K

Kindergarten
Quarter 1: Week 4 Learning Experiences

CO_Q1_Kindergarten_Week 4
Kindergarten
Alternative Delivery Mode
Quarter 1: Week 4 Learning Experiences
First Edition, 2020

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Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team
Writer: Geraldine U. Alvez
Editors: Imelda M. Almiran, Roselene Tabilon, Gilda G. Bancog, Elaine F. Perfecio, Lilia R. Ybañez, Juditha O. Mapue
Reviewers: Exequiel J. Cifra, Cerelina S. Llerin, Mitchell Dave M. Cabuguas, Joan G. Mari, Maurita F. Ponce
Illustrator: Christian G. Yocte, Mitchell Dave M. Cabuguas
Layout Artist: Rio M. Emping
Management Team: Salustiano T. Jimenez, Cristito A. Eco, Maria Jesusa C. Despojo, Maurita F. Ponce, Cesar A. Restauro Jr.

Printed in the Philippines by ________________________

Department of Education – Region VII , Central Visayas
Office Address: Doña M. Gaisano St., Sudlon, Lahug, Cebu City
Telefax: (032) 414 - 7399
E-mail Address: region7@deped.gov.ph
 K
Kindergarten
Quarter 1: Week 4 Learning Experiences
Introductory Message

For the facilitator:

Welcome to the Kindergarten Learning Experiences (KLE) for Alternative Delivery Mode (ADM)!
This learning resource was aligned with the identified Most Essential Learning Competencies (MELCs) applicable to the
child’s real-life situations. This is collaboratively designed, developed and reviewed by educators both from public and private
institutions to assist the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time.
Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration on their
needs and circumstances.
As a facilitator, you are expected to prepare the needed materials in advance. If the suggested materials in the activities herein
are not available, it is advised that you will utilize whatever is in the locality.
You also need to keep track of the learners' progress while allowing them to learn through play. Furthermore, you are expected
to encourage and assist the learners as they do the tasks included in the material.

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 Table of Contents

Introductory Message ................................................................................................................................................................. ii

Activity 1: Move with the Music ................................................................................................................................................ 3
Activity 2: Let’s Move Our Body ............................................................................................................................................... 5
Activity 3: Letter Search............................................................................................................................................................. 9
Activity 4: Same or Different ................................................................................................................................................... 10
Activity 5: Playdough: Letter Aa and Mm ............................................................................................................................... 14
Activity 6: Telling Same and Different..................................................................................................................................... 16
Activity 7: Who is Different ..................................................................................................................................................... 20
Activity 8: Mark the Different .................................................................................................................................................. 22
References ................................................................................................................................................................................ 24
Annex........................................................................................................................................................................................ 25

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 QUARTER 1- WEEK 4 LEARNING EXPERIENCES

Content Standards: Ang bata ay nagkakaroon ng pag-unawa sa sariling ugali at damdamin.

Performance Standards: Ang bata ay nakapagpapamalas ng kakayahang kontrolin ang sariling damdamin at pag-uugali, gumawa ng
desisyon at magtagumpay sa kanyang mga gawain.
Most Essential Learning Competencies: Naisakikilos ang sariling kakayahan sa iba’t ibang paraan, hal. pag-awit, pagsayaw, at iba pa
Content Focus: I can move my body in different ways.
Learning Experiences Materials Note to the Facilitator
What I need to know I can use my body to do different movements.
Introduction Optional: Start with a prayer. Use any
prayer familiar to the child.

Say: Good day!

Then sing any familiar localized song with
How do you feel today?
the learner before the activity.
Are you feeling well? good? happy? sad? (I
feel well.)
Let the children practice courteous
What I know For the last few days, we were busy
greetings even during the introduction
coloring, tracing, counting, etc.

Introduce also the flow of this routine every

Today, we will do physical exercise, just
day.
simple body movements to keep us healthy.
To be healthy always is very important.

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 Ask: Do you want to be healthy all the
time? (Yes. I want to be healthy.)

Say: Before we start, let us take a deep

breath first, then inhale, and exhale. (Do this
with the learner 3 times).

Let’s do more simple body movements

together.
- put hands up in the air, wave slowly,
snap 3 times, shake and spin around
- two little hands go clap, clap, clap
- two little feet go hop, hop, hop
- one little foot goes tap, tap, tap
- one little body turns around
- one little child sits quietly down

Did you enjoy? How do you feel now?

Feeling good?
Let’s do another simple exercise while
sitting.
Activity 1: Move with the Music
What’s new
• rug
Procedure: You can use a radio or a
• music from the
1. Provide a rug to sit on. radio or
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 2. Ask the learner to sit on the provided cellphone cellphone to play a music.
rug.
3. Play an instrumental or cool music
while doing an exercise with the learner.
4. Perform the following with the learner:
• take a deep-breathing exercise
(inhale and exhale 6 counts);
• simple stretching (10 counts):
- hold head with your right hand
and bend right sideward
- hold head with your left hand and
bend left sideward
- put hands on your hips and bend
head to front, then back and vice
versa
- raise both arms stretch forward
- raise both arms stretch sideward
- do shoulder circling
- raise both arms upward,
downward
Say: Excellent!
Ask: Did you enjoy moving your body? (Yes, I do.)
How do you feel now? (I feel energized.) Ask these questions after doing the
What is it exercise.
That’s right, you will feel more relax when your body is moved.
This will help you feel better and ready to start new learning
activities.
What were those simple movements we just performed? (waving,
clapping, hopping, stretching arms and head, deep breathing)

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 Aside from those movements, you can also move your body
through dancing, running, jumping, skipping, balancing, singing
and many other movements.
Yes. We can possibly do these movements every day. As we do
these, our body parts are being used, namely: our arms, hands,
feet, legs, shoulders and head.
With this, it would help us feel energetic and alert, ready to learn
new things.
But before we proceed, we will take a break for a while.
Snack Time:
• Washing of hands before and after eating These can be done also during meal time.
• Thanksgiving prayer
• Eating etiquette

Say: Let’s sing and while singing we will Materials: Guide the learner in
do some action.
doing the action.
What’s more Ask: Are you familiar with the song ‘If
Lyrics of the song
You’re Happy?’...
Say: We will sing it and do the action
together. Let’s begin.
Activity 2: Let’s Move Our Body
(If You’re Happy and You Know It)
If you’re happy and you know it,

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 clap your hands (2x)
If you’re happy and you know it,
then your face will surely show it.
If you’re happy and you know it,
clap your hands.
*Repeat the song and replace the
underlined with:
• stomp your feet
• sway your hips
• nod your head

Wrap-up
Ask: How did you feel after doing the activities? (I feel better and
happy.)
What body parts were used during the activities? (Our hands, feet,
legs, hips and head were used in doing these activities.)

What I have learned What did your hands do? Your head? Your hips? Your feet? (I do
hand clapping, waving, and snapping. I do head stretching. I do
hips swaying. I do feet stomping and hopping.)
What else did we do? (we were also singing while doing the
action.)
Say: Yes, our body can do different movements using our body
parts.

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 Now let us do more!

Application
Let the learner do any body movement with music. Allow him/her
to perform any dance steps as the music plays.

What I can do Free Play

Have familiar home play games, balancing along the beam/
lines/log, hopping on the floor, play with toys of interest, etc. Encourage the learner to help in doing the
other household chores.

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Content Standards: The child demonstrates an understanding of similarities and differences in what he/she can see.
Performance Standards: The child shall be able to actively listen to the sounds around him/her and is attentive to make judgments and
respond accordingly
Most Essential Learning Competencies: Identify the letter, number, or word that is different in a group.
Content Focus: I learn similar and different letters, numbers or words in a group.

Learning Experiences Materials Note to the Facilitator

What I need to know I can identify the same and different letters in a group.
Introduction
Ask: How are you today? I hope you’re Optional: Start with a prayer. Use any
well. prayer familiar to the child.
What were the different body movements
we did yesterday?
You may sing any familiar localized song
We will sing again the action song that we with the learner before the activity.
have learned? (If you’re happy and you
know it)
What I know
So, let’s do it together.

Say: Great! We are now energized and

ready to learn something new.
Let us recall that all of us have names.

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Ask: Am I right? (Yes) Provide the child’s name tag or copy of
his/her first name.
What is your complete name?
example: Micah

Say: Perfect!

Ask: What is the beginning letter of your

name? Who among the members of the
family have the same beginning letter of
your name? How many letters do you have
in your name? (answer is dependent with
the learner’s name)
How about this word “Mama’? How
many letters does this word has? (Mama
word has four letters.)
What is the beginning letter of the word
“Mama”? (Mm).
What is the sound of this letter? /m/
Now, let’s play a game.
We are going to look for letters that is the
same with the beginning letter of the word
“Mama”.

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 Activity 3: Letter Search
Procedure: • old newspapers, Provide old newspapers/ magazine, flyers
flyers or or brochures
1. Give the learner old newspapers, flyers
brochures
or brochures.
• bond paper
2. Let the learner do the following:
• pair of scissors Guide the child in cutting the letters.
What’s new • cut letters that are same with the
• glue or any
beginning letter of the word “Mama” available pasting
from the materials given material
• paste all the cut letters on a bond paper
• count the letters that were pasted on the
bond paper.

Discussion (Informal Conversation) about the Activity

Say: Good work! You have cut and pasted the letters well. Emphasize the /m/ sound.

Ask: What is the beginning letter of the word “Mama”? (Mm)

What is it What is the sound of letter Mm? (/m/)

How many letters you have collected?

Are they all same in form or in size? (They are different).
Say: Yes, the letters you have collected have different forms, sizes
and even length.
Ask: Are they still called letter Mm even if they are in different
forms and sizes? (Yes)

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 Say: You are correct! The name of the letter is still the same even if
they have different forms and sizes.
Before we proceed to another activity, we will have a 10-minute
break.

Snack Time: These can be done also during meal time.

• Washing of hands before and after eating
• Thanksgiving prayer
• Eating etiquette
Say: Now, let’s do another activity. Facilitator must supervise the learner in
Materials: cutting and pasting.

Activity 4: Same or Different • cartolina or any

paper
• pair of scissors
What’s more Procedure: • pen or marker
1. Prepare set of cards that contain a mix
of identical and different letters. (see Mm Mm
example in the next column)

2. Let the learner do the following: Mm Aa

• pick a set of cards and tell
whether the letters are the same or
different from the other. Aa Aa
• place the card on the right side if
found the same

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 • place the card on the left side if Mm Nn
found different

3. After identifying each set of cards Nn Nn

introduce the letter names and its
sounds.

Wrap-up Facilitator may use objects that start with

/m/ sound in mother tongue.
Say: You have identified different sets of letters.
Ask: How many sets of cards with the same letters? How many
sets are different?

Say: Show me the cards with the same letters and tell me the name
of the letter.
What I have learned
Show me the cards with different letters and tell me the names of
the letter.
Ask: What is the sound of letter Mm? (/m/); Aa? (/a/); Nn? (/n/)

On the letters we have mentioned, what are the letters that are also
found in your name?
(answer is dependent on the name of the learner)

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 What are other objects which names begin with /m/?

(Facilitator shows more pictures with the name that begin with /m/)
Say: Well done! You have learned three letters today. You have
learned also that each letter has its own sound.
We will do another exciting activity.
Let’s go.
Application
Let the learner look for objects with the names that start with the Encourage the learner to help in doing the
letters Mm, Aa & Nn taken up in Activity 4. Do this inside the other household chores.
house only.
What I can do
Free Play
• Play familiar games in the house.

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Content Standards: The child demonstrates an understanding of similarities and differences in what he/she can see.
Performance Standards: The child shall be able to actively listen to the sounds around him/her and is attentive to make judgments and
respond accordingly
Most Essential Learning Competencies: Identify the letter, number, or word that is different in a group.
Content Focus: I learn similar and different letters, numbers or words in a group.
Learning Experiences Materials Note to the Facilitator
What I need to know I can identify the same and different letters in a group.

Introduction Picture of atis or real Optional: Start with a prayer. Use

atis whichever is any prayer familiar to the child.
available.
Say: Hello, kid!
Then sing any familiar localized song
We have learned in our previous activities
with the learner before the activity.
that each letter has a name and /a/ sound.
Each word is composed of letters with
What I know different sounds.
For example, the word “Mama” we have
learned earlier has four letters (M-a-m-a).
The beginning letter is ‘M’ and the sound is
/m/, followed by letter ‘a’ with a sound of
/a/, ‘m’ with a sound of /m/, and ‘a’ with a
sound of /a/. (M-a.m-a)

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 Say: I have here pictures. Let’s see if you
can name them.
Ask: (Show a picture of an atis). What is
the name of this picture? (atis)
What is the beginning sound of the word
‘atis’? (/a/)
Say: Excellent!
Now, we will have another exciting activity.
Let’s begin.

Activity 5: Playdough: Letter Aa and • Playdough Make sure there is sufficient

Mm • letter cards ‘Aa’ playdough or modelling clay for the
and ‘Mm’ learner to make several letters.
Procedure:
1. Put letter cards (letters Mm and Aa)
and playdough on the table.
2. Let the learner do the following:
What’s new • get the letter cards ‘Aa’ and
‘Mm” from the table Guide the learner in producing the /a/
• form letters ‘Aa’ and ‘Mm” and /m/ sound properly.
using playdough
• say their letter names and produce
its sound.

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 3. Let the learner form additional sets of
letters Aa and Mm following the
pattern below:
• Aa. Aa Mm. Mm
• M M. m. m
• M m A a
• Mm Aa Aa
4. Let the learner identify the set of
letters that are the same or different.

Discussion (Informal Conversation) about the Activity

Ask: What letters have you formed? (letter Aa and Mm)

Can you name objects which begin with letter Aa? How about letter
Mm? Can you tell which set of letters are the same? Which set of
letters are different?

What is it • Aa Aa Mm
•M M M M
• Mm Aa Aa Prepare picture or realia of atis, ark,
• Aa Aa Aa ambulance, avocado and others.

Say: You have learned again another set of the same and different
letters.

I have here pictures which names start with letter Aa.

(The facilitator shows pictures of atis, ark, ambulance and avocado to

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 the learner one at a time).

Ask: What is the name of this picture? (atis)

What is its beginning sound? (/a/)

*Repeat the question with the rest of the pictures.

Say: Well done!
You deserve to have a break.

Snack Time:
• Washing of hands before and after eating These can be done also during meal
• Thanksgiving prayer time.
• Eating etiquette
Activity 6: Telling Same and Different • 2 small boxes (an
old shoe box, or
• If pictures are not available, you
any box available
Procedure: draw objects that start with
• picture of objects
What’s more 1. Put the boxes labeled with Mm and Aa letter Mm and Aa using the old
that start with letter
on the table. folders/cardboards.
Mm and Aa
2. Arrange the pictures alternately on the • Provide at least 8 examples per
• pencil or marker letter. (based on the child’s
table or on the floor following the
suggested set below. mother tongue and can be found
3. Let the learner do the following: in the house)
• sort out the pictures that are the
same and different in each set
• produce the beginning sound on the
name of each picture
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 • put the pictures in the correct box

(repeat the procedure with the rest of the sets of

pictures)

Wrap-up Help the learner in producing the /m/

and /a/ sounds.
Say: Well done!
Please count the pictures in each box.

What I have learned

Ask: How many pictures in the box labeled with Mm. (answer is
dependent on the number of pictures prepared)

Say: Please say their names again and their beginning sound.

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 Ask: What about the box labeled Aa? How many pictures in there?
Please say their names again and their beginning sounds.
Say: Excellent!

Application
• Practice writing letter Mm and Aa on the air, then in a piece of
paper.
• Identify names of objects in the house that starts with letters Mm
and Aa.
What I can do
Free Play: Encourage the learner to help in
doing the simple household chores.
• Let the learner play with toys of interest.

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Content Standards: The child demonstrates an understanding of similarities and differences in what he/she can see.
Performance Standards: The child shall be able to actively listen to the sounds around him/her and is attentive to make judgments and
respond accordingly
Most Essential Learning Competencies: Identify the letter, number, or word that is different in a group.
Content Focus: I learn similar and different letters, numbers or words in a group.
Learning Experiences Materials Note to the Facilitator
What I need to know I can identify similar and different numbers or words in a group.
Introduction
Say: Hello kid! I hope you are well today. Optional: Start with a prayer. Use
any prayer familiar to the child.
Last time, you were able to sort similar and
different objects/ pictures and learned the
sounds of letters Mm and Aa.
Then sing any familiar localized
song with the learner before the
activity.
Today, we are going to learns more about
What I know similar and different.

Let’s begin!

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 Activity 7: Which is Different • sets of word-cards Use simple set of words written in
• marker: stones/seeds/ the mother tongue.
bottle caps
Procedure:
mat man mat Assist the learner while doing the
1. Prepare sets of word-cards. (see sample
on the next column) activity.
2. Put them on the floor or on the table. net not net
3. Let the learner:
• mark the word that is different within
ten ten tan
the set by using stones/seeds/bottle
caps).
• sound out the beginning letter of the sat sit sat
What’s new words.
cat cat cut

mop map map

pan pan pen

• sets of word-cards
• marker: stones/seeds/
bottle caps

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 Discussion (Informal Conversation) about the Activity

Ask: What makes the activity enjoyable and easy?

Were you able to identify the word which is different from the given set?
How many words you have identified in all? (numbers depend on the set
of word-cards given)
What is it

Say: First, I will read to you the words in each set. Next, we will read
them together. Then, you will sound out the beginning letter of each word.

Excellent! You produced the sounds perfectly.

Emphasize the similar and
different words in each given set.
It’s time for a break.

What’s more
Snack Time: These can be done also during
meal time.
• Washing of hands before and after eating
• Thanksgiving prayer
• Eating etiquette

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 Activity 8: Mark the Different

• set of number-cards
Procedure: • marker: stones/seeds/
bottle caps, etc.
1. Prepare sets of number cards (see
sample in the next column)
2. Put the sets of number cards on the
table or on the floor.
3. Let the learner:
• mark the number that is different
in each set by using a stone/seed/
or bottle cap
• read and count the same numbers
in the set.

Ask: How many different numbers you have identified in all of the given
set? (There are 6 numbers.)
What are these numbers? (2, 3, 5, 3, 4, 1)

In this set, what numbers are the same? (answer is dependent on the
What I have learned number card shown)
How about this set of numbers, what number are the same?
*Repeat the question for the rest of the number cards.

How many numbers are the same? (There are 6 numbers)

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 What are those numbers that are the same from every set? (1, 2, 4, 5, 3, 4)

Say: Well done!

Application Encourage the learner to help in

doing the simple household chores.
• Practice writing of numerals from 1, 2, 3, 4, 5.
Free Play
What I can do
• Let the learner play with toys of interest.

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References

Department of Education. 2017. Kindergarten Teacher's Guide. Vol. 1 & 2 . Pasig: DepEd.

—. 2015. Standards and Competencies for five-Year-Old Filipino Children. Pasig: DepEd.

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ANNEX

Activity 6: Telling Same and Different

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For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph