Nash Frances M.

Cadiz

MATATAG School CAIDIOCAN ELEM. SCHOOL Grade Level 1

K to 10 Curriculum Name of Teacher RITCHEL M. ADALID Learning Area Reading and Literacy
Weekly Lesson Log Teaching Dates and Week 7 Quarter 1st
Time

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate phonological awareness in decoding developmentally- and grade level-appropriate words; understand and create
A. Content
simple sentences to express meaning about oneself, family, and everyday topics (narrative and informational).
Standards

B. Performance The learners use phonological and alphabetic knowledge to read/write words accurately with/for meaning and narrate personal experiences
Standards with family and content-specific topics.

RL1CAT-I-1 Comprehend RL1CAT-I-1 Comprehend RL1CAT-I-1 Comprehend stories. RL1CAT-I-1 Comprehend stories.
stories. stories.
a. Note important details in
a. Note important details in a. Note important details in stories a. Note important details in
stories stories stories
b. Relate story events to one’s
b. Relate story events to b. Relate story events to experience. b. Relate story events to one’s
one’s experience. one’s experience. experience.
RL1PWS-I-1 Produce the sound of
C. Learning RL1PWS-I-1 Produce the RL1PWS-I-1 Produce the sound the letters of L1. RL1PWS-I-1 Produce the sound of
Competencies sound of the letters of L1. of the letters of L1. the letters of L1.
RL1PWS-I-2 Identify the letters in
RL1PWS-I-2 Identify the letters RL1PWS-I-2 Identify the letters L1. RL1PWS-I-2 Identify the letters in
in L1. in L1. L1.
RL1PWS-I-5 Sound out words
RL1PWS-I-5 Sound out words RL1PWS-I-3 Isolate sounds accurately. RL1PWS-I-3 Isolate sounds
accurately. (consonants and vowels) in a (consonants and vowels) in a word
word (beginning and/or (beginning and/or

ending). ending).
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At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the learners
D. Learning learners shall be able to: learners shall be able to: learners shall be able to: shall be able to:
Objectives

Review: Identify and produce the Identify and produce the initial
initial sound of /e/. sound of /b/.
Review: sight word “ay”. Identify and produce the
initial sound of /e/. Blend two to three sounds heard to Give words that begin with the
Blend two to three sounds form a spoken word (m,s,a,I,o, e,). sound of /b/.
heard to form a spoken word Give words that begin with the
(m,s,a,I,o,). sound of /e/. Answer comprehension questions Answer comprehension questions
related to the text. related to the text.
Read phrases and sentences Answer comprehension
using words learned. questions related to the
text.
Show perseverance.
Write the letter e.

E. Anchor Respect and Perseverance

II. CONTENT
III. LEARNING RESOURCES
Si Buboy na Mausisa “Ang Langgam at ang Tinapay” Si Walida at ang Kanyang mga Tagalog Primer
Kaibigan,
Grade 1 Decodable reader Grade 3 Filipino Levelled
(Tagalog) Reader Bloom Library,
A. References https://bloomlibrary.org/book/
CCAh43BlE1

Tagalog Primer

Use the instructional materials, videos, and texts in the school that are appropriate to the lesson and in the learners’ L1.
B. Other
Refer to similar primer lessons or lesson exemplars if any that correspond to the learners’ L1.
Learning
For languages without primer, use the sequence of letters taught in Tagalog (Marungko). Find
Resources
corresponding texts available in the local repositories/LRMDs.

IV. TEACHING AND LEARNING PROCEDURES

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Before/Pre-Lesson Proper

Activating Prior Review the sounds of the To review previously To review the sounds of the Review the following letters: m,
Knowledge following letters: m, s, a, i, o. learned letters, learners can following letters: m, s, a, i, o, e the s, a, i, o, and e, and ask the class to
Then, have the class play Show me the class will play a game. Write play the modified
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play Bring Me by showing a Letter. Provide the learners, the target letters on the board, version of “The boat is sinking…”
letter and asking learners to who can be divided into show a picture or item and instruct
bring an item that begins groups, with cards or items learners to stand in front of the ● Post letters around the
with that letter’s sound. containing the target letters letter on the board that room.
and letters they haven’t corresponds to the item’s beginning ● Say, “The boat is sinking,
learned. When a letter sound sound. group yourselves with a
Choose activities from is called out, they should select letter with the sound
below depending on the the correct letter from the /m/!”, ask learners to
needs of the class: items provided. To review blending of spoken form a group with a
syllables and letter sounds, classmate with the target
● To review blending of To review blending of letters,
learners in groups can play Pass the letter.
spoken sounds, the class assign each learner a letter
and have them spread out Message. Do the following:
will play a guessing game. ● The group with the most
The teacher can post around the room. In each ● Give syllables to the first classmates with the called-
pictures of target words round, say, “The boat is player who will then pass out letters wins the round.
around the classroom. For sinking! them to the next player. The
each round, he/She will Group yourselves with [selected final player will form the
give sounds that form a sounds (e.g. /S/ word with syllables To review blending of letters, play
target word. The learners /a/ /m/)]!” The learners provided. another version of the game:
will blend the sounds to have to form a group with
guess the target word and the target sounds and guess ● Give letter sounds to the first ● Say, “The boat is sinking.
find the corresponding the word. player, who will then pass Group yourselves to form
picture in the room. The them to the next player. The the word [selected
first student who gets the final player will form the sounds]!” Example: /m/,
correct picture wins the word with the sounds /e/, /s/,
Also ask learners to recall the
round. provided. /a/”
word “matiyaga” and its
meaning.
● The class will also review ● Ask learners to form a
the word “ay” by finding group with classmates with
To review segmenting of spoken
pieces of paper around the the assigned letters and
words, ask learners to touch a part of
room with the target shout the word they formed
their body (head, shoulders, knees,
word. together.
and toes)
● To review segmenting of ● The first group to shout the
Example:
spoken sounds, the class word wins the round.
can play a shooting game aso- a/so = tap head 2 times while
in saying and segmenting the word
which the class is
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divided into groups and mama- ma/ma= move shoulders 2
provided a number of times while saying and segmenting
items (e.g. stones, pencils, the word
etc). In each round, the
teacher will say a target
word and each group will
shoot into their basket the
number of sounds in the
word.

● To review blending, the

class will use Elkonin
boxes to introduce new
target words from the
letters learned. For each
word, the teacher will

● show the word on the

board

● decode each letter and

blend letters to form word
with the students

● explain the word by

showing a picture, giving
the meaning, using it in a
sentence, or giving its
synonyms or antonyms

● present words in
syllables when needed

sa sa ma
Teacher may use from the
following words that have not
been taught:

isa aasa
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aso sama mami
oso masa misis
amo isama
siso mama
mais maamo
miso maasim
misa sasama
Sisa masama
Simo
asim
● To review segmenting,
ask learners to count the
number of sounds heard
in each target word
through physical
movements (e.g. jumping)

Say: Say: Say: Say:

“Ang pag-aaralan natin ngayon “Ang pag-aaralan natin “Ang pag-aaralan natin ngayon ay ang “Ang pag-aaralan natin ngayon ay
ay ang pagbabasa ng mga ngayon ay isang bagong letrang e at pagbabasa ng mga isang bagong letra. Ito ay may
pangungusap at maikling letra. Ito ay may tunog pangungusap.” tunog /b/. Pag-aaralan din natin ang
kuwento.” /e/. Pag-aaralan din natin ang mga salita na nagtataglay ng letrang
Lesson Purpose/Intention
mga salita na nagtataglay ng ito.”
letrang ito. Bukod pa rito,
kikilala rin tayo ng mga nilalang
na kilala bilang matiyaga.”

Lesson Language Practice Share in class that one of the Have learners recall how they Give the following situations:
learners’ qualities is have practiced the trait Discuss the unfamiliar words in the
Situation 1: Si Ema ay nangako sa poem/text, or in the learners’ L1.
curiousity (“mausisa”.) (matiyaga) in the past few
kanyang mga magulang na mag-aaral
days.
*Use different and mag-isa at magliligpit ng kanyang
appropriate strategies to gamit habang ang kanyang mga
Explain the word through magulang ay nasa labas ng bahay
unlock words.
examples and let the class Say: upang
create their own magtrabaho. Sa tuwing mag-isa
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definition based on those “Naging matiyaga ako noong…” si Ema, tinatapos niya ang mga gawain Show pictures or actual objects that
examples. para sa paaaralan at tunutulong din sa begin with letter B.
mga gawaing
bahay.
Also ask learners if they know
people who they think are
persevering and their reason. Sitwasyon 2: Si Simo at Ebe ay
magkaklase. Nagkasundo sila na
maghati ng kanilang baon na
Say: meryenda. Binigay ni Simo kay Ebe
ang kalahati ng kanyang tinapay.
“Para sa akin, isang Kinain ni Ebe ang kanyang baon at
matiyagang tao si walang binigay kay Simo.
dahil .”
Ask about the similarity/difference
between the two situations. Then
explain the concept of perseverance.

During/Lesson Proper

Read a text or poem or Read a text or poem or watch Read a text or poem or watch a Read a text or poem or watch a video
watch a video related to a video related to the lesson video related to the lesson in the related to the lesson in the learners’
the lesson in the learners’ in the learners’ L1 or use the learners’ L1 or use the following L1 or use the following activity:
L1 or use the following following activity: activity:
activity: Invite learners to Biboy’s house and
Read the story, “Ang Langgam at Read the story, “Si Walida at ang imagine what could be inside his
Read the story “Si Biboy na ang Tinapay.” Kanyang mga Kaibigan” house. Show and name the objects
Reading the Key Mausisa” in class. that can be found in his house. Ask
Idea/Stem Select parts to read from the learners to identify the objects.
short story and ask the
Objects beginning with /b/:
following questions:
● baso
● “Sa anong paraan
napakita ng ● bote
langgam ang
kanyang pagiging ● balde
matiyaga?”
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● bintana

● basurahan

● bayong

● bao

● bato

● bola

Ask the class to sing the letter B song:

Letrang Bb (Tono:
May Tatlong Bibe) May mga
letra akong nakita
Malaki at maliit na letrang /b/
Ngunit silang dalawa ay walang
kasama
Kaya’t ang tunog nila ay
b,b,b- b,b,b- b,b,b
Kaya’t ang tunog nila ay b,b,b

After reading, have learners Tell a story and ask learners to clap
After reading, ask name the ant, either Emo or After reading, ask learners to every time they hear the sound /b/
learners to respond to the Eba. Write the chosen name respond to the following at the beginning of a word.
following questions: and encircle the letter E. questions:
Pronounce the letter’s name
Developing ● Anong salita ang and sound, emphasizing that ● Anong mga salita ang ginamit Say:
Understanding of the naglalarawan kay ‘E’ is the uppercase letter and upang ilarawan si Walinda?
Key Idea/Stem Biboy sa kwento? then write the lowercase “Sundan natin si Biboy at ang nanay
letter ‘e’. niya sa palengke.”
● Anong mga salita at ● Ano ang nararamdaman ni
kilos ni Biboy na Walinda sa kanyang unang araw
nagpapakita ng sa klase? Paano mo ito nasabi?
“Araw ng Sabado. Maagang
nang gumising si Biboy para
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kanyang pagiging Then show the following: ● Bakit kaya ito ang kanyang Samahan ang kanyang nanay sa
mausisa? nararamdaman? pamimili. Gustong-gusto ni Biboy
sumama sa kanyang nanay dahil
● Batay sa mga salita ● Nakaranas ka na ba ng ganitong bago sila umuwi, binibilhan siya
at kilos ni Biboy sa sitwasyon? ANo ang nangyari? ng nanay niya ng biko. Bitbit ng
kwento, ano kaya Ano ang iyong ginawa? nanay ang bayong. Sa bungad ng
ang ibig sabihin ng palengke ay may mga sariwang
salitang mausisa? ● Ano ang ginawa ng mga
kaklase ni Walinda para sa bulaklak. Bumili sila ng karne ng
● Paano naipapakita kanya? manok, baboy, at baka. Bumili rin
ang pagiging sila ng itlog, gulay, at prutas.
matiyaga sa pagiging ● Alin sa mga ito ang nagpapakita Pauwi na sila nang makita ni Biboy
mausisa? ng sinseridad? ang mga bilao ng biko! Mukhang
napakasarap at bagong luto ng
Ano ang naging epekto ng mga
When naming each word, ask biko.”
kaklase ni Walinda sa kanya? Paano
Tell the class that Biboy wants learners to repeat the first mo ito nasabi?
them to practice reading with sound of /e/.
him. [Ask learners to make a prediction
about the ending].
Write the following words and
Play pass the ball with music phrases from the story and read
Call volunteer students to read in class. In a circle, pass them for class:
the following: around the ball; when the Ask the following questions after
music stops, the learner reading:
holding the ball has to give a
name or any word that starts
oso aso
with /e/. ● Bakit maagang ginising si
maamo Biboy ng Nanay niya?
sama ● Alam niyo ba kung bakit
Sing the letter E song after:
Model reading the first sentence by: maaga ang ginagawang
Mimi
pamamalengke?
Ami ● chunking the sentence
Letrang Ee into phrases ● Ano ang kanilang mga
(Tono: May Tatlong Bibe) binili?
May mga letra akong nakita ● reading in a proper speed
Ang oso Ang ● May karanasan din ba
Malaki at maliit na letrang using appropriate
● kayong kaparehas ng
aso /e/ expressions with pagsama ni Biboy sa
Ngunit silang dalawa ay walang
kasama
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ay sasama si Kaya’t ang tunog nila ay guidance from kanyang nanay sa
e,e,e- e,e,e- e,e,e punctuations palengke?
Mimi ay Kaya’t ang tunog nila ay
e,e,e to demonstrate sentence fluency.

Si Ami ay may aso. Si

Note: Activities are found in Explain that a memo is a written
Mimi ay may oso. Ang message.
Tagalog Primer Aralin 6 Ee.
aso ay maamo. Ang oso

ay maamo.
Then show how to read a Call volunteers to read the sentences
Maamo ang aso sa oso. target word and then proceed and ask questions to check
to prepare learners to read a comprehension.
word via reading syllables
first:

Then ask the following

questions:

1. Sino ang may aso?

2. Sino ang may oso?

3. Ilarawan ang oso at

aso.

4. Bakit kaya maamo ang aso

Practice blending syllables and
sa oso?
sounds to read the following
words:
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Group the students into Model reading the first Then group learners into small Ask learners to remember as
small groups to read the sentence by: group and let them practice many objects starting with /b/ in
following: reading the following phrases the story. Write these words on
● chunking and sentences: tthe board and then invite
the sentence students to identify other objects
into phrases ● Si Ema that can be seen in a market.
aso mama
● reading in a proper ● ay may aso Write these words on the board
maamo sasama speed too. When the list is final, invite
● ang amo learners to identify the words
ay ang ● using appropriate that begin with b and encircle
expressions with ● Si Simo
the letter.
guidance from ● ang aso
May aso si mama. punctuations
● ay maamo
Maamo ang aso. Then practice writing the upper
● sa amo and lowercase letter B. Ask
Ang aso ay sasama sa mama. to demonstrate sentence learners to write the letter in the
fluency. air , on their table, on a classmate’s
Deepening back, etc. with their finger. Let
Sight words may be highlighted
learners practice writing this letter
Understanding of the for emphasis.
on their paper.
Key Idea/Stem Then after reading, ask
Then as a whole class, direct
the class to answer the
learners to read the following
following:
short story:

1. Sino ang may aso? Si Ema ay may aso.

2. Paano inilarawan ang Si Ema ang amo.
aso? Then call learners to read
these phrases and Si Simo ang aso.
3. Ano ang gagawin ng sentences. Ask questions
aso? to check their Si Simo ay maamo sa amo.
comprehension.
4. Bakit kaya sasama ang Ask the following questions after
aso? reading:

● Sino ang may aso?

● Ano ang pangalan ng

aso?
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● Ano ang katangian ng
aso?

● Paano kaya naipapakita

ang pagiging maamo ng
mga alagang hayop?

● May alaga rin ba kayong

hayop?

Anong mga katangian ng

inyong alaga?

After/Post-Lesson Proper

Ask the learners to reflect and Ask the learners to reflect and Ask the learners to reflect and Ask the learners to reflect and
complete these statements: complete these statements: complete these statements: complete these statements:

Ang natutunan ko sa Ang bagong letra na Ang letra na natutunan ko ay ang Ang letra na natutunan ko ay ang
araw na ito ay . natutunan ko ay ang letrang letrang. Ito ay may tunog na . Sa letrang. Ito ay may tunog na . Sa
Making Generalizations
. Ito ay may ganitong paraan ito sinusulat: ganitong paraan ito sinusulat:
and Abstractions
tunog na . Sa ganitong [demonstration]. [demonstration].
“Ang pagiging mausisa ay paraan ito sinusulat:
[demonstration]. Halimbawa ng mga salita na may
pagiging matiyaga dahil /b/ sa simula ay
.” Halimbawa ng mga salita na
.”
may /e/ sa simula ay
.

Call individual students to Write the letter e under the Task 1: Write the letter of the Identify the pictures that begin with
practice reading the pictures that begin with this beginning sound of the pictures (m, a, letter B.
following: sound. s, i, o, e, b).
Refer to the worksheet.
Refer to the worksheet. or

Evaluating Learning May aso si Simo. Sasama ang Oral work/reading: Call individual
learners and assign to read either or
aso sa amo. Aasa sa amo ang both of the short stories below and
aso. answer the questions that follow:

Short story 1:
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Ask the questions: Sasama si Ema sa ama. Sasama ang

1. Ano ang alaga ni Simo? misis.

2. Bakit kaya sasama ang aso Si Simo ay aasa na sasama.

kay Simo?
Ang ama, ang misis, at si Ema ay
3. Ano kaya ang gagawin ni may misa.
Simo sa alagang aso?

Read and ask the following

questions to the learners:

● Saan pupunta ang ama?

● Sino ang sasama sa

kanya?

● Sino ang aasang sasama sa

kanila?

● Makakasama kaya ang aso

sa misa?

● Mahilig ka rin bang

sumama sa iyong
magulang? Saan ka
sumasama?

Short story 2

May mais, mami, at miso sa mesa.

Isa ang mais.

Maasim ang mami at miso.

Read and ask the following

questions to the learners:

● Anong mga pagkain ang

binanggit sa kwento?
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● Ano ang lasa ng mais?

● Ano ang lasa ng mami at

miso?

● Bakit kaya naging ganito

ang lasa?

● Paano kaya nasisira ang

mga pagkain?

● Ano ang maaaring

mangyari kung kumain
ng sirang pagkain?

During group reading, the teacher can go around each group and check if learners are having difficulty decoding. Guide groups that need
Additional Activities for help.
Application or
Remediation (if
applicable)

Deliver the lesson in the language that the learners know best.
Ensure that all learners respond - from simple gestures and words to elaborate their expressions. Include in the daily
Remarks
routine the singing of the alphabet song.

Reflection

Updated By: Nash Frances M. Cadiz

Subject Teacher