1

Lingguhang Aralin Kuwarter 1

Linggo

sa Reading and Literacy 6

Lingguhang Aralin sa Reading and Literacy 1
Kuwarter 1: Linggo 6
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: Sara Z. Duterte
Pangalawang Kalihim: Gina O. Gonong

Bumuo ng Materyal

Manunulat: Jerome C. Hilario

Tagasuri ng Nilalaman: Aisa Veronica D. Pintor
Tagasuri ng Wika: Giovanni C. Duran
Tagaguhit: Mark D. Petran
Tagalapat: Racy V. Troy

Namahala sa Pagbuo ng Materyal

Bureau of Curriculum Development
Bureau of Learning Delivery
Bureau of Learning Resources
MATATAG School Grade Level 1
K to 10 Curriculum
Name of Teacher Learning Area Reading and Literacy
Weekly Lesson Log
Teaching Dates and Time Quarter/Week Quarter 1, Week 6

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards: 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 topics (narrative and
informational).
B. Performance Standards: The learners use phonological and alphabetic knowledge to read/write words accurately with/for meaning and
narrate personal experiences with family and content-specific topics.
C. Learning • Chant nursery rhymes • Identify the letters in L1. • Identify the letters in L1. • Identify the letters in L1.
Competencies and poems. • Produce the sound of • Produce the sound of the • Produce the sound of
• Segment a two-three the letters of L1. letters of L1. the letters of L1.
syllable word into its • Identify rhyming words in • Identify rhyming words in • Identify rhyming words in
syllabic parts. nursery rhymes, poems, nursery rhymes, poems, nursery rhymes, poems,
• Narrate one’s personal and chants. and chants. and chants.
experiences: content- • Say two or three words • Say two or three words • Say two or three words
specific topics. that rhyme. that rhyme. that rhyme.
• Read high-frequency • Sound out words • Substitute individual • Isolate sounds in a word.
words accurately for accurately. sounds in simple words to • Write words legibly and
meaning. • Read content-specific make new words. correctly.
• Express ideas about: words accurately for • Write words legibly and • Recognize
content-specific topics meaning. correctly. environmental print
• Identify rhyming words in • Write words legibly and • Read content-specific (symbols).
nursery rhymes, poems, correctly. words accurately for • Read high-frequency
and chants. • Segment a two-three meaning. words accurately for
• Recognize proper eye syllable word into its • Read high-frequency meaning.
movement skills in syllabic parts. words accurately for • Express ideas about
reading: left to right; top • Identify initial sounds. meaning. content-specific topics
 to bottom; and return • Recognize the parts of • Express ideas about • Comprehend
sweep the book. content-specific topics informational text:
• Recognize • Identify words with • Identify initial sounds. - identify problem and
environmental print different functions: words • Comprehend solution
(symbols). that describe persons, informational text:
places, and things. - note significant details
• Narrate one’s personal in a story listened to
experiences: content-
specific topics.
D. Learning At the end of the lesson, At the end of the lesson, At the end of the lesson, the At the end of the lesson,
Objectives the learners are able to: the learners are able to: learners are able to: the learners are able to:
• Identify the sounds and • Identify the letter N and • Identify the letter G and • Identify the letter NG
names of previously its sound. its sound. and its sound.
learned letters (K, L, • Read words that • Read words that contain • Read words that
and Y). contain the letter N. the letter G. contain the letter NG.
• Write the previously • Write words that contain • Write words that contain • Write words that
learned letters. the letter N. the letter G. contain the letter NG.
• Read high-frequency • Isolate the initial sound • Substitute individual • Isolate the initial sound
words. in words beginning with sounds in simple words in words beginning
• Narrate personal N. to create new words. with NG.
experiences.
• Discuss content-specific
topics.
II. CONTENT
Review and
Letter N Letter G Letter NG
Reinforcement
III. LEARNING RESOURCES/MATERIALS (Use the instructional materials, videos, and texts in the school that are appropriate to the lesson
and in the learners’ L1. Refer to similar primer lessons or lesson exemplars if any that correspond to the learners’ L1. Find corresponding
texts available in the local repositories/LRMDs.)
Unang Hakbang sa Unang Hakbang sa
Unang Hakbang sa Pagbasa
Nursery rhyme: “Ako Ay Pagbasa (PRIMER): Pagbasa (PRIMER):
A. References (PRIMER): Kagamitan ng
May Lobo”. Kagamitan ng Mag-aaral Kagamitan ng Mag-aaral
Mag-aaral (Tagalog)
(Tagalog) (Tagalog)
 - Flashcards of - Flashcards of letter N - Flashcards of letter G - Flashcards of letter W
previously learned - Word cards with N - Word cards with G - Word cards with W
B. Other
letters (K, L, Y) and words words words
Learning
words. - Worksheets for writing - Worksheets for writing - Worksheets for writing
Materials
- High-frequency word practice practice practice
list.
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Ask students to say the Begin by asking students if Begin by asking students if Begin by asking students if
sound and name of each they know any words that they know any words that they know any words that
letter. start with the letter N. start with the letter G. start with the letter NG.

Provide examples in Write their responses on Write their responses on the Write their responses on
Filipino: the board. This activates board. This activates their the board. This activates
K: “K” as in “kubo” their prior knowledge and prior knowledge and their prior knowledge and
L: “L” as in “lobo” provides a starting point for provides a starting point for provides a starting point for
Y: “Y” as in “yoyo” the lesson. the lesson. the lesson.
Activating Prior
Knowledge
Encourage students to Review any previous Review any previous Review any previous
come up with more words lessons on letter lessons on letter recognition lessons on letter
starting with these letters recognition and sounds to and sounds to ensure recognition and sounds to
(e.g., "kalabaw", "lata", ensure students are students are prepared for ensure students are
"yelo"). prepared for today’s focus today’s focus on the letter G. prepared for today’s focus
on the letter N. on the letter NG.
Write these words on the
board and ask students to
read them aloud.
Explain that today’s lesson Explicitly state the purpose Explain that today’s lesson Explain that today’s lesson
will focus on reviewing of the lesson to the will focus on learning about will focus on learning about
Purpose of the previously learned letters, students. the letter G, its sound, and the letter NG, its sound,
Lesson/ Intention their sounds, and words how to use it in different and how to use it in
that contain these letters. Explain that today they will Filipino words. different Filipino words.
be focusing on the letter N,
 Share the objectives with its sound, and words that Share the objectives with the Share the objectives with
the students to set clear start with N. students to set clear the students to set clear
expectations. expectations. expectations.
During/ Lesson Proper
Chant the rhyme “Ako Ay Have students share a Read a short story with a Read a short story with a
May Lobo” together, story or experience clear problem and solution, clear problem and solution,
ensuring all students involving something with explicitly guiding students to explicitly guiding students
participate. the letter N: “Ngayon, gusto identify and discuss the to note important details in
kong isipin ninyo ang iyong problem and solution in the the story.
Ako Ay May Lobo kakilala, isang lugar, o story.
isang gamit na nagsisimula Nakita ni Paeng na
Ako ay may lobo sa N. Marahil ang iyong Si Galay ay may mga gulay. ngumunguya ng nganga
Lumipad sa langit nanay o sa niyugan. Sino “Mabuti ang gulay,” sabi ng ang nanay niya. Humingi
’Di ko na nakita ang gustong magbahagi ng nanay. “Kumakain ako ng siya ng nganga. Umiling
Pumutok na pala kanilang kwento?” gulay,” sabi ni Galay. ang nanay niya. Umiyak si
Nagalak ang nanay kay Paeng. “Hindi kinakain ang
Sayang ang pera ko Galay. nganga. Nginunguya
Reading the Key Binili ng lobo lamang ito ng matatanda,”
Idea/ Stem Sa pagkain sana Mga Tanong : sabi ng nanay. Tumigil sa
Nabusog pa ako 1. Sino ang may gulay? pagngalngal si Paeng.
2. Ano ang sabi ng
Ask students to clap along nanay tungkol sa Mga Tanong:
to maintain rhythm and gulay? 1. Ano ang hinihingi ni
engagement. 3. Bakit mabuti ang Paeng sa kaniyang
gulay? nanay?
2. Ano ang ginawa ni
Iguhit at kulayan ang mga Paeng nang umiling
gulay ni Galay. ang kaniyang
nanay?
3. Bakit hindi siya
binigyan ng kaniyang
nanay ng nganga?
 Write the rhyme on a chart. Show the letter N flashcard Show the letter G flashcard Show the letter NG
and say, “Ito ang titik N. Ito and say, “Ito ang titik G. Ito flashcard and say, “Ito ang
Read the rhyme again and ay tumutunog ng /n/.” ay may tunog na /g/.” titik NG. Ito ay may tunog
ask students to highlight na /ng/.”
the rhyming words Demonstrate the sound /n/ Demonstrate the sound /g/
- ako-lobo by saying, “Makinig sa by saying, “Pakinggan ninyo Demonstrate the sound
- nakita-pala tunog na ginagawa ng titik ang tunog ng titik G: /g/.” /ng/ by saying, “Pakinggan
- pera-sana N: /n/.” ang tunog na ginagawa ng
Have students repeat the titik NG: /ng/.”
Discuss why these words Have students repeat the sound several times:
rhyme and what rhyming sound several times: “Sabihin natin ang tunog Have students repeat the
means. “Sabay-sabay nating nang sabay-sabay: /g/, /g/, sound several times:
sabihin ang tunog: /n/, /n/, /g/.” “Sabihin natin ang tunog
Practice segmenting two- /n/.” nang sabay-sabay: /ng/,
three syllable words into Chant a rhyme that explicitly /ng/, /ng/.”
syllabic parts using Chant a rhyme that includes words with the letter
Developing clapping. includes words with the G. Chant a rhyme that
Understanding of letter N: “Magtugma tayo includes words with the
the Key Idea/Stem Go back to the list of ng tula. Sabay-sabay natin Guide students in actively letter NG: “Mag-awit tayo
rhyming words and sabihin: Ang nanay ay listening for words that start ng tugtugin. Ulitin
segment words into nagluluto ng nilaga at with the letter W and pagkatapos ko: The cat sat
syllables: “Maghati tayo ng tinola. Siya ay nagsasanay highlight these words on a mat with a hat.”
mga salitang ito sa mga magluto ng iba pang lutuin. together as a class.
pantig. Ang ‘halaman’ ay Siya ay tunay na mahalaga Identify and highlight
may tatlong pantig: ha-la- sa bahay.” Explicitly identify and rhyming words within the
man. Ang ‘hagdan’ ay may highlight rhyming words rhyme: “Naririnig ba ninyo
dalawang pantig: hag-dan. Identify and highlight (RL1PA-I-4) to deepen their ang mga salitang
Ang ‘harapan’ ay may rhyming words within the understanding of word nagrurimahan? Cat, mat, at
tatlong pantig: ha-ra-pan.” rhyme: “Naririnig n’yo ba patterns. hat.”
kung alin ang mga salitang
Have students share a brief magkatugma? tunay at Practice substituting the Practice isolating the initial
personal experience or nanay ay nagtutugma kay initial sound in simple words sound in words that begin
story with the class: “Sino bahay at nagsasanay.” to create new words: with NG: “Ngayon, hanapin
ang nais magbahagi ng “Ngayon, palitan natin ang natin ang unang tunog sa
isang kwento tungkol sa unang tunog ng ‘walis’ ilang mga salita. Ano ang
 kanilang mga sarili? Ipakita Introduce words that start upang makabuo ng bagong unang tunog sa ‘cat’? Ito ay
natin kung paano with N: “Ngayon, tayo ay salita. Paano kung palitan /ng/. Ano naman ang sa
magkuwento nang malinaw mag-aaral ng mga salitang natin ang /g/ ng ‘gusto’ ng ‘cup’? Ang unang tunog ay
at may kumpiyansa.” nagsisimula sa N: nanay, /h/? Magiging ‘husto.’ /ng/.”
nobela, at niyog.” Subukan natin ang isa pa:
Practice reading high- paano kung palitan natin Use word cards to reinforce
frequency words from a list: Nena nota ang /g/ ng ‘gansa’ ng /b/? this practice: “Narito ang
“Tingnan natin ang mga nuno noo Magiging ‘bansa.’“ mga word card. Sabihin
salitang ito: ‘ang’, ‘mga’, at niyog nobela natin ang mga salita nang
‘si’. Sabihin natin ang nanay Nida Use word cards and sabay-sabay at pakinggan
bawat salita nang sabay- nata Nino encourage students to come ang tunog na /ng/ sa
sabay.” up with their own examples: simula.”
Practice sounding out these “Narito ang ilang word cards.
Note: You may look at the words together as a class: Subukan nating palitan ang Discuss naming and
list of sight words and/or “Sabay-sabay nating unang tunog ng mga describing words related to
high frequency words in the sabihin ang mga salita: no- salitang ito upang makabuo NG words: “Pag-usapan
MATATAG English be-la, ni-yog, na-nay.” ng bagong salita.” natin ang mga salitang
Curriculum Guide. nagsisimula sa NG. Ang
gala gulay ginto ‘ba-nga’ ay isang salitang
Use flashcards for quick gansa gata gamot nagngangalan. Ang ‘pa-
recognition: “Kapag gabi gisa gusto ngo’ ay isang salitang
ipinakita ko ang flashcard, naglalarawan. Maaari ba
sabihin ninyo kaagad ang kayong mag-isip ng ibang
salita.” mga salitang nagngangalan
o naglalarawan na
nagsisimula sa NG o mga
salitang may NG?”
Write a simple sentence on Hand out worksheets for Hand out worksheets for Hand out worksheets for
the board and have writing practice: “Ngayon, writing practice: “Ngayon, writing practice: “Ngayon,
students identify each magpapraktis tayo ng magpapractice tayo ng magsasanay tayong
Deepening
word: “Isusulat ko ang pagsusulat ng titik N. pagsusulat ng titik G. Isulat magsulat ng titik NG. Isulat
Understanding of
pangungusap na ‘Si Ana ay Mangyaring sulatan ang ang titik W sa inyong ang titik NG sa inyong
the Key Idea/Stem
nag-aaral.’ Tukuyin natin titik N sa iyong gawain.” worksheet.” worksheet.”
ang bawat salita sa
pangungusap na ito.”
 Encourage students to Encourage students to write Encourage students to
Show common signs and write words that start with words that start with G: write words that start with
symbols (e.g., stop sign) N: “Isulat ang mga salitang “Isulat ang mga salitang NG: “Isulat ang mga
and discuss their ‘niyog,’ ‘nanay,’ at ‘nobela’ ‘gulay,’ ‘gala,’ at ‘gansa’ sa salitang ‘ngipin,’ ‘ngiti,’ at
meanings: “Ano ang ibig sa iyong gawain.” inyong worksheet.” ‘nguso’ sa inyong
sabihin ng tanda na ito? worksheet.”
Tama, ang tanda na ito ay Segment simple N words Practice reading and
nagsasabing ‘Huminto’.” into syllables: “Maghati tayo identifying high-frequency Show images of common
ng mga salitang ito sa mga words that include the letter signs and symbols that
Practice reading sentences pantig. Ang ‘niyog’ ay may G: “Basahin natin ang ilang include the letter NG:
or short paragraphs, dalawang pantig: ni-yog. salitang nagsisimula sa G. “Tingnan ang mga
emphasizing left-to-right, Ang ‘nobela’ ay may tatlong Sabay-sabay nating sabihin: larawang ito. Makikita ba
top-to-bottom, and return pantig: no-be-la. Ang ‘gulay,’ ‘gala,’ at ‘gansa’.” ninyo ang titik NG?”
sweep: “Magsanay tayong ‘nanay’ ay may dalawang
magbasa. Tandaan, pantig: na-nay.” Display these words on chart Have students identify and
nagbabasa tayo mula paper and review them as a read these symbols:
kaliwa-pakanan, taas- Show and discuss the class: “Tingnan ang chart “Basahin natin ang mga
pababa. Kapag natapos na cover page, title page, etc., paper. Narito ang ating mga tandang ito nang sabay-
tayo sa dulo ng linya, of the book used for the G words. Basahin natin ito sabay. Mayroon ba kayong
bumabalik tayo sa simula story: “Ito ang pahina ng ng sabay-sabay.” nakikitang ibang mga tanda
ng susunod na linya. pangunahing pahina ng na may titik NG?”
Basahin natin itong ating aklat. Narito ang Introduce and practice
pangungusap nang sabay- pahina ng pamagat. Ang reading words related to Practice reading and
sabay: ‘Ang pusa ay nasa pamagat ng ating kwento Math, Makabansa, and identifying high-frequency
banig.’” ay ‘________.’” GMRC that include G: words that include the letter
“Ngayon, matututo tayo ng NG: “Basahin natin ang
Practice substituting the mga bagong salita na may ilang mga salitang madalas
initial sound in simple kaugnayan sa Math, ginagamit.
words to create new words: Makabansa, at GMRC na
“Magpalit tayo ng unang nagsisimula sa G.” Display these words on
tunog sa ‘nuno’ upang chart paper and review
makagawa ng bagong them as a class: “Tingnan
salita. Kung babaguhin ang papel ng tsart. Narito
natin ang /n/ sa /p/, ang mga salitang NG natin.
makakakuha tayo ng
 salitang ‘puno.’ Subukan Basahin natin ito nang
natin ang isa pa: paano sabay-sabay.”
kung palitan natin ang /n/
ng ‘nata’ ng /l/? Magiging ngi-pin nga-nga
‘lata’ naman ito.” ngi-ti ngu-so
After/ Post Lesson Proper
Summarize the lesson by Summarize the lesson by Summarize the lesson by Summarize the lesson by
reviewing the sounds of the reviewing the sound of the reviewing the sound of the reviewing the sound of the
letters K, L, and Y and the letter N and the words that letter G and the words that letter NG and the words
words practiced: “Ngayon, were practiced: “Ngayon, were practiced: “Ngayon, that were practiced:
balikan natin ang mga natutunan natin ang tunog natutunan natin ang tungkol “Ngayong araw, natutunan
tunog ng titik K, L, at Y. ng titik N at ang mga sa titik G. Ito ay may tunog natin ang tungkol sa titik
Anong mga salita ang salitang pinraktis natin: na /g/. Nag-practice tayo ng NG. Ito ay may tunog na
natutunan natin na ‘nanay,’ ‘niyog,’ at ‘nobela’.” mga salita tulad ng ‘walis,’ /ng/. Napag-aralan natin
nagsisimula sa mga titik na ‘watawat,’ at ‘wika.’” ang mga salitang tulad ng
Making ito?” Discuss how recognizing ‘ba-nga,’ ‘sa-nga,’ at ‘ngi-
Generalizations the initial sound can help in Discuss how changing one pin.’”
and Abstractions reading new words: sound in a word can create
“Tandaan, kung alam natin a completely new word: Discuss how recognizing
ang unang tunog ng isang “Tandaan, kung papalitan the initial sound can help in
salita, nakakatulong ito sa natin ang unang tunog sa reading new words:
atin sa pagbasa ng salita. isang salita, makakabuo “Tandaan, kung alam natin
Ang ‘nobela’ ay tayo ng bagong salita. Ang ang unang tunog ng isang
nagsisimula sa /n/.” ‘wala’ ay maaaring maging salita, makakatulong ito sa
‘gala’ sa pamamagitan ng atin na mabasa ang salita.
pagpapalit ng /w/ ng /g/.” Ang ‘nga-nga’ ay
nagsisimula sa /ng/.”
Conduct a quick Conduct a quick Conduct a quick Conduct a quick
assessment using a assessment through a assessment through a assessment through a
worksheet or verbal quiz worksheet or verbal quiz worksheet or verbal quiz worksheet or verbal quiz
Evaluating
where students identify where students identify or where students identify or where students identify or
Learning
words that start with K, L, write words with the letter write words with the letter G: write words with the letter
and Y: “Ngayon, N: “Ngayon, magbibigay “Ngayon, bibigyan ko kayo NG: “Ngayon, bibigyan ko
magbibigay ako sa inyo ng ako sa inyo ng worksheet. ng worksheet. Isulat ninyo kayo ng isang worksheet.
 worksheet. Pakisulat ang Pakisulat ang mga salitang ang mga salitang Isulat ang mga salitang
mga salitang nagsisimula nagsisimula sa N. Maari rin nagsisimula sa G. Maaari rin nagsisimula sa NG. Maaari
sa K, L, at Y. Maari rin itong sabihin sa boses kung ninyong sabihin ang mga ito rin ninyong sabihin ang
itong sabihin nang malakas nais ninyo.” nang malakas kung nais mga ito nang malakas kung
kung nais ninyo.” ninyo.” nais ninyo.”
Provide additional Provide additional practice Provide additional practice Provide additional practice
worksheets for students worksheets for students worksheets for students who worksheets for students
who need extra practice who need more support: need more support: “Kung who need more support:
with letters K, L, and Y. “Kung kailangan ninyo ng kailangan ninyo ng “Kung kailangan ninyo ng
karagdagang practice, may karagdagang practice, may mas maraming
Include activities like mga extra worksheets ako mga extra worksheets ako pagsasanay, mayroon
tracing letters, matching para sa inyo.” para sa inyo.” akong mga dagdag na
Additional words to pictures, and worksheet para sa inyo.”
Activities for filling in missing letters. Explicitly guide students in Create a matching game
Application or finding and bringing in where students pair words Create a matching game
Remediation (if Play a matching game objects or pictures of with pictures that start with where students pair words
applicable) where students pair objects that start with the the letter G: “Maglaro tayo with pictures that start with
pictures with words that letter N for further ng matching game. the letter NG: “Maglaro
start with K, L, and Y. reinforcement, emphasizing Ipagsama ang mga larawan tayo ng laro ng
the connection between sa mga salitang nagsisimula pagtutugma. Itugma ang
Use pictures of familiar spoken and written sa W.” mga larawan sa mga
objects and corresponding language. salitang nagsisimula sa
words for better NG.”
engagement.
● Deliver the lesson in Language 1. This must be the language spoken by the learners and used daily.
● It is suggested to maximize the use of words about oneself and family used in the text for mastery and vocabulary
Remarks development.
● There are no worksheets or learner activity sheets for the week to give more focus on developing the listening and
speaking microskills of the learners.