Kindergarten follows a class program known as the Blocks of Time. Following the daily routine helps
children feel safe while supporting and encouraging them to do some challenges and work cooperatively
with others. The Kindergarten teacher observes and documents children’s learning as they are involved
in the learning activities. Many outcomes of the Kindergarten curriculum are reinforced once daily
routines are practiced. This system of organizing the children’s learning experiences can be
appropriately contextualized in relation to the social and cultural realities in their community.
11 No. of Description of the Sample competencies Expected activities during this period
Minutes Learning Activities linked to daily routine
Arrival 10 Period of Fine motor skills The teacher greets each learner as
Time individual, peer or such as scribbling, they arrive in the classroom. The
group exploration drawing, building teacher may shake the learners’ hand,
of the different play with blocks, say hello, give a hug, and welcome
areas or activity molding figures the learners. Learners who come early
centers in the using playdough may be given time for free play while
classroom while Language literacy waiting.
waiting for the and communication
other children to skills such as using
arrive. greetings and
polite expressions
Socio-emotional
skills such as
autonomy, playing
with others, and
self-regulation.
Meeting 10 Introductory or Language, Daily routine: National Anthem
Time 1
preparatory Literacy and Opening Prayer Exercise
activities for the Communication
day which include: Skills such as Attendance Check Weather Check
Work 45 Children work in Numeracy skills such as Depending on the daily plan, the
Period 1
small groups, in recognizing and writing teacher assigns the learners to
pairs, or numerals, comparing at least 5 small groups. There is 1
individually on quantities, etc. Teacher- Supervised or TS activity per
either teacher- day and at least 4 Independent
assigned or child- Work and Study Skills such Activities or IA that
initiated activities as ability to accomplish will be the same for the whole week.
tasks within allotted time, Each learner must finish the TS and
ability to stay focused. 1 IA every day. At the end of the
week, all learners must be able to
experience/ accomplish 5 TS and at
least 4 IAs.
Meeting 10 The children are Language, The teacher asks questions about the
Time 2
once again Literacy and activities in Work Period 1, or let the
gathered by the Communication learners do a short activity (game,
teacher as a Skills such as rhymes, song, riddles etc.). The learners
whole group. following may also be asked to share their work to
Also, this is a instructions, the class.
time to prepare recalling
for the washing of information
hands before
eating snacks.
Recess 15 Nourishing break Personal
for the learners. Autonomy or self-
Proper etiquette for help skills (feeding
eating will be part self, use of
of the teacher’s utensils, etc.)
instruction as this
break is facilitated. Fine motor skills
such as opening
lids and
containers
Stories/ 15 This is a teacher- Language, Literacy Stories/books used during Story Time must
Rhymes/ and Communication
guided interactive be age- and culturally- appropriate ones
Poems/ Skills such as
Songs
read-aloud about the theme. Before reading, the
activity for recalling story teacher helps the learners define/unlock
details, relating
stories, rhymes,
personal experience
poems or songs
to story events, etc.
Block of No. of Description of the Sample competencies linked to Expected activities during this period
Time Minutes Learning Activities daily routine
difficult words and poses a motivation
question about the learner’s own
status, feelings, and ideas, and a
motive question which is what the
learners think will happen in the story.
During reading/ storytelling, the
teacher asks comprehension
questions to check understanding.
After reading, the teacher asks
questions about the characters,
sequence of events, lessons, and
inferences of the learners from the
story.
Meeting 5 Children are given Language, Literacy and The teacher poses wrap-up
Time 3 time to pack away. Communication Skills such as questions or a simple activity about
Teachers expressing feelings, the message for the day.
synthesize the describing experiences,
children’s learning following instructions, etc.
experiences.
Reminders and Self-help skills such as
learning extensions packing away own things,
are also given during returning things
this period. to the proper place, etc.