K

Kindergarten
Quarter 2: Week 7 Learning Experiences

CO_Q2_Kindergarten_Week 7
Kindergarten
Alternative Delivery Mode
Quarter 2: Week 7 Learning Experiences
First Edition, 2020

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Published by the Department of Education
Secretary : Leonor Magtolis Briones
Undersecretary : Diosdado M. San Antonio

Development Team
Writer : Maricar B. Barazon
Editors : Gilda G. Bancog, Elaine F. Perfecio, Lilia R. Ybañez, Juditha O. Mapue, Anna Liza Mapula
Reviewers : Exequiel J. Cifra, Cerelina S. Llerin, Mitchell Dave M. Cabuguas, Maurita F. Ponce, Gilda G. Bancog
Illustrator : Christian G. Yocte
Layout Artist : Rio M. Emping, Ronald T. Bergado
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 K
Kindergarten
Quarter 2: Week 7 Learning Experiences
Introductory Message
For the facilitator:
Welcome to the Kindergarten Learning Experiences (KLE) for Alternative Delivery Mode (ADM)!
This learning resource was aligned with the identified Most Essential Learning Competencies (MELCs)
applicable to the child’s real-life situations. This is collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning activities at
their own pace and time. Furthermore, this also aims to help learners acquire the needed 21 st century
skills while taking into consideration on their needs and circumstances.
As a facilitator, you are expected to prepare the needed materials in advance. If the suggested
materials in the activities herein are not available, it is advised that you will utilize whatever is in the
locality.
You also need to keep track of the learners' progress while allowing them to learn through play.
Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the
material.

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 Table of Contents
Introductory Message ................................................................................................................................................. ii
Activity 1: Greetings at Home ................................................................................................................................... 2
Activity 2: My Number 7 Mosaic................................................................................................................................ 3
Activity 3: My "Thank You" Card ................................................................................................................................ 6
Activity 4: 7 Gifts for my Family.................................................................................................................................. 7
Activity 5: Saying “Excuse me” and “I’m sorry.” ................................................................................................. 10
Activity 6: My Letter Rr Mosaic ................................................................................................................................. 11
Activity 7: Saying “Please” and “May I” at Home............................................................................................. 14
Activity 8: Letter Rr Poster ......................................................................................................................................... 15
References.................................................................................................................................................................. 17

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 QUARTER 2 - WEEK 7 LEARNING EXPERIENCES
Content Standards: The child demonstrates an understanding of increasing his/her conversation skills.
Performance Standards: The child shall be able to confidently speak and expresses his/her feelings and ideas in words that make sense.

Most Essential Learning Competencies: Use polite greetings and courteous expressions in appropriate situations
1.1. Good morning/Good afternoon/Good evening

Content Focus: We care for one another by using polite words and actions.
Learning Experiences Materials Note to the Facilitator
What I need to I can greet Good morning/Good afternoon to everyone.
know?

Say: Optional:
Hello, Good morning/Good afternoon! How are you today? Start the day's activity with a
prayer. Use any prayer the child
Ask: What have you learned from the previous activities? (I is familiar with.
learned about the letter Dd and its sound.) Then sing any familiar localized
Can you say again the sound of the letter Dd? /d/ song.

Say: Say it again three times. /d/ Let the learner practice
What I know? Excellent! You already know the letter Dd and its sound. courteous greetings every day.
Ask: Can you give me examples of words that begin with
/d/? (dog, duck, dolphin, diaper, etc.) Introduce the flow of this
routine every day.
Say: After waking up this morning, what did you do? (I
fixed my bed, I washed my face, etc.)

Ask: When you see your mom after waking up, what did
you do? (I greeted my mom)
How did you greet your mom? (I said Good morning,
mama/mother.)

1 CO_Q2_Kindergarten_Week 7
 When it is early in the morning, you need to greet your mom Note: If the child wasn't able to
or any family member by saying, Good morning, greet her mom after waking up,
Mama/Papa/Ate/Kuya. teach him/her how to do it.
When it is after lunch, you need to say, Good afternoon,
Mama/Papa/Ate/Kuya.
When it is night time, you need to say, Good evening,
Mama/Papa/Ate/Kuya.

How are you going to greet your family member after

waking up? (Good morning!)
How about when it is after lunch or afternoon? (Good
afternoon!) How about during night time? (Good evening!)

Well done! Now, let's have a game.

Activity 1: Greetings at Home

Procedure:
1. Narrate scenarios for the learner to listen to.
2. Ask him/her to say the most appropriate polite words for
each scenario.
 You see your father coming from work and is about
What's new? to enter your house early in the morning. What would
you say to him? (Good morning, papa/father.)
 Your auntie visits your house after dinner or during
nighttime. What would you say to her? (Good
evening, auntie.)
 Your grandmother visits your house after lunchtime.
What would you say to her? (Good afternoon,
Lola/grandma.)

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 Discussion (Informal Conversation) about the Activity
Ask: How are we going to greet our family members after waking up? (We should
greet them Good morning!) How about after lunchtime? (Good afternoon!) How
about during nighttime? (Good evening!)
What is it?
Say: Very Good! You greeted your family members correctly.
It is important to greet our family members, or any person who is coming to our
house for them to feel that they are welcome and to show that we care for them.

Snack Time:
 Washing of hands before and after eating These can also be done during
 Thanksgiving prayer mealtime.
 Eating etiquette

Say: Last time we also talked about

number 7. Now, we will do the number 7
mosaic.
Activity 2: My Number 7 Mosaic
What's more? Procedure:
1. Give the learner a number 7 template.
2. Let the learner do the following:
 cut the recycled/scrap colored
papers or old magazines into small
pieces (or any shape he/she wants);
 paste the cut recycled/scrap
colored papers or old
magazines within the number 7
template;
 trace the number 7 mosaic; and
 count seven pieces of counters.
 recycled/scrap Assist the child in making the
colored papers/old magazines activity, especially cutting the
 pair of scissors recycled/scrap colored
 glue papers/old magazines.
 pieces of any available counters:
stones, bottle caps, seeds, plastic Prepare a number 7 template
spoon or fork, etc. and recycled/scrap colored
papers/ old magazines before
you start the activity.
Note: You may use other
materials found in your locality,
such as leaves, twigs,
sequences, etc.

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 Wrap-up

Ask: Use the calendar to show the

What have you learned today? (I learned when to say "Good morning," "Good days of the week.
afternoon," and "Good evening")
What have you formed in your mosaic? (I formed number 7) Remind the learner to practice
Can you count 7 pieces of stones? (Yes, 1, 2, 3, 4, 5, 6, 7) the polite greetings learned
What I have learned?
How many days in a week? (There are 7 days.) should s/he forget.

Say: Let's name together the days of the week. (Sunday, Monday, Tuesday, Allow the learner to select any
Wednesday, Thursday, Friday, Saturday) free play that integrates the
How many times will you greet good morning? (7 times) counting of 7, e.g., hopping 7
How many times will you greet good evening? (7 times) times on the floor, climbing the
stairs up and down up to 7
Application steps, etc.
 Let the learner practice the greeting to each family member after waking
up. Let him/her greet everyone during nighttime or when someone visits
What I can do? their house.
 Let the learner play "Pick-up Sticks" using seven sticks or any game that
uses counters. Let him/her count the sticks/counters before playing.

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Most Essential Learning Competencies: Use polite greetings and courteous expressions in appropriate situations
1.2. Thank you/You're welcome

Content Focus: We care for one another by using polite words and actions.

Learning Experiences Materials Note to the Facilitator

What I need to I can say Thank you/You're welcome in an appropriate situation.
know?
Say:
Hello kid, Good morning/afternoon! Optional:
Start the day's activity with a
Ask: What have you learned from your previous activities? (I prayer. Use any prayer the child
learned when to say Good morning/Good afternoon/Good is familiar with.
evening.) Then sing any familiar localized
song.
Say: Aside from greeting Good morning/Good afternoon,
there are also other polite expressions that we can use in
order to show our gratitude to someone. We can say 'thank
What I know?
you' when someone gave us something or did good things or
favor to/for us.

Ask: What are you going to do if someone shares you bread?

(I will say "Thank you")
What if you give your mother a flower, and she says, "Thank
you?"
What will you say? (You're welcome)

Say: This time, we will make a thank you card.

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 Activity 3: My "Thank You" Card  bond paper Assist the learner in writing the
 pencil message of the "Thank you"
Procedure:  crayons card.
1. Let the learner choose a family member whom he/she
wanted to thank.
What's new?
2. Assist the learner in writing the message of the
"Thank you" card. The message may be written in the
learner's mother tongue.
3. Let the learner decorate the card or put color using
crayons.
Discussion (Informal Conversation) about the Activity
Ask: Show me your "Thank you" card. Wow! it looks lovely. Prepare a “Thank You” card for
To whom will you give your card? the learner in advance and give it
What did you write on your card? to the learner after doing his/her
Why are you giving a "Thank you" card to (name of person)? ‘thank you’ card. Remember to
say “You’re welcome” if he/she
Say: I have here something for you. says, “Thank You.”

Now: Give the learner the Thank You Card you have prepared. If she/he says,
"Thank You," do not forget to say, "You’re welcome.” (If she doesn’t say “thank
What is it? you," ask “What will you say?”)
Say: Yes, when someone gives us something or do something good for us, we
should say, “Thank you.” When someone thanked you for something, you should
say, “You’re welcome,"

Here is another scenario: Your friend helps you in arranging the toys; what will you
say? (Thank you) Then, what should be the response of your friend? (You’re
welcome)

Excellent! You now deserve to have a break.

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 Snack Time: These can also be done during
 Washing of hands before and after eating mealtime.
 Thanksgiving prayer
 Eating etiquette

Activity 4: 7 Gifts for my Family  used notebook (can be recycled) or

sheets of paper
Procedure:  coloring materials
1. Provide the learner with an old
notebook or sheets of paper.
What’s more? 2. Let the learner do the following:
 draw seven things to be given to
the members of the family as gifts;
and
 color the drawing and label them;
3. Help the learner write this, “7 gifts
for my family members as the
title.
4. Talk about what polite words to be
said when someone receives a gift
(thank you) and how does one
respond to this expression. (you’re
welcome)
Wrap-up
Ask:
What I have How many gifts you intend to give for ? (7)
learned? Let us count the gifts you have drawn for your family members (1, 2, 3, 4, 5, 6, 7).
Yes, there are seven gifts. Why did you choose these gifts? (answer may vary)

7 CO_Q2_Kindergarten_Week 7
 What do you think your mom/dad/brother/sister would say if you give him/her a
gift? (they will say, “Thank you”)
What will be your response if they will say “Thank you?” (You’re welcome)

Application
Follow up the use of “Thank
 Let the learner practice saying “Thank you” every time someone gave You” and “You’re welcome”
him/her something or do something for him/her. Example: You give the when applicable.
child water to drink. You ask the child what he/she will would say after you
What I can do? gave him/her water. (He/She should say “Thank you”.)

 Let him/her practice saying, “You’re welcome” when someone tells him/her
“Thank you”. Example: The child hands over the glass to you. The child
should say “You’re welcome”)

8 CO_Q2_Kindergarten_Week 7
Most Essential Learning Competencies: Use polite greetings and courteous expressions in appropriate situations
1.3. Excuse me/I’m sorry

Content Focus: We care for one another by using polite words and actions.

Learning Experiences Materials Note to the Facilitator

What I need to know? I can say ‘Excuse me /I’m sorry ’ in appropriate situation.

Say: Optional:
Hi! Good morning/afternoon? Start the day’s activity with a
prayer. Use any prayer the child
Ask: What have you learned from your previous is familiar with.
activities? (I learned about when to say “Thank you” Then sing any familiar localized
and “You’re welcome”). song.

What are you going to say if someone gives you a Remind the learner:
gift? (Thank you) I say ‘excuse me’ when
What I know? interrupting or disagreeing with
What if somebody said “Thank You” because you someone or to request repetition
gave a gift, what will you say? (You’re welcome) to what has just been said. I say
‘I’m sorry.” if I am telling
Say: Today, we are going to learn another polite someone for the hurt I caused,
expression, “Excuse me” and “I’m sorry” even if I didn’t do it
intentionally.
Are you ready for the next activity?

9 CO_Q2_Kindergarten_Week 7
 Activity 5: Saying “Excuse me” and “I’m sorry.”

Procedure:
1. Say the following scenario and ask the learner
what to say or do:
 “Rob is playing ball inside their house. While
he was busy playing, the ball accidentally hit
his Mama Rina’s favorite red rose.” What do
What’s new?
you think should Rob do? (Let the learner act
out what should Rob do.)
 Rob wants to tell his mother something, but her
mother is talking with someone. What should
Rob say? (Let the learner act out what should
Rob do/say.)

Discussion (Informal Conversation) about the Activity

Ask: What should you do when you hurt someone? (say, I’m sorry)
Say: What if your baby sister cried because you didn’t share your toys with her.
What are you going to do? (Apologize to her) How are you going to do it? (I will
say, “I’m sorry for not sharing my toys.”)

What if you want to talk to your brother, but he is busy doing something. What
should you say? (I should say, Excuse me)
What is it?
In our role-play a while ago, what is the name of the child who played the ball?
(Rob)
What is the name of Rob’s mother? (Rina)
What is the beginning letter of the words, Rob and Rina? (Rr)
What is the sound of the letter Rr? /r/
Say it again three times. (/r/)

10 CO_Q2_Kindergarten_Week 7
 Yes, the sound of the letter Rr is /r/. This is how the letter Rr looks like. Again, If the child does not know the
what is the sound of the letter Rr? (/r/) Can you name things in the house that name of the letter introduce it to
begin with the letter Rr? him/her.
Excellent! We will now take a break. You may show a picture of the
letter Rr or write it on the paper.

Snack Time: These can also be done during

 Washing of hands before and after eating mealtime.
 Thanksgiving prayer
 Eating etiquette

Activity 6: My Letter Rr Mosaic  recycled/scrap Prepare a letter Rr

colored papers/old outline and
Procedure: magazines or eggshells cracked recycled/scrap
1. Give the letter Rr outline. into small pieces colored
2. Let the learner do the following:  pair of scissors papers/old or eggshell cracked
What’s more?  cut the recycled/scrap  glue in small pieces
colored papers or old
magazines.
magazines into small pieces (or
any shape he/she wants) or
eggshells cracked in small pieces; The child may use other
 paste the cut recycled/scrap colored materials found in your
papers or old magazines in the letter locality such as leaves, twigs,
Rr outline; and sequences, etc.
 trace/touch the form of the letter Rr
mosaic.

11 CO_Q2_Kindergarten_Week 7
 Wrap-up
Ask:
What have you learned from today’s activities? (I learned about when to say
“Sorry” and “Excuse me.”)
When do you say “Sorry” ?(when I hurt someone)
When do you say “Excuse me” ?(when I need to talk to someone but he/she is
still busy)

What I have learned? Say:

We can say “I’m sorry” when we have hurt someone. We can also say “Excuse
me” when we want to talk to someone who is busy with something.

Ask:
What letter did you learn today? (letter Rr)
What is the sound of the letter Rr? (/r/)
Say it three times /r/.

Application
 Let the learner practice saying “Sorry” and “Excuse me” at home when
the appropriate situation arises.
 Let the learner do finger play using the 7 pieces of rubber bands or any
What I can do? counter that begins with the letter Rr. Let the learner say the beginning
sound of the word rubber. Let him/her count the rubber bands before
playing.

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Most Essential Learning Competencies: Use polite greetings and courteous expressions in appropriate situations
1.4. Please…./May I

Content Focus: We care for one another by using polite words and actions.

Learning Experiences Materials Note to the Facilitator

What I need to I can say “Please” and “May I” in appropriate situations.
know?

Say: Optional:
Good morning! How are you feeling today?
Start the day’s activity with a
You have learned about when to say “I’m sorry” and prayer. Use any prayer the child is
“Excuse me” in your previous activities. familiar with.

When do you say “Sorry”? (When I have hurt someone) Then sing any familiar localized
When do you say “Excuse me”? (When I want to talk to song.
someone and he/she is still busy with something)
What I know?
Aside from the polite expressions that you have learned We say “Please” to politely ask for
from our previous activities, we will also learn two more something. Example: Please give
polite expressions today. This is when to use “Please” and me my pencil. Please listen to me.
“May I.”. Please throw the garbage in the
trash bin.

We say “May I” if we ask

permission from someone. May I
use your pencil? May I borrow
your book?

13 CO_Q2_Kindergarten_Week 7
 Activity 7: Saying “Please” and “May I” at Home You may add more scenarios that
will lead to saying polite words
Procedure: like “Please” and “May I.”
1. Narrate scenarios for the learner to listen to.
2. Let him/her say the most appropriate polite words
for each scenario:
 Risa lost her ring. She looks for her ring, but she
What’s new? could not really find it. She thought of asking her
friend Ron to help her find the lost ring. What
should Risa say to Ron? (Please help me find my
ring)
 You want to wear your brother’s jacket. What
would you say to your brother? (May I use your
jacket.)

Discussion (Informal Conversation) about the Activity

Ask: What are you going to say when you want to ask someone to do something
for you? (please)
How about when you want to ask permission from someone? (May I)
Why do we have to say polite words to someone? (It helps us to deal with other
people easily and smoothly. It shows respect and cares for other people.)

Say: It is always nice to say polite words to other people to show our respect.
What is it?
Ask: What was the name of the girl who lost her ring? (Risa)
What is the beginning sound of the word Risa? (/r/)
Say it again three times. (/r/)

Can you give me examples of words that begin with /r/? (Yes)
Can you tell objects that begin with the letter Rr? (ruler, rat, rabbit, radio, rainbow)

14 CO_Q2_Kindergarten_Week 7
 Snack Time: These can also be done during
 Washing of hands before and after eating mealtime.
 Thanksgiving prayer
 Eating etiquette

Activity 8: Letter Rr Poster  recycled

cardboard or
Procedure: bond paper
1. Give the learner a letter Rr poster and let him/her  pencil
say “Thank you” after receiving it.  crayon
What’s more? 2. Let the learner do the following:
 identify the letter in the template.
 produce the sound of the letter;
 think of objects that begin with the letter Rr;
 draw the objects that start with the letter Rr
inside the template of the letter; and
 write the label on the poster.
3. Encourage the learner to ask questions while doing
the activity. (e.g., Please, let me know how many
objects to be drawn in the poster? May I request
you to see my drawing?)

Wrap-up
Ask:
What have you learned from today’s activities? (I learned to say “Please” and
“May I”)
What I have
learned?
What objects have you drawn on your letter poster? (I drew objects that begin
with the letter Rr)
What is the sound of the letter Rr? /r/ Can you tell me the objects/things that you
have drawn?

15 CO_Q2_Kindergarten_Week 7
 Say:
All the things/objects that you drew begin with the letter Rr.
Application
 Let the learner practice saying the polite words “Please” and “May I” at
home when the appropriate situation arises.
What I can do?  Let the learner find seven (7) things inside/outside the house that begin
with /r/.

16 CO_Q2_Kindergarten_Week 7
References

Standards and Competencies for Five-Year-Old Filipino Children, pages, (2015). Department of Education, Pasig City

Kindergarten Teacher’s Guide. (2017), First Edition. Vo. 1 & 2. Department of Education, Pasig City, Philippines

17 CO_Q2_Kindergarten_Week 7
For inquiries or feedback, please write or call:

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Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph