1

Lingguhang Aralin Kuwarter 4

Linggo

sa Reading and Literacy 2

Lingguhang Aralin sa Reading and Literacy 1
Kuwarter 4: Linggo 2

Ang materyal na ito ay gagamitin lamang para sa pagtuturo ng mga guro at pagkatuto ng mga mag-aaral sa
MATATAG K to 10 Kurikulum. Layunin nitong maging batayan sa paghahatid ng mga nilalaman, pamantayan, at kasanayang
pampagkatuto ng kurikulum. Ipinagbabawal ang anumang hindi awtorisadong pagkopya, pagrebisa, paggamit o pagbahagi ng
materyal na ito. Anumang paglabag o hindi pagsunod sa itinakdang saklaw ay maaaring magresulta sa kaparusahan alinsunod
sa legal na hakbang.

Ang ilan sa mga akdang ginamit sa materyal na ito ay orihinal. Pinagsumikapan ng mga bumuo ng materyal na makuha
ang pahintulot ng mga manunulat sa paggamit ng iba pang akda at hindi inaangkin ang karapatang-ari ng mga ito.

Tiniyak din ang kawastuhan ng mga impormasyong nasa materyal na ito. Para sa mga katanungan o puna, maaaring
sumangguni sa Tanggapan ng Direktor ng Bureau of Learning Resources sa pamamagitan ng pagtawag sa mga numerong (02)
8634-1072 / 8631-6922 o pagpapadala ng email sa [email protected].

Mula sa Kagawaran ng Edukasyon, isang taos pusong pasasalamat sa United States Agency for International
Development and RTI International sa pamamagitan ng ABC+ Project at UNICEF sa pagsuporta at pagbibigay ng teknikal na
tulong sa pagbuo ng MATATAG learning resources.

Inilathala ng Kagawaran ng
Edukasyon Kalihim: Sonny M.
Angara Pangalawang Kalihim:
Gina O. Gonong
Bumuo sa Pagsusulat

Manunulat: Anne Sheila T. Choi

Tagasuri: Briget V. Varron, Aisa Veronica
Pintor
Tagaguhit: Fermin Fabella
Taglapat: Rejoice
Namahala saAnn C. Mananquil
Pagbuo ng Materyal
Bureau of Curriculum
Development Bureau of
Learning Delivery Bureau of
MATATAG School Kauswagan Elementary School Grade Level 1
K to 10 Curriculum Name of Teacher NICE D. MONEVA Learning Area Reading and Literacy
Weekly Lesson Log Teaching Dates and Time February 17-21, 2025 Quarter 4th week 2

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate ongoing development in decoding high frequency words and content specific
A. Content Standards vocabulary; understand and create simple sentences in getting and expressing meaning about one’s
environment and content-specific topics (narrative
and informational).
B. Performance The learners automatically recognize sight words, decode words, express ideas; read sentences with
Standards appropriate speed,
accuracy, and expression; and narrate personal experiences with one’s environment and content-specific topics.
RL1PWS-IV-3. RL1PWS-IV-5. Sound RL1PWS-IV-3. Isolate RL1PWS-IV-5. Sound
SUMMATIVE
Isolate sounds out words accurately. sounds (consonants and out words accurately.
(consonants and vowels) in a word
RL1VWK-IV-1. Use RL1VWK-IV-1. Use
vowels) in a word (beginning and/or
(beginning and/or vocabulary referring vocabulary referring to
ending).
ending). to self, family, self, family, school,
school, community, RL1PWS-IV-4. Substitute community, and
RL1PWS-IV-4. and environment. individual sounds in environment.
Substitute simple words to make
individual sounds RL1VWK-IV-. Read RL1VWK-IV-3. Read
C. Learning new words.
in simple words to high- frequency high- frequency
Competencies
make new words. words accurately for RL1PWS-IV-5. Sound out words accurately for
meaning. words accurately. meaning.
RL1PWS-IV-5.
Sound out words b. Sequence RL1VWK-IV-1. Use d. Predict possible
accurately. events in vocabulary referring to ending.
stories. self, family, school,
RL1VWK-IV-1. Use e. Relate story events to
community, and
vocabulary c. Infer the one’s experience.
environment.
referring to self, character's
LC1. Narrate one’s
family, school, feelings and RL1VWK-IV-2. Identify
personal experiences. a.
community, and traits. words with different
1 environment
functions (naming and
environment.
d. Predict possible describing words). LC3. Express ideas
RL1VWK-IV-2. ending. about: environment
Identify words
e. Relate story
with different
events to one’s
functions (naming experience.
and describing
words).

2
 a. words that label RL1CCT-IV-2 Use b. words that describe LC4. Respond
persons, places, own words in persons, places, things, creatively to texts
things, animals, retelling myths, animals, actions, (myths, legends,
actions, situations, legends, fables, situations, ideas, and fables, and narrative
ideas, and and narrative emotions poems).
emotions poems
RL1VWK-IV-3. Read RL1VWK-IV-5. Write
RL1VWK-IV-3. RL1VWK-IV-5. Write high- frequency words legibly and
Read high- words legibly and words accurately for correctly.
frequency words correctly. meaning.
accurately for
RL1CAT-IV-2.
meaning.
Comprehend stories.
RL1CAT-IV-2.
Note important
Comprehend
details in stories
stories.
character, setting,
a. Note important and events).
details in stories
character, setting, Sequence events in
stories.
and events).
RL1CAT-IV-1. Read
RL1CAT-IV-1. Read
sentences with
sentences with
appropriate speed,
appropriate
accuracy, and
speed, accuracy,
expression.
and expression.
At the end of the At the end of the At the end of the lesson, At the end of the
lesson, the lesson, the learners the learners shall be lesson, the learners
learners shall be shall be able to: able to: shall be able to:
able to:
Sound out words Articulate Sound out words
Articulate accurately. consonant and
accurately. Use
consonant and vowel sound in the
D. Learning Objectives Sequence events in
vowel sound in given words. vocabulary referring
the story.
the given words.
Substitute individual to
Infer the character's
3
 environment to narrate
Substitute feelings and traits. sounds in simple words relevant
individual sounds to make new words. personal
Predict possible
in the given words experience
ending in the story Sound out words
to make new s.
read. accurately.
words.
Read high-frequency
Read the given words accurately for
words accurately. meaning.
Predict possible
ending in the story
read.

Use words referring Relate the story events Use words referring to Relate story events to
to environment to one’s experience. environment extracted one’s experience.
extracted from the from the story read.
Use one’s own words Respond creatively to
story read.
in retelling the story. Identify describing the story read.
Identify naming words for places,
words for places, Write words legibly Write words legibly
things, actions, and
things, actions, and and correctly. situations used in the and correctly.
situations used in story.
the story.
Read high-frequency
Read high- words accurately for
frequency words meaning.
used in the story
read. Note the characters,
setting, and events in
Note the the story read
characters, setting,
Sequence events in
and events in the
the story.
story read
Read sentences with
Read the given
appropriate speed,
sentences with
accuracy, and
appropriate
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 speed, accuracy, expression.
and expression.
E. Anchor Mabuting mamamayan
Vocabulary and Comprehending and Vocabulary and word Comprehending and
Word Knowledge analyzing text knowledge analyzing text
Comprehending Phonics and word study Creating and
II. CONTENT
and Analyzing Text composing texts
Creating and Vocabulary and word
Composing Text knowledge
(discourse)
III. LEARNING RESOURCES
GMA Playground. Script for Ang Filipino For Kids.
(2018, May 25). Hukuman ni Sinukuan (2017, November 4).
A. References
Alamat: Ang Alamat adapted from: The Legend of Mayon
ni Mariang https://pinoyreads- Volcano
Sinukuan | Full blog.tumblr.com/post/ (Filipino/Tagalog
Episode 4 [Video]. 5306627 folktale)
YouTube.

5
 https:// 6613/ang- [Video]. YouTube.
www.youtube.com/ hukuman-ni- https://www.youtube.com
wat ch? sinukuan /wat ch?v=Y9xYftc3VlA
v=Dy57MJJnZp8
 Text version of  Picture of Mount  Picture of Mt.
the story can be Mayon Mayon and
accessed here: surrounding
https://pinoyread  Copies of text area during an
s- (Alamat ng Bulkang eruption
blog.tumblr.com/ Mayon). Ideally, one
post/530 copy for each
B. Other Learning learner.
66276613/ang-
Resources
hukuman- ni-
sinukuan

 Copies of the
text of Ang
Hukuman ni
Sinukuan”
(Excerpt only) -
Ideally, one
copy for each
learner.

 Oral reading
fluency self-
assessment
checklist
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Ask learners: Recall the text Show pictures of Mayon Write the word
Ano-ano ang mga that was read the Volcano. Ask learners kalamidad on the
makikita sa kabundukan? previous day. what they know about board. Ask learners
Bakit mahalagang the volcano. Have they what they think the

6
 panatiliing buhay at seen any other word means.
malago ang mga Ask the following volcanoes? Describe the You can create a
Activating kabundukan? questions: volcano. List down the word web and list
Prior down words
describing words that
Knowledge  Ano ang mentioned by the
they use.
pamagat ng learners.
alamat na
binasa
natin?
 Sino ang
makakapagk
uwento nito
muli?
(Alalahanin
ang 5- finger
retell
strategy.)
Emphasize that being a
good member of the
community means Lindol

taking part in
maintaining peace and
harmony. Bagyo Kalamidad Baha

Pa
gp
ut
ok
ng
Bu
lk
an

Ask learners to narrate

their experiences, or

7
 stories they have
heard about natural
calamities. You may
also discuss safety
measures
during natural disasters.
Tell the learners: Tell the learners: Tell the learners: Say:
Ngayong araw, Kahapon ay nagbasa Ngayong araw, Ngayong araw,
manood tayo (or malalaman natin babalikan natin ang
tayo ng alamat.
makinig) ng ang alamat ng Alamat ng Bulkang
Ngayong araw ay
Lesson kuwentong Bulkang Mayon. Mayon at magsusulat
magsusulat tayo
Purpose/Intention naganap sa tayo ng posibleng
kabundukan. tungkol sa kuwentong wakas ng kuwento.
Pagkatapos makinig iyon. Magsusulat rin tayo ng
(o manood), liham para sa tauhan
babasahin natin sa alamat.
ang isang bahagi
ng kuwento.
Magsasanay tayo
sa pagbasa ng may
tamang bilis at
ekspresyon para
maging matatas
ang pagbasa natin.
Say: To prepare for Present this word: Present the Present the following
Lesson Language
the reading of the
Practice  Padalos-dalos following phrases:
story, here are words: Paglikas
some words that Ang ibig sabihin ng malawak na lugar
Present these mabilis at madugong digmaan Abo Lahar Pagbaha
words one at a nagpapakita ng Pinsala Bagyo
malungkot na Read the words to
time. Let learners pagmamadali,
articulate the kakulangan sa sapat inilibing patagong the class and invite
sounds in each na pag-iisip, at them to sound out
word and read the maingat na nagkikita matapang the words

8
words aloud. pagsasaalang-alang na lumaban
Explain what the
Kagubatan, itak, Ang pagiging Read the words to words mean by
bahay, apoy, itlog, padalos-dalos ba ay the class and invite discussing safety
pugad, dumamba, mabuti o them to sound out measures during
kumokak, nakasasama? Bakit? the words in the volcanic eruptions.
lumundag, phrases.
Ask:
iwinasiwas, Example:
Ex. Malungkot. Ano
hinanap. Nangyari na bang
ang unang tunog? Ano
naging padalos- Kapag may
Ask learners to ang huling tunog?
dalos kayo? Ano ang nababalitang pagputok
group these words nangyari? Ilang pantig meron
o pagsabog ng bulkan
into two groups ito?
sa inyong lugar,
(open sort). What Sino sa mga tauhan Play a word game by kailangan maghanda
words refer to sa kuwentong binasa
manipulating sounds in sa paglikas o pagpunta
actions? What natin kahapon ay
words. sa mas ligtas na lugar.
words refer to padalos-dalos?
Maraming panganib
things? Ex. ang pwedeng dalhin ng
Play a word game Ang salitang ugat ng pagsabog ng bulkan.
by changing some malawak ay lawak. Ang dalawa dito ay
sounds in words Ulitin natin. Lawak ang malawakang
to make new pagkalat ng abo na
words. Ano ang bagong tunog nakasasama sa ating
kapag pinalitan natin kalusugan, o ang
Ex. ang /l/ ng /h/ = hawak. pagdating ng lahar na
Itak - change /I/ to Other words: maaring makasira
/u/ - utak
Lugar - change /r/ to
Bahay - change /w/ = lugaw
/h/ to /g/ - bagay
Dugo - /d/ to /p/ =
Hanap - change
/p/ to /y/ - hanay pugo Kita - /k/ to /h/

Apoy - change /p/ = hita Tapang - /t/ to

to /m/ - amoy

9
/g/ = gapang

10
 sa mga tanim at
bahay malapit sa
bulkan.

Ugaliing maging handa

kapag nakatira malapit
sa bulkan.
Kailangang handa ang
iyong emergency bag
na may lamang damit
at pagkain.
During/Lesson Proper

Present the video of Reread the text as Present the story. Say: Balikan natin
the story. You may a whole class. (The ang alamat na
pause at certain text below can be Say: Ang babasahin binasa natin
points in the story modified or natin ngayong araw ay kahapon.
so that you can: shortened as isang alamat. Ang
Reread the text as a
needed.) alamat ay isang whole class. (The
- monitor
comprehension kuwento ng text can be modified
Narrator: pinagmulan ng isang or shortened as
- check if the Ipinatawag ni bagay. Sa kuwento needed.)
learners are still Mariang Sinukuan natin ngayon, alamin
engaged and ang mga hayop at natin kung paano
Reading the Key listening by asking isa-isang tinanong nabuo ang Bulkang
Idea/Stem them to recall kung ano ang Mayon ayon sa alamat.
characters and nangyari.
events or predict
Babasahin ko
what will happen MS: “Bakit may
muna ang
next. dala kang itak
kuwento.
kagabi?”
Sample questions Pagkatapos ay
that can be asked: Lamok: “Kasi po babasahin natin
- ano raw ang hinahanap ko si ito nang sabay.
katangian ni Alimango.”

11
Mariang MS: “At bakit naman Ang Alamat ng
Sinukuan? may dala ka pang Bulkang Mayon
itak sa paghahanap
- ano kaya ang
kay Alimango?” Noong unang panahon,
nangyari sa mga
may isang prinsesang
itlog ng ibon? Lamok: “Kasi po,
Bakit ito gusto ko pong
nabasag? gumanti sa ginawa
- sino ang niya sa akin. Bigla
susunod nilang na lang niya akong
hahanapin? sinipit! Ngayong
magaling na ang
aking paa,
isinumpa kong nagngangalang
hahanapin ko siya Daragang Mayon.
habang ako'y
Ang kanyang ama ay hari
nabubuhay!
sa malawak na lugar sa
MS: “Masyado kang Bikol.
marahas, Lamok.
Nagulo ang aking Napakaganda at
kaharian nang dahil napakabait ni Daragang
lamang sa sama ng Mayon kaya maraming
iyong loob kay lalaking gusto siyang
Alimango. Magmula mapangasawa.
ngayon
ipinagbabawal na Paano inilarawan si Daragang
Mayon?
kitang magdala ng
itak!”
Pero may sikreto si
Narrator: Hanggang Daragang Mayon. Siya ay
ngayon, matigas ang umiibig kay Hadiong.
ulong hinahanap pa
rin ni Lamok si Subalit si Hadiong ay
12
Alimango at lihim na isang mandirigma sa
nagdadala ng itak tribo na kaaway ng
tuwing gabi. Kung pamilya ni Daragang
may naririnig
Mayon.
kayong kulisap na
paugong-ugong sa Kaya kinailangan nilang
inyong tainga, ang
magkikita nang patago.
Lamok iyon.
Sapagkat hanggang Bakit sila nagkikita nang
ngayon ay
patago?
hinahanap pa rin
niya ang butas ng Ngunit isang gabi ay
alimango na akala
nahuli sila ng kapatid ni
niya'y butas ng
Hadiong.
iyong tainga.
Nang malaman ito
nang kanilang
pamilya, sila ay
nagalit.

Dito nagsimula ang

madugong digmaan sa
pagitan ng dalawang
tribo.

Matapang na lumaban
rin si Hadiong sa
digmaan at siya ay
namatay.

Nang malaman ni
Daragang Mayon ang
balita, siya ay lubhang
nalungkot. Nabiyak ang
13
 kanyang puso.

Umiyak siya nang umiyak

hanggang siya ay
nagkasakit. Hindi
nagtagal, siya rin ay
namatay.

Bakit namatay si
Daragang Mayon?

Malungkot na inilibing si
Daragang Mayon ng
kanyang pamilya at ng
taong bayan.

Ilang buwang nakalipas,

lumaki ng lumaki ang
lupang pinaglibingan
niya.

Pagkatapos ng ilang
daang taon, ito ay
naging isang
napakagandang
bulkan na ngayon ay
nagngangalang
Mayon.
After watching, Present the following Discuss the story. Explain that
present a shorter sentences in random You may ask the legends are stories
version (excerpt) order. following questions to that have been
of the story. facilitate the class passed down for

14
 1. Sinipit ni Alimango discussion. many generations.
Ask learners: What ang paa ni Lamok. They are usually
should we 1. Sino ang mga about a particular
remember when pangunahing tauhan person, place, or
we are reading sa kuwento? thing, and most
sentences? (Refer
to a fluency poster legends contain
2. Ano ang
if available.) elements of magic.
paglalarawan kay
Sample reminders
Developing below: 2. Nagdala si Lamok ng Daragang Mayon?
Say:
Understanding of the  Look at itak at hinanap niya si Kung ikaw ay
Key Idea/Stem words Alimango. 3. Saan naganap
bibigyan ng
carefully ang kuwento?
pagkakataong
 Don’t add Ano ang
or change magsulat ng
paglalarawan sa
words kakaibang wakas
lugar na Bikol?
 Read like sa alamat, anong
4. Ano-ano ang mga
how you talk wakas ang susulat
pangunahing
 Change mo?
volume pangyayari sa
Explore different
or tone kuwento? Ano ang
possibilities based
when simula? Gitna?
needed on the events in
Wakas?
 Read words the story. Example:
Basahin nating muli
together Kung hindi nakita
ang mga pariralang
 Read not sina Daragang
ito.
too fast Mayon at Hadiong
and not too malawak na lugar
na magkasama?
slow napakagandang
bulkan madugong Kung hindi
 Change
speed digmaan malungkot lumaban si
when na inilibing patagong Hadiong sa
needed nagkikita matapang digmaan? Kung
 Look at na lumaban nag-asawa sila
(punctuati at tumanda?
on) marks
Brainstorm for
ideas as a class.
15
To facilitate the
reading activity,
group the students
and assign them
to read a
character’s lines.
(There are only
three characters:
narrator, Mariang
Sinukuan,

and Lamok) 3. Nagkagulo Ano ang napapansin Model the writing

Groupings can ang mga ninyo sa mga naka- of their ideas into
depend on how hayop. salungguhit na salita? complete
many learners are in sentences.
the class. Explain that these are Then invite
Begin the activity by describing words. learners to work
modeling the fluent Describing words can with a partner to
be used to describe
reading of each line. illustrate and write
nouns like places and
You may put 4. Kinausap ni a new ending for
things. They can also
slashes(/) or double Mariang the story.
be used to describe
lines(//) to chunk the Sinukuan si actions. As a class, Remind learners of
words into phrases Lamok. determine which are the rules when
as necessary. describing places and writing sentences.
Ask assigned things, and which are Call for volunteers
students to read the describing actions. to present their
text after you read. Give other examples output to the class.
Continue the as needed.
modeling and
reading practice 5. Hinahanap ni
until the end of the Lamok si
text. Alimango sa
Sample text to be butas ng tainga
16
read: (Note: the
script can be ng tao.
modified.)

Narrator:
Ipinatawag ni
Mariang Sinukuan
ang mga hayop at
isa-isang tinanong
kung ano ang
nangyari.
MS: “Bakit may dala
kang itak kagabi?”
Lamok: “Kasi po
hinahanap ko si
Alimango.”
MS: “At bakit naman
may dala ka pang
itak sa paghahanap
kay Alimango?”
Lamok: “Kasi po,
gusto ko pong
gumanti sa ginawa
niya sa akin. Bigla
na lang niya akong
sinipit! Ngayong
magaling na ang
aking paa,

isinumpa kong Ask learners to

hahanapin ko siya sequence the
habang ako'y sentences (and
nabubuhay! MS: pictures) correctly.
17
“Masyado kang
marahas, Lamok. Using the sequenced
Nagulo ang aking pictures, ask learners
kaharian nang dahil to retell the story in
lamang sa sama ng their own words.
iyong loob kay
Alimango. Magmula
ngayon
ipinagbabawal na
kitang magdala ng
itak!”
Narrator: Hanggang
ngayon, matigas ang
ulong hinahanap pa
rin ni Lamok si
Alimango at lihim na
nagdadala ng itak
tuwing gabi. Kung
may naririnig kayong
kulisap na paugong-
ugong sa inyong
tainga, ang Lamok
iyon.
Sapagkat hanggang
ngayon ay hinahanap
pa rin niya ang butas
ng alimango na akala
niya'y butas ng iyong
tainga.

18
 Discuss the story. Be Let learners work in Learners are now As a final writing
guided by the small groups. Let invited to work activity, model how to
following discussion them brainstorm and with a partner. write a letter of advice
questions: answer the following Each pair (or for Daragang Mayon.
question: small group) of
Deepening 1. Saan Explain that Daragang
Kung ikaw si Mariang students will be
Understanding of the naganap ang Mayon probably felt so
Sinukuan, anong given envelopes
Key Idea/Stem sad upon hearing the
kuwento? parusa ang ibibigay containing
2. Sino-sino ang news of Hadiong.
mo kay Lamok? sentences. They
mga tauhan sa Anong mangyayari kay will be asked to
However, as a friend,
kuwento? Ano ang Lamok kapag read their we can help someone
masasabi natin sa pinarusahan niyo siya? sentences aloud feel better and suggest
mga tauhang ito? (with proper ways to cheer
3. Ano ang mga speed, accuracy, someone up.
mahalagang and expression)
pangyayari sa and then they will
kuwento? Ano
be asked to
identify the
describing words
(and the

19
ang nangyari sa Maaring iguhit ang words that are being Show learners the
simula? Sa gitna? sagot at magsulat ng modified or parts of a letter
Sa dulo? isang pangungusap described) in the (date, greeting,
tungkol dito. given sentences. body, closing,
After the class signature)
discussion, the Maaaring tapusin ang Examples: The teacher will
learners may then pangungusap na ito: model the letter
be asked to reread Uminom si Tatay ng writing by using
the text, first with a Bilang parusa sa ginawa mainit na kape the following
partner, and then ni Lamok, siya ay dapat kanina. template.
by themselves. Give na
. Naglakad kami sa Petsa:
them time for the
tahimik na baybay- Mahal kong
repeated readings. kaibigan,
The teacher is dagat kaninang
Alam kong lubha
expected to go umaga.
kang nalungkot sa
around and listen pagkamatay ni
Maayos na
and give feedback Hadiong. Para
sinalubong ng
on the learners mabawasan ang
prinsipe ang bisita sa
while they are iyong kalungkutan,
kaharian.
reading. eto ang payo ko…
Observe students Naging malungkot
who may be having Nagmamahal,
ang pag- alis ng mga
difficulties in reading sundalo sa lugar
and provide After the teacher
namin. models for the
guidance as needed.
class, let the
You may provide Provide other learners work on
learners with a self- examples as needed. the letter in pairs
assessment or individually.
checklist:

 I was able to
read all the
words
20
 correctly
 I grouped
some words
into phrases
 I read at a
good pace -
not too fast,
and not too
slow
 I changed
my tone of
voice when
needed
 I stopped at
periods and
paused at
commas.

After their reading

practice with their
partners and on
their

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 own, the teacher
can now group
the learners
according to the
sequence of the
text. The goal is
to read the
assigned text
independently
and fluently.
After/Post-Lesson Proper
Ask the learners to Ask learners to reflect Ask learners to reflect Ask learners:
reflect and answer and complete these and complete these  Ano ang mga 
the questions: statements: statements: dapat
 Ang mga salitang tandaan
Making Generalizations Ano ang mga  Ito ang mga dapat kapag tayo ay
naglalarawan ay
and Abstractions dapat tandaan isama sa muling nagsusulat ng
maaring
upang pagkuwento: pangungusap?
maglarawan ng
makapagbasa , , at  Ano-ano ang
.
nang may tamang . mga bahagi ng
bilis at damdamin?  Ang isang
isang liham
salitang pangkaibigan?
naglalarawan
na natutuhan
ko ngayong
araw ay .
Teacher can use self- Ask learners to Sequence events in Ask learners to fill
assessment, peer- accomplish the story the story. in the blanks to
assessment map. complete the
Evaluating Learning Identify the friendly letter.
checklist, as well as
observation checklist See LAS describing words in
to evaluate learners’ the sentences. See LAS
oral reading
See LAS
fluency.

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Additional Activities for Encourage Encourage learners to Ask learners to Encourage learners
Application or learners to retell read the text aloud to compose descriptive to write meaningful
Remediation (if the story to their their family sentences about their letters to their
applicable) family. home and friends.
surroundings.
Remarks
Reflection

Prepared by: Checked by:

NICE D. MONEVA ANTHONY M. CABAHUG

TI/adviser School in-Charge

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