Mother tongue

1. MTB-MLE
It is already mandated by law that young
children be educated first in the mother
tongue. School administrators and teachers
should be equipped with skills and strategies
on implementing this.

2. Translates the following
according to your own dialect:
1. These are the materials used for proper
hygiene.
2. The little frog 2x
They make a happy crowd. They have no
teeth, they have no tail they laugh so very
loud. Uwakakak, uwakakak, uwakakakakak!

3. Learning Through
Blocks of Time

4. Objectives
• Recognize the parts of the
Kindergarten blocks of Time;
• Identify the different constructive
activities in each block of time that
articulate the seven kindergarten
learning domains;
• Cite the significance of following the
sequence of the Kindergarten Blocks
of Time;

5. Activity: Let’s Do This…!!
• List down activities that you usually give to
kindergarten pupils.
• Follow the kindergarten blocks of time using the
format below.
• Your answers will be further discussed.
Blocks of Time Learning
Activities
Developmental
Domains

6. Analysis:
1. What commonalities do you see in terms of
activities presented in each block of time.
2. What differences do you see in terms of
activities presented in each block of time.
3. What is the most dominant learning domain
that is develop in your classes?
4. What is the least developed learning domain in
your list?

7. Abstraction:
• Kindergarten follows a class program
known as the Blocks of Time.
• Following the daily routine helps
children feel safe while supporting and
encouraging them to take risks and
work cooperatively with others.
• The Kindergarten teacher observes and
documents children’s learning as they
are involved in the learning activities.

8. • Many outcomes of Kindergarten
curriculum are reinforced once
daily routines are practiced.
• This system of organizing the
children’s learning experiences
can be appropriately
contextualized in relation to the
social and cultural realities in
their community.

9. KINDERGARTEN CLASS SCHEDULE
Time No. of Minutes Activities
7:30-7:40 10 Arrival Time
7:40- 7:50 10 Meeting Time 1
7:50- 8:35 45 Work Period 1
8:35 – 8:45 10 Meeting Time 2
8:45- 9:00 15 Supervised Recess
9:00-9:10 10 Quiet Time
9:10- 9:25 15
Stories/
Rhymes/
Poems/ Songs
9:25-10:05 40 Work Period 2
10:05-10:25 20 Indoor/Outdoor
Games
10:25-10:30 5 Meeting Time 3

10. Arrival Time
• Period of individual, peer or group
exploration of the different play
areas or activity centres in the
classroom while waiting for the
other children to arrive.

11. Blocks of Time Sample Competencies linked to daily
routine
Arrival Time
10 minutes
Fine motor skills such as scribbling,
drawing, building with blocks, molding
figures using play dough.
Language literacy and communication
skills such as using greetings and
polite expressions
Socio-emotional skills such as
autonomy, working with others, and
self-regulation.

13. • Introductory or preparatory
activities for the day, which
include:
Class circle for teacher-guided
recitation (e.g., prayer, songs, etc.)
Teacher-led Physical exercises

14. MEETING TIME 1
• First whole group activity
Provides children to share their experiences,
tell news about home, school and
environment, engage in conversations, sing
songs or recite poems and rhymes.
Teaching children how to take turns talking
and listening to each other
Teacher can sit with the children in a semi
circle.

15. • Prayer
• Checking of Attendance
• Day, Month and Year
Update
• Weather Update
• News Update
• Class Job
• Whole Group Discussion
MEETING TIME 1 ACTIVITIES

16. Blocks of Time Sample Competencies linked to daily
routine
Meeting Time 1
10 minutes
Language, Literacy, and
Communication Skills such
as following instructions,
expressing ideas,
participating in conversations
or discussions

17. • Children work in small groups, in
pairs or individually or either teacher-
assigned or child- initiated activities.

18. Work Period 1
• Small Group Activities (Focus on
Language Arts Activities)
• Teacher’s supervised and independent
activities are conducted

19. • Children are given the opportunity to
explore different media and work at
different tasks in a small group.
• Activities may include use of
materials for manipulation, hands-on
and construction that can develop
various skills.

20. Teacher’s Supervised Activities
• People Puppets, Classroom Map, Birthday
Chart, Age Chart, Balangkas ng Katawan,
Senses Chart, Alphabet Poster, My Book of
Colors, Boy and Girl Chart

21. Independent Activities
• Simple activities given to pupils.
• Teacher gives instruction and let children work on
their own.

22. Examples of Independent
Activities
• Fishing Game
• Letter Bingo
• Letter Tracing
• Matching Game
• Seriation Game
• Sorting Game
• Play Dough
• Letter Domino
• Stringing Beads
• Letter Lotto
• Picture Puzzle
• Body Puzzle
• Letter Hunting
• Alphabet Board Game
• Picture-Sound Match

27. Blocks of Time
Sample Competencies linked to daily
routine
Work Period 1
45 minutes
Numeracy skills such as
recognizing and writing
numerals, comparing
quantities, etc.
Work and Study Skills such
as ability to accomplish tasks
within allotted time, ability to
stay focused

28. Meeting Time 2
• Second whole group activity
• Discussion of the content focus of
the day.
• Discussion of the teacher’s
supervised and independent
activities
• Forming theme related concepts
• Asking and answering questions

29. Meeting Time 2
• Children are once again gathered
by the teacher as a whole.
• Also a time to prepare for washing
hands before eating snacks.

30. Blocks of Time
Sample Competencies linked to daily
routine
Meeting Time 2
10 minutes
Language, Literacy, and
Communication Skills such
as following instructions,
recalling information

31. • Nourishing break for the learners.
• Proper etiquette for eating will be
part of the teacher’s instruction
as this break is facilitated.

32. Snack Time
• Washing hands
• Praying before and after eating
• Emphasis on good table manners

33. Blocks of Time
Sample Competencies linked to daily
routine
Recess
15 minutes
Personal Autonomy or self-
help skills (feeding, use of
utensils, etc.)
Fine motor skills such as
opening lids and containers

34. Quiet Time
• During this time, children can rest
or engage in a relaxing activities

35. • This is a teacher-guided interactive
read aloud activity for stories, rhymes,
poems and songs.

36. Blocks of Time
Sample Competencies linked to daily
routine
Quiet Time
10 minutes Following instructions

37. Story Time
• Select story related to the content focus of the day
• The children sit on a mat in the storytelling area
• The teacher sits in front of the children
• The teacher follows the standards in storytelling

38. Blocks of Time
Sample Competencies linked to daily
routine
Stories/Rhymes/
Poems/Songs
15 minutes
Language, Literacy and
Communication Skills
such as recalling story
details, relating personal
experience to story
events, etc.

39. Work Period 2
• More on numeracy activities
• Small group work activities (Teacher’s
supervised and independent activities)
• Literature-Based Activities

43. Literature-Based Activities

44. Blocks of Time
Sample Competencies linked to daily
routine
Work Period 2
40mins
Cognitive Skills e.g.
identifying attribute of objects
match, sort, arrange objects
in sequence according to a
specific attribute; reasoning
and problem-solving skills

45. Indoor/ Outdoor
Play Activities

46. Blocks of Time
Sample Competencies linked to daily
routine
Indoor/Outdoor
Games
20 minutes
Gross and Fine Motor Skills
such as balancing, running,
throwing, catching
Receptive and Expensive
Language Skills such as
following instructions, etc.

47. Meeting Time 3
(Paalam na!)

48. Blocks of Time
Sample Competencies linked to daily
routine
Meeting Time 3
5 minutes
Language, Literacy and
Communication Skills such
as expressing feelings,
describing experiences,
following instructions, etc.
Self-help skills such as
packing own things, return
things to the proper place,
etc.

49. Synthesis
• Constructive Activities are activities in
which children build and make things.
The significance of these constructive
activities in kindergarten is that
teachers help children develop the
seven developmental domains that are
important for academic skills and
lifelong learning.

50. • These constructive activities must be
placed in the context of play.
• Constructive activities, with its emphasis
on hands-on inquiry, is ideally suited for
helping children learn the skills and
concepts found in Standards and
Competencies for five-year old Filipino
Children.

51. 7 LEARNING DOMAINS
1. Values Education
2. Fine and Gross Motor
3. Language, Literary and Communication
Skills
4. Socio-emotional
5. Numeracy
6. Cognitive
7. Self-help

52. I AM IN KINDERGARTEN
I am not built to
sit still, keep my hands to
myself,
take turns, be patient,stand
in line, or keep quiet all the
the time.
I need: motion, novelty,
Adventure and to
engage the world with my whole
body.
LET ME PLAY!
trust me, I’m learning.