Age Group: Domain: Sub-Domain: Component: Standard:

5 years old VALUES DEVELOPMENT Discipline Self-Respect Child should be able to manifest respect, control and discipline of oneself Indicators/Competencies Learning Activities/Materials Talking about oneself Game - Who am I This is me Poem / Song

Talks about oneself Takes pride of oneself Talks good things about self Says what he/she wants/doesnt want (good/ bad touch, needs) Recognizes what is safe and dangerous Responsibility Child should be able to manifest respect, control and discipline of oneself

Component: Standard:

Indicators/Competencies Finishes assigned tasks Does one's work without being told Takes care of one's belonging as well as of others Shows concern for one's environment Does and finishes assigned task independently Follows daily routine (study/ reading habits, personal hygiene, playtime, pray time, bedtime, siesta, etc.) Fixes things after use (toys, books, beddings, etc.) Asks permission when necessary (going out, using other persons things to play, etc.) Promptness and Punctuality Child should be able to demonstrate the value of time

Learning Activities/Materials Storytelling

Component: Standard:

Indicators/Competencies Comes to school/church on time Attends classes regularly Follows rules and regulations at home/in school Finishes assigned tasks promptly Does and submits school requirements (projects, assignments, etc.)\ Does chores (household, school) promptly

Learning Activities/Materials Situations on values familiar in school

Component: Standard:

Courtesy and Politeness Child should be able to gestures that show respect to others Learning Activities/Materials Storytelling on family values

Indicators/Competencies Uses courteous expressions in the morning, afternoon and evening Uses "po" and "opo" Greets elders politely Waits for one's turn Behaves well in public places Observes right manner/conduct at all times and everywhere Honesty and Truthfulness Child should be able to exhibit words and deeds that are true and worthy Indicators/Competencies

Component: Standard:

Tells the truth at all times Returns things to the right owner/right person (who will take responsibility) Keeps things that only belong to oneself Does not cheat Returns borrowed things promptly

Learning Activities/Materials Storytelling on honesty Game : Tinda - tindahan Story: Pinnochio

Sub-Domain: Social Responsibility Component: Concern for Others Standard: Child should be able to demonstrate care and concerns for others Indicators/Competencies Shares things (food, toy, paper, book) with others Shares stories with others Respects the rights of others Helps others in time of need Cheers up playmates, peers, classmates who are sad and hurt Learning Activities/Materials Game Situations on sharing Cooperative play Song

Component: Standard:

Cooperation Child should be able to participate actively in any group play or work Learning Activities/Materials Situation on values familiar in school Dramatic play Small group activities Set - Let's Do It Together

Indicators/Competencies Helps others in time of need Helps others in assigned tasks Works well with others Does one's share in school work Cooperates with adults request most of the time Does one's share of household chores Follows adult request with zest and enthusiasm

Component: Standard:

Sportsmanship Child should be able to display good conduct in times of victory and defeat in any kind of competition Indicators/Competencies Learning Activities/Materials Game - Win or Lose

Accepts defeat graciously Abides by the decision of the majority Follows the rules of the game Accepts victory humbly Congratulates the winners wholeheartedly Demonstrates "coolness" during and after the game and challenges

Sub-Domain: Health Component: Cleanliness and Orderliness Standard: Child should be able to demonstrate proper ways of good grooming and tidiness Indicators/Competencies Is well groomed Keeps personal things neatly and orderly Takes a bath everyday Washes body before sleeping/going to bed Practices proper hygiene (takes a bath, brushes teeth at least twice a day, comb hair, cuts long fingernails and toenails) Learning Activities/Materials Bathing a Doll Parts of the Body and care Stories on Health Habits

Component: Standard:

Care of One's Surroundings Child should be able to demonstrate concern for a clean and orderly dwelling place Learning Activities/Materials Field Trip to a Park Picnic in the Park

Indicators/Competencies Keeps one's surroundings clean Throws garbage in the trash can Helps in simple household chores like sweeping the floor, dusting chairs and tables Keeps personal belongings (clothes, toys, books) in proper places Regularly bathes domestic pets and their habitat

Sub-Domain: Economic Component: Thrift Standard: Child should be able to practice wise use and conservation of one's resources Indicators/Competencies Eats food that can only be consumed Demonstrates proper use of water at home and in school e.g. washing hands, taking a bath Prepares meals for younger siblings/family members when no adult is around Turns off lights/faucet when not in use/needed Learning Activities/Materials Game: A Birthday Party Demonstrate on how to wash hands properly Situations at home

Component: Standard:

Care of Environment Child should be able to practice conversation of environment through proper care of living things Learning Activities/Materials Story: My Favorite Pet Gardening Demonstration of Waste Segregation

Indicators/Competencies Demonstrates love for pets by giving them a bath / feeding them Demonstrates care of the plants by watering them regularly / pulling out weeds Throws garbage properly. Separates biodegradable from non-biodegradable garbage. Avoids throwing wrappers, plastic bags, plastic cups anywhere.

Component: Standard:

Love of Work Child should be able to demonstrate proper use of one's resources Learning Activities/Materials Doing one's work at home and in school

Indicators/Competencies Does one's work with enjoyment Works without being told Finishes work on time Works without complaining Works promptly on assigned task

Sub-Domain: Nationalism Component: Love of Country Standard: Child should be able to demonstrate love and pride of one's country. Indicators/Competencies Demonstrates love for country by singing the National Anthem with pride Keeps still during flag ceremony Participates in National celebration Talks with pride about one's country Shows respect and pride of one's country Appreciation of one's culture Child should be able to exhibit love of Filipino culture Learning Activities/Materials Songs Paruparong Bukid Bahay-kubo Leron - leron Sinta Games Siklot Piko Patintero Learning Activities/Materials Song: Lupang Hinirang Panunumpa sa Watawat Bandila ng Pilipinas

Component: Standard:

Indicators/Competencies Takes pride of being a Filipino Appreciates one's culture by singing folk songs playing indigenous games dancing folk dances Participates in activities that promotes Filipino culture like folk dancing, balagtasan, etc. Joins in celebrations or local festivities i.e. fluvial parades, panagbengam kadayawan, ati-atihan, sinulog, etc.

Sub-Domain: Love Component: Love of God Standard: Child should be able to demonstrate love of God, parents, elders and others Indicators/Competencies Respects places of worship Respects religious beliefs of others Shows a caring attitude towards God's creation Engages oneself in worthwhile religious activities Learning Activities/Materials Storytelling on Love of God Religious practices Activities where child demonstrate church values e.g. prayers before going to bed and rising from bed

Component: Standard:

Respect for parents, elders and others Child should be able to demonstrate love of God, parents, elders and others Learning Activities/Materials Storytelling Song "Mother Dear, Oh my Papa, Mama Discussion - "Hard and Easy Things"

Indicators/Competencies Demonstrates respect for parents by running errands/doing one's work well Obeys parents and elders Respects the rights of others Comforts other children in distress Respects community helpers by following barangay ordinances Shows closeness to parents & siblings anytime/ anywhere (through hugging, embracing) Shows respect through kissing of hands, saying po & opo, etc. Greets parents, family members Says words of endearment (I love you Papa/ Mama, etc.) Says magic words such as Im sorry, Youre welcome, Thank you, Please Asks permission when necessary (going out, using other persons things to play, etc.)

Age Group: Domain: Sub-Domain: Component: Standard:

5 years old PHYSICAL HEALTH, WELL-BEING AND MOTOR DEVELOPMENT Physical Development Physical Fitness Child should be able to demonstrate the stamina and energy to participate in daily activities. Learning Activities/Materials Encourage child to participate in calisthenics exercises Indoor/Outdoor game

Indicators/Competencies Performs simple calisthenics Marches in rhythmic motion Can climb a flight of 10 steps without stopping

Sub-Domain: Motor Development Component: Gross Motor Skills Standard: Child should be able to show a well coordinated body movement Indicators/Competencies Moves head, arms and legs to music Shows simple balancing skills Runs without tripping or falling Jumps rope Skips on alternate feet Throws ball overhead with direction and moves body into position to catch a ball Can ride a carabao and horse Runs smoothly and with few falls Maintains balance while bending, twisting or stretching Kicks large ball to a given point with some accuracy Can go up and down the mountains without stumbling Can wash small clothes, utensils and non-breakable dishes Carries large objects such as firewood Learning Activities/Materials Indoor and outdoor activities Physical /body exercises Indoor and outdoor activities Creative movements Creative games (indoor and outdoor games) Encourage child to sweep floor or yard Encourage child to do circular hand movements like the winnowing of rice Encourage child to participate in the pounding "pagbayo" of rice Encourage child to fetch water using small water buckets Encourage child to gather firewood Encourage child to help with light household chores such as wiping of dishes, table tops and other surfaces, taking out of trash

Component: Standard:

Fine Motor Skills Child should be able to use hands and fingers appropriately Learning Activities/Materials String exercises (beads threading, button bracelet, etc.) Writing exercises Drawing exercises (simple objects / pictures) Coloring large, simple pictures Art works that requires cutting with scissors Coloring large, simple pictures Personal daily routine, role play, demonstrations

Indicators/Competencies Draws simple shape/pattern Child picks rice hull and other small particles in cleaning rise with ease Unscrews lid of container or unwraps food Turns pages of picture or story book one page at a time with ease Removes and replaces container lids Prints lower-case letters (with/without) model Exhibits writing skills such as: Prints number 1 10 (with/without) model Prints upper-case letters (with/without) model Copies part-picture Can print complete name (with/without) model Copies shapes and letters Cuts out simple shapes Pastes and glues appropriately

Sub-Domain: Health and Personal Care Component: Daily Living Skills Standard: Child should be able to perform basic personal care routines Indicators/Competencies Eats without need for spoonfeeding during any meal Pours from pitcher without spillage Prepares meals for younger siblings/family members when no adult is around Dresses without assistance including buttons and tying Brushes teeth after meals Goes to the designated place to urinate or move bowels by him/herself Wipes/clean self after bowel movement (pooh) Washes and dries hand without any help Takes a bath without help Washes face without any help Sets the table Wipes the floor, and furniture Sweeps the floor and yard Learning Activities/Materials Give the child opportunity to do things by own self Allow the child to do simple household chores

Sub-Domain: Safety Component: Safe Practices and Rules and Regulations Standard: Child should be able to care and protect self from injuries Indicators/Competencies Understands that some practices may be personally dangerous (e.g. smoking, drinking alcohol, playing with matches) Does not put small objects inside mouth, ears and nose Holds on to handrails when going up and down stairs Crosses the street alone Closes door Switches on/off lights and faucets Does not hold hot objects such as pots, flat iron, candles, kerosene lamps Learning Activities/Materials Encourage child to go explore the neighborhood with other children Provide the child toys and objects with small parts (e.g. pebbles, seedlings, string beads, etc.)

Age Group: Domain: Sub-Domain: Component: Standard:

5 years old SOCIAL & EMOTIONAL DEVELOPMENT Emotional Self Concept Child should be able to express knowledge of self concept and basic roles of people they respect and with authority Learning Activities/Materials Creative games Drawing Storytelling (on family, where they live, etc.) Question and answer Songs about self

Indicators/Competencies Shows sense of personal identity Talks about own specific abilities and characteristics Talks and describe self to others Demonstrates at least 3 abilities: sing, dance, recites a poem, dances Describes what Mom & Dad can do, they like and dont like Describes what he or she can do at home and school Child should be able to express different emotions

Standard:

Indicators/Competencies Figures out self-appraisal emotions (shame, pride, guilt) Shows empathy, understanding acceptance of feelings of others Shows Respects rights and properties of others Expresses feelings through activities Identify feeling of sadness (lost of life, toys, other personal belongings, separation and other difficult situations; happiness, fear Talks and shows delight with peers, and adults

Learning Activities/Materials Encourage child to share feelings with adults and peers Storytelling (on family, where they live, etc.) Question and answer Songs/Poems about feelings

Component: Standard:

Efficacy and Self Control Child should be able to comprehend and display self-appraisal emotions (shame, pride, guilt) and feelings (empathy) of /for others Learning Activities/Materials Group activities Role play Storytelling Encourage child to share feelings

Indicators/Competencies Deals with new tasks and situations willingly Shows pleasure and enjoyment over successful attempts or efforts to actions Joins small groups confidently especially if accepted

10

Standard:

Child should be able to self regulate feelings/express emotions and follows schedules as well as regulations Learning Activities/Materials Dramatic play Storytelling Puppetry Group activities / games

Indicators/Competencies Talks about simple rules (family, classroom) to others Speaks about and do routines independently Perseveres when faced with challenging or new task Takes time to try to solve problem Handles defeat and takes chances to learn more Emotional Expression Child should be receptive and sensitive to basic emotions

Component: Standard:

Indicators/Competencies Shows and expresses primary emotions (joy, fear, anger, grief) in situations such as separation from toys, pets, parents or caregiver (fear), etc. sensory stimulated (disgust, delight, horror)

Learning Activities/Materials Dramatic play Storytelling Puppetry Drawing / show and tell Group activities / games Songs

Sub-Domain: Social Component: Interactions with adult Standard: Child should be able to relate and interact with adults Indicators/Competencies Interacts with adults in his surroundings Engages in conversation with adults Verbalizes feelings related to events that arise in classroom / home environment in a positive way Is aware when to ask help and assistance from adults Recognizes the importance of adults ideas and experiences Asks permissions before abiding by or not to rules and routines Interacts with adults properly Learning Activities/Materials Demonstrates simple household chores and duties in the house, school and community Role play Storytelling Songs / poems

11

Component: Standard:

Interactions with other children Child should be able to play and interact with other children Learning Activities/Materials Group games Group activities Songs / poems

Indicators/Competencies Initiates play activities with others Plays cooperatively with other children Relates well with others Takes turns and shares toys with others

Standard:

Child should be able to demonstrates negotiation skills with and among friends and other children Learning Activities/Materials Creative games (Solitary & parallel games) Group activities Songs / Poems

Indicators/Competencies Describes and presents problems encountered with friend Uses different strategies to resolve conflict with friends and family members Accepts faults / mistakes Accepts negotiation results Child should be able to develop friendship with other children Indicators/Competencies

Standard:

Gives support to others Makes friends with other children in different situations and locations (schools, neighborhood) Listens to suggestions of friends Is faithful to chosen friends Adaptive social behavior Child should be able to participate in group activities

Learning Activities/Materials Group games Group activities

Component: Standard:

Indicators/Competencies Easily joins group activities Actively participates in classroom and group routines

Learning Activities/Materials Role play Creative games Demonstration Arts and crafts

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Standard:

Child should be able to demonstrate social behavior Learning Activities/Materials Role play (socio-dramatic play) Creative games Demonstration Arts and crafts

Indicators/Competencies Follows rules & regulations at school and at home Asks questions on the reactions and feelings of people around him / her Adjusts to situations and places they go Participates and Cooperates with friends to complete challenges Engages in empathetic caring behavior so others respond positively Defends and reasons out for own reactions/others actions Assists and comforts peers and family members through words and/or actions

Component: Standard:

Appreciating Diversity Child should be able to recognize and respect similarities and differences in people, language, culture Learning Activities/Materials Demonstrates simple household chores and duties in the house, school and community Songs (lullabies and folk songs) Local games / cooperative games Role play (socio-dramatic play) Storytelling (local legends, etc)

Indicators/Competencies Asks questions about new / different words (dialects) and practices in the community (rural or urban setting) Talks about religious practices / culture in the area Demonstrates different roles of people in the family, school, community Talks about gender differences and roles

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Age Group: Domain: Sub-Domain: Component: Standard:

5 years old COGNITIVE DEVELOPMENT Logic and Reasoning Causation Child should be able to understand cause-effect relationship in objects that he manipulates Learning Activities/Materials Provide toys and objects which children can manipulate to see what happens, eg. Tricycles pedaling makes it run Building blocks what happens when balance is not attained; what causes imbalance

Indicators/Competencies Explores/manipulates objects to see what happens when he acts on this Follows simple directions

Component: Standard:

Critical and Analytic Thinking Child should be able to analyze situations/ events and relationships of objects based on a particular criterion, compare contrast and evaluate Learning Activities/Materials Provide .materials and objects of different attributes such as shapes, objects of different textures and other familiar objects which children are encouraged to identify, reason out and compare using a particular criterion Provide opportunities to analyze situations, make decisions and reason out, explain actions (e.g. observing and seeing similarities and differences of vehicles on the road Read stories and talk about characters similarities and differences

Indicators/Competencies Recognizes, identifies, matches, compares objects Compares experiences with adults assistance e.g. recalls and compares playtimes with different children Explains the benefits and/or drawbacks of choosing are course of action with assistance Organizes objects by more than one-preselected criterion (e.g. crayons and markers by color and type of implement) Uses comparative words (e.g. Now the music is faster)

Component: Standard:

Problem Solving Child should be able to solve problems he encounters with himself, with peers and adult in his environment Learning Activities/Materials Provide .materials and objects of different attributes such as shapes, objects of different textures and other familiar objects which children can identify, reason out and compare using a particular criterion

Indicators/Competencies Solve problems encounters in school activities finding multiple solutions to questions, tasks, problems and challenges o Explores various ways of solving a problem and selects one option o Seeks assistance from another child or adult to solve problem o Modifies actions based on new experiences (e.g. change blocks structures that falls) o Makes simple constructions using blocks, puzzles, playing board games o Manifests good relationship with peers such as compromising to settle disputes o Takes turns in playing with toys which everybody wants to play with o Makes decisions on who should be the leader for the different activities

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Component: Standard:

Representational Thought Child should be able to make use of cues/symbols such as pictures, tool language to represent objects and events Learning Activities/Materials For children to be able to represent their thoughts, the following activities may be done: Representation of modified actions: e.g. teacher says: row me how to walk slowly Representation of feelings: e.g. the teacher says Show how you look when you feel sad. encourage child to draw pictures of feelings Role playing including adult roles significant and familiar to the children such as mother, father, fireman, teacher Onomatopoetic formation of words, imitation of natural sounds such as buzz for a bee or quack for a duck, e.g. the teacher slows the children a toy model of a cow and the children respond with the sound moo, moo Social dramatic play: similar to role playing but includes the following components: o Social interaction e.g. at last 2 children involved in some interaction o Verbal communication o Fantasy: Make-believe about roles Make believe about situations Make believe about objects o Toys are reduced to tools o Plays continues for at least 10 minutes o Interaction with peers and adults o Manipulation of concrete objects Engaging in concrete experiences such as: Field trips Dramatic play

Indicators/Competencies Uses symbols and pictures to represent his thoughts for oral language Provides more complex description of a person or object that is not present (e.g. child pants when, asked what a dog does) Uses objects to represent real times in make believe play o Represent objects through drawing movement, mine, 3-dimensional constructions

15

Sub-Domain: Mathematics and Numeracy Component: Numbers and Operations Standard: Child should be able to understand numbers and demonstrate knowledge in identifying some numbers and counting at least to 20 Indicators/Competencies Counts showing an understanding of numbers ( one to one correspondence) at least up to 20 Counts at least 10 from memory Matches sets of objects in one to one correspondence without assistance Recognize that a single objects is are regardless of size, shape, or other attributes Understands that numbers represent quantity (e.g. gets three apples out of the box) Recognizes that a set of objects remains the same number if physically rearranged. Applies numbers and counting concepts to daily life (e.g. counts number of children who have raised their hand) Differentiate letters from numbers Recognizes, names and writes same numbers Learning Activities/Materials Provide activities such as counting children in class during circle time Counting objects they see around then Counting learning materials in math, such as pick up sticks, beads, etc. Talk aloud while solving simple math computations or other numerical concepts (e.g. number of snacks for the number of children) Play card or board games with child that use counting. Ask child to count objects during daily routines. Demonstrate to child that numbers matter (e.g. speed limits temperature)

Component: Standard:

Measurement Child should be able to know the concepts of size, volume, height, weight and length Learning Activities/Materials Provide activities such as comparing persons and objects in accordance with the above parameters/criterion Ex. Child is taller than ________ Pencil is longer than ______ Matching games Ask child to complete daily measuring tasks (e.g. measuring ingredients, weighing a pet)

Indicators/Competencies Demonstrates knowledge of: o Size big and small o Volume much and less o Height tall and short o Weights heavy and light o Length long and short Uses approximate measures of familiar objects to develop a sense of measurement (e.g. width of finger, weight of rock) Uses measuring tools in play activities (e.g. measuring tape, measuring cups) Estimates size (e.g. Im as tall as the yellow book shelf)

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Component: Standard:

Properties of Ordering Child should be able to identify and label objects according to a particular criterion Learning Activities/Materials Provide activities using concrete materials which children can manipulate, identify and label to each criterion Provide materials and activities which children can group according to a given criterion Sorting different qualities like things that float sink things children like and dislike Use words to promote childs understanding of shapes (e.g. octagonal stop sign) Provide material that can be connected and combined to create new shapes

Indicators/Competencies Identifies and labels objects according to shape, size, color, length etc. Sorts, organizes and groups objects according to a particular criterion Compares shape and size of objects Builds and draws shapes Puts together and takes apart shapes to make other shapes (e.g. two triangles make a rectangle) Recognizes non-geometrical shapes in nature (e.g. clouds or other things that are not circle, squares, triangles etc.)

Standard:

Child should be able to sort, classify and organize objects Learning Activities/Materials Provide materials which children can sort classify and organize into patters Asks child to look for patterns in the house classroom or nature Set examples of patterns for the child to recreate and create Encourage child to arrange collection into groupings using different rules that you make up together

Indicators/Competencies Orders several objects on the basis of one characters _________ _____ trial and error (e.g. puts 4 blocks in a row from smallest to largest) Recognizes, duplicate and extends simple patterns Creates own patterns with a variety of materials Recognizes charts and graphs as a way to collect, organize record, and describe information Matches and names simple patterning (e.g. boy-girl_boy girl red-blue-red blue)

Sub-Domain: Science Component: Scientific Thinking Standard: Child should be able to collect information through observation and manipulation Indicators/Competencies Identities and discriminates among sensory stimuli (e.g. tastes, sounds, textures) Uses simple tools and equipment for investigation Uses non-standards tools (e.g. blocks, paper, tubes) to explores the environment Uses standard tools (e.g. magnets, magnifying glass) to explore the environment Observes adults experiments and describes observation (e.g. teacher mixes paints and says :Yellow and blue make green) Learning Activities/Materials Provide opportunities for child to learn through all senses Encourage child to share information on observation through pictures and words

17

Standard:

Child should be able to engage in scientific inquiry, make a hypothesis, test hypothesis form conclusion and make predictions Learning Activities/Materials Help child to find the answers to why questions through active exploration and reflection Talk with child to make predictions about natural events (e.g. growing seed, caring for animals charting wearer) Engage child in simple experiments (e.g. which object will sink and which object will float) Engage the child in simple and nutrious cooking projects

Indicators/Competencies Poses questions and finds answers through active exploration Records information from an experience (e.g. drawing, storytelling, writing) Makes reasonable explanations independently using resources (e.g. experiments) Draws conclusions based on proved/disapproved predictions Makes guesses about what might happen based on past experience Uses language that shows an understanding of scientific principles to explain why things happen (e.g. my tower fell over because it was too tall)

Component: Standard:

Scientific knowledge and skills Child should be able to know scientific knowledge by observe and describe their environment Learning Activities/Materials Talk with child about plants and animals including those found in diverse cultures Provides opportunities to child to take care of living things

Indicators/Competencies Describes characteristics of living things and non-living things in the environment Describe of his national environment and see relationship between the things. A. Sensory Perceptual skills Develops skills in science learning o Recognize and describe objects in his environment according to color, size, sound, texture, shape, dimension o Collects objects by sensory judgement which will help in his learning of classification B. Develops Spatial Skills Identifies places in relation to objects found in them and identifies objects in relation to the place where they are found C. Develops Measurement Skills Sees similarities and differences, compares matches, combines and separates, and measures and arranges objects in s serial/order D. Develops Classifications Skills: Groups objects according to properties perceive through the senses E. Develops Language Skills Names objects and activities, properties of objects, positive and negative statements

Differentiates between living and non-living things Describes characteristics of plants, animals, and people (e.g. That free is really talls) Asks questions about growth and change in plants and animals

18

Standard:

Child should be able to observe and describe the characteristics of the earth Learning Activities/Materials Encourage child to share observations of the earth Discuss the environment with child Help child plant seeds Help child develop a nature collection (e.g. leaves, shells) Field trip to museums that exhibits natural world (e.g. planetarium, aquarium)

Indicators/Competencies Investigates properties of rocks, dirt and water Investigates and describes the states of matter (e.g. solid and liquids) Talks about and/or draws observations of the characteristics and movement of sun, moon, starts and clouds Discusses change in the weather and seasons

Sub-Domain: Social Studies Component: History Standard: Child should be able to differentiate between events that happen in the past, present, and future Indicators/Competencies Retells a simple story or event in sequential order Uses time-related words and concepts (e.g. first/last, morning/night, yesterday/today) Give simple accounts of what happened that daya Establishes casual patterns between past, present and future events Recognizes that other children have different past event from own Uses phrases that suggest awareness of the past )e.g. When I wqs a baby . . . .) Learning Activities/Materials Provide time keeping materials such as clocks, watches times and calendars Ask child questions about what will happened in the future and what happened in the past (What did you have for lunch today?) Encourage family members to talk with child about family members to talk with child about family history

Component: Standard:

Geography Child should be able to demonstrate awareness of location and spatial relationship in their environment Learning Activities/Materials Filed trip to church, market etc. Play games that incorporate correctly using and responding to words (e.g. left, right, first, last, big, little, top, bottom) When traveling use directional terms (e.g. We will turn left at the next street)

Indicators/Competencies Concretizes experiences through mapping activities Ex. Using blocks after a field trip, child is able to layout location of their favorite and popular establishments such as Jollibee/MacDonald in relation to a particular landmark, street Uses words to indicate directionality, position and size Creates representations of space during play (e.g. builds steep mountain road in sandbox)

19

Standard:

Child should be able to demonstrate knowledge of the relationship between people, places and regions Learning Activities/Materials Talk with child where he/she has been on trips or other places lived Read and use maps and globes in the presence of the child

Indicators/Competencies Matches objects to their usual geographic locations (e.g. stove in the kitchen, bed in the bedroom, tree in the park) Develops awareness of some characteristics of own geographic region (e.g. alter seeing a snowstorm on TV commenting, We never have snow where I live) Recognizes where he/she while traveling in a vehicle Recognizes that roads have signs or names and houses have numbers to help identify locations Economics Child should be able to demonstrate awareness of economic concepts such as: How people produce and consume goods and services Money as a vehicle for exchange of goods and services

Component: Standard:

Indicators/Competencies Shows knowledge of economic concepts such as: for us to avail of _____ goods or services we have to use money to buy/pay for such, Ex. of goods: toys, candies, medicines services: yaya, physicians, waiters, etc. Shows knowledge of the concept that that we consume goods that other people produce. Ex. rice and vegetables that farmers plant fish from fish ponds that people tend Demonstrates awareness of money being needed to purchase goods and services Plays store or restaurants with play or real money, receipts, credit cards, telephones Demonstrates awareness that adults work in order to earn money to buy food

Learning Activities/Materials Field trips : to farm/grocery/market/ where they experience buying of goods Provide socio dramatic activities where children can role play Play store in the Classroom Provide situations for child to role play as storekeepers, waiters in restaurants, cashier etc. Shows pictures of working adults and buying on payday

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Component: Standard:

Ecology Child should be able to demonstrate awareness of the relationship between humans and the environment Learning Activities/Materials Children observe caterpillars day to day growth providing the care needed, may state observations, that food, air, water are needed for it to live can _______ that putting holes on cover of container allow the air needed for it to live. Children participate in rules to observe in conserving water, proper waste disposal

Indicators/Competencies Shows awareness of the interrelation of life forms with air, water and earth Ex. water, air and soil are important for plants to live/grow Predicts that living things like caterpillar if not provide with water, air and food will die. Practices water conservation when washing hands, brushing teeth and calls attention of classmates to do the same to conserve water, which is very essential. Practices proper waste disposal to avoid pollution of the air, water which would be use harmful to the lives of living things such as man, animals and plants Technology Child should be able to appropriately use technology in day to day activities Example: Flushing toilets Turning on and turning off lights and faucets

Component: Standard:

Indicators/Competencies Turns on/off faucets to wash hands Turns knobs to open doors Uses kitchen utensils and gadgets such as: carpentry tools and garden tools Operates mechanical toys found in the classroom Plays/manipulates play equipment like real and pretend television, computers in the absence of the real one

Learning Activities/Materials Provide learning experiences that would utilize tools, gadgets that are product of technology

Sub-Domain: Family and Community and Culture Component: Family Standard: Child should be able to show awareness of family characteristics and function in their dramatic play, using role playing and verbal interaction Indicators/Competencies Uses their family in dramatic role playing and verbal interaction Talks and informs adults of family members and family life Talks with classmate and shares in class about their family members, their clothes, likes and dislikes, practices, and their physical, social and emotional attribute and functions Learning Activities/Materials Provide activities for children to role play family functions and activities Provide opportunity for children to talk and share about the families characteristics

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Component: Standard:

Community Child should be able to show awareness of the community human interdependence and social roles Learning Activities/Materials Field trip or invite leaders in the community to enrich children knowledge about the work they do in the community Invite available community helpers to talk about their work Field trip to the different work places of the community helpers

Indicators/Competencies Identifies the leaders of the community Talks about community in the structures available in the locality Identifies and talk about the community helpers like street cleaners, market vendors, farmers medical personnel Manifests appreciations of roles of community leaders and helpers in their dramatic play activities: o Role play of a teacher o Role play of a dentist Role play of a doctor Child should be aware of their civic responsibilities

Standard:

Indicators/Competencies Identifies appropriate ways by which children can contribute to community concerns: o Cleanliness o Proper waste disposal o Maintenance of peace and order Uses community resources like play ground/community toilets etc. properly

Learning Activities/Materials Provide activities where children learn more about their civic responsibilities activities like: role playing of appropriate behaviors that contribute to a wholesome community life. Invite resource persons to talks on civic responsibility of children

Sub-Domain: Creative Arts Component: Expression and Representation Standard: Child should be able to express and represent ideas (what they know) and feelings in symbols or creative art activities Indicators/Competencies Represents what one knows/discussion on how he sees a thing Represents important ideas or objects in art activities Creates different forms and shapes Often preplans and then implements task with great care and deliberation Ex. paper folding of a flying fish Learning Activities/Materials Provide opportunities for children to reflect on experiences and to put these in paper/creative work the form of creative expressions like, drawing painting, clay modeling Provide materials necessary for these activities Value the childs creative work no matter what the result

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Age Group: Domain: Sub-Domain: Component: Standard:

5 years old LANGUAGE, LITERACY AND COMMUNICATION Communication Listening Child should be able to distinguish different types of sounds and respond accordingly Learning Activities/Materials Points to a specific source of sounds Identifies from array of pictures a particular sound heard Listens to rhymes Nature walk & listen to sounds of the environment Listens to others & responds to group conversations & discussions

Indicators/Competencies Identifies specific sounds from a background of different sounds Identifies objects, pictures that produce a specific sound Differentiates sounds loud, soft, high, low Repeats sentences, sing songs and recites rhymes Answers to questions and take turns in conversations Listens to others and responds to group conversations Adjust delivery of intonation, volume and language in a variety of settings Uses language appropriately with appropriate audience. Uses different words with peers, different from adults Attends to books story telling for more than 15 min

Component: Standard:

Speaking Child should be able to express ones feelings, thoughts & ideas toward a particular event/s & object/s Learning Activities/Materials Engage in creative game (word game like question & answer) Participates in dramatic play Tells a familiar story in sequence Relates a recent experience Filipino games & rhymes (Amy, Susie & Tessie; etc)

Indicators/Competencies Speaks clearly & responds to questions Describes concepts related to direction and position Describes feelings, thoughts and ideas Compares experiences and events Speaks/talks excitedly about news, events heard or personally seen

Component: Standard:

Language Use Child should be able to use language to represent ones ideas, thoughts and feelings Learning Activities/Materials Engage in creative game (word game, q & a) Participates on dramatic play Tells a familiar story Filipino games & rhymes Provide child with opportunities to engage in conversations with different groups of people in different situation

Indicators/Competencies Asks and answer various question Uses information learned to solve problem Uses ones mother tongue/dialect comfortably and fluently Tells stories with descriptions of characters and events Enjoys making up stories

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Component: Standard:

Bilingual Child should be able to use at least 2 languages to represent ones ideas, thoughts and feelings Indicators/Competencies Learning Activities/Materials Uses voices of culturally appropriate quality, pitch & intensity Word games & rhythms Speaks 2 languages (English & Tagalog) Tells a familiar story

Sub-Domain: Language Component: Vocabulary development Standard: Child should be able to increase his/her vocabulary for describing observations Indicators/Competencies Identifies rhyming words Understands synonyms (words that meant the same thing) and some antonyms (words that mean the opposite thing) Produces words that rhymes Invents word that rhymes or words that can be made into a song or poem Expressive Indicators/Competencies Uses several sets of opposite words Understands word meanings Uses new and different words to describe opposite conditions and things to compare Describes the things observed with increased vocabulary Questions & Answers Games Gives meaning to words, with assistance Uses multiple words to explain idea Expresses abstract thoughts using appropriate words Syntax and grammar Child should be able to speak grammatically correct sentences Indicators/Competencies Uses 2-3 sentences to describe events/feelings Uses words correctly (can differentiate singular from plural words) Uses words correctly in relation with others in terms of spatial position: in, out, under, above, etc Uses sentences in logical order Begins to notice sentences that do not make sense Uses verb-tense appropriately

Learning Activities/Materials Rhyming words with pictures Poems & rhymes Positively acknowledge characters when they demonstrate understanding of new words Build and expand in what child says using complex vocabulary

Learning Activities/Materials Use pictured opposites Invents/play with words Plays guessing game Play word games with the child & encourage the use of new words Encourage child in making up rhymes Ask questions that encourage child to use abstract vocabulary

Component: Standard:

Learning Activities/Materials Encourage child to tell a story from an event Songs, poems & rhymes Picture words Dramatic play/role play Respond to childs stories and descriptions of events Encourage child to talk about the events of the day and then of interest

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Component: Standard:

Comprehension Child should be able to understand and relate ones thoughts and ideas to others Learning Activities/Materials Dramatic play Block play Relating & sharing ones experience & family events Sequencing of events in the story through picture cards Cooking activity with simple recipe chart Encourage word game (teacher asking riddles) Introduce sentence games and identify what is wrong in the sentence Introduce a game or song to help child learn to respond complex multi-step directions

Indicators/Competencies Follows 2-3 instructions from adult Follows and recalls sequence of events in the story Recalls main facts from a story Identifies main characters in the story Repeats 3-step directions & requests

Expressive Indicators/Competencies Answers questions based on the story told Describes the details of a recent event or occurrence Uses oral language to express emotions and thoughts Enjoys making up stories Learning Activities/Materials Story telling Encourage child to create & make relevant stories, orally or through drawing. Write them down as child tells the story out loud Encourage children to report news or events that they know through narrative communication

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Sub-Domain: Literacy Component: Reading and writing Standard: Child should be able to recognize, understand & write simple & familiar words Indicators/Competencies Matches initial sounds to objects to letters to simple words Initiate reading behavior Prints numbers/letters without a model Prints upper/lower case letters Writes own names and also names of others Draws shapes and objects Sequence objects, pictures, symbols and letters from left to right Identifies/reads 3-letter words Recognizes familiar names in prints Reads simple & familiar labels Writes short greetings Expresses ideas in more than one way Uses character voices in retelling a story Draws pictures with a certain amount of detail to communicate ideas and events Engages in conversation about a child-selected photograph or object or a masterpiece Encourages news sharing Writes simple words Independently writes some upper and lower case letters Prints alphabet letter for given letter name Differentiates between beginning letters & ending letter sounds Blends with assistance individual letter sounds given orally to make new words Learning Activities/Materials Painting/art activities Doing simple word puzzles Word domino Story telling Seriation putting objects/pictures of events in order Songs, poems and rhymes Matching words with letters/objects/pictures Talks about events around his environment Encourage children to make their own letter dictionaries or booklets of simple words with pictures illustrated by the children or picture cut outs Let the children make a class story book or experience chart related to their experience from field trip, family day or a cooking activity Label picture drawn by the children with simple test Encourage children to engage in creative writing by using invented spelling and/or pictures to express idea or story Assist child in making labels for different sets of objects Imitates common writing activities in play (e.g. writing some names, numbers in dramatic play situations

Standard:

Child should be able to demonstrate comprehension of printed materials Learning Activities/Materials Encourage children to make a class book or individual journals Engage child in writing letters & cards to friends & family Use recipe chart with few printed words & pictures while doing simple food preparation Use books of interest

Indicators/Competencies Knows that prints conveys meaning Compares stories with real life Uses pictures to predict in text read aloud Recognizes the importance of labels in the environment (eg. room signs, food labels)

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