R epublic of the P hilippines

D epartment of Education
Region IV-A CALABARZON
DIVISION OF LIPA CITY
TEODORO M. KALAW MEMORIAL SCHOOL
BALINTAWAK, LIPA CITY

Office of The Principal TEODORO M. KALAW MEMORIAL SCHOOL

Republic of the SCHOOL GRADE LEVEL SIX
Philippines Department NATIONAL READING
of Education Region IV-A TEACHER PRINCESS A. AGUILERA
PROGRAM
CALABARZON
TEACHING DATE February 16, 2024 QUARTER SECOND QUARTER
Division of Lipa City

GRADE 1 TO 12 DAILY LESSON LOG

To express idea articulately and effectively in reading composition

A. Objectives
Oral communication of information in
terms of various verbal and non-verbal
elements:
1. Participate in oral communication demands (situation, purpose and audience)
B. Learning 2. Change in stress-timed to support reading comprehension
Competencies 3. Command of the conventions of standard English Grammar and usage when speaking
4. Emphasize the format to retell a story for a variety of audience and purposes
5. Use the idea effectively in formal and informal compositions to fulfill their own purpose in writing
6. Non-verbal communication to communicate to others
7. Ask simple questions about the text listened to
8. Define and spell words found from the story
II. Content Words, sentences, phrases, poems, and stories that are related to self, family, school, and community.

III. Materials
A. References DepEd Memo. No. 001 s. 2024

B. Other Learning Different Reading materials suited to Grade Six

Materials Learners Powerpoint presentations

C. Strategies Drop-Everything and Read (DEAR)

Book Talk, Individual Reading, Choral Reading, Partner Reading, Reading Aloud, Picture Reading
IV. PROCEDURE
FOR INTERVENTION
A. Preparation and  Learners classify the vocabulary through Classification Game to enhance creativity.
Settling In  Learners segment onset and rhymes of words and phrases
(Pre -Reading)  Learners associate and classify words in the given text
 Teachers raises motivation questions to elicit responses

B. Dedicated  Introducing a specific composition through modifying story and situations

Reading Time (During  Previewing what shall happen or predicting an open-ended story.
Reading)  Combining games with the story simulation
 Pictures association of reading aloud

C. Progress
Monitoring  Learners recreate characters or scenes from the text or story heard by modifying an open-ended discussion
through Reflection  Asking questions for comprehension and moral of the story
and Sharing (Post -
Reading)
FOR ENHANCEMENT
 Preparation
and Settling In  Learners choose appropriate excerpt from the chosen storybook or poem.
 Teachers ensure patterned and predictable individual or group reading
 Teachers may apply different ways, either based on similar reading abilities or by matching high-level readers.
  Dedicated
Reading Time  Learners establish a clear routine for paired reading
 Teachers may decide whether learners will read aloud together or take turns reading by paragraph or page or have one
person read, providing feedback and praise for correct reading.
 Retell stories or offer oral reading interpretations of texts
 Storytelling and reading comprehension check-up (accuracy, organization, expression and other relevant criteria)
 Progress
Monitoring  Literary exchange with their chosen partner.
through  Teachers give emphasis on the essential factors that may lead to quality reading time
Reflection and  Learners adopt their shared reflections to the class.
Sharing
V. WRAP-UP

 Reinforce key points or main takeaways from the material/ s read.

 Teachers ask questions about the reading experience.
 Encourage general feedback.
 Learners set the next reading goal.

VI. REFLECTION

What have you learned in today’s activity?

Prepared by:

PRINCESS A. AGUILERA
Teacher III

Note by: MELANIE AN P. CARANDANG, PhD.

Principal II