Time Intended Learning Outcomes (ILOs)
Allotment
Weeks At the end of these weeks, the pre-
1-2 service teacher (PST) can:
a. describe the literacy elements;
b. explain the knowledge bases of
children’s literature in early
education; and
c. advocate for the importance of
building love of reading and
enjoyment of books in the early
years.
Weeks At the end of these weeks, the pre-
3-4 service teacher (PST) can:
a. articulate one’s own reading
identity; and
b. draw corresponding implications
on the appropriate use of
children’s literature to meet the
developmental characteristics
and needs of young children.
BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Activities
A. Introduction
1. Knowledge base of
Children’s Literature in
early education:
1.1.1 Developmentally • Discussion • Quiz on the topics under 1.1.1
A, B Appropriate Practices, introduction
constructivist approach, • Case analysis: Teacher’s use of • Case analysis report 1.2.1,
1.1.1 Huge collection of quality children’s literature in the 1.5.1
1.2.1 books for young children classroom
A, B 2. Importance of Children’s • Think, pair, share: Linking DAP with
Literature and building Children’s Literature
1.4.1 love of reading • Preparing an advocacy poster on • Advocacy poster on the 1.4.1,
3.1.1 3. History of Children’s the importance of Children’s importance of children’s 3.1.1,
7.2.1 Literature literature and building love for literature- poster scoring rubric 4.5.1,
A, B, 4. Literacy Elements (plot, reading 7.2.1
C theme, characterization,)
B. Characteristics of Young
Children and appropriate
environments
1.1.1 1. Review of Developmental • Class discussion • Quiz on characteristics of young 1.1.1
1.5.1 characteristics of young children and appropriate
B children environment
2. Appropriate Literature- • Preparing a matrix of salient • Matrix of salient characteristics 1.1.1,
1.2.1 Rich Environments for characteristics and need of young and need of young children with 1.2.1,
1.5.1 infants and toddlers, children with corresponding corresponding implications for 1.5.1,
3.1.1 preschoolers implications for using children’s using children’s literature to 3.1.1
A, B literature to match these. match these.
• Reading Identity: Thinking about • Reading Identity Reflection paper 7.4.1
your early development as a
reader. Recalling stories and books
that one enjoyed as a child.
Interviewing family members on
one’s early reading experiences
and reflect upon your life as a
reader inside and outside of school
environments. Exploring why you
are the reader or non-reader that
you are today.
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Weeks At the end of these weeks, the pre-
5-6 service teacher (PST) can:
a. demonstrate knowledge on
picture books;
b. evaluate picture books
appropriate for young children;
and
c. demonstrate positive disposition
and enjoyment of picture books
related to use with young
children
Weeks At the end of these weeks, the pre-
7-8 service teacher (PST) can:
a. differentiate the different types
of folk literature; and
b. demonstrate positive disposition
and enjoyment of folk literature
related to use with young
children.
• Visiting exemplary early childhood
centers to learn about appropriate
literature rich environments
• Observing young children are • Observation reports 1.5.1
engaged in literature activities
C. Literature Genres and Forms
1. The Picture Book
1.1.1 1. Types of Picture Books • Class discussion • Quiz on literature genres and 1.1.1
A, B (alphabet, counting, forms
concept, wordless • Examining picture books which are • Picture book evaluation report 1.5.1
1.5.1 books) Caldecott medal / Alcala winners, • Critical annotation of picture 1.5.1
A, B 2. Criteria for Picture Book choose three that you find books
Selection appealing and explain why.
3. Awards for Children’s • Reading at least two picture books • Reading record indicating picture 1.4.1,
1.4.1 books (Local and per level (infant/toddler, pre-k, K books read appropriate to 1.5.1
3.1.1 Foreign to 3) infant/toddler, preschool,
7.2.1 4. Common Themes, • Evaluating picture books using a Kindergarten to Grade 3)
A, B, Characters, and set of criteria
C Situations in Picture
books • Writing critical annotations of • Critical annotations of picture 1.5.1
picture books books-scoring rubric
• Creating an activity plan using • Activity plan-scoring rubric 3.1.1,
picture books for young children 4.5.1
2. Folk Literature
1. Mother Goose
1.1.1 2. Folktale • Class discussion • Quiz on folk literature 1.1.1
A, B 3. Chained and cumulative • Listening to traditional songs. Talk • Folk Literature evaluation report 1.5.1
tales among your friends regarding • Critical annotation of folk
1.4.1 4. Animal tales your favorites. literature
3.1.1 5. Transformational tales • Reading at least two folk literature • Reading record indicating 1.5.1
7.2.1 6. Pourquoi tales selection per level (infant/toddler, selected folk literature read
A, B, 7. Fables pre-k, K to 3) appropriate to infant/toddler,
C 8. Tall tales and legendary preschool, Kindergarten to Grade
figures 3)
9. Noodlehead tales • Writing critical annotations of Folk • Writing critical annotations of 1.5.1
10. Myths and legends literature for children. Include Folk literature for children.
11. Songs as folk literature both foreign and local selections. Include both foreign and local
selections.
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 12. Fairy tales as folk
literature • Visiting a children’s bookstore • Scoring rubric 1.5.1
(actual or virtual) and look at titles 5.1.1
of new folktales on the market.

Weeks At the end of these weeks, the pre- 3. Modern Fantasy

9-10 service teacher (PST) can: 1. What modern fantasy is
2. Science fiction
a. describe what modern fantasy 1.1.1 3. How they are use • Class discussion • Quiz on modern fantasy 1.1.1
is; and A, B appropriately with
young children
b. demonstrate positive 1.4.1 • Choosing one selection • Review of a selected Modern 1.5.1,
disposition and enjoyment of 3.1.1 appropriate for young children fantasy book 4.5.1
modern fantasy related to use 7.2.1 and writing a review
with young children. A, B,
C
Weeks At the end of these weeks, the pre- 4. Realistic Fiction
11-12 service teacher (PST) can: 1. Characteristics of
Quality Realistic Fiction • Class discussion • Quiz on realistic fiction 1.1.1
a. describe realistic fiction and its 1.1.1 for Young Children
elements; A, B 2. Using the Realistic • Evaluating realistic fiction using a • Realistic fiction evaluation report 1.5.1
Fiction Book in Social set of criteria
b. choose appropriate realistic 1.5.1 Studies
fiction selections appropriate for 3.1.1 • Writing critical annotations of • Critical annotation of realistic 1.5.1
young children; and 4.5.1 realistic fiction fiction
A, B,
C, D • Reading at least two realistic • Reading record indicating 1.5.1
fictions per level (infant/toddler, selected realistic fiction read
c. demonstrate positive disposition 1.4.1 pre-k, K to 3) appropriate to infant/toddler,
and enjoyment of realistic fiction 3.1.1 preschool, Kindergarten to Grade
related to use with young 7.2.1 3)
children. A, B,
C

Weeks At the end of these weeks, the pre- 5. Poetry and the Rhythm of
13-14 service teacher (PST) can: Expression
1. Poetry Elements and
a. demonstrate knowledge of 1.1.1 Forms • Class discussion • Quiz on poetry and the rhythm of 1.1.1
various types of poems by A, B 2. Poetry and Rhythm expression
writing samples of some types; 3. Poetry Throughout the • Compilation of written poems and 1.5.1,
Classroom and rhymes- scoring rubric 4.5.1
Curriculum

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 b. demonstrate positive 1.4.1 4. Teacher’s use of poetry • Holding a poetry “workshop”
disposition and enjoyment of 3.1.1 in the classroom Students will write their own
poetry related to use with 7.2.1 5. Linking poetry with poems and rhymes
young children; and A, B, curricular themes • Poems and rhymes read-aloud
C 6. Poetry and Cultural • Compiling poems and rhymes for
Diversity young children
3.1.1
4.5.1
c. create an activity plan using D, E • Preparing an activity plan for • Activity plan using poems and 3.1.1,
poems and rhymes for young young children using poems and rhymes- scoring rubric 4.5.1
children. rhymes

Weeks At the end of these weeks, the pre- 6. Books and Stories in
15-16 service teacher (PST) can: Other Forms/Media
a. Types
a. evaluate appropriate 1.5.1 1. Television • Class discussion • Quiz on books and stories in 1.1.1
books/materials in other forms; 5.1.1 2. Audio books other forms or media
A, B 3. Video
4. Applications
b. demonstrate positive disposition 1.4.1 (Apps) • Curating apps related to Children’s • List of curated apps 1.1.1,
and enjoyment of books 3.1.1 5. Performances – Literature genre 1.5.1
/materials in other forms/media 7.2.1 puppet show • Activity plan 3.1.1,
related to use with young A, B, b. Criteria in evaluating 4.5.1
children; and C other forms/ media • Annotating audio and video • Annotated list of audio books and 1.5.1
for use with young videos
c. create an activity plan using. 3.1.1 children • Preparing an activity plan using the • Activity plan using poems and 3.1.1,
4.5.1 curated apps rhymes- scoring rubric 4.5.1
D, E

Weeks At the end of these weeks, the pre- D. Literature in the Classroom
17-18 service teacher (PST) can: and at Home
1. DepEd Kindergarten
a. outline the themes and topics of 1.2.1 Curriculum themes and • Surveying the themes and lessons • List of selections aligned to 1.2.1,
the DepEd Curriculum; 1.5.1 lessons of the DepEd Kindergarten Teacher themes and lessons in the DepEd 1.5.1,
A, B 2. ECCD Council- National Guide and National Early Learning kindergarten curriculum/ 4.2.1
Early Learning Curriculum Curriculum (NELC). Preparing a list NELC
1.2.1 (NELC) of selections (local and foreign)
1.5.1 3. Strategies to develop love matching the themes and lessons
A, B for reading for parents with annotations
b. outline the themes and topics of • Setting a book corner designed • Final Requirement: Children’s 4.1.1,
the NELC; 4.2.1 for: Literature Portfolio 4.5.1
A, B - Infant and toddlers

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