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c± means ³triumphant´ or ³triumph´

 ± means ³victory´ and ³leadership´
-ourage-bravery, fortitude, will, and intrepidity
-umility-is the quality of being modest, reverential, even politely
submissive, and never being arrogant, contemptuous, or rude.
-ntegrity- honesty and truthfulness of one's actions
-ove- is a virtue representing all of
human kindness, compassion, and affection
-iscipline- self-control, self regulation
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àchool Principal
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o cultivate the child¶s fullest potential to be an asset in the society.

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1. o provide quality education inculcating good values and training

2. o empower young lives and uncover their dreams

3. o promote the holistic development of young children in the physical, socio-

emotional, intellectual and spiritual aspect through innovative and engaging

activities.

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a. „eeds guidance, love, and care to be an asset in the community

b. Is a unique individual who has distinct qualities, strengths, capabilities and

character

c. „eeds to be cultivated physically, socially, emotionally, intellectually and

spiritually

d. „eeds a healthy environment and a home to belong

e. „eeds a strong foundation within the heart and mind to be able to face the real

world.

‰"c c()*+c,c,c-,cc

a. Is a shepherd to the children

b. Is equipped to facilitate, counsel and manage the learning environment

c. Models goodness, strength, honesty, courage, faith and integrity

d. Is capable of handling children in any situation

e. Is able to reach out, bring out the potentials of the child and give out love to the

child
*"c c()*+c,c,c+c

a. Cooperates and partners with the school for the total development of the child

b. Help mold the child¶s attitude, character and potentials

c. are guides and gives assistance to the child in his/her decisions

d. provide security and protection for the child not only in the home but also in the

school

e. enhances the physical, social, emotional, and spiritual aspect of the child

."c c()*+c,c,c+-,)c

a. Is a breeding ground for the child¶s belief, culture and education

b. Is a foundation of the child¶s belief, culture and education

c. Is a co-operative of home in bringing up the child

d. Is a safe place for the child to learn and experience learning

e. Provides quality education and values

/"c c()*+c,c,c-c

a. àupports the school programs

b. Is an asset and a partner of the school

c. Is a safe environment for the child to learn

d. Gives opportunities for the child to develop

e. Recognizes the potentials and achievements of the school


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 25-  3 Enrolment period
c 6 Introduction
7-10 Regular classes
14-16 Regular classes
17 Faculty meeting and PC÷
20-24 Regular classes
27-30 Regular classes
otal 18
)ccc 1 Regular class
4-8 Regular classes
11-14 Regular classes
15 „utrition Month Celebration
18-22 Regular classes
25-28 Regular classes
29 Faculty meeting and PC÷
otal 20
+ccc 1-5 Regular classes
8-9 Review week
10-12 First Grading Period
15-18 Regular classes
19 Linggo ng wika week
22-25 Regular classes
26 Faculty meeting and PC÷
29-31 Regular classes
otal 23
(c1-2 Regular classes
5-9 Regular classes
12-16 Regular classes
19-23 Regular classes
26-29 Regular classes
30 Faculty meeting and PC÷
otal 21
-(cc 3-7 Regular classes
10-11 Review week
12-14 àecond Grading Period
17-21 Regular classes
24-27 Regular classes
 28 Faculty meeting and PC÷
31 Regular class
otal 21

*( 3-4 Regular classes

7-11 Regular classes
14-18 Regular classes
21-24 Regular classes
25 Faculty meeting and PC÷
28-30 Regular classes
otal 20
-(c1-2 Regular classes
5-9 Regular classes
12-16 Regular classes
17 Christmas Party and Family
day
otal 13
c 4-6 Regular classes
9-13 Regular classes
16-17 Review week
18-20 hird Grading Period
23-26 Regular classes
27 Faculty meeting and PC÷
30-31 Regular classes
otal 20
2( 1-3 Regular classes
6-10 Regular classes
13-17 Regular classes
20-23 Regular classes
24 Faculty meeting and PC÷
27-29 Regular classes
otal 21
-,c 1-2 Regular classes
5-8 Regular classes
9 Faculty meeting and PC÷
12-16 Review week
19-21 Fourth Grading Period
22-23 Meeting of parents of the
graduating class
26-30 Practice and preparation
Week
31 Graduation and closing
otal 23
otal number of àchool days 200
 à ÿ 


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4-8 Introduction week
11-15 Language week
18-20 „umber week
25-29 àcience week
otal 20 days
 2-6 Physical week
9-13 àocial àtudies week
16-20 Music week
23-26 ÷rts and craft week
27 Giving of certificates
otal 20 days
otal Days 40 days

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9:00-9:15 am 15 min. Circle time
9:15-9:40 am 25 min. àtory time
9:40-10:00 am 20 min. „ap time
10:00-10:15 am 15 min. ànack time
10:15-10:45 am 30 min. Play time
10:45-11:00 am 15 min. Goodbye time


 

 

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1:00-1:15 pm 15 min. Circle time
1:15-1:40 pm 25 min. àtory time
1:40-2:00 pm 20 min. „ap time
2:00-2:15 pm 15 min. ànack time
2:15-2:45 pm 30 min. Play time
2:45-3:00 pm 15 min. Goodbye time

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8:00-8:15 am 15 min. ÷ssembly time
8:15-8:30 am 15 min. Circle time
8:30-8:50 am 20 min. Lesson time
8:50-9:00 am 10 min. ànack time
9:00-9:15 am 15 min. Play time
9:15-9:35 am 20 min. Work time
9:35-9:55 am 20 min. ÷rts time
9:55-10:00 am 5 min. Clean-up time
10:00-10:15 am 15 min. Goodbye time


 

 

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1:00-1:15 pm 15 min. ÷ssembly time
1:15-1:30 pm 15 min. Circle time
1:30-1:50 pm 20 min. Lesson time
1:50-2:00 pm 10 min. ànack time
2:00-2:15 pm 15 min. Play time
2:15-2:35 pm 20 min. Work time
2:35-2:55 pm 20 min. ÷rts time
2:55-3:00 pm 5 min. Clean-up time
3:00-3:15 pm 15 min. Goodbye time

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8:00-8:15 am 15 min. ÷ssembly time
8:15-8:45 am 30 min. Circle time
8:45-8:55 am 10 min. Review time
8:55-9:15 am 20 min. Lesson time
9:15-9:25 am 10 min. ànack time
9:25-9:40 am 15 min. Play time
9:40-10:10 am 30 min. Work time
10:10-10:35 am 25 min. ÷rts time
10:35-10:45 am 10 min. Clean-up time
10:45-11:00 am 15 min. Goodbye time


 

 

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1:00-1:15 pm 15 min. ÷ssembly time
1:15-1:45 pm 30 min. Circle time
1:45-1:55 pm 10 min. Review time
1:55-2:15 pm 20 min. Lesson time
2:15-2:25 pm 10 min. ànack time
2:25-2:40 pm 15 min. Play time
2:40-3:10 pm 30 min. Work time
3:10-3:35 pm 25 min. ÷rts time
3:35-3:45 pm 10 min. Clean-up time
3:45-4:00 pm 15 min. Goodbye time

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8:00-8:15 am 15 min. ÷ssembly time
8:15-8:45 am 30 min. Circle time
8:45-8:55 am 10 min. Review time
8:55-9:25 am 30 min. Lesson time
9:25-9:35 am 10 min. ànack time
9:35-9:55 am 20 min. Play time
9:55-10:25 am 30 min. Work time
10:25-10:55 am 30 min. ÷rts time
10:55-11:05 am 10 min. Clean-up time
11:05-11:20 am 15 min. Goodbye time

 

 

c
"c1c+c c -*+c
1:00-1:15 am 15 min. ÷ssembly time
1:15-1:45 am 30 min. Circle time
1:45-1:55 am 10 min. Review time
1:55-2:25 am 30 min. Lesson time
2:25-2:35 am 10 min. ànack time
2:35-2:55 am 20 min. Play time
2:55-3:25 am 30 min. Work time
3:25-3:55 am 30 min. ÷rts time
3:55-4:05 am 10 min. Clean-up time
4:05-4:20 am 15 min. Goodbye time

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a
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o bring out the children¶s capacity to learn holistically physically, mentally,

socially, emotionally and spiritually by engaging them in educational, motivational and

developmental activities that allows them to discover their individuality.

à    


 



1. o develop their basic 3R¶s- reading, writing and arithmetic.

2. o develop their freedom of expression.

3. o expand the understanding and knowledge of the child.

4. o build up their language and creativity.

5. o develop their logical and rational reasoning.

6. o provide them quality education and learning

Ê  


1. o develop their self-esteem, self-confidence and self-discipline.

2. o develop their love of self, family, country and God.

3. o develop their morals, values, culture and self-identity.

4. o build, strengthen and deepen their relationship with God.

5. o develop their social skills.

6. o guide children overcome their weakness and highlight their strength.

7. o provide social interaction and events where the child learns to interact with

his/her environment.

ÿ




1. o develop their self-awareness.

2. o develop their fine motor skills.

3. o boost their talents, skills and capabilities as an individual.

4. o bring out their physique.

5. o develop their sportsmanship in activities.

6. o develop their gross motor skills.


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Competencies QU÷RER
"c +c5))+c "c "c c "c '"c
1. Listening to familiar sounds šc
2. Listening to the sounds of the environment šc
3. Recognizes their own names šc šc
4. Focus on own needs when listening
5. Infer characters feelings
6. know and understand 50 words šc šc šc šc
7. demonstrate an understanding of letters,
words, sentence and story šc šc
8. following instructions and requests šc šc
"c 5c5))+c
1. Humming šc šc
2. Imitating familiar sound šc šc
3. Can state their names, address and age šc šc
4. Communicate nonverbally
5. àcribble and tell what was written
6. ÷sk what unfamiliar words mean šc šc
7. àings šc šc
8. àhare ideas with others
9. ÷sks the question why šc šc
10. May or may not use complete sentences šc šc
11. Uses two word sentences šc šc
12. Can speak six-word sentences
"c c5))+c
1. Picture reading šc
2. Pretends to read šc
3. Interested in learning to read šc
4. Interested in reading šc šc
5. Picture analysis šc šc
6. Identify favorite books šc šc
7. Letter recognition šc šc
8. Word recognition šc šc
"c #c5))+c
1. Begin to use writing materials šc
2. àcribbles šc
3. Draws squiggly lines šc
4. àtarts to write šc
5. Draws lines šc
6. Draws shapes šc
 7. Writes some alphabets šc
8. Writes his name with adult supervision šc
9. Copies letters and numbers šc
10. Write his name without adult supervision šc
11. writes on walls or papers šc šc šc šc
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c

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c
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+c*)c

Competencies QU÷RER
I. II. III. IV.
1. Understand what is the meaning of well
groomed
- Washing of face, hands and feet šc šc šc šc
- Brushing of teeth šc šc šc šc
- Wear socks šc
- àtrap shoes šc
2. Raise hand when they needed to:
- àtate something šc šc šc šc
- Go to the toilet šc šc šc šc
- Go out šc šc šc šc
3. Recognize different sounds around them šc šc
4. Differentiate the unlike tastes šc šc
5. ell at least 5 kinds of flower around them šc šc
6. Identify different kinds of fruits šc šc
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
 c

c 
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c
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Competencies QU÷RER
Units I. II. III. IV.
I. Colors and shapes
šc šc
1.Identifies basic colors
2.Identifies shapes šc šc
3.Recognize familiar geometric shapes in the
environment šc šc šc šc
II. „umbers
1.Develop number sense for whole numbers šc šc
through 10c
2.playing numerical games šc šc šc šc
III. àpatial
1.fit large pieces of puzzles in proper place šc šc
2. Use positional words such as under, over, next,
and behind.
šc šc
IV. ime
1. recognize morning and afternoon šc šc
2. recognize day and night šc šc
3. recognize mealtime, break time, nap time šc šc
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c

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c
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cccc
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+c*)c

-+c 6c

+c c c c 'c
I. Identityc šc c c c c
1. introducing their own selfc
2.knowing their identityc šc c c c c
3. knowing their classmates, friends and teacher šc c šc c šc c šc c
identity
II. Familyc šc c c c c
1. their own family (mother, father, sisters,
brothers)c
2. their relatives c šc c šc c c
3. shows interest in playing with children with his own šc c šc c šc c šc c
age
III. Communityc c c šc c šc c
1. identifying the different community helpersc
2. knowing the things, people around the community c c šc c šc c
IV. Culturec c c šc c šc c
1. identifying the different culturesc
2. the different costumes of the different culturesc c c šc c šc c
3. Languagec šc c šc c šc c šc c
a. the international language(English)c
b. their own dialects šc c šc c šc c šc c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c

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c
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cccc
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+c*)c

-+c 6c
"c *c +c c c c 'c
-shading of cut outs from insidec šc c šc c c c
- shading (screen, mat, sand paper) šc c šc c c c
- decorating letters using colored paper šc c šc c c c
-nursery mural šc c šc c c c
-finger painting šc c šc c c c
-art work display šc c šc c c c
-glitter shapes šc c šc c c c
2c c5))+c
-knows how to manage buttonsc šc c šc c c c
- scribbling tracing šc c šc c c c
-catches tossed ball šc c šc c c c
- tinkering šc c šc c c c
-begins dressing himself c c šc c šc c
- let them draw their self c c šc c šc c
-coloring c c šc c šc c
-cling wrap painting c c šc c šc c
"c 1+c
- painting using: ( paint brush, crumpled paper, c c šc c šc c
potato)c
- bookmark c c šc c šc c
- cutting any pictures representing their family paste to c c šc c šc c
bond paper
- cards c c šc c šc c
- clock c c šc c šc c
- collage c c šc c šc c
-marker painting c c šc c šc c
-seesaw c c šc c šc c

"c *+c
-begins alternating his feet when climbing stairsc šc c šc c c c
-Builds towers šc c šc c c c
-climbing practice šc c šc c c c
-batting balls
-race me šc c šc c c c
-let¶s pretend(animals) šc c šc c c c
c
c

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Competencies QU÷RER
÷. Listening àkills I. II. III. IV.
1. 3-4 min. attention span šc šc šc šc
2. follow 2-3 step directions šc
3. cPay attention to repetitive šc šc
sounds/patterns
X Phonemic awarenessc šc
5. understanding words that begin šc
and end alike(rhymes)
6. Respond to stories, poems, šc šc
rhymes, music, and action and
songs
7. listens to directions šc šc šc šc
8. demonstrate understanding of šc
the sounds of letters
9. Demonstrate literal šc šc šc šc
comprehension of stories by
asking question
10. decoding word recognition šc
11. Respond to questions. šc
12. Listen attentively for increasing šc šc šc šc
periods
B. àpeaking àkills
1. „aming šc šc šc šc
2. shares ideas šc šc šc šc
3. letter-sound recognition šc
4. Use more complex sentences šc šc šc
5. àeek/àhare information and šc šc šc šc
appreciation during social
interactions
6. Connect information and events to šc šc
life experiences
7. possesses oral language šc šc šc šc
8. taking turns expressing ideas and
asking questions
9. has a great deal of oral language šc šc
10. use new vocabulary in own speech šc
and writing
11. àeek/àhare information and šc šc
appreciation
C. Reading àkills
1. interested in reading aloud šc
2. half reading šc
3. word recognition šc šc šc šc
4. can read CVC words šc
5. Know that print is read in šc šc
stories
6. read or attempt to read own šc šc
dictated story
7. distinguish fantasy from reality šc šc šc
when reading text
8. enjoys reading šc šc šc šc
9. discussing stories šc šc
10. Illustrating stories šc šc
11. dramatizing stories šc
D. Writing àkills
1. scribbles šc
2. write from left to right and from šc
top to bottom
3. ry to copy words šc
4. writes letters šc
5. invented spelling šc
6. write most letters and some šc šc
words when dictated
7. can write his name and few šc šc šc
letters
8. writes phrases šc šc
9. perceive self as a writer šc šc
10. dictated writing šc
11. writes alphabets šc
12. recognize and name upper šc šc
and lower case letters of the
alphabet
c

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Competencies QU÷RER
I. II. III. IV.
Knowing Healthy Diet
- categorize Go, glow and grow šc
foods
- Clean their ears šc
ie their shoelace šc
Comb and clip their hair šc
ell the complete date (month, day, šc
year)
Recognize the different kinds of šc šc šc
weather.
„ame an animal and describe their šc šc šc
habitat.
Identify the difference between each šc šc šc
animal
„ame the different plants found in the šc šc šc
school.
Identify the parts of a plant. šc šc šc
Identify the different parts of a flower šc šc šc
c

c
c
c
c
c
c
c
c
c
c
c
c
c
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Competencies QU÷RER
Unit I. II. III. IV.
I. „umbers šc
- Develop number sense for
whole numbers through 20
-order objects from first, second, šc
third, fourth and fifth
-counts objects from 1-20 šc šc

II. àpace and Direction

-spatial terms (near, far, open,
close, empty, full, right, left, next,
šc
beside, in front, behind, first and
last)

III. Colors šc šc
àort and classify objects by one
attribute.

introduction of set šc šc

match objects or sort them into šc šc

groups by size or color

IV. ime
½ Recognize concepts of
calendar time using appropriate šc šc
vocabulary (days of the week,
months of the year, seasons)
c

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c
c
c
c
c
c
c
c
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Competencies QU÷RER
Units I. II. III. IV.
I. àimilarities and differences of
Individuals, families, and groups
šc šc
-Describe how individuals are
unique and valued.
-Identify different groups to which
šc šc
individuals belong.
½ Examine diverse family structures
šc šc
around the world.
½ Recognize that families and groups
šc šc
have similarities and differences.c
½ Compare and contrast customs of
families in communities around the šc šc
world.c
II. Responsible citizenship in the
classroom, school, and other social
environments.
-Exhibit citizenship traits such as šc šc
integrity, responsibility, and
trustworthiness in the classroom,
school, and other social environments.
½ Participate in democratic decision
making. šc šc

½ Describe the importance of rules

šc šc
and laws.
½ ÷nalyze classroom problems and
suggest fair solutions.
šc šc
U„I 111. Change in various
settings.
-Observe and describe how šc šc
individuals and families grow and
change.
½Evaluate how the lives of
individuals and families of the past are šc šc
different from what they are today.

½ Observe and summarize changes

within communities.c šc šc
½ Recognize changes in the
classroom and school environments.c šc šc
 U„I 1V. Holidays and special days
in communities.
½Explore how families express their šc šc
cultures through celebrations, rituals,
and traditions.
½ Identify religious and secular
symbols associated with famous people,
šc šc
holidays, and specials days of diverse
cultures.c
½ àtate reasons for observing special,
religious, and secular holidays of
diverse cultures. šc šc

c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
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-+c c6
 c
÷. Creative ÷rts "c "c "c '"c
cutting any shape and shading it šc
from the outside
decorating letters using colored šc šc
paper
coloring šc
painted toast šc
chef for a day šc šc šc šc
valentines picture frame šc
bead bracelet šc šc
B. Fine Motor àkills
drawing letters with letters provided šc
÷-M
cutting any pictures representing their šc
family paste to bond paper
cutting shapes and matching it w/ same šc šc
shapes given.
Interpretative dancing šc šc
kitchen helper šc šc
C. Crafts
paper cutting šc
( shape, doll, clothes, plants)
àhading ( screen, mat, sand paper) šc
ice candles šc šc
homemade play dough recipes šc šc
paper folding šc
bead necklace šc šc šc
D. Movements
balloon fun šc
water balloon catch šc
pile them high šc
moving so carefully šc šc
dance and fall down šc šc
pretend car wash šc šc
follow the leader šc šc
indoor obstacle course šc šc
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I II II IV
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1. follows directions šc
2. active listener šc
3. retells stories/text šc
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1. make-up stories šc šc
2. express personal ideas, feelings, šc
information, and experience
3. recite songs šc
4. can memorize verses šc
5. expanding language repertoire šc
6. recite poems and rhymes šc
7. Use talk to clarify ideas or šc
experiences
8. proper names šc
9. oral retelling šc
10. make predictions šc
11. use words to convey meaning, šc
entertain, or share information
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1. reads phrases
2. reads aloud šc
šc
3. can read sentences
4. enjoys reading aloud šc
5. Understand and follow oral-graphic šc
directions
6. can read short stories šc
7. can read by himself šc šc
8. count number of syllables in a word šc šc
9. identifies characters, setting in a story šc šc
10. predicts possible events that would šc šc
come next before reading the text
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1. labels or names characters drawn šc šc
2. Use capital letters to write the word I šc šc
and the first letter in own name.
3. Copy environmental print šc šc
5. rack print when listening to a familiar šc šc
text being read or when rereading own
writing
6. begins to construct his own sentence šc šc
7. consonant letters šc šc
8. draw and write signs, labels and notes šc šc
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Competencies Quarter
I II III IV
„ame the different shapes šc
Know the basic needs šc
Know the uses of the body parts šc
ell the different Kinds of weather. šc
àunny day
Rainy day
Windy day
Know the appropriate clothes for the šc šc
different weather.
Convey how do the plants grow šc šc
Know the different uses of plants and šc šc
animals.
Discover where the plants came from šc šc
Know the name of the babies of an šc šc
animal
Illustrate the life cycle of a frog/butterfly šc šc
Draw a family of animals šc šc
Identify different means of transportation šc šc
Land transportation
Water transportation šc šc
÷ir transportation šc šc
Participate on helping the environment. šc šc
ree planting
Recycling šc šc
Waste segregation šc šc
Know the use of the different kind of šc
technology
elevision
Radio šc
Cell phone šc
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Competencies Quarter
I II III IV
compare attributes of two objects using šc c šc c c
appropriate vocabulary (color, weight,
height, width, length, texture)c
knows the sizes of objects(tall, small, big, šc c šc c c
long)c
Identify, build, draw, and name triangles, šc c šc c c
rectangles, and circles
identify, build, and name spheres and šc c šc c c
cubes
àingle digit addition and subtraction šc c šc c c
mastery of set concept šc c šc c c
understand such concepts as morning, šc c šc c c
afternoon, day, noon, and night
Complete simple spatial visualization šc c šc c c
tasks and puzzles
Compare geometric shapes (identify šc c šc c c
likenesses and differences)
ell time at the hour and half-hour c šc šc c c
àolve problems involving applications of c šc šc c c
time (clock and calendar)
Develop number sense for whole c šc šc c c
numbers through 100
Create and extend patterns with actions, c šc šc c c
words, and objectsc
Develop an understanding of the concept c
of time. šc c šc c
Identify coins c šc c šc c
understands basic terms such as more c
than, less than, equal to and group or set šc c šc c

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Competencies Quarter
Units I II III IV
U„I I. How individuals, families, and šc .
groups are similar and different.c
Describe the roles of individuals in
the family.
Identify various groups to which šc
individuals and families belong.
Compare and contrast similarities and šc
differences among individuals and
families.c
U„I II. Qualities of good citizenship šc
in the classroom, school, and other
social environments.c
Develop and exhibit citizenship traits šc
in the classroom, school, and other
social environments.
Identify the roles of leaders in the šc
home, school, and community such
as parents, mayor, police officers,
principal, and teacher.
Participate in democratic decision- šc
making.
Recognize the need for rules in šc
different settings.
Identify the need for fairness in rules
šc
by individuals and by people in
authority.
Predict consequences that may result
šc
from responsible and irresponsible
actions
U„I III. Change in various settings.
šc
Describe personal and family
changes, past and present.
Describe past and present changes šc
within the local community.
Compare and contrast past and
present changes within the local šc
community and communities around
the world.
Recognize that members of the
community are affected by changes šc
in the community that occur over
time.c
U„I IV. Celebrated holidays and
special days in communities.c
Recognize and describe religious and šc
secular symbols/celebrations
associated with special days of
diverse cultures.
Explore and cite reasons for šc
observing special days that recognize
celebrated individuals of diverse
cultures.
Recognize and describe the historical šc
events associated with national
holidays.c
race the historical foundations of šc
traditions of various neighborhoods
and communitiesc
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drawing šc
give a letter and let them draw any object
that starts with the letter „-Z
hand mural šc
puppet making šc
floor art šc
chalk painting šc
homemade cards and gifts šc
valentine soaps šc
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paper cut outs šc
paper tearing šc
wax paper arts šc
making a terrarium šc
1+c
bank out of cans šc
owl out of paper plates šc
puppet out of paper bag šc
paper Mache šc
mosaic šc
clay molding šc
Christmas wreath šc
origami ( bird, frog, picture frame, flower) šc
paper bag faces
*+c
dancing šc
mud handprints šc
shadow tracing šc
rope games šc
wet footprints šc
puddle jumping šc
puppet show šc
colored sand šc
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BE„GUE à÷E U„IVERàI

L÷ RI„ID÷D BE„GUE

FEBRU÷R 14, 2011

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I„ P÷RI÷L FULFILLME„ OF HE REQUIREME„

OF HE àUBJEC PàED 111

PREàCHOOL CURRICULUM 11
PROF. EVEL „ ÷„GIW÷„

àUBMIED B :

÷IW÷G, GW÷ „E L RE

B÷„DIW÷„, K÷RE„

B÷„÷à, BERL „

BOE„G, CL÷IRE

LIP÷ à÷, M÷RICEL

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