Q2-Week-6-READING-AND-LITERACY-Enhanced-Kto10-DLL-1.docx

Daily Lesson Log

1. Enhanced K to 10 Curriculum
Daily Lesson Log
School:
FAIRVIEW ELEMENTARY SCHOOL
Grade Level: ONE-
Teacher: Learning Area: READING AND LITERACY 1
Teaching Dates and Time: SEPT.22-26,2025 Quarter: 2
ND
Quarter/WEEK 5
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A.A. Content Standards The learners demonstrate ongoing development in decoding high frequency words and conteCnt-specific
vocabulary; understand and create simple sentences in getting and expressing meaning about one’s school and
everyday topics (narrative and informational).
B. Performance Standards 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.C. Learning Competencies RL1PWS-II-1. Produce
the sound of the letters
of L1.
RL1PWS-II-2. Identify
the letters in L1.
RL1PWS-II-3. Isolate
sounds (consonants and
vowels) in a word
(beginning and/or
ending).
RL1PWS-II-4. Substitute
individual sounds in
simple words to make
new words.
RL1PWS-II-5. Sound out
words accurately.
RL1VWK-II-1. Use
vocabulary referring to
self, family, school,
community, and
environment.
RL1VWK-II-2. Identify
words with different
functions: naming
words.
RL1VWK-II-3. Read
high-frequency words
accurately for meaning.
RL1VWK-II-4. Read
content-specific words
(Math, SiKaP, and
GMRC) accurately for
meaning.
RL1PWS-II-1. Produce the
sound of the letters of L1.
RL1PWS-II-2. Identify the
letters in L1.
RL1PWS-II-3. Isolate sounds
(consonants and vowels) in a
word (beginning and/or
ending).
RL1PWS-II-4. Substitute
individual sounds in simple
words to make new words.
RL1PWS-II-5. Sound out
words accurately.
RL1VWK-II-1. Use vocabulary
referring to self, family,
school, community, and
environment.
RL1VWK-II-2. Identify words
with different functions:
naming words. RL1PWS-II-1.
Produce the sound of the
letters of L1.
RL1PWS-II-2. Identify the
letters in L1.
RL1PWS-II-3. Isolate sounds
(consonants and vowels) in a
word (beginning and/or
ending).
RL1PWS-II-4. Substitute
individual sounds in simple
words to make new words.
RL1PWS-II-5. Sound out
words accurately.
RL1PWS-II-1. Produce the
sound of the letters of L1.
RL1PWS-II-2. Identify the
letters in L1.
RL1PWS-II-3. Isolate sounds
(consonants and vowels) in a
word (beginning and/or
ending).
RL1PWS-II-4. Substitute
individual sounds in simple
words to make new words.
RL1PWS-II-5. Sound out
words accurately.
RL1VWK-II-1. Use vocabulary
referring to self, family,
school, community, and
environment.
RL1VWK-II-2. Identify words
with different functions:
naming words. RL1PWS-II-1.
Produce the sound of the
letters of L1.
RL1PWS-II-2. Identify the
letters in L1.
RL1PWS-II-3. Isolate sounds
(consonants and vowels) in a
word (beginning and/or
ending).
RL1PWS-II-4. Substitute
individual sounds in simple
words to make new words.
RL1PWS-II-5. Sound out
words accurately.
RL1PWS-II-1. Produce the sound
of the letters of L1.
RL1PWS-II-2. Identify the letters
in L1.
RL1PWS-II-3. Isolate sounds
(consonants and vowels) in a
word (beginning and/or ending).
RL1PWS-II-4. Substitute
individual sounds in simple
words to make new words.
RL1PWS-II-5. Sound out words
accurately.
C. Learning
Competencies
RL1VWK-II-1. Use vocabulary
referring to self, family, school,
community, and environment.
RL1VWK-II-2. Identify words
with different functions: naming
words.
RL1VWK-II-3. Read high-
frequency words accurately for
meaning.
RL1VWK-II-4. Read content-
specific words (Math, SiKaP, and
GMRC) accurately for meaning.
RL1VWK-II-5. Write words legibly
and correctly.
RL1CAT-III-1. Read sentences
with appropriate speed,
accuracy, and expression.
At the end of the lesson, the learners shall be able
to..
Answer the test with accuracy and mastery.

2. RL1VWK-II-5. Write
words legibly and
correctly.
RL1CAT-III-1. Read
sentences with
appropriate speed,
accuracy, and
expression.
RL1VWK-II-1. Use vocabulary
referring to self, family,
school, community, and
environment.
RL1VWK-II-2. Identify words
with different functions:
naming words.
RL1VWK-II-3. Read high-
frequency words accurately
for meaning.
RL1VWK-II-4. Read content-
specific words (Math, SiKaP,
and GMRC) accurately for
meaning.
RL1VWK-II-5. Write words
legibly and correctly.
RL1CAT-III-1. Read
sentences with appropriate
speed, accuracy, and
expression.
RL1VWK-II-1. Use vocabulary
referring to self, family,
school, community, and
environment.
RL1VWK-II-2. Identify words
with different functions:
naming words.
RL1VWK-II-3. Read high-
frequency words accurately
for meaning.
RL1VWK-II-4. Read content-
specific words (Math, SiKaP,
and GMRC) accurately for
meaning.
RL1VWK-II-5. Write words
legibly and correctly.
RL1CAT-III-1. Read
sentences with appropriate
speed, accuracy, and
expression.
D.D. Learning Objectives At the end of the lesson,
the learners can:
• Identify and
produce the sound
of letter c
• Identify words that
begin with /k/
• Write the big and
small letter Cc
• Identify target
sounds in a word:
m, a, s, i, o, e, b, u,
t, k, l, y, n, g, r, p,
ng, d, h, w, and c.
• Blend target
sounds to form a
word: m, a, s, i, o,
e, b, u, t, k, l, y, n,
g, r, p, ng, d, h, w,
and c.
• Follow proper eye
movement from left
to right and top to
bottom during
reading
At the end of the lesson,
the learners can:
● Identify target sounds
in a word: m, a, s, i, o, e,
b, u, t, k, l, y, n, g, r, p,
ng, d, h, w, and c.
●Blend target sounds to
form a word: m, a, s, i, o, e,
b, u, t, k, l, y, n, g, r, p, ng, d,
h, w, and c.
●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
● Sequence events in the
story.
●Relate story events to
one's experience
●Follow proper eye
movement from left to
right and top to bottom
during reading
At the end of the lesson,
the learners can:
• Identify and
produce the sound
of letter j
• Identify words that
begin with /j/
• Write the big and
small letter Jj
• Identify target
sounds in a word:
m, a, s, i, o, e, b, u,t, k, l, y,
n, g, r, p,
ng, d, h, w, c, and
j.
• Blend target
sounds to form a
word: m, a, s, i, o,
e, b, u, t, k, l, y, n,
g, r, p, ng, d, h, w,
c, and j.
• Spell words using
target letters: m, a,
s, i, o, e, b, u, t, k,
l, y, n, g, r, p, ng, d,h, w, c,
and j.
• Follow proper eye
movement from left to right
and top to bottom during
reading
At the end of the lesson,
the learners can:
● Identify target sounds
in a word: m, a, s, i, o, e,
b, u, t, k, l, y, n, g, r, p,
ng, d, h, w, c, and j.
● Blend target sounds to
form a word: m, a, s, i, o,
e, b, u, t, k, l, y, n, g, r, p,
ng, d, h, w, c, and j.
● 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
● Sequence events in the
story.
● Relate story events to
one's experience
● Follow proper eye
movement from left to
right and top to bottom
during reading

3. E. Instructional Design Framework Action Learning Moral Development
Approach
Moral Development Approach Social and Emotional Learning
F. 21
st
Century Skills Critical Thinking Collaboration Information Literacy Productivity Critical Thinking
II. CONTENT Titik Cc Titik Cc Titik Jj Titik Jj 3
rd
Summative Test
III. LEARNING RESOURCES
References
1. Teacher’s Guide MATATAG Curriculum
Guide p32
MATATAG Curriculum Guide
p32
MATATAG Curriculum Guide
p32
MATATAG Curriculum Guide
p32
2. Learner’s Material
3. Textbook
4. Additional Materials from
Learing Resource (LR) Portal
Pictures of words that
start with Cc

Flashcards and pictures
of target words
Big ball (or beach ball)
with the alphabet
written randomly on it.
Flashcards of target words
Picture of the target
words.
Pictures of words that
start with Jj

Flashcards and pictures
of target words
Alphabet cards (one set
for each group)
Flashcards of target word
Picture of the target
words.
Paper,pencil
IV. TEACHING AND LEARNING PROCEDURES
Before the Lesson/Pre-lesson Proper
A.Activating Prior Knowledge Alphabet ball (Review)
Prepare the ball with the
alphabet in big and
small letters written all
over it. Have the
learners stand in
a circle. Toss the ball to
a child. Ask them to
Ask learners to recall the
letter discussed previously
- to give the name and
sound of the letter.
Ask volunteers to write
the big and small Cc on
the board.
Scavenger hunt (Review)
Put learners in small
groups. Give each group a set
of alphabet cards, with one
letter written on each card.
Say a word and ask the
learners in the groups to
raise the paper of the
Ask learners to recall the
letter discussed previously
- to give the name and
sound of the letter.
Ask volunteers to write
the big and small Jj on
the board.
Pagbabalik-aral sa nakaraang aralin. Paghahanda
ng mga gagamitin sa pagsusulit.

4. name and give the
sound of the
letter closest to their
right thumb. Then they
should pass the ball to
the next person who will
do the same. If the class
size is big, prepare
multiple balls and divide
the class into smaller
groups. Challenge
the learners by also
asking them to give a
word that starts with
the
letter their right thumb
lands on.
That’s it?

there must be a strong
connecting
ideas/transition from
here to introduce the
lesson purpose.
Write the following words
on the board and ask
learners to circle the letter C.
• Carol
• Carlo
• cactus
• Cotabato
first letter of the word. As
they raise the card, ask
them to give the name
and sound of the letter.
Write the following words
on the board and ask
learners to circle the letterJ.
• juice
• jam
• jug
• Jen
• jelly
B.Lesson Purpose/Intention Present this in a
discovery approach.
don't simply present
literally the lesson
Say, “Sa araw na ito,
magbabasa tayo ng mga
pangungusap. Gagamitin
natin ang mga letrang
atin nang natutunan
upang basahin ang mga
pangungusap.”
Say, “Ang pag-aaralan
natin ngayong araw ay
ang titik Jj–ang tunog,
ang tamang pagsulat nito, at
ang pagbasa ng mga salitang
may titik na ito.”
Say, “Sa araw na ito,
magbabasa tayo ng mga
pangungusap. Gagamitin
natin ang mga letrang
atin nang natutunan
upang basahin ang mga
pangungusap.”
Pagbibigay ng pamantayan sa pagkuha ng test.
C.Lesson Language Practice Discuss the unfamiliar
words in the learners’
L1
that they may encounter
in today’s lesson.
Discuss the unfamiliar
words in the text to be
read.
Discuss the unfamiliar
words in the learners’ L1 that
they may encounter in
today’s lesson.
Discuss the unfamiliar
words in the text to be
read.
During the Lesson/Lesson Proper
D.Reading the Key Idea/Stem Group Activity
Divide the class into
groups of three or four
learners.
Distribute an envelope
to each group. Inside
the
envelope is a puzzle of a
cactus. Instruct the
Word Reading
Model proper reading of
the following words. After
this, guide the pupils to read:
• Carol
• Carlo
• Cora
• Conan
• Cotabato
• carrot
• cactus
Riddle
Read the riddle below and
ask learners to guess it.
Word Reading
Model proper reading of
the following words. After
this, guide the pupils to
read:
• Jenny
• Joni
• Jun
• Jojo
Summative Test proper

5. learners to put the
puzzle pieces as a
group. Ask them to
paste the parts on
a manila paper. When
they are done, have
themsay the picture of
the puzzle. (“Cactus!”)
Ask:
Ano ang inyong nabuo
sa puzzle?
Ito ba ay gulay, prutas,
o halaman?
Ano ang mga benepisyo
na makukuha natin sa
ganitong uri ng
halaman?
Show the picture below
or a real cactus in class.
Ito ay larawan ng /c/…
cactus! (Hard c)
Ano ang unang tunog ng
salitang cactus?
Write on the board: Cc
Introduce the name and
sound of the letter.
Optional: Play a video of
a song on titik c in the
mother tongue, if
available.
• COVID-19
Have the class match
words to their
corresponding picture.

Ask learners to choose
five words from the list to
write in their notebook. After
writing the words, ask them
to read the words.
• Janjan
• jam
• juice
• jug
• jelly
• jacket
Have the class match
words to their
corresponding picture.

Ask learners to choose
five words from the list to
write in their notebook.
After writing the words,
ask them to read the
words.
E.Developing Understanding
of Key Idea/Stem
Show pictures of
things/objects that
begin
with letter Cc
Add words like:
Cotabato, Cawit,
Camarines,
Cabanatuan or other
familiar places in the
community that are
Phrase Reading
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, ask them to read
it again faster and with
expression. Model when
needed.
• Si Carol
Matamis at masarap na
Palaman Sa tinapay na
anong linamnam
Pati mga langgam,
nagaabang
Pagkat nais rin nila
Itong matikman
Ano ito?
Phrase Reading
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, ask them to read it again
faster and with expression.
Model when needed.
• Si Jen
• Si Joni

6. spelled with letter C.

Give the names of the
pictures that start with
the target letter one by
one. Model proper
reading
of the word and ask
learners to follow.
Talk about the picture
for vocabulary
development.
Emphasize the
beginning
sound of the word.
Example:

Ito ay larawan ni /c/…
Carol. Si Carol ay isang
babae. Mayroon ba
kayong kilala na ang
pangalan ay Carol? Ano
ang unang tunog ng
pangalan ni Carol?

Ipalakpak natin ang
bawat pantig ng salita.

Ano pa ang ibang mga
salita na nagsisimula sa
/c/? Present only the
hard c.
Call learners whose
names start with C.
Show how to form the
mouth to properly
sound out the target
letter. Ask the learners
to follow.

• Si Carlo
• Si Cora
• Si Conan
• ay may cactus
• ay mula sa
Cotabato
• ang carrot
• nagpasalamat sa
Diyos
• mula sa COVID-19
Jam
Word Reading
Model proper reading of
the following words. After
this, guide the pupils to read:
• Jenny
• Joni
• Jun
• Jojo
• Janjan
• jam
• juice
• jug
• jelly
• jacket
Have the class match
words to their
corresponding picture.

Ask learners to choose
five words from the list to
write in their notebook. After
writing
the words, ask them to read
the words.
Ask:
Nakatikim na ba kayo ng
jam? Anong klaseng jam.
ang inyo nang natikman?
Ano ang lasa ng jam
Show a real jam or a
picture or label of a jam.
Ito ang larawan ng /j/…
jam! Ano ang unang tunog
ng salitang jam?
Write on the board: Jj
Introduce the name and
sound of the letter.
• Si Jun
• Sina Jojo at Janjan
• ang jug
• ay may pulang
jacket
• ay kumakain
• ang jelly at jam
• nagpasalamat sa
Diyos
• may lamang juice

7. .
F.Deepening Understanding of
Key Idea/Stem
Demonstrate the proper
strokes for writing the
target letter: Ganito
natin isinusulat ang
malaki at maliit na titik:
C, c.

Ask the learners to write
the letter using their
fingers in the air, on the
desk, or on their palm.

Demonstrate how to
write the big and small
lettersfollowing the lines
on the paper. Ask
volunteers to write the
letters on the
board.

Ask the learners to write
the big and small letters
on their paper.
Ask learners to write on
the following words on
their notebooks:
Carol
Carlo
cactus
Cotabato (or other
places
that are familiar in the
community)
Ask them to read aloud
what they wrote.
Sentence Reading
Model fluent reading of
the sentences below, then
guide students to read the
sentences.
After they read each
sentence, ask them to
read it again faster and
with expression. Model
when needed.
Ask a question about the
sentence for
comprehension check.
• Si Carol ay may
cactus.
Sino ang may cactus?
Ano ang halaman ni
Carol?
• Si Carlo ay mula sa
Cotabato.
Sino ang mula sa
Cotabato?
Saan nagmula si Carlo?
• Paboritong gulay ni
Cora ang carrot.
Ano ang paboritong gulay
ni Cora?
• Nagpasalamat sa
Diyos si Conan
dahil naligtas siya
mula sa COVID-19.
Bakit nagpasalamat si
Show pictures of
things/objects that begin
with letter Jj

Give the names of the
pictures that start with
the target letter one by one.
Model proper reading of the
word and ask learners to
follow.
Talk about the picture for
vocabulary development.
Emphasize the beginning
sound of the word.
Example:

Ito ay larawan ng /j/…
jelly. Sino dito ang
nakatikim na ng jelly?
Ilarawan ito. Ano ang lasa
ng jelly? Ito ba ay
malambot o matigas? Ang
jelly ay isang uri ng
panghimagas. Ano ang
unang tunog ng salitang
jelly?

Ipalakpak natin ang
bawat pantig ng salita.

Ano pa ang ibang mga
salita na nagsisimula sa
/j/? Present only the hard j.
Call learners whose
names start with J.
Show how to form the
mouth to properly soundout
the target letter. Ask
Sentence Reading
Model fluent reading of
the sentences below, thenguide
students to read thsentences.
After they read each
sentence, ask them to
read it again faster and
with expression. Model
when needed.
Ask a question about
thesentence for
comprehension check.
• Si Jen ay may
pulang jacket.
Sino ang may jacket?
Ilarawan ang jacket ni
Jen.
• Sina Jojo at Janjan
ay kumakain ng
jelly at jam.
Sino ang kumakain?
Ano ang kinakain nila?
Bakit kaya sila kumakain?
• Kinuha ni Joni ang
jug na may lamang
juice.
Ano ang laman ng jug?
Sino ang kumuha ng jug?
Saan kaya niya ito
Dadalhin?
• Nagpasalamat si
Junjun sa juice at
jelly na natanggap
niya.
Ano ang natanggap ni
Junjun?
Sino kaya ang nagbigay
kay Junjun?

8. Conan sa Diyos? the learners to follow.
After the Lesson/Post-lesson Proper
G.Making Generalizations 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 Cc:
Halimbawa ng mga mga
salitang may letrang C:
____________.
Ask the learners to
complete this sentence:
Ngayong araw, ang
natutunan ko ay
___________.

Ask the following
questions:
Alin sa ating mga binasa
ang hindi malinaw sa
inyo? Saan kayo banda
nahirapan? Ano ang
gawaing madali? Ano ang
gawaing ikinatuwa ninyo?
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 Jj:
Halimbawa ng mga mga
salitang may letrang j:
____________.
Ask the learners to
complete this sentence:
Ngayong araw, ang
natutunan ko ay
___________.

Ask the following
questions:
Alin sa ating mga binasa
ang hindi malinaw sa
inyo? Saan kayo banda
nahirapan? Ano ang
gawaing madali? Ano ang
gawaing ikinatuwa ninyo?
H.Evaluating Learning Task: Write the big C
and the small c.
*See LAS
Ask learners to answer
Primer LM Tagalog
pages128.
Task: Write the letter C on
the blank and read the
sentence. Answer the
questions that follow.
1. Sina ___arlo at ___arla
ay kambal.
Sino ang kambal?
a. Carlo at Carla
b. Tarlo at Tarla
2. Sila ay mula sa
___otabato.
Saan sila nagmula?
c. Cotabato
d. Manila
Ano ang makulay?
i. jelly
j. jam
3. Ang halaman nila ay
___a___tus.
Mahilig ba sila sa cactus?
e. Oo
f. Hindi
Task1: Write the big J and
the small j.
Task 2: Basahin ang
sumusunod na
pangungusap. Iguhit ito
sa loob ng kahon at
kulayan.
Task: Write the letter J on
the blank and read the
sentence. Answer the
questions that follow.
1. Si ___en ay may __am.
Sino ang may jam?
g. Ben
h. Jen
2. Gumawa si Mama ng
__elly! Makulay ito.
Ano ang makulay?
i. jelly
j. jam
3. Si __ona ay may
___acket.
Para saan ang jacket ni
Jobi?
k. panligo
l. kapag malamig
1.Pagpapaliwanag sa panuto.
2.Pagsasagot ng mga bata sa pamamatnubay ng
guro.
3. Pagwawasto ng sagot ng mga bata.

9. *See LAS
I.Additional Activities for
Application or Remediation
(if applicable)
Ask learners to read and
answer Primer LM
Tagalog
pages 127 and 129 for
more practice of skills.
Pag-aralan ang mga kasanayang kinahirapan sa
pagsasagot
V. REMARKS

VI. REFLECTION
A.No. of learners earned 80%in the
evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?