SMET Consolidation Tool No.

Competency-Based Kindergarten Instruction

CURRICULUM IMPLEMENTATION
_____ Quarter DsMEA
PSDS: Date of DsMEA: District:

Domain 1: Health. Well-Being, and Motor Development

Number of Learners in each Category per Competency
Competency 1 Competency 2 Competency 3 Competency 4 Competency 5
Demonstrates Demonstrates fine Demonstrates fine
locomotor skills such motor skills needed motor skills needed
as walking, running, for self-care / self- for creative self-
skipping, jumping,
Demonstrates behaviors climbing correctly help such as tooth expression/art Traces, copies, or
ENROL-
School MENT that promote personal during play, dance or brushing, buttoning, activities, such as writes letters and
safety exercise activities screwing and tearing, cutting, numerals
unscrewing lids, pasting, copying,
using spoon and fork drawing, coloring,
correctly, etc. molding, painting,
Beginning lacing, etc.
Consistent

Consistent
Developing
Beginning

Beginning

Beginning

Beginning
Developing

Developing

Developing

Developing
Consistent

Consistent

Consistent
1

10

TOTAL 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
SMET Consolidation Tool No. 2

Competency-Based Kindergarten Instruction

CURRICULUM IMPLEMENTATION
_____ Quarter DsMEA
PSDS: Date of DsMEA: District:

Domain 2: Socio-Emotional Deve

Number of Learners in each Category per Co
Competency 1 Competency 2 Competency 3 Competency 4 Competency 5

Demonstrates readiness
Follows school rules
ENROL- States personal in trying out new Expresses feelings in
School Expresses personal willingly and executes
MENT EOSY information (name, interests and needs
experiences, and self- appropriate ways and
school tasks and
gender, age, birthday) confidence in doing in different situations
routines well
Consistent tasks independently

Consistent

Consistent

Consistent

Consistent
Beginning

Beginning

Beginning

Beginning

Beginning
Developing

Developing

Developing

Developing

Developing
1

10

TOTAL 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
ruction
N

ional Development
ategory per Competency
Competency 6 Competency 7 Competency 8 Competency 9
Recognizes different
emotions,
acknowledges the Identifies people
Shows respect in
feelings of others, and Identifies members and places in the
dealing with peers
shows willingness to of one’s family school and
and adults
help community
Consistent

Consistent

Consistent

Consistent
Beginning

Beginning

Beginning

Beginning
Developing

Developing

Developing

Developing

0 0 0 0 0 0 0 0 0 0 0 0
SMET Consolidation Tool No.3

Competency-Based Kindergarten Instruction

CURRICULUM IMPLEMENTATION
______ Quarter DsMEA
PSDS: Date of DsMEA: District: Division:

Domain 3: Language, Literacy, and Communication (LI

Number of Learners in each Category per Compe

Competency 1 Competency 2 Competency 3 Competency 4 Competency 5 Competency

Distinguishes
ENROL- Listens attentively
School MENT between elements of
to
Recalls details from Relate story events Sequence events
Infer character tr
sounds e.g. pitch (low stories/poems/song to personal from a story listened
stories/poems/song and feelings
and high), volume s listened to experiences to
s
(loud and soft)
Consistent

Consistent

Consistent

Consistent

Consistent
Beginning

Beginning

Beginning

Beginning

Beginning

Beginning
Developing

Developing

Developing

Developing

Developing
1

10

TOTAL 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
ction

Division:

unication (LISTENING AND VIEWING)

gory per Competency

Competency 6 Competency 7 Competency 8 Competency 9

Discriminates
Identify simple objects/pictures as
cause-and-effect same and different,
and problem- identifies missing
Infer character traits Predict story
solution relationship parts of
and feelings outcomes
of events in a story objects/pictures, and
listened to or in a identifies which
familiar situation objects do not
belong to the group
Consistent

Consistent

Consistent

Consistent
Beginning

Beginning

Beginning
Developing

Developing

Developing

Developing

0 0 0 0 0 0 0 0 0 0 0
SMET Consolidation Tool No. 3.1

Competency-Based Kindergarten Instruction

CURRICULUM IMPLEMENTATION
______ Quarter DsMEA
PSDS: Date of DsMEA: District:

Domain 3: Language, Literacy, and Communication (SPEAKI

Number of Learners in each Category per Competency

1 2 3 4 5

Participates actively in
class activities (e.g.,
ENROL- Talks about details of
School MENT Uses proper expressions
objects, people, etc.
reciting poems, Asks simple questions
Gives 1 to 2 step
in and polite greetings in rhymes, etc.) and (who, what, where,
using appropriate directions
appropriate situations discussions by when, why)
speaking vocabulary
responding to
questions accordingly
Consistent

Consistent

Consistent

Consistent
Beginning

Beginning

Beginning

Beginning

Beginning
Developing

Developing

Developing

Developing

Developing
1

10

TOTAL 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
 Division:

ion (SPEAKING)

ency
5 6

Retells simple stories

Gives 1 to 2 step
or narrates personal
directions
experiences
Consistent

Consistent
Beginning

Developing

0 0 0 0
SMET Consolidation Tool No.3.2

Competency-Based Kindergarten Instruction

CURRICULUM IMPLEMENTATION
______ Quarter DsMEA
PSDS: Date of DsMEA: District: Division:

Domain 3: Language, Literacy, and Communication (

Number of Learners in each Category per Competency

1 2 3 4 5 6

Names uppercase Matches uppercase

ENROL- Identifies sounds of
School MENT letters (using the
and lower case and lower case Identifies beginning
Distinguishes words Counts syllables
letters (using the letters (using the sound of a given
alphabet of the Mother that rhyme given word
alphabet of the alphabet of the word
Tongue)
Mother Tongue) Mother Tongue)
Consistent

Consistent

Consistent

Consistent

Consistent
Beginning

Beginning

Beginning

Beginning

Beginning

Beginning
Developing

Developing

Developing

Developing

Developing
1

10

TOTAL 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
 Division:

munication (READING)

r Competency
6 7 8

Shows interest in
reading by browsing
through books,
predicting what the
story is all about and
Identifies parts of demonstrating proper
Counts syllables in a the book (front and book handling behavior
(e.g., flip pages
given word back, title, author, sequentially, browses
illustrator, etc.) from left to right, etc.)
Interprets information
from simple
pictographs, maps, and
other environmental
print
Consistent

Consistent

Consistent
Beginning

Beginning
Developing

Developing

Developing

0 0 0 0 0 0 0 0
SMET Consolidation Tool No. 3.3

Competency-Based Kindergarten Instruction

CURRICULUM IMPLEMENTATION
______Quarter DsMEA
PSDS: Date of DsMEA: District:

Domain 3: Language, Literacy, and Communication (WRITIN

Number of Learners in each Category per Competency

1 2 3

ENROL-
School MENT Express simple ideas through
Writes one’s given name Writes lower case and upper case letters
(e.g., drawings, invented spe

Consistent

Consistent
Beginning

Beginning

Beginning
Developing

Developing

Developing
1

10

TOTAL 0 0 0 0 0 0 0 0 0
n (WRITING)

le ideas through symbols

ngs, invented spelling)
Consistent

0
SMET Consolidation Tool No.3.4

Competency-Based Kindergarten Instruction

CURRICULUM IMPLEMENTATION
_______ Quarter DsMEA
PSDS: Date of DsMEA: District: Division:

Domain 3: Language, Literacy, and Commun

Number of Learners in each Category per

1 2 3 4 5 6

Compares and
ENROL- arrange objects
School MENT Sorts objects
according to a Recognizes and Tells the names
Identifies colors Identifies shapes according to shape,
specific attribute extends patterns days in a week
size, and/or color
(e.g., size, length,
quantity, or duration
Consistent

Consistent

Consistent

Consistent

Consistent
Beginning

Beginning

Beginning

Beginning

Beginning

Beginning
Developing

Developing

Developing

Developing

Developing
1

10

TOTAL 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
 nstruction
TION

Division:

nd Communication (MATHEMATICS)

ch Category per Competency

6 7 8 9 10

Distinguishes the
Tells the names of Tells the months of time of day and tells Rote counts up to Counts objects up
days in a week the year time by the hour 20 to 10
(using analog clock)
Consistent

Consistent

Consistent

Consistent

Consistent
Beginning

Beginning

Beginning

Beginning
Developing

Developing

Developing

Developing

Developing

0 0 0 0 0 0 0 0 0 0 0 0 0 0
SMET Consolidation Tool No.3.4.1

Competency-Based Kindergarten Instruction

CURRICULUM IMPLEMENTATION
_____ Quarter DsMEA
PSDS: Date of DsMEA: District: Division:

Domain 3: Language, Literacy, and Commun

Number of Learners in each Category per

11 12 13 14 15 16

ENROL- Identify the

School MENT Recognize numerals Writes numerals up Sequences placement of objects Solves simple
Solves simple
subtractions
up to 10 10 numbers (e.g. 1st, 2nd, 3rd, addition problems
problems
etc.) in a given se
Consistent

Consistent

Consistent

Consistent

Consistent
Beginning

Beginning

Beginning

Beginning

Beginning

Beginning
Developing

Developing

Developing

Developing

Developing
1

10

TOTAL 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
 nstruction
TION

Division:

nd Communication (MATHEMATICS)

ch Category per Competency

16 17 18 19 20

Groups sets of
Separates sets of Measures length,
concrete objects of
Solves simple concrete objects of capacity, and mass Recognizes coins
equal quantities up
subtractions equal quantities up of objects using and bills (up to
to 10 (i.e.,
problems to 10 (i.e., beginning nonstandard PHP 20)
beginning
division) measuring tool
multiplication)
Consistent

Consistent

Consistent

Consistent

Consistent
Beginning

Beginning

Beginning

Beginning
Developing

Developing

Developing

Developing

Developing

0 0 0 0 0 0 0 0 0 0 0 0 0 0
SMET Consolidation Tool No. 4

Competency-Based Kindergarten Instruction

CURRICULUM IMPLEMENTATION
________Quarter DsMEA
PSDS: Date of DsMEA: District:

Domain 4: Understanding the Physical and Natural Environm

Number of Learners in each Category per Competency

Competency 1 Competency 2 Competency 3 Competency 4 Competency 5

ENROL-
Describes the basic
School MENT Identifies body parts and
Records observations
Identifies parts of
Classifies animals needs and ways to
and data with pictures, according to shared care for plants,
their functions plant and animals
numbers and/or symbols characteristics animals and the
environment
Consistent

Consistent

Consistent

Consistent
Beginning

Beginning

Beginning

Beginning

Beginning
Developing

Developing

Developing

Developing

Developing
1

10

TOTAL 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
 Division:

ral Environment

ency
Competency 5 Competency 6

escribes the basic

eeds and ways to
Identify different kinds
care for plants,
of weather
animals and the
environment
Consistent

Consistent
Beginning

Developing

0 0 0 0