CLASSROOM INSTRUCTIONAL DELIVERY ALIGNMENT MAP FOR ELEMENTARY

GRADE: GRADE 1 SCHOOL YEAR: 2021-2022

SUBJECT TITLE: Mother Tongue (MTB)

SUBJECT DESCRIPTION:

CONTE CONTE PERFORM LEARNING HIGHEST THINKING SKILLS HIGHEST ENABLING RESOURCES INSTITUTIO
NT NT ANCE COMPETENCIE TO ASSESS (HTS) STRATEGY TO USE IN NAL CORE
STAND STANDA S (Based on AMT/RBT DEVELOPING THE HTS TO VALUES
ARDS RDS (Arranged by Classification) ASSESS
AMT/RBT)
Refer to the ASSESSMENT TECHNIQUES ENABLING TEACHING
MELC given by WW PL/QA PC GENERAL STRATEGY/AC
DepEd STRATEGY TIVITY
FIRST QUARTER

Week 1-9
The The The learner………
learner… learner….
The
learner manifests uses 1st Communication Class Competent
demonstra
beginnin beginning 1.Talk about quarterly discussion/
tes
knowledg g oral oral oneself and one’s examinat - recitation
e and language language personal ion -Demonstration
skills in skills to skills to experiences using - asking
listening communi communic appropriate question
and cate in ate expressions - video
communic
different personal (family, pet, presentation
ating
contexts experience favorite food, - visual
about Oral s, ideas, personal graphics
familiar Languag and experiences
topics,
e feelings in (friends, favorite
uses basic
vocabular different toys, etc.)
y, reads demonstr contexts. 2.Use the terms Creative
and writes ates referring to Explicit
independe understa conventions of Communication instruction/
ntly in nding uses print: - front and - modeling
meaningfu
that knowledge back cover - - guided
l contexts,
appreciate words of beginning, practice
s his/her are made phonologic ending, title page - check
culture. up of al skills to - author and understanding
sounds discriminat illustrator and provide
and e and feedback
syllables. manipulate - PPT
Phonolo sound 3.Read Grade 1
gical patterns. level words, Communication Inquiry guided Creative
Skills phrases and instruction/
sentences with -question and
demonstr appropriate speed answer
ates and accuracy - guided
understa demonstrat practice
nding of es - check
the basic knowledge understanding
features and and provide
of a book understan feedback
and how ding of the 4. Identify
print organizatio rhyming words in Reasoning and Visualization / Christ-like
works, as n and basic nursery rhymes, Proof - the use of character
a features of songs, jingles, manipulative
prerequis print poems, and objects
ite for chants
reading. 5. Give the name
Book and sound of each Communication Direct Competent
and Print letter instruction/
Knowled -recitation
ge - modeling
6. Express ideas
demonstr through a variety Connections Inquiry guided Committed
ates of symbols (e.g. instruction/
knowled drawings and -guided
ge of the invented spelling) practice
alphabet -
and applies 7. Note important Committed
decoding grade level details in grade Lecture method Class
to read, phonics level narrative discussion/
write and and word texts listened to: -asking
spell analysis 1. character questions
words skills in 2. setting
correctly. reading, 3. events
Phonics writing 8. Use common
and and expressions and Developing Inquiry- based Competent
Word spelling polite greetings Concepts instruction/
Recognit words. -asking
ion questions
-reporting
demonstr 9. Tell whether a
ates the given pair of Communication Direct Competent
ability to word rhyme instruction/
read -Demonstration
grade -Class
one level discussion
text with -recitation
sufficient reads with 10. Identify upper
accuracy, sufficient and lower case Experiential Cooperative Christ-like
speed, speed, letters Learning / learning / character
and accuracy, connection -think-pair-
expressio and proper share
n to expression -problem
support in reading solving
compreh grade level -real- life
ension. text. situation- based
Fluency learning

demonstr 11. Give Communication Direct competent

ates the meanings of instruction/
ability to words through: a. -Demonstration
formulat realia -Class
e ideas b. picture clues discussion
into uses basic c. actions or -recitation
sentences knowledge gestures
or longer and skills
texts to write
using clear,coher
develop ent 12. Recite and Connection Inquiry guided Committed
mental sentences, sing in groups instruction/
and and simple familiar rhymes -guided
conventi paragraphs and songs practice
onal based on a
spelling. variety of
Composi stimulus
ng materials.
13. Write the
demonstr upper and lower Communication Direct Competent
ates case letters instruction/
awarenes speaks legibly, observing -Demonstration
s of and/or proper sequence -Class
language writes of strokes discussion
grammar correctly -recitation
and for
usage different
when purposes 14. Give the Communication Direct Competent
speaking using the beginning instruction/
and/or basic letter/sound of -Demonstration
writing. grammar the name of each -Class
Gramma of the picture discussion
r language. -recitation
Awarene
ss 15. Match words Experiential Cooperative Competent
with pictures and Learning / learning /
demonstr objects. connection -think-pair-
ates share
developi -problem
ng uses solving
knowled developing -real- life
ge and vocabulary situation- based
use of in both learning
appropri oral and 16. Give the
ate grade written correct sequence Communication Direct Competent
level form of three events in instruction/
vocabula a story listened to -Demonstration
ry and -Class
concepts. discussion
Vocabula -recitation
ry and 17. Follow simple
Concept one to three- step Connection Inquiry guided Committed
Develop oral directions instruction/
ment -guided
practice
demonstr
ates
understa 18. Talk about Connection Inquiry guided Committed
nding of pictures instruction/
grade presented using -guided
level comprehen appropriate local practice
narrative ds and terminologies
and appreciates with ease and
informati grade level confidence. -
onal text. narrative Animals -
Listening and Common objects -
Compreh informatio Musical
ension nal texts instruments -
Family/People
demonstr
ates 19. Say the new
understa spoken word Communication Direct Competent
nding of when two or instruction/
grade more sounds are -Demonstration
level put together -Class
narrative uses discussion
and literary -recitation
informati and
onal narrative 20. Recite and Communication Direct Competent
texts. texts to sing individually, instruction/
Reading develop with ease and -Demonstration
Compreh comprehen confidence, songs, -Class
ension sion and poems, chants, discussion
appreciatio and riddles -recitation
demonstr n of grade
ates level
positive appropriat
attitudes e reading 21. Blend specific Communication Direct Competent
towards materials. letters to form instruction/
language, syllables and -Demonstration
literacy words -Class
and values discussion
literature. reading -recitation
Attitude and
Towards writing as
Reading communic 22. Follow words Communication Direct Competent
ative from left to right, instruction/
demonstr activities top to bottom and -Demonstration
ates basic page by page -Class
knowled discussion
ge and -recitation
skills to
listen, 23. Orally
read, and communicate Communication Direct Competent
write for basic needs instruction/
specific -Demonstration
purposes. -Class
Study discussion
Skills 24. Orally -recitation
listens, segment a two-
reads, and three syllable Communication Direct Competent
writes for word into its instruction/
specific syllabic parts -Demonstration
purpose. -Class
discussion
-recitation
25. Infer the
character feelings Connection Inquiry guided Committed
and traits in a instruction/
story listened to -guided
practice

26. Identify Connection Inquiry guided Committed

naming words instruction/
(persons, places, -guided
things, animals) a. practice
common and
proper b. noun
markers

27. Listen and Communication Direct Competent

respond to others instruction/
in oral -Demonstration
conversation -Class
discussion
-recitation

28. Participate Communication Direct Competent

actively during instruction/
story reading by -Demonstration
making -Class
comments and discussion
asking questions -recitation
Isolate and
pronounce the
beginning and
ending sounds of
given words

29. Write Developing Inquiry- based Competent

correctly grade Concepts instruction/
one level words -asking
consisting of questions
letters already -reporting
learned

30. Recognize that Connection Inquiry guided Committed

spoken words are instruction/
represented in -guided
written language practice
by specific
sequences of
letters

31. Express ideas Developing Inquiry- based Competent

through words or Concepts instruction/
phrases, using -asking
both invented questions
and conventional -reporting
spelling

32. Use naming Connection Inquiry guided Committed

words in instruction/
sentences a. -guided
common and practice
proper b. noun
markers

33. Identify the Connection Inquiry guided Committed

speaker in the instruction/
story or poem -guided
listened to practice

34. Write basic Experiential Cooperative Christ-like

information about Learning / learning / character
self (name grade connection -think-pair-
level, section) share
-problem
solving
-real- life
situation- based
learning

35. Predict Experiential Cooperative Christ-like

possible ending of Learning / learning / character
a story listened to connection -think-pair-
share
-problem
solving
 -real- life
situation- based
learning

36. Add or Communication Direct Competent

substitute instruction/
individual sounds -Demonstration
in simple words -Class
to make new discussion
words -recitation

37. Classify Connection Inquiry guided Committed

naming words instruction/
into persons, -guided
places, animals, practice
and things, etc.

(Mini) Performance Task:

The learner…..

Prepared by:

CLAIRE M. VALDEZ
Class Adviser
Checked by:

ROGIE MAE D. SANTOS EDDIE G. ODSON GENELYN F. BRANCHCOMB LIRIO C. CONSOLACION

AC member AC member AC member AC member

Approved by:
BISHOP MONICO A. SIMON III
School Principal