Grade 1- 12 SCHOOL BAYANAN ELEMENTARY SCHOOL UNIT I GRADE LEVEL III

DAILY LESSON LOG TEACHER Rica A. Toque LEARNING AREA English

TEACHING DATES AND TIME JANUARY 9-13, 2023 /5:30-6:20 QUARTER Second Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

Demonstrate understanding Demonstrate understanding

A. CONTENT STANDARDS
about the importance of
administering the
Comprehensive Rapid Literacy
Assessment and how they can
help make it a success in the
language they understand
best.
about the importance of
administering the
Comprehensive Rapid Literacy
Assessment and how they can
help make it a success in the
language they understand
best.
Demonstrate understanding
about the importance of
administering the a
Comprehensive Rapid Literacy
Assessment and how they can
help make it a success in the
language they understand best.
Demonstrate understanding
about the importance of
administering the
Comprehensive Rapid Literacy
Assessment and how they can
help make it a success in the
language they understand best.
Demonstrate understanding
about the importance of
administering the a
Comprehensive Rapid Literacy
Assessment and how they can
help make it a success in the
language they understand best.

B. PERFORMANCE STANDARDS Conduct the Beginning of Conduct the Beginning of Conduct the Beginning of School Conduct the Beginning of Conduct the Beginning of
School Year Comprehensive School Year Comprehensive Year Comprehensive School Year Comprehensive School Year Comprehensive
Rapid Literacy Assessment or Rapid Literacy Assessment or Rapid Literacy Assessment or Rapid Literacy Assessment or Rapid Literacy Assessment or
CRLA CRLA CRLA CRLA CRLA

C. LEARNING COMPETENCIES
OBJECTIVES (Write the code for
each)
Beginning of School Year Beginning of School Year Beginning of School Year Beginning of School Year Beginning of School Year
Comprehensive Rapid Literacy Comprehensive Rapid Literacy Comprehensive Rapid Literacy Comprehensive Rapid Literacy Comprehensive Rapid Literacy
Assessment or CRLA Assessment or CRLA Assessment or CRLA Assessment or CRLA Assessment or CRLA
II. CONTENT (Subject Matter)

CRLA CRLA CRLA CRLA CRLA

III. LEARNING RESOURCES
A. REFERENCES
1. Teacher's Guide Pages
2. Learner's materials Pages
3. Texbook Pages

4. Additional Materials from

Learning Resource (LR) from Portal
B. OTHER LEARNING RESOURCES

Grade 3 Class record sheet and learner

Grade 3sheet
Class record sheet and learnerGrade
sheet 3 Class Record Sheet Grade 3 Class Record Sheet Grade 3 Class Record Sheet
IV. PROCEDURES

A.Reviewing previous lesson or

presenting the new lesson

B. Establishing a purpose for the

lesson

FACE-TO-FACE administration FACE-TO-FACE administration FACE-TO-FACE administration, FACE-TO-FACE administration, FACE-TO-FACE administration,

Make sure the child is in a Make sure the child is in a

C. Preparing examples/ instances of
the new lesson
quiet and well-lit
space.Establish rapport with
the child by talking to them in
the language they understand
best.
quiet and well-lit
space.Establish rapport with
the child by talking to them in
the language they understand
best.
Make sure the child is in a quiet
and well-lit space.Establish
rapport with the child by talking
to them in the language they
understand best.
Make sure the child is in a quiet
and well-lit space.Establish
rapport with the child by talking
to them in the language they
understand best.
Make sure the child is in a quiet
and well-lit space.Establish
rapport with the child by talking
to them in the language they
understand best.

D. Discussing new concepts and
practicing new skills #1
Administer task 1,If the child
makes a mistake but
immediately self-corrects,
they still get a point.
- If child makes a mistake, DO
NOT correct them or tell them
they are wrong. Simply ask
them to move on to the next
word.
Administer task 1,If the child
makes a mistake but
immediately self-corrects, they
still get a point.
- If child makes a mistake, DO
NOT correct them or tell them
they are wrong. Simply ask
them to move on to the next
word.
Administer task 1,If the child
makes a mistake but
immediately self-corrects, they
still get a point.
- If child makes a mistake, DO
NOT correct them or tell them
they are wrong. Simply ask them
to move on to the next word.
Administer task 1,If the child
makes a mistake but
immediately self-corrects, they
still get a point.
- If child makes a mistake, DO
NOT correct them or tell them
they are wrong. Simply ask
them to move on to the next
word.
Administer task 1,If the child
makes a mistake but
immediately self-corrects, they
still get a point.
- If child makes a mistake, DO
NOT correct them or tell them
they are wrong. Simply ask
them to move on to the next
word.

E. Discussing new concepts and
practicing skills #2
Score Task 1.
- Count and write down the
total score for Task 1 to
determine if the child will
proceed to Task 2.
- If the child scores within one
(1) to 10, proceed to WORDS
(Task 2). If the child scores
zero(0), end assessment.
Score Task 1.
- Count and write down the
total score for Task 1 to
determine if the child will
proceed to Task 2.
- If the child scores within one
(1) to 10, proceed to WORDS
(Task 2). If the child scores
zero(0), end assessment.
Score Task 1.
- Count and write down the total
score for Task 1 to determine if
the child will proceed to Task 2.
- If the child scores within one (1)
to 10, proceed to WORDS (Task
2). If the child scores zero(0), end
assessment.
Score Task 1.
- Count and write down the
total score for Task 1 to
determine if the child will
proceed to Task 2.
- If the child scores within one
(1) to 10, proceed to WORDS
(Task 2). If the child scores
zero(0), end assessment.
Score Task 1.
- Count and write down the
total score for Task 1 to
determine if the child will
proceed to Task 2.
- If the child scores within one
(1) to 10, proceed to WORDS
(Task 2). If the child scores
zero(0), end assessment.

Administer WORDS (Task 2)

F. Developing mastery (Leads to
formative assessment 3)
ONLY IF Task 1 score is within
one (1) to 10.
- Follow the same
administration and scoring
procedure as Task 1.
- FACE-TO-FACE: Direct the
child to the Grade 3 English
Learner Sheet WORDS (Task
2).
- ONLINE: Flash the Grade 3
English Learner Sheet WORDS
(Task 2) on the screen.
Administer WORDS (Task 2)
ONLY IF Task 1 score is within
one (1) to 10.
- Follow the same
administration and scoring
procedure as Task 1.
- FACE-TO-FACE: Direct the
child to the Grade 3 English
Learner Sheet WORDS (Task 2).
- ONLINE: Flash the Grade 3
English Learner Sheet WORDS
(Task 2) on the screen.
Administer WORDS (Task 2)
ONLY IF Task 1 score is within
one (1) to 10.
- Follow the same administration
and scoring procedure as Task 1.
- FACE-TO-FACE: Direct the child
to the Grade 3 English Learner
Sheet WORDS (Task 2).
- ONLINE: Flash the Grade 3
English Learner Sheet WORDS
(Task 2) on the screen.
Administer WORDS (Task 2) Administer WORDS (Task 2)
ONLY IF Task 1 score is within ONLY IF Task 1 score is within
one (1) to 10. one (1) to 10.
- Follow the same - Follow the same
administration and scoring administration and scoring
procedure as Task 1. procedure as Task 1.
- FACE-TO-FACE: Direct the child - FACE-TO-FACE: Direct the child
to the Grade 3 English Learner to the Grade 3 English Learner
Sheet WORDS (Task 2). Sheet WORDS (Task 2).
- ONLINE: Flash the Grade 3 - ONLINE: Flash the Grade 3
English Learner Sheet WORDS English Learner Sheet WORDS
(Task 2) on the screen. (Task 2) on the screen.

G. Finding practical applications of
concepts and skills in daily living
If the child makes a mistake
but immediately self-corrects,
they still get a point.
- If child makes a mistake, DO
NOT correct them or tell them
they are wrong. Simply ask
them to move on to the next
word.
If the child makes a mistake
but immediately self-corrects,
they still get a point.
- If child makes a mistake, DO
NOT correct them or tell them
they are wrong. Simply ask
them to move on to the next
word.
If the child makes a mistake but
immediately self-corrects, they
still get a point.
- If child makes a mistake, DO
NOT correct them or tell them
they are wrong. Simply ask them
to move on to the next word.
If the child makes a mistake but
immediately self-corrects, they
still get a point.
- If child makes a mistake, DO
NOT correct them or tell them
they are wrong. Simply ask
them to move on to the next
word.
If the child makes a mistake but
immediately self-corrects, they
still get a point.
- If child makes a mistake, DO
NOT correct them or tell them
they are wrong. Simply ask
them to move on to the next
word.

H. Making generalizations and
abstractions about the lesson
Add Task 1 and Task 2 scores.
- If you administered WORDS
(Task 2), add Task 1 and
WORDS (Task 2) scores.
- Based on the sum,
determine the child’s reading
profile below:
Add Task 1 and Task 2 scores.
- If you administered WORDS
(Task 2), add Task 1 and
WORDS (Task 2) scores.
- Based on the sum, determine
the child’s reading profile
below:
Add Task 1 and Task 2 scores.
- If you administered WORDS
(Task 2), add Task 1 and WORDS
(Task 2) scores.
- Based on the sum, determine
the child’s reading profile below:
Add Task 1 and Task 2 scores. Add Task 1 and Task 2 scores.
- If you administered WORDS - If you administered WORDS
(Task 2), add Task 1 and WORDS (Task 2), add Task 1 and WORDS
(Task 2) scores. (Task 2) scores.
- Based on the sum, determine - Based on the sum, determine
the child’s reading profile the child’s reading profile
below: below:

I. Evaluating learning
Encode the results of the BoSY Encode the results of the BoSY
CRLA CRLA Encode the results of the BoSY CR Encode the results of the BoSY C Encode the results of the BoSY C

J. Additional activities for application

or remediation

V. REMARKS

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 learnerswho continue to
require remediation

E. Which of my teaching strategies

worked well? Why did these work?

F.What difficulties did 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?