Paaralan: ESTEBAN ABADA ELEMENTARY Baitang: One:ROSE

SCHOOL
MATATAG Kto10
Kurikulum Guro: SHIELA MAE O. BALINO Asignatura: READING AND LITERACY
Lingguhang Aralin Petsa: Markahan/Linggo: Q3-Week 1
DECEMBER 9-13, 2024

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. NILALAMAN, MGA PAMANTAYAN, AT MGA KASANAYANG PAMPAGKATUTO NG KURIKULUM

A. Pamantayang The learners demonstrate ongoing development in decoding high frequency words and content-specific vocabulary;
Pangnilalaman understand and create simple sentences in getting and expressing meaning about one’s community and contentspecific
topics (narrative and informational).
B. Pamantayang The learners use their ongoing development in automatically recognizing sight words; decode high frequency words
Pagganap and content-specific vocabulary and use them to express ideas; read sentences and narrate personal experience
with one’s community and content-specific topics.
C. Mga RL1VWK-III-1. Use RL1PWS-III-1. Produce the RL1CAT-III-2. Comprehend RL1CCT-III-3. Express BSP/GSP
Kasanayang vocabulary referring to sound of the letters of L1. stories. ideas about: INVESTITURE
Pampagkatuto community. RL1PWS-III-2. Identify the a. Note important details in a. community
RL1VWK-III-5. Write letters in L1. stories (character, setting, b. content-specific topics
words legibly and
correctly. RL1PWS-III-3. Isolate and events).
RL1CCT-III-1. Narrate sounds (consonants and b. Sequence stories with at
one’s personal vowels) in a word least 3 events.
experiences. a. (beginning and/or ending). c. Infer the character's
community RL1PWS-III-4. Substitute feelings and traits.
b. content-specific topics individual sounds in simple e. Relate story events to
RL1CCT-III-3. Express
words to make new words. one’s experience.
ideas about: a.
community RL1PWS-III-5. Sound out RL1CCT-III-2. Use own
b. content-specific topics words accurately. words in retelling myths,
RL1CAT-III-1. Read legends, fables, and
sentences with appropriate narrative poems.
speed, accuracy, and RL1CCT-III-4. Respond
expression. creatively to texts (myths, legends,
fables, and
narrative poems).

D. Mga Layunin At the end of the lesson, At the end of the lesson, the At the end of the lesson, At the end of the lesson,
the learners shall be able learners shall be able to: the learners shall be able the
to: ● Classify naming to: learners shall be able to:
● Recall their words into common ● Read sentences ● Describe how their
 responses in and proper with appropriate school and
Language class ● Read high frequency speed, accuracy, neighborhood
about respectful words and expression. accommodates
interactions with accurately for ● Relate story events people with
neighbors meaning: to own experiences disabilities
● Define respect ● Read sentences with ● Note important ● Identify the
based on guide appropriate speed, details in story read challenges that
questions accuracy, and ● Sequence at least people with
● Illustrate situations expression. three events from disabilities might
in which respectful ● Identify the naming the story read encounter in their
or disrespectful words in a sentence ● Make inferences neighborhood
situations are about character’s ● Compose a letter
demonstrated feelings and traits ● List down ways to
● Illustrate make the school or
understanding of neighborhood
acceptance of accessible to people
everyone with disabilites
E. Anchor

II. NILALAMAN/PAKSA Vocabulary and Word Vocabulary and Word Comprehending and Creating and Composing
Knowledge Knowledge Analyzing Texts: Oral Texts
Creating and Composing Comprehending and Reading Fluency and
Texts Analyzing Texts: Oral Reading Comprehension
Reading Fluency and
Reading Comprehension
III. MGA KAGAMITANG PANTURO AT PAMPAGKATUTO
Baile, S. A. (2022). Walang Baile, S. A. (2022). Walang Baile, S. A. (2022). Walang Baile, S. A. (2022). Walang
Perpekto. U.S. Agency for Perpekto. U.S. Agency for Perpekto. U.S. Agency for Perpekto. U.S. Agency for
International International International International
Development. Development. Development. Development.
https://bloomlibrary.org/ https://bloomlibrary.org/player/ https://bloomlibrary.org/player/ https://bloomlibrary.org/
A. References player/dEqziix1vG?lang=filB dEqziix1vG?lang=filB dEqziix1vG?lang=filB player/dEqziix1vG?lang=filB
Outputs from Language manila paper/cartolina, Oral reading fluency Pictures of
class from the activity on pairs of proper and reminders chart, manila accommodations in
respectful interactions common naming words paper/cartolina/big sheets physical spaces in public
with neighbors, one of paper for people with disabilities,
basket with a happy face, manila paper
one basket with a sad
face and an angry face,
B. Other Learning Resources sheets of paper
IV. MGA PAMARAANG PANTURO AT PAMPAGKATUTO
Bago Ituro ang Aralin
Ask students to recall Have the class recall their Ask the class if they know Show examples of
their dialogues delivered responses from yesterday’s people in their accommodations done for
Panimulang Gawain class on word web on where they neighborhood who are in a people with disabilities
respectful interactions show respect to other condition that makes it difficult through pictures (handrails.
with neighbors. As they people. Direct the for them to see, wheelchair access, wide
share, select the best discussion on hear, speak, move their sidewalks, bright lighting,
examples and write them on neighborhood and have the bodies, learn, and do other large font sizes). Ask
the board in a speech students list down the important things. students if they have seen
bubble. Afterwards, model places they identified in Invite the students to any of these in any place in
how to read the their Language class. Write share what conditions their community.
statements/sentences their responses in a list on these are and what
with expression. Have the the board. Ask students difficulties they face in
students practice reading what is common among their neighborhoods.
them as a class next. these words and what kind
Next, ask students if they of words are these.
have ever experienced
being in a situation in
which they experienced a
lack of respect such as
when our words or
actions hurt other people or
vice versa (e.g. calling
people with “hoy” instead of
their names, saying hurtful
words about someone, etc.).
Through
questioning, have
volunteer students briefly
share what the experience
was, how they felt or the
other felt about it, how
they dealt with it, etc
Gawaing Paglalahad ng This time, tell the class Once the class answers Tell the students that Tell students that today,
Layunin that they will be shown naming words, ask them
other kinds of situations. what other kinds of today, they will read they will think about how to
ng Aralin
Instruct them to identify naming words they know.
what they feel about each Tell the class that in about who these children make their classroom,
of the instances—if they today’s Reading class, they
feel respected (happy) or will read different names
not respected (sad or like those of the places are and what their school, and neighborhood
angry). If they feel the they mentioned and practice
former, they can fold the reading them. conditions are. accessible to people with
paper and put it in thehappy They will also discover how
basket (Show naming words can refer to disability.
basket with a happy face). common words or
If they feel the latter, they otherwise.
can crumple the paper
and put it in the sad and
angry basket.
Now, present the following
sample phrases in class

(Changes can be made to

the list):

 Pakikinig sa

nagsasalita

 Pakikipag-usap

nang pasigaw o

nang may malakas

na boses

 Paghingi ng paalam

 Pagsingit sa pila

 Hindi pag-iingat sa

hiniram na gamit

Tell the students that

they will learn more

words today which they

will place in baskets.

Gawaing Pag-unawa sa Start by showing each of the To review the class of To prepare them for the Tell the students that
mga Susing- words/phrases/sentences naming words, guide story, tell the students ensuring that people can
Salita/Parirala o to the class and ask them students in making a that they will guess the easily function in different
Mahahalagang Konsepto to identify the situations poster (on manila paper or meaning of new words setting is making sure that
when each of these can be cartolina) on rules that based on how they are everyone is included.
sa Aralin
used (Changes to the list show respect to each other used in a sentence: Ask students if they know
can be made): in different settings  kapansanan the word inclusion. Enrich
 “Opo” (Example: home, “Nakikipag-usap ako the students’
 “Magandang classroom/school, gamit ang aking kamay at understanding of the word
umaga!”  “Makikiraan po” playground, etc.) pag-senyas (sign inclusion by making a word
 “Paumanhin po” language) dahil sa map. Start by defining it—
 “Hindi ko po akingkapansanan na hindi recognizing and accepting
maiintindihan” makapagsalita.” diversity. Afterwards, ask
 “Pwede/Maaari po  komplikado students to list down words
bang humingi ng Nagiging komplikado they can connect to it.
tulong?” lamang ang pakikipagusap
 “Hindi po, salamat” ko sa ibang tao
Ask the class which kung hindi sila natutong
basket each of the makipag-usap gamit ang
phrases belong to. kanilang kamay at mga
senyas (sign language).
 hinaing
Hinaing ko ang hindi pagalam
ng maraming tao sa
sign language.
 hadlang
Ngunit, hindi ko ito
ginagawang hadlang para
masabi ko sa ibang tao
ang gusto kong sabihin.
 pasensya
Sana ay mahaba ang
pasensya natin at hindi
madaling magalit sa isa’t
isa.
Have the students use the
words in their own
sentence.

Pagbasa sa Make a concept map by Using the list of places in Ask students if they are Tell the class that to help
Mahahalagang drawing a circle in the the poster, invite the now ready to listen to and them make their places like
middle of the board and students to give specific names read the story. their classroom and the
Pag-unawa/Susing Ideya
writing “respect” inside that they can recall community inclusive, it will
the circle. Draw five lines for any of the places. Conduct Shared Reading be helpful to imagine
and circles to discuss the (interactive read aloud) in themselves being any of the
following questions Once the list is completed, reading the story, characters in the story.
through the help of target tell the class that naming “Walang Perpekto”. Start Have them share what
words: words can be common or by asking students what challenges they think they
“Based on what you proper. The naming words they see in the front cover can encounter at home, in
learned in your other in the left column are and making them guess school, and in the
subjects and our review common and the ones in what the story is going to neighborhood given their
earlier… the right are proper. Invite be about. Encourage disabilities as a person who
 What is respect? the students to guess what them to explain their has physical
Ask students to these two naming words answers. impairment/disability,
recall the meaning are. Remind the students of visual
of respect.  Naming words are the guidelines when impairment/blindness, and
 Who do we give common if they are reading sentences and hardness of hearing or
respect to? not identifying a paragraphs. deafness. List the answers
Add to students’ specific or particular While reading, pause at on the board.
answers: “people person, animal, the end of each page to Divide the class into small
who are different place, event, or ask if what was read was groups. Assign each group
from us” or “people thing. They start clear or confusing. Guide to one of the three sets of
who look, speak, or with a small letter. students in clarifying any barriers. Ask them to
act different from  Naming words are confusion. brainstorm ways to
us”, “people with proper if they talk While reading, guide accommodate or address
disabilities” (mga about something students in guessing the the barrier and draw their
taong may specific or meaning of the following ideas on a manila paper.
kapansanan) particular. They begin with a big words by looking at other
 Where do we show letter. words in the page:
respect? From a list containing  pilay
Ask for student pairs of common and  positibo
responses. proper naming words, give  bulag
 When do we show each student a piece of  maaasahan
respect? paper containing a naming  kahinaan
Ask for student word, which can be either  bingi
responses. common or proper. Ask the  hindi perpekto
 Why do we show students to silently read After reading, give
respect? their assigned word. To immediate feedback on
Ask for student start the activity, ask their oral reading. When
responses. students to read their word needed, have them repeat
 How do we show aloud; the rest of the parts that were given
respect? students should listen for feedback to.
the equivalent of their own
Add the following to word (Example: guro -
the students’ Bb. Reyes). Once everyone
responses: has recited, ask everyone
o “pagtrato nang to stand and find their
mabuti sa partners. The first five
kapwa”— pairs win the game!
pakikipag-usap
 at pakikitungo
na may
paggalang
o “pagbibigay
nang pangunawa”—
pagpapakita ng
pag-intindi ng
kalagayan ng
kapwa
o “pagpapasensya”
—paghihintay at
pagintindi nang
hindi
nakararamdam
ng inis
Give examples for
each.
Pagpapaunlad This time, have the class Tell the class that will After reading, ask Tell the students that to
use the new continue identifying students if they have any make their suggestions
ng Kaalaman at
words/phrased common and proper nouns questions about the story. heard, they are going to
Kasanayan introduced specifically but this time, they will be (Return to the story as write a letter to their school
sa Mahahalagang related to how respect is finding them from needed). Afterwards, ask principal or their barangay
Pag-unawa/Susing Ideya shown. sentences that they will be students to answer the following captain or mayor. Show an
Show the words or reading. set of questions example of a letter
phrases below to the class. for each of the characters: specific to this kind of
Guide the students Ask them to recall  Sino ang request. Make sure to
in reading them. reminders when reading unang/pangalawan include connecting words
 pagiging magalang sentences. (Refer to a g/panghuling such as “First, Second,
sa salita at kilos fluency poster if available.) tauhan na nakilala Lastly” or “Also, Then”.
 pag-iingat sa gamit Sample reminders below: natin sa kwento? After reading the letter to
ng ibang tao  Look at words  Anong mga salita the students, highlight
 pagdating sa carefully ang ginamit niya these words and explain
tamang oras  Don’t add or change upang ilarawan that they are used when
 pagsunod sa mga words ang kanyang sarili? listing down.
tuntunin  Read like how you  Ano ang kaniyang
 pag-intindi sa mga talk or like the kapansanan?
tao na iba sa akin characters  Ano ang mga kaya
 paggamit ng  Change volume or niyang gawin?
malakas na boses tone when needed  Ano kaya ang
na nakadidistorbo  Read words together kanyang tingin o
 mabilis na  Read not too fast nararamdaman
pagkainis and not too slow tungkol sa
 pakikipag-away  Change speed when kanyang
dahil magkaiba ang needed kapansanan?
gusto o  Look at Magbigay ng
 pinaniniwalaan (punctuation) marks suporta o
 pang-aasar sa mga Tell the class that to make ebidensya mula sa
tao na hindi their reading easier, they kwento.
kaparehas need to know smaller Lastly, ask the following:
 kumukuha ng higit words like the following  What do the
sa kailangan (List may be modified characters feel
Ask the class to identify based on familiarity of when they said the
which among the students with words): ako, following? “Hindi
situations demonstrate si, at na, ang, at ko. ito hadlang, para
the following: Model reading the ikaw ay umasenso. Ito ay
 “pagtrato nang sentences below. Read the instrumento,
mabuti sa kapwa” sentences together with the upang kami ay
 “pagbibigay nang class. Ask the students inspirado.”
pang-unawa” to practice reading in pairs or
 “pagpapasensya” groups. Go around and
give feedback for them to
Next, tell the class to get practice with. Ask for
ready to explain their volunteers to read in front of the
answers earlier. Divide class.
the class into small  “Ako si Bruno,
groups, and assign one of masipag at mabait
the situations above na tao.”
showing respect to all  “Ako si Karla,
groups. Have each group mabait at maganda
make an illustration to ako”
show what is assigned to  “Ako si Lito,
them. magandang lalaki at
In their small groups, mahaba ang
guide the students in pasensya ko”
choosing what to draw if
needed. Encourage them to
write dialogues by letting
them copy what they want
they want the
characters to say.

Pagpapalalim ng Have each group present From the sentences above, Ask students if they are Through Interactive Writing,
Kaalaman their work. Invite the have the class identify the now ready to make their have the class compose a
class to identify what naming words. Afterwards, classroom and their letter to their chosen
at Kasanayan sa
feelings they can connect make them classify each communities welcoming recipient on the board.
Mahahalagang
with the situation--if it into common and proper. of everyone. Afterwards, have them read
Pag-unawa/Susing Ideya shows respect and gives Divide students into their work.
them a happy feeling or it groups. Have groups
does not show respect. make a poster to illustrate
(This may be continued the theme “My Classroom,
 the next day.) My School, and My

Paglalapat at Paglalahat Ask the learners to reflect Ask the learners to reflect
and complete these and complete these
statements: statements:
 Ang pagkakaroon  Ang inklusyon ay
ng kapansanan ay ___________
___________.  Upang makasali ang
 Ang pagkakaroon mga taong may
ng kapansanan ay kapansanan sa mga
___________. gawain ng
pamayanan, dapat
ay __________.
 Sa paglilista ng mga
mungkahi, maaaring
gumamit ng mga
salitang tulad ng____’
Pagtataya ng Natutuhan Task: Read each phrase. Task: Read the sentence. Have the students report
Choose the picture that Circle the common naming their work on the poster.
best shows the meaning of word and underline the
the phrase. proper naming word.
Mga Dagdag na Gawain para sa
Paglalapat o para sa
Remediation (kung nararapat)
Mga Tala

Repleksiyon