1

Kuwarter 4
Lingguhang Aralin 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 Ann C. Mananquil

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 4th

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

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

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 a. words that label persons, RL1CCT-IV-2 Use own words b. words that describe LC4. Respond creatively to
places, things, animals, in retelling myths, legends, persons, places, things, texts (myths, legends, fables,
actions, situations, ideas, fables, and narrative poems animals, actions, situations, and narrative poems).
and emotions ideas, and emotions
RL1VWK-IV-5. Write words RL1VWK-IV-5. Write words
RL1VWK-IV-3. Read high- legibly and correctly. RL1VWK-IV-3. Read high- legibly and correctly.
frequency words accurately frequency words accurately
for meaning. for meaning.
RL1CAT-IV-2. Comprehend RL1CAT-IV-2. Comprehend
stories. stories.
a. Note important details in Note important details in
stories character, setting, stories character, setting,
and events). and events).
RL1CAT-IV-1. Read Sequence events in stories.
sentences with appropriate
RL1CAT-IV-1. Read
speed, accuracy, and
sentences with appropriate
expression.
speed, accuracy, and
expression.

At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
learners shall be able to: learners shall be able to: learners shall be able to: learners shall be able to:

Articulate consonant and Sound out words Articulate consonant and Sound out words accurately.
vowel sound in the given accurately. vowel sound in the given
Use vocabulary referring to
words. words.
Sequence events in the environment to narrate
D. Learning Objectives Substitute individual story. Substitute individual sounds in relevant personal
sounds in the given words simple words to make new experiences.
Infer the character's feelings
to make new words. words.
and traits. Read high-frequency words
Read the given words Sound out words accurately. accurately for meaning.
Predict possible ending in the
accurately. story read. Predict possible ending in
the story read.

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 Use words referring to Relate the story events to Use words referring to Relate story events to one’s
environment extracted from one’s experience. environment extracted from experience.
the story read. the story read.
Use one’s own words in Respond creatively to the
Identify naming words for retelling the story. Identify describing words story read.
places, things, actions, and for places, things, actions,
Write words legibly and Write words legibly and
situations used in the story. and situations used in the
correctly. correctly.
story.
Read high-frequency words
used in the story read. Read high-frequency words
accurately for meaning.
Note the characters, setting,
and events in the story read Note the characters, setting,
and events in the story read
Read the given sentences
with appropriate speed, Sequence events in the
accuracy, and expression. story.
Read sentences with
appropriate speed, accuracy,
and expression.

E. Anchor Mabuting mamamayan

Vocabulary and Word Comprehending and Vocabulary and word Comprehending and
Knowledge analyzing text knowledge analyzing text
Comprehending and Phonics and word study Creating and composing
II. CONTENT
Analyzing Text texts
Creating and Composing Vocabulary and word
Text (discourse) knowledge

III. LEARNING RESOURCES

GMA Playground. (2018, May Script for Ang Hukuman ni Filipino For Kids. (2017,
25). Alamat: Ang Alamat ni Sinukuan adapted from: November 4). The Legend of
A. References
Mariang Sinukuan | Full https://pinoyreads- Mayon Volcano
Episode 4 [Video]. YouTube. blog.tumblr.com/post/5306627 (Filipino/Tagalog folktale)

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 https://www.youtube.com/wat 6613/ang-hukuman-ni- [Video]. YouTube.
ch?v=Dy57MJJnZp8 sinukuan https://www.youtube.com/wat
ch?v=Y9xYftc3VlA

⚫ Text version of the story ⚫ Picture of Mount Mayon ⚫ Picture of Mt. Mayon and
can be accessed here: surrounding area during
https://pinoyreads- ⚫ Copies of text (Alamat ng an eruption
blog.tumblr.com/post/530 Bulkang Mayon). Ideally,
66276613/ang-hukuman- one copy for each
ni-sinukuan learner.

B. Other Learning ⚫ Copies of the text of Ang

Resources 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 that was read Show pictures of Mayon Write the word kalamidad on
Ano-ano ang mga makikita sa the previous day. Volcano. Ask learners what the board. Ask learners what
kabundukan? they know about the volcano. they think the word means.
Bakit mahalagang panatiliing Ask the following questions: Have they seen any other You can create a word web
buhay at malago ang mga volcanoes? Describe the and list down words
kabundukan? ⚫ Ano ang pamagat ng volcano. List down the mentioned by the learners.
Activating Prior
alamat na binasa natin? describing words that they
Knowledge
⚫ Sino ang use.
makakapagkuwento nito
muli? (Alalahanin ang 5-
finger retell strategy.)

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 Emphasize that being a good
member of the community
Lindol
means taking part in
maintaining peace and
harmony.
Bagyo Kalamidad Baha

Pagputok
ng Bulkan

Ask learners to narrate their

experiences, or 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, manood tayo Kahapon ay nagbasa tayo ng Ngayong araw, malalaman Ngayong araw, babalikan
(or makinig) ng kuwentong natin ang alamat ng Bulkang natin ang Alamat ng Bulkang
alamat. Ngayong araw ay
naganap sa kabundukan. Mayon. Mayon at magsusulat tayo ng
magsusulat tayo tungkol sa
Lesson Pagkatapos makinig (o posibleng wakas ng kuwento.
kuwentong iyon.
Purpose/Intention manood), babasahin natin Magsusulat rin tayo ng liham
ang isang bahagi ng kuwento. para sa tauhan sa alamat.
Magsasanay tayo sa pagbasa
ng may tamang bilis at
ekspresyon para maging
matatas ang pagbasa natin.

Say: To prepare for the Present this word: Present the following phrases: Present the following words:
Lesson Language
reading of the story, here are
Practice ⚫ Padalos-dalos malawak na lugar Paglikas
some words that we will
encounter: Ang ibig sabihin ng padalos- napakagandang bulkan
dalos ay pagkilos sa paraang
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Present these words one at a mabilis at nagpapakita ng madugong digmaan Abo
time. Let learners articulate pagmamadali, kakulangan sa
malungkot na inilibing Lahar
the sounds in each word and sapat na pag-iisip, at maingat
read the words aloud. na pagsasaalang-alang patagong nagkikita
Pagbaha
Kagubatan, itak, bahay, apoy, Ang pagiging padalos-dalos matapang na lumaban
itlog, pugad, dumamba, ba ay mabuti o nakasasama? Pinsala
kumokak, lumundag, Bakit? Read the words to the class
iwinasiwas, hinanap. and invite them to sound out Bagyo
Ask: the words in the phrases.
Ask learners to group these Read the words to the class
Nangyari na bang naging Ex. Malungkot. Ano ang
words into two groups (open and invite them to sound out
padalos-dalos kayo? Ano ang unang tunog? Ano ang huling
sort). What words refer to the words
nangyari? tunog? Ilang pantig meron
actions? What words refer to
things? ito? Explain what the words mean
Sino sa mga tauhan sa
kuwentong binasa natin Play a word game by by discussing safety
Play a word game by
changing some sounds in
kahapon ay padalos-dalos? manipulating sounds in words. measures during volcanic
eruptions.
words to make new words. Ex.
Ex. Example:
Ang salitang ugat ng malawak
Itak - change /I/ to /u/ - utak ay lawak. Ulitin natin. Lawak Kapag may nababalitang
Ano ang bagong tunog kapag pagputok o pagsabog ng
Bahay - change /h/ to /g/ -
pinalitan natin ang /l/ ng /h/ = bulkan sa inyong lugar,
bagay
hawak. kailangan maghanda sa
Hanap - change /p/ to /y/ - paglikas o pagpunta sa mas
hanay Other words: ligtas na lugar. Maraming
panganib ang pwedeng dalhin
Apoy - change /p/ to /m/ - Lugar - change /r/ to /w/ =
ng pagsabog ng bulkan. Ang
amoy lugaw
dalawa dito ay ang
Dugo - /d/ to /p/ = pugo malawakang pagkalat ng abo
na nakasasama sa ating
Kita - /k/ to /h/ = hita
kalusugan, o ang pagdating
Tapang - /t/ to /g/ = gapang ng lahar na maaring makasira

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 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 the story. Reread the text as a whole Present the story. Say: Balikan natin ang alamat
You may pause at certain class. (The text below can be na binasa natin kahapon.
points in the story so that you modified or shortened as Say: Ang babasahin natin
Reread the text as a whole
can: needed.) ngayong araw ay isang
class. (The text can be
alamat. Ang alamat ay isang
- monitor comprehension Narrator: Ipinatawag ni modified or shortened as
kuwento ng pinagmulan ng
Mariang Sinukuan ang mga needed.)
- check if the learners are still isang bagay. Sa kuwento
engaged and listening by hayop at isa-isang tinanong natin ngayon, alamin natin
asking them to recall kung ano ang nangyari. kung paano nabuo ang
characters and events or Bulkang Mayon ayon sa
MS: “Bakit may dala kang itak
predict what will happen next. alamat.
Reading the Key kagabi?”
Idea/Stem Sample questions that can be
asked: Lamok: “Kasi po hinahanap ko Babasahin ko muna ang
si Alimango.” kuwento. Pagkatapos ay
- ano raw ang katangian ni babasahin natin ito nang
Mariang Sinukuan? MS: “At bakit naman may dala
sabay.
ka pang itak sa paghahanap
- ano kaya ang nangyari sa kay Alimango?”
mga itlog ng ibon? Bakit ito Ang Alamat ng Bulkang
nabasag? Lamok: “Kasi po, gusto ko Mayon
pong gumanti sa ginawa niya Noong unang panahon, may
- sino ang susunod nilang
sa akin. Bigla na lang niya isang prinsesang
hahanapin?
akong sinipit! Ngayong
magaling na ang aking paa,

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isinumpa kong hahanapin ko nagngangalang Daragang
siya habang ako'y nabubuhay! Mayon.

MS: “Masyado kang marahas, Ang kanyang ama ay hari sa

Lamok. Nagulo ang aking malawak na lugar sa Bikol.
kaharian nang dahil lamang
sa sama ng iyong loob kay Napakaganda at napakabait
Alimango. Magmula ngayon ni Daragang Mayon kaya
ipinagbabawal na kitang maraming lalaking gusto
magdala ng itak!” siyang mapangasawa.

Narrator: Hanggang ngayon, Paano inilarawan si Daragang

matigas ang ulong hinahanap Mayon?
pa rin ni Lamok si Alimango at
lihim na nagdadala ng itak Pero may sikreto si Daragang
tuwing gabi. Kung may Mayon. Siya ay umiibig kay
naririnig kayong kulisap na Hadiong.
paugong-ugong sa inyong
tainga, ang Lamok iyon. Subalit si Hadiong ay isang
Sapagkat hanggang ngayon mandirigma sa tribo na
ay hinahanap pa rin niya ang kaaway ng pamilya ni
butas ng alimango na akala Daragang Mayon.
niya'y butas ng iyong tainga.
Kaya kinailangan nilang
magkikita nang patago.

Bakit sila nagkikita nang

patago?

Ngunit isang gabi ay nahuli

sila ng kapatid ni Hadiong.

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 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 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.

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 Pagkatapos ng ilang daang
taon, ito ay naging isang
napakagandang bulkan na
ngayon ay nagngangalang
Mayon.

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

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and Lamok) Groupings can 3. Nagkagulo ang mga Ano ang napapansin ninyo sa Model the writing of their
depend on how many learners hayop. mga naka-salungguhit na ideas into complete
are in the class. salita? sentences.
Begin the activity by modeling Then invite learners to work
the fluent reading of each line. Explain that these are with a partner to illustrate and
You may put slashes(/) or describing words. Describing write a new ending for the
double lines(//) to chunk the words can be used to story.
describe nouns like places
words into phrases as Remind learners of the rules
and things. They can also be
necessary. when writing sentences.
used to describe actions. As a
Ask assigned students to read Call for volunteers to present
class, determine which are
the text after you read. 4. Kinausap ni Mariang describing places and things, their output to the class.
Continue the modeling and Sinukuan si Lamok. and which are describing
reading practice until the end actions.
of the text. Give other examples as
Sample text to be read: (Note: needed.
the script can be modified.)

Narrator: Ipinatawag ni
Mariang Sinukuan ang mga
hayop at isa-isang tinanong
kung ano ang nangyari. 5. Hinahanap ni Lamok si
MS: “Bakit may dala kang itak Alimango sa butas ng
kagabi?” tainga ng tao.
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,
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 isinumpa kong hahanapin ko Ask learners to sequence the
siya habang ako'y nabubuhay! sentences (and pictures)
MS: “Masyado kang marahas, correctly.
Lamok. Nagulo ang aking
kaharian nang dahil lamang Using the sequenced pictures,
sa sama ng iyong loob kay ask learners to retell the story
Alimango. Magmula ngayon in their own words.
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.

Discuss the story. Be guided Let learners work in small Learners are now invited to As a final writing activity,
by the following discussion groups. Let them brainstorm work with a partner. Each pair model how to write a letter of
questions: and answer the following (or small group) of students advice for Daragang Mayon.
question: will be given envelopes
1. Saan naganap ang Kung ikaw si Mariang containing sentences. They Explain that Daragang Mayon
Deepening kuwento? probably felt so sad upon
Sinukuan, anong parusa ang will be asked to read their
Understanding of the 2. Sino-sino ang mga tauhan hearing the news of Hadiong.
ibibigay mo kay Lamok? sentences aloud (with proper
Key Idea/Stem
sa kuwento? Ano ang Anong mangyayari kay Lamok speed, accuracy, and
masasabi natin sa mga However, as a friend, we can
kapag pinarusahan niyo siya? expression) and then they will
tauhang ito? help someone feel better and
be asked to identify the
suggest ways to cheer
3. Ano ang mga mahalagang describing words (and the someone up.
pangyayari sa kuwento? Ano
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ang nangyari sa simula? Sa Maaring iguhit ang sagot at words that are being modified Show learners the parts of a
gitna? Sa dulo? magsulat ng isang or described) in the given letter (date, greeting, body,
pangungusap tungkol dito. sentences. closing, signature)
After the class discussion, the The teacher will model the
learners may then be asked to Maaaring tapusin ang Examples: letter writing by using the
reread the text, first with a pangungusap na ito: following template.
partner, and then by Uminom si Tatay ng mainit na
themselves. Give them time Bilang parusa sa ginawa ni kape kanina. Petsa:
for the repeated readings. The Lamok, siya ay dapat na Mahal kong kaibigan,
teacher is expected to go _______. Naglakad kami sa tahimik na Alam kong lubha kang
baybay-dagat kaninang nalungkot sa pagkamatay ni
around and listen and give
umaga. Hadiong. Para mabawasan
feedback on the learners
ang iyong kalungkutan, eto
while they are reading. ang payo ko…
Maayos na sinalubong ng
Observe students who may be
prinsipe ang bisita sa
having difficulties in reading Nagmamahal,
kaharian.
and provide guidance as ________
needed. Naging malungkot ang pag- After the teacher models for
You may provide learners with alis ng mga sundalo sa lugar the class, let the learners
a self-assessment checklist: namin. work on the letter in pairs or
individually.
• I was able to read all the Provide other examples as
words correctly needed.
• 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 reflect and Ask learners to reflect and Ask learners to reflect and Ask learners:
answer the questions: complete these statements: complete these statements: ⚫ Ano ang mga dapat
⚫ Ang mga salitang tandaan kapag tayo ay
Ano ang mga dapat tandaan ⚫ Ito ang mga dapat isama naglalarawan ay maaring nagsusulat ng
Making Generalizations upang makapagbasa nang sa muling pagkuwento: pangungusap?
maglarawan ng______.
and Abstractions may tamang bilis at _____, _____, at _____. ⚫ Ano-ano ang mga bahagi
⚫ Ang isang salitang
damdamin? ng isang liham
naglalarawan na
pangkaibigan?
natutuhan ko ngayong
araw ay____.
Teacher can use self- Ask learners to accomplish Sequence events in the story. Ask learners to fill in the
assessment, peer- the story map. blanks to complete the
assessment checklist, as well Identify the describing words friendly letter.
Evaluating Learning See LAS in the sentences.
as observation checklist to
evaluate learners’ oral reading See LAS
fluency. See LAS
Additional Activities for Encourage learners to retell Encourage learners to read Ask learners to compose Encourage learners to write
Application or the story to their family. the text aloud to their family descriptive sentences about meaningful letters to their
Remediation (if their home and surroundings. friends.
applicable)
Remarks

Reflection

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