K

Kindergarten
Quarter 2: Week 5 Learning Experiences

CO_Q2_Kindergarten_Week 5
Kindergarten
Alternative Delivery Mode
Quarter 2: Week 5 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: Rochelle B. Baricuatro
Editors: Gilda G. Bancog, Elaine F. Perfecio, Lilia R. Ybañez, Juditha O. Mapue, Angelie B. Guangco
Reviewers: Exequiel J. Cifra, Cerelina S. Llerin, Mitchell Dave M. Cabuguas, Maurita F. Ponce
Illustrator: Christian G. Yocte
Layout Artist: Rio M. Emping, Ferdinand D. Astelero
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: [email protected]
 K
Kindergarten
Quarter 2: Week 5 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 21 st 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: What I see .................................................................................................................................................. 2
Activity 2: Count Me.................................................................................................................................................... 4
Activity 3: Community Gallery Walk......................................................................................................................... 7
Activity 4: Letter Cc Mosaic ....................................................................................................................................... 9
Activity 5: Match the Things to Its Places .............................................................................................................. 11
Activity 6: Number Hunt 0 to 6 ................................................................................................................................ 13
Activity 7: Count the 6 C’s ....................................................................................................................................... 15
Activity 8: Object Conservation ............................................................................................................................. 17
References.................................................................................................................................................................. 19
Annex 1 ....................................................................................................................................................................... 20

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 QUARTER 2 - WEEK 5 LEARNING EXPERIENCES
Content Standards: The child demonstrates an understanding of acquiring new words/widening his/her vocabulary links to his/her
experiences.

Performance Standards: The child shall be able to actively engage in meaningful conversations with peers and adults using varied spoken
vocabulary.

Most Essential Learning Competencies: Name the places and things found in the classroom, school, and community.

Content Focus: Places and things found in school.

Learning Experiences Materials Note to the Facilitator

What I need to I can name places in the school.
know?
Introduction Optional: Use any prayer the child
Say: Good morning! is familiar with.
How are you today? (I’m fine.)
Before we begin, let’s sing a song.
Together with the learner, sing the
Song: The Kindergarten Children song “The Kindergarten Children,”
(Tune: The Wheels on the Bus) or you can use any familiar localized
song related to a school.
What I know? The Kindergarten children, Go to school,
Go to school, go to school
The Kindergarten children, Go to school
Every single day.
(Repeat it twice)

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 Say: Wonderful!
Ask: In the song, where do the Kindergarten children go?
(In school.)
Say: Last week, we learned about caring and loving our
family by obeying their commands or requests and using
polite words. Today, we are going to talk about school, picture of: Prepare the pictures ahead of time.
the places within the school.  school
 classroom
Activity 1: What I see  playground
 canteen
 school garden Provide assistance to the learner
Procedure:
when needed but do not do things for
1. Present the pictures of a school, classroom,
him/her.
playground, canteen, and library to the learners.

Explain to the learner the reason

What’s new? why he/she is not in school.

2. Give at least 3 minutes for the learner to look at each

picture.
3. Let the learner describe each picture.
4. Tell the learner about each picture.

School - is a place where we meet new friends,

classmates, and teachers. This is where we learn how to
read and write letters and numbers.

Classroom - is a place where the teacher and learner

interact with one another.

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 Library - is a place where we can find many books and
other printed materials to read.
Playground - is a place where children can play and make
friends.
Canteen - is a place where we can buy healthy foods
during recess time.
Discussion (Informal Conversation) about the Activity
Ask these questions one at a time.
Ask: What are the places in school? (classroom, library, playground, and
canteen)
What do we call the place where we can borrow books to read? (library)
What is it? What do we call the place where pupils can play with other children?
(playground)
Where can we see the teacher and pupils? (classroom, school)
Where can we buy healthy foods in school? (canteen)

Say: Very good! You have already learned about the places in the school.

Snack Time: These can also be done during

 Washing of hands before and after eating mealtime.
 Thanksgiving prayer
 Eating etiquette

Say: We were talking a while ago about the real objects or pictures of: If pictures are not available, use real
What’s more? different places in the school.  pencil objects. Any school things available
 eraser may be added.
Ask: Can you name them again? (classroom,  blackboard
library, playground, and canteen)  chair
 crayons Provide assistance to the learner
Say: Great!  scissors when needed but do not do things
 notebook for him/her.

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Ask: What specific room in the school where
we can see the teacher and the pupils
interacting with each other? (classroom.)

Say: Now, let’s get to know more about the

things in the classroom.

Activity 2: Count Me

Procedure:
1. Present the pictures/objects one at a
time.
2. Let the learner name and describe each
picture/object.
3. Ask the learner to count each set and
group them according to its quantity.

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 Wrap-up

Ask: What have you learned from today’s activities? (I have learned the
different places in school and things inside the classroom.)
What I have What are the places in school? (classroom, canteen, library, and playground)
learned? What are the things we see in the classroom? (pencil, eraser, scissors, blackboard
chair, etc.)

Say: Awesome! It is important for us to know the places and things in our school
and in the classroom, even if we are not in school this time. Encourage the learner to finish the
Application task and help family members in
 Let the learner draw objects found in the classroom on a sheet of paper. simple household chores.
What I can do?

Content Standards: The child demonstrates an understanding of acquiring new words/widening his/her vocabulary links to his/her
experiences.

Performance Standards: The child shall be able to actively engage in meaningful conversations with peers and adults using varied spoken
vocabulary.

Most Essential Learning Competencies: Name the places and things found in the classroom, school, and community.

Content Focus: Places and things found in the community.

Learning Experiences Materials Note to the Facilitator

What I need to I can name places in my community.
know?

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 Introduction Optional: Start with a prayer. Use
Say: any prayer the child is familiar with.
Good morning! Have you slept well last night? Before
we begin with our activities, let’s sing this song with
action.
Song: It’s I Who Build Community

It’s I, It’s I, It’s I who build community

It’s I, It’s I, It’s I who build community
It’s I, It’s I, It’s I who build community
It’s I … It’s I …, it’s I who build community.
Roll over the ocean, roll over the see
Roll over the ocean in the deep blue sea,
Roll over the ocean, roll over the sea
Roll over the ocean, roll over the sea
What I know? Roll over the ocean in the deep blue sea,
Roll over the ocean, roll over the sea
Ask: Did you enjoy singing at the same time doing
the action? (Yes.)
In the song, who builds the community? (It’s I who
builds the community.)
Say: Each of us is a member of a family, and the
family builds a community.
What is the beginning sound of the word community?
/k/
In our previous lesson, we have learned places and
things in school and particularly in the classroom.
Today, we are going to learn about the community
and the letter sound /k/.

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 Activity 3: Community Gallery Walk For Community Walk, visit places
picture of:
which are near to the learner’s
 school
Procedure: residence. Encourage the learner to
1. Take the learner to the different places in the  church observe the things in the different
community: school, church, Barangay Hall, market,  Barangay Hall places visited.
Fire Station, Police Station, parks)  market
2. Let the learner observe and describe each place.  Fire Station If Community Walk is not possible,
3. Talk about his/her experiences in each place.  Police Station you may show pictures of different
What’s new?  parks places in the community or recall
previous experiences of the learner in
a certain place.

The facilitator, together with the

learner, may visit other community
places but must observe
precautionary and safety protocols.

Ask: How did you feel while walking around our community? (tired but happy Ask these questions one at a time.
and learning new things.)
What are the different places in the community we visited? (School, Church,
Barangay Hall, Market, Fire Station, Police Station)
What is it? What are the things you see in school? Church? Barangay Hall? Market? Fire
Station? Police Station? Parks?
What place or places in the community you like most? Why?

Say: Excellent! You were able to identify the different places in the community
and the things found in each place.

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 Snack Time: These can also be done during
 Washing of hands before and after eating mealtime.
 Thanksgiving prayer
 Eating etiquette

Say: We just talked about the different Materials:

Prepare old magazines and colored
places in our community.
 letter Cc template papers.
Ask: What is the beginning sound of the  recycled bond paper
word community? /k/  recycled colored papers or
magazines
Say: That’s right; the beginning sound of the  scissors
word ‘community’ is /k/. Let’s say it  paste or glue
together. /k/. You say it by yourself. /k/
Excellent!
What’s more?
Ask: What is the beginning letter of the
word ‘community’? (letter Cc)
What is its beginning sound? /k/

Say: Letter Cc has other sounds. The Other

sound is /s/ in the word ‘city.’ We will
discuss this in a separate lesson.

Say: Well done! Now, let’s begin with our

next activity.

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 Activity 4: Letter Cc Mosaic

1. Let the learner do the following:

 get the letter Cc template;
 cut recycled colored papers into small
pieces;
 paste the small pieces of colored
paper on the Cc template;
 let it dry; and
 trace it with your fingertip.

Ask: What letter is in the template? (Letter

Cc)
What is the sound of the letter Cc?
(The sound of the letter Cc is /k/.)
What place in the community start with the
letter Cc? (church)
Use your fingertip to trace, touch, and feel
the letter Cc.
Say: Excellent!

Wrap-up
Ask: What have you learned from today’s activities? (The places and things
What I have found in the community as well as letter Cc and its sound.)
learned? What place or things in the community starts with the letter Cc? (Church, Car)
Say: Awesome! Tomorrow we will talk more about the things in our
community.

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 Tell the learner that throwing garbage
Application properly keeps the community clean.
What I can do?  Let the learner practice writing letter Cc. (Worksheet 2 in Annex 1)

Content Standards: The child demonstrates an understanding of acquiring new words/widening his/her vocabulary links to his/her
experiences.

Performance Standards: The child shall be able to actively engage in meaningful conversations with peers and adults using varied spoken
vocabulary.

Most Essential Learning Competencies: Name the places and things found in the classroom, school, and community.

Content Focus: Places and things found in the community.

Learning Experiences Materials Note to the Facilitator

What I need I can identify the different places and things found in the community.
to know?

Say: Good morning! How are you today? Optional:

none
(I’m fine.)
That’s good. Start with a prayer. Use any prayer the child is
Before we begin with our activities, let’s sing familiar with.
this song with action.
What I
know? Song: It’s I Who Build Community

It’s I, It’s I, It’s I who build community

It’s I, It’s I, It’s I who build community
It’s I, It’s I, It’s I who build community
It’s I … It’s I …, it’s I who build

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 community.
Roll over the ocean, roll over the see
Roll over the ocean in the deep blue sea,
Roll over the ocean, roll over the sea
Roll over the ocean, roll over the see
Roll over the ocean in the deep blue sea,
Roll over the ocean, roll over the sea

Say: Well done!

In the song, who builds the community? (I,
you, we)
What were the places in the community we
talked about/visited yesterday? (playground,
church, barangay hall, etc.)
Today, we will learn more about these places.

Activity 5: Match the Things to Its Places picture of a school,

police station, market, Provide assistance to the learner when needed
Procedure: hospital/clinic, but do not do things for him/her.
1. Present picture of a school, police notebooks, police car,
station, market, hospital/clinic, notebooks, store, ambulance/first aid
police car, store, and ambulance/first aid kit, church, barangay
What’s new? kit. hall, etc. Talk about the places and objects after the
2. Show each picture. learner gives his/her ideas.
3. Let the learner:
 identify the places and things;
 talk about how the places and things
support in the community; and

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  match the picture of things found in its
right place.

Discussion (Informal Conversation) about the Activity

Ask: What are the places in the picture? (school, police station, market,
and hospital/clinic)

What are the things found in the picture? (notebooks, police car, store
and ambulance/first aid kit)
What is it?
How did you match it? (school – notebooks, police station – police car,
market – fish, store - biscuits, hospital/clinic – ambulance/first aid kit,
church – people praying)

Why did you pair notebooks and school? Police station and a police car?

How many pictures of places are there? Please count. (6) How many
objects are there? (6)

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 Say: Amazing! You were able to name and describe the things found in
each place. We will have a counting activity after snack time.

Snack Time:
 Washing of hands before and after eating
These can also be done during mealtime.
 Thanksgiving prayer
 Eating etiquette

Say: Now, let`s have another activity.

Activity 6: Number Hunt 0 to 6 Assist the learners in doing the activity.

Recycled paper or
Procedure: cardboards
1. Scatter the number cards with 0 to 6 in the Pentel pen/ marker
different areas of the house.
2. Let the learner do the following:
What’s
 find and collect all the number cards
more?
with 0 to 6;
 put the number cards on the table;
 identify the numbers in each card;
 arrange the number cards from 0 to 6;
and
 trace each number using the fingertip.

3. Talk about the quantity of each number,

count, and arrange from 0 to 6.

0 1 2 3 4 5 6

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 Wrap-up
Ask: What have you learned from today’s activity? (I learned how to
What I have
arrange the numbers 0 to 6 and to match the objects to the community
learned?
places.)
Say: Great!

Application
What I can  Provide the sets of number cards with 0 to 6. A set of number cards in Activity 8 can be
do?  Let the learner practice counting and arranging numbers from 0 to used.
6.

Content Standards: The child demonstrates an understanding of objects in the environment have properties or attributes (e.g., color, size,
shapes, and functions) and that objects can be manipulated based on these properties and attributes

Performance Standards: The child shall be able to manipulate objects based on properties or attributes

Most Essential Learning Competencies: Tell that the quantity of a set of objects does not change even though the arrangement has
changed (i.e., the child should be able to tell that one set of counters placed in one-to-one
correspondence and when rearranged still has the same quantity

Content Focus: Tell the quantity of a set of objects to one-to-one correspondence.

Learning Experiences Materials Note to the Facilitator

What I need I can tell and count the quantity of a set of objects from 1 up to 6.
to know?

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 Introduction Optional: Start with a prayer. Use any prayer
Say: Good morning! How are you today? the child is familiar with.
none
(I’m fine.)
That’s good.
Now, I want you to stand and do as I say.

Go to the bedroom.
Go to the bathroom.
Go to the kitchen.
Go to the garden.
Go to the living area.
What I
know? Ask: Can you name 3 objects seen in each part of
the house you visit?

Say: What activity did we do? (We went

around our house. We identify the objects we
see in these places.)
Great! Yesterday you were able to identify
places and things in the community. Here at
our house, we also have different places and
things. We will do this activity.

Activity 7: Count the 6 C’s

Materials: Provide assistance to the learner when needed
Procedure: pictures of: but do not do things for him/her.
1. Give the learner Worksheet 3 in Annex 1  4 carrots
What’s new? 2. Let the learner:  3 corns,
 6 crayons
 count the objects/pictures in each box;
 2 clocks
 pick and count the counters equivalent
to the number of objects in each box;  5 candles
Talk about the objects after the learner gives

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  put the counters on top of the picture/s  1 cow his/her ideas.
in each box;
 identify the objects; 21 counters
 describe its color and shape,
 tell its use; and
 identify the place in the community
where it can be found.
3. Continue the process until all pictures
and counters are identified and counted.
Discussion (Informal Conversation) about the Activity
Emphasize the letter name and its sound.
Ask: What are the things in the picture? (carrots, corns, crayons, candles,
cow, and clocks)

What is the beginning sound of each word? /k/

What do we call the letter with the sound of /k/? (Letter Cc)

What is it? Can you count the objects in each box again?

Which box has the least number of objects?

What are these objects? (cow)

Which box has the most number of objects?

What are these objects? (crayons)

Can you count these using the counters? (1, 2, 3, 4, 5, 6)

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 Say: Amazing! You were able to name, describe, and tell the use of each
object. There are many things around us like the chair, table, food, etc.
These things have different uses too.

Snack Time: These can also be done during mealtime.

 Washing of hands before and after eating
 Thanksgiving prayer
 Eating etiquette
Say: Now, let`s have another activity.
• 6 pieces of sticks of the
Activity 8: Object Conservation Prepare 6 pieces of sticks of the same size and
same length
length and put it inside the envelope.
Procedure:
1. Place the envelope with sticks inside on
What’s the table. Assist the learners in doing the activity.
more? 2. Let the learner do the following:
 get all the sticks from the envelope;
 count the sticks;
 arrange the sticks horizontally/in a
row and vertically/inline; and
 count them again.

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 Wrap-up
Ask: How many sticks are there in a row? (6) Can you count the sticks?
(6) How about if you will arrange in line, how many sticks are there? (6)
Did the number of sticks change? (No) Can you count the sticks again?
What I have
(1, 2, 3, 4, 5, 6) Which are more or less sticks, arranged in a row or inline?
learned?
(There number of sticks did not change even it was arranged in different
ways, it is still 6.)
Say: Great! The quantity of an object does not change even if it is
arranged in different ways.

Application Help the learner in seeing that the number of

 Let the learner gather and count the objects that he/she likes. plates/objects do not change when arranged in
 The learner may also be asked to wash the plates during lunch. different ways.
What I can
do?  Then let the learner arrange the objects/plates in vertical and
horizontal way.

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References

Standards and Competencies for Five-Year-Old Filipino Children, pages 10-31, (2015). Department of Education, Pasig City

Kindergarten Teacher’s Guide. (2017), First Edition. Vo. 1 & 2. Department of Education, Pasig City, Philippines

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Annex 1
Worksheet 1: Draw at least 6 objects that can be Worksheet 2: Trace the letter Cc.
found in the classroom.

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Worksheet 3. Count the object/objects in each box.

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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: [email protected] * [email protected]