Daily Lesson Log of Grade 1 class.......

Grade 1 Daily Lesson Log

1. MATATAG
Kurikulum
Lingguhang Aralin
PaaralanACFAON ELEMENTARY SCHOOL Baitang/AlapI-AMBER
Pangalan ng GuroMARY GRACE A. SUNICO AsignaturaReading and Literacy
Petsa at Oras ng PagtuturoSeptember 22, 2025 MarkahanQUARTER 2
Unang Araw Ikalawang Araw Ikatlong Araw Ikaapat na Araw Ikalimang Araw
I. NILALAMAN, MGA PAMANTAYAN, AT MGA KASANAYANG PAMPAGKATUTO NG KURIKULUM
A.Pamantayang
Pangnilalama
n
The learners demonstrate ongoing development in decoding high frequency words and content-specific
vocabulary; understand and create simple sentences in getting and expressing meaning about one’s
school and everyday topics (narrative and informational).
B.Pamantayan
sa Pagganap
The learners use their developing word knowledge in automatically recognizing sight words; decode
high frequency words and content-specific vocabulary and use them to express ideas; and narrate
personal experiences with one’s school and content-specific topics.
C.Mga
Kasanayang
Pampagkatuto
LC1. Produce the sound of the letters of L1.
LC2. Identify the letters in L1.
LC3. Isolate sounds (consonants and vowels) in a word (beginning and/or ending).
LC4. Substitute individual sounds in simple words to make new words.
LC5. Sound out words accurately.
LC1. Use vocabulary referring to self, family, school, community, and environment.
LC2. Identify words with different functions: describing words.
LC3. Read high-frequency words accurately for meaning.
LC4. Read content-specific words (Math, SiKaP, and GMRC) accurately for meaning.

2. LC5. Write words legibly and correctly.
LC1. Read sentences with appropriate speed, accuracy, and expression.
LC2. Comprehend stories.
a. Note important details in stories (character, setting, and events).
b. Sequence events in stories.
c. Infer the character's feelings and traits.
d. Predict possible ending.
e. Relate story events to one’s experience.
LC3. Comprehend informational text.
a. Note significant details in informational texts (list and describe).
b. Identify problem and solution.
LC1. Narrate one’s personal experiences.
a. oneself and family
b. school
c. community
d. environment
LC3. Express ideas about: school
LC4. Respond creatively to texts (myths, legends, fables, and narrative poems).
D.Mga Layunin At the end of the
lesson, the learners
shall be able to:
At the end of the
lesson, the learners
shall be able to:
At the end of the
lesson, the learners
shall be able to:
At the end of the lesson, the
learners shall be able to:
●Collaborate with a partner

3. ●Narrate a
situation when
you received and
offered help to
someone at
home, school, or
community
●Use words related
to home, school,
or community in
explaining a
given situation
●Identify and
produce the
sound of letter h
●Identify words
that begin
with /h/
●Write the big and
small letter h
●Identify target
sounds in a
word: m, a, s, i,
o, e, b, u, t, k, l,
y, n, g, p, r, ng, d,
h.
●Blend target
●Identify the target
sounds in the
sequence of
letters: m, a, s, i,
o, e, b, u, t, k, l,
y, n, g, p, r, n, g,
d, h.
●Blend target
sounds to form a
word
●Spell words using
target letters: m,
a, s, i, o, e, b, u,
t, k, l, y, n, g, p,
r, n, g, d, h.
●Read high-
frequency words
accurately for
meaning
●Read sentences
with appropriate
speed, accuracy,
and expression.
●Note important
details in story
read: characters,
settings, and
events
●Identify and
produce the
sound of letter w
●List words that
begin with /w/
●Write the big and
small letter w
●Identify naming
words from the
words read
●Identify target
sounds in a word:
m, a, s, i, o, e, b,
u, t, k, l, y, n, g, p,
r, ng, d, h, w.
●Blend target
sounds to form a
word
●Spell words using
target letters: m,
a, s, i, o, e, b, u, t,
k, l, y, n, g, p, r,
ng, d, h, w.
●Identify
descriptive words
to solve a problem
●Identify target sounds in a
word: m, a, s, i, o, e, b, u, t,
k, l, y, n, g, p, r, ng, d, h, w.
●Blend target sounds to form
a word
●Spell words using target
letters: m, a, s, i, o, e, b, u,
t, k, l, y, n, g, p, r, ng, d, h,
w.
●Read high-frequency words
accurately for meaning
●Read sentences with
appropriate speed and
accuracy
●Read with expression
according to the question
mark in the sentence .
●Identify problem and
solution
●Express ideas about a
solution to a problem

4. sounds to form a
word
●Spell words using
target letters: m,
a, s, i, o, e, b, u,
t, k, l, y, n, g, p,
r, ng, d, h.
●Give examples of
descriptive words
●Relate story
events to one's
experience
●Infer the
character's
feelings and
traits.
●Predict possible
ending
●Make an
illustration in
relation to the
story
in phrases read
●Give words to
describe given
words
II.
NILALAMAN/PAKSA Titik Hh Titik Hh Titik Ww Titik Ww All Saint’s Day
III. MGA KAGAMITANG PANTURO AT PAMPAGKATUTO
A.Sanggunian Primer Learner’s
Manual Tagalog 1
(See pages in
Teaching and
Learning Procedures)
Campano, R. C.
(2017). Bambantay,
Turturod. Nursery
Rhymes.
https://
www.youtube.co
m/playlist?
list=PL0BqGQ
Primer Learner’s
Manual Tagalog 1
(See pages in
Teaching and
Learning Procedures)
Primer Learner’s
Manual Tagalog 1
(See pages in
Teaching and
Learning Procedures)
Campano, R. C. (2017).
Bambantay, Turturod.
Nursery Rhymes.
https://
www.youtube.
com/playlist?list=PL0
BqGQ8X5sCcHRiUP2
Primer Learner’s Manual
Tagalog 1 (See pages in
Teaching and Learning
Procedures)

5. 8X5sCcHRiUP2H2pv
Crnj H6e8IJp
H2 pvCrnjH6e8IJp
B.Iba pang
Kagamitan
Mystery box with a
plant
●big sheets of
paper on the floor
with the target
letters written on
them
●small pieces of
paper of a target
letter written on
each
●sample of a
“missing animal
poster”
●Similar primer lessons or lesson exemplars that correspond to the learners’ L1
●Texts and other instructional materials in the school that are appropriate to the lesson and in the
learners’ L1 (Example: similar decodable texts)
IV. MGA PAMARAANG PANTURO AT PAMPAGKATUTO
Bago Ituro ang Aralin
Panimulang Gawain Review the letters
m,s,a,i,o,e,b,u,t,k,l,y,
n,g,p ,r,ng, and d by
playing a game.
Write the target
letters on the board
and draw a circle
around each letter.
Review blending the
target letters:
m,s,a,i,o,e,b,u,t,k,l,y,
n,g,p ,r,ng,d, and h
by playing a game.
Divide the class into
small groups of even
numbers. Give each
Review the letters
m,s,a,i,o,e,b,u,t,k,l,y,
n,g,p ,r,ng,d, and h
by playing a game.
Place big sheets of
paper on the floor
with the target letters
written on them.
Review the target letters:
m,s,a,i,o,e,b,u,t,k,l,y,n,g,p ,r,ng
,d, h, and w by playing a game.
In their small groups, ask them
to write three words using the
target letters within a given
time. Afterwards, each group
gets its turn to read each of the

6. Have the students
line up and give the
first one in line a
rubber ball. Each
student gets the
chance to throw the
ball and aim for the
letter that they want.
Once a letter is
selected, the student
needs to say the
name, sound, and
key word for the
letter. Once a letter
is selected, students
need to choose a
different letter.
Letters may only be
selected again once
Next, pass around a
mystery box which
contains a plant
(halaman). Pass the
box around and have
the students put
their hand inside the
box and guess what
the object is without
saying their answers
aloud. Once everyone
is
done, invite
volunteers to recite
their answer. Ask
group a set of the
target letters. Vowels
and may have
several pieces per
set. Within a given
time, ask each group
to form a word with
their letters.
Afterwards, each
group gets the
chance to show their
word and the rest of
the groups will try to
guess the word. The
first group to read
the word correctly
gets the point. The
group that made a
word will only get a
point if no one reads
their word correctly.
There can be multiple
copies per letter. For
each round, give a
sound, then students
will have to step
inside the sheet of
paper that contains
the target letter of the
sound produced.
Only those who are
able to put both their
feet inside the paper
win the round.
Next, give the
sound /w/, and ask
students to search
for the letter that
stands for the sound.
Ask students to
name the letter.
words they listed down. If none
of the other groups have their
word, they get a point.

7. students to identify
the beginning sound
of the word halaman.
Gawaing Paglalahad
ng Layunin ng Aralin
Ask students to give
names of persons,
animals, places,
events, and objects
that begin with the
letter h. Accept
correct and wrong
answers.
Say, “Ang pag-
aaralan natin
ngayong araw ay ang
titik h–ang tunog
nito, ang tamang
pagsulat nito, at ang
pagbasa ng mga
salitang may titik na
ito. Magbabalik aral
din tayo sa mga
salitang
naglalarawan.”
Say, “Sa araw na ito,
magbabasa tayo ng
maikling kuwento.”
Ask students to give
names of persons,
animals, places,
events, and objects
that begin with the
letter w. Accept
correct and wrong
answers.
Say, “Ang pag-
aaralan natin
ngayong araw ay ang
titik w–ang tunog
nito, ang tamang
pagsulat nito, at ang
pagbasa ng mga
salitang may titik na
ito.”
Say, “Sa araw na ito,
magbabasa tayo ng maikling
teksto.”
Gawaing Pag-unawa
sa mga Susing-
Salita/Parirala o
Mahahalagang
Konsepto sa Aralin
Review words from
yesterday as needed.
Present the target
words on the board
to serve as choices
for the guessing
game. For each
round, use a prompt
Ask for volunteer
students to show
their outputs from
yesterday in page
120 of the Tagalog
Primer. Have them
say a word that
describes their
Unfamiliar words from the
game may be discussed with
the help of pictures, examples,
etc.

8. such as “Ano itong
______ na ______?”
with information
about it such as type
(person, object, etc),
use (for eating, for
cleaning, etc), and so
on. The first student
who guesses the
correct word wins
the round. Invite
students to use the
word in a sentence.
drawing of holen.
Suggest appropriate
words to describe the
outputs of the
students. Write down
the descriptive words
on the board.

Habang Itinuturo ang Aralin
Pagbasa sa
Mahahalagang Pag-
unawa/Susing Ideya
Ask students to
recall a time when
they gave or received
help from someone
at home, in school,
or in the community.
Ask them to
complete either of
the sentence
prompts below. They
may do so writing
the complete
sentence or the
words for the blanks
only. tell students to
sound out the words
when writing. Give
guidance as needed.
(Misspelled words
are expected
Tell the students
that they now need
to get ready to read
groups of words
such as phrases
(parirala), sentences
(mga pangungusap),
and a short story
(maikling kwento).
Show the following
words from the story:
holen, Homer,
inilagay, bulsa,
naku, butas,
hinanap, and hardin.
Model reading the
first three words by
blending the letter
Show a “Missing
Animal” poster like
the one below:
To read a text by the end of the
class, tell the students that
they will practice reading
phrases (parirala) and
sentences (mga pangungusap).
Start by reviewing words from
the text that will be read later:
gamit, nawawala, klasrum,
lapis, pambura, pisara, walis,
ibalik, pwesto, matapos, and
gamitin.
*Additional words may be
taken from Tagalog Primer p.
125

9. especially for those
words with letters
that have not been
taught.
●Tinulungan ako
ng/ni ________
noong _______.
●Tinulungan ko
si/ang ______
noong _______.
Give examples for
both before asking
students to write.
●Tinulungan ako
ng kapatid ko na
hanapin ang mga
laruan kong
holen noong
nawala ko ang
mga ito.
●Tinulungan ko
ang isa kong
kaibigan na
makauwi nang
mabilis sa
sounds for the first
three words. If
needed, especially for
inilagay, model doing
the following:
●cutting into
syllables
●blending letter
sounds in each
syllable
●blending syllables
When needed, blend
two syllables at a
time after
blending their letter
sounds. Guide the
students in reading
the rest of the words.
Ask the class to read
all the words for a
few times until they
are able to read
accurately and with
automaticity on their
own.
Include the following
details:
●“Nawawala” at the
top of the poster
●Illustration of
what is missing
●Describing words
for what is
missing
●Contact number
●Reward (if
possible)
After showing the
poster, let students
focus on the word
nawawala. Underline
the letter w, and say
that the underlined
letter is w. Give the
sound: “Ang titik w
ay may tunog na
/w/.” Make students
Introduce or review the
following high-frequency words:
may, mga, na, sa, ating, ang,
ilang, ng, dapat, sa, and itong.
*Words may be removed
depending on students’
automaticity with reading
identified words.
This time, model fluent reading
of the first two to three phrases
below. Guide students to read
the remaining phrases and
reread each one faster and with
expression. Model when
needed.
●May mga gamit
●na nawawala
●sa ating klasrum
●ang ilang mga lapis
●ang pambura

10. kanyang bahay
noong sumakit
ang kaniyang
tiyan dahil sa
kinaing hamon.
Ask for volunteers to
share their work.
Ask details on how
they gave or received
help.
Review the examples
given earlier. Write
the words holen and
hamon and underline
letter h. Say that the
underlined letter is
h. Have the students
identify the
beginning sound of
the words–/h/.
Affirm their answer
by saying, “Ang mga
salitang holen at
hamon ay
nagsisimula sa
tunog na /h/. Ito
ang tunog ng letrang
h.” Ask students to
look at pictures on
page 114 of Tagalog
Primer and try to
*Additional words
may be taken from
Tagalog Primer p.
119
Introduce or review
the high-frequency
words that will
appear in the
sentences and story
later on: may, mga,
si, ni, ang, sa,
kaniyang, pala, niya,
ayun, and nasa. Do
the same procedure
as above for
modelling reading of
words except for ang
and mga. Explain
that these two words
are special and
cannot be read by
sounding out their
letters.

This time, model
fluent reading of the
first two to three
phrases below.
Guide students to
read the remaining
phrases. After they
read each phrase,
repeat sound.
Show big and small
letter Ww and how to
write them. Ask the
class to practice
writing on the board
and on the paper.
They can also be
asked to
design/decorate/dra
w something out of
the letter Rr they
made.
Sing letter Ww song
in L1 using melodies
developed or adapted
in the division or
region (e.g. Old
McDonald had a
Farm, Twinkle,
Twinkle Little Star)
See as example:

https://
www.youtube
.com/playlist?
list=PL0
BqGQ8X5sCcHRiUP2
H 2pvCrnjH6e8IJp
●ng pisara
●ang walis
●ang dapat gawin
●Dapat ibalik
●sa pwesto
●ang mga gamit
●matapos itong gamitin
*Additional phrases may be
taken from Tagalog Primer p.
125
Give reminders to students
when reading sentences.
Ask students to read sentences
from Tagalog Primer page 125.
Give feedback to their reading
and ask them to repeat as
needed. To check
understanding, ask volunteers
to draw what they picture in
their minds upon reading the

11. name the pictures.
Tell students that to
remember the sound,
the key word they
need to remember for
/h/ is hari. Ask
them to say, “h, /h/,
hari”.
Ask students to
share other words
that begin with /h/.
Show big and small
letter Hh and how to
write them. Ask the
class to practice
writing on the board
and on the paper.
They can also be
asked to
design/decorate/dra
w something out of
the letter Hh they
made.
Sing letter Hh song
in L1 using melodies
developed or adapted
in the division or
region (e.g. Old
McDonald had a
ask them to read it
again faster and with
expression. Model
when needed.
●May mga holen
●si Homer.
●Inilagay ni Homer
●ang mga holen
●sa kaniyang
bulsa.
●Butas pala
●ang bulsa ni
Homer
●Hinanap niya
●ang mga holen
●Nasa hardin pala
●ang mga holen
Ask students to
guess the names of
the pictures on page
121 of the Tagalog
Primer. Ask them to
say, “h, /h/, hari”.
Let them give other
words that begin with
/y/.
Students will play a
game with their
groups to identify the
position of /w/ in the
word. Ask students
to stand and give the
following
instructions: “Jump
to your left if you
hear the sound /w/
at the beginning and
jump to the right if
you hear it at the
end. Stay in your
position if you hear
the sound in the
middle of the word.”
Suggested words:
sentence.

12. Farm, Twinkle,
Twinkle Little Star)
See as example:
https://
www.youtube.co
m/playlist?
list=PL0BqGQ
8X5sCcHRiUP2H2pv
Crnj H6e8IJp
Students will play a
game to determine if
the sound /h/ is in
the word. For each
round, have the
students close their
eyes. If they hear the
sound /h/ at the
beginning of the
word, they have to
raise their paper
with the Hh written
on it.
Suggested list of
words with /h/:
hilaw, hangin,
handa, halik, at
halaman
*Additional phrases
may be taken from
Tagalog Primer p.
119
This time, give
reminders to
students when
reading sentences as
needed. You may
choose to do one of
the following:
●Have students
read the
sentences as a
class on page 119
in the Tagalog
Primer. Volunteer
students draw
illustrations
based on the
sentences.
●Do page 118 in
the Tagalog
Primer as a class.
In both options,
model reading the
first sentence. Give

●wika
●laway
●walis
●bawal
●wasak
●sabaw
●kalabaw
●wakas
●nakaaaliw

13. feedback to students’
reading and ask
them to repeat as
needed.
Pagpapaunlad ng
Kaalaman at
Kasanayan sa
Mahahalagang Pag-
unawa /Susing
Ideya
Tell students that
they will now
practice reading
words that have
the /h/ sound.
Remind students
that to read a word,
they need to blend
the sounds together
from left to right to
form the word. If
needed and if it
helps, they can blend
letters of syllables
first and then blend
syllables into words.
Model blending
letters into syllables
for the first row of
syllables. Students
can be asked to read
the rest of the
syllables.
Before reading the
story, ask students
to share about a time
when they lost
something they own
and whether they
found it again. Tell
them to find out
what the character
in the story lost and
where he found it.
Ask students to read
only the four
sentences of the
story in the Tagalog
Primer p. 91. Model
reading the first
sentence in the
story. Students may
be asked to read in
their small groups.
Remind them the
following:
●to read in
Tell students that
they will now practice
reading words that
have the /w/ sound.
Model blending
letters into syllables
for the first row of
syllables. Students
can be asked to read
the rest of the
syllables.
*See Tagalog Primer
page 122
Model reading of
words for the first
row. Students can be
Prepare the students in reading
the text below. Have them
recall how to read a sentence
that ends in a question mark.
Inform the class that the text
they will be reading has a
question mark in one of its
sentences and they must read
it with the proper intonation. If
needed, encircle the question
mark in the text before reading.
May mga gamit na nawawala
sa ating klasrum.
Nawawala ang ilang mga lapis.
Nawawala ang pambura ng
pisara
Nawawala ang walis.
Ano ang dapat gawin?
Dapat ibalik sa pwesto ang
mga gamit matapos itong
gamitin.
This can be done as a class at

14. *See Tagalog Primer
p. 115
Model reading of
words for the first
row. Show how to
cut the words into
syllables and blend
the syllables to read
the word. Students
can be asked to read
the rest of the words.
After reading each
word, ask students
to read the word
again faster.
*See Tagalog Primer
p. 116
phrases or
groups of words.
●to change their
intonation in the
sentences with an
exclamation mark
Give feedback to
their reading, and
ask them to read
again to apply given
feedback.
Once they finish
reading the first four
sentences, tell them
that they need to
predict the ending of
the story by looking
at clues in the story
(pictures or words).
Have the students
share their guesses
and their reasons for
their answers.
asked to read the rest
of the words. After
reading each word,
ask students to read
the word again faster.
*See Tagalog Primer
page 123
Students can play a
game to practice
spelling target words.
For each round,
dictate a word which
the rest of the class
can segment (e.g.
wala =
/w/-/a/-/l/-/a/).
After which,
representatives of
groups can spell the
word based on the
sounds made by their
classmates within the
given time.
first; students may be grouped
into smaller groups for more
practice.
Give feedback to their reading.
Ask them to read again to apply
given feedback.

15. Answer the activities
in page 117 of the
Tagalog Primer as a
class.
Ask students which
of the words they are
unfamiliar with.
When needed,
explain the meaning
of the word with the
help of pictures,
examples, and
synonyms or
antonyms. Ask
students to make a
sentence using the
target word.
Pagpapalalim ng
Kaalaman at
Kasanayan sa
Mahahalagang Pag-
unawa /Susing
Ideya
Tell students that
they will now read
groups of words.
Write the following
phrases on the
board. Draw
illustrations if
possible.
●masarap na
hamon
●munting tahanan
●malalim na
hukay
Ask for volunteers to
retell the story
through a small role
play.
Ask students to
answer the following:

●Sino ang tauhan
sa kwento na
may holen?
●Saan niya
inilagay ito?
●Ano ang nangyari
sa kanyang mga
Write the following
phrases and
sentences on the
board. Guide the
students in reading
them. Have them
identify the
describing words.
●maalat na
sabaw
●makulay na
watawat
●magaspang na
walis
Ask students if they are
familiar with problem and
solution. Explain problem and
solution through examples:
●waking up late and arriving
at school late and forgetting
or breaking a pencil as
problems
●sleeping early or borrowing
a pencil as solutions
Tell the students that they will
answer questions that involve
identifying problem and
solution.

16. Ask students what
they notice among
the groups of words.
Underline the words
masarap, munting,
and malalim. Explain
that these words are
called describing
words (mga salitang
naglalarawan) and
they describe or give
information about
naming words
(persons, places,
things, animals,
actions, situations,
ideas, and feelings).
Give the following
examples of
describing
words based on the
five senses:
●sight - maganda,
malaki
●smell - mabango,
mabaho
●taste - masarap,
holen?
This time, tell
students that to
answer the next
question, they need
to either look for
clues in the story,
think of their own
experiences, or do
both just like what
they need when
making a prediction.
●Ano kaya ang
naramdaman ni
Homer nang
nawawala ang
mga holen niya?
●Ano kaya ang
naramdaman
niya habang
hinahanap ang
mga holen?
●Ano kaya ang
naramdaman
niya nang makita
niya ang mga ito?
Students can be
asked to use the
phrases in a
sentence.
●Ano ang problema sa
teksto?
●Ano ang mga gamit na
nawawala?
●Bakit kaya nawawala ang
mga ito?
●Ano ang solusyon sa
ganitong problema?
Ask students to suggest other
ways to solve the problem.
Write these on the board. Have
students choose one sentence
to copy for writing practice.

17. matamis
●hearing -
maingay
●touch - malambot
Ask students for
examples of
describing words
that they know in
their language.
In all questions, ask
students to give their
reason (clues in story
or own experience).
Students can do
Paglikha activity on
page 120.
Pagkatapos Ituro ang Aralin
Paglalapat at
Paglalahat
Ask the learners to
reflect and complete
these statements:
Ang natutunan ko
ngayong araw ay ang
letrang _____ . Ang
tunog ng letrang ___
ay____.
Ganito isulat ang
maliit at malaking
letrang h:
Halimbawa ng mga
mga salitang may
Ask the learners to
reflect and complete
these statements:
Ang natutunan ko
ngayong araw ay ang
pagbasa ng mga
_____, ______, at
______ na may titik
___. Sa pagbasa,
kailangan kong
tandaan ang mga
sumusunod:
________.
Natutunan ko ring
sumagot sa ilang
Ask the learners to
reflect and complete
these statements:
Ang natutunan ko
ngayong araw ay ang
letrang _____ . Ang
tunog ng letrang ___
ay____.
Ganito isulat ang
maliit at malaking
letrang w:
Halimbawa ng mga
mga salitang may
Ask the learners to reflect and
complete these statements:
Ang natutunan ko ngayong
araw ay ang pagbasa ng mga
_____, ______, at ______ na may
titik ___. Sa pagbasa ng may
tandang pananong, kailangan
kong ______________.

18. titik h: ____________.
Ilan sa mga ito ay
mga salitang
naglalarawan. Ang
mga salitang
naglalarawan ay
maaaring tumukoy
ng ________.
tanong na maaaring
wala sa
kwento ang sagot.
Upang masagot ang
mga tanong na ito,
kailangan kong
____________.
titik w: ____________.
Pagtataya ng Natutuhan Fill in the blank to
complete the name of
each picture.
* See LAS
Read the target text
independently. Ask them
which sentence best
corresponds to the
picture in the story.
(Allot time throughout the
day to evaluate their
reading.)
Trace the words in the
first column. Match the
words with their
corresponding pictures in
the right column.
* See LAS
Read the target text independently.
Ask them which sentence best
corresponds to the picture in the
story.
(Allot time throughout the day to
evaluate their reading.)
Mga Dagdag na Gawain
para sa Paglalapat o para
sa Remediation (kung
nararapat)
During group reading, the teacher can go around each group and check if learners are having difficulty decoding. Guide
groups that need help.
Mga Tala For languages without primer, use the sequence of letters taught in Tagalog (Marungko).
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 routine the singing of the alphabet song.
Repleksiyon

19. Takdang-Aralin
Prepared by: Checked/Noted:
MARY GRACE A. SUNICO NYLEN C. CATEDRILLA
Adviser School Head