Republic of the Philippines
Department of Education
SCHEDULED OF ACTIVITIES FOR END OF SCHOOL YEAR BREAK ACTIVITIES
Week 5
SESSION LEARNING COMPETENCIES
Emerging
 MT1PA-Ib-i-2.1 Tell whether a
given pair of words rhyme.
 MT1PA-Ie-i-5.1Isolate and
pronounce the beginning and
ending sounds of given words.
7 Activity
 MT1PA-Id-i-3.1 Orally segment
a two - three syllable word
into its syllabic parts.
 MT1PA-Id-i-4.2 Say the new
spoken word when two or
more syllables are put
together.
 MT1PA-Ih-i-6.1 Add or
substitute individual sounds in
simple words to make new
words.
 MT1 PWR-lb-i-1.1 Give the
name and sound of each
letter.
 MT1PWR-lb-i-2.1 Identify
upper- and lowercase letters.
REGION CAR
SCHOOLS DIVISION OF MOUNTAIN PROVINCE
SUMADEL ELEMENTARY SCHOOL
SUMADEL, TADIAN, MOUNTAIN PROVINCE
KINDER TO GRADE III
LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING LEARNING
ACTIVITIES RESOURCES
LITERACY
 Tell whether a given pair of  Blending Syllables Activity  Lesson
words that starts with Pp and  Letter Identification and Sound guides
Rr that rhyme. Orally segment Production Activity  Teacher
a two - three syllable word into  Beginning Sound Production Activity - made
its syllabic parts.  sound Picture Identification Activity activity
 Uppercase and Lowercase Matching sheets
 To count the syllables in a
 Teacher
word.
 Letter Identification made
 To say the new spoken word  Sound Production Pictures Beginning activity
when two or more syllables with /k/ cards
are put together.  sound Beginning Sound Production
 Identify the form and name of  sound Identifying Pictures Beginning
letter Pp and Rr. Produce the with /k/
sound of letter Pp and Rr.  Words Beginning with /k/
 Give the name of the pictures  Matching Uppercase and Lowercase
that begin with /p/ and /r/. Letters
 Produce the beginning sound  match words with corresponding pictures
of the words that begin or objects
with /p/ and /r/.  Syllable Segmentation
 Identify pictures that begin  Syllable Counting
with /p/ and /r/
 . Identify words that begin
with /p/ and /r/.
  MT1VCD-Ia-i-1.1 Use
vocabulary referring to: -
People (Self, Family, Friends) -
Animals - Objects - Musical
Instruments - Environment.
MT1 VCD-lb-i-2.1Give meanings of
words through: (a) realia, (b) picture
clues, (c) actions, or (d) gestures.
Developing
MT1PA-Id-i-3.1 Orally segment a two -
three syllable word into its syllabic
parts.
MT1PA-Ie-i-5.1 Isolate and pronounce
the beginning and ending sounds of given
words.
MT1 PWR-lb-i-1.1 Give the name and
sound of each letter.
MT1PWR-lb-i-2.1 Identify upper- and
lower-case letters.
MT1PWR-Ic-i-5.1 Blend specific letters
to form syllables and words.
MT1PA-Id-i-4.2 Say the new spoken
word when two or more syllables are put
together.
MT1PWR-Ib-i-4.1 Match words with
pictures and objects.
MT1VCD-Ia-i-1.1 Use vocabulary
referring to: - People (Self, Family,
Friends) - Animals - Objects - Musical
Instruments - Environment.
MT1 VCD-lb-i-2.1 Give meanings of words
through: a realia, b. picture clues, c.
actions, or gestures. Give meanings of
words through: a realia, b. picture clues,
c. actions, or gestures.
 Match uppercase with
lowercase letter Pp and Rr.
 Give the meaning of the words
that begin with Pp and Rr.
 Identify the form and name of
letter Pp and Rr. Produce the
sound of letter Pp and Rr. Give
the name of the pictures that
begin with /p/ and /r/.
Produce the beginning sound
of the words that begin
with /p/ and /r/.Identify
pictures that begin with /p/
and /r/like: papaya, pusa,
pinya, pulis, pakwan relo,
radio, regalo, rosas, reyna.
 Phonics Instruction
Identify words that begin
 blend the sounds together to form words;
with /p/ and /r/. Match blend by saying the sounds /b/ - /a/ - /b/ -
uppercase with lowercase /e/ slowly and then quickly to form the
letter Pp and Rr. Give the  Word Recognition in MT and Filipino -
meaning of the words that flashcards or word cards with the target
begin with Pp and Rr. Read the words
words by combining any of the  miso Syllable
following sounds: /m/, /a/, /s/,  Picture Naming
/i/, /o/, /b/, /e/, /u/, /t/, /k/,  Word Meaning
/l/,/y/, /n/, /g/, /p/ , /r/ such  Reading Phrases and Sentences
as regalo, pulo, puno,  Picture-Word Matching
riles,masarap, masipag, sulat,  Reading Short Stories
 Reading Grade-Level Selections
gitara, tambol, piyano,
 writing Practice
matamis, sapa, sipa, relo,
paroparo, riles, resibo. Give
the meaning of the words by
combining any of the following
sounds: /m/, /a/, /s/, /i/,
/o/, /b/, /e/, /u/, /t/, /k/,
/l/,/y/, /n/, /g/, /p/ , /r/.

Transitioning
MT1PWR-Ic-i-5.1 Blend specific letters
to form syllables and words.
F1KP-IIf-5 (Word Recognition)
Nakikilala ang mga tunog na bumubuo sa
pantig ng mga salita.
MT1PA-Id-i-3.1 Orally segment a two -
three syllable words into its syllabic
parts.
MT1PWR-Ib-i-4.1 Match words with
pictures and objects.
MT2PWR-Ia-b-7.3 Read a large number
of regularly spelled multisyllabic words.
MT1PWRIIIa-i-7.1 Read sight words.
Emerging
 Subtract quantities up to 10
using concrete objects
 Match words with pictures and
objects. Orally segment a two -
three syllable word into its
syllabic parts. Count the
syllables in a word.
(Note to the teacher: Review the target
letters first before phonics instruction
and introducing the words.)
 Read the words in MT by
combining sounds /m/, /a/,
/s/, /i/, /o/, /b/, /e/ such as
babae, bibe, boses, abo, basa,
sabi, basbas, masasabi, ibaba,
isama, miso. Recognize words in
MT by combining sounds /m/,
/a/, /s/, /i/, /o/, /b/, /e/ such
as babae, bibe, boses, abo, basa,
sabi, basbas, masasabi, ibaba,
isama, miso.
 Read the words in FIlipino using
the same letters in MT such as
such as babae, bibe, boses, abo,
basa, sabi, basbas, masasabi,
ibaba, isama, miso.
NUMERACY
To display mastery in  A game “Build and Remove” will be played to  Lesson
subtracting quantities using introduce the lesson. guides
concrete objects.  Teacher
made
 Developing
 solves routine and non-routine
problems involving subtraction
of whole numbers including
money with minuends up to 1000
7 using appropriate problem-
solving strategies and tools.
M2NS-IIc34.2
Transitioning
 solves routine and nonroutine
problems involving subtraction
without or with addition of
whole numbers including money
using appropriate problem
solving strategies and tools.
Emerging
 MT1PA-Ib-i-2.1 Tell whether a
given pair of words rhyme.
 MT1PA-Ie-i-5.1 Isolate and
pronounce the beginning and
8 ending sounds of given words.
 MT1PA-Id-i-3.1 Orally segment
a two - three syllable word into
its syllabic parts.
 MT1PA-Id-i-4.2 Say the new
spoken word when two or more
syllables are put together.
 MT1PA-Ih-i-6.1 Add or
substitute individual sounds in
simple words to make new
words.
 MT1 PWR-lb-i-1.1 Give the name
and sound of each letter.
 MT1PWR-lb-i-2.1 Identify
upper- and lowercase letters.
To display mastery in solving
word problems.
To display mastery in solving
word problems
LITERACY
 Tell whether a given pair of
words that starts with Ll and Yy
that rhyme.
 Orally segment a two - three
syllable word into its syllabic
parts.
 Count the syllables in a word.
Say the new spoken word when
two or more syllables are put
together.
 Identify the form and name of
letter Ll and Yy.
 Produce the sound of letter Ll
and Yy.
 Give the name of the pictures
that begin with /l/ and /y/.
 Produce the beginning sound of
the words that begin with /l/
and /y/.
 Identify pictures that begin
 Story will be read to the group to activity
introduce the lesson. sheets
 To develop the lesson an activity “Act Me”  Teacher
will be introduced. made
activity
cards
 Story will be read to the group to
introduce the lesson.
 To develop the lesson an activity “Act Me”
will be introduced.
 Rhyming Pair Activity  Lesson
 Syllable Segmentation Activity guides
 Counting Activity  Teacher
 Blending Syllables made
 Letter Identification and Sound activity
Production Activity sheets
 Teacher
 Pictures Beginning with /l/ and /y/
made
Activity activity
 Beginning Sound Production Activity cards
 list of Rhyming Pair Activity
 Syllable Segmentation Activity
 Counting Activity
 Blending Syllables Activity
 Letter Identification and Sound
Production Activity
 Pictures Beginning with /l/ and /y/
Activity
 set of picture cards Beginning Sound
Production Activity

Developing
 MT1PA-Id-i-3.1 Orally segment
a two - three syllable word into
its syllabic parts.
 MT1PA-Ie-i-5.1 Isolate and
pronounce the beginning and
ending sounds of given words.
MT1 PWR-lb-i-1.1 Give the name
and sound of each letter.
 MT1PWR-lb-i-2.1 MT1PA-Id-i-
3.1 Orally segment a two - three
syllable word into its syllabic
parts.
 MT1PA-Ie-i-5.1 Isolate and
pronounce the beginning and
ending sounds of given words.
MT1 PWR-lb-i-1.1 Give the name
and sound of each letter.
MT1PWR-lb-i-2.1
Transitioning
 MT1PWR IIIf-i-7.2 Read words,
phrases, sentences, and/or
short stories.
 MT1F-1c-IVa-1-1.1, MT2F-
IIaIva-1.1.6, MT3F-Id-g-IVd-g-
1.5 Read grade level words,
phrases and sentences with
appropriate speed, accuracy and
proper expression.
 F2TA-0a-j-3 (Phrase, Sentence,
Reading Comprehension)
Nababasa ang usapan, tula,
talata, kuwento nang may
tamang bilis, diin, tono, antala at
ekspresyon.
 MT1VCD-Ia-i-1.1 Use
vocabulary referring to: - People
(Self, Family, Friends) - Animals
with /l/ and /y/like: lima, lata,
luha, laso, langaw
 Identify the form and name of
letter Ll and Yy.
 Produce the sound of letter Ll
and Yy.
 Give the name of the pictures
that begin with /l/ and /y/.
 Produce the beginning sound of
the words that begin with /l/
and /y/.
 Identify the form and name of
letter Ll and Yy. Produce the
sound of letter Ll and Yy.
 Give the name of the pictures
that begin with /l/ and /y/.
 Produce the beginning sound of
the words that begin with /l/
and /y/.
 Orally segment a two - three
syllable word into its syllabic
parts. Count the syllables in a
word.
 Count the syllables in a word.
Give the name of the pictures by
combining sounds /m/, /a/,
/s/, /i/, /o/, /b/, /e/ such as
babae, bibe, boses, abo, basa,
sabi, basbas, masasabi, ibaba,
isama, miso.
Give the meaning of the words in
MT and Filipino by combining
sounds /m/, /a/, /s/, /i/, /o/,
/b/, /e/.
Read phrases with combined
letter sounds /m/, /a/, /s/,
/i/, /o/, /b/, /e/ and sight words
in MT: ang, ay, at, ng.
Read phrases with combined
letter sounds (same letters)
/m/, /a/, /s/, /i/, /o/, /b/, /e/
and sight words in MT: ang, ay,
 Form and Name of Letter Ll
 uppercase and lowercase Sound
Production
 Pictures Beginning with /l/ and /y/
 pictures that begin with the /l/ and /y/
sound Beginning Sound Production
 Identifying Pictures Beginning with /l/
and /y/
 Identifying Words Beginning with /l/
and /y Lowercase Letters
 Alphabet flashcards Reading Words with
Combined Sounds
 Match words with corresponding
pictures or objects
 Syllable Segmentation - list of two- to
threesyllable
 Syllable Counting
 Phonics Instruction 
 blend the sounds together to form
words; blend by saying the sounds /b/
- /a/ - /b/ - /e/ slowly and then quickly to
form the
 Word Recognition in MT and Filipino -
flashcards or word cards with the target
words
 miso Syllable
 Picture Naming
 Word Meaning
 Reading Phrases and Sentences
 Picture-Word Matching
 Reading Short Stories
 Reading Grade-Level Selections
writing Practice
 - Objects - Musical Instruments at, ng.
– Environment. Use sight words in phrases and
sentences in MT and Filipino.
Match the pictures and objects
with appropriate words and
phrases (in MT and Filipino).
NUMERACY
8 Emerging To show mastery in counting groups of  A song to introduced the lesson.  Lesson
counts groups of equal quantity using equal quantity using concrete objects up  Develop the lesson by doing the game “ guides
concrete objects up to 50 and writes to 50 and writes an equivalent Sapoem Sak-en”  Teacher
an equivalent expression. expression.  Do the activity on the activity sheets to made
enhance the lesson. activity
Developing  To show mastery in visualizing  A song to introduced the lesson. sheets
visualizes multiplication of numbers 1 multiplication of numbers 1 to  Develop the lesson by introducing gamified  Teacher
activity. made
to 10 by 2,3,4,5 and10. 10 by 2,3,4,5 and10.
 Enhance the lesson by answering the work activity
sheets. cards

Transitioning  To show mastery in multiplying 

multiplies 2- to 3-digit numbers by 1- 2- to 3-digit numbers by 1-digit
digit numbers M3NS-IIc43.1 numbers

9 Emerging and Developing
 MT1PA-Ib-i-2.1 Tell whether a
given pair of words rhyme.
 MT1PA-Ie-i-5.1 Isolate and
pronounce the beginning and
ending sounds of given words.
 MT1PA-Id-i-3.1 Orally segment
a two - three syllable word
into its syllabic parts.
 MT1PA-Id-i-4.2 Say the new
spoken word when two or
more syllables are put
together.
 MT1PA-Ih-i-6.1 Add or
substitute individual sounds in
simple words to make new
LITERACY
Emerging and developing
 Tell whether a given pair of
words (that starts with Nn and
Gg that rhyme.
 Orally segment a two - three
syllable word into its syllabic
parts.
 Count the syllables in a word.
Say the new spoken word
when two or more syllables
are put together.
 Identify the form and name of
letter Nn and Gg.
 Produce the sound of letter Nn
and Gg.
 Give the name of the pictures
 Rhyming Pair Activity  Lesson
 Syllable Segmentation Activity guides
 Counting Activity  Teacher
 Blending Syllables made
 Letter Identification and Sound activity
sheets
Production Activity
 Teacher
 Pictures Beginning with /l/ and /y/
made
Activity activity
 Beginning Sound Production Activity cards
 list of Rhyming Pair Activity
 Syllable Segmentation Activity
 Counting Activity
 Blending Syllables Activity
 Letter Identification and Sound
Production Activity
 Pictures Beginning with /l/ and /y/
 words.
 MT1 PWR-lb-i-1.1 Give the
name and sound of each
letter.
 MT1PWR-lb-i-2.1 Identify
upper- and lowercase letters.
 MT1VCD-Ia-i-1.1 Use
vocabulary referring to: -
People (Self, Family, Friends) -
Animals - Objects - Musical
Instruments - Environment.
 MT1 VCD-lb-i-2.1 Give
meanings of words through:
(a) realia, (b) picture clues, (c)
actions, or (d) gestures.
that begin with /n/ and /g/. Activity
 Produce the beginning sound  set of picture cards Beginning Sound
of the words that begin Production Activity
with /n/ and /g/.
 Identify pictures that begin
with /n/ and /g/like: noo,
niyog. Nanay, notbuk, nars,
gitara, guro, gunting, gatas,
gagamba.
 Identify words that begin
with /n/ and /g/.
 Match uppercase with
lowercase letter Nn and Gg.
 Give the meaning of the words
that begin with Nn and Gg.

Transitioning  Read short stories with  Phonics Instruction

 MT1PWR IIIf-i-7.2 Read
words, phrases, sentences,
and/or short stories.
 MT1F-1c-IVa-1-1.1, MT2F-
IIaIva-1.1.6, MT3F-Id-g-IVd-g-
1.5 Read grade level words,
phrases and sentences with
appropriate speed, accuracy
and proper expression.
 F2TA-0a-j-3 (Phrase,
Sentence, Reading
Comprehension) Nababasa
ang usapan, tula, talata,
kuwento nang may tamang
bilis, diin, tono, antala at
ekspresyon.
 MT1VCD-Ia-i-1.1 Use
vocabulary referring to: -
People (Self, Family, Friends) -
Animals - Objects - Musical
Instruments – Environment.
 MT1F-III-IVa-i-1.4, MT2F-
IaIVa-i-1.4, MT3F-Ia-IVa-i-1.4
combined letter sounds
/m/, /a/, /s/, /i/, /o/, /b/, /e/
and sight words in MT: ang, ay,
at, ng.
 Read short stories with
combined letter sounds
/m/, /a/, /s/, /i/, /o/, /b/, /e/
and sight words in MT: ang, ay,
at, ng.
 Read grade level selections in
MT and Filipino with
appropriate speed, accuracy
and proper expression.
 Read texts with an accuracy
rate of 95 – 100% accuracy
rate. Write a phrase with the
aid of a stimulus and sight
words.
 Write sentences using learned
sight words in MT and Filipino.
 Answer questions about the
story read in MT and Filipino.
 blend the sounds together to form
words; blend by saying the sounds /b/
- /a/ - /b/ - /e/ slowly and then quickly to
form the
 Word Recognition in MT and Filipino -
flashcards or word cards with the target
words
 miso Syllable
 Picture Naming
 Word Meaning
 Reading Phrases and Sentences
 Picture-Word Matching
 Reading Short Stories
 Reading Grade-Level Selections
writing Practice
 Read grade level texts with an
accuracy rate of 95 – 100%.
 MT1RC-IIIa-1.1, MT2RC-Ia-
b1.1.1, MT3RC-Ia-b-1.1.1
Note important details in
grade level text read a.
Character b. Setting c. Plot

Prepared:
GLORIA L. ADEBAN NATALIE HAZEL B. DONGLA LORETA A. WANAS
T-3 T-1 T-3
Noted:
JUDITH C. YAPES
School Head