english gr.2 lm sept 5 final
TRANSCRIPT
2
Learner’s Material
Department of Education
Republic of the Philippines
This instructional material was collaboratively
developed and reviewed by educators from public and
private schools, colleges, and/or universities. We encourage
teachers and other education stakeholders to email their
feedback, comments, and recommendations to the
Department of Education at [email protected].
We value your feedback and recommendations.
Let’s Begin Reading in English – Grade 2 Learner’s Material First Edition, 2013 ISBN: 978-971-0468-21-8 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, Ph.D.
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 2nd Floor Dorm G, Philsports Complex Meralco Avenue, Pasig City Philippines 1600
Telefax: (02) 634-1054 or 634-1072 E-mail Address: [email protected]
Development Team of the Learner’s Material
Authors: Felicitas E. Pado, Marie Yvette Alcazar, Ana Maria Margarita Salvador, Rose Ann Pamintuan, Leonor Diaz, Amcy Esteban
Illustrators: Eric S. De Guia, Fermin M. Fabella, Erich D. Garcia, Aro R. Rara
Layout Artist: Aro R. Rara
iii
Table of Contents
Unit 1 – I Am Special ....................................................... 1
Week 1: I Have a Birthday ............................................ 2
Week 2: A New Friend ................................................. 16
Week 3: I Get Ready for School ................................ 30
Week 4: My Things ....................................................... 47
Week 5: I Have Wishes ................................................ 62
Week 6: I’m Growing! .................................................. 76
Week 7: I Have a Grandmother ................................ 87
Week 8: I Get Gifts ....................................................... 96
Unit 2 – I Love My Family ........................................... 109
Week 1: I Have a Family ........................................... 110
Week 2: I Share with My Brothers and Sisters ......... 127
Week 3: I Have a Home ............................................ 144
Week 4: Grandparents Are Great ........................... 159
Week 5: Welcome Home ......................................... 176
Week 6: A New Baby ................................................ 193
Week 7: A Different Family ....................................... 211
Week 8: Brothers for Life ............................................ 229
iv
Unit 3 – I Love Going to School .................................. 247
Week 1: School Is My Second Home ...................... 248
Week 2: Meet My Teacher ....................................... 262
Week 3: Happy Times in School ............................... 278
Week 4: I Have Friends in School ............................. 294
Week 5: Other People Who Help Me in School ..... 309
Week 6: Books Are My Friends .................................. 322
Week 7: I Learn Many Things in School ................... 336
Week 8: My Favorite Place in School ...................... 350
Unit 4 – I Am Part of a Community ............................ 365
Week 1: People in Our Community ......................... 366
Week 2: More Community Helpers All Around ...... 387
Week 3: Sights in Our Community ........................... 403
Week 4: In the City and in the Country .................. 439
Week 5: People I Admire in the Community.......... 455
Week 6: Gifts All Around ............................................ 471
Week 7: Care for Mother Earth ................................ 486
1
I have a brother,
and a sister dear.
A loving father and mother,
friends here and there,
I may be a bit like them,
but I know . . .
No one is exactly like me,
Because . . . I am special!
Unit 1
I Am Special
2
Week 1: I Have a Birthday
Let’s Try
Introduce yourself. Say your complete name.
Tell us how old you are.
Say: “My name is ______.
I am _____ years old.”
Word Study
I will read each word. Connect the word
to the correct picture.
barked
yelled
Let’s Recall
When is your birthday?
What does your family do for you on your birthday?
Lesson 1
3
Let’s Aim
In the story that I will read, find out:
When is Ana’s birthday?
What did her family do for her?
Listen as I read the story.
Ana’s Birthday
Ana woke up early. “It’s June 15! It’s
my birthday today,” she yelled. She ran
to the kitchen. Mother is not there.
She ran to the backyard. Father is not
there!
She went to her brother’s room.
His brother Miko is not there.
“Bow, wow, wow!” barked Bingo.
“Bingo, where is everybody?” Ana
asked.
“It’s my birthday and nobody is
around to greet me.”
“Happy birthday, Ana!” yelled Miko.
“Happy birthday, Ana!” shouted
Mama and Papa.
Mama, Papa, and Miko are in the
garden. There is a table and a mat.
On the table there is food!
“We wanted to surprise you,” said
Miko. “Here is my gift.”
4
“Lollipops! My favorite! Thank you
Miko.”
“I cooked pansit,” said Mother.
“And I bought ensaymada,” said
Father.
“And I have a cake with six candles
because I am six years old!”
“Let’s sit on the mat and eat!”
“Bow,wow, wow!”
“Oh, Bingo. You can join us!”
We Can Do It
Listen to my questions about the story
and try to answer them.
1. When is Ana’s birthday?
2. Who was she looking for in the kitchen?
3. What do you think did she feel when she did not
find her mother?
4. If you were Ana, would you feel sad too?
5. Where did she go next?
6. Who was she looking for in the backyard?
7. Where did she go next?
8. Who was she looking for in the room?
9. Who barked at her?
10. Where did she find Papa, Mama, and Miko?
11. What was their surprise for Ana?
12. What did Ana feel at the end?
13. Would you feel the same?
5
Let’s Recall
In our story yesterday, who had her birthday?
When was her birthday?
I Can Do It
Your classmate will ask you a question.
Try to answer it. Then ask another classmate
the question.
“When is your birthday?”
“My birthday is on _______.”
Let’s Aim
Naming Words
Listen as I read each sentence.
1. Ana woke up early.
2. Mother cooked pansit.
3. Father bought ensaymada.
4. Miko gave Ana some lollipops.
We Can Do It
Write in your notebook and underline the answer
to my questions.
1. Who woke up early?
2. Who cooked pansit?
3. Who bought ensaymada?
4. Who gave some lollipops to Ana?
Lesson 2
6
Read the underlined words. What do you notice?
Ana, Mother, Father, and Miko are names of persons.
They are called naming words.
We Can Do It
I will ask Who questions. Answer me with a name
of a person.
Let’s Recall
It is Ana’s birthday. She is six years old. Her father put
a table and a mat in the garden. Mother prepared
the food. Miko gave Ana some lollipops.
Let us name the pictures.
Remember This
Names of persons are called naming words.
They answer the question Who.
7
We Can Do It
Reviewing the Letters
What letter sound do you hear at the beginning of:
food?
lollipop?
mat?
six?
table?
Let us read these letters.
Let us give their sounds.
I will show a picture. Name it. Then give
the beginning sound of its name.
(Give words that start in m, s, l, f, t such as monkey,
sun, fan, and ten. Be sure that the words start with
a single consonant. Flower and spoon are not
good examples).
m, s, l, f, t
8
Let’s Recall
Here are three pictures. Tell me what happened
in each picture.
Lesson 3
9
I Can Do It
Tell a story with the help of the pictures.
Naming Words: Persons, Things, and Animals
Let’s Answer
Answer the following Who questions.
1. Who were in the garden?
2. Who woke up early?
3. Who was not in the kitchen?
What answer do we get when we ask Who
questions?
Answering What Questions
Listen as I read these sentences.
1. Papa put a table in the garden.
2. Miko gave Ana a gift.
3. There were candles on the cake.
4. Our pet dog is in the garden too.
Listen to my question. Underline a word
in the sentence that gives the answer.
1. What did Papa put in the garden?
2. What did Miko give Ana?
3. What were on the cake?
4. What is our pet?
The words table, gift, and candles are names of
things. The word dog is a name of an animal. They
are naming words. They answer the question What.
10
We Can Do It
I will give some sentences. Then I will ask a question
starting with What. Write the answer in your
notebook.
1. Kim has a pencil.
What does Kim have?
2. Pat has a red bag.
What does Pat have?
3. Jim has a toy car.
What is Jim’s toy?
4. The bird is in the cage.
What is in the cage?
I Can Do It
Draw three objects that are names of things.
Try to think of a sentence for each of them.
We Can Do It
Reviewing Letters
Give the name of each letter. Then give its sound.
Remember This
Names of things and animals are called
naming words. They answer the question What.
Mm Ss Ll Ff Tt
11
Name each picture. Write the letter that begins
its name in your notebook.
m s f
t f s
f l m
s t f
f l m
f t l
Let’s Try
1. Pretend that you are Ana’s friend. Greet Ana
happy birthday. Say “Happy birthday, Ana!”
2. Pretend that you are Ana. Say “Thank you
________.”
3. You may also make a birthday card for Ana.
4. Draw something for her and write Happy
Birthday Ana!
Let’s Review
I will read some naming words. You may read
with me if you can. Then tell me if the word names
persons or things.
Lesson 4
sister eraser cousin ruler desk
grandmother cup box drum
12
Let’s Aim
Listen as I read the sentences. Try to answer
my questions.
1. Ana is in the room. Where is Ana?
2. Ana went to
the backyard.
Where did Ana go?
3. The family is in
the garden.
Where is the family?
The words in the room, to the backyard, and in the
garden answer Where questions. They name places.
We Can Do This
I will read each sentence. Write the words
that name places in your notebook.
1. My grandfather lives in the farm.
2. My uncle works in Saudi Arabia.
3. The children are in school.
4. Mother goes to the market.
5. Every Saturday, we play in the park.
I Can Do It
Draw your favorite place. Tell your classmates
about it.
Remember This
Names of places are called naming words.
They answer the question Where.
13
We Can Do This
The Letter Sounds
Name each picture. Write the beginning letter
of its name in your notebook.
I Can Do It
Draw something whose name starts with the letter
in the box. Do this in your notebook.
Mm
Ss Ll
Ff
Tt
14
Let’s Try
Listen to my short story. Then try to answer
my questions about it.
Sam and Mike are in the park. They are
riding a bike. Their pet dog is following them.
Their sister Lily is in the swing. She is holding
her doll.
“Bow-wow-wow!” barks Bantay. It is chasing
a kitten.
“Stop it Bantay,” yells Lily.
1. Where are Sam and Mike?
2. What are they riding?
3. Who is in the swing?
4. What is Lily’s toy?
5. What does Bantay chase?
Listen as I read the naming words.
park Mike kitten
bike Lily Bantay
doll swing Sam
Write the naming words in the correct column.
Do this in your notebook.
Person Place Thing Animal
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
Lesson 5
15
We Can Do It
Name the pictures. Then draw them in the correct
boxes.
16
Draw each picture in the correct row.
Do this in your notebook.
Mm
Ss
Ll
Ff
Tt
Week 2: A New Friend
Let’s Try
Who are your friends?
Tell your classmates about them.
Say: “My friends are ______ and _______.
They are ______.”
Learning a New Word
This is a tadpole. It is a baby frog.
Lesson 6
17
Let’s Aim
How do you find a new friend?
In the story that I will read to you, how did Dindo
find a new friend?
A New Friend
Dindo and his mother are going to
Laguna.
“Why are we bringing many clothes? Are
we staying in Laguna for long?”
“Maybe. Lola Ela is sick. We have
to visit her.”
“But I don’t have friends in Laguna.”
“You will find new friends. Your cousin
Anton is there.”
Soon they were in Laguna. He met his
cousin Anton. He is much bigger. And he
has big friends.
“I will see you later, Dindo,” he said.
Lola Ela is in bed. Dindo gave her
Skyflakes and a can of Milo.
“Thank you Dindo,” she said weakly.
“These are my favorite biscuits.”
He met Uncle Ernie and Aunt Betty.
18
They are happy to see Dindo. But they were
talking about things that he can’t understand.
He went to the yard. A boy was playing.
“Hi! What’s your name?” the boy asked.
“Dindo. What’s yours?”
“Jerry. And I have a pet tadpole.
Would you like to see it?”
“This is Kiko.”
We played with Kiko the whole afternoon.
“Mama, I have a new friend.
His name is Jerry.”
We Can Do It
Listen as I read the questions. Try to answer them.
1. Where did Dindo and his mother go?
2. Why did they go to Laguna?
3. What was Dindo worried about?
4. Would you feel the same?
5. Who was his cousin?
6. Who were his aunt and uncle?
7. What did they feel when they saw Dindo?
8. Was Dindo happy when they reached
Laguna?
9. Who did he see when he went to the yard?
10. What did they play with?
19
11. What did Dindo tell his mother after playing
with Jerry?
12. What did Dindo feel at the end of the story?
Who Said?
The characters in the story tell us who are the people
in it. In the story, the characters are Dindo, Mother,
Anton, Jerry, and Lola Ela.
Write in your notebook the name of the character
who said the following lines:
1. “Would you like to see my tadpole?”
2. “You will find friends there.”
3. “I will see you later.”
4. “These are my favorite biscuits.”
5. “Mama, I have a new friend.”
I Learned These
1. Where will Dindo and his mother go?
a. to Laguna
b. to Bulacan
c. to Pampanga
2. What will they do in the province?
a. visit Lola Ela
b. attend a wedding
c. celebrate a town fiesta
3. Who is his cousin?
a. Jerry
b. Ernie
c. Anton
4. What did he give Lola Ela?
a. biscuits and Milo
20
b. cookies and milk
c. bread and cheese
5. Who is Kiko?
a. his cousin
b. the tadpole
c. his new friend
Let’s Review
Dindo found a new friend. His name is Jerry.
They played together.
Let’s Try
Talk about your friend. You may start
with these sentences:
My new friend is _____.
He / She is _______.
Let’s Aim
These are the names in the story:
Dindo, Mother, Aunt Betty, Uncle Ernie, Kiko, Anton,
Jerry, Laguna, Milo, and Skyflakes, aunt,
grandmother, uncle, cousin, friend, tadpole
Which of them are names of:
1. persons?
2. places?
3. things?
4. animals?
Lesson 7
21
You will notice that some names start in big letters,
while others do not.
For example:
cousin Anton
province Laguna
tadpole Kiko
biscuits Skyflakes
What do you notice about the naming words in the
first column?
Yes, they are written beginning in small letters.
They are common names of people, places,
things, and animals.
What do you notice about the naming words in the
second column?
Yes, they are written beginning in big letters.
They are called proper names.
We Can Do It
Find the proper name for the following
common names.
Common Names Proper Names
friend
chocolate drink
aunt
uncle
22
I Can Do It
Tell the proper name for the following
common names.
1. mother
2. classmate
3. school
4. cat
5. pencil
Let’s Try
A Review of Letter Names and Sounds
Can you name the pictures in the box?
23
I Can Do It
Read each letter. Then give its sound.
Name the pictures in each row. Write in your
notebook the letter that begins their name.
c r h
n c b
r n h
c r n
b c h
Hh Cc Rr Nn Bb
24
Recalling Details
After the teacher reads a story, she will ask questions
that start with Who, What, Where. Other questions
could be When, How, How many, or How much.
These questions ask for details.
Listen to the following short story.
Pam and Karen are sisters. Pam is eight
years old while Karen is six years old. They
are studying in Jose Rizal Elementary School.
Pam has a red school bag, while Karen has
a yellow school bag. They ride a school bus
in going to school.
Note the details in the story. Answer these questions.
1. Who are sisters?
2. How old is Pam?
3. How old is Karen?
4. Where do they study?
5. What is the color of Pam’s bag?
6. How do they go to school?
Lesson 8
25
We Can Do It
Giving the Proper Names
From the story, give the proper names of the
following.
1. sisters
2. school
Give the proper name for the following
common names.
1. teacher 6. hospital
2. juice drink 7. dog
3. city 8. mother
4. school 9. pencil
5. kitten 10. milk
Give the common name of the following
proper names.
1. Dr. Macario Maceda a. dog
2. Milaor Central School b. milk
3. Anlene c. doctor
4. Bantay d. book
5. My Math Book e. school
Reviewing Letters
Name each picture. Write the beginning letter of its
name in your notebook. Choose from the letters
in the box.
m s l f t
h c r n b
26
Let’s Review
Noting details answer the questions Who, What,
Where, When, How, How many, and How old.
Let’s Try
Take turns asking your classmates using one of the
questions above. The classmate who answers asks
the next question.
Example: Who is your cousin?
Lesson 9
27
Let’s Aim
Can you give a pair of common and proper nouns?
For example: boy - Carlo
We Can Do It
I will read the words in the box.
Pick a pair of common and proper names from
the list.
city singer Inquirer
Adidas cat Sarah
Geronimo
shoes doctor newspaper
Muning Marikina City Dr. Melchor
Prado
Beginning Sounds of Words
Name each picture. Write in your notebook
the beginning letter to complete its name.
____ag ____at ____et
____op ____at ____ug
28
____un ____en ____an
____eg ____op ____an
Let’s Review
I will read a short story.
Mang Ador is a carpenter. He is fifty years old.
He works in Mariano’s Shop.
Every day, he goes to work at seven o’clock.
He rides a tricycle.
He brings his hammer and saw.
We Can Do It
Ask a question that starts with:
1. Who _______? 4. What time ______?
2. How old ______? 5. What ______?
3. Where ______?
Lesson 10
29
Proper and Common Names
Read each naming word. Write C if it is a
common name or P if it is a proper name. Do this
in your notebook.
1. Mang Ador
2. carpenter
3. hammer
4. Mariano’s Shop
5. tricycle
I Can Do It
Write each proper name correctly.
1. Pasig city
2. Miss Carmen rosal
3. pepsi
4. Abad medical hospital
5. dr. Rizalino rosas
I Can Draw
Read and sound each letter in the box.
Draw an object that starts its name in this letter.
Do this in your notebook.
Mm Cc Rr
Bb Nn Hh
Ff Ll Ss
30
Week 3: I Get Ready for School
Learning New Words
1. Which among the pencils is sharpened?
2. Who among the three boys is neat and tidy?
3. Which is a barber shop?
Lesson 11
31
Let’s Aim
How did you get ready for the start of school?
In the story that I will read to you, find out.
How did Moses get ready for the start of school?
Listen to my story.
Moses Gets a Haircut
“Moses, school starts next week,” says
Father. “Are you ready for school?”
“Yes, Papa. My notebooks are all
covered. My pencils are sharpened,” says
Moses.
“But I think you need a new haircut,” says
Mother. “Your hair is long.”
“But I want a long hair, Mama,” says
Moses.
It is Monday morning. The children are
in the classroom.
“You are all neat and tidy,” says Miss Lara.
“Your uniforms are new. Your hair is well-
combed.”
Then Miss Lara looked at Moses. “Moses,
your hair is nice, but I think it is a bit long.
Will you ask your father to take you to the
barber shop this Saturday?”
“Please cut my hair, Mr. Cortes,” says
Moses. “Miss Lara says it is nice but long.”
“Yes, Moses,” says Mr. Cortes. “A short
hair will look neat.”
32
We Can Do It
Listen to my questions and try to answer them.
1. What did Moses do to get ready for school?
2. Did you do the same?
3. What did Mother say about the hair of Moses?
4. Did Moses want a haircut? Why not?
5. What did Miss Lara tell the children?
6. What did Miss Lara tell Moses?
7. Did Moses tell Miss Lara that he wanted long
hair?
8. Where did Moses and his father go
that Saturday?
9. What did Moses tell Mr. Cortes?
10. What did Mr. Cortes say?
11. What do you think will Mother feel when he sees
the new haircut of Moses?
12. What do you think will Miss Lara tell Moses?
I Can Do It
1. One girl will pretend to be Mother. A boy will
pretend to be Moses. Dramatize what Mother
told Moses and the answer of Moses.
2. One girl will pretend to be Miss Lara. A boy will
pretend to be Moses. Dramatize what Miss Lara
told Moses and the answer of Moses.
33
Let’s Try
Remembering the Details
Let’s answer some questions about the story I read
to you yesterday.
1. Who was getting ready for school?
2. What is Moses’ grade level?
3. Who was his teacher?
4. What did Miss Lara tell Moses?
5. Where did Moses and his father go
that Saturday?
6. Who was the barber?
We Can Do It
Proper Names
Listen as I read the sentences about yesterday’s
story.
1. Moses is a Grade 1 pupil.
2. His teacher is Miss Lara.
3. He studies in Mabini Elementary School.
4. The barber shop is Peter’s Barber Shop.
5. Mr. Cortes is a kind barber.
I Can Do It
Write in your notebook the answers to these
questions.
1. In sentence 1, who is a Grade 1 pupil?
2. In sentence 2, who is the teacher?
3. In sentence 3, where does Moses study?
Lesson 12
34
4. In sentence 4, what is the name of the barber
shop?
5. In sentence 5, who is the barber?
Read your answers. What do we call these words?
What kind of naming words are they?
We Can Do This
More Letters to Review
Let’s name these animals.
Read these letters: Gg Pp Dd
1. Can we sound them?
2. What is the beginning sound of dog? goat?
goose? pig? duck?
35
Name these pictures.
36
Read these letters. Then sound them.
Can you give the letter that begins the name
of each picture?
Gg Pp Jj Dd Ww
37
I Can Do It
Sound each letter. Name the pictures.
Choose the picture whose name begins with the
letter on the left.
Pp
Gg
Jj
Ww
Dd
38
Let’s Recall
I will read the sentences that happened in our story
last Monday.
Moses went to the barber shop.
Mother told Moses that his hair is long.
Miss Lara told Moses to go to the barber shop.
Let’s Aim
Today we will learn to arrange the events in a story
from the first to the last that happened.
Events tell what happened in the story.
Are the events arranged from the first to the last
that happened? Which is first? Number it 1.
Which is second? Which is third?
We Can Do It
Read this short story.
The events in this short story follow an order.
The words first, next, and then tell us
the correct order.
Lesson 13
First, Dan took a bath.
Next, he wore his pajama.
Then he went to bed.
39
I Can Do It
Read the short story.
Copy these sentences in your notebook.
Number these events 1, 2, and 3 to show
the correct order.
____ Then it laid an egg.
____ First the bird made its nest.
____ Next it sat on the nest.
Let’s Aim
Write in your notebook the proper name
in each sentence.
1. My grandfather is from Marikina.
2. Mr. Pascual is the principal.
3. I drink Milo every morning.
4. My sister has a Barbie doll.
5. I named my kitten Dana.
Copy the sentences in your notebook.
Write the proper names correctly.
1. My sister is fiona.
2. My uncle lives in cotabato.
3. My doctor is dr. mendoza.
Then it laid an egg.
First the bird made its nest.
Next it sat on the nest.
40
We Can Do These
More Letters to Sound
Sound these letters.
Copy these letters. Do this in your notebook.
Pp Gg Jj Dd Ww
Write the letter that begins the name of each
picture. Do this in your notebook.
41
I Can Do It
Name the pictures. Write the letter that begins
their name. Do this in your notebook.
42
Let’s Recall
Do you remember how we arranged three events
in the order that they happened? What words
do we use to tell about these events?
The words first, second, third, then, last, and
finally help in arranging the events in order.
We Can Do It
Tell about the three pictures. Use first, second,
and third.
I Can Do It
Number the events 1, 2, and 3. Then tell about
these sentences. Do this in your notebook.
Lesson 14
43
Try It
What do you do in the morning before going
to school? Tell about it. Use the words first, second,
then, and last to help you in telling them in order.
Let’s Aim
Common and Proper Names
Let us give a proper name for the following
common names.
1. town 6. street
2. father 7. girl
3. mayor 8. soap
4. volcano 9. biscuit
5. singer 10. classmate
We Can Do It
Let’s have a contest. I will say a common name;
the players will give a proper name. The first to give
a correct answer wins.
1. actress 6. city
2. president 7. principal
3. river 8. province
4. city 9. mountain
5. book 10. hospital
44
Let’s Try
Beginning Letter and Its Sound
I will give a word. Write its beginning sound
in your notebook.
1. ball 6. gift
2. wand 7. candle
3. ring 8. window
4. doctor 9. pillow
5. jet 10. hammer
We Can Do It
Name the pictures. Write in your notebook the word
with its beginning sound to complete the names.
____en
____at
____et
____oll
____un
____op
____eb
____op
____en
45
Let’s Try
Arrange the pictures in the correct order.
We Can Do It
Form a group of three. Think of three things that you
do before leaving school. Each pupil in the group
will say a sentence about it.
We Learned This
Listen as your teacher reads the sentences.
Number them 1, 2, and 3 according to the order
that they happened. Do this in your notebook.
I wear my
uniform.
I go to school.
I take a bath.
I Learned These
Write P if the underlined word or words
is a proper name. Write C if the underlined word
or words is a common name.
1. I have a red bag.
Lesson 15
46
2. My teacher is Miss Tan.
3. Grandma gave me a doll.
4. My father is in Cebu.
5. The children are in the park.
Write the proper names correctly.
1. mrs. cadiz
2. national supermarket
3. dr. maceda
4. davao city
5. blackie
Write in your notebook the beginning letter
for the pictures.
1. 4.
2. 5.
3. 6.
47
Week 4: My Things
Learning New Words
Listen as your teacher reads the words.
Look at the pictures for them.
a pair of shoes
a small boy and a grown man
a fitting shoe
Lesson 16
48
Let’s Aim
Have you tried wearing your father’s
or your mother’s shoes? What did you feel?
In the poem that I will read, find out:
What did the boy say about his father’s shoes?
Listen as I read the poem.
Shoes
by Tom Robinson
My father has a pair of shoes
So beautiful to see!
I want to wear my father’s shoes,
They are too big for me.
My baby brother has a pair
As pretty as can be!
My feet won’t go into that pair –
They are too small for me.
There’s only one thing I can do
Till I get small and grown.
If I want to have a fitting shoe,
I’ll have to wear my own.
We Can Do It
Try to answer my questions about the poem.
1. Who is talking in the poem?
2. What did he say about his father’s shoes?
3. Why can’t he wear his father’s shoes?
4. What do you think did he feel when he couldn’t
wear his father’s shoes?
49
5. Would you feel the same?
6. Which shoes did he try wearing next?
7. Why can’t he use his brother’s shoes?
8. What must he do if he wants a shoe that fits
him?
I will read the poem again. Read it with me.
Let’s Try
Stanzas, Lines, and Rhyming Words
The poem has 3 stanzas. Each stanza has 4 lines.
I will read the first stanza again. Then let’s read
the words at the end of each line.
See and me sound the same.
We call them rhyming words.
We Can Do It
Listen as I read the second stanza. The words
at the end of the lines are:
Which word rhymes with be?
shoes
see
shoes
me
pair
be
pair
me
50
Listen to the third stanza. The words at the end
of the lines are:
Which word rhymes with do?
Yes, do and shoe rhyme.
Which word rhymes with grown?
More Letters to Sound
Let’s try to name the pictures.
Read and sound the letters.
Zz Yy Vv
do
grown
shoe
own
Zz Yy Vv
51
We Can Do It
Name each picture. Write in your notebook
the beginning letter of its name.
52
I Can Do It
Draw something whose name starts with the letter
below the box. Do this in your notebook.
Yy Zz Vv
Let’s Review
Let’s read together the poem Shoes.
Let’s do some action as we recite the poem.
Let’s Try
Do you remember our lesson on rhyming words?
Listen as I recite some rhymes.
Tell me the rhyming words that you hear.
Twinkle, twinkle little star
How I wonder what you are.
Up above the world so high.
Like a diamond in the sky.
What rhymes with star?
What rhymes with high?
Lesson 17
53
We Can Do It
Read with me the words in each line.
Write in your notebook the word that rhymes
with the word in the left box.
food foot nod hood
try night high tray
rain ran train ray
line slide pin mine
pen pan pin hen
I Can Do It
Read with me each pair of words. Put a after the
number if the two words rhyme; X if they don’t.
Do this in your notebook.
1. bat, hat 4. road, rode
2. pen, pet 5. smile, spin
3. line, shine 6. town, brown
Let’s Review
Write in your notebook these words with the
beginning sound of the name of each picture.
___an
___op
___en
___ot
___ar
___ug
54
___ell
___up
___uck
___ix
___un
___in
Get Set
Choose the girl who wears a uniform.
A pet is not allowed in school.
a. A pet may be in school.
b. A pet should not go to school.
c. A pet should attend class.
Let’s Aim
1. What does your pet do when you are leaving for
school? In the story that I will read, let’s find out.
2. What did Lida’s pet do when she was leaving for
school?
Lesson 18
55
Listen to the story that I will read.
Where Is Mingming?
“Mingming, I will go to school tomorrow,”
Lida said to her pet cat. “Be good while I’m
in school.”
“Meow,” answered Mingming.
“Look at my bag. I have three pencils
and two erasers. I have six notebooks. And
look, I have one long ruler and one book.”
“You better sleep early, Lida,” Mother said.
“The bus will come early tomorrow.”
“Let’s sleep, Mingming,” said Lida.
The next day, Lida woke up early. “Wow,
my uniform looks good,” she said.
“Yes, you are a big girl now,” Mama said.
“Come, eat your breakfast.”
She ate her breakfast: two eggs, two slices
of bread, and a glass of milk.
Poot, poot!
“Lida, the school bus is here,” Papa said.
“Goodbye.”
“Where is Mingming?” asked Lida. “I will say
goodbye to her.”
But Mingming was not in the room.
She was not in the kitchen. She was not
on the sofa.
When Lida reached the classroom,
she opened her bag to get her notebook
and pencil.
56
“Meow.”
“Oh, Mingming,” Lida said softly. “Why did
you come with me? Pets are not allowed
in school.”
We Can Do It
Answer my questions about the story.
1. Who is getting ready for school?
2. Who is Mingming?
3. What did Lida put in her bag?
4. Why should Lida sleep early?
5. What did she eat for breakfast?
6. How will Lida go to school?
7. Who did Lida look for before going to school?
8. What do you think did she feel when she did not
see Mingming?
9. Where did she find Mingming?
10. What do you think did she feel when she found
Mingming in her bag?
11. What do you think will she do with Mingming?
I Can Do It
Choose the word that answers each question.
Write them in your notebook.
1. Who? Lida book bus
2. What? mother eraser school
3. Where? bedroom uniform driver
4. Who? father eggs milk
5. Where? book Ming sofa
57
Let’s Try
I will begin part of the story that we had yesterday.
Add a sentence or two to complete the story.
Do this in your notebook.
Lida placed her things in the bag.
She placed ______, _______, _______,
______, and ______.
We Can Do It
Add words to complete the story. Do this
in your notebook.
Lida ate her breakfast. She ate ______
and ______ and she drank _____.
Lida could not find Mingming. She was not
in the _______. She was not in the _______.
And she was not on the _______.
Let’s Aim
Names That Mean More Than One
Read these sentences from the story.
1. Lida has three pencils.
2. She has six notebooks.
3. She has two erasers.
4. She has one ruler.
5. She has one book.
What school thing does Lida have in number 1?
In number 2? In number 3?
Lesson 19
58
Let’s read the words that you wrote: pencils,
notebooks, erasers.
What school thing does Lida have in number 4?
In number 5?
Let’s read the words that you wrote: ruler and book.
What do you notice at the end of pencil, notebook,
and eraser? Why?
Is there an s at the end of ruler and book? Why?
We Can Do It
Let’s have a game. I will show objects / pictures.
Tell me if you will add –s or not to their names.
(Teacher may show objects / pictures of marbles,
pins, erasers, pupils, . . .)
I Can Do It
Look at the picture in each box.
Write the correct name for it. Do this in your
notebook.
flower flowers cup cups dog dogs
Remember This
We add –s to the naming word if there is
more than one. We don’t add an –s to the
naming word if there is only one.
59
bag bags hen hens pig pigs
Let’s Try
Ending Sounds of Words
Listen as I say each word. Tell me the sound
that you hear at the end.
1. bus 6. red 11. buzz
2. rat 7. web 12. boy
3. ham 8. leaf 13. cow
4. car 9. bell 14. map
5. van 10. tag 15. pad
We Can Do It
Listen as I say each word. Complete its name
by adding the ending letter. Do this in your
notebook.
1. (big) bi___ 6. (mop) mo___
2. (cob) co___ 7. (rod) ro___
3. (men) me___ 8. (ram) ra___
4. (pet) pe___ 9. (toy) to___
5. (bow) bo___ 10. (mug) mu___
I Can Do It
Complete the name of each picture by adding
the ending letter. Do this in your notebook.
60
ca___ bu___ tu___
gu___ ba___ bi___
fa___ ca___ be___
Let’s Aim
Do you remember the story of Lida and her pet cat?
Let’s retell it using these questions as your guide.
We Can Do It
Who will go to
school? ______ will go to school.
What did she
place in her bag?
She placed ______, ______,
_____, and ____ in her bag.
Lesson 20
61
How did she go to
school the next
day?
She went to school by _____.
Where did she
look for
Mingming?
She looked for Mingming in the
_______, in the ______, and on
the ______.
Where did she find
Mingming? She found Mingming in _____.
I Can Do It
Now I will call some pupils to retell the story.
The questions that I will ask will be your guide.
I Learned
Beginning and Ending Sounds
Name each picture. Write its beginning letter.
Do this in your notebook.
___op
___at
___et
____en
____up
___eg
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Name each picture. Write its ending letter.
Do this in your notebook.
ca____
ha____
bu____
bi___
pa____
to____
Week 5: I Have Wishes
Learning New Words
Listen as I read the sentences. Look at the picture
for each sentence.
My bag has a tag.
My skirt and blouse
match.
Lesson 21
63
My mother hugs me.
Let’s Aim
I wish that I will have many friends.
What is your wish?
In the poem, what is the speaker’s wish?
Listen as I read the poem.
Wishes
What is your wish?
I wish to have a bag with
a pretty pink tag.
What is your wish?
I wish to have a watch
with a gold ring to match.
What is your wish?
I wish to have two dresses.
I will pay you with hugs
and kisses.
What is your wish?
I wish that you will be my
friend and our friendship
won’t end.
64
We Can Do It
Listen to my questions and try to answer them.
1. What was the first wish of the speaker?
2. What should be on the bag?
3. What was her second wish?
4. What should match the watch?
5. What was her third wish?
6. What will she give if she gets two dresses?
7. What was her last wish?
8. Who do you think is making the wish?
9. Why did you say so?
10. Which among her wishes do you like best? Why?
We Can Do It
Listen as I read the poem again. You may follow
reading what I read.
Let’s Try
Rhyming Words
I listed down the pair of words at the end of the lines
of the poem. Let’s read them.
1. What do we call each pair of words?
2. Can you give another pair of rhyming words?
dresses
kisses
bag
tag
watch
match friend
end
65
We Can Do It
Read the poem again by groups.
Do some actions as you read the lines.
Let’s Try
One and More Than One
Read each pair of sentences.
1. The girl has one wish.
I have two wishes.
2. She wants one watch.
I will wish for two watches.
3. I want a dress.
She wants two dresses.
4. I will pay mother with a kiss.
She will pay with many kisses.
In pair 1, what did the girl have?
what did the “I” have?
In pair 2, what did she want?
what did the “I” wish for?
In pair 3, what did the “I” want?
what did she want?
In pair 4, what will the “I” pay mother?
what will she pay mother?
Read the pair of answers in the box.
wish wishes
watch watches
dress dresses
kiss kisses
Lesson 22
66
1. Which column has words that mean one?
2. Which column has words that mean many?
3. What are the letters that end the first word?
The second word? The third word?
The fourth word?
4. If the naming words end in -sh, -ch, and -ss,
what letters do we add to make them mean
more than one?
We Can Do It
Let’s have a game. I will say a word. Make it mean
more than one.
1. glass 4. patch
2. match 5. bench
3. dish
I Can Do It
Make each word mean more than one.
1. match 4. wish
2. kiss 5. bench
3. dress
Remember This
For the naming words that end in -ss, -sh, and
-ch, add -es if they mean more than one.
67
Reading Words
Name the pictures.
Sound the first letter of
each word.
Sound the ending –et.
Read the words.
We Can Do It
I will point a picture. Get the word card that
names it.
net
jet
pet
vet
met
get
yet
wet
68
I Can Do It
Draw a line to connect the picture to its name.
wet
pet
met
jet
net
Let’s Try
Look at the copy of the poem in the chart.
Let’s try to read it.
Each group will recite one stanza.
Lesson 23
69
We Can Do It
Can I call for a pair of children who will recite
the poem?
Let’s Try
Words That Mean More Than One
Listen as I read the sentence for each picture.
1. There are six boxes
on the table.
2. The farmer saw two
foxes in his farm.
What is the ending letter of box? fox?
What was added to the words to make them mean
more than one?
Remember This
For the naming words that end in x, add -es if it
means more than one.
70
Listen as I read the sentences for the pictures.
1. There is a fly on the food.
There are many flies in the trash can.
2. My teacher reads a story to us.
My mother reads two stories every night.
3. I ate a strawberry.
My sister ate several strawberries.
What is the ending letter of the words fly, story,
and strawberry?
How did these words change when there was
more than one?
71
We Can Do It
Write in your notebook the name of each picture.
box, boxes
fly, flies
strawberry, strawberries
lady, ladies
Let’s Try
Reading Words
Name these pictures.
Remember This
For the naming words that end in y, change y
to i and add -es.
72
We Can Do It
Read the names by sounding the beginning letter
and the ending –en.
I Can Do It
I will point a picture. Get the word card that
names it.
We Can Do It
Recite the poem with me.
Talk about your wish. Draw it in your notebook.
One or More Than One
Listen to my sentences. Tell me the correct
naming word.
1. I gave my mother three (kiss, kisses).
2. Myrna washed one (glass, glasses).
3. There were six (lady, ladies) in the room.
4. There is a (fox, foxes) in the zoo.
5. Father bought a (watch, watches) for my
brother.
6. I know three (story, stories).
7. There are many (butterfly, butterflies)
in the garden.
8. I will make three (wish, wishes) on my birthday.
Lesson 24
hen
men
pen
ten
73
9. There are many (bus, buses) on the road.
10. There is one (bench, benches) in the park.
Reading Words
Draw a line from the picture to the word.
1.
net
2.
wet
3.
jet
4.
pen
5.
ten
6.
hen
74
We Can Do It
More Rhyming Words
I will read three words. Write in your notebook
two words that rhyme.
1. ball bat fall
2. fine shine bright
3. best bend west
4. dry fly stay
5. bike bind alike
See What I Have Learned
Choose the pair of words that rhyme.
1. rain – again 6. seen – been
2. sun – fun 7. led – let
3. fat – hat 8. bug – rug
4. sky – by
5. book – look
We Can Do It
Naming Words That Mean More Than One
Give the word that means more than one.
1. candy 6. bench
2. fly 7. match
3. story 8. wish
4. butterfly 9. lady
5. sky 10. fox
Lesson 25
75
See What I Learned
Write the word that means more than one. Do this
in your notebook.
1. kiss
2. box
3. dish
4. baby
5. watch
I Can Do It
Reading Words
Read each word. Draw what it says. Do this
in your notebook.
pen net hen
jet ten men
Let’s Try
Read these words.
Look at each picture. Read the group of words
about it.
in the net
in on the has
76
the ten men
a wet net
has a pen
Week 6: I’m Growing!
Let’s Try
Learning New Words
Look at the pictures. Listen as your teacher reads
their names.
Lesson 26
77
Let’s Aim
What do you do with old dresses or pants that don’t
fit you anymore?
What did mother do with the old pants that did not
fit the boy anymore?
My Pair of Shorts
Jed wants to play in the park. He got
his bat and ball. He wore his rubber shoes.
He got his cap.
Mother gave him two shirts. “You may wear
the red one. Put the other shirt in your bag.
Change your shirt to this yellow one
after playing. And I prepared five sandwiches.
Share them with your friends.”
He was starting to wear his pants, but there
was a problem.
“Look Mama. My pants are short for me,”
said Jed.
“Oh, yes. You are growing taller. We can
give the pants to your brother Tom.”
“But I love my pants Mama. Can’t I still
use them?”
“Hmmm, let’s see. I need a pair of scissors,
thread, and needle.”
Rip, rip, rip. Cut, cut, cut.
“Look, Jed, you have a pair of shorts!”
“Oh. It looks good on me. Thank you
Mama. I will use this now while I play with
David, Benny, Ric, and Dan.”
78
Let’s Try
Listen to my questions about the story.
Try to answer them.
1. What will Jed do?
2. Where will he play?
3. What things did he prepare?
4. Why did Mother ask him to bring two shirts?
5. What was his problem with his pants?
6. What was Mother’s first solution to his problem?
7. Why didn’t Jed want to give it to his brother?
8. What was Mother’s second solution?
9. What happened to Jed’s pants?
10. What did he tell his mother?
11. What did Jed feel when he wore the shorts?
We Can Do It
What I will do with my old clothes:
1. Make two boxes in your notebook.
2. In the first box, draw a dress, pants, or shirt
that you don’t use anymore.
3. In the second box, draw what you will do with it.
Let’s Try
Words That Mean One or Many
Try reading the sentences with your teacher.
1. Jed has two shirts.
2. He has a cap.
3. Mother made five sandwiches.
Lesson 27
79
4. He has a bat and a ball.
5. He has four playmates.
We Can Do It
Write in your notebook the answer to each question.
1. How many shirts did Jed bring?
2. How many caps did he use?
3. How many sandwiches did his mother make?
4. How many bat and ball did he have?
5. How many playmates did he have?
I Can Do It
Listen as I read each sentence. Write in your
notebook the counter. Beside each word, write O if
it means one and M if it means many.
1. Grandma has ten grandchildren.
2. I have many cousins.
3. I have one sister.
4. Uncle Vic gave me a doll.
5. He gave my brother two puppies.
Remember This
The words two, four, five, and many are
called counters. They tell us that there is more
than one naming word.
The words a and one are also called counters.
They tell us that there is only one naming
word.
80
Let’s Try
Reading New Words
Study the pictures. Read their names.
bed
wed
fed
led
Sound the beginning letter and the ending –ed
to read the words.
bed Med
fed Ned
led Jed
red Ted
wed
Let’s Try
Thanking Mama
Jed wants to thank his Mama for fixing his shorts.
Let us help him. Do this in your notebook.
Lesson 28
81
We Can Do It
One or Many Naming Words
Listen to my sentences. Take note of the counters.
Tell if the counters mean one or many.
1. There are forty pupils in class.
2. There is a table in the room.
3. The janitor placed many desks.
4. There are three blackboards.
5. We have one teacher.
I Can Do It
Listen as I read the sentences. Write the counters
in your notebook. Beside each counter, write
the correct naming word.
1. Nan has two (flower, flowers).
2. Jed has a (bat, bats).
3. I have one (pencil, pencils).
4. Mother has many (dress, dresses).
5. There are six (glass, glasses) on the table.
Dear Mama,
Thank you for fixing my _______________.
I like wearing it.
Love,
__________
82
I Can Do It
Reading Words
Name each picture. Write in your notebook
the correct name.
bed
red
fed
wed
led
red
men
pen
ten
met
jet
net
hen
men
pen
pet
yet
wet
Let’s Try
Read the sentences.
1. Ben has a net.
2. Jed has a pen.
3. Den fed the hen.
4. Pet is in the den.
5. The men are in the jet.
Read and answer the questions that start with Who.
1. Who has a net?
2. Who has a pen?
3. Who fed the hen?
83
4. Who is in the den?
5. Who are in the jet?
I Can Do It
Read each sentence. Draw what it says. Do this
in your notebook.
1. Jen has a net.
2. Ben has a net.
3. Pet is on the bed.
We Can Do It
More Naming Words That Mean One or Many
I will group you into four. Each group will choose
a picture and make a sentence about it.
Lesson 29
84
I Can Do It
I will read each sentence.
Write in your notebook the correct naming word.
1. I have a pet (cat, cats).
2. Pat makes three (wish, wishes).
3. Mama has a (baby, babies).
4. Five (lady, ladies) are in the car.
5. There are ten (bug, bugs) in the jar.
Let’s Try
I Can Read
Read each sentence. Answer the What question.
The hen is on the bed.
What is on the bed?
The net is wet.
What is wet?
85
I Can Do It
Read each sentence. Answer the questions.
Ben has a pet hen.
Who has a pet hen?
What is Ben’s pet?
Den has a wet net.
Who has a net?
What is wet?
Ted has a red pen.
Who has a pen?
What is red?
Measure My Learning
One or Many
Read each word with your teacher.
Write in your notebook the word that means many.
1. bag 5. bed 9. watch
2. box 6. dish 10. bus
3. baby 7. animal
4. hen 8. fly
Lesson 30
86
Read each sentence. Write in your notebook
the correct counter for the naming word.
1. I have (one, two) dolls.
2. Father gave me (a, many) kiss.
3. There are (six, one) boxes in the cabinet.
4. Miss Tina tells us (a, many) stories.
5. Nena has (a, two) brother.
We Can Do It
I Can Read
Read each sentence and answer the Where
question.
1. The pen is on the bed.
Where is the pen?
2. The men are in the jet.
Where are the men?
3. The hen is in the net.
Where is the hen?
I Can Do It
Look at each picture. Answer the Where question.
Where is Ted?
Ted is _____.
87
Where are the men?
The men are _____.
Where are the hens?
The hens are _____.
Week 7: I Have a Grandmother
Let’s Try
Look at each picture as your teacher reads words
about it.
I love pancakes.
I spread butter
and put syrup on it.
I pour the flour in a cup.
Eggs, flour, sugar, and
milk are ingredients
in cooking pancakes.
Lesson 31
88
Let’s Aim
Do you like pancakes?
Do you know how to cook pancakes?
In the story that I will read, find out:
1. Who likes pancakes?
2. How are pancakes cooked?
Cooking Pancakes with Grandma
Grandma visits us once a month. When she
comes, she cooks many things.
One Saturday, I said “Lola, I like pancakes
for breakfast.”
“Okay, I will cook pancakes,” she said.
“May I help, Lola?” I asked.
“Yes you may, Jana. Let’s prepare the
things that we need.”
“I need a can of milk and a cup of flour,”
she said.
“Here, I got them from the grocery
cabinet,” I said.
“Do we have eggs?” she asked.
“There are ten eggs in the ref,” I answered
as I got six of them.
89
“I need several teaspoons of sugar.”
I got the jar of sugar.
Grandma showed me how to mix
the ingredients in a bowl. Then she heated
the pan and poured the mixture.
“Oh, I can see the round pancakes.
They smell good,” I said.
“Now, we need butter and syrup.”
My brother came to the kitchen.
“Something smells good!” And he ate
the pancake on my plate.
“Nick, that’s my pancake,” I said.
“Nick, you should have waited
for this other pancake,” said Grandma.
“Oh, I’m sorry. May I help in cooking
the other pancake?” said my brother.
We Can Do It
Listen to my questions and try to answer them.
1. Who loves pancakes?
2. Who cooked pancakes?
3. Who helped Grandma cook pancakes?
4. What ingredients did Grandma use in cooking
pancakes?
5. What do you think did Jana feel when she saw
the cooked pancake?
6. Who came to the kitchen?
7. What did Nick do with the cooked pancake?
8. What did Jana feel when her brother ate
the pancake?
9. What did Grandma tell Nick?
10. What did Nick do at the end of the story?
90
Let’s Try
Writing a Thank You Letter
Jana would like to thank Grandma for cooking
pancakes for her. Continue her Thank You letter.
Do this in your notebook.
Dear Lola,
Thank you for _____________________.
Next time, let’s cook _________.
Love,
_______________
Learning Mass Nouns
Here is a list of ingredients for making pancakes.
Let’s read them.
1. What words were used before flour, sugar,
and milk?
2. Why do you think did we use a can of, a cup of,
and a jar of? Can we count flour, sugar,
and milk?
3. What word was used before eggs? Can we
count eggs?
Lesson 32
a cup of flour
a jar of sugar
a can of milk
three eggs
91
Reading Words
Let’s name these pictures.
Read the names of the pictures.
beg eggs legs peg
Write in your notebook the correct name
of each picture.
bed
beg
pen
peg
led
legs
Remember This
Naming words that cannot be counted
are called mass nouns. Naming words
that can be counted are called count nouns.
92
eggs
hens
wet
wed
pet
peg
I Can Do It
Listen as your teacher reads the sentences.
Put number 1 on the sentence that tells
what happened first, 2 on the sentence
that happened next, and 3 on the sentence
that happened last. Do this in your notebook.
A.
Jana got the flour, milk, eggs, and sugar.
Grandma gave Jana a cooked pancake.
Grandma poured the mixture in the pan.
B.
Nick helped Grandma cook the pancake.
Nick ate the pancake on the plate.
Nick said “I’m sorry” to Jana.
Let’s Recall
Naming Words: Count or Mass
1. What do we call the naming words that can
be counted?
2. What do we call the naming words that cannot
be counted?
Lesson 33
93
We Can Do It
I will say a group of words. Tell me if it is a mass
or count noun.
1. juice 6. books
2. bottles 7. chicks
3. girls 8. oil
4. water 9. rice
5. coffee 10. meat
Read each sentence. Draw a line to connect it
to the picture.
1. Pem has pegs.
2. My pet begs.
3. Ted weds Meg.
4. Den has wet legs.
5. Ben has ten eggs.
94
We Can Do It
Give an example of a mass noun.
Give an example of a count noun.
I Can Do It
Make two boxes in your notebook. In Box A, draw 5
count nouns; in Box B, draw 5 mass nouns.
I Can Do It
Reading Sentences and Answering Questions
Read each sentence. Write the answer
to each question.
1. The pegs are on the bed.
Where are the pegs?
2. Ben led the men.
Who led the men?
3. Meg is in the jet.
Who is in the jet?
4. The hen has eggs.
What does the hen have?
5. Jed and Den met.
Who met?
We Can Do It
Reading a Short Story
Read the following short story by groups.
Then answer my questions about them.
Lesson 34
95
Ben and His Hen
Ben has a hen.
His hen is red.
His hen sits in a basket.
“Oh, there is an egg in the basket.
Pet Hen, thank you for this egg.”
1. Who has a hen?
2. What is red?
3. Where did the hen sit?
4. What is in the basket?
5. What did Ben tell the hen?
I Have Learned Them
I will read the words in the big box. Copy the
following table. List in the first column the count
nouns. List in the second column the mass nouns.
eggs sugar
boys father
milk flower
bed gasoline
sand salt
Count Nouns Mass Nouns
Lesson 35
96
I Can Draw Them
Read each sentence. Draw what it says. Do this
in your notebook.
1. The pet hen is wet. 4. Jen has a red pen.
2. Pem met Den. 5. Ken has a net.
3. The peg is on the bed.
Week 8: I Get Gifts
Let’s Try
Look at the pictures. I will read their names.
Point the picture for the name that I will read.
a bag two books
a belt two bars of chocolates
a bag of nuts a pack of gums
Lesson 36
97
Let’s Aim
1. Who is your uncle?
2. What gifts does he give you?
3. In the story, what did the uncle send
the children?
Listen as I read the story.
Uncle Ed’s Gifts
Uncle Ed sent a big box. The box said
“For Timmy and Tina.”
What could be in this box?
“There are two bars of chocolates,”
says Tina. “I love chocolates.”
“There’s a bag and a belt,” says Timmy.
“I think the belt is for me. And look, the bag
has a tag. It says Tina.”
“There is a bag of nuts and a big pack
of gums,” says Mother.
98
“And there are two storybooks,” says Tina.
“I can read the first one, while you read
the other one. Then let’s exchange.”
“Good idea,” says Mother. “Both of you
will read the books.”
“Meow! Meow!”
“Oh, Muning is inside the box. She can’t
get out,” laughed Timmy.
“Oh Muning,” says Tina. “This box is not
your bed.”
“Let’s send a card to Uncle Ed. Let’s thank
him for all the goodies.”
We Can Do It
Answer my questions about the story.
1. Who sent a big box?
2. For whom did he send the box?
3. What were inside the box?
4. What do you think did Tina and Timmy feel
when they saw the things in the box?
5. Would you feel the same?
6. What did they hear as they were getting
the goodies in the box?
7. How do you think did Muning get inside the box?
8. What will Tina and Timmy send Uncle Ed?
9. What do you think will they tell Uncle Ed?
10. If you were Tina and Timmy, what would you tell
Uncle Ed?
99
We Can Do It
Pretend that you are Tina and Timmy. What will you
write in the card for Uncle Ed?
I Can Do It
Make a card for Uncle Ed. On a sheet of paper,
draw something on the left side. Write your
Thank You letter on the right side.
We Can Do It
Count and Mass Nouns
Here are the things that Uncle Ed sent.
Which are count nouns? Which are mass nouns?
Make a list in your notebook similar to the one below.
a bag two books
a belt two bars of chocolates
a bag of nuts a pack of gums
Lesson 37
100
Let’s Try
Reading Words
Name the pictures in the box.
Read the words.
bell
fell
sell
tell
well
yell
101
Read each sentence. Draw what it says. Do this
in your notebook.
1. Nell fell into the well. 4. The pen is on the bed.
2. Del sells pens. 5. I yell at Sel.
3. The bell is on the bed.
Let’s Try
What Did They Feel?
Sometimes you are happy. Sometimes you are sad.
I will read what happened in the story. Tell me what
the character felt.
1. Tina got a bag from Uncle Ed.
2. The children got books.
3. Muning cannot get out of the box.
4. Uncle Ed got a card from Tina and Timmy.
5. Muning got out of the box.
We Can Do It
Tell me: When do you feel sad?
When do you feel happy?
Let’s Recall
What do we add to a naming word when it means
many?
Sometimes we add -s; sometimes we add -es.
For example, we say eggs, bags, wishes, boxes,
benches.
Lesson 38
102
Let’s Aim
Counters for Mass Nouns
Mass nouns cannot be counted. Instead of adding
-s or -es at the end, we use counters.
Read the following mass nouns found in our stories.
a bag of flour
a can of milk
a jar of sugar
a bar of chocolate
a pack of nuts
a teaspoon of syrup
We Can Do It
Write in your notebook the counters in the following
mass nouns.
1. a glass of juice
2. a teaspoon of sugar
3. a box of soap
4. a sack of rice
5. a liter of oil
To tell if the mass noun means many we add –s
to the counters. Read these mass nouns.
1. a gallon of water – two gallons of water
2. a kilo of meat – seven kilos of meat
3. a slice of cheese – two slices of cheese
4. a bottle of perfume – two bottles of perfume
5. a jar of cream – three jars of cream
103
We Can Do It
Listen as I read the following mass nouns.
Make them mean many. Do this in your notebook.
1. a can of sardines
2. a kilo of sugar
3. a slice of meat
4. a pot of kare-kare
5. a bowl of soup
We Can Do It
More Words That I Can Read
Read these words.
pen ten men hen den
net wet set get jet
bed red fed wed led
leg beg leg peg Meg
I Can Do It
Write in your notebook the name of each picture.
pen
pet
peg
bed
beg
bell
led
leg
let
wet
wed
web
104
bed
beg
bet 10
ten
tell
Ted
wet
wed
well
pet
pen
peg
We Can Do It
Listen to the sentences that I will read.
In your notebook, draw a happy () or a sad ()
face after the number of each sentence.
1. My dog bit the pages of my book.
2. Mother made a sandwich for me.
3. My friend and I played.
4. Grandma cooked hotdog for me.
5. My brother got my toy.
Let’s Aim
The counter of the mass noun should be correct.
For example, it is not correct to say:
a bottle of meat a sack of water
Lesson 39
105
I Can Do It
Listen as I read the mass nouns.
Write in your notebook the correct counter.
1. (a glass of, a sack of) juice
2. (a bar of, a bottle of) chocolate
3. (a kilo of, a liter of) gasoline
4. (a cup of, a box of) hot milk
5. (a can of, gallon of) water
I Can Read
Read the two sentences in each box.
Answer the questions about them.
Ben has a pet hen.
The hen fell into the well.
1. Who has a pet?
2. What is his pet?
3. Where is his pet?
Del has a red bell.
Her bell is on the bed.
1. Who has a bell?
2. What is red?
3. Where is the bell?
Ned has a wet net.
The net is in the well.
1. Who has the net?
2. What is wet?
3. Where is the net?
106
Let’s Try
Make two boxes in your notebook.
In the first box, draw when you feel sad.
In the second box, draw when you feel happy.
I am happy.
I am sad.
I Can Do It
Write One if the underlined mass noun means one;
Many if it means many. Do this in your notebook.
1. She bought a kilo of rice.
2. We ate two bars of chocolates.
3. Mother served six bottles of water.
4. I drank a cup of hot tea.
5. The visitors ordered two glasses of juice.
6. Mother cooked a bowl of soup.
7. She ate two slices of cake.
8. He drank a bottle of softdrinks.
I Learned These
Read the words in the box.
ten leg bed bell jet
pen egg fed well net
Lesson 40
107
Write the name of each picture in your notebook.
Choose from the words in the box.
10
Write a sentence for each picture. Do this
in your notebook.
108
Read the story.
Ted’s Pet
Ted has a pet.
His pet is a hen.
He feeds his pet hen.
“Red Hen, don’t go
to the well.”
But Red Hen runs.
“Red Hen,” Ted yells.
“Oh, Red Hen falls into the
well!”
Ted gets a net.
He gets Red Hen out of the
well.
Write the correct answer in your notebook.
1. Who has a pet?
a. Jed
b. Ted
2. Who is his pet?
a. Red Pet
b. Red Hen
3. Where did Red Hen go?
a. to the pen
b. to the well
4. What did Ted get?
a. a pen
b. a net
5. Did Ted get Red Hen out of the well?
a. Yes
b. No
109
We all have a family.
Some may be big,
Some may be small.
My family is just right for me.
I love my family.
Unit 2
I Love My Family
110
Week 1: I Have a Family
Let's Try
Introduce your family. Show your family picture
to your classmates. Say the name of each member
of your family.
“This is my family.”
“My father is ___________.” (Say this for every
member who is part of your family.)
“I love my family.”
Get Set
I will read each word. Check the picture that tells
about that word.
picnic
farm
Lesson 1
111
barrio
Let’s Recall
What do you like to do with your family?
Let's Aim
In the story that I will read, find out:
What Ben likes to do with his family.
Listen as I read the story.
The Picnic Surprise
I am Ben. I like to go out on picnic trips
with my family.
Nanay asked me, “What do you want me
to cook for the picnic tomorrow?”
I answered, “Well, Nanay, you know what
our favorite picnic foods are. I like spaghetti,
Kuya Ramon likes chicken sandwich, and Raya
likes hotdog on a stick.”
“Okay then,” Nanay answered, “that's what
I am going to prepare for the picnic.”
The next day, everybody was excited.
I saw my Kuya Ramon help Nanay prepare
the food basket. I saw my little sister, Raya
folding the table napkins.
112
I hope Tatay is here. Tatay needs to work
in the farm in the barrio. He has to live there
most of the time. He only comes home
every end of the month. Today is not the end
of the month, so I know that he is not coming.
Just before we were about to leave for the
picnic, I heard a loud voice call, “Ben! Can I
join you?”
I ran out to find out who it was. It was Tatay!
I was so happy to see him! I know this is
my happiest family picnic!
Listen to my questions about the story and try
to answer them.
1. What does Ben like doing with his family?
2. What did his mother ask about?
3. What did Ben ask his mother to prepare
for the picnic?
4. What was everybody feeling about the picnic?
5. What was Kuya Ramon doing?
6. What was Raya doing?
7. If you were the brother or sister of Ben, what
would you do to help prepare for the picnic?
8. Who did Ben think about?
9. What do you think was he feeling when he
remembered Tatay?
10. Where does Tatay work?
11. What was the picnic surprise?
12. What do you think Ben felt when he saw Tatay?
Why?
113
What is your favorite part of the story? Draw it
in your notebook.
Let's Recall
In our story yesterday, how many brothers and sisters
does Ben have?
I Can Do It
Listen to the question. Answer the question in front
of the class.
“How many brothers and sisters do you have?”
“I have ____________ brother/s and _________ sister/s.”
Let's Aim
The Pronoun I
Look at the pictures and listen as I read the
sentences in the dialogue bubble.
A
B
C
Lesson 2
My name
is Raya.
I am 4 years
old.
My name
is Ramon.
I am 13 years
old.
My name
is Ben.
I am 8 years
old.
114
1. Who is speaking in picture A?
2. Who is 8 years old?
3. What word did he use to talk about himself?
4. Who is speaking in picture B?
5. Who is 13 years old?
6. What word did he use to talk about himself?
7. Who is speaking in picture C?
8. Who is 4 years old?
9. What word did she use to talk about herself?
We Can Do It
I will ask a question about you. You have to answer
using the pronoun I.
1. How old are you?
2. What do you like to do after class?
3. What do you bring to school?
Let's Aim
Word Attack Skills
Listen as I read the sentences.
Ben received a hat from Nanay.
Tatay gave Ben a bat.
Kuya Ramon has a cat for Ben.
Raya placed all the gifts on a mat.
Remember This
We use the pronoun I when the speaker talks
about himself or herself.
115
Let us name the pictures from the sentences.
What is the sound that you hear in all of the words?
Let us look at other words with -at.
-at
hat
mat
cat
sat bat
rat
fat
We Can Do It
Read the word cards. Choose the correct picture
of the word that you read from the board.
Word cards: hat, fat, cat, mat, bat, pat, sat, rat
116
I Can Do It
Choose the correct word for each picture.
1.
cat fat sat
2.
mat map man
3.
bet bat beg
4.
sat rat hat
5.
fat rat mat
Let's Answer
Group Game:
Each group will be given the letters a, e, h, t, r, s, n,
and m.
I will show you a picture one at a time. Spell the
word of each picture shown using the letters given
to you.
(Teacher will use words in the -at family as well as
short e words previously learned.)
117
Let's Recall
Look at the pictures as I read the dialogue bubble.
What do we use when the speaker talks
about himself?
We Can Do It
Group Sharing:
In a group, each member will be sharing the answer
to one question. Make sure you answer with
the pronoun I.
“What do you like to do with your family?”
Let's Aim
Word Attack Skills
Listen as I read the sentences.
Father likes to cook with a pan.
Mother likes to use a fan.
Brother likes to clean with a rag.
Sister likes to bring a pink bag.
Lesson 3
I am Ben.
I like going to picnics
with my family.
119
We Can Do It
Each one will get a word card. Read the word
aloud. Look for the picture that shows the word
in your card from the basket. If you found the
correct picture, post the picture on the board
together with the the word card.
Word cards: -at, -an, -ag words
I Can Do It
Write in your notebook the correct word
for each picture.
121
Let's Recall
When do we use the pronoun I?
I Can Do It
Draw a self-portrait in your notebook. You may use
a mirror.
Complete the following sentences.
___ am _______.
____ am _____ years old.
Let's Aim
Word Attack Skills
Listen as I read the sentences.
We will go on a picnic. Mother prepared
ham sandwiches. She also brought jam for me.
The jam is in a colorful jar. We all rode our car going
to the picnic.
Lesson 4
122
Let's name the pictures from the sentences.
What are the sounds that you hear in the words?
Let us look at other words with -am and -ar.
-am
ham
ram
jam
-ar
car
far
jar
We Can Do It
Let's try to spell!
I will show you the picture cards of the words
with short a. Spell the words out loud.
123
I Can Do It
Match the words with the correct picture.
1. jam
2. car
3. jar
4. ham
5. ram
124
Let's Answer
Look at the picture. List the names of things in the
picture with short e and short a.
Let's Try
Listen to my story.
Sam and Ram are twin sisters. They
both like to draw pictures. Yesterday, they
drew pictures for their brother Bam. It's his
8th birthday. Sam drew a cat on a mat with
a red hat. Ram drew a wet hen with eggs.
Bam was so happy with their pictures.
Lesson 5
125
Answer the questions about the short story.
1. Who are twin sisters?
2. What do they like to do?
3. Who did they draw for?
4. Why did they give Bam pictures?
5. What picture did Sam draw?
6. What picture did Bam draw?
7. What can you say about the twin sisters?
We Can Do It
Write the correct word for each picture. Do this
in your notebook.
126
I Can Do It
Look at the pictures. Write the name of the pictures
in your notebook. Choose your answer from the box.
mat fan bag hat
men fed beg hen
127
Week 2: I Share with My Brothers
and Sisters
Let's Try
Talk about your brother/s and sister/s. How many
do you have? What do you like doing with them?
“I like to ____ with my brothers and sisters.”
Get Set
Listen as I read the sentences. Listen to the questions
and choose the correct answer.
1. Yumi and Yana are twins. They are sisters born
on the same day and they look alike.
Choose the picture of twins.
2. Ana ate too much last night. This morning she
had a stomachache. Choose the picture
of Ana with a stomachache.
Lesson 6
128
Let’s Recall
Do you like the same things that your brother
or sister likes?
Let's Aim
In the story that I will read, find out:
What the twins like that are the same and different.
Listen as I read the story.
Tam and Ted
Tam and Ted are twins. They are both
seven years old. They are both in grade 2
and they both go to the same school.
There are a lot of things that they like
doing together. They like playing with toy trucks
together. They like catching frogs together.
They even like going to school together.
There are also a lot of things they like
that are the same. Green is both their
favorite color. Ms. Santos is both their
favorite teacher. Even their favorite shirt
is the same!
There is something that they like differently.
They don't like the same kind of food. Tam likes
129
to eat fruits and vegetables. He likes to drink
milk and juice too. Ted likes chips, candies,
and drinks a lot of cola.
Yesterday, Ted was brought to the
school clinic by Ms. Santos. He had a terrible
stomachache. The school doctor looked
at Ted and asked him many questions.
Finally, the doctor said, “Ted, you need
to learn how to eat healthy. Your body is not
getting enough vitamins from what you are
eating. If you don't, I'm afraid this
stomachache might not leave your body.”
“I don't like having a stomachache
anymore. It's hard for me to play and study,”
said Ted. “I want to get well!”
“I'll help you get well, Ted,” Tam said.
“From now on, you have to eat the same food
that I eat.”
“Try it, Ted,” Tam said while handing Ted
a ripe yellow banana. “It tastes good, and it's
healthy too!”
Ted tried it and he liked it!
130
Listen to my questions about the story and try
to answer them.
1. Who are the twins in the story?
2. How old are they?
3. What grade are they both in?
4. What do they like playing together?
5. What do they like catching together?
6. Where do they like to go?
7. What is their favorite color?
8. Who is their favorite teacher?
9. What is something that they like differently?
10. What does Tam like?
11. What does Ted like?
12. Where did Ms. Santos bring Ted?
13. Why was he brought to the clinic?
14. What do you think caused the stomachache?
15. What did the school doctor say?
16. How do you think did Ted feel when he heard
what the doctor said?
17. What did Tam do after hearing what
the doctor said?
18. Why do you think he did that?
19. What do you do to show your brother or sister
that you love him / her? Draw this
in your notebook.
131
Let's Recall
Comparison and Contrast of Characters
In our story yesterday, what were the names
of the twins? What are the things that they both like?
What are the things that they like differently?
Let's Aim
Look at the following diagram. Listen as I read
the words. Look at where these words are written.
Tam
Ted
Lesson 7
132
1. What are the things that they both like?
Where are these written in the diagram?
2. What are the things that only Tam likes?
Where are these written in the diagram?
3. What are the things that only Ted likes?
Where are these written in the diagram?
This diagram is called a Venn diagram.
Remember This
A Venn diagram is used to show how
two characters are the same.
Same characteristics are written in
the middle part of the diagram. It also shows
how the characters are different from
each other. Different characteristics
are written on the left part and on the right
part of the diagram.
133
Let's Aim
The Pronouns You and I
Look at the pictures and listen as I read the
sentences in the dialogue bubble.
A B
1. Who is speaking in picture A?
2. Who is he speaking to?
3. Who is his twin brother?
4. What word did he use to talk about himself?
5. How about the word he used when he talked
about the one he is speaking to?
6. Who is speaking in picture B?
7. Who is he speaking to?
8. Who likes fruits?
9. What word did he use to talk about himself?
10. What word did he use when he talked about
the one he is speaking to?
I am Ted.
You like fruits.
I like candies.
I am Tam.
You are Ted.
You are my twin
brother.
134
We Can Do It
Work with a partner. Think of something nice
you would like to say to your partner. Complete
this sentence:
“I like you because you are ______.”
Teacher will give you the signal to exchange
partners.
Let's Aim
Reading Phrases with Short a
Listen as I read the phrases. Look at the pictures
beside the phrases.
1. bag of Tam
2. has a rag
Remember This
The pronoun I is used when the speaker talks
about himself or herself. The pronoun you
is used when referring to the person spoken to.
135
3. in the van
4. hat of Ted
Try to read out loud the phrases on your own.
Were you able to read all the phrases?
We Can Do It
Read the phrases. Choose the correct picture
for each phrase.
1. ten bats
2. cat in the van
3. the wet pan
136
Let's Recall
1. What pronoun do we use when we refer
to the speaker?
2. What pronoun do we use when we refer
to the one spoken to?
We Can Do It
Work in pairs. Try to find out more about
your classmates by asking them questions.
Don't forget to use you in asking questions and I
in answering.
Sample questions:
“What do you like to play?”
“I like to play ______.”
“How do you go home?”
“I ______ going home.”
Let's Aim
Reading Phrases
Look at the picture. Complete the phrases
by giving the correct word on the blank.
Write the completed phrases in your notebook.
a fat ______
Lesson 8
137
a man in a _____
a wet _____
We Can Do It
Read the phrases. Match the correct picture
with each phrase.
1. bell on the
mat
2. ham in the
pan
3. the cat ran
138
4. sat on the
bed
5. the ten cans
I Can Do It
Read the phrases. Look for the picture
for each phrase. Write the letter of the phrase
of the correct picture. Do this in your notebook.
a. a set of cans d. a rat in the net
b. a tag on the bag e. ham in the pan
c. fell in the well f. fed the hen
1.
2.
3.
4.
5.
6.
139
Let's Answer
Read the phrases. Draw what it says
in your notebook.
a bat and a cat a red bell
a hat on a man a bag on a mat
Let's Recall
When do we use the pronoun I and you?
I Can Do It
Look at the pictures in the comic strip. Listen as I
read the dialogue to you. Write I or you on the
blanks.
Lesson 9
____ am Lana.
I am in grade 2.
What grade are
____ in?
___ am also
in grade 2!
Hi! ____ am new
in this school.
Do _____ study
here?
Yes. ____ am
Paul. Who are
____?
140
We Can Do It
Reading Phrases
Read out loud the phrases. Answer the question
I will ask about the phrase.
1. men in the van
Where are the men?
2. hat on the mat
Where is the hat?
3. ham in the pan
Where is the ham?
4. bat in the car
Where is the bat?
I Can Do It
Look at the pictures. Write a phrase about
each picture. Choose your answer from the box.
Do this in your notebook.
a fat cat a mad woman jam in a jar
ten bells a rat on the bed bat in a bag
141
Let's Answer
Look at each picture. Write a phrase about
each picture. Do this in your notebook.
Let's Try
Listen to my story.
Blackie and Brownie are puppies. They are
also brothers. Blackie is a small black puppy
with fluffy fur. Brownie is a big brown puppy
with shorter fur. They both like eating bones
and meat. They both like running after balls.
They are both loved by their mother dog,
Lassie.
Lesson 10
142
Answer the questions about the short story.
1. What kind of animals are Blackie and Brownie?
2. What does Blackie look like?
3. What does Brownie look like?
4. What do they like doing together?
5. Who loves them?
We Can Do It
Using the Venn diagram, show how the two puppies
are the same and different. I will read to you
the words and phrases that you can write
on the Venn diagram.
black brown big
small long fur short fur
likes bones and
meat
likes to run
after balls
puppies of
Lassie
Blackie Brownie
143
I Can Do It
Look at the pictures. Complete the phrases by
writing the missing words. Do this in your notebook.
a ____ and a ____
a ____ and a ____
a ____ and a ____
Let's Answer
Read the phrases. Look at the following pictures
and write the correct phrase for each. Do this
in your notebook.
a rat and a cat jam in a jar
a man and a pet fan on a mat
a bat on a car tag on a bag
144
Week 3: I Have a Home
Let's Try
Talk about your home. What kind of home do you
live in? Where is your home?
Say: “I am _______. I live in a _______.”
(house, apartment, nipa hut, building)
“My home is in ______.”
Lesson 11
146
Listen as I read the story.
Home by the Sea
Marlyn lives in a barrio near Catbalogan,
Samar. Her home is a nipa hut by the sea.
There is no electricity in her home because
their place is far from the city.
Marlyn's father is a fisherman. Every day,
he wakes up at 3:00 in the morning to ride
his fisherman's boat to catch fish and shells.
Her mother and Kuya Paeng leave the house
even before sunrise to sell the fish and shells
in the market. While waiting for them to come
back home, Marlyn takes care of Baby Sita,
while Lola Luisa cooks their meals.
Marlyn likes living by the sea. She likes
the cool breeze which is better than
the polluted air in the city. She likes the walls
of their home which is made of wood
and leaves.
147
One day while Marlyn's father, mother,
and Kuya Paeng were out of the house,
an unexpected storm disturbed the sea side.
The wind was so strong that it blew the roof
of their nipa hut away and slowly destroyed
the walls of the house. Marlyn with Baby Sita
and Lola Luisa were able to run to the nearest
house and were safe. The owner of the house
let them stay there until the storm was over.
Marlyn was worried about her parents
and brother who were still out in the storm.
A few minutes later, Marlyn heard from
their neighbors that her parents and brother
were looking for them. She went outside
the house and called out to them.
Marlyn was crying when she told her
parents what happened to their home. She
was so sad that they lost their home. Her
mother told her that even if something bad
happened, they should still be happy
because no one from their family got hurt.
They still have each other and they could still
build a new home together.
Listen to my questions and try to answer them.
1. What kind of home does Marlyn's family live in?
2. Where do they live?
3. What can they see near their home?
4. What does her father do? What time does
he wake up?
148
5. What can you say about her father?
6. What does her mother do? Who goes with her?
7. What does Marlyn do while they are away?
8. What does Lola Luisa do?
9. What can you say about Marlyn's family?
10. What did the storm do to their house?
11. How do you think did that happen?
12. How did Marlyn feel when that happened?
13. Was anyone from her family hurt by the storm?
14. What did her mother say to comfort Marlyn?
15. What do you think will they do after the storm?
Draw it in your notebook.
Let's Recall
In our story yesterday, who were living in Marlyn's
home?
Let's Aim
The Pronouns He, She, and It
Listen as I read some sentences about the story.
a. Father is a fisherman.
b. He wakes up early to catch fish.
c. Mother is a vendor.
d. She sells the fish that Father catches.
e. The family lives in a nipa hut.
f. It is near the sea.
1. In sentence a, who is a fisherman?
Lesson 12
149
2. In sentence b, who wakes up early to catch
fish? Is Father a man or a woman? How many
persons is the sentence talking about? What
word was used to replace the word Father?
3. In sentence c, who is a vendor?
4. In sentence d, who sells the fish that Father
catches? Is Mother a man or a woman? How
many persons is the sentence talking about?
What word was used to replace the word
Mother?
5. In sentence e, where does the family live in?
6. In sentence f, what is near the sea? Is nipa hut
an object? How many objects is being talked
about in this sentence? What word was used
to replace the word nipa hut?
We Can Do It
Group Sharing:
Think about a member of your family that you would
want the class to know about. Think about one
object in your home that you would want to share.
Don't forget to use he, she, or it.
Remember This
The pronoun he is used to replace a name
of a person. He is only used for boys.
The pronoun she is used to replace a name
of a person too. She is only used for girls.
The pronoun it is used to replace a name
of an object or animal.
150
Example: My father is Jun. He is a taxi driver.
This is a spoon. It is used for eating.
Let's Aim
Reading Sentences with Short a
Let us see what are inside Marlyn's house.
Listen as I read the sentences. Look at the pictures
beside the sentences.
1. The bag is on the mat.
What is on the mat?
2. Dad has a hat.
Who has a hat?
3. The ham is on the pan.
Where is the ham?
4. Mama has a rag.
Who has a rag?
Try to read out loud the sentences on your own.
Were you able to read all sentences? Were you able
to answer all questions?
151
We Can Do It
Look at the pictures. Choose the correct sentence
for each picture.
1.
Sam has a fan.
Sam has a pan.
2.
The bat is in the net.
The bat is in the bag.
3.
Ram has a wet leg.
Ram has a wet bed.
4.
The man has a hat.
The man has a bat.
5.
Jed sat on a mat.
Jed sat on a bed.
152
Let's Recall
When do we use the pronouns he, she, and it?
We Can Do It
Look at these pictures in front (choose 2 famous
people and 1 popular object). Choose one picture
and say something about that person or object.
Don't forget to use he, she, or it.
We Can Do It
Reading Sentences
Look at the picture. Complete the sentences
by writing the missing words in your notebook.
The boy has a _____.
The bag is on the _____.
The egg is on the _____.
Lesson 13
153
I Can Do It
Read the sentences and choose the correct picture.
1. Ben sits on
a mat.
2. The man
is mad.
3. The cat is in
the car.
Let's Answer
Read the sentences. Answer the question about
each sentence.
1. The red bag has a tag.
What has a tag?
2. Pam is in the car.
Who is in the car?
3. The rat is fat.
What is fat?
4. The cat sat on the mat.
Where is the cat?
5. Len has a fan.
Who has a fan?
154
Let's Recall
When do we use the pronouns he, she, and it?
I Can Do It
Look at the pictures. Choose one picture
and construct 3 sentences about your chosen
picture. Don't forget to use he, she, and it.
We Can Do It
Reading Sentences
Read out loud the sentences. Answer the question
I will ask about the sentence.
1. The bats are in the van.
Where are the bats?
2. The cat is fat.
What is fat?
3. The pens are in the bag.
Where are the pens?
4. The rats are on the mat.
Where are the rats?
5. The men are mad.
Who are mad?
Lesson 14
155
I Can Do It
Read the sentences. Answer the questions that
follow each sentence. Write your answers in your
notebook.
1. The rags are in the bag.
Where are the rags?
What are in the bag?
2. The bats are in the van.
Where are the bats?
What are in the van?
3. Ted sells the cans.
Who sells the cans?
What does Ted sell?
Let's Answer
Look at each picture. Write a sentence about
each picture. Do this in your notebook.
156
Let's Try
Listen to my story.
Anton's Spider Lesson by Leah N. Bautista
Anton loves to play with spiders. He wants
to catch one to play with his sister, Ericka.
One Saturday morning, while Ericka
was playing in the garden, she saw a spider
spinning its web. She stayed there until the
spider finished its web. Ericka was so amazed
when she saw how the spider laid its eggs in
the spider egg sac.
Suddenly, Anton tried to catch the spider.
Ericka stopped him.
“Do you know, Kuya, that spiders spend
a long time spinning their web? The mother
spider made it for her eggs and for her food,”
Ericka said seriously.
“They are like our parents. They make our
home,” Ericka added.
Anton learned a lesson from the spiders.
Answer the questions about the short story.
1. Who loves to play with spiders?
2. What did Ericka see in the garden?
3. How did Ericka feel when she saw that?
4. What did Ericka do when Anton was about
to catch the spider?
Lesson 15
157
5. What did Ericka say?
6. What can you say about Ericka?
We Can Do It
Look at the pictures. Listen as I read the sentences.
Complete the sentences by writing he, she, or it.
Do this in your notebook.
This is Ericka. ____ is Anton's
sister. _____ saw the spider spin
its web.
This is Anton. _____ likes playing
with spiders. _____ is Ericka's
brother.
This is the spider in the garden.
_____ spins its own web. _____
lays eggs in the spider egg
sac.
158
I Can Do It
Look at the pictures. Arrange the jumbled words
to form a new sentence.
is The egg pan a on.
has tag. a The bag
mat. on The hen is the
the car. The men in are
bed. The fan on is the
159
Let's Answer
Read the sentences. Answer the question that
comes after each sentence. Write your final answers
in your notebook.
1. Tam has a map. Who has a map?
Tam Pam Ram
2. Jed ran to the van. Where did Jed run?
man van jam
3. The bag of Len is tan. What is tan?
bag hat pen
4. Ana has a hat. Who has a hat?
Tam Ana Bam
5. The bat is in the bag. What is in the bag?
rag hag bat
Week 4: Grandparents Are Great
Let's Try
Let's talk about your grandparents. How many of
you still have grandparents? Where do your
grandparents live? What do you do with your
grandparents?
Say: “I am _____. My grandparents live _____.
I _____ with my grandparents.”
Lesson 16
160
Get Set
Listen as I read the sentences. Choose the correct
answer.
1. Miguel likes eating chicken soup when it's cold
and raining. The hot soup really makes him
feel warm. Which of the following is a picture
of chicken soup?
2. Last night, Mateo wasn't feeling good.
He could not eat anything because he lost
his appetite. What don't you like to do when
you lose appetite?
sleep eat study
3. Lucas was brought to the hospital because
he was sick. He was bitten by a mosquito
that caused his sickness. The doctor said he had
dengue fever. What insect caused this sickness?
cockroach ant mosquito
Let’s Recall
Is there something that your grandparents do for you
that you really like?
161
Let's Aim
In the story that I will read, find out:
What Gab's Grandmother does for him.
Listen as I read the story.
Grandmother's Cooking
For Gab, Grandma Malou is the best cook
in the world! He loves it that Grandma asks him
what he wants her to cook before going
to the market. He could request anything
and Grandma can cook it – from lumpiang
shanghai, fried chicken, and porkchop,
to sinigang, bulalo, and ginisang munggo.
But his favorite of Grandma's cooking
is her special chicken soup. He can eat up to
five bowls of her soup!
Last August, Gab was brought to the
hospital because of dengue fever. It is an illness
brought by a certain kind of mosquito. His body
became so weak, and he also lost appetite.
The doctor told Gab that unless he started
eating and drinking, he wouldn't get well.
Gab's mother was so worried about what
the doctor said. She called up Grandma Malou
to tell her about it. Two hours later, Grandma
came with a whole container of Gab's favorite
chicken soup!
162
As soon as Gab smelled the soup,
it seems like his sickness disappeared. He
started eating the hot soup. He ate and ate
until he was so full.
When he finished eating the delicious soup,
Gab said to Grandma Malou, “Thanks for doing
this for me, Grandma.” And he gave her
three big kisses on her cheek.
“You're welcome, my dear,” answered
Grandma Malou. “I'll do anything
for my grandchildren.”
Listen to my questions about the story and try
to answer them.
1. What does Gab's Grandma do for him?
2. What is the name of Gab's Grandma?
3. What are some of the food Gab requests
Grandma to cook?
4. What is his favorite among Grandma's cooking?
5. When did Gab get sick?
6. What did he get sick of?
7. Why can't Gab eat anything?
8. What did the doctor say?
9. How did Gab's mother feel when she heard
what the doctor said?
10. What did Gab's mother do?
11. What did Gab's Grandma do after talking
to Gab's mother?
12. Why do you think did she do that?
13. What does that say about Grandma Malou?
163
14. What did Gab do when he saw Grandma's
soup?
15. What did Gab say to Grandma?
16. Why do you think is saying “thank you”
important?
17. If you were Gab, what will you do to show how
thankful you are to Grandma? Draw your
answer in your notebook.
Let's Recall
In our story, do you remember where the story
happened in the beginning of the story and at the
end of the story?
Let's Aim
Sequencing Three Events
Listen as I read the sentences that happened
in the story. Look at the pictures beside
each sentence.
Gab requests Grandma
to cook his favorite food.
Lesson 17
164
Gab ate the chicken
soup that Grandma
brought to the hospital.
Gab got sick
of dengue fever.
1. Which of the pictures (sentences) happened first
in the story?
Write 1 beside the picture.
2. Which of these happened next?
Write 2 beside that picture.
3. Which of these happened last?
Write 3 beside that picture.
165
Let's Recall
In our story yesterday, who were in the hospital room
with Gab?
Let's Aim
The Pronouns We and They
Listen as I read some sentences that Mother said
when he talked to Gab.
Who is the one speaking here?
1. In sentence 1, who are worried about Gab's
condition?
2. In sentence 2, who are thinking that Gab should
start eating well to get stronger? How many
are they? What word was used to replace
Grandma and I?
1. Grandma and I are both worried
about your condition.
2. We think that you should start
eating well for you to get stronger.
3. The nurses work hard to help you.
4. They want you to get well too.
166
3. In sentence 3, who are working hard
to help Gab?
4. In sentence 4, who wants Gab to get well?
How many are they? What word is used
to replace the noun nurses?
Remember This
The pronoun we is used to replace names
of persons speaking when there is
more than one.
Example: Your father and I are going
to your school tomorrow.
We need to talk to your teacher.
The pronoun they is used to replace names
of the people being talked about in the
sentence, who are more than one too.
Example: Tina's classmates surprised her
on her birthday.
They all wrote birthday messages
for her.
The pronoun they could also be used
to replace names of objects and animals
being talked about.
Example: The sunflowers are now in bloom.
They are very pretty!
The pet puppies are very dirty.
They all need a bath.
167
We Can Do It
Group Sharing:
Work in small groups. Share about your family.
Choose one member of your family. Tell the group
things that you like to do with him / her. Don't forget
to use the pronoun we.
Example:
I like playing with my sister. We play hide
and seek during summer.
I like feeding the chickens with Tatay. We feed
the chickens in the morning.
Let's Aim
Reading Short Stories with Short a
Let's read the short story together.
Gab's Pet
Gab has a pet.
Gab's pet is a rat.
He has a fat rat.
Answer the following questions.
1. Who has a pet?
2. What is Gab's pet?
3. What is fat?
Try to read out loud the story on your own. Were you
able to read all sentences? Were you able to
answer all questions?
168
We Can Do It
Read the story aloud and answer the questions
orally.
The Pet Hen
Pat has a pet hen.
The hen is red.
The hen is fat.
Pat's hen has 10 eggs.
The eggs are in the nest.
1. Who has a pet?
2. What is his pet?
3. What color is the hen?
4. What is fat?
5. What does the hen have?
6. How many are the eggs?
Let's Recall
When do we use the pronouns we and they?
We Can Do It
Class Sharing:
I will show you pictures of different families
doing different things. Choose one picture and tell
something about what the members of the family
are doing. Don't forget to use the pronoun they.
Lesson 18
169
We Can Do It
Reading Short Stories
Read the short story. Answer the questions that
follow.
Dan's Bag
Dan has a bag.
The bag has a tag.
The tag is in the bag.
The bag is on the bed.
1. Who has a bag?
2. What does the bag have?
3. Where is the tag?
4. Where is the bag?
5. Draw Dan's bag in your notebook.
I Can Do It
Read the short story. Answer the questions that
follow. Write the letter of the correct answer
in your notebook.
The Fat Man
Dan is a man.
Dan is a fat man.
He has a hat.
Dan is in the car.
170
1. Who is the man?
a. Dan
b. Jed
c. Ram
2. What does Dan have?
a. ham
b. hat
c. hit
3. Where is Dan?
a. van
b. car
c. cat
4. Draw Dan in your notebook.
Let's Recall
When do we use the pronouns we and they?
How about he, she, or it?
I Can Do It
Look at the pictures. Complete the sentence
by adding we and they. I will read the sentences
for you.
The pupils are having
recess.
_____ are eating together.
Lesson 19
171
Rob and Red are brothers.
_____ like reading
together.
My sister and I like to
dance.
______ dance every
morning.
The kites are flying high.
______ are very colorful.
My friends and I like
walking by the beach.
_______ also like to play
there.
We Can Do It
Reading Stories
Read the stories aloud. Choose the correct answer.
Jack's Net
Jack has a net.
The net fell.
Jack's net fell in the well.
The net is wet.
172
1. Who has a net?
Jack
Len
Gran
2. Where did the net fall?
3. What happened to the net?
I Can Do It
Read the short story. Answer the questions that
follow. Write the answers in your notebook.
The Pens
Den has pens.
He has ten pens.
Den's pens are red.
The pens are in a bag.
1. Who has pens?
_____ has pens.
173
2. How many pens are there?
There are ____ pens.
3. What color are the pens?
The pens are _____.
4. Where are the pens?
The pens are in a ____.
Let's Try
Listen to my story.
Family Dinner
Mother prepared dinner. She is cooking
adobo, pinakbet, and rice. Mary helped her
mother in the kitchen. Michael helped set the
table. When Mother finished cooking, Mother
told Mary to call her father. Father, Mother,
Mary, and Michael sat at the table to eat
dinner. When dinner was over, Mary cleaned
up the table and Michael did the dishes.
Answer the questions about the short story.
1. Who cooked dinner?
2. What did she cook?
3. Who helped her in the kitchen?
4. Who ate dinner together?
5. What did Mary do after dinner?
6. How about Michael?
7. What can you say about their family?
Lesson 20
174
Look at the pictures as I read the sentences.
Write 1, 2, and 3 according to the correct sequence.
Michael washed the dishes after dinner.
Mother cooked adobo, pinakbet,
and rice.
The family ate dinner together.
We Can Do It
Read the story and answer the questions.
Ren's Cat
Ren has a cat.
The cat has a bell.
The cat is on the mat.
The cat ran after the rat.
175
1. Who has a cat?
a. Ren
b. Ben
c. Den
2. What does the cat have?
a. pen
b. hat
c. bell
3. Where is the cat?
a. van
b. car
c. mat
4. What did the cat do?
a. sat
b. ran
c. fell
Let's Answer
Look at the picture. Write 3 sentences about the
picture. Write your sentences in your notebook.
176
Week 5: Welcome Home
Let's Try
Let's talk about your older brother or sister.
How many of you have older brothers and sisters.
Do you want to be like them? Why?
Say: “I am _____. My older brother / sister is _____.
I want to be like him / her because ____.”
Get Set
Listen as I read the sentences. Choose the correct
answer.
1. My cousin Joshua studies in a university. It is
a big school with many buildings. You see a lot
of college students in a university.
What do you do in a university?
study play swim
2. Bambi is now a college student. One becomes
a college student after finishing high school.
When do you become a college student?
a. after grade school
b. after high school
c. after kinder
Let’s Recall
Do you know of somebody who is away from home?
Why is he / she away?
Lesson 21
177
Let's Aim
In the story that I will read, find out:
Who is away for a long time?
Listen as I read the story.
Welcome Home
Nanay Ester is busy preparing food for lunch
when I came home from school. It seems that
a visitor is coming because it looks like she
is preparing more food than our usual lunch.
“Do we have a visitor, Nanay?” I asked,
“Is somebody coming over for lunch?”
“Your Ate Adel is coming home!” Nanay
excitedly answered.
Ate Adel is my oldest sister. She studied
in a big university in the city after finishing
high school here in Pangasinan.
178
“Is school finished for her, Nanay?”
I asked again.
“Yes it is,” Nanay said. “She already
graduated from college, and she wants to go
back to work here in the province!”
“Yipee!” I shouted. “It seems like a long time
when she left home to study college.
I'm so excited to have her back home!”
A little later, there was a knock on the door.
I excitedly opened the door. When I opened
the door, I saw Ate Adel with a smile on her
face and holding a big bag.
“Ate!” I shouted, “I missed you! I'm so glad
you're back!”
“I missed you too, Tonio!” she said with a
hug, “I'm glad to be back home, too.”
“Congratulations, Ate!” I said, “Nanay said
you graduated from college. Is college hard,
Ate?”
“Thank you,” Ate Adel started, “College
is not easy, Tonio, but it sure was fun!”
“When I get bigger, I want to study college
in the city too!” I said. “And when I graduate,
I'm going back home to work here too!
Just like you!”
“That's nice, Tonio,” she answered back.
“You can sure do that if you study hard.”
179
“Hmmm!” Ate Adel said, “I think I smell
kare-kare! Is Nanay cooking my favorite food
for lunch?”
I nodded and we went straight
to the kitchen where Nanay was.
Listen to my questions and try to answer them.
1. Who is coming home after a long time?
2. What's the name of the mother?
3. What was she doing?
4. Why is she cooking?
5. Why was she cooking kare-kare?
6. What does this say about Nanay?
7. Why was Ate Adel away for a long time?
8. Why is she back?
9. What can you say about her decision to work
in the province?
10. How did Tonio feel about his sister's decision?
11. What made you say that?
12. If you were Tonio, what graduation gift can you
give your big sister? Draw your answer in your
notebook.
Let's Recall
In our story yesterday, who owns the small school
bag? Who owns the big bag?
Lesson 22
180
Let's Aim
The Pronouns Mine and Yours
Listen as I read some sentences that Adel said.
Adel Tonio
Who is the one speaking here? Who is she speaking
with?
1. In sentence 1, to whom does the bag belong?
2. In sentence 2, what word was used to show that
the bag belongs to the speaker?
3. In sentence 3, to whom does the school bag
belong?
4. In sentence 4, what word was used to show that
the bag belongs to the one spoken to?
1. This bag belongs to me.
2. This bag is mine.
3. This school bag belongs to you.
4. This bag is yours.
181
We Can Do It
Work in pairs. Put four things that belong to you
on a table. Your partner will do the same. Each one
will speak one at a time by telling each other whom
each object belongs to.
Example: This notebook belongs to you. It is yours.
This ruler belongs to me. It is mine.
Let's Aim
Reading Words with Short i
Listen as I read the sentences.
1. Tonio has a pin on his bag.
2. Adel threw her trash in the bin.
3. Nanay gave the baby a bib.
4. There is a big bowl of kare-kare on the table.
5. The baby is sick.
Remember This
The pronoun mine is used to show that
something belongs to the speaker.
Example: The pencil belongs to me.
The pencil is mine.
The pronoun yours is used to show that
something belongs to the one spoken to.
Example: The eraser belongs to you.
The eraser is yours.
182
Answer the questions. Write your answers
in your notebook.
1. What does Tonio have in his bag?
2. Where did Adel throw the trash?
3. What did Nanay give the baby?
4. How does the bowl look like?
5. What happened to the baby?
What do you notice with the words you wrote?
What sound do you hear in the middle of the letters?
Let us read some more words with short i. Teacher
will discuss the meaning of the words with you.
-it -in -ip -ill -ig -ick -ib
bit bin rip bill dig sick rib
fit fin sip gill jig lick bib
sit pin tip mill pig pick
tin till wick
win kill kick
We Can Do It
Read the word cards. Choose the correct picture
of the word that you read from the board.
Word cards: kick, bib, bin, sip, rib, tip, fin
184
Let's Recall
When do we use the pronouns mine and yours?
We Can Do It
In front of the class, place two things that belong to
you. Each one will go in front and choose an object.
If the object belongs to you, make a sentence
stating that it belongs to you. Don't forget to use the
pronoun mine.
If the object does not belong to you, go to your
classmate and make a sentence stating that the
object belongs to your classmate. Don't forget to
use the pronoun yours.
I Can Do It
Listen as I read the sentences. Complete
the sentences by adding mine or yours.
1. The new book belongs to me. This is ____.
2. The sandwich is given to you. That sandwich
is _____.
3. I bought a red ballpen. This ballpen is ____.
4. Those socks belong to you. Those socks
are ____.
We Can Do It
Reading Words with i
Each one of you will get a word card with short i.
Read the word card aloud. Look for the picture on
the board that shows the word in your card.
Post the word card beside its correct picture.
Lesson 23
186
Let's Recall
When do we use the pronouns mine and yours?
I Can Do It
Look at the pictures. Listen as I read the sentences.
Complete the sentence by adding mine or yours.
My mother gave me this book.
This book is ____.
Nanay, this flower is for you.
This is ____.
This is my favorite dress.
This dress is _____.
This is my test yesterday.
This star is ____.
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187
This milk is for you.
This milk is _____.
We Can Do It
Reading Words with Short a, e, and i
Look at the pictures. Provide the missing letter
for each picture. Write the words in your notebook.
p__n
p__n
p__n
b__g
b__g
b__g
t__g
t__n
t__n
188
b__t
b__t
m__t
I Can Do It
Look at the pictures. Write the correct word
for each picture. Choose your answer from the box.
Do this in your notebook.
bag rat fin
bin rib fan
bell rip sick
189
Let's Try
Listen to my story.
Balikbayan Box
Last night, a big package was delivered to
our house. It's a balikbayan box! It came from
Kuya Caloy who works in Canada. It contained
lots of things that Kuya Caloy sent us. Mother
slowly opened the big box to find out what
were inside. Each object inside the box had a
tag with a name. Mother slowly looked at all
the things inside and read the names one by
one:
school bag: Peter perfume: Nanay
belt: Tatay lotion: Tita Puring
chocolates: Timmy wallet: Ate Nena
Answer the questions about the short story.
1. What was delivered to the house?
Lesson 25
190
3. Where did it come from?
4. Who opened the box?
5. What are inside the box?
Draw in your notebook the objects found in the
balikbayan box. Label the objects with the names
of the person who is getting the object.
We Can Do It
Listen as I read the sentences in the dialogue bubble.
Complete the sentences by writing mine or yours.
Don't forget to look at the name of the person
who is talking.
Nanay Tatay
Peter Timmy
This perfume is ______.
This belt is _________.
The chocolates are ____.
This bag is ______.
191
Tita Puring Ate Nena
I Can Do It
Look at the pictures. Provide the missing letters
of each word. Write the words in your notebook.
___a___
___e___
___i___
___e___
___i___
___a___
___i___
___a___
___e___
The lotion is ______.
This wallet is _______.
192
___a___
___e___
___i___
Let's Answer
Look at the pictures. Write the correct word
in your notebook.
193
Week 6: A New Baby
Let's Try
Do you have a younger brother or sister? What do
you do together?
Say: “I am ______. I have a younger brother / sister.
His / Her name is _____.
I like _____ with him / her.”
Get Set
Listen as I read the words. Match the word
with the picture on the right.
hospital
watch over
fold
Lesson 26
194
Let’s Recall
Do you remember how you felt when you saw
your younger brother / sister for the first time?
Let's Aim
In the story that I will read, find out:
What Mateo and Andrea felt when they met
the new baby.
Listen as I read the story.
A New Baby
Mang Paolo and Aling Sarah just came
home from the hospital today. They came
home with the new baby. They already have
two children, Mateo and Andrea, who are very
excited to see the new member of the family.
“It's so small!” was the first thing Mateo said
when he saw the baby for the first time.
195
“Were we that small when we were babies
too, Mama?” Andrea asked while curiously
checking out the small feet of the baby.
“Yes, anak,” Aling Sarah answered, “and in
time, Baby Mika will grow up just like you, too.”
“But we need to help Mama take care
of the baby,” Mang Paolo said. “She cannot
do it alone.”
“I can watch over her while she's sleeping,”
Mateo started, “Mama can do other things
while I watch over Mika.”
“I can help fold the clothes of Baby Mika
after Manang Nelda washes them,”
said Andrea. “Mama said I am very good
in folding clothes.”
“That's a very good start!” Aling Sarah
happily said. “I know I will not have a hard time
when I have little helpers like you.”
“They are more than just little helpers,”
Mang Paolo said. “They are Big Brother Mateo
and Big Sister Andrea.”
Listen to my questions and try to answer them.
1. Who came home from the hospital?
2. Who did they come home with?
3. Who saw the baby for the first time?
4. How did they feel when they saw the baby?
5. What did Mateo say?
6. Why do you think he said that?
7. What did Mang Paolo say about taking care
of the baby?
196
8. Why do you think he said that?
9. How did Mateo want to help?
10. How did Andrea want to help?
11. Do you think they can do that?
12. Why is it important to help?
13. If you were the older brother or sister
of Baby Mika, how would you help Mother
take care of the baby? Draw your answer
in your notebook.
Let's Recall
In our story, do you remember how Mateo
and Andrea wanted to help take care of Baby Mika?
Let's Aim
Predicting Outcomes
Listen as I read the sentences that happened
in the story. Think of an answer to the question
that I will ask after every sentence.
Mateo will help by watching over Baby Mika
while she is sleeping.
1. What other things can his mother do while
Mateo is doing this?
2. What do you think will his father feel when
Mateo is doing this?
3. What made you give these answers?
Lesson 27
197
Andrea will help by folding the clothes
of Baby Mika.
1. How do you think will Baby Mika's clothes look
like when Andrea folds them?
2. What made you give this answer?
Let's Recall
In our story, who are the new big brother
and new big sister?
Let's Aim
The Pronouns His and Hers
Listen as I read some sentences.
Kuya Mateo has toys.
The toy truck is his.
Ate Andrea has books.
The red book is hers.
1. In sentence 1, to whom do the toys belong?
2. In sentence 2, to whom does the toy truck
belong? Is Kuya Mateo a boy or a girl?
What word was used to show that the toy
belongs to him?
Remember This
Predicting outcomes is telling / guessing what
will happen next in a story.
You can make a guess by:
1. Looking for clues in the story.
2. Understanding events in the pictures.
198
3. In sentence 3, to whom do the books belong?
4. In sentence 4, to whom does the red book
belong? Is Ate Andrea a boy or a girl?
What word was used to show that the toy
belongs to her?
We Can Do It
Work with a partner. Lend your pencil to your partner
as he / she does the same.
Group Sharing:
In front of the class, show your classmates the pencil
and tell the group to whom the pencil belongs.
Example: I am _____. This pencil belongs to ______.
It is his / hers.
Remember This
The pronoun his is used to show that
something belongs to a boy being talked
about in the sentence.
Example: Uncle Tony has a new shirt.
The blue new shirt is his.
The pronoun hers is used to show that
something belongs to a girl being talked
about in the sentence.
Example: Mrs. Martinez has a new plant.
The sampaguita plant is hers.
199
Let's Aim
Reading Phrases with Short e, a, and i
Listen as I read the phrases. Look at the picture
beside the phrases.
dig a pit
rip a bib
sick Tim
ten pins
On your own try to read out loud the phrases.
Were you able to read all the phrases?
200
We Can Do It
Read the phrases. Choose the correct picture
for each phrase.
six bibs
a fat pig
a big bib
201
wet lips
lid on a jar
Let's Recall
When do we use the pronouns his and hers?
We Can Do It
Class Sharing:
On a piece of paper, draw an object that your
father owns and an object that your mother owns.
Show it in class and construct a sentence about
each object. Don't forget to use the pronouns his
and hers.
Lesson 28
202
Example: This comb belongs to my father. It is his.
This apron belongs to my mother. It is hers.
We Can Do It
Reading Phrases
Look at the pictures. Complete the phrases by
writing the correct words in your notebook.
a big _____
six ______
a lid on a _____
203
a big ____
I Can Do It
Read the phrases. Match the correct picture
with each phrase.
set of six bibs
ten tin cans
lid on a bin
dig a pit
rip on a mat
204
Let's Recall
When do we use the pronouns mine, yours, his, and
hers?
What do these pronouns show?
I Can Do It
Reading Stories
Look at the pictures and listen as I read the
sentences. Complete the sentences by writing
the correct pronoun (his, hers, mine, yours). Do this
in your notebook.
1. Mother bought me a nice
balloon. This balloon is _____.
2. Mang Hector caught a big fish.
That fish is _____.
Lesson 29
205
3. Kuya JR has a new favorite
book. That new book is _____.
4. Inay has a big pan that she
uses when she cooks. That
pan is ____.
5. I have a gift for you on your
birthday. This gift is _____.
We Can Do It
Reading Phrases
Read out loud the phrases. Answer the question
I will ask about the phrase.
1. six wet bibs
What is wet?
206
2. pig on the mat
Where is the pig?
3. red lips
What are red?
4. a red wig
What is red?
5. a mad kid
Who is mad?
I Can Do It
Look at the pictures. Write a phrase about
each picture. Choose your answer from the box.
Do this in your notebook.
tip of a pen in the pit sit on the bed
a big wig bib of the kid hit the bin
207
Let's Answer
Look at each picture. Write a phrase about
each picture. Do it in your notebook.
We Can Do It
Predicting Outcomes
Listen as I read the sentences on the left. Draw a line
to connect the idea on the left to the picture that
will most likely happen.
The sky is dark.
Ryan eats a lot.
The pupils study
their lesson well.
The children keep
their toys in proper places.
Lesson 30
208
I Can Do It
Listen as I read the sentences. Write the letter that
tells what will happen next.
1. Joel jumped out of bed and looked at the
clock. “Oh! I'm late,” he said. He dressed up as
fast as he could. Then he took his cap and
basketball and went out of the house.
a. Joel is late for the church.
b. Joel was going to watch a baseball game.
c. Joel was going to play basketball.
2. Dandy knew that they will have a quiz in
Science the next day. But instead of reviewing,
he watched TV until midnight.
a. Dandy forgot to turn off the TV.
b. Dandy failed the Science test.
c. Dandy invited his classmates to watch TV.
3. Isabel likes eating candy. She eats candies in
the morning and at noon. Before going to
sleep, she still eats candies.
a. Isabel has perfectly white teeth.
b. Isabel has a toothache.
c. Isabel is always hungry.
209
I Can Do It
Reading Phrases
Look at the pictures. Complete the phrases by giving
the missing words on the blanks. Write the complete
phrases in your notebook.
a _____ and a _____
a _____ and a _____
a _____ and a _____
210
Let's Answer
Read the phrases. Look at the pictures and write
the correct phrase for each. Do this in your
notebook.
a rat and a cat a sad kid ten tin cans
dig a pit bin with a lid a bib with a pin
211
Week 7: A Different Family
Let's Try
Draw and tell. What is something that makes
your family special? Draw it on a piece of paper.
Tell the class something about your drawing.
Say: “I am _____. My family is special
because _____.”
Get Set
Listen as I read the sentences. Choose the picture
of the correct answer.
1. We keep our pictures in a photo album.
Which of the following is a picture
of a photo album?
2. Randy broke his leg in a terrible car accident.
Which of the following is a picture
of a car accident?
Lesson 31
212
Let’s Recall
Do you know someone who has a different family
form? For example, the mother is out of the country
and the grandmother takes care of the children.
Let's Aim
In the story that I will read, find out:
How is Karlo's family different.
Listen as I read the story.
A Different Family
Aling Judy came home early from work
today. She was surprised to see her son, Karlo,
on the floor surrounded by pictures from his
photo album. Karlo seems to be looking for
a picture, and he also seems so sad.
“What's the matter, Karlo?” Aling Judy
asked.
“Ms. Cruz gave us an assignment. She told
us to bring a family picture tomorrow.”
answered Karlo.
213
“We have a lot of family pictures there,”
Aling Judy said. “All you have to do is choose.”
“Don't we have a picture with Papa?” Karlo
asked.
Aling Judy was a little surprised with Karlo's
question. Karlo's Papa died in an car accident
when Karlo was a baby.
“Karlo, we didn't get a chance to have
our picture taken when your father was still
alive,” Aling Judy simply said.
“But Ms. Cruz told us to bring a picture of our
whole family,” Karlo answered .
“Our family is still a whole family, Karlo.
We still have Ate Sam, Kuya Miguel, you, and
me. We live together and we love each other.
That's what a family is all about.”
Karlo now understood. He chose a picture
of his family taking a vacation in Bohol.
Listen to my questions and try to answer them.
1. Who came home early?
2. Who did she see?
3. What is Karlo doing?
4. Why does he need it?
5. Why do you think Aling Judy asked the question,
“What's the matter?”
6. Why is Karlo sad?
7. What was he looking for?
8. Why don't they have a complete family picture?
9. What happened to Karlo's father?
10. How is Karlo's family different?
214
11. Do you still consider Karlo's family a whole
family? Why?
12. What does your family look like?
Paste your family picture in your notebook.
If you don't have a picture of your family,
draw the members of your family.
Let's Recall
In our story yesterday, do you remember what
Ms. Cruz asked the class to bring?
Let's Aim
Following Directions
Listen as I read the sentence from the story,
look at the picture.
Ms. Cruz: Bring a family picture tomorrow.
Lesson 32
215
Did the boy in the picture follow Ms. Cruz?
How can you tell?
Let's have a game and see if you can follow
my directions.
Everybody get your English book.
Line up by height.
Sit on the floor.
Stand beside your chair.
Keep your book inside your bag.
Let's Recall
In our story yesterday, who needs to bring a family
picture?
Let's Aim
The Pronouns Ours and Theirs
Listen as I read some sentences.
1. This is a picture of my family and me in Bohol.
2. This is our picture.
3. These other pictures belong to my friends.
4. These pictures are theirs.
Remember This
In school, it is very important to follow directions.
216
In sentence 1, to whom does the picture belong?
In sentence 2, to whom does the picture belong?
What word was used to show that the picture
belongs to them?
In sentence 3, to whom does the other pictures
belong?
In sentence 4, what word was used to show that the
other pictures belong to friends?
Remember This
The pronoun ours is used to show
that something belongs to the speaker,
when the speaker is more than one.
Example:
Father bought ice cream for my brothers and
me. The chocolate ice cream is ours.
The pronoun theirs is used to show that
something belongs to people, animals, and
objects when they are more than one.
Example:
The pupils of grade 2 have new chairs inside
the classroom. The chairs are theirs.
217
We Can Do It
Look at the picture. Listen as I read the sentences.
Complete the pictures by adding ours and theirs.
These are our puppies.
The milk bowls are _____.
The playground is for the children.
The playground is _____.
We are Yumi and Yana.
These bags are ____.
218
Let's Aim
Reading Sentences with Short i
Let's read the sentences together. Try to answer
the questions.
1. Tim's bib has a rip.
What has a rip?
What does the bib have?
2. The pig is on a hill.
Where is the pig?
What is on the hill?
3. The wig is big.
What is big?
Is the wig small?
Father gave us flowers.
These flowers are _____.
219
4. Sam's lips are red.
What are red?
Whose lips are red?
5. The bin has a lid.
What has a lid?
What does the bin have?
On your own read out loud the story. Were you able
to read all sentences? Were you able to answer all
questions?
We Can Do It
Read the sentences and choose the letter
of the correct answer.
1. Sam is sick.
Who is sick?
a. Sam b. Pam c. Sim
2. The bib has a pin.
What has a pin?
a. lid b. bib c. pat
220
3. Len has six pens.
Who has six pens?
a. Lina b. Len c. Ben
4. The cat is in the pit.
Where is the cat?
a. pit b. mat c. pet
5. Jim has a pet rat.
Who has a pet rat?
a. Jen b. Sam c. Jim
6. Min is a fat cat.
Who is a fat cat?
a. fat b. cat c. Min
221
Let's Recall
When do we use the pronouns ours and theirs?
We Can Do It
Look at the pictures and listen as I read the
sentences. Fill in the blanks with ours or theirs.
1. My sister and I wrote a nice
story.
That story is ____.
2. The children got mangoes
from the tree.
The mangoes are ______.
3. We got a new cage for our
pet rats.
The cage is _____.
4. My friends and I cooked
pancakes for breakfast.
The pancakes are _____.
5. Our neighbors have lots of
plants.
The plants are _____.
Lesson 33
222
We Can Do It
Reading Sentences
Read the sentences. Answer the questions.
Write the answer in your notebook.
1. The cat is on the hill.
What is on the hill?
Where is the cat?
2. The jar has a lid.
What has a lid?
What does the jar have?
3. The wig is on the bed.
What is on the bed?
Where is the wig?
4. Tom's bag is big,
Who has a bag?
What is big?
5. Pat digs a pit.
Who digs a pit?
What does Pat dig?
I Can Do It
Look at the pictures. Read the sentences.
Complete the sentences by writing the correct word
in your notebook.
1. The _____ is big.
223
2. The ____ is on the bed.
3. The mat has a ____.
4. The _____ is wet.
5. A rat is in a _____.
224
Let's Recall
When do we use the pronouns ours and theirs?
How about his and hers?
I Can Do It
Look at the pictures. Listen as I read the sentences.
Complete the sentence by adding his, hers, ours,
and theirs.
1. Dad made my sister a sandwich.
That sandwich is _____.
2. Jack received a gift for
his birthday.
That gift is ____.
3. The twins are looking at the
album.
The album is ____.
4. The man has a hat.
That old hat is ____.
5. My brother and I share
an umbrella.
This umbrella is ____.
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225
Let's Aim
Reading Stories with a, e, and i
Let's read the short story together.
Tim
Tim is a kid.
He has a bib.
Tim is on the bed.
1. Who is a kid?
2. What does Tim have?
3. Where is Tim?
On your own try to read out loud the story.
Were you able to read all sentences? Were you able
to answer all questions?
We Can Do It
Read the story aloud. Choose the correct answer.
The Big Pig
Jig is a pig.
He is a big pig.
Jig fell in a pit.
226
What is Jig?
What kind of pig is Jig?
Where is Jig?
I Can Do It
Read the short story. Answer the questions that
follow. Write your answers in your notebook.
Jin's Pins
Jin has pins.
He has six pins.
The pins are in the bag.
227
1. Who has pins?
______ has pins.
2. How many pins does he have?
He has _____ pins.
3. Where are the pins?
The pins are in the _____.
Let's Try
Listen to my story. Try to follow directions that I give
while reading the story.
A Visit to the Zoo
One Saturday, my family and I went
to the zoo.
Joey and I were so excited for it was
our first time to go and visit the zoo. We saw
different kinds of birds, monkeys swinging
on trees, and giraffes, the animal with
the longest neck.
Lesson 35
228
Can you fly like a bird?
Everybody, act like a monkey.
The zoo keeper was busy cleaning
the cage of the elephant. After a while,
we went in front of the cage of the lion.
Father told us how ferocious and strong
lions are. We listened to him attentively.
It was such a wonderful day.
Can you walk like an elephant?
Everybody, roar like a lion.
We did not want to leave the zoo,
but there were many more things that we had
to do at home. Mother promised to take us
again and see the beauty of the zoo.
1. Who went to the zoo?
2. What animals did they see?
3. How do you think the children feel while
in the zoo?
4. What made you say that?
We Can Do It
Read the story and answer the questions.
Din's Bag
Din has a bag.
The bag is in the car.
The bag has a tag and a pin.
229
1. Who has a bag?
a. Jim b. Din c. Dan
2. Where is the bag?
a. car b. cat c. can
3. What does the bag have?
a. rag and tin c. pen and wig
b. tag and pin
Let's Answer
Look at the picture. Write three sentences about
the picture. Write your sentences in your notebook.
Week 8: Brothers for Life
Let's Try
Group Sharing:
Let's talk about your brothers and sisters. Do you like
having brothers and sisters? Why?
Say: “I like having brothers and sisters because ____.”
Lesson 36
230
Get Set
Listen as I read the sentences. Choose the picture
of the correct answer.
1. I always see my classmates quarrel. They often
shout at each other when they are quarrelling.
Which of these pictures show children who
quarrel?
2. The boys ride a boat while catching fish
in the river.
Let’s Recall
Do you sometimes fight with your brother or sister?
What do you fight about?
Let's Aim
In the story that I will read, find out:
Why the brothers fight with each other.
231
Listen as I read the story.
Brothers for Life
In a village near the river lives a family
with three sons, Miguel, Mateo, and Lucas.
These brothers quarrel about everything!
Whose turn it is to wash the dishes, whose turn
it is to feed the dogs, whose turn it is to sit
beside Mother, and many other things. Even
if they always argue, Father always tells them
that whenever they go out of the house, the
three of them should always stay together.
One day, Mother asked the three brothers
to look for malunggay leaves that she would
need to cook dinner. The three brothers went
out together to the river shore where there
are a lot of malunggay trees. They were
quarelling as usual, who will be holding the
leaves, who will be searching for the trees,
who will be getting the leaves from the trees,
and it goes on and on.
232
On the way home, after collecting the
leaves, the youngest brother, Lucas,
accidentally slipped from the river shore.
He fell in the river, but quickly held on
to the small branch attached to a tree.
“Lucas!” Miguel cried out, “hold on!
Don't let go!”
Without even being told, Mateo held on
to a bigger branch and stretched out his
body. Miguel held on to Mateo's legs and
stretched out his body so that Lucas can hold
on to his legs. Quickly, but carefully, Lucas
held on to Miguel's legs until he was able to
climb out of the river. The two older brothers
quickly climbed out of the river too.
Without saying a word to one another,
they all looked at each other, and gave one
another the tightest hug they ever shared!
Listen to my questions and try to answer them.
1. What do the brothers always do?
2. Why do you think they always quarrel?
3. What do they fight about?
4. Are you the same with your brothers and sisters?
5. What did their father tell them? Why do you
think he said that?
6. What did Mother need for cooking?
7. Where did the brothers go to get it?
8. What happened to them by the river?
233
9. What lesson do you think did this teach the
brothers?
10. How would you show that you learned
this lesson?
Let's Recall
In our story yesterday, who were always quarrelling?
Let's Aim
The Use of This and That
Look at the pictures. Listen as I read the sentences.
1. This is our father.
He is Mang Oscar.
2. That is our house.
I live there with my old
father and my brothers.
In sentence 1, who is the lad referring to?
How many is he pointing to? Who is the old man?
What word did he use to show that the old man
is near him?
Lesson 37
234
In sentence 2, what is the lad referring to?
How many is he pointing to? Where is the house?
What word did he use to show that the house
is far from him?
We Can Do It
Choose a partner. Look around you. Tell your
partner about the things you see using this and that.
Let's Aim
Reading Words
Look at the pictures and try to read the words.
sister
dinner
lizard
zipper
Remember This
We use this when the speaker is near one
person, animal, or object.
We use that when pointing to one person,
animal, or object.
235
bigger
napkin
kitten
We Can Do It
Read the words and match the words
with the correct picture.
zipper
lizard
kitten
dinner
napkin
236
Let's Recall
When do we use this and that?
Can you give an example of sentences using this
and that?
We Can Do It
Look at the pictures. Listen as I read the sentences.
Write this or that to complete the sentences. Do this
in your notebook.
1. ____ hat is big for me.
2. Look! ____ is a falling star.
3. Is ____ sandwich delicious?
Lesson 38
237
4. ____ is a heavy book bag.
5. ____ boy will jump into the
water.
6. ____ is a deep swimming pool.
7. ____ is not my water bottle.
8. ____ is the notebook I want.
238
We Can Do It
Reading Sentences
Read the sentences. Answer the questions.
Write the answers in your notebook.
1. Rita has a red napkin.
Who has a napkin?
What color is the napkin?
2. Martin is in the market.
Who is in the market?
Where is Martin?
3. Darlin sets for dinner.
Who sets for dinner?
What does Darlin set?
4. A big lizard fell.
What fell?
What kind of lizard is it?
5. Ester has a sister.
Who has a sister?
What does Ester have?
I Can Do It
Look at the pictures. Read the sentences. Complete
the sentences by writing the correct word
on the blank. Do this in your notebook.
1. The ____ is on the mat.
239
2. Minda has a ____.
3. The bag has a _____.
4. Minnie is my _____.
5. The ham is in a _____.
Let's Aim
The Use of These and Those
Look at the pictures. Listen as I read the sentences.
1. These are my barbecue
sticks.
I will use these
to cook later.
Lesson 39
240
2. Those are my brothers.
We used to quarrel a lot.
In sentence 1, what is the girl referring to? How many
is she pointing to? Where are the barbecue sticks?
What word did she use to show that the barbecue
sticks are near her?
In sentence 2, what is the lad referring to? How many
is he pointing to? Where are his brothers? What
word did he use to show that his brothers are near
him?
Remember This
We use these when
the speaker is holding
or near two or more
persons, animals, or
objects.
We use those when
the speaker is pointing
to two or more
persons, animals, or
objects.
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We Can Do It
Choose a partner. Go to the school ground or
garden or look outside. Talk about the things you see
using these and those.
Let's Aim
Reading Stories
Let's read the short story together.
Kim's Kittens
Kim has kittens.
She has six kittens.
The kittens are on her bed.
1. Who has kittens?
2. How many kittens does she have?
3. Where are the kittens?
On your own try to read out loud the story.
Were you able to read all sentences? Were you able
to answer all questions?
We Can Do It
Read the story aloud. Check the correct answer.
Betty Helps
Betty helps Dad.
She helps set for dinner.
Dad is happy.
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1. Who does Betty help?
2. How does Betty help?
3. How does Dad feel?
I Can Do It
Read the short story. Answer the questions that
follow. Write your answers in your notebook.
Lina's Bag
Lina has a bag.
She has a big red bag.
Lina's bag has a zipper.
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1. Who has a bag?
______ has a bag.
2. What color is her bag?
She has a _____ bag.
3. What does Lina's bag have?
Lina's bag has a ______.
Let's Try
Listen as I recite the chant. Try to recite with me.
Near or Far by Elisa O. Cerveza
Near or far
Far or near
Here and there
There and here
One or two
Three or more
Want to know
What's here
And there
This or that
These or those
Please let me know.
Lesson 40
244
We Can Do It
Look at the pictures. Listen as I read the sentences.
Write these or those to complete the sentences.
1. Are ____ toys yours?
2. _____ toys are from my
grandfather.
3. Are ____ dolls on top of the
shelf yours?
4. Oh, ____ are my sister's dolls.
She got them on her birthday.
245
5. _____ are small cars.
6. Oh, _____ are my father's toy
car collection.
7. ______ are new dolls.
8. _____ are my father's favorite.
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I Can Do It
Reading Stories
Read the short story. Answer the questions that
follow.
Liz the Lizard
Liz is a lizard.
She is a big lizard.
Liz fell in a pit.
1. What is Liz?
2. What kind of lizard is she?
3. Where did Liz fall?
Draw Liz in your notebook.
Let's Answer
Look at the picture. Write 3 sentences about
the picture. Write your sentences in your notebook.
247
It’s a place where I learn
to count, read, and write
It’s a place where I meet
New friends left and right
That’s why it’s no surprise…
I love going to school!
Unit 3
I Love Going to School
248
Week 1: School Is My Second Home
Let’s Try
Talk about your school. Say your school’s name.
Tell us what grade you are in.
Say: “I study in ____.
I am in Grade _____.”
Get Set
Listen as your teacher uses these words in a
sentence. Let us try to figure out their meanings.
Let’s Recall
What do you often do in school?
Let’s Aim
In the poem you are about to hear, you will find out
what other activities are often done in school.
Lesson 1
cool hop
without doubt skip
prance true
249
Listen as I read the poem.
My School
I will tell you about
a place that is cool
it is without doubt
my dear old school.
In school I can sing
and do many other things
I can read, write, and dance
I can skip, hop, and prance.
In school I have fun
I play under the sun
I count things I can see,
dream of what I can be.
There’s so much I can do
in my school, that’s so true
It is after all, my home
away from home.
Listen to my questions about the poem and try
to answer them.
1. In the poem, what is referred to as a place
that is cool?
2. What does it mean when one says that a place
is cool?
3. Based on the poem, give two activities that can
be done in school.
4. Aside from what was said in the poem,
what other activities can you do in school?
250
Draw your favorite school activity in your notebook.
Let’s Recall
In our poem yesterday, we learned that it is fun to be
in school. Let’s think of the different things we can do
in school.
I Can Do It
Your classmate will ask you a question.
Try to answer it.
“What do you like to do in school?”
“I like to ____ in school.”
Action Words
Listen as I read each sentence.
1. Miko likes to sing in school.
2. Dina likes to read in school.
3. Tita likes to cook in school.
4. Juan likes to dance in school.
5. Ana likes to play in school.
Write the word that answers each question
that I will read to you.
1. What does Miko like to do in school?
2. What does Dina like to do in school?
3. What does Tita like to do in school?
4. What does Juan like to do in school?
5. What does Ana like to do in school?
Lesson 2
251
Read the words you wrote. What do you notice?
Sing, read, cook, dance, and play are all action
words.
We Can Do It
I will ask about what you do in certain places.
Answer me with an action word.
1. What do you do in the market?
2. What do you do at home?
3. What do you do in the park?
Let’s Aim
Reading Short o Words
Let us name these pictures.
Did you notice the shape of my mouth as I named
the pictures with you? You are right, my mouth
formed a circle. That is the shape that our mouths
form when we have the o sound in the middle of the
words we read.
Remember This
Action words are words that show movement.
They talk about what we do.
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We Can Do It
Find a partner. Read each word to your partner.
Draw a line between the word and the picture.
pot
cop
mop
top
I Can Do It
Read the words and draw the corresponding
pictures in your notebook.
1. mop
2. top
3. pot
4. dot
5. fox
253
Let’s Answer
I have a set of pictures and word cards. I will give
each of you a picture or a word card. Find your
partner by matching the picture with the correct
word card.
(To half of the class, give word cards containing
three-letter words with the middle o sound. To the
other half, give the corresponding picture cards.
Make sure the cards accurately depict the words.)
Let’s Aim
Cause and Effect
Last Monday, we listened to a poem about school.
Listen as I read the story about Ben’s first day
in a new school.
Yesterday was Ben’s first day
in a new school. He was afraid because
he did not know anyone there. All his friends
were in his old school.
During recess, a girl called out to him.
“Hi, I’m Lisa,” she said. “Come and join us. We
are going to play tumbang preso,” she added.
Ben eagerly joined Lisa and her friends.
He is happy now.
Lesson 3
254
Answer these questions.
1. Why was Ben afraid to be in a new school?
2. Why is Ben happy now?
Let’s try to complete the following chart. On the left
side of the chart, you will put the answers to the
questions above.
Ben was afraid to be
in a new school.
Ben is happy now.
Read your answers on the chart. What do you
notice? Because he does not know anyone there,
Ben was afraid to be in his new school. In the end,
because he made new friends, Ben became happy.
Remember This
Oftentimes we want to know the reasons
behind certain events. In order for us to do
so, we have to ask why.
The reason behind a certain event is called
the cause of an event. The result of the
cause or what happens because of the
cause is called the effect.
255
We Can Do It
Knowing the cause of certain events is helpful
in understanding what we read. Let’s try some more
examples to know more about cause and effect.
Listen as I read each paragraph. Answer the
questions that follow. Write your answers in the chart.
1. Mely was going to cross the street to go to
school. A little boy wanted to cross too, but he
was afraid. Mely held the boy’s hand. Together,
they crossed the street.
Why was the boy able to cross the street?
2. Jose was asked to compete against students
from other schools in a math quiz bee. He
wanted to win so he practiced solving word
problems every chance that he got. During the
day of the quiz bee, Jose answered all the
problems correctly. He was declared math quiz
bee champion.
Why did Jose become the math quiz bee
champion?
3. Pat liked to sing. He sang in the morning before
breakfast, he sang while working on his
seatwork, he even sang before going to bed.
One Monday morning, he woke up with a sore
throat. He could not sing all day. Pat was very
sad that day.
Why was Pat sad one Monday morning?
Cause Effect
The little boy was able
to cross the street.
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Cause Effect
Jose became the math
quiz bee champion.
Pat was sad one
Monday morning.
Let’s Aim
Reading Short a, e, i, and o Words
Let’s name the following pictures.
Did you notice how the shape of our mouth
changed as we named each picture? It all depends
on whether the word has the a, e, i, or o sound
in the middle. Today we will try to read more words.
257
We Can Do It
Find a partner. Read each word to your partner.
I Can Do It
Read these words and draw the corresponding
pictures in your notebook.
1. a pig 4. a mop
2. a map 5. a box
3. a hen
Let’s Try
I have a list of action words. Let us do the actions
together. Afterwards, choose one among these
action words. Pretend to do the action while saying,
“I like to ____.”
Lesson 4
map
pet
big
box
sad
ten
fin
sob
swim drink walk
hop fly eat
run sing clap
jump dance skip
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We Can Do It
I have pairs of action words written on pieces
of paper. Each one will get a piece of paper.
Read the action word written. If you need my help,
I can read it with you. The object of the game is
to find the person who got the same action word
as you did. After reading your action word, act it out
until you find the person who is also doing
the same action.
(The game may be repeated as it helps the children
become familiar with the different action words.)
Let’s Try
Looking for Effects
Yesterday, we talked about the reason behind
certain events. We said that this is called the cause.
Sometimes, an event can have many causes.
Listen to this story and try to figure out what happens
because of certain events. This is called the effect.
It is Nilo’s birthday today. His parents came
home from work early so they could celebrate
with him. His best friend Rino was also there with
him. Nilo’s parents took them to the zoo where
they enjoyed seeing different animals. Later on,
they had dinner at a restaurant. Nilo had a
happy birthday.
259
We Can Do It
In the boxes below are various reasons why
something happened. Beside them is a blank circle.
Let us fill in the circle with the corresponding effect of
the events stated in the boxes.
I Can Do It
Listen as I read the short story. List the effect
of the different causes written in the boxes.
Sinta was very hungry after class today.
She forgot to bring her baon and she did not
have enough money to buy snacks.
Her classmate Lito also offered her
some cookies but she did not accept them.
Nilo’s parents came
home early.
Nilo’s parents took them
to the zoo.
Nilo’s best friend came
to celebrate with him.
They had dinner
at a restaurant.
260
Let’s Try
Listen to my short poem. Then try to answer
my questions about it.
Lesson 5
Remember This
Sometimes, an event can have many
causes. When reading a story, ask why
in order to understand the reason behind
a given event. Do not stop asking until
you have found out all the reasons behind
the event.
Sinta forgot to bring her
baon.
Sinta did not accept the
cookies Lito offered her.
Sinta did not have
enough money to buy
snacks.
261
Animals in Action
There was once a hen who wanted to fly.
She flapped her wings but she could not
go high.
Then the hen met a pig who wanted to
jump.
But the pig was too heavy, he fell with a
thump.
The two walked a bit and they both met
a dog.
But the dog wanted nothing but
to sleep like a log.
1. What did the pig want to do?
2. What did the dog want to do?
3. What did the hen want to do?
We Can Do It
Let us play Simon Says. When I say “Simon Says,”
you must do the action that I tell you. If I only say
an action without saying “Simon Says,” you must not
do the action.
I Can Do It
Complete the poem with action words. Make sure
you put your name in the first blank.
______________ in Action
I _______________
I _______________
I _______________
I love to move about.
262
Let’s Aim
Let’s name these pictures. Write their names
in your notebook.
I Can Do It
Read the phrases. Draw the correct picture
for each phrase in your notebook.
1. a dog on a log
2. a fox in a box
3. a top in a pot
Week 2: Meet My Teacher
Let’s Try
Talk about your teacher. Say your teacher’s name.
Tell us what she teaches you.
Say: “My teacher’s name is _____.
She / He teaches me to _____.”
Lesson 6
263
Get Set
Listen as your teacher uses these words in a
sentence. Let us try to figure out their meanings.
Let’s Recall
How did you celebrate your birthday?
Let’s Aim
In the story you are about to hear, you will find out
how Ms. Amor celebrated her birthday.
The Birthday Surprise
Today is Ms. Amor’s birthday. All of us
in Grade 2 - Santol are excited because we
have a surprise for her. When she entered the
room, our classmate Ana gave her a set of
cards numbered 1 to 3.
“Ms. Amor, we have a surprise for you,”
Ana said.
“Please read and follow the clues
on the cards so you can find the surprise,”
Gabriel continued.
All of us in the classroom sat on our seats
quietly.
excited amazed
surprise final
clues framed
264
“Okay, here goes,” Ms. Amor said as she
read the first clue. “Walk forward five steps,”
Ms. Amor said as she started to move forward.
She stopped in the middle of the room. Then she
looked at the next clue. “Sing a few lines from
your favorite song.”
All of us waited happily to find out what
Ms. Amor’s favorite song was. When she sang
“Moon River,” we were amazed at her beautiful
voice. We clapped our hands after her song.
“Thank you, class. Now let’s move on to the
final clue,” Ms. Amor said, reading the next
card. “Close your eyes and make a wish.” She
closed her eyes for a while.
When she opened them, we all shouted,
"Surprise!"
She looked at the framed class picture we
held in front of her and said, "How did you know
what I wished for?"
Listen to my questions and try to answer them.
1. Whose birthday was it?
2. Who were the pupils of the birthday celebrant?
3. What did they do for their teacher
on her birthday?
4. What did Ms. Amor have to do first in order to
find her surprise?
5. What did Ms. Amor have to do next in order
to find her surprise?
265
6. What was the last thing Ms. Amor have to do
in order to find her surprise?
7. What did the pupils of Grade 2 - Santol give
Ms. Amor for her birthday?
8. What did Ms. Amor say that showed us she liked
Grade 2 - Santol’s gift to her?
In your notebook, draw what you would give
Ms. Amor for her birthday if you were a pupil
in Grade 2 - Santol. Write a sentence about it
under your drawing.
This _____ is my gift for Ms. Amor.
Let’s Recall
In yesterday’s story, we heard about what Ms. Amor
had to do in order to find her surprise gift. Let’s
pretend we are with Ms. Amor and Grade 2 - Santol.
1. What does Ms. Amor sing for Grade 2 - Santol?
Ms. Amor ____ “Moon River” for Grade 2 - Santol.
2. What do the Grade 2 - Santol pupils give
Ms. Amor?
The Grade 2 - Santol pupils _____ Ms. Amor
a class picture.
Lesson 7
266
Action Words
Listen as I read each sentence.
1. Romy sits on a chair.
2. Romy and Tita sit
on a bench.
3. Patrick reads a book.
4. Patrick and Ana read
the newspaper.
5. Maria eats spaghetti
in school.
6. Maria, Diego, and
Juan eat pizza
at home.
267
Answer each question. Copy the following chart
in your notebook. Write the answer on the left side
of the chart. On the right side of the chart, write
how many persons are doing the action.
1. What does Romy do on a chair?
2. What does Patrick do to a book?
3. What does Maria do in school?
4. What do Romy and Tita do on a chair?
5. What do Patrick and Ana do to a newspaper?
6. What do Maria, Diego, and Juan do at home?
Action Number of Person/s
Doing the Action
1.
2.
3.
4.
5.
Read the actions that were done by only one
person. What do you notice? Sits, reads, and eats are
the actions done by only one person. Read the
actions that were done by two or more persons.
What do you notice? Sit, read, and eat are the
actions done by two or more persons.
Remember This
When only one person does the action,
we add s to the action word.
When two or more people do the action,
we do not add s to the action word.
268
Let’s Aim
Reading Phrases with Short Vowel Sounds
Let’s read the following words.
fat pen ten bed
big six logs dog
box mop the of
We Can Do It
Read each phrase to a partner. Match the phrase
with the correct picture by drawing a line.
1. ten big logs
2. the big fat dog
3. a mop on a bed
4. a box of pens
269
I Can Do It
Read the phrases and draw the corresponding
pictures in your notebook.
1. six red pots
2. a top on a hat
3. a sad dog
Let’s Aim
Sequencing 3 to 4 Events
Last Monday, we listened to a story about
Ms. Amor’s birthday. Let’s try to recall the events
that led Ms. Amor to find her birthday surprise.
Answer the following questions:
1. What was the first thing Ms. Amor had to do
to find her surprise?
2. What was the second thing Ms. Amor had to
do?
3. What was the last thing Ms. Amor had to do?
Make in your notebook three boxes numbered 1 to 3.
Draw the events that happened before Ms. Amor
got her surprise from Grade 2 - Santol.
Lesson 8
1 2 3
270
We Can Do It
Knowing the order of the events in a story is helpful
in understanding a story better. Listen as I read
a short story. Together with your group mates,
draw on four sheets of paper the four important
events that happened in the story. Arrange them
in correct sequence.
The Owl That Wanted to Be a Rooster
There was once an owl who thought
that the rooster’s job of waking up the animals
was the best job in the barn. The owl wished
so hard to be a rooster. Her wish came true,
and she became a rooster. But she was only
awake at night. So she ended up crowing
at night. The barn animals got angry
because they could not sleep. The rooster
wished to become an owl again.
Remember This
When reading a story, it is helpful to note
the important events in the order
that they happened. This will help us
in understanding the story better.
271
Let’s Try
Your classmate will ask you a question. Try to answer
it.
“What does your teacher do in school?”
“My teacher ____ in school.”
“What do your classmates do in school?”
“My classmates ____ in school.”
We Can Do It
I will divide you into groups with five members each.
I have a bowl with slips of paper that have
action words written on them. Your group will pick
an action word and make two sentences out of it.
In your first sentence, use the name of a team
member to be the doer of the action. In your second
sentence, use the names of all the team members
to be the doers of the action.
Let’s Aim
Reading Phrases with Sight Words
Let’s read these sight words.
blue yellow green
orange red
We Can Do It
The class will play Touch the Color. After saying
“Touch the color,” the teacher will flash a word
indicating the color that the pupils are to touch.
272
I Can Do It
Read the words and draw the corresponding
pictures in your notebook.
1. an orange log
2. a blue top
3. a red cot
4. a green mop
5. a yellow pot
Let’s Answer
Let’s play Bingo! I have a set of pictures and each
one will be given a word card containing groups of
words. I will show you the picture and you will find the
group of words that tells us what the picture is. Once
you find it, mark it with an X. The first person to mark
all the groups of words in his / her card wins the
game.
(Give the pupils word cards containing six phrases
that use colors and words with the middle a, e, i, or o
sound. The pictures can either be printed or flashed
through a powerpoint presentation.)
We Can Do It
Look at the action words. Let us read and do
the actions together. Afterwards, choose one action
word. Ask a classmate or a group of classmates
to do an action and say, “_____ sings.” or “______,
______, and _____ dance.”
Lesson 9
273
swim drink walk
hop run eat
run sing clap
jump dance skip
I Can Do It
Listen as I read a short story. Answer my questions
about it afterwards.
Hide and Seek
Marla, Jen, Kevin, Richard, and KC play hide
and seek in the park. Jen covers her eyes
and counts up to thirty. The other children hide
in different places. Marla goes behind a tree.
Kevin and KC hide behind a bench.
Richard runs to the slide and hides behind it.
Jen opens her eyes and walks around. She
spots Richard. “Tag, you’re it!” she tells him.
274
1. What does Jen do first?
2. Where does Marla go?
3. Where do Kevin and KC hide?
4. Where does Jen find Richard?
Let’s Try Sequencing Events
Yesterday, we talked about the need to know
the order of events as they happened in the story.
Let’s try to do this again.
We Can Do It
Answer the following questions.
1. What was the first thing that happened
in the story?
2. What was the second thing that happened
in the story?
3. What was the last thing that happened
in the story?
I Can Do It
Look at the pictures of events that happened
in the story I have just read. Write the correct order
of the events by putting the number in the boxes.
Write about what the children do in the pictures
in your notebook.
275
Let’s Try
Listen as I read the different animal sounds.
Match them with the animals that make these
sounds.
Write your answers in your notebook.
a.
1.
b.
2.
Lesson 10
Croak!
Croak!
Neigh!
Neigh!
276
c.
3.
d.
4.
e.
5.
We Can Do It
I have pictures of the animals on the previous page.
There may either be one animal or more than one
animal in each picture. Each of you will pick out
an animal card. Then make a sentence about
the animal / animals that you pick out using the
correct sounds they make.
For instance, if you pick out a picture of two dogs,
you may say “Two dogs bark.” But if you pick out a
picture of only one dog, you may say “The dog
barks.”
Meow!
Meow!
Chirp!
Chirp!
Bark!
Bark!
277
I Can Do It
Complete the poem with the correct animal sounds.
Reading Phrases with Sight Words
Let’s Aim
Let’s read these sight words.
We Can Do It
The class will play Touch the Color. After saying
“Touch the color,” the teacher will flash a word
indicating the color that the pupils are to touch.
blue yellow green orange
red black purple white
pink brown
Animal Sounds
A dog _____________
A cat ______________
A bird _____________
A frog ____________
A horse ____________
And I say,
“Have a nice day.”
Animal Sounds
Dogs ______________
Cats _______________
Birds _______________
Frogs ______________
Horses _____________
And we say,
“Have a nice day.”
278
I Can Do It
Read these phrases. Draw the correct picture
for each phrase. Do this in your notebook.
1. a red rod and an orange toy
2. a brown frog in a green box
3. a yellow fox on a purple hat
4. a pink pig on a white mat
5. six blue pens in a black pot
Week 3: Happy Times in School
Let’s Try
Talk about the things you do in school.
Say: “I _____ and _____ in school.”
Get Set
Listen as I use each word in a sentence. Match each
with the correct picture by drawing a line between
the two.
dessert
ingredients
Lesson 11
279
stirring
scooping
Let’s Recall
What is your favorite dessert?
Let’s Aim
In the story you are about to hear, you will find out
what dessert the special visitor taught the pupils from
Grade 2 - Papaya to make.
A Special Visitor
Today is a happy day for us children
in Grade 2 - Papaya. We have a special visitor
in class. He will teach us how to make
a yummy dessert.
“Grade 2 - Papaya, I am Kuya Ben. I will
show you how to make fruit salad,” he says.
He posts the ingredients on the board.
Kuya Ben lets us read the ingredients.
Then he tells us that fruit salad is so easy
to make.
280
Fruit Salad
Ingredients:
6 apples (cut into small cubes)
2 papayas (cut into small cubes)
8 bananas (sliced)
5 mangoes (cut into small cubes)
1 tablespoon of lemon juice
1 cup of cream
3 tablespoons of sugar
“I slice all the fruits,” he says. Then he puts
them all in a big bowl. “I mix all the
ingredients,” he continues. “Then I stir in the
lemon juice, the cream, and the sugar.
After that, I serve them in small bowls or cups,”
he says.
He scoops the fruit salad into plastic cups.
We happily wait for Kuya Ben to give us
a cup of fruit salad. “Yum, yum! What a treat!”
Listen to my questions and try to answer them.
1. Who is the special visitor in the class
of Grade 2 - Papaya?
2. What will he teach the class?
3. What are the ingredients of the special dessert?
4. What did Kuya Ben have to do with the fruits
first?
5. After slicing all the fruits, what did he do
with all the ingredients?
6. Where did he put the fruit salad?
281
7. What does it mean when the pupils said “What
a treat!” ?
8. How did the pupils feel that day?
Draw your favorite dessert in your notebook. Write
the following sentence below it.
My favorite dessert is _______.
Let’s Recall
In yesterday’s story, we heard about Kuya Ben
teaching the pupils of Grade 2 - Papaya
how to make fruit salad. Pretend Kuya Ben is in
our class. Listen as I read what he might say.
I slice the fruits.
I mix the ingredients.
I scoop the fruit salad.
Lesson 12
282
I serve the fruit salad.
We Can Do This
Action Words
Listen as I read each sentence.
1. I sing a song.
2. I play with my sipa.
3. I write a story.
4. I drink a glass
of water.
5. I count my marbles.
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Answer each question. Copy the following chart
in your notebook. Write the answers on the right side
of the chart. On the left side, put in the answer
to this question: Who does the action?
1. What do I do with a song?
2. What do I do with my sipa?
3. What do I do with a story?
4. What do I do with a glass of water?
5. What do I do with my marbles?
Who does the action? Action
1.
2.
3.
4.
5.
Look at the left side of the chart. In all examples,
who was the doer of the action? Right, in all
examples I am the doer of the actions. Read the
actions on the right side of the chart. What do you
notice? Sing, play, write, drink, and count are the
actions that I do. In the past lesson, we learned that
when one person is doing the action, we add s to
the verb. But this is an exception to the rule. That
means even if I am only one, we do not add s to the
action word.
Remember This
When I am the person who does the action,
we do not add s to the action word.
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Let’s Aim
Reading Simple Sentences
Let’s look at these pictures. Identify the objects
in the picture.
We Can Do It
Read the following words after me. You will meet
these again in the sentences you will read.
Read the following sentences. Write the number
of the sentence that correctly shows the pictures
above.
1. The fox is in a box.
2. The pig is with the hen.
3. The eggs are in a pot.
I Can Do It
Read the phrases and draw the corresponding
pictures for each phrase. Do this in your notebook.
1. A dog is with a cat.
2. The top is on a log.
3. The rats are in a box.
the with are
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Let’s Aim
Retelling a Story Using a Series of Pictures
Last Monday, we listened to a story about
Grade 2 - Papaya’s special visitor. Who was he?
Yes, he was Kuya Ben. What did he teach the class
again? You’re right. He taught them how to make
fruit salad. Let us use these pictures to help us
remember events that happened in the story.
These pictures are not in correct sequence.
Number the pictures from 1 to 4.
We Can Do It
We now know the sequence of events that
happened in the class of Grade 2 - Papaya. Let us
write a sentence about each picture. This will help us
tell the story in our own words. Let me start the story
and then I will let you continue.
Lesson 13
286
Grade 2 - Papaya had a special visitor. His name
is Kuya Ben. He taught them how to make fruit salad.
This is how he did it. (Let the pupils say their sentences
in the correct order.)
Let’s Try
I have a big cube that has pictures of things we do
in school. Each one will get a chance to throw
the cube. Based on the picture you get, answer this
question:
“What do you do in school?”
“I _____ in school.”
We Can Do It
I will divide you into groups with three members
each. Talk to your team mates and agree on an
action that you will do together in school. Then as a
group, say:
“We _____ together in school.”
(Each group may do the activity more than once.)
Remember This
When reading a story, it is helpful to make
a picture in our minds of the important events
that happened in the story. We can then
describe the pictures in our own words.
This helps us tell the story again.
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Reading Sentences Let’s Aim Let’s look at the pictures. Identify the animals.
We Can Do It Let us read the word in the box. I will help you find out what it means.
Draw and color the corresponding picture for each sentence. Do this in your notebook.
1. The pink pig is beside the yellow hen. 2. The black cat sits beside a blue rat. 3. The green frog hops beside the brown dog.
Remember This When there are two or more people who do the action and we use the pronoun we, there is no need to add s to the action word.
beside
288
I Can Do It
Read the phrases. Draw the corresponding picture
for each phrase. Do this in your notebook.
1. A blue horse is beside an orange cat.
2. A green hen sits on a yellow egg.
3. A purple dog runs beside a white pig.
We Can Do It
I have the big cube that we used yesterday.
Instead of pictures, it has six action words written
on it. Let us read them.
Together with a partner, roll the cube. When it lands
on an action word, use it to say what you do
together.
We ____ together.
Then say where you do the action.
We ____ together in the _____.
Lesson 14
hop eat
run sing
jump dance
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I Can Do It
Complete the poem with the actions that you often
do with your friends.
Let’s Try
Retelling a Story with Pictures
Yesterday, we talked about how helpful it is for us
to form pictures of important events in a story.
This will help us tell the story again.
Listen to this familiar fable.
The Ant and the Grasshopper
There was once an ant who worked day
and night. He looked for food and kept it
in his home. He said he would need it
during the rainy days.
There was also a grasshopper who only
liked to play. He did not look for food. He
danced and sang all day.
What I Do with My Friends by ________________
We __________________.
We __________________.
We __________________.
We __________________.
We do so many things.
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One night, heavy rains poured. Ant stayed
in his warm home and ate his food.
Grasshopper knocked on Ant’s door and asked
for food.
Ant took pity on him and let him in. He told
Grasshopper that next time they will look
for food together.
We Can Do It
Look at these pictures. Let us number them from 1 to
4 according to when they happened in the story.
Let us say what happened in each picture.
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I Can Do It
Using the same pictures and their correct sequence,
rewrite the story of “The Ant and the Grasshopper” in
your notebook.
The Ant and the Grasshopper
There was once
______________________________________
______________________________________
______________________________________
______________________________________
Let’s Try
We learned about animal sounds last week.
We will learn about more animal sounds today.
Listen as I read these different animal sounds.
Lesson 15
292
Match them with the animals that make these
sounds. Draw a line between the animal and the
correct sound.
Squeak!
Squeak!
Grunt!
Grunt!
Hiss!
Hiss!
Quack!
Quack!
Buzz!
Buzz!
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We Can Do It
I have pictures of the animals on the previous page.
You will form groups of two, three, or four. Then I will
give you an animal card. You and your group mates
will pretend to be the animals you pick. You will
make a sentence using the correct sounds that the
animals make. As a group, say:
“We are _____. We ______.”
I Can Do It
Complete the poem with names of animals
and the sounds they make.
Animal Sounds
We are ______________.
We __________________.
We are ______________.
We _________________.
We are _____________.
We _________________.
We are animals.
We make lots of sounds.
Let’s Aim
Reading Sentences
Let’s read these groups of words.
The snakes hiss The pigs grunt
The ducks quack The bees buzz
The rats squeak
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in the box on the mat in the pot beside the
log
We Can Do It
Find a partner. One of you will choose a group
of words from the first box and the other one will
choose from the second box. Combine the phrases
that you choose. As a pair, read the sentence
that you form.
I Can Do It
Combine two phrases from the first and second
boxes in the previous page. Write the sentence you
form. Do it in your notebook.
Week 4: I Have Friends in School
Get Set
Listen as your teacher uses each word in a sentence.
Match with the correct picture by drawing a line
between the two.
board
game dice token wiggle stomp
Lesson 16
295
Let’s Recall
What game do you enjoy playing with your friends?
Let’s Aim
In the story you are about to hear, you will find out
what game Joan and her friends played in school.
Fun with My Friends
Joan, Jose, and Mika all came to school
early today. Joan said she had a board game
that she wanted them to play.
“What’s the game, Joan?” Jose asked
when they saw each other.
“It’s called Act It Out,” Joan said. “We
have to roll a dice first. The number we get
will tell us how many steps to take. If we land
on a square that says Act It Out, we have to
pick a card. Then we act out what it says on
the card.”
“And the person who reaches the square
that says Finish wins, right?” Jose asked.
“Right,” Joan answered.
Mika rolled the dice first. It was a six.
She moved her token and landed on a
square that said Act It Out. She picked a
card.
Turn to a friend
and shake his hand.
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“That’s easy,” she said, turning to Jose
and shaking his hand.
“My turn!” Jose cried, rolling the dice.
It was a three. He also landed on an Act It
Out square.
“This is fun,” Jose said while wiggling
his fingers and stomping his feet.
Joan was about to roll the dice when the
bell rang. “Let’s play again later!” she told us.
Listen to my questions and try to answer them.
1. How many children came to school early
that day?
2. Who were these children?
3. Why did they come to school early?
4. Who brought the board game?
5. What was the name of the game?
6. How is it played?
7. Who got to roll the dice first?
8. Where did she land?
9. What actions did she have to do?
10. Who got to roll the dice next?
11. What actions did he have to do?
12. Why did the children not finish their game?
13. Do you think the children will play the game
again? Why do you think so?
Wiggle your fingers
and stomp your feet.
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Draw your favorite game in your notebook.
Write the following sentence below it.
My favorite game is______.
Let’s Recall
In yesterday’s story, we heard about the Act It Out
game that Jose, Joan, and Mika played.
Listen as I read the sentences.
Lesson 17
I am shaking Jose’s
hand.
I am wiggling
my fingers.
I am bringing
my board game
to school.
298
We Can Do This
Action Words (adding –ing)
Listen and watch as I read each sentence
and do the action.
1. I am stomping my feet.
2. I am clapping my hands.
3. I am tapping my fingers.
4. I am pointing at my nose.
5. I am swaying my hips.
299
Watch what I am doing. Then answer each question.
Copy the following chart in your notebook. Place the
answers on the right side of the chart. On the left
side, write the answer to this question: Who is doing
the action?
1. What am I doing with my feet?
2. What am I doing with my hands?
3. What am I doing with my fingers?
4. What am I doing to my nose?
5. What am I doing with my hips?
Who is doing the action? Action
1.
2.
3.
4.
5.
Read the actions on the left side of the chart. What
do you notice? Stomping, clapping, tapping,
pointing, and swaying all have something similar.
Do you see it? Yes, all of them end in -ing. Let me do
the actions again. Who is doing the stomping?
Yes, I am. How about now, who is doing the
clapping? Yes, I am. Who is doing the tapping?
You’re right again – I am doing the tapping. Who is
doing the pointing? I am. And who is doing the
swaying. Yes, I am also doing the swaying.
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Let’s Aim
Let’s read these words.
he likes to around now
down
We Can Do It
Reading a Simple Story
Let us read the short story about Jac. You and I
can read it alternately. You may start with the first
line.
Jac
Jac likes to jog.
He jogs around the log.
He jogs around the dog.
He jogs around the hog.
Jac is hot now. He sits down to rest.
I Can Do It
Now try to read the story on your own.
Afterwards, draw Jac and his favorite activity.
Do this in your notebook.
Remember This
While I am doing an action, I have to add -ing
to an action word so I can talk about what I am
doing.
301
Let’s Aim
Following Two-Step Directions
Last Monday, we listened to a story about the game
played by Joan, Jose, and Mika. Listen as I read
the cards that Jose and Mika got. You are to do
the same actions after I read them.
Wiggle your fingers
and stomp your feet.
Turn to a friend and
shake his hand.
We Can Do It
Listen to some more commands and do the actions.
1. Stand up and jump three times.
2. Sit down and put your hands on your lap.
3. Face your classmate and say, “How are you?”
4. Shake your classmate’s hand and say, “I’m fine,
thank you.”
5. Look at me and clap two times.
Lesson 18
Remember This
It is important to listen to directions so we can
follow them correctly.
302
I Can Do It
Do the following activity in your notebook.
Make sure you follow the directions that I will say.
1. Make the circle into
a flower. Color it blue.
2. Give this cat a name.
Write it on its tag.
3. Draw two balloons.
Color one yellow
and the other one red.
4. Draw an ice cream
scoop on the cone.
Color it pink.
303
Let’s Try
I have a bowl with cards that have action words.
I will now call on a girl to pick a card.
While she is doing the action written on the card,
we will say:
“She is _____.”
Now I will call a boy to pick a card. While he
is doing the action written on the card, we will say:
“He is _____.”
We Can Do It
I have this big cube with new action words.
Choose a partner. I will throw the cube and one
of you will do the action written on top. As one
is doing the action, the other one will say:
“He / She is _____.”
(Each pair may do the activity more than once.)
Remember This
While another person is doing an action, I have
to add –ing to the action word so I can talk
about what he or she is doing.
304
Let’s Aim
Read the following words after me. You will meet
these again in the short story you will read later.
he she very puts likes
We Can Do It
Read the sentences with a partner. Match them with
the correct picture.
1. Jen, the hen,
has an egg.
2. Mox, the fox,
likes eggs.
3. Jen is very sad.
4. Jen puts the egg
in a pot.
Lesson 19
305
I Can Do It
Reading a Simple Story
Read the short story.
The Sad Hen
Jen is a hen. She has an egg.
She puts it in a pot.
Mox is a fox. He likes eggs.
Mox gets the egg from Jen’s pot.
Jen is very sad.
Let’s Try
I have the big cube that we used yesterday.
It has pictures of children doing different actions.
Let’s throw the cube and talk about what they
are doing. Let us say:
“They are ________.”
We Can Do It
Let’s play charades. Group yourselves into teams
with five members each. Choose an action to do.
When your team is called, do your action. Any one
from the other teams can raise their hands to talk
about what you are doing by saying: “They are ___.”
I Can Do It
Write a sentence about what the children are doing.
Do this in your notebook.
306
Let’s Try
Following Directions
Yesterday, we talked about how helpful it is for us
to listen and follow directions.
Listen very well to this song and do the actions
you are asked.
If You’re Happy and You Know It
If you’re happy and you know it
clap your hands.
If you’re happy and you know it
snap your fingers.
If you’re happy and you know it
then your face will surely show it.
If you’re happy and you know it
clap your hands and snap your fingers.
* stomp your feet / shout “hello”
* jump for joy / flap your arms
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We Can Do It
We will sing the song again. Let us think of other
action pairs that we can use for the song.
Let’s Try
Let’s review the actions we did when we sang
“If You’re Happy and You Know It” yesterday.
Can we do them again?
clap snap stomp
shout jump flap
Let’s talk about the actions that we are doing.
Let us say: “We are ______.”
We Can Do It
Form groups of five. Choose an action that you
would like to do as a group. Tell us what you are
doing as you perform your group action.
Say: “We are _____.”
Let’s Aim
Writing a Simple Story
Let’s read the story of “The Sad Hen” again.
Why was Jen, the hen, sad in the end? Do we want
her to stay sad? Let’s try to find ways to make her
happy. We will continue the story of Jen, the hen.
Lesson 20
308
We Can Do It
Form a group of three. Each person in the group
will think of something that Jen’s friends are doing to
make her happy. Use these pictures to know who her
friends are.
Pog the Dog Nat the Cat Mig the Pig
Listen as I read the first two sentences of our new
story. Then tell your group mates what Jen’s friends
are doing for her.
I Can Do It
Write your own version of the story that you and your
friends just made.
Jen’s friends do not want her to be sad.
So they are doing things to make her happy.
1.
2.
3.
Jen, the hen, is happy now.
309
Week 5: Other People Who Help Me
in School
Let’s Try
Talk about the people who help you in school.
Look at the pictures and tell who they are.
Get Set
Listen as your teacher uses these words
in sentences. Let us try to figure out their meanings.
safety duty
delight upset
litter bin
Lesson 21
310
Let’s Recall
Who are the people you always see in school
helping the pupils and the teachers?
Let’s Aim
In the poem you are about to hear, you will find out
the people who help you in school.
Listen as I recite the poem.
Guess Who Do I See in School
Guess who do I see in school?
They’re the people who help me.
They make school a place like home.
Come and listen to this poem.
They are always at the gate.
Our safety is their duty.
They check who gets in and out.
And keep the bad people out.
The canteen is their station.
Our food is what they care for.
Recess is their busy time
because it’s our mealtime.
They are always dressed in white.
Our good health is their delight.
We call them if we are sick
And they answer fast and quick.
She is in the library.
She lends books to you and me.
When you see her don’t forget
Loud noises make her upset.
311
The school is clean; thanks to them.
They keep the garden pretty.
They keep the playground clean.
Throw your litter in the bin.
Listen to my questions and try to answer them.
1. In the poem, who are the people that are seen
in school?
2. What do these people do in school?
3. Who is being referred to in stanza 2? Stanza 3?
Stanza 4? Stanza 5? Stanza 6?
4. Are they important in school? Why?
5. Draw a heart in your notebook. Write inside
the heart the name of the person who helped
you in school.
Let’s Recall
Yesterday, we learned about the people who help
us in school.
Get Set
Interpreting Picture Graphs
Listen to the paragraph then let’s study the graph.
The grade 2 class went to the school garden
and saw lots of pechay, amplaya, eggplant,
tomato, and onion. They made a graph of the
vegetables gathered from the garden.
Lesson 22
312
Vegetables from the School Garden
Let’s Aim
1. How many bundles of pechay were gathered
from the school garden?
There were ___ bundles of pechay gathered
from the school garden.
2. How many ampalayas were gathered from the
school garden?
There were ___ ampalayas gathered from the
school garden.
3. How many eggplants were gathered from the
school garden?
313
There were ___ eggplants gathered from the
school garden.
4. How many tomatoes were gathered from the
school garden?
There were ___ tomatoes gathered from the
school garden.
5. How many onions were gathered from the
school garden?
There were _____ onions gathered from the
school garden.
Let’s Recall
In our poem yesterday, we learned about the
people who help us in school. Let’s think about them.
Get Set
Verbs of Being: Is and Are
Your classmate will ask you a question. Try to answer
it.
“Who is the librarian?”
“The librarian is _____.”
“Who is the school nurse?”
“The school nurse is _____.”
Remember This
A picture graph shows the number of things
by group or kind.
314
“Who is the school doctor?”
“The school doctor is _____.”
“Who are the canteen helpers?”
“The canteen helpers are _____ and _____.”
“Who are the janitors?”
“The janitors are _____, _____, and _____.”
“Who are the security guards?”
“The security guards are _____ and _____.”
Let’s Aim
Listen as I read each sentence.
A.
1. The librarian is Miss Pam.
2. The school nurse is Miss Ana.
3. The school doctor is Mr. Ben.
B.
4. The canteen helpers are Aling Nita
and Mang Tony.
5. The janitors are Mang Luis, Aling Cora,
and Mang Don.
6. The security guards are Mrs. Pilar
and Mr. Domeng.
Write in your notebook the word that connects
the words that I will read to you.
A.
1. librarian Miss Pam
2. school nurse Miss Ana
3. school doctor Mr. Ben
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B.
4. canteen helpers Aling Nita and Mang Tony
5. janitors Mang Luis, Aling Cora,
and Mang Don
6. security guards Mrs. Pilar and Mr. Domeng
Read the words. What do you notice?
When we are talking about only one, we use is.
When we are talking about two or more, we use are.
We Can Do It
Interpreting Picture Graphs
The school store sells many things that you need
in school.
Study the picture graph then answer the questions.
Lesson 23
Remember This
Is is used when we are talking about only one.
Are is used when we are talking about two
or more.
316
The School Store
1. How many notebooks were sold?
2. How many boxes of crayons were sold?
3. How many pad papers were sold?
4. How many pencils were sold?
5. How many erasers were sold?
317
I Can Do It
How many books did the pupils borrow
from the library?
Number of Books Borrowed
Monday
Tuesday
Wednesday
Thursday
Friday
1. How many books were borrowed on Monday?
2. How many books were borrowed on Tuesday?
3. How many books were borrowed
on Wednesday?
4. How many books were borrowed on Thursday?
5. How many books were borrowed on Friday?
We Can Do It
Verbs of Being: Is and Are
Here are some questions. Answer me using is and
are.
1. Who is your seatmate?
2. Who is your best friend?
318
3. Who are your friends in school?
4. What is your favorite subject?
5. Who are your favorite teachers?
Get Set
Reading and Writing 2-syllable Words
with Short a, e, i, and o
Let’s name these pictures.
pencil
jacket
tennis
ostrich
padlock
helmet
Did you notice how many vowel sounds there are
in each word?
Let’s Aim
Let’s read more words with two short vowel sounds.
napkin
dentist
319
puppet
magnet
sandwich
pencil
I Can Do It
Verbs of Being: Is and Are
Look at the pictures. Complete the sentences
by writing is or are in your notebook.
The children _____ playing.
Betty and Gina _____
reading.
Mr. Bob _____ mopping
the floor.
Lesson 24
320
Aris _____ writing.
Mrs. Santos _____ reading a
story in class.
We Can Do It
Reading and Writing 2-syllable Words
with Short a, e, i, and o
Name the picture. Copy the word in your notebook
and include the missing vowel letters.
p __ n c __ l
j __ c k __ t
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s __ n d w __c h
__ s t r __ c h
p __ p p __ t
Let’s Try
Verbs of Being: Is and Are
Draw in your notebook the person or persons
helping you in school. Write 2 sentences about
him / her / them using is or are.
Guide:
1. What is the name and work of the person/s
helping you?
2. What does she / he do to help you?
Lesson 25
322
Let’s Try
Reading and Writing 2-syllable Words
with Short a, e, i, and o
Arrange the letters to name the picture.
n n s i e t
e i n t t s d
m l e e t h
k t e s b a
t e n g m a
Week 6: Books Are My Friends
Let’s Try
Talk Time:
What do you do when you are fetched late?
Get Set
Listen as your teacher demonstrates or explains
the following sentences.
1. His excitement little by little disappeared.
2. He looked around the tall shelves.
3. He froze.
Lesson 26
323
Let’s Recall
What do you see in the library?
What do you do in the library?
Let’s Aim
In our story, what did Miko see in the library?
What did he do in the library?
Miko Visited the Library
That Friday, Miko’s mother told him that
she would be late for an hour in fetching him
because she had to drop by the grocery
to buy some items needed in their house.
She also talked to Miko’s teacher that
morning about it so Miko can stay in the
library while waiting for his mother.
It was not the first time that Miko would go
to the library. But it was his first time to go
there without his teacher and classmates.
Usually, his teacher would bring the class
to the library for story reading and they would
just stay in the story reading place.
That afternoon, Miko went to the library
by himself. He was excited that he had
one hour to stay in the library. He planned
to look around and not just stay in the
story reading place.
When Miko entered, his excitement little
by little disappeared. As he looked around
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the tall shelves lined up with so many books,
he slowly felt afraid. He felt very small all
of a sudden. He just stood there by the door.
He froze.
The librarian saw Miko just standing there.
With a smile on her face, she walked towards
him. She took Miko by the hand and walked
with him along the book shelves. As they
walked, the librarian told him about the books.
She even asked Miko what he liked to read. He
said he liked reading books about animals.
The librarian took him to the shelves where
there were many storybooks about animals.
Miko chose a book about birds. The librarian
then showed him where he could sit.
Miko has just finished reading the book
when his teacher came in the library
and told him his mother was already there
to fetch him. Miko returned the book and said
thank you to the librarian.
That night, when Miko’s mother tucked him
in bed he asked her when she is going to the
grocery again. She asked Miko why. He said
so he could go to the library in the afternoon.
Miko’s mother smiled and said he could go
to the library every day after class if he likes.
Miko doesn’t have to wait for the next
grocery day. Tomorrow and every day after,
he could go to the library and read books.
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Questions:
1. Why was Miko’s mother late in fetching him?
2. Where did Miko stay while waiting for his
mother?
3. How did Miko feel when he entered the library?
4. Who helped him in the library?
5. Did Miko like going to the library? Prove your
answer.
6. If Miko liked reading storybooks about animals,
what about you? What books do you like
to read?
Let’s Recall
Yesterday, you heard a story about Miko’s visit
to the library. What storybook did he like to read?
Get Set
Identifying Reality and Fantasy
Study these pictures.
Lesson 27
326
Let’s Aim
What do you notice about the pictures?
Which of the pictures happen in real life?
Which of the pictures do not happen in real life?
Let’s Recall
Name the action in the pictures.
Remember This
Reality happens in real life.
Fantasy does not happen in real life.
327
Get Set
Verbs of Doing: Past Tense of Regular Verbs
Listen as the teacher reads these sentences.
1. She talked to Miko’s teacher.
2. He looked around the tall shelves.
3. She walked towards him.
4. He liked reading storybooks about animals.
5. Miko’s mother smiled.
Let’s Aim
What are the underlined words?
What do you notice about the verbs?
1. talked talk + _____
2. looked look + _____
3. walked walk + _____
4. liked like + _____
5. smiled smile + _____
Remember This
We form the past tense of regular verbs
by adding -d or -ed.
We add -d when the verb ends with e.
We add -ed when the verb ends
with a consonant.
328
We Can Do It
Identifying Reality and Fantasy
Write R if the picture shows reality. Write F if it
shows fantasy. Do this in your notebook.
1.
4.
2.
5.
3.
Lesson 28
329
I Can Do It
Write in your notebook what each picture is about.
Write whether it is a reality or a fantasy.
We Can Do It (Guided Practice)
Verbs of Doing: Past Tense of Regular Verbs
Write the past form of the verb. Do this
in your notebook.
1. laugh + ed 6. move + d
2. pick + ed 7. wade + d
3. clean + ed 8. fade + d
4. join + ed 9. dine + d
5. call + ed 10. code + d
330
Get Set
Reading and Writing Phrases with 2-syllable Words
with Short a, e, i, and o
Listen as your teacher reads each phrase.
Match the phrases with the pictures.
playing tennis
pencil and
paper
running ostrich
wet jacket
padlocked
door
What are the words with short vowel sounds?
331
Let’s Aim
Let’s read more phrases with words
with short vowel sounds.
the seven bananas
a tennis racket
egg sandwich
on the plate
a table napkin
the baby rattle
332
I Can Do It
Verbs of Doing: Past Tense of Regular Verbs
Write the verb and its past form. Do this
in your notebook.
Example:
wash
washed
1.
2.
3.
4.
5.
Lesson 29
333
We Can Do It
Reading and Writing Phrases with 2-syllable Words
with Short a, e, i, and o
Study the pictures then complete the phrases. Do this
in your notebook.
station
driver
plane
index
pretty
334
Let’s Try
Verbs of Doing: Past Tense of Regular Verbs
Game:
1. Choose a picture. Name the action word.
2. Call somebody to do the action word.
3. Call another to say the past form.
Lesson 30
335
Let’s Try
Reading and Writing Phrases with 2-syllable Words
with Short a, e, i, and o
Write in your notebook a phrase about the pictures.
Choose words from the box.
rice busy scary wet juicy
1.
4.
2.
5.
3.
336
Week 7: I Learn Many Things in School
Let’s Try
In our story last week, Miko told us that he likes
reading storybooks about animals.
What is your favorite animal?
Why is it your favorite?
Get Set
Take a look at the picture of birds your teacher
will show you.
Try to describe them.
Bird Color Size
finch
parakeet
cockatiel
Lesson 31
337
Let’s Recall
What is your pet at home?
Or what pet would you like to have?
Let’s Aim
In our paragraph, what are the animals that are
good for pets?
Birds for Pets
Kids are often happy to see birds
that they would like to have one as a pet.
The three kinds of birds that are good for
pets are the finches, parakeets, and
cockatiels. The finches make good pets
because they are beautiful and they make
beautiful sounds. The parakeets are colorful,
small, easy to care for, and can learn to talk.
And the cockatiels can also learn to talk,
whistle, and do cute tricks.
Questions:
1. In our paragraph, what do kids like to have
as pets?
2. What are the three birds that are good for pets?
3. Why do finches make good pets?
4. Why do parakeets make good pets?
5. Why do cockatiels make good pets?
6. Which of the three birds would you like to have
as a pet? Why?
338
Let’s Recall
Yesterday, we learned the three kinds of birds
that are good for pets.
Get Set
Identifying the Important Details in an Expository Text
Listen as your teacher reads first the questions.
These questions will help you look for
the important information in the paragraph.
Questions:
1. What is the size of sparrows?
2. What is the shape of their bill?
3. What do they eat?
4. What is their color?
5. Where are they found?
Sparrows
Sparrows are small birds
with bills shaped like cones.
They eat seeds and insects.
Some sparrows are brown.
Some are gray. They are
found around homes
and on farms worldwide.
Lesson 32
339
Let’s Aim
Let us answer these questions.
1. What is the size of sparrows?
2. What is the shape of their bill?
3. What do they eat?
4. What is their color?
5. Where are they found?
Let’s Recall
Verbs of Doing: Past Tense of Irregular Verbs
Name the action words.
Remember This
By answering the who, what, when, where, why,
and how questions, we can get important
information in a text.
340
Get Set
Study these sentences.
A.
1. The finches, parakeets, and cockatiels make
good pets.
2. The sparrows eat seeds and insects.
B.
3. The finches, parakeets, and cockatiels made
good pets.
4. The sparrows ate seeds and insects.
Let’s Aim
What are the underlined words?
What did you notice about how the verbs
are changed?
make made
eat ate
We Can Do It
Identifying Important Details in an Expository Text
Know the important details of the next paragraph
by answering these questions.
1. What is the color of crows?
2. Where do they feed?
Lesson 33
Remember This
We form the past tense of irregular verbs
by changing their spelling.
341
3. What do they eat?
4. When trained, what can they copy?
5. Up to what number can they count?
Crows
Crows are glossy black
birds. They feed mostly on the
ground, where they walk
about purposefully. They eat
meat, grain crops, insects,
and eggs of other birds.
Crows are intelligent birds.
They can be trained to copy
their owner’s voice or to count
aloud up to seven.
I Can Do It
Look for the answers in the paragraph.
Write the answers in your notebook.
Questions:
1. How long have farmers been making
scarecrows?
2. What is a scarecrow?
3. What is it shaped like?
4. Where is it placed?
5. What kinds of birds do scarecrows scare away?
6. Why is it a farmer’s best friend?
342
Scarecrow
Farmers have been making
scarecrows for more than
three thousand years.
A scarecrow or hay-man
is a trap. It is shaped
like a human dressed
in old clothes and placed
in fields by farmers
to scare away birds
such as crows or sparrows
from eating the seeds
or crops. A scarecrow is truly
a farmer’s best friend.
We Can Do It
Verbs of Doing: Past Tense of Irregular Verbs
Here are other examples of irregular verbs.
Name the verbs. Change the underlined letters
to form the past tense.
1. speak
343
2. swim
3.
sleep
4.
drink
5.
stand
344
Get Set
Reading and Writing Sentences with 2-syllable Words
with Short a, e, i, and o
Listen as your teacher reads these sentences.
Match each sentence with the correct picture.
1. Lito is playing
tennis.
2. Mother cooks
dinner.
3. The basket is full
of vegetables.
4. Fried chicken
is my favorite.
5. The police
caught the
robber.
345
Let’s Aim
Let’s read more sentences with words
with short vowel sounds.
Benny won in the spelling
contest.
The zebra is striped black
and white.
Take a tablet of medicine
before going to sleep.
Leny has a bad temper.
There is a windmill in the farm.
346
I Can Do It
Verbs of Doing: Past Tense of Irregular Verbs
Write the verb and its past form.
Do this in your notebook.
Lesson 34
347
We Can Do It
Reading and Writing Sentences with 2-syllable Words
with Short a, e, i, and o
Study these pictures then complete the sentences.
Write the sentences in your notebook.
1. _____ is fixing the fence.
2.
She has _____ balloons
on her 7th birthday.
3. The _____ is planting.
4. Mother went to the _____.
5. The _____ is launched.
348
Let’s Try
Verbs of Doing: Past Tense of Irregular Verbs
Game:
1. Choose a picture. Name the action word.
2. Call somebody to do the action word.
3. Call another to say the past form.
Lesson 35
349
Let’s Try
Reading and Writing Sentences with 2-syllable Words
with Short a, e, i, and o
Write a sentence about each picture.
Choose phrases from the box.
Do this in your notebook.
feed the chicken basket of flowers
shallow river nail and hammer
lemon juice
1.
2.
3.
4.
5.
350
Week 8: My Favorite Place in School
Let’s Try
Last week, we learned that finches, parakeets,
and cockatiels are good for pets.
Do you remember why they are good for pets?
Get Set
Listen as your teacher uses the following words
in sentences. Try to get their meanings.
perching instruments
paints whistles
Let’s Recall
Why do you think birds perch on branches of trees?
Let’s Aim
In our story, why are the birds perched on the
branch?
Three Birds Watching
One sunny morning, three birds are perching
on a branch of a tree. One is a finch, another
is a parakeet, and the other is a cockatiel.
Lesson 36
351
As the birds are sitting on the branch, they
are watching the children in the school.
The finch is watching the children in the
music room.
The parakeet is watching the children in the
art room.
And the cockatiel is watching the children
in the playground.
The cockatiel asks the finch, “Why do you
watch the children in the music room?”
The finch answers, “I make beautiful sounds
that’s why I like listening and watching
the children singing and playing instruments.”
The finch turns to the parakeet and asks,
“Why do you watch the children in the art
room?”
The parakeet replies, “I am colorful.
I like colors. I like watching the children draw
and paint.”
The parakeet looks at the cockatiel
and also asks, “Why do you watch the children
in the playground?”
The cockatiel whistles and replies, “I can do
cute tricks just like those cute little kids
in the playground.”
After a while, the bell rings. The three birds
flap their wings and fly to another nearby
branch.
352
Questions:
1. Why are the three birds perched on the branch
of a tree?
2. What are the three birds watching?
3. Why is the finch watching the children
in the music room?
4. Why is the parakeet watching the children
in the art room?
5. Why is the cockatiel watching the children
in the playground?
6. What happens when the bell rings?
7. If you are one of the birds, would you be like
the finch, parakeet, or cockatiel? Why?
Let’s Recall
In yesterday’s story, the birds are watching
the children in the different parts of the school.
Match the bird with the part of the school
it watched.
Lesson 37
353
Get Set
Reading Maps
Study the following school map.
354
Let’s Aim
Answer these questions.
1. What is the room on the left of the Canteen?
2. What is the room on the right of the Canteen?
3. What is the room south of the First Aid Room?
4. What are found on the left and right
of the Music Room?
5. How many classrooms are there?
Remember This
Here are some map symbols.
Bicycle parking
Restrooms
Telephone station
355
Hospital zone
Drinking station
Let’s Recall
Choose the action words.
sit branch turn school make
tree perch music watch art
answer look paint playground draw
bell flap ask wing listen
356
Get Set
Verbs of Doing: Future Tense
Listen as your teacher reads these sentences.
A.
1. Three birds perch on a branch of a tree.
2. They watch the children in the school.
3. The finch turns to the parakeet.
4. The parakeet looks at the cockatiel.
5. The three birds flap their wings.
B.
6. Three birds will perch on a branch of a tree.
7. They will watch the children in the school.
8. The finch will turn to the parakeet.
9. The parakeet will look at the cockatiel.
10. The three birds will flap their wings.
Let’s Aim
What are the underlined words?
What do you notice about the verbs in A
and the verbs in B?
What word is added before the verb?
Remember This
We form the future tense of the verb
by adding will or shall before the base form
of the verb.
357
Reading Maps
Study the following city map and do the activity.
1. On a sheet of paper, copy and color the map
as follows:
blue – water red – fire station
orange – library yellow – schools
green – parks pink – city hall
purple – hospital brown – community
center
2. Draw a green X at the intersection of Orosa
Street and 2nd Avenue.
3. Draw a black X where Rivera Street
meets Carlos Bridge.
4. Draw a blue X at the address 180 Rivera Street.
5. What city building is located along 1st Avenue?
Lesson 38
358
We Can Do It
Study the following city map then do the activity.
Write your answers in your notebook.
1. Which bridge is closest to the museum?
2. What park is located along Noche Street?
3. When you look north, you see the river.
When you look east, you see the high school.
Where are you?
4. What building is across the hospital?
5. What is the park along Estrella Street?
359
I Can Do It
Draw a map of your school on a sheet of paper.
Below your map, write sentences on how you will
guide a visitor who wants to see the principal
in the office.
We Can Do It
Verbs of Doing: Future Tense
Write the future tense of the following verbs. Do this
in your notebook.
Example:
smile will smile
1. visit _______________
2. listen _______________
3. take _______________
4. go _______________
5. bring _______________
6. buy _______________
7. erase _______________
8. change _______________
9. cry _______________
10. stay _______________
360
Get Set
Reading and Writing Simple Stories
with 2-syllable Words with Short a, e, i, and o
Match the sentences with the correct picture.
1. Mang Benjo will plant
his crops in June.
He will plant during
the rainy season.
2. Linda will play tennis
this Saturday.
She will play with Cris.
3. Judd’s father will drive
the taxi to the airport.
He will drive his friend
to the airport.
4. There will be
thunderstorms in the
afternoon.
Mark will bring his jacket.
5. Anne will celebrate
her birthday next week.
She will put a pink ribbon
on her dress.
361
Let’s Aim
Let’s read more simple stories with words
with short vowel sounds.
They will leave town
on a vacation.
They will padlock the doors
to be safe from robbers.
The pupils will answer the test.
They will use pencils.
Jane’s father will wear
a helmet to work.
The helmet will protect his head
from falling objects.
The seven boys will play tennis.
They will join the sports contest.
Aling Naty will go to the market.
She will bring her basket.
362
I Can Do It
Verbs of Doing: Future Tense
Think of three things you will do tomorrow.
Draw them in your notebook.
Write three sentences about your drawings
using the future tense of verbs.
We Can Do It
Reading and Writing Simple Stories
with 2-syllable Words with Short a, e, i, and o
Try to recall the 2-syllable words with short a, e, i,
and o that you have learned.
Write a simple story using those words.
Draw your simple story on a sheet of paper.
Let’s Try
Verbs of Doing: Future Tense
Game:
1. Choose a picture from those on the next page.
Name the action word.
2. Call somebody to do the action word.
3. Call another to say the past form.
Lesson 40
Lesson 39
363
364
Let’s Try
Reading and Writing Simple Stories
with 2-syllable Words with Short a, e, i, and o
Think-a-Link:
Choose only three 2-syllable words with short a, e, i,
and o. Write a simple story connecting
the three words. Do this in your notebook.
365
I am part of a community!
Different people all around,
Different sights I see,
Different sounds I hear,
This is my community!
I belong to this community!
I help care for this community!
Unit 4
I Am Part
of a Community
366
Week 1: People in Our Community
Let’s Try
Name some people you see when you go out
of your house.
Say: “I see a _____.”
Mime Game:
I will act out a community helper that we see
around us. Guess the community helper I will act out.
Choose your answer from the following pictures.
Say: “You are a ______.”
Now it is your turn to act it out.
Your classmates will guess.
vendor street sweeper gardener
Lesson 1
367
Let’s Recall
Guess Who?
Listen to your teacher as she tells about
a community helper. Name the community helper
she is describing by choosing the correct picture
shown in the following.
I trim the hair of men
and boys.
I am a _____.
I tell the sick the right pill
to take so they
will get well.
I am a _____.
I teach pupils to read,
count, and write.
I am a ____.
I help keep peace and
order in the community.
I am a ____.
368
Word Study
I will read each word and the sentence for it.
Connect the word to the correct picture.
cash
I can buy what I need
because I have cash.
pickpocket
The pickpocket got
the wallet of the rich man.
Let’s Aim
The title of our story today is “The Red Bag with
Cash.” Guess or predict what will happen in our
story.
Say: “I think ______ .”
“Maybe ______.”
“Probably _____.”
Listen as your teacher reads the story,
“The Red Bag with Cash.”
369
The Red Bag with Cash by Teacher Nong
One day, Sister Rica left the convent.
She planned to go to the market. She had
a red bag with cash in it. The cash was in a
black wallet.
Suddenly, a pickpocket ran away
with her wallet. Sister Rica yelled, “Oh no!
No more cash to buy food for the nuns.”
A fat cop quickly ran after the pickpocket.
“I will get that man,” he said.
The pickpocket jumped inside a cab.
He told the cab driver to drive away fast.
“This is bad! There is so much traffic in here!
I should not be caught by that cop,”
said the pickpocket.
In a rush, he got out of the cab and ran
very fast. The cab driver yelled at him.
Suddenly, he looked at the back seat of the
cab. He was surprised to find a black wallet
on the seat. He checked it and found a lot of
cash and some cards in it. He was very glad.
“Just the cash that I need,” he said to
himself. But he thought of the poor owner of
the wallet. The wallet was not his.
370
The cab driver decided to bring the wallet
to the police station. Later that day, Sister Rica
was so thankful that she got her wallet back.
We Can Do It
Let us find out if your guess or prediction
about what will happen in our story is correct.
Listen to my questions about the story and try
to answer them.
1. Who went to the market?
2. What will she do in the market?
3. What happened on her way to the market?
4. What did the pickpocket do after he got
the wallet?
5. Why did he leave the cab?
6. Why do you think was the wallet left in the cab?
7. What did the cab driver do with the wallet?
8. What words can describe the cop? The cab
driver?
I Can Do It
Draw in your notebook the people who helped
Sister Rica. In what way did each one help Sister
Rica?
371
Let’s Recall
Act It Out
Who said the following lines in our story yesterday?
Dramatize the following events in the story.
Let your classmates guess the character in the story
who said each line.
1. “Oh no! No more cash to get food for the
nuns.”
2. “I will get that man!”
3. “This is bad! There is so much traffic in here!
I should not be caught by that cop.”
4. “Just the cash that I need.”
Let’s Try
What is a Wanted poster?
Who are the people we usually see
in a Wanted poster? What did they do?
Why do we put up their picture there?
In our story yesterday, is there anyone we can put
in a Wanted poster?
We Can Do It
Learning How to Follow Directions
Copy the poster shown in the next page
in your notebook. Follow the three-step direction.
1. First, let us write the title of our story yesterday
on the first line.
Lesson 2
372
2. Then, let us draw the WANTED character in the
story.
3. Finally, let us fill out the blanks that follow.
Title of the Story: ____________________________
Which community helper can help us catch a
WANTED person?
A _____ can help us catch a WANTED person.
Name: ______________________
Crime: ______________________
Last Seen: ___________________
If seen, contact: _____________
Reward: _____________________
373
Let’s Aim
Phrases and Sentences
Listen as I read the following groups of words.
1. a pickpocket
2. cash in a black wallet
3. Sister Rica went to market.
4. The cop ran after the man.
We Can Do It
Try to answer my questions after I read each item
above.
1. In item number 1, what does it say about
the pickpocket? Does it express a complete
thought? How does it start and end?
Do the same with item number 2.
2. Item numbers 1 and 2 are groups of words
without a complete thought. Each is called
a phrase.
3. In item number 3, what does it say about
Sister Rica? Does it express a complete
thought? How does it start and end? Do the
same with item number 4.
4. Item numbers 3 and 4 express a complete
thought. Each is called a sentence.
Remember This
Signal words like first, then, and finally tell us
the order of events or things to follow
in directions.
374
Now let’s see if you can follow directions.
Answer item numbers 1 to 4 in the previous page.
Write S if the group of words is a sentence and P if it is
a phrase.
I Can Do It
Listen as I read the following group of words.
Write S if the group of words is a sentence and P
if it is a phrase. Do this in your notebook.
1. the cab
2. The man got in a cab.
3. in the market
4. The pickpocket got the cash.
5. Sister Rica was in the convent.
Remember This
A sentence is a group words which has
a complete thought. It starts with a big letter
and ends with a punctuation mark like
a period.
A phrase is a group of words which does not
have a complete thought. It does not start
with a capital letter. It does not end with
a punctuation mark.
375
Reading Words
Listen as I name each picture. Then, repeat after
me.
Read the words in the box.
Point to the picture for each word.
bug
dug
hug
jug
mug
rug
tug
376
We Can Do It
I will point to a picture. Get the word card
that names it.
I Can Do It
Draw a line to connect the picture to its name.
mug
rug
tug
bug
hug
jug
377
Let’s Recall
What was the title of our story the other day?
Was there anything that was lost? What was taken
from Sister Rica?
We Can Do It
Following Directions: Making a Lost Chart
Copy the chart shown in your notebook. Follow the
three-step direction.
1. First, write the title of the story on the first line.
2. Next, draw what was lost in the story in the box.
3. Last, let us fill out the blanks that follow.
Title of the Story: ___________________
Lesson 3
LOST
What: ____________________
If found, contact: _________
Tel. number: _____________
Reward: __________________
378
I Can Do It
Listen as I read the group of words. Then, write S
if the group of words is a sentence and P if it
is a phrase. Do this in your notebook.
1. lost wallet
2. The pickpocket got the black wallet.
3. Sister Rica lost her cash.
4. got away fast
5. Sister Rica is a nun.
We Can Do It
Reading Words
Name the pictures with your teacher.
Remember This
Signal words like first, next, and last tell us
the order of events or things to follow
in directions.
379
Read the words in the
box.
Point to the picture for
each word.
We Can Do It
Act It Out
I will show a word card. Read it and make the action
for it.
bun
fun
gun
nun
run
sun
380
I Can Do It
Write in your notebook the correct word
for each picture.
run sun nun
bun sun run
fun sun nun
bun fun nun
bug nun bun
bug nun gun
Let’s Recall
What was the title of our story the other day?
Who were the characters?
Who among the characters deserve an award?
Why? What word would best describe him?
Lesson 4
381
We Can Do It
Following Directions: An Award Chart
Copy the chart shown in your notebook. Follow the
three-step direction.
1. First, write the title of the story on the line.
2. Then, draw the character that deserves an
award in the box.
3. Finally, let us fill out the blanks that follow.
Title of the Story: _________________________
Certificate of Award
This certificate is given to ________
for being ________.
Given on this _____ day of
___________, _____ .
382
We Can Do It
Reading Words
Name the pictures with your teacher.
10 + 5 =15
383
Read the following words.
Point to the picture on page 382 for each word.
cub
rub
sub
tub
mud
suds
cut
hut
nut
gum
hum
sum
We Can Do It
Act It Out
Get a partner. I will show a word card. Read it
and make the action for it. Check if the action
of your partner is correct.
I Can Do It
Write in your notebook the correct word
for each picture.
tub sub rub
nut hut cut
hut cut nut
rub sub cub
mug mud hum
bun bug bud
384
run rug rub
tug cub cut
hum hut nut
tub suds rub
cub rub cut
gun gum hug
Let’s Recall
What was the title of our story the other day?
Listen as your teacher reads the following questions.
Choose the letter of the correct answer.
1. Where is the setting of the story?
The story happened _____.
a. in a city
b. in a market
c. in a police station
2. Which of the following happened first
in the story?
a. The cop helped Sister Rica.
b. Sister Rica got her cash back.
c. Sister Rica lost her black wallet.
Lesson 5
385
3. Which of the following happened last
in the story?
a. The nun lost her cash.
b. The pickpocket jumped in a cab.
c. The cop ran after the pickpocket.
4. Who DID NOT help Sister Rica?
a. the cop
b. the nuns
c. the cab driver
5. Which of the following is a good title
for the story?
a. The Lost Cash
b. Sister Rica in the Market
c. The Cop and the Pickpocket
I Can Do It
Read the following groups of words. In your
notebook, draw a if the group of words
is a sentence and if it is a phrase.
Make each sentence correct by beginning it
with a big letter. End it with a period.
1. the cop ran after the man
2. sister Rica is a nun
3. a cop and a doctor
4. a vendor is in the market
5. a man in a cab
386
I Can Do It
Name each picture. Choose the correct word
for each picture from the box.
Then, write the correct word in your notebook.
hum hug hut
mud jug mug
run rug rub
bun bug bud
387
Week 2: More Community Helpers
All Around
Let’s Try
Can you name other community helpers?
Listen as your teacher describes a community helper.
Choose your answers from the box. Write the name
of the community helpers in your notebook.
fisherman
farmer
1. I put out the fire in burning houses. Who am I?
I am a
2. I go to the sea to catch fish. Who am I?
I am a
3. I plant vegetables and fruits for people to eat.
Who am I? I am a
Lesson 6
fisherman farmer fireman
388
Let’s Aim
If you were given a chance to interview a farmer,
what would you ask him / her? Write your questions
or asking sentences inside each basket.
What I Would Like to Know about Farmers
389
Listen as I read the following story.
The Farmer and the Seed by Amcy M. Esteban
The farmer plants a seed:
First, a seed,
Then, a sprout,
and the leaves,
Slowly, the buds come out!
They grow bigger and bloom with fragrance.
But why do animals and insects go near them?
Butterflies and bees come
to enjoy the sweet smell.
Animals, insects, and the wind
help spread their new seeds
to the new garden where...
the other seeds are planted again.
We Can Do It
Listen to the questions I will read. Try to answer
the questions.
1. Who plants the seed?
2. What happens to the seed?
3. What happens to the bud?
4. Why do butterflies and bees go near
the flowers?
5. What do some insects, animals, and the wind do
to the seeds?
6. In what ways can farmers help us?
390
7. Which of your questions were answered
by the story?
Let’s Recall
Let’s recall how the farmer plants the seed.
Can you remember the sequence of events?
Dramatize as I read the story again.
I Can Do It
The Life Cycle of a Plant
Listen as I read each sentence. Which happens first?
Show the correct order of events.
Write the numbers 1, 2, 3, or 4 inside each small box.
It becomes
a sprout.
It grows into
a plant.
The farmer
plants the
seed.
The flower
blooms.
Lesson 7
391
Kinds of Sentences: Telling and Asking Sentences
Listen as I read the following sentences.
A B
What does the farmer
plant?
The farmer plants
the seed.
What happens
to the seed?
It becomes a sprout.
What happens
to the sprout?
It grows into a plant.
Why do insects go near
the buds?
The insects smell
the buds.
We Can Do It
Try to answer my questions.
1. What do you notice about the sentences
in column A? How do the sentences end?
The sentences in column A ask something.
These are called asking sentences. Asking
sentences need answers. They usually start with
Wh- questions and they end with a question
mark.
2. What do you notice about the sentences
in column B? How do the sentences end?
The sentences in column B tell something.
These are called telling sentences. Telling
sentences start with a capital letter and they
end with a period.
392
3. Now go back to the table on page 391. Tell
whether the sentences in column A and B are
Telling Sentences or Asking Sentences. Do this in
your notebook.
I Can Do It
Listen as your teacher reads each sentence.
Put a check mark ( ) after the number if it is
a telling sentence. Put a question mark (?) if it is
an asking sentence. Do this in your notebook.
1. Who is in the farm?
2. Farmers plant the seeds.
3. Farmers water their crops every day.
4. What does the farmer use in the farm?
5. Do farmers have time to rest?
6. We eat the fruits and vegetables from
the farm.
7. Where do we buy the food
from the farm?
Remember This
A telling sentence tells about something.
It starts with a capital letter and ends
with a period (.).
An asking sentence asks something. It needs
answers. It usually starts with a Wh- question
and ends with a question mark (?).
393
I Can Read Many Words
Look at the pictures. Choose the correct answer.
rat
mat
run mom
rug mug
net
pin
wig box
jam bug
I Can Do It
Give the missing letter to name the pictures.
Write the words in your notebook.
__p f__n w__g
394
Let’s Aim
In the poem that I will read, guess the community
helper being described.
Who Do I See?
Who do I see?
I see a man who has a whistle.
I see him direct cars on the streets.
Who do I see? I see a _____.
Who do I see?
I see a woman who sells my favorite ice cream.
I see her almost everywhere every day.
Who do I see? I see a _____.
Who do I see?
I see a man who knocks on our door.
I see him give mom or dad a letter.
Who do I see? I see a _____.
Who do I see?
I see a woman who helps me get well.
I see her write the right pill for me to take.
Who do I see? I see a _____.
Who do I see?
I see a man with a hammer.
I see him build shelves and big houses.
Who do I see? I see a ______.
Lesson 8
395
Act It Out
Let us recite the poem together. We will call
on your classmates to act out the community helpers
being described.
Let’s Recall
Listen as I read the following sentences. Name if it is
a telling sentence or an asking sentence.
Then, let us write the sentences with the correct
punctuation mark in your notebook. Is it a period
or a question mark?
1. Who do I see
2. I see a man with a hammer
3. What does the cop have
4. Where is the vendor
5. I see a woman who keeps the streets clean
Remember This
A telling sentence tells about something. It starts
with a capital letter and ends with a period (.).
An asking sentence asks something. It usually
starts with Wh- questions like who, what, or
where. It ends with a question mark (?).
396
We Can Speak Up
Study the picture with a partner.
Take turns in giving asking and telling sentences
about it. You may use the following words in your
sentences: mug, bun, rug, jug, bud, bug, hum, fun.
I Can Do It
Listen as your teacher reads each sentence.
Put a check mark () after each number if it is
a telling sentence. Put a question mark (?) if it is
an asking sentence. Then, write the sentences with
the correct punctuation marks in your notebook.
1. Did the mailman deliver a letter __
2. The cop directs the cars to go and stop __
3. Where is the street sweeper __
4. What does the vendor sell __
5. The carpenters built our nice house __
397
Let’s Try
What sounds do you hear around? I hear _____.
Let’s Aim
Listen as I read the story. Find out the different
sounds in the story.
Tak, tak, tak, tak, tak.
What is that I hear?
I hear hammer sounds all around.
Many carpenters are in our house.
Swish, swish, swish, swish, swish.
What is that I hear?
I hear the paint brushes glide all around.
House painters are in our house.
Creak, creak, creak, creak.
What is that creaking sound?
I hear that dangerous creaking sound.
Someone’s climbing the creaking ladder.
Crash! Crash! Crash! Crash!
What is that crash I hear?
Oh no! Someone’s hurt!
Someone fell off the ladder.
Quick! Quick! Quick!
What is that sound I hear?
Help! Help! Now! Now! Now!
C’mon! Let’s check it out!
Lesson 9
398
We Can Do It
Listen to the asking sentences I will read
about the poem. Try to answer the questions.
1. What are the different sounds in the poem?
2. Where is the setting of the poem?
3. What is happening in the poem?
4. What is the cause of the crash?
5. What do you think happened in the crash?
How can you tell?
6. Who do you think is speaking in the poem?
7. What does the speaker feel at the end
of the poem? How do you know that?
8. What do you think will be the ending
of the poem?
9. What good title can you give for the poem?
Let’s Aim
Different Kinds of Sentences
Listen as I read the sentences from the story.
1. I hear hammer sounds all around.
2. What is that I hear?
3. What is that crash I hear?
4. Oh no!
5. Help!
399
We Can Do It
Try to answer my questions after I read
each sentence in “Let’s Aim.”
1. What kind of a sentence is in number 1? Notice
how it begins and ends. Look at the
punctuation mark at the end of the sentence.
Yes, it is a telling sentence.
2. What kind of sentences are in numbers 2 and 3?
Notice how each begins and ends. Look at the
punctuation mark at the end of each sentence.
These are asking sentences. Each ends with a
question mark.
3. Notice the sentences in numbers 4 and 5. What
does each sentence express? What is the
emotion or feeling in each sentence? How does
each sentence end? Look at the punctuation
mark at the end of each sentence. These are
called exclamatory sentences. Each sentence
expresses a strong emotion. Each ends with
an exclamation point.
We Can Speak Up
Exclamatory Sentences
Listen as your teacher reads the following
exclamatory sentences. Can you also say these
exclamatory sentences with a strong feeling?
1. What a great man!
2. Fire! Fire! Please call the fireman!
3. Help! My mother fell! I need a doctor!
4. Hurry! We are late! The bus driver is already here!
5. Yipee! I am so happy! I got a high grade!
400
I Can Do It
Listen as I read these sentences. Copy the sentences
in your notebook. Write the correct punctuation mark
in the after each sentence. Write a question mark
? if it is an Asking Sentence, a period . if it is a
Telling Sentence, and an exclamation point ! if it is
an Exclamatory Sentence.
1. Carpenters build houses
2. How many bank tellers are there in a bank
3. How high the pilot flies his jet
4. Who delivers the letters to houses
5. Oh no My test score is so low
Remember This
There are different kinds of sentences.
A telling sentence tells about something.
It starts with a capital letter and ends
with a period (.).
An asking sentence asks something. It usually
starts with Wh- questions like who, what,
or where. It ends with a question mark (?).
An exclamatory sentence expresses a strong
emotion. It shows feelings like being very
happy, too excited, very scared, very angry,
or too sad. It ends with an exclamation point
(!).
401
Let’s Aim
How does your father go to work?
Say: “He goes to work by ____.”
Find out in the story how Mang Berto goes to work.
Listen as I read a short story to you.
Mang Berto is a factory worker. He works in
a candy factory in Laguna. He wakes up early
and walks every morning to go to work. How
hard Mang Berto works in the factory!
Then, he walks back to his house to eat
dinner with his family. Why does he walk every
day? Mang Berto wants to save money for his
family. What a great man! Do you also save
money like Mang Berto?
Which do you think happened first? Arrange the
events below from 1 to 5. Write the correct answers
on the blank. Do this in your notebook.
___ 1. Mang Berto eats his breakfast.
___ 2. Mang Berto goes home.
___ 3. Mang Berto walks to the factory.
___ 4. Mang Berto eats his dinner.
___ 5. Mang Berto works inside the candy factory.
Lesson 10
402
I Can Do It
Listen as I read these sentences in the story.
Tell what kind of sentence each one is. Do this
in your notebook. Give your answers by writing:
TS if it a Telling Sentence
AS if it an Asking Sentence
ES if it is an Exclamatory Sentence
1. Mang Berto is a factory worker.
2. He works in a candy factory in Laguna.
3. How hard Mang Berto works in the factory!
4. Why does he walk every day?
5. What a great man!
6. Do you also save money like Mang Berto?
I Can Read
Write the word that the teacher will say in each
column. Draw each word in your notebook.
A B C D
cot sun hat cap
cat sand hit cop
cut sin hat cup
can son hut cab
403
Week 3: Sights in Our Community
Let’s Try
What do you like to do with your friends? Tell us.
Say: “I like to _____ with my friends.”
Word Study
I will read and use the following groups of words in
sentences. Connect them to the correct picture with
a line.
get rid of
I want to get rid of the trash
on the table. I want
a clean table.
making her rounds
The nurse was making
her rounds in the hospital.
landed on the ground
My paper plane landed
on the ground.
Lesson 11
404
basketball star
My favorite basketball star
made the most points
in the game.
Let’s Aim
Have you been in a plaza or a park? What did you
see there? What did you do there?
Listen to my story.
Biking in the Plaza by Teacher Nong
“Mama, I would like to ride my bike. May I
go to the plaza?” Mina asked.
“Who will you go there with you, Mina?
Ask some of your friends to join you.”
“Simon and Nikki will ride their bikes, too.
We promise to be careful. We will go home
before it gets dark,” said Mina.
The three friends got on their bikes and went
to the plaza. Many children were in the
playground. Five boys were in the swing.
Two kids were on the slide. And some were on
the seesaw. Laughter could be heard
everywhere.
405
They saw the gardener planting beautiful
plants around. A street sweeper was putting
all the leaves in the trash can. A cop in a
motorbike was making his rounds.
After biking for more than an hour, Mina
got tired. “Come on. Let’s buy some ice
cream.” They approached the vendor. The
ice cream was perfect for a hot, tiring day!
Simon threw the ice cream wrapper on the
ground.
“Pick that up Simon! Let us help the street
sweeper. He must be tired cleaning up this
place all day.”
“Ooops, sorry! I did not think about that! I
just wanted to get rid of the wrapper,” said
Simon.
“There is a trash can over there. Just shoot it
there. We need to help keep this place clean,”
said Nikki.
Simon pretended he was a basketball
player. He turned around many times to shoot
the wrapper in the trash can. He landed
on the ground. He was not moving.
“Oh, no! Simon, are you hurt? Hurry, Nikki
let us bring him to the barangay clinic,”
yelled Mina.
The clinic was just beside the plaza.
406
The nurse washed the cut on Simon’s knee.
She put medicine and band-aid on it.
“That is just a small cut, brave boy,”
said the nurse.
“Thank you,” said Simon. “I am a brave
basketball star. And I did shoot the wrapper
in the trash can. Great shot!”
“And great cut,” said his two friends. They
laughed as they all left the clinic.
We Can Do It
Listen to the questions I will read. Try to answer them.
1. Who went to the plaza?
2. Why did they go there?
3. What did Mina promise Mama before she left?
4. Why did they get some ice cream?
5. What did Simon do with the wrapper?
6. What did his friends tell him?
7. If you were Simon, what would you do
if your friends tell you that?
8. What words describe the girls in the story?
9. What happened to Simon as he turned around
to throw the wrapper?
10. Where did the girls bring him?
11. Who helped Simon in the clinic?
I Can Do It
Draw in your notebook what the three friends
saw in the plaza.
407
Let’s Try
Main Idea
Look at the picture about our story yesterday. What
is happening in the picture?
What is each one doing?
We Can Do It
Speak Up Time
Use the sentence pattern to say what you see in the
picture.
With my beautiful eyes, I see ____.
Lesson 12
408
We Can Do It
Describing Words: Words that Tell about the Number
Listen as I read these sentences.
1. Three friends rode their bikes to the park.
2. Five boys were in the swing.
3. Two kids were on the seesaw.
4. A cop was in a motorbike.
5. A vendor sold ice cream.
Look at each sentence. What describing word
is used for:
1. friends
2. boys
3. kids
4. cop
5. vendor
Write the word in each sentence that shows
the number of people being described. Do this
in your notebook.
Remember This
Describing words are words that describe
persons, animals, places, things, or events.
We can use numbers to describe something.
409
I Can Read Phrases
Look at these pictures. Write in your notebook
the correct phrase that tells about each picture.
a big mug
a big pen
a big pot
get a ham
get a bud
get a wig
in the mud
in the box
in the pan
rub the leg
rub the jar
rub the pup
sell a mat
sell a pig
sell a mop
a fat man
a fat cat
a fat dog
a big gem
a big gum
a big van
a bad lad
a bad hag
a bad cat
a hot cup
a hot mug
a hot can
410
Choose the phrase which describes each picture.
Write your answers in your notebook.
mug in the tub
suds in the tub
bug in the cub
mud in the truck
bud in the truck
fun in the sun
bus in the mud
cat in the mud
boy in the mud
Let’s Recall
Can you remember what happened in our story
“Biking in the Plaza”?
Who said the following? Choose your answer from
the box.
Lesson 13
Mina Simon Nikki
411
1. “Come on. Let’s buy some ice cream.”
2. “Pick that up Simon! Let us help the street
sweeper. He must be tired cleaning up
this place all day.”
3. “Ooops, sorry! I did not think about that! I just
wanted to get rid of the wrapper.”
4. “There is a trash can over there. Just shoot it
there. We need to help keep this place clean.”
Let’s Aim
Listen again as I read the previous sentences.
What are all the sentences about? What are the
sentences trying to say? Choose from the following.
Letter C tells about the sentences I read. It is called
the main idea or big idea.
We Can Do it
Listen to my short story and think about the main
idea.
A. In the Plaza
B. Let’s Eat in the Plaza
C. Let’s Keep the Plaza Clean
412
Getting the Main Idea
Listen to the story. Choose the letter that best gives
the main idea of the short story.
My mom goes to the market every day.
She buys fish, vegetables, meat, and fruits from
the vendors. She loves to go to the market
to buy our food. She goes home happy to
cook our meals.
a. Our Meals
b. Vendors in the Market
c. Mom’s Day in the Market
I Can Do This
Listen to the stories carefully and think about the
main idea. Choose the best answer and write it
in your notebook.
We wake up early. My brother is excited.
My mother prepares our clothes. Dad cleans
the car. We will watch “Iron Man.”
1. Going on a picnic
2. Watching a movie
3. Cleaning the car
Remember This
The main idea of the story tells us what
the story is about. It is called the big idea.
413
When I grow up, I want to be an actor.
I can perform on T.V. and act on stage plays.
All my friends will watch me perform.
1. What I Want to Be
2. How to Be Healthy
3. My Manners
I Can Do It
Our school is a sight in our community. Be ready
for a walk inside our school. Your teacher will take
you around the campus and you will list all the things
that you see. Use the sentence pattern below. Bring
your notebook and pencil and use describing words
like number, size, and shape to complete the
sentence.
I see ___________( things).
(size)
Example:
I see small trash cans.
I see large rooms.
I see a round clock.
I see a square table.
414
Describing words are words that describe
the naming words. They tell about the number, size,
or shape of the person, animal, place, or thing.
I Can Read More Phrases
Read the following phrases. Copy and then color
the pictures.
a hut under the
hot sun
the hot sun
runs to the hut
a lucky lad
415
Let’s Try
The children went to the playground.
They rode the seesaw. Some tried
the swing. Others went up and down the slide.
They played all day and had so much fun
in the playground.
Read and listen to clues to get the main idea
of the short story. What is the main idea
of the short story? Choose the best answer
and write it in your notebook.
Lesson 14
Planting Is the Best Having Fun
in the Playground
Going Home School Is Cool
416
Let’s Aim
Imagine that you are in a playground.
What do you see? Describe the size of the things
that you see.
The slide is _____.
The swing is _____.
The seesaw is _____.
How did you describe the things that you see
in a playground? You described the size of the things
that you see.
We Can Do It
Get some things in your bag then describe their size.
Describe them to your partner.
My pencil is long.
The ruler is ______.
My bag is ______.
My notebook is ______.
Remember This
We can describe naming words by telling
about their size like large, small, big, long,
short, wide, narrow, and many more.
417
I Can Do It
Complete each sentence in your notebook. Fill in
each blank with the correct describing word about
the size of the naming word.
1. The building is _____.
2. The mall is _____.
3. The bus is _____.
4. The hut is _____.
5. The restaurant is _____.
I Can Read
the letter the magnet the ruler the barber
the cotton the
hammer
the
carpenter the hamper
lucky dog lucky bug lucky cub lucky men
I Can Do It
Write in your notebook the phrase that
the teacher says.
1. the river the rubber the hammer
2. the popcorn the pop star the lollipop
3. Harry Potter Harry Rotter Harry Popper
4. a laptop a ladder a present
5. calendar coconut cabinet
418
Let’s Try
What is the main idea of the poem? Find out
as the teacher reads it.
Sights and Shapes
Look, look, look at the shapes and sights
of our environment.
See the round sun shining like a ball of fire.
Look at the diamond kite which shines up
in the sky.
Yes, I love the oval petals of flowers
because they are so pleasant to the eyes.
How lovely the triangular roof of the nipa hut
But it is nothing compared to the cone-shaped
mountain,
Oh how grand these beautiful sights
and shapes!
Lesson 15
419
What is the big idea of the poem? Choose from
the following:
1. The Boy in a Farm
2. The Sights and Shapes in Our Community
3. I Love to Fly My Kite
A story has main ideas or big ideas.
Let’s Aim
Describing Words: Shapes
Look at the poem again. Do you notice
the highlighted words? I will read them again.
Answer my questions.
1. round sun What is round?
2. diamond kite What is the shape
of the kite?
3. oval petals of flowers What is oval?
4. cone-shaped mountain What is cone-shaped?
What are the words round, diamond, oval, and
cone-shaped? They are shapes. They are used
to describe naming words.
Remember This
Describing words describe people, animals,
places, and things.
When we describe objects, we can describe
them by looking at their shapes, numbers,
and sizes.
420
I Can Do It
I Can Read More Phrases
Draw each phrase in your notebook.
a fast car a fast van a fast bus
a big collar a dirty market a big cart
the sunset a summer day a sunny day
the carnival the carpet the cat naps
a hamburger a hammer a hamburger
bun
the bananas the banner the barber
a hospital a doctor a helicopter
Let’s Try
Places in the Community
Talk about the places you love to go to
in the community.
Pupil A will ask and Pupil B will answer. Then you
will switch roles. Pupil B will ask and Pupil A will
answer.
Time limit: 5 minutes only.
Lesson 16
421
“What is your favorite place in your community?
“My favorite place in our community is the _____.
I like to go there because _____.”
Get Set
Listen as your teacher uses the word/s in the box
in a sentence. Listen to the clues which will be given
to you and look at my action, too.
Let us try to find out what the words mean.
enjoyed visit swam
went home caught harvest
In our story, find out where the main characters went
and how they felt in their grandfather’s community.
Let’s Aim
____________________________
(Title - Big Idea)
422
Mat-Mat and Erica went to Batangas to visit
their grandma and grandpa. Lolo Ricardo
showed them several farm animals like the
carabao, hens, pigs, horses, and goats, too.
They enjoyed feeding and playing with the
animals. They had fun watching bugs and
insects like lady bugs, beetles, spiders, and
grasshoppers.
The next day, Mat-Mat and Erica went to
the cool river. They swam in the crystal clear
river. Mat-Mat and his grandfather went fishing.
Erica and her grandmother swam happily in
the river. Mat-Mat caught a big fish so Lola
Adela immediately went home to cook it.
Erica harvested fresh round tomatoes
and other vegetables in the backyard.
She picked the sweet fruits and went to the
kitchen to help Lola Adela. They all ate
the delicious food for lunch.
Mat-Mat and Erica had a wonderful time
in the farm with their grandpa and grandma.
Listen to the questions about the story and try
to answer them:
1. Describe the things that Mat-Mat and Erica saw
in the farm.
2. What did they see in the farm?
3. Based on the story, how does the river look like?
4. Was the water of the river hot or cool?
423
5. What did Mat-Mat catch? What was the size
of the fish?
6. How did Lola Adela feel when she saw
the big fish? What did she do with it?
7. How did Erica help her Lola Adela?
8. What did Erica harvest?
9. What was the taste of the fruits?
10. How did Mat-Mat and Erica feel in the farm?
Let’s Try
Try to recall the story. Answer the spider chart.
Do this in your notebook.
Lesson 17
Setting
Who When
What
Happened?
Ending
424
Let’s Aim
Which of the three titles or main headings
is the main idea or big idea of the story?
The Water Animals that I See
Fun Moments in Our Grandparents’ Farm
Matthew and Erica Went to Market
Describing Words
Listen as I read each sentence.
1. There were many animals in the farm.
2. Mat-Mat caught a big fish.
3. Erica harvested the round tomatoes.
4. Mat-Mat and Erica saw small bugs
in the backyard.
5. They saw the oval body of the spider.
Write the word in each sentence above to answer
the questions correctly.
1. How many animals were in the farm?
2. What is the size of the fish?
3. What is the shape of tomatoes?
4. What is the size of the bugs?
5. What is the shape of the spider?
Read the words you wrote. What do the words
talk about? These words tell something about
the naming words. They tell the number, size, and
shape of animals and things. Many, big, round, small,
and oval are called describing words.
425
What does many tell us?
It is a describing word that tells about the number.
What are big and small? These words tell about
what we see, hear, or feel.
Oval and round are describing words that tell about
the shapes.
We Can Do It
Grab from the Bag Game
Get anything inside a bag which you would like
to describe. Tell about its number, size, and shape.
You may also give words that tell what you see,
smell, taste, feel, or hear.
Use this sentence to describe what you are holding.
Grab and say something about the following:
candy ball
3 stones 2 toy blocks
It is _____.
Remember This
There are many ways to describe people,
animals, places, and things. Describing words
tell us how a person, a place, or something
looks like. Describing words can tell about the
number, size, and shape of things. We can
also describe by using words that tell about
what we see, hear, taste, smell, or feel.
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Can you think of other possible titles or headings
for our game?
What was our game all about? What was the big
idea of our game?
My Title for Our Activity: ___________________________
We Can Do It
I also have a nice title for our game, “Grab and Tell.”
Why do you think did I choose this title?
Let us support the main heading with small ideas.
Let’s read the other sentences which talk about
the big idea. Look at describing words in our
butterfly chart.
Grab
and Tell
candy stone
ball block
small
hard sweet
three
tiny
two big
round
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More Sentences to Read
Read the story and answer the questions.
1. This is Rendel the cub.
Who is the cub?
2. Rendel is in the hot tub.
Where is Rendel?
3. Rendel rubs his armpit.
What does Rendel do?
What does Rendel rub?
4. The tub is full of suds and bubbles.
What is the tub full of?
5. Rendel felt happy in the tub.
How did Rendel feel in the tub?
Remember This
A story has a main idea or big idea.
It also has small ideas. The small ideas are
supporting ideas that talk about the main idea
or big idea.
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Let’s Try
They fed and played with the farm animals.
Matthew and Erica swam in the river.
They looked at the spider.
Lesson 18
429
Let’s Aim
The Bug on the Barber’s Bed by Amcy M. Esteban
(Let’s sing to the tune of Eensy-Weensy Spider)
The barber was on the bed
when an ugly insect crawled.
Down crept the bug,
and went on his back.
Out came the bug
and scared the barber up.
Now, the little baby bug
slept happily on his bed.
1. Where was the barber?
a. on the bed
b. in the garden
c. in the yard
2. What crept on the barber’s back?
a. a bug
b. a dog
c. a cat
3. Where do you think did the barber go?
a. on the bed
b. in the mall
c. outside
4. What did the bug do on the bed?
a. slept happily
b. followed
c. ran
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5. How did the barber feel when the bug crawled
on his back? He felt_____.
a. scared
b. sad
c. happy
Think of the main idea of the song and then
change its title.
We Can Do It
Look for two describing words mentioned in the song.
Write them in your notebook.
Read the questions to get a clue.
1. How does the insect look like?
It is ______.
2. What is the size of the baby bug?
It is ______.
The describing word ugly tells how the insect looked
like.
The word little tells the size of the bug.
Can you use other describing words to describe
the baby bug?
1. How many bugs were mentioned in the story?
There was ______ bug on the bed.
2. What do you think is the shape of the bug?
I think it was a ______ bug.
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I Can Do It
Listen as I read the sentences. Complete each
sentence by writing a describing word for each
picture. You may use number, size, or shape
to describe the picture.
1.
_____ horses run
quickly.
2.
Dad is _____.
3.
____ caterpillars crawl.
4.
I see a _____ wheel.
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Let’s Try
More Sentences to Read
Read the sentences and answer the questions.
Write your answers in your notebook.
1. Where did the boy run?
2. What is fun to do?
3. When is it fun to run?
Read the sentences and then answer the questions.
1. The bug is in the puddle.
a. What is in the puddle?
b. Where is the bug?
2. The carpenter has a big coconut.
a. What does the carpenter have?
b. Who has a coconut?
3. Jessica has a basketful of red ribbons.
a. What does Jessica have?
b. Who has a basketful of ribbons?
Run in the hot tub.
It is fun to run in summer.
Run to the bus driver.
Run, run, run!
Run under the sun.
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Let’s Try
Let us try to recall the story in the song, “The Bug on
the Barber’s Bed” by remembering and drawing
the events of the story. Do this in your notebook.
Lesson 19
The Bug on the Barber’s Bed
1 2
3 4
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We Can Do It
Listen as I read the following sentences. Match each
sentence with the correct picture.
1. The farmer has
five hens in the
farm.
2. We planted the
tall trees.
3. There are several
buildings in
Makati.
4. They love to
watch the
playful clowns.
5. She wears her
heart-shaped
pendant.
Write in your notebook the describing word
that talks about the underlined word in each
sentence.
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I Can Do It
Think of a describing word for each picture.
Read the questions to help you complete
each sentence. Write the answers in your notebook.
1.
There are ___
policemen.
How many policemen
are there?
2.
Milo has a _____ picture
frame.
What is the shape of
the picture frame?
3.
Ted has ____ marbles.
How many marbles are
there?
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More Sentences to Read
Write the sentence the teacher says.
Read aloud the following sentences.
The helicopter of Rodrigo is different from the rest.
The big animals are in the carnival.
Teresa lit the lanterns.
Veronica visits the gardener in the hospital.
Let’s Try
Listen to me and give the big idea. Choose the letter
of the best answer.
Conrad’s hair is too long. His teacher told him
that he needed a haircut. Conrad went to his mom
because he would like to go to his barber.
He asked for money and then he went out.
a. Conrad Goes to the Bakery
b. Conrad Goes to the Barber
c. Conrad Stayed Home
We Can Do It
Listen to me and give the big idea. Choose the letter
of the best answer.
The teacher asked the children to get their bags.
Then, the children started to line up.
The teacher reminded everyone to do
their homework.
Lesson 20
437
a. The class was starting.
b. The class was ready to go home.
c. They are going on a field trip.
I Can Do It
Describing Words
Listen as I read each sentence.
Write the correct describing word for each picture.
Do this in your notebook.
1. The cake is
(large, circle, one).
2. The man has
(little, four, square)
lamps.
3. Rita has
(wide, rectangular, 7)
rabbits.
4. Jenny has a
(old, 5, big) doll.
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More Sentences to Read
Read the sentences and answer the questions.
Write your answers in your notebook.
1. Isabel helps the sick.
Who helps the sick?
2. The doctor gives some medicine
to the sick man.
What does the doctor give?
Who gives the medicine?
3. The boy gave the basket of canned goods.
What did the boy give?
Who gave the canned goods?
4. Teacher Anabel packed the old clothes.
Who packed the old clothes?
What did Teacher Anabel pack?
5. The poor family was so thankful.
Who was thankful?
How did the poor family feel?
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Week 4: In the City and in the Country
Let’s Try
Talk about where you live. Describe to us what you
see around.
Say: “I live in _____.
I see ______.”
Learning New Words
Listen as your teacher uses the word/s in the box
in a sentence. Look at the pictures that will
be shown, too. Find out what the words mean.
fireflies adorn
groove dark
calm city and country
Let’s Recall
What do you see in the place where you live? Name
some things that you hear in this place.
Let’s Aim
In the poem you are about to hear, you will find out
what the speaker sees and hears where he/she
lives in. Listen as I read the poem.
Lesson 21
440
I Like It Where I Live by Teacher Nong
I like it in the city!
Bright lights all around me,
Red lights, green, blue,
and yellow, too!
The music makes me sing
and move.
Listen! Fun music makes
me groove!
And when city lights
adorn the dark nights,
Oh! The nights are not
so dark after all!
I like it in the country!
The nights may be dark,
But fireflies adorn the
gardens,
Frogs croak in the night
so calm.
Listen! Fun music makes
me hum!
And when the music plays
in the quiet night,
Oh! The nights are not
so quiet after all!
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We Can Do It
Listen to the questions about the poem
and answer them.
1. In the poem, what can one see in the city?
2. What does one hear in the city?
3. Based on the poem, what can you see
and hear in the country?
4. Who do you think is speaking in each stanza?
5. How does the one in the city feel? Which lines
tell you how he/she feels?
6. How does the one in the country feel?
Which lines tell you how he/she feels?
I Can Do It
Where do you like to live, in the city or in the country?
Draw where you like to live in your notebook. Write
the following sentence below your picture.
I like to live in the _____.
Let’s Recall
In our poem yesterday, we learned how it looks like
in the city and in the country. I will read the poem
again. Make actions as I read the poem. You may
recite the poem with me the second time I read it.
Lesson 22
442
Describing Words
Listen as I read each sentence.
1. The lights are green and red.
2. The lights are blue and yellow.
3. The lights are bright.
4. The music is fun.
5. The night is dark.
6. The night is quiet.
Write the word in each sentence above that answers
the question that I will read.
1. What color are the lights? (Numbers 1 and 2)
2. What word tells about the lights? (Number 3)
3. What word tells about the music? (Number 4)
4. What word tells about the night? (Numbers 5
and 6)
Read the words you wrote. What do the words
talk about? These words tell something about
the underlined words.
Green, red, blue, yellow, fun, dark, and quiet
are all describing words.
What are green, red, yellow, and blue?
Describing words can tell about colors.
What are fun, dark, and quiet? These words tell
about what we see, hear, or feel.
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We Can Do It
Give describing words for the thing or picture I will
show or say. You may tell about its number, size,
shape, or color. You may also give words that tell
what you see or hear. Use the sentence form
in the box when you answer.
Say something about the following:
Show a pencil.
Show a school bag.
Point to the blackboard.
Point to the light in the ceiling.
Play loud music from a radio.
Show a picture of a room at night
when the lights are off.
Remember This
Describing words tell about how a person,
place, or something looks like. Describing words
can tell about the color of things. We can also
describe by using words that tell about what we
see, hear, or feel.
It is _____.
444
Let’s Aim
Reading Sentences
Study the following pictures.
Say something about each picture.
5 + 2 = 7
A B C
D E
Let us read these sentences.
Look for the correct picture in the boxes above for
each sentence. Write the letter of your answer
in your notebook.
1. I have a ruler and a pen.
2. Supper is also dinner.
3. There is a coconut in the garden.
4. I get the sum when I add numbers.
5. Nelson has a rubber band.
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We Can Do It
Find a partner. Read each sentence to your partner.
Act out what each sentence says.
1. The coconut is on the rug.
2. The nun has a ruler.
3. It is hot during summer.
4. Ten and six are numbers.
5. There is coco jam on the bun.
Let’s Aim
Yesterday, we recited a poem about how it looks like
in the city and in the country. I will read the poem
again. Make actions as I read the poem. You may
recite the poem with me.
Outline: Big Ideas and Small Ideas
The poem talks about two big ideas. First, it tells what
it is like in the city. Second, it talks about what it is like
in the country. You will find these two big ideas
in Part I and Part II of the outline. I will read these
two big ideas.
There are small ideas under the big ideas in the
poem. You can see the small ideas in A, B, and C.
I will read the small ideas under each big idea.
Copy the following in your notebook.
Lesson 23
446
In the City and in the Country
I. I like it in the city.
A. There are bright lights.
B. The music makes me dance.
C. ____________________________
II. I like it in the country.
A. There are fireflies.
B. Frogs croak at night.
C. ____________________________
We Can Do It
I will read the small ideas in the box. Let us write
each sentence on the blank under the correct big
idea. Do this in your notebook.
We just made an outline. An outline has big or main
ideas. Small ideas or supporting details are written
under the big ideas. An outline helps put ideas that
talk about the same things together. Then, we have
a well-written paragraph.
The night is not so quiet.
The night is not so dark.
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An outline looks like the one in the box below.
We Can Do It
Work with a partner. Think of other small ideas that
you can add under the big ideas below. What do
you like in the city or in the country?
I like it in the city.
I like it in the country.
Remember This
An outline has main ideas or big ideas
and small ideas. The small ideas or supporting
ideas are written under each main idea.
All the small ideas should talk about the main
idea where they belong.
Title
I. Big Idea (Main Idea)
A. Small idea (Supporting details)
B. Small idea
C. Small idea
II. Big Idea (Main Idea)
A. Small idea
B. Small idea
C. Small idea
448
I Can Do It
Listen as I read the poem in the big box. I will read
each stanza at a time. Then, draw in your notebook
what each stanza talks about.
There is something missing in the poem.
The main idea in each stanza is not there.
I will read the sentences in the box below.
Where should each main idea go?
Copy the poem in your notebook and write the
correct sentence on the blank above.
Now, I will read each line in the poem.
Encircle the describing word in each line in the poem.
I see buildings so high.
I see huts so low.
In the city, ________________
I hear the noise so loud,
I feel the air so warm,
And the air is not so clear!
In the country, ____________
I hear the sounds so soft,
I feel the breeze so cool,
And the air is just so fresh!
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Let’s Aim
Reading Sentences and Answering Questions
Let us read these sentences. Make a picture
in your mind as we read each sentence.
Can you find the correct picture in the box?
Answer the questions that follow orally.
a.
c.
b.
d.
e.
1. The nuns are in the convent.
Who are in the convent?
2. The ruler is under the rug.
What is under the rug?
3. Number the pad one to ten.
What will we number one to ten?
4. The coconuts are all over the garden.
Where are the coconuts?
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5. Samson is in the river during summer.
When is Samson in the river?
You can now read sentences and answer questions
about them. Let us try to read some more.
We Can Do It
Find a partner. Take turns reading the sentences
and questions in the previous page. Then, your
partner will answer. He/She will then read and ask
the next question. Make sure that each one reads
and answers properly.
Let’s Aim
Listen as I read these sentences. Match each
sentence with the correct picture.
a. b. c.
d. e. f.
Lesson 24
451
____1. The pillow is soft. ____ 4. The sun is hot.
____2. The rock is hard. ____ 5. The corridor is shiny.
____3. The music is loud. ____ 6. Len is beautiful.
Write in your notebook the describing word
that talks about the underlined word
in each sentence.
We Can Do It
Think of a describing word for each picture.
Complete the sentence for each picture orally.
1.
The kids are _____.
2.
Mom is ______.
3.
The top on the desk
is _____.
452
4.
The night is ______.
5.
The summer is _____.
I Can Do It
Listen as I read the sentences. Choose the correct
describing word for each picture. Write the complete
sentences in your notebook.
1.
The ruler is
(soft, long, hot).
2.
The mat is
(wet, warm, hot).
3.
The lights are
(bright, dark, hard).
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4.
The night is
(bright, dark, noisy).
5.
The milk is
(wet, hot, soft).
Let’s Try
Making an Outline
Read the sentences in the box. Each sentence
is a small idea. Write each sentence on the blanks
under the correct main idea. Do this in your
notebook.
We jog in the park.
The doctor is in the hospital.
We water the garden.
The farmer has a hammer.
The cop has a gun.
The vet helps our sick pet.
We get bananas from the market.
We visit the sick.
Lesson 25
454
1. Things We Do in Our Community
a. ____________________________________
b. ____________________________________
c. ____________________________________
d. ____________________________________
2. Our Community Helpers
a. ____________________________________
b. ____________________________________
c. ____________________________________
d. ____________________________________
I Can Do It
I will read the describing words in the box.
Use each word to write a sentence for each picture.
Do this in your notebook.
hard hot soft fat wet
1.
2.
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3.
4.
5.
Week 5: People I Admire
in the Community
Get Set
Is there someone that you really like? Perhaps that
person does things that you like. Maybe he/she does
something very well. Then you admire that person.
Let’s Try
Who do you admire?
Why do you admire that person?
Say: “I admire _______.
I admire him / her because ________.”
Lesson 26
456
We Can Do It
Look for a partner. Take turns asking the questions on
the previous page and in answering them. When
you hear the word STOP, everyone keeps quiet. It
means it is time to look for a new partner.
Let’s Aim
In the poem you are about to hear, you will find out
about different people in the community.
Find out whom the speaker admires in the poem.
Listen as I read the poem aloud.
Try to create pictures in your mind
as I read each line of the poem.
Lots of People around Me by Teacher Nong
Lots of people around me,
Lots of people in my community!
I see the farmer in the field,
Busy and working so hard.
I see the vendor in the streets,
Tired from selling the whole day.
I see my teacher in school,
Always greeting me with a smile.
I see the doctor in the clinic,
Helping me get well when I am sick.
Lots of people around me,
Lots of people I admire in my community!
457
I Can Do It
Listen to the questions about the poem and try to
answer them. Choose the letter of the correct
answer. Write the answers in your notebook.
1. Who is NOT mentioned in the poem?
a. a doctor
b. a farmer
c. a carpenter
2. Who is the vendor in the following pictures?
A B C
3. Where did the poem take place? (setting)
A B C
4. Who do you think is speaking in the poem?
A B C
458
5. What does the speaker feel in the poem?
A B C
6. What is another good title for the poem?
a. Many People Here and There
b. Happy People in the Community
c. People I Admire in the Community
We Can Do It
Listen to more questions about the poem. Let us try
to answer them.
1. Who are the people the speaker admires
in the poem?
2. Why do you think does the speaker in the poem
admire them? Give describing words for these
people.
3. What does the speaker in the poem feel?
What part shows how the speaker feels?
I Can Do It
Who among the people in the poem do you
admire? Why?
Draw the person that you admire in your notebook.
459
Let’s Recall
In our poem yesterday, we learned about
different people in the community we can admire.
I will read the poem again. Make actions as I read
the poem. You may recite the poem with me
the second time I read it.
Describing Words
Listen as I read each sentence.
1. The doctor is busy.
2. The farmer is hardworking.
3. The teacher is happy.
4. The vendor is tired.
Write the word in each sentence that answers the
question that I will read. Do this in your notebook.
1. What word tells about the doctor? (Number 1)
2. What word tells about the farmer? (Number 2)
3. What word tells about the teacher?(Number 3)
4. What word tells about the vendor? (Number 4)
Read the words you wrote. What do the words
talk about? These words tell something about
the underlined words.
Busy, hardworking, happy, and tired are all
describing words.
What kinds of words are busy and hardworking?
These words tell about the character traits of persons.
These words tell us how a person acts
or does his work.
Lesson 27
460
Describing words tell about character traits.
What kinds of words are happy and tired?
These words tell about what one feels.
Describing words tell about feelings.
We Can Do It
The following words tell about feelings.
Listen as I read the sentences.
When you get a good grade,
what do you say?
I am happy.
I am glad.
When you are sick, what do
you say?
I am sad.
I am unhappy.
When someone breaks
your new toy, what do you say?
I am mad.
I am angry.
Remember This
Describing words tell about how a person, place,
or something looks like. Describing words tell
about feelings and character traits of people.
461
When you are lost in a place you
do not know, what do you say?
I am scared.
I am frightened.
When you get a gift and it is not
your birthday, what do you say?
I am surprised.
Let’s Play
I will show different pictures with different feelings.
You will give the correct describing word for the
picture. Check the person in the picture if you will use
he or she.
Use the sentence form in the box when you answer.
Answer together as a class.
Now I will call you by your lines. The line I will call
will give the describing word for the picture.
I Can Do It
Now it is time to answer on your own when I call you
and show the pictures.
He / She is ______.
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We Can Do It
Reading a Short Story
Let us read the short story in the box.
Monina will have supper.
She has a hamburger in a bun.
She has milk in a cup.
Yummy, yummy supper!
I Can Do It
Draw in your notebook what the story is all about.
Answer the questions that follow.
1. Who will have supper?
a. Monina
b. Marlon
c. Marissa
2. What will she have for supper?
She will have a _____.
a. ham on a bun
b. ham and milk
c. hamburger and milk
3. What does she feel?
a. She is sad.
b. She is mad.
c. She is happy.
Lesson 28
463
4. Which part of the story tells you how she feels?
a. She has milk in a cup.
b. Yummy, yummy supper!
c. Monina will have supper.
5. Which of the following is the best title
for the story?
a. Milk for Supper
b. Yummy Supper
c. Ham for Supper
6. Where do you think is the setting of the story?
The setting of the story is in a ______.
a. garden
b. kitchen
c. market
We Can Do It!
We Can Read a Map: Places in the Community
Let us study the map of a community below.
464
Listen and look for the places I will mention.
Follow the instructions carefully.
1. Look for the school.
2. What is the street name in front of the school?
3. Name the two streets beside the school.
4. Where will you go if you want to play?
Where is the park? What is the name
of the street where you will find the park?
5. What is in front of the school? What is the name
of the bridge?
6. Someone is sick. Where will we bring him?
Where is the hospital?
What is the name of the street where you will
find the hospital?
7. Point to the fire station. Which street can we find
the fire station?
8. Look for the city hall. It is beside the fire station.
9. Point to the community center.
Many community events happen in this place.
10. Your teacher walks to get to school. She lives
in Rivera Street. Her house number is 180.
Look for it.
Look for Different Places in the Community
Look for a partner. Take turns telling your partner
where you will find the places I will mention.
Listen carefully. You may use the words beside, in
front of, left, or right to describe where the place is.
You may also use the street name.
465
Where is it? Look for the:
1. park
2. fire station
3. hospital
4. school
5. community center
Let’s Recall
In our poem the other day, we learned about
different people in the community we can admire.
I will read the poem again. Make actions as I read
the poem. You may recite the poem with me the
second time I read it.
Let’s Aim
Describing Words
The poem tells about words that describe the people
in the community. Write the describing words
in each sentence.
Remember This
A map tells us where we can find
different places. It shows us the way
so that we will not get lost.
Lesson 29
466
The farmer is
hardworking.
The doctor is busy.
The describing words that you wrote talk about how
a person acts or does things. Describing words tell
about character traits of people.
We Can Do It
The following sentences use describing words that tell
about character traits of people. Listen as I read
each sentence.
When someone always helps,
we say: He is helpful.
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When someone always
shares, we say: She is kind.
When someone always greets
other people nicely, we say:
He is polite.
When someone is always
clean and keeps her things in
order, we say: She is neat.
When someone always gives
the correct answer in class,
we say: He is smart.
When someone always tells
the truth, we say: She is
honest.
468
Let’s Play
I will show pictures of children. Give the correct
describing word for the picture. Think of the correct
character trait of the child. Check the person
in the picture if you will use he or she.
Use the sentence form in the box when you answer.
Answer together as a class.
Now I will call you by your lines. The line I will call will
give the describing word for the picture.
I Can Do It
Look at the pictures. Listen as I read the words
in the box. Write in your notebook the correct
describing word for each picture. Get your answer
from the box.
Remember This
Describing words tell about how a person acts
or does his or her work. Describing words tell
about character traits of people.
He / She is ______.
469
1.
Nelson is _____.
2.
Pamela is _____.
3.
Rina is _____.
1.
Martin is _____.
2.
Elena is _____.
3.
Roberto is ______.
neat smart kind
honest polite helpful
470
I Can Do It
Let us study the city map. Listen as I read
each question. Write your answers in your notebook.
Look for the school.
1. At which streets do we find the high school?
2. What building is at the left of the school?
3. What is between the hotel and the bank?
4. What is the park along Estrella Street?
5. What building is between two parks?
Lesson 30
471
I Can Do It
Read the short story in the box.
Answer the questions that follow.
1. Who have towels?
2. What did they get?
3. What did they feel?
Where do you think will they go? What do you think
they will do? Draw your answers in your notebook.
Week 6: Gifts All Around
Get Set
Look around you. What do you see? Mother earth
gives us a lot of things.
Let’s Try
What do you think are the gifts of mother earth to us?
Say: “Mother earth gives us _____.”
Lesson 31
What a hot summer!
Wilma and Susan have towels.
They get their jugs of water.
They will dip in the water.
Oh! Hot, hot summer!
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Learning New Words
Listen as your teacher uses the word/s in the box
in a sentence. Look at the pictures that will be
shown, too. Try to find out what the words mean.
falls springs sea see abound
Let’s Aim
In the poem you are about to hear,
find out what the gifts of mother earth are.
Try to create pictures in your mind as I read
each line of the poem.
Gifts of Mother Earth by Teacher Nong
Mother earth has lots of gifts
To us she brings and offers!
See the clean rivers and the seas.
See the clear falls and the springs.
See the tall mountains and the forests.
See the green hills all around.
Feel the fresh air that abounds.
Mother earth has lots of gifts
To us she brings and offers!
I Can Do It
Draw the gifts of mother earth in your notebook.
Listen as I read the questions. Try to answer them.
1. Describe the gifts of mother earth in the poem.
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2. Who do you think is speaking in the poem?
3. What do you think does the speaker feel?
Let’s Recall
In our poem yesterday, we learned about the gifts of
mother earth to us. I will read the poem again.
Make actions as I read the poem. You may recite the
poem with me the second time I read it.
Let’s Aim
Synonyms
Listen as I read each sentence.
1. Mother earth has lots of gifts.
Mother earth has many gifts
2. The rivers are clear.
The rivers are clean.
3. The air is fresh.
The air is clean.
Look at the underlined describing words
in each number above.
1. Lots and many tell about the gifts of mother
earth.
2. Clear and clean tell about the rivers.
3. Fresh and clean tell about the air.
The underlined words in each number mean
the same thing. Words that mean the same thing
are called synonyms.
Let’s learn more synonyms.
Lesson 32
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1. Melissa is a good friend. Melissa is a nice friend.
2. Rona is a beautiful girl. Rona is a pretty girl.
3. Don is a smart boy. Don is an intelligent boy.
4. Roman is quiet. Roman is silent.
5. The house is clean. The house is neat.
6. The pet is happy. The pet is glad.
7. The doctor is mad. The doctor is angry.
8. The animal is big. The animal is large.
9. The jet is tiny. The jet is small. The jet is little.
We Can Do It
Let’s use the synonyms in sentences.
Listen as I read the sentences.
Complete the sentence with the name
of your friends or classmates.
1. ____ is a good friend.
____ is a nice friend.
2. ____ is a beautiful girl.
____ is a pretty girl.
Remember This
Synonyms are words with the same meaning.
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3. ____ is a smart boy.
____ is an intelligent boy.
4. _____ is quiet.
_____ is silent.
5.
The house of ____
is clean.
The house of ____
is neat.
6. ____ is mad.
____ is angry.
7. ____ is small.
____ is short.
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We Can Do It
Reading a Short Story
Let us read the short story in the box.
I Can Do It
Draw in your notebook the things that Rosanna saw
in the story.
Read the questions. Write the letter of the correct
answer in your notebook.
1. Who went to the forest?
a. Rosa
b. Ramon
c. Rosanna
What a hot summer day!
Rosanna went to the forest.
See the forest!
See the red bud!
See the red bud in the forest!
See the insects!
See the insects in the forest!
See the river!
See the river beside the forest!
See the sunset!
See the sunset in the hills!
What a fun summer day!
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2. Which of the following did she NOT see?
a. a red bud in the forest
b. the sunset and the forest
c. red insects and the forest
3. What did she feel as she visited the forest?
a. She is mad.
b. She is happy.
c. She is scared.
4. Which line tells what Rosanna feels?
a. What a hot summer day!
b. What a fun summer day!
c. See the insects!
5. Which of the following is the best title
for the story?
a. In the Forest
b. A Fun Summer Day
c. The Sunset in Summer
Let’s Recall
In our poem the other day, we learned about
the gifts of mother earth to us. I will read the poem
again. Make actions as I read the poem. You may
recite the poem with me the second time I read it.
Lesson 33
478
Let’s Aim
Reading a Bar Graph
Many things we use come from mother earth.
The paper we use comes from trees. Study the bar
graph to see how much paper we use.
Pad Papers Used by Different Grade Levels
in Central Elementary School
We Can Do It
Listen to the questions about the bar graph and
answer them. Write the letter of the correct answer
in your notebook.
1. What kind of graph is it?
a. bar graph
b. line graph
c. picture graph
P
a
d
p
a
p
e
r Grade 1 Grade 2 Grade 3 Grade 4
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2. What is the bar graph about? We can find the
title on top of the bar graph. It is about the ____.
a. different schools
b. different grade levels
c. pad paper used by the different grade levels
3. How many grades are compared in the bar
graph? Look at the bottom of the bar graph.
a. two grade levels
b. four grade levels
c. three grade levels
4. Where will you look to find the number
of pad papers used? I will look at the _____.
a. top of the graph
b. left of the graph
c. bottom of the graph
5. Which grade level used the most pad papers?
a. Grade 2
b. Grade 3
c. Grade 4
6. Which grade level used the least pad papers?
a. Grade 1
b. Grade 2
d. Grade 3
7. How many pad papers did the Grade 2 pupils
use?
a. 60 pad papers
b. 70 pad papers
c. 80 pad papers
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8. How many pad papers did the Grade 4 pupils
use?
a. 60 pad papers
b. 70 pad papers
c. 80 pad papers
9. How many pad papers did the Grade 3 pupils
use?
a. 70 pad papers
b. 75 pad papers
c. 80 pad papers
Let’s Recall
Let us recite the poem about the gifts of mother
earth to us. Make actions as I read the poem.
Recite the poem with me the second time I read it.
Lesson 34
Remember This
A bar graph gives us data using bars
of different heights. The bars show us the
amount (how much or how little) of the things
being compared. The title of the bar graph
lets us know what it is about. We can
understand a bar graph by looking at all the
details in it.
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Let’s Aim
Synonyms
Let us give the synonym of each underlined word
that describes the picture. Select from the words in
the box. Write your answers in your notebook.
1. She is a cute girl.
She is a ____ girl.
2. The house is neat.
The house is _____.
3. They are angry.
They are _____.
mad small clean pretty intelligent
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4. The kids are short.
The kids are ____.
5. Arnel is smart.
Arnel is _____.
I Can Do It
Look at the words in the box. Find the synonym
of the underlined word in each sentence. Write it
in your notebook.
1. The kids were in a large room.
They were in a _____ room.
2. The kids were glad.
They were _____.
happy big silent little many good
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3. The kids are small.
They are _____.
4. There are lots of kids.
There are ____ kids.
5. The children are quiet.
They are ____.
6. The teacher is nice.
She is _____.
I Can Do It
Reading a Short Story
Read the short story in the box.
There are coconut trees.
There are coconut trees by the river.
The vendor gets the coconuts.
The coconuts are big.
There are many big coconuts.
The vendor sells the coconuts in the
market.
The vendor works hard to sell the coconuts.
The vendor sells all the coconuts.
The vendor is happy.
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Read the questions. Write the correct answers
in your notebook.
1. Who gets the coconuts?
2. Where did the vendor get the coconuts?
3. What two words tell about the coconuts?
4. Where will the vendor sell the coconuts?
5. What describing word tells about the vendor
who works hard? h__ r __ w__ __ king
6. Give a title for the story.
Let’s Recall
Let us recite the poem about the gifts of mother
earth. Make actions as I read the poem.
Recite the poem with me the second time I read it.
Let’s Aim
Reading a Bar Graph
The fruits we eat come from mother earth. Study the
bar graph. Find out how many vegetables
the vendor sells in a day.
Lesson 35
485
Mang Jose’s Vegetable Sales
I Can Do It
Listen to the questions about the bar graph. Choose
the letter of the correct answer.
1. How many baskets of did Mang Jose sell?
a. 3 baskets
b. 4 baskets
c. 5 baskets
2. How many baskets of did Mang Jose sell?
a. 3 baskets
b. 4 baskets
c. 5 baskets
B
a
s
k
e
t
s
ampalaya pechay eggplant tomato onion
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3. Which vegetable did he sell the least?
a. pechay
b. tomato
c. ampalaya
4. Which vegetables had the same baskets sold?
a. onion and pechay
b. eggplant and onion
c. eggplant and pechay
5. Which vegetable should he sell more tomorrow?
a. pechay
b. tomato
c. ampalaya
Week 7: Care for Mother Earth
Let’s Recall
The other week we learned a poem about the gifts
of mother earth to us. Let us recite the poem
together with proper actions.
Lesson 36
487
Let’s Try
Look around you. What can you say about how the
hills, mountains, rivers, and forests look like?
Describe them. You may use the describing words
that you already know.
Say: “The hills are ____.”
“The forests are _____.”
Learning New Words
Listen as your teacher uses the word/s in the box
in a sentence. Look at the pictures that will be
shown, too. Let us try to find out what the words
mean.
Let’s Aim
The poem you are about to hear is a longer version
of our poem last week. Find out what happened
to the gifts of mother earth to us. Try to create
pictures in your mind as I read each line of the poem.
bare breathe polluted air
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Care for Mother Earth by Teacher Nong
Mother earth has lots of gifts
To us she brings and offers!
See the clean rivers and the seas.
See the clear falls and the springs.
See the tall mountains and the forests.
See the green hills all around.
Feel the fresh air that abounds.
But look once more and see!
Look at the dirty seas and rivers.
Look at the bare forests and mountains.
Look at the polluted air we breathe.
Look once more and see!
Mother earth has lots of gifts
Gifts we enjoyed and forgot to care for!
I Can Do It
Draw in your notebook how the poem described
the gifts of mother earth at the end of the poem.
We Can Do It
Listen as I read the questions. Try to answer them.
1. Compare the gifts of mother earth at the start
and at the end of the poem.
2. What do you think is the cause why the gifts from
mother earth look like this now?
3. How do you feel about how mother earth looks
like now?
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4. If mother earth can talk, what do you think is she
saying to us?
5. What are you willing to do to save mother
earth?
Are you ready to make a pledge to save mother
earth? A pledge is a promise that we make. It shows
that we are willing to do what we say.
My Pledge by Teacher Nong
Small as I am, I will do my best!
I will pick up trash,
To keep mother earth clean.
I will care for plants,
And make mother earth green.
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Let’s Recall
In our poem yesterday, we learned about what
happened to mother earth. I will read the poem
again. Make actions as I read the poem. You may
recite the poem with me the second time I read it.
Let’s Aim
Antonyms
Listen as I read each sentence. Look at the
underlined describing words in each number.
1. The rivers are clean. Now, these are dirty.
2. The air is fresh. Now, it is polluted.
3. Mother earth is happy. Now, she is sad.
Clean and dirty tell about the river.
Polluted and clean tell about the air.
Happy and sad tell about mother earth.
The underlined words in each number say opposite
things. Words with opposite meanings are called
antonyms.
Lesson 37
Remember This
Antonyms are words with opposite meanings.
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We Can Do It
Let us learn more antonyms. Listen as I read each
sentence. Repeat after me as you point to the
picture and the sentence.
1. The tree is low.
The building is
high.
2. The mouse is small.
The elephant is
huge.
3. The jug is new.
The cup is old.
4. Ramon is young.
Lolo is old.
5. The man is rich.
Lola is poor.
Now take turns reading the sentences with a partner.
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We Can Do It
Reading a Story
I Can Do It
How well did you remember the story? Read the
questions. Put a if the sentence is correct.
Put a if it did not happen in the story. Do this
in your notebook.
1. Lola has fish for supper.
2. Mom has hamburger in a bun.
3. Little baby naps in a corner.
4. I order egg for supper.
5. Kuya has corn on the cob.
It is time for supper!
Yummy, yummy supper!
We order what we want.
Lola has a fish on her dish.
Dad has hamburger in a bun.
Mom has a ham sandwich!
Kuya has corn on a cob.
I have an egg in my fork.
And little baby has her milk.
Yummy, yummy supper for all!
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Let’s Recall
Let us recite the poem “Care for Mother Earth.”
Let’s Aim
Reading a Table
We show we care for mother earth by keeping
our surroundings clean. The pupils in a school helped
clean the community.
Let us study the table. A table can give us a lot of
details. It can help us see how much trash the
different grades collected for two months.
We Can Do It
Look at the title of the table as I read it.
Point to the part that shows how many sacks of trash
were collected in March. It is in bold.
Point to the part that shows how many sacks of trash
were collected in April. It is underlined.
Trash Collected by Pupils
March April
Grade 1 2 sacks 1 sack
Grade 2 3 sacks 2 sacks
Grade 3 2 sacks 2 sacks
Grade 4 3 sacks 2 sacks
Grade 5 5 sacks 3 sacks
Grade 6 4 sacks 3 sacks
Total 19 sacks 13 sacks
Lesson 38
494
Listen to the questions about the details in the table.
Write the letter of the correct answer in your
notebook.
1. What is the title of the table?
a. Trash of the Pupils
b. Trash Collected by the Pupils
c. Pupils’ Collection of Trash
2. How many months of trash collection are shown
in the table?
a. one month
b. two months
c. three months
3. In which months were trash collected?
a. March and May
b. March and July
c. March and April
4. Which grade level collected the most number
of sacks of trash in March?
a. Grade 4
b. Grade 5
c. Grade 6
5. Which grade level collected the least number
of sacks of trash in March?
a. Grade 4
b. Grade 5
c. Grade 6
6. Which grade level collected the most number
of sacks of trash in April?
a. Grades 4 and 5
b. Grades 6 and 5
c. Grades 4 and 6
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7. Which grade level collected the least number
of sacks of trash in April?
a. Grade 1
b. Grade 2
c. Grade 3
8. What is the total number of sacks of trash
collected by all the pupils in March?
a. 5 sacks
b. 13 sacks
c. 19 sacks
9. What is the total number of sacks of trash
collected by all the pupils in April?
a. 3 sacks
b. 13 sacks
c. 19 sacks
10. Which grade level should get an award for the
most number of sacks of trash collected?
a. Grade 4
b. Grade 5
c. Grade 6
We Can Do It
Antonyms
Listen as I read the sentences. Find out if the
sentences talk about antonyms.
Say: Yes, it is. or No, it isn’t.
Lesson 39
496
1. Mad and angry are antonyms.
2. Short and long are antonyms.
3. Unhappy and sad are antonyms.
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4. Warm and sunny are antonyms.
5. Bad and good are antonyms.
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I Can Do It
Read the story in the big box. Complete the story.
Get the correct words from the small box.
Write your answers in your notebook.
Draw the story in your notebook. Write a title
for the story.
Let’s Recall
Let us recite the poem “Care for Mother Earth.”
Let’s Aim
Reading a Table
The people in the community want to care for
mother earth. They collected different kinds of trash
around the community.
Lesson 40
Ramon summer hamburger
happy doctor sick
It was a hot _____ day!
Rona met ______.
He is a _____.
They went to visit the ____ man.
They had a _____ in a bun for the man.
The man was _____.
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Let us study the table. Let us see the different kinds
of trash collected in two months.
Trash Collected in Barangay Malinis
Kind of Trash June July
Paper 1 sack 0
Plastic 3 sacks 2 sacks
Tin Cans 1 sack 1 sack
Bottles 5 sacks 3 sacks
Cardboard 1 sack 0
Total 11 sacks 6 sacks
We Can Do It
Listen to the questions I will read. Write the letter
of the correct answer in your notebook.
1. What is the title of the table?
a. Trash in Barangay Malinis
b. Trash Collected in Barangay Malinis
c. Collection of Trash in Barangay Malinis
2. In which months were trash collected?
a. June and May
b. June and July
c. July and April
3. Which kind of trash had the most number
of sack collection in June?
a. tin cans
b. bottles
c. cardboard
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4. Which kind of trash had the least number
of sack collection in July?
a. paper and bottles
b. cardboard and tin cans
c. cardboard and paper
5. What is the total number of sacks of trash
collected in June?
a. 5 sacks
b. 6 sacks
c. 11 sacks
6. If they sell the collected trash, from which kind of
trash would they get the most cash?
a. bottles
b. plastic
c. tin cans