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KINDER DLL Q3 Week25
KINDER DLL Q3 Week25
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any
Period 2 questions, and tells the learners to join their group and do the assigned tasks.
Work Period 2
Preparing to go to
Teacher-Supervised What Comes Next? Bath Sequence Please Describe It Exploring Twigs
school.
Activity (KTG, p.27) (KTG, p.130) (KTG, p.295) (KTG, p.466)
(KTG, p.143)
Independent 1. Dress up sequence (KTG, p.238)
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2. Tamang Ayos at Pagkakasunod-sunod (Pivot4A LM, p.28)
3. Pagsusunod-sunod Ayon sa Patterns (Pivot4A LM, p.28)
Activities
4. Playdough: Circle (KTG, p.75)
5. Five in a Row (KTG, p.539)
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes,
Indoor/ Light the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or
Physical Activity countdown may be used.
Indoor Activity/ Light Physical Activity
Story Sequence Charades Relay Race Pass the Egg Tower Building Game
Activities
Game (KTG, p.222)
Transition to The teacher tells the learners to help pack away the materials they used in the Indoor/Outdoor Games time and get ready to do the wrap up
Meeting Time 3 activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
Wrap-Up Questions/
The teacher acknowledges the learners’ sharing and encourages them to come back so they can still learn more.
Activity
Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health protocols.
REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
REFLECTION works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.
1. No. of learners who earned 80% in the
evaluation.
2. No. of learners who require additional activities
for remediation.
3. Did the remedial lessons work? No. of learners
who have caught up with the lesson.
4. No. of learners who continue to require
remediation.
5. Which of my teaching strategies worked well? Incorporating hands-on activities, using positive reinforcement, creating a predictable routine, using visual aids, and
Why did this work? encouraging active participation.
Keeping the attention and engagement of young students can be a challenge, especially when trying to explain
abstract concepts like sequencing and comparison.
o Providing professional development opportunities for teachers to improve their understanding of best
1. What difficulties did I encounter which my
practices for teaching sequencing and comparison.
principal or supervisor can help me solve?
Providing differentiated instruction and scaffolding for students who are struggling can be challenging,
especially when teaching a large class.
o Establishing clear standards and guidelines for assessing student progress in these areas.
2. What innovation or localized materials did I Storytelling, picture cards, sequencing mats, comparative adjectives, interactive activities, props and visual aids.
use/discover which I wish to share with other
teachers?
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JERALYN S. MORALES RHEA J. CAMACHO ELPEDIO A. PELICANO ANAMARIE A. JABAT
Teacher 1 Grade Leader Assistant Principal Principal III
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Indoor Games/Outdoor Games:
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Story Sequence Game: Choose a storybook and read a few pages from it to the players.
Then ask them to identify the sequence of events that happened in the story. For example,
ask them to identify what happened first, next, and last.
Charades: Write down a list of events on slips of paper, such as "brush teeth," "make bed,"
and "eat breakfast." Then have players take turns acting out each event without speaking,
while the other players try to guess the correct sequence of events.
Relay Race: Set up a relay race with tasks that must be completed in a specific sequence,
such as running to a cone, picking up a ball, throwing the ball at a target, and running back
to tag the next player. As each player completes their task, ask them to explain where it fits
into the sequence of events.
Tower Building Game:
Collect a set of blocks or objects of different sizes.
Explain the concept of size and the comparative terms big, bigger, and biggest.
Ask the players to build a tower using the objects, starting with the largest at the bottom
and ending with the smallest at the top. Players could take turns adding blocks until the
tower is complete.
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