MATATAG School Grade Level Three

K to 10 Curriculum
Name of Teacher Learning Area ENGLISH
Weekly Lesson Log
Teaching Dates and JUNE 16-20, 2025 Quarter First – Week 1
Time

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate The learners demonstrate expanding vocabulary and understanding of high frequency words and content-specific
Standards
expanding vocabulary and vocabulary; understand and create simple and compound sentences for comprehending, analyzing, creating, and
understanding of high composing texts about regional themes and content-specific topics.
frequency words and
content-specific
vocabulary; understand and
create simple and
compound sentences for
comprehending, analyzing,
creating, and
composing texts about
regional themes and
content-specific topics.

B. The learners use their The learners use their expanding vocabulary of high-frequency and content-specific words, and simple and compound
Performance
expanding vocabulary of sentences to comprehend, create, and compose narrative and informational texts about regional themes and content
Standards
high-frequency and specific topics; and read grade level texts with appropriate speed, accuracy, and expression.
content-specific words, and
simple and compound
sentences to comprehend,
create, and compose
narrative and informational
texts about regional
themes and content
specific
topics; and read grade level
texts with appropriate
speed, accuracy, and
expression.

C. Learning EN3PWS-I-1 Identify Grade EN3PWS-I-2 Read words EN3PWS-I-2 Read words EN3PWS-I-2 Read words
Competencies
3 level-appropriate sight accurately and accurately and accurately and
 words. automatically according to automatically according to automatically according to
word patterns (initial, final, word patterns (initial, final, word patterns (initial, final,
medial). medial). medial).
CVCC words CCVC words (clusters and VCV words/ VCCV words
diphthongs)

D. Learning At the end of the lesson, At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Objectives learner should be able to :
the learner should be able learner should be able to : learner should be able to
to : read CCVC patterned words
1. read CVCC words with fluently  identify words that follow
1. identify and read sight clusters and diphthongs. the VCV and VCCV patterns.
words
2. blend sounds to decode  decode VCV and VCCV words
CVCC words. correctly.
2. use sight words correctly
in sentences.
 use the decoded words in
simple sentences.
improve reading fluency
through practice.

II. CONTENT SIGHT WORDS CONSONANT-VOWEL- VOWEL-CONSONANT-VOWEL CUF, HG, ASSESSMENT

CONSONANT-CONSONANT CONSONANT-CONSONANT- WORDS/ VOWEL-CONSONANT-
WORDS VOWEL-CONSONANT WORDS CONSONANT-VOWEL WORDS
( CVCC ) ( CCVC ) ( VCV- VCCV )

III. LEARNING RESOURCES

A. References MATATAG CURRICULUM – ENGLISH 3 MATATAG CURRICULUM – ENGLISH 3 MATATAG CURRICULUM – ENGLISH 3 MATATAG CURRICULUM – ENGLISH 3

B. Other Various L1 references Various L1 references Various L1 references

Learning PowerPoint, Pictures PowerPoint, Pictures PowerPoint, Pictures
Resources

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Activating Prior Review of Grade 2 Sight Review of CVC words. Read the word. “What do you notice when SEE CUF and HG TGs
Knowledge
Words. you say the word tiger? Can
When you do this you clap its syllables?”
lesson, always found
use the learners’ L1 or
tell Read the words.
the language they
most understand. around gave
their
because goes
these
been green
those How many syllables do
before its these words have?
Can someone give me
upon
another example of a CVC
best “What kind of word is this?
word?"
made us How many sounds?”
both Read the next word.
many use
buy off
very
call or
wash

“Can you remember any

words that we just know
without sounding out?”

“Is this word the same as

‘cat’? What’s the
difference?”

Lesson “Today, we’ll learn new "Today, we are going to “We've learned about CVC Today, we are going to
Purpose/Intention
sight words you will often learn a new word pattern! words like 'cat' and CVCC explore two exciting types
see in stories, books, and We will learn about words words like 'hand'.” of words: Vowel-Consonant-
even signs.” that have two consonants "Today, we are going to Vowel (VCV) words and
at the end. This pattern is learn another word pattern Vowel-Consonant-
called CVCC, and knowing it called CCVC! This pattern Consonant-Vowel (VCCV)
will help us read even more starts with two consonants words.
words!" together. Learning this will
help us read even more First, let’s understand what
exciting words like 'frog', we mean by vowels and
'swim', and 'clap'!" consonants. Can anyone tell
me what vowels are? That’s
right! The vowels are A, E, I,
O, and U. Now, the letters
that are not vowels are
called consonants.
Lesson Language Here are the common examples of "The CVCC pattern means a A CCVC word is a four- VCV Words are made up of
Practice sight words.
word has one Consonant letter word that follows one vowel, followed by a
sound, followed by one this pattern: consonant, and then
Vowel sound, followed by another vowel.
two Consonant sounds  C = Consonant For example, the word
 V = Vowel “hero” has the first vowel
together at the end. Like in
“e,” then the consonant “r,”
the word 'hand' - h (C), a
So, CCVC means: and ends with another
(V), n (C), d (C)." vowel “o.”

Read the following CVCC  First letter: Examples:

words. Consonant
 Second letter:
Consonant
 Third letter: Vowel
 Fourth letter:
Consonant
 These words start
with a consonant
blend (two
consonants that
work together).

Read the following CCVC

words.
1. The children couldn't stop
laughing while playing with
their puppy.

2. The young boy enjoyed

building a sandcastle by the
beach.
3. The family sat together by
the campfire, sharing stories.

4. A single lamp filled the dark

room with warm, golden light. Read the following VCV
words.

5. The autumn breeze

scattered leaves as they
began to fall from the trees.
 ” Can you think of some
more VCV words?

During/Lesson Proper

Reading the Key Sight words are words that CVCC words are simple VCCV Words have a vowel,
Idea/Stem children learn to read just by words that follow a pattern How to Read CCVC then one or more
looking at them, without of sounds: one consonant, consonants, followed by
sounding them out. These
Words:
one vowel, and then two another vowel. A good
words often appear many
times in books and stories.
consonants. These words 1. Blend the first two example is the word
Knowing sight words helps help us learn to read and consonants “cactus.” It starts with the
children read faster and spell by sounding out each together (like cl, tr, vowel “a,” followed by two
understand what they are part. sl). consonants “c” and “t,” and
reading better. 2. Say the vowel ends with “u.”
sound.
Examples of CVCC words: 3. Say the final
consonant.
 Hand 4. Put it all together
 Lamp smoothly.
 Milk
 Jump Example:
 Bank S + L + I + P = slip
 Help
Developing Popcorn Reading – The teacher Read the following CVCC words. Direction: Circle only the Directions: Identify the pattern of
Understanding of the will call out students randomly each word as VCV or VCCV.
Key Idea/Stem
words that follow the CCVC
to read each word on a pattern. ________ 1. topic
flashcard.
________ 2. valid
1. cat trap flag sun ________ 3. tablet
________ 4. tonsil
slip 2. run frog pot ________ 5. raven
clap man 3. grip bed ________ 6. combat
flag sun clap ________ 7. tuba
4. man trip drip dog slip ________8. velvet
________9. basket
5. bag trap clog pan frog ________10. honest
Deepening Sight word game: "Find the Identify the picture and say
Understanding of the Word!"
Key Idea/Stem the word. GROUP ACTIVITY Word Sort Relay (VCV &
VCCV)
 The class will be divided into
2 or 3 teams.
Build-a-Word Relay
How to Play:
 The teacher will draw a  Each group gets a
flashcard from the basket and pile of letter tiles 1. The class will be
call out the word. or cut-out letters. divided into teams.
 Read out a CCVC 2. VCV and VCCV
 word aloud (e.g., charts will be placed
 The first team member to crab, flag, frog). at the front.
find and correctly read the  One student from 3. One by one,
word earns points. each group races to teammates will pick
build the word a word card, read it,
using the tiles. and stick it on the
 The first group to correct chart.
correctly build it 4. The first team to sort
earns a point. all words wins!
5. Review answers as a
class.
After/Post-Lesson Proper

Making “Why do you think we need "What does CVCC stand "What does CCVC stand What does VCV and VCCV
Generalizations and
Abstractions
to learn these words by for?" for?" stand for?"
heart?” "Where do we usually find "Where do we usually find
the two consonants in a the two consonants
CVCC word?" together in a CCVC word?"
"Why is it helpful to know
the CVCC pattern?"

Evaluating Learning Directions: Choose the Directions: A. Choose the Direction: Match the correct CCVC Fill in the blanks with the correct
word to each picture. VCV and VCCV word to complete
appropriate sight word from word that matches the the details of the story.
the box to complete the picture or meaning.
details of the story. trim drip crow slip crib
friend, every, before, pray grow clap plan ship rabbit window cabin spotted
1. You wear it on your jumped basket behind
around, could, together, face to stay safe. puddle across vanished
thought, beautiful, a) hand b)
answer lamp c) mask
2. This is a white drink A Day at the Cabin
that comes from
The Beautiful Garden cows. Milo and his sister Sara
a) milk b) went to visit a 1._______ in
One sunny morning, Mia nest c) jump the forest. The cabin was
and her 1. ____ Leo decided 3. Birds build this to lay simple but cozy. Inside, a 2.
to visit the garden 2. _____ eggs. ______sat beside the little
the park. a) wind b) table. Sara 3. _______ a 4.
They went 3. ______, nest c) bank _______outside the 5.
holding a small map. 4. You use this to light ________. "Let’s follow it!"
4. ______they left, Mia’s up a room. she said. They ran 6. _____
mom said, “Please find the a) lamp b) the grass and 7. ______ over
5. ______flowers and take a hunt c) jump a small 8.______. The rabbit
picture!” 5. You do this when 9. _________ 10. _________ a
Mia 6. ______ it would be you’re happy or big rock, but the kids
playing. laughed and had fun
 a) dent b)
fun. jump c) bank anyway

When they arrived, flowers B. Fill in the blank with a

were blooming 7. _____ CVCC word
where!
Leo asked, “8. ________ we Words: hand, milk, dent,
find a rose first?” hunt, wind
Mia smiled and said, “Of
course!” 6. I felt the cool _______
They walked 9. _______ the blowing through the
big fountain, looking for trees.
roses. 7. She gave me a glass
of _______ with
Finally, they found the cookies.
biggest rose bush. 8. There’s a small
The 10. _______ to their _______ on the car
quest was right there — door.
beautiful red roses! 9. We use our _______
They took pictures and to write and draw.
laughed happily, because 10. The fox went out to
they loved spending time in _______ for food.
the garden.

Additional Activities Direction: Write a sentence Direction: Read the words in Direction: Give 5 CCVC words and Direction: Look at the words
for Application or use it in a meaningful sentence.
Remediation (if
for each of the following the list below. Circle only below. Write them in the
applicable) sight words: the words that follow the correct column.
CVCC (Consonant-Vowel-
1. quiet Consonant-Consonant) Words: robot, kitten, pilot,
2. Believe pattern. basket, music, puddle,
3. Finally helmet, silent, tiger, napkin
4. Bright 1. cat
5. Listen 2. hand VCV VCCV
3. sit
4. milk
5. run
6. fast
7. jump
8. dog
9. tent
10. lip
Remarks

Reflection

Prepared by: Checked & Noted: Approved:

TEACHER’S NAME

Position Master Teacher 2 Principal IV