School: Calatagan Elem.

School Grade Level: ONE

GRADES 1 Teacher: Aijelyn F. Ramos Learning Area: READING AND LITERACY
DAILY LESSON LOG Teaching Dates and
June 16- 20, 2025
Time: Quarter: 1st QUARTER

LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Mga The learners The learners The learners The learners The learners
Pamantayang demonstrate demonstrate demonstrate demonstrate demonstrate
Pangnilalaman phonological phonological awareness phonological awareness phonological awareness phonological awareness
(Content awareness in decoding in decoding in decoding in decoding in decoding
Standard) developmentally and developmentally and developmentally and developmentally and developmentally and
grade-level- grade-level-appropriate grade-level-appropriate grade-level-appropriate grade-level-appropriate
appropriate words; words; understand and words; understand and words; understand and words; understand and
understand and create create simple sentences create simple sentences create simple sentences create simple sentences
simple sentences to to express meaning to express meaning to express meaning to express meaning
express meaning about oneself, family, about oneself, family, about oneself, family, about oneself, family,
about oneself, family, and everyday topics and everyday topics and everyday topics and everyday topics
and everyday topics (narrative and (narrative and (narrative and (narrative and
(narrative and informational). informational). informational). informational).
informational).
B. Mga The learners use The learners use The learners use The learners use The learners use
Pamantayan sa phonological and phonological and phonological and phonological and phonological and
Pagganap alphabetic knowledge alphabetic knowledge to alphabetic knowledge alphabetic knowledge to alphabetic knowledge to
(Performance to read/write words read/write words to read/write words read/write words read/write words
Standards) accurately with/for accurately with/for accurately with/for accurately with/for accurately with/for
meaning and narrate meaning and narrate meaning and narrate meaning and narrate meaning and narrate
personal experiences personal experiences personal experiences personal experiences personal experiences
with family and with family and content- with family and content- with family and content- with family and content-
content-specific specific topics. specific topics. specific topics. specific topics.
topics.

C. Mga RL1PA-I-1. Chant RL1PA-I-2. Segment a RL1PA-I-5. Identify RL1BPK-1-2. Recognize The learners
Kasanayan at nursery rhymes and twothree syllable word initial sounds (vowels, the parts of the book • identify simple 2-
Layuning poems. (LS) into its syllabic parts. consonants, and (cover dimensional
Pampagkatuto (LS) semivowels, if any). (LS) page, title page, etc.) shapes (triangle,
(Learning RL1PA-I-3. Identify LSR rectangle,
Competencies) rhyming words in RL1VWK-I-1. Use RL1VWK-I-1. Use square) of
nursery rhymes, vocabulary referring to vocabulary RL1BPK-1-3. Recognize different sizes
poems, and chants. oneself and family. referring to proper eye movement and in different
(LS) (LSR) oneself and family. skills in reading. (LSR) orientations; and
(LSR) - left to right
• compare and
RL1CAT-I-1. distinguish 2-
RL1PA-I-4. Say two- - top to bottom dimensional
 three Comprehend stories(a.) RL1CAT-I-1. return sweep shapes according
words that rhyme. (LS) Note important details Comprehend stories. to features such
(character, setting, (a.) Note important as sides and
events). details (character, corners.
RL1CAT-I-1
setting, events).
Comprehend
stories. (LS) Note
details on the stories,
rhymes, etc.

RL1VWK-I-1. Use
vocabulary
referring to
oneself and family.
(LSR)

D. Learning At the end of the At the end of the lesson, At the end of the lesson, At the end of the lesson, Weekly Assessment
Objectives lesson, the learners the learners are able to: the learners shall be the learners shall be able
shall be able to: • Segment a two- able to: to:
• Chant a three • Identify the 1. Recognize the parts
presented syllable word initial sounds in of the book.
nursery into its syllabic the given words. 2. Name each part of
rhyme. parts. • Use vocabulary the book.
• Identify • Determine how words referring
rhyming 3. Recognize proper
many to oneself to eye movement in
words in syllables are identify initial
nursery reading from left to
there in a given sounds. right, top to bottom,
rhyme or word. • Note significant
poem. and return sweep.
• Use vocabulary details from the
• Say two-three words song presented.
syllable words referring to
that rhyme. oneself and
• Note family for
significant segmentation.
details on the
rhyme or
song
presented.
• Use
vocabulary
words referring
to oneself.
 E. Values Self Confidence and Self Confidence and Self Confidence and Self Confidence and Self Confidence and
Integration Respect Respect Respect Respect Respect
II.Content • Nursery • Vocabulary words • Vocabulary words • Parts of a book
Rhyme/ referring to oneself referring to oneself
Poem • and family for
segmentation to identify initial
Vocabulary
sounds
words
referring to
oneself

III. Learning Resources

A. References Kumusta Ka - Lesson exemplar Lesson exemplar Cabasal, D. (2021) Patas Lesson exemplar
https://www.youtube.c Dapat Lahat.
o m/watch? (https://
v=63czT0YoNok drive.google.com/
file/d/19x9nD8IO9xWegI
hJVjWg eVCOqRLoiE5/vi
ew)
B. Other Learning chants, or poems short story, flash cards Pictures, flash cards
Resources available in of two to three-syllable
words, pictures

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper
Activating Prior Ask the learners to ✓ Greet the ✓ Start the session Start the session with Song
Knowledge form a circle. learners using with greetings, greetings and introduce
Introduce yourself to courteous and review a song with the tune of
the class and present expressions. segmenting Hello, hello, hello, while
a rhyme, “Kumusta ✓ Review the two-three holding a book. The
Ka,” to sing, while previous syllable words. book moves from one to
playing the Ball Relay. lesson and another while they sing.
Instruct that the activities. Sino sa inyo ang When the song ends,
learner dances while kumakain ng gulay? the one holding the
holding and relaying a Have you ever asked Nagluluto din ba ng book will answer the
ball. As the your parents about the gulay ang inyong question. Then, the
music/song story behind your nanay o tatay, o singing goes on until all
ends/stops, the learner name? ibang miyembro ng the questions are
holding the ball inyong pamilya? answered.
introduces herself/ Anong gulay ang
himself saying: o si Do:
inyong paborito? Processing Questions:
__________________. ✓ Invite two or
_________ taong gulang three
na ako. volunteers to Note: Ilang pantig mayroon sa
share their The teacher lets salitang magulang [ma-
 Choose a song that is stories while two to three gulang]? (The teacher
in L1. The learner encouraging the learners to share should encourage
introduces herself/ rest to listen their experiences. learners to segment
himself in respectfully. words by clapping,
Consider implementing Say: making it easier to
a simple reward Ngayon, aawit tayo sa count the syllables.) 2.
system to acknowledge kantang,Bahay Kubo, Anong salita ang
and encourage positive at gusto kong tandaan mabubuo kung
participation. ninyo ang mga tanim pagsasamahin ang mga
na maririnig ninyo. pantig na pa-mil-ya?

1. Ano-ano ang mga 3. Ano ang buo

binanggit na mong pangalan?
halaman sa kanta?
2. Pamilyar ba kayo 4. Ano ang hawak
sa lahat ng mong bagay?
halaman na
binanggit sa Ssgot: Libro o aklat
kanta?
3. Nagluluto ba si Say:
nanay o si tatay sa
bahay ng mga
Yan ang ating
gulay na ito?
paguusapan ngayong
4. Kumakain din ba umaga, ang aklat at
kayo ng mga gulay mga bahagi nito.
na nabanggit?

Lesson Setting standards.

Purpose/Intention State that the focus of State that the focus of State that the focus of State that the focus of
the lesson is on the lesson is on the lesson is identifying the lesson is on
chanting a nursery segmenting two to three the initial sounds in the recognizing the parts of
rhyme, identifying syllable words, and given words and using a book, and the proper
and producing using vocabulary words vocabulary to express eye movement when
rhyming words, noting on oneself and family. oneself and family. reading a book.
significant details in
rhyme or song, and
using vocabulary
words about oneself
and family.

Lesson Language “Bawat isa sa atin ay After setting the mood, Present the pictures Hilig niyo rin bang Giving instructions.
Practice may pangalan.” introduce a song, of some words found in magbasa ng libro? O
“Sampung mga Daliri”, the song. Ask the nakaranas ba kayong
 and let the learners sing learners to clap while makinig sa inyong
along with you, reading the syllables of nanay o lola at iba pang
incorporating actions. each word. miyembro ng inyong
“Sino ang nagbigay
Say: pamilya kung sila ay
ng inyong pangalan?
“The following words Examples: nagkukwento gamit ang
Mahalaga ba na tayo
are words referring to libro? Alam niyo ba ang
ay may pangalan?
your body parts. Let’s 1. bahay [ba-hay] tawag sa mga
Bakit kaya?” segment the words from 2. sibuyas [si-bu- parte/bahagi ng libro?
the song once more by yas]
tapping or clapping at 3. upo [u-po] Do:
each syllable as we say ✓ Present a cover
4. kamatis [ka-ma-
them.” page of a book,
tis]
and ask the
Examples: 5. mani [ma-ni] learners if they
tainga [ta-i-nga] 6. bawang [ba- recognize this
daliri [da-li-ri] wang] part. Encourage
kamay [ka-may] paa 7. luya [lu-ya] learners to give
[pa-a] ngipin [ngi-pin] 8. talong [ta-long] any idea about
mata [ma-ta] ilong [i- it.
long] dila [di-la] 9. linga [li-nga]
10. singkamas [sing-
Ano ang nakikita ninyo
kamas]
sa bahaging ito ng aklat?
Developing Explicitly explain that Answering of test paper.
Understanding of the Do: they did word Do: Do:
Key Idea/Stem ✓ Introduce a rhyme segmentation. ✓ Read each word ✓ Use a real book to
or song related to the Explain how it is done again emphasizing on present its parts.
importance of having and why there is a need the initial sound. (prefer the big book)
a name. You may use to understand how to do Explain how to identify ✓ Explicitly explain
the following lyrics it. the initial sound. each part and what can
with the tune, “Ako ay Ang pagpapantig ay be found in each part.
may Lobo”. This may paghatihati ng mga Say:
be presented with salita ayon sa bigkas o Ang paunang tunog ay Say:
pictures/presentations. bugso ng tinig. ang una o umpisang Ang aklat ay may
You may ask the Nakatutulong ito upang tunog na maririnig o limang pangunahing
learners to sing with makuha ang tamang mabibigkas mo kung bahagi.
her/him. pagbigkas sa mas tama ikaw ay nagbabasa o
at nagsasalita. 1. Pabalat
Song: makabuluhang 2. Pahina ng
pagpapahayag ng salita Pamagat
o kahulugan ng salita. 3. Talaan ng
Nilalaman
4. Katawan ng aklat
Glosari
Deepening Do: Do: Do: Do: Checking of test paper.
Understanding of the ✓ Process the song ✓ Present pictures ✓ Use the given ✓ Present each part
Key Idea/Stem by asking the with two-three words as an of a book and
following segmented example to specifically
questions: words. identify the explain what can
1. Ano ang pangalan initial sound in be found in each
nabanggit sa kanta? Examples: each word. part as she turns
2. Sino ang pages.
nagbigay nito sa Say:
kanya? Halimbawa, sa salitang 1. Pabalat - Takip ng
3. Ano ang bahay, ang unang aklat at nagsisilbing
damdamin ng tunog na maririning mo proteksyon sa aklat.
kanyang tatay? ay /b/. Ang salitang
4. Ilang taong sibuyas ay may
paunang tunog na /s/. 2. Pahina ng Pamagat
gulay si Tinay? - Makikita ang
5. Nasa anong pamagat ng aklat,
baitang si (Do this while
pangalan ng sumulat
Tinay? i long presenting the picture
o may-akda, at ang
6. Kayo, nasa anong with a word. Do the
naglimbag nito.
baitang din kayo? same with the next

3. Talaan ng
Do: Nilalaman - Makikita
✓ Give the ang pamagat at
following pahina ng mga
words found paksang tinatalakay
in the song.
Examples: bi big
Tinay – Nanay Do: 4. Katawan ng Aklat -
masaya – Segmenting Race Makikita ang mga
masigla ✓ Group learners paksa at araling
pangalan – into two detalyadong
alagaan (depending on binigyan ng laman
the size of the
class).
✓ One member
serves as a
player while the
other members
serve as
coaches.
The dice determines the
number of steps a
player should go.
 ✓ Once thrown, the
player starts
working with his
group mates to
get the correct
number of
syllables.
✓ Once the answer
is correct, they
move from one
step to another
until they go to
the finish line.
The first group to beat
the time, set by the
teacher, wins the game.

Do: Do: Do: Do:

✓ Ask the learners ✓ Ask the learners ✓ Let the learners ✓ Present a sample
their ideas their ideas and produce/read the text in the body
about the feelings about initial sounds of of the book.
following the activity. the next few
questions: words.
1. Ano-ano ang mga
salitang inyong
Ano naman ang Alam niyo ba kung
1. Sa anong mga nalaman mula sa
paunang tunog sa paano magbasa ng mga
sitwasyon natin laro?
salitang talong? nakasulat sa libro?
ginagamit ang 2. Ano ang ibig sabihin
ating pangalan? ng mga salitang bawang? luya?
2. Anong mga iyon? Saan ba dapat
impormasyon The teacher also asks magsisimulang magbasa
3. Nakuha niyo ba ang
tungkol sa sarili how many syllables do ng libro?
tamang bilang ng
ang ating sinasabi the words have, to
pantig na mayroon
tuwing tayo ay reinforce and mastery Ano ang galaw ng iyong
ang bawat salita?
nagpapakilala? of the previous mga mata kung ikaw ay
Nagustuhan niyo ba ang competency.
Infusion of Value: ngbabasa?
ating laro? Ano-ano ang
Respect oneself and
inyong ginawa upang
others makuha ang tamang Do:
sagot? Ilang pantig mayroon Explain that when
ang salitang bahay na reading, the eyes move
Ano ang dapat mong may paunang tunog na from left to right. One
gawin kapag /b/? should observe pauses,
nagpapakilala ng stops through chunking
pangalan ang iyong Ilang pantig mayroon text to mean phrases to
 kaklase? sa salitang sibuyas? allow eyes to focus and
Ano nga ulit ang move efficiently to
paunang tunog nito? improve reading fluency.
Note:
Let the learners freely Ano naman ang
express their ideas in paunang tunog sa
L1. The teacher may salitang luya? Ilang
give a reward for a job pantig nga mayroon
well done. ang salitang ito?

Do:
Produce the sounds
repeatedly observing
correct production.
Model the learners to do
it.

Making Emphasize the Wrap up the following Explain the following Emphasize the Show honesty in
Generalizations and following ideas: important ideas: important notes and the importance ideas: answering the test.
Abstractions value of having a good
Karapatan ng bawat Ang pagpapantig ng communication skill: Kapag nagbabasa,
batang Pilipino ang salita ay nakakatulong mahalagang malaman
mabigyan ng sa tamang pagbigkas Ang paunang tunog ay kung saan matatagpuan
pangalan. nito. Mas naiintidihan maririnig sa unang ang iba't ibang bahagi
ng nagsasalita kung bahagi ng salita. ng aklat dahil ito ang
Ang paggalang sa saan dapat tumigil sa magbibigay-gabay
pangalan ay pagbigkas ng salita. Ang tamang pagsasalita upang tiyak na matukoy
pagpapakita ng unang tunog ay at makuha ang
rin ng respeto sa sarili Sa pamamagitan ng isang mahalagang impormasyong
at mga magulang na pagpapantig, mas bahagi ng pagbasa at kailangan mo. Ang
nagbigay nito. madaling maunawaan pagsulat. kaalaman sa mga
ang kahulugan ng bahagi ng aklat ay
Igalang ang iba sa bawat bahagi ng salita. Ang wastong pagbigkas nagpapabuti ng
pamamagitan ng Ito ay nagbibigay ng ng mga tunog ay kakayahang magsuri, at
wastong pagbanggit mas malalim na pang- nagtuturo kung paano pahalagahan ang
ng kanilang pangalan unawa sa struktura ng basahin at isulat ang nilalaman.
at hindi pagbibigay ng mga salita. mga salita nang tama. Bigyang diin ang
anumang katawagan pagpapahalaga sa
na nakakasakit ng Ang pagpapantig ay pagkilala sa may-akda
Ang tamang pagbigkas ng isang aklat para sa
kanilang damdamin. nagbibigay-daan sa ng unang tunog ay
mga mag-aaral na mas kanilang galing at
nagpapalakas sa ating pagkamalikhain.
madaling matutunan kakayahan na
 ang tamang maunawaan at makilala
pagbaybay at pag-buo ang mga tunog sa ating
ng mga salita sa wika.
pagsulat.
Ito ay nagbibigay-daan
sa mas mabilis na
pagsasaayos sa mga
bagong salita at
karanasan sa
pakikipagusap
Evaluating Learning Prepare flash cards Prepare pictures with Prepare 5 pictures and Present pictures of the Record the scores of the
with the two-syllable names on them. Then, separate 5 letters parts of a book and let learners.
words about oneself ask learners to representing the the learners recognize
and family. Read the determine how many beginning sounds of them and say something
pairs of words twice or syllables are there in each picture. Prepare about it.
thrice, and ask the each word.Learners will sets depending on the 1.
learners if they rhyme raise the number 2 or 3 number of groups to
or not. The learners for their answer. form.
will do the thumbs up
if the words rhyme Examples:
and thumbs down if
they do not. Picture-Sound Match
(In this activity, each
group needs ¼ manila
Note: paper, sets
The teacher
of pictures
chooses
and
words and
letters,
gives the
glue)
instructions in kapatid
L1.
Procedure: 2.
1. Distribute the
1. ako-sila
materials to each
2. bunso-puso group.
3. ate-kuya 2. Instruct the learners
4. masaya-kasama to match the picture
5. pangalan-magulang with the letter that
represents the initial
pamilya sound of that
particular picture.
3. Once matched, they
will glue both the
letter and the
 picture near each
other on a manila Provide three more for
paper. the formative test.
4. Post their outputs on
the board. Have
them say something
about their output.

bahay

guro

Additional Activities Instruct learners to Instruct learners to Instruct the learners to Instruct the learners to
for Application or ask their parents write the segmented write the names of ask help from his/her
Remediation (if about any reason or syllables in each box. each member of their parents to find a short
applicable) story behind their family. They may also and interesting story
names. Ask them to ako paste a picture above from a book, and tell
prepare to tell or the names. something about it in
kami
share in class the class.
next meeting. pangalan
pamilya
Volunteers to do the
kapatid same at the next
meeting will be called
to present in front.
Remarks

Reflection Itala ang naobserhan sa Epektibong Pamamaraan Problemang Naranasan at

 pagtuturo sa alinmang
Iba pang Usapin
sumusunod na bahagi.
Estratehiya
Kagamitan
Pakikilahok ng mga Mag-aaral
At iba pa
C. Pagninilay Gabay sa Pagninilay:
▪ Prinsipyo sa pagtuturo
Anong prinsipyo at paniniwala ang naging bahagi ng ginawa sa aralin? Bakit dapat ituro ang aralin sa paraang aking ginawa?
▪ Mag-aaral
Anong gampanin ng mga mag-aaral sa aralin? Ano at paano natuto ang mga mag-aaral?
▪ Pagtanaw sa Inaasahan
Ano ang aking nagawang kakaiba?
Ano ang maaari kong pang gawin sa susunod?

Prepared by: Approved by:

AIJELYN F. RAMOS LEAH
R. COMIA
EGT I Teacher-In-Charge