Mother Tongue Lesson Plan

Week-5 Q-2
Name of Teacher:__________________________________Grade-1____________

Name of School:_______________________________________District:_____________
Week-5-Day-1
1. Objectives
1. Content Standard:
The Learner:
Manifests beginning oral language skills to communicate in different contexts.
Demonstrates understanding that words are made up of sounds and syllables
Demonstrates the ability to read grade one level text with sufficient accuracy, speed, and
expression to support comprehension.
Demonstrates understanding of the basic features of a book and how print works, as a
prerequisite for reading.
Demonstrates developing knowledge and use of appropriate grade level vocabulary and
concepts.
Demonstrates positive attitudes towards language, literacy and literature.
Demonstrates basic knowledge and skills to listen, read, and write for specific purposes.

2. Performance Standard
The Learner:
-uses beginning oral language skills to communicate personal experiences, ideas, and feelings in
different contexts.
- uses knowledge of phonological skills to discriminate and manipulate sound patterns.
-demonstrates knowledge of the alphabet and decoding to read, write and spell words correctly.
-demonstrates the ability to read grade one level text with sufficient accuracy, speed, and expression to
support comprehension.
-speaks and/or writes correctly for different purposes using the basic grammar of the language.
-uses developing vocabulary in both oral and written form.
-comprehends and appreciates grade level narrative and informational texts
- uses literary and narrative texts to develop comprehension and appreciation of grade level appropriate
reading materials.
-values reading and writing as communicative activities.
listens, reads, and writes for specific purpose.

3. Learning Competencies:
Knowing each Other

Story Reading using two-tract method

MT1OLIIa-i-1.3 Talk about oneself and one’s personal experiences (friends, favorite toys)
MT1VCDIIa-e-1.1 Use vocabulary referring to: - People (Self, Family, Friends) - Animals - Objects
- Musical Instruments - Environment
MT1VCDIIa-e-1.1 Use vocabulary referring to: - People (Self, Family, Friends) - Animals - Objects
- Musical Instruments - Environment
MT1LCIIe-5.1 Predict possible ending of a story listened to.
MT1ATR -IIa-i-1.1 Listen attentively and react positively during story reading.
MT1VCDIIa-i-2.1 Give meanings of words through: a. realia b. picture clues c. actions or gestures d.
context clues*
MT1ATR -IIa-i-2.1 Browse books read to them.
MT1ATRIIa-i-3.1 Request more stories to be read to them.
MT1OLIIa-i-6.1 Participate actively during story reading by making comments and asking questions

II. Subject matter:

A. Topics:
Using appropriate expressions orally to introduce: a. Oneself b. Family c. Friends
d. Others
B. References a. K to 12 Curriculum Guide b. Two-Track Approach to
Teaching Children to Read and Write Their First Language (L1): A
Guidebook for Trainers (Susan and Dennis Malone, 2010) c. Activities for
Early Grades of MTBMLE Program (Susan Malone, 2010) d. Language
Curriculum Guide by SIL International and SIL Philippines MTBMLE
Consultants

C. Materials: a. Story power point, laminated stories,

D. Theme: “My Family and I (likes and dislikes; daily tasks/activities)”

III. Learning Activities:

A. Preliminary Activities

1. Review:

l---l---l--- lapok

l---l---l--- langaw
l---l---l— luwag

l---l---l--- libro

l—l—l— lubi

l—l---l--- lolo
B.1. Motivation :

Singing of song:

Ambon- Ambon
Ambon ambon pagdako ulan,
Ulan-ulan pagdako bagyo,
Bagyo- bagyo pagdako baha
Baha baha pagdako sapa.

Teacher ask questions about the song.

2. Presentation :
This morning you are going to listen a story.
Note important details in grade level narrative texts listened to:
1. character 2. setting 3. Events
Use common expressions and polite greetings
Listen attentively and react positively during story reading
Give meanings of words through: a. realia b. picture clues c. actions or
gestures

3. Discussion:

A. Before Reading:
1. Unlocking of Difficult Words using , realia , picture clues,
actions or gestures .
( magpakita sa hulagway sa usa ka payong.}

2. Asking motive questions

Noting important details of the story listened to: character ,setting
Events.
1. Unsay uluhan sa estorya.
2. Kinsay nagsulat ug sa estorya.
3. Kinsay nagdibuho sa estorya.
4. Kinsa ang mga tawo sa estorya.
5. Asa nahitabo ang estorya.
6. Unsay tumong o ilang gitinguha.
7. Unsay ilang mga problema diha sa estorya.
8. Giunsa nila pag-sulbad sa ilang problema.
9. Unsay pag tulun-an nakuha sa estorya.
10. Unsa ang katapusan sa estorya.
 2. Listen attentively and react positively during story reading.
Teacher ask the standard in listening a story.

B. During reading:

a. Listening Story (Ang Payong ni Pedra) Teacher reads a story to the whole
class.

b. First Reading: Teacher tells the story in a lively and interesting manner then
he/she stops once in a while to ask pupils comprehension question

Ang Payong ni Pedra

Si Pedra pirme mag dala sa iyang

payong. Basta mulakaw siya, naa ang
iyang payong dala niya.
Basta init kaayo, gamiton ni Pedra

iyang payong aron dili siya ma initan.

Pag mu bundak ang ulan, gamit kaayo

ang iyang payong. Tungod ani, dili siya

ma ulanan ug dili siya dali masakit.

C. After Reading:
Mga buluhaton pagkahuman sa pagbasa sa estorya.
Pagsabot sa estorya:

A. 1. Unsay uluhan sa estorya.

2. Kinsay nagsulat sa estorya.
3. Kinsay nagdibuho sa estorya.
4. Kinsa ang mga tawo sa estorya.
5. Asa nahitabo ang estorya.
6. Unsay tumong o ilang gitinguha.
7. Unsay ilang mga problema diha sa estorya.
8. Giunsa nila pag-sulbad sa ilang problema.
9. Unsay pag tulun-an nakuha sa estorya.
10. Unsa ang katapusan sa estorya.

B. 1. Pangutan-on ang mga bata kung naa ba sila kapareho nga kasinatian sa
estorya nga napaminawan.

4. Application:
1. What good traits / values did you learn from the lesson?
( Pangutan-on ang mga bata kung naa ba sila kapareho nga
kasinatian sa estorya nga napaminawan.)

5. Generalization:
What did you learn today?
What is the Story all about?

IV. Evaluation:
Retell the story by group using comprehension questions as guide.

V. Assignment:
Be ready to talk about your animals or pets in your house.

VI. Remarks :

VII. Reflection:
 Mother Tongue Lesson Plan
Week-5 Q-1

Name of Teacher:__________________________________Grade-1____________
Name of School:_______________________________________District:_____________

Week 5-Day-2
2. Objectives:
Day-

3. Objectives:
4. Content Standard:
The Learner:
Manifests beginning oral language skills to communicate in different contexts.
Demonstrates understanding that words are made up of sounds and syllables
Demonstrates the ability to read grade one level text with sufficient accuracy, speed, and
expression to support comprehension.
Demonstrates understanding of the basic features of a book and how print works, as a
prerequisite for reading.
Demonstrates developing knowledge and use of appropriate grade level vocabulary and
concepts.
Demonstrates positive attitudes towards language, literacy and literature.
Demonstrates basic knowledge and skills to listen, read, and write for specific purposes.

5. Performance Standard
The Learner:
-uses beginning oral language skills to communicate personal experiences, ideas, and feelings in
different contexts.
- uses knowledge of phonological skills to discriminate and manipulate sound patterns.
-demonstrates knowledge of the alphabet and decoding to read, write and spell words correctly.
-demonstrates the ability to read grade one level text with sufficient accuracy, speed, and expression to
support comprehension.
-speaks and/or writes correctly for different purposes using the basic grammar of the language.
-uses developing vocabulary in both oral and written form.
-comprehends and appreciates grade level narrative and informational texts
- uses literary and narrative texts to develop comprehension and appreciation of grade level appropriate
reading materials.
-values reading and writing as communicative activities.
listens, reads, and writes for specific purpose.
3. Learning Competencies:
Knowing each Other

Day- 2
Rhyming words
MT1OLIIc-d-4.2 Recite and sing individually, with ease and confidence, songs, poems, chants, and
riddles
MT1OLIIa-i7.1 Supply rhyming words to complete a rhyme, poem, and song
MT1GAIIa-d-2.2 Identify pronouns: a. personal b. possessive
MT1SSIIa-e-3.1 Interpret a map of the classroom/s chool.

II. Subject matter:

D. Topics: Reciting and singing individually with ease and confidence, songs,
poems, chants, and riddles
B. References a. K to 12 Curriculum Guide b. Two-Track Approach to
Teaching Children to Read and Write Their First Language (L1): A
Guidebook for Trainers (Susan and Dennis Malone, 2010) c. Activities for
Early Grades of MTBMLE Program (Susan Malone, 2010) d. Language
Curriculum Guide by SIL International and SIL Philippines MTBMLE
Consultants

C. Materials: a. Story power point, laminated stories,

D. Theme: “My Family and I (likes and dislikes; daily tasks/activities)”

III. Learning Activities:

A. Preliminary Activities

1. Review:
Magpakita sa Hulagway. Pangutan-on ang mga bata.
Group pupils . Let each group narrate the story
Ang Payong ni Pedra.

B.1. Motivation :

Singing of song

Ambon- ambon
2. Presentation:
This morning you are going to listen a poem.
( naay mga pulong nigaray ang tingog niini.)

3. Discussion:

A. Before Reading:
1. Unlocking of Difficult Words using , realia , picture clues,
actions or gestures .
( magpakita sa hulagway sa Pugo}

2. Asking motive questions

Noting important details of the story listened to: character ,setting
Events.
1. Unsay uluhan sa estorya.
2. Kinsay nagsulat sa estorya.
3. Kinsay nagdibuho sa estorya.
4. Kinsa ang mga tawo sa estorya.
5. Asa nahitabo ang estorya.
6. Unsay tumong o ilang gitinguha.
7. Unsay ilang mga problema diha sa estorya.
8. Giunsa nila pag-sulbad sa ilang problema.
9. Unsay pag tulun-an nakuha sa estorya.
10. Unsa ang katapusan sa estorya.

3. Listen attentively and react positively during story reading.

Teacher ask the standard in listening a story.

E. During reading:

a. Listening to the short story. Teacher reads the story to the whole class.

b. First Reading: Teacher tells the story in a lively and interesting manner then
he/she stops once in a while to ask pupils comprehension question
 Ang Pugo ni Nene
Gisulat ni: Merly B. Mabelin
Gidibuho ni: Sweet Francess B. Mabelin

Naay pugo si Nene.

Ang pangalan sa pugo kay Bebe.
Si Bebe hilig mag lupad-lupad

Ug sa init ganahan siya mag bulad

Isa ka adlaw, na kulbaan si Nene

Kay dili niya makita si Bebe

Iya ning gi pangita ug gi tawaga

“Bebe! Bebe! Asa naka? Uli nata!”

Naa ra diay ang pugo gahigda sa yuta.

C. After reading

Pagkahuman sa pagbasa sa estorya.

Pagsabot sa estorya:

A. 1. Unsay uluhan sa estorya.

2. Kinsay nagsulat sa estorya.
3. Kinsay nagdibuho sa estorya.
4. Kinsa ang mga tawo sa estorya.
5. Asa nahitabo ang estorya.
6. Unsay mga nahitabo sa estorya.
7. Unsay ilang mga problema diha sa estorya.
8. Giunsa nila pag-sulbad sa ilang problema.
9. Unsay pag tulun-an nakuha sa estorya.
10. Unsa ang katapusan sa estorya.

B. 1. Pangutan-on ang mga bata kung unsa ang mga pulong nga nigaray
ang katapusang tingog.

C. 1. I do
Basahon sa maestra ang mubo nga estorya
Dayon iyang Isulti ang pulong na nigaray.

2. We do
Group pupils and let the group read the short story
Dayon iyang Isulti ang pulong na nigaray.

3. I do
Call individual pupil to recite the rhyming story. Or let them sing the
Dayon iyang Isulti ang pulong na nigaray.
4. Application:
1. What good traits / values did you learn from the lesson?
( Pangutan-on ang mga bata kung naa ba sila kapareho nga
kasinatian sa estorya nga napaminawan.)

5..Generalization:
What did you learn today?
What is the story all about?

IV. Evaluation:
Oral Test:

Maghatag ug tulo ka mga pulong na migayray ang katapusan

Gamiton kini sa mga panultihon.
V. Assignment:
Be ready to talk about your animals or pets in your house.

VI. Remarks :

VII. Reflection:
 Mother Tongue Lesson Plan

Week-5 Q-2
Name of Teacher:__________________________________Grade-1____________

Name of School:_______________________________________District:_____________
Day-3
1. Objectives:
A. Content Standard:
The Learner:
Manifests beginning oral language skills to communicate in different contexts.
Demonstrates understanding that words are made up of sounds and syllables
Demonstrates the ability to read grade one level text with sufficient accuracy, speed, and
expression to support comprehension.
Demonstrates understanding of the basic features of a book and how print works, as a
prerequisite for reading.
Demonstrates developing knowledge and use of appropriate grade level vocabulary and
concepts.
Demonstrates positive attitudes towards language, literacy and literature.
Demonstrates basic knowledge and skills to listen, read, and write for specific purposes.

B. Performance Standard
The Learner:
-uses beginning oral language skills to communicate personal experiences, ideas, and feelings in
different contexts.
- uses knowledge of phonological skills to discriminate and manipulate sound patterns.
-demonstrates knowledge of the alphabet and decoding to read, write and spell words correctly.
-demonstrates the ability to read grade one level text with sufficient accuracy, speed, and expression to
support comprehension.
-speaks and/or writes correctly for different purposes using the basic grammar of the language.
-uses developing vocabulary in both oral and written form.
-comprehends and appreciates grade level narrative and informational texts
- uses literary and narrative texts to develop comprehension and appreciation of grade level appropriate
reading materials.
-values reading and writing as communicative activities.
listens, reads, and writes for specific purpose.

3. Learning Competencies:
Knowing each Other Introducing letter sound-Pp
MT1PWRIIa-i-1.1 Give the name and sound of each letter.
MT1PWRIIa-i-1.2 Give the beginning letter/sound of the name of each picture.
MT1PWRIIa-i-3.1 Write the upper and lower case letters legibly, observing proper sequence of
strokes
MT1PWRIIa-i-4.1 Match words with pictures and objects.
MT1PWRIIa-i-5.1 Blend specific letters to form syllables and words.

II. Subject matter

Giving letter sound /Pp/
Identifying letter Pp
Reference: K to 12 Curriculum Guide p.
Materials: laminated pictures, power point presentation, whiteboard pen,
chart of the
Strategies: Explicit teaching, cooperative learning, picture study, TPR
(Total Physical Response)
Values: Cooperation, Collaboration)

III. Procedure

A. 1. Review: Previous Lesson

Drill:

a. Ang lapok ug langaw

b. Ang luwag ug libro

c. Ang lubi ug lolo

B. I. Presentation:
TEACHER: Class we are going to learn the following:
- express ideas through a variety of symbols (e.g. drawings )
- give the beginning letter/sound of the name of each picture.
- match words with pictures and objects.
- give the name and sound of each letter
-identify upper and lower case letters.

2. Motivation
Show picture of Payong and Pugo. Ask what is in the picture.
Tell pupils that Payong and Pugo have /Pp/ sound.
.

3. Discussion

a. Unlocking of Difficult Words

(Through picture)
Tell the pupils that there is a new word to learn.

-Teacher reads the word 3x. Pugo, Pugo, Pugo

-Let pupils read the word 3x Pugo, Pugo, Pugo
Naay pugo si Nene.

a. Modelling ( I DO)

T- Show each picture to pupils and tell them the name of the picture.
The teacher match the pictures and say the beginning sound of /Mm
3x for emphasis.
 Pagtu-on sa hulagway.

a. Isulti ang unang tingog madungog sa nakitang hulagwag.

Balikon katulo \p\

Pp– Payong

b. Itudlo sa kamot ug basahon

p---p---p--- payong

p---p---p--- pugo
p---p---p—palda

p---p---p--- pinya

p—p—p— puso

p—p ---- p— pomelo

c. Itudlo sa kamot ug basahon.

a. payong ug pugo

b. palda ug pinya
c. puso ug pomelo

After all the pictures have been presented, the teacher will demonstrate
how to write letter Pp using Total Physical response.

(During “I Do”, there will be no interruption like questioning and others, the
teacher will exclusively model the lesson. (Just let pupils imitate, if they
will imitate you silently.)

b. Guided Practice ( We Do)

Activity 1-

After teacher’s modelling, sounding and writing /Pp/, the teacher

will now show the pictures again, repeat saying and writing on air the
sound/ letter of /Pp/, 3x, and then the teacher will ask pupils to repeat after
3x.
Let pupils write /Pp/ in the air, in the chair, classmate’s back, using
body language and others. (Teachers can add and modify)

Activity 2- Grouping

Each group will have a picture, say the name, sound the beginning
letter, write sound of /Pp/ on the laminated paper using whiteboard pen,
write in the air and writing using body language.
(During the group activity the teacher will check the work of every group
and just select 2 or 3 groups to present in front of the class depending on
the availability of time.)

b. Independent Practice (You Do)

Treasure Hunting (Hunting Pictures)

 Prepare a surprise activity for pupils, hide pictures under their tables or
chairs, give prize to pupils who were able to hunt a picture, and let each of
them present the picture in front of the class. Let them say the name of the
picture, sound the beginning letter, and write in the air using body
language TPR in demonstration of writing on air. Let them emphasize big
letter P and small letter p.

4. Application/Values Integration

What good traits / values did you learn from our lesson?
What did you do during group work?
Is the sound of /Pp/ important? Why?

5. Generalization
What did you learn today?
What was our lesson all about?

I. Evaluation:
Oral Test
1. Let each pupil match the picture and give the beginning sound /Pp/.
(One picture each pupil)
2. Identify and write on upper and lower case letter Mm

II. Assignment

Write the big and small letter /Pp/ in a one whole sheet of paper.

(Don’t forget to prepare small tokens like smileys and the like to be given
to pupils for their participation during the entire teaching-learning process.
Don’t say “very good” only, give them tokens every time they answer.
This lesson plan can be used in teaching all the letter sounds, with the
same pattern you will only modify drill and motivation song.)

III. Remarks

IV. Reflection
 Mother Tongue Lesson Plan
Week-5 Q-2

Name of Teacher:__________________________________Grade-1____________
Name of School:_______________________________________District:___________

Day-4
1. Objectives:
a. Content Standard:
The Learner:
Manifests beginning oral language skills to communicate in different contexts.
Demonstrates understanding that words are made up of sounds and syllables
Demonstrates the ability to read grade one level text with sufficient accuracy, speed, and
expression to support comprehension.
Demonstrates understanding of the basic features of a book and how print works, as a
prerequisite for reading.
Demonstrates developing knowledge and use of appropriate grade level vocabulary and
concepts.
Demonstrates positive attitudes towards language, literacy and literature.
Demonstrates basic knowledge and skills to listen, read, and write for specific purposes.

b. Performance Standard
The Learner:
-uses beginning oral language skills to communicate personal experiences, ideas, and feelings in
different contexts.
- uses knowledge of phonological skills to discriminate and manipulate sound patterns.
-demonstrates knowledge of the alphabet and decoding to read, write and spell words correctly.
-demonstrates the ability to read grade one level text with sufficient accuracy, speed, and expression to
support comprehension.
-speaks and/or writes correctly for different purposes using the basic grammar of the language.
-uses developing vocabulary in both oral and written form.
-comprehends and appreciates grade level narrative and informational texts
- uses literary and narrative texts to develop comprehension and appreciation of grade level appropriate
reading materials.
-values reading and writing as communicative activities.
listens, reads, and writes for specific purpose.
c. Learning Competencies
Reading simple phrases and simple sentence
MT1OLIIa-i-5.1 Listen and respond to others in oral conversation.
MT1PWRIIa-i-5.1 Blend specific letters to form syllables and words.
MT1F-IIai-1.2 Read grade 1 level words, phrases or sentences with appropriate speed, accuracy, and pr
MT1C-IIai-1.2 Express ideas through words or phrases, using both invented and conventional spelling oper
expression
MT1F-IIai-1.2 Read grade 1 level words, phrases or sentences with appropriate speed, accuracy, and
proper expression
 II. Subject matter:
Reading Grade 1 level words, phrases and sentences with appropriate speed and accuracy.
Expressing ideas through a variety of symbols (e.g. drawings and invented spelling
Reference: K to 12 Curriculum Guide p.
Materials: laminated pictures, power point presentation, whiteboard pen,
chart of the
Strategies: Explicit teaching, cooperative learning, picture study, TPR
(Total Physical Response)
Values: Cooperation, Collaboration)

IV. Procedure

A1. Review: Previous Lesson

b. Itudlo sa kamot ug basahon.

l---l---l--- lapok

l---l---l--- langaw

l---l---l— luwag

l---l---l--- libro
l—l—l— lubi

l—l---l--- lolo

2. Drill

a. lapok ug langaw

b. luwag ug libro

c. lubi ug lolo

III. Procedure:
1. Motivation
Singing of Song:

2. Presentation:
TEACHER: Class we are going to learn the following:
Reading Grade 1 level words, phrases and sentences with appropriate speed and accuracy.
Expressing ideas through a variety of symbols (e.g. drawings and invented spelling

3. Discussion

a. Modelling ( I DO)

T- Show each picture to pupils and tell them the name of the picture.
The teacher match the pictures and say the beginning sound of /Mm
3x for emphasis.

a. Itudlo sa kamot ug basahon ang mga pulong.

a. Ang payong ug pugo

b. Ang palda ug pinya

 c. Ang puso ug pomelo

b. Itudlo sa kamot ug basahon

a. Ang mga payong ug pugo

b. Ang palda ug mga pinya

c. Ang mga puso ug pomelo

After all the pictures have been presented, the teacher will demonstrate
how to write letter Pp using Total Physical response.

(During “I Do”, there will be no interruption like questioning and others, the
teacher will exclusively model the lesson. (Just let pupils imitate, if they
will imitate you silently.)

b. Guided Practice ( We Do)

Activity 1-

After teacher’s modelling, sounding and writing /Pp/, the teacher

will now show the pictures again, repeat saying and writing on air the
sound/ letter of /Pp/, 3x, and then the teacher will ask pupils to repeat after
3x.
Let pupils write /Pp/ in the air, in the chair, classmate’s back, using
body language and others. (Teachers can add and modify)

Activity 2- Grouping

Each group will have a picture, say the name, sound the beginning
letter, write sound of /Pp/ on the laminated paper using whiteboard pen,
write in the air and writing using body language.
(During the group activity the teacher will check the work of every group
and just select 2 or 3 groups to present in front of the class depending on
the availability of time.)

c. Independent Practice (You Do)

Treasure Hunting (Hunting Pictures)

 Prepare a surprise activity for pupils, hide pictures under their tables or
chairs, give prize to pupils who were able to hunt a picture, and let each of
them present the picture in front of the class. Let them say the name of the
picture, sound the beginning letter, and write in the air using body
language TPR in demonstration of writing on air. Let them emphasize big
letter P and small letter p.

4. Application/Values Integration

What good traits / values did you learn from our lesson?
What did you do during group work?
Is the sound of /Pp/ important? Why?

5. Generalization
What did you learn today?
What was our lesson all about?

IV. Evaluation:
Oral Test
Let individual pupil read the phrases and simple sentences

Mao ni si papa Pat

Kogihan ka -ayo si papa Pat .
Na-a siya tanum sama sa mais ug mane
Na- a pod siya binuhi nga mga Hayop
Sama sa baka , manok ug baboy.
V. Assignment

Write the big and small letter /Pp/ in a one whole sheet of paper.

(Do not forget to prepare small tokens like smileys and the like to be given
to pupils for their participation during the entire teaching-learning process.
Give them tokens every time they answer. This lesson plan can be used in
teaching all the letter sounds, with the same pattern you will only modify drill
and motivation song.)

VI. Remarks

VII. Reflection
 Mother Tongue Lesson Plan
Week-5 Q-2

Name of Teacher:__________________________________Grade-1____________
Name of School:_______________________________________District:_____________

Week-5
Day-5
1. Objectives:

a. Content Standard:
The Learner:
Manifests beginning oral language skills to communicate in different contexts.
Demonstrates understanding that words are made up of sounds and syllables
Demonstrates the ability to read grade one level text with sufficient accuracy,
speed, and expression to support comprehension.
Demonstrates understanding of the basic features of a book and how print
works, as a prerequisite for reading.
Demonstrates developing knowledge and use of appropriate grade level
vocabulary and concepts.
Demonstrates positive attitudes towards language, literacy and literature.
Demonstrates basic knowledge and skills to listen, read, and write for specific
purposes.

a. Performance Standard
The Learner:
-uses beginning oral language skills to communicate personal experiences,
ideas, and feelings in different contexts.
- uses knowledge of phonological skills to discriminate and manipulate sound
patterns.
-demonstrates knowledge of the alphabet and decoding to read, write and
spell words correctly.
-demonstrates the ability to read grade one level text with sufficient accuracy,
speed, and expression to support comprehension.
-speaks and/or writes correctly for different purposes using the basic grammar of
the language.
-uses developing vocabulary in both oral and written form.
-comprehends and appreciates grade level narrative and informational texts
- uses literary and narrative texts to develop comprehension and appreciation
of grade level appropriate reading materials.
-values reading and writing as communicative activities.
listens, reads, and writes for specific purpose.
 c. Learning Competencies:
Day-5
Oral Reading/ Weekly Test
Decodable Stories

II. Subject matter:

Reading and writing.
Reference: K to 12 Curriculum Guide p.
Materials: laminated pictures, power point presentation, whiteboard
pen, chart of the

Strategies: Explicit teaching, cooperative learning, picture study,

TPR (Total Physical Response)
Values: Cooperation, Collaboration)

111. Procedure:

Pagtulon –an sa : Ikalima ka Adlaw

Pag-ensayo sa pagbasa ug
pagsulat. Letra nga may tingog /p/
A. Isulti ang tingog ani nga letra /Pp/

B. Gamit ang lapis subayon o awaton ang

pagsulat sa letra dayon ihatag ang tingog niini.
Balikon kini sa katulo.

K. Gamit ang tudlo isulat sa hangin ang letra.

D. Tsekon kini sa maestra kon insakto ba ang

pagkasunod sa pahimangno.

E. Gamit ang tudlo subayon ang letra ug

isulti ang tinog niini. Balikon sa katulo (3x ).
 F. Kopyahon pagsulat ang letra katulo

_______ _______ ________

G. Gikan sa pagmemorya isulat ang letra ug isulti

ang tingog bisan walay pagasundugan.

Subayon Kopyahon ug isulat Imemorya ug isulat

ang letra ang letra sa blangko ang letra sa blangko

Pp
Pp
Pp
Pp
Pp
B. Oral reading

Mao ni si papa Pat

Kogihan ka -ayo si papa Pat .
Na-a siya tanum sama sa mais ug mane
Na- a pod siya binuhi nga mga Hayop
Sama sa baka , manok ug baboy.