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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?
WEEK 1
Content Focus: I belong to a Kindergarten Class.
WORK PERIOD 1
TEACHER-SUPERVISED ACTIVITIES
1. Name Tag
Competencies:
Naipakikita ang kahandaan na sumubok ng bagong karanasan (SEKPSE-IIIc-6)
Nakaguguhit, nakapagpipinta at nakapagkukulay ng ibat ibang bagay o gawain
(dekorasyon sa name tag, kasapi ng mag-anak gawain ng bawat kasapi ng
mag-anak, mga alagang hayop mga halaman sa paligid) (SKMP-00-2)
Preparation: Cut cardboard into 3x8 rectangles (the length may vary
depending on the name of the learner). Paste the photo of the learner on the
left side. Prepare a pocket chart.
Procedure:
Show each cardboard to the learners and let them get the one with their photo on it.
Let the learners who can write their first name or nickname do so on the
cardboard. If not, guide them or give them a guide to copy.
Allow them to decorate their name tags.
Let them post their decorated name tag on the pocket chart.
2. People Puppet
Competencies:
Nakikilala ang mga tauhan ng paaralan at ang tungkulin nilang ginagampanan
(KMKPAra-00-2)
Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng
papel (KPKFM-00-1.3)
Nakaguguhit, nakapagpipinta at nakapagkukulay ng ibat ibang bagay o gawain
(dekorasyon sa name tag, kasapi ng mag-anak , gawain ng bawat kasapi ng
mag-anak, mga alagang hayop, mga halaman sa paligid) (SKMP-00-2)
Nakagugupit at nakapagdidikit ng ibat ibang hugis na may ibat ibang tekstura
(SKMP-00-4)
Materials: cardboard cut into a human figure, popsicle sticks, masking tape,
scissors, colored paper/art paper, crayons
3. Job Chart
Competencies:
Nakapagkukuwento ng mga ginagawa sa paaralan (KMKPAra-00-3)
Nakasusunod sa mga itinakdang tuntunin at gawain (routines) sa paaralan at
silid-aralan (SEKPSE-IIa-4)
Naisasagawa ang mga sumusunod na kasanayan: pagbakat, pagkopya ng
larawan, hugis, at titik (KPKFM-00-1.4)
Trace, copy, and write the letters of the alphabet:
straight lines (A,E,F,H,I, L,T), combination of straight
and slanting lines (K, M,N, V, W, X, Y, Z), combination
of straight and curved lines (B, C, D, G, J, O, P, Q, R,
S, U), rounded strokes with loops (LLKH-00-3)
Write ones given name (LLKH-00-5)
Express simple ideas through symbols
(e.g., drawings, invented spelling) (LLKC-00-
1)
Competencies:
Naisasagawa ang mga sumusunod na kasanayan: pagbakat, pagkopya ng
larawan, hugis, at titik (KPKFM-00-1.4)
Name common objects/things in the environment (in school, home,
and community) (LLKV-00-1)
Name the places and the things found in the classroom, school and
community (LLKV-00-8)
Express simple ideas through symbols (e.g., drawings, invented spelling)
(LLKC-00-1)
Procedure:
Let the learners write a label for each object in the classroom (blackboard,
pencil, table, etc.) and the areas of the classroom (Block Area, Reading Area,
Art Area, etc.). If the learner cannot spell the words on his/her own yet, write
the word on a card and the learner will copy the word from the model.
Ask them to stick these labels to these things/areas using masking tape.
Competencies:
Naisasagawa ang mga sumusunod na kasanayan:
-- pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
-- Pagmomolde ng luwad (clay), pagbuo ng puzzles (KPKFM-00-1.5)
-- paglikha ng mga modelo pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato,
buto, patpat, tansan at iba pa (SKMP-00-3)
Nakagugupit at nakapagdidikit ng ibat ibang hugis na may ibat ibang tekstura
(SKMP-00-4)
Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
Nakapupunit, nakagugupit at nakapagdidikit SA paggawa ng collage (SKMP-00-
7)
Procedure for Banner: Let the learners cut small shapes or pieces of paper and
paste these inside the letter outline. (Some learners may be able to cut the same
letter from the magazines.)
Preparation for Diorama: Collector ask the learners to bring shoe boxes. Also
collect recyclable materials. You may make a sample diorama.
WORK PERIOD 1
INDEPENDENT ACTIVITIES
Competencies:
Match objects, pictures based on properties/attributes in one-to-one
correspondence (MKAT-00-1)
Sort and classify objects according to one attribute/property (shape, color,
size, function/use) (MKSC-00-6)
Materials: playing board with drawings of the same shape but of different colors,
cards with colored shapes that match playing board
Procedure:
Give each learner a playing board
with a shape (ex. Triangle) of
different colors drawn on them.
The teacher holds up each card
(shape of different colors) in turn
for the players to claim.
Continue until someone fills up his
or her board.
2. Color Match
Competencies:
Match objects, pictures based on properties/attributes in one-to-one
correspondence (MKAT-00-1)
Sort and classify objects according to one attribute/property (shape, color,
size, function/use) (MKSC-00-6)
Procedure:
Give each group 2 sets of color cards.
Tell the learners to match cards of the same color.
Do this until all cards are matched. The group with
the most number of matched cards wins the
game.
Procedure:
Give each learner an activity sheet.
Let them color how they felt before going to school.
Ask them to draw how they feel now.
Process feelings of sadness and fear.
Note: Allow learners to complete tasks in a different way, especially for learners
who are not yet ready to write or draw. For this activity, instead of drawing their
feelings, some children may act through making faces or utilizing dramatic play
materials.
4. Clay Molding
Competencies:
Naisasagawa ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay),
pagbuo ng puzzles (KPKFM-00-1.5)
Nakapagmomolde ng luwad (clay) sa nais na anyo (SKMP-00-6)
Identify the letters of ones given name (LLKAK-Ic-1)
Procedure:
Give each learner playdough or a bar of clay.
Distribute cards with initial letters of the learners name.
Have each learner form the initial letter of their name using clay.
5. Picture Match
Competencies:
Match objects, pictures based on properties /attributes in one-to-
one correspondence (MKAT-00-1)
-- Picture to picture
Tell which objects/pictures are the same based on color, shape, size, direction,
and other details (T-shirt with collar and without a collar) (LLKVPD-Id-1)
Note: For matching activities, teachers may present learners with varied
materials that include tactile materials or concrete objects. For instance, instead
of just matching colors, learners may match objects with the same texture.
Teachers may use cloth swatches, cotton, corrugated paper, etc. Learners may
also match the objects with the same shapes such as pencils, coins, blocks, or
varied Manipulatives. Consider this when you encounter other similar activities.
WORK PERIOD 2
TEACHER-SUPERVISED ACTIVITIES
1. Attendance Chart
Competencies:
Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-
7)
Compare two groups of objects to decide which is more or less, or if they
are equal (MKC-00-8)
Combine elements of two sets using concrete objects to represent the concept
of addition (MKAT-00-3)
Add quantities up to 10 using concrete objects (MKAT-00-8)
Recognize and visualize situations that require addition and subtraction (MKAT-00-
14)
Procedure:
Put all the name tags in the pocket chart.
Count together the number of
learners in the class.
Count all the girls, then boys.
Compare who have more
members: the girls or the boys.
Count all those names that begin
or end with the same letter.
Ask the learners addition questions
with quantities up to 3. Example:
Get 2 girls names and 1 boys
name. How many names do we
have in all?
Competencies:
Nakapagliligpit lamang ng sariling gamit (KAKPS-00-9)
Sort and classify objects according to one attribute/property (shape, color, size,
function/use) (MKSC-00-6)
Materials: plastic container or shoe box for each learner, marker, big boxes or
trays, paper, masking tape
Preparation: Give the learners a list of things they need to bring (school supplies like
pencils, eraser, crayons, glue, etc. / personal supplies like toothbrush, comb,
powder/cologne, etc.). Label boxes/ containers with paper, pencils, crayons, art paper,
Manila paper, etc.
Procedure:
Ask the learners to decorate and
label their shoebox with their name.
Tell them to sort their personal
supplies inside the box.
Let them organize their
school supplies in their proper
boxes/ containers.
3.Classroom Inventory
Competencies:
Group objects that are alike (MKSC-00-5)
Sort and classify objects according to one attribute/property (shape, color, size,
function/use) (MKSC-00-6)
Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
Compare two groups of objects to decide which is more or less, or if they are
equal (MKC-00-8)
Materials: Manila paper, small pieces of paper with drawings of table, chair,
blackboard, cabinet, cleaning materials, books, toys, etc., marker, pencil
Procedure:
Ask the learners to an inventory of things in the classroom: table, chairs,
blackboard, cabinets, cleaning materials, books, toys, etc.
Count the objects.
Record the results on the Manila paper.
Compare which is more, less, or equal.
Competencies:
Nakaguguhit, nakapagpipinta at nakapagkukulay ng ibat ibang bagay o gawain
(dekorasyon sa name tag, kasapi ng mag-anak , gawain ng bawat kasapi ng
mag-anak, mga alagang hayop, mga halaman sa paligid) (SKMP-00-2)
Name the places and the things found on a map of a classroom (LLKSS-00-2)
Express simple ideas through symbols (e.g., drawings, invented spelling)
(LLKC-00-1)
Name common objects/things in the environment (in school, home,
and community) (LLKV-00-1)
Name the places and the things found in the classroom, school and
community (LLKV-00-8)
Preparation: Label the map using pencil to show the important areas in the
classroom to guide the learners in the actual mapping activity.
Procedure:
Ask the learners to look around the classroom and identify the areas.
Give them a piece of paper and ask them to draw an area, with the things they
see there and help them label the area.
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?
Paste them on the Manila paper.
5. Number Stations
Competencies:
Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-
7)
Tell that the quantity of a set of objects does not change even though the
arrangement has changed (i.e., the child should be able to tell that one set of
counters placed in one-to-one correspondence and then rearranged still has
the same quantity) (MKSC-00-23)
Procedure:
Distribute the boxes and
the popsicle sticks.
Learners work together in putting the
correct quantity of sticks in the holes.
Encourage the learners to create their own popsicle sticks patterns in a variety
of ways, outside the prepared boxes.
(Variation: Learners can explore other materials such as pebbles, popsicle sticks,
and blocks.)
WORK PERIOD 2
INDEPENDENT ACTIVITIES
1. Shape Match
Competencies:
Match objects, pictures based on properties /attributes in one-to-
one correspondence (MKAT-00-1)
Sort and classify objects according to one attribute/property (shape, color,
size, function/use) (MKSC-00-6)
Recognize simple shapes in the environment (MKSC-00-1)
Identify two to three dimensional shapes: square, circle, triangle,
rectangle (MKSC-00-2)
Materials: 20 pairs of shape cards, pad paper, pencil
Procedure:
Lay out all the shape cards on the table.
Learners take turns looking for two identical shape cards.
Learner names the shape on the card.
After all the cards have been collected, ask learners to sort their cards. Have
them count how many of each shape they got.
Let them record this on their pad paper.
Note: For matching activities, teachers may present learners with varied
materials that include tactile materials or concrete objects. For instance, instead
of just matching colors, learners may match objects with the same texture.
Teachers may use cloth swatches, cotton, corrugated paper, etc. Learners may
also match the objects with the same shapes such as pencils, coins, blocks, or
varied Manipulatives. Consider this when you encounter other similar activitie
Competencies:
Match objects, pictures based on properties /attributes in one-to-one
correspondence (MKAT-00-1)
Sort and classify objects according to one attribute/property (shape, color, size,
function/use) (MKSC-00-6)
Recognize simple shapes in the environment (MKSC-00-1)
Identify two to three dimensional shapes: square, circle, triangle, rectangle
(MKSC-00-2)
Procedure:
All dominoes are placed face down.
Each learner draws 7 dominoes.
A player with a double begins playing.
Each learner in turn says the shape
names and then play as in a regular
domino game.
The winner is the learner who has played all dominoes, or the learner with the
smallest number of dominoes when all learners must pass.
Note: Teachers can also make their own tactile geometry domino cards using
glue and cardboard paper. First, cut the cardboard paper into rectangle strips,
then draw the shapes. Trace the outline of the shape using glue or a glue gun,
then let it dry. The dried glue will create a raised outline of the shapes that
other children, especially those with visual impairment can trace when playing.
3. I Spy Shapes
Competencies:
Recognize simple shapes in the environment (MKSC-00-1)
Identify two to three dimensional shapes: square, circle, triangle, rectangle
(MKSC-00-2)
Identify objects in the environment that has the same shape as a sphere, cube,
cylinder (MKSC-00-3)
Procedure:
Ask the learners to draw a big shape on one whole bond paper (circle,
triangle, square or rectangle).
The learners will go around the room looking for objects with the same shape
as what s/he drew.
S/He will draw these objects inside the big shape.
21st Century Teacher DLL Kindergarten SY 2017-2018
Page 18
4. Shape Hunting
Competencies:
Group objects that are alike (MKSC-00-5)
Sort and classify objects according to one attribute/property (shape, color, size,
function/use) (MKSC-00-6)
Recognize simple shapes in the environment (MKSC-00-1)
Identify two to three dimensional shapes: square, circle, triangle, rectangle
(MKSC-00-2)
Identify objects in the environment that has the same shape as a sphere, cube,
cylinder (MKSC-00-3)
Procedure:
Group the learners into 3 or 4.
Let them draw a paper cut-out of the shapes.
They will look for objects around the room with the same shape as what they have.
They will put these objects in the tray.
1. Name Chain
Competencies:
Nakikilala ang sarili (SEKPSE-00-1): pangalan at apelyido (SEKPSE-Ia-1.1)
Natatawag ang mga kalaro at ibang tao sa kanilang pangalan (KAKPS-00-13)
Use the proper expression in introducing oneself (LLKVPD-Ia-13) e.g., I
am/My name is ______
Procedure:
Sit the learners in a circle on the floor.
Choose a learner to start the introduction game.
The learner says his/her name, then, introduces the learner next to him/her.
For example, My name is Nita, and this is Pablo.
Pablo gives his name and introduces the learner next to him. This is a good
way to learn names as well as how to introduce others.
Variation: Give categories such as same initial letters, or introduce the learner in
front of you, or shuffle the learners every now and then.
Competencies:
Nakasasali sa mga laro, o anumang pisikal na gawain at ibat ibang paraan
ng pag-eehersisyo (KPKPF-00-1)
Procedure:
The learners stomp their feet as they count, throwing their arms up in the air to
emphasize the last number in the sequence.
The learners change directions without losing the beat, counting one as they
turn. One, Two, Threeeeee (turn) One, Two, Threeeeee (turn)
SONGS/RHYMES