MATATAG School LABIT WEST ES Grade Level 1

K to 10 Curriculum Name of Teacher CHRISTINE JOY P. PAGARIGAN Learning Area Reading and Literacy
Weekly Lesson Log Teaching Dates and Time June 16-20, 2025 Quarter 1, Week 1

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES WEEKLY
TASKS
The learners demonstrate phonological awareness in decoding developmentally and grade-level-appropriate
words; understand and create simple sentences to express meaning about oneself, family, and everyday
A. Content Standards
topics (narrative and informational).

The learners use phonological and alphabetic knowledge to read/write words accurately with/for meaning and
B. Performance
narrate personal experiences with family and content-specific topics.
Standards
RL1PA-I-1. Chant RL1PA-I-2. Segment a two- RL1PA-I-5. Identify RL1BPK-1-2. Recognize
nursery rhymes and three syllable word initial sounds the parts of the book (cover
poems. (LS) into its syllabic parts. (LS) (vowels, page, title page, etc.) LSR
consonants, and
semivowels, if RL1BPK-1-3. Recognize
any). (LS) proper eye movement
RL1PA-I-3. Identify skills in reading. (LSR)
rhyming words in nursery RL1VWK-I-1. Use RL1VWK-I-1. Use - left to right
rhymes, poems, and vocabulary referring to vocabulary - top to bottom
chants. (LS) oneself and family. (LSR) referring to
return sweep
oneself and family.
(LSR)
RL1PA-I-4. Say two- RL1CAT-I-1. Comprehend RL1CAT-I-1.
C. Learning
three words that stories(a.) Note important Comprehend
Competencies details (character, setting, stories. (a.) Note
rhyme. (LS)
events). important details
RL1CAT-I-1 Comprehend (character, setting,
events).
stories. (LS) Note details on
the stories, rhymes, etc.
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 At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the learners At the end of the lesson, the
learners shall be able to: learners are able to: shall be able to: learners shall be able to:
 Chant a presented  Segment a two-three  Identify the initial sounds in the 1. Recognize the parts of the
nursery rhyme. syllable word into its given words. book.
 Identify rhyming syllabic parts.  Use vocabulary words referring 2. Name each part of the
words in nursery  Determine how many to oneself to identify initial book.
rhyme or poem. syllables are there in sounds. 3. Recognize proper eye
 Say two-three a given word.  Note significant details from the
D. Learning movement in reading from
syllable words that  Use vocabulary words song presented.
Objectives rhyme. referring to oneself left to right, top to bottom,
 Note significant and family for and return sweep.
details on the rhyme segmentation.
or song presented.
 Use vocabulary
words referring to
oneself.

E. Anchor Values Integration: Self Confidence and Respect

• Nursery • Vocabulary words • Vocabulary words referring • Parts of a book
Rhyme/Poem referring to oneself and to oneself
II. CONTENT • Vocabulary words family for segmentation to identify initial sounds
referring to oneself

III. LEARNING RESOURCES

Kumusta Ka - Cabasal, D. (2021) Patas Dapat
https://www.youtube.co Lahat.
m/watch?v=63czT0YoNok (https://drive.google.com/
A. References file/d/19x9nD8IO9xWegIhJVjWg
eVCOqRLoiE5/vi
ew)

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 rhyme, chants, or poems available in short story, flash cards of two Pictures, flash cards
B. Other
L1 to three-syllable
Learning
words, pictures
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Do: Do: Do: Do:
 Ask the learners to form a  Greet the learners using  Start the session  Start the session with
circle. courteous expressions. with greetings, and greetings and introduce
 Introduce yourself to the class  Review the previous review segmenting a song with the tune of
and present a rhyme, lesson and activities. two-three syllable Hello, hello, hello, while
“Kumusta Ka,” to sing, while words. holding a book. The
playing the Ball Relay. book moves from one to
 Instruct that the learner Ask: Ask: another while they sing.
dances while holding and Have you ever asked your Sino sa inyo ang When the song ends,
relaying a ball. As the parents about the story behind kumakain ng gulay? the one holding the book
music/song ends/stops, the your name? Nagluluto din ba ng gulay will answer the question.
learner holding the ball ang inyong nanay o tatay, Then, the singing goes
introduces herself/ himself Do: o ibang miyembro ng on until all the questions
saying:  Invite two or three inyong pamilya? Anong are answered.
ActivatingPrior gulay ang inyong
Knowledge volunteers to share their
Ako si . paborito? Hello, hello, hello
stories while encouraging
taong gulang na ako. Kumusta na kayo?
the rest to listen
Note: Handa na ba kayo Halina’t
respectfully.
The teacher lets two to matuto.
Note: Consider implementing a simple
three learners to share
reward system to acknowledge Hello, hello, hello
Choose a song that is in L1. The their experiences.
and encourage positive
learner introduces herself/ himself in Kumusta na kayo? Kung
participation.
L1. Say: handa na kayo Handa na rin
Ngayon, aawit tayo sa ako.
kantang,Bahay Kubo, at
gusto kong tandaan ninyo Processing Questions:
ang mga tanim na maririnig 1. Ilang pantig mayroon sa
ninyo. salitang magulang [ma-gu-
lang]? (The teacher should

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 Magtatawag ako ng ilan sa encourage learners
inyo upang sumagot to segment words
pagkatapos. by clapping, making
it easier to count
the syllables.)
2. Anong salita
ang mabubuo kung
pagsasamahin ang
mga pantig na pa-mil-
ya?

3. Ano ang
buo mong
pangalan?

4. Ano ang
hawak mong bagay?
Ssgot: Libro o aklat

Say:
Yan ang ating
paguusapan ngayong
umaga, ang aklat at mga
bahagi nito.

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 Do:

 Introduce the folk

song “Bahay Kubo”
and ask the learners
to listen.

(The teacher may have it

sung again while clapping
her hand at each syllable of
words in the song. She lets
the learners join her the
second time around, then
lets them do it independently
after.)

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 Note: The teacher chooses
a song that is in L1.

Do:
 Ask questions and
calls volunteers to
answer:
1. Ano-ano ang mga
binanggit na halaman
sa kanta?
2. Pamilyar ba kayo sa
lahat ng halaman na
binanggit sa kanta?
3. Nagluluto ba si nanay
o si tatay sa bahay ng
mga gulay na ito?
4. Kumakain din ba kayo
ng mga gulay na
nabanggit?

Do:
 Discuss the benefits
of eating fresh
vegetables as well
as the importance
of planting own
vegetables in the
garden.

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 State that the focus of the State that the focus of the State that the focus of the State that the focus of the
lesson is on chanting a lesson is on segmenting two lesson is identifying the initial lesson is on recognizing the
nursery rhyme, identifying to three syllable words, and sounds in the given words parts of a book, and the
and producing rhyming using vocabulary words on and using vocabulary to proper eye movement when
Lesson Purpose/Intention reading a book.
words, noting significant oneself and family. express oneself and family.
details in rhyme or song, and
using vocabulary words
about oneself and family.

Ask:
Say: Do: Present the pictures of some Hilig niyo rin bang magbasa
“Bawat isa sa atin ay may  After setting the words found in the song. ng libro? O nakaranas ba
pangalan.” mood, introduce a Ask the learners to clap kayong makinig sa inyong
song, “Sampung mga while reading the syllables of nanay o lola at iba pang
Daliri”, and let the each word. miyembro ng inyong pamilya
Ask: learners sing along
kung sila ay nagkukwento
“Sino ang nagbigay ng with you, Examples:
incorporating actions. gamit ang libro? Alam niyo
inyong pangalan? Mahalaga 1. bahay [ba-hay] ba ang tawag sa mga
ba na tayo ay may 2. sibuyas [si-bu-yas] parte/bahagi ng libro?
pangalan? Bakit kaya?” Sampung mga daliri,
3. upo [u-po]
Lesson Language Practice kamay at paa Dalawang
4. kamatis [ka-ma-tis] Do:
tainga, dalawang mata,
5. mani [ma-ni]  Present a cover page
ilong na maganda
6. bawang [ba-wang] of a book, and ask
7. luya [lu-ya] the learners if they
8. talong [ta-long] recognize this part.
9. linga [li-nga] Encourage learners
10. singkamas [sing-ka- to give any idea
mas] about it.

Ask:
Ano ang nakikita ninyo sa
bahaging ito ng aklat?

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Do: Malilinis na ngipin, masarap Saang bahagi ito ng aklat
 Call two or three kumain makikita?
learners to share their Dilang maliit, nagsasabing,
ideas about the huwag kang magsinungaling.
questions.
 Unlock the meaning of Note:
the words to be used Teacher chooses
in the succeeding available chant or song in
poem in L1. L1.

Do:
 From the song,
choose words for
segmentation. The
teacher says one
word first for learners
to follow.
Say:
“The following words are
words referring to your body
parts. Let’s segment the
words from the song once
more by tapping or clapping
at each syllable as we say
them.”

Examples:
tainga [ta-i-nga]
daliri [da-li-ri]
kamay [ka-may]
paa [pa-a]
ngipin [ngi-pin]
mata [ma-ta]
ilong [i-long]
dila [di-la]

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During/Lesson Proper

Do: Do: Do: Do:

 Introduce a rhyme or  Explicitly explain that  Read each word  Use a real book to
song related to the they did word again emphasizing on present its parts.
importance of having segmentation. the initial sound. (prefer the big book)
a name. You may use  Explain how it is done Explain how to identify  Explicitly explain each
the following lyrics and why there is a the initial sound. part and what can be
with the tune, “Ako ay need to understand found in each part.
may Lobo”. This may how to do it. Say:
be presented with Ang paunang tunog ay ang Say:
pictures/presentations. Say: una o umpisang tunog na Ang aklat ay may limang
You may ask the Ang pagpapantig ay paghati- maririnig o mabibigkas mo pangunahing bahagi.
learners to sing with hati ng mga salita ayon sa kung ikaw ay nagbabasa o
her/him. bigkas o bugso ng 1. Pabalat
nagsasalita.
tinig. Nakatutulong ito upang 2. Pahina ng Pamagat
Song: makuha ang tamang
3. Talaan ng Nilalaman
Reading the Key Idea/Stem pagbigkas sa mas tama at
4. Katawan ng aklat Glosari
makabuluhang
Tinay ang aking ngalan, pagpapahayag ng salita o
Bigay ni nanay at tatay. kahulugan ng salita.

Ang aking pangalan ay

mahalaga,
Sa bawat isa’y may halaga.

Kaya’t ito’y aking alagaan,

At ipagmalaki ng lubusan.

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 Note:
The teacher uses a
rhyme/song that is in L1, and
may choose words that
rhyme in preparation for the
next part of this lesson.

Do: Do: Do: Do:

 Process the song by  Present pictures with  Use the given words  Present each part of a
asking the following two-three segmented as an example to book and specifically
questions: words. identify the initial explain what can be
1. Ano ang pangalan sound in each word. found in each part as
nabanggit sa kanta? Examples: she turns pages.
2. Sino ang nagbigay nito sa Say:
kanya? Halimbawa, sa salitang 1. Pabalat - Takip ng aklat
3. Ano ang damdamin ng bahay, ang unang tunog na at nagsisilbing proteksyon
kanyang tatay? maririning mo ay /b/. Ang sa aklat.
4. Ilang taong gulay si salitang sibuyas ay may
Tinay? paunang tunog na /s/. 2. Pahina ng Pamagat -
Developing Understanding of 5. Nasa anong baitang si Makikita ang pamagat ng
the Key Idea/Stem Tinay? (Do this while presenting the aklat, pangalan ng
picture with a word. Do the sumulat o may-akda, at
6. Kayo, nasa anong baitang
same with the next ang naglimbag nito.
din kayo? i long

Do: 3. Talaan ng Nilalaman -

 Give the following Makikita ang pamagat at
words found in the pahina ng mga
song. paksang tinatalakay
Examples:
Tinay – Nanay 4. Katawan ng Aklat -
bi big Makikita ang mga paksa
masaya – masigla
pangalan – alagaan at araling detalyadong
binigyan ng laman

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  Discuss how the words 5. Glosari - Nakasulat ang
rhyme (by the last mga kahulugan ng mga
sound or syllable) and mahihirap na salitang
how many syllables ginamit sa aklat.
are there in each given
word.

Have the learners follow while

da li ri
the teacher reads the words
repeatedly, emphasizing the
number of syllables each word
has by either tapping or
clapping their hands.

ngi pin

Do:
Segmenting Race
 Group learners into
two (depending on
the size of the class).
 One member serves
as a player while the
other members serve
as coaches.
 The dice determines
the number of steps
a player should go.

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  Once thrown, the
player starts working
with his group mates
to get the correct
number of syllables.
 Once the answer is
correct, they move
from one step to
another until they go
to the finish line.
 The first group to beat
the time, set by the
teacher, wins the
game.

Note:
o Teacher creates a
bigger size of the
Segmenting Race
board and places it on
the floor for a more
realistic experience.
Words used should be
in L1.
o The segmenting race
board game is
suitable for learners
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 who can already
segment words
independently. For
those who are not yet
ready, consider using
a different activity that
matches their current
level of readiness.

Do: Do: Do: Do:

 Ask the learners their  Ask the learners their  Let the learners  Present a sample text
ideas about the ideas and feelings produce/read the in the body of the
following questions: about the activity. initial sounds of the book.
1. Ano-ano ang mga next few words.
1. Sa anong mga salitang inyong nalaman Ask:
sitwasyon natin ginagamit mula sa laro? Ask: Alam niyo ba kung paano
ang ating pangalan? 2. Ano ang ibig sabihin ng Ano naman ang paunang magbasa ng mga nakasulat
2. Anong mga mga salitang iyon? tunog sa salitang talong? sa libro?
Deepening Understanding of
impormasyon tungkol sa 3. Nakuha niyo ba ang bawang? luya?
the Key Idea/Stem
sarili ang ating sinasabi tamang bilang ng pantig Saan ba dapat
tuwing tayo ay na mayroon ang bawat The teacher also asks how magsisimulang magbasa ng
nagpapakilala? salita? many syllables do the words libro?
have, to reinforce and
Nagustuhan niyo ba ang
mastery of the previous Ano ang galaw ng iyong mga
ating laro? Ano-ano ang competency. mata kung ikaw ay
inyong ginawa upang ngbabasa?
makuha ang tamang sagot?

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 Infusion of Value: Do: Ask: Do:
Respect oneself and  Emphasize the value Ilang pantig mayroon ang Explain that when reading,
others of self-confidence and salitang bahay na may the eyes move from left to
teamwork. paunang tunog na /b/? right. One should observe
Ask: pauses, stops through
Ano ang dapat mong gawin Note: Ilang pantig mayroon sa chunking text to mean
kapag nagpapakilala ng Let the learners freely salitang sibuyas? Ano nga phrases to allow eyes to
pangalan ang iyong kaklase? express their ideas in L1. The ulit ang paunang tunog nito? focus and move efficiently to
teacher may give a reward for improve reading fluency.
a job well done. Ano naman ang paunang
Note: tunog sa salitang luya? Ilang
Let the learners freely express pantig nga mayroon ang
their ideas in L1. The teacher salitang ito?
may give a reward for a job
well done. Do:
Produce the sounds
repeatedly observing correct
production. Model the
learners to do it.
After/Post-Lesson Proper
Emphasize the following Wrap up the following Explain the following Emphasize the importance
ideas: important ideas: important notes and the value ideas:
of having a good
Karapatan ng bawat batang Ang pagpapantig ng salita ay communication skill: Kapag nagbabasa,
Pilipino ang mabigyan ng nakakatulong sa tamang mahalagang malaman kung
pangalan. pagbigkas nito. Mas Ang paunang tunog ay saan matatagpuan ang iba't
naiintidihan ng nagsasalita maririnig sa unang bahagi ng ibang bahagi ng aklat dahil
Making Generalizations and
Ang paggalang sa pangalan ay kung saan dapat tumigil sa salita. ito ang magbibigay-gabay
Abstractions
pagpapakita pagbigkas ng salita. upang tiyak na matukoy at
rin ng respeto sa sarili at mga Ang tamang pagsasalita ng makuha ang impormasyong
magulang na nagbigay nito. Sa pamamagitan ng unang tunog ay isang kailangan mo. Ang kaalaman
pagpapantig, mas madaling mahalagang bahagi ng sa mga bahagi ng aklat ay
Igalang ang iba sa maunawaan ang kahulugan pagbasa at pagsulat. nagpapabuti ng kakayahang
pamamagitan ng wastong ng bawat bahagi ng salita. magsuri, at pahalagahan ang
pagbanggit ng kanilang Ito ay nagbibigay ng mas nilalaman.

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 pangalan at hindi pagbibigay malalim na pang-unawa sa Ang wastong pagbigkas ng Bigyang diin ang
ng anumang katawagan na struktura ng mga salita. mga tunog ay nagtuturo kung pagpapahalaga sa pagkilala
nakakasakit ng kanilang paano basahin at isulat ang sa may-akda ng isang aklat
damdamin. Ang pagpapantig ay mga salita nang tama. para sa kanilang galing at
nagbibigay-daan sa mga pagkamalikhain.
mag-aaral na mas madaling Ang tamang pagbigkas ng
matutunan ang tamang unang tunog ay
pagbaybay at pag-buo ng nagpapalakas sa ating
mga salita sa pagsulat. kakayahan na maunawaan at
makilala ang mga tunog sa
ating wika.

Ito ay nagbibigay-daan sa
mas mabilis na pagsasaayos
sa mga bagong salita at
karanasan sa pakikipagusap
Prepare flash cards with the Prepare pictures with names Prepare 5 pictures and Present pictures of the parts
two-syllable words about on them. Then, ask learners separate 5 letters of a book and let the learners
oneself and family. Read the to determine how many representing the beginning recognize them and say
pairs of words twice or thrice, syllables are there in each sounds of each picture. something about it.
and ask the learners if they word.Learners will raise the Prepare sets depending on 1.
rhyme or not. The learners number 2 or 3 for their the number of groups to
will do the thumbs up if the answer. form.
words rhyme and thumbs
down if they do not. Examples:
Picture-Sound Match
Evaluating Learning Note: (In this activity, each group
The teacher chooses needs ¼ manila paper, sets
words and gives the of pictures
instructions in L1. and letters, glue)

1. ako-sila Procedure:
2. bunso-puso kapatid 1. Distribute the materials to
3. ate-kuya each group.
4. masaya-kasama

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5. pangalan-magulang 2. Instruct the learners to 2.
match the picture with the
Check on the learners’ letter that represents the
understanding initial sound of that
particular picture.
3. Once matched, they will
glue both the letter and
the picture near each
pamilya other on a manila
paper.
4. Post their outputs on the
board. Have them say
something about their
output.

Provide scaffolding for some

confusions and let the Provide three more for the
formative test.
learners help in arranging the
bahay proper match.
Note:
Ask volunteers to express
their ideas and understanding
about the parts of the book.

Referring to the picture in

each number, ask: Anong
bahagi ng aklat ito? Maaari
guro mo bang sabihin kung anong
impormasyon ang makukuha
mo mula sa bahaging
Note: ito?What part of the book is
The teacher ensures that it?
materials are prepared
ahead.  Do this to the rest of
the 4 parts of the book
given.

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 Instruct learners to ask their Instruct learners to write the Instruct the learners to write Instruct the learners to ask
parents about any reason or segmented syllables in each the names of each member of help from his/her parents to
story behind their names. Ask box. their family. They may also find a short and interesting
them to prepare to tell or paste a picture above the story from a book, and tell
Additional Activities for something about it in class.
share in class the next ako names.
Application or Remediation
meeting. kami
(if applicable) Volunteers to do the same at
pangalan
the next meeting will be called
pamilya
to present in front.
kapatid

Reflection

E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method

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 Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks

PREPARED BY: CHECKED BY: NOTED:

CHRISTINE JOY P. PAGARIGAN DANDERICK F. DACASIN GINA MARIE C. SUMERA, EdD

TEACHER I MASTER TEACHER II SCHOOL PRINCIPAL II

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