KINDERGARTEN CLASS DAILY PLANS

WEEK 3: ____________________
Monday Tuesday Wednesday
CONTENT FOCUS: I use my senses to learn about my environment
MEETING TIME 1: MEETING TIME 1: MEETING TIME 1:
Message: I see with my eyes. Message: I hear with my ears. Message: I use my tongue to taste.
There are ways I can take care of my eyes. There are ways I can take care of my ears. There are different kinds of taste.
Discussion: We can do other things with our eyes. We can Discussion: We can take care of our ears by:
blink and wink. We can open and close our eyes. -washing/cleaning it everyday
We can take care of our eyes by: -not putting anything inside that can harm our ears.
washing/cleaning it everyday Note: Have children to listen to sounds in the
not putting anything inside it that can be harmful classroom/school and have them identify these.
eating foods that are good for the eyes Tula: Pandinig
Questions: What other things can we do with our eyes? Questions: What sounds do you hear in the classroom? Questions: What do some kinds of food taste like?
Tula: Mata school? at home?
WORK PERIOD 1 WORK PERIOD 1 WORK PERIOD 1
Teacher-Supervised: Sensory Walk 1: We can see many Teacher-Supervised: Sensory Walk 2: We can hear many Teacher-Supervised: Name the Taste
things around us. sounds around us.
Poster: We can see many things around us. Poster: What Sounds Can We Hear? Poster: Taste Chart
Independent: Independent: Independent:
 Letter/Picture/Word sort  Yellow Hunt  Feely Bag
 Letter Domino  Spin the bottle (colors)  Literature-based: Character Mobile
 Same and Different -Letters  Letter/Picture/Word Sort  Letter Shapes
 Square Hunt  Letter Shapes  Food Picture Cards Sort
 Spin the bottle (colors)  Square Book  Color Memory Game
 Color Memory Game  Literature-based: My Favorite Part of the Story  Mini-book: Yellow Things Around Me
 Writer’s Workshop  RSW  Writer’s Workshop
MEETING TIME 2: MEETING TIME 2: MEETING TIME 2:
Share your mini-books. Choose one object you drew in your Show the Yellow Poster to the class. Activity: Making Sense of Sentences
mini-book. Talk about its shape and color. Message: I smell with my nose.
Shape for the Day: Triangles We take care of our nose.
Supervised Recess Supervised Recess Supervised Recess
STORY: The Blind Duckling STORY: We Hear With Our Ears STORY: The Nose Book
WORK PERIOD 2: WORK PERIOD 2: WORK PERIOD 2:
Teacher-Supervised: Number Stations/ Books (4, 5, 6) Teacher-Supervised: Smelling Jars Teacher-Supervised: Texture Chart
Independent: Independent: Independent:
 Block Play  Block Play  Classification: Colors
 Continue Number Books  Continue Number Books  Color Pattern (red-blue-yellow)
 Classification: Colors  Bingo: Numbers/ Fishing Game: Numbers  Number Lotto/ Number Concentration
 Color Pattern (red-blue-yellow)  Number Lotto/ Number Concentration  N umber Bingo/ Fishing Game: Numbers
 Number Lotto/ Number Concentration  Classification: Colors
 Number Domino/ It’s a Match  Color Pattern (red-blue-yellow)
INDOOR/OUTDOOR ACTIVITY: Let’s See (PEHTp. 48) INDOOR/OUTDOOR ACTIVITY: Pin the Nose on the Face INDOOR/OUTDOOR ACTIVITY: People Counting Games
MEETING TIME 3: Dismissal Routine MEETING TIME 3: Dismissal Routine MEETING TIME 3: Dismissal Routine
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 THURSDAY FRIDAY NOTES
CONTENT FOCUS: I have a body.
MEETING TIME 1: MEETING TIME 1:
Message: We need to take care of our body so we do not get Message: We Can take care of our body in different ways by
sick. eating the right foods, sleeping early, exercising regularly and by
- We need to eat the right food. getting immunized.
- We need to rest.
- We need to get enough sleep.
Questions: How do we take care of our body? Questions: How do we protect our body?
WORK PERIOD 1 WORK PERIOD 1
Teacher-Supervised: Teacher-Supervised:
 Poster: We can take care of our body.  Hearing words in sentences
 Sensory Word Web  Long and short words
Independent: Independent:
 Triangle Hunt  Bingo: Body Parts
 Body Puzzles  Body Puzzles
 Bingo: Body Parts  Spot the Odd One Out (letters)
 Tracing/Copying Name  Toss the Rubber (shapes)
 Toss the Rubber (Shapes)  Shape Book:Triangles
 Spot the Odd One Out (letters)  Tracing/copying name
 Writer’s Workshop
MEETING TIME 2: MEETING TIME 2:
Song: Wash Your Hands Questions: How can you protect yourself when you are playing?
Questions: When do you wash your hands? How do you Helping out in the kitchen? Riding in a vehicle? Walking around in
wash your hands? the neighborhood? When there are strangers around?
When do you take a bath? How do you take a bath? How do Song: I Use My Five Senses
you brush your teeth?
Supervised Recess Supervised Recess
STORY: Looking After Myself STORY: I Love Mud and Mud Loves Me
WORK PERIOD 2: WORK PERIOD 2:
Teacher-Supervised: Hand Game, Lift the Bowl, Peek Thru Teacher-Supervised: Hand Game, Lift the Bowl, Peek Thru the
the Wall (concrete up to quantities of 3) Wall (concrete up to quantities of 3)
Independent: Independent:
 Block Play  Block Play
 Number Domino/ It’s a Match  How Long Is It Around…
 Bingo: Numbers/ Fishing Game: Numbers  Number Lotto/ Number Concentration
 Classification: Colors  Number Domino/ It’s A Match
 Color Pattern (red-blue-yellow)
INDOOR/OUTDOOR ACTIVITY: Drop The Handkerchief INDOOR/OUTDOOR ACTIVITY: Over and Under Relay
MEETING TIME 3: Dismissal Routine MEETING TIME 3: Dismissal Routine

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APPENDIX: WEEK 3

A. THEME-RELATED ACTIVITIES

Sensory Walk 1 – We can see many things around us.

Objectives: To identify and describe the things we see around us
Materials: notebook and pen for Teacher’s use only Teacher brings a notebook and pen to take down notes of the things that the children will
see.
Participants: 8 children
Procedure:
1. The group walks around the school. Teacher asks them to draw the things that they see around them.
2. Teacher draws children’s attention to the properties of objects they see. For example, he/she asks the color, shape,
texture , size of the object.
3. Teacher takes note of their observations. This list will be used in their discussion as soon as they go back to the classroom.
4. The group goes back to the classroom to make a poster on the things they saw around them.

Poster – “We can see many things around us.”

Objectives: To identify and describe things around him/her.
Materials: manila paper, scratch paper, pencil, crayons, paste/glue
Participants: same number of children who went on a sensory walk
Procedure:
1. Ask the children to recall the things they saw when they went around the school.
2. Give each child a piece of paper and ask him to draw one thing he saw during the walking trip.
3. Have children recall and draw as many things as they can.
4. Take down dictation as needed or assist children in sounding out the letters as they write their labels.
5. Paste their drawings on the manila paper. Write the title of the activity.

Sensory Walk 2 – We can hear many sounds around us.

Objectives: To identify the different sounds around us
Materials: trip chart (for children)
notebook and pen for Teacher’s use only (Teacher brings a notebook and pen to take down notes of the things that the children
will hear).
Number of Players/Participants: 10-12 children
Procedure:
1. Teacher tells the children that they are going on a listening walk.
2. Ask this question “What body part do we need to be able to listen to the sounds around us?” Remind the children to refrain from
talking to be able to hear the sounds very well.
3. Walk around the school and stop at certain spots where there are distinctive sounds – children shouting, music playing, etc.
4. Teacher asks them what they can hear around them.
5. Children draw the sources of the sounds they hear.
6. Teacher takes note of their observations. This list will be used in their discussion as soon as they go back to the classroom.

Poster – What sounds can we hear ?

Objectives: To differentiate the different sounds around us
Materials: manila paper, scratch papers, pencil, crayons, paste/glue
Participants: 8 children

Procedure:
1. Ask the children to recall the things they heard when they went around the school.
2. Give each child a piece of paper and ask him to draw one source of sound that he heard during the sensory walk.
3. Have them recall and draw as many sources as possible.
4. Take down dictation as needed or assist children in sounding out the letters as they write their labels.
5. Paste their drawings on the manila paper. Write the title of the activity.

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Name the Taste
Objectives: To discriminate tastes
Materials: potato chips (salty), coffee granules (bitter), kamias or calamansi (sour), sugar (sweet)
Number of Players/Participants: 8 children
Procedure:
1. At each turn, blindfold a child and have him taste one food item at a time.
2. Ask “How does it taste ?” Is it sweet, sour, bitter, salty ? “
3. Ask him to think of other food items that have a similar taste.

Smelling Jars
Objectives: To identify different scents
To match the scent with the correct picture card
Materials: several small jars with cotton balls dipped in different scents (Teacher numbers each jar so that she will have a guide as to the
answers.), picture cards of the object with each corresponding scent (example: Teacher puts talc inside a small jar – picture of
baby powder)
Number of players/participants: 8 children
Procedure:
1. Put the small jars in a tray.
2. Each child take turns smelling a jar.
3. When they have identified a scent, let them look for the picture of the object that has that smell/scent. Ask them to put the picture
card on top of its matching smelling jar.
4. Teacher looks at the number on the jar and checks with her list if they match. If they match, the child gets to keep the picture card.
If they do not match, the player puts back the jar and picture card into the piles.
5. The activity continues until all the jars and picture cards have matched.
6. The child with the most number of picture cards wins.

Feely Bag
Materials: candle wax, sponges, ice cubes, cotton balls and swabs, plastic bags, papers, paper bags, sand paper, marbles
Procedure:
 Choose a variety of items that have a distinct texture. Use cotton, string, coins, paper, ice, sandpaper, plastic.
 Place each item in a paper bag and lay the paper bags on their sides on a low table.
 Have children identify the object in each paper bag by just touching and not looking inside the bag..
 Continue until all the children have taken a turn.

Texture Chart
Objectives: To identify the texture of objects (example: soft, hard, rough, smooth)
Materials: a tray with materials of different textures, manila paper with columns of the different texture, pieces of papers, pencils, crayons,
paste/glue
Number of Players/Participants: 10 children
Procedure:
 Have the children explore the texture of the different materials in the tray.
 Ask them to identify the texture of each object and help them describe what they feel.
 Give each child a piece of paper and ask him/her to draw and color the object he described.
 Help him label his/drawing.
 Have him paste it on the appropriate column on the texture chart.

Sensory Word Web

Objectives: To identify words or objects for each sense chart (example: sweet – tongue –tasting, radio/music – ears – hearing, etc.)
Materials: manila paper (Teacher prepares 5 medium-sized posters with a big drawing (outline only) of each of the body parts
related to the senses: eyes – sight, ears- hearing, nose- smelling, tongue – tasting, hands – touching/feeling), small
pieces of paper, pencils, crayons (Each group will work on one Sense Chart only at a time.)
Number of Players/Participants: 8 children
Procedure:
1. Let the group choose a Sense Chart to work on, example - tongue – tasting.
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 2. Ask the children to name words or objects associated with taste.
3. Give each child a scratch paper and ask him to draw that object.
4. Ask him to color his drawings and take down dictation as he tells you what he drew.
5. Paste on the manila paper and post it on your wall. Write the title of each chart.

Poster – We can take care of our body.

Objectives: To identify ways of taking care of our body
Materials: manila paper, scratch papers, pencil, crayons, paste/glue
Participants: 8 children
Procedure:
1. Ask the children to name one way of taking care of our body.
2. Give each child a piece of paper and ask them to draw their answer
3. Take down dictation as each child tells you what he drew.
4. Paste their answers in the manila paper. Write the title of the activity.

Body Puzzles
Objectives: To identify body parts
Participants: 6-8 children
Materials: several sets of body part puzzles
Preparation: Draw large pictures of a boy and a girl showing the whole body and mount these on a sturdy cardboard.
Cut out the puzzles into 4-6 pieces/
Procedure:
1. Distribute a set of body puzzle to each child in the group.
2. Have them complete the puzzle.
3. Have name body parts as they work through their puzzles.

Bingo: Body Parts

Objectives: body part recognition
Number of players/participants: 6-8 children ( depending on number of bingo cards available)
Materials: body part bingo cards ; individual cards of pictures of individual body parts.
Preparation: Divide pieces of cardboard into 9 sections. Each frame must have a drawing or picture of a body part.
Prepare individual cards for each body part. Use these as call out cards.
Procedure:
1. Distribute 1 bingo card to each student.
2. Take one call card at a time and show the body part to the children.
3. If the child has this body part in his bingo card, he covers this with a token.
4. The first player to cover all the body parts in his card wins the game.

Food Picture Card Sort

Objectives: To discriminate taste
To sort pictures according to a given attribute
Materials: picture cards of familiar food items, category cards( sweet, sour, salty, bitter) scratch papers, pencil, crayons, paste/glue
Number of Players/Participants: 8 children
Procedure:
1. Show each food card to the children. Have them identify the food item and describe its taste.
2. Have them sort these pictures according to their distinctive taste.

B. OTHER MATH ACTIVITIES

Yellow Hunt
Objectives: to recognize colors
Materials: several yellow objects, 1/8 manila paper, ¼ newsprint or bond paper, glue, crayons or markers
Number of Players/Participants: 8 children
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Procedure:
1. Tell children to look for yellow objects in the classroom.
2. Ask children to identify the objects that he/she found.
3. Have them draw the yellow objects that they find in small strips of paper.
4. Paste this on 1/8 Manila paper.

Mini-book: Yellow Things Around Me

Objectives: color recognition
Materials: stapled pages of newsprint or scratch paper, crayons, pencil , markers
Number of Players/Participants: any number of children
Procedure:
1. Distribute individual booklets to children.
2. On each page of the booklet, have them draw 2 yellow objects that they see in their environment.
3. Have children design the cover of the book.
4. Display their books at the reading corner.

Color Memory Game

Objective: to identify color cards
Material : 6-8 pairs of color cards
Number of players/participant: 4-6
Procedure:
1. Place all cards on the table face down.
2. Each player turns over two cards during his turn. If he gets a pair of identical color cards, he gets to keep the pair and takes
another turn.
3. If the color cards do not match, the player puts back the cards into their original place.
4. The player who is able to get the most number of pairs wins the game.

Spin the Bottle (colors)

Objectives: color recognition
Materials: mineral water bottle, color cards , color graph
Number of Players/Participants: 8 children

Preparation:
Make a graph like the one below:

How many times did it land on …. ?

RED BLUE YELLOW

Procedure:
1. Arrange the color cards around the circle.
2. At each turn, a child spins the bottle.
3. Have the child identify the color of the card to which the top part of the bottle is pointing to.
4. Let them record how many times the spinner landed on a particular color by drawing sticks on each
column.

Classification: Color
Objective: to classify objects according to color
Materials: objects of different colors: red, blue and yellow
3 boxes, 1 labeled RED, 1 labeled BLUE, 1 labeled YELLOW
No. of Participants: 1-4
Procedure:
1. Children are given a junk box filled with objects that come in 3 colors: red, blue and yellow.
2. Children determine which box to place each object in depending on its color

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Color Pattern: Red-Blue-Yellow
Objective: to extend and reproduce a pattern
Materials: block or cards of 3 different colors: red, blue and yellow
No. of Participants: 2-4
Procedure:
1. Children take turns using the blocks or card to make color patterns.
2. Other children in the group reproduce or extend the pattern made

Square Hunt
Objectives: to recognize square objects in the environment
Materials: several square objects, 1/8 manila paper, ¼ newsprint or bond paper, glue, crayons or markers
Number of Players/Participants: 8 children
Procedure:
1. Tell children to look for square objects in the classroom.
2. Ask children to identify the objects that they found.
3. Have them draw the square objects in small strips of paper.
4. Paste these on 1/8 Manila paper.
5. Write the title “ There are square objects around us. “

Triangle Hunt
Objectives: to recognize square objects in the environment
Materials: several square objects, 1/8 manila paper, ¼ newsprint or bond paper, glue, crayons or markers
Number of Players/Participants: 8 children
Procedure:
1. Tell children to look for triangular objects in the classroom.
2. Ask children to identify the objects that they found.
3. Have them draw the triangular objects in small strips of paper.
4. Paste these on 1/8 Manila paper.
5. Write the title “ There are triangular objects around us. “

Big Book: Square Things Around Us

Objectives: shape recognition
Materials: stapled pages of manila paper cut out into squares, crayons, pencil , markers
Number of Players/Participants: 8 children
Procedure:
5. Ask children to think of square objects in their environment.
6. Ask each one to choose at least 3-4 square objects they would like to draw.
7. Have them draw each square object on a small strip of paper.
8. Paste these on the pages of the Big Book.
9. Have children design the cover of the book.
10. Show to the whole class during Meeting Time.

Big Book: Triangles Around Us

Objectives: shape recognition
Materials: stapled pages of manila paper cut out into squares, crayons, pencil , markers
Number of Players/Participants: 8 children
Procedure:
1. Ask children to think of triangular objects in their environment.
2. Ask each one to choose at least 3-4 triangular objects they would like to draw.
3. Have them draw each triangular object on a small strip of paper.
4. Paste these on the pages of the Big Book.
5. Have children design the cover of the book.
6. Show to the whole class during Meeting Time.

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Toss the Rubber (shapes)
Objectives: shape recognition
Materials: rubber band, shape cards , shape graph
Number of Players/Participants: 8 children
Procedure:
1. Scatter shape cards on the floor.
2. Children take turns in tossing the rubber band.
3. Have them identify the shape of the card on which the rubber band landed.

Number Stations (quantities of 4, 5, 6)

Objective: to count up to quantities of 4, 5, 6
to see that despite differences in appearance quantities remain the same (conservation)
to develop fine motor coordination
Materials: several boxes of toothpicks paper and pencil
Number of participants: small group
Procedure:
1. Teacher chooses a number to work with for the day, in this case 4, 5 or 6.
2. Children work together exploring a given quantity of toothpicks, in this case 4, 5 or 6 making as many arrangements as possible.
Then let the children write the number on their paper.
3. Teacher encourages the children to describe the toothpick patterns in a variety of ways.

Variation: children can explore other materials such as pebbles, popsicle sticks, blocks and others.

Number Books (quantities of 4, 5 , 6)

Objective: to use numerals to describe and record quantities
Materials: old magazines, scratch paper, crayons, pencils
Procedure:
1. Help your child to draw pictures or glue in pictures from magazines of things that are important to him and write a number caption
underneath.
2. It is a good idea to include zero in your book.
3. Try making a book to illustrate a favorite number story or rhyme.

Variation: Glue the designs from the Number Stations activity on sheets of paper. Bind the paper to make a book.

Number Lotto
Objective: to match numerals
Materials: lotto boards, 2 sets of number cards, 0-6
Procedure:
1. Give each player a lotto board.
2. Players take turns to pick up a card from the deck.
3. If the number appears on their board they use this to cover the number up.
4. Continue until someone fills their board.
Variation: One person is a caller as in a bingo game. She holds u the number cards and players have to shout out the name of the
number in order to claim it to put on their board.

Number Concentration
Objective: to match numerals
Materials: 2 sets of number cards, 0-6
Procedure:
1. Lay the cards down, either in rows or just anyhow.
2. Take turns turning over 2 cards.
3. If the cards match, you win them. If not, turn them face down again.
4. Player with most number of cards win.

Fishing Game: Numbers

Objective: to recognize and identify numerals
Materials: fish cut-outs (that have the numbers 0-6 written on them) with paper clip, fishing rod with magnet
Procedure:
1. Set up a “fishing area” where fish with shapes are placed on the floor.
2. Children take turns using the fishing rod to catch a ‘fish’.
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 3. When a child catches a ‘fish’ he identifies the number written on the fish.
4. The next child takes his turn.

Bingo: Numbers
Objective: to match numerals
Players: 2-4
Materials : bingo card for each player calling cards tokens
Procedure:
1. Provide each player with a bingo card.
2. Assign a student to call out what is written on calling cards.
3. First one to cover all spaces wins. If players go through all the cards without reaching Bingo, they should reshuffle the cards, then turn
them face down again and continue playing until someone has won.

It’s a Match
Objectives: to match numeral to set of objects/ dots
Players: pairs or small group
Materials: one set of cards with numerals – 0 -6
one set of cards with dots (corresponding to the numerals)
Procedure:
1. Place the numeral cards face down in a box.
2. Place the corresponding dot pattern cards in the chalk tray.
3. Call on a child to get a card form the box and place it over the equivalent card in the chalk tray.
4. If correct, the child may choose the next player.

Playdough Numerals
Objectives: to learn sequence
To observe the form of each numeral
To develop eye-hand coordination
Materials: playdough paper

HOW TO MAKE PLAY DOUGH

COOKED PLAYDOUGH
Materials: Flour, water, salt, cream of tartar, oil, wax paper, food coloring
Procedure:
1. Mix 1 cup of flour, 1 cup of water, ½ cup of salt, 2 tablespoon of cream of tartar, and 1
tablespoon of oil in a saucepan and cook until the concoction achieves a smooth texture.
2. Turn out onto wax paper and knead in food coloring. You can also use Kool-Aid or instant
coffee as an alternative to food coloring.

UNCOOKED PLAY DOUGH

Materials: 2 cups all purpose flour, ¾ cup salt, ¼ cup oil, approximately ½ cup water, food
coloring
Procedure: Mix dry ingredients together. Add oil. Add water until you get a nice consistency for
molding. Store in airtight container.

Variations: Give each child a small ball and tell them to make a hole in it with their finger.
Squirt a drop of food coloring into the hole and then let the child squeeze it to mix the color.

Procedure:
1. The children roll out a snake and fashion a number on top of a piece of paper.
2. Encourage children to try forming familiar numbers such as their age, their room number, their house number.

Number Domino
Objectives: to recognize numbers 1-6
to match numbers that are alike
Players: small group
Materials: set of 28 number dominoes

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Procedure:
1. All dominoes are placed face down.
2. Each player draws 7 dominoes.
3. A player with a “double” begins play.
4. Each player in turn says the number names and then plays as in a regular domino game.
5. The winner is the player who has played all dominoes, or the player with the smallest number of dominoes when all players must
pass.

Hand Game
Objective: to explore different combinations that make a given quantity
Materials: any kind of counter such as pebbles, chips, or sticks
No. of Participants: small group
Procedure:
1. Children work in small groups.
2. Teacher gives each child a given quantity of sticks, in this case 3.
3. Children separate counters in different ways and verbalize the combinations that result.

Teacher says: Children say:

"Place four sticks in your right hand." "None and three is three." or
"Zero and three is three."

"Place one stick in your left hand." "One and two is three."

"Place one more stick in your left hand." "Two and one is three."

"Place one more stick in your left hand." "Three and none is three." or "Three and zero is three"

Variation: CAVE GAME: The game proceeds as Hand Game but the position of hands is varied.

Lift The Bowl

Objective: to explore different combinations that make a given quantity
Materials: bowl or cup, any kind of counter such as pebbles, chips, or sticks
No. of Participants: small group
Procedure:
Game proceeds as Hand Game but bowls are used for separating quantities.

Teacher says: Children say:

"Place four blocks under the bowl." "None and three is three." or
"Zero and three is three."
"Place three block under the bowl." "One and two is three."

Peek Thru the Wall

Objective: to explore different combinations that make a given quantity
Materials: any kind of counter such as pebbles, chips, or sticks and a ‘wall’ made up of clear plastic taped on all sides
No. of Participants: small group
Procedure:
Game proceeds as Hand Game but ‘walls’ are used for separating quantities.
Teacher says: Children say:
"I see no sticks behind the wall." "None and three is three." or
"Zero and three is three."

"Place one stick behind the wall." "One and two is three."

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Block Play
Objective: to explore the attributes of 3-dimensional or space figures
to understand the relationship between figures
to build structures using blocks
Materials: table or floor blocks
No. of Participants: 1-4
Procedure:
Children use table or floor blocks to build structures.

While building structures children are encouraged to talk about attributes of block (e.g. long/ short, heavy/light) and the relationship
of each block to another (e.g. 2 of these blocks make 1 of these blocks)

Children can also be encouraged to build structures based on the theme of the week (e.g. building homes, schools, establishments
in the community)

How Long Is It Around…

Objective: to measure length/distance/circumference using non-standard units and tools
Materials: string or yarn scissors Manila paper or old calendars tape
No. of Participants: small group
Procedure:
1. Ask the children who they think has the biggest head in the group. Ask them how they would measure and compare the distance
around their heads to make sure their answer is correct.
2. Bring out the string or yarn. Allow the children, in pairs to measure the circumference (distance around) their heads.
3. Partners compare who has the bigger head. All the children in the group compare their measurements.
4. Strings or yarns are taped on a sheet of Manila paper (or old calendar). Each string or yarn is labeled with the child’s name.
5. Children are instructed to measure other body parts such as: wrist, thumb, waist, knee, ankle

C. OTHER LANGUAGE ACTIVITIES

Same and Different (Letters)

Objective/ Competency: to identify similar letters
Number of players/ participants: 2-4
Materials: picture cards, category cards
Preparation: Prepare several cards which contain a mix of identical letters and different letters mounted on boards. The figure
below shows how the boards must be mounted.

Ex.

A A D F

Procedure:
1. Have each child pick out a letter card and tell whether the letters are the same or different from one another.
2. If they are the same, have him place the card under the category card “ SAME”.
3. If the pictures are different from each other, have him place this card under the category card “DIFFERENT”.
4. On each turn, introduce the letter names on each card.

Spot the Odd One Out (letters)

Objectives: To identify similarities and differences in letters
Materials: letter cards
Number of Players/Participants: 6 children

1. Distribute letter cards to each child.

2. Have each child place a token on each letter that is different from the rest of the letters in the series.
3. Children exchange letter cards as they finish.

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Letter Domino
Objective: to identify upper case letters
Material : 24pcs upper case letter domino cards
Number of players/participant: 5-6
Procedure:
1. Deal all cards to the players.
2. The first player lays down a card.
3. The next player lays down a card that can be connected to either letter on the card. Game continues until all cards have been laid
down
Note: can be done for lower case letters

Letter/Picture/Word Sort
Objectives: distinguish between letters, words and pictures
Materials/Preparation: letter cards, word cards, picture, category cards ( letters, words, pictures)
Number of players/participant: 4-6 children
Procedure:

1. Spread the letters, pictures and words on the floor or table.

2. Lay down the category cards.
3. Have them sort the cards and place these under the appropriate category.
4. Ask children how these set of cards are different from one another..

Letter Shapes
Objectives: distinguish shapes that make up letters ; develop motor skills for writing
Materials: cardboard, yarn
Preparation: On separate pieces of cardboard draw and cut-out following shapes : a slanted line, a tunnel, a straight line, a circle, a
curved line and a straight and slanted line together. Punch holes in the cardboard pieces
Number of players/participant: 3-4 children or it can also be played by just one child
Procedure:
1. Have the children lace the letter shape cards to familiarize them with the shapes that make up letters.
2. Challenge them to form letters using these shapes.
3. Provide them with letter cards that children can use as guide for forming the letters

Literature-based : My Favorite Part of the story

Objectives: makes personal connections with the story
Materials: scratch paper, crayons, pencil, colored markers
Number of Participants: any number of children
Procedure:
1. Distribute a piece of paper to each child.
2. Have him draw his/her favorite part of the story read the day before.
3. Take down dictation as each child talks about his/her favorite part.
4. Give children time to share with each other about their favorite part of the story.

Literature-based: Character Mobile

Objectives: identifies story characters, fine motor coordination
Materials: scratch paper, crayons, pencil, colored markers, hanger, ¼ construction paper
Number of Participants: any number of children
Procedure:
1. Have children draw the characters on each piece of construction paper with his/her name placed at the bottom of the paper.
2. Draw both the front and back sides.
3. Cut strips of yarn to hang the characters on the hangers.
4. Glue a piece of yarn to each character.
5. Hang the drawing by tying the yarn to the hanger.
6. Write the title of the story on top of the hanger or within the triangular space.

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Literature-based: Beginning, Middle And End Chart
Objectives: To identify what happened first, next and last in the story
Materials: one whole bond paper divided into 3 parts – lengthwise (Teacher writes “Beginning”, “Middle” and “End”), pencils, crayons
Number of Players/Participants: any number of children
Procedure:
1. Give each child one whole piece bond paper and ask him to draw what happened first, next and last in the story.
2. Encourage children to write key words to describe their drawing. Take down dictation if the child cannot do this yet.
3. Post their work on the wall.

Making Sense of Sentences (to be introduced during Meeting Time)

Objective: introduce children to the notion of sentences
Materials: blackboard/chalk or manila paper and marker
Number of Participants: whole or half class
Procedure:
1. Explain that a sentence is also like a short story and just like any story, it has to tell something and has to name who or
what it is telling about.
2. Give examples of sentences using people in class as subjects e.g. Nenita eats mangoes. Luis carries a heavy bag.
3. After each example, have the children repeat the word sentence loudly in unison.
4. Then pick out some sentences from a book. Talk about what it tells us.
5. To help children make a distinction, give examples of groups of words without a subject e.g. is wearing a blue shirt, draws a
picture
6. After asking if each group of words is a sentence, explain that phrases cannot be called sentences because they do not tell who is
being talked about.
7. Invite children to complete the sentence.
8. Similarly, give children examples of groups of words that tell who but do not tell what is being talked about e.g.
Anna is _________.
The book is _________.
Tell children that these phrases ,too, cannot be considered as sentences as they do not tell what is being talked about.

Note: Throughout the week and in the succeeding weeks, invite children to construct their own sentences about people and things
in school or characters in stories read in class.
Discuss whether their sentences name who and what is being talked about.

Hearing Words in Sentences

Objectives: recognize words in sentences
Materials: blocks or squares of heavy paper
Number of Participants: 8-10 students
Procedure:
1. Distribute 6-8 inch cubes, counters or squares of heavy paper which children will use to represent the words in a sentence that
teacher will read out to them.
2. Show the child how to use one block to represent a word in a sentence. Give an example of a sentence and lay down a block for
each word in your sentence.
Ex. Tony has a red shirt. (5 blocks)
3. Have children compose simple sentences orally. Let them lay down a block or square paper for every word in their sentence.

Note: At first, all sentences should be short (two to three words). Once they have become comfortable composing sentences, they can
begin to explore longer sentences.

Short and Long Words

Objectives: recognize that sentences consist of strings of words
tell which words are phonologically longer
Materials: chalk. chalkboard, cardboard letter tiles or magnetic letters
Number of Participants: 8-10 children
Procedure:
1. Say a pair of words and ask children which word they think is longer.
2. When they have correctly identified which is longer, show them the words in print sot that they can seen if their judgment is correct.
3. Use the following examples for the lesson:
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 bus- motorcycle
ant- carabao
red- yellow
bag- classroom
bee –butterfly

Note:
1. You may also use names of classmates, objects in the classroom or words taken from stories you read in class,
2. When you show words in print, make sure you print the words beneath and above each other on the board, aligning their initial
letters to make
obvious the differences in length.

Tracing/Copying own name and words

Objectives: to trace and copy own name and familiar words
Materials: writing paper (with dotted lines for each letter) or word cards for children to copy
Number of Participants: any number of children
Procedure:

1. Each child is given a writing paper with his/her name on it.

2. Children use a crayon to connect the dots.

Note: If the child can write letters already, he/she can proceed with copying instead of tracing.

D. SONGS/POEMS/ RHYMES

Pandinig Mata

Tainga ang pandinig Mata ay itingin

Sa ating paligid Sa mga tanawin
Ligaya ang hated Nitong mundo natin
O kung may panganib Mata’y ilaw na rin
Nagpapahiwatig Sa ating landasin

Wash Your Hands I Use My Five Senses

(sung to the tune of “The Farmer in the Dell”)
Wash your hands,
Wash your hands before you go and eat. I use my eyes to see, I use my eyes to see,
Wash your hands, wash your hands. And when I want to see a star, I use my eyes to see.
This good rule I use my nose to smell, I use my nose to smell,
(Repeat.) And when I want to smell a flower, I use my nose to smell.
I use my tongue to taste, I use my tongue to taste.
I use my ears to hear, I use my ears to hear.
And when I want to hear a bird, I use my ears to hear.
I use my hands to touch, I use my hands to touch
And when I want to touch a cat, I use my hands to touch

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E. INDOOR/ OUTDOOR GAMES

Let’s See
Objective/Competency: To recall the location of people in the room
Materials: none
Number of Players/Participants: whole class
Procedure:
1. Ask the children to walk around the room with their eyes open.
2. Ask them to stop walking and stand still.
3. Ask them to tell who standing next to them. Ask them how they know.
4. Ask the children to close their eyes and walk around the room.
5. Tell them to stop walking and stand still.
6. Tell them not to open their eyes and try to guess who is standing next to them.
7. Tell them to open their eyes and check if their guess is correct.
8. Ask the children if they were able to guess correctly. If not, discuss what this caused the difficulty.

Pin The Nose On The Face

Objective/Competency: To put the nose on the correct location on the face while blindfolded
Materials: blindfold, poster of a face without a face, several cut-out cardboard noses with tape at the back
Number of Players/Participants: whole class
Procedure:
1. Hang the face poster on the wall. (Height should be eye level with the children.)
2. Blindfold the first player and give him/her a cardboard nose.
3. Bring him to the starting line (a few steps away from the poster). Make him face the poster.
4. At the signal “go,” he walks forward until he reaches the poster.
5. He tries to attach the cardboard nose on the correct location of the nose on the face.
6. The game goes on until all has taken a turn.
7. The child who was able to attach the nose nearest to the correct location on the face, wins the game.

People Counting Games

Objectives: To count in sequence
To learn one-to-one correspondence
To develop body coordination
To develop a sense of rhythm
Materials: ball or jump rope
Players: whole or small group
Procedure:
Bouncing ball: “one, two, three, four, five, six” (bounce a ball)
“one, two, three, four, five, six” (bounce a ball)

Drop The Handkerchief

Arrange all but one of the players in a circle standing at normal intervals and facing in. Appoint the extra player X. Give him a handkerchief
and place him outside the circle. At a signal, X runs around the circle and when he chooses, drops the handkerchief. The player behind
whom it was dropped picks it up and runs around in the opposite direction. The player who reaches the gap first steps into it. The other
player becomes X and runs around the circle and drops the handkerchief behind another player. In this way the game continues.

Over And Under Relay

The teams are lines up in a single line. The first player has a ball or some other object. On the command “Go”, he passes the ball between
his legs to the player behind him who passes it over his head to the player behind him. The ball is thus passed alternately under and over
until it reaches the last player in the line, who runs forward to the front of the line and starts the passing again. This continues until every
member of the team has run. The team finishing first wins.

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