National reading Program 2024-2025NRP.docx

National Reading Program

1. GRADES 3
DAILY LESSON LOG
School: Grade Level:THREE
Teacher: Learning Area:NRP
Teaching Dates and
Time:July 29-August 1, 2024 Quarter:1
st
QUARTER
Monday Tuesday Wednesday Thursday
I. GENERAL
OVERVIEW
QUARTERLY
THEME
Drop Everything and Read
(DEAR)
Drop Everything and Read
(DEAR)
Drop Everything and Read
(DEAR)
Drop Everything and Read
(DEAR)
SUB-THEME Resourcefulness Resourcefulness Resourcefulness Resourcefulness
Duration Time 30 minutes 30 minutes 30 minutes 30 minutes
Session Title:Reading enhancement Reading Intervention
Session
Objectives:
Draw and write a sentence about the drawing
EN3FL-00-1.6 Reads grade 3 level texts with at least 95-100%
accuracy
Read words with short o in CVC pattern
Read phrases, sentences and stories using short a e i o CVC in
combination with sight words and vocabulary words learned from
the literature
Literature: The Crow and the Pitcher
III. Teaching Strategies
Components
Preparation
and settling in
1. Unlocking/ Vocabulary &
Concept Development
(crow, beak, pitcher, narrow,
thirsty, water)
(Note: When introducing new
words/expressions, have word or
phrase cards ready.
Once the words are used orally,
show the word/phrase card and
help children read it aloud. Tack
the card on the board to use for
review later. At the end of the
Say: Read the word under the
picture. Model how the word
should be read. Let us spell fox: f-
o-x. Point to the letters as you do
so. What is the vowel in the
middle?
What is the sound of o in fox?
Read the word again.
Tell the following story and
present the flashcard of the
highlighted word as you say it,
and put each in the pocket

2. lesson, add the vocabulary
cards to your Word Tree and
leave them there as long as
there is space so children can
practice reading them.)
Show a picture of a crow. Use it
to unlock the words crow and
beak.
Say: This is a crow. What can you
say about the crow? Can you
point to its wings?
Can you point to its beak?
Show a picture of a pitcher with
a narrow neck and half-filled
with water. Use this picture to
unlock the words pitcher,
narrow, water, and thirsty.
Say: This is a pitcher. What can
you say about the pitcher? Can
you put your hand inside the
pitcher? Why not? No, we
cannot put our hand inside the
chart or board.
The fox can hop.
It can hop on a hot day.
Say: Read all the words in the
pocket chart.
Who can hop? (fox) Get the
word card. Read it.
What can the fox do? (hop) Get
the word card. Read it.
On what kind of day does the
fox hop? (hot) Get the word
card and read it.

3. pitcher because its neck is very
narrow. What is inside the
pitcher?
Pretend that you are thirsty. Say:
It‟s a hot day. I am so thirsty. I
need to drink water. Will I be
happy to see a pitcher of water?
2. Motivation Question
What do you do when you feel
thirsty?
3. Motive Question
I will read a story about a thirsty
crow. Find out what he did to
drink water.
Dedicated
Reading Time
Learners read independently or
with a partner.
The Crow and the Pitcher
Adapted from Aesop by Dinah
C. Bonao
On a hot summer day, a thirsty
crow looked for water to drink.
“It‟s hot! I am thirsty!” said the
crow. “I need to find water.”
(Have the pupils predict: What
do you think will the crow do?)
The crow flew from one place to
another looking for water to
drink. He finally found a pitcher
near a well. But there was only
little water in the pitcher.
He tried to drink from the pitcher
but no matter how much he
tried, he could not reach the
water.
“My beak is too big. The pitcher‟s
Group Activity
Group 1: Role Playing
Group 2: Poster Making
Group 3: Choral Reading
Guided Reading
Read the story.
A Big Box
There is a pot in the box.
There is a fox in the box.
There is a cop in the box.
There is a top in the box.
There is a mop in the box.
What a big box it is!
Present the Teaching Chart for
the –ox, -op, and –ot families.
Make sure that the pupils know
the meaning of each word
through vocabulary
development activities
such as pictures, action, and
context.
Refer the pupils to LM – Activity
9, pages 14-15. Guide them in
doing the various exercises in the
worksheet. Add more examples
as needed.
Name the picture. Copy the
names of the pictures in your
notebook. Write the letter o in
the blank to complete its name.
Then read the words that you
made.

4. neck is very narrow. How will I
get the water?” he thought.
(Have the pupils predict: What
do you think will the crow do so
he could reach the water in the
pitcher?)
Then an idea came to the crow.
He picked up some small stones.
He
dropped them into the pitcher
one by one.
(Have the pupils predict: After he
had dropped some stones into
the pitcher, what do you think
will happen?)
“One, two, three…” Plop, plip,
plop. Little by little, the water
rose in the pitcher.
“Four, five, six…” Plop, plip, plop.
The water rose some more. Soon
the crow could reach the water.
“Now, I can drink!” said the
crow. “Ah! It’s cold and good!”
(Encourage writing or drawing if
a learner finishes early.)
After initial reading and
vocabulary study, provide
practice in reading the words,
through flashcard drills, or
teaching charts. Have pupils
read words by word families first
before presenting them with
various combinations of words.
Progress
Monitoring
through
Reflection and
Sharing
Discussion Questions
1. At the beginning of the story,
what did the thirsty crow do?
2. Where did he find water?
3. Could he drink right away?
Why not?
4. How do you think the crow felt
when he could not drink?
5. What did the crow do then?
6. If you were the crow, what
would you do?
7. What happened when he
dropped stones into the pitcher?
8. How did the crow feel in the
end? Why?
9. Do you think he is a smart
Group Presentation Game: Word Bingo
Materials: Prepare a 3 x 3 grid on
the board like the one shown
below.
Prepare flashcards of words with
short o CVC pattern. Divide the
class into two
groups. Call the first group to
read the first card. If the group
reads correctly, they can draw
any symbol on any box drawn
on the board (e.g., star, heart).

5. crow? Why?
10. In what way can you be
smart like the crow?
Then call the next
group and repeat the
procedure until all the cells are
filled. The group with the most
number of symbols is the winner.
This game can also be played in
small groups. Prepare the grid on
a whole sheet of paper. Give a
set of word cards and the bingo
grid to each group. The same
procedure is followed.
Wrap Up
Draw and Write
Where do you get water to
drink? Draw it on a clean sheet
of paper. Write a sentence
about your drawing.
On a sheet of paper, draw one
thing that is in the box. Copy the
sentence in the story that tells
about your
drawing.
________________________________
_______________
Have the pupils share their
drawings when they are done.
Have each pupil read the
sentence that tells about his or
her drawing.
V. REMARKS
VI.
REFLECTION
A.No. of
Learners
who earned
80% in the
evaluation
B.No. of
learners
who require
additional
activities for

6. remediation
C.Did the
remedial
lessons
work? No.
of learners
who have
caught up
D. No. of
learners who
continue to
require
remediation
E. Which of
my teaching
strategies
worked
well? Why
did these
work?
Stratehiyang dapat gamitin:
__Kolaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Iba pa__________________
Stratehiyang dapat gamitin:
__Kolaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Iba pa__________________
Stratehiyang dapat gamitin:
__Kolaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Iba pa__________________
Stratehiyang dapat gamitin:
__Kolaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Iba pa__________________
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping
mga bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa
pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping
mga bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa
pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping
mga bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa
pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping
mga bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa
pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong

7. teknolohiya
__Kamalayang makadayuhan
teknolohiya
__Kamalayang makadayuhan
teknolohiya
__Kamalayang makadayuhan
teknolohiya
__Kamalayang makadayuhan
G. What
innovation
or
localized
materials
did I use/
discover
which I wish
to share with
other
teachers?
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language
Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language
Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language
Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language
Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
Prepared by: Checked by: Noted by:
Teacher Master Teacher II School Head