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Kindergarten DLL MELC Q1 Week 4
Kindergarten DLL MELC Q1 Week 4
The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time/health break by
Transition to sanitizing their hands.
Health Break/
Quiet Time After their health break, the teacher reminds the children to pack away the things they used during recess time, clean up their eating area,
throw their trash in the trash bin, sanitize their hands, and have their Quiet Time.
Health Break/Quiet Time
(11:45am-11:55am)
While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen to a story. When the learners are
Transition to Story
ready, the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Time
Story Time
(11:55am-12:25pm)
Story
Pre-reading Theme: Any age and a Theme: Any age and Theme: Any age and a Theme: Any age and a Theme: Any age and a
Activity culturally appropriate culturally appropriate culturally appropriate culturally appropriate culturally appropriate
story about their talents story about the things story about words with story about numbers. story about words that
that they can showcase we can do with our different letters. are different from one
to their classmates. body. another.
Define difficult words. Define difficult words.
Define difficult words. Define difficult words. Motivation question: Define difficult words.
Motivation question: What letters make up Motivation question: Motivation question:
Motivation question: What can you do using your name? Can we count 1 to 10? What are the words
What talent or skill do your body? that come to your mind
you have? Motive question: Why Motive question: when you heard the
Motive question: What do we have different Where can we use word “friend’?
Motive question: In do you think are the names? numbers?
what way, we can share movements done in the Motive question: What
our talent with other story? do you think will the
people? characters learn in the
story?
During Reading Ask comprehension questions.
Post Reading What makes the What did the characters Who are the characters What are the names of Who is the main
character special? do with their bodies? in the story? the characters in the character of the story?
story?
What did you learn What words rhyme with Why do the characters What did he/she learn?
from the story? the different parts of the have different names? What did you learn
body? from the story?
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any
Period 2 questions, and tells the learners to do their assigned tasks within the allotted time.
Work Period 2
(12:25pm-1:15pm)
Teacher- Writing Number (1) It’s a Match (Worksheet) Count and Write Hand Game Word Syllable
Supervised (KTG, p. 73-74) Clap/Stamp
Activity
Competencies Recognize and identify Match object, pictures Count objects with Count objects with Identify several words
numerals 0 to 10 based on properties one-to-one one-to-one that begin with the
(MKC-00-2) /attributes in one-to- correspondence up to correspondence up to same sound as the
Read and write one correspondence quantities of 10 quantities of 10 spoken word
numerals 0 to 10 - object to object (MKC-00-7) (MKC-00-7) (LLKPA-Ig-7)
(MKC-00-3) - object to picture Read and write Tell that the quantity Tell the number of
- picture to picture numerals 0 to 10 of a set of objects syllables in given
(MKAT-00-1) (MKC-00-3) does not change even spoken words
Describe objects based Identify the sounds of though the (LLKPA-Ig-8)
on letters orally given arrangement has Count objects with
attributes/properties (LLKAPD-Id-6) changed (i.e., the one-to-one
(shapes, size, its use Identify the letters of child should be able correspondence up to
and functions) the alphabet (mother to tell that one set of quantities of 10
(MKSC-00-4) tongue, orthography) counters placed in (MKC-00-7)
Recognizes symmetry (LLKAK-Ih-3) one-to-one
(own body, basic correspondence and
shapes) (MKSC-00- then rearranged still
11) has the same
quantity) (MKSC-00-
23)
Add quantities up to
10 using concrete
objects (MKAT-00-8)
Trace and write Match two identical Count objects whose Add quantities up to 3 Clap or stamp the
Learning
number 1 body movements names have the same using concrete objects number of syllables of
Checkpoints
beginning letter a given word
Block Play (KTG, p. 44)
Independent Tracing Numbers
Activities Number Coverall (KTG, p. 45)
Number Cross Out
Nakikipaglaro sa dalawa o tatlong bata gamit ang isang laruan (SEKPKN-Ig-2)
Naisasagawa ang mga sumusunod na kasanayan: paglikha ng mga modelo pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
Competencies Recognize and identify numerals 0 to 10 (MKC-00-2)
Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
Use the blocks to build structures or models
Use the construction toys to build structures or models
Learning
Trace numerals
Checkpoints
Understand the number concept of 1-3
Identify which number in a given set is different
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical Activity.
Indoor/ Light After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity.
Physical Activity A transition song or countdown may be used.
Indoor Activity/ Light Physical Activity
(1:15pm-1:30pm)
Paint Me A Picture (Act Unstructured Free Play Letter Train Number Game Unstructured Free Play
Activities Out)
(KTG, p. 62)
Competencies Nagagamit ang mga Naisasagawa ang mga Nakapaghihintay ng Nagagamit ang mga Naisasagawa ang mga
kilos lokomotor at di- sumusunod na kilos kanyang pagkakataon kilos lokomotor at di- sumusunod na kilos
lokomotor sa lokomotor sa pagtugon (KAKPS-00-12) lokomotor sa paglalaro, lokomotor sa
paglalaro, pag- sa ritmong mabagal at Natatawag ang mga pag-eehersiyo, pagtugon sa ritmong
eehersisyo, mabilis (paglakad, kalaro at ibang tao sa pagsasayaw mabagal at mabilis
pagsasayaw (KPKGM- pagtakbo, pagkandirit, kanilang pangalan (KPKGM-Ig-3) (paglakad, pagtakbo,
Ig-3) paglundag/pagtalon, (KAKPS-00-13) Recognize and identify pagkandirit,
Demonstrate paglukso) Nakapagbubuo ng numerals 0 to 10 paglundag/pagtalon,
movements using (KPKGM-Ie-2) pagkakaibigan (MKC-00-2) paglukso)
different body parts Nagagamit ang mga (KMKPAra-00-5) (KPKGM-Ie-2)
(PNEKBS-Ic-3) kilos lokomotor at di- Identify the letters of Nagagamit ang mga
lokomotor sa one’s given name kilos lokomotor at di-
paglalaro, pag- (LLKAK-Ic-1) lokomotor sa
eehersiyo, pagsasayaw Identify the letters of paglalaro, pag-
(KPKGM-Ig-3) the alphabet (mother eehersiyo, pagsasayaw
tongue, orthography) (KPKGM-Ig-3)
(LLKAK-Ih-3)
Wrap-Up The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Questions/ Activity
Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health protocols.
Prepared By:
MHEGIE M. GAYLAN
Teacher I
Checked By:
GERLIE S.TAGUDIN
Master Teacher I
Approved By:
MARILOU S. CADONDON
Principal III