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
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
K TO 12 GRADE 4 LEARNER’S MATERIAL IN SCIENCE (Q1-Q4)LiGhT ArOhL
The document discusses the history and development of chocolate over centuries. It details how chocolate originated from cacao beans used by the Olmecs and Mayans as currency and medicine. Later, chocolate drinks became popular among the Aztecs and Europeans discovered chocolate in the 16th century, initially using it as medicine before it became widely consumed as a sweet treat.
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
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.
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
This document outlines the key elements of a story: setting, which describes where the story takes place; character, who are the people or animals in the story; problem, what issue needs to be addressed; solution, how the problem is resolved; and ending, how the story concludes.
K TO 12 GRADE 4 LEARNER’S MATERIAL IN SCIENCE (Q1-Q4)LiGhT ArOhL
The document discusses the history and development of chocolate over centuries. It details how chocolate originated from cacao beans used by the Olmecs and Mayans as currency and medicine. Later, chocolate drinks became popular among the Aztecs and Europeans discovered chocolate in the 16th century, initially using it as medicine before it became widely consumed as a sweet treat.
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
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.
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
This document outlines the key elements of a story: setting, which describes where the story takes place; character, who are the people or animals in the story; problem, what issue needs to be addressed; solution, how the problem is resolved; and ending, how the story concludes.
The document provides guidance on social content guidelines for developing learning resources and manuscripts. It outlines several themes that should be considered, such as human rights, gender equality, cultural diversity, and environmental protection. Examples of texts and illustrations are presented that could raise social issues. The purpose of observing these guidelines is to support inclusive, rights-based teaching and create quality materials.
This document lists and defines 12 common parts of a book: 1) Title, 2) Author, 3) Publisher, 4) Illustrator, 5) Preface, 6) Table of Contents, 7) Appendix, 8) Glossary, 9) Index, 10) Text, 11) Title page, and 12) Bibliography. It instructs students to identify these parts based on an illustration, name some parts of a book, and complete a group activity worksheet to test their understanding of the different sections.
This document appears to be a performance evaluation form for a teacher named Juan E. Peniero from Milan National High School. It includes 17 key result areas (KRAs) with objectives and means of verification (MOV) for evaluating the teacher's performance. The KRAs cover topics like applying knowledge of content, establishing safe learning environments, designing teaching strategies for diverse learners, maintaining community-responsive learning environments, upholding teaching ethics and professional development. MOVs include classroom observations, lesson plans, assessment data analysis, and documentation of other teaching duties.
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce feelings of stress and anxiety. Staying active also helps maintain a healthy weight and keeps muscles, bones and joints healthy as we age.
This document discusses the scope, limitations, and definition of terms for an educational research project. It provides guidance on how to define the scope, which refers to the parameters and topics that will be explored in the study. The limitations refer to potential shortcomings or exclusions in the research. The document also discusses how to write an alphabetical list of definitions for important terms or jargon used in the research paper to clarify meaning for readers. Definitions can be conceptual, operational, or both, and should be short, clear and acknowledge sources when needed.
The document outlines the agenda for a division orientation on implementing face-to-face classes while focusing on teaching and learning. It discusses three main topics: learning resources, face-to-face classes, and teacher support. Under learning resources, it describes the necessary learning materials and textbooks. For face-to-face classes, it provides a sample class schedule and discusses class size limits. It also describes the need to profile students returning to in-person learning. Finally, it addresses providing support to teachers through training and orientation on teaching strategies and workload expectations.
This document appears to be an English reading primer for students learning phonics and sight words. It contains lists of words with target medial and long vowel sounds to practice reading, as well as sentences and phrases using those words. It also includes lists of basic sight words for students to read. The document provides structured phonics exercises to help students learn to read English.
MELCS Briefer and Unpacking_janepv.pptxLyzaGalagpat2
The document discusses the streamlining of learning competencies into Most Essential Learning Competencies (MELCs) for mathematics in the Department of Education. It explains how original learning competencies were analyzed and mapped to identify those that were essential, desirable, recurring, or subsumed by others. Nonessential competencies were dropped while related competencies were merged or rephrased. Examples are provided to illustrate how learning competencies were identified for different grades and quarters of the mathematics curriculum. The document aims to orient supervisors on the MELCs and support their guidance for effective implementation in learning delivery.
O documento repete sequências de letras que representam sons das vogais e consoantes da língua filipina, sugerindo ser um texto sobre fonética ou alfabetização.
This document provides guidance for teachers on conducting psychosocial support activities with students. It discusses how such activities can help bridge students' socio-emotional wellbeing and academic performance by creating a safe, supportive environment. When students return to school after difficulties from the pandemic, teachers play a crucial role in addressing students' anxiety, fear, or other difficult feelings through these activities. The document outlines the parts and flow of support modules, sample activities, considerations for COVID safety, and ensuring teachers are properly prepared to support students emotionally.
This document provides guidance on planning and forecasting a school budget effectively over a 3-5 year period. It discusses the benefits of budget planning, including reduced financial risks, ensuring the right resources are available to support curriculum needs, and maintaining a good reputation through sound financial management. The document then outlines the key stages in budget preparation, including assessing historical spending patterns, modeling income and cost scenarios based on factors like funding amounts, pupil numbers and characteristics, curriculum requirements, and staffing costs. It emphasizes creating a range of budget forecasts to account for uncertainty and determining a realistic 3-5 year outlook. Accessing budget planning tools can make the complex process quicker, easier and reduce errors.
The document summarizes key information from an ACSA leadership conference for school business officials and principals. It discusses the roles and responsibilities of business departments and principals, provides an overview of the budget process from the state level down to individual school sites, and covers new aspects of school finance under California's Local Control Funding Formula and Local Control Accountability Plans. Specific topics include understanding district and site level roles, developing and monitoring school budgets, and ensuring alignment between fiscal and instructional planning.
This document provides guidance on planning and forecasting a school budget effectively. It discusses assessing historical budget data, modeling income and cost scenarios based on factors like funding amounts, pupil numbers and characteristics, curriculum requirements, and staffing costs. It also recommends creating a range of budget forecasts that model different potential outcomes based on uncertainties around future funding, pupil numbers, staffing costs and curriculum changes. The use of budget planning tools is suggested to make the budgeting process quicker, easier and reduce errors.
The proposed FY14 school budget totals $42.6 million, a 4.93% increase over FY13. Major factors driving the increase include restoring positions cut in previous years due to enrollment growth, addressing a backlog of needs, and new initiatives. Personnel costs, the largest expense, are projected to rise 6.37% to $34.4 million. If approved, the budget would fund additional teachers, support staff, a librarian, and programs while modestly increasing most other line items. Offsets from grants and fees would lower the net budget increase to 4.93%.
1. MARUNGKO
BOOKLET
G a b a y s a P a g b a s a
Inihanda ni:
Te a c h e r KiM De la C ruz
1
Unang B a h a g i
2. M m A a S s
m a ma
a m am
s a sa
a s as
ma am ma
am am ma
sa sa as
sa as as
3. Isulat ang unang tunog ng mga sumusunod na larawan.
a m s
a
1. 2.
4.
3.
5. 6.
Isulat ang huling tunog ng mga sumusunod na larawan.
m
1. 2. 3.
4. 5. 6.
PAgsAsAnAy!
4. a - ma ama
ma - ma mam
a
am am
sa – ma
sa – sa – ma
sa–ma – sa-ma
s
a
m
a
s
a
s
a
m
a
s
a
m
5. ma m mam
sa m sam
ma s mas
sa s sas
mam sam mam
sam sam mam
sas sas mas
sas mas mas
6. mam mam
Sam Sam
a – sam
a – sam – a - sam
asam
asam - asam
ang
ang mama
ang ama
ang am
sasama ang
7. Sa ama ang .
Sa sasama ang .
Sa ang am.
Masama sa ang .
masa ang
masama ang
asam-asam ang
sa
8. Mamasa-masa ang .
Masama ang .
Mas aasa ang .
Sasama ang sa .
Sasama sa mama.
Ang ama ang sasama.
Sama-sama ang masa.
Kulayan ang isang bituin
tuwing makakatapos basahin
mula sa titik na inaaral.
9. PAgsAsAnAy!
Bilugan ang tamang larawan ayon sa salita na nasa kaliwa.
1. ama
2. mam
3. masama
4. sama-sama
5. masa
6. am
7. asa
10. PAgsAsAnAy!
Isulat ang nawawalang pantig upang mabuo ang mga salita.
1. ma ma sa ma
2. a mas sam
3. sa sa ma
4. ma as sa
5. ma sa am ma
6. a sa ma
11. I i O o
i m im o m om
i s is o s os
s i si s o so
m i mi m o mo
mi is im
si im mi
is si im
mi im si
so mo om
os so mo
mo os so
om om os
12. i – sa
i – i - sa
i
s
a
i
i
s
a
mi – sa misa
ma - mi mami
si – si
ma – si - si
s
i
s
i
m
a
s
i
s
i
ma - is mais
13. m i m mim
si m sim
mi s mis
si s sis
mo m mom
so m som
mo s mos
so s sos
mim sis sim
mis sim mis
sim sis mim
mim mis sis
mom sos som
sos mos sos
som mom mos
mos som mom
14. a – sim
ma – a – sim
a
s
i
m
m
a
a
s
i
m
mi - sis misis
mis - mo mismo
PAgsAsAnAy!
Bilugan ang angkop na salita ayon sa larawan na nasa kaliwa.
1. masa maso
2. aso oso
3. masi mais
4. amo ama
5. aso asa
6. misi misa
15. mga
ang aso mga aso
ang mais mga mais
maasim ang miso maasim ang mga miso
Ang Mga Aso
Si Ami ang aso. Si Mimi ang aso.
Maamo ang mga aso.
Sasama-sama ang mga aso sa amo.
Isama mo ang mga aso.
Si Simo ang amo.
16. Pag-usapan natin ang tula!
1. Sino ang amo ng mga aso?
a. Sisa
b. Simo
c. Mimo
2. Ilang aso ang nabanggit sa tula?
a. isa
b. dalawa
c. Tatlo
3. Ano ang mga pangalan ng mga aso?
a. Sami at Ami
b. Mimosa at Sisa
c. Ami at Mimi
4. Ano ang gagawin sa mga aso?
a. isasama
b. makikipaglaro
c. pakakainin
5. Iguhit ang lugar na sa tingin mo ay pupuntahan nila.
17. Punan ng nawawalang titik upang mabuo ang mga sumusunod na
salita.
.
1 .
a
_ m a
7.
i s _
2.
m _ m a 8. _ s o
3.
m a s _ 9 m a _ a
4.
m a _ s 10. m a s a _ a
5.
m _ m i 11. a s _
6.
a s _ m 12. s _ s i
PAgsAsAnAy!
18. Isulat ang “ang” o “mga” ayon sa larawan sa kanan.
1.
mga maso
2.
oso
3.
misis
4.
amo
5.
mami
6.
aso
7.
misa
PAgsAsAnAy!
19. B b
b a ba
b i bi
b o bo
a b ab
i b ib
o b ob
bo bi ba
ba bo bi
bi ba bo
ab ob ib
ob ib ab
ib ab ob
20. ba – ba
ba – ba – ba
ma – ba - ba
b
a
b
a
b
a
b
a
b
a
m
a
b
a
b
a
ba -so baso
ba – sa
ba – ba – sa
ma - ba – sa
b
a
s
a
b
a
b
a
s
a
21. si – ba
ma – si - ba
siba
masiba
bi – bo bibo
sim – ba simba
sam - ba samba
b
a
i
o
m s b
ba bam bas bab
bi bim bis bib
bo bom bos bob
ab mab sab
m
s
ib mib sib
ob mob sob
22. si
Basa si Bambi. Masiba si Bimbo.
Si Sab ang Bibo. Si Ambo ang bababa.
Iba si Bimbi. Maamo si Mabo.
Sagutin ang mga sumusunod na tanong. Isulat ang sagot sa
patlang.
1. Sino ang bibo? Sab
2. Sino ang maamo? _
3. Sino ang bababa? _
4. Sino ang nabasa?
5. Sino ang naiiba?
6. Sino ang masiba?
23. Maasim ang Miso!
Maasim.
Mami ba?
Am ba?
Mais ba?
Saba ba?
Miso!
Iba ang miso!
Maasim ang miso!
Masiba ang oso sa maasim.
Si Bimbo ang oso. Sa oso ang miso.
Pag-usapan natin ang tula!
1. Anong pagkain ang maasim?
a. mami
b. soba
c. miso
2. Kanino ang maasim na miso?
a. kay Bambi
b. kay oso
c. kay Bimbo
3. Paano nalaman na kay Bimbo ang miso?
a. dahil mahilig siya sa maasim
b. dahil mahilig siya sa miso
c. dahil masiba ang oso
24. Piliin ang pantig na kukumpleto sa salita. Isulat ang sagot
sa patlang.
1. bi bo ba bi bo
2. sam bo bi ba
3. a
sam sim som
4. sa a i o
5. ba i a o
6. ba si so sa
7. ba
ba sa ma
8. a
ma ba sa
PAgsAsAnAy!
25. Kulayan ang lobo na may angkop na salita para sa larawan
PAgsAsAnAy!
saba basa
bao
abo
maso
baso
sabi
bisa basa
masa
masiba
mabisa
aba
abo
26. PAgsAsAnAy!
Piliin ang mga salitang angkop sa bawat larawan. Isulat ang
sagot sa patlang.
amo saba bibo asam
mami mais iba mabisa
baso simba sisi isa
1. 7.
si
si
2. 8.
3. 9.
4. 10.
5. 11.
6. 12.
27. PAgsAsAnAy!
Bumuo ng mga salita gamit ang mga titik sa ibaba. Maaaring
umulit ang mga titik. Isulat ang sagot sa mga hakbang ng
hagdanan.
isama
m a s i o b
28. Kulayan ang larawan ayon sa mga sumusunod:
m
m
m
m
m = itim
i = dilaw
a = kayumanggi
o = asul
s =luntian
b = lila
m
m
m
m
m
a
a
a
a
a
a a
a
a
a
a
a
a
a
s s s
s
s
s s
s
s
s
s
s s s
s
s
s s
s
s
s
s
s
s
s
i
i
i
i
i
i
i
i
i
i i
i
i
i
i
i i
i
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
b
b
b
b
b
b
b
b
b
b
b
b
b
s
i
