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    Kindergarten Teacher Guide

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    Schenly Tychingco Tarrobago
    The document provides a teacher guide for kindergarten education in the Philippines. It outlines the country's policy to provide universal access to mandatory kindergarten education to prepare children for elementary school. The kindergarten curriculum aims to promote children's physical, social, intellectual, emotional, and skills development. It is organized into themes that teach children about themselves, their community, country, and world. The curriculum also focuses on developing skills in areas like character, languages, physical and natural sciences, mathematics, and manners. It provides sample competencies and learning outcomes to ensure alignment between curriculum planning and classroom instruction.

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    Kindergarten Teacher Guide

    Uploaded by

    Schenly Tychingco Tarrobago
    214 views30 pages
    The document provides a teacher guide for kindergarten education in the Philippines. It outlines the country's policy to provide universal access to mandatory kindergarten education to prepare children for elementary school. The kindergarten curriculum aims to promote children's physical, social, intellectual, emotional, and skills development. It is organized into themes that teach children about themselves, their community, country, and world. The curriculum also focuses on developing skills in areas like character, languages, physical and natural sciences, mathematics, and manners. It provides sample competencies and learning outcomes to ensure alignment between curriculum planning and classroom instruction.

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    The document provides a teacher guide for kindergarten education in the Philippines. It outlines the country's policy to provide universal access to mandatory kindergarten education to prepare children for elementary school. The kindergarten curriculum aims to promote children's physical, social, intellectual, emotional, and skills development. It is organized into themes that teach children about themselves, their community, country, and world. The curriculum also focuses on developing skills in areas like character, languages, physical and natural sciences, mathematics, and manners. It provides sample competencies and learning outcomes to ensure alignment between curriculum planning and classroom instruction.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    214 views30 pages

    Kindergarten Teacher Guide

    Uploaded by

    Schenly Tychingco Tarrobago
    The document provides a teacher guide for kindergarten education in the Philippines. It outlines the country's policy to provide universal access to mandatory kindergarten education to prepare children for elementary school. The kindergarten curriculum aims to promote children's physical, social, intellectual, emotional, and skills development. It is organized into themes that teach children about themselves, their community, country, and world. The curriculum also focuses on developing skills in areas like character, languages, physical and natural sciences, mathematics, and manners. It provides sample competencies and learning outcomes to ensure alignment between curriculum planning and classroom instruction.

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    © All Rights Reserved
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    Kindergarten

    Teacher Guide
    Mary Joy Devine L. Merciales
    Teacher - III
    Kindergarten Education Act
    In consonance with the Millennium Development Goals on
    achieving Education for All (EFA) by the year 2015, it is hereby
    declared the policy of the State to provide equal opportunities for
    all children to avail of accessible mandatory and compulsory
    kindergarten education that effectively promotes physical, social,
    intellectual, emotional and skills stimulation and values formation to
    sufficiently prepare them for formal elementary schooling. This Act
    shall apply to elementary school system being the first stage of
    compulsory and mandatory formal education. Thus, kindergarten
    will now be an integral part of the basic education system of the
    country.
    Kindergarten education is vital to the
    academic and technical development of the
    Filipino child for it is the period when the young
    mind’s absorptive capacity for learning is at its
    sharpest. It is also the policy of the State to make
    education learner-oriented and responsive to the
    needs, cognitive and cultural capacity, the
    circumstances and diversity of learners, schools and
    communities through the appropriate languages of
    teaching and learning.
    Kindergarten Curriculum

    The domain-based skills intended to be developed in


    kindergarten are aligned to the learning area, content-based
    curriculum to be learned in Grade 1. Domains are strategically
    integrated in the content of the blocks of time as contained in
    the KCG/Teaching Guide. Activities tackle different but
    interrelated domains for the smooth and successful transition of
    every five-year-old Filipino child from Kindergarten on to Grades 1
    to 12 Basic Education.
    KINDERGARTEN CURRICULUM GUIDE
    THEME I : KNOWING WHO WE ARE AND OUR
    FAMILIES

    THEME II : EXPLORING OUR COMMUNITY

    THEME III: APPRECIATION IN OUR COUNTRY

    THEME IV: CARING FOR OUR WORLD


    LEGEND SAMPLE
    First Entry Level Kindergarten K

    Uppercas Learning SiKaP S


    e Letter/s Area

    Roman Quarter I
    Numeral

    Arabic Compete Recognize oneself as a 1


    Number ncy member of a family
    LEARNING AREA CODE

    SIKAP S

    LANGUAGE L

    PHYSICAL AND NATURAL ENVIRONMENT PNE

    MATHEMATICS M

    GOOD MANNERS AND RIGHT CONDUCT GMRC


    SiKAP

    DepEd said the new curriculum, which will be called


    Sibika, Sining at Kultura, Kasaysayan, at Kagalingang
    Pangkatawan (SiKaP), aims to provide students with the
    essential knowledge, skills, and cultural consciousness.
    LANGUAGE
    Speaking
    • Speak clearly enough so that most people understand
    Listening what they say.
    • Answer simple yes/no questions.
    • Follow 1–2 simple directions in a row.
    • Answer questions like, “How are you feeling today?"
    • Listen to and understand stories. • Retell a story or talk about something they did.
    • Take turns talking and keep a conversation going.
    • Follow a simple conversation
    • Show interest in and start conversations.
    • Tells something about their craft or drawing
    Reading Writing
    • Understand that sounds make up words.
    • Print their first name.
    • Pick out words that rhyme, like cat and hat.
    • Tell you the first sound in words, like mmmm for milk. • Scribbles, draw lines.
    • Says the sounds for some letters, like buh for B. • Draw a picture that tells a story. Write a letter or word
    • Identify upper- and lowercase letters. to stand for a whole sentence or idea.
    • Recognize some words by sight. • Write upper- and lowercase letters.
    • "Read" a few picture books from memory.
    • Write letters in no set order, like Ve Rsi NgE TO rIX
    • Know how a book works and familiarize with its parts.
    PHYSICAL AND NATURAL
    ENVIRONMENT
    It includes the understanding of concepts pertaining to
    living and nonliving things, including weather, and use
    these in categorizing things in his/her environment. They are
    also expected to acquire the essential skills and sustain their
    natural curiosity in their immediate environment through
    exploration, discovery, observation, and relate their
    everyday experiences using their senses (touch, sight, smell,
    taste, and hearing).
    MATHEMATICS
    Learners will be able to understand and demonstrate
    knowledge, thinking skills, and insights into patterns of
    mathematics, concepts of numbers, length, capacity,
    mass, and time through the use of concrete objects or
    materials, and to apply these meaningfully in their daily
    experiences. They are provided with varied manipulative
    activities to help them see relationships and
    interconnections in math and enable them to deal flexibly
    with mathematical ideas and concepts.
    GOOD MANNERS AND RIGHT CONDUCT
    Senator Panfilo M. Lacson filed a bill aiming to make
    sure Filipinos learn good manners and right conduct (GMRC)
    during their formative years from Kindergarten to Grade 3.
    He said the GMRC shall inculcate among the students the
    concepts of "human dignity, respect for oneself and giving
    oneself to others in the spirit of community, for the effective
    and holistic development of the decision-making skills of
    the child.“
    He added the teaching method shall be actual or
    situational instead of just conceptual, so students can
    directly relate to the lessons and practice them.
    Themes SiKaP Languages Physical Mathematics Good Total
    and Natural Manners
    Environment and Right
    Conduct

    Knowing Who 4 5 3 3 2 17
    We Are and Or
    Families

    Exploring Our 2 5 2 3 1 13
    Community
    Appreciating 3 2 1 3 1 10
    Our Country
    Caring for Our 1 1 4 3 1 10
    World
    Total 10 13 10 12 5 50
    Alignment of Learning Outcomes with the
    Learning Competencies

    ALIGNMENT WITH THE COMPETENCY is the congruence of the


    learning outcomes to the level of knowledge, skills, and attitudes
    described in the competency. APPROPRIATE LEARNING
    OUTCOME is targeting relevant skills, knowledge, and attitudes.
    Basic Steps To Align And Unpack
    Objectives

    • Look for the verbs. ...


    • Highlight the performance-based verbs. ...
    • Rewrite the objective so it will be performance-based
    and active. ...
    • Unpack the objective into smaller tasks.
    The Need for Unpacking MELCS

    Unpacking technically occurs when the intended


    curriculum is interpreted or translated into classroom
    instruction. It is the connecting process that transpires
    between curriculum planning and curriculum
    implementation.
    Let’s See!
    Use non-standard measuring tools

    The child shall be able to:


    • define what measurement is
    • discuss how things are being measured
    • Select the right tool to measure objects
    • use non-standard measuring tools (hand span,
    foot span, pace measuring, etc.)
    • Use non-standard measuring tools (pebble,
    coins, paper clips, sticks, etc.)
    Use non-standard measuring tools
    The child shall be able to:
    • define what measurement is
    • discuss how things are being measured
    • select the right tool to measure objects
    • use non-standard measuring tools (hand span, foot span, pace measuring, etc.)
    • use non-standard measuring tools (pebble, coins, paper clips, sticks, etc.)

    CONTENT FOCUS: DAY 1 DAY 1 DAY 1 DAY 1 DAY 1


    I can use Measurement Ways on how Proper tools to Different non- Other non-
    different and things are measure standard standard
    available measuring being objects measuring
    measuring
    tools measured tools (hand
    materials to tools
    span, foot
    measure things span, pace
    measuring,
    etc.)
    Thank you!

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