Filipino 3 Yunit III Aralin 1 Pagtukoy ng Tambalang SalitaDesiree Mangundayao
Ang mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOW
Filipino 3 Yunit III Aralin 1 Pagtukoy ng Tambalang SalitaDesiree Mangundayao
Ang mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOW
Pinadaling aralin para sa unang baitang. Wastong gamit ng pang-ukol na para kay, para sa, ayon kay, ayon sa, tungkol kay, tungkol sa, kasama ng mga pagtataya para sa pakatuto.
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at ...EDITHA HONRADEZ
https://www.youtube.com/watch?v=ZuBf4uSelxU
https://www.youtube.com/watch?v=vxlAFSTONGU&t=94s
https://samutsamot.com/wp-content/uploads/2013/06/kategorya-ng-pangngalan_1-1.pdf
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at pangyayari sa paligid
Filipino 3 yunit iii aralin 4 pagpapalit at pagdaragdag ng mga tunog upang ma...Desiree Mangundayao
Ang mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOWAng mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
Ang Pangngalang Pamilang - Ito ay ang mga bagay na maaari nating bilangin kahit ito ay madami pa.
Halimbawa: Kulay
Papel
walis ( Tambo)
Baso
Kutsara,
tinidor
Plato at iba pa.
This presentation contains 16 introductory lessons on Filipino Literacy. I created this primarily for private teachers, but anyone else who tutors a child how to read in Filipino is also welcome.
Pinadaling aralin para sa unang baitang. Wastong gamit ng pang-ukol na para kay, para sa, ayon kay, ayon sa, tungkol kay, tungkol sa, kasama ng mga pagtataya para sa pakatuto.
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at ...EDITHA HONRADEZ
https://www.youtube.com/watch?v=ZuBf4uSelxU
https://www.youtube.com/watch?v=vxlAFSTONGU&t=94s
https://samutsamot.com/wp-content/uploads/2013/06/kategorya-ng-pangngalan_1-1.pdf
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at pangyayari sa paligid
Filipino 3 yunit iii aralin 4 pagpapalit at pagdaragdag ng mga tunog upang ma...Desiree Mangundayao
Ang mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOWAng mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
Ang Pangngalang Pamilang - Ito ay ang mga bagay na maaari nating bilangin kahit ito ay madami pa.
Halimbawa: Kulay
Papel
walis ( Tambo)
Baso
Kutsara,
tinidor
Plato at iba pa.
This presentation contains 16 introductory lessons on Filipino Literacy. I created this primarily for private teachers, but anyone else who tutors a child how to read in Filipino is also welcome.
Pagkakaiba ng kathang isip at di kathang isip (JuanitaNavarro4
Ang ppt na ito ay patungkol sa pagkakaiba ng kathang isip at di kathang isip( Piksyon at di piksyon). Sa tulong nito, mas mapapadaling ipaiintindi sa mga mag-aaral ang kaibahan ng bawat isa.
The Gospel of James or The Protevangelion is a second-century infancy gospel telling of the miraculous conception of the Virgin Mary, her upbringing and marriage to Joseph, the journey of the couple to Bethlehem, the birth of Jesus, and events immediately following.
The Book of Nahum is the seventh book of the 12 minor prophets of the Hebrew Bible. It is attributed to the prophet Nahum, and was probably written in Jerusalem in the 7th century BC.
The Book of Habakkuk is the eighth book of the 12 minor prophets of the Bible. It is attributed to the prophet Habakkuk, and was probably composed in the late 7th century BC. The original text was written in the Hebrew language.
And in the sixth month the angel Gabriel was sent from God unto a city of Galilee, named Nazareth, To a virgin espoused to a man whose name was Joseph, of the house of David; and the virgin's name was Mary. And the angel came in unto her, and said, Hail, thou that art highly favoured, the Lord is with thee: blessed art thou among women. And when she saw him, she was troubled at his saying, and cast in her mind what manner of salutation this should be. And the angel said unto her, Fear not, Mary: for thou hast found favour with God. And, behold, thou shalt conceive in thy womb, and bring forth a son, and shalt call his name JESUS. He shall be great, and shall be called the Son of the Highest: and the Lord God shall give unto him the throne of his father David: And he shall reign over the house of Jacob for ever; and of his kingdom there shall be no end. LUKE 1:26-33
This document outlines standards and verification requirements for schools to improve their governance under the revised School-Based Management framework. It covers 4 standards within the governance dimension: 1) Ensuring stakeholder participation in governance and operations, 2) Effective implementation of programs aligned with strategic plans, 3) Communication of program implementation to stakeholders, and 4) Use of feedback and monitoring mechanisms. Schools must provide documentation and reports at increasing levels of achievement to demonstrate fulfillment of each standard. The goal is for schools to continuously improve governance practices and share best practices within their community of schools.
This document outlines the Kinder Learning Program for a kindergarten class in the Philippines. It describes:
- A staggered schedule for the first two weeks where half the class attends each day for 1.5 hours focusing on literacy and numeracy.
- A full schedule for weeks 3-4 where the whole class attends daily for 3 hours, still focusing on literacy and numeracy.
- The routine includes learning stations, circle time, storytelling, activity sheets, snack time and closing.
- Literacy covers listening, speaking, reading, writing and numeracy covers numbers, addition and more.
- Recommended storybooks are provided to support the before, during, after reading process
This document discusses gender and development. It defines sex as biological characteristics that are fixed at birth, while gender is socially and culturally determined and involves norms and expectations related to masculinity and femininity. Gender is learned through socialization which occurs through various agents like family, school, religion and media. The document outlines gender stereotypes related to roles, capacities and traits that are assigned to men and women. It emphasizes the role of education in promoting gender-fair and sensitive practices to overcome biases and restrictions based on gender.
This document contains the 2022 Annual Implementation Plan (AIP) for Catagbacan Elementary School. It outlines the school's programs, projects, activities, indicators, targets, responsibilities, and resource requirements for the year. The AIP aims to ensure ongoing delivery of a high-quality curriculum and supportive learning environment. Key programs and initiatives included in the AIP are the School-Based Feeding Program, Dropout Reduction Program, ICT Program, and Monitoring and Evaluation processes to promote learner achievement. The AIP also includes the school's financial targets and supports for the year to implement its planned outputs and activities.
1. The document describes an observation of an English 3 class taught by Maria Juana Pascual.
2. The teacher used a variety of teaching strategies like developmental reading techniques, graphic organizers, and differentiated activities to engage students.
3. Formative assessments like recitation, group activities, and seatwork were used to check understanding.
This document provides an introduction to Module 2 which focuses on using a range of teaching strategies to promote literacy and numeracy. The objectives are for participants to become acquainted with literacy and numeracy concepts, reflect on current practices, and develop ways to further enhance skills in promoting these areas. The module will provide an overview of key concepts, suggestions for improvement, and practice examples. Participants are asked to answer guide questions about what they learned and how they would teach the module content. They then work in groups to develop strategies for incorporating literacy and numeracy skills in different subject areas before presenting. The goal is for educators to understand the importance of these skills and provide quality instruction to help students succeed.
This certificate acknowledges active participation in a 3-day district training workshop from October 25-27, 2022 on creating audio-video lessons and quality assurance of non-print materials. The certificate was awarded on October 27, 2022 by the district supervisor. A second certificate awarded on January 14, 2022 acknowledges participation in a 3-day literacy instruction training for teachers from January 7-14, 2022. A third certificate of recognition was given on August 5, 2022 for participation in a 3-day training from August 3-5, 2022 on early language, literacy and numeracy skills. All certificates were awarded by the district supervisor in Burauen, Leyte, Philippines.
The document discusses community mobilization, defining it as a continual process through which community members plan and carry out activities to improve health, education, and other needs. It is not the same as social mobilization, community participation, or advocacy, but may utilize strategies from these. Community mobilization aims to build community capacity and empowerment. It works to mobilize existing community resources and organizations. Key elements discussed include community, mobilization, participation, and the dialogue of scientific and traditional forms of knowledge. A range of community mobilization strategies, approaches, and methods are presented.
The document discusses strategies for reading engagement activities after reading to students. It emphasizes the importance of post-reading discussion to develop comprehension through questioning. Teachers should ask questions at five levels of complexity: literal, inferential, evaluative, analytical, and applied. Engagement activities help maximize learning if tailored to the story and support each child's abilities. Activities should differ from enrichment activities in focusing on story elements and avoiding spelling corrections to instead support understanding. The document stresses selecting age-appropriate discussion questions and activities to enrich children's reading experience.
The document discusses the Fuller Technique for teaching beginning reading. The Fuller Technique uses a combination of alphabet, phonics, and whole word methods. It involves first teaching letter names and sounds, then blending sounds to form words following a sequence of word families. Short vowel words, blends, digraphs and long vowel words are introduced. Sight words and sentences are also incorporated. The approach emphasizes multi-sensory learning and practicing letter formation.
The document provides guidance on conducting the Philippine Informal Reading Inventory (Phil-IRI). It describes the various forms needed to conduct the Phil-IRI group screening test and individual assessments. These include forms to record class reading performance, summarize group screening results, and report individual student reading levels and behaviors. The document also outlines the step-by-step process for administering the group screening test and individual assessments, analyzing quantitative and qualitative results to determine a student's reading level, and selecting appropriate reading materials.
The document defines explicit instruction as a systematic teaching method that proceeds in small steps, checks for student understanding, and ensures active participation. It notes that explicit instruction is important for beginning readers as they need direct instruction in skills and strategies. The key components of explicit instruction include teaching/modeling the skill, guided practice, and independent practice. Teachers introduce the lesson, demonstrate the skill, provide support during initial practice, and evaluate students as they apply the skill independently. Overall, explicit instruction breaks down complex skills, provides feedback, and gradually reduces support as students master skills through deliberate practice.
This document summarizes the results of an oral reading proficiency test given to 452 grade 1 learners in MTB-MLE. It finds that 21.68% were independent readers, 22.12% were instructional, 36.06% were frustration, and 17.48% were non-readers. It identifies several schools with high numbers of non-readers and frustration readers. Possible factors affecting reading ability are identified, such as lack of letter sound mastery, limited reading materials exposure, and lack of motivation. The document recommends further actions like conducting teacher training, utilizing available reading materials, exposing children to different formats of reading materials, and benchmarking best practices of higher performing schools.
This document from the Department of Education provides interim guidance for teacher hiring in the 2022-2023 school year given the COVID-19 pandemic. It allows schools to establish new registries of qualified applicants for upcoming vacancies and continue renewing provisional teaching appointments. The English Proficiency Test will remain valid for two years. While no test result is not grounds for disqualification, applicants still need to meet cutoff scores. Hiring authorities are directed to follow these instructions and applicable guidelines.
The document contains multiple question and answer sections, with each section including a question typed at the top followed by answers below. Across the sections, various questions are posed and answered within the formatted structure of the document.
This document provides an overview of a teacher induction course on responding to community contexts. The course aims to help teachers build relationships with the wider school community, understand the community context, and comply with school policies. It discusses theories of contextual teaching and learning, and emphasizes connecting curriculum to students' experiences and environments. The course consists of 2 modules, with the first focusing on building school community relationships, and the second on teaching with the context in mind through localization, indigenization, and understanding legal bases for contextualization.
The document contains certificates of participation and recognition awarded to various individuals for their involvement in a District-Based and School-Based Inset Training on Literacy Instruction held from December 15-17, 2020 at Burauen North Central School in Leyte, Philippines. The training was organized by the Department of Education of Region VIII and covered topics related to literacy instruction.
The document outlines the Teacher Induction Program (TIP) Core Course 6 on teachers' professional and personal development. It details the course objectives, modules, and estimated time required. The course emphasizes the importance of continuing professional development and maintaining well-being through participating in professional networks and developing a personal professional improvement plan.
2. Pagsasanay 1
a e i o u
ba be bi bo bu
1. aba 9. boba
2. abo 10. abe
3. biba 11. ube
4. bobo 12. bibo
5. bao 13. buo
6. iba 14. bebe
7. ubo 15. bibi
8. baba
3. Pagsasanay 2
a e i o u
ba be bi bo bu
ka ke ki ko ku
1. kaba 9. kuba
2. kubo 10. kuko
3. kika 11. bako
4. buko 12. kibo
5. ako 13. baka
6. ika 14. kabibe
7. uka 15. buko
8. kaka
4. Pagsasanay 3
a e i o u
ba be bi bo bu
ka ke ki ko ku
ta te ti to tu
1.bata 9. tabi
2.buto 10. ito
3.kuta 11. tao
4.tuka 12. boto
5.ate 13. butike
6.bato 14. kita
7.tuta 15. tito
8.buti
5. Pagsasanay 4
a e i o u
ba be bi bo bu
ka ke ki ko ku
ta te ti to tu
ma me mi mo mu
1. tama 9. tabi
2.amo 10. ito
3.mama 11. tao
4.momo 12. boto
5.mimi 13. butike
6.memo 14. kita
7.mata 15. tito
8.buti
6. Pagsasanay 5
a e i o u
ba be bi bo bu
ka ke ki ko ku
ta te ti to tu
ma me mi mo mu
na ne ni no nu
1. ina 9.kano
2. uno 10. kono
3. mani 11. muna
4. nino 12. namanata
5. Nena 13. nota
6. nito 14. tino
7. nata 15. nuno
8. mano
7. Pagsasanay 6
a e i o u
ba be bi bo bu
ka ke ki ko ku
ta te ti to tu
ma me mi mo mu
na ne ni no nu
sa se si so su
1.suso 6. sina 11. tasa
2.aso 7. sumama 12. sota
3. sana 8. masama 13. susi
4. baso 9.samasama 14. sino
5. sona 10. sisi 15. isa
8. Pagsasanay 7
a e i o u
ba be bi bo bu
ka ke ki ko ku
ta te ti to tu
ma me mi mo mu
na ne ni no nu
sa se si so su
da de di do du
1. duso 6. adobo 11. dama
2. dusa 7. moda 12. dako
3. dami 8. dada 13. dati
4. dito 9. Nido 14. Buda
5. diko 10. soda 15. dose
9. Pagsasanay 8
a e i o u
ba be bi bo bu
ta te ti to tu
ma me mi mo mu
na ne ni no nu
sa se si so su
da de di do du
wa we wi wo wu
1.wika 6. luwa 11. kawa
2.wala 7. hiwa 12. kaliwa
3.sawa 8. tuwa 13. timasa
4.tawa 9. diwa 14. kawawa
5.gawa 10. lawa 15.buwaya
10. Pagsasanay 9
a e i o u
ba be bi bo bu
ha he hi ho hu
ka ke ki ko ku
la le li lo lu
sa se si so su
ga ge gi go gu
ya ye yi yo yu
1.yelo 6. yoyo 11. soya
2.yeso 7. kaya 12. luya
3. hiya 8. bayo 13. buya
4. laya 9. kayo 14. kuya
5. yuko 10. yoga 15. saya
11. Pagsasanay 10
a e i o u
ba be bi bo bu
ha he hi ho hu
ka ke ki ko ku
la le li lo lu
sa se si so su
ga ge gi go gu
pa pe pi po pu
1.pala 6. pabo 11. puga
2. paso 7. hapo 12. pipa
3. pogi 8. peke 13. sapa
4. pulo 9. pasa 14. lupa
5. pila 10. sipa 15. tapa
12. Pagsasanay 11
a e i o u
ba be bi bo bu
ha he hi ho hu
ka ke ki ko ku
la le li lo lu
sa se si so su
ga ge gi go gu
pa pe pi po pu
ra re ri ro ru
1.relo 6. para 11. bura
2. hari 7. pero 12. gara
3. bara 8. biro 13. buro
4. guro 9. sira 14. suri
5. sara 10. baro 15. giri
13. Pagsasanay 12
ang - at - ay - mga
1. Ang babae at lalaki ay kaawa
awa.
2.Mga bata ang mahihina.
3.Sa kaliwa makikita ang puso.
4. Ako ay kukuha ng bote.
5. Kukuha ng kabibe ang mga
bisita.
6. Matatalino ang mga apo ni
Nana Seta.
7. Sino ang umubo?
8. Ako ay si Ana.
9. Siya ay si Lope
10.Marami rito ay mga kalaro ko.
11. Pilipino kami.
12.Ano ag dala nila?
14. Pagsasanay 13
adobo umaga oo pata
aso tanghali puto luya
Bola bato buko Mila
Bibe upo kuya Lino
Lita labi gabi mani
papaya sapa dala wika
walo abokado paa luya
Mataba ina gabi gugo
Talaba maligo labi nakita
manika kalaro Doro umaga
pipino dalaga binata bata
sili mani tabo mana
15. Pagsasanay 14
al el il ol ul
banal pigil masahol
kambal ipil bulakbol
asal kahol bukol
butyl gahol utol
tigil putol inutil
ad ed id od ud
sagudsod uod lakad
lipad lubid luhod
hubad silid sabad
ibudbod bukid sunod
gulod tukod kudkod
16. Pagsasanay 15
ag eg ig og ug
papag tugtog bugbog
bulag wilig luglog
labag tindig banig
tulog sahig hinog
ilog yugyog binatog
ab eb ib ob ub
alab talahib lakad
kintab talab luhod
kutob silid sabad
taob bukid sunod
igib tukod kudkod
17. Pagsasanay 16
aw ew iw ow uw
ayaw agiw maliw
hiyaw sisiw baliw
galaw maliw aliw
awto sabaw hawla
araw bitiw banlaw
nga nge ngi ngo ngu
nangisay ngumiti ngarag
kailangan ngipin ngumata
bingi bingi bango
natatangi banga bunga
nangungumusta hango
nganga
18. Pagsasanay 17
ang eng ing ong ung
bangko bawang ugong
tanghalan lamang dugong
nangyari sayang buhong
pangkuha walang iling
mungkahi kuyang buking
nga nge ngi ngo ngu
ulan bitin baon
unan alon bitin
nasaan sabon kanin
kumain kahon atin
antukin dahon inin
19. Pagsasanay 18
MGA BILANG
Isa, dalawa, mabibilis na paa
Tatlo, apat, pulang watawat,
Lima, anim, balong malalim
Pito, walo, bilog na ulo
Siyam, sampu, buong-buo
PAGSASANAY
1. Ituro ang mabuting asal.
2.Mahal ko ang kambal.
3.Ang ipil ay matibay.
4.Malaki ang butil ng palay.
5.Malakas ang kahol ng aso.
20. Pagsasanay 19
1.Si Pedro ay lakad nang lakad.
2.Mataas ang lipad ng ibon.
3.Sunod nang sunod si Juan.
4.Ang tanod ay nasa likod.
5.Akin na ang lubid at pawid.
6.Ang bukid nila ay makitid.
7.Ang kanin ay hilaw.
8.Ang sabaw ay mainit.
9.Kailangan ng tanimang araw.
10.Alisin mo ang agiw.
11.Maganda ang ating watawat.
12.Ilagay sa sahig ang banig.
21. Pagsasanay 20
1.Ang bulag ay nasa papag.
2.Ang itlog ay nasa pugad.
3.Hinog na ang bayabas.
4.Ang kintab ng awto mo.
5.Malakas ang kutob ko.
6.Umigib sila ng tubig sa balon.
7.Sa gubat ay maraming talahib.
8.Itaob mo ang mga baso sa
loob ng paminggalan
9.Ang bola ay hawak ng bata.
10.Malawak ang lupain ni Lolo.
11.Nakuha ang tinik sa putik.
12. Balikan mo ang biik.
22. Pagsasanay 21
1.Ilahok mo sa paligsahan si Totoy.
2.Siyam na taon nasi Iska.
3.Dito tayo sa lilim ng puno.
4.Maasim ang suha.
5.Gutom na ang mga manok.
6.Masarap ang lumpia.
7.Hirap sa pagbasa si kuya.
8.Maganda ang panaginip ni Fely.
9.Masinop si Lito.
10.Hinigop niya ang sabaw.
11.Kumain ako ng masarap na goto.
12.Iluto mo na ang bigas.
23. Pagsasanay 22
1.Malakas ang ulan.
2.Ang kanin ay panis na.
3.Ubos na ang ulam.
4.Maalat ang dilis.
5.Naku! Nasaan si Mely?
6.Huminto na ang ulan.
7.Kumain na ba kayo?
8.Malaki ang ibon sa gubat.
9.Malakas ang alon sa dagat.
10.Si Enteng lamang ang manghuhuli
ng isda.
11.Sayang, tanghali na nang ako ay
magising.
12.Ang bawang ay maanghang.