SCHOOL: REMEDIOS ELEMENTARY SCHOOL TEACHING DATES:

KINDERGARTEN
TEACHER: MARJIM M. QUIAMBAO WEEK NO. WEEK 6
DAILY LESSON LOG
CONTENT Mayroonakongpandamanatumutulongsaakinupangmatuto. QUARTER: 1ST QUARTER
FOCUS:

BLOCKS Indicate the following: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OF TIME Learning Area (LA)
Content Standards (CS)
Performance Standards (PS)
Learning Competency Code (LCC)
ARRIVAL LA: LL Daily Routine: Daily Routine: Daily Routine: Daily Routine:
TIME (Language, Literacy and Communication) National Anthem National Anthem National Anthem National Anthem
CS: The child demonstrates an understanding of: Opening Prayer Opening Prayer Opening Prayer Opening Prayer
 increasing his/her conversation skills Exercise Exercise Exercise Exercise
 paggalang Kamustahan Kamustahan Kamustahan Kamustahan
Attendance Attendance Attendance Attendance
PS: The child shall be able to: Balitaan Balitaan Balitaan Balitaan
 confidently speaks and expresses
his/her feelings and ideas in words that
makes sense

LCC: LLKVPD-Ia-13
KAKPS-00-14
KAKPS-OO-15
MEETING LA: BS ( Life Science:Body and the Senses Mensahe: Mensahe: Mensahe: Mensahe: Mensahe:
TIME 1 CS: The child demonstrates an understanding of: Mayroonakongil Mayroonakongilong. Ginagamitkoang Ginagamitkoang Nakakaramdam
 body parts and their uses ong. Nakakaamoyakogamit aking aking at
PS: The child shall be able to: Nakakaamoyako angaking dilasa pan lasa dilaparasapanlas nakahahawakak
 take care of oneself and the environment gamitangaking ilong. Tanong: a. osapamamagitan
and able to solve problems encountered ilong. Tanong: Bakit kaya Anoanglasang Tanong: ngakingmgakam
within the context of everyday living Tanong: Anoang minsanhindi _____ Anongpagkainan ay. Tinutulungan
LCC: PNEKBS-Id-1 kaya nating tayomakaamoy? (asukal,manggan g akongakingmgak
PNEKBS-Id-2 amuyingamitang ghilaw,atbp.) matamis? amay kung ang
PNEKBS-Id-3 atingilong? Anongpagkainan bagay ay
PNEKBS-Id-4 g magaspang o
PNEKBS-Id-5 maasim? makinis,
Anongpagkainan matigas o
g malambot,
maalat? mainit o
Anongpagkainan malamig.
gmapait? Tanong: Anong
 parte ngkatawan
moangmakinis?
Magaspang?
Anong parte
ngkatawanmoan
g
matigas?
Malambot?
WORK LA: BS ( Life Science: Body and the Senses Pamamatnubay PamamatnubayngGu Pamamatnubay Pamamatnubay Pamamatnubay
PERIOD 1 ngGuro: ro: ngGuro: ngGuro: ngGuro:
KP (Kalusugangpisikal at Pag- Pakikinigngmgasalitas Tikman at SabihinangLasa Hawakan at
pagpapaunladngkakayahang motor) amoysamgalalag aisangPangungusap Sabihin Pareho at Sabihin
yan LLKPA-Ig-8 PNEKBS-Id-6 Magkaibaing PNEKBS-Id-6
APD (Auditory Perception and PNEKBS-Id-6 (Lasa)
Disrimination) MalayangPaggawa: PNEKBS-Id-6 MalayangPagga
CS: The child demonstrates an understanding of: MalayangPagga (Mungkahing MalayangPagga wa:
*body parts and their uses wa: Gawain) wa: (Mungkahing
*sarilingkakayahangsumubokgamitinnangm (Mungkahing Pareho at (Mungkahing MalayangPagga Gawain)
aayosangkamayupanglumikha/lumimbag Gawain) Magkaiba (Pangamoy) Gawain) wa: Pareho at
* how to discriminate the different sounds in Pareho at PNEKBS-Id-6 Pareho at (Mungkahing Magkaiba
the environment Magkaiba Magkaiba(Panga Gawain) (Pangamoy)
PS: The child shall be able to: (Pangamoy) moy) Pareho at PNEKBS-Id-6
*take care of oneself and the environment PNEKBS-Id-6 PNEKBS-Id-6 Magkaiba
and able to solve problems encountered Maliitnalibro: (Pangamoy) Maliitnalibro:
within the context of everyday living Maliitnalibro: Mgapagakaing PNEKBS-Id-6 Mgapagakaing
*kakayahanggamitinangkamay at daliri Mgapagakaing gusto ko Maliitnalibro: gusto ko
* actively listen to the sounds around gusto ko LLKOL-Ic-15 Mgapagakaing Maliitnalibro: LLKOL-Ic-15
him/her and is attentive to make judgments LLKOL-Ic-15 gusto ko LLKOL- Mgapagakaing
and respond accordingly Circle Collage Ic-1 gusto ko Circle Collage
Circle SKMP-00-7 LLKOL-Ic-15 SKMP-00-7
LCC: PNEKBS-Id-1 Collage MKSC-00-2 Circle MKSC-00-2
PNEKBS-Id-2 SKMP-00-7 Collage Circle
PNEKBS-Id-3 MKSC-00-2 Feely Bag SKMP-00-7 Collage Feely Bag
KPKFM-00-1.4 PNEKBS-Id-6 MKSC-00-2 SKMP-00-7 PNEKBS-Id-6
KPKFM-00-1.5 Feely Bag MKSC-00-2
LLKAPD-Ie-1 PNEKBS-Id-6 MalakingLibro: Feely Bag MalakingLibr
LLKAPD-Ie-2 Mgaparisukat PNEKBS-Id-6 Feely Bag o: Mgaparisukat
LLKAPD-Ie-3 MalakingLibr sapaligid PNEKBS-Id-6 sapaligid
o: Mgaparisukat MKSC-00-2 MalakingLibr MKSC-00-2
sapaligid MKSC-00-6 o: Mgaparisukat MalakingLibr MKSC-00-6
MKSC-00-2 sapaligid o: Mgaparisukat
MKSC-00-6 MKSC-00-2 sapaligidakongib
 MKSC-00-6 atibangtunog
MKSC-00-2
MKSC-00-6
MEETING LA: BS ( Life Science: Body and the Senses Awit: Sound Mensahe: Awit: Long and Tula: Hands on Awit: I Use My
TIME 2 CS: The child demonstrates an understanding of: Song Mayroongparisukatna Short Words Shoulders Five Senses
body parts and their uses Gawain: mgabagaysapaligidnat Gawain: Syllable Gawain: Listen
PS: The child shall be able to: Gawinangtunog, in.Angisangparisukat Clap and Look
take care of oneself and the environment Sabihinmosa ay may apat (4)
and able to solve problems encountered akin natuwidnagilid at apat
within the context of everyday living (4) nasulok.
LCC: PNEKBS-Id-1 Mag
PNEKBS-Id-2 pakitangparisukat at
PNEKBS-Id-3 isang
bilog.
Tumawagngbataiham
bing
angmgahugis at
sabihin kung paano
itonagkakaibaangmgai
to.
SUPERVIS LA: PKK PangangalagasaSarilingKalusugan
ED at Kaligtasan
RECESS CS: Angbata ay nagkakaroonngpag-unawasa:
*
kakayahangpangalagaanangsarilingkalusug
an at kaligtasan
PS:Angbata ay nagpapamalasng: SNACK TIME
*
pagsasagawangmgapangunahingkasanayanu
kolsapansarilingkalinisansa pang-araw-
arawnapamumuhay at
pangangalagaparasasarilingkaligtasan
LCC: KPKPKK-Ih-1
NAP TIME
STORY LA: BPA (Book and Print Awareness) Story: Si Roy at Story: The Nose Book Story: Gusto Story: Halo-halo Story:Papel De
ATR (Attitude Towards Reading) angPabangoniNa KongPansit Espesyal Liha
nay
CS: The child demonstrates an understanding of:
 book familiarity, awareness that there is a
story to read with a beginning and an en,
written by author(s), and illustrated by
someone
  importance that books can be used to
entertain self and to learn new things

PS: The child shall be able to:

 use book – handle and turn the pages;
take care of books; enjoy listening to
stories repeatedly and may play
pretend-reading and associates
him/herself with the story
 demonstrate positive attitude toward
reading by himself/herself and with
others

LCC: LLKBPA-00-2 to 8
LLKBPA-00-9
WORK LA: M (Mathematics) Pamamatnubay PamamatnubayngGu Pamamatnubay Pamamatnubay Pamamatnubay
PERIOD 2 L (Logic) ngGuro: ro: ngGuro: ngGuro: ngGuro:
Hand Game and Hand Game and Cave Graphing: Paguuri :Lift The Senses Chart
CS: CS: The child demonstrates an understanding
Cave Game Game Angpaboritokon Bowl ( PNEKBS-Id-6
of:
(concrete up to (concrete up to gprutas Mgabagay
* the sense of quantity and numeral
quantities of 3) quantities of 3) MKAP-00-1 na may MalayangPagga
relations, that addition results in increase
MKSC-00-23 MKSC-00-23 MKAP-003 bnilangna 3) wa:
and subtraction results in decrease
MKSC-00-23 (Mungkahing
*objects in the environment have properties
MalayangPagga MalayangPaggawa: MalayangPagga Gawain)
or attributes (e.g., color, size, shapes, and
wa: (Mungkahing wa: MalayangPagga Paglalarong
functions) and that objects can be
(Mungkahing Gawain) (Mungkahing wa: “Table Blocks”
manipulated based on these properties and
Gawain) Paglalarong “Table Gawain) (Mungkahing MKSC-00-4
attributes
Paglalarong Blocks” Paglalarong Gawain) MKSC-00-2
“Table Blocks” MKSC-00-4 “Table Blocks” Paglalarong
MKSC-00-4 MKSC-00-2 MKSC-00-4 “Table Blocks” PaglalarongB
PS: The child shall be able to:
MKSC-00-2 MKSC-00-2 MKSC-00-4 uhangin
* perform simple addition and subtraction of
PaglalarongBuhang MKSC-00-2 MKSC-00-2
up to 10 objects or pictures/drawings
PaglalarongB in PaglalarongB MKSC-00-4
*manipulate objects based on properties or
uhangin MKSC-00-2 uhangin PaglalarongB
attributes
MKSC-00-2 MKSC-00-4 MKSC-00-2 uhangin Paghahambin
MKSC-00-4 MKSC-00-4 MKSC-00-2 gngmgaNumero
LCC: MKSC- 00-12 Paghahambingngm MKSC-00-4 MKC-00-8
MKC-00-7 TO 8 Paghahambin gaNumero Paghahambin
MKC-00-2 TO 6 gngmgaNumero MKC-00-8 gngmgaNumero Paghahambin PagsulatsaPa
MKC-00-8 MKC-00-8 gngmgaNumero pel (3)
PagsulatsaPapel MKC-00-8 MKC-00-3
 PagsulatsaPa (3) PagsulatsaPa KPKFM-00-1.4
pel (3) MKC-00-3 pel (3) PagsulatsaPa
MKC-00-3 KPKFM-00-1.4 MKC-00-3 pel (3) Number
KPKFM-00-1.4 KPKFM-00-1.4 MKC-00-3 Concentration
Number KPKFM-00-1.4 (0-3)
Number Concentration (0-3) Number MKC-00-2
Concentration MKC-00-2 Concentration Number
(0-3) (0-3) Concentration
MKC-00-2 MKC-00-2 (0-3)
MKC-00-2
INDOOR/ LA: KP (KalusugangPisikal at Pin The Nose I Smell A Mouse PEHT AnditoAko Pagsunodsadalir Anoangnasalikod
OUTDOO PagpapaunladngKakayahang Motor) KPKPF-00-1 p.219 PNEKA-IIIi-4 i at pito ko?
R CS: Angbata ay nagkakaroonngpag-unawasa: SEKPKN-00-1 KPKPF-00-1 LLKAPD-Ie-1 KAKPS-00-5 LLKAK-Ih-3
* kanyangkapaligiran at naiuugnay ditto MKC-00-2
angangkopnapaggalawngkatawan
PS: Angbata ay nagpapamalasng:
* maayosnagalaw at
koordinasyonngmgabahagingkatawan
LCC: KPKGM-Ia-1 to 3
MEETING DISMISSAL ROUTINE
TIME 3
 REMARKS
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties dis I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
APPENDIX: WEEK 6

A. THEME-RELATED ACTIVITIES

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 rubbing banana chunk

extract alcohol lemon oil
vinegar coffee grounds
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.

Participants: 8 children
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.

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)
Number of Players/Participants: 8 children
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.
Participants: 8 children
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 practicediscriminating 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
Participants: 8 children
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.

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
Number of Players/Participants: 10 children
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
Number of Players/Participants: 8 children
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:
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.

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.)
Number of Players/Participants: 8 children
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.

B. OTHER MATH ACTIVITIES

Block Play
Objective: to explore the attributes of 3-dimensional or space figures
to understand the relationship between figures
to build structures using blocks
Materials: table or floor blocks
No. of Participants: 1-4
Procedure:
Children use table or floor blocks to build structures.

While building structures children are encouraged to talk about attributes of block (e.g. long/
short, heavy/light) and the relationship of each block to another (e.g. 2 of these blocks make 1 of
these blocks)

Children can also be encouraged to build structures based on the theme of the week (e.g.
building homes, schools, establishments in the community)

Sand Play
Objective: to explore the attributes of sand
to explore capacity of containers
to practice measuring capacity using nonstandard tools and units
Materials: basin of sand variety of plastic containers (e.g. plastic bottles, cups, spoons)
Number of Players/ Participants: 4
Procedure:
Children can use sand in a variety of ways:
They can use sand to explore the capacity of containers.
They can also use this material for dramatic play activities (e.g. cooking, baking)
They can also practice writing numbers and letters on the sand.
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
Participants: 8 children
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
Materials: several square objects, 1/8 manila paper, ¼ newsprint or bond paper, glue, crayons or
markers
Number of Players/Participants: 8 children
Procedure:
1. Tell children to look for square objects in the classroom.
2. Ask children to identify the objects that they found.
3. Have them draw the square objects in small strips of paper.
4. Paste these on 1/8 Manila paper.
5. Write the title “ There are square objects around us. “

Shape Poster: Squares

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 square objects around me .“
2. Ask each child to draw square 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.
Big Book: Square Things Around Us
Objectives: shape recognition
Materials: stapled pages of manila paper cut out into squares, crayons, pencil , markers
Number of Players/Participants: 8 children
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
Objectives: shape recognition
Materials: square cut-outs , glue, bond paper or newsprint
Number of Players/Participants: 8 children
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)

Objective: to learn sequence
To observe the form of each numeral
To develop eye-hand coordination
Materials: writing papers (with number dot patterns for each numeral)
crayon
Number of participants: individual
Procedure:
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)

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.

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.

Number Lotto
Objective: to match numerals
Number of Players/ Participants: 2-4
Materials: lotto boards, 2 sets of number cards, 0-3
Procedure:
1. Give each player a lotto board.
2. Players take turns to pick up a card from the deck.
3. If the number appears on their board they use this to cover the number up.
4. Continue until someone fills their board.
Variation: One person is a caller as in a bingo game. She holds u the number cards and players have to
shout out the name of the number in order to claim it to put on their board.

Number Concentration
Objective: to match numerals
Number of Players/ Participants: 2-4
Materials: 2 sets of number cards, 0-3
Procedure:
1. Lay the cards down, either in rows or just anyhow.
2. Take turns turning over 2 cards.
3. If the cards match, you win them. If not, turn them face down again.
4. Player with most number of cards win.

Fishing Game: Numbers

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

Bingo: Numbers (0-3)

Objective: to match numerals
Number of Players/ Participants: 2-4
Materials : bingo card for each player calling cards tokens
Procedure:
1. Provide each player with a bingo card.
2. Assign a student to call out what is written on calling cards.
3. First one to cover all spaces wins. If players go through all the cards without reaching Bingo,
they should reshuffle the cards, then turn them face down again and continue playing until
someone has won.

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

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

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
No. of Participants: small group
Procedure:
 1. Children work in small groups.
2. Teacher gives each child a given quantity of sticks, in this case 3.
3. Children separate counters in different ways and verbalize the combinations that result.

Teacher says: Children say:

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

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

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

"Place one more stick in your left "Three and none is three." or "Three and zero is
hand." three"

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

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

Objective: to explore different combinations that make a given quantity
Materials: bowl or cup, any kind of counter such as pebbles, chips, or sticks
No. of Participants: small group
Procedure:
Game proceeds as Hand Game but bowls are used for separating quantities.

Teacher says: Children say:

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

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

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

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

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

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

C. OTHER LANGUAGE ARTS ACTIVITIES

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)
Number of players/participant: 4-6 children
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

Number of Players/Participants: 8 children

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
bee – butterfly
bus – motorcycle
car – automobile
cow – ladybug
dog – giraffe
elephant – cat
mosquito – truck
tree – flower
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 AtAngPabango Ni Nanay

(KuwentoniMinda L. Ona)

Questions before reading the story:

 Anoangkaranasanninyonanatakot/ nagulat o kinabahan kayo. Bakit?
Questions while reading the story:
 Sino angpangunahingtauhansakuwento?
 Ilarawanmosiya. Bakitmonasabi?
 Anoang di magandangnangyari?
 Ano kaya angnaramdamanni Roy? Bakitmonasabi?
 Anoangmagandangnangyari?
 Paanonailigtasni Roy angpabangoniNanay?
 Anongkatangianangipinakitaniya?
Questions before reading the story:
 Kung kayo si Roy ililigtasbaninyoangpabangoniNanay? Bakit?
 Mabilisbasapagkilossi Roy? Patunayan.
Masipagnabatasi Roy. KahitwalasiNanaymasayasiyanggumagawanggawaing-bahay.

Sa di inaasahangpangyayarinatabigni Roy ang mesa. Nasaibabawng mesa ang plastic

nalalagyanngmamahalingpabangoniNanay. Napansinniyakaninanabukasiyon.
NalimutanniNanaynatakpaniyon. Kinabahansiya. “MatataponangpabangoniNanay,”
angbulongniyasasarili. Dali-dalinginangatni Roy angkanyangmgabinti at
gumawangmalalakinghakbang. Pilitniyanghinabolangpagbagsaknglalagyangplastik.Umuposiyasasahig
at padausdosnahinabolanglalagyansabaytaasngdalawangkamay.

Swak! Bagsakanglalagyansamagkasalukobnakamayni Roy.

Nakahinganangmaluwagsi Roy.

Kinuhaniyaangtakipnglalagyan at maingatnainilagaymulisa mesa.

D. SONGS/POEMS/ RHYMES

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 PuroTsokolate I Use My Five Senses

sung to the tune of “The Farmer in the Dell”
Kung angulan ay purotsokolate
o anongtamisngulan I use my eyes to see, I use my eyes to see,
Ako’ylabasnangako’ymakasagap And when I want to see a star, I use my eyes to
Ahaa …. see.
o angtamisngulan I use my nose to smell, use my nose to smell,
And when I want to smell a flower, I use my nose
Kung angulan ay katas ngcalamansi to smell.
o anongasimngulan I use my tongue to taste, I use my tongue to taste.
Ako’ylalabasnangako’ymakasagap I use my ears to hear, I use my ears to hear.
Ahaa …. And when I want to hear a bird, I use my ears to
o anongasimngulan hear.
I use my hands to touch, I use my hands to touch
…katas ngsili o anganghangngulan And when I want to touch a cat, I use my hands
to touch.

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.

E. INDOOR/OUTDOOR GAMES

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
Number of Players/Participants: whole class
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.

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.

I Smell A Mouse PEHT p. 219

Objectives: To use their body to make different movements
Materials: none
Participants: whole class
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)
Participants: whole class
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.