This document outlines policy guidelines for awards and recognition programs for students in the K-12 Basic Education Program. It discusses the rationale for having such programs, which is to create a positive learning environment, improve student morale, and motivate high performance. It then describes the different types of classroom and grade-level awards that should be given, such as performance awards, conduct awards, academic excellence awards, and leadership awards. It also provides details on how awardees are determined by an Awards Committee and how protests should be handled. The overall purpose is to acknowledge and promote student excellence in various areas of achievement.
This document outlines policy guidelines for awards and recognition programs for students in the K-12 Basic Education Program. It discusses the rationale for having such programs, which is to create a positive learning environment, improve student morale, and motivate high performance. It then describes the different types of classroom and grade-level awards that should be given, such as performance awards, conduct awards, academic excellence awards, and leadership awards. It also provides details on how awardees are determined by an Awards Committee and how protests should be handled. The overall purpose is to acknowledge and promote student excellence in various areas of achievement.
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.
Math3 q1 mod1_visualizing-numbers-up-to-10-000_v308092020angela quinto
The document discusses a mathematics module that teaches students to visualize numbers from 1,001 to 10,000. It uses examples like the number of rice sacks distributed after a typhoon to explain how to represent numbers with discs and blocks in their place values of thousands, hundreds, tens and ones. The module provides activities to help students understand and practice visualizing four-digit numbers.
This document appears to be a draft of a grade 3 science textbook. It includes an introduction, acknowledgements, table of contents, and the beginning of the first unit on matter. The first chapter describes the characteristics of solids, including activities for students to classify objects based on properties like color, shape, size and texture. The second chapter will discuss liquids and gases. The textbook is meant to help students learn about states of matter and develop observation skills through hands-on experiments.
This instructional material was collaboratively developed by educators from various schools and universities to help improve reading skills. The document provides lessons, stories, and activities for grade 3 students. Feedback on the material is encouraged to be sent to the Department of Education so it can be improved.
This document provides a detailed lesson plan for a kindergarten class on February 24, 2015. The plan includes objectives like identifying recyclable materials and understanding opposites. Activities include sorting real objects into recyclable categories, playing opposite word matching games, categorizing pictures by syllable count, arranging objects by size, and practicing subtraction. A story will be read called "Si Emang Engkantada at ang Tatlong Haragan" and discussed. Other activities involve making combinations of 10 with counters and playing a sinking boat game in groups.
This document outlines the Department of Education Region III Central Luzon's action plan for mathematics for the 2016-2017 school year. It details six pupil development projects aimed at improving mathematics proficiency, including Project GIM to master multiplication tables, Project ESEM to raise proficiency levels, and Project ALL NUMERATES to master the four fundamental operations. It also covers staff development through in-service teacher training, curriculum development through creating instructional materials, and improving physical learning environments. The overall goals are to enhance teacher competence and student achievement in mathematics.
The document contains information about a classroom observation tool called the COT-RPMS, including rubrics, forms, and indicators for evaluating teachers. It provides detailed descriptions of practice at different levels for 9 indicators related to a teacher's content knowledge, lesson planning and delivery, learning environment, and other factors. Clarification is provided for some terms. The purpose is to support the objective assessment of teaching performance.
This document provides an introduction and overview of the key features of Windows 10. It discusses why Windows 10 is being adopted, what's new in Windows 10 including the Start menu, tiles, search, task view, virtual desktops, and snap enhancements. It also covers personalization settings and common questions about navigating and using Windows 10.
The document discusses technology integration in teaching and learning. It identifies appropriate technologies, incorporating tools in designing learning events, and determining features of web conferencing tools. It discusses why technology integration is essential in the Democracy Certificate Program and lists instructional planning models. Models, tools, and techniques for technology integration are presented, including the SAMR model and universal learning events. Benefits of web conferencing tools are outlined. Factors to consider when selecting a web conferencing tool are provided. Daniel Stanford's Bandwidth Immediacy Matrix for identifying and categorizing tools is also introduced.
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.
Math3 q1 mod1_visualizing-numbers-up-to-10-000_v308092020angela quinto
The document discusses a mathematics module that teaches students to visualize numbers from 1,001 to 10,000. It uses examples like the number of rice sacks distributed after a typhoon to explain how to represent numbers with discs and blocks in their place values of thousands, hundreds, tens and ones. The module provides activities to help students understand and practice visualizing four-digit numbers.
This document appears to be a draft of a grade 3 science textbook. It includes an introduction, acknowledgements, table of contents, and the beginning of the first unit on matter. The first chapter describes the characteristics of solids, including activities for students to classify objects based on properties like color, shape, size and texture. The second chapter will discuss liquids and gases. The textbook is meant to help students learn about states of matter and develop observation skills through hands-on experiments.
This instructional material was collaboratively developed by educators from various schools and universities to help improve reading skills. The document provides lessons, stories, and activities for grade 3 students. Feedback on the material is encouraged to be sent to the Department of Education so it can be improved.
This document provides a detailed lesson plan for a kindergarten class on February 24, 2015. The plan includes objectives like identifying recyclable materials and understanding opposites. Activities include sorting real objects into recyclable categories, playing opposite word matching games, categorizing pictures by syllable count, arranging objects by size, and practicing subtraction. A story will be read called "Si Emang Engkantada at ang Tatlong Haragan" and discussed. Other activities involve making combinations of 10 with counters and playing a sinking boat game in groups.
This document outlines the Department of Education Region III Central Luzon's action plan for mathematics for the 2016-2017 school year. It details six pupil development projects aimed at improving mathematics proficiency, including Project GIM to master multiplication tables, Project ESEM to raise proficiency levels, and Project ALL NUMERATES to master the four fundamental operations. It also covers staff development through in-service teacher training, curriculum development through creating instructional materials, and improving physical learning environments. The overall goals are to enhance teacher competence and student achievement in mathematics.
The document contains information about a classroom observation tool called the COT-RPMS, including rubrics, forms, and indicators for evaluating teachers. It provides detailed descriptions of practice at different levels for 9 indicators related to a teacher's content knowledge, lesson planning and delivery, learning environment, and other factors. Clarification is provided for some terms. The purpose is to support the objective assessment of teaching performance.
This document provides an introduction and overview of the key features of Windows 10. It discusses why Windows 10 is being adopted, what's new in Windows 10 including the Start menu, tiles, search, task view, virtual desktops, and snap enhancements. It also covers personalization settings and common questions about navigating and using Windows 10.
The document discusses technology integration in teaching and learning. It identifies appropriate technologies, incorporating tools in designing learning events, and determining features of web conferencing tools. It discusses why technology integration is essential in the Democracy Certificate Program and lists instructional planning models. Models, tools, and techniques for technology integration are presented, including the SAMR model and universal learning events. Benefits of web conferencing tools are outlined. Factors to consider when selecting a web conferencing tool are provided. Daniel Stanford's Bandwidth Immediacy Matrix for identifying and categorizing tools is also introduced.
This document provides a reading lesson for students learning medial letters. It includes example words and sentences containing the target letters Aa, Ee, Ii, Oo, and Uu. For each letter, example words are given to familiarize students. Students are then presented sentences using those words and asked comprehension questions to check understanding. The document aims to teach letter sounds and build early reading skills through exposure to vocabulary and simple text.
This survey aims to measure preservice teachers' knowledge of teaching and technology. Specifically, it assesses their knowledge across the following domains: technology knowledge (TK), content knowledge for mathematics, social studies, science and literacy (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK). The survey has been tested for reliability, with Cronbach's alpha scores ranging from .78 to .93 for the different domains.
This document summarizes a systematic review of 37 publications from 2014-2017 that address changes in teacher training within the TPACK (Technological Pedagogical Content Knowledge) model framework. The review analyzed the publications based on public, topic, main results, and methodology. Most studies focused on basic and higher education, using case studies, quantitative empirical studies, and mixed methods. However, there is a lack of longitudinal studies showing teacher application of TPACK in daily practice.
2. 2
Unang hakbang sa
pagbasa/21st Century Teacher
Aralin # 1
a e i o u
u a e i o
o u a e i
i o u a e
e i o u a
A E I O U
U A E I O
O U A E I
I O U A E
E I O U A
3. 3
Unang hakbang sa
pagbasa/21st Century Teacher
Aralin # 2
a e i o u
ba be bi bo bu
da de di do du
ga ge gi go gu
ha he hi ho hu
ja je ji jo ju
ka ke ki ko ku
la le li lo lu
ma me mi mo mu
na ne ni no nu
pa pe pi po pu
ra re ri ro ru
sa se si so su
ta te ti to tu
va ve vi vo vu
wa we wi wo wu
ya ye yi yo yu
za ze zi zo zu
6. 6
Unang hakbang sa
pagbasa/21st Century Teacher
Aralin # 5
pa-ka-wa-la = pakawala
pa-na-ta = panata
Sa-ga-da = Sagada
sa-sa-ma = sasama
ta-la-ba = talaba
ta-la-ga = talaga
ta-la-ta = talata
ta-ta-ma = tatama
ta-ta-wa = tatawa
7. 7
Unang hakbang sa
pagbasa/21st Century Teacher
Aralin # 6
wa-la = wala
wa-wa = wawa
ya-ta = yata
ya-ya = yaya
ta-ta-ya = tataya
ga-ra-pa-ta = garapata
a Ana ama aso ako
e Ela Eso Edo Eda
i isa ito ina iba
o Oyo oso oto oras
u uso ubo upo ubas
8. 8
Unang hakbang sa
pagbasa/21st Century Teacher
Aralin # 7
Ba-ba
ba be bi bo bu
a-ba ba-ba bi-ba
a-bo bi-be ba-o
i-ba bi-bo bu-o
E-ba bo-bo Be-be
u-bo ba-ba-e ba-ba-ba
ang bao ang mga bibe
si Eba may bao
ay babae ubo nang ubo
kay Bebe Eba at Bebe
Babae ang Bibi
Abe may bibi si Eba.
Babae ang bibi.
Oo, Bibo may bibi si Eba.
Babae ang bibi.
9. 9
Unang hakbang sa
pagbasa/21st Century Teacher
Aralin # 8
Ka-ka
ka ke ki ko ku
a-ka Ka-ka ika-ika
a-ko A-ki uka-uka
i-ka Ki-ko ku-ko
u-ka ka-ki Ki-ka
ang kuko ang mga kaki
si Aki may aka
ay uka-uka ako nang ako
kay Kaka Kiko at Kika
Si Kiko at Kika
Si Kiko ay may keso.
Si Kika ay may keso.
Si Kiko at Kika ay may Keso.
10. 10
Unang hakbang sa
pagbasa/21st Century Teacher
Aralin # 9
Da-da
da de di do du
A-da de-de da-di
I-da du-da u-du
A-do A-di Di-do
Da-do Da-da Do-di
ang dede ang mga dede
si Ada may duda
ay may dede dada nang dada
kay Dido Ado at Dado
Ang mga Dalaga
Si Ada ay dalaga.
Si Ida ay dalaga.
Sina Ada at Ida ay dalaga.
11. 11
Unang hakbang sa
pagbasa/21st Century Teacher
Aralin # 10
Ga-ga
ga ge gi go gu
A-ga e-go gu-go
I-gi ga-ga A-go
u-ga Gi-gi
ang aga ang mga gugo
si Aga may uga
ay gaga Kay Gigi
Maaga! Maaga!
Maaga, maaga.
Maaga si Aga.
Maaga si Ago.
Maaga sina Ago at Ago.
12. 12
Unang hakbang sa
pagbasa/21st Century Teacher
Aralin # 11
Ha-ha
ha he hi ho hu
a-ha! ha-ha ho-ho
i-ha u-ha hi-hi
aha! Ikaw pala uha nang uha
ang iha may uha
ay haha
Si Hiha
Haha nang haha si Hiha.
Hihi at hoho so iha.
13. 13
Unang hakbang sa
pagbasa/21st Century Teacher
Aralin # 12
La-la
la le li lo lu
a-la La-la lo-lo
a-lo la-lo lo-la
Lo-li Li-la Lu-lu
a-le Li-lo A-le-li
ang ale ang mga lila
si Lala may lola
ay may lolo Lulu at Lili
kay Aleli Lola at lolo
Si Luna at Si Lulu
Si Luna ay may lolo.
Si Luna ay may lola.
Si Lulu ay may lolo.
Si Lulu ay may lola.
Sina Luna at Lulu ay may lolo at lola.
14. 14
Unang hakbang sa
pagbasa/21st Century Teacher
Aralin # 13
Ma-ma
ma me mi mo mu
a-ma a-mo Me-me
A-mi U-ma mo-mo
E-ma Me-mo Mi-mi
I-ma ma-ma I-mi
ang ama ang mga amo
si Ema may momo
ay may mama Ami at Ima
kay Mimi Mama ni Ema
Mami
May mami si Ami.
May mami si Ema.
May mami sina Ami at Ema.
15. 15
Unang hakbang sa
pagbasa/21st Century Teacher
Aralin # 14
Ra-ra
ra re ri ro ru
A-ra o-ra a-ra-ro
E-ra Ra-ra u-ra-ro
a-ri
ang araro ang mga ari
si Ara may era
ay may uraro Ara at Rara
Ang Regalo
May relo si Ara.
May baro si Rosa.
Regalo ito ni Rita.
Para kay Ara at Rosa.
16. 16
Unang hakbang sa
pagbasa/21st Century Teacher
Aralin # 15
Sa-sa
sa se si so su
a-sa u-sa si-si
a-so u-so su-so
i-sa sa-sa su-si
o-so si-so A-si
ang aso ang mga susi
si Asi may uso
ay may oso usa at aso
Si Asi
Si Asi ay may aso.
Ang aso ay si Siso.
Si Asi ay may oso.
Si Asi ay may aso at oso.
17. 17
Unang hakbang sa
pagbasa/21st Century Teacher
Aralin # 16
Ta-ta
ta te ti to tu
a-te Ta-ta To-to
i-ta ti-to To-ti
o-to ti-ta tu-ta
ta-o ta-to to-to-o
ang ate ang mga tao
si Tata may tuta
ay may oto tito at tita
kay Toto tato nang tato
May Oto
Si Ato ay may oto.
Si Tito ay may oto.
May oto, may oto.
Sina Tito at Ato ay may oto.
18. 18
Unang hakbang sa
pagbasa/21st Century Teacher
Aralin # 17
Wa-wa
wa we wi wo wu
a-wa I-wa wa-wa
i-wi wi-wi wo-wa
ang wiwi ang mga wowa
si Iwa may wiwi
ay wawa awa nang awa
Si Iwa
Si Iwa ay naawa.
Sa wowa na kawawa.
Dahil nabasa ng wiwi.
19. 19
Unang hakbang sa
pagbasa/21st Century Teacher
Aralin # 18
Ya-ya
ya ye yi yo yu
a-ya I-ya ya-ya
i-yo yo-yo Ya-yo
Si Iya ay iyo
aya nang aya Iya at Yayo
may yaya ang mga yoyo
Si Ayo
Si Ayo ay may maya.
Ang mga maya ay masaya.
Si Ayo ay may yoyo.
Si Ayo ay may maya at yoyo.
20. 20
Unang hakbang sa
pagbasa/21st Century Teacher
Pagsasanay
Basahin
1. Ang ninang ay si Aling Nena.
2. Ang Ninong ay si Mang Milo.
3. Si Aling Nena ay dalaga.
4. Si Mang Nilo ay binata.
5. Si Aling Nena at mabait.
6. Si Mang Nilo ay mabait.
7. Mababait ang ninong at ninang.
8. Ang pusa ay may dalawang mata.
9. Ang lolo ko ay ama ng aking ina.
10. Ang gatas ay kulay puti.
11. Ang tatay ko ay lalaki.
12. Ang ilong ko ay may butas.
13. Ako ay Pilipino.
14. Ang dagat ay maalon.
15. Si Nonoy ay may alagang baboy.
