KINDERGARTEN CLASS DAILY PLANS

WEEK 5: ____________________
Monday Tuesday Wednesday
CONTENT FOCUS: I belong to different groups.
 I belong to a family. Family is a group of people who care for and love one another.  I belong to a school.
MEETING TIME 1: MEETING TIME 1: MEETING TIME 1:
Song: Lima ang Daliri ng Aking Kamay Song: I Have to Come To School Song: A Game in School
Message: I belong to a family. Message: I belong to a school. Message: I do many things in school.
Questions: How do you know you belong to a family? What is Questions: What school do you belong to? Questions: What kinds of activities do you do in school?
a family? Who are the people who help you in school? How do they help
you?
WORK PERIOD 1 WORK PERIOD 1 WORK PERIOD 1
Teacher-Supervised: Letter for the Day : Mm Teacher-Supervised: Teacher-Supervised: Letter for the Day: Aa
Letter Poster: M  School Tour/ Trip Chart for School Tour Letter Poster : Aa
 School Map
 Big Book: All About School
Independent: Independent: Independent:
 This My Family  Picture Puzzle  Mini-book: What I do in School
 Family Chart : Who are the people in my family  Same/Different : CVC-CVCC Words  Letter Mosaic: Aa
 What I like about my family  Letter Collage Mm  Spot the Letter: Aa
 Spot the Letter Mm  Picture Search: M words  Letter for the Day : Aa words
 Letter M Mosaic  Literature-based: Story Sequence Chart  Literature-based: Beginning ,.Middle, End Flip Chart
 Shape Chart: Squares-Triangles-Circles  Dramatic/ Block Play (School)  Dramatic/ Block Play (School)
 Dramatic/ Block Play (My Home)  Picture Search : M words  Letter Bingo
 Writer’s Workshop  Letter M Mosaic  RSW p.219 and p.227
MEETING TIME 2: MEETING TIME 2: MEETING TIME 2:
Activity: Does It Rhyme Song: I Like to Come to School Song: Mga Nagagawa Ko Sa Paaralan
Activity: Word List: M words Questions: When you go to school all the time, what can you
learn?
Supervised Recess Supervised Recess Supervised Recess
STORY: Chenelyn! Chenelyn! STORY: The Mayor’s Visit STORY: Bong’s Day
WORK PERIOD 2: WORK PERIOD 2: WORK PERIOD 2:
Teacher-Supervised: Number Stations/ Books (7,8,9) Teacher-Supervised: Number Stations/ Books (7,8,9) Teacher-Supervised: Let’s Write Letter M
Independent:: Independent: Independent:
 continue Number Books  continue Number Books  continue Number Books
 Classification: Big-Small  Playdough Numerals  Number Concentration / Number Lotto (0-9)
 Number Concentration/Number Lotto (0-9)  It’s a Match/ Number Concentration (0-9)  It’s a Match/ Fishing Game: Numbers (0-9)
 Fishing Game: Numbers  Classification: Big-Small  Grab Bag Counting (1-9)
 How Much Does It Hold (water/ sand play)  How Much Does It Hold (water/ sand play)  Classification: Big-Small
 How Much Does It Hold (water/ sand play)
INDOOR/OUTDOOR ACTIVITY: Move around the Hoop INDOOR/OUTDOOR ACTIVITY: Hot Potato INDOOR/OUTDOOR ACTIVITY: Going to the Canteen
MEETING TIME 3: Dismissal routine MEETING TIME 3: Dismissal routine MEETING TIME 3: Dismissal routine

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 THURSDAY FRIDAY NOTES
CONTENT FOCUS: I belong to different groups.
MEETING TIME 1: MEETING TIME 1:
Song: Lima ang Daliri ng Aking Kamay Song: Sino ang Pilipino, Ikaw Ba o Ako? (Batibot)
Message: Different families belong to a community. Message: I am a Filipino.
I belong to a community. My parents are Filipinos. I live in the Philippines.
Questions: What barangay/ sitio does your family belong to? Questions: Lahat ba ng tao ay Pilipino? Sino ba ang maaring
Who belongs to your barangay/ sitio? Who are your neighbors? ituring na Pilipino?
Song: Who’s The Person?
WORK PERIOD 1 WORK PERIOD 1
Teacher-Supervised: Teacher-Supervised: Let’s Write Letter A
 Group Poster-This is my community
 Building a Community Word Wall
Independent: Independent:
 Mini-book: What I do in School  Spot the Letter :Aa
 Dramatic/ Block Play (Neighborhood)  Spot the Odd One Out : CVC – CVCC words
 Community Ladder (variation of Snakes and Ladder)  Sand Paper Letters: Mm, Aa, Tt, Ff
 Who are the people in the neighborhood (PEHT p.117)  Picture Search : Aa words
 Ang Pamayanan (PEHT p.116)  Letter Memory Game
 Letter Bingo  Literature-based: Beginning/Middle/End Flip Chart
 Spot the odd one out : CVC-CVCC words  Writer’s Workshop
 Writer’s Workshop
MEETING TIME 2: MEETING TIME 2:
Song: It’s I Who Build Community or Ako ang Kapit-bahay Niyo Song: Ako ay Pilipino
Activity: Snap and Clap Rhymes Questions: Lahat ba ng Pilipino ay nakatira sa Pilipinas?
Lahat ba ng nakatira sa Pilipinas ay Pilipino?
Supervised Recess Supervised Recess
STORY: Sa Araw ni Titser STORY: Pilipino Ako
WORK PERIOD 2: WORK PERIOD 2:
Teacher-Supervised: Hand Game, Lift the Bowl, Peek Thru Teacher-Supervised: Hand Game, Lift the Bowl, Peek Thru the
the Wall (concrete up to quantities of 4) Wall (concrete up to quantities of 4)
Independent: Independent:
 Playdough Numerals  Playdough Numerals
 Grab Bag Counting (1-9)  Fishing Game: Numbers (0-9)
 How Much Does It Hold (water/ sand play)  It’s a Match (0-9)
 Number Lotto (0-9)  Classification: Big-Small
 Classification: Big-Small  How Much Does It Hold (water/ sand play)
 Fishing Game: Numbers (0-9)
INDOOR/OUTDOOR ACTIVITY: The Boat is Sinking INDOOR/OUTDOOR ACTIVITY: What Would You Do?
MEETING TIME 3: Dismissal routine MEETING TIME 3: Dismissal routine

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APPENDIX: WEEK 5

A. THEME-RELATED ACTIVITIES

This is My Family
Materials: paper plates, yarn, colored markers/crayons, pencil
Participants: 8 children
Procedure:
1. Let the children create a picture of their family on the inside of the plate.
2. Then put holes in the sides of the plate and thread the yarn through it.
3. Hang this on the wall.

Family Chart : Who are the people in my family

Objective: to identify members of his/her own family
to recognize that families have different compositions
to develop fine motor skills and eye-hand coordination
Materials: pre-cut paper, 5x 8 bond paper, scissors, colored markers or crayons
Preparation: Prepare a chart entitled: Who are the people in my family ?” and cut-out of people
Number of Participants/Players: 8-10 children
Procedure:
1. Ask each child to write the name of his family on the first column. Ex. Pascual Family
2. On the second column, have him paste the paper cut-out equivalent to the number ofpeople in his family.
3. Let him label each member of the family.
4. On the third column, have him write how many members there are in his family.

Note: All children in class must get a chance to contribute to this poster. Children can work on this 8-10 at a time.
Once it has been completed, show this to the class during Meeting Time. Have them analyze the chart by asking the
following questions:
- Who has the most number of members ? Least number of members ?
- How many families have the same number of members ?
- How many families have only 3 members ? 5 members ? (you may change the quantity )
- How many children has less than 4 members ? 5 members ?
- How many children have more than 5 members ?

What I Like About My Family

Objective: to draw/write about their families
Materials: crayons/colored paper, bond or construction paper
Number of players/participants: any number
Procedure:
1. Have children fold the bond paper into two (crosswise)
2. On the flap page, have the children draw a family portrait.
3. On the inside page, have children draw the different things they like about their family.

Block/Dramatic Play: My Home

Objective: to construct one’s home
To role-play activities done at home
Materials: blocks props paper (for labeling areas)
Number of players/participants: 4-5
Procedure:
1. Tell the children that they are to build a replica of a home.
2. Tell them to label the parts of their structure.
3. Encourage them to try out roles of different family members

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Trip Chart for School Tour
Objective: to make a trip chart in preparation for the school tour
Materials : clean bond paper, pencil,
Number of Players/participants : individual
Procedure :
1. Give each child 2 pieces of scratch paper or newsprint.
2. Ask the child to their paper into 2 parts (crosswise).
3. On the top page, have the children copy and fill up the following message: (teacher can prepare format for children):

My name is ___________
Today is __pril ___, 2010
My partner is _____________
We will leave at __:00 A.M.
We will back by __:30 A.M.
4. On the succeeding pages, have them copy the template below. They will write what they see in the different parts of the
school on these pages.
.
People Things

At the (canteen)

People Things

At the (library)

School Tour
Objective: to identify parts of the school
Materials: trip chart pencil
Number of players/participants: 8-12
Procedure:
1. Discuss the purpose of the trip.
We will go around the school to learn more about it and the people we see here.
2. Discuss rules regarding the school tour.
During our school tour always remember:
- Keep quiet while walking around the school so that others will not be disturbed
- Just walk. No running allowed.
- Listen well when people we interview are talking to us.
- Ask questions in a polite way.
- Greet the people you meet.
- Ask permission before using anything you see in the places we will visit.
3. While going around the school tell the children to take note of what they see in each area. Talk about the function of each
area.
4. Then give children time to fill up their trip charts.
5. Encourage the children to ask questions about the places that you will go to.
6. Back in the classroom give children some time to finish their trip charts.
7. Discuss observations and show the class each one’s drawings.
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School Map
Objectives: To identify the different areas of the school
To know how to find their way around the classroom
Materials: medium –sized manila paper, scratch papers, pencils, crayons

Number of Players/Participants: 8 children

Procedure:
1. Ask children to draw the different parts of the school in small strips of paper.
2. Have them lay these out on the manila paper. Ask questions that can help think about the locations of these areas
Ex. What’s beside this area ? What is in front of this room ?
3. Let them write labels/signs where appropriate.

Mini-book: All About My School

Materials : bond paper pencil crayons
Number of players/participants : individual
Procedure :
1. Distribute individual mini-books to children.
2. On the first page, have them draw their school and describe how it looks.
3. On the succeeding pages, have them write about their favorite activities in school, what they like about their school, things
they do in school and ways they can care for their school

Note: Children can work on this project over a period of several days.

Big book: All About Our School

Materials : manila paper, pencil, crayons, colored markers, scissors
Number of players/participants : 6-8 children
Procedure :
4. Brainstorm with children on what they want to put in their big book.Ask what information can they tell about their school.
5. On the first page, have them draw their school and describe how it looks.
6. On the succeeding pages, they may write about the following:
- people in school and their work
- parts of the school and what they are for
- activities in school
- things they like about their school
- ways they care for their school

Note: Children can work on this project over a period of several days.

Mini-book: What I do in School

Materials : bond paper pencil crayons
Number of players/participants : individual
Procedure :
1. Distribute individual mini-books to children.
2. On the first page, have them draw their school and describe how it looks.
3. On the succeeding pages, have them write about the different activities they do in school.

Note: Children can work on this project over a period of several days.

Block Play: My School

Objective: to construct different areas in the school
Materials: blocks props paper (for labeling areas)
Number of players/participants: 4-5
Procedure:
1. Tell the children that they are to build a replica of their school.
2. Tell them to label the parts of their structure.

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Block Play: Our Neighborhood
Objective: to construct different areas in the communiy
Materials: blocks props paper (for labeling areas)
Number of players/participants: 4-5
Procedure:
4. Tell the children that they are to build a replica of a community.
5. Tell them to label the parts of their structure.

Group Poster: This is a community

Objectives: identify different areas in the community
Materials: manila paper crayons, pencil, art paper, marker
No. of players / participants : 4-6 children
Procedure
1. Have children recall the different places in the community that they have seen.
2. Ask them to share what they have seen in these places.
3. Ask each one to choose which place in the community he/she wants to draw.
4. Have children write a short description of the place they drew.
5. Lay out their drawings like a community map.

Community Ladder (variation of Snakes and Ladder)

Objectives: to identify the different community areas
Materials: game board (community map); dice; marker
No. of players / participants: 2 – 5 players
Procedure:
1. Prepare a game board showing places and scenario of a community ( 30 – 32 squares)
2. Write different consequences for each square or section of the ladder.
3. Tell children to take turns in throwing the dice. The child with the highest number will be the first to play followed the second
highest, third, and so on.
4. The first player throws the dice and number shown by the dice is the number to which the marker will jump up or down.
5. He/she reads the instructions on the section where his/her marker landed. (go up, stay, go back 3 steps, etc.). the next player
follows and so on.
6. The first player to reach the end line wins the game.

Build a Community Word Wall

Objective/Competency : recognize words related to the theme
Materials : sentence strips or index cards, scissors, masking tape, crayons, markers
No. of players / participants: small group or big group
Procedure:
1. Brainstorm with children on words that they know that tell something about the community e.g. community helpers,
sidewalk, road signs, houses, river
2. Have them write these words on strips of construction paper.
3. Paste these words on a manila paper or on your bulletin board.
Note: As children progress through the unit, help them add more words to the Wall.

Who are the people in the neighborhood ?(PEHT 117)

Objectives: identify the letter that represents the sound heard
Materials : manila paper or newspaper, cutout of stars, pictures of community helpers, bean bag or small object to toss.
No. of players / participants
Procedure:
1. Draw a pathway on manila paper. Divide the paths into sections. Print the beginning letters of the community helpers in
each section.
2. Let the children recite:
Who are the people in the neighborhood?
In the neighborhood, in the neighborhood
Please tell me so, tell me so. (2 times)

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 3. Ask one child to toss the bean bag to any section of the path, then hop from the starting point to the letter where the bean
bag fell.
4. While the child is hopping, let the children say:
What G (If the bag is on letter G) is one of the people in the neighborhood?
Please tell me so, tell me so. (2 times)
5. Ask the child on the path to name the community helper whose name begins with letter G.
Example: garbage collector
6. If the child gives the correct answer give him a star.
7. Repeat activity.

Community Helpers:
Barangay official garbage collector teacher
Doctor mailman policeman
Fireman nurse vendor
Street sweeper

Ang Pamayanan (PEHT p. 116)

B. OTHER MATH ACTIVITIES

Shape Chart
Objectives: classifying by shape
Materials: manila paper, individual strips of paper, colored markers/crayons, paste or glue
Number of players/participant: 6-8
Procedure:
1. Prepare a shape chart like the one below:
SHAPE CHART
CIRCLE SQUARE TRIANGLE

2. Ask children to draw objects in the environment that have these shapes above on small strips of paper. .
3. Have them paste them on the appropriate column.

Classification: Big or Small

Objective: to classify objects as big or small
Materials: objects such as bottles that come in 2 sizes (big and small0
2 boxes, 1 labeled BIG, 1 labeled SMALL
No. of Participants: 1-4
Procedure:
1. Children are given a junk box filled with objects that come in 2 sizes.
2. Children are asked to find the pair of each object.
3. Children are then asked to determine which of the pair of objects is small, which is big. Children then place the small objects
in the box labeled SMALL and place the big objects in the box labeled BIG

Number Stations (quantities of 7, 8, 9)

Objective: to count up to quantities of 7, 8 and 9
to see that despite differences in appearance quantities remain the same (conservation)
to develop fine motor coordination
Materials: several boxes of toothpicks paper and pencil
Number of participants: small group
Procedure:
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 1. Teacher chooses a number to work with for the day, in this case 7, 8, or 9.
2. Children work together exploring a given quantity of toothpicks, in this case 7, 8 or 9, making as many arrangements as
possible. Then let the children write the number on their paper.
3. Teacher encourages the children to describe the toothpick patterns in a variety of ways.

Variation: children can explore other materials such as pebbles, popsicle sticks, blocks and others.

Number Books (quantities of 7, 8, 9)

Objective: to use numerals to describe and record quantities
Materials: old magazines, scratch paper, crayons, pencils
Procedure:
1. Help your child to draw pictures or glue in pictures from magazines of things that are important to him and write a number
caption underneath.
2. It is a good idea to include zero in your book.
3. Try making a book to illustrate a favorite number story or rhyme.

Variation: Glue the designs from the Number Stations activity on sheets of paper. Bind the paper to make a book.

Number Lotto
Objective: to match numerals
Materials: lotto boards, 2 sets of number cards, 0-9
Procedure:
1. Give each player a lotto board.
2. Players take turns to pick up a card from the deck.
3. If the number appears on their board they use this to cover the number up.
4. Continue until someone fills their board.

Variation: One person is a caller as in a bingo game. She holds u the number cards and players have to shout out the name of
the number in order to claim it to put on their board.

Number Concentration
Objective: to match numerals
Materials: 2 sets of number cards, 0-9
Procedure:
1. Lay the cards down, either in rows or just anyhow.
2. Take turns turning over 2 cards.
3. If the cards match, you win them. If not, turn them face down again.
4. Player with most number of cards win.

Fishing Game: Numbers

Objective: to recognize and identify numerals
Materials: fish cut-outs (that have the numbers 1-9 written on them) with paper clip, fishing rod with magnet
Procedure:
1. Set up a “fishing area” where fish with shapes are placed on the floor.
2. Children take turns using the fishing rod to catch a ‘fish’.
3. When a child catches a ‘fish’ he identifies the number written on the fish.
4. The next child takes his turn.

It’s a Match
Objectives: to match numeral to set of objects/ dots
Players: pairs or small group
Materials: one set of cards with numerals – 0 -9
one set of cards with dots (corresponding to the numerals)
Procedure:
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 1. Place the numeral cards face down in a box.
2. Place the corresponding dot pattern cards in the chalk tray.
3. Call on a child to get a card form the box and place it over the equivalent card in the chalk tray.
4. If correct, the child may choose the next player.

Grab Bag Counting

Objective: to count objects and use numerals to record quantities
Materials: counters, paper or plastic bag, recording sheet
Procedure:
1. Give each player a bag with ten counters in it.
2. The child grabs a handful of counters from the bag and records the number of counters each time.
Variation: The game can be played with other children, each group given one bag with ten counters. Each individual
can use his own recording sheet or the group members can also share one recording sheet.

Playdough Numerals
Objectives: to learn sequence
To observe the form of each numeral
To develop eye-hand coordination
Materials: playdough paper

HOW TO MAKE PLAY DOUGH

COOKED PLAYDOUGH
Materials: Flour, water, salt, cream of tartar, oil, wax paper, food coloring
Procedure:
1. Mix 1 cup of flour, 1 cup of water, ½ cup of salt, 2 tablespoon of cream of tartar, and
1 tablespoon of oil in a saucepan and cook until the concoction achieves a smooth
texture.
2. Turn out onto wax paper and knead in food coloring. You can also use Kool-Aid or
instant coffee as an alternative to food coloring.

UNCOOKED PLAY DOUGH

Materials: 2 cups all purpose flour, ¾ cup salt, ¼ cup oil, approximately ½ cup water,
food coloring

Procedure: Mix dry ingredients together. Add oil. Add water until you get a nice
consistency for molding. Store in airtight container.

Variations: Give each child a small ball and tell them to make a hole in it with their finger.
Squirt a drop of food coloring into the hole and then let the child squeeze it to mix the
color.

Procedure:
1. The children roll out a snake and fashion a number on top of a piece of paper.
2. Encourage children to try forming familiar numbers such as their age, their room number, their house number.

Hand Game
Objective: to explore different combinations that make a given quantity
Materials: any kind of counter such as pebbles, chips, or sticks
No. of Participants: small group
Procedure:
1. Children work in small groups.
2. Teacher gives each child a given quantity of sticks, in this case 4.
3. Children separate counters in different ways and verbalize the combinations that result.
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 Teacher says: Children say:
"Place four sticks in your right hand." "None and four is four." or
"Zero and four is four."

"Place one stick in your left hand." "One and three is four."

"Place one more stick in your left hand." "Two and two is four."

"Place one more stick in your left hand." "Three and one is four."

"Place one more stick in your left hand." "Four and none is four." or "Four and zero is four"

Variation: CAVE GAME: The game proceeds as Hand Game but the position of hands is varied.

Lift The Bowl

Objective: to explore different combinations that make a given quantity
Materials: bowl or cup, any kind of counter such as pebbles, chips, or sticks
No. of Participants: small group
Procedure:
Game proceeds as Hand Game but bowls are used for separating quantities.

Teacher says: Children say:

"Place four blocks under the bowl." "None and four is four." or
"Zero and four is four."
"Place three block under the bowl." "One and three is four."

Peek Thru the Wall

Objective: to explore different combinations that make a given quantity
Materials: any kind of counter such as pebbles, chips, or sticks and a ‘wall’ made up of clear plastic taped on all sides
No. of Participants: small group
Procedure:

Game proceeds as Hand Game but ‘walls’ are used for separating quantities.
Teacher says: Children say:
"I see no sticks behind the wall." "None and four is four." or
"Zero and four is four."

"Place one stick behind the wall." "One and three is four."

How Much Does It Hold?

Objective: to explore concept of capacity
Materials: plastic cups, jars, pans, bottles, all sizes and sorts of unbreakable containers,
newspaper, a plastic funnel
Procedure:
1. Provide the children with a variety of unbreakable containers in different sizes- for instance, plastic cups, paper cups, an
empty soda bottle, a plastic soup bowl, plastic refrigerator containers of different sizes.
2. Fill a basin with water. Then challenge your child to a HOW MUCH DOES IT HOLD? contest. Start by spotlighting two
different containers, and make a guess.
"I think this soup bowl will hold five paper cups full of water. Do you think I'm right? Or am I wrong? How many cups do you
think the bowl will hold?"
3. Give the children a chance to make an estimate, then start measuring. Fill a paper cup with water. Pour the water into the
soup bowl. Fill the cup again and pour into the soup bowl. Keep going until the soup bowl is full.
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C. OTHER LANGUAGE ARTS ACTIVITIES

Spot the Letter Mm

Objectives: visual discrimination
Materials: paper mounted on a sturdy board with a mix of letters written across the page
tokens
word cards (words that contain letter m)
Number of Players: 2-3 people
Preparation: Write several lower case letters across a page of bond paper or construction paper. If the target letter is M,
there should be more m’s on the board than other letters you will write. Mount your paper on a sturdy board. You may also
choose to write directly on a folder or board.
Procedure:
1. Ask children to locate the target letter on the board. Have them count how many target letters were they able to spot.
2. For every letter that they spot, have them put a token on top of it.
3. After this is done, distribute cards on which words that contain letter m are written on.
4. Again, have them locate letter m on these words.

Spot the Letter Aa (same instructions as spot the letter Mm but with a different target letter)

Letter for the Day :M words

Objectives: letter recognition
Materials: paper ,pencil
Number of players/participant: any number of children
Procedure:
1. Ask children to draw and write down words that begin with the target letter for the day.
2. After everyone has listed down at least 5 words, the group gets together and share their word list or drawings with one
another.

Letter for the Day: A words (same instructions as Letter for the Day: M words but with a different target letter)

Letter Mosaic: M
Materials: Craft paper,Old magazines or newspapers, scissors, Paste or glue
Procedure:
1. On a piece of 2’ x 3’ of craft paper, write the outline of the letter for the day in upper and lowercase.

2. Give children one magazine or news paper each.

3. Have them cut out the letter for the day in upper and lowercase from the magazines. (The letters may come in different
colors, font and sizes.)
4. Have them paste the letters they have found inside the outline of the letter.

Letter Mosaic: A (same instructions as Letter Mosaic: M but with a different target letter)

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Letter Collage Mm
Materials: craft paper, old magazines or newspapers, scissors, paste or glue
Procedure:
1. On a piece of 2’ x 3’ of craft paper, write the outline of the letter for the day in upper and lowercase.

2. Give children one magazine or news paper each. Have them cut out pictures of words that begin with the letter for the day.
3. Paste the pictures inside the outline of the letter.

Picture Search :M words

Objectives: letter recognition
Materials: picture cards, pad paper, pencil or crayons
Number of players/participant: 5-6 participants
Procedure:
1. Spread out assorted picture cards on the table.
2. Have children pick out cards that begin with the target letter for the day.
3. Have them write upper and lower case Mm on top of their pad paper.
4. Then let them draw objects that begin with letter M.

Picture Search: Aa words (same as instructions above but for a different target letter)

Letter Poster : Mm
Objectives: letter recognition
Materials: ¼ manila paper , strips of paper ( 1/8 of bond paper)
Number of players/participant: 8-10 participants
Procedure:
1. Write the upper and lower case form of the target letter for the day on top of the page.
2. Ask each child to draw or write words that begin with the letter for the day.
3. Children paste their drawings on the manila paper.
4. The group reads the words on the poster.

Letter Poster : Aa (same as instructions as Letter Poster: Mm but for a different target letter)

Sand Paper Letters: Mm, Aa,Tt, Ff

Objectives: letter formation
Number of Participants: 6-8 students
Materials: sand paper letter cut-outs
Preparation: Prepare sand paper letter-cuts of upper and lower case forms of letters M, A , T and F
Procedure:
Have children explore each sand paper letter, feeling its shape as they form the letter with their fingers.

Let’s Write Letter M

Objective/Competency: letter formation
Materials: blackboard, chalk, sandpaper

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Procedure:
1. Demonstrate how to write letter M.
2. Have children practice writing on air, on each other’s back, or on sand paper.
3. Then have them draw 5 familiar objects that begin with M on their pad paper

Let’s Write Letter A (same as instructions as Let’s Write Letter M but for a different target letter)

Letter Bingo
Objective: letter recognition
Material : bingo cards , letter cards, bingo markers call cards

Preparation: Divide pieces of cardboard into 8-12 sections. Write a upper case letters in each box. Make separate letter
cards for each upper case letter of the alphabet
Number of players/participant: 6 players ( can be more if you have more than 8 bingo cards)
Procedure:
1. Distribute 1 bingo card to each student.
2. Take one call card at a time and read the letter in it.
3. If the child has this letter in his bingo card, he covers this with a token.
4. The first player to cover all the letters in his card wins the game.

Variation: The teacher can sound out the letter instead of just giving the letter name.

Letter Memory Game

Objective: to identify upper case letters
Number of players/participant: 5-6
Material : 6 pairs of upper case letters
Procedure:
1. Place all cards on the table face down.
2. Each player turns over two cards during his turn. If he gets a pair of identical letter cards, he gets to keep the pair and takes
another turn.
3. If the letter cards do not match, the player puts back the cards into their original places.
4. The player who is able to get the most number of pairs wins the game.

Note: can be done for lower case letters,upper/lower case letters, shapes, color, sight words,

Same and Different (CVC – CVCC words)

Objective/ Competency: discriminate between words as same and different
Number of players/ participants: 2-4
Materials: picture cards, SAME/DIFFERENT CARDS, pairs of sight words
Preparation

Prepare several cards which contain a mix of identical sight words and different sight words mounted on boards. The figure below
shows how the boards must be mounted.

mat mat mat Met

Procedure:
1. Have each child pick out a word card and tell whether the words are the same or different from one another.
2. If they are the same, have him place the card under the category card “ SAME”.
3. If the words are different from each other, have him place this card under the category card “DIFFERENT”.
4. Have children compare how words are different from one another. .

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Spot the odd one out : CVC- CVCC Words
Objectives: visual discrimination
Number of players/participant: 4-6 players or it can also be played by just one child
Materials: word strips
Preparation: Prepare word strips like the one below. The odd word must be visually similar to the rest of the words.
Ex.

mat mat met mat

Procedure:
1. Distribute the words strips to each child in the group.
2. Have each child place a marker on the word that is different from the rest of the words.
3. Let the child write the odd word on his pad paper.
4. Have children exchange word strips until they have worked with all of the word strips provided.

Picture Puzzle
Objectives: fine-motor coordination, visual discrimination
Materials: puzzle pieces
Number of Players/Participants: 6 children
Preparation: Choose 8-10 pictures to mount on boards. Cut this up into 4-6 pieces.
Procedure:
1. Distribute one set of puzzle to each child.
2. Have each one complete the puzzle assigned to him/her.
3. Have them exchange sets as they finish.

Literature-based: Beginning, Middle And End Flip Chart

Objectives: To identify what happened first, next and last in the story
Materials: one whole bond paper divided into 3 parts - lengthwise( Teacher writes “Beginning”, “Middle” and “End”), pencils, crayons
Number of Players/Participants: any number of children
Procedure:
1. Give each child one whole piece of bond paper and ask him to draw what happened first, next and last in the story.
2. Encourage children to write key words to describe their drawing. Take down dictation if the child cannot do this yet.
3. Post their work on the wall.

Literature-based: Story Sequence Strips

Objectives: retell story in sequence
Materials: paper, art or construction paper strips, colored markers, scissors, glue
Number of Participants: 4-6 children
Procedure:
1. Recall the events in the story that was read the day before.
2. Distribute one piece of half bond paper or newsprint to each child.
3. Have him/her draw one story event.
4. Arrange the events in correct order.
5. Put the title card at the top and the first event card directly below it.
6. Glue or tape the index cards onto the paper strip.

Does It Rhyme?
Objectives: identify words that rhyme
Materials: none
Number of players/participants: whole class during circle time or in half groups
Procedure:
1. Read out two words to the group.
2. Ask the children to put their thumbs up if these two words rhyme –ex. pail- tail cow- pig.
3. Continue to activity until you have read/called out at least 10 pairs of words.

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Snap and Clap Rhymes
Objectives: identify words that rhyme
Materials: none
Number of players/participant: whole class during circle time or in half groups
Procedure:
1. Begin with a simple clap and snap rhythm.
2. Get more complex as children move along in rhyming.
Clap Clap Snap fall Clap Clap Snap ball
Clap Clap Snap hall Clap Clap Snap small

3. A variation is the "I say, You say" game:

I say fat. You say _____. I say red. You say _____.

D. SONGS / POEMS / RHYMES

I Like To Come To School Good Morning Dear Teacher

(sung to the tune of The Farmer in the Dell)
Good morning dear teacher.
I Like to come to school We hope you’ll have a happy day.
I like to come to school With sunshine and laughter.
I like to come to school Out school is bright and gay.
It’s fun to play and learn each day.
I like to come to school. Good morning dear classmates.
Together we will work and play.
Ask the children what they learn in school then continue singing: With sunshine and laughter.
Our school is bright and gay.
I learn to count in school
I learn to count in school
It’s fun to play and learn each day
I learn to count in school.

Mga Nagagawa ko sa Paaralan A Game in School

Mga nagagawa ko sa paaralan Oh! I can say my A B C

Sa tuwinay papasok, dito sa paaralan And write a little, ,
Sa aming pagdating, lahat kami masaya. Too
Gumuguhit, nagkukulay, sumasayaw, Kumakanta And count and read
Mayroong kwentuhan, at naglalaro pa. And draw and sing
Just as the others do.
Lumuluksot, nagtatawanan, kaming magkakaibigan
Mayroong pagbibilang, kainan ng sabay-sabay. But, oh, today i could
Itong aming guro, mahinahon kung magsaway. Not think at all
Hindi kami tinatakot, kundi inaalalayan. When asked which i would be –
A mango tree – a flower small
Kaya aming pakiramdam, kay inam na tunay. Or a bird up in a tree?
Sa aming paguwian, walang unahan at tulakan. A game in school
Aming mga sundo, nakangiting tunay.
Nasasabik sa pagbalik, sa kinabukasan. Oh! I can say my A B C
And write a little, ,
Too
And count and read
And draw and sing
Just as the others do.
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 But, oh, today i could
Not think at all
When asked which i would be –
A mango tree – a flower small
Or a bird up in a tree?

It’s I Who Build Community Ako ay Kapitbahay

It’s I, it’s I, It’s I who build community Ako ay Kapitbahay

It’s I, it’s I, it’s I who build community Kapitbahay niyo
It’s I, it’s I, it’s I who build community Laging handing tumulong sa inyo
It’s I … It’s I …, it’s I who build community. Kilala niyo ako
Kilala niyo
Roll over the ocean, roll over the sea Ako ay kapitbahay
Roll over the ocean in the deep blue sea, Kapitbahay ninyo
Roll over the ocean, roll over the sea
Roll over the ocean in the deep blue sea.

Pilipino Ako (original composition) Who’s the person (song and riddle)
(to the tune of Where’s is Tthumbkin?)
Ang pangalan ko ay Felipe. Ito ay bansa ko.
(Show map of the Philippines) Who’s that person, who’s that person?
Pilipinas ang pangalan nito. Pilipino ang tawag sa mga taong Teaching in the school, teaching in the school
naninirahan dito. May tatlo itong malalaking pulo. Ito ang pulo ng Writing on the blackboard, writing on the blackboard
Luzon Who is it, who is it?
(Show map of Luzon).
Pilipino ang tawag sa mga naninirahan ditto. Ito naman ang pulo Who’s that person, who’s that person?
ng visayas Baking the bread, baking the bread
(Show map of Visayas). Working in a bakery, working in a bakery
Pilipino ang tawag sa mga naninirahan dito. Pulo naman ito ng Who is it, who is it?
Mindanao
(Show map of Mindanao). Who’s that person, who’s that person?
Pilipino rin ang tawag sa mga taong naninirahan ditto. Dito rin ako Keeping us safe, keeping us sage
ipinanganak. Pilipino ang tatay ko. Pilipino ang nanay ko. Pilipino Catching the criminals, catching the criminals
rin ako. Who is it, who is it?

Who’s that person, who’s that person?

Keeping us well, keeping us well
He treats us when we’re sick, he treats us when we’re
sick
Who is it, who is it?

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E. INDOOR / OUTDOOR ACTIVITIES

Move around the Hoop

Materials: Different colored hoops, an open area and drum or tambour.
Procedure:
Let the children warm up in an open area. Give the children different ideas for moving around - walk, hop, skip, run, walk
sideways, run, backwards and so on. Place lots of different colored hoops around the open space. Demonstrate to the
children how to walk or run around without touching the hoops. Intersperse these instructions with 'stand in groups of two in
red hoops' or 'three people go into each green hoop' and so on.

Get the children to listen to the next instruction using a tambour, beat the drum or clap your hands, the children stop and
listen for the next step. For example, put your hand in a hoop, put your foot in a hoop. Make it more complex by adding
colors and numbers. For example, put one knee in a red hoop, put four fingers in a yellow hoop and so on.

Hot Potato
Materials: Medium size playground ball.
Procedure:
Put a medium sized ball in the center of a circle along with a child chosen to be 'it'. The child who is 'it' pushes the ball with
his or her feet, trying to get it out of the circle. The other children try to stop the ball with their feet. Once the ball is out,
another leader is chosen. The ball is called the 'hot potato' and the children will enjoy trying to keep it in the 'oven'.

Going to the Canteen

Procedure:
The children sit in a circle. The first one says, “I’m going to the canteen. And I’m taking (names anything).” The second
repeats what the first person said and adds one new item. This continues until a child forgets the items, and then the game
starts over. (For older children, have them name items in alphabetical order, such as A-apples, B-books, (c-cap, etc.)

What Would You Do?

Procedure:
1. Talk with the children about different kinds of jobs. Talking about community helpers is often a good way to start with.
2. Recite:
What would you do
What would you do,
What would you do it you were a ________ (name a job, for example, police officer)
2. Choose one child at a time to reply.
3. When that child is finished, ask the others if anyone else has ideas about what he would do if he were a police officer.

The Boat is Sinking

When the teacher says, “the boat is sinking group yourselves into 4”, children looks for companies of 4. The child/ children who cannot
form a group of the announced number will lose their turn and sit down. The game continues as soon as there will be 2 children left.

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