The document discusses filling out forms, with the objectives of identifying what forms are, learning how to fill them out correctly and honestly, and being able to do so for things like school forms. It states that forms are used to gather essential information and provide templates, with some requiring more details than others. Students are expected to identify common forms they use, fill them out accurately and legibly, and recognize the importance of providing correct information.
The document discusses filling out forms, with the objectives of identifying what forms are, learning how to fill them out correctly and honestly, and being able to do so for things like school forms. It states that forms are used to gather essential information and provide templates, with some requiring more details than others. Students are expected to identify common forms they use, fill them out accurately and legibly, and recognize the importance of providing correct information.
The document contains lyrics to songs that are commonly sung at Girl Scout gatherings and events. The songs reference themes of unity, service, faith, hope and friendship among Girl Scouts. They also describe traditions like gathering around the campfire to sing.
This document discusses cause and effect and provides examples. It defines cause as the reason or explanation for events, and effect as the outcome or result of an event. It lists words that indicate cause like "because" and "since" and words that indicate effect like "therefore" and "consequently." Examples are provided of causes and their effects, like Juan falling in the canal because he wasn't looking where he was walking. The document instructs to think of causes for given effects and write sentences combining them.
Lesson in Hiram na Salita. mga salitang banyagang ginagamit sa Wikang Filipino.
Wala itong katumbas na salita sa wikang Filipino kaya’t hiniram na lang ang pagbigkas at pagbaybay ng banyaga dito.
Maaaring ang mga ito ay may taglay na mga hiram na titik gaya ng: C F, J, Q, V, X, Z
Mga alituntunin sa panghihiram o pagtutumbas ng mga salitang hiram:
1. Ginagamit sa pangngalang pantangi ang mga hiram na titik nang walang pagbabago.
Halimbawa: Mike, Colgate
2. Salitang katutubo mula ibang wika.
Halimbawa:
ifun (pinakamaliit na banak)
masjid (pook-dalanginan ng mga Muslim)
3. Kung konsistent ang pagbabaybay ng salita, hiramin ito nang walang pagbabago.
Halimbawa:
Ingles Filipino
alto alto
editor editor
memorandum memorandum
4.. Kung hindi konsistent ang pagbabaybay ng salita, hiramin ito at baybayin nang konsistent ayon sa tuntuning kung ano ang bigkas ay siyang baybay.
Halimbawa:
Ingles Filipino
meeting miting
leader lider
teacher titser
5. May mga salita sa Ingles na maaaring hiramin nang walang pagbabago. Ito ay ang simbolong pang-agham, salitang agham at teknikal at ang mga salitang Ingles na kapag binabaybay sa Filipino ay malayo na ang kahulugan.
Halimbawa:
calcium H2O (water)
x – ray CO2 (carbon dioxide)
6. Kapag ang hiniram na salita sa Ingles ay may katumbas sa Filipino, katumbas na salita ang siyang gagamitin.
Halimbawa:
Ingles Filipino
ability kasanayan
rule tuntunin
south timogAng mga salitang hiram ay mga salitang nanggaling sa iba’t ibang mga dayuhang nakarating sa ating bansa na kalimitan na nating ginagamit sa pang-araw-araw na pakikipag-usap o talakayan.
Binago man ang baybayin o hindi, mahalaga ang mga salitang hiram sapagkat nakatutulong ito sa pagpapayaman ng ating bokabularyo o talasalitaan.
Ang mga salitang hiram ay mga salitang nanggaling sa iba’t ibang mga dayuhang nakarating sa ating bansa na kalimitan na nating ginagamit sa pang-araw-araw na pakikipag-usap o talakayan.
Binago man ang baybayin o hindi, mahalaga ang mga salitang hiram sapagkat nakatutulong ito sa pagpapayaman ng ating bokabularyo o talasalitaan.
Ang mga salitang hiram ay mga salitang nanggaling sa iba’t ibang mga dayuhang nakarating sa ating bansa na kalimitan na nating ginagamit sa pang-araw-araw na pakikipag-usap o talakayan.
Binago man ang baybayin o hindi, mahalaga ang mga salitang hiram sapagkat nakatutulong ito sa pagpapayaman ng ating bokabularyo o talasalitaan.
1) The teacher conducted child mapping in Purok 3 of Barangay Tucop, listing all children ages 5-17. They completed the form and listed all children in the area.
2) The following Saturday, the teacher conducted child mapping in Purok 5 when there were few parents registering children. They listed all children based on required ages.
3) On the last Saturday of registration, the teacher stayed at the school as parents registered their children, including kindergarten, grade 1, and grade 7 students. The registration process went smoothly with few issues.
IMPORTANCE AND BENEFITS DERIVED FROM PLANTING AND FRUIT TREESGracila Mcforest
1. Trees provide many benefits to both the environment and humans. They help maintain ecological balance by producing oxygen and absorbing carbon dioxide, and their roots help with soil stability, water filtration, and preventing erosion.
2. Planting trees has economic benefits, as trees can be used to produce food, fuel, construction materials, fibers, and other products. They also improve the landscape and environment by providing shade, habitats for wildlife, and reducing pollution, flooding, and sedimentation.
3. Developing skills in planting and caring for trees, especially fruit trees, can be economically beneficial both for family income and community development through business opportunities and employment. There is also
Time signatures are used to define the meter or rhythmic feel of a piece of music. They indicate how many beats are in each measure and which note value receives the beat. The top number tells how many beats per measure, while the bottom number denotes the note value that receives one beat. Common time, represented as 4/4, is the most standard time signature, with four quarter note beats per measure. Other examples include 3/4, 2/4, 2/2 or cut time, and 6/8. Understanding time signatures allows musicians to properly play and interpret the rhythmic feel of a composition.
Mtb 3 Yunit III Aralin 1 Pagsulat ng Pansariling Reaksyon at OpinyonDesiree 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
This document contains a learner's material on health and nutrition for grade 3 students in the Philippines. It includes 9 lessons covering topics like good and bad nutrition, vitamins and minerals, overeating and under eating, and maintaining a healthy lifestyle. The material was collaboratively developed by educators in the Philippines and is intended to help students understand the importance of balanced nutrition and healthy choices.
1) Ilocano is the third most spoken language in the Philippines and is very distinct from Tagalog. The Ilocano people arrived by boat and their name comes from the word for "bay".
2) Ilocano differs significantly from Tagalog in terms of syntax and grammar. For example, "What's your name?" is "Ania ti naganmo?" in Ilocano instead of "Ano'ng pangalan mo?" in Tagalog.
3) Ilocano uses prefixes and suffixes extensively when building nouns, verbs, and adjectives. For example, the prefix "Ag-" forms many verbs and the suffix "-ak" is used for pronouns that
The document contains lyrics to songs that are commonly sung at Girl Scout gatherings and events. The songs reference themes of unity, service, faith, hope and friendship among Girl Scouts. They also describe traditions like gathering around the campfire to sing.
This document discusses cause and effect and provides examples. It defines cause as the reason or explanation for events, and effect as the outcome or result of an event. It lists words that indicate cause like "because" and "since" and words that indicate effect like "therefore" and "consequently." Examples are provided of causes and their effects, like Juan falling in the canal because he wasn't looking where he was walking. The document instructs to think of causes for given effects and write sentences combining them.
Lesson in Hiram na Salita. mga salitang banyagang ginagamit sa Wikang Filipino.
Wala itong katumbas na salita sa wikang Filipino kaya’t hiniram na lang ang pagbigkas at pagbaybay ng banyaga dito.
Maaaring ang mga ito ay may taglay na mga hiram na titik gaya ng: C F, J, Q, V, X, Z
Mga alituntunin sa panghihiram o pagtutumbas ng mga salitang hiram:
1. Ginagamit sa pangngalang pantangi ang mga hiram na titik nang walang pagbabago.
Halimbawa: Mike, Colgate
2. Salitang katutubo mula ibang wika.
Halimbawa:
ifun (pinakamaliit na banak)
masjid (pook-dalanginan ng mga Muslim)
3. Kung konsistent ang pagbabaybay ng salita, hiramin ito nang walang pagbabago.
Halimbawa:
Ingles Filipino
alto alto
editor editor
memorandum memorandum
4.. Kung hindi konsistent ang pagbabaybay ng salita, hiramin ito at baybayin nang konsistent ayon sa tuntuning kung ano ang bigkas ay siyang baybay.
Halimbawa:
Ingles Filipino
meeting miting
leader lider
teacher titser
5. May mga salita sa Ingles na maaaring hiramin nang walang pagbabago. Ito ay ang simbolong pang-agham, salitang agham at teknikal at ang mga salitang Ingles na kapag binabaybay sa Filipino ay malayo na ang kahulugan.
Halimbawa:
calcium H2O (water)
x – ray CO2 (carbon dioxide)
6. Kapag ang hiniram na salita sa Ingles ay may katumbas sa Filipino, katumbas na salita ang siyang gagamitin.
Halimbawa:
Ingles Filipino
ability kasanayan
rule tuntunin
south timogAng mga salitang hiram ay mga salitang nanggaling sa iba’t ibang mga dayuhang nakarating sa ating bansa na kalimitan na nating ginagamit sa pang-araw-araw na pakikipag-usap o talakayan.
Binago man ang baybayin o hindi, mahalaga ang mga salitang hiram sapagkat nakatutulong ito sa pagpapayaman ng ating bokabularyo o talasalitaan.
Ang mga salitang hiram ay mga salitang nanggaling sa iba’t ibang mga dayuhang nakarating sa ating bansa na kalimitan na nating ginagamit sa pang-araw-araw na pakikipag-usap o talakayan.
Binago man ang baybayin o hindi, mahalaga ang mga salitang hiram sapagkat nakatutulong ito sa pagpapayaman ng ating bokabularyo o talasalitaan.
Ang mga salitang hiram ay mga salitang nanggaling sa iba’t ibang mga dayuhang nakarating sa ating bansa na kalimitan na nating ginagamit sa pang-araw-araw na pakikipag-usap o talakayan.
Binago man ang baybayin o hindi, mahalaga ang mga salitang hiram sapagkat nakatutulong ito sa pagpapayaman ng ating bokabularyo o talasalitaan.
1) The teacher conducted child mapping in Purok 3 of Barangay Tucop, listing all children ages 5-17. They completed the form and listed all children in the area.
2) The following Saturday, the teacher conducted child mapping in Purok 5 when there were few parents registering children. They listed all children based on required ages.
3) On the last Saturday of registration, the teacher stayed at the school as parents registered their children, including kindergarten, grade 1, and grade 7 students. The registration process went smoothly with few issues.
IMPORTANCE AND BENEFITS DERIVED FROM PLANTING AND FRUIT TREESGracila Mcforest
1. Trees provide many benefits to both the environment and humans. They help maintain ecological balance by producing oxygen and absorbing carbon dioxide, and their roots help with soil stability, water filtration, and preventing erosion.
2. Planting trees has economic benefits, as trees can be used to produce food, fuel, construction materials, fibers, and other products. They also improve the landscape and environment by providing shade, habitats for wildlife, and reducing pollution, flooding, and sedimentation.
3. Developing skills in planting and caring for trees, especially fruit trees, can be economically beneficial both for family income and community development through business opportunities and employment. There is also
Time signatures are used to define the meter or rhythmic feel of a piece of music. They indicate how many beats are in each measure and which note value receives the beat. The top number tells how many beats per measure, while the bottom number denotes the note value that receives one beat. Common time, represented as 4/4, is the most standard time signature, with four quarter note beats per measure. Other examples include 3/4, 2/4, 2/2 or cut time, and 6/8. Understanding time signatures allows musicians to properly play and interpret the rhythmic feel of a composition.
Mtb 3 Yunit III Aralin 1 Pagsulat ng Pansariling Reaksyon at OpinyonDesiree 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
This document contains a learner's material on health and nutrition for grade 3 students in the Philippines. It includes 9 lessons covering topics like good and bad nutrition, vitamins and minerals, overeating and under eating, and maintaining a healthy lifestyle. The material was collaboratively developed by educators in the Philippines and is intended to help students understand the importance of balanced nutrition and healthy choices.
1) Ilocano is the third most spoken language in the Philippines and is very distinct from Tagalog. The Ilocano people arrived by boat and their name comes from the word for "bay".
2) Ilocano differs significantly from Tagalog in terms of syntax and grammar. For example, "What's your name?" is "Ania ti naganmo?" in Ilocano instead of "Ano'ng pangalan mo?" in Tagalog.
3) Ilocano uses prefixes and suffixes extensively when building nouns, verbs, and adjectives. For example, the prefix "Ag-" forms many verbs and the suffix "-ak" is used for pronouns that
Official Ilocano Orthography KWF Tarabay iti Ortograpia ti Pagsasao nga Iloka...Mights Rasing
Here is the official Ilocano Orthography developed by the Komisyon ng Wikang Filipino (KWF) in consultation with various stakeholders in Ilocano language and culture. It was developed back in 2012 as a resource material for the implementation of the Depart of Education's K-12 curriculum with the integration of MTB-MLE or Mother Tongue-Based Multilingual Education.
The lesson plan is for a 5th grade mathematics class on identifying similar polygons. It includes learning objectives, content, materials, and a series of learning activities. The activities have the students observe and compare examples of similar polygons, identify which pairs are similar and explain why, learn the definition of similar polygons in terms of corresponding angles and side ratios, and complete application exercises identifying similar objects and drawing similar polygons.
This lesson plan introduces 5th grade students to food webs through examining the relationships between organisms in the African savanna ecosystem depicted in The Lion King. Over multiple days, students will view the film, discuss predator-prey relationships, identify producers, herbivores, carnivores, omnivores, and decomposers, create their own food webs, and collaborate to design a mural depicting the circle of life in the savanna ecosystem. Formative and summative assessments include homework, a board game, and the mural project.
This lesson plan is related to the power point presentation that i have uploaded before. So, it may help you in preparing a lesson of adjectives for grade two.
This document provides a lesson plan for an English class to teach future actions using "be going to". The main aim is for students to be able to express future actions. It includes subsidiary aims of writing statements using "be going to", practicing new vacation vocabulary, and describing future travel plans. The lesson plan outlines warm up, individual, pair and closing activities using a song lyrics worksheet and pictures to reinforce the target grammar. Materials needed are listed, including a computer, CD, projector and photocopies.
Polygons (its meaning, nature and types) for grade v121394
This document defines and describes different types of polygons. Polygons are 2-dimensional plane shapes made of straight lines that form a closed figure. There are regular polygons with all equal sides and angles and irregular polygons without equal sides and angles. Polygons can also be convex with no inward angles, concave with at least one internal angle greater than 180 degrees, simple with one boundary not crossing over itself, or complex intersecting with itself. The document provides examples to illustrate these different types of polygons.
This lesson plan is for a 45-minute elementary school lesson for 2nd graders (ages 8-9) on comparing nouns using comparative adjectives. The objective is for students to learn the comparative form of adjectives and be able to describe similar nouns. The lesson includes activities like matching adjective/noun puzzle cards, eliciting sentences from pictures, drilling pronunciation of comparative forms, a grab bag game to practice forming sentences, and a 20 questions activity to compare nouns using comparatives. Homework assigns a gap-fill exercise with 15 sentences using all comparative adjective forms.
This document defines and classifies different types of polygons. It discusses simple vs complex polygons, concave vs convex polygons, and regular vs irregular polygons based on their geometric properties. It also provides names for polygons based on the number of sides, such as triangle, quadrilateral, pentagon, etc. up to polygons with 20 or more sides using Greek and Latin prefixes and suffixes.
This document outlines a lesson plan on polygons for learners. The objective is for learners to be able to identify different kinds of polygons, name them, and give the number of sides and angles accurately. The lesson will begin with a review of lines and line segments. Learners will then be introduced to polygons as shapes with all line segment sides. Examples of polygons and non-polygons will be shown. Common polygon types will be defined by their number of sides and angles. Learners will practice identifying polygon names from visual examples. Assessment will involve learners identifying polygon types from drawn figures on the board. The assignment is to make an art project using different polygon shapes.
The document provides a detailed lesson plan for a 2nd grade mathematics class. The objectives are to teach dividing two-digit numbers by a one-digit number without remainder through examples and practice problems. The lesson includes reviewing concepts, working through word problems as a class, demonstrating the steps to solve problems, and having students complete group activities and a game to practice their skills. The goal is for students to understand and be able to apply the process of dividing multi-digit numbers.
1. The document outlines the competencies in the mother tongue for grades 1 through 3 of the K to 12 curriculum in the Philippines.
2. It includes competencies for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, and handwriting.
3. The competencies become more advanced each grade, building on skills from the previous grade, such as being able to sequence more events in a story and read more advanced texts with greater fluency.
This document defines and provides examples of different types of polygons. It explains that a polygon is a closed figure made of line segments that intersect exactly two others. It then defines regular and irregular polygons, as well as different types of triangles, quadrilaterals, pentagons, hexagons, and other polygons. Key details like the number of sides and sum of interior angles are provided. Examples of both regular and irregular shapes are shown.
- The document outlines the objectives, subject matter, procedure, and activities for a 45-minute lesson plan on nouns and their kinds
- The lesson plan includes motivating activities to introduce nouns, presenting examples of different types of nouns, analyzing noun usage in sentences, and practicing changing sentences from singular to plural
- Students are asked to categorize example words as people, places, animals, things or ideas. They also practice identifying singular and plural verbs used with nouns.
This lesson plan aims to teach students to identify and use context clues to determine the meaning of unknown words. The lesson will begin with a review game to motivate students and assess prior knowledge. Students will then be divided into groups to complete context clue activities. The teacher will demonstrate context clues and their types. To apply the concept, students will answer questions finding words using context clues. For assessment, students will answer statements using vocabulary in context. As assignment, students must provide examples using different types of context clues.
The document provides a detailed lesson plan on teaching students about renewable and nonrenewable natural resources. The objectives are for students to identify renewable and nonrenewable resources, describe how living things benefit from the environment, and protect natural resources. The lesson involves grouping students to put together picture puzzles of resources, identifying resources as renewable or nonrenewable, and discussing the importance of conserving resources and reducing pollution. Renewable resources include sunlight, water, air, plants and animals. Nonrenewable resources like petroleum and coal must be used wisely since they cannot be replaced within a short time.
This document contains worksheets for teaching students with dyscalculia the numbers 0 through 3. It includes 7 activities for each number to help students identify, write, trace, and count the numbers. The objectives are to identify and write the numbers zero through three correctly. The activities include tracing numbers, coloring boxes, writing numbers, and counting objects to work on number identification and formation.
This document contains worksheets for children with learning disabilities, specifically dysgraphia. It includes 6 lessons to help with letter formation for the letters A, B, C, D. Each lesson contains objectives and activities to trace and write the uppercase and lowercase letters. The activities include tracing broken lines, connecting dots to form pictures, and writing the letters. The document was submitted by a student for a class and includes a reference section citing a website for handwriting help.
This document contains a series of worksheets to help students with dyslexia practice sounding out words. It provides lists of words beginning with different letter combinations (e.g. "at", "an", "ag") and has the students read the words out loud. It then reviews previous letter combinations. Later pages have the students read short sentences applying the letter combinations. The goal is to help students improve their reading skills through repeated phonics practice.
This document discusses several behavior modification techniques used in educational settings, including token reinforcement systems, timeout, ignoring, and contracting. It provides details on how each technique works and recommendations for effective implementation. Token reinforcement systems use tokens that can be exchanged for rewards to encourage positive behaviors. Timeout involves separating a child from rewarding environments when misbehaving to reduce reinforcement of undesirable actions. Ignoring aims to reduce attention-seeking behaviors by refusing to acknowledge them. Contracting establishes agreements between teachers and students where good behavior is rewarded.
Aggression refers to behaviors that can harm oneself, others, or objects physically or psychologically. It is an overt social interaction intended to damage or cause unpleasantness to another person. There are different categories and forms of aggression, including hostile aggression aimed at harming others, instrumental aggression aimed at obtaining objects without intent to harm, and relational aggression that damages peer relationships through social exclusion or rumors. Aggression can take physical, verbal, mental, or emotional forms and can serve purposes like expressing anger, asserting dominance, intimidating others, achieving goals, expressing possession, responding to fear, or reacting to pain.
The document discusses the Antecedent-Behavior-Consequence (ABC) model for observing and recording student behavior. It explains that ABC recording involves noting the antecedent (event preceding behavior), the behavior itself, and the consequence (event following the behavior). This allows observers to identify patterns and hypothesize the function or purpose of problem behaviors, such as escaping an undesired task or gaining attention. While useful for collecting descriptive data, ABC recording can be time-consuming to analyze and may miss patterns compared to other observation tools. Two examples of completed ABC observations are provided.
This study examined cases of learning disabilities among primary grade students at Lagui-Sail Elementary School. The researcher found that dyslexia and dysgraphia were the most common types of learning disabilities. Common characteristics included messy writing, errors, slow processing, and difficulty with written tasks. Most teachers used remediation techniques, with an emphasis on response to intervention. The study provided insight into learning disabilities at the primary level to help teachers better support students.
This chapter summarizes the findings, conclusions, and recommendations of the research study. Key findings include: as grade level increases, the number of male and female students with learning disabilities also increases; the most common types of learning disabilities are dyslexia and dysgraphia; common characteristics of students with learning disabilities are messy papers, poor letter formation, and difficulty processing language; and response-to-intervention is commonly used to help students with learning disabilities. The conclusion is that classrooms should have appropriate student-teacher ratios and facilities to support students with special needs. Recommendations include training teachers, considering different learning strategies, and raising community awareness of special needs.
This chapter discusses the results of analyzing data collected on cases of learning disabilities in primary grades. The highest number of observed students with learning difficulties were in 3rd grade (44%). Tables show the number of cases increased with grade level. A correlation analysis found the total number of students highly correlated with the total number of learning difficulty cases. The most common types of learning difficulties observed were dyslexia and dysgraphia. Characteristics of dyslexia included problems with reading, writing, and language skills. This study provides insight into prevalence and types of learning difficulties in primary grades.
This chapter outlines the methodology used in the study. The study used a descriptive analytic research design to gather information about existing conditions at Lagui-Sail Elementary School. The researcher utilized questionnaires, checklists, and observation to collect descriptive data on learning disabilities among primary grade students. The entire primary student population was included in the sample. Data was analyzed using statistical methods like percentage, ranking, and Pearson's correlation coefficient to interpret the results.
This document provides background information on learning disabilities. It discusses how learning disabilities can affect children's performance in school even if they are of average or above average intelligence. It states that the prevalence of learning disabilities among school-aged children is estimated between 6-8%. The document then outlines the statement of the problem, significance of the study, scope and delimitations, and defines key terms related to specific types of learning disabilities.
This document provides a bibliography of 14 sources related to special education, learning disabilities, and strategies for teaching students with special needs. The sources cover topics like identifying children with special needs, managing children with learning disabilities, autism, and ADHD. They also address understanding overlapping developmental disorders, facilitating learning as a metacognitive process, transition to postsecondary education for students with disabilities, and checklists for identifying learning disabilities. The sources include books, training modules, and publications focused on providing teachers and educators with information to support students with special needs.
The document is a request letter from a college student named Karen Grace M. Alvaro to the principal of Lagui-Sail Elementary School. She is conducting research on learning disabilities in primary grade levels for her college course, and is requesting permission to observe classes and distribute questionnaires and checklists to teachers. She assures confidentiality and that the information will only be used for research purposes. The letter is noted by her professor, Dr. Eliza T. Samson.
This document summarizes the literature review on learning disabilities. It discusses definitions of learning disabilities from various sources over time. Learning disabilities were first defined in the 1960s and have since generated debate due to differing professional perspectives. The document also reviews the history of learning disabilities, tracing understandings from initial conceptualizations as brain damage to the establishment of the field in the 1960s-1970s. Causes of learning disabilities discussed include genetic and prenatal developmental factors.
This document discusses motor learning and perception. It covers several theories of motor learning including behaviorist theories from Thorndike, Watson, Pavlov and Skinner. Cognitive theories provide an alternative approach that focuses on how people interpret their environment to solve problems. Other topics discussed include Gestalt's laws of organization, Burton's taxonomy of movement skills, classifications of motor skills, and components of perception like visual, auditory and kinesthetic perception. The document also addresses perceptual motor learning and developmental coordination disorder.
The document discusses the role of teachers in using music, movement, and arts in special education. It outlines that teachers serve as motivators by using music to engage students in activities and academic tasks. As planners, teachers must carefully prepare musical experiences by identifying objectives, gathering materials, and incorporating variety and pacing. The document also notes that teachers should observe students to see how they respond to and use music, then facilitate by providing resources and coaching.
1. Ipasada:
ALVARO, KAREN GRACE M.
CABEL,MICKO JOSHUA M.
BEED III-C SPED
Ipasa kenni:
PROF. EDNA C. NAGTALON
Subject Professor
Mariano Marcos State University
COLLEGE OF TEACHER EDUCATION
Laoag City
2. Panggep: Maibaga ti nagan ken mailista ti kameng ti pamilya
Siak ni
Karen.
Naimbag nga
aldawmo!
Hello! Siak ni
Micko. Ania ti
naganmo?
Sika? Ania ti naganmo?
3. Kantaentayo!
Ania ti naganmo?
Ania ti naganmo?
Ibagaman gayyemko
Abrasaentaman dayta dakulapmo
Aginnisemtaman iti makaayayo
Agsala, agkanta, itung-ed ti ulo.
20. Ubraen 2
Ikonektar dagitay nagsisinasina a linlinia nga agkillo-killo aggapo iti
bassit a sukog mapa diay dakkel nga sukog.
21. Ubraen 3
Tulungan tay tokak a dumalan a mapan diay bulong babaen ti
panagkonektar dagitay naputed a linlinia.
22.
23. Panggep: Maamiris ti letra Bb ken tay uni na.
Agibaga tay man ti
bambanag a
mangrugi ti letra Bb.
bola
bato
barya
baso
Mangipakita dagiti bambanag
a mangrugi ti letra Bb.
27. Ubraen 3
Koloran ti sukog a kuadrado sakbay ti usto nga umuna nga uni dagiti
ladawan.
28. Mangipakita dagiti bambanag
a pagimbakan nga agrugi ti
letra Bb.
Panggep: Maamiris dagiti bambanag nga pag-imbakan nga agrugi ti letra
Bb /bh/ ken ma-develop ti visual discrimination.
Agibaga tay man ti
bambanag a pag-
imbakannga agrugi ti
letra Bb.
burnai banga
botelya
29. Kantaentayo!
Burnai, Banga ken Botelya
Naitono ti kanta nga Agrimatrimat Bassit a Bituen
Burnai, banga ken botelya
Pag-imbakan ti nadumaduma
A bambanag a kasla kuma
Ti danom ken makan
Burnai, banga ken botelya
Pag-imbakan a mangrugi ti b a letra
30. Ubraen 1
TImbukelan dagiti sarita a mangrugi ti letra Bb.
Burnai, Banga ken Botelya
Naitono ti kanta nga Agrimatrimat Bassit a Bituen
Burnai, banga ken botelya
Pag-imbakan ti nadumaduma
A bambanag a kasla kuma
Ti danom ken makan
Burnai, banga ken botelya
Pag-imbakan a mangrugi ti b a letra
33. _____ 1. _____ 4.
_____ 2. _____ 5.
_____ 3. _____ 6.
Ubraen 4
Ikkan ti marka a tsek ti uged sakbay iti numero no dagitay agpares
ket agpada. Ekis met iti imarka no saan.
34. Ubraen 5
Mang-drawing ti daduma pay a pagimbakan ti bambanag. Isurat ti
nagana babaen diay drawing.