MATATAG School SINIPIT BUBON ELEMENTARY SCHOOL Grade Level Three

K to 10 Curriculum
Name of Teacher EMIELYN B. SAGUM Learning Area ENGLISH
Weekly Lesson Log
Teaching Dates and JUNE 16-20, 2025 Quarter First – Week 1
Time

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners The learners demonstrate expanding vocabulary and understanding of high frequency words and
Standar
demonstrate expanding content-specific
ds
vocabulary and vocabulary; understand and create simple and compound sentences for comprehending, analyzing,
understanding of high creating, and
frequency words and composing texts about regional themes and content-specific topics.
content-specific
vocabulary; understand
and create simple and
compound sentences for
comprehending,
analyzing, creating, and
composing texts about
regional themes and
content-specific topics.

B. The learners use their The learners use their expanding vocabulary of high-frequency and content-specific words, and simple
Performance
expanding vocabulary of and compound
Standar
ds high-frequency and sentences to comprehend, create, and compose narrative and informational texts about regional
content-specific words, themes and content specific topics; and read grade level texts with appropriate speed, accuracy, and
and simple and expression.
compound
sentences to
comprehend, create,
and compose narrative
and informational texts
about regional themes
and content specific
topics; and read grade
level texts with
appropriate speed,
 accuracy, and
expression.

C. Learning EN3PWS-I-1 Identify EN3PWS-I-2 Read words accurately and EN3PWS-I-2 Read words EN3PWS-I-2 Read words
Competen
Grade 3 level- automatically according to word accurately and accurately and
cies
appropriate sight words. patterns (initial, final, medial). automatically according automatically according
CVCC words to word patterns (initial, to word patterns (initial,
final, medial). final, medial).
CCVC words (clusters VCV words/ VCCV words
and diphthongs)

D. Learning At the end of the lesson, At the end of the lesson, the learner At the end of the lesson, At the end of the lesson,
Objecti the learner should be able
the learner should be should be able to : the learner should be
ves to :
able to : able to read CCVC
1. read CVCC words with clusters and patterned words fluently
1. identify and read diphthongs.  identify words that follow
sight words the VCV and VCCV
2. blend sounds to decode CVCC words. patterns.

2. use sight words

 decode VCV and VCCV
correctly in sentences. words correctly.

improve reading  use the decoded words

fluency through in simple sentences.
practice.

II. CONTENT SIGHT WORDS CONSONANT-VOWEL-CONSONANT- VOWEL-CONSONANT- CUF, HG,

CONSONANT WORDS CONSONANT-CONSONANT- VOWEL WORDS/ VOWEL- ASSESS
( CVCC ) VOWEL-CONSONANT CONSONANT-CONSONANT- MENT
WORDS ( CCVC ) VOWEL WORDS
( VCV- VCCV )

III. LEARNING RESOURCES

A. MATATAG CURRICULUM – ENGLISH MATATAG CURRICULUM – ENGLISH 3 MATATAG CURRICULUM – ENGLISH MATATAG CURRICULUM – ENGLISH
References 3 3 3

B. Other Various L1 references Various L1 references Various L1 references

Learni PowerPoint, Pictures PowerPoint, Pictures PowerPoint, Pictures
ng
Resour
 ces

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Activating Prior Review of Grade 2 Sight Review of CVC words. Read the word. “What do you notice SEE CUF
Knowledge and HG
Words. when you say the word
TGs
When you do this tiger? Can you clap its
lesson, always syllables?”
use the learners’ found tell
L1 or the language
around Read the words.
they most
understand. gave their
because
goes these
been
Can someone give me another example
green those
of a CVC word?"
before “What kind of word is How many syllables do
its upon this? How many these words have?
best sounds?”
made us Read the next word.
both
many use
buy
off very
call
or wash

“Can you remember

any words that we just
know without sounding
out?”
“Is this word the same
as ‘cat’? What’s the
difference?”

Lesson “Today, we’ll learn new "Today, we are going to learn a new “We've learned about Today, we are going to
Purpose/Intention
sight words you will word pattern! We will learn about words CVC words like 'cat' and explore two exciting
often see in stories, that have two consonants at the end. CVCC words like 'hand'.” types of words: Vowel-
books, and even signs.” This pattern is called CVCC, and "Today, we are going to Consonant-Vowel (VCV)
knowing it will help us read even more learn another word words and Vowel-
words!" pattern called CCVC! Consonant-Consonant-
This pattern starts with
 two consonants Vowel (VCCV) words.
together. Learning this
will help us read even First, let’s understand
more exciting words like what we mean by
'frog', 'swim', and vowels and consonants.
'clap'!" Can anyone tell me what
vowels are? That’s right!
The vowels are A, E, I, O,
and U. Now, the letters
that are not vowels are
called consonants.

Lesson Here are the common "The CVCC pattern means a word has A CCVC word is a four- VCV Words are made
Language examples of sight words.
Practice one Consonant sound, followed by one letter word that follows up of one vowel,
Vowel sound, followed by two this pattern: followed by a consonant,
Consonant sounds together at the end. and then another vowel.
Like in the word 'hand' - h (C), a (V),  C = Consonant For example, the word
 V = Vowel “hero” has the first
n (C), d (C)."
vowel “e,” then the
So, CCVC means: consonant “r,” and ends
Read the following CVCC words. with another vowel “o.”
 First letter: Examples:
Consonant
 Second letter:
Consonant
 Third letter:
Vowel
 Fourth letter:
Consonant
 These words
start with a
consonant
blend (two
consonants that
work together).

1. The children couldn't Read the following CCVC

stop laughing while playing
with their puppy. words.
 2. The young boy enjoyed
building a sandcastle by
the beach.

3. The family sat together

by the campfire, sharing
stories.

4. A single lamp filled the

dark room with warm,
golden light.

During/Lesson Proper
Reading the Key Sight words are words CVCC words are simple words that VCCV Words have a
Idea/Stem that children learn to read follow a pattern of sounds: one How to Read CCVC vowel, then one or more
just by looking at them, consonant, one vowel, and then two consonants, followed by
without sounding them
Words:
consonants. These words help us learn another vowel. A good
out. These words often
appear many times in
to read and spell by sounding out each 1. Blend the first example is the word
books and stories. Knowing part. two “cactus.” It starts with
sight words helps children consonants the vowel “a,” followed
read faster and understand together (like cl, by two consonants “c”
what they are reading Examples of CVCC words: tr, sl). and “t,” and ends with
better.
2. Say the vowel “u.”
 Hand sound.
 Lamp 3. Say the final
 Milk consonant.
 Jump 4. Put it all together
 Bank smoothly.
 Help
Example:
S + L + I + P = slip

Developing Popcorn Reading – The Read the following CVCC words. Direction: Circle only the Directions: Identify the pattern
Understanding of teacher will call out of each word as VCV or VCCV.
the Key Idea/Stem
words that follow the
students randomly to read
 each word on a flashcard. CCVC pattern. ________ 1. topic
________ 2. valid
________ 3. tablet
1. cat trap flag ________ 4. tonsil
sun slip 2. run ________ 5. raven
frog pot clap man 3. ________ 6. combat
________ 7. tuba
grip bed flag sun ________8. velvet
clap ________9. basket
4. man trip drip dog ________10. honest
slip
5. bag trap clog pan
frog

Deepening Sight word game: "Find the Identify the picture and say the word.
Understanding of Word!"
the Key Idea/Stem GROUP ACTIVITY Word Sort Relay (VCV
& VCCV)
 The class will be divided
into 2 or 3 teams.
Build-a-Word Relay
How to Play:
 The teacher will draw a  Each group gets
flashcard from the basket a pile of letter 1. The class will be
and call out the word. tiles or cut-out divided into
letters. teams.
 The first team member  Read out a CCVC 2. VCV and VCCV
to find and correctly read word aloud charts will be
the word earns points. (e.g., crab, flag, placed at the
frog). front.
 One student from 3. One by one,
each group races teammates will
to build the pick a word card,
word using the read it, and stick
tiles. it on the correct
 The first group to chart.
correctly build it 4. The first team to
earns a point. sort all words
wins!
5. Review answers
 as a class.

After/Post-Lesson Proper

Making “Why do you think we "What does CVCC stand for?" "What does CCVC stand What does VCV and
Generalizations
and Abstractions
need to learn these "Where do we usually find the two for?" VCCV stand for?"
words by heart?” consonants in a CVCC word?" "Where do we usually
"Why is it helpful to know the CVCC find the two consonants
pattern?" together in a CCVC
word?"

Evaluating Learning Directions: Choose the Directions: A. Choose the word that Direction: Match the correct Fill in the blanks with the
CCVC word to each picture. correct VCV and VCCV word to
appropriate sight word matches the picture or meaning. complete the details of the
from the box to story.
complete the details of 1. You wear it on your face to stay trim drip crow slip
the story. safe. crib
pray grow clap plan rabbit window cabin
friend, every, before, a) hand b) lamp c) mask spotted jumped basket
ship
around, could, 2. This is a white drink that comes behind
together, thought, from cows. puddle across
beautiful, answer vanished
a) milk b) nest c) jump
3. Birds build this to lay eggs.
a) wind b) nest c) bank
A Day at the Cabin
The Beautiful Garden 4. You use this to light up a room.
a) lamp b) hunt c) jump
5. You do this when you’re happy Milo and his sister Sara
One sunny morning, Mia
or playing. went to visit a 1._______
and her 1. ____ Leo
a) dent b) jump c) bank in the forest. The cabin
decided to visit the
was simple but cozy.
garden 2. _____ the
Inside, a 2. ______sat
park. B. Fill in the blank with a CVCC
beside the little table.
They went 3. ______, word
Sara 3. _______ a 4.
holding a small map.
_______outside the 5.
4. ______they left, Mia’s Words: hand, milk, dent, hunt, wind ________. "Let’s follow it!"
mom said, “Please find
she said. They ran 6.
the 5. ______flowers and 6. I felt the cool _______ blowing _____ the grass and 7.
take a picture!” through the trees. ______ over a small
Mia 6. ______ it would be 7. She gave me a glass of _______ 8.______. The rabbit 9.
fun. with cookies. _________ 10. _________ a
8. There’s a small _______ on the big rock, but the kids
When they arrived, car door. laughed and had fun
flowers were blooming 9. We use our _______ to write and
 draw.
7. _____ where! 10. The fox went out to _______ for anyway
Leo asked, “8. ________ food.
we find a rose first?”
Mia smiled and said, “Of
course!”

Additional Direction: Write a Direction: Read the words in the list Direction: Give 5 CCVC words Direction: Look at the
Activities for and use it in a meaningful
Application or
sentence for each of the below. Circle only the words that follow words below. Write them
sentence.
Remediation (if following sight words: the CVCC (Consonant-Vowel- in the correct column.
applicable) Consonant-Consonant) pattern.
1. quiet Words: robot, kitten,
2. Believe 1. cat pilot, basket, music,
3. Finally 2. hand puddle, helmet, silent,
4. Bright 3. sit tiger, napkin
5. Listen 4. milk
5. run VCV VCCV
6. fast
7. jump
8. dog
9. tent
10. lip

Remarks

Reflection

Prepared by: Checked & Noted: Approved:

EMIELYN B. SAGUM GERALDINE V. CACABILOS ERNESTO D. VALENTON JR.

 Teacher - I Master Teacher 2
Principal II