces of 1/8 construction paper crayons, markers
Procedure:
1. Have each child cut-out pictures of healthy food.
2. Let him paste these pictures on a paper plate to represent a healthy meal.
Food Mobiles
Objectives: to identify different food items that come from plants/ animals
Materials: cardboard, yarn, scissors, colored markers, crayons
Procedure:
1. Ask children to draw food that comes from animals and plants.
2. Let them color their drawings.
Outline Game ( Things We Use to Keep us Clean)

Objectives: matching
Materials: assorted objects used for grooming, outline board
Preparation: Draw the outline of the objects on a folder or board.
Number of Participants: 4-6 participants
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Procedure:
1. Have children match the object with its corresponding outline on the board.
2. Talk about the different ways these things are used for grooming.
Safety Signs
Objectives: identify safety rules
Materials: strips of paper, marker, crayons
Procedure:
1. Have children think of ways to keep children safe from harm. Have them think about safety rules at home, in
school
and in the community.
2. Ask them draw one safety rule on each strip of paper. Take down dictation and write this on a scratch paper. Let
children copy this back on the paper strip to accompany the drawing.
Stuffed Vegetables/Fruits
Objective: fine-motor coordination
Materials:
 Newspaper cut in strips (Prepare the strips at least a day ahead with the children. This will help them practice cutting in
straight lines.)
 1‟ x 1 ½ „ craft paper with pre-drawn outline of a fruit or vegetable back-to-back
 Stapler and staple wires
Number of Participants: 6-8
Procedure:
1. Let the children color the fruit or the vegetable back-to-back.
2. Seal 2/3 of the sides using a stapler.
3. Crumple the strips of paper into loose balls and stuff them inside the fruit or vegetable.
4. When the vegetable or fruit is full ,seal it close with staples.
Food Chart: Healthy Food/Junk

Objectives: To differentiate between healthy and junk food
Materials: manila paper, magazines, markers, construction paper, glue, scissors
Procedure: Prepare the food chart beforehand.
Procedure:
1. Have children cut-out pictures of different kinds of food
2. Ask them which of these food items can be considered healthy foods and talk about why they are healthy for the
body.
3. Have them paste this under the heading “Healthy Foods”.
4. Then have them identify foods that can be harmful for the body. Talk about why these are not considered healthy
foods.
5. Have them paste this under the heading “ Junk Foods”
Slogan – Eight It Is!

Objectives: To know the importance of drinking at least 8 glasses of water a day and sleeping at least 8 hours a day
Materials: manila paper, white paper, pencil, crayons (Teacher writes “EIGHT IT IS! In big, fat letters on the manila paper.)
Procedure:
 Ask the children to name the things that they need in order to grow strong and healthy.
 Talk about drinking 8 glasses of water and sleeping at least 8 hours a day will make them healthy and strong.
 Let the children design the slogan using crayons.
 You may also ask the children to draw pictures
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What Comes Next? - sequence picture cards – shows at least 3-part steps (Example: brushing our teeth)
Objectives: To know the correct sequence of a particular activity
Materials: sequence cards
Participants:
Procedure: 6 children
 Spread out the picture cards on the table.
 Ask the children to sort them according to a particular activity.
 Let the children arrange each activity into the proper sequence of how that particular activity is done.
 Have the children retell each activity using the picture cards.
Mini- book: I can take care of my body in different ways

Objectives: To identify different ways one can take care of his body
Materials: mini-books with 5-6 pages stapled together, pencil, crayons
Participants: any number of children
Procedure:
1. On each page, have a child draw 1-2 ways he can take care of his body.
3. Write the title of the book or have the child copy the title of the book from model.
Dramatic Play
Throughout the week, children can take turns playing at the dramatic corner. The following themes are recommended:
Bahay-bahayan: Ways I Keep Myself Clean at Home
Doctor’s Clinic
At the dramatic area, set up a clinic. Display a clinic sign. Provide dress-up props such as white jackets,
doctor‟s bag and play stethoscopes. Set out pads of pretend prescription forms along with brochures outlining
good health habits (eating proper foods, brushing teeth, getting lots of exercise, etc.). Let the children take turns
being doctors. Have them "write" prescriptions and discuss the good-health brochures with their “patients.”
Restaurant
Tables, tablecloths, menus, and writing tablets for taking orders can be placed in the dramatic play area. Paste
pictures of food on the menus. A sign for the area could be "Eating for Health."
Water Play (nonstandard measurement of capacity)

Objective: to explore the concept of capacity
to determine the capacity of a container using nonstandard measuring tools
Materials: large container (basin) with water or sand
measuring containers such as plastic cups and spoons
variety of bottles or containers
Procedure:
 Children explore the concept of capacity by filling up and emptying containers or bottles with water.
 Children try to find out how many cups of water or sand can fill a container.
 Children try to find containers that can contain the same amount
 Children determine which container has more or less water or sand
Sand Play: Mark The Scoops

Objective: to compare quantities
To see relationships
Materials: large container (basin) with sand assorted jars measuring cup
1 cm or ½ in strips of paper tape funnel
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Procedure:
The children take a measuring cup to experiment with. They tape a strip of paper to the side of each of the
available jars. They put 1 measuring cup of sand in 1 jar and shake the jar to even out the sand and mark the
level on the paper taped to the side of the jar. As the children add each measuring cup of sand, they mark the
level on the paper. This is repeated for each jar.
Encourage the children to discuss why the distance between each mark differs with some jars and does not with
others.
Hand Game (connecting level up to quantities of 3)

Materials: any kind of counter such as pebbles, chips, or sticks numeral cards work mats
Procedure:
Teacher says: Children say: Teacher places these cards on the

Hand Game counting board
"Place three sticks in your "None and three is three." or
right hand." "Zero and three is three." 0 3
"Place one stick in "One and two is

your left hand." three." 1 2
"Place one more stick in your "two and one is three."

left hand." 2 1
"Place one more stick in your ""Three and none is three."

left hand." or "Three and zero is three." 3 0
Lift The Bowl

Procedure:

Lift the Bowl counting board
"Place three blocks under the "None and three is three." or
0
bowl." "Zero and three is three."
"Place one block on the "One and two is three."

1
bowl."
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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
Procedure:
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
Procedure:
Find 3
Objective: to explore different combinations that make 3
Materials: 4 sets of numeral cards 0, 1, 2, 3
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.
Subtraction Cards
Objective: to subtract quantities up to 3
Materials: subtraction cards, counters
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.
3 Concentration
Materials: 4 sets of numeral cards 0, 1, 2, 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.
Variation: This game can be varied by increasing the number of cards placed on the table. A 5 x 5 or 6 x 6
arrangement may be more interesting.
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Objectives: To use numerals to describe and record quantities
Materials: cut outs from magazines scratch or bond paper
Preparation: Make number books by cutting paper in half and binding these together.
Procedure:
1. Find pictures of familiar objects such as shoes, toys, food items.
2. Cut and paste 3 of each object/ item on 1 page. Label each page “3 _____”
Writing Numerals (1,2,3,0)

Objective: to write numerals
Materials: lined paper (blue-red-blue lines) numeral cards
Preparation: Draw the numerals on a piece of card board. The first part of the numeral is drawn with the purple
crayon and the second part with green. The purple and green marks will help children determine which stroke to
do first.
1. Provide each child with numeral cards and lined paper.
2. Let each child practice writing the numerals on lined paper.
For children who have yet to master recognizing the numerals and number names of 1, 2, 3 and 0 continue to play
Number Games: Fishing Game: Numbers, Bingo: Numbers, Number Lotto, Number Domino, It’s a Match, Number
Concentration, Mixed Up Numbers (refer to appendices of previous weeks)
Picture Puzzles
Objectives: fine-motor coordination, visual discrimination
Materials: puzzle pieces
Preparation: Choose 8-10 pictures to mount on boards. Cut this up into 4-6 pieces.
Procedure:
1. Distribute one set of puzzle to each child.
2. Have each one complete the puzzle assigned to him/her.
3. Have them exchange sets as they finish.
Letter Puzzles
Objectives: identifying and matching upper and lower case letters
Materials: cardboard pieces
Preparation: Cut each cardboard in the shape of two puzzle pieces. On one piece write the upper case letters and
on the other, write the lower case letters. Prepare at least a set of 7 letters at a time and then put them inside a
plastic bag.
Procedure:
1. Ask each child to form a letter using the puzzle pieces.
2. Let children state the name of each letter as they match them .
Name Sort
Objectives: letter-sound association, sorting
Materials/Preparation: 2 x 4 cards
Preparation : Write the names of your students in each card.
Procedure.
1. Spread out the cards on the table.
2. Ask the children to sort the names according to the beginning letter of the name.
3. After sorting, go over each category. Say the letter name, the sound it represents and all the names that begin
with this letter. Do the same for all letter categories.
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Variation: You may also sort letters according to the following:
Ending letters
Number of letters in each name
Literature-based: How did the character take care of her body? (Looking After Myself)
Objectives: To make personal connections
Materials: pre-cut people puppets, pencil, crayons, scratch papers
Procedure:
1. Give each child a pre-cut cardboard puppet and and ask them to design the puppet.
2. Let him color the puppet. Attach the cardboard puppets on the popsicle sticks using a masking tape.
3. Ask each child to name one way how the child in the story kept her body clean.
4. Take down dictation as each child tells his answer.
5. Paste the puppets together with the child‟s answer on a manila paper and put it up on your wall. Put the title of the
activity.
Literature-based: Accordion Book: Ang Prinsipeng Ayaw Maligo

Objective/Competency : retell the story in sequence
Materials: paper divided into 6 panels, crayons, markers
Preparation: Divide the bond paper lengthwise. Tape the parts together to make a long strip. Fold the strip into 6
panels.
Procedure:
1. Have children recall the story events.
2. Ask them which happened first and have them draw this on the first panel.
3. Then have them the draw the next event on the second panel.
4. Let them continue drawing on the panels until they have completed the story.
Literature-based. Ang Paborito Kong Pagkain

Objective/Competency : fine-motor coordination, expressive language
Materials: paper divided into 6 panels, crayons, markers, manila paper, scissors, glue
Preparation: Divide the bond paper lengthwise. Tape the parts together to make a long strip. Fold the strip into 6
panels.
Number of Participants: 8-10 students at any one time but all children must have a chance to post on manila paper..
Procedure:
1. Distribute construction paper to each child.
2. Have them draw their favorite food on the paper. Remind them to make their drawing big enough to fit the paper.
3. Let them label their drawing.
4. Have them cut this and paste on manila paper.
Literature-based: Food Memory Game

Objective: to match identical cards
Material : food cards,
Number of Players: 4-6 players
Procedure:
2. Each player turns over two cards during his turn. If he gets a pair of identical food 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 pairs wins the game.
Literature-based: Story Map

Objective: identify story elements
Materials/Preparation: story map sheet, pencil, crayons or makers, scissors
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Procedure:
1. See the diagram below.
2. Write the title in the middle of the story map.
3. In the first box, let the child draw the characters in the story.
4. In the second box ,draw the setting of the story.
5. In the third box, write what happened at the beginning of the story.
6. In the fourth box, write what happened at the end of the story.
Literature-based: Story Sequence Strips

Objectives: retell story in sequence
Materials: paper, art or construction paper strips, colored markers, scissors, glue
Procedure:
1. Recall the events in the story that was read the day before.
2. Distribute one piece of half bond paper or newsprint to each child.
3. Have him/her draw one story event.
4. Arrange the events in correct order.
5. Put the title card at the top and the first event card directly below it.
6. Glue or tape the index cards onto the paper strip.
Literature-based: Beginning, Middle And End Chart (lit-based)

Objectives: To identify what happened first, next and last in the story
Materials: one whole bond paper divided into 3 parts – lengthwise (Teacher writes “Beginning”, “Middle” and “End”), pencils,
crayons
Number of Players/Participants: any number of children
Procedure:
1. Give each child one whole bond paper and ask him to draw what happened first, next and last in the story.
2. Encourage children to write key words to describe their drawing. Take down dictation if the child cannot do this yet.
3. Post their work on the wall.
Two Sound Words (oral segmentation)

Objective: segmenting sounds in words
Material Blocks, Two-phoneme word cards
Number of participants: half of class
Procedure:
1. Give each child two 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.
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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”.)
Note: You may divide them into smaller groups 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.
Three Sound Words (same as Two Sound Words except that the phoneme cards must contain pictures of words that
contain three sounds)
How many sounds ?

Objectives: to identify sounds in words
Materials: phoneme cards, number cards 1,2,3,4
Procedure:
1. Spread the picture cards in the middle part of the table or floor.
2. On one side, lay down number cards (1,2,3,4) in one row.
3. At each turn, have a child identify the word and count the number of sounds he hears in each word.
4. Have him clap the word as he sounds out the phonemes.
5. Then have him place the card under the corresponding number of phonemes the word has.
Egg (2) ship (3) pet (3) flip (4) bit (3)
Fan (3) ice (2) nest (4) it (2) list (4)
ACTIVITIES FOR MEETING TIME 2:
What’s the new word ?

Objective/Competency : manipulate sounds of words
Materials: none
Number of Participants: 10-12 students or half the class
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 was removed.
Variation. Say the first word first, then slowly say the second word. Have them identify which letter has been removed.
Note; It is important to provide guidance until children have achieved mastery in manipulating sounds. You must provide
short practice for this during meeting time or work period. Work up gradually, across days, from the easier initial
consonants to harder
ones.
Pantomime: Ways of Taking Care of the Body

Objectives: To name ways of taking care of our body
Materials: pre-cut people puppets, pencil, crayons, scratch papers
Procedure:
 Divide the children into 2 groups.
 From the first group, ask for a volunteer who will act out how we can take care of our body.
 Teacher whispers to the volunteer one way how we can take care of our body. Remind the volunteer that he is not
allowed to speak.
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 The volunteer acts it out, example – brushing teeth.
 The members of the other group will try to guess the what is being acted out.
 If they guess correctly, one of their members will be the new volunteer.
Two Sound Words ( oral blending)

Material Blocks, Two-phoneme word cards
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,
Note: You may divide them into smaller groups 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.
Guess a Riddle
Say riddles to the children such as, "I'm thinking of the body part that you put your socks and shoes over. What is it?" or "It's
on your face. You use it to eat and talk with. What is it?"
This is the Way… Wash Your Hands
This is the way I wash my hands, Wash your hands

Wash my hands, Wash your hands before you go and eat.
Wash my hands, Wash your hands, wash your hands.
This is the way I wash my hands, This good rule
So early in the morning. (Repeat.)
Change Wash my hands to… comb my hair, fix my shirt,

scrub my knees, etc
My Body Sound It OuT

tune: Where is Thumbkin sang To The Tune Of If You Are Happy And You Know It …
This is my body. If you have a new word, sound it out

This is my body. If you have a new word, sound it out
It's the only one I've got. If you have a new word, then slowly say the word
It's the only one I've got. If you have a new word ,sound it out
I'm going to take good care of it.
I'm going to take good care of it.
Yes I am. Yes I am
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Touch Your Nose Ang Gatas At Ang Itlog
Touch your nose, Ang gatas at ang itlog

Touch your chin; Ay pagkaing pampalusog
That's the way this game begins. Ang saging at papaya
Touch you eyes, Ay pagkaing pampaganda
Touch your knees;
Now pretend you're going to sneeze. Ikaw ay uminom ng gatas
Touch your hair, At kumain ka nang itlog
Touch one ear; Di magtatagal at ikaw ay bibliog.
Touch your two red lips right here,
Touch your elbows Alagaan mo ang manok
Where they bend; Bibigyan ka nang itlog
That's the way this touch game ends
http://www.atozkidsstuff.com/body.html
Mag-Ehersisyo Tayo It's Me Again!

ni L. Cruz Nicolas (Aklat Adarna, 1981)
Here are my ears
Isa, dalawa Here are my ears.
Tayo’y mag martsa Here is my nose.
Tatlo, apat Here are my fingers.
Kamay sa harap, kamay sa itaas Here are my toes.
Lima, anim Here are my eyes,
Magpakendeng-kendeng Both open wide.
Pito, walo Here is my mouth
Ikiling sa kanan at kaliwa ang ulo With white teeth inside.
Here is my tongue
Walo, pito That helps me speak.
Tumalon-talon, lumukso-lukso Here is my chin,
Anim,lima And here are my cheeks.
Abutin ang paa Here are my hands
Apat tatlo That help my play.
Bilisan ang takbo Here are my feet
Dalawa Isa For walking today.
Lumakad muna
Isa, dalawa, taltlo, apat

Itaas-ibaba ang mga balikat
Lima, anim,pito,walo
Isuntok ang kamao, iwasiwas ang braso
Walo, pito, anim, lima

Lumiyad-liyad, habang humihinga
Apat, tatlo, dalawa, isa
Maupo at tumayo at tumigil muna
Confusing Game – PEHT p.54
Writing Using Body Parts - PEHT p.55
Move that Body - PEHT p.55
Mimetics – Hard-Boiled Egg - PEHT p.221
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Shapes Relay
Materials: 2 small chairs, shape sorter, plastic shapes
Procedure:
 Divide the class into 2 groups.
 Place a small chair in front of each group (check that the distance is not too far from the children).
 Give each child a plastic toy shape.
 Teacher says “Ready, get set, go!” At the mark “go,” the first child will walk to the small chair and put his plastic
toy shape through the correct slot in the shape sorter.
 He goes go back to his/her team, tapping the hand of the next child to signal that child‟s turn and so on and so
forth until all the children have taken a turn.
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WEEK 9: ____________________

CONTENT FOCUS: I grow and I change.
Message: People change as they grow. Message: Some parts of my body grow bigger. I grow Message: As I grow, I am able to do more things.
My body grows. Some of my body parts grow longer. I heavier as I grow.
become taller as I grow.
Questions: Which parts of the body grown bigger or Questions: What parts of your body do you think grow Questions: What things can you do now that you could not do
longer? (focus - arms, legs, hair, etc.) bigger? (focus – hands, head, feet) yet when you were a baby ?
(Teacher shows her baby picture to the class). Have the

students compare how teacher has changed since then till
now that she has grown older. List these changes. Ask them
to predict how teacher would change as she continues to
age. Add these to the list. Leave the list posted in the
classroom while this concept is being studied.
Teacher Then Teacher Now
She had little hair. She has long hair
She didn’t have any teeth. She has many teeth.
She had short arms and Her arms and legs are
legs. longer
She had a tiny feet. She has longer feet..
She could crawl. She can walk, run, skip, hop
or gallop
She could not talk. She can sing and talk.
Teacher-Supervised: Step on Shapes Teacher-Supervised: Class Log: “We Change as We Teacher-Supervised: Comparison Chart: “Look at Me”
Weight Chart: “How Much Do I Weigh?” Grow.”
 Accordion book: “My Life”  Accordion Book “ My Life  Flap Book: Anong mangyayari kapag… ?
 Chart: How many sounds ?  Letter Memory Game  Literature-based: Triorama
 Go Fish: Shapes  Go Fish Shapes  Write My Words
 Picture Search  Sand Play  Color Fishing Game
 Letter Memory Game  Playdough: Make a Letter  Sand Play
 Sand Play  Writer’s Workshop  Play dough : Make a letter
 Playdough: Make a Letter  Writer’s Workshop
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Invite some children to show their accordion books. Show Weight Chart Show the children’s literature-based projects. Refer to their
Have them think about changes they seen in their bodies work as you review story details.
since they were a baby.
Song: Tong, Tong (variation)
Activity: What’s the sound (4-sound words) Questions: Who weighs the heaviest in class ? the lightest ? Activity: What’s the new word? “
Who have the same weight ?
How many children weigh heavier than you ?
How many children weigh the same way as you do ?
STORY: Nagsasabi na si Patpat STORY: Teddy Tadpole & Terry Tortoise STORY: Si Hugo
Teacher-Supervised: Hand game (up to quantities of 3; Teacher-Supervised: Hand game (up to quantities of 3;  Teacher-Supervised: Who Lost How Many?: Tooth Chart
writing number sentences) writing number sentences)
 Water and Sand Play  Water and Sand Play  Water and Sand Play
 Bingo: Addition/ Bingo: Subtraction  Bingo: Addition/ Bingo: Subtraction  Bingo: Addition/ Bingo: Subtraction
 3 Concentration/ Find 3  3 Concentration/ Find 3  3 Concentration/ Find 3
 Subtraction Cards (2-3)  Subtraction Cards (2-3)  Subtraction Cards (2-3)
 Draw 3  Draw 3  Draw 3
 Go 3  Go 3  Go 3
INDOOR/OUTDOOR ACTIVITY: Oh My Hands and Feet INDOOR/OUTDOOR ACTIVITY: Move That Body INDOOR/OUTDOOR ACTIVITY: Hangman: Body Parts
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CONTENT FOCUS: I grow and I change.
Message: As I grow older, I can do more things by myself. Message: We lose weight when we get sick.
Sometimes we lose our appetite when we are sick.
Questions: What things can you now do by yourself ? Questions: What makes us sick?
Poem: Germs, Germs, Germs
Teacher-Supervised: Word Wall: Body Words Teacher-Supervised: Germ Experiment
Flip Book : Hygienic Practices
 Comparison Chart  Alphabet Book: My Body Parts
 Alphabet Book: My Body Parts  Letter Lacing Cards
 Letter Lacing Cards  Color Trail
 Color Fishing Game  Dramatic Play: Taking care of the sick
 What comes next (use p.72,74 of RSW)  Water Play
 Dramatic Play  Writer’s Workshop
 Water Play
Song: Can you name the first sound ? Discuss the germ experiment.
Go over the words in their word wall. Questions: What are germs?
Have them identify the first sound in each of these words. Where do we get germs? Why do germs make us sick?
Let them sort the words according to their initial sound. What should we do so we will not get sick?
STORY: Joy-joy The Jolly Boy STORY: Germs, Germs, Germs
Teacher-Supervised: Lift the bowl (up to quantities of 3; Teacher-Supervised: Lift the bowl (up to quantities of 3;
writing number sentences) writing number sentences)
 Water and Sand Play  Water and Sand Play
 Bingo: Addition/ Bingo: Subtraction  Bingo: Addition/ Bingo: Subtraction
 3 Concentration/ Find 3  3 Concentration/ Find 3
 Subtraction Cards (2-3)  Subtraction Cards (2-3)
 Draw 3/Go 3  Draw 3/Go 3
 Tapatan  Tapatan
INDOOR/OUTDOOR ACTIVITY: Ilong, Ilong, Ilong, Mata INDOOR/OUTDOOR ACTIVITY: Pictionary – body parts
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APPENDIX: WEEK 10
Class Log - “We Change as We Grow.”

Objective/Competency: To identify changes that take place as one grows
Materials: manila paper, marker
Number of Players/Participants: whole class but they will work on it in small groups at a time
Procedure:
1. Ask the children: “How have you changed?” (Teacher shares a picture of herself as a baby with the class.)
2. Have the students describe how you have changed as you’ve grown older. List these changes on the manila paper.
3. Ask the students to predict how one changes physically as he grows older. Add these changes to the list.
(Leave the list posted in the classroom as you continue studying this concept).
Accordion Book - “My Life”

Objective/Competency: To identify changes that take place as one grows
Materials: bond paper or newsprint, tape, scissors, crayons, markers
Preparation: Cut the bond paper in half lengthwise and tape this together to form a long strip.
Divide the panels into parts corresponding to the child’s age. For. example, if the child is 5 years old,
the panel must be divided into 5.
Procedure:
 Ask the children to write the numbers from 1 to his present age at the bottom of the panel.
 On each panel. let them draw something they could do at that particular age.
 Take down dictation as needed.
 Post the accordion books on the wall. Write the title of the activity.
Weight Chart - “How Much Do I Weigh?”

Objective/Competency: To make comparisons
Materials: manila paper, bathroom scale, small pieces of paper, crayons, paste/glue
Procedure:
1. Have each child stand on the bathroom scale and see how much he weighs in kilograms.
2. Ask him to write his name on a piece of paper and then write his weight beside his name.
3. Let him paste this on the manila paper.
4. Continue until all the children are done weighing.
Comparison Chart - “Look at Me”

Objective/Competency: To compare changes (physical and abilities) when one was still a baby and the present.
Materials: bond paper with a line dividing it in the middle crosswise, each child’s baby and recent pictures, pencils, paste/glue
Procedure:
 Have each child paste his baby picture on the left side of the paper and his recent picture on the right side.
 Ask the child to describe oneself in each picture.
 Take down dictation as each child tells you his answers.
 Post the chart on your wall. Write the title of the activity.
Note: If there are no pictures available, just let the child draw himself now and when he was still younger.
Germ Experiment
Objective/Competency: To find out how germs are spread and how they can be avoided
Materials: glitters
Procedure:
1. Put a drop of sparkle glue on the hands of each child.
2. Tell the kids to rub their hands together. (The sparkles represent the germs on their hands.)
3. Let the kids touch different objects in the classroom.
4. Ask: “Do you see how the sparkles remain on the objects?”
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5. Have the children wash their hands with soap and warm water.
6. Encourage them to remove all the sparkles from their hand. (Focus on proper hand washing including back of the hands
and in between the fingers.)
What Comes Next? – arrange 3 pictures showing correct sequence of an activity.

Objective/Competency: To know the correct sequence of a particular activity
Materials: sequence cards
Participants:
Procedure: 6 children
1. Spread out the picture cards on the table.
2. Ask the children to sort them according to a particular activity.
3. Let the children arrange each activity into the proper sequence of how that particular activity is done.
4. Let the children retell each activity using the picture cards.
Flap Book – “Anong mangyayari kapag . . .? (hygienic practices)

Objectives/Competency: Tell a cause and effect relationship
Analyze how one event affects something
Materials: 25 pieces of bond paper, strips of paper, sign pens/crayons, eraser, paste/glue
Procedure:
1. Give the students pieces of bond paper and strips of paper
2. Pose the Phrase “Ano ang mangyayari kapag. . . ? “(emphasizing hygienic practices)
3. Let each group talk of the possible scenarios.
4. Let them write their answer on the strips of paper provided.
5. Let the students answer questions each one poses like “Ano ang mangyayari kapag hindi ka naliligo?”
6. Questions should be written at the front of the flap book while the answer inside is written inside.
7. Let the group draw, color and label their answer.
8. Compile the pages to make a book. Write the title of the book.
(Variation: Answer to the questions maybe in a form of drawing. This activity maybe done individually, with a partner or
by a group.)
Water Play (nonstandard measurement of capacity)

Objective: to explore the concept of capacity
to determine the capacity of a container using nonstandard measuring tools
Materials: large container (basin) with water or sand
measuring containers such as plastic cups and spoons
variety of bottles or containers
Procedure:
 Children explore the concept of capacity by filling up and emptying containers or bottles with water.
 Children try to find out how many cups of water or sand can fill a container.
 Children try to find containers that can contain the same amount
 Children determine which container has more or less water or sand

Procedure:
The children take a measuring cup to experiment with. They tape a strip of paper to the side of each of the available
jars. They put 1 measuring cup of sand in 1 jar and shake the jar to even out the sand and mark the level on the paper
taped to the side of the jar. As the children add each measuring cup of sand, they mark the level on the paper. This is
repeated for each jar.
Encourage the children to discuss why the distance between each mark differs with some jars and does not with others.
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Hand Game (symbolic, up to quantities of 3)
Objective: to explore different combinations that makes a given quantity
Procedure:
 Children work in small groups.
 Teacher gives each child a given quantity of sticks, for example 3.
 Children separate counters in different ways and verbalize the combinations that result.
 Children write a number sentence to represent number combinations.
Teacher says: Children say: Children write:

"Place three sticks in your right "None and three is three." or
hand." "Zero and three is three." 0+3=3
"Place one stick in your left "One and two is three."

hand." 1+2=3
"Place one more stick in your left "two and one is three."
hand." 2+1=3
"Place one more stick in your left ""Three and none is three." or
hand." "Three and zero is three." 3+0=3
After 1 round children can be introduced to the word PLUS. “Instead of using the word AND I’d like you to use the word
PLUS instead. PLUS means to put two groups of objects together.”
Lift The Bowl (symbolic; up to quantities of 3)

Materials: bowl or cup, or any kind of counter such as pebbles, chips, or sticks
Procedure:
1. Game proceeds as Hand Game but bowls are used for separating quantities.
2. Children write a number sentence to represent number combinations.

"Place three blocks under the bowl." "None and three is three." or 0
"Zero and three is three." +3
3
"Place two block under the bowl." " One and two is three." 1
+2
3
Continue with other continues
Who Lost How Many?

Objective: to count objects and compare quantities
To construct a pictograph (tooth graph) and compare quantities
Materials: large tooth cut-outs pieces of paper with drawings of children
markers
Players: whole class
Procedure:
Read the poem Teeth on the Loose.
Teeth on the Loose

Jen’s lost one,
And Lan’s lost two,
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Now whistling loud
Is fun to do.
Bo’s lost three,

And Lupe four,
She keeps them hidden
In her drawer.
Tim’s lost five,

And Maya six,
She shuts her mouth
When the camera clicks.
And as for me,

Well I’ve lost none,
But, hey!
I feel a wiggly one!
Use the poem as a springboard for discussing the concept of 1 more with questions such as: Jen lost 1 tooth.
Who lost 1 more tooth that Jen lost?
Dan lost 3 teeth. Who lost 1 less tooth than Dan lost?
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
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.
Find 3
Objective / Competency: collect pairs of cards
Materials : 4 sets of numeral cards (0-3)
No. of players / participants: 3-5 players
Procedure
looking at them.
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Go 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
Procedure:

Procedure:

Procedure:
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.
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Chart: How many sounds ?

Objective/Competency: to identify sounds in words
Materials: ¼ strips of paper, chart (see sample below )
HOW MANY SOUNDS ?

2 SOUNDS 3 SOUNDS 4 SOUNDS

Procedure:
1. Ask children to draw pictures of words that have two sounds, three sounds and four sounds.
2. Have them paste their drawings on the appropriate column on the chart.
Note: If the children have difficulty thinking of their own words, show picture cards to assist them.
Go Fish: Shapes
Materials: shape cards,
Number of Participants/Players
Procedure:
1. On each turn, a player looks at his hand and picks one card.
2. Then he asks the person next to him for a card that matches the card he is holding. Have him say “ Do you have a
“circle “ ?
3. If the next player has the shape card that is being asked for, he must give it to the first player who then has a match
and gets to “put down”
4. the matching shape cards.
5. If the opponent does not have a match, he says, Go Fish.” In that case, the player draws a card from the deck.
6. The game continues until all cards have been matched. Whoever has the most matching cards at the end of the
game wins.
Picture Search
Objective: to identify pairs of words with the same initial sound
Materials: magazines, scissors, glue, booklet
Number of Participants/Players : 8-10 participants
Procedure:
1. Ask children to look for pictures of objects/people/places that have the same initial sound. Have them collect at least 5
pairs.
2. Let children glue each pair on one page of the booklet.
3. After they have filled up the pages, have them write the title “ Word Pairs “
Letter Memory Game

Procedure:
2. Each player turns over two cards during his turn. If he gets a pair of identical letter cards, he gets to keep the pair and
takes another turn.
Note: can be done for lower case letters,upper/lower case letters, shapes, color, sight words,
Color Fishing Game

Material : fishing hook, color cards
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Procedure:
2. Place the color fish cards inside the circle.
5. Ask the child to identify the color of the card that he fishes out. .
Letter Lacing Cards

Objective: fine-motor coordination, letter recognition
Materials: letter lacing cards
Number of Participants/Players: 6-8
Procedure:
1. Distribute the lacing cards.
2. Have them thread the cards until each hole has been covered.
3. Have them practice forming the letter by tracing with their forefingers, writing on air, on the back of the classmate and
then on paper.
Playdough: Make a Letter

Objective: letter formation
Number of Participants/Players : 4- 6 (or depending on the amount of playdough available)
Procedure:
1. Put the letter cards on the table.
2. Have each child pick out a letter and put it in front of him.
3. Then have him form this letter out of playdough.
4. Have children display all the letters they can form.
Note: Make sure there is sufficient amount of playdough for children to make several letters.
Literature-based: Triorama
Objective:
Materials: construction paper, (precut into 10 x 10 inch square, glue, scissors, crayons, markers and other craft materials
Number of Participants/Players
Procedure:
1. Take a construction paper square and fold in half on the diagonal (upper left corner to bottom right). Press the crease
and fold.
2. Now fold on the opposite diagonal (upper right corner to bottom left). Press the crease and unfold.
3. Cut along the fold line from the bottom right corner to the center of the square.
4. Rotate the square as shown, and in the larger upper triangle draw the setting or background from the story. (The two
lower triangles will fold over each other
and form the base of the pyramid.
5. Fold up the two smaller triangles along the midline fold, overlapping them. Glue theme in place. The triorama must now
stand on its own.
6. To complete the scene, add characters and other objects to bring the illustrate important events from the story/
Literature-based: Write My Words - Magbigay ng isang bahagi ng katawan at papaano ito nagbabago
Objective/Competency: To make personal connections
Procedure:
1. Ask the children to name a body part and tell how it changes as you grow.
2. Give each child a piece of paper and ask him to draw that part.
3. Take down dictation as each child tells you his answer.
4. Compile the papers and make it into a book. Write the title of the book.
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Color Trail
Materials: Color trail board game, markers
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 color 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.
Word Wall : Our Body Parts

Objective/Competency: To recognize words in print (sight-reading)
Materials: manila paper, pieces of papers, markers, paste/glue
Procedure:
Getting Ready: Make a chart with 26 columns. Write the alphabet on each column. Post this on your wall.
1. Ask the children to name a body part.

2. Have him draw the body part.
3. Write the name of the body part it for him. Underline the beginning letter.
4. Ask him the beginning letter of the body part he chose.
5. Let him paste/glue it on the corresponding column of that beginning letter.
Alphabet Book : My Body Parts

Objective/Competency: To name a body part for each of the letters of the alphabet, if possible
Materials: 27 pages of ½ crosswise papers stapled together, pencils, crayons
Procedure:
1. Ask the children to name a body part and identify its beginning letter sound.
2. Help the child look for that particular page in the book and ask him to draw the body part on that page.
3. Help him label his drawing by sounding out the letter sounds and guiding him how to write the letters.
Inspection - PEHT p.191
Ako ay Malinis - PEHT p.137
Mr. Rhythm and Rhyme - PEHT p.168
Oh, My Hands And Feet - PEHT p.54
Move That Body - PEHT p.55
Hangman Game – Body Parts

Objective/Competency: To guess the body part correctly
Materials: chalk, chalkboard
Number of Players/Participants: whole class or small group
Procedure:
1. Teacher chooses a body part and draws the corresponding number of lines for each letter in horizontal order on the
board.
2. She invites the children to guess a letter of the word.
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3. If there is such letter, she writes it on the corresponding space on the line.
4. If not, she draws a part of the details to form a hanged man.
5. The children try to use the letter cues available to guess the word.
6. The game ends either by: guessing the word correctly or forming the hanged man.
Ilong, Ilong, Ilong, Mata

To listen carefully and be attentive
To follow instructions
Materials: none
Number of Players/Participants: whole class or small group, seated facing the leader
Procedure:
1. Teacher/Leader says “ilong, ilong, ilong, ilong, ilong” (while tapping her nose lightly) and the children imitates her.
2. She then says another body part (example: “mata”) but she may touch her forehead to confuse the children.
3. She checks among the students who got it right and helps the others identify the correct body part.
4. The game continues or she may choose a student to be the next leader.
Pictionary – Body Parts

Materials: chalk, chalkboard
Number of Players/Participants: small group
Procedure:
1. Teacher divides the group into two.
2. The first group chooses one child from group who will draw the body part.
3. Teacher whispers to this child the body part that he will draw. Teacher reminds him that he cannot talk while he is
drawing.
4. At the signal “Go!” he draws the body part on the chalkboard.
5. His group mates has one minute to try to guess the body part that he is drawing.
6. If they guess correctly, they get one point.
7. The next team gets a turn.
8. The game continues until each child had his turn in drawing a body part.
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WEEK 10: ____________________
CONTENT FOCUS: I can do and learn many things.
Message: I can do many things. In school: Message: I can do many things. At home: Message: There are things I can do really well.
I can draw and write. I can help with household chores.
I can sing songs and recite poems. I can fix my things.
I can build with blocks and form figures out of playdough. I can eat and dress up on my own.
Questions: Questions: What other things can you do at home? Questions: What are things you can do very well ?
Teacher-Supervised: Poster - “Now We Can!” Teacher-Supervised: Cooperative Finger Painting Teacher-Supervised: Word Pairs: (Oral Blending and
Segmentation)
 A-Z Pocket Chart  Chart: At Home/In School  Look What I can do
 Alphabet Crown  I Can Do This - PEHT p. 101  I can learn
 Color Memory Game  Color Memory Game  Treasure Box PEHT p. 87
 Treasure Box PEHT P. 87  Alphabet Crown  Shape Trail
 Kaya Kong __ - PEHT p.80  Blocks  Dramatic Play
 Writer’s Workshop  Dramatic Play  Blocks
 Writer’s Workshop
Song: One Two, Buckle My Shoe Activity: I say, You Say … Poem: Me
Show the poster “ Now We Can” . Ask children to share List down the rhyming pairs they can think of and have the Activity: Snap and Clap Rhymes
about other things they can now do. class read this after.
STORY: Si Pagong at Matsing STORY: Nang Magkakulay ang Nayon STORY: Milly, Molly and the Stowaways
Teacher-Supervised: Train Ride Teacher-Supervised: Hand Game and Lift the Bowl Teacher-Supervised: Bird Patterns
Balloons worksheets (symbolic)
 Bingo: Addition/ Bingo: Subtraction  Bingo: Addition/ Bingo: Subtraction  Hand Game and Lift the Bowl worksheets (symbolic)
 3 Concentration/ Find 3  3 Concentration/ Find 3/ Draw 3/Go 3  Bingo: Addition/ Bingo: Subtraction
 Subtraction Cards (2-3)  Roll and Count  3 Concentration/ Find 3/ Draw 3/Go 3
 Draw 3/Go 3  Number Hunt  Roll and Count
 Tapatan  Tapatan  Number Hunt
 Tapatan
INDOOR/OUTDOOR ACTIVITY: Counting Game - PEHT INDOOR/OUTDOOR ACTIVITY: Body Patterns. INDOOR/OUTDOOR ACTIVITY: Monkey See, Monkey Do
p.9 Simon Says or Sabi ni Pedro
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CONTENT FOCUS: I can learn.
Message: : I can learn. Message: I can learn in many ways.
I use my senses to learn. I can learn from people.
I get better at something with more practice. I can learn from books.
I can learn by doing.
Questions: What do you want to learn to do ? What can Questions: What can help you learn ? Who are the people
help you learn it ? who can help me learn ?
Teacher-Supervised: Print Pals Teacher-Supervised: Paglilimbag ng mga Patapong Bagay -
Wonder Webs PEHT p.121
Wonder Webs
 Writing to Read  Writing to Read
 Kuwintas - PEHT p.234  Kuwintas
 Letter Shapes  Letter Shapes
 Letter Making  Letter Making
 Shape Trail  Sand Play
 Sand Play  Writer’s Workshop
Song: What’s The Sound ? Song: Doo-doo- li-doo
Activity: What’s the New Word ( Add and Take away a Let children show and describe their work. Talk about other
Sound ) things people can make out of recycled materials.
STORY: Milly, Molly and Lily May STORY: Banana for Lunch
Teacher-Supervised: Dot Chart Teacher-Supervised: Searching for Shape Words
Shadow Shapes
 Hand Game and Lift the Bowl worksheets (symbolic)  Hand Game and Lift the Bowl worksheets (symbolic)
 Bingo: Addition/ Bingo: Subtraction  Bingo: Addition/ Bingo: Subtraction
 3 Concentration/ Find 3/ Draw 3/Go 3  3 Concentration/ Find 3/ Draw 3/Go 3
 Roll and Count  Roll and Count
 Number Hunt  Dot Patterns
INDOOR/OUTDOOR ACTIVITY: Body Movement INDOOR/OUTDOOR ACTIVITY: Skipping Rope
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APPENDIX: WEEK 10
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
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.)
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
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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 mat Lift 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.
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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
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
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
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
Procedure:
1. Explain the directions of the game to the group.
2. The oldest player goes first. .
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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
Procedure:
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.
Train Ride
Objectives: To add and subtract single-digit numbers
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
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
Procedure
3 Concentration
Objective: To explore different combinations that make 3
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Procedure:
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
Find 3
Objective / Competency: To collect pairs of cards
No. of players / participants : 3-5 players
Procedure
looking at them.
Go 3
Procedure:
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.
Subtraction Cards
Objective: To subtract quantities up to 3
Procedure:

Procedure:

Procedure:
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Procedure:
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.
Print Pals
Objective/Competency: To know that sentences are divided into words
Materials: white paper, pencil
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
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
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)
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.
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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
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
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
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
Material Blocks, Two/three/Four phoneme word cards
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,
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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.
"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.
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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 can’t catch
Mother Duck said, “Quack, quack, quack, quack!” me!”
But only two little ducks came back. Along came Mr. Crocodile hungry as can be and SNAP!
Two little ducks… Two little monkeys sitting on a tree teasing Mr. Crocodile, “You
One little duck… can’t catch me, no you can’t catch me!”…
No more little duck…
Sad Mother Duck….and all the three little ducks 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
Body Patterns
Objective/Competency: To develop body coordination
Materials: none
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

Materials: none
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.”
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Body Movement
Materials: CD player, CD/music, ball
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
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KINDERGARTEN CLASS SECOND GRADING DAILY PLANS
WEEK 11: ____________________

CONTENT FOCUS:
I have feelings. Sometimes I‟m afraid. Words can be used to describe how I feel.
Sometimes I‟m happy. Sometimes I‟m angry. I have preferences (likes/dislikes).
Sometimes I‟m sad.
Message: Message: Message:
I have feelings. I can learn to say how I feel. Sometimes I‟m Sometimes I‟m afraid .I can talk to other people about my Sometimes I‟m angry. I can learn to use words to say how I
happy. Sometimes I‟m sad. fears. feel.
Questions: Questions: Questions:
What makes you happy? What makes you sad? What makes you afraid? Who do you talk to about your fears? What makes you angry?
Teacher-Supervised: Target Letter : Mm Teacher-Supervised: Teacher-Supervised:
 Letter Mosaic : Mm  Let‟s Write Mm  Feelings Cube
 Letter Collage : Mm  M Words Poster  Letter Poster: What begins with Mm?
 Feelings Chart: What makes us happy ?/What
makes us sad ?
 Poster: What makes you happy ?  Name Designs: Who‟s name begins with Mm ?  Spot the Letter Mm
 Paper Plate/Paper Bag Puppets : Happy Faces  Letter Making: Mm  Feelings Collage
 Find a Match (Feelings)  Find a Match ( Feelings)  Letter for the Day: What begins with M
 Letter Lacing Cards  Spot the Letter M  Sand Paper Letters: Mm, Aa
 Table Blocks  Table Blocks  Dramatic Play
 Playdough  Writer‟s Workshop
Show and Tell: drawing - What makes you happy/sad? Sing the song “What‟s the Sound? “ (substitute with Mm Discussion:
words) Sing „”Can you say the first sound? “ (use M words)
Activity: Have children think of words that begin with M. List
them down on the board. Have them think of people and places that begin with letter
Show the name designs they made during Work Period 1 Mm.
STORY: Pedro The Duck and the Intelligent Owl STORY: The Sad Prince STORY: The Three Billy Goats Gruff
Teacher-Supervised: Number Stations and Number Books Teacher-Supervised: Who Has More? (quantities of 4) Teacher-Supervised: Hand Game and Cave Game
(quantities of 4; using toothpicks) Comparing Quantities: A Game for Partners (concrete; quantities of 4)
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 Color Patterns (cubes)  Color Patterns (cubes)  Number stations/ number books (quantities of 4)
 Playdough Numerals (0-4)  Playdough Numerals (0-4)  Playdough Numerals (0-4)
 Number Lotto (0-6)  Number Lotto (0-6)  Number Lotto/Bingo: Numbers (0-6)
 Bingo: Numbers (0-6)  Bingo: Numbers (0-6)  Number Concentration (0-4)
 Number Concentration (0-4)  Number Concentration (0-4)  Bingo Math: 2-dimensional shapes in the environment
 Bingo Math: 2-dimensional shapes in the environment  Bingo Math: 2-dimensional shapes in the environment
INDOOR/OUTDOOR ACTIVITY: People Counting Games INDOOR/OUTDOOR ACTIVITY: Feelings Hopscotch INDOOR/OUTDOOR ACTIVITY: People Counting Games
(counting up to 4) (counting up to 4)
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CONTENT FOCUS:
Message: There are things that I really like and things Message: I need to consider others‟ feelings too, not only mine.
that I don‟t like.
Questions: What is your favorite color/food? What are Questions: How do I make others happy?
the activities that you enjoy doing?
Teacher-Supervised: Target Letter: Aa Teacher-Supervised:
 Letter Mosaic : Aa  Let‟s Write Aa
 Letter Collage : Aa  A Words Poster
 Letter Poster: Pictures/Drawings of objects that begin with Aa
 Mobile: My Favorite Things  Me Puppet
 Mini-book: Things I like  Feelings Collage
 Me Puppet  Letter Making: Aa
 Picture/Letter/Word Sort  Sand Paper Letters
 Picture/Letter/Word Sort
Make a real graph on their favorite things. (see appendix Introduce the song “ Feelings Spider“
for instructions) Discussion/Sharing: share an experience where you had made
Have children show their mobiles to the class. someone happy in the family? someone in school ?
STORY: Si Putot: Ang Asong Maikli ang Buntot STORY: A Thirsty Sparrow
Teacher-Supervised: Hand Game and Cave Game Teacher-Supervised: Pictograph: What‟s Your Favorite Color –
(concrete; quantities of 4) Red, Blue or Yellow? (3 categories)
 Number stations/ number books (quantities of 4)  Number stations/ number books (quantities of 4)
 Comparing quantities: A Game for Partners  Comparing quantities: A Game for Partners
 It‟s A Match/ Number Concentration (1-4)  It‟s A Match/ Number Concentration (1-4)
 Number Lotto/Bingo: Numbers (0-6)  Number Lotto/Bingo: Numbers (0-6)
INDOOR/OUTDOOR ACTIVITY: INDOOR/OUTDOOR ACTIVITY:
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APPENDIX: WEEK 11
A. THEME-RELATED ACTIVITIES:
Feelings Chart
Objective/Competency: discriminate between different kinds of emotions
Materials: manila paper, bond paper scissors, crayons, markers
Preparation: Make a Happy/Sad Chart like the one below:
What makes us happy ? What makes us sad ?

Procedure:
1. Have each child draw about an experience where he felt either sad or happy on a small strip of construction paper.
2. Let him/her paste this on the appropriate column in the chart.
Feeling Cubes
Objective/Competency: identifying feelings
Materials: feelings cubes
Preparation: Make a cube using cardboard. At each face of the cube, draw a face that depicts a particular emotion.
Procedure:
1. Children take turns throwing the cube.
2. At each turn, children share an experience where she felt the particular emotion on the cube.
Poster: What Makes You Happy?”

Objective/Competency: identifying kinds of feelings
Materials: paper, pencil or crayon
Procedure:
1. Have children divide the clean sheet of paper into four.
2. Using pencil or crayon let the children draw four situations that make them happy.
3. Post their drawings.
Paper Plate/Paper Bag Puppets: Happy Faces

Objective/Competency: recognize emotions; develop fine-motor coordination
Materials: paper plates, popsicle sticks, glue, art paper, scissors, yarn, junk materials
Procedure:
1. Have children create happy faces on paper plates or paper bags.
2. Use various art materials to show other features.
3. Attach popsicle sticks to the plates and let the children use them as feelings puppets.
Find a Match (Feelings)

Objective/Competency: matching emotions
Materials: emotion cards
Preparation:
1. Make two copies of ten different faces with emotions: happy, sad, worried, scared (huge mouth in a horse shoe shape),
loving (kissing face), stressed (big eyes and a wormy line for a mouth), mad, silly, tired (drooping eyelids with open mouth),
Surprised (big eyes, big open mouth).
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2. Cut these out and attach one copy of each face into a folder. Let your children try to match the emotions.
Number of Participants/Players: 4-6 children

Procedure:
1. Lay down the cards on the table.
2. Have children take turns picking out two cards showing the same emotion.
3. A child gets a point for each pair of card that she successfully matches.
Variation: same set of cards can be used to play memory game. Instead of laying down the cards face up, all cards must be
placed face down.
Each child takes turns picking out two cards. If the card matches, she gets the pair. If it does not, she returns it
where she got it.
The game ends when all cards have been matched.
Feelings Collage
Objective/Competency: recognize different emotions
Materials: magazines, scissors, glue, manila paper
Number of Participants/Players: 6-8 children
Procedure:
1. Have children cut out pictures of people showing different emotions.
2. Then let them make a collage for each emotion. For example, they will glue together all pictures of happy faces.
3. Have them write the title “Sometimes people are happy.”
Mobile: My Favorite Things

Objective/Competency: expressing preferences
Materials: manila paper, crayons, markers, booklets
Number of children: 6-8 children
Procedure:
1. Have children draw their favorites, such as food, game or color, on a construction or oslo paper.
2. Then have them hang their drawings on a hanger or barbecue stick using yarn or string.
Mini-book: Things I like

Objective/Competency: expressing preferences
Materials: manila paper, crayons, markers, booklets
Number of children: 6 children
Procedure:
1. Distribute individual booklets to children.
2. Have them draw things they like on each page of the booklet.
You may choose to provide an outline such as:
o Food items I like
o Colors that I like
o Games that I like
o Toys that I like
o Activities I like doing with my family
Me Puppet
Objective/Competency: develops fine motor coordination
Materials: paper bag, crayons, scrap fabric/cloth, yarn, scissors, glue
Procedure:
1. Have children make their own puppets using the available materials. They can create the facial features on the bag and
yarn for hair.
2. They can use fabrics to make clothes for their puppets.
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Graph: What Is Your Favorite Color – Red, Blue or Yellow?
Objective: To identify one‟s favorite color
To construct a pictograph
Materials: manila paper, colored strips of paper, marker
No of participants: 6-8
Procedure:
1. Prepare a color chart with 6 columns. On the first row, write the color name and paste the corresponding color strip on each
box.
2. Ask children to choose their favorite color.
3. Have them write their name on the corresponding column.
4. After everyone in class has been asked their favorite color, students regroup and study the graph. Ask the following
questions:
1. How many children like red ? yellow ? blue ?

2. How many children have the same favorite color as you have ?
3. Are there more children who like red than blue ? yellow than red ?
4. Which is the most popular color ? least popular
Color Patterns
Objectives/ Competencies: to extend patterns
Materials: inch cubes
No of participants:4-5
Procedure:
1. Show a simple pattern using inch cubes e.g. red, blue, red, blue
2. Ask the children to identify the pattern of the cube.
3. Have them figure out which will come next in the pattern.
4. Give them other patterns to work with.

Objective: to count
to see that despite differences in appearance quantities remain the same (conservation)
Procedure:
2. Children work together exploring a given quantity of toothpicks, in this case 4, making as many arrangements as possible.
Variation: Children can explore other materials such pebbles, popsicle sticks, and blocks.

Objective: to use numerals to describe and record quantities
Materials: old magazines, scratch paper, crayons, pencils
Procedure:
1. Help your child to draw pictures or glue in pictures from magazines of things that are important to him and write the number
4 underneath.
2. Try making a book to illustrate a 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 Lotto (0-6)

Procedure:
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Bingo: Number (0-6)

Objective: To match numerals
Players: 2 or more
Procedure:
1. Provide each player with a bingo card (numerals).
Number Concentration (0-4)

Procedure:

Objective/Competency: To identify the numerals 1, 2, 3 and 4
Procedure:
2. Let them to form the numerals 1, 2, 3 and 4.
It’s A Match
Objectives: To match numeral to set of objects/ dots
Players: pairs or small group
Materials: one set of cards with numerals – 0 -4
one set of cards with dots (corresponding to the numerals)
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 form the box and place it over the equivalent card in the chalk tray.
4. If correct, the child may choose the next player
Who Has More?

Objective: To compare quantities
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:
2. Put four big things and four small things in another saucer.
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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.
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.

Procedure:

"Place four sticks in your right hand." "None and four is four." or "Zero and four is four."
"Place one stick in your left hand." "One and three is four."
"Place one more stick in your left hand." "Two and two is four."
"Place one more stick in your left hand." "Three and one is four."
"Place one more stick in your left hand." "Four and none is four." or "Four and zero is four"
Bingo: 2D Shapes
Objective: To recognize 2 dimensional shapes
Players: 1 or more
Materials: bingo card for each player calling cards
tokens
Procedure:
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.

Procedure:
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.
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Note: Starting this week, 1-2 target letters will be introduce per week. Introduce the target letter in half groups during work
period.
Start by saying words that begin with the target letter. Have children listen to the initial sound carefully.
Let them identify and repeat this sound.
Show them how the target looks in print by either showing a letter card or printing the letter on the board. Say, “This is how
___ (name of letter)
looks like in print.
Invite them to think of words that contain the target letter regardless of where the sound can be found (beginning, middle or
end of the word.
Talk about each word they can think of. Have them listen to where the sound can be found.
End the lesson by asking them to name 3 things or people whose names begin with the target letter.
After each mini-lesson, there are recommended standard activities for learning a target letter.
Letter Mosaic: Mm
Materials: craft paper, old magazines or newspapers, scissors, paste or glue
Preparation:
On a piece of 2‟ x 3‟ of craft paper, write the outline of the letter for the day in upper and lowercase.
Procedure:
Have them cover the entire letter with cut-outs from the magazine.
Letter Collage: M
Preparation:
Give children one magazine or newspaper each.

Procedure:
1. Have them cut out the letter for the day in upper and lowercase from the magazines. (The letters may come in different
colors, font and sizes.)
2. Have them paste the letters they have found inside the outline of the letter.
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M Words Poster
Preparation:
Procedure:
1. Have children cut out words that begin with M.
2. Let them paste the words inside the outline of the letter.
Letter Poster : Mm
Procedure:
1. Write the upper and lower case form of the target letter for the day on top of the page.
2. Ask each child to draw or write words that begin with the letter for the day.
3. Children paste their drawings on the manila paper.
4. The group reads the words on the poster.
Letter for the Day: M Words

Materials: paper ,pencil
Number of players/participant: any number of children
Procedure:
. 1. Ask children to draw and write down words that begin with the target letter for the day.
2.After everyone has listed down at least 5 words ,the group gets together and share their word list or drawings with one
another.
Spot the Letter Mm

Objective/Competency: visual discrimination
Materials: paper mounted on a sturdy board with a mix of letters written across the page
tokens
word cards (words that contain letter m)
Number of Players: 2-3 people
Preparation: Write several lower case letters across a page of bond paper or construction paper. If the target letter is M, there
should be more m‟s on the board than other letters you will write. Mount your paper on a sturdy board. You may
also choose to write directly on a folder or board.
Procedure:
1. Ask children to locate the target letter on the board. Have them count how many target letters were they able to spot.
2. For every letter that they spot, have them put a token on top of it.
3. After this is done, distribute cards on which words that contain letter m are written on.
4. Again, have them locate letter m on these words.
Letter Lacing Cards

Objective/Competency: visual discrimination, fine-motor coordination
Materials: lacing cards, yarn
Preparation: Make individual letters from cardboard or construction paper. Punch the edges of the letter. Attach a piece of
string/yarn to each letter which should be long enough to lace the entire card.
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Procedure: Have children lace each card
Picture/Letter/Word Sort
Objective/Competency: visual discrimination, fine-motor coordination
Materials: magazines, scissors, glue
Preparation: Make a 3-column chart on 1/8 manila paper. On the first column, write PICTURES, on the second, write letters
and on the third, write words.
Procedure:
Have children cut out pictures, letters and words from magazine and glue this on the appropriate column on the chart.
Name Designs
Objective/Competency: letter recognition, fine-motor coordination
Materials: strips of oslo or bond paper, glue, art paper, scissors, yarn, junk materials
Procedure:
1. Have children think of names that begin with letter M.
2. Teacher writes down each name on a strip of paper.
3. Children decorate/design the name using various art and junk materials.
Letter Mosaic/Collage Aa/ Let’s Write Aa/ A Words Poster/ Letter Poster– same instructions as Letter M activities
Sand Paper Letters; Letter Mm, Aa,Tt, Ff
Objective/Competency: letter formation

Materials: sand paper letter cut-outs
Preparation:
Prepare sand paper letter-cuts of upper and lower case forms of letters M, A , T and F
Procedure:
Have children explore each sand paper letter, feeling its shape as they form the letter with their fingers.

Procedure:
Feelings Spider What’s the Sound ?

Happly Little spider (to the tune of Old MacDonald Had a Farm)
Climed up the water spout;
Down came the rain What‟s the sound that these words share?
And washed poor Happy out; Listen to these words.
Out came the sun Sad and silly are these two words.
And dried up all the rain; Tell me what you‟ve heard. (sssssssss)
And the Happy Little spider With a /s/, /s/ here, and a /s/, /s/ there,
Climbed up the spout again. Here a /s/, there a /s/, everywhere a /s/, /s/.
/s/ is the sound that these words share.
Note: Replace Happy with other emotions: Sad, giggly, shy, We can hear that sound!
Afraid. Then have your children act out the emotions.
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My Feelings Can you Say the First Sound?
When I am sad, I feel like crying. (rub eyes) (to the tune of Happy Birthday)
When I am proud, I feel like trying. (head held high)
When I feel curious, I want to know. (look up, wondering) Can you say the first sound?
When I'm impatient, I want to go! (cross arms, tap foot) Can you say the first sound?
When I feel angry, I look this way. (angry look) When I feel It‟s the first sound in rabbit.
happy Can you say the first sound?
I smile all day. (big smile) I
When I am puzzled, I make a shrug. (shrug shoulders)
When I feel loving, I want to hug. (hug yourself)
Rainbow Song If You’re Happy and You Know It

Red and yellow and pink and green If you‟re happy and you know it, clap your hands (2x)
Orange and purple and blue If you‟re happy and you know it, then your face will surely show
I can sing a rainbow, sing a rainbow it
Sing a rainbow tune. If you‟re happy and you know it, clap your hands
Listen with your ears (2x)
Listen to the sounds you hear Variations: stomp your feet, shout “Hurray!”
I can sing a rainbow (2x)
Sing along with me. If you‟re happy and you know it, do all three (clap your hands,
Red and yellow and pink and green stomp your feet, shout “Hurray”(2x)
Orange and purple and blue If you‟re happy and you know it, then your face will surely show
I can sing a rainbow, sing a rainbow, it
Sing a rainbow tune. If you‟re happy and you know it, do all three (clap your hands,
stomp your feet, shout “Hurray”
Masayang Pamilya Kumustahan

Sa lahat ng oras Magkamay, magkamay, magkamay tayo
Kami ay masay At sabihing kumusta po kayo?
Laging nagtutulungan Tumingin, ngumiti at sabihing mong
Sa hirap at ginhawa. Gayon din po ang bati ko sa inyo
Laging magkasundo
Si Inay at Itay
Kami‟y maligaya
Sa loiob ng bahay.
Kung Ikaw ay Masaya
Kung ikaw ay masaya, pumalakpak ka (2x)
Kung ikaw ay Masaya, buhay mo ay sisigla
Kung ikaw ay masaya, pumalakpak ka (2x)
(pumadyak, humalakhak)
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.
People Counting Games
Objectives : to count in sequence
Procedure:
Stand and sit: “one” (sit), “two” (stand), “four” (sit), “four”(stand)
Hopping forward: “one, two, four, four” (change direction)
“one, two, four, four” (change direction)
Bouncing ball: “one, two, four, four” (bounce a ball)
“one, two, four, four” (bounce a ball)
Jumping rope: “one, two, four, four” (jump rope)
“one, two, four, four” (jump rope
Feelings Hopscotch
Draw a simple hopscotch on the floor with smiley and sad faces alternately. Smiley means YES and sad face means NO to question
asked by the teacher regarding the story read. The individual that first finished reaching the top will be the winner.
Everybody Do This
Everybody do this (3x)
Everybody do this, just like this.
Note: Leader makes an action, such as clapping hands, which the class imitates while singing the song.
The Boat is Sinking

The leader shouts out “The boat is sinking! Group yourselves into 6 (or 2 or 3 or 4 or 5).”
The children try to group themselves according to the number given. The child who is not able to join any group becomes the next it.
Simon Says
Give instructions such "Put your hands behind your back.” Children do the action if this is accompanied by
the phrase “Simon says.” Example: “Simon says, put your hands behind your back.”
If that phrase is not said, then the children do not do action and just keep still.
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WEEK 12: ________________________
CONTENT FOCUS : I have needs. My basic needs are food, clothing and shelter. My family provides for my needs.
Message: I have needs. My basic needs are food, Message: My family provides for my needs. Message: Some family members attend to my needs at
clothing and shelter. Some family members earn a living so they can help provide for home.
the needs of the family.
Questions: Why do we need these things? How do these Questions: What do your parents do to provide for your needs? Questions: What are the different things that your family
things help us? members do to attend to your needs at home?
Teacher-Supervised: Target Letter : Ff Teacher-Supervised: Teacher-Supervised:
 Letter Mosaic : Ff  Let‟s Write Ff  Letter Poster: What begins with Ff?
 Letter Collage : Ff  Ff Words Poster  Poster: My family attends to my needs at home.
 Me Mobile: I have needs.  Poster: My family members earn a living in different ways.  Spot the Letter Ff
 Fingerpainting  Name Designs: Whose name begins with Ff?  Letter for the Day: What begins with Ff?
 Writer‟s Workshop  Letter Making: Ff  Sand Paper Letters: Ff, Tt
 Playdough Letters  Spot the Letter Ff  Fingerpainting
 Dramatic Play  Writer‟s Workshop
MEETING TIME 2: METING TIME 2: MEETING TIME 2:
Show and Tell: Me Mobile Sing the song “What‟s the Sound?“ (substitute with Ff words) Sing „”Can you say the first sound? “ (use Ff words)
Activity: Have children think of words that begin with Ff. List Activity: Have them think of people and places that begin
them down on the board. with letter Ff.
STORY: Hipon at Biya STORY: Ang Alamat ng Sibuyas STORY: The Blind Duckling
Teacher-Supervised: Hand Game (connecting; up to Teacher-Supervised: Hand Game (connecting; up to quantities Teacher-Supervised: Lift the Bowl and Peek Thru the
quantities of 4) of 4) Wall (concrete; up to quantities of 4)
 Comparing Quantities: A Game for Partners  Comparing Quantities: A Game for Partners  Find 4
 Writing Papers (4)  Writing Papers (4)  4 Concentration
 Mixed Up Numbers/ It‟s A Match (1-4)  It‟s A Match/ Mixed Up Numbers (1-4)  Number Snap/ Mixed Up Numbers (1-4)
 Number Snap/ Number Concentration (0-4)  Number Snap/ Number Concentration (0-4)  Number Lotto/ Bingo: Numbers (0-6)
 Bingo: Numbers (0-6)  Bingo: Numbers (0-6)
INDOOR/OUTDOOR ACTIVITY: INDOOR/OUTDOOR ACTIVITY: INDOOR/OUTDOOR ACTIVITY:
Walking Backwards Relay Body Letters Walk, Hop, Jump
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Message: I need food. Message: Some food comes from plants. Some food comes
Sometimes we grow our own food. from animals.
Sometimes we buy food from other places e.g. market,
sari-sari store or food stalls/stand.
Questions: What food comes from plants? What food comes
Questions: Where do you buy/get your food? What are from animals?
the places in your community that sell food? Who among
you grow vegetables or fruit trees in your backyard?
Teacher-Supervised: Target Letter: Tt Teacher-Supervised:
 Letter Mosaic : Tt  Let‟s Write Tt
 Letter Collage : Tt  Tt Words Poster
 Letter Poster: What begin with Tt?
 Food Baskets (Fruits and Vegetables in the  Letter Making: Tt
Community)  Sand Paper Letters: Ff, Tt
 Food in the Community RSW. p.251  Food Chart: Food that come from animals/plants
 Playdough: Iba‟t Ibang Pagkain  Playdough: Iba‟t Ibang Pagkain
 Food Memory Game/Food Domino  Food Memory Game/Food Domino
show the food baskets to the class – talk about the show the food chart – talk about the food that comes from
different fruits and vegetables animals and food that comes from plants
STORY: The Little Red Hen STORY: Vilma‟s Vineyard Workers
Teacher-Supervised: Accordion Book: Little Red Hen Teacher-Supervised: Pictograph: Favorite Fruit (3 categories)
 Literature-based: Story Flip Chart: Little Red Hen  Block Play
 Literature-based: Animal Puppets  Find 4 /4 Concentration
 Find 4/ 4 Concentration  Number Snap/ Mixed Up Numbers (1-4)
 Number Snap/ Mixed Up Numbers (1-4)  Bingo: Numbers (0-6)
 Tapatan
INDOOR/OUTDOOR ACTIVITY: Fruit Salad INDOOR/OUTDOOR ACTIVITY: Body Relay
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APPENDIX: WEEK 12
Me Mobile (My Needs)

Objective/Competence: to identify his needs
Materials: cardboard, yarn, scissors, pencils, colored markers, crayons
Procedure:
1. Ask children to draw his needs.
2. Let them color their drawings.
Poster: My family members earn a living in different ways.

Objective/Competence: to identify family member‟s way of earning a living
Materials: manila paper, papers, pencils, colored markers, crayons
Procedure:
1. Have children draw different ways family members earn a living.
2. Ask each student to write something about his drawing. Take down dictation if the child cannot write his own words or
sentences yet.
3. Paste their work on a manila paper, write the title of the activity and post on the wall.
Poster: My family members attend to my needs at home.

Objective/Competence: identify ways how their family members attend to their needs
Procedure:
1. Ask each student to draw different ways family members attend to his/her needs.
2. Have him/her write something about his/her drawing. Take down dictation if the child cannot write his own words or
sentences yet.
Food in the Community RSW. p.251
Plaudough: Iba’t Ibang Pagkain

Objective/Competency: To identify different kinds of food
Procedure:
2. Let them mold the playdough to form different kinds of food.
Food Memory Game

Objectives: To identify different kinds of food
To remember the location of certain food cards
Materials: 20 pieces of food cards
Procedure:
2. The players take turns turning over two cards, trying to turn a pair that totals 10. 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..
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Variation: This game can be varied by increasing the number of cards placed on the table. A 5 x 5 or 6 x 6 arrangement
may be more interesting.
Food Domino
Objectives: To recognize pictures of foods that are alike
Materials: set of 28 food dominoes
Procedure:
4. Each player in turn says the food names and then plays as in a regular domino game.
5. The winner is the player who has played all dominoes, or the player with the smallest number of dominoes when all players
must pass.
Chart: Food that come from plants/ Food that come from animals
Objectives: to distinguish which food items come from animals and which comes from plants
Materials: manila paper, markers, crayons/colored markers
Prepare a food chart beforehand. Write food comes from plants on top of the first column and food that
comes from animals on the second column.
Number of players/participants: 6-8 children
Procedure:
1. Ask children to draw food that comes from animals and food that comes from plants.
2. Have them paste this on the appropriate column on the chart.
Food Baskets
Objective: Identify fruits and vegetables grown in the locality
Materials: drawing of food baskets on manila paper or kraft or scrap large pieces of paper
small pieces of paper crayons scissors
cardboard or old folder glue or paste
Procedure:
1. Sing with the pupils “Bahay Kubo”.
2. Talk about the fruits and vegetables mentioned in the song. Emphasize to the children that tomato, singkamas and kundol
are fruits.
3. Ask pupils other fruits and vegetables they know aside from those mentioned in the song
4. Let the pupils draw fruits and vegetables grow in their places. Color them, cut and paste in the basket.
5. Let them identify their drawing after pasting them.
B. MATH ACTIVITIES
Pictograph: Favorite Fruit (3 categories)

Objective: to collect data
To organize data using a pictograph
Materials: Manila paper cut outs of 3 kinds of fruits glue
Prepare large graph on Manila paper where children will paste the fruit cut-out of their choice.
Prepare cut-outs of fruits. Make sure fruit choices are those familiar to the children.
Ex.
banana
santol
mangoes

Procedure:
1. Ask children to name fruits they have eaten. Discuss what each looks like, taste like, smell like, feel like.
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2. From among the list choose three fruits that will be used for the 3 category graph.
3. Show the graph drawn on Manila paper and say, “From the list of fruits we made earlier, I chose 3. Now look at these three
fruits and choose which among these is your favorite”
4. Call each child to choose a fruit. The child then gets a cut-out of that fruit and pastes this on the appropriate box.
5. After the children have pasted their cut-outs, ask the following questions:
 Which fruit is liked the most?
 Which fruit is liked the least?
 If we arrange the fruits from the most liked to the least like, what would come first? Next? And last?
 What is the difference between the number of people who like bananas and the number of people who like
mangoes? Bananas and santol? Mangoes and santol?
C. OTHER MATH ACTIVITIES
Block Play
Procedure:
Writing Papers (4)

crayon
Procedure:
Number Lotto (0-6)

Procedure:
Bingo: Number (0-6)

Players: 2 or more
Procedure:
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Procedure:
It’s A Match
Objectives: To match numeral to set of objects/ dots
Procedure:
Mixed Up Numbers
Objectives: To read and recognize number words
Materials: vocabulary cards of number words (1-4)
Procedure:
2. Ask the students to say each word with you.
Variation: Distribute the cards to the children. Call one of the word names. A student with the corresponding card is invited to
stand. “Neighbors” – those whose numbers are one less or one more than this student‟s – are then invited to join in. Continue
until all are standing in the appropriate number.

Materials: clothespins, small card numbers, more/less spinner
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.

Procedure:
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"Place four sticks in your right "None and four is four." or
hand." "Zero and four is four." 0 4
"Place one stick in "One and three is

your left hand." four." 1 3
"Place one more stick in your "two and two is four."

left hand." 2 2
"Place one more stick in your "three and one is four."

left hand." 3 1
"Place one more stick in your ""Three and none is three."

left hand." or "Three and zero is four." 4 0

Procedure:

"Place four blocks under the bowl." "None and four is four." or "Zero and four is four."
"Place one block on the bowl." "One and three is four."
"Place two blocks on the bowl." "Two and two is four."
"Place three blocks on the bowl." "Three and one is four."
"Place four blocks on the bowl." "Four and none is four." or "Four and zero is four."
Peek Through The Wall (concrete, up to quantities of 4)

Materials: a wall made of plastic with tape around the edges, any kind of counters
Procedure:
Game proceeds as Hand Game but walls are used for separating quantities.

"Wall off no blocks." "None and four is four." or "Zero and four is four."
"Wall off one block." "One and three is four."
"Wall off two blocks." "Two and two is four."
"Wall off three blocks." "Three and one is four."
"Wall off four blocks." "Four and none is four." Or “Four and zero is four.”
Find 4
Materials: 4 sets of numeral cards 0, 1, 2, 3, 4
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.
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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 4, 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.
4 Concentration
Procedure:
Number Snap
Procedure:

Procedure:
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.
D. OTHER LANGUAGE ARTS ACTIVITIES
Name Designs, Letter Making, Spot the Letter, Letter Mosaic, Letter Collage, Let’s Write, Word Poster, Letter Poster, Letter for
the Day and Sand Paper Letters - please refer to Week 11 appendix
Writers’ Workshop
Procedure:
1. Ask each student to draw a particular experience he/she had and write about it.
2. Compile the stories and make it into a book.
Fingerpainting – free exploration

Objective/Competency: To develop self-expression
Materials: fingerpaint (red, blue, yellow), white paper, tape, markers, wet cloth for wiping fingers
Procedure:
 Tape the paper on the table so that it will not move or fly away while the child is painting.
 Ask each child to write his name on the paper with a marker.
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 Invite each child to dip his fingers in a tub of fingerpaint and apply the fingerpaint on his white paper to paint pictures.
 Teach the children to wipe his fingers clean with the cloth before dipping in another colored paint.
 When a child has finished painting, teacher asks him about his drawing and writes his answer on another piece of paper.
 Teacher hangs the painting up to dry. Teacher attaches the paper with his description of his painting when it is dry already.
Playdough Letters
Objective/Competency: To identify different letters
Procedure:
2. Let the children form different letters.
3. Ask them to identify the letters as they create.
What’s the Sound ?, Can you Say the First Sound? - please refer to Week 11 appendix
Fruit Salad Kung Ang Ulan Ay Malapot Na Sorbetes
Watermelon, watermelon Kung ang ulan ay malapot na sorbetes

Papaya, papaya (masarap na tsokolate, malutong na mangga)
Saging and banana (2x) O, kay sarap ng ulan
Fruit salad (2x). Akoy lalabas at akoy nganganga
Ah, ah, a-ah, ah, ah a-ah
O, kay sarap ng ulan.
Walk, Hop, Jump
(to the tune of Fruit Salad)
Walking (4x)
Hop (6x)
Jumping (6x)
Now we stop.
Note: Do the action while singing the song.

Variations: change the action words into any body
movement
Walking Backwards Relay

Objective/Competence: to develop gross motor skills and body coordination
Materials: none
Procedure:
1. Divide the class into 2 equal groups. Ask each group to form a straight line.
2. Put a chair in front of each group (about 3 meters away).
3. Teacher models how the action is done – walking backwards toward the chair, goes around the chair, then goes back to his
group mates, touching the hand of the child next to him. As soon as that classmate next to him has moved on, he goes to
the end of the line.
4. When the children have understood how the relay game is played, you may now start the game.
5. At the signal “Go!” the first child of each group, does the action demonstrated by the teacher and the game continues until
everybody had taken his turn.
Body Letters
Objective/Competency: To utilize their body to form letters
Materials: letter cards
 Divide the class into groups.
 Assign each group a letter to form. (If they are not familiar with the letter, give them the letter card).
 All the children in the entire group must join in forming the letter assigned to them (four children might lie on the floor to form
the letter F).
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146
WEEK 13: ___________________
CONTENT FOCUS: I can help many things at home.
Message: Some family members prepare meals. Message: I need a home to live in. Message: I help make my home clean.
I can help prepare our meals. I can help set the table. Living in a house protects me from rain and heat which can make
I can help wash the dishes. me sick.
Questions: Who prepares the food that you eat? Questions: Where do you live? Questions: How can you help keep your home clean?
How do you help your family prepare your food? Do you have chores assigned to you? What are the
How do we keep our food clean and safe? Why do we live in a house? chores/things you do to help your family at home?
Teacher-Supervised: Target Letter : Nn Teacher-Supervised: Teacher-Supervised:
 Letter Mosaic : Nn  Let‟s Write Nn  Letter Poster: What begins with Nn?
 Letter Collage : Nn  Nn Words Poster  Poster: We help make our homes clean.
 Wastong Paghahanda ng Pagkain RSW. p. 273  Shape Collage: My House  Letter for the Day: What begins with Nn?
 Pagliligpit ng Pinagkainan RSW p. 274.  Houses! Houses! PEHT p. 71  Sand Paper Letters: Nn, Ss
 Make Your Own Plate Mat Junk Art (Different Kinds of Shelter)  Halinang Maglinis PEHT p.111
 Letter Puzzles  Name Designs: Whose name begins with Nn?  Table Blocks (Forming a House)
 Word Match  Letter Making: Nn  Word Match
 Spot the Letter Nn
Show and Tell: Own Plate Mat Sing the song “What‟s the Sound?“ (substitute with Nn words) Show and Tell: drawing – a chore you do at home
Activity: Have children think of words that begin with Nn. List
them down on the board.
STORY: Ang Alamat ng Palay STORY: The Three Little Pigs STORY: Goldilocks and the Three Bears
Teacher-Supervised: Lift the Bowl (connecting; up to Teacher-Supervised: Literature-based: Story Banner – The Teacher-Supervised: Lining Up Snakes (4)
quantities of 4) Three Little Pigs Independent:
Independent: Independent:  Literature-based: Triorama: Beginning,Middle and End
 Block Play  Literature-based: Popsicle Stick Houses  Literature-based: My Favorite Part of the Story
 Playdough Numerals  Literature-based: Stick Puppets : 3 pigs, wolf  Subtraction Cards (2-4)
 Go 4/Draw 4/Find 4/ 4 Concentration  Playdough Numerals  Writing Numerals (0, 1, 2, 3, 4)
 It‟s A Match/ Mixed Up Numbers (1-4)  Go 4/Draw 4/Find 4/ 4 Concentration  Hand Game/Lift the Bowl worksheets (quantities of 4)
 It‟s a Match/ Mixed Up Numbers (1-4)
INDOOR/OUTDOOR ACTIVITY: To Market, to Market to INDOOR/OUTDOOR ACTIVITY: Relay Game (Fruits in a INDOOR/OUTDOOR ACTIVITY: Sabi ni Pedro
Buy Fruits and Vegetables Basket)
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CONTENT FOCUS:
Message: People in my family help keep my home safe. Message: People in my community help keep my home safe.
Questions: What does your family do to keep your home Questions: How do the people in your community help keep
safe? your home safe?
Teacher-Supervised: Target Letter: Ee Teacher-Supervised:
 Letter Mosaic : Ee  Let‟s Write Ee
 Letter Collage : Ee  E Words Poster
 Letter Poster: Pictures/Drawings of objects that begin
with S
 CVC Fishing Game  Letter Making: Ss
 Poster: Ways of Caring for our Home  Sand Paper Letters: Nn, Ss
 Picture Puzzles (different kinds of houses)  CVC Fishing Game
 Table Blocks (Forming a House)  Mga Katulong sa Pamayanan
 People in the Neighborhood PEHT p. 117
Sing „”Can you say the first sound? “ (use Ss words) Sing “Who are the people in your neighborhood?” (those
Activity: Have them think of people and places that begin community helpers that keep us safe e.g. policeman, fireman,
with letter Ss. security guard, traffic enforces, etc.)
STORY: Ang Pangit na Itik STORY: Si Pilandok at ang Mga Buwaya
Teacher-Supervised: Hand game (up to quantities of 4; Teacher-Supervised: Lift the bowl (up to quantities of 4; writing
writing number sentences) number sentences)
 Counting Boards (quantities of 4)  Counting Boards (quantities of 4)
 Bingo: Addition/ Bingo: Subtraction (0-4)  Bingo: Addition/ Bingo: Subtraction (0-4)
 Go 4/ Draw 4/ Find 4/ 4 Concentration  Go 4/ Draw 4/ Find 4/ 4 Concentration
 Writing Numerals (0, 1, 2, 3, 4)
Over and Under Relay Line Up
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APPENDIX: WEEK 13
Shape Collage (My Home)

Objective: to construct a house using different shapes
To develop creativeness
To distinguish different kinds of shapes
Materials: Pre-cut shapes of old newspapers colored magazines large sheets of paper
old folder or cardboard paste or glue pair of scissors
Procedure:
1. Place the pre-cut shapes of old magazines and newspaper in a box
2. Let the pupils get pieces of the pre-cut shapes to create a collage of their house
3. Glue or paste each part until they create a collage of their home
4. Tell them to write a title of their collage and tell something about it.
Poster Making: Ways of Caring for Our Home

Objectives: to develop gross motor coordination
To identify ways of caring for one‟s home
To demonstrate creativity
Number of Participants: 5-6 per group
Materials: ½ manila paper or back of old calendar 10-12 pieces of ¼ bond paper paste or glue
pair of scissors crayons marking pen
Procedure:
1. Let the group discuss among themselves the ways of caring for the house/home
2. Provide the group with the materials needed
3. Let each member of the group make drawings of ways of caring for the house/ home on ¼ sheet of bond paper. e.g.
dusting furniture, sweeping the floor, scrubbing floor, putting curtain, dusting windows, waxing the floor etc.
4. Let them paste/glue their drawings on the manila paper or back of old calendar
5. Let them put a title to their work
Wastong Paghahanda ng Pagkain - RSW. p. 273
Pagliligpit ng Pinagkainan - RSW p. 274.
Make Your Own Plate Mat

Objective/Competence: develop fine motor skills
Materials: old folders, art papers, scissors, glue, pencils, crayons, old magazines or newspapers
Procedure:
1. Give each child an old folder.
2. Ask them to design or decorate the folder using the various art materials. They may alsocut out letters from the magazines
or newspapers to design or decorate their place mat.
Houses! Houses! - PEHT p. 71
Halinang Maglinis PEHT p.111
Junk Art – (Different Kinds of Shelter)

Objectives: to demonstrate resourcefulness and creativity in using recyclables
To use recyclable materials to make models of different kinds of shelter
Number of Participants: 6 per group
Materials: recyclable materials like small boxes, strings, paper, soft cardboard, soft drink bottle caps, popsicle sticks, pieces of cloth,
candy wrappers, aluminum foil, wire, old magazines, etc., glue, pair of scissors
Procedure:
1. Let the group discuss about the kind of shelter found in the community and decide of what kind of shelter in group will work
on (e.g. tree house, nipa hut, duplex, apartment etc.
2. Let the monitor get the needed materials from the supply table.
3. Group work on the kind of shelter they have chosen.
Picture Puzzles (Different Kinds of Houses)

Objective/Competency: to develop creativity and fine motor cordination
Materials: puzzles of different kinds of houses
Preparation:
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1. Look for pictures of different kinds of houses (the more colorful, the better).
2. Paste them on thick cardboard.
3. Cut into puzzle pieces.
4. Store each puzzle set in individual envelopes.
Procedure:
1. Group children into pairs.
2. Give each pair an envelope and encourage them to complete the puzzle.
Mga Katulong sa Pamayanan MEMORY GAME

Objectives: To identify the different community helpers
To remember the location of certain community helpers cards
Materials: 20 pieces of community helpers cards
Procedure:
People in the Neighborhood – PEHT p.117
Block Play
Procedure:

Objective/Competency: To identify the numerals 0, 1, 2, 3 and 4
Procedure:
2. Let them to form the numerals 0, 1, 2, 3 and 4.
Writing Numerals (0,1,2,3,4)

Preparation: Draw the numerals on a piece of card board. The first part of the numeral is drawn with the purple crayon and
the second part with green. The purple and green marks will help children determine which stroke to do first.
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It’s A Match
Objectives: to match numeral to set of objects/ dots
Procedure:
Mixed Up Numbers
Procedure:
Variation: Distribute the cards to the children. Call one of the word names. A student with the corresponding card is invited to
stand. “Neighbors” – those whose numbers are one less or one more than this student‟s – are then invited to join in. Continue
Draw 4
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 4. All the pairs thus made are discarded in the
middle of the table.
looking at them. If the person who draws the card can use it to make 4 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 Concentration
Procedure:
Find 4
Procedure
150
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 4, 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.
Go 4
Objective: to explore different combinations that makes 4
Procedure:
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 3 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."
Subtraction Cards
Procedure:
4. Children take away 1 counter, count remaining counters and say "Three"
5. Teacher shows the group the three remaining dots on the subtraction card.

Procedure:

Procedure:
 Counting Boards (concrete, up to quantities of 4)

Procedure:
151
Lift The Bowl
Procedure:

"Place four blocks under the "None and four is four." or
0
bowl." "Zero and three is four."
"Place three block on the "One and three is four."

1
bowl."
"Place two block on the bowl." "Two and two is four."

2
"Place three block on the "Three and one is four."

3
bowl."
"Place four block on the "Four and none is four." Or

4
bowl." “Four and zero is four.”
Hand Game (writing number sentences; up to quantities of 4)

Procedure:

"Place four sticks in your right "None and four is four." or
hand." "Zero and four is four." 0+4=4
"Place one stick in your left "One and three is four."

hand." 1+3=4
152
"Place one more stick in your left "Two and two is four."
hand." 2+2=4
"Place one more stick in your left "Three and one is four."
hand." 3+1=4
"Place one more stick in your left ""Four and none is four." or
hand." "Four and zero is four." 4+0=4
After 1 round children can be introduced to the word PLUS. “Instead of using the word AND I‟d like you to use the word

Procedure:

"Place four blocks under the bowl." "None and four is four." or 0
"Zero and three is four." +4
4
"Place three blocks under the bowl." " One and three is four." 1
+3
4
"Place two blocks under the bowl." " Two and two is four." 2
+2
4
"Place one blocks under the bowl." " One and three is four." 3
+1
4
"Place no blocks under the bowl." "Four and none is four." Or 4

“Four and zero is four.” +0
4
After 1 round children can be introduced to the word PLUS. “Instead of using the word AND I‟d like you to use the word

Objective: to write addition equations involving quantities of 4
To conserve number
Procedure:
0 + 4 = ____ 1 + 3 = _____ 2 + 2 = ____ 3 + 1 = _____ 4 + 0 = _____

4 – 0 = ____ 4 – 1 = _____ 4 – 2 = _____ 4 – 3 = _____ 4 – 4 = _____
153
To conserve number
Procedure:
If worksheets are not available, teacher can simply write the combinations in the following vertical position
0 4
+4 4
1 4
+3 3
4
2 4
+2 2
3 4
+1 1
4 4
+0 0
Lining Up Snakes
To order objects from longest to shortest
Materials: rubber or plastic snakes of different sizes playdough string for measuring
Procedure:
Snake Time
The snakes lined up
On measuring day,
I measured each one
They got in a row
In an orderly way,
2. Discuss lengths of the 4 rubber or plastic snakes. Ask children which snake is longest, the next longest, the next longest
then the shortest.
4. Provide play dough so that each child can mold 4 of their own snakes. Naming the snakes can make this activity even more
personal.
Name Designs, Letter Making, Spot the Letter, Letter Mosaic, Letter Collage, Let’s Write, Word Poster, Letter Poster, Letter
for the Day and Sand Paper Letters - please refer to Week 11 appendix
154
Word Match
Objectives: match CVC words
Materials: CVC cards
Preparation: prepare pairs of CVC words that can be formed from the following letters; m,a,t,f,e,n
Procedure:
1. Lay down CVC cards on the table,
2. Have children take turns looking for a pair of CVC words that match.
CVC Fishing Game

Objectives: match CVC words
Materials: CVC fishing cards, hook
Preparation: prepare fishing cards with CVC words that can be formed from the following letters; m,a,t,f,e,n
Procedure:
1. Lay down CVC cards on the table or floor.
2. Have children take turns fishing CVC words.
3. Children read out words that they catch.
Literature-based: Popsicle Stick Houses

Objective: recall story details, develop fine motor coordination
Materials: popsicle sticks, glue,
Number of participants:
Procedure:
1. Have children make different kinds of houses out of popsicle sticks.
2. Let them glue each house on 1 whole or ½ oslo paper.
Literature-based: Stick Puppets : 3 pigs, wolf

Objective: recall story details, develop fine motor coordination
Materials: popsicle sticks/ tongue depressor, construction paper, yarn, assorted junk materials
Number of participants: 6-8
Procedure:
Have children make stick puppets out of assorted junk materials. After they have made the puppets, have them retell the story using
the puppets.
Who are the people in your neighborhood?
Who are the people in your neighborhood?

In your neighborhood? (2x)
Oh, who are the people in your neighborhood?
They‟re the people that you meet
When you‟re walking down the street
They‟re the people that you meet each day.
Relay Game (Fruits in a Basket)

Objective/Competence: develop gross motor skills and body coordination
Materials: basket, plastic 10 pcs. fruits, 2 plastic trays
Procedure:
2. Put a chair in front of each group (about 3 meters away). Divide the plastic fruits into 2 and put each group of fruits in each
tray. Put each tray on top of each tray.
3. Teacher models how the action is done – she brings the basket and gets one fruit from the tray and puts it in her basket,
then goes around the chair, goes back to her group mates, touching the hand of the child next to her. As soon as that
classmate next to her has moved on, she goes to the end of the line.
155
To Market, to Market to Buy Fruits and Vegetables

Materials: 2 daddy‟s polo, 2 big hats, 2 baskets, 2 umbrellas
Procedure:
3. Teacher models how the action is done – she wears the polo and hat, opens the umbrella, goes around the chair carrying
the basket and umbrella, then goes back to her group mates, touching the hand of the child next to her. As soon as that
classmate next to her has moved on, she goes to the end of the line.
Sabi ni Pedro
Objective/Competency: To learn to hear discriminately and able to follow instruction.
Materials: wala
Procedure:
 Hatiin ang klase sa dalawang pangkat. Iayos nang pabilog ang bawat pangkat.
 Pansamantalang magtalaga ng “Pedro” sa bawat pangkat at patayuin siya sa gitna ng bilog.
 Magbibigay siya ng mga utos tulad ng “Hawakan ang ilong,” “Hawakan ang mata,” at iba pa.
 Ang utos ay maaring pangunahan o hindi ng mga salitang “Sabi ni Pedro.” Hindi dapat sundin si “Pedro” kapag ang utos ay
walang pang-unang salitang “Sabi ni Pedro”. Halimbawa: “Hawakan ang leeg.” (Hindi dapat sundin.) “Sabi ni Pedro,
hawakan ang leeg.” (Sundin ito.)
 Maaring ibang bahagi ng katawan ang hawakan ni Pedro kaysa sa kanyang sinasabi upang lituhin ang mga bata.
 Ang batang magkamali ang magiging bagong “Pedro.”
Over and Under Relay

Materials: none
Procedure:
8. Teacher models how the action is done – walking backwards toward the chair, goes around the chair, then goes back to his
group mates, touching the hand of the child next to him. As soon as that classmate next to him has moved on, he goes to
the end of the line.
Line Up
Objective: to sort the class into 3 groups based on similarities and differences
Materials: none
Number of participants: whole group
Procedure:
 Tell the children that they are to make three lines based on the descriptions you give.
- Make 2 lines: boys, girls
- Make 3 lines: favorite drink: juice, chocolate drink, milk
- Make 3 lines: favorite place: McDonald‟s, Jollibee, KFC
- Make 3 lines: favorite activity: playing, watching TV, drawing/coloring pictures
156
157
WEEK 14: _________________
CONTENT FOCUS: I need clothes to protect my body. There are many types of clothes to wear.
Message: I need clothing. Message: Special types of clothes are worn for different weather Message: Some people use special clothes for their work.
conditions. (Maybe you can invite a Resource Speaker e.g. a
I need to wear clothes to protect my body. *Some people wear jackets when it is cold. Construction Worker who can talk about the special
*Some people wear raincoats when it is raining. clothes and accessories he wears in his work.)
*People use hats or caps to protect their head from heat.
Questions: Why do we need to wear clothes? Questions: What types of clothes do people wear for different Questions: Why do some people wear special clothes for
weather conditions? their work?
Teacher-Supervised: Three-Sound Word Building Teacher-Supervised: Teacher-Supervised:
 Poster: “There are different kinds of clothes.”  CVC Call Out
 Pictograph: Clothes to Wear for Different Weather  Poster: Special Clothes for Special Kinds of
Conditions Jobs
 Stick Puppets: Different Kinds of clothes  Name Designs: Whose name begins with Bb?  CVC Fishing Game/ CVC Word Puzzles
 Anong Kasuotan Ko? - PEHT p.60  Dressing Up for the Weather PEHT p. 60  Word Sort
 Clothes I Wear - RSW. p.239  CVC Domino/ CVC Word Lotto  What Will I Wear? RSW. p.265
 CVC Domino/ CVC Word Lotto  Sand Play  Writer‟s Workshop
 Writer‟s Workshop  Playdough  Sand Play
Show stick puppets – talk about the different clothes that Sing the song “What‟s the Sound? “ (substitute with Bb words) Sing „”Can you say the first sound? “ (use Bb words)
the puppets are wearing Activity: Have children think of words that begin with Bb. List Activity: Have them think of people and places that begin
them down on the board. with letter Bb.
STORY: The Emperor and His New Clothes STORY: Mario’s Special Day STORY: Ang Madyik Banig
Teacher-Supervised: Number Stations and Number Teacher-Supervised: Who Has More? (quantities of 5) Teacher-Supervised: Hand Game and Cave Game
Books (quantities of 5; using toothpicks or squares) Comparing Quantities: A Game for Partners (concrete; quantities of 5)
 Sand Play: Mark the Scoops  Sand Play: Mark the Scoops  Sand Play: Mark the Scoops
 Number Lotto (0-6)  Playdough Numerals (0-5)  Playdough Numerals (0-5)
 Bingo: Numbers (0-6)  Writing Papers (5)  Writing Papers (5)
 Number Concentration (0-5)  Number stations/ number books (quantities of 5)  Number stations/ number books (quantities of 5)
 Don‟t Rock the Boat  Number Lotto/Bingo: Numbers (0-6)  Comparing quantities: A Game for Partners
157
 Number Concentration/ It‟s A Match (1-5)  It‟s A Match (1-5)
Move the Body –PEHT p.55 Ankle Walk Drop the Hankerchief

Message: Clothes may have different features. Some Message: Clothes have different designs.
have pockets. Some have buttons. Some have zippers.
Teacher-Supervised: : Target Letter: Ss Teacher-Supervised: Target Letter Ss
 Letter Mosaic : Ss  Let‟s Write Ss
 Letter Collage : Ss  Ss Words Poster
 Chart: How Many Pockets? Zippers? Buttons?  Letter Poster: Pictures/Drawings of objects that begin
with Ss
 Collage – different parts of clothes  Sand Paper Letters: Ss, Ee, Nn, Mm, Aa Tt, Ff
 Clothes Memory Game  Dress Me Up Paper Dolls
 Clothes Domino  Clothes Memory Game
 Letter Making: Ss  Clothes Domino
Show the chart: How Many Pockets? Zippers? Buttons? Show the Dress Me Up Paper Dolls – talk about the different
– talk about who got the most or the least number in each designs that the paper dolls are wearing
feature
STORY: Ang Pagong at Matsing STORY: Si Tipaklong
Teacher-Supervised: Hand Game and Cave Game Teacher-Supervised: Measure It
(concrete; quantities of 5)
 Number Concentration/ Mixed Up Numbers (1-5)  Number Concentration/ Mixed Up Numbers (1-5)
 Number Lotto/Bingo: Numbers(0-6),It‟s a Match  Number Lotto/Bingo: Numbers (0-6); It‟s A Match (1-5)
Clothes Relay Deep and Wide
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APPENDIX: WEEK 14
Poster: There are different kinds of clothes.

Objective/Competence: to identify different kinds of clothes
Procedure:
1. Ask each student to draw one kind of clothing.
2. Have children outline his drawings and color it.
sentences yet.
Stick Puppets: Different Kinds of Clothes

Materials: pre-cut cardboard puppet, popsicle sticks, masking tape, scissors, scrap cloth, colored markers
Procedure:
1. Tell the children that they will dress up their puppets with the kind of clothes they are wearing that day.
3. Ask each child to design his/her own puppet using the scrap cloth and colored markers available.
5. Display the puppets. Put the title of the activity – “We wear different kinds of clothes.”
Anong Kasuotan Ko? - PEHT p.60
Clothes I Wear - RSW. p.239
Pictograph: Clothes to Wear for Different Weather Conditions

Objective/Competence: to identify different kinds of clothes for different weather conditions
Procedure:
1. Ask each student to draw one kind of clothing for a particular kind of weather.
sentences yet.
Dressing Up for the Weather PEHT p. 60
Poster: Special Clothes for Special Kinds of Jobs

Objective/Competence: to identify special kinds of clothes for special kinds of jobs
Procedure:
1. Ask each student to draw one kind of special clothing for a special kind of job e.g. bunker coat of a fire fighter.
sentences yet.
What Will I Wear? RSW. p.265
Chart: How Many Pockets? Zippers? Buttons?

Objective: to collect data
To organize data using a pictograph
Materials: manila paper cut outs of 3 pockets, zippers, buttons glue
Prepare large graph on Manila paper where children will paste the pocket, zipper, button cut-out of their choice.
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Prepare cut-outs of zippers. Make sure cut-outs are enough for all the children.
Example:
zippers
buttonsl
pockets

Procedure:
1. Ask children to check if they have zippers, buttons or pockets. Discuss what each looks like.
2. Show the graph drawn on Manila paper and say, “Now look at the chart and choose which among these is present in
your clothing today.”
3. Call each child. The child then gets a cut-out and pastes this on the appropriate box.
4. After the children have pasted their cut-outs, ask the following questions:
 Who has the most zippers? buttons? pockets?
 Who has the least zippers? buttons? pockets?
Collage – “There are different parts of clothes.”

Materials: bond paper with clothes outline, colored magazines, glue/paste
Preparation: Teacher will draw a big outline of one kind of clothing on a bond paper. Make sure there are enough drawings for
each student.
Procedure:
1. Give each student a paper with a drawing of one kind of clothing.
2. Children tears out one page from the colored magazine and tears it to small pieces.
3. Children put glue/paste on the drawing and fill it with the small torn magazine pieces.
4. Children continue until the drawing is complete covered with the colored magazine pieces.
5. Ask each student to label the different parts of the clothes. Take down dictation if the child cannot write his own words
yet.
6. Post on their artworks on the wall.
Clothes Memory Game

Objective/Competency: To match clothes that are alike
Materials: at least 20 pieces of picture cards of clothes
Procedure:
 Place all cards on the table face down.
 Each player turns over two cards during his turn. If he gets a pair of identical letter cards, he gets to keep the pair and
takes another turn.
 If the letter cards do not match, the player puts back the cards into their original places.
 The player who is able to get the most number of pairs wins the game.
Clothes Domino
Objectives: To recognize different kinds of clothing that are alike
Materials: set of 28 clothes dominoes
Procedure:
5. The winner is the player who has played all dominoes or the player with the smallest number of dominoes when all
players must pass.
Dress Me Up Paper Dolls

Materials: pre-cut puppet cardboard design, colored markers, scrap cloth, colored markers
160
Procedure:
1. Tell the children that they will dress up their puppets.
3. Ask each child to design his/her own puppet using the scrap cloth and colored markers available.
5. Display the puppets.
Block Play
Procedure:

Procedure:
Writing Papers (5)

crayon
Procedure:

Objective: to count
Procedure:

Procedure:
161
1. Help your child to draw pictures or glue in pictures from magazines of things that are important to him and write the
number 5 underneath.
Number Lotto (0-6)

Procedure:
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.
Bingo: Number (0-6)

Players: 2 or more
Procedure:

Procedure:

Objective/Competency: To identify the numerals 0, 1, 2, 3, 4 and 5
Procedure:
2. Let them to form the numerals 0,1, 2, 3, 4 and 5.
It’s A Match
Procedure:
Who Has More?

Procedure:
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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.
Variations:


Procedure:

"Place five sticks in your right hand." "None and five is five." or "Zero and five is five."
"Place one stick in your left hand." "One and four is five."
"Place one more stick in your left hand." "Two and three is five."
"Place one more stick in your left hand." "Three and two is five."
"Place one more stick in your left hand." "Four and one is five."
"Place one more stick in your left hand." "Five and none is five." or "Five and zero is five."
Measure It
Objectives: to measure the length of objects
Materials: assorted objects with varying lengths, popsicle sticks, paper , pencil
Procedure:
1. Ask children to measure the length of the following: blackboard, shelf, table, blocks
(Note: you may also substitute these items with other things in the classroom)
2. Use different non-standard tools such as popsicle sticks, straw . You may use inch cubes to
Measure length of smaller objects such as pencil, table block, crayons
Don’t Rock the Boat

Materials: playing board, counters, dice
Procedure:
1. Players roll the dice to travel back and forth inside the "boat".
2. The player who lands in the center with an exact roll is the winner.
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Variation: For a solitaire, place markers on all the twelve outer spaces. Each time the player lands on a space, he or she
collects the marker. The object is to collect as many markers as possible before landing in the center.
Three Sound Word Building

Objective: segment sounds in 3-letter words
Materials:
Number of Participants: half class during work period 1
Procedure:
The word ‘mat’ is used as an example. The lesson is the same for all of the three-sound word building puzzles.
1. Tell children that you will be breaking apart sounds of a word you are going to spell.
2. Make 3 lines on your paper.
3. Lay out the letters that make up the word „,mat‟. Say, “What‟s the first sound you hear in „mat‟?” Run your finger along
the three lines as you slowly say „cat‟.
Note: Do not segment the sounds in the word. That‟s your child‟s job. But say the word very slowly as you move your
finger along the lines, so that she can hear all the sounds and understand that they should be
represented in sequence.
4. After she says the first sound, ask her to find the corresponding letter. Make sure she says the sound as she puts the
letter on the first line. Once she has put the first letter, ask her to say the next sound he/she hears. Once again. you
should run your finger along over the lines as you slowly say “mat”. Make sure that she says each sound as she looks
for the corresponding letter and places it in sequence
5. After all the letter cards have been placed, have her say each sound as you point to its letter in sequence. Then have
her map the word on a piece of lined paper. When mapping she should say one sound at a time as she writes the sound
picture that sound. Mapping should be clear, concise, and completely segmented.
Note: Segmentation and blending will be done after learning a cluster of letters the previous weeks. Do this in half groups
instead of the whole group so you can easily spot children with difficulties and provide the necessary support.
Have children practice segmenting after you have demonstrated it to them.
CVC Domino (same as Letter Lotto but replace with CVC words that can be formed from the letters m,a,t,f,e,n)
Word Lotto ( same as Letter Lotto but replace with CVC words that can be formed from the letters m,a,t,f,e,n
CVC Sound Call Out (same as Letter Call out or bingo but replace with CVC words that can be formed from the letters
m,a,t,f,e,n )
Variation : Teacher sounds out letters of the CVC word instead of showing children the CVC card
Deep and Wide

Deep and wide (2x)
There‟s a fountain flowing deep and wide.
Deep and wide (2x)
There‟s a fountain flowing deep and wide.
(variations: replace the underlined words with the following
opposite sounds/antonyms - loud and soft, high and low,
fast and slow)
Move the Body –PEHT p.55.
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.
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Drop The Hankerchief
Arrange all but one of the players in a circle standing at normal intervals and facing in. Appoint the extra player X. Give him a
handkerchief and place him outside the circle. At a signal, X runs around the circle and when he chooses, drops the handkerchief.
The player behind whom it was dropped picks it up and runs around in the opposite direction. The player who reaches the gap
first steps into it. The other player becomes X and runs around the circle and drops the handkerchief behind another player. In
this way the game continues.
Clothes Relay
Players are divided into 3 equal teams. Each team forms a line. One sack of clothing is set at least 4 yards in front o of each team.
The first player on each team runs to the sack of clothing, putting on each article of clothing in any order. Clothes need not be tied
or buttoned. Player then runs back to his team, takes clothes off and helps the next player get dressed. The next player runs to the
other end and back to the finish line. He then takes each particle of clothing off and help the next player get dressed. The next
player takes his turn in the same fashion. The game continues until all players of one team have had a turn and thus win
165
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KINDERGARTEN CLASS SECOND GRADING WEEKLY PLANS
WEEK 15: _______________
WEEK 15 Monday Tuesday Wednesday
CONTENT FOCUS: I am special. I am unique and different from others in some ways.
Meeting Time 1 Meeting Time 1 Meeting Time 1
Song “ I am Special Song “ I am Special. “ Song: Look Who‟s special
Play “ People Sorting “
Message: I am like other people in some ways. Message: I am different from others in some ways. Message: There are things that I can do well.
Questions: Are people all alike ? How can they be different
from one another ? Do people look the same ? Can they do the Questions: What things can you do really well?
same things? Who among you can sing? dance? draw ?
Do they like and dislike the same things?
Teacher-supervised: Target Letter:: Bb Teacher-Supervised: Writing Letter B Teacher-supervised: Listen and Write
Letter Mosaic : B Word Search: Words that begin with B
Letter Collage : Bb Letter Poster: B Independent:
Independent: Independent:  My Friend and I
 Mirror! Mirror on the Wall  Mirror! Mirror on the Wall  I can..book
 Mini-poster: I am special,  Mini-poster: I am Special  Lit-based: Paper Bag Puppet
 Word Lotto  My Friend and I  Lit-based: Story Chart: Beginning, Middle, End
 CVC Domino  CVC Domino  CVC Word Lotto
 Writer‟s Workshop  Word Lotto  CVC Fishing Game
Meeting Time 2 Meeting Time 2 Meeting Time 2
Introduce the poem: I Am Special Introduce: Look who‟s special. Call in groups to show the drawing of themselves and their
Have children share their puppets with the rest of the class. Play oral blending games. friends. Who is/ are your friends? Why did you like them?
Play, “ I say, You say “ Song: Five Green Speckled Frogs/Five Little Monkeys
STORY: Si Putot STORY: Ang Nawawalang Kuting STORY : The Gingerbread Man
Teacher-Supervised: Hand Game (connecting; up to Teacher-Supervised: Hand Game (connecting; up to Teacher-Supervised: Lift the Bowl and Peek Thru the Wall
quantities of 5) quantities of 5) (concrete; up to quantities of 5)
 It‟s A Match/Mixed Up Numbers (1-5)  It‟s A Mathc/ Mixed Up Numbers (1-5)  5 Concentration
 Number Snap/ Number Concentration (0-5)  Number Snap/ Number Concentration (1-5)  Number Snap/ Mixed Up Numbers (1-5)
 Bingo: Numbers (0-6)  Bingo: Numbers (0-6)  Number Lotto/ Bingo: Numbers (0-6)
INDOOR/OUTDOOR ACTIVITY: Listen and Catch INDOOR/OUTDOOR ACTIVITY: Obstacle Course INDOOR/OUTDOOR ACTIVITY: Hopping Frogs
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Thursday Friday NOTES
Message: I can be nice to others. I can help others in many ways. Message: There are things that I like about myself.
Meeting Time 1 Meeting Time 1
Question: What are the things you do for other people – for your Question:
family, classmates, playmates ? What things do you like about yourself?
Work Period 1 Work Period 1
Teacher-supervised: Lit-based: Film Strips Teacher-supervised: Toss a Word
Step on Words Word Round-Up
 CVC Spinner  Graph It (sounds in words)
 CVC Flip Booklets  CVC Booklets
 Graph It : How many sounds ?  CVC Spinner
 Lit-based: My Favorite Part of the Story  Writer‟s Workshop
 Puzzles
 Bead Stringing
Meeting time 2 Meeting Time 2
Show Poster “I can learn” Poem: I Can Do Many Things
Talk about ways they can learn new things
Do Snap and Clap
Poem: I Can Do Many Things
Supervised Recess Supervised recess
STORY: Ang Prinsipeng Ayaw Magsalita STORY: Si Diwayen
Teacher-Supervised: Lift the Bowl and Peek Thru the Wall (concrete; Teacher-Supervised: Quickie Shadow Lengths
up to quantities of 5)
 Find 5/ 5 Concentration  Find 5/ 5 Concentration
 Go 5  Go 5/ Draw 5
 Draw 5  Number Snap/ Mixed Up Numbers (1-5)
 Bingo: Numbers (0-6)  Don‟t Rock the Boat
 Don‟t Rock the Boat
INDOOR/OUTDOOR ACTIVITY: Roll and Catch INDOOR/OUTDOOR ACTIVITY: Duck, Duck, Goose
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APPENDIX - WEEK 15
A. THEME RELATED ACTIVIES
Mirror! Mirror on the Wall

Materials:
Paper plates for each child, crayons/markers, Yarn, glue, stick, masking tape
Procedure:
1. Give each child a paper plate.
2. Have them draw their face on it.
3. Use yarn for the hair
4. The child writes his/her name on the paper plate.
5. Attach the paper plate to the stick.
Mini-poster: I am special
Objective: to develop self-awareness
Materials: bond paper, crayons or colored markers
Number of Participants: any number of participants
Procedure:
Have children draw themselves at the center of the bond paper. Around their self-portrait, have them draw other things about
himself/herself e.g. favorite things,
things he/she can do, family to which he belongs etc/
I Can ..Book
Objective: to develop self-awareness
Materials: individual booklets, crayons, pencils
Procedure:
1. Distribute blank books to children
2. On each page, ask them to draw things they can do now.
3. Ask them label their drawings.
My Friend and I
Materials: half construction paper, crayons, pencils
Number of participants: any number
Procedure:
1. Ask each child to draw a picture of himself and a friend doing things together.
2. Have him label his drawings or take down dictation as needed.
3. Encourage the child to design the background and the borders.
Number Books
Objective: to use numerals to describe and record quantities.
Materials: old magazines, scratch paper, crayons, pencils.
No. of Participant: 1
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.
Number Lotto
Objective: To match numerals.
Materials: Lotto boards, 2 sets of number cards 0-9
No. of players: 2-5
Procedure:
166
2. Players take turns to pick up card from the deck.
Variation: One person is a caller as in a bingo game. She holds you the number cards and players have shout out the name
Number Domino
Objectives: to recognize numbers 1-10
To match numbers that are alike.
Players: Small group
Materials: Set of 28 number dominoes
Procedure:
3. A player with a “ double” begins play.
4. Each player in turn says the number names and then plays as in regular domino game.
players must pass.
Mixed Up Numbers
Objectives: To read and recognize number words. SEVEN SIX
To recognize the sequence of numbers.
Players: Small group
Materials: Vocabulary cards of number words.
Procedure: EIGHT
6. The teacher switches cards and then calls on a pupil to return them to the correct place.
Variation: Distribute the cards to the children. Call one of the word names. A student with the corresponding card is
invited to stand. “Neighbors” – those whose numbers are one less or one more than the student‟s- are then invited to
join in. Continue until all are standing in the appropriate number.

Objective: to practice counting
Procedure:
1. Players roll the dice to travel back and forth inside the “boat”.
C. OTHER LANGUAGE ACTIVITIES
Where Is It?
Objective: identify sound positions
Materials: 3 column cards for every player or have children draw three connected boxes on a sheet of
Paper, Counters
Number of Players/participants: 6-8
Procedure:
1. Distribute the counter to each child
2. Tell the children that you are going to say a list of words. All of the words contain a certain letter. Some words contain
such letter at the beginning, some in the middle and some at the end.
3. If children hear the particular letter sound at the beginning of the word they are to place the counter in the first box. If
they hear it in the middle, they are to place the counter in the middle box. If at the end of the word, they are to place the
counter in the last box.
167
Graph It! (sounds in words)
Objectives: to identify sounds in words.
Materials: manila paper, word cards
Procedure:
1. Make a chart like the one below:

Words with 3 sounds Words with 4 sounds Words with 5 sounds
2. At each turn, ask a child to pick – out a card. Have the child read the word OR teacher reads out the word for the child.
3. Have him/her figure out how many sounds he/she can hear the word.
4. Let the child put the word under the appropriate column in the chart.
Letter Mosaic : B (see Week 11 appendix)

Letter Collage : Bb (see Week 11 appendix)
Word Lotto (see Week 14 appendix)
CVC Domino (see Week 14 appendix )
Listen and Write

Objective: blend letter sounds
Procedure:
1.Lay out the letters.
m a s t e b f n
2. Hold the calling card mat in fan and so that your child cannot see the words.
sat ban
fat ban
pat met
bat set
man net
netpointer finger to slide the letters one at a time into position to spell „mat‟ on the blackboard
3. Say, “I‟ll go first. I‟ll spell „mat‟. Use your
board with lines. Say each sound asmap
ten you line up the corresponding letters.
4. Now, let children use their pointer finger or a pencil to point to each letter as they say the corresponding sounds. If she is still
learning the corresponding sounds, say each sound and then have her repeat it after you. Make sure she is looking at the sound
letters as she says the sounds, and not at you.
5. Now say, “If that spells „mat‟, „let‟s spell „fat‟. Use your pointer finger or a pencil to slowly move across the word „mat‟, as you say the
new word, „fat. This will bring her attention to the location of the letter that must be changed. Do not say the sounds separately, but
as slowly as you can. This will compel her to segment the sounds. Be very careful to make sure your pencil or pointer finger is in the
correct location, over the corresponding sound as you slowly say the word.
6. Continue with each change, offering help as needed. After each change, point to each letter and have her say each sound in the
word, as shown in step 4.
a s m p f
m a t 168
a
Note: This lesson is for the first set of clusters you will work with ( m,a, t, f c,e,ns b) but the lesson will be the same for all
other cluster of letters you will be working .
CVC Spinner
CVC Flip Booklets
Lit-based: My Favorite Part of the Story

Objective: making personal connections
Materials: bond paper, marker, crayon, pencil
Procedure:
1. Have children draw their favorite part of the story. Let them color their drawing and label it.
Word Round – Up
Objective: To be able to identify words with the same sound.
Materials: Pictures/real objects in the classroom that begins with the same sound to activate prior knowledge of the children.
No. of Players: any number
Procedure:
 Show some pictures/real objects to the children to review name words that begins with the same sounds.
 Write a series of simple words on the chalkboard. Most of the words should begin with the same sound, e.g.: sat, sun, top, sick
and mop
 Teacher shall read the words aloud.
 Then, have volunteers circle the words that begin with the same letter.
Paper Bag Puppet

Objective: to identify story details
Materials: brown bag, crayons/colored markers
Procedure:
1. Make a character puppet using a paper bag.
2. Use junk materials such as paper scraps, straw, yarn, scrap cloth to design your puppet.
3. Use the puppets to retell the story that the teacher read.
Story Chart : Beginning Middle End

Objective: to identify events that happened in the beginning, middle and end of story
Materials: bond/newsprint, crayons, pencil
Number of players/participants: any number
Procedure:
1. Ask the child to draw an important event that happened in the beginning of the story in the first column, an event that
happened in the middle of the story in the second column and the end of the story in the third column.
2. After everyone has made their story charts, have them share what they wrote with one another.
Meeting Time 2 Activities:
I Say You Say
Oral Blending Games
Rubber Band Stretch
Procedure:
1. Teacher models with a large rubber band how to stretch out a word as the word is said. /mmmmmmmm-/aaaaaaaaaaaa-
/nnnnnnnnn/
2. Teacher models with stretched out band how to bring rubber band back to original length and says the word fast: /man/.
3. Children pretend to stretch rubber bands as they say the sounds in different words.
Stretchy Names
169
Procedure:
1. Children and teacher clap and say a verse for each child in class:
PEDRO, PEDRO, HOW DO YOU DO? WHO'S THAT FRIEND RIGHT NEXT TO YOU?
2. Children and teacher say the next child's name very slowly, stretching palms far apart as the word is stretched; RRRR-
eeeee-bbbb-eee- ckckckck-aaa.
Clap once quickly and say name fast: "Rebecca."
A chant to Teach Phonemic Segmentation

Listen, listen to my word,
Then tell me all the sound you heard: race
/r/ is one sound
/a/ is two,
/s/ is last in race it‟s true.
Thanks for listening to my word
And telling all the sounds you heard!

Procedure:

Clap Clap Snap fall Clap Clap Snap ball

Clap Clap Snap hall Clap Clap Snap small
4. "I say, You say" game:
I say fat. You say _____. I say red. You say _____.
D. INDOOR/OUTDOOR GAMES
Listen and Catch
Let the children form a circle. Assign an “it” who will stay in the center. The “it” will throw a ball into the air and call out a child‟s name.
The child who will be named gets to try to catch the ball as it comes down. Then, he takes the it‟s place in the middle of the circle.
Encourage children to call out a different name each time they have the ball.
Roll and Catch
Let children sit in a circle with one child in the middle. Have children take turns catching the “fish” or the child in the center. To catch
the fish, they need to roll a ball lightly and hit him. The child in the center must try to avoid the ball.
The child who catches the “fish” becomes the new fish and the game starts again.
Hopping Frogs
Line the children in a row, and have them crouch down as if they are playing leapfrog. Then sing the following song to the tune of
“London Bridge is Falling Down.” The child in the song should be the last child in the row.
We are hopping, hopping frogs,

Hopping frogs, hopping frogs.
Here hops [name of child]!
One! Two! Three! (Etc.)
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Obstacle Course
Line up simple obstacles for children to hurdle as they run to one end of a line . These obstacles may include: a chair they will sit
down on, a mineral water bottle they will close, 3 pcs of small boxes they will stack or pile together, a few items they will put on a
basket. It will take quite some time for children to get it all “right,” but the important thing is that they will have fun. You can repeat this
game several times because children will only be too happy to play on the same obstacle course over and over again.
Duck, Duck Goose
Have children form a circle. Assign a child to become the “it” on the first round. As the “it” walks around, he/she taps people‟s heads
and say whether the child is a duck or a goose. Once the “it” taps the head of the goose, the goose will stand up and chase the “it”.
The “it” must then ran towards the goose „ place before he can get caught by the new “it”.. If the goose is not able to do this, he
becomes "it" for the next round and the game continues. If they do tap the "it" person, the person tagged has to sit in the center of the
circle. Then the goose become it for the next round. The person in the middle can't leave until another person is tagged and they are
replaced
E. RHYMES/POEMS/SONGS
I Am Special ( to the tune of “Frere Jacques”)
I am special,
I am special,
Look at me, You will see,
Someone very special,
Someone very special,
It is me,
It is me.
Look Who‟s Special

Look who‟ special,
Look who‟ special,
Is it her, you or me?
No, it‟s all of us you see!
We‟re all so special as can be!
I’m Thinking of a Word

Sung to the Tune of “The Wheels on the Bus”
T eacher Sings:
I‟m thinking of a word named /t/ /e/ /n/, /t/ /e/ /n/, /t/ /e/ /n/,
I‟m thinking of a word named /t/ /e/ /n/,
What is my word?
S tudents Sings Back:
Is the word that you‟re thinking called ten, ten, ten, ten, ten, ten, ten, ten, ten?
Five Little Monkeys

Five little monkeys sitting on a tree Five Green Speckled Frogs
Teasing Mr. Crocodile,”You can‟t catch me,
no you can‟t catch me! Five green speckled frogs
Along came Mr. Crocodile hungry as can be Sat on a special log
and SNAP! Eating the most delicious bugs, “Yum,Yum!”
Four little monkeys sitting on a tree teasing One jumped into the pool where it was nice and
Mr. Crocodile, cool
“You can‟t catch me!” Then there were four green speckled frogs.
Repeat until no more monkeys are left on the Repeat until no more frogs are left on the log.
Tree.
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WEEK 16:______________
CONTENT FOCUS:  I need a chance to tell you what/how I feel or to show you in a way that helps you
 I have rights. understand.
 There are some things I must have and be able to do as a child.  I need you to listen to me, to ask me what I think especially when it affect me.
 I have needs that people in my family, school and community must be able to  I need parents and family members who care about and for me.
provide.  I need to learn. I need to know about world in a way that I can understand.
I am a human being who deserves respect. We need to be treated as equals.  I need time and places to play with other children
Basahin: Isang Mundong Makabata Mensahe: Kailangan ko ng pamilya na mag-aaruga sa akin. Mensahe: Bukod sa pamilya, may mga iba pang taong
tumutulong para maging maayos ang buhay ng isang
Mensahe: Ako ay may mga karapatan. Mga Tanong : bata.
Bakit niyo kailangan ng isang pamilya?
Ano ang mga kailangan niyo na nabibigay ng inyong pamilya? Mga tanong: Sino pa ang mga taong tumulong para ikaw
Awit: Sampung mga Karapatan Paano kayo inaalagaan ng inyong pamilya? ay lumaki at umunlad ?
Teacher-supervised: Teacher-supervised Target Letter Ii Teacher-Supervised: Target Letter Ii
 Poster:Isang Mundong Makabata  Letter Mosaic  Let’s Write Ii
 Mobile: Rights Mobile  Letter Collage  Children’s Gallery: What We Like to Do

 Mini-book : Who helps me ?  Letter Fishing Game  Drawing: Si____ at Ako
 Letter Fishing Game  Family Album  Letter Poster: Pictures/Drawings of objects that
 Tsart : Gusto Ko/Ayaw Ko  Tsart : Gusto Ko/Ayaw Ko begin with Ii
 Construction Toys/Table Blocks  Construction Toys/Table Blocks  Ii Words Poster
 Writer’s Workshop  Picture Puzzles  Playdough: Form a Letter
 RSW pp. 275-276  RSW p. 239  Writer’s Workshop
 RSW pp. 271-272
Ipakita ang poster:ng “ Isang Mundong Makabata” Anyayahan magbahagi ang ilang mga bata ng kanilang “family Play “Snap and Clap” ( up to 5)
Anyayahan magkuwento ang mga gumawa nito tungkol album “ . Pagusapan ang mga paraan kung paano naipapakita
sa mga bagay na gusto nilang magkaroon sa kanilang ng mga pamilya ang kanilang pagkalinga sa kanilang mga anak. Song: What’s the sound?
mundo. Itanong kung bakit nila kailangan o gusto ang Ask children to think of words that begin with Ii
mga ito. Awit: Sampung mga Karapatan
172
STORY: Sa Ilalim Ng Dagat STORY: Kagila-Gilalas Na Kahon STORY: Ason, Luming At Teresing
Teacher-Supervised: Lift the Bowl (connecting; up to Teacher-Supervised: Lift the Bowl (connecting; up to quantities Teacher-Supervised: Sorting Shapes (using geoboards)
quantities of 5) of 5)
 Playdough Numerals  Playdough Numerals  Subtraction Cards (2-5)
 Go 5  Go 5  Bingo: Addition (0-5)
 Draw 5  Draw 5  Bingo: Subtraction (0-5)
 Find 5/ 5 Concentration  Find 5/ 5 Concentration  Go 5/ Draw 5/ Find 5/ 5 Concentration
 It’s A Match/ Mixed Up Numbers (1-5)  It’s a Match/ Mixed Up Numbers (1-5)  Writing Numerals (0, 1, 2, 3, 4, 5)
 Hand Game/Lift the Bowl worksheets (quantities of 5)
INDOOR/OUTDOOR ACTIVITY: Save Youreself INDOOR/OUTDOOR ACTIVITY: Touch Color INDOOR/OUTDOOR ACTIVITY: Blend Homerun
173
Mensahe: Marami akong kailangang matutunan tungkol Mensahe: Kailangan ko ng panahon maglaro. Marami akong
sa aking mundo. natututunan mula sa laro.
Mga Tanong: Ano ang mga bagay na gusto mo pang Mga tanong: Anu-Anong mga laro ang nilalaro mo?
matutunan ? Sino ang maaring tumulong sa iyo ? Anong Sino ang mga nakakalaro mo? Kailang ka nakapaglalaro?
mga naituturo ng mga magulang mo ? ng guro mo ? ng Ano ang mga natutunan habang ikaw ay naglalaro?
mga kaibigan mo ?
Teacher-Supervised: Target Letter: Cc Teacher-Supervised: Let’s Write Cc
 Letter Mosaic : Cc  Cc Words Poster
 Letter Collage : Cc  Letter Poster: Pictures/Drawings of objects that begin with Cc
 Literature-based Activity :Story Banner: Pasan Ko si  Literature-based Activity: Story Strips: Pasan Ko Si Bunso
Bunso
 Mobile: Mga Taong Tumutulong sa Amin  Mini-book: Who helps me ?
 Mini-book: Who helps me ?  Picture Puzzle
 Picture Puzzle  Sound Roll
 Sound Roll  Letter Memory Game
 Letter Memory Game  Shape Domino
 Shape Domino
MEETING TIME 2: Count and Turn (up to 5) MEETING TIME 2:
First Sound First Play: I say, You say
STORY: PASAN KO SI BUNSO STORY: ANG BATANG AYAW GUMISING
 Writing Numerals (0, 1, 2, 3, 4, 5)  Don’t Rock the Boat
INDOOR/OUTDOOR ACTIVITY: Count And Turn INDOOR/OUTDOOR ACTIVITY: One Potato (Fun with Friends
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APPENDIX: WEEK 16
Poster: Isang Mundong Makabata

Layunin/ Kasanayan: maipahayag ang mga karapatan ng bata
Mga kagamitan : kartolina/manila paper lapis, papel ,pandikit, krayola
Bilang ng Gagawa : bawat bata
Pamamaraan:
1. Pag-uusapan ng klase ang mga sumusunod:
a. Mga bagay na dapat nagagawa ng isang bata
b. Mga bagay na dapat mayroon ang isang bata upang mabuhay nang maayos
2. Ipapaliwanag ng guro sa mga mag-aaral ang gawain.
3. Ipapaskil ng guro ang kartolina o manila paper na may pamagat na ISANG MUNDONG MAKABATA sa
pisara.
4. Sa isang bond paper o papel, iguguhit ng mga mag-aaral ang mga bagay na dapat nagagawa ng isang bata at
mga bagay na dapat mayroon ang isang bata upang mabuhay nang m
5. Kukulayan ng mga mag-aaral ang kanilang iginuhit.
6. Ididikit ng mga mag-aaral ang kanilang “master piece” sa kartolina o manila paper na nakapaskil sa pisara.
7. Pag-uusapan ang kanilang ginawa.
Children’s Rights Mobile

Objective: demonstrate awareness of children’s rights
Materials: hanger, string or yarn, shape boards(covered with construction paper), colored markers or crayons
Procedure:
1. Ask children to draw what they think children must be able to do and what they would need
to grow and develop.
2. Have them draw on each shape board. Attach a string on it.
3. Let them tie their shape boards on the hanger.
Mini-Book: Who Helps Me ?

Objective: identify people who help address his needs
Materials: shape book ( person ), colored markers or crayons
Procedure:
1. Distribute a shape book to each child.
2. Have him draw the different people who help provide for his needs e.g. family members, people in school and the
community.
Children’s Gallery: What We Like To Do

Materials: shape book ( person ), colored markers or crayons
Procedure:
Distribute different shape cut-outs. Have children draw different things children like to do or have.
Tsart: Gusto Ko, Ayaw Ko

Layunin/Kasanayan : Identify the rights of a child’
Mga kagamitan: kartolina/ manila paper, lapis,papel/bond paper, krayola, pandikit
Bilang ng Gagawa : bawat bata
Pamamaraan:
1. Pag-uusapan ng mga mag-aaral ang kanilang gusto at hindi gusto sa kanilang komyunidad.
(Halimbawa: Gusto – palaruan ; Hindi Gusto – taong nananakit
2. Ipapaliwanag ng guro sa mga mag-aaral ang gawain.
3. Ipapaskil ng guro ang kartolina o manila paper na may pamagat na “GUSTO KO, HINDI KO GUSTO” sa pisara.
4. Sa isang bond paper o papel, iguguhit ng mga mag-aaral ang kanilang gusto at hindi gusto sa kanilang komyunidad
5. Gamit ang krayola, kukulayan ng mag mag-aaral ang kanilang iginuhit.
6. Idididkit ng mga mag-aaral ang kanilang “master piece” sa kartolina o manila paper na nakapaskil sa pisara.
7. Pag-uusapan ang kanilang ginawa.
175
Family Album
Mga Kagamitan: bond paper/papel (limang piraso)
lapis
krayola
pandikit
Pamamaraan:
1. Pag-uusapan sa klase : “ Anu-ano ang mga bagay na nagagawa ng inyong mga pamilya para sa inyo?”.
2. Ipapaliwanag ng guro sa mga mag-aaral ang Gawain.
3. Gamit ang limang papel at lapis, guguhit ang mga mag-aaral ng limang bagay na ginagawa ng kanilang pamilya para sa
kanila. (isang bagay bawat papel)
4. Kukulayan ng mga mag-aaral ang kanilang iginuhit.
5. Gamit ang pandikit, didikitan ang kaliwang gilid ng mga papel para magmukhang aklat.
6. Ipapasa ng mag-aaral sa guro ang kanyang ginawa.
7. Pag-uusapan ang ginawa.
Drawing: Si_____(Tatay) At Ako

Layunin/Kasanayan : Identify the rights of a child
Mga Kagamitan : papel/bond paper, lapis, krayola
Bilang ng Gagawa: bawat bata
Pamamaraan:
1. Pag-uusapan ng klase kung sinu-sino ang mga kasapi ng pamilya.
2. Tatanungin ng guro sa mga mag-aaral kung ano ang naitulong ng bawat kasapi ng pamilya sa kanila.
3. Papipiliin ng guro ang bawat mag-aaral ng isang kasapi ng pamilya na may naitulong sa kanya.
4. Gamit ang papel at lapis, iguguhit ng mag-aaral ang napili nyang kasapi ng pamilya pati ang naitulong sa kanya.
(Halimbawa : Tinuruan ako ni Nanay na magpunas ng mesa. Iguguhit ng mag-aaral si Nanay at ang sarili nyang
nagpupunas ng mesa).
5. Gamit ang krayola, kukulayan ng mag-aaral ang kanyang ginawa.
6. Ang pamagat ng kanilang ginawa ay ayon sa napiling kasapi ng pamilya ( Si Nanay at Ako)
7. Ipapasa ng mag-aaral sa guro ang kanyang ginawa.
8. Pag-usapan ang ginawa.
Mobile: Mga Taong Tumutulong sa Akin

Layunin/Kasanayan : makilala ang mga taong tumutulong sa atin sa komunidad
Mga Kagamitan : papel/bond paper, lapis, krayola
Pamamaraan:
1. Gumuhit ng mga taong tumutulong sa ating komunidad.
2. Idikit ito sa folder o cardboard.
3. Lagyan ng tali sa dulo.
4. Isabit ito sa isang bahagi ng classroom.
5. Lagyan ng pamagat “ Ang mga Taong Tumutulong sa Ating Komunidad
Note: The stories for this week revolve around children’s rights. Use these stories to reinforce their understanding
about rights. Encourage them to make personal connections with these stories.
Block Play
Procedure:
176

Objective/Competency: To identify the numerals 0, 1, 2, 3, 4 and 5
Procedure:
2. Let them to form the numerals 0, 1, 2, 3, 4 and 5.
Writing Numerals (0,1, 2, 3, 4, 5)

Preparation: Draw the numerals on a piece of card board. The first part of the numeral is drawn with the purple crayon
and the second part with green. The purple and green marks will help children determine which stroke to do first.
It’s A Match
Procedure:
Mixed Up Numbers
Procedure:
to stand. “Neighbors” – those whose numbers are one less or one more than this student’s – are then invited to join in.
Continue until all are standing in the appropriate number.
Draw 5
Procedure
177
5 Concentration
Procedure:
Find 5
Procedure
looking at them.
Go 5
Procedure:
Subtraction Cards
Procedure:
4. Children take away 1 counter, count remaining counters and say "four"
5. Teacher shows the group the four remaining dots on the subtraction card.

Procedure:

Procedure:
178

Procedure:
Lift The Bowl (connecting, up to quantities of 5)

Procedure:

"Place five blocks under the "None and five is five." or
0
bowl." "Zero and five is five."
"Place one block on the bowl." "One and four is three."

1
"Place two blocks on the bowl." "Two and three is five."

2
"Place three blocks on the "Three and two is five."

3
bowl."
"Place four blocks on the bowl." "Four and one is five."

4
179
"Place five blocks on the bowl." "Five and none is five." or
5
"Five and zero is five."

Procedure:

"Place five sticks in your right hand." "None and five is five." or
"Zero and five is five." 0+5=5
"Place one stick in your left hand." "One and four is five."
1+4=5
"Place one more stick in your left hand." "Two and three is five."
2+3=5
"Place one more stick in your left hand." "Three and two is five."
3+2=5
"Place one more stick in your left hand." "Four and one is five."
4+1=5
"Place one more stick in your left hand." "Five and none is five." or
"Five and zero is five." 5+0=5

Procedure:

"Place five blocks under the bowl." "None and five is five." or 0
"Zero and five is five." +5
5
"Place four blocks under the bowl." "One and four is three." 1
+4
5
"Place three blocks under the bowl." "Two and three is five." 2
+3
5
"Place two blocks under the bowl." "Three and two is five." 3
+2
5
180
"Place one block under the bowl." "Four and one is five." 4
+1
"Place no blocks under the bowl." "Five and none is five." or "Five 5
and zero is five." +0
5

To conserve number
Procedure:
0 + 5 = ____ 1 + 4 = _____ 2 + 3 = ____ 3 + 2 = _____ 4 + 1 = _____ 5 + 0 = _____
5 – 0 = ____ 5 – 1 = _____ 5 – 2 = _____ 5 – 3 = _____ 5 – 4 = _____ 5 – 5 = _____

To conserve number
Procedure:
0 5
+5 5
1 5
+4 4
2 5
+3 3
3 5
+2 2
181
4 5
+1 1
5 5
+0 0

Procedure:
Letter Fishing Game

Materials: fishing hook, 24 letter cards
Procedure:
2. Place the letter fish cards inside the circle.
5. Ask the child to identify the letter that he fishes out.
6. Ask everyone from the group to sound out the letter.
7. Invite the children to think of 2-3 words that begin with that letter.
Variation: After the game, children can be asked to copy the letters that they caught on a piece of paper or draw things
that begin with that letter.
Sound Roll
Objective: letter-sound association
Materials:
 Ball
 Picture card necklaces
Number of Players: 6
Procedure:
 Gather the children and let them sit in a circle. Give each child a picture card necklace.
 Roll the ball to one child
 That child rolls the ball to another child whose picture card begins with the same letter as his picture card.
Variation: This can be done for final sounds, or medial sounds or rhyming words as well.
See previous appendices for the following activities:

 Letter Mosaic
 Letter Collage
 Letter Poster: Pictures/Drawings of objects that begin with Ii/ Cc
 Let’s Write
 Words Poster
 Playdough: Form a Letter
Letter Memory Game

182
Procedure:
2. Each player turns over two cards during his turn. If he gets a pair of identical letter cards, he gets to keep the pair and
takes another turn.
Shape Domino
Objective: recognize geometric shapes
Material : shape domino cards
Procedure:
3. The next player lays down a card that can be connected to either shape on the card. Game continues until all cards
have been laid down or until none of the cards left could be connected to either end
Story Banner
Objective: identify story details
Materials: manila paper
Procedure:
1. Pre-cut the manila paper in the shape of a banner.
2. Ask children to recall details of the story just read. e.g. characters, setting, major events, title
3. Write the title at the top or center of the manila paper.
4. Each child draws a story detail in a separate paper (construction or bond paper).
5. He/She cuts this out and paste this on the story banner.
Story Strips
Objectives: identify story events
Materials: manila paper folded in 6 parts lengthwise, marker, crayons, bond paper/newsprint
Procedure:
1. Discuss the story just read.
2. Have children recall story events and have them draw this on strips of paper.
3. Have them paste this on the manila paper.
4. Display the story strip poster.
 Sampung Mga Karapatan (song)
 Edukasyon aking karapatan (PEHT p. 140)
 Rhyme: I had a Little Brother
Save Yourself (PEHT p. 227)

One Potato (PEHT p. 231)
Touch Color
Ask the children to touch a specific number of items of a certain color with a particular body part. For example, you might call out:
“Touch three red things with one knee.” The children will now look for red items and then seek to apply their knees to the items.
Blend Homerun
Materials:
 chalk
Procedure:
 Mark four corners of your game area as your bases with chalk or anything that the players can easily see e.g. plants in pots
or sand bags.
 Divide the group into two teams.
 For each turn: Say aloud a word in parts, such as /s/ /a/ /t/. If the can blend the word, he or she can go to the first base. Each
player will get three tries before he or she strikes out of the team’s turn.
183
 When the second player takes his or her turn and runs to the first base, the child on the first base will move to the second
base. He or she will move to the next base as new runners take a base. The team gets a homerun (or a score) when a player
has gone to all the four bases.
 Each team’s turn will end when three of its players are out. Then the other team can take their turn.
Variation:
 Allow the members of the other team to think and say aloud words in parts for the other team to blend.
Count And Turn

Objectives: to count in sequence
Procedure:
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, fiiiiive

(turn) one, two, three, four, fiiiiive
(turn) one, two, three, four, fiiiive….
184
185
186
WEEK 17: ____________________
CONTENT FOCUS:
I have rights and responsibilities. Teach us to grow in peace, freedom and love so we can also teach others to be peaceful when we grow up. I needed to be protected from harm and from
cruelty. In times of war and disasters, we need to be helped right away.
Message: Karapatan ng bata na lumaki sa kapaligirang Message: Karapatan ko ang maging ligtas sa pang-aabuso. Message: Kapag may sakuna, kalamidad o digmaan, ang
mapayapa at ligtas sa kapahamakan. mga bata ang dapat maunang iligtas.
Questions: Questions: Paano mo maaring pinapangalagaan ang inyong Questions: Paano maaring mapangalagaan ang inyong
Sinu-sino ang mga tumutulong sa mga bata para kaligtasan sa bahay? paaralan? komunidad? kaligtasan sa ganitong mga panahon ?
magkaroon ng katahimikan at kaayusan ang kanilang
kapaligiran?
Teacher-Supervised: Three-Sound Word Building Teacher-Supervised: Mobile: Safety Rules at Home, School, Teacher-Supervised: CVC Call Out
Independent: Community  Poster: Ways I Can Protect Myself
 Stick Puppets –Community Helpers Who Keep Us Safe Independent: Independent:
 CVC Domino  Name Designs: Whose name begins with Pp?  CVC Fishing Game/CVC Word Puzzles
 CVC Word Lotto  CVC Domino/CVC Word Lotto  Writer‟s Workshop
 Writer‟s Workshop  Sand Play/Playdough  Sand Play
show Community Helpers Puppets – talk about how they Sing the song “What‟s the Sound? “ (substitute with Pp words) Sing „”Can you say the first sound? “ (use Pp words)
keep us safe Activity: Have children think of words that begin with Pp. List Activity: Have them think of people and places that begin
them down on the board. with letter Pp.
STORY: Ang Mahiwagang Sombrero STORY: Ang Lihim ni Lea STORY: Ang Pambihirang Buhok ni Lola
Teacher-Supervised: Number Stations and Number Teacher-Supervised: Who Has More? (quantities of 6) Teacher-Supervised: Which Card is Missing? (1-6)
Books (quantities of 6; using toothpicks or squares) Comparing Quantities: A Game for Partners
 Block Play  Block Play  Playdough Numerals (0-6)
 Sand Play: Mark the Scoops  Sand Play: Mark the Scoops  Lit-based: Bakit nasabing pambihira ang buhok ni
 Number Concentration/Fishing Game: Numbers (0-6)  Lit-based: Anu-ano ang mga maaaring gawin ni Lea sa lola?
 Lit-based: Sino-sino ang mga mabanggit na tauhan sa kwento upang maging ligtas sa pang-aabuso?  Writing Papers (6)
kwento na tumutulong sa ating pamayanan?  Writing Papers (6)  Number stations/ number books (quantities of 6)
 Number stations/ number books (quantities of 6)  Comparing quantities: A Game for Partners
Traffic Policeman - PEHT p. 163 Body Movement Week 10 Save Yourself – PEHT p.42
Five Police Officers – PEHT p.165
185
CONTENT FOCUS:
Message: Ako ay may mga responsibilidad bilang Message: Ako ay may mga responsibilidad bilang miyembro ng
miyembro ng aking pamilya. aking paaralan at komunidad.
Questions: Anu-ano ang aking mga responsibilidad Questions: Anu-ano ang aking mga responsibilidad bilang
bilang miyembro ng aking pamilya? miyembro ng aking paaralan at komunidad?
Teacher-Supervised: Target Letter: Pp Teacher-Supervised: Target Letter Pp
 Letter Mosaic : Pp  Let‟s Write Pp
 Letter Collage : Pp  Pp Words Poster
 Letter Making: Pp  Sand Paper Letters: Ss, Ee, Nn, Mm, Aa, Tt, Ff, Bb, Ii, Cc
 Playdough  Letter Poster: Pictures/Drawings of objects that begin with Pp
 Water Play  Water Play
 Poster: My Responsibilities at Home  Mini-book: My Responsibilities in School and in the Community
show Crayon Resist: My Responsibilities at Home show Chart: My Responsibilities in School and in the Community
STORY: Chenelyn! Chenelyn! STORY: Klasmeyt
Teacher-Supervised: Hand Game and Cave Game Teacher-Supervised: Hand Game and Cave Game (concrete;
(concrete; quantities of 6) quantities of 6)
 It‟s A Match (1-6)  It‟s A Match (1-6)
 Number Lotto/Bingo: Numbers(0-6)  Number Lotto/Bingo: Numbers (0-6)
 Lit-based: Sa papaanong paraan nakatulong ang  Lit-based: Papaano naipakita ng mga tauhan sa kwento ang
bawat miyembro ng pamilya kay Chenelyn noong siya kanilang pagiging responsible sa paaralan?
ay nagkasakit?
INDOOR/OUTDOOR ACTIVITY: Here I Am –PEHT p.222 INDOOR/OUTDOOR ACTIVITY: Sampung Karapatan
186
APPENDIX: WEEK 17
Stick Puppets: Community Helpers Who Help Keep Us Safe

Objective/Competency: to identify people in the community who help keep it clean and safe for its members
Materials: popsicle sticks, glue or paste, paper/cardboard, pair of scissors, empty bottles
Procedure
1. Talk about the community helpers that help our community clean, safe, peaceful and orderly.
2. Teacher lets the pupils name the community helpers mentioned above.
(Example: street cleaner, fireman, police officer)
3. Teacher tells the pupils that they will make stick puppets of community helpers that make our community clean, safe,
peaceful and orderly.
4. Teacher explains the steps in making stick puppets to the pupils.
a. Draw the community helper in a paper/cardboard.
b. Cut the drawing.
c. Paste a popsicle stick at the back of the drawing.
d. Put the puppet in an empty bottle.
Mobile: Safety Rules

Objective/Competency: to identify safety rules at home, in school and in the community
Materials: paper, pencil, string
Procedure:
1. Talk about safety rules at home, in school and in the community.
2. Teacher tells the pupils that they will make safety rules mobile.
3. Divide the class into three (3).
4. Have each group make safety rules mobile.
5. Teacher explains the steps in making safety rules mobile.
a. Write safety rules in strips of paper
b. Make a hole at the center of the upper most part of the strip of paper
c. Slip a string into the hole
d. Hang the mobile in the ceiling or window
Poster: Ways I Can Protect Myself

Objective/Competency: to state ways how one can protect oneself
Materials: manila paper, white paper, pencils, colored markers, crayons
Procedure:
1. Talk about ways how one can protect himself or herself.
2. Ask each student to draw his or her answer and write about it.
3. Take down dictation if the child cannot write his own words or sentences yet.
4. Paste their answers in the manila paper and post it on the wall.
Poster: My Responsibilities at Home

Objective/Competency: to identify his responsibilities at home
Materials: booklet, crayons/colored marker
Procedure:
1. Talk about their responsibilities at home.
2. Ask each student to draw his or her answer and write about it.
3. Take down dictation if the child cannot write his own words or sentences yet.
4. Paste their answers in the manila paper and post it on the wall.
Mini-book: My Responsibilities in School and in the Community

Objective/Competency: to identify his responsibilities in school and in the community
Materials: 6-page booklet, pencils, crayons, colored markers
187
Procedure:
1. Prepare a blank booklet for each child in the group.
2. On every page, have him draw a responsibility that he needs to fulfill in school and in the community.
3. Let them share their books to the class during meeting time.‟
Block Play
Procedure:

Procedure:
Writing Papers (6)

crayon
Procedure:

Objective: to count
Procedure:

Procedure:
188
1. Help your child to draw pictures or glue in pictures from magazines of things that are important to him and write the
number 6 underneath.
Number Lotto (0-6)

Procedure:
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
Bingo: Number (0-6)

Players: 2 or more
Procedure:

Procedure:
Fishing Game: Numbers (0-6)

Procedure:

Objective/Competency: To identify the numerals 0, 1, 2, 3, 4, 5 and 6
Procedure:
2. Let them to form the numerals 1, 2, 3, 4 and 5.
It’s A Match
Procedure:
189
Who Has More?

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.
Variations:

Which Card is Missing?

Objective: to identify missing number in a series of numbers
Materials: number cards with spots drawn on them (0-6)
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.

Procedure:

"Place six sticks in your right hand." "None and six is six." or "Zero and six is six."
"Place one stick in your left hand." "One and five is six."
"Place one more stick in your left hand." "Two and four is six."
"Place one more stick in your left hand." "Three and three is six."
"Place one more stick in your left hand." "Four and two is six."
190
"Place one more stick in your left hand." "Five and one is six."
"Place one more stick in your left hand." "Six and none is six." or "Six and zero is six."
Writers’ Workshop
Procedure:
1. Ask each student to draw a particular experience and write about it.
2. Compile the stories and make it into a book.

*see Week 14 Appendix but this time you will blend a different cluster of letters, such as:
mat fat sat bat cat men ten tan
fan ban can met bet set tin fin
sin bin fit bit net
CVC Domino (same as Letter Lotto but replace with CVC words that can be formed from the letters m,a,t,f,e,n,s,b,i,c)
Word Lotto ( same as Letter Lotto but replace with CVC words that can be formed from the letters m,a,t,f,e,n,s,b,i,c)
CVC Sound Call Out (same as Letter Call out or bingo but replace with CVC words that can be formed from the letters
m,a,t,f,e,n,sb,i,c)
*Variation: Teacher sounds out letters of the CVC word instead of showing children the CVC card
Playdough
Objective/Competency: To create different figures using playdough
Procedure:
2. Let them to form different figures.
3. Then ask each child to talk about the figures they have created.
Water Play
to see relationships
Materials: large container (basin) with water, blue poster paint, different-sized plastic containers, different –sized sponges
Preparation:
1. Add a little blue poster to the water and mix well.
Number of Players/ Participants: 2-4 children
Procedure:
1. Let the children to dip a sponge in the water.
2. Ask them to squeeze the sponge over a container and observe how much water will come out from the sponge.
3. Ask them to compare quantities of water they will gather from different-sized sponges.
Sand Play
to see relationships
Materials: large container (basin) with wet sand, different-sized plastic containers, plastic spoons
Number of Players/ Participants: 2-4 children
Procedure:
191
4. Let the children explore the wet sand using their fingers. Encourage to fill the plastic containers with wet sand using the
plastic spoons.
5. Ask them to invert the containers inside the basin and try to form different figures with the wet sand.
What’s the Sound ? Can you Say the First Sound?

(to the tune of Old MacDonald Had a Farm) (to the tune of Happy Birthday)
What‟s the sound that these words share? Can you say the first sound?
Listen to these words. Can you say the first sound?
Sad and silly are these two words. It‟s the first sound in rabbit.
Tell me what you‟ve heard. (sssssssss) Can you say the first sound?
With a /s/, /s/ here, and a /s/, /s/ there,
Here a /s/, there a /s/, everywhere a /s/, /s/.
/s/ is the sound that these words share.
We can hear that sound!
Traffic Policeman - PEHT p.163 Five Police Officers – PEHT p.165
Sampung Karapatan
(to the tune of “Sampung mga Daliri”)
Sampung mga karapatan ang dapat taglayin

Pagmamahal, edukasyon, unang Ililigtas
Natatanging kalinga, lahi‟t kalusugan
Paglalaro, kapatiran
Maging makabuluhan.
Body Movement
Materials: CD player, CD/music, ball
Children respond to the rhythm of the music with the ball e.g. dribbling, throwing, shooting, passing rolling, etc.
Save Yourself – PEHT p.42
Here I Am – PEHT p.222
The Boat is Sinking

The “it” calls, “The boat is sinking! Group yourselves into 6 (2 or 3 or 5)!”
Children try to join a group. The child who is not able to join any group becomes the next it.
192
193
194
WEEK 18: _______________
CONTENT FOCUS:
 Every person has a family A family is a group of people who care for and love one another. Families differ in many ways e.g. size, composition, living arrangements
MEETING TIME\\ 1: MEETING TIME 1: MEETING TIME 1:
Message: Every person is a member of a family. Message: Some families are big. Some families are small. Message: Members of our bigger family are called
Some of us have siblings. relatives. Our relatives include our grandparents, uncles,
Some of us do not have siblings aunts, cousins. We call them by specific names.
Questions: Who are the members of your family? Question: How many people are there in your family? Question: Who are the other members of your bigger
What do you call your father, mother, siblings? family ? Do they live with you ?
Teacher-Supervised: Target Letter : Gg Teacher-Supervised: Teacher-Supervised: Let’s Write Gg
 Letter Mosaic : Gg/ Letter Collage : Gg Graph: How many people are in your family ? Family Chart
 Name Designs (Different Ways Family Members  Word Poster : Gg  Letter Scavenger Hunt
are called)  Shape Frames: My Family  We are a Family
 Family Portrait  My Family Book  Dramatic Play
 Dramatic Play  Dramatic Play  Block Play
 Block Play  Block Play  My Family Book
 Writer’s Workshop  Letter Lacing Cards  Letter Lacing Cards
Message: People in a family are called by specific names Invite children to examine the family graph carefully. Ask Show the family graph again. Have children continue
e.g. Tatay, Nanay, Ate, Kuya questions about the graph. (see questions in the appendix) comparing and analyzing the data. (see questions in the
Questions: How do you call your parents, older siblings appendix)
and relatives ? Do you have a special name for them ? Do
they have a special name for you ?
STORY: Si Pilong Patago-tago STORY: Kung Dalawa Kami STORY: “ Sandosenang Kuya”
Teacher-Supervised: Hand Game (connecting; up to Teacher-Supervised: Hand Game (connecting; up to quantities Teacher-Supervised: Lift the Bowl and Peek Thru the
quantities of 6) of 6) Wall (concrete; up to quantities of 6)
 Block Play: Building Houses  Block Play: Building Houses  Block Play: Building Houses
 Comparing Quantities: A Game for Partners  Comparing Quantities: A Game for Partners  Find 6/ 6 Concentration
 Lit-based: Sinu-sino ang iba’t ibang miyembro ng  It’s A Mathc/ Mixed Up Numbers/ Number Snap/ Number  Number Snap/ Mixed Up Numbers (1-6)
pamily ni Pilo na kanyang pinagtataguan? Concentration/Bingo: Numbers (0-6)  Number Lotto/ Bingo: Numbers (0-6)
INDOOR/OUTDOOR ACTIVITY: Mother May I? INDOOR/OUTDOOR ACTIVITY: The Boat is Sinking INDOOR/OUTDOOR ACTIVITY: Family Relay
193
Message: Some family members live in the same or different Message: Families may be separated but they still love one another.
households.  There are different reasons for being apart but the important
 Some children live with both their parents and siblings. thing is they care about each other.
 Some children live with one parent only.  Some families have parents or siblings living or working
 Some children live with their grandparents. abroad.
Question: Who are the family members who live with  Some families may family members who have already died.
you ? Do you have family members who are not staying with you ?
Teacher-Supervised: Target Letter : Uu Teacher-Supervised: We are a Family
Word Poster : Uu ; Family Faces Independent:
Independent:  Family Faces
 My Family Book  Letter Memory Game
 Letter Collage: Uu  Toss a Letter
 Sand Paper Letters  Sand Paper Letters
 Playdough  Writer’s Workshop
Message: People in the family help one another> Are there relatives of yours who are living away from you? If there
are where do they live? How do you communicate with them?
Questions: How do you help each other in the family? How do you feel when you see them after a long time?
Activity: Let’s Write Uu
STORY: Papa’s House, Mama’s House STORY: Ang Nanay Ko ay si Darna
Teacher-Supervised: Lift the Bowl and Peek Thru the Wall Teacher-Supervised: Walk the Number Line
(concrete; up to quantities of 6)
 Find 6/ 6 Concentration/Go 6/Draw 6  Find 6/ 6 Concentration/Go 6/ Draw 6
 Number Snap/ Mixed Up Numbers (1-6)  Number Snap/ Mixed Up Numbers (1-6)
 Don’t Rock the Boat  Don’t Rock the Boat
 Lit-based: Anu-ano ang mga ginagawa ng mga bata sa bahay ni  Lit-based: Anu-ano ang mga naramdaman ng bata noong
Papa? sa bahay ni Mama? malaman na darating na ang kanyang nanay na nagtatrabaho sa
ibang bansa?
INDOOR/OUTDOOR ACTIVITY: Maria Went to Market INDOOR/OUTDOOR ACTIVITY: The Boat is Sinking/ Father May I?
194
APPENDIX: WEEK 18
Name Designs: Different Ways Family Members are called

Objective/Competency: vocabulary building, fine-motor coordination
Materials: 1/5 construction paper, glue, colored markers
Procedure:
1. Brainstorm on terms used to call different members of the family. Ex.tatay, ama, itay ; nanay, inang,
Mama
2. Ask children to write these terms on individual strips of construction paper.
3. Have them design each name card using junk materials e.g. seeds, twigs, buttons, yarn
My Family Book
Objective/Competency: to use vocabulary for comparison when describing their place in the family
Materials: booklets with 5-6 pages, crayons, markers, pencil
Procedure
1. Provide paper or booklets for each child. On each page write different headings such as “In my family, I am older than
my...,” “ I am younger than my...,” “ I am taller than my...,” Have children fill out these statements on each page or
dictate their responses.
2. Then let them accompany these with drawings
Source: Working with Young Children
We are a Family
Objective: develop awareness for different family compositions
Materials: picture cards
Preparation:
Cut out pictures depicting a variety of family compositions (couples without children, single parent with a child or children,
grandparents with grandchild, male head-of-household, traditional family). Glue each picture on a card for ease of handling.
Procedure:
Present the picture cards to children with directions for classifying them into groups that are alike in some way. If children have
difficulty with this task, provide them with pictures of individuals and tell them to form family groups. Provide cards, as described
above, or pictures they can glue onto paper.
Family Faces
Objective: fine-motor coordination
Materials
Preparation:
Cut out pictures of individual people from magazines or other sources. Separate the heads from the bodies of the
figures
Number of Participants: 6-8 .
Procedure:
1. Present these to children using a tray for heads and a tray for bodies. Tell them to put together people in the funniest
way they can think of.
2. Provide paste and colored paper for individual projects or a mural-sized paper for a group poster. (Note: More
experienced children will benefit from cutting the figures out and apart themselves.)
3. Give children opportunities to tell why they think their figures are funny.
195
Family Portrait
Materials: paper plates, yarn, colored markers/crayons, pencil
Procedure:
1. Let the children create a picture of their family on the inside of the plate.
2. Then put holes in the sides of the plate and thread the yarn through it.
3. Hang this on the wall.
Shape Frames: My Family

Materials: shape cut-outs, glue, crayons/colored markers, pencils
Procedure:
1. Distribute shape cut-outs to the children.
2. Have them design a frame using these shape cut-outs.
3. Ask them to draw their family portrait inside the frame.
Block Play
Procedure:
Walk The Number Line

Objective: to sequence numbers
Materials : chalk, number cards 0 to 6
Procedure:
1. Chalk a line outdoors, long enough to include all the numbers 0 to 10 one step apart
2. Make a mark where each number will come but don’t actually write them in.
3. Shuffle a set of number cards
4. Take it in turns to take a number card and walk along the line from the start, stepping on the markers and counting out loud as
you do so.
5. When you get to the correct spot for your number, put the card on the ground.
When all the cards are in position, turn them face down. Ask your child to walk slowly along the line from the beginning until
you shout “stop”. Then see if she can tell you which number she is on. Check by turning the card over.
Number Lotto (0-6)

Procedure:
196
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.
Bingo: Number (0-6)

Players: 2 or more
Procedure:

Procedure:
It’s A Match
Procedure:
Mixed Up Numbers
Procedure:
to stand. “Neighbors” – those whose numbers are one less or one more than this student’s – are then invited to join in.
Continue until all are standing in the appropriate number.
Number Snap
197
Procedure:


Procedure:

"Place six sticks in your right hand." "None and six is six." or
"Zero and six is six." 0 6
1 4
"Place one more stick in your left "Two and four is six."
hand." 2 4
"Place one more stick in your left "Three and three is six."
hand." 3 3
"Place one more stick in your left "Four and two is six."
hand." 4 2
"Place one more stick in your left "Five and one is six."
hand." 5 1
"Place one more stick in your left "Six and none is six." or 6 0
hand." "Six and zero is six."
198
Procedure:

"Place six blocks under the bowl." "None and six is six." or "Zero and six is six."
"Place one block on the bowl." "One and five is six."
"Place two blocks on the bowl." "Two and four is six."
"Place three blocks on the bowl." "Three and three is six."
"Place four blocks on the bowl." "Four and two is six."
"Place five blocks on the bowl." "Five and one is six."
"Place six blocks on the bowl." "Six and none is six." or

"Six and zero is six."
Peek Through The Wall (concrete, up to quantities of 6)

Procedure:
"Wall off no blocks." "None and six is six." or "Zero and six is six."
"Wall off one block." "One and five is six."
"Wall off two blocks." "Two and four is six."
"Wall off three blocks." "Three and three is six."
"Wall off four blocks." "Four and two is six."
“Wall off five blocks.” "Five and one is six."
"Wall off six blocks." "Six and none is six." or

"Six and zero is six."
Draw 6
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.
199
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 6 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.
6 Concentration
Procedure:
2. The players take turns turning over two cards, trying to turn a pair that totals 6. 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.
Find 6
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.
Go 6
Procedure:

Procedure:
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.

Procedure:
200
Please refer to instructions for the following activities to previous appendices : Letter Mosaic, Letter Collage, Letter Lacing Cards
Word Poster, Sand Paper Letters, Letter Memory Game, Toss a Leter
Letter Scavenger Hunt

Objective: letter-sound correspondence
Materials: varied materials that begin with the target letter for the day that are scattered in different parts of the classroom
Number of Participants:
Procedure:
1. Divide children into pairs.
2. Have each pair collect different objects in the classroom that begins with a given letter.
3. The pair who collect the most number of objects wins the game.
4. Have each pair draw the objects they collected.
5. Let them paste their drawings on manila paper.
6. Write the target letter on top.
D. RHYMES/POEMS
My Family The Family’s in the House

( to the tune of “The Farmer in the Dell”
(tune: twinkle, twinkle)
The father’s in the house
I love mommy. . .she loves me The father’s in the house fa. . la. . .la . La la la la
We love daddy. . .yes sir e The father’s in the house
He loves us and so you see
We are a happy family The father takes the mother (one student grabs hand
of another)
I love grandma. . . she loves me The father takes the mother fa. . la. . La. . la la la la
We love grandpa. . .yes sir e The father takes the mother
He loves us and so you see
We are a happy family The mother takes the brother (one student grabs hand
of another)
I love sister, she loves me The mother takes the brother fa. . la. . La. . la la la la
We love brother. . Yes sir e The mother takes the brother
He loves us and so you see The brother takes the sister
We are a happy family The brother takes the sister fa. . la. . La. . la la la la
The sister takes the baby

The sister takes the baby fa. . la. . La. . la la la la
the baby takes grandma
the baby takes grandma fa. . la. . La. . la la la la
Grandma takes grandpa
Grandma takes grandpa fa. . la. . La. . la la la la
Mahal Ko Ang Tatay at Nanay

SONGS Masayang Pamilya
Mahal ko, Mahal ko
Mahal ko si Nanay Sa lahat ng oras
Mahal ko Mahal ko Kami ay Masaya
Mahal ko rin si TaTay Laging nagtutulungan
201
Sila nga ay mahal ko’t Sa hirap at ginhawa
Iginagalang, humahalik ako ng kamay
Laging magkasundo
Si Inay at Itay
Kami’y maligaya
Sa loob ng bahay
Daddy is Special Lima ang Daliri
sung to "Where is Thumbkin?" Lima ang daliri ng aking kamay

Si tatay, si nanay, si Kuya, Si Ate
Daddy is special, daddy is special, At sino ang bulilit
Yes he is, yes he is, Ako, ako
Daddy is special, daddy is special, Lima ang daliri ng aking kamay
Yes he is, yes he is.
Replace Daddy with other family members
E.INDOOR/OUTDOOR ACTIVITIES
Mother/Father, May I? Traditionally, this game is played outdoors but may be adapted to an indoor space, such as a hallway or
driveway. The leader, or “mother/father,” stands at one end, while the other players line up beside one another at the other end
of the area. (Using a real or imaginary “starting line” helps children know where to begin) Mother/father issues directions to one
player at a time.
“Bong, you may take (number and type of steps).” The child responds: “Mother/father, may I? Mother/father responds: “Yes, you
may or “NO, you may not.” Take ____ steps instead.” Upon receiving a positive response, the designated child follows the
directions. If the child moves without permission, he or she must return to the starting line. The object of the game is for the
players to reach the leader. Older children enjoy an additional part of the game. When close enough, the player tags
mother/father, and they race for the starting line. If mother/father tags the player, that person becomes the leader for the next
round. With younger children, focus on their physical movements. The daycare worker shold model the leader role for a while
until children gain experience.
-baby steps: on tiptoe
-giant stpe: as big as possible
-split: slide one foot forward as far as possible
-side gallop: move sideways
-fire engine/police car: run until mother/father says “stop!”
-umbrella step: place forefinger on top of hear and spin around once
-frog leaps: two-footed jump
-rabbit steps: one-footed hop
In addition, children may enjoy creating their own steps.
Family Relay
Players : 6 per team
1. Each team forms a line.
2. The first player runs towards a designated post, moves around it and runs back to the starting line.
3. Upon reaching the starting line, he takes the hand of the next player and together they run to the post again and
then back.
1. Game continues until the last player has ran with his team.
2. The first team to get back to the starting line wins the game.
The Boat is Sinking

Players: any number
The object of the game is to have children group themselves into the number called out by the “It”. For example, the IT calls out
“ The boat is sinking, group yourselves into 3’s. “ The students then group themselves into 3. The “IT” tries to join anyone of the
groups. The one who cannot join any group becomes the next “IT”.
202
203
WEEK 19: ____________________
CONTENT FOCUS: Families care for and love one another. They show this in many different ways.
 Family members help one another.  Family members express their feelings for one another in special ways.
 Family members often teach one another new things.  Family members protect each other.
Message: Families care for and love one another. They Message: Family members help one another with household Message: Parents and older members of the family take
show this in many different ways. chores. care of the younger ones.
Questions: How do you show your parents that you love Questions: What household chores do you do at home ? Who  They attend to their personal needs e.g. bathing,
them ? What do you do for them ? What do you enjoy helps you with it ? feeding
doing with them ?  They help children with school needs.
Questions: Who helps you at home ? What do they do
for you ?
Teacher-Supervised: Family Tree Teacher-Supervised: 3-Word Building Game; Teacher-Supervised: CVC Call Out
Independent: Word Family Posters
 What I Like About My Family Independent: Independent:
 CVC Word Lotto/Word Match  Shape Frames: Helping at Home  Drawing: Sa Aming Tahanan
 Go Fish Game (letters)  What I Like About My Family  CVC Go Fish /CVC Spinner
 Dramatic Play /Playdough  CVC Word Spinner  Puzzles/Lacing Cards
 Writer‟s Workshop  Dramatic Play /Playdough  Dramatic Play/Playdough
Song “ Families Do Things Together “ Show collage that they made during work period. Invite a few Song : “ Helping Hands”
Talk about things that their families do together. List key children to talk about ways they help family members at home. Continue discussing ways family members help one
words on the board e.g. play, eat, work another.
STORY: Chenelyn! Chenelyn! STORY: Bruha-ha-haha- Bruhihihih STORY: Hindi Na Ako Uulit –PEHT pp 204-206
Teacher-Supervised: Lift the Bowl (connecting; up to Teacher-Supervised: Lift the Bowl (connecting; up to quantities Teacher-Supervised: Lining Up Family Members
 Block Play: Building Houses  Block Play: Building Houses  Subtraction Cards (2-6)
 Playdough Numerals  Playdough Numerals  Bingo: Addition (0-6)/ Bingo: Subtraction (0-6)
 Go 6/Draw 6/ Find 6/ 6 Concentration  Go 6/ Draw 6/Find 6/ 6 Concentration  Go 6/ Draw 6/ Find 6/ 6 Concentration
 It‟s A Match/ Mixed Up Numbers (1-6)  It‟s a Match/ Mixed Up Numbers (1-6)  Writing Numerals (0, 1, 2, 3, 4, 5, 6)
INDOOR/OUTDOOR ACTIVITY: Hot Potato INDOOR/OUTDOOR ACTIVITY: Move Around the Hoop INDOOR/OUTDOOR ACTIVITY: Ako ay Kapitbahay
203
CONTENT FOCUS:
Message: Family members comfort each other when they are Message: Family members are often the first ones to teach
unhappy or have difficulties. us important things. e.g. caring for our body, follow rules
Questions: How does a family member cheer you up when Questions:

you are sad or scared ?
What are the things that you have learned from family
How do you cheer up other family members when they are members ?
sad ?
Teacher-Supervised: CVC Spelling Teacher-Supervised: Spell A New Word
Family Mobiles: Things I Learned from my Family
 Family Album: Family Activities/Celebrations  CVC Domino
 Spot the odd word  CVC Booklets
 CVC Domino  Block Play
 CVC Booklets  Writer‟s Workshop
 Block Play
STORY: Araw ng Palenke STORY: Pambihirang Buhok ni Lola
Teacher-Supervised: Hand game (up to quantities of 6; writing Teacher-Supervised: Lift the bowl (up to quantities of 6;
number sentences) writing number sentences)
Independent:  Bingo: Addition/ Bingo: Independent:  Bingo: Addition/ Bingo:
 Block Play Subtraction (0-6)  Block Play Subtraction (0-6)
 Counting Boards  Go 6/ Draw 6/ Find 6/ 6  Counting Boards  Go 6/ Draw 6/ Find 6/ 6
(quantities of 6) Concentration (quantities of 6) Concentration
 Subtraction Cards (2-6)  Writing Numerals (0, 1, 2,  Subtraction Cards (2-6)  Don‟t Rock the Boat
3, 4, 5, 6)
INDOOR/OUTDOOR ACTIVITY: Catch IT! INDOOR/OUTDOOR ACTIVITY: Chain Game
MEETING TIME 3: Dismissal Routine Catch IT! MEETING TIME 3: Dismissal Routine
204
APPENDIX: WEEK 19
SMALL GROUP ACTIVITIES
A. THEME RELATED ACTIVITIES
Shape Frames: Helping at Home

Objective/Competency: strengthen eye-hand coordination ; identify ways one can help at home
Materials: large shape cut-outs, crayons or colored markers, glue or paste
Procedure:
1. Have the children draw pictures of how they help their families at home inside the shape cut-outs.
2. Let them glue their drawings on manila or kraft paper.
Family Tree
Materials: construction paper, crayons, string/yarn/ribbon; colored markers/crayons, pencil
Procedure:
1. Distribute 1/8 bond paper or newsprint and construction paper with a drawing of a tree to each child in the group
2. Ask students to draw their family members on the bond paper/newsprint.
3. Let them paste the pictures on the tree. Have them paste the pictures of the parents on top while the siblings
below his parents.
Family Album: Family Activities/Celebrations

Materials:
Number of participants:
Procedure:
1. Ask children to draw pictures of how their families celebrate birthdays, fiestas, Christmas, or what family activities
they do together.
2. Use open-ended statements, such as “Tell me about this” or “Tell me what the people are doing” to elicit
descriptions.
3. Suggest that children talk about why the occasion was special and about their role in the celebration.
4. Other children could find out from classmates about similar celebrations in their families.
a.
b. During these latter discussions focus both on similarities and differences.
What I Like About My Family

Objective: to draw/write about their families
Materials: crayons/colored paper, bond or construction paper
Procedure:
1. Have children fold the bond paper into two (crosswise)
2. On the flap page, have the children draw a family portrait.
3. On the inside page, have children draw the different things they like about their family.
Family Mobiles: Things I Learned from my Family

Materials: crayons/colored paper, bond or construction paper, barbeque sticks, yarn
Number of players/participants: 6-8 participants
Procedure:
l. Have the children draw pictures of the different things family members have taught them to do e.g. eat, bathe,
prepare food etc.
2. Let them color and label their drawing
3, Hang the drawing using yarn on the barbecue stick or hanger.
Drawing: Sa Aming Tahanan

Materials: strips of colored or construction paper, glue, crayons/colored marker
205
Procedure:
Have children make a collage of how their family work together and help each other at various tasks like cooking, cleaning
B. OTHER LANGUAGE ARTS ACTIVITIES
CVC Word Lotto/Word Match (same as Letter Lotto but replace with CVC words that can be formed
from the letters b,s,e,i,n, t, c,p,o,g,u
CVC Domino (same as Letter Domino but replace with CVC words that can be formed from the
letters b,s,e,i,n, t, c,p,o,g,u)
CVC Sound Call Out (same as Letter Call out or bingo but replace with CVC words that can be
formed from the letters b,s,e,i,n, t, c,p,o,g,u)
Variation : Teacher sounds out letters of the CVC word instead of showing children the CVC card
CVC Word Spinner

Objectives: blend 3-letter sounds
Materials: CVC spinner
How to prepare: Make a big spinner on which you will write the chunks or rimes. Cut the spinner into 8 parts.
Write the following chunks or rimes on each: an,ap,an,em, et, en, in, it. Then make a smaller spinner on which
you will put the letters.
Cut the spinner into 8 parts. Write the following letters: m,t,f,n,s,p, b,c . Put the small spinner on top of big spinner.
Procedure: At each turn, let a child turn the spinner. Have him/her blend the onset ( letter on the smaller spinner) and the
rime or chunk on the bigger spinner
CVC Spelling
Objective: segment sounds to spell words
Materials : paper, pencil
Procedure:
1. Explain that you are going to play a spelling game.
2. Give your child apiece of lined paper.
3 Explain that she should say the sounds as she writes the letters.
4. Have her spell 3-letter words that can be formed from the target letters the past 3 weeks.
CVC Flip Books

Objective: form CVC words
Materials : flip cards, markers or pencil
On the right hand side on an index card, write a chunk you are working on. Punch a hole in the top center of the left hand
side
where the chunk is not written. Cut several other index cards apart, sized so that when you write a letter or two on them and
line them up
with the chunk, they will form a word. Punch holes in the top center of the smaller pieces and put a binder ring through all
the holes
(the one of the left side of the chunk card and the ones on smaller cards to from a flip book. See illustration below:
Number of participants: 8-10 students

Procedure:
1. Use the flip book to make different words using the target rime or chunk e.g –at, -an
2. Flip the attached letter cards to see which letters can be combined with the target rime or chunk to form a new
word.
Source: Reading and Writing in Kindergarten by Rosalie Franzese
206
3-Word Building Game – cluster of letters: o, u, i ,n,t, b, c,p,g (refer to instructions on appendix 14 and 17)
Spell a New Word

Objective: segment sounds to spell words
Materials : word puzzles inside each envelope Cut up word puzzles ahead of time. Write the name of each puzzle on the
inside flap of the envelope.
Store puzzles in envelopes.
Procedure:
1. Lay out the sound pictures.
c a s t m p f o
2. Hold the calling card in your hand so that your child cannot see the answers.
cot cat
pot sat
pat sap
fat tap
mat cap
3. Say, “I‟ll go first. I‟ll spell „cot‟. Use your pointer finger to slide the letters one at a time into position to spell „cot‟ on
your white board with lines. Say each sound as you line up the corresponding sound letters.
4. Now, use your pointer finger or a pencil to point to each letter as your child says the corresponding sounds. If she
is still learning the corresponding sounds, say each sound and then have her repeat it after you. Make sure she is
looking at the letters as she says the sounds, and not at you.
5. Now say, “If that spells „cot‟, „let‟s spell „pot‟. Use your pointer finger or a pencil to slowly move across the word
„cot‟, as you say the new word, „pot‟.
6. This will bring her attention to the location of the letter that must be changed. Do not say the sounds separately,
but as slowly as you can.
7. This will compel her to segment the sounds. Be very careful to make sure your pencil or pointer finger is in the
correct location, over the corresponding sound as you slowly say the word.
8. Continue with each change, offering help as needed. After each change, point to each letter and have her say
each sound in the word, as shown in step 4.
a s m p f
c o t
Poster: Word Family for rimes -en , -et,

Objectives: blend 3-letter sounds to form words
Materials: manila paper, markers, strips of paper
Procedure:
1. Make a poster for each word family.
2. Have children list down words belonging to each word family on small strips of paper
3. Let them paste these words on the appropriate poster.
CVC Go Fish Game

Objectives:
Materials: pairs of the following words (mat, cat, sat, bat, fat, hat, pat, rat, man, ban,can,fan,pan, ran, van,tan)
207
Number of players/participants:
Procedure:
1. Deal out the six cards each face down.
2. Each player keeps his/her cards concealed. The remaining cards stay in a fish pile in the center of the table.
3. Players find any CVC word pairs in his/her cards, reads the word and places the pair on the table.
4. At each turn, player now tries to make pairs by asking the other for a word pair. For example, do you have a mat “
. If he has it, he has to hand it over to the player.
5. If he does not have the letter being asked for, he says “No I don‟t , go fish”.
6. The player now takes the top card from the fish pile. If he finds a pair, he places them down. If he doesn‟t then the
next player takes his turn.
7. The winner is the player with the most number of pairs.
Spot the Odd Word

Objectives: to discriminate between words
Materials: spot the odd one out word cards
Procedure:
Students place a marker on the word that is different from the words on the strip.
C. OTHER MATH ACTIVITIES
Block Play
Procedure:
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)

Objective/Competency: To identify the numerals 0, 1, 2, 3, 4, 5 and 6
Procedure:
2. Let them to form the numerals 0, 1, 2, 3, 4, 5 and 6.
Writing Numerals (0,1, 2, 3, 4, 5, 6)

do first.
It’s A Match
208
Procedure:
Mixed Up Numbers
Procedure:
Variation: Distribute the cards to the children. Call one of the word names. A student with the corresponding card is
invited to stand. “Neighbors” – those whose numbers are one less or one more than this student‟s – are then invited to
join in. Continue until all are standing in the appropriate number.
Draw 6
Procedure
2. Each player goes through the cards received trying to find pairs that make 6. All the pairs thus made are discarded
in the middle of the table.
without looking at them. If the person who draws the card can use it to make 6 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.
6 Concentration
Procedure:
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.
Find 6
Procedure
5. 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 6, 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.
209
Go 6
Procedure:
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 5 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."
Subtraction Cards
Procedure:
4. Children take away 1 counter, count remaining counters and say "five"
5. Teacher shows the group the five remaining dots on the subtraction card.

Procedure:

Procedure:

Procedure:
2. Have the children take the number of counters being worked with for the day and decide what they want to
represent.

210
Procedure:

"Place six blocks under the "None and six is six." or
0
bowl." "Zero and six is six."
"Place one block on the "One and five is six."

1
bowl."
"Place two blocks on the "Two and four is six."

2
bowl."
"Place three blocks on the "Three and three is six."

3
bowl."
"Place four blocks on the "Four and two is six."

4
bowl."
"Place five blocks on the "Five and one is six."

5
bowl."
"Place six blocks on the "Six and none is six." or

6
bowl." "Six and zero is six."
Hand Game (writing number sentences, up to quantities of 6)

211
Procedure:

"Place six sticks in your right hand." "None and six is six." or
"Zero and six is six." 0+6=6
1+5=6
"Place one more stick in your left hand." "Two and four is six."
2+4=6
"Place one more stick in your left hand." "Three and three is six."
3+3=6
"Place one more stick in your left hand." "Four and two is six."
4+2=6
"Place one more stick in your left hand." "Five and one is six."
5+1=6
"Place one more stick in your left hand." "Six and none is six." or
"Six and zero is six." 6+0=6
After 1 round children can be introduced to the word PLUS. “Instead of using the word AND I‟d like you to use the
word PLUS instead. PLUS means to put two groups of objects together.”
Lift The Bowl (writing number sentences; up to quantities of 6)

Procedure:

"Place six blocks under the bowl." "None and six is six." or "Zero and 0
six is six." +6
6
"Place one block on the bowl." "One and five is six." 1

+5
6
"Place two blocks on the bowl." "Two and four is six." 2

+4
6
"Place three blocks on the bowl." "Three and three is six." 3

+3
6
"Place four blocks on the bowl." "Four and two is six." 4

+2
6
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"Place five blocks on the bowl." "Five and one is six." 5
+1
6
"Place six blocks on the bowl." "Six and none is six." or 6

"Six and zero is six." +0
6
After 1 round children can be introduced to the word PLUS. “Instead of using the word AND I‟d like you to use the
word PLUS instead. PLUS means to put two groups of objects together.”
Helping Hands Sound It Out

Helping Hands (tune: If you‟re happy and you know it)
I‟m a good helper If you have a new word sound it out ( /m/ /a/ /t/)
Yes I am If you have a new wowalk. At first, an adult should lead the
Here is one hand, “chain,” but in about thirty seconds a child should take over
Here is the other, the lead. Every thirty seconds give another child a turn to
When I see work piled up lead until all of the children have had a chance. Before trying
Hear me shout this outdoor activities and movement game, make sure that
I‟ll use my hands to help out! children understand certain basics about the safety - such as
Families do Things Together the importance of not running, not pulling on the string, and
(tune: The More We Get Together) not attempting anything that the entire group cannot do.rd
Families Together sound it out ( /m/ /a/ /t/)
Families do things together, together, together Families If you have a new word
do things together
r we are Slowly say the word
For your family likes to _________________. If you have a new wordwalk. At first, an adult should lead the
My family likes to_________________. “chain,” but in about thirty seconds a child should take over
The more we do things together, together, together the lead. Every thirty seconds give another child a turn to
The more we do things together lead until all of the children have had a chance. Before trying
the happier we are! this outdoor activities and movement game, make sure that
children understand certain basics about the safety - such as
the importance of not running, not pulling on the string, and
not attempting anything that the entire group cannot do.
Sound it out ( /m/ /a/ /t/)
Brother, Sister, Help Me Do Ako ay Kapitbahay
Brother, Brother, help me do Ako ay Kapitbahay

Pick up sticks and branches too. Kapitbahay niyo
When we work the pile will grow Laging handing tumulong sa inyo
Now, let‟s count them row by row Kilala niyo ako
1,2,3,4,5,6,7,8,9,10. Kilala niyo
Ako ay kapitbahay
Sister, sister, help me do Kapitbahay ninyo
Get the brooms and dustpans too.
Come let‟s sweep and clean our room
Check the books for paper torn
1,2,3,4,5,6,7,8,9,10.
213
Hot Potato
Materials: Medium size playground ball.

Direction: Put a medium sized ball in the center of a circle along with a child chosen to be 'it'. The child who is 'it' pushes the
ball with his or her feet, trying to get it out of the circle. The other children try to stop the ball with their feet. Once the ball is
out, another leader is chosen. The ball is called the 'hot potato' and the children will enjoy trying to keep it in the 'oven'.
Move around the Hoop
Materials: Different colored hoops, an open area and drum or tambour.

Direction: Let the children warm up in an open area. Give the children different ideas for moving around - walk, hop, skip,
run, walk sideways, run, backwards and so on. Place lots of different colored hoops around the open space. Demonstrate to
the children how to walk or run around without touching the hoops. Intersperse these instructions with 'stand in groups of
two in red hoops' or 'three people go into each green hoop' and so on.
Get the children to listen to the next instruction using a tambour, beat the drum or clap your hands, the children stop and
listen for the next step. For example, put your hand in a hoop, put your foot in a hoop. Make it more complex by adding
colors and numbers. For example, put one knee in a red hoop, put four fingers in a yellow hoop and so on.
Mother May I? (see appendix of Week 18)
Catch It !
Direction: Have a group of children sit in a circle with one child in the middle. Give the children in the circle a ball and
challenge them to catch the “fish,” or the child in the center. To catch him, they need to roll the ball lightly and hit him, while
he tries to avoid the ball. The child who finally catches the fish becomes the new fish, and the game starts anew
Chain Game
Direction: Let the children form a long line and provide a string for them to hold. Tell the children that they will be following a
leader and doing everything that the leader does. For example, the leader might wave her hands over her head, march like a
marching band, or jump over a crack in the sidewalk. At first, an adult should lead the “chain,” but in about thirty seconds a
child should take over the lead. Every thirty seconds give another child a turn to lead until all of the children have had a
chance. Before trying this outdoor activities and movement game, make sure that children understand certain basics about
the safety - such as the importance of not running, not pulling on the string, and not attempting anything that the entire group
cannot do.
214
WEEK 20: ____________________

CONTENT FOCUS: Family members have different responsibilities at home. Families set their own rules.
Message: Message: Sometimes other family members help their .Message: People earn a living in different ways.
Parents and older siblings earn a living for the family parents with their jobs. Some people earn a living by making and selling goods.
Question: Who earns a living for your family? Ex. children help their parents in their farm or cook food to sell Question: Who makes and sells goods in your
What kind of work do they do? Question: Do you or your siblings help your parents with their community?
job ?
Teacher-Supervised: Target Letter : Rr Teacher-Supervised: Fieldtrip to a place of work of a parent Teacher-Supervised:
Poster: People Earn a Living in Different Ways Independent:  Poster: At the _________ (place of work of the parent)
Independent:  Letter for the Day  Big Book: People do different jobs .
 Letter Collage : Rr  Sound- O /Spin a Word Independent:
 Letter Mosaic  Sand Play  Letter for the Day
 Making a trip chart  Writer’s Workshop  Sound O /Spin a word
 Finger Painting  Finger Painting
 Writer’s Workshop  Block Play
Show the family mobiles to the class. Ask the children Invite a few children to talk about the work that their parents and Let’s Write Rr
what sort of things do we learn from our families. older siblings do. Song: Masayang Pamilya (PEHT p. 154)
Songs: Mag-anak (PEHT, p. 153) Songs: Heto na si Ina (PEHT p. 15), Si Kuya (PEHT p. 154)
Masayang Pamilya (PEHT p. 15)
STORY: May Higante sa Aming Bahay STORY: Tight Times STORY: Araw sa Palengke
Teacher-Supervised: Descriptions Teacher-Supervised: Subtraction Cards (writing number Teacher-Supervised: Subtraction Cards (writing number
Independent: sentences) sentences)
 Block Play Independent: Independent:
 Bingo: Addition/ Bingo: Subtraction (0-6)  Block Play  Block Play
 6 Concentration/ Find 6  Bingo: Addition/ Bingo: Subtraction (0-6); 6 Concentration  Bingo: Addition/ Bingo: Subtraction (0-6)/Draw 6/Go 6
 Roll and Count (up to quantities of 6)  Roll and Count (up to quantities of 6)  Roll and Count (up to quantities of 6)
 Lit-based: Ano ang trabaho ng tatay sa kwento? Ikaw,  Writing Numerals (0, 1, 2, 3, 4, 5, 6)  Writing Numerals (0, 1, 2, 3, 4, 5, 6)
ano ang trabaho ng magulang mo?  Lit-based: Sa panahon ng kagipitan, papaano ka makakatulong  Lit-based: Kung ikaw ay isang tindera sa palengke, anu-
sa iyong pamilya? ano ang iyong ititinda?
INDOOR/OUTDOOR ACTIVITY: Face to Face INDOOR/OUTDOOR ACTIVITY: Snake Tag INDOOR/OUTDOOR ACTIVITY: Cat and Mouse Trap
215
MEETING TIME 1: People earn a living in different ways MEETING TIME 1:
 Some people earn a living by giving services. Message: Families set their own rules
Questions:
What rules do you follow at home ?
How do these rules help your family?
Teacher-Supervised: Target Letter : Dd Teacher-Supervised: Let’s Write Dd
 Letter Poster: Dd Literature-based Activity : Picture Walk
 Puppets: People Who Do Things for Others/ People
Who Make or Sell things Independent:
Independent:  Our Rules At Home
 Sight Words Trace  Letter for the Day :Dd
 Letter-Making  Letter Domino
 Letter Collage : Dd  Literature-based Activity: Accordion Book
 Words Poster: Letter D  Sand Play
 Sand Play  Writer’s Workshop
Talk about household chores at home. Let them share Ask some children to share rules that they follow at home.
about responsibilities at home. Compare some of these rules with those that they follow in
school. How do these rules help them?
STORY: STORY:
Ang Tikbalang Kung Kabilugan ng Buwa Sina Dosal at Makopoy sa Paanan ng Bundok Pinatubo
Teacher-Supervised: Pattern Block/ Card Patterns Teacher-Supervised: Train Ride
Balloons
 Bingo: Addition/ Bingo: Subtraction (0-6)  Pattern Block/Card Designs
 Draw 6/Go 6  Subtraction Cards (writing number sentences)
 Roll and Count (up to quantities of 6)  6 Concentration/ Find 6/ Draw 6/Go 6
 Writing Numerals (0, 1, 2, 3, 4, 5, 6)  Roll and Count (up to quantities of 6)
INDOOR/OUTDOOR ACTIVITY:Snake Tag INDOOR/OUTDOOR ACTIVITY: Leap frogs
Roll the ball Through The Tunnel
SONGS/RHYMES: SONGS/RHYMES:
Si Neneng PEHT p. 154) Magtanim ay Di Biro
216
APPENDIX: WEEK 20
Poster: People Earn a Living in Different Ways

Materials: manila paper, crayons/colored marker, glue, magazines
Procedure:
1. Have children cut-out pictures of people earning a living.
2. Paste these pictures on manila paper or kraft paper.
3. Have children label each picture or drawing.
Note: if there are no magazines available, have children draw instead.
Trip Chart:
Family Mobiles: What I learned from my family

Materials: yarn , colored shape cut-out mounted on cardboard, puncher,
Procedure:
1. Have children draw things they have learned from particular family members.
2. Let them label their drawings.
3. Punch a hole on top of the shape card. Tie a yarn through it and hang on a hanger.
4. Write the title “ Things I learned from my family” on a strip of paper and tape it into the handle of the hanger
Puppets: People Who Do Things for Others/ People Who Make or Sell things
Materials: mineral water bottles, scrap cloth, glue, scissors
Procedure:
1. Have children make puppets of community helpers using junk materials.
2. Let them write or draw what each community helper does for others.
Poster: At the (work place of parent)

Materials: manila paper, crayons/ colored markers
Procedure:
1. Ask children to recall what they saw at the workplace of the parent.
2. Have them draw things they saw there, other people who work there and what
they do.
3. Have them share this poster with the rest of the class
Shape Poster: Our Rules At Home

Materials: house cut-outs (bond paper or construction paper), crayons/colored markers, pencils
Procedure: Have children draw or write rules their families have at home
Letter Collage, Letter Mosaic, Word Poster Letter Collage, Spot the Letter, Letter Poster ( refer to Week 11
appendix)
Letter Making
Objective/Competency: letter formation
Materials/Preparation: cardboard, glue, buttons or beans
On separate piece of cardboard, draw each letter of the alphabet and outline them in block style. Use numbers
and arrows to show the letters are formed.
Procedure:
1. Distribute letter cards to each child.
2. Let each child place beans or buttons within the outline of each block letter.
3. Have them use the arrows and numbers as a guide for forming the letters in writing.
217
4. Have them run their finger over the beans or buttons and verbalize the movements they
are making to form the letter. For example, for the capital L, they would say “down, across.”
Literature-based Activity : Picture Walk

Materials/.preparation: Storybook for the day
picture Walk sheet
Crayons or markers
Number of Players/participants: 6-8
Procedures: 1. Write the title and author.

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

Objectives: trace sight words
Materials: pencil, sight word cards mounted on cardboard
Procedure:
1. Give each child a worksheet with several sightwords.

2. Have the child trace these words with her pencil.
Letter Domino: Upper/ Lower Case Letters

Material : 24pcs upper case letter domino cards
Procedure:
3. The next player lays down a card that can be connected to either letter on the card that s been previously laid
down
4. Game continues until all cards have been laid down
Sound- O
Objective/Competency: Letter sound correspondence
Materials: cardboard, picture cards
Preparation: Divide the cardboard into 26 sections and write a different letter of the
alphabet on each. Prepare 26 picture cards(each showing an item beginning with a different
letter). Write the name of the object on the back of its card and underline its initial letter. For
example, if the card has a picture of a dog on it, write the word dog on the back and
218
underline the letter d.
Procedure:
1. First player picks up a picture card, say the name of the object aloud and place it on the letter that corresponds
to the initial sound of the object.
2. Continue until all the letters on the gameboard are covered.
3. Remove the cards, checking each one against the word on the back.
Spin a Word
Objectives: recognize sight words
Materials: sightwords printed on the spinner board, individual sight word chart, pencil
Preparation:
1. Make a spinner board with a set of sight words
2. Write a chart containing the same sight words on the spinner board
Procedure:
1. Distribute a sight word chart and pencil to each player.
2. Each child takes turns using the spinner. At each turn, the child reads the sight word that he lands on.
3. Then he marks this off on the chart.
4. The first person to mark off all the words on his chart is the winner.
Literature-based Activity: Accordion Book
A. OTHER MATH ACTIVITIES
Descriptions
Assemble the children and ask for a volunteer. This child stands apart from the group so everyone can see him or her.
The class describes the child by naming visual attributes, they sit down until the volunteer is the only child left standing.
The teacher writes the attributes on cards as each is mentioned.
Teacher: Everyone stand up. What can you tell me about our volunteer?
Children: She's a girl.
The teacher writes
a girl
Teacher: Anyone fitting the description can remain standing. Anyone who doesn't fit it must sit
down. What else can you tell me to write down about our volunteer?
Children: She's got long hair.
The teacher writes
long hair
Block Play
Procedure:
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)
Writing Numerals (0,1, 2, 3, 4, 5, 6)

219
do first.
Draw 6
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 6. All the pairs thus made are
discarded in the middle of the table.
without looking at them. If the person who draws the card can use it to make 6 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.
6 Concentration
Procedure:
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.
Find 6
Procedure
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 6, 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.
Go 6
Procedure:
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 5 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."
Subtraction Cards (writing number sentences)

220
Procedure:
4. Children take away 1 counter, count remaining counters and say "five"
5. Teacher shows the group the five remaining dots on the subtraction card.

Procedure:
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.

Procedure:
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.
Roll and Count

Materials: plus and minus spinners die
Newsprint or bond paper for each child clothespins
Procedure:
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.
Train Ride
Objectives: to add and subtract single-digit numbers
Procedure:
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 4 + 2.
Balloons
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Procedure:
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
Pattern Block or Cards Designs

Objectives: to explore relationships of shapes
Players: individual, pair or small group
Materials: pattern blocks or cards
Allow children to explore the properties of pattern blocks or pattern cards by creating their own designs. Pairs of
children can work together – one child creates a design that his or her partner reproduces
During exploration children can be asked a variety of questions that will help them think about the geometric
properties of the blocks/ cards and about the relationship between shapes
 Which shapes fit together with no shapes in between?
 Which shapes fit together to make this shape?
 How many triangles would you need to fill up this shape?
During exploration you may also comment about specific shapes or designs:
 I notice here you made a little rectangle and then you made another twice as big.
 If I drew a line here, it would look the same on both sides. That’s because it is symmetrical.
B. INDOOR/OUTDOOR GAMES
Cat and Mouse Trap
Five people are chosen to be the trap and they form a circle by holding hands with arms raised over their heads
One person is chosen to be the cat who starts by facing away from the trap, not looking at it (perhaps with eyes closed).
The remaining players are all mice.
The game begins with the mice walking in and out of the trap simultaneously. The cat waits for the right moment then
suddenly turns back around and shouts “ snap!” at which point the trap brings its arms down and captures whoever is in
the circle. The captured mice becomes part of the trap. The game continues until all but one mouse is caught. He is
declared the winner
Face to Face
Each player is assigned a partner by the leader. The leader may play music and begin calling out instructions as to how
the partners may face each other. For example, if he calls out “face to face” they stand opposite each other, looking at
each other. He can call out things such as side to side, back to back, elbow to elbow, thumb to thumb, right hand to left
hand. At some point he stops the music or calls out (if no music is used), “Everyone changes partners! “ The person left
without a partner is the new leader who calls out the directions. As the game goes one, it can be more challenging if the
rule is that each person must find a partner he has not had before.
Leapfrogs
Directions:
1. Have children form a line.
2. Let them crouch down as if they are playing leapfrog.
3. Sing the following song to the tune of “ London Bridge is Falling Down “
4. The child in the song should be the last child in the row.
5. When the child hears his name, he holds onto the shoulders of the child in front of him and leaps. After each
leap, the children call out a number. When he reaches the front of the line, the game begins again
Song:
Hopping frogs, hopping frogs.
Here hops [name of child]!
Snake Chase
Direction:
1. This game starts out like a regular game of tag.
2. When the first child is tagged, the two children join together to make a “snake,” and the snake runs after the
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remaining children.
3. Each child who is tagged becomes part of the snake.
Roll the Ball Through the Tunnel

Direction:
1. Stand with your legs spread wide.
2. Challenge the student to roll the ball through the “tunnel” that is formed.
3. As they becomes better and better at this, stand farther away and see if they can still succeed.
Variation: Set up several tunnels so that the child rolls the ball through multiple tunnels with the adults standing
in a line so that their legs line up.
STORIES
Si Monica Dalosdalos
Mga Tanaong sa simula ng kuwento
1. Sino sa inyo ang maagang gumising sa umaga?
2. .Tumutulong ba kayo sa bahay ?
3. Ano ang paborito niyong gawaing bahay ?
Mga tanong pagkatapos ng kuwento

1. Sino ang pinaguusapan sa ating kwento?
2. Anong ginagawa ni Monica Dalosdalos paggising niya sa umaga?
3. Anong nagustuhan niyo sa mga ginawa ni Monica Dalosdalos?
4. Ano ang hindi niyo nagustuhan sa kanyang mga ginawa?
5. Saan nangyari ang kwento?
6. Ano ang mangyayari kapag hindi nag-iingat sa mga gawaing bahay ?
7. Ano ang mga pag-iingat na kailangang gawin pag ginagawa ang mga gawaing bahay ?
Si Hinlalaki
( Pagkasama , Laging Okey)
Aklat Adarna
Sa limang anak ni Inang Kamay,

Si Hintuturo ang panganay.
At dahil mahilig magturo
Kaya laging guro sa paglalaro.
Kung may hinahanap o naliligaw,

Si Hintuturo din ang pinagtatanungan.
Si Hinlalato naman ang pinakamatangkad

Kaya sa larong basketbol ay sikat.
Pinakamalakas pa sa sumping
Kaya laging pinakamagaling.
Ang pustoryosong si Palasingsingan,

Siya naming taga- ingat ng yaman.
At ang bunsong si kalingkingan

Ang masipag nilang utos- utusan;
Kahit tinutuksong “ Hinliliit!”
Bawat butas nililinis.
Pero itong si Hinlalaki

Ang walang titak na silbi
Kaya sa laro ay di kasali
At palaging nasa tabi – tabi.
Dahil punggok at iba ang tabas,
Tinutukso pang” Anak sa labas”.
Minsan ang lakas ni Hinlalato

Sa pagbubuhat ng poste ay napasubo.
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Tumulong ang tatlong kapatid
At naligo na silang apat sa pawis;
Pero ang poste’y di matinag- tinag
At talaga yatang pagkabigat – bigat!
Sumaklolo si Hinalalaki.....
At biglang gumaan ang poste!
Kaya ngayon, sinasabi:
“ Walang mabigat na poste, Pagkatulong si Hinlalaki”.
Questions before reading:

1. Ilan ang ating daliri?
2. Alin si Hinlalaki?
3. Gusto ba ninyong malaman ang mga katangian ni hinlalaki mula sa kwento?
During Reading?
1. Sino ang panganay sa limang magkakapatid?
2. Sino ang bunso?
3. Ano ang tawag kay hinlalaki?
4. Sino ang makapaglalarawan kay Hinlalaki?
After Reading:
1. Sino ang tinulungan i Hinlalaki?, Paano?
2. Dapat banating tularan si Hinlalaki?, Bakit?
Sina Dosal at MakopoySa Paanan ng Bundok Pinatubo

Mga Tanaong sa simula ng kuwento
1. Sino na sa inyo ang nakaakyat ng bundok?
2. Ano ang nakikita sa bundok?
Mga tanong pagkatapos ng kuwento

1. Sino ang mga tauhan sa kwento?
2. Ano ang nagustuhan niyong ginagawa nila Dosal at Makopoy?
3. Ano ang hindi niyo gusto sa kanilang mga ginagawa?
4. Saan nangyari ang kwento?
5. Ano ang makikita niyo sa lugar na pinangyarihan ng kwento?
6. Ano ang inyong maririnig sa pinangyarihan ng kwento?
7. Bakit lumipat sina Dosal at Makopoy nang tirahan?
8. Ano ang nangyari sa lugar nila kung bakit lumipat sila nang tirahan?
9. Kujng kayo si Dosal at Makopoy lilipat din ba kayo ng tirahan pagkatapos nang pagsabog ng Pinatubo? Bakit?
Ang Tikbalang Kung Kabilugan ng Buwan

Mga tanong pagkatapos basahin ang kwento:
1. Sino ang mga pangunahing tauhan sa kuwento?
2. Anong bahagi ng kuwento ang nagustuhan mo at bakit?
3. Ano ang naramdaman nang tikbalang kapag may kalaro siya tuwing kabilugan ng buwan?
4. Saan nangyari ang kuwento?
5. Bakit nalungkot ang tikbalang?
6. Ano ang nakapagpasaya sa tikbalang?
7. Kung ikaw ang tikbalang at wala kang kalaro, ano ang gagawin mo?
Gusto ko ng Pansit Ngayon

Mga tanong sa simula ng kwento:
1. Sino sa inyo ang mahilig sa pansit?
2. Naranasan niyo bang pagsawaan ang paborito niyong pagkain?Bakit?
3. Anong nalaman ni Diding nang pinatulong siya sa paghanda ng pagkain?
4. Kayo rin ba ay tumutulong sa paghahanda ng pagkain sa bahay?
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Mga tanong pagkataapos magbasa ng kwento:
1. Sino ang pangunahing tauhan sa ating kwento?
2. Anong nagustuhan niyo sa ginawa ni Diding?
3. Ano ang pagbabagong nangyari kay Diding nang malaman niyang pinag-iisipan pala ang paghanda ng
pagkain?
4. Bakit ayaw na kainin ni Diding ang mga paborito niyang pagkain?
5. Ano ang ginawa ng Tatay at Nanay ni Diding upang hindi na maging mapili siya sa pagkain?
Sampung Magkakaibigan
Mga tanong sa simula ng kuwento:
1. Marami ka bang kaibigan ?
2. Sino sa sampung magkakaibigan ang katulad sa ugali niyo?
3. Naranasan niyo na bang hindi isali sa laro ng inyong mga kaibigan?
4. Ano ang inyong naramdaman?
225
KINDERGARTEN CLASS THIRD GRADING DAILY PLANS
WEEK 21: ____________________
CONTENT FOCUS: Family members are like one another in some ways and different in other ways

Message: Some family members are male and some are Message: Family members are like one another in some ways Message: Family members are like one another in some
female and different in other ways. Some may look alike and others ways and different in other ways.
. Some are adults and some are young children. may look different from each other. Some may have similar interests and do common
activities. Some may differ in things they like and do.
Questions: How many members in your family are male ? Questions: Who do you look like in your family ? Questions: What activities your family do together?
How many are female ? How many adults are there in your
family ?
Teacher-Supervised: Graph: How many members of your Teacher-Supervised: Target Letter: Oo Teacher-Supervised: Letter Poster: Oo
family are male and female ?
 Funny Family Figure (PEHT p. 68)  Funny Family Figure (PEHT p. 68)  Family Place Mat
 Dramatic Play: Bahay-bahayan  Playdough: People in My Family  Dramatic Play: Bahay-bahayan
 Letter Fishing Game  Letter Collage: Oo  Letter Puzzlers
 Go Fish: Letters  Letter Mosaic : Oo  Playdough: People in My Family
 Writer‟s Workshop  Dramatic Play: Bahay-bahayan  Family Portraits: Family Activities
 Writer;s Workshop
Invite children to look at the family chart. Talk about the Phonemic Awareness Activities Have them share their family portraits to the class.
composition of each family.
Questions: Whose family has more male members? more Questions: Whose family eats together? Who goes to
female members ? Whose families have the same number church/mosque together? Who works together? Who
of females ? males ? plays/spends leisure time together?
STORY: The Family-Teenagers STORY: Big World, Small World STORY: Chenelyn! Chenelyn!
Teacher-Supervised: Number Stations and Number Books Teacher-Supervised: Who Has More? (quantities of 7) Teacher-Supervised: Hand Game and Cave Game
(quantities of 7; using toothpicks) Comparing Quantities: A Game for Partners (concrete; quantities of 7)
 Playdough Numerals (0-7)  Playdough Numerals (0-7)  Number stations/ number books (quantities of 7)
 Number Lotto /Bingo: Numbers (0-7)  Number Lotto/ Bingo: Numbers (0-7)  Playdough Numerals (0-7)
 Mixed Up Numbers (0-7)  Mixed Up Numbers(0-7)  Number Lotto/Bingo: Numbers (0-7)
 Number Concentration (0-7)  Number Concentration (0-7)  Number Fishing Game/ Number Concentration (0-7)
INDOOR/OUTDOOR ACTIVITY: Hopping Home (PEHT p. INDOOR/OUTDOOR ACTIVITY: Footprint Walk (PEHT p.70) INDOOR/OUTDOOR ACTIVITY: The Boat is Sinking
74); House to Rent Mother/Father May We? (PEHT p. 230) Body Letters; Movement counting
Homework: Bring pictures of your brothers and sisters Homework: Are you happy to have helpers/maid at home?
Yes/no…Why?
CONTENT FOCUS: Family members are like one another in some ways and different in other ways
Message: Family members are like one another in Message: Some family members share the same name. Other
some ways and different in other ways. family members have different names.
Some may have similar interests and do common
activities. Some may differ in things they like and do.
Questions: What games do your brother/sister play? Do Questions: Who among your family members have the same
you like the games your brother/sister play? name?
Teacher-Supervised: : Let‟s Write Oo Teacher-Supervised: Family Name Designs
 Go Fish : Letters  Go Fish : Letters
 Blocks/Construction Toys  Blocks/Construction Toys
 CVC Word Lotto  CVC Word Lotto
 Fingerpainting  Fingerpainting
 Odd One Out: Words  Odd One Out: Words
Listen to the Last Sound Song: Brother, Sister, Help Me Do- PEHT p. 162
Circle Game (7) With My Family
STORY: Milly, Molly and Heidi Untidy STORY: Papa‟s House, Mama‟s House
Teacher-Supervised: Hand Game and Cave Game Teacher-Supervised: Shape patterns
(concrete; quantities of 7)
 It‟s A Match/ Number Concentration (1-7)  It‟s A Match/ Number Concentration (1-7)
 Number Lotto/Bingo: Numbers (0-7)  Number Lotto/Bingo: Numbers (0-7)
 Number Fishing Game (0-7)  Tapatan
 Tapatan
INDOOR/OUTDOOR ACTIVITY: Footprint Walk (PEHT INDOOR/OUTDOOR ACTIVITY: The Boat is Sinking
p.70); Mother/Father May We? (PEHT p. 230); House to Body Letters; People Counting Games (up to 7); Count and Turn
Rent (up to 7)
APPENDIX: WEEK 21
Graph: How many members of your family are male and female ?
Objective: counting/ comparing data
Materials: graph, permanent marker.
Preparation . Make a graph on kraft or manila paper:
How many siblings do you have ?
Name of Student MALE FEMALE
Procedure:
1. Let the children conduct a survey on the number of male and female siblings each one in class has.
2. Have children write the name of the classmate, the number of male and female siblings on the chart.
3. Show the graph to the class during meeting time. Ask the following questions:
Who has the most number of male siblings ? female siblings ?

Who has the least number of male siblings ? female siblings ?
How many people in class do not have male siblings ? female siblings ?
Does the class have more male members than female members ?
You may also ask the following questions to individual children :
Do you have more female siblings than _______________ ?

Do you have less male siblings than __________________?
Funny Family Figure (PEHT p.68)
Play Dough: People in My Family

Objective: develop fine motor coordination
Materials: play dough
Procedure:
1. Tell children to make figures of their family members using play dough.
2. Encourage children to describe their family members, identify similarities and differences among the members.
Dramatic Play:Bahay-bahayan
Objectives: to recreate family activities through dramatic play
to express one‟s feelings, thoughts and ideas
to practice problem solving skills and build new knowledge
to develop gross and fine motor coordination
Materials: props for dramatic area (things usually found at the home such clothes and shoes, kitchen utensils, etc)
Procedure:
1. Allow children to explore the different roles of family members through dramatic play
2. Encourage children to switch roles.
Family Portraits: Family Activities

Objectives: to draw and describe family activities
to develop fine-motor coordination
Materials: popsicle sticks, small accessories to stick on the frame, glue, scissors, yarn
Procedure:
1. Talk about different family activities that their families engage in. Have them talk about which
activities family members enjoy doing together. Assign children to draw these.
2. Then assign some children to draw activities that their family members do separately from
the rest of the family. Have them talk about these too. Ex. My brother likes climbing trees. My sister
likes playing with marbles.
3. Let children make borders around their drawings using popsicle sticks.
4. Let them design the popsicle sticks.
Shape Patterns
Objective: Reproduces patterns, Fine motor coordination
Preparation: Prepare shape patterns on card strips.
Procedure:
1. Distribute shape pattern cards and individual pieces of paper to the children.
2. Ask them to copy the pattern card on their paper.

Objective: to count up to quantities of 7
to develop fine motor coordination
Materials: several boxes of toothpicks, paper and pencil
Number of participants: small group
Procedure:
2. Children work together exploring a given quantity of toothpicks, in this case 7, making as many arrangements as
possible. Then let the children write the number on their paper.
Variation: children can explore other materials such as pebbles, popsicle sticks, blocks and others.

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.
Number Lotto (0-7)

Procedure:
Variation: One person is a caller as in a bingo game. She holds up the number cards and players have to shout out the
name of the number in order to claim it to put on their board.

Procedure:

Objective: to identify the numerals 1, 2, 3 and 4
Procedure:
2. Let them form the numerals 1, 2, 3 and 4.
Number Domino
to match numbers that are alike
Materials: set of 28 number dominoes
Procedure:
3. A player with a “double” begins to play.
4. Each player in turn says the number names and then plays as in a regular domino game.
5. The winner is the player who has played all dominoes, or the player with the smallest number of dominoes when
all players must pass.
Bingo: Number (0-7)

Materials: bingo card for each player, calling cards, tokens
Players: 1 or more
Procedure:
Number Fishing Game

Number of Player/Participants: 4-6 children
Procedure:
Mixed Up Numbers
Objectives: to read and recognize number words
to recognize the sequence of numbers
Materials: vocabulary cards of number words
Procedure:
4. Tell the children to hide their eyes while a mischievous kitten (you) comes and changes the order of the cards.
It’s a Match
Objective: to match numeral to set of objects/ dots
Materials: one set of cards with numerals – 0 -7, one set of cards with dots (corresponding to the numerals)
Number of Players/Participants: pairs or small group
Procedure:
4. If correct, the child may choose the next player.
Who Has More?

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:
Which Card Is Missing?

Procedure:

Procedure:

Procedure:

"Place seven sticks in your right hand." "None and seven is seven." or "Zero and seven is six."
"Place one stick in your left hand." "One and six is seven."
"Place one more stick in your left hand." "Two and five is seven."
"Place one more stick in your left hand." "Three and four is seven."
"Place one more stick in your left hand." "Four and three is seven."
"Place one more stick in your left hand." "Five and two is seven."
"Place one more stick in your left hand." "Six and one is seven."
"Place one more stick in your left hand." "Seven and none is seven." or "Seven and zero is
seven."

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.
Please refer to instructions for the following activities to previous appendices : Letter Mosaic, Letter Collage,
Letter Puzzlers Cards, Odd One Out: Words, Letter Fishing Game
Go Fish: Letters
Objective: to recognize and match letters
Number of Players: 4-6
Procedure:
1. The object of the game is to form pairs of identical letters
2. Each player is dealt 5 cards.
3. At the player's initial turn, he lays down all the pairs of letters he has.
4. On his next turn, the player asks the person to his right that he can pair up with a card he is holding. For instance,
if he is a holder of letter M", he can ask the person sitting next to him, "Do you have a letter M?" If the person
being asked has letter M, he has to give it up to the player. The player then lays out the pair of cards face up. If
the person does not have the card that the player is asking for, he would say, "No, I don't have it, go fish!"
5. The player then picks out a card from the deck. He will continue to take a card until he is able to get one that could
make up a pair with any of the cards he is holding. He then lays down the pair of card. As soon as he has done
this, it is the next player's turn to make a pair.
CVC Word Lotto
Note: This game is played like Letter Lotto but instead of letter boards and individual letters, prepare CVC words composed
of vowels and consonants that have already been learned during the second quarter. These could include different rimes or
word chunks such as –an, -at , -et,, -en, -in, -it
Picky Mommy ( for Meeting Time 2)

(Adapted From: Blevins, W, Phonics From A To Z)
Objective: to identify initial/final sound
Materials: sock puppet, picture cards
Procedure:
1. Distribute a set of picture cards evenly among the children.
2. Then, using classroom puppet or a sock puppet of any family member, explain to children that this puppet is a
“sound puppet” who likes only things whose names begin with the /m/ sound. For example, if the puppet likes
mangoes, it will also like other things whose names begin with the /m/ sound.
3. If the children have any picture cards whose names also begin with the first sound in the object‟s name, they
should hold up those cards.
4. Have the puppet provide corrective feedback by reiterating the beginning sound of each card to check children‟s
responses. For example:
PUPPET: I like marshmallows.

One child holds up the mop picture card.
PUPPET: I see a mop. M-m-mop. Mop begins with /m/, just like mmmmarshmallows,
Picture-Sound Match
Objective: to identify initial sounds
Materials/preparation: cardboard, pictures to represent the sounds of the initial alphabet letters.
Procedure:
1. Divide a piece of cardboard or heavy paper into six sections.
2. Draw or cut out three pictures and glue them on the top three sections of the card. On the bottom three sections
write (in random order) the letters that correspond to the pictures above. Laminate the card. (You can identify the
letters you are targeting for a specific period.)
3. Let the children match the pictures to their appropriate initial letters by using an yarn to connect them
RHYMES/POEMS/SONGS
We are a family A Family Fingerplay
We're girls and boys, This is a family hold up one hand, fingers spread
We're big and small, Let's count them and see,
We're young and old, How many there are,
We're short and tall. And who they can be count 1, 2, 3, 4, 5
We're everything
That we can be This is the mother touch pointer finger
And still we are Who loves everyone
A family. And this is the father touch big finger
Who is lots of fun.
We laugh and cry,
We work and play,
This is my sister touch ring finger
We help each other
She helps and she plays,
Every day.
And this is the baby touch little finger
The world's a lovely
He's growing each day.
Place to be
Because we are
A family. But who is this one? touch thumb
He's out there alone,
Why it's Jackie, the dog,
And he's chewing a bone. wiggle thumb.
With My Family (Original Author Unknown)

Sung to: "The Muffin Man Family Items
Tell me what you like to do

These are Mother's knives and forks
Like to do, like to do.
interlock as in praying fingers and lift them slightly
Tell me what you like to do
And this is our dining table
With your family.
lower fingers keeping them interlocked, straighten
Edward likes to rake the leaves
wrist to form a flat surface
Rake the leaves, rake the leaves.
This is Sister's looking glass
Edward likes to rake the leaves
form a circle by touching thumbs and index finger
With his family."
And this is the baby's cradle
cup hands together to form cradle.
Can you say ? ( sang to the tune of Happy Birthday)
Can you say the last sound ?

It‟s the last sound in rabbit ?
Family Items
STORIES
Chenelyn! Chenelyn
(Garlitos, C, 2002, Adarna House,Inc., Quezon City, Philippines)
Questions before the story:

- Sino sa inyo ang may kasambahay o katulong sa bahay?
- Ano sa tingin ninyo ang ginagawa ng mga kasambahay o katulong?
- Papaano sila nakakatulong sa mga miyembro ng pamilya?
Questions during reading:

- Sino sa inyo ang parang si Ate? Kuya? Tatay? Nanay? Bata?
- Anong nangyari kay Chenelyn isang araw?
- Bakit kaya sya nagkasakit?
- Ano kayang gagawin ng buong pamilya?
Questions after reading:

- Sino-sino ang mga tauhan sa kuwento?
- Saan nangyari ang kuwento?
- Ano ang naging problema sa kuwento?
- Paano ito naayos?
- Kung ikaw ay miyembro ng kanilang pamilya, ganoon din ba ang iyong gagawin? Ano kaya ang dapat gawin?
Chenelyn! Chenelyn
Tuwing umaga sa aming bahay, ang pangalan niya ang una mong maririnig.
Kapag binibigkas mo ito, mayroong madyik na nangyayari.
“Chenelyn! Ihanda na ang almusal!”

Biglang magtitilian ang mga kaldero at siyansi sa ilalim ng kalan.
Huhuni ang kaldero ng mainit na tubig.
Maririnig ang kalatugan ng pinggan at kalansingan ng mga kutsara at tinidor.
Tapos, sa isang iglap, busog na si Tatay.
“Chenelyn! Ang paligo ko handa na ba!”

Biglang magsisindi ang ilaw sa loob ng banyo.
Dadagundong ang tulo ng tubig sa balde.
Maglilitawan ang mga sepilyo, sabon, shampoo at tuwalya.
Tapos sa isang iglap, mabango at malinis na si Kuya.
“Chenelyn! Ang damit ko sa eskuwelahan!”

Biglang iinit ang plantsang nakatago.
Tatakbo ang kabayo na tangay ang lukot na palda at blusa.
Tapos sa isang iglap, unat ang lahat ng damit ni Ate.
“Chenelyn! Ang bahay, dapat malinis na!

Biglang magsisibangon ang basahan at sabon.
Magsasayawan ang mga bunot at walis.
Tapos biglang makintab at mabango ang buong bahay.
“Chenelyn! Laro na tayo!”

Biglang tatalbog ang bola at magsasalita ang manyika.
Magiging nanay ko siya sa bahay-bahayan.
Magiging taya siya sa taguan.
Tapos, paglingon ko, nakaupo siya.

Natutulog.
Bago ako matulog, ang pangalan pa rin niya ang maririnig.

Kasi, may madyik ang pangalan niya.
“Chenelyn! Ang kape ko, akina!” sabi ni Tatay.

Biglang maghahalo ang kape, asukal, at umuusok na tubig.
“Chenelyn! Ang sapatos ko, relo ko, nasaan na?!” tanong ni Kuya.
Magsisilabas ang mga sapatos at relo mula sa kung saan.
“Chenelyn! Ang isusuot ko, ihanda mo na!” tili ni Ate.

Magrarampadahan naman ang mga pantalon, palda, blusa at medyas.
“Chenelyn! Ang pinagkainan, hugasan mo na!” utos ni Nanay.

Magsisiligo na ang mga plato, platito, kutsara, at tinidor.
Basta tatawagin mo ang pangalan niya, mayroon nang iniinom si Tatay sa kuwarto.
Nakita na ang nawawalang gamit ni Kuya.
Handa na ang damit ni Ate para bukas.
Malinis na ang mga gamit sa kusina ni Nanay.
Kapag ako na ang tatawag ng “Chenelyn!”

Papasok siya sa maliit kong kuwarto.
Pagod na pagod. Pawis na pawis.
Hingal na hingal. Latang-lata.
Pero, kapag mayroon siyang ikukuwento sa akin, ang kuwarto ko, nag-iiba ang anyo.
Nagiging dagat ito kapag kami ay mga sirena.

Nagiging kastilyo ito kapag kami ay mga prinsesa.
Kaming dalawa ni Chenelyn ang lagging bida sa marami niyang kuwento.
Tapos, tulog na kaming dalawa.
Chenelyn! Chenelyn!
Isang umaga, nagkagulo sa loob ng bahay!
Ilang beses nang tinatawag ang pangalan niya, pero walang nangyayaring madyik.
“Chenelyn! Chenelyn!” sabi ni Tatay.

“Chenelyn?! Chenelyn?!” tanong ng Kuya.
“Chenelyn! Chenelyn!” sigaw ng Ate.
“Chenelyn! Chenelyn!” utos ng Nanay.
“Chenelyn! Chenelyn!” tawag ko.
Pero walang nangyari.
Bigla kaming nagsisugod sa kuwarto niya.

Pagbukas namin, maraming madyik ang nangyayari.
Mayroong hatsing! Mayroong prssrrstt!
Mayroong brrr! Mayroong ubo-ubo!
Naku, si Chenelyn, hindi makapagmamadyik!
“May trangkaso si Chenelyn…” sabi ni Tatay.
Dali-dali siyang pumunta sa teleplano.

Kumiriring ito nang kumiriring.
Bumulong-bulong si Tatay sa hawakan.
Tapos, sa isang iglap, biglang dumating ang Doktor.
Pumunta naman si Nanay sa kusina.

Naghiwa-hiwa siya ng karne ng manok at gulay.
Hinugas-hugasan niya ang mangga at dalanghita.
Nagtimpla-timpla siya ng tsa at tubig.
Sa isang iglap, may pagkain kaagad para kay Chenelyn.
“Dapat tayo muna ang maglinis ng bahay!” sabi naman nina Kuya at Ate.
Nagbunot nang nagbunot si Kuya.
Nagwalis nang nagwalis si Ate.
Naglaba nang naglaba si Kuya.

Nag-ayos nang nag-ayos si Ate.
Tapos, sa isang iglap, biglang natutong maglinis ng bahay sina Ate at Kuya.
Para makapagpahinga si Chenelyn, nagkuwento naman ako nang nagkuwento.

Biglang nagbago ang kuwarto ni Chenelyn.
Naging bughaw na langit ito nang naging piloto kami.
Naging entablado ito nang nagging mananayaw kami.
Tapos, sa isang iglap, nakatulog na si Chenelyn.
Mula noon, iba na ang maririnig sa loob ng aming bahay tuwing umaga.
Big World, Small World

(Titherington, J (1985), Greenwillow Books, New York)

- Looking at the cover what do you think is the story about?

- How do the characters look like?

- Who are the main characters in the story?
- How are you like one of the characters?
- What were some of the things that Mama did? Anna did?
- What are the things that they do that are the same?
- What are the things they do that are different?
Big World, Small World
It‟s Saturday Morning. Mama watches traffic lights.

Mama gets up. Anna watches Mama‟s feet.
Anna gets up too.
Mama looks for what she needs.
Mama checks her face in the mirror. Anna looks for what she likes.
Anna checks her toes.
Mama counts her money.
Mama puts on her clothes. Anna counts people‟s legs.
Anna puts on Mama‟s shoes.
Mama talks to a neighbor.
Mama drinks her coffee. Anna talks to his dog.
Anna drinks her milk.
Home again.
Mama carries her pocketbook. Mama gets a kiss.
Anna carries her teddy. Anna gives a hug.
Milly, Molly and Heidi Untidy

(Pittar, G, 2004, MM House Publishing, New Zealand)

- What does the picture in the cover remind you of?
- Have you seen your room or your house look like this?

- Did you ever lose something important to you?
- What did you feel?

- What is the story about?
- Where did the story take place?
- What happened in the first part of the story?
- Tell two things that happened in the middle of the story.
- What happened at the end of the story?
Milly, Molly and Heidi Untidy
Milly and Molly‟s friend Heidi Untidy lived in a jumble, a clutter, a mess.
It grew, it got bigger, it took a life of its own.
“But where do I start?” she asked her mother when her mother said, “tidy it up.”
“Just start,” said her mother and closed the door tight, to stop it from all getting out.
Heidi Untidy didn‟t know where to start, so she curled up in it all and she read.
Now Heidi was a reader.
She read to her mother.
She read to her father.
She read to her brother and sister and anyone who cared to listen.
She liked some books better than others and she liked one best of all.
“Where‟s my best book?” she cried.
“It‟s buried, it‟s smothered, you‟ve drowned it,” said her mother.
“But where do I start?” she asked her mother when her mother said, “tidy it up.”
“Just start,” said her mother and closed the door tight, to stop it from all getting out.
So Heidi Untidy made a start.
She folded and stacked and stacked and tidied and folded and stacked some more.
“I‟ve found it alive. My best book,” she cried.
“Heidi, you‟re tidy!” said her mother.
Milly and Molly‟s friend Heidi Untidy was never untidy again.
The Family Teenagers

(Vendrell, CS and Parramon, JM, 1987, Barron‟s Educational Series, Inc., New York)

- Who has an older brother or sister in the family?
- What makes you different from your older brother/sister?

- Have you had similar experience?
- Is there an event that reminds you of your experiences?

- What is the story about?
- What do teenagers look like?
- What are some of the activities teenagers do?
- Are there teenagers in your family?
The Family Teenagers

Teenagers are a lot like you, only taller….
and stronger…
and braver.
They like to have fun with their friends…
and dance up a storm…
and play sports….
and study together…
and go to school together.
But sometimes they feel lonely, and worried and sad.
Sometimes when a boy meets a girl…
they fall in love.
Do you have a big brother or sister?
Or a baby sister who goes to high school?
They‟re teenagers.
INDOOR/OUTDOOR ACTIVITIES
Movement Counting
Objectives: to counts up to quantities of 7
to develop gross motor coordination
Procedure:
1. Have the children stand.
2. Give directions for moving in different ways:
Jump one time
Hop two times
Tiptoe three times
Turn four times
Gallop four times
(Continue until 7)
House to rent
Kids make groups of 3, two of them hold hands and the third one stand in the middle of the house.As soon as the
teacher says 'House to rent' the kid in the middle has to run and search another house and enters it.
Body Letters
Divide the class into groups of three to five students. 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 (four children might lie on the floor
to form letter E).
Count And Turn

to develop body coordination
to develop a sense of rhythm
to learn one-to-one correspondence
Materials: none
Procedure:
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, seveeeen

(turn) one, two, three, four, five, six, seveeeen
(turn) one, two, three, four, five, six, seveeeen….
People Counting Games (7)

Objectives : to count in sequence
Number of Players: whole or small group
Procedure:
Hopping forward: “One, two, three, four, five, six, seven” (change direction)
“one, two, three, four, five, six, seven” (change direction)
Circle Game
to solve problems
to predict outcomes
Number of Players: 6-8 players
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, in this case 7, 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.
DISMISSAL ROUTINE
1. Begin routine by sending few children at a time to collect their belongings.

2. Teacher may say things related to the content for the week like:
 If you have two (substitute with other numbers) males in the family, get your things.
 If you have three (substitute with other numbers) females in the family, get your things.
 If your father‟s name starts with the sound /m/ (substitute with other sounds), get your things.
 If your brother name starts with the sound /b/ (substitute with other sounds), get your things.
 If you look like your mother/father, get your things.
 If your family goes to church/mosque together, get your things.
 If your family plays together, get your things.
WEEK 22: ____________________
CONTENT FOCUS: A school is a place where children and adults learn and play together.
Message: A school is a place where children and adults learn Message: There are many different areas in school. Message: Adults do different jobs in school.
and play together. We use these areas in particular ways.  Teachers teach children. They make materials
There are many different areas in school. Certain things can be found in these areas that children use in class.They meet with parents.
We use these areas in particular ways. They make classrooms a nice place for learning.
Certain things can be found in these areas.
Questions: What are the different areas in school? What can Questions: What are the other areas in school ? What can we find in Questions: Who are the people who help me in school? How do
we find in these areas ? What do people do in these areas? these areas ? What do people do in these areas? they help me?
Teacher-Supervised: Making a Trip Chart Teacher-Supervised: School Tour Teacher-Supervised: Big Book: All About Our School/
School Map
 Playdough  Dramatic Play: At the ______ (specify school area) Independent:
 Comparing Quantities: A Game for Partners  Block Play: School Dress Me Up
 Writing Papers (7)  Letter Snap Odd One Out ( CVC words)
 Threading Letters  Threading Letters Where do I work? (matching: school helpers and areas)
 Letter Snap  CVC Domino Dramatic Play

Songs: A Game in School; Mga Nagagawa ko sa school Songs: Off to School we Go; School’s the Place to Be Songs: I Like to Come to School; School’s the Place to Be!
Iniisip Ko…Ano Ito? (PEHT p. 79) Post the school words on the board again.
Talk about your walking trip around the school.
Ask children to list down in strips of paper things that they saw Game: Guess the Sound Play Word Sort using different categories e.g. words that rhyme,
around the school and post them on the board. 3-letter words, 4-letter words
Have them sort these words by a given category e.g. beginning
sound, ending sound or # of letters.
STORY: Ayaw Kong Pumasok Sa Paaralan STORY: Ingatan at Tipirin STORY: Pasan Ko si Bunso
Question/s: Bakit kaya gustong pumasok sa paaralan ng mga Question/s: Ano ang inyong ginagawa sa putol putol na krayola o lapis? Question/s: Ano-ano ang daladala mo sa pagpasok sa
bata? Ano ang mga ginagawa ng mga bata sa loob ng Bakit nagbulungan ng mga kaklase nila Avy at Marian? paaralan? Sino ang nagdadala ng kapatid sa paaralan? Bakit?
paaralan? Bakit kaya nagkakaputol putol ang mga krayola?
Teacher-Supervised: School Tour Teacher-Supervised: Hand Game (connecting; up to quantities of 7) Teacher-Supervised: Lift the Bowl and Peek Thru the Wall
 Block Play: school/ parts of a school  Block Play  Block Play
 Drawing: This is My School  Comparing Quantities: A Game for Partners  Find 7; 7 Concentration
 Different Parts of a School  Writing Papers (7)  Number Snap/ Mixed Up Numbers (1-7)
 Number Snap/ Number Concentration (0-7)  It’s A Match/ Mixed Up Numbers (1-7)  Number Lotto/ Bingo: Numbers (0-7)
 Bingo: Numbers (0-7)  Number Snap/ Number Concentration (0-7)
 Bingo: Numbers (0-7)
INDOOR/OUTDOOR ACTIVITY: This is the Way I Learn INDOOR/OUTDOOR ACTIVITY: Obstacle course; I Spy INDOOR/OUTDOOR ACTIVITY: Going to a the Canteen;
Obstacle course
CONTENT FOCUS: A school is a place where children and adults learn and play together.
Message: Some people prepare and sell food in our Message: Some people help keep our school clean.
canteen.  Some people help us make it a safe place for children.
 Some people provide us things that we need in school.
Questions: Who are the people who work in our canteen ? Questions: Who are the people who help me in school? How do they
What kind of work do they do? help me ?
Teacher-Supervised: School Tour; School Map Teacher-Supervised: Trip Chart
School Tour; Role play: In School
 Word Sort: School Words  Sorting Pictures (appropriate-inappropriate behavior)
 CVC Memory Game  Mobile Making (use dolls from Dress Me Up)
 Literature-based: Bee Collage  Find a Match – CVC Words
 What do I need? (matching: school helpers and tools or  CVC Memory Game
materials needed
Songs: Seven Green Speckled Frogs; Mga Nagagawa ko sa Songs: Seven Little Fish; Seven Little Monkeys; I Like to Come to
school; Off to School we Go School
Message: People share responsibility for taking care of their school.
Questions: What do you like about your school? Questions: Question: How can I help take care of my school?
What activities do you enjoy doing?
STORY: Aray, May Bukbok ang Ngipin Ko STORY: Bong’s Day
Question/s: Ano ang gagawin pagkatapos kumain ? Ilang beses Question/s: Anong oras kayo gumigising sa umaga?
sisipilyuhin ang ngipin ? Anong oras naman kayo pumapasok sa paaralan?
Teacher-Supervised: Lift the Bowl and Peek Thru the Wall Teacher-Supervised: Can You Find Me?
 Find 7  Find 7
 7 Concentration  7 Concentration
 Number Snap/ Mixed Up Numbers (1-7)  Number Snap/ Mixed Up Numbers (1-7)
INDOOR/OUTDOOR ACTIVITY: Going to a the Canteen; INDOOR/OUTDOOR ACTIVITY: Teacher May I
Obstacle course
APPENDIX: WEEK 22
A. SMALL GROUP ACTIVITIES
THEME-RELATED ACTIVITIES
Trip Chart
Objective: to make a trip chart in preparation for the school tour
Materials : clean bond paper, pencil,
Number of players/participants: individual
Procedure:
1. Give each child 2 piece of clean bond paper
2. Assign each child a partner.
3. Ask the child to fold one bond paper into 2 (crosswise).
4. On the upper part of the paper tell the children to copy and fill-up the following (teacher can prepare format for children):
My name is ___________
Today is __pril ___, 2010
My partner is _____________
We will leave at __:00 A.M.
We will back by __:30 A.M.
5. During the tour, tell the children to bring at least 3 pieces of clean bond paper or teacher made format (shown below) and
pencil. Tell them to draw the things and people they saw in the school on the corresponding column. (see sample below)
People Things
At the (canteen)
People Things
At the (library)
School Tour
Objective: to identify parts of the school
Materials: trip chart, pencil
Number of players/participants: 8 - 12
Procedure:
1. Discuss the purpose of the trip.
We will go around the school to learn more about it and the people we see here.
2. Discuss rules regarding the school tour.
During our school tour always remember:
- Keep quiet while walking around the school so that others will not be disturbed
- Just walk. No running allowed.
- Listen well when people we interview are talking to us.
- Ask questions in a polite way.
- Greet the people you meet.
- Ask permission before using anything you see in the places we will visit.
3. While going around the school tell the children to take note of and draw what they see (hear, smell, feel).
4. Encourage the children to ask questions about the places that you will go to.
5. Back in the classroom give children some time to finish their trip charts.
6. Discuss observations and show the class each one’s drawings.
Drawing: My School
Objectives: to identify people and places in the school
to recall
Materials: bond paper, pencil, crayons
Procedure:
1. Tell children to fold the papers into half, crosswise
2. Write the title on the cover page.
3. Tell the children to draw what they saw during the tour
4. Ask the children to color and label their drawings.
School Map
Objectives: to identify the different areas of the school
to know how to find their way around the classroom
Materials: medium –sized manila paper, scratch papers, pencils, crayons
Procedure:
1. Ask children to draw the different parts of the school in small strips of paper.
2. Have them lay these out on the manila paper. Ask questions that can help think about the locations of these areas
Ex. What’s beside this area ? What is in front of this room ?
3. Let them write labels/signs where appropriate.
.
Big book: All About MySchool
Objective: to identify favorite activities in their school
Materials : bond paper, pencil, crayons
Procedure :
1. Distribute individual mini-books to children.
2. On the first page, have them draw their school and describe how it looks.
3. On the succeeding pages, have them write about their favorite activities in school, what they like about their school, things
they do in school and ways they can care for their school
Note: Children can work on this project over a period of several days.
Block Play: My School

Objective: to construct different areas in the school
Materials: blocks, props, paper (for labeling areas)
Procedure:
1. Tell the children that they are to build a replica of their school.
2. Tell them to label the parts of their structure.
Dress Me Up Paperdolls
Objective: to identify school helpers
Materials: card board cut outs of people, scissors, scrap cloth, yarn or string, card board, glue
Procedure:
1. Ask each child to choose a school helper he/she would like to dress up.
2. Give each child a card board cut-out to dress up.
3. Encourage children to think of the things this school helper needs and to make these out of the materials provided.
Where Do I Work? Matching Cards

Objective: to identify different areas in school
Materials: one set of cards with drawings or pictures of school helpers (at least 10 cards)
one set of cards with drawings or pictures of area in the school (at least 10 cards)
Number of players/participants: pairs or small group
Procedure:
1. Spread the cards on the floor.
2. Children take turns matching a picture card showing an area in school with a picture card of
a school helper that works in this area.
What Do I Need? Matching Cards
Objective: picture association
Materials: one set of cards with drawings or pictures of tools used in the school (at least 10 cards)
one set of cards with drawings or pictures of school helpers (at least 10 cards)
Procedure:
3. Spread the cards on the floor.
4. Children take turns matching school helpers with the tools that they use.
Sorting Pictures
Objective: to identify inappropriate and appropriate behavior in school
Materials: pictures showing appropriate and inappropriate behavior during different school activities
Number of players/participants: small group
Procedure:
1. Lay down all the pictures of activities on the table.
2. Each child picks up a card and identifies if the behavior shown is appropriate or inappropriate.
3. Encourage children to explain his/her choice and to think of alternative ways of solving problems when these arise.
Mobile-making
Objective: identify school helpers, fine motor coordination
Materials : cartolina; pictures of different school helpers; paste, string, hanger and a puncher
Number of players/participants: small group (individual)
Procedure :
1. Prepare cartolina round cutouts for the group, pictures of different school helpers, paste, string, hanger and a puncher.
2. Ask the pupils to paste each picture on the round cutouts.
3. Then, assist the pupils to put a string in the hole at the upper part of the cutouts.
4. Then tie each cut out to the hanger to make a mobile.
Shape Collage: Places in School

Objective: develop eye-hand coordination; create figures with different shapes,
Materials: shape cut-outs, glue, bond paper
Procedure:
1. Have children choose an area in school to represent.
2. Let him recreate this area using the shape cut-outs.
3. After everyone is done, have each one present this to the group. Let him/her talk about the area of his choice - who uses,
what is it used for and what can be found in this area.
Drawing: Different Parts of a School

Objective: fine motor coordination, noting details,
Materials: paper or construction paper
Procedure:
1. Ask children to choose a part of the school they want to draw.
2. Have them recall what they saw in this area.
3. Give each one ½ bond or construction paper and have them draw the area of their choice.
4. Encourage them to label the different parts of the area they are drawing.
B.OTHER MATH ACTIVITIES
Block Play : My School

Objectives: to explore the attributes of 3-dimensional or space figures
Procedure:
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)
Writing Papers (7)
Objectives: to learn sequence
to observe the form of each numeral
Materials: writing papers (with number dot patterns for each numeral), crayon
Procedure:
Number Lotto (0-7)

Procedure:
Variation: One person is a caller as in a bingo game. She holds up the number cards and players have to shout out the name of the number in
order to claim it to put on their board.
Bingo: Number (0-7)

Number of players/participants: 2 or more
Procedure:
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.

Procedure:
It’s A Match
Procedure:
Mixed Up Numbers
Procedure:
Variation: Distribute the cards to the children. Call one of the word names. A student with the corresponding card is invited to stand.
“Neighbors” – those whose numbers are one less or one more than this student’s – are then invited to join in. Continue until all are standing in the
appropriate number.

Number of players/ participants: 3 pairs
Procedure:
3. One child turns the more/less spinner. If it lands on less, the partner whose stack has lesser clothespins win both stacks. If the spinner
lands on more, the partner with more clothespins wins both stacks.
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.
Hand game (connecting level up to quantities of 7)

Procedure:
Teacher says: Children say: Teacher places these cards on the Hand
Game counting board
"Place seven sticks in your right hand." "None and seven is seven." or
"Zero and seven is seven." 0 7
"Place one stick in your left hand." "One and six is seven." 6
1
"Place one more stick in your left hand." "Two and five is seven."
2 5
"Place one more stick in your left hand." "Three and four is seven."
3 4
"Place one more stick in your left hand." "Four and three is seven."
4 3
"Place one more stick in your left hand." "Five and two is seven." 5 2
"Place one more stick in your left hand." "Six and one is seven."
6 1
"Place one more stick in your left hand." "Seven and none is seven." or "Seven
and zero is seven" 7 0
Variation: CAVE GAME: The game proceeds as Hand Game but the position of hands is varied.
Lift the bowl (concrete, up to quantities of 7)

Procedure:

"Place seven blocks under the bowl." "None and seven is seven." or
"Zero and seven is seven."
"Place six blocks under the bowl." "One and six is seven."
"Place five blocks under the bowl." "Two and five is seven."
"Place four blocks under the bowl." "Three and four is seven
"Place three block under the bowl." "four and three is seven."
"Place two blocks under the bowl." "Five and two is seven."
"Place one block under the bowl." "Six and one is seven."
"Place no blocks under the bowl." "seven and none is seven." or

"seven and zero is seven."
Peek thru the wall (concrete, up to quantities of 7)
Procedure:

“Wall off seven blocks.” "None and seven is seven." or
“Wall off six blocks.” "One and six is seven."
“Wall off five blocks.” "Two and five is seven."
“Wall off four blocks.” "Three and four is seven
“Wall off three blocks.” "Four and three is seven."
“Wall off two blocks.” "Five and two is seven."
“Wall off one blocks.” "Six and one is seven."
“Wall off no blocks.” "Seven and none is seven." or

"Seven and zero is seven."
Find 7
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 4, 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.
7 Concentration
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 4. 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.
Number Snap
Procedure:

Objective: to match same colors
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.
Can You Find Me?
Objective: to recognize shapes and their characteristics and properties
Materials: cut outs of geometric shaped regions, large paper bag, bulletin board chart of basic shapes
Procedure:
1. Place the cut outs in a large paper bag.
2. Have the students find, without looking in the bag, a cut out corresponding to one they have designated on the bulletin board.
C. OTHER LANGUAGE ACTIVITIES
Literature-based: Bee Collage

Objective: to develop fine motor coordination; recall story details
Materials: paper-cut outs, scissors, glue, drawing of a bee on kraft paper
Number of players/participants: 6 - 8 players
Procedure
1. Ask children to recall details of the story.
2. Have them share their favorite part of the story.
3. After the story discussion, let children glue paper cut-outs within the drawing of the bee.
Literature-based: Storyboard: Ayaw Kong Pumasok sa Paaralan

Objectives : create a board that shows six or more scenes in a story
Materials : tagboard; paper; ruler; pencil, markers; glue
Number of players/participants: small group (individual)
Procedure :
1. List at least six important people in their respective areas using their tools.
2. Think through what these people do in their respective areas.
3. Write a short sentence underneath each drawing explaining the scene.
4. Glue the scenes to a piece of tagboard and share your storyboard with the seatmate.
Lit-based: Beginning/Middle/End Strip: Ayaw Kong Pumasok sa Paaralan

Objective: sequence story events
Materials: 1/2 lengthwise bond paper or construction paper folded into 3 parts
Number of players/participants: 6
Procedure:
1. Distribute the story strips to each child.
2. On the first section, the child draws the beginning part of the story, the middle part on the middle section and the
final part on the last section.
3. Have children share their story strips with each other.
Word sort – School words

Objective: to sort words according to various categories ; recognize sight words
Materials: cards containing school words, category cards
Procedure:
1. Spread out words on the table.
2. Ask children to look at the words carefully and find ways of grouping them together.
Categories can include: beginning letter, final letter, words with double letters, number of letters in a word
3. If children initially have difficulty identifying a category by which to group the words, teacher must provide a category first.
Threading Letters (refer to previous instructions)
CVC Memory Game

Note: This game is played like Letter Memory Game but instead of letter cards, prepare two sets of identical CVC words. These could
include different rimes or word chunks such as –an, -at , -et,, -en, -in, -it
Go Fish : Letters
Objective: to recognize and match letters
Procedure:
1. The object of the game is to form pairs of identical letters
2. Each player is dealt 5 cards.
3. At the player's initial turn, he lays down all the pairs of letters he has.
4. On his next turn, the player asks the person to his right for a card that he can pair up with a card he is holding. For instance, if
he is a holder of letter M", he can ask the person sitting next to him, "Do you have a letter M?" If the person being asked has
letter M, he has to give it up to the player. The player then lays out the pair of cards face up. If the person does not have the
card that the player is asking for, he would say, "No, I don't have it, go fish!"
5. The player then picks out a card from the deck. He will continue to take a card until he is able to get one that could make
up a pair with any of the cards he is holding. He then lays down the pair of card. As soon as he has done this, it is the next
player's turn to make a pair.
CVC Domino
Note: This game is played like Letter Domino but instead of letter domino cards, make domino cards containing CVC words. These
could include different rimes or word chunks such as –an, -at , -et,, -en, -in, -it
Odd One Out ( CVC words)

Note: This game is played like Odd One Out (letters) but instead of letters, make cards strips containing CVC words. These could
include different rimes or word chunks such as –an, -at , -et,, -en, -in, -it
Same and different (for meeting time 2)

Objective: discriminate sounds in spoken words
Materials: list of word pairs
Number of players/participants: whole class
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
final sounds.
2. Read out each set of words . Ask the class to identify which word has a different final sound.
Which does not belong ?
man, can, pat

sam, Pam , rag
sat, mat, can
car, far, bag
men, hen, bed
bag, lag, man
Guess the sound (for meeting time 2)

Objective: discriminate letter sounds
Procedure:
1. Ask children to listen carefully to the words you are going to say. Have them identify the last sound that they hear in these words.
2. Then have them identify which of the two letters that you will show represents the sound that they hear.
Ex. Show man, sun, can.

Ask “What sound do you hear at the end of each word ? “
Show letters M and N. Then ask, “Which of these two letters represent the sound that you hear ? “
Game: Which does not belong?

Objectives: discriminate letter sounds
Procedure:
1. Ask children to listen carefully to the words you are going to say. Have them identify the word that has a different beginning
sound as the rest.
Ex. Show man, mat, car

Ask “ What is the first sound that you hear in the first word ? in the second word ? in the third word ?
“ Which word has a different beginning sound ?
STORIES
Ayokong Pumasok Sa Paaralan
Questions Before the storytelling:

- Bakit kaya gustong pumasok sa paaralan ng mga bata?
- Ano ang mga ginagawa ng mga bata sa loob ng paaralan?
Questions During the storytelling:

- Ano ang gustong gustong gawin ni Buzzzz?
- Sino ang palagi niyang kasama?
Questions After the storytelling:

- Sino ang pangunahing tauhan sa kwento? Sino-sino ang kanyang mga kaibigan?
- Ano-ano ang gustong-gustong gawin ni Buzzz sa maghapon kasama ang kanyang mga kaibigan?
- Saan sinamahan ng Nanay si Buzzz?
- Ano-ano ang ginagawa ni Buzzz sa paaralan?
- Bakit nagustuhan ni Buzzz pumasok sa paaralan araw-araw?
Ingatan At Tipirin

- Ano ang inyong ginagawa sa putol putol na krayola o lapis?

- Bakit nagbulungan ng mga kaklase nila Avy at Marian?
- Bakit kaya nagkakaputol putol ang mga krayola?

- Ano ang ginagawa ng mga kindergarten sa klase sa kwento ?
- Bakit nagbulungan at nagtawanan ang mga kaklase nina Avy at Marian ?
- Bakit natuwa ang guro sa kanyang mga batang tinuturuan ?
- Ano ang ikinalungkot ng guro sa kindergarten ?
- Ano ang dapat gawin ng isang batang tulad mo sa iyong mga gamit sa paaralan upang matuwa ang yong mga magulang ?
Pasan Ko Si Bunso
- Ano-ano ang daladala mo sa pagpasok sa paaralan?
- Sino ang nagdadala ng kapatid sa paaralan? Bakit?

- Sino ang isinasama ni Jenny sa paaralan? Bakit?

- Saan pumupunta sina tatay at nanay ? sina Jenny at bunso ?
- Ano ang nararamdaman ni Jenny habang siya ay nasa loob ng paaralan ?
- Bakit nahihirapan si Jenny sa pag-aaral ?
- Bakit pinatawag ang mga magulang ni Jenny?
- Saan iniiwan nina Jenny, Tatay at Nanay si Bunso ?
- Naging maayos na ba ang pag-aaral ni Jenny / Bakit ?
- Sa iyong palagay, tama ba ang naging pasya ng mag-anak para kay Bunso / Bakit ?
Bong’s Day
- Anong oras kayo gumigising sa umaga?
- Anong oras naman kayo pumapasok sa paaralan?

- Ano nga ang bilin ni Nanay kay Bong sa pagpasok niya sa paaralan?
- Bakit kaya dapat matulog ng maaga ang batang tulad ni Bong?

1. Ano ang mangyayari kapag hindi gumising sa Bong sa tamang oras?
2. Ano ang mangyayari kapag hindi sumunod sa tamang oras si Bong sa kanyang mga ginagawa?
3. Bakit kailangan matulog si Bong sa hapon?
D.RHYMES/POEMS/SONGS
I Like To Come To School

Objective : introduce the theme of the day
Materials : none
Procedure:
Sing the first verse to let the children know you are ready for them to join you.
1. I Like to Come to School (The Farmer in the Dell)

I like to come to school
I like to come to school
It’s fun to play and learn each day.
I like to come to school.
2. Ask the children what they learn in school
I learn to count in school
I learn to count in school
It’s fun to play and learn each day
I learn to count in school.
3. Continue having children what they learn in school as you sing the words in the song
A Game in School Mga Nagagawa ko sa School
Oh! I can say my A B C

And write a little, Mga nagagawa ko sa paaralan
Too Sa tuwinay papasok, dito sa paaralan
And count and read Sa aming pagdating, lahat kami masaya.
And draw and sing Gumuguhit, nagkukulay, sumasayaw, kumakanta
Just as the others do. Mayroong kwentuhan, at naglalaro pa.
But, oh, today i could Lumuluksot, nagtatawanan, kaming magkakaibigan

Not think at all Mayroong pagbibilang, kainan ng sabay-sabay.
When asked which i would be – Itong aming guro, mahinahon kung magsaway.
A mango tree – a flower small Hindi kami tinatakot, kundi inaalalayan.
Or a bird up in a tree?
A game in school Kaya aming pakiramdam, kay inam na tunay.
Sa aming paguwian, walang unahan at tulakan.
Oh! I can say my A B C Aming mga sundo, nakangiting tunay.
And write a little, , Nasasabik sa pagbalik, sa kinabukasan.
Too
And count and read
And draw and sing
Just as the others do.
Good Morning Dear Teacher
But, oh, today i could
Not think at all Good morning dear teacher.
When asked which i would be – We hope you’ll have a happy day.
A mango tree – a flower small With sunshine and laughter.
Or a bird up in a tree? Our school is bright and gay.
Good morning dear classmates.

Together we will work and play.
With sunshine and laughter.
Our school is bright and gay.
Off to School we Go (The Farmer in the Dell) Seven Little Fish
Off to school we go, Seven little fish swimming in the water

Off to school we go, Swimming in the water,
It’s fun to be in school. Swimming in the water
Off to school we go. Seven little fish swimming in the water,
Time to meet friends Bubble, bubble, bubble, bubble, splash!!!
Time to make friends (On the word splash, “one child in each group falls
Time to know school personnel to the ground.)
Who help us learn and play
Repeat the rhyme until no fish are left.
Teachers help us learn
Janitors keep the school clean
Doctors and nurses
Keep us healthy and gay
Time to work and play.
It’s fun to be in school.
School's the Place to Be! This Is the Way I learn in School

(Sung to the tune of "Sing a Song of Sixpence.") (sung to the tune of This is The Way I brush My Teeth)
Sing a song of gladness; This is the way I learn in school,

Another year's begun! I learn in school, I learn in school
We'll be busy learning This is the way I learn in school,
Till the year is done. So early in the morning
Sing a song of good times, (change the word learn to count, read, play, dance,
For all my friends and me! draw, write, etc)
New discoveries every day.
Yes, school's the place to be!
Seven Little Monkeys Seven Green Speckled Frogs
Seven little monkeys sitting on a tree Seven green speckled frogs

Teasing Mr. Crocodile, “You can’t catch me, no you can’t Sat on a speckled log
catch me!” Eating the most delicious bugs, “Yum, yum!”
Along came Mr. Crocodile hungry as can be and SNAP! One jumped into the pool where it was nice and cool
Six little monkeys sitting on a tree teasing Mr. Crocodile, Then there were six green speckled frogs
“You can’t catch me, no you can’t catch me!”
Repeat until no more frogs are left on the log.
Repeat until no more monkeys are left on the tree.
E. INDOOR /OUTDOOR GAME
Going to the Canteen

The children sit in a circle. The first one says, “I’m going to the canteen. And I’m taking (names anything).” The second repeats what the first person
said and adds one new item. This continues until a child forgets the items, and then the game starts over. (For older children, have them name items
in alphabetical order, such as A-apples, B-books, (c-cap, etc.)
I Spy!
The teacher starts the game by picking out an object in the room and saying, I spy something (names a color).” Children take turns guessing it could
be. The first one to guess it right becomes “it.” (Besides spying objects of different colors you can use beginning sounds or shapes.)
Teacher May I?
Children line U with their backs to the wall. One person is chosen to be “teacher” and stands about 20 feet in front of them. One at a time “teacher”
names a child and tells them a motion they must perform, such as three baby steps or four scissors steps, or two giant steps. The child must
remember to ask, “Teacher May I?” before performing the movement or they must go back to the starting line. The first one to reach “teacher”
becomes “it.”
Obstacle Course
Set up an obstacle course on your playground using cardboard boxes, ropes, tricycles tires, climbing apparatus, and other equipment. The teacher
explains what the children should climb over, crawl under, run around, etc. The class lines up single file and goes through the course from one
obstacle to the next.
WEEK 23: ________________________

CONTENT FOCUS: I do many activities in school
Message: I do many activities in school Message: I learn many things in school.
I participate in many celebrations. I need certain things when I play and work.
I need many things to learn in school.
Questions: What are the different things you do in school? Questions: What do I learn in school? What are the things
What celebrations or special activities do you join and participate in? I need when I am in school?
Teacher-Supervised: Mural: Our Life in School Teacher-Supervised: School Activity Quilt Teacher-Supervised: Target Letter: Jj
Walk Around the Letter

 Outline Game: Things we use in School  Mini Book: Things I Do in School  Letter Mosaic
 Board Game: I go to School  Word Family Flip Book  Picture-Sound Match
 Word Family Flip Book  Mini-book: Things I Do in School
 Straw Painting
 Find a Pair: CVC Words  Straw Painting
 Playdough  Find a Pair: CVC Words  Upper and Lower Case Puzzles
 Playdough
Questions: Which activities in school do you like best ? Questions: How do you feel when you cannot go to school? Questions: How can you help your classmates learn?
What happens if you do not go to school? How can they help you learn ?
Song: Paaralan (PEHT page146) Game: Stand, Sit and turn (up to 7)
Game: Which does not belong? Song: Tayo‟y Magligpit (PEHT page139) Let‟s Clean Up
Today
STORY: Sampung Magkakaibigan STORY: Si Tembong Mandarambong STORY: Pasko sa Klasrum
Teacher-Supervised: Lift the Bowl (connecting; up to Teacher-Supervised: Lift the Bowl (connecting; up to quantities Teacher-Supervised: Lining Up Snakes (7)
quantities of 7) of 7) Independent:
Independent: Independent:  Subtraction Cards (2-7)
 Block Play  Block Play  Bingo: Addition (0-7)/Bingo: Subtraction (0-7)
 Playdough Numerals (1-7)  Playdough Numerals (1-7)  Go 7/ Draw 7/ Find 7/ 7 Concentration
 Go 7/Draw 7/Find 7/ 7 Concentration  Go 7/Draw 7/Find 7/ 7 Concentration  Writing Numerals (0, 1, 2, 3, 4, 5, 6, 7)
 It‟s A Match/ Mixed Up Numbers (1-7)  It‟s a Match/ Mixed Up Numbers (1-7)  Hand Game/Lift the Bowl worksheets (quantities of 7)
 Grab Bag with Partners  Number Train Graph  What Numbers Can You Make
INDOOR/OUTDOOR ACTIVITY: I like to come to school INDOOR/OUTDOOR ACTIVITY: Follow the Leader INDOOR/OUTDOOR ACTIVITY: Circle Kick Balls
CONTENT FOCUS: Different people help us in school.
Message: Parents help the school in many ways. Message: Parents participate in school activities.
Questions: How do your parents help the school? Questions: What activities do your parents participate in?
Teacher-Supervised: Poster: Our Parents Help our Teacher-Supervised: Parent Helpers
School
Walk Around the Letter
 Block Play: Constructing the school ground  Block Play: Constructing the school ground
 Letter Collage  Letter Mosaic
 Literature-based: Tell Me About Character  Upper and Lower Case Puzzles
 Literature-based: Storyboards  Picture-sound Match
Introduce oral segmentation games. Play Syllable Clap
Sing “ I am Thinking of a Word Song: Mother‟s Day Song(PEHT p.181)
Playmates
STORY: Si Emang Engkantada at ang Tatlong Haragan STORY: Sa Araw ni Titser
 Writing Numerals (0, 1, 2, 3, 4, 5, 6, 7)
INDOOR/OUTDOOR ACTIVITY: Mother May I? INDOOR/OUTDOOR ACTIVITY: Going to a Trip
APPENDIX: WEEK 23

Outline Game
Objective: to match object to outline
Materials: outline game board, things found in school
Number of participants/players: 4 - 6 children
Procedure:
1. Lay down the outline board and materials on the table or floor.
2. Players take turns in picking an object and matching this with its corresponding outline on the board.
3. Ask each child to name the object and describe how people use it in class/school.
Board Game: I go to school

Objective: to count in one-to-one correspondence; name parts of the school
Materials: board game, tokens, dice
Number of participants/players: 4 – 6 children
Procedure:
1. Players take turns throwing the die to determine how many spaces a player will move at his/her turn.
2. If the player lands in an area of a school, he/she must identify this part and its function.
3. The first player to reach the end is the winner. Note: Game must continue until all players have reached the end.
School Activity Quilt

Objective: to develop self esteem and creativity
Materials: construction paper, markers or crayons, yarn
Number of participants/players: small group
Procedure:
1. For a quilt, cut squares out of paper.
2. Ask each child to draw a picture of things they do in school.
3. Then put all the squares together and tie them with yarn.
4. Use blank colors to make a border and fillers.
Mini-book: Things I do in school

Objectives: fine-motor coordination, expressive language, representation
Materials: booklets, markers, crayons, pencils
Procedure:
1. Distribute individual booklets to children.
2. On each page, ask children to draw things they do in school.
Straw Painting
Objectives: to develop creativity, fine motor coordination
Materials: drinking straw, paper, spoon, paint or food color, glitters (optional)
Procedure:
1. Put a spoonful of paint on the paper.
2. Take the straw and blow a design.
3. Let the children label their works.
Variations: Drop several different colors and blow to make “fireworks,” add details to your design with crayons or markers.
Parents Helpers
Objective: to organize data; to develop expressive language skills
Materials: cartolina or manila paper
Prepare a pictograph showing these different activities
Procedure:
1. Show the graph to the group. Talk about each activity and ask them if their parents volunteer for any of these activities.
2. Ask each child to paste a strip of paper with her name in it on each column that shows an activity that
his/her parent participates in.
Which of these activities do your parents participate in ?
John
Emil Ella Fion
y a
Attend meetings Cook food for the Help clean the school Make playthings for
students children
POSTER: OUR PARENTS HELP OUR SCHOOL

Objectives: to identify activities done by parents in school
to express feelings, thoughts and ideas
Procedure:
1. Ask children to think of ways parents get involved in the life of the school. What activities do they participate in ? How do they
help the school ? Where do they see them in school ?
2. Possible answers may include: having a meeting, cooking food, painting the school fence, etc.
3. List these down on the board.
4. Ask each one in the group to draw a particular activity that parents participate in.
5. Draw an outline of your school.
6. Have children paste their drawings in the appropriate spaces.
Pantomime
Objective: to identify things found in school
Materials: assorted objects or supplies used or found in school
Number of players/participants: small or whole group
Procedure
1. Ready as many different articles as there are players. Take any articles related to school things like - a piece of pencil, a
book, an eraser, a bag, a crayon, etc. Do not show all these articles to the players.
2. Write the name of each article on the sheet of paper. Fold up all the sheets of paper so that the players cannot see what is
written on them.
3. Each player draws out a sheet of paper. With the help of pantomime the players must show what is written on their sheets of
paper.
4. All the rest of the players try to guess what kind of article is represented
Block Play
Procedure:

Objective: to identify the numerals 0, 1, 2, 3, 4, 5, 6 and 7
Number of participants/players: 6 children
Procedure:
2. Let them form the numerals 0, 1, 2, 3, 4, 5, 6 and 7.
Writing Numerals (0,1,2,3,4, 5, 6, 7)

Materials: lined paper (blue-red-blue lines), numeral cards
Preparation: Draw the numerals on a piece of card board. The first part of the numeral is drawn with the purple crayon and
the second part with green. The purple and green marks will help children determine which stroke to do first.
Procedure:
It’s A Match
Number of participants/players: pairs or small group
Procedure:
3. Call on a child to get a card from the box and place it over the equivalent card in the chalk tray.
Mixed Up Numbers
Procedure:
Variation: Distribute the cards to the children. Call one of the word names. A student with the corresponding card is invited to stand.
“Neighbors” – those whose numbers are one less or one more than. These students are then invited to join in. Continue until
all are standing in the appropriate number.
Draw 7
Materials: 4 sets of numeral cards (0 –7)
Number of participants/players: 3- 5 children
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.
7 Concentration
Number of participants/players: 1- 4 children
Procedure:
2. The players take turns turning over two cards, trying to turn a pair that totals 7. 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
Find 7
Objective: collect pairs of cards
Number of participants/player: 3-5 players
Procedure
looking at them.
table, face up.
Go 7
Procedure:
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."

Objective: to match an addition fact with its correct sum
Procedure:
Objective: to practice subtraction up to quantities of 3
Procedure:

Materials: counting boards & counters (example: webs & spiders, rivers & fish, stores & hats, tables & chairs, sinks & plates)
Procedure:
Hand Game
Procedure:
4. While playing the game, children write the equations or number sentences that represent each combination.

"Place seven sticks in your "None and seven is seven." 0+7=7
right hand." or
"Place one stick in your left "One and six is seven." 1+6=7
hand."
"Place one more stick in "Two and five is seven." 2+5=7
your left hand."
"Place one more stick in "Three and four is seven." 3+4=7

your left hand."
"Place one more stick in "Four and three is seven." 4+3=7
your left hand."
"Place one more stick in "Five and two is seven." 5+2=7
your left hand."
"Place one more stick in "Six and one is seven." 6+1=7

your left hand."
"Place one more stick in "Seven and none is seven." 7+0=7
your left hand." or "Seven and zero is
seven"
Lift The Bowl
Procedure:
Teacher says: Children say: Teacher places these cards on

the Lift the Bowl counting board
"Place seven blocks under "None and seven is seven." or
the bowl." "Zero and three is seven." 0
"Place one block on the "One and six is seven."

1
bowl."
"Place two blocks on the "Two and five is seven."

2
bowl."
"Place three blocks on the "Three and four is seven."

3
bowl."
Continue until…
"Place seven blocks on the "Seven and none is seven." Or
7
bowl." “Seven and zero is seven.”
2. After 1 round children can be introduced to the word PLUS. “Instead of using the word AND I‟d like you to use the word PLUS
instead. PLUS means to put two groups of objects together.”
Lift The Bowl

Procedure:
2. Children write equations or number sentences that represent each combination.
Teacher says: Children

Children
say: write:
"Place seven blocks under the bowl." "None and seven is seven." or 0
"Zero and seven is seven." +7
7
"Place six block under the bowl." "One and six is seven." 1
+6
7
"Place five blocks under the bowl." "Two and five is seven." 2
+5
7
"Place four blocks under the bowl." "Three and four is seven 3
+4
7
"Place three block under the bowl." "four and three is seven." 4
+3
7
"Place two blocks under the bowl." "Five and two is seven." 5
+2
7
"Place one block under the bowl." "Six and one is seven." 6
+1
7
"Place no blocks under the bowl." "seven and none is seven." or 7

"seven and zero is seven." +0
7
Subtraction Cards (7)

Objective: to subtract quantities
Number of participants/players: individual or pairs
Procedure:
1. Child 1 reads the total on the card, for example 7.
2. Child 2 get 7 counters.
3. Child 1 says "take away three".
4. Child 2 gets the subtraction card and lifts the right hand flap that indicates 3 dots.
5. Child 1 counts remaining dots and say "four".
6. Both children write the corresponding equation: 7 – 3 = 4
Grab Bag with Partners (up to quantities of 7)

Objective: to practice addition skills
Materials: clothespins, paper sack, sheet of paper for recording
Number of participants/players: pairs
Procedure:
1. Partner A fills the bag with 7 clothespins (or depending on what number is being worked with).
2. Partner B reaches into the bag and takes out some clothespin, showing Partner A what has been removed.
3. They predict how many clothespin they think are left.
4. Then they check their predictions, and each child records the equation on a sheet such as the one below.
Name___________________________________
I played a game today.
These are the equations I made.
Number Train Graph
Objective: to identify number combinations that make up 7
Materials: clothespin (2 colors), Manila paper, clothespin train outlines, crayons
Procedure:
1. The following activity can be worked on by a group of children without direct involvement.
2. The children try to find all the possible arrangements for the combinations that make up a number being worked with, in this
case 7.
3. As they find the arrangements, they color a number train outline and place it in the appropriate column of the butcher paper.
(The columns can be labeled with the labeled possible combinations, or the children can label the columns as needed.)
What Numbers Can You Make? (7)

Objective: to combine numbers that make up 7
Materials: clothespin, crayons, sheet of paper
Procedure:
1. The children make clothespin stacks (each stack made with different color clothespin and no stack more than seven
clothespins high). There can be more than one stack of seven. The object is to try to make each of the numbers from one to
seven in as many ways as possible.
2. The children are allowed to use more than one stack to make any number, but they may not break any stacks apart. If they
can‟t make a number, they are to cross it out. If they can make the number, they draw the clothespins using crayons (of the
same color as clothespins used) and write the equation that describes the trains used.
3. The game can be played over and over, as it will be a new experience each time the numbers used changes.
Lining Up Snakes
to order objects from longest to shortest
Materials: rubber or plastic snakes of different sizes, playdough, string for measuring
Procedure:
Snake Time
The snakes lined up
On measuring day,
I measured each one
They got in a row
In an orderly way,
2. Discuss lengths of the 4 rubber or plastic snakes. Ask children which snake is longest, the next longest, the next longest then
the shortest.
4. Provide play dough so that each child can mold 4 of their own snakes. Naming the snakes can make this activity even more
personal.
Which Does Not Belong? ( see attachments for Weeks 21 and 22
Oral Segmentation Games (for Meeting Time 2)
Syllable Clap
Objective: to orally segment words
Materials: none
Number of players/participant: whole or half groups
Procedure:
1. Ask them to clap with you as you say these words:
sunshine vacation delicious
furniture alphabet transportation
school wonderful playground
Note: you may also begin with clapping the names of your students, things in the classroom and school
Tell Me About the Character

Objective: describe characters
Materials: crayons. pencil, paper
Number of players/participants: -5-6 children
Procedure:
1. Distribute a piece of paper to each child.
2. Have them draw things they know about the character - what he does in the story, what he likes and does not like and how
he felt at different parts of the story.
Picture-Sound Match
Objective: letter-sounds correspondence
Materials: cardboard, pictures to represent the sounds of the initial alphabet letters
Preparations:
1. Divide a piece of cardboard or heavy paper into six sections.
2. Draw or cut out three pictures and glue them on the top three sections of the card.
3. On the bottom, three sections write (in random order) the letters that correspond to the pictures above. Laminate the card or
cover with a scotch tape.
Procedure:
1. Let the children match the pictures to their appropriate initial letters by using an erasable marker to draw connecting lines
Variation: Set the game up so that the pictures represent ending consonant sounds, or digraphs (sh, th, wh, ch), or blends (br, bl,
sw).
Upper and Lower Case Puzzles

Objective: identifying and matching upper and lower case letters
Materials: cardboard pieces
Preparation: Cut each cardboard in the shape of two puzzle pieces. On one piece write the upper case letters and on the other, write
the lower case letters. Prepare at least a set of 7 letters at a time and then put them inside a plastic bag.
Procedure:
1. Ask each child to form a letter using the puzzle pieces.
2. Let children state the name of each letter as they match them.
Walk Around The Letter (With Teacher)

Objective: teaches letter recognition
Material: masking tape
Procedure:
1. Put masking tape on the floor in the shape of the letter “N” (Nutrition).
2. With the children, say the letter and think “N” words.
3. Point out to the children that the letter “N” has a round part and a straight part.
4. Walk around the letter and sing this song to the tune of “London Bridge is Falling Down.”
Walk around the letter N, letter N, letter N
Walk around the letter N,
My fair lady.
5. Try this game with other letters.
Word Family Flip Book

Introduction: Teach children various decoding strategies such as chunking, blending sounds, using picture clues and context, and
recognizing sight words and watch reading confidence soar! Try any of these ideas below to help children manipulate
letters and make new words. Young children can manipulate only two “chunks” of information at a time in their brain.
That‟s why word family “chunking” is such a powerful decoding strategy for beginning readers.
Objective: understand that words are made up of letters

Materials: index cards with words, spiral spring from old notebook
Number of participants/players: small group, 1 – 2 children
Procedure:
1. Cut through all the cards in a spiral-bound index card notebook.
2. Write consonants, blends, and diagraphs on the left section, and rimes on the right section.
3. Prepare at least 2 sets with different words
4. Challenge the children to form read words.
5. The flip book can also be played by partners.
Letter Mosaic/Letter Collage (refer to instructions in previous weeks)
STORIES
Sampung Magkaibigan By Kristine Canon
Questions before reading the story

 Mayroon ba kayong mga kaibigan dito sa paaralan?
 Ano ang pakiramdam kapag hindi kayo isinasali sa mga laro?
Questions after reading the story:

 Sinu-sino ang sampung magkakaibigan?
 Anu-ano ang kanilang gustong gawin pag sila‟y magkakasama?
 Kung kaibigan nyo si Karlo, gagawin nyo rin ba ang hindi pagsali sa laro? Bakit?
 Ano sa palagay nyo ang naramdaman ni Karlo?
Si Tembong Mandarambong : Mahilig Sa Walis Pero Tamad Maglinis

ni: Susan Dela Rosa Aragon
Questions before the story

 Ano-ano ang iyong ginagamit sa paglilinis ng bahay ?
 Bakit kaya tinawag na mandarambong si Tembong?

 Bakit kakaiba ang Baryo Walis?
 Bakit tinangay ng hangin ang palasyo ni Tembong?
 Sa pagbalik ni Tembong sa Baryo ano ang napansin niya?
Pasko sa Klasrum
 Ano-ano ang iyong mga nakikita kapag malapit na ang pasko?

 Anong regalo ang kanyang ibinalot para sa kriz kringle?
 Ano ang naramdaman ni Lina nung binuksan ang kanyang regalo?
 Kung ikaw si Susana, ikinahihiya nyo rin ba ang inyong regalo? Bakit?
Si Emang Engkantada at ang Tatlong Haragan

ni Rene Villanueva
Questions before reading the story

 Ano ang itsura ng bakuran ng bahay ninyo?

 Bakit itinuring na haragan ang tatlong bata?
 Ano ang inyong maitutulong upang mapanatiling maganda ang isang bakuran? Magbigay ng mga halimbawa.
Sa Araw ni Titser
 Kayo ba‟y nakapaghandog o nakapagbigay na ng regalo sa iyong mga mahal sa buhay?

 Ano-ano ba ang inihandog o binigay ng mga bata sa titser?
 Ano ang naramdaman ni titser Dela Cruz?
RHYMES/POEMS/SONGS
Note: This can be done before reading a story

LOOK AT ME
(Tune: If You‟re Happy and You Know It”) For Story Time
If you‟re ready for a snack look at me Sometimes my hands are at my side

If you‟re ready for a snack look at me hold hands at side
If you‟re ready and you know then your face will surely The behind my back they hide
show it put hands behind back
If you‟re ready for a snack look at me. Sometimes I wiggle my fingers so
(Change the words to fit what you want the children to wiggle your fingers
do; such as, “If you want to hear a story sit down Shake them fast, shake them slow
please,” or “If you want to go outside line up at the shake fingers fast and slow
door.”) Sometimes my hands go clap, clap, clap
clap hands
Then I rest them in my lap
Now they're quiet as can be.
sit down and rest hands in lap
Good Morning Teacher Mother’s Day Song
by F. Santiago
Good morning dear teacher Mother dear, I love you
We are glad to see you here And you love me too
Let us sing together You‟re the dearest playmate
Good morning. That I ever know.
Let's Clean Up Playmates (Finger Play)

(Tune : "Farmer In the Dell")
Begin with closed fists
Let's clean up today From a window in this house
Let's clean up today open one fist, fingers point up
We've had our fun From a window in this house
Our day is done. other fist open, fingers point up
So, let's clean up today. Playmates wave at each other
close fists, then thumbs wag at each other
They jump
hands go up and down quickly
And have such fun!
hands together and clap
Tayo’y Magligpit This Is The Way

( Tune: “This Is The Way You Brush Your Teeth”)
Tayo na‟t magligpit
Magsaya‟t, umawit This is the way we clean our things
Mga kagamitan, Clean our things (2x)
Ay ating hugasan This is the way we clean our things
And put these all together.
Laging iingatan
Ang anumang bagay
Huwag sanang mabasag
Nang di masugatan
GOODBYE SONG Paalam Na Sa ‘Yo

(Tune: “Are You Sleeping”)
We are going, 2x Paalam na sa „yo? 2x
Now goodbye. 2x Bukas babalik 2x
See you all tomorrow. 2x Paalam na sa „yo? 2x
Now goodbye. 2x Bukas babalik
GOODBYE MY TEACHER, GOODBYE
Goodbye my teacher, goodbye (2x)

We will all come back again (2x)
Goodbye my teacher, goodbye
I‟m Thinking of a Word

(Sung to the Tune of “The Wheels on the Bus” )
Teacher Sings:
I‟m thinking of a word named /t/ /e/ /n/, /t/ /e/ /n/, /t/ /e/ /n/,
I‟m thinking of a word named /t/ /e/ /n/,
What is my word?
Students Sings Back:
Is the word that you‟re thinking called ten, ten, ten, ten, ten, ten, ten, ten, ten?
Roll Ball
Children sit in a circle with their legs stretched out. The teacher takes a beach ball or sponge ball and rolls it to a child saying, I roll the
ball to _____, and he rolls it back to me.” Continue rolling the ball to all the children in the circle. The children then take turns calling a
name and rolling the ball to that person. (You can play a similar game
Follow The Leader
The class lines up behind a chosen leader. Whatever the leader does, the rest of the class must follow. The leader may hop, march,
skip, crawl under a table, or perform other actions. Give several children a turn to play leader. (This is also fun to play outdoors.)
Circle Kick Ball
The children stand in a circle and join hands. One child begins by trying to kick a ball between the legs of another player or two
players. The children continue to kick the ball around the circle. If the ball is kicked out of the circle the player or players who let it out
are eliminated. If a child kicks the ball over the heads of other players, the child who kicked the ball is eliminated. The game continues
until there are only two children left.
Going On A Trip
The children sit in a circle. The first one says, “I‟m going on a trip. And I‟m taking (names anything).” The second repeats what the
first person said and adds one new item. This continues until a child forgets the items, and then the game starts over. (For older
children, have them name items in alphabetical order, such as A-apples, B-books, (c-cap, etc.)
Mother May I?
Children line U with their backs to the wall. One person is chosen to be “mother” and stands about 20 feet in front of them. One at a
time “mother” names a child and tells them a motion they must perform, such as three baby steps or four scissors steps, or two giant
steps. The child must remember to ask, “Mother May I?” before performing the movement or they must go back to the starting line.
The first one to reach “mother” becomes “it.”
WEEK 24: ______________________________
Message: There are schools or places of learning in a community. Message: A Madrasah is a school for Muslim children. Children
 A Daycare center is a place for learning for very young children. Some children attend daycare classes before they go to a big learn about Allah and His teachings In a Madrasah. They also
school. learn how to speak, read and write Arabic in their Madrasah.
 There are public elementary and highschools for older children. Families do not have to pay to send their children to a public
school. Question: Where else do you know places for learning ?
 There are also private schools in some communities. Families have to pay when they send their children to these schools.
Question: Where is our school located? Are there other schools in our community ?
Teacher-Supervised: Diorama : Different Schools in our Teacher-Supervised: Where does your sibling go to school Teacher-Supervised: Target Letter : Hh
Community Letter Poster

 Mapping: Home to School  Block Play: Schools in the community  Literature-based: Story Mobile
 Block Play: Schools in the community  Mapping: Home to School  Literature-based: Picture Walk
 Word Walls: CVC words Word Walls: CVC Words  Same and Different: Medial Sounds
 Letter Bingo Same and Different : Medial sounds  Letter Bingo
 Writer‟s Workshop  Kaya kong – (Draw what on can do in school) PEHT p. 80  Kaya kong – (Draw what on can do in school) PEH p.80
Game: Listen to the Sound ( medial sound) Message: Some children go to schools within their community. Message: There are many activities children do in school.
Some children live in communities where there are no schools so Activities can be inside the room, It can be outdoor activities. In
they have to walk to another village just to go to be able to go to can also be in the community, like parade, scouting activities and
school Alay tanim project.
Poem: I can Do Many Things Activity: Snap and Clap

Everybody Do this
STORY: Ang Batang Ayaw Gumising (UNICEF) STORY: Pasan Ko si Bunso STORY: Sumunod sa Panuto
Teacher-Supervised: Number Stations and Number Books Teacher-Supervised: More Than, Less Than, As Many As (comparing Teacher-Supervised: Hand Game and Cave Game (concrete;
(quantities of 8; using toothpicks or squares) quantities up to 8) quantities of 8)
 Sand Play  Sand Play  Block Play
 Number Lotto (0-8)  Playdough Numerals (0-8)  Playdough Numerals (0-8)
 Bingo: Numbers (0-8)  Writing Papers (8)  Writing Papers (8)
 Number Concentration (0-8)  Number stations/ number books (quantities of 8)  Number stations/ number books (quantities of 8)
 Number Domino  Number Lotto/Bingo: Numbers (0-9)  Comparing quantities: A Game for Partners
 Number Concentration/ It‟s A Match (1-8)  It‟s A Match (1-8)
 Fishing Game: Numbers  Who Has More?
 Which Card is Missing
INDOOR/OUTDOOR ACTIVITY: Drop the Handkerchief INDOOR/OUTDOOR ACTIVITY: Body Letters INDOOR/OUTDOOR ACTIVITY: Hop Relay
Homework: Draw your classroom Homework: Draw the things you usually do in school. Homework: List down the things other people in the community
do in school
Message: The community uses the school in different Message: The community uses the school in different ways.
ways.  Sometimes schools are used for special
 Sometimes schools are used as evacuation celebrations in the community.
centers.  Schools are used during election.
Question: How can the school help evacuees ? Question: How else can the school be used by the community ?
Teacher-Supervised: Opposite Words Teacher-Supervised:
 Let‟s Write : Hh
 Poster : The School can be used in different ways
 Literature-based: Story Mobile  Letter H Designs
 Literature-based: Picture Walk  Opposite Words Booklet
 Find a Pair: Opposite Words  Letter Collage
 Opposite Words Booklet  Writer‟s Workshop
 Letter H Designs
Message: People in the community can help the school in many Message: People in the community can help the school in many ways.
ways.  They can cook food for the children in the Madrasah.
 They can help clean the school before classes begin  They can make learning materials for children.
 They can volunteer when something needs to be built  They can set-up a garden in school.
or made in the Madrasah. Song This is the Way We Cross The Road
Game: Same and Different Medial Sound
STORY: Fireman Fred (Letterland Handbook) STORY: Fireman Fred (Letterland Handbook)

Teacher-Supervised: Hand Game and Cave Game (concrete; Teacher-Supervised: Measuring Strings
quantities of 8)
 Number Lotto/Bingo: Numbers(0-8),It‟s a Match  Number Lotto/Bingo: Numbers (0-6); It‟s A Match (1-8)
INDOOR/OUTDOOR ACTIVITY: One Potato (PEHT 231) INDOOR/OUTDOOR ACTIVITY: People Counting Games
Count and Turn (up to 8) Circle Game (up to 8)
APPENDIX: WEEK 24
Mapping: Home to School

Materials: newsprint
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
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 playdough 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 your sibling go ?
Block Play
Procedure:
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)

Objectives: to count up to quantities of 8
Procedure:
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.
Variation: children can explore other materials such as pebbles, popsicle sticks, blocks and others.

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.
Number Lotto
Procedure:
1. Give each player a lotto 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.
Concentration
Procedure:

Objective: to identify the numerals 0, 1, 2, 3, 4, 5, 6, 7 and 8
Procedure:
2. Let them form the numerals 0,1, 2, 3, 4, 5, 6, 7 and 8.
Writing Papers (8)

Procedure:
Number Domino
Procedure:
5. The winner is the player who has played all dominoes, or the player with the smallest number of dominoes when all players must pass.
Number Bingo
Number of participants/players: 1 or more
Procedure:
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.
Procedure:
Mixed Up Numbers
Procedure:
It’s a Match
Number of participants/players: pairs or small group
Procedure:
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
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?

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:

Number of players/ participants: 3 pairs of children
Procedure:
2. Each player builds the appropriate clothespin stack to match their 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.
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.

Procedure:

Procedure:

"Place seven sticks in your right hand." "None and seven is eight." or "Zero and seven is eight."
"Place one stick in your left hand." "One and seven is eight."
"Place one more stick in your left hand." "Two and six is eight."
"Place one more stick in your left hand." "Three and five is eight."
"Place one more stick in your left hand." "Four and four is eight."
"Place one more stick in your left hand." "Five and three is eight."
"Place one more stick in your left hand." "Six and two is eight."
"Place one more stick in your left hand." “Seven and one is eight”
"Place one more stick in your left hand." "eight and none is eight." or "Eight and zero is eight."
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
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
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 hot, pot, not

bet, let, set 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 Bingo
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 don‟t have the same medial sound, have them place it 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
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
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
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: Picture Walk
Objective:
Materials/.preparation: Your book
Picture Walk sheet
Crayons or markers
Number of players/participants:
Procedures: 1. Write the title and author.
2. Think about how to retell the story in pictures.
3. Decide on three key events. They should retell the beginning, middle, and ending.
4. 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
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.
I Can Do Many Things PEHT – p.162

Sung to the tune of Bahay Kubo
BATANG MUNTI BISIG BALIKAT BUHOK
Ako‟y batang munti Itong ating bisig Sukatan ng lakas Itong ating buhok
Na may laging mithi Matatag, makisig Ang ating balikat Tuwid man o kulot
Maganda ang ugali Kung magkakabigkis Kung may binubuhat Sa ulo ay suklob
Mabuti ang gawi Lahat makakamit Bagay na mabigat Pampagandang lubos
Kahit batang munti Dito sa daigdig Dito sumasadlak Kaloob ng Diyos
Everybody Do This
Everybody do this (do an action such as shaking one hand or

tapping one‟s 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

Materials: none
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….

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)

to solve problems
to predict outcomes
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.
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).
KINDERGARTEN CLASS THIRD GRADING WEEKLY PLANS
WEEK 25: _______________
CONTENT FOCUS :
Message: A community is a place where a group of Message: There are different places in the community.
families live together.
Questions: What is a community? (Draw a web while Questions: What are the different places in our community?
students answer the question) Note: Choose 1-2 places in the community you will focus on each day (ex. school, hospital, church/mosque, police station, fire
station, municipal/barangay hall, store, market)
Teacher-Supervised: Building a Community Word Wall Teacher-Supervised: Walking Trip Around the Community Teacher-Supervised: Walking Trip Around the
Community
 Making a Trip Chart  Playdough Independent:
 Lacing Cards  Lacing Cards  Block Play: Reconstruct place in the community visited
 Word Sort (High Frequency Words)  Word Sort (High Frequency Words)  Mga Katulong sa Pamayanan (PEHT 115)
 *Ang Pamayanan PEHT p.116  Pick a Part  Drawing: This is my community.
 Writer‟s Workshop  Upper and Lower Case Memory Game  Pick a Part
 Opposite Words Match
Question: What places have you gone to in our Message: There are natural features in the community.
community? Introduce the poem “ All Around the Neighborhood There are plants, animals, mountains, rivers in our
Play “ Blend a Word : community.
Introduce the song “ It‟s I Who Build the Community
Game: Which does not belong? (Medial Sound) Poem: All Around the Neighborhood
STORY: Ang Pambihirang Sumbrero STORY: The Mayor‟s Visit STORY: Si Eman
Teacher-Supervised: Hand Game (connecting; up to Teacher-Supervised: Walking Trip Around the Community Teacher-Supervised: Hand Game (connecting; up to
quantities of 8) quantities of 8)
 It‟s A Match/Mixed Up Numbers (1-8)  It‟s A Match/ Mixed Up Numbers (1-8)  8 Concentration
 Number Snap/ Number Concentration (0-8)  Number Snap/ Number Concentration (1-8)  Number Snap/ Mixed Up Numbers (1-8)
 Bingo: Numbers (0-8)  Bingo: Numbers (0-8)  Number Lotto/ Bingo: Numbers (0-8)
INDOOR/OUTDOOR ACTIVITY: Head race INDOOR/OUTDOOR ACTIVITY: Hide the Letter  INDOOR/OUTDOOR ACTIVITY: Who‟s the person
(song and riddle; Community Olympics
Message: There are different places in the community.
Questions: What are the different places in our community? What are each for ? What do you find in these places.
Note: choose 1-2 places in the community you will focus on each day (ex. school, hospital, church/mosque, police station, fire
station, municipal/barangay hall, store, market)
Teacher-Supervised: Community Map Teacher-Supervised: cont … Community Map
 Poster: At the _________________  Poster: At the _____________
 Who is the helper ? /Where‟s the place ?  Who is the helper ? /Where‟s the place ?
 Upper and Lower Case Memory Game  Three Sound Word Building
 Three Sound Word Building  Look, Say, Name Cover, Write Check
 Who are the people in the neighborhood?  Writer‟s Workshop
Questions: Who are the people who help us in the community ? What do they do for us ?
Poem: People Everywhere

Play “ Which does not belong ?”
STORY: The Gingerbread Man STORY: Isang Dosenang Sapatos
Teacher-Supervised: Lift the Bowl and Peek Thru the Teacher-Supervised: Weighing and Comparing
Wall (concrete; up to quantities of 8)
 Go 8  Go 8/ Draw 8
 Draw 8  Number Snap/ Mixed Up Numbers (1-8)
 Bingo: Numbers (0-8)
INDOOR/OUTDOOR ACTIVITY: People in the INDOOR/OUTDOOR ACTIVITY: Word Writing Race
neighborhood (PEHT p117)
APPENDIX: WEEK 25

Trip Chart: Our Community

Objectives: to recall what they have seen
to make a story of what they saw
to plan and organize
Materials : clean bond paper, pencil,
Number of player/participant: 1 – 6 children
Procedure :
1. Give each child 5 pcs. of clean bond paper (teacher made format)
2. Assign each child a partner.
3. Ask the child to fold one bond paper into 2 (crosswise).
4. On the upper part of the paper tell the children to copy and fill-up the following (teacher can prepare format for children):
My name is ___________.
Today is __ ctober ___, 2011.
My partner is _____________.
We will be back by __:30 A.M.
5. During the tour, tell the children to bring at least 3 pieces of clean bond paper or teacher made format (shown below) and
pencil. Tell them to draw the things and people they saw in the community (play ground or plaza; church; barangay hall,
health center; etc.) on the corresponding column. (see sample below)
People Things
In the barangay hall
People Things
In the church
6. After the trip, tell the children to compile their drawings (people and things in the community).
7. Talk about the visit.
Poster: At The _________________ (feature different parts of the community)

Objective: identify different areas in the community
Materials: manila paper crayons, pencil, art paper, marker
Number of player/participants : 4-6 children
Procedure
1. Assign a group to make a poster of one place in the community you have visited.
2. Have them draw this place on ¼ size manila paper.
3. Then let them write a short description of the place they drew.
4. Paste their drawings on Manila paper.
Build a Community Word Wall
Objective : to recognize words related to the theme
Materials: sentence strips or index cards, scissors, masking tape, crayons, markers
Number of player/participants : small group or big group
Procedure:
1. Brainstorm with children on words they know that tell something about the community e.g. community helpers,
sidewalk, road signs, houses, river, etc.
2. Have them write these words on strips of construction paper.
3. Paste these words on a manila paper or on your bulletin board.
Note: As children progress through the unit, help them add more words to the Wall.
Who are the people in the neighborhood ?(PEHT 117)

Objective: to identify the letter that represents the sound heard
Materials: manila paper or newspaper, cutout of stars, pictures of community helpers, bean bag or small object to toss.
Number of players /participants: small group
Procedure:
1. Draw a pathway on manila paper. Divide the paths into sections. Print the beginning letters of the community helpers in each
section.
2. Let the children recite:
Who are the people in the neighborhood?
In the neighborhood, in the neighborhood
Please tell me so, tell me so. (2 times)
3. Ask one child to toss the bean bag to any section of the path, then hop from the starting point to the letter where the bean bag
fell.
4. While the child is hopping, let the children say:
What G (If the bag is on letter G) is one of the people in the neighborhood?
Please tell me so, tell me so. (2 times)
5. Ask the child on the path to name the community helper whose name begins with letter G.
Example: garbage collector
6. If the child gives the correct answer give him a star.
7. Repeat activity.
Community Helpers:
Barangay official garbage collector teacher
Doctor mailman policeman
Fireman nurse vendor
Street sweeper
Mga katulong sa Pamayanan (PEHT p. 115)
Ang Pamayanan (PEHT p. 116)
Where’s the Place ?

Objective: to identify areas in the community
Materials : 3 pcs of 9” x 12” sheets of cardboard; Transparent plastic wrapper; Marking pens
Pictures of structures and places in the community (example: church, barangay hall, health center, school, plaza, etc.)
Procedure:
1. Tape the sheets of cardboard together.
2. Draw /paste pictures on each one depicting different job environment.
3. Paste pictures of workers, tools, etc. on the small cardboard.
4. Cover with transparent plastic.
How to play:
- The child sorts the pictures under appropriate categories
- The children can paste the workers and tools on a specific job environment.
Variation: The children can tell something about the worker and the tool, the child can also describe the job environment. They can
also relate their mother or father‟s work and match them with the pictures of the workers.
Who is the helper ?

Objective: to identify community helpers
Materials: community helpers board game and picture cards
Procedure:
1. Let the children take turns reading the clues on the board.
2. Have them guess which community helper is being described in each section.
3. Ask them to pick out the appropriate picture card and place this on the box.
Variation: Use these cards to play:
a. “Go Fish. “”
How to play Go Fish:

1. Divide the group into pairs.
2. Each pair uses one set of cards.
3. Partners take turns requesting cards from each other, matching workers with needs and trying to get as many
pairs as possible.
b. Memory Game
How to play:
1. Lay cards facedown.
2. At each turn, player turns over two cards at a time to try to match needs with workers.
Pantomime
Objective: to show the different people and services rendered
Materials: none
Number of players/participants: 5 -7 children
Procedure
1. Tell the children to act out one community helper and the services they give without talking or making sound.
2. Ask the other members of the group to identify what he/she is acting out.
Block Play : Places in My Community

Procedure:
1. Children use table or floor blocks to build structures.
2. While building structures children are encouraged to talk about attributes of block (e.g. long/ short, heavy/light) and the
3. Children can also be encouraged to build structures based on the theme of the week (e.g. building homes, schools,
Number Lotto (0-8)

Procedure:
Variation: One person is a caller as in a bingo game. She holds up the number cards and players have to shout out the name of
Bingo: Number (0-8)

Number of players/participants: 2 or more children
Procedure:
2. Assign a child to call out what is written on calling cards.

Materials: 2 sets of number cards 0-8
Number of players/ participants: 2-4 children
Procedure:
It’s A Match
Materials: one set of cards with numerals 0 -8,
Procedure:
Mixed Up Numbers
Procedure:
2. Ask the children to say each word with you.
Variation: Distribute the cards to the children. Call one of the word names. A child with the corresponding card is invited to stand.
“Neighbors” – those whose numbers are one less or one more than this child‟s card, are then invited to join in. Continue

Number of players/participants: 3 pairs
Procedure:
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.
Hand game (connecting level up to quantities of 8)

Procedure:

"Place eight sticks in your right hand." "None and eight is eight." or
"Zero and eight is eight." 0 8
"Place one stick in your left hand." "One and seven is eight."
1 7
"Place one more stick in your left hand." "Two and six is eight."
2 6
"Place one more stick in your left hand." "Three and five is eight."
3 5
"Place one more stick in your left hand." "Four and four is eight."
4 4
"Place one more stick in your left hand." "Five and three is eight."
5 3
"Place one more stick in your left hand." "Six and two is eight."
6 2
"Place one more stick in your left hand." "Seven and one is eight."
7 1
"Place one more stick in your left hand." "Eight and none is eight." or "Eight
and zero is eight" 8 0
Lift the bowl (concrete, up to quantities of 8)

Procedure:

"Place seven blocks under the bowl." "None and eight is eight." or "Zero and eight is eight."
"Place six block under the bowl." "One and seven is eight."
"Place five blocks under the bowl." "Two and six is eight."
"Place four blocks under the bowl." "Three and five is eight."
"Place three block under the bowl." "Four and four is eight."
"Place two blocks under the bowl." "Five and three is eight."
"Place one block under the bowl." "Six and two is eight."
"Place no blocks under the bowl." "Seven and one is eight."
"Place no blocks under the bowl." "Eight and none is eight." or "Eight and zero is eight"

Procedure:
1. Game proceeds as Hand Game but walls are used for separating quantities.
„Wall off eight blocks” "None and eight is eight." or "Zero and eight is eight."
“Wall off seven blocks.” "One and seven is eight."
“Wall off six blocks.” "Two and six is eight."
“Wall off five blocks.” "Three and five is eight."
“Wall off four blocks.” "Four and four is eight."
“Wall off three blocks.” "Five and three is eight."
“Wall off two blocks.” "Six and two is eight."
“Wall off one blocks.” "Seven and one is eight."
“Wall off no blocks.” "Eight and none is eight." or "Eight and zero is eight"
Find 8
Materials: 4 sets of numeral cards 0, 1, 2, 3, 4, 5, 6, 7 and 8
Procedure:
looking at them.
table, face up.
8 Concentration
Materials: 4 sets of numeral cards 0, 1, 2, 3, 4, 5, 6, 7 and 8
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.
Draw 8
Number of players/participants: 3- 5 children
Procedure:
looking at them. If the person who draws the card can use it to make 8 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.
Go 8
Procedure:
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."
Number Snap
Materials: 3 sets of number cards 0-8
Procedure:
Weighing and Comparing

Objectives: to weigh objects and compare objects according to their mass
to arrange objects according to their mass
Materials: common objects to be weighed; scale (made of milk carton or small box and rubber band), paper
Procedure:
1. The children select three items to weigh on the milk carton scale. As each item is weighed, they record the name of the item
on the paper behind the scale on a line with the bottom of the milk carton.
2. When they finish, they have recorded the three items in order from lightest to heaviest on their paper.
3. Other children can check this by repeating the experiment and signing their name indicating if they agree or disagree.
Which Does Not Belong? (Meeting Time 2)

Objective: to recognize/identify different medial sounds
Materials: set of words with different medial sounds
Number of players/ participants: big group
Procedure:
1. Ask children to listen carefully to the words you are going to say. Have them identify the word that has a different medial
sound as the rest.
2. Slowly say “ man, ten, bat". Ask “What is the first sound that you hear in the first word ? in the second word ? in the third “
Which word has a different medial sounds?
3. Repeat the procedure using other sets of words.
cake, lake, bike
ban can, pin
cone, lone, mine
pet, met. fan
mine, line, cane
Blend a Word (Meeting Time 2)

Objective: to blend sounds orally
Materials: set of words
Number of players/ participants: big group
Procedure:
1. Say “ I‟m going to say a word very slowly, sound by sound. Then I‟ll say the word a bit faster. Finally I‟ll say the word the way
it is usually said. For example, if I hear the word parts /m/ /a/ /t/, I can blend them together like this: mmmmaaaat, mmaat,
mat. “
Initial words to blend : mat, sat, fat, rat
Sam, fan, let, men
Note: Begin with CVC words that start with continuous sounds such as m, s, l, r.
To help children visually note when you change from sound to sound as you blend the word, add movements. For example,
you might move your hands from right to left as you change from sound to sound.
Word Sort (High Frequency Words) – refer to instructions in Weeks 23-24.
Pick a Part
Objective: to blend 3-letter sounds
Materials: individual letter cards, word segment cards, any box or plastic container
Number of players/ participants: small group
Procedure:
1. Place the individual consonant letter cards into one bowl. Put the word segment cards (an, ap, at) into another bowl. Take
turns drawing one card from each bowl. If you can make a real word with your cards, keep it. If you can‟t, return then.
Cooperate to make as many real words as you both can.
Upper and Lower Case Memory Game ( played like Letter Memory Game only but this time involving matching
upper and lower case letters
Opposite Words Match ( refer to instructions in Week 24)

Objective: to blend 3-4 letter sounds to form a word
Procedure:
1. Lay out the letters for the child to blend.
2. Have her blend each word..
3. After all letter cards have been placed, have her say each sound as you point to its letters in sequence. Once all the letters
have been placed, have her map the word on a piece of lined paper. When mapping she should say one sound at a time as
she writes the letter. Mapping should be clear, concise, and completely segmented.
Look, Say Name Cover Write Check

Objective: to read and write high frequency words
Materials: high frequency words
Number of player/participants: 8-10 children
Procedure
1. Distribute one word card to each student.
2. Have the children look at their cards, read it, name the letters of the word.
3. Ask them to turn over the word so the word cannot be seen.
4. Let them turn their cards again to show the word and check it against what they wrote.
D. STORIES
Ang Pambihirang Sombrero
Unlocking of difficulties: naghalungkat, baul, kandelabra, palamutian

- Ano ang ginagamit ninyong panangga kapag mainit ang araw habang kayo ay naglalakad sa labas?
- Bakit kaya kakaiba ang sombrero sa ating kwento ?

- Ano ang hilig ni Mia? Ano ang kanyang nakita sa baul ng kanyang Lola ?
- Anu-anong lugar ang pinuntahan ni Mia ?
- Bakit kakaiba ang sombrero ni Mia?
- Kung ikaw si Mia, ano ang iyong mararamdaman ? Bakit?
The Mayor’s Visit

- What do mayors do?
- Why did the Mayor visit the school?
Questions after reading?

- What does the principal advise her teachers and pupils?
- What tools do they use in cleaning the school?
- What was the impression of the visitors?
- What was the prize received by the school?
- As a student, how can you help your school maintain cleanliness?
Si Eman (PEHT page 200-202)

- Nakasama ka na bang mamasyal ng iyong pamilya?
- Saan ba namamasyal ang pamilya?

- Ano ang ginawa ng mag-anak isang araw ?
- Ano ang nangyari habang namamasyal ang mag-anak ?
- Saan niya natagpuan ang kanyang Tatay at Nanay ? Bakit ?
- Kung ikaw si Eman, magtatampo ka ba a iyong Tatay at Nanay dahil ikaw ay naiwan ? Bakt?
- Anu-ano ang magagandang katangian ng Tatay ni Eman ?
- Kanino siya nagsori ? Nagpasalamat ?
- Tama ba ang ginawa ng Tatay ni Eman na magsori sa kanya ? Bakit ?
The Gingerbread Man

- Do you know the story about Gingerbread Man?
- What is your idea on why we call him a gingerbread man?

- What happened to the gingerbread boy?
- What should the gingerbread boy have done?
RHYMES/POEMS/SONGS
THE Carpenter (PEHT 164) It’s I Who Build Community
This is the way he saws the wood It‟s I, it‟s I, It‟s I who build community
(right hand saws left palm) It‟s I, it‟s I, it‟s I who build community
Sawing, sawing, sawing It‟s I, it‟s I, it‟s I who build community
This is the way he nails a nail It‟s I … It‟s I …, it‟s I who build community.
(pound right fist on left palm)
Nailing, nailing, nailing Roll over the ocean, roll over the sea
This is the way he paints the house Roll over the ocean in the deep blue sea,
(right hand paints left palm) Roll over the ocean, roll over the sea
Painting, painting, painting Roll over the ocean in the deep blue sea.
Five Police Officers (PEHT 165) All Around the Neighborhood (Poem)
Five strong Police Officers standing by a store, All around the neighborhood,
(hold up one hand) People help each other.
One became a traffic cop, then there were four. The driver on the bus,
(hold up four fingers) Helps a girl and her mother.
Four strong Officers watching over me,
One took a lost boy home, then there were three The girl and her mother,
(hold up three fingers) See the butcher for meat.
Three strong Officers all dressed in blue, The butcher gives a letter,
One stopped a speeding car and then there were two. To the carrier down the street.
(hold up two fingers)
Two strong Police Officers, how fast they can run, The carrier asks the barber,
One caught a bad man and then there was one. To trim his mustache.
(hold up one finger) The barber sweeps the hair up,
One strong Police Officer saw a smoke one day, And puts out all the trash.
He called a firefighter who put it out right away.
The trash collector stops,
When a fire truck clangs its bell.
Firefighters join the police,
Who make sure all is well.
All around the neighborhood,

There's lots that people do.
All around the neighborhood,
Who helps you?
In your own little way you can help too

Clean the environment
Take care of plants and animals around you
Be responsible in everything you do.
People Everywhere (Poem) Magwalis
Who are the people I see everyday? Magwalis, magwalis

The people who work all around me? Upang paligid ay malinis
I see them always, here and there Walisin, walisin
There are people everywhere. Lahat ng kalat natin.
Who are these people, these people shall I see?

Those people that I see
Coming to and fro, here and there
There are people everywhere.
Where do they go to work everyday?

The people going to and fro
Wearing a rainbow of uniforms here and suits there
There are people everywhere.
The doctor, the postman and the baker too

The teacher, the firefighter and the police officer
with you
They are always here and there
They are the people everywhere.
E. INDOOR/OUTDOOR ACTIVITIES
Head race
Materials : balloons or books or balls
Number of player/participants: small to large groups
Procedure :
1. Organize players so that they‟re into pairs and each team receives a partially inflated balloon.
2. When the game starts, teams must race to a finish line carrying a balloon between their heads (a book or ball), remember
don‟t use your hands.
3. On hot days try it with water balloons or through a sprinkler.
4. You can even try an obstacle course.
Hide the Letter Game

Materials : flash cards (3” x 5”) of community words
Number of player/participants: 10 and more children
Procedure:
1. Divide the children into 2 or 3 groups.
2. Ask the group to identify the letter to be flashed by the teacher.
3. Cover first letter of a word (related to community) in a “3 x 5” flash card.
4. Ask for the class to read the text again and see if they can guess the missing letter. Ask them to say the sound of the
beginning letter. If they guess the missing letter and able to say the letter sound correctly. Then ask them to read again the
word aloud.
5. The first group to say the letter sound correctly wins a point. Another point for the group to read and say the word correctly.
Who’s the person (song and riddle)

(to the tune of “where‟s is thumbman?”)
Who‟s that person, who‟s that person?

Teaching in the school, teaching in the school
Writing on the blackboard, writing on the blackboard
Who is it, who is it?

Baking the bread, baking the bread
Working in a bakery, working in a bakery

Keeping us safe, keeping us safe
Catching the criminals, catching the criminals

Keeping us well, keeping us well
He treats us when we‟re sick, he treats us when we‟re sick
Community Olympics
Materials: pictures of community places
Procedure:
1. Divide the group into teams of 8-10 players and give each team pictures of community places. Each team will complete
several series of different relays using their picture card. Here are some ideas for those relays.
 The picture under their armpit and hopping on one leg down a field and back.
 Place the picture card between the knees and hop down a field and back.
 Two teammates tossing the card and forth down the field and back.
 Place the card on the ground and each teammate must roll across the card.
 Teammates line up in leapfrog formation and first player hops over players while holding card and then tosses card to
next player in line to do the same.
 After the game, talk about and ask them who and where they will go of the actions they played. What do people in the
community do in this places.
Word Writing Race
Divide children into two teams. Have them stand in 2 rows behind a starting line. Write or post words about community and
services in the community on the board. Stand back and call out the word. Each child on each team gets a chance to race to
the board. The first team to circle the letter called out gets a point. The two children who raced go to the back of the line and
those now in front do the next race.
WEEK 26:______________
CONTENT FOCUS : We see plants in the community
Message: There are different kinds of plants in the Message: Plants help us in many ways.
community Plants have different parts. Each plant part can be
used in different ways.
Questions: What kinds of plants do you see in the Questions: How do plants help people?
community? What are the parts of plants? How do people use each plant part?
Teacher-Supervised: Target Letter : Kk Teacher-Supervised: Walking Trip Teacher-Supervised: Let’s Write Kk
Letter Poster
Independent:  Letter K Designs  Poster: Things We Get from Plants
 Trip Chart  Puzzle – Plant Parts  Leaf Patterns
 Letter Mosaic  Leaf Patterns  Flowers for You ( PEHT 103-105)
 Lo Look, Say, Name, Cover, Write, Check  Flowers for You ( PEHT 103-105)  Memory Game: Plant Parts
 Word Concentration  Memory Game: Plant Parts  Letter K Designs
What kinds of plants did you see? How are plants What things in the classroom are made from plants? What parts of plants can be eaten?
different? How are they the same? (classify plants: with &
without flowers; with & without fruits)
Song: The Seed Cycle Game: Put It Together - onset and rime
Song: Old McDonald Had a Box Gulay ay Kailangan
STORY: Let as plant trees STORY: Cindy Spider STORY: The Giving Tree
Teacher-Supervised: Walking Trip Teacher-Supervised: Lift the Bowl (connecting; up to quantities Teacher-Supervised: Pictographs: My Favorite Fruit
of 8) (four groups)
 Go 8  Go 8  Bingo: Addition/Subtraction (0-8)
 Draw 8  Draw 8  Go 5/ Draw 5/ Find 5/ 5 Concentration
 Find 8/ 8 Concentration  Find 8/ 8 Concentration  Writing Numerals (0, 1, 2, 3, 4, 5, 6, 7, 8)
 It’s A Match/ Mixed Up Numbers (1-8)  It’s a Match/ Mixed Up Numbers (1-8)  Hand Game/Lift the Bowl worksheets (quantities of 8)
INDOOR/OUTDOOR ACTIVITY: One Potato (PEHT INDOOR/OUTDOOR ACTIVITY: Potato Carrier’s Relay INDOOR/OUTDOOR ACTIVITY: The Falling Leaves
p.231)
Message: Plants have many needs. All plants need Message: We care for plants in different ways.
water and sunlight . Some plants need soil. (Some plants grow in the wild and don’t need to be cared for.)
Questions: What do plants need? Do all plants need the Questions: How do people care for plants?
same things? Resource person (ex. farmer) talks about how to care for plants
Teacher-Supervised: Teacher-Supervised: Poster: How do we take care of
 Poster: Plants need … plants ?
 Seeds Around Us
 Flower Cut-outs (PEHT p118)  Flower Cutouts (PEHT p118)
 Printing (PEHT p105)  Printing (PEHT p105)
 Story Banner  Seeds Around Us
 Drawing: My Favorite Part  Playdough
 Playdough  Drawing: My Favorite Part
What happens to plants if it does not get enough water or What do you think will happen to the environment if all the plants
sunlight? died because we did not take care of them?
Eight Green Speckled Frogs Ating Alagaan (Likas na Yaman) PEHT p.179
Eight Little Monkeys Farm Chores (Peht P.163)
Eight Little Fish
STORY: Mayroon Akong Alagang Puno STORY: Ang Huling Puno
 Writing Numerals (0, 1, 2, 3, 4, 5, 6, 7, 8)
INDOOR/OUTDOOR ACTIVITY: Potato and Spoon INDOOR/OUTDOOR ACTIVITY: Potato Carrier’s Relay
Relay
APPENDIX: WEEK 16
Walking Trip
Objective: to classify plants
Materials: Community Surroundings
Procedure:
1. The class will visit different places in the neighborhood.
2. Children draw or write down all the plants they see.
3. When the class is back in the classroom the children talk about similarities and differences between the different plants
they have seen.
Poster: Things We Get from Plants

Objective: to identify things we can get from plants
Materials: manila paper, 1/8 construction or newsprint, crayons
Procedure:
1. Have children draw different kinds of plants on the manila paper.
2. Then, ask children to draw different things we can get from plants on 1/8 construction or newsprint.
3. Have them paste their drawings on the manila paper.
Plants Mobile
Objective: to identify needs of plants
Materials: cut-out of a big plant, cut-out of circles, crayons or markers
Procedure:
1. Make a 3-Dmodel of a plant.
2. Put a hole on top of it.
3. Have children draw different things that plants need to grow on the shape cut-outs.
4. Then let them thread a piece of string through the hole at the top of each shape and tie a knot.
5. Tie the string into the plant model.
Matching Cards
Objective: to match word-picture of plants
Materials: Word Cards, large picture or drawing of a tree
Number of players/participants: 5 groups of children
Procedure:
1. Teacher places a large picture of a tree on the board and places word cards (branch, leaves, flower, roots, fruits, stem)
on the chalk board ledge.
2. Teacher calls on volunteers to identify parts of the tree and match the word cards to each part.
Puzzle (Plant Parts)

Objective: to organize the plant parts in puzzle
Materials: Plant Parts picture (horizontally, vertically cut)
Number of players/participants: Individual
Procedure:
1. Teacher provides puzzle of pieces to different plants which children try to put together.
Seeds Around Us (PEHT p. 112-113)

Objective: to classify seeds based on their characteristics
Materials: Seeds of different kinds
Directions:
1. Ask children to bring different kinds of seeds.
Examples: mango, guava, santol, jackfruit, tamarind, avocado, squash, peanut, beans, mongo, corn and butong
pakwan.
2. Put the seeds in a tray or any wide-mouthed container.
3. Let the children group the seeds, according to size, shape, color.
Flower For You (PEHT 103-105)

Materials: old glossy colored magazines or art paper
Procedure:
1. Give each pupil a square-shape of glossy colored magazine or art paper.
2. Fold in half to make a triangle.
3. Fold up diagonally form a bottom point beyond the center.
4. Fold up the other side in the same manner.
5. Turn upside down and fold in the other side.
6. Fold inside corner just formed.
7. Turn over the completed tulip.
For the stem:
1. Cut 6” squares into quarter lengthwise. Each strip makes one stem. Give one to each pupil.
2. Fold lengthwise in half.
3. Fold in half again.
4. Combine two leaves.
5. Do many flowers you want and give to your parents.
See Seeds Grow (PEHT p. 112)

Objective: to identify what plants need In order to grow
Materials: plastic cups, tissue paper, water and mongo seeds
Procedure:
1. Group the class by 5s.
2. Have each group :
- Place a wad of moistened tissue paper in a plastic cup.
- Put about 10 piece of mongo seeds on top of the tissue paper.
- Place the cup in different places of the room.
Examples: in a dark corner, on the window sill.
Printing (PEHT p105)

Objective: to show one’s creativity
Materials: spool, bottle caps, leaves, cork, a piece of woven material, water color or dye, white paper, newspaper
Procedure:
1. Give each child a white paper.
2. Let the child select the materials for printing (example: spool).
3. Place sheet of newspaper under the paper to be printed. Have another sheet of paper on which to try the design and to
ascertain whether or not too much water color or dye is being used.
4. Cover the surface of the spool with water color and make a trial print on the other sheet of paper to eliminate excess
color. One or two prints may be tried so that too much water color is not being used.
5. Start printing.
6. Several different colors may be applied. If these colors are also applied to different areas of the spool, interesting prints
may result.
Flower Cutouts (PEHT p118)

Objective: to show one’s creativity
Materials: crayon, bond paper, scissors, paste
Procedure:
1. Prepare flower templates.
2. Children make pattern of dots using crayons on a ¼ size bond paper.
3. Vary the sizes and colors of the dots.
4. Trace the flower template on the dot pattern.
5. Cut-out the flower, arrange them on a bond paper and paste.
Block Play: Places in the Community

Procedure:

Objective: to identify the numerals 0, 1, 2, 3, 4, 5, 6, 7 and 8
Procedure:
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 Numerals (0,1, 2, 3, 4, 5, 6, 7, 8)

Materials: lined paper (blue-red-blue lines), numeral cards
Preparation: Draw the numerals on a piece of card board. The first part of the numeral is drawn with the purple crayon
and the second part with green. The purple and green marks will help children determine which stroke to do first.
Procedure:
It’s A Match
Procedure:
Mixed Up Numbers
Procedure:
to stand. “Neighbors” – those whose numbers are one less or one more than this child’s – are then invited to join
in. Continue until all are standing in the appropriate number.
Draw 8
Procedure
3. The players then take turns, each holding her cards like a fan and letting the child to her left draw one of them without
looking at them. If the child who draws the card can use it to make 8 with one of the cards in her hand, she discards the
child to her left can draw one of them by chance.
4. Play continues until one child is left holding the odd card and loses the game.
8 Concentration
Procedure:
Find 8
Objective: to collect pairs of cards
Procedure
looking at them.
Go 8
Procedure:
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 7 in front of himself, face up.
Subtraction Cards
Procedure:
4. Children take away 1 counter, count remaining counters and say "seven".
5. Teacher shows the group the seven remaining dots on the subtraction card.

Procedure:

Objective: to practice subtraction up to quantities of 8
Procedure:

Procedure:

Procedure:

"Place eight blocks under the "None and eight is eight."
0
bowl." or
"Zero and eight is eight."
"Place one block on the bowl." "One and seven is eight."

1
"Place two blocks on the bowl." "Two and six is eight."

2
"Place three blocks on the bowl." "Three and five is eight."

3
5
"Place four blocks on the bowl." "Four and four is eight."
4
Continue until you reach…

"Place eight blocks on the "Eight and none is eight." or 8
bowl." "Eight and zero is eight."

Materials: any kind of counter such as pebbles, chips or sticks, numeral cards, work mats
Procedure:
2. Teacher gives each child a given quantity of sticks, for example 3.

"Place eight sticks in your right hand." "None and eight is eight." 0+8=8
or
"Zero and eight is eight."
"Place one stick in your left hand." "One and seven is eight." 1+7=8
"Place one more stick in your left "Two and six is eight." 2+6=8
hand."
"Place one more stick in your left "Three and five is eight." 3+5=8
hand."
"Place one more stick in your left "Four and four is eight." 4+4=8
hand."
"Place one more stick in your left "Five and three is eight." 5+3=8
hand."
"Place one more stick in your left "Six and two is eight." 6+2=8
hand."
"Place one more stick in your left "Seven and one is eight." 7+1=8
hand."
"Place one more stick in your left "Eight and none is eight." 8+0=8
hand." or
"Eight and zero is eight"

Procedure:

"Place five blocks under the "None and eight is eight." or 0
bowl." "Zero and eight is eight." +8
8
"Place one block under the bowl." "One and seven is eight." 1
+7
8
"Place one block under the bowl." "Two and six is eight." 2
+6
8
"Place one block under the bowl." "Three and five is eight." 3
+5
8
"Place one block under the bowl." "Four and four is eight." 4
+4
8
"Place no blocks under the bowl." "Eight and none is eight." or "Eight 8
and zero is eight.." +0
8

Objectives: to write addition equations involving quantities of 4
to conserve number
Materials: counters, Hand game work mat, Hand game worksheet, pencil
Procedure:
1. Instruct children to play the Hand game as before.
2. Tell them to record or write equations that represent their concrete manipulations on the Hand game worksheet
0 + 5 = ____ 1 + 4 = _____ 2 + 3 = ____ 3 + 2 = _____ 4 + 1 = _____ 5 + 0 = _____
5 – 0 = ____ 5 – 1 = _____ 5 – 2 = _____ 5 – 3 = _____ 5 – 4 = _____ 5 – 5 = _____

Objectives: to write addition equations involving quantities of 4
to conserve number
Materials: counters , Lift the Bowl work mat, Lift the Bowl worksheet, pencil
Procedure:
1. Instruct children to play the Lift the Bowl activity as before.
2. Tell them to record or write equations that represent their concrete manipulations on the Lift the Bowl worksheet.
0 5
+5 5
1 5
+4 4
2 5
+3 3
3 5
+2 2
4 5
+1 1
5 5
+0 0
Refer to instructions from previous weeks for the following activities: Letter Poster, Letter Mosaic, Look,
Say, Cover, Say Word Concentration Letter K Designs
Draw Your Favorite Part

Objective: to make personal connections to the story
Materials: storybook, newsprint, crayons or colored markers
Number of player/participants: small group
Procedure:
1. Draw a picture of your favorite part of the book.
2. Write a few sentences describing your favorite part.
3. Write a few sentences telling why this was your favorite part.
Story Banner
Objective: to identify story details
Materials: manila paper/kraft paper
Procedure:
1. Talk about the story you have just read.
2. Discuss what possible details they can include in the banner.
3. Have the students write details about the story in small strips of paper.
4. Paste this on the 1/8 manila paper.
5. Invite children to design the banner.
D. STORIES
Let Us Plant Trees

- How do trees help us?

- How are trees different from one another?
- What are the different uses of wood?
- What do you think will happen if there were no trees in our neighborhood?
E. RHYMES/SONGS/POEMS
The Seed Cycle(PEHT p.161) Farm Chores (PEHT P.163)

(sung to the tune of Farmer in Dell)
Five little farmers woke up with the sun
The farmer sows his seeds. (hold up hand, palm forward)
The farmer sows his seeds It was early morning and the chores must be done
Hi-ho the dairy-o The little farmer went out to milk the cow
The farmer sows his seeds. (hold up hand, point to the thumb)
The second little farmer though he’d better plow.
2 – The wind begins to blow. (hold up hand, point to index finger)
3 – The rain begins to fall. The third little farmer cultivated weeds
4 – The sun begins to shine. (point to middle finger)
5 – The seeds begin to grow. The fourth little farmer planted more seeds.
6 – The plants grow big and tall. (point to the fourth finger)
7 – The farmer cuts them all. The fifth little farmer drove this tractor round.
8 – He puts them in his barn. (point to last finger)
9 – He’s happy in the farm. Five little farmers, the best that can be found.
(hold up hand)
Gulay ay kailangan Eight Little Fish

Eight little fish swimming in the water
Saluyot at petsay Swimming in the water,
Kangkong at malungay Swimming in the water
Mga dahong gulay Eight little fish swimming in the water,
Sagana sa mineral. Bubble, bubble, bubble, bubble, splash!!!
(On the word splash, “one child in each group falls to
Kulitis, sili at saluyot the ground.)
Pagkaing pampalusog
Karot at dilaw na kalabasa Repeat the rhyme until no fish are left.
Sagana sa bitamina A.
Mga bitaminang taglay

Ng mga dahong gulay
Nagpapalusog, nagpapalakas
Ng ating katawan
Eight Green Speckled Frogs Eight Little Monkeys

Eight green speckled frogs Eight little monkeys sitting on a tree
Sat on a speckled log Teasing Mr. Crocodile, “You can’t catch me, no you
Eating the most delicious bugs, “Yum, yum!” can’t catch me!”
One jumped into the pool where it was nice and cool Along came Mr. Crocodile hungry as can be and
Then there were seven green speckled frogs SNAP!
Repeat until no more frogs are left on the log. Seven little monkeys sitting on a tree teasing Mr.
Crocodile,
“You can’t catch me, no you can’t catch me!”
One Potato (PEHT p. 231)

Procedure:
1. Have the children sit in a circle.
2. Ask them to close their fists with both hands and hold them in front of their bodies.
3. Choose a leader to tap the fists of each child while everybody is reciting the rhyme:
One potato, two potatoes

Three potatoes, four.
Five potatoes, six potatoes
Seven Potatoes, more.
4. The first that is tapped on the word “more” goes behind the back or is out.
5. Start the game again and continue until only one child remains.
6. That child becomes the leader for the next game.
The Falling Leaves

1. Take the class outside the classroom.
2. Let pupils collect leaves of different sizes.
3. When inside the classroom, pupils trace the leaves on a cardboard, color then cut.
4. Teacher asks the children :
Show me a big leaf
Show me a small leaf.
Show me a leaf that is not green.
Potato and Spoon Relay

Materials: one spoon and one potato for each team
Two meters in front of each team there is a circle with a piece of potato in it; at the turning line there is another circle, empty. Give
a spoon each to the first player of each team. At the signal, he runs to the potatoes, picks it up in the spoon without the use of the
other hand, runs to the second circle, deposits the potato in it returns to the starting line, and gives the spoon to the second player.
This player runs to the potatoes, picks it up, and brings it back to the first circle, and so on.
Potato Carrier’s Relay

Materials: one basket and eight potatoes per team
In front of each team’s position is a row of eight circles with a potato in each basket. The first player runs down the course, picks
up all the potatoes continue until all have run
14
15
WEEK 27: ____________________
CONTENT FORCUS: There are different kinds of animals.
Message: There are different kinds of animals. Message: Some animals live only in water. Some animals live in rivers Animals have different body parts.
Some animals live only on land. and lakes (fresh water). Some animals live in the sea or ocean (salt Some animals have special body parts.
water). These body parts help the animal in different ways
Questions: Where do animals live? Some animals live on both land and water.
legs
Questions: Which animals live in water ? Which animals live in both
land and water ?
wings tail
Body parts
live in both
land andwater
fins beak
live only live only
on land in water

Teacher-Supervised: Paper Plate Animals Teacher-Supervised: Target Letter: Vv Poster: Animals in our Teacher-Supervised: Chart: How many legs does it have ?
Poster: Animals that Live in Land Community
Independent:
Independent: Independent:  Hand Antler Headbands
 Fish Mobiles  Sand Play (If available use plastic animals live in land and water)  Animal Match (Picture-Word)
 Make Me an Animal  Poster: Animals that Live In Water  Letter Collage
 CVC Fishing Game  Animal Match (picture-word)  Word Blocks
 RSW Activity  CVC Fishing Game  Writer‘s Workshop
 Writer‘s Workshop  Letter for the Day
Activity: Bugtungan: Mga Hayop sa Paligid (Animal live in land) Activity: Bugtungan: Mga Hayop sa Paligid (Animal live in land) Show Classification chart
Count and Turn (9) Questions: Are there animals with 3 legs? Why not?
Break the Code Activity: Stand and Sit (9)
STORY: Miss Moo Goes to the Zoo STORY: Sa Ilalim ng Dagat STORY: Si Langgam at si Tipaklong
Teacher-Supervised: Number Stations and Number Books Teacher-Supervised: Who Has More? (quantities of 9) Teacher-Supervised: Which Card is Missing? (1-9)
(quantities of 9; using toothpicks or squares) Comparing Quantities: A Game for Partners
 Sand Play: Mark the Scoops  Playdough Numerals (0-9)  Playdough Numerals (0-9)
 Number Lotto (0-9)/ Bingo: Numbers (0-9)  Writing Papers (9)  Writing Papers (9)
 Number Concentration/Fishing Game: Numbers (0-9)  Number stations/ number books (quantities of 9)  Number stations/ number books (quantities of 9)
 Number domino  Number Lotto/Bingo: Numbers (0-9)  Comparing quantities: A Game for Partners
 Number Concentration/ It‘s A Match (1-9)  More than, Less than, As Many as
 It‘s A Match (1-9)
INDOOR/OUTDOOR ACTIVITY: Calling the Kittens INDOOR/OUTDOOR ACTIVITY: A Fish Story INDOOR/OUTDOOR ACTIVITY: Duck... Duck..... Goose
MEETING TIME 3: Dismissal Routine MEETING TIME 3: Dismissal Routine MEETING TIME 3: Duismissal Routine
Message: Animals differ in the number of legs they have. Message: Animals have different coverings that help and protect them.
 Some animals have two legs.
 Some animals have four legs. Note: Draw a web for body coverings. Write the children’s answers while
 Some animals have no legs. discussing animal body coverings. Web strands will depend on the body
coverings the class talks about.
Question: Do animals have the same number of legs ?
Teacher-Supervised: Let‘s Write Vv Teacher-Supervised: Fish Mobile or Underwater Diorama
Chart‖ Animal Body Covering
Independent:
Independent:  Make Me An Animal
 Hand Antler Headbands  Elephant Paper Plate Mask
 Make Me An Animal  CVC Memory Game
 CVC Memory Game  Fold a Word
 Word Family Wheels  Writer‘s Workshop
 Fold a Word
Sound it Out Snap and Clap (9)

STORY: Ang Isang Mayang Uhaw STORY: Si Pilandok at ang Buwaya
Teacher-Supervised: Hand Game and Cave Game (concrete; Teacher-Supervised: Hand Game and Cave Game (concrete; quantities
 More than, Less than, As many as  It‘s A Match (1-9)
 It‘s A Match (1-9)  Number Concentration/ Mixed Up Numbers (1-9)
 Number Concentration/ Mixed Up Numbers (1-9)  Number Lotto/Bingo: Numbers (0-9)
 Number Lotto/Bingo: Numbers(0-9)
INDOOR/OUTDOOR ACTIVITY: Animal Relay (animal INDOOR/OUTDOOR ACTIVITY: Animal Relay (animal movements)
movements)
APPENDIX: WEEK 27

Paper Plate Animal Masks

Objectives: to identify animals in the community
to construct faces of animals using paper plates
Materials: paper plates, glue, cardboard or construction paper, scissors, markers, rubber bands
Procedure:
1. Ask each child to choose animal he would like to make a mask of.
2. Brainstorm what parts will be included in the mask (e.g. whiskers for cats, scales for fish).
3. Each child draws a pair of eyes and cuts this. (Children may need help in determining position of eyeholes that match the
position of their eyes and in cutting the holes).
4. Each child adds parts to the mask.
Fish Mobile
Objective: to make fish designs
Materials: construction paper, sticks, glue, tape, scissors, yarn
Number of player/participants: 10 children
Preparation: sample template of fishes (different sizes)
sticks crossed and tied together
sample of mobiles
Procedure:
1. Each child chooses a fish template and traces this on a piece of construction paper.
Variation: Children can cover the construction paper with cut-out magazine to make fish designs more colourful.
2. Teacher helps children fasten a piece of string to each fish, and hangs this on the mobile. String length should be varied.
Underwater Diorama
Objective: to identify animals that live in water
to construct a diorama depicting life in rivers. Lakes or oceans
Materials: shoe box (or other box of similar size), cardboard, coloring materials, pencils, scissors, glue
Number of player/participants: groups of 4 children
Procedure:
1. Each group decides what kind of water environment to make – ocean, river, lake
2. The groups brainstorms and decides what is found in the water environment they decided on – fish, shrimps, crabs, snakes,
seaweeds, rocks, sand, waves, etc
The group makes cut-outs of these and glues/ pastes these on the box.
Poster: Animals in the Community

Objective: to develop fine-motor coordination
Materials: ½ oslo paper or bond paper
Procedure:
1. Have children think of animals that they have seen in their community.
2. Let them draw these on oslo or bond paper.
3. Have them glue these on the manila paper.
How many legs does it have ?

Objective: to identify the number of legs an animal has
to classify animals based on their number of legs
Materials: Manila paper, bond paper, scissors, paste or glue, crayons
Number of player/participants: 10-15 pupils (2-3 pupils per group)
Procedure:
Preparation: Teacher prepares a classification chart on animal legs on Manila paper.
Animals without legs Animals with two legs Animals with four legs
1. Ask children to think of examples of animals without legs, with two legs and 4 legs.
2. Have them draw these animals in 1/8 construction paper.
3. Let them paste/glue their drawings on the appropriate column.
Posters: Animals Have Different Body Coverings

Objectives: to identify the body covering of an animal
to classify animals based on their body covering
Materials: Manila paper, bond papers, scissors, paste or glue, crayons
Number of players/participants: 6-8 pupils children
Procedure:
Preparation: Teacher prepares a classification chart on animal body coverings on Manila paper.
Animals have Different Body Coverings
Hair/Fur Scales Feathers Shell
1. Ask children to think of examples of animals with hair/fur, scales, feathers, and with shell.
2. Have them draw these animals in 1/8 construction paper.
3. Let them paste/glue their drawings on the appropriate column.
Animal Match (picture-word)

Objective: to match animal pictures with words
Materials: pictures of animals, word cards
Procedure:
1. Teacher will prepare the cards with pictures of land animals and cards with words corresponding to the pictures.
2. Children match the pictures and the word.
Picture of a dog dog
Picture of a cat cat
Picture ot hen hen
Picture of a horse horse
Picture of a pig pig
Poster: Animals that live on land (note: same instructions for poster: Animals that Live in Water)
Objective: sort animals according to their habitat
Materials: ½ or ¼ manila paper
Procedure:
1. Have children think of animals that live on land.
2. Let tthem draw each animal on 1/8 bond or construction paper.
3. Have them glue these on the manila paper.
Hand Antler Headbands

Objective: develop fine-motor coordination and creativity
Materials: kraft paper, scissors, brown construction paper, glue
Procedure:
1. Trace the child's hands onto brown paper.
2. Have the child cut out the hand shapes.
3. Measure your child's head, and have the child cut a piece of brown construction paper long enough to create a headband.
4. Glue the paper together so the headband fits snugly on your child's head but is loose enough to take off easily.
5. Then affix the hands for antlers.
Elephant Paper Plate Mask

Objective: to develop fine-motor coordination and creativity
Materials: paper plate, scissors, string, puncher, construction paper, yarn
Procedure:
1. Each child should paint a paper plate gray. When it is dry, have the child cut out two huge ear shapes from gray paper and
attach them to the plate with staples.
2. Cut out a hole for the nose and push a gray sock through the hole so the toe of the sock is the end of the nose
Make Me An Animal
Objective: to mold animal figures out of play dough
Number of player/participants: individual or small group
Procedure:
1. Give each child some playdough and tell him/her to mold animal figures out of this.
2. While child is molding figures, encourage the children to discuss the different physical characteristics of each animal, to talk
about where the animals lives, what it eats.
Block Play
Procedure:
relationship of each block to another (e.g. 2 of these blocks make 1 of these blocks).
establishments in the community).

Objective: to identify the numerals 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9
Procedure:
2. Let them form the numerals 0,1, 2, 3, 4, 5, 6, 7, 8 and 9.
Writing Papers (9)

Procedure:
Number Stations
Objectives: to count up to quantities of 9
Procedure:
1. Teacher chooses a number to work with for the day, for example 9.
Then let the children write the number on their paper.
Variation: Children can explore other materials such as pebbles, popsicle sticks, blocks and others.
Number Books
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.
Number Lotto
Procedure:
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.
Concentration
Procedure:
Number Domino
Procedure:
3. A player with a ―double‖ begins play.
must pass.
Number Bingo
Materials: bingo card for each player, calling cards tokens
Number of player/participants: 1 or more
Procedure:
Number Fishing Game

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.
Mixed Up Numbers
to recognize the sequence of numbers EIGHT
Number of player/participants: small group SIX
Procedure:
2. Ask the students to say each word with you. NINE
It’s a Match
Number of player/participants: pairs or small group
Procedure:
1 2 3 4 5 6 7 8 9
••• •••• •••• •••• •••• ••••

• •• •• • •• ••• •••• ••••
•
• •••
More Than, Less Than, As Many As
Objective: to compare quantities up to 7 using terms of comparison: more than, less than, the same as •••
Materials: fruits or any objects
• •
•••
Procedure:
1. Teacher holds a tray with eight apples.
2. Group children into three.
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?

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.
Variations:

Objective: to compares quantities
Number of players/ participants: 3 pairs
Procedure:

Procedure:

Procedure:
"Place seven sticks in your right hand." "None and nine is nine." or "Zero and nine is nine."
"Place one stick in your left hand." "One and eight is nine."
"Place one more stick in your left hand." "Two and seven is nine."
"Place one more stick in your left hand." "Three and six is nine."
"Place one more stick in your left hand." "Four and five is nine."
"Place one more stick in your left hand." "Five and four is nine."
"Place one more stick in your left hand." "Six and three is nine."
"Place one more stick in your left hand." ―Seven and two is nine‖
"Place one more stick in your left hand." ―Eight and one is nine‖
"Place one more stick in your left hand." "Nine and none is nine." or "Nine and zero is nine."
Note: Refer to instructions in previous weeks for the following activities: Letter Collage, CVC Memory Game
Please refer to the following for Word Blocks, Fold a Word and Word Family Wheels
Story Mobile
Objective: note details in a story heard
Materials: hanger glue, string, large triangles, rectangles and circles per mobile, glue, art paper, newsprint, scissors, crayons
Procedure:
1. After storytelling, have children talk about the characters, setting and major events of the story.
2. Tell them that they will make a story mobile showing these different story elements.
3. Have students work in groups of three. Give each group pieces of string, one of each of the three shapes. (Shapes will have a
hole at the top which you have punched ahead of time) Explain to students that the shapes are going to be used to represent
different aspects of the story.
 The triangle represents the setting.
 The circle represents the characters.
 The rectangle represents the main events in the story.
4. Have them draw the characters and story events on the shape cards.
5. Then let them thread a piece of string through the hole at the top of each shape and ite a knot.
6. Let them tie the string to the hanger.
Rime Time
Objective: to understand that words are made up of letters
Procedure:
1. Teach children various decoding strategies such as chunking, blending sounds, using picture clues and context, and
recognizing sight words and watch reading confidence soar!
2. Try any of these ideas below to help children manipulate letters and make new words. Young children can manipulate only two
―chunks‖ of information at a time in their brain. That‘s why word family ―chunking‖ is such a powerful decoding strategy for
beginning readers.
STORIES
Miss Moo Goes to the Zoo

NOTE: Teacher may change the animal characters based on the situation in the community.

- Nakapunta ka na ba sa Zoo? Or Anong mga hayop ang nakikita mo sa inyong lugar?
Question while reading

- Bakit umalis si Miss Moo sa kanyang lugar ?
- Saan sya napunta at sinu-sinong mga hayop ang kanyang nakita at nakausap?
Questions after reading?

- Paano naalis ang pagkainis ni Miss Moo sa lugar na kanyang pinuntahan?
- Kung kayo si Miss Moo titira ba kayo sa Zoo?
Miss Moo Goes to The Zoo
Miss Moo lived on a farm out in the countryside. Across the farm, from the barn to the fields, all the animals lived happily
together.
But for Miss Moo, nothing exciting ever happened. And without really knowing why—
One day, Miss Moo announced to her barnyard friends: ―I just can‘t stay. It‘s so boring here! I think it‘s time that I go my
own way‖
All the animals got together and said, ―oh, Miss Moo! Please don‘t go. We love you so.‖ But Mis Moo shook her head,
brushed away a moo-tear, and said- ―I have to go―
And off she went! Soon Miss Moo came together to another farm. She saw friendly horses and sheep, a hen and her
chicks, and a couple of pigs. They all seemed happy, that was clear. But she knew that nothing would be different here.
So she kept walking and walking until she came to the zoo.
It was the city zoo. A zoo for Miss Moo? What could she do but walk in and explore? All of a sudden Miss Moo heard a
strange animal sound. Turning around, she saw-the Elephants .
―Who are you, and what do you do?‖ The Elephants asked, but not very nicely. ― I am a cow.‖ Replied Miss Moo. ― I give
milk and I Moo. Can I come and live with you?‖ ― Hummpphh!‖ said the elephants. ― You‘re not special. Go away and leave
us now. We don‘t want to live with a boring old cow!‖
Miss Moo turned sadly away and started to walk again. When she looked up, she saw- the giraffes.
Who are you, and what do you do? The giraffes asked, but not very nicely. ―I am a cow‖, said Miss Moo. ― I give milk and I
Moo. Can I come and live with you?‖ Hummpphh!‖ said the giraffes. ― You‘re not special. Go away and leave us now. We
don‘t want to live with a boring old cow.
Miss Moo turned sadly away and started to walk again. When she looked up, she saw- the lions.
Who are you, and what do you do? The lions roared, but not very nicely. ― Oh, dear!‖, said Miss Moo. ―I am a cow, I give
milk and I Moo. But I‘m not sure if I want to live with you ?‖ Hummpphh!‖ said lions. ― What‘s so special about a cow? Go
away and leave us – NOW!
Miss Moo ran all the way to the other side of the zoo. And she began to cry- “Moooo-hoooo!”
Who are you, and what do you do? The lions roared, but not very nicely. ― Oh, dear!‖, said Miss Moo.‖I‘m just boring old
cow‖said Miss Moo. ― I can only give milk, and that won‘t interest you.‖ ―Hummpphh!‖ said the zebras. ― Who are we to
stay? We just stand in the sun and glaze all day. But the zoo keeper feeds us right about now. He should know what to do
with a cow!‖
Sure enough, the zookeeper walked right up to Miss Moo and said – ―Who are you, and what do you do?
―I,m not an elephant, big and gray. I‘m not a giraffe who stretches tall every day. I‘m not even a lion with a great big roar.
I‘m just a cow who‘s a bit of a bore.‖
― Now, Miss Cow, that‘s no way to talk. Come with me. Let‘s go for a walk,‖ said the zoo keeper.
So Miss Moo followed him to—the Petting Zoo.
What a surprise! Miss Moo could not believe her eyes. There were children everywhere, petting and feeding the animals.
And these animals were not elephants, giraffes, or lions. They were--- pigs, sheep, hens and horses!
―Miss Moo,‖ said the zookeeper. ― Your journey is at end. Stay here with us and be our friend.‖ Miss Moo stared at all the
children. She looked at the animals who lived in the Petting Zoo. She smiled shyly and everyone smiled back. And at last
she knew what she would do. At last there was a new home- for Miss Moo.
Sa Ilalim ng Dagat
Kwento ni Augie Rivera, Jr.
Guhit ni Katti Sta. Ana
Question before reading:

- Ano kaya ang mga nakikita sa ilalim ng dagat?
Questions while reading:

- Ano ang naging pakiramdam ni Pugita nung siya‘y tinamaan din ng milagrong sakit?
- Ano ang ginawa kay Pugita nang kanyang mga kasamahan?

- Paano nalunasan ng mga nilalang sa ilalim ng dagat ang milagrong sakit na dumapo sa kanila?
SA ILALIM NG DAGAT
Kagila-gilalas ang mundo sa ilalim ng dagat. Iba‘t ibang nilalang ang naninirahan dito. Maliit at malaki, bata at matanda. May
kaliskis at wala. Magkaiba man ang anyo at kulay. Namumuhay sila nang payapa at may paggalang sa isa‘t isa.
Isang umaga, nagulat ang lahat sa balita ni Pating: ―May sakit si dilis!‖
―Baka mahawa tayo!‖ Pag-aalala ni Barakuda.
―Huu!, sakit lang yan ng maliliit!‖ Sabi ni Pugita.
Ngunit paglipas ng mga araw,

Nangayayat si Balyena.
Nagpantal ang katawan ni Lumba-lumba.
Walang humpay sa paghatsing si Dugong.
Kumalat ang pangamba sa buong karagatan.

Natakot ang lahat na mahawa ng misteryosong sakit.
Dahil dito, nagkanya-kanya ang mga taga-dagat.
Hindi na sila naglalaro nang sama-sama
Hindi na sila nagtutulong-tulong sa mga gawain.
Isang araw, namutla ang makukulay na korales.

―Baka sakit yan ng makukulay‖ sabi ni Pugita.
―Kung gayon,ligtas kami!. Pagmamalaki ng maputing
sina Igat, Hipon, Ulang at Dikya.
Ngunit kinabukasan, Nilagnat si Igat.

Sinipon si Hipon, Inubo si Ulang.
At hinika si Dikya.
Nang manghina naman si Manong Pawikan,

Napahagikgik si Pugita: ―Baka sakit iyan ng mga tumatanda!‖
Pero nanghina rin ang mga batang-estkelya.

Kaya lalong nalito ang mga taga-dagat.
Dumami ng dumami ang maysakit sa karagatan.
Parang ospital ang ilalim ng dagat.
Nagpulong ang lahat upang pag-usapan ang
lumulubhang kalagayan ng mga taga-dagat.
―Palayasin natin ang mga maysakit para‘wag tayong mahawa sa kanila,‖

Sigaw nina Pugita, Pating at Barakuda.
―Pero hindi natin tiyak ang pinagmulan ng sakit,‖
Katwiran ng mga maysakit.
Halos bumula ang buong karagatan sa pagtatalo ng lahat. Hindi sila magkasundo kung ano ang dapat gawin.
Pero nanaig ang mayayabang na sina Pugita, Pating at Barakuda. Itinaboy nila ang mga maysakit. Binakuran nila ang lugar.
Nilagyan pa nila ito ng karatula: BAWAL LUMAPIT SA MGA MAYSAKIT.
Isang gabi, biglang nanigas si Pugita. Hindi niya maigagalaw ang kaniyang mga galamay. ―Naku! Maysakit ka na rin!‖
Tarantang sigaw nina Pating at Barakuda.
―Hindi, hindi ako pwedeng dapuan ng sakit!‖ Tanggi ni Pugita.
Pero dahil maysakit na rin si Pugita, agad siyang dinala sa bakuran ng mga maysakit.
Hiyang-hiya sa Pugita nang salubungin siya ng mga kasama niyang maysakit. Nagsisi siya sa ginawa niyang pagtataboy sa
mga ito. ― Kailangan nating alagaan ang mga maysakit. Kailangan nating alagaan ang isa‘t isa, ― Ang sabi ni Dilis.
―Kausapin natin uli ang ating mga kasama,‖ sabi ni Pugita. ― Marami akong dapat ipaliwanag sa kanila.‖
Nang gabing iyon, muling nagpulong ang mga taga-dagat. ―Nagkamali tayo,‖ Sabi ni Pugita. ―Hindi natin dapat iniwasan ang
mga maysakit. Dapat inalagaan natin sila.‖
―Dapat pinag-aralan natin ang sakit na ito,‖ sabi ni Dilis. ―Kailangang matuklasan natin ang dahilan para mailigtas natin ang iba
pa,‖ sang-ayon ng lahat.
Ganun nga ang ginawa ng mga taga-dagat. Inalagaan nang malalakas ang mahihina. Pinag-aralan nila kung paano
nagsisimula ang misteryosong sakit at lumalala. Kung sino ang dinadapuan nito at bakit.
At hindi man nagbalik agad ang dating lakas ng mga maysakit, muli namang lumusog ang tiwala, pagkakaisa at
pagmamahalan ng mga taga-dagat.
Muling naghari ang kapayapaan at pagkalinga sa isa‘t isa sa karagatan.
Si Langgam at Tipaklong by Alberta Angeles (Adarna House Inc.)
Question before reading:

- Paano ninyo ilalarawan ang isang langgam?
- Paano gumalaw ang isang tipaklong?

- Paano hinarap ni Langgam si Tipaklong nung ito‘y kumatok sa kanya na basang-basa ng ulan?
Questiond after reading:
Kung kayo si Langgam, gagawin din ba ninyo ang ginawa niya kay Tipaklong?
Si Langgam at Si Tipaklong
Ito si masipag, masikap na Langgam. Si Tipaklong naman ngayon ay nalito.

Maghapon ang gawa at maghanapbuhay; Nahinto sa kaniyang kanta at paglukso.
Matipid at ayaw na may nasasayang Nagpayong ng dahon at saka tumakbo;
Kaya iniipon kahit munting bagay. Dahil walang bahay, nagsiksik sa damo.
Ito si Tipaklong. Tamad at bulakbol. Lumakas ang ulan at hindi tumigil.

Walang ginagawa sa buong maghapon. Nakatatakot pa ang lakas ng hangin.
Pasayaw-sayaw lang at patalon-talon Maraming nasirang kahoy at pananim
At di iniisip ang lungkot at gutom. At waring babaha sa buong bukirin.
―Kaibigang Langgam, halika‘t maglaro,‖ Dahil nagiginaw, tiyan ay masakit,

Sabi ni Tipaklong na pabiro-biro. Itong si Tipaklong ay di nakatiis,
―Kung puro trabaho, para kang bilanggo, Ang bahay ni Langgam, tinakbong mabilis
Di mo nasusunod ang gusto ng puso.‖ At saka kumatok na naghihinagpis.
Tag-ani nga noon, maraming pagkain. Narinig ni Langgam ang tawag sa labas
Sagana ang bukid sa palay at tanim. Kaya ang pintuan ay binuksan agad.
Sabi ni Tipaklong, ―Ang sarap mag-aliw! Pasok si Tipaklong na hirap na hirap
Langgam, ang buhay mo ay huwag sayangin.‖ At mahahalatang mataas ang lagnat.
Ngunit nagpatuloy sa kaniyang paggawa Naawa si Langgam sa kaniyang nakita.

Si Langgam na kahit isang bisyo‘y wala; Ngayon, pobreng-pobre ang dating masaya.
―Mainam na ito,‖ ang kaniyang wika. Binigyan ng bagong damit ang bisita
―Kaysa magsisipag ikaw ay tumanda.‖ Saka pinakain nang muling sumigla.
Kaya araw-araw, si Langgam, patuloy ―Ako‘y hiyang-hiya,‖ sabi hi Tipaklong

Sa pagtatrabaho at sa pag-iipon. Nang makalipas na ang ginaw at gutom.
Araw-araw naman itong si Tipaklong ―Huwag mag-alala,‖ sagot ng tumulong,
Ay pakanta-kanta at patalon-talon. ―Maraming pagkain ang aking naipon.‖
Isang araw, biglang bumuhos ang ulan. At magmula noon, Tipaklong na tamad
―Naku, bagyo yata!‖ ang sigaw ni Langgam. Ay di na nag-iisip magsayang ng oras;
Noon lang tumigil na maghanapbuhay Natuto kay Langgam na maging masikap
Saka dali-daling umuwi ng bahay. Para makaligtas sa anuman hirap
.
Ang Isang Mayang Uhaw by Victoria Anonuevo

(Paano Siya Makakainom ng Tubig sa Baso)
Guhit ni: Jimmy Torres
Question:
- Ano ba ang pakiramdam mo kapag nauuhaw?
Question while reading:

- Makakainom pa kaya si Maya kakaunting tubig sa baso?
Question after reading:
- Ano ang naging suliranin ni Maya ?

- Ano ang naging paraan ni Maya upang makainom?
Ang Isang Mayang Uhaw
May isang basong tubig at limang ibon na uhaw na uhaw. Kumuha siya ng limang bato.
Unang uminom si Lawin at nabawasan ang tubig sa baso. Inihulog niya ang unang bato at tumaas ang tubig sa baso
Pangalawang uminom si Kalaw Inuhulog niya ang ikalawang bato
at nabawasan ang tubig sa baso at tumaas ang tubig sa baso.
Pangatlong uminom si Tagak Inuhulog niya ang ikatlong bato
at nabawasan pa ang tubig sa baso. at tumaas ang tubig sa baso.
Pang-apat na uminom si Tikling Inuhulog niya ang ikaapat na bato
at nabawasan pa ang tubig sa baso. at tumaas ang tubig sa baso.
Panlimang iinom si Maya Inihulog pa niya ang ikalimang bato.
pero kakaunti na ang tubig sa baso. Halos umapaw na ang tubig sa baso.
Sa wakas, nakainom din si Maya.
Maliit si Maya.
Maikli ang kaniyang tuka.
Mataas ang baso at mababa ang tubig sa loob.
Paano makaiinom si Maya ng tubig sa baso?
Si Pilandok at ang Buwaya
Muling isinalaysay ni Virgilio S. Almario

- Nakakita na ba kayo ng isang buwaya?
- Maari ba ninyong ilarawan ang itsura ng buwaya?

- Ano kaya ang gagawin ni Pilandok upang makatawid sa kabilang Pampang?
- Paano naman makababalik si Pilandok sa kanyang pinagmulang pampang?

- Kung kayo si Pilandok, gagawin ba ninyo ang kanyang ginawa upang makasunod sa utos ng ina?
Si Pilandok at ang Buwaya
Isang umaga, inutusan si Pilandok ng kaniyang ina na mamitas ng mangga sa nayon ng Mabunga.
Kailangan niyang tumawid ng malaking ilog para makakuha ng mga mangga sa Mabunga.
Ngunit, nasira ang tulay sa malaking ilog at maraming buwaya sa ilog.
Kinausap ni Pilandok ang pinunong buwaya para humingi ng pahintulot na makatawid sa ilog.
―Hindi pwede,‖ ungol ng pinunong buwaya. ― Kinakain naming ang sinumang tumawid sa ilog.‖
Mukhang gutom na gutom ang mga buwaya kaya nag-isip si Pilandok ng paraan upang ligtas na
makasunod sa utos ng ina.
―Ilan ba kayong lahat?‖ tanong nin Pilandok.
―Dalawampu,‖ mabilis na sagot ng pinunong buwaya.
Nagkunwari si Pilandok na isa-isang binilang ang mga buwayang nakalutang sa ilog.
―Bakit sa tingin ko‘y sampu lang kayo?‖
― Hindi, dalawampu kami,‖ giit ng pinunong buwaya.
―pero sampu lang ang nakikita ko,‖ ulit ni Pilandok.
―Imposible,‖ sigaw ng buwaya. ― Dalawampu kami.‖
―Teka‖, malumanay na sabi ni Pilandok. ― Mabuti pa humilara kayong lahat para mabilang ko kung may nawawala.‖
Sumunod naman sa kaniyang mungkahi ang mga buwaya at humanay ng magkakadikit.
―At para matiyak ko,‖ patuloy ni Pilandok, ―tutungtong ako sa bawat bilangin ko.‖
―Isa,‖ bilang ni Pilandok at tumuntong sa pinunong buwaya sa tabi ng pampang.

―Dalawa,‖ at lumipat siya sa ikalawang buwaya.
―Tatlo, apat, lima, anim, pito, wala, siyam, sampu, labing-isa, labindalawa, labingtatlo, labing-apat,
Labinglima, labing-anim,labimpito, labingwalo, labingsiyam...‖
At lumundag siya sa kabilang pampang bago isinigaw ang ―Dalawampu!‖
Dali-daling namitas ng mangga si Piladok. Napuno ang kaniyang dalang bayong ng mga malalaki,
hinog at matatamis ng mangga.
Kumain pa muna siya at nakatulog sa busog.
Hapon na nang magising si Pilandok. Anong tuwa nang makitang tahimik at walang buwaya sa ilog.
―Nainip siguro ng paghihintay sa akin.‖ At nakangiti siyang lumusong sa ilog.
Ngunit, nag-aabang pala ang mga buwaya. Nang nasa gitna na siya ng ilog ay biglang naglitawan ang mga buwaya.
Huli na para makatakbo pabalik sa pampang ang kawawang si Pilandok.
―Naku, mabuti‘t naparito kayo,‖ nakangiti kahit takot si Pilandok.

―Tulungan naman ninyo akong tumawid dahil ang bigat ng dala kong mangga
At baka malunod ako sa gitna ng ilog.‖
―Kakainin ka namin,‖ ungol ng pinunong buwaya.
―Itong mangga ko na lang ang kainin ninyo,‖ alok ni Pilandok. ―Masarap ito.‖
―Ikaw ang gusto namin,‖ ungol ng buwaya.
―Teka,‖ mabilis na nag-isip si Pilandok. ―Bakit ba gusto ninyo akong kainin?‖
―Dahil masarap ang iyong atay,‖ sagot ng naglalaway na pinunong buwaya.
―Naku, sayang!‖ at nalungkot kunwa si Pilandok.
―At bakit?‖nagtatakang tanong ng pinunong buwaya.
―Kasi masamang mabasa ang aking atay,‖ paliwanag ni Pilandok.
―Kaya iniwan ko sa bahay. Pero kung iyon ang gusto ninyo ay kukunin ko.‖
Bago nakapag-isip ang mga buwaya ay sumakay siya sa likod ng pinunong buwaya.
―Sige,‖ sabi niya. ―Ihatid mo ako sa kabila at kukunin ko ang aking atay sa aming bahay.‖
At iyon ang nangyari. Sakay ng pinunong buwaya si Pilandok pagtawid ng ilog pabalik.
Pagdating sa pampang, agad siyang lumukso at tumakbo pauwi kasabay ang pagsabi ng,
―Hintayin ninyo ako at kukunin ko ang aking atay.‖
Dalawang beses nalinlang ni Pilandok ang mga gutom na buwaya sa ilog. Napakahina ng mga buwaya dahil naniwala silang
pwedeng iwan ng isang tao ang kaniyang atay. Napakahina ng buwaya dahil umasa silang babalik pa si Pilandok para ibigay
ang atay. Ngunit, pagkaraan ng ilang sandal ay bumalik nga si Pilandok at may dala-dalang isang putol ng kahoy. Natuwa
ang mga buwaya pagbalik ni Pilandok. ― Nasaan ang atay mo?‖ sabik na tanong nila. ―Teka muna,‖ paliwanag ni Pilandok.
―Lumaki ang atay ko nang iwan ko sa bahay. Gusto kong sukatin kung sino sa inyo ang may pinakamalaking bunganga para
siya ang bibigyan ko ng aking malaking atay.‖
―Ako iyon,‖ sigaw ng pinunong buwaya at ibinuka nang todo ang kaniyang bunganga. ― tignan natin,‖ sabi ni Pilandok.
Lumapit si Pilandok sa pinunong buwaya at saka itinukod sa nakabukang bunganga nito ang hawak na kaputol na kahoy.
Pagkatapos, mabilis siyang lumayo sa pampang. Huli na nang ,maisip ng pinunong buwaya na nalinlang na namn siya ng
tusong si Pilandok. ―Haaak! Haaak! Sigaw ng pinunong buwaya ngunit di na niya maisara ang bunganga dahil sa nakatukod
na kahoy.
SONGS/RHYMES/POEMS
BUGTUNGAN: MGA HAYOP SA PALIGID

Note: Teacher will compose additional Riddle (Bugtong) for enrichment.
Animals that live on land Animals that live in water.
Ako‘y may apat na paa Tubig na malinaw

Bunto‘t at dalawang tenga Ang aking tirahan
Aw,aw, aw ang tahol ko Pag ako‘y lumalangoy
Tumatakbo ang mga tao Buntot ko‘y gumagalaw
Sino Ako? ____________ Sino Ako? _____________
Dalawa ang paa ko May ulo walang leeg

Dalawang pakpak saka ulo May tiyan walang puwit
Sa sapa ay kay saya Kapag siya‘y natatakot
Quack, quack langoy na kita Tinta nya‘y ginagamit
Sino Ako? ____________ Sino Ako ? __________
Damo sa bakuran May berde, dilaw at pula,

Pagkain ko araw-araw Bibig at mata laging nakabuka
Sa matulis kong sungay Wala man silang paa
Mee, mee, takot ang kaaway Nakakapasyal din siya
Sino Ako? ____________ Sino Ako? __________
Sungay koy matataba Walang katawan, ngunit may ulo,

Buntot ko‘y di mahaba Ang kamay niya ay walo.
Pag ako‘y umuunga
Natatakot ang mga bata Sino Ako? __________
Sino Ako? _____________
Sa akin ay natatakot
Matatakaw na daga
Pag ngiyaw ko‘y narinig
Takbo sila sa lungga
Sino Ako? ____________
Count and Turn

Materials: none
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, in
this case 9. The children change directions without losing the beat, counting ―one‖ as they turn.
One, two, three, four, five, six, seven, eight, niiiiine

(turn) one, two, three, four, five, six, seven, eight, niiiiine
(turn) one, two, three, four, five, six, seven, eight, niiiiine
Stand and Sit

Materials: chairs
Procedure:
1. Children who are seated count, ―one, two, three, four, five, six, seven, eight…‖ and the ninth child stands up when he/she
counts, ―nine‖. The next seated child starts counting again.
Snap and Clap

Objective: to count in sequence
Materials: none
Procedure:
1. Children count, ―one, two, three, four, five, six, seven, eight…‖ while snapping their fingers and the ninth child claps when
he/she counts, ―nine‖. The next child starts counting again.
The Eency-Weency Spider Malilit Na Gagamba
The eency-weency spider climbed up the water Ang maliit na gagamba

spout Umakyat sa sanga
Down came the rain and washed the spider out Dumating ang ulan
Out came the sun and dried up all the rain At itinapon siya
And the eency-weency spider was happy again Sumikat ang araw
Natuyo ang sanga
Maliliit na gagamba ay umakyat sa sanga Ang maliit na gagamba
Dumating ang ulan at tinaboy sila Palaging masaya
Sumikat ang araw natuyo ang sanga
Ang maliliit na gagamba ay lagging Masaya
Ang Mga Isda Tong, Tong, Tong
Ang mga isda na lumalangoy, Minamahal ng Diyos di Tong, tong, tong, tong, Pakitong-kitong
kumukupas Alimango sa Dagat, Malaki at masarap
Ang mga isda na lumalangoy, minamahal ng Diyos di Mahirap mahuli, sapagkat nangangagat. (2X)
kumukupas
Wag ka nang malungkot oh Praise the Lord!
Palitan ang may salungguhit ng:

IBON – LUMILIPAD
ASO – TUMATAKBO
PALAKA - LUMULUNDAG
May Siyam Na Chicadee (Maya) Nine Little Parakeets
(Nine little Chickadees)
May isang chichadee dumapo sa sanga
Dumating ang isa dalawa na sila NIne little parakeets sitting on a tree,
Chickadee, chickadee lipad, lipad One flew away and then there were eight,
Chickadee, chickadee lipad, lipad Parakeets, parakeets, happy and gay
Dalawang chickadee dumapo sa sanga Parakeets, parakeets, fly away
Dumating ang isa tatlo na sila
Chickadee, chickadee lipad, lipad Eight little parakeets sitting on a tree,
Chickadee, chickadee lipad, lipad One flew away and then there were seven,
Tatlong chickadee dumapo sa sanga Parakeets, parakeets, happy and gay
Dumating ang isa apat na sila Parakeets, parakeets, fly away
Chickadee, chickadee lipad, lipad
Chickadee, chickadee lipad, lipad Seven little parakeets sitting on a tree,
Apat na chickadee dumapo sa sanga One flew away and then there were six,
Dumating ang isa lima na sila Parakeets, parakeets, happy and gay
Chickadee, chickadee lipad, lipad Parakeets, parakeets, fly away
Chickadee, chickadee lipad, lipad
(NOTE: gawin hanggang siyam na chickadee) Six little parakeets sitting on a tree,
One flew away and then there were five,
Parakeets, parakeets, happy and gay
Parakeets, parakeets, fly away
Animal Homes (sung to ―On Top of Old Smoky‖)
Five little parakeets sitting on a tree,
On top of a mountain One flew away and then there were four,
Or under the sea, Parakeets, parakeets, happy and gay
There are so many places Parakeets, parakeets, fly away
Where creatures may be,
Four little parakeets sitting on a tree,
Alone in a desert, One flew away and then there were three,
Or grouped on a farm, Parakeets, parakeets, happy and gay
Or tucked in a tree trunk Parakeets, parakeets, fly away
Away from all harm.
Three little parakeets sitting on a tree,
On bright, sunny grasslands, One flew away and then there were two,
Or in a dark cave, Parakeets, parakeets, happy and gay
In jungles and forests, Parakeets, parakeets, fly away
Where all must be brave.
Two little parakeets sitting on a tree,
On ice in the Arctic, One flew away and then there were one,
Or holed underground, Parakeets, parakeets, happy and gay
There are so many places Parakeets, parakeets, fly away
Where creatures are found!
One little parakeet sitting on a tree
It flew away and then there was one
Calling All The Kittens

Objectives: to develop the ability to follow instructions properly.
to exercise big muscles.
to promote sportsmanship.
Materials: piece of cloth as big as man‘s handkerchief
A blindfolded child pretends to be the mother cat. All the remaining players are the kittens. The mother cat calls her kittens by saying, ―
meow, meow, come home to mother‖. The kittens run and try to tag the mother cat. The mother cat tries to catch a kitten. The kitten who
gets caught becomes the next blind-folded ―mother cat‖
A Fish Story
Ask the children to form a circle. Choose one child to be the fish. He stands in the middle. Ask the fish to make a ―fish face‖ while the rest
of the children recite the following poem:
1,2,3,4,5
I caught a fish
6,7,8,9,10
We let it go again
While you are saying ―We let it go again,‖ open up the circle and allow the fish to ―swim‖ out. Choose another child to be the fish.
Note: You can change the fish to other animals like whales (butanding), frogs, turtles)
Duck, duck, goose

Let the children form a circle and then sit down. Ask for a volunteer to be ‗It‘. The ‗It‘ goes around the circle, tapping each child in the
head while saying ,‘Duck, duck, duck…‘ The ‗It‘ chooses to tap and call one of the children , ‗Goose‖. The Goose tries to run after the ‗It‘.
The ‗It‘ runs around the circle until he/she is able to reach and sit on the empty space left by the Goose. If the ‗It‘ is able to reach the
empty space before the Goose catches him/her, the Goose becomes the next ‗It‘. If the Goose is able to catch the ‗It‘, he/she remains to
be the ‗It‘.
Animal Relay (animal movements)

Group the children into 5. Arrange the group in parallel columns of files.
First line: Duck (2legs)
Second line: Bird (2 legs)
Third line: Frog (4 legs)
Fourth line: Horse (4 legs)
Fifth line: Fish (no leg) ( snake OPTIONAL)
The teacher asks for a volunteer who will demonstrate the movement of each animal. Relay will start after the cue of the teacher. (Teacher
can use whistle for cuing) At a signal, the first player of each team moves/runs forward around the turning point and back to the starting
line. Here he/she touches the second player who repeats. This continues until all have fun. First group to finish will be declared as a
winner.
WEEK 28: ________________________

Crawl/ creep
Message: Animals move in different ways. Message: Animals make different sounds.
Question: Why do animals make sounds ?

fly walk/ run
Note: Draw this web on a sheet of Manila
Animal moves
paper. Write the children’s answers while
in different
discussing the different ways animals move.
ways
The web strands will depend on the different
movements the class talks about.
hop/ jump swim
Questions: How do animals move? Can you name
animals that can ____________ ? (refer to the web )
Introduce the poem : Animal Movement (for Tuesday)

Teacher-Supervised: Animal Movement Web Teacher-Supervised: Target Letter : Qq Teacher-Supervised: Let’s Write: Qq
Letter Poster
 Animal Shape Designs Independent:  Go Fish Rhyming Game
 Animal Puppets  Animal Shape Designs  Letter for the Day
 Animal Alphabet Book (cont…)  Animal Puppets  Letter Mosaic
 Animal Lotto  Animal Lotto  Make Me an Animal
 Writer‟s Workshop  Go Fish Rhyming Game  Writer‟s Workshop
MEETING TIME 2 MEETING TIME 2: MEETING TIME 2:
Everybody Do This (animal movements) Show final web with drawing. Poem: Five Little Kittens
Questions: What will happen if you pull out the wings of insects?
Song : Tong, Tong, Tong… What will happen if you pull out the legs of grasshoppers?
Vary the song by substituting the beginning letter. Song : Tong, Tong, Tong…
Vary the song by substituting the medial sound .
Poem : Jump or Jiggle
Ex. bong bong bong bong babibong bibong”

STORY: Si Aling Oktopoda at Walong Pugita STORY: Sina Linggit Laban Kay Barakuda STORY: The Blind Duckling
Teacher-Supervised: Hand Game (connecting; up to quantities Teacher-Supervised: Hand Game (connecting; up to quantities of 9) Teacher-Supervised: Lift the Bowl and Peek Thru the Wall
of 9) (concrete; up to quantities of 9)
 Comparing numbers  Stack, Tell, Spin and Win  Find 6/ 6 Concentration
 Grab bag counting  Roll and count  Mixed Up Numbers (1-9)
 It‟s A Match/Mixed Up Numbers/ Number Concentration/  It‟s A Match/ Mixed Up Numbers/ Number Concentration/Bingo:  Number Lotto/ Bingo: Numbers / Number Domino(0-9)
Bingo: Numbers (0-9) Numbers (0-9)
INDOOR/OUTDOOR ACTIVITY: Puppies Go Free INDOOR/OUTDOOR ACTIVITY: Animal Relay INDOOR/OUTDOOR ACTIVITY: Rat, rat, Cat
MEETING TIME 1:
Message: Animals are important. Animals help us in different ways.
Question: How do animals help us ?

Teacher-Supervised: Poster: Animals help us in many ways. Teacher-Supervised: Big Book: All About Animals
Independent:
 Sand/Water Play Independent:
 Animal Domino  Sand/Water Play
 ABC Race  Animal Domino
 Picture-Letter Puzzles  ABC Race
 Sand Paper Letters/Form a Letter  Picture Letter Puzzles
Poem: Ako’y May Alaga
Song “ I‟m a Little Fish “
STORY: Ang Mabait na Kalabaw STORY: Who lives on the farm ?
Teacher-Supervised: Lift the Bowl and Peek Thru the Wall Teacher-Supervised: Walk the Number Line (1-9)
 Go 9/Draw 9  Go 9/ Draw 9
 Addition Bingo/ Subtraction Bingo  Addition Bingo/ Subtraction Bingo
Mixed Up Numbers (1-9) Mixed Up Numbers (1-9)
Bingo: Numbers/ Number Domino (0-9) Bingo: Numbers/ Number Domino (0-9)
INDOOR/OUTDOOR ACTIVITY: Cat and Mouse INDOOR/OUTDOOR ACTIVITY: Animal Relay
APPENDIX: WEEK 28
Venn diagram samples for Meeting Time 2 discussions

Teacher may also compare frog and grasshoppers , carabao and horse or other animals found in the community
breathes
lives on land Jumps
through lungs breathes only through
barks has four legs meows gills
has hair lives in both land Swims in water
has bigger teeth has a tail has smaller teeth and water lives only in water
can be a pet Lives in water when
has legs very small has fins
eats bugs eats small fish

DOG CAT
FROG FISH
Web: Animal Movements

Objective: to identify animal movements
Materials: Manila paper, newsprint, scissors, crayon, glue or paste, scotch / masking tape
Procedure:
Preparation: Write the following web on a sheet of manila paper :
OUTPUT OF THE PUPILS:
DRAWING OF ANIMALS THAT

walk WALK

DRAWING OF ANIMALS wiggle hop
THAT WIGGLE DRAWING OF ANIMALS
Animals THAT HOP
move in
different
ways

swim fly DRAWING OF ANIMALS
DRAWING OF ANIMALS THAT FLY
THAT SWIM
1. Brainstorm and discuss how animals move. Try to identify as many animals as possible.
2. Divide the group into five and assign each group to a particular animal movement.
A – walk
B – hop
C – fly
D – swim
E - wiggle
3. Children will draw animals that move in a particular way.
4. As children finish drawing animals he/she pastes his/her drawing on the web.
Animal Puppets
Objective: to develop fine motor coordination; describe animal features/characteristics
Materials: popsicle stick or tongue depressors, construction paper or folder, crayons/colored markers
Procedure:
1. Have children choose an animal they want to describe/talk about in class.
2. Let them draw their animal of choice on construction paper or folder.
3. Encourage them to color/design their animals.
4. Help each one glue or tape their drawings on a popsicle stick or tongue depressor.
5. Stick their puppets on a pan or box of sand.
Animal Shape Designs

Objective: to create animal figures out of paper, develop fine-motor coordination
Materials: art paper cut-outs, paste/glue, scissors, ½ bond paper
Procedure:
1. Distribute assorted shape cut-outs among the children.
2. Ask each child to create an animal figure out of the shape cut-outs and paste this on
1/2bond or oslo paper.
3. After everyone is done with their animal designs, let them take turns showing their animal
designs. Have them describe the features/characteristics of the animal of their choice.
Animal Lotto (Note: played like Letter Lotto but instead of using letters, you use animal picture cards. )
Poster: Why Do Animals Move

Objective: to understand why animals move
Materials: Manila paper, newsprint or bond paper, crayons, paste, pencil, scotch/masking tape
Procedure:
Preparation: Write the following chart on a sheet of Manila paper.
WHY ANIMALS MOVE ?
Pupil drawings Pupil drawings
To look for food To get away from danger
Pupil drawings Pupil drawings
For reproduction For shelter
1. Brainstorm and discuss why animals move.

2. The group is divided into 4 and is assigned to draw animals that belong to their assigned category.
A – To look for food
B – To get way from danger
C – for reproduction
D – for shelter
3. Children draw as many animals that belong to their assigned category
4. As children finish drawing, he/she pastes his /her drawing on the appropriate space.
Poster: Animals help us in many ways:

Objective: to identify ways animal help people
Materials: Manila or kraft paper, markers, crayons, bond or construction paper
Procedure:
1. Ask children to think of ways animals help people.
2. Each child gets to draw at least one way on ½ construction or bond paper.
3. After everyone has finished, have them glue/paste their drawings on ½ manila paper.
Sand /Water Play

Objectives: to explore the properties of sand and water (e.g. how water and sand behave when poured, how water and sand feel
to improve skills at pouring by developing arm and hand muscles
to learn social skills of sharing, negotiation, communication
to develop creative thinking and imagination
Materials: plastic or rubber animals, colander, strainer ,old teapot, toy buckets, jugs and containers, sponge, small watering can funnel
whisk, hollow ball, plastic bottles
Number of players/participants: individual or small group
Procedure:
1. Let children take turns constructing animal homes using sand and water and available play accessories.
2. Encourage to use plastic or rubber animals as accessories or props.
Animal Alphabet Book

Objective: to identify animals that begin with a particular letter
Materials: big book
Procedure:
1. Ask children to think of animals that begin with the letter for the day. For example, have them think of words that begin with
letter D.
2. Be read with pictures or clues in case children get stuck thinking of words that begin with the given letter.
Note: You may work on 2-3 letters per day. You may also opt to use Filipino instead of English text.
Make Me An Animal
Objectives: to mold animal figures out of play dough
Number of players/participants: individual or small group
Procedure:
1. Give each child some playdough and tell him/her to mold animal figures out of this.
2. While child is molding figures, encourage the children to discuss the different physical characteristics of each animal; to talk
about where the animals lives, what it eats.
Animal Domino (Note: played like Letter Domino but instead of using letters, you use animal picture cards).
Block Play
Procedure:
Hand Game
Procedure:
2. Teacher gives each child a given quantity of sticks, for example 9.
Teacher says: Children say: Teacher places these cards on

the Hand Game counting board
"Place nine sticks in your right hand." "None and nine is five." or 0 9
"Zero and nine is nine."
"Place one stick in your left hand." "One and eight is nine." 1 8
"Place one more stick in your left hand." "Two and seven is nine." 2 7
"Place one more stick in your left hand." "Three and six is nine." 3 6
"Place one more stick in your left hand." "Four and five is nine." 4 5
"Place one more stick in your left hand." "Five and four is nine." 5 4
"Place one more stick in your left hand." "Six and three is nine." 6 3
"Place one more stick in your left hand." "Seven and two is nine." 7 2
"Place one more stick in your left hand." "Eight and one is nine." 8 1
"Nine and none is nine." Or
"Place one more stick in your left hand." “nine and zero is none” 9 0
Variation: Cave Game: The game proceeds as Hand Game but the position of hands is varied.
Lift The Bowl

Procedure:
"Place nine blocks under the bowl." "None and nine is nine." or
"Place one block under the bowl." "One and eight is nine."
"Place two blocks under the bowl." "Two and seven is nine."
"Place three blocks under the bowl." "Three and six is nine."
"Place four blocks under the bowl." "Four and five is nine."
"Place five blocks under the bowl." "Five and four is nine."
"Place six blocks under the bowl." "Six and three is nine."
"Place seven block under the bowl." "Seven and two is nine."
"Place eight blocks under the bowl." "Eight and one is nine."
"Place nine blocks under the bowl."
“nine and zero is none”

Procedure:
1. Game proceeds as Hand Game but walls are used for separating quantities.
„Wall off eight blocks” "None and nine is nine." or "Zero and nine is nine."
“Wall off seven blocks.” "One and eight is nine."
“Wall off six blocks.” "Two and seven is nine."
“Wall off five blocks.” "Three and six is nine."
“Wall off four blocks.” "Four and five is nine."
“Wall off three blocks.” "Five and six is nine."
“Wall off two blocks.” "Six and seven is nine."
“Wall off one blocks.” "Seven and eight is nine."
“Wall off one blocks.” "Eight and one is nine."
“Wall off no blocks.” "Nine and none is nine." or "Nine and zero is nine"
Grab Bag Counting

Materials: colored clothespin (2 colors), Grab bag
Procedure:
1. A child takes a handful clothespin from a grab bag (or two handfuls if her or his hands are too small to take as many as you
need them to take). The clothespins of each color are snapped together, and the group compares them to see which color is
more and which is less.
2. The clothespins of each color are snapped together, and the group compares them to see which color is more and which is
less.
Extension: Ask the children to tell how many more and how many less one number is than another.
Comparing Numbers
Procedure:
Stack, Tell, Spin and Win

Materials: clothespins, more/less spinner
Procedure:
1. Each partner begins the game with a clothes train the same length as the other (about twenty clothespins long).
Accomplishing this task is an interesting first step that can be handled in a variety of ways. One way is to have about forty
clothespins in a baggie available to the children when they play this game. They can snap the clothespins together, comparing
lengths until they end up the same. That can be a valuable problem-solving situation in itself. Another way to handle the task
is to provide a string that is the appropriate length, and have the children each build a train as long as the string. A third way is
to have a line drawn on the chalkboard that indicates the appropriate length.
2. Once they have identical trains, the children sit facing each other, putting their trains behind their backs.
3. With their hands behind their backs, the partners simultaneously break off a piece of their trains (clothespins) and place those
pieces in front of them.
4. Each child tells the other if his or her stack is more or less than the other child‟s stack. (If the stacks are the same, they put
those back and put out different lengths.)
5. One partner turns the spinner. If it comes up on more, the child whose clothespins were longer takes both stacks. If the
spinner lands on less, the child with less takes both stacks.
6. They continue to play until one player runs out of clothespins.
Roll and Count

Materials: plus and minus spinners, die, newsprint or bond paper for each child, clothespins
Procedure:
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 Lotto
Procedure:
Variation: One person is a caller as in a bingo game. She holds up 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
Procedure:
Number Domino
Procedure:
must pass.
Number Bingo
Number of players/participants: 1 or more children
Procedure:
Number Fishing Game

Procedure:
Mixed Up Numbers
Objectives: to read and recognize number words EIGHT
Procedure: SIX
It’s a Match
Procedure:
Addition Bingo
Procedure:
Subtraction Bingo
Objective: to practice subtraction
Procedure:
Find 9
Materials: 6 sets of numeral cards (1- 9)
Procedure:
looking at them.
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.
Draw 9
Procedure:
Nine Concentration
Procedure:
down in a stack.
Variation: This game can be varied by increasing the number of cards placed on the table. A 5 x 5 or 6 x 6 arrangement may be
more interesting.
Go 9
Procedure:
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 9 in front of
himself, face up.
3. 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

Procedure:
2. Make a mark where each number will come but don‟t actually write them in.
you do so.
6. When all the cards are in position, turn them face down. Ask your child to walk slowly along the line from the beginning until
you shout “stop”. Then see if she can tell you which number she is on. Check by turning the card over.
Go F-I-S-H Rhyming Game

Objective: to identify rhyming words
Materials: fish (with a three-letter word) cut-outs with paper clip, fishing rod with magnet
Procedure:
1. Set up a “fishing area” where the fish are placed on the floor.
3. When a child catches a „fish‟ he read the word on the fish and gives a word that rhymes with it.
My Alphabet Book (letter for the week - Ll)

(This is a year-long activity wherein each child will make his own alphabet book. Teacher compiles each child‟s worksheets in a short
folder as each child works with only one letter at a time.)
Objective: to identify the letter name and letter sound of Ii and to give words that begins with Ll
Materials: individual (letter for the week - Ll) worksheet, pencils, crayons (Teacher draws a big, fat letter L in the middle of the bond paper
for each child where he will draw and label the pictures that begin with the Ll should.)
Procedure:
1. Give each child a worksheet with the L outline.
2. Tell each child to think of words that begin with the Ll sound then ask him to draw that.
3. Help each child label the pictures by sounding out the letter sounds and guiding him how to write the letters.
ABC Race
Objective: to give words that begins with each particular letter sound
Procedure:
1. Teacher writes the name of each child in a vertical fashion on the left most side of the paper and a horizontal line beside each
letter.
C _________________
A _________________
L _________________
O _________________
Y _________________
2. Ask him to think of as many words as they can that begins with each letter.
3. Teacher helps him write the words by sounding out the letter sound and guiding him how to write the letters.
4. Find out what letter in each child‟s name will have the most words.
Upper and Lower Case Memory Game ( Note: This is played like Letter Memory Game but instead of identical letters, he will have to
match upper and lower case letters. )
STORIES
Sina Linggit Laban Kay Barakuda (Aklat Batibot)

Question:
- Anp-anong mga isda na ang inyong nakita?
- Ano ang mga itsura nila?

- Makakain kaya ng Barakuda si Linngit at iba pang maliit na isda?
Question after reading:

- Paano hinarap ng mga malilit na isda ang isang malaking isda?
The Blind Duckling
Written by: Alma S. Dimaculangan
Illustrated by: Willy R. Macazo

- Ano ang nararanasan ninyo pag “black-out” sa gabi sa inyong bahay?
- Paano ninyo pinupuntahan ang inyong mga kasama?

- Bakit naligaw si Della?
- Tuluyan na kayang maliligaw si Della?

- Sino ang tumulong kay Della para makabalik sa kanyang pamilya?
- Ano kaya ang aral na natutunan niya?
Who Lives On The Farm?

Who Lives On The Farm?
Who lives on the farm? Goats live on the farm too.

Chickens and baby chicks live here, Baby goats are called kids,
And a rooster who stands on a fence and crows. The kids drink their mother‟s milk
The hens lay their eggs in the chicken house, until they are big enough to eat grass
Ducks and geese also live on the farm, Who lives in the pigsty?
Ducks and geese like water, so they spend Plump, pink pigs live there.
most of their time at the pond. Pigs like to eat. On hot days they
also like to roll in the cool mud.
Who else lives on the farm? A flock of turkeys strut around the barnyard,
There are cows on the farm, showing off their feathers
and deer who stays in his own pasture.
A family of cats live in the hayloft.
On this farm there are many riding horses, They chase away the mice that eat
too, and a strong, brown mule the farmers grain.
who helps with the farm work
Wild animals live in the fields and woods.
The horses sleep in the stable, They come out to look for food
And the mare stays there with her newborn foal. when the farm animals are sleeping.
Who else lives on the farm? Who lives in the farm?

White, woolly sheep live here. All kinds of animals live on the farm.
A big, brown sheepdog makes sure
that none of the baby lambs get lost.
SONGS/RHYMES/POEMS
Jump Or Jiggle I Love Little Pussy
Frogs jump I love little pussy,

Caterpillars hump Her coat is so warm,
Worms wiggle And if I don‟t hurt her
Bugs jiggle She‟ll do me no harm.
Rabbits hop So I‟ll not pull her tail,
Horses clop Nor drive her away,
Snakes slide But pussy and I
Seagulls glide Very gently will play.
Mice creep She shall sit by my side,
Deer leap And I‟ll give her some food;
Puppies bounce And pussy will love me
Kittens pounce Because I am good.
Lions stalk,
But
I walk!
Animal Movement Bugs
(sung to “ Goodnight, Ladies”) (sung to “When the Saints Go Marching In”)
Hello, eagle, hello, robin, Oh, when the bugs go marching in,
Hello, sparrow, we love to watch you go! Oh, when the bugs go marching in,
Merrily you fly along, fly along, fly along, Oh, how I‟ll see the ants and the beetles,
Merrily you fly along, Oh, when the bugs go marching in,
Yes, that is how you move!
Oh when the bugs begin to crawl,
Hello, dolphin, hello, marlin, Oh when the bugs begin to crawl,
Hello, salmon, we love to watch you go! Oh, how I‟ll see the roaches and termites,
Merrily you swim along, swim along, swim along, Oh, when the bugs begin to crawl,
Merrily you swim along,
Yes, that is how you move! Oh, when the bugs come flying in,
Oh, when the bugs come flying in,
Hello, beetle, hello turtle, Oh, how I‟ll see the moths and mosquitoes,
Hello, inchworm, we love to watch you go! Oh, when the bugs come flying in.
Merrily you crawl along, crawl along, crawl along,
Merrily you crawl along, Oh, when the bugs begin to buzz,
Yes, that is how you move! Oh, when the bugs begin to buzz,
Oh, how I‟ll hear the bees and cicadas,
Hello, cricket, hello, rabbit, Oh, when the bugs begin to buzz.
Hello, froggy, we love to see you go!
Merrily, you hop along, hop along, hop along, Oh, when the bugs begin to leap,
Merrily you hop along, Oh, when the bugs begin to leap,
Yes, that is how you move! Oh, how I‟ll see the fleas and the crickets,
Oh, when the bugs begin to leap!
Hello, ostrich, hello, cheetah,
Hello, greyhound, we love to see you go!
Merrily you run along, run along, run along,
Merrily you run along,
Yes, that is how you move!
Huni / Tunog ng mga Hayop

Ang kahol ng aso Ang kokak ng palaka
Sa may bakuran ninyo Doon sa may sapa
“ Ang batang magulo “Matipid na bata
Ay hindi natututo.” Sa salapi ay sagana.”
Ang ngiyaw ng pusa Ang ee-ek ng baboy

Sa may kusina Sa kulungan ni Amboy
“ Magulang ay natutuwa “Ang batang lagging lumalaboy
Sa mabait na bata.” Tulad ay walang silbing kahoy.”
Ang unga ng baka Ang tilaok ng manok

Tuwing umaga Sa hapunang nabaluktot
“Batang pintasera “Ang batang palasagot
Kinaiinisan ng iba.” Kailangang tumira sa bundok.”
Ang unga ng kalabaw Ang bulong ng bubuyog

Doon sa lubluban Sa butas ng punong niyog
“Ang batang magalang “ Kapag ang bata‟y laging natutulog
Dangal ng magulang.” Kapalaran ay di dudulog.”
Ang mee ng kambing Ang bulong ng paru-paro

Sa may punong saging Sa dinapuang damo
“ Kapag ang bata‟y maagang magising “ Batang laging nakatungo
Masipag siya at matulungin.” Hindi magandang totoo.”
Ang halinghing ng kabayo

Sa loobang madamo
“Ang batang matigas ang ulo
Wala sa kanyang magkakagusto”
AKO’Y MAY ALAGA MRS. HEN
Ako‟y may alagang asong mataba, Chook, chook, chook, chook, chook
Bunto‟t niya‟y mahaba, makinis ang mukha Good morning, Mrs. Hen
Mahal niya ako, mahal ko rin siya How many chickens have you got?
Sa aking paglalaro, kami‟y kaging magkasama. Madam, I‟ve got ten.
Four of them are yellow,
And four of them are brown,
And two of them are speckled,
The nicest in the town.
I'm a Little Fish (to the tune of I'm a Little Teapot)
I'm a little fish, I like to swim

(put hands in prayer position facing away from you... they're the fish. Wiggle them back and forth like a fish swimming
through the water.)
You can't catch me, 'cause I have fins

(shake finger back and forth "no no no")
When I swim past my friends, I hear them say

(put hand to ear like you're listening)
Stop your swimming and come and play!

(make a STOP gesture with hand and then jump up in the air)
Awit ng Hayop
Objectives: to imitate animal sounds
to identify animals that make a particular sound
Materials: Manila paper, newsprint or bond paper), crayons, paste, pencil, scotch/masking tape
Number of players/participants: all pupils
Procedure:
1. Divide the class into five groups.
A – ASO AY KAKAHOL (aw...aw...aw...)
B – PUSA AY NGINGIYAW (ngiyaw... ngiyaw..... ngiyaw...)
C- PALAKA AY KOKOKAK (kokak. Kokak..)
D – IBON AY HUHUNI (twit... twit... twit)
E - BAKA AY UUNGA ( moo. Mooo. Mooo.)
2. Teacher asks children to demonstrate different animal sounds.
3. The teacher will sing the song and the pupils will follow.
Awit Ng Hayop
(Sa Himig ng Ang Matanda)
Group 1: ASO AY KAKAHOL (aw...aw...aw...)

Group 2: PUSA AY NGINGIYAW (ngiyaw... ngiyaw..... ngiyaw...)
Group 3: PALAKA AY KOKOKAK (kokak. Kokak..)
Mga bata na masigla

Ay aawit ay aawit
At kekendeng
Anong saya anong ganda

Kung ang ____ ay _______.
Group 4: IBON AY HUHUNI (twit... twit... twit)
Group 5: BAKA AY UUNGA ( moo. Mooo. Mooo.)
LAHATAN (SABAY- SABAY)
Procedure:
1. Stand and sit: “one” (sit), “two” (stand), “three” (sit), “four”(stand)
2. Hopping forward: “One, two, three, four, five, six, seven, eight, nine” (change direction)
“one, two, three, four, five, six, seven, eight, nine” (change direction)
3. Bouncing ball: “one, two, three, four, five, six, seven, eight, nine” (bounce a ball)
“one, two, three, four, five, six, seven, eight, nine” (bounce a ball)
4. Jumping rope: “one, two, three, four, five, six, seven, eight, nine” (jump rope)
“one, two, three, four, five, six, seven, eight, nine” (jump rope)
INDOOR/OUTDOOR ACTIVITIES:
Puppies, Go Free
Group children by threes, comprising a dog family: Father dog, Mother Dog and a Puppy. The child not belonging to a “family” becomes
the “it”. Father and mother dogs hold hand together and the puppies stands inside. When the “it” shouths “Puppies, Go Free” all the
puppies run to the other dog Families. The “it” also run to a dog family. The child who does not get into a dog family becomes the next „it”.
Rat,Rat,Cat!
Let the children sit on the floor in a circle and choose a child to be”it”. That child walks around the circle and taps the others on the head,
saying “rat”. When she taps a child on the head and says “cat” that child gets up and runs around the circle trying to tag the child who is
“it”. If the child who is “it” sits down in the empty place before she is caught, the new child becomes “it”
Animal Relay
Group the children into 5 and ask them to form 5 lines. By turns, children run towards the post, moving like the animal assigned to him/her.
 First – Bird (fly)
 Second – Grasshopper (hop)
 Third – Fish (swim)
 Fourth – Dog (ran)
 Fifth – Turtles (crawl)
 Sixth (optional) – worm (wiggle)
WEEK 29: ________________________
CONTENT FOCUS: Animals need food and shelter.
Message: Animals need food to live. Some animals eat Message: Animals need shelter. Animals live in different homes. Message: Some animals are cared for by their parents
plants. Some animals eat other animals. Some animals eat when they are young. Some animals are left to feed for
both plants and animals. Question: Where do animals live ? What animal homes do you see themselves after they are born.
around you ?
Questions: What do animals need to live and grow ? What do Questions: Have you seen animals take care of their young ?
animals eat ? How do they take care of their young ?
Teacher-Supervised: Animals Eat Too Teacher-Supervised: Animal Pet Graph Teacher-Supervised: Poster: How do animals take care of
their young ?
Independent: Independent: Literature-based: Story Filmstrip: The Little Red Hen
 Animal Mosaic  Animal Mosaic
 Animal Masks  Animal Masks Independent:
 What do animals eat ?  What do animals eat ?  Animal Lotto ( animals and their young)
 Playdough  Sand Play: Animal Homes  Literature-based: Story Trail: The Little Red Hen
 Sound Bingo  Form a Word  Animal Clothesline ( Animal Habitat)
 Form a Word  Construction Toys/Table Blocks  Sand Play: Animal Shelters
 High Frequency Words Box
Poem: This Little Cow Introduce the poem “ Animal Homes “ Song: Baby Animals
Play “ Put It Together “
STORY: Lester The Fat Cat STORY: The Little Red Hen STORY: Whose Home
Teacher-Supervised: Lift the Bowl (connecting; up to Teacher-Supervised: Lift the Bowl (connecting; up to quantities of 9) Teacher-Supervised: Exploring One Shape at a Time
quantities of 9)
 Block Play: Building Houses  Block Play: Building Houses  Block Play: Building Houses
 Go 9/Draw 9/ Find 9/ 9 Concentration  Go 9/ Draw 9/Find 9/ 9 Concentration  Bingo: Addition (0-9)/ Bingo: Subtraction (0-9)
 It‟s A Match/ Mixed Up Numbers (1-9)  It‟s a Match/ Mixed Up Numbers (1-9)\  Go 9/ Draw 9/ Find 9/ 9 Concentration
 Grab bag with Partners  Grab bag with Partners  Writing Numerals (0, 1, 2, 3, 4, 5, 9)
 Number Train Graph
INDOOR/OUTDOOR ACTIVITY: Duck, Duck Goose INDOOR/OUTDOOR ACTIVITY: Animals Run Home INDOOR/OUTDOOR ACTIVITY: Blend Baseball
Message: We take care of animals at home. Message: We take care of animals both the parent and their
Questions: Do you have pets at home ? young.
Questions: Who takes care of them ? How do you take care of
them?

Teacher-Supervised: Target Letter: Ww Teacher-Supervised: Let‟s Write Ww
Poster: How do we take care of our pets ?
Independent:
Independent:  Animal Sort
 Animal Sort  You‟re My Baby
 You‟re My Baby  Sound Switcheroo
 Letter Poster  Letter Collage
 Sound Switcheroo  High Frequency Word Box
 Letter Mosaic
Poem : Whose Home ? Review new poems/songs introduced this week

Nine Little Monkeys
STORY: Nasaan ang Nanay Ko ? STORY: The Forgetful Hen
Teacher-Supervised: Hand game (up to quantities of 9; writing Teacher-Supervised: Lift the bowl (up to quantities of 9; writing
number sentences) number sentences)
 Subtraction Cards (2-9)B  Subtraction Cards (2-9)
 Writing Numerals (0, 1, 2, 3, 4, 5, 9)  What Numbers Can You Make
 Number Train Graph
Indoor/Outdoor Activity: Animals Run Home Indoor/Outdoor Activity: Team Sound Off
APPENDIX: WEEK 29
Venn Diagram: What do animals eat ?

Objectives: to identify that food is a basic need of animals
to classify animals according to the food they eat
Materials: manila paper, strips of bond paper or newsprint, glue, pencils/ coloring materials
Preparation:
1. Prepare a Venn diagram like the one below on 1/4 manila paper:
eats meat and

plants
eats meat only eats plants only
Procedure:
1. Show the diagram to the children. Read each category to them and explain how the diagram can be used..
2. Ask children to draw animals that eat meat. Ask them where they should paste/glue this pictures in the diagram.
3. Then have them draw animals that eat plants only. Again ask them to figure out where their drawings should be placed in the
diagram.
2. Then have them draw animals that eat both plants and animals. Have them glue these on the appropriate space.
Animal Pet Graph

Objectives: to identify animals that can be cared for as pets
Materials: strips of paper, manila paper or cartolina with graphing chart, glue, pencils/coloring materials
Procedure:
1. Ask the children which among the animals on the list they choose to take care of as a pet.
2. Give each child a piece of paper where he/she will draw his animal of choice.
Cat Dog Fish Turtle Snake
3. Have children paste their drawing on the appropriate column.

4. Ask children to look at the graph carefully and answer the following questions:
Which animal was the most popular choice for a pet ?

Which was the least popular ?
Did more people choose cats than dogs ? (note: you can substitute these with other animals. The point is to compare two
animals at a time.)
5. How many other children chose the animal you want for a pet ?
Animal Mosaic
Objectives: to identify places where animals live
Materials: colored paper or old magazine (from which small pieces of paper can be torn), glue, pencil, oslo paper or cartolina
Procedure:
1. Tell the children to choose an animal and draw this animal and its home.
2. Tell the children to use paper cut-outs to cover their drawing to make a mosaic.
3. Tell the children to write a sentence or two to describe their animal and its home.
Note: Teacher can assist children when they do their write-up.
You’re My Baby (memory game)

Objective: to find mother-baby animal pairs
Materials: mother-baby animal cards
Procedure:
1. Lay all the mother and baby animal cards in rows and columns.
2. Children take turns opening 2 cards at a time. If the cards match the child keeps the cards and continues his/her turn. If the
cards do not match, the next player takes his/her turn.
3. The player with the most number of cards wins the game.
Animal Lotto
Variation of Letter Lotto (refer procedure in Letter Lotto from previous weekly plans)
Animal Masks
Objective: to develop fine motor coordination; to identify animal features
Materials: paper plate, brown paper bag, glue, art paper, yarn, assorted junk, scissors
Number of player/participants: individual or pairs
Procedure:
1. Have children create animal masks out of paper plate or brown paper bag.
2. Let them think about specific facial features of the animal they are representing and have them show these in the masks they
are making.
3. Let children wear the mask during meeting time. Call in each child in front and have the rest of the class guess which animal is
being shown.
Animal Clotheslines
Objective: to classify animals according to habitat
Materials: animal pictures, category cards where the following words are printed out: WATER, AIR, LAND, clothesline, clothespin
Procedure:
Preparation: Set up a clothesline in one part of the room. Divided the clothesline into three parts. Hang one category card on each
part.
1. Ask children to look at the pictures carefully and let them figure out which animals live in land, water and air.
2. Have them hang the pictures in the appropriate area along the clothesline.
Sand and Water Play

Objectives: to develop eye-hand coordination
to learn social skills of sharing, negotiation, communication
to develop creative thinking and imagination
Materials: plastic or rubber animal strainer, props they can use for their animal cages/shelters, toy buckets, assorted plastic containers,
sponge, funnel, plastic bottles
Number of player/participants: individual or small group
Procedure:
1. Have children to create animals homes/shelters out of sand and assorted containers and other junk materials that can be used
as props.
2. Encourage to label their constructions.
Block Play:
Procedure:
establishments in the community).

Objective: to identify the numerals 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9
Procedure:
2. Let them to form the numerals 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.
Writing Numerals (0,1, 2, 3, 4, 5, 6, 7, 8, 9)

Procedure:
Preparation: Draw the numerals on a piece of card board. The first part of the numeral is drawn with the purple crayon and the
second part with green. The purple and green marks will help children determine which stroke to do first.
Lift The Bowl (connecting up to quantities of 9)

Procedure:
"Place nine blocks under the bowl." "None and nine is nine." or 0
"Zero and nine is nine ."
"Place one block under the bowl." "One and eight is nine."
"Place two blocks under the bowl." "Two and seven is nine."
7
3
"Place three blocks under the bowl." "Three and six is nine."
"Place four blocks under the bowl." "Four and five is nine."
"Place five blocks under the bowl." "Five and four is nine."
"Place six blocks under the bowl." "Six and three is nine."
"Place seven block under the bowl." "Seven and two is nine."
"Place eight blocks under the bowl." "Eight and one is nine."
9
"Place nine blocks under the bowl."
“nine and zero is none”
0
Hand Game
Procedure:
2. Teacher gives each child a given quantity of sticks, 9 in this case.

"Place nine sticks in your right hand." "None and nine is nine." or 0+9=9
"Place one stick in your left hand." "One and eight is nine." 1+8=9
"Place one more stick in your left hand." "Two and seven is nine." 2+7=9
"Place one more stick in your left hand." "Three and six is nine." 3+6=9
"Place one more stick in your left hand." "Four and five is nine." 4+5=9
"Place one more stick in your left hand." "Five and four is nine." 5+4=9
"Place one more stick in your left hand." "Six and three is nine." 6+3=9
"Place one more stick in your left hand." "Seven and two is nine." 7+2=9
"Place one more stick in your left hand." "Eight and one is nine." 8+1=9
"Place one more stick in your left hand." "Nine and none is nine." Or “Nine and 9+0=9
zero is nine.”
Lift The Bowl

Procedure:
"Place nine blocks under the bowl." "None and nine is nine." or 0
"Zero and nine is nine." +9
9
"Place one block under the bowl." "One and eight is nine." 1
+8
9
Continue until "Nine and none is nine." or 9

"Place 9 blocks under the bowl." "Nine and zero is nine." +0
9
Mixed Up Numbers
Procedure:
It’s a Match
Procedure:

Materials: clothespins, paper sack, individual chalkboards
Number of player/participants: pairs
Procedure:
4. Then they check their predictions, and each child records the equation on a chalkboard or a sheet such as the one below.
Name________________________________
Subtraction Cards (quantities of 9)

Number of player/participants: individual or pairs
Procedure:
2. Child 2 gets 9 counters.
5. Child 1 counts remaining dots and say "six".
Addition Bingo
Procedure:
Subtraction Bingo
Procedure:
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.
Find 9
Procedure:
looking at them.
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.
Draw 9
Procedure:
Nine Concentration
Procedure:
down in a stack.
more interesting.
Go 9
Procedure:
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 9 in front of
himself, face up.
3. 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
Number Train Graph (up to quantities of 9)

Materials: clothespin (2 colors), Manila or kraft paper
Number of participants: individual or small group
Procedure:
1. The children try to find all the possible arrangements for the combinations that make up 9
2. As they find the arrangements, place it in the appropriate column of the Manila paper. (The links can be labeled with the
labeled possible combinations, or the children can label the links as needed.)
What Numbers Can You Make (up to quantities of 9)

Materials: clothespin, crayons,
Procedure:
1. The children make clothespin links (each link made with different color clothespin and no stack more than nine clothespins
long). There can be more than one link of any particular number. The object is to try to make each of the numbers from one to
nine in as many ways as possible.
2. The children are allowed to use more than one link to make any number, but they may not break any links apart. If they can‟t
make a number, they are to cross it out. If they can make the number, they write the equation that describes the trains used.
Exploring One Shape at a Time

Objective: to explore characteristics of a shape
Materials: shape cut outs (one shape at a time)
Procedure:
1. Allow children to focus on particular attributes of a shape. Ask:
What can you make using only circles? Only squares?
What new creations can you make if you can cut the circles (or squares) apart?
Note: Observe how children work.

How do the children proceed with the task?
Do they just start building/ constructing with little or no obvious planning?
Do they randomly place the pieces with little or no attention to symmetry?
Do they build first and then decide what it is they made? Or do they start with an idea and build toward
it?
Do they seem to know what they need to follow through on their idea?
Do they add details to their creations?
Do they find unusual ways to create these details?
Are the relative sizes of their creations appropriate or not?
Do they seek out materials to work with that will help them create whatever they have in mind?
Do they see potential in items that might otherwise be thrown away, and then create something based on that
potential?
Are they able to copy ideas from others successfully?
When given a model to copy, do they need to have the model close in order to see what to do, checking and
rechecking to make sure they are doing it as in the model? Or do they see the model once and then go to work
without checking back?
Put it Together (for Meeting Time 2)
For this activity you say words in parts. Children should listen carefully and orally blend the parts to say the word as a
whole. For example, if you say /m/ /a/ /n/, children are to respond with man.
Literature-based: Filmstrips:
Objective: to arrange story events in correct sequence
Materials: pencil, markers, black art paper
Procedure:
1. Write the title of the story in strip # 1.
2. Let children make borders around each strip using tiny cut-out of black art paper. The borders must resemble the
holes in the old-fashion camera films.
3. Children recall story events and choose which ones they will illustrate in the filmstrip.
4. Each child gets to draw one story event.
5. After all strips have been completed, glue them together and hang on the wall.
Sound Switcheroo
(Source: Blevins, W, Phonics from A to Z, A Practical Guide, Scholastic Professional Books, p. 41)
Objective: to identify initial/middle/final sounds
Procedure:
1. Explain to the children that you want them to listen carefully to the sounds in the word you‟re going to say.
2. Tell them you‟ll play switcheroo (change one sound in the word- the beginning, middle or ending sound) with one of these
sounds.
3. Children should then tell you which sound was switched. For example, if you say mat and then sat, children should respond
that /m/ was switched with /s/. Continue with these and other word pairs:
 man/pan  fan/fat  run/sun

 hat/hot  pick/pack  ball/bell
 leaf/loaf  pig/pin  fish/dish
 gate/game  tap/tape  van/ran
 zip/lip  cup/cap  hot/hop
High-Frequency Box
Objectives: to read high frequency words
Materials: shoe-box, targeted high-frequency words, pocket chart
Procedure:
1. Place a set of high-frequency word cards in a shoe box.
2. Children take turns in picking out a card. At each turn, a child leads the group in spelling aloud the word, reading it
and using it in a sentence.
3. The rest of the group must write the word on a sheet of paper as they say each letter aloud.
4. Then display it in a pocket chart.
5. At different times of the day, let the class read the words in the pocket chart.
6. By the end of the week, this small set of words will have been reviewed many times.
Form a Word (animal words_

Objective: to form animal words
Materials: letter cards, individual cards bearing animal names
Procedure:
1. Have each child pick out a word card.
2. Let him form this word on his own by using the letter cards.
SONGS/RHYMES/POEMS
Nine Little Monkeys Nine Green Speckled Frogs
Nine little monkeys sitting on a tree Nine green speckled frogs

Teasing Mr. Crocodile, “You can‟t catch me, no you can‟t Sat on a speckled log
catch me!” Eating the most delicious bugs, “Yum, yum!”
Along came Mr. Crocodile hungry as can be and SNAP! One jumped into the pool where it was nice and cool
Eight little monkeys sitting on a tree teasing Mr. Crocodile, Then there were eight green speckled frogs
“You can‟t catch me, no you can‟t catch me!”
Repeat until no more frogs are left on the log.
Nine Little Fish Oh, Mr. Postman (sing to the tune “Oh, Susana”)
(Source: Fehl, M and Williams, B, Math Learning Songs and
Nine little fish swimming in the water Activities, p. 18-19)
Swimming in the water,
Swimming in the water Oh, Mr. Postman
Nine little fish swimming in the water, Now whatcha got for me?
Bubble, bubble, bubble, bubble, splash!!! I have 6 letters,
(On the word splash, “one child in each group falls to I‟d like 1 more.
the ground.) How many would that be?
(Change the number combinations, do the same with
Repeat the rhyme until no fish are left. other sums)
Animal Homes (sung to “On Top of Old Smoky”) This Little Cow (finger play)
On top of a mountain This little cow eats grass (hold up your thumb)
Or under the sea, This little cow eats hay (hold up first finger)
There are so many places This little cow drinks water (holds up next finger)
Where creatures may be, This little cow does nothing
But just lies down all day (hold up your pinkie)
Alone in a desert,
Or grouped on a farm, Variation
Or tucked in a tree trunk  Choose five children to be the cows.
Away from all harm.  Talk about the different things that each cow does.
 One cow eats grass- this child pretends to eat grass.
On bright, sunny grasslands,  One cow eats hays- this child pretends to eat hay.
Or in a dark cave,  One cow drinks water- the child pretends to drink
In jungles and forests, water from a pail.
Where all must be brave.  Another cow runs away- the child runs across the
room.
On ice in the Arctic,  The fifth cow lies down all day-this child lies on the
Or holed underground, floor. On the words “chase her, chase her”, the fifth
There are so many places child gets up and runs across the room while the other
Where creatures are found! child chase her.
Baby Animals (sung to “Mary Had a Little Lamb”)

Note: introduce a few or only those that are familiar to the
children
Sheep give birth to little lambs

Little lambs, little lambs.
Sheep give birth to little lambs,
Yes, that‟s the baby‟s name.
Dogs and seals have little pups,

Little pups, little pups.
Dogs and seals have little pups,
Yes that‟s the baby‟s name.
Cows and whales have little calves,

Little calves, little calves.
Cows and whales have little calves,
Ostriches and hens have chicks,

Little chicks, little chicks.
Ostriches and hens have chicks,
Bears and lions both have cubs,

Little cubs, little cubs.
Bears and lions both have cubs,
Deer give birth to little fawns,

Little fawns, little fawns.
Deer give birth to little fawns,
Antelope have little kids,

Little kids, little kids.
Antelope have little kids,
And people have kids, too!
STORIES
Whose Home? (adapted from Benette, David)
Question before the story:

- Where do animals live?

- Why can‟t all animals live in a tree? In a hole? In a shell?

- Why do animals live in different homes?
Whose Home?
Here is a nest “Hello”, says rabbit,

High up in a tree “Is it for me?”
Whose home can it be? (illus of a rabbit)
(Illus of nest on a tree)
“Oh no,” says rabbit
“Hello”, says sheep “I live in a burrow”.
“Is it for me?” (illus of a rabbit on a burrow)
(illus of a sheep)
“Hello”, says snail,
“Oh no,” says sheep “Is it for me?”
“I live in a field”. (illus of a snail)
(illus of a sheep on a field)
“Oh no,” says snail
“Hello”, says frog, “I live in the shell on my back”.
“Is it for me?” (illus of a snail)
(illus of a frog)
“Hello”, says baby,
“Oh no,” says frog “Is it for me?”
“I live in a pond”. (illus of a baby)
(illus of a frog on a pond)
“Oh no,” says baby,
“Hello”, says spider, “I live in a house”.
“Is it for me?” (illus of baby pointing to a house)
(illus of a spider)
Do you know whose home it is? (illus of all
“Oh no,” says spider the animals)
“I live in a web”.
(illus of a spider on a web) “Oh yes”, says the bird.
“as you can see”
I live in this nest
High up in the tree (illus of bird in the nest)
The Lost Kitten (Albee, J (1992). McClanahan Book Company, New York)

- Have you ever found something that you wanted to keep as your own?

- What did Jodi feel every time someone came to check the cat?
- Did you ever felt that way?

- How did Jodi take care of the cat?
- If you were Jodi, would you have done the same?
- What do you think Jodi would feel if the real owner of the cat appeared?
Duck, duck, goose

Let the children form a circle and then sit down. Ask for a volunteer to be „It‟. The „It‟ goes around the circle, tapping each child in the
head while saying,‟Duck, duck, duck…‟ The „It‟ chooses to tap and call one of the children , „Goose”. The Goose tries to run after the „It‟.
The „It‟ runs around the circle until he/she is able to reach and sit on the empty space left by the Goose. If the „It‟ is able to reach the
empty space before the Goose catches him/her, the Goose becomes the next „It‟. If the Goose is able to catch the „It‟, he/she remains to
be the „It‟.
Blend Baseball
Prepare markers as bases for the baseball. Divide the class into two teams. Say aloud a word in parts, such as /s/ /a/ /t/. If the child can
blend the word, he or she can go to first base. Play the game just like baseball.
Animals Run Home (PEHT p. 232)
Team Sound-Off
Objective: to blend phoneme to phoneme
Materials: none
Procedure:
1. Divide the group into teams of three or four children.
2. Assign each team a sound, such as /s/.
3. Then call to the front of the classroom three children, for example one child from the /s/ group, one child from the /a/ group, and
one child from the /t/ group.
4. Have the three children sequence their sounds to form a word. Then they should say the sounds and ask the rest of the group
to blend together the sound to form the word.
5. Teams take turn answering, and each team that guesses correctly gets one point.
MEETING TIME 3
Summing Up The Day
1. Have children report daily news.

2. Ask them to suggest significant events that can be entered on the calendar.
3. Write the news reporter‟s choice exactly as the children tell. But if you have older children who are able to write, you may let
the new reporter write it.
4. Ask the whole group to listen carefully and tell you what letters correspond to the sounds they hear as the news is written for all
to see on a piece of chart paper like the one below.
WEEK 30: ______________________

Message: There are places in the community where we Message: Today, we will visit a sari-sari store. Message: People can buy different goods from a sari-sari
can buy food. People buy food and other goods from a store. Some goods can be sold in smaller quantities such
sari-sari store. Question: What rules do we need to follow during a as oil, eggs, salt, sugar, candies, biscuits.
fieldtrip?
Question: What does your family buy from the sari-sari Question: What do they sell in a sari-sari store ?
store in your community ? Introduce the song “ Off We Go to a Sari-sari Store
Teacher-Supervised: Target Letter: Yy Teacher-Supervised: Field Trip Teacher-Supervised: cont.. Fieldtrip to the Sari-sari
Store
 Trip Chart  Form a Letter Independent:
 Letter Poster  Sand Paper Letter  Sari-sari store Collage
 Letter/Word Collage  Letter Mosaic  Dramatic Play
 Syllable Sort  Upper and Lower Case Domino  Playdough : Things That can be bought from
 Upper and Lower Case Domino  Construction Toys/Puzzle the sari-sari store
 Writer’s Workshop  Go Fish : Upper and Lower Letters
 Three-Letter Sort : W, Y, Q
Talk about the trip chart. Go over each question and each Introduce the song “ Ang Tindahan “ Continue discussion of jobs that people do in a sari-sari
part of the trip chart and explain how children are Do Snap and Clap Rhymes store.
expected to accomplish this.
Play “Round Robin Rhyme “
Talk about rules to be observed during the fieldtrip.

STORY: Kilo of Sugar (Adapted) STORY: Alphabet in the Sari-sari Store STORY: Araw sa Palengke ni May-Tobias Papa
Teacher-Supervised: pictograph of preferred products Teacher-Supervised: Fieldtrip to the Sari-sari store (Batch 2) Teacher-Supervised: Subtraction Cards (writing number
(eg. soap, softdrinks, snack, biscuits) sentences)
 Bingo: Addition/ Bingo: Subtraction (0-9)  Bingo: Addition/ Bingo: Subtraction (0-9) Bingo: Addition/ Bingo: Subtraction (0-9)
 9 Concentration/ Find 9  9 Concentration/ Find 9  Draw 9/Go 9
 Roll and Count (up to quantities of 9)  Roll and Count (up to quantities of 9) Roll and Count (up to quantities of 9)
 Writing Numerals (0, 1, 2, 3, 4, 5, 6,7, 8, 9) Writing Numerals (0, 1, 2, 3, 4, 5, 6, 7, 8, 9)
INDOOR/OUTDOOR ACTIVITY: Build a Castle INDOOR/OUTDOOR ACTIVITY: Gossip INDOOR/OUTDOOR ACTIVITY: To Market To Market
Message: People have different jobs to do at the sari- Message: Storeowners get some of their goods from
sari store. There are specific things that are needed in a other communities. Sometimes they travel to other places to
sari-sari store e.g. containers, weighing scale, get these goods. Sometimes these goods are delivered to
refrigerator. the sari-sari store.
Question: What kind of work do people do in a sari-

sari store ? What things do people use for their work Questions: Which goods come from our own
at the sari-sari store ? community ? Which ones have to be bought from other
communities ?
Teacher-Supervised: Bottle Graph Teacher-Supervised: Poster: Saan Nanggaling ang mga
Paninda sa Sari-sari store
 cont.. Sari-sari store Collage  Dramatic Play
 Mobile: Mga Paninda sa sari-sari store  Playdough
 Dramatic Play  Triorama: At the Sari-sari store
 Playdough  Picture a Rhyme
 Triorama: At the Sari-sari store  Writer’s Workshop
 Sari-sari store Word Sort 
Play : What’s Missing ? Song: Twinkle,Twinkle Little Word
STORY: At the Market (Adapted) STORY:
Teacher-Supervised: Measures mass using nonstandard Teacher-Supervised: Train Ride

tools (home-made balance) Balloons
 Bingo: Addition/ Bingo: Subtraction (0-9)  Subtraction Cards (writing number sentences)
 Draw 9/Go 9  9 Concentration/ Find 6/ Draw 9/Go 9
 Roll and Count (up to quantities of 9)  Roll and Count (up to quantities of 9)
 Writing Numerals (0, 1, 2, 3, 4, 5, 67, 8, 9)
INDOOR/OUTDOOR ACTIVITY: Relay Game INDOOR/OUTDOOR ACTIVITY: Mother May I

APPENDIX: WEEK 30

Trip Chart
Objective: to record through drawings and words what they see at the sari-sari store
Materials: bond paper or newsprint, pencil
Procedure :
1. Give each child 3 pieces of bond paper (teacher-made)
2. Ask the child to fold 1 sheet of bond paper in half (crosswise).
3. On the upper part of the paper tell the children to copy and fill-up the following (teacher can prepare format
for children):
My name is ___________
Today is __ctober ___, 2011
My partner is _____________
We will be back by __:30 A.M.
4. Tell the children that they will use the trip chart to draw and write what they see during trip.
5. At the lower part of page 1 let the children copy the following:
On the way to the sari-sari store I saw…
6. On page 2 let the children copy the following:
I saw people at the sari-sari store.
I saw many things at at the sari-sari

store.
These goods come from our own

community :
These goods come from other

communities:
People do different jobs at the store
These are the things they need in a

sari-sari store:
Sari-sari Store Fieldtrip

Objectives: to observe what happens in a sari-sari store
to observe that people buy goods that they need or want at a sari-sari store
to observe that people stay at the sari-sari store to talk with friends and neighbors
Materials: Trip chart, pencil
Number of players/participant : individual
Procedure:
1. Before leaving the classroom, remind the children of
a. the rules when going on a fieldtrip
b. the purpose of the trip and the importance of drawing and writing on their trip charts
2. While walking ask the children: “What do you see?” “Who do you see?”
3. At the sari-sari store, ask children to bring out their trip charts.
4. Have them read the first question/statement or read it to the children. Ask them to look around the sari-sari store
and then draw the people they saw at the store.
5. Go to the next question and again have them gather information by looking around the store.
6. The last two questions require them to interview the storeowner or helpers in the store.
7. After they have accomplished their trip charts, ask the children if they have further questions they want to ask the
people in the store.
8. Before leaving the store, make sure the children thank the owner and the helpers for their time and cooperation.
9. Back in school, give children time to finish their drawings. Assist them as they write words/sentences to
accompany their drawings.
Bottle Graph
Objectives: to collect data about favorite beverage or drink
to analyze results of survey
Materials: 4-5 empty 1.5 softdrink bottles, scoop or ice cream cup, funnel, pail of water
Number of players/participant : small group
Procedure:
1. Line up 4 empty bottles in a row. Label each bottle with a particular beverage e.g. juice, water, softdrink,
milk
2. At each turn, ask a child to choose which of these beverages he/she likes best. Once he has identified
his favorite drink, have him pour a cup of water into the bottle representing his favorite beverage.
3. When everyone has done this, have them compare the volume of water in each bottle. The one with
the greatest amount of water is naturally the most popular beverage among this group of children.
4. Ask them the following questions::
Which is the most popular beverage ?
Which is the least popular ?
Did anyone else choose your favorite beverage ?
Which bottles have the same amount of water ?
Mobile: Mga Paninda sa Sari-sari Store

Materials: string, glue, cards, crayons. scissors, hanger, blank shape cards
Procedure:
1. Have children draw the goods they saw in the sari-sari store on the blank cards.
2. Help children fasten a piece of string to each shape card which in turn will be tied to the hanger. String length
should be varied. Encourage children to color their drawings.
Sari-sari Store Collage

Materials: art paper, old magazines, bond paper, markers, crayon, scissors, candy or canned goods wrappers
Procedure:
1. Have children draw or cut out from magazines examples of goods that are sold in a sari-sari store.
2. Make a collage out of these drawings, magazine-cut-outs and wrappers that you have collected.
3. Have them label the goods shown in the collage.
Poster: Saan Nanggaling ang mga Paninda sa Sari-sari store

Materials: bond paper, art paper markers, crayons, scissors
Procedure:
1. Have them draw places where storeowners buy the goods that they sell on brown paper bags
2. Encourage children to use crayons to make drawings colorful.
Variation: Children can form a collage of these places instead of simply drawing it.
Dramatic Play: Tinda-Tindahan

Objectives: to recreate real-life situations (buyer, seller)
to negotiate roles and cooperate to portray a role
to develop fine motor coordination and practice eye-hand coordination
to practice visual discrimination skills when putting away props and materials
to create pictures in one’s head about past experiences
to use language to explain what one is doing
to ask and answer questions
Materials: toy products or empty boxes or containers of products (ex. soap, toothpaste)
Paper money
Note: Teachers can ask children to bring empty containers to help build the ‘Sari-sari store’
Number of players/participant : small group
Procedure:
1. Small groups of children take turns playing at the dramatic play corner.
2. After each time a child plays in this area, he/she can draw what he/she did during this time.
Sari-sari Store Collage

Objective : to make a collage of a sari-sari store
Materials : cartolina, scissors, glue, old magazine, bond paper, pencil, crayon
Number of players/participant : 3 – 5 children
Procedure:
1. Tell the children to talk about and plan how they will draw and set up the sari-sari store – what products they will
include in their store, in what part of the store they will put each product.
2. Encourage the children to divide the work among themselves so that they can work in an orderly manner.

Train Ride
Number of players/participant : small or whole group
Procedure:
1. Divide the group into 2.
Balloons
Number of players/participant : individual, small or whole group
Procedure:
How Heavy?
Objectives: to measure the weight of objects using a home-made balance or weighing scale
to compare weights
Materials: home-made balance, common objects, cubes
Number of players/participant : pairs small group
Procedure:
1. Ask a child to estimate the weight of an object: How many cubes heavy is your object?
2. Let the child place this object on one side of the balance and measure its weight using the cubes.
3. Determine if his/her estimate is close or too far from the actual weight.
Equation Dice Toss

Materials: 1 die with dots, 1 die with numeral, recording sheet
Number of players/participant : individual, pair or small group
1 2 3 4 5 6 7 8 9
Procedure:
1. Child rolls both dice.
2. Child read the numbered die and adds the dotted die number.
3. Once the child finds the total he/she writes the equation in the appropriate column.
4. The child continues until a column is completed.

Number of players/participant : individual or pairs
Procedure:
5. Child 1 counts remaining dots and say "six".
6. Both children write the equation: 9 – 3 = 6
Seesaw
Objectives: to master addition fact
to compare whole numbers
Materials: 4 dice, SEESAW game board, score sheet
Number of players/participant : 2 players
Procedure
1. Each player rolls two dice on the same turn. Put the pairs of dice on opposite sides of the seesaw.
2. If the equation is true, say, “SEESAW!” The first to say it (and be correct) wins the first round.
3. If the sums are unequal, player 1 has two choices:
 Switch the two outside numbers
 Re-roll any one of the four dice
4. If the new value balances the equation, say, SEESAW!” to win.
5. Keep taking turns until the equation balances. Write the final equation on the score sheet. Write the winner’s
initials next to it.
6. Player 2 starts the next round. The first player to win seven rounds wins the game.
For Meeting Time 2:

Objective: to identify words that rhyme
Materials: none
Procedure:

Clap Clap Snap fall Clap Clapfall Snap ball
Cla Clap Clap Snap hall Clap Clap Snap small
Picture a Rhyme
Objective/: supply words that rhyme
Materials: none
Number of players/participant: any number of children (small group activity)
Procedure:
1. Have children fold a piece of paper in half.
2. Ask them to draw pictures of two things whose names rhyme. For example, a hat and a bat.
3. Help children label the picture names. For children struggling with this activity, provide them with the name of one
item such as a star, pan, pig, pen or coat.
4. Gather the drawings and bind them into a book entitled “A Rhyme book “
5. Display the book they made so they can browse through it during reading time.
Round Robin Rhyme

Objective/Competency: supply words that rhyme
Materials: none
Number of players/participant: 8-10 participants (small group)
Procedure:
1. Have the children sit in a circle. Tell them that you are going on an imaginary trip. You will say one item that you
want to take on the trip.
2. The children are to repeat the item and the name another item name that rhymes. For example, if you say, “I’m
going to the park, I’m taking a mat,” The next child in the circle might say “ I’m taking a mat and a hat.”
3. Continue around the circle until no more rhyming names can be found.
Variation: Children may state aloud items which names begin with the same sound. For example, “ I’m going to the
park and I’m taking a ball, a bat, a basket, a blanket, and a banana.”
What’s Missing ?
Introduce this chant below:
If your Mom is “Om” and your dad is “Ad”), it must be Missing Sound Day. Can you figure out what a grown-up wants if he
says “ Bring me an :
encil (Pencil)
up (cup)
ork (fork)
ubber band (rubber band)
able (table)
aper (paper)
Syllable Sort
Objective: identify number of syllables in a word
Materials: assorted objects or pictures
Procedure:
1. Gather toys and objects or pictures. Make a graph with 3 columns. Write 1 on the first, 2 on the second and 3 on
the third column.
2. Children take turns picking an object or picture. At each turn, a child names the object, clap the number of
syllables, write down the word and paste this on the appropriate column in the graph.
Letter Poster .Letter/Word Collage - refer to instructions in previous weeks
Upper and Lower Case Domino ( played like letter domino but instead of connecting identical letters, you connect upper
case form with the lower case form of a particular letter
Go Fish : Upper and Lower Letters ( Note: played like Go Fish letters but instead of matching identical
letters, you match upper and lower case letters)
Three-Letter Sort : W, Y, Q
Objective: to classify words according to their initial letter
Materials: ¼ manila paper divided into three parts, glue, strips of paper, crayons, marker
Preparation: Divide the manila paper into three parts. Write W on top of the first column, Y on the second and Q on the third
column.
Procedure:
1. Have children draw pictures of objects, people or places that begin with each of the target letters.
2. Let them paste these on the appropriate column
Sari-sari store Word sort

Objective: to classify words in multiple ways e.g. according to beginning letter, number of letters in a word
Materials: 2 x 4 blank cards
Procedure:
1. Brainstorm on words related to a sari-sari store. These can include goods that are sold in the sarisari store, things
that they use in the store, people who work there, places where they buy their goods , signs and labels you see in
a store. As they name each word, teacher lists down these words on the board.
2. Have children copy these words on the blank cards.
3. After all words have been written down, have them sort these words in different ways.
STORIES
Alphabet In The Sari-Sari Store
Questions before telling the story:

- Have you ever been to a supermarket?
- What can you see in the supermarket?
Questions during the storytelling:

- What did he see in the supermarket?
- What does Mom buy together with leaves?
Questions after the storytelling.

- What is the difference between a sari-sari store and a supermarket?
- What can you buy from both places? What are found in the supermarket that are not sold in a sari-sari store?
Araw Sa Palengke Ni May niTobias Papa

- Nakarating ka na ba sa palengke? Ano ang nakikita sa palengke?
- Bakit pumupunta ang mga tao sa palengke?

- Bakit gumising ang bata?
- Ano ang bilin ni Nanay bago pumunta sa palengke? Bakit?
- Saan nagpunta ang nanay at ang kanyang anak ? Ano ang kanilang dala-dala papuntang palengke ?
- Ano-ano ang bilin ng Nanay sa kanyang anak ?
- Ano-ano ang napansin ng bata sa palengke ?
- Bakit hindi nagustuhan ng bata ang amoy sa palengke ?
- Anong magandang katangian ng bata ang ipinakita sa kwento kahit siya ay pagod na at nang Makita niya ang
munting palayok ?
- Ikaw, pinipilit mo ba ang iyong nanay na bilhin ang nagustuhan mo sa mall o sa palengke kahit may bilin siya na
huwag kang magtuturo o magpapabili? Bakit ?
At The Market (Adapted)

- Who has been to the market?
- What did you do in the market?
- What do people do in the market?

- Why did Jenny and Brenda wake up early?
- What will they do in the market?

- Who took a bath at the open well?
- Who goes with Jenny in the market?
- What did Jenny buy in the market?
- What did Brenda ask Jenny to buy for her?
- Why did Brenda feel so happy?
RHYMES / SONGS / POEMS
Ang Tindahan (to the tune of bahay kubo) The Worker in the Store
( to the tune of The Farmer in the Dell)
Ang tindahan, kahit munti
Ang paninda doon ay sarisari The workers in the store
Tinapay at biskwit The workers in the store
Karne norte’t sardinas Hi-ho the workers yo!
Toyo, suka, mantika The workers in the store
Asukal at asin
Patis at bagoong *The workers can be change to cashier,
At saka meron pa guard, seller, owner.
Walis at panlinis
Sibuyas, kamatis, bawang at luya
Sa paligid ligid ay puno ng paninda.
Shopping Song
(to the tune of Row, Row Your Boat) Twinkle, Twinkle, Little Word
(Sung to the tune of “Twinkle, Twinkle, Little
Go, go here we go Star”)
In the sari-sari store Twinkle, twinkle, little word
Buy, buy we will buy
Get your bag and go.
What’s the new word to be heard?
If I take off the FIRST sound
What new word will now be found?
Take the /sh/ right off of shout.
Now the new word sounds like…
_______________. (out)
Twinkle, twinkle, little word
What’s the new word to be heard?
If I take off the LAST sound
Take the /er/ right off of hammer.
_______________. (ham)
Build a Castle
Two people hold a jump rope so that it is touching the ground. The children line up single file and jump over the rope one at
a time. After every child has jumped, the rope is lifted a few inches above the ground. Continue lifting the rope as the
children jump over it. When a player can no longer jump the height, they are out of the game.
Gossip
Children sit in a circle. The leader or teacher whispers a sentence in one child’s ear. He or she whispers what they have
heard to the next person and so on around the circle. The last child must tell everyone what he/she has heard. The leader
then repeats what was really said.
To Market To Market
Choose one child to be the “pig.” The “pig” stands at one end of the room. Choose another child to go to the market who will
stand at the opposite end of the room. The other children chant the rhyme.
To market, to market to buy a fat pig.
Home again, home again, rig-a-jig-jig.
The child who is going to the market hops across the room to get the pig. He takes the “pig’s” arm and together they hop to
the door. Choose another pair to act out the rhyme.
Relay Game
Divide the class into teams with five or six players each. Have players line up single file, and one at a time run to a
designated point and go back. The first player tags the second player who then runs the distance. The first team to have all
players run is the winner. You can also do ball relays, animal relays, hopping or skipping relays, a back-to-back relay using
partners; a dressing relay where children put on and take off clothes, etc.
Mother May I
Children line U with their backs to the wall. One person is chosen to be “mother” and stands about 20 feet in front of them.
One at a time “mother” names a child and tells them a motion they must perform, such as three baby steps or four scissors
steps, or two giant steps. The child must remember to ask, “Mother May I?” before performing the movement or they must
go back to the starting line. The first one to reach “mother” becomes “it.”
KINDERGARTEN CLASS FOURTH GRADING DAILY PLANS
WEEK 31: ____________________
Message: Some people buy food from the public Message: People do different jobs in the market. Message: There are dry and wet goods in the market.
market. They weigh goods. They clean the fish.
They slice the meat. They repack some of their goods. Question: What kind of goods do you see in the market?
Question: Have you ever been to the market? What does
your family buy in the market? Questions: What kind of work do stall owners and their helpers do ?
Teacher-Supervised: Target Letter Zz Teacher-Supervised:
Letter/Word Collage Market/Worker Puppets Teacher-Supervised: Alphabet Freeze
Poster: At the Market Place
 WS: Make a Match- Upper and Lower Case Letters Independent:  Dramatic Play: At the Marketplace
 Stuffed Fruits and Vegetables  WS: Find the Missing Letter  Sand Play
 Dramatic Play :Market Set-up  A-Z Market List: Magpabili tayo sa palengke ng…  Market Goods Collage
 Playdough: Food in the Market  Fruit/Vegetable Lacing Cards  Letter Lacing Card (Z)
 Writer‟s Workshop  Dramatic Play: Market Set Up  Find the Letter
 Playdough: Food in the Market  Writer‟s Workshop
Brainstorm on market words for your word wall. Add to
this list as the unit progresses. Show stick puppets of market workers. Talk about the kind of Game: What‟s Missing?
work each one does.
Game: Clap and Snap Rhymes
Sing: Tong, Tong
Variation: Change vowels
STORY: Araw sa Palengke STORY: Alamat ng Ampalaya STORY: Halo-Halo Espesyal
Teacher-Supervised: Coins Are Us; Magic Box Teacher-Supervised: Crayon Count; Number Name Lotto Teacher-Supervised: Grasshopper; Number stations/
Number books (quantities of 10)
 Playdough Numerals (1-10)  Playdough Numerals (1-10)  Playdough Numerals (1-10)
 Bingo: Numbers (1-10)  Bingo: Numbers (1-10)  Bingo: Numbers (1-10)
 Mixed Up Numbers (1-10)  Mixed Up Numbers (1-10)  Number Fishing Game/ Number Concentration (1-10)
 Number Concentration (1-10)  Number Concentration (1-10)  Number Name Lotto
 Literature-based: Story Mobile : Ang Alamat
 ng Ampalaya Literature-based: Story Quilt : Ang Alamat ng Ampalaya
INDOOR/OUTDOOR ACTIVITY: Market Race INDOOR/OUTDOOR ACTIVITY: Insect Race INDOOR/OUTDOOR ACTIVITY: To Market To Market
Message: Message:
Some of the goods they sell come from the community: Some of the goods they sell come from other communities.
 Some fruits and vegetables are grown in the  Some buy from markets in other communities.
community.  Some stall owners have suppliers who bring goods to
 Some meat and poultry products come from the their stalls.
community.
Questions:
Question: Which goods come from our own What goods come from other communities? How are these
community?. brought to the market?
WORK PERIOD 1 WORK PERIOD
Teacher-Supervised: Bottle Graph Teacher-Supervised: Poster: Saan Nanggaling ang mga
paninda sa palengke?
Independent:
 A-Z Market List Independent:
 What‟s Missing? Goods Mobile: Dry Goods/Wet Goods
 WS: Picture-Sound Match Market Words: What starts with ____?
 Yarn Mosaic What‟s Missing?
 Block Play Yarn Mosaic
WS: Which does not belong?
Block Play
Guessing Game : Fruits and Vegetables (see Game: Charades: Jobs people do in the market
appendix)
Song: Ang Gatas at ang Itlog
Play: I am … I like
STORY: Halo-Halo Espesyal STORY: Si Owel ang Batang Matakaw
Teacher-supervised: Catch Flies for the Frog Teacher-Supervised: Sorting Shapes on a Geoboard
Independent:
 Number stations/ Number books (quantities of 10)
 It‟s A Match/ Number Concentration (1-10) Independent:
 Number Fishing Game (1-10)/Number Name Lotto  Number Stations/Number Books (quantities of 10)
 Tapatan  It‟s a Match/Number Concentration (1-10)
 Accordion Book: Halo-halo Espesyal  Number Name Lotto
 WS: Identifies Which Does not Belong/Same and  WS: Identifies Which Does not Belong/Same and Different
Different  Drawing/Write-up: Kung Ikaw si Owel, ano ang gusto mong
kainin at bakit?
INDOOR/OUTDOOR ACTIVITY: If Your Name Starts INDOOR/OUTDOOR ACTIVITY: Form a Word

with …
APPENDIX WEEK 31
A.THEME-RELATED ACTIVITIES
Poster: At the Market Place

Objectives: to draw 4-5 part figures; writes words and phrases; notes details
Number of participants: 6
Materials: manila/kraft paper, markers or crayons, ¼ bond paper
Preparation: Draw an outline of the market on kraft or manila paper.
Procedure:
1. Ask children to recall what they saw at the market.
2. Have them draw these on the small pieces of paper.
3. Let children glue their drawings on the appropriate space on the kraft/manila paper.
Market Goods Collage

Objective: to draw 4-5 part figures; cuts with scissors; notes details
Materials: manila/kraft paper, markers or crayons, ¼ construction market
Procedure:
1. Have children draw different goods sold at the market.
2. Let them make a collage of these goods on kraft paper.
What’s Missing?
Objective: to identify different kinds of vegetables; to identify what is missing
Number of Participants: 6
Materials: picture of vegetables or plastic vegetables
Procedure:
1. Place five or more familiar vegetables ( either pictures of vegetables or plastic vegetables) on a tray and have children sit around
it in a circle.
2. Discuss the names and characteristics of these vegetables.
3. Then ask the children to close their eyes while you remove one of the vegetables. When they open their eyes, have the children take
turns trying to guess which of the vegetables is missing.
4. After a correct answer is given, mix up the positions of the vegetables and start the game again.
Yarn Mosaic
Materials: cardboard, yarn (assorted colors), scissors, glue
Procedure:
1. Let children help cut pieces of different colored yarn. Have them cut many different sizes short and long and everything in between.
2. Then have them make some designs with the glue. Allow children to create lines and patterns on the cardboard with the glue.
3. Ask them to cover the glue lines with the yarn, following along the designs they have made using the different sized pieces of yarn in
any combination
4. Let them set aside their mosaics to dry.
Goods Mobile: Dry Goods/Wet Goods

Objectives: to draw 4-5 part figures; to cu and pastes; to note details, groups by function
Materials: 2 hangers, yarn, construction paper, cardboard, scissors, glue
Procedure:
1. Have children recall goods they saw at the market.
2. Let them draw these goods on construction paper.
3. Then have them glue these on the cardboard.
4. Punch a hole on the board and tie a yarn on each hole.
5. Have children hang the dry goods on one hanger and the wet goods on another.
Saan nanggaling ang mga paninda sa palengke?

Objectives: to arrange events in sequence; to note details,
Materials: 1/2 construction paper or oslo paper, cardboard, scissors, glue, clothespin, clotheline
Procedure:
1. Have children draw possible places where goods in the market come from.
2. Let them hang their drawings along the clothesline.
Matching Cars: Foods sold in the market

Objective: to match pictures of foods sold in the market
Materials: picture cards of different foods sold in the market (10-15 pairs)
Procedure:
1. Pre-game preparation: Adult will prepare one set of picture cards of different food items sold in the market (you may cut-out pictures
from magazines and reproduce to make duplicates, or draw your own pictures).
2. Shuffle the deck of matching cards. Arrange it on a table in a 5x4 or 5x6 grid.
3. Each child will open two cards and check if they both have the same picture. If yes, the child can open two more cards until he
encounters two cards that are not the same.
4. When he opens two cards and they do not match, he returns it picture side-down and the next player takes his turn.
5. The game ends when all the cards have been matched, with the winner being the child with the most number of pairs.
Dramatic Play: Market Set-up

Objective: to act out scenes commonly observed in the market place.
Materials: old boxes, benches, plastic foods – any materials which can be used to recreate a market/palengke scene
Procedure: Children will engage in a dramatic play set up of a market/palengke. Suggested areas: fish vendor, vegetables vendor, butcher, rice
vendor,etc.
Play dough: Food

Objective: to develop fine motor skills coordination
Materials: play dough, plastic plates and eating utensils
Procedure:
1. Encourage children to mold different kinds of food items which are commonly sold in the market.
2. Have them place their molded clays on the plates.
3. Let them share about what they did.
Market Worker Puppets

Objective: to draw and describe different kinds of market workers
Materials: brown paper bags, pencils, markers and coloring materials
Procedure:
1. Give each child one brown paper bag. Explain to them that they are going to make paper bag puppets of people who work in the
market. Let each child choose one market worker and explain why he chose that particular worker.
2. Have the child draw that market worker on one side of the paper bag, and ask him to trace and color his work.
3. On the other side of the paper bag puppet, the child can write the name of his market worker and 1-2 sentences that describe his job
and what he needs to perform it.
Food Domino
Objective: to recognize foods sold in the market by playing the domino game.
Materials: food domino cards
Procedure:
1. Prepare one set of food domino cards (foods that are sold in the market).
2. Distribute the domino cards to the players and put the last card in the middle of the table.
3. In a clockwise manner, each player will connect one domino card to either end of the first card on the table. If the current player does
not have a card which he can connect to the card trail, he says “PASS” and lets the next player take his turn.
4. The game ends when all of the cards are on the table. The first person to rid himself of all his cards wins the game.
OTHER MATH ACTIVITIES

Coins Are Us
Objective: to identify coins: 5-, 10-, 25-centavo coins and 1, 5, 10 peso coints
Materials: a chart with enlarged pictures of each coin (front and back sides), a collection of coins in a paper bag
Number of players: 4-6
Procedure:
1. The teacher shows the children the chart of enlarged pictures of each coin. She identifies each coin and helps children describe each
one.
2. Each child gets a coin from the paper bag and matches the coin with the picture. The teacher initially helps the child identify the coins.
(With practice, children are encouraged to identify the coins they pick independently).
Magic Box
Objective: to identify coins
Materials: a box with different coins
Number of players/participants: 6
Procedure:
1. Each child will be given opportunity to get a coin from the magic box.
2. The child will tell the correct name of the coin
3. The child who can tell the correct name of the coin writes down the denomination on the score
4. Play three rounds of getting coins from the magic box. After three rounds, the teacher will add up the total scores (denominations) of
each child. The child with the highest score wins.
Crayon Count
Objectives: to count
to recognize numerals
Materials: crayon box counting card for each child
number cards 0-10 placed in a sack
crayons (for each child, the quantity depending on the number to be practiced)
Procedure:
1. Have students sit in a circle. Give each child a crayon box counting card and a set of crayons
2. Pass the sack around so each child can pick a number. (place only the numbers the children need to practice.)
3. Students read their numbers and put many crayons in the crayon box counting card. Go around the circle having each child tell how
many crayons are in their box. If a child makes a mistake, have him touch each crayon and count in sequence.
4. Collect the number cards and pass the sack around again to continue to play.
Variation: For Beginners

Call a child to come and sit with you. Place a number of crayons on a crayon box counting card. The child counts the crayons and puts the
same amount next to the card. If the child is not yet counting independently, have him place a crayon below each one on the card, and then
touch and count the crayons with you. Repeat this with each child in the group using a different number of crayons each time.
Number Name Lotto

Objective: to match numerals 1-10 with their number names
Materials: 6 sets number name cards, 4-6 pieces numeral boards (w/ random numbers between 1-10)
Procedure:
1. Explain to the children that they are going to play a lotto game. Give each child a numeral board. Shuffle the six sets of number name
cards and place it in the middle of the table.
2. Each child will take turns opening the top card and saying the numeral name out loud. If that number is found on his board, he takes
that card and uses it to cover the space where that number is. If not, he returns it to the bottom of the pile.
3. The first person to finish covering his board with the right numeral-number name matches wins the game.
Grasshopper
Materials: An empty floor space for jumping around,
number cards (0-10)
Procedure:
The teacher announces a number from 0-10. The student hops to the card that has that number.
Variation: The teacher announces or shows an addition or subtraction problem. The student hops to the card that has the answer.
Number Stations
Objective: to count up to quantities of 10
Procedure:
1. Teacher chooses a number to work with for the day, for example 9.
2. Children work together exploring a given quantity of toothpicks, in this case 9, making as many arrangements as possible. Then let
the children write the number on their paper.
Variation: Children can explore other materials such as pebbles, popsicle sticks, blocks and others.
Number Books
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.
Catch Flies for the Frog

Materials: large playing board, large plastic or rubber frog
small flies (rubber or plastic or paper cut outs from reproducible)
small paper plate with a drawing of a frog (1 for each player)
Procedure:
1. Tape the board to the floor. Put a strip of masking tape several steps away from the board to mark where the playerwill stand. (The
distance will depend on the age and motor development of your student.)
2. Each player stands behind the masking tape marker and throws the frog at the board to catch flies.
3. Have the players read the number the bean bag lands on. The player then counts out that many flies from the storage bag and places
them on his frog plate.
4. After each child has had a turn, go around the group and ask each child to tell how many flies the frog has eaten.
5. Continue play until each child has had several turns. Repeat steps 3 and 4 each time.
Sorting Shapes on the Geoboard

Objective: to recognize, sort and describe shapes according to specific attributes
Materials: geoboards and rubberbands
Procedure:
1. Children each make a shape on a geoboard and wait for the teacher to give a sorting clue.
2. Teacher should look at the shapes that the students have made on their boards and decides on a particular attribute to sort by but
does not tell the children. As students watch, the teacher chooses a few geoboards and makes two small groups, lining them up on
the chalkboard or clustering them on the floor according to the particular attribute. (One group of boards has the attribute, and the
other group has not)
3. Teacher are directed to study the shapes in both groups and find other shapes that match those attributes
4. After watching the teacher sort a few examples, they try to figure out the sorting rule.
5. One child at a time is called on to show their geoboard to the class.
6. Class members analyze the geoboard and point to the group in which they think it belongs. When everyone has had a turn, all the
children to discuss their decisions.
7. Continue to sort in a variety of ways over time. You can sort by:
Number of corners
Number of sides
Open or closed figures
Right angles or no right angles
Symmetrical or not
No nails inside, one nail inside, etc.
Variation 1: The children could draw their shapes into smaller sized geoboard paper and these shapes could be used to sort and resort
shapes in a variety of ways.
Variation 2: Children need to learn to recognize shapes that are identical but in different positions. They can explore this with the following:

Objective: to identify the numerals 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10
Procedure:
2. Let them to form the numerals 0,1, 2, 3, 4, 5, 6, 7, 8, 9 and 10.
Concentration
Procedure:
Number Bingo
Players: 1 or more
Materials: bingo card for each player, calling cards
tokens
Procedure:
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 Fishing Game

Procedure:
Mixed Up Numbers
Objectives: to read and recognize number words EIGHT
Materials: vocabulary cards of number words SIX
Procedure:
It’s a Match
Procedure:

Procedure:
A. OTHER LANGUAGE ARTS ACTIVITIES
A-Z Market List: Magpapabili tayo sa palengke ng...

Objective: to initial sounds of words
Materials: scratch or bond paper, coloring materials, scissors, markers, masking tape.
Number of players/participants: 4-5 at a time
Procedure:
1. Explain to the children that they are going to make an A-Z market list of things they would like to buy at the market. Assign a letter or
ask each child to choose one letter from the alphabet and give an example of a market/palengke item/good that begins with the same
letter (ex. B- Bigas, R- Repolyo etc.)
2. Each child will draw and label his chosen item on a piece of paper.
3. After drawing and labelling, ask them to color and cut their work. Tape each drawing on the classroom wall alphabetically and in a
horizontal (left to right) manner. Note to teacher: some letters might be left blank – such as x, q, z – if the children find difficulty in
giving examples of items/goods that begin with those letters. If there are not enough letters to go around, some letters can have more
than one example.
Alphabet Freeze
Objective: identify upper and lower case letters:
Materials:: letter cards
Procedure:
1. Place one of each of the 15 letters of the alphabet on index cards (or you can use pre-made flashcards.
2. Put the cards randomly around the area of the carpet you have space to move around.
3. Have children move around the letters as you play a song.
4. When it stops, have each child find a letter to stand on. Then have him or her identify a word that begins with the letter.
5. Ask each child what letter they are standing on and then have them identify words that begin with that letter.
Market Words : What starts with?

Objective: identify words that begin with a given letter
Procedure:
1. Distribute pieces of paper to the children.
2. Have them draw picture of objects found in the market that begins with a given letter.
Accordion Book: Halu-Halo Espesyal

Objective/competencies: retell events in a story
Materials: blank accordion books, pencil, coloring materials
Procedure:
1. Pre-activity: prepare one blank accordion book for each child in the class, with around 4-6 pages.
2. Give one accordion book to each child in the group. Ask them to draw the events in the story Halo-Halo Espesyal in chronological
order on the accordion book in a left-right manner.
3. Ask them to write 1-2 sentences for each event they drew. Have them color their work when they are done drawing and writing.
Drawing/Write Up: Kung ikaw si Owel, ano ang gusto mong kainin at bakit?
Objective: to make personal connections to the story
Materials: ½ sheet of bond paper, 1 sheet of lined paper (grade 2 pad), pencils and coloring materials.
Procedure:
1. Each child will answer the question “Kung ikaw si Owel, ano ang gusto mong kainin at bakit?”.
2. On the ½ sheet of bond paper, each child will draw himself eating the desired food. The accompanying explanation shall be written on
the sheet of lined paper and glued to the bottom of the drawing.
Letter/Word Collage, Find the Letter/Word/Story Quilt (refer to instructions in previous weeks)
Objective: to identify words that rhyme

Materials: none
Procedure:
2. Get more complex rhyming word as children move along in rhyming.
Clap Clap Snap fall Clap, Clap Snap ball

Clap, Clap Snap hall Clap, Clap Snap small
Note: A variation is the "I say, You say" game:

I say mat, you say ______
I say man, you say _______.
SONGS/POEMS/RHYMES
To Market, To Market (rhyme) Bahay Kubo
To market, to market, to buy a fat pig, Bahay kubo, kahit munti

Home again, home again, jiggety-jig. Ang halaman doon, ay sari sari
To market, to market, to buy a fat hog, Sinkamas at talong, sigarilyas at mani
Home again, home again, jiggety-jog. Sitaw, bataw, patani.
To market, to market, to buy a plum bun,
Home again, home again, market is done. Kundol, patola, upo't kalabasa
At saka mayroon pang labanos, mustasa,
Note: invite the children to come up with their own Sibuyas, kamatis, bawang at luya
versions/suggest a new verse in the rhyme with a Sa paligid-ligid ay puno ng linga.
corresponding nonsense rhyme.
Tools (poem) Vegetables and Fruits (poem)
Paint a picture The food we like to eat that grows

Cut down wheat On vines and leaves and trees
Peel potatoes Are vegetables and fruits, my friends
Clean the street Like duhat, grapes and peas
Knock down buildings Bananas, mangoes, pomelos are fruits
Wash the wall And so are lanzones
Fix a car Pechay and malunggay are vegetables
Make a call Like squash, okras and beans.
Lift a baggage
Weigh the fish
What do you need?
Tools, tools, tools!
Fruit Salad Song

(sing to the tune of „Are You Sleeping‟)
Watermelon, watermelon
Papaya, papaya.
Pineapple, banana
Mix them all together
Fruit salad, fruit salad
If Your Name Starts With

Sung to the tune of "If You're Happy and You Know It"
an action alphabet rhyme
If your name starts with A turn around.

If your name starts with B touch the ground.
If your name starts with C then stand up and touch your knee.
Clap your hands if your name starts with D.
If your name starts with E wink your eye.
If your name starts with F try to fly.
If your name starts with G blow a kiss up here to me.
If your name starts with H say "Hee, Hee".
If your name starts with I tap your toe.
If your name starts with J say "Ho, Ho".
If your name starts with K then stand up and start to sway.
If your name starts with L say "Ole".
If your name starts with M make a smile.
If your name starts with N shake awhile.
If your name starts with O put your elbow on your toe.
If your name starts with P say "I know!"
If your name starts with Q raise your hand.
If your name starts with R your should stand.
If your name starts with S you should pat your head, I guess.
If your name starts with T say "Oh, yes!"
If your name starts with U touch your eye.
If your name starts with V pat your thigh.
If your name starts with W, X, Y or Z
Then stand up, take a bow and say "That's me!"
Market Race
Children will run around an obstacle course carrying a basket filled with “market goods” (plastic fruits, vegetables, etc.). The first team to finish
the course will win the race.
Bahay Kubo (rhythmic hand clapping activity)
Teach children a simple hand clapping game, such as „Cross Mary‟ to accompany the song Bahay Kubo. Example:
a. Cross both arms over your chest
b. Place both hands on your lap
c. High-five both palms of your hand with the palms of the person in front of you
d. Repeat steps a-c or modify.
Charades: People who work in the market

Children will take turns acting out/guessing the different people who work in the market (ex. Butcher, baggage boy, fish vendor, etc.)
WEEK 32: ____________________
MONDAY TUESDAY WEDNESDAY

Message : Message: Message:
Some people help us by providing services. Today we will visit a health center. The Health Center has many different areas. Different
activities are done in these areas.
Meeting Time 1 Questions: Meeting Time 1 Questions: Meeting Time 1 Questions:
Have you ever been to a Health Center? What did you do
What places in the community provide services? there? What are the different areas in the health center? What can
you find in these areas?
Giving instructions for the trip.
Work Period 1 Work Period 1 Work Period 1
Teacher Supervised: Opposite Word Flip It Teacher Supervised: Field Trip to the Health Center Teacher Supervised: Health Center Map

 Making a Trip Chart  Picture-Word Lotto  Block Play/Dramatic Play: Health Center
 Block Play: Places in the community that provide services  Sequence Cards  Shape Cut-outs: People who work at the health center.
 WS: Which two words rhyme?  Letter Match-a-Roo  Accordion Book: Health Center
Which does not rhyme with the rest of the  Matching Community helpers with Places of Work  Sight Word Fishing Game
words?  WS: Which two words are the same?  Picture Sort
 Sequence Cards Identify what is missing
 Letter Match-a-Roo
Meeting Time 2 Discussion: Meeting Time 2 Discussion: Meeting Time 2 Discussion:
(Discuss Work Period 1 activities) (Discuss Work Period 1 activities)
Brainstorm on people and places that provide services Show shape cut-outs of people who work in the health
for your word wall. Add to this list as the unit center
progresses.
Ex. Health center - doctor

Story: Ang Pambihirang Sombrero Story: Ang Prinsipeng Ayaw Maligo Story: Ang Ambisyosong Istetoskop
Work Period 2 Work Period 2 Work Period 2
Teacher Supervised: Find My Lily Pad; Exploring Marbles Teacher Supervised: who has More? Comparing Quantities: A Teacher Supervised: Comparing Numbers; Shark Attack
Game for Partners (up to quantities of 10);
 Grab Bag Counting  Writing Papers  Number Lotto (1-10)
 Writing Papers  Number Lotto (1-10)  Number Domino (1-10)/Number Snap (1-10)
 Number Lotto (1-10)/Number Domino (1-10)  Number Domino (1-10)  Grab bag counting
 Number Snap (1-10)  Number Snap (1-10)  Comparing Quantities: A game for partners
 Poster: Things that Come in Twos e.g. eyes, hands,  Grab bag counting
bicycle tires,
Song: Community Helper Song Song: To the Hospital Song: I‟m a Helpful Doctor
Indoor/Outdoor Activities:Community Helpers Box Indoor/Outdoor Activities: People in the Neighborhood Indoor/Outdoor Activities
What would you do?
Meeting Time 3:Dismissal Routine Meeting Time 3: Dismissal Routine Meeting Time 3
Dismissal Routine
THURSDAY FRIDAY
Message: There are people who working in the Health Center. People need different Message:People follow rules in the Healt h Center.
things to do their work.
Questions: Questions:
Who are the people work in the health center? What are their jobs? What do they need to What rules do we need to follow in the Health Center?
do their work?
Teacher Supervised: Teacher Supervised: Step on Upper and Lower Case Letters
 Reader”s Theater Scenery
 Teacher Says
 Poster: Mga Serbisyo sa Health Center  Hot Letters
 Community Helpers/Tools Match  Word Lotto /Word Domino
 Block Play: At the Health Center  Community Helpers/Tools Match
 Word Domino  WS: What is missing /What is wrong in the pictures?
 Dramatic Play: At the Health Center
Question: What usually happens during a check-up? Invite the children to play a short charade game (2-3 children only) on rules that people need to
Build your Health Center Word Wall. Have children think about words related to Health follow in the Health Center. (use examples given during Meeting Time 1).
Center.
Story: Sa Ilalim ng Dagat Story: Filemo Mamon
 Teacher Supervised: Number Lotto (1-10) Teacher Supervised: Which Card is Missing? ; Checkered Flags
 Number Domino (1-10)  Number Lotto/ Number Domino (1-10)
 Number Snap (1-10)  Number Snap (1-10)
 Grab bag counting  Grab bag counting
 Comparing Quantities: A game for partners  Comparing Numbers
 Shark Attack
Song: I‟m Happy I‟m a Doctor Song: Many Jobs
Indoor/Outdoor Activity: A Fishy Story Indoor/Outdoor Activity :Red Light Stop
Dismissal Routine Dismissal Routine
APPENDIX WEEK 32
Mga Hugis sa Luwad
Kasanayan: Nakalilikha ng balangkas ng mga bagay na makikita sa loob ng Health Center sa pamamagitan ng luwad o clay.
Manlalaro: 4-5
Kagamitan: lumang dyaryo, luwad o clay
Pamamaraan:
1. Maglatag ng lumang dyaryo sa sahig, mesa o lugar ng gawaan.
2. Pagsuotin ang mga bata ng lumang kamiseta upang hindi marumihan ang kanilang damit.
3. Bigyan ng gakamaong luwad ang bawat bata.
4. Himukin silang palambutin ang kanilang luwad sa iba‟t ibang paraan upang ito‟y madaling imolde o ihubog sa ninanais na hugis. Ito ay maaari nilang hilahin, pukpukin, pipiin
sa dalawang palad. Pagulungin, kurut-kurutin at pisil-pisilin hanggang sa lumambot at maaari nang imolde.
5. Pagawain sila ng mga bagay na makikita sa loob ng Health Center tulad ng istetoskop, gamot, mesa, higaan o kama, at iba pa.
Field trip to the Health Center
Objective: to talk about people in the community that provide services

Participants: Big group, parents/adult leaders
Procedures:
Instructions to Teacher:
1. Prepare the permit a week before the date of field trip.
2. Ask parents to help in planning the activity.
3. Divide the children into groups with at least two adult leader/group.
Possible Field Trip places where you can take your children:
- Health Center or Hospital: Children can learn about the doctors, nurses, dentists, what their function as well as details about how they serve the people in the
community.
- Police station: Children can learn about the police, what their function in the community is as well as details about the work they do to enforce the law etc.
- Fire Station: Childrencan learn about fire fighters and their job details. They can learn about the fire trucks, how they help pump water and how firemen keep us
all safe, plus learn about fire safety etc.
- Train Station: Children can either ride or watch them come in to the station. They may even be lucky enough to hear a whistle, talk to a train operator or have a
small tour on a train.
- Barangay Hall: Children can learn about the barangay officials. They can learn about their function in the community, etc.
- Barber or Beauty Shop: Children can learn about the things they see in the barber or beauty shop. They can watch them how the barbers and beauticians move
and serve people.
- Repair Shop: Children can learn about repairmen, carpenters, shoemakers, etc., their joy details and how they repair the old or destroyed things, furniture and
appliances.
Bag Puppets (People who provide services in the community)
Objectives: develop fine motor coordination
Talk about people in the community that provide services
Materials: paper bags, art paper, buttons, fabric scraps, yarns, scissors, glue and newspaper
Players: 5-6
Procedure:
1. Find people in the community who provide services like doctor, policeman, fireman, mailman, Barangay Captain, etc. Let the children choose one person to depict on the
bag puppet.
2. Give each child 2 paper bags. Open both paper bags. Loosely crumple newspapers and stuff each bag, filling one completely while leaving the other half-filled.
3. Invert the half-filled bag and fit it over the full bag.
4. Gently squeeze the top bag about half-way down and tie with yarn or string to create the puppet‟s head.
5. Using other materials, finish the puppet by adding details to make the puppet resemble the child‟s chosen community helper.
Ang Pamayanan Ko
Kasanayan: Natutukoy ang iba‟t ibang pook o lugar sa pamayanan
Bumubuo ng mga gusali mula sa iba‟t ibang mga „space figure‟
Manlalaro: 5-6
Kagamitan: maliliit na kahon na walang laman, sand table
Pamamaraan:
1. Sa tulong ng mga kahong walang laman hayaang bumuo ang mga bata ng isang pamayanan na nagpapakita ng iba‟t ibang pook o lugar sa pamayanan.
2. Magkaroon ng panandang kulay para sa bawat pook o lugar na kanilang pinuntahan sa field trip na isinagawa.
Halimbawa:
Paaralan - berdeng kahon
Barangay Hall - dilaw na kahon

Health Center - puting kahon
Palengke - kulay dalandan
Parke - asul
Simbahan - pula
3. Pagtuunan ng pansin ang mga lugar sa pamayanan ng nagbibigay serbisyo. Maaaraing magdagdag ng detalye sa pamayanan sa pamamagitan ng pag guhit ng mga
bagay na nakikita sa bawat pook at lugar at idikit ito sa mga colored wooden blocks.
Dramatic Play “Doctor, Doctor, I am Sick”
Objective: to act out function of people in the community that provide services
to wait for one‟s turn
Materials: dramatic play doctor set-up – any materials that can be used to recreate a hospital or the health center, dramatic play costumes of doctors/nurses/health center workers
Procedure: children will engage in a dramatic play set up of a health center, taking turns playing the role of doctor/health care worker and patient.
Writer’s Workshop
Objective: to write invented stories with a clear beginning, middle and end.
Materials: blank books, pencils, coloring materials
Players/participants: 5-6
Procedure:
1. Give each child a blank book. Tell him that he can write a story about anything that he likes. Emphasize the importance of the parts of a story – that it should have a
clear beginning, middle and end.
2. The child can either work on the drawings first and then write the accompanying text later, or vice versa. Once the text is complete and the drawings have been colored
in, the child will make the cover of the book by writing the title and his name as the author and draw the cover illustration. Display the Writer‟s Workshop stories in class
so the other children may read them.
Accordion Book: Health Center
Kasanayan: Nakaguguhit/nakapagpipinta ng mga gawain sa komunidad
Kagamitan: crayons or water color, accordion na yari sa cardboard, lapis
Players/participants: 5-6
Pamamaraan:
1. Pag-usapan ang mga gawain sa loob ng Health Center.

2. Bigyan ng accordion book ang mga bata. Ipaliwanag na bawat pahina ng accordion book ay lalagyan ng iginuhit na larawan.
3. Ipaguhit sa mga bata ang ginagawa ng doctor at iba pang tao sa Health Center.
4. Pakulayan ang larawan at ipaskil ang natapos na accordion book sa dingding ng classroom.

Find My Lily Pad
Materials: frog and lily pad cut outs (see reproducible)
Procedure:
1. Have the students sit in a circle with the teacher.

2. Pass out the lily pad to the players.
3. Show one frog at a time and ask “Can you find my lily pad?” Students count the flies on their lily pads. The child with the lily pad matching the number on the frog lays it
in the center of the circle. Place the frog on the lily pad. Encourage players to say shy while they are putting the lily pad down.
4. Continue until all frogs and lily pads have been matched.
Exploring Marbles
Objective: Counts up to quantities of 10
Materials: marbles and counting cups
Procedure:
1. Each takes a handful of marbles and divides the marbles into the counting cups so that each cup holds the quantity being explored.
2. Expect to see the children creating a wide variety of combinations, anything that totals five or ten, in this case is correct.
3. When all the marbles are divided into 2-5 groups, the children sort the cups according to the combinations formed.
Who Has More?

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:

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.
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.
Comparing numbers
Objectives: to compare quantities

Number of players/participants: 2-4 players
Procedure:
Match Boxes
Objective: to compares quantities up to 10
Materials: match boxes
Procedure:
1. A group of children work together with a given quantity of 10 or less match boxes.
2. They will make 2-5 arrangements of match boxes as possible.
3. The teacher encourages the children to describe the various arrangements.
Shark Attack
to use the more than or less than symbols to show the relationship between quantities
Players: 2 to 4
Materials: Shark Attack game board, 2 number cubes, paper and pencil
Procedure:
1. Review the symbols for greater than (>), less than (<), and equal to (=) with players.
2. Players take turns rolling the number cubes. In each turn, a player rolls one cube first and then the second cube. Based on the numbers on the first and second cubes,
the player decides in which shark to place the cubes in the order rolled. For example: Say a player rolls a 1 with the first number cube and a 6 with the second number
cube. He or she would put the 1 in the first square of the less than shark and the 6 in its second square.
3. A player gets 1 point for each correct placement. The first player to earn 10 points wins.
VARIATION: If you want students to practice with larger numbers, white out the numbers on the cubes and fill in numbers from the tens or hundreds families before reproducing
the cubes.
Bingo Math: More Than/ Less Than

to use the more than, less than symbols to show relationships between quantities
Players: 1 or more
Procedure:

2. Assign a student to call out what is written on the 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.
Procedure:

Checkered Flags
Objectives: to order or sequence numbers from least to greatest and vice versa
Players: 2
Materials: Race car cards, Number cube
Procedures:
1. Shuffle the Race Car cards and stack them between the players.
2. Have each player draw three cards from the stack and place them facedown on the table.
3. Players take turns rolling the number cube to determine how many more Race Car cards both player should draw from the stack. Remind players to keep all their cards
facedown on the table.
4. If the number cube lands on the Checkered Flag, both players turn over their cards and arrange them in numerical order from smallest to largest as quickly as they can.
The first player to get all his or her Race Car cards in numerical order wins. Reshuffle the cards to play the game again.
VARIATION: Instead of arranging the cars from smallest to largest, have players arrange the cars from largest to smallest.
Writing Papers
Materials: writing papers (with number dot patterns for each numeral) crayon
Procedure:
 Each child is given a writing paper with the numeral he is working on.
Number Lotto
Players/Participants: small group
Procedure:
Variation: One person is a caller as in a bingo game. She holds up 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 Domino
Procedure:
5. The winner is the player who has played all dominoes, or the player with the smallest number of dominoes when all players must pass.
Number Snap
Objective: to match numeral to numeral
Players: 2-4
Procedure:
1. Ask the children to pair up, as this small group activity works in twos.
2. Shuffle and deal the cards to each of the players in both pairs.
3. The players take turns in turning over their top card.
4. If two matching cards are turned over, the first player to shout “snap” wins both the piles concerned.
5. Continue until only one player is able to get all the cards, or until the time is up and the players count their cards. The player with the most number of cards wins.
Grab Bag Counting
Objectives: to Identify colors, to count/compares quantities

Fumber of players/participants: 2-4 players
Materials: colored clothespin (2 colors), Grab bag
Procedure:
1. A child takes a handful clothespin from a grab bag (or two handfuls if her or his hands are too small to take as many as she/he needs them to take). The clothespins of
each color are snapped together, and the group compares them to see which color is more and which is less.
2. The clothespins of each color are snapped together, and the group compares them to see which color is more and which is less.
Extension: Ask the children to tell how many more and how many less one number is than another.
Concentration
Objective: to Match numerals to a set of objects (1-10)
Materials: 1 set of number cards, 1-10, 1 set of picture cards w/ 1-10 pictures each
Players: 5-6
Procedure:
1. Lay the cards down in a 5x4 grid.
3. If the cards match (numeral and number of objects), you can take another turn. If not, turn them face down again.
4. The player with most number of cards wins.
Number 0-10
Objectives: to match number of objects to the numeral, to match numeral to number word
Materials: cut-out of numbers 1-10, Bingo cards (with set of object maximum of 10/box)
Procedure:
1. Post a numeral on the board and ask the children to put a marker or chip on top of the box with the number of objects from the Bingo card that corresponds to the numeral.
2. Go around and check whether each child is able to put the chips in correct boxes.
3. The child who is able to finish a pattern will be declared the winner.
(The same activity can be used in matching numeral to number word. You just need to change the objects to number word.)
Ø Is it 10 yet?
Ø Friends Share (up to 10 only)
Ø Who‟s in the Boat (to be modified also
Comparing Names
Objective: to compare quantities up to 10 using terms of comparison: more than, less than, the same as.
Materials: graph paper cut into two-row strips; worksheet
Number of players/participants: pairs, around 6-8 at a time
Procedure:
1. The children team up in pairs. Each child writes his/her name on one line of the worksheet.
2. Now each pair compares the name at the top has more, less or the same number of letters as the second name.
3. As each pair of children finishes comparing names, each child looks for another child to team up with and repeats activity.
Shark Attack
Objectives: to compare quantities, to use the more than or less than symbols to show the relationship between quantities
Players: 2 to 4
Procedure:
2. Players take turns rolling the number cubes. In each turn, a player rolls one cube first and then the second cube. Based on the numbers on the first and second cubes,
the player decides in which shark to place the cubes in the order rolled. For example: Say a player rolls a 1 with the first number cube and a 6 with the second number
cube. He or she would put the 1 in the first square of the less than shark and the 6 in its second square.
Comparing numbers

Procedure:
Hand game

Procedure:
"Place ten sticks in your right hand." "None and ten is ten." or
"Zero and ten is ten."
"Place one stick in your left hand." "One and nine is ten."
"Place one more stick in your left hand." "Two and eight is ten."
"Place one more stick in your left hand." "Three and seven is ten."
"Place one more stick in your left hand." "Four and six is ten."
"Place one more stick in your left hand." "Five and five is ten."
"Place one more stick in your left hand." "Six and four is ten."
"Place one more stick in your left hand." "Seven and three is ten."
"Place one more stick in your left hand." "Eight and two is ten."
"Place one more stick in your left hand." "Nine and one is ten."
"Place one more stick in your left hand." "Ten and none is ten." or "Ten and zero is
ten"
Lift the bowl
Objective: explore different combinations that make a given quantity

Procedure:
"Place ten blocks under the bowl." "None and ten is ten." or
"Place nine block under the bowl." "One and nine is ten."
"Place eight blocks under the bowl." "Two and eight is ten."
"Place seven blocks under the bowl." "Three and seven is ten
"Place six block under the bowl." "four and six is ten."
"Place five blocks under the bowl." "Five and five is ten."
"Place four block under the bowl." "Six and four is ten."
"Place three block under the bowl." "Seven and three is ten."
"Place two blocks under the bowl." "Eight and two is ten."
"Place one block under the bowl." "Nine and one is ten."
"Place no blocks under the bowl." "ten and none is ten." or

"ten and zero is ten."
Peek thru the wall

Players/Participants: Small group
Procedure:
“Wall off ten blocks.” "None and ten is ten." or
“Wall off nine blocks.” "One and nine is ten."
“Wall off eight blocks.” "Two and eight is ten."
“Wall off seven blocks.” "Three and seven is ten
“Wall off six blocks.” "four and six is ten."
“Wall off five blocks.” "Five and five is ten."
“Wall off four blocks.” "Six and four is ten."
“Wall off three blocks.” "four and three is ten."
“Wall off two blocks.” "Five and two is ten."
“Wall off one blocks.” "Six and one is ten."
“Wall off no blocks.” "ten and none is ten." or

Match Boxes
Objective: to compare quantities up to 10

Procedure:
Exploring Marbles
Objective: to counts up to quantities of 10

Procedure:
4. Each takes a handful of marbles and divides the marbles into counting cups so that each cup holds the quantity being explored.
5. Expect to see the children creating a wide variety of combinations, anything that totals five or ten, in this case is correct.
Poster: Things that come in Twos

Objective: to draw objects, count by twos, note details
Materials: Kraft /manila paper, crayons, ¼ pieces of paper
Procedure:
1. Have children draw things that come in twos.
2. First have them think of body parts that come in twos.
3. Then let them look around the classroom to check if there are things that come in twos.
4. Have them think of other things that come in twos.
5. Once you have listed these down on the board, have them draw these objects on ¼ pieces of paper.
6. Glue their drawings on manila paper.
What Does not Rhyme (Oddity Task)

Objective: to Identify which word does not rhyme
Materials: picture card sets
Number of players/participants:1-3
Procedure:
1. Make picture cards for the following word sets. Display each picture-card set. Ask the child to find one picture whose name does not begin with the same sound.
Example:
2. Make picture cards for the following word sets. Display each picture-card set. Ask the child to find one picture whose name does not end with the same sound. Example:
1. bat rock nut
2. cup top pen
3. ten fan cup
4. bus glass bat
5. sock cup rake

Teacher Says
Objective: vocabulary development – directional words

Materials: none
Procedure:
1. Teacher and children will form a circle. Each child will be given a small ball or bean bag.
2. Teacher will demonstrate what children should do with the ball as in a Follow the Leader Game.
Example: When the teacher says hold the ball with both hands, she will hold the ball with both hands.
Sample directional words: left, right, up, down, above, below
Activity 1:
· Place the ball under your left foot.
· Place the ball over your head.
· Throw the ball up and catch it.
· Place the ball between your knees.
Activity 2:
· Teacher reads the rhyme and discusses some directional words like move in, move out, in, between.
My Neighborhood
By Betsy Franco
People move in,

People move out,
Little children play and shout.
Old people, young people,
In-between,
Make a lively neighborhood scene.
Give me a Rhyming Word
Objective: to supply words that rhyme
Materials: none
Procedure:
1. Read or call out a series of words that rhyme.
2. Ask a child to complete the series Ex. bed, red, ______
3. Continue the game until everyone has given a word that rhyme
Reader’s Theater Scenery

Objective: to create story scenery for a play (story settings)
Materials: craft paper, markers/pencils, paint, paper, paint brushes
Procedure:
1. Think about where the story takes place and imagine what the setting would look like.
2. Draw a picture of the setting on piece of paper.
3. Get your materials ready and create your scenery using craft paper and paint supplies.
4. Let the scenery dry, and then hang it up to use it in your play.
Letter Match-a-Roo
Objective: to match pictures with letters
Materials: board game
Procedure:
1. Hand out one Letter Match-a-Roo card to each child.
2. Have children take the attached piece of yarn form the set of letters and match it to the picture by pushing the yarn end thorugh the hole next to the picture.
Hot Letters
Objective: to Identify the name and sound of a letter.
Materials: letter cards, cassette recorder
Procedure:
1. This is a variation of the game “Hot Potato.”
2. Sit the children in a circle and pass out cards with one letter on each card.
3. Tell the children that you are going to play music.
4. Ask them to pass their cards around the circle while the music is playing.
5. Ask them to stop passing the cards when the music stops.
6. Be sure to practice the direction in which they should pass the cards.
7. Play the game, and when the music stops, ask each child to name the letter on his card and sound it out.
You can also play this game for number, shape and color recognition.
Opposite Flip It! (opposite words memory game)
Objective: to identify opposite words

Materials: opposite words memory game cards
Procedure:
1. Pre-activity: prepare one deck of opposite words memory game cards with around 10-15 simple opposite word pairs, such as:
- Up/down
- Left/right
- Happy/sad
- Hot/cold
- Day/night
- Etc.
Note: you may use two colored markers when writing each word in the word pairs (ex. Red for up and blue for down) so children will have an easier time recalling which
possible partners are located on the playing area.
3. Each child will open two cards and check if both words are opposite word pairs. If yes, the child can open two more cards until he encounters two cards that are not
opposite word pairs.
4. When he opens two cards and they do not match, he returns it word side-down and the next player takes his turn.
Step-on Letters: Upper and Lower Case

Objective: to identify and differentiate between uppercase and lowercase letters
Materials: 1 set upper case floor cards, 1 set lower case cards floor cards
Procedure:
1. Lay out the upper case word cards all over the floor. Ask the group to form a line near the playing area.
2. In turns, each child will randomly select one lower case card from the teacher‟s hand (or inside a small plastic bag) and identify/sound out that letter.
3. The child will then look for the corresponding upper case version of that letter on the floor and steps on it. He stays in place and waits for the other children to locate their
own upper-lower case letter match.
A. The game ends when all the lower-case letter cards have been drawn out from the plastic bag and each child has travelled around the playing area, matching lowercase
letter cards with their uppercase counterparts
Sequence Cards
Objective: to identify sequence of events
Procedure:
1. Lay down the picture cards.
2. Have children arrange the cards in sequence. Ask them which should come first, next, last.
Picture Sort
Objective: to sort words according to initial sound
Procedure:
1. Lay down pictures on the table.
2. Have children sort the pictures according to their initial sound.
Word Lotto/Word Match/Sight Word Fishing Game – same as Letter Lotto/ Letter Fishing game/Letter Match
SONGS/POEMS/RHYMES
Community Helper Song To The Hospital
(Sung to: "Farmer In the Dell") (Sung to: "Are You Sleeping")
The doctor makes us well. To the hospital, to the hospital,

The doctor makes us well. We will go. We will go.
Hey! Ho! What do you know? We will see the doctors.
The doctor makes us well. We will see the nurses.
Dressed in white, dressed in white.
Continue with other verses.
The farmer sows the field . . .

The chef cooks the food . . .
The mailman brings the mail . . .
The firefighter puts out fires . . .
Policemen keep us safe . . .
I'm a Helpful Doctor I'm Happy I'm a Doctor
(Sung to: "I'm a little teapot") (Sung to: "My Bonnie lies over the ocean")
I'm a helpful doctor, Dressed in white, I'm happy I'm a doctor,

I help people feel better, Day and night. I help to make people well.
When you get hurt or sick, I'm happy I'm a doctor,
Come see me. It makes me feel just well.
I'm a doctor,
I'll get you all fixed up, Just as quick as can be. I help to make people well, well, well.
I’m a doctor
I’m happy, can’t you tell?
Many Jobs
(Sung to: "Twinkle, Twinkle, Little Star")
There are so many jobs to do.

There is one that's right for you.
Be a ___ if you please.
Be the best that you can be.
There are so many jobs to do.
There is one that's right for you.
For any kind of job you choose,

There are things that you must do.
Study hard so you will know
How to do your work just so.
Find out how you need to dress.
Come on time, and do your best
People in the Neighborhood

Objectives: to give out word beginning with the identified letter
Materials: manila paper or newspaper, cutout of stars, pictures of community helpers, bean bag or small object to toss
Procedure:
1. Draw a pathway on manila paper. Divide the paths into sections. Print the beginning letters of the community helpers in each section.
2. Let the children recite:
Who are the people in the neighborhood?
In the neighborhood, in the neighborhood
Please tell me so, tell me so. (2x)
3. Ask one child to toss the bean bag to any section of the path, then hop from the starting point to the letter where the bean bag fell.
4. While the child is hopping, let the children say:
What G (if the bag is on letter G) is one of the people in the neighborhood?
Please tell me so, tell me so. (2x)
5. Ask the child on the path to name the community helper whose name begins with letter G.
Example: garbage collector
Community Helpers Box

Objectives: to identify objects found in a particular place
Materials: pictures of different things seen in Health Center or Hospital, Fire Station, Barber Shop, etc. (at least 5 pieces per place) Ex. Stetoscope, fire truck, one big and
three small boxes
Procedure:
1. Divide the class into 3 groups.
2. Place all the pictures inside the big box.
3. Ask them to close their fists with both hands and hold them in front of their bodies.
4. Assign each group that they will get things that can be seen in some places from the big box.
5. On signal START, first player in each group walks on tip toe towards the big box. Each one will get inside the box a picture of things that can be seen in the place
assigned to them and goes back to to the starting line also on tip toe. He places the picture inside his small box.
6. The game continues until everybody has the chance or has his turn.
7. After the game is over, check the contents of the box for each group and count only the correct contents.
8. The group with the most number of correct pictures wins the game.
What Would You Do?
Objective: to talk about the work of community helpers
Materials: None
Procedure:
1.Talk with the children about different kinds of jobs. Talking about community helpers is often a good way to start with.
2. Recite:
What would you do
What would you do,
What would you do it you were a ________ (name a job, for example, police officer)
3.Choose one child at a time to reply.
4.When that child is finished, ask the others if anyone else has ideas about what he would do if he were a police officer.
Red Light Stop

Objective: to observe traffic lights
Materials: Red card, Green card, Orange card
Players/Participants: Small group
Procedure:
1. Hold up fairly large red card or sheet of paper.
2. Explain that the red light on the street means you stop.
3. Hold up a green card and an orange card and explain what they mean.
4. Line the children up.
5. Tell them to start walking to the opposite side of the room.
6. When you hold up the red card, they stop.
7. When you hold up the green card, they walk.
8. When you hold up the orange card, they wait.
A Fishy Story
Objective: to develop counting skills

Players: 5-6
Procedure:
1. Ask the children to form a circle.
2. Choose one child to be the fish. He stands in the middle.
3. Ask the fish to make a “fish face” while the rest of the children recite the following poem.
1, 2, 3, 4, 5,
I caught a fish alive.
6, 7, 8, 9, 10,
We let it go again.
4. While you are saying “We let it go again,” open up the circle and allow the fish to “swim” out.
5. Choose another one child to be the fish.
WEEK 33: _________________
Message: We bring broken things to a repair shop to Message: Carpenters and shoemakers also do repair work. Message: Carpenters and shoemakers build and make
have it fixed. things.
 Carpenters repair broken chairs, tables, roofs, doors
People at the repair know how to fix certain things so and walls.  Carpenters build houses
they can still be used again.  Shoemakers repair broken shoes. Shoemakers make shoes.
Questions: What are the usual things people bring to Questions: Why is it important to check if a broken thing can be Questions: What do carpenters build?
repair shops? repaired first before throwing it away? What kind of footwear do shoemakers make?
Teacher-Supervised: Mural: Time to Repair Teacher-Supervised: Field Trip to a Repair Shop Teacher-Supervised: Poster: At the Repair Shop

Poster: What kind of repair shops do we have in our Literature-based: Shoe Story Strip Shoe Designs
community? Literature-based: The Elves and the Shoemaker Puppets Sequence Cards: Biggest to Smallest Shoes
How many syllables? Shoe Designs Sight Word Go Fish
Playdough Sequence Cards: Biggest to Smallest Shoes Copying Figures/Designs
Writer‟s Workshop Sight Word Go Fish WS. Which does not belong?
WS: What‟s wrong with the picture? Playdough Alike and Different
Upper and Lower Case Letter Match
MEETING TIME 2: MEETING TIME 2: MEETING TIME 2: Discussion:
Discuss Message: We are going to visit a repair shop Discussion: Inputs given by the resource person. fieldtrip. Talk about the things the children saw in the repair
tomorrow. Introduce L blends : cl, shop
We will make our trip chart later Invite children to think of words
that begin with cl and list this down on the board. Play “ I Blend and You Guess “ Game
Question: What do you think will we see in a repair
shop ? Play “Team Sound Off “
STORY: The Elves and the Shoe Maker STORY: Wee Red Shoes STORY: A Pocket for Corduroy
Teacher-Supervised: Where Does It Go?; Three in A Teacher-Supervised: Hand Game (concrete; up to quantities of Teacher-Supervised: Hand Game (connecting; up to
Row 10) quantities of 10)
 Exploring Marbles  Exploring Marbles  Comparing Numbers/Match boxes
 Shark Attack  Shark Attack  Bingo Math: More than, Less tnan
 Comparing Numbers  Comparing Numbers  Where does it go?
 Match boxes  Match boxes  Three in a Row
INDOOR/OUTDOOR ACTIVITY: Sasali Ka Ba? INDOOR/OUTDOOR ACTIVITY: Red Light INDOOR/OUTDOOR ACTIVITY: Fun Movements
Message: People use tools to do their work. Message: People follow certain steps when making or building
things.
Questions: What tools do carpenters and shoemakers Questions: Can you name some steps involved in building a
use in their work? house or making/repairing shoes?

Teacher-Supervised: Step on Words Teacher-Supervised:
Syllable Race  Literature-based: Story Cube
Tool Box  Literature- based: Storyboards
Copying Figures/Designs  Syllable Race
WS: Picture-Word Match  Tool Box
Rhyming Words  Writer‟s Workshop
Blocks: At the Repair Shop  Blocks: At the Repair Shop
: Discussion Discussion
Play Pictionary – tools carpenters and shoemakers use in Introduce “Segmentation Cheer “ to the class.
their work

STORY: Rosa Albina STORY: Kapag Tumawid Ako ng Kalsada
Teacher-Supervised: Lift the Bowl and Peek Thru the Teacher-Supervised: Hat seriation; Feet in a Row
Wall (concrete; up to quantities of 10)
 Bingo Math: More than, Less tnan  Bingo Math: More than, Less tnan
 Where does it go?  Where does it go?
 Three in a Row  Three in a Row
 Find 10  Find 10
 Ten Concentration  Ten Concentration
INDOOR/OUTDOOR ACTIVITY: Building in our Town INDOOR/OUTDOOR ACTIVITY:

APPENDIX Week 33
Time to Repair! Mural

Objective: to identify household items that are usually brought to the repair shop for fixing
Materials: art paper, kraft paper, markers, glue
Procedure:
1. As a group, identify household items that are usually brought to the repair shop for fixing. Make a list of all these
things.
2. Assist the children in drawing the outline of these items on a large sheet of kraft paper. Make sure that the spaces
between the lines are big enough so children can glue pieces of art paper on it.
3. Invite the children to tear up small pieces of art paper, dip it in glue and paste it inside the outline of the household
items. Make sure to remind them to stay within the lines and not to tear up large pieces of art paper, as it may be
difficult for them to position on the paper.
4. Once the mural is dry, have children write labels next to the household items.
Tool Box: Who Uses What?

Objective: to identifying and describing tools used by community helpers
Materials: real objects or pictures of items community helpers use in their work (ex. Pencil, hammer, shovel, screwdriver,
etc.)
Procedure:
1. Fill a box with a variety of items or pictures of items people might use to do their jobs, such as pencil, stethoscope,
hammer, pliers, duct tape, small shovel, spool of thread, computer disk, toy truck, paint brush, and so on.
2. Give one object or picture to each child.
3. Invite each child to name the object and the type of job it could be used for.
4. Record the children‟s responses on the chalkboard or on chart paper.
5. Ask the class for other ideas about different jobs that might use the same object. For example, a pencil might be
used by the teacher, a banker, a doctor, a writer, a carpenter.
Poster: Steps in Making a ______

Objective: to enumerate steps necessary in any given procedure
Materials: kraft paper/manila paper, glue, ¼ sheets of plain paper, coloring materials.
Procedure:
1. As a group, ask the children to discuss among themselves certain steps necessary in making/producing/repairing
something (ex. Repairing an old shoe, building a sand fort, etc.)
2. Ask them to write down each of the steps on the pieces of paper.
3. Arrange the steps in chronological order and glue it on the left-hand side of the kraft/manila paper.
4. On the right-hand side, each child can make a drawing of how that step ought to be peformed/how it looks like.
5. Display the poster in the classroom.
Dramatic Play: Repair Shop

Objective: to recall details, recreate experiences, develop language skills
Materials: dramatic play area – repair shop set up
Procedure: c=Children will engage in dramatic play with a repair shop theme. Encourage them to “repair” things their
customers bring in for fixing.
Shoe Designs
Objective: to design designated objects
Materials: art paper, junk materials, scissors, glue, pencil, colored markers
Number of players/participants: 4-5 childre
Procedure:
1. Distribute shoe templates for children to design.
2. Have children design their own shoes using assorted junk and art materials.
3. Let children take turns showing their shoe designs and describing its features.
Sequence Cards: Biggest to Smallest Shoes

Objective: to arrange objects in correct sequence according to size
Materials: shoe cards, pencil, bond paper or newsprint or scratch paper
Procedure:
1. Distribute shoe cards to each child.
2. Have them arrange the shoe cards in sequence.
3. Let them exchange sets of shoe cards.
4. Distribute lengthwise bond paper and have them fold this into three parts.
Have them draw pictures of three different sizes of shoe on each box.
Poster: What kind of repair shops do we have in our community?

Objective: to note details; draw figures ; write words
Materials: kraft paper, markers, crayons
Procedure:
1. Have children name repairs shops that can be found in the immediate community,
2. Ask each one to choose which repair shop they want to draw.
3. Have them write the name of the repair shop on top of the paper.
Where Does It Go?

Materials: number cards with numerals written on it
Procedure:
1. Put a set of number cards in a pile.
2. One by one take the card from the top, judge whereabouts in the sequence it belongs and position it on the table
accordingly.
3. At the end all the cards should be in the correct order, and neither overlapping nor too spread out. Once a card is
placed, you may not move it.
Three In A Row
Materials: two to three sets of number cards 0 to 10
Procedure:
1. Shuffle and deal six cards to each player. (Two or three can play.)
2. Put the rest of the cards in a pile face down, then turn over the top card.
3. The aim of the game is to make up a set of three numbers in sequence by taking turns picking up a card and throw one
away. First to get a set of three wins.
Hand game (concrete)

Procedure:

"Place ten sticks in your right hand." "None and ten is ten." or
"Place one stick in your left hand." "One and nine is ten."
"Place one more stick in your left hand." "Two and eight is ten."
"Place one more stick in your left hand." "Three and seven is ten."
"Place one more stick in your left hand." "Four and six is ten."
"Place one more stick in your left hand." "Six and four is ten."
"Place one more stick in your left hand." "Seven and three is ten."
"Place one more stick in your left hand." "Eight and two is ten."
"Place one more stick in your left hand." "Nine and one is ten."
"Place one more stick in your left hand." "Ten and none is ten." or "Ten and zero is
ten"
Hand Game (connecting)

Procedure:

Teacher says: Children say: Teacher places these cards
on the Hand Game counting
board
"Place nine sticks in your right hand." "None and ten is ten." or
0 10
"Place one stick in your left hand." "One and nine is ten." 1 9
"Place one more stick in your left hand." "Two and eight is ten." 2 8
"Place one more stick in your left hand." "Three and seven is ten." 3 7
"Place one more stick in your left hand." "Four and six is ten." 4 6
5 5
"Place one more stick in your left hand." "six and four is ten." 6 4
"Place one more stick in your left hand." "seven and three is ten." 7 3
"Place one more stick in your left hand." "eight and two is ten." 8 2
"Place one more stick in your left hand." “nine and one is ten” 9 1
"ten and none is ten." Or

10 0
"Place one more stick in your left hand." “ten and zero is none”
Lift the bowl (concrete)

Procedure:

"Place nine block under the bowl." "One and nine is ten."
"Place eight blocks under the bowl." "Two and eight is ten."
"Place seven blocks under the bowl." "Three and seven is ten
"Place six block under the bowl." "four and six is ten."
"Place five blocks under the bowl." "Five and five is ten."
"Place four block under the bowl." "Six and four is ten."
"Place three block under the bowl." "Seven and three is ten."
"Place two blocks under the bowl." "Eight and two is ten."
"Place one block under the bowl." "Nine and one is ten."
"Place no blocks under the bowl." "ten and none is ten." or

Peek thru the wall (concrete)

Procedure:
“Wall off ten blocks.” "None and ten is ten." or
“Wall off nine blocks.” "One and nine is ten."
“Wall off eight blocks.” "Two and eight is ten."
“Wall off seven blocks.” "Three and seven is ten
“Wall off six blocks.” "four and six is ten."
“Wall off five blocks.” "Five and five is ten."
“Wall off four blocks.” "Six and four is ten."
“Wall off three blocks.” "four and three is ten."
“Wall off two blocks.” "Five and two is ten."
“Wall off one blocks.” "Six and one is ten."
“Wall off no blocks.” "ten and none is ten." or

Hat Seriation
Objective: to arrange objects by size
Materials: hats of various sizes
Players: small group or whole class during meeting time
Procedure:
1. Ask children to bring hats of different sizes.
2. Place a set of 3-10 hats on a table or in front of the class.
3. Ask the children which of the hats is the biggest (or smallest)
4. Ask the children to arrange the hats by size – biggest to smallest or smallest to biggest.
Feet in a Row
Objective: to sequence objects based on length
Materials: cut outs of children‟s right (or left) foot
Players: small group or whole class during meeting time
Procedure:
1. Ask children to trace their right or left foot on a sheet of bond paper. Cut out the traced foot.
2. Ask the children which of the feet is the biggest (or smallest).
3. Ask the children to arrange the feet by size – biggest to smallest or smallest to biggest.
Exploring Marbles
Objective: to counts up to quantities of 10
Procedure:
1. Each takes a handful of marbles and divides the marbles into counting cups so that each cup holds the quantity
being explored.
2. Expect to see the children creating a wide variety of combinations, anything that totals five or ten, in this case is
correct.
Comparing numbers
Procedure:
Match Boxes
Objective: to compares quantities up to 10
Procedure:
Shark Attack
to use the more than or less than symbols to show the relationship between
quantities
Players: 2 to 4 children
Procedure:
2. Players take turns rolling the number cubes. In each turn, a player rolls one cube first and then the second cube.
Based on the numbers on the first and second cubes, the player decides in which shark to place the cubes in the
order rolled. For example: Say a player rolls a 1 with the first number cube and a 6 with the second number cube.
He or she would put the 1 in the first square of the less than shark and the 6 in its second square.
VARIATION: If you want students to practice with larger numbers, white out the numbers on the cubes and fill in numbers
from the tens or hundreds families before reproducing the cubes.
Bingo Math: More than/Less than

Objective: to practice comparing quantities using the more than, less than symbol
Materials: bingo cards for each player, tokens, calling cards
Procedure:
1. Provide each player with a number bingo card (with any six numbers from 1-10 written on it).
2. Assign a child to be a caller with the job of picking a calling card and announcing what is written on it. The calling
cards have “more than (number)” or “less than (number)” written on it.
3. When the caller reads what is written on the calling card (for example, “more than 7” or „< 7‟), the other players will
select a number that is more or less than what is written on the card and cover it with a token.
4. First one to cover all spaces wins.
Find 10
Procedure:
looking at them.
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.
Tens Concentration
Procedure:
Team Sound-Off (for Meeting Time 2)

Objective: to blend phoneme to phoneme
Materials: none
Procedure:
1. Divide the group into teams of three or four children.
2. Assign each team a sound, such as /s/.
3. Then call to the front of the classroom three children, for example one child from the /s/ group, one child from the
/a/ group, and one child from the /t/ group.
4. Have the three children sequence their sounds to form a word. Then they should say the sounds and ask the rest
of the group to blend together the sound to form the word.
5. Teams take turn answering, and each team that guesses correctly gets one point.
 Letter Poster : Words that begin with ____ (bl, cl)
How Many Syllables?

Objective: to break up sounds in words according to syllables
Materials: 25-30 picture cards of words that have 1,2 and 3 syllables. Three shoe boxes/small boxes (labeled 1, 2 and 3)
Number of players: 4-5 children
Procedure:
1. Prepare picture cards of words that have 1, 2 and 3 syllables.
2. Give each child 5-6 assorted picture cards. Ask a child to get one card and say the word out loud.
3. Next, ask him how many sounds he can hear in the word. Ask him to clap out the sounds which he can hear (for
example – „elephant‟ – “e/le/phant” – 3 claps).
4. If he is able to get the number of syllables correctly, he can put that card in the corresponding number box (ex.
„Elephant‟ – goes inside Box #3 because the word has three syllables).
5. If the child guesses incorrectly, ask the group to clap it out together so he can put that card in the right box. The
game ends when all of the cards are in their right boxes.
Sight Word Go-Fish

Objective: to match sight words
Materials: 2 sets of 26 word cards:
- Away, again, been, best, done, day, each, even, first, from, gave, going, have, how, just, know, laugh, light,
make, much, only, once, place, pretty, would, which
Procedure:
1. Mix up the cards and deal eight to each player. Spread out the remaining cards facedown in the center of the
table. This is the “fish pond”.
2. Players look at their cards, remove word pairs, and place each pair of words facedown in front of them on the
table.
3. Play as you would Go Fish. The first player asks the player to his left for a specific word that would make a pair
with a word he or she already has. If the asked player has the card, he or she gives it to the first player. (If not, he
or she says, “Go fish” and the first player takes a card from the fish pond. That ends his turn.) The first player then
asks any other player for another card until the asked player does not have the requested card.
4. The player who said “go fish” asks the player to his left for a card.
5. Continue playing until one player has found pairs for all his cards.
High-Frequency Word Races

Objective: to alphabetize high-frequency words
Materials: 26 word cards, timer
- Are, back, cold, did, each, funny, get, has, its just, kind, like, myself, now, other, part, quiet, read, said,
through, use, very, wish, x-ray, you, zoo
Number of players/participants: two teams with 2-3 players each
Procedure:
1. Give each team one set of word cards, randomly shuffled. Set the timer for one minute.
2. Each group arranges the 26 cards in alphabetical order.
3. After one minute, groups will stop what they are doing and the adult will count how many words were arranged
alphabetically. Words that are not in their correct alphabetical order are removed.
4. The group with the most number of correctly alphabetized words will win the game.
Storyboard
Objective: to retell events in a story
Materials: tag board or cartolina, paper, glue, ruler, pencil/markers
Number of Participants: small group
Procedure:
1. List at least six important story events.
2. Think through what happened in the events. Draw a picture of each event.
3. Write a short sentence underneath each drawing explaining the scene.
4. Glue the scenes to a piece of tag board or cartolina and share your storyboards with friends.
The Elves and the Shoemaker Puppets

Objective: to identify story elements through puppetry
Materials: old cardboard, tongue depressors/barbecue sticks, tape, scissors, coloring materials, pencils
Procedure:
1. Ask the children to identify 1) the characters in the story, 2) the important things or objects that appeared in the
story, and 3) the setting in which the story took place. List these down on a piece of paper.
2. If there are more than twelve items on the list, invite each child to choose two items and make stick puppets that
depict the characters/items they have chosen.
3. As for the setting, one or two students can work cooperatively by drawing the background setting on a large piece
of paper.
4. The children can use the puppets in a dramatic play activity later in the day/week or they can stage their own
rendition of The Elves and the Shoemaker, to be presented to the other classes in their school at a later time.
Three Little Pigs Story Cube
Objective: to identify story settings
Materials: story cube template, coloring materials, scissors, tape, old cardboard
Procedure:
1. Give each child a story cube template:
2. Ask each child to fill up the squares with scenes from the story. Ask him to color his work.
3. When all the squares have been filled up with scenes, ask the child to number each scene in chronological order.
4. Cut the story cube and paste it onto a piece of cardboard for fortification. Cut it out again, and fold along the lines.
Seal the ends with tape or glue.
Shoe Story Strip

Objective: recall story events in sequence
Materials: shoe cut-outs
Procedure:
1. Ask children to recall what happened from the beginning to the end of the story.
2. Choose 6 key events and have children draw each of these events on the shoe cut-outs.
3. Ask them to write 1-2 sentences about the story event assigned to them or take down dictation if necessary.
STORIES
Wee Red Shoes

Questions before Reading
- What kind of shoes are you wearing today? Is it your favourite pair?
- What color is your favorite? Describe your favourite pair of shoes.
Questions while Reading

- What did the wee red shoe do for fun?
- What do you think will happen to it?
Questions after Reading

- Who first tried to wear the wee red shoe? What happened?
- Who tried it on after the speckled Hen? What happened?
- What happened when dog negro tried it?
- Who finally tried and loved it? Where are they going?
The Elves and the Shoemaker

Questions before Reading
- What do you want to be when you grow up?
- Do you know what a shoemaker does?
Questions while Reading

- What did the couple find out in the morning after they‟ve left the leather?
- What do you think will happen after that?
- Who do you think made the pair of shoes?
Questions after Reading

- What was the problem of the shoemaker?
- What did the shoemaker do to solve his problem?
- Who helped him? Describe the elves.
- What did the couple do to find out who is helping them?
- What did they do to thank the elves?
- Will you have done the same thing? What would you have done?
Kapag Tumawid Ako ng Kalsada

Questions Before Reading
- Marunong ba kayong tumawid sa kalsada?
- Inihahatid pa ba kayo ng nanay o tatay sa pagtawid sa kalsada?
Questions While Reading:

- Ano kaya ang makikita ng bata sa pagtawid niya sa kalsada sa araw ng Miyerkoles?
- Sa inyong palagay, ano kaya ang itinuro ng tatay niya upang matuto siyang tumawid sa kalsada?
Questions After Reading:

- Ano ang nakikita ng bata kapag tumatawid siya ng kalsada kung Lunes? Martes? Miyerkoles? Huwebes?
Biyernes?
- Sinu-sino ang mga kasama niya kung Sabado at Linggo?
- Kung tatawid ka ng kalsada, tumitingin ka ba sa kaliwa at sa kanan? Bakit?
- Ano ang iyong gagawin kapag pula ang kulay ng ilaw trapiko? Kapag berde? Kapag dilaw?
A Pocket for Corduroy

Questions before Reading:
- Do you have a favourite toy? What is it?
Questions while Reading:

- What did Corduroy want?
- What did Corduroy first saw after it slid off the chair?
- What do you think will happen next?
Questions after Reading:
- Who are the characters in the story?
- Can you describe Corduroy?
- What was the problem of Corduroy? How about Liza?
- What happened at the first part of the story?
- What happened in the middle part?
- What happened at the end of the story? SONGS/POEMS/RHYMES
The Barber and Beautician The Mail Carrier's Song

Sung to: "Here we go round the Mulberry Bush" Sung to: "Row, Row, Row Your Boat"
Write, write, write your cards.

This is the way the beautician washes, And lots of letters, too.
Scrub, scrub, scrub. I will bring them to your friends.
And they will write back soon
This is the way the barber shaves,
Buzz, buzz, buzz.
This is the way the beautician cuts,

Snip, snip, snip.
This is the way the barber cuts.

Clip, clip, clip
*children can make actions
Carpenter Firefighter Song

Sung to: "I'm A Little Teapot"
This is the way he saws the wood
(making saw motion) I'm a firefighter, my name is John
Sawing, sawing, sawing. I put my boots and helmet on
I hurry to the fire and give a shout.
This is the way he nails the nail With a burst of water,
(making hammering motion) The fire is out.
Nailing, nailing, nailing. Ten Little Firemen
Ten little firemen
This is the way he paints the house Sleeping in a row
(making a brushing motion) Ding-dong goes the bell
Painting, painting, painting. And down the pole they go
Off on the engine oh! oh! oh!
Using the big hose so, so, so
When the fire is out, home sooo slow
Back to bed all in a row.
Ikot-Ikot
Ikot, ikot ikot ikot (spin fists in a circle)

Ikot ikot
Hila, Hila, (pretend to pull a threaded needle through cloth)
Pok pok pok (pound fists one on top of the other, alternating)
(x2)
Gupit ng gupit (make cutting motion – like you are holding a pair of scissors and cutting a piece of cloth)
At tahi ng tahi (pretend to pull a threaded needle through cloth)
(x2)
Ikot, ikot ikot ikot (spin fists in a circle)
Ikot ikot
Hila, Hila, (pretend to pull a threaded needle through cloth)
Pok pok pok (pound fists one on top of the other, alternating)
Sasali Ka Ba?
1. Pangkatin ang mga bata.

2. Ang guro ang unang magiging “IT.”
3. Sasabihin ng guro ang pangalan ng laro (Sasali Ka Ba?).
4. Tutukoy ang guro ng isang lugar at itatanong kung ano ang makikita o ginagawa ng mga tao sa lugar na tinukoy.
(Hal. Ospital – ano/sino ang makikita natin sa ospital?)
5. Sasagot ang mga bata, mangagamot- at ipakikita ang aksyon ng manggagamot.
6. Tatapik ang guro ng isang bata, kung sinong tinapik ng guro, siya naman ang magsasabi ng “Sasali Ka Ba?”
pupunta ako sa ______
7. Ipakikita ng mga bata ang aksyong ginawa sa lugar na tinukoy ng IT
Fun Movements
Directions:
1. Tell the children they are going to play follow-the-leader as they pretend to go to different places.
2. Tell them where they are going and ask them to imitate what you do along the way.
Go to the post office and mail a letter.

Go to the supermarket and buy some groceries.
Go to the hospital and look for a doctor.
Go outside and get on a school bus.
3. You can play this game for as briefly or as long as you choose.
Building in Our Town
1. Make a chart with the children‟s names listed vertically on the right-hand side.
2. Across the top of the chart draw buildings or glue pictures of buildings that the children have visited like health
center, post office, police station or barangay hall or any place in the community that provide services.
3. At group time, ask the children what buildings have they visited.
4. Mark the sites for each child.
Red Light
Material: a whistle to signal
Directions:
1. Arrange the player in a line.
2. Appoint one of the players (X) in the center of the line.
3. At the blowing of the whistle, X counts out loud to ten and concludes by saying: “No talking; No laughing; No
moving; Red light” and turns about.
4. In the meantime, other players have turned and run away from him.
5. On the signal “Red light,” all “freeze” in their positions.
6. If X does not see the player talk, laugh or move, he turns back and counts again, repeating until the player does it.
7. When he sees a player doing any of the forbidden acts, he calls out that player‟s name and chases him until he
tags him.
8. This player becomes X for the next game.
WEEK 34: _________________
Message: People may travel to different places by land, Message: Message: Some vehicles are used to do specific kinds of
water and air We use transportation to take people to places they want to go. jobs. e.g. garbage truck, cement mixer, These are called work
We use transportation to take goods to other places. vehicles.
Some vehicles are used to provide specific services e.g. mail
truck/motorcycle; ambulance. These are called service
vehicles.
Questions: Have you ever traveled to any place outside of
the community? What did you ride? Who were with you? Questions: What are the kinds of transportation that we have in Questions: Do we have service vehicles in our community?
our community?
Teacher-Supervised: Transportation Chart Teacher-Supervised: Poster: Different Uses of Transportation Teacher-Supervised: Graph: Ilan na ang nakasakay sa?

 Shape Collage : Mga Iba‟t Ibang Sasakyan  Shape Collage : Mga Iba‟t Ibang Sasakyan  Criss-cross Straw Mobile
 Lid Mobile  Criss-cross Straw Model  Tire Tracks
 Geometric Designs  Geometric Designs  Halves Boat Shape Crafts
 Picture-Word Match  10 Months  Sight Word Fishing Gam
 1o months  WS: Rhyming Words  Transportation Word ort
 Writer‟s Workshop Initial Letter Sounds

Message: Have children show their shape collage to Have the next batch children show their shape collage in class Show the graph to the class. Have children compare data. Ask
the class. List down the names of the vehicles they Make a vehicle graph on the board or manila paper. ( see Appendix) questions like “how many have ridden a ______? How many
made. children have ridden a _______? What vehicle has never been
ridden by anyone in class?
Introduce the song “ The Wheels on the Bus “

STORY: Yuri the Yellow Vinta STORY: : Ciriaco, Ang Malupit na Kapitan ng Barko STORY: Ang Barumbadong Bus
Teacher-Supervised: Lift the Bowl (connecting; up to quantities Teacher-Supervised: Hand Game (up to quantities of 10; writing Teacher-Supervised: How do you go to school? (Pictograph of
of 10) number sentences) transportation)
 Subtraction Cards (2-10)  Subtraction Cards (2-10)  Find 10/ Tens Concentration
 Bingo: Addition (0-10)/ Bingo: Subtraction (0-10)  Bingo: Addition (0-10)/ Bingo: Subtraction (0-10)  Grab Bag with Partners
 Go 10/ Draw 10  Go 10/ Draw 10  What Numbers Can You Make?
 Number Train Graph  Number Train Graph
INDOOR/OUTDOOR ACTIVITY: -ing Charades INDOOR/OUTDOOR ACTIVITY: Twinkle Twinkle, Little Word INDOOR/OUTDOOR ACTIVITY: Passengers in the Tricycle
Message: There are people who operate different kinds of Message: There are people who help repair and maintain
transportation. transportation.
Questions: Who are the people who operate different Questions: Who are the people who help repair and maintain
kinds of transportation? transportation?
Teacher-Supervised:
 Yellow Vinta Paper Weaving  Playdough
 Transportation Word Sort  Block Play
 Halves Boat Shape Crafts  Transportation Lacing Cards
 Sight Word Fishing Game  Transportation Word Sort
 Block Play  WS: Picture-Word Match

Do Oral Blending Exercises (see Appendix) Oral Blending Exercises (see Appendix)
STORY: Ollie’s Jar STORY: Rene and Ronie
Teacher-Supervised: Lift the Bowl (up to quantities of 10; Teacher-Supervised: How Many More, How Many Less
writing number sentences)
 Block Play  Hand Game/Lift the Bowl worksheets (quantities of 10)
 Find 10/ Tens Concentration  Grab Bag with Partners
 Grab Bag with Partners  What Numbers Can You Make?
 What Numbers Can You Make?  Car Coloring
INDOOR/OUTDOOR ACTIVITY: Car Relays; Race to the INDOOR/OUTDOOR ACTIVITY: Jump Out of the Plane
Finish
APPENDIX WEEK 34
Poster: Mga Gamit ng Sasakyan

Objective: to identify different of transportation
Materials: manila paper, glue, scissors, crayons, pencils
Procedure:
1. Distribute different transportation cut-outs to children.
2. In each cut-out have children draw what this kind of transportation is used for.
Ex. ship - bringing people to different places
bringing cargo to different places
3. Have them glue this on manila paper.
Graph: Ilan ang nakasakay na sa …?

Objective: to identify types of transportation
Materials: manila paper glue, transportation cut-out, permanent marker
Number of participants: 6 at a time
Procedure:
1. Children take turns choosing which type of transportation they have ridden on.
2. Each child writes his name on a paper cut-out for each transportation he has ridden on.
3. Have him/her glue this on the appropriate column on the manila paper.
4. Talk about the graph in class. Invite them to study the graph and answer the following questions:
Sample graph:
ILAN ANG NAKASAKAY NA SA ……
BISIKLETA MOTORSIKLO DYIP BUS
Anna Tony Tony Berto
Marj Berto Berto Mila
Mila Anna Marj Marj
Cindy Cindy Cindy Cindy
Sample questions to ask:
 Ilan na ang nakasakay sa bisikleta? motorsiklo? dyip? bus

 Mas marami na ba ang nakasakay sa ______ kaysa _________?
 Mas kaunti lang ba ang nakasakay sa ________ kaysa _________?
 Ilan na ang nakasakay sa apat na sasakyan?
 Ilan na ang nakasakay sa tatlo?
 Aling mga sasakyan ang magkasingdami na ang nakasakay?
Triorama: Ang Barumbadong Bus

Objective: to identify the beginning, middle and ending of a story
Materials: trioramas, bond paper, glue, scissors, coloring materials, pencils
Number of players/participants: 6 at a time (three per group)
Procedure:
1. Let children form groups of three. For each group, let them choose which one will draw the beginning, middle and
ending of the story. Give them some time to brainstorm and go over the details of the story before proceeding with their
work.
2. Once the assignments have been settled, give each child a blank triorama and a blank piece of paper. Let the child
draw his scene of the story on the blank paper and color it.
3. After coloring, have him cut it out and glue onto his triorama.
4. On the bottom flap of the triorama, the child will write 1-3 sentences describing what is happening in his drawing.
5. Tack the trioramas in groups, arranged according to sequence (beginning, middle and end) on one corner of the
classroom/wall.
Yellow Vinta Paper Weaving

Objective: to use adjectives to describe things
Materials: strips of magazine paper, glue, bond paper, string, pencils and markers
Procedure:
1. Let each child make woven paper-vintas using the strips of magazine paper (like a banig). Assist in weaving the paper
over and under the strips, and secure the ends with glue.
2. Carefully paste one side of the vinta on a sheet of bond paper. Let it dry.
3. Once the vinta is dry, invite the child to draw a “sea scene” around it (ex, use blue crayons to add waves, draw a sun,
draw fishes, etc.)
4. At the bottom part of the paper, the child can write 1-2 sentences describing his woven Vinta and his sea scene.
Shape Collage
Objective: to create different kinds of vehicles using pre-cut shapes
Materials: bond paper, pre-cut pieces of paper (into different shapes – circles, squares, rectangles, diamonds, etc).
Procedure:
1. Give each child a sheet of bond paper. Place the pre-cut shapes and the glue in the middle of the table.
2. Invite each child to create one or several kinds of transportations by gluing the pre-cut shapes onto his paper.
3. When the vehicle art works are dry, ask him to count how many of each shape he used to make his vehicle/s
Matching Game: Matching Means of Transportation

Objective: to identify different means of transportation
Materials: 15 transportation pair cards (different kinds of transportation – land, air and sea)
Procedure:
1. Lay out the 30 transportation cards facedown in the center of the table.
2. To Play as you would Concentration. Each child turns over two cards. If they are the same vehicle, he keeps it and
takes another turn. If the next set is not the same, the next player takes his turn and so on.
3. The game ends when all the cards have been matched.
4. Before packing away, ask the group to sort the transportation cards according to different categories (ex. By means –
land, air, sea, by number of wheels, by number of passengers that can fit, by purpose, etc.)
Transportation Word Sort

Objectives: to sort out different transportation
Materials: word cards on transportation
Procedure:
1. Place transportation word cards on the table face up.

2. Have children sort the word cards according to different categories.
The category can be:
 it can be based on word features e.g. # of letters, beginning letter, number of syllables
 theme-related e.g. # of wheels, private or public, mode of transportation ( land,water,air), type ( service or work vehicle)
Transportation Collage
Objective: to develop fine-motor coordination
Materials: bond paper with an outline a particular type of transportation, glue, small strips of art paper or construction paper or
colored magazines
Procedure:
1. Distribute paper to the children.
2. Ask each one to fill in the drawing with paper cut-outs to form a transportation collage.
3. Have them label their drawings.
Vehicle Sorting
Objective: to classify types of vehicle
Materials: plastic vehicles
Number of players/participants: 4- 6
Procedure:
1. Ask children to sit in a circle.
2. Place the vehicles in the middle of the circle.
3. Ask them to think of ways they can group together these vehicles.
4. Have them write their category on a blank card. Then let them sort the vehicles according to that category.
5. During meeting time, talk about the different ways they were able to sort the vehicles. Write these on the board.
Vehicle Graph ( for Meeting Time 2)
Make a graph on the board or manila paper. Write the different types of transportation that children made during work
period 1 on the first row. The graph should look like this :
How many made a … ?

BUS JEEP CAR BOAT
Bernardo Carlos Jose Virgie
Petra Mario Mila Ellen
Maria Luisa Nancy Luisa
Criss Cross Straws Mobile:

Objective: to identify modes of transportation ; develop eye-hand coordination
Materials: construction paper, crayons, paint, string or yarn, scissors, glue
Procedure:
Poke a hole through the center of the paper plate or circle of cardboard. Arrange the straws in an X shape and tie with wool
Tie a long piece of wool to the center of the X. Slide the circle of cardboard or paper plate onto the wool (through the hole you made)
Tape the straws to the plate to keep them in their X shape and to help them balanced
String each mobile piece onto one of the straws (and in the center if desired)
Lid Mobile:
Materials: yarn, pencil/puncher, lid
1. Decorate your lid as desired: You can use paint, paper, stickers, etc to match your theme.
2. Use a hole punch or sharp pencil to poke holes all the way around the lid at equal distances (you need as many holes as you have
mobile pieces
3. String each mobile piece onto one of the holes you've made
4. String another piece of yarn from each of the holes, going up to the ceiling. Tie all of these pieces together to make a knot you can hang
your mobile with.
Source: DLTK Growing Center
How do you go to school? (Pictograph of transportation used to go to school)

Objectives: to collect data
to organize data using a pictograph
Materials: scratch paper (cut into small 1x1 or 2x2 inch squares)
Manila paper (with a grid drawn on it) , crayons or markers
Procedure:
1. Ask the children what form of transportation they use to go to school.
2. Ask the children to form groups and line up, according to the form of transportation they use.
3. Give each child a piece of square paper on which he can draw the vehicle he rides to school.
4. Teacher labels each row (or column) based on the different kinds of transportation mentioned by the students.
5. Each child determines on what row he should place his drawing.
6. When everyone has placed their drawing on the grid, the group discusses:
Which form of transportation is used by the most number of students?
Which form of transportation is used by the least number of students?
Which form of transportation is not used by any of the students? Why?
Hand Game
Procedure:

"Place ten sticks in your right hand." "None and ten is ten." or 0 + 10 = 10
"Place one stick in your left hand." "One and nine is ten." 1 + 9 = 10
"Place one more stick in your left hand." "Two and eight is ten." 2 + 8 = 10
"Place one more stick in your left hand." "Three and seven is ten." 3 + 7 = 10
"Place one more stick in your left hand." "Four and six is ten." 4 + 6 = 10
"Place one more stick in your left hand." "Five and ten is ten." 5 + 5 = 10
"Place one more stick in your left hand." "Six and four is ten." 6 + 4 = 10
"Place one more stick in your left hand." "Seven and two is ten." 7 + 3 = 10
"Place one more stick in your left hand." "Eight and two is ten." 8 + 2 = 10
"Place one more stick in your left hand." "Nine and one is ten." 9 + 1 = 10
"Place one more stick in your left hand." "Ten and none is ten." Or “Ten 10 + 0 = 10
and zero is ten.”

Procedure:
Teacher says: Children say: Teacher places these cards

on the Lift the Bowl counting
board
"Zero and ten is ten ." 0
10
"Place one block on the bowl." "One and nine is ten."

9
"Place two blocks on the bowl." "Two and eight is ten."

8
"Place three blocks on the bowl." "Three and seven is ten."

7
4
"Place four blocks on the bowl." "Four and six is ten."

6
"Place five blocks on the bowl." "Five and five is ten."

5
"Place six blocks on the bowl." "six and four is ten."

4
"Place seven block on the bowl." "seven and three is ten."

3
"Place eight blocks on the bowl." "eight and two is ten."

2
"nine and one is ten." Or

"Place nine blocks on the bowl."
1
10
"ten and none is ten." Or

"Place nine blocks on the bowl."
“ten and zero is none”
0
Lift The Bowl
Procedure:
"Place ten blocks under the bowl." "None and ten is ten." or 0
"Zero and ten is ten." + 10
10
"Place nine block under the bowl." "One and nine is ten." 1
+9
10
"Place eight blocks under the bowl." "Two and eight is ten." 2
+8
10
"Place seven blocks under the bowl." "Three and seven is ten 3
+ 7
10
"Place six block under the bowl." "four and six is ten." 4
+6
10
"Place five blocks under the bowl." "Five and five is ten." 5
+5
10
"Place four block under the bowl." "Six and four is ten." 6
+ 4
10
"Place three block under the bowl." "Seven and three is ten." 7
+3
10
"Place two blocks under the bowl." "Eight and two is ten." 8
+2
10
"Place one block under the bowl." "Nine and one is ten." 9
+1
10
"Place no blocks under the bowl." "ten and none is ten." or 10

"ten and zero is ten." + 0
10
How Many More, How Many Less
Objectives: to visualize quantities to 10
to practice the basic facts of 10
Materials: 10 two-colored counters, Tens Frames board
Procedure:
1. Have the children place from 1 to 5 counters on the frame and tell how many there are. Encourage the children to use
one row at a time. As children become more accustomed to this activity, encourage them to use numerals also.
2. After a while, have children tell how many counters there are and then tell how many more they will need to have 5 in
all. Have the children record how many they have and how many more are needed. Model an addition or subtraction
sentence. For example, 3 + 2 = 5, which 2 is the missing addend, or 5 – 3 = 2, in which the difference show how many
more are needed.
3. At a later time, have children work with 6 to 10 counters. Encourage children to keep a record of how they counted and
how many they had each time.
4. After a while, ask children, how many more they would need to have 10 in all. Again model for the children different
ways they can show the counters using numerals and number sentences.

Players: individual or pairs
Procedure:
2. Child 2 gets 10 counters.
5. Child 1 counts remaining dots and says "seven".

Number of participants: pairs
Procedure:
4. Then they check their predictions, and each child records the equation on a chalkboard or a sheet such as the one
below.
Name___________________________________
Procedure:
2. As they find the arrangements, place it in the appropriate column of the Manila paper. (The links can be labeled with
the labeled possible combinations, or the children can label the links as needed.)

Procedure:
1. The children make clothespin links (each link made with different color clothespin and no stack more than ten
clothespins long). There can be more than one link of any particular number. The object is to try to make each of the
numbers from one to ten in as many ways as possible.
2. The children are allowed to use more than one link to make any number, but they may not break any links apart. If
they can‟t make a number, they are to cross it out. If they can make the number, they write the equation that describes
the trains used.
Find 10
Procedure:
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
10, 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.
Draw 10
Procedure:
without looking at them. If the person who draws the card can use it to make 10 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.
Tens Concentration
Procedure:
more interesting.
Go 10
Procedure:
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 9 in
Car Coloring
Objective: to count the number of dots and add them
Materials: two big dices, box of giant crayons, 4-5 identical cardboards, cut-outs of cars
Procedure:
1. Each player gets a cardboard cut-out of car.
2. All players sit together.
3. First player rolls the big dice and count the number of dots.
4. Using crayon, the player puts the total number of dots on his car cut-out.
5. Going clockwise, the next player repeats steps 1-4.
6. The game goes on and on until a player has his car completely covered with dots.
7. The one whose car is completely covered with dots wins.
Bingo Tic-Tac-Toe
Objective: to blend consonants and vowels to make words
Materials: Bingo tic tac toe game boards, 14 letter cards (b,c,d,f,g,h,l,m,n,p,r,s,t,w), pencils
Procedure:
1. Use index cards to make the letter cards. Mix up the cards and place them facedown in a pile.
2. Distribute the Bingo Tic Tac Toe game board to each child (each game board has a 3x3 grid, with each square having a
_(vowel)_ on it – ex. “_a_, _o_, _u_” etc.)
3. Play as you would Bingo. Turn over the top card and read the letter. Children will write that letter on a blank on their
game board. Continue reading the top card and setting it aside until one player has completed three words in a row
and calls “Bingo!” (use the pile again if needed. Players may add a second consonant to make a blend or cluster.
Players may also use the same letter twice on one blank).
10 Months
Objective: to manipulate letters to create new words
Materials: 10 envelopes, 66 letter cards (all letters in all months of the year except June and July), pencil, chart paper with the 10
Months written on it:
January February
March April
May August
September October
November December
Total Points: Total Points:

Procedure:
1. Put the letter cards for each month in an envelope. Write the name of the month on the outside of the envelope.
2. Distribute the envelopes and 10 Months chart paper to players.
3. Players check the contents of the envelopes by first using the letter cards to spell the name of the month.
4. Players use the same letters to spell other words and record them on paper.
5. Score one point per letter. Play again and challenge children to beat their previous scores.
Tire Tracks
Objective: to make tire print paintings using a variety of materials
Materials: paper, paint, anything that can make a print – toy cars, carved vegetables, old sponges, etc.
Procedure:
1. Give each child a sheet of paper. Put the toys and other things in the middle of the table.
2. Invite the children to get one toy and dip the wheels/sides in the paint. After dipping, show them how to lightly pat the
wet portion on the sponge so it is still damp with paint but not soaking wet.
3. Children will roll the tires and stamp the toys around their paper to make print designs.
STORIES
ANG BARUMBADONG BUS

(RENE O. VILLANUEVA)
“Ako ang hari ng kalsada,” sabi niya

Takot ang lahat ng jeep at kotse sa kaniya.
“Sa daan Ako ang tunay na bida!”
Walang kinatatakutan si Kas. Hindi siya takot sa dyip at kotse.
Hindi rin siya takot sa taksi. kahit sa pulis at pasahero, hindi rin takot si Kas.
Ang bilis-bilis ng takbo ni Kas.

Kaya takot na takot ang mga pasahero. “Para! Para-a-a-a!” sabi nila
Pero humihinto lang si Kas kung saan at kailan niya gusto.
Pagbaba ng mga pasahero, nerbiyos na nerbiyos sila.
“Dahan-dahan lang ang takbo,” sabi nila kay Kas.
Hindi sila pinansin ng barumbado.
Kahit pulis ay walang magawa.

“Ayan na! Ayan na si Kaskasero!”
Unahan ang lahat sa pagtakbo para iwasan ang bus na barumbado.
Talagang walang magawa ang lahat kay Kas.
Kahit ilang ulit siyang pinagsabihan, talagang matigas ang ulo.
“Ako ang hari ng kalsada,” lagi niyang sinasabi.
“Gagawin ko ang lahat ng gusto ko!”
Walang pinakikinggan si Kas. “Dahan-dahan lang, kaskasero,” sabi ng mga halaman sa daan.
Binugahan lang sila ng usok ni Kas. Saka nagtatawang haharurot nang husto.
Inubo nang inubo ang mga halaman. Pero hindi man lang lumingon si Kaskasero. Sa loob-loob niya: “yan ang mabuti sa
pakialamero.” At muli siyang kumaripas ng takbo.
Minsa‟y kinausap siya ni Ulap.

“Wag ka namang buga nang buga ng usok.”
Nangitim pati ilong ni Ulap. Sa dumi ng usok, muntik na siyang maiyak.
“Salbahe talaga si Kaskasero!
Siya ay bus na walang modo.”
Kahit ang buwan at araw ay walang nagawa kay Kas.

Wala siyang pinakikinggan kahit na sino.
“Ako ang hari ng kalsada,” ang katwiran niya.

“Magagawa ko kahit ano ang gusto ko!”
Isang araw, naglasing si Kas.

“Glug-glug-glug-glug.”
Inom nang inom si Kas.
“Glug-glug-glug-glug.”
Pinigilan siya ng ulap at araw.
Pero hindi nakinig si Kaskasero.
Kahit lasing na lasing, naisip pa rin niya ang magyabang. Kahit paekis-ekis ang mga gulong, pumaspas pa rin siya sa gitna ng
daan.
“Ako ang hari ng kalsada,” sabi niya
Saka bumusina nang bumusina.
Mabilis na mabilis ang takbo ni Kas. Mabuti na lang at wala siyang sakay. Lasing na lasing ang bus na walang modo.
Ang bilis-bilis ng takbo ni Kas. Mas mabilis pa sa dyip. Mas mabilis pa sa taksi. Mas mabilis pa sa kotse. Pero hindi pa rin siya
nasiyahan. Ang takbo‟y lalo pa niyang binilisan.
Nabangga si Kas. Bali-bali ang bakal at tubo. Wasak ang makina at baluktot ang tambutso. Parang napisang lata si Kaskasero.
Hindi na ulit nakalabas ng daan si Kaskasero. Siya ay itinapon sa tambakan ng mga lumang sasakyan. Doon sa libingan ng mga
walang modo.
Hindi na makapagyabang si Kaskasero.
Tulungan ninyo akong hanapin ang daan patungo kay Glug-glug Gasolina, ako‟y uhaw na uhaw na!.
CIRIACO
ANG MALUPIT NA KAPITAN NG BARKO
Si Ciriaco ay kapitan ng barko.

Malupit siya, kaya‟t takot sa kanya ang mga tao.
Agad niyang pinarurusahan ang nagkakamaling tauhan.
Walang mahalaga kay Ciriaco kundi ang presyo ng kargamento.
Minsan, sa kanilang paglalayag, biglang dumating ang bagyong malakas.

“Mabigat ang laman ng barko baka kami lumubog,” naisip ni Ciriaco.
Nang magsimulang pasukin ng tubig ang sasakyan, ipinatapon ni Ciriaco ang ibang kasangkapan.
Pero patuloy sa paglakas ang bagyo.
Muli niyang ipinatapon ang ibang gamit sa barko.
“Lulubog po tayo kundi babawasan an gating kargamento!” sigaw ng isang tauhan.
“Kayo ang dapat itapon!” sigaw ni Ciriaco

Pero biglang sinalpok ng alon ang barko.
KAhit nagkakagulo ang lahat, may nakaisip na ang kapitan ay iligtas.
Nang makaahon, nag-utos si Ciriaco,
“Sige, itapon ang mga kargamento.”
Dahil sa ginawa sa kanya ng mga tauhan nasabi niya sa sarili ng kapitan:
“Maaring gawin at palitan ang kargamento, pero hindi maaring gawin at palitan ang tao.
Ollie‟s Jar
by Carol Moore
Ollie is an eel. He likes his home in a jar.

When he comes out he swims over his jar.
He swims under his jar
He swims through his jar
When he is done, he swims back into his jar
Now there are two eels, Ollie and Izzy
When Ollie and Izzy come out, they can swim over, under, through, around and back into their jar together
SONGS/POEMS/RHYMES
The Wheels of The Bus I'm A Little Airplane

(tune of Mulberry Bush) (tune "I'm a Little Teapot")
The wheels of the bus go round and round, I'm a little airplane,
Round and round, round and round (children raise arms at sides to shoulder height.)
The wheels of the bus go round and round Now watch me fly!
All through the town. (They spin one of their arms in front of them as if it
were a propeller)
The driver of the bus says Move On Back! Move On Here are my instruments
back! Move On Back! From down low to up high.
The driver of the bus says Move On Back! (With their other arm, they reach from the ground to
All through the town. above their heads.)
First I get revved up.
The people on the bus go up and down, up and down, (Children make engine noises while still spinning their
up and down. arms.)
The people on the bus go up and down all through the Then I can fly,
town. (Children raise arms to shoulder height.)
Lifting off the runway
Substitute these also: (They start walking forward.)
The horn of the bus goes beep beep beep. Up into the sky!
The wipers on the bus go swish, swish, swish. (They go up on their tiptoes and continue to move
The doors on the bus go open and shut. forward. Let them circle awhile before returning to their
The bell on the bus goes ding-ding-ding. original positions.)
The driver on the bus says, "Move on back"...
The lady on the bus says, "Get off my feet"...
The baby on the bus goes, "Wa-Wa-Wa"...
The people on the bus say, "We had a nice ride"...
Use a child's name as in "Mark on the bus say Let Me
Off!" etc.
The Bus Row, Row, Row Your Boat
There is a painted bus, Row, row, row your boat,

With twenty painted seats, gently down the stream,
It carries painted people Merrily, merrily, merrily, merrily,
Along the painted streets. Life is but a dream.
They pull the painted bell,
The painted driver stops,
And they all get out together
At the little painted shops.
The Airplane Train is a’ Comin’
(Skip to my Lou)
The airplane has great big wings:
arms outstretched Chorus:
Its propeller spins around and sings, "Vvvvvv!" Train is a’ comin’, Oh yes,
make one arm go round Train is a’ comin’, Oh yes,
The airplane goes up: Train is a’ comin’, train is a’ comin’,
lift arms Train is a’ comin’, Oh yes,
The airplane goes down: Verse:
lower arms _____ Sarah is the engineer, Oh yes,
The airplane flies high ____ is the conductor, Oh yes
arms outstretched, turn body around ____ is the passenger, Oh yes.
Over the town! Train is a’ comin’
City Traffic by Betsy Franco
Beep, honk, step on the brake.

City traffic makes us wait.
Taxis dodging here and there.

Cars and vans are everywhere.
Buses pick up girls and boys.

Trucks look like they’re giant toys.
Blinking stoplights flash and glow.

City traffic’s stop and go.
Pull to the right for the siren sound.

Fire trucks are all around.
Traffic stops while a car gets towed.

Lots of people cross the road.
City traffic’s really cool,

But I hope that I’m not late for school!
-ing Charades
Objective: to identify the inflectional ending –ing
Materials: 8 word cards: clean, grow, hop, paint, skate, sleep, swim, tickle (with a line underneath the word)
Number of players/participants: Groups of eight
Procedure:
1. Make a set of word cards for each group. Mix up the cards and place them facedown in a pile in the middle of each
group.
2. The first player in each group takes the top card and reads it silently, without showing it to the others.
3. The player acts out the word as the group guesses the action. The correct answer should be phrased like this: (Child‟s
name) is _____ing.
4. If the answer is correct, the team helps the player spell the –ing form of the word aloud. The player writes the word on
the line and keeps the card. The teammate who correctly guessed the action picks the next card and acts out that word
for his group. The team with the most cards at the end wins.
Twinkle, Twinkle Little Word (short rhyme, whole group activity)

Sing to the tune of „Twinkle Twinkle Little Star‟
Lyrics:
What‟s the new word to be heard?
If I take off the FIRST sound
Take the /sh/ right off of shout.
_______________. (out)

What‟s the new word to be heard?
If I take off the LAST sound
Take the /er/ right off of hammer.
_______________. (ham)
*note to teacher: provide other examples of words for the poem. Ask the children if they would also like to volunteer their own
examples as well.
Passengers in the Tricycle
Two children form a tricycle by facing each other and placing their hands on each other‟s shoulders. Another child is a
passenger and gets in between their arms. The rest of the class forms tricycles with passengers. There should be one extra
passenger in the center of the tricycles. When a whistle is blown, all the passengers hurry to another tricycle. The one left over
then goes to the center and the game continues.
Jump out of the Plane
Place two ropes on the ground. Ask them to pretend that they are in a plane. The children line up single file and jump out of the
plane one at a time. After every child has jumped, move the rope to make the space wider. When a player can no longer jump
the distance he‟s/she‟s out of the game. The object is to see how wide a distance the children can jump. (You can also play this
game by drawing lines in the dirt or sand.)
Car Relays
Divide the class into teams with five or six players each. Have players line up single file, and one at a time pretend they are
driving a car to a designated point and go back. The first player tags the second player who then does the same thing to the
distance. The first team to have all players drive is the winner.
Racing Car Driver/Race to Finish

Objective: to write numerals up to 10
Materials: pad paper, marking pen, giant crayons, double adhesive tape, pair of scissors
Number of players/participants: 10 per group
Procedure:
1. Let each child write numerals 1-10 in the air as a warm-up activity.
2. Divide the class into teams with ten members each (max).
3. Attach a tag to each member using double adhesive.
4. Let the player line up in a single file. They will pretend that they are driving a racing car.
5. Driver runs to a designated point then runs back and tags driver 2, who does the same, this time tagging driver 3.
6. The first to have all the drivers run win.
Vehicle Obstacle Course
Have your child hold a hoop around his/her middle to represent a car, bus, or truck. Have him/her start his/her vehicle and drive
it around. Provide obstacles on the “road,” such as a bench to climb over to represent a hill or a mat to jump over to represent a
bridge over water. Have your child drive slow and then fast. As your child “drives,” play music to represent a radio in their truck.
Easy Paper Plate Car

Cut two circles (wheels) out of black craft paper. Cut a paper plate in half. Add the two wheels to the flat edge of the paper plate.
Add details to car with markers or crayons.
WEEK 35: _________________
Message: Some people travel by land. Message: Some people travel by sea. Message: Some people travel by air.
Questions: What do people ride when they travel by land ? Question: What do people ride when they travel by water? Question: What do people ride when they travel by air?
Teacher-Supervised: Bingo Word Game Teacher-Supervised: Bingo Word Game Teacher-Supervised: Transportation Mobiles

 Dramatic Play  Boat Collage  Transportation Junk Models
 Transportation Puzzles  Transportation Junk Models  Sand Play
 Syllable Race  Transportation Puzzles  Rhyme Lotto
 Wheel Sequence  Sand Play  Fishing for Rhymes
 Writer’s Workshop  Syllable Race  Writer’s Workshop

Message: Some vehicles are not like each other
Play Round Robin Rhyme Play “ What’s the Word ? “ (opposite words) Compare kinds of transportation, focusing on those that have not
similarities – airplane & horse, banca & tricycle
Introduce the song “ Bike Ride “ Song: The Wheels on the Bus

STORY: Ang Barumbadong Bus STORY: Bus stops STORY: Snakes on the Bus
Teacher-Supervised: Train Ride; Balloons Teacher-Supervised: Ten Spots Teacher-Supervised: Dogs in a Pocket Chart
 More or Less Spin It  More or Less Spin It  Shark Attack
 Bingo: Addition (0-10)/ Bingo: Subtraction (0-10)  Bingo: Addition (0-10)/ Bingo: Subtraction (0-10)  Three in a Row
 What numbers can you make?  What numbers can you make?  Draw 10/ Go Find 10/ Tens Concentration
 Number Train Graph  Number Train Graph  Caps with Cans
 Grab bag with partners
INDOOR/OUTDOOR ACTIVITY: Hot Cars INDOOR/OUTDOOR ACTIVITY: The Boat is Sinking INDOOR/OUTDOOR ACTIVITY: Red Light, Green Light, Traffic
Lights
Message: People do different jobs related to our transport Message: People follow safety rules when traveling.
service. Ex. driver, conductor, gas boy, mechanic,
dispatcher, pilot, flight attendants, ship captain
Questions: What safety rules do people need to observe ? Why is it
Questions: What are examples of jobs that are related to the important to observe safety rules?
transport service ?
Teacher-Supervised: Blend It Teacher-Supervised:
Transportation Word List
Independent: Poster: Safety Rules
 My Book of Vehicles
 Transportation Junk Models Independent:
 Transportation Picture- Word Match  Transportation Picture-Word Match
 Playdough  Picture Sorting ( Different Types of Vehicles)
 Fishing for Rhymes  Playdough
 Rhyme Lotto
Introduce the song “ Twinkle, Twinkle Traffic Light Introduce the song .” This is the way we cross the street … “
Have children show their Transportation Junk Models in class. Do Segmentation Exercises
Let them talk about the features and the function of the vehicle
that they created.
Do Segmentation Exercises
STORY: Ang Bisikleta ni Momon STORY: Ang Ambisyosong Istetoskop
Teacher-Supervised: Make Ten; Ten Frames Teacher-Supervised: Hands Down, Kites Up
 Block Play  Blocks
 Shark Attack  Pattern Blocks
 Draw 10/ Go Find 10/ Tens Concentration  Checkered Flags
 Caps with Cans  How Many More, How Many Less
 Grab bag with partners  Draw 10/ Go Find 10/ Tens Concentration
INDOOR/OUTDOOR ACTIVITY: Follow the Driver INDOOR/OUTDOOR ACTIVITY: Hot Cars

APPENDIX WEEK 35
Transportation puzzle
Objective: to develop Gross motor/fine motor coordination
Materials: cardboard, scissors, pencil
No of players/participants: 2-5
Procedure:
1. Cut out or draw pictures of the following: ship/boat, car/bus, and airplane/jet.
2. Cut the pictures into several pieces.
3. Let the children connect the puzzle to reveal the hidden vehicle.
My Book of Vehicles
Materials: old magazines, scissors, paste, bond paper, crayons, pencil
No of players/participants: 2-5 or whole class
Procedure:
1. Distribute different magazines to each group (in places where there are no magazines available, ask the children to
bring out bond papers, crayons and pencils instead and draw)
2. Ask the children to cut the vehicles they can see in the magazines.
3. Let them paste it in a clean bond paper.
4. You can also invite them to write something below the vehicles they have cut. (optional)
Wheel Sequence
Objective: to arrange objects in sequence according to size
Materials: various-sized circles
Procedure:
1. Cut out various sized circles from posterboard to represent wheels.
2. Have the children sequence the wheels from largest to smallest.
Boat Collage
Objective: to arrange objects in sequence according to size
Materials: various-sized circles
Number of Players/Participants 3-4 :
Procedure:
1. Have children look through magazines and cut out pictures of boats and ships. (Note: If there are no magazines available,
teacher brings pictures of these).
2. Then let them paste on blue construction paper.
Painting- Vehicles on Water

Materials: paints, bond papers, water
Procedure:
1. Assist the children towards the painting area.
2. Allow them to paint any kind of vehicle they know that moves on water.
3. Ask the children to post their works in the art wall of the class.
Playdough- Different Vehicles
Objective: to develop fine motor coordination, creativity
Procedure:
1. Ask the children to create their own vehicle using the playdough.
Transportation Junk Models

Objective: to develop gross motor/fine motor coordination
Materials: junk materials, scissors, pencil, markers, crayons, paste/glue
Procedure:
1. Ask children to form several groups.
2. Let them construct different kinds of transportation using junk materials available in the area.
(You can also ask them to bring junk materials prior to the activity.)
Transportation Wordlist
Objective: to give words related to transportation
Materials: markers, Manila paper, bond paper, markers
Procedure:
1. Ask children to think of as many words as they can relate to vehicles/transportation.
2. Each child will write down the words in the paper.
3. There will be no repetition of words.
4. Allow invented spellings.
Transportation Mobiles
No of players/participants: individual/
Procedure:
1. Ask children to cut out pictures of different vehicles in magazines.
2. Let them paste in a cardboard. Cut them and create wonderful mobiles using strings.
3. Other options: if there are no available magazines in the area, ask the children to draw.
Sand Play
Materials: toy vehicles, large basin filled with sand
Procedure:
1. Assist the children while going to the play area.
2. Ask them to play with the toy vehicles in the sand.
Transportation Theme Collage

Materials:
Magazines with cars trucks...(Auto Traders are good)
Scissors
Glue
Poster board
Have the children cut out cars, trucks, boats...from magazines.
Divide the poster in three sections. One for modes of transportation in the air, on the ground and on water.
Help the children glue their cutouts in the eight section.
B.OTHER MATH ACTIVITIES
Train Ride
Procedure:
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.
Balloons
Procedure:
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
Ten Spots
Objective: to make sums of 10
Materials: lady bug cut-out with 5 spot cut-outs on the left side and 5 spot cut-outs on the right side
Procedure:
1. Show the children the lady but cut out with 5 spots on the left and 5 spots on the right
2. Read the poem Ten Spotted Bugs.
3. Draw a picture or picture card for each animal in the poem and place the picture next to its name.
4. Ask the children to look at the lady bug and talk about other ways the ten spots could be arranged, such as six on
one side and 4 on the other side.
Ten-Spotted Bugs
Some ten-spotted bugs

And ten-spotted frogs
And ten-spotted leopards
And turtles and dogs
All gathered together
To check out their spots
And to find all ways
Of arranging ten dots
Dogs In The Pocket Chart
Objective: to find sums up to quantities of ten or less
Materials: pocket chart, square paper
Procedure:
1. Ask children where they usually see dogs having fun outside and what dogs do when they get together.
2. Let each child draw a dog on a sheet of square paper (should fit pocket chart).
3. As you read the poem Dog Tales, let the children act it out with their dogs.
Dog Tales
Two dogs at the park bench,

Three more dogs come by,
They sniff and they yip,
But they act rather shy.
Four dogs by the oak tree,

Two dogs come along,
A few quiet growls,
But nothing goes wrong.
Three dogs on a leash,

Four dogs on their own,
Their playing and nipping
And sharing a bone.
Two dogs greet two dogs

With a high, happy bark
A treat for a dog
Is a walk in the park.
4. Then read the poem again, stopping before each verse to discuss how many dos will be needed for the upcoming
verse and selecting volunteers.
5. Have children use the dogs to create other situations such as 4 dogs meeting 1 dog.
6. You may want to write number sentences to match the situations ( 4 + 1 = 5)
Variation: Children will create new addition problems and use manipulatives to represent the dogs. It will be easiest for children if
each of the two groups of dog manipulatives is a different color; they can use yellow and red counters to represent 2 different
groups of dogs.
Have a pair of children pull a handful of counters from a paper bag. Then children create an addition problem about
dogs based on the number of counters and draw a picture to record it.
Make Ten
Materials: paper, pen, one playing die, game board at least twenty counters
Procedure:
1. Give each player a playing board.
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
2. Players take turns throwing the die.
3. Player gets as many counters as the number that comes out.
4. Throughout the game the teacher asks questions such as " How many more do you need to reach ten? "
5. Player who reaches ten first wins.
Variation: Players fill up playing board with ten counters. Counters are removed from board
as player throws the die.
Tens Frames
Objectives: to learn the names of numbers
to develop understanding of one-to-one correspondence between objects and number words
to look at relationships within quantities by grouping, skip counting and visualizing number patterns
Materials: Tens Frames board
counters
Procedure:
1. Begin with 5 counters.
2. Tell children to use only the top
cells on the Tens Frames board.
3. Tell children to place 2 counters
on the frame and ask, “How many
more counters do you need to
fill up the space.
4. Children then check their answer
by placing the counters on the
Tens Frames board.
Allow children to work in pairs, with 1 child giving directions and asking questions and the other child following
directions and giving the answer. Children trade roles after each problem.
When children are comfortable working with quantities of 5, tell them they can work with quantities of 10.
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 has
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.
Totally different?
Objective/Competency: describes disjoint sets or sets that do not have anything in common
No of players/participants: individual/ or in pair
Procedure:
1. Ask children to be in pairs.
2. Give each pair set of vehicles (ex. 1 member holds a horse, the other holds a ship).
3. Ask the children to describe each vehicle they hold and see the similarities and differences of each one.
4. Let them f ill up the venn diagram in doing this activity.
All All about

All about about
cars ships
both
Caps and Cans

Objective: to count 1-10
Materials: Bottle caps, large coffee cans and a permanent marker
No of players/participants: 2-5 children
Procedure:
1. With the marker teachers number cans with dots (Use one through 10).
2. Let children count the number of dots on each can.
3. Then let children try to toss that many caps into the can.
4. Children will find this fun game among friends, seeing who can get more caps into the cans.
More Or Less Spin It

Materials: cubes or blocks, more or less spinner
Procedure:
1. Teacher tells the children to build a tower of 5 blocks.
2. Children take turns spinning the more or less spinner, to determine if they will build towers more or less than the original
tower.
3. If spinner lands on less, children build a tower less than 5.
4. Each child shows the group his or her tower. The group describes the relationship.
"The original tower is 2 cubes higher. The new tower is 2 cubes less than 5."
5. If the spinner lands on more, children build a tower more than 5.
"The original tower is 3 cubes lower. The new tower is 3 more than 5."
Bingo Math: Addition

Players: 1 or more
Procedure:
Bingo Math: Subtraction

Players: 1 or more
Procedure:
FIND 10
Procedure:
looking at them.
table, face up.
DRAW 10
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.
TENS CONCENTRATION
Procedure:
more interesting.
GO 10
Procedure:
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 9 in

Objectives: to practice addition skills
Procedure:
4. Then they check their predictions, and each child records the equation on a chalkboard or a sheet such as the one
below.
Name___________________________________

Procedure:
2. As they find the arrangements, place it in the appropriate column of the Manila paper. (The links can be labeled with
the labeled possible combinations, or the children can label the links as needed.)
Objective: To practice addition skills
Procedure:
1. The children make clothespin links (each link made with different color clothespin and no stack more than ten
clothespins long). There can be more than one link of any particular number. The object is to try to make each of the
numbers from one to ten in as many ways as possible.
2. The children are allowed to use more than one link to make any number, but they may not break any links apart. If
they can’t make a number, they are to cross it out. If they can make the number, they write the equation that describes
the trains used.
Three In A Row
Procedure:
3. The aim of the game is to make up a set of three numbers in sequence by taking turns picking up a card and throw one away.
First to get a set of three wins.
Checkered Flags
Objectives: to order or sequence numbers from least to greatest and vice versa
Players: 2 children
Materials: Race car cards, Number cube
Procedure:
1. Shuffle the Race Car cards and stack them between the players.
2. Have each player draw three cards from the stack and place them facedown on the table.
3. Players take turns rolling the number cube to determine how many more Race Car cards both player should draw from
the stack. Remind players to keep all their cards facedown on the table.
4. If the number cube lands on the Checkered Flag, both players turn over their cards and arrange them in numerical
order from smallest to largest as quickly as they can. The first player to get all his or her Race Car cards in numerical
order wins. Reshuffle the cards to play the game again.
VARIATION: Instead of arranging the cars from smallest to largest, have players arrange the cars from largest to smallest.
Pattern Block Puzzles

Objective: to explore relationships of shapes and determine how many ways the shapes can be arranged in a particular space
Materials: pattern blocks, pattern block puzzles, pattern block recording sheet
Procedure:
Children fill the shape and keep track of the ways they find
Blend It!/Slow Talk

Objective: to identify various sounds of digraphs and blends
Materials: strips of colored papers, paste, markers
Procedure:
1. Teacher stretches out words and asks: Can you figure out these weird-sounding words?
Example:
b-b-b- ….ed
c-c-c-…andy
d-d-d-.. ad
2. Ask the children to write the words that they have figured out in strips of paper.
3. Let the children post the words in the wall.
Bingo Word Game

Objective: to draw vertical, horizontal or diagonal lines
Materials: bingo cards with different words related to vehicle (with pictures), stones/seeds as markers, strips of papers with the
words related to vehicle
Procedure:
1. Distribute the bingo cards to the children.
2. Make sure each child has a card of his/her own.
3. Draw one card from the box and read in to the children.
4. Assist the children in marking their cards.
5. The first one to make a vertical, horizontal or diagonal line wins the game.
Syllable Race
Objective: to count syllables in a particular word phonemic awareness: syllables
Materials: gameboard, stones or seeds as markers, group of words with various number of syllables
Ex. Jet- 1
Airplane-2
Helicopter-4
R A
I
(3) (6) E
(2) P (8)
A (4) L N
(1) (5) (7)
Procedure:
1. Give the gameboard to the group.
2. Determine who will get the first turn.
3. Ask the child to pick one word and read (if the child can’t read, then the teacher will do it)
4. Ask the child to clap the syllables of the word picked.
5. The number of syllables will determine the steps the child will make towards the airport.
6. Whoever gets to the airport first wins the game.
Jumbled Words
Objective: to form words from available letters
Materials: jumbled letter cut-outs
No of players/participants: 2-5/ whole class
Procedure:
1. Give each child a letter in each group.
2. Allow the children to consult with each other and brainstorm on what the hidden word is.
3. After the group has finished guessing the word, they will be given another set of word to form.
4. This will be done until all the words are revealed.
5. The group who has formed the most words in a given time is the winner.
Fishing for Rhymes

Objective: to listen for rhymes, parts and syllables of words
Materials: fish cards with different rhyming words, fishing rod (magnet or string)
No of players/participants: 2-5 children
Procedure:
1. Ask each child to fish for words that rhyme.
2. Each child will fish twice. If he/she gets words that rhyme, he/she’ll keep it. If in case the words do not rhyme, the fish will
be thrown back to the “water” or box.
3. The child who will get the most rhyming words will be the winner.
STORIES
Ang Barumbadong Bus
Questions Before Reading:

- Nakaramdam na ba kayo ng takot?
- Ano- ano ang mga kinatatakutan ninyo?
Ngayon, ang kuwentong maririnig natin ay tungkol sa isang sasakyang walang kinatatakutan.

- Ano sa tingin ninyo ang magyayari kay Kas?
- Naging malungkot na rin ba kayo dahil sa inyong itsura? Ano pang mga bagay ang nagpalungkot sa inyo?

- Tungkol kanino ang kuwento?
- Ilarawan nga ninyo si Kas?
- Bakit ayaw siyang sakyan ng ibang tao?
- Ano ang nagyari sa kanya sa pagtatapos ng kuwento?
- Kung ikaw si Kas, gagawin mo rin ba ang katulad ng ginawa ni Kas? Bakit?
Bus Stops

- Do you want to ride in a bus?
- Can you tell me why?
- Who usually ride in bus?
Our poem will tell us who rides in a bus.

- So far who have riden in the bus in the poem?
- Who else do you think rides in the bus? Let’s continue...

- What kind of transportation have we learned today?
- Have you counted how many times the bus stopped?
- Who steps off first? 2nd?
Let’s try to count how many times it stopped... first, it stops, 2nd, 3rd, 4th, etc. (Introduce chronological orders)
The Snakes on the Bus

- How many have pet animals here?
- Do you want to own one?
- Can you tell me how this animal sounds?
Our story tells about the different animals in the bus. Let’s find out

- 1 What was the story about?
- What animals have we met in the story?
- Can you tell me what these animals are doing inside the bus?

- Have you counted how many times the bus stopped?
- Who steps off the bus first? 2nd?...
- If you were on that bus, where will you want to stop? Why?
Let’s try to count how many times it stopped... first, it stops, 2nd, 3rd, 4th, etc. (Introduce chronological orders)
SONGS/POEMS/RHYMES
Bike Ride Airplane

(Tune: “Row, Row, Row your Boat”)
I press on the starter,
Pedal, pedal, pedal your bike carefully down the street. The propeller whirls around
Round and round and round it goes, pedal with your My airplane and I
feet. Brush over the ground.
Row, row, row your boat, I lift from the field,
gently down the stream, The motor roars out loud,
Merrily, merrily, merrily, merrily, Far below is the earth,
Life is but a dream. Above me a bright cloud.
I dip and I drop
I swoop and I rise--
Oh, it's fun to be flying Way up in the skies
School Bus Comes For Me This is the Way We Cross the Road
(tune: Farmer in the Dell)
This is the way we cross the road 3x (3x)
The school bus comes for me 2x Early in the morning.
Hey ho it’s time to go
The school bus comes for me
First we pick up John
Next we pick up ____
Then we pick up ____
Last we pick up ____
Now we are at school 2x
Clap and cheer we’re finally here.
Now we are at school
Traffic Light
(tune: Twinkle,Twinkle Little Star)
Twinkle, twinkle, traffic light

Standing on the corner bright
Green means go, we all know
Yellow means wait, even if you're late
Red means stop
Twinkle, twinkle, traffic light
Standing on the corner bright
Follow the Driver

The class lines up behind a chosen Driver. Wherever the driver goes, the rest of the class must follow. The driver may hop,
march, skip, crawl under a table, or perform other actions. Give several children a turn to play driver.
The Boat is Sinking

When the teacher says, “the boat is sinking group yourselves into 4”, children looks for companies of 4. The child/ children who
cannot form a group of the announced number will lose their turn and sit down. The game continues as soon as there will be 2
children left.
Hot Cars
Children stand in a circle and pass around a toy vehicle (car, airplane, boat, etc.) Music is played, but when the music stops the
one who is holding the toy vehicle must sit down. The game is played until there is only one child left standing.
Red Light, Green Light (or Traffic Light)

Cut out a red and green circle. Attach the circles to short sticks. From that point, play it like the classic game. When you hold the
green circle, the children walk toward you. When you hold up the red, they must stop.
WEEK 36: _________________
Message: People must care for their own community. Message: There are some things that we can reuse. Message: We need to reduce our trash.
 They must dispose their garbage properly.  We can reduce trash by reusing and recycling our old
things.
Questions: How do you dispose your garbage at home? How Question: What things can we reuse?
do we dispose our garbage in school? Question: What things can be recycled?
Teacher-Supervised: Class Survey: How Do You Dispose Teacher-Supervised: Teacher-Supervised: The Three R's Poster Collage
Your Garbage? Lit-based: Si Tembong Mandarambong (character profile)
Lit-based : Character Mobile

 Junk Models  Making School Signs  Environmental Banners
 Trash Collage or Mural  Junk Models  Mini-book: How can I keep my home and school
 How many syllables?  How many syllables? clean?
 Opposite Domino  Opposite Domino  Letter Tallies
 Writer‘s Workshop  WS: Opposite Match
Which does not belong? (Rhyming Words)
 Writer‘s Workshop
Introduce the ―Recycling Song ― Talk about the school signs on recycling and the environmental Teach the song Reduce, Reuse, Recycle
banners they made. Ask if there are other areas in the school
Invite children to show their Junk Models. Talk about other which might be in need of additional signs. Discuss different ways they can apply the 3R‘s in their
uses of these junk materials. homes.
Discuss why it is important to recycle materials. (see
appendix)

STORY: Si Tembong Mandarambong STORY: May Pera Sa Basura STORY: Si Emang Engkantada at ang Tatlong Haragan
Teacher-Supervised: Eyes (counting groups of 2 Teacher-Supervised: Pair Pressure -counting 2 groups of Teacher-Supervised: Calling all caterpillars
(beginning multiplication) (beginning multiplication)
 Pattern Blocks  Pattern Blocks  Who Has More?
 Five in A Row  Five in a Row  Checkered Flags
 Shark Attack  Shark Attack  Ten Frames
 Bingo: Addition (0-10)/ Bingo: Subtraction (0-10)  Bingo: Addition (0-10)/ Bingo: Subtraction (0-10)  How Many More, How Many Less
 Make Ten  Make Ten
INDOOR/OUTDOOR ACTIVITY: Garbage Race INDOOR/OUTDOOR ACTIVITY: Walk the Number LIne INDOOR/OUTDOOR ACTIVITY: Word Relay
Message: There are some things that we can recycle. Message: Garbage can be classified as biodegradable
(nabubulok) and non-biodegradable (hindi nabubulok).
Question: What things can we recycle? Questions: Can you give examples of things that are
biodegradable and non-biodegradable?
Teacher-Supervised: Teacher-Supervised:
Literature-based: Story Trail Literature-based: Story Trail
 3 R‘s Sorting Game  Biodegradable Picture Puzzles
 Biodegradable Picture Puzzles  3 Sorting Game
 Mini-book: How can I keep my home and school  Literature-based: Saan pumunta si Diego at Marie?
clean?  WS: Directional Words
 Letter Tallies  Writer‘s Workshop
MEETING TIME 2 MEETING TIME 2:
Teach the song Recycling is the Greatest Discuss different ways they can apply the 3R‘s in the community.

STORY: Diego and Marie STORY: Ako si Kaliwa, Ako si Kanan
Teacher-Supervised: Beautiful butterfly wings (symmetry) Teacher-Supervised: Triangles – counting groups of 3 (beginning
multiplication)
Independent:
 Block Play Independent:
 Who Has More?  Block Play
 Checkered Flags  Pattern Blocks
 Ten Frames  Busy Bee
 How Many More, How Many Less  Caps and Cans
INDOOR/OUTDOOR ACTIVITY: Creative Movement: Plants INDOOR/OUTDOOR ACTIVITY: The Boat is Sinking
and Trees Movement
APPENDIX WEEK 36
THEME-RELATED ACTIVITIES
Concepts to be tackled during Meeting Time 2:
Recycle: We should not throw cans, bottles and newspapers into landfills. These items can be recycled. Don't throw those
shoe boxes away -- they can become toy dioramas or doll houses. Discuss how these items get recycled.
Reuse: We don't always need a new piece of paper or a new t-shirt. We can try to reuse what we already have. We can help
keep trash out of the landfills. How can a piece of paper be reused? Example: We can use it as wrapping paper, use the clean
side of discarded paper material. How can a T-shirt be reused? It can be reused by younger siblings or be given away so that
others can use it. It can be used as a rag (for cleaning) or for making quilts or stuffed materials. It can also be used as a patch to
cover parts of articles of clothing that have holes.
Reduce - Every home can reduce the amount of waste/garbage it produces and the landfills would last years longer.
Class Survey: How Do You Dispose Your Garbage?

Objective: to construct bar graphs
Materials: kraft paper, squares of colored paper, markers
Procedure:
1. As a class, identify the different ways of disposing garbage. Use these as categories for the Class Survey.
2. One group of children will ask all of their classmates how they dispose their garbage at home.
3. Answers will be listed down per child (ex. One square, one child) and then later on made into a class graph
(ex. Throw in the trash can – Classmate 1, 3, 4, 6. Throw in the compost pit – Classmate 2, 5, 7, 8.)
4. Glue the squares according to each category on the kraft paper. Count and tally the totals for each category.
Environmental Banners
Objective: to identify ways people can help care for the environment
Materials: scratch paper, coloring materials, pencils
Procedure:
Ask children to draw the different ways they can help care for their community. Have them write and draw these in the form of a
banner.
Making School Signs

Objective: to make environmentally-conscious school signs and reminders for the rest of the school community.
Materials: scratch paper, coloring materials, pencils
Procedure:
1. Give each child a piece of paper and ask him to make a school sign that will remind the rest of the school community
about garbage disposal, use of facilities and keeping the area clean. Ask them to add drawings to accompany their
signs and to color their work.
2. ―Laminate‖ their signs by inserting it in empty store paper plastic wrappers (bond paper packaging) and taping the
sides.
3. Post these signs around school. Ask the children which areas they think they ought to post their signs.
Junk Models (art activity):
Children will create their own 3D masterpiece using various junk items collected around the house or in school.
(ex.junk toy car, junk bahay kubo, etc.)
Trash Collage or Mural

Objective: to create designs out of junk materials; develop fine-motor coordination
Materials: assorted junk materials, glue, manila paper/kraft paper, marker
Procedure:
1. Have children choose a place in their community they want to recreate using the junk materials.
2. Help them make an outline of this place if necessary.
3. Have them design their poster using the junk materials.
Mini-book: How can we help keep our home and school clean ?
Objective: note details, write words and phrases
Materials: blank mini-books, crayons, marker
Procedure:
1. Distribute empty mini-books.
2. Ask each one to draw different ways they can keep their home and school clean.
Experiment: Compost Pit

Objective: to find out what happens to garbage and which ones decompose
Materials: old milk carton, plastic bag, 1 cup water, compost pit, 1 pc string bean, fork
Procedure:
1. Dig a hole in an area of your school where you are going to dump your ―garbage‖. This will serve as your compost pit.
2. Dump the remaining materials in the hole and cover it up.
3. Return to the classroom. Divide a sheet of paper into two columns: Change/No Change.
4. List down which items you think will undergo change over the course of the week and which ones will stay the same.
5. After one week, dig out your compost pit using the fork. Check which of your predictions are accurate and which ones
are not. Draw and describe your observations on the paper.
3 R’s Sorting Game

Objective: to sort real objects according to things that can be used, reduced, and recycled.
Materials: old newspapers, clean and empty soda cans/bottles, cardboard boxes, etc.
Procedure:
1. Children will sort real objects into three piles: things that can be reused, reduced and recycled.
2. Ask them to explain why a particular item should be reduced/reused/recycled, and how.
The Three R's Poster Collage.

Objective: to make a poster from junk materials
Materials: junk materials, coloring materials, pencils
Procedure:
1.Make a big Letter R on a piece of paper or tape a few pieces of scrap paper to make a poster size. Draw the letter and then
have child paint over the letter.
2.Glue pieces of newspaper, pages from old magazines, junk mail, draw bottles and cans on the picture for the child to paint or
color. Discuss how these junk materials can be recycled and reused.
Picture Puzzles
Objective: to form the puzzle as fast as they can
Materials: Colored pictures, postcards and magazines depicting ways of reducing our consumption (or teacher and/or students
can draw if pictures are not available)
Procedure:
1. Cut colored pictures in the form of a puzzle
2. Distribute the picture puzzle to each group.
3. Every group will try to form the puzzle as fast as they can.
4. The first group to form the puzzle correctly wins.
Si Tembong Mandarambong: Character Profile

Objective: to describe the main character in the story
Materials: bond paper, coloring materials
Procedure:
1. Give each child a sheet of bond paper. In the middle, ask them to draw Tembong Mandarambong.
2. Around the sides of their drawing of Tembong, ask the child to write the following words: Says, Does, Feels, Looks
Like.
3. Ask them to write a phrase or a sentence under each word to describe Tembong (ex. Says – ―Tinatamad ako‖. Does –
―Sleeps all day‖, Feels – ―lazy‖, Looks Like- ―wears a white shirt and brown shorts).
Eyes
Objectives: to explore the concept of multiplication by counting groups of the same quantity
Materials: paper (folded into 6 rows), crayons or pencils
Procedure:
1. Ask the students to draw a face of girl on the first row.
2. Ask, ―How many eyes do you see?‖ Ask the students to write the quantity of eyes at the right most part of the row.
3. Ask the students to draw 2 faces on the second row.
4. Ask, ―How many eyes do you see on two people?‖ Ask the students to write the quantity of eyes at the right most part
of the row.
5. Continue procedure until students have drawn 5 faces and have written the total number of eyes they see on 5 faces.
6. On the last row, ask students to write the numbers in sequence as they have written in each row
2 4 6 8 10
Pair Pressure
Objectives: to skip count by two
to act out or draw multiplication problems
Players: whole group
Materials: pencil and paper
1. See how many things your students can name that come in pairs. Write them on the board. The list might include:
socks shoes
slippers earrings
2. Now tell your students silly word problems using the items on the list. For example:
 Eight cows bought shoes for themselves. How many shoes did they buy in all?
 Five elephants bought earrings for themselves. How many earrings did they buy in all?
 Three penguins bought slippers for themselves. How many slippers did they buy in all?
3. For each problem you give, have a volunteer cone forward and draw a picture on the board illustrating the problem.
Ask the student to write the multiplication sentence that expresses the problem underneath the picture.
Calling All Caterpillars
Objective: to count backward
Materials: pocket chart, strips of paper with lines of poem Counting Caterpillars
Procedure:
When reading the poem Counting Caterpillars, pause before each number word and let children chime in. then make
the poem come alive by acting it out. You‘ll need seven performers – 5 caterpillars, the child playing with the caterpillars, and the
child‘s little sister. Caterpillars can wear special hats or head bands and crawl around.
Counting Caterpillars
Some caterpillars crawled along,

Upon the garden wall.
I watch their backs go up and down,
I counted five in all.
One critter hid behind a leaf,

Then there were only four.
I didn‘t really care too much
‗cause there were plenty more.
I put one in my pocket,

But it quickly crawled away.
I still had three more critters
‗cause I laughed and let it go.
My sister lost another

So that left me only one more
The last one climbed a tree trunk,
And my counting was all done.
But caterpillars make cocoons

And change their shape and size.
When they have changed, I‘ll have more fun
By counting butterflies.
Variation: When children create their own caterpillar books, their understanding of the concept of one less will deepen. For each
child‘s book, fold 2 sheets of 8 ½ by 11-inch newsprint ad staple to form a 5 ½ inch by 8 ½ inch 4-page book. Positioning the
book with the spine at the top makes it easier to illustrate. After the title page, the pages should show 5, 4, 3, 2, 1 and 0 animals
– one number to a page. Encourage the children to read their books to the class.
Triangles
Objectives: to explore the concept of multiplication by counting groups of the same quantity
Materials: paper (folded into 4 rows), crayons or pencils
Procedure:
1. Ask the students to draw 1 triangle
2. Ask, ―How many sides does a triangle have?‖ Ask the students to write the quantity at the right most part of the row.
3. Ask, the student to draw 2 triangles
4. Ask, ―How many sides do 2 triangles have in all?‖ Ask the student to write the quantity at the right most part of the row.
5. Ask the students to draw 3 triangles
6. Ask, ―How many sides do 3 triangles have in all?‖ Ask the student to write the quantity at the right most part of the row.
7. In the last row, ask the students to write the numbers in sequence
3 6 9
Beautiful Butterfly Wings
Objective: to create symmetrical patterns
Materials: construction paper, glue, scissors
Procedure:
1. Let children design their own butterflies or have them work in pairs, with each one responsible for making one of the
symmetrical wings. Ask students to fold a piece of black construction paper in half and draw the wings with a pencil or chalk.
Then they can cut along the pencil or chalk through both layers of paper in order to cut out both wings at once.
2. Tell children to tear pieces of construction paper to make colorful patterns on the wings. Model the process to emphasize
symmetry.
3. Have children glue down the torn shapes. Painting glue onto the whole wing and sticking the shapes.
Five in a Row
Objective: to arrange 10 objects according to size and length (Sequencing)
Materials: 10 sticks of varied length (or any long objects)
Procedure:
1. Rumble and give 3 or 4 sticks to each player. (Two or three can play.)
2. Ask the children to put down the sticks and arrange in order according to its size and length.
3. (You may add the number of sticks for each activity depending on how the child works)
4. The aim of the game is to make up a set of 5 to 10 objects in sequence. First to arrange the sequence properly and
snap finger wins.
Shark Attack
Players: 2 to 4
Procedure:
2. Players take turns rolling the number cubes. In each turn, a player rolls one cube first and then the second cube.
Based on the numbers on the first and second cubes, the player decides in which shark to place the cubes in the order
rolled. For example: Say a player rolls a 1 with the first number cube and a 6 with the second number cube. He or she
would put the 1 in the first square of the less than shark and the 6 in its second square.
VARIATION: If you want students to practice with larger numbers, white out the numbers on the cubes and fill in numbers from
the tens or hundreds families before reproducing the cubes.
Who Has More?

Procedure:
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. 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:
Who Has More?
Procedure:
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. 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:

Players: 1 or more
Procedure:

Players: 1 or more
Procedure:
Make Ten
Procedure:
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

Tens Frames
Objectives: to learn the names of numbers
to develop understanding of one-to-one correspondence between objects and number words
To look at relationships within quantities by grouping, skip counting and visualizing number patterns
Materials: Tens Frames board
counters
Procedure:
1. Begin with 5 counters.
2. Tell children to use only the top
cells on the Tens Frames board.
3. Tell children to place 2 counters
on the frame and ask, ―How many
more counters do you need to
fill up the space.
4. Children then check their answer
by placing the counters on the
Tens Frames board.
Allow children to work in pairs, with 1 child giving directions and asking questions and the other child following
directions and giving the answer. Children trade roles after each problem.
When children are comfortable working with quantities of 5, tell them they can work with quantities of 10.
How Many More, How Many Less

Objectives: to Visualize Quantities To 10
to practice the basic facts of 10
Materials: 10 two-colored counters, Tens Frames board
Procedure:
1. Have the children place from 1 to 5 counters on the frame and tell how many there are. Encourage the children to use
one row at a time. As children become more accustomed to this activity, encourage them to use numerals also.
2. After a while, have children tell how many counters there are and then tell how many more they will need to have 5 in
all. Have the children record how many they have and how many more are needed. Model an addition or subtraction
sentence. For example, 3 + 2 = 5, which 2 is the missing addend, or 5 – 3 = 2, in which the difference show how many
more are needed.
3. At a later time, have children work with 6 to 10 counters. Encourage children to keep a record of how they counted and
how many they had each time.
4. After a while, ask children, how many more they would need to have 10 in all. Again model for the children different
ways they can show the counters using numerals and number sentences.
Busy Bee
Objective: to match an addition fact with its correct sum up to 10
Materials: Busy Bee game board, Bee markers, Addition facts cards sums up to 10
Procedure:
1. Shuffle the addition fact cards and stack them next to the game board. The game board is a bee-themed path
game with 35-40 squares. Each square in the game board has a random number written on it (1-10).
2. Each player selects a bee marker and places it on the Start Space.
3. Players take turns drawing addition fact cards from the stack and moving their markers forward to the nearest
space that has the correct sum. Players put the card on the discard file after each turn. If the player picks out a
fact card and the sum is not in any of the remaining squares, he loses a turn (note: players cannot go back to a
previous square; movement is only going forward).
4. The player to reach the hive (FINISH) wins.
Caps and Cans
Objective: to count 1-10
Materials: Bottle caps, large coffee cans and a permanent marker
Procedure:
1. With the marker teachers number cans with dots (Use one through 10).
2. Let children count the number of dots on each can.
3. Then let children try to toss that many caps into the can.
4. Children will find this fun game among friends, seeing who can get more caps into the cans.
Pattern Block Puzzles

Objective: to explore relationships of shapes and determine how many ways the shapes can be arranged in a particular space
Materials: pattern block, pattern block puzzles, pattern block recording sheet
Procedure:
Children fill the shape and keep track of the ways they find
OTHER LANGUAGE ARTS ACTIVITIES
Letter Tallies
Objective to: identify letters within words
Materials: copy of the song, paper and pencil, one set of alphabet cards
Procedure:
1. Read the lyrics/sing the song ―Recycling in my Home‖ as a class or as a small group.
2. Explain to the children that you are going to look for letters and find out which letter appeared most often in the poem.
3. Distribute the letter cards to the children and tell them that they are going to hunt for these letters in the poem (note to
teacher: if poem is too long for the children, select one stanza instead).
4. Each child will have a turn to ‗hunt‘ for all of his letters.
5. On a sheet of paper, the child will make a tally mark each time he finds that letter in the song/stanza. Count the tally
marks and write the total on one side of the paper.
6. After all the letters have been ‗found‘ and tallies have been totaled, ask the group which letter appeared the most in the
song. You may also count ‗runner-up‘ letters as well (ex. R=
How Many Syllables?

Objective: to break up sounds in words according to syllables
Materials: 25-30 picture cards of words that have 1,2 and 3 syllables. Three shoe boxes/small boxes (labeled 1, 2 and 3)
Procedure:
1. Prepare picture cards of words that have 1, 2 and 3 syllables.
2. Give each child 5-6 assorted picture cards. Ask a child to get one card and say the word out loud.
3. Next, ask him how many sounds he can hear in the word. Ask him to clap out the sounds which he can hear (for
example – ‗elephant‘ – ―e/le/phant‖ – 3 claps).
4. If he is able to get the number of syllables correctly, he can put that card in the corresponding number box (ex.
‗Elephant‘ – goes inside Box #3 because the word has three syllables).
5. If the child guesses incorrectly, ask the group to clap it out together so he can put that card in the right box. The game
ends when all of the cards are in their right boxes.
Opposite Flip It! (opposite words memory game)
Objective: to identify opposite words
Materials: opposite words memory game cards
Procedure:
1. Pre-activity: prepare one deck of opposite words memory game cards with around 10-15 simple opposite word pairs,
such as:
- Up/down
- Left/right
- Happy/sad
- Hot/cold
- Day/night
- Etc.
Note: you may use two colored markers when writing each word in the word pairs (ex. Red for up and blue for down) so
children will have an easier time recalling which possible partners are located on the playing area.
3. Each child will open two cards and check if both words are opposite word pairs. If yes, the child can open two more
cards until he encounters two cards that are not opposite word pairs.
4. When he opens two cards and they do not match, he returns it word side-down and the next player takes his turn.
Sight Word Lotto

Objective: to identify sight words
Materials: sight word lotto boards (4x5 grid) and sight word cards
Procedure:
1. Distribute a lotto board to each child. Shuffle the sight word cards and place it in the middle of the table.
2. Once everyone is ready, the first player picks out a card and announces what sight word is written on it. If the word is
on his board, he puts it on top of that space. If the word is not on the board, he returns it to the bottom of the pile.
3. The first person to cover his lotto board completely will win the game.
STORIES
Si Tembong Mandarambong
Pre-Reading/Motivating Questions:
- Kailan natin ginagamit ang walis?
- Nakaranas na ba kayong tumulong sa mga gawaing bahay gamit ang walis?
During Reading:
- Nagugustuhan ba ninyo ang ginagawa ni Tembong? Bakit?
- Ano kaya ang susunod na mangyayari?
After Reading:
- Ano ang katangian ni Tembong na nagustuhan /ayaw ninyo?
- Nang makita niya na marumi ang baryo ano ang ginaw ni Tembong?
- May aral ba kayong napulot sa kwento ni Tembong? (Sabihin sa Klase)
Si Tembong Mandarambong
( Mahilig sa Walis Pero Tamad Maglinis)
by Susan Dela Rosa-Aragon (Aklat Adarna)
Sa isang malayong lugar,

May isang baryo na ubod ng linis. Masisipag at masasaya ang mga tao rito.
Lahat sila ay laging nagwawalis.
Lahat sila ay laging nnagwawalis. Kaya tinatawag nila itong Baryo Walis.
Si Tembong ay taga Baryo Walis.
Pero kaiba siya sa mga tao rito.
Tamad na tamad si Tembong.
Ayaw na ayaw niyang maglinis.
Pero gustong gusto niya ng walis.
Kaya lagi siyang naiinggit
Sa mga taong may hawak na walis.
Isang araw may naisip si Tembong.
―Kapag kinuha kong lahat ang kanilang walis,
Makapagtatayo na ako ng isang palasyo
na yari sa walis,‖ sabi ni Tembong.
―Isang magandang magandang palasyo ang aking gagawin.‖
Kaya isang araw, naghanda si Tembong.
Hinintay nyang makatulog ang lahat ng tao sa Baryo
Nang tulog nang lahat ang tao, ninakaw ni Tembong ang lahat ng walis
sa lahat ng bahay sa buong baryo.
Umakyat si Tembong sa tuktok ng bundok.
―Doon ko itatayo ang aking palasyo.‖
―Doon makikita ng lahat ang aking palasyo na gawa sa walis.‖
Sinimulan nyang itayo ang maganda niyang palasyo
Pero walang ano-ano, lumakas ang hangin.
Nilipad sa malayo ang mga walis niya.Naubos ang lahat ng walis niya.
Masamang masama ang loob ni Tembong.
Naisip nya, hindi na siya makapagtatayo ng palasyo.
Pero naisip niya, ―Babalik uli ako sa Baryo‖
Nagulat si Tembong pagbalik niya sa baryo.
Napakarumi na ng paligid.
Bigla siyang nalungkot at nagsisi sa kaniyang ginawa.
Gumawa agad siya ng maraming walis.
At pinamigay niya ang mga walis sa lahat ng tao sa baryo.
Di nagtagal, napakarami na niyang walis.
Nagkaroon na rin siya ng maraming kaibigan.
Napabalita kahit sa ibang baryo ang magagandang walis ni Tembong.
Marami tuloy gustong bumili.
Kaya isang araw, ang itinayo ni Tembong
Ay hindi na isang palasyo kundi—Tindahan ng walis
(Paunawa: Mahalagang maipaunawa sa mga bata na hindi sapat na lumigaya kung ang kapalit nito‘y kalungkutan naman
ng kapwa.
Ipaunawa din ang pagiging malinis hindi lamang sa sariling tirahan kundi ang buong pamayanan,sa pamamagitan ng
pagtutulungan.
May Pera Sa Basura

- Ano kaya ang naiisip ninyo pag sinabing basura o makakita kayo ng basura?
- Sa palagay ninyo may pakinabang kaya sa basura?

- Nasubukan na ba ninyong gumamit ng mga bagay na nagamit na? (reuse)
(Humingi ng halimbawa. )
- May pakinabang ba sa basura? Ano ang dapat nating gawin?
May Pera Sa Basura

by Lamberto Antonio (Adarna House, Inc. 2008)
( Mga Pakinaang sa -asura)
Ang Basura ay hindi suliranin

Kung alam ninyo ang dapat gawin.
Kung ang dumi nang hayop at dahon ay iipunin,
Pwede itong maging pataba sa panamin.
Kung ang bao ay di basta titisurin,

Pwede itong sandok, butones, suklay at uling
Kung ang basyong bote ay di basta babasagin,
Pwede itong plorera, lalagyan ng lapis o bolpen.
Kung ang basyong lata ay di basta yuyupiin,

Pwede itong taniman o laruan ng tsikiting.
Kung ang tirang tabla‘y di basta sisibakin,
Pwede itong laruan ng chess, sangkalan
at panghasa ng patalim.
Ang lumang gulong ay di dapat sunugin,

Pwede itong sandalyas, dormat, o kainan ni Muning.
Kung ang retasong tela‘y di basta pupunitin,
Pwede itong kurtina, kumot, laso, at punda ng unan ni Martin.
Kung ang butas na timba‘t kaserola ay di basta wawasakin,

Pwede silang gawing gasera, daspan o dekorasyong nakabitin.
Kung ang lumang supot at bag ay di basta tatastasin,
Pwede itong muling pagsidlan kung pakalilinisin.
Kung ang patapong bakal, karton at Papel ay lilikumin,

Pewde itong bilhin, tunawin sa pabrika at muling gamitin.
Kung ang mga ito‘y inyong gagawin, malalaman ninyong ang
Basura ay may pakinabang din.
Milly, Molly And The Train
(MM House Publishing, 2003)
-Care for the environment-
Milly and Molly dawdled along the sun.

Suddenly, they heard the rumble of a train.
―Come on, you‘ll miss it,‖ shouted Molly.
Milly ran as fast as she could to catch up.
―No I won‘t.‖ she said.
They reached the railway bridge
just as the train snaked around the hill
and came towards them.
―I see it,‖ cried Molly.
―I saw it first,‖ puffed Milly.
High in the blue sky above the train,
A small plain drew a soft white line.
―That‘s magic,‖ said Milly.
Molly just nodded.
The rumble of the train go louder and louder.
So loud, it rumbled in Milly and Molly‘s chests.
As it came straight towards them,
They wanted to run.
Suddenly, the engine driver -bew two hoots
On the whistle and he waved.
Milly and Molly waved back wildly, jumping
Up and down as they did.
They raced to the other side of the bridge
To watch the train snake away.
The rum-le of the train disappeared,
Leaving behind a cloud of filthy rubbish.

―Disgusting‖, said Milly and Molly together.
―Come on, let‘s pick it up.‖
And they did.
The last piece of rubbish looked more like a parcel.
It was heavy.
―It‘s money.‖ Said Milly, as she tore off the wrapping paper.
―It‘s stacks of money,‘ shrieked Molly, as her legs went woobly.
―there‘s too much to keep,‖ sighed Milly.
Milly and Molly took turns carrying the heavy parcel of money, and the rubbish
to the police station.
―Hello, hello, hello, what have we got here then?‖ asked the policeman.
―We found all this money by the train track,‖ stammered Milly.
―We were picking up the rubbish,‖said Molly added.‖Well done.‖ beamed the policeman.
―How much would you like to be rewarded?‖
I know,‖ gasped Milly and Molly together.
―We‘d like a plane to go up in the sky and write don’t litter.”
The next day Milly and Molly stood with policeman on the railway bridge.
High in the sky, for all the world to see,
Were the words don’t litter.
The train driver hooted and waved. And as the rumble of the train disappeared,
There wasn‘t one piece of rush to be seen.
Molly, Milly and Mipper

If the book is available,take a picture walk through it.
(Milly-dark,Molly-fair, and Mipper)
- What do you do if you smell something bad?
- What if you smell something good? i.e. fresh, fragrant
- How about if you are out/on the road and a vehicle releases heavy smoke?

- What do you think is the moral of the story?
(Mipper appreciates the need for fresh air. She decides to take care
Of the air and ride her push bikes instead of her motorbike.)
( we may look different but we feel the same)
Molly, Milly and Mipper

(MM House Publishing, 2003)
-Care For the air-
Mipper owned a motorbike with a sidecar for two.

Everyday she strapped on her helmet and buckled her boots.
―Milly and Molly‖, she said. ― I must have fresh air‖.
―We must too,‖ Milly and Molly agreed.
―Well, what are we waiting for?‖ asked Mipper, delighted.
They rode by the su-ur-s through lavender and lilac.
They rode down the lanes through buttercups and blue bells.
Mipper smiledand reathed deeply, her nose held high.
They rode by the farmland through haystacks and heather.
They rode down the avenues through mushrooms and moss.
Mipper smiled and breathed deeply, her nose held high.
They rode by the streams through ferns and forget-me-nots.
And they rode down to the coast through salty, sea air.
Mipper came to a halt. She would go no further.
―Milly and Molly,‖ she said. ―This is fresh air‖.
―We think so too.‖ Milly and Molly agreed.
Mipper took off her boots and her helmet too.
―Something‘s not right,‖ she thought to herself.
She sifted her toes through the grainy, warm sand.
She smiled and breathed deeply, her nose held high.
―I know what‘s not right,‖ Mipper thought to herself.
She strapped on her helmet and buckled her boots.
―Milly and Molly,‖ she said. We must take care of the air.
Fresh air is a must. So tomorrow it‘s out with the motorbike
And in with our push bikes.‘
―We can do that,‖ Milly and Molly agreed.
They rode all the way home and sang as they went.
―Take care of the air, fresh air is a must.
- Mahilig ba kayo sa halaman? i.e puno, bulaklak, atbp.
- Sino ang mahilig manood ng TV, natutulog na nakasindi ang ilaw?
- Maaksaya sa tubig pag naliligo, di marunong magligpit ng kalat?
- Nagagalit ba si nanay pag ganito ang inyong ginagawa ninyo? Bakit kaya?

- Ano ang katangian ni Pol putol?
- Ano ang katangian ni Paz Waldas?
- Ano ang katangian ni Pat Kalat?
- Dapat a natin silang tularan? Bakit?
- Ano ang dapat nating gawin?

- Dahil sa ugali ng tatlong haragan, ano ang ginawa ni Emang Engkantada.
- Saang lugar napunta si Pol,si Pat, at si Paz?
- Anong pagaago ang ginawa ng tatlong haragan sa –andang huli?

(Aklat Adarna, P. 143, Kwento ni Rene Villanueva)
( Kahalagahan ng pangangalaga sa kapaligiran)
Ito si Emang Engkantada. ―Dapat kayong bigyan ng aral,‖

Ito si Emang Engkantada. Sabi ni Emang Engkantada.
Siya ay may pambihirang galling. May dumating na malakas na hangin
Mganda ang kaniyang bakuran. Sa talong haragan.
Maraming prutas at gulay. Nahilo ang tatlong haragan.
Maraming ibon at hayop.
Malinis ang hangin at tubig. Napunta si Pol sa lugar na puro buhangin.
Walang halaman sa paligid
Ito naman ang tatlong haragan. At mainit ang sikat ng araw.
Si Pat Kalat ay hari ng basura. Ang lugar ay parang isang disyerto
Kalat ditto, tapon doon. Naghanap ng puno si Pol para sumilong.
Ito ang ugali niya, Walang puno sa paligid
Si Pol Putol ay kaaway ng mga halaman. ― Ganito pala pag walang halaman.‖ Sabi ni Pol.
Putol dito, bunot doon.
Ito ang libangan niya. Nauhaw si Pol at ngaghanap ng tubig.
Si Paz Waldas ay reyna ng aksaya. Walang tubig sa paligid.
Aksaya sa tubig, waldas sa kuryente. ―Ganito pala pag walang puno.
Ito ang gawain niya. ―Gusto ko ng tubig‖.
―Maawa na kayo‖ sabi ni Pol.
‗Mga salbahe!‖
Wala na kayong ginawang mabuti!‖ Napunta si Pat sa tambakan ng mga basura.
Galit nag alit ang mga tao sa tatlong haragan. Mabaho at madumi sa tambakan ng mga basura.
Maraming langaw, ipis at daga.
Nakarating ang tatlong haragan Malalaki ang langaw, ipis at daga.
Sa magandang bakuran ni Emang Engkantada.
―Ang sarap sirain,‖ sabi ni Pol. Hibnabol si Pat ng maraming langaw, ipis at daga.
―Sige, sirain natin,‖ sabi ni Pat. Takot na takot si Pat.
―Sirain nating ng todo‖, sabi ni Paz. ―Ganito pala pag masyadong marumi,‖ sabi ni Pat
―Ayokong kainin ng daga‖.
Dumating si Emang Engkantada. ―Ayokong magkasakit‖.
Binawal niya ang tatlong haragan. ―Iligtas ninyo ako‖ sabi ni Pat.
Tumawa lamang sila nang tumawa
Habang sinisira nag magandang bakuran. -2-
Nagalit si Emang Engkantada. -1-
Napunta si Paz sa isang madilim na lugar. Nakarating ang tatlong haragan
Puro usok sa syudad. Sa magandang bakuran ni Emang Engkantada.
Payat na payat ang mga tao. ―Ang sarap sirain,‖ sabi ni Pol.
Naghanap ng ilaw si Paz. ―Sige, sirain natin,‖ sabi ni Pat.
Walang kuryente. ―Sirain nating ng todo‖, sabi ni Paz.
Nagahanp ng gripo si Paz.
Walang tubig. Dumating si Emang Engkantada.
Binawal niya ang tatlong haragan.
Mamamatay ako sa usok at dilim. Tumawa lamang sila nang tumawa
Mamamatay ako pag walang ilaw at tubig. Habang sinisira nag magandang bakuran.
―Maawa na kayo‖, sabi ni Paz. Nagalit si Emang Engkantada.
―Dapat kayong bigyan ng aral,‖
―Hindi na po ako magkakalat‖, sabi ni Pat. Sabi ni Emang Engkantada.
―Hindi na po ako maninira sabi ni Pol. May dumating na malakas na hangin
―Hindi nap o ako mag aaksaya‖, sabi ni Paz. Sa talong haragan.
―Maawa nap o kayo sabi ng talong haragan. Nahilo ang tatlong haragan.
Naawa si Emang Engkantada sa tatlong haragan.
―Kailangang matuto kayong maglinis. Napunta si Pol sa lugar na puro buhangin.
Kailangang matutio kayong magtanim. Walang halaman sa paligid
Kailangang matuto kayong magtipid,‖ At mainit ang sikat ng araw.
Sabi ni Emang Engkantada s atatlong haragan. Ang lugar ay parang isang disyerto
Naghanap ng puno si Pol para sumilong.
Tumulong ang tatlong haragan Walang puno sa paligid
Kay Emang Engkantada. ― Ganito pala pag walang halaman.‖ Sabi ni Pol.
Naglinis ng bakuran si Pat.
Nagtanim ng halaman si Pol. Nauhaw si Pol at ngaghanap ng tubig.
Nag-igib ng tubig si Paz. Walang tubig sa paligid.
Tuwang tuwa si Emang Engkantada. ―Ganito apla pag walang puno.
Sapagkat nagbago ang tatlong haragan.`e ―Gusto ko ng tubig‖.
―Maawa na kayo‖ sabi ni Pol.
Siya ay may pambihirang galling.
Maganda ang kaniyang bakuran. Napunta si Pat sa tambakan ng mga basura.
Maraming prutas at gulay. Mabaho at madumi sa tambakan ng mga basura.
Maraming ibon at hayop. Maraming langaw, ipis at daga.
Malinis ang hangin at tubig. Malalaki ang langaw, ipis at daga.
Ito naman ang tatlong haragan. Hibnabol si Pat ng maraming langaw, ipis at daga.
Si Pat KAlat ay hari ng basura. Takot na takot si Pat.
Kalat dito, tapon doon. ―Ganito pala pag masyadong marumi,‖ sabi ni Pat
Ito ang ugali niya, ―Ayokong kainin ng daga‖.
Si Pol Putol ay kaaway ng mga halaman. ―Ayokong magkasakit‖.
Putol dito, bunot doon. ―Iligtas ninyo ako‖ sabi ni Pat.
Ito ang libangan niya.
Si Paz Waldas ay reyna ng aksaya. Napunta si Paz sa isang madilim na lugar.
Aksaya sa tubig, waldas sa kuryente. Puro usok sa syudad.
Ito ang gawain niya. Payat na payat ang mga tao.
Naghanap ng ilaw si Paz.
‗Mga salbahe!‖ Walang kuryente.
Wala na kayong ginawang mabuti!‖ Nagahanp ng gripo si Paz.
Galit nag alit ang mga tao sa tatlong haragan. Walang tubig.
-3- -4-
Mamamatay ako sa usok at dilim.
Mamamatay ako pag walang ilaw at tubig.
―Maawa na kayo‖, sabi ni Paz.
―Hindi na po ako magkakalat‖, sabi ni Pat.

―Hindi na po ako maninira sabi ni Pol.
―Hindi nap o ako mag aaksaya‖, sabi ni Paz.
―Maawa nap o kayo sabi ng talong haragan.
Naawa si Emang Engkantada sa tatlong haragan.
―Kailangang matuto kayong maglinis.
Kailangang matutio kayong magtanim.
Kailangang matuto kayong magtipid,‖
Sabi ni Emang Engkantada sa tatlong haragan.
Tumulong ang tatlong haragan

Kay Emang Engkantada.
Naglinis ng bakuran si Pat.
Nagtanim ng halaman si Pol.
Nag-igib ng tubig si Paz.
Tuwang tuwa si Emang Engkantada.
Sapagkat nagbago ang tatlong haragan.
-5-
SONGS/POEMS/RHYMES
Recycling In My Home (tune: Wheels on the Bus) Recycling is the Greatest
Recycling in my home goes round and round, Recycling is the greatest thing
Round and round, round and round. that each of us can do.
Recycling in my home goes round and round, All We send our plastic out, and then,
through the day. it’s back as something new!
Tie up the papers and take them back,
Take them back, take them back. It works for glass and paper too--
Tie up the papers and take them back, All through the we trade them in for others.
day. I wonder if recycling works
Crush the cans and take them back for very bossy brothers?
Rinse the milk bottles and take them back
Save the glass and take it back.
Save The Earth Reduce, Reuse, Recycle
People everywhere breathe the same air, Please reduce, recycle , reuse,
share the same seas, live together on the land. You can help the earth if you choose
People everywhere who learn, plan, work, care, Recycle plastic, glass and cans
Can save the earth. Reduce the ru--ish on our lands.
Recycling in My Home Reduce, Reuse, Recycle
(Sung To Eensy Weensy Spider)
(to the tune of "The Wheels On the Bus")
Recycling in my home goes round and round, Reduce, Reuse, Recycle- words that we all know
Round and round, round and round. We have to save our planet so we can live and grow
Recycling in my home goes round and round, We might e only children -ut we will try, you‘ll see
All through the day. And we can save this planet- It starts with you and me.

Take them back, take them back.
All through the day.
Crush the cans and take them back.....

Rinse the milk bottles and take them back....
Save the glass and take it back......
Garbage Race:
Children will form two teams/lines. Each person in the team will run through an obstacle course, pick up one piece of ―garbage‖,
throw it in the trash can at the end of the course and then run back to tag the next person in line. The first team to finish throwing
all of the garbage in the trashcan will win the race.
Walk the number line

Materials: chalk, number cards 0 to 10
Procedure:
2. Make a mark where each number will come but don‘t actually write them in.
you do so.
When all the cards are in position, turn them face down. Ask the child to walk slowly along the line from the beginning until you
shout ―stop‖. Then see if she can tell you which number she is on. Check by turning the card over.
Plant/Tree Movements (exercise activity):

Children will invent their own exercise movements to imitate the way plants/trees move in the wind (plenty of swaying and
bending in different directions).
Word Relay:
The class will form three lines. The first person in each line will give an example of something that should not be thrown in bodies
of water. The next person will give another example, and so on. The team whose members are all able to give examples of
things that should not be thrown in bodies of water and finishes first will win the game.
WEEK 37: _________________
Message: People must keep their rivers, lakes and seas Message: People must care for plants in the community. Message: People must care for the animals in the
clean by not throwing trash into it . community.
Questions: How can we keep bodies of water clean? Why Questions: How can we take care of the plants in the Questions: How can we take care of the animals in our
do we need to keep bodies of water clean? community? community?

Teacher-Supervised: Teacher-Supervised: Nature Walk Teacher-Supervised:
What will happen if people keep throwing trash into our bodies of Pet Care Poster
water? Plant Helper Activity
Fish It Out

Word Sorts  Word Sorts  Jigsaw Sentences
Pick a Syllable  Pick a Syllable  Plant Part Memory Game
Talk a Drawing  Word Tic-tac-toe  Pencil Decoration Flower Craft
Word Tic-tac-Toe  Make a Match  Animal Bingo
Writer’s Workshop  Plant Parts Memory Game  Where’s the sound?
MEETING TIME 2: Introduce the song : ― I am Little Seed ― MEETING TIME 2:
Question: What kinds of bodies of water have you seen
or been to ? Invite the group who went on Nature Walk to share their Read and discuss the poem
(lake, river, sea, etc.) experiences while going around the school, looking for ―What makes a garden grow, grow, grow…? ―
plants/trees.

STORY: The Fish Who Wish He Could Fly STORY: Halinang Mamasyal sa Hardin (PEHT p.110 STORY: The Tiger in the Cage
Teacher-Supervised: multiplication stories( Teacher-Supervised: multiplication stories Teacher-Supervised: Frogs & toads
counting 2-3 groups of the same quantity) (counting __ groups of 2 and 3)
 Egg-o  Egg-o  Tens Concentration
 Subtraction Cards  Subtraction Cards  Go 10/ Draw 10/ Find 10
 Tapatan  Tapatan  Make 10
 Don’t Rock the Boat  Don’t Rock the Boat  Busy Bee
INDOOR/OUTDOOR ACTIVITY: Family Scavenger Hunt INDOOR/OUTDOOR ACTIVITY: Names HOpscotch INDOOR/OUTDOOR ACTIVITY: Planting Rice Relay
Message: People in the community should plant more Message: People in the community should stop other people from
trees. cutting down trees.
Questions: Do you think we should plant more trees? Questions: How can we stop people from cutting trees in the
Why? community? What will happen if trees are cut down?

Teacher-Supervised: Teacher-Supervised:
Poster: Caring for Our Community Big Book: Caring for Our Community
A Letter to the Mayor from the Kindergarten Class Go Hunting Go
 Pick a Syllable  Literature-based: Story Sequence Chart (The Little Red
 Make a Match Hen)
 Mystery Words  Lliterature-based: Story Map
 WS: Picture-Word Match ( Animals)  WS: Which does not belong? (animal habitat)
 Sand Play  Sand Play
Read the letter to the Mayor to the class Songs: The Gardener Plants the Seeds
Show poster on Caring for the Community. Talk about how Itsy Bitsy Spider
their family can help keep the community clean
Oral Oddity Task (Which does not belong?) –Final Sounds
Oral Oddity Task (Which does not belong?) –Final Sounds

STORY: The Little Red Hen STORY: The Little Tree That Longed for Other Trees
Teacher-Supervised: Frogs & toads in a line Teacher-Supervised: Surprising Symmetry
 Tens Concentration  Pattern Blocks
 Go 10/ Draw 10/ Find 10  Tangram Puzzles
 Make 10  Balloons
 Busy Bee  Train Ride
INDOOR/OUTDOOR ACTIVITY: Ten and Out INDOOR/OUTDOOR ACTIVITY: Animal Relay
APPENDIX Week 37
Fish It Out!
Objective: to develop gross/fine motor skills
Materials: ―litter‖ – plastic bags, an old shoe or slipper, other junk/trash items, Fishing rods (sticks with bent-back paperclips
as hooks
Procedure:
1. Scatter the ―litter‖ on the floor or on a big shallow basin. Give each child one fishing rod.
2. Children will play a modified version of a fishing game. Instead of fishing for fishes, they will attempt to remove
various items that ―litter‖ a body of water (ex. plastic bags, an old shoe, and other junk items/trash).The activity is
finished when the body of water is ―clean‖ and no more garbage is found.
Plant Helper Activity

Objective: to demonstrate care for the environment/ their surroundings by picking up trash and watering plants; to identify
areas in the school that are often littered and need cleaning and maintenance.
Materials: plastic trash bags, pails of water and small empty plastic cups with the ends punctured (to serve as the watering
can)
Procedure:
Children will go around the school and water the plants and trees within the school grounds. They will also pick up
any litter they find along the way (ex. candy wrappers, small bits of paper, etc.)
Pet Care Poster

Objective: to describe various ways different pets can be taken cared of
Materials: poster paper, pencils, coloring materials
Procedure:
Children will identify animals that are commonly found in the community (either owned as household pets or found
in public places). As a group, they will discuss different ways of taking care of these animals and/or keeping them
safe and make a poster on Pet Care for animals that are commonly found in their community. At the end of the
day, children can bring home the poster they made so they can post it in their homes or other places in the
community.
Poster: Caring for the Community
Materials: glue, construction paper, scissors, pencil, crayons, manila paper

Procedure: Have children think of ways people can take care of their community. Let them draw these on pre-cut
construction paper. Have them glue this on manila paper. Let them label their work.
Big Book : Caring for our Community
Materials. Manila paper, construction paper, bond paper, scissors, crayons, markers
Procedure: Invite children to think about ways people can take care of their community. Have them illustrate these on each
page of the big book.
Pencil Decoration Flower Craft

Objective: to develop fine motor skills; follow directions/art activity
Materials: Scissors ,Tape ,pencil ,markers (optional)
Procedure:
1. Cut a long strip of paper (about the size of half a piece of notebook paper).
2. Fold the paper in half, and then in half again.
3. Cut a series of slits in the folded paper - do not cut all the way through to the ends, leave a small section uncut.
4. Unfold the paper. Tape one end of the uncut portion to the eraser end of the pencil.
5. Roll the paper around the pencil. When you've rolled it all, tape the end of the paper to the pencil.
6. Gently push the pieces of paper away from the eraser, making it look like a flower.
7. You now have a cute, decorated pencil.
Nature Walk
Objective: to identify and name different kinds of foliage that grows within the school grounds
Materials: for tour: ¼ pieces of paper for labelling, pencils and tape
for follow up activity – manila paper, pencils and coloring materials
Procedure:
1. Go on a guided tour of the school grounds – children will identify what kinds of plants and trees grow in their
school, sticking labels each plant/tree as they go along.
2. Follow-up activity: when they return to the classroom, they will make a school map that shows the different kinds
of plants and trees and where these plants and trees are located.
A Letter to the Mayor

Objectives: to organize ideas, to compose a letter, to establish cause and effect relationships
Materials: letter paper, mailing envelope, pencils
Procedure:
1. Explain to the children that they are going to write to the mayor (or could be barangay head, or even school
principal) regarding environmental concerns in and around the community. Encourage them to brainstorm their
ideas first, sharing observations about trash/littering problems, pollution, cutting down of trees/plants, etc as well
as their proposed solutions.
2. After the short brainstorming session,let them compose their letter to the mayor.. Aside from highlighting the
environmental problems in the community, encourage them to also write about what may happen if these
problems will persist (ex. Compromised health of residents, flooding, less shade, etc.)
3. Children may also include drawings/illustrations to accompany their letter. After writing the letter, read this to the
class. If there is nothing else they want to add, put the letter in an envelope. The following day, tag along a few
class representative to take this letter to the barangay hall.
Multiplication Stories
Objective: to explore the concept of multiplication by counting groups of the same quantity
Materials: counting boards and counters
Procedure:
Depending on the counting boards and counters you will use for a particular work period, tell the children stories,
and have them use the counters to represent the objects, animals, people in the story. The counting boards will help
children visualize the number of groups, while the counters represent the number of objects in each group.
Frogs and Toads

Objectives: to sort objects into sets
Materials: frogs drawn on green construction paper and toads drawn on brown construction paper
Small box or sack
Procedure:
1. Have students sit in a circle with the teacher.
2. Keep one frog and one toad. Pass the sack around and have each child take one piece.
3. Place one frog in the center of the circle and a toad in another spot in the center. Point to the frog and say, ―This is
a frog. If you have a frog put it here.‖ Then point to the toad and say, ―This is a toad. If you have a toad put it here.‖
Frogs and Toads in a Line

Objectives: to identify the ordinal positions
Materials: frogs drawn on green construction paper and toads drawn on brown construction paper
(see reproducible)
small box or sack
Procedure:
1. Have students sit in a line facing teacher.
2. Begin with only 3 frogs or toads. Use those with distinctive differences so students will have no difficulty describing
them. (ex. Small hopping frog, large sitting toad)
3. Ask, ―which one is first in line? Which is last?‖
4. Remove the last one and ask, ―Which one is last now?‖
5. Place several frogs and toads in a row. Have students repeat after you as you point to the frogs and toads and
count, ―first, second, third, etc.‖
6. Ask questions such as: Which frog is second? Is the small bumpy toad first or last? Which frog is in third place –
the little one or big one?
Surprising Symmetry
Objective: to explore the concept of symmetry
Materials: scratch paper, paint, popsicle sticks
Procedure:
1. Fold a piece of paper in half.
2. Open it up and put fairly runny paint on the half near the fold.
3. Fold the clean half over and press hard all over before opening it up again.
Suggestion: Dip a piece of yarn in paint. Place the yarn between the folds. Pull the yarn then open the paper.
Egg-O
Objective: to practice adding and subtracting skills

Materials: 2 small counters
egg carton with numbers written in this way:
3 4 1 5 0 2
0 2 4 3 1 5
Procedure:
1. Egg-o is played in rounds, with play rotating clockwise. During each round, each player takes a turn putting the two
counters in the egg carton, closing it, shaking it, and then opening the carton to see where the counters landed.
2. In the addition game a player’s score is the sum of the two numbers that the counters landed in. During the subtracting
or multiplication game, the players find either the difference or product of the numbers.
3. The player with the highest score wins one point for the round. The player to acquire 5 points first wins.
Make Ten
Procedure:
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

Subtraction Cards
Procedure:
1. Teacher reads the total on the card, for example 7.
3. Teacher says "take away three" while lifting the right hand flip.
4. Children take away 3 counters, count remaining counters and say "Four"
5. Teacher shows the group the four remaining dots on the subtraction card.
Find 10
Procedure:
looking at them.
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.
Draw 10
Procedure:
Tens Concentration
Procedure:
Go 10
Procedure:
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
Busy Bee
Objective: to match an addition fact with its correct sum up to 10
Materials: Busy Bee game board, Bee markers, Addition facts cards sums up to 10
Procedure:
1. Shuffle the addition fact cards and stack them next to the game board. The game board is a bee-themed path
game with 35-40 squares. Each square in the game board has a random number written on it (1-10).
2. Each player selects a bee marker and places it on the Start Space.
3. Players take turns drawing addition fact cards from the stack and moving their markers forward to the nearest
space that has the correct sum. Players put the card on the discard file after each turn. If the player picks out
a fact card and the sum is not in any of the remaining squares, he loses a turn (note: players cannot go back
to a previous square; movement is only going forward).
4. The player to reach the hive (FINISH) wins.
Train Ride
Procedure:
Balloons
Procedure:
2. Players take turns by trying to ―pop the balloons‖ by giving answers to the combinations. Children may indicate

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.
Don't Rock The Boat
Procedure:
Tangram Puzzles
Objectives: to explore spatial relationships using
tangrams and puzzle cards
Materials: tangram puzzle cards
Procedure:
Children fill the shape and keep track of the
ways they find
OTHER LANGUAGE ARTS ACTIVITIES
Alpha Toss
Objectives: to recognize letter/word, to form words
Materials: bond paper, bean bags, old/used socks, dried beans, sand
Procedure:
1. Print each letter of the alphabet on a separate A4 sheet.
2. In the lower right hand corner, assign a point value to each letter. (use the letter values from Scrabble.)
3. Create create bean bags by filling old socks with dried beans, sand, etc., then tying them shut.
4. Place letters in four rows, six in the first, seven in the second, six in the third, and seven in the fourth. Students
then stand at an assigned line and toss a bean bag onto the playing area. Beginning students must think of a word
beginning with the letter upon which the bean bag landed, then use the word in a sentence. Intermediate students
should toss two to three bean bags, think of words that began with all letters, then use all words in one sentence.
For more advanced students, you might have them toss all six bean bags, then create a word using as many of
the letters as possible. Points are assigned for each letter used.
Go Hunting Go!
Objective: increase phonemic awareness; correctly identify initial consonant sounds.
Materials: collection of flashcards or small objects,
No. of Participants: 4 to8
Procedure:
1. Have students form a circle. Place flashcards or objects outside the circle.
We're looking for a [word],

We're looking for a [word],
[Sing sound of the letter to the tune of "Heigh, ho, the Derry Oh!"]
We're looking for a [word].
2. After each verse, ask a student to find an object or picture beginning with that sound and place it in the center of the
circle. Continue until all objects or pictures have been used.
Note: You might also use this song to teach vowel sounds, final consonant sounds, or blends. For added variety,
you might give each student a flashcard instead of placing cards or objects outside circle. When a student's sound
is sung, he or she steps into the circle.
Jigsaw Sentences
Objective: to arrange words to form simple sentences
Materials: 40 word cards (an assortment of word cards w/ the following categories: nouns, verbs, articles of speech,
prepositions – around ten each)
Procedure:
1. Scatter the word cards in the middle of the table.
2. Invite the children to form simple sentences using the word cards.
3. Variation: set aside a group of word cards that, when arranged properly, form a complete sentence. Invite the
children to rearrange the jumbled words in order to form the sentence.
Talk a Drawing
Objective: listen and speak activity; give and follow directions
Materials: blank paper, crayons
Procedure:
1. Give one sheet of paper to each child. Make sure they are not able to see each other’s paper, so you may want to
create makeshift partitions between their seats/on the table.
2. Explain that you are going to play Talk a Drawing, wherein they are supposed to draw everything you instruct them
to.
3. When they are ready with their paper and crayons, start telling them what to draw. For example: Draw a blue
square in the center of the page.
4. Give around 4-5 instructions before ending the round. Each child can compare his drawing with the other
members of the group.
5. For the second round, invite one of them to be the one to give the instructions for Talk a Drawing. Each child can
have a turn giving out the directions.
Where’s the Sound?

Objective: identify initial, medial and final sounds in words
Materials: three paper cups for each child, a bowl of pebbles (to serve as counters), paper and pencil
Procedure:
1. Give each child three paper cups and place it on top of three sheets of paper. Label the paper with ―beginning‖
―middle‖ and ―end‖. Place the bowl of pebbles in the middle of the table.
2. Explain to the children that they are going to identify which sound belongs in what cup from the words you are
going to say. Examples:
- Where’s the p-sound in soap? (end)
- Where’s the p-sound in capital? (middle)
- Where’s the p-sound in pillow? (beginning)
Etc.
3. Once they know which sound to listen out for, they will have to locate the position of that sound in the word .
4. When they know where the sound is located, they will get one pebble and drop it in the corresponding cup.
Mystery Words
Objective: to rearrange letters to form words
Materials: alphabet letter cards (2 sets)
Number of players/participants: groups of 2 or 3
Procedure:
1. Ask the children to form groups of two or three. As soon as they have their groupings, they are ready to play.
2. The game entails guessing the mystery word by rearranging the jumbled up letter cards to form the word. Prepare
letter cards for them words for the week (example – NATURE, TREE, FISH etc.) – about eight or ten – and give
the first set to the two teams.
3. At the count of three, each team will work cooperatively to rearrange the letter cards to form the mystery words.
4. The team that finishes first and has the most accurate spelling/guesses will win the game.
Make a Match
Objective: to match onset and rimes
Materials: set of onset and rimes
Procedure:
Distribute one card to each student. As you play the music or sing a song ,students will try to form a word by search for a
word part that can be combined with the one they are holding to make a match. When all students find their match, provide
time for them to share their words with the class, Continue with other word part cards or challenge students to find another
match.
Word Sort
Objective: to recognize word features

Materials: word cards
Number of players/participants: groups of 4 - 6
Procedure:
Provide students with a set of words that begin with a specific syllable. Have them sort these words first according to the
beginning syllable. Then after the first round have them sort the words using other categories e.g., # of letters, beginning
and ending ending sounds.
1. Write two things in the story we read that you liked.

2. Draw a picture of each.
3. Write two things that you disliked.
4. Draw a picture of each.
5. Share your paper with another student.
Story Sequence Chart
Materials: construction paper, crayons, marker, pencil, paper strips
Number of Players/participants:
Procedure: 1. Get 5 pieces of 1/2 construction paper

2. On the first paper, write the little and author.
3. Choose four key events from your book.
4. On each of the remaining pieces of paper, draw a picture of one event.
5. Write a label for each picture.
6. Arrange the cards in the order the events happened. (Put the title card at
the top and the first event card directly below it.
7. Glue or tape the strips of paper onto the paper strip.
8. Use the story sequence cards to help retell the story to another student.
Story Map
Objective: to identify story elements

Materials: story map sheet, crayons, pencil
Procedure: 1. In the middle, write the title.
2. In the boxes, draw a picture to show each of the following:
 character
 setting
 problem
 solution
3. Write a sentence about each.
4. Cut out the map
Source: Reading-Writing Workshop

STORIES
The Little Red Hen

- Everybody has friends right?
- Can you tell me something about your friends?
- Do they help you with things?
Our story today is about....

- What did the little red hen find?
- What did she plan to do with it?
- Do you think her friends will help her do it?

- Whom did we meet in the story?
- Can you tell something about the little red hen’s friends?
- How did the story start?
- What happened at the middle of the story?
- How did it end?
The Little Tree That Longed for Other Leaves

- If you are asked with one wish, what would it be? Why?

- Why was the little tree sad? What did she asked before she slept?
- What do you think will happen?

- What is the problem of the little tree?
- How did he/she solve it?
- If you were the little tree? Will you do the same? Why? Why not?
- How did the story end?
The Fish Who Wished He Could Fly

- What strange thing would you want to see? Why?
- Will you also ask for strange things?

- What does the fish want?
- Do you think, he can get what he ask for?

- Can you tell something about the fish?
- How did it end?
The Tiger In The Cage

- Tell me something you know about tigers.
- Can you describe them?
- Do you want them as pets?

- What did the boy find out while walking?
- What do you think will the tiger do to the boy?

- Can you tell something about the boy? The tiger? The girl?
- What happened in the middle of the story?
- How did it end?
- If you were the boy, what could you have done?
SONGS/POEMS/RHYMES
I'm a Little Seed The Gardener Plants the Seeds

(to the tune of "I'm a Little Teapot") (can be sung to the tune of The Farmer in the Dell)
I'm a little seed, The gardener plants the seeds.

Brown and fat, The gardener plants the seeds.
I haven't got a front, High ho the derry oh,
And I haven't got a back. The gardener plants the seeds.
Plant me in the earth, 2nd verse: The rain falls on the ground.
Give me water each day, 3rd verse: The sun shines bright and warm.
I'll grow to be an apple tree, 4th verse: The seeds begin to grow.
While you play! 5th verse: Flowers grow everywhere.
I dig a hole and plant a seed,

Cover it with dirt, and pull a weed.
Down comes the rain, and out comes the sun,
Up grows my plant,
Oh! What fun!
Water Clear, Water Bright What Makes a Garden Grow, Grow, Grow
Water clear, water bright, What makes a garden grow, grow, grow?
Is a friend that's worth the having; (Measure from floor with hand at three levels)
Water clear, water bright, Lots of work with a rake and hoe,
Serves us all from morn 'til night. (Pretend to rake and hoe)
Seeds gently planted in a row --
Bubbling brooks and streams and rivers, (pretend to plant seeds with thumb and index finger
Springs and lakes and creeks and dams, together)
Feed the forest and the flowers, That makes a garden grow, grow, grow.
And the grass spread o'er the land. (Measure from floor with hand at three levels)
What brings the seedlings up from the ground?
Water clear, water bright, (With palms up, close to floor, measure at three levels)
Is a friend that's worth the having; Rain from the sky coming down, down,
Water clear, water bright, (Raise hands high and flutter fingers down, down,
Serves us all from morn 'til night. down)
Bright yellow sunbeams shining round.
Little raindrops, lightly falling, (Make arms into big circle overhead)
Make the old earth new again; Help bring the seedlings up from the ground.
And the dews of early morning (With palms up, close to floor measure at three levels.)
Soothe the summer's burning pain.
Five Little Monkeys
Water clear, water bright,
Is a friend that's worth the having;
Water clear, water bright, Five little monkeys jumping on the bed
Serves us all from morn 'til night. One fell off and bumped his head
So Momma called the doctor and the doctor said
Tuna, salmon, crab and lobster, No more monkeys jumping on the bed!
Swim beneath the ocean blue;
Eels and seals and whales and dolphins, Four little monkeys jumping on the bed
Need our earth's salt water, too. One fell off and bumped his head
Water clear, water bright, No more monkeys jumping on the bed!
Is a friend that's worth the having;
Water clear, water bright, Three little monkeys jumping on the bed
Serves us all from morn 'til night. One fell off and bumped his head
No more monkeys jumping on the bed!
Two little monkeys jumping on the bed

One fell off and bumped his head
One little monkey jumping on the bed

He fell off and bumped his head
No little monkeys jumping on the bed
None fell off and bumped his head
Put those monkeys back in bed!
Itsy Bitsy Spider
Itsy bitsy spider went up the water spout Instrumental

Down came the rain (do the motions)
And washed the spider out
Out came the sun and dried up all the rain (whisper)
And the itsy bitsy spider went up the spout again Itsy bitsy spider went up the water spout
Down came the rain
The teeny tiny spider went up the water spout And washed the spider out
Down came the rain Out came the sun and dried up all the rain
And washed the spider out And the itsy bitsy spider went up the spout again
Out came the sun and dried up all the rain
And the teeny tiny spider went up the spout again Itsy bitsy spider went up the water spout
Down came the rain
The big humongous spider went up the water spout And washed the spider out
Down came the rain Out came the sun and dried up all the rain
And washed the spider out And the itsy bitsy spider went up the spout again
Out came the sun and dried up all the rain
And the big humongous spider went up the spout again
Ten and Out

Materials : Chalk ,One marker (small chain, coin, or stone) per player
Procedure:
1. Use chalk to draw the hopscotch court shown above.

2. The first player stands in front of space one. He tosses his marker into that space, then hops on one foot into the
space, bends over and picks up his marker, and hops up the court and back again on one foot, hopping in each
space both up and back.
3. He then tosses his marker into the next space, hops to that space, picks up his marker, and hops up the court and
back again.
4. He continues hopping in this way until he fouls out (hops on a line, puts both feet down, or misses his target when
tossing his marker).
5. The players take turns tossing and hopping in the same way.
6. When it's the first player's turn again, he starts hopping from where he fouled out on his last turn.
7. The winner is the first player to finish the entire sequence of tosses and hops, including the space labeled out.
Names Hopscotch
Materials : Chalk
Directions:
Use chalk to draw any kind of hopscotch court.
1. The first player hops up the court and back again on one foot, hopping in each space both up and back.
2. If he does this without fouling out (hopping on a line or putting both feet down), he can claim any one space by
writing his name on it with chalk.
3. If he fouls out, his turn ends.
4. The players take turns hopping and claiming spaces in the same way.
5. A player must hop over spaces claimed by others, but he may hop with both feet in his own space.
6. Play continues when all the spaces have been claimed, but at this point anyone who fouls out is out of the game.
7. The game ends when only one player-the winner-remains.
Family Scavenger Hunt
The idea of a scavenger hunt is to find all the items on a list and return them to a designated place as quickly as possible.
There are many ways to organize a hunt and many choices to make. You can play as individuals or on teams either inside
the house or outside. Here are a few ideas to try:
 All items on the list are easily found in the backyard (they can be hidden before the party). Things like a red leaf,
matchstick, old bottle or can, feather, etc.
 Each person or team is given a different list of items to find by asking people around the neighbor hood.
 Alphabet hunt—must find something for each letter of the alphabet.
 Indoor hunt where each person looks for things and checks them off their list when they find them without picking
them up.
 Newspaper hunt—each person is given a list of words, sentences, advertisements, or photographs that are to be
cut out or circled in a newspaper.
Planting Rice Relay
1. Divide the class into two teams and ask them to form two lines.
2. Put six empty soda cans/cups along each team’s race track.
3. At the signal, the first player runs and deposits one straw or popsicle stick into each of the cans/cups then makes
his way back to the starting line.
4. He then tags the second person, who proceeds to run the track but this time picking up all the straws or the
popsicle sticks before going back to the starting line.
5. The third player is tagged, and he does what the first player did. Alternate depositing and picking up all the sticks
and straws until the last player makes his way around the course.
6. The first team to finish wins the game.
WEEK 38: _________________
Message: People in the community must care for children. Message: Children need to be loved and cared for by their Message: Sometimes families need other people to help
They need special care and attention parents. them provide for the things that their children need .
Question: : In what way can older people care for the Question: How do my parents show their love for their Question: Who are the people who help me and my
children in homes, schools and communities? children? family?
Teacher-Supervised: Collage: A Child Needs Teacher-Supervised: Children‟s Mural Teacher-Supervised: Community Helpers Mobile
Literature-based: Story map Train

 Dramatic Play/Block Play  Dramatic Play/Block Play  Word Ladder
 Poster : How can older people take care of children  Word Ladder  Rhyming Words Puzzle Game
in the community?  Boardgame:Caring for the Environment  Triorama Story
 Odd One Out  Mini-book: My parents take care of me in different ways Settings: Ang Bata sa Basket
 Year-end assessment task  Year-end assessment tasks  Year-end assessment
 Writer‟s Workshop  Writer‟s Workshop
Show Child‟s Needs collage
Read the poem “ Ako ay Isang Bata, Kailangan ng Teach the song Sampung Batang Malusog at Masaya Teach the fingerplay A Fireman
Kalinga “
Message: Families provide children the basic things that they Play “ Change a Letter”
Message: need
 Children need healthy food, clean water, sleep,
education, play and rest to stay healthy
STORY: Tiktaktok at Pikpakbum STORY: Ang Bata sa Basket STORY: Si Kapitan Ding, Ang Pinunong Magaling
Teacher-Supervised: line them up – dividing quantities into Teacher-Supervised: clothes pin train– dividing quantities into 2-5 Teacher-Supervised: Building 3d shapes
2-5groups (beginning division) groups(beginning division) 3-D bingo
 Blocks  Blocks  Blocks
 Pattern blocks  Pattern blocks  Pattern blocks
 Number name lotto  More than/ Less than  More than/ Less than
 Numeral-number name concentration  Three in a Row  Three in a Row
 Writing numerals and numbers names  Number Train Graph  Number Train Graph
 Go 10/ Find 10/ Tens Concentration/ Draw 10  Grab bag counting with Partners  Grab bag counting with Partners
INDOOR/OUTDOOR ACTIVITY: Find your Flock INDOOR/OUTDOOR ACTIVITY: Blind Trust INDOOR/OUTDOOR ACTIVITY: Night Train Game
Message: Communities build schools where children can Message: People must make sure that children are always safe
work, play and learn with other children. in school.
 Some children go to daycare centers and public
schools.
Some children go to madrasah or a Muslim school.

Teacher-Supervised: Teacher-Supervised: cont… Community Map: Helpers in our
Community Map: Helpers in our Community Community
Rainbow Paper Craft
 Mobiles: Safety Rules in School  Sand Play/Water Play
 Sand Play: Making Patterns and Mounding  Initial sounds Puzzle Game
Up Animal Characteristics in the Story  Rhyme Books
 Make a Wish  Safety Rules in the Community
 Rhyme Books  Year-end assessment Task
 Year-end Assessment Task
MEETING TIME 2: Message: Teachers and other people in school must care for
Message: children and respect them
Teach the fingerplay A Fireman
 Play “Change a Letter”

STORY: Ang Buhay ng Isang Bumbero STORY: Sa Bagong Planeta
Teacher-Supervised: (beginning division) division stories – Teacher-Supervised: (beginning division) division stories –
dividing quantities into 2-5 groups dividing quantities into 2-5 groups
 Blocks  Blocks
 Pattern blocks  Pattern blocks
 Shark Attack  Shark Attack
 Which comes first?  Which comes first?
 What numbers can you make?  What numbers can you make?
 Subtraction Cards  Subtraction Cards
INDOOR/OUTDOOR ACTIVITY: Spoon Pass Along INDOOR/OUTDOOR ACTIVITY: Pass the Basket
APPENDIX WEEK 38
A Child’s Needs
Description: Collage of what a child needs (e.g. eat, sleep, rest, play, learn, be loved, be safe) or likes( foods, toys, animals)
Objective: to make a collage of what a child needs
Materials: old magazines or magazine pictures Child Safety Scissors Large sheet of paper or old folder or cardboard
Procedures:
1. Using the given category (what a child needs), pupils will now look for the appropriate pictures from the old magazines.
2. Have them cut out and paste the pictures they found on the paper.
3. Teacher may assist them in labeling their work.
Suggestions for the Teacher: You may have all their collage activities collected in their individual collage albums.
Find My Tool Matching /Concentration Game

Category: Language Arts/ Theme words
Objective: to be familiar with the names of community helpers
Materials: one set of cards with names or pictures of community helpers
one set of cards with their corresponding tools/ objects they commonly use
Procedure:
1. Place the cards in rows in front of the players - community helper cards face down in a box.
2. Separate the cards into the two categories - people who provide for children‟s needs and their tools.
You may use letter codes at the back for easy segregation.
3. One student picks up one card, turns it over in place, and says the name of the picture or reads the word. He then tries to find a
matching card from the other group of cards.
4. If it is a matching pair, he keeps the two cards. He gets one extra turn (He does procedure 3 again).
5. If the cards do not match, they are turned over in the same place they were found and the next student begins his turn.
6. The player who has the most pairs at the end of the game wins.
Community Helpers Mobile

Description: Mobile of People in the community who provide for the needs of children (Theme Related)
Objective: to identify people who provide for the needs of children/care for them through this mobile making activity.
Materials: paper plate or any round piece of cardboard about 1 ft across Construction paper
Safety scissors Tape String Pencil Crayons or markers doll patterns(male and female)
Procedure:
1. Distribute blank patterns for people to the children.
2. Ask children to draw on the pattern, any of the people who provide for their needs and care for them. Examples would be mother,
father, doctor, dentist, nurse, policeman, teacher.
3. Have them color their work.
4. They may also write the name of the community helper on its back.
5. Tape a length of string to the made up pattern.
6. (Teacher‟s Task) Using an awl, the sharp point of scissors, or a large nail, punch a series of holes in the cardboard. Distribute the
holes evenly
7. Lace the other end of each string through the hole in the cardboard circle.
8. Tape the end of the string to the top side of the cardboard.
9. Adjust the length of strings so that all the dolls will be visible.
10. See attached sample pattern.
Make A Wish
Materials: writing pad or bond paper crayons pencil

Procedure:
The teacher will provide a makeshift well (e.g. basin) and have students write or draw their wish not only for themselves but for all
children like them. They will take turns in sharing about what they wished. Then they will all drop their wishes on the well as they hold
hands in a circle, and say „ I wish my wish comes true.‟
Variation: The group could start with a short prayer before dropping in their wishes.
Individual Posters: Safety Rules at Home

Objectives: identify safety rules at home
Materials: newsprint or bond paper, crayons, pencil, markers
Procedure:
1. Distribute one piece of bond paper or newsprint to each child.
2. Ask each one to fold their paper into four parts.
3. On each part, have them draw/write a safety rule they need to observe at home,
4. Have them share their posters during Meeting Time 2.
5. Ask them to bring home their posters and put it up where family members can see.
Mobiles: Safety Rules in School

Objectives: identify safety rules in school
Materials: cardboard strips or construction paper, markers, crayons
Procedure:
1. Have children brainstorm on safety rules to observe in school.
2. Distribute cardboard strips and have them draw/write the safety rules on these strips.
3. Put up these signs where appropriate.
Community Map: Helpers in our Community

Objectives: identify community helpers
Materials: manila paper, construction or bond paper, crayons, markers
Procedure:
1. Have children identify helpers in their community. List them down on the board
2. Assign each one to draw a community helper.
3. Show the map you made and have children label the different parts of the community.
4. Then let them glue their drawings on the areas where these community helpers work.
Children’s Mural
Materials: art /construction paper, colored magazines, junk materials, markers, glue, scissors
Number of Participant: 6-8
Procedure:
1. Have students make a mural showing different images of children. These could include children playing, reading, listening to stories,
eating with family members, climbing trees.
2. Have them draw these on ¼ sheet of paper and mount on manila paper.
3. Invite children to talk about what children need, what they like to do, what makes them happy and sad, what helps them learn.
Line Them Up
Objectives: to practice problems solving skills
to practice counting groups of equal quantity (beginning multiplication)
to practice dividing quantities into groups of equal quantity (beginning division)
Materials: counting cups or counting boards, construction paper (for work space) per child, counters
Procedure:
Children follow the teacher‟s directions, dividing a given number objects in a variety of ways.
TEACHER CHILDREN
Put two groups of five on your mat.
Now push them altogether.
How many cups shall we use for our experiment? (a child suggests a number)
Three
Put 2 cups in a line at the top of your mat.
When I say, “Line them up” put one counter from your pile
in front at the cup. Watch me try it. “Line them up”
Children watch the teacher demonstrate and then imitate

what they have seen.
When I clap my hands, you answer YES or NO. YES

means that there is 1 counter in front of each cup. If there
is, put each counter inside the cup when you tell me YES.
If there is not an object in front of each cup, tell me NO
and do not put them in the cups. Ready?
Clap. YES or NO
Yes
“Line them up”
Children line up the counters in front of the cups
Clap. YES or NO
Yes
Did it come out evenly? Yes
Are there any left over? No.
Let‟s count the counters in each cup together. One, two.
How many are in each cup? Two.
Continue exploring other quantities other than 10. If children are more confident, the teacher can explore quantities larger than 10.
Children do not need to know how to count the total quantities beyond 10 since they are required to count groups of equal quantities
(ex Show me five groups of three. – children only need to know how to count 3 and 5 and not 15.)
Clothespin Trains
Objectives: to practice problem-solving skills
to practice breaking a train of clothespins into smaller equal groups (beginning division)
Materials: clothesline pins, construction paper (work mat)
Procedure:
1. Make a train of 10 clothespins
2. Children explore dividing a group of objects into groups of equal number.
TEACHER CHILDREN
Can you break the train into 2 groups of equal number? Yes
How many clothespins are there in each group?

Five
Can you break the train into 3 groups of equal number? No.
Why not? What happens

If we break the train into 3 groups then 2 groups will have
3 and one group will have 4 clips.
No.
I have two groups of 4 clothespins each and 1 group with

2 clips.
3. Continue dividing the train of 10 clips into different number of groups.

4. Try out different quantities such as dividing a train of 9 clips into 2 groups, 3 groups and so on.
Bingo Math: 3-dimensional Shapes

Objective: to match an picture of a three-dimensional shape (sphere, triangular prism, rectangular prism, square pyramid, cube, cone,
cylinder) with the picture on the bingo mat
Players: 1 or more
Materials: bingo card for each player, calling card, tokens
Procedure:
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.
Building 3-D Shapes

Objectives: to build three-dimensional geometric shapes
Materials: clay or playdough, toothpicks, samples of 3-dimensional containers like boxes
Procedure:
1. Review the three dimensional shapes that students have been introduced to. Remind students that three-dimensional shapes
have basic shapes in them. For example, a pyramid has triangles as its sides and a square as its base.
2. Using clay or playdough children try to construct one of the shapes. Encourage children to think aloud as they are doing so and
ask students for ideas. Show how to insert toothpics into the playdough to form a corner of a shape. Remind students to use
toothpicks carefully and keep them away from their eyes.
Vairation: Use soft candy, gum or marshmallows instead of playdough. Children can eat their shapes after they have had these checked.
Number Name Lotto

Objective: to match numerals 1-10 with their number names
Materials: 6 sets number name cards, 4-6 pieces numeral boards (w/ random numbers between1-10)
Procedure:
1. Explain to the children that they are going to play a lotto game. Give each child a numeral board. Shuffle the six sets of number name
cards and place it in the middle of the table.
2. Each child will take turns opening the top card and saying the numeral name out loud. If that number is found on his board, he takes
that card and uses it to cover the space where that number is. If not, he returns it to the bottom of the pile.
3. The first person to finish covering his board with the right numeral-number name matches wins the game.
Number Name-Numeral Concentration

Objective: to match numerals and number words
Materials: 1 set of number cards, 0-10 and 1 set of number words, 0-10
Procedure:
1. Lay the cards down in rows and columns.
3. If the cards match (number name and numeral), you win them. If not, turn them face down again.
4. Player with most number of cards wins.
Writing Numerals and Number Names

Objective: to write number names and numerals
Materials: 1 set of number cards, 0-10 and 1 set of number words, 0-10
Procedure:
1. Place the set of number cards and number words face down.
2. Children take turns getting a card.
3. If a child gets a number card, he writes the corresponding number name. But if a child gets a number name, he writes the
corresponding numeral
Shark Attack
Players: 2 to 4
Procedure:
2. Players take turns rolling the number cubes. In each turn, a player rolls one cube first and then the second cube. Based on the
numbers on the first and second cubes, the player decides in which shark to place the cubes in the order rolled. For example: Say a
player rolls a 1 with the first number cube and a 6 with the second number cube. He or she would put the 1 in the first square of the
less than shark and the 6 in its second square.
VARIATION: If you want students to practice with larger numbers, white out the numbers on the cubes and fill in numbers from the tens or
hundreds families before reproducing the cubes.
Bingo Math: More than/Less than

Objective: to practice comparing quantities using the more than, less than symbol
Materials: bingo cards for each player, tokens, calling cards
Procedure:
1. Provide each player with a number bingo card (with any six numbers from 1-10 written on it).
2. Assign a child to be a caller with the job of picking a calling card and announcing what is written on it. The calling cards have “more
than (number)” or “less than (number)” written on it.
3. When the caller reads what is written on the calling card (for example, “more than 7” or „< 7‟), the other players will select a number
that is more or less than what is written on the card and cover it with a token.
4. First one to cover all spaces wins.

Procedure:
Three In A Row
Procedure:
3. The aim of the game is to make up a set of three numbers in sequence by taking turns picking up a card and throw one away. First to get a set
of three wins.
Find 10
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 10, 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.
Tens Concentration
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 10. 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.
Variation: This game can be varied by increasing the number of cards placed on the table. A 5 x 5 or 6 x 6 arrangement may be more
interesting.
Players: individual or pairs
Procedure:
5. Child 1 counts remaining dots and say "seven".

Objectives: to practice addition skills
Procedure:
4. Then they check their predictions, and each child records the equation on a chalkboard or a sheet such as the one below.
Name___________________________________

Procedure:
2. As they find the arrangements, place it in the appropriate column of the Manila paper. (The links can be labeled with the labeled
possible combinations, or the children can label the links as needed.)

Objective: To practice addition skills
Procedure:
1. The children make clothespin links (each link made with different color clothespin and no stack more than ten clothespins long). There
can be more than one link of any particular number. The object is to try to make each of the numbers from one to ten in as many ways
as possible.
2. The children are allowed to use more than one link to make any number, but they may not break any links apart. If they can‟t make a
number, they are to cross it out. If they can make the number, they write the equation that describes the trains used.
Draw 10
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 10. 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 10 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.
Go 10
Procedure:
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 9 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."

Procedure:
Odd One Out

Objective: to identify the word which does not end with the same final sound.
Materials: cardboards/ old folders cut into approximately 3 by 8 inches, permanent markers, bond paper/art paper (optional)
Procedures:
1. Distribute 4- 5 cards to each child.
2. Tell them to choose the word that has a different final sound from the four words written on each card.
3. After some time, have them exchange cards.
4. The teacher may assist children having difficulty in identifying the word with the different final sound.
5. The teacher may join the game and allow students to give her cards so she may have a turn at spotting the odd one too.
Odd One Out Card:
Hat Lap Sit Pet

Sample words:
1. car ship bear sour
2. bun beam pan thin
3. day air play toy
4. cow low show stand
5. run seam gum clam
Initial Sounds Word Puzzle Making

Objective: to reinforce their understanding of initial sound of words through writing and art.
Materials: cardboards with a dotted line to separate the initial sound from the rest of the word, Markers,
safety scissors, crayons, pencils
Procedure:
1. Give each child the reproduced puzzle pattern shown below
b each let students

draw on
this
2. Have them think of a word and write it on the cardboard with the first letter or initial sound on the shorter part ( left side) and the rest of
3.
the word on the other part.
Ask students to draw a picture of the word they wrote beside its last letter.
portion
4. Have them color their picture.
Triorama Story Settings

Objectives: to identify/describe the setting of the story by making a triorama
Materials: construction papers, glue, safety scissors, 15 or more pairs of cards for matching
Sample Procedure:
1. To make a Triorama, you will need one sheet of 12 x 18 inch construction paper for each student. The paper is folded with a Taco
style fold to create a square. The excess paper rectangle can be cut off, or used for writing a summary of the scene.
Taco Fold The remaining square of paper should be folded so that the folds
extend from corner to corner.
Cut along the fold from one of the corners to the center point
where both folds cross.
Holding the paper so that the bottom two “legs” are pointed toward the floor, cross the “legs” so that they overlap. This will form an open pyramid
shape. Have students draw and color their background before gluing their “legs” together. Once they have glued the “legs” they will finish the
Triorama by cutting and gluing stand-up figures.
Students will need heavy paper on which to draw their characters. They will also need to put a small tab on the bottom of the character, with
which to glue it to the Triorama. Four of the trioramas may be glued together to tell a complete story in 4 scenes.
Source: White, D. 2007.wvde.state.wv.us/strategybank/documents/TrioramaDirections.doc. retrieved may 5,2010
2. Help students make their triorama of the different settings in the story. You may assign one setting for each group.
Setting 1 : Natagpuan ng mga palaka ang bata sa basket sa may tabing ilog.
Setting 2: Dinala nila ang bata sa mag-asawang kambing na kumakain ng damo.
Setting 3. Dinala nila ang bata sa uwak na nakadapo sa puno , malapit sa kanyang pugad.
Setting 4: Dinala nila ang bata sa gubat kung saan nandoon ang leon, ahas at mag-asawang kwago
Setting 5: Natagpuan ng mag-asawa ang bata sa basket na lumulutang sa ilog.
Rhyming Words Puzzle Making

Objective: to give cvc words that rhyme.
to encourage critical thinking
Materials: cardboards with a line to separate them into two Markers or crayons, safety scissors, crayons
Procedures:
1. Give each child a reproduced pattern of the puzzle shown below.
2. Ask the children to think of two words that rhyme.

3. Let them write the first word on the first half and the second word on the other half.
4. Have them write their name at the center of the back of the card.
5. Let them cut the card into two following the line.
Example of Rhyming CVC Words:
hat – mat run – sun lid – kid sip – dip wet – set
Rhyming Words Puzzle Game

Objectives: to match words that rhyme by playing the puzzle game
Materials: rhyming words cards prepared by the students in the previous days
Procedures:
1. Place all of the cards face up in front of the players.
2. Mix the pairs thoroughly.
3. At the word “go”, the children will pull out matching pairs and place them in front of them.
4. When all the cards are in pairs, check to see that they are correctly matched.
5. Children read the words from the pairs of cards.
6. The child with the most pairs wins.
Story Map Train
Objectives: to identify the beginning, middle and ending of the story
Materials: manila paper, bond paper, pencil, crayons, safety scissors, glue materials that could be recycled like buttons, beads,
twigs, leaves, etc.
Procedures:
Children will recall the beginning, middle and end of the story. They may draw the scenes or make a collage of the scene they
will be assigned to make. The teacher should guide the students in recalling the events by posing questions or showing
again the pictures used in the story.
Recall Questions:
 Sino si kapitan Ding? Saang baryo siya namumuno?
 Ano ang ginawa niya ng malamang may paparating na bagyo?
 Ano ang nangyari sa baryo matapos ang bagyo?
Initial Sound Puzzle Matching Game

Objectives: to connect the initial letter with its correct pair to form a meaningful word
Materials: initial sound word puzzles made by the students two trays
Procedures:
1. Place the initial letter puzzle face down in the first tray.
2. Place the corresponding part in the other tray.
3. Call on a child to get one from the lst tray and look for its partner in the next tray.
4. The child then reads the word that was formed and says its initial sound.
Word Ladder
Objective: form a new word by substituting the first letter of the word
Materials: paper
Procedure:
Draw a ladder on ½ newsprint or pad paper. On the first step, write a word. Then ask the child to change one letter in the word to form a new
word. Have him write the new word on the second step. Let children continue until the ladder is completed.
Change a Letter (meeting time 2)

Write an incomplete sentence on the board such as “ I like to play with my ____ . “ Then write a word that is one letter away from being the
correct answer such as cab. Ask a student to change one letter in the word to form a word that will complete the sentence. Have the student
write the word on the blank( cat). Continue with other incomplete sentences and change-a-letter words.
Rhyme book
Objective: to supply words that rhyme
Materials: pieces of paper, scissors, glue
Procedure:
1. Create a rhyme book.
2. Paste a picture at the top of a page.
3. Have children draw pictures of objects whose names rhyme or find pictures in magazines.
4. Then gather the pictures and bind them into a class book.
Word Concentration
Objective: to recognize high-frequency words
Number of players: 6
How to play:
1. Place the word cards face down.
2. Have children take turns flipping over two cards.
3. Have them read the words that they turn over and see if they have a match. (If they do, they remove those cards)
Once all the matches have been made, the game is over.
STORIES
Tiktaktok At Pikpakbum
Before Reading:
- Sino sina Tiktaktok at Pikpakbum?
- Bakit kaya sila laging nag-aaway?
While Reading
- Bakit sakitin si Pikpakbum?
- Paano naligtas si Pikpakbum sa pagkalason?
After Reading
- Kung ikaw si Pikpakbum, gagawin mo ba ang ginagawa niya?
Ang Bata Sa Basket

Questions before reading
- Tingnan ang larawan. Ano ang nakikita ninyo?
- Mahuhulaan ba ninyo ang pamagat ng ating kwento sa pamamagitan ng larawan?
Questions while reading

- Sino ang nakatagpo sa batang nasa basket?
- Bakit kaya umiiyak ang bata?
- Kani-kanino dinala ng tatlong palaka ang mga bata?
Questions after reading

- Sang-ayon ka ba na ang mag-asawa ang dapat mag-alaga sa kanya?
- Kung lumapit sa iyo ang tatlong palaka para alagaan ang bata, tatanggapin mo ba siya?
Tuwing mababanggit ang salitang palaka, ang isang pangkat ng mga bata ay sabay sabay na sasagot ng kokak kokak.
Uwak- aakk, aakk Kambing—mee, mee Ahas—hiss, hiss Unggoy- ik ik ik
Ang Buhay Ng Isang Bumbero
Mga Inaasahang Tanong:

- Ano po ang gawain ng isang bumbero?
- Ano ang isinusuot ng bumbero?
- Bakit ganito ang inyong ginagamit?
- Mahirap po ba ang maging bumbero? Bakit?
- Paano kung naubusan na ng tubig ang tangke at may sunog pa rin?
- Paano kung hindi makadaan ang trak?
- May mga pagkakataon ba na may hindi sila nailigtas?
- May pagkakataon ba na sila ay muntik nang mapahamak sa kanilang pagtupad sa tungkulin.
Si Kapitan Ding, Ang Pinunong Magiting

- Nakaranas na ba kayo ng bagyo o lindol?
- Ano ang inyong naramdaman?
- Sino ang mga tumulong sa inyo upang kayo ay maging ligtas?

- Sino si Kapitan Ding?
- Saan siya namumuno

- Bakit tinawag na pinunong magaling si Kapitan Ding?
- Sino-sino pa ang mga tumutulong sa atin kapag may bagyo o baha o kalamidad?
Sa Bagong Planeta
- Sa anong planeta tayo nakatira?
- Ano ang masasabi mo dito? ( Magpapakita ang guro ng larawan ng mundo)

- Sino ang nakatagpo ng bagong planeta?
- Ano ang itinawag nila sa planetang ito?
- Bakit sinasabing ang lahat ay natuwa, maliban sa mga bata?
Questions after Reading:

- Ano ang ginawa ng mga matatanda upang sumaya ang mga bata?
- Ano ang mga bagay o pgakakataong nakapagpapasaya sa iyo?
SONGS/POEMS/RHYMES
Sampung Batang Malusog At Masaya Halina At Sumama
( to the tune of Ten Little Indians) (to the tune of Paru-parong Bukid)
Isa, dalawa, tatlong mga bata, Halina‟t sumama, tayo nang mamasyal.
Apat, lima, anim na mga bata, Nang ating makilala,
Pito. Walo, siyam na mga bata Silang mga bida.
Sampung batang malusog at masaya. Narito si Nanay , pati na rin si Tatay.
Sila ay magkatulong sa akin ay gabay.
Natutong bumasa uy! kay gurong matiyaga.
Could be done with fingers. When they sing Sampung At kung may karamdaman,
Batang Malusog at Masaya, they should wave their Doktor ay nariyan.
hands , or turn around while waving their hands, or do Ang mga bumbero wsshhh!
the action of the song the more we get together. sunog pinapatay.
Variation: They may form a circle and form a chain and Sa ating kaligtasan, pulis maaasahan.
shake hands as they sing the song. When they sing the
last line they should hug the child beside them. This is an action song. Teacher may assign some
students to act out the roles depicted in the lines of the
song.
A Fireman Ako ay Isang Bata, Kailangan ng Kalinga

(A fingerplay) ( Porsch Soriano)
This brave fireman is going to bed Ako ay isang bata, kailangan ko ay kalinga.
hold up right thumb Buhay ko ay matiwasay
Down on the pillow he lays his head Dahil pagmamahal
right thumb on left palm sa akin ay ibinibigay.
Wraps himself in his blanket tight Salamat po, salamat po
curl fingers around thumb Sa buhay kong ligtas at payapa
And plans to sleep this way all night Asahan po ninyong,
close eyes Ako‟y magiging mabuting bata.
But the fire alarm rings! He opens his eyes!
open eyes
Quickly he's dressed and down the pole he slides
right hand slides down left arm in a grip from
elbow to wrist
Then he climbs on the truck to go, go, go.
hands manipulate imaginary steering wheel
INDOOR/OUTDOOR ACTIVITY
Spoon Pass Along

Give each player a spoon and place a plate of four different items or toy food items in front of the first player( probably the oldest in the
group) . She begins by using the spoon to pass each object, from largest to smallest to the classmate on her right, who receives it with
spoon and passes it along to the next player. The object is to try to get all four objects back to the starting plate without dropping any of
them.
Find Your Flock

Children will be asked to pick out a chip from a bowl. Explain to them that each chip represents an animal. At the word go, they will
have to look for their flock by sounding off the sound of that animal. When they are complete, they have to sit down. The first group to
be complete wins.
Different animal sounds may be taken from the story read to them (Ang Bata sa Basket). The teacher may also introduce other animal
sounds for children to imitate.
Night Train Game

Tell the children that they are going to pretend to be a train, bringing toys for children who live in a town or another barangay. But the
train is moving at night and only the engine has a light to see.
One child may volunteer as the engine and three or four others as the cars. Other children will be buildings, houses or trees who are
not supposed to move but can make an ooops sound if the train or any of its car is about to bump into them. The cars line up behind
the engine and hold onto the waist of the person in front of them.
Stand on the other side of the classroom and tell them that you are the town to reach them. When they are ready, tell them to begin.
Obstacle Relay
Materials will be arranged in such a way that for each obstacle, the child has to do something. (e.g. feed the doll baby, wash the baby‟s
clothes, make him sleep) Then when they reach the end, they will find a box containing pictures of people in the community. They will
post them on the board. To make it more challenging, the teacher may write the label/ community helper while students will have to
post them on top of the correct label.
Pass the Basket

Children will line up, one behind the other. The children will pass the basket ( with a baby doll inside) through their legs to the back of
the line. When the basket reaches the last person, she starts passing it forward over her head. They should make sure however that
the baby does not fall off the ground. They should pass the basket faster but carefully each time they repeat the game.
Red Light Stop

This activity will orient children on what the traffic lights are for and how these lights make us safe when we cross the streets or when
we travel.
Instruct the pupils to pretend that they are out in the streets and that they will have to stop when they see the red light(as shown by the
teacher) and go when they see the red light.
Children will line up and continue walking, moving about, following their leader as they sing
Twinkle, Twinkle Traffic Light.
At the end of the song, the teacher will flash the traffic light and pupils will have to either stop or go.
Blind Trust:
Pairs of children take turns to be blindfolded. The sighted partner leads the blindfolded partner around the room, then they reverse
roles. Afterwards they discuss their feelings about how it felt to be blindfolded and how it felt to have responsibilities as a leader.
WEEK 39: _________________
Message: People in the community can help keep the Message: Community leaders make sure there are enough plants
community clean and healthy for children. and trees in the community. Introduce the poem “ Ako‟y Ingatan N‟yo “
 Community leaders must make sure there are
garbage cans in different areas.
 People throw garbage properly. Message: There are people in my community who make
 People clean their backyards. sure I am safe in times of war and disasters.
 There is no stagnant water so mosquitoes
don‟t breed on them.
 Drainages work properly.
Questions:
Teacher-Supervised: Recycling Activities Teacher-Supervised: Mural: Isang Mundong Makabata Teacher-Supervised: Big Book: How do people take care of us ?
Leaf people, Pen holder from milk cartons, Magazine
Independent:
Mosaic
 Clay Play
Independent:  Opposite Words Puzzle Independent:
 Clay Play  Picture Stories ( Logical Sequencing)  Odd One Out
 Picture Stories (Logical Sequencies)  Odd one Out  Pin It
 Year-end Assessment Tasks  Year-end Assessment task  Sand Play
 Opposite Word Puzzles
 Year-end Assessment
Message: Community leaders must make sure there are Message: Community leaders must make sure there are health Message: Children can help in the community by:
health centers and health workers who can attend to the centers and health workers who can attend to the health needs
health needs of children of children.  keeping the surroundings clean
Song: This is the Way We Care for Earth “ Poem: I know a little House Song: The Sound of the Word”

STORY: Isang Mundong Makabata STORY: Ason, Luming at Teresing STORY: Ang Plauta ni Emong

Teacher-Supervised: Sharing a room; Can I Have Half? Teacher-Supervised: Sharing a room; Can I Have Half? (dividing Teacher-Supervised: Share It Fruit Halves; Fruit salad (dividing
(dividing wholes into halves) wholes into halves) wholes into equal parts)
 Blocks  Blocks  Blocks
 Pattern Blocks  Pattern Blocks  Pattern Blocks
 Tangram Puzzles  Tangram Puzzles  Tangram Puzzles
 Crayon Count  Catch Flies for the Frog  Find My Lily Pad
 Who Has More?  Bingo: More than, Less than  More or Less Spin It
 Where does it go?  Which card is missing?  Walk the number line
INDOOR/OUTDOOR ACTIVITY: INDOOR/OUTDOOR ACTIVITY: Action and Freeze/Paint me a INDOOR/OUTDOOR ACTIVITY: Teacher May I?
Paint Me a Picture Picture
Message: Communities can protect us by making sure Message: Community leaders and other adults need listen to
there are places where we can play safely. children to find out what they need.

Teacher-Supervised: I‟m a Little Herb Pot, Watch me Grow Teacher-Supervised: Shoebox for a Cause
 Word Toss  Word Toss
 Opposites  Opposite
 Playdough  Playdough
 Pin It  Pin It
 Year-end Assessment  Year-end Assessment
Message: Children can help in the community by: Message: Children can help in the community by:
 joining special community activities e.g. tree  telling community leaders about what they need
planting
 joining drills ( earthquake, fire, evacuation Song : I am Special

STORY: Drip, Drip, Every Drop of Water is Precious STORY: Si Linggit at Barukada
Teacher-Supervised: Share It Fruit Halves; Fruit salad Teacher-Supervised: tangram puzzles
(dividing wholes into equal parts)
 Who Has More?  Bingo: More than, Less than
 Which card is missing?  Where does it go?
 Bingo: Addition  Train Ride
 Bingo: Subtraction  Balloons
 Sorting shapes on a geoboard  Sorting shapes on a geoboard
 Don‟t Rock the Boat  Don‟t Rock the Boat
APPENDIX WEEK 39
I’m A Little Herb Pot, Watch Me Grow

Objectives: to plant seeds and nurture them
to develop concern for plants
Materials: seeds, tin cans, shovel soil
Procedure:
Ask children to bring tin cans and seeds. They will make charming herb pots and watch them grow until the end of
the school year. They can bring home their seedlings before summer. They may sing I‟m a little herb pot while
planting.
(to the tune of I‟m a Little Tea Pot)
I‟m a little herb pot

I will someday pop
Here is my sunshine
Here is my food
When I grow someday
Hear me sing
Thank you, I say
You make me gay
Shoebox For A Cause

Objective: to make a cart out of shoebox and mound recycled craft on it.
Participants: 5- 7
Procedure:
Each child will bring a shoe box to place their recycled art work/ craft inside. They will tie a string to the box and
fasten it and with the help of parents or the teacher, make wheels to make them move.
Recycling Activities
Objectives: to reinforce their concepts of color, shape, size and form; to stimulate creativity skills.
to develop their understanding of the concept of recycling.
How to make leaf people

Materials: leaves (all shapes, all sizes, all colors) small twigs, glue
Scissors, construction paper (different colors).
Participants: 4-5 participants
Procedures:
Look at a small pile of leaves to see if their shapes suggest heads, arms, bodies
etc. Choose some leaves that resemble people parts and glue the shapes down
on construction paper. You may need to do some cutting and rearranging to come
up with a pleasing shape. If you have the leaves you could create a huge leaf
person by drawing out a body shape and gluing leaves all over to fill in the shape.
You can use twigs and construction paper scraps to add details to your leaf
person.
Milk Carton Pen Holder
Materials: scissors, pen & ruler, glue, carton or used plastic containers, old magazines
Procedures:
1. The teacher will mark a straight line around the milk carton.
2. Using safety scissors, teacher will assist the children in cutting the milk carton along the marked line.
3. Students will select from pre-cut pictures from magazines what they wish to use as design for the pen holder.
4. They will glue their chosen pictures to the milk carton.
Magazine Mosaics
Materials: magazines or photos, scissors, old folder/ cardboard, paint (optional), glue
Procedure:
1. Teacher prepares cut outs of small pieces of magazines or photos. Related colors must be selected and
presented in piles of reds, greens, blues etc.
2. Teacher may let the children draw their own design on the paper/ cardboard.
3. Dab some paste on the canvass/ old folder.
4. Students will start adding the pieces of magazines and photos to create a mosaic.
5. They may write a short title for their work.
Save Other Children Parade Drive

Materials: shoe box cart, recycled craft big box or container for donations, slogans or pictures
Procedure:
1. Children will parade through the school or the nearby community (if possible with their parents) and prepare a
big box where others could drop in coins or goods that they would like to donate to children who need help.
2. They may sing a tune while parading. Other students may be holding slogans ( those that they did the
previous week)
Note: Teacher makes the necessary preparations for this event with the help of children and their parents.
Mural: Isang Mundong Makabata
Materials: manila paper, construction paper, bond paper, marker, crayons, glue ,scissors
Number of Participants:6 or 8
Procedure:
1. Ask children what kind of world they want to live in. What would that have ? What would they be able to do in that
world ?
2. Have them draw or paint this on the manila paper. `
3. Have them color their work
4. Have them write their thoughts about this ideal world for children or take down dictation as needed.
Big Book: How do people take care of us ?
Materials: manila paper, bond paper/newsprint, construction paper, colored markers, crayons, scissors, glue
Number of Participants:6 or 8
Procedure:
1. Have children brainstorm on different ways people can take care of them. Ask them how people care for children
at home? in school ? in the community.
2. Have them choose which they will illustrate or draw.
3. Have them write 1-2 sentences about each drawing/illustration.
Sharing A Room
Objective: to develop an understanding of fractions
Materials: pocket chart, strips of lines of the poem Sharing a Room
Procedure:
1. List children‟s grievances along with the benefits of sharing a room. Place the strips of the first verse.
2. Ask the children to make it their own by substituting new words for toys, laundry and gobs of toothpaste.
Write new words on a piece of paper and stick it over the words toys, laundry and gobs of toothpaste.
SHARING A ROOM
Sally Sue is very messy.

She leaves toys thrown everywhere.
She‟s got laundry on her bookshelf,
Gobs of toothpaste on her chair.
As for me, I‟m neat and tidy,

I have labels on each drawer.
Every day I use the vacuum,
You could eat right off my floor.
We divided up the bedroom,

Drew a line across the floor.
We made sure that it was even,
Neither one was getting more.
She allows me in the closet,

And I let her use the door.
Though the plan is not quite perfect,
It‟s much better than before.
Can I have Half?

Objective: to develop an understanding of fractions
Materials: colored paper of different shapes – square, rectangle, circle, triangle
Procedure:
1. Tell children to choose a partner. Each pair will pretend they are a pair of twins who always share their food
between themselves equally.
2. Give each pair a rectangle. Tell the pair to pretend that the rectangle is a birthday cake and that they should
design the cake.
3. Then tell the pair to figure out a way to divide the rectangular cake so that each person can have an equal amount
4. Ask the children if there are other ways of dividing the cake.
5. When the children have tried out different ways of dividing the „cake‟ give them a triangular „cake‟ and repeat the
procedure until the pairs have tried different ways of dividing each shape.
Share It Fruit Halves

Objective: to develop an understanding of one- half by dividing the whole into half ( ½).
Materials: pictures of fruits that can be divided into half equally, yarn, craft dowel or piece of twig strong enough to tie the
halved fruits, puncher or any tool to help you punch out holes for the yarn string to pass through and safety scissors.
Number of Participants: 6 or 8
Procedure:
1. Distribute pictures of fruits glued on cardboard to make them durable.
2. Ask the children to cut the fruit into two equal parts. (Tell them that the other half or part is a one half).
3. Have them color the fruit.
4. Ask them to give the other half to their seatmate.
5. Have them write their name on the other half of the fruit. Teacher may assist the students.
6. Punch a hole on all the halved fruits they made and allow them to help in inserting the yarn into the holes.
One yarn string may have four –five halved fruits.
7. Tie them to the dowel /twig and hang on any place in the classroom for everybody to see.
Fruit Salad
Objective: to identify unit fractions
Players: 2 or more
Materials: paper plates, die with ½, ¼, 1/8 written on it, fractional parts of an apple (divided into halves), orange (divided into
fourths), watermelon (divided into eighths)
Procedure:
1. Each player is given a paper plate. All the fruits are placed in a separate plate.
2. Players take turns rolling the die.
3. Each player takes a piece of a fruit that corresponds to the fraction rolled. The player with the most „whole‟ fruits
wins.
Crayon Count
Materials: crayon box counting card (see reproducible) for each child
number cards 0-10 placed in a sack
crayons (for each child, the quantity depending on the number to be practiced)
Procedure:
1. Have students sit in a circle. Give each child a crayon box counting card and a set of crayons
2. Pass the sack around so each child can pick a number. (place only the numbers the children need to practice.)
3. Students read their numbers and put that many crayons in the crayon box counting card. Go around the circle
having each child tell how many crayons are in their box. If a child makes a mistake, have him touch each crayon
and count in sequence.
4. Collect the number cards and pass the sack around again to continue play.
Variation: For Beginners

Call a child to come and sit with you. Place a number of crayons on a crayon box counting card. The child counts the
crayons and puts the same amount next to the card. If the child is not yet counting independently, have him place a
crayon below each one on the card, and then touch and count the crayons with you. Repeat this with each child in the
group using a different number of crayons each time.
Catch Flies for the Frog

Materials: large playing board, large plastic or rubber frog
small flies (rubber or plastic or paper cut outs from reproducible)
small paper plate with a drawing of a frog (1 for each player)
Procedure:
1. Tape the board to the floor. Put a strip of masking tape several steps away from the board to mark where the
playerwill stand. (The distance will depend on the age and motor development of your student.)
2. Each player stands behind the masking tape marker and throws the frog at the board to catch flies.
3. Have the players read the number the bean bag lands on. The player then counts out that many flies from the
storage bag and places them on his frog plate.
4. After each child has had a turn, go around the group and ask each child to tell how many flies the frog has eaten.
5. Continue play until each child has had several turns. Repeat steps 3 and 4 each time.
Find My Lily Pad

Materials: frog and lily pad cut outs (see reproducible)
Procedure:
1. Have the students sit in a circle with the teacher.
2. Pass out the lily pad to the players.
3. Show one frog at a time and ask “Can you find my lily pad?” Students count the flies on their lily pads. The child
with the lily pad matching the number on the frog lays it in the center of the circle. Place the frog on the lily pad.
Encourage players to say why they are putting the lily pad down.
4. Continue until all frogs and lily pads have been matched.
Who Has More?

Procedure:
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. 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:
More Or Less Spin It

Materials: cubes or blocks, more or less spinner
Procedure:
1. Teacher tells the children to build a tower of 5 blocks.
2. Children take turns spinning the more or less spinner, to determine if they will build towers more or less than the original
tower.
3. If spinner lands on less, children build a tower less than 5.
"The original tower is 2 cubes higher. The new tower is 2 cubes less than 5."
5. If the spinner lands on more, children build a tower more than 5.
"The original tower is 3 cubes lower. The new tower is 3 more than 5."
Bingo Math: More Than/ Less Than

to use the more than, less than symbols to show relationships between quantities
Players: 1 or more
Procedure:

Procedure:

Procedure:
2. Make a mark where each number will come but don‟t actually write them in.
4. Take it in turns to take a number card and walk along the line from the start, stepping on the markers and counting out
loud as you do so.
When all the cards are in position, turn them face down. Ask your child to walk slowly along the line from the
beginning until you shout “stop”. Then see if she can tell you which number she is on. Check by turning the card over.
Where Does It Go?

Materials: number cards with numerals written on it
Procedure:
1. Put a set of number cards in a pile.
2. One by one take the card from the top, judge whereabouts in the sequence it belongs and position it on the table
accordingly.
3. At the end all the cards should be in the correct order, and neither overlapping nor too spread out. Once a card is
placed, you may not move it.

Players: 1 or more
Procedure:

Players: 1 or more
Procedure:
Train Ride
Procedure:
Balloons
Procedure:
Tangram Puzzles
Objective: to explore spatial relationships using tangrams
and puzzle cards
Materials: tangram, puzzle cards
Procedure:
Children fill the shape and keep track of the ways they
find.
How to make a tangram puzzle.

Cut out a piece of 10cm x 10cm cardboard. Color or paste a piece of colored paper on this.
Cut out the square to make 7 puzzle pieces
Sorting Shapes on the Geoboard

Objective: to recognize, sort and describe shapes according to specific attributes
Materials: geoboards and rubberbands
Procedure:
1. Children each make a shape on a geoboard and wait for the teacher to give a sorting clue.
2. Teacher should look at the shapes that the students have made on their boards and decides on a particular
attribute to sort by but does not tell the children. As students watch, the teacher chooses a few geoboards and
makes two small groups, lining them up on the chalkboard or clustering them on the floor according to the
particular attribute. (One group of boards has the attribute, and the other group has not)
3. Teacher directed to study the shapes in both groups and find other shapes that match those attributes
4. After watching the teacher sorts a few examples, they try to figure out the sorting rule.
5. One child at a time is called on to show their geoboard to the class.
6. Class members analyze the geoboard and point to the group in which they think it belongs. When everyone has
had a turn, all the children to discuss their decisions.
7. Continue to sort in a variety of ways over time. You can sort by:
Number of corners
Number of sides
Open or closed figures
Right angles or no right angles
Symmetrical or not
No nails inside, one nail inside, etc.
Variation 1: The children could draw their shapes into smaller sized geoboard paper and these shapes could be
used to sort and resort shapes in a variety of ways.
Variation 2: Children need to learn to recognize shapes that are identical but in different positions. They can
explore this with the following:
Don't Rock The Boat

Procedure:
Picture Stories
Objective: to arrange the story pictures according to their proper sequence.
Competency: to understand that pictures tell stories
Materials: story pictures (4 pictures per story) – teacher will draw four-part stories on paper and paste it on cardboard
to make the story pictures, around 8 stories
Procedures:
1. Distribute two sets of cards to each team.
2. Tell them to arrange the pictures to make a story.
3. After arranging the pictures, ask them to explain what the story is about and what each picture tells.
Sample Story Pictures:

1. Preparing to go to school
2. Getting Ready to Bed
3. Taking a Bath
4. Preparing to go on a picnic with family
Onset And Rime Matching Game

Objectives: to match the onset with its corresponding rime
to provide reinforcement for vocabulary development and spelling
Materials: Matching cards – one set for onsets and one for rimes
Number of Participants: 4 - 6
Procedure:
1. Prepare the matching cards.
Variation: This could also be played with only one player. In this case, he will have to play against the clock as
he tries to beat his previous time to finish up matching the pairs.
Examples of rimes: it, et, at, op, un and an
Examples of onsets: b, p, s, h, m, f
Words that can be formed: bit, bet, bop, bun, ban, pet, pit, pat, pop, pun, pan, etc.
Rhyming Words Puzzle Game

Objectives: to match words that rhyme by playing the puzzle game
Materials: rhyming words cards prepared by the students in the previous days
Procedures:
Initial Sound Puzzle Matching Game
Objectives: to connect the initial letter with its correct pair to form a meaningful word
Materials: initial sound word puzzles made by the students two trays
Procedures:
1. Place the initial letter puzzle face down in the first tray.
2. Place the corresponding part in the other tray.
3. Call on a child to get one from the first tray and look for its partner in the next tray.
4. The child then reads the word that was formed and says its initial sound.
Bingo Game On Upper Case And Lower Case Letters

Objective: to distinguish upper case from lower case letters
Materials: Bingo card for each student markers to cover the squares; large bag or box for the counters
24 blank flash cards rubber band pencil/ crayon
Participants:10-12
Procedures:
Preparation:
1. Make enough copies of the blank Bingo card for each child.
2. Prepare a list of upper case and lower case letters that you want to reinforce.
3. Print each letter on a flash card large enough to be seen by the participants.
4. Cut colored construction papers which will be used as markers. You may also use counters.
5. Store these markers or counters in canisters or boxes.
6. Prepare a folder also to store blank Bingo cards in.
7. Keep the set of flashcards together with a rubber band.
8. You may write the words to be used on the board.
9. Ask them to copy the words, one in each square in a random fashion or according to where they want to write the
word so that each card will be different.
10. When everyone has completed filling out the cards, the teacher erases all the words she had written.
Note to the Teacher: If you think that your students will not be able to fill out the cards, you may prepare the cards and just
have them play the game.
Playing:
1. Distribute the markers or counters.
2. Shuffle the flashcards and place them face down in front of the caller.
3. The teacher or the caller picks up the first card, shows it to the class and reads it.
4. You may place the card in a pocket chart or post it on the board.
5. When a student covers the letters according to the patterns shown, he wins.
Patterns:
Triangle, one straight line vertical or horizontal, diagonal
B I N G O
FREE
Word Toss
Objective: provide words that begin with a given letter
Materials:
Number of players:
Procedure:
Tape several small boxes to the floor close together. . Inside each box, write a letter. Have each child toss a ball into the
mass of boxes. The child then gives a word that begins with the letter in the cup. Continue until each child has had multiple
turns.
Variation: replace letters with words. Children think of words that rhyme with the words on the boxes.
Pin It
Objective: to form 3-4 letter words
Materials: cards with phonograms and consonants or consonant clusters
Procedure:
String a long clothesline across one section of your classroom. Place clothespins along the clothesline at various intervals.
On each clothespins write the beginning part of a word, such as a consonant, cluster, or digraph. On separate cards, write
the ending part of a word (phonogram). Have children form words by pinning each note card to a clothespin.
Blend Poster
Objective: to provide words that begin with a consonant blend
Procedure:
1. Write the consonant blend for the day on top of the page.
2. Ask each child to draw or write words that begin with the target consonant blend.
3. Children glue their drawings into the manila paper.
4. The group reads the words on the poster.
Opposites
Objective : to identify opposite words

Number of participants: any number of students
Materials: bond paper or newsprint, pencil, crayons
Procedure: 1. Think of four words that are opposites. (Examples: up and down, large and
small)
2. Write each word in a box.
3. Draw a picture to show what each word means.
4. Share your opposites with another students.
STORIES
Ason, Luming at Teresing

- Sa inyong palagay, sina Ason, Luming at Teresing kaya any magkkaibigan o magkakapatid?
- Sino kaya ang pinakabata sa kanila?ang pinakamatanda?

- Ano ang ginagawa ni Ason upang maktulong sa kanyang mga magulang sa gawaing-bahay? Ni Luming? Ni
Teresing?
- Ano ang nangyari sa kanilang tatay habang nagtatrabaho?

- Ano ang ginawa ng magkakapatid upang makatulong sa kanilang ina habang may sakit pa ang kanilang ama?
- Kung ikaw si Ason, ano ang gagawin mo upang matulungan ang iyong nanay sa mga gawaing-bahay?
Ang Plauta ni Emong

- Sino sa inyo ang mahilig umawit/kumanta? Sino naman ang marunong tumugtog?
- Ano ang paborito mong kanta? (Maaring pakantahin ang isa sa mga batang tinanong).

- Ano ang napulot ni Emong habang naglalakad sa kakahuyan/gubat?
- Ano ang ginawa niya rito?

- Ano ang ginawa ng mga kaibigan ni Emong nang marinig ang tugtog ng kanyang plauta?
- Ano sa palagay mo ang sumunod na nangyari nang magpuntahan ang mga kaibigan ni Emong sa kanya?
Ang Plauta ni Emong

Adapted from Best Bedtime Stories McAllister, H. “Billy‟s Wooden Flute
Drip, Drip, Every Drop of Water is Precious

- Saan natin ginagamit ang tubig?
- Ano kaya ang maaring mangyari sa atin kung walang tubig na maiinom, mapanliligo, mapanghuhugas ng pinggan
o pandilig ng halaman?

- Saan nagpunta si Zia at kanyang alagang aso?
- Nakabingwit ba sila ng isda? Ano ang nabingwit nila?
- Bakit naging madumi ang ilog?

- Kung nakita mo si Bobby na nagtatapon ng basura sa ilog, ano ang sasabihin mo sa kanya?
- Paano ka makakatulong na maging malinis ang ating paligid?
Zia, Ang Munting Guro
By Dudi Gamos & Cathy Gamos
Si Zia ay may alagang aso, si Aro, na palagi niyang kasama saan man siya magpunta.
Isang umagang maganda ang sikat ng araw, niyaya niya si Aro na mamingwit. Dala ang kanilang pamingwit, agad
silang nagtungo sa ilog.
Tuwang-tuwang inihagis ni Zia ang kanyang pain sa tubig at tahimik na naghintay ng isdang kumagat sa pain.
Bigla ay may nabingwit si Zia… ngunit hindi isda… kundi isang plastic na balutan na punong-puno ng basura.
Walang tigil ang ginawang pamimingwit ni Zia ng samut-saring basura mula sa ilog.
Maya-maya, isang isda ang lumitaw sa ibabaw ng tubig at nagsalita,”Salamat, munting Zia at Aro, sa pagsisikap ninyong
linisin ang ilog.”
“Walang anuman, munting kaibigan,” tugon ni Zia.
Sinabi sa kanila ng isda na may ilang taong walang pakundangang nagtatapon ng basura sa ilog, dahilan para masalaula ito
at maging marumi.
Isa si Bobby Mapanupil sa mga sumasalaula sa ilog, at napakinggan nito ang kanilang pag-uusap. Galit itong
sumabad, “ Walang sinumang maaaring magbawal sa aking magtapon ng kahit na ano sa ilog.”
Nagsumamo si Zia kay Bobby na tigilan na nito ang pagtatapon ng basura sa ilog.
“ Parang awa mo na, Bobby, baka mapatay mo hindi lamang ang mga isdang naninirahan sa tubig kundi pati na ang ilog
kapag hindi mo itinigil ang mga pinaggagagawa mo.”
Ngunit naging bingi si Bobby; nagpatuloy siya sa masamang gawain sa ilog.
Habang nagtatapon si Bobby ng basura sa ilog ay isang malahalimaw na bulto ang lumitaw sa tubig. Nasindak si
Bobby. Ang Halimaw sa Tubig ay umahon mula sa ilog at hinabol siya.
Galit na galit na sinunggaban ng Halimaw sa Tubig si Bobby, na nagsisisigaw sa paghingi ng saklolo. “SAKLOLO! MAAWA
KAYO SA AKIN, TULUNGAN NINYO AKO!” ngunit walang nakarinig sa kanya.
“Hoy, Bobby, gising! Nananaginip ka ng masama,” sigaw ni Zia.
Nahihintakutang ipinagtapat ni Bobby kay Zia ang tungkol sa panaginip nito.
“Walang Halimaw sa Tubig, Bobby,” wika ni Zia. “Pero siguro ay napagtanto mo nang maaaring ipahamak ka ng
maruming tubig.”
“Maraming salamat, Zia, at itinanim mo sa aking isipan ang kahalagahan ng malinis na tubig. Nangangako akong mula
ngayon ay tutulungan na kita sa paglilinis ng ilog,” wika ni Bobby.
Magmula noon ay lagi nang nakikipagtulungan si Bobby kay Zia para makumbinsi ang ibang taong panatilihing
malinis ang ilog.
“Ikinalulungkot ko, kaibigan, pero hindi ka maaaring magtapon ng basura dito sa ilog. Mahalaga ang malinis na tubig. Dapat
ay lagi nating panatilihing malinis ang tubig,” ani Bobby.
Naging matalik na magkaibigan sina Bobby at Zia at silang dalawa ang hinirang na pinakamahusay sa
pangangampanya ng “Malinis na Ilog.”
At lahat sila ay namuhay ng maligaya.
Ang tubig ay mahalaga sa lahat ng nilalang sa mundo. Bawat araw ay umiinom tayo ng tubig. Dapat tayong
maging matipid sa paggamit ng tubig.
Iba-iba ang pinagmumulan ng tubig: ulan, balon, ilog at batis.
Ang malinis na tubig ay iniinom at ginagamit sa pagluluto. Ginagamit din ito sa paliligo, paglalaba ng mga damit at
paghuhugas ng plato.
Ang mga halaman ay nangangailangan ng tubig upang umusbong. Kapag walang tubig ay wala ring halamang
magbibigay ng mga bunga o prutas, bulaklak at gulay.
Ang mga hayop ay nangangailangan din ng tubig upang mabuhay at lumaki.
Kapag ang tubig ay sinalaula, ito ay nagiging marumi at mapanganib inumin. Maraming paraan para masalaula
ang tubig. Ang mga basurang itinatapon sa ilog, batis at dagat ay nakakapagparumi sa tubig.
Ang mga basurang nanggagaling sa mga pabrika at itinatapon sa ilog at dagat ay nagpaparumi rin sa tubig.
Ang langis o grasa na lumigwak sa tubig ay nakakapagparumi rin dito.
Patak…patak… bawat patak ng tubig ay mahalaga. Marami kang pwedeng gawin para magamit ng wasto ang tubig.
1. Isarang mabuti ang gripo pagkatapos gumamit ng tubig. Ang tumutulong gripo ay maaaring masayang ng
limampung gallon ng tubig sa loob ng isang araw.
2. Isara ang gripo kapag nagsesepilyo.
3. Gumamit ng palanggana kapag naghuhugas ng plato at iba pang kubyertos.
4. Ipunin ang tubig-ulan para pandilig sa mga halaman.
5. Muling gamitin ang tubig. Ang tubig na ginamit sa paglalaba ay maaaring gamitin sa pagbomba sa kubeta at
paglilinis sa mga sementadong lugar gaya ng garahe o daanan.

Springboard: Magpakita ng larawan ng isang diwata o engkantada
- Kung ikaw ay isang engkantada, ano ang gagawin mo para mapasaya ang ibang bata?
- Kung may engkantada ngayon sa harapan natin, ano ang hihilingin mo?

- Bakit galit na galit ang mga tao sa tatlong haragan?
- Ano ang ginawa ni Emang Engkantada sa tatlong haragan?

- Kung nasalubong mo ang tatlong haragan, ano ang sasabihin mo sa kanila?
- Sa palagay ninyo, matapos makausap ni Emang engkantada ang tatlong bata, ano ang susunod na
mangyayari?
Nasaan ang Tsinelas ko

- Lagi ka bang nagsusuot ng tsinelas sa loob at labas ng bahay?
- Ano kaya ang pwedeng mangyari sa atin kapag hindi tayo nagsusuot ng tsinelas kapag naglalaro lalo na sa
labas ng bahay?

- Bakit laging marumi ang paa ni Tanya?
- Bakit hindi makita ni Tanya ang tsinelas niya?

- Ano ang maaring mangyari sa atin kapag hindi tayo nagsusuot ng tsinelas?
- Paano mo iingatan ang iyong tsinelas?
Nasaan Ang Tsinelas Ko?

Kuwento ni Rene O. Villanueva
Guhit ni Arnold Arre
Lagi ba kayong nagsusuot ng tsinelas sa loob at sa labas ng bahay? Alam ba ninyo kung bakit
kailangang lagi tayong nakasuot ng tsinelas?
Basahin nyo ang kwento tungkol kay Tanya para malaman ninyo ang sagot.
Kapag nasa loob ng bahay si Tanya,lagi niyang nakakalimutang magsuot ng tsinelas. Kapag naglalaro
siya ng bahay-bahayan, palagi siyang nakapaa.
Madalas tanungin ng tatay niya si Tanya. “Bakit ka nakapaa,Tanya,” Nasaan ang tsinelas mo?” Saka
lang maaalala ni Tanya ang mga tsinelas niya.
Laging ganoon si Tanya. Lagi niyang nakakalimutang isuot ang tsinelas niya.Kaya laging marumi ang
mga paa niya.
Kahit sa labas ng bahay, kapag nakikipaghabulan siya, hinuhubad din ni Tanyaang tsinelas niya.
Hanggang malimutan niya kung saan niya inilagay ang kanyng tsinelas. Dahil dito, nagtampo ang mga
tsinelas ni Tanya.
Isang araw, nagtago ang mga tsinelas ni Tanya. “Nasaan kaya ang mga tsinelas ko?” tanong ni Tanya.
Hinanap niya ng hinanap ang mga tsinelas niya. Napagod na siya sa kahahanap pero talagang mahirap
makita ang mga tsinelas na nagtampo kay Tanya.
Hindi alam ni Tanya na nang mga sandaling iyon, maraming di-nakikitang dumi at mikrobyo sa sahig
ang tuwang-tuwa sa nangyari.
“Pwede na nating salakayin ang mga paa ni Tanya! Mwa-ha-ha!” sabi ng mga dumi at mikrobyo.
Masayang-masaya sila dahil ang mga batang laging nakapaa ay pwedeng-puwede nilang lusubin.
Didikit sila sa mga paa ng mga batang walang tsinelas o sapatos at papasok sa loob ng katawan ng
hindi namamalayan. Dahil dito, maaaring magkasakit ang mga batang hindi nagsusuot ng tsinelas.
“Mwa-ha-ha! Mwa-ha-ha!” sabi ng mga dumi at mikrobyo.
Hindi lang ang mga dumi at mikrobyo ang Masaya. Sa labas ng bahay, marami ring kontrabida ang
tuwang-tuwa sa mga batang nakapaa.
“Lapit pa! Lapit pa! Ngyak-ngyak-ngyak!” sabi ng mga bubog at tinik.
Masayang-masaya sila dahil ang mga batang laging nakapaa ay pwede nilang masugatan o matibo.
Ngyak-ngyak-ngyak!” sabi ng mga bubog at tinik.
Humingi ng tulong si Tanya para hanapin ang mga tsinelas niya.

Sinabi ng tatay ni Tanya na kailangang nakatsinelas ang mga bata para maligtas ang mga paa sa dumi
at mikrobyo at saka sa mga bubog o tinik na nasa paligid.
Mabuti na lang, nakita nila ang mga tsinelas ni Tanya. Isinuot ni Tanya ang mga tsinelas niya.
Tinandaan niya kung bakit kailangang laging magsuot ng tsinelas.
Naghugas ng paa si Tanya. Sinabon niyang mabuti ang mga paa niya. Pagkatapos, kumuha siya ng
malinis na pamunas at pinatuyo ang kanyang mga paa.
Mula noon, hindi na niya nalimutang isuot ang kanyang tsinelas.
Muling naglaro si Tanya. Suot na niya ang mga tsinelas niya. Kaya may proteksiyon na siya laban sa
mga salbaheng dumi at mikrobyo at sa mga pilyong bubog at tinik.
Mula noon, inis na inis ang mga dumi at mikrobyo. Bigong-bigo ang mga bubog at tinik. Pero tuwang-
tuwa naman ang mga paa at tsinelas ni Tanya.
SONGS/POEMS/RHYMES
The Sound of the Word I Know A Little House

(To the tune of The Wheels on the Bus)
I know a little house
This song intends to reinforce children’s phonemic With walls, one, two, three, four
awareness. They will ask other members of the class to With ivy climbing up them,
guess the word they are singing as they articulate the And roses round the door.
sounds. It‟s got four little windows
For example, the word is man. With shutters open wide
And a lovely windy staircase,
The sound of the word is m, a, n. m.a.n, m,a,n. That goes up and up inside.
The sound of the word is m, a, n There‟s a roof with a crooked chimney,
Do you know the word? Be sure that students will give And in a garden, a tree so tall,
the sound and not the letter as they sing. That if you were to climb it
You‟d see over the garden wall.
Call one to answer. Answer is man. (There should be a picture of the house for unlocking
of difficult words)
They will sing again but call somebody to give the next Please see page 83 , Early Years Poems and Rhymes,
word. Jill Bennett, Scholastic Collections, 1996.
Example of words: s, i , t cap can
I Am Special This is the Way We Care for Earth
I am me and I am special. I am special, it is true. This is the way we care for earth, care for earth, care
The way I look and speak is special. for earth
The way I play and think is too. This is the way we care for earth, won‟t you come and
I‟m so glad we each are different. It makes the world so join me?
bright and new.
I am me and I am special, and you are special too. Suggested Actions: Planting, Sweeping( With Broom
sticks), Picking up Litter, Watering Plants
Get Out
( To The Tune Of Bingo)
What happens if there is a fire ?

Do you know what to do ? Oh !
GET OUT ! QUICK , GET OUT !
get out ! Quick ,get out !
get out ! QUICK, get out !
Stay very low and go. GO !
What happens if there is a fire ?

Do you know what to do ? Oh!
STAY OUT ! DON'T GO BACK !
stay out ! Don't go back !
stay out ! Don't go back !
Don't go back in the house. No !
What happens if there is a fire?

Do you know what to do ? Oh !
GET HELP ! CALL FOR HELP !
get help ! call for help !
get help ! call for help !
call 911 for help ! oh!
Paint me a Picture
Procedure:
The teacher will announce a scene which pupils have to portray. When she shouts “action”, pupils will start
preparing for the scene/picture. When she says “freeze”, pupils will stop and freeze.They will form a scene
showing how children help out at home.
(e.g. sweeping the floor, dusting off furniture, watering plants etc.)
Duck Duck Goose Game

Materials : toy goose and duck or pictures of them
Procedure:
1. Tell children to hold hands and form a circle.
2. Then tell them to sit down (with legs folded).
3. Sa , “You are the ducks”.
4. Say, I will be it.
5. Teacher walks around the outside of the circle.
6. She will touch each child on the head lightly and say duck, duck, duck, duck. ( Touch 5 or 6 children).
7. Choose one person and say “goose!”
8. Explain that when the “it” says goose, the goose must get up and run after the “it.”
9. The “it” will then try to occupy the space where the goose was sitting.
10. If the “it” gets tagged by the goose, he will remain the it.
11. If the “it” gets to the empty space without being tagged, she sits down and the goose becomes the “it.”
Fruit Salad Game Marathon

Materials: cut outs of usual fruit ingredients of a salad, small containers per station, big containers for two teams.
Procedure:
Children line up. The first pupil on the line walks towards the first station and gets the first ingredient, proceeds to
their final station then drop in the ingredient into the bowl and stays there. When she is done, the second child
then starts then goes to the second station. Just like what the first child did, she gets an ingredient and proceeds
to the final station. The same procedure is followed until the last child is through. When all the members are
complete, they will lift the bowl and say would you like some fruit salad? The first team to do this wins.
Teacher May I
Procedure:
1. Teacher stands facing away from a line of kids.
2. She then chooses a child at random or in order, and announces a direction.
3. Example, she may say, Cecil, you may take 3 baby steps forward.
4. The child responds with “Teacher may I?”
5. The teacher then replies yes or no.
6. If the child forgets to ask Teacher may I, she goes back to the starting line.
7. The first to touch teacher wins.
Variation of steps: bunny step (hop), baby step( very little steps) ballet turn, giant step, horse step etc.
Fire Drills Game

Materials: Human barriers or blockades
Participants: 7-8 at a time
Procedure:
1. Present an evacuation plan or escape plan and tell students that this is how they should go out or this is the route
they must follow.
2. Have someone stand somewhere in the classroom (could be the teacher or a classmate).
3. Shout “I am a fire, find a different way out. You can‟t come through here!”
4. Make them find alternative routes by creating blockades.
5. When they are totally familiar with the set-up, do the game again but with the children blindfolded.
KINDERGARTEN CLASS FIRST GRADING WEEKLY PLANS
WEEK 40 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
CONTENT FOCUS:
MEETING TIME 1 Message: We did many fun and special things this school year. I have learned many new things this year.
(8:10-8:25)
Invite children to recall what they did this school year ? Which ones Question:
were most fun ? What was fun and special about it ? What are some of the things you can do now ?
WORK PERIOD 1 Teacher-supervised: Independent:

(small group activities) Drawing: What I liked about my school
(8:25 – 9:25) Class Scrapbook : Our Special Activities Accordion Book : Life in Our Classroom
Poster: What We Learned this Year Mini-book : I can/ I earned … book
Assessment Activities Assessment Activities
In
MEETING TIME 2 Each one of us is special. My classmates, teacher and I did We played and worked We learned from one another. We learned many things and in
(discuss Work Period 1 We are alike in some ways and many things together. together some of the time. many different ways. .
activities) different in other ways. We became friends. We played and worked by
(9:25 – 9:40) ourselves some of the times
What fun things did we do
together ?
What did you for others ? .
SUPERVISED RECESS
(9:40 – 9:55)
REST/STORY TIME Ang Bagong Planeta Aling Oktopoda Nang Magkakulay ang Nayon Si Inggolok
(9:55 – 10:15)
WORK PERIOD 2 Assessment Activities Assessment Activities
Rhymes/Poems/ Songs I am Special This is the Way We Care for Earth
Sampung Mga Karapatan
INDOOR/OUTDOOR Hop Relay Obstacle Course Mother May I ?
(11:00 – 11:20)
MEETING TIME 3
(11:20 – 11:30)
APPENDIX WEEK 40
Class Scrapbook : Our Special Activities

Materials: teacher-made blank scrapbook, crayons, markers
Procedure:
1. Have children recall activities you did during the school year. Talk about these activities - what they did, who they were with and what they learned from it
2. Have them choose which one they want to draw and write about.
3. Divide the children into pairs.
4. Each pair gets to work on a page in the scrapbook.
5. Show the scrapbook to the class during Meeting Time 2.
Poster: What We Learned this Year

Materials: manila paper, ¼ bond paper, crayons, markers
Number of Participants: 8-10 people
Procedure:
1. Have children brainstorm on things they learned to do or learned about this school year. Ask questions that will help them recall.
2. Have them draw on ¼ sheet of paper.
3. Let them glue these on manila paper.
Drawing: What I liked about my school

Materials: newsprint or bond paper.
Number of Participants: any number of participants
Procedure:
Have children draw what they liked and enjoyed about school this year.
Slitbooks : I can/ I learned … book

Materials paper, scissors, crayons, pencil:
Procedure:
1. Fold a piece of paper in half lengthwise
2. Open the paper and fold it in half widthwise then fold it once more in the same direction.
3. Open the paper to a half sheet. Starting from the folded edge, cut along the crease. Stop where the folds intersect.
4. Completely open the paper.
5. Fold the paper in half lengthwise.
6. Grasp the outer edges and push them towards the center. The opening should “poof “out. Keep pushing until you have a book of four sections.
7. Fold the pages to make a book
8. Have children draw what they have learned this school year and what they can already do now.

40 Week Kinder Curriculum

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KINDERGARTEN CLASS FIRST GRADING DAILY PLANS

Monday Tuesday Wednesday

People Puppets – “There are people in our classroom.”

Labeling Things in the Classroom

B. OTHER MATH ACTIVITIES

Odd One Out

Number Station (quantities of 3)

C. OTHER LANGUAGE ARTS ACTIVITIES

Writers’ Workshop - “What did you do during the summer vacation?”

Hello, Hello, Hello Kumusta, Kumusta

The More We Get Together Masaya Kung Sama-sama

The more we get together Masaya kung sama-sama

Ten Little Angels Tell me the Weather

These songs can be sung during Meeting Time 2

Isa, Dalawa, Tatlo Where Are The Boys?

Isa, dalawa, tatlo Where are the boys? 2x

Count And Turn (1, 2, 3)

At our school there is a boy,

Relay Games (walking, hopping, jumping)

Poster – We do many things in school.

Poster: I can help…

Classroom Rules/ School Rules

B. OTHER MATH ACTIVITIES

Playdough: I Can Make Red Objects

HOW TO MAKE PLAY DOUGH

UNCOOKED PLAY DOUGH

Red Objects Puzzle

Same and Different

Number Station (quantities of 3)

Number Books (quantities of 3)

C. OTHER LANGUAGE ARTS ACTIVITIES

Mini-book: I See Red Things Around Me

Writer’s Workshop: I Do Many Things in School

I Can Sing A Rainbow

Red and yellow and pink and green

Listen with your ears

I can sing a rainbow

Three Little Monkeys Three Green Bottles

Itong ginagawa ko sa paaralan

What’s a Handy Ruler?

My cat was twenty thumb prints,

I measured using arm spans

People Counting Games (1,2,3)

Monday Tuesday Wednesday

Independent:: Independent:: Independent::

Number of Players/Participants: 6-8 at a time

Objective: to identify one‟s self as a boy or girl

Number of Players/Participants: 6- 8 children at a time

Graph: How many letters are in your name?

Playdough: Make My Name

1. Prepare individual name templates for children.

From Home to School

Boy and Girl Simple Picture Puzzle

Large Numeral Cards (1-3)

Playdough Numerals (1-3)

HOW TO MAKE PLAY DOUGH

UNCOOKED PLAY DOUGH

Number Stations (quantities of 3)

Number Books (quantities of 3)