Curriculum Standards 5 Year Olds

7/31/2019 Curriculum Standards 5 Year Olds

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Age Group: 5 years oldDomain: VALUES DEVELOPMENTSub-Domain: DisciplineComponent: Self-RespectStandard: Child should be able to manifest respect, control and discipline of oneself

Indicators/Competencies Learning Activities/Materials

Talks about oneself

Takes pride of oneself

Talks good things about self

Says what he/she wants/doesnt want (good/ bad touch, needs)

Recognizes what is safe and dangerous

Talking about oneselfGame - Who am I

This is mePoem / Song

Component: ResponsibilityStandard: Child should be able to manifest respect, control and discipline of oneself


Finishes assigned tasks

Does one's work without being told

Takes care of one's belonging as well as of others

Shows concern for one's environment

Does and finishes assigned task independently

Follows daily routine (study/ reading habits, personal hygiene, playtime, pray time,

bedtime, siesta, etc.) Fixes things after use (toys, books, beddings, etc.)

Asks permission when necessary (going out, using other persons things to play, etc.)

Storytelling

Component: Promptness and PunctualityStandard: Child should be able to demonstrate the value of time


Comes to school/church on time

Attends classes regularly

Follows rules and regulations at home/in school

Finishes assigned tasks promptly

Does and submits school requirements (projects, assignments, etc.)\

Does chores (household, school) promptly

Situations on values familiar in school


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Component: Courtesy and PolitenessStandard: Child should be able to gestures that show respect to others


Uses courteous expressions in the morning, afternoon and evening

Uses "po" and "opo"

Greets elders politely

Waits for one's turn

Behaves well in public places

Observes right manner/conduct at all times and everywhere

Storytelling on family values

Component: Honesty and TruthfulnessStandard: Child should be able to exhibit words and deeds that are true and worthy


Tells the truth at all times

Returns things to the right owner/right person (who will take responsibility)

Keeps things that only belong to oneself

Does not cheat

Returns borrowed things promptly

Storytelling on honesty

Game : Tinda - tindahan

Story: Pinnochio

Sub-Domain: Social ResponsibilityComponent: Concern for Others

Standard: Child should be able to demonstrate care and concerns for others


Shares things (food, toy, paper, book) with others

Shares stories with others

Respects the rights of others

Helps others in time of need

Cheers up playmates, peers, classmates who are sad and hurt

Game

Situations on sharing

Cooperative play

Song


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Component: CooperationStandard: Child should be able to participate actively in any group play or work


Helps others in time of need

Helps others in assigned tasks

Works well with others

Does one's share in school work

Cooperates with adults request most of the time

Does one's share of household chores Follows adult request with zest and enthusiasm

Situation on values familiar in school

Dramatic play

Small group activities

Set - Let's Do It Together

Component: SportsmanshipStandard: Child should be able to display good conduct in times of victory and defeat in any kind of competition


Accepts defeat graciously

Abides by the decision of the majority

Follows the rules of the game

Accepts victory humbly

Congratulates the winners wholeheartedly

Demonstrates "coolness" during and after the game and challenges

Game - Win or Lose

Sub-Domain: HealthComponent: Cleanliness and OrderlinessStandard: Child should be able to demonstrate proper ways of good grooming and tidiness


Is well groomed

Keeps personal things neatly and orderly

Takes a bath everyday

Washes body before sleeping/going to bed

Practices proper hygiene (takes a bath, brushes teeth at least twice a day, comb hair,cuts long fingernails and toenails)

Bathing a Doll

Parts of the Body and care

Stories on Health Habits


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Component: Care of One's SurroundingsStandard: Child should be able to demonstrate concern for a clean and orderly dwelling place


Keeps one's surroundings clean

Throws garbage in the trash can

Helps in simple household chores like sweeping the floor, dusting chairs and tables

Keeps personal belongings (clothes, toys, books) in proper places

Regularly bathes domestic pets and their habitat

Field Trip to a Park

Picnic in the Park

Sub-Domain: EconomicComponent: ThriftStandard: Child should be able to practice wise use and conservation of one's resources


Eats food that can only be consumed

Demonstrates proper use of water at home and in school e.g. washing hands, taking abath

Prepares meals for younger siblings/family members when no adult is around

Turns off lights/faucet when not in use/needed

Game: A Birthday Party

Demonstrate on how to wash hands properly

Situations at home

Component: Care of EnvironmentStandard: Child should be able to practice conversation of environment through proper care of living things


Demonstrates love for pets by giving them a bath / feeding them

Demonstrates care of the plants by watering them regularly / pulling out weeds

Throws garbage properly.

Separates biodegradable from non-biodegradable garbage.

Avoids throwing wrappers, plastic bags, plastic cups anywhere.

Story: My Favorite Pet

Gardening

Demonstration of Waste Segregation


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Component: Love of WorkStandard: Child should be able to demonstrate proper use of one's resources


Does one's work with enjoyment

Works without being told

Finishes work on time

Works without complaining

Works promptly on assigned task

Doing one's work at home and in school

Sub-Domain: NationalismComponent: Love of CountryStandard: Child should be able to demonstrate love and pride of one's country.


Demonstrates love for country by singing the National Anthem with pride

Keeps still during flag ceremony

Participates in National celebration

Talks with pride about one's country

Shows respect and pride of one's country

Song: Lupang Hinirang

Panunumpa sa Watawat

Bandila ng Pilipinas

Component: Appreciation of one's cultureStandard: Child should be able to exhibit love of Filipino culture


Takes pride of being a Filipino

Appreciates one's culture bysinging folk songsplaying indigenous gamesdancing folk dances

Participates in activities that promotes Filipino culture like folk dancing, balagtasan, etc.

Joins in celebrations or local festivities i.e. fluvial parades, panagbengam kadayawan,ati-atihan, sinulog, etc.

Songs Paruparong Bukid Bahay-kubo Leron - leron Sinta

Games Siklot Piko Patintero


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Sub-Domain: LoveComponent: Love of GodStandard: Child should be able to demonstrate love of God, parents, elders and others


Respects places of worship

Respects religious beliefs of others

Shows a caring attitude towards God's creation

Engages oneself in worthwhile religious activities

Storytelling on Love of God Religious practices

Activities where child demonstrate church values e.g. prayersbefore going to bed and rising from bed

Component: Respect for parents, elders and othersStandard: Child should be able to demonstrate love of God, parents, elders and others


Demonstrates respect for parents by running errands/doing one's work well

Obeys parents and elders

Respects the rights of others

Comforts other children in distress

Respects community helpers by following barangay ordinances

Shows closeness to parents & siblings anytime/ anywhere (through hugging,embracing)

Shows respect through kissing of hands, saying po & opo, etc. Greets parents, family members

Says words of endearment (I love you Papa/ Mama, etc.)

Says magic words such as Im sorry, Youre welcome, Thank you, Please

Asks permission when necessary (going out, using other persons things to play, etc.)

Storytelling

Song "Mother Dear, Oh my Papa, Mama

Discussion - "Hard and Easy Things"


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Age Group: 5 years oldDomain: PHYSICAL HEALTH, WELL-BEING AND MOTOR DEVELOPMENTSub-Domain: Physical DevelopmentComponent: Physical FitnessStandard: Child should be able to demonstrate the stamina and energy to participate in daily activities.


Performs simple calisthenics

Marches in rhythmic motion

Can climb a flight of 10 steps without stopping

Encourage child to participate in calisthenics exercises

Indoor/Outdoor game

Sub-Domain: Motor DevelopmentComponent: Gross Motor SkillsStandard: Child should be able to show a well coordinated body movement


Moves head, arms and legs to music

Shows simple balancing skills

Runs without tripping or falling

Jumps rope

Skips on alternate feet

Throws ball overhead with direction and moves body into position to catch a ball

Can ride a carabao and horse

Runs smoothly and with few falls Maintains balance while bending, twisting or stretching

Kicks large ball to a given point with some accuracy

Can go up and down the mountains without stumbling

Can wash small clothes, utensils and non-breakable dishes

Carries large objects such as firewood

Indoor and outdoor activities

Physical /body exercises

Indoor and outdoor activities

Creative movements

Creative games (indoor and outdoor games)

Encourage child to sweep floor or yard

Encourage child to do circular hand movements like the

winnowing of rice Encourage child to participate in the pounding "pagbayo" of

rice

Encourage child to fetch water using small water buckets

Encourage child to gather firewood

Encourage child to help with light household chores such aswiping of dishes, table tops and other surfaces, taking out oftrash


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Component: Fine Motor SkillsStandard: Child should be able to use hands and fingers appropriately


Draws simple shape/pattern

Child picks rice hull and other small particles in cleaning rise with ease

Unscrews lid of container or unwraps food

Turns pages of picture or story book one page at a time with ease

Removes and replaces container lids

Prints lower-case letters (with/without) model

Exhibits writing skills such as:

Prints number 1 10 (with/without) model

Prints upper-case letters (with/without) model

Copies part-picture

Can print complete name (with/without) model

Copies shapes and letters

Cuts out simple shapes

Pastes and glues appropriately

String exercises (beads threading, button bracelet, etc.)

Writing exercises

Drawing exercises (simple objects / pictures)

Coloring large, simple pictures

Art works that requires cutting with scissors

Coloring large, simple pictures

Personal daily routine, role play, demonstrations

Sub-Domain: Health and Personal CareComponent: Daily Living SkillsStandard: Child should be able to perform basic personal care routines


Eats without need for spoonfeeding during any meal

Pours from pitcher without spillage

Prepares meals for younger siblings/family members when no adult is around

Dresses without assistance including buttons and tying

Brushes teeth after meals

Goes to the designated place to urinate or move bowels by him/herself

Wipes/clean self after bowel movement (pooh)

Washes and dries hand without any help

Takes a bath without help

Washes face without any help

Sets the table

Wipes the floor, and furniture

Sweeps the floor and yard

Give the child opportunity to do things by own self

Allow the child to do simple household chores


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Sub-Domain: SafetyComponent: Safe Practices and Rules and RegulationsStandard: Child should be able to care and protect self from injuries


Understands that some practices may be personally dangerous (e.g. smoking, drinkingalcohol, playing with matches)

Does not put small objects inside mouth, ears and nose

Holds on to handrails when going up and down stairs Crosses the street alone

Closes door

Switches on/off lights and faucets

Does not hold hot objects such as pots, flat iron, candles, kerosene lamps

Encourage child to go explore the neighborhood with otherchildren

Provide the child toys and objects with small parts (e.g.

pebbles, seedlings, string beads, etc.)


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Age Group: 5 years oldDomain: SOCIAL & EMOTIONAL DEVELOPMENTSub-Domain: EmotionalComponent: Self ConceptStandard: Child should be able to express knowledge of self concept and basic roles of people they respect and with authority


Shows sense of personal identity

Talks about own specific abilities and characteristics

Talks and describe self to others

Demonstrates at least 3 abilities: sing, dance, recites a poem, dances Describes what Mom & Dad can do, they like and dont like

Describes what he or she can do at home and school

Creative games

Drawing

Storytelling (on family, where they live, etc.)

Question and answer Songs about self

Standard: Child should be able to express different emotions


Figures out self-appraisal emotions (shame, pride, guilt)

Shows empathy, understanding acceptance of feelings of others

Shows Respects rights and properties of others

Expresses feelings through activities

Identify feeling of sadness (lost of life, toys, other personal belongings, separation andother difficult situations; happiness, fear

Talks and shows delight with peers, and adults

Encourage child to share feelings with adults and peers

Storytelling (on family, where they live, etc.)

Question and answer

Songs/Poems about feelings

Component: Efficacy and Self ControlStandard: Child should be able to comprehend and display self-appraisal emotions (shame, pride, guilt) and feelings (empathy) of /for others


Deals with new tasks and situations willingly

Shows pleasure and enjoyment over successful attempts or efforts to actions

Joins small groups confidently especially if accepted

Group activities

Role play

Storytelling

Encourage child to share feelings


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Standard: Child should be able to self regulate feelings/express emotions and follows schedules as well as regulations


Talks about simple rules (family, classroom) to others

Speaks about and do routines independently

Perseveres when faced with challenging or new task

Takes time to try to solve problem

Handles defeat and takes chances to learn more

Dramatic play

Storytelling

Puppetry

Group activities / games

Component: Emotional ExpressionStandard: Child should be receptive and sensitive to basic emotions


Shows and expresses primary emotions (joy, fear, anger, grief) in situations such asseparation from toys, pets, parents or caregiver (fear), etc. sensory stimulated (disgust,delight, horror)

Dramatic play

Storytelling

Puppetry

Drawing / show and tell

Group activities / games

Songs

Sub-Domain: SocialComponent: Interactions with adultStandard: Child should be able to relate and interact with adults


Interacts with adults in his surroundings

Engages in conversation with adults

Verbalizes feelings related to events that arise in classroom / home environment in apositive way

Is aware when to ask help and assistance from adults

Recognizes the importance of adults ideas and experiences

Asks permissions before abiding by or not to rules and routines

Interacts with adults properly

Demonstrates simple household chores and duties in thehouse, school and community

Role play

Storytelling

Songs / poems


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Component: Interactions with other childrenStandard: Child should be able to play and interact with other children


Initiates play activities with others

Plays cooperatively with other children

Relates well with others

Takes turns and shares toys with others

Group games

Group activities

Songs / poems

Standard: Child should be able to demonstrates negotiation skills with and among friends and other children


Describes and presents problems encountered with friend

Uses different strategies to resolve conflict with friends and family members

Accepts faults / mistakes

Accepts negotiation results

Creative games (Solitary & parallel games)

Group activities

Songs / Poems

Standard: Child should be able to develop friendship with other children


Gives support to others

Makes friends with other children in different situations and locations (schools,neighborhood)

Listens to suggestions of friends Is faithful to chosen friends

Group games

Group activities

Component: Adaptive social behaviorStandard: Child should be able to participate in group activities


Easily joins group activities

Actively participates in classroom and group routines

Role play

Creative games

Demonstration

Arts and crafts


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Standard: Child should be able to demonstrate social behavior


Follows rules & regulations at school and at home

Asks questions on the reactions and feelings of people around him / her

Adjusts to situations and places they go

Participates and Cooperates with friends to complete challenges

Engages in empathetic caring behavior so others respond positively

Defends and reasons out for own reactions/others actions

Assists and comforts peers and family members through words and/or actions

Role play (socio-dramatic play)

Creative games

Demonstration

Arts and crafts

Component: Appreciating DiversityStandard: Child should be able to recognize and respect similarities and differences in people, language, culture


Asks questions about new / different words (dialects) and practices in the community(rural or urban setting)

Talks about religious practices / culture in the area

Demonstrates different roles of people in the family, school, community

Talks about gender differences and roles

Demonstrates simple household chores and duties in thehouse, school and community

Songs (lullabies and folk songs)

Local games / cooperative games

Role play (socio-dramatic play)

Storytelling (local legends, etc)


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Age Group: 5 years oldDomain: COGNITIVE DEVELOPMENTSub-Domain: Logic and ReasoningComponent: CausationStandard: Child should be able to understand cause-effect relationship in objects that he manipulates


Explores/manipulates objects to see what happens when he acts on this

Follows simple directions

Provide toys and objects which children can manipulate to see whathappens, eg.Tricycles pedaling makes it run

Building blocks what happens when balance is not attained; whatcauses imbalance

Component: Critical and Analytic ThinkingStandard: Child should be able to analyze situations/ events and relationships of objects based on a particular criterion, compare contrast and evaluate


Recognizes, identifies, matches, compares objects

Compares experiences with adults assistance e.g. recalls and compares playtimeswith different children

Explains the benefits and/or drawbacks of choosing are course of action with assistance

Organizes objects by more than one-preselected criterion (e.g. crayons and markers bycolor and type of implement)

Uses comparative words (e.g. Now the music is faster)

Provide .materials and objects of different attributes such asshapes, objects of different textures and other familiar objectswhich children are encouraged to identify, reason out andcompare using a particular criterion

Provide opportunities to analyze situations, make decisions andreason out, explain actions (e.g. observing and seeingsimilarities and differences of vehicles on the road

Read stories and talk about characters similarities anddifferences

Component: Problem SolvingStandard: Child should be able to solve problems he encounters with himself, with peers and adult in his environment


Solve problems encounters in school activities finding multiple solutions to questions,tasks, problems and challengeso Explores various ways of solving a problem and selects one optiono Seeks assistance from another child or adult to solve problemo Modifies actions based on new experiences (e.g. change blocks structures that

falls)o Makes simple constructions using blocks, puzzles, playing board gameso Manifests good relationship with peers such as compromising to settle disputeso Takes turns in playing with toys which everybody wants to play witho Makes decisions on who should be the leader for the different activities

Provide .materials and objects of different attributes such asshapes, objects of different textures and other familiar objectswhich children can identify, reason out and compare using aparticular criterion


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Component: Representational ThoughtStandard: Child should be able to make use of cues/symbols such as pictures, tool language to represent objects and events


Uses symbols and pictures to represent his thoughts for oral language

Provides more complex description of a person or object that is not present (e.g. childpants when, asked what a dog does)

Uses objects to represent real times in make believe playo Represent objects through drawing movement, mine, 3-dimensional constructions

For children to be able to represent their thoughts, the followingactivities may be done: Representation of modified actions: e.g. teacher says: row

me how to walk slowly Representation of feelings: e.g. the teacher says Show how

you look when you feel sad. encourage child to draw

pictures of feelings Role playing including adult roles significant and familiar to

the children such as mother, father, fireman, teacher Onomatopoetic formation of words, imitation of natural

sounds such as buzz for a bee or quack for a duck, e.g.the teacher slows the children a toy model of a cow and thechildren respond with the sound moo, moo

Social dramatic play: similar to role playing but includes thefollowing components:o Social interaction e.g. at last 2 children involved in some

interactiono Verbal communicationoFantasy: Make-believe about roles

Make believe about situations Make believe about objectso Toys are reduced to toolso Plays continues for at least 10 minuteso Interaction with peers and adultsoManipulation of concrete objects

Engaging in concrete experiences such as:

Field trips

Dramatic play


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Sub-Domain: Mathematics and NumeracyComponent: Numbers and OperationsStandard: Child should be able to understand numbers and demonstrate knowledge in identifying some numbers and counting at least to 20


Counts showing an understanding of numbers ( one to one correspondence) at least upto 20

Counts at least 10 from memory

Matches sets of objects in one to one correspondence without assistance

Recognize that a single objects is are regardless of size, shape, or other attributes

Understands that numbers represent quantity (e.g. gets three apples out of the box) Recognizes that a set of objects remains the same number if physically rearranged.

Applies numbers and counting concepts to daily life (e.g. counts number of children whohave raised their hand)

Differentiate letters from numbers

Recognizes, names and writes same numbers

Provide activities such as counting children in class duringcircle time

Counting objects they see around then

Counting learning materials in math, such as pick up sticks,beads, etc.

Talk aloud while solving simple math computations or othernumerical concepts (e.g. number of snacks for the number ofchildren)

Play card or board games with child that use counting.

Ask child to count objects during daily routines.

Demonstrate to child that numbers matter (e.g. speed limitstemperature)

Component: MeasurementStandard: Child should be able to know the concepts of size, volume, height, weight and length


Demonstrates knowledge of:o Size big and smallo Volume much and lesso Height tall and shorto Weights heavy and lighto Length long and short

Uses approximate measures of familiar objects to develop a sense of measurement(e.g. width of finger, weight of rock)

Uses measuring tools in play activities (e.g. measuring tape, measuring cups)

Estimates size (e.g. Im as tall as the yellow book shelf)

Provide activities such as comparing persons and objects in

accordance with the above parameters/criterionEx. Child is taller than ________

Pencil is longer than ______Matching games

Ask child to complete daily measuring tasks (e.g. measuringingredients, weighing a pet)


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Component: Properties of OrderingStandard: Child should be able to identify and label objects according to a particular criterion


Identifies and labels objects according to shape, size, color, length etc.

Sorts, organizes and groups objects according to a particular criterion

Compares shape and size of objects

Builds and draws shapes

Puts together and takes apart shapes to make other shapes (e.g. two triangles make arectangle)

Recognizes non-geometrical shapes in nature (e.g. clouds or other things that are notcircle, squares, triangles etc.)

Provide activities using concrete materials which children canmanipulate, identify and label to each criterion

Provide materials and activities which children can groupaccording to a given criterion

Sorting different qualities like things that float sink thingschildren like and dislike

Use words to promote childs understanding of shapes (e.g.octagonal stop sign)

Provide material that can be connected and combined to createnew shapes

Standard: Child should be able to sort, classify and organize objects


Orders several objects on the basis of one characters _________ _____ trial and error(e.g. puts 4 blocks in a row from smallest to largest)

Recognizes, duplicate and extends simple patterns

Creates own patterns with a variety of materials

Recognizes charts and graphs as a way to collect, organize record, and describeinformation

Matches and names simple patterning (e.g. boy-girl_boygirl red-blue-red blue)

Provide materials which children can sort classify and organizeinto patters

Asks child to look for patterns in the house classroom or nature

Set examples of patterns for the child to recreate and create

Encourage child to arrange collection into groupings usingdifferent rules that you make up together

Sub-Domain: ScienceComponent: Scientific ThinkingStandard: Child should be able to collect information through observation and manipulation


Identities and discriminates among sensory stimuli (e.g. tastes, sounds, textures)

Uses simple tools and equipment for investigation

Uses non-standards tools (e.g. blocks, paper, tubes) to explores the environment

Uses standard tools (e.g. magnets, magnifying glass) to explore the environment

Observes adults experiments and describes observation (e.g. teacher mixes paints and

says :Yellow and blue make green)

Provide opportunities for child to learn through all senses

Encourage child to share information on observation throughpictures and words


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Standard: Child should be able to engage in scientific inquiry, make a hypothesis, test hypothesis form conclusion and make predictions


Poses questions and finds answers through active exploration

Records information from an experience (e.g. drawing, storytelling, writing)

Makes reasonable explanations independently using resources (e.g. experiments)

Draws conclusions based on proved/disapproved predictions

Makes guesses about what might happen based on past experience

Uses language that shows an understanding of scientific principles to explain why thingshappen (e.g. my tower fell over because it was too tall)

Help child to find the answers to why questions through activeexploration and reflection

Talk with child to make predictions about natural events (e.g.growing seed, caring for animals charting wearer)

Engage child in simple experiments (e.g. which object will sinkand which object will float)

Engage the child in simple and nutrious cooking projects

Component: Scientific knowledge and skillsStandard: Child should be able to know scientific knowledge by observe and describe their environment


Describes characteristics of living things and non-living things in the environment

Describe of his national environment and see relationship between the things.

A. Sensory Perceptual skillsDevelops skills in sciencelearningo Recognize and describe objects in his environment according to color, size,

sound, texture, shape, dimensiono Collects objects by sensory judgement which will help in his learning of

classificationB. Develops Spatial Skills

Identifies places in relation to objects found in them and identifies objects in relationto the place where they are found

C. Develops Measurement SkillsSees similarities and differences, compares matches, combines and separates, andmeasures and arranges objects in s serial/order

D. Develops Classifications Skills:Groups objects according to properties perceive through the senses

E. Develops Language SkillsNames objects and activities, properties of objects, positive and negativestatements

Differentiates between living and non-living things

Describes characteristics of plants, animals, and people (e.g. That free is really talls) Asks questions about growth and change in plants and animals

Talk with child about plants and animals including those foundin diverse cultures

Provides opportunities to child to take care of living things


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Standard: Child should be able to observe and describe the characteristics of the earth


Investigates properties of rocks, dirt and water

Investigates and describes the states of matter (e.g. solid and liquids)

Talks about and/or draws observations of the characteristics and movement of sun,moon, starts and clouds

Discusses change in the weather and seasons

Encourage child to share observations of the earth

Discuss the environment with child

Help child plant seeds

Help child develop a nature collection (e.g. leaves, shells)

Field trip to museums that exhibits natural world (e.g.planetarium, aquarium)

Sub-Domain: Social StudiesComponent: HistoryStandard: Child should be able to differentiate between events that happen in the past, present, and future


Retells a simple story or event in sequential order

Uses time-related words and concepts (e.g. first/last, morning/night, yesterday/today)

Give simple accounts of what happened that daya

Establishes casual patterns between past, present and future events

Recognizes that other children have different past event from own

Uses phrases that suggest awareness of the past )e.g. When I wqs a baby . . . .)

Provide time keeping materials such as c locks, watches timesand calendars

Ask child questions about what will happened in the future andwhat happened in the past (What did you have for lunchtoday?)

Encourage family members to talk with child about familymembers to talk with child about family history

Component: GeographyStandard: Child should be able to demonstrate awareness of location and spatial relationship in their environment


Concretizes experiences through mapping activities Ex. Using blocks after a field trip,child is able to layout location of their favorite and popular establishments such asJollibee/MacDonald in relation to a particular landmark, street

Uses words to indicate directionality, position and size

Creates representations of space during play (e.g. builds steep mountain road insandbox)

Filed trip to church, market etc.

Play games that incorporate correctly using and responding towords (e.g. left, right, first, last, big, little, top, bottom)

When traveling use directional terms (e.g. We will turn left atthe next street)


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Standard: Child should be able to demonstrate knowledge of the relationship between people, places and regions


Matches objects to their usual geographic locations (e.g. stove in the kitchen, bed in thebedroom, tree in the park)

Develops awareness of some characteristics of own geographic region (e.g. alter seeinga snowstorm on TV commenting, We never have snow where I live)

Recognizes where he/she while traveling in a vehicle

Recognizes that roads have signs or names and houses have numbers to help identifylocations

Talk with child where he/she has been on trips or other placeslived

Read and use maps and globes in the presence of the child

Component: EconomicsStandard: Child should be able to demonstrate awareness of economic concepts such as:

How people produce and consume goods and services Money as a vehicle for exchange of goods and services


Shows knowledge of economic concepts such as: for us to avail of _____ goods orservices we have to use money to buy/pay for such,Ex. of goods: toys, candies,

medicinesservices: yaya,physicians, waiters,etc.

Shows knowledge of the concept that that we consume goods that other peopleproduce.Ex. rice and vegetables that farmers plantfish from fish ponds thatpeople tend

Demonstrates awareness of money being needed to purchase goods and services

Plays store or restaurants with play or real money, receipts, credit cards, telephones

Demonstrates awareness that adults work in order to earn money to buy food

Field trips : to farm/grocery/market/ where they experiencebuying of goods

Provide socio dramatic activities where children can role playPlay store in the Classroom

Provide situations for child to role play as storekeepers, waitersin restaurants, cashier etc.

Shows pictures of working adults and buying on payday


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Component: EcologyStandard: Child should be able to demonstrate awareness of the relationship between humans and the environment


Shows awareness of the interrelation of life forms with air, water and earthEx. water, air and soil are

important for plants tolive/grow

Predicts that living things like caterpillar if not provide with water, air and food will die.

Practices water conservation when washing hands, brushing teeth and calls attention of

classmates to do the same to conserve water, which is very essential. Practices proper waste disposal to avoid pollution of the air, water which would be use

harmful to the lives of living things such as man, animals and plants

Children observe caterpillars day to day growth providing thecare needed, may state observations, that food, air, water areneeded for it to live can _______ that putting holes on cover ofcontainer allow the air needed for it to live.

Children participate in rules to observe in conserving water,proper waste disposal

Component: TechnologyStandard: Child should be able to appropriately use technology in day to day activities

Example: Flushing toiletsTurning on and turning off lights and faucets


Turns on/off faucets to wash hands

Turns knobs to open doors

Uses kitchen utensils and gadgets such as: carpentry tools and garden tools

Operates mechanical toys found in the classroom

Plays/manipulates play equipment like real and pretend television, computers in theabsence of the real one

Provide learning experiences that would utilize tools, gadgetsthat are product of technology

Sub-Domain: Family and Community and CultureComponent: FamilyStandard: Child should be able to show awareness of family characteristics and function in their dramatic play, using role playing and verbal interaction


Uses their family in dramatic role playing and verbal interaction

Talks and informs adults of family members and family life

Talks with classmate and shares in class about their family members, their clothes, likesand dislikes, practices, and their physical, social and emotional attribute and functions

Provide activities for children to role play family functions andactivities

Provide opportunity for children to talk and share about thefamilies characteristics


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Component: CommunityStandard: Child should be able to show awareness of the community human interdependence and social roles


Identifies the leaders of the community

Talks about community in the structures available in the locality

Identifies and talk about the community helpers like street cleaners, market vendors,farmers medical personnel

Manifests appreciations of roles of community leaders and helpers in their dramatic playactivities:

o Role play of a teachero Role play of a dentist

Role play of a doctor

Field trip or invite leaders in the community to enrich childrenknowledge about the work they do in the community

Invite available community helpers to talk about their work

Field trip to the different work places of the community helpers

Standard: Child should be aware of their civic responsibilities


Identifies appropriate ways by which children can contribute to community concerns:o Cleanlinesso Proper waste disposalo Maintenance of peace and order

Uses community resources like play ground/community toilets etc. properly

Provide activities where children learn more about their civicresponsibilities activities like: role playing of appropriatebehaviors that contribute to a wholesome community life.

Invite resource persons to talks on civic responsibility ofchildren

Sub-Domain: Creative ArtsComponent: Expression and RepresentationStandard: Child should be able to express and represent ideas (what they know) and feelings in symbols or creative art activities


Represents what one knows/discussion on how he sees a thing

Represents important ideas or objects in art activities

Creates different forms and shapes

Often preplans and then implements task with great care and deliberationEx. paper folding of a flying fish

Provide opportunities for children to reflect on experiences andto put these in paper/creative work the form of creativeexpressions like, drawing painting, clay modeling

Provide materials necessary for these activities

Value the childs creative work no matter what the result


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Age Group: 5 years oldDomain: LANGUAGE, LITERACY AND COMMUNICATIONSub-Domain: CommunicationComponent: ListeningStandard: Child should be able to distinguish different types of sounds and respond accordingly


Identifies specific sounds from a background of different sounds

Identifies objects, pictures that produce a specific sound

Differentiates sounds loud, soft, high, low

Repeats sentences, sing songs and recites rhymes Answers to questions and take turns in conversations

Listens to others and responds to group conversations

Adjust delivery of intonation, volume and language in a variety of settings

Uses language appropriately with appropriate audience. Uses different words withpeers, different from adults

Attends to books story telling for more than 15 min

Points to a specific source of sounds

Identifies from array of pictures a particular sound heard

Listens to rhymes

Nature walk & listen to sounds of the environment Listens to others & responds to group conversations &

discussions

Component: SpeakingStandard: Child should be able to express ones feelings, thoughts & ideas toward a particular event/s & object/s


Speaks clearly & responds to questions

Describes concepts related to direction and position

Describes feelings, thoughts and ideas Compares experiences and events

Speaks/talks excitedly about news, events heard or personally seen

Engage in creative game (word game like question & answer)

Participates in dramatic play

Tells a familiar story in sequence Relates a recent experience

Filipino games & rhymes (Amy, Susie & Tessie; etc)

Component: Language UseStandard: Child should be able to use language to represent ones ideas, thoughts and feelings


Asks and answer various question

Uses information learned to solve problem

Uses ones mother tongue/dialect comfortably and fluently

Tells stories with descriptions of characters and events

Enjoys making up stories

Engage in creative game (word game, q & a)

Participates on dramatic play

Tells a familiar story

Filipino games & rhymes

Provide child with opportunities to engage in conversations withdifferent groups of people in different situation


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Component: BilingualStandard: Child should be able to use at least 2 languages to represent ones ideas, thoughts and feelings


Uses voices of culturally appropriate quality, pitch & intensity

Speaks 2 languages (English & Tagalog)

Word games & rhythms

Tells a familiar story

Sub-Domain: LanguageComponent: Vocabulary developmentStandard: Child should be able to increase his/her vocabulary for describing observations


Identifies rhyming words Understands synonyms (words that meant the same thing) and some antonyms (words

that mean the opposite thing)

Produces words that rhymes

Invents word that rhymes or words that can be made into a song or poem

Rhyming words with pictures Poems & rhymes

Positively acknowledge characters when they demonstrateunderstanding of new words

Build and expand in what child says using complex vocabulary

Expressive


Uses several sets of opposite words

Understands word meanings

Uses new and different words to describe opposite conditions and things to compare

Describes the things observed with increased vocabulary

Questions & Answers Games

Gives meaning to words, with assistance Uses multiple words to explain idea

Expresses abstract thoughts using appropriate words

Use pictured opposites

Invents/play with words

Plays guessing game

Play word games with the child & encourage the use of newwords

Encourage child in making up rhymes Ask questions that encourage child to use abstract vocabulary

Component: Syntax and grammarStandard: Child should be able to speak grammatically correct sentences


Uses 2-3 sentences to describe events/feelings

Uses words correctly (can differentiate singular from plural words)

Uses words correctly in relation with others in terms of spatial position: in, out, under,above, etc

Uses sentences in logical order

Begins to notice sentences that do not make sense

Uses verb-tense appropriately

Encourage child to tell a story from an event

Songs, poems & rhymes

Picture words

Dramatic play/role play

Respond to childs stories and descriptions of events

Encourage child to talk about the events of the day and then ofinterest


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Component: ComprehensionStandard: Child should be able to understand and relate ones thoughts and ideas to others


Follows 2-3 instructions from adult

Follows and recalls sequence of events in the story

Recalls main facts from a story

Identifies main characters in the story

Repeats 3-step directions & requests

Dramatic play

Block play

Relating & sharing ones experience & family events

Sequencing of events in the story through picture cards

Cooking activity with simple recipe chart

Encourage word game (teacher asking riddles)

Introduce sentence games and identify what is wrong in thesentence

Introduce a game or song to help child learn to respondcomplex multi-step directions

Expressive


Answers questions based on the story told

Describes the details of a recent event or occurrence

Uses oral language to express emotions and thoughts

Enjoys making up stories

Story telling

Encourage child to create & make relevant stories, orally orthrough drawing. Write them down as child tells the story outloud

Encourage children to report news or events that they knowthrough narrative communication


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Sub-Domain: LiteracyComponent: Reading and writingStandard: Child should be able to recognize, understand & write simple & familiar words


Matches initial sounds to objects to letters to simple words

Initiate reading behavior

Prints numbers/letters without a model Prints upper/lower case letters

Writes own names and also names of others

Draws shapes and objects

Sequence objects, pictures, symbols and letters from left to right

Identifies/reads 3-letter words

Recognizes familiar names in prints

Reads simple & familiar labels

Writes short greetings

Expresses ideas in more than one way

Uses character voices in retelling a story

Draws pictures with a certain amount of detail to communicate ideas and events

Engages in conversation about a child-selected photograph or object or a masterpiece

Encourages news sharing

Writes simple words Independently writes some upper and lower case letters

Prints alphabet letter for given letter name

Differentiates between beginning letters & ending letter sounds

Blends with assistance individual letter sounds given orally to make new words

Painting/art activities

Doing simple word puzzles

Word domino Story telling

Seriation putting objects/pictures of events in order

Songs, poems and rhymes

Matching words with letters/objects/pictures

Talks about events around his environment

Encourage children to make their own letter dictionaries orbooklets of simple words with pictures illustrated by the childrenor picture cut outs

Let the children make a class story book or experience chartrelated to their experience from field trip, family day or acooking activity

Label picture drawn by the children with simple test

Encourage children to engage in creative writing by using

invented spelling and/or pictures to express idea or story Assist child in making labels for different sets of objects

Imitates common writing activities in play (e.g. writing somenames, numbers in dramatic play situations

Standard: Child should be able to demonstrate comprehension of printed materials


Knows that prints conveys meaning

Compares stories with real life

Uses pictures to predict in text read aloud

Recognizes the importance of labels in the environment (eg. room signs, food labels)

Encourage children to make a class book or individual journals

Engage child in writing letters & cards to friends & family

Use recipe chart with few printed words & pictures while doing

simple food preparation Use books of interest

Documents

Curriculum Standards 5 Year Olds