The document outlines a weekly learning plan for kindergarten students at Saint Elementary School for the week of September 18-22, 2023. It details the daily schedule and activities, which focus on developing students' gross motor, fine motor, self-help, receptive language, expressive language, cognitive, and social emotional skills through various lessons, independent work, outdoor time, and story time. Key learning checkpoints are provided for each domain to guide instruction throughout the week.

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KINDERGARTEN
WEEKLY LEARNING PLAN
(WLP)
School SAINT ELEMENTARY SCHOOL Teaching Dates September 18-22, 2023
Teacher ANCHIE E. TAMPUS Week No. ECD Assessment (BoSY)
Content focus Philippine Early Childhood Development Checklist Administration Quarter 1
Most Essential Learning
Competency
Gross Motor, Fine Motor, Self-Help, Receptive, Expressive, Cognitive and Social Emotional
Blocks of Time MONDAY
September 18, 2023
TUESDAY
September 19, 2023
WEDNESDAY
September 20, 2023
THURSDAY
September 21, 2023
FRIDAY
September 22, 2023
Arrival Time
(10 minutes)
Preparation
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Preparation
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Preparation
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Preparation
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Preparation
National Anthem
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Meeting time 1
(10 minutes)
Introduction of message for the day
by asking the guide questions below
Introduction of message for the day
by asking the guide questions below
Introduction of message for the day
by asking the guide questions below
Introduction of message for the day
by asking the guide questions below
Introduction of message for the day
by asking the guide questions below
MESSAGE Gross Motor Domain/Fine Motor
Domain
Self-Help Domain
Receptive Language Domain /
Expressive Language Domain
Cognitive Domain Social Emotional Domain
QUESTION/S
Transition to Work
Period 1
The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to join their group and do the assigned tasks.
Work Period 1 (40 minutes)
Teacher-Supervised
Activity
Gross Motor Domain/Fine Motor
Domain
Self-Help Domain
Receptive Language Domain /
Expressive Language Domain
Cognitive Domain Social Emotional Domain
Learning Checkpoints  To develop both their fine and
gross motor skills to be
efficient and effective movers
when engaging in wholesome
physical and health activities.
They are also expected to
acquire an understanding of
good health habits and develop
their awareness about the
importance of safety and how
they can prevent danger at
home, in school, and in public
places.
 Assess a child's ability to
perform activities related to
self-care and independence
 Ability to understand language
and words in nonverbal, verbal,
and written formats.
 Children are able to
understand language before
they are able to produce it.
 Focus on attention and
concentration, vocabulary, and
understanding grammar and
syntax.
 Focus on sequencing stories,
organizing verbal information,
and using the right words
 Focus on what a student will
learn by the end of a lesson or
module and include a
measurable verb from the
cognitive domain.
 To develop emotional skills,
basic concepts pertaining to
her/himself, how to relate well
with other people in his/her
immediate environment,
demonstrate awareness of
one's social identity, and
appreciate cultural diversity
among the school, community,
and other people.
Independent Activities Gross Motor Domain/Fine Motor
Domain
Self-Help Domain
Receptive Language Domain /
Expressive Language Domain
Cognitive Domain Social Emotional Domain
Learning Checkpoints  To develop both their fine and
gross motor skills to be
efficient and effective movers
when engaging in wholesome
physical and health activities.
They are also expected to
 Assess a child's ability to
perform activities related to
self-care and independence
 Ability to understand language
and words in nonverbal, verbal,
and written formats.
 Children are able to
understand language before
they are able to produce it.
 Focus on what a student will
learn by the end of a lesson or
module and include a
measurable verb from the
cognitive domain.
 To develop emotional skills,
basic concepts pertaining to
her/himself, how to relate well
with other people in his/her
immediate environment,
demonstrate awareness of

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acquire an understanding of
good health habits and develop
their awareness about the
importance of safety and how
they can prevent danger at
home, in school, and in public
places.
 Focus on attention and
concentration, vocabulary, and
understanding grammar and
syntax.
 Focus on sequencing stories,
organizing verbal information,
and using the right words
one's social identity, and
appreciate cultural diversity
among the school, community,
and other people.
Transition to Meeting
Time 2
The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before Meeting Time 2. After 10 minutes, the teacher tells the learners to start packing away the
materials they used and be ready for Meeting Time 2. A transition song or a countdown may be used.
Meeting Time 2 (10 minutes)
QUESTIONS /
ACTIVITY
Transition to Recess The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time by washing their hands. Encourage sharing especially if not all children
have food.
Recess (15 minutes)
Transition to Quiet Time The teacher reminds the children to pack away the things they used in recess time, clean up their eating area, throw their trash in the trash bin, wash their hands, brush their teeth, change their
wet clothes, and have their Quiet time
Quiet Time (10 minutes)
Transition to Story Time While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen to a story. When the learners are ready, the teacher proceeds with the pre-reading
activities and makes sure that the learners are listening attentively.
Story Time
(20 minutes)
Pre-Reading Define difficult words.
Motivation
Question:
Motive Question:
Define difficult words.
Motivation
Question:
Motive Question:
Define difficult words.
Motivation
Motive Question:
Define difficult words.
Motivation
Question:
Motive Question:
Define difficult words.
Motivation
Question:
Motive Question:
During Reading Ask comprehension questions.
Post-Reading
Transition to Work
Period 2
After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and the independent activities, answers any questions, and tells the learners to join their group
and do the assigned tasks.
Work Period 2 (40 minutes)
Teacher-Supervised
Activity
Gross Motor Domain/Fine Motor
Domain
Self-Help Domain Receptive Language Domain /
Expressive Language Domain
Cognitive Domain Social Emotional Domain
Learning Checkpoints  To develop both their fine and
gross motor skills to be
efficient and effective movers
when engaging in wholesome
physical and health activities.
They are also expected to
acquire an understanding of
good health habits and develop
their awareness about the
importance of safety and how
they can prevent danger at
 Assess a child's ability to
perform activities related to
self-care and independence
 Ability to understand language
and words in nonverbal, verbal,
and written formats.
 Children are able to
understand language before
they are able to produce it.
 Focus on attention and
concentration, vocabulary, and
understanding grammar and
syntax.
 Focus on what a student will
learn by the end of a lesson or
module and include a
measurable verb from the
cognitive domain.
 To develop emotional skills,
basic concepts pertaining to
her/himself, how to relate well
with other people in his/her
immediate environment,
demonstrate awareness of
one's social identity, and
appreciate cultural diversity
among the school, community,
and other people.

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home, in school, and in public
places.
 Focus on sequencing stories,
organizing verbal information,
and using the right words
Independent Activities Gross Motor Domain/Fine Motor
Domain
Self-Help Domain Receptive Language Domain /
Expressive Language Domain
Cognitive Domain Social Emotional Domain
Learning Checkpoints  To develop both their fine and
gross motor skills to be
efficient and effective movers
when engaging in wholesome
physical and health activities.
They are also expected to
acquire an understanding of
good health habits and develop
their awareness about the
importance of safety and how
they can prevent danger at
home, in school, and in public
places.
 Assess a child's ability to
perform activities related to
self-care and independence
 Ability to understand language
and words in nonverbal, verbal,
and written formats.
 Children are able to
understand language before
they are able to produce it.
 Focus on attention and
concentration, vocabulary, and
understanding grammar and
syntax.
 Focus on sequencing stories,
organizing verbal information,
and using the right words
 Focus on what a student will
learn by the end of a lesson or
module and include a
measurable verb from the
cognitive domain.
 To develop emotional skills,
basic concepts pertaining to
her/himself, how to relate well
with other people in his/her
immediate environment,
demonstrate awareness of
one's social identity, and
appreciate cultural diversity
among the school, community,
and other people.
Transition to Indoor/
Outdoor Games
The teacher reminds the learners about the time left in Work Period 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the learners to start packing away the
materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.
Indoor/Outdoor
Games
(20 minutes)
Gross Motor Domain/Fine Motor
Domain
Self-Help Domain
Receptive Language Domain /
Expressive Language Domain
Cognitive Domain Social Emotional Domain
Learning Checkpoints  To develop both their fine and
gross motor skills to be
efficient and effective movers
when engaging in wholesome
physical and health activities.
They are also expected to
acquire an understanding of
good health habits and develop
their awareness about the
importance of safety and how
they can prevent danger at
home, in school, and in public
places.
 Assess a child's ability to
perform activities related to
self-care and independence
 Ability to understand language
and words in nonverbal, verbal,
and written formats.
 Children are able to
understand language before
they are able to produce it.
 Focus on attention and
concentration, vocabulary, and
understanding grammar and
syntax.
 Focus on sequencing stories,
organizing verbal information,
and using the right words
 Focus on what a student will
learn by the end of a lesson or
module and include a
measurable verb from the
cognitive domain.
 To develop emotional skills,
basic concepts pertaining to
her/himself, how to relate well
with other people in his/her
immediate environment,
demonstrate awareness of
one's social identity, and
appreciate cultural diversity
among the school, community,
and other people.
Transition to Meeting
Time 3
The teacher tells the learners to help pack away the materials they used in the Indoor/Outdoor Games time and get ready to do wrap up activities in Meeting Time 3. A transition song or
countdown may be used.
Meeting Time 3
(5 minutes)
Wrap-Up Questions /
Activity
The teacher acknowledges the learners’ sharing and encourages them to come back so they can still do more fun activities and learn.
DISMISSAL ROUTINE

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HOME-BASED ACTIVITIES
Philippine Early Childhood
Development Checklist
Administration (BoSY)
Gross Motor Domain
Page 2,4,5,6,7 and 13
Fine Motor Domain
Page 3
Self Help Domain
Page 2, 3, 4, 5, 6, 10, 11, 13, 14,
15, 16, 17, 19, 20, 21, 22, 23, 24,
and 27
Expressive Language Domain
Page 2, 3, 5, 6, 7, and 8.
Cognitive Domain
Page 1, 3, and 4
Social emotional Domain
Page 1-24
REMARKS
REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
1. No. of learners who earned 80% in the evaluation.
2. No. of learners who require additional activities for remediation.
3. Did the remedial lessons work?
4. No. of learners who have caught up with the lesson.
5. No. of learners who continue to require remediation.
6. Which of my teaching strategies worked well? Why did this work?
7. What difficulties did I encounter which my principal or supervisor can
help me solve?
8. What innovation or localized materials did I use/discover which I wish
to share with other teachers?
Prepared by: Checked by: Noted by: Approved by:
ERICA STEFFI GRACE P. PORDESIMO RHEA J. CAMACHO ELPEDIO A. PELICANO ANAMARIE A. JABAT
Teacher 1 Grade Leader Assistant Principal Principal III